Industrial Design - Postsecondary Education Quality Assessment

Transcription

Bachelor of Applied Technology
(Industrial Design)
Consent Renewal Application
Ontario Colleges of Applied Arts and Technology
Date of Submission: June 2007
PART A
REPORT ON THE DELIVERY OF THE
CURRENT CONSENT PROGRAM
B.A.T. (Industrial Design))
Part A
Table of Contents – Part A
Page
Submission Checklist for Part A............................................................................................
1
Appendix 1
College and Program Information......................................................
4
Appendix 2
Abstract of Proposed Program ..........................................................
5
Appendix 3
Delivery of Current Consent Program Checklist ................................
6
Degree Level Standard
Appendix 4.1
Degree Level Standard .....................................................................
19
Program Advisory Committe .............................................................
Professional/Accreditation or Other Requirements............................
Letters of Support: Professional/Accreditation of Other
Requirements ....................................................................................
Program Level Learning Outcomes (Met)..........................................
Program Hour/Credit Conversion Justification...................................
Academic Course Schedule ..............................................................
Explanation of Added or Dropped “P” Courses .................................
Added “P” Course Outlines................................................................
Explanation of Added “O” Courses ....................................................
Added “O” Course Outlines ...............................................................
Program Structure Requirement........................................................
Support for Work Experience.............................................................
Work Experience Outcomes and Evaluation .....................................
Summary of Program Changes .........................................................
Admission Requirements Direct Entry ...............................................
Admission Policies and Procedures for Mature Students..................
Credit Transfer/Recognition Policies and Procedures .......................
Advanced Placement Policies ...........................................................
Degree Completion Arrangements ....................................................
Gap Analysis......................................................................................
Bridging Courses ...............................................................................
Admissions Information .....................................................................
Promotion and Graduation Requirements .........................................
Student Retention Information ...........................................................
23
24
Program Content
Appendix 6.1.1
Appendix 6.2.1
Appendix 6.2.2
Appendix 6.3.1
Appendix 6.3.3.1
Appendix 6.3.3.2
Appendix 6.4A
Appendix 6.4.A.1
Appendix 6.4.B
Appendix 6.4.B.1
Appendix 6.5.1
Appendix 6.5.2
Appendix 6.5.3
Appendix 6.6
Appendix 5.1.1
Appendix 5.1.2
Appendix 5.2.1
Appendix 5.2.2
Appendix 5.2.3
Appendix 5.2.4
Appendix 5.2.5
Appendix 5.2.6
Appendix 5.3
Appendix 5.3.1
24
25
29
29
30
30
30
30
31
31
31
32
33
33
34
34
34
34
34
35
36
36
Program Delivery Standard
Appendix 7.1.1
Appendix 7.1.2
Appendix 7.1.3
Appendix 7.2.1
Quality Assurance Policies ...............................................................
Policy on Student Feedback .............................................................
Student Feedback Instruments .........................................................
On-line Learning Policies and Practices ...........................................
37
37
37
38
Part A - i
Appendix 7.2.2
Appendix 7.2.3
Appendix 7.2.4
Academic Community Policies..........................................................
Expansion of On-line Learning..........................................................
Introduction of On-line Learning Policies ..........................................
38
38
38
Capacity to Deliver Standard
Appendix 8.2.1
Appendix 8.2.2
Appendix 8.2.3
Appendix 8.2.4
Appendix 8.3
Appendix 8.4
Appendix 8.5
Appendix 8.6.2.A
Appendix 8.6.2.B
Appendix 8.6.2.C
Appendix 8.7
Library Resources .............................................................................
Computer Access..............................................................................
Improvements/Expansion of Classroom Space ................................
Laboratories/Equipment ....................................................................
Resource Renewal and Upgrading ...................................................
Support Services...............................................................................
Policies on Faculty ............................................................................
Exception Statements Approved by the President............................
Faculty Qualifications: Discipline Related Courses..........................
Faculty Qualifications: Breadth Courses ..........................................
Enrolment Projections and Staffing Implications...............................
39
40
41
42
43
45
46
47
49
50
51
Credential Recognition
Appendix 10.1.1
Appendix 10.1.2
Appendix 9.1.A
Appendix 9.1.B
Appendix 9.1.C
Regulatory or Licensing Requirements .............................................
Letters of Support from Regulatory/Licensing Bodies.......................
Credential Recognition......................................................................
Credit Transfer Recognition ..............................................................
Policy on Informing Students on Recognition ...................................
52
52
53
53
54
Periodic Review Policy and Schedule...............................................
Update on Program Evaluation Measures ........................................
55
55
Program Evaluation
Appendix 11.1
Appendix 11.2
Part A - ii
Submission Checklist for Part A
Item Name and Binder Tab
Status
Submission Checklist for Part A
[3] Attached
Appendix 1 College and Program Information
[3] Attached
Appendix 2 Abstract of Proposed Program
[3] Attached
Appendix 3 Delivery of Current Consent Program Checklist
[3] Attached
Appendix 4.1 Degree Level Standard Summary
[3] Attached
Program Content
Appendix 6.1.1 Program Advisory Committee
[3] Not required
[ ] Attached
Appendix 6.2.1 Professional/Accreditation or Other Requirements
[3] Not applicable
[ ] Attached
Appendix 6.2.2 Letters of Support: Professional/Accreditation or Other
Requirements
[3] Not applicable
[ ] Attached
Appendix 6.3.1 Program Level Learning Outcomes (Met)
[ ] Not required
[3] Attached
Appendix 6.3.1.1 Program Level Learning Outcomes (Not Met)
[3] Not required
[ ] Attached
Appendix 6.3.1.1 Program Hour/Credit Conversion Justification
[3] Not required
[ ] Attached
Appendix 6.3.3.2 Academic Course Schedule
[3] Not required
[ ] Attached
Appendix 6.4.A Explanation of Added or Dropped “P” Courses
[3] Not required
[ ] Attached
Appendix 6.4.A.1 Added “P” Course Outlines
[3] Not required
[ ] Attached
Appendix 6.4.B Explanation of Added “O” Courses
[3] Not required
[ ] Attached
Appendix 6.4.B.1 Added “O” Course Outlines
[3] Not required
[ ] Attached
Appendix 6.5.1 Program Structure Requirement
[3] Not required
[ ] Attached
Appendix 6.5.2 Support for Work Experience
[3] Not required
[ ] Attached
Part A - 1
Status
Appendix 6.5.3 Work Experience Outcomes and Evaluation
[3] Not required
[ ] Attached
Appendix 6.6 Summary of Program Changes
[3] Not required
[ ] Attached
Appendix 5.1.1 Admission Requirements Direct Entry
[3] Not required
[ ] Attached
Appendix 5.1.2 Admission Policies and Procedures for Mature
Students
[3] Not required
[ ] Attached
Appendix 5.2.1 Credit Transfer/Recognition Policies and Procedures
[3] Not required
[ ] Attached
Appendix 5.2.2 Advanced Placement Policies
[3] Not required
[ ] Attached
Appendix 5.2.3 Degree Completion Arrangements
[3] Not required
[ ] Attached
Appendix 5.2.4 Gap Analysis
[3] Not required
[ ] Attached
Appendix 5.2.5 Bridging Courses
[3] Not required
[ ] Attached
Appendix 5.2.6 Admissions Information
[3] Attached
Appendix 5.3 Promotion and Graduation Requirements
[3] Not required
[ ] Attached
Appendix 5.3.1 Student Retention Information
[3] Attached
Appendix 7.1.1 Quality Assurance Policies
[3] Not required
[ ] Attached
Appendix 7.1.2 Policy on Student Feedback
[3] Not required
[ ] Attached
Appendix 7.1.3 Student Feedback Instruments
[3] Not required
[ ] Attached
Appendix 7.2.1 On-line Learning Policies and Practices
[3] Not required
[ ] Attached
Appendix 7.2.2 Academic Community Policies
[3] Not required
[ ] Attached
Appendix 7.2.3 Expansion of On-line Learning
[3] Not required
[ ] Attached
Appendix 7.2.4 Introduction of On-line Learning Policies
[3] Not required
[ ] Attached
Part A - 2
Status
Appendix 8.2.1 Library Resources
[3] Attached
Appendix 8.2.2 Computer Access
[3] Attached
Appendix 8.2.3 Improvements/Expansion of Classroom Space
[3] Attached
Appendix 8.2.4 Laboratories/Equipment
[3] Attached
Appendix 8.3 Resource Renewal and Upgrading
[3] Attached
Appendix 8.4 Support Services
[3] Not required
[ ] Attached
Appendix 8.5 Policies on Faculty
[3] Not required
[ ] Attached
Appendix 8.6.2.A Exception Statements Approved by the President
[ ] Not required
[3] Attached
Appendix 8.6.2.B Faculty Qualifications: Discipline Related Courses
[3] Attached
Appendix 8.6.2.C Faculty Qualifications: Breadth Courses
[3] Attached
Appendix 8.7 Enrolment Projections and Staffing Implications
[3] Attached
Appendix 10.1.1 Current Regulatory or Licensing Requirements
[3] Not applicable
[ ] Attached
Appendix 10.1.2 Letters of Support from Regulatory/Licensing Bodies
[3] Not applicable
[ ] Attached
Appendix 9.1.A Credential Recognition
[ ] Not required
[3] Attached
Appendix 9.1.B Credit Transfer Recognition
[ ] Not required
[3] Attached
Appendix 9.1.C Policy on Informing Students on Recognition
[3] Not required
[ ] Attached
Program Evaluation
Appendix 11.1 Periodic Review Policy and Schedule
[3] Not required
[ ] Attached
Appendix 11.2 Update on Program Evaluation Measures
[3] Attached
Appendix 12.1 to 12.n Additional Information
[3] Not required
[ ] Attached
Part A - 3
Appendix 1: College and Program Information
Full Legal Name of Organization:
Humber College Institute of Technology and Advanced Learning
Operating Name of Organization:
Humber Institute of Technology and Advanced Learning
Common Acronym of Organization (if applicable):
URL for Organization Homepage (if applicable):
www.humber.ca
Degree Program for Which Consent Renewal is Being Sought:
Bachelor of Applied Technology (Industrial Design)
Location (specific address) Where Program is Delivered:
Humber North Campus
205 Humber College Boulevard
Toronto, ON M9W 5L7
Date on which the program commenced: _08_ day _09_ month 2003 year
Date when the initial class of students will complete the program: _20_ day _04_ month 2007 year
Contact Information:
Person Responsible for this Submission:
Name/Title:
Rick Embree
Dean, Planning & Development
Full Mailing Address:
Humber Institute of Technology & Advanced Learning
Toronto, ON M9W 5L7
Telephone:
416-675-6622, ext. 4553
Fax:
416-675-6681
E-mail:
rick.embree@humber.ca
Site Visit coordinator (if site visit is required and if different from above):
Name/Title:
Joanne McLeod
Program Development Consultant
Full Mailing Address:
Humber Institute of Technology & Advanced Learning
Toronto, ON M9W 5L7
Telephone:
416-675-6622, ext. 4592
Fax:
416-675-6681
E-mail:
joanne.mcleod@humber.ca
Part A - 4
Appendix 2: Abstract of Proposed Program
The Bachelor of Applied Technology (Industrial Design) is a four-year honours degree in an
applied area of study consisting of eight academic semesters plus one 14-week work term. A
unique feature of the degree is the option to specialize in automotive design in the third and
fourth years of the program.
The program ensures that students acquire vital critical thinking, organizational, communication
and interpersonal skills along with the core design knowledge. This interdisciplinary program
consists of concentrated course work in industrial design, course work in related areas such as
business, marketing and environmental studies, as well as general education courses in
humanities, social sciences and natural science and/or math.
The program combines higher level thinking skills in research, reasoning, ethics, logic,
quantitative analysis and writing with the practical skills pertinent to the design, development,
marketing and manufacture of products. A variety of teaching/learning strategies are applied to
foster creativity and enhance the delivery of the curriculum. Close cooperation with industry is a
major characteristic of the program. Students gain practical experience through special
projects, by participating in design competitions, and through the work term.
The program prepares students for professional roles in industrial design. Many businesses
employ industrial designers to create and develop corporate branding, toys and games, sports
equipment, kitchen appliances, gardening equipment, entertainment/theme park/film set design,
lighting fixtures, home and office furniture, promotional materials and products, medical aids and
equipment, sports apparel and luggage, bathware, hardware and tools, electronic entertainment
and communication devices, and automotive and transportation products.
Part A - 5
Appendix 3: Delivery of Current Consent Program Checklist
Achieving the Degree Level Standard: Appendix 4 Documents
Holders of qualifications at this level will have developed a sound understanding of the principles
in their field of study, and will have learned to apply those principles more widely. Through this
qualification, they will have learned to evaluate the appropriateness of different approaches to
solving problems. Their studies may well have had a vocational orientation, enabling them to
perform effectively in their chosen field. They will have the qualities necessary for employment in
situations requiring the exercise of personal responsibility and decision making.
Holders of this degree will have demonstrated:
a. knowledge and critical understanding of the well-established principles of their area(s) of
study, and of the way in which those principles have developed;
b. ability to apply underlying concepts and principles outside the context in which they were first
studied, including, where appropriate, the application of those principles in an employment
context;
c. knowledge of the main methods of enquiry in their subject(s), and ability to evaluate critically
the appropriateness of different approaches to solving problems in the field of study;
d. an understanding of the limits of their knowledge, and how this influences analyses and
interpretations based on that knowledge.
Typically, holders of the qualification will be able to:
a. use a range of established techniques to initiate and undertake critical analysis of
information, and to propose solutions to problems arising from that analysis;
b. effectively communicate information, arguments, and analysis, in a variety of forms, to
specialist and non-specialist audiences, and deploy key techniques of the discipline
effectively;
c. undertake further training, develop existing skills, and acquire new competencies that will
enable them to assume significant responsibility within organizations; and will have:
d. qualities and transferable skills necessary for employment requiring the exercise of personal
responsibility and decision making.
Benchmark for assessing degree level
The program meets or exceeds the learning outcome standards specified in this Degree Level
Standard.
Given that your institution has not offered the program for a full four-year
cycle, is the institution confident that it is on track to meeting the intended
learning and performance outcomes of the full program?
[3] Yes
[ ] No
If ‘yes’, attach as Appendix 4.1. Degree Level Standard Summary, a concise
statement that explains how the institution is able to make this positive
determination (e.g., use of internal progress assessments by the program
advisory board or committee; external assessments; periodic faculty or
program committee meetings examining student performance and progress;
employer reports of the level of student preparedness for work placement
[3] Attached
Part A - 6
terms; et cetera)
If “no”, attach as Appendix 4.1., (i) a detailed explanation of how this
determination has been made; (ii) the reasons why this is the case; (iii) what
measures the institution has/is/will be taking to correct this situation; (iv) why
these measures are expected to correct the situation; and (v) what monitoring
regime will be used to ensure that these are effective.
[ ] Attached
Program Content, Admissions Policies: Appendices 5 and 6 Documents
Program Content
a. The content of the program, in both subject matter and outcome standards, meets the
Applied Degree Level Standard.
b. The program offers an education of sufficient breadth and rigour to be comparable to similar
programs offered by institutions that meet recognized standards in Ontario and in other
jurisdictions.
c. The curriculum is current, reflecting the state of knowledge in the field and the needs of the
field of practice.
d. The program ensures an appropriate balance of theory and practice in the formal studies in
the main field of concentration, in addition to a full-time, paid co-op work term (Round 2:
educationally supervised, paid work placement) of no less than 14 consecutive weeks prior to
graduation.
e. The instructional program ensures an appropriate balance of professional and liberal studies
in accordance with the following guidelines:
• at least 70% (Round 2: at least 70% and no more than 80%) of the time in courses in the
professional or main field of study (all required elements in theory, practice, and corollary
disciplines); and
• at least 20% of the time in courses (Round 2: at least 20% and no more than 30% of the
program hours1 in degree level courses) outside the professional or main field of study, of
which some are free-electives, to ensure that students are aware (a) of the distinctive
assumptions and modes of analysis of at least one discipline outside their main field of
study, and (b) of the society and culture in which they live and work, (Round 2:
specifically:
o no less than 15% of the program hours in degree level courses in the
humanities, social sciences and sciences unrelated to the main field of study;
and
o at the Applicant=s option, the remaining 5 to 15% of the program hours may be
in complementary, degree level courses which may be linked to the main field of
study (e.g., the history/ economics/ ethics of the main field of study). If the
applicant does not choose this option, then the remaining 5 to 15% must be in
the humanities, social sciences and sciences unrelated to the main field of
study.
Benchmark for assessing program consent
1. Learning outcomes and standards for the program demonstrate how graduates will be
1
AProgram hours@ refers to all contact hours between instructor and student, or equivalent hours for distributed learning programs excluding work
term components.
Part A - 7
2.
3.
4.
5.
6.
7.
prepared with a sound basis in theory, as well as the intellectual, communications, and other
skills necessary to be effective in the workplace upon graduation, and know how to remain
current in their field, specifically including but not limited to evidence of the following
outcomes:
a. the learning outcomes and standards in the subjects/courses in the program meet the
requirements of relevant regulatory bodies, and meet or exceed any related requirements
or standards set by any relevant regulatory or licensing body, or where appropriate, a
professional or accrediting body;
b. the learning outcomes and standards in the subjects/courses in the program (Round 2:
including the breadth courses are at the degree level and) meet or exceed those required
in the same subjects for similar applied degree programs in Ontario and in other
jurisdictions;
c. the learning outcomes and standards for the program meet or exceed the requirements of
the field of practice.
Courses in the program provide an increasingly complex exposure to theory at the degree
level and the application of that theory to practice and the demands of practice in the field.
Including (a) in-class laboratory or simulated work experiences, where appropriate; and (b)
at least one required work experience component in a block of not less than 14 weeks, with
clearly defined learning outcome standards and a method for joint employer/instructor
assessment leading to the assignment of a grade.
The time allotments to components in the program are appropriate to the stated learning
outcomes.
The design of the breadth requirement component of the instructional program is at least
20% and meets the standard for program content.
(Round 2: 4. The breadth requirement component meets the standard in time and content.)
The type and frequency of assessments of student learning are commensurate with the
stated learning outcomes and provide appropriate information to students about their
achievement levels.
Admission requirements and levels of student achievement for promotion and graduation are
appropriate to the learning outcome goals and Degree Level Standard.
Existence of an appropriately qualified and representative Program Advisory Committee (or
Program Development Advisory Committee if more appropriate) to ensure that the
curriculum is current, reflecting the state of knowledge in the field and the needs of the field
of practice.
There is an appropriately qualified and representative Program Advisory
Committee (or Program Development Advisory Committee if more appropriate)
and it is ensuring that the curriculum is current, reflecting the state of knowledge
in the field and the needs of the field of practice.
[3] Yes
[ ] No
If “no”, attach as Appendix 6.1.1 Program Advisory Committee, a statement
explaining why this has occurred, and what measures the institution took or is
taking to remediate this situation.
[ ] Attached
The program has adhered to the requirements set by professional or accrediting
bodies.
[3] Not app.
[ ] Yes
[ ] No
If “no”, attach as Appendix 6.2.1, Professional/Accreditation or Other
Requirements, an explanation of where there has been a shortfall, why this has
occurred, and what measures the institution is taking to remediate this situation.
[ ] Attached
Part A - 8
If “yes”, attach as Appendix 6.2.2, Letters of Support: Professional/
Accreditation or Other Requirements, documentation to the effect that the
program has received such accreditation, and, in the case where it has not, a
description of its status in the accreditation process.
[ ] Attached
The intended learning outcomes of the individual courses in the program have
been met (up to the current point of delivery).
[3] Yes
[ ] No
If ‘yes’, attach as Appendix 6.3.1, Program Level Learning Outcomes (Met), a
concise statement that explains how the institution is able to make this positive
determination (e.g., use of internal progress assessments by the program
advisory board or committee; external assessments of particular courses;
periodic faculty or program committee meetings examining student performance
in specific courses, student performance on examinations; et cetera).
[ ] Not req.
[3] Attached
If “no”, attach as Appendix 6.3.1.1, Program Level Learning Outcomes (Not
Met): (i) a detailed explanation of how this determination has been made; (ii) the
reasons why this is the case; (iii) what measures the institution has/is/will be
taking to correct this situation; (iv) why these measures are expected to correct
the situation; and (v) what monitoring regime will be used to ensure that these
are effective.
[3] Not req.
[ ] Attached
The Program Hour/Credit Conversion has remained the same.
[3] Yes
[ ] No
If “no”, attach as Appendix 6.3.3.1, the new Program/Hour Conversion, and an
explanation of the changes and their reasons
[ ] Attached
The Academic Course Schedule has remained essentially the same.
[3] Yes
[ ] No
If “no”, attach as Appendix 6.3.3.2, the new Academic Course Schedule, and
an explanation of the changes and their reasons.
[ ] Attached
Have any “P” (“professional field of study”) courses been added or dropped
from the program?
[ ] Yes
[3] No
If “yes”, attach as Appendix 6.4.A, Explanation of Added or Dropped “P”
Courses, an explanation of why the course(s) was added or dropped, and a
description of the process used to make the change, with particular reference to
how the change(s) related to maintenance of program currency or to
improvements as the result of formal program evaluation; and
[ ] Attached
If there were additions, attach as Appendix 6.4.A.1, Added “P” Course
Outlines, the outlines of all courses that were added.
[ ] Attached
Have any “O” (outside field of study”) courses been added to the program that
are not a part of the current program consent or that are not courses that were
approved in consents for other programs?
[ ] Yes
[3] No
Part A - 9
If “yes”, attach as Appendix 6.4.B., Explanation of Added “O” Courses, an
explanation of why the course(s) was added or dropped, and a description of
the process used to make the change, with particular reference to how the
change(s) related to maintenance of program currency or to improvements as
the result of formal program evaluation; and
If there were additions, attach as Appendix 6.4.B.1, Added “O” Course
Outlines, the outlines of the courses that were added.
[ ] Attached
[ ] Attached
[3] Not
required
The Program Structure has remained essentially the same.
[3] Yes
[ ] No
If “no”, attach as Appendix 6.5.1, the new Program Structure Requirement with
a description of the changes and reasons.
[ ]Attached
Have there been instances when students were unable to secure a required
work experience?
[ ] Yes
[3] No
Note: 5 students did not complete the placement as scheduled. This was due
to medical reasons (2 students) or other personal reasons (3 students), not
because they were unable to find a placement. These students will be required
to complete the 14 week placement before they can graduate.
[ ] Attached
If “yes”, attach Appendix 6.5.2 Support for Work Experience, an explanation of
how many students were affected, and how you were able to meet the
requirement.
Have there been any revisions, deletions, or additions to the work experience
outcomes and /or the method of evaluating students during their placements?
[ ] Yes
[3] No
If “yes”, attach Appendix 6.5.3 Work Experience Outcomes and Evaluation,
and a brief explanation of the change(s).
[ ] Attached
Have there been changes to the program since the original consent?
[ ] Yes
[3] No
Attach as Appendix 6.6, Summary of Program Changes, a brief summary of
the changes in the program content from the time of the original consent to the
present. Since specific details about any content changes that were made have
been reported in various appendices under 6.3, 6.4 and 6.5.1, this summary
should focus on the most salient of these and on the broader picture of how the
program has changed to enhance its appropriateness, currency and quality.
[ ] Attached
The direct entry admission requirements approved under the current consent
have been lowered.
[ ] Yes
[3] No
If “yes”, attach the changed requirements as Appendix 5.1.1 Admission
Requirements Direct Entry, and an explanation of (i) why there was a change,
(ii) when the change occurred and (iii) why the change was made without
seeking a change of consent from the Minister.
[ ] Attached
The admissions policy or procedures for mature students approved under the
[ ] Not app.
Part A - 10
current consent or under the consent for a subsequent program has been
followed without material change.
[3] Yes
[ ] No
If “no”, attach the changed policy as Appendix 5.1.2 Admission Policies and
Procedures for Mature Students, and an explanation of (i) what the change was,
including the introduction of policies where none were previously approved (ii)
why there was a change, (iii) when the change occurred and (iv) why the
change was made without seeking a change of consent from the Minister.
[ ] Attached
The advanced standing admissions policy for “Credit Transfer/Recognition
Policies and Procedures” relating to an individual student approved under the
current consent or under the consent for a subsequent program has been
followed without material change.
[ ] Not app.
[3] Yes
[ ] No
[ ] Attached
If “no”, attach the changed policy as Appendix 5.2.1 Credit
Transfer/Recognition Policies and Procedures, and an explanation of: (i) what
the change was, including the introduction of policies where none were
previously approved, (ii) why there was a change, (iii) when the change
occurred, and (iv) why the change was made without seeking a change of
consent from the Minister.
The advanced standing admissions policy for “Prior Learning Assessment”
relating to an individual student approved under the current consent or under
the consent for a subsequent program has been followed without material
change.
[ ] Not app.
[3] Yes
[ ] No
[ ] Attached
If “no”, attach the changed policy as Appendix 5.2.2, Advanced Placement
Policies, Prior Learning Assessment, and an explanation of: (i) what the change
was, including the introduction of policies where none were previously approved
(ii) why there was a change, (iii) when the change occurred and (iv) why the
change was made without seeking a change of consent from the Minister.
The advanced standing admissions policy for “Degree Completion
Arrangements” on a “block” basis approved under the current consent has been
followed without material change. 2
[ ] Not app.
[3] Yes
[ ] No
If “no”, attach the changed policy as Appendix 5.2.3 Degree Completion
Arrangements, and an explanation of: (i) what the change was, including the
introduction of policies where none were previously approved (ii) why there was
a change, (iii) when the change occurred and (iv) why the change was made
without seeking a change of consent from the Minister.
[ ] Attached
The advanced standing admissions policy for “Bridging Courses” approved
under the current consent has been followed without material change.
[ ] Not app.
[3] Yes
[ ] No
If “no”, attach the changed policy as Appendix 5.2.5 Bridging Courses, and an
explanation of: (i) what the change was, including the introduction of policies
[ ] Attached
2
“Advanced standing or credit recognition” policies relating to Degree Completion and Bridging Course are program
specific, and they cannot be introduced into one consent program because they were accepted as part of a later
consent.
Part A - 11
where none were previously approved (ii) why there was a change, (iii) when
the change occurred and (iv) why the change was made without seeking a
change of consent from the Minister.
Attach as Appendix 5.2.6, Admissions Information (See Page 29)
[3] Attached
The promotion and/or graduation requirements approved under the current
consent have been lowered.
[ ] Yes
[3] No
If “yes”, attach the changed policy as Appendix 5.3, Promotion and Graduation
Requirements, and an explanation of (i) why there was a change, (ii) when the
change occurred and (iii) why the change was made without seeking a change
of consent from the Minister.
[ ] Attached
Attach as Appendix 5.3.1, Student Retention Information (See Page 30)
[3] Attached
Program Delivery: Appendix 7 Documents
The method of delivery will achieve the desired learning outcomes at an acceptable level of
quality.
Benchmarks for assessing program delivery
1. Evidence demonstrating how achievement of the learning outcomes will be facilitated and/or
enhanced by the selected method(s) of delivery.
2. Evidence demonstrating that the Applicant will regularly invite feedback from students of the
quality of delivery methods.
Have there been any revisions, deletions, or additions to the policies pertaining
to program delivery quality assurance?
[ ] Yes
[3] No
If “yes”, attach Appendix 7.1.1, Quality Assurance Policies, and a brief
explanation of the change(s).
[ ] Attached
Have there been any revisions, deletions, or additions to the policies pertaining
to student feedback?
[ ] Yes
[3] No
If “yes”, attach Appendix 7.1.2, Policy on Student Feedback, and a brief
[ ] Attached
Have there been any revisions, deletions, or additions to the student feedback
instruments?
[ ] Yes
[3] No
If “yes”, attach Appendix 7.1.3, Student Feedback Instruments, and a brief
[ ] Attached
1. Does your consent include the authority to offer parts of the program through
internet, asynchronous, distance or distributed delivery?
[ ] Yes
[3] No
2. If “yes” to 1, have there been any revisions, deletions, or additions to the On-
[ ] Yes
Part A - 12
line Learning Policies and Procedures?
[ ] No
3. If “yes” to 2, attach Appendix 7.2.1, On-line Learning Policies and Practices,
an explanation of (i) why there was a change, (ii) when the change occurred
and (iii) why the change was made without seeking a change of consent
from the Minister.
[ ] Attached
4. If “yes” to 1, have there been any revisions, deletions, or additions to the
Academic Community Policies?
[ ] Yes
[ ] No
5. If “yes” to 4, attach as Appendix 7.2.2, Academic Community Policies, an
explanation of (i) why there was a change, (ii) when the change occurred
from the Minister.
[ ] Attached
6. If “yes” to 1, has there been an increase that either (i) has more than
doubled the number of courses using the alternate delivery methods, or (ii)
has increased the number of alternate delivery courses that more than 50%
of the program requirements can be taken in this manner?
[ ] Yes
[ ] No
7. If “yes” to 6, attach as Appendix 7.2.3, Expansion of On-line Learning, an
explanation of (i) why there was a change, (ii) when the change occurred
from the Minister.
[ ] Attached
8. If “no” to 1, have internet, asynchronous, distance or distributed delivery
courses been introduced into the program?
[ ] Yes
[3] No
9. If “yes” to 8, attach as Appendix 7.2.4, Introduction of On-line Learning
Policies: (i) a list of the course/s to which the alternate form of delivery has
been added; (ii) an explanation of (a.) why there was a change, (b.) when
the change occurred and (c.) why the change was made without seeking a
change of consent from the Minister.
[ ] Attached
Capacity to Delivery: Appendix 8 Documents
The college has the capacity to deliver the quality of education necessary for students to attain
the stated and necessary learning outcomes.
Benchmarks for assessing capacity to deliver
1. An Applicant record demonstrating capacity to deliver high-quality education as seen in Key
Performance Indicators (KPI) and other appropriate measures.
2. Academic and other staff in sufficient numbers to develop and deliver the program and to
meet the needs of the projected student enrolment.
3. The Applicant submits curriculum vitae of its faculty members demonstrating that faculty
possess an appropriate mix of:
Part A - 13
4.
5.
6.
7.
8.
a. advanced academic credentials (normally the terminal academic credential in the field);
b. any required or desired professional credentials; and/or
c. related work experience of substantial depth and range.
Evidence of satisfactory policies relating to faculty (Round 2: to faculty teaching in a degree
program), including:
a. a policy defining the academic/professional credentials required of faculty teaching all
courses in the program;
b. a policy requiring the college to have on file possession of evidence supplied direct to
the college from the granting agency of the highest academic credential and any
required professional credential claimed by faculty members;
c. a policy requiring the regular review of faculty performance, including student evaluation
of teaching;
d. a policy identifying the means of ensuring the currency of faculty knowledge in the field;
e. a policy promoting curricular and instructional innovation.
Evidence of reasonable student access to a comprehensive range of support services
including but not limited to tutoring, academic advising, career and personal counselling,
placement, and services for students with disabilities.
Evidence of reasonable student and faculty access to information (Round 2: access to
learning) resources (such as library, databases, computing, classroom equipment and
laboratory facilities) sufficient in scope, quality, currency, and kind to support students and
faculty in the program.
Evidence of commitment to build necessary information (Round 2: information and learning)
resources, to maintain their currency, and to supplement them as necessary.
Evidence that the program is appropriate to the college’s mission and goals, the college’s
capacity to fulfill its mission, and that the program is offered in areas where the college has
demonstrated uncommon strength.
Attach as Appendix 8.2.1 Library Resources (See Page 31)
[3] Attached
Attach as Appendix 8.2.2 Computer Access (See Page 32)
[3] Attached
Attach as Appendix 8.2.3 Improvements/Expansion of Classroom Space (See
Page 32)
[3] Attached
Attach as Appendix 8.2.4 Laboratories/Equipment (See Page 32)
[3] Attached
Attach as Appendix 8.3 Resource Renewal and Upgrading, a description of how
the information in Appendices 8.2.1-4 relates to the Resource Renewal and
Upgrading Plans that were submitted in your initial consent proposal.
[3] Attached
Have there been any revisions, deletions, or additions to the support services
available to students?
[ ] Yes
[3] No
If “yes”, attach Appendix 8.4 Support Services, and a brief explanation of the
change(s).
[ ] Attached
Has there been a revision in the policy that was part of your original consent
that resulted in a reduction in the qualifications of faculty?3
[ ] Yes
[3] No
3
See Section 7, 4 above for context.
Part A - 14
If “yes”, attach Appendix 8.5 Policies on Faculty, (i) the new policy and (ii) an
explanation of (a.) why there was a change, (b.) when the change occurred and
(c.) why the change was made without seeking a change of consent from the
Minister.
[ ] Attached
Have faculty been hired for the program who do not have at least one degree
higher in a related field than the degree level of the program for which the
college is seeking renewal?
[3] Yes
[ ] No
If “yes” attach as Appendix 8.6.2 A, all Exception Statements Approved by the
President of the organization
[3] Attached
Attach as Appendix 8.6.2 B Faculty Qualifications: Discipline Related Courses
(See Page 33)
[3] Attached
Attach as Appendix 8.6.2 C Faculty Qualifications: Breadth Courses (See Page
34)
[3] Attached
Attach as Appendix 8.7 Enrolment Projections and Staffing Implications, a
description of how the information in Appendices 5.2.6, 5.3.1, 8.6.2 B, and
8.6.2.C relates to the Enrolment Projections and Staffing Implications that were
submitted in your initial consent proposal.
[3] Attached
Credential Recognition and Credit Transfer: Appendices 9 and 10 Documents
While meeting particular needs, programs are designed to maximize the graduates’ potential for
promotion in their field as well as their life-long learning potential. Accordingly:
a. the program’s learning outcomes and standards are sufficiently clear and at a level that will
facilitate appropriate recognition of the credential by other postsecondary institutions; and
b. where appropriate, and without distorting the main purposes of the program, courses or
curricular elements in it are designed to facilitate credit transfer recognition by other
postsecondary institutions.
Benchmarks for assessing credential recognition
The applicant submits an explanation of how the design of the program meets this standard.
1. Evidence of consultation with employers, relevant occupational groups and professional
colleges with respect to their recognition of the credential and their assessment of whether
the credential will contribute to the professional advancement of the graduate.
2. Evidence of consultation with relevant regulatory bodies regarding those requirements for
entry into practice that may be subject to government regulations and policies, e.g., the
Regulated Health Professions Act, 1991 or the Ontario College of Teachers Act, 1996.
3. Evidence that the Applicant will inform students of any provisions for credential recognition
and credential transfer; that students have confirmed their understanding of these provisions
in writing; and that the Applicant will advise students of changes to credential recognition or
transfer in a timely manner.
Have there been any revisions or additions to the requirements set by
regulatory bodies associated with this program?
[3] Not app.
[ ] Yes
[ ] No
Part A - 15
If “yes”, attach:
Appendix 10.1.1 Current Regulatory or Licensing Requirements, and a brief
explanation of the change; and
Appendix 10.1.2 Letters of Support from Regulatory/Licensing Bodies to the
effect that either your program has been adapted to meet these requirements,
or, if applicable, the program continues to be accredited.
[ ] Attached
[ ] Attached
Have any additional provisions (formal or informal) been made for the
credentials of the graduates of your program to be recognized by other
postsecondary institutions?
[3] Yes
[ ] No
If “yes”, attach as Appendix 9.1.a, Credential Recognition, a description of the
formal and informal arrangements.
[3] Attached
If “no”, attach as Appendix 9.1.a, an explanation of the steps (and results) that
you have taken to meet this benchmark.
[ ] Attached
Have any additional provisions (formal or informal) been made for the courses
or curricular elements in the program to be recognized for credit transfer by
other postsecondary institutions?
[ ] Yes
[3] No
If “yes”, attach as Appendix 9.1.b, Credit Transfer Recognition, a description of
the formal and informal arrangements.
[ ] Attached
Have there been any revisions in your policy of informing students of any
provisions for credential recognition and credential transfer; that students
confirm their understanding of these provisions in writing; and that the Applicant
will advise students of changes to credential recognition or transfer in a timely
manner?
[ ] Yes
[3] No
If “yes”, attach Appendix 9.1.c Policy on Informing Students of any Provisions
for Credential Recognition and Credential Transfer, and a brief explanation of
the change(s).
[ ] Attached
Program Evaluation: Appendix 11 Documents
Program Evaluation
Evidence of a formal, institutionally-approved policy and procedure for the periodic review of
programs in reasonable conformity with the program review elements identified in Appendix III of
this Handbook.
Benchmarks for assessing program evaluation
1. Frequency
Degree-granting institutions formally commit themselves to undertake program reviews at
regular intervals, normally not exceeding five to seven years. The results of such reviews and
the conclusions to be drawn from them are shared with the Senate or an equivalent body and/or
the governing board. The first such evaluation should occur before a request for renewal of
ministerial consent.
Part A - 16
2. Criteria
The criteria for program reviews include the following:
a. continuing consistency of the program with the goals of the institution’s mission and longrange plan;
b. assessment of the learning outcome achievements of students/graduates by comparison
with:
i. the program’s stated learning outcomes and standards;
ii. the Degree Level Standard;
iii. the opinions of employers, students/graduates; and
iv. the standards of any related regulatory, accrediting or professional association;
c. assessment of graduate employment rates, (ii) graduate satisfaction level, (iii) employer
satisfaction level, (iv) student satisfaction level, (v) graduation rate, and (vi) OSAP default
rate;
d. continuing relevance of the program to the field of practice it serves, including evidence of
revisions made to adapt to changes in the field of practice;
e. continuing appropriateness of the method of delivery and curriculum for the program’s
educational goals and standards;
f. continuing appropriateness of admission requirements (i.e. achievement level, subject
preparation) for the program’s educational goals and standards;
g. continuing appropriateness of the program’s structure, method of delivery and curriculum for
its educational goals and standards;
h. continuing adequacy of the methods used for evaluating student progress and achievement;
i. adequacy of, and efficient and effective utilization of existing human, physical, and financial
resources;
j. indicators of faculty performance, including the quality of teaching and demonstrable
currency in the field of specialization.
3. Procedure The procedure includes:
a. Self Study: a study undertaken by faculty members and administrators of the program based
on evidence relating to program performance against the criteria stated above, including
strengths and weaknesses, desired improvements, and future directions.
b. Program Evaluation Committee: a committee struck by the senior administration to evaluate
the program based on (a) the Self-Study and (b) a Site Visit during which members of the
committee normally meet with faculty members, students, graduates, employers, and
administrators to gather information. A majority of the members should be peers from outside
the organization and free of any conflict of interest.
c. Report of the Committee: the overarching purpose of the report is to assess program quality
and recommend any changes needed to strengthen that quality. As external audits of such
processes include actions taken as a result of reviews, the report should be addressed to the
senior administration and shared with the governing board, together with any consequent
plan of action.
d. Other Evaluations: program reviews required for licensing and regulatory bodies, or for
accreditation by accrediting agencies recognized by the Board, may overlap to a greater or
lesser degree with the standards of the program review process described above. Colleges
may use such accreditation reviews to satisfy the program evaluation process to the extent
that the accreditation reviews can be demonstrated to be consistent with the objective,
structure and elements of the program review process outlined above. Where accreditation
reviews are more focused than required by the program evaluation process, a college should
supplement the accreditation review so that the broader requirements are met.
Part A - 17
Have there been any revisions, deletions, or additions to the policies and/or
procedures pertaining to program evaluation?
[ ] Yes
[3] No
If “yes”, attach Appendix 11.1, Periodic Review Policy and Schedule, and a brief
[ ] Attached
Attach as Appendix 11.2, Update on Program Evaluation Measures, a
description of the measures that have already been taken to monitor the quality
and appropriateness of the consent program.
[3] Attached
The applicant hereby confirms and warrants that all information and representations provided by
the applicant as part of Appendix 3 checklist and the accompanying appendices are true.
____________________________________
June 19, 2007
_____________________________
President’s Signature
Date
Part A - 18
Appendix 4.1 – Degree Level Summary
The degree program is on track to meet the intended learning and performance outcomes of the
full program. Students are excelling in their performance in the degree program. For example,
41 students were on the honour roll this past semester. In addition, students have won
corporate sponsored competitions from the ABC Group, Cosmoda, Bell Canada, Bombardier
Recreational Products, Umbra, The World Automobile Design Competition, TCH Hardware,
Dupont Canada, Skyjack Inc. and the Bombay Sapphire Glass competition
Humber follows a rigorous approval process for the course outlines utilized in the degree
program. The course outlines are reviewed by the Planning and Development Department at
Humber, and important input is derived from this form of consultation. This includes
implementation of the Humber Ethics Policy, which governs primary research in class
assignments. Following the consultation stage, the Degree Council at Humber formally reviews
the course outlines, including the course content and learning outcomes. The Degree Council is
comprised of representatives from the University of Guelph-Humber and the Humber College
Institute of Technology and Advanced Learning.
Depth and Breadth of Knowledge
Professional courses are organized around the critical and contextual dimensions of industrial
design and its key intellectual tools. Students explore various related theories within the
historical, contemporary and cultural settings which inform the context of industrial design, how
these evolved and changed and how they relate to the design process. Students are required
to engage in a critical analysis of texts, fields of knowledge, concepts and practices and to test
their analyses against known understandings, practices and simulated models. Students
demonstrate mastery of these areas through the analysis of the works of other practitioners,
essays, written assignments and exams that require them to show an appropriate depth and
breadth of knowledge and level of conceptual and analytical sophistication.
Through consultation with industry representatives and the advisory committee members, the
curriculum is fine-tuned to meet the needs of employers. The increasing use of technology in
design, the emphasis on safety, sustainability and ecology, efficient manufacturing and logistical
practices, newly developed materials and the focus on total user satisfaction are reflected in the
delivery of course material and the teaching techniques of the faculty. The interaction between
full-time and part-time faculty members supports a bridge between the classroom and the
workplace. Ongoing professional development by faculty members and the sharing of
information concerning new developments in the field ensure the currency and relevance of the
curriculum.
The Industrial Design degree uses a diverse and comprehensive set of resources to support
delivery of the content, drawing on both texts and articles from a wide range of publications.
Texts such as Design Secrets: Products 2, Mass Production Technology for Product Design and
Focus on Designing are also used in other baccalaureate programs in industrial design, as are
resources such as the video The Next Industrial Revolution.
Part A - 19
In addition to depth and breadth of knowledge in the professional field, breadth courses serve a
dual function of both promoting insights and approaches to a range of theoretical frameworks
drawn from the social sciences, arts, humanities and sciences and also pointing to the enduring
connections among different disciplines. Many of these courses are organized around a central
problem or problems. They explore the central philosophical problems as well as
methodologies and practices of the discipline and provide both a disciplinary focus and a
reflection on common concerns of contemporary life. Each course contains evaluation methods
that require sustained writing assignments that test the student’s ability to communicate, ability
to apply theory to a particular context and the demonstration of an appropriate level of
conceptual and analytic sophistication.
Knowledge of Methodologies
Courses are designed so that students develop and employ critical thinking skills as they
acquire knowledge and skills associated with the content areas of the courses. Students are
exposed to current research, disciplinary debates and modes of analysis used in the area of
study. Each course incorporates discussion of key issues, practice in applying concepts orally,
visually and in writing, analysis and interpretation of material and individual feedback on work
produced. In evaluating student work, professors look for evidence that students have
incorporated appropriate research and methodological approaches and have examined the
options available in developing solutions for the problems presented.
Evaluation strategies are demanding and require both an increasing level of sophistication in
critical analysis and greater independence as students progress through the program. In
evaluating the students, there is greater emphasis centred on self appraisal, independent
research and contextualizing industrial design as it impacts society. Student work must
demonstrate a critical awareness of contemporary developments in design and the application
of concepts and frameworks, enabling the formulation of strategies and professional responses
to design challenges. Studio projects, culminating in the design thesis, require students to
employ a variety of design methodologies. In these projects, students demonstrate their ability
to challenge discipline orthodoxies, to critically evaluate research, scholarship and
methodologies, to apply techniques of research and enquiry to their own investigations, and to
demonstrate originality through the production of independent work.
Application of Knowledge
Throughout the program, students have been required to assemble information from a variety of
sources, discern and establish connections and synthesize that data in order to gain a coherent
understanding of theory and practice. For example, students have been required to create
solutions for complex issues in real-world settings presented through industry partners by
applying kowledge gained in courses such as Marketing, Interdisciplinary Practices and
Environmental Practices. Increasingly sophisticated studio projects require the exercise of
creative skills, imagination, vision and, at the highest level, innovation, and require students to
apply knowledge of design methods and techniques, materials and processes, environmental
impact, economic benefits and social implications to the finished product. Students have also
been required to analyze the work of other practitioners, as well as complete research
assignments where they were required to gather information, and critically evaluate the material
and present evidence and arguments in support of their recommendations and conclusions.
Part A - 20
The first cohort of students had their work term placement last summer, and all students who
were available for the work term obtained employment in the field. Their employers included
such organizations as Nienkamper Furniture and Accessories, Inveco Products, Royal Ontario
Museum, Irwin Toy, Soheil Mosun, Pathway Design & Manufacturing, Array Marketing, Salus
Marine Wear, and Shape Products. Reports from employers indicate that the students are
excelling in their work term responsibilities. The employers have indicated in their Employer
Feedback reports that students were well-prepared, quick learners, professional, a pleasure to
have as a team member and showed a lot of promise as designers.
Communication Skills
Throughout the four years of the program, students have participated in a variety of activities
designed to hone their communication skills, including structured class discussions and
debates, topic presentations, and subject review sessions. They have completed numerous
written assignments including such exercises as research reports, presentation reports and
essays and have undertaken case analyses which require them to communicate information,
arguments and analyses accurately and reliably. They have been required to make numerous
formal presentations using different media tools and to participate in class discussions and
debates. These activities have taken on an increasing sophistication as the degree has
progressed, demanding stronger student performance. Professors look for thoroughness,
clarity and accuracy in their evaluation of student work and students have performed very well.
Awareness of Limits of Knowledge
The program encourages students to clearly define their role in the economic and social
development of society through studio studies in core industrial design courses and closely
related courses in subjects such as Computer Aided Design, Manufacturing Fundamentals, and
Portfolio Development. Other non-design courses such as Marketing, Interdisciplinary
Practices, Economics of Industrial Design, and Design Research Analysis offer students a
survey of related but distinct disciplines of which they need to be aware. The interface between
the fields of study is drawn clearly through the teaching format of non-studio courses which
begin with a big picture overview. The historical, economic and societal contexts clearly depict
the aspects of the discipline which will not be emphasized in the course of study.
Students are encouraged to provide a rebuttal to their own works when data are deemed
inconclusive. Structured class discussions are often centred around such topics as developing
technology, whereby historical examples can give indicators as to probable outcomes, but in
which students are also aware that they do not possess the knowledge to draw firm
conclusions.
Professional Capacity/Autonomy
Every student at Humber develops employability skills in the areas of personal skills (resource
management, time management, responsibility, career development, adaptability), interpersonal
skills (teamwork, assertiveness, conflict management), mathematical skills, communication
skills (written and verbal), thinking skills (problem solving, research, critical thinking, creative
thinking), and computer application skills. These skills are incorporated into and evaluated in
courses throughout the program. Students in the Industrial Design program have participated in
a variety of group activities such as team centred studio projects, joint submissions for design
competitions and topic discussion groups that require working effectively with others, effective
Part A - 21
decision making in complex situations, and taking accountability and accepting responsibility for
their actions. Peer, faculty and third party evaluations confirm that students are demonstrating
these abilities. Employer evaluation reports from the work term also indicate that students have
demonstrated the required qualities.
Students have been exploring opportunities for further study. Within the framework of the
program, students have conducted research and made contacts during their fourth year thesis.
Externally, students have investigated and applied for Masters degree-level studies in Europe
and Australia. One student has already been accepted into a Masters program in Industrial
Design at the Queensland University of Technology and another student has been accepted
into the Masters program at UMEA University in Sweden. Some students are seeking further
studies at Humber through post-degree certificate programs.
Part A - 22
Program Content
Appendix 6.1.1 – Program Advisory Committee
Not required
Part A - 23
Appendix 6.2.1 - Professional/Accreditation or Other Requirements
Not required
Appendix 6.2.2 – Letters of Support: Professional/Accreditation or Other Requirements
Not required
Part A - 24
Appendix 6.3.1 – Program Level Learning Outcomes (Met)
Professional Courses
The program outcomes and intended learning outcomes in the individual courses in the program
have been met.
A.
STUDENT PERFORMANCE
Ways in which student performance is monitored and supported

Evaluation strategies are demanding and require both an increasing level of
sophistication in critical analysis and greater independence as students progress
through the degree. For example, as previously stated in Section 4.1, there is
greater emphasis centred on self appraisal, independent research and
contextualizing industrial design as it impacts society.
The percentage of students in their final semester achieving honours standing, with a
GPA of 80% or more, was 46%. Students are excelling in their written assignments,
studio projects, class presentations, and written exams and are clearly
demonstrating mastery of the course outcomes. As the assignments are designed for
both group and individual completion, students are developing strong teamwork skills
and facility in independent study.
Student performance in industry sponsored competitions has shown that students
excel in performing under the realities of externally based business paradigms.
Students are quick to understand the competitive nature of designing for both
aspirational concepts and production scenarios. This assessment is exemplified by
the number of long-term relationships with business which the program has built.
One measure of student success is the awards they have won for their performance
at these design competitions including:
o A third place finish in the 2007 World Automotive Design Competition.
o Five of six sponsor awards, three of six first prizes and five of six honourable
mentions at the 2007 Rocket Show, which is a combined graduation
show/competition of Carleton University, the Ontario College of Art and
Design and Humber’s Industrial Design programs sponsored by the
Association of Chartered Industrial Designers of Ontario.
o A 3rd place in Canada finish at the Bombay Sapphire Glass competition
o The Insitu Chair Show competition
o Competitions sponsored by such organizations as Bombardier, Bell Canada,
TCH Hardware, and Axiom Products
Business feedback on student workplace performance during the 14 week paid work
placement has been overwhelmingly positive. This fact is reinforced by the many
work placement sponsoring companies hiring graduates full-time while at the same
time agreeing to take another student for his/her 14 week placement.
The results of the industry sponsored competitions and competitive shows such as
the three Industrial Design programs’ Rocket Show illustrate clearly through ample
positive feedback directly to students and through faculty that student work is
meeting industry expectations.
Part A - 25
B.
FACULTY PERFORMANCE
Ways in which high levels of teaching are established, maintained and supported

C.
Hiring depends on demonstrated excellence in teaching as well as on industry
experience.
An extensive Professional Development Program exists which includes a two-year
program for new, full-time faculty, and class visits and teaching strategy seminars for
both full-time and part-time faculty.
Faculty members participate in departmental meetings where they share research
interests and help to keep the curriculum up-to-date.
Faculty members are practicing professional members of the Association of
Chartered Industrial Designers of Ontario. Two faculty members hold international
membership in the Industrial Designers Society of America. Faculty members
regularly take advantage of educational and occupationally-related seminars offered
through these associations.
Other faculty members have taught related courses at the Ontario College of Art and
Design.
Most faculty members sit on evaluation committees for the awarding of annual
industrial design awards such as the Carleton, Humber and Ontario College of Art
and Design Rocket Show.
Support is offered for faculty members to pursue doctoral degrees in the design field.
Some faculty members have been featured both in books such as Design in Canada
by R. Gotlieb and C. Golden, 2004, and in several recent newpaper and magazine
articles.
Some faculty members have international design experience with multinational
corporate design leading companies.
CURRICULUM DESIGN
Ways in which courses promote the specific insights and approaches of the discipline

Almost all studio courses within the industrial design program begin with an historical
perspective, starting at a critical point of origin of the particular subject. For example,
in the first year studio class in visual communications and design presentations, the
student is taken from the writings of Emmanual Kant, John Ruskin and George
Santayana. The origins of artificial pictorial perspective, the basis of a three
dimensional drawing and representation of design is introduced as Filippo
Brunelleschi first demonstrated it in the drawings of the Piazza del Duomo in the
thirteenth century. Students then follow the ascent of perspective into the early
twentieth century when it was successfully deployed by early industrial designers.
They then move on to contemporary methods.
Students are exposed to this historical/contextual approach in other non-studio core
courses such as Economics of Industrial Design where they become familiar with
Adam Smith, Karl Marx, Fredrich Engels, John Keynes, Milton Friedman and
Fredrich Hayek before moving on to their impact on the modern market economy in
which design plays an increasingly important role.
Courses are structured to encourage frequent student-to-student and student-toprofessor exchanges. These discussions become increasingly more numerous and
more in-depth as the curriculum progresses.
Part A - 26

D.
EXTERNAL ASSESSMENT

E.
In courses where on-site experience is necessary, appropriate field trips are
undertaken. Manufacturing Fundamentals, Design for Production 1 and 2, and
Environmental Practices are but four examples. Students in Environmental Practices
will visit conservation offices and recycling plants to reinforce their classroom
experience.
Disciplines tangential to design are introduced often within the curriculum to ensure
students possess specific insights related to these fields. Professors are recruited
from specific disciplines such as marketing, economics, ergonomics and
manufacturing, for example, to support these courses.
Most studio courses such as Industrial Design Studio 2 - 4 engage sponsors to
undertake student design competitions. Industry sectors are specifically selected to
ensure students are exposed to a variety of forward-looking design challenges.
Sponsors are also vetted for their willingness to participate in the classroom
instruction at a variety of levels during the course of the sponsored project.
Guest lectures augment faculty to foster an emphasis on effective communication
skills, analytical and research skills and the latest technological applications to best
meet the needs of students in preparation for work in the design industry.
Resources used in the courses are current and at a level appropriate for a
baccalaureate degree. As set out in Appendix 4.1, texts and other resources used
are also used in similar courses at other universities.
Courses are benchmarked against similar degree-level courses offered at other
educational institutions.
The Program Advisory Committee reviewed the curriculum in its entirety.
INTERNAL ASSESSMENT
All degree professional courses are vetted and approved by Humber’s Planning & Development
Department and by the Degree Council.
Breadth Courses
A.
STUDENT PERFORMANCE
Ways in which student performance is monitored and supported

Students are assessed using a variety of instruments, but each course contains
evaluation that requires sustained writing. These writing assignments test the ability
to communicate, the ability to apply theory to a particular context, and the
demonstration of an appropriate level of conceptual and analytic sophistication.
Faculty within disciplines exchange tests and student papers to ensure a continuity
of standard.
The Awards Committee sees the top-level work produced by students. Prize winners
at Humber could be prize winners anywhere.
Faculty are working on a rubric for essay assignments that will further aid in
consistency and clarity of expectation.
Part A - 27
B.
FACULTY PERFORMANCE
Ways in which high levels of teaching are established, maintained and supported

C.
Hiring depends on demonstrated excellence in teaching
An extensive Professional Development Program exists which includes a two-year
program for full-time permanent faculty; class visits and teaching seminars for
contract faculty
Department meetings where teaching strategies and methodologies are shared
Department meetings where faculty share research interests through frequent oral
reports help to keep the curriculum up-to-date
Department meetings where discussion among faculty teaching different disciplines
or interdisciplinary courses encourages a sense of connection between the various
disciplines.
Encouragement and support for faculty to participate in academic conferences
Support for research and writing in refereed journals and the popular press.
Support for faculty in finishing their doctoral degrees.
CURRICULUM DESIGN
Ways in which courses serve a dual function of promoting the specific insights and approaches
of the discipline and in addition point to the enduring connections among different disciplines

D.
Courses such as City Life, Sociology of Consumption, Power, Human Security and
World Disorder, The Good Life, Breakthroughs in Scientific Achievement, Desire and
Discontent, and Money, Markets and Democracy are organized around a central
problem or problems. The fundamental nature of these problems or questions
means that each course not only provides a disciplinary focus, but also reflects on
common concerns of contemporary life. In this manner, courses build on each
other’s insights, and students are encouraged to see the connections between
disciplines.
As well as addressing the philosophical problems at the center of the discipline,
students learn the special practices and methodologies of specific disciplines.
EXTERNAL ASSESSMENT
These institutions have recognized the courses that follow as appropriate undergraduate level
courses:

The University of Guelph
City Life
Sociology of Consumption
Sociology of the Everyday
Principles of Sociology (Introductory Sociology)
Astronomy
Scientific Achievement (Breakthroughs in Scientific Achievement)
Human Security and World Disorder
Desire and Discontent
Betrayal in Contemporary Fiction
Part A - 28
Money, Markets and Democracy
E.

University of New Brunswick
Sociology of Health
City Life
Scientific Achievement
Ethics and Moral Theory
Power 1 and 2
Philosophy of Love and Sex
Trauma and Memory in Fiction
The Good Life
Leadership

York University
The Good Life
Knowing and Believing
How is Society Possible?
Power 1 and 2
Introduction to Psychology
Social Psychology
City Life
Introduction to Sociology
Introduction to Politics
INTERNAL ASSESSMENT
All degree breadth courses are vetted and approved by Humber’s Degree Council.
Appendix 6.3.3.1 – Program / Hour Conversion
Not required
Appendix 6.3.3.2 – Academic Course Schedule
Not required
Part A - 29
Appendix 6.4.A – Explanation of Added or Dropped “P” Courses
Not required
Appendix 6.4.A.1 – Added “P” Course Outlines
Not required
Appendix 6.4.B – Explanation of Added “O” Courses
Not required
Appendix 6.4.B.1 – Added “O” Course Outlines
Not required
Part A - 30
Appendix 6.5.1 – Program Structure Requirement
Not required
Appendix 6.5.2 – Support for Work Experience
If required
Appendix 6.5.3 – Work Experience Outcomes and Evaluation
Not required
Part A - 31
Appendix 6.6 – Summary of Program Changes
There have been no changes to the program.
Part A - 32
Admissions Policies
Appendix 5.1.1 – Admission Requirements Direct Entry
Humber has not lowered the direct entry admission requirements, but has allowed some
flexibility for otherwise qualified applicants who are deficient in math. Such students have been
given an opportunity to complete a Grade 12U math or equivalent prior to the beginning of
semester 3. These students receive a conditional admission to the degree. Failure to complete
the math requirement prior to Semester 3 results in withdrawal from the degree. This change
was not reported to the Minister because Humber did not consider it a lessening of the standard
or a significant deviation from the admission requirements as originally written since students
must still meet the requirement to complete a Grade 12U math or equivalent with a minimum
grade of 60%.
Program Admission Requirements
Academic
Ontario secondary school students must have completed a minimum
of a secondary school diploma (OSSD) with 6 12U, M (U/C) or OAC
level courses and a minimum average of 65% including Grade 12U
English or OAC English 1, or equivalent, and a Grade 12U
mathematics or OAC math or equivalent. In addition to the minimum
average of 65%, the applicant must achieve a final grade of not less
than 60% in each of the published subject requirements for his/her
program of interest.
For the B.A.T. (Industrial Design) degree:
Offers of admission may be given to applicants who are deficient in
the required math if they meet all other admission requirements.
Such applicants will be required to complete a Grade 12U math or
equivalent prior to the beginning of semester 3.
Related work/volunteer
experience
N/A
Other (e.g. portfolio,
specialized testing,
interview, G.R.R., etc.)
Interview and presentation of portfolio
Appendix 5.1.2 – Admission Policies and Procedures for Mature Students
Not required
Part A - 33
Appendix 5.2.1 – Credit Transfer/Recognition Policies and Procedures
Not required
Appendix 5.2.2 – Advanced Placement Policies, Prior Learning Assessment
Not required
Appendix 5.2.3 – Degree Completion Arrangements
Not required
Appendix 5.2.4 – Gap Analysis
Not required
Appendix 5.2.5 – Bridging Courses
Not required
Part A - 34
Appendix 5.2.6 – Admissions Information
Number of students entering program by academic year (Please insert the relevant years in
the columns headings)
New Intakes
into Program
in 2003-04
Academic
Year
New Intakes
into
Program in
2004-05
Academic
Year
New Intakes
into
Program in
2005-06
Academic
Year
New Intakes
into Program
in 2006-07
Academic
Year
24*
32*
26*
34*
3. College Graduates
8
15
15
15
4. University Graduates
6
2
4
6
5. Mature Students
2
1
4
1
6. Total Students
Commencing Program
40
50
49
56
6. Average Secondary School
G.P.A. of students listed in (1)
above
76.8%
77.6%
76.7%
74.1%
7. Number of Total Students
(5) granted Advanced Standing
into the Program**
0
0
0
0
8. Number of Total Students
(5) who are International
Students (i.e., on a Student
Visa)
2
0
1
2
Number of New Students
Highest Certification
1. Secondary School
Graduates
*Though their highest credential was graduation from secondary school, several of these
students had completed some university or college courses before registering in this degree, as
follows:
Secondary School Graduates
with Partial College or
University
13
5
8
3
Part A - 35
Appendix 5.3 – Promotion and Graduation Requirements
Not required
Appendix 5.3.1 – Student Retention Information
Retention Rates for Each Potential Four-Year Cohort
2002-2003
starting
cohort
2003-2004
starting
cohort
2004-2005
starting
cohort
Row
1
2
3
4
5
6
Academic Year
Total who commenced program in 2002–2003 academic year
Total from row 1 who re-enrolled in 2003–2004 academic year
Total from the 2002-2003 starting cohort who graduated
Total from row 4 who are still in program
Full-time
7
8
9
10
11
12
Total who commenced program in 2003-2004 academic year
Total from row 7 who re-enrolled in 2004 – 2005 academic year
Total from row 10 who are still in program
40
33
29
27
22
To be conf.
13
14
15
16
17
18
Total from row 14 who are still in program (if reporting before the
beginning of the 2007-2008 academic year)
Total from row 15 who are still in program (if reporting after the
19
2005-2006
starting
cohort
20
21
22
23
24
25
2006-2007
starting
cohort
26
27
28
29
30
50
40
40
Total from row 21who re-enrolled in 2007–2008 academic year
49
45
56
Part-time
Part A - 36
Appendix 7.1.1 – Quality Assurance Policies
Not required
Appendix 7.1.2 – Policy on Student Feedback
Not required
Appendix 7.1.3 – Student Feedback Instruments
Not required
Part A - 37
Appendix 7.2.1 – On-line Learning Policies and Practices
Not required
Appendix 7.2.2 – Academic Community Policies
Not required
Appendix 7.2.3 – Explanation of On-line Learning
Not required
Appendix 7.2.4 – Introduction of On-line Learning Policies
Not required
Part A - 38
Appendix 8.2.1 – Library Resources
Number at time of
consent (2003)
Current Number (2007)
Holdings - Books (print)
Number
North 76,130 items (all
subjects)
3,443 of 76,130 are core
to Industrial Design
Number
North 86,426 items (all subjects)
6,264 of 86,426 are core to Industrial
Design
Holdings – Journals
(print)
Number
North – 363 (all subjects)
17 of 363 are relevant to
Industrial Design
Number
North – 332 (all subjects)
46 of 332 are relevant to Industrial Design
Holdings – Books
(electronic)
0
7368 (all subjects)
1,515 of 7368 are relevant to Industrial
Design
Holdings – Journals
(electronic)
Number
4500 plus those available
on Lexis/Nexis (all
subjects)
8269 plus other electronic journals
accessible from Lexis/Nexis (all subjects)
Expenditure during this
period for
purchase/access to
ADDITIONAL library
resources pertaining
specifically to this
program.
New acquisitions since
2003
Books (print) 1141 items
Reference (print) 29 items
Journals (print) 29 titles
Videos 62 items
Databases – core (3)
- electives (10)
Total
$ 95,763
$ 3,485
$ 25,274
$ 11,384
$ 52,235
$189,036
$377,177
Part A - 39
Appendix 8.2.2 – Computers and Computer Access
Directly Related to the Consent
Program
Number at Time of
Consent
Current Number
Number of Students in Program
(Cumulative)
222
Number of Computers without Internet
Access available solely (i.e., they have
priority of use) to Students in Program
Number of Computers with Internet Access
available solely to Students in Program
Expenditure during this period for
purchase/rental of ADDITIONAL computer
equipment pertaining specifically to this
program.
$
Number of Computers without Internet
Access reasonably accessible to Students
in Program
Number of Computers with Internet Access
reasonably accessible to Students in
Program
1700
2400
Humber has
approximately 100
computer labs
available to
students.
Part A - 40
Appendix 8.2.3 – Improvements/Expansion of Classroom Space
Program
Number at time of
consent
Expenditure for construction/rental of
ADDITIONAL classroom space pertaining
specifically to this program.
Current Number
$262,000 for
electronic
classrooms
$225,000 for
renovations to the
Lecture Theatre
$54,000 for
upgrades to
industrial design
classrooms/labs
Note: The expenditures in this chart relate to improvements made to classroom space at the
North Campus. This space is used by students from a number of programs, including the
Industrial Design degree program. It does not reflect space that is exclusive to the Industrial
Design program. Classroom and lab space at the College is not typically dedicated to one
particular program. Rather space is assigned to classes from a number of different programs
depending upon need and availability.
Part A - 41
Appendix 8.2.4 – Laboratories/Equipment (if applicable)
Program
Number of Specifically-Equipped Work
Stations and/or Specialized Equipment
Number at time of
consent
Technical Media Lab* # of workstations - 0
Current Number
4
Students access a
variety of labs to
support project and
studio work such as the
fabrication shop and
assembly shop.
These labs are not
exclusive to industrial
design students.
Equipment in each lab
varies and the number
of pieces of specialized
equipment also varies
depending upon the
type of equipment. A
list of new equipment
purchased since
consent is included in
the resource renewal
and upgrading section.
Expenditure for construction/rental of
ADDITIONAL laboratories and equipment
pertaining specifically to this program.
$101,919 for the
purchases of
additional
equipment
purchased since
2005.
*The equipment in this lab complements other computer labs used by students and adds
additional resources for students.
Note: Lab space at the College is not typically dedicated to one particular program. Rather
space is assigned to classes from a number of different programs depending upon need and
availability. The above information represents labs that are used by the industrial design degree
students.
Part A - 42
Appendix 8.3 – Resource Renewal and Upgrading
Library Resources
Humber has made significant improvements in the library resources, both print and electronic,
available to industrial design students since consent was granted (see details in Section 8.2.1).
Investments in these resources exceeded the amounts committed to in the original submission.
Computer Labs
Humber replaces computer workstations in open access labs every four years. The average
age of workstation currently is just over 2 years. Software is upgraded regularly.
Classrooms/Labs
Since consent was granted, Humber has continued its development of classroom facilities at
both the North and Lakeshore campuses. Through a variety of funding mechanisms, the
college has converted or upgraded many classrooms to electronic classes affording both
students and faculty a broader teaching and learning environment. To date, Humber has
converted or upgraded 26 electronic classrooms at the North campus at a cost of $262,000.
In addition to the classroom upgrades, Humber has completed a major renovation to the Lecture
Theatre at the North Campus at a cost of $225,000. Additionally, classroom/lab space for the
Industrial Design program has been upgraded at a cost of $54,000.
Humber is committed to continuously improving its learning environment and endeavours to
undertake a significant number of projects each year.
The improvements made to classroom space used by students in the School of Applied
Technology specifically include such things as:

Upgrading several traditional classrooms to electronic classrooms L126, L136, N204,
N124, N199, N102, L119 and L122
Painting
Adding soundproofing doors
New furniture in some classrooms – L126
Since consent, Humber has improved lab space and equipment to meet the growing needs of
the Industrial Design students as follows:

renewed equipment in the fabrication shop including such things as a bench top
spindle sander, DeWalt sliding compound miter saw, 17” and 20” General drill
presses, spot welder with floor stand, 17” General band saw, milling machine with
digital readout, clay oven
a new technical media lab with four networked work stations with
SolidWorks/Alias/Adobe software and high speed graphics cards
revamping the assembly shop L127 with improved lighting and better access
new 3D printer and CNC machine for rapid prototyping
purchase of two P.C. sketching tablets and a corporate donation of several more
expected in the summer of 2007
clear curtain for the clay area in Shop L127
Part A - 43
Improvements will continue to be made as budget allows.
The School of Applied Technology continually updates software as per industry standards and
according to recommendations of Humber’s Information and Technology Services Department.
The School also considers recommendations from the panels of experts that sit on the Schools’
advisory committees.
Software available to students in the lab includes:

Autodesk/Alias SketchPro 2
Solidworks 2007 – full suite
AutoCad
Adobe Illustrator / Photoshop
Bunkspeed
Part A - 44
Appendix 8.4 – Support Services
Not required
Part A - 45
Appendix 8.5 – Policies on Faculty
Not required
Part A - 46
Appendix 8.6.2.A – Exception Statements Approved by the President
Discpline Related Courses
Industrial Design is a studio-based discipline and as such, Humber is requesting that a Master’s
degree be considered the terminal degree for the professional courses. This is consistent with
practices as other institutions and with PEQAB’s explanation of terminal credentials which
states that “the doctorate is normally the terminal academic credential in all fields or disciplines
with the exception of studio disciplines where a master’s degree in the field/discipline is more
typical.”
Humber recognizes the value of having faculty members with advanced degrees involved in its
degree programs. The college is equally cognisant of the importance of practical experience in
the field for degrees in applied areas of study and continually strives to achieve a workable
balance between the two factors. For the B.A.T. (Industrial Design), this means that while
Humber has hired faculty with academic credentials at least one degree higher than that offered
by the program in the field or a closely related field/discipline for professional courses, the
college will not require 50% of the faculty complement in the professional core to hold a doctoral
degree. The rationale for this decision is based on an analysis of the credentials required to
teach in similar degrees in Canada and the U.S., the need to have students trained by those
who have extensive practical experience in industrial design, and the paucity of doctoral
programs in industrial design. The details of this rationale are outlined in the following
paragraphs.
The professional faculty in the Bachelor of Applied Technology degree program in Industrial
Design are required to have practical experience in industrial design. The curriculum in this
degree program combines the theoretical underpinnings of design with a strong emphasis on
the practical applications of those theories in studio and, in this context, the practical experience
of the faculty is a crucial component to the ultimate success of the students.
In the context of a degree in an applied area of study, a doctorate will provide greater depth for
the educator, but can be at the expense of becoming detached from the working environment.
Having faculty with doctoral degrees would be an asset to the program in strengthening the
theoretical dimension of the program. However, this credential is not readily available in the
field (there is only one Ph.D. program in industrial design in North America) and should be
balanced against faculty who hold a Master’s degree and who have been able to maintain their
connection with the practical delivery of design services.
Courses in the Industrial Design degree are delivered by a balance of full-time and adjunct
faculty, as is the practice in other institutions. An analysis of the terminal faculty credentials at
other institutions in Canada and the U.S. with industrial design baccalaureate programs shows
that faculty members hold a range of credentials from diplomas and baccalaureates through to
doctorates.
Of the 34 U.S. institutions offering baccalaureate degrees in industrial design studied, only 12
faculty members out of a total of 308 held a Ph.D.;147 held a Master’s degree; 88 held a
baccalaureate degree; and the credentials of the remainder were not published.
Within Canada, there are 6 institutions (excluding Humber) offering degrees in Industrial Design.
Five offer baccalaureates and 3 have Master’s programs. There is a slightly higher percentage
Part A - 47
of faculty members with doctorates in Canada than in the U.S., although these doctorates are
not in industrial design but in other areas such as art history, engineering, management,
ergonomics and anthropology. For the five institutions that publish faculty credentials, the
breakdown of qualifications is as follows:
Total # of
faculty
College or
OCAD
diploma
Baccalaureate
Masters
Ph.D.
Unknown
54
6
4
21
11
6
CV Exemption Proposal:
For courses in the professional core, Humber requests that a Master’s degree be considered
the terminal credential. Humber will continue to hire faculty with the appropriate mix of
academic qualifications and professional experience to best reflect the orientation and
requirements of the program, with a view to hiring faculty members with a Ph.D. whenever
appropriate and possible. For breadth courses, Humber recognizes that the terminal academic
credential is a Ph.D. and commits to the Board’s benchmark for faculty responsible for these
courses.
The President has approved this exception.
Breadth Courses
Humber hired one instructor for one of the breadth courses in the first academic year of delivery
who “did not hold an academic degree at least one level higher in a related field than that
offered by the program.” This individual, who taught two sections of Introduction to Psychology,
holds an M.D. and is a psychiatrist. In addition to his years of experience in the field, he has
taught degree-level psychology courses at the University of Toronto.
The President has approved this exception.
__________________________________
Robert A. Gordon
President
Part A - 48
Appendix 8.6.2.B – Faculty Qualifications: Discipline Related Courses
Faculty holding Academic Degrees higher than a Bachelor in a field of study related to the
subject to be taught4
Highest
Qualification
1st Academic
Year of Delivery
2003 to 2004
2nd Academic
Year of Delivery
2004 to 2005
3rd Academic
Year of Delivery
2005 to 2006
4th Academic
Year of Delivery
2006 to 2007
Number
with
credential
Number
with
credential
Number
of
Courses
Taught
Number
with
credential
Number
of
Courses
Taught
Number
with
credential
Number
of
Courses
Taught
3
3
3
5
1
4
6
23
6
34
11
45
Number
of
Courses
Taught
Doctorate
Degree
Master
Degree
4
13
Faculty not holding Academic Degrees higher than a Bachelor in a field of study related to the
subject to be taught
1st Academic Year
of Delivery
2003 to 2004
2nd Academic Year
of Delivery
2004 to 2005
3rd Academic Year
of Delivery
2005 to 2006
4th Academic Year
of Delivery
2006 to 2007
Instructor
qualification
Instructor
qualification
Instructor
qualification
Instructor
qualification
Course
Taught
Course
Taught
Course
Taught
Course
Taught
1.
2.
3.
…
4
Where appropriate, identify the degree deemed “terminal” by the college if other than a Masters or Doctoral program.
Part A - 49
Appendix 8.6.2.C – Faculty Qualifications: Breadth Courses
Faculty holding Academic Degrees higher than a Bachelor in a field of study related to the
1st Academic
Year of Delivery
2003 to 2004
2nd Academic
Year of Delivery
2004 to 2005
3rd Academic
Year of Delivery
2005 to 2006
4th Academic
Year of Delivery
2006 to 2007****
Number
with
credential
Number
of
Courses
Taught
Number
with
credential
Number
of
Courses
Taught
Number
with
credential
Number
of
Courses
Taught
Number
with
credential
Number
of
Courses
Taught
Doctorate
Degree
3
4
3
4
7
13
7
11
Master Degree
2
2
2*
11
14**
19
7***
10
Highest
Qualification
*2 of these faculty members are Ph.D. candidates
**6 of these faculty members are Ph.D. candidates
***5 of these faculty members are Ph.D. candidates
Faculty not holding Academic Degrees higher than a Bachelor in a field of study related to the
1.
1st Academic Year of
Delivery
2003 to 2004
2nd Academic Year
of Delivery
2004 to 2005
3rd Academic Year
of Delivery
2005 to 2006
4th Academic Year
of Delivery
2006 to 2007
Instructor
qualifications
Title of
Course
Taught
Instructor
qualifications
Instructor
qualifications
Instructor
qualifications
M.D., FRCP
Introduction
to
Psychology
Title of
Course
Taught
Title of
Course
Taught
Title of
Course
Taught
Part A - 50
Appendix 8.7 – Enrolment Projections and Staffing Implications
There has been strong interest in the Industrial Design program from its inception. The program
attracted 40 students in its first year of operation, meeting the projection in the original
submission. First year enrolment has grown steadily since the program began, with 56 students
entering the program in the last academic year. These numbers represent a deviation from the
numbers originally projected. In the original submission, Humber projected growing first year
enrolment to 65 students; however, the College subsequently decided that, for a number of
reasons including space considerations, this was too high and revised projections to 50 first
year students annually. Retention rates are slightly higher than anticipated in the original
submission, resulting in a cumulative enrolment of 168 in the 4th year of operation.
To date, 6 full-time faculty members have delivered 82 course sections (or 65% of the course
sections in the professional core) and 11 adjunct faculty members have delivered 45 course
sections (35%). In the original submission, Humber estimated that the ratio of courses delivered
by full-time faculty members to those delivered by part-time faculty members would be 70%
delivered by full-time faculty to 30% part-time. The School made a conscious decision to
increase the percentage of adjunct professors to ensure that it had faculty members with the
best mix of academic qualifications and practical experience to deliver the courses. There is a
full-time Program Coordinator for the Industrial Design degree program.
Part A - 51
Appendix 10.1.1 – Current Regulatory or Licensing Requirements
Not required
Appendix 10.1.2 – Letters of Support from Regulatory/Licensing Bodies
Not required
Part A - 52
Appendix 9.1.A – Credential Recognition
In the original degree submission, several institutions indicated a willingness to consider
graduates of the Humber Industrial Design baccalaureate degree for admission to graduate
studies and students have been made aware of these opportunities.
Carleton University has just introduced the first masters program in industrial design in Ontario
and has extended an invitation to Humber graduates to apply. In addition, Humber’s School of
Applied Technology will be looking outside the province to establish relationships with other
institutions to promote the recognition of the credential for admission to graduate school. One
student has already been accepted into a Masters program in Industrial Design at the
Queensland University of Technology and another student has been accepted into the Masters
program at UMEA University in Sweden.
Appendix 9.1.B – Credit Transfer Recognition
Many of Humber’s existing courses (for example, courses offered through our Liberal Arts and
Science Division) have already been recognized by universities such as the University of
Guelph, University of New Brunswick, York University, and the Open University of British
Columbia as well as various universities in the United States and Australia, as being equivalent
to their level of instruction.
For example, these institutions have recognized the courses that follow as appropriate
undergraduate level courses:
The University of Guelph
City Life
Principles of Sociology (Introductory Sociology)
Astronomy
Scientific Achievement (Breakthroughs in Scientific Achievement)
University of New Brunswick
Sociology of Health
City Life
Scientific Achievement
Power 1 and 2
Philosophy of Love and Sex
Part A - 53
The Good Life
Leadership
York University
The Good Life
Knowing and Believing
Power 1 and 2
Social Psychology
City Life
Appendix 9.1.C – Policy on Informing Students of any Provisions for Credential
Recognition and Credential Transfer
Not required
Part A - 54
Program Evaluation
Appendix 11.1 – Periodic Review Policy and Schedule
Not required
Appendix 11.2 – Update on Program Evaluation Measures
Although a full program review has not yet taken place since the first cohort of students just
graduated this spring, a number of interim measures have been used to evaluate the quality and
appropriateness of the program. These include:

Annual review of the Student Feedback Questionnaires. The feedback forms were
developed in consultation with a broad range of stakeholders in the College community
and encompass questions about the physical facilities available and the quality of
teaching and learning, including information about whether or not:
•
•
•
•
•
•
•
•
•
•
•
•
•
the course outline was followed;
the professor was prepared for classes;
the professor’s teaching style helped students to learn;
assignment expectations were clear;
enough feedback was given to help students to improve;
students were treated with courtesy;
students were treated fairly;
the professor was available for consultation outside of the classroom;
class time was as scheduled;
the professor managed student classroom behaviour well;
computer software used by a professor helped students to learn;
tests were clearly worded;
assignments were returned within a reasonable time.
The student feedback form also asks students to rate their own performance in the
course under review and asks for feedback about what they liked most about the course
and how it might be improved.
The results of these questionnaires are reviewed by the Vice President, Academic,
academic managers in the School and faculty members.

Review of course outlines by both the Planning and Development Department and the
Degree Council. Before being approved, every course outline is reviewed by members
of the Planning & Development Department as well as the Degree Council to ensure:
o the program and the content of the courses meet the degree level standard and
are appropriate to the field of study;
o the program includes the required balance of breadth and professional courses;
o the course outlines meet the requirements of the degree course outline template
including a review of such things as congruence between course descriptions,
learning outcomes, evaluation strategies and level of the course, the inclusion of
Part A - 55
o
o
o
underlying theory, current research, and business/career applications, modes of
delivery, inclusion of generic skills, the currency of texts and other resources;
the program meets regulatory, accreditation or association requirements (where
applicable);
the program and courses have been approved by an advisory committee; and
the program includes a paid work placement.

Every year program coordinators and faculty members review the degree program
courses to ensure that the most up-to-date textbooks and course materials are included
in the delivery of the course. Courses are benchmarked against similar courses in
Ontario universities as well as the University of Guelph-Humber if appropriate. Detailed
plans and schedules are developed annually for the renewal and upgrading of programrelated resources such as library, computers, classrooms, labs and equipment.

Informal and formal advisory committee feedback. The Advisory Committee for the
Industrial Design degree has met throughout the four years of the program with the most
recent meeting being June 14, 2007. In addition, throughout the first years of the
program, the program coordinator has had informal discussions with and sent broadcast
e-mail updates to advisory committee members and other industry representatives to
discuss developments in the program.
Part A - 56
PART B
APPLICATION FOR NEW CONSENT FOR
A CURRENT CONSENT PROGRAM
Part B
Table of Contents – Part B
Page
Submission Checklist for Part B............................................................................................
1
Record of Changes to the Current consent Program and Required
Submission Elements ...........................................................................................................
5
Record of Proposed Changes: Academic Freedom and Student Protection.......................
10
Organization and Program Information
1.1
Submission Title Page...................................................................................
14
Executive Summary
2.1
Executive Summary ......................................................................................
15
Program Abstract
3.1
Program Abstract ..........................................................................................
16
Program Degree Level Standard
4.1
4.2
Degree Level Standard Summary .................................................................
Samples of Student Work..............................................................................
17
17
Admission, Promotion and Graduation Standard
5.1
5.2
5.3
Admissions
5.1.1 Admissions Requirements Direct Entry .............................................
5.1.2 Admissions Policies and Procedures for Mature Students ................
Credit Transfer/Recognition
5.2.1 Credit Transfer/Recognition Policies and Procedures .......................
5.2.2 Advanced Placement Policies ...........................................................
5.2.3 Degree Completion Arrangements ....................................................
5.2.4 Gap Analysis......................................................................................
5.2.5 Bridging Courses ...............................................................................
Promotion and Graduation Requirements .....................................................
18
18
18
18
18
18
18
18
Program Content Standard
6.3
Program Content Summary Material
6.3.1 Program Level Learning Outcomes ...................................................
6.3.2 Course Descriptions ..........................................................................
6.3.3 Academic Course Schedule Information
6.3.3.1 Program Hours/Credit Conversion Justification.................................
B.A.T. (Industrial Design)
19
19
58
Part B - i
6.4
Course Outlines
Industrial Design Method .......................................................
Technical Communication 1...................................................
Visual Communication 1 ........................................................
Aesthetic Principles and Elements ........................................
Scaled Construction 1............................................................
History of Art ..........................................................................
Industrial Design Studio 1 ......................................................
Technical Communication 2...................................................
Visual Communication 2 ........................................................
History of Technology ............................................................
Scaled Construction 2............................................................
Project Presentation 1............................................................
Computer Aided Design Studio 1...........................................
Commercial Graphics ............................................................
Manufacturing Fundamentals ................................................
Introduction to Systems .........................................................
Project Presentation 2............................................................
Design for Production 1 .........................................................
Ergonomic Principles .............................................................
Introduction to Vehicle Design ...............................................
Multimedia Application ...........................................................
Design for Production 2 .........................................................
Marketing ...............................................................................
Vehicle Design Studio 1.........................................................
Portfolio Development 1.........................................................
Environmental Practices ........................................................
Professional Practices ...........................................................
Interdisciplinary Practices ......................................................
Industrial Design Practice 1 ...................................................
Design Thesis 1 .....................................................................
Case Studies in Design..........................................................
Economics of Industrial Design..............................................
Industrial Design Practice 2 ...................................................
Design Thesis 2 .....................................................................
Portfolio Development 2.........................................................
Design Research Analysis .....................................................
Design Management..............................................................
Academic Writing and Critical Reasoning..............................
Astronomy: Discovering Our Place in the Universe ..............
Betrayal in Contemporary Fiction...........................................
73
80
85
91
97
102
108
115
120
125
132
137
145
151
157
164
170
176
182
188
193
199
205
211
219
225
231
237
243
248
255
261
268
276
282
289
295
300
308
315
322
327
332
339
346
356
360
365
Part B - ii
6.5
Brainstorm..............................................................................
Breakthroughs in Twentieth Century Science........................
Business and Politics .............................................................
Canadian Studies...................................................................
City Life ..................................................................................
Communications: Technology and Culture ...........................
Composition and Literature....................................................
The Corporation in Society ....................................................
Desire and Discontent............................................................
Developmental Psychology....................................................
Ethics and Moral Theory ........................................................
Film Survey and Analysis.......................................................
The Good Life ........................................................................
How is Society Possible? Conflict, Cooperation & Social
Theory....................................................................................
Human Security and World Disorder .....................................
Influence of Mass Media on Canadian Culture ......................
Introduction to Environmental Studies ...................................
Introduction to Politics............................................................
Introduction to Psychology.....................................................
Introduction to Sociology........................................................
Knowing and Believing: Epistomology ..................................
Leadership .............................................................................
Money, Markets, and Democracy ..........................................
Philosophy of Law..................................................................
Power 1..................................................................................
Power 2..................................................................................
Research Methods.................................................................
Social Psychology..................................................................
Sociology of Consumption .....................................................
Sociology of the Everyday .....................................................
Sociology of Technology........................................................
Quantitative Methods & Statistics ..........................................
Statistics.................................................................................
Theories of Beauty.................................................................
Work Experience Required for Degree Completion
6.5.1 Program Structure Requirement........................................................
6.5.2 Support for Work Experience.............................................................
6.5.3 Work Experience Outcomes and Evaluation .....................................
373
375
380
386
388
394
396
400
409
417
425
431
433
439
446
453
464
474
480
489
495
499
507
514
516
525
533
540
548
555
564
573
579
587
593
593
593
7.1
7.2
Quality Assurance for Program Delivery
7.1.1 Quality Assurance Policies ................................................................
7.1.2 Policy on Student Feedback ..............................................................
7.1.3 Student Feedback Instruments..........................................................
On-line Delivery
7.2.1 a – Listing of the Courses Incorporating Distance Delivery ...............
b – On-line Learning Policies and Practices .....................................
594
594
594
594
594
Part B - iii
7.2.2
Academic Community Policies .......................................................... 594
8.2
8.4
8.5
8.6
8.7
Learning and Information Resources
8.2.1 Library Resources..............................................................................
8.2.2 Computer Access ..............................................................................
8.2.3 Classroom Space ..............................................................................
8.2.4 Laboratories/Equipment.....................................................................
Support Services ...........................................................................................
Policies on Faculty.........................................................................................
Curriculum Vitae for Faculty Assigned to This Degree Program
8.6.1 CV Release.......................................................................................
8.6.2.A Curriculum Vitae Exception Statements............................................
8.6.2.B Curriculum Vitae for Faculty Responsible for Teaching and
Curriculum Development for DW Courses ........................................
8.6.2.C Curriculum Vitae for Faculty Responsible for Teaching and
Curriculum Development for DO and DL Courses ............................
8.6.2.D Curriculum Vitae for Program Development Consultants .................
8.6.2.E Curriculum Vitae for On-line Learning Professional and
Technical Staff ..................................................................................
Enrolment Projections and Staffing Implications ...........................................
595
596
596
596
597
598
599
599
599
599
599
599
600
Regulation and Accreditation Standard
10.1
Regulatory or Licensing Requirements
10.1.1 Current Regulatory or Licensing Requirements................................. 601
10.1.2 Letters of Support from Regulatory/Licensing Bodies........................ 601
Program Evaluation Standard
11.1
Periodic Review Policy and Schedule ........................................................... 602
Academic Freedom and Integrity Standard
12.1
12.2
12.3
Policy on Academic Freedom and Academic Honesty
12.1.1 Academic Freedom Policy ..................................................................
12.1.2 Academic Honesty Policy ...................................................................
12.1.3 Academic Honesty Procedure ............................................................
Policy on Intellectual Products ........................................................................
Policy on Ethical Research Practices ..............................................................
603
603
603
603
603
Student Protection Standard
13.1
13.2
Academic Calendar Information ......................................................................
13.1.1 a – Credential Recognition Information ..............................................
b – Organization Information ..............................................................
Student Protection Policies
13.2.1 Dispute Resolution..............................................................................
604
604
604
604
Part B - iv
13.3
13.2.2 Fees and Charges ..............................................................................
13.2.3 Student Dismissal ...............................................................................
13.2.4 Withdrawals and Refunds ...................................................................
Student Protection Information........................................................................
604
604
604
604
Part B - v
Submission Checklist for Part B
Status
Submission Checklist for Part B
[3] Attached
Record of Changes to the Current consent Program and Required
Submission Elements
[3] Attached
Record of Proposed Changes: Academic Freedom and Student
Protection
[3] Attached
Title Page
Appendix 1.1 Submission Title Page
[3] Not required
[ ] Attached
Appendix 1.2 Table of Contents
[3] Not required
[ ] Attached
Executive Summary
Appendix 2.1 Executive Summary
[3] Not required
[ ] Attached
Program Abstract
Appendix 3.1 Program Abstract
[3] Not required
[ ] Attached
Appendix 4.1 Degree Level Standard Summary
[3] Not required
[ ] Attached
Appendix 4.2 Samples of Student Work
[3] Attached
Admissions, Promotion, Graduation Standard
Appendix 5.1.1 Admissions Requirements Direct Entry
[3] Not required
[ ] Attached
Appendix 5.1.2 Admissions Policies and Procedures for Mature
Students
[3] Not required
[ ] Attached
[3] Not required
[ ] Attached
[3] Not required
[ ] Attached
[3] Not required
[ ] Attached
[3] Not required
[ ] Attached
[3] Not required
Part B - 1
[ ] Attached
Appendix 5.3 Promotion and Graduation Requirements
[3] Not required
[ ] Attached
Program Content
Appendix 6.3.1 Program Level Learning Outcomes
[3] Not required
[ ] Attached
Appendix 6.3.2 Course Descriptions
[3] Attached
Appendix 6.3.1.1 Program Hour/Credit Conversion Justification
[3] Not required
[ ] Attached
Appendix 6.3.3.2 Academic Course Schedule
[3] Attached
Appendix 6.4 Course Outlines
[3] Attached
Appendix 6.5.1 Program Structure Requirement
[3] Attached
Appendix 6.5.2 Support for Work Experience
[3] Not required
[ ] Attached
Appendix 6.5.3 Work Experience Outcomes and Evaluation
[3] Not required
[ ] Attached
Appendix 7.1.1 Quality Assurance Policies
[3] Not required
[ ] Attached
Appendix 7.1.2 Policy on Student Feedback
[3] Not required
[ ] Attached
Appendix 7.1.3 Student Feedback Instruments
[3] Not required
[ ] Attached
Appendix 7.2.1.a Listing of the courses incorporating distance delivery
[3] Not required
[ ] Attached
Appendix 7.2.1.b On-line Learning Policies and Practices
[3] Not required
[ ] Attached
Appendix 7.2.2 Academic Community Policies
[3] Not required
[ ] Attached
Appendix 8.2.1 Library Resources
[ ] Not required
[3] Attached
Appendix 8.2.2 Computer Access
[3] Not required
[ ] Attached
Appendix 8.2.3 Classroom Space
[3] Not required
[ ] Attached
Part B - 2
Appendix 8.2.4 Laboratories/Equipment (where applicable)
[ ] Attached
Appendix 8.4 Support Services
[3] Not required
[ ] Attached
Appendix 8.5 Policies on Faculty
[3] Not required
[ ] Attached
Appendix 8.6.1 CV Release
[3] Not required
[ ] Attached
Appendix 8.6.2.A Curriculum Vitae Exception Statements
[3] Not required
[ ] Attached
Appendix 8.6.2.B Curriculum Vitae for Faculty Responsible for
Teaching and Curriculum Development of DW Courses
[3] Not required
[ ] Attached
Appendix 8.6.2.C Curriculum Vitae for Faculty Responsible for
Teaching and Curriculum Development of DO and DL Courses
[3] Not required
[ ] Attached
Appendix 8.6.2.D Curriculum Vitae for Program Development
Consultants
[3] Not required
[ ] Attached
Appendix 8.6.2.E Curriculum Vitae for On-line Learning Professional
and Technical Staff
[3] Not required
[ ] Attached
Appendix 8.7 Enrolment Projections and Staffing Implications
[3] Attached
Credential Recognition Standard
Not required
Appendix 10.1.1 Current Regulatory or Licensing Requirements
[3] Not required
[ ] Attached
Appendix 10.1.2 Letters of Support from Regulatory/Licensing Bodies
[3] Not required
[ ] Attached
Appendix 11.1 Periodic Review Policy and Schedule
[3] Not required
[ ] Attached
Academic Freedom and Integrity Standard
Appendix 12.1.1 Academic Freedom Policy
[3] Not required
[ ] Attached
Appendix 12.1.2 Academic Honesty Policy
[3] Not required
[ ] Attached
Appendix 12.1.3 Academic Honesty Procedure
[3] Not required
[ ] Attached
Appendix 12.2 Policy on Intellectual Products
[3] Not required
[ ] Attached
Appendix 12.3 Policy on Ethical Research Practices
[3] Not required
Part B - 3
[ ] Attached
Student Protection Standard
Appendix 13.1 Academic Calendar Information
[3] Not required
[ ] Attached
Appendix 13.1.A Credential Recognition Information
[3] Not required
[ ] Attached
Appendix 13.1.B Organization Information
[3] Not required
[ ] Attached
Appendix 13.2.1 Dispute Resolution
[3] Not required
[ ] Attached
Appendix 13.2.2 Fees and Charges
[3] Not required
[ ] Attached
Appendix 13.2.3 Student Dismissal
[3] Not required
[ ] Attached
Appendix 13.2.4 Withdrawals and Refunds
[3] Not required
[ ] Attached
Appendix 13.3 Student Protection Information
[3] Not required
[ ] Attached
Economic Need
Not required
Non-Duplication of Programs
Not required
Optional Material
16.1 etc. (as required)
[3] Not required
[ ] Attached
Part B - 4
Record of Proposed Changes to the Current Consent Program and
Required Submission Elements
Are you proposing to change the title of the program?
[ ] Yes
[3] No
If yes, attach Appendix 1.1 Submission Title Page
[ ] Attached
Are you proposing to change the location of the program?
[ ] Yes
If yes, attach Appendix 1.1 Submission Title Page
[ ] Attached
Are you proposing to change the content of the program?
[ ] Yes
[3] No
[3] No
If yes, attach:
Appendix 2.1 Executive Summary
and
Appendix 3.1 Program Abstract
[ ] Attached
[ ] Attached
Are you proposing to change the content of the program?
[ ] Yes
[3] No
If yes, attach Appendix 4.1 Degree Level Summary
[ ] Attached
Appendix 4.2 Samples of Student Work Statement
[3] Attached
Admissions, Promotion, Graduation Standard
Are you proposing to make any revisions, deletions or additions to the
direct entry admission requirements?
[ ] Yes
If yes, attach Appendix 5.1.1 Admission Requirements Direct Entry and
an explanation of the change
[ ] Attached
Are you proposing to make any revisions, deletions or additions to the
advanced standing admission requirements?
[ ] Yes
If yes, attach, where applicable, a brief explanation of the change(s):

Are you proposing to make any revisions to the program level learning
outcomes?
[
[
[
[
[
[
[
[
[
[
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]
]
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]
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[3] No
[3] No
Attached
Not applicable
Attached
Not applicable
Attached
Not applicable
Attached
Not applicable
Attached
Not applicable
[ ] Yes
[3] No
Part B - 5
If yes, attach as Appendix 6.3.1 Program Level Learning Outcomes, a
table that indicates the program outcomes and the corresponding
courses, course segments or workplace requirements that contribute to
the outcome.
[ ] Attached
Are you planning to make any revisions to the academic calendar
descriptions of the courses in the program?
[ ] Yes
Attach as Appendix 6.3.2 Course Descriptions, a table that indicates
course descriptions as these may appear in an academic calendar by
semester for each academic year.
[3] Attached
Are you proposing to make any revisions to the program hour/credit
conversion formula for the program?
[ ] Yes
If yes, attach as Appendix 6.3.3.1 Program Hour/Credit Conversion
Justification, answers to the questions contained in that appendix and,
where appropriate, a table with the information requested.
[ ] Attached
Are you proposing to make any revisions to the academic course
schedule of the program?
[ ] Yes
If no, attached as Appendix 6.3.3.2 Academic Course Schedule, the
current (and continuing) course schedule; or
[3] Attached
[ ] Not applicable
If yes, attach as Appendix 6.3.3.2 Academic Course Schedule, the
revised course schedule (please denote the new courses – e.g., bold or
colour)
[ ] Attached
[ ] Not applicable
Attach as Appendix 6.4, the outlines of the courses in the program for
which you are applying for consent.
[3] Attached
[3] No
[3] No
[3] No
Note 1: Immediately after giving the “Course Title” in the first line of the
standard template of Appendix 6.4, please include the relevant option
from the following four:
No change (indicates that, apart from normal updating, the course
has
remained the same as that approved in the original application)
Changed (indicates that there has been a significant addition or
change in
the content or method of delivery of the course that was approved in
the original consent application)
Added (indicates that the course was not part of the original consent
application but was subsequently added to the program)
New ( indicates that the courses has never been a part of the
program)
Note 2: If a course outline has already been supplied in Part A of the
application, it need not be replicated here. In such cases, simply
complete the first two lines of Appendix 6.4:
Line 1: “Course Title” followed by the annotations (i) “no change” and
(ii) a page reference to where it can be found in the submission, and
Part B - 6
Line 2: “Year and Semester”.
The subsequent sections of Appendix 6.4 are not required.
Attach as Appendix 6.5.1, Program Structure Requirement, a table
indicating the structure for the proposed renewed program including the
identification of:
On-campus semesters;
Vacation semesters; and
Paid full-time consecutive work experience(s).
[3] Attached
Are you proposing to make any revisions to the support for work
experience?
[ ] Yes
If “yes”, attach as Appendix 6.5.2, Support for Work Experience, a
summary of the types of placements students will be seeking, the
college’s plans to develop placement opportunities for students, and the
level of support the college will extend to students seeking placements.
[ ] Attached
Are you proposing to make any revisions, deletions, or additions to the
work experience outcomes and/or the method of evaluating students
during their placements?
[ ] Yes
If “yes”, attach Appendix 6.5.3, Work Experience Outcomes and
Evaluation, and a brief explanation of the change(s).
[ ] Attached
[3] No
[3] No
policies pertaining to program delivery quality assurance?
[ ] Yes
If “yes”, attach Appendix 7.1.1 Quality Assurance Policies, and a brief
[ ] Attached
policies pertaining to student feedback?
[ ] Yes
If “yes”, attach Appendix 7.1.2 Policy on Student Feedback, and a brief
[ ] Attached
student feedback instruments?
[ ] Yes
If “yes”, attach Appendix 7.1.3 Student Feedback Instruments, and a
brief explanation of the change(s).
[ ] Attached
Are you proposing:
a. either to introduce the delivery of courses using internet,
asynchronous, distance or distributed delivery where none was
reviewed and approved for the current consent?
b. or, if such delivery methods were part of the current consent, to
i. make available at least double the number of
requirements/courses in which any of these delivery methods is
the principle method of delivery, or
[3] No
[3] No
[3] No
[ ] Yes
[3] No
[ ] Yes
[3] No
Part B - 7
ii. make available more than 50% of the program requirements
using any of these methods, regardless of the number proposed
during the application and review process?
If “yes” to any of the above:
attach Appendix 7.2.1.a, a listing of the courses incorporating
distance delivery;
attach Appendix 7.2.1.b, On-line Learning Policies and
Procedures;
attach Appendix 7.2.2, Academic Community Policies;
attach Appendix 8.6.2.E, Curriculum Vitae for On-line Learning
Professional and Technical Staff
[ ] Yes
[3] No
[ ] Attached
[ ] Attached
[ ] Attached
[ ] Attached
Are you proposing to make any revisions, deletions, or additions to your
organization’s detailed plans and schedule for the renewal and upgrading
of its library resources?
[3] Yes
If “yes”, attach Appendix 8.2.1 - Library Resources.
[3] Attached
of its computers and computer access?
[ ] Yes
If “yes”, attach Appendix 8.2.2 – Computer Access
[ ] Attached
of its classroom requirements?
[ ] Yes
If “yes”, attach Appendix 8.2.3 – Classroom Space
[ ] Attached
of its laboratories/equipment requirements?
[ ] Yes
If “yes”, attach Appendix 8.2.4 – Laboratories/Equipment
[ ] Attached
support services available to students?
[ ] Yes
If “yes”, attach Appendix 8.4 Support Services, and a brief explanation
of the change(s).
[ ] Attached
policies on faculty identified in Appendix 8.5?
[ ] Yes
If “yes”, attach Appendix 8.5 Policies on Faculty, and a brief explanation
of the change(s).
[ ] Attached
Are you required to attach an Appendix 6.4?
[ ] Yes
[ ] No
[3] No
[3] No
[3] No
[3] No
[3] No
[3] No
Part B - 8
If “yes”, then attach those that are relevant from the following:
Appendix 8.6.1 – CV release
[ ] Attached
[3] Not required
Appendix 8.6.2 A – Curriculum Vitae Exceptions
[ ] Attached
[3] Not required
Appendix 8.6.2 B – Curriculum Vitae for Faculty responsible for
Teaching and Curriculum Development of DW courses
[ ] Attached
[3] Not required
Appendix 8.6.2 C – Curriculum Vitae for Faculty responsible for
Teaching and Curriculum Development of DO and DL courses
[ ] Attached
[3] Not required
Appendix 8.6.2 D Curriculum Vitae for Program Development
Consultants
[ ] Attached
[3] Not required
Attach as Appendix 8.7.2 Enrolment Projections and Staffing
Implications
[3] Attached
Program Design and Credential Recognition
Not Applicable
Are you proposing to make any revisions or additions to the requirements
set by regulatory bodies associated with this program?
If “yes”, attach:
Appendix 10.1.1 Current Regulatory or Licensing Requirements, and a
brief explanation of the change
and
Appendix 10.1.2 Letters of Support From Regulatory/Licensing Bodies
[ ] Yes
[3] No
[ ] Attached
[ ] Attached
policies and/or procedures pertaining to program evaluation?
[ ] Yes
If “yes”, attach Appendix 11.1 Periodic Review Policy and Schedule, and
a brief explanation of the change(s).
[ ] Attached
Economic Need
Not applicable
Non-Duplication of Programs
Not applicable
[3] No
Part B - 9
Record of Proposed Changes to the Current Consent Program and
Required Submission Elements: Academic Freedom and Integrity and
Student Protection
Academic Freedom and Integrity
The applicant maintains an atmosphere in which academic freedom exists and in which
students and academic staff are expected to display a high degree of intellectual
independence. Academic activity is supported by policies, procedures, and practices that
encourage academic honesty and integrity.
Benchmarks for assessing academic freedom and integrity
The applicant has a policy on academic freedom that recognizes and protects the rights of
individuals in their pursuit of knowledge without fear of reprisals by the applicant or by third
parties, and the right of individuals to communicate acquired knowledge and the results of
research freely.
The applicant has appropriate policies pertaining to academic honesty and procedures for
their enforcement.
The applicant provides an appropriate plan for informing students and faculty about and
ensuring their understanding of the policies and procedures concerning academic honesty.
The applicant has an appropriate policy on the ownership of the intellectual products of
employees and students.
Where appropriate, there are formal ethical research standards, as evidenced by police on
human research participants, the use of animals in research, and the management of
research funds.
Have you received a ministerial consent for a program post-pilot project?
If “no”, you are required to establish your institutional policies for this
standard as a part of your renewed application. This is to be done by
attaching the following appendices:
12.1.1 Academic Freedom Policy
12.1.2 Academic Honesty Policy
12.1.3 Academic Honesty Procedure,
12.2 Policy on Intellectual Products,
12.3 Policy on Ethical Research Practices
[3]
[ ]
Yes
No
[
[
[
[
[
Attached
Attached
Attached
Attached
Attached
]
]
]
]
]
If “yes” in the row above, complete the following rows.
Have there been any revisions, deletions, or additions to the policies
and/or procedures pertaining to academic freedom?
[ ]
[3]
If “yes”, attach Appendix 12.1.1 Academic Freedom Policy, and a brief
[ ] Attached
and/or procedures pertaining to academic honesty?
[ ]
[3]
Yes
No
Yes
No
Part B - 10
If “yes”, attach Appendix 12.1.2 Academic Honesty Policy, and a brief
[ ] Attached
and/or procedures pertaining to students’ awareness of the policies and
procedures pertaining to academic honesty?
[ ]
[3]
If “yes”, attach Appendix 12.1.3 Academic Honesty Procedure, and a
brief explanation of the change(s).
[ ] Attached
and/or procedures pertaining to intellectual products?
[ ]
[3]
If “yes”, attach Appendix 12.2 Policy on Intellectual Products, and a brief
[
and/or procedures pertaining to ethical research practices?
[ ]
[3]
If “yes”, attach Appendix 12.3 Policy on Ethical Research Practices, and
a brief explanation of the change(s).
[
Yes
No
Yes
No
] Attached
Yes
No
] Attached
Student Protection
The applicant values and upholds integrity and ethical conduct in its relations with students.
Benchmarks for assessing student protection
1. Information provided in any advertising, brochures, calendars, and other publications
about the formal recognition of credits or credentials specifically mentions the party
granting such recognition.
2. Key information about the applicant's organization, policies, and programs is published
in its academic year calendar and is otherwise readily available to students and the
public, specifically including:
a. the organization's mission and goals statement;
b. a history of the organization and its governance and academic structure;
c. a general description of each degree program (e.g., purpose, outcomes, length);
d. the academic credentials of faculty and senior administrators; and
e. individual descriptions of all subjects in these programs and their credit value.
3. The applicant has satisfactory policies and procedures that protect student and
consumer interests in the following areas:
a. the resolution of students' academic appeals, complaints, grievances, and/or other
disputes;
b. payment schedule of fees and charges;
c. student dismissal; and
d. withdrawals and refunds.
4. Prior to registration, students are provided with and confirm in writing their awareness of
policies (and procedures) pertaining to:
Part B - 11
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
method of course delivery;
academic honesty;
admissions;
credit transfer arrangements with and recognition by other institutions;
credit transfer arrangements for incoming students;
prior learning assessment;
entrance examinations;
dispute resolution;
grading;
intellectual property rights;
the ability of international students admitted to the program to meet program
requirements for degree completion;
l. payment of fees and charges;
m. scholarships and other financial assistance;
n. student complaints and grievances;
o. student dismissal;
p. student support and services;
q. tuition; and
r. withdrawals and refunds.
Have you received a ministerial consent for a program post-pilot project?
If “no”, you are required to establish your institutional policies for this
standard as a part of your renewed application. This is to be done by
attaching the following appendices:
13.1 Academic Calendar Information
13.2.1 Dispute Resolution
13.2.2 Fees and Charges
13.2.3 Student Dismissal
13.2.4 Withdrawals and Refunds
13.4 Student Protection Information
[3] Yes
[ ] No
[
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]
Attached
Attached
Attached
Attached
Attached
Attached
If “yes” in the row above, complete the following rows.
Are you proposing to make any changes to the policy of providing in any
advertising, brochures, calendars, and other publications about the
formal recognition of credits or credentials specifically mentions the party
granting such recognition.
[ ] Yes
[3] No
If “yes”, attach as Appendix 13.1.a., Credential Recognition Information,
an explanation of and rationale for the change.
[ ] Attached
Are you proposing to make any changes to the policy that key
information about the applicant's organization, policies, and programs is
published in its academic year calendar and is otherwise readily
available to students and the public, specifically including:
the organization's mission and goals statement;
a history of the organization and its governance and academic structure;
a general description of each degree program (e.g., purpose, outcomes,
length);
[ ] Yes
[3] No
Part B - 12
the academic credentials of faculty and senior administrators; and
individual descriptions of all subjects in these programs and their credit
value.
If “yes”, attach as Appendix 13.1.b, Organization Information, an
explanation of and rationale for the change.
[ ] Attached
policies and/or procedures pertaining to dispute resolution?
[ ] Yes
[3] No
If “yes”, attach Appendix 13.2.1 Dispute Resolution, and a brief
[ ] Attached
policies and/or procedures pertaining to payment schedule of fees and
charges?
[ ] Yes
[3] No
If “yes”, attach Appendix 13.2.2 Fees and Charges, and a brief
[ ] Attached
policies and/or procedures pertaining to student dismissal from the
program?
[ ] Yes
[3] No
If “yes”, attach Appendix 13.2.3 Dismissal, and a brief explanation of the
change(s).
[ ] Attached
policies and/or procedures pertaining to withdrawals and refunds?
[ ] Yes
[3] No
If “yes”, attach Appendix 13.2.4 Withdrawals and Refunds, and a brief
[ ] Attached
policies and/or procedures pertaining to the requirement that students
confirm their awareness of all policies specified in Appendix 13.3?
[ ] Yes
[3] No
If “yes”, attach Appendix 13.3 Confirmation of Awareness, and a brief
[ ] Attached
Part B - 13
Title Page
Appendix 1.1 – Submission Title Page
Not required
Part B - 14
Executive Summary
Appendix 2.1 – Executive Summary
Not required
Part B - 15
Program Abstract
Appendix 3.1 – Program Abstract
Not required
Part B - 16
Appendix 4.1 – Degree Level Summary
Not required
Appendix 4.2 – Samples of Student Work
With regard to students registered in the new consent program, the organization will have on file
and available upon request samples of assessed, individual student work in the terminal stage
of the program, that reflects exemplary, average, and minimally acceptable performance, and
demonstrates that the degree level standard has been achieved.
Part B - 17
Admission, Promotion, Graduation Standard
Appendix 5.1.1 – Admission Requirements Direct Entry
Not required
Appendix 5.1.2 – Admission Policies and Procedures for Mature Students
Not required
Appendix 5.2.1 – Credit Transfer/Recognition Policies and Procedures
Not required
Appendix 5.2.2 – Advanced Placement Policies
Not required
Appendix 5.2.3 – Degree Completion Arrangements
Not required
Appendix 5.2.4 – Gap Analysis
Not required
Appendix 5.2.5 – Bridging Courses
Not required
Appendix 5.3 – Promotion and Graduation Requirements
Not required
Part B - 18
Program Content Standard
Appendix 6.3.1 – Program Level Learning Outcomes
Not required
Appendix 6.3.2 – Course Descriptions
Year and
Semester
Course Title
Calendar Course Description
YEAR 1
Semester 1
Industrial Design Method
Industrial Design Method is a course
of examining and learning industrial
design from its origins in ancient
artifacts, tools, craftwork, furniture,
and flatware to the “machine ethic” of
Bauhaus and art movements like Art
Deco, Modernism and Post Modern
that have influenced today’s products.
Each period has its technological
base, attendant theory and
methodology grounded in, social,
political and business imperatives of
its day. The construct in the equation
is creative thought expressed through
utilitarian objects. From this backdrop,
learning will focus on contemporary
stages in product development derived
from the “scientific method” wherein
problem recognition and statement is
followed by inquiry and idea
generation through a creative process
which will render several alternatives
to be discussed, tested and evaluated.
Thinkers in creative cognition and
design method will form a foundation
for design processes in the
development of product semantics.
Semester 1
Technical Communication 1
Technical Communication 1 is a
course of increasingly advanced
modules leading to mastery of
fundamental geometric and scaled
projected drawings representing
existing objects in three dimensions.
With a background in the history and
Part B - 19
Year and
Semester
Course Title
derivation of mechanical drafting,
drawings will be plotted, projected and
manipulated using drawing
conventions that follow CSA, ISO
standards of symbology and graphical
communication. Concept and
principles combine to develop skill and
ensure compliance with recognized
conventions representing objects
drawn for production.
Semester 1
Visual Communication 1
Visual Communication1 is an applied
course of learning focused on
enhancing competencies in
visualization, manipulation and
presentation of ideas and concepts.
Drawing elements and principles of
central point projection (perspective)
are explored in an historical and social
context then applied to three
dimensional spaces and objects in
contemporary design. Viewer
orientation in relation to the drawn
subject is calculated and represented
graphically to illustrate a product or
interior space in a variety of
disciplines. Emphasis is placed on the
intrinsic communicative qualities of
three-dimensional visualizations as a
vital augmentation to linguistic and
quantitative paradigms.
Semester 1
Aesthetic Principles and
Elements
Aesthetic Principles and Elements is a
course in creative thinking through
self-awareness and psychological
alignment which foster creative,
original ideas centred on the discrete
elements of design and the principles
which are manipulated to create
compositions that influence viewers in
predictable ways. From a backdrop of
nature’s structures, societal references
on art and design from leading
thinkers in creativity and the study of
aesthetic principles, abstract imagery
is used to guide learners into unique
visual solutions with universal
meaning. Colour studies lead to a
Part B - 20
Year and
Semester
Course Title
physical understanding of the visible
light spectrum and its relationship to
direct and reflected light sources as
applied in practical design
applications.
Semester 1
Scaled Construction 1
Scaled Constructions 1 is a foundation
program of instruction regarding
materials, tools, equipment and
practices in constructing scaled
models to illustrate the visual impact,
size and ergonomic characteristics of
products. In the context of design
modeling employed by the design
industry, material characteristics are
aligned with appropriate processes
and tools to accurately and safely
fashion wood, plastic, and composite
materials for the purposes required in
communicating the aesthetic and
functional characteristics of design.
Semester 1
History of Art
History of Art is an historical course of
study and analysis of artistic
endeavours that represent human
values, conflicts and aspirations. Art
and architecture are examined from
early cultures to the end of the
twentieth century to provide a broad
awareness, understanding and
appreciation for the aesthetic ideals of
civilization. Subjects of analysis will
be compared and contrasted to
morals, values and belief paradigms of
the time in which they were created.
In this framework, the student will be
able to fully contextualize their own
work as creators of tomorrow’s
artifacts.
Semester 1
See table of breadth course
descriptions below.
Semester 2
Industrial Design Studio 1
Industrial Design Studio 1 studies,
analyses, selects and applies
aesthetic, historic, professional,
marketing, psychological and
functional approaches used in
designing products.
Part B - 21
Year and
Semester
Course Title
Following a clear statement of
purpose, and reflecting appropriate
schools of artistic thought, designs will
be developed to meet aesthetic and
performance criteria. Through
collaborative studio activities, students
will develop solutions to specific
design problems. Presentations will
afford opportunities to compare
designs and to analyze the different
influences and theoretical frameworks
that result in different design solutions.
Semester 2
Technical Communication 2 focuses
on the graphical representation of
three dimensional objects in standard
CSA and ISO conventions. Framed
by industry standards of practice,
multi-faceted objects with complex
features are constructed and
manipulated in section multi-views and
axonometric projections to reveal
shape and features in a clear and
reproducible format. Parts lists,
materials specifications, components
listings, assembly drawings and
dimensioning are mastered.
Assignments are evaluated in the
context of their impact, clarity,
comprehensiveness, the application of
scientific and engineering conventions
and the recognition of their historic
context.
Semester 2
Visual Communication 2 is founded in
geometry and applies visual
communications theory to the
selection and development of
techniques for illustrating surface, light
source and environment in threedimensional settings. As in
professional design practice, the
course will demonstrate how to
illustrate and present designs to
decision makers employing media
methods to show contour, surface
material, basic reflections, depth and
details. Media are applied to
Part B - 22
Year and
Semester
Course Title
demonstrate techniques for emulating
realism through highlighting unique
characteristics in gradations of value
and colour.
Semester 2
Scaled Construction 2
Scaled Constructions 2 focuses on the
acquisition of model development
skills for use in industrial design. It
also explores the value of models in
investigating, integrating, testing and
explaining design ideas. Building on
traditional practices (including stereo
lithography and 3-D printing), learners
will source, specify, cut and form
materials into shapes that can be
assembled into design models. The
models will illustrate the aesthetic
characteristics including scale,
proportion, and details and finish while
demonstrating the functional aspects
of product concepts. History and social
context of this course is discussed and
evaluated in BIND 104 Scaled
Constructions 1.
Semester 2
History of Technology
History of Technology covers much of
the foundation upon which the further
study of Industrial Design will build. It
investigates the evolution of applied
technology during the past 500 years
with particular attention given to
developments that are relevant to
contemporary commercial products.
Studies demonstrate the impact of
pivotal innovations on contemporary
life and behaviour. Factors influencing
technological breakthroughs (including
available resources, social influences,
economic conditions, scientific
developments and design vision) will
be discussed. Classes, discussions
and assignments develop the
relationship between technological
innovation and the evolution of design
and society.
Semester 2
Breadth Elective
descriptions below.
Part B - 23
Year and
Semester
Course Title
YEAR 2
Semester 3
Industrial Design Studio 2 introduces
the issues of market demand, the
application of mechanics to functional
appliances and production implications
as they impact on industrial design in
contemporary social, technical and
economic contexts. Collaborative and
experimental activities are designed to
meet the learning outcomes below.
Projects allow students to explore
current market trends, apply principles
of physics, develop design alternatives
for personal accessories, and walk a
proposed new product through a
manufacturing environment. Student
work will demonstrate sound
methodologies, established schools of
design thought, appropriate marketing
considerations, relevant manufacturing
concerns and a response to client
wants or needs. This course will
include an integrated project with
BIND 201, BIND 204 and BIND 205.
Semester 3
Project Presentation 1
In Project Presentation 1 students
study the reasons for clear visual
representations, the processes used
to construct lucid images, and the
practices to layout and effectively
render a comprehensive project.
Through group presentations, students
experiment in a variety of graphic
modes to communicate complex ideas
and information. Tactics for effectively
conveying information to corporate
decision-makers are studied with
particular reference to prioritizing
information and synthesizing images
to aid in the navigation of data. This
course outlines the standards for
three-dimensional rendering and
product information transfer for
concurrent design courses.
Semester 3
Manufacturing Fundamentals
This course provides an ‘industrial
designer’s’ overview of the economic
Part B - 24
Year and
Semester
Course Title
context and nature of product
manufacture. It will briefly examine
manufacturing from a macroeconomic
perspective and identify the
requirements and advantages of
participating in the global marketplace.
The production of goods and services
is examined from an operations
management perspective. Topics
include project management, quality
assurance, process strategies, small
plant layout, human resources, supplychain management and inventory
management. Emphasis is placed on
the interaction of product design and
production issues at all levels of
manufacturing. The course includes
an integrated project (design)
developed in BIND 200 which will be
used as a case study in the application
of knowledge from this course.
Semester 3
Commercial Graphics
This course embraces a broad
framework in which visual
communication is examined and
explored in a commercial context. An
historical backdrop of commercial
graphics is developed and discussed
with respect to both its intent and
context. Recognizable visual patterns
and verbal messages found in
contemporary commercial graphics
are analyzed. Using case studies,
students investigate various
marketplace expectations and the
commercial design elements and
imagery intended to meet consumers’
needs and wants that elicit buying
behaviour. This course includes an
integrated project with BIND 200
Industrial Design Studio 2.
Semester 3
Computer Aided Design Studio
1
The Computer Aided Design Studio 1
course introduces and applies
computer technology to the design
and detailing of three-dimensional
parts. Computer architecture and user
software form the backdrop for
Part B - 25
Year and
Semester
Course Title
understanding computer aided design.
Constructing, manipulating,
transforming, revising, and
dimensioning geometric shapes are
mastered by students to enable them
to scale and plot design plans. The
operational context of computers in
the design and development of
products is part of the course of study.
This course supports major studio
work through the development of the
CAD skills used to communicate
product form and production
specifications.
Semester 3
Research Methods
descriptions below.
Semester 3
Breadth Elective
descriptions below.
Semester 4
BIND 250 Industrial Design Studio 3 is
a plan of learning in Industrial Design
focused on the role of industrial design
as a catalyst for change in improving
the built environment. The view of
consumers and society in general is
compared and contrasted to the
business agenda in the development
of contemporary product concepts.
Analysis and articulation of free
market forces are summarized and
applied to development plans which
formulate a strategy that includes
economic considerations of business
and the expectations, needs and
aspirations of consumers.
Representatives of the business and
academic community will address the
class to underscore the course of
study and evaluate solutions.
Semester 4
BIND 253 Project Presentation 2 is a
program of acquiring knowledge and
skills in communicating complex
design information in a diverse format.
Image generation and manipulation
through traditional and digital methods
will be synthesized with written work to
Part B - 26
Year and
Semester
Course Title
convey a complete design concept.
Assignments in the course are
constructed to facilitate the
transference of information through
computer manipulation and the
internet as well as through public
showings and presentations.
Semester 4
Design for Production 1
BIND 254 Design for Production 1 is a
course of study in the uses of metal
alloys in production environments. A
background and context in the history
of metal, its impact on civilization and
its current uses gives the framework
for the role metals play in
contemporary product technology.
The comparative advantages and
disadvantages of a variety of metal
alloys used in products will be
revealed in conjunction with
manufacturing processes and
environmental concerns that relate to
optimal product design solutions.
Semester 4
Introduction to Systems
BIND 251 Introduction to Systems is a
broad based study of the
interrelationship of transportation,
communication, production, and
distribution for sustaining social and
economic development in
contemporary civilization. The
underlying infrastructures in support of
society will be identified and compared
as they relate to the introduction of
change such as technological
innovation and design, scientific
discovery, and social trends and
unexpected environmental variations.
Semester 4
Ergonomic Principles
BIND 255 Ergonomic Principles is a
course of applied study of ergonomic
principles and parameters employed
by industrial designers. Beginning
with the pioneering work done by the
U.S. Air Force and the advancements
made by Dreyfuss and Associates
later, topics include: anthropometry,
physical measurement, size variations
Part B - 27
Year and
Semester
Course Title
in individuals and groups, averaging
range for percentiles, reach and strain,
physical pivot points and leverage,
grasp and hand articulation, seating,
posture, nerves and circulation, sight
parameters, thresholds of hearing
vibration, temperature, and
atmosphere. A study of human factors
issues introduces students to a broad
range of physical and psychological
applications.
Semester 4
2
BIND 252 Computer-Aided Design
Studio 2 is a course of study and
application of computer aided design
to foster communication of design and
production parameters to
manufacturing. Learning conventions
of construction and assembly
sequences assist in defining design
scale, dimension, functional
configuration and efficiency. By
manipulating the design, through
several phases of development,
mastery of part design will be
accomplished in a manufacturing
framework.
Semester 4
Statistics
descriptions below.
Semester 5
Industrial Design Studio 4 is a course
wherein students examine, analyze
and practice Canadian product
development in a world context. The
political infrastructure and economic
climate frame a business-driven model
put forward with concurrent
educational modes with corporate
sponsors helping to set design goals.
Faculty ensure educational outcomes
are met in a dynamic environment of
education and business collaboration.
Semester 5
Introduction to Vehicle Design
BIND 301 Introduction to Vehicle
Design is a course using the
fundamental principles of design in the
YEAR 3
Part B - 28
Year and
Semester
Course Title
development of the automobile. From
a background in the origins of
transportation modes from the cart to
car through the early industrial age, to
today’s complex interlaced
transportation structure from public
transit to limited-access highways,
students are engaged in a journey of
inquiry and discovery to design
vehicles in a variety of environments.
Body architecture, people packaging,
safety, drive line, propulsion and
suspension layout will be explored
with a specific design proposal in
mind. Ergonomic principles will be
practiced in seating, accommodation,
driver sight lines, ingress/egress and
vehicle controls with safety,
manufacturability and sustainability as
essential considerations.
Semester 5
Design for Production 2 is a course of
study in the contemporary use of
polymers and resins in both a cultural
and production setting. A background
and context in the history of plastic
through cellulosics, phenolics, and
early petro chemical polymerization to
today’s engineering performance
resins sets the stage for contemporary
exploration of this versatile family of
materials. The comparative
characteristics of each polymer is
examined, evaluated, and then applied
to product concepts. Product
assemblies are understood through a
variety of processes used in the
forming, shaping and moulding of
plastics for product design with a view
toward economic viability and
sustainable development.
Semester 5
Multimedia Application
Multimedia Application is a course of
study concerning the interplay
between media, message, intent, and
feedback for design appraisal and
promotion. Computer technology
drives the software that provides the
Part B - 29
Year and
Semester
Course Title
application for practice and learning.
Mastery of the skills required to create,
transform, and manipulate imagery to
achieve specified goals of design in
communicating visual messages for a
multimedia presentation including web
page design are applied in current
media promotional contexts.
Semester 5
3
Computer-Aided Design Studio 3 is a
course in both the study and
application of computer-aided design
to illustrate assemblies of parts and
complex surface character in product
applications. A background in lofting
history in ship building and twentieth
century automotive body design is
explored through to current product
aesthetic in a C.A.D. medium. An
introduction to the underlying
suggestive character of the surface
will be demonstrated to create designs
with appeal to specific consumer
markets. Manufacturing and
fabricating considerations for
downstream production technologies
will form the working guidelines for
computed solutions.
Semester 5
Marketing
BIND 305 Marketing provides an
overview of marketing as practiced in
Canada today both domestically and
internationally. Product, price,
promotion, and distribution
frameworks are examined both as
separate and integrated subsets of the
marketing mix. The resulting
strategies are oriented toward
satisfying customer wants and needs
to achieve organizational objectives.
Legal, social, cultural and other
elements of the marketing
environment are considered in cases
requiring research of current materials
and practical application of course
studies.
Semester 5
Breadth Elective
Part B - 30
Year and
Semester
Course Title
descriptions below.
Semester 6
BIND 350 ID Studio 5 is a concurrent
educational course involving students,
faculty, business goals, and learning
outcomes in the strategic development
of innovative products. International
corporate product development plans,
which form the framework for
developing skill and knowledge in
business practices, product marketing,
new manufacturing processes and
technology, will be evaluated. Teamcreated designs are developed and
promoted with industry advisors in this
practitioner environment. A
Memorandum of Understanding with
industry for the protection of
intellectual property is part of this
course.
Semester 6
Vehicle Design Studio 1
Vehicle Design Studio 1 is a course of
selection, study and analysis of
methods that apply to the design of
vehicles. Through a statement of
purpose based on an established
school of aesthetic thought, designs
will be created and developed to meet
a variety of performance envelopes.
This course focuses on a collaborative
studio setting of individual
contributions that lead to team and
independent designs where solutions
are compared/contrasted, analyzed
and evaluated against current and
past industry practice in visual
approach and concept development.
The breadth of study may include
design concepts for vehicles such as
downhill racing bicycles, intercity and
urban travel conveyances,
motorcycles, snowmobiles, watercraft,
automobiles and light trucks, and all
terrain vehicles.
Semester 6
Portfolio Development 1
Portfolio Development 1 is a course in
synthesizing course work into
presentation and media methods to
Part B - 31
Year and
Semester
Course Title
develop an individualized junior year
portfolio in preparation for paid work
placement. Institutional and student
strengths are identified and amplified
to formulate and bring together a
complete presentation portfolio that is
focused on the individual’s design
abilities and career goals, while
reflecting current market trends in the
design employment market.
Semester 6
Professional Practices
BIND 354 Professional Practices is a
course of study and an examination of
professional practices and practical
studio conduct for industrial designers.
The derivation and definition of
professions is the framework in which
contemporary and evolving roles and
conventions are applied. The
Association of Chartered Industrial
Designers of Ontario rules of
professional practice and code of
ethics are explored to expand and
illuminate the learner’s concept of
“professional”. A comparative analysis
of the characteristics of industrial
design organizations such as the
International Council of Societies of
Industrial Design (ICSID) and the
Industrial Designers Society of
America (IDSA) provides an
international context and facilitates the
promotion of professional
development and the concept of
lifelong learning. Guest speakers and
international correspondence may be
used to expand students’ viewpoint of
this profession. Included in this
course are design contracts and a
framework of legal concerns for
designers.
Semester 6
Interdisciplinary Practices
BIND 355 Interdisciplinary Practices is
a course relating the parameters of the
architecture, graphic design,
marketing, interior design and
engineering disciplines and their
relationship to industrial design. The
Part B - 32
Year and
Semester
Course Title
discipline subsets of mechanical,
structural, industrial and product
engineering, interior and exhibit
design, are drawn together to
synthesize a design continuum of
product development from conception
to application. These disciplines as
well as the legal and business
requirements as they relate to product
development are examined. Members
of these professions often work
collaboratively in an innovation design
team. This course will emphasize the
importance of collaborative,
concurrent design strategies. Experts
in all fields will help form the
framework for student achievement.
Semester 6
Environmental Practices
Environmental Practices is a course in
the methods of inquiry, discovery,
statement and evaluation of the
environmental impact of products and
contemporary life styles. In the
context of industrial development, a
history of environmental issues and
pioneering thinkers is considered
regarding environmental concerns.
While practicing sound ecological
assessment processes – from product
conception, development, production,
distribution, use, re-use and recycle
stages – new products/services are
developed and evaluated.
Semester 6
Breadth Elective
descriptions below.
Semester 6
Breadth Elective
descriptions below.
Industrial Design Practice 1
BIND 400 Industrial Design Practice 1
is a collaborative educational course
encompassing a broad liberal arts and
applied technology base. Historical
perspectives are drawn together with
comparative examples of today to
foster original thinking in a joint
YEAR 4
Semester 7
Part B - 33
Year and
Semester
Course Title
educational experience enhanced with
business and industry leaders in the
classroom or boardroom. A
memorandum of understanding
between students, faculty and
business protects confidentiality and
intellectual property in this innovationdriven learning experience.
Semester 7
BIND 401 Vehicle Design Studio 2 is a
collaborative educational experience
incorporating a broad liberal arts and
technological base with historical
perspectives assembled with
comparative contemporary examples
to foster original thinking in a joint
experience enhanced by business and
industry leaders in the classroom or
boardroom. Design concepts are
guided through development in a
business paradigm embracing real
world opportunities and challenges of
automotive and vehicle design. A
between students, faculty and
business enables learning to take
place in an open intellectual
environment.
Semester 7
Design Thesis 1
BIND 402 Design Thesis 1 is a
student initiated inquiry of
contemporary design practice. This
adult learning project, comprising the
full curriculum of the program and the
learner’s life experience, encourages
learner self-reflection and analysis of
strategies for success in a holistic winwin idiom where new discovery and
professional discipline culminate in
design statement of unique yet
universal appeal. Business and
external academic sponsors support
learners with exclusive manufacturing,
marketing and distribution information
to enable them in the development of
a creative and realistic design solution.
Confidentiality agreements and other
correspondence with business are part
Part B - 34
Year and
Semester
Course Title
of this course, where business and
academic professionals collaborate
with students and faculty.
Semester 7
Case Studies in Design
BIND 403 Case Studies in Design is a
course of study based on a detailed
history of notable design projects. The
range of activities to be considered
cover areas such as management
structure, design strategy, economic
constraints or opportunities, market
timing, distribution, supplier relations,
advertising and promotion, political
climate and government regulations.
Exposure to an array of variables will
enable designers to contextualize their
contribution to the well-being of
society and enhanced economic
growth.
Semester 7
Economics of Industrial Design
BIND 404 Economics of Industrial
Design is a study of the influences that
global economics has on design
activity. A summary of the major shifts
in development starting with the
advance of financial institutions
through to recent events will trace the
consumer society by contrasting the
political and economic climate region
by region. Important thinkers like
Smith, Marx, Keynes and Hayek will
be examined. National design
initiatives such as JIDPO in Japan, the
Design Council in England, the KIDP
in Korea, and the Design Exchange in
Canada will cap off the course in the
context of the European Union,
NAFTA and WTO.
Semester 7
Breadth Elective
descriptions below.
Semester 8
is a collaborative educational
experience conducted with business
and industry encompassing design
innovation drawn through consensus
and cooperation to strike a balance
between the economic agenda of
Part B - 35
Year and
Semester
Course Title
business, ecological imperatives, and
the learning requirements of students.
Within a broadly framed structure of
liberal arts and technology, designs
are generated to enhance the human
experience. Analysis of intent and
result will guide the process in the
development of holistically responsible
product concepts and prototypes
uniquely suited to their audiences. A
between the institution and the student
protects confidentiality and intellectual
property in this advanced course of
study.
Semester 8
Vehicle Design Studio 3 is a focused
educational collaboration conducted
with business and industry
encompassing design innovation
drawn through consensus and
cooperation to strike a balance
between the economic imperative of
business in maintaining market share,
ecological considerations and the
complex learning requirements of
students. Within a broadly framed
structure of liberal arts and
technology, designs are generated to
enhance the human experience.
Analysis of original intent and the
resulting process for development will
guide the thinking in the development
of holistically responsible product
concepts and prototype models
uniquely suited to their respective
audiences. A memorandum of
understanding between the students,
faculty and business enables learning
to take place in an open intellectual
environment in this advanced course
of study.
Semester 8
Design Thesis 2
BIND 452 Design Thesis 2 is a student
initiated and driven adult learning
project. Faculty, students and industry
cooperate in an inquiry of
contemporary design knowledge and
Part B - 36
Year and
Semester
Course Title
practice. This course is the
completion phase of BIND 402 Thesis
1, forming a two-term in-depth
application of the full program
curriculum which encourages selfassessment and a development of
success strategies in an holistic career
based application of professionalism
applied to a product or system that
reflects personal intent, business
requirements, and environmental
imperatives. Confidentiality
agreements, regular meetings and
other correspondence with business
are part of this course.
Semester 8
Design Research Analysis
Design Research Analysis is a course
in the methods of research analysis
and application to design. In a fastdeveloping profession that is
innovation-centred, industrial
designers require practice in diverse
research methods. Qualitative and
quantitative approaches are analyzed
and compared in a case-by-case
framework. Cause and effect analysis
and alternative methods of inferential
inquiry are summarized and applied to
develop awareness in all phases of
product development from market
analysis to the final user, the client
and the environment.
Semester 8
BIND 453 Portfolio Development 2 is a
senior course in creating, analyzing,
synthesizing and applying strategies
for presenting and evaluating a design
portfolio. Economic, social, political
and aesthetic considerations are
harmonized to form a cohesive picture
of knowledge, talent, and ability in a
complex and developing career
market where graduates differentiate
themselves through a comprehensive
design portfolio of concise copy,
statistical summary, aesthetic layout
and design intent in a multimedia
format.
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Semester 8
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Design Management
Course Title
BIND 455 Design Management is a
course outlining the concepts and
practice of effective management in
the context of design. Through a
business model, design is defined by
its unique relationship within the
corporate structure, consisting of
contact with and influence from
marketing, engineering, production,
customers and senior management.
Consensus building strategies,
negotiating, and team leadership
sessions are combined to focus the
organization’s innovation and
corporate growth. Corporate leaders
will participate in the learning
experience as facilitators. Contact
with business decision makers is part
of this course of study.
Breadth Electives
Academic Writing and Critical
Reasoning
The purpose of this course is twofold:
(i) to reinforce students’ academic
writing skills, with an emphasis on
exposition, analysis, and
argumentation, and (ii) to develop
critical reasoning through discussion
and analysis of readings drawn from
various academic disciplines and of
varying complexity. These readings,
which have a general relevance to
students’ area of study, may vary from
semester to semester. Emphasis will
be placed on clear writing and the
ability to develop reasoned arguments.
Students will be required to write on
topics related to their field of study.
Astronomy: Discovering Our
Place in the Universe
At the beginning of the 21st Century
we have the capacity to understand, in
a way no previous generation could,
our unique and privileged place on a
planet in our solar system as part of
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the Milky Way galaxy in an expanding
universe of galaxies. Through direct
observation and classroom
simulations, we will encounter and
describe the movements of the night
sky; the same night sky ancient
civilizations observed and recorded
with amazing accuracy. We will
uncover the birth of scientific thought
as humans developed models and
physical laws to explain the dance of
the heavens. With the benefit of data
from modern land-based telescopes,
the Hubble Space Telescope and
space probes, we will explore the
planets, the life cycle of stars, the
nature of galaxies in an expanding
universe, the origins and future of the
cosmos and the possibility of
extraterrestrial life. Direct observation
will be encouraged using binoculars,
the college telescope plus local and
worldwide resources.
Betrayal in Contemporary
Fiction
It is probably safe to say that betrayal,
of one kind or another, is a universal
human experience. We have all felt
betrayed. We should admit, though,
that some betrayals are more serious,
more profound, than others. Some
betrayals are the stuff of tragedy itself.
Through the study of fiction, mainly
novels, published since 2000, this
course explores betrayal: its kinds:
personal, communal, historical,
linguistic, technological; its
implications: physical, emotional,
moral; and its outcomes: change,
loss, revelation.
Brainstorm
This course investigates what it means
to think rationally and intelligently
through an examination of powerful
arguments on topics such as the
nature of truth, the relationship
between religion and science, campus
speech codes and censorship, the
nature of mental illness, war crimes,
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and the nature of evil. Through this
examination of the ideas and
arguments of great thinkers, students
are encouraged to question underlying
assumptions, appreciate the formal
structure of good argumentation, and
evaluate the ultimate strength of
various positions. Students will
develop complex thinking skills that
will allow them to analyze their own
beliefs as well as assess the
arguments of others for soundness
and reasonableness.
Breakthroughs of 20th Century
Science
The Twentieth Century saw
breakthroughs in scientific
understanding that went a long way to
answering ancient questions: the
source of heredity in the DNA
molecule, the explanation of
earthquakes and volcanoes through
plate tectonics. Our view of the
universe expanded from thousands to
billions of light years while at the same
time our understanding of fundamental
particles imploded from the billiard ball
like atom to the weird quantum
features of the subatomic world.
These understandings have
dramatically impacted the way we live.
Nanotechnologies built on our
quantum understanding make
GigaByte storage devices and GigaHz
processors everyday terms. Although
rapid international travel makes SARS
a global threat, advances in medical
understanding and practice avoid the
disaster of the Spanish Flu. There was
also a shift in our fundamental
understanding of nature from the
familiar, deterministic world of
Newtonian Mechanics and Maxwell’s
Electromagnetism to the
counterintuitive domains of Einstein’s
Relativity and Heisenberg’s
Uncertainty Principle. Throughout the
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20th century productive
accomplishments based on the
reductionist approach of previous
centuries were supplemented by
breakthroughs in the integrative
approaches of ecology, systems
theory and complexity. Based on our
exploration of the nature and direction
of the breakthroughs of the 20th
century, what breakthroughs can we
anticipate and what breakthroughs do
we need to survive in the 21st century?
These are some of the ideas and
questions that will be explored in a
manner accessible and of interest to
all students.
Business and Politics
(Advanced Level)
The last two decades have witnessed
a momentous shift in the relationship
between business and the state. Amid
talk of “the end of big government,” the
post-World War II consensus in favour
of a strong public sector regulating
and supervising economic activity has
come under attack from economists,
public policy analysts, journalists,
politicians, corporate elites, and even
segments of the public. This course
investigates this evolution, adopting an
interdisciplinary approach that
synthesizes insights from history,
political science, economics, and
political theory. After setting out the
theoretical framework underlying
contemporary policy debates
concerning government and business,
the course will address specific issues
such as macroeconomic stabilization
policy, international trade, anti-trust
law, environmental regulation, labour
unions, pensions, corporate liability,
consumer protection, health care and
education, as well as fairness/equality
policies. This course encourages
students to reflect on the implications
of the changing relationship between
business and politics.
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Canadian Studies
This course examines four
fundamental challenges (political,
economic, social, and cultural) that
Canadians face on a regular basis. As
well as examining the current status of
these challenges, students investigate
the historical roots of contemporary
problems. Questions such as the
future of sovereignty, the problem of
ongoing regional grievances, the
transition from a resource and
industrial economy to an information
economy, multiculturalism and equity,
and the future of Canadian culture in
the “McWorld” of television, film, and
music will be analyzed in detail.
Students evaluate Canada’s strengths
and weaknesses as a player in the
global economy and in the light of
various trade agreements such as
NAFTA and MAI. Canada’s Charter of
Rights and Freedoms and its
connection to contemporary and future
social change will be explored and
assessed.
City Life
(Advanced Level)
As a result of their magnetic attraction,
cities concentrate people, money and
power so that now three out of four
North Americans live within their
confines. What began as the natural
growth of settlements around
agriculture evolved into regional
market towns that have now been
further transformed into spaces where
millions live and struggle and work and
play. The city intensifies our focus,
making possible both the best and the
worst of human activity. The best
health care, the most vital and
competitive markets, the greatest
diversity of human culture and the
most sophisticated knowledge in
science and the arts co-exist with the
most appalling corruption, crime,
ignorance, violence and
homelessness. This course examines
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how it feels to live in cities as well as
how different cities afford different
experiences among their citizens. As
well, it explores how the city is both a
response to, and an actor in,
fundamental economic and political
factors that can have a global reach.
Sociological theory provides students
with a solid foundation in universitylevel sociology as well as a
perspective from which to view the
theme of the city and the issues it
raises, such as culture, class,
stratification, race, ethnicity, gender
and deviance.
Communications, Technology
and Culture
By adopting an interdisciplinary
approach that draws upon resources
from literature, philosophy, sociology,
and media studies, this course
examines the interdependence of
communications, technology and
culture. Integrating practical lab
assignments with theory, students will
reflect on the ways in which the new
media is changing how we view the
world and see ourselves.
Contemporary Narrative
(Advanced Level)
This course investigates our intense
relationship with narrative. Our
fascination with narrative points to the
desire to find meaning in the
sometimes chaotic realm of real world
experience. Using a number of
theoretical perspectives, this course
examines a variety of contemporary
texts whose compelling nature has
found a wide audience. Students
explore texts by authors such as
Atwood, Richler, Ondaatje, Byatt,
Barker, de Bernieres, McEwan,
Coetzee, De Lillo, Roth, Morrison, and
McCarthy.
The Corporation and Society
Traditionally, corporations have been
permitted to operate free from the
moral and social obligations imposed
on other institutions. The maximization
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of profits for shareholders has long
been seen as the only appropriate
object for corporations. Recently,
however, this view has been
challenged. A growing movement
insists that corporations ought to
subordinate the pursuit of profit to the
fulfillment of social responsibilities.
This course explores how socially
responsible corporations should
conduct their business affairs. The
course begins by laying out the
general principles of corporate social
responsibility, while identifying the
parties, known as stakeholders, whose
interests corporations ought to heed.
Afterwards, the course proceeds
through each of the stakeholders,
analyzing the particular challenges
each pose to the socially responsible
corporation. At the end of the course,
a framework for the comprehensive
social evaluation of corporations is
developed in the form of a social audit.
(Advanced Level)
Much has been written, thought, and
said about the cycles of human
yearning and our subjugation to
endless, often fleeting desires that,
even when fulfilled, leave a residue of
discontent. Our relentless search for a
rich life can leave us dissatisfied with
our jobs, our partners, and our lives as
a whole, and so we are constantly on
the lookout for something new,
something other than what we have.
Focusing on our experiences of
passion, acquisitiveness, success,
happiness, shame, guilt, regret,
boredom and anger, this course
examines the role which desire and
discontent play in motivating human
behaviour and shaping personality.
Developmental Psychology
This course is designed to introduce
students to theory, methodology and
research findings in the field of lifespan developmental psychology.
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Students will explore human
development from conception to
death, focusing on biological, cognitive
and emotional processes.
Ethics & Moral Theory
Whatever our cultural and socioeconomic backgrounds, all of us seek
to achieve a good life. Though most
people immediately identify that with
happiness, there can be little doubt
that the good life must also include
being a moral person. For no matter
how much pleasure, money and power
we happen to have at our disposal,
most people will ultimately find it
unsatisfying unless they feel that they
deserve their situation in life by virtue
of the acts they’ve performed and the
causes they’ve supported. The
purpose of this course is to examine
and clarify the moral component of the
good life. Our focus will be on
contemporary issues of the sort that
people are likely to come across in
their everyday lives. Hence, the
course considers moral dilemmas that
arise in our relations with family,
friends, lovers, work, business, law,
health care, animals, and the
environment. Moral theories are
discussed to ensure students can
thoughtfully engage the issues, but the
emphasis will be on resolving practical
dilemmas.
Film Survey and Analysis
This is an introductory survey of the
cinema as 20th century art. The course
will analyze the basic elements of
movies – shots, angles, camera
movement, editing and composition –
and explore the language of film
through viewing and discussion of
notable examples of movies from
various decades. Students will
examine film theories to help
understand the meaning of films.
Several genres will be studied both for
the images of society they project, and
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to understand their influence on
current cinema. The course will also
examine examples of propaganda and
documentary, and the way in which
contemporary, popular cinema can
deal with ideologically oppressed
groups.
Foundations of Literature and
Composition
This course introduces students to
some of the major themes of literature
through the four genres: novels,
poetry, short fiction, and drama.
Students read and analyze some of
the classics of these literary forms.
Through reading and discussion,
students develop an understanding of
literature’s relationship to history,
society, and philosophy. Students
increase their appreciation of
language by studying drama, poetry,
and prose from the 16th to the 20th
century. They also recognize themes,
situations, and character types that
recur in literature in different guises in
different ages and cultures. Through
examination of key texts, they observe
the development of such types as the
Machiavellian, the aristocratic, the
romantic, and the bourgeois.
Conflict, Cooperation and Social
Theory
(Advanced Level)
What constitutes the social glue that
binds individuals together to form a
society? How is conflict
accommodated and sufficient
cooperation encouraged to ensure
continuity? How is society best
organized? Looking at issues such as
the concept of human nature, the
dynamics of group behaviour, the
development of social institution, the
distribution of scarce resources, and
the notions of power and punishment,
students reflect on these questions in
a critical and theoretically informed
manner. Through the study of the
works of Marx, Durkheim, Weber,
Mead, Parsons, Mills, Goffman,
Habermas, Foucault, and Bourdieu,
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this course explores competing social
theories.
Human Security and World
Disorder
A survey of 20th century history
reveals two disparate trends in world
politics. States, nations and individuals
increasingly seem willing to abandon
public goods in order to ensure a
sense of security. Yet, even as such
fundamental values as equality,
liberty, and justice are bargained away
in return for peace and stability, the
world seems to slip further into a state
of disorder – a state in which the
conditions for the possibility of security
are undermined. Is public fear of
lawlessness well founded? How can
real security be achieved? What are
citizens willing to surrender in order to
meet this objective? At what cost?
Examining such issues as the
changing relationship between states
and corporations, the creation of a
world court and legislature,
contemporary warfare, and the rise of
the personal security industry, in this
course students address these
questions as they analyze works in
political theory by such authors as
Hobbes, Machiavelli, Rousseau,
Hegel, Nietzsche and Arendt.
The Influence of Mass Media on
Canadian Society
This course investigates the impact of
mass media on Canadian culture. The
relationship between the messages
transmitted through mass
communication and politics, corporate
interests, human behaviour and the
individual will be covered through
readings, discussions and analysis of
current, national examples.
Comparisons between the role of
mass media on Canadian and
American soil as well as in European
and developing cultures will also be
considered.
Introduction to Environmental
Each of us is part of various
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Studies
environments and form relationships
with nature every day of our lives such
that our memories, identities and
knowledge are wrapped up in how we
understand nature and our links to
environments. Environmental Studies
is fundamentally an attempt to
integrate understandings of the natural
world with knowledge about the social
(or human) world. How we form
connections among ourselves and
with nature, what values underlie our
understandings of nature, and how we
can improve the environment are all
questions worthy of exploration in this
context. This introductory course to
environmental studies will challenge
students to investigate these
questions through the themes of social
justice, technology, sustainability,
activism, and ethics. The overall
purpose of this course is to develop
greater knowledge and critical
awareness about the complex
relationships between natural
environments and people. We will do
this by actively engaging with the
lecture materials, readings, tutorial
discussions and case studies and by
relating these ideas to our daily lives
and our future hopes.
Politics is the study of the ideas and
institutions that underlie the
distribution of power in any human
society. An introduction to politics
focuses on political theories about the
best form of government, the limits (if
any) placed on government, and the
rights of citizens. The study of politics
also includes an understanding of the
basic political institutions that
compose one’s own society.
Additionally, the study of politics
compares different forms of
government (totalitarian, communist,
democratic, authoritarian, etc.) and the
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ideologies on which they are based.
The comparison of different types of
governmental systems is also
concerned with how political change
occurs, i.e. revolution vs. reform, and
the definition and causes of terrorism.
An introduction to politics would not be
complete without consideration of
international relations. To this end the
rules and institutions that regulate
politics amongst nations and
effectiveness of international political
institutions will be considered.
This course is designed to introduce
students to the field of psychology.
Students will be exposed to a
discipline that is rich in theoretical
diversity, research findings, and
practical applications. They will be
encouraged to think critically and
challenge their preconceptions.
In a dynamic society, it is important for
everyone to understand the social
forces, cultural values, and ideological
beliefs that frame and shape their
behaviour and the pace and direction
of change. Sociology, as the scientific
study of collective human life, attempts
to understand why people think,
function and behave the way they do.
This course examines the classical
sociological theories of Marx,
Durkheim, and Weber, in addition to
more contemporary social theorists.
This theoretical examination is then
applied to understanding the
importance of economic and political
power, cultural and religious values,
ethnic and racial identity, as well as
gender, age, and class, in shaping
who we are both as individuals and as
members of a social group.
Knowing and Believing:
Epistemology
Not only does the theoretical
investigation of knowledge –
epistemology – occupy one of the
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main branches of philosophical study,
but as Louis Pojman has ventured, it is
also arguably “the central subject in
philosophy…basic to virtually
everything else”. Epistemologists
have wrestled with such age-old
questions as: What is the difference
between knowledge and opinion?
How do I know the external world?
What counts as adequate justification
for my beliefs? And what, if anything,
can I know for certain?
But while the approach to such
questions has grown increasingly
refined in the Anglo-American world
since the early part of the 20th century,
challenges from feminist and other
post-colonial writers have been
gaining momentum in recent times,
threatening the “epistemological
project” as it has traditionally been
conceived. These challengers have
insisted on new questions such as:
What is the relationship between
knowledge and power? What political
interests underlie the quest for
objectivity? And is the sex of the
knower epistemologically significant?
These and other such questions will
be examined throughout the course,
as we navigate a path through the
history of epistemology – from a brief
survey of its Ancient origins and Early
Modern rebirth, to a more sustained
investigation of its present-day
concerns and outlook for the future.
Microeconomics
This course provides students with
knowledge of economic models that
include consumer demand, supply,
prices, wages, employment, and the
role of market structures in making
decisions about what to buy, sell,
price, and pay in a business
environment.
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The course begins with the concepts
of opportunity costs and tradeoffs, and
then proceeds to a consideration of
how different types of economies
determine which goods and services
to produce, how to produce them, and
to whom to distribute them.
Other course topics will include the
theory of markets, price determination,
and the economic theory of the firm in
a global economy. The features and
elements of competitive markets and
monopolistic competition are
compared. Finally, the course
examines the causes of income
inequality and the tradeoff between
income equality and economic
efficiency.
Over the past two-and-a-half decades,
capital markets have markedly grown
in influence, increasingly taking over
from governments and banks the
tasks of financing economic activity
and serving the public’s saving and
retirement needs. After introducing
students to the operational and
regulatory framework of the currency,
bond, equity, mutual/hedge funds, and
derivative markets, the course poses
the question: Do these markets, on
balance, negatively or positively
influence the social structure,
economy, and politics of nations? In
assessing this issue, the course
surveys the debate surrounding
theories of capital market efficiency
and rationality, the history of recurring
financial bubble and crash sequences,
social justice issues raised by
investment in morally suspect
industries and emerging economies,
the constraints imposed by the
markets on governments’ ability to
manage their economies, the tension
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between democratic governance and
central banking, the spread of an
equity culture, and proposals for a new
international financial architecture.
Essentially, this course stresses the
institutional details of capital markets,
while placing them within their socioeconomic and political contexts.
Philosophy of Law
The law is both the source of our
admiration and often our
disappointment. While we increasingly
turn to the law to adjudicate disputes
that arise in our public and private
lives, we are, from time to time,
surprised at its failure to mete out
justice. What is it that we expect from
the law? Why do we look to the law to
govern not only our actions but also
our beliefs and ideas? Adopting an
interdisciplinary approach, this course
provides students with an opportunity
to address these issues as they are
introduced to key concepts and
theories in the philosophy of law
through the reading of literary works
including Antigone, Crime and
Punishment, The Outsider, and The
Trial.
Power
Power. It is something that most of us
strive for but few of us obtain. Why do
we desire power? Why is it that, for
many, power is allusive? In order to
address these questions, it is first
necessary to ask: What is power?
How is power acquired? How is
power maintained? In this course we
will examine the answers to these
questions provided by some of the
central figures in the history of political
theory. In so doing, we will investigate
underlying issues concerning the
relation between ethics and politics,
the notion of good government, the
qualities of leaders, the rationality of
the use of violence, the importance of
property, and the relation between
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power and truth. Students will be
asked to employ the theories and
concepts studied in the analysis of
issues in contemporary society.
Power 2: The Question of
Legitimation
(Advanced Level)
When historians in the future stand
back and reflect upon the 20th century,
they will no doubt see it as a time
period marked by violence. That this
will be the legacy of this century is
surprising, for as the philosopher
Hannah Arendt noted, “All great
nineteenth-century thinkers were
convinced that the next century would
be the one of progress and reason.
And yet, from Auschwitz to the Gulag,
the barbarians ruled.” Why was this
the case? Why, when the world had
become smaller and we had mastered
a vast array of technology, did we so
vehemently turn against each other?
And what will be the repercussions of
this violence and its increasing
acceptance as we enter the 21st
century?
This course attempts to address these
issues focusing on the problem of
legitimation. In a time in which
violence infiltrates our public and
private lives, it is important to question
when and under what circumstances,
if any, violence can legitimately be
employed. However, before
addressing these issues, it is first
necessary to examine the meaning of
the term violence, to look at the
conditions which give rise to violent
action and to examine the variety of
contexts in which violence flourished
in the 20th century. Students will be
challenged to reflect on these issues,
considering how they inform not only
our past but also our future.
Principles of Leadership
Leaders surround us – we find them in
the political arena, the military,
families, and the workplace. The
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quality of our lives depends on how
well our leaders perform. This course
explores what it means to be an
effective leader. Using both classical
and contemporary writings, the course
examines the psychological, moral,
and socially acquired characteristics of
leaders. We will consider the tasks
and challenges leaders face, such as
initiating change, motivating people,
formulating strategy, communications,
decision-making, negotiations, and
crisis management. The course ends
with a case study of a famous leader.
Social Psychology
Social Psychology is an extremely
diverse field that generally deals with
people in social situations. Core
topics include social behaviour such
as aggression, obedience, conformity,
intimate relationships, discrimination,
and how groups function. They also
include attitudes, social cognition,
social perception, prejudice, and
feelings of guilt, all of which are
assumed to affect social behaviour. In
addition, we will cover some applied
areas, such as psychology and the
law. We will also discuss basic
methodological issues as they pertain
to the above topics. Class discussion
will be an integral part of the course.
It’s not who you know, but who you
wear. Such is the advice from
dedicated followers of fashion and
others who might urge us to declare
our identities and allegiances through
the codes of consumption. The
pursuit of the good life has been
replaced by that of the “goods life.” As
the globalization process seeks to
expand the market economy, this
expansion requires the manufacture of
desire for ever more “stuff” and an
industry devoted to the creation of the
false hope that just one more
purchase may buy happiness. This
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course tackles some of the most
compelling interpretations of the
function of consumption. Through
exposure to a variety of contemporary
and classical theories, students reflect
on the social patterns of consumption
and how these patterns reproduce,
subvert, or reformulate inequalities of
class, gender, and ethnicity. In order
to promote self-reflexivity about our
own role in the marketplace, methods
of resistance are studied and
arguments for ecological constraint
are considered.
Our everyday lives are taken up with a
myriad of practical accomplishments,
and we routinely carry out activities
and conversations and patterns often
without thinking about how the world is
constituted and negotiated in such
work. Sociology of the everyday
topicalizes the ways in which we as
social actors animate the world and
establish its order and sensibility
through our ongoing practices, while
simultaneously acting as if the world is
something outside and external to us.
It makes a distinction between our
orientation as everyday actors, who
are caught up in successfully
accomplishing and achieving what we
need to do in the course of a day, and
our orientation as social inquirers, who
are interested in understanding the
accomplishment of the world in and
through what we routinely do and say.
The readings and examples
developed in this course will make
vivid how we stand as both the
everyday person who is immersed in
the ‘natural attitude’ of daily life and
the social inquirer who seeks to raise
the question of what in such practices
and talk is taken-for-granted. In this
difference and tension, the ‘seen but
unnoticed’ qualities and characteristics
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Semester
Course Title
of everyday life can be brought into
view, allowing us not only to orient to
what actually occurs in our practices of
living, but to what also could be.
Sociology can then serve as an
imaginative aid, inviting us to
temporarily bracket our commonsense
orientations in the interest of reflective
understanding.
Sociology of Technology
This course examines the complex
implications of the increasing
importance of technology in our lives.
Is the Internet changing the way we
think about ourselves? Will personal
computers and artificial intelligence
change how we understand the
human mind? How will biotechnology
affect the most intimate aspects of our
lives, such as the food we eat and the
way we reproduce? Do we all share
equally in the benefits of technology,
or do some of us gain more from
technological advances than others?
Students examine the twin myths of
technology: how technology is thought
to be the key to all our hopes, on the
one hand, and a kind of hazardous
force that we must control lest it
control us, on the other.
Statistics
This course examines statistical
techniques for presenting, analyzing,
and interpreting facts in a quantitative
format. Students gain an
understanding of quantifying and
organizing data, measuring variables,
and determining variance and
standard deviation from frequency
distributions. The course covers rules
of probability, probability distributions,
and the use and abuse of the
multiplication rule. Sample data is
used to estimate population
parameters. Tests of significance
include one and two-way Chi-Squares.
Statistical reasoning and probability
are applied to quantitative and forensic
Part B - 56
Year and
Semester
Course Title
evidence for use in litigious contexts.
Theories of Beauty
(Advanced Level)
We are bombarded with images and
ideas of the beautiful, frequently in (a
corporate environment) the context of
someone trying to sell us something.
We assume that we know what the
beautiful is, even though our notions of
beauty are constantly challenged and
clearly undergo frequent change. Not
often do we reflect on the theories that
lie behind these images and think
through our own presuppositions
about beauty, art and culture. This
course provides an introduction to key
concepts and issues in aesthetics.
Drawing on resources from literature,
fine art, music, film and architecture,
students reflect on the significance of
art in our lives as individuals and the
role it plays in the social order as they
investigate mimetic, cathartic,
expressionistic, hermeneutic, and
post-modern theories of art.
Part B - 57
Appendix 6.3.3.1 – Program Hour / Credit Conversion Justification
Not required
Part B - 58
Semester 1
Year One
Year and
Semester
42
42
42
42
28
Industrial Design
Method
Technical
Communication 1
Visual
Communication 1
Aesthetic Principles
and Elements
Scaled Construction
1
Course Title
Total DW
Course
Semester
Hours
Total DO
Course
Semester
Hours
Appendix 6.3.3.2 – Academic Course Schedule
Co-Requisites:

Industrial Design
Method

Technical
None
Co-Requisites:

Industrial Design
Method

Technical
Communication 1

Scaled Construction
1
Co-Requisites:

Industrial Design
Method

Visual
Communication 1

Scaled Construction
1
Co-Requisites:

Technical
Communication 1

Visual
Communication 1

Scaled Construction
1
Course Pre-requisites
and Co-Requisites
Total DL
Course
Semester
Hours
Eric Hillmer
Gary McFadyen
Bruce Thomson
Don Wilson
Don Wilson
Eric Hillmer
Max Gatta
Don Wilson
Max Gatta
Ken Cummings
Dennis Kappen
Bruce Thomson
Don Wilson
Dennis Kappen
Ken Cummings
Ken Cummings
Don Wilson
Dennis Kappen
Bruce Thomson
Proposed Instructor (or
indicate if faculty to be
recruited)
M.Des.
M.Des.
M.Des.
M.Des.
M.Des.
M.Des.
M.F.A.
M.Des.
M.F.A.
M.A.
M.Des.
M.Des.
M.Des.
M.Des.
M.A.
M.A.
M.Des.
M.Des.
M.Des.
Part B - 59
Highest Qualification
earned (or required of
faculty to be hired)
and, only where
applicable, highest
qualifications in
progress
Semester 2
Year and
Semester
42
42
42
Industrial Design
Studio 1
Technical
Communication 2
Visual
Communication 2
Introduction to
Psychology
History of Art
Course Title
Total DW
Course
Semester
Hours
42
Total DO
Course
Semester
Hours
42
Communication 1
Visual
Communication 1
Pre-Requisite:

Visual
Communication 1
Co-Requisites:

Industrial Design
Studio 1

Technical
Pre-Requisite:

Technical
Communication 1
Co-Requisites:

Industrial Design
Studio 1

Visual
Communication 2

Scaled Construction
2
Pre-Requisite:

Industrial Design
Method
Co-Requisites:*

Technical
Communication 2

Visual
Communication 2

Scaled Construction
2
None
None

and Co-Requisites
Total DL
Course
Semester
Hours
Don Wilson
Eric Hillmer
Max Gatta
Ken Cummings
Bruce Thomson
Dennis Kappen
Don Wilson
Dennis Kappen
Ken Cummings
Roger Ball
Ken Cummings
Bruce Thomson
Dennis Kappen
Don Wilson
Mardi Najafi
See breadth chart below.
Karen White
recruited)
M.Des.
M.Des.
M.F.A.
M.A.
M.Des.
M.Des.
M.Des.
M.Des.
M.A.
M.Des.
M.A.
M.Des.
M.Des.
M.Des.
M.A.
M.A.
Part B - 60
and, only where
applicable, highest
qualifications in
progress
Semester 1
Year Two
Year and
Semester
56
42
Project Presentation
1
42
Industrial Design
Studio 2
Breadth Elective
History of
Technology
Scaled Construction
2
Course Title
Total DW
Course
Semester
Hours
42
Total DO
Course
Semester
Hours
42
Communication 2
Scaled Construction
2
Pre-Requisite:

Visual
Pre-requisite:

Industrial Design
Studio 1
Co-requisites*

1

Manufacturing
Fundamentals

Computer Aided
Design Studio 1

Commercial
Graphics
Depends upon selection
None
Pre-Requisite:

Scaled Construction
1
Co-Requisites:

Industrial Design
Studio 1

Technical
Communication 2

Visual
Communication 2

and Co-Requisites
Total DL
Course
Semester
Hours
Don Wilson
Eric Hillmer
Ken Cummings
Dennis Kappen
Mardi Najafi
Bruce Thomson
Don Wilson
See breadth course chart
below.
Ken Cummings
Patrick Burke
Eric Hillmer
Gary McFadyen
Bruce Thomson
Don Wilson
recruited)
M.Des.
M.Des.
M.A.
M.Des.
M.A.
M.Des.
M.Des.
M.A.
Ph.D.
M.Des.
M.Des.
M.Des.
M.Des.
Part B - 61
and, only where
applicable, highest
qualifications in
progress
Semester 2
Year and
Semester
56
42
Industrial Design
Studio 3
2
42
Breadth Elective
28
Computer Aided
Design Studio 1
42
28
Commercial
Graphics
Total DO
Course
Semester
Hours
Research Methods
28
Manufacturing
Fundamentals
Course Title
Total DW
Course
Semester
Hours
Pre-requisite:

1
Pre-requisite:

Industrial Design
Studio 2
Co-requisites:*

2

Design for
Production 1

Introduction to
Systems

Ergonomics

CAD Studio 2
Pre-Requisite:

Introductory social
science course
Pre-requisite:

Technical
Communications 2
Pre-Requisite:

Aesthetic Principles
and Elements
None
Communication 2
and Co-Requisites
Total DL
Course
Semester
Hours
Don Wilson
Bruce Thomson
Dennis Kappen
Don Wilson
Dennis Kappen
Mardi Najafi
Ken Cummings
Bruce Thomson
below.
below.
Dennis Kappen
Karen White
Ken Cummings
Bruce Thomson
Carlos Frewin
Patrick Burke
Max Gatta
Ken Cummings
Dennis Kappen
Bruce Thomson
recruited)
M.Des.
M.Des.
M.Des.
M.Des.
M.Des.
M.A.
M.Des.
M.Des.
M.Des.
M.A.
M.A.
M.Des.
Ed.D.
Ph.D.
M.F.A.
M.A.
M.Des.
M.Des.
Part B - 62
and, only where
applicable, highest
qualifications in
progress
Semester 1
Year Three
Year and
Semester
28
28
Computer Aided
Design Studio 2
Design for
Production 2
Introduction to
Vehicle Design
OR
for transportation
option
Industrial Design
Studio 4
42
56
28
Introduction to
Systems
Statistics
42
Design for
Production 1
Course Title
Total DW
Course
Semester
Hours
56
Total DO
Course
Semester
Hours
Pre-requisite:

Design for
Production 1
Pre-requisite:

Industrial Design
Studio 3
Co-requisites:*

Design for
Production 2

CAD Studio 3

Multimedia
Application

Environmental
Practices
None
Pre-requisite:

Computer Aided
Design Studio 1
Pre-requisite:
Pre-requisite:

Industrial Design
Studio 2
Pre-requisite:

Manufacturing
Fundamentals
and Co-Requisites
Total DL
Course
Semester
Hours
Patrick Burke
Ken Cummings
Bruce Thomson
Don Wilson
Dennis Kappen
Ken Cummings
Bruce Thomson
below.
Dennis Kappen
Ginette Taylor
Don Wilson
Peter Kerz
Bruce Thomson
Scott Hadley
Bruce Thomson
Ph.D.
M.A.
M.Des.
M.Des.
M.Des.
M.A.
M.Des.
M.Des.
M.S.
M.Des.
M.S.
M.Des.
Ph.D.
M.Des.
Part B - 63
Ken Cummings
Ph.D.
M.A.
recruited)
Patrick Burke
and, only where
applicable, highest
qualifications in
progress
Semester 2
Year and
Semester
42
Marketing
28
28
Portfolio
Development 1
Professional
Practices
Vehicle Design
Studio 1
OR
for transportation
option
Industrial Design
Studio 5
56
28
Computer Aided
Design Studio 3
Breadth Elective
28
Multimedia
Application
Course Title
Total DW
Course
Semester
Hours
42
Total DO
Course
Semester
Hours
Pre-requisite:

Industrial Design
Studio 4 or
Introduction to
Vehicle Design
Pre-requisite:

Industrial Design
Studio 4 or
Introduction to
Vehicle Design
Co-requisites:*

Interdisciplinary
Practice

Portfolio
Development 1

Environmental
Practices

Professional
Practices
None
Pre-requisite:

CAD Studio 2
Pre-requisite:

Commercial
Graphics
and Co-Requisites
Total DL
Course
Semester
Hours
Dennis Kappen
Don Wilson
Ken Cummings
Dennis Kappen
Bruce Thomson
Don Wilson
Ken Cummings
Ken Cummings
Bruce Thomson
Don Wilson
Dennis Kappen
Bruce Thomson
Ken Cummings
below.
Bhupesh Shah
Dennis Kappen
Dennis Kappen
Bruce Thomson
recruited)
M.Des.
M.Des.
M.A.
M.Des.
M.Des.
M.Des.
M.Des.
M.A.
M.Des.
M.Des.
M.Des.
M.Des.
M.A.
M.B.A.
M.Des.
M.Des.
M.Des.
Part B - 64
and, only where
applicable, highest
qualifications in
progress
Semester 1
Year Four
Semester 3
Year and
Semester
70
42
Design Thesis 1
Case Studies in
Design
Vehicle Design
Studio 2
OR
for transportation
option
Industrial Design
Practice 1
70
42
Breadth Elective
Work Placement
42
28
Environmental
Practices
Total DO
Course
Semester
Hours
Breadth Elective
28
Interdisciplinary
Practices
Course Title
Total DW
Course
Semester
Hours
Pre-requisite:

Professional
Pre-requisite:

Industrial Design
Studio 5 or Vehicle
Design Studio 1

Research Methods
Pre-requisite:

Industrial Design
Studio 5 or Vehicle
Design Studio 1

Work placement
Co-requisites:*

Case Studies in
Design

Economics of
Industrial Design
Pre-requisite:

Design for
Production 2
Pre-requisite:

Industrial Design
Studio 4 or
Introduction to
Vehicle Design
and Co-Requisites
Total DL
Course
Semester
Hours
Karen White
Dennis Kappen
Don Wilson
Ken Cummings
Dennis Kappen
Ken Cummings
Bruce Thomson
Dennis Kappen
Don Wilson
Ken Cummings
below.
below.
Patrick Burke
Karen White
Dennis Kappen
Bruce Thomson
recruited)
M.A.
M.Des.
M.Des.
M.A.
M.Des.
M.A.
M.Des.
M.Des.
M.Des.
M.A.
Ph.D.
M.A.
M.Des.
M.Des.
Part B - 65
and, only where
applicable, highest
qualifications in
progress
42
42
42
Design Research
Analysis
Portfolio
Development 2
Design Management
Total Program Hours
1638
84
70
42
Design Thesis 2
Vehicle Design
Studio 3
OR
for transportation
option
Industrial Design
Practice 2
Breadth Elective
Economics of
Industrial Design
Course Title
Subtotal Course Hours
Semester 2
Year and
Semester
Total DW
Course
Semester
Hours
2114
392
42
Total DO
Course
Semester
Hours
84
Pre-requisite:

Professional
Practices
Pre-requisite:

Portfolio
Development 1
Pre-requisite:

Research Methods

Statistics
Pre-requisite:
Design Thesis 1
Pre-requisite:

Industrial Design
Practice 1 or Vehicle
Design Studio 2
Co-requisites:*

Design Research
Analysis

Portfolio
Development 2

Design Management
Depends upon selection.
Pre-requisite:

Professional
Practices
Practices
and Co-Requisites
Total DL
Course
Semester
Hours
Bhupesh Shah
Don Wilson
Dennis Kappen
Don Wilson
Bruce Thomson
Angelo Crupi
Ken Cummings
Karen White
Don Wilson
Dennis Kappen
Ken Cummings
Ken Cummings
Bruce Thomson
Dennis Kappen
Don Wilson
Ken Cummings
below.
Bhupesh Shah
Don Wilson
Bruce Thomson
Ken Cummings
Bruce Thomson
recruited)
M.B.A.
M.Des.
M.Des.
M.Des.
M.Des.
M.B.A.
M.A.
M.A.
M.Des.
M.Des.
M.A.
M.A.
M.Des.
M.Des.
M.Des.
M.A.
M.B.A.
M.Des.
M.Des.
M.A.
M.Des.
Part B - 66
and, only where
applicable, highest
qualifications in
progress
82.35%
17.65%
Calculate the percentage of the
breadth courses offered in DO
courses
Calculate the percentage of the
breadth courses offered in DL
courses
Total DL
Course
Semester
Hours
Breadth
Electives
Year and
Semester
3
3
3
Astronomy:
Discovering our Place
in the Universe
Betrayal in
Contemporary Fiction
Total DO
Course
Semester
Hours
Academic Writing and
Critical Reasoning
Course Title
Total DW
Course
Semester
Hours
Successful completion of
at least two lower level
breadth courses or letter
of permission.
None
None
and Co-Requisites
Mary Ellen Kappler
Ella Ophir
Tom Olien
David Wallace
James MacDonald
Proposed Instructor
(or indicate if faculty
to be recruited)
Part B - 67
Ph.D. (English)
Ph.D.
Ph.D. (biophysics)
Ph.D. (English)
M.A.
and, only where
applicable, highest
qualifications in
progress
Must not be greater than 25% of the total DO and DL courses
Must be at least 75% of total DO and DL courses
Total DL
Course
Semester
Hours
recruited)
Must be at least 20% of total program
and Co-Requisites
*These courses could be completed prior to taking this course in lieu of the co-requisite requirement.
22.52%
Course Title
Total DO
Course
Semester
Hours
Calculate the percentage of
program offered in DO and DL
courses
Year and
Semester
Total DW
Course
Semester
Hours
and, only where
applicable, highest
qualifications in
progress
Year and
Semester
th
3
3
3
3
3
3
3
Canadian Studies
City Life
Communications,
Technology and
Culture
The Corporation &
Society
Desire and
Discontent
Developmental
Psychology
3
3
Total DO
Course
Semester
Hours
Business and Politics
Breakthroughs of 20
Century Science
Brainstorm
Course Title
Total DW
Course
Semester
Hours
None
of permission.
None
None
of permission.
None
of permission.
None
None
and Co-Requisites
Total DL
Course
Semester
Hours
Rena Borovilos
Ann Wainwright
Wendy O’BrienEwara
Georges Bragues
To be recruited.
Saeed Hydaralli
Mark Lede
Kate Anderson
Danita Kagan
Guy Letts
Greg Narbey
George Bragues
Tom Olien
Ian Gerrie
Greg Narbey
John Elias
Proposed Instructor
to be recruited)
Part B - 68
Ph.D. (developmental
process psychology)
M.A. (psychology)
Ph.D. (philosophy) in
progress
Ph.D. (political science)
Ph.D. (communication)
Ph.D. (sociology)
Ph.D. (sociology) in
progress
Ph.D. in progress
Ph.D. in progress
Ph.D. (sociology)
in progress
Ph.D. (biophysics)
Ph.D. (social & political
thought) in progress
in progress
Ph.D. (philosophy)
and, only where
applicable, highest
qualifications in
progress
Year and
Semester
3
3
3
3
3
3
3
3
Film Survey and
Analysis
The Good Life: A
Philosophic
Investigation
How is Society
Possible? Conflict,
Cooperation & Social
Theory
Human Security and
World Disorder
The Influence of
Mass Media on
Canadian Society
Introduction to
Environmental
Studies
Total DO
Course
Semester
Hours
Ethics and Moral
Theory
Course Title
Total DW
Course
Semester
Hours
None
None
None
None
of permission.
None
None
None
and Co-Requisites
Total DL
Course
Semester
Hours
George Bragues
Aileen Cowen
Greg Narbey
Catherine Phillips
Mark Ihnat
Ian Baird
Georges Bragues
George Bragues
Georges Bragues
Doug Wright
To be recruited
Melanie Chaparian
Ian Gerrie
Georges Bragues
John Elias
Proposed Instructor
to be recruited)
Part B - 69
in progress
M.A.
Ph.D. ABD
(environmental studies)
Ph.D. (communications)
in progress
progress
Ph.D. ABD (criminology)
progress
Ph.D.
Ph.D.
M.A. (philosophy)
Ph.D. (philosophy)
progress
and, only where
applicable, highest
qualifications in
progress
Year and
Semester
3
3
3
3
3
3
3
Introduction to
Sociology
Knowing and
Believing:
Epistemology
Money, Markets and
Democracy
Philosophy of Law
Power
Power 2: The
Question of
Legitimation
Total DO
Course
Semester
Hours
Introduction to
Psychology
Course Title
Total DW
Course
Semester
Hours
None
None
None
None
None
None
None
and Co-Requisites
Total DL
Course
Semester
Hours
George Bragues
George Bragues
Chris Anderson-Irwin
Paul Corey
George Bragues
Narine Grigoryan
Arthur Younger
Ian Gerrie
Melanie Chaparian
Saeed Hydaralli
Arthur Younger
Mark Ihnat
Naomi Couto
Guy Letts
Danita Kagan
Angela Aujla
Rena Borovilos
Rejeanne Dupuis
Murray Staintain
Ann Wainwright
Proposed Instructor
to be recruited)
Part B - 70
progress
progress
Ph.D.
Ph.D.
progress
Ph.D. in progress
Ph.D. in progress
Ph.D. (philosophy)
M.A. (philosophy)
Ph.D. (sociology)
Ph.D (sociology) in
progress
Ph.D. (sociology)
progress
Ph.D. in progress
Ph.D. (communications)
in progress
Ph.D. in progress
Ph.D. (developmental
process psychology)
M.A. (psychology)
Ph.D. (in progress)
Ph.D. (in progress)
and, only where
applicable, highest
qualifications in
progress
Year and
Semester
3
3
3
3
3
3
3
3
Research Methods
Social Psychology
Sociology of
Consumption
Sociology of the
Everyday
Sociology of
Technology
Statistics
Theories of Beauty
Total DO
Course
Semester
Hours
Principles of
Leadership
Course Title
Total DW
Course
Semester
Hours
None
None
None
None
None
Statistics
None
and Co-Requisites
Total DL
Course
Semester
Hours
Ian Gerrie
Midori Kobayashi
Gerard Leung
Alexei Gohkman
Mohammed Hussain
Danita Kagan
Naomi Couto
Guy Letts
Kate Anderson
Mark Ihnat
Saeed Hydaralli
Naomi Couto
Guy Letts
Danita Kagan
Angela Aujla
Rena Borovilos
Dan Andreae
Agnes Kopinska
Narine Grigoryan
Arthur Younger
Georges Bragues
Proposed Instructor
to be recruited)
Part B - 71
progress
Ph.D. (philosophy)
Ph.D. (math)
M.A. (applied math –
statistics)
Master of Mathematics
(statistics)
M.S. (mathematics)
Ph.D. (sociology)
Ph.D. (sociology)
progress
Ph.D. (sociology)
Ph.D. (sociology)
Ph.D (sociology) in
progress
Ph.D. (sociology
progress
Ph.D. in progress
Ph.D. in progress
M.A. (psychology)
Ph.D. (adult education)
Ph.D.
Ph.D. in progress
Ph.D. in progress
and, only where
applicable, highest
qualifications in
progress
Year and
Semester
Course Title
Total DW
Course
Semester
Hours
Total DO
Course
Semester
Hours
Proposed Instructor
to be recruited)
John Elias
and Co-Requisites
of permission.
Total DL
Course
Semester
Hours
Part B - 72
and, only where
applicable, highest
qualifications in
progress
Appendix 6.4 – Course Outlines
No Change
SCHOOL OF APPLIED TECHNOLOGY
2006-2007
It is the student's responsibility to retain course outlines for possible future use in
support of applications for transfer credit to other educational institutions.
PROGRAM:
COURSE NUMBER:
COURSE NAME:
COREQUISITE(S):
Bachelor of Applied Technology - Industrial Design
BIND 100
Industrial Design Method
BIND 101 Technical Communication 1
BIND 102 Visual Communication 1
BIND 104 Scaled Constructions 1
Industrial Design Method and the three corequisite courses
incorporate cross assignments where each course applies
learning from the others.
PREREQUISITE FOR:
BIND 150 Industrial Design Studio 1
CREDIT VALUE:
3
HOURS OF INSTRUCTION: 3
FACULTY NAME:
Ken Cummings
APPROVED:
I
-------------------------------------------------------------------(Signature and Date)
COURSE DESCRIPTION
Industrial Design Method is a course of examining and learning industrial design from its
origins in ancient artifacts, tools, craftwork, furniture, and flatware to the “machine ethic”
of Bauhaus and art movements like Art Deco, Modernism and Post Modern that have
influenced today’s products. Each period has its technological base, attendant theory
and methodology grounded in, social, political and business imperatives of its day. The
construct in the equation is creative thought expressed through utilitarian objects. From
this backdrop, learning will focus on contemporary stages in product development
derived from the “scientific method” wherein problem recognition and statement is
followed by inquiry and idea generation through a creative process which will render
several alternatives to be discussed, tested and evaluated. Thinkers in creative cognition
and design method will form a foundation for design processes in the development of
product semantics.
II
COURSE LEARNING OUTCOMES
On completion of this course the student will be able to:
1.
Compare the creative methods expressed by diverse thinkers such as Kelley, Jones
and Csikszentmihalyi.
Part B - 73
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
III
Trace historical design development through writings by Bronowski and Heskett.
Select a variety of previously designed objects by historical category such as
Bauhaus or Post-Modern to differentiate art from design.
Analyze a selection of contemporary designs for their aesthetic characteristics and
trace their lineage.
Explain the impact of the Industrial Revolution to design.
Apply the stages of project resolution methods such as those outlined by Jones.
Employ appropriate design communication techniques.
Apply focused research methods to develop a personal design archive.
Create sketches showing preliminary ideas for further development.
Categorize and manipulate ideas to develop stage two concepts.
Refine purpose-driven designs with notated sketch techniques.
Compare designs in different contexts and dimensions.
Review, improve and rework designs.
Relate an original design to specific stages of industrial design project resolution
methods.
Evaluate design proposals against established standards, such as scientific method
or boundary searching, and generate improved alternatives.
GENERIC SKILLS
On completion of this course the student will demonstrate competencies in:
1.
2.
3.
4.
5.
IV
communication skills: communicate ideas using the most suitable medium for the
message, audience and purpose, speaking or writing clearly, concisely, correctly and
coherently
personal skills: demonstrate self-awareness, self-confidence, self-direction, selfmanagement and use resources to plan for and attain personal, career and work-related
goals, within the context of a changing environment
interpersonal skills: work effectively and assertively in groups or teams to achieve
desired goals and resolve differing and/or opposing ideas and points of view
thinking skills: select and apply forms of enquiry, conduct research, think critically and
creatively, make decisions, and solve problems
computer application skills: improve personal productivity by using computer
application programs and technology-based communication tools.
LEARNING VALUES
This course will foster students’ development of the following learning values:
1.
2.
3.
4.
5.
6.
7.
Broadening students’ understanding of the evolution of knowledge through a growing
awareness of the historical context of their studies
Developing students’ broader perspectives through an understanding of context
Encouraging students’ ethical and moral development
Enhancing students’ aesthetic development through a growing appreciation of the
subject matter
Developing students’ depth and breadth of understanding of the subject matter
Developing students’ independent thinking and learning skills
Fostering sensitivity for cultural perspectives inherent in knowledge and practice
Part B - 74
V
METHODS OF PRESENTATION
Lectures, labs, demonstrations, projects
How Delivery Mode(s) Facilitate(s) Learning to Meet the Outcomes of Each Course
•
•
•
•
•
VI
Mini-lectures in the studio draw relationships between lab work and theoretical
design concepts
Specific readings will enrich understanding of the alternative concepts that could be
applied in each design assignment
Labs and projects apply prior knowledge and learning from other classes, enhance
student self-awareness and develop skills in analysis, creativity, critical thinking,
application, problem solving and synthesis
Essays enable students to explore ideas and reflect on their own learning
Class presentations and the review of assignments encourage student discussion
of design options, theoretical approaches, ideas and values.
REQUIRED TEXTS AND SUPPLIES
Required Textbooks:
1. Heskett, John. (1980). Industrial Design. New York: Thames & Hudson Inc.
ISBN 0-500-20181-1
2. Woodham, Jonathan M. (1997). Twentieth-Century Design. London: Oxford
University Press. ISBN 0-19-284204-8
3. A Coursepack for BIND 100 (Ken Cummings, Ed.) with excerpts from the following:
Csikszentmihalyi, Mihaly. (1996). Creativity. New York: HarperCollins.
ISBN 0-06-017133-2.
Dombroski, Thomas W. (2000). Creative Problem-Solving. New York: toExcel.
ISBN 1583487239.
Heskett, John. (2002). Toothpicks and Logos. Toronto: Oxford.
ISBN 0-19-280321-2.
Ruggiero, Vincent Ryan. (1995). The Art of Thinking (4th Edition). New York:
HarperCollins. ISBN 0673993256.
Bronowski, J. (1973). The Ascent of Man. Toronto: Little, Brown and Company.
ISBN 0-316-10933-9.
Hirsch, Alan J. (1986). Physics for a Modern World. Toronto: John Wiley & Sons.
ISBN 0-471-79747-2.
Jones, J. Christopher. (1970). Design Methods. Toronto: Wiley-Interscience.
ISBN 0-471-28496-3.
Part B - 75
Landgraf, Mike. (1992). “User-Centred Design.” Innovation – The Quarterly Journal
of the Industrial Designers Society of America. (Winter 1992, Vol.11 No. 1) McLean,
VA.
Cooper, Robert G. (2001). Winning at New Products, 3rd Edition. Cambridge:
Perseus. ISBN 0-201-12038-0.
Gilder, George. (1989). Microcosm. Toronto: Touchstone. ISBN 0-671-70592-X.
Heskett, John. (2001). “Past Present and Future in Design for Industry.” Design
Issues. ( Winter 2001. Vol.17 No.1) Cambridge, MA: MIT Press. Published
Quarterly for the School of Design, Carnegie Mellon University.
Kelley, Tom. (2001). The Art of Innovation. New York: Doubleday. ISBN 038549984-1.
Recommended Reading (optional):
Hauffe, T.H. (1996). Design an Illustrated Overview. New York: Barron’s Educational
Series, Inc. ISBN 0-8120-9772-6.
Lawson, Bryan. (1997). How Designers Think - The Design Process Demystified.
Oxford: Architectural Press. ISBN 0-7506-3073-6.
Lucie-Smith, Edward. (1983). A History of Industrial Design. Oxford: Phaidon Press
Limited. ISBN 0-7148-2281-7.
Sparke, Penny. (1987). Design in Context. London: Quarto Publishing pic.
ISBN 0-7475-1094-6.
VII
EVALUATION
Weighting
Project One, Report
Project Two, Report
Reflective Essays (two @ 5% each)
Mid-term Review and Evaluation
Final Exam/Project Presentation
Team Presentation (Active Contribution to Learning)
VIII
WEEK
1, 2
10%
10%
10%
15%
35%
20%
100%
COURSE SCHEDULE
TOPICS
Industrial Design Learning and Creative
Thought
• The Evolution of Design
READINGS/ RESOURCES
• Csikszentmihalyi, Creativity
• Dombroski, Creative Problem
Solving
Part B - 76
• Secrets of the Mind/Brain
• Combining Free Thought and Discipline –
Harnessing Creativity
• The Scientific Method and the Designer
• Ruggiero, The Art of Thinking
• Bronowski, The Ascent of Man
Hirsch, Physics for a Modern
World
• Jones, Design Methods
• Landgraf, in Innovation Winter
1992
• Kelley, The Art of Innovation
•
3, 4
5,
6,7
8
9,10
Industrial Design Methods From Ancient
Beginning to Arts and Craft Movement
• How early civilization solved design problems –
the wheel, shelter, food gathering, preparation
and eating
• Design as an activity of its own – early
examples from the Industrial Revolution
• Arts and Crafts – the industrial age gets a
human touch
Design Methods and Aesthetic Schools of
Thought
• Art Nouveau influences on the design of
everyday objects
• Invention, technology and design – the
machine aesthetic goes domestic
• Art Deco – a look back and Streamlining – a
look forward
•
•
•
•
•
•
•
•
•
Woodham, Twentieth Century
Design
Lucie-Smith, A History of
Industrial Design
Sparke, Design in Context
Heskett, Industrial Design
www.idsa.org
Heskett, Toothpicks and Logos
Design
Lucie-Smith, History of Industrial
Design,
Assessment and Review
• Cooper, Winning at New Products
• Heskett, in Design Issues Winter
2001
Post War Modernism – New Methods and
Materials
• The first professional industrial designers and
their influence
• Sources of aesthetic inspiration and expression
in the office, home and on the road
• The emergence of ergonomics and human
comfort
• New materials – new possibilities
•
•
•
•
Design
Design
Part B - 77
11,
12,13
14
IX
Pop Modern, Post Modern, High Tech/Hi Touch
– Media and Method
• Industrial Design as fashion and fun – the
consumer rules
• Rational design/irrational design – modernists
and post modernists clash
• The environmental movement and sustainable
design
• Computers – design goes digital; a whole new
method?
• What now?
•
•
•
•
•
•
Design
Design
IDSA Innovation Journal, 2003
Gilder, Microcosm
Heskett, in Design Issues Winter
2001
Final Exam / Project
SUPPLEMENTARY TESTS/EXAMS/PROJECTS
Supplementals are not available in this course, unless extraordinary, documentable
circumstances have prevented a student from participating in scheduled course activities. All
applications for supplementals are made to the course instructor.
X
ACADEMIC CONCERNS/APPEALS
Any student having an academic concern or questioning an academic decision should first
discuss the matter directly with their professor; then with the program coordinator if the issue
cannot be resolved; then with the Dean (or designate) if the prior two steps were unsuccessful.
Complete details regarding academic appeals are found in the College’s Academic Complaint
and Appeal Policy.
XI
POLICIES AND PROCEDURES
It is the student's responsibility to be aware of the COLLEGE’S ACADEMIC REGULATIONS
and the SCHOOL OF APPLIED TECHNOLOGY POLICIES AND PROCEDURES. (See the
School of Applied Technology's Academic Handbook). The College’s Academic Regulations
can be found at http://registrar.humberc.on.ca/acregs.html
XII
PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)
Course credits may be granted in recognition of prior learning. Application for consideration is
made through the Office of the Registrar. The method(s) of assessment are:
Part B - 78
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
While every effort is made by the professor to cover all content material listed in this outline, the
order, content and/or evaluation may change as a result of special circumstances (e.g. time
constraints due to inclement weather, College closure, technology/equipment problems and/or
changes, etc.) In any such case, every effort will be made to make appropriate adjustments to
the course delivery.
Part B - 79
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 101
None
BIND 100 Industrial Design Method
Technical Communication 1 and the three corequisite courses
PREREQUISITE FOR:
CREDIT VALUE:
3
FACULTY NAME:
Don Wilson
APPROVED:
I
COURSE DESCRIPTION
Technical Communication 1 is a course of increasingly advanced modules leading to
mastery of fundamental geometric and scaled projected drawings representing existing
objects in three dimensions. With a background in the history and derivation of
mechanical drafting, drawings will be plotted, projected and manipulated using drawing
conventions that follow CSA, ISO standards of symbology and graphical communication.
Concept and principles combine to develop skill and ensure compliance with recognized
conventions representing objects drawn for production.
II
1.
2.
3.
4.
5.
Identify and select important developments such as the concept of standardization
and interchangeability of parts that lead to the need for dimensioned plans.
Analyze the technical conditions surrounding the advancement in drawing quality
and accuracy.
Trace the origin of and characterize current conventions for drawing format.
Interpret, construct and annotate geometric drawings.
Measure, manipulate and calculate scale in a variety of settings.
Part B - 80
6.
Classify drawings by their underlying construction characteristics such as
architectural, mechanical, engineering and electrical drawings.
7. Identify and apply CSA, ISO standards to constructed drawings.
8. Identify and select the appropriate practices for object recognition and line
interpretation and meaning.
9. Construct plans using mechanical, architectural and engineering measures.
10. Recognize, interpret and correct projection anomalies.
11. Compare and contrast the effectiveness of drawing techniques such as isometric or
oblique projection.
12. Prepare a comprehensive set of dimensioned plans.
III
GENERIC SKILLS
1.
2.
3.
4.
IV
coherently
mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry,
basic algebra and basic statistical principles)
LEARNING VALUES
1.
2.
3.
4.
V
subject matter
How Delivery Mode(s) Facilitate(s) Learning to Meet the Outcomes of Each Course:
•
•
•
•
•
Mini-lectures provide the theoretical context; introduce key concepts and help
learners order and categorize information
Directed readings expand knowledge of subject matter under discussion and/or
extend knowledge of areas beyond the scope or classroom discussion
Labs develop hands-on skills, provide opportunities for active experimentation, the
application of principles and procedures to real life situations and practice for
mastery
Demonstrations develop understanding of application of processes
Projects assess prior knowledge, recall and understanding, develop skills in analysis,
critical thinking, application, performance, problem solving, synthesis and creative
Part B - 81
•
•
•
VI
thinking, and provide opportunity for the creation of a product and promote selfawareness as learners
Essays enable students to explore and reflect on learning
Discussions give students a format for interactively exchanging ideas and values
On-line activities: course Web sites, e-mail access, internet browser for primary and
related research, word processing (MS Word), printer and related communication
software
Required Textbooks:
1. Spencer, Henry Cecil, John Thomas Dygdon and James E. Novak. (2004). Basic
Technical Drawing (8th Edition). Peoria, IL: Glencoe/McGraw-Hill.
ISBN 0-02-682553-8
2. Cummings, Ken. (1995). Simple Geometry for Designers.
Recommended Reading:
Heskett, John. (1980). Industrial Design. New York: Thames & Hudson Inc.
VII
EVALUATION
Weighting
Essays
Drawing Assignments
Mid Term Test
Final Exam
Active Contribution to Learning
VIII
WEEK
1
2,3
20%
30%
15%
30%
5%
100%
COURSE SCHEDULE
TOPICS
READING / RESOURCES
Excerpts from:
Course introduction
•
Materials and equipment list
•
Assignment timelines
•
Resource list
Technical Drawing and Interchangeable
Manufacturing
Spencer, Dygdon, Novak,
Basic Technical Drawing 8th
Edition
Technical Drawing Fundamentals
•
ISO
•
Basic form elements
Edition
Heskett, “The American
System and Mass
Production,” Industrial Design
Part B - 82
•
Lines, types and meanings
4
•
Standards of measurement
•
Conventions
Edition
5, 6, 7
Edition
8
Mid-Term Exam
9, 10
Technical Drawing Applications
•
Architecture
•
Mechanical
Edition
11, 12
•
Isometrics, obliques
•
design project drawing
Edition
13
•
Evaluations
•
CAD discussion
Edition
14
Final Exam
IX
X
Part B - 83
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 84
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 102
None
Visual Communication 1 and the three corequisite courses
incorporate cross assignments wherein each course applies
PREREQUISITE FOR:
CREDIT VALUE:
3
FACULTY NAME:
APPROVED:
I
COURSE DESCRIPTION
Visual Communication1 is an applied course of learning focused on enhancing
competencies in visualization, manipulation and presentation of ideas and concepts.
Drawing elements and principles of central point projection (perspective) are explored in
an historical and social context then applied to three dimensional spaces and objects in
contemporary design. Viewer orientation in relation to the drawn subject is calculated
and represented graphically to illustrate a product or interior space in a variety of
disciplines. Emphasis is placed on the intrinsic communicative qualities of threedimensional visualizations as a vital augmentation to linguistic and quantitative
paradigms.
II
1.
2.
3.
Contrast the central purpose of art and drawing in ancient and medieval times to
contemporary society.
Source and discuss the origins of perspective and its application to planning and
design.
Select, evaluate, draw and label the elements of perspective.
Part B - 85
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
III
Compare and contrast the theories of perception expressed by Jung, Maslow and
Csikszentmihalyi
Manipulate scale and proportion objects to enhance a sense of reality in visual
representation.
Construct freehand geometric forms and interior spaces for specific purposes
Scale and measure object features in perspective and manipulate these features to
enhance the visual effect.
Manipulate and construct drawings with differing viewer positions and orientations.
Calculate scale and manipulate proportion to create the illusion of depth and
dimension.
Create a drawing with overlapping objects on a common reference plane to enhance
three-dimensionality.
Rearrange objectives to fit within the periphery of vision to clarify and enhance
interpretation.
Construct scale and present spherical, conical and right objects in a variety of
settings.
Evaluate and rearrange drawings that do not conform to principles and practices of
efficacious comprehension.
GENERIC SKILLS
1.
2.
3.
4.
IV
LEARNING VALUES
1.
2.
3.
4.
V
coherently
subject matter
•
Mini-lectures provide the theoretical context; introduce key concepts and help
Part B - 86
•
•
•
•
•
•
•
VI
mastery
Structured discussions give students a format for interactively exchanging ideas and
values
software
Required Textbooks:
1. De Reyna, Rudy. (1996). How to Draw What You See.
Guptill Publications. ISBN 0-8230-2375-3.
New York: Watson-
2. Stokstad, Marilyn. (2007). Art: A Brief History. 3rd ed. Upper Saddle River, NJ:
Pearson-Prentice Hall. ISBN 0-13-195541-1. (BIND 105 Text).
3. A Coursepack for BIND 102/152 (Don Wilson, Ken Cummings, Ed.) containing
excerpts from:
Wilson, Don. (2003). Perspective in History and Theories of Perception.
Historical/Reference Summaries. Compiled for BIND 102 Visual
Communication 1.
Kant, Immanuel. (1783). Prolegomena to Any Future Metaphysics. New
York: The Bobbs-Merrill Company Inc. 1950.
Berger, John et al. (1977). Ways of Seeing. London: Penguin Group and
the British Broadcasting Corporation. ISBN 0140135154.
Ruskin, John. The Lamp of Beauty: Writings on Art. London: Phaidon Press
Limited. 1995. ISBN 0714833584.
White, John. (1967). The Birth and Rebirth of Pictorial Space. London:
Faber and Faber Limited.
Glenn, Jim. (1996). Scientific Genius – The Twenty Greatest Minds.
Rowayton, CT: Soraband Inc. ISBN 18877354050.
Part B - 87
Norling, Ernest R. (1939). Perspective Made Easy. Reprinted in 1999. New York:
Dover Publications Inc. ISBN 0-486-40473-0
Other Resources:
Perspective Drawing
http://mathforum.org/sum95/math_and/perspective/perspect.html
Drawing in One-point Perspective
http://www.olejarz.com/arted/perspective/
Perspective
http://home.att.net/~tisone/lesson10perspective.htm
Perspective – Measuring the Human Form
http://www.wetcanvas.com/ArtSchool/Drawing/HumanForm/Lesson2/
Linear Perspective
http://www2.evansville.edu/studiochalkboard/draw.html
History of Perspective
http://www.msichicago.org/scrapbook/scrapbook_exhibits/reverspective/history.html
VII
EVALUATION
Weighting
Essay
Drawing Assignments
Mid Term Test
Final Exam
Total
VIII
15%
20%
25%
30%
10%
100%
COURSE SCHEDULE
WEEK
1
TOPICS
READING / RESOURCES
Excerpts from:
Course introduction
• Stokstad, Art: A Brief History
Art and Drawing in Ancient and Medieval
Times
Perspective in History
•
Class lecture and discussion
•
•
•
•
http://www2evansville.edu/
studiochalkboard/draw.html
Subject Information sheet
www.msichicago.org/
scrapbook/scrapbook_
exhibits/reverspective/
history.html
Part B - 88
2
Theories of Perception
•
Jung, Maslow, Csikszentmihalyi
3, 4, 5
6
7
Perspective Fundamentals
•
Elements
•
Types
•
De Reyna, How to Draw
What You See
Visualization, Construction and Presentation
of Simple Objects
•
Perspective constructions
•
Ellipse constructions
•
What You See
“Perspective Drawing”
www.mathforum.org/sum95/
math_and/perspective/
perspect.html.
Visualization, Construction and Presentation
of Scaled Objects
•
Scaled constructions
11,12,13 Visualization, Construction and Presentation
of Multiple Objects
•
iPod design sketch
•
overlapping objects
•
spherical / conical objects
IX
•
Mid-Term Exam
8,9,10
14
• Subject information sheets
•
•
•
•
What You See
“Drawing in One-Point
Perspective” http://www.
olejarz.com/arted/
perspective/
What You See
“Perspective – Measuring
the Human Form”
http://www.wetcanvas.com/
ArtSchool/Drawing/
HumanForm/Lesson2/
Final Exam
Part B - 89
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 90
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
COREQUISITE(S):
BIND 103
Aesthetic Principles and Elements
Aesthetic Principles and Elements and the four corequisite
courses incorporate cross assignments where each course
applies learning from the others.
PREREQUISITE FOR:
BIND 204 Commercial Graphics
CREDIT VALUE:
3
FACULTY NAME:
APPROVED:
I
COURSE DESCRIPTION
Aesthetic Principles and Elements is a course in creative thinking through selfawareness and psychological alignment which foster creative, original ideas centred on
the discrete elements of design and the principles which are manipulated to create
compositions that influence viewers in predictable ways. From a backdrop of nature’s
structures, societal references on art and design from leading thinkers in creativity and
the study of aesthetic principles, abstract imagery is used to guide learners into unique
visual solutions with universal meaning. Colour studies lead to a physical understanding
of the visible light spectrum and its relationship to direct and reflected light sources as
applied in practical design applications.
II
1.
2.
3.
4.
Identify, define and characterize universal emotions.
Abstract universally held human values and behaviour in a visual format.
Compare, contrast and evaluate visual expression of class work in a group setting to
develop the ability to assess one’s work.
Identify and contrast elements from principles of design aesthetics.
Part B - 91
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
III
Construct creative solutions to abstract verbal expressions using aesthetic elements
and principles.
Manipulate and arrange meaningless composition to impart a message combining
aesthetic elements and principles.
Compare and contrast aesthetic elements to current product aesthetics.
Compare and evaluate proportion, scale, surface character and other aesthetic
differences to enhance design effectiveness and clarity of intent
Identify and manage obstructions that may confuse the meaning of a graphic
composition.
Describe the role of aesthetics in an overall design context.
Source, select, compare and present examples of aesthetic success in other
disciplines to put the learning of this course into a broader context.
Demonstrate contrast in colour through a variety of contexts to impart meaning and
purpose to designs.
Compare and contrast colour application to product intent.
Compare and match colours to other colours and apply them to product solutions.
Source and explain: Munsell, Ostwald and Pantone colour systems.
Prepare and present a compendium of aesthetic compositions that demonstrate a
holistic context for aesthetics.
Evaluate and reconstruct complex aesthetic challenges such as low impact obscurity
of meaning to improve their impact.
Develop individual and independent methods of visual discovery.
GENERIC SKILLS
1.
2.
3.
4.
IV
coherently
personal skills: demonstrate self-awareness, self-confidence, self-direction, selfmanagement and use resources to plan for and attain personal, career and workrelated goals, within the context of a changing environment
thinking skills: select and apply forms of enquiry, conduct research, think critically
and creatively, make decisions, and solve problems
LEARNING VALUES
1.
2.
3.
4.
5.
6.
Broadening students’ understanding of the evolution of knowledge through a
growing awareness of the historical context of their studies
subject matter
Part B - 92
V
•
•
•
•
•
•
•
•
VI
Lectures provide the theoretical context; introduce key concepts and help learners
order and categorize information
mastery
values
software
Required Reference:
A Syllabus/Coursepack for BIND 103 Aesthetic Principles and Elements (Ken
Cummings, Ed.) with excerpts from the following:
Hubel, Vello and Diedra B. Lussow. (1984). Focus on Designing. Toronto:
McGraw-Hill Ryerson Limited. ISBN 07-548661-X.
Berger, John. (Edited by Geoff Dyer). (2001). Selected Essays. New York:
Random House, Inc. ISBN 0-375-71318-2.
Editors, International Artist Magazine. (2001). Design & Composition Secrets of
Professional Artists: 16 Successful Painters Show How They Create Prize-Winning
Work. North Light Books. ISBN 1-929834-09-8.
Santayana, George. (1896). The Sense of Beauty: Being the outline of Aesthetic
Theory. Reprinted 1955. New York: Dover Publications, Inc. ISBN 0-486-20238-0
Wilde, Judith and Richard Wilde. (2000). Visual Literacy: A Conceptual Approach
to Graphic Problem Solving. Watson-Guptill Publications. ISBN 0823056201.
Part B - 93
http://users.design.ucla.edu/~fwinkler/21/index.html (section on value charts)
http://pantone.com/
http://greatideasinc.com/pms-pantone-chart.htm
http://www.worqx.com/ (Colour and Contrast) (Itten’s Contrasts)
http://www.mauigateway.com/~donjusko/colorwheel.htm
http://aestheticrealism.org/GUERNICA_dk.htm
VII
EVALUATION
Weighting
Assignments
Essays 5 @ 5% each
Mid-term Test
Final Exam
Active Contribution to learning
VIII
WEEK
40%
25%
10%
15%
10%
100%
COURSE SCHEDULE
TOPICS
READING / RESOURCES
1
LINE
as a tool of expression
• Berger, Selected Essays
• Hubel, Lussow Focus on
Designing
• Santayana, The Sense of
Beauty
• Wilde, A Conceptual
Approach to Graphic
Problem Solving
2
ORGANIZATION OF SHAPE
as a method for adding meaning
• Hubel, Lussow, Focus on
Designing
• Ed. International Artist,
Design and Composition
Approach to Graphic
Problem Solving
3
COMPOSITION
as a systematic expression of value
Part B - 94
Approach to Graphic
Problem Solving
4
PATTERN / TEXTURE / SHAPE
as an enhancing process for relationships
Approach to Graphic
Problem Solving
5
THREE-DIMENSIONAL FUNCTIONAL
COMPOSITION
as a method of combining beauty and utility
Designing
6
GREY SCALE
as a concept for understanding reflectivity
• http://users.design.ucla.
edu/~fwinkler/21/index.html
• http://pantone.com/
• http://greatideasinc.com/pmspantone-chart.htm
7,8
VALUE / INTENSITY CHART
as a means to measure colour
and reflectivity
• www.worqx.com/
• www.mauigateway.com/~
donjusko/colorwheel.htm
9
COLOUR WHEEL as a guide to
chromatic character
Designing
• www.worqx.com/
CONTRAST CHART as a method
for synthesizing the colour spectrum
• www.worqx.com/
10, 11
12
COLOUR SCHEMES as a sample of
colour use in a broad context
13
COURSE SYNTHESIS
14
Final Exam
• http://aestheticrealism.org/
GUERNICA_dk.htm
Part B - 95
IX
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 96
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
COREQUISITE(S):
BIND 104
Scaled Constructions 1
Scaled Constructions 1 and the three corequisite courses
PREREQUISITE FOR:
CREDIT VALUE:
2
FACULTY NAME:
APPROVED:
I
COURSE DESCRIPTION
Scaled Constructions 1 is a foundation program of instruction regarding materials, tools,
equipment and practices in constructing scaled models to illustrate the visual impact,
size and ergonomic characteristics of products. In the context of design modeling
employed by the design industry, material characteristics are aligned with appropriate
processes and tools to accurately and safely fashion wood, plastic, and composite
materials for the purposes required in communicating the aesthetic and functional
characteristics of design.
II
1.
2.
3.
4.
5.
6.
7.
Determine when a model is required to demonstrate the visual or functional features
of a new design.
Identify and select tools for their efficacy and purpose.
Demonstrate proficiency in manipulating tools.
Measure and shape wood, plastic and composites.
Research, specify, and employ current model making techniques such as tooling
boards.
Formulate a sequence of operations to facilitate model construction.
Identify, select and apply preferred joining and fastening methods.
Part B - 97
8.
9.
10.
11.
III
Design, draw and build from the plans an assembly of moving parts.
Plan and execute a model consisting of diverse materials.
Analyze, select and prepare finishes for models.
Evaluate the accuracy of a model by comparing it to the original drafted plan.
GENERIC SKILLS
1.
2.
3.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
V
subject matter
•
•
•
•
•
•
•
•
Mini lectures provide the theoretical context; introduce key concepts and help
mastery
values
Part B - 98
software
VI
Required Text:
A Coursepack for BIND 104 (Ken Cummings, Ed.) with excerpts from:
Trudeau, Norman. (1995). Professional Modelmaking – A Handbook of
Techniques and Materials for Architects and Designers. New York: Whitney
Library of Design. ISBN 0-8230-4098-4.
Lucci, Roberto and Paolo Orlandini. (1990). Product Design Models. New York: Van
Nostrand Reinhold. ISBN 0-442-20654-2.
Trudeau, Norman. (1995). Professional Modelmaking. New York: Watson-Guptill
Publications. ISBN 0-8230-4098-4.
VII
EVALUATION
Weighting
Essays
One
Two
Three
Four
Five
Six
VIII
Set of Sweeps
Stereo Speaker
Cell Phone
Child's Toy
Auto Form
iPod
20
10
10
15
15
15
15
100%
COURSE SCHEDULE
WEEK
TOPICS
READING/ RESOURCES
1, 2
Controlling Curves:
• Automotive Sweeps
• Trudeau, Professional Model
Making
• Existing templates/ research on
use of sweeps
3, 4
Linear Materials:
• Model of Stereo Speakers in white
foam core
Making
Part B - 99
5, 6, 7
Shaping Material:
• Cell Phone
Making
• Clip File Drawings/Research
into target market
8, 9,10
Assembly of Parts:
• Toy
Making
• Drawings/Store visit/web search
11,12
Shaping Material:
• Automotive form
IX
13
Integrating Plan and Model:
• iPod
14
Exam Week
Making
• Research into target market/
drawings/web research
X
and Appeal Policy.
XI
Part B - 100
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 101
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE FOR:
CREDIT VALUE:
HOURS OF INSTRUCTION:
FACULTY NAME:
BIND 105
History of Art
BIND 153 History of Technology
3
3
Karen White
APPROVED:
I
COURSE DESCRIPTION
History of Art is an historical course of study and analysis of artistic endeavours that
represent human values, conflicts and aspirations. Art and architecture are examined
from early cultures to the end of the twentieth century to provide a broad awareness,
understanding and appreciation for the aesthetic ideals of civilization. Subjects of
analysis will be compared and contrasted to morals, values and belief paradigms of the
time in which they were created. In this framework, the student will be able to fully
contextualize their own work as creators of tomorrow’s artifacts.
II
1.
2.
Analyse the motivating factors in civilizations’ need to create art.
Define and discuss the mystical and ritualistic stages of early civilization to later
periods.
3. Categorize and analyze spirituality and religious beliefs and identify related examples
in art and architecture.
4. Compare and contrast the aesthetic characteristics of ancient and modern work.
5. Identify and analyze the functional aspects of artifacts and architecture.
6. Contextualize ritual or ceremony as it is manifest in art from differing periods.
7. Research, analyze and compare Eastern and Western art of a similar period.
8. Research and sort artifacts into major social movements.
9. Source and trace an art movement from its origin to today.
10. Source and categorize artistic expression from the ancient world through the middle
ages and renaissance to the modern world and relate them to contemporary values.
Part B - 102
11. Create a referenced yet contemporary work of art blending values of two periods as
a synthetic expression.
12. Research and relate a contemporary artifact to its percipient historical reference with
temporal reference.
13. Evaluate contemporary art in a broad but defined frame of reference.
III
GENERIC SKILLS
1.
2.
3.
4.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
Encouraging students’ appreciation of and capacity for lifelong learning
• Lectures provide the theoretical context; introduce key concepts and help learners
• Directed readings expand knowledge of subject matter under discussion and/or
• Labs develop hands-on skills, provide opportunities for active experimentation, the
mastery
Part B - 103
VI
Required Text:
Stokstad, Marilyn. (2007). Art: A Brief History. 3rd ed. Upper Saddle River, NJ: PearsonPrentice Hall. ISBN 0-13-195541-1.
Fer, Briony [et al]. (1993). Realism, Rationalism, Surrealism: Art Between the Wars.
Modern Art Practices and Debates. New Haven & London: Yale University Press (in
Association with The Open University).
Frank, Isabelle. Ed. (2000). The Theory of Decorative Art: An Anthology of European &
American Writings, 1750-1940. New Haven & London: Yale University Press (in
Association with The Bard Graduate Centre for Studies in the Decorative Arts).
Frascina, Frances [et al]. (1993). Modernity and Modernism: French Painting in the
Nineteenth Century. Modern Art Practices and Debates. New Haven & London: Yale
University Press (in Association with The Open University).
Gorman, Carma. Ed. (2003). The Industrial Design Reader. New York: Allworth Press.
Harrison, Charles [et al]. (1993). Primitivism, Cubism, Abstraction: The Early Twentieth
Century. Modern Art Practices and Debates. New Haven & London: Yale University
Press (in Association with The Open University).
Moffett, Marian; Fazzio, Michael; Woodhouse, Lawrence. (2004). A World History of
Architecture. New York, NY: McGraw Hill Publishing.
Watkin, David. (2000). A History of Western Architecture. Third Edition. New York:
Watson-Guptill.
Wood, Paul [et al]. (1993). Modernism in Dispute: Art Since the Forties. Modern Art
Practices and Debates. New Haven & London: Yale University Press (in Association with
The Open University).
VII
EVALUATION
Weighting
Assignment One
Assignment Two
Mid-term test
Assignment Three
Final Exam
TOTAL
15%
15%
20%
15%
30%
5%
100%
Part B - 104
VIII
COURSE SCHEDULE
WEEK
TOPICS
READING / RESOURCES
Excerpts from:
1
Introduction: History, Society and Art
Prehistoric Art and Art of the Ancient World
• Stokstad, Art: A Brief
History
• Class information
package
2
Greek Heritage: Art of the Aegean World
History
package
3
Greek Heritage: The Spread of Greek Art & Culture
The Rise and Fall of the Roman Empire
History
package
4
Early Christian, Jewish and Byzantine Art
Islamic & Later Asian Art: An Overview
History
package
5
The Dark Ages and Religious Doctrine
History
package
6
Early Renaissance: A New Awakening
History
package
7
Mid-term Exam
History
package
Part B - 105
8
Renaissance & Reformation: Breaking New Ground
History
package
9
Baroque & Rococo: Art for Its Own Sake
History
package
10
Colonialism and the “New” World:
Art of the Americas and Africa
History
package
11
The Modern World:
A New Social Economic Order
History
package
12
Early Twentieth Century Art and Architecture:
The Triumph of Modernism
History
package
13
Later Twentieth Century Art and Architecture:
The Emergence of Postmodernism
History
package
14
Final Exam
IX
Part B - 106
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 107
No Change
COURSE OUTLINE 2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITES:
BIND 150
:
Industrial Design Studio 1 and the three corequisite courses
incorporate a number of cross assignments and each course
applies learning from the others. These courses need to be taken
concurrently. Exceptions must be approved by the program
coordinator.
PREREQUISITE FOR:
CREDIT VALUE:
3
FACULTY NAME:
Bruce Thomson
APPROVED:
I
---------------------------------------------------------------------------------(Signature and Date)
COURSE DESCRIPTION
Industrial Design Studio 1 studies, analyses, selects and applies aesthetic, historic,
professional, marketing, psychological and functional approaches used in designing products.
Following a clear statement of purpose, and reflecting appropriate schools of artistic thought,
designs will be developed to meet aesthetic and performance criteria. Through collaborative
studio activities, students will develop solutions to specific design problems. Presentations will
afford opportunities to compare designs and to analyze the different influences and theoretical
frameworks that result in different design solutions.
II
1. Apply recognized design strategies such as those developed by Doblin, Jones and Zaccai.
2. Formulate a research scheme to resolve a design problem and communicate the findings
using resources such as Santayana, Veblen, Dreyfuss and Packard.
3. Source an appropriate aesthetic to convey meaning in form.
4. Summarize influences on design proposals such as technology resources, time, and social
context.
5. Refine design proposals to enhance the quality of the output.
Part B - 108
6. Develop alternative solutions to design problems in collaboration with others.
7. Create unique designs using metaphors to communicate function.
8. Rework design features to meet performance criteria.
9. Synthesize feedback from a presentation.
10. Create an innovative design solution to address simple design problems.
11. Evaluate design solutions through presentations according to their original intent.
III
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
•
design concepts
Part B - 109
•
VI
1. Required Reference: A coursepack for BIND 150 Industrial Design Studio1 (Ken
Cummings, Ed.) containing excerpts from:
Postrel, Virginia. (2003). The Substance of Style. New York: HarperCollins
Publishers, Inc.
Santayana, George. (1896). The Sense of Beauty – Being the outline of Aesthetic
Theory (new edition). New York: Dover Publications Inc. 1955.
Key, Wilson Bryan. (1974). Subliminal Seduction. New York: Signet.
Calkins, Earnest Elmo. (1927). “Beauty The New Business Tool.” The Atlantic
Monthly. (Vol.140 No.2).
Packard, Vance. (1957). The Hidden Persuaders. New York: Random House.
Veblen, Thorstein. (1899). The Theory of the Leisure Class. New York: Random
House, Inc. 2001.
Dreyfuss, Henry. (1955). Designing for People. Reprinted 2003. New York:
Allworth Press.
McGraw-Hill Ryerson Limited.
Krippendorff, K. and R. Butter. (1984). “Product Semantics: Exploring the Symbolic
Qualities of Form.” Innovation IDSA Journal.
2. Recommended Reading (optional):
Caplan, Ralph. (1976). The Design of Herman Miller. New York: Watson-Guptill
Publications.
Hauffe, T.H. (1996). Design an Illustrated Overview. New York: Barron’s Educational
Series, Inc.
Heath, Adrian, Ditte Heath and Aage Lund Jensen. (2000). 300 Years of Industrial
Design. New York: Watson Guptill Publications.
Heskett, John. (1980). Industrial Design. New York: Thames & Hudson Inc.
Lucie-Smith, Edward. (1983). A History of Industrial Design. Oxford: Phaidon Press
Limited.
Norman, Donald A. (1989). The Design of Everyday Things. New York: Doubleday
Part B - 110
Petroski, Henry. (1992). The Evolution of Useful Things. New York: Random House
Inc.
Sparke, Penny. (1998). A Century of Design – Design Pioneers of the 20th Century.
New York: Barron’s Educational Series, Inc.
Sparke, Penny, et al. (1986). Design Sourcebook. Secaucus, NJ: Chartwell Books, Inc.
Sparke, Penny, et al. (1995). The New Design Sourcebook. London: Little, Brown
and Company.
Tilley, Alvin R. (1993). The Measure of Man and Woman. (Henry Dreyfuss
Associates). New York: Watson-Guptill Publications.
VII
EVALUATION
Weighting
Project 1
Project 2
Project 3
Essay
Final Exam/Project 4 Presentation
(Class discussion)
VIII
WEEK
1, 2
10%
15%
15%
15%
35%
10%
____
100%
COURSE SCHEDULE
TOPICS
Industrial Design Pioneers of the Twentieth
Century – Establishing a Profession
Streamlining
Modernism
Functionalism
Bauhaus
Power of Personality
In-class discussion
READINGS/ RESOURCES
•
•
•
•
•
•
•
•
Design
Postrel, The Substance of
Style
Sparke, A Century of Design
Video: “60 Minutes” 10-21-79
Raymond Loewy Interview
with Morley Safer CBS
Video: “Powers of 10” Charles
Eames
Santayana, The Sense of
Beauty - Being the Outline of
Aesthetic Theory
Calkins, “Beauty – The New
Business Tool” The Atlantic
Monthly
Part B - 111
3, 4
Form Follows Function, Fashion and Fantasy
A Design Framework
Bring on the 50’s
• Woodham, Twentieth Century
Design
• Jackson, The New Look –
Design in the Fifties
• Sparke, Design in Context
• Hodges et al, New Design
Sourcebook
• Sparke et al, Design
Sourcebook
• Heskett, Industrial Design
5, 6
Aesthetics and Markets – Why We Buy
In-class critique and discussion
The The Smashing ‘60’s
The Youth Market
Design
• Jackson, The New Look –
Design in the Fifties
• Sparke, Design in Context
• Hodges et al, New Design
Sourcebook
• Sparke et al, Design
Sourcebook
7
Mid Term Exam and Project
Student Presentations
8,9
Conspicuous Consumption
The Psychology of Buying and Selling
The 70’s to the 90’s – Looking Back to the Future
Design
• Key, Subliminal Seduction
• Packard, The Hidden
Persuaders
• Veblen, The Theory of the
Leisure
10
Corollary and Semantic Forms
Designing for the Human Form
Design for a Growing Field
• Dreyfuss, Designing for People
• Dreyfuss, The Measure of Man
and Woman
Designing
11
Functional Forms cont.
Does It Say Push, Pull or Turn?
and Woman
• Hubel,Lussow, Focus on
Designing
• Krippendorff, Butter in
Part B - 112
Innovation Spring 1984
“Product Semantics: Exploring
the Symbolic Qualities of
Form”
12,13
14
IX
Semantics and Function
Generating Ideas that Work
Project Presentations
and Woman
• Krippendorff, Butter in
Innovation Spring 1984
“Product Semantics: Exploring
the Symbolic Qualities of
Form”
Final Project and Exam
X
and Appeal Policy.
XI
Part B - 113
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 114
No Change
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITES:
BIND 151
Technical Communications 2 and the three corequisite courses
incorporate a number of cross-curricular assignments and each
course applies learning from the others. These courses need to
be taken concurrently. Exceptions must be approved by the
program coordinator.
PREREQUISITE FOR:
BIND 202 Computer Aided Design Studio 1
CREDIT VALUE:
3
FACULTY NAME:
Don Wilson
APPROVAL:
I
-------------------------------------------------------------------------(Signature and date)
COURSE DESCRIPTION
Technical Communication 2 focuses on the graphical representation of three
dimensional objects in standard CSA and ISO conventions. Framed by industry
standards of practice, multi-faceted objects with complex features are constructed and
manipulated in section multi-views and axonometric projections to reveal shape and
features in a clear and reproducible format. Parts lists, materials specifications,
components listings, assembly drawings and dimensioning are mastered. Assignments
are evaluated in the context of their impact, clarity, comprehensiveness, the application
of scientific and engineering conventions and the recognition of their historic context.
II
1.
2.
3.
4.
5.
Source, identify and select conventions for technical drawing (CSA, ISO) for product
design.
Construct a multi-view, scaled drawing illustrating section cutting planes in three views.
Identify and employ sectional views to reveal interior features.
Analyse drawings and plot an auxiliary view when required.
Manipulate dimensions on three planes to read clearly without confusion.
Part B - 115
6.
7.
8.
9.
10.
11.
III
Formulate and apply specifications required for plan projected drawings.
Develop and draw assemblies.
Draw a lofted surface in multiview drafting mode.
Show assembly components in a series of parts drawings.
Explain how drawing CSA, ISO standards and practices relate to CAD.
Draw conclusions from the theory and history of visual communications and apply them
to the enhancement of various professional practices.
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
Mini-lectures will develop connections between the assignments required in this
course and theoretical frameworks learned in other courses and provide contexts
within which students order and analyze information
Required readings clarify professional standards of practice
Labs and projects develop hands-on skills, provide opportunities for active
experimentation and incorporate the application of principles and procedures to real
Part B - 116
•
•
•
VI
life situations. Additionally, they assess prior knowledge, develop skills in analysis,
creativity, critical thinking, application, problem solving and synthesis, and promote
self-awareness.
Mini-demonstrations develop understanding of the application of each topic
Essays enable students to reflect on learning and relate various visual
communications strategies to their historic, scientific and engineering roots.
Structured discussions give students a format for interactively exchanging ideas
and values.
Required Texts:
Cummings, K. (1995). Simple Geometry for Designers. Toronto: Humber College
Spencer, Henry Cecil, John Thomas Dygdon and James E. Novak. (2004). Basic
Technical Drawing (8th Edition). Peoria, IL: Glencoe/McGraw-Hill.
ISBN 0-02-682553-8
VII
EVALUATION
Weighting
In-Progress Evaluations
(2 @ 5%, 3 @ 10%)
Essays (2 @ 10%)
Mid Term Exam
Final Exam
VIII
40%
20%
15%
15%
10%
100%
COURSE SCHEDULE
WEEK
TOPICS
READINGS/ RESOURCES
Excerpts from:
1
Introduction
Refreshers:
Multiview Projection
0-Based, Datum-based Dimensioning
•
•
Information Pack
Glenn, Scientific Genius
2
3rd Angle Projection revisited
Drawing Layout & Dimensioning Conventions
Sectioning – Cutting Planes
Drawing Tapped Holes
•
•
•
Spencer, Basic Technical
Drawing
Cummings, Simple Geometry
Information Pack
Technical Drawing
•
3
Part B - 117
Drawing Layout & Dimensioning Review
Symbolic Part Feature Conventions
4
5
•
•
Technology Symbology and Conventions
Symbolic Part Feature Conventions Review
Schematic Threads
•
Assemblies & Sub-assemblies
•
•
•
6
7
Assembly Hierarchies
•
Drawing
Information Pack
Drawing
Drawing
•
Drawing
Mid-term Exam
8,9
Auxiliary Views in Technical Drawings
•
•
Information Pack
10
Geometric Constructions
Conic Sections
Parabola & Ellipse Constructions
•
•
Information Pack
11
Specialty Sections in Technical Drawing
•
•
Information Pack
12
Specialty Sections
Sections and Complex Forms
•
Information Pack
13
Manufacturing Feasibility: Drafted Parts
Introduction to Computer Assisted Design
•
•
Information Pack
Drawing
14
Final Exam
Part B - 118
IX
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 119
No Change
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITES:
BIND 152
Visual Communication 2 and the three corequisite courses
integrate subject matter and require overlapping assignments.
These courses must be taken concurrently. Any exceptions to this
requirement must have the prior approval of the program
coordinator.
PREREQUISITE FOR:
BIND 201 Project Presentation 1
CREDIT VALUE:
3
FACULTY NAME:
Max Gatta
APPROVAL:
I
----------------------------------------------------------------------------------(Signature and date)
COURSE DESCRIPTION
Visual Communication 2 is founded in geometry and applies visual communications
theory to the selection and development of techniques for illustrating surface, light
source and environment in three-dimensional settings. As in professional design
practice, the course will demonstrate how to illustrate and present designs to decision
makers employing media methods to show contour, surface material, basic reflections,
depth and details. Media are applied to demonstrate techniques for emulating realism
through highlighting unique characteristics in gradations of value and colour.
II
1.
2.
3.
4.
5.
Identify and select structural drawing solutions such as 1, 2, 3 point perspective to
illustrate a product.
Select and apply techniques in dry media to enhance line drawings.
Select and employ dry media techniques to create a realistic image with shaded
gradations.
Identify and manipulate graphic drawing aids in ideation sketches.
Scale and construct an automobile and other large objects from a still-life set up.
Part B - 120
6.
Locate and illustrate primary and secondary light sources and shadows that fall on
objects.
7. Source and employ paint media to create realism through observational feedback.
8. Source and construct effective and product enhancing backgrounds.
9. Plot surface characteristics and apply appropriate media.
10. Arrange surface reflections based on observation and analysis of the total environment in
which the object is situated.
11. Create a colour illustration of a complex product.
12. Evaluate the effectiveness of product illustrations using appropriate theoretical
frameworks (including visual communications theory, historical insights, aesthetic
principles, logical sequencing, concepts of function and paradigmatic contexts) and
suggest improvements.
III
GENERIC SKILLS OUTCOMES
1.
2.
3.
4.
5.
6.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
Mini-lectures stress the theoretical and professional context of student assignments
Labs and projects develop hands-on skills, provide opportunities for active
Part B - 121
•
•
•
VI
experimentation and require the application of principles and procedures to real life
situations. Additionally, they assess prior knowledge, promote self awareness and
develop skills in analysis, critical thinking, creativity, application, performance,
problem solving and synthesis.
Mini-demonstrations develop an understanding of the practices being studied and
their application
Projects Essays enable students to explore alternatives and reflect on their learning
Structured discussions give students a format for interactively exchanging ideas
and values.
Required Reference:
1. De Reyna, R. (1996). How to Draw What You See. New York: Watson-Guptill
Publications.
2. A Coursepack for BIND 102/152 (Don Wilson, Ken Cummings, Ed.) containing
excerpts from:
Wilson, Don. (2003). Perspective in History and Theories of Perception.
Historical/Reference Summaries. Compiled for BIND 102 Visual
Communication 1.
Kant, Immanuel. (1783). Prolegomena to Any Future Metaphysics. New
York: The Bobbs-Merrill Company Inc. 1950.
Berger, John et al. (1977). Ways of Seeing. London: Penguin Group and
the British Broadcasting Corporation. ISBN 0140135154.
Ruskin, John. The Lamp of Beauty: Writings on Art. London: Phaidon Press
Limited. 1995. ISBN 0714833584.
White, John. (1967). The Birth and Rebirth of Pictorial Space. London:
Faber and Faber Limited.
Glenn, Jim. (1996). Scientific Genius – The Twenty Greatest Minds.
Rowayton, CT: Soraband Inc. ISBN 18877354050.
VII
EVALUATION
Weighting
Essay 1 and 2
Drawing Assignment 1 and 2
Drawing Assignment 3
Drawing Assignment 4
Mid Term Exam
Final Exam
20%
10%
10%
10%
20%
30%
100%
Part B - 122
VIII
COURSE SCHEDULE
WEEK
TOPICS
READINGS/ RESOURCES
Excerpts from:
1
Perspective Expanded
Theoretical interpretations of beauty, visualization
and perception and their relevance to the
assignments.
•
•
•
•
Kant, Prolegomena to any
Future Metaphysics
Berger, Ways of Seeing
Semester Handout Set
White, The Birth and Rebirth
of Pictorial Space
2
Lighting Sources in Perspective
Interior and Exterior
•
3
Light & Shade on Surfaces
•
De Reyna, How to Draw What
You See
Ruskin, The Lamp of Beauty:
Writings on Art
•
4
Black and White as Local Colour
•
You See
5
Sketching Techniques
Line, Texture, Hatching, Fielding
•
You See
6
Representation of Surfaces
Monochromatic Applications
•
You See
Glenn, Scientific Genius
•
7
8,9,10
11,12,13
Mid Term Exam
Media Exploration
Mixed Media as a Tool
• De Reyna, How to Draw What
You See
• Powell, Design Rendering
Techniques
Large Object Illustration
•
Part B - 123
•
Multi-technique applications
14
Ungar, Rendering in Mixed
Media
Final Exam
IX
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 124
No Change
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITES:
PREREQUISITE FOR:
CREDIT VALUE:
FACULTY NAME:
BIND 153
None
None
APPROVED:
I
3
3
Ken Cummings
COURSE DESCRIPTION
History of Technology covers much of the foundation upon which the further study of
Industrial Design will build. It investigates the evolution of applied technology during the
past 500 years with particular attention given to developments that are relevant to
contemporary commercial products. Studies demonstrate the impact of pivotal
innovations on contemporary life and behaviour. Factors influencing technological
breakthroughs (including available resources, social influences, economic conditions,
scientific developments and design vision) will be discussed. Classes, discussions and
assignments develop the relationship between technological innovation and the
evolution of design and society.
II
1. Analyze the literature of discovery focusing on the central themes of technological
development since the Renaissance.
2. Study the development of selected products to understand the varied processes through
which innovation occurs.
3. Evaluate the long-term impact of key technological / product advances on global cultural
norms, the environment and the health of humanity.
4. Analyze the impact on social and economic conditions by the development of significant
product innovations during the past 80 years.
5. Draw relationships among contemporary artistic themes, technological innovations,
industrial design and social attitudes.
6. Through selected examples of innovative technologies, evaluate the impact of new
product developments on social behaviour.
Part B - 125
7. After considering historic examples, draw conclusions about contemporary market
demand, concept development, product design and the public presentation of
innovations.
III
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
•
•
design concepts
Part B - 126
VI
Required Reference:
A Coursepack for BIND 153 (Ken Cummings, Ed.) containing the text of
Buchanan, R. A. (1992). The Power of the Machine – The Impact of Technology
from 1700 to the Present Day. New York: Penguin Group.
and excerpts from:
Cowan, Ruth Schwartz. (1997). A Social History of American Technology. New
York: Oxford University Press.
Cowan, Ruth Schwartz. (1983). More Work for Mother. Basic Books, Inc.
Lascoe, O.D. (1988). Handbook of Fabrication Processes. Metals Park, Ohio:
ASM International.
Lewis, Tom. (1997). Divided Highways – Building the Interstate Highways,
Transforming American Life. New York: Penguin Group.
McNeil, Ian (Ed.). (2003) An Encyclopaedia of the History of Technology.
London: Routledge.
Pacey, Arnold. (1990). Technology in World Civilization. Cambridge,
Massachusetts: The MIT Press.
Pacey, Arnold. (1992). The Maze of Ingenuity. Cambridge, Massachusetts: The
MIT Press.
Taylor, Frederick Winslow. (1911). The Principles of Scientific Management.
Republished 1998. Mineola, NY: Dover Publications, Inc.
Toffler, Alvin. (1970). Future Shock. New York: Random House, Inc.
Books:
Gilder, George. (1989). Microcosm. Toronto: Touchstone.
Design. New York: Watson Guptill Publications.
Hillman, David and David Gibbs. (1999). Century Makers – One hundred clever things
we take for granted which have changed our lives over the last one hundred years. New
York: Welcome Rain.
Part B - 127
Knauer, Kelly (Ed.). (2003). Great Inventions – Geniuses and Gizmos: Innovation in
Our Time. New York: TIME Books.
Lascoe, O.D. (1988). Handbook of Fabrication Processes. Metals Park, Ohio: ASM
International.
Suplee, Curt. (2000). Milestones of Science. Washington, D.C.: National Geographic
Society.
Periodicals:
American Heritage of Invention & Technology. (Published Quarterly). New York:
American Heritage, Div. of Forbes, Inc.
VII
EVALUATION
Weighting
Major Presentation / Project / Essay
Mid-term Exam
Final Exam
VIII
WEEK
1,2,3
4
40 %
20 %
30 %
10 %
100 %
COURSE SCHEDULE
TOPICS
READINGS/ RESOURCES
Excerpts from:
Technology as a Force in Cultural Evolution
• Introduction
Replacing Muscle, Water and Wind Power
• Steam and internal combustion engines
• Electric motors, generators
• The need for fuel
• Toffler, Future Shock
• Cowan, More Work for Mother
• McNeil, An Encyclopedia of the
• Buchanan, The Power of the
Machine
• Pacey, Technology in World
Civilization
• Pacey, The Maze of Ingenuity
The Building Blocks of the Manufactured World
– Materials
• Non-ferrous metals:
copper, tin, bronze, brass, zinc nickel,
aluminium, magnesium, titanium, alloys
• Ferrous metals:
wrought iron, cast iron, steel, alloys
Machine
• Cowan, A Social History of
American Technology
• Lascoe, Handbook of
Fabrication
Part B - 128
5
Change Agents - Chemical Compounds
• Ceramics, textile chemistry, fuels, rubber,
plastics, synthetics
• Pacey, Technology in World
Civilization
Machine
6
Methods of Making: Manufacturing and
Production
• Measurement and duplication
• The new work
• Shops and factories
• Assembly lines
• The “American System” – Slater, Ford,
Taylor
American Technology
Machine
• Taylor, the Principles of
Scientific Management
7
Review
American Technology
Machine
• Taylor, the Principles of
Scientific Management
8
MID-TERM EXAM
Getting Around – Goods and People on the
Move
• Water:
canals, rivers, oceans, harbours
• Land:
carts, carriages, automobiles, trucks
roads, bridges, tunnels, expressways
• Rail:
steam railways, passenger rail, freight
rail, diesel railways, high speed rail,
bridges, tunnels
• Air:
from propeller to jet, airports,
international travel, beyond air –
spaceflight
(continued in Week 9)
Machine
American Technology
• Lewis, Divided Highways
Part B - 129
9
10,11
12
Getting Around – Goods and People on the
Move
• Water:
canals, rivers, oceans, harbours
• Land:
carts, carriages, automobiles, trucks
roads, bridges, tunnels, expressways
• Rail:
steam railways, passenger rail, freight
rail, diesel railways, high speed rail,
bridges, tunnels
• Air:
from propeller to jet, airports,
international travel, beyond air -spaceflight
Machine
American Technology
At Home – Food Clothing and Shelter
• Home layout, lifestyle
• Fabric, footwear, fashion and furniture
• Homecare / healthcare
• Food, cooking, entertaining
• Raising children, education
American Technology
• McNeil, An Encyclopedia of
the History of Technology
• Cowan, More Work for Mother
Electric to Electronic
• Communication information
• Printing, graphics, media, imaging
• PC’s, software, personal electronics,
entertainment
•
13
Course Review
14
FINAL EXAM
IX
•
•
Cowan, A Social History of
American Technology
Gilder, Microcosm
McNeil, An Encyclopedia of
the History of Technology
Part B - 130
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 131
No Change
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITES:
BIND 154
Scaled Constructions 2
Scaled Constructions 2 and the corequisite courses employ
overlapping assignments and draw on and interpret common
subject matter. They are expected to be taken concurrently. Any
exceptions must have the prior approval of the program
coordinator.
PREREQUISITE FOR:
CREDIT VALUE:
3
FACULTY NAME:
Gary McFayden
APPROVAL:
I
-------------------------------------------------------------------------------(Signature and date)
COURSE DESCRIPTION
Scaled Constructions 2 focuses on the acquisition of model development skills for use in
industrial design. It also explores the value of models in investigating, integrating,
testing and explaining design ideas. Building on traditional practices (including stereo
lithography and 3-D printing), learners will source, specify, cut and form materials into
shapes that can be assembled into design models. The models will illustrate the
aesthetic characteristics including scale, proportion, and details and finish while
demonstrating the functional aspects of product concepts. History and social context of
this course is discussed and evaluated in BIND 104 Scaled Constructions 1.
II
1.
2.
3.
4.
Identify, rank and select the most suitable equipment for specific modelling operations.
Explain and demonstrate standards of fabricating practice such as those outlined by
Lucci and Orlandini which include design models in architecture, interiors, landscape
and product.
Plan, measure, cut, form and assemble material to illustrate design features.
Identify and select preferred methods of plastic forming and shaping.
Part B - 132
5.
Plan and execute a CSA, ISO scaled drawing using a sequence of fabrication
operations.
6. Analyze and order a series of procedures to build a model from a drafted plan.
7. Research, formulate and apply current model making techniques for subassemblies.
8. Calculate material loss in pre-assembly operations.
9. Estimate the time and materials requirements to construct a photo-ready design model.
10. Evaluate the accuracy of a model by comparing it to the original procedure schedule and
statement of intent.
11. Use models to investigate alternatives, integrate different planning paradigms, test out
options, discuss implications, compare solutions and explain complex design ideas.
III
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
Labs and projects develop hands on skills, provide opportunities for
experimentation, and require the application of principles to real life situations.
Additionally, they promote self awareness, assess prior knowledge and develop the
strengths of critical analysis, creativity, synthesis, problem solving and application.
Part B - 133
•
•
•
•
VI
Demonstrations develop understanding of the practices being studied and their
application.
The essay enables students to synthesize related learning from several courses, to
explore connected ideas and to reflect on learning.
Discussions of assignments give students a context for the debate of the ideas,
values and theories behind their submissions.
On-line activities include the use of internet browsers for primary and related
research, word processing, printers and related communication software.
Required Reference:
A Coursepack for BIND 154 (Ken Cummings, Ed.) containing excerpts from:
Remus, Timothy. (1999). Ultimate Sheet Metal Fabrication. Scandia, MN:
Wolfgang Publications Inc. ISBN 0-9641358-9-2.
Trudeau, Norman. (1995). Professional Modelmaking. New York: Whitney Library
of Design. ISBN 0-8230-4098-4.
Grinyer, Clive. (2001). Smart Design, Products That Change Our Lives. East
Sussex, UK: RotoVision. ISBN 2-88046-524-9
Lucci, Roberto and Paolo Orlandini. (1990). Product Design Models. New York:
Van Nostrand Reinhold.
Remus, Timothy. (1999). Ultimate Sheet Metal Fabrication. Scandia, MN:
Wolfgang Publications. ISBN 0-9641358-9-2.
Trudeau, Norman. (1995). Professional Modelmaking. New York: Watson-Guptill
Publications.
Vitra Design Museum and authors. (1998), Mies van der Rohe, Architecture and
Design in Stuttgart, Barcelona, Brno, ISBN 3-931936-15-5.
VII
EVALUATION
Weighting
Project 1
Project 2
Project 3
Project 4
Project 5
Essays
Pre-teen Personal Electronics
Home Illumination
Cosmetic Container
Transit Shelter
Street Amenities
(2 @ 10% each)
15
10
15
20
20
20
100 %
Part B - 134
VIII
COURSE SCHEDULE
WEEK
TOPICS
1,2,3
Pre-teen Personal Electronics
The value of models in investigating,
integrating, testing and explaining design
ideas.
• Trudeau, Professional Modelmaking
3,4,5
Home Illumination
Combining Function and Aesthetics
• Remus, Ultimate Sheet Metal Fabrication
5,6,7
Cosmetic Container
Combining marketability and practicality
8,9,10
Transit Shelter
Combining identification, aesthetics,
safety, comfort and durability
11,12,
13
Street Amenities
Transit Shelter Bench, Refuse
Recycling/Collection and signage
14
IX
READINGS/ RESOURCES
Final Presentation
X
and Appeal Policy.
XI
Part B - 135
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 136
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 200
BIND 205 Manufacturing Fundamentals
Industrial Design Studio 2 and the four corequisite courses
coordinator.
PREREQUISITE FOR:
CREDIT VALUE:
3
FACULTY NAME:
APPROVED:
I
COURSE DESCRIPTION
Industrial Design Studio 2 introduces the issues of market demand, the application of
mechanics to functional appliances and production implications as they impact on
industrial design in contemporary social, technical and economic contexts. Collaborative
and experimental activities are designed to meet the learning outcomes below. Projects
allow students to explore current market trends, apply principles of physics, develop
design alternatives for personal accessories, and walk a proposed new product through a
manufacturing environment. Student work will demonstrate sound methodologies,
established schools of design thought, appropriate marketing considerations, relevant
manufacturing concerns and a response to client wants or needs. This course will
include an integrated project with BIND 201, BIND 204 and BIND 205.
II
Part B - 137
1. Articulate both historical and current design influences such as those expressed by
Harold Van Doren, Edgar Kaufmann Jr., Theo Van Doesburg, Charles Eastlake and
Thomas Kelley.
2. Work effectively within a group to research and define a problem.
3. Manipulate effective design strategies to project development.
4. Formulate a product that reflects a market demand and present the product
rationale.
5. Design a product, a target marketing strategy and a branding program for a specific
market sector.
6. Discuss the meaning of originality in design and apply it to a contemporary product.
7. Analyze research to support industrial design activities.
8. Articulate findings from research and self-discovery that present challenges to
designers and develop strategies to overcome them.
9. Research a strategy for economic growth through product development and product
line extensions.
10. Develop a design to achieve a set of specific mechanical criteria.
11. Create an innovative design solution to design challenges involving threedimensional models and scaled drawings.
12. Evaluate a design against its potential impact upon economic activity and effect on
society.
III
GENERIC SKILLS
1.
2.
3.
4.
5.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
5.
6.
subject matter
Part B - 138
7.
8.
V
•
•
•
•
•
VI
design concepts
Required Reference
1. Gorman, Carma (Ed.). (2003). The Industrial Design Reader. New York: Allworth
Press. ISBN 1-58115-310-4.
2. A Coursepack for Industrial Design Studio 2 (Ken Cummings, Ed.) containing
excerpts from:
Naisbitt, John. (1982). Megatrends: Ten New Directions Transforming Our
Lives. New York: Warner Books, Inc. ISBN 0-446-51251-6.
Popcorn, Faith. (1991). The Popcorn Report. New York: Bantam Doubleday
Dell Publishing Group, Inc. ISBN 0-385-40000-4.
Quart, Alissa. (2003). Branded: the Buying and Selling of Teenagers.
Cambridge, MA: Perseus Publishing. ISBN 0-7382-0664-4.
Coates, Del. (2003). Watches Tell More Than Time. New York: McGraw-Hill.
ISBN 0-07-1362436.
Robbins, Michael. (1975). Electronic Clocks and Watches. Indianapolis, IN.
Howard W. Sams and Co. ISBN 0-672-21162-9.
Smith, Alan. (1975). Clocks and Watches. London: BAS Printers Limited.
ISBN 0-90030-508-8.
Sclater, Neil and Nicholas P. Chironis. (2001). Mechanisms and Mechanical
Devices Sourcebook. New York: McGraw-Hill Companies, Inc.
ISBN 0-07-136169-3.
Kelley, Tom. (2001). The Art of Innovation. New York: Random House, Inc.
ISBN 0-385-49984-1.
Part B - 139
SME Editors. (1998). Fundamentals of Tool Design. Dearborn, Michigan:
Society of Mechanical Engineers. ISBN 0-87263-490-6.
Giblin, James. (1987). From Hand to Mouth. New York: Thomas Crowell & Co.
ISBN 0-690-04660-X.
Clarke, Alison. (1975). Tupperware: the Promise of Plastic in 1950’s America.
Washington, DC: Smithsonian Press. ISBN 1-56098-827-4.
Beck, Ronald D. (1970). Plastic Product Design. New York: Van Nostrand
Reinhold Company. ISBN 0-442-20632-1.
Gordon, J. E. (1978). Structures – Or Why Things Don’t Fall Down. New York:
Penguin Books Ltd. ISBN 0-14-013628-2.
Morgan, W. (1971). The Elements of Structure. London: Pitman Publishing.
ISBN 0-273-42924-8.
Recommended Reading
Althouse, Norm R. et al. (2005). The Future of Business (First Canadian Edition).
Toronto: Thomson Nelson.
Caplan, Ralph. (1982) By Design. New York: McGraw-Hill Book Company.
Forty, Adrian. (2000). Objects of Desire: Design and Society Since 1750. London:
Thames & Hudson Ltd.
Hauffe, Thomas. (1996). Design: An Illustrated Historical Overview. Hauppauge,
NY: Barron’s Educational Series, Inc.
Design. New York: Watson-Guptill Publications.
Heskett, John. (1980). Industrial Design. London: Thames & Hudson Ltd.
Hillman, David and David Gibbs. (1999). Century Makers: one hundred clever things
we take for granted which have changed our lives over the last one hundred years.
New York: Welcome Rain.
Industrial Designers Society of America. (2003). Design Secrets: Products.
Gloucester, Massachusetts. Rockport Publishers, Inc.
Jones, John Chris. (1992). Design Methods. New York: John Wiley & Sons, Inc.
Lawson, Bryan. (2001). How Designers Think: The Design Process Demystified.
London: Architectural Press.
McGarry, Richard and Greg Madsen. (1993). Marker Magic: The Rendering
Part B - 140
Problem Solver for Designers. New York: John Wiley & Sons, Inc.
Norman, Donald. (1988). The Design of Everyday Things. New York: Bantam
Doubleday Dell Publishing Group, Inc.
Sparke, Penny. (1998). A Century of Design: Design Pioneers of the 20th Century.
Hauppauge, NY: Barron’s Educational Series, Inc.
Sparke, Penny. (1991). Design in Context. London: Bloomsbury Publishing Ltd.
Spencer, Henry Cecil, John Thomas Dygdon and James E. Novak. (2004). Basic
Technical Drawing (8th Edition). Peoria, IL: Glencoe/McGraw-Hill. (BIND 101
Textbook).
VII
EVALUATION
Weighting
Project/Presentation 1
Active Class Contribution,
Essays and Class Oral Presentations
VIII
WEEK
20%
20%
30%
30%
100%
COURSE SCHEDULE
TOPICS
READINGS/ RESOURCES
Excerpts from:
1
Design Check Up
• Schools of thought
• Assessing market trends
• Cultural Products – Designing Lifestyle
Accessories
• Coates, Watches Tell More Than
Time
• Loewy, “The Maya Stage,”
Industrial Design Reader
• Quart, Branded: the Buying and
Selling of Teenagers
• Website: umbra.com
2
Does Culture Determine Design or Design
Determine Culture?
• Demonstrating how customers and traditions
influence industrial design aesthetics
•
•
•
3
Popping and Clicking
• Fashion, trends, fads: explaining their effect on
people and products
•
•
•
Popcorn, Popcorn Report
Naisbitt, Megatrends
On-site research
selected Web sites
4
How Does It Work?
•
Sclater & Chironis, Mechanisms
IDSA, Design Secrets: Projects
“Nike Triax Watches”
Smith, Clocks and Watches
Part B - 141
•
5&6
Recognizing and analyzing applied physics:
the beauty of mechanics
Bits and Pieces
• The components of motion and transmission
•
•
•
•
•
7
8
Making Things Work
• Testing the mechanical hypothesis
•
•
•
Evaluating an elegant mechanical solution
•
•
10
Form, Function, Fun and Frustration in Industrial
Design
• formulating a balance between pretty and
practical
•
•
•
11
Kelley, The Art of Innovation
Van Doren, “The Designer’s
Place in Industry,” Industrial
Design Reader
Gordon, Structures or Why
Things Don’t Fall Down
Morgan, The Elements of
Structure
Mid-Term Assessment
•
9
& Mechanical Devices
Sourcebook
Van Doesburg, “The Will to
Style,” Industrial Design Reader
Reeling It In: Function and Lifestyle
• Putting the theory to practice
• Synthesizing industrial design into a holistic
solution
•
•
•
SME, Fundamentals of Tool
Design
Barr, “Machine Art”, The
Design
Hauffe, Design: An Illustrated
Historical Overview
Eastlake, “Hints on Household
Taste,” The Industrial Design
Reader
Kaufmann, “What is Modern
Design?” The Industrial Design
Reader
Giblin, From Hand to Mouth
Althouse et al, The Future of
Business
Clarke, Tupperware: the Promise
of Plastic in 1950’s America
Part B - 142
12
Truth is in the Details
• Researching, assessing and selecting the right
process and configurations to synthesize a sound
design
•
•
•
Drawing
Beck, Plastic Product Design
Selected readings from material
and process suppliers
McGarry, Madsen, Marker Magic
13
Sizzle and Steak
• Presenting a design in context
• Selecting, discussing and applying strategies to
communicate positive social and economic
impact of a product solution
•
14
Final Assessment
• Student Course Portfolio
IX
X
and Appeal Policy.
XI
Part B - 143
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 144
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
PREREQUISITE FOR:
CREDIT VALUE:
FACULTY NAME:
BIND 201
None
3
3
APPROVED:
I
COURSE DESCRIPTION
In Project Presentation 1 students study the reasons for clear visual representations, the
processes used to construct lucid images, and the practices to layout and effectively
render a comprehensive project. Through group presentations, students experiment in a
variety of graphic modes to communicate complex ideas and information. Tactics for
effectively conveying information to corporate decision-makers are studied with
particular reference to prioritizing information and synthesizing images to aid in the
navigation of data. This course outlines the standards for three-dimensional rendering
and product information transfer for concurrent design courses.
II
1.
2.
3.
4.
5.
6.
7.
Illustrate form and detail of design solutions by researching, selecting and applying
effective techniques drawn from principles mastered in Visual Communications 1 and 2.
Create a clear communication strategy for presenting new product ideas or methods to
illustrate system-based solutions.
Research techniques for graphically displaying comparative, quantitative data.
Describe visual features in a manner that conveys benefits to a prospective user.
Write concise descriptions of purpose for particular product configurations targeted to
different readers within a visual framework.
Manipulate media images, text, and data to effectively present ideas to specific
demographic markets.
Execute presentations strategies to convey specific visual objectives.
Part B - 145
8.
Identify and select optimal colours, values, textures and compositions to convey the form
and detail of a design.
9. Rework layout visual features to optimize their impact in the development of a personal
communication style.
10. Evaluate the effectiveness of a comprehensive presentation for specific audiences and
offer suggestions for improvement.
III
GENERIC SKILLS
1.
2.
3.
IV
LEARNING VALUES
1.
2.
3.
4.
5.
V
coherently
subject matter
•
•
•
•
•
•
VI
order and categorize information.
extend knowledge of areas beyond the scope or classroom discussion.
Projects assess prior knowledge, recall and understanding, develop skills in
analysis, critical thinking, creativity, application, problem solving and synthesis and
promote self-awareness as learners.
Essays enable students to explore and reflect on learning.
Structured discussions give students a context for exchanging ideas and values.
On-line activities include e-mail access, internet browser for primary and related
research and the use of word processing, printers and related communication
software.
Equipment: The standard Design Kit required for the program.
Part B - 146
Required Reference:
1. Powell, Dick. (2002). Presentation Techniques. Boston: Little, Brown and Company.
ISBN 0-316-91243-3.
2. A Coursepack for BIND 201 (Don Wilson, Ed.) with excerpts from:
Barron’s. All About Techniques in Illustration (2001 – English version).
New York: Barron’s Educational Series Inc. ISBN 0-7641-5361-7.
Murray, Charles. (2003). Human Accomplishment. New York: HarperCollins
Publishers Inc. ISBN 0-06-019247-X.
Doblin, Jay. Perspective: a new system for designers. (1956). Reprinted in 1979.
New York: Whitney Library of Design. ISBN 0-8230-7419-6.
Wang, Thomas C. Sketching With Markers. (1986). Reprinted 1993. New York.
Van Nostrand Reinhold ISBN 0-442-00491-5.
Kemnitzer, Ronald B. Rendering With Markers. (1983). New York. Watson-Guptill
Publications ISBN 0-8230-4533-1.
Recommended Reading
Doblin, Jay. Perspective: a new system for designers. (1956). Reprinted in 1979.
New York: Whitney Library of Design. ISBN 0-8230-7419-6.
Gorman, Carma (Ed.). (2003). The Industrial Design Reader. New York: Allworth
Press. ISBN 1-58115-310-4.
Kemnitzer, Ronald B. Rendering With Markers. (1983). New York. Watson-Guptill
Publications ISBN 0-8230-4533-1.
Murray, Charles. (2003). Human Accomplishment. New York: HarperCollins
Publishers Inc. ISBN 0-06-019247-X.
Slade, Catharine. (1997). The Encyclopedia of Illustration Techniques.
Philadelphia, PA: Running Press Book Publishers. ISBN 0-7624-0083-8.
Wang, Thomas C. Sketching With Markers. (1986). Reprinted 1993. New York.
Van Nostrand Reinhold ISBN 0-442-00491-5.
Editorial Team. (2001). All About Techniques in Illustration. Hauppauge, NY:
Barron's Educational Series, Inc. ISBN 0-7641-5361-7.
Online:
http://www.khulsey.com/history.html
Part B - 147
VII
EVALUATION
Weighting
2 Essays
Projects 1 – 3
Major Presentation
Final Exam / Project
VIII
20
30
25
20
5
100%
COURSE SCHEDULE
WEEK
TOPICS
1,2
Introduction - Exploration of Industry Segments
and Related Functional Project Presentation
Requirements
Introduction to historical evolution & context of
commercial presentations
Introduction to industry segments and related
presentation applications
•
Barron’s, All About Techniques in
Illustration
3
Identification & Development of a Project
Presentation Design Brief: Presentation Intent
Efficacy of presentations
Written Design Brief
Identification of functional elements
Matrix for evaluation analysis
•
Lecture
4
Presentation Supported by Design Brief
Derivation of Pictorial Realism and
Perspective Drawing
Art or Illustration / Fancy or Plain?
• Information package
• Murray, Human Accomplishment
• Loos, “Ornament and Crime,” The
Fundamental Elements of Project Presentations
Marker As A Presentation Technique
Characteristics of:
- elements
- technique
- media
Review and update
Concept sketch integration
Perspective, proportion & composition
• Powell, Presentation Techniques
• Doblin, Perspective – A New
System for Designers
• Wang, Sketching With Markers
• “Colour in Industry,” Fortune
Magazine, The Industrial Design
Reader
5,6
READINGS/ RESOURCES
Part B - 148
7
Presentation Planning;
Technique Development & Form
Multiple sketch preparation
Sketch evaluation and modification
Marker evaluation and modification
Review
Form representation: its importance
Developing technique, form and surface rendering
• Wang, Sketching With Markers
• Kemnitzer, Rendering With
Markers
8
Presentation Technique Development:
Supportive Methodologies
Presentation quality enhancement
Masking; blending; substrates
•
•
Powell, Presentation Techniques
Kemnitzer, Rendering With
Markers
9
Material Representation
Representation of production materials
Reflective qualities and characteristics
Material alternatives to a specific presentation
•
•
BIND 204 Supplemental Reading
10
Graphics as a Presentation Tool
Exploration of the use of graphics in commercial
product presentations
Importance; efficacy; marketing implications
11, 12
MAJOR PRESENTATION
Project Presentation Development
(for BIND 200)
• Information package
Design Brief preparation and presentation
Evaluation matrix preparation
Sketch development; graphics planning
Complementary media selection
Presentation development
Individual presentations
Class evaluation by matrix of brief realization and
efficacy
13
Final Project: Portfolio Revisions
14
Exam Week
Part B - 149
IX
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 150
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
PREREQUISITE FOR:
CREDIT VALUE:
FACULTY NAME:
BIND 202
Computer Aided Design Studio 1
2
2
Dennis Kappen
APPROVED:
I
COURSE DESCRIPTION
The Computer Aided Design Studio 1 course introduces and applies computer
technology to the design and detailing of three-dimensional parts. Computer
architecture and user software form the backdrop for understanding computer aided
design. Constructing, manipulating, transforming, revising, and dimensioning geometric
shapes are mastered by students to enable them to scale and plot design plans. The
operational context of computers in the design and development of products is part of
the course of study. This course supports major studio work through the development of
the CAD skills used to communicate product form and production specifications.
II
Explain computer-aided design and relate its advantages to product development.
Apply software to three-dimensional applications.
Translate ideas and concepts into plans using CAD software packages.
Present ideas in a variety of ways including measured and pictorial views.
Use commands for efficient translation of plans.
Create and evolve an assembly of forms.
Manipulate assemblies and sequence operations.
Analyze and articulate the process used to represent an assembly of parts of a complete
product.
9. Configure efficient part files.
10. Contextualize the computer generated design process and explain the potential for its
misapplication in the design process.
1.
2.
3.
4.
5.
6.
7.
8.
Part B - 151
11. Analyze, and explain computer aided design in the overall context of the creative
process.
III
GENERIC SKILLS
1.
2.
3.
4.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
5.
6.
V
subject matter
•
•
•
•
•
•
VI
order and organize design solutions.
promote self-awareness as learners
Structured discussions give students a context for exchanging ideas and values
software
Required References:
1. Javelin Technologies, SolidWorks Student Courseware
Part B - 152
2. A Coursepack for BIND 202 (Ken Cummings, Ed.) containing excerpts from:
Jones, John Chris. (1992). Design Methods. New York: John Wiley & Sons,
Inc. ISBN 0-471-28496-3.
Doblin, Jay. “Reflections on Industrial Design – Past Present and Future”.
Innovation – The Journal of the Industrial Designers Society of America. (Spring
1983 Vol. 2 No. 2). McLean, VA.
Graham, Karen. “Is CAD Ready for Designers?” Innovation – The Journal of the
Industrial Designers Society of America. (Fall 1983 Vol. 2 No. 3). McLean, VA.
Coates, Del. “Demons and Daemons”. “WordMap to CAID”. Innovation – The
Journal of the Industrial Designers Society of America. (Spring/Summer 1989 Vol.
8 No. 2). McLean, VA.
Coates, Del. “CAID Currents – Digital Vellum”. Innovation – The Quarterly Journal
of the Industrial Designers Society of America. (Spring 1993 Vol. 12 No. 2).
McLean, VA.
Coates, Del. “CAID Currents – The State of the CAID Art”. Innovation – The
Quarterly Journal of the Industrial Designers Society of America. (Summer 1994
Vol.13 No. 3). McLean, VA.
Coates, Del. “CAID Currents – What CAID Will Mean for Design”. Innovation –
The Quarterly Journal of the Industrial Designers Society of America. (Winter
Recommended Reading
Innovation – The Quarterly Journal of the Industrial Designers Society of America.
Industrial Designers Society of America. Great Falls, VA.
VII
EVALUATION
Weighting
2 Major Assignments (Essay, Project, Presentation)
3 Mini Assignments
Mid-term Exam
Final Exam
30 %
15
20
30
5
100%
Part B - 153
VIII
WEEK
1,2
COURSE SCHEDULE
TOPICS
The Development of Computer Graphics
The ascent of computer aided design
Comparative systems and methods
READINGS/RESOURCES
Excerpts From:
•
•
•
3
4
Solid Modeling – SolidWorks Graphical
Interface:
Menu
Tool
View sketch
Status
View tool bars
Dialogue boxes
Sketch Mode:
Sketching and extruding parts in the Z axis
using parameters and dimensions
Modifying and adding simple features
•
•
•
•
•
•
5
Feature Management and the Design Tree
Icons and commands
Point of Origin and Setting Grids:
Grid snap and manipulation
6
Selecting Viewing Planes and Sketching:
Modifying and dimensioning simple
Javelin Technologies,
SolidWorks Student
Courseware
Doblin, in Innovation, Spring
1983, “Reflections on Industrial
Design – Past, Present and
Future,”
Graham, in Innovation, Fall
1983, “Is CAD Ready for
Designers?”
SolidWorks Student
Courseware
Coates, in Innovation,
Spring/Summer 1989, “Demons
and Daemons,”
“WordMap to CAID”
Coates, in Innovation, Spring
1993, “CAID Currents – Digital
Vellum”
SolidWorks Student
Courseware
Coates, in Innovation, Summer
1994, “CAID Currents – The
State of the CAID Art”
Coates, in Innovation, Winter
1995, “CAID Currents – What
CAID Will Mean for Design
Education”
•
SolidWorks Student
Courseware
•
SolidWorks Student
Courseware
Part B - 154
geometric parts
7
Mid-Term Exam
8
Using Manipulation Tools:
Zoom, rotate, align, repeat
Modify parts – rounds and fillets
Shelling parts and displaying sections
•
SolidWorks Student
Courseware
9
Multi View Displays:
Advanced pull down menu features, mating
parts and colour coding
Three view orthographic
Fillets, dimensions and labels
•
SolidWorks Student
Courseware
10
File Management:
Naming and saving sketches parts and
simple assemblies
File renaming, realigning relationships
•
SolidWorks Student
Courseware
Jones, “The Design Process
Disintegrated,” Design Methods
11
Creating the basics of lofted and developed
surfaces:
Knitting surface boundaries
•
SolidWorks Student
Courseware
12
Creating design tables:
Manipulating and organizing assemblies
•
SolidWorks Student
Courseware
13
Exploded views
Mould cavity creation – pre-production
preparation
•
SolidWorks Student
Courseware
14
Final Exam
IX
•
Part B - 155
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 156
No change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
PREREQUISITE FOR:
CREDIT VALUE:
FACULTY NAME:
BIND 204
Commercial Graphics
BIND 103 Aesthetic Principles and Elements
BIND 303 Multimedia Application
2
2
Karen White
APPROVED:
I
COURSE DESCRIPTION
This course embraces a broad framework in which visual communication is examined and
explored in a commercial context. An historical backdrop of commercial graphics is developed
and discussed with respect to both its intent and context. Recognizable visual patterns and
verbal messages found in contemporary commercial graphics are analyzed. Using case
studies, students investigate various marketplace expectations and the commercial design
elements and imagery intended to meet consumers’ needs and wants that elicit buying
behaviour. This course includes an integrated project with BIND 200 Industrial Design Studio 2.
II
1.
2.
3.
4.
5.
6.
7.
8.
Define the underlying purpose of commercial art and graphics in society and differentiate
them from “art”.
Explain fundamental marketing needs met through effective advertising as described by
Vance Packard.
Explore historical examples of commercial graphics as a source for inspiration and
innovation.
Explain the events that precipitated changes in commercial graphics such as stylistic
trends and the impact of computers.
Manipulate the principles and elements of graphic design such as font and colour
choice.
Articulate the need for, and value of, brand image.
Generate word marks and logos that convey both linguistic and visual meaning.
Design promotional images to a variety of markets and institutions.
Part B - 157
9.
Predict new developments in commercial graphics based on history and emerging global
influences.
10. Evaluate the effectiveness of graphic communications in realizing their stated purpose.
III
GENERIC SKILLS
1.
2.
3.
4.
5.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
•
•
•
promote self-awareness as learners
Structured discussions give students a context for exchanging ideas and values
software
Part B - 158
VI
Required Reference
1.
Heller, Steven, and Seymour Chwast. (2000). Graphic Style: From Victorian
to Digital. New York: Harry N. Abrams Inc. ISBN 0-8109-2984-8.
2.
A Coursepack for BIND 204 Commercial Graphics (Ken Cummings, and Karen
White, eds.) containing excerpts from:
Bierut, Michael, Jessica Helfand, Steven Heller, Rick Poynor (Ed.). (1999).
Looking Closer 3 – Classic Writings on Graphic Design. New York: Allworth
Press. ISBN 1-58115-022-9.
Ewen, Stuart. (1976). Captains of Consciousness: Advertising and the Social
Roots of the Consumer Culture. New York: McGraw-Hill Book Company.
ISBN 0-07-019845-4.
Johnston, Russell. (2001). Selling Themselves: the Emergence of Canadian
Advertising. Toronto, Ontario: University of Toronto Press Incorporated.
ISBN 0-8020-4495-6.
Mayer, Martin. (1958). Madison Avenue U.S.A. Republished 1992. Chicago:
NTC Business Books. ISBN 0-8442-3247-5.
Mayer, Martin. (1991). Whatever Happened to Madison Avenue? Advertising in
the 90’s. Toronto: Little, Brown and Company. ISBN 0-316-55154-6.
McGraw-Hill Ryerson Limited. ISBN 07-548661-X.
Sturken, Marita, and Lisa Cartwright. (2001). Practices of Looking: An
Introduction to Visual Culture. Oxford: Oxford University Press.
ISBN 0-19-874271-1.
Recommended Reading
Books:
Baird, Russell, Arthur Turnbill and Duncan McDonald. (1987). The Graphics of
Communication. New York: Holt, Rinehart and Winston.
Bierut, Michael, William Drenttel, Steven Heller and DK Holland. (Ed.) (1994)Looking
Closer: Critical Writings on Graphic Design. New York: Allworth Press.
Bierut, Michael, William Drentell, Steven Heller and DK Holland. (Ed.) (1997).
Looking Closer 2: Critical Writings on Graphic Design. New York: Allworth Press.
Bierut, Michael, William Drenttel and Steven Heller (Ed.). (2002). Looking Closer 4:
Critical Writings on Graphic Design. New York: Allworth Press.
Part B - 159
Goodrum, Charles and Helen Dalrymple. (1990). Advertising in America: The First
200 Years. New York: Harry N. Abrams, Inc.
Heimann, Jim (Ed.). (2003). All-American Ads 30s. Los Angeles: Taschen America.
Heller, Steven. (2002). The Graphic Design Reader. New York: Allworth Press.
Heller, Steven and Elinor Pettit. (2000). Graphic Design Timeline: A Century of
Design Milestones. New York: Allworth Press.
Heller, Steven and Veronique Vienne. (Ed.) (2003). Citizen Designer: Perspectives on
Design Responsibility. New York: Allworth Press.
Hollis, Richard. (1994). Graphic Design: A Concise History. New York: Thames and
Hudson Inc.
Meggs, Philip B. (1998). A History of Graphic Design (3rd Edition). New York:
John Wiley & Sons, Inc.
Packard, Vance. (1957). The Hidden Persuaders. New York: David McKay Company,
Inc.
Quart, Alissa. (2003). Branded: the Buying and Selling of Teenagers. Cambridge, MA:
Perseus Publishing.
Sivulka, Juliann. (1998). Soap, Sex, and Cigarettes: a Cultural History of American
Advertising. Belmont, CA: Wadsworth Publishing Company.
Periodicals:
Azure
Metropolis
VII
Communication Arts
International Design
Wallpaper
EVALUATION
Weighting
Major Assignment – Class Presentation
2 Assignments: Essays / Visuals
Mid-term Exam
Final Exam
20
30
15
25
10
100%
Part B - 160
VIII
COURSE SCHEDULE
TOPICS
WEEK
1
Course Introduction
• Topics and expectations
READINGS/ RESOURCES
•
Course Outline
2
The Medium and the Message
• Early uses of commercial graphics:
The Victorian Period and Arts and Crafts
• Heller, Chwast, Graphic Style
• Dwiggins, “New Kind of
Printing Calls for New Design,”
Looking Closer 3
Designing
3
Continental Influences
• A new style counters the Industrial
Revolution: Art Nouveau
• Johnston, Selling Themselves:
The Emergence of Canadian
Advertising
4
New Concerns for a New Century
• Embracing and Humanizing the Industrial
Revolution: Early Modern and Expressionism
• Sturken, Cartwright, Practices
of Looking
5
From New to Modern
• A celebration of the Machine Age: Futurism,
Vorticism, Constructivism, De Stijl, Bauhaus
• Moholy-Nagy, “The New
Typography,” Looking Closer 3
6
REVIEW
7
MID-TERM EXAM
8
The Last Pure Style
• A reaction to abstraction:
Art Deco
• Mayer, Madison Avenue
U.S.A.
Part B - 161
9
Revolution and Propaganda
• Cultural critique:
Dada and Heroic Realism
• Ewen, Captains of
Consciousness: Advertising
and the Social Roots of the
Consumer Culture
10
Mid-Century Modern
• International style goes global:
Late Modern
• Rand, “Advertisement: Ad
Vivum or Ad Hominem?”
Looking Closer 3
11
After Late Modern
• Memphis, Punk and New Wave:
Post Modern
• Mayer, Whatever Happened to
Madison Avenue?
12
Big Mac Attack
• Kinetic, Rave, Fontism and Controlled
Chaos: Digital
• Vignelli, “Call for Criticism,”
Looking Closer 3
13
REVIEW
Fast Food Comes Home
• Branding a New Eating Style Product
(Integrated project with BIND 200)
• Class Information Sheet
14
FINAL EXAM / PROJECT
IX
X
and Appeal Policy.
Part B - 162
XI
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 163
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE FOR:
CREDIT VALUE:
FACULTY NAME:
BIND 205
Manufacturing Fundamentals
BIND 254 Design for Production 1
2
2
Patrick Burke
APPROVED:
I
COURSE DESCRIPTION
This course provides an ‘industrial designer’s’ overview of the economic context and
nature of product manufacture. It will briefly examine manufacturing from a
macroeconomic perspective and identify the requirements and advantages of
participating in the global marketplace. The production of goods and services is
examined from an operations management perspective. Topics include project
management, quality assurance, process strategies, small plant layout, human
resources, supply-chain management and inventory management. Emphasis is placed
on the interaction of product design and production issues at all levels of manufacturing.
The course includes an integrated project (design) developed in BIND 200 which will be
used as a case study in the application of knowledge from this course.
II
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Discuss the origins of modern manufacturing.
Describe the interaction of supply and demand in determining prices and quantities
Describe the organizational structure for manufacturing from an operations
management perspective.
Plan the design of goods and services from an operations perspective.
Describe strategies for measuring and achieving quality goals
Explain common process strategies and approaches to capacity planning
Describe selected approaches to process layout and job design.
Define supply chain management
Determine inventory management in terms of independent and dependent demand
models
Explain the importance of and requirements for Just-In-Time manufacturing
Part B - 164
11. Integrate project management as a design team organization and manufacturing tool.
III
GENERIC SKILLS
1.
2.
3.
4.
5.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
5.
6.
V
subject matter
•
•
•
•
•
•
order and categorize information.
extend knowledge of areas beyond the scope or classroom discussion.
promote self-awareness as learners.
Essays enable students to explore and reflect on learning.
Structured discussions give students a context for exchanging ideas and values.
software.
Part B - 165
VI
Required Texts
1. Heizer, Jay and Barry Render. (2006). Principles of Operations Management (6th
Edition). Upper Saddle River, NJ: Pearson Education, Inc. ISBN 0-13-186512-9
2. Gido/Althouse Custom Order ISBN 017617673X Rev.
Althouse, Norm R. et al. (2005). The Future of Business (First Canadian
Edition). Toronto: Thomson Nelson.
and several pages from:
Gido, Jack and James P. Clements. (2003). Successful Project Management
(with Microsoft® Project 2003, 120 Day Version) 3rd Edition ©2006
ISBN: 0324224281.
VII
EVALUATION
Weighting
Assignments and Projects
Mid-term Exam
Final Exam
VIII
WEEK
45
20
30
05
100%
COURSE SCHEDULE
TOPICS
1
The Origins of Manufacturing: the
“American System”
The movement of inputs and outputs / the
interaction of supply and demand to
determine pricing and quantities in a
market economy
• The influence of design on demand
2
Competing Through Global Operations
Operating in a Global Marketplace
Advantages and Disadvantages of
Globalization - The World Trade
Organization
3
Operations Management Defined
New Trends in Operations Management
The Productivity Challenge
READING/RESOURCES
• Althouse et al, The Future of
Business
• Heskett, Industrial Design
• Heizer, Render, Principles of
Operations Management
Part B - 166
4
Project Management
• Development of project management
knowledge base
• Project definition
• Project life cycle
• Skills of the successful project
manager
• Gido, Clements, Successful
Project Management
5
The Project Team
• Project teams building
• Conflict management
• Gido, Clements, Successful
Project Management
6
Design of Goods and Services
• Product selection
• Product development
• Product design issues
• Transition to production
7
Managing Quality
Total Quality Management -TQM
•
TQM process
•
TQM tools
8
MID-TERM EXAM
9
Process Strategies and Capacity
Planning
• 4 process strategies
• Process analysis and design
• Capacity forecasting
• Production Technologies
• Capacity planning
10
Layout Strategies and Job Design
•
Process layout
•
Competitive HR strategies
Mid-Term Review
11
Supply-Chain Management and
E-Commerce
• Supply-chain management
Part B - 167
•
•
•
Supply-chain strategies
Connection to E-Commerce
Design case study
12
Inventory Management and
Just-In-Time Systems
•
Inventory models
•
Independent demand models
•
Dependent demand models
•
Just-in-time and lean operations
13
Summary / Review
• Design Case Study Presentation
14
FINAL EXAM
IX
X
and Appeal Policy.
XI
Part B - 168
XII
Challenge
Exam
Portfolio
b
XIII
Skills Test
Interview
Other
(please
specify)
b
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 169
No change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 250
BIND 251 Introduction to Systems
BIND 252 Computer-Aided Design Studio 2
BIND 255 Ergonomic Principles
Industrial Design Studio 3 and the five corequisite courses
coordinator.
PREREQUISITE FOR:
BIND 300 Industrial Design Studio 4 or BIND 301 Introduction to
Vehicle Design
CREDIT VALUE:
3
FACULTY NAME:
Mardi Najafi
APPROVED:
I
COURSE DESCRIPTION
BIND 250 Industrial Design Studio 3 is a plan of learning in Industrial Design focused on
the role of industrial design as a catalyst for change in improving the built environment.
The view of consumers and society in general is compared and contrasted to the
business agenda in the development of contemporary product concepts. Analysis and
articulation of free market forces are summarized and applied to development plans
which formulate a strategy that includes economic considerations of business and the
expectations, needs and aspirations of consumers. Representatives of the business and
academic community will address the class to underscore the course of study and
evaluate solutions.
II
Part B - 170
1.
Explain industrial design from three views: design, business, and consumer
perspective.
2. Explain how the expectations of the designer have evolved in the last decade.
3. Anticipate change and articulate a plan to foster positive outcomes through design.
4. Predict the impact of market forces in design development outcomes.
5. Explain market life cycle and apply the concept to particular products.
6. Assess the options for continued product viability for emerging and diminishing
markets.
7. Generate ideas for product line extensions.
8. Analyze economic forces on product development cycles.
9. Assemble information for a new product roll out.
10. Differentiate regulated from de-regulated products and explain the implications for
design.
11. Create an innovative product design solution to address problems incorporating
manufacturing considerations and human factors supported by CAD technology.
12. Evaluate a product line from the standpoint of corporate economic benefit and
consumer value.
III
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
subject matter
Part B - 171
V
•
•
•
•
•
VI
design concepts
Required Reference:
1. Ulrich, Karl T. and Steven D. Eppinger. (2004). Product Design and Development.
New York: McGraw-Hill/Irwin. ISBN 0-07-247146-8.
2. A Coursepack for BIND 250 (Ken Cummings, Ed.) with excerpts from:
Cooper, Robert G. (1986). Winning at New Products. Reading, Massachusetts:
Addison-Wesley Publishing Company, Inc. ISBN 0-201-12038-0
Jones, John Chris. (1992). Design Methods.
Inc. ISBN 0-471-28496-3
New York: John Wiley & Sons,
Kroemer, Karl, Henrike Kroemer and Katrin Kroemer-Elbert. (2001).
Ergonomics – How to Design for Ease and Efficiency. Upper Saddle River, NJ:
Prentice-Hall, Inc. ISBN 0-13-752478-1.
Peters, Tom. (1999). The Circle of Innovation. New York: Random House.
ISBN 0-679-75765-1.
Ribbens, Jack A. (2000). Simultaneous Engineering for New Product
Development. New York: John Wiley & Sons, Inc. ISBN 0-471-25265-4
Toronto: Thomson Nelson. ISBN 0-17-622438-6 (BIND 205 Textbook)
Dul, Jan and Bernard Weerdmeester. (2001). Ergonomics for Beginners.
New York: Taylor & Francis Inc. ISBN 0-7484-0825-8. (BIND 255 Textbook)
Fiell, Charlotte, and Peter Fiell. (2002). Chairs. New York: Taschen America LLC.
ISBN 3-8228-5507-3.
Filey, Mike. (2001). A Toronto Album – Glimpses of the City That Was. Toronto:
Part B - 172
Dundurn Press. ISBN 0-88882-242-1.
Hanus, Josef and Josef M. Hanus. (2003). Toronto. Vancouver, BC: JH Fine Art
Photo Ltd ISBN 0-9684552-4-7.
Hubel, Vello and Diedra B. Lussow. (1984). Focus on Designing. Toronto: McGrawHill Ryerson Limited. ISBN 0-07-548661-X.
VII
EVALUATION
Weighting
Essay #1
Essay #2
Design Assignment 1
Design Assignment 2
Design Assignment 3
Active contribution to learning
Total Semester
VIII
WEEK
10 %
10 %
30 %
15 %
30 %
5%
100 %
COURSE SCHEDULE
TOPICS
READINGS/ RESOURCES
Excerpts from:
Business
• Ulrich, Eppinger, Product Design
and Development
1
Industrial Design as a 21st Century
Multidisciplinary Activity
• Development Processes and Organizations
• An Industry Case Study
2
How New Products Fit With Existing Product Life
Cycles
• Product Planning
Business
and Development
3
Market Research and Performance Criteria
and Development
4
Transforming Customer Requirements
and Development
5
Working with Client Needs to Satisfy Customer
Wants
and Development
6
Identifying Emerging Markets
Business
Part B - 173
• Researching New Opportunities
• Cooper, Winning at New
Products
and Development
• Ribbens, Simultaneous
Engineering for New Product
Development
7
Developing Products to Fit Customer
Expectations and Functional Needs
• Case Study – Construction Hand Tool
• The Toronto Cafe Chair
Designing
and Development
8
Incorporating Culture and Comfort in Design
• The Toronto Cafe Chair
• Fiell, Chairs
and Development
Products
• Jones, Design Methods
Development
9
Ergonomic Applications
• Café Chair Design
• Cultural Lineage
• Kroemer et al, How to Design for
Ease and Efficiency
Development
10
Materials Explorations in Outdoor Seating
• De Leeuw, Mass Production
Technology for Industrial Design,
3rd Edition
11
Building CAD Models
• Prototyping with Industry
and Development
12,13
Preparing Product Introductions
• INSITU Chair Show
Products
14
Final Assessment and Reflection
Part B - 174
IX
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 175
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 251
PREREQUISITE FOR:
CREDIT VALUE:
2
FACULTY NAME:
Bruce Thomson
APPROVED:
I
COURSE DESCRIPTION
BIND 251 Introduction to Systems is a broad based study of the interrelationship of
transportation, communication, production, and distribution for sustaining social and
economic development in contemporary civilization. The underlying infrastructures in
support of society will be identified and compared as they relate to the introduction of
change such as technological innovation and design, scientific discovery, and social
trends and unexpected environmental variations.
II
1.
2.
3.
4.
5.
Differentiate a system from a process.
Analyze infrastructure in a design context for its efficacy in delivery and explain how
design can improve the system.
Describe the discrete elements of infrastructures.
Illustrate the interrelated components of a system to determine their fit with the
overall system and analyze their role in supporting the intent of the system.
Explain, through a case study, an example of a system breakdown and create a
design solution.
Part B - 176
6.
7.
8.
9.
III
Select a system based on its performance criteria and analyze its impact on
sustaining social and economic development.
Diagram a system illustrating how a system operates, including modules, hubs,
conduit lines and feedback loops.
Apply system strategies such as those used in computer architecture to product
development.
Evaluate an existing system for its efficiency and stability
GENERIC SKILLS
1.
coherently
2.
3.
4.
5.
6.
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
design concepts
Part B - 177
•
•
VI
Required Reference:
New York: McGraw-Hill/Irwin. ISBN 0-07-247146-8. (BIND 250 text)
2.
A Coursepack for BIND 251 (Ken Cummings and Scott Hadley, Eds.) with excerpts
from:
Chase, Wilton P. (1974). Management of System Engineering. New York:
John Wiley & Sons, Inc. ISBN 0-471-14915-2.
Arnheim, Rudolph. “A Review of Proportion,” Article in Module, Proportion,
Symmetry, Rhythm. (1966). Edited by Gyorgy Kepes. New York: George
Braziller, Inc.
Pearce, Peter. (1990). Structure in Nature is a Strategy for Design. Cambridge,
Massachusetts: MIT Press. ISBN 0-262-66045-8.
McGraw-Hill Ryerson Limited. ISBN 0-07-548661-X
Caplan, Ralph. (1976). The Design of Herman Miller. New York: WatsonGuptill Publications. ISBN 0-8230-7141-3.
Graedel, Thomas E. (1998). Streamlined Life-Cycle Assessment. Upper Saddle
River, NJ: Prentice-Hall, Inc. ISBN 0-13-607425-1.
Senge, Peter M. The Fifth Discipline. (1994). New York: Bantam, Doubleday,
Dell Publishing Group, Inc. ISBN 0-385-26095-4
Simchi-Levi, David, Philip Kaminsky and Edith Simchi-Levi. Designing and
Managing the Supply Chain. Harvard Business School Case #GS3A. “HewlettPackard DeskJet Printer Supply Chain(A)” New York: McGraw-Hill Companies
Inc. ISBN 0-07-249256-2.
Walton, Mary. (1986). The Deming Management Method. New York: Dodd,
Mead & Company, Inc. ISBN0-396-08683-7.
Recommended Reading / Resources (optional):
Baldwin, J. (1996). Bucky Works – Buckminster Fuller’s Ideas for Today. New
York: John Wiley & Sons, Inc.
Krick, Edward V. (1969). An Introduction to Engineering and Engineering Design.
Part B - 178
New York: Wiley ISBN 0471507407.
Pearce, Peter. (1983). Polyhedra Primer. Dale Seymour Publications.
ISBN 0866514198.
http://ide.ed.psu.edu/change/systems-characteristics-2.htm
http://www.ulrich-eppinger.net/
http://www.bfi.org/designsc.htm
VII
EVALUATION
Weighting
Essay 1
Essay 2
Report Presentation
Design Assignment
Final Exam
Total Semester
VIII
WEEK
1
2,3,4
10%
10%
20%
25%
30%
5%
100%
COURSE SCHEDULE
TOPICS
READINGS/ RESOURCES
Excerpts from:
• Systems in global and basic sub-system
contexts
• Systems Theory
Designing
• Pearce, Structure in Nature is a
Strategy for Design
Systematic Thinking / Case Studies
• Identify the problem/solution in the context that
whatever is done will have an impact on many
other interrelated pieces.
• A simple system of interconnected units –
examining the tricycle
• Corporate and institutional systems – examining
public transit
• Problem solving and the design process –
examining system architecture
Designing
• Ulrich, Product Design and
Development
• Chase, Management of System
Engineering
Part B - 179
Systems Processes
• Introduction
• Interrelated systems
• Closed & open systems
• Equilibrium of systems
• Control Limits
• Assessing a system (vs. assessing individual
processes)
Designing
• Senge, The Fifth Discipline
7
Existing Manmade Systems
• Examination of examples & their interconnecting
nature – the thermostat; the postal system
• Supra-systems and sub-systems
• The designer’s role in the function, repair and
balance of systems
Designing
• Senge, The Fifth Discipline
Development
• Walton, The Deming
Management Method
8
Life cycles
• The designers influence
New & Future Systems
• The designers role in development of new &
hybrid systems
• The fine tuning or repair of existing systems that
require change or new direction
• Graedel, Streamlined Life-cycle
Assessment
Development
• Caplan, The Design of Herman
Miller
• Simchi-Levi, Hewlett-Packard
DeskJet Printer Supply Chain
(A)
9,10,
11
Mechanical Systems
• Examples
• The design and construction of a simple
mechanical system
• Integration & demonstration of the impact of a
change on the designed system
• Design Assignment –
handout
12,13
Systems Demonstrations
• Student demonstrations of their designed
system and a change impact example as it
affects the system
• Design Assignment –
handout
5,6
14
Part B - 180
IX
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 181
No change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 252
Computer-Aided Design Studio 2
PREREQUISITE FOR:
CREDIT VALUE:
2
FACULTY NAME:
Dennis Kappen
APPROVED:
I
COURSE DESCRIPTION
BIND 252 Computer-Aided Design Studio 2 is a course of study and application of
computer aided design to foster communication of design and production parameters to
manufacturing. Learning conventions of construction and assembly sequences assist in
defining design scale, dimension, functional configuration and efficiency. By
manipulating the design, through several phases of development, mastery of part design
will be accomplished in a manufacturing framework.
II
1. Assess the evolving role of CAD technology in design and manufacturing in an ISO
setting.
2. Explain the advantages of working in solids modelling with nurbs, and kernels.
3. Identify, explain and locate datum and points of origin.
4. Navigate the menu window and use the commands to manipulate drawing tools.
5. Synthesize the operations to construct three-dimensional solids.
6. Select and apply boundaries to interconnect components of complex shape.
7. Address issues of identity and sequencing with codes and colours.
8. Compile subassemblies to manipulate into coherent products.
9. Draw, scale, dimension, and reorder assemblies to improve a product.
10. Evaluate the product by analyzing the sequencing of operations.
Part B - 182
III
GENERIC SKILLS
1.
coherently
2.
3.
4.
5.
6.
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
•
•
design concepts
Part B - 183
VI
Required Reference:
1. Javelin Technologies, SolidWorks Student Courseware
2. A Coursepack for BIND 202/252 (Ken Cummings, Ed.) with excerpts from:
Jones, John Chris. (1992). Design Methods. New York: John Wiley & Sons,
Inc. ISBN 0-471-28496-3.
Doblin, Jay. “Reflections on Industrial Design – Past Present and Future”.
Innovation – The Journal of the Industrial Designers Society of America. (Spring
Graham, Karen. “Is CAD Ready for Designers?” Innovation – The Journal of the
Industrial Designers Society of America. (Fall 1983 Vol. 2 No. 3). McLean, VA.
Coates, Del. “Demons and Daemons”. “WordMap to CAID”. Innovation – The
Journal of the Industrial Designers Society of America. (Spring/Summer 1989 Vol.
8 No. 2). McLean, VA.
Coates, Del. “CAID Currents – Digital Vellum”. Innovation – The Quarterly Journal
of the Industrial Designers Society of America. (Spring 1993 Vol. 12 No. 2).
McLean, VA.
Coates, Del. “CAID Currents – The State of the CAID Art”. Innovation – The
Quarterly Journal of the Industrial Designers Society of America. (Summer 1994
Vol.13 No. 3). McLean, VA.
Coates, Del. “CAID Currents – What CAID Will Mean for Design”. Innovation –
The Quarterly Journal of the Industrial Designers Society of America. (Winter
Recommended Reference:
http://www.journeyed.com/itemDetail.asp?T1=36785643+FS6
http://www.javelin-tech.com/main/events/3d_skills.htm
VII
EVALUATION
Weighting
3 Mini Assignments
Mid-term Exam
Final Exam
30 %
15
20
30
5
100 %
Part B - 184
VIII
WEEK
COURSE SCHEDULE
TOPICS
READINGS/ RESOURCES
Excerpts from:
1
Overview of SolidWorks Modelling Fundamentals
• Review of BIND 202
2
Introduction to Lofted (Curved) Surfaces
• Editing
• Introduction to Helix, Spiral
•
SolidWorks Student
Courseware
•
SolidWorks Student
Courseware
3
Using Helixes
• Incorporate into 3D Sketch
• Extruded Surfaces
•
SolidWorks Student
Courseware
4
Major Editing Functions
• Knit, Extend
• Radiate, Offset
• Revolve, Fillet
•
SolidWorks Student
Courseware
5
Using the Configuration Management
•
SolidWorks Student
Courseware
6
Base Part Modelling
• Errors, correction, Options
• Parameter for Assemblies
•
SolidWorks Student
Courseware
Assemblies
• Rotate, Move
• Mating Part, Editing, Deleting
•
SolidWorks Student
Courseware
Creating New Parts form Assembly References
• Exploded Views
• Sectional Views
• Variations, Suppress Command
•
SolidWorks Student
Courseware
7,8
9
Part B - 185
10
Configuring Subassemblies
• Mirroring
• Component Patterns
•
SolidWorks Student
Courseware
11
Mould Design From Parts
• Sheet Layout
• Bends and Breaks (K Factor)
• Editing Sheet Metal Part
• Insert Rectangular and Tear Reliefs
•
SolidWorks Student
Courseware
12
Introduction to Drawing Layouts
• Insert, Save, Drag, Drop
• Modifications
• “Editing” Multiple Sheets
•
SolidWorks Student
Courseware
13
14
IX
•
•
Sectional, Auxiliary Views
Adjusting Draft Angles
Final Exam
X
and Appeal Policy.
XI
Part B - 186
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 187
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 253
CREDIT VALUE:
3
HOURS OF INSTRUCTION 3
FACULTY NAME:
Bruce Thomson
APPROVED:
I
COURSE DESCRIPTION
BIND 253 Project Presentation 2 is a program of acquiring knowledge and skills in
communicating complex design information in a diverse format. Image generation and
manipulation through traditional and digital methods will be synthesized with written work
to convey a complete design concept. Assignments in the course are constructed to
facilitate the transference of information through computer manipulation and the internet
as well as through public showings and presentations.
II
1.
2.
3.
4.
5.
Explain the derivation and history of the Internet and summarize its impact on
business.
Research and relate the development of the optics and chemistry of photography
and its impact on society.
Source, explain, and apply the physical properties of photographic and imaging
technology such as chemical and digital media.
Arrange and apply optical principles such as the physics of light reflection and the
colour spectrum to design projects.
Convert from physical to digital and arrange images for public exhibitions.
Part B - 188
6.
7.
Design plans for corporate presentations.
Select and employ methods for Internet page creation such as Flash and standard
page format.
8. Prepare a plan for an Internet site with images, graphics, and text that convey a
thematic message.
9. Create a plan for presentations in a variety of settings considering such issues as
audience size and characteristics, and space
10. Evaluate the effectiveness of product presentation and media applications.
III
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
IV
coherently
mathematical skills: apply a variety of mathematical techniques (arithmetic,
geometry, basic algebra and basic statistical principles)
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
design concepts
Part B - 189
•
•
VI
Required Reference:
1. Powell, Dick. (2002). Presentation Techniques. Boston: Little, Brown and Company.
ISBN 0-316-91243-3. (Text for BIND 201)
2. A Coursepack for BIND 253 (Don Wilson, Ed.) containing excerpts from:
Berger, John. ( 2003). Selected Essays. New York: Vintage International.
ISBN 0375-42156-4
Manovich, Lev. (2001). The Language of New Media. MIT Press
ISBN 0-262-13374-1
Negroponte, Nicholas. (1996). Being Digital. New York: Vintage Books
ISBN 0-679-76290-6
Tufte, Edward R. (2001). The Visual Display of Quantitative Information 2nd Edition.
Connecticut: Graphics Press. ISBN 0961392142.
Harris, Robert. (2000). Information Graphics. New York: Oxford University Press.
ISBN 0195135326.
Hamel, Gary. (2002). Leading The Revolution. New York: Plume – Penguin Group.
ISBN 0-452-28324-8
http://photo2.si.edu/infoage/infoage.html
http://www.nap.edu/html/digital_dilemma/
http://www.photo.net/history/timeline
VII
EVALUATION
Weighting
Essay #1
Essay #2
Design Assignment #1
Total Semester
5%
5%
30%
30%
25%
5%
100%
Part B - 190
VIII
WEEK
1,2
3,4,5
COURSE SCHEDULE
TOPICS
READINGS/ RESOURCES
Excerpts from:
Photography & Digital Imagery
- History & Societal Impact
Optics & The Principal of Light Reflection
- Fundamental optical principals
- Relevance to design presentations
The World of Digital Presentation Techniques
- (Week 1)
- An Introduction
The Internet
- History & Evolution
- Technological basis
- Business & Societal Impact
6,7,8,9
Digital Technology
- Digital presentation options
- Digital technologies in the exhibition
environment
Presentation Planning in the
Corporate Environment
- Planning (the brief revisited)
- The smaller group internal presentation
- The larger corporate business-tobusiness presentation
10,11,
12,13
Web Design & Creation
- Methodologies & applications
- Developing a web page
- Developing an internet site
14
IX
•
•
•
•
•
•
Berger, Selected Essays
Manovich, The Language of
New Media
Negroponte, Being Digital
Powell, Presentation
Techniques
•
In-class references
Manovich, The Language of New
Media
Negroponte, Being Digital
•
•
Manovich, The Language of
New Media Negroponte, Being
Digital
Class Presentations
Part B - 191
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 192
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 254
BIND 205 Manufacturing Fundamentals
PREREQUISITE FOR:
CREDIT VALUE:
3
FACULTY NAME:
APPROVED:
I
COURSE DESCRIPTION
BIND 254 Design for Production 1 is a course of study in the uses of metal alloys in
production environments. A background and context in the history of metal, its impact
on civilization and its current uses gives the framework for the role metals play in
contemporary product technology. The comparative advantages and disadvantages of a
variety of metal alloys used in products will be revealed in conjunction with
manufacturing processes and environmental concerns that relate to optimal product
design solutions.
II
1.
2.
3.
4.
5.
6.
7.
Trace the use of metals in early civilization through the Industrial Revolution to
current developments.
Differentiate metal, polymers, ceramics and wood from other materials.
Describe the impact of metals in the development of western civilization.
Describe the characteristics of ferrous metals and their applications.
Explain the uses for non-ferrous metals in product applications.
Articulate the manufacturing methods associated with metal alloys.
Explain toughness, hardness, ductility, fatigue, and other terms related to the
physical performance of metals.
Part B - 193
8.
9.
Analyze moulding and fabricating performance of specific alloys.
Explain the process and reasons for corrosion/oxidization and other forms of metal
degradation and describe the impact of consequences.
10. Design metal parts and assemblies.
11. Define shrinkage, draft angle, warpage and apply counter measures.
12. Evaluate metal product assemblies for their functionality and appearance.
III
GENERIC SKILLS
1.
coherently
2. personal skills: demonstrate self-awareness, self-confidence, self-direction, selfmanagement and use resources to plan for and attain personal, career and work-related
3. interpersonal skills: work effectively and assertively in groups or teams to achieve
4. thinking skills: select and apply forms of enquiry, conduct research, think critically and
5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry,
6. computer application skills: improve personal productivity by using computer
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
design concepts
Part B - 194
•
•
VI
Required Reference:
1. de Leeuw, M. Mass Production Technology for Industrial Design 3rd Edition
(1998) Carleton University Press. ISBN 0-88629-972-1
2. A Coursepack for BIND 254 (Ken Cummings, Ed.) containing excerpts from:
Brandt, Daniel A. and J. C. Warner. (2005). Metallurgy Fundamentals. Tinley
Park, Illinois: The Goodheart-Willcox Company, Inc. ISBN 1-59070-345-6.
Howard-White, F.B. (1963). Nickel – An Historical Review. Kent, UK: Eyre and
Spottiswoode Limited. Toronto: Longmans Canada Limited.
Timoshenko, Stephen P. (1983). History of Strength of Materials. New York:
Dover Publications Inc. (Reprint of book originally published in 1953 by McGrawHill Book Company, Inc. New York). ISBN 0-486-61187-6.
Raymond, Robert. (1986). Out of the Fiery Furnace: The Impact of Metals on
the History of Mankind. Pennsylvania State University Press.
ISBN 0-271-00441-X.
Wayman, Michael L., Editor. (1989). All That Glitters. The Canadian Institute of
Mining and Metallurgy, Montreal, Quebec. Printed by D. W. Friesen & Sons Ltd.,
Altona, Manitoba. ISBN 0-919086-24-1 The following excerpts:
Tarassoff, P. “An overview of the early history of the metallurgical industry in
Canada”
Andreae, Christopher. “Nineteenth-century Nova Scotia iron works”
Inwood, Kris. “Discovery and technological change: the origins of
steelmaking at Sydney, Nova Scotia”
Williams, W.M. “An historical sketch of the Canadian steel industry”
Kossatz, Elsie and P. J. Mackey. “The first copper smelter in Canada”
Crawford, Gerald. “Falconbridge Ltd. – 60 years in a century”
Lascoe, O. D. (1989). Handbook of Fabrication Processes. Metals Park, Ohio:
ASM International. ISBN 0-87170-323-8.
Part B - 195
Ulrich, Karl. (2003). Product Design and Development. New York: McGraw Hill –
Higher Education. ISBN 0072471468. (BIND 250 textbook)
VII
EVALUATION
Weighting
Project 1 Essay and Presentation
The Evolution of Metals
Steps in Progress – Modern Metal / Stool
Metals and the Environment – Concepts and
Considerations
Journal
Weekly notes on class activities including
field trips and plant tours
Final Exam
VIII
WEEK
20 %
20 %
20 %
20 %
20 %
100 %
COURSE SCHEDULE
TOPICS
READINGS/ RESOURCES
Excerpts from:
1
A Materialistic Look at the World: of What is That
Made?
• A Survey of Manufacturing Materials
• Brandt, Warner, Metallurgy
Fundamentals
• Howard-White, Nickel – An
Historical Review
• de Leeuw, Mass Production
Technology for Industrial Design
2
From the Copper Age to the Computer Age: A
Brief History of Metal and Its Use
• Early Developments
• Timoshenko, History of Strength
of Materials
3
From the Copper Age to the Computer Age: A
Brief History of Metal and Its Use
• Metals Yesterday and Today
• Raymond, Out of the Fiery
Furnace – The Impact of Metals
on the History of Mankind
4
Elemental Metals, Alloys, Ferrous and NonFerrous
• Classifying Metals by Character and Application
• Historical Context of Metals in Society
Part B - 196
5
Process and Progress:
• Sheet Metal Forming
• Bending / Stamping
6
Process and Progress – A Survey of Methods
Used to Form Metals:
• Spinning / Machining
7,8
• Roll Forming
• Extruding
Canadian Metallurgy in Historical Context
• Wayman (Ed.), All that Glitters
9
• Moulding / Casting
10
• Cutting / Water jet
• Rule Dies / Tool & Die
11
• Fastening
• Assembly
12
Tread Lightly – Reducing “Heavy Metal”
• Environmental Issues
13
Designing for Maximum Sustainability and
Performance
• Metals Project
Part B - 197
14
IX
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 198
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 255
CREDIT VALUE:
2
FACULTY NAME:
Peter Kerz
APPROVED:
I
COURSE DESCRIPTION
BIND 255 Ergonomic Principles is a course of applied study of ergonomic principles and
parameters employed by industrial designers. Beginning with the pioneering work done
by the U.S. Air Force and the advancements made by Dreyfuss and Associates later,
topics include: anthropometry, physical measurement, size variations in individuals and
groups, averaging range for percentiles, reach and strain, physical pivot points and
leverage, grasp and hand articulation, seating, posture, nerves and circulation, sight
parameters, thresholds of hearing vibration, temperature, and atmosphere. A study of
human factors issues introduces students to a broad range of physical and psychological
applications.
II
1.
2.
3.
4.
5.
Summarize key historical developments in ergonomics such as the work of the U.S.
Air Force or Dreyfuss and Associates and select and apply them to a contemporary
design problem.
Relate anthropometric percentile as it applies to the study of human measurement.
Explain variations within percentile groups.
Illustrate reach and strain constraints.
Articulate pivot points and flex areas of the human frame.
Part B - 199
6.
7.
8.
9.
10.
11.
12.
13.
III
Design with shape and form a seating support with optimal contact points and
surfaces.
Illustrate parameters for task, dining, executive, and lounge seating.
Lay out interactive elements of a visual display for optimum human performance.
Explain the impact on human body thresholds in several examples and devise ways
to reduce strain.
Apply universal design principles in a contemporary context.
Compare the differences between physical and psychological aspects of discomfort/
productivity and assess the impact on human behaviour.
Compare ergonomic and socially responsible design to purely visual design.
Evaluate an ergonomically designed solution in several frames of reference such as
controls and displays, office tasks or domestic applications.
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
design concepts
Part B - 200
•
•
•
•
VI
Specific readings will enrich understanding of the variety of concepts that could be
Required Reference:
1. Tilley, Alvin R. and Henry Dreyfuss Associates. (2001). The Measure of Man and
Woman: Human Factors in Design. Revised Edition. Toronto: John Wiley & Sons
Ltd. ISBN 0471099554.
2. Dul, Jan and Bernard Weerdmeester. (2001). Ergonomics for Beginners. New York:
Taylor & Francis, Inc. ISBN 0-7484-0825-8.
3. A Coursepack for BIND 255 (Ken Cummings, Ed.) with excerpts from:
Kroemer, K.H.E. and E. Grandjean. (2001). Fitting the Task to the Human.
Philadelphia: Taylor and Francis Inc. ISBN 0-7484-0665-4.
Kroemer, Karl, Henrike Kroemer and Katrin Kroemer-Elbert. (2001).
Ergonomics – How to Design for Ease and Efficiency, Second Edition. Upper
Saddle River, NJ: Prentice-Hall, Inc. ISBN 0-13-752478-1.
Wickens, Christopher D., John D. Lee, Yili Liu, and Sallie E. Gordon Becker.
(2004). An Introduction to Human Factors Engineering. Upper Saddle River, NJ:
Pearson Education, Inc. ISBN 0-13-183736-2.
Woodson, Wesley E., Barry Tillman and Peggy Tillman. (1992). Human Factors
Design Handbook. Toronto: McGraw-Hill, Inc. ISBN 0-07-071768-0.
Dreyfuss, Henry. (1955). Designing for People. Reissued in 2003. New York:
Allworth Press. ISBN 1-58115-312-0.
Green, William and Patrick Jordan (Ed.). (1999). Human Factors in Product Design –
Current Practice and Future Trends. Taylor & Francis, Inc. ISBN 07484082909.
Vincente, Kim. (2003). The Human Factor. Toronto: Alfred A. Knopf Canada.
ISBN0-676-97489-9.
Stanton, Neville. (1997). Human Factors in Consumer Products. Taylor & Francis,
Inc. ISBN 0748406034.
Part B - 201
VII
EVALUATION
Weighting
Essay
Research Report
Project Assignment 1
Final Exam
VIII
5%
5%
30 %
20 %
10 %
25%
5%
100 %
COURSE SCHEDULE
WEEK
TOPICS / PROJECTS / DATES
READINGS/ RESOURCES
1
Introduction
• Course outline and objectives
• Project Assignment
Designing for People:
• The Beginning of Ergonomics
• The Scope of Ergonomic Principles Within the
Study of Human Factors
• Preliminary Evaluation of Good and Bad
Designs from an Ergonomic Perspective
• Tilley, Dreyfuss The Measure of
Man and Woman
• Dul, Weerdmeester Ergonomics
for Beginners
• Kroemer, et al Ergonomics
• Wickens, et al Human Factors
Engineering
2
Population Sampling:
• Percentiles and anthropometrics
• Understanding how to use data, limitations and
flexibility of data
Have a Seat - the Design of the Chair
• Body Support Surfaces
• Basic Measurements
• Testing and Prototyping
o Users, populations
o Comfort and pleasure
o Safety
o Other needs (indirect i.e. Stacking)
• Indirect users and uses
• The Lounge Chair, The Cafe Chair, The Task
Chair
• The Cafe Chair – “INSITU”
Man and Woman
for Beginners
• Kroemer, Grandjean Fitting the
Task to the Human
Engineering
Measuring for Clearances and Reach:
• The Emergence of Joe and Josephine
• Pivot Points and Flex Areas
Man and Woman
3,4
Part B - 202
• Body Movements and Constraints
Clearance and Reach
5, 6,7
Basic Measurements
Man and Woman
for Beginners
Task to the Human
Engineering
8
Presentation, discussion, in-class critiques
9
Grip and Hold:
• The Design of Handles and Control Knobs
• Grip types and applications
Man and Woman
for Beginners
Engineering
10
Information and Visual Displays:
• Basic Principles
• Speed, Accuracy, Feedback
• Analogue / Digital
• Navigation of Information
Man and Woman
for Beginners
• Woodson, et al Human Factors
Design Handbook
Task to the Human
Universal / Inclusive Design
• Designing for older / disabled populations
Environmental Design
• Ergonomics and the Environment
Language and Culture Barriers
• User Trials
Man and Woman
11,12
13
Guest Lecturer
14
Final Exam
Part B - 203
IX
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
b
b
XIII
Skills Test
Interview
Other
(please
specify)
b
Transcript
and Course
Outline
Review
Not
Available for
PLAR
DISCLAIMER
Part B - 204
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 300
PREREQUISITE FOR:
CREDIT VALUE:
3
FACULTY NAME:
Don Wilson
APPROVED:
I
COURSE DESCRIPTION
Industrial Design Studio 4 is a course wherein students examine, analyze and practice
Canadian
product development in a world context. The political infrastructure and economic climate frame
a business-driven model put forward with concurrent educational modes with corporate
sponsors helping to set design goals. Faculty ensure educational outcomes are met in a
dynamic environment of education and business collaboration.
II
On completion of the course the student will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Compare the practice of industrial design in different regions of Canada.
Articulate the business goals for manufacturers and fabricators who employ design.
Apply a systematic approach to problem statement and resolution.
Develop interpersonal communication and team skills by working collaborativelywith
othrs students and in research and design teams.
Apply demographic and socio-economic trends to product design concepts.
Demonstrate leadership in problem solving at an interpersonal level to foster creativity.
Prepare design alternatives based on fluctuating client demands.
Apply a variety of sources from other fields to the creative stage of designing.
Synthesize examples of developments in product technological improvement to integrate
into product design solutions.
Part B - 205
10.
11.
12.
III
Effectively use materials and processes in developing product concepts.
Create an innovative design solution incorporating interdisciplinary perspectives to
address increasingly complex design challenges.
Evaluate the effective and defective elements of a design solution.
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
coherently
interpersonal skills: work effectively and assertively in groups or teams to achieve desired
goals and resolve differing and/or opposing ideas and points of view
computer application skills: improve personal productivity by using computer application
programs and technology-based communication tools.
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
V
subject matter
•
•
•
•
•
design concepts
Part B - 206
VI
Required Reference
New York: McGraw-Hill/Irwin. ISBN 0-07-247146-8. (Required text for BIND 250
Industrial Design Studio 3)
2. A Coursepack for BIND 300 Industrial Design Studio 4 (Don Wilson, Ed.) containing
excerpts from:
Read, Herbert. (1956). Art and Industry: The Principles of Industrial Design.
UK: Faber & Faber Limited, Shenval Press Ltd.
McDonough, William and Michael Braungart. (2002). Cradle to Cradle. New York:
North Point Press. ISBN 0-86547-587-3.
Thackara, John. (2005). In the Bubble: Designing in a Complex World.
Cambridge, MS. The MIT Press. ISBN 0-262-20157- 7.
Mau, Bruce and the Institute without Boundaries. (2004). Massive Change. New
York: Phaidon Press Inc. ISBN 0-7148-4401-2.
Foster, Richard N. (1986). Innovation: The Attacker’s Advantage. New York:
Summit Books. ISBN 0 671 62250 1.
Recommended Reading
Toronto: Thomson Nelson. ISBN 0-17-622438-6 (BIND 205 Textbook)
Coupland, Douglas. (2002). Souvenir of Canada. Vancouver: Douglas and McIntyre.
ISBN 1-55054-917-0
Coupland, Douglas. (2004). Souvenir of Canada 2. Vancouver. Douglas and McIntyre.
ISBN 1-55365-043-3
Kathalys, (2001). Vision on sustainable product innovation. Holland. BIS Publishers
ISBN 90-6369-013-4
Other Sources:
Kathalys
www.kathalys.com
Design for Sustainability
www.demi.org.uk
Part B - 207
VII
EVALUATION
Weighting
Research Report 1
Research Report 2
Design Project One
Design Project Two
Design Project Three
VIII
5%
5%
20 %
30 %
30 %
10 %
100 %
COURSE SCHEDULE
WEEK
1
2,3,4
5,6,7,8
TOPICS
READINGS / RESOURCES
Excerpts From
Introduction to the Course
Content Scope
Expectations
The Canadian Design Profession – A
Diverse Complexity
• Regionalism
• Geographic Implications
• Cultural mix; demographics
• Diverse Practice Styles
• The Markets
• Design Implications
• Cross Market Relationships – Retail
•
Ulrich, Eppinger, Product
Design and Development
The Industrial Revolution
• Past & present
• Design influences
Sustainability
• Responsibilities of the Design
Profession
• Outward thinking
• “Smartness” & “lightness”
• Design & redesign
Client Expectations
• The Design Project Environment
• Design Brief Changes: Subjective,
Internal, External
• Contracts, MOU’s
• Engaging Other Disciplines
•
Read, Art and Industry:
the Principles of Industrial
Design
McDonough, Braungart,
Cradle to Cradle
Mau, Massive Change
Thackara, In the Bubble
Market Driven Design
Sector Driven Design
•
•
•
•
•
Part B - 208
9,10,11,12
IX
Technology Driven Design
• Technological Developments Looking
for Products
• Opportunity Radar & Research
•
Foster, Innovation: the
Attacker’s Advantage
The Client – International Markets,
Expectations & Fluctuating Demands
• Competing in the International
Marketplace
• The Designer’s Role and The Challenge
• Market Needs, Expectations and
Uniqueness
•
13
Design Competition
• Presentations / Progress Critiques
14
Final Semester Evaluation
• Sponsor Presentations / Critiques
• Design Competition
Brief
X
and Appeal Policy.
XI
Part B - 209
XII
Challenge
Exam
XIII
Portfolio
Skills Test
Interview
Other
(please
specify)
Not
Available for
PLAR
Transcript
and Course
Outline
Review
b
DISCLAIMER
Part B - 210
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 301
Introduction to Vehicle Design
PREREQUISITE FOR:
BIND 351 Vehicle Design Studio 1
CREDIT VALUE:
3
FACULTY NAME:
Ken Cummings
APPROVED:
I
COURSE DESCRIPTION
BIND 301 Introduction to Vehicle Design is a course using the fundamental principles of design
in the development of the automobile. From a background in the origins of transportation modes
from the cart to car through the early industrial age, to today’s complex interlaced transportation
structure from public transit to limited-access highways, students are engaged in a journey of
inquiry and discovery to design vehicles in a variety of environments. Body architecture, people
packaging, safety, drive line, propulsion and suspension layout will be explored with a specific
design proposal in mind. Ergonomic principles will be practiced in seating, accommodation,
driver sight lines, ingress/egress and vehicle controls with safety, manufacturability and
sustainability as essential considerations.
II
1. Justify, in the context of their time, human-built conveyances prior to the twentieth century.
2. Explain the psychological need for human travel and give examples from different
historical periods.
3. Analyze the economic imperative for transportation in the development of society.
4. Compare the automobile as a recreational vehicle to other forms of entertainment through
social, economic and technological changes throughout the twentieth century.
5. Defend new paradigms of transportation for the twenty-first century.
6. Construct a packaging layout reflecting sound ergonomic principles.
Part B - 211
7. Evaluate safety related features and apply them to vehicle platform.
8. Develop sound ergonomic solutions to vehicle controls and displays through interaction
and collaboration with others.
9. Select optimum combinations for a specific vehicle type by bringing together factors
affecting manufacturing and assembly in a group setting.
10. Select ISO (International Standards Organization) and SAE (Society of Automotive
Engineers) conventions and apply them to a design concept.
11. Discuss the interaction between marketing, engineering, management and designer in the
transportation industry.
12. Evaluate the effectiveness of current production designs and predict future trends.
13. Anticipate future vehicle design parameters such as environmental impact, consumer
preferences, increasing safety considerations and governmental regulations in a vehicle
concept.
III
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
V
coherently
subject matter
•
design concepts
Part B - 212
•
•
•
•
VI
Required Reference:
1. Lewin, Tony. (2003). How to Design Cars Like a Pro. St. Paul, MN: MBI Publishing
Company. ISBN 0-7603-1641-4. (15 copies available on reserve in the College
Library)
2. A Coursepack for BIND 301 Introduction to Vehicle Design (Ken Cummings, Ed.)
containing excerpts from:
Rae, John B. (1971). The Road and the Car in American Life. Cambridge, MA:
The MIT Press. ISBN 0-262-18049-9.
Dwight, Eleanor. (1999). Edith Wharton – An Extraordinary Life. New York:
Harry N. Abrams, Inc.0-8109-2795-0.
Flink, James J. (1975) The Car Culture. Cambridge, MA: The MIT Press
ISBN 0-262-06059-0.
Flink, James J. (1988). The Automobile Age. Cambridge, MA: The MIT Press.
ISBN 0-262-06111-2.
Stamp, Robert M. (1987). QEW – Canada’s First Superhighway. Erin, ON: The
Boston Mills Press. ISBN 0-919783-84-8.
Yates, Brock. (1984). The Decline & Fall of the American Automobile Industry.
New York: Vintage Books – Random House. ISBN 0-394-72252-3.
Lewis, Tom. (1997). Divided Highways: Building the Interstate Highways,
Transforming American Life. New York: The Penguin Group.
ISBN 0-670-86627-X.
Gillespie, Thomas D. (1992). Fundamentals of Vehicle Dynamics. Warrendale,
PA: Society of Automotive Engineers, Inc. ISBN 1-56091-199-9.
Bastow, Donald, Geoffrey Howard, and John P. Whitehead. (2004). Car
Suspension and Handling. Warrendale, PA: SAE International.
ISBN 0-7680-0872-7.
Part B - 213
Nader, Ralph. (1965). Unsafe at Any Speed: The designed-in dangers of the
American automobile. New York: Grossman Publishers, Inc.
Daniels, Jeff. (2002). Modern Car Technology.
Publishing. ISBN 1-85960-811-6.
Sparkford, UK: Haynes
Green, William S. and Patrick W. Jordan. (2001). Human Factors in Product
Design – Current Practice and Future Trends. Philadelphia: Taylor & Francis
Inc. ISBN 0-7484-0829-0.
Woodson, Wesley E., Barry Tillman, and Peggy Tillman. (1992). Human Factors
Design Handbook. New York: McGraw-Hill, Inc. ISBN 0-07-071768-0.
3. Sparke, Penny. (2002). A Century of Car Design. Hauppauge, NY: Barron’s
Educational Series, Inc. ISBN 0-7641-5409-5. (15 copies available on reserve in
the College Library)
4. Buchanan, R.A. (1992). The Power of the Machine – The Impact of Technology
From 1700 to the Present. London: Penguin Books. ISBN 0-14-017063-4.
(Reprinted with permission as a Coursepack for BIND 153).
Recommended Reading
Auto Editors of Consumer Guide. (2004). History of the American Auto. Lincolnwood,
Illinois: Publications International, Ltd. ISBN 0-7853-9874-0.
Cowan, Ruth Schwartz. (1997). A Social History of American Technology. New York:
Oxford University Press. ISBN 0-19-504605-6.
Dredge, Richard. (2004). Concept Cars – Designing for the Future. London: Amber
Books Ltd. ISBN 1-904687-24-5.
Dul, Jan and Bernard Weerdmeester. (2001). Ergonomics for Beginners. New York:
Taylor & Francis, Inc. ISBN 0-7484-0825-8. (Text for BIND 255 Ergonomic Principles)
Durnford, Hugh and Glenn Baechler. (1973). Cars of Canada. Toronto: McClelland
and Stewart Limited. ISBN 0-7710-2957-8.
Lewin, Tony. (2004). Smart Thinking – The Little Car That Made it Big. St. Paul, MN:
MBI Publishing Company. ISBN 0-7603-1943-X.
McNeil, Ian (Ed.). (2003) An Encyclopedia of the History of Technology. London:
Routledge. ISBN 0-415-14792-1.
Tilley, Alvin R. and Henry Dreyfuss Associates. (2001). The Measure of Man and
Woman: Human Factors in Design. Revised Edition. Toronto: John Wiley & Sons
Ltd. ISBN 0471099554. (Text for BIND 255 Ergonomic Principles).
Part B - 214
Websites:
http://www.chrysler.com/design/vehicle_design/process/index.html
(Chrysler Design Institute 2006)
www.motorcycledesign.com (Motorcycle Design Association 2006)
www.cardesignnews.com (Car Design News Ltd. 2006)
www.cardesignonline.com (Car Design Online 2006)
www.conceptcar.co.uk (Concept Car 2006)
www.carbodydesign.com (Car Body Design FTM Studio 2006)
www.plastics-car.com (American Plastics Council – Automotive Learning Center 2006)
www.thecarconnection.com (The Car Connection 2006)
www.interiormotivesmagazine.com (Interior Motives – Ultima Media 2006)
http://www.peugeot-concours-design.com/ (Peugeot Design Contest)
VII
EVALUATION
Weighting
Essays
Topic Presentation
Practice Assignments
Project Presentation and
Final Evaluation
Final Exam
Contribution to Learning
VIII
10 %
20 %
25 %
30 %
10 %
5%
100 %
COURSE SCHEDULE
WEEK
1,2
3
TOPICS
Excerpts From
Planes, Trains and Automobiles
• History of Personal Transportation
• The Automobile and Its Impact
• Travel as Need / Travel as Recreation
Machine
American Technology
• Rae, The Road and the Car
in American Life
• Flink, The Car Culture
• Flink, The Automobile Age
• Dwight, Edith Wharton – An
Extraordinary Life
Great Marques, Great Inventions, Great
Expectations....And a Few Disappointments
• Sparke, A Century of Car
Design
• Nader, Unsafe at Any Speed
• Auto Ed. Consumers Guide,
History of the American Auto
• Stamp, QEW – Canada’s
Part B - 215
First Superhighway
• Yates, The Decline & Fall of
the American Automobile
Industry
4
Contemporary Automotive Packaging – From
Access to Excess to Full Size SUV
• Dreyfuss, The Measure of
Man and Woman
• Woodson et al, Human
Factors Design Handbook
• Green, Jordan, Human
Factors in Product Design
•
5
Vehicle Packaging cont.
• Lewin, How to Design Cars
Like a Pro
• Dul, Weerdmeester,
Ergonomics for Beginners
Vehicle Systems
• Dredge, Concept Cars –
Designing for the Future
• Gillespie, Fundamentals of
Vehicle Dynamics
• Bastow et al, Car Suspension
and Handling
• Daniels, Modern Car
Technology
6,7
•
•
•
•
8
Drive Line
Suspension
Body Structure / Architecture
Safety
World Automotive Trends
• Design Competitions
• Competition Guidelines
Subsystems and Human Factors
• Dreyfuss, The Measure of
Man and Woman
Technology
9,10
•
•
•
•
11,12
13
Interface Design
Alternative Packaging
Advanced Driving Systems
Advanced Safety Systems
The Substance of Style
• Status and Fun
• Needs and Wants
Like a Pro
Form, Fitness, Features and Future
• Hybrid
Technology
Part B - 216
• Fuel Cell
14
IX
Final Exam / Presentation
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
Skills Test
Interview
Other
(please
specify)
Transcript
and Course
Outline
Review
Not
Available for
PLAR
b
Part B - 217
XIII
DISCLAIMER
Part B - 218
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 302
Computer-Aided Design Studio 3
Vehicle Design
CREDIT VALUE:
2
FACULTY NAME:
Dennis Kappen
APPROVED:
I
COURSE DESCRIPTION
Computer-Aided Design Studio 3 is a course in both the study and application of computeraided design to illustrate assemblies of parts and complex surface character in product
applications. A background in lofting history in ship building and twentieth century automotive
body design is explored through to current product aesthetic in a C.A.D. medium. An
introduction to the underlying suggestive character of the surface will be demonstrated to create
designs with appeal to specific consumer markets. Manufacturing and fabricating
considerations for downstream production technologies will form the working guidelines for
computed solutions.
II
1.
2.
3.
4.
5.
6.
7.
8.
Assess the impact of key historical developments in lofting (e.g. shipbuilding) to develop
strategies to use in today’s product applications such as automobile styling.
Develop complex part design.
Incorporate parts in assemblies.
Differentiate lofted and developed surface characteristics from geometric surfaces.
Design parts to accept lofted surfaces.
Explain the necessity for lofted surfaces in part design for products.
Analyze the rationale underlying the application of complex surfacing.
Synthesize the visual and structural characteristics of surface transitions.
Part B - 219
9.
10.
11.
12.
III
Create surfaces that imbue both structure and imagery to a product.
Manipulate commands to alter surface character.
Analyze three-dimensional objects with harmony of surface.
Evaluate product surface character for its suitability to an aesthetic goal and structural
qualities.
GENERIC SKILLS
1.
2.
3.
4.
5.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
5.
V
subject matter
•
•
•
•
•
design concepts
Part B - 220
VI
Required Reference
Javelin Technologies, SolidWorks Student Courseware
Recommended Reading
Planchard, David C. & Mary P. Planchard. (2004). Assembly Modeling with Solidworks
2004/2005. SDC Publications. ISBN 1585031704
http://www.journeyed.com/itemDetail.asp?T1=36785643+FS6
http://www.javelin-tech.com/main/events/3d_skills.htm
VII
EVALUATION
Weighting
3 Mini Assignments
Mid-term Exam
Final Exam/Project work and Presentation
VIII
30 %
15
20
30
5
100%
COURSE SCHEDULE
WEEK
TOPICS
Excerpts From
1
Overview of Solid Works Modelling
Fundamentals
• Review of BIND 252
• History of Lofted Surfaces
•
SolidWorks Student
Courseware
2
Introduction to the fundamentals of surfacing
• Positional continuity: C0
• Tangential continuity: C1
• Curvature continuity: C2
•
SolidWorks Student
Courseware
3
Complex Lofts using surfaces
• Multiple guide curves
• Tangency conditions with adjacent surfaces
• Surface fill using boundary conditions
•
SolidWorks Student
Courseware
4
Complex Sweeps using surfaces
• Multiple guide curves
• Tangency conditions with adjacent surfaces
•
SolidWorks Student
Courseware
Part B - 221
5
Advanced Part Design
• Adding standard features such as ribs, vent
detailing
• Working with library features
• Designing custom tools and features to be
used in part design
•
SolidWorks Online
Tutorial
6
Advanced Part Design
• Working with composite sketches, split
lines and derived sketches
• Annotations, Smart Selections
• Deforms, Flexes and Indents
•
SolidWorks Online
Tutorial
7
Mid-Term Exam
8
Drafts in Part Design
• Sequence of Drafts in a model tree
• Designing drafts into curves: for surfacing
• Draft analysis
•
SolidWorks Online
Tutorial
9
Part Surface evaluation Tools
• Evaluate surface continuity using Zebra
stripes and Effect of tangent continuity (C2)
versus curvature continuity (C3)
•
SolidWorks Online
Tutorial
10
Assembly Modeling
• Base Part design
• Split Parts
• Insert Component and mates and smart
mates
• Collision detection
• Interference detection
• Toolbox and Fasteners
•
Planchard, David C. &
Mary P. Planchard,
Assembly Modeling with
SolidWorks
11
Drawings
• Aligned section views, crop views,
projected views,
• Sectional views
• Bill of Materials from Assembly Drawings
•
SolidWorks Online
Tutorial
12
Basics of Rendering and Visualization
•
Part B - 222
•
•
•
•
•
13
14
IX
Setting up scenes
Setting up lights
Setting up materials
Texture mapping
Adding decals to product surfaces
Basics of Rendering and Visualization
• Exploring transparencies
• Material properties
• Defining Shadows
Basics of SolidWorks Animator
• Using the Animation wizard to set up
animations of Model rotation, exploded
view and collapse view
•
•
•
SolidWorks Student
Courseware
SolidWorks Online
Tutorial
SolidWorks Student
Courseware
SolidWorks Online
Tutorial
Final Exam/Presentation - Toward SolidWorks
Certification
X
and Appeal Policy.
XI
Part B - 223
XII
Challenge
Exam
XIII
Portfolio
Skills Test
Interview
Other
(please
specify)
Not
Available for
PLAR
Transcript
and Course
Outline
Review
b
DISCLAIMER
Part B - 224
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 303
Multimedia Application
Vehicle Design
CREDIT VALUE:
2
FACULTY NAME:
Dennis Kappen
APPROVED:
I
COURSE DESCRIPTION
Multimedia Application is a course of study concerning the interplay between media, message,
intent, and feedback for design appraisal and promotion. Computer technology drives the
software that provides the application for practice and learning. Mastery of the skills required to
create, transform, and manipulate imagery to achieve specified goals of design in
communicating visual messages for a multimedia presentation including web page design are
applied in current media promotional contexts.
II
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Analyze the role of media in a contemporary framework.
Juxtapose message-media and relate the holistic meaning.
Analyze the components of a message such as the visual image and the text.
Manipulate and apply images and abstract content to communicate a specific message
Create and balance text and image content to impart meaning.
Employ convergent thinking to focus a product promotion image.
Re-arrange and synthesize message layouts to convey value.
Analyze the context in which images are received.
Develop a comprehensive plan for communicating strong, clear, graphical promotional
design.
Classify and evaluate current media messages for specific markets and audiences.
Part B - 225
III
GENERIC SKILLS
1.
2.
3.
4.
5.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
V
subject matter
•
•
•
•
•
VI
design concepts
Required Reference
1. Layng, Jacqueline M. (2004). Media Design – The Practice of Communications
Part B - 226
Technologies. Upper Saddle River, NJ: Pearson Education, Inc. ISBN 0-13-061028-3.
2. A Coursepack for BIND 303 Multimedia Application (Ken Cummings, Dennis Kappen
Ed.)
Sivulka, Juliann. (1998). Soap, Sex, and Cigarettes – A Cultural History of
American Advertising. Belmont, CA: Wadsworth Publishing Company.
ISBN 0-534-51593-2.
Kivy, Peter (Ed.). (2004). Aesthetics. Malden, MA: Blackwell Publishing Ltd.
ISBN 0-631-22131-X.
Blessing, Kimberly A. (ed.) and Paul J. Tudico (Ed.). (2005). Movies and the
Meaning of Life. Peru, IL: Open Court Publishing Company. ISBN 0-8126-9575-5.
Bierut, Michael, William Drenttel, Steven Heller and DK Holland. (Ed.) (1994).
Looking Closer: Critical Writings on Graphic Design. New York: Allworth Press.
ISBN 1-880559-15-3.
Sontag, Susan. (1990). Against Interpretation and Other Essays. New York:
Holtzbrinck Publishers. ISBN 0-312-28086-6.
Berger, Arthur Asa. (2005). Media Analysis Techniques. Thousand Oaks, CA:
Sage Publications Inc. ISBN1-4129-0683-0.
Manovich, Lev. (2001). The Language of New Media. Cambridge MS: The MIT
Press. ISBN 0-262-63255-1.
Federman, Mark and Derrick de Kerckhove. (2003). McLuhan for managers: new
tools for new thinking. Toronto: Viking Canada. ISBN 0-670-04371-0.
VII
EVALUATION
Weighting
Essays (2)
Group Presentation
Report
Project 1
Final Exam/Project 2
Active Class Contribution
VIII
20 %
20
05
20
30
05
100 %
COURSE SCHEDULE
WEEK
TOPICS
1
Guns, Grime and Suds: Hawking the Products
of Capitalism
• The Adoption of Print for Profit and the
Excerpts From
• Layng, Media Design: The
Practice of Communication
Technologies
Part B - 227
Advent of Commercial Art
• Sivulka, Soap, Sex, and
Cigarettes – A Cultural
History of American
Advertising
• Kivy, Aesthetics
2
Hamburgers and Jitterbugs
• The Impact of Radio on Society of the
1930’s – Changing Channels
Technologies
• BIND 153 History of
Technology Coursepack,
Section 7, “Electric to
Electronic”
3
Film Flam: Style vs. Content,
Content vs. Technology
• Identity Expressed Through Media
• Personal Integrity and Media
• Blessing, Tudico, Movies
and the Meaning of Life
Technologies
• Bierut et al, Looking Closer –
Critical Writings on Graphic
Design
• Sontag, Against
Interpretation and Other
Essays
4
TV “Couch Potatoes” – Simpsons, Family Guy,
CSI, Will and Grace et al: Who Sponsors, Who
Watches
• Contrasts With the Demographics and the
Haste In Our Society
• Berger, Media Analysis
Techniques
5
Media Madness
• Working the Web - Internet
• Human Interaction, Visual Ergonomics,
Demographics, Psychological and Cognitive
Behaviours on the Net
• Design Objectives, Story Boards, Fallacy of
Information Overload, User Interaction Models,
Analysis of Information – Did the Content Get
Through?
• Content Delivery, Working the Technology
Technologies
• Manovich, The Language of
New Media
Part B - 228
6
World Wild Web
• Product or Service: the Blurring Line
• Information Flows and Eddies
• Humber Industrial Design as a Case Study
Technologies
7
Mastering the Media – Tools and Toil
• Web Design Tools:
- Flash
- Dream Weaver
- FrontPage
• Kivy, Aesthetics
• Federman, de Kerckhove,
McLuhan for Managers: new
tools for new thinking
8
Basic Design in Flash:
• Menus
• Text Animation
• Object Animation
• Bierut et al, Looking Closer –
Critical Writings on Graphic
Design
9
Basic Design in Dream Weaver:
• Menus,
• Text
• Objects
Integrating Simple Digital Photography
10
Clarity in Design
• “id8” Design Revision Plan
11
Alias Introduction
• Menus
• Text
• Objects
• Modeling
12
Technology Traps – Communication
Technology Mistakes
• Creating Your Own Identity
13
Alias Continued
• Menus,
• Text
• Objects
• Modeling
Technologies
Technologies
Part B - 229
14
IX
X
and Appeal Policy.
XI
XII
Challenge
Exam
XIII
Portfolio
Skills Test
Interview
Other
(please
specify)
Not
Available for
PLAR
Transcript
and Course
Outline
Review
b
DISCLAIMER
Part B - 230
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 304
Vehicle Design
PREREQUISITE FOR:
BIND 353 Environmental Practices
CREDIT VALUE:
3
FACULTY NAME:
Patrick Burke
APPROVED:
I
COURSE DESCRIPTION
Design for Production 2 is a course of study in the contemporary use of polymers and resins in
both a cultural and production setting. A background and context in the history of plastic
through cellulosics, phenolics, and early petro chemical polymerization to today’s engineering
performance resins sets the stage for contemporary exploration of this versatile family of
materials. The comparative characteristics of each polymer is examined, evaluated, and then
applied to product concepts. Product assemblies are understood through a variety of processes
used in the forming, shaping and moulding of plastics for product design with a view toward
economic viability and sustainable development.
II
1.
2.
3.
4.
Differentiate the characteristics of plastics as used in product development and
production.
Select polymers by performance classification such as commodity polymers and
engineering resins.
Discuss thermoplastics and thermo set plastics in an environmental context.
Articulate the comparative advantages and disadvantages of thermoplastics and thermo
set plastics in a variety of production applications.
Part B - 231
5.
Manipulate complex forms to facilitate manufacture such as draft angle and parting line
to facilitate efficient moulding and shaping of plastics.
6. Calculate capacity, centre of gravity surface, part weight and other physical
characteristics to optimize a design solution.
7. Describe the manufacturing process salient to specific polymers and differentiate it from
the process for metals, metal alloys and other plastics.
8. Plan a strategy to maximize the production effectiveness of part configurations including
set-up, molding, and post-mold operations.
9. Accommodate shrink, warp and control plastic flow through a design process.
10. Estimate fixed capital expense and variable expenses in a production setting by way of a
case study example.
11. Design plastic parts for quick assembly, efficient and secure shipping and cost effective
packaging.
12. Evaluate plastic designs for optimal use of the material in view of its functional life span
and its recyclability.
III
GENERIC SKILLS
1.
2.
3.
4.
5.
IV
coherently
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
V
subject matter
•
design concepts
Part B - 232
•
•
•
•
VI
Required References
1. de Leeuw, M. (1998). Mass Production Technology for Industrial Design 3rd
Edition Part 1. Carleton University Press. ISBN 0-88629-972-1.
2. A Coursepack for BIND 304 Design for Production 2 (Patrick Burke, ed.)
Sparke, Penny (Ed.). (1992). The Plastics Age -- From Bakelite to Beanbags
and Beyond. Woodstock, NY: The Overlook Press. ISBN 0-887951-488-4.
Miekle, Jeffrey L. (1995). American Plastic - A Cultural History. New
Brunswick, NJ: Rutgers University Press. ISBN 0-8135-2235-9.
Ginn, Warren, (originally 1997) Materials, Processes & Industrial Design: A
Historical Retrospective http://www.idsa-mp.org/retro/retro_biblio.htm
Modern Plastics: Aug 1 2005 by Modern Plastics Editorial Staff
“Design focus: Industrial design, aesthetics produce easier-sell products”
http://www.modplas.com/inc/mparticle.php?section=feature&thefilename=feature
08012005_01
http://inventors.about.com/od/pstartinventions/a/plastics.htm
http://www.plasticsindustry.org/industry/history.htm
www.bpf.co.uk/bpfindustry/history_of_Plastics.cfm
http://www.packagingtoday.com/introplasticexplosion.htm
http://www.sandretto.it/museonew/UKmuseo/primaRealeUK.asp
Recommended Reading
Lascoe, O. D. (1989). Handbook of Fabrication Processes. Metals Park, Ohio:
ASM International. ISBN 0-87170-323-8.
Ulrich, Karl T. and Steven D. Eppinger. (2004). Product Design and Development.
New York: McGraw-Hill/Irwin. ISBN 0-07-247146-8. (BIND 250 textbook)
Designing with Plastic: the Fundamentals (Ticona)
http://www.ticona.com/tools/search/lit_details.cfm?docid=227
Part B - 233
VII
EVALUATION
Weighting
Essay and Presentation
Journal of activities including field trips and plant tours
Final Exam
VIII
WEEK
10 %
15 %
20 %
25 %
30 %
100 %
COURSE SCHEDULE
TOPICS
Excerpts From
1
Materials, Processes and Industrial Design:
An Historical Perspective
• Plastics in the Context of Industrial Design
• Ginn, Materials, Processes
& Industrial Design : An
Historical Perspective :
http://www.idsamp.org/retro/retro_biblio.htm
2
A Brief History of Plastics
• Cellulosics, Phenolics and Thermoplastics –
New Freedom of Form
• Sparke, The Plastics Age
Technology for Industrial
Design
3
Bakelite and Industrial Design
• New Material, New Profession
•
• Miekle, American Plastic: A
Cultural History
4
Bakelite and Industrial Design
• “Design in the Bakelite Style”
Cultural History
5
Process and Design
• Injection Molding: Part 1
Design
• Site Visit
6
Process and Design
• Injection Molding: Part 2
Design
Part B - 234
IX
7
Process and Design
• Structural Foam
Design
• Site Visit
8
Process and Design
• Blow Molding
Design
• Site Visit
9
Process and Design
• Extrusion
• Fabrication
Design
• Site Visit
10
Process and Design
• Thermoforming
• Rotational Molding
Design
• Site Visit
11
Process and Design
• Reinforced Plastics / Composites
Design
• Site Visit
12
Design in Plastic
• From Durable to Disposable
Cultural History
13
Design in Plastic
• “From Custom Cars to Organic Chairs”
(Miekle)
• “Objects and Their Skins”
(Manzini)
Cultural History
14
Part B - 235
X
and Appeal Policy.
XI
XII
Challenge
Exam
XIII
Portfolio
Skills Test
Interview
Other
(please
specify)
Not
Available for
PLAR
Transcript
and Course
Outline
Review
b
DISCLAIMER
Part B - 236
No change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
CREDIT VALUE:
FACULTY NAME:
BIND 305
Marketing
3
3
Bhupesh Shah
APPROVED:
I
COURSE DESCRIPTION
BIND 305 Marketing provides an overview of marketing as practiced in Canada today both
domestically and internationally. Product, price, promotion, and distribution frameworks are
examined both as separate and integrated subsets of the marketing mix. The resulting
strategies are oriented toward satisfying customer wants and needs to achieve organizational
objectives. Legal, social, cultural and other elements of the marketing environment are
considered in cases requiring research of current materials and practical application of course
studies.
II
1.
2.
3.
4.
5.
6.
7.
8.
9.
Explain the role of marketing in the economy as a whole and within organizations.
Describe the business environmental forces which affect marketing operations.
Using market research and information systems, identify target customers.
Describe the processes of market segmentation, positioning and consumer buying
behaviour including at least four segmentation variables.
Differentiate between not-for-profit customers, business customers and consumers and
create appropriate marketing strategies for each.
Describe the stages of the product life cycle and develop appropriate strategies to
manage each stage.
Apply the features of product, distribution, promotion, and pricing within the marketing
mix to increase item appeal in the marketplace.
Assess the effectiveness of the marketing mix and provide a basis for further marketing
decisions using methods of evaluation.
Evaluate the role of design in the successful marketing of a product.
Part B - 237
III
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
coherently
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
•
•
design concepts
Part B - 238
VI
Required Reference
1. Best, Roger J. (2005). Market-Based Management – Strategies for Growing Customer
Value and Profitability. Upper Saddle River, NJ: Pearson Education Inc.
ISBN 0-13-146956-8.
2. A Coursepack for BIND 305 Marketing (Ken Cummings, Don Wilson, Ed.) containing
excerpts from:
Solomon, Michael R., Elnora W. Stuart, J. Brock Smith, and Ajay K. Sirsi. (2005).
Marketing – Real People, Real Decisions. Toronto: Pearson Education Canada
Inc. ISBN 0-13-127273-X.
Hoyer, Wayne D. and Deborah J. MacInnis. (2004). Consumer Behavior. Boston,
MA: Houghton Mifflin Company. ISBN 0-618-26482-5.
Schiffman, Leon G., Leslie Lazar Kanuk and Mallika Das. (2006). Consumer
Behaviour. Toronto: Pearson Education Canada Inc. ISBN 0-13-146304-7.
Hoffman, George T., Vice President, Editor-in-Chief. (2004). Cases in Consumer
Behavior. Boston, MA: Houghton Mifflin Company. ISBN 0-618-44155-7.
Solomon, Michael R., Judith Lynne Zaichkowsky and Rosemary Polegato. (2005).
Consumer Behaviour – buying, having and being. Toronto: Pearson Education
Canada Inc. ISBN 0-13-121881-6.
Kotler, Philip, Gary Armstrong, and Peggy H. Cunningham. (2005). Principles of
Marketing – 6th Canadian Edition. Toronto: Pearson Education Canada Inc.
ISBN 0-13-121619-8.
Armstrong, Gary, Philip Kotler, Peggy H. Cunningham, and Peter Mitchell. (2004).
Marketing – An Introduction. Toronto: Pearson Education Canada Inc.
ISBN 0-13-039127-1.
Recommended Reading
Ulrich, Karl T. and Steven D. Eppinger. (2004). Product Design and Development.
New York: McGraw-Hill/Irwin. ISBN 0-07-247146-8. (BIND 250 Textbook)
VII
EVALUATION
Weighting
Essay
Exam #1
Exam #2
Research Report
Final Exam
Total
10%
10%
15%
30%
25%
10%
100%
Part B - 239
VIII
COURSE SCHEDULE
WEEK
TOPICS
Excerpts From
1
Contemporary Marketing - Introduction
• Definition
• Historical Evolution; The Industrial Revolution
• Strategic Issues
• Globalization & the Competitive Environment
• The Customer is Key
• Best, Market-Based
Management – Strategies for
Growing Customer value
and Profitability
2,3
Market Potential, Share and Demand
• Product Life Cycle
• Market Research Methods
• Analysing the Customer
• Market Segmentation
• Analysing the Competition
• Social Cultural Issues – Business Environment
Management – Strategies
for Growing Customer value
and Profitability
• Solomon et al, Marketing –
Real People, Real
Decisions
• Hoyer, MacInnis, Consumer
Behavior
• Schiffman et al, Consumer
Behavior
Target Market Strategies & Design
• Marketing as a Key Element of the Complete
Product Development Process
• Positioning/Differentiation
• Branding
• Product Lines
• Pricing
• Offensive & Defensive Marketing
• The “Value” Component
• Form and Utility
and Profitability
• Hoyer, MacInnis, Consumer
Behavior
• Hoffman, Cases in
Consumer Behavior
Advertising Promotion & The Consumer
Society
• The Impact of Advertising
• Advertising Techniques
• Creating Market Demand
• The Canadian Experience
and Profitability
• Solomon et al, Consumer
Behavior – buying, having
and being
• Frigidaire and Indian
Motorcycle case studies
4,5,6,7
8,9
Part B - 240
Communication Technologies
• Print
• Television
• Telemarketing – Global Reach
• The Growth of Market Size
• The Advent of e-Marketing
• Internet
and Profitability
• Kotler et al, Principles of
Marketing
12
Channels, Differentiation & Service
• Distribution methods
• Servicing the customer
• Customer loyalty programs
• Armstrong et al, Marketing –
An Introduction
13
The Successful Implementation of Marketing
Plans – Strategic Goals Achievement
• Building a Marketing Plan
• Ownership & Implementation
and Profitability
• Kotler et al, Principles of
Marketing
• Wal-mart Case Study
14
Final Exam
10,11
IX
X
and Appeal Policy.
XI
Part B - 241
XII
Challenge
Exam
XIII
Portfolio
Skills Test
Interview
Other
(please
specify)
Not
Available for
PLAR
Transcript
and Course
Outline
Review
b
DISCLAIMER
Part B - 242
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 350
BIND 352 Portfolio Development 1
BIND 354 Professional Practices
BIND 355 Interdisciplinary Practices
PREREQUISITE FOR:
CREDIT VALUE:
3
FACULTY NAME:
Don Wilson
APPROVED:
I
COURSE DESCRIPTION
BIND 350 is a concurrent educational course involving students, faculty, business goals, and
learning outcomes in the strategic development of innovative products. International corporate
product development plans, which form the framework for developing skill and knowledge in
business practices, product marketing, new manufacturing processes and technology, will be
evaluated. Team-created designs are developed and promoted with industry advisors in this
practitioner environment. A Memorandum of Understanding with industry for the protection of
intellectual property is part of this course.
II
1. Compare the corporate use of industrial design in Canada to models in other
jurisdictions such as the U.K., Japan Italy, Germany and the Netherlands.
2. Explore, select, and assess influences on the global economy as they impact industrial
design in Canada.
3. Compare Canadian Industrial designers work experiences to European models.
4. Formulate a reasoned argument for increased design activity based on economic need.
5. Create a design strategy that maximizes Canada’s product resources by synthesizing
material from a variety of sources such as other classes and independent research.
6. Develop a strategy for interacting effectively in teams and with business representatives
in the classroom and in written correspondence.
Part B - 243
7. Formulate a solution-driven reply in response to questions and objections.
8. Formulate a plan for and execute promotional events in support of team project
presentations.
9. Generate concepts and develop designs to meet business criteria and market goals.
10. Manage and exploit the intent, process and outcome of design projects.
11. Create a design plan that responds to a strategic corporate development plan.
12. Evaluate a project and its conclusion based on its original goals and intent.
13. Evaluate the event planning execution to its intended goals.
III
GENERIC SKILLS
1. communication skills: communicate ideas using the most suitable medium for the
coherently
2. personal skills: demonstrate self-awareness, self-confidence, self-direction, selfmanagement and use resources to plan for and attain personal, career and work-related
3. interpersonal skills: work effectively and assertively in groups or teams to achieve
4. thinking skills: select and apply forms of enquiry, conduct research, think critically and
5. mathematical skills: apply a variety of mathematical techniques (arithmetic, geometry,
6. computer application skills: improve personal productivity by using computer
IV
LEARNING VALUES
The student will develop desired characteristics through:
1. Developing his/her broader perspectives through an understanding of a global context.
2. Encouraging his/her ethical and moral development.
3. Enhancing his/her aesthetic development through a growing appreciation of the subject
matter.
4. Developing his/her depth and breadth of understanding of the subject matter.
5. Developing his/her independent thinking and learning skills.
6. Fostering sensitivity for cultural perspectives inherent in knowledge and practice.
V
•
•
•
•
•
design concepts
Part B - 244
VI
Required Reference:
Vogel, Craig M., Jonathan Cagan and Peter Boatwright. (2005). The Design of Things to
Come. New Jersey: Wharton School Publishing. ISBN 0-131-86082.
Coursepack for BIND 350 Industrial Design Studio 5 (Don Wilson Ed.) with excerpts
from:
Kelley, Tom. (2005). The Ten Faces of Innovation. New York: Doubleday.
ISBN 0-385-51207-4.
Benyus, Janine M. (2002). Biomimicry. New York: Perennial – HarperCollins
Publishers Inc. ISBN 0-6-053322-6.
Pink, Daniel H. (2005). A Whole New Mind. New York: Riverhead Books.
ISBN 1-57322-308-5.
Jordan, Patrick W. (2000). Designing Pleasurable Products (An Introduction to
the New Human Factors). London: Taylor & Francis. ISBN 0-415-29887-3.
VII
EVALUATION
Weighting
Essay
Report
Design Assignment 1
Design Assignment 2
Design Assignment 3
Active contribution to Learning
VIII
COURSE SCHEDULE
WEEK
1,2,3
5%
5%
30%
15%
40%
5%
100%
TOPICS
Industrial Design: The Practice; The Scope
• The continuing evolution of the practice
• Roles and responsibilities in corporate and
consulting environments
• The impact of local industry and the
economy on the profession of Industrial
Design
Excerpts From
•
•
Vogel, Cagan, Boatwright,
The Design of Things to
Come
Pink, A Whole New Mind
Part B - 245
4,5
International Industrial Design Practices
• Characteristics, strengths & differences
•
•
6
Come
Kelley, The Ten Faces of
Innovation
Bell Canada Design Competition Critiques
Reading Week – February 19 - 23
7,8,9
Product Redesign – A Necessary Activity
• Product lifecycle & the importance of
redesign.
•
•
Come
Jordan, Designing
Pleasurable Products (An
Introduction to the New
Human Factors
10,11
Biometrics – An Introduction
• Nature as model, measure & mentor
•
Benyus, Biomimicry
12,13
Innovation & The Corporate Environment
•
Come
Innovation
•
•
14
IX
The players
Strategies for successful integration of
innovation into organizations
•
Dyson Canadian Student Design Competition
Critiques
X
Part B - 246
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
Skills Test
Interview
Other
(please
specify)
Transcript
and Course
Outline
Review
XIII
Not
Available for
PLAR
b
DISCLAIMER
Part B - 247
No change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 351
BIND 301 Introduction to Vehicle Design
PREREQUISITE FOR:
CREDIT VALUE:
3
FACULTY NAME:
Ken Cummings
APPROVED:
I
COURSE DESCRIPTION
Vehicle Design Studio 1 is a course of selection, study and analysis of methods that apply to the
design of vehicles. Through a statement of purpose based on an established school of
aesthetic thought, designs will be created and developed to meet a variety of performance
envelopes. This course focuses on a collaborative studio setting of individual contributions that
lead to team and independent designs where solutions are compared/contrasted, analyzed and
evaluated against current and past industry practice in visual approach and concept
development. The breadth of study may include design concepts for vehicles such as downhill
racing bicycles, intercity and urban travel conveyances, motorcycles, snowmobiles, watercraft,
automobiles and light trucks, and all terrain vehicles.
II
1. Compare the role of a transportation designer and his/her relationship to the corporate
organization and the public to that of a generalist industrial designer.
2. Analyze the market characteristics associated with a particular vehicle type.
3. Trace the origins and history of automotive brands from their inception and discuss their
evolution to current designs.
4. Present for discussion a school of aesthetic thought such as those expressed by Harley
Earl, Bill Mitchell, Virgil Exner, or Chris Bangle from a variety of sources originating in
technology and social trends.
Part B - 248
5. Create designs that trace their aesthetic theme to current design trends in product,
architectural and fashion design.
6. Apply the principles of a school of aesthetic thought in vehicle design such as Italian or
French to develop alternate approaches to aesthetic challenges in collaboration with
classmates and industry.
7. Discuss a minimalist aesthetic as it would apply to a functional vehicle concept.
8. Collaboratively and individually create market driven designs incorporating overall form,
graphic break-up, and other visual cues.
9. Summarize salient engineering, safety, ergonomic and environmental constraints affecting
a specific vehicle design.
10. Evaluate the merit of current production designs in view of limiting parameters such as
development time/costs, brand positioning and current trends.
11. Foster creative thinking in others through the demonstration of leadership skills.
III
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
IV
coherently
LEARNING VALUES
1. Broadening his/her understanding of the evolution of knowledge through a growing
awareness of the historical context of their studies.
2. Developing his/her broader perspectives through an understanding of context.
matter.
5. Developing his/her depth and breadth of understanding of the subject matter
7. Encouraging his/her appreciation of and capacity for lifelong learning.
Part B - 249
V
•
•
•
•
•
VI
design concepts
Required Reference:
1. Lewin, Tony. (2003). How to Design Cars Like a Pro – A Comprehensive Guide to
Car Design from the Top Professionals. St. Paul, MN: MBI Publishing Company.
ISBN 0-7603-1641-4. (15 copies available in the College library).
2. Coursepack for BIND 301 Introduction to Vehicle Design / BIND 351 Vehicle
Design Studio 1 (Ken Cummings, Ed.) with excerpts from:
Auto Editors of Consumer Guide. (2004). History of the American Auto.
Lincolnwood, Illinois: Publications International, Ltd. ISBN 0-7853-9874-0.
Bastow, Donald, Geoffrey Howard and John P. Whitehead. (1993). Car
Suspension and Handling. Warrendale, PA: SAE International.
ISBN 0-7680-0872-7.
Coates, Del. (2003). Watches Tell More Than Time. New York: McGraw-Hill.
ISBN 0-07-1362436.
Cowan, Ruth Schwartz. (1997). A Social History of American Technology. New
York: Oxford University Press. ISBN 0-19-504605-6.
Daniels, Jeff. (2002). Modern Car Technology.
Sparkford, UK: Haynes
Dredge, Richard. (2004). Concept Cars – Designing for the Future. London:
Amber
Books Ltd. ISBN 1-904687-24-5.
Durnford, Hugh and Glenn Baechler. (1973). Cars of Canada. Toronto:
McClelland and Stewart Limited. ISBN 0-7710-2957-8.
Flink, James J. (1975). The Car Culture. Cambridge, PA: The MIT Press.
ISBN 0-262-06059-0.
Part B - 250
Gillespie, Thomas D. (1992). Fundamentals of Vehicle Dynamics. Warrendale,
PA: Society of Automotive Engineers, Inc. ISBN 1-56091-199-9.
Green, William S. and Patrick W. Jordan. (2001). Human Factors in Product
Design. Philadelphia, PA: Taylor & Francis, Inc. ISBN 0-7484-0829-0.
Lewis, Tom. (1997). Divided Highways – Building the Interstate Highways,
Transforming American Life. New York: Penguin Group. ISBN 0-670-86627-X
Lewin, Tony. (2004). Smart Thinking – The Little Car That Made it Big. St. Paul,
MN: MBI Publishing Company. ISBN 0-7603-1943-X.
McNeil, Ian (Ed.). (2003) An Encyclopedia of the History of Technology.
London: Routledge. ISBN 0-415-14792-1.
Nader, Ralph. (1965). Unsafe at Any Speed: The designed-in dangers of the
American automobile. New York: Grossman Publishers, Inc
Rae, John B. (1971). The Road and the Car in American Life. Cambridge, MA:
The MIT Press. ISBN 0-262-18049-9.
Woodson, Wesley E., Barry Tillman and Peggy Tillman. (1992). Human Factors
Design Handbook. Toronto: McGraw-Hill, Inc. ISBN 0-07-071768-0.
Dul, Jan and Bernard Weerdmeester. (2001). Ergonomics for Beginners. New
York: Taylor & Francis, Inc. ISBN 0-7484-0825-8. (Text for BIND 255
Ergonomic Principles)
Tilley, Alvin R. and Henry Dreyfuss Associates. (2001). The Measure of Man
and Woman: Human Factors in Design. Revised Edition. Toronto: John Wiley
& Sons Ltd. ISBN 0471099554. (Text for BIND 255 Ergonomic Principles).
Internet:
Part B - 251
VII
EVALUATION
Weighting
Project One/Essay/Report (Bombardier)
CIAS Essay
Research Presentation
Project Two/Essay/Report
Exam
VIII
25 %
10 %
30 %
15 %
20 %
100 %
COURSE SCHEDULE
WEEK
TOPICS
1
Recreational Vehicles Today – A Broad Choice
• The Development of a New Recreational
Vehicle
• Current Vehicles and Future Trends
• Corporate Sponsor
Presentation: Bombardier
Recreational Products
2
Sitting In vs. Riding On – Concepts for Fun
• Guest critique
• McDonald, The Bombardier
Story
3
Concepts for Fun
• www.quadmagazine.com
• www.watercraft.com
• www.snowgoer.com
4
Fun, Fantasy and Facts
• Guest Speaker: Dennis DesRosiers,
DesRosiers Automotive Consultants Inc.
5
Concepts for the Future – The Automobile and
Other Consumer Vehicles in 2007
• Lewin, Smart Thinking – The
Little Car That Made it Big
• Merrell, The Car Design
Yearbook 5
• Lewin, Smart Thinking – The
Little Car That Made It Big
6
The SUV – Not Sporty, Not Utilitarian –
Packaging Layouts and Market Trends
• Sparke, A Century of Car Design
• Flink, The Car Culture
Reading Week – February 19-23
• Canadian International
Automobile Show Feb.16-25
Part B - 252
IX
7
The Rising Sun – Asian Success in North
America
• Flink, The Automobile Age
8
Dilemma in Dreamland – Domestic
Manufacturers
• Yates, The Decline and Fall of
the American Automobile
Industry
9
Design for Recognition
• www.cardesignnews.com
• www.cardesignonline.com
10
Ergonomics in Vehicle Design
• Gillespie, Fundamentals of
Vehicle Dynamics
• Woodson et al, Human Factors
Design Handbook
• Dreyfuss,Tilley, The Measure of
Man and Woman
11
When the Rubber Hits the Road
• Bastow et al, Car Suspension
and Handling
Technology
12
Honda Canada Plant Tour – How They Make
Them
• Honda Canada, Alliston, ON
13
Auto Body Structure and Safety
• www.cardesignonline.com
14
Final Exam / Semester Portfolio Due
X
Part B - 253
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
Skills Test
Interview
Other
(please
specify)
Transcript
and Course
Outline
Review
XIII
Not
Available for
PLAR
b
DISCLAIMER
Part B - 254
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
COREQUISITE(S):
BIND 352
BIND 350 Industrial Design Studio 5 or
PREREQUISITE FOR:
CREDIT VALUE:
2
FACULTY NAME:
Bruce Thomson
APPROVED:
I
COURSE DESCRIPTION
Portfolio Development 1 is a course in synthesizing course work into presentation and media
methods to develop an individualized junior year portfolio in preparation for paid work
placement. Institutional and student strengths are identified and amplified to formulate and
bring together a complete presentation portfolio that is focused on the individual’s design
abilities and career goals, while reflecting current market trends in the design employment
market.
II
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Articulate his/her current career aspirations.
Define personal attributes and achievement in a visual format.
Formulate a strategy to develop an image bank representing personal strengths.
Manipulate images and text to define a visual presentation of career goals.
Select employment markets for contact development.
Create a logo and word mark representing personal design attributes.
Analyze attributes of an industrial designer’s portfolio.
Employ information and communication technologies to convey the intent of a design.
Devise a strategy to conduct interactive correspondence for portfolio development.
Present a comprehensive design portfolio in a group setting.
Evaluate a portfolio against its intended outcomes.
Develop a plan for self-improvement based upon prior learning, reflection and
assessment of progress.
Part B - 255
III
GENERIC SKILLS
1.
2.
3.
4.
IV
coherently
LEARNING VALUES
2. Developing his/her broader perspectives through an understanding of context
matter.
V
•
•
•
•
•
VI
design concepts
3. Required Reference – Tutorials for:
a.
b.
c.
Illustrator v10.0
Photoshop V 7.0
Alias Studio 12.0
Part B - 256
Myers, Debbie Rose. (2005). The Graphic Designer's Guide to Portfolio Design.
Wiley. ISBN: 0471569259.
Linton, Harold. (2004). Portfolio Design. New York: W.W Norton and Company
ISBN 0-393-73095-6.
Carter, David E. (2001). The Big Book of Logos. Watson-Guptill Publications.
ISBN 0-8230-0538-0.
Carter, David E. (2001). The Big Book of Corporate Identity. Watson-Guptill
4. Recommended Reading:
Thomas, Gregory. (2000). How to Design Logos, Symbols and Icons. Cincinnati, OH:
F&W Publications, Inc. - North Light Books. ISBN 0-89134-915-4.
VII
EVALUATION
Weighting
Essay/Research Report/Career Plan
Design Assignment One/Two
Final Project
Total Semester
VIII
30%
35%
35%
100%
COURSE SCHEDULE
WEEK
TOPICS
Excerpts From
1
Visual Thinking and Experience
Basic Introduction to Portfolio
• Introduction
• Relevance
• Examples
Linton, Portfolio Design
Myers, The Graphic Designer’s
Guide to Portfolio Design
2
Vision, Mission & Positioning
SWOT Analysis
• The changing roles of the Industrial
Designer in the corporate/consulting
environment
http://www.quintcareers.com/SWOT_
Analysis.html
3
Career Management for Designers
Essential Attributes of a ID Portfolio
• Mail-outs
• Resume
• Main Portfolio
http://www.ritasue.com/downloads/ge
t_industrial_design_jobs.pdf
Part B - 257
Resume: Digital / Print
• Strategy
• Content
• Implementation
4
Getting an Industrial Design Job
• Research markets
• Identify areas of interest
• Develop contacts in areas of interest
• Interactive correspondence
Review
• Inventory of Design Projects
• Work in progress of the cover letter
and Resume
• Presentation
5
Branding & Identity
• Essentials of a Strong Brand Image
• Brand Retention
Logo Design
• Strategies
• Design Development
Carter, The Big Book of Corporate
Identity
Carter, The Big Book of Logos
6
Graphic Design Elements
Mail-out Design
• A calling card
• Advantages and Disadvantages
Logo Design Continued
Carter, The Big Book of Corporate
Identity
Carter, The Big Book of Logos
Alias Introduction
• Menus
• Text
• Objects
• Modeling
Logo Design
• Presentation
Mail-out Design
• Review work in Progress
http://www.alias.com/eng/index.shtml
Working the Grid
• Fundamentals of designing with a
Grid
• Advantages and Disadvantages
Mail-out Design
http://www.alias.com/eng/index.shtml
http://www.alias.com/glb/eng/support/
7
8
http://www.alias.com/glb/eng/support/
studiotools.jsp
Part B - 258
• Presentation
Portfolio Design and Creation
• Portfolio strategy Print and/or Online
• Identifying number of products,
• Portfolio size, shape and presentation
strategy
• Sketch books/work books
• Working the grid
• Developing the Portfolio in Photoshop
/ Illustrator
Alias Continued
• Menus
• Text
• Objects
• Modeling
studiotools.jsp
9
Introduction to Illustrator
• Illustrator Techniques
Portfolio Development
• Evaluate : Concept
• Evaluate : Work in Progress
10
Introduction to Photoshop
Portfolio Development (Dennis + Peter)
Adobe On-Line tutorial: Illustrator
11
Introduction to Photoshop
• Photoshop Techniques
Portfolio Development
Adobe On-Line tutorial: Photoshop
12
Portfolio Presentation
• Formative Evaluations
13
Assessment and Reflections
• Mail-outs
• Logo Design
• Resume
• Portfolio
Part B - 259
14
IX
Final Portfolio Submission
Summative Evaluation
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
Skills Test
Interview
Other
(please
specify)
Transcript
and Course
Outline
Review
XIII
Not
Available for
PLAR
b
DISCLAIMER
Part B - 260
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
CREDIT VALUE:
FACULTY NAME:
BIND 353
Environmental Practices
2
2
Patrick Burke / Glenn Moffatt
APPROVED:
I
COURSE DESCRIPTION
Environmental Practices is a course in the methods of inquiry, discovery, statement and
evaluation of the environmental impact of products and contemporary life styles. In the context
of industrial development, a history of environmental issues and pioneering thinkers is
considered regarding environmental concerns. While practicing sound ecological assessment
processes – from product conception, development, production, distribution, use, re-use and
recycle stages – new products/services are developed and evaluated.
II
1. Differentiate the terms environment, pollution, sustainable development, bio-mimicry, and
whole product life cycle assessment.
2. Explain the origins and context of environmental studies.
3. Summarize rulings on the environment which relate to new product development.
4. Articulate the mandate of Environment Canada and legislation relating to it.
5. Present a selection of environmental stressors and assess their effect in both short and
long term examples.
6. Assess the ways in which industrial designers can impact the environment.
7. Discuss the changing role of the designer as a catalyst for better environmental practices.
8. Analyze long term environmental threats and design products which help alleviate the
negative impact of these threats.
9. Evaluate contemporary industrial design solutions based on their environmental
soundness.
Part B - 261
III
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
IV
coherently
LEARNING VALUES
matter.
V
•
•
•
•
•
design concepts
Part B - 262
VI
Required Reference:
Coursepack for BIND 353 Environmental Practices (Ken Cummings, Ed.) with excerpts
from:
Cahn, Matthew Alan and Rory O’Brien. (1996). Thinking About the
Environment. New York: M.E. Sharpe, Inc. ISBN 1-56324-796-8.
Carson, Rachel. (1962). Silent Spring. Reprinted 2002. New York : Houghton
Mifflin Company. ISBN 0-618-24906-0.
Graedel, Thomas E. (1998). Streamlined Life-Cycle Assessment. Upper Saddle
River, NJ: Prentice Hall ISBN 0-13-607425-1.
Hawken, Paul. (1993). The Ecology of Commerce. New York: HarperCollins
Publishers, Inc. ISBN 0-88730-704-3.
Hawken, Paul, Amory Lovins and L. Hunter Lovins. (1999). Natural Capitalism –
Creating the Next Industrial Revolution. New York: Little, Brown and Company.
ISBN 0-316-35300-0
Jacobs, Jane. 2004. Dark Age Ahead. Toronto: Random House Canada
ISBN 0-679-31309-5.
Marshall, Peter. (1992). Nature’s Web – Rethinking Our Place on Earth. New
York: M. E. Sharpe, Inc. ISBN 1-56324-864-6.
Miller, Tyler. (2005). Essentials of Ecology-3rd Edition. Brooks/Cole Thomson
Learning. ISBN 0-534-99775-9.
Papanek, Victor. (1995). The Green Imperative – Ecology and Ethics in Design
and Architecture. London: Thames & Hudson. ISBN 0-500-27846-6.
Schumacher, E. F. (1973). Small is Beautiful – Economics as if People
Mattered. New York: Harper & Row Publishers, Inc. Standard Book Number
06-080352-5.
Van der Ryn, Sim and Stuart Cowan. (1996). Ecological Design. Washington
DC: Island Press. ISBN 1-55963-389-1.
Wilson, Duff. (2001). Fateful Harvest. New York: HarperCollins Publishers, Inc.
ISBN 0-06-093183-3.
Wright, Ronald. (2004). A Short History of Progress. Toronto: House of Anansi
Press Inc. ISBN 0-88784-706-4.
Part B - 263
Internet / Video :
http://www.idsa.org/whatsnew/sections/ecosection/index.html (Industrial Designers
Society of America 2006)
The End of Suburbia. The Electric Wallpaper. 2005 DVD
The Next Industrial Revolution – William McDonough, Michael Braungart and the
Birth of the Sustainable Economy. 2001. Earthome Productions.
ISBN 0-9712999-1-9. DVD
Ecological Design: Inventing the Future. Director: Brian Danitz. 1994. Humber Library
NA2542.35.E26 VHS
Blue Vinyl. Director: Daniel B. Gold, Judith Helfand. 2002. DVD
VII
EVALUATION
Weighting
In-Class Component
Project One
Project Two
Final Exam
VIII
10 %
35 %
35 %
20 %
100 %
COURSE SCHEDULE
WEEK
TOPICS
Excerpts From
• Miller, Essentials of Ecology
• DVD: The End of Suburbia.
The Electric Wallpaper.
1
Foundations
Essentials of Ecology
2
Current Environmental Impact
•
•
•
Carson, Silent Spring
Wilson, Fateful Harvest
DVD: Blue Vinyl. Director:
Daniel B. Gold, Judith Helfand.
2002
3
Impact of Civilizations on Environment
• Overview
• Belief Systems and Perceptions:
How They Affect Attitude Towards
the Environment
•
•
•
Wright, A Short History of
Progress
Marshall, Nature’s Web
Suzuki, Time to Change
•
Teknion Inc:
4
Industrial Site Visit
Part B - 264
Sustainable Development
5
Impact of Civilizations on Environment
• Economic Systems and Their Effect
on the Environment
•
•
•
6
Macro-Solutions to the Environmental Crisis
•
•
•
7
Macro-Solutions to the Environmental Crisis
Micro-Solutions to the Environmental Crisis
•
•
•
•
Schumacher, Small is Beautiful
Botkin, Keller, Heathcote,
Environmental Science
Hawken, The Ecology of
Commerce
Papanek,
The Green Imperative
Hawken, Lovins, Lovins,
Natural Capitalism
The Next Industrial Revolution –
McDonough, Braungart. 2001
Van der Ryn, Cowan
Ecological Design
VHS: Ecological Design:
Inventing the Future.
Danitz. 1994.
Jacobs, Dark Age Ahead
Suzuki, Dressel, Good News for
a Change
8
Micro-Solutions to the Environmental Crisis
•
Recycling Depot: Site Visit
9
Design and Environment
• Product Lifecycle Assessment
•
Ecodesign: Okala, Module 9
Product Design
Graedel, Streamlined Life-Cycle
Assessment
10
• Ecodesign Strategies
•
Ecodesign: Okala Module 10
Ecodesign Strategies
11
• Process Tree
• Extending Product Life
• Balances and Tradeoffs
•
Process Tree
Eternally Yours
Balances and Tradeoffs
•
•
•
Part B - 265
IX
12
International Agreements
• Good Intentions, Poor Results
13
Review
14
Final Exam
•
•
•
Kyoto Protocol (1997)
Environment Canada
Botkin, Keller, Heathcote,
Environmental Science
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
Skills Test
Interview
Other
(please
specify)
Transcript
and Course
Outline
Review
Not
Available for
PLAR
b
Part B - 266
XIII
DISCLAIMER
Part B - 267
No change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
BIND 354
Professional Practices
BIND 301 Introduction to Vehicle Design
PREREQUISITE FOR:
BIND 403 Case Studies in Design, BIND 404 Economics of
Industrial Design, BIND 455 Design Management
CREDIT VALUE:
2
FACULTY NAME:
Dennis Kappen
APPROVED:
I
COURSE DESCRIPTION
BIND 354 Professional Practices is a course of study and an examination of professional
practices and practical studio conduct for industrial designers. The derivation and definition of
professions is the framework in which contemporary and evolving roles and conventions are
applied. The Association of Chartered Industrial Designers of Ontario rules of professional
practice and code of ethics are explored to expand and illuminate the learner’s concept of
“professional”. A comparative analysis of the characteristics of industrial design organizations
such as the International Council of Societies of Industrial Design (ICSID) and the Industrial
Designers Society of America (IDSA) provides an international context and facilitates the
promotion of professional development and the concept of lifelong learning. Guest speakers
and international correspondence may be used to expand students’ viewpoint of this profession.
Included in this course are design contracts and a framework of legal concerns for designers.
II
1.
2.
3.
4.
Differentiate a profession from an occupation or trade.
Explain the characteristics and specific facets of the profession of industrial design.
Analyze the industrial designer’s relationship with clients, markets, users and consumers.
Evaluate the responsibility of the professional industrial designer to business and to end
users.
5. Describe characteristics of organizations such as ACIDO, ICSID, IDSA and national
organizations in an international context.
Part B - 268
6. Assess ethical issues impacting industrial design such as those relating to the
environment, ergonomics, and safety.
7. Prepare design contracts which include the scope, timeframe and deliverables with a
licensure clause and royalty agreement, non disclosure agreement, tasks schedule and
deliverables.
8. Explain copyright and patent issues under Canadian law, including a declaration of
candour and a patent search.
9. Create a design proposal involving patent protection for mechanics and industrial design
for Canadian protection.
10. Develop a business plan for a single proprietor design consultancy.
11. Evaluate the merits of ethical and legal obligations in a design agreement.
III
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
IV
coherently
Computer application skills: improve personal productivity by using computer application
LEARNING VALUES
matter.
V
•
design concepts
Part B - 269
•
•
•
•
VI
Required Reference:
Coursepack for BIND 354 Professional Practices (Dennis Kappen, Don Wilson, Ken
Cummings, Ed.) with excerpts from:
Dyson, James. (2003). Against the Odds. New York: Texere LLC.
ISBN 1-58799-170-5.
Laurel, Brenda (Ed.). (2003). Design Research – Methods and Perspectives.
Cambridge, MA. The MIT Press. ISBN 0-262-12263-4.
Crawford, Tad. (2005). Business And Legal Forms For Industrial Designers.
Bk&CD-Rom Edition. Allworth Press. ISBN 1581153988.
http://www.cra-arc.gc.ca/E/pub/tg/rc4070/rc4070-e.pdf pages 5 to 18 (Canada Customs
and Revenue Agency – Guide for Small Business 2006)
http://www.idsa.org/webmodules/articles/anmviewer.asp?a=57 (Industrial Designers
Society of America 2006)
http://www.cbsc.org/servlet/ContentServer?pagename=CBSC_FE/display&c=GuideFact
Sheet&cid=1081945275379&lang=en (Government of Canada – The Canada Business
Network 2006)
http://bsa.cbsc.org/gol/bsa/site.nsf/en/index.html (Government of Canada – The Canada
Business Network) 2006)
http://www.innovation.gc.ca/gol/innovation/site.nsf/en/in03617.html#standards
(Government of Canada – Innovation in Canada 2006)
http://laws.justice.gc.ca/en/I-9/75068.html (Department of Justice Canada – Industrial
Design Act 2006)
http://strategis.ic.gc.ca/sc_mrksv/cipo/id/id_main-e.html (Government of Canada –
Canadian Intellectual Property Office 2006)
http://www.csa.ca/Default.asp?language=english (Canadian Standards Association
2006)
Part B - 270
http://www.usdoj.gov/crt/ada/adahom1.htm (U.S. Department of Justice – Americans
with Disabilities Act 2006)
http://www.ul.com/ (Underwriters Laboratories Inc. 2006)
http://www.ul.com/hitech/emcfcc/ (Underwriters Laboratories Inc. EMC Testing 2006)
http://www.epa.gov/compliance/nepa/ (U.S. Environmental Protection Agency –
National Environmental Policy Act NEPA 2006)
Recommended Reading
Stasiowski, Frank A. (1993). Value Pricing for the Design Firm. John Wiley and Sons.
ISBN 0-471-57933-5.
Stasiowski, Frank A. (2001). Staying Small Successfully: A Guide for Architects,
Engineers, and Design Professionals, 2nd Edition. John Wiley and Sons.
ISBN 0-471-40773-9.
Stasiowski, Frank A. and David Burstein. (1993). Total Quality Project Management for
the Design Firm: How to Improve Quality, Increase Sales, and Reduce Costs. John
Wiley and Sons. ISBN: 0-471-30787-4.
Internet
www.innovationcentre.ca (Canadian Innovation Centre 2007)
http://www.inventors.ca/ (Inventing in Canada 2007)
http://www.inventorsalliance.com/home.htm (Inventors’ Alliance of Canada 2007)
VII
EVALUATION
Weighting
Essay /Reports
Project Assignment One
Project Assignment Two
Final Exam
Total Semester
VIII
WEEK
1
20%
20%
30%
30%
100%
COURSE SCHEDULE
TOPICS
Excerpts From
The Development of Practices to Professions
•
Structure
•
Purpose
The Types of Design Businesses
•
Sole proprietorship
•
Partnership
•
Corporation
•
http://www.craarc.gc.ca/E/pub/tg/rc407
0/rc4070-e.pdf
Part B - 271
2
Associations and Professional Responsibilities
•
Codes of Conduct
•
•
•
•
•
www.idsa.org
http://www.idsa.org/webm
odules/articles/anmviewer.
asp?a=57
www.designcanada.org
www.acido.info
www.icsid.org
Business Plan Workshop for Industrial
Designers
• Essentials of a Business Plan
• Content
• Effectiveness
•
4
Ethical Issues Impacting Industrial Design
• Code of conduct
• Environment
• Ergonomics
• Safety issues
Legal Issues that Influence Industrial Design
Practice
• Liability
• Intellectual property
•
http://www.innovation.gc.ca
/gol/innovation/site.nsf/en/i
n03617.html#standards
5
Basic Forms for Industrial Designers
• Design Specifications
• Design Proposal
• Non Disclosure Agreements
• Confidentiality agreements
• Client and Industrial Designer agreement
• Purchase Orders
• Project Planning and Implementation Matrix
• Time sheets
• Expense Report
• Invoices
• Licensing agreement
• Royalty Agreement
•
Crawford, Business And
Legal Forms For Industrial
Designers:
6
Moving Your Idea Through an Organization
• Business strategies by Design
• Creative Development
•
3
•
http://www.cbsc.org/servle
t/ContentServer?pagenam
e=CBSC_FE/display&c=G
uideFactSheet&cid=10819
45275379&lang=en
http://bsa.cbsc.org/gol/bsa
/site.nsf/en/index.html
Laurel, Design Research Methods and Perspectives
Part B - 272
• Implementation of the vision
Guest Speaker: Morgan Matthews, Impact
Machine
• Sporting Goods Designer and Entrepreneur
7
MID-TERM EXAM
Cost Estimation for a Product Design Project
Proposal
• Hourly Rates
• Pricing Strategies
• Which method to use when?
•
Stasiowski, Frank A. Value
Pricing for the Design Firm
8
Case Study in Product Protection
•
James Dyson
Marketing Your Design
Input : Marketing your Design Business
Guest Speaker: Ms. Viki Abersek, Marketing
Consultant, AXIOM Marketing
•
Dyson, Against the Odds
9
Collaboration with the Industry:
•
Identifying suppliers and vendor liaison
•
Establishing rapport with industry
Input : Talk on Industry Collaboration and your
Design Business
Guest Speaker: Mr. Rene Allen , Global
Technology Manager, G. E. Plastics
10
Legal Mechanisms to Protect Industrial Designs
Canadian Industrial Design Act
Canadian Copyright Law : Copyright issues under
Canadian law
Patent Search and Patenting
• GE Plastics Presentation
•
•
http://laws.justice.gc.ca/en/I
-9/75068.html
http://strategis.ic.gc.ca/sc_
mrksv/cipo/id/id_maine.html
11
Design Proposals
• Need
• Content
• Effectiveness
•
Crawford, Business And
Legal Forms For Industrial
Designers:
12
Application of Conventions and Regulations into
Product Design Solutions
• ADA compliance
• CSA
• FCC
•
http://www.csaintl.org/onlinestore/GetCata
logCompleteList.asp
http://www.ul.com/
http://www.csa.ca/Default.a
•
•
Part B - 273
•
•
•
•
UL
EU Eco-Label
Energy star
NEPA etc
•
•
•
13
Final Project Evaluation
14
Final Exam
IX
sp?language=english
http://www.usdoj.gov/crt/ad
a/adahom1.htm
http://www.ul.com/hitech/e
mcfcc/
http://www.epa.gov/complia
nce/nepa/
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
Skills Test
Interview
Other
(please
specify)
Transcript
and Course
Outline
Review
Not
Available for
PLAR
b
Part B - 274
XIII
DISCLAIMER
Part B - 275
No change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
CREDIT VALUE:
FACULTY NAME:
BIND 355
Interdisciplinary Practices
2
2
Karen R. White
APPROVED:
I
COURSE DESCRIPTION
BIND 355 Interdisciplinary Practices is a course relating the parameters of the architecture,
graphic design, marketing, interior design and engineering disciplines and their relationship to
industrial design. The discipline subsets of mechanical, structural, industrial and product
engineering, interior and exhibit design, are drawn together to synthesize a design continuum of
product development from conception to application. These disciplines as well as the legal and
business requirements as they relate to product development are examined. Members of these
professions often work collaboratively in an innovation design team. This course will emphasize
the importance of collaborative, concurrent design strategies. Experts in all fields will help form
the framework for student achievement.
II
1. Define the categories of engineering, marketing, graphic design, interior design and
architectural specialties relating to industrial design.
2. Identify the roles professionals in architecture, engineering, interior design, graphic design
and marketing play in product development.
3. Compare the scope of industrial designers to engineering, architecture and industry areas
which overlap product design.
4. Compare and contrast the type of artistic contribution made by architecture, interior design,
graphic/media design, music, fine art and performing arts to industrial design and draw
from each relevant approach to design challenges.
5. Compare and contrast conceptual and working practices of a variety of architectural,
engineering and design professionals.
6. Collaborate in an interdisciplinary working structure to develop new concepts.
7. Analyze advantages of concurrent working relationships.
Part B - 276
8. Manage the challenges which result from interdisciplinary projects and develop integrated
design solutions.
III
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
IV
coherently
LEARNING VALUES
matter.
V
•
•
•
•
•
design concepts
Part B - 277
VI
Required Reference:
1. Heskett, John. (2002). Design – A Very Short Introduction. Oxford: Oxford
University Press. ISBN: 0192854461.
2. Coursepack for BIND 355 Interdisciplinary Practices (Karen White, Ed.) with
excerpts from:
Bürdek, Bernhard E. Design: History, Theory and Practice of Product Design.
1st English Edition; translation of the 3rd German edition of Geschichte, Theorie
und Praxis der Produktgestaltung (Birkhäuser 2005).
Bromme, Rainer. “Beyond One’s Own Perspective: The Psychology of
Cognitive Interdisciplinarity,” in Peter Weingart and Nico Stehr, eds, Practising
Interdisciplinarity (Toronto: University of Toronto Press, 2000).
Klein, Julie Thompson. (1991) Interdisciplinarity: History, Theory, and Practice.
University of Wayne State Press. ISBN: 0814320880.
Larson, Magali Sarfatti. The Rise of Professionalism : A Sociological Analysis.
(University of California Press, 1977). ISBN 0814320880.
Moran, Joe. (2002) Interdisciplinarity. The New Critical Idiom series. London and
New York: Routledge. ISBN 0-415-25132-x.
Svensson, Patrick. “Interdisciplary Design Research,” in Brenda Laurel, ed,
Design Research Methods and Perspectives (Cambridge, MA: MIT Press, 2003).
ISBN 0-262-12263-4.
Trasi, Nicoletta. “Interdisciplinary Architecture – Art/Architecture/Landscape
Intersections,” in Nicoletta Trasi, ed., Interdisciplinary Architecture. London:
Wiley-Academy, 2001. ISBN 0471498076.
Books
Cullen, Cheryl Dangel, and Lynn Haller. (2004). Design Secrets: Products 2: 50 RealLife Projects Uncovered: projects chosen by the Industrial Designers Society of America.
Rockport Publishers. ISBN: 1592530710.
Gorman, Carma R. Ed. (2003) The Industrial Design Reader. New York: Allworth Press.
ISBN 1-58115-310-4.
Brenda Laurel, ed. (2003) Design Research: Methods and Perspectives. Cambridge,
Mass.: MIT Press. ISBN: 0-262-12263-4
Mau, Bruce. (2004). Massive Change. London : Phaidon Press Limited.
ISBN 0-7148-4401-2.
Steger, Manfred B. (2003) Globalization – A Very Short Introduction. Oxford: Oxford
University Press. ISBN: 0-19-280359-x.
Periodicals
Azure
Design Issues
www.azuremagazine.com
http://mitpress.mit.edu/catalog/item/default.asp?ttype=4&tid=19
Part B - 278
International Design www.idonline.com
form
www.form.de
Architectural Record http://archrecord.construction.com/Default.asp
VII
EVALUATION
Weighting
Reports/Essays
Group Projects
Final Exam
Total Semester
VIII
30%
30%
35%
5%
100%
COURSE SCHEDULE
WEEK
TOPICS
Excerpts From
•
1
Course Introduction
• Critical reading skills
Group Report: A Test for Qualifying Industrial
Designers
2
The Design Process as Knowledge Creation
• Design theory and methodology reviewed
• Mapping Heskett’s overview of the design
disciplines
Critical Reading Reports: Interpretations
• Heskett (2002), Design: A
Very Short Introduction.
• Norman (1999), “Time for a
Change: Design in the PostDisciplinary Era,” in Gorman
(2003), The Industrial
Design Reader.
3
The History of Disciplinarity / Defining a
Knowledge Base
• What is a discipline?
• Case Studies
• How would you go about defining a
discipline?
• Moran (2002),
“Introduction,” in
Interdisciplinarity
• Klein (1991),
Interdisciplinarity
4
Defining the Discipline of Industrial Design
• Group Presentations: Describe the specific
expertise of Industrial Design
• Staff, “ID Defined,” IDSA
Website.
5
What is Interdisciplinarity?
• Disciplinary boundaries
• Strategies for collaboration & sythesis
• Klein (1996), Crossing
Boundaries.
• Svensson, Patrick.
Course Outline
Part B - 279
“Interdisciplinary Design
Research,” in Laurel (2003),
Design Research: Methods
and Perspectives.
6
Opportunities in Interdisciplinary Practice
• Technologies
• Processes
• Clients and practices
Research Essay
7
MID-TERM EXAM
• Beardon (2003), “The Digital
Bauhaus: aesthetics,
politics and technology,”
Digital Creativity
• Steger (2003), Globalization
– A Very Short Introduction
Project: Interdisciplinary Collaboration
Speaker Series: Practices in the Discipline of
Architecture
• Speaker Presentations
9
Interior Design
10
Speaker Series: Practices in the Disciplines of
Product, Structural and Mechanical
Engineering
11
Graphic Design
12
Speaker Series: Practices in the Disciplines of
Marketing and e-Business
13
REVIEW: Student Roundtable
14
FINAL EXAM
8
Part B - 280
IX
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
Skills Test
Interview
Other
(please
specify)
Transcript
and Course
Outline
Review
XIII
Not
Available for
PLAR
b
DISCLAIMER
Part B - 281
No change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 400
BIND 402 Design Thesis 1
BIND 403 Case Studies in Design
BIND 404 Economics of Industrial Design
PREREQUISITE FOR:
CREDIT VALUE:
3
FACULTY NAME:
Dennis L. Kappen
APPROVED:
I
COURSE DESCRIPTION
BIND 400 Industrial Design Practice 1 is a collaborative educational course encompassing a
broad liberal arts and applied technology base. Historical perspectives are drawn together with
comparative examples of today to foster original thinking in a joint educational experience
enhanced with business and industry leaders in the classroom or boardroom. A memorandum
of understanding between students, faculty and business protects confidentiality and intellectual
property in this innovation-driven learning experience.
II
1. Explain the role of the Industrial Designer as a strategic element in corporate policy
making.
2. Relate constraints to industrial economic growth today.
3. Contrast professionals’ contributions to a business mandate and its corporate structure.
4. Employ divergent thinking to expand the role of the industrial designer in a corporate
organization.
5. Formulate reasoned responses to questions regarding the economic need for industrial
design.
6. Analyze the distinction between consultant, corporate and institutional industrial
designers.
7. Consult with affiliated working professionals such as detail mechanical engineers or
brand managers.
Part B - 282
8. Develop product solutions in terms that meet corporate and educational expectations.
9. Evaluate intent, process and content of industrial design examples in a variety of
referential frameworks.
III
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
coherently
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
•
•
design concepts
Part B - 283
VI
Required Reference:
New York: McGraw-Hill/Irwin. ISBN 0-07-247146-8. (BIND 250 Textbook).
2. A Coursepack for BIND 400 Industrial Design Practice 1 (Dennis Kappen, Ed.)
Cagan, Jonathan, and Craig M. Vogel. (2002) Creating Breakthrough Products.
New Jersey: Prentice Hall. ISBN 0-13-969694-6.
Krippendorff, Klaus. (2005). The Semantic Turn: A New Foundation for Design.
Boca Raton, FL: Taylor & Francis Group. ISBN: 0415322200.
Kelley, Tom, with Jonathan Littman. (2001). The Art of Innovation: Lessons in
Creativity from IDEO, America’s Leading Design Firm. New York: Random House.
ISBN 0-385-49984-1.
Norman, Donald A. (2002). The Design of Everyday Things. New York:
Doubleday.
ISBN 0-385-26774-6.
Papanek, Victor. (2000). Design for the Real World – Human Ecology and Social
Change. London: Thames and Hudson Ltd. ISBN 0-500-27358-8.
McDonough, William, and Michael Braungart. (2002). Cradle to Cradle. New York:
Recommended Reading
Laurel, Brenda (Ed.). (2003). Design Research: Methods and Perspective. Cambridge,
MA: The MIT Press. ISBN 0-262-12263-4.
Myerson, Jeremy. (2001). IDEO: Masters of Innovation. New York: Calmann & King
McKim, Robert. (1982). Experiences in Visual Thinking. Florence, Kentucky:
Brooks/Cole Publishing Company. ISBN: 0818504110.
Morris, Desmond. (1982). Manwatching – a Field Guide to Human Behavior. London:
Jonathan Cape. ISBN: 0224015338.
VII
EVALUATION
Part B - 284
Weighting
Essay
Design Assignment 1
Design Assignment 2
Design Assignment 3
Total
VIII
15 %
35 %
30 %
15 %
5%
100 %
COURSE SCHEDULE
WEEK
TOPICS
Excerpts From
1
The Business Aspect of Industrial Design
Innovation as a Business strategy
• Understanding the Client’s Business Intent
• Identifying a Niche Market
Industry Case Study: ABC Project
• Ulrich, Eppinger, Product
• Myerson, IDEO: Masters of
Innovation
• Magazines: Fortune,
Business Week, Canadian
Business.
2
The Social Aspect of Industrial Design
• Design Responsibility
• Technology Transformation
• Papanek, Design for the
Real World
Innovation
• Norman, The Design of
Everyday Things
3
Demographic and Economic and Technological
Trends
• Cultural assimilation
• New technology
• Emerging markets
• Globalization and mass customization
Real World
Innovation
Everyday Things
4
Brand Experience Design
• Form
• Function
• Emotion
Innovation
Everyday Things
Part B - 285
5
User Centered Design
• Humanizing Design
• Human Engineering
• Human Factors Design
Real World
• Morris: Manwatching
Everyday Things
6
Introduction to Product Semantics
• Identity
• Personality
• Expression
Innovation
Everyday Things
• Krippendorff, The Semantic
Turn
7
Visual Thinking
• Seeing
• Perceiving
• Brainstorming
• Representation
Case Study: Microsoft NextGen Competition
• McKim, Experiences in
Visual Thinking
Everyday Things
8
Function and Lifestyle
• New markets
• Designing the future
• Laurel, Design Research:
Methods and Perspective
9
Concept of Concurrent Engineering
• Cross functional disciplines
• Interdisciplinary teams
• Vendor Liaison
• McKim, Experiences in
Visual Thinking
10
Materials , Processes and Technologies
• New materials and processes
• Bluetooth, Biometric scanners, RFID etc.
Part B - 286
IX
11
Building CAD Models
• Product design build
Case Study : Microsoft NextGen Competition
12
Redesign, Rethink, Re-evaluate
• Analyze an existing product solution
• Redesign the product based on user
interaction, materials and technology.
Case Study: Design of a portable hand held device
Innovation
Everyday Things
13
Redesign Project Presentation
Case Study: Design of a portable hand held device
• Myerson, IDEO : Masters of
Innovation
Everyday Things
14
• Student Portfolio Evaluation
X
and Appeal Policy.
XI
Part B - 287
XII
Challenge
Exam
XIII
Portfolio
Skills Test
Interview
Other
(please
specify)
Not
Available for
PLAR
Transcript
and Course
Outline
Review
b
DISCLAIMER
Part B - 288
No change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 401
BIND 403 Case Studies in Design
BIND 404 Economics of Industrial Design
PREREQUISITE FOR:
CREDIT VALUE:
3
FACULTY NAME:
Ken Cummings
APPROVED:
I
COURSE DESCRIPTION
BIND 401 Vehicle Design Studio 2 is a collaborative educational experience incorporating a
broad liberal arts and technological base with historical perspectives assembled with
comparative contemporary examples to foster original thinking in a joint experience enhanced
by business and industry leaders in the classroom or boardroom. Design concepts are guided
through development in a business paradigm embracing real world opportunities and challenges
of automotive and vehicle design. A memorandum of understanding between students, faculty
and business enables learning to take place in an open intellectual environment.
II
1.
2.
3.
4.
5.
6.
7.
8.
9.
Discuss the role of the transportation/industrial designer in corporate policy making.
Define the limitations or opportunities for economic growth affecting new transportation
alternatives.
Compare and contrast the design profession’s contribution to business mandates.
Employ divergent thinking to expand the role of the industrial designer in a corporate
organizational hierarchy.
Formulate reasoned responses to questions about economic and social need for
industrial design in transportation development.
Analyze the distinction between consultant and corporate industrial designers and their
relationship to the design agenda.
Apply experience in affiliation with corporate design managers.
Present comprehensive design variations along collaborative objectives.
Create design solutions that meet corporate and educational goals.
Part B - 289
10. Evaluate intent, process and context of design solutions for vehicles in a broad array of
frameworks.
III
1.
2.
3.
4.
5.
6.
IV
GENERIC SKILLS
coherently
LEARNING VALUES
matter.
V
• Mini-lectures in the studio draw relationships between lab work and theoretical design
concepts
• Specific readings will enrich understanding of the alternative concepts that could be
• Labs and projects apply prior knowledge and learning from other classes, enhance
• Essays enable students to explore ideas and reflect on their own learning
• Class presentations and the review of assignments encourage student discussion of
design options, theoretical approaches, ideas and values.
Part B - 290
VI
Required Reference:
Lewin, Tony. (2003). How to Design Cars Like a Pro – A Comprehensive Guide to Car
Design from the Top Professionals. St. Paul, MN: MBI Publishing Company.
ISBN 0-7603-1641-4. (copies available in the College library)
Internet:
VII
EVALUATION
Weighting
Major Topic Presentation and Essay
Final Design Project A
Final Design Project B
VIII
WEEK
25 %
40 %
35 %
100 %
COURSE SCHEDULE
TOPICS
Excerpts From
1
Concept Development – What
Constitutes “way out”?
• Lewin, How to Design Cars Like a
Pro
• Nissan Design America Design
Brief
2
From Concepts to Definitions – Where
Do Concepts Lead?
Pro
Brief
3
Dream Cars / Nightmares
Pro
Part B - 291
Brief
4
Aspiration Vehicles
Pro
Brief
5
Markets and Make-Believe
Pro
Brief
6
Drawing a Crowd
Pro
Brief
7
Sensible and Sensual
• 2007 World Automotive Design
Competition Brief
8
Details That Define
Competition Brief
9
Interiors / Exteriors
• www.interiormotivesmagazine.com
10
Details That Decide
Competition Brief
11
Market Registration
Competition Brief
12
Following Through
Competition Brief
Part B - 292
13
Presentation
14
Final Term Evaluation
IX
Project A
Project B
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
Skills Test
Interview
Other
(please
specify)
Not
Available for
PLAR
Transcript
and Course
Outline
Review
b
Part B - 293
XIII
DISCLAIMER
Part B - 294
No change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
BIND 402
Design Thesis 1
PREREQUISITE FOR:
CREDIT VALUE:
3
FACULTY NAME:
Don Wilson
APPROVED:
I
COURSE DESCRIPTION
BIND 402 Design Thesis 1 is a student initiated inquiry of contemporary design practice. This
adult learning project, comprising the full curriculum of the program and the learner’s life
experience, encourages learner self-reflection and analysis of strategies for success in a holistic
win-win idiom where new discovery and professional discipline culminate in design statement of
unique yet universal appeal. Business and external academic sponsors support learners with
exclusive manufacturing, marketing and distribution information to enable them in the
development of a creative and realistic design solution. Confidentiality agreements and other
correspondence with business are part of this course, where business and academic
professionals collaborate with students and faculty.
II
1.
2.
3.
4.
5.
6.
7.
Describe the responsibilities and value to society of the industrial designer.
Differentiate opinion from fact in a discussion of design qualifications for practitioners.
Propose topics of investigation and study for design application.
Negotiate a memorandum of understanding with business and research
mentors/sponsors.
Formulate and relate topics based on their relevance to a design proposal.
Design and execute a learning project in partnership with a corporate sponsor.
Apply resourcefulness and entrepreneurial skills in negotiating outcomes.
Part B - 295
8. Manipulate negotiated outcomes to create design concepts and solutions.
9. Evaluate a self-managed project through a business perspective.
10. Write a comprehensive review of the project from the learner standpoint.
III
1.
2.
3.
4.
5.
6.
GENERIC SKILLS
coherently
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
•
•
design concepts
Part B - 296
VI
Required Reference:
1. Laurel, Brenda, (2003). Design Research: Methods and Perspectives. MIT Press
ISBN: 0262122634
2. A Coursepack for BIND 402 Design Thesis 1 / BIND 452 Design Thesis 2 (Don Wilson,
Ed.) containing excerpts from:
Florida, Richard. (2002). The Rise of the Creative Class. New York: Basic Books
ISBN 0465024769.
Windsor, John. (2006). Spark: Be More Innovative Through Co-Creation. IL:
Dearborn Trade Publishing. ISBN 1419503162.
ISBN 0-385-51207-4.
Kelley, Tom. (2001). The Art of Innovation. New York: Doubleday. ISBN
0385499841.
Nissanoff, Daniel. (2006). FutureShop. USA: Penguin Press. ISBN: 1594200777.
Thackara, John. (2005). In The Bubble. Cambridge, MA: MIT Press. ISBN
262201577.
VII
EVALUATION
Weighting
Essay
Thesis Assignment #1
VIII
20 %
15 %
15 %
50 %
100 %
COURSE SCHEDULE
WEEK
1
TOPICS
Course Introduction
The Thesis
• Definition, Scope & Guidelines
• Structure, Schedule & Format
• Keydates, Time Management
Excerpts From
•
•
Thesis Guidelines
Laurel, Design Research:
Methods & Perspectives
Part B - 297
2
Topic, Focus & Evaluation
• The Problem; The Opportunity
• Assessment Criteria for Success
• Preliminary Research
•
•
•
3
4
5-6
7-9
10-13
14
Thesis Topic Expansion
• Developed Descriptions
• Candidate Knowledge
• Topic Choice Rationale
•
•
•
Final Thesis Selection
• Description; Problem, Opportunity
• Defined Goals
•
Thesis Approval
•
Thesis Task Planning
• Detailed Schedule Development
• Documentation Format
• Progress Tracking & Reporting System
• Advisor / Sponsor Strategy
•
Research
• Topic, Market, End User Research
• Research Documentation
• Synthesis
• Reporting
•
•
•
Preliminary Concept Development
• Definition, Scope & Guidelines
• Structure, Schedule & Format
• Key Dates
•
Thesis Project Progress Review
• Benchmark & Schedule Crosscheck
• Goal Confirmation
• Direction Justification
•
•
•
Individual Tutorial Session
Florida, The Rise of the
Creative Class
Innovation
Nissanoff, FutureShop
Thesis Presentation –
Industry Evaluations
Part B - 298
IX
X
and Appeal Policy.
XI
XII
Challenge
Exam
XIII
Portfolio
Skills Test
Interview
Other
(please
specify)
Not
Available for
PLAR
Transcript
and Course
Outline
Review
b
DISCLAIMER
Part B - 299
No change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
CREDIT VALUE:
FACULTY NAME:
BIND 403
Case Studies in Design
3
3
Karen White
APPROVED:
I
COURSE DESCRIPTION
BIND 403 Case Studies in Design is a course of study based on a detailed history of notable
design projects. The range of activities to be considered cover areas such as management
structure, design strategy, economic constraints or opportunities, market timing, distribution,
supplier relations, advertising and promotion, political climate and government regulations.
Exposure to an array of variables will enable designers to contextualize their contribution to the
well-being of society and enhanced economic growth.
II
1.
2.
3.
4.
5.
6.
Define the term case study and identify its purpose and components parts.
Analyze the parameters of a designer’s role in a case study.
Analyze the management structure and its impact on the outcome of a project.
Select and manipulate the components of a case study to alter the outcome.
Apply a systems approach to re-order historical examples of design projects.
Highlight areas outside the influence of design or management that could change
outcomes.
7. Generate new ideas that could potentially improve the design component.
8. Evaluate the effectiveness of case study in learning to manage design activity in a
corporate setting.
Part B - 300
III
1.
2.
3.
4.
5.
6.
GENERIC SKILLS
coherently
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
•
•
VI
design concepts
Required Reference:
A course pack for BIND 403 Case Studies in Design (Karen R. White, Bhupesh Shah,
eds.) with reprints:
Part B - 301
Austin, Robert D., Shannon O’Donnell, and Silje Kamille Friis. (2006). e-Types A/S.
Case # 9-606-118. Boston: Harvard Business School Publishing.
Freeze. Karen J. (1991). Braun AG: The KF 40 Coffee Machine. Version 2. Case # 9990-001. Boston: Design Management Institute, with Harvard Business School
Publishing.
Hertenstein, Julie H., and Marjorie B. Platt. (2004). Endius Inc.: Alternatives for
Developing a New Medical Device. Case # DMI011. Boston: Design
Management Institute, with Harvard Business School Publishing.
Moon, Youngme, Vincent Dessain, and Anders Sjöman. (2004). Alessi: Evolution of an
Italian Design Factory (A, B, C, D). Rev. ed. Case # 9-504-018, 9-504-019, 9504-020, 9-699-044. Boston: Harvard Business School Publishing.
Thomke, Stefan, and Ashok Nimgade. (2001). BMW AG: The Digital Car Project (A, B).
Rev. ed. Case # 9-699-044, 9-699-045. Boston: Harvard Business School
Publishing, 2001.
Thomke, Stefan, and Ashok Nimgade. (2000). IDEO Product Development. Rev. ed.
Case # 9-600-143. Boston: Harvard Business School Publishing.
Recommended Reading (optional) :
Books:
Cullen, Cheryl Dangel, and Lynn Haller, with the Industrial Designers Society of
America. (2004). Design Secrets, Products 2 : 50 Real-Life Projects Uncovered.
Gloucester, MA: Rockport. ISBN: 1-59253-071-0.
Gillham, Bill. (2000). Case Study Research Methods. New York: Continuum. ISBN:
0826447961.
Gillham, Bill. (2005). Research Interviewing: The Range of Techniques. Maidenhead,
Eng.: Open University Press. ISBN: 0335215866.
Glesne, Corrine. (1999). Becoming Qualitative Researchers: An Introduction. 2nd ed.
New York: Addison Wesley Longman. ISBN: 0-8013-1633-2.
Goodrich, Kristina, with the Industrial Designers Society of America. (2003). Design
Secrets, Products : 50 Real-Life Projects Uncovered. Gloucester, MA: Rockport.
ISBN: 1-56496-476-0.
Gotlieb, Rachel, and Cora Golden. (2001). Design in Canada: Fifty Years from
Teakettles to Task Chairs. Toronto: Alfred A. Knopf Canada. ISBN 0-67697452-X
Leenders, Michiel R., and James A. Erskine. (1973). Case Research: The Case Writing
Process. London, ON: Research and Publications Division, School of Business
Administration, University of Western Ontario.
Part B - 302
Naumes, William, and Margaret J. Naumes. (1999). The Art and Craft of Case Writing.
Thousand Oaks, CA: Sage. ISBN: 076191725X.
Pallister, John, and Jonathan Law, eds. (2006). A Dictionary of Business and
Management. 4th ed. Oxford University Press. ISBN: 0-19-280648-3.
Statt, David A., ed. (2004). The Routledge Dictionary of Business Management. 3rd ed.
London, Eng.: Routledge. ISBN: 0415328195.
Travers, Max. (2001). Qualitative Research Through Case Studies. London; Thousand
Oaks, CA: Sage. ISBN: 0761968067.
Yin, Robert K. (2003). Case Study Research: Design and Methods. 3rd ed. Thousand
Oaks, CA: Sage. ISBN: 0761925538.
Periodicals:
Business Week
Design Issues
DMI Review
http://www.businessweek.com/
http://www.mitpressjournals.org/loi/desi
http://www.dmi.org/dmi/html/publications/journal/journal_d.jsp
Annotated Web Resources
1. How to Analyze a Case…in seven easy steps! Basic. To the point. Good advice on
what you must do in a “real business” situation.
http://cob.isu.edu/kreggaytes/caseanalysis.htm
2. How to Analyze a Case - A Student Guide. This link has helpful hints on how to
approach a case and it includes a case analysis with professor’s notes to illustrate the
types of questions/analysis one should consider.
http://mars.wnec.edu/~achelte/howto.html
3. The Seven-Step Case Analysis Framework. This is a much more comprehensive case
analysis process with greater detail and guidance. Students find the Implementation
and/or Recommendation sections the most challenging aspect of analyzing a case.
http://www.swlearning.com/marketing/ferrell/ferrell3e/how_analyze_case.doc
4. How to Analyze a Case - A layperson’s approach to case analysis. Please ignore their
recommendation to take notes while reading. It is better to have an overview of the case
before you spend time analyzing it.
http://businessmajors.about.com/od/casestudies/ht/HowToCaseStudy.htm
5. Preparing an Effective Case Analysis. This link covers preparation for case
discussion, what to expect from in class discussions as well is how to prepare an
oral/written case presentation.
http://www.swlearning.com/management/hitt/hitt_student/case_analysis.html
6. A Model for Case Analysis and Problem Solving. This was prepared by a Professor
from Northeastern University. Aside from discussing why they use the case approach
and the students’ responsibilities, this link provides Six Steps for Problem Analysis!
http://web.cba.neu.edu/~ewertheim/introd/cases.htm
7. Guide to Case Analysis - another comprehensive link. This one touches on the role
cases play in the teaching/learning process and provides a series of guidelines for case
analysis. http://www.mbadepot.com/member_content/index.php?ID=15&show_html=Y
Part B - 303
8. Case Writing Guide - This was prepared by a Professor from Binghamton University
and includes helpful tips on organizing your written report.
http://bingweb.binghamton.edu/~tchandy/Mgmt411/case_guide.html
9. Case Study Research - This will be a valuable resource when preparing to write your
own case. http://www.slais.ubc.ca/resources/research_methods/case.htm
10. How to Write a Good Case - This document goes through the various phases in writing
a case. www.gttp.org/docs/HowToWriteAGoodCase.pdf
11. How to Write a Case Study - Read this if you need help on formatting, structuring and
writing a case. http://www.charleswarner.us/howwrite.html
12. How to...Write a Case Study - This how-to guide by a publisher of academic and
professional literature in the fields of management; engineering; and information
management is easy to follow.
http://www.emeraldinsight.com/info/emx/authors/resources/how_to_guides/write_a_case
_study/index.jsp
13. Case Studies - Houghton Mifflin publishes text books, study guides, technology tools,
and other materials like this section on case studies. It also includes a PDF download
link to SWIF Learning: A Guide to Student-Written, Instructor-Facilitated Case Writing.
http://college.hmco.com/business/resources/casestudies/students/index.html
14. How to Write a Case Study - The Birmingham Grid for Learning has a very basic, step
by step, web-based guide on writing a case study. It also includes various MS Word
templates that you can download.
http://www.bgfl.org/bgfl/18.cfm?s=18&m=473&p=265,index
VII
EVALUATION
Weighting
Presentation 1: How to Analyze a Case Study
Presentation 2: How to Write a Case Study
Case Study Seminar: Oral Presentation
Case Study Analysis: Oral & Written
Case Study Seminar: Written Submission
VIII
WEEK
1
10%
10%
15%
20%
20%
25%
100%
COURSE SCHEDULE
TOPICS
Course Introduction
• Resources
• Schedule
• How is this relevant?
The Case Study: Its Use and Abuse
• Anatomy of a case study
• How to analyse a case study
Excerpts From
• Course Outline
References
Part B - 304
2
Results Discussion: How to Analyze a Case
Study
Design Projects in Context:
Differentiating Design Practice, Design
Critique and Operational Strategy
• Case Study 1
• Austin, et. all. (2006), eTypes AG.
3
Economic Constraints as Opportunities
• Case Study 2
• Freeze (1991), Braun AG:
The KF40 Coffee
Machine.
4
Management Structure and the Role of
Design in Business start-up
• Case Study 3
• Hertenstein, Platt (2004),
Endius Inc.: Alternatives
for Developing a New
Medical Device.
5
Internal versus External Business Forces, or
the Design Process and Market Timing
• Case Study 4
• Thomke (2000), IDEO
Product Development.
6
Marketing, Advertising, Promotion and the
Design-inspired Business
• Case Study 5
• Moon, et. al. (2004),
Alessi: Evolution of an
Italian Design Factory.
7
Responding to Market Demands Through Redesign
• Case Study 6
• Thomke (2001), BMW
AG: The Digital Car
Project.
8
Group Presentations: “How to Write a Case
Study”
Roundtable discussion: What do you need to
know to derive meaningful analysis from a case
study?
• Student Presentations
9
Open tutorial to support student seminar
research.
Student groups to present their topics, progress
and concerns to the entire group.
• Student Presentations
Part B - 305
Thorough outline of case study will be due to the
instructors one week prior to presentation of
seminar. Case summary and selected exhibits
will be circulated to class at a specified time
before the day of seminar presentation.
10
Case Study Seminar 1:
student group oral presentation
• Student Presentation
11
12
13
14
FINAL GROUP SUBMISSION:
Written case study with support material and
analysis.
IX
X
and Appeal Policy.
XI
Part B - 306
XII
Challenge
Exam
Portfolio
Skills Test
Interview
Other
(please
specify)
Transcript
and Course
Outline
Review
XIII
Not
Available for
PLAR
b
DISCLAIMER
Part B - 307
No change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
CREDIT VALUE:
FACULTY NAME:
BIND 404
Economics of Industrial Design
3
3
Bhupesh Shah
APPROVED:
I
COURSE DESCRIPTION
BIND 404 Economics of Industrial Design is a study of the influences that global economics has
on design activity. A summary of the major shifts in development starting with the advance of
financial institutions through to recent events will trace the consumer society by contrasting the
political and economic climate region by region. Important thinkers like Smith, Marx, Keynes
and Hayek will be examined. National design initiatives such as JIDPO in Japan, the Design
Council in England, the KIDP in Korea, and the Design Exchange in Canada will cap off the
course in the context of the European Union, NAFTA and WTO.
II
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
III
Describe the characteristics of global economics.
Define nationalism as it relates to economic policy.
Discuss the parameters of the World Trade Organization.
Identify and discuss the development of economic free-trade zones.
Analyze and articulate the mandate of the Design Exchange in Canada.
Analyze and present alternative business strategies involving research development and
industrial design in a consumer society.
Contextualize the economic role of design in a variety of socio-political structures.
Explain how intellectual property can generate wealth.
Construct an economic model illustrating the importance of industrial design as a wealth
generating activity.
Evaluate the worth of industrial design activity in a climate of free trade.
GENERIC SKILLS
Part B - 308
1.
2.
3.
4.
5.
6.
coherently
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
•
•
VI
design concepts
A Coursepack for BIND 404 Economics of Industrial Design (Ken Cummings, Bhupesh Shah,
Braudel, Fernand. (1992). The Perspective of the World – Civilization & Capitalism
Part B - 309
15th-18th Century. Berkeley, CA: University of California Press. ISBN 0-520-08116-1.
Pages: 28-29, 297, 365-366, 628-632
Braudel, Fernand. (2002). The Structures of Everyday Life – The Limits of the
Possible. Civilization & Capitalism 15th-18th Century. Volume One. London:
Phoenix Press (The Orion Publishing Group Ltd.). ISBN 1-84212-287-8. Pages 436 -478
Braudel, Fernand. (1992). The Wheels of Commerce – Civilization & Capitalism
15th-18th Century. Berkeley, CA: University of California Press. ISBN 0-520-08115-3.
Pages 134-137, 229-230, 234-235, 600-601
Smith, Adam. (1776). The Wealth of Nations. New York: Random House, Inc. 2003.
ISBN 0-553-58597-5. Pages 11-23, 815-841
Marx, Karl. (1932). Capital and Other Writings. New York: The Random House, Inc.
1959. Pages xxi – xxvi (Intro.), 63-67, 321-328, 342-343
Keynes, John Maynard. (1997). The General Theory of Employment, Interest, and Money.
Amherst, NY: Prometheus Books. ISBN 1-57392-139-4. Pages Intro. (2 pages), 91-96
Galbraith, John Kenneth. (1958). The Affluent Society. Cambridge, MA: The Riverside
Press, Houghton Mifflin Company. Pages 292-333
Nishiyama, Chiaki and Kurt R. Leube (Ed.). (1984). The Essence of Hayek. Stanford, CA:
Hoover Institution Press. ISBN 0-8179-8011-3. Pages 3-16, 131-143
Friedman, Thomas L. (2005). The World is Flat. New York: Farrar, Straus, and Giroux.
ISBN 0-374-29288-4. Pages 230, 316-336
Hawken, Paul. (1993). The Ecology of Commerce – A Declaration of Sustainability.
New York: HarperCollins Publishers, Inc. ISBN 0-88730-704-3. Pages 201-219
Hawken, Paul, Amory Lovins, and L. Hunter Lovins. (2000). Natural Capitalism –
Creating the Next Industrial Revolution. New York: Back Bay Books / Little Brown and
Company. ISBN 0-316-35300-0. Pages 125 -137
Kingwell, Mark. (1998). Better Living – In Pursuit of Happiness from Plato to Prozac.
Toronto: Pearson Penguin Canada Inc. ISBN 0-14-026521-X. Pages 177-190
Heath, Joseph. (2001). The Efficient Society – Why Canada is as Close to Utopia
as It Gets. Toronto: Pearson Penguin Canada Inc. ISBN 014029248-9.
Pages 15 -24, 41-48, 128-129, 158-159, 197-198
Jacobs, Jane. (2004). Dark Age Ahead. Toronto: Random House Canada.
ISBN 0-679-31309-5. Pages 169-176
Saul, John Ralston. (2005). The Collapse of Globalism and the Reinvention of the World.
Toronto: Pearson Penguin Canada Inc. ISBN 0-670-06367-3. Pages 123-136,
Levitt, Steven D. and Stephen J. Dubner. (2005). Freakonomics: a rogue
Part B - 310
economist explores the hidden side of everything. New York: HarperCollins Publishers
Inc. ISBN 0-06-073132-X. Pages 89-114
Harford, Tim. (2006). The Undercover Economist. New York: Oxford University Press, Inc.
ISBN-10: 0-19-518977-9. Pages 231-252
Mankiw, N. Gregory, Ronald D. Kneebone, Kenneth J. McKenzie, and Nicholas Rowe.
(2006). Principles of Microeconomics - Third Canadian Edition. Toronto: Nelson (a
division of Thompson Canada Limited). ISBN 0-17-641603-X. Pages 3-19, 47-61, 65-89,
465-491
VII
EVALUATION
Weighting
Essay #1
Essay #2
Group Presentations
VIII
20%
30%
30%
20%
100%
COURSE SCHEDULE
WEEK
TOPICS
Excerpts From
1,2
• History of Capitalism
• Rise of Capitalism in the West
• Development of Commodity Markets and World
Trade
• Design and Its Dependence on an Economic
System (Discussion Question)
• Braudel, Fernand. (1992).
The Perspective of the
World – Civilization &
Capitalism 15th-18th Century
Pages: 28-29, 297, 365366, 628-632
The Structures of Everyday
Life – The Limits of the
Possible. Civilization &
Capitalism 15th-18th Century.
Volume One Pages 436 –
478
The Wheels of Commerce –
Civilization & Capitalism
15th-18th Century Pages 134137, 229-230, 234-235, 600601
• Development of Economic Theories
• The “Great” Economists
• Communism and Capitalism
• Smith, Adam. (1776). The
Wealth of Nations. Pages 1123, 815-841
3,4,5
Part B - 311
• Design in Controlled Economics (Discussion
Question)
• Marx, Karl. (1932). Capital
and Other Writings. Pages
xxi – xxvi (Intro.), 63-67,
321-328, 342-343
• Keynes, John Maynard.
(1997). The General Theory
of Employment, Interest, and
Money. Pages Intro. (2
pages), 91-96
• Galbraith, John Kenneth.
(1958). The Affluent Society.
Pages 292-333
• Nishiyama, Chiaki and Kurt
R. Leube (Ed.). (1984). The
Essence of Hayek. Pages 316, 131-143
6
•
•
•
•
•
Restorative Economy
Design and Efficiency
National Design Initiatives
Increasing Profitability Through R&D and Design
Design and Sustainability
• Hawken, Paul. (1993). The
Ecology of Commerce – A
Declaration of Sustainability.
Pages 201 - 219
• Hawken, Paul, Amory Lovins,
and L. Hunter Lovins.
(2000). Natural Capitalism –
Creating the Next Industrial
Revolution Pages 125 – 137
7,8
•
•
•
•
•
Contemporary Trends in The Global Economy
Economics of Consumption
Intellectual Property and Wealth
Free Trade and Free-Flow Of Design
Design as a Way of Life
• Jacobs, Jane. (2004). Dark
Age Ahead. Pages 169-176
• Saul, John Ralston. (2005).
The Collapse of Globalism
and the Reinvention of the
World Pages 123-136,
• Friedman, Thomas L.
(2005). The World is Flat.
Pages 230, 316-336
• Kingwell, Mark. (1998).
Better Living – In Pursuit of
Happiness from Plato to
Prozac. Pages 177-190
• Joseph Heath, The Efficient
Society – Why Canada is as
Close to Utopia as It Gets.
Pages 15-24, 41-48, 128129, 158-159, 197-198
Part B - 312
9, 10
•
•
•
•
11,12,
13
• Microeconomics
• Application of Theory to Industrial Design
• The Application of Design to Economic
Wellbeing
14
IX
Economics and Human Behaviour
Challenging Economic Theories
Impact of Government Policy
Design and Human Interaction
• Levitt, Steven D. and
Dubner, Stephen J.,
Freakonomics: a rogue
economist explores the
hidden side of everything
Pages 89-114
• Harford, Tim. The
Undercover Economist
Pages 231-252
• Mankiw, N Gregory et al,
Principles of Microeconomics
– Third Canadian Edition
Pages 3-19, 47-61, 65-89,
465-491
Final Exam
X
and Appeal Policy.
XI
Part B - 313
XII
Challenge
Exam
XIII
Portfolio
Skills Test
Interview
Other
(please
specify)
Not
Available for
PLAR
Transcript
and Course
Outline
Review
b
DISCLAIMER
Part B - 314
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 450
BIND 454 Design Research Analysis
BIND 455 Design Management
CREDIT VALUE:
3
FACULTY NAME:
Dennis Kappen
APPROVED:
I
COURSE DESCRIPTION
BIND 450 Industrial Design Practice 2 is a collaborative educational experience conducted with
business and industry encompassing design innovation drawn through consensus and
cooperation to strike a balance between the economic agenda of business, ecological
imperatives, and the learning requirements of students. Within a broadly framed structure of
liberal arts and technology, designs are generated to enhance the human experience. Analysis
of intent and result will guide the process in the development of holistically responsible product
concepts and prototypes uniquely suited to their audiences. A memorandum of understanding
between the institution and the student protects confidentiality and intellectual property in this
advanced course of study.
II
1.
2.
3.
4.
5.
6.
7.
8.
9.
Define a holistic meaning of design aesthetics from a cognitive and affective reference.
Source the major movements in design and define the philosophical premise.
Demonstrate ethical design practices with examples from class projects.
Employ ecological imperatives to frame a position in a design context.
Navigate within complex mental structures to build a cogent argument for or against
design and its impact on society.
Identify salient and persuasive views for or against political intervention in design.
Synthesize design activity with artistic experience and technological continuum.
Demonstrate by example the role and holistic value or meaning of design.
Generate unique ideas and concepts that redefine product categories.
Part B - 315
10.
11.
III
Assemble a comprehensive product presentation embracing the content of the program
and the client agenda.
Evaluate the current status of industrial design in Canada and formulate a strategy for
further development.
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
coherently
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
•
•
design concepts
Part B - 316
VI
Required Reference:
New York: McGraw-Hill/Irwin. ISBN 0-07-247146-8. (BIND 250 Textbook).
2. A Coursepack for BIND 400 / BIND 450 Industrial Design Practice 1 and 2, (Dennis
Kappen, Ed.) containing excerpts from:
Cagan, Jonathan, and Craig M. Vogel. (2002) Creating Breakthrough Products.
New Jersey: Prentice Hall. ISBN 0-13-969694-6.
Krippendorff, Klaus. (2005). The Semantic Turn: A New Foundation for Design.
Boca Raton, FL: Taylor & Francis Group. ISBN: 0415322200.
Kelley, Tom, with Jonathan Littman. (2001). The Art of Innovation: Lessons in
Creativity from IDEO, America’s Leading Design Firm. New York: Random House.
ISBN 0-385-49984-1.
Norman, Donald A. (2002). The Design of Everyday Things. New York:
Doubleday.
ISBN 0-385-26774-6.
Papanek, Victor. (2000). Design for the Real World – Human Ecology and Social
Change. London: Thames and Hudson Ltd. ISBN 0-500-27358-8.
McDonough, William, and Michael Braungart. (2002). Cradle to Cradle. New York:
Recommended Reading
Laurel, Brenda (Ed.). (2003). Design Research: Methods and Perspective. Cambridge,
MA: The MIT Press. ISBN 0-262-12263-4.
Myerson, Jeremy. (2001). IDEO: Masters of Innovation. New York: Calmann & King
McKim, Robert. (1982). Experiences in Visual Thinking. Florence, Kentucky:
Brooks/Cole Publishing Company. ISBN: 0818504110.
Morris, Desmond. (1982). Manwatching – a Field Guide to Human Behavior. London:
Jonathan Cape. ISBN: 0224015338.
Tilley, Alvin. (2002). The Measure of Man and Woman: Human Factors in Design.
NJ: John Wiley & Sons. ISBN: 0471099554.
Part B - 317
VII
EVALUATION
Weighting
Essay
Design Assignment 1
Design Assignment 2
Design Assignment 3
VIII
10%
35%
30%
20%
5%
100%
COURSE SCHEDULE
WEEK
1
TOPICS
Identifying Customer Needs
• Analyzing and Organizing the Research
Design Assignment 1
• An Industry Case Study – Pèrsego
• Client briefing and design brief at College
• Initiate product and market study research
Excerpts From
53-70
Design and Development 3352
2
Marketing and Performance Criteria
• Needs Hierarchy
• Interpretation of data and analysis
Design Assignment 1 - Pèrsego
• Data assembly and analysis presentation
• Concept development
• Preliminary ideation wall critiques
3
Product differentiation
• Need for differentiation
• Product architecture
• Client review of sketch ideation refinements
• Selection of final design direction
Innovation
• Corporate Client Briefing
4
Art to Part
• Transformation of an ideation to a concept
• Product detailing
• CAD design for Final Design direction
• Usability testing
• Creating the physical model
Real World
Part B - 318
5
Product Development Economics
• Material Costing
• Process and Tooling selection
• Product costing
• Work in progress of prototype model
• Presentation Planning
6
Project Planning
• PERT charts
• Baseline Project Planning
• Corrective actions
Design Assignment 2 – Phase 1
• Final Design Presentation
• Final presentation Boards
Reading Week
February 19 - 23
Design for Manufacturing
• Materials
• Process
• Technologies
Design Assignment 2
• An Industry Case Study – TCH (Trans
Canadian Hardware)
• Client briefing and design brief at College
• Initiate product and market study research
• Corporate Client Briefing
8
Design for Assembly
• Form
• Fit
• Function
Design Assignment 2 - TCH
• Ideation Presentation
9
Ergonomic Applications
• Comfort and functionality
• Materials Explorations
• CAD design and development
7
•
Tilley, The Measure of Man
and Woman: Human
Factors in Design
Part B - 319
10
Building CAD Models
• CAD design and development
• Work in progress
11
Testing and Prototyping
• Model Making
• Final Presentation
12
Product Detailing
• Elements
• Characteristics
Design Assignment 3 - TBD
• Myerson, IDEO : Masters of
Innovation
Everyday Things
13
Eco Design and Design Responsibility
•
•
14
IX
Norman, The Design of
Everyday Things
McDonough, Braungart
Cradle to Cradle
X
and Appeal Policy
XI
Part B - 320
XII
Challenge
Exam
Portfolio
Skills Test
Interview
Other
(please
specify)
Transcript
and Course
Outline
Review
XIII
Not
Available for
PLAR
b
DISCLAIMER
Part B - 321
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
COREQUISITE(S):
BIND 451
BIND 454 Design Research Analysis
BIND 455 Design Management
CREDIT VALUE:
3
FACULTY NAME:
Ken Cummings
APPROVED:
I
COURSE DESCRIPTION
Vehicle Design Studio 3 is a focused educational collaboration conducted with business and
industry encompassing design innovation drawn through consensus and cooperation to strike a
balance between the economic imperative of business in maintaining market share, ecological
considerations and the complex learning requirements of students. Within a broadly framed
structure of liberal arts and technology, designs are generated to enhance the human
experience. Analysis of original intent and the resulting process for development will guide the
thinking in the development of holistically responsible product concepts and prototype models
uniquely suited to their respective audiences. A memorandum of understanding between the
students, faculty and business enables learning to take place in an open intellectual
environment in this advanced course of study.
II
1.
2.
3.
4.
5.
Demonstrate a holistic meaning of design aesthetics from a cognitive and affective
reference.
Source major movements in transportation and define their philosophical premise.
Demonstrate ethical design practices with examples and illustrate them with a process for
selection.
Employ ecological imperatives to frame a position in a design context.
Navigate within complex mental structures to build a cogent argument for or against
design and its impact on society.
Part B - 322
6.
Identify salient and persuasive views for and against government/political intervention in
designs.
7. Synthesize design activity within artistic experience and a technological continuum.
8. Demonstrate by comparison to other professions in the corporate area the holistic value
and meaning of design.
9. Generate unique ideas and concepts that redefine product categories or offer new
transportation alternatives.
10. Generate a comprehensive product presentation embracing the content of the program
and client agenda.
11. Evaluate the current global status of the transportation designers and formulate a
strategy for further development.
III
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
coherently
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
design concepts
Part B - 323
•
•
•
•
VI
Required Reference:
Lewin, Tony. (2003). How to Design Cars Like a Pro – A Comprehensive Guide to Car
Design from the Top Professionals. St. Paul, MN: MBI Publishing Company.
ISBN 0-7603-1641-4. (copies available in the College library)
Internet:
http://www.asminternational.org (ASM International 2007)
VII
EVALUATION
Weighting
Class Presentation of Major Topics
Presentation at the Canadian International AutoShow
Corporate Sponsored Project (Project One)
Project Two
VIII
15 %
15 %
50 %
20 %
100%
COURSE SCHEDULE
WEEK
1
TOPICS
Excerpts From
Cognitive and Affective Aspects of
Automotive Aesthetics
• The Development of a Great Brand
• Value in Recognition
• Sparke, A Century of Car
Design
Like a Pro
• www.asminternational.org/AMP
Part B - 324
2
3,4
5
6,7,8
9
Concepts that Can Lead to Brand Loyalty
• Extending Quality and Uniqueness
• Merrell, Car Design Mobility
Technologies
• Critique from Corporate
Sponsor
• http://www.asminternational.org
Concepts for a World Stage
• The World Automotive Design Competition
• Today’s Realities, Tomorrow’s Needs
• SAE, Automotive Engineering
International
Sponsor
Free Markets and Regulations in
Transportation Design
• Nader, Unsafe at Any Speed
Concepts for a World Stage
• The World Automobile Design Competition
• Live Vehicle Design Studio, Canadian
International AutoShow
• Interviews with Major World
Automobile Manufacturers
Sponsor
Transportation Design in Free Markets and
Controlled Economics
• Why Educated Consumers Make Good
Choices
Sponsor
• http://www.daciagroup.com
• Internet Research –
Automobile Manufacturers in
Controlled Economies (Lada,
Trabant, Dacia, Volga, Tatra,
Volkswagen, Zil et al)
10,11,12 Concepts for a World Stage
• Future Concepts as a Vision for Change
13
Building Bridges to World Markets and
Employers
• Critique from International
Contacts
• Critique from International
Contacts
Part B - 325
14
IX
Final Presentations / Evaluation
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
Skills Test
Interview
Other
(please
specify)
Transcript
and Course
Outline
Review
XIII
Not
Available for
PLAR
b
DISCLAIMER
Part B - 326
No change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
CREDIT VALUE:
FACULTY NAME:
BIND 452
Design Thesis 2
3
6
Don Wilson
APPROVED:
I
COURSE DESCRIPTION
BIND 452 Design Thesis 2 is a student initiated and driven adult learning project. Faculty,
students and industry cooperate in an inquiry of contemporary design knowledge and practice.
This course is the completion phase of BIND 402 Thesis 1, forming a two-term in-depth
application of the full program curriculum which encourages self-assessment and a
development of success strategies in an holistic career based application of professionalism
applied to a product or system that reflects personal intent, business requirements, and
environmental imperatives. Confidentiality agreements, regular meetings and other
correspondence with business are part of this course.
II
1.
2.
Contextualize the current outcomes of industrial design solutions.
Define industrial design from different perspectives (e.g., consumers, business,
academics)
3. Defend an industrial design solution from a viewpoint outside the profession.
4. Apply product life-cycle assessment in the context of a design solution.
5. Present qualitative and quantitative research using visual methods.
6. Create unique imagery to explain and promote a design.
7. Launch a public exhibition of thesis projects.
8. Apply entrepreneurial skills in negotiating support from the corporate sector for design
exhibits and promotions.
9. Develop resourcefulness and problem solving strategies for complex problems in a
variety of settings.
10. Evaluate the qualities of a comprehensive two-semester design project related to the
intended goals for the learner, the faculty and the business sponsor.
Part B - 327
III
1.
2.
3.
4.
5.
6.
GENERIC SKILLS
coherently
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
•
•
VI
design concepts
Required Reference:
.
1. Laurel, Brenda, (2003). Design Research: Methods and Perspectives. MIT Press
ISBN: 0262122634
Part B - 328
2. A Coursepack for BIND 402 Design Thesis 1 / BIND 452 Design Thesis 2 (Don
Wilson,
Florida, Richard. (2002). The Rise of the Creative Class. New York: Basic Books
ISBN 0465024769.
Winsor, John. (2006). Spark: Be More Innovative Through Co-Creation. IL:
Dearborn
Trade Publishing. ISBN 1419503162.
ISBN 0-385-51207-4.
Kelley, Tom. (2001). The Art of Innovation. New York: Doubleday. ISBN
0385499841.
Nissanoff, Daniel. (2006). FutureShop. USA: Penguin Press. ISBN: 1594200777.
Thackara, John. (2005). In The Bubble. Cambridge, MA: MIT Press. ISBN
262201577.
VII
EVALUATION
Essay
Thesis Assignment #3 Final Presentation
VIII
Weighting
10 %
5%
35 %
50 %
100 %
COURSE SCHEDULE
WEEK
1,2
3,4,5,6,7
TOPICS
Excerpts From
Thesis
• Final Term Schedule Review
• Deliverables Review
Thesis Realization Planning - Update
• Documentation
• Process
• Realization
• Thesis Presentation Format
Reference Guidelines
• Individual Tutorial Sessions
Perception and Barriers
Innovation and Business Culture
Thesis Detail Design Development
• Winsor, Spark
Part B - 329
•
•
Detail Exploration
Sketch Modelling –
A Design Development Tool
• CAD Modelling
• Technical Drawing Documents
Realization of Design Concepts
in the Corporate Environment
8,9,10,11 Thesis Realization
• Final Physical Model Fabrication &
Assembly
• Thesis Report Collation & Assembly
• Presentation Support Material
Development
& Assembly
IX
12
Good Friday – College Closed
13
Preliminary Thesis Presentation Reviews
14
Final Thesis Presentations
• Laurel, Design Research
• Thackara, In The Bubble
• Public and Professional
Comment
X
and Appeal Policy.
XI
Part B - 330
XII
Challenge
Exam
Portfolio
Skills Test
Interview
Other
(please
specify)
Transcript
and Course
Outline
Review
XIII
Not
Available for
PLAR
b
DISCLAIMER
Part B - 331
No change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
CREDIT VALUE:
FACULTY NAME:
BIND 453
3
3
Dennis Kappen
APPROVED:
I
COURSE DESCRIPTION
BIND 453 Portfolio Development 2 is a senior course in creating, analyzing, synthesizing and
applying strategies for presenting and evaluating a design portfolio. Economic, social, political
and aesthetic considerations are harmonized to form a cohesive picture of knowledge, talent,
and ability in a complex and developing career market where graduates differentiate themselves
through a comprehensive design portfolio of concise copy, statistical summary, aesthetic layout
and design intent in a multimedia format.
II
1.
2.
Research business sectors and analyze needs in the current economic climate.
Analyze methods for presentation and frame a strategy for application in changing
economic times.
3. Apply marketing behaviour analysis in portfolio presentation scenarios.
4. Employ optimum methods of conduct in presenting a portfolio.
5. Create influential visual parameters which foster professional purpose.
6. Differentiate an institutionally focused portfolio from a corporate or consultancy directed
portfolio presentation.
7. Develop a consultant agency portfolio (as proprietor),a corporate designer based
portfolio.
8. Extrapolate specific information from interviews to refine presentation methods.
9. Develop an interactive portfolio website.
10. Write an application letter to accompany an academically-focussed portfolio for postgraduate studies.
11. Conduct a portfolio review workshop for fellow designers and select Advisory Committee
members.
Part B - 332
III
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
coherently
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
•
•
design concepts
Part B - 333
VI
5. Required Reference:
Illustrator v10.0
Photoshop V 7.0
Alias Studio 12.0
6. Recommended Reading
Baron, Cynthia. (2004). Designing a Digital Portfolio. New Riders. ISBN-10: 0-73571394-4; ISBN-13: 978-0-7357-1394-9
Carter, David E. (2001). The Big Book of Corporate Identity. Watson-Guptill
Carter, David E. (2001). The Big Book of Logos. Watson-Guptill Publications.
ISBN 0-8230-0538-0.
DiMarco, John. (2006). Web Portfolio Design and Applications. Idea Group Publishing.
ISBN 1591408547.
Linton, Harold. (2004). Portfolio Design. New York: W.W Norton and Company
ISBN 0-393-73095-6.
Myers, Debbie Rose. (2005). The Graphic Designer's Guide to Portfolio Design.
Wiley. ISBN: 0471569259.
Sessions. (2005). Graphic Design Portfolio-Builder: Adobe Photoshop and Adobe
Illustrator Projects. Peach Pit Press. ISBN-10: 0-321-33658-5; ISBN-13: 978-0-32133658-3; Published: Aug 15, 2005.
Thomas, Gregory. (2000). How to Design Logos, Symbols and Icons. Cincinnati, OH:
F&W Publications, Inc. - North Light Books. ISBN 0-89134-915-4.
VII
EVALUATION
Weighting
Essay/Report/Correspondence
VIII
15 %
35 %
30 %
20 %
100 %
COURSE SCHEDULE
WEEK
1
TOPICS
Excerpts From
Designing a Digital Portfolio
• Strategy
• Linton, Portfolio Design
• Baron, Designing a Digital
Part B - 334
• Basic elements
• Key requirements
Design Assignment 1- Digital Portfolio
• Introduction
• Relevance
• Market evaluation
• Examples
Portfolio
• Myers, The Graphic
Designer’s Guide to Portfolio
Design
2
Portfolio Research
• Vision, mission, positioning
• Target audience
• Portfolio formats
• Research analysis
• Yourself as a Brand
• Strengths and weaknesses
• Personality adjectives/attributes
• Preliminary Concepts
Portfolio
Design
3
Career Growth Plan for Industrial
Designers
• Visionary, executor or finisher
• Review cover letter, resume
• Review Mail-out designs
• Organizing your work
• Digitizing traditional work
• Repurposing and optimizing
• Storyboarding
Portfolio
Design
4
Finding an Industrial Design Job
Opportunity
• Research markets
• Identify areas of interest
• Develop contacts in areas of interest
• Interactive correspondence
• Site Development
• Navigation and Architecture
• Debugging
Portfolio
Design
5
Developing the Industrial Designer Brand
• Key elements for a designer
• Collateral material
Portfolio
Part B - 335
• File organization
• Work in progress
• Debugging
6
Countdown to Portfolio Elements
• Digital portfolio
• Marketing collateral
• CD ROM
• Presentation
Reading Week
Design
Portfolio
Design
February 19 - 23
7
Marketing Collateral Design
• Business Cards
• Letterhead
• Envelopes
• CD ROM package
Design Assignment -2 – Marketing
Collateral Design
• Carter, The Big Book of
Corporate Identity
• Carter, The Big Book of Logos
8
Working the Grid
• Fundamentals of designing with a grid
• Advantages and disadvantages
Collateral Design
• Review work in progress
Design
• Carter, The Big Book of
Corporate Identity
• Carter, The Big Book of Logos
9
How to Get an ID Interview
• Networking
• Cold calling
• Referrals
• Differentiating yourself
• Evaluating technical and personal
skills
Collateral Design
Design
Part B - 336
10
The Interview Process
• Strategies
• Do’s and don’ts
• Classic mistakes
•
•
•
Collateral Design
11
Design Assignment -3 – Rocket Show
Page Design
• Individual “Rocket Show” website
page
Portfolio
Design
12
Page Design
• Application to post-graduate studies
•
•
Portfolio Synopsis
• Content
• Ethics
• Evolution
• Protection
Page Design
Design
13
14
IX
Baron, Designing a Digital
Portfolio
Myers, The Graphic
Design
Myers, The Graphic
Design
Showtime
• Digital Portfolio
• Marketing Collateral
• Rocket Show Page
Part B - 337
X
and Appeal Policy.
XI
XII
Challenge
Exam
Portfolio
Skills Test
Interview
Other
(please
specify)
Transcript
and Course
Outline
Review
XIII
Not
Available for
PLAR
b
DISCLAIMER
Part B - 338
No change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
BIND 454
Design Research Analysis
STAT 201 Research Methods
STAT 251 Quantitative Methods & Statistics
CREDIT VALUE:
3
FACULTY NAME:
Angelo Crupi
APPROVED:
I
COURSE DESCRIPTION
Design Research Analysis is a course in the methods of research analysis and application to
design. In a fast-developing profession that is innovation-centred, industrial designers require
practice in diverse research methods. Qualitative and quantitative approaches are analyzed
and compared in a case-by-case framework. Cause and effect analysis and alternative
methods of inferential inquiry are summarized and applied to develop awareness in all phases
of product development from market analysis to the final user, the client and the environment.
II
1.
2.
3.
4.
5.
Define research in several contexts.
Source, select and summarize techniques of design inquiry.
Explain the role of quantitative research in a design setting.
Define and demonstrate a method of qualitative research in design.
Articulate the advantages and disadvantages of qualitative research in design
applications.
6. Apply inferential methods of inquiry to design.
7. Develop a method for ranking, summarizing and communicating research findings in
visual formats.
8. Define causality and correlation by way of an example in design.
9. Generate alternative methods of inquiry for evaluating the effectiveness of design.
10. Analyze the effectiveness and accuracy of diverse methods of design research.
11. Present design research findings from diverse sources in a cogent visual summary.
12. Evaluate the effectiveness of research methods as applied to a design presentation.
Part B - 339
III
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
coherently
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
•
•
design concepts
Part B - 340
VI
Required Reference:
1. Coursepack for BIND 454 Design Research Analysis (Angelo Crupi, Ed.) with
excerpts from:
Brealey, Richard, Stewart Myers, Gordon Sick, and Robert Whaley. (1986).
Principles of Corporate Finance. Toronto: McGraw-Hill Ryerson Limited.
ISBN 0-07-548572-9. (Page 27-34, 223-232)
Breen, Bill. “No Accounting for Design.” Fast Company. Feb. 2007: 38.
Foot, David. "Boomers blow up the census." The Globe and Mail. Thursday,
March 21, 2002: A17
Foot, David. Wired for ... what?" Ottawa Citizen. Saturday, November 2, 2002:
B7
Foot, David. Baby boom meets baby bust." Globe and Mail, Wednesday
September 10, 2003. A23.
Jana, Reena. “The Innovation Backlash.” Business Week. February 12, 2007.
MacGregor, Roy. “How the numbers game revealed the rot in pro sports — and
the rise of gardening." The Globe and Mail. January 23, 2003, p. A2.
Neter, John, William Wasserman and G. A. Whitmore. Applied Statistics.
Toronto: Allyn and Bacon, Inc. ISBN 0-205-10328-6. (Pages 247-274)
Rae, Jeneanne. “Don’t Look to New Ideas for Growth.” Business Week.
January 17, 2007.
Scanlon, Jessie. “How To Turn Money Into Innovation.” Business Week.
November 14, 2006.
Verganti, Roberto. “Innovating Through Design.” Harvard Business Review.
December 2006.
Wong, Lee Ming, G. Gary Wang, and Doug Strong. “A New Design for
Production
(DFP) Methodology with Two Case Studies.” Dept. of Mechanical & Industrial
Engineering, The University of Manitoba, Winnipeg MB.
Wreden, Nick. "Using Surveys to Get the Information Your Business Needs."
Harvard Management Communication Letter, Vol. 5, No. 10, October 2002.
2. Internet
http://www.sociovision.com/sociovision/page?nom=PRINCIPALE (Sociovision 2007)
Part B - 341
http://www.ryerson.ca/~mjoppe/ResearchProcess/ResearchDesignDataCollectionTechni
quesandSelectionofSubjects.htm (Ryerson University 2007)
Narins, Pamela. “Choosing the Right Administration Method for Your Research.”
http://www.ryerson.ca/~mjoppe/ResearchProcess/AdministrationMethod.htm
http://www.nrc-cnrc.gc.ca/main_e.html (National Research Council Canada 2007)
http://www.cdrn.ca/
(Canadian Design Research Network 2007)
Recommended:
Laurel, Brenda. (2003). Design Research: Methods and Perspectives. Cambridge, MA:
The MIT Press. ISBN: 0262122634.
VII
EVALUATION
Weighting
Midterm Test
Assignment 1- Market Research, Listen and Learn
Assignment 2 – NRC - IRAP Form
Assignment 3 – Concluding Essay and Presentation
Final Exam
VIII
15%
20%
15%
20%
30%
100 %
COURSE SCHEDULE
WEEK
TOPICS
Excerpts From
1
Research Design, Data Collection Techniques
and Selection of Subjects
- Exploratory Research
- Conclusive Research
- Observation
- Survey’s
Ryerson University Website:
http://www.ryerson.ca/~mjoppe/
ResearchProcess/ResearchDesi
gnDataCollectionTechniquesand
SelectionofSubjects.htm
2
Research Design, Data Collection Techniques
and Selection of Subjects…continued
- Validity
- Reliability
- Probability Sampling Techniques
- Non-Probability Sampling Techniques
Ryerson University Website:
http://www.ryerson.ca/~mjoppe/
ResearchProcess/ResearchDesi
gnDataCollectionTechniquesand
SelectionofSubjects.htm
3
Survey Techniques
• Narins, Choosing the Right
Administration Method for
Your Research
• Wreden, Using Surveys to
Part B - 342
Get the Information Your
Business Needs
4
Test
- Research Design Principles
- Survey Techniques
- Excerpts from readings
5
Cases in Design Research
•
•
Verganti, Design
Breen, No Accounting for
Design
6
Demographics and Sociocultural Analysis
•
Foot, Baby Boom Meets
Baby Bust, Boomers Blow
Up Census, Wired For
What, How the Numbers
Game Revealed the Rot in
Pro Sports – and the Rise of
Gardening
Sociovision:http://www.socio
vision.com/sociovision/page
?nom=PRINCIPALE
•
Reading Week
7
February 19 – 23
Accounting for Innovation, Measuring ROI on
Design and Innovation
•
•
•
Jana, The Innovation
Backlash
Scanlon, How to Turn
Money into Innovation
Rae, Don’t Look to New
Ideas for Growth
8
Financial Analysis – Decision Trees – Net
Present Value - ROI
•
Brealey et al, Principles of
Corporate Finance
9
Graphical Representation of Data
- Pie Graphs
- Line Graphs
- Bar Graphs
•
Current News Sources (New
York Times, Financial Post,
Other)
10
Statistics and Design
- Quantitative Analysis
•
Neter et al, Applied Statistics
Part B - 343
-
IX
Probability
Projections
Regression
11
Designing For Production
- Review Finance and Statistics Principles
12
Presentation of Group Projects
13
Presentation of Group Projects and Review
14
Final Exam
•
Wong et al, A New Design
for Production Methodology
X
and Appeal Policy.
XI
Part B - 344
XII
Challenge
Exam
Portfolio
Skills Test
Interview
Other
(please
specify)
Transcript
and Course
Outline
Review
XIII
Not
Available for
PLAR
b
DISCLAIMER
Part B - 345
No Change
2006-2007
PROGRAM:
COURSE NUMBER:
COURSE NAME:
PREREQUISITE(S):
CREDIT VALUE:
FACULTY NAME:
BIND 455
Design Management
3
3
Bhupesh Shah
APPROVED:
I
COURSE DESCRIPTION
BIND 455 Design Management is a course outlining the concepts and practice of effective
management in the context of design. Through a business model, design is defined by its
unique relationship within the corporate structure, consisting of contact with and influence from
marketing, engineering, production, customers and senior management. Consensus building
strategies, negotiating, and team leadership sessions are combined to focus the organization’s
innovation and corporate growth. Corporate leaders will participate in the learning experience
as facilitators. Contact with business decision makers is part of this course of study.
II
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Define the role of design within the context of the corporate structure.
Delineate the responsibilities of marketing, production, and management.
Explain the rationale for direct contact between the designer, the distributor and
end user.
Interpret studies in business management.
Create opportunities for design and innovation within corporate decision making
policies.
Build a strategy for dealing productively with suppliers.
Build consensus around topics based upon their relevance to business in a
design framework.
Establish the limitations of the designer’s role in management structures.
Negotiate agreement among teams to pursue corporate design objectives.
Present a comprehensive and cogent business rationale for implementation
plans in design.
Formulate an effective response to opposition and offer alternatives in an
Part B - 346
12.
13.
14.
III
innovative solution.
Contextualize copyright, mechanical patent and design patents in a North
American context into a meaningful plan.
Evaluate the effectiveness of management structures that are inclusive of design
and suggest improvements.
Integrate methods of recompense such as fees and royalties into a
comprehensive office business strategy.
GENERIC SKILLS
1.
2.
3.
4.
5.
6.
coherently
IV
LEARNING VALUES
1.
2.
3.
4.
5.
6.
7.
8.
V
subject matter
•
•
•
Mini-lectures in the studio draw relationships between collaboration with studio/lab
work and theoretical design concepts
Part B - 347
•
•
VI
Required Reference:
1. Fisher, Roger and William Ury. (1991). Getting to Yes: Negotiating Agreement
Without Giving In. Penguin Paperbacks. ISBN 0-140-15735-2.
2. Gitomer, Jeffrey. (2004). The Little Red Book of Selling: 12.5 Principles of Sales
Greatness. Bard Press. ISBN 1-885-16760-1.
3. Coursepack for BIND 455 Design Management (Bhupesh Shah, Ed.) with excerpts
from:
Bennis, Warren and Robert Townsend. (1995). Reinventing Leadership:
Strategies to Empower the Organization. HarperCollins Canada.
ISBN 0-688-12670-7.
Cooper, Rachel and Mike Press. (2001). The Design Agenda: A Guide to
Successful Design Management. New York: John Wiley and Sons Inc.
ISBN 0-471-94106-4.
Cramer, James P. and Simpson, Scott. (2004). How Firms Succeed, A Field
Guide to Design Management. Atlanta: Greenway Communications.
ISBN 0-9675477-8-4.
Fisher, Roger and Daniel Shapiro. (2005). Beyond Reason: Using Emotions as
You Negotiate. Toronto: Penguin Group (Canada).
ISBN 0-670-03450-9.
Lencioni, Patrick. (2002). The Five Dysfunctions of a Team: A Leadership Fable.
John Wiley & Sons Canada, Ltd. ISBN 0-787-96075-6
Recommended Reading
Borja de Mozota, Brigitte (2004). Design Management: Using Design to Build Brand
Value and Corporate Innovation. Allworth Press. ISBN 1-581-15283-3.
Bruce, Margaret and J. R. Bessant. (2002). Design in Business: Strategic Innovation
Through Design. Financial Times Management. ISBN 0-273-64374-6.
Farris, Paul W., Neil T. Bendle, Phillip E. Pfeifer, and David J. Reibstein. (2006)
Marketing Metrics: 50+ Metrics Every Executive Should Master. Philadelphia: Wharton
School Publishing. ISBN 0-131-87370-9.
Grant, Robert M. (2005). Contemporary Strategy Analysis : Concepts, Techniques,
Applications. Blackwell Publishing. ISBN 1-405-11999-3.
Part B - 348
Goffee, Robert, Gareth Jones. (2006). Why Should Anyone Be Led by You?: What It
Takes To Be An Authentic Leader. Harvard Business School Press.
ISBN 1-578-51971-3.
Kim, W. Chan and Renee Mauborgne. (2005). Blue Ocean Strategy: How to Create
Uncontested Market Space and Make Competition Irrelevant. Harvard Business School
Press. ISBN 1-591-39619-0.
Porter, Michael E. (1998). Competitive Strategy: Techniques for Analyzing Industries
and Competitors. Free Press. ISBN 0-684-84148-7.
VII
EVALUATION
Weighting
Progressive Tests
Essay Assignment
Class Presentations
eBook / Management Field Guide
Leadership Development and Group Discussions
VIII
WEEK
10 %
10 %
25 %
35%
20 %
100 %
COURSE SCHEDULE
Excerpts From
TOPICS
1-3
Why Design Management?
Negotiation Skills
Human Resources
• Fisher, Shapiro, Beyond
Reason
• Fish, Ury, Getting to YES
• Lencioni, The Five
Dysfunctions of a Team
• Bruce, Bessant, Design in
Business, Chapter 7
4-6
Leadership
Marketing
What Clients Want
• Bennis, Townsend,
Reinventing Leadership
• Kim, Mauborgne, Blue
Ocean Strategy
• Goffee, Jones, Why
Should Anyone Be Led
By You?
Business, Chapter 5
• Cramer, Simpson, How
Firms Succeed
• Farris, et al, Marketing
Metrics
• Gitomer, The Little Red
Book of Selling
Part B - 349
READING WEEK
7-11
Regulatory and Legal Issues
Production and Engineering
Creativity
12-13
Finance
Working with Suppliers
Consensus Building
Strategy and Design
14
IX
Guest Speaker(s)
Business, Chapter 8
• Cramer, Simpson, How
Firms Succeed
• Cooper, Press, The
Design Agenda, Chapter
4
• www.dmi.org Success in
the Business of Design
• Kim, Mauborgne, Blue
Ocean Strategy
• Porter, Competitive
Strategy
• Grant, Contemporary
Strategy Analysis.
Wrap-Up
Final presentations
X
and Appeal Policy.
XI
School of Applied Technology's Academic Handbook).
The College’s Academic Regulations can be found at http://registrar.humberc.on.ca/acregs.html
Part B - 350
XII
Challenge
Exam
Portfolio
Skills Test
Interview
Other
(please
specify)
Transcript
and Course
Outline
Review
XIII
Not
Available for
PLAR
b
DISCLAIMER
Part B - 351
Breadth Electives Overview
History
A key component of degree level education in Ontario is a strong liberal arts curriculum. In
planning for degree programs, Humber has carefully developed a broad-based commitment to
general education. Building upon a record that has been recognized by universities in Ontario
and other jurisdictions, Humber’s Liberal Arts and Science Division plays a vital role in the
design, development and delivery of a strong liberal arts component for degrees. The blending
of liberal arts with program specific curricula offers opportunities for the enhancement of the
workplace skills of graduates from these programs, and the knowledge and understanding they
need to take leadership roles in their professions and the broader community. It also allows
them to continue their studies at a post-graduate level.
Humber’s liberal arts offerings progress through a rigorous curriculum development process that
seeks the advice of discipline specialists, vocational faculty, students, and other postsecondary
institutions. The goals of both breadth and depth are achieved with a range of courses at a
variety of levels, including lower level and upper level university instruction. They are organized
into breadth categories: Arts and Literature, Social Sciences and Humanities, and Natural
Sciences and Technology.
Humber has always recognized the importance of working with colleagues in various
professional areas as a way of securing the relevance and embedding the value of general
education in a vocational setting. As part of its partnership with the University of Guelph,
Humber has worked closely with the University to develop curriculum in the joint programs that
is geared to the marketplace while being academically rigorous. Some examples that have been
developed by Humber for the Media Studies joint degree/diploma program, and that have been
approved as part of that program in the University’s Senate, include the following:
•
•
•
•
•
•
The Literature of Journalism
The Sociology of Popular Culture
Perception, Power and the Media
Ideology, Public Opinion and Research
Icon, Sign and Symbol
International Relations: Global Media
Part B - 352
In addition, Humber has developed several academically rigorous courses that will be among
the elective offerings for the joint programs. They include the following:
•
•
•
•
•
•
Global History
The Sociology of Consumption
The Good Life: A Philosophical Investigation
Scientific Achievements of the 20th Century
Religion, Spiritualism, and Mysticism
Humber has also developed a unique partnership with the University of New Brunswick to offer
a collaborative, integrated degree in Nursing. The program, taught at Humber by Humber’s
Health Sciences faculty members, leads to a Bachelor of Nursing conferred by the University of
New Brunswick. Humber also has developed the general education (breadth) courses for this
program, which were written and delivered by Humber faculty.
These courses include:
•
•
•
•
The Sociology of Health
Listening and the Art of Narrative
Human Growth and Development
Breadth Courses for Degrees
Breadth courses are those courses that offer students an analytical framework through which to
observe and learn about themselves, their vocational area of study, and their society and
culture. These courses offer a perspective that encourages self-reflection and critique and new
opportunities for a rigorous exploration of the relation between the self and others, social and
political institutions, ethics and action, art and culture, and science and the natural world. They
are centred in, but not necessarily limited to, the liberal arts and sciences. These courses may
be grounded in the modes of analysis of a particular discipline or they may assemble and
integrate the insights of several subject areas in an interdisciplinary manner.
The original design and ongoing development of breadth courses is guided by five goals:
•
Lifelong Learning: To afford students an opportunity to develop a foundation of
knowledge and skills necessary to a life of learning and adaptation.
Part B - 353
•
Self-knowledge: To help students develop the ability to critically analyze the forces that
shape their values, ideas, and personal circumstances so that they can cultivate a
thoughtful, realistic, and positive sense of themselves.
•
Global Perspectives: To help students understand the global forces that are shaping
their local community, through an examination of diverse theories, narratives and
histories about the environment, work, family, marketplace, politics, arts, sciences, and
technology.
•
Citizenship: To provide the community with educated graduates who are ethical,
professional, and productive in the public workplace and who are informed and engaged
citizens.
•
Relevance: To evolve in a manner that is responsive and relevant to students and the
changing circumstances in which they live.
Each Baccalaureate Degree Program offered by Humber will include general education courses
that meet the choice, rigour, breadth, level, and liberal studies requirements reflected in the
Quality Assessment Board Handbook for College Applicants. Courses are offered at either an
introductory or advanced level and students must take at least two courses at the advanced
level. Courses are offered under one of the following four categories:
•
•
•
•
Arts & Humanities
Social Sciences
Natural Sciences
Interdisciplinary/Complementary Breadth (which could include either interdisciplinary
courses or broad-based courses outside the main field of study, e.g., sufficiently broadbased Business course for a non-Business student)
Courses are open to students in more than one program and will be taught by faculty with
graduate academic credentials in the subject rather than in the vocational areas.
Generic Skills: All breadth courses explicitly provide learners with opportunities to develop the
fundamental skills (literacy, numeracy, interpersonal, computer, and thinking) necessary to
operate in a challenging and changing environment. These skills are introduced, reinforced at
every opportunity, and assessed in a holistic manner in the breadth courses. Moreover, skill
sets are integrated with the essential knowledge base provided by the discipline.
The courses available, as of this time, in the four categories are:
Part B - 354
ARTS & HUMANITIES
Knowing and Believing: Epistemology
Brainstorm
Philosophy of Law
The Good Life: A Philosophic Investigation
Film Survey and Analysis
Foundations of Literature & Composition
Betrayal in Contemporary Fiction (advanced)
History of Art
Contemporary Narrative (Advanced)
Principles of Leadership
Power
Power 2: The Question of Legitimation (Advanced)
Theories of Beauty (Advanced)
SOCIAL SCIENCES
Introductory Psychology
Social Psychology
Developmental Psychology
Introductory Sociology
Sociology of Technology
City Life (Advanced)
Desire and Discontent (Advanced)
How Is Society Possible? Conflict, Cooperation & Social Theory (Advanced)
NATURAL SCIENCES
Astronomy
Breakthroughs of Twentieth Century Science
INTERDISCIPLINARY/COMPLEMENTARY BREADTH
Communication, Technology & Culture
Canadian Studies
The Influence of Mass Media on Canadian Society
Money, Markets & Democracy
Business and Politics (Advanced)
Part B - 355
Course Title:
Academic Writing and Critical Reasoning – No Change
Year and Semester: Breadth Elective
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
CO-REQUISITIES:
TOTAL COURSE HOURS: 42
CREDIT WEIGHT:
3
DELIVERY FORMAT
3:0
COURSE RESTRICTIONS:
1.0
COURSE DESCRIPTION
The purpose of this course is twofold: (i) to reinforce students’ academic writing skills,
with an emphasis on exposition, analysis, and argumentation,, and (ii) to develop critical
reasoning through discussion and analysis of readings drawn from various academic
disciplines and of varying complexity. These readings, which have a general relevance
to students’ area of study, may vary from semester to semester. Emphasis will be placed
on clear writing and the ability to develop reasoned arguments. Students will be required
to write on topics related to their field of study.
2.0
Upon completion of this course, students will be able to:
1.
2.
3.
4.
5.
6.
7.
8.
3.0
produce clear, concise, and coherent writing assignments;
apply the conventions of expository and persuasive writing, including grammar,
spelling, and punctuation;
read and discuss materials drawn from a variety of academic disciplines beyond the
literal level;
apply basic techniques of critical reasoning to the selected readings;
maintain a weekly journal, identifying issues and difficulties in the reading
assignments;
analyse a case study of an environmental issue in terms of its ethical dimensions;
complete an annotated bibliography;
write a research paper with a focus on supporting and developing ideas along with
appropriate documentation.
COURSE TOPICS
Note: Readings may vary depending upon students’ field of study.
Part B - 356
Course Title:
Week
Topic
1
Introduction to course: critical reading, essay writing, analytical reasoning; the
theme of nature, ecology, and technology; writing diagnostic
2
WRITING:
writing process: prewriting, composing, revising, editing
READING:
Aristotle, “The Purpose of Nature” (TE); Thoreau, “Nature” (TE);
White, “The Historical Roots of our Ecological Crisis”*
3
WRITING: conventions of expository and persuasive writing READING: Carson.
“A Fable for Tomorrow” and “The Obligation to Endure”(TE)
4
WRITING: grammar review In-class essay (10%)
5
WRITING: overview of the principles of documentation
READING: Naess, “The Shallow and the Deep” (TE); Bookchin, “The Concept
of Social Ecology”(TE)
6
WRITING: introductions and conclusion; annotated bibliographies; assignment:
Annotated Bibliography (10%) due in two weeks
READING: case study: “Bhopal and Responsible Care”*
7
WRITING: developing arguments
READING: case study: “Exxon Valdez and the Cleanup”*
Assignment: analysis of one case study (15%) due in two weeks
8
WRITING: revising
READING: Franklin, The Real World of Technology
Assignment due: Annotated Bibliography
9
WRITING: proofreading and practice; discussion of research essays and topics
READING: Franklin, The Real World of Technology
Assignment due: Case Study
10
In-class assignment 10%
11
READING: On, “Ecological Literacy” (TE); Milbrath, “Envisioning a Sustainable
Society: Learning Our Way Out” (TE)
12
Writing Workshop
13
review and discussion of the exam; assignment due: Research Essay 20%
14
FINAL EXAM (25%)
Part B - 357
Course Title:
4.0
METHODS OF INSTRUCTION
•
•
•
5.0
Lecture
Discussion
Research
TEXTBOOKS AND SUPPLEMENTAL READING MATERIAL:
Cahn, Matthew and Rory O’Brien, eds. (1996) Thinking about the Environment:
Readings on Politics, Property, and the Physical World. Armonk, N.Y. : M.E. Sharpe,
(referred to as TE)
Course pack includes the following:
White, (1997) “The Historical Roots of our Ecological Crisis”. Science 155, 3767: 12031207
“Exxon Valdez and the Cleanup” and “Bhopal and Responsible Care” from Newton, Lisa
and Catherine K. Dillingham. Watersheds 2: ten cases in environmental ethics. Belmont,
CA: Wadsworth.
Franklin, Ursula. (1999)The Real World of Technology. Toronto: Anansi.
Troyka, .L.Q. (2002) Simon and Schuster Handbook for Writers (3rd Canadian edition).
Toronto: Prentice Hall.
6.0
RESOURCES OBTAINED/SUPPLIED BY STUDENT:
Required text
CANCOPY text of readings
7.0
STUDENT EVALUATION:
Journal (submitted weekly)
In-class essay (500 words)
In-class analysis (750 words)
Annotated Bibliography
Case Study (750 words)
Research Essay (1000 words)
Final Exam
TOTAL
10%
10%
10%
10%
15%
20%
25%
100%
Part B - 358
Course Title:
Information About Course Designer/Developer:
5
Course designed by faculty eligible to teach this course:
David Wallace
Course designed by other:
List faculty qualified to teach the course and/or statement “faculty to be hired”:
David Wallace, James MacDonald
If the method of instruction includes on-line delivery (technology-based, computer-based
and web-based), what percentage of the course content will be offered on line?
______0______%
If greater than zero, complete Appendix 6.5.3.
Faculty qualifications required to teach/supervise the course:
Ph.D. (English); minimum M.A. (English)
Classroom requirements:
Humber has sufficient classroom space at the North Campus to accommodate 10,200 students
and at the Lakeshore Campus to accommodate 4,800 students.
Equipment requirements:
Standard classroom equipment.
Part B - 359
Course Title:
Astronomy: Discovering Our Place in the Universe – No Change
Year and Semester: Elective Choice
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
I.
42
3
lecture, seminar, research, tutorial, simulation
COURSE DESCRIPTION
At the beginning of the 21st Century, we have the capacity to understand, in a way no
previous generation could, our unique and privileged place on a planet in our solar
system as part of the Milky Way galaxy in an expanding universe of galaxies. Through
direct observation and classroom simulations, we will encounter and describe the
movements of the night sky; the same night sky ancient civilizations observed and
recorded with amazing accuracy. We will uncover the birth of scientific thought as
humans developed models and physical laws to explain the dance of the heavens. With
the benefit of data from modern land based telescopes, the Hubble Space Telescope
and space probes we will explore the planets, the life cycle of stars, the nature of
galaxies in an expanding universe, the origins and future of the cosmos and the
possibility of extraterrestrial life. Direct observation will be encouraged using naked eye,
binoculars, the college telescope plus local and worldwide resources.
II.
INSTRUCTIONAL GOALS
From participation in this course, students should:
•
•
•
•
III.
experience and express an informed sense of awe from gazing into a clear, dark
night sky;
appreciate the human interest humanity in the heavens and the painstaking effort of
so many people from antiquity to the present to achieve our current understanding;
recognize the difference between a casual or speculative, non-structured, qualitative
description of some feature in astronomy and a systematic, critical, quantitative and
well-accepted theory;
comprehend the overall structure of the universe: our earth, out through our solar
system to the domain of stars, to the collection of stars into galaxies, and the
association of galaxies into clusters.
LEARNING OUTCOMES
Upon completion of the course, students should be able to
1.
Describe the general movements of sun, moon, planets, stars and constellations in
unambiguous terms and identify prominent constellations of the seasonal sky.
Part B - 360
Course Title:
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
IV.
Demonstrate the skills necessary to continue exploration of the night sky through all
seasons of the year with the naked eye, or with aid of binoculars, telescopes,
Planetariums or computer software.
Point out the difference between a casual, non-structured, qualitative description of
some item of the night sky, and a systematic, critical, quantitative observation.
Outline the structure and scale of the universe using the domains of solar system,
Milky Way Galaxy and collections of galaxies and be able to assign numbers,
distances, sizes and times to the features within these domains.
Summarize the historical development of models of the universe from ancient
civilizations to modern times and note the impact of the major developments on
astronomy in particular, and human thinking in general.
Recognize that all matter emits electromagnetic radiation characteristic of the
material and its particular state and that the transmission of electromagnetic
radiation as radio waves, micro-waves, infrared, visible and ultraviolet light, x-rays
and gamma rays, is the main way we become aware of objects in the universe.
Explain how a variety of telescopes collect electromagnetic radiation and focus it for
visible detection or analysis by wide range of modern instruments.
Compare the characteristics of the Terrestrial and Jovian Planets and show how the
consistent features of the planets as well as the role of asteroids, comets and
meteors point to a model for the origin of our solar system.
Describe the features of a star and recognize the sun as a typical star; indicate how
direct and indirect measurements have been developed to obtain numerical values
for features of stars in our galaxy and beyond.
Demonstrate how the above features interact to build our understanding of
interstellar medium, the life cycle of stars and spectacular stellar events.
Describe the Milky Way galaxy as a collection of stars with its own set of structural
features and recognize it as different from an expanded solar system.
Describe the large-scale structure of the universe in terms of collections of galaxies
and identify the difficulties of making measurements at this scale.
Explain the Big Bang theory of the origin of the universe and relate how it is being
affected by recent information from new instruments.
Debate the possibility of life elsewhere in the universe, and compare the tabloid
press and anecdotal reports with the scientific exploration of this possibility.
Demonstrate communication skills at a degree level in making requests, following
instructions, completing assignments, taking tests and submitting reports.
COURSE CONTENT OUTLINE
There are three classroom hours per week. These classes will include multimedia
presentations, interactive lectures and seminars to discuss and illustrate concepts and
develop observational skills. For timing purposes a Learning Module (LM) represents
approximately three hours of classroom time or equivalent activity. Testing will take
place in class periods. There will be out of class assignments, reports and at least one
observation project. As weather and logistics permit there will be night sky viewing with
binoculars and the college telescope, on our own and/or in conjunction with Humber Star
Club.
Part B - 361
Course Title:
UNIT TOPICS
TIMING
1-a
The Night Sky: Looking out from Our Place
Survey of the Universe: The Scope of the Course
Describing the Observed Motions in the Heavens
from an Earth Centred Universe
History and Models of the Universe
LM’s 1-3
1-b
The Neighbourhood: Our Solar System
Comparative Features of the Solar System
Earth and Moon as Models for Other Objects
The Terrestrial Planets
The Gas Giants & Pluto
Interplanetary Debris
Origin of Our Solar System
Planets Around Other Stars
LM’s 4-6
2-a
The Extended Community: Our Galaxy of Stars
LM’s 7-11
Celestial Information: Light and Other Electromagnetic Radiation
Collecting the Information: Telescopes and Other Instruments
Our Sun: the Local Star
Measuring the Properties of Distant Stars
The Life Cycle of Stars from Birth out of the Interstellar Medium
to Spectacular Endings as Planetary Nebula and Super-Nova
Special Stellar Events and Strange Cases
2-b
The Universe of Galaxies: Our Ultimate Home
The Milky Way Galaxy
A Universe of Galaxies
The Shape, Age and Future of the Universe
Life in the Universe
LM’s 12-15
Disclaimer:
Topics and emphasis may vary by mutual agreement depending on
astronomical events unique to the semester and/or the evolving interests of the class.
V.
METHOD OF STUDENT EVALUATION
Evaluation will be by a combination of unit tests and a series of mandatory and chosen
projects. Creative and committed responses in content and presentation from
professional or personal interests will be encouraged and factored into the evaluation of
projects where appropriate. The assignment of marks is as follows:
Part B - 362
Course Title:
Activity Assigned Value
Two Unit Tests – These will consist of multiple choice
and essay answer questions in approximately a 75% / 25%
ratio. Sample test questions will be provided 20 & 30 = 50%
Five Projects, ~ 10 marks each. Some projects will be
mandatory, and others will be chosen from a variety of project
offerings including observational activities, computer simulations,
and other tasks. The projects offer a mixture of short and long-term
time commitments. Special astronomical events, instructor preferences,
student interest and new technologies will determine the particular
offerings each semester.
5 x 10 = 50%
TOTAL
VI.
= 100%
REQUIRED TEXT(S) AND OTHER LEARNING MATERIALS
Textbook - a text similar to one of the following will be chosen and assigned for the
course:
Michael A Seeds, Astronomy – The Solar System and Beyond, 3rd ed. including The
Sky CD-ROM Planetarium Software, Brooks/Cole Publishers, ISBN # 0-534-39537-6
William K. Hartmann & Chris Impey - Astronomy - The Cosmic Journey, 6th ed .
including The Sky CD-ROM Planetarium Software, Brooks/Cole Publishers, ISBN # 0534-39647-X
Jeffery Bennett et al., The Cosmic Perspective, 3rd ed,: Benjamin Cummings
Publishers,
ISBN: #0-8053-8738Other Resources
Every student will require a set of class notes, titled: “Astronomy: Class Notes,
Assignments and Sample Tests.” These will be available from the bookstore
Lectures and multimedia sessions will draw on the support materials of the assigned
text. It will be the basis of review quizzes and units tests and an excellent starting point
for assigned projects and/or personal enquiry into astronomy. The Appendix Tables and
Glossary will be up to date and valuable in the study of astronomy.
Project CLEA (Contemporary Laboratory Experiences in Astronomy) will be used for inclass demonstrations and for some of the optional assignments. These are a series of
computer simulation activities that are freely available on the Web.
Part B - 363
Course Title:
Binoculars are useful for personal observation and some optional assignments. Several
pieces of astronomy-related computer shareware will be made available if the text does
not include such software.
5
Tom Olien
Tom Olien
______0______%
M.A. minimum, Ph.D. preferred
Humber has sufficient classroom space at our North Campus to accommodate 10,200 students
and at our Lakeshore Campus to accommodate 4,800 students.
Standard classroom equipment
Part B - 364
Course Title:
Betrayal in Contemporary Fiction – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
I.
Successful completion of at least two lower level breadth courses
or letter of permission.
42
3
lecture, seminar, readings, research
COURSE DESCRIPTION
It is probably safe to say that betrayal, of one kind or another, is a universal human
experience. We have all felt betrayed. We should admit, though, that some betrayals
are more serious, more profound, than others. Some betrayals are the stuff of tragedy
itself. Through the study of fiction, mainly novels, published since 2000, this course
explores betrayal: its kinds: personal, communal, historical, linguistic, technological; its
implications: physical, emotional, moral; and its outcomes: change, loss, revelation.
Many of the texts chosen, especially those in the second half of the semester, combine
themes of betrayal not only in their subject matter but also in their narrative method,
thereby allowing students to analyse formal characteristics of contemporary narrative, as
well as theme. The theoretical readings, particularly those of Freud, Austin, Barthes, De
Man, Foucault, Iser, and Hardwick supplement and, in some cases, frame the study of
the primary texts. Not surprisingly, the course concludes with the study of technological
betrayal – perhaps the greatest betrayal we currently face. Students will conduct
original research based on the ideas generated by Margaret Atwood’s Oryx and Crake
(2003), a novel full of frightening prediction and questions about the future of humanity.
II.
LEARNING OUTCOMES
On completion of this course, students will be able to:
1.
2.
3.
4.
5.
6.
7.
account for and explain the prevalence of themes of betrayal in contemporary
literature;
explain the tragic dimensions of betrayal, and explain the relationship between
betrayal and tragedy;
outline the cultural sources and underpinnings of our view of betrayal;
compare the attitude toward betrayal manifest in Greek tragedy and the Old
Testament to the attitude promoted by the New Testament;
describe the extent to which acculturation may be perceived as a betrayal of
tradition and community;
explain the moral dimension of betrayal and outline the ambiguities inherent in that
morality;
identify the kinds of betrayal represented in contemporary narrative;
Part B - 365
Course Title:
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
III.
apply psychoanalytic theory, explain the psychology of the betrayer and compulsion
to deceive or betray;
relate betrayal and deception to the need to invent and to write;
identify narrative type and technique in the texts studied;
evaluate the effects of specific narrative techniques on content;
describe narrative persona and narrative viewpoint in specific texts;
trace the steps of the reading activity and explain the role of the reader in creating
meaning in a specific text;
outline the characteristics of the following: tragedy; the picaresque novel; the comic
novel; the novel of ideas; and dystopian fiction;
describe and analyse responses to and effects of betrayal as they are represented
in the texts studied;
compare the effects of betrayal on individuals represented in the texts studied;
explain the uneasiness of the relationship between science and ethics as that
relationship is articulated by specific texts studied;
verify with evidence the extent to which the predictions described in contemporary
dystopian fiction have already occurred or been realized;
conduct and summarize research to support theories concerning technology as it is
represented in specific texts;
correctly document secondary sources used in research for term papers and other
writing assignments.
Unit 1
Introduction: foundations in Greek tragedy and Bible for analysis of
betrayal; betrayal and revenge; betrayal and forgiveness
Section 1-2
“Jason has betrayed his children and my mistress.” (The Medea of Euripides)
Students will begin by reading The Medea of Euripides as a point of departure for their
analysis of the intersection of tragedy and betrayal. The drama of the betrayal of
Medea and her children by Jason, and Medea’ s subsequent and terrible revenge,
provides rich ground for students to examine ideas of fidelity, marriage oaths, and
morality. Students will analyse the extent to which the betrayed subject is both
victimized and complicitous in his or her betrayal. By considering to what extent, if any,
Medea is justified in taking her revenge, and by studying the attitude of the Greek
chorus, students will be introduced to questions germinal to the course: what are the
cultural, political, and moral underpinnings of our view of betrayal? In an attempt to
trace the cultural sources of our often contradictory attitude, the ethos of revenge
explicit in Greek tragedy and in the Old Testament will be compared to New Testament
accounts of forgiveness, particularly Christ’s forgiveness of Judas’s betrayal and Peter’s
denial in the garden.
Part B - 366
Course Title:
Readings for Unit 1
In Cancopy Course Package:
The Medea of Euripedes
Biblical selections
Unit II
Historic Betrayal: the language of promises, contracts, oaths and
their betrayal; betrayal as a breaking of bonds: marital, familial, tribal, communal,
and economic.
Section 3-4
“One doesn’t like to think of people giving their best, even their lives, under deceptive
circumstances.” No Great Mischief
This novel explores the profound and lasting effect of The Clearances in Highland
Scotland – a betrayal, by imperialism, changing economies, and acculturation of an
entire people and way of life, an historical betrayal that resonates in Canada today.
Students will study MacLeod’s multi-award winning novel to expand their understanding
of the kinds of betrayal and duplicity, and of the lasting psychological and physical
effects of betrayal on individuals, families and communities. Austin’s and De Man’s
analyses of contractual language and promises, introduced in Section 1-2, will continue
to provide a theoretical focus for students’ exploration of the linguistic underpinnings of
loyalty and betrayal, central to MacLeod’s treatment of the historic Clan MacDonald.
Lectures will fill in relevant historical context and background.
Readings for Unit II
J. L. Austin, “Other Minds,” (on performance language and promises)
J. J. Rousseau, Social Contract (excerpt)
Paul de Man, “Promises”
Alister MacLeod, No Great Mischief
Unit III
Secrets and Betrayal of Trust
Section 5-6
“Soon they knew much more. At least Liza did …. She knew not to talk so much about
all she knew.” (Vandals)
In this section, students will study selected short fiction dealing with secrets and with the
betrayal of love and trust. They will examine everyday betrayals, those betrayals of
women and children in the stories of Alice Munro, an author particularly adept at
representing the complexity of betrayal and at narrating the seeming normalcy of the
everyday, the veneer that covers the unspeakable. For Munro, the ambiguous grey area
Part B - 367
Course Title:
at the centre of much human motivation is what makes betrayal intriguing, and students
will contrast her view to the morally unequivocal attitude of Greek tragedy. Selected
stories of Jon McGregor, Sam Shepherd, and Michael Redhill will also be explored in
this context, as well as Ian McEwan’s Reflections of a Kept Ape, which invites students
to consider lovers and their betrayal games in an unorthodox, but altogether revealing,
situation. Elizabeth Hardwick’s recent critical study Seduction and Betrayal provides a
theoretical base for analysing the fiction selected. The betrayals of love necessitated by
politics, a theme taken up more fully in Units IV and V, will be introduced here through
Somerset Maugham’s Giulia Lazzari, from his Ashendon spy stories, and through
Nadine Gordimer’s Crimes of Conscience. J. M. Coetzee’s interview provides
students with further insight into the exigencies of politics on writing and on telling truths.
Readings for Unit III
Nadine Cordimer, “Crimes of Conscience”
Somerset Maugham, “Giulia Lazzari”
Alice Munro, “Open Secrets”
“Vandals”
Jon McGregor, “What the Sky Sees”
Sam Shepherd, “Great Dream of Heaven”
Ian McEwan, “Reflections of a Kept Ape”
From Michael Redhill, Fidelity
Excerpt from Elizabeth Hardwick, Seduction and Betrayal
“J. M. Coetzee Interview” (from Doubling the Point)
At the end of Section 6, there will be a short paper due, worth 15% of the final grade.
Unit IV
Crimes of Conscience and the Betrayals of War
Section 7
Beginning with Jonathan Safran Foer’s Everything Is Illuminated, students will undertake
a study of the betrayals caused by war, in this case the betrayal of ties of brotherhood
caused by the Nazi Occupation of Eastern Europe and Genocide of the Jews during
WW2. Although its subject is profoundly tragic, Everything is Illuminated, while not
formulaically comic, is a humorous novel; its form, epistolary; its style, picaresque; its
tone, both one of despair and laughter. This novel gives students the opportunity to
address questions of the relation of form to content. Is Safran Foer’s method effective?
Is his treatment of war’s and Nazism’s betrayals and atrocities appropriate? What does
his method tell us about ourselves and about the human condition? What is illuminated
in Everything is Illuminated?
Section 8-9
“The very complexity of her feelings confirmed Briony in her view that she was entering
Part B - 368
Course Title:
an arena of adult emotion and dissembling from which her writing was bound to benefit.”
(Atonement)
Ian McEwan’s Atonement is an utterly compelling narrative of childhood, love, loss of
innocence, war, and class. In its movement from the personal betrayal caused by a
young, privileged, English girl’s lie that profoundly alters the lives of others, through the
betrayal of youth, masculinity, and life in the horrors of the battlefields of WW2, to the
final deceptions practised by this narrative on the reader him/herself, this novel offers
students a range of betrayals to study. To help students appreciate the politics of
betrayal, lectures will inform on aspects of WW2, including background on battles on the
Normandy coast detailed in Atonement. With supplementary readings in Freud, the
psychology of the betrayer and the impulse to dissemble (and to write) will be examined.
Perhaps most importantly, McEwan’s work raises the possibility of atonement and allows
students to consider whether betrayal can ever finally be forgiven and the betrayer
absolved.
Readings for Unit IV
Excerpts from Freud
Foer, Safran, Jonathan. Everything is Illuminated
McEwan, Ian, Atonement
At the end of section 8, there will be a comprehensive test worth 25% of the final grade.
Unit V
Narrative Betrayal
Section 10-11
“Isn’t telling a story about something, using words, English or Japanese, already
something of an invention? Isn’t just looking upon this world already something of an
invention?” (Life of Pi)
Continuing their study of the theme of narrative betrayal and the connection between
betrayal and invention (of stories), both ideas introduced by Atonement, students will
read Yann Martel’s Life of Pi, a novel that is pure invention, one that gives readers one
story, perhaps an allegory, and then after readers have conceded and willingly
suspended their disbelief takes it all back and gives readers an alternative story, more
credible, more concrete, and ultimately more horrific. What is this technique but a
betrayal of readers’ expectations of narrative? Shouldn’t the authors, after all, stick to
their story? As a starting point for investigating relations between author, narrator, and
truth, Wayne Booth’s work on the reliability of the narrator explains key terms and
concepts, and gives a solid theoretical framework. Life of Pi raises for students critical
questions about the properties of authorship and the activity of reading itself: is the
Author the origin of meaning in the text or is the Reader? How do contemporary
authors, such as Martel and McEwan, play with more or less conventional valorisations
Part B - 369
Course Title:
of the author, with the idea of the author as the principle of a certain unity of writing? In
addition, the originality of Martel’s novel is questionable; Martel himself admits his debts
to other writers’ narratives. Roland Barthes’ seminal essay, “The Death of the Author”
(1968), as well as selections from the work of Michel Foucault, Wolfgang Iser, and more
recently, Sean Burke, will provide a theoretical foundation for this section.
Readings for Unit V
Excerpt from Wayne Booth, The Rhetoric of Fiction
Roland Barthes, “The Death of the Author”
Michel Foucault, “What is an Author”
Excerpt from Wolfgang Isser, “The Reading Process: A Phenomenological
Approach”
Sean Burke, “The Death and Return of the Author”
Yann Martel, Life of Pi
A term paper worth 25% will be due at the end of Unit 5.
Unit VI
The Betrayals of Technology
Section 12-14
“With the bomb, ideas of right and wrong ceased to exist…. We were all lied to. In one
way or another…[W]e had long since left a perfect world behind.” (The Ash Garden)
Ironically, the greatest medical, scientific, and technological advances owe their
development to war. The promise and hope of atomic energy, and the betrayal of that
promise, is the subject of Dennis Bock’s The Ash Garden. Through Bock’s triperspective narrative, students will explore the effects of America’s dropping of the
atomic bomb on Japan at the end of WW2, on a Japanese child in Hiroshima, on one of
the bomb’s founding physicists, and on the life and conscience of the world generally.
Students will investigate the intersection of science and ethics in an attempt to
understand the uneasy relationship between them. The course will conclude with a
study of Margaret Atwood’s dystopian novel, Oryx and Crake, to allow students an
imaginative glimpse at the possible repercussions of the betrayals of technology on
humanity’s future. Students will be expected to conduct research on current ethical
problems or betrayals associated with science and technology to supplement, verify, or
refute the alarming ideas presented in Atwood’s novel.
Readings for Unit VI
Dennis Bock, The Ash Garden
Margaret Atwood, Oryx and Crake
Excerpts from Bill McGibbon, Enough: Staying Human in an Engineered World
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Course Title:
There will be a final exam during the scheduled exam period worth 30% of the final
grade.
IV.
RECOMMENDED ADDITIONAL READINGS
The texts suggested here have been selected because (1) they provide provocative,
intellectually challenging treatment of themes of betrayal, or (2) they will broaden
students’ knowledge of the breadth and range of particular authors’ works.
The Agamemnon of Aeschylus
Atwood, Margaret. The Blind Assassin
The Handmaid’s Tale
Banville, John. The Untouchable
Ford, Madox. The Good Soldier
MacLeod, Alister. The Island
McEwan, Ian. The Child in Time
Munro, Alice. Hateship, Friendship, Courtship, Loveship, Marriage
Ondaatje, Michael. Anil’s Ghost
The English Patient
Shakespeare’s Tragedies
V.
EVALUATION PROCEDURES
Short writing assignments
Mid-term Test
Term Paper
Final Exam
TOTAL
VI.
20%
25%
25%
30%
100%
REQUIRED TEXTS AND OTHER LEARNING MATERIALS
Texts:
Atwood, Margaret. Oryx and Crake. Toronto: McClelland and Stewart, 2003.
Bock, Dennis. The Ash Garden. Toronto: Harper Collings, 2001
Foer, Jonathan Safran. Everything is Illuminated. Toronto: Harper Collins, 2002.
Martel, Yann. Life of Pi. Toronto: Random House, 2002
MacLeod, Alister. No Great Mischief. Toronto: McClelland & Stewart, 1999.
McEwan, Ian. Atonement. Toronto: Knopf Canada, 2001.
Part B - 371
Course Title:
Cancopy Course Package
Other:
Access to a personal computer and Internet access
VII.
DELIVERY FORMAT
This course will be conducted mainly through lectures and seminar discussion.
Students are expected to prepare for and participate in seminar discussion. There will
be opportunity for group work once during the semester.
5
Barbara Morris
Mary Ellen Kappler, Ella Ophir
______0______%
M.A. (English) minimum, Ph.D. preferred
The college has sufficient classroom space at our North Campus to accommodate 10,200
students and at our Lakeshore Campus to accommodate 4,800 students.
Part B - 372
Course Title:
Brainstorm – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
1.0
42
3
lecture, seminar, readings, case studies
COURSE DESCRIPTION
This course investigates what it means to think rationally and intelligently through an
examination of powerful arguments on topics such as the nature of truth, the relationship
between religion and science, campus speech codes and censorship, the nature of
mental illness, war crimes, and the nature of evil. Through this examination of the ideas
and arguments of great thinkers, students are encouraged to question underlying
assumptions, appreciate the formal structure of good argumentation, and evaluate the
ultimate strength of various positions. Students will develop complex thinking skills that
will allow them to analyse their own beliefs as well as assess the arguments of others for
soundness and reasonableness.
2.0
LEARNING OUTCOMES
Upon successful completion of this course, students will be able to:
1.
Explain the conflict between religious belief and scientific reasoning and define the
difference between science and pseudoscience.
2. Describe the steps in reasoning that Descartes argued could result in certain
knowledge.
3. Summarize and analyse the criticisms of Descartes’ argument put forward by Locke
and the Empiricists.
4. Explain the limits of empiricism according to Kant.
5. Explain and analyse the arguments offered by Nietzsche against the illusion of
certain knowledge.
6. Explain and analyse Anselm’s ontological proof for the existence of God.
7. Explain Mill’s three reasons for supporting freedom of expression.
8. Analyse Fish’s views on the connection between power and language.
9. Explain the strengths and weaknesses of formal reasoning.
10. Discuss Popper’s view of the importance of falsifiability for scientific knowledge.
11. Identify and explain the challenge to mainstream science posed by Kuhn’s idea of
scientific paradigms.
12. Compare Kant’s theory of morality based on reason and duty to Sartre’s morality
based on freedom and authenticity.
Part B - 373
Course Title:
Brainstorm – No Change
5
John Elias, Greg Narbey, Ian Gerrie
______0______%
M.A. minimum, Ph.D preferred
Part B - 374
Course Title:
Breakthroughs of 20th Century Science – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
I.
42
3
lecture, seminar, readings, research, simulation
COURSE DESCRIPTION
The Twentieth Century saw breakthroughs in scientific understanding that went a long
way to answering ancient questions: the source of heredity in the DNA molecule, the
explanation of earthquakes and volcanoes through plate tectonics. Our view of the
universe expanded from thousands to billions of light years while at the same time our
understanding of fundamental particles imploded from the billiard ball like atom to the
weird quantum features of the subatomic world. These understandings have
dramatically impacted the way we live. Nanotechnologies built on our quantum
understanding make GigaByte storage devices and GigaHz processors everyday terms.
Although rapid international travel makes SARS a global threat, advances in medical
understanding and practice avoid the disaster of the Spanish Flu. There was also a shift
in our fundamental understanding of nature from the familiar, deterministic world of
Newtonian Mechanics and Maxwell’s Electromagnetism to the counterintuitive domains
of Einstein’s Relativity and Heisenberg’s Uncertainty Principle. Throughout the 20th
century productive accomplishments based on the reductionist approach of previous
centuries were supplemented by breakthroughs in the integrative approaches of
ecology, systems theory and complexity. Based on our exploration of the nature and
direction of the breakthroughs of the 20th century, what breakthroughs can we anticipate
and what breakthroughs do we need to survive in the 21st century? These are some of
the ideas and questions that will be explored in a manner accessible and of interest to all
students.
II.
LEARNING OUTCOMES
Upon completion of the course, students should be able to
1.
2.
3.
Describe several scientific achievements of the Twentieth Century, mention the key
people involved and describe the impacts of these achievements on our daily lives,
the function of our society and the way we think.
Identify the difference between a casual, non-structured, qualitative description of
some event or action, and a systematic, critical, quantitative observation.
Detect and respond accordingly to the difference between a tentative scientific
hypothesis of a specific piece of research, the emerging development of a
significant science theme and a mature scientific theory with a substantive body of
consistent supportive research and predictive outcomes.
Part B - 375
Course Title:
4.
Trace the path from the information code in DNA to the manufacture of a group of
proteins that manifests a particular trait in a living organism, and how this process
supports our modern understanding of evolution.
5. Distinguish between the different interactions that can take place at the boundaries
of tectonic plates and predict the nature of the geological activity at these
boundaries, stating examples that represent these different interactions.
6. Conduct the calculations necessary to show how disk size, rotation rates, read/write
head size, chip speeds and data transfer rates all interact to make a 20 gigabyte
Hard Drive feasible.
7. Demonstrate an understanding of physical reality beyond the concrete world of our
five senses to include the probabilistic domain of quantum mechanics and the
mathematical abstractions of an expanding universe.
8. Demonstrate and give examples of how the integration and complexity of an
ecosystem provide the robustness necessary to deal with many environmental
challenges and yet leaves it vulnerable to the law of unintended consequences.
9. Recognize the social, ethical and legal issues that have been raised by twentieth
century science and be able to defend a critical position on one of those issues.
10. Research a current or recent scientific development to the point of understanding its
implications to a body of scientific knowledge and to our society.
11. Speculate meaningfully on the need for and possibility of a breakthrough in some
area of science in the 21st century.
12. Demonstrate communication skills at a degree level in making requests, following
instructions, completing assignments, taking tests and submitting reports.
III.
There are three classroom hours per week. These classes will include multimedia
presentations, interactive lectures and group activities to discuss and illustrate concepts
and engage in activities that demonstrate features of the topic. For timing purposes a
Learning Module (LM) represents approximately three hours of classroom time or
equivalent activity. Testing will take place in class periods, and there will be two classes
of group presentations.
TOPICS
Introduction to Course – Intentions & Expectations
Expanding Universe of Galaxies
Internal Structure of the Atom – Quantum Mechanics
Special Relativity & General Relativity
Long Chains & Designer Materials
– Chemistry and the Material Sciences
Plate Tectonics – Geological & Biological Evolution
Nanotechnologies & the Numbers
that Make Things Work
DNA and the Path from Genetic Code
to Biological Function
Genomics & Protiomics – Frontiers of the Biosciences
TIMING
LM 1
LM 1 - 2
LM 3
LM 4
LM 5
LM 6
LM 7
LM 8
LM 9
Part B - 376
Course Title:
Medical Breakthroughs in Physical & Mental Illnesses
Ecology, Systems Theory, Chaos & Complexity
Speculations on Breakthroughs in the 21st Century
- Group Presentations
The Nature of Scientific Enquiry
Summary & Tests
LM 10
LM 11
LM 12 -13
LM 14
LM 7,15
Disclaimer:
Topics and emphasis may vary by mutual agreement depending on
current events and/or the evolving interests of the class.
IV.
Evaluation will be by a combination of tests, assignments and a group presentation.
Creative responses in content and presentation from professional or personal interests
will be encouraged and factored into the evaluation of assignments and group
presentation where appropriate. The assignment of marks is as follows:
Activity Assigned Value
Two Tests – These will consist of multiple choice questions
and questions requiring descriptive answers in approximately a
70% / 30% ratio. Sample test questions will be provided
20 & 30 = 50%
Four short science reports on current science issues,
with a mix of themes and resources.
- 2 completed by wk 6, 4 by wk 10
4 x 5 = 20%
Group research & presentation
30%
TOTAL
V.
=
100%
Required Text - A collection of materials following Can-Copy guidelines will be made
available to students through the bookstore. The materials for the Can-Copy text will be
drawn from some of, but not limited to, the following sources:
Aczel, Amir D., (1999) – “God’s Equation: Einstein, Relativity, and the Expanding
Universe”
Albert, David Z., (1992) – “Quantum Mechanics and Experience”
Bennett, Jeffrey, (2001) – “On the Cosmic Horizon: Ten Great Mysteries for Third
Millennium Astronomy”
Cloud, Preston, (1988) – “Oasis in Space”
Part B - 377
Course Title:
Friday, Adrian, & Ingram, David, (1985) General Editors – “The Cambridge Encyclopedia
of Life Sciences”
Gleick, James, (1987) – “Chaos”
Herbert, Nick, (1985) – “Quantum Reality: Beyond the New Physics”
Kapra, Fritzjof, (1996)- “The Web of Life: A New Scientific Understanding of Living
Systems”
Kolb, Rocky, (1996) – “Blind Watchers of the Sky”
Kuhn, Thomas S., (1962) – “The Structure of Scientific Revolutions”
Lewin, Roger, (1992) – “Complexity: Life at the Edge of Chaos”
Davis, Wade, (1998) - “The Clouded Leopard”
Glashow, Sheldon L., (1993) - “From Alchemy to Quarks”
Pais, Abrahan, (1982) – “ ‘Subtle is the Lord…’ The Science & Life of Albert Einstein”
PBS, Five Part Video Series – “A Science Odyssey”,
Prigogine, Ilya & Stengers, Isabelle, (1984) – “Order out of Chaos”
Park, Robert, (2000) – “Voodoo Science: The Road from Foolishness to Fraud”
Ridley, Matt, (2000) – “Genome: The Autobiography of a Species in 23 Chapters”
Schneider, Stephen H., & Londer, Randi, (1984) – “The Coevolution of Climate & Life”
Will, Clifford M., (1986) – “Was Einstein Right? Putting General Relativity to the Test”
Ward, Peter & Brownlee, Donald, (2000)-“Rare Earth: Why Complex Life is Uncommon
in the Universe”
Many Web sources on SARS and the Spanish Flu Epidemic of 1919.
Other Resources
A basic scientific calculator will be needed throughout the course. Suggestions will be
offered at first class if not already in possession of one and instruction will be given if not
familiar with the use of a scientific calculator.
Part B - 378
Course Title:
The five part PBS Series titled “A Science Odyssey” will be used in class and will be
made available for individual review in the media centre.
Professor and students will likely encounter a variety of community and Web based
resources as this course evolves. WebCT will facilitate sharing such resources.
5
Tom Olien
Tom Olien
______0______%
Part B - 379
Course Title:
Business and Politics – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
I.
42
3
lecture, seminar, readings, case studies, group projects
COURSE DESCRIPTION
The last two decades have witnessed a momentous shift in the relationship between
business and the state. Amid talk of “the end of big government,” the post-World War II
consensus in favour of a strong public sector regulating and supervising economic
activity has come under attack from economists, public policy analysts, journalists,
politicians, corporate elites, and even segments of the public. This course investigates
this evolution, adopting an inter-disciplinary approach that synthesizes insights from
history, political science, economics, and political theory. After setting out the theoretical
framework underlying contemporary policy debates concerning government and
business, the course will address specific issues such as macroeconomic stabilization
policy, international trade, anti-trust law, environmental regulation, labour unions,
pensions, corporate liability, consumer protection, health care and education, as well as
fairness/equality policies. This course encourages students to reflect on the implications
of the changing relationship between business and politics.
II.
LEARNING OUTCOMES
Students who successfully complete this course will be able to:
1.
2.
3.
4.
5.
Explain the philosophical framework underlying government policy toward business,
making reference to Adam Smith’s free market teachings, Keynesian demand
management, and the concept of market failures;
Describe the broad historical trends that have defined the relation between
government and business, from 19th century laissez-faire, post-World War II
interventionism, to the present-day resurgence of free market ideologies;
Outline the nature of macroeconomic stabilization policies designed to smooth
business cycles, the key role played therein by central banks, and the impact on
business;
Account for the government’s involvement in international trade, the movement
towards free trade via the GATT and the WTO, as well as the business world’s often
conflicting desires for free trade and import protection;
Making reference to specific examples like the Microsoft case, explain the essential
features of competition policy, otherwise known as anti-trust law, and why this exists
Part B - 380
Course Title:
to reduce the harm posed by oligopolies and monopolies;
6. Explain the general outlines of environmental regulations that business must follow,
and how these are rooted in the notion of negative externalities;
7. Describe the shifting fortunes of the labour movement, while identifying the
inequalities in power between businesses and their employees that labour
legislation is designed to check;
8. Describe the notion of “information asymmetry,” and the corporate liability and
consumer protection rules designed to deal with that phenomenon;
9. Analyse the debate surrounding proposals to commercialise the delivery of health
care, education, and old-age pensions;
10. Spell out the main ways governments seek to promote fairness and equality in
business, via taxation policies, anti-discrimination codes, employment equity, and
the like.
III.
Issue 1:
Introduction: Course Objectives and Overview of Canadian
Government-Business Environment
•
•
•
•
The state’s growing influence over business and the economy during the 20th century
Backlash against the state during the 1980’s and 1990’s: the resurgence of free
market ideas
Recent trends in Canada’s population, demographics, macroeconomic variables,
foreign trade, and industrial structure
Main question of the course: what is the proper relationship between government
and business?
Readings:
Brander, Chapters 1 and 7
Issue 2:
Foundations for the Normative and Positive Analysis of Public
Policy Towards Business
•
•
•
•
•
Normative Analysis: what the government should do
Positive Analysis: how government actually acts
Adam Smith and the invisible hand
Normative rationales for government intervention: market failures, including
imperfect competition, public goods, informational asymmetries, externalities, and
the volatility of business cycles.
The role of voters, parties, bureaucracies, and special interest groups in setting
public policy towards business
Readings:
Part B - 381
Course Title:
Eaton, George E., “Liberal Democracy and its Ideological Underpinnings: from Laissez
Faire to the Welfare State and Beyond” in Business and Government: Canadian
Materials, Jurkowski, Diane and MacKinnon, Victor Eds., (North York: Captus Press,
2000)
Issue 3:
•
•
•
•
•
Macroeconomic Stabilization Policies and the Public Debt
Goals of stabilization policy: low inflation and low unemployment
Tools of stabilization policy: fiscal and monetary policy
The recent ascendance of monetary policy
The debate surrounding the natural rate of unemployment
Causes and costs of public debt
Readings:
Brander, Chapter 17
“Remember fiscal policy?” The Economist, Jan. 17/2000
“Targeting Inflation,” The Economist, Aug. 30/2001
Issue 4:
•
•
•
•
•
•
Trade Policy and Globalisation
Traditional rationale for free trade: comparative advantage
Normative justifications for policies restricting free trade
Barriers to trade: quotas, tariffs, government procurement rules, regulations
NAFTA, GATT and the WTO
Defining globalisation
Does globalisation allow multinationals to freely exploit the world’s workers while
generating greater inequality and poverty? Or does globalisation herald a more
prosperous and cosmopolitan order?
Readings:
Dollar, David and Kraay, Aart, “Spreading the Wealth,” Foreign Affairs,
January/February 2002
Kapstein, Ethan B., “Workers and the World Economy: Breaking the Postwar Bargain,”
Foreign Affairs, May/June 1996
Issue 5:
Competition Policy, Anti-Trust Law, and Consumer Protection; the
Microsoft Case
The threat posed to consumer welfare by oligopolies and monopolists
Anti-competitive practices prohibited by government: predatory pricing, collusion, cartels,
price discrimination, abuse of dominant position, resale price maintenance, deceptive
advertising, mergers designed to destroy competition
The lemons problem
Part B - 382
Course Title:
Debates surrounding anti-trust: was the U.S. government anti-trust suit against Microsoft
a justifiable response to dangerous monopolistic behaviour?
Readings:
“Asymmetric Information and the Nobel Prize Winners,” The Economist, Oct. 11/2001
“The Case for Splitting Microsoft in Two,” The Economist, May 18/2000
“Microsoft and the Economics of Anti-trust,” The Economist, Nov. 11/1999
Issue 6:
•
•
•
•
•
Environmental Policy
Environmental problems as an instance of negative externalities
The risk of ozone depletion and global warming
Tragedy of the commons and the threat of resource depletion
Four policy alternatives to resolve environmental problems: internalise the
externality, quantity/quality controls, taxes/subsidies, and markets for pollution rights
How poorly is the environment really doing?
Readings:
“Defending Science,” The Economist, Feb. 2/2002
“Something is Rotten in the State of Denmark: A Skeptical Look at the Skeptical
Environmentalist,” The Grist Magazine (available at
http://www.gristmagazine.com/grist/books/lomborg121201.asp?source=daily)
Issue 7:
•
•
•
•
•
Labour Market Regulations
Unions: their nature, origins, and growth
Normative rationale for government recognition of unions: inequality between worker
and employer
Collective bargaining framework
RAND formula
Unions and the right to association
Readings:
McKechnie, Graeme H., “The Organized Labour Sector: Structures, Processes, and
Policies,” in Canada and the New World Economic Order, Wesson, Tom, ed., (North
York: Captus Press, 1998), 293-316
Excerpts from key Canadian Supreme Court cases: Lavigne v. Ontario Public Service
Employees Union, [1991] 2 S.C.R. 211 and R. v. Advance Cutting & Coring Ltd., 2001
SCC
Part B - 383
Course Title:
Issue 8:
Public Enterprise and Privatisation; debates surrounding provision
of health care
•
•
•
•
•
•
Defining a state controlled enterprise; Crown corporations
Normative and positive rationales for stated controlled enterprises
The privatisation movement
Canada’s health care system as an instance of public enterprise
Criticisms of Canada’s health care system
Does Canada’s health care system just need better management and funding? Or
does it need a dose of privatisation?
Readings:
Brander, Chapter 16
Nicholson, Janice, “Myths and the Canadian Health Care System,” in Business and
Government: Canadian Materials, Diane and MacKinnon, Victor Eds., (North York:
Captus Press, 2000)
Excerpts from: Romanow, Roy, Interim Report of the Commission on the Future of
Health Care in Canada, February 2002
Issue 9:
•
•
•
•
The Government’s Pursuit of Fairness
Prevalent notions of fairness: procedural and distributive justice
Examples of the pursuit of fairness: progressive taxation, anti-discrimination laws,
minimum wage requirements, and employment equity.
Tension between fairness and efficiency
The question of how to value a human life in regulating business
Readings:
Brander, Chapter 4
IV.
1 Written Assignment (Individual)
1 Group Assignment
Mid-term Exam
Final Exam
30%
20%
20%
30%
Total
100%
The written assignment will be approximately 1500-2000 words (6-8 pages) long.
The group assignment will involve students applying the concepts and materials of the
course to a specific industry, i.e., financial services, law, software, pharmaceuticals,
Part B - 384
Course Title:
biotechnology, etc.
Group assignment will require a short (10-15 minute) presentation, plus the delivery of a
written Executive Summary (approx. 2-3 pages) of key points.
V.
Brander, James A. Government Policy toward Business. 3rd Ed. Updated. Wiley, 2000.
Cancopy Customized Text containing the remainder of the readings.
5
George Bragues
George Bragues
______0______%
Part B - 385
Course Title:
Canadian Studies – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
1.0
42
3
COURSE DESCRIPTION
This course examines four fundamental challenges (political, economic, social, and
cultural) that Canadians face on a regular basis. As well as examining the current status
of these challenges, students investigate the historical roots of contemporary problems.
Questions such as the future of sovereignty, the problem of ongoing regional
grievances, the transition from a resource and industrial economy to an information
economy, multiculturalism and equity, and the future of Canadian culture in the
“McWorld” of television, film, and music will be analysed in detail. Students evaluate
Canada’s strengths and weaknesses as a player in the global economy and in the light
of various trade agreements such as NAFTA and MAI. Canada’s Charter of Rights and
Freedoms and its connection to contemporary and future social change will be explored
and assessed.
2.0
LEARNING OUTCOMES
1.
2.
3.
4.
5.
6.
7.
8.
9.
Summarize the political background of Canadian Confederation in 1867 and explain
the difficulties faced by Canada in the period between 1867 and the end of the First
World War.
Describe Canada’s role in the Second World War and explain Canada’s emergence
as a middle power after the war.
Explain the evolution of Canada’s main political parties.
Explain the major causes of the “Quiet Revolution.”
Summarize Trudeau’s reasons for patriating the constitution and adding a Bill of
Rights.
Explain why the Meech Lake and Charlottetown Accords did not result in
constitutional amendments.
Explain Quebec’s ongoing efforts to transform the nature of Canadian confederation
or withdraw from it altogether.
Summarize the arguments for economic nationalism and outline reasons these
arguments did not carry the day in the face of trade agreements and globalisation.
Outline the major characteristics of Canadian immigration policy, and describe how
Canada’s pattern of immigration has led to a multicultural society.
Part B - 386
Course Title:
Canadian Studies – No Change
10. Describe the contributions to intellectual life of Marshall McLuhan, Northrop Frye,
C.B. MacPherson, and George Grant.
11. Describe the role of both “high” and “low” culture in defining and expressing who we
are.
5
Greg Narbey
______0______%
Part B - 387
Course Title:
City Life – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S): Successful completion of at least two lower level breadth courses or letter
of permission.
COURSE HOURS:
42
CREDIT WEIGHT:
3
DELIVERY FORMAT
lecture, seminar, readings, case studies
CO-REQUISITES:
I.
COURSE DESCRIPTION
As a result of their magnetic attraction, cities concentrate people, money and power so
that now three out of four North Americans live within their confines. What began as the
natural growth of settlements around agriculture evolved into regional market towns that
have now been further transformed into spaces where millions live and struggle and
work and play. The city intensifies our focus, making possible both the best and the
worst of human activity. The best health care, the most vital and competitive markets,
the greatest diversity of human culture and the most sophisticated knowledge in science
and the arts co-exist with the most appalling corruption, crime, ignorance, violence and
homelessness. This course examines how it feels to live in cities as well as how different
cities afford different experiences among their citizens. As well, this course explores how
the city is both a response to, and an actor in, fundamental economic and political
factors that can have a global reach. Sociological theory provides students with a solid
foundation in university-level sociology as well as a perspective from which to view the
theme of the city and the issues it raises, such as culture, class, stratification, race,
ethnicity, gender and deviance.
II.
LEARNING OUTCOMES
Upon successful completion of this course, students will be able to
1. compare visions of what a city should be;
2. analyse the impact of technology on the contemporary and future city;
3. explain class and stratification as it manifests itself in various urban and suburban
divisions and conflicts;
4. discuss the city as a locus for diversity in race and ethnicity;
5. discuss the city as a locus for alternate lifestyles;
6. explore some of the issues associated with deviance and crime;
7. compare the development of cities around the world;
8. analyse the politics of health, education and housing;
9. explore the efforts of urban planners to create a qualitatively better environment;
10. analyse the impact of the global economy and technology on economic development
and sustainability;
Part B - 388
Course Title:
11. discuss and analyse the various images and metaphors to describe some of the
great cities, past and present;
12. use the sociological perspective to analyse crime and deviance in society;
13. explain how gender, race, and class impact upon the definitions of deviant
behaviour;
14. differentiate between two systems of stratification: caste and class, and analyse with
reference to historical and cross-cultural examples of each;
15. define and explain the relationship between culture, ideology, and stratification;
16. explain and analyse the causes of poverty and inequality between developing and
developing nations;
17. compare and contrast the significance of wealth, income, power, education, gender,
race, and class between the urban and suburban areas of cities;
18. identify and explain the major reasons for global inequality, in major cities and
societies;
19. explain and analyse how gender stratification is present in the work-world,
housework, education, politics, and economics;
20. distinguish between the biological concept of race and the cultural concept of
ethnicity;
21. compare and contrast the patterns of interaction between minorities and the majority
in multicultural societies;
22. explain the consequences of the shift in post-industrial societies to service work and
the problems of unemployment, underemployment, and lower wages in major cities;
23. explain and analyse the impact of multinational corporations on the world economy;
24. conceptualise what the social and political systems of twenty-first century cities will
look like;
25. compare and contrast schooling in North America, Europe, and Asia;
26. explain how age, sex, race, and social class affect the health of individuals in cities;
27. analyse the relationship between suburbs and central cities to understand interregional population movement;
28. describe the key ideas of urban ecology and its relationship to various models of city
structure;
29. explain how populations differ in industrialized societies and less developed
societies;
30. compare and contrast the theories and explanations of modernization offered by
Durkheim, Weber, and Marx;
31. explain and analyse the social patterns of postmodernity in postindustrial societies;
32. research and analyse a major Asian city.
III.
Unit 1:
•
•
•
•
Visions of the City in the Past and Present
Visions of the city in history, art and literature
Morphology and metaphor: three phases in the life of the modern city
Reading the city: London, Paris, New York
Naming the current city: nonplace, satellite sprawl, urban field, metrocentre
Part B - 389
Course Title:
•
•
•
•
•
Politics of urban metaphors in structuring perceptions of the modern city
The city as theme park: Las Vegas
Los Angeles: city of disaster
Toronto the Good
Spiritual capitals: Jerusalem, the Vatican, and Mecca
William Sharpe and Leonard Wallock, “From ‘Great Town’ to ‘Nonplace Urban Realm’:
Reading the Modern City,” in William Sharpe and Leonard Wallock (eds.), Visions of the
Modern City: Essays in History, Art, and Literature, Baltimore: The Johns Hopkins
University Press, 1987.
Unit 2:
•
Visions of the City in the Future
Foretaste of the future: technopole, technoburb, silicon landscape, simulation,
metroplex
Michael Sorkin, “Introduction,” in Michael Sorkin (ed.), Variations on a Theme Park: The
New American City and the End of Public Space, New York: Hill and Wang.
Mike Davis, “Fortress Los Angeles: The Militarization of Urban Space,” in Michael Sorkin
(ed.), Variations on a Theme Park: The New American City and the End of Public
Space, New York: Hill and Wang.
Unit 3:
•
•
•
•
Class, Stratification and Conflict: Urban and Suburban Tensions
Class Urban & Suburban: 905 vs. 416
Cosmopolitans
Ethnic Villagers
Depressed and Deprived -- the city of the excluded
Oscar Lewis, “The Culture of Poverty,” in The City Reader, pp.217-224
Mike Savage and Alan Warde, “Cities and Uneven Economic Development,” in The City
Reader.
Unit 4:
•
•
•
•
Class, Stratification and Conflict: Urban and Suburban Tensions
Suburbans: poor, middle and rich
The Commuters: living on the fringe
Residential distribution of educational class
Centres of consumption, conspicuous and otherwise
Herbert J. Gans, “Urbanism and Suburbanism as Ways of Life: A Reevaluation of
Definitions,” (1991) in Philip Kasinitz (ed.), Metropolis: Center and Symbol of Our Times,
New York: New York University Press, 1995.
Robert Fishman, “Megalopolis Unbound” (1990) in Philip Kasinitz (ed.), Metropolis:
Center and Symbol of Our Times, New York: New York University Press, 1995.
Part B - 390
Course Title:
Units 5
and 6:
•
•
•
Race, Ethnicity, and Gender: Urban Diversity
Multiculturalism: the city as a place of tolerance and conflict
Ethnic segregation: Little Italy, Chinatown
Alternate Lifestyles: the city as a place of choice
Dolores Hayden,”What Would a Non-Sexist City Be Like?”, in The City Reader.
Unit 7:
•
•
•
•
Deviance and Crime
The history and evolution of high crime areas
Perception and reality: "dangerous downtown and declining crime rates"
When crime limits possibility: Detroit and Moscow
Unit 8:
•
•
Housing and Crime: Confronting Urban Problems
Housing and Crime: Confronting Urban Problems
Housing problems and programs
Inner city deterioration, abandonment, rebuilding and revival
David Ley, “The New Middle Class in Canadian Central Cities,” in Jon Caulfield and
Linda Peake (eds.), City Lives and City Forms: Critical Research and Canadian
Urbanism, Toronto: University of Toronto Press, 1996.
Unit 9:
•
•
•
Case Study: Mexico City, Rio de Janeiro, Cairo, Lagos, Jerusalem
Latin American Cities
African and Middle Eastern Cities
Unit 10:
•
Planning the Urban Environment
Urban Planning
New Towns
Architectural Utopias
Unit 12:
•
Asian Cities: A Comparative Case Study
Case Study: Hong Kong, Tokyo, Singapore, Calcutta
Unit 11:
•
•
•
Cities of the Developing World: A Comparative Case Study
Planning the Urban Environment
The negotiation of space -- the economics and politics of planning
Part B - 391
Course Title:
•
•
•
•
Health, education and housing: social support in the city
Adequate housing: whose responsibility?
Public Education: from daycare to university
Quality Medical Access: Toronto and Atlanta
John Sewell, “Dreaming of a Better City,” in The Shape of the City: Toronto Struggles
with Modern Planning, Toronto: University of Toronto Press, 1993.
The following writings excerpted in Richard T. LeGates and Frederic Stout, The City
Reader, New York: Routledge, 1996:
Jane Jacobs, “The Uses of Sidewalks: Safety” from The Death and Life of Great
American Cities (1961).
William H. Whyte, “The Design of Spaces,” from City: Rediscovering the Centre (1988).
Units 13
and 14:
•
•
•
Globalisation and the City: economy, technology, and sustainability
Global cities and the information economy
The global economy and uneven economic development
Economic, social and environmental sustainability
Excerpt from Saskia Sassen, “Place and Production in the Global Economy,” from Cities
in a World Economy (1994) in Richard T. LeGates and Frederic Stout, The City Reader,
New York: Routledge, 1996.
Roger Keil, “Introduction: Greasy Jungle Metropolis Noir” and “World City Formation,
Local Politics, and Sustainability,” in Roger Keil, Gerda Wekerle, and David V. J. Bell,
Local Places in the Age of the Global City, Montreal: Black Rose Books, 1996.
IV.
V.
One quiz
Two essay tests
One case study project
One research essay
10%
40%
20%
30%
Total
100%
REQUIRED TEXTS
City Life Reader. A Cancopy Reader in Sociological Theory and Urban Sociology.
5
Danita Kagan
Part B - 392
Course Title:
Danita Muskat, Guy Letts, Saeed Hydaralli, Mark Lede, Kate Anderson
______0______%
M.A. (sociology) minimum, Ph.D. preferred
Part B - 393
Course Title:
Communications, Technology and Culture – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
1.0
42
3
lecture, seminar, research, case studies, readings
COURSE DESCRIPTION
By adopting an interdisciplinary approach that draws upon resources from literature,
philosophy, sociology, and media studies, this course examines the inter-dependence of
communications, technology and culture. Integrating practical lab assignments with
theory, students will reflect on the ways in which the new media is changing how we
view the world and see ourselves.
2.0
LEARNING OUTCOMES
1.
2.
3.
4.
Define the term cyberspace.
Analyse McLuhan’s claim that “the medium is the message.”
Summarize the historical development of the Internet.
Compare and contrast the relative strengths and weaknesses of print versus
electronic media.
5. Evaluate arguments used to support the position that the Web facilitates the
creation of a global village.
6. Analyse the appeal of virtual reality over everyday experience.
7. Identify the effects of isolationism on thinking and the evaluation of knowledge
claims made on the Web.
8. Analyse the relationship between meaning and embodiment.
9. Compare and contrast the view that the new media will create communities of
understanding and the view that it is creating a kind of panopticon.
10. Recount Plato’s “Allegory of the Cave” and explain making reference to the
distinctions among knowledge, understanding and belief.
11. Identify the standards of judgement used to evaluate the credibility of truth claims in
our everyday experience and analyse their applicability to the new media.
12. Outline the development of Wittgenstein’s philosophy of language making reference
to the picture theory of language, private language theory, language games and
family resemblances.
Part B - 394
Course Title:
Communications, Technology and Culture – No Change
5
To be hired
______0______%
Part B - 395
Course Title:
Composition and Literature – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
1.0
42
3
COURSE DESCRIPTION
This course introduces students to some of the major themes of literature through the
three genres: fiction, poetry, and drama. Students read and analyse some of the classics
of these literary forms. Through reading and discussion, students develop an
understanding of literature’s relationship to history, society, and philosophy. The course
reinforces students’ academic writing skills, with an emphasis on exposition, analysis,
and argumentation, and to develop critical reading and thinking skills through analysing
various forms of literature. Emphasis will be placed on writing clearly and correctly in
order to express students’ understanding of the themes and structures of the required
readings for the course. This understanding will frequently be related to the students’
other courses and field of study.
2.0
LEARNING OUTCOMES
1.
2.
3.
4.
5.
6.
7.
8.
9.
3.0
Explain and write about how works of creative imagination are possible models of
experience.
Read and analyse various forms of literature.
Produce clear, concise and coherent written texts.
Demonstrate conventional use of grammar, punctuation, and spelling in correct
written academic English.
Read various forms of literature beyond the factual or literal level.
Apply basis techniques of critical analysis to selected literary pieces.
Analyse the components, structure and quality of selected literature.
Write effective, correct academic essays with a focus on literary analysis.
Write a research paper with a focus on supporting ideas and documenting them
properly in APA formats.
REQUIRED LITERATURE READINGS
At the beginning of the semester, the professor will designate, from the lists below, the
Part B - 396
Course Title:
specific required readings.
Fiction
Alice Walker, Everyday Use
Shirley Jackson, The Lottery
Ring Lardner, Haircut
Tobias Wolff, Hunters in the Snow
Flannery O’Connor, Good Country People
Kate Chopin, The Story of an Hour
James Joyce, Araby
D.H. Lawrence, The Rocking-Horse Winner
William Faulkner, A Rose for Emily
Ernest Hemingway, Hills Like White Elephants
John Steinbeck, The Chrysanthemums
Richard Wright, The Man who was Almost a Man
Tillie Olsen, I Stand Here Ironing
Alice Munro, Boys and Girls
Bharati Mukherjee, The Management of Grief
John Updike, A & P
Andrew Marvell, To His Coy Mistress
Gwendolyn Brooks, We Real Cool
E.E. Cummings, Anyone Lived in a Pretty How Town
John Donne, The Flea
William Blake, London
William Wordsworth, The World is Too Much with Us
Emily Dickinson, Because I Could Not Stop for Death
Gerald Manley Hopkins, Pied Beauty
William Butler Yeats, The Second Coming
Robert Frost, Fire and Ice
D. H. Lawrence, Piano
T.S. Eliot, The Love Song of J. Alfred Prufrock
Langston Hughes, Theme for English B
Theodore Roethke, I Knew a Woman
May Sarton, AIDS
Dylan Thomas, Do Not Go Gently into That Good Night
Allen Ginsberg, A Supermarket in California
Sylvia Plath, Metaphors
Imamu Amiri Baraka, Preface to a Twenty Volume Suicide Note
John Lennon and Paul McCartney, Eleanor Rigby
Sharon Olds, Sex Without Love
Rita Dove, Daystart
Drama
David Henry Hwang, M. Butterfly
Part B - 397
Course Title:
Henrik Ibsen, A Doll’s House
David Ives, Sure Thing
Harvey Fierstein, On Tidy Endings
Poetry
W. H. Auden, The Unknown Citizen
Walt Whitman, A Noiseless Patient Spider
William Shakespeare, Shall I Compare Thee to a Summer Day?
4.0
REQUIRED TEXT
McMahan, E., Day, S.X. & Funk, R. (2002). Literature and the writing process, 6th ed.
Upper Saddle River, NJ: Prentice Hall
5.0
COURSE EVALUATION
Composition Test
In-Class Fiction Essay
Annotated Bibliography
Literary Passages Analysis
Research Paper
Final Exam
10%
15%
10%
20%
20%
25%
5
Kent Walker
David Wallace, Kent Walker
______0______%
Ph.D. (English); M.A. (English) minimum
Part B - 398
Course Title:
Part B - 399
Course Title:
The Corporation in Society – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
CO-REQUISITES:
TOTAL COURSE HOURS: 42
CREDIT WEIGHT:
3
DELIVERY FORMAT:
3:0 (lecture/tuturial)
1.0
COURSE DESCRIPTION
Traditionally, corporations have been permitted to operate free from the moral and social
obligations imposed on other institutions. The maximization of profits for shareholders
has long been seen as the only appropriate object for corporations. Recently, however,
this view has been challenged. A growing movement insists that corporations ought to
subordinate the pursuit of profit to the fulfillment of social responsibilities. This course
explores how socially responsible corporations should conduct their business affairs.
The course begins by laying out the general principles of corporate social responsibility,
while identifying the parties, known as stakeholders, whose interests corporations ought
to heed. Afterwards, the course proceeds through each of the stakeholders, analyzing
the particular challenges each pose to the socially responsible corporation. At the end of
the course, a framework for the comprehensive social evaluation of corporations is
developed in the form of a social audit.
2.0
A. Core Outcomes
At the end of the course, successful students will be able to:
1. Distinguish the corporation from other forms of business organization, taking note of
the legal personhood and limited liability possessed by corporations.
2. Describe the economic benefits of the corporate form of business organization.
3. Provide an account of the corporation’s historical origins.
4. Outline the major moral criticisms of corporations.
5. Compare, and evaluate the relative merits of, the traditional shareholder theory of
the corporation versus the stakeholder theory of the corporation.
6. Identify the major stakeholders of a corporation, making sure to differentiate between
primary and secondary stakeholders.
7. Describe the dynamics of reputation management and crisis management.
8. Explain the functions of government in the business arena, including the
enforcement of property rights, the maintenance of the rule of law, and the regulation
of commercial activities.
9. Assess the pros and cons of the government regulation of business.
10. Give an account of corporate lobbying of government and the related concept of rent
Part B - 400
Course Title:
seeking.
11. Summarize the nature and objectives of business ethics.
12. Explicate David Hume’s account of the importance of trust in economic activities.
13. Provide an overview of the moral philosophies of utilitarianism, formalism, egoism,
justice, and virtue theory, noting their relevance to business ethics.
14. Discuss Lawrence Kohlberg’s theory of moral development
15. List and describe the various mechanisms by which companies can engender and
sustain ethical practices, namely codes of conduct, ethics officers, training, as well
as the application of punishments and rewards.
16. Describe, and evaluate, whistle-blowing.
17. Discuss the importance of exemplary leadership in fostering ethical conduct within
corporations.
18. Define corporate governance, making sure to distinguish between shareholder and
stakeholders models of corporate governance.
19. Explain the recent corporate scandals and how they have generated interest in
corporate governance
20. Detail the various proposals to improve corporate governance with respect to the
composition and conduct of the Board of Directors, executive compensation,
shareholder activism, and ethical investing.
21. List and describe the main elements of the U.S. Sarbanes-Oxley Act as well as
corporate governance measures being adopted by governments in Canada and the
rest of the world.
22. Describe the nature, and rationale for, consumer protection laws.
23. Explain and evaluate product liability rules, distinguishing between three different
theories of product liability, namely contracts, due care, and social costs.
24. Define the corporation’s relevant “community”.
25. Analyze the economic, legal, ethical, and philanthropic issues that corporations face
when engaging with their communities.
26. Detail the power asymmetry between workers and employers.
27. Give an account of the wide variety of employment laws, including measures
designed to encourage workplace diversity as well as the prohibition of sexual
harassment and discrimination.
28. Outline and assess the claim that corporations should ensure a proper work/life
balance for employees.
29. List and describe the major environmental problems in which businesses are
implicated.
30. Run through the main elements of the Kyoto Protocol, referencing that treaty’s
implications for corporations
31. Summarize the idea of “negative externalities” and how it accounts for the incentives
that corporations have to create environmental problems.
32. Analyze, and evaluate, the various measures that can be taken to improve corporate
stewardship of the environment, including regulation, pollution markets, and good
environmental citizenship on the part of corporations.
33. Define technology and biotechnology
34. Discuss the economic benefits and costs of the technological progress spearheaded
by business, with special emphasis on the Internet.
Part B - 401
Course Title:
35. Assess the promise and dangers of corporate involvement in emerging
biotechnologies such as cloning, genetically modified foods, and gene patenting.
36. Evaluate the charge that pharmaceutical companies charge excessive prices for
drugs.
37. Describe the main elements of a social audit, differentiating it from a financial audit.
38. Perform a social audit.
B. Generic/Employability Skills Outcomes
1. Communications skills – writing essays, participating in classroom discussions,
developing both oral and written persuasion
2. Personal Skills – organizing use of time to meet deadlines for assignments and keep
up with readings; interacting with other students in and outside class
3. Interpersonal Skills – understanding and analyzing diverse perspectives;
participating in classroom debates and discussion
4. Thinking Skills – develop capacity to distinguish and analyze, evaluating pros and
cons of both sides of issues; developing research techniques
5. Computer Application Skills – using computer word processor for essay; using
appropriate computer databases for research; accessing Internet materials
III
COURSE CONTENT
ISSUE 1: INTRODUCING THE CORPORATION – ITS NATURE AND SOCIAL
SIGNIFICANCE
•
•
•
•
•
The different ways of organizing business activity: sole proprietorship,
partnerships, limited partnerships, and corporations
Defining the corporation as a distinct legal person with limited liability
Economic advantages of the corporate form
The origins of the corporation
Moral criticisms of the corporation
Strongly Recommended Reading:
Monks, Robert A.G. and Minow, Nell. Corporate Governance, 3rd ed. (Malden, MA:
Blackwell, 2004), 8-13 [ON RESERVE]
Micklethwait, John and Wooldridge, Adrian. The Company: A Short History of a
Revolutionary Idea. (New York: Modern Library, 2003), 37-54 [ON RESERVE]
Video Presentation:
Excerpts from the movie: “The Corporation”
Part B - 402
Course Title:
ISSUE 2: THE CORPORATION AS RESPONSIBLE TO SOCIETY
•
•
•
•
•
•
Traditional view of corporation as primarily oriented to profit maximization:
shareholder theory of the firm
Emerging view of corporations as primarily responsible to society: stakeholder
theory of the firm
Pros and cons of shareholder and stakeholder visions of the corporation
Identifying the stakeholders: governments, communities, consumers, employees,
shareholders
Primary vs. Secondary stakeholders
Dealing with stakeholders: developing relationships, reputation management,
crisis management
Required Reading:
McAlister, et al. Business and Society. 2nd ed. (Boston: Houghton Mifflin, 2005),
Chapters 1 and 2
Strongly Recommended Reading:
Friedman, Milton. “The Social Responsibility of Business is to Increase Its Profits”. New
York Times Magazine, Sept. 13/1970 [ON RESERVE]
ISSUE 3: THE CORPORATION AND LEVIATHAN
•
•
•
•
•
•
How government supports business through its enforcement of property rights
and the rule of law
The regulatory activities of government: key agencies and legislation in USA and
Canada
Combating monopoly practices
Transnational regulatory frameworks: NAFTA and the European Union
Costs and benefits of regulation
Lobbying by businesses: The problem of Rent Seeking
Required Reading:
McAlister et al. Business and Society, Chapter 3
Brander, James. A. Government Policy towards Business, 3rd ed. (Toronto: Wiley, 2000),
304-312 [ON RESERVE]
Excerpts from Debow, Michael E. “The Ethics of Rent Seeking? A New Perspective on
Corporate Social Responsibility” in The Journal of Law and Commerce, Fall 1992.
[ON RESERVE]
Part B - 403
Course Title:
ISSUE 4: RIGHT AND WRONG IN COMMERCIAL LIFE
•
•
•
•
•
The field of business ethics
David Hume on the necessity of trust in commercial activities: a game-theoretic
analysis
Ethical issues: honesty, fraud, conflict of interest, discrimination
Ethical theories: utilitarianism, ethical formalism, egoism, justice, virtue theory
Lawrence Kohlberg’s theory of moral development
Required Reading:
McAlister et al. Business and Society, Chapter 4
Hume, David. A Treatise of Human Nature, Book III, Section V -- The Corn Harvesting
agreement [HANDOUT]
Aristotle. Nicomachean Ethics, Selections from Books I, II, and VI. [ON RESERVE]
Kant, Immanuel. Fundamental Principles of the Metaphysics of Morals. Excerpts [ON
RESERVE]
Mill, John Stuart. Utilitarianism. Chapter 2 - “What Utilitarianism Is” [ON RESERVE]
Rand, Ayn. Atlas Shrugged. Excerpts [ON RESERVE]
ISSUE 5: FIXING THE CHARACTER AND CONDUCT OF BUSINESSPERSONS: THE
PRACTICAL SIDE OF BUSINESS ETHICS
•
•
•
•
•
•
Making morality an organizational concern: codes of conduct, ethics officers, and
ethics training
Monitoring and Enforcement Mechanisms
Applying punishments and rewards to promote ethical conduct
Whistle-blowing as an institutional check on the abuse of corporate power
Pros and cons of whistle-blowing
Ethics by example from the top: the role of leaders
Required Reading:
McAlister et al, Chapter 5
Bragues, George. “Hollow Whistleblowers” in National Post (Financial Post), July
31/2003 [HANDOUT]
Martin, Michael. “Whistleblowing: Professionalism, Personal Life, and Shared
Responsibility” in Business & Professional Ethics Journal. (Summer 1992) [ON
RESERVE]
Part B - 404
Course Title:
Video Presentation:
CBC-TV segment on whistleblowers
ISSUE 6: GOVERNING THE MODERN CORPORATION
•
•
•
•
•
•
•
How the recent spate of corporate scandals has led to growing concern about
corporate governance
Defining corporate governance
Shareholder vs. Stakeholders models of corporate governance
Issues in corporate governance: Board of Directors, executive compensation,
shareholder activism, ethical investing
The Sarbanes-Oxley Act in the USA
Corporate governance in Canada and around the world
Evaluating the corporate governance movement
Required Reading:
McAlister et al., Chapter 6 and pp. 88-89
Bragues, George. “Corporations are not governments”, National Post (Financial Post),
June 3/2003 [HANDOUT]
Gompers, Paul A., Ishii, Joy L., and Metrick, Andrew. “Corporate Governance and Equity
Prices”, Working Paper (July 2001) Available at: http://ssrn.com/abstract=278920
ISSUE 7: THE CORPORATION AND ITS RELATION TO CONSUMERS AND
COMMUNITIES
•
•
•
•
•
•
•
•
The vulnerable position of consumers vis-à-vis corporations: informational
asymmetries
Consumer protection laws: regulating product safety, advertising, marketing, and
credit issuance
Product liability suits: the McDonald’s coffee cup case
Three theories of consumer protection: contract, due care, and social costs: An
Assessment
Have product liability judgments grown too exorbitant?
Six consumer rights
Defining the relevant “community” to which the corporation is related
Economic, legal, ethical, and philanthropic issues in corporate/community
relations
Part B - 405
Course Title:
Required Readings:
McAlister et al., Chapter 7
Velasquez, Manuel. “The Ethics of Consumer Protection” in Business Ethics: Concepts
and Cases, 4th ed. (Upper Saddle River, NJ: Prentice Hall, 1993) [ON RESERVE]
ISSUE 8: CORPORATIONS AND THE PEOPLE WHO WORK FOR THEM
•
•
•
•
•
•
The imbalance of power between workers and companies
The idea of a psychological contract between workers and employers
Downsizing the workforce
Employment laws: the hiring, firing, promotion, and treatment of workers
Discrimination, Sexual harassment, and Workplace diversity
Ensuring a proper balance between life and work
Required Reading:
ISSUE 9: NATURE AND THE CORPORATION
•
•
•
•
•
•
The environmental problems facing humanity: air pollution, global warming, water
pollution, waste management, deforestation, land pollution, urban sprawl, ozone
depletion, biodiversity, species extinction
How corporations have an incentive to create environmental problems: the
concept of negative externalities
Three ways of dealing with environmental problems: regulation, market creation,
and the internalization of environmental norms in corporate decision making
Government regulation of the environment
The Kyoto protocol and the creation of a market in pollution rights
Corporate activities to improve the environment: green marketing, recycling
initiatives, emission reduction drives, and socially responsible buying
Required Reading:
McAlister et al, Chapter 9
Brander, op. cit., 253-260 [ON RESERVE]
The Economist, “Money to Burn”, Dec. 4/1997 [ON RESERVE]
Part B - 406
Course Title:
ISSUE 10: THE CORPORATION IN A TECHNOPOLIS
•
•
•
•
•
•
•
Defining technology
The economic costs and benefits of technology
The rise of the Internet
Legal and ethical issues posed by the Internet: “dot cons”, loss of privacy,
violations of intellectual property.
Pharmaceutical companies and their pricing of drugs
Looming dilemmas of biotechnology: genetically modified foods, gene patenting,
and cloning
How far should we allow business to go in controlling nature?
Required Reading:
Rifkin, Jeremy. “Should we Patent Life”. Business Ethics (March/April 1998) [ON
RESERVE]
Domnarski, William. “Dire New World”, Intellectual Property Magazine (January 1999)
[ON RESERVE]
ISSUE 11: PUTTING IT ALL TOGETHER – THE SOCIAL AUDIT
•
•
•
What is a social audit? How is it different from the more typical financial audit?
The benefits and limitations of social audits
The Ten Steps of the Auditing Process
Required Reading:
IV
EVALUATION PROCEDURE
Two multiple choice/short answer tests
Essay (5-7 pages)
Final Exam (multiple choice, short answer,
along with an essay component requiring
the social audit of a corporation)
20%, 20%
30%
30%
Part B - 407
Course Title:
V
McAlister, Thorne, Ferrell, O.C., & Ferrell, Linda. Business and Society, 2nd edition.
(Boston: Houghton Mifflin, 2005)
Handouts occasionally provided by the instructor
Articles placed on reserve by the instructor at the library
Selected Internet websites
VI
DELIVERY FORMAT
Lecture
5 Course designed by faculty eligible to teach this course:
Georges Bragues
Georges Bragues, Ph.D.
______0______%
Ph.D.
Part B - 408
Course Title:
Desire and Discontent – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
I.
42
3
lecture, seminar, group discussion, readings, research
COURSE DESCRIPTION
Much has been written about the cycles of human yearning and our subjection to
endless, often fleeting desires that even when fulfilled leave a residue of discontent. Our
relentless search for a rich life can leave us dissatisfied with our jobs, our partners, our
lives as a whole; and so we are constantly on the lookout for something new, something
other than what we have. Focusing on our experiences of passion, happiness, despair,
guilt, hope, shame, regret and anger, this course examines the role that desire and
discontent play in motivating human behaviour and shaping personality through an
examination of the historical development of psychoanalysis. Focusing on these
concepts, students undertake a close reading of the works of Plato and Hegel, through
to those of Freud, Klein, Horney, and Adler, up to more contemporary
theorists/therapists including Kristeva, Benjamin, Mitchell and Phillips.
II.
LEARNING OUTCOMES
A.
Core Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
Outline four accounts of Eros analysed in Plato’s Symposium.
Outline the four key principles of Epicurian hedonism.
Analyse Augustine’s arguments in favour of the rejection of desire.
Compare and contrast accounts of desire offered by the early Christian church with
those provided by other religious traditions including Islam and Buddhism.
identify the values advanced in the Victorian Era and the social, political, economic
and religious factors that gave rise to these beliefs.
Outline the development of Freud’s thought including reference to the
method/techniques, and his discussion of such concepts as the Oedipal complex,
the stages of psycho-sexual development, repression and mourning.
Compare and contrast the Viennese school of psychoanalysis with the London
school of psychoanalysis.
Define the term defence mechanism as developed by Anna Freud and evaluate the
strengths and weaknesses of her theory in relation to case studies.
Part B - 409
Course Title:
9. Assess Klein’s account of envy.
10. Define the terms paranoid schizoid position and depressive position.
11. Outline Horney’s theory of anxiety within the framework of her broader
understanding of neurosis.
12. Compare and contrast points of departure in the accounts of human behaviour
advanced by Freud and Adler, making reference to psycho-sexual development,
social interest and aggression.
13. Identify the key doctrines of British Object Theory and assess its strength and
weaknesses in light of case studies.
14. Compare and contrast the theories of motivation offered by Erikson, Maslow and
Winnicott.
15. Identify the assumptions about desire and its relationship to action underlying
behaviourism making reference to the nation of the will.
16. Analyse Foucault’s account of the production and management of desire making
reference to recent trends in consumption; identify the arguments used by Beauvoir
in her critique of psychoanalysis.
17. Trace the history of feminist critiques of Freud identifying the alternative theories
that they have fostered.
18. Assess Lacan’s claim that “all desire is desire of the other”.
19. Outline Kristeva’s account of abjection.
20. Define Bewes’ notion of reification and explain the factors that contribute to this
process.
21. Identify key recent advancements in behavioural genetics and discuss their
relevance in terms of the mind/body problem.
22. Compare and contrast shame and guilt, identifying relevant psychological and
environmental factors entailed in their production.
23. Analyse Phillips’ account of the transformation of desire into fear and terror.
24. Assess Benjamin’s account of intersubjectivity in terms of its sustainability.
25. Assess the account of trauma and creativity as outlined by Miller.
26. Compare and contrast the models of hope outlined by Mitchell and Steinbock.
B.
Generic/Employability Skills Outcomes
1.
Communications Skills -- writing essays, participating in classroom discussions,
developing both oral and written presentation skills
2.
Personal Skills – learning time management by meeting deadlines for assignments
and readings; interacting with other students in class
3.
Interpersonal Skills – understanding and analysing diverse perspectives;
participating in classroom discussion
4.
Thinking Skills – developing capacity to identify and analyse arguments; applying of
theories to case studies; developing research techniques
5.
Computer Application Skills – using computer word processors for essays; using
Part B - 410
Course Title:
appropriate computer databases for research; accessing Internet materials
III.
ISSUE 1
The Nature of Desire: Plato’s Symposium
A close reading of Plato’s Symposium provides an introduction to this course. In this
work, the characters outline competing accounts of desire – accounts that would be
taken up across history, researched and expanded upon in order to explain human
behaviour and personality. Students compare and contrast these accounts and begin
the task of distinguishing between terms such as “desire,” “love,” “wish,” and “need”.
Readings:
Plato’s Symposium
Selections from Liquid Love, Zygmunt Bauman
ISSUE 2
The Mind/Body Problem: St Augustine and the Christian Tradition
St. Augustine’s Confessions provide the backdrop for this examination of the tradition,
initiated by Plato and advanced by the early Christians, that holds desire (particularly
physical desire) to be a weakness which must be overcome, denied, and/or rejected.
This account of desire will then be compared with that of other religious traditions
including Islam and Buddhism. Encompassing a study of the mind/body problem and an
investigation into the concept of “sin,” this unit develops a historical understanding of the
social and political controversies surrounding the explanation of human behaviour.
Readings:
Selections from Fragments, Epicurus
Selections from The Confessions, St. Augustine
Selections from An Introduction to the World’s Major Religions, Atkinson
ISSUE 3
Discontent: Hegel’s Phenomenology of Spirit
Self-consciousness, Hegel argues, is desire. This unit examines this claim exploring the
relationships between desire, absence and presence and otherness. Why is it that we
seem only to desire those things that we do not have? What leads the fulfilment of
desire to be cast as a competition? Students investigate these questions in the context
of contemporary case studies as they examine the roots of existentialism.
Readings:
“Self- Consciousness”, from The Phenomenology of Spirit, Hegel
“Desire, Rhetoric and Recognition in Hegel’s Phenomenology of Spirit” from Subjects of
Part B - 411
Course Title:
Desire, Judith Butler
ISSUE 4
Diagnosing Desire: Sigmund Freud
Freud has been credited with the re-discovery of desire. Beginning with an examination
of the factors shaping the Victorian Era, this unit places Freud’s work within a historic
context. Students trace the development of key concepts in Freud’s writings including
the Oedipal Complex, the stages of psycho-sexual development, memory, repression,
and dream analysis. They explore psychoanalysis as both psychology and politics.
Readings:
Selections from The Naked Heart, Peter Gay
Selections from The Freud Reader (ed. Peter Gay)
ISSUE 5
Anxiety, Aggression, Envy: The Neo-Freudians
The break between Freud and many of his disciples expanded the study of desire,
offering new insights into both dysfunctional behaviour and adaptive approaches to the
challenge of living. Examining the works of key Neo-Freudians, including Klein, Horney,
and Adler, this unit looks at the psychoanalysis of everyday life including the
phenomenon of anxiety, aggression, anger and envy.
Readings:
“Ego Psychology,” Freud and Beyond, Mitchell and Black
“Melanie Klein and Contemporary Kleinian Theory, Freud and Beyond, Mitchell and
Black
Selections from Envy, Gratitude and Other Essays, Klein
Selections from The Ego and The Mechanisms of Defense, Anna Freud
Selections from The Neurotic Personality of Our Time, Horney
ISSUE 6
Identity Crisis: The Problem of Subjectivity
Focusing on the internal world, psychoanalysis left open questions about the relationship
between the individual and the environment. This unit explores the writings of Winnicott,
Erikson and Maslow on the construction of identity and raises questions about
authenticity.
Readings:
“The British Object Relations School: W.R.D. Fairbairn and D.W. Winnicott,” Freud and
Beyond, Mitchell and Black
“Psychologies of Identity and Self: Erik Erikson and Heinz Kohut” Freud and Beyond,
Mitchell and Black
Part B - 412
Course Title:
Selections from Childhood and Society, Erikson
Selections from Motivation and Personality, Maslow
ISSUE 7
Curbing Our Desires: Behaviourism
Leaving aside questions concerning the origins of desire, theorists such as Watson,
Skinner and Bandura focused on issues surrounding the management of behaviour. In
shifting their attention, what insights did they make concerning the relationship between
drives, wants and action? More specifically, what account of will underlies this approach
to the study of human behaviour? These questions are addressed as students examine
case studies.
Readings:
Selections from Behaviourism, Watson
Selections from The Behaviour of Organisms, “Can Psychology Be a Science of the
Mind?” Skinner
Selections from Aggression: A Social Learning Analysis, Bandura
ISSUE 8
The Other: The French Freud
Desire took centre stage in the interpretation of Freud in France. This articulation of the
concept of desire produced new readings of human behaviour which focused on a
situated subject confronting a world without meaning. This unit looks at how the
relationship with the other, with otherness, framed this reception of Freud and at the
political consequences of this interpretation.
Readings:
Selections from The Second Sex, Beauvoir
Selections from Ecrits, Lacan
Selections from Tales of Love, Black Sun, New Melancholies of the Soul, Kristeva
ISSUE 9
Power, Sex and Desire: Foucault’s History of Sexuality
Foucault’s study of the history of sexuality focuses attention on the manufacturing and
management of desire. How is desire created? Who holds the power to control when
and where and how it is expressed? In other words, what is the relationship between
power and desire? Foucault’s analysis offers a model for studying desire that students
work to extend into their own culture and time.
Readings:
The History of Sexuality, Volume One: Introduction, Random House (Toronto: 1990)
Michel Foucault
Selections from Anti-Oedipus, Deleuze and Guattari
Selections from The Managed Heart, Hochschild
Part B - 413
Course Title:
ISSUE 10
The Science of Desire: The Mind/Body Problem Re-visited
Recent findings in neuroscience have conditioned the need to revisit our understanding
of desire. This unit looks at the move to reconcile the schools of thought examined in
this course with new research in behavioural genetics (behavioural genomics). Which
historical and social factors have conditioned this new research program? What are the
inherent strengths and weaknesses of this approach to understanding human
behaviour?
Readings:
http://www.ornl.gov/sci/techresources/Human_Genome/home.shtml
Selections from Flow, Csikszentmihalyi
Selections from Three Concepts of Desire, Schroeder
ISSUE 11
Guilt, Shame, Terror and Blame: The Phenomenology of Desire
The course concludes with the examination of contemporary studies of desire – of
successful and failed expression and management of our desires. What happens when
desire is frustrated, when it is turned inward or is given free reign? Investigating
experiences of guilt, shame, fear and blame, students explore the expression of desire
in our everyday life.
Readings:
Selections from Shadow of the Other, Benjamin
Selections from On Not Being Able to Sleep, Rose
Selections from Terror and Experts, Phillips
ISSUE 12
Creativity and Hope: The Phenomenology of Desire, Part Two
While the frustration of desire can lead to despair, it also provides the foundation for
hope and creativity. What are the conditions for the possibility of productive desire
versus destructive desire? How can these conditions be managed within societies?
Examining case studies, this unit addresses these issues.
Readings:
Selections from Can Love Last?, Mitchell
“Hoping Against Hope” Steinbock, http://www.o-p-o.net
V.
Case Study
Mid-term Test
Essay
Final Exam
20%
20%
30%
30%
Part B - 414
Course Title:
VI.
Stephen Mitchell and Margaret Black, Freud and Beyond. Basic Books (New York:
1995)
Peter Gay (ed.), The French Freud, Norton (New York: 1989)
Michel Foucault, The History of Sexuality, Volume One: An Introduction Vintage (New
York: 1990)
Customized Course Package
VII.
ON-LINE ACTIVITIES
Research paper topic; access supplementary readings
VIII.
DELIVERY FORMAT
•
•
•
Lecture and class discussion
Case studies
Audio-visual presentations
5
Wendy O’Brien-Ewara
______0______%
M.A. (psychology) minimum, Ph.D. preferred
Part B - 415
Course Title:
Part B - 416
Course Title:
Developmental Psychology – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
I.
42
3
COURSE DESCRIPTION
This course is designed to introduce students to theory, methodology and research
findings in the field of life-span developmental psychology. Students will explore human
development from conception to death, focusing on biological, cognitive and emotional
processes.
II.
LEARNING OUTCOMES
Upon completion of this course, students will be able to
1.
2.
3.
4.
5.
6.
7.
III.
trace human development from conception to death;
describe the complexity of developmental processes;
compare and contrast key developmental theories and methods across the life
span;
assess their own development;
respond with sensitivity to behaviour exhibited by others taking into account the full
range of possible reasons for that behaviour;
display self-assurance and maturity in dealing with people at all life stages;
interact with others so as to promote in them optimal growth and development.
UNIT A – INTRODUCTION, BIOLOGICAL PROCESSES
Topics
Introduction to Life-Span Development
• Historical Considerations
• Characteristics of the Life-Span Perspective
• Biological, Cognitive and Socio-emotional Processes
• Developmental Periods and Age Factors
• Salient Developmental Issues
• Theoretical Perspectives and Theories
Part B - 417
Course Title:
•
o psychoanalytic perspective (Freud, Erikson)
o cognitive perspective (Piaget, Vygotsky)
o behavioural perspective (Pavlov, Skinner)
o social cognitive perspective (Bandura)
o ethological perspective (Lorenz)
o ecological perspective (Brofenbrenner)
Research Approaches
Initial Biological Processes
• Evolutionary Theory
• Heredity and Genetics
• Prenatal Development
o periods of prenatal development (germinal, embryonic, fetal)
o diagnostic tests
o teratology and hazards
• Birth
o birth process (stages of birth, delivery options)
o neonatal health measures and considerations
Subsequent Biological Processes
• Body Growth and Change
o basic growth patterns (cephalocaudal, proximodistal)
o growth through the life-span (infancy to late adulthood)
• Brain Development Through the Life-Span
• Sleep Patterns
• Longevity
o life expectancy and life-span
o biological theories of aging
Motor, Sensory, and Perceptual Development
• Motor Development
o Reflexes
o Gross and fine motor skills through the life span
• Sensory and Perceptual Development
o Vision, hearing, smell, taste, touch, and pain
• Intermodal Perception and Perceptual-Motor Unification
Learning Outcomes
The student will be able to
1.
2.
3.
4.
demonstrate awareness of how the study of development has unfolded historically;
outline the basic characteristics of the life-span perspective;
define biological, cognitive and socio-emotional processes and understand these
processes as unique yet interrelated;
identify the major developmental periods;
Part B - 418
Course Title:
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
compare and contrast the various developmental theories and research methods;
evaluate the evolutionary approach to understanding development;
comprehend the genetic foundations of life and appreciate how heredityenvironment interaction leads to particular developmental outcomes;
demonstrate knowledge of prenatal development including the germinal, embryonic
and fetal periods of development, the purpose and methods of prenatal diagnostic
tests and the effects of teratogens;
describe the stages of birth, evaluate different approaches to birth and outline the
various neonatal health measures and considerations;
describe how the body grows and changes from birth to adulthood;
discuss changes in brain organization and structure through the life span;
compare the sleep patterns of infants, children, adolescents and adults;
contrast life expectancy and life span and evaluate theories of physical aging;
identify the basic reflexes found in the newborn and discuss how they govern
behaviour;
outline and theoretically assess gross and fine motor skills development;
describe the developmental changes occurring within the various sensory and
perceptual modalities through the life span and explain the development of
intermodal perception and perceptual-motor unification.
UNIT B – COGNITIVE PROCESSES
Topics
The Nature of Thinking
• Cognitive Development and Information Processing Approaches
• Piaget’s Theory of Cognitive Development
o Sensorimotor thought
o Preoperational thought
o Concrete operational thought
o Formal operational thought
• Vygotsky’s Theory of Cognitive Development
o Zone of proximal development
o Scaffolding
o Language and thought
• Cognitive Development in Adulthood
Intelligence
• Defining Intelligence
o Single intelligence and multiple intelligences
o Intelligence tests
o Development of intelligence through the life span
•
Issues and Considerations
o Heredity-environment controversy
o Cultural factors
Part B - 419
Course Title:
o
Creativity
Language Development
• Defining Language
• Rule Systems of Language
• Biological and Environment Influences
• Development of Language Through the Life Span
Learning Outcomes
1.
compare and contrast cognitive developmental and information-processing
approaches to understanding the nature of thinking;
2. identify applications of, and evaluate Piaget’s theory of cognitive development;
3. identify applications of, and evaluate Vygotsky’s theory of cognitive development;
4. compare and contrast the cognitive development theories of Piaget and Vygotsky;
5. define intelligence and assess arguments for the existence of single intelligence and
multiple intelligence;
6. identify and demonstrate understanding of different types of intelligence tests and
assess the validity of using such tests to distinguish between mentally retarded,
normal and gifted individuals;
7. outline the nature of intelligence through the life span;
8. assess the degree to which intelligence is due to hereditary or environmental
influences and consider the role played by culture;
9. define creativity, characterize creative thinkers, and discuss the relationship
between age and creativity;
10. define language and understand the rule systems involved in language;
11. describe and evaluate the biological and environmental influences on language;
12. outline how language develops through the life span.
UNIT C – SOCIO-EMOTIONAL PROCESSES
Topics
Emotional Development
• Defining Emotion
• Development of Emotion Through the Life Span
• Temperament
o Classifications
o Implications for parenting
• Attachment in Infancy and Childhood
o Theories (Harlow, Erikson, Bowlby, Ainsworth, Kagan)
o Parental styles and cultural variables
• Attachment in Adolescence
Part B - 420
Course Title:
•
o Nature of attachment
o Dating and romantic relationships
Attachment in Adulthood
o Nature of attachment
o Romantic and affectionate love
Self, Identity, and Personality
• Self-Understanding and Self-Regulation Through the Life Cycle
• Self-Esteem and Self-Concept
• Erikson’s Psychosocial Theory of Development
o Trust versus mistrust
o Autonomy versus shame and doubt
o Initiative versus guilt
o Industry versus inferiority
o Identity versus identity confusion
o Intimacy versus isolation
o Generativity versus stagnation
o Integrity versus despair
• Identity
o Components and Statuses of Identity
o Family and Cultural Influences
• Personality
o Theories (Freud, Erikson, Horney, Skinner, Bandura, Mischel, Maslow, Rogers)
• Personality development in adulthood
Gender and Sexuality
• Gender
o Biological, cognitive and social influences
o Similarities, differences and stereotypes
o Roles
o Gender development through the life span
• Sexuality
o Biological and Cultural Factors
o Sexual Orientation
o Development of sexuality through the life span
Moral Development
• Piaget’s Theory
o Heteronomous and autonomous morality
• Kohlberg’s Theory
o Preconventional, conventional, and postconventional morality
Learning Outcomes
The student will be able to:
Part B - 421
Course Title:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
characterize emotion as involving physical, behavioural, and interpersonal
components;
describe the development of emotion across the life span;
outline basic temperament styles and discuss implications for parenting;
explain, compare and contrast theories of attachment in infants and children and
discuss parenting styles and cultural factors as they relate to attachment in these
groups;
compare and contrast adolescent and adult attachment patterns;
explain self-understanding and self-regulation through the life span;
differentiate between self-esteem and self-concept;
explain and evaluate Erikson’s psychosocial theory of development;
outline Erikson’s components of identity and Marcia’s statuses of identity and
discuss the role of family and culture in identity development;
compare and contrast the various theories of personality;
explain personality development in adulthood;
discuss biological, cognitive and social influences on gender and consider gender
similarities, differences and stereotypes;
interpret gender roles and outline gender development in adulthood;
describe the biological and cultural factors behind sexuality and sexual orientation
and explore the development of sexuality through the life span;
explain, compare and contrast the moral development theories of Piaget and
Kohlberg.
UNIT D – SOCIAL CONTEXTS
Topics
Marriage, Lifestyles and Families
• Marriage Trends, Expectations, Facts and Myths
• Adult Lifestyles Beyond Traditional Marriage
• Parenting
• Grandparenting
• Intergenerational Relationships
• Sibling Relationships and Birth Order
• The Changing Family
Peers and Friendship
• Peer Relations in Childhood
• Peer Group Functions
• Peer Statuses
Death and Grieving
• Issues in Determining Death
• Life, Death and Health decisions
o Euthanasia
Part B - 422
Course Title:
•
•
•
•
o Palliative care and hospice
Death and Cultural Contexts
Understanding Death Through the Life Span
Kubler-Ross’ Stages of Dying
Grieving
Learning Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
IV.
discuss marriage trends, expectations, facts and myths;
outline the diversity of adult lifestyles;
outline different parenting styles and their effectiveness;
discuss grandparenting and intergenerational relationships;
discuss sibling relationships and birth order;
demonstrate knowledge of how the family is changing;
discuss the functions of peer relations, the influence of the parent-child relationship
on peer relations and peer statuses;
discuss the functions of play and classify different types of play;
compare friendship through the life span;
discuss issues in determining death and decisions regarding life, death and health
including euthanasia and hospice care;
describe how different cultures approach death;
identify, explain and evaluate Kubler-Ross’ stages of dying;
describe how death is understood by those at different points in the life span;
describe the process of grieving.
EVALUATION PROCEDURES
Students will be evaluated on the basis of 4 in-class multiple-choice tests, each worth
20% of the final grade, and 3 take-home essay assignments, two worth 5% and one
worth 10% of the final grade.
V.
REQUIRED TEXT
Santrock, J. W. (2002) A Topical Approach to Life-Span Development. New York:
McGraw-Hill.
5
Rena Borovilos
Ann Wainwright, Rena Borovilos
Part B - 423
Course Title:
______0______%
M.A. (psychology) minimum, Ph.D. preferred
The college has sufficient classroom space at our North Campus to accommodate 10,200
students and at our Lakeshore Campus to accommodate 4,800 students.
Part B - 424
Course Title: Ethics and Moral Theory – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
1.0
None
42
3
lecture, seminar, readings, research, case studies, discussion
COURSE DESCRIPTION
Whatever our cultural and socio-economic backgrounds, all of us seek to achieve a
good life. Though most people immediately identify that with happiness, there can be
little doubt that the good life must also include being a moral person. For no matter how
much pleasure, money and power we happen to have at our disposal, most people will
ultimately find it unsatisfying unless they feel that they deserve their situation in life by
virtue of the acts they’ve performed and the causes they’ve supported. The purpose of
this course is to examine and clarify the moral component of the good life. Our focus will
be on contemporary issues of the sort that people are likely to come across in their
everyday lives. Hence, the course considers moral dilemmas that arise in our relations
with family, friends, lovers, work, business, law, health care, animals, and the
environment. Moral theories are discussed to ensure students can thoughtfully engage
the issues, but the emphasis will be on resolving practical dilemmas.
2.0
INSTRUCTIONAL GOALS
Students who complete this course will become familiar with the decision-making
processes used to debate and resolve contemporary ethical issues. This will entail an
understanding of historical and contemporary moral theories as well as the facts relevant
to contemporary ethical issues. Students will be able to apply moral theories, concepts
and ideas to a variety of specific areas encompassing everyday relationships, law,
business, international economic relations, medicine, and the environment.
3.0
LEARNING OUTCOMES
At the end of this course, students will be able to:
1.
2.
3.
4.
5.
define the term “applied ethics” and provide examples of ethical issues
distinguish “ought” from “is” and perceive that the first cannot be derived from the
second
explain why moral considerations matter in deciding significant affairs
explain the necessity of giving reasons to defend one’s moral opinions
describe, compare, contrast, and apply the major moral theories, e.g., utilitarianism,
deontology, virtue, rights and relativism
Part B - 425
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
4.0
demonstrate how loyalties to family, friends and society often conflict
critically assess the arguments that can be made to favour the interests of family,
friends, or society
evaluate the proposals to obligate children to take care of their elderly parents
summarize the different models of sexuality, e.g., teleological, hedonistic,
metaphysical, and intersubjective
assess the issue of gay and lesbian rights
define and identify instances of sexual harassment
compare and contrast the case for and against an unconditional prohibition on lying
distinguish lying from bullshitting
identify the causes of bullshitting in present-day society
describe authenticity and its problematic relationship to prevalent postmodernist
streams of thought
explain the invisible hand and how it justifies a life dedicated to the limitless pursuit
of wealth
outline Marx’s theory of alienation of labour
discuss the applicability of virtue and social responsibility in business life
assess the moral dilemmas posed by information asymmetries between buyers and
sellers, with specific reference to insider trading
evaluate the relative merits of the case for and against lending massive assistance
to the world’s poor
define and critically assess the idea of noblesse oblige
distinguish three ways of orienting our relationship to nature: the management
ethic, the kinship ethic and the environmental ethic
critically assess the main claims of the environmental movement
describe and evaluate the principles of the animal rights cause
summarize how medical advances have given rise to demands for assisted suicide
gauge the relevance of the distinction between active and passive euthanasia
examine whether the provision of life-saving medical care should be apportioned on
the basis of age.
TOPIC OUTLINE
Issue 1: What is applied ethics and how is it done?
• Applied ethics as the study of what “ought” to be done
• The concern with resolving practical dilemmas
• Distinguishing “ought” from “is”
• The necessity of having to consider “the moral point of view” in deciding what to do
• The giving of reasons in ethical discourse
• Major moral theories: Utilitarianism, Deontology, Virtue, Rights, and Relativism
Readings:
Mill, John Stuart. Selection from Utilitarianism, Chapter 2 [INTERNET]
Kant, Immanuel. Selection from Fundamental Principles of the Metaphysic of Morals,
Section 2 [INTERNET]
Aristotle. Selection from Nicomachean Ethics, Book II [INTERNET]
Part B - 426
“The United National Universal Declaration of Rights”, pp. 289-294
Protagoras expressed in Plato, Theaetetus, 166d-167c [INTERNET]
Issue 2: How should I treat my family and friends?
• Whether the interests of family and friends should take precedence over the
concerns of the wider community
• Confucius on the precedence of family and friends
• Law vs. friendship and family
• A growing dilemma: what to do when our parents grow old?
Readings:
The Confucian Analects, pp. 51-53
Sophocles, Excerpt from Antigone, pp. 54-66
Twain, Mark. “You can’t pray a lie”, pp. 76-80
Callahan, Daniel. “What do children owe elderly parents?”, pp. 67-75
Issue 3: How should I make sense of sex?
• The liberation of sexual conduct from traditional constraints
• The problem of deciding under what conditions to pursue and have sex
• Different views of sex: teleological, hedonistic, metaphysical, and intersubjective
• The battle for gay and lesbian rights
• Defining sexual harassment
Readings:
Solomon, Robert C. “Sex, Contraception, and Conceptions of Sex”, pp. 95-107
Kaplan, Morris. “Sexual Justice”, pp. 119-125
Crosthwaite, Jan & Priest, Graham. “The Definition of Sexual Harassment”, pp. 131-139
Issue 4: Is it ever right to lie?
• Immanuel Kant on why lying is never admissible
• Mark Twain’s contention that lying is socially necessary and that it must be done
artfully
• Lying vs. bullshitting
• The sources of bullshit in the contemporary world
• Postmodernism, truth, and authenticity
Readings:
Kant, Immanuel. “On a supposed right to tell lies from benevolent motives”, pp. 196-198
Twain, Mark. “On the decay of the art of lying”, pp. 222-225
Frankfurt, Harry. “Reflections on Bullshit”, pp. 226-228
Issue 5: Dealing with Injustice - Should I support capital punishment?
• Brief historical sketch of capital punishment
• The case for capital punishment: deterrence and retribution
• The case against capital punishment: zero or negligible deterrence value, indulgence
Part B - 427
•
of vengeance, cruel and unusual punishment, violation of human dignity
Comparing and contrasting U.S. and Canadian Supreme Court decisions on capital
punishment
Readings:
Gregg v. Georgia (1976) US Supreme Court, pp. 474-478
Camus, Albert. “Reflections on the Guillotine”, pp. 479-482
Excerpts from: United States vs. Burns (2001) Supreme Court of Canada [INTERNET]
Issue 6: How should I make money?
• The invisible hand: Classical liberal/libertarian claim that the pursuit of profit benefits
society
• Marxist critique of capitalist money making: work as alienation
• Virtue and business: can they go together?
• Whether corporations should just maximize profits or practice social responsibility
• When information is concealed in transactions: the case of Insider trading
Readings:
Hospers, John. ”Profits and Liberty”, pp. 233-237
Marx, Karl. “Alienated Labour”, pp. 238-241
Solomon, Robert C. “The Aristotelian Approach to Business Ethics”, pp. 261-267
Bragues, George. “The Bourgeois Virtues”, The National Post (Financial Post), Aug.
30/2002 [INTERNET]
Ciulla, Joanne. “Insider trading: the secret seduction”, pp. 256-260
Bragues, George. “Why Insider trading should be legal”, The National Post (Financial
Post), Feb. 13/2002 [INTERNET]
Issue 7: How should I respond to poverty?
• The gross disparities of wealth and incomes throughout the world
• Peter Singer’s directive to rich Westerners: give to the world’s poor up to the point
that material equality is reached
• Garrett Hardin’s response to Singer: we must only attend to those closest to us
• Andrew Carnegie on noblesse oblige
Readings:
Singer, Peter. “Famine, Affluence, and Morality”, pp. 578-581
Hardin, Garrett. “Lifeboat Ethics”, pp. 582-586
Carnegie, Andrew. “Wealth”, pp. 587-591
Issue 8: What should we sacrifice for animals and the environment?
• Rise of the environmental and animal rights movements
• The main threats to the environment: pollution, global warming, species extinction,
population pressures, biodiversity loss, resource depletion
• Three ethical approaches to the natural order: management ethic, kinship ethic, and
environmental ethic
• Human uses of animals: food, clothing, toxicology, medical research
Part B - 428
•
•
•
The animal liberation ethics of Peter Singer
J.S. Mill’s warning not to exalt nature
Bjorn Lomborg’s skeptical environmentalism
Readings:
Regan, Tom. “The Nature and Possibility of an Environmental Ethic”, pp. 494-504
Singer, Peter. “Not for Humans Only: The Place of Non-humans in Environmental
Issues”, pp.505-514
Mill, J.S. “Against the Glorification of Nature”, pp. 551-554
The Economist, “The truth about the environment”, Aug. 2/2001, [INTERNET OR
HANDOUT]
Issue 9: Who should decide when I die?
• How advancements in medicine prolong life to the point where many would rather
not continue living
• Historical sketch of the moral/legal treatment of suicide and assisted suicide
• Active vs. passive euthanasia: a distinction without a difference?
• James Rachel’s attempt to deny the distinction
• Whether age should be a determining factor in allocating medical care
Readings:
Excerpts from Rodriguez v. British Columbia (1993) Supreme Court of Canada
[INTERNET]
Rachels, James. “Active and Passive Euthanasia”, pp.645-649
Callahan, Daniel. “Aging and the ends of medicine”, pp. 665-670
5.0
The breakdown of the final grade will be as follows:
Opinion Essay #1 (750-1000 words)
90-minute Mid-term Exam
Opinion Essay #2 (1200-1500 words)
2-hour Final Exam
20%
25%
25%
30%
The assignments will be based upon assigned readings, class discussions and
audiovisual presentations. Students are strongly urged to attend all classes as
discussions and presentations cannot be repeated.
Any take-home assignments will be due at the beginning of class on the assigned due
dates. Late assignments will be penalized.
Part B - 429
6.0
TEXTS
Bowie, G. Lee, Higgins, Kathleen M., Michaels, Meredith W. Thirteen Questions in
Ethics and Social Philosophy. 2nd ed. Harcourt Brace & Company, 1998.
Internet material on a course dedicated website
Information About Course Designer/Developer
Georges Bragues
Melanie Chaparian, Ian Gerrie, George Bragues, Wendy O’Brien-Ewara, John Elias
______0______%
M.A. (philosophy) minimum, Ph.D. preferred
Part B - 430
Course Title:
Film Survey and Analysis – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
1.0
42
3
lecture, seminar, research, readings
COURSE DESCRIPTION
This is an introductory survey of the cinema as 20th century art. The course will analyse
the basic elements of movies – shots, angles, camera movement, editing and
composition – and explore the language of film through viewing and discussion of
notable examples of movies from various decades. Students will examine film theories
to help understand the meaning of films. Several genres will be studied both for the
images of society they project, and to understand their influence on current cinema. The
course will also examine examples of propaganda and documentary, and the way in
which contemporary, popular cinema can deal with ideologically oppressed groups.
2.0
LEARNING OUTCOMES
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Define and compare basic cinematic terms and elements.
Recognize and analyse camera movement and understand its limitations.
Outline the origins of cinema and the evolution of film.
Identify point of view.
Outline the phases of film history and compare various styles.
Define the relationship between the viewer and the action conveyed by a film.
Compare and contrast levels of meaning in a film.
Apply critical thinking to analyse and compare films for theme, structure and style.
Demonstrate visual literacy through interpreting action and symbolism.
Outline the features of the “Art” Cinema.
Compare and contrast the elements and the impact of historical examples of film
that feature political subjects.
5
To be hired
Part B - 431
Course Title:
Film Survey and Analysis – No Change
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Part B - 432
Course Title:
The Good Life: A Philosophic Investigation – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
I.
42
3
COURSE DESCRIPTION
In the pursuit of the good life, individuals have worked slavishly and fought cruelly. They
have built nations, created masterpieces, forfeited fortunes, waged wars, and sacrificed
their own and their loved ones’ lives. For many, the good life brings to mind exotic
locales, expensive toys, and a life devoted to pleasurable self-indulgence. For others,
the answer lies in simplicity—a life unencumbered by the stress and strain of competing
for ever more consumer goods and devoted to tranquillity. What is it about this ideal that
fuels our imagination and inspires us to act? What is the source of this ideal? And what
are the implications of adopting a version of the good life as our own? This course
introduces key works in the history of philosophy as they examine the ideal of the good
life. Drawing on the works of Plato, Aristotle, Epicurus, Seneca, Augustine, Montaigne,
Rousseau, Smith, Marx, and Nietzsche, students are challenged to think critically about
how money, knowledge, love, spirituality, happiness, and justice both create and
undermine our image of the good life.
II.
LEARNING OUTCOMES
1.
2.
articulate the varied ways in which happiness might be pursued;
explain our society’s identification of happiness with financial success as well as the
doubts that can be raised about that understanding;
3. describe the hedonist philosophy, distinguishing between its common and
Epicurean versions;
4. explain how Locke adopted the hedonist view to support a subjective conception of
happiness;
5. elaborate Mill’s objective view of happiness based on his distinction between higher
and lower pleasures;
6. identify the social and psychological factors driving the pursuit for money in our
society;
7. critically evaluate the case for and against classifying wealth as a key component of
happiness;
8. detail the main elements of Marx’s critique of capitalist economies;
9. define power so as to describe its manifestations in business and politics;
10. critically evaluate the case for and against making the possession of power a
Part B - 433
Course Title:
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
constituent of happiness;
articulate the challenges of equating happiness with morality;
summarize the Epicurean, Stoic, and Kantian positions about the relationship
between morality and happiness;
demonstrate how love attracts us to the beautiful;
compare and contrast the claims made in favour of orienting one’s life towards love
versus friendship;
appraise marriage’s connection to happiness;
comprehend how Socrates, Plato, and Aristotle defined the good life as the pursuit
of truth for its own sake;
explain how Francis Bacon and Friedrich Nietzsche contest the idea that knowledge
should be pursued for its own sake;
detail St. Augustine’s argument that happiness is impossible in this life;
weigh Augustine’s claim that happiness involves religious faith;
describe the implications of death for the pursuit of happiness;
explain and evaluate Michel de Montaigne’s argument that living well requires that
we prepare for death.
III.
Unit 1:
Happiness
•
•
•
•
•
•
Overview of the Happiness Debate and Why We Need to Study
The universal desire for happiness
Potential components of happiness: pleasure, wealth, power, status, love, beauty,
friendship, spirituality, knowledge, virtue, and self-realization.
Ancient Greek origins of the philosophic investigation of happiness
Financial success as our society’s core conception of happiness
Slumping happiness? Data regarding current levels of happiness
How the phenomena of slumping happiness requires a re-assessment of our
society’s commitment to material affluence.
Readings:
Freud, Sigmund. Civilization and its Discontents, Section II
Graph: Happiness and Income per capita in the United States between 1946 and 1991
(Source: Frey, Bruno and Stutzer, Alois, “What can Economists learn from Happiness
Research?”, CESifo Working Paper No. 501, June 2001)
Unit 2:
•
•
•
Pleasure and Happiness
Common notions of hedonism: bodily delights, extravagant luxury, the Playboy
philosophy of life
Epicurean claim that happiness is simply equated with pleasure
Distinction between Epicurus’ philosophy and common notions of hedonism:
Part B - 434
Course Title:
•
•
calculating self-restraint vs. impulsive self-indulgence
Modern philosophic transformation of Epicureanism into subjective theory of
happiness
John Stuart Mill’s distinction between higher and lower pleasures
Readings:
Epicurus, Letter to Menoeceus
Locke, John. “How Men come to pursue different courses” in An Essay Concerning
Human Understanding, Book II, Chapter xxi, paragraphs 54-55
Mill, J.S., Utilitarianism, excerpt from Chapter 2.
Unit 3:
•
•
•
•
•
•
Wealth and Happiness
Psychological roots of the all-encompassing hunt for money in contemporary
societies
The case for identifying wealth with happiness: wealth increases our consumption
possibilities
Problems in identifying wealth with happiness: wealth just a means to happiness,
loss of leisure, dependence on superfluous goods, slavery to considerations of
prestige, the treadmill effect
Marxist critique of capitalist wealth creation
Comparing the happiness of the poor and rich
Data on the relationship between happiness and income
Readings:
Aristotle, The Politics, Book I, viii-ix
Marx, Karl. Manifesto of the Communist Party, Section I
Smith, Adam. The Theory of Moral Sentiments, Part IV, Chapters 6-10
Graphs: 1. Life Satisfaction and Income Levels across the world in the 1990’s
2. Population Distribution of Happiness according to various levels of
Income, United States in 1994
(Source: Frey, Bruno and Stutzer, Alois, “What can Economists learn from Happiness
Research?”, CESifo Working Paper No. 501, June 2001)
Unit 4:
•
•
•
•
Power, Status, and Happiness
Power as the capacity of influencing others
The pursuit of power in politics and business
Case for tying power to happiness: ability to acquire goods, respect and honour,
pleasure of controlling one’s circumstances
Case against tying power to happiness: the intense competition for high positions,
necessity of cutting moral corners, fragility of honour, the making of enemies
Part B - 435
Course Title:
Readings:
Aristotle, Nicomachean Ethics, Book I, v.
Machiavelli, Niccolo. The Prince, Chapters XV-XIX
Unit 5:
•
•
•
•
•
Morality and Happiness
The tension between morality and happiness: the ring of Gyges story
Epicurean claim that moral virtue is a means to happiness
Stoic view that moral virtue is the essence of happiness
Immanuel Kant’s critique of the happiness ideal
Kant’s dictum that the proper goal of life is to be morally worthy of happiness
Readings:
Plato, The Republic, Book II, 358e-362c
Cicero, De Finibus, Book I, xii-xvi
Seneca, “The Happy Life” in The Epistles of Seneca
Kant, Immanuel. Grounding for the Metaphysics of Morals, First Section
Unit 6:
•
•
•
•
•
•
•
The Place of Love, Beauty, and Friendship in a Happy Life
Love as the promise of complete happiness
How love is directed towards beauty
The advantages of being beautiful
Pleasures of friendship: company, conversation, intimacy, advice, support.
Perils of friendship: abandonment, betrayal of trust
Love vs. Friendship: Intensity vs. Calmness?
Marriage and Happiness
Readings:
Plato, Symposium, 201d-206
Xenophon, Memorabilia, Book II, iv., 1-35
Bacon, Francis. “Of Love” and “Of Marriage and Single Life” in Essays
“The right to be beautiful,” The Economist, May 24/2003, p.9
Unit 7:
•
•
Knowledge and Happiness
Plato and Aristotle’s case for the contemplative life, or the pursuit of knowledge for
its own sake
Modern philosophers’ view that knowledge should serve practical goals, e.g.,
Part B - 436
Course Title:
•
technological mastery of our natural and social environment.
The pursuit of truth as a sickness: Nietzsche’s critique of Socrates
Readings:
Aristotle, Nicomachean Ethics, Book X, vi-viii
Bacon, Francis The Advancement of Learning, Book I, v., 11
“The Problem of Socrates” in Nietzsche, Friedrich Twilight of the Idols
Unit 8:
•
•
•
•
•
Death and Suffering: Is Happiness Attainable?
St. Augustine’s critique of pagan teachings about morality
Augustine’s claim that happiness is unattainable in this world
Threat to happiness posed by death
Argument that the impossibility of happiness in this world points to the need for faith
in an afterlife
Montaigne’s claim that the good life involves preparing for death
Readings:
St. Augustine, The City of God, Book XIX, 4-10
Montaigne, Michel de. “To philosophise is to learn how to die,” in Essays
IV.
RESOURCES SUPPLIED BY STUDENT
CANCOPY compilation of the readings cited in the Course Content Outline.
V.
•
•
•
•
•
VI.
Interactive lecture and discussion
Audiovisual presentations
Small group discussions
Formal lectures
On-line learning
EVALUATION OF STUDENTS
1000-1200 word (4-5 pages) Essay
Mid-term Exam
1500-2000 (6-8 pages) Essay
Final Exam
20%
25%
25%
30%
5
Georges Bragues
Part B - 437
Course Title:
Georges Bragues, Doug Wright
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Part B - 438
Course Title:
How is Society Possible? Conflict, Cooperation and Social Theory –
No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S): Successful completion of at least two lower level breadth courses or letter
of permission.
COURSE HOURS:
42
CREDIT WEIGHT:
3
DELIVERY FORMAT lecture, seminar, readings, research, case studies, small group work
CO-REQUISITES:
I.
COURSE DESCRIPTION
What constitutes the social glue that binds individuals together to form a society? How
is conflict accommodated and sufficient cooperation encouraged to ensure continuity?
How is society best organized? Looking at issues such as the concept of human nature,
the dynamics of group behaviour, the development of social institutions, the distribution
of scarce resources, and the notion of power and punishment, students reflect on these
questions in a critical manner. Through a study of the works of Marx, Durkheim, Weber,
Mead, Parsons, Mills, Goffman, Habermas, Foucault, and Bourdieu, this course provides
an introduction to social theory.
II.
LEARNING OUTCOMES
1.
2.
Outline the origins of social theory.
Recognize that social theory is based on the assumption that society is a separate
unit of analysis.
3. Explain the problem of social order.
4. List the potential sources of social order.
5. Describe three major pre-sociological theories of the social structure – namely, the
teachings of Thrasymachus, Aristotle, and Hobbes.
6. Articulate the ways in which these pre-sociological theories foreshadow the
alternatives schools of thought in social theory.
7. Demonstrate a working knowledge of the concepts of class conflict, dialectics,
materialism, and history in Marxism.
8. Critically evaluate Marx’s critique of contemporary capitalist societies as well as his
justification of socialism and communism.
9. Explain how Emile Durkheim contests the egoistic-utilitarian account of society with
an organic conception.
10. Articulate how Durkheim’s understanding of society is expressed in his analysis of
suicide.
11. Summarize Durkheim’s understanding of the role of religion in sustaining communal
Part B - 439
Course Title:
No Change
bonds.
12. Describe why Durkheim favours Kant’s individualism over egoistic individualism.
13. Analyse Max Weber’s claim that ideas play an independent role in shaping society.
14. Describe the concept of rationalization in Weber’s thought, both in his
understanding of history and bureaucracy.
15. Explain and critically evaluate Weber’s notion of the Iron Cage.
16. Demonstrate a working knowledge of the role played by class, status, and party in
Weber’s account of society.
17. Compare and contrast the rival claims of functionalism and conflict theory.
18. Explain how social theorists have applied functionalism to explain inequality as well
as age and sex roles.
19. Appraise C. Wright Mill’s elite theory of American society.
20. Define the term “methodological individualism” and identify its central role in
exchange and rational choice theory.
21. Evaluate the claim that reciprocity is the glue of society.
22. Critically weigh the argument that individuals interact with each other on a rational
and cost/benefit basis.
23. Distinguish social and human capital.
24. Explain the claim that the self is socially constructed.
25. Articulate the idea that social bonds are nurtured by the creation and constant
reweaving of a shared world-view.
26. Differentiate between micro and macro accounts of the social structure.
27. List the main elements of Postmodernism.
28. Appraise Michel Foucault’s claim that knowledge and power are inherently
connected in the social structure.
29. Elucidate what Jean-Francois Lyotard means by the death of metanarratives.
30. Describe and assess Jurgen Habermas’ commitment to deliberative democracy and
the Enlightenment ideal of society.
III.
* Readings from the Farganis text are denoted [RST] below, while Internet accessible
material is designated by [WWW].
Unit 1:
•
•
•
•
•
Overview of Social Theory
Historical sketch of social theory
How social theory assumes the autonomy of society
The problem of social order: how do individuals with clashing interests manage to
co-ordinate their activities and co-operate with each other in a modicum of peace?
Potential sources of social order: coercion, class or elite domination, administrative
regulation, moral norms, reciprocity, ideological authority, shared cultural symbols
and paradigms.
The quest for a good society
Part B - 440
Course Title:
No Change
Readings:
“Introduction: The Classic Tradition to Post-Modernism” [RST]
Unit 2:
•
•
•
•
•
Pre-sociological Theories of the Social Structure
How pre-sociological theories viewed society as a reflection of political forces
Thrasymachus’ theory of group/elite domination
Aristotle’s vision of society as a natural association of individuals fulfilling their social
and political nature
Hobbes’ picture of society as an agreement among self-seeking individuals
How Thrasymachus, Aristotle, and Hobbes anticipate major sociological theories
Readings:
“Thrasymachus’ Speech on Justice” in Plato, The Republic, Book I [WWW]
Aristotle, The Politics, Book I, i-ii [WWW]
Hobbes, Thomas. Leviathan, Chapter XIII [WWW]
Unit 3:
•
•
•
•
•
Marxism
A class conflict theory of social life
Materialistic and dialectical conception of historical progress
Bourgeois vs. the workers
Modern capitalist society as the arena of force, fraud, exploitation, and alienation
The socialist/communist utopia
Readings:
Marx, Karl. Selections from The Communist Manifesto, Economic and Philosophic
Manuscripts, and The German Ideology [RST]
Unit 4:
•
•
•
•
•
Durkheim
Society as an organism that subsumes the individual
Individual internalisation of norms as the glue of society
Opposition to economic/utilitarian accounts of social co-operation
Function of religious rituals in nurturing social solidarity
Kantian individualism as the ideal ethic for modern societies
Part B - 441
Course Title:
No Change
Readings:
Durkheim, Emile. Selections from “Egoistic and Anomic Suicide,” The Elementary Forms
of Religious Life, and Individualism and the Intellectuals [RST]
Unit 5:
•
•
•
•
•
Weber
Ideas, and not just economic forces, play a decisive role in shaping societies
History as the process of rationalization
How bureaucracies express the ideal of rationalization in coordinating social
relations
The Iron Cage
Status groups, parties, and classes as sources of stratification and conflict
Readings:
Weber, Max. Selections from The Protestant Ethic and the Spirit of Capitalism,
“Bureaucracy,” and “Class, Status, Party”.
Unit 6:
•
•
•
•
Functionalism vs. Conflict Theory
Key points of difference between functionalist and conflict theorists
Parsons’ application of functionalism to explain sex and age roles
Davis and Moore’s functionalist thesis that inequality serves the well-being of society
C. Wright Mills’ conflict theory: the rule of American society by military, political, and
economic elites
Readings:
Parsons, Talcott. “Age and Sex in the Social Structure of America” [RST]
Davis, Kingsley and Moore, Wilbert E. “Some Principles of Stratification” [RST]
Mills, C. Wright. “The Structure of Power in America” [RST]
Unit 7:
•
•
•
•
•
Exchange Theory and Rational Choice
The claim that society is best understood by focusing on individual conduct
Society as the aggregation of individual interactions designed to obtain benefits at
minimal cost
Reciprocity as the glue of social relations
Rationality assumption in explaining individual conduct
Creation of social capital--norms, trust, networks--out of rational individualism
Part B - 442
Course Title:
No Change
Readings:
Blau, Peter. “The Structure of Social Associations” [RST]
Coleman, James. “Social Capital in the Creation of Human Capital” [RST]
Unit 8:
•
•
•
•
Social Constructionism
Mead’s contention that the self is constructed in its dealings with others
Herbert Blumer’s claim that individuals come together as a result of the meanings
projected onto the world by social interaction.
How interpretive activity in social intercourse can change the meanings projected on
reality
The limited role of socio-economic structures in influencing individual conduct
Readings:
Mead, George Herbert. Selection from Mind, Self, and Society [RST]
Blumer, Herbert. “Society as symbolic interaction” [RST]
Unit 9:
•
•
•
•
•
Post-modernism and Its Critics
Post-modern acceptance of social constructionism
Post-modern rejection of universal, objective truth: Lyotard’s attack on
metanarratives
Foucault on objectivity and science as instruments of domination
Encouraging marginalized voices to speak
Habermas’ objectivist defence of deliberative democracy
Readings:
Foucault, Michel. “The Carceral” [RST]
Lyotard, Jean-Francois. Selection from The Post-Modern Condition: A Report on
Knowledge [RST]
Habermas, Jurgen. “Three Normative Models of Democracy” [RST]
IV.
GENERAL SKILLS OBJECTIVES
On completion of this course, the student will demonstrate competencies in the
following:
•
Reading as evidenced by an ability to comprehend the arguments from a wide range
Part B - 443
Course Title:
No Change
•
•
•
•
•
VII.
•
•
•
•
•
VIII.
of texts.
Writing by effectively completing course assignments, tests, and exams.
Critical and Creative Thinking through an analysis of underlying causes and
unexpected consequences of our daily actions and through connecting the systemic
and structural with the individual and personal.
Personal Organization, Time Management, Resource Management, and
Responsibility through class attendance, punctuality, class participation, and meeting
deadlines.
Research by using a variety of sources, including books, periodicals, the Internet,
and direct observation.
Computer Application and Communicating through Evolving Media by using e-mail
and the Internet for the purposes of research, completing assignments, and
communicating with the professor.
Formal lectures
On-line learning
Mid-term Test
Writing Assignments
Final Exam
TOTAL
30 %
40 %
30 %
100 %
5
Georges Bragues
Georges Bragues, Wendy O’Brien-Ewara
______0______%
Part B - 444
Course Title:
No Change
Part B - 445
Course Title:
Human Security and World Disorder – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
1.0
42
3
lecture, seminar, research, case studies, readings
COURSE DESCRIPTION
A survey of 20th-century history reveals two disparate trends in world politics. States,
nations, and individuals increasingly seem willing to abandon public goods in order to
ensure a sense of security. Yet, even as such fundamental values as equality, liberty,
and justice are bargained away in return for (in the name of) peace and stability, the
world seems to slip further into a state of disorder—a state in which the conditions for
the possibility of security are undermined. How can security be achieved? What are
citizens willing to surrender in order to meet this objective? And what cost are they
willing to incur in order to feel secure? Students explore such issues as the changing
relationship between states and corporations, the creation of a world court,
contemporary warfare, and the rise of the personal security industry.
2.0
LEARNING OUTCOMES
On completion of this course, students will be able to
1.
2.
3.
4.
5.
6.
7.
8.
summarize the method of inquiry encompassed in Foucault’s account of the
archaeology of knowledge;
identify the three sources of human suffering discussed by Freud and, making
reference to examples, analyse his claim that civilization is both the cause and the
cure for much of this suffering;
compare and contrast three competing conceptions of the human security agenda in
international relations;
define the term precarite as used by Bourdieu;
provide an account of how experiences of uncertainty are transformed into concerns
for safety, and describe the process by which such fear is commodified in the rise of
private security industries;
outline Hobbes’ account of the wager individuals make in order to ensure their
security—noting both what they gain and what they forfeit when they enter the
social contract;
compare and contrast traditional and contemporary theories of sovereignty and
evaluate their relative merits in light of humanitarian intervention;
assess how competing political ideologies, including liberalism, communism, and
fascism, balance the need for personal security with the right to personal autonomy;
Part B - 446
Course Title:
9. compare and contrast negative and positive liberty as described by Berlin;
10. analyse Nietzsche’s critique of the desire for security making reference to his
distinction between master and slave mentality;
11. define the term “rights” and explain the distinction between natural rights and civil
rights, in personem rights, and in rem rights;
12. summarize Aristotle’s account of friendship, and analyse the strengths and
weaknesses of modelling political relationships on this concept;
13. trace the historical development of war crimes, and identify the assumptions
concerning responsibility entailed in this concept with reference to the issues of
autonomy, obedience, and authority;
14. identify the conditions for the possibility of trust;
15. evaluate the relative merits of the following epistemologies in relation to media
coverage of political events: correspondence theory, coherence theory,
pragmatism, skepticism, and relativism;
16. explain the relationship between power and truth as outlined by Foucault;
17. compare and contrast power and violence as outlined by Arendt;
18. summarize the principles of just war theory with reference to the concepts of jus ad
bello and jus in bellum, and analyse the applicability of these concepts in assessing
contemporary warfare;
19. examine the history of terrorism and identify the arguments used to support and
reject this form of political violence;
20. assess the interrelated trends towards globalisation and localization, and analyse
their effect on individual and collective experiences of peace and stability;
21. compare and contrast theories of distributive justice grounded on the principles of
need, merit, and fairness, and assess their relative strengths and weaknesses;
22. define the terms moral absolutism and relativism, and analyse how these schools of
thought inform arguments for and against the institution of The International
Criminal Court;
23. outline Kant’s account of the best relation between domestic and international
orders to ensure peace and stability, and discuss the relative merits of his
arguments in light of contemporary challenges to human security;
24. compare and contrast peace-keeping and peace-building agendas.
3.0
UNIT 1:
The Age of Uncertainty and the Politics of Fear
We live in a time marked by great uncertainty. Advances in science, events in world
politics, and changes in our personal relationships challenge our most staunchly held
beliefs and place in question our most cherished principles. It is a time marked by
precarite. What is right one day is wrong the next. Our friends are suddenly our
enemies. What we believe to be true at this moment is proved to be false at the same
time. These experiences of uncertainty—ontological, moral, existential, and epistemic—
undermine our sense of security and leave us anxious. We worry about our jobs, our
possessions, our health, our finances, our children, our neighbourhoods. Such concerns
for security are not limited to individuals. It has come to dominate community, state, and
international agendas as well. This desire for security burgeons even as we make
Part B - 447
Course Title:
advances in technology, communications, and political relations that hold the potential to
increase our chances for peace and stability. Students in this unit examine the need for
the study of the concept of security, that is, for the development of a theoretical basis for
the personal and political issues that shape, and are shaped by, our experiences of
uncertainty. Students are introduced to Foucault’s conception of the archaeology of
knowledge as a method for undertaking this study.
UNIT 2:
Facing Our Fears: The Desire for Security
Freud’s Civilization and Its Discontents can be read as a primer for security studies. In
this text Freud outlines the key concepts and issues essential to understanding our need
for certainty and permanence, and he investigates why we are so often frustrated in this
pursuit. Focusing on his theory of human nature, students investigate the roots of our
desire for security in human consciousness and in individual experiences. Focusing on
the psychology of war, we will look at the price we pay for both failing and succeeding in
fulfilling this desire by juxtaposing Freud’s text with Nietzsche’s Genealogy of Morals.
UNIT 3:
The Commodification of Fear
Feeling unable to address the root causes of our fear, we have transformed our
insecurity into a concern for safety. We look for means to rid ourselves of uncertainty
and fear by seeking protection, familiarity, and permanence. And we purchase a
seemingly endless proliferation of products and services that we are told will meet these
needs. We can buy insurance, install surveillance cameras, move to walled
communities, invest in security systems, send our children to private schools, and eat
only organically grown produce. In this unit, students analyse the commodification of
fear through an examination of the fastest growing market in the world—security
industries. Focusing on the privatisation of insecurity, students examine how these
industries both create and offer to eliminate our anxieties.
UNIT 4:
The Politics of Place
Globalisation is not a new phenomenon. Rather, it is a long-standing development that
has been accelerated owing to advances in communications and technology, and by the
belief that this new world order will eliminate the sources of many of our fears and
insecurities. But while globalisation instils in us such hope, it also increases our
anxieties. As some borders come down, others go up, and we feel the pull towards this
seemingly limitless world at the same time as we are drawn back towards our own small
communities. This unit looks at the models of distributive justice that inform the current
tension between localization and globalisation.
UNIT 5:
The Company of Others: Seeking Community
Experience teaches us that we cannot rely on individual solutions for our shared
troubles. Nowhere is this more evident than in our search for security. On our own we
seem unable to address the root causes of our anxieties. Our fears multiply rather than
diminish. Security, as the saying goes, lies in numbers. But how do we move away
from thinking and acting as individuals to responding as members of a collective? How
are communities formed? And what are the costs and benefits of membership? In this
unit students analyse the social contract tradition and discuss the applicability of this
Part B - 448
Course Title:
model in accounting for the dissolution of old Cold War regimes and the rise of new
nations and coalitions at the end of the 20th century.
UNIT 6:
The Challenge of Leadership: Rethinking Sovereignty
Political events in the 20th century have left us questioning traditional accounts of the
rights and responsibilities of sovereigns. The failure of nation states, the rise of
totalitarian regimes, the atrocity of genocide, and the mass migration of refugees have
required us to rethink the relationship between individuals and the state. And in so
doing, we invoke the language of rights. Should the rights of nations take precedence
over the rights of individuals? If so, can the abuse of power be limited? What are the
consequences of adopting new models of governance—models that give priority to
individual rights over the rights of nations? Students address these questions as they
examine challenges to traditional models of sovereignty posed by recent acts of
humanitarian intervention.
UNIT 7:
Friends and Enemies: On Loving Thy Neighbour As Thyself
While communities offer us protection in numbers, they can also pose threats to our
sense of personal identity. To protect ourselves from assimilation, we form smaller and
smaller communities making the criteria for membership more and more specific,
leading to increasingly fine distinctions. What we seek is the company of friends. But
how can we distinguish a friend from an enemy? How much truth resides in Aristotle’s
famous invocation: “O my friends, there is no friend”? Addressing these questions, this
unit analyses the rise of ethnic conflict and nationalism.
UNIT 8:
The Battle Over Culture
The political instability that marks the beginning of the 21st century reveals that concern
for our safety extends beyond the present into the past and the future. Nowhere has this
been more evident than in acts of political violence. The need to protect culture—to
preserve history, traditions, and values—has led to a wide range of controversial political
strategies that build upon fear. This unit examines the history of terrorism and analyses
the arguments used to support and reject this form of political action.
UNIT 9:
The Wager: Security and Liberty
Upon examining the means by which individuals and states seek security, we may
conclude that in order to overcome our fears we must surrender our liberty. The
problem is that security without liberty results in oppression and slavery. However, to
assert our autonomy without considerations for security is likewise problematic. Liberty
without security leads to anarchy and disorder. Security and liberty seem to be both
complementary and incompatible. Students examine how competing political
ideologies—how liberalism, communism, and fascism—attempt to balance these two
values.
UNIT 10:
The Need to Believe. Trust, Truth, and Fear
In order to feel secure, it is necessary that we trust others. But trust is not readily built
nor easily maintained, especially when everything seems open to question and the truth
is hard to ascertain. This unit looks at the relationship between trust, truth, and security.
Part B - 449
Course Title:
Comparing and contrasting competing epistemologies, including the correspondence
theory of truth, the coherence theory of truth, pragmatism, and relativism, this section
examines the power of belief as it relates to the media’s coverage of political events.
UNIT 11:
The Conditions of War
In the past century we have seen dramatic changes in how war is waged, how it is
fought, and how it is ended. This unit undertakes a study of the history and the future of
just war doctrines as it examines the morality of contemporary warfare. Can the
principles of jus ad bello and jus in bellum be applied to interstate wars waged by
entrepreneurs, to the use of long-range missiles, or to biological warfare? Why or why
not? Students address these questions via a critique of existing conventions of warfare.
UNIT 12:
Means and Ends—On Power and Violence
Humanitarian intervention in Bosnia, The Ottawa Convention, and attempts to negotiate
a ban on the sale and export of small arms signal a change in our understanding of
diplomacy. Informing this shift in perspective is a rethinking of the relationship between
power and violence. This unit analyses the arguments concerning power and violence
that inform such initiatives as the use of “soft power” and non-governmental agencies in
new foreign policy initiatives.
UNIT 13:
Responsibility, Security, and the Search for Justice
Recent debates over restitution for past injustices in cases involving the Holocaust,
slavery, and apartheid have made clear that without accountability, there can be no
security. But how should responsibility be meted out in the political arena? What do we
gain and what do we lose when we forfeit justice in favour of safety? Students trace the
historical development of the concept of war crimes and identify the assumptions
concerning autonomy, obedience, and authority that are entailed in this internationally
recognized charge. This unit considers the challenges facing the International Criminal
Court. Looking at the problems of defining justice and agreeing on the principles of its
administration, students evaluate arguments for and against the creation of a world
court.
UNIT 14:
Prospects for Peace
Despite advances in technology, communications, and diplomacy, peace and stability
remain elusive. It seems even our best efforts and most heartfelt intentions cannot quell
the fears we experience individually and collectively. Indeed, we seem to be faced with
increasing uncertainty, insecurity, and instability. Using Kant’s Perpetual Peace as a
starting point, this unit centres on the identification of the conditions for the possibility of
peace. Examining the shift from peace-keeping efforts to peace-building initiatives,
students reflect on the prospects for peace.
4.0
On completion of this course, students will demonstrate competencies in the following:
Part B - 450
Course Title:
Reading:
as evidenced in the identification of arguments presented in a variety of text
drawn from a range of disciplines
Writing:
through the completion of course assignments, tests, and examinations
Problem-solving, Decision-making, and Critical Thinking:
through the use of case studies that require the identification, analysis, and application
of arguments related to security issues
Research:
through the completion of written assignments relying on both print and web/computerbased resources
Computer Application and Communicating Through Evolving Media
by using Internet-based research in the completion of writing assignments
5.0
Texts:
Glover, Jonathon. Humanity: A Moral History of the Twentieth Century.
London: Random House, 1999.
Freud, Sigmund. Civilization and Its Discontent. New York: W.W.
Norton Publishing Co., 1989.
Cancopy Course Kit
Other:
Access to a personal computer, Internet access, and e-mail facilities
Writing materials and notebook
6.0
•
•
•
7.0
interactive lectures and discussions
audiovisual presentations
on-line learning
Mid-term Test
Writing Assignments
Final Exam
TOTAL
25%
45%
30%
100%
Part B - 451
Course Title:
5
Wendy O’Brien-Ewara, Ian Baird, George Bragues
______0______%
Part B - 452
Course Title: The Influence of Mass Media on Canadian Society – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT:
42
3
lecture, discussion, readings, case studies, independent research,
team learning
CO-REQUISITES:
1.0
COURSE DESCRIPTION
This course will lead students through an investigation of the impact of mass media on
Canadian culture. The role of mass communication in society will be examined in terms
of its theoretical and practical applications. The transmission and transformation of
mass media content will be discussed in terms of political and corporate interests,
behavioural dynamics, national and international concerns, advertising and marketing
agendas, and technological implications. An emphasis on Canadian cultural goods such
as television, radio, film, print media and the Internet will lay the groundwork for an
extensive discussion on the overall impact of mass media on a national and global scale
including the US and Europe.
More specifically, the role of mass communications in socialisation, the formation of
public opinion, critical journalism, democracy, and social change will be investigated.
The trends and current problems of the media as well as the role of advertisers, media
owners, and the public in affecting the content of the media will also be discussed in
terms of the shaping properties of mass media. This study will help in understanding
how the media shapes us and vice versa.
Students will be encouraged to engage with mass media through various mediums,
taking into account the various theoretical positions discussed. A comparison of the
views of key theorists including Marshall McLuhan, Harold Innis, Theodor Adorno,
Antonio Gramsci, Neil Postman, Noam Chomsky, Sut Jhally, and Douglas Kellner will
allow students to assess the impact of the media on Canadian society.
2.0
LEARNING OUTCOMES
1.
2.
3.
Examine the importance of communication studies as an integral part of
interpersonal and mass communication.
Discuss the role of communication in a historical context – from oral to literate
societies.
Explain the key terms of mass and public communication, and mass media.
Part B - 453
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
3.0
Analyse how cultural and media organizations intersect with political and economic
processes.
Explain the role of governance and the institutionalisation of communication.
Examine the influence of government on Canadian mass media outlets.
Assess the impact and effectiveness of various policies and legislation imposed on
mass media.
Outline various communication models – both technical and social.
Describe the roles of communication systems, modes of representation, and
systems of meaning in the ordering of societies.
Outline various theoretical approaches used for understanding media content.
Compare various theories on the role of the audience and the effects of mass
media: uses and gratification, two-step flow, active versus passive engagement,
British Cultural studies, and the Frankfurt School.
Assess the development of Canada’s cultural industries including the print media,
television, radio, and the Internet.
Compare cultural industries in Canada, the United States, and Europe (UK. and
France).
Assess the role of American media, both as it affects the Canadian public and the
Canadian advertiser.
Examine the issues of ownership and ethics in mass media.
Assess the impact of mass media on advertising.
Dissect the culture of advertising as a form of mass media.
Assess advertising’s role in the growth of national media such as mass circulation
magazines, radio, and television.
Assess the impact of technology on the mass media sector taking into account
current issues of intellectual property and digital privacy.
Introduce and describe the impact of globalisation on and through mass media.
Outline the contribution of media organizations to the shaping of modern culture in
both the Western and developing worlds.
Discuss the role of mass media in terms of socio-economic representation.
Analyse the role disability, class, ethnicity, gender, nationality, sexuality, and other
social divisions play in terms of both access to the media and modes of
representation in advertising.
Course Content:
Unit 1: Communication and Society
What is involved with the study of communications? This unit, and this course in
general, will attempt to illustrate some of the main concerns and concepts involved with
the study of communication theory, and more specifically, mass communication.
Communications will be understood on a personal and universal level while paying close
attention to the social, economic, and political agents involved. We use communication
in our everyday lives; however, we are not always aware how the process of
communication works or if the process is successful. Understanding communication in a
historical context, from oral to literate societies, will set the stage for a more
comprehensive understanding of mass media.
Part B - 454
Readings/Sources:
Innis, Harold (1951). The Bias of Communication. Toronto: University of Toronto Press.
McLuhan, Marshall (1964). Understanding Media: The Extensions of Man. New York:
McGraw-Hill.
Ong, Walter (1982). “The Orality of Language,” Orality and Literacy: The Technologizing
of the Word. Pp. 5-15.
Unit 2: Understanding Mass Media
Understanding mass media involves more than watching your television set. To
understand mass media, one must understand the principles of communication. This
unit will define and examine the concepts of public communication, mass
communication, and mass media. The goal of the unit will be to understand the
importance of mass and public communication as mediums and instigators of social
change. The role of mass media in society, in terms of the modern day press, culture,
politics, and private and public sectors will also be discussed, paying specific attention to
the Canadian landscape. Other issues of interest will include the concepts of
propaganda, dominant ideology, and the fourth estate.
Readings/Sources:
Berger, Arthur A. (2003). Media and Society: A Critical Perspective. Lanham, Maryland:
Rowman and Littlefield.
Chomsky, Noam (2002). Media Control: The Spectacular Achievements of Propaganda.
New York: Seven Stories Press.
Gitelman, Lisa and Geoffrey B. Pingee (eds.). (2003) New Media, 1740-1915.
Cambridge: MIT Press.
Postman, Neil (1985). Amusing Ourselves to Death: Public Discourse in the Age of
Show Business. New York: Viking Press.
Siebert, F.S., T. Peterson, and W. Shcramm (1956). Four Theories of the Press.
Urbana: University of Illinois Press.
Turow, Joseph (1999). Media Today: An Introduction to Mass Communication. Boston,
Massachusetts: Houghton Mifflin Co.
Unit 3: Politics, Governance, and the Media
The mass media industry in Canada, plagued by a lack of funding and stiff American
competition, must also deal with political barriers and issues of governance. A brief
understanding of various communication laws and policies will be discussed in this unit
concentrating on governmental organizations such as the CRTC and Industry Canada
while also paying attention to various policies and legislation including Canada’s Privacy
Act and the Canadian Charter of Rights and Freedoms. Politics and governance enable
and disable various forms of Canadian mass media, creating a range of success stories
and unfortunate failures. The goal of this unit will be to uncover the policies that work.
Part B - 455
Readings/Sources:
Nesbitt-Larking, Paul (2001). Politics, Society and the Media: Canadian Perspectives.
Peterborough: Broadview Press.
Samuels, Raymond (1997). National Identity in Canada and Cosmopolitan Community.
Ottawa: The Agora Cosmopolitan.
Unit 4: Media Content and Theories
Media content needs to be understood as not only information, but the transmission of
said information. Therefore, this unit will be dedicated to an in-depth look at various
communication models including the Shannon Weaver model and an updated social
model of communication. Specific theorists and concepts to be looked at in this chapter
include: Jurgen Habermas (public sphere and communicative action), Harold Innis,
Marshall McLuhan, Antonio Gramsci (hegemony), and Theodor Adorno (cultural
industries and pop culture). Mass media will be understood as mediums involved in the
transmission and transformation of culture. Finally, various theoretical approaches, such
as semiotic analysis, structuralism, and postmodernism, will be explored as methods of
mass media analysis.
Readings/Sources:
Adorno, Theodor (1991). The Culture Industry: Selected Essays on Mass Culture. J.M.
Bernstein (ed.). New York: Routledge.
Habermas, Jurgen (1998). On the Pragmatics of Communication. Maeve Cooke (ed.).
Cambridge, Massachusetts: MIT Press.
Horkheimer, Max and Theodor Adorno (2002). Dialectic of Enlightenment: Philosophical
Fragments. Gunzelin Schmid Noerr (ed.). Stanford, California: Stanford University
Press.
Jensen, Klaus Bruhn (1995). The Social Semiotics of Mass Communication. Thousand
Oaks, California: Sage Publications.
Schiller, Herbert (1973). The Mind Managers. Boston: Beacon Press.
Unit 5: Telecommunications Policy and Law
A comparative study of telecommunications policies of Canada, the United States, and
Europe is an important aid to understanding the evolution of mass media in the
respective countries. With signs of globalisation creeping into most societies, cultural
integrity, and more importantly, the struggle to deal with the Americanisation of culture,
becomes an increasing concern. In this unit, mass media will be examined from a
cultural perspective where culture and nation-states will be discussed in terms of the
ongoing growing global landscape. Cultural interdependence and dependence, and the
role of state run or state assisted mass media (CBC, PBS) will be discussed with a focus
on the cultural, political, and economic structure within Canadian mass media.
Part B - 456
Readings/Sources:
Artz, Lee and Yahya R. Kamalipour (2003). The Globalisation of Corporate Hegemony.
Albany, New York: State University of New York Press.
Featherstone, M. (1996). “Localism, Globalism, and Cultural Identity,” Global/Local:
Cultural Production and the Transnational Imaginary. Wilson and Dissanayake (eds.).
Durham: Duke University Press.
Golding, Paul and Graham Murdock. (2000) “Culture, Communications, and Political
Economy,” Mass Media and Society. James Curran and Michael Gurevitch (eds.), New
York: Oxford University Press. Pp. 70-93.
Vipond, Mary (1989). The Mass Media in Canada. Toronto: James Lorimer.
Culture Canada:
http://culturecanada.gc.ca/chdt/interface/interface2.nsf/engdocBasic/15.html
Unit 6: And Now Presenting…The Audience!
Mass media is only as powerful or powerless as its relationship to the audience will allow
it to be. Therefore, the audience becomes a key ingredient whenever exploring the
impact of mass media. Audience participation is a key focal point in this unit, as
audiences take on both active and passive roles. Theoretical explanations of the
relationship between the audience and mass media will stem from British cultural studies
and the Frankfurt School, with a focus on various audience research theories (media
effects, cultural effects, two-step flow, uses and gratification, media generating entities,
and the conflict perspective). Some of the key theorists that will be examined include:
Lazarsfeld and Katz, Ien Ang, Sonia Livingstone, and Lori Yanish. Finally, a more
empirical understanding of the audience will be conducted as various strategies and
methods used for audience and market research will be explored.
Readings/Sources:
Adorno, Theodor. and Max Horkheimer (1977). “The Culture Industry: Enlightenment as
Mass Deception." In Curran, J. et al. editors, Mass Communication and Society. London:
Edward Arnold.
Alasuutari, Pertti (ed.), (1999) Rethinking the Media Audience: The New Agenda.
Thousand Oaks, California: Sage.
Ang, I. (1985). Watching "Dallas." London: Methuen.
Katz, E. and P. Lazarsfeld. (1955) Personal Influence. Glencoe, Illinois: Free Press.
Fiske, John (1987). Television Culture. London: Methuen.
Hay, James, Lawrence Grossberg and Ellen Wartella (eds.). (1996). The Audience and
its Landscape. Boulder, Colorado: Westview Press.
Merton, Robert (1946). Mass Persuasion. New York: Free Press.
Silverstone, R. (1994). Television and Everyday Life. London: Routledge.
Turner, Graeme (2003). British Cultural Studies: An Introduction. New York: Routledge.
Unit 7: Cultural Industries – Struggling to Succeed
Used as tools of propaganda, entertainment, information, and infotainment, various
mass media have been used to strengthen and distribute our Canadian culture. But the
Part B - 457
struggle to define culture, let alone distribute it, has been a tough task. Close proximity
to the United States has hindered Canada’s cultural industries while at the same time
forcing Canadian industries to take action in an attempt to distinguish their content.
Globalisation, and perhaps more specifically Americanisation, has played a large role in
the dampening of various Canadian cultural industries. But to put the blame on America
is not entirely fair. This unit will explore the various cultural industries in Canada,
including film, radio, print, and the music industry. Discussion of these industries will
focus on some of the more important historical moments of each industry and some of
the policies of the past and present that have been implemented in an attempt to ensure
our industries strive in the global markets while still staying “true” to Canadians. For
example, CRTC policies, split-run magazines, and CANCON rules will be some of the
topics examined. Canada’s cultural economy will also be compared to various
European examples (France and the UK) in order to establish a common
relationship/battle that is being fought with the cultural industries.
Readings/Sources:
Atallah, Paul and Leslie Regan Shade (2002). Mediascapes: New Patterns in Canadian
Communication. Toronto: Thomson Nelson.
Fleras, Augie (2003). Mass Media Communication in Canada. Toronto: Thomson
Nelson.
Globerman, Steven (1991). “Foreign Ownership of Feature Film Distribution and the
Canadian Film Industry,” Canadian Journal of Communication. 16 (2).
Riley, Susan (1997). “Seven Myths about Canadian Culture,” Ottawa Citizen. February
17th.
Sullivan, Rosemary (1997). “Perspectives on Canadian Cultural Policies,” Humanities
and Social Sciences Federation of Canada. March 20th.
Szuchewycz, Bohdan and Jeanette Sloniowski (2002). Canadian Communications:
Issues in Contemporary Media and Culture. Toronto: Prentice Hall.
VanderBurgh, Jennifer (1996). “Identity Crisis in Canadian Film,” Queen’s University
Film Studies. www.film.queensu.ca/Critical/VanderBurgh.html
Unit 8: Ownership, Ethics, and Alternative Media
Free the media! We here the statement often. We expect such a statement, or demand,
to be made when one is in conflict with an oppressive society or government. But claims
to free the media within the proclaimed free western world are not uncommon. The
concentration of ownership, the looming presence of ownership over the journalist,
issues of ethics and journalistic integrity, and the whispers of an alternative media
summarize some of the key issues that plague the mass media environment in Canada
today. The concentration of media ownership, especially in the Canadian newspaper
industry, has been an ongoing debate, one that tends to resurface every time a
newspaper is bought out by its competitor. Editors are being blamed for towing the
company line and journalists’ jobs are threatened when they refuse to compromise their
journalistic integrity. Furthermore, the democratic system itself is being challenged
when alternative media voices are being explicitly and implicitly silenced. This unit will
examine the concentration of Canadian mass media ownership and the effects this has
Part B - 458
throughout all mass media and more importantly the effect on the audience.
Comparisons will be made to similar issues of media concentration found in the US and
in Europe.
Readings/Sources:
Doyle, Gillian (2002). Media Ownership: The Economics and Politics of Convergence
and Concentration in the UK and European Media. London: Sage.
Chomsky, Noam (1997). What Makes Mainstream Media Mainstream. From a talk at Z
Media Institute. www.zmag.org/zmag/articles/chomoct97.htm
Hackett, Robert (1993). Engulfed: Peace Protest and America’s Press During the Gulf
War. New York, New York: New York University, Center for War, Peace and the News
Media.
Hackett, Robert (2000). “Taking Back the Media,” Studies in Political Economy. 63. Pp.
61-86.
Hackett, Robert, Richard Gruneau, Timothy Gibson and Newswatch Canada (2000).
The Missing News: Filters and Blind Spots in Canada’s Press. Ottawa: Canadian
Centre for Policy Alternatives.
Nadeau Richard, and Theirry Giasson (2003). “Canada’s Democratic Malaise.” Institute
for Research on Public Policy. 9 (1). http://www.irpp.org/choices/archive/vol9no1.pdf.
Postman, Neil and Steve Powers (1992). How to Watch TV News. New York, New York:
Penguin Books.
Unit 9: Understanding Advertising – Branding, Logos, and Persuasion
Mass media, fuelled by capitalist motives of profit and success, rely heavily on
advertising and marketing to their audiences. An effective tool for promoting mass
media content and products, the ubiquitous nature of advertising allows the audience to
be “always in reach,” never too far from the message, and always in contact with the
medium. But with the “persistent nature” of advertising and marketing comes harsh
criticism. Naomi Klein argues that we are becoming a branded society, all too
dependent on the logo, while Sut Jhally criticizes advertising for promoting an ideal
culture that can never be fully reached or enjoyed. For Klein, advertising perpetuates a
lifestyle that we buy into, while Jhally also criticizes the way in which advertising links the
material world to the symbolic world. However, advertising critics are not always found
between the pages of a text. Counter-culture movements rear their heads throughout
the world via various mediums. Striking against capitalism and consumerism, culture
jammers rebel against over-consumption while sparking a form of class consciousness
in an attempt to wake the rest of the world out of their monotonous, GAP-influenced
trances.
But the advertising world is also a discipline based on strategy, technique and style.
There is little argument that advertisements are meant to perpetuate certain ideals, but
this unit will also look at some of the techniques used by advertisers when simulating the
social world within various media. Advertising strategies will be examined in terms of
effective and ineffective forms of communication.
Part B - 459
Readings/Sources:
Berger, Arthur Asa (2004). Ads, Fads, and Consumer Culture: Advertising’s Impact on
American Character and Society. Lanham, Maryland: Rowman and Littlefield Publishing.
Braunstein, Peter and Michael William Doyle (eds.) (2002) Imagine Nation: The
American Counterculture of the 1960s and ‚70s. New York: Routledge.
Jhally, Sut (1999). Advertising and the End of the World: Media Education Foundation.
[videorecording]. Vancouver: B.C. Learning Connection.
Jhally, Sut and James Twitchell (--) On Advertising: Sut Jhally vs. James Twitchell.
http://www.stayfreemagazine.org/archives/16/twitchell.html.
Jhally, Sut, William Leiss and Stephen Kline (1990). Social Communication in
Advertising: Persons Products and Images of Well-Being. Toronto: Thomson Nelson.
Jones, John Philip (2003). What’s in a Name?: Advertising and the Concept of Brands.
Armonk, New York: M.E. Sharpe.
Kitchen, Philip J. (ed.) (2003). The Future of Marketing: Critical 21st Century
Perspectives. London: Palgrave Macmillian.
Klein, Naomi (2000). No Logo: Taking Aim at the Brand Bullies. Toronto: Vintage Books.
Unit 10: Mass Media and Technology
If the medium is the message, or so it has been claimed, then it is time to focus on the
mediums themselves. This unit will uncover the very delicate relationship between the
mass media and technology. Technology should not only be understood as the
machinery involved in communicating, but the techniques of communication used in the
form of mass media. Specific issues to be discussed include intellectual property rights
(the battle between the audience and the RIAA), wired and wireless technology, privacy
concerns, and the concept of the audience “on-the-go”.
Readings/Sources:
Fortunati, Leopoldina, James E. Katz and Raimonda Riccini (eds.) (2003). Mediating the
Human Body: Technology, Communication, and Fashion. Mahwah, New Jersey:
Lawrence Erlbaum Associates.
Green, Lelia (2002). Communication Technology and Society. London: Sage.
Leiss, William (1992). Under Technology’s Thumb: The Surrender of Culture to
Technology. New York: Knopf.
Poster, Mark (2001). The Information Subject. Amsterdam: G+B Arts International.
Postman, Neil (1992). Technopoly: The Surrender of Culture to Technology. New York:
Knopf.
Unit 11: Globalisation and Representation
We are all a part of the global village. Unfortunately, our voices are not always heard.
Finding one’s voice within the global environment is never easy. For some, those
groups or individuals that find themselves marginalized, the representation of self in
mass media is hardly accurate. This unit will examine the issues of globalisation in
terms of global corporate markets, nation-state sovereignty, and the (mis)representation
of various marginalized groups (women and First Nation groups).
Part B - 460
Readings/Sources:
Artz, Lee and Yahya R. Kamalipour (2003). The Globalisation of Corporate Media
Hegemony. Albany: State University of New York Press.
Curran, James (2002). Media and Power. London: Routledge.
Morris, Nancy and Silvio Waisbord (2001). Media and Globalisation: Why the State
Matters. Lanham, Marylland: Rowman and Littlefield Publishers.
Price, Edwin Monroe (2002). Media and Sovereignty: The Global Information Revolution
and its Challenge to State Power. Cambridge, Massachusetts: MIT Press.
4.0
On completion of this course, the student will demonstrate competencies in:
Reading:
as evidenced by an ability to comprehend the arguments from a wide range of texts
Writing:
by effectively completing course assignments, tests, and exams
Critical and Creative Thinking:
through an analysis of underlying causes and unexpected consequences of our daily
actions and through connecting the systemic and structural with the individual and
personal
Personal Organization, Time Management, Resource Management, and Responsibility:
through class attendance, punctuality, class participation, and meeting deadlines
Research:
by using a variety of sources, including books, periodicals, the Internet, and direct
observation
Computer Application and Communicating Through Evolving Media
by using e-mail and the Internet for the purposes of research, completing assignments,
and communicating with the professor
5.0
COURSE TEXTS
Required Texts:
Atallah, Paul, and Leslie Regan Shade. Mediascapes: New Patterns in Canadian
Communication. Toronto: Thomson Nelson Publishing, 2002. ISBN: 0-17-604203-2.
Part B - 461
Recommended Texts (Supplemental):
Fleras, Augie. Mass Media Communication in Canada. Toronto: Thomson Nelson, 2003.
ISBN: 0-77-473783-2.
Lorimer, Rowland, and Mike Gasher. Mass Communication in Canada, 5th Edition, 2004.
Toronto: Oxford University Press. ISBN: 0-19-541804-2
6.0
•
•
•
•
•
7.0
interactive lecture and discussion
audiovisual presentations
small group discussions
formal lectures
on-line learning
Mid-term Test
Writing Assignment(s)
Final Exam
TOTAL
30%
30%
40%
100%
5
Mark Ihnat
Mark Ihnat
______0______%
M.A. (communications) minimum, Ph.D. preferred
Part B - 462
Part B - 463
Course Title:
Introduction to Environmental Studies – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
CO-REQUISITES:
TOTAL COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT:
1.0
None
42
3
3:0 (lecture/tuturial)
COURSE DESCRIPTION
Each of us is part of various environments and form relationships with nature every day
of our lives such that our memories, identities and knowledge are wrapped up in how we
understand nature and our links to environments. Environmental studies is
fundamentally an attempt to integrate understandings of the natural world with
knowledge about the social (or human) world. How we form connections among
ourselves and with nature, what values underlie our understandings of nature, and how
we can improve the environment are all questions worthy of exploration in this context.
This introductory course to environmental studies will challenge students to investigate
these questions through the themes of social justice, technology, sustainability, activism,
and ethics. The overall purpose of this course is to develop greater knowledge and
critical awareness about the complex relationships between natural environments and
people. We will do this by actively engaging with the lecture materials, readings, tutorial
discussions and case studies and by relating these ideas to our daily lives and our future
hopes.
2.0
On completion of this course the student should be able to:
1.
2.
3.
4.
5.
6.
7.
8.
9.
define the terms ‘nature’ and ‘environment’ and provide appropriate examples;
describe, compare, contrast and apply various environmental philosophies;
identify and analyse environmental themes in literature and media;
critique the underlying values and beliefs of various environmental approaches;
elaborate how environmental values influence every day behaviours, policy
approaches, and protest actions;
explain the concept of sustainable development, give examples of its application,
and critically assess its underlying philosophies and its appropriateness for dealing
with environmental challenges;
explain the relevance of technology in understanding environmental issues, its
mediation between society and nature, and offer an informed opinion on its current
and appropriate future use;
explain how jurisdiction is a challenge for forming environmental policy and offer
options for dealing with this challenge;
elaborate the various strategies that have been and are employed by civil society to
Part B - 464
Course Title:
deal with environmental concerns;
10. explain the role that media plays in forming the public’s perceptions of nature and
environmental issues and provide appropriate examples;
11. define and explain conceptions of ‘environmental justice,’ provide appropriate
examples, and examine particular situations through the concept;
12. explain the usefulness of understanding environmental philosophies and realities in
forming knowledge about diverse issues (e.g., gender, class, race, etc.) in diverse
contexts (developing world, western science, etc.) from diverse perspectives
(governmental, civil society, individual, etc.);
13. describe and assess the issues of wilderness, biotechnology, urban sustainability;
14. research, describe and critically analyse a specified environmental issue; and,
15. explain why food, bears, and lawns are controversial issues in an environmental
context, elaborate the various perspectives on those debates in context of the class,
and critically assess the validity of those perspectives.
I.
GENERIC SKILLS

II.
Communication: convey ideas clearly and concisely in oral and written form
Personal: develop self-awareness and self-direction regarding one’s values and
embeddedness in various environments
Interpersonal: co-operate and debate with others in thoughtful, respectful and
challenging ways
Artistic: use creativity to approach literature and to convey thematic ideas
Thinking: conduct research, apply theories to real-world situations, identify
underlying belief systems, engage in critical reflection and questioning, evaluate and
suggest alternatives
LEARNING VALUES

To develop critical thinking skills about the relationships between nature(s) and
societies by examining cultural assumptions and asking the following questions:
How do we understand our relationships with nature and with environments?
How do these values influence how we construct our world?
Who is in control of particular environmental knowledge, technology, space, etc.?
Who benefits from this control?
Who pays, in what ways and for how long?
How do particular strategies mediate (i.e. enhance, complicate, impoverish)
relationships among humans and the rest of nature?
What is missing, could be changed, needs to be invented?
To understand contemporary environmental thought and philosophies, and the
contributions made to the field by diverse environmental scholars
To explore various cases in terms of their ethics, ideals, scale, and appropriateness
with respect to the natural and social environments in which they are embedded
To increase critical ecological and media literacy skills
To learn how to read texts and situations critically and carefully, and to develop a
cross-cultural, cross-disciplinary, environmentally grounded array of skills
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Course Title:

III.
To develop research and debate skills
To remember that we are active participants, not just passive consumers of culture
and nature
COURSE ORGANISATION
This course is organised around lectures, readings, films, and pedagogical practices that
emphasise the dynamic connections between theory and practice. Throughout the
course students are expected to critically link their own lives and communities to the
readings, lectures, and class activities.
IV.
TOPIC OUTLINE
Note: This outline is subject to minor changes – any alterations to the readings will be
announced in class the preceding week.
1: Introduction
What did you eat for breakfast? What are your sources for news? How did you get to
class?
What do these questions have to do with environmental issues?
Review of the course outline and assignments
Establishing guidelines for class conduct
2: Understanding Nature and Environment
How do we understand nature? How do we talk about environments? What are the
implications of our definitions?
Cronon, W. (1996) “Introduction: In search of nature.” In: Uncommon Ground: rethinking
the human place in nature (New York: WW Norton & Company): 23-56.
Evernden, N. (1992) “The Social Use of Nature.” In: The Social Construction of Nature
(London: Johns Hopkins University Press): 3-17.
3: Environmental Philosophies
How have nature and environment been defined by different schools of
environmentalism? What implications do these philosophies have for activism and
application?
Leopold, A. (1949) “The Land Ethic.” In: A Sand County Almanac: and Sketches Here
and There. Oxford: Oxford University Press. pp. 201-226.
Bookchin, Murray. 1993. “What is Social Ecology.” In Environmental Philosophy: From
Animal Rights to Radical Ecology, edited by M.E. Zimmerman (Englewood Cliffs,
NJ: Prentice Hall). At:
http://dwardmac.pitzer.edu/Anarchist_Archives/bookchin/socecol.html.
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Course Title:
Film: Ecofeminism Now!
4: Sustainable Development
How has sustainable development been defined? What are the strengths and
weaknesses of sustainable development approaches? What are the underlying values
and beliefs?
Adams, W.M. (1995) “Green Development Theory?: Environmentalism and sustainable
development.” In: Power of Development, edited by J. Crush (London:
Routledge): 87-99.
Sharma, B.D. (1996) “On Sustainability.” In: This Sacred Earth: religion, nature,
environment, edited by R. Gottlieb (London: Routledge): 558-564.
5: Environmental Justice
How is environmental justice defined? How is the concept applied to humans and nonhumans?
Bergman, C. (1990) “Carrion for Condors.” In: Wild Echoes: Encounters with the Most
Endangered Animals in North America (Anchorage: Alaska Northwest Books):
56-91.
Low, N. and B. Gleeson (1998) “Justice in and to the Environment.” In Justice, Society
and Nature: an exploration of political ecology (London: Routledge): 1-28.
Film: Sacred Land, Scared Land
6: Technology and Nature
How do we understand the relationships between technology and nature? What are the
possibilities and limitations of these relationships? What implications do these
relationships have for dealing with environmental problems?
Borgmann, A. (1995) “The Nature of Reality and the Reality of Nature.” In: Reinventing
Nature?: Responses to postmodern deconstruction, edited by M.E. Soulé and G.
Lease (Washington D.C.: Island Press): 31-45.
Leyden, P. and P. Schwartz (1997) “The Long Boom: A history of the future 1980-2020”
Wired Magazine 5(7). At:
http://www.wired.com/wired/archive/5.07/longboom_pr.html.
7: Policy and Protest
How is environmental policy formed? Who participates in its formation? What are the
options for public involvement? What can you do to influence how environments are
created and supported and/or how environmental policy is formed?
Barrett, S. and J. Kidd (1991) “Stewardship and Accountability.” In: Pathways: Towards
an ecosystem approach (Toronto: Royal Commission on the Future of the
Toronto Waterfront): 99-121.
Dobson, A. (1998) “Strategies for Green Change” in Debating the Earth: The
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Course Title:
environmental politics reader, edited by J.S. Dryzek and D. Schlosberg (Oxford:
Oxford University Press): 539-555.
Film: This is What Democracy Looks Like
8: Media and Nature
How do media representations define your understanding of environment? Are media
representations or direct experience more responsible for Canadians’ understandings of
environment?
Fletcher, F.J. and L. Stahlbrand (1992) “Mirror or Participant? The News Media and
Environmental Policy.” In: Canadian Environmental Policy: Ecosystems, Politics
and Process (Toronto: Oxford University Press): 179-199.
Wilson, A. (1991) “Looking at the Non-Human: Nature movies and tv.” In: The Culture of
Nature: North American landscape from Disney to the Exxon Valdez (Toronto:
Between the Lines): 117-155.
9: Wildlife and Parks
What environmental issues are important about wildlife and parks? How do our values
about nature inform our policy decisions about parks and wildlife? How might we
improve the management of parks and wildlife?
Higgs, E. (2003) “A Tale of Two Wildernesses: Jasper National Park, Meet Disney
World.” In: Nature by Design: People, Natural Process, and Ecological
Restoration (Cambridge, MA: MIT Press): 15-58.
10: Urban Environments
Are cities destructive or supportive of nature? Can nature be integrated with cities?
Can wilderness exist in cities? What is the state of cities and environments in Canada?
What could be done to improve this situation?
Keil, R. (1996) “Introduction: greasy jungle metropolis noir.” In: Local Places in the Age
of the Global City, edited by R. Keil, G.R. Wekerle and D.V.J. Bell (Toronto:
Black Rose Books): 1-9.
Tyler, M.E. (2000) “The Ecological Restructuring of Urban Form.” In: Canadian Cities in
Transition: the twenty-first century, second edition, edited by T. Bunting and P.
Filion (Oxford: Oxford University Press): 481-501.
Film: Lawn & Order or Urban Wilderness
OR:
Fieldtrip: Leslie Spit or urban garden sites such as Alex Wilson Community Garden
Park, High Park, etc.
11: Biotechnology and Food
What does food have to do with nature? What are the possibilities and limitations of
genetic engineering of food? How will this technology impact different societies and
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their food supplies? Are there alternatives to this technology and are they worth
pursuing?
Altieri, M.A. and P. Rosset (1999) “Ten Reasons Why Biotechnology Will Not Ensure
Food Security, Protect the Environment and Reduce Poverty in the Developing
World” AgBioForum 2(3/4). 155-162. At:
http://www.agbioforum.org/v2n34/v2n34a03-altieri.pdf.
McGloughlin, M. (1999) “Ten Reasons Why Biotechnology Will be Important to the
Developing World” AgBioForum 2(3/4). 163-174. At:
http://www.agbioforum.org/v2n34/v2n34a04-mcgloughlin.pdf.
Film: The Global Banquet Part II
12: Summary and Conclusion
V.
Participation
Reading Critique (1)
Reading Critiques (2) OR Ecological Dialogue
Essay (and Outline)
Final Exam (2 hours)
15%
10%
20%
25%
30%
All assignments must be word-processed and proof read – spell check and grammar
check are not enough. As this is an introduction to environmental studies, reused paper
(i.e., paper used on one side already) is acceptable, please ensure the reuse is obvious
(e.g., a diagonal line across the page). Make sure you have a back-up copy of all of
your work – just in case! Further guidelines for each assignment will be handed out in
class (including late penalty specifications).
Participation:
Informed participation by all students each week is an essential component of this
course, which relies on students to actively participate in the educational process. As
the course is focussed around communication and discussion, your ability to relate the
particular issues under discussion to the general themes of the course is essential, as is
your ability to negotiate between your own interests and those of the other participants.
Attendance will be kept and opportunities for participation will include speaking, active
listening, writing, quizzes and group exercises. Students are required to critically discuss
assigned readings each class. Any absences from sessions should be discussed with
the course director beforehand and appropriate documentation (such as a doctor’s note)
may be required.
Ecological Dialogue:
Students who choose this option will choose a book – either fiction, nature writing, travel
literature or ecological philosophy – and read it. The chosen book must highlight a way
of looking at the world that challenges our standard (market-driven anthropocentric)
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Course Title:
worldview and provide an intellectual challenge. Books may be chosen from the list at
the end of the syllabus, or must be checked with the course director before qualifying as
the final selection. Each student will create a 3-D depiction of the ideas of the author (as
well as the student’s) that will be presented in-class. In addition to the model, a 700
word paper will be submitted. The paper will provide a brief summary of the book (about
200 words) and a critical explanation of the details and symbolism of the model as it
reflects the themes of the book and the connections of the book’s themes to course
material (about 500 words).
Reading Critiques:
The purpose of the reading critiques is to help students critically analyse the subject
matter of the readings, and to provide an opportunity to write in essay form and get
feedback before the major essay project. All students will hand in one reading critique.
Students who choose to do reading critiques rather than the ecological dialogue will
hand in two additional critiques (i.e., a total of 3). The critiques are to be no more than
800 words each. Each critique should be in essay format and should include:
1) A Summary: 2 short paragraphs on what the author argues and how (i.e., the thesis
and main points of the article). Be clear and concise.
2) A Reflection/Reaction: This should be the longest portion of the paper and it should
address the questions: what ideas do you think are important in the reading and
why?; what aspects of the text connect/ disconnect/ contradict your own
experiences, current events, and other readings in the course?
3) A Comment: A short paragraph that states what you think, if anything, is not being
addressed or discussed in the readings and why you consider this to be important to
the issues at hand.
Essay:
This assignment has two components: an outline and an essay. The outline will be two
pages and must include a one-page schematic outline of the essay and a one-page
discussion of the major points of your essay including two academic references that will
be useful to your argument. Feedback will be given on your outline to aid your
subsequent essay writing. The outline is worth 5%.
The purpose of the essay is to encourage in-depth research and clear and systematic
argument on a specified topic. This is a short and formal paper of 1800 words with
proper citations and it is worth 20%. At least 2 sources from the course material and 3
academic sources must be cited. The essay is to be based on facts and your ethical
and practical judgements – you will be graded on your description and analysis
(emphasis on the latter). Some information will be handed out in class, but students are
expected to do their own research and develop their own arguments. A schematic of the
grading scheme and a list of topic options will be handed out in class.
VI.
TEXTS
The course kit contains all the required readings. It is available at the bookstore.
Part B - 470
Course Title:
VII.
OPTIONS FOR THE ECOLOGICAL DIALOGUE ASSIGNMENT
Nature Literature:
Aldo Leopold A Sand County Almanac - series of essays that highlight Leopold's
experiences and views on the land, including his two most famous: "Thinking Like a
Mountain" and "The Land Ethic"
Barry Lopez Crossing Open Ground and River Notes - Lopez writes beautifully of the
land that he has lived in and travelled through.
Farley Mowat Seas of Slaughter - traces the historical events that led to the destruction
of much life in the oceans.
Sharon Butala Perfection of the Morning - describes her experiences as a former urban
dweller, now Prairie farmer.
Jane Goodall Through a Window - describes her work studying chimpanzees,
autobiographical
Christopher Dewdney Hungry Hollow - a natural history book based in southern Ontario
Stephanie Kaza The Attentive Heart - discusses her work in naturalisation projects
Charles Bergmann Wild Echoes - discusses his encounters with a variety of
endangered species
Richard Ives Of Tiger and Men - looks at human/tiger relations, very entertaining
Environmentalism Applied:
John Robbins Diet for a New America - addresses issues of food choice and the
environment
Frances Moore Lappe Diet for a Small Planet - a classic on "the social and personal
significance of a new way of eating"
Wayne Roberts, Rod MacRae and Lori Stahlbrand, Real Food for a Change - guide to
environmentally friendly and healthy eating practices
Jeremy Rifkin Beyond Beef - an examination of the environmental, social, and humane
costs of beef production
Tom Brown Tom Brown's Guide to Nature Observation and Tracking (or any of his
other works) - practical and philosophical guides to ways of living with and on the
land
Paul Rezendes Tracking and the Art of Seeing - a great tracking book filled with
interesting info about animals and the importance of being attentive to other life
Wayne Roberts and Susan Brandum, Get a Life! How to Make a Good Buck and Dance
Around the Dinosaurs and Save the World While You're At It - self-explanatory if
you use your imagination
Environmental Issues and Ethics:
Rachel Carson Silent Spring - a classic. One of the first books acknowledged that we
were damaging the earth through our actions - focuses on pesticides
Bill McKibben The End of Nature - rather depressing, but makes a strong point
Bruntland Report Our Common Future - outlines the concepts of sustainable
development as they were first presented by the World Commission
George Devall Simple in Means, Rich in Ends - good introduction to Deep Ecology, the
philosophy that the earth is not just here for human use but has intrinsic value
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Course Title:
James Lovelock The Ages of Gaia: A Biography of Our Living Earth - The gaia
hypothesis explained
Fritjof Capra The Turning Point - examines the role of science in contemporary culture
Thomas Berry The Dream of the Earth - as an ecotheologian, Berry explores humanearth connections as we move from the cenozoic to the ecozoic age
Thomas Berry and Brian Swimme The Universe Story - their story of how the universe
was created and discuss the story's implications for "humanity's evolving place in
the cosmos"
David Orr Earth in Mind:On Education, Environment, and the Human Prospect challenges our traditional view of the role of education and the environment
Jack Turner Abstract Wild – a claim that we are making "the wild" too easy for people;
we are too protected from death and dying
Alexander Wilson The Culture of Nature - an engaging text on pressing issues like
tourism and ‘Disneyfication’
David Abram Spell of the Sensuous - an examination of different culture's experiences
of the world and the limits of language
Vandana Shiva Monocultures of the Mind - looks at homogenisation of nature and
cultures
Carolyn Merchant Radical Ecology – an intro book to things like ecofeminism,
environmental justices, indigenous rights
Greta Gaard Ecofeminism - an edited collection dealing with ecofeminist ideas and
themes
Charlotte Montgomery Blood Relations: Animals, Humans and Politics - an exploration
of the Canadian animal rights movement
Fiction:
Daniel Quinn Ishmael - challenges our current paradigm and examines the role of our
species on the planet
Ben Elton Gridlock - challenges assumptions about cars and accessible transportation
while highlighting the power of government
Ursula LeGuin Buffalo Gals - great collection of speculative fiction with
environmental/animal themes
Catherine Phillips, Ph.D.
Catherine Phillips, Ph.D.
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Course Title:
Ph.D.
Part B - 473
Course Title:
Introduction to Politics – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
I.
42
3
COURSE DESCRIPTION
Politics is the study of the ideas and institutions that underlie the distribution of power in
any human society. An introduction to politics focuses on political theories about the
best form of government, the limits (if any) placed on government, and the rights of
citizens. The study of politics also includes an understanding of the basic political
institutions that compose ones own society. Additionally, the study of politics compares
different forms of government (totalitarian, communist, democratic, authoritarian, etc.)
and the ideologies on which they are based. The comparison of different types of
governmental systems is also concerned with how political change occurs, i.e. revolution
vs. reform, and the definition and causes of terrorism. An introduction to politics would
not be complete without consideration of international relations. To this end the rules
and institutions that regulate politics amongst nations and effectiveness of international
political institutions will be considered.
II.
INSTRUCTIONAL GOALS
Students who complete this course will have an understanding of the theoretical ideas
guiding the political process. They will understand the political mechanisms and
processes involved in governing constitutional democracies. They will be able to explain
the connection between political ideologies and the forms of government to which they
give rise, and the role of revolution and reform in political change. Lastly, students will
develop an appreciation of the complexity of international conflict and cooperation and
how international political conflict can develop into war and terrorism. Part of the
understanding of international relations will include an analysis of multilateral trade
organization and agreements (such as the WTO, and NAFTA), and the strengths and
weaknesses of multilateral political institutions such as the United Nations.
III.
LEARNING OUTCOMES
At the end of the course, successful students will be able to
1.
2.
explain the implications of utopian political systems for human governance;
summarize the main ideas constituting a selection of political ideologies;
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3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
IV.
describe how ideologies are put into practice in authoritarian, totalitarian, and
democratic regimes;
identify different forms of democratic government along with their strengths and
weaknesses;
compare and contrast different political paths to modernization in the developing
world;
outline the forms of participation available to citizens in democratic societies and
how laws can be peacefully changed;
explain some of the causes of political revolution;
summarize the causes and aims of terrorism;
outline some of the causes of war;
debate the applicability of just war theory to international conflict;
explain Machiavelli’s real politik approach to international relations;
summarize the arguments for the development of multilateral political institutions
and political idealism;
describe the challenge of creating international political institutions and identify
some of those institutions;
outline how the United Nations came into existence and the challenges it faces
today;
debate the strengths and weaknesses of International law;
GENERIC/EMPLOYABILITY SKILLS
Generic/Employability Skills are broad-based, transferable skills that provide the
foundation for specific program skills essential to a student’s academic and vocational
success. The Generic/Employability Skills are comprised of communications, personal,
interpersonal, thinking, mathematics, and computer applications skills. Through the
successful completion of this course, the student will develop the following specific
generic skills:
GENERIC SKILLS COURSE INVENTORY:
Frequency Taught/Reinforced/Evaluated
Generic Skill
Seldom
1
Communications Skills: reading assigned
readings; writing essays; participating in
classroom discussions; note-taking during
lectures
Personal Skills: meeting deadlines for
assignments; keeping up to date with
assigned readings; interacting with other
students during classroom discussions in a
respectful way; developing an understanding
2
↔
Always
3
4
5
3
3
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Course Title:
of the political challenges faced by the world in
the present and future
Interpersonal Skills: understanding and
analysing diverse viewpoints; participating in
classroom discussion; appreciating the deep
diversity of visions concerning the future
development of democratic societies and
international political institutions
3
Thinking Skills: solving problems; thinking
critically and creatively; developing research
techniques through course assignments,
lectures, and classroom discussions
3
Mathematics Skills: understanding basic
polling techniques and key political economy
concepts and laws, such as Keynesianism,
Monetarism, laissez faire, underlying many
international trade agreements.
3
Computer Application Skills: using computer
word processor for take-home assignments;
using appropriate computer databases in
library for research assignments; accessing
Canadian encyclopaedia on-line, and
accessing professors notes.
V.
3
Introduction:
• The scope of political study.
• Why study politics?
Readings:
Introduction: The Study of Politics, pp 1 – 19.
Political Theory I – Utopia’s
•
•
•
Why does justice matter to politics?
Can a perfect political model in thought indicate how we should be governed in
practice?
Are Utopia’s really all that desirable?
Readings:
Plato’s Republic, pp 29 – 32
Karl Marx, pp 34 – 37
Skinner’s Walden Two, pp 37 – 40
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Course Title:
Utopia’s revisited, pp 40 - 43
Political Theory II – Ideologies
•
•
•
Ideologies as a guide to political action.
The basic differences between right wing and left wing political ideologies.
How political ideologies are represented in contemporary politics.
Readings:
Approaches to the public good pp 357 - 373
Comparative government I – Constitutional Democracy
•
•
•
Constitutionalism as a check against tyranny of the majority.
Federalism as a limit on government.
Separation of powers as a further limit on government.
Readings:
Constitutional Democracy, pp 49 - 69
Comparative government II – Authoritarian states
•
•
•
•
The characteristics of an authoritarian government.
The virtues and vices of authoritarian rule.
Myths about authoritarian rule.
The future of authoritarianism.
Readings:
Authoritarian states, pp 73 – 90
Comparative government III – Totalitarianism: the 20th century’s contribution
•
•
•
•
The nature of totalitarian government.
How do totalitarian governments arise?
The integration of politics and society in totalitarian regimes.
The contemporary sources of totalitarianism.
Readings:
Totalitarian States, pp 93 - 123
Comparative government IV – developing nations: democracy or dictatorship?
•
•
•
The legacy of colonialism.
The challenges of developing democracy in developing nations.
The responsibility of developed nations in the development puzzle.
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•
China and the challenge of authoritarian capitalism.
Readings:
Developing Countries, pp 219 – 241
China in transition, pp 200 - 209.
Political Change I – reform
•
•
•
•
The many ways a citizen can participate in politics.
The roll of opinion polls in modern democracies.
Political apathy in developed democracy.
What can be done to increase participation?
Readings:
Political participation, pp 280 – 303
Political change II – revolution
•
•
Two modern versions of revolution: the American and the French.
Modern theories about the causes of revolution.
Readings:
Revolution in the name of justice, pp 416 – 435
Political change III – terrorism
•
•
•
What is terrorism and who is a terrorist?
The social causes of terrorism.
Can a war on terrorism be won?
Readings:
Terrorism: weapon of the weak, pp 440 – 466
.
International relations I – the struggle for power
•
•
•
The contemporary international system and the end of bi-polarity.
Can we all get along? Realism vs. idealism in international relations.
End of history, the clash of civilizations?
Readings:
International relations, the struggle for power, pp 506 – 540
International relations II – the struggle for order
•
•
The United Nations, its origins, present and future.
International law, its possibilities and limitations.
Readings:
International organizations, the struggle for order, pp 546 - 578
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Course Title:
VI.
Magstadt, Thomas. Understanding Politics: Ideas, Institutions and Issues, 6th ed.
VII.
The final grade will be calculated as follows:
In-class test
Two research assignments
Final exam
20%
25% each
30%
5
Greg Narbey
Greg Narbey, George Bragues, Aileen Cowan
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Course Title:
Introduction to Psychology – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
1.0
None
42
3
Lecture, case studies, readings, independent research
COURSE DESCRIPTION
This course is designed to introduce students to the field of psychology. Students will be
exposed to a discipline that is rich in theoretical diversity, research findings, and
practical applications. They will be encouraged to think critically and challenge their
preconceptions.
2.0
GENERAL LEARNING OUTCOMES
Upon completion of this course, students will be able to
1.
2.
3.
4.
5.
6.
7.
8.
9.
3.0.
explain the scientific nature of the discipline of psychology;
explain psychology’s theoretical diversity;
explain the practical applications of psychological knowledge;
explain how socio-historical factors influence the evolution of psychology just as
psychology leaves its mark on society;
explain how behaviour is typically determined by multiple factors;
explain how behaviour is culturally embedded;
describe how heredity and environment jointly influence behaviour;
locate and read psychology journal articles;
better interpret and understand their own behaviour as well as the behaviour of
others.
UNIT A – INTRODUCTION, RESEARCH
Topics
1.
• Definition of Psychology
• Major Theoretical Perspectives
o Structuralism (Wundt)
o Functionalism (James)
o Behaviourism (Watson, Skinner)
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•
2.
o Psychoanalysis (Freud, Jung, Adler)
o Humanism (Maslow, Rogers)
o Cognitive (Piaget, Chomsky, Simon)
o Biological (Olds, Sperry, Hubel, Wiesel)
o Evolutionary (Buss, Daly, Wilson, Cosmides, Tooby)
Psychology as a Profession
o Research areas
o Professional practice specialty areas
o Employment settings
Research Methodology
• Defining Science
o Goals of science
o Path of scientific inquiry
o Strengths and weaknesses of scientific approach
• Descriptive/Correlational Research
o Naturalistic observation
o Case studies
o Surveys
• Experimental Research
o Independent vs. dependent variables
o Experimental vs. control groups
• Statistics
o Descriptive statistics
o Inferential statistics
• Evaluating Research: Concerns and Considerations
o Replication
o Sample bias
o Placebo effects
o Subject bias
o Experimenter bias
• Research Ethics
o Human subjects
o Animal subjects
Learning Outcomes
1.
2.
3.
4.
define psychology;
identify, compare, contrast, and critically assess the major theoretical perspectives
and theorists in the field of psychology;
demonstrate knowledge of the historical sequencing of each of the major
psychological perspectives;
identify the research areas, practice specialty areas, and employment settings of
professional psychologists;
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5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
outline the goals of science and the path of scientific inquiry;
evaluate the strengths and limitations of the scientific approach;
distinguish between and identify the relative strengths and weaknesses of
descriptive/correlational and experimental research approaches;
compare and contrast naturalistic observational, case study, and survey methods of
research;
demonstrate knowledge of correlation and the correlation coefficient;
describe the key components of an experiment;
describe the purpose of statistics and be able to distinguish between descriptive and
inferential statistics;
calculate median, mean, mode, range, and standard deviation;
list the methodological flaws that can mar a research study;
discuss the ethical considerations involved when studies use human or animal
subjects.
UNIT B – BIOLOGY, SENSATION AND PERCEPTION
Topics
1.
Biological Bases of Behaviour
• Nervous Tissue
o Parts of the neuron
o Resting and action potentials
o Excitatory and inhibitory messages
o Neurotransmitters
• Nervous System Divisions
o Central nervous system
o Peripheral nervous system
• Brain
o Investigative techniques
o Structure and function
o Cerebral laterality
• Endocrine System
• Heredity and Behaviour
o Principles of genetics
o Researching heredity
• Evolutionary Basis of Behaviour
o Evolutionary theory (Darwin)
o Research evidence
2.
Sensation and Perception
• Psychophysics
o Sensory detection thresholds
o Signal detection theory
o Subliminal detection
o Sensory adaptation
Part B - 482
Course Title:
•
•
•
•
•
•
•
•
Visual System and Sight
o Nature of light
o Eye structure and function
o Pathways to the brain and visual cortex
o Colour vision
o Form perception
o Depth and geographical slant perception
o Perceptual constancies and illusions
Auditory System and Hearing
Nature of Sound
o Ear structure and function
o Theories of auditory perception
o Auditory localization
Gustatory System and Taste
Olfactory System and Smell
Skin Sensation Systems and Touch
o Pressure
o Temperature
o Pain
Kinesthetic System
Vestibular System
Learning Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
describe the structure and function of nervous tissue;
distinguish between the divisions and subdivisions of the nervous system;
describe the methods used to study brain structure and function;
identify key parts of the brain and discuss brain functioning;
summarize research on cerebral specialization;
identify the parts of the endocrine system and know their role in regulating
behaviour;
describe the structures and processes involved in genetic transmission;
describe the methods used to investigate the influence of heredity on behaviour;
summarize Darwin’s theory of evolution and demonstrate knowledge of supporting
genetic evidence;
demonstrate an understanding of basic concepts and issues in the area of
psychophysics;
discuss perception in the absence of awareness and evidence in the area of
subliminal perception;
interpret the meaning and significance of sensory adaptation;
identify the properties of light and describe the eye’s role in visual information
processing;
follow the path of visual information from the eye to the brain and understand the
role of the visual cortex;
Part B - 483
Course Title:
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
summarize the trichromatic and opponent process theories of colour vision;
understand form perception in terms of top-down and bottom-up processing;
identify Gestalt principles of visual perception;
describe monocular and binocular depth cues;
identify and explain perceptual constancies and discuss their relationship to optical
illusions;
identify the properties of sound and describe the ear’s role in auditory information
processing;
compare and contrast the place and frequency theories of auditory perception;
describe auditory localization cues;
explain the mechanisms underlying taste and explain individual differences in taste
perception;
describe the functions of the olfactory system;
describe skin sensory systems involved in the perception of pressure, temperature
and pain;
discuss the perceptual experiences resulting from the kinesthetic and vestibular
senses.
UNIT C – CONSCIOUSNESS, LEARNING
Topics
1.
States of Consciousness
• Nature of Consciousness
• Sleep
o Biological rhythms
o Stages
o Disorders
• Dreams and Dreaming
o Nature of dreams
o Theories of Dreaming
• Hypnosis and Theories of Hypnosis
• Meditation
• Psychoactive Drugs
o Tolerance and dependence
o Major drugs and their effects
2.
Learning
• Definition of Learning
• Classical Conditioning
o Theory and Research
o Applications
• Operant Conditioning
o Theory and Research
o Applications
• Biological Considerations
Part B - 484
Course Title:
•
•
Cognitive Considerations
Observational Learning
Learning Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
discuss and evaluate the nature of consciousness;
describe circadian rhythms and their relationship to sleep;
characterize the sleep stages along physiological and psychological dimensions;
discuss individual and group differences in sleep patterns;
identify and distinguish between major sleep disorders in terms of symptoms,
causes and treatment;
discuss the nature of dreams and compare and contrast wish fulfilment, problem
solving and activation-synthesis theories of dreaming;
characterize hypnosis and explain the role playing and altered state theories of
hypnosis;
demonstrate awareness of the short-term and long-term effects of meditation
techniques;
list and describe the physical and psychological effects of the major types of
psychoactive drugs;
define learning;
identify and explain the basic components of Pavlov’s classical conditioning
paradigm;
describe the classical conditioning concepts of acquisition, extinction, spontaneous
recovery, generalization, discrimination, and higher-order conditioning;
explain Thorndike’s law of effect and discuss its relationship to Skinner’s theory of
operant conditioning;
describe the operant conditioning concepts of acquisition, shaping, extinction,
generalization, discrimination, reinforcement, and punishment;
describe how biology imposes limits on conditioning;
recognize the role of cognitive processes in conditioning;
list the basic processes identified by Bandura as crucial components of
observational learning;
use principles of conditioning to modify their own behaviour and the behaviour of
others.
UNIT D – MEMORY, PERSONALITY
Topics
1.
Memory
• Encoding and Getting Information into Memory
o Attention
o Levels-of-processing theory
o Methods of encoding enrichment
Part B - 485
Course Title:
•
•
•
•
•
2.
Storage and Maintaining Information in Memory
o Sensory memory
o Short term memory
o Long term memory
o Representation and organization of information
Retrieval and Getting Information Out of Memory
o Retrieval and context cues
o Misinformation effect
Forgetting
o Ebbinghaus’s forgetting curve
o Methods of measuring forgetting
o Causes of forgetting
Physiology of Memory
Multiple Memory Systems
Personality
• Defining Personality
• Trait Theory
• Freud’s Psychoanalytic Theory
o Components of personality
o Defence mechanisms
o Stages of personality development
• Jung’s Perspective
• Adler’s Perspective
• Behavioural Perspectives
o Skinner’s contributions
o Bandura’s and Mischel’s social learning contributions
• Humanistic Perspectives
o Roger’s person-centred approach
o Maslow’s self-actualisation theory
• Biological Perspectives
• Personality Assessment
Learning Outcomes
1.
2.
3.
4.
5.
6.
7.
identify and describe the basic memory processes;
consider the role of attention in memory;
explain the levels-of-processing theory of memory;
identify and explain methods that can be used to improve encoding;
describe, compare, and contrast sensory, short-term, and long-term memory
systems;
discuss possible ways information is organized in memory;
explain how retrieval and context cues influence retrieval of memories;
Part B - 486
Course Title:
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
4.0
discuss the fallibility of memory and demonstrate understanding of the
misinformation effect;
outline Ebbinghaus’s forgetting curve and ways in which forgetting is measured;
identify and explain the possible causes of forgetting;
outline the repressed memory controversy;
summarize evidence on the physiological basis of memory;
distinguish between retrograde and anterograde amnesia;
summarize and evaluate theories and research on the existence of multiple memory
systems;
discuss the nature of personality;
describe the trait approach to personality and describe the five factor model;
outline and critically assess the nature and function of Freud’s personality
structures;
list and define Freud’s ego defence mechanisms;
summarize and evaluate Freud’s psychosexual stages of personality development;
compare and contrast the psychodynamic personality theories of Freud, Jung, and
Adler;
explain and evaluate the contributions to understanding personality made by
learning theorists Skinner, Bandura and Mischel;
compare and contrast Rogers’ and Maslow’s humanistic theories of personality;
outline and critically assess theories and research on the biological basis of
personality;
describe and evaluate personality assessment methods.
REQUIRED TEXT
Weiten, Wayne (2004). Psychology: themes and variations. Stamford, CT:
Thomson Learning.
5.0
Students will be evaluated on the basis of 4 in-class multiple-choice tests, each worth
20%, and 2 written reports: worth 5% and 15% respectively. To pass this course,
students must complete all tests/assignments.
5
Rena Borovilos
Ann Wainwright, Rena Borovilos, Murray Stainton, Rejeanne Dupuis, Adele Lafrance
Part B - 487
Course Title:
______0______%
M.A. in Psychology, Ph.D. preferred
Part B - 488
Course Title:
Introduction to Sociology – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT:
CO-REQUISITES:
I.
42
3
lectures, seminars, discussion, readings, research
COURSE DESCRIPTION
In a dynamic society, it is important for everyone to understand the social forces, cultural
values, and ideological beliefs that frame and shape their behaviour and the pace and
direction of change. Sociology, as the scientific study of the behaviour of people in
groups, helps us to understand the patterns of social organization and why people think,
function and behave the way they do. This course examines the classical sociological
theories of Marx, Durkheim, and Weber, as well as contemporary social theorists. This
theoretical examination is then applied to understanding the importance of economic
and political power, cultural and religious values, ethnic and racial identity, gender, age,
and class, in shaping who we are both as individuals and as members of a social group.
II.
LEARNING OUTCOMES
1.
2.
Define sociology and explain the main elements of the sociological perspective.
Explain the theoretical contributions made by classical social theorists such as
Durkheim, Marx, and Weber.
3. Discuss how sociological thinking can impact individuals both at the micro level (i.e.,
in daily life) and at the macro level (i.e., in social policy).
4. Discuss and analyse the relationship between knowledge and ideology.
5. Compare and contrast the major research methods used by sociologists and
discuss the relative weaknesses and strengths of each.
6. Define the sociological meaning of culture and its relationship to society, nation and
state.
7. Compare and contrast Canadian and American multiculturalism and their different
value systems.
8. Explore Canada’s relationship to other countries in a globalized world.
9. Discuss and analyse the challenges that Aboriginal peoples face in Canada.
10. Define and explain ethnocentrism and cultural relativism.
11. Analyse the modes and forces of socialization (family, school, religion, etc.) and
their impact in shaping an individual’s social development and experience.
12. Define and discuss the main characteristics of social structure and the importance
of roles and status in social interaction.
Part B - 489
Course Title:
13. Explain and analyse the primary characteristics of bureaucracy and their impact on
employees and workers.
14. Define and discuss the relationship between sex and gender, and explain how
human sexuality is experienced and interpreted across the lifespan.
15. Define deviant and normal behaviour, and explain how these definitions impact on
gender, race, and class.
16. Analyse the differences between the four theoretical paradigms (functionalism,
conflict theory, symbolic interactionism, and feminist theory) used by sociologists to
understand the nature of society.
17. Use the sociological perspective to explain and analyse how deviance is a product
of society and analyse how age, class, gender, race and ethnicity are related (used
and abused) to statistics on crime.
18. Analyse the relationship between ideology, culture, gender and social stratification.
19. Discuss and analyse the treatment of Aboriginal People in the Canadian criminal
system.
20. Describe and discuss the relationship between patriarchy, sexism, inequality and
discrimination.
21. Define and discuss the differences between prejudice, discrimination, stereotyping
and racism.
22. Analyse the role of the elderly in cross-cultural and historical perspectives.
23. Explain the relationship between biology and culture in shaping the experience of
growing old, and in the characterization of the elderly.
24. Discuss how death has been interpreted by different societies and explain the
ethical issues associated with death and dying.
25. Explain why Neil Postman claims that childhood was invented in the 17th century
and discuss its development in the following centuries.
26. Define and explain family, kinship, family unit and marriage from a cross-cultural
perspective.
27. Analyse the impact of class, ethnicity, race and gender in the formation and
socialization of the family.
28. Discuss the problems facing family life (divorce, remarriage, spousal and child
abuse) and how different societies have responded to these challenges.
29. Describe different alternative family units (one-parent families, gay and lesbian
couples, and cohabitation) and the challenges and pressures that they face in
different societies.
30. Identify the basic concepts used by demographers to study populations (fertility,
mortality, migration) and explain inter-regional population movements.
31. Define and explain the “varied body” and how it is seen and interpreted by social
workers, the police and educators.
32. Discuss and analyse how occupations and social patterns of modernity and
postmodernity have changed due to the impact of industrial and information
technologies.
Part B - 490
Course Title:
III.
Unit 1:
Methods
Introduction to Sociology: Theories, Perspectives, and Research
Common sense can sometimes include erroneous expectations so it is important to
understand the difference between subjective opinion and objective analysis. The major
classical sociological theorists (Durkheim, Marx and Weber) and the four major
sociological paradigms (functionalism, conflict theory, symbolic-interactionsim, feminist
theory) are discussed and analysed. This unit looks at the importance of both collecting
facts and of critically evaluating them in light of different of social situations and contexts.
Students critically examine the role and function of different discourses and attempt to
develop a “sociological imagination.”
Unit 2:
The Social Dynamics of Multiculturalism: The Impact of CrossCultural Values and Socialization
In a multicultural society like Canada, each cultural group has its own expectations
about appropriate social behaviour. Inevitably, different values and beliefs sometimes
come into conflict. This conflict can be a reflection of the difficulty of understanding other
cultures on their own terms rather than as faulted versions of one’s own culture. Can
diversity be a strength? How is Canada’s multicultural reality best managed?
Unit 3:
The Sociology and Technology of Communication
Communication can take many different forms: the written word, formal reports, oral
comment, visual images (film, video, photographic or diagnostic images such as X-rays,
MRIs), body language or of a mix of these elements. The authority of professionals in
many walks of life depends on the accuracy of their conclusions and evaluations so
clarity in communication is of great importance. How are ideas and opinions best
expressed and documented? Using library and Internet resources, students use basic
research methods to substantiate their conclusions on a specific topic.
Unit 4:
Modes of Social Behaviour: Criminal, Deviant and Normal
Who is a criminal? Who is normal? Normative values are defined differently in different
cultural contexts. Why is behaviour interpreted so differently? Was Robin Hood a folk
hero or a criminal or was he a deviant? Who has the power to define and enforce
normative values? How do sanctions impact on behaviour and why do they exist in
every society? What role do preconceptions bear on the intersection between those in
authority, the police officer, the doctor, and the teacher, and those with less status? How
are these dynamics perceived in different historical and cultural contexts?
Unit 5:
Cultural and Social Values: Competing Interest, Groups and Voices
Different sectors of society compete for limited resources and have different vested
Part B - 491
Course Title:
interests. Sometimes interests conflict and sometimes they coincide. Inequality results
from social stratification based on money, gender, ethnicity and race, which leads to
individual, group, and class struggles for change. In the twentieth century, we have seen
women and people of colour fighting to gain civil rights, such as the right to vote, and the
right to legal equality, as well as for a voice and participation in politics and government.
Today, we see Native Peoples and persons with disabilities fighting for their rights, using
many similar tactics and strategies.
Unit 6:
Sex and Gender
One of the most profound changes in the western world over the last one hundred years
has been the improvement in the status of girls and women. Women’s lives have
changed dramatically in modern western societies from being treated as property and
with virtually no legal or political rights to being treated as equal under the law. However,
the “gender wars” have not ended and there is an increasingly hardened attitude and
back-lash against the gains made by women.
Unit 7:
Social Stratification and Conflict
Conflict theory often addresses the struggle between unions and management, and
between ethnic groups and dominant groups over the inequalities of social stratification
and the barriers to social mobility. Moreover, we also see conflict arising out of the
stress of everyday life, i.e., stress in the workplace, stress due to social and financial
pressures, and stress due to the competing demands of career and family. Much of the
conflict on both the individual and collective level can be traced to the competition for
scarce resources in a society where property and wealth are unequally distributed.
Unit 8:
Ethnicity and Race
The struggle for equal human and civil rights for African-Canadians and AboriginalCanadians has been a long one. Today issues of prejudice and discrimination are the
source of conflict in many areas of Canadian life, even if the manifestation of such
inequalities is subtle and complex.
Unit 9:
The Varied Body
Society as a whole, and the health field in particular, assume that there is one typical
male and female body, but we find in the real world that there are various definitions of
the normal or typical body informed by age, culture, ethnicity and race. Social
expectations of a person vary, moreover, depending on the kind of body that they have.
The body itself is viewed and treated differently by various professions, for example, the
fashion designer, the social worker, the police officer, the educator, and the health care
worker.
Part B - 492
Course Title:
Unit 10:
The Family and Work: The Great Tug-of-War
Definitions of family vary considerably – the nuclear family, the extended family and the
blended family. This unit examines how unemployment and underemployment impact on
the family as well as how different kinds of work create different expectations within the
family. The economic necessity of work and the validation and sense of worth that
comes from meaningful work are frequently in a tense relation to the personal and
private struggle to raise children and achieve and maintain intimacy with a partner.
IV.
On completion of this course, the student will demonstrate competencies in the
following:
Reading as evidenced by an ability to comprehend the arguments from a wide range of
texts.
Writing by effectively completing course assignments, tests, and exams.
Critical and Creative Thinking through an analysis of underlying causes and unexpected
consequences of our daily actions and through connecting the systemic and structural
with the individual and personal.
Personal Organization, Time Management, Resource Management, and Responsibility
through class attendance, punctuality, class participation, and meeting deadlines.
Research by using a variety of sources, including books, periodicals, the Internet, and
direct observation.
Computer Application and Communicating through Evolving Media by using e-mail and
the Internet for the purposes of research, completing assignments, and communicating
with the professor.
V.
Texts: Brym. Robert J. 2001. New Society: Sociology for the 21st Century. + Study
Guide. Toronto, Harcourt Canada.
Cancopy Course Kit.
Other: Access to a personal computer, Internet access, e-mail facilities,
writing materials and notebook.
VI.
•
•
•
•
•
Formal lectures
On-line learning
Part B - 493
Course Title:
VII.
Mid-term Test
Writing Assignments
Final Exam
TOTAL
30 %
40 %
30 %
100 %
5
Danita Kagan
Danita Kagan, Angela Aujla, Naomi Couto, Guy Letts, Arthur Younger, Mark Ihnat, Saeed
Hydaralli
______0______%
M.A. in Sociology minimum, Ph.D. preferred
Part B - 494
Course Title:
Knowing and Believing: Epistemology – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
CO-REQUISITES:
1.0
42
3
lecture, seminar, research, readings, case studies
COURSE DESCRIPTION
Not only does the theoretical investigation of knowledge – epistemology – occupy one of
the main branches of philosophical study, but as Louis Pojman has ventured, it is also
arguably “the central subject in philosophy…basic to virtually everything else”.
Epistemologists have wrestled with such age-old questions as: What is the difference
between knowledge and opinion? How do I know the external world? What counts as
adequate justification for my beliefs? And what, if anything, can I know for certain?
But while the approach to such questions has grown increasingly refined in the AngloAmerican world since the early part of the 20th century, challenges from feminist and
other post-colonial writers have been gaining momentum in recent times, threatening the
“epistemological project” as it has traditionally been conceived. These challengers have
insisted on new questions such as: What is the relationship between knowledge and
power? What political interests underlie the quest for objectivity? And is the sex of the
knower epistemologically significant?
These and other such questions will be examined throughout the course, as we navigate
a path through the history of epistemology – from a brief survey of its Ancient origins and
Early Modern rebirth, to a more sustained investigation of its present-day concerns and
outlook for the future.
2.0
LEARNING OUTCOMES
1.
2.
3.
4.
5.
6.
7.
Describe epistemology’s place within the various branches of philosophy.
Explain the paradox described by Socrates in Plato’s dialogue, Meno.
Summarize Plato’s ‘divided line’ and allegory of the cave, and relate them to his
epistemological argument for the theory of Forms.
Explain the three stages of doubt Descartes passes through on his way to
discovering something he knows for certain;
Explain the difference between rationalism and empiricism.
Explain how the skepticism of Descartes differs from that of Hume.
Compare and contrast the views of rationalists and empiricists on how knowledge of
Part B - 495
Course Title:
8.
9.
10.
11.
12.
13.
14.
15.
16.
3.0
the external world is possible, and the kinds of things that can be known.
Define the “representational theory of perception,” and explain its significance for
gaining knowledge of the world.
Compare and contrast foundationalism and coherentism as theories of justification.
Summarize Gettier’s counterexample to the definition of knowledge as “justified
true belief.”
Explain the association between reason and masculinity as outlined in Lloyd’s
critique of Descartes, and relate it to Jagger’s examination of emotions.
Compare and contrast “feminist epistemology” with more traditional studies of
knowledge.
Summarize the concept of “epistemic responsibility” as outlined by Code.
Discuss the power of stereotypes in structuring knowledge of oneself and others.
Explain the potential for gender bias in theories of what is real (ontology),
particularly with respect to the relationship between self and other.
Summarize what Lugones means by “world travelling,” making reference to the
construction of personal and cultural identities.
INSTRUCTIONAL GOALS
Students will be able to recognize, through class discussion and group work, the central
questions involved in epistemological debates, and the kinds of responses that have
been offered to such questions by figures introduced through the course readings.
Students will be asked to identify and summarize the component parts of philosophical
arguments, including the main position advanced by an author, the reasons cited in
support of this position, and the over-arching issues that motivated the author to write.
Evaluating the validity and soundness of philosophical arguments examined in the
course will help students to construct a philosophical argument of their own in essay
form. Students will also learn to see connections between the philosophical positions
studied in class and the social, cultural and historical horizons to which they are
connected.
4.0
Unit One – Epistemology in the Ancient and Early Modern World
“Innate Ideas” (excerpt from the Meno)
Plato (Pojman, 16-22)
“The Ascent to Knowledge” (excerpt from the Republic)
Plato (Pojman, 6-16)
“Global Skepticism” (excerpt from the Meditations)
Descartes (Pojman, 40-2)
“Classical Foundationalism” (excerpt from the
Meditations)
Descartes (Pojman, 192203)
“Skepticism Regarding the Senses” (excerpt from
Treatise of Human Nature)
Hume (Pojman, 43-52)
Part B - 496
Course Title:
“A Representational Theory of Perception” (excerpt
from Essay Concerning Human Understanding)
Locke (Pojman, 79-92)
“An Idealist Theory of Knowledge” (excerpt from
Berkeley (Pojman, 93-100)
Treatise Concerning the Principles of Human Knowledge)
Unit Two – Contemporary Epistemology
“Contemporary Foundationalism”
Audi (Pojman, 204-211)
“A Critique of Foundationalism”
BonJour (Pojman, 212-223)
“Is Justified True Belief Knowledge?”
Gettier (Pojman, 142-143)
“A Causal Theory of Knowing”
Goldman (Pojman, 144-153)
“Knowledge: Undefeated Justified True Belief”
Lehrer & Paxson, Jr.
(Pojman, 153-157)
Unit Three – Feminist & Post-Colonial Critiques of Epistemology
5.0
“The Man of Reason”
Lloyd (Garry & Pearsall,
111-128)
“Love & Knowledge: Emotion in Feminist Epistemology”
Jagger (Garry & Pearsall,
129-155)
“Experience Knowledge & Responsibility”
Code (Garry & Pearsall,
157-172)
“A Different Reality: Feminist Ontology”
Whitbeck (Garry Pearsall,
51-76)
To Be and Be Seen: The Politics of Reality”
Frye (Garry & Pearsall,
77-92)
“Anger & Insubordination”
Spelman (Garry & Pearsall,
263-273)
“Playfulness, ‘World’-Travelling, and Loving Perception”
Lugones (Garry & Pearsall,
290)
Required Text:
The Theory of Knowledge: Classical and Contemporary Readings.
1999. Edited by Louis Pojman. Belmont, CA: Wadsworth.
Part B - 497
Course Title:
Required Text:
Women, Knowledge and Reality: Explorations in Feminist
Philosophy. 1996. Edited by Ann Garry and Marilyn Pearsall. New
York: Routledge.
Suggested Text:
Alcoff, Linda. 1996. Real Knowing: New Versions of the
Coherence Theory. Ithaca: Cornell.
Suggested Text:
Code, Lorraine. 1991. What Can She Know?: Feminist Theory
and the Construction of Knowledge. Ithaca: Cornell.
6.0
Summary paper
Mid-term test
Position paper
Final Exam
15%
25%
30%
30%
5
Ian Gerrie
Ian Gerrie, Melanie Chaparian
______0______%
M.A. (philosophy) minimum, Ph.D. preferred
Part B - 498
Course Title:
Leadership – No Change
Course Outline:
COURSE NUMBER:
PRE-REQUISITE(S):
CO-REQUISITIES:
TOTAL COURSE HOURS:
CREDIT WEIGHT:
DELIVERY FORMAT
1.0
None
42
3
3:0 (lecture:tutorial)
COURSE DESCRIPTION
Leaders surround us – we find them in the political arena, the military, families, and the
workplace. The quality of our lives depends on how well our leaders perform. This
course explores what it means to be an effective leader. Using both classical and
contemporary writings, the course examines the psychological, moral, and socially
acquired characteristics of leaders. We will consider the tasks and challenges leaders
face, such as initiating change, motivating people, formulating strategy, communications,
decision-making, negotiations, and crisis management. The course ends with a case
study of a famous leader.
2.0
Upon completion of this course, students will be able to:
1.
2.
Describe the crisis of leadership in our time.
Define leadership, distinguishing between transactional and transformational
leadership.
3. Explain the necessity of leadership to facilitate co-ordination of group tasks, using
principles of game theory.
4. Summarize the core issue in the study of leadership, which is understanding how
the leader motivates followers.
5. Outline Max Weber’s three sources of authority, namely, tradition, law, and
charisma.
6. Identify the key features of the trait, behavioural, contingency, and charisma
theories of leadership.
7. Describe leadership by example and sacrifice, referring to the economic theory of
leadership.
8. Evaluate evolutionary psychology’s claim that genetic factors significantly impact
who becomes a leader.
9. Assess the claim that leadership can be learned .
10. Distinguish the social sources of leadership, such as family background, schools,
peer groups, and the desire for esteem from others.
Part B - 499
Course Title:
11. Analyse the claim that personal trials and tribulations develop leadership qualities.
12. Explain why the spearheading of change is a major test of leadership.
13. Identify the organizational and environmental factors that impede efforts to realize
change.
14. List and describe Warren Bennis’ ten ways of avoiding problems when leading
change.
15. Provide an account of why leaders must understand what psychologically drives
human behaviour.
16. List and explain the chief motives of human conduct.
17. Give a description of B.F. Skinner’s reinforcement theory of human behaviour.
18. Debate whether it is better for leaders to emphasize punishments or rewards in
motivating followers.
19. Define rhetoric, explaining why the communication skills involved in its mastery is
vital to leadership.
20. Detail Aristotle’s ideas about how to communicate effectively.
21. Explain how a noteworthy speech illustrates the principles of sound rhetoric.
22. Describe the nature of a strategy, breaking it down to its three elements.
23. Explain why leaders are better off formulating a strategy.
24. Clarify what it means to make good decisions, using the expected utility criterion of
decision theory.
25. Explicate and apply the pyramid of decision making approaches advanced by J.
Edward J. Russo and Paul Schoemaker.
26. Articulate the advantages and dangers of the leader relying on others for advice and
counsel.
27. Describe the role of the leader as a negotiator.
28. Identify the importance of focusing on interests, rather than positions, in effective
negotiation.
29. Explain the concept of leverage in negotiations and identify who possesses it in
different contexts.
30. Discuss the role of negotiation in crisis situations, using the Cuban Missile Crisis as
an example.
31. Evaluate the claim that leadership involves exploitation of followers.
32. Assess Socrates’ argument that leadership is an art essentially concerned with the
welfare of followers.
33. Outline the idea of servant leadership.
34. Explain Niccolo Machiavelli’s contention that it is more important for a leader to
appear virtuous than to be virtuous.
35. Summarize the major moral theories available to guide leaders.
36. Apply the main concepts of the course to the specific case of Henry V.
3.0
COURSE TOPICS
ISSUE 1: INTRODUCTION – THE PROBLEM OF LEADERSHIP
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The crisis of leadership: the mediocrity of our politicians and the scandals plaguing
our corporate elites
Part B - 500
Course Title:
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Defining leadership
Distinguishing between transactional and transformational leadership
A game theoretic explanation of why leadership exists: to realize the benefits of cooperation in a joint project and overcome the “teams problem”
Why leaders matter
The holy grail of reflection on leadership: how does the leader induce others to
follow? How does the leader capture the minds and hearts of followers so as to
maximize their contribution to the group’s effort?
Readings:
Burns, James McGregor. Leadership (New York: Harper and Row, 1983), pp. 1-5; 18-23
Cairncross, Francis. “Tough at the top – Survey of Corporate Leadership”, Economist,
Oct. 23/2003
Lipsey, Richard G. and Ragan, Christopher T.S. “The Prisoners’ Dilemma” in
Microeconomics, 10th ed. (Toronto: Addison Wesley, 2003), p. 266
ISSUE 2: THE SOURCES OF LEADERSHIP
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Max Weber’s three sources of authority: traditional, legal, and charismatic
The predominance of legal and charismatic authority in modern society
Survey of contemporary leadership theories: trait theory, behavioural theory,
contingency theory, charismatic theory
Our fascination with charismatic leaders: justified or not?
An economic theory of leadership: the importance of sacrifice and leading by
example
Readings:
Dickerson, Mark O. and Flanagan, Thomas. An Introduction to Government and Politics,
6th ed. (Toronto: Nelson, 2002), pp. 36-41
Robbins, Stephen P. and Langston, Nancy. Organizational Behaviour, Can. Ed.
(Scarborough, Ont: Prentice Hall, 1999), pp.403-418
Drucker, Peter F. “Leadership as Work” in The Essential Drucker (New York:
HarperBusiness, 2001), pp. 268-271
Hermalin, Benjamin E. “Toward an Economic Theory of Leadership: Leading by
Example” American Economic Review, Vol. 88, pp. 1188-1190
ISSUE 3: ARE LEADERS BORN OR MADE?
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Evolutionary psychology’s claim that genes heavily influence who assumes
leadership positions
The argument that leadership is learned
How General Electric grooms leaders
The role of personal trials and crises in creating leaders
Part B - 501
Course Title:
Readings:
Cairncross, Francis. “Creating Leaders – Survey of Corporate Leadership”, Economist,
Oct. 23/2003
Burns, James McGregor. Leadership, op. cit., pp. 81-104
Bennis, Warren G. and Thomas, Robert J. Geeks and Geezers (Cambridge: Harvard
Business School Press, 2002), pp.14-21
ISSUE 4: LEADING CHANGE
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How leadership skills best manifested in efforts to bring about significant change
That change is the fundamental reality of our times
The obstacles to change from the beneficiaries of the status quo
Understanding the power dynamics of the organization or environment one wants to
change
Identifying opportunities for change
Warren Bennis on the ten ways to avoid disaster when leading change
Readings:
Machiavelli, Niccolo. The Prince. 2nd ed. Harvey Mansfield trans. (Chicago: University of
Chicago Press, 1998), Chapter VI
Hill, Linda A. “Power dynamics in organizations” in Leadership for New Managers
(Cambridge: Harvard Business School Publishing, 2001), pp.1-15
Bennis, Warren. “Change: The New Metaphysics” in Managing the Dream (New York:
Perseus Publishing, 2000), pp. 31-38
ISSUE 5: IS IT BETTER TO BE LOVED OR FEARED? APPLYING REWARDS AND
PUNISHMENTS
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Why leaders must be psychologists
Understanding the motives of human behaviour: fear, hope, money, love, selfesteem, recognition, sense of meaning and belonging
B.F. Skinner’s reinforcement theory
Machiavelli’s argument that leaders should put greater weight on instilling fear into
followers
The counter-argument that leaders should stress rewards rather than punishment:
elicit devotion by satisfying people’s desire for praise and recognition
Pros and cons of relying on punishments vs. rewards
Readings:
Lussier, Robert N. and Achua, Christopher F. Leadership (Cincinatti: South-Western
College Publishing, 2001), pp. 91-95
Machiavelli, The Prince, Chapter XVII
Carnegie, Dale. The Leader in You (New York: Pocket Books, 1995), pp. 40-53; 125-139
Part B - 502
Course Title:
ISSUE 6: THE RHETORIC OF LEADERS
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Distinguishing rhetoric from sophistry, debate, and logic
How rhetoric currently denigrated as verbal trickery and spin
Ancient view that rhetorical skill a key component of leadership
Why we continue to need rhetoric from our leaders: to overcome high information
costs among followers
Summarizing the key points in Aristotle’s theory of rhetoric
Rhetoric as practised by Winston Churchill
Readings:
Lord, Carnes. The Modern Prince (New Haven: Yale University Press, 2003), pp. 180191
Aristotle, Rhetoric, Book I, chps. 2-6, 8; Book II, chps. 2-11
Churchill, Winston. “Blood, Toil, Tears, and Sweat”, First speech as Prime Minister
given in House of Commons on May 13/1940; Available at:
<http://www.winstonchurchill.org/i4a/pages/index.cfm?pageid=391>
ISSUE 7: THE MECHANICS OF LEADERSHIP: STRATEGY, DECISION MAKING, ND
COUNSEL
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What is a strategy? The three elements of a strategy
Why leaders need a strategy: to provide clear sense of direction, avoid being set
adrift by short-term imperatives, marshal adequate resources, and foresee potential
risks
A very quick rundown of decision theory: the expected utility criterion
Proxies for the expected utility criterion: Russo and Schoemaker’s pyramid of
decision making approaches
The leader does not know everything: getting advice and counsel
Arrogance: the dangers of not listening
The dangers of listening: flattery, disrespect, and scheming from followers
Reading:
Lord, Carnes. The Modern Prince, pp. 192-199; 207-214
Russo, J. Edward and Schoemaker, Paul J.H. Winning Decisions (New York:
Doubleday, 2002), pp. 133-158
Machiavelli, Niccolo. The Prince, Chapters XXII-XXIII
Dotlitch, David L. and Cairo, Peter C. Why CEO’s Fail (San Francisco: Jossey-Bass,
2003), pp. 1-12
“Expected Utility Theory and Decision Making” [HANDOUT]
ISSUE 8: NEGOTIATION AND CRISIS MANAGEMENT
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The leader as head negotiator
Part B - 503
Course Title:
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Negotiation as a low cost method of resolving conflict; how it brings about mutually
beneficial relationships and transactions
Effective negotiating techniques: focus on mutual interests, not positions
The overriding importance of leverage in negotiating
Crises as the ultimate test of negotiating skills
How the Kennedy Administration dealt with the Cuban missile crisis
Negotiating and crisis management lessons from that crisis
Reading:
Fisher, Roger and Ury, William and Patton, Bruce. Getting to Yes, 2nd ed. (New York:
Penguin, 1991), pp. 3-14
Shell, G. Richard. Bargaining for Advantage (New York: Penguin, 2000), pp. 89-114
Glover, Jonathan. Humanity (New Haven: Yale University Press, 2000), pp. 200-223
Excerpts from film: Thirteen Days
ISSUE 9: THE ETHICS OF LEADERS
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The notion that leadership is inherently exploitive of followers: Thrasymachus on
ruling
Socrates’ claim that leadership is an art intrinsically concerned with the interests of
followers
What servant leadership means
Machiavelli on virtue and image management
Overview of ethical theories to guide leadership
Readings:
Plato, The Republic, 338c-347a
New Testament, Gospel according to Matthew, 20: 1-34
Machiavelli, The Prince, Chapters XV-XIX
Heath, Eugene. “Normative Ethical Theories: An Overview” in Morality and the Market
(New York: McGraw Hill, 2002), pp. 198-200
ISSUE 10: BRINGING IT ALL TOGETHER: HENRY V AS A CASE STUDY
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Political and historical context of Henry V’s rule
Henry’s personal background: his wild youth
His ambitions for France
How Henry sets aside friendships; his deal-making, and treatment of traitors
Henry’s conduct at Harfleur
Excessive confidence of the French
Rousing the troops: the Crispin Day speech
Henry’s decision to kill prisoners
Negotiating with the defeated French
Part B - 504
Course Title:
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Is Henry a Machiavellian or an ethical prince?
Movie: Henry V (1989)
Reading:
Shakespeare, William. Henry V: Act I; Act II, Chorus, ii and iv; Act III, Chorus, iii, vii; Act
IV, Chorus, iii, vii.
Cairncross, Frances. “Ten Commandments for Successful Leaders – Survey of
Corporate Leadership”, Economist, Oct. 23/2003
Suggested Reading:
Shakespeare, William. Henry V (entire)
4.0
METHODS OF INSTRUCTION
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5.0
Lecture
discussion
TEXTBOOKS AND SUPPLEMENTAL READING MATERIAL:
CANCOPY text of the readings
Handouts occasionally provided by the instructor
6.0
RESOURCES OBTAINED/SUPPLIED BY STUDENT:
CANCOPY text of readings
7.0
STUDENT EVALUATION:
Essay (3-4 pages)
Mid-term
Essay (5-7 pages)
Final Exam
20%
25%,
25%
30%
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