December 31, 2011 Submission: Mobile Computing Applying ...

December 31, 2011 Sheridan College Institute of Technology and Advanced Learning 1430 Trafalgar Road Oakville ON L6H 2L1 (905) 845-9430

Submission: Bachelor of Applied Computer Science Mobile Computing Applying for Ministerial Consent Under the Post-secondary Education Choice and Excellence Act, 2000

The Secretariat Postsecondary Education Quality Assessment Board 900 Bay Street 23rd Floor, Mowat Block Toronto, ON M7A 1L2 Tel.: 416-325-1686 Fax: 416-325-1711 E-mail: [email protected]

Sheridan College Institute of Technology and Advanced Learning

Bachelor of Applied Computer Science (Mobile Computing) 2

Section 1: Introduction 1.1 College and Program Information Full Legal Name of Organization: Sheridan College Institute of Technology and Advanced Learning URL for Organization Homepage (if applicable): http://www.sheridaninstitute.ca/ Proposed Degree Nomenclature: Bachelor of Applied Computer Science (Mobile Computing) Location 1430 Trafalgar Road, Oakville, ON L6H 2L1 Contact Information: Person Responsible for this Submission:* Melanie Spence-Ariemma, Dean, Academic Strategic Planning and Development Full Mailing Address: 1430 Trafalgar Road, Oakville, Ontario, L6H 2L1 Telephone: (905) 845-9430 Ext. 4226 Fax: (905) 815-4220 E-mail: [email protected] Site Visit Coordinator (if different from above):** Name/Title: Nancy Riddell, Coordinator Administrative Services Full Mailing Address: 1430 Trafalgar Road, Oakville, Ontario, L6H 2L1 Telephone: (905) 845-9430 x2644 Fax: (905) 815-4220 E-mail: [email protected]



1.2 Table of Contents Section 1: Introduction ................................................................................................................................ 2

1.1 College and Program Information ....................................................................................................... 2 1.2 Table of Contents ................................................................................................................................ 3 1.3 Executive Summary ............................................................................................................................ 5 1.4 Program Abstract ................................................................................................................................. 9 1.5 Definition of Terms ........................................................................................................................... 10

Section 2: Degree Level ............................................................................................................................. 12 2.1 Depth and Breadth of Knowledge ..................................................................................................... 12 2.2 Conceptual and Methodological Awareness/Research and Scholarship ........................................... 14 2.3 Communications Skills ...................................................................................................................... 14 2.4 Application of Knowledge ................................................................................................................ 14 2.5 Professional Capacity/Autonomy ...................................................................................................... 15 2.6 Awareness of Limits of Knowledge .................................................................................................. 15

Section 3: Admission, Promotion and Graduation ................................................................................. 17 3.1 Admission Requirements for Direct Entry ........................................................................................ 17 3.2 Admission for Mature Students ......................................................................................................... 17 3.3 Promotion and Graduation Requirements ......................................................................................... 18 3.4 Advanced Standing Policies and Requirements ................................................................................ 18

Section 4: Program Content ..................................................................................................................... 19 4.1 Program Advisory Committee ........................................................................................................... 19 4.2 Professional Accreditation ................................................................................................................ 24 4.3 Learning Outcomes ........................................................................................................................... 25 4.4 Course Descriptions .......................................................................................................................... 39 4.5 Course Schedules .............................................................................................................................. 44 4.6 Work Experience ............................................................................................................................... 50 4.7 Course Outlines ................................................................................................................................. 59 4.8 Bridging ........................................................................................................................................... 153

Section 5: Program Delivery ................................................................................................................... 164 5.1 New Program Development ............................................................................................................ 164 5.2 Faculty Hiring and On-boarding Full-time ..................................................................................... 164 5.3 Faculty Hiring and On-boarding Part-time ..................................................................................... 165 5.4 Ongoing Professional Development ................................................................................................ 165 5.5 Student Feedback ............................................................................................................................ 165 5.6 Quality Assurance of Delivery ........................................................................................................ 165

Section 6: Capacity to Deliver ................................................................................................................ 169 6.1 Learning and Physical Resources .................................................................................................... 170 6.2 Resource Renewal and Upgrading .................................................................................................. 181 6.3 Support Services .............................................................................................................................. 182 6.4 Faculty ............................................................................................................................................. 184 6.5 CV Release ...................................................................................................................................... 184 6.6 Curriculum Vitae of Faculty Delivering Core Courses ................................................................... 185 6.7 Curriculum Vitae of Faculty Delivering Non-Core Courses ........................................................... 237

Section 7: Credential Recognition .......................................................................................................... 238 7.1 University Credential Recognition .................................................................................................. 238 7.2 Industry Credential Recognition ..................................................................................................... 259



Section 8: Regulation and Accreditation ............................................................................................... 273 Section 9: Nomenclature ......................................................................................................................... 274

9.1 Overview of the Main Streams of the Proposed Program ............................................................... 274 9.2 Branding Principles and Measures .................................................................................................. 275 9.3 Conclusions ..................................................................................................................................... 283

Section 10: Program Evaluation ............................................................................................................. 284 10.1 Comprehensive Program Review .................................................................................................. 284 10.2 Annual Program Self-Assessment ................................................................................................. 285

Section 11: Academic Freedom and Integrity ....................................................................................... 286 11.1 Academic Freedom ........................................................................................................................ 286 11.2 Academic Honesty ........................................................................................................................ 286 11.3 Intellectual Products of Employees and Students – Copyright Ownership ................................... 287 11.4 Research at Sheridan – Human Subjects Policy ............................................................................ 288 11.5 Research at Sheridan – Integrity Policy ........................................................................................ 289 11.6 Management of Research Funds ................................................................................................... 290

Section 12: Student Protection ............................................................................................................... 291 12.1 Student Protection Regarding Academic Calendar ....................................................................... 291 12.2 Student Awareness of Policies and Procedures ............................................................................. 291 12.3 Resolution of Students’ Academic Appeals, Complaints, Grievances, and/or Other Disputes .... 291 12.4 Student Protection via Policies/Procedures on Harassment /Discrimination and Violence, and through the Student Code of Conduct ................................................................................................... 292 12.5 Student Dismissal .......................................................................................................................... 293 12.6 Current Academic Calendar .......................................................................................................... 293

Section 13: Economic Need ..................................................................................................................... 294 13.1 Summary ....................................................................................................................................... 294 13.2 Introduction ................................................................................................................................... 296 13.3 Industry Trends .............................................................................................................................. 298 13.4 Viability of the Proposed Credential ............................................................................................. 302 13.5 Employment Opportunities ........................................................................................................... 303 13.6 Co-op Viability .............................................................................................................................. 304 13.7 Potential Applicants ...................................................................................................................... 305 13.8 Comparable Programs ................................................................................................................... 305 13.9 Student Interest .............................................................................................................................. 306 13.10 References ................................................................................................................................... 310 13.11 Sample Job Postings .................................................................................................................... 311 13.12 Knowledge and Skill Requirements (from Employer Interviews) .............................................. 325

Section 14: Duplication ............................................................................................................................ 326 14.1 Similar College Programs ............................................................................................................. 327 14.2 Similar or Related University Programs ....................................................................................... 329

Section 15: Optional Material ................................................................................................................. 335 15.1 Program Map ................................................................................................................................. 335 15.2 Appendices .................................................................................................................................... 342



1.3 Executive Summary Program Overview Sheridan is pleased to propose the Bachelor of Applied Computer Science in Mobile Computing. The degree interweaves eight academic terms with three work terms based on an established and proven cooperative educational model. The principle enrolment period will be the fall; however, bridging opportunities will be available for students to enter years two and three, depending on their academic background. This program will provide students with a strong computer science core body of knowledge balancing theoretical and practical elements. Students will also be provided with a solid foundation in wireless technologies and wireless networks which will enable outstanding educational experiences in mobile computing and mobile application design and development. The innate symbiosis between mobile development and wireless technology curriculum ensures that graduates will be well-rounded computer scientists ready to compete in both the local and global economies. Graduates of the program will be extremely well prepared to be productive in this emerging market of mobile computing and will have a comprehensive understanding of the wireless ecosystem in which it operates. This program is for students interested in being at the forefront of computer science innovation. Throughout their educational careers, students will be presented with many opportunities such as: software development, designing next generation mobile applications, implementing pervasive information systems, and analyzing and planning wireless networks. The program fosters an entrepreneurial spirit that embraces the mobile movement and is poised to create tomorrow’s leaders in the new age of mobility. Collaboration with industry both through work terms and applied research will provide graduates with numerous exciting job opportunities in this rapidly growing field. Graduates will also be well prepared to continue their education in pursuit of higher education qualifications such as a Masters or Doctorate in Computer Science. Vision Statement

To shape the next generation of computer scientists in the mobile computing field. Economic Need Information Technology is entering a period of transformative change that rivals, and will most probably eclipse, previous waves of change in IT. The rapid growth of mobile internet computing has been unlocked by exciting new devices from smartphones to tablets, and by new generations of wireless networks. The rate of change will continue as consumers use these devices and capabilities as important tools in their everyday lives.

Bachelor of Applied Computer Science in Mobile Computing: A beautiful balance of Core Computer Science, Mobile App Development, Wireless Networks, and a suite of breadth elective courses.



In 2010, there were 270 million smartphones shipped globally, a 55.5% increase from 2009.1 The industry is nearing a tipping point, where smartphone and tablet shipments are expected to exceed desktop and laptop shipments combined by 2012.2 Globally, from 2010 to 2020, aggregated shipments of mobile devices are forecast to exceed desktop shipments by a factor of 10.3 Mobile data traffic is expected to grow at a 108% compounded annual growth rate, 3.2 times the growth rate of internet traffic overall.4 Driven by consumer demand and enabled by a new generation of devices, networks, and services, video is expected to account for two thirds of mobile data traffic by 2014. The Greater Toronto Area (GTA) is home to more than 750 companies with mobile content departments. It is predicted that within the next five years most companies will require one or more mobile applications.

The GTA has become a hotbed for mobile application development hosting more than 200 companies – many of whom are world leaders such as Research In Motion (RIM) and Google. The region also boasts wireless communication giants such as Bell Mobility, TELUS, and Rogers. Competition Due to the rapid growth in the mobile computing field there are very few Bachelor programs in mobile computing offered in Canada. At this time, there are only two:

1. Carleton University offers a stream within their Bachelor of Computer Science program entitled: Mobile and Social Networking Applications5; and

2. Acadia University offers a stream within their Bachelor of Computer Science entitled: Mobile and Ubiquitous Computing.6

Student Interest and Potential Applicants Several student interest surveys were conducted during the last quarter of 2010. Ninety-five Sheridan students completed the survey and one class of 25 high-school students from the Peel board. The most significant question in the survey was “How would you rate your level of interest in this program if you were a potential applicant?” Nearly 70% of students from Sheridan and from high-school said they were Somewhat Interested or Very Interested. The core of the potential applicant pool will be high-school students with the following academic requirements: English, Grade 12 (ENG4U) plus: (a) any Grade 12 science (U or M) or Grade 12 Computer and Information Science (ICS4M) or Grade 12 Computer Engineering (ICE4M); (b) any Grade 12 mathematics (U); (c) three other Grade 12 credits (U or M); and (d) minimum 65% overall average. Program Standards and Credential Requirements The Association for Computing Machinery (ACM) and IEEE Computer Society 2008 Computer Science Curriculum Body of Knowledge served as the framework in the design of this degree. This ACM/IEEE Body of Knowledge is world renowned and respected by academics and industry across the globe. While there are no credential requirements, graduates of this program may pursue certification and licensure in the following areas: (a) computer science, (b) software engineering, (c) networking, and (d) security. These potential certifications and licenses for graduates will not affect the proposed program

1 “IDC boosts 2010 smartphone shipment projections by 10%”, (2010) Matt Hamblen 2 “Internet Trends”, Morgan Stanley Research, Mary Meeker, Scott Devitt, Liang Wu, (2010) http://www.morganstanley.com/techresearch 3 Ibid. 4 Cisco Visual Networking Index Global Forecast, 2009-2014 5 Source: http://www.scs.carleton.ca/school/streams/program_streams.php?streams=social_networking 6 Source: http://cs.acadiau.ca/current_students/Streams/Mob-Ubi_computing.php



curriculum. However, in specific course(s) where material covered is very close to a particular certification, references will be drawn to the certifications available for students to pursue. Internal/External Consultations Extensive internal and external consultations have been a regular and diligent activity since the inception of this degree proposal. The design of this degree followed a two-phase approach with iterative refinement. Phase 1 involved working with key faculty in the Faculty of Applied Science and Technology (FAST) and stakeholders in Sheridan. During Phase 1, Dr. Sykes worked with the Network for Innovation and Leadership in Education at Sheridan (NILES) in developing an environmental scan and competitive analysis and identified potential Program Advisory Committee (PAC) members. The curriculum design team met twice weekly for approximately two hours per session and worked on a myriad of issues surrounding the proposed degree including the nomenclature, bridging, sequencing, breadth and depth, area of concentration, marketability, employability, and pathways to graduate studies. Presentations to the Local Academic Council (LAC) and to the Dean’s Council were also performed during this phase. An ad hoc PAC was formed near the end of Phase 1 and individual phone / Skype interviews were conducted with PAC members to obtain initial input. The curriculum design team received full support from the LAC and the Dean’s Council for the team to continue to Phase 2 in designing and developing the proposed degree. Phase 2 involved developing a work plan for the Associate Dean, Brian Jervis, the curriculum design team, and NILES. This plan involved consultation with other college stakeholders to ensure all perspectives of offering this degree were considered and represented. During this phase the curriculum design team sought external expert opinions on the work from Phase 1. A two-prong iterative approach provided continual input from industry and universities. By engaging industry in the design process, a refinement of the ad hoc PAC was performed and numerous telephone, Skype, and face-to-face discussions were conducted to elicit industry’s opinion on the proposed degree. This process led to a formal face-to-face ad hoc PAC meeting that provided the culmination of these opinions for consideration by the design team. The PAC at this meeting passed a motion of support and all members said they would be happy to provide official letters of support. From an academic alliance perspective, 20 Canadian universities and 15 international universities were invited to review and comment on the proposed degree. Fifteen universities reviewed the program map and supporting curriculum documents and expressed their support for the proposed degree. During Phase 2, Guelph University, Brock University, the University of British Columbia, the University of Western Ontario, the University of Alberta, Dalhousie University, and McMaster University were consulted on numerous occasions during the curriculum design and refinement stage. At this time 16 universities have provided official letters of support that state they would welcome our students to apply to graduate school at their institution. It is expected an additional three to six universities will provide a similar letter of support to ensure pathways for our graduates. Enrolment Projections and Staffing Implications The principle enrolment period will be the fall; however, bridging opportunities will be available for students to enter year two or three depending on their academic background. The Faculty of Applied Science and Technology is well positioned in terms of its faculty credentials and can meet the enrolment projections with appropriate faculty to offer the courses in the program.



Faculty Credential Requirements The Faculty of Applied Science and Technology has the capacity to offer this degree at the highest calibre. FAST currently has 15 faculty members with master’s degree credentials in Computer Science or a related discipline. Furthermore, FAST also has 10 faculty members with doctorate degrees and supports existing faculty to pursue doctorates in Computer Science or related disciplines. Space and Resource Requirements Existing classroom environments at Sheridan are extremely well suited for the proposed degree. The program can use the current resources and services available to all Sheridan students (library, student services, residence, etc.). Through the use of new delivery techniques such as hybrid and online courses, space and resource requirements will be managed as efficiently as possible while maintaining the highest standard for quality of education. Curriculum The Bachelor of Applied Computer Science (Mobile Computing) is for students who want to be at the forefront of computer science innovation. The curriculum has been designed to engage, challenge and excite students in the field of computer science and mobile computing. This degree offers a balance of core computer science, mobile application development, wireless networks, and liberal arts (breadth) courses. Graduates will be well-rounded computer scientists ready to compete in both the local and global economies. Furthermore, graduates of the program will be extremely well prepared to be productive in this emerging market of mobile computing. Graduates will also be well prepared to pursue higher education qualifications such as Masters and Doctorates in Computer Science.



1.4 Program Abstract The Bachelor of Applied Computer Science (Mobile Computing) program prepares students interested in being at the forefront of computer science innovation. Throughout their educational careers, students will be presented with many opportunities such as software development, designing next generation mobile applications, implementing pervasive information systems, and analyzing and planning wireless networks. The program fosters an entrepreneurial spirit that embraces the mobile movement and is poised to create tomorrow’s leaders in the new age of mobility. Collaboration with industry both through work terms and applied research will provide graduates with numerous exciting job opportunities in this rapidly growing field. Graduates will also be well prepared to continue their education in pursuit of higher education qualifications such as Masters and Doctorates in Computer Science.



1.5 Definition of Terms Term/Acronym Definition ACM Association for Computing Machinery AJAX Asynchronous JavaScript and XML API Application Programming Interface ASCII American Standard Code for Information Interchange BACSc (Mobile Computing) Bachelor of Applied Computer Science (Mobile Computing) CEIO Co-operative Education and Internship Office CLI Command Line Interface CO-OP Cooperative workplace CS Computer Science DDL Data Definition Language DML Data Manipulation Language DOM Document Object Model FAST Faculty of Applied Science and Technology GPA Grade Point Average GPS Global Positioning System GTA Greater Toronto Area GUI Graphic User Interface HCI Human Computer Interaction HTML HyperText Markup Language IEEE Institute of Electrical and Electronics Engineers iOS Appleʼs mobile operating system IP Internet Protocol IT Information Technology JSF JavaServer Faces JSON JavaScript Object Notation JSP JavaServer Pages JSTL JavaServer Pages Standard Tag Library KA Knowledge Area (from ACM/IEEE). For example, Computation Science or

Artificial Intelligence are two Knowledge Areas in the Computer Science ACM/IEEE curriculum.

LAC Local Academic Council. A committee of member from the Faculty of Applied Science and Technology that oversee policies and practices relating to this faculty.

LAN Local Area Network LaTeX Document markup language and document typesetting system for TeX. Mac Apple`s PC and laptop machines MAC address Media Access Control address Mobile Classroom A mobile classroom is an environment that stimulates collaborative,

team-based learning and features ergonomically designed furniture, large whiteboards, and projection systems. At the front of the room is a lectern station equipped with computer and audio-visual equipment, allowing the professor to teach using a wide variety of media. These include DVD and VHS playback, PowerPoint presentations, a real-time document camera, and more all displayed through a data projector. These rooms also offer wired and wireless network access so that students may access various online resources using their laptop.

MVC Model View Controller NILES Network for Innovation and Leadership in Education at Sheridan



OLAP Online Analytical Processing OSSD Ontario Secondary School Diploma PAC Program Advisory Committee PEQAB Postsecondary Education Quality Assessment Board PL/SQL ORACLE Procedural Language RefWorks Online bibliographic management program that allows users to create a

personal database of references for scholarly papers. RIM Research In Motion SAC School of Applied Computing (Part of the Faculty of Applied Science and

Technology) SAX Simple API for XML Parsing SQL Standard Query Language TCP Transmission Control Protocol TeX Document typesetting system commonly used for mathematics and

Computer Science papers and books. UI User Interface UML Unified Modelling Language UNIX Officially trademarked name for the multitasking, multi-user computer

operating system WLAN Wireless Local Area Network XHTML eXtensible HyperText Markup Language XML Extensible Markup Language



Section 2: Degree Level The Bachelor of Applied Computer Science (Mobile Computing) program fully meets the six generic competency areas specified by the Ontario Qualifications Framework. Each graduate is expected to demonstrate depth and breadth of knowledge, conceptual and methodological awareness, communication skills, knowledge application, and professional capacity representative of a baccalaureate level and transferable to the workplace. At the same time they will be aware of the limitations of their knowledge and sensitive to how those limitations may affect them. The ways in which the Bachelor of Applied Computer Science (Mobile Computing) program meets the Qualifications Standards are outlined below. 2.1 Depth and Breadth of Knowledge A systematic and structured approach was employed in the design of the program using the ACM/IEEE Computer Science Curriculum, 2008 Revision of the CS 2001 body of knowledge as well as an extensive review process from both academia and industry to ensure appropriate level of breadth and depth. The program provides one or more courses in each of the 14 knowledge areas (KA) as identified by ACM/IEEE Review Task Force with a focus on the net-centric knowledge area. The program is designed with 4 major areas: core computer science, mobile application development, wireless technologies and liberal arts (breadth) electives. Core Computer Science The core of the program is computer science and the set of courses in this area provides students with the computer science core body of knowledge balancing theoretical and practical elements throughout with both breadth and depth. Students develop knowledge and critical understanding of mathematics, programming principles and languages, problem solving, data structures, algorithms, algorithm analysis, operating systems, computer architecture, software engineering, human computer interaction, database modeling and development of web and enterprise applications, as well as advanced knowledge in artificial intelligence, simulation and visualization, and information systems and business intelligence. The set of core computer science courses provide a foundation that enables students to synthesize principles and theories and apply knowledge in the following areas: interactive applications, web information systems, enterprise software development and mobile applications on a variety of leading edge platforms. Mobile Application Development The mobile application development area enables students to develop detailed knowledge in the mobile computing area through a series of carefully designed courses in mobile device application principles, mobile web and hybrid applications, distributed and cloud-connected applications culminating with the study of ubiquitous computing and its increasingly important role in our society and mobile economy. Wireless Technologies The set of courses in the networking area provide a solid foundation in wireless technologies, wireless networks and security. The skills and knowledge acquired throughout the program enables well-grounded experiences in mobile computing, and mobile application design and development. The innate symbiosis between mobile development and wireless technology curriculum ensures that graduates of the program will be extremely well prepared to be productive in the emerging market of mobile computing and will have a superb understanding of the wireless ecosystem in which it operates. Through project-based learning and courses that focus on business, society, culture and ethics the program fosters an entrepreneurial spirit that embraces the mobile computing domain and positions students to become



leaders in this era of mobility. Through area electives, students are provided with a choice as to their specialization. Liberal Arts (Breadth) The breadth elective area is designed to contribute to the development of critical thinking, quantitative reasoning, written, and oral communication skills and to allow students to engage in more than introductory level knowledge of the distinctive assumptions and modes of analysis in the following fields of study: Humanities, Social Science, Global Culture, Mathematics, and Science. The suite of breadth elective courses ensures graduates will be well-rounded computer scientists ready to contribute in both the local and the global economy. The proposed program meets the PEQAB requirement for depth and breadth of knowledge outside the field. At least 20 per cent of the program hours in the degree-level courses are outside the professional or main field of study. There is significant diversity in the free-elective curriculum available to students and the format satisfies PEQAB’s breadth elective requirements. These elective courses ensure that students are aware of (a) 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. They will develop critical thinking and analytical skills in one or more areas outside their discipline. Overview by Year In the first two years of study, students are introduced to principles and theoretical as well as practical concepts in each of the four areas of study. Students are adequately prepared to apply their knowledge in the industry through their first Co-op term. The third year of study focuses on advanced topics and requires students to synthesize the knowledge gained, interpret requirements, compare and evaluate methodologies, and apply them in various application domains. Students continue applying their knowledge through intensive cooperative learning. Furthermore, several courses facilitate developing research skills such as fostering the ability to review, present, and critically evaluate qualitative and quantitative data, and apply underlying concepts, principles, and techniques of analysis. In the last year of study, students pursue advanced areas of computer science and choose to complete a final year (capstone) project, participate in an applied research project, or write a thesis. The thesis route has been designed with the goal of fostering independent research skills and to enable opportunities for graduates to pursue a Master’s degree at a recognized national or international university. In summary, students implement processes involving research, critical thinking, team work, analysis, communication, and project management skills. They synthesize theories, concepts, principles and industry practices and apply them to the solution of complex problems and challenges. Students learn the breadth and depth of knowledge and skills in the field of mobile computing supported by a variety of interdisciplinary knowledge from various fields of computer science.



2.2 Conceptual and Methodological Awareness/Research and Scholarship Courses in this program are designed to expose students to increasingly complex theory at the degree level. Discipline-based coursework involves analysis and critical assessment of current practice, discourse and research. Students synthesize new knowledge in the fields of mobile computing and traditional computer science by using appropriate research methodologies. The areas of knowledge in mobile computing, ubiquitous computing, distributed mobility, artificial intelligence, human computer interaction, simulation and visualization and multi-dimensional information systems provide ample opportunity for both applied and theoretical research. Students review, analyze, debate, compare and contrast methodologies, directions and trends, emerging technologies, standards and frameworks inherent to emerging fields in mobile computing. Furthermore, by selecting the thesis option in their final year of study or by participating in applied research through industry or capstone projects, students have the opportunity to focus on theoretical and applied research. Throughout the program, Co-op terms provide further opportunities for the application of theory and reflection on practice-related problem solving and decision making. 2.3 Communications Skills The program meets PEQAB requirements for communication skills through coursework, breadth electives, work placement assignments, industry projects and cooperative learning. While creating their projects and portfolios, students contribute to critiques, make oral presentations, and complete written assignments. Furthermore, the Co-op terms provide ample opportunity to advance communication skills to a wide range of audiences. Throughout the program, students work in teams, develop documents according to industry standards, and produce reports and presentations, which allow them to communicate with potential customers, employers, supervisors, investors and peers. Students are prepared to communicate effectively with both specialist and non-specialist audiences in courses that use case-studies and presentations in the delivery methods such as Entrepreneurship, Quality Assurance and Software Testing, Wireless Applied Services, Information Systems and Business Intelligence. A significant portion of the program uses presentations of projects and/or research papers which further enhance communication and collaboration with a wide range of audiences: Programming Principles, Composition and Rhetoric, Interactive Application Development, Web Application Design and Implementation, Mobile Web Application Development, Wireless Network Principles, Enterprise Software Systems, Software Design, Advanced Mobile App Development, Operating Systems and Software Engineering. Finally through the Co-op terms and the Capstone/Thesis component of the program students learn to present their ideas and solutions to colleagues, business partners, clients and managers. 2.4 Application of Knowledge The program provides students with the theoretical framework and the hands-on experience required to produce professional industry-grade software systems using problem solving principles, logic and systematic software development methodologies and best practices.



Rapidly changing technologies and environments enforce the need for students to constantly evaluate techniques, employ fundamental principles and concepts in solving real-world problems using problem solving principles, logic, mathematics and the use of systematic methodologies. Coursework in this program is designed to provide the student with the ability to review, present, and critically evaluate various kinds of information, and apply underlying concepts, principles, and techniques of analysis fostering the student’s ability to make critical use of scholarly reviews and primary sources. Research, mathematics and computation courses allow students to research, manipulate, analyze and manage information from a variety of sources in the context of creative practice and industry requirements, which permit students to critically and creatively think and solve mobile computing and core computer science problems and challenges. Students evaluate the role of mobile applications in software intensive systems, evaluate and test the usability of representative mobile devices such as smartphones and tablets, assess and ensure the security of software systems in general and mobile applications in particular. Through practical and applied learning tools and methodologies students employ fundamental design paradigms in the development of mobile computing applications. In the network and wireless application area, students assess the capabilities of next-generation networks and the role of wireless technologies in network design and operation. Through intensive Co-op terms students have the opportunity to apply their knowledge in an industry setting. They learn to make decisions independently as well as part of a team and solve day-to-day practical problems communicating with manager, peers, clients and other stakeholders. Applied research opportunities as well as mandatory and elective courses throughout the program foster the student’s ability to research information on emerging technologies, assess its accuracy and effectiveness and apply leading edge research to solving practical problems. 2.5 Professional Capacity/Autonomy The development of professional, interpersonal skills is included in significant portions of the curriculum in the form of group study, group assignments, presentations and industry projects. Various course delivery models such as hybrid courseware further foster the student’s autonomy, independence and accountability in their learning process. Initiative, self-monitoring, adaptability, collaboration, interdisciplinary group work and decision-making are fostered continually in project-based learning and cooperative learning. Co-op terms provide the context in which students apply what they have learned and conduct themselves professionally, communicate effectively and contribute to the success of teams and team projects. Furthermore, research opportunities, both applied and theoretical, allow the exploration of various topics beyond regular course materials, which allow students to take responsibility in their learning. 2.6 Awareness of Limits of Knowledge In all discipline-based coursework, students are exposed to the ambiguities of knowledge and confront these ambiguities through projects in which they are required to propose multiple solutions supported by a range of critical arguments.



Critical analysis of frameworks, platforms and technologies give students the opportunity to reflect on the subtleties and nuances of computer science and software engineering in general and mobile computing in particular. Mobile application development and mobile information systems are not only using emerging technologies and platforms bound to have limitations that pose significant challenges, they are also fertile ground for innovative approaches to balancing the limitations of mobile devices with the need for functionality, speed and timeliness of information. Numerous research opportunities and advanced computer science topics constantly challenge and further the boundaries of knowledge and applications forcing students to be aware of the limitations in the domain knowledge, experience and tools and develop strategies to overcome these limitations. Through the many team projects required in the program’s courseware, Co-op work placements and Capstone/Industry Project(s), students experience the need to rely on the strengths of others to complement their own abilities and learn to navigate the difficulties inherent in working in teams. This plays an important role in learning to analyze and react positively to situations when seeking and listening to input from others is not only required but essential to overcome real-world challenges.



Section 3: Admission, Promotion and Graduation The core of the potential applicant pool will be high school students with the following academic requirements. 3.1 Admission Requirements for Direct Entry

Program Admission Requirements Academic • English, Grade 12 (ENG4U)

plus • Any Grade 12 science (U or M), or Grade 12 Computer and Information Science (ICS4M), or Grade 12 Computer Engineering (ICE4M); and • Any Grade 12 mathematics (U); • Three other Grade 12 credits (U or M); and • Minimum 65% overall average.

Applicant Selection • Eligible applicants will be selected on the basis of their previous

academic achievement (the average of their six highest senior-level credits, including required courses).

• Applicants who do not meet the admission requirements for this program will be assessed and advised individually and may be considered for other, related programs.

3.2 Admission for Mature Students Sheridan’s procedure for Admissions for Mature Students is designed to:

• provide a pathway for applicants who have not completed the Ontario Secondary School Diploma (OSSD) or equivalent into degree level studies, while

• ensuring the applicant’s ability to work at a degree level. Sheridan defines mature students as:

• applicants who have not achieved the OSSD or its equivalent, and • who are at least 19 years of age on or before the commencement of the program in which they

intend to enrol. • in order to meet the academic entrance requirements, mature applicants must demonstrate the

ability to handle degree level academic work through successful completion of two terms of post-secondary education including any prerequisite courses, at a minimum overall GPA of 65%. All other supplemental requirements (e.g. portfolio, audition etc.), must be submitted, where applicable to the program.



3.3 Promotion and Graduation Requirements Sheridan’s policy and procedures for Promotion and Graduation are designed to:

• be consistent with the learning outcomes for the program, and • ensure a minimum level of demonstrated achievement as evidenced by the Grade Point Average

(GPA) The process for calculating the Grade Point Average (GPA) is defined within the Sheridan policy and guidelines. Students are required to achieve a minimum GPA in professional (core) courses of 2.5 for both promotion and graduation. They are required to achieve a minimum GPA in courses outside the professional field of study (non-core courses) of 2.0 for both promotion and graduation. The overall minimum GPA for graduation from the program is 2.4. 3.4 Advanced Standing Policies and Requirements Sheridan’s policy and procedures for Advanced Standing are designed to:

• be fair and consistently applied across programs, • provide students with credit for previous learning, • allow students the opportunity to appeal decisions made under the policy, and • limit the number of credits that can be granted for previous studies.



Program Advisory Committee Meetings

Faculty of Applied Science & Technology Bachelor of Applied Computer Science – Mobile Computing

ad hoc Program Advisory Committee Meeting

Wednesday, February, 9, 2011 Trafalgar Residence Lobby Boardroom

7:00 p.m. to 9:30 p.m. Chairperson: Brian Jervis, Associate Dean, Faculty of Applied Science and Technology In Attendance: Christopher Emery, Director-Business Development, Cisco Systems Canada Alan Fournier, Manager Partner Technical Sales and Solutions, Microsoft Canada Co. Ted Lipson, Senior Network Manager, Bell Mobility Shane Logan, Director, Service & Collaboration, Chief Technology Officer, TELUS Sina Sojoodi, Principle Engineer, Xtreme Labs Inc. Peter Van Oene, Senior Network Administrator, Juniper Networks Inc. By Skype/telephone: Pat DiPietro, CEO, Samnite Technologies Inc. For Sheridan: Jocelyn Piercy, Dean, Faculty of Applied Science & Technology Brian Jervis, Associate Dean, School of Applied Computing Ed Sykes, Professor, School of Applied Computing Magdin Stoica, Professor, School of Applied Computing Satyendra Narayan, Professor, School of Applied Computing Joe Sant, Professor, School of Applied Computing Philip Stubbs, Professor, School of Applied Computing Jerry Kotuba, Professor, School of Applied Computing Cathy Runciman, Admin. Support, School of Applied Computing Regrets: Stergios Anastasiadis, VP Engineering, PushLife Jeff Zakrzewski, President, Co-Founder, Five Mobile Inc. Mansell Nelson, VP Business Product Management, Rogers Brian Vanstone, President, Encore Market Engagement Christopher Smith, Senior Director, Black Berry Development Platform 1. Welcome And Introductions Brian Jervis, Associate Dean for the Faculty of Applied Science and Technology (FAST) welcomed everyone to the ad hoc Program Advisory Committee (PAC) Meeting for the Bachelor of Applied Computer Science (Mobile Computing) program. Those in attendance introduced themselves and Brian noted the parties not in attendance. Brian began the meeting with a brief overview of Sheridan. He noted that Sheridan’s Brand is Creativity and that FAST is working hard building our Brand. Two areas of focus are the introduction of new creative curriculum and an increased focus on interdisciplinary growth between Sheridan’s Schools. A third area of focus is Applied Research. Brian noted how FAST values the opportunity for partnership with industry. The liaison provides further opportunities for Faculty and Students to learn.



Brian reviewed the programs offered in the School of Applied Computing (SAC) and gave a brief explanation of each. He noted that for the past 1½ years the focus has been on Mobile and Wireless technologies & that SAC has been working hard to embrace the trends in these areas. SAC’s curriculum is being rejuvenated with a balance between application and theory, and mobile and wireless platforms. The intention is to have the rate of curriculum change keep pace with the rate of technology change. Brian noted that this PAC’s role is to coach and steer the program offering in SAC. Our goal is to have one of the top tier Applied Computing Programs in Canada. To date SAC has developed 12 new courses in Wireless & Mobile: (2) Mobile Web Application Development, (2) BlackBerry Support, (2) Mobile Java Development for BlackBerry, (1) Objective-C for iPhone, (1) Wi-Fi Communications, (1) Wireless Networks, (2) Interaction Design, and (1) Wireless Security. Brian noted that Sheridan’s Board of Governors are mandated by the 2002 Ontario Colleges Act to have in place a Program Advisory Committee for every program or cluster of programs. FAST is taking a new direction with this PAC. It will be a PAC for a cluster of SAC’s programs. Brian reviewed the role of the PAC noting the importance of the ongoing exchange of information between the diverse groups of industry experts and Sheridan for the success of our programs. He sees this PAC as having a dual role: 1) providing advice and direction on Mobile and Wireless across all SAC’s programs and 2) being the PAC for the proposed Bachelor of Applied Computer Science (Mobile Computing) program. 2. Overview of The Proposed Bachelor of Applied Science & Technology (Mobile Computing) Program Brian gave a brief overview and background behind the proposed Bachelor of Applied Computer Science (Mobile Computing) program. He noted that the Ontario Government has identified that over the next ten years there will be a 60 – 70,000 Degree seat short fall in Ontario. 60,000 to 70,000 students who want to take a Degree won’t have a spot to go to. Recognizing this short fall FAST/SAC felt that is was an opportunity to bring to the table a Degree program with a focus on Mobile & Wireless. Motion Of Support From Pac Members SinaSojoodi, Xtreme Labs Inc: Sina was in favour of the proposed Bachelor of Applied Computer Science (Mobile Computing) program and suggested to increase creativity/innovation in the curriculum. Sina noted that when he is looking to hire someone he places more weight on execution, that is, what an individual has done on their own, and less on their ideas or knowledge. Ted Lipson suggested that by just writing Programs you are being technically creative, and questioned if this could be embedded into a course whereby students had to write their own Program. Pat DiPietro noted that it might not be so much about Creativity but about Entrepreneurship which will provide an opportunity to foster Creativity. Action item: If Innovation and Entrepreneurship are not covered in the Breadth electives consider developing curriculum in these areas. Sina noted that the curriculum in the proposed Bachelor program is a very technical. He would consider hiring graduates of this program as he felt that they would be well rounded and be up and running



quickly. On the flip side he noted that being too technical the program might not have a well-rounded curriculum. He suggested a course(s) in Project Management be considered when developing curriculum for this program. Christopher Emery, Cisco Systems Canada: Chris was in favour of the proposed Bachelor of Applied Computer Science – Mobile Computing program and suggested that this proposal is a great start, we’re on the right track & that with the assistance of the PAC the program is being rounded out. Chris noted that as an employer he would consider hiring graduates of this program as Systems Engineers. Alan Fournier, Microsoft Canada Co: Alan was in favour of the proposed Bachelor of Applied Computer Science – Mobile Computing program and suggested a Networking and Mobile Application Development, Streaming option be offered in an upper semester. This would provide the student a choice after completing a coop placement, & having gained some experience in the field, to decide which option they want to pursue. Alan noted that he represents two camps: Microsoft Canada & Microsoft Worldwide. From a Worldwide perspective he advised that he would definitely consider hiring graduates from this program in their Mobile division. Canada is a Sales & Marketing division with a limited aspect as it is enterprise sales. There is a small Mobile division. In Canada there is a Partnering System where their partners build applications and would tend to hire graduates of this program. Microsoft has 16,000 partners across Canada. Action item: Consideration of a Network and Mobile Application Development, Streaming option to be offered in an upper Semester. Pat DiPietro, VenGrowth Capital Partners Inc: Pat was in favour of the proposed Bachelor of Applied Computer Science – Mobile Computing program. He noted that compared to a University program the curriculum is heavily loaded (technical). Pat would like to see some Entrepreneurship curriculum added to program. He is pleased with the work that has been done to date and indicated that his company would not be hiring the graduates but the companies he invests in will. Peter Van Oene, Juniper Networks Inc: Peter was in favour of the proposed Bachelor of Applied Computer Science – Mobile Computing program. Peter found the discussion about the proposed program very helpful in terms of where we are heading and what type of students we are trying to graduate. Peter felt the focus seems to be driving applications into the user space and the context is how we are going to make this happen. Peter noted that from the transport side this program is not deep enough but felt that there is some good amount of coverage in this area. He felt that jobs are at the edge of the application space and that based on this our program is in the right spot, however, it is not driving towards where Juniper would hire. Ted Lipson, Bell Mobility: Ted was in favour of the proposed Bachelor of Applied Computer Science (Mobile Computing) program. Ted noted that he is with the technology group/engineering side and is interested in where the Wireless courses integrate with core engineering programs. Ted noted that the proposed program looks excellent. Shane Logan, Telus: Shane was in favour of the proposed Bachelor of Applied Computer Science (Mobile Computing) program. Shane noted that he sees a lot of resumes and hasn’t seen such a well-rounded one as this. He indicated that he would be interested in hiring graduates from this program.



Brian asked for a Motion of Support from the panel. He read the following excerpt:

“Having reviewed and discussed the objectives for the Bachelor of Applied Computer Science Degree – Mobile Computing, and having reviewed the proposed Program Map and Curriculum, we believe that the graduates of this program will be well positioned in industry. On that basis, we recommend that Sheridan proceed with this program. Proceed is defined as we will continue to work on the curriculum and take it to the next stage under the guidance of the PAC members council.”

The panel agreed to the Motion of Support. Ed Sykes brought to the attention of the panel a draft Letter of Support that was enclosed in their information package. He noted that this is a non-binding letter indicating their support. A copy of this letter will be electronically sent to the panel members. Ed asked the panel to review, edit it, and return it at their earliest convenience. Brian thanked the panel for their continued support and for taking time from their busy schedule to attend this meeting. Meeting adjourned.



4.2 Professional Accreditation Not applicable to this new program.



4.3 Learning Outcomes The following section presents the degree level learning outcomes and the course(s), course segments or workplace requirements that contribute to this outcome. Degree Level Outcomes

Degree Level Learning Outcomes Course, course segments or workplace requirements that contribute to this outcome

Depth and Breadth of Knowledge

a. a developed knowledge and critical understanding of the key concepts, methodologies, current advances, theoretical approaches and assumptions in a discipline overall, as well as in a specialized area of a discipline

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

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

d. a developed, detailed knowledge of and experience in research in an area of the discipline

e. developed critical thinking and analytical skills inside and outside the discipline

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

Programming Principles Mathematics for Computing Edge to Core: Network Foundations Mobile Computing Interactive Application Development Scripting and Web Languages Mobile Device Application Principles Introduction to Security Database Modeling Wireless Network Principles Mobile Web Application Development Data Structures and Algorithms Web Application Design and Implementation Advanced Wireless Networks Calculus Advanced Mobile App Development Enterprise Software Systems Hybrid Mobile App Development Software Engineering IP Engineering Distributed Mobility Capstone / Applied Research Project Proposal Artificial Intelligence and Mobile Computing Simulation and Visualization Theory of Computation Information Systems and Business Intelligence Wireless Security Capstone / Applied Research Project Thesis Proposal Thesis Co-op work terms

Conceptual and Methodological Awareness/Research and Scholarship

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

approaches to solving problems using well established ideas and techniques

b. devise and sustain arguments or solve problems using these methods

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

Programming Principles Mathematics for Computing Edge to Core: Network Foundations Mobile Computing Interactive Application Development Scripting and Web Languages Mobile Device Application Principles Introduction to Security Database Modeling Wireless Network Principles




scholarship Mobile Web Application Development Data Structures and Algorithms Web Application Design and Implementation Advanced Wireless Networks Calculus Advanced Mobile App Development Enterprise Software Systems Hybrid Mobile App Development Software Engineering IP Engineering Distributed Mobility Capstone / Applied Research Project Proposal Artificial Intelligence and Mobile Computing Simulation and Visualization Theory of Computation Thesis Proposal Thesis Information Systems and Business Intelligence Wireless Security Capstone / Applied Research Project Thesis Proposal Thesis Co-op work terms

Communication Skills

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

Programming Principles Operating Systems Fundamentals Mathematics for Computing Edge to Core: Network Foundations Mobile Computing Interactive Application Development Scripting and Web Languages Computer Architecture Linear Algebra Mobile Device Application Principles Programming Languages Introduction to Security Database Modeling Wireless Network Principles Mobile Web Application Development Data Structures and Algorithms Web Application Design and Implementation Advanced Wireless Networks Calculus Advanced Mobile App Development Operating Systems Enterprise Software Systems Software Design Statistics Hybrid Mobile App Development Human Computer Interaction Software Engineering IP Engineering Distributed Mobility




Capstone / Applied Research Project Proposal Quality Assurance and Software Testing Artificial Intelligence and Mobile Computing Simulation and Visualization Information Systems and Business Intelligence Wireless Security Ubiquitous Computing Capstone / Applied Research Project Thesis Proposal Thesis Entrepreneurship Theory of Computation The Business and Culture of Wireless Co-op work terms Applied Research Projects

Application of Knowledge

a. The ability to review, present and critically evaluate qualitative and quantitative information to: i develop lines of argument ii make sound judgments in accordance with the

major theories, concepts and methods of the subject(s) of study

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

iv where appropriate use this knowledge in the creative process

b. The ability to use a range of established techniques to: i initiate and undertake critical evaluation of

arguments, assumptions, abstract concepts and information

ii propose solutions iii frame appropriate questions for the purpose of

solving a problem iv solve a problem or create new work

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

Programming Principles Operating Systems Fundamentals Mathematics for Computing Edge to Core: Network Foundations Mobile Computing Interactive Application Development Scripting and Web Languages Computer Architecture Linear Algebra Mobile Device Application Principles Programming Languages Introduction to Security Database Modeling Wireless Network Principles Mobile Web Application Development Data Structures and Algorithms Web Application Design and Implementation Advanced Wireless Networks Calculus Advanced Mobile App Development Operating Systems Enterprise Software Systems Software Design Statistics Hybrid Mobile App Development Human Computer Interaction Software Engineering IP Engineering Distributed Mobility Capstone / Applied Research Project Proposal Quality Assurance and Software Testing Artificial Intelligence and Mobile Computing Simulation and Visualization Information Systems and Business Intelligence Wireless Security Ubiquitous Computing Capstone / Applied Research Project




Thesis Proposal Thesis Entrepreneurship Theory of Computation The Business and Culture of Wireless Co-op work terms Applied Research Projects

Professional Capacity/Autonomy

a. Qualities and transferable skills necessary for further study, employment, community involvement and other activities requiring: i the exercise of initiative, personal responsibility

and accountability in both personal and group contexts

ii working effectively with others iii decision-making in complex contexts

b. The ability to manage their own learning in changing circumstances, both within and outside the discipline, and to select an appropriate program of further study.

c. Behaviour consistent with academic integrity and social responsibility.

Programming Principles Operating Systems Fundamentals Mathematics for Computing Edge to Core: Network Foundations Mobile Computing Interactive Application Development Scripting and Web Languages Computer Architecture Linear Algebra Mobile Device Application Principles Programming Languages Introduction to Security Database Modeling Wireless Network Principles Mobile Web Application Development Data Structures and Algorithms Web Application Design and Implementation Advanced Wireless Networks Calculus Advanced Mobile App Development Operating Systems Enterprise Software Systems Software Design Statistics Hybrid Mobile App Development Human Computer Interaction Software Engineering IP Engineering Distributed Mobility Capstone / Applied Research Project Proposal Quality Assurance and Software Testing Artificial Intelligence and Mobile Computing Simulation and Visualization Information Systems and Business Intelligence Wireless Security Ubiquitous Computing Capstone / Applied Research Project Thesis Proposal Thesis Entrepreneurship Theory of Computation The Business and Culture of Wireless Co-op work terms Applied Research Projects




Awareness of Limits of Knowledge

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

Programming Principles Operating Systems Fundamentals Mathematics for Computing Edge to Core: Network Foundations Mobile Computing Interactive Application Development Scripting and Web Languages Computer Architecture Linear Algebra Mobile Device Application Principles Programming Languages Introduction to Security Database Modeling Wireless Network Principles Mobile Web Application Development Data Structures and Algorithms Web Application Design and Implementation Advanced Wireless Networks Calculus Advanced Mobile App Development Operating Systems Enterprise Software Systems Software Design Statistics Hybrid Mobile App Development Human Computer Interaction Software Engineering IP Engineering Distributed Mobility Capstone / Applied Research Project Proposal Quality Assurance and Software Testing Artificial Intelligence and Mobile Computing Simulation and Visualization Information Systems and Business Intelligence Wireless Security Ubiquitous Computing Capstone / Applied Research Project Entrepreneurship Theory of Computation The Business and Culture of Wireless Co-op work terms Applied Research Projects



Program Level Learning Outcomes Program Level Learning Outcomes Course, course segments or workplace

requirements that contribute to this outcome 1. Determine solutions using problem solving

principles, logic, and systematic methodologies.

Programming Principles Mathematics for Computing Edge to Core: Network Foundations Mobile Computing Interactive Application Development Scripting and Web Languages Mobile Device Application Principles Introduction to Security Database Modeling Wireless Network Principles Mobile Web Application Development Data Structures and Algorithms Web Application Design and Implementation Advanced Wireless Networks Calculus Advanced Mobile App Development Enterprise Software Systems Hybrid Mobile App Development Software Engineering IP Engineering Distributed Mobility Capstone / Applied Research Project Proposal Artificial Intelligence and Mobile Computing Wireless Security Theory of Computation Capstone / Applied Research Project Thesis Proposal Thesis Co-op work terms Applied Research Projects

2. Evaluate the architecture and principles of operation of computer systems and networks.

Operating Systems Fundamentals Edge to Core: Network Foundations Mobile Computing Computer Architecture Programming Languages Introduction to Security Wireless Network Principles Advanced Wireless Networks Operating Systems Human Computer Interaction IP Engineering Distributed Mobility Wireless Security Ubiquitous Computing

3. Synthesize principles and theories of computer science and software engineering for application to different computing paradigms.

Programming Principles Operating Systems Fundamentals Mathematics for Computing Edge to Core: Network Foundations Mobile Computing Interactive Application Development Scripting and Web Languages Computer Architecture



Program Level Learning Outcomes Course, course segments or workplace requirements that contribute to this outcome Linear Algebra Calculus Mobile Device Application Principles Programming Languages Introduction to Security Database Modeling Mobile Web Application Development Data Structures and Algorithms Web Application Design and Implementation Advanced Mobile App Development Operating Systems Enterprise Software Systems Software Design Statistics Hybrid Mobile App Development Human Computer Interaction Software Engineering IP Engineering Capstone / Applied Research Project Proposal Quality Assurance and Software Testing Artificial Intelligence and Mobile Computing Ubiquitous Computing Simulation and Visualization Theory of Computation Information Systems and Business Intelligence Capstone / Applied Research Project Thesis Proposal Thesis

4. Design and develop software systems for various application domains.

Interactive Application Development Scripting and Web Languages Mobile Device Application Principles Mobile Web Application Development Web Application Design and Implementation Advanced Mobile App Development Enterprise Software Systems Hybrid Mobile App Development Software Engineering Distributed Mobility Capstone / Applied Research Project Proposal Artificial Intelligence and Mobile Computing Simulation and Visualization Information Systems and Business Intelligence Capstone / Applied Research Project Thesis Proposal Thesis Co-op work terms Applied Research Projects

5. Design and develop secure enterprise-grade information systems.

Introduction to Security Database Modeling Enterprise Software Systems Human Computer Interaction Software Engineering Information Systems and Business Intelligence IP Engineering Capstone / Applied Research Project Proposal



Program Level Learning Outcomes Course, course segments or workplace requirements that contribute to this outcome Wireless Security Capstone / Applied Research Project Thesis Proposal Thesis Co-op work terms Applied Research Projects

6. Manage the development of software systems through a variety of development processes and methodologies.

Programming Principles Interactive Application Development Programming Languages Mobile Web Application Development Software Design Software Engineering Capstone / Applied Research Project Proposal Quality Assurance and Software Testing Capstone / Applied Research Project Thesis Proposal Thesis Co-op work terms Applied Research Projects

7. Design effective user interfaces using human computer interaction principles.

Programming Principles Mobile Computing Interactive Application Development Scripting and Web Languages Mobile Device Application Principles Mobile Web Application Development Web Application Design and Implementation Advanced Mobile App Development Enterprise Software Systems Hybrid Mobile App Development Human Computer Interaction Distributed Mobility Simulation and Visualization Capstone / Applied Research Project Proposal Ubiquitous Computing Capstone / Applied Research Project Thesis Proposal Thesis Co-op work terms Applied Research Projects

8. Synthesize new knowledge in the field computer science by using appropriate research methodologies.

Distributed Mobility Artificial Intelligence and Mobile Computing Simulation and Visualization Information Systems and Business Intelligence Ubiquitous Computing Theory of Computation Thesis Proposal Thesis Co-op work terms Applied Research Projects

9. Apply the fundamental design paradigms and technologies to mobile computing applications.

Edge to Core: Network Foundations Mobile Computing Mobile Device Application Principles Wireless Network Principles



Program Level Learning Outcomes Course, course segments or workplace requirements that contribute to this outcome Mobile Web Application Development Web Application Design and Implementation Advanced Wireless Networks Advanced Mobile App Development Enterprise Software Systems Software Design Hybrid Mobile App Development Human Computer Interaction Software Engineering IP Engineering Distributed Mobility Capstone / Applied Research Project Proposal Quality Assurance and Software Testing Artificial Intelligence and Mobile Computing Wireless Security Ubiquitous Computing Capstone / Applied Research Project Thesis Proposal Thesis Co-op work terms Applied Research Projects

10. Develop consumer and enterprise mobile applications using representative mobile devices and platforms using modern development methodologies.

Mobile Computing Mobile Device Application Principles Mobile Web Application Development Advanced Mobile App Development Hybrid Mobile App Development Distributed Mobility Capstone / Applied Research Project Proposal Capstone / Applied Research Project Thesis Proposal Thesis Co-op work terms Applied Research Projects

11. Design effective mobile interfaces using human computer interaction principles.

Mobile Computing Mobile Device Application Principles Mobile Web Application Development Advanced Mobile App Development Hybrid Mobile App Development Human Computer Interaction Distributed Mobility Capstone / Applied Research Project Proposal Ubiquitous Computing Capstone / Applied Research Project Thesis Proposal Thesis Co-op work terms Applied Research Projects

12. Evaluate the role of mobile applications in software intensive systems.

Mobile Computing Mobile Device Application Principles Wireless Network Principles Mobile Web Application Development Advanced Wireless Networks Advanced Mobile App Development Enterprise Software Systems



Program Level Learning Outcomes Course, course segments or workplace requirements that contribute to this outcome Hybrid Mobile App Development Human Computer Interaction Software Engineering IP Engineering Distributed Mobility Capstone / Applied Research Project Proposal Artificial Intelligence and Mobile Computing Wireless Security Ubiquitous Computing Capstone / Applied Research Project Entrepreneurship The Business and Culture of Wireless Co-op work terms Applied Research Projects

13. Evaluate the usability of representative mobile devices such as smartphones and tablets.

Mobile Computing Mobile Device Application Principles Mobile Web Application Development Advanced Mobile App Development Hybrid Mobile App Development Human Computer Interaction Software Engineering Distributed Mobility Capstone / Applied Research Project Proposal Artificial Intelligence and Mobile Computing Ubiquitous Computing Capstone / Applied Research Project Thesis Proposal Thesis Co-op work terms Applied Research Projects

14. Appraise the quality and performance of mobile applications.

Mobile Computing Mobile Device Application Principles Advanced Mobile App Development Hybrid Mobile App Development Human Computer Interaction Software Engineering Capstone / Applied Research Project Proposal Quality Assurance and Software Testing Ubiquitous Computing Capstone / Applied Research Project Co-op work terms Applied Research Projects

15. Assess and implement security principles in mobile applications.

Mobile Device Application Principles Introduction to Security Wireless Network Principles Mobile Web Application Development Advanced Wireless Networks Advanced Mobile App Development Operating Systems Hybrid Mobile App Development Capstone / Applied Research Project Proposal Wireless Security Capstone / Applied Research Project Thesis Proposal



Program Level Learning Outcomes Course, course segments or workplace requirements that contribute to this outcome Thesis Co-op work terms Applied Research Projects

16. Synthesize new knowledge in the area of mobile computing by using appropriate research methodologies and techniques.

Human Computer Interaction Distributed Mobility Capstone / Applied Research Project Proposal Capstone / Applied Research Project Artificial Intelligence and Mobile Computing Ubiquitous Computing Simulation and Visualization Theory of Computation Thesis Proposal Thesis Co-op work terms Applied Research Projects

17. Assess the capabilities of next-generation networks and the role of wireless technologies in network design and operation.

Edge to Core: Network Foundations Wireless Network Principles Advanced Wireless Networks Statistics IP Engineering Wireless Security The Business and Culture of Wireless

18. Evaluate network protocols, routing algorithms, connectivity methods and characteristics.

Edge to Core: Network Foundations Wireless Network Principles Advanced Wireless Networks IP Engineering Wireless Security The Business and Culture of Wireless

19. Evaluate wireless network topologies, wireless connectivity and characteristics, and the impact of wireless networks on security and Internet communications.

Edge to Core: Network Foundations Wireless Network Principles Advanced Wireless Networks IP Engineering Wireless Security The Business and Culture of Wireless

20. Select appropriate wireless technologies in commercial and enterprise applications.

Mobile Computing Scripting and Web Languages Mobile Device Application Principles Introduction to Security Wireless Network Principles Mobile Web Application Development Web Application Design and Implementation Advanced Wireless Networks Advanced Mobile App Development Enterprise Software Systems Statistics Hybrid Mobile App Development IP Engineering Capstone / Applied Research Project Proposal Wireless Security Capstone / Applied Research Project The Business and Culture of Wireless Co-op work terms



Program Level Learning Outcomes Course, course segments or workplace requirements that contribute to this outcome Applied Research Projects

21. Identify the skills and business practices of successful entrepreneurs needed to assess and seize business opportunities, set up a business, and manage its growth.

Mobile Device Application Principles Mobile Web Application Development Advanced Mobile App Development Capstone / Applied Research Project Proposal Capstone / Applied Research Project Entrepreneurship The Business and Culture of Wireless

22. Exhibit effective collaboration when working in multi-disciplinary teams.

Edge to Core: Network Foundations Mobile Computing Interactive Application Development Scripting and Web Languages Computer Architecture Mobile Device Application Principles Programming Languages Introduction to Security Database Modeling Wireless Network Principles Mobile Web Application Development Data Structures and Algorithms Web Application Design and Implementation Advanced Wireless Networks Advanced Mobile App Development Operating Systems Enterprise Software Systems Software Design Statistics Calculus Linear Algebra Hybrid Mobile App Development Human Computer Interaction Software Engineering IP Engineering Distributed Mobility Capstone / Applied Research Project Proposal Quality Assurance and Software Testing Artificial Intelligence and Mobile Computing Wireless Security Ubiquitous Computing Capstone / Applied Research Project Entrepreneurship The Business and Culture of Wireless Co-op work terms Applied Research Projects

23. Integrate knowledge of ethical and legal frameworks with effective business practices.

Capstone / Applied Research Project Proposal Capstone / Applied Research Project Entrepreneurship The Business and Culture of Wireless Co-op work terms Applied Research Projects

24. Apply project planning principles and processes in order to enhance business competitiveness.

Software Design Software Engineering Capstone / Applied Research Project Proposal



Program Level Learning Outcomes Course, course segments or workplace requirements that contribute to this outcome Quality Assurance and Software Testing Capstone / Applied Research Project Entrepreneurship Co-op work terms Applied Research Projects

25. Exhibit professional attitudes and behaviours including meeting project due dates and meeting client needs.

Programming Principles Operating Systems Fundamentals Mathematics for Computing Edge to Core: Network Foundations Mobile Computing Interactive Application Development Scripting and Web Languages Computer Architecture Linear Algebra Calculus Mobile Device Application Principles Programming Languages Introduction to Security Database Modeling Wireless Network Principles Mobile Web Application Development Data Structures and Algorithms Web Application Design and Implementation Advanced Wireless Networks Advanced Mobile App Development Operating Systems Enterprise Software Systems Software Design Statistics Hybrid Mobile App Development Human Computer Interaction Software Engineering IP Engineering Distributed Mobility Capstone / Applied Research Project Proposal Thesis Proposal Quality Assurance and Software Testing Artificial Intelligence and Mobile Computing Wireless Security Ubiquitous Computing Theory of Computation Capstone / Applied Research Project Thesis Proposal Thesis Entrepreneurship The Business and Culture of Wireless Co-op work terms Applied Research Projects



Breadth Level Learning Outcomes

Program Level Learning Outcomes Breadth Course, course segments or workplace requirements that contribute to this outcome

1. The development of critical thinking, quantitative reasoning, written, and oral communication.

Composition and Rhetoric ENGL17889GD Elective Breadth courses Co-op work terms

2. More than introductory knowledge in the humanities, sciences, social sciences, global cultures, and/or mathematics.

Advanced Elective Breadth courses (i.e. 2000 and 3000 level courses)

3. Knowledge of society and culture, and skills relevant to civic engagement.

Elective Breadth courses

4. More than introductory knowledge of the distinctive assumptions and modes of analysis of a discipline outside the core field(s) of study.

Advanced Elective Breadth courses (i.e. 2000 and 3000 level courses)



4.4 Course Descriptions Core Courses

Core Course Title Calendar Course Description Year 1 Semester 1 Programming Principles Students acquire the foundation for future programming courses by

being immersed in the science of developing computer programs using an intuitive and productive approach. Through exploring fundamental programming principles students gain problem solving and basic algorithm development skills necessary to build relevant and progressively complex object-oriented applications.

Operating Systems Fundamentals An operating system defines an abstraction of hardware behaviour with which programmers can control the hardware. It also manages resource sharing among the computerʼs users. In this introductory course, students learn about operating system structure and concepts. The topics introduced in this course are reinforced via hands-on exercises and labs in Linux/Unix.

Mathematics for Computing Students learn the mathematical foundations of computer science. Much akin to learning another language, this course focuses the student on obtaining knowledge and skills regarding syntax, semantics, and logic as they pertain to discrete mathematics.

Edge to Core: Network Foundations

Students learn the universal elements involved in a modern wireless network, technical and non-technical, including key technologies, protocols, standards and regulations. Students then learn how these elements have co-evolved over time into the global wireless communications service we see today.

Year 1 Semester 2 Mobile Computing Students learn the foundational concepts and topics in the mobile

computing field of Computer Science. Students learn about mobile computing applications, technologies and wireless communications.

Interactive Application Development

Students are guided into the science of building, well-designed, robust, interactive applications using formalized object-oriented design principles applied in an industry-standard framework. Students create increasingly complex data-driven applications using professional software development techniques, processes and best practices laying the foundations essential to professional software developers.

Scripting and Web Languages Students gain a comprehensive understanding of the architecture of the web and acquire practical skills and knowledge to create web documents and applications. Students develop web applications using fundamental web languages, scripting languages and skills, and software development tools.

Computer Architecture Students acquire some understanding and appreciation of a computer system's functional components, itsʼ characteristics, performance, and interactions.

Linear Algebra Students learn the mathematical foundations of linear algebra to solve mathematical problems. As well as focusing on solving systems of linear equations, computing determinants, Euclidean vector spaces, eigenvalues, eigenvectors, and inner product spaces, students learn about diagonalization, linear transformations, and the fundamentals of computer graphics.

Year 2 Semester 1 Mobile Device Application Principles

Students learn the principle concepts of multi-platform application development for mobile devices.



Core Course Title Calendar Course Description Programming Languages Students focus on various concepts and principles underlying the

design and use of modern programming languages. Students learn about programming languages in the context of procedural, object-oriented, and functional programming languages. Topics include data and control structuring constructs, facilities for modularity and data abstraction, polymorphism, syntax, and formal semantics.

Introduction to Security Students are introduced to the field of information security and assurance, and are presented with a spectrum of information systems security activities, methods, methodologies and procedures.

Database Modeling Database Management Systems are used to store confidential client and employee information. Students are introduced to a Relational Database Management System and to Relational Database Management applications that can support transaction processing and strategic decision making.

Wireless Network Principles Students explore the principles of wireless networks and the operation of all relevant wireless access technologies gaining an in-depth understanding of the context in which mobile devices operate. They study the data link layer fundamentals that explain how a host device gains access to network infrastructure and services while focusing on Wi-Fi and cellular networks.

Year 2 Semester 2 Mobile Web Application Development

Students learn techniques and best practices used to develop and maintain an effective mobile-friendly website using standards-based languages. Using these techniques and best practices, students design and develop websites that display appropriately on more than one mobile form factor and use both server-side and client-side technologies to provide content appropriate for a given mobile device.

Data Structure and Algorithms Students focus on the design, analysis, and implementation of computer data structures and algorithms. Students are exposed to a variety of standard data structures and algorithms. Students also learn how to analyze algorithms and apply this knowledge to efficiently solve problems.

Web Application Design and Implementation

Students are introduced to web application development for the Java Enterprise platform using the Java programming language gaining fundamental knowledge and hands-on skills necessary to develop dynamic data-driven, web applications. Students build solutions to real-world problems using object-oriented principles and problem-solving skills developed in earlier courses.

Advanced Wireless Networks Students acquire a detailed understanding of wireless networks through an in-depth examination of both WLAN and cellular networks. Students analyze security of wireless networks and explore characteristics of the radio propagation medium, interference and their effect on data transmission and reception, antenna design together with principles of wireless network planning.

Calculus Students learn the mathematical foundations of calculus to solve mathematical problems. Students focus on methods and applications of calculus including derivatives, exponential and logarithmic functions, optimization problems, related rates, integration, partial derivatives, and differential equations.

Year 3 Semester 1 Advanced Mobile Application Development

Students learn how to design and develop iOS applications using Objective-C while considering well-defined User Interface design considerations. The course is structured around three main foundational components: (a) Tools, (b) Frameworks, and (c) Programming using Objective-C.

Operating Systems Students learn about the issues that influence the design of contemporary operating systems.



Core Course Title Calendar Course Description Enterprise Software Systems In this advanced web application development course, students focus

on the design and implementation of enterprise-grade web information systems using multi-tier and service-oriented architectures. Students gain essential experience developing secure scalable enterprise web applications and web services and integrate them into an enterprise ecosystem using the .NET Framework.

Software Design Students explore the design aspects of building complex software systems with a focus on designing for change and expansion, applying industry proven methodologies and software architectures and modeling software systems using visual modeling languages and tools. Students discover and implement proven solutions to real-world problems using design patterns and anti-patterns.

Statistics Students learn a variety of statistical methods for qualitative and quantitative data collection, analysis and presentation. Students also learn how to generate and test random sequences and interpret the meaning from statistical outcomes. Students use statistical software to analyze data sets and develop conclusions from the analysis.

Year 3 Semester 2 Hybrid Mobile App. Development Students learn techniques and best practices used to develop and

deploy powerful mobile applications using standard web languages. Using these techniques and best practices, students develop applications that employ the rich feature set of modern smartphones including location-awareness, multitasking, multimedia and local storage of data.

Human Computer Interaction Students learn the foundational concepts and principles of Human Computer Interaction (HCI). Students learn about human factors, usability, user-centric design, and analysis and assessment techniques with emphasis on the mobile computing field.

Software Engineering Students experience the full life cycle development of software intensive systems using systematic iterative software engineering activities, processes and artefacts. Through project-based learning, students discover and analyze software requirements, design software architectures, implement and verify software systems while managing the software engineering process from beginning to end.

Internet Protocol Engineering Students learn the central challenges of routing and the approaches of IETF protocols that are critical to the converged 4G wireless Internetwork. Students focus on OSPF and BGP as paradigms for IGP and EGP modes respectively and examine the role of MPLS in IP networks.

Year 4 Semester 1 Distributed Mobility Students apply distributed computing principles and methods while

building advanced mobile device collaborative applications connected to a computing cloud for data synchronization, services and inter-device communication. Students evaluate concurrency aspects and peer-to-peer architectures in the implementation of distributed and multi-threaded mobile applications in selected application domains.

Capstone/Applied Research Project Proposal

Working in groups, students learn and apply skills in and knowledge of computer science to create a capstone or applied research project proposal. Students focus on the initial stages of a software project that involve software requirements specification, preliminary design and developing an initial prototype.

Thesis Proposal Students learn and apply skills in and knowledge of computer science to a thesis. Students focus on creating a thesis proposal and conduct foundational research that aim to answer significant questions about new or existing algorithms, or to develop new algorithms, methodologies or tools, and may or may not involve software development.



Core Course Title Calendar Course Description Quality Assurance and Software Testing

Students focus on quality assurance, quality factors, and components of a software quality assurance system, integration of quality activities in project lifecycles, validation and verification, testing processes and techniques. Students learn how to use various black box and white box testing techniques and explore automated testing and test tools.

Artificial Intelligence and Mobile Computing

Students learn how to design and implement machine learning algorithms with application to the mobile computing field. Students study a variety of machine learning algorithms and investigate how they may be applied to problems in area of computer science and in designing intelligent mobile applications.

Wireless Security Students are provided with necessary skills and terminologies that are needed to deal with wireless networks technologies security and design issues.

Information Systems and Business Intelligence

Students explore data warehouse and online analytical processing infrastructures while programming higher-level functions of a database and managing the security of information systems. Students learn to capture business intelligence using multidimensional database architectures and automatically find correlations through data mining using specialized data models and statistical algorithms.

Year 4 Semester 2 Ubiquitous Computing Students learn that ubiquitous computing is an advanced mobile

computing model of human-computer interaction in which information is processed by everyday objects and activities. Following this model, this course on ubiquitous computing deals with the use of small computing devices embedded in an everyday environment.

Capstone/Applied Research Project

Working in groups, students learn and apply skills in and knowledge of computer science to a capstone development project. Students focus on projects that often originate outside the school, and involve analysis, design, development, testing and validation of a software system.

Thesis Students learn and apply skills in and knowledge of computer science to the creation of a thesis. Students focus on creating a thesis by conducting original research that aims to answer a significant question about new or existing algorithms, or to develop new algorithms, methodologies or tools, and may or may not involve software development.

Entrepreneurship Students focus on the preparation of a business plan to launch a small business in the mobile computing space. Students learn the characteristics of an entrepreneur, the forms of business, business functions, and raising capital.

Theory of Computation Students learn about the concept of equivalence when considering standard formalization of algorithms and the concept of computability.

Wireless Application Services Students focus on wireless application services with emphasis on multimedia applications over cellular networks and wireless local area networks.

The Business and Culture of Wireless

The student studies the transformative non-technical issues shaping the uptake of wireless technologies around the world today. Examining this landscape of economic, legal, regulatory, cultural and historical drivers, the student learns how these factors are influencing the evolution of wireless systems.

Simulation and Visualization Students learn about the principles of simulation and visualization by generating plots and animations in 2D and 3D; performing image processing techniques and analysis; and developing algorithms for image processing. Students focus on using modern simulation and visualization software and graphics libraries.



Non-core courses

Course Title (Non-Core) Calendar Course Description Year 1 Semester 1 Composition and Rhetoric Composition & Rhetoric is an advanced level English course which

focuses on the art of argument and persuasion. Students explore the function and strategies of argument through reading, writing and oral presentations. In this course, students examine different theoretical models for organizing arguments and presenting evidence, employ primary and secondary sources in research, and construct their own arguments.

All other non-core courses taken by students are elective, chosen from a pool of Liberal Arts and Sciences courses. Sheridan’s Liberal Arts and Science curriculum for degree programs is designed to contribute to the development of critical thinking, quantitative reasoning, written, and oral communication skills and to allow students to engage in more than introductory level knowledge of the distinctive assumptions and modes of analysis in the following fields of study:

• Humanities • Social Science • Global Culture • Mathematics, or • Science

Students are expected to successfully complete:

• An Introductory 1000 Level course in a minimum of three (3) of the five (5) above fields of study (where Level 1000 breadth courses provide the basic foundation for a given discipline, introduce an overview of the discipline, and/or explore a subject area at a basic introductory level).

• At least two (2) courses at the Intermediate 2000 Level (where Level 2000 breadth courses build on the prerequisite knowledge base established at the 1000 level, so that students explore a subset of a discipline. These courses provide depth of knowledge within a specified area and apply a critical/theoretical approach to analysis and research. Level 2000 courses include an interdisciplinary approach when examining a specific topic.)

• At least one (1) course at the Advanced 3000 Level (where Level 3000 breadth courses focus on the application of conceptual analysis and advanced critical theory to a topic in a given discipline. These courses build on prior prerequisite disciplinary learning and require greater depth of critical analysis, and advanced theory and research. In these courses, students access previous knowledge and apply it in new and relevant ways.)

• Elective breadth courses(s) to complete the requirement for the specific degree.



Undergraduate Course Schedule 2

Course Title Core Hrs.

Non-core Hrs.

Pre- & Co-Reqs. Highest Qualification earned & disc. of study

Year 1 Semester 1 Programming Principles 84 Not Applicable M.Eng. Software Engineering

PhD Computer Science MSc. Software Engineering PhD Computing & Information Science

Operating Systems Fundamentals

42 Not Applicable MSc. Software Engineering PhD Software Engineering PhD Cognition & Learning

Mathematics for Computing 42 Not Applicable PhD Applied Math MSc. Math PhD Computing & Information Science

Edge to Core: Network Foundations

42 Not Applicable PhD System Science MA Management Science

Composition and Rhetoric 42 Not Applicable PhD English PhD English

Year 1 Semester 2 Mobile Computing 42 Not Applicable PhD Cognition & Learning

PhD Computer Science Interactive Application Development

84 Programming Principles PhD Software Engineering M.Eng. Software Engineering MSc. Software Engineering

Scripting and Web Languages 42 Not Applicable MSc. Networks & Distributed Systems PhD Computer Science

Computer Architecture 42 Operating Systems Fundamentals

PhD Computer Science MSc. Software Engineering

Linear Algebra 42 Not Applicable PhD Applied Math MSc. Math

Breadth Elective 42 Not Applicable Masters, PhD preferred Year 2 Semester 3 Mobile Device Application Principles

84 Mobile Computing, Interactive Application Development

PhD Computer Science PhD Cognitive Science

Programming Languages 42 Interactive Application Development

PhD Computer Science PhD Cognition & Learning PhD Computing & Information Science

Introduction to Security 42 Mathematics for Computing

PhD Applied Math PhD Software Engineering

Database Modeling 42 Not Applicable PhD Applied Math MSc. Software Engineering

Wireless Network Principles 42 Edge to Core: Network Foundations

PhD System Science MA Management Science

Breadth Elective 42 Not Applicable Masters, PhD preferred Year 2 Semester 4 Mobile Web Application Development

42 Scripting and Web Languages

PhD Computer Science MSc. Networks & Distributed Systems

Data Structure and Algorithms 84 Programming Languages PhD Computer Science PhD Software Engineering PhD Cognitive Science

Web Application Design and Implementation

42 Scripting and Web Languages, Database Modeling

MSc. Software Engineering M.Eng. Engineering Physics




Non-core Hrs.


Advanced Wireless Networks OR 42

Wireless Network Principles

PhD System Science MA Management Science

Calculus Not Applicable PhD Applied Math MSc. Math

Breadth Elective 42 Not Applicable Masters, PhD preferred Breadth Elective 42 Not Applicable Masters, PhD preferred Year 3 Semester 5 Advanced Mobile App Development

84 Mobile Device Application Principles, Programming Languages

PhD Cognition & Learning PhD Computer Science

Operating Systems 42 Computer Architecture, Data Structure and Algorithms

PhD Computer Science MSc. Software Engineering

Enterprise Software Systems 42 Web Application Design and Implementation

MSc. Software Engineering PhD Software Engineering M.Eng. Engineering Physics

Software Design 42 Not Applicable M.Eng. Software Engineering PhD Computer Science PhD Computing & Information Science

Statistics 42 Not Applicable PhD Applied Math MSc. Math

Breadth Elective 42 Not Applicable Masters, PhD preferred Year 3 Semester 6 Hybrid Mobile Development 42 Mobile Web Application

Development MSc. Software Engineering PhD Computer Science

Human Computer Interaction 42 Advanced Mobile App Development, Mobile Web Application Development

PhD Computer Science PhD Software Engineering PhD Cognition & Learning

Software Engineering 84 Software Design M.Eng. Software Engineering PhD Computer Science

IP Engineering 42 Wireless Network Principles

PhD System Science PhD Information Science

Breadth Elective 42 Not Applicable Masters, PhD preferred Breadth Elective 42 Not Applicable Masters, PhD preferred Year 4 Semester 7 Distributed Mobility 42 Advanced Mobile App

Development, Hybrid Mobile Development

PhD Computer Science PhD Computer Science

Capstone/Applied Research Project Proposal OR

42

Statistics PhD Cognition & Learning PhD Computer Science M.Eng. Software Engineering M.Eng. Engineering Physics

Thesis Proposal Statistics PhD Cognition & Learning PhD Computer Science M.Eng. Software Engineering M.Eng. Engineering Physics

Quality Assurance and Software Testing

42 Software Engineering PhD Software Engineering MSc. Software Engineering


42 Statistics PhD Cognitive Science PhD Computer Science PhD Cognition & Learning

Wireless Security OR 42

IP Engineering PhD System Science PhD Applied Math

Information Systems and Not Applicable PhD Computer Science




Non-core Hrs.


Business Intelligence PhD Software Engineering M.Eng. Software Engineering

Breadth Elective 42 Not Applicable Masters, PhD preferred Breadth Elective 42 Not Applicable Masters, PhD preferred Year 4 Semester 8 Ubiquitous Computing 42 Distributed Mobility,


PhD Computer Science PhD Cognition & Learning

Capstone/Applied Research Project OR

84

Capstone/Applied Research Project Proposal

PhD Cognition & Learning PhD Computer Science M.Eng. Software Engineering MSc. Software Engineering

Thesis Thesis Proposal PhD Cognition & Learning PhD Computer Science M.Eng. Software Engineering MSc. Software Engineering

Entrepreneurship 42 Not Applicable MA Economics MSc. Math

Theory of Computation 42 Data Structure and Algorithms

PhD Computer Science PhD Computer Science PhD Cognitive Science PhD Computing & Information Science

Wireless Application Services OR

42

IP Engineering PhD System Science MA Management Science PhD Information Science

The Business and Culture of Wireless OR

Not Applicable PhD System Science MA Management Science MA Economics

Simulation and Visualization Linear Algebra PhD Cognition & Learning MSc. Software Engineering PhD Computer Science

Breadth Elective 42 Not Applicable Masters, PhD preferred Subtotal Course Hours 1848 462 Total Program Hours 2310

(note 462/2310 = 20% therefore the non-core curriculum component meets PEQAB requirements)



4.6 Work Experience The Mobile Computing degree includes three co-op work terms, two placed between terms 5 and 6 (just over halfway through the students’ program) and one placed in the summer between terms 7 and 8 when students can apply their advanced knowledge and skills in a more challenging position. Sheridan College has a successful program of providing students with career education curriculum and of facilitating work placements for students through our well-established Co-operative Education and Internship Office (CEIO). The CEIO employs over 24 staff and partners with over 12,000 employers to provide curriculum related work experience for students. CEIO’s dedicated personnel work diligently to educate diploma and degree students on job search and career management strategies that will serve them in securing Co-op placements and internship positions and maximizing learning during the work term. The CEIO advisors are very experienced and are thoroughly familiar with the scope and requirements of these placements. In addition, the Faculty of Applied Science and Technology (FAST) is increasingly dedicated to facilitating partnerships with industry practitioners who may want to avail themselves of our state-of-the-art facilities, with access to students during their Co-op terms to work on projects at Sheridan. Such partnerships can be extremely attractive to industry, and have great benefit to our students as internal work placements. In addition, with the increasing growth of the mobile computing field and related industries, we anticipate that many work placements will be widely available and highly sought after by industry. The Co-operative Education/Internship Model The Co-op/Internship model is based on the principle that an academic program combined with work experience, is relevant to, and desirable for, effective employment preparation. Work term employment, which varies from sector to sector, allows students to acquire experience in their areas of career interest, while academic terms are devoted primarily to fundamental and theoretical studies. These practical experiences and academic studies complement one another. The motivation, responsibility, and opportunity for insight gained through co-operative education / internship can be of significant value to the student's future. The concept enables those with a career orientation to become full-time students of their subject, both during the academic terms and during the related work terms, within a structure of organized purpose and serious study. The Faculty of Applied Science and Technology has a long history of very successful paid work placements for students. For example, the Computer Science Technology diploma program, established in 1971, was the first Co-op program at Sheridan College. Over the last 5 years, the placement rate for students in this Co-op program has been 95%. The 2011 average salary for a Co-op student in the Computer Science Technology program is an impressive $19/hour. The CEIO at Sheridan uses a competitive employment process model. While the CEIO makes every effort to assist students in gaining employment, there is no guarantee that every student will become employed through the Co-op/Internship employment process. The CEIO is responsible for the review and approval of Co-op /Internship job postings, but the CEIO does not assume responsibility for endorsing the companies.



Work Experience Learning Outcomes Work Experience Outcomes

How work experience puts into practice the program outcomes

Method of evaluating student during placement

By the end of the co-op work placement, students will have demonstrated the ability to:

During the work experience, students may perform some or all of the following types of tasks with support achievement of program learning outcomes:

Question(s) on the Employer Evaluation (follows)

Function effectively and professionally as part of a creative work team.

Meet with other members of the software development team to plan the production. Collaborate with the team on the software development projects. Supports program learning outcomes: 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 16, 21, 22, 23, 24, 25.

Interpersonal skills Collaboration

Exhibit adaptive and innovative responses to a variety of professional needs and situations.

Collaborate with the creative team to find appropriate and innovative solutions to production challenges. Anticipate actions required to support the software developer manager or his/her assistants to perform a task. Identify workflow processes and areas that could be improved. Supports program learning outcomes: 1, 8, 16, 19, 21, 22, 23, 24, 25.

Initiative Creativity Judgment Problem solving abilities

Exhibit knowledge of processes and requirements in the professional working environment.

Participate in research to support the development of a concept or idea. Contribute to the iterative improvement of a software development project. Supports program learning outcomes: 1, 7, 8, 16, 22, 23, 24, 25

Ability to learn Synthesize new knowledge Technology

Communicate clearly, concisely and correctly as appropriate to the requirements of the position.

Communicate effectively with members of the creative team. Participate in meetings. Use listening skills in order to correctly follow instructions from supervisor. Supports program learning outcomes: 1, 22, 23, 24, 25

Communication, verbal

Manage the use of time and other resources to attain work goals within established timelines.

Assist in the preparation of project schedules. Assist in the preparation of studio and/or equipment. Assist in arranging for resources required for production. Complete assigned work on schedule. Supports program learning outcomes: 1, 10, 22, 24, 25

Organization and Planning

Exhibit improvement after receiving constructive feedback and take responsibility for own actions and decisions.

Reflect on performance of duties and make necessary adjustment to performance. Solicit and respond to supervisor feedback on performance. Supports program learning outcomes: 1,6, 9, 10, 21, 22, 23, 24, 25

Response to Supervision

Identify combination of personal skills, work ethics, positive attitude and behaviours required to secure, maintain and advance on the job.

Exhibit appropriate behaviours in the workplace. Discuss requirements of job and performance with supervisor. Identify and integrate behaviours that contribute to success in the profession. Supports program learning outcomes: 1, 4, 5, 6, 7, 10, 11, 12, 13, 14, 21, 22, 23, 24, 25

Interest in Work Ability to Learn Quality of Work Quantity of Work Dependability Attendance Punctuality



Work Placement Types and Activities Employment Area Activity Description Quality Assurance Monitor and evaluate in a systematic fashion the various aspects of a

software project, service or facility to maximize the probability that the standards of quality are being met by the production process. This employment area also includes the following areas:

• Software Quality Assurance Analyst • Quality Assurance Manager • Quality Assurance Tester

Application Development/ Software Development

Software development is the development of a software product. In a broad sense of the term, this employment area includes all that is involved between the conception of the desired software through to the final manifestation of the software, using a planned and structured process. This employment area also includes the following areas:

• Software designer, • Software Application developer • Enterprise Application Developer • Web Developer • Mobile Application Developer • Interface Designer/User Interface Designer

Information Management This area of employment focuses on the collection and management of information from one or more sources including the distribution of information to one or more recipients. This employment area also includes the following areas:

• Information Systems Analyst • Database Administrator • Database Designer

Software Engineering Software Engineering is the discipline involving designing, implementing, and modifying software so that it is of higher quality, more affordable, maintainable, and faster to build. This employment area also includes the following areas:

• Software Designer • System Architect • Requirements Analyst • Requirements Engineer

Application Support / Technical Support

This employment area involves providing assistance with technology products such as mobile phones, televisions, computers, or software products. These types of support services help the user solve specific problems with a product. This employment area also includes the following areas:

• Sales Engineer



Employment Area Activity Description Network Administration A network administrator is a person responsible for the maintenance of

computer hardware and software that comprises a computer network. This normally includes deploying, configuring, maintaining and monitoring active network equipment. This employment area also includes the following areas:

• Network Resource Analyst • Network Planner • Wireless Network Administrator

Business Analysis This employment area explores identifying business needs and determining solutions to business problems. Solutions usually involve a systems development component. This employment area also includes the following areas:

• Business Development Analyst The Co-operative Education and Internship Office Currently, the Co-operative Education and Internship Office supports 21 Co-op programs at Sheridan, with students enrolled in a wide range of programs including: arts and animation, business, health, applied computing and engineering sciences. The CEIO mandate is to:

• provide the delivery and evaluation of Co-op and Internship preparatory and work term curricula (e.g., career planning skills including self-assessment, résumé and cover letter preparation, job search techniques and effective interviewing skills)

• develop job opportunities and secure potential employers • arrange recruiting interviews for Co-op and internship students • provide professional career guidance to students • maintain Co-op and internship student records • monitor Co-op and internship work placements by visiting and/or telephoning students and

employers on the job • support students in Co-op / internship placements before, during and after their work placements

to help maximize the students’ whole education and career experience

Co-op /Internship Work Placement Evaluation Grading of the work placement is Pass/Fail. Evaluation of the work term is based on timely submission of following documentation:

• Confirmation of Employment Report; • Employer Evaluation of Co-op /Internship Student Report; and • Work Term Report.

The Confirmation of Employment Report is a written contract outlining the parameters of the Co-op/internship, including roles and responsibilities, start and end dates, who will be supervising the student, and expected learning outcomes. It represents an agreement among the employer, the student, and Sheridan.



The Employer Evaluation of Co-op /Internship Student Report is for the employer to report on the student’s performance on a range of dimensions (e.g., quality of work, ability to learn, attendance, punctuality, overall performance). The employer provides a written assessment of both areas of strength and areas of improvement for the student. At the end of the internship, the student prepares a Work Term Report. This report provides information on the company, a synopsis of duties performed, and a full description of one technical and one transferable skill enhanced or developed while on the work placement. This report illustrates the understanding and experience acquired during the Co-op /internship and provides an opportunity to update the student’s résumé. Employer and student reports are reviewed by Sheridan faculty and staff and a final grade of pass or fail is assigned. Eligibility requirements Students must pass all core courses and have at least a 2.0 GPA to be eligible for a CO-OP/Internship placement.



Employer Evaluation of Student Internship BACSc, Mobile Computing Page 1 of 4

EMPLOYER EVALUATION OF STUDENT INTERNSHIP BACSc. Mobile Computing

Name Student Number: Campus:

Program/Option: Academic Semester Completed: Work Term: 1 2 3 4 5 6

Work Term Duration: (YY/MM/DD to YY/MM/DD) Total # of hours worked:

Company Name: Address:

Supervisor’s Name: Title: Phone Number:

This evaluation form should be completed by the individual in the best position to provide a candid evaluation of the student’s performance.

Each student will benefit from constructive criticism and would recommend this evaluation is discussed with the student. The student should also complete the designated section entitled

“Student’s Comments.”

After completing this form, please provide the student with a copy and have the student forward the original to Sheridan’s Co-op Office.

Students – Please note: Work term grading is based on submission of the following:

1. Confirmation of Co-op Employment form 2. Work Term Report

3. Employer Evaluation of Student Internship form

SHERIDAN INSTITUTE OF TECHNOLOGY AND ADVANCED LEARNING




Grading System

5 Points 4 Points 3 Points 2 Points 1 Point Not Applicable

Interest in Work

o High interest in job. Takes pride in doing job well.

o More than average amount of interest

and enthusiasm for job

o Satisfactory interest and

enthusiasm for job.

o General interest. Occasionally

enthusiastic.

o Little interest or enthusiasm for job.

o Not applicable.

Initiative

o Self-starter. Asks for new jobs and looks for work to

do.

o Acts voluntarily in most matters.

o Acts voluntarily in routine matters.

o Relies on others. Must be told what to

do.

o Always waits to be told what to do next.

o Not applicable.

Organization and Planning

o Outstanding job of

planning and organizing work and time.

o Usually organizes

work and time effectively.

o Does normal

amount of planning and organizing.

o More often than not

fails to organize and plan work effectively.

o Consistently fails to

organize and plan work effectively.

o Not

applicable.

Ability to Learn

o Excellent o Quick to learn. o Average. o Slow to understand new information.

o Very slow in understanding new

information.

o Not applicable.

Quality of Work

o Very thorough in

performing work.

o Usually thorough. o Work usually

passes review.

o More than average

number of errors.

o Work usually done in

careless manner.

o Not

applicable.

Quantity of Work

o Highly productive

o More than expected amount of productivity.

o Expected amount of productivity.

o Less productive than expected.

o Very low productivity.

o Not applicable.

Creativity

o Continually seeks new and better ways of doing

things; is extremely innovative.

o Frequently suggests new ways of doing

things.

o Has average amount of

imagination; has reasonable amount of new

ideas.

o Occasionally comes up with a new idea.

o Rarely has a new idea; is not very

imaginative.

o Not applicable.

Judgment

o Exceptionally good.

Decisions based on thorough analysis of problems.

o Uses good common

sense. Usually makes good decisions.

o Judgment usually

good in routine situations.

o Average judgment. o Poor judgment.

Jumps to conclusions without

sufficient knowledge.

o Not

applicable.

Dependability

o Can be depended upon in any situation.

o Can usually be depended upon in

most situations.

o Can be depended upon in routine

situations.

o Average. Needs checking.

o Unreliable. o Not applicable.

Interpersonal Skills

o An excellent team player.

Contributes to group relationships and effectiveness.

o Congenial and

helpful. Works well with associates.

o Most relations

with others are harmonious under normal

circumstances.

o Average worker. o Sometimes

antagonizes others or tends to be overly quiet.

o Not

applicable.

Response to Supervision

o Expresses appreciation and takes prompt action on suggestions and

criticism by supervisor.

o Willingly accepts suggestions and criticism by

supervisor.

o Accepts suggestions and criticism by

supervisor in satisfactory manner.

o Accepts suggestions and criticisms by supervisor.

Sometimes fails to recognize own limitations.

o Resents suggestions and criticism by supervisor.

o Not applicable.




Grading System


Communication, Written

o Always clear, well organized, concise,

readable with few errors.

o Normally very clear, well organized and

easily read.

o Usually clear and concise.

o Occasionally encounters difficulty

in writing clearly and concisely.

o Not clear to the extent of causing

confusion and interfering with work.

o Not applicable.

Communication, Verbal

o Concise information in a clear, well organized and

easily understood manner.

o Very clear and understandable.

o Usually clear and concise.

o Occasionally encounters difficulty

in speaking clearly and concisely.

o Weak communication

skills.

o Not applicable.

Leadership Qualities

o Excellent. Promotes enthusiasm. Can direct others.

o Above average.

o Average. o Less than average. o Does not show this skill.

o Not applicable.

Adaptation to Formal Organizations, Rules and Policies (including safety guidelines)

o Excellent. Adapted to and

recognized formal organizational structures, rules and policies.

o Above average. o Adequate. o Poor. Refused to

recognize formal procedures and rules.

o Unacceptable. o Not

applicable.

Attendance Punctuality Problem Solving Abilities

o Regular o Irregular o Regular o Irregular o Excellent o Average o Poor

Overall Performance:

o Excellent o Above Average o Satisfactory o Needs improvement. o Unsatisfactory

USE OF TECHNOLOGY:


The student is competent in creative technologies:

o Excellent. o Above average. o Satisfactory o Below average. o Unacceptable o Not applicable.

The student uses technologies appropriately to create creative concepts:

o Excellent. o Above average. o Satisfactory o Below average. o Unacceptable o Not applicable. o

Areas of Strength: Areas for Improvement:

1. ________________________________ 1. _____________________________

2. ________________________________ 2. _____________________________

3. ________________________________ 3. _____________________________

Based on your experience this year, would you be interested in participating in our BACSc, Mobile Computing

Internship Program next year:

! Yes ! No




Comments on Overall Performance:

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

Comment on the student as a potential candidate for permanent employment following graduation:

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

Student’s Comments:

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

Supervisor’s Signature: Title: Date:

______________________________________________________________________________________________

Student’s Signature: Position: Date:



4.7.2 Non-Core Courses Under Sheridan’s April 2011 Liberal Arts and Science (Breadth) Degree Requirements policy, every degree program includes Composition and Rhetoric from the English/Literature discipline of Humanities. No other breadth courses can be mandated. All other breadth (liberal arts and science) courses are chosen by students from a pool of electives. In completing the requirement for at least 20% of a degree to be comprised of Liberal Arts and Sciences courses to satisfy breadth requirements, students are expected to successfully complete:

• an Introductory 1000 Level course in a minimum of three (3) of the five (5) fields of study (Humanities, Social Science, Global Culture, Mathematics, or Science)

• at least two (2) courses at the Intermediate 2000 Level • at least one (1) course at the Advanced 3000 Level • in addition to the above, every degree program will include Composition and Rhetoric from the

English/Literature discipline of Humanities • elective breadth courses(s) to complete the requirement for the specific degree

The breadth course outlines on file with PEQAB are current.



4.8 Bridging This section discusses the options available for students to enter the Bachelor of Applied Computer Science (Mobile Computing) program from related post-secondary programs. This section has been developed in accordance with PEQAB’s policy concerning credit transfer. The intent of the design team relating to bridging, is to provide as many opportunities as possible for students with potentially diverse academic backgrounds to enter and bridge into the program with as few barriers as necessary while at the same time maintaining the integrity and calibre of the program, and ensuring the greatest degree of student success once admitted to the program. This section is divided into two parts. The first part addresses how students may enter year 2 of the program and the second part discusses how students may bridge into year 3 of the program. Applicants who do not fit into the following scenarios will be considered on a case-by-case basis. Gap analyses for these applicants will be completed as needed using a similar method of analysis. The record of this analysis will be kept for reference, continuity and auditing purposes. 4.8.1 Entry into Year 2 This section discusses the options available for students to enter year 2 of the program. There are two different avenues through which students may enter into year 2 of Sheridan’s Bachelor of Applied Computer Science (Mobile Computing), depending on his/her academic background. Method 1 is for students who are transferring from another baccalaureate program and have their academic record assessed for advanced standing. Method 2 is for students who have graduated from an Ontario College in any Computer Systems Technician program and get a block transfer of credits based on that experience. Method 1: From a baccalaureate degree program Students who have successfully completed one year of a related baccalaureate program from an accredited post-secondary institution are welcome to apply to year 2 of Sheridan’s Bachelor of Applied Computer Science (Mobile Computing). For example, students who have finished year 1 of a Computer Science or Software Engineering undergraduate degree at the University of Toronto would fall into this category. Eligibility Successful applicants will have successfully completed their first year of a related baccalaureate program at an accredited post-secondary institution with a GPA of 2.5 (i.e., C+ or 65%) or better. Admission will be considered on an individual basis. Advanced standing will be assessed for closely related courses and a gap analysis will be completed as needed using a method of analysis similar to that done for the diploma programs (see below). The record of this analysis will be kept for reference, continuity and auditing purposes. Method 2: From a Computer Systems Technician program Graduates who have completed the Ontario College Diploma in any Computer Systems Technician program delivered by Ontario Colleges of Applied Arts and Technology (MTCU funding code 50505) will be eligible to apply to enter the 2nd year of Sheridan’s Bachelor of Applied Computer Science (Mobile Computing) after having completed two bridging courses. Sheridan’s proposed block transfer of credits plus the bridging courses provide a meaningful pathway opportunity for students to ladder their education and contribute to Ontario’s economy in an emerging sector. Barrier-free transferability between diploma and degree programs is an objective advocated by the Council of Ministers of Education Canada.



Eligibility Successful applicants will have graduated from an Ontario College Diploma in Computer Systems Technician (MTCU Code 50505) as of 2008 with a GPA of 3.0 (i.e., B or 70%) or better. Gap Analysis A gap analysis was conducted for the Computer Systems Technician diploma (MTCU code 50505) – all applicable colleges as of 2008. Please see Appendix 1 for the Computer Systems Technician diploma Learning Outcomes (as of 2008), Appendix 3 for the Bachelor of Applied Computer Science (Mobile Computing) Learning Outcomes. Appendix 4 presents the detailed gap analysis comparing the learning outcomes of the Applied Computer Science (Mobile Computing) degree to the learning outcomes of the Computer Systems Technician diploma. The learning outcome comparisons are based on the context that students would enter year 2 of the BACSc. (Mobile Computing) program. The results of the gap analysis show the following gaps in learning outcomes:

• mobile computing The diploma program graduate is a highly skilled technician. Most of their education was spent on applied skills and practical knowledge. The degree curriculum (including the bridging) will contextualize their practice both theoretically and practically so there is greater awareness of what they are doing and why in their professional practice, and a broader perspective to apply their skills within real-world contexts. The bridge created as a result of this analysis addresses the conceptual gaps, prompting students to reflect on their work within a larger framework of application design principles, theoretical approaches, and scientific understanding. Bridging students will take the following courses before entering semester three (i.e., year 2) of the degree program:

Course Title Calendar Course Description Mobile Computing Principles Students learn the foundational concepts and topics in the mobile

computing field of Computer Science. Students learn about mobile computing applications, technologies and wireless communications.

This course represent the fundamental core body of knowledge necessary for a graduate of any Computer Systems Technician program delivered by an Ontario College of Applied Arts and Technology (MTCU funding code 50505) to be sufficiently prepared for baccalaureate study in the Bachelor of Applied Computer Science (Mobile Computing) at Sheridan.



Successful Completion of the Bridge Sheridan’s Promotion and Graduation requirements were approved by PEQAB and the Ministry with the BAHSc. [Exercise Science & Health Promotion] on December 31, 2007 and have been revised as of May, 2011. These Promotion and Graduation requirements will be used to determine if a student has successfully completed the bridge. Specifically, a student must achieve an overall GPA of at least 2.5 (i.e., C+ or 65%) in the bridge to enter semester 3 (year 2) of the degree program. 4.8.2 Entry into Year 3 This section discusses the options available for students to enter year 3 of the Bachelor of Applied Computer Science (Mobile Computing) program. There are two different methods by which a student may enter into year 3 of Sheridan’s Bachelor of Applied Computer Science (Mobile Computing), depending on his/her academic background. Method 1 is for students who are transferring from another baccalaureate program. Method 2 is for students who have graduated from an Ontario College in any Computer Systems Technology program. Method 1: From a baccalaureate degree program Students who have successfully completed two years of a related baccalaureate program from an accredited post-secondary institution are welcome to apply to the 3rd year of Sheridan’s Bachelor of Applied Computer Science (Mobile Computing) program. For example, students who have finished two years of a Computer Science or Software Engineering undergraduate degree at York University would fall into this category. Eligibility Successful applicants to the program will have successfully completed two years of a related baccalaureate program at an accredited post-secondary institution with a GPA of 2.5 (i.e., C+) or better. Admission will be considered on an individual basis. Advanced standing will be assessed for closely related courses and a gap analysis similar to that used for the advanced diploma program will be conducted. The record of this analysis will be kept for reference, continuity and auditing purposes. Depending on their specific academic background, students having completed two years of a related baccalaureate program may take from none up to all five of the bridging courses assessed for advanced diploma graduates. Method 2: From a Computer Systems Technology program Graduates who have completed the Ontario College Advanced Diploma in any Computer Systems Technology program delivered by Ontario Colleges of Applied Arts and Technology (MTCU funding code 60505) will be eligible to apply for entry into the 3rd year of Sheridan’s Bachelor of Applied Computer Science (Mobile Computing). Sheridan’s proposed block transfer of credits plus the bridging courses provide a meaningful pathway opportunity for students to ladder their education and contribute to Ontario’s economy in an emerging sector. Barrier-free transferability between diploma and degree programs is an objective advocated by the Council of Ministers of Education Canada. Computer Systems Technology students are increasingly recognizing the value of a degree to advance their professional career. The depth and breadth of the education will enrich their skills, enhancing their eligibility to work in more complex and higher level application development and technical roles (e.g., mobile application development, web design and development, systems engineer, software developer, software architect, etc.). With a diploma, students may be seen as more suited to lower level jobs like in-between jobs, jobs that are not only less interesting but also less secure, with much of this work now going off-shore.



Degrees are required for access to many Canadian and American job opportunities. Some students may wish to pursue teaching as a profession later in their careers, which requires a degree. A number of companies simply do not hire diploma level students for either co-op work terms or full-time positions. For Computer Systems Technology diploma graduates, earning a degree from Sheridan means an opportunity to learn in a renowned educational institution in Canada. Beyond their diploma training, the additional academic training in the Bachelor degree at Sheridan including the work placement will deepen their technical and conceptual skills, give them practical experience and a venue to discover their own talents, and link them within a network of exceptional practitioners. Degree Completion for Graduates of Ontario College Programs The degree completion arrangements have been designed for graduates of the Computer Systems Technology program from any of the Ontario Colleges of Applied Arts and Technology (MTCU funding code 60505) who graduated as of 2008. The decision was made not to offer a block transfer of credits for those who graduated before 2008. This is because the changes in Ministry program standards instituted in 2008 were so extensive that bridging would be too long and demanding a process to make it attractive to potential applicants or economically feasible for the college to offer to a small cohort. Eligibility Successful applicants to year three of the degree program will have graduated from an Ontario Advanced College Diploma in Computer Systems Technology (MTCU Code 60505) as of 2008 with a GPA of 3.0 (i.e., B) or better. Gap Analysis A gap analysis was completed for the Computer Systems Technology advanced diploma (MTCU code 60505) – all applicable colleges as of 2008. Please see Appendix 2 for Advanced Diploma Computer Systems Technology Learning Outcomes (as of 2008), Appendix 3 for the Bachelor of Applied Computer Science (Mobile Computing) Learning Outcomes. Appendix 5 presents the detailed gap analysis comparing the learning outcomes of the Applied Computer Science (Mobile Computing) degree to the learning outcomes of the Computer Systems Technology advanced diploma. The learning outcome comparisons are based on the context that students would enter year 3 of the BACSc. (Mobile Computing) program. The results of the gap analysis show the following gaps in learning outcomes:

• formal semantics of programming languages (functional, procedural, and object-oriented); • mobile computing applications, principles, theories, technologies and tools; • wireless and cellular networks; and • design, analysis, and implementation of advanced computer data structures and algorithms.

The diploma program graduate is a highly skilled technologist. Most of their education was spent on applied skills and practical knowledge. The degree curriculum (including the bridging courses) will contextualize their practice both theoretically and practically so there is greater awareness of what they are doing and why in their professional practice, and a broader perspective to apply their skills within real-world contexts. The bridging courses created as a result of this analysis address the conceptual gaps, prompting students to reflect on their work within a larger framework of application design principles, theoretical approaches, and scientific understanding.



Bridging Course Descriptions Students will take the following courses before entering semester five (3rd year) of the degree program:

Course Title Calendar Course Description Programming Languages (this is a core course in the program, please see section 4.7.1 for the course outline)

Students focus on various concepts and principles underlying the design and use of modern programming languages. Students learn about programming languages in the context of procedural, object-oriented, and functional programming languages. Topics include data and control structuring constructs, facilities for modularity and data abstraction, polymorphism, syntax, and formal semantics.

Mobile Computing Principles Students learn the foundational concepts and topics in the mobile computing field of Computer Science. Students learn about mobile computing applications, technologies and wireless communications. Three main perspectives will be presented: (a) mobile technologies, (b) application development environments, and (c) human computer interaction guidelines.

The following courses must be taken before semester seven (i.e., 4th year) of the degree program to satisfy necessary prerequisites:

Course Title Calendar Course Description Mobile Device Networks Students explore the principles of wireless networks and the

operation of all relevant wireless access technologies gaining an in-depth understanding of the context in which mobile devices operate. They study the data link layer fundamentals that explain how a host device gains access to network infrastructure and services while focusing on Wi-Fi and cellular networks.

Advanced Data Structures and Algorithms

Students focus on the design, analysis, and implementation of advanced computer data structures and algorithms. Exposed to a variety of data structures and algorithms, students learn how to analyze algorithms and apply this knowledge to efficiently solve problems. Lectures, hands-on exercises and assignment experiences systematically teach the student about (a) data structures (e.g., skip lists, AVL trees, 2-4 trees, hashes, etc.), (b) algorithms (e.g., sorting, fundamental techniques, dynamic programming, etc.), (c) how to analyze algorithms (e.g., first principles, Big O, etc.), and (d) how to select and implement appropriate algorithms to solve problems.

It is recommended to those students entering year 3 that they take Composition and Rhetoric (ENGL17889GD) elective breadth course either before or during the bridge. Composition and Rhetoric is a required course for degree completion. These courses collectively represent the fundamental core body of knowledge necessary for a graduate of any Computer Systems Technology program delivered by an Ontario College of Applied Arts and Technology (MTCU funding code 60505) to be sufficiently prepared for baccalaureate study in the Bachelor of Applied Computer Science (Mobile Computing) at Sheridan. Successful Completion of the Bridge Sheridan’s Promotion and Graduation requirements were approved by PEQAB and the Ministry with the BAHSc. [Exercise Science & Health Promotion] on December 31, 2007 and revised in May, 2011. These Promotion and Graduation requirements will be used to determine if a student has successfully completed the bridge. Specifically, a student must achieve an overall GPA of at least 2.5 (i.e., C+) in the two bridging courses to enter semester 5 of the degree program.



Section 5: Program Delivery Sheridan assures quality of program delivery through new program development processes, faculty development programs for new full-time and part-time faculty, ongoing professional development opportunities for faculty, regular student feedback mechanisms and quality assurance processes. Additional information related to quality assurance of delivery can also be found in the Program Evaluation Standard in section 10. 5.1 New Program Development New program development is a collaborative process involving faculty in the School(s), curriculum developers in the Network for Innovation and Leadership in Education at Sheridan (NILES), an ad hoc program advisory committee, senior management and representatives from the various service areas of the college. The three-step development process ensures fit with college strategy and ministry standards, viability of the program in terms of student and employer support and college resources, rigour and relevance in the curriculum, and support from the various areas of the college. Sheridan’s culture invites creativity and innovation, welcoming input from the college community for the creation of new programs. Once an idea has been formulated, the next step is to examine the industrial and educational context for the proposed program, its competition, and industry trends. Input is solicited from industry through interviews and the creation of an ad hoc program advisory committee. Once the research for the proposed program has been completed, a curriculum specialist from NILES works closely with the program development team from the school to ensure degree level standards are met in outcomes, course content and evaluation methods. Requirements for vetting and/or approval by several internal bodies ensure proposals are scrutinized closely for both pedagogical strength and functional viability before the proposal is submitted to an external approval body. 5.2 Faculty Hiring and On-boarding Full-time Faculty hiring ensures appropriate credentials and expertise, and teaching effectiveness. Both academic and professional credentials are required. Faculty teaching in applied degree programs have a minimum of a Master’s degree in a field of study related to the subjects to be taught; many have their doctorates. In applied discipline-related courses, faculty also have appropriate experience related to the subject matter. The hiring process takes at least three steps: team interviews, thorough checking of credentials and references, and a teaching demonstration. Once hired, all full-time faculty are required to complete a professional development program specifically geared for new faculty. The Teaching and Learning Academy (TLA) consists of several intensive short-term modules and on-going weekly support sessions during the first two years of employment. The aim is to ensure teacher readiness and effectiveness, and to create a community of educators who share expertise. During the probationary period, new hires are monitored regularly. Faculty are observed teaching at least once a semester and provided feedback by heir supervisor.



5.3 Faculty Hiring and On-boarding Part-time Part-time faculty members are required to complete a faculty development program called Fundamentals of Teaching and Learning (FTL) by the end of their first term of teaching. FTL consists of a series of workshops that integrates theory and practice, culminating in teaching demonstrations. 5.4 Ongoing Professional Development At least twice a year, the faculty community as a whole is invited to seminars on teaching practices and technologies organized by the College, and ongoing technical training support is offered. During the May-June semester, several of the Teaching and Learning Academy workshops are also opened to experienced faculty. A peer coaching program links college faculty interested in developing aspects of their teaching with peers who offer feedback that is voluntary, timely, confidential and non-evaluative. Individuals are also encouraged to organize their own professional training and development opportunities and supported in this endeavour through professional development funding up to $800 per year, sabbatical leaves, and tuition reimbursement (up to $15,000 for doctoral degree programs). 5.5 Student Feedback As student feedback on their learning experiences is an essential component in the process of supporting and improving student learning, Sheridan gathers feedback from all students for each course in every program and uses the information in confirming, improving, rewarding and enhancing the learning experiences of students and faculty. The survey used in this process was developed over a number of years with faculty, administrators and students. All responses are confidential and all data including comments are compiled by an outside company. Surveying is done using a paper survey in some programs or electronically through the external company's website. Results are tabulated off-campus by the third party company and returned to the individual faculty and their supervisors in a timely way. Issues are flagged and addressed, and recognition is offered for strong results. Key Performance Indicators on student satisfaction, graduate satisfaction, employer satisfaction and employment rates after six months are collected annually for each program. 5.6 Quality Assurance of Delivery Sheridan uses technology extensively to enhance teaching and learning. As electronic resources are an inevitable component in most professions today, it is essential to prepare students to be effective and efficient in using those resources. Sheridan uses technology for learning in various ways:

• technology-based learning resources in the classroom, the lab or studio, the library and the Learning Commons;

• web-based resources are used by students and faculty for reference, communication, collaboration and research;

• online learning, either as a course component (blended and/or hybrid course) or for an entire course.



In the case of the Mobile Computing degree, familiarity with up-to-date professional software is a foundation of the program. Technology is an integral part of the learning experience. None of the core courses is online or hybrid but several courses within the pool of breadth electives are taught online. The following sections describe the depth and breadth of support for the use of information technology at Sheridan, including the IT structure, wireless connectivity, infrastructure and staff, the Learning Commons, library online resources and the learning management system. Information Technology Structure IT's Administrative Systems Unit (ASU) provides administrative support for the Information Technology (IT) department and for the Sheridan community. ASU promotes integrated systems that ensure operational effectiveness and fiscal responsibility while supporting Sheridan’s mandate to provide quality service. Specifically, ASU is responsible for the business operations of the technology unit, including contract and lease management (hardware and software), software distribution, inventory management, human resources management, coordinating technology unit training, providing administrative support to the Chief Information Officer, and managing IT components for College-wide projects and initiatives. The Information Technology (IT) department is the hub for technology-based services at Sheridan. IT supports and enriches the experience of all users – students, faculty and staff – by providing the technology resources and infrastructure necessary to connect the community to their goals. Fostering the spirit of innovation through technology, Sheridan's IT department has been, and will continue to be, at the forefront of many technological initiatives and achievements, including pioneering the integration of mobile computing technology into the teaching environment and optimizing the teaching environment for the delivery of new technologies. The IT department has several support mechanisms in place to help students, staff and faculty find solutions and resources to address their technology challenges: • Self Help Desk is an online resource that helps with a broad range of technology topics, including:

accounts, email, printing, security; network and telecom and Sheridan's enterprise systems. • Instructional Technology Support Centre (ITSC) provides walk-in support to students and faculty

who use laptops or hardware, and software located on campus. The technical staff based in the ITSC at Davis and Trafalgar Road Campuses provide walk-in support to students in mobile computing programs and to faculty and staff who use technology in Sheridan’s teaching and learning environment. Equipment loans and maintenance of the open access computing labs are some of the additional functions they perform. Classroom support for technology related issues is also available through the ITSC for evenings and weekends.

• The IT Help Desk provides telephone and email support and is a central point of contact for the analysis and the resolution of problems and queries relating to information technologies at Sheridan. The Help Desk typically resolves the majority of calls it receives on first contact. If there are issues they can't resolve directly, they are passed on to second line technical specialists.

Wireless versus Wired Connectivity Sheridan offers wireless access points at all campuses that provide laptop users with convenient and easy access to the campus data network and the internet. Wireless nodes, or hotspots, have been set up to cover hallways and other public gathering areas. Coverage also reaches beyond the walls of Sheridan’s buildings and you may sit outside with your laptop using wireless in many areas.



Information Technology Infrastructure and Staff The infrastructure of the IT unit consists of the following: • 300 production servers • 285 technology enabled classrooms • over 200 TB storage utilized • dedicated fiber connections between 3 campuses • connected for research: ORION, SHARCNET, Internet Systems • ERP/SIS - Oracle/PeopleSoft Environment • LMS One of the Largest Utilized WebCT LMS implementations for an Higher Ed Institution • 130+ Applications used in our Mobile Programs • Approximately 5000+ students participate in our mobile programs The IT department at Sheridan has 61 full-time and 44 part-time team members with a combined experience of 663 years. The structure the IT Department consists of the following sections: • Information & Communications Technology - 14 full-time resources • Enterprise Systems – 15 full-time resources • Client Support & Operations – 30 full-time resources Learning Commons at Davis, Trafalgar and Hazel McCallion Campuses The Learning Commons are state-of-the-art study support environments designed with students’ comfort, convenience and stimulation in mind. Created in response to student demands for enhanced access to space, equipment and personal assistance to support their studies, the Learning Commons are dynamic, collaborative, student-centred spaces, both physical and online, with a primary purpose of enabling and enriching learning. As an integral component of Sheridan’s educational offerings, each Learning Commons supports and enhances teaching and learning by providing one-stop assistance to all students with their information and research needs. It is a learning environment designed to help all students, including those with special needs. In the Learning Commons, you will find:

• computer workstations (PC & Mac), multiple power connections for laptops, group study rooms, quiet study rooms with carrels, training and presentation practice rooms, peer tutoring rooms and video conference rooms

• staff to help find research materials for assignments, assist with software and technology questions, and provide academic support services.

• access to Sheridan’s electronic resources (books, articles, encyclopedias, etc) 24 hours a day, 7 days a week (see Sheridan Library Online Resources below)

• orientation tours and • an online booking system for Learning Commons group study rooms



Sheridan Library Online Resources From the library website students may access:

• Summons Federated Search • Bibcat Library and Union Catalog • 155 databases and 84 journals • Lynda.com with over 1,100 courses • Skillport course content (courses, simulations, express guides, test prep exams, live mentoring,

skill briefs, job aids, business exploration series) • Gartner Research • Mango Languages • EBSCO: over 4,000 audio and electronic books • Books 24X7: currently over 19,000 Computer, Business and Engineering titles • Safari Books: 11,000 technical books and 2,000 business books • Infobase books: over 600 titles covering literature, religion, philosophy and mythology • Canadian Electronic Books: over 23,000 e-books of Canadian content • Over 7,000 e-video titles covering a variety of subjects • Research support: Zoho chat reference; 52 Spring Share LibGuide subject guides including

program specific resources and research and citation help • Citation management system: Refworks 2.0 and Write-N-Cite citation management system • News posted to the Library Blog available via RSS

Learning Management System Sheridan adopted a blended learning approach to their pedagogy utilizing the WebCT learning management system (LMS) in 1998. In 2005 Sheridan completed a major review of their system and upgraded to WebCT Vista, now owned by Blackboard. Our current LMS version is WebCT Vista Enterprise 8.0.3. Sheridan continues to evaluate our online learning environment in an effort to constantly improve and adapt to both new emerging technologies and the needs of our online learning community. In the spring of 2010, Sheridan began another LMS review, anticipating the new system will be in place by September, 2011. Since 1998 Sheridan has experienced a steady adoption by faculty and has increased infrastructure capacity and staffing to support faculty and student use. Sheridan now has a manager, two learning management system technologists, a learning management system trainer, and associated learning designers. IT supports the product infrastructure and database, and provides essential personnel to monitor and improve the performance of our online learning environment. Sheridan’s deployment is scalable and continues to grow based on demand and needs from our online community. Faculty use the product in many ways, from enhancing their face to face courses to providing hybrid courses and the building and teaching of fully online courses. In additional to regular course sections, there are also a number of virtual communities. These are special LMS courses which allow other groups in Sheridan to share resources and communicate and collaborate in an online platform.



Section 6: Capacity to Deliver Sheridan is in a strong position to deliver the BACSc. (Mobile Computing), building upon its current faculty and facilities. In terms of learning resources, there are extensive on-site and electronic library resources to facilitate student research in computer science, software engineering and mobile computing. Annual funds are dedicated to library resource renewal, and Sheridan’s degree programs contribute $150 per student per year to library funds. In terms of physical resources, the number of computers with Internet access available to students, computer labs, beta testing labs, classrooms and lecture halls fully meets the program’s anticipated needs. Sheridan campuses feature pervasive wireless access and the college maintains a three-year greening schedule for all technology. The student community is supported with extensive services including academic advising, career and personal counselling, disability services, tutoring, a centre for international students, a library learning commons, a health centre, athletics and recreation centre, financial aid office, and computing skills centre. Sheridan’s long-time commitment to offering co-operative education means the Cooperative Education & Internship Office has a depth of experience and network of contacts that is invaluable to the newer applied degree programs.



6.1 Learning and Physical Resources On-site and Electronic Library Resources The Sheridan College Library provides information to over 30,000 students in various subject fields, including Crafts and Design. It maintains two libraries, one each at Brampton and Oakville campuses, with free exchange of materials. The Trafalgar campus library serves Craft and Design programs. The facility provides up-to-date information through conventional and non-conventional sources to support the curriculum requirements of various courses. The library maintains a collection of printed and electronic books, videos, DVDs, and subscribes to printed and e-Journals. The online databases provide access to millions of full-text articles, conference proceedings, technical reports, etc. Two e-Books databases are able to link students to the full contents of several thousand books online. Through the library’s video-streaming service, students can watch over 7,000 international and Canadian videos. The Library also subscribes to VTC Online University that provides in-depth training on hundreds of today's most sought-after computer applications in various fields, with over 98,729 narrated QuickTime tutorials. Most of the resources can be freely used on the college campus as well as at home through the Library Website. User Services librarians provide classroom instructions to students on searching the online resources and creating bibliographies using APA and MLA formats. Reference librarians always actively interact with the students to help them meet their information needs. The Collections librarian has been adding recent material to the Library collection regularly in consultation with the program coordinators to keep the collection up-to-date. The Sheridan College Library is part of a consortium of 24 Ontario colleges of applied arts and has full access to their resources. The Library is able to borrow materials from any of these college libraries, and some other affiliated libraries and institutions. Community College Libraries Resource Sharing Direct Borrowing Agreement: A college staff, faculty or student may borrow in person from any Ontario College of Applied Arts and Technology Library with the following provisions: 1. Each borrower is responsible for the safe return or replacement of material borrowed or for any

charges incurred. 2. Only circulating material as defined by the lending library may be borrowed. 3. Only college staff, faculty and students who are currently employed or registered are eligible to

request a Direct Borrower’s card Proof of Registration The prospective borrower must have a current identification card that has been issued to the borrower by the home college. The borrower must present this card to the circulation desk at the lending library for validation and fill out any registration forms to establish a local address. Collateral identification and/or a refundable deposit may be required. If no expiry date is shown on the home college ID, the lending library may request verification of current status.



Davis Campus Space Type of Resource Quantity Library Space (Seating & Study Spaces) 60 Learning Commons and Learning Lounge Seating & Study Spaces 230 Group Study rooms Learning Commons 14 Desktop Computers in Library 42 Desktop Computers in Learning Commons 163 Laptop Stations in Learning Commons 100 Photocopiers 1 Printers in Library 2 Printers in Learning Commons 6 Scanners in Learning Commons 2 Trafalgar Campus Space Type of Resource Quantity Library Space (Seating & Study Spaces) 140 Learning Commons and Learning Lounge Seating & Study Spaces 86 Group Study rooms Learning Commons 18 Desktop Computers in Library 24 Desktop Computers in Learning Commons 184 PC desktops+30 MACs (214 total) Laptop Stations in Learning Commons 46 Photocopier 1 Printers in Library 2 Printers in Learning Commons 5 Color Printer 1 DVD/Videocassette players 2 Scanners in Library 3 Scanners in Learning Commons 2 Hazel McCallion Campus Space Type of Resource Quantity Library Space (Seating & Study Spaces) 18 Learning Commons and Learning Lounge Seating & Study Spaces 72 Group Study Rooms Learning Commons 14 Desktop Computers in Learning Commons 17 Laptop Stations in Learning Commons 62 Photocopiers 2 Printers in Learning Commons 1 Mobile Computing Resources Type of Resource Quantity Printed books 1000 eBooks (Books 24x7, NetLibrary, Safari) 10,000 Subject-Specific Databases 8 Printed Magazines and Journals 5 Video Trainings (lynda.com) 1000 Streaming Video (NFB and Films on Demand) 165 DVD/VHS 15



Sample Resources Printed Books Ayres, F., & Meddelson, E. (2011). Schaum's easy outlines: Calculus (2nd ed.) G. J. Hademenos, (Ed.).

New York: McGraw-Hill. Bishop, S., Shuman, J., & Waxer, B. M. (2010). The web collection revealed: Adobe Flash CS4,

Dreamweaver CS4, & Fireworks CS4. Clifton Park, NY: Delmar Cengage Learning. Ciampa, M. D. (2009). Security+ guide to network security fundamentals (3rd ed.). Boston, MA: Course

Technology/ Cengage Learning. Daley, M. (2011). Learning iOS game programming. Upper Saddle River, NJ: Addison-Wesley. Dos Reis, A. J., & Dos Reis, L. L. (2012). An introduction to programming using Java. Sudbury, MA:

Jones & Bartlett Learning. Dean, T. (2010). Network+ guide to networks (5th ed.). Boston, MA: Cengage Course Technology. Garcia-Molina, H., Ullman, J. D., & Widom, J. (2009). Database systems: The complete book (2nd ed.).

Upper Saddle River, NJ: Prentice Hall. Griffith, C. (2010). Real-world Flash game development: How to follow best practices and keep your

sanity. Burlington, MA: Elsevier Focal Press. Hamer, C. (2007). Creating mobile games: Using Java ME platform to put the fun into your mobile

devise and cell phone. Berkley, CA: Apress. Hoffer, J. A., Ramesh, V., & Topi, H. (2011). Modern database management (10th ed.). Upper Saddle

River, NJ: Prentice Hall. Klopfer, E. (2008). Augmented learning: Research and design of mobile educational games. Cambridge,

MA: MIT Press. Kroenke, D. M., & Auer, D. J. (2010). Database concepts (4th ed.). Upper Saddle River, NJ: Prentice

Hall. Mansfield, K. C., & Antonakos, J. L. (2010). Computer networking from LANS to WANS: Hardware,

software and security. Boston, MA: Course Technology, Cengage Learning. Shelly, G. B., & Woods, D. M. (2011). HTML, XHTML, and CSS: Introductory (6th ed.). Boston, MA :

Course Technology/Cengage Learning. Zeldman, J., & Marcotte, E. (2010). Designing with web standards (3rd ed.). Berkeley, CA: New Riders. Ebooks Couts Zarra, M., & Long, M. (2010). Core animation: Simplified animation techniques for Mac and iPhone

development. Upper Saddle River, NJ: Addison-Wesley. Ghorbani, A. A., Lu, W., & Tavallaee, M. (2010). Network intrusion detection and prevention: Concepts

and techniques. New York: Springer. Books 24x7 Adibi, S., Jain, R., Parekh, S., & Tofighbakhsh, M. (2010). Quality of service architectures for wireless

networks: Performance metrics and management. IGI Global. Blahut, R. E. (2010). Fast algorithms for signal processing. Cambridge University Press. Chis, M. (ed.). (2010). Evolutionary computation and optimization algorithms in software engineering:

Applications and techniques. IGI Global.



Cipolla-Ficarra, F. V. (ed.). (2010). Quality and communicability for interactive hypermedia systems: Concepts and practices for design. IGI Global.

Clarke, S. (ed.). (2010). Computational advancements in end-user technologies: Emerging models and frameworks. IGI Global.

Dwivedi, H., Clark, C., & Thiel, D. (2010). Mobile application security. McGraw-Hill/Osborne. Flick, T., & Morehouse, J. (2011). Securing the smart grid: Next generation power grid security.

Syngress Publishing. Green, E. N. (2010). Anywhere: How global connectivity is revolutionizing the way we do business.

McGraw-Hill. Guermeur, D., & Unruch, A. (2010). Google app engine Java and GWT application development: Build

powerful, scalable, and interactive web applications in the cloud. Packt Publishing. Holt, T. J., & Schell, B. H. (eds.). (2011). Corporate hacking and technology-driven crime: Social

dynamics and implications. IGI Global. Hu, W. C., & Zuo, Y. (eds.). (2010). Handheld computing for mobile commerce: Applications, concepts

and technologies. IGI Global. Huang, C.M. & Chen, Y.S. (2010). Telematics communication technologies and vehicular networks:

Wireless architectures and applications. IGI Global. Kurkovsky, S. (2010). Multimodality in mobile computing and mobile devices: Methods for adaptable

usability. IGI Global. Lagkas, T., Angelidis, P., & Georgiadis, L. (eds.). (2010). Wireless network traffic and quality of service

support: Trends and standards. IGI Global. Li, K. C., et al. (2010). The handbook of research on scalable computing technologies. IGI Global. Mourlas, C., & Germanakos, P. (eds.). (2010). Mass customization for personalized communication

environments: Integrating human factors. IGI Global. Murugesan, S. (ed.). (2010). Handbook of research on Web 2.0, 3.0, and X.0: Technologies, business, and

social applications. IGI Global. Rittinghouse, J. W., & Ransome, J. F. (2010). Cloud computing: Implementation, management, and

security. Auerbach Publications. Shen, J., & Hsiung, P. (eds.). (2010). Dynamic reconfigurable network-on-chip design: Innovations for

computational processing and communication. IGI Global. Siau, K., & Erickson, J. (eds.). (2010). Principle advancements in database management technologies:

New applications and frameworks. IGI Global. Spiliotopoulos, T., Papadopoulou, P., Martakos, D., & Kouroupetroglou, G. (2010). Integrating useability

engineering for designing the web experience: Methodologies and principles. IGI Global. Taiwo, R. (ed.). (2010). Handbook of research on discourse behavior and digital communication:

Language structures and social interaction. IGI Global. Tsui, F., & Karam, O. (2011). Essentials of software engineering (2nd ed.). Jones and Bartlett Publishers. Uysal, M. (2010). Cooperative communications for improved wireless network transmission: Framework

for virtual antenna array applications. IGI Global. Vasseur, J. P., & Dunkels, A. (2010). Interconnecting smart objects with IP: The next Internet. Morgan

Kaufmann Publishers. Yan, Z. (ed.). (2010). Trust modeling and management in digital environments: From social concept to

system development. IGI Global.



Safari Allen, S., Graupera, V., & Lundrigan, L. (2010). Pro smartphone cross-platform development: iPhone,

Blackberry, Windows Mobile, and Android development and distribution. Apress. Baxter-Reynolds, M. (2010). Multimobile development: Building applications for the iPhone and Android

platforms. Apress. Becker, M., & Arnold, J. (2010). Mobile marketing for dummies. For Dummies. Begole, B. (2011). Ubiquitous computing for business: Find new markets, create better businesses, and

reach customers around the world 24-7-365. FT Press. Cache, J., Wright, J., & Liu, V. (2010). Hacking exposed wireless: Wireless security secrets & solutions

(2nd ed.). McGraw-Hill. Cole, E. (2009). Network security bible (2nd ed.). John Wiley & Sons. Conder, S., & Darcey, L. (2010). Android wireless application development (2nd ed.). Addison-Wesley

Professional. Conway, J., & Hillegass, A. (2010). iPhone programming: The big nerd ranch guide. Big Nerd Ranch

Guides. Dudley, R. J. & Duchene, N. (2010). Microsoft Azure: Enterprise application development. Packt

Publishing. Dwivedi, H., Clark, C., & Thiel, D. (2010). Mobile application security. McGraw-Hill. Edge, C., Barker, W., Hunter, B., & Sullivan, G. (2010). Enterprise Mac security: Mac OS X Snow

Leopard. Apress. Firtman, M. (2010). Programming the mobile web. O'Reilly Media. FitzGerald, J. & Dennis, A. (2009). Business data communications and networking (10th ed.). John Wiley

& Sons. Fleishman, G. (2010). Take control of iPad networking & security. TidBITS Publishing. Frederick, G. (2010). Beginning smartphone web development: Building Javascript, CSS, HTML and

Ajax-based applications for iPhone, Android, Palm Pre, Blackberry, Windows Mobile, and Nokia S60. Apress.

Garg, K. (2010). Mobile computing: Theory and practice. Pearson Education India. Geier, J. (2010). Designing and deploying 802.11n wireless networks. Cisco Press. Grayson, M., Shatzkamer, K., & Wierenga, K. (2011). Building the mobile internet. Cisco Press. Hoekman, R. (2010). Designing the obvious: A common sense approach to web and mobile application

design (2nd ed.). New Riders. Hucaby, D., McQuerry, S., & Whitaker, A. (2010). Cisco router configuration handbook (2nd ed.). Cisco

Press. Hughes, J. (2010). Android apps marketing: Secrets to selling your Android app. Que. Hughes, J. (2010). iPhone and iPad apps marketing: Secrets to selling your iPhone and iPad apps. Que. Karamanian, A., Tenneti, S., & Dessart, F. (2011). PKI uncovered: Certificate-based security solutions

for next-generation networks. Cisco Press. Kim, D. (2010). Fundamentals of information systems security. Jones & Bartlett Learning. King, C. (2011). Advanced Blackberry 6 development. Apress. Kite, R., Hjörleifsson, M., & Gallagher, P. (2010). Apple training series Mac OS X security and mobility

v10.6: A guide to providing secure mobile access to intranet services using Mac OS X Server v10.6 Snow Leopard. Peachpit Press.



Layon, K. (2010). The web designer’s guide to iOS apps: create iPhone, iPod touch, and iPad apps with web standards (HTML5, CSS3, and Javascript). New Riders.

Lee, H., & Chuvyrov, E. (2010). Beginning Windows phone 7 development. Apress. Litovski, I., & Maynard. R. (2010). Inside Symbian SQL: A mobile developer's guide to SQLite. John

Wiley & Sons. Mullen, T. (2010). 3D for iPhone apps with Blender and SIO2: Your guide to creating 3D games and

more with open-source software. Sybex. Oriyano, S., & Gregg, M. (2010). Hacker techniques, tools, and incident handling. Jones & Bartlett

Learning. Ray, J. (2010). Sams teach yourself iPad application development in 24 hours. Sams. Reid, N. (2010). Wireless mobility: The why of wireless. McGraw-Hill. Rosenberg, J., & Mateos, A. (2010). The cloud at your service: The when, how, and why of enterprise

cloud computing. Manning Publications. Sims, A. (2010). Oracle database 11g underground advice for database administrators. Packt

Publishing.\ Smith, J., Woodhams, J., & Marg, R. (2010). Controller-based wireless LAN fundamentals: An end-to-

end reference guide to design, deploy, manage, and secure 802.11 wireless networks. Cisco Press.

Snyder, S. (2010). The wireless future: An overview of potential outcomes and trends. FT Press. Soyinka, W. (2010) Wireless network administration: A beginner’s guide. McGraw-Hill. Steele, J., & To, N. (2010). The Android developer’s cookbook: Building applications with the Android

SDK. Addison-Wesley Professional. Stevenson, S. (2010). Cocoa and Objective-C: Up and running. O'Reilly Media. Warford, J. S. (2009). Computer systems. Jones & Bartlett Learning. Warner, J., & LaFontaine, D. (2010). Mobile web design for dummies. For Dummies. Key Databases ACM Digital Library: Provides full-text access to proceedings by the Association of Computing Machinery, as well as research, trade and professional information on computer science and information technology. Titles include:

• IEE/ACM Transactions on Networking • ACM Transactions on Computing Education • ACM Transactions on Programming Languages and Systems • ACM Transactions on Computer-Human Interaction • Personal and Ubiquitous Computing

AccessScience: Provides full-text access to McGraw-Hill Encyclopaedia of Science and Technology with full-text online encyclopaedic entries on subject areas including: recent scientific research topics and developments, biographies of scientists, dictionary of scientific terminology, late-breaking science and technology news headlines, and much more.

• McGraw-Hill Encyclopaedia of Science and Technology



Computer Database: Provides computer-related product introductions, news and reviews in areas such as hardware, software, electronics, engineering, communications and the application of technology. Titles include:

• Software Magazine Computers and Applied Sciences Complete: Provides full text for more than 500 periodicals. Subject areas include the many engineering disciplines, computer theory & systems, new technologies, and social & professional context. Titles include:

• Journal of Computer Science • Computer Science Education • IEEE Software • International Journal of Wireless and Mobile Computing • User Modeling and User-Adapted Interaction • International Journal of Interactive Mobile Technologies • Journal of Software Engineering

Proquest Science Journals: Subject coverage includes computers, engineering, physics, telecommunications, and transportation. Titles include:

• Computational Optimization and Applications • Computer Business Week • Computers, Networks, and Communications

ScienceDirect: Electronic access to more than 1900 full text of high-quality, peer-reviewed scientific and social sciences journal articles, handbooks, and reference books, including:

• Pervasive and Mobile Computing • Science of Computer Programming

Telecom: Telecommunications Database. Titles include:

• IEEE Transactions on Software Engineering Vocational and Career Collection: This database is designed to meet a wide variety of vocational and career research needs. The collection provides full-text coverage of nearly 350 trade and industry-related periodicals, including:

• Wireless Week • Software Magazine • PC World • Technology Review • eWeek • Popular Science

In addition, students in the Mobile Computing program make use of a number of multidisciplinary databases (i.e. Academic Search Complete and Academic OneFILE) and business databases (ie. ABI/Inform, Business Search Complete, & PMB Product Data) to find related information.



Printed Magazines and Journals • Backbone • Information Week Canada • International Journal of Information Security • Smart Computing

Online Tutorials lynda.com Online Training Library: Provides over 1000 online courses with thousands of online training tutorials on a broad range of topics related to computer programming and software. Sample titles include:

• Distributing Mac OS X Applications Through the App Store • Flash Mobile Essential Training • Illustrator CS5 for Web and Interactive Design • iOS 4 Web Applications with HTML5 and CSS3 • iPhone SDK: Developing iPad Applications • MySQL Essential Training • Vimeo Essential Training

VHS and CD ROM

• World of Opportunity [videorecording] • Fundamentals of information systems: A managerial approach [CD-ROM] • Microcomputer basics [videorecording] • Computer numerical control [videorecording] • Computer math [videorecording] • The web collection revealed: Adobe Flash CS4, Dreamweaver CS4, & Fireworks CS4 Standard

Ed [videorecording] Streaming Video

National Film Board • Almost real: Connecting in a wired world

Films on Demand (Title/Segment)

• Game on! Inside the video game industry / Game flexibility and mobile gaming • My first million: Secrets of success / Future of mobile communications • The transformation age: Surviving a technology revolution with Robert X. Cringely / Cell

phone: Mobile office • Facebook factor: Social networking for profit / Trends: Mobile Technology and Bargain

Hunting • Cell Phone Frenzy: Making Money with Mobile Applications • Design Battles: Competition for Japan’s Cell Phone Market



Additional Resources The Sheridan Library has acquired or is in the process of acquiring the following journals. It is anticipated when the degree becomes available that Sheridan will be able to provide access to all of these resources. Computer Science:

• Journal of Computer Science • Computer Science Education • International Journal of Computer Science and Applications • IEEE Software • IEEE Security & Privacy • IEEE/ACM Transactions on Networking (TON) • ACM Transactions on Computing Education (TOCE) • ACM Transactions on Programming Languages and Systems (TOPLAS) • Software Magazine

General Mobile Computing Field:

• Journal of Wireless Communications and Mobile Computing • International Journal of Wireless and Mobile Computing (IJWMC) • Pervasive and Mobile Computing • Personal and Ubiquitous Computing • User Modeling and User-Adapted Interaction • International Journal of Technology, Instruction, Cognition and Learning • Journal of ubiquitous computing and intelligence • International Journal of Ubiquitous Computing (IJUC) • IEEE Transactions on Mobile Computing (TMC) • International Journal of Interactive Mobile Technologies • IEEE Pervasive Computing • ACM Ubiquity

Software Design and Software Engineering:

• Science of Computer Programming • Journal of Software Engineering • Journal of Computer Science and Engineering • IEEE Transactions on Software Engineering • ACM Transactions on Software Engineering and Methodology (TOSEM)

Human Computer Interaction:

• International Journal of Human-Computer Interaction • ACM Transactions on Computer-Human Interaction (TOCHI) • IEEE Transactions on Visualization and Computer Graphics



Computer Resources and Web Access Students in this baccalaureate degree program would be required to purchase or lease a laptop that would be used for all academic work for the duration of their program. At this time, a suitable machine would be a MacBook Pro laptop equipped with this minimum requirement:

• 8GB of Memory; • 500GB hard drive or Solid State drive; and • 512 MB video card (currently NVIDIA GeForce).7

A MacBook Pro laptop would provide options by which students could use two main operating systems – OS X (Mac), and Windows – both used extensively in industry and academic environments. This is necessary because in order to develop mobile applications on any Apple mobile device (such as iPhones, iPads), a Mac is mandatory. Students can use the same machine to run Windows or OS X (Mac) depending on their choice and the needs of the academic curriculum.

Year Number of students (cumulative)

Number of computers available to students in proposed program

Number of computers with Internet access available to students in proposed program

Location of computers On-site √ Other (specify)

Yr. 1 72 72 72 N/A 72 (laptop with student)




Classroom Space and Seating Capacity

Year Number of students (cumulative)

Number of existing classrooms (include seating capacity)

Location of Classrooms Number of new classrooms required (include seating capacity)

On-site √ Other (specify)

Yr. 1 72 2 @ 35 seat capacity √ None




7 The precise machine specification will be announced to students upon acceptance into the program. It is anticipated that the machine acquired will be suitable for the duration of the program.



Specialized Equipment, Workstations and Laboratory Space

Year

Number of students (cumulative)

Type and number of labs

Specifically equipped workstations and/or specialized equipment*

Location of laboratories/ equipment

Number Ratio of students to equipment

On-site √

Other (specify) Existing New Existing New

Yr. 1 72 N/A Yr. 2 126 N/A Yr. 3 211 N/A Yr. 4 279 N/A



6.2 Resource Renewal and Upgrading Sheridan maintains an ever-greening schedule for technology regardless of whether the technology is in the hands of students, faculty or administrators. Sheridan campuses are fully wireless including dedicated student study rooms and wireless seating in casual areas at Sheridan’s major campuses. We keep technology current for a window of two to five years depending on the type of technology. Classroom teaching and learning equipment are refreshed on regular cycles based on a priority and need basis. Virtually all classrooms, studios and labs at Sheridan are equipped with standardized teaching podiums, VCR/DVD combos, data projectors, document cameras and, where necessary, sound systems. Approximately 315 rooms are equipped with technology and approximately 150 are fully mobile which means that, in addition to the standard teaching equipment, there is also a data and power connection at each student seat. The Hazel McCallion Campus in Mississauga features dense wireless in all areas of the campus. At the Davis and Trafalgar campuses we offer general coverage for the campus areas. Administrative offices and regular classrooms generally do not have wireless access points. A state-of-the-art teaching facility was built at the Hazel McCallion campus. The space provides faculty the opportunity to expand their use of technology in their teaching practice and encourages collaboration between faculty and students. The Sheridan library resource has an annual budget allocation of $358,000 for renewal of research resources, both for text-based and on-line resources. In addition, Sheridan Baccalaureate degree programs contribute $150 per year, per student to the library funds.



6.3 Support Services The Student Advisement Centre helps with program change advisement, college form completion, college policy and procedure explanation, general education and program elective selection, orientation and student success programs, course/program withdrawal consultation and transfer information for other programs and institutions. Each program at Sheridan includes faculty release time for academic advising. The Career Centre is one-stop shopping for academic and career success, offering tutoring, career planning, and employment services.

Tutoring: The Career Centre offers English and Math tutoring free and available on either a drop-in basis or by appointment.

Personal Counselling: Sheridan’s professional counsellors work with students on a confidential basis to help them achieve their personal goals. Consultation is available to any student seeking advice on non-academic issues on a drop-in or appointment basis. Cooperative Education: The Cooperative & Internship Office administers the internships that are required for successful completion of degree programs. Disability Services: Staff work in collaboration with students with disabilities, faculty and support staff to ensure that fair, equitable and appropriate accommodations are developed and implemented. The International Centre provides assistance with processing international student applications, advice on housing, residence, off-campus housing or home stay, Health Insurance Coverage/claims and medical referrals, advice on student authorization/visas and extensions, visa and travel information, immigration regulations regarding co-op terms, internships or field placements, personal concerns or emergency situations. Alumni Association: programs and services for Alumni include Insurance & Credit Card Affinity Benefit Programs; access to Athletic Centres, Libraries & Career Services; free parking when visiting Sheridan; Traditions Magazine twice a year. Bookstore provides textbooks – new and used, stationary and professional grade fine art and paper supplies, Sheridan logo clothing, gifts and backpacks, software, general interest books & magazines, personal care items. Cafeteria: Full service cafeteria facilities and vending machines. Child Care/Preschool: Full-day early childhood programs are available for children 18 mos. to 5 years of age at Trafalgar Road Campus in Oakville, the Mississauga Civic Centre and on the Davis Campus in Brampton. The Financial Aid Office can assist with Ontario Student Assistance Program (OSAP), Part-time Canada Student Loan, Canada Study Grant funding for students with Dependent Children, Ontario Special Bursary Program Funding, Bursary for Students with Disabilities Funding, Child-care Bursary Funding, Sheridan Tuition Reinvestment Bursaries, Ontario Student Opportunity Trust Fund Assistance (OSOTF) Athletic Therapy Centre provides treatments for recreational/sports injuries.



Athletics and Recreation: Membership to the Athletic Centres is included with tuition fees. Sheridan’s Health Centres offer professional health care, lifestyle and health counselling, and referrals for students. Sheridan has two Residence buildings, one in Oakville and one at the Davis Campus in Brampton. Students enjoy the comforts of home with easy access to all College services and facilities. Both residences are conveniently located close to many sports and entertainment opportunities in the Greater Toronto area. Facilities Management supports and enhances the quality of the teaching and learning environment by providing a service oriented approach to maintaining the integrity and efficiency of college facilities, in a cost effective manner. The Library Learning Commons is a state-of-the-art study support environment designed with students’ comfort, convenience and stimulation in mind. The LLC brings together in one place the services that support students in their learning, writing, research, and use of information technology.



6.4 Faculty Enrolment Projections and Staffing Implications

Enrolment Staffing Requirements – Projected Cumulative

Full-time Enrolment

Cumulative full-time faculty equivalents

Cumulative part-time faculty equivalents

Projected Hiring Add columns for technical support, TAʼs, etc.

Ratio of full-time students/ full-time faculty

Yr. 1 72 2 1.8 Wi-Fi/Cellular IP Networks

0 1:36

Yr. 2 126 4 1.1 Mobile App Development Mobile Security

0 1:32

Yr. 3 211 6 3.3 Mobile App Development Graphics/AI for Mobile

0 1:36

Yr. 4

279 6 6.5 0 1:47

6.5 CV Release The college has on file and available for inspection, from all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their curriculum vitae in any documents/websites associated with the submission, review and final status of the program application.



6.7 Curriculum Vitae of Faculty Delivering Non-Core Courses The CVs of faculty responsible for non-core courses on file with PEQAB are current.



Section 7: Credential Recognition 7.1 University Credential Recognition Sheridan College has received numerous letters of support for the Bachelor of Applied Computer Science (Mobile Computing). Chairs, Deans, and senior faculty members in computing departments from universities across Canada were contacted and invited to review the proposed bachelor degree and discuss how graduates may pursue further education at their respective university. Additionally, international universities were also contacted to ensure as many pathways as possible will be available for the graduates of the proposed degree. These letters highlight two important aspects of the Bachelor of Applied Computer Science (Mobile Computing) program. First, from an academic perspective, the program has been well-designed and covers the substantial core of an undergraduate program in Computer Science while preparing students for the mobile computing field. Second, the curriculum supports graduates who seek admission to Masters of Computer Science programs at provincial, national and international universities. At this time, the universities listed in the table below have provided letters of support for the proposed degree. Currently, graduates of the Bachelor of Applied Computer Science (Mobile Computing) are eligible for admission to 18 Masters of Computer Science programs. Continued university outreach and relationship building will be fostered in the years to come. It is expected that more universities will provide similar letters of support and provide pathways through which our graduates may pursue higher education as the program matures and gains recognition.

Jurisdiction Academic Institute

Ontario

• Brock University • McMaster University • Queen’s University • Ryerson University • Trent University • University of Toronto • University of Western Ontario • Wilfrid Laurier University • University of Guelph

Canada

• Acadia University • Memorial University • University of Alberta • University of British Columbia • University of Calgary • University of Manitoba • University of Saskatchewan

International

• New Jersey Institute of Technology • University of Bedfordshire • University of Hertfordshire



7.2 Industry Credential Recognition Similar to the University credential recognition that has been received, Sheridan College has also received numerous letters of support from Industry for the Bachelor of Applied Computer Science (Mobile Computing). It is expected that additional relationships with Small Medium Enterprises (SMEs) will be established as the program matures and gains recognition. The following letters are included in this section: Apple Canada Inc. Bell Mobility Cisco Systems Canada Co. Encore Market Engagement Five Mobile Inc. Microsoft Canada Inc. Pushlife Research in Motion Rogers Communications Samnite Technologies, Inc. TELUS Communications Web Impact Inc. Xtreme Labs Inc.



Section 8: Regulation and Accreditation Not applicable to this submission.



Section 9: Nomenclature Consistent with the Nomenclature Standard, Sheridan’s proposed degree is named Bachelor of Applied Computer Science (Mobile Computing), specifying both the applied nature of the baccalaureate program and the subject of study. A significant amount of research was conducted to determine an appropriate name for the degree. The following section describes various aspects of the methodology employed in determining the name of the proposed degree including:

• Overview of the Main Streams of the Proposed Program; • Branding Principles and Measures; and • Conclusions

9.1 Overview of the Main Streams of the Proposed Program The program was designed as a computer science degree following the ACM/IEEE Body of Knowledge for Computer Science8. Great effort and attention to detail was employed to ensure that every knowledge area (KA) is covered by one or more courses as shown in the following figure.

8 Computer Science Curriculum 2008: An Interim Revision of CS 2001 Report from the Interim Review Task Force. Association for Computing Machinery and IEEE Computer Society

Discrete Structures, 3, 7%

Human-‐Computer Interaction, 2, 5%

Programming Fundamentals, 1,

3% Graphics and Visual Computing, 1, 3%

Algorithms and Complexity, 4, 10%

Intelligent Systems, 1, 2%

Architecture and Organization, 1, 2%

Information Management, 2, 5%

Operating Systems, 2, 5%

Social and Professional Issues,

2, 5%

Net-‐Centric Computing, 14, 34%

Software Engineering, 5, 12%

Programming Languages, 2, 5%

Computational Science, 1, 2%

Courses by ACM and IEEE Knowledge Areas (KA)



The main differentiating factor of this program from other programs is the area of application or specialization offered to students. This program provides an intense focus on mobile computing along with other aspects in the Net-Centric knowledge area. It was considered important to underline the applied nature of the degree by using the nomenclature of Applied Computer Science which follows similar principles as other Applied Science degrees, the application of computer science to a specific field, in this case the mobile computing field. The term Applied used in the proposed nomenclature also speaks to a greater emphasis given to the application of computer science theory and principles in software development, programming, project-based courses and software engineering thus serving a dual and central role of the nomenclature. The program has three main areas: Core Computer Science, Mobile Computing and Breadth with Mobile Computing being split into two fundamental streams: Mobile Application Development and Wireless Technologies resulting in four streams of courses. Through electives, students have a choice while keeping the Mobile Application Development stream constant, to focus on increased depth in wireless technologies versus increased depth in core computer science as shown below.

Since Mobile Computing is represented almost equally by courses in mobile application development and wireless technologies when wireless electives are selected, a thorough analysis was performed to explore whether they both should be represented in the name of the degree. Research was conducted on the terms mobile versus wireless in an effort to determine the best nomenclature strategy for the proposed degree. 9.2 Branding Principles and Measures A framework was established for the analysis that involved using the following principles:

1. Representative for a computer science degree; 2. Simple, easy to remember, and easy to pronounce; 3. Recognizable by industry and universities; 4. Focused (as opposed to diffuse); 5. Relevant; 6. Modern; and 7. Future proof (as much as possible), withstanding the test of time.



Measures The measures used for this research were the number of papers and patents published over the last 10 years as well as an informal analysis of the search and news trends in the same period. Tools

• Google Scholar for the following disciplines: Engineering, Computer Science, and Mathematics; Articles and Patents; and Summaries.

• Google Trends: Search & News Trends on the following regions: Global, Canada, Ontario, and USA.

Method

1. Google Scholar was used to collect the volume of papers and patents published over the last five years with respect to the following subjects: • Mobile • Wireless • Mobile Computing • Mobile Technology • Mobile Applications • Mobile Information Systems • Wireless Computing • Wireless Technology • Wireless Applications • Wireless Information Systems

2. Google Trends was used to capture the data for the nomenclature analysis. The following

potential titles of the proposed degree were analyzed using the tools as discussed. • Mobile Computing • Wireless Computing • Mobile Computing and Wireless Networks • Mobile Computing and Wireless Technology • Mobile Computing and Wireless Technologies • Wireless and Mobile Computing • Wireless and Mobile Applications • Mobile and Wireless Applications • Pervasive Computing • Ubiquitous Computing

Results The results of the analysis are presented below. The first part discusses the findings from Google Scholar; the second part presents the results from Google Trends. Google Scholar Results Google Scholar was used to analyze the volume of papers and patents published over the last 10 years with respect to the topics described in the method section. The actual numbers are all approximate and the analysis was performed to identify trends and relative volume as opposed to precise numbers. The findings identify that both the mobile and wireless fields are



researched intensively. However the research has a significantly different focus. Trends have shown that while wireless technologies are slowing increasing, it is research in mobile computing that is clearly dominating. This is in part because wireless technologies are there to support mobile computing and one cannot separate one from the other.

An informal analysis of the first top-10 results for research papers in the areas of mobile and wireless applications shows a significant difference in focus and underlines the alignment between the areas of study in the proposed degree and the mobile computing research field in contrast with traditional wireless research. Mobile Applications Papers Wireless Applications Papers The cricket compass for context-aware mobile applications

High Q inductors for wireless applications in a complementary silicon bipolar process

Energy-aware adaptation for mobile applications Principles of digital transmission: with wireless applications ContextPhone: A prototyping platform for context-aware mobile applications

Principles of communication systems simulation with wireless applications

Carisma: Context-aware reflective middleware system for mobile applications

Essential Guide to Wireless Communications Applications: From Cellular Systems to WAP and M-Commerce

PowerScope: A tool for profiling the energy usage of mobile applications

CAD of microstrip antennas for wireless applications

Customizing mobile applications Design of high-Q varactors for low-power wireless applications using a standard CMOS process

Teleporting-making applications mobile Development of miniature filters for wireless applications Experience with adaptive mobile applications in Odyssey

Network coding for wireless applications: A brief tutorial

[PDF] Limbo: A tuple space based platform for adaptive mobile applications

Thin film bulk wave acoustic resonators (FBAR) for wireless applications

Materials and concepts for solid oxide fuel cells (SOFCs) in stationary and mobile applications

A 0.5-μm CMOS T/R switch for 900-MHz wireless applications

1,000,000

1,050,000

1,100,000

1,150,000

1,200,000

1,250,000

1,300,000

Mobile Wireless

Articles and Patents, All Years

Mobile

Wireless



Further research had only strengthened these findings and led us to the resulting nomenclature as shown below.

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010

Mobile Computing vs. Wireless Technology

Mobile Computing

Wireless Technology

0

2,000

4,000

6,000

8,000

10,000

12,000

14,000

16,000

18,000

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

Terminology -‐ Articles and Patents

Mobile Computing

Mobile Technology

Mobile Applications

Mobile Information Systems



Google Trends The Google Trends tool was used to collect data on the Search & News Trends on the following regions: Global, Canada, Ontario, and USA. The titles under investigation are described above (part 2 of the method). Analysis included “All Years, All Regions,” “All Years Canada,” “All Years, Ontario,” “All Years US.” using the titles under investigation. Below are some charts depicting the many trends that were found for “All Years and All Regions” as the other regions generally followed worldwide trends.



As shown from the graphs above there is a notable recognition of the term mobile in the context of computing in comparison to the term wireless with mobile trends increasing over the wireless trends, especially since 2007 – 2008. 9.3 Conclusions Both Mobile and Wireless are powerful and significant brands with overlapping but different focus. Mobile Computing and Wireless Technologies fields overlap to a degree since mobile computing is enabled by wireless technologies but the two are fundamentally different areas of study. When comparing research papers in the area of mobile applications vs. wireless applications the difference between the two fields is very apparent. Furthermore, there is significantly more research done in the area of Mobile Computing. Mobile, mobile applications and mobile computing are trends that are newer and growing when compared to wireless which indicates they would be more relevant to the target demographic. Mobile has a significant edge in identifying: computing, applications, industry, sector, field, phone, smartphone, data, video, voice, messaging, company, student, degrees, papers, and devices. Mobile computing includes wireless while the reverse is not necessarily true. This makes the Mobile Computing nomenclature both clear and focused as well as inclusive of representative application areas of the proposed degree. The proposed nomenclature for the degree is Bachelor of Applied Computing Science (Mobile Computing). This name satisfies the nomenclature principles previously outlined. The term Applied will show a commitment to applied principles, to both practical skills and theoretical knowledge alike in the proposed computer science degree. Mobile Computing trend is gaining significant ground in academia as well as the industry, with mobile development jobs being in high and increasing demand. In conclusion the program’s nomenclature provides the necessary clarity and focus while being descriptive and complete in terms of ensuring understanding from various perspectives including potential students, academia, and industry.



Section 10: Program Evaluation Program review is an important opportunity for programs to plan informed changes based on feedback from a wide range of stakeholders and from a variety of data sources. Students, graduates and employers can be confident that Sheridan has done everything possible to ensure that programs provide the best learning experience possible for students and are responsive to changes in industry and in education. At Sheridan, each program engages in a simple annual reflection process in addition to completing a comprehensive review every five years. To meet the PQAPA requirements to review all of our programs every 5-7 years, approximately 25 comprehensive program reviews need to be completed annually. A five-year program review list has been published by the office of the Senior Vice President Academic and Research (SVPAR) for 2010 to 2015. 10.1 Comprehensive Program Review The comprehensive review is carried out by a Program Review Team. A program review team is established by the Associate Dean and typically consists of the Associate Dean, the program coordinator, up to three faculty members and a support staff person. The Program Review Team works closely with the Network for Innovation and Leadership in Education at Sheridan (NILES) which provides guidance and assistance throughout the program review process. The review cycle for Sheridan is scheduled between May and the end of March. The specific start and end dates are determined by the Dean/Associate Dean for each program. NILES offers to each program the opportunity for an introductory meeting with the Program Review Team. The intention of this introductory meeting is to provide a synopsis of the review process, review the template and answer any questions. The program review process includes: 1. Program Self-Assessment An environmental scan is completed by a NILES researcher which examines the field of study including industry and academic competitors. NILES populates the self-assessment template with institutional data specifically related to the program. The self-assessment template guides the team through a series of questions to analyze and reflect on the following areas:

a. Goals and Context of Program b. Recruitment, Admissions and Enrolment c. Program Context d. Learner Experiences e. Graduation and Employment Outlook f. Human Resources & Professional Development g. Physical and Fiscal Resources

2. Student and Faculty Focus Groups The Sheridan Program Review Consultant (NILES) conducts focus groups with students and faculty to collect their feedback about program strengths, opportunities, and areas for enhancement. The focus group summaries are provided to the program review teams and the documentation is included in the self-assessment. 3. External Reviewers and Site Visit Following the completion of the program self assessment, the program review team identifies two reviewers external to Sheridan. One representative should be from a similar program at another college or



university and one representative is from industry. If the program being reviewed is a degree program, there must be two external academic reviewers holding terminal credentials in the field of study and one internal senior administrative reviewer outside the program area. All reviewers are required to provide a CV and sign a Conflict of Interest form prior to being accepted as a reviewer. The reviewers read the program self-assessment report and participate in a one-day site visit organized by the Faculty. The site visit includes meetings with faculty members, students, graduates, employers and administrators. The external reviewers produce a report on their findings for the program. External reviewers each receive an honorarium from the college (arranged through NILES) for their role. 4. Action and Implementation Plans Once the external reviewers’ report is received and reviewed by the Program Review Team, an action plan is developed which includes specific recommendations for program improvement and enhancement. Based on the action plan the team will write the corresponding implementation plan. The comprehensive report including the action and implementation plans is discussed with the SVPAR. Upon completion of the Comprehensive Program Review process the program receives a transfer from NILES for $10,000.00 to help support the implementation plan. 5. Documentation A final copy of the documentation is stored both in the program area and in NILES. To complete the comprehensive review cycle, the program discusses the progress made with respect to the implementation plan during the annual program self-assessment the following year. 10.2 Annual Program Self-Assessment Sheridan’s review process emphasizes continual improvement based on self reflection and assessment of educational quality. As best practices, programs that are not scheduled for a comprehensive program review conduct an annual self-assessment at the end of each academic year (May). The annual self-assessment provides the program with the opportunity to examine curriculum, teaching and learning practices, relationships and insights gained from industry, celebrate achievements, address issues and set goals for the coming year.



Section 11: Academic Freedom and Integrity 11.1 Academic Freedom Sheridan recognizes the right of faculty and staff to carry out their teaching and learning activities; to pursue research and disseminate and publish the results thereof; to produce and perform creative works; to engage in service to the institution and the community; and to express one’s opinion about the institution, its administration and society at large, within the parameters established by the Colleges of Applied Arts and Technology Act (2002), College policies, ethical guidelines and all applicable legislation. In classes, laboratories, studios, etc. faculty members are free to discuss any aspect of a topic pertinent to the achievement of the learning outcomes of the course being taught as documented in the course outline. Faculty and staff are free to act and to speak in their capacity as public citizens without institutional censorship or discipline, but must indicate in such instances particularly when speaking as professionals that they are not acting as representatives of Sheridan. As professionals and representatives of their disciplines, faculty and staff take upon themselves a responsibility for honesty and accuracy in professional statements and activity. As members of the Sheridan community, faculty and staff should show respect for the opinions of others. Alleged violations of the academic freedom policy are reported to the Dean of the Faculty in which the alleged violation occurred. The Dean is responsible for investigating the incident and determining how to handle it. Appeals are handled through the Office of the Senior Vice President Academic & Research. 11.2 Academic Honesty A clear sense of academic honesty and the corresponding responsibilities are fundamental to the effective learning environment enjoyed by all members of the Sheridan community and to the reputation of Sheridan programs. Sheridan recognizes the responsibility of all faculty members, staff, current and former students, and applicants to foster standards of academic honesty, and to be knowledgeable of, and act in accordance with, such standards. It is a breach of academic honesty to falsely claim credit for the ideas, writing, projects, or creations of others either by presenting such works as one’s own or through impersonation. Similarly, it is a breach of academic honesty to cheat, attempt or actually alter, suppress, falsify or fabricate any research data or results, official academic record, application or document. All Sheridan faculty members, staff and students are expected to be vigilant regarding breaches of academic honesty and are responsible for taking appropriate action when it is believed that a breach of academic honesty has occurred. All suspected breaches of academic honesty are investigated. A finding of guilt leads to the imposition of a penalty from a range of sanctions. A lack of familiarity with the Policy and Guidelines on Academic Honesty on the part of any member of the Sheridan community does not constitute a defence against misconduct.



The Academic Honesty Policy applies to all members of the Sheridan community including faculty members, staff, students and applicants. Breaches of this policy by employees are handled in a manner consistent with the conditions of their employment. Anyone suspecting a faculty or staff member of a breach of Academic Honesty is asked to report the concern to the Associate Dean or other staff member to whom the person reports. Academic Honesty-Information, Compliance & Sanctions Students and faculty members are informed about College policies in a number of ways. By the time a policy is adopted, it has been reviewed by a number of internal operational committees and councils, many of which include student and faculty member representation. Relevant policies are discussed at Orientation Sessions, and at the beginning of courses. Policies are referenced on course outlines and appear on the Sheridan website. Faculty members regularly receive an internal communications bulletin, Sheridan Insider, which highlights new policies. Prior to receiving their timetable, each student is asked to read the Academic Honesty policy and to agree to abide by its terms. All students are subject to the terms of the Academic Honesty Policy whether they read the policy and agree to abide by its terms or not. If a member of the Sheridan community suspects that an individual or individuals are violating the Academic Honesty Policy it is their responsibility to investigate the situation. In the case of a student, he/she reports his/her suspicions to the faculty member responsible for the course. If a student believes that a faculty or staff member is violating the Academic Honesty Policy, then he/she reports this suspicion to the Associate Dean. Where a violation of the Academic Honesty Policy is suspected, but where the suspected offence is not related to a course, those with knowledge of the offence contact the Registrar. Disciplinary sanctions for breach of the Academic Honesty Policy are levied consistently across the College. Discipline is progressive and tied to the severity of the offence. Penalties for second and subsequent offences are significant. Student penalties can range from assigning a grade of “0” for the assignment, test, exam, creative work, or project with no opportunity to resubmit the work, through termination from the course, to suspension or withdrawal from the college. Applicants who falsify transcripts, cheat on admission testing, or in any other way violate the Academic Honesty Policy, will not be granted admission to the college (and will be ineligible for admission to any Sheridan program or course for a period of not less than one year). 11.3 Intellectual Products of Employees and Students – Copyright Ownership The College recognizes and values the contribution of employees and students in the works they produce and seeks to balance the rights of the creators with the interests of the college while encouraging educational innovation and creativity. As an employer, the college claims ownership of copyright in works created by employees in the normal course of their employment. Such works include the curriculum (e.g., teaching support materials), and administrative materials (e.g., professional, technical and artistic works produced on assignment). The College recognizes the employee ownership of copyright in works created by employees on their own initiative and own time where an extensive use of college facilities, resources or funds are not used in the creation or reproduction of the works.



Students own the copyright to the works they produce. The College does not claim ownership of any works created except where the student received compensation as an employee of the college for the creation of the work; or the creation of the work required the extensive use of college facilities, resources or funds. The College will automatically be licensed to present student-produced works for instructional purposes in Sheridan College courses for up to five years after the creation of the works. The use of these works for non-instructional purposes (e.g. college publicity) or for instructional purposes beyond the five-year period requires the consent of the creators of the works. Potential consequences of non-compliance with Sheridan copyright depend upon the specific situation and may range from having the issue dealt with by administration at the college to formal legal action. Applied Research Intellectual Property Policy Sheridan is engaged in Applied Research the main purpose of which is to generate ideas and innovations while encouraging educational innovation and creativity. Sheridan supports and values the contribution of its employees and students to the intellectual property (IP) produced as part of applied research and seeks to balance the rights of those contributing to the development of IP with the interests of Sheridan, which provides the facilities and resources for research. Sheridan wishes to facilitate the commercialization of inventions, discoveries, and creative works developed by employees and students of Sheridan. Sheridan is committed to encouraging creativity and thus reserves the right to be flexible in the application of the IP policy on a case-by-case basis. For example, the policy may be superseded by an agreement between Sheridan and the creator governing ownership of IP or by an agreement with a public or private funding organization or other external body, provided such agreement is reached prior to the commencement of the research and is approved by Sheridan’s Office of Research. In the absence of any written agreement to the contrary between Sheridan and an employee, Sheridan shall be the first owner of all IP created by the employee in the course of normal administrative or professional duties with Sheridan and such IP shall remain the property of Sheridan. In the absence of any written agreement to the contrary between Sheridan and an employee, where IP has been created or developed outside the scope of normal administrative and professional duties, the creator will retain ownership of the IP unless the creator created or developed the IP using Sheridan’s resources. Where an outside organization has sponsored applied research and the agreement between Sheridan and the outside organization deals with IP ownership, the ownership of the IP generated by the sponsored research is dealt with in accordance with the terms of such agreement. 11.4 Research at Sheridan – Human Subjects Policy Sheridan recognizes the importance of the preservation of human dignity and the ethical treatment of any human participants involved in research. Therefore Sheridan maintains a research ethics board (SREB) that has responsibility for all research conducted at the college, must approve all research projects involving humans before participants are recruited, and that monitors the implementation of policies regarding the treatment of human participants. The SREB normally allows research to be carried out only after the voluntary free and informed consent of the participant or his/her authorized third party has been given. Researchers must provide full and frank disclosure of all information relevant to free and informed consent. Research approvals are guided by the



principles of respect for human dignity, respect for free and informed consent, respect for vulnerable persons, respect for privacy and confidentiality, respect for the law, respect for fairness and equity, respect for trustworthiness and honesty and protection of participants and researchers from injury or harm. 11.5 Research at Sheridan – Integrity Policy Sheridan is committed to the highest standard of integrity in research. Sheridan expects all of its researchers and others conducting research within Sheridan to adhere to ethical principles in their research activities and monitors conformity with those principles. These principles include: a. using rigour and integrity in obtaining, recording and analyzing data, and in reporting and publishing

results; b. recognizing the substantive contributions of others, including co-researchers and students, ensuring

that authorship of published work includes all those who have materially contributed to, and share responsibility for, the contents of the publication, and only those people;

c. acquiring permission to use and acknowledging the contribution of others, whether published or unpublished;

d. using archival material in accordance with the rules of the archival source; e. obtaining the permission of the author before using information, concepts or data originally obtained

through access to confidential manuscripts or applications for funds for research or training that may have been seen as a result of processes such as peer review;

f. revealing to sponsors, universities, journals or funding agencies, any material conflict of interest, financial or other, that might influence their decisions as to whether the individual should be asked to review manuscripts or applications, test products or be permitted to undertake work sponsored from an outside source.

Sheridan regards any action that is inconsistent with integrity as misconduct. The misconduct may apply to misconduct in scholarly research, data collection, gathering and retention, authorship, responsibilities of principal researchers, conflict of interest, or other misconduct. This policy applies to all individuals at Sheridan involved in research, as defined in the Applied Research Policy, in any capacity whatsoever. Anyone working under the aegis of Sheridan engaging in research, using Sheridan’s facilities, or seeking approval of Sheridan for research must adhere to the highest level of ethical standards. This includes research conducted in other jurisdictions or countries. All researchers, including employees, students and volunteers, are covered by this policy. Sheridan promotes the understanding of integrity issues within the institution through Sheridan Research workshops, written materials and by posting the policy and related procedure on the Sheridan website. Sheridan does not carry out research involving biohazards or the use of animals.



11.6 Management of Research Funds Sheridan’s Research department is the coordinating and documentation point for Sheridan research proposals, and oversees the disbursement of research funds. When a letter of confirmation is received from a funding body, Research works with Finance to ensure Sheridan meets all criteria for the conditions of the grant (e.g., certificate of liability). Once the cheque for the funds is received Research sets up an account for the project with Finance, creates a template informing Finance of the critical information regarding the research project (e.g., time line, audit requirements), provides Finance with all documentation regarding the project, and budgets the funds as per the proposal. Research processes and monitors all research-related expenses (wages and benefits, non-salary, capital equipment), ensuring the legitimacy of expenses and their alignment with the terms of the research grant conditions. Research provides progress reports to funding agencies regarding projects and expenses, and Research’s financial activities undergo external audit along with Sheridan’s other financial activities.



Section 12: Student Protection 12.1 Student Protection Regarding Academic Calendar All printed and online communications regarding program information are checked out with the relevant college areas before publication/going live. The Office of the Registrar is vigilant in ensuring all information regarding the program name (MTCU approved), duration, credential, campus, code, intake date and admission requirements is accurate. The academic Faculties vet the program information to confirm it is accurate, up-to-date and does not misrepresent a course or program in any way. 12.2 Student Awareness of Policies and Procedures Every student who applies to Sheridan gets a Sheridan Access account and cannot proceed with their application unless they enter that Access account number online. The first screen that comes up when they enter that account is a notification requesting that the student read the linked policies. The student has access to all Sheridan policies and procedures from this page. Special emphasis is made regarding the importance of familiarity with the Academic Honesty Policy, the potential usefulness of the Advanced Standing Policy for those who have studied at another institution, and the helpfulness of the Academic Appeals and Consideration Policy if the student has concerns in future regarding decisions that affect his/her academic performance. The student is asked to check off the box that indicates they have read, understand and agree to abide by Sheridan’s policies. If they do not check off that box, the notification page appears every time they log on to that account and will not disappear until they have checked the box. Given this account is the student’s access to check grades, view their timetable, and work with many course materials, they cannot avoid the policy notification. The student is also reminded on the screen that, if they do not check off the box, they are still bound by Sheridan’s policies. 12.3 Resolution of Studentsʼ Academic Appeals, Complaints, Grievances, and/or Other Disputes Sheridan expects the academic judgments of its faculty members and staff to be fair, consistent and objective. Its policy and procedures regarding academic appeals ensure that students whose academic status has been adversely affected will have access to a thorough, respectful, and impartial review of their concerns. In situations where students experience unforeseen personal circumstances that disrupt or impact their academic performance, faculty members may provide reasonable, alternate arrangements to enable the student to meet the course/program requirements. The expected process for dealing with academic appeals starts with the student approaching the faculty member to discuss the issue. If no resolution is reached, the student submits an Informal Academic Appeal Application accompanied by all pertinent documentation to the Faculty office. The Associate Dean or designate sets up a meeting to review the appeal. If the appeal is denied at this point, the student may choose to undertake a formal academic appeal. For a formal appeal, the Dean of the relevant Faculty or designate convenes a meeting of the Academic Appeal Committee. This committee reviews all relevant documentation and meets with all relevant parties (including witnesses, student and faculty member). The Appeal Committee consists of the Dean or designate of the Faculty (who serves as Chair of the committee), one faculty member from the Faculty, one faculty member from outside the Faculty, one student from the Faculty (selected by the coordinators) and one additional member chosen by the student making the appeal. A written decision is issued as a result of the appeal. The decision of the Appeal



Committee is final. A student who believes that he/she has not received a fair hearing may request an Appeal Review. This is permitted if there was a substantial procedural error committed by the Appeal Committee that denied the student a fair hearing or if new evidence is available that, through no fault of the student, was not available at the time of the appeal to the Appeal Committee. The Annual Review Committee (consisting of the Vice President Academic (who serves as Chair of the committee), one Dean, two faculty members, and the Sheridan Student Union President or designate) meets with the student, faculty member and witnesses, reviews the evidence and issues a written decision. The decision of the Appeal Review Committee is final and binding on all affected persons. 12.4 Student Protection via Policies/Procedures on Harassment /Discrimination and Violence, and through the Student Code of Conduct a. Harassment/Discrimination Sheridan College does not tolerate any form of harassment or discrimination as defined by the Ontario Human Rights Code. In the event that harassment or discrimination is alleged, every effort is made to work with the people involved to find a fair and timely resolution of the matter. It is recognized that the most effective way to deal with harassment and discrimination is through preventative action, including informing, educating and good management. All staff, including faculty, technologists and management, are expected to be familiar with the policy and procedures and to prevent or discourage harassment and discrimination. The college is committed to deal quickly, fairly and effectively with harassment and discrimination should it take place. A multi-step complaint resolution process provides information, support and constructive facilitation. The first step in this process is individual action, encouraging the student to resolve the issues in conflict with the person causing the problem, with the support of a Human Rights advisor if requested. If the issues cannot be resolved or they continue, the complainant or the respondent can move to stage 2, informal complaint with assistance. Assistance is provided by a Human Rights Advisor, student Peer Advocate, student representative, supervisor, manager or union steward. The complainant is advised whether the complaint falls under the jurisdiction of the Sheridan policy, given information about the process and their rights under the policy and the Human Rights Act, and advised if alternative dispute resolution activities might be an option in this case. If a resolution is not achievable, then a formal complaint may be commenced. The Human Rights Coordinator meets with each person to try to resolve the complaint. If after consultation, the complaint cannot be resolved, an investigator or investigative team is appointed to review everything pertaining to the complaint. If the investigator advises that there is no jurisdiction, the Coordinator so advises everyone. If there needs to be further investigation, the Coordinator directs the investigator to continue. An appeal can be submitted to the President. The President shall be informed of all investigations and outcomes. The President may call a meeting to speak to all parties with a view to seeking information. Within ten days he/she makes a written decision which is binding and cannot be appealed. Confidentiality is required in all procedures. At any point in the complaint process, either party may request that formal mediation be instituted to assist the resolution of the complaint. A substantiated act of discrimination or harassment may be cause for disciplinary action by the college up to and including the possibility of discharge in the case of an employee or expulsion in the case of a student.



b. Violence Sheridan is committed to establishing and maintaining an environment that is free of violence and intimidation where all members of the community are treated with respect. Sheridan’s Workplace Violence policy outlines the procedures and responsibilities of Sheridan, its employees, students and visitors. It is intended to be preventive and educational in nature, and to deter acts of violence through a series of strict measures and penalties. c. Student Code of Conduct Sheridan’s Student Code of Conduct operates as an umbrella pulling together the policies and procedures relating to behaviour on campus (including in residence) and at activities sponsored by Sheridan. Based on the premise that all students have the right to be treated with dignity and respect, it provides guiding principles and rules for behaviour that contribute to everyone’s success in the learning and social environment. 12.5 Student Dismissal Students may be dismissed based on academic dishonesty, for severe breach of policy regarding harassment/discrimination or for gross violation of the student code of conduct. Such decisions are not made lightly and are based on thorough investigation of the circumstances, a chance for the student and all relevant parties to contribute evidence, and a view to what is fair to all concerned. Appeal processes allow further consideration where necessary. 12.6 Current Academic Calendar The current academic calendar may be found by:

1. Navigating to: http://www.sheridancollege.ca/ 2. Select the “Programs & Courses” tab along the top of the page 3. Click on “Full-Time Programs” 4. Click on “2011-2012 Viewbook”

Alternatively, the following direct link may be used: http://www.sheridancollege.ca/Programs%20and%20Courses/Full-Time%20Programs/2011_2012_Viewbook.aspx



Section 13: Economic Need 13.1 Summary

• Mobile computing is currently one of the fastest growing industries within Canada’s ICT sector, fuelled in part by the growth of mobile phones which have become more powerful and capable of supporting very sophisticated user interfaces.

• Mobile capacity plays a central role in the growth of industries across a broad range of economic sectors, impacting for example, how organizations deal with their staff and customers. It is predicted that within the next five years companies across a broad range of industries will require one or more mobile applications.

• In 2008 the industry’s direct contribution to Canada’s GDP was $16.3 billion, a value that compares favourably with some of the other major industries’ contributions.

• As software and services play more of a major role in this sector opportunities increase for ‘third party’ developers to pursue new markets not anticipated by device manufacturers, where they can provide applications and services directly to consumers.

• The City of Toronto is now considered a “hotbed” for mobile applications with more than 200 companies that have become world leaders in the applications field. The broader GTA is also home to more than 750 companies with mobile content departments.

• While Ontario is poised to be a mobile leader in the global market recent findings suggest the province lacks a suitably skilled pool of people who can meet the growing demand to develop applications for new and emerging mobile platforms and devices. Recommendations from both the ICT Sector Council and MEIC (Mobile Experience Innovation Centre) are to invest in the development of a skilled workforce that can lead in mobile research, design and innovation.

• The majority of respondents that were interviewed by Sheridan felt that there is definitely room within Canada’s mobile/wireless sector for a good educational program. They attribute this in part to general growth from product expansion, as well as the transition from a sector that is hardware-dominated to one where software and services play more of a central role.

• Since the federal government began auctioning off mobile airways in 2008 the need to construct significant infrastructures to accommodate and keep pace with the technology has created extreme competition for people with a computer science background who can build mobile/wireless networks. One respondent from Cisco Canada predicts that this trend will begin again two years from now.

• Respondents identify a void in the market for people with the combined knowledge of solid computer science principles and application programming interfaces – individuals who for example, are skilled in computer science who can also provide a “seamless user experience”.

• Respondents also identify a lack of formal programming that prepares graduates with the entrepreneurial skills needed to help them develop a business case, understand venture capital and market themselves. This is integral to a sector whose distribution model is changing and opportunities for developers to explore niche markets and sell directly to consumers increasing.

• Secondary research points to a comparable skills gap within the larger ICT sector where people currently filling these positions lack the right “package” of both technical and business skills including for example, project management and knowledge of Canadian business culture.

• In general, all of the respondents felt that a program such as the one Sheridan is proposing would serve industry needs, particularly if it can address one or more of the identified skills gaps. Most of the respondents indicated a strong willingness to commit to helping Sheridan with the program (i.e. by serving on the program advisory committee).

• Forty-three percent of the Sheridan students (from computer related programs) that were surveyed expressed an interested in pursuing employment within the mobile wireless sector at some point



in their career. Seventy-percent said they would be interested (“somewhat interested” + “very interested”) in this program as a potential applicant.

• Applicant numbers for Sheridan’s Information Systems Security program (the only comparable program at Sheridan College) reflect an average of 140 applicants and 33 student enrolments each year yielding an applicant/enrolment ratio of 4:1 (average is approximately 5:1).



The wireless contribution to Canadaʼs GDP ($16 billion) is comparable to industry sectors that have been recognized as major contributors. The GTA is home to more than 750 companies with mobile content departments. It is predicted that within the next five years most companies will require one or more mobile applications. The City of Toronto is considered a “hotbed” for mobile applications with more than 200 companies that have become world leaders in the applications field.

13.2 Introduction Mobile computing is currently one of the fastest growing industries within Canada’s ICT sector, fuelled in part by the growth of mobile phones which have become more powerful and capable of supporting very sophisticated user interfaces.9 Mobile capacity plays a central role in the growth of industries across a broad range of economic sectors, impacting for example, how organizations deal with their staff and customers.10 Mobile Access, a global provider of enterprise wireless solutions, recently announced for example, that its building wireless solutions have been deployed across more than 350 healthcare facilities.11 It is predicted that within the next five years most companies will require one or more mobile applications. 12 In 2008 the industry’s direct contribution to Canada’s GDP was $16.3 billion, a value that compares favorably with some of the other major industries’ contributions (figure 1).13

Figure 1: Canada’s Mobile/Wireless Sector – Contribution to the GDP (2008)

(Source: The Benefit of the Wireless Telecommunications Industry to the Canadian Economy, 2010)

The launch of the Apple Apps store signifies the role of applications as a whole new medium for media content.14 As new forms of consumer electronics devices come online it is expected that there will be a proliferation of applications to accommodate them.15 In 2009 the total number of worldwide mobile application downloads was estimated to be more than 7 billion, and it is projected that between now and 2012 this number will increase to 50 billion downloads per year, with revenue increasing from $4 billion (US) in 2009 to more than $17.5 billion in 2012.16 9 Ovum (2010) The Benefit of the Wireless Telecommunications Industry to the Canadian Economy 10 Ovum (2010) The Benefit of the Wireless Telecommunications Industry to the Canadian Economy 11 MobileAccess (2010) Healthcare Industry’s Need for Mobile Applications Drives MobileAccess Growth, www.marketwire.com 12 Ibid. 13 Ibid. 14NetQuin (2010) Growth in Mobile Apps may have Hidden Dangers, www.netquin.com 15 Sharma, Chetan (2010) Sizing up the Global Mobile Apps Market, Chetan Sharma Consulting 16ibid.

$0 $5 $10 $15 $20 $25

Residential Construction Automotive Manufacturing

Food Manufacturing Agriculture Crop Production

Wireless Services Publishing

Mining ICT Manufacturing

Broadcasting

in $ billions



The mobile/wireless industry is currently transitioning from a hardware dominated industry to an industry where software and services play more of a major role.17 Prior to the launch of the Apple Apps Store third party developers had limited access to mobile devices.18 Applications were either pre-packaged with the device or only available through a carrier.19 The current market is such that developers can quickly respond to consumer demand for applications and open up new markets that were not anticipated by the device manufacturers.20 Although North America has been historically lagging in its mobile offerings, emerging dynamics that include new distribution channels and device capabilities have increased the pace of innovation within Canada.21 The City of Toronto in particular, is now considered a “hotbed” for mobile applications with more than 200 companies that have become world leaders in the applications field.22 The broader GTA is also home to more than 750 companies with mobile content departments.23 However, while Ontario is poised to be a leader in the global mobile and wireless sector, there are several key challenges to overcome.24 Recent findings from MEIC (Mobile Experience Innovation Centre) for example, reveal that the province lacks a suitably skilled pool of people who can keep pace with the demand to develop applications for new and emerging mobile platforms and devices.25 Central to their report is the recommendation to invest in education as a means of building a skilled workforce that can lead in mobile research, design and innovation.26

17 Sharma, Chetan (2010) Sizing up the Global Mobile Apps Market, Chetan Sharma Consulting 18 Ibid. 19 Ibid. 20 Ibid. 21 MEIC (2009) Innovation and Insight: Mapping Ontario’s Mobile Industry 22 Ibid. 23 Ibid. 24 http://www.meic.ocad.ca/index.htm 25 Ibid. 26 Ibid.



13.3 Industry Trends Primary Research – Telephone Interviews

Table 1: Summary of Industry Trends as Identified by Employers

• The majority of respondents that were interviewed by Sheridan felt that there is definitely room within

Canadaʼs mobile/wireless sector for a good educational program. • The iPhone has changed the distribution market so that consumers can purchase software directly from

developers who in turn can target niche market opportunities • The need to construct significant infrastructures that can accommodate and keep pace with the technology,

also creates opportunities for computer science engineers who are capable of building mobile/wireless networks. The fierce competition for talent however, has resulted in a labor shortage within this sub-sector.

• Ontarioʼs mobile/wireless sector may be saturated with people vying for job opportunities, many of whom know APIʼs (application programming interfaces), but employers are still hard pressed to find people with the right “package” of skills.

• Industry representatives interviewed by Sheridan feel that the market lacks people with the combined knowledge of both solid computer science principles and application programming interfaces.

• Most of the employers stressed the importance of having a solid computer science foundation. • Several respondents predicted an increase in both the number of business applications as well as their

industry reach. They are however, challenged to find people who can think and formulate ideas, tackle problems, offer complete solutions to application problems, justify their decisions and communicate this effectively to clients.

• Representatives also see a gap in entrepreneurial skills that will help graduates develop a business case, understand venture capital and market themselves, particularly since the distribution market is changing.

• While companies used to take the time to invest in new hires the expectation now is that graduates will be able to effectively contribute something “tangible” within the first two weeks of their start date. Representatives are not seeing that in the current supply of candidates.

(Source: Sheridan College Telephone Interviews Conducted in August/September 2010) A Shortage of Computer Science Engineers The majority of respondents that were interviewed by Sheridan felt that there is definitely room within Canada’s mobile/wireless sector for a good educational program. They attribute this in part to general growth from product expansion, as well as the transition from a sector that is hardware-dominated to one where software and services play more of a central role.27 This has for example, created opportunities for third party developers who can now explore new markets that were not anticipated by device manufacturers, and provide sophisticated applications and services directly to consumers.28 As well, the shift from an old revenue share model where developers received as little as 10% of the revenue, to a model that will allow them as much as 70% of the revenue share, makes this a very lucrative industry for developers.29

27 Sharma, Chetan (2010) Sizing up the Global Mobile Apps Market, Chetan Sharma Consulting 28 Ibid. 29 Ibid.



The need to construct significant infrastructures that can accommodate and keep pace with the technology, also creates opportunities for graduates who are capable of building mobile/wireless networks. Christopher Emery from Cisco Canada notes that when the federal Government auctioned off mobile airways in May 2008 it attracted a large number of service providers which in turn created huge competition for skilled computer science engineers. He adds that despite the current supply of graduates, this has resulted in a huge shortage of candidates for hire. Christopher predicts that because the federal government was able to generate $4.5 billion from the May 2008 auction, they will probably do the same within the next two years, which he feels will continue the fierce competition for talent. In this case then, the shortage is not attributed to a lack of skilled candidates, but rather an overall shortage of people. A Scarcity of Skilled Talent While Ontario may be poised to become a mobile and wireless leader, evidence points to a scarcity of talent with the necessary skills to keep pace with the demand for new and emerging mobile platforms and devices. Chris Smith a senior developer for RIM says that given this void, Ontario’s computer software developers will not be well positioned to drive the current mobile/wireless market. Research findings from both MEIC (Mobile Education Institute Centre) and the ICT (Information, Communications and Technology) Sector Council have prompted the recommendation that academic programs strive to meet the growing needs of the mobile/wireless industries. General findings from Sheridan’s interviews are consistent with this research, suggesting that while Ontario’s mobile/wireless sector may be saturated with people vying for job opportunities, many of whom know API’s (application programming interfaces), employers are still hard pressed to find people with the right “package” of skills. Geoff Hogan from Osnium says that while they see anywhere from between 100 to 1000 resumes within a few days of posting a developer job, on average they only find one out of every 100 resumes with the right skill combination. Darrell Brand, a placement consultant with Hays Personnel similarly notes that of the more than 250 resumes they review for this type of position within the GTA, more than 50 are turned away for this reason. Specific Skills Gaps Interviewees’ perception of this skills gap is largely influenced by their expertise and the industry they currently represent. Some people for example, feel that the market lacks people with the combined knowledge of solid computer science principles and application programming interfaces. Christopher (RIM) attributes the skills gap in part, to a growing need for developers who are skilled in both lower-level constructs (i.e. skills that come from having a solid understanding of computer science), but who can also take assets and plug them into applications for a “seamless user experience”, something that he feels no formal educational program is currently addressing. Other interviewees emphasized the importance of developers in this field having a solid foundation in computer science. Rashed Ahmad, a senior developer from Web Impact for example, feels that while there is a growing supply of candidates who are skilled in application programming interfaces (API’s), many lack the solid computer science background that gives them an understanding of what API’s are actually doing. This he feels is due to the ever increasing API mentality that has “abstracted out” all lower level functions. Similarly, Geoff Hogan from Osnuim says that good programming practices are more important than the specific knowledge of one application. George adds that while Universities do a good job of teaching students design patterns, he would be happy to hire college graduates who have these skills since in general, they tend to have a better understanding of more of the day to day issues than their university counterparts. He notes as well that the majority of work within his organization is primed for college graduates.



Most respondents predict an increase in both the number of business applications as well as their industry reach. This is consistent with existing research projects that within the next five years most companies will require one or more mobile applications. Some of the more noteworthy mobile projects currently underway within the province of Ontario are being undertaken by Air Canada, Chapters, Cancer Care Ontario and Mount Sinai Hospital as well as the major banks who are striving to promote more services on the go. Within this context a growing supply of people with API skills who lack an understanding of what API’s are actually doing does not bode well for mobile business applications for several reasons. First, they are more complex than consumer based applications and therefore take a longer time to build, and second, they require a more in depth understanding of how they affect business decisions. Within this context interviewees suggest that employers are often challenged to find people who can think and formulate ideas, tackle problems, offer complete solutions to application problems, justify their decisions and communicate this effectively to clients – skills that are in high demand. Adding to this, most of the respondents identify a lack of formal (academic) programming that prepares graduates with the entrepreneurial skills needed to help them develop a business case, understand venture capital and market themselves. Christopher Smith from RIM for example, sees this as particularly important since the sector’s distribution model is changing and opportunities for developers to explore niche markets and sell directly to consumers increasing. When it comes to hiring graduates, employer expectations are considerably higher than they were five to ten years ago. While companies used to take the time to invest in the training of new hires for example, the expectation now is that graduates will be able to hit the ground running and effectively contribute something tangible within the first two weeks of their start date. It is thought that this might be particularly evident among small to mid-size operations where role overlap is expected and employers rely on people to live up to their duties, something that is heightened by the pace of technology change. In general, all of the respondents felt that a program such as the one Sheridan is proposing would serve industry needs, particularly if it can address one or more of the identified skills gaps. Most of the respondents indicated a strong willingness to commit to helping Sheridan with the program (i.e. by serving on the program advisory committee). Secondary Research Labour Shortages within the Information, Communications and Technology (ICT) Sector Although graduates of Sheridan’s program will be trained in mobile and wireless applications development, they will be equally qualified to pursue employment across a broad range of occupations comprising the ICT sector. Within this sector labour shortages are projected through the year 2015 for computer and information systems managers, information systems analysts, as well as consultants & software engineers & designers.30 This shortage is being attributed to an insufficient number of people with the formal education to fill employer hiring requirements.31 Combined, these occupations comprise about 40% of the total ICT workforce.32

30 Information and Communications Technology Council (2008) Outlook for Human Resources in the Information and Communications Technology Labour Market, 2008-2015 31 ICT Sector Council (2010) Human Resources in the ICT Labour Market 2008-2015 (www. http://www.ictc-ctic.ca/en/content.aspx?id=86) 32 Ibid.



Skill Shortages Within the Information, Communications and Technology (ICT) Sector Although it is expected that the supply of candidates for all other occupations comprising this sector will either equal or exceed projected hiring requirements (due to an adequate supply of applicants from both post-secondary institutions and immigration), skill shortages are predicted.33 Similar to the mobile applications sector, employers feel that people currently filling these positions lack the right package of both technical and business skills including for example, project management and knowledge of Canadian business culture.34 Table 2 profiles the key occupations comprising Canada’s ICT sector with respect to employment growth and projected shortages. The three occupations with the greatest severity of labour and or skills shortages are occupations that graduates of this proposed program should be qualified to fill. It is estimated that through the year 2015 job growth and replacement needs will result in approximately 19,000 jobs annually in Canada. Given that the province of Ontario accounts for close to half of Canada’s total ICT employment, this bodes well for graduates of Sheridan’s program.

Table 2: Labour and Skills Shortages and Projected Employment for Canada’s ICT Sector35

Occupation No. Employed (2006)

Labour Shortage

Skills Shortage Av. Growth In Relation To Total

ONTARIO (Total)

Computer & Info Systems Managers

44,100 Acute Shortage

Acute Problem Above Average

6692

Information Systems Analysts and Consultants

138,375 Shortage Acute Problem Above Average

20230

User Support Technicians 62,195 Surplus Not Significant Above Average

10,610

Telecommunications Carriers Managers

10,070 Somewhat of a Surplus

Somewhat of a Problem

Average 1529

Computer Engineers 25,010 Somewhat of a Surplus

Acute Problem Average 3257

Software Engineers and Designers

29,975 Somewhat of a Shortage

Acute Problem Average 3432

Systems Testing Technicians

7,540 Somewhat of a Shortage

Somewhat of a Problem

Average 941

Database Analysts and Data Administrators

13,205 Significant Surplus

Not a Problem Below Average 1159

Computer Programmers and Interactive Media Developers

96,785 Surplus Acute Problem Below Average 6095

Web Designers and Developers

19,570 Surplus Not a Problem Below Average 1195

Computer Network Technicians

46,960 Somewhat of a Surplus

Not a Problem Below Average 3870

TOTAL: 537,688

33 Ibid. 34 Industry Canada (2009) Canadian ICT Sector Profile, Information and Communications Technologies Branch 35 *Based on moderate growth (Source: ICT Sector Council)



13.4 Viability of the Proposed Credential In general employers that were interviewed by Sheridan are not discerning when it comes to hiring people based on credentials. They are for example, more interested in candidates’ that have the complete skills package. However, respondents noted that people from the financial services industry (such as banks and insurance companies) seem to be more degree discerning particularly since the need to alleviate risk is higher. Geoff Hogan (Osnium) notes that the financial services industry has tremendous growth potential since many institutions are in a hurry to provide applications that will allow their customers to access services on the go. Geoff says that for these people a degree signals commitment and capability and is especially helpful in the promotion of graduates to more senior level positions. Canada’s ICT sector has a highly educated workforce. In 2008 42% of the people employed in this sector had a university degree compared to 23.9% for the national average.36 Table 3 profiles the education levels of all of the key occupations comprising this sector. The majority of positions identified in the table are occupied by people with a bachelor’s degree. It should be noted that software engineers and designers (occupations that our graduates will be qualified to pursue), have the highest proportion of people with graduate degrees. The three occupations that are in bold type are projected to experience labour shortages between now and the year 2015. Of these, two are also projected to experience above average growth in the job market.

Table 3: Projected Employment Growth and Education Levels for ICT Occupations in Canada37 OCCUPATION PROJECTED

GROWTH EDUCATION LEVEL College Bachelorʼs Graduate

Computer & Info Systems Managers Above Average 26.5% 33.1% 17.1% Information Systems Analysts and Consultants

Above Average 27.4% 36.1% 14.9%

User Support Technicians Above Average 38.1% 19% 5.1% Telecommunications Carriers Managers Average 26.1% 24.8% 11.7% Computer Engineers Average 20.2% 42.4% 23.8% Software Engineers and Designers Average 12.2% 50.2% 27.3% Systems Testing Technicians Average 28.2% 31.8% 12.9% Database Analysts and Data Administrators Below Average 24.3% 35.3% 18.1% Computer Programmers and Interactive Media Developers

Below Average 26.2% 40% 16.7%

Web Designers and Developers Below Average 30.2% 28.6% 10.3% Computer Network Technicians Below Average 40.1% 19.9% 5.8%

Average Annual Income It is estimated that the average salary of people working within Canada’s wireless sector is $59,000. This is higher than the average for all sectors ($42,640).38 Table 4 profiles the average annual income for mobile applications developers for the US and Canada. The data should be interpreted with caution however since it is based on an average gleaned from job postings, and does not factor in seniority etc. In general the average annual salary for developers based on this data is about $65,000.

36 Industry Canada (2009) Canadian ICT Sector Profile, Information and Communications Technologies Branch 37 Note: Shaded rows reflect those jobs predicted to be in short supply of labour. 38 Ovum (2010). The Benefit of the Wireless Telecommunications Industry to the Canadian Economy, A report prepared for the Canadian Wireless Telecommunications Association Retrieved September 24, 2010 from www.ovum.com



Table 4: Average Annual Income for Developers in Canada and the US

JOB TITLE CANADA US Applications Developer $60,000 $79,000 Mobile Applications Developer $65,872, $72,000 Software Developer $69,917 $75,000

(Source: www.simplyhired.ca) 13.5 Employment Opportunities Currently more than 31,500 companies comprise Canada’s ICT sector. Most of these companies are located within the software and computer services industries and are considered micro enterprises (i.e. with 1-9 employees) (figure 2).

Figure 2: A Breakdown of ICT Employment in Canada by Organization Size (2009)39

Despite the recent economic downturn, evidence from the ICTC’s (Information, Communications and Technology Council) Trends Special Report suggests that Canada’s ICT sector remained economically strong in 2009.40 For example, while the national unemployment rate for December was 8.5%, the unemployment rate for the country’s ICT workforce was only 4.5%.41 Table 5 profiles the size of the ICT labour market by province between 2008 and 2009. While BC experienced a decline in their ICT workforce, Ontario did not. Moreover, the province continues to employ the largest share of the country’s ICT workforce.

39 Source: Industry Canada (2009) Canadian ICT Sector Profile, Information and Communications Technologies Branch 40 ICT Sector Council (2010), 2009 Special Trends Report, http://www.ictc-ctic.ca/ uploadedFiles/Labour_Market_Intelligence /ICTC_Labour_Force_Surveys/ICTC_TRENDS_E_Final.pdf 41 Ibid.

82%

14%

2% 19%

1-‐9 Employees 10-‐49 Employees

50-‐100 Employees 100+ Employees



Table 5: Profile of the ICT Labour Market by Province between 2008 and 200942

PROVINCE

2008 2009 Change (2008-

2009)

BC 78,006 73,896 -4100 Prairies 84,527 96,164 11,636 Ontario 308,948 326,603 17,655 Quebec 140,926 155,817 14,891 Atlantic Provinces 27,599 32,044 4,445

While the professional, scientific and technical services industries represent the core of the ICT labour force, there are several other industries which are showing growth with respect to the number of new ICT jobs over the past year. These include transportation and warehousing, arts, entertainment and recreation, all of which added about 2000 jobs to the sector within the past year. Employment opportunities within the mobile/wireless sub-sector are projected to increase across a broad range of industries. Mobile Access, a global provider of enterprise wireless solutions, recently announced that its building wireless solutions have been deployed across more than 350 healthcare facilities.43 The diversity of these wireless solutions is broad, ranging from digital health records and wireless security access, to push to talk devices.44 It is predicted that the need for mobile applications will increase exponentially within the healthcare industry as 4G and other new technologies are introduced.45 13.6 Co-op Viability Evidence provided by Sheridan’s Co-op Office points to high employer demand for student placement and a subsequent 100% placement rate. Table 6 provides an overview of the wages earned by co-op students in the local IT sector.

Table 6: Sheridan College Students’ Co-op Placement Rate and Wages (2010)46

JOB TITLE PLACEMENT RATE FOR 2010

HOURLY WAGE RANGE AVERAGE WAGE/HOUR

CET (Computer Engineering Technology) 100% $16-18.46 $16.82

CST (Computer Systems Technology) 100% $14-$40.00 $19.00

Systems Analyst 100% $13.75-$22.80 $17.18

42 (Source ICT Sector Council) 43 MobileAccess (2010) Healthcare Industry’s Need for Mobile Applications Drives MobileAccess Growth, www.marketwire.com 44 Ibid. 45 Ibid. 46 Source: Sheridan College Co-op Office Internal Report for 2010.



13.7 Potential Applicants • Graduates from high school • Sheridan students wanting to transfer from the two year diploma programs including Computer

Engineering Technician, Computer Programmer, Computer Systems Technician and Information Technology Support Services

Academic Preparedness of Applicants Table 7 profiles the academic preparedness of applicants for Sheridan’s Bachelor of Applied Information Sciences – Information Systems Security program (a comparable program). Although data could only be extracted for 2010, it demonstrates that 26 of the 102 applicants did not meet the academic degree requirements.

Table 7: No. of Total, Qualified and Unqualified Applicants to the Information Systems Security Program47

Total Applicants Total Qualified Applicants Total Unqualified Applicants

103 65 26

13.8 Comparable Programs Despite rapid growth in the field there are very few Bachelor programs in Mobile and Wireless offered in Canada. At this time, there are only two:

• Carleton University offers a stream within their Bachelor of Computer Science program entitled: Mobile and Social Networking Applications (http://www.scs.carleton.ca/school/streams/program_streams.php?streams=social_networking )

• Acadia University offers a stream within their Bachelor of Computer Science entitled: Mobile and Ubiquitous Computing (Source: http://cs.acadiau.ca/current_students/Streams/Mob-Ubi_computing.php)

47 Source: Sheridan College Registrar’s Office 2010.



13.9 Student Interest Primary Research – Student Surveys Figure 3 through figure 5 profile some of the key responses to the Sheridan Student Interest Survey. Figure 3 reflects responses to the question of whether students are interested in pursuing employment within the mobile/wireless field at some point in their career. The responses were equally divided between “yes” and “uncertain.”

Figure 3: Are you interested in pursuing employment within the mobile/wireless field at some point in your career? (n=100)

Figure 4 and figure 5 profile responses to two questions that gauged their interest in the proposed program. The majority of students were either interested or somewhat interested in the program (figure 4). When asked if they would have applied to it instead of their current program, the majority said they would prefer the program they were currently enrolled in (figure 5).

Figure 4: How would you rate your level of interest in this program if you were a potential applicant? (n=100)

45%

12%

43%

0% 10% 20% 30% 40% 50%

Uncertain

No

Yes

35

36

18

11

0 5 10 15 20 25 30 35 40

Very Interested

Somewhat Interested

Uncertain

Not Interested



Figure 5: If the following options had been available when you first applied to Sheridan College, which would have been your first choice? (n=102)

Table 8 and table 9 indicate the students’ likes and dislikes about the proposed program based on descriptive information provided in the survey. The majority of students liked the credential, work placement component and employment opportunities (job titles). The one aspect of the program the students liked the least was the delivery mode.

Table 8: Based on the program description what aspect of the program appeals to you the MOST? (n=101)

RESPONSE /101 Credential 58 Work Placement 55 Employment Opportunities 59

Table 9: Based on the program description what aspect of the program appeals to you the LEAST? (n=82)

RESPONSE /82 Credential 15 Work Placement 8 Core Academic Areas 18 Employment Opportunities 4 Delivery Format 41

35

64

1

8

0 10 20 30 40 50 60 70

Sheridan's Proposed Program

My Current Program

Another Program at Sheridan

Another Program at a Different Institution



Secondary Analysis College applications – Computer Programs Between 2002 and 2006 University enrolment in computer science programs across Canada declined from 31,000 to 22,000 students.48 Retention has also been identified as a problem. Once enrolled in ICT programs for example, students are increasingly likely to drop out – particularly as they transition from first to second year. Across the globe studies have attempted to understand why enrolment in this field has been declining. A recent Australian survey revealed for example, that 40% of respondents had no understanding of the career opportunities for ICT. Closer to home, a survey of 246 US students revealed that non-choosers thought it would be tough to find a job in the ICT sector. Both studies blame this perception on a lack of marketing around the promotion of ICT careers. Within Canada evidence suggests that the decline in enrolment has levelled off and that programs that combine ICT studies with other fields are experiencing enrolment increases.49 Application and Enrolment Trends from OCAS (Sheridanʼs Information Systems Program) Applicant numbers for Sheridan’s BAISc. (Information Systems Security) program reflect an average of 140 applicants each year and 33 student enrolments.

Table 10: Applicant and Enrolment Numbers for Sheridan’s Bachelor of Information Systems Security Program50

2004 2005 2006 2007 2008 2009 2010

Applicants 153 143 165 126 116 140 131 Enrolments 33 24 54 31 29 25

48 Ticoll (2008) IT Enrolments and Retention: Situation Report, ICTC 49 Information and Communications Technology Council (2008) Outlook for Human Resources in the Information and Communications Technology Labour Market, 2008-2015 50 Note: Includes bridging students



Figure 6: Applicant/Enrolments for Sheridan’s Bachelor of Information Systems Security51

51 Source: OCAS

153 143 165

126 116 140 131

33 24 54

31 29 25

0

50

100

150

200

2010

2004 2005 2006 2007 2008 2009

Applicants Enrolments



13.10 References Industry Canada (2009) Canadian ICT Sector Profile, Information and Communications Technologies Branch ICT Sector Council (2010) Human Resources in the ICT Labour Market 2008-2015 (www. http://www.ictc-ctic.ca/en/content.aspx?id=86) ICT Sector Council (2010) Special Trends Report MEIC (2009) Innovation and Insight: Mapping Ontario’s Mobile Industry Ovum (2010) The Benefit of the Wireless Telecommunications Industry to the Canadian Economy MEIC (2009) Innovation and Insight: Mapping Ontario’s Mobile Industry Mobile Access (2010) Healthcare Industry’s Need for Mobile Applications Drives Mobile Access Growth, www.marketwire.com NetQuin (2010) Growth in Mobile Apps may have Hidden Dangers, www.netquin.com Sharma, Chetan (2010) Sizing up the Global Mobile Apps Market, Chetan Sharma Consulting Sopelsa, Brooke (2009) Next Generation Job: Mobile Application Developer, www.hotjobs.yahoo.com



13.11 Sample Job Postings Position: Junior Software Developer Position Overview: The Junior Software Developer will be part of the AudienceView Ticketing development team responsible for design, development and support of the companyʼs primary online ticketing software product. Responsibilities:

• Work as part of a development team to deliver software to satisfy functional requirements of solutions and problems for customers

• design, develop, test and document software • Work within defined software development process to ensure product specifications are met • Work with project managers to provide software development effort estimates • Support and maintain existing software • Focuses on delivering a positive customer experience according to Company standards. • Takes ownership of own personal growth and career planning with appropriate direction from

Management • Writes high quality and well-documented code according to accepted standards based on user

requirements with minimal supervision • Participates in development, testing and implementation • Participates in project and team meetings interacting and collaborating with team members and

other departments as appropriate • Contributes to successful completion of project deliverables

Position and Knowledge Requirements:

• Exposure to software development, systems design and software architecture • C++ language programming • XML/XSL • ASP/ASP.Net • DHTML • Development experience with relational DBMS: Microsoft SQL (preferred) • Excellent problem solving and debugging skills • Good verbal and written communication skills • Successful contributor in a team work environment. • Self starter and capable to work with minimal supervision.



Position: Deployment Engineer Reports to: Director, Service Delivery Starting: ASAP Location: Toronto, ON or London, UK Travel: +/- 50% Responsibilities include:

• Working directly with our customers to configure and implement our ticketing and CRM software. • Installing and configuring third party software as needed. • Migrating data from legacy systems into AudienceView as needed. • Providing post-installation troubleshooting and technical support by phone and Internet. • Assisting our Pre-Sales department with new opportunities as they arise, including hardware and

network design recommendations to meet specific client requirements Candidates must have:

• Experience with Microsoft SQL Server and IIS/ASP servers • Knowledge of Microsoft Windows Server administration • General knowledge of TCP/IP Networking • Effective oral and written communication • Strong creative problem solving skills

Candidates should have:

• Experience with TSQL and scripting languages • Quick learner and self starter; Desire and willingness to learn • Strong documentation and presentation skills are an asset • Strong interpersonal skills including the ability to effectively work with people in immediate team,

other departments and/or client resources • Must be adaptable and be comfortable in a dynamic, fast paced environment. Able to work with

multiple projects and balance multiple priorities • Experience in a ticketing-related field and/or deploying software solutions to customers • The ideal candidate will have 2-4 years experience in a software solutions or information

technology role

Toronto-based AudienceView is widely known for providing a leading-edge, white label ticketing service to arenas, stadiums, arts venues, and theaters worldwide.

Headquartered in the heart of downtown Torontoʼs entertainment district with offices in London and New York, AudienceView enables an organization to fully control their ticketing services, revenue streams, and the relationship with their customers (fully integrated CRM). Over 100 organizations across North America, Europe, South America and Asia, have chosen AudienceView over traditional ticketing suppliers, based on our advanced technology and superior product functionality. Our SaaS enabled business model, coupled with our thought leadership role in mobility & social networking ticketing services, further differentiates us in the competitive landscape.



We are currently seeking UI Developer candidates. If interested, please submit your resume and covering letter to [email protected]. Please include the job title in the subject line. UI Developer Location: Toronto, ON Type: Permanent Travel: 10% +/- Reports to: VP, Product Marketing Skills & Knowledge

• HTML/XHTML • CSS • JavaScript • Flash • SEO/SEM • Knowledge of web standards and best practices • Knowledge of ASP an asset

Responsibilities

• Branding installations • Build websites, web page templates and email templates as required using content-management

system • Building and maintaining pages and functionality on corporate website, marketing sites and

applications and internal initiatives • Build and maintain AudienceView client portal and website • Help where required with product customizations • Product UI development work as required • Creating Marketing and Sales collateral; business and technical diagrams

Required Skills and Experience

• Bachelor's degree or combination of relevant education and experience • Understanding of agile software development methodologies, values, and procedures • Understanding of the software development lifecycle • Excellent interpersonal skills, ability to work with diverse personality types • Exceptional communication, organization, and time management skills • You are "self-motivated" as well as creative and efficient in proposing solutions to complex, time-

critical problems • You are collaborative in driving decisions • You are a team-player • Ability to deal with multiple projects and deadlines • Strong analytical and problem solving skills with a high attention to detail



Mobile Fringe NOTE: Please upload your COVER LETTER and RESUME as ONE document into jobs.sheridan. Address your cover letter to Mr. Steve Sorge Mobile Fringe 5100 South Service Rd, Unit 55 Burlington, ON L7L 6A5 Eminent (or aspiring) Mobile Developer - iPhone Students! If you are looking for a job with an established company, where you can add to your resume, have career stability, and a great salary, stop reading right now. On the other hand, if you'd prefer a great adventure, a fun work environment, and a chance to grow without bureaucracy, then you've found the right place. Mobile Fringe is in the growth phase of a new company launch. We are searching for aspiring mobile developers to join a small band of intrepid adventurers looking to climb a new mountain. Have not developed anything for mobile devices? That's ok, you just need to be brilliant. We will teach you. Our company is creating a presence to deliver specialized mobile marketing media applications to the general public and corporations. Mobile marketing interest and/or experience are a definite asset for applicants. However, the person in this position will be performing a wide range of duties that may only loosely be termed 'developing'. We are working on countless projects to leverage our proprietary mobile marketing platform for the iPhone. Your job would include creating some cool applications and enhancing existing features all the while being mentored by our own iPhone gurus. We are looking for someone who can learn quickly, and who has no difficulty working in a small (tiny) company in an unstructured environment. Remember, this is a young company. Your job is to get the job done. Future entrepreneurs are welcome. Other adjectives that describe you: bright, creative, energetic, restless. You MUST have strong communication skills and more than a passing familiarity with the iPhone, Blackberry and the mobile world. If you can code in your sleep and know a thing about web design, flash even better. We pay close to starvation wages. However, if our employees actually starve, we'll be upset. Free cookies at the office. Put off buying that new car and come find out what it's like to climb a brand new mountain. We thank all applicants, but only those under consideration for the position will be contacted.



The Weather Network/Pelmorex The Weather Network is Looking for You! Now Hiring People with a Sunny Outlook Benefits of working for Pelmorex /The Weather Network: - Named one of Top 50 Best Managed Companies in 2007 - Working with an innovative team of over 300 employees - Keeping pace with the growth of technology, we offer unique integration of creativity, science and technology - Leader for employment equity and diversity - Dynamic, fast-paced environment, open-door philosophy - State of the art facilities Software Developer Co-Op Oakville, ON Pelmorex / The Weather Network /MeteoMedia is a highly computerized and automated organization that is rapidly expanding its scope in the marketplace. Using newer technologies, you will work within the Technology Development area to develop in-house business and production applications that address current and anticipated business needs. The Software Developer will work with the Project Leader, end users, and other team members to identify, specify, program and maintain applications which meet the needs of Pelmorex. You will work on various projects, including: iTV applications, web and wireless applications, and data acquisition for weather sensors. Responsibilities: - Create applications which are distributed, Client/Server, Multi-tier, etc. - Create applications with professional, effective and standardized interfaces for in-house business and production needs. - Work with internal clients and project leader to continuously analyze in-house software systems, identify weaknesses, and propose changes for improvement. - Help create applications that simplify current business practices. - Maintain / improve / replace legacy applications. - Provide training of end users on custom-built applications. - Perform and document testing of applications. - Stay on top of newer technologies. Qualifications: - University or College degree in Computer Science or Computer / Electrical Engineering. - 1 - 3 years of practical development experience. - Experience with one or more of these tools: Visual C/C++, Visual Studio .NET, Visual Basic, Delphi, C++ Builder or Java SDK. - Experience developing applications within a Win32 development environment, Unix (HP, QNX, Linux) - Strong written and verbal communication skills. - Able to work with a various range of professional team like: marketing, financial, Meteorologist, TV broadcast technician and Networks operator. - Basic database development experience (e.g. database aware components, relational design, SQL). Others: Experience and/or interest in the following areas will be considered an asset: - Web development (backend) - NT Service development - TCP/IP Socket development - XML, SOAP and Web Services - Bilingual (French/English). - Agile software development methodology



Research In Motion (RIM) CBOSS Support Associate, 0906223 Description Research In Motion Limited® (RIM)® is a world leader in the mobile communications market and has a history of developing breakthrough wireless solutions. RIM's portfolio of award-winning products, services and embedded technologies is used by thousands of organizations around the world and includes the BlackBerry® wireless platform, the RIM Wireless Handheld¿ product line, software development tools and software/hardware licensing agreements. RIM is seeking driven individuals who can take our wireless data products to the next level in the global wireless market. Are you ready to make a difference in the world of mobile communications with RIM? POSITION SUMMARY This position will help support the Design Engineering team in their day to day design activities. The successful candidate will be responsible for testing new hardware, software configurations and performing upgrades to the CAD environment. Qualifications ESSENTIAL SKILLS * Currently enrolled in Engineering at the Intermediate level with the Co-op option * 3D CAD skills, Pro/Engineer preferably * Familiar with engineering design environment * Energetic team player with exceptional communication and interpersonal skills If you're driven to take wireless technologies to the next level, it's time you join the team at RIM. We offer a challenging environment that fosters creativity and rewards excellence. Employees also have use of our award winning BlackBerry! © 2009 Research In Motion Limited. All Rights Reserved. The BlackBerry and RIM families of related marks, images and symbols are the exclusive properties of Research In Motion Limited. RIM, BlackBerry, "Always On, Always Connected" and the "envelope in motion" symbol are registered with the U.S. Patent and Trademark Office and may be pending or registered in other countries. Research In Motion is an Equal Opportunity Employer.



Research In Motion (RIM) Eclipse Java Tooling-Application Developer, 0905714 Research In Motion is a leading designer, manufacturer and marketer of innovative wireless solutions for the worldwide mobile communications market. RIM's portfolio of award-winning products, services and embedded technologies include the BlackBerry® wireless platform, the BlackBerry smartphone product line, software development tools, radio-modems and software/hardware licensing agreements. For more information, visit www.rim.com. POSITION SUMMARY Working with the Eclipse Java Tooling team the successful candidate will be responsible for designing, implementing, documenting, testing and debugging Eclipse extensions for the BlackBerry Java Plug-in. The BB Java Plug-in for Eclipse contains a main plug-in contributing to Eclipse IDE and several BlackBerry SDKs for each device code-line. The successful candidate will work mainly in Windows implementing User Stories in an Agile environment, applying OOP principles and best practices. Development tasks are mainly in Java / Eclipse / XML / HTML but could encounter tasks for adjacent projects in C++ and /or Mac OS X or Linux. Qualifications ESSENTIAL SKILLS AND QUALIFICATIONS * Currently enrolled in Computer Science, Software Engineering or related discipline at the Intermediate level with the Co-op option * Java programming experience a must, C++ a plus * Eclipse experience a definite plus * XML, HTML experience a plus * GUI design experience a plus * Mac OS X and /or Linux experience a plus * Strong problem solving and communication skills * Solid understanding of the software development lifecycle * Creativity is an asset If you're driven to take wireless technologies to the next level, it's time you join the team at RIM. We offer a challenging environment that fosters creativity and rewards excellence. Employees also have use of our award-winning BlackBerry! ©2009 Research In Motion Limited. All rights reserved. BlackBerry®, RIM®, Research In Motion®, SureType® and related trademarks, names and logos are the property of Research In Motion Limited and are registered and/or used in the U.S. and countries around the world.



Research In Motion (RIM) Software Developer, Java Apps Sustainment 0905185 Research In Motion Limited® (RIM)® is a world leader in the mobile communications market and has a history of developing breakthrough wireless solutions. RIM's portfolio of award-winning products, services and embedded technologies is used by thousands of organizations around the world and includes the BlackBerry® wireless platform, the RIM Wireless Handheld¿ product line, software development tools and software/hardware licensing agreements. RIM is seeking driven individuals who can take our wireless data products to the next level in the global wireless market. Are you ready to make a difference in the world of mobile communications with RIM? POSITION SUMMARY Working as a member of the BlackBerry Java Applications Sustainment Team, the successful candidate will be involved in working on building various troubleshooting apps on the BlackBerry and work on various maintenance releases of the software. This position would provide an excellent opportunity for the student to get introduced to the BlackBerry mobile application development environment. The scope of the feature areas is not restrictive and the student will end up gaining a broad knowledge of various applications on the BlackBerry device. The student will also tackle fairly complex issues reported from the field and provide creative and effective solutions for the same. Qualifications ESSENTIAL SKILLS * Currently enrolled in Computer Science, Computer/Software Engineering or related disciplines at the Intermediate level with the co-op option * Experience with Java development is required * Proven Analytical and Problem-Solving skills * Candidate must be motivated and wanting to work in a challenging, quality oriented, and innovative environment * Must possess Strong communication skills If you're driven to take wireless technologies to the next level, it's time you join the team at RIM. We offer a challenging environment that fosters creativity and rewards excellence. Employees also have use of our award winning BlackBerry! © 2009 Research In Motion Limited. All Rights Reserved. The BlackBerry and RIM families of related marks, images and symbols are the exclusive properties of Research In Motion Limited. RIM, BlackBerry, "Always On, Always Connected" and the "envelope in motion" symbol are registered with the U.S. Patent and Trademark Office and may be pending or registered in other countries. Research In Motion is an Equal Opportunity Employer.



Research In Motion (RIM) Job Title: Software Developer-Torch Mobile- 4-8 Month Winter Co-op Requisition Number 0905893 Campus/Research & Development Americas/Canada/Ontario/Toronto Job Description Research In Motion Limited® (RIM)® is a world leader in the mobile communications market and has a history of developing breakthrough wireless solutions. RIM's portfolio of award-winning products, services and embedded technologies is used by thousands of organizations around the world and includes the BlackBerry® wireless platform, the RIM Wireless Handheld product line, software development tools and software/hardware licensing agreements. RIM is seeking driven individuals who can take our wireless data products to the next level in the global wireless market. Are you ready to make a difference in the world of mobile communications with RIM? Torch Mobile was recently acquired by Research in Motion for its expertise in developing WebKit-based solutions for mobile and embedded devices. The Torch team is currently looking for a talented and passionate individual to join a growing team within the BlackBerry Platform organization. Utilizing their knowledge in C++ programming, the successful candidate will be working in a fast-paced, dynamic development environment to develop WebKit-based solutions for the BlackBerry Platform. The successful candidate's responsibilities will include: * All development aspects of software development lifecycle * Analysis, design, implementation and support of features of the product * Collaboration with team members and other internal groups in delivering features with the highest quality * Focusing on the maintainability, scalability and reliability of the system Qualifications ESSENTIAL SKILLS AND QUALIFICATIONS * Strong knowledge of C++ programming * Ability to work with Linux and Windows * Highly-motivated individual with commitment to excellence * Able to work well as a member of a team, utilizing complex technologies * Able to learn quickly and under pressure, to meet tight deadlines ADDITIONAL ASSETS * Experience with Java * Experience with WebKit considered a plus * Experience working within an Open Source development environment * Experience in GUI development * Experience developing software for devices with limited memory/CPU * Experience interfacing with hardware devices and embedded systems If you're driven to take wireless technologies to the next level, it's time you join the team at RIM. We offer a challenging environment that fosters creativity and rewards excellence. Employees also have use of our award winning BlackBerry! Research In Motion is an Equal Opportunity Employer.



Research In Motion (RIM) Software Developer, Graphics Software, 0904596 Research In Motion Limited® (RIM)® is a world leader in the mobile communications market and has a history of developing breakthrough wireless solutions. RIM's portfolio of award-winning products, services and embedded technologies is used by thousands of organizations around the world and includes the BlackBerry® wireless platform, the RIM Wireless Handheld¿ product line, software development tools and software/hardware licensing agreements. RIM is seeking driven individuals who can take our wireless data products to the next level in the global wireless market. Are you ready to make a difference in the world of mobile communications with RIM? POSITION SUMMARY Working with the Graphics and Media Software team in Mississauga, you will be assisting in the development of the BlackBerry Homescreen application. You will be exposed to 2D raster graphics, vector graphics (SVG), themes and more. This is your opportunity to gain experience with software development on the BlackBerry Handheld. Qualifications ESSENTIAL SKILLS * Currently enrolled in Computer Science, Software Engineering or similar at the Intermediate or Senior level with the coop option. * Programming experience in Java. ADDITIONAL ASSETS * Thorough understanding of Java programming principles and Design Patterns * Experience developing BlackBerry or J2ME applications * Experience with SVG * Experience developing user interface software If you're driven to take wireless technologies to the next level, it's time you join the team at RIM. We offer a challenging environment that fosters creativity and rewards excellence. Employees also have use of our award winning BlackBerry! Research In Motion is an Equal Opportunity Employer.



Research In Motion (RIM) Software Test Associate, 0906082 Research In Motion Limited® (RIM)® is a world leader in the mobile communications market and has a history of developing breakthrough wireless solutions. RIM's portfolio of award-winning products, services and embedded technologies is used by thousands of organizations around the world and includes the BlackBerry® wireless platform, the RIM Wireless Handheld¿ product line, software development tools and software/hardware licensing agreements. RIM is seeking driven individuals who can take our wireless data products to the next level in the global wireless market. Are you ready to make a difference in the world of mobile communications with RIM? POSITION SUMMARY This position is within the SV&V Handheld team and the successful candidate will play a key role in the release process of new BlackBerry applications software. This position involves the execution of conformance and performance test suites to validate the software attributes of RIM's suite of mobile cellular products. This testing is performed to validate that mobile device software conforms to established industry standards. The successful candidate will be actively involved in the test execution, results analysis, subsequent follow-up of testing issues with software developers, and automation of new test suites. Qualifications ESSENTIAL SKILLS * Currently enrolled in a related post-secondary program at the Intermediate level with the Co-op option * Strong written and verbal communication skills * Ability to demonstrate excellent attention to detail and to be able to follow testing instructions consistently and reliably * Experience in Java and/or scripting languages ADDITIONAL ASSETS * Prior experience with defect tracking systems such as DevTrack/Integrity or with document management and/or source code control systems such as LiveLink or PerForce If you're driven to take wireless technologies to the next level, it's time you join the team at RIM. We offer a challenging environment that fosters creativity and rewards excellence. Employees also have use of our award winning BlackBerry! Research In Motion is an Equal Opportunity Employer.



Research In Motion (RIM) Software Tester Research In Motion Limited® (RIM)® is a world leader in the mobile communications market and has a history of developing breakthrough wireless solutions. RIM's portfolio of award-winning products, services and embedded technologies is used by thousands of organizations around the world and includes the BlackBerry® wireless platform, the RIM Wireless Handheld¿ product line, software development tools and software/hardware licensing agreements. RIM is seeking driven individuals who can take our wireless data products to the next level in the global wireless market. Are you ready to make a difference in the world of mobile communications with RIM? POSITION SUMMARY The responsibilities of the RIM Cellular Technologies Data Group include producing daily reference software builds that include the latest and greatest code in the radio protocol stack integrated with very recent code for the other software parts that load on prototype mobile devices. The purpose of those builds is to produce platforms that are sufficiently stable for development to incorporate active changes and ascertain whether progress is being made at the rate needed. The focus of this position is on verifying through testing the correct workings of the basic radio protocol functionality of that software and produce related status and trends reports on the testing. You will also enhance the tests themselves. ESSENTIAL SKILLS * Currently enrolled in Computer Science, Engineering or a related technical discipline at the Junior level with the Co-op option * Ability to detect defects and changes in behaviour * Comfortable working with unpolished hardware and software. * Good at figuring out how to reproduce problems and collect debugging logs ADDITIONAL ASSETS * Scripting language (Python or equivalent such as Perl, Ruby) If you're driven to take wireless technologies to the next level, it's time you join the team at RIM. We offer a challenging environment that fosters creativity and rewards excellence. Employees also have use of our award winning BlackBerry! Research In Motion is an Equal Opportunity Employer.



Web Impact Web Impact Inc in Toronto (King & Dufferin area) is looking for 1 or 2 developers who know social network development; job details below. DEVELOPER If you have done some Facebook/MySpace development and/or have experience creating your own social networking type of application development, AND you have a GPA of 3.5 and higher, please email your resume and a scanned-in-copy of your final transcript to me at [email protected] Basic Requirements: University or college degree/diploma in Computer Science, Software Engineering or related 1- 2 years of practical software development experience In depth knowledge of OOD/OOP Internet application development experience Working knowledge of CMS systems Expert knowledge in at least 2 of the following: Java, C/C++, PHP, ASP, Python HTML SQL Server/Oracle PL/SQL Linux/Unix/Mac Passion for learning These additional skills are an asset: Experience on the mobile front (BlackBerry, iphone, android, J2me) Database Design tools Client Technical Support Microsoft Office, including Visio Technical Documentation



Web Impact Web Impact Inc in Toronto (King & Dufferin area) is looking for 1 or 2 developers who know social network development; job details below. MOBILE SOFTWARE DEVELOPER Description: We need extremely talented developers who can learn quickly and adapt to change. Mobile is the future of computing and you will be working with the latest cutting edge technologies, pushing the mobile platform to new heights. Requirements: - University or College degree/diploma in Comp Sci, Engineering, Math, but experience and talent is more important! - 1-3 years of professional development experience with tight deadlines and product based work (preferable in mobile or embedded software) - Strong skills in: Java, C, C++, C# (.NET), SQL - Able to learn new languages quickly - Nice to have: Apple Cocoa Framework, Objective C, OSX, Linux - Demonstrable knowledge of: OOD / OOP - Strong documentation skills (Technical and Client) - Innovative spirit - Mathematically skilled (Optimization, algorithms, logic, etc) - Can write efficient code on low end hardware - Has a sense of where mobile is going (or should go) - Has experience developing with some of the following:

Blackberry IPhone / IPod Touch Palm Android Windows Mobile Symbian / S60 / Nokia J2ME Most importantly: a passion for software development and learning



13.12 Knowledge and Skill Requirements (from Employer Interviews)

• HTML 5 • Solid foundation of web application development • Familiarity with multi-devices • Quality assurance • Ability to connect device to the web • Good programming skills • Ability to work well with others • Ability to teach others and field questions • Public speaking and inter-departmental communication • The fundamentals of computer science • Familiarity with the concept of programming • Good programming practices are more important the specific knowledge of one particular

application • Design Patterns (best practices of programming) • Basic math • Finance – particularly if they are going to do financial related programming (calculating

mortgage rates for example) • Operating systems • Advanced Excel • Database and database design (i.e. SQL, ERDs, etc.) • Capstone Project • Project Management • Set higher standards within your program – i.e. students having to maintain a certain average –

even if you have a lot dropping out of the program, you will be left with the kind of graduates that employers want to hire

• Human Computer Interaction • Version control • SQL Server 2005-2008 • Visual Studio 2008-2010 • .Net framework • Object-Oriented Programming (Java, C#) • Linux or Unix



Section 14: Duplication The Canadian Government has a major initiative to advance the state of Digital Media in Canada over the next seven years. This is consistent with the date of first graduates for this proposed program. Existing Computer Systems programs do not address these emerging technologies in a substantive manner, yet applications, devices and jobs will all converge in these areas in the near term. Based on mobile industry forecasts, it is expected there will be a very substantial demand for mobile and wireless professionals. Consequently, the student demand to enrol in this applied degree is expected to be high. Competitive analysis shows that this proposal is very well situated. Currently, there are no Bachelor degrees in Canada that emphasize mobile applications and emerging wireless technologies. Carleton has recently announced a Mobile and Social Networking Applications Stream for its B.Sc. program, Guelph is active in mobile applications and other colleges in Canada are planning to update their curriculum to reflect the growth in this area. Despite the evident gap in the marketplace and rapid growth in this field there are no college programs in Mobile Computing and only two bachelor programs in Computer Science that offer a set of courses in the area of mobile computing in Canada. There are no competing programs to the one proposed within the regional area of Sheridan College and a surrounding area encompassing 400km. The following section provides evidence that:

• the proposed program does not duplicate programs normally offered by Ontario universities or contribute to unwarranted raising of credentials among similar programs in the college system; and

• the proposed program meets a need not adequately addressed by other programs in colleges and universities.



14.1 Similar College Programs Currently, there are no similar college programs to the one proposed. However, two colleges offer baccalaureate degrees in software development:

1. Centennial College: Software Systems Design (BAISC); and 2. Seneca College: Bachelor of Technology (Software Development).

1. Institution: Centennial College Program Name & Credential: Software Systems Design (BAISC) Program Description: “Specialize in Software Systems: Design, Development and Management and be one of a select group of Ontario students to receive a four-year bachelorʼs degree in Applied Information Sciences. North America has a critical need for highly specialized software designers and Centennial College was selected by the Ministry of Training, Colleges and Universities to deliver a program to address this demand. The only of its kind in the province, the program has a unique focus on system design, a blend of technology and business subjects as well as industry placement. It also provides specialization in mobile application development or service-oriented architecture and cloud computing. The program places emphasis on advanced software standards and management. Software Systems: Design, Development and Management includes three software development projects. These real-world business applications will require students to utilize all the technical, systems and business skills acquired during their studies to build higher quality software.”52 Analysis of Similarities and Differences: The core of Centennialʼs program and Sheridanʼs program are similar. This is because they are both based on computer science. Typical courses such as discrete math, calculus, algorithms, operating systems, programming and databases are covered in both programs. However, the differences are present in the area of mobile computing. The following shows the differences between Centennial Collegeʼs Bachelor of Software Systems Design and Sheridanʼs Bachelor of Applied Computer Science (Mobile Computing) in the area of Mobile Computing. Subject Category Centennial College Sheridan Networking Service Oriented

Architecture 1 (4 cr.) Service Oriented Architecture 2 (4 cr.)

Web Application Design and Implementation (3 cr.) Enterprise Software Systems (3 cr.) Scripting and Web Languages (3 cr.) Edge to Core: Network Foundations (3 cr.) Wireless Network Principles (3 cr.) Advanced Wireless Networks (3 cr.) IP Engineering (3 cr.) Wireless Security (3 cr.) Wireless Application Services or The Business and Culture of Wireless (3 cr.)

Subtotal 8 credits (electives) 18 credits (mandatory), 27 credits (mandatory+electives) Mobile Application Development

Mobile Application Development 1 (4 cr.) Mobile Application Development 2 (4 cr.)

Mobile Computing (3 cr.) Mobile Device Application Principles (3 cr.) Mobile Web Application Development (3 cr.) Advanced Mobile App Development (3 cr.) Hybrid Mobile Development (3 cr.) Distributed Mobility (3 cr.) Ubiquitous Computing (3 cr.) Artificial Intelligence & Mobile Computing (3 cr.)

52 Source: Centennial College, Retrieved May 9, 2011 from: http://www.centennialcollege.ca/Programs/ProgramOverview.aspx?Program=0103



Total 8 credits (electives) 24 credits (mandatory) Grand Total 16 credits (electives) 42 credits (mandatory), 51 credits (mandatory+electives) In summary, Centennial Collegeʼs program has a total of 16 credits as electives in the area of Mobile Computing and related areas. Sheridanʼs program, on the other hand, has 42 credits in the area of Mobile Computing (from mandatory courses) and up to 51 credits including area electives. 2. Institution: Seneca College Program Name & Credential: Bachelor of Technology (Software Development) Program Description: “The Software Development degree educates you as a software developer, but it also trains you to be a well-rounded professional with both the technical and non-technical skills critical to success in the business environment. The curriculum includes an extensive exploration of software languages, operating systems, internet applications, multimedia interfaces, information security, databases and system analysis, and design principles. You also learn communication skills and sharpen your business acumen to help you succeed in todayʼs complex workplaces. The Bachelor of Technology (Software Development) degree is an eight-semester program. Choose from September or January start dates and study at Senecaʼs state-of-the art facilities located on the York University campus. Itʼs fully accessible by transit. Small class sizes, hands-on labs, electronic classrooms, and an expert faculty provide an enhanced learning environment. Youʼll be supported by excellent student services including library resources, counsellors, peer tutors and student co-ordinators. Furthermore, youʼll gain valuable work experience through one or more paid co-operative work terms.”53 Analysis of Similarities and Differences: The core of Senecaʼs program and Sheridanʼs program are similar. This is because they are both based on computer science. Typical courses such as discrete math, calculus, algorithms, operating systems, programming and databases are covered in both programs. However, the differences are present in the area of mobile computing. The following shows the differences between Seneca Collegeʼs Bachelor of Software Systems Design and Sheridanʼs Bachelor of Applied Computer Science (Mobile Computing) in the area of Mobile Computing. Subject Category Seneca College Sheridan Mobile Computing Foundations of Apple

Application Development (3 cr.)


Total 3 credits (electives) 24 credits (mandatory) In summary, Seneca Collegeʼs program has a total of 3 credits as electives in the area of Mobile Computing, whereas Sheridanʼs proposed program has 24 credits from mandatory courses in the area of Mobile Computing.

53 Source: Seneca College, Retrieved May 9, 2011 from: http://www.senecacollege.ca/fulltime/BSD.html



14.2 Similar or Related University Programs Currently, there are no directly similar university programs to the one proposed. However, five Ontario and one university outside of Ontario have been provided for comparison. They are:

1. Carleton University 2. York University 3. Trent University 4. Brock University 5. University of Guelph 6. Acadia University

1. Institution: Carleton University Program Name & Credential: Bachelor of Computer Science – Honours Mobile and Social Networking Applications Stream Program Description: “The Mobile and Social Networking Application Stream of Carletonʼs Bachelor of Computer Science explores the use of mobile communication devices such as the iPhone and the BlackBerry and social networking applications like Facebook and MySpace. “In this stream, students learn about such applications in four unconventional courses. The courses have no lectures, but instead have labs in which the student learns through 'hands-on' experience, under the guidance of instructional staff and in collaboration with your classmates. Students will be required to have their own Mac notebook computer.”54 Analysis of Similarities and Differences: The core of the Carleton program and Sheridanʼs program are similar. This is because they are both based on computer science. Typical courses such as discrete math, calculus, linear algebra, algorithms, operating systems, programming and databases are covered in both programs. However, the differences are present in the area of mobile computing. The following shows the differences between the Carleton University Bachelor of Computer Science Mobile and Social Networking Stream and Sheridanʼs Bachelor of Applied Computer Science – Mobile Computing in the area of Mobile Computing. Subject Category Carleton University Sheridan Networking and Social Networking

Social Networking (3 cr.) Web Application Design and Implementation (3 cr.) Enterprise Software Systems (3 cr.) Scripting and Web Languages (3 cr.) Edge to Core: Network Foundations (3 cr.) Wireless Network Principles (3 cr.)

Subtotal 3 credits 15 credits Mobile Application Development

Introduction to Mobile Application Development (3 cr.) Mobile Applications (3 cr.) Mobile Multimedia (3 cr.)


Subtotal 9 credits 24 credits Grand Total 12 credits 39 credits In summary, Carletonʼs program has a total of 12 credits in the area of Mobile Computing, whereas Sheridanʼs proposed program has 39 credits. 54 Source: Carleton University, Retrieved May 9, 2011 from: http://www.scs.carleton.ca/school/streams/program_streams.php?streams=social_networking



2. Institution: York University Program Name & Credential: Bachelor of Computer Science Program Description: “Our undergraduate programs aim to educate students for the diverse futures they will face. Hence the technical education in computer science and engineering is combined with a traditional liberal arts education in the BA and with a broad base of the science in the B.Sc. and the BASc. Specialisation in a second area in either the BA or the BSc is highly encouraged. In addition we encourage an international experience through summer schools and semesters abroad. We aim to educate a well-rounded individual able to contribute much more than a narrow technical expertise.”55 Analysis of Similarities and Differences: The core of York`s program and Sheridanʼs program are similar. This is because they are both based on computer science. Typical courses such as discrete math, calculus, linear algebra, algorithms, operating systems, programming and databases are covered in both programs. However, the differences are present in the area of mobile computing. The following table shows the differences between the York University Bachelor of Computer Science (Honours) and Sheridanʼs Bachelor of Applied Computer Science (Mobile Computing) in the area of Mobile Computing.56 Subject Category York University Sheridan Networking, Web and Enterprise Development

Web Application Design and Implementation (3 cr.) Enterprise Software Systems (3 cr.) Scripting and Web Languages (3 cr.) Edge to Core: Network Foundations (3 cr.) Wireless Network Principles (3 cr.)

Subtotal 0 credits 15 credits Mobile Computing Mobile Computing (3 cr.)

Mobile Device Application Principles (3 cr.) Mobile Web Application Development (3 cr.) Advanced Mobile App Development (3 cr.) Hybrid Mobile Development (3 cr.) Distributed Mobility (3 cr.) Ubiquitous Computing (3 cr.) Artificial Intelligence & Mobile Computing (3 cr.)

Subtotal 0 credits 24 credits Grand Total 0 credits 39 credits In summary, Yorkʼs program has a total of 0 credits in the area of Mobile Computing and related areas, whereas Sheridanʼs proposed program has 39 credits in this area.

55 Source: York University, Retrieved May 9, 2011 from: http://www.cse.yorku.ca/cshome/ 56 Note: The “no stream” BSc. Honours was used for comparison: http://www.cse.yorku.ca/undergrad/10-11/H-1011.pdf



3. Institution: Trent University Program Name & Credential: Bachelor of Computer Science Program Description: “As a computer scientist, you are a problem solver at heart. You enjoy the challenge of working out solutions and seeing your solutions work for others. You design new models of computation and new ways of doing things to exploit the speed and power of the digital machine. You are at the cutting edge of the Information Age. Whether you are an expert in databases, web application development, networks, programming, or artificial intelligence, you are part of a rapidly evolving and dynamic field where the opportunity to make a major impact on the world is a real possibility.”57 Analysis of Similarities and Differences: The core of Trentʼs program and Sheridanʼs programs are similar. This is because they are both based on computer science. Typical courses such as discrete math, calculus, linear algebra, algorithms, operating systems, programming and databases are covered in both programs. However, the differences are present in the area of mobile computing. The following table shows the differences between Trent Universityʼs Bachelor of Computer Science and Sheridanʼs Bachelor of Applied Computer Science (Mobile Computing) in the area of Mobile Computing. Subject Category Trent University Sheridan Networking, Web and Enterprise Development


Subtotal 0 credits 15 credits Mobile Application Development

Mobile Computing (3 cr.) Mobile Device Application Principles (3 cr.) Mobile Web Application Development (3 cr.) Advanced Mobile App Development (3 cr.) Hybrid Mobile Development (3 cr.) Human Computer Interaction (3 cr.) Distributed Mobility (3 cr.) Ubiquitous Computing (3 cr.) Artificial Intelligence & Mobile Computing (3 cr.)

Subtotal 0 credits 24 credits Grand Total 0 credits 39 credits In summary, Trentʼs program has a total of 0 credits in the area of Mobile Computing and related areas, whereas Sheridanʼs proposed program has 39 credits.

57 Source: Trent University, Retrieved May 4, 2011 from: http://www.trentu.ca/cois/



4. Institution: Brock University Program Name & Credential: Bachelor of Computer Science Program Description: “Computer Science is the study of computers, especially the interaction of their hardware and software. Computer Scientists develop software that makes the best use of hardware while providing ease of use and speed to the user. They develop operating systems, database management systems, artificial intelligence programs, animation and multimedia programs, as well as business and medical applications. Brock offers programs leading to 3-year Pass, 4-year Honours, Masters, combined Honours BA and BSc degrees, 2-year Computer Science as a Second Degree, and participate in a program offering a Bachelor of Computing and Business (BCB)”58 Analysis of Similarities and Differences: The core of the Brock program and Sheridanʼs program are similar. This is because they are both based on computer science. Typical courses such as discrete math, calculus, linear algebra, algorithms, operating systems, programming and databases are covered in both programs. However, the differences are present in the area of mobile computing. The following table shows the differences between Brockʼs Bachelor of Computer Science and Sheridanʼs Bachelor of Applied Computer Science (Mobile Computing) in the area of Mobile Computing. Subject Category Brock University Sheridan Networking, Web and Enterprise Development

Introduction to Computer Networking


Subtotal 3 credits 15 credits Mobile Computing Integrity and Literacy in the

Information Age Mobile Computing (3 cr.) Mobile Device Application Principles (3 cr.) Mobile Web Application Development (3 cr.) Advanced Mobile App Development (3 cr.) Hybrid Mobile Development (3 cr.) Distributed Mobility (3 cr.) Ubiquitous Computing (3 cr.) Artificial Intelligence & Mobile Computing (3 cr.)

Subtotal 3 credits 24 credits Grand Total 6 credits 39 credits In summary, Brockʼs program has a total of 6 credits in the area of Mobile Computing and related areas, whereas Sheridanʼs proposed program has 39 credits.

58 Source: Brock University, Retrieved May 4, 2011 from: http://www.brocku.ca/webcal/current/undergrad/COSC.html#sec24



5. Institution: University of Guelph Program Name & Credential: Bachelor of Computer Science Program Description: “Secure a strong foundation in hardware and theory in this traditional Computer Science major. As a student, you will focus on applied software development and have the opportunity to choose computer science electives such as Human Computer Interaction, Game Programming and Database Systems. Your degree in Computer Science will uniquely position you to enter the workforce as a sought after expert with interdisciplinary knowledge and skills that employers will find indispensable.”59 Sample Careers: - Game Programmer - Multimedia Developer - User Interface Architect - Artificial Intelligence Researcher - Systems Analyst - E-Commerce Specialist Analysis of Similarities and Differences: The core of Guelphʼs program and Sheridanʼs program are similar. This is because they are both based on computer science. Typical courses such as discrete math, calculus, linear algebra, algorithms, operating systems, programming and databases are covered in both programs. However, the differences are present in the area of mobile computing. The following table shows the differences between the Guelph University Bachelor of Computer Science and Sheridanʼs Bachelor of Applied Computer Science – Mobile Computing in the area of Mobile Computing. Subject Category Guelph University Sheridan Networking, Web and Enterprise Development

Area of Application or electives (3 cr.)


Subtotal 3 credits 15 credits Mobile Computing Area of Application or electives

(3 cr.) Mobile Computing (3 cr.) Mobile Device Application Principles (3 cr.) Mobile Web Application Development (3 cr.) Advanced Mobile App Development (3 cr.) Hybrid Mobile Development (3 cr.) Distributed Mobility (3 cr.) Ubiquitous Computing (3 cr.) Artificial Intelligence & Mobile Computing (3 cr.)

Subtotal 3 credits 24 credits Grand Total 6 credits 39 credits In summary, Guelphʼs program has a total of 6 credits in the area of Mobile Computing, whereas Sheridanʼs proposed program has 39 credits.

59 Source: Guelph University, Retrieved May 4, 2011 from http://www.uoguelph.ca/registrar/calendars/undergraduate/current/c10/c10bcomp-sofs-c.shtml



6. Institution: Acadia University Program Name & Credential: Bachelor of Computer Science with Specialization in Mobile and Ubiquitous Computing Program Description: “The Mobile and Ubiquitous Computing specialization stream is designed to provide our students with the knowledge and skills needed to work in this rapidly growing area of Computer Science. Recent years have shown that we are working towards an increasingly mobile computing environment with wireless laptops, smartphones, handheld computers and even wireless printers and digital cameras. All of these devices need to be programmed to interact correctly, increasing the demand for these programming and design skills. The stream will focus on core computer science fundamentals as well as courses in Human-Computer Interaction and Mobile and Ubiquitous Computing. This stream requires four courses in Psychology, including one course on how to design data collection experiments and analyze data from those experiments, and the option to take a cognition course to learn more about how people process information. Our HCI course, combined with the psychology courses, will be useful when dealing with interface design issues for mobile devices and determining how well the interface is working. Our goal is to produce students who are capable of writing software for mobile and ubiquitous devices and properly testing such software.” 60 Analysis of Similarities and Differences: The core of the Acadia program and Sheridanʼs program are similar. This is because they are both based on computer science. Typical courses such as discrete math, calculus, linear algebra, algorithms, operating systems, programming and databases are covered in both programs. However, the differences are present in the area of mobile computing. The following table shows the differences between the Acadia University Bachelor of Computer Science with Specialization in Mobile and Ubiquitous Computing and Sheridanʼs Bachelor of Applied Computer Science – Mobile Computing in the area of Mobile Computing. Subject Category Acadia University Sheridan Web Centric Web-centric Programming (3 cr.) Web Application Design & Implementation (3 cr.)

Enterprise Software Systems (3 cr.) Scripting & Web Languages (3 cr.)

Subtotal 3 credits 9 credits Security Security (3 cr.) Introduction to Information Systems Security (3 cr.) Subtotal 3 credits 3 credits Human Computer Interaction

Human Computer Interaction (3 cr.)

Human Computer Interaction (3 cr.)

Subtotal 3 credits 3 credits Mobile Computing Mobile Computing (3 cr.) Mobile Computing (3 cr.)

Mobile Device Application Principles (3 cr.) Mobile Web Application Development (3 cr.) Advanced Mobile App Development (3 cr.) Hybrid Mobile Development (3 cr.) Distributed Mobility (3 cr.) Ubiquitous Computing (3 cr.) Artificial Intelligence & Mobile Computing (3 cr.)

Subtotal 3 credits 24 credits Grand Total 12 credits 39 credits In summary, Acadiaʼs program has a total of 12 credits in the area of Mobile Computing and related areas, whereas Sheridanʼs proposed program has 39 credits.

60 Source: University of Acadia, Retrieved May 4, 2011 from: http://cs.acadiau.ca/current_students/Streams/Mob-Ubi_computing.php



Section 15: Optional Material 15.1 Program Map The program map illustrates the progression of learning through the program, and the credit value of each course.



15.2 Appendices This section presents the various appendices that were referenced in the submission. Appendix 1: Computer Systems Technician (2 year diploma) Learning Outcomes (as of 2008) (MTCU Funding Code 50505) Source: http://www.tcu.gov.on.ca/eng/general/college/progstan/techno/comp_sys2.html The graduate has reliably demonstrated the ability to:

1. Analyze and resolve information technology problems through the application of systematic approaches and diagnostic tools.

2. Support the implementation and administration of computer systems.

3. Support the implementation and administration of networking solutions.

4. Install, configure, troubleshoot, maintain, and upgrade components of computer systems.

5. Install, configure, troubleshoot, maintain, and upgrade components of networks.

6. Use a variety of scripting tools and languages to automate routine tasks.

7. Follow, monitor, and document data storage procedures designed to ensure the integrity of information.

8. Apply knowledge of security issues to the implementation of information technology solutions.

9. Provide efficient and effective technical support to clients in a manner that promotes safe

computing practices and reduces the risk of the issue recurring.

10. Conform to workplace expectations found in information technology (IT) environments.

11. Contribute to the successful completion of the project applying the project management principles in use.



Appendix 2: Advanced Diploma Computer Systems Technology Learning Outcomes (as of 2008) (MTCU funding code 60505) Source: http://www.tcu.gov.on.ca/eng/general/college/progstan/techno/comp_sys3.html#11 The graduate has reliably demonstrated the ability to:

1. Analyze and resolve information technology problems through the application of systematic approaches and diagnostic tools.

2. Analyze, plan, design, and implement computer systems.

3. Analyze, plan, design, and implement networking solutions.

4. Install, configure, troubleshoot, monitor, maintain, upgrade, and optimize computer systems.

5. Install, configure, troubleshoot, monitor, maintain, upgrade, and optimize networks.

6. Use a variety of scripting tools and languages to automate routine tasks.

7. Participate in the deployment and administration of databases within a networked environment.

8. Plan, develop, and be responsible for data storage to ensure the integrity of information.

9. Apply knowledge of security issues to the implementation of information technology solutions.

10. Appraise existing security solutions with a view to on-going maintenance, development, and improvement of organizational security.

11. Provide efficient and effective technical support to clients in a manner that promotes safe

computing practices and reduces the risk of the issue recurring.

12. Articulate, defend, and conform to workplace expectations found in information technology (IT) environments.

13. Contribute to the successful completion of the project applying the project management principles

in use.



Appendix 3: Bachelor of Applied Computer Science (Mobile Computing) Learning Outcomes By the end of the program, graduates will have demonstrated the ability to: Core Computer Science

1. Determine solutions using problem solving principles, logic, and systematic methodologies.

2. Evaluate the architecture and principles of operation of computer systems and networks.

3. Synthesize principles and theories of computer science and software engineering for application to different computing paradigms.


5. Design and develop secure enterprise-grade information systems.

6. Manage the development of software systems through a variety of development processes and methodologies.


8. Synthesize new knowledge in the field of computer science by using appropriate research methodologies.

Mobile Application Development








16. Synthesize new knowledge in the area of mobile computing by using appropriate research methodologies and techniques.

Wireless Networks




20. Select appropriate wireless technologies in commercial and enterprise applications.



Professional & Social Conduct, Behaviours and Attitudes


22. Exhibit effective collaboration when working in multi-disciplinary teams.

23. Integrate knowledge of ethical and legal frameworks with effective business practices.

24. Apply project planning principles and processes in order to enhance business competitiveness.

25. Exhibit professional attitudes and behaviours including meeting project due dates and meeting client needs.



Appendix 4: Detailed Gap Analysis Comparing the Learning Outcomes of the BACSc. (Mobile Computing) with the Computer Systems Technician Diploma Program (as of 2008) (MTCU funding code 50505)61 Degree Learning Outcomes Diploma Learning Outcomes

Gap Identified Remediation of the Gap

1. Determine solutions using problem solving principles, logic, and systematic methodologies. 3. Synthesize principles and theories of computer science and software engineering for application to different computing paradigms.

1. analyze and resolve information technology problems through the application of systematic approaches and diagnostic tools

3. Synthesize principles and theories of computer science and software engineering for application to different computing paradigms. 4. Design and develop software systems for various application domains.

2. support the implementation and administration of computer systems


3. support the implementation and administration of networking solutions


4. install, configure, troubleshoot, maintain, and upgrade components of computer systems


5. install, configure, troubleshoot, monitor, maintain, and upgrade components of networks

1. Determine solutions using problem solving principles, logic, and systematic

6. use a variety of scripting tools and languages to automate routine tasks

61 This analysis is based on the student entering year 2 of the BACSc. (Mobile Computing) program. Learning outcome comparisons are based on this context.



Degree Learning Outcomes Diploma Learning Outcomes


methodologies. 16. Assess the capabilities of next-generation networks and the role of wireless technologies in network design and operation.

N/A

2. Evaluate the architecture and principles of operation of computer systems and networks. 6. Manage the development of software systems through a variety of development processes and methodologies.

3. support the implementation and administration of computer systems


8. apply knowledge of security issues to the implementation of information technology solutions

5. Design and develop secure enterprise-grade information systems. 6. Manage the development of software systems through a variety of development processes and methodologies.

7. follow, monitor, and document data storage procedures designed to ensure the integrity of information

24. Exhibit professional attitudes and behaviours including: meeting project due dates and meeting client needs. 22. Integrate knowledge of ethical and legal frameworks with effective business practices.

9. provide efficient and effective technical support to clients in a manner that promotes safe computing practices and reduces the risk of the issue recurring


10. conform to workplace expectations found in information technology (IT) environments





21. Exhibit effective collaboration when working in multi-disciplinary teams. 23. Apply project planning principles and processes in order to enhance business. 21. Exhibit effective collaboration when working in multi-disciplinary teams. 24. Exhibit professional attitudes and behaviours including: meeting project due dates and meeting client needs.

11. contribute to the successful completion of the project applying the project management principles in use.


N/A

8. Synthesize new knowledge in the fields of mobile computing and traditional computer science by using appropriate research methodologies.

N/A


N/A


N/A


N/A Design effective mobile interfaces using human computer interaction principles.

PROG 12345: Mobile Computing (42 hours, 3 credit core course) Students learn the foundational concepts and topics in the mobile computing field of Computer Science. Students learn about mobile computing applications, technologies and wireless communications.






N/A


N/A


N/A



Appendix 5 Detailed Gap Analysis Comparing the Learning Outcomes of the BACSc. (Mobile Computing) with the Computer Systems Technology Advanced Diploma Program (as of 2008) (MTCU funding code 60505)62 Degree Learning Outcomes Diploma Learning Outcomes


1. Determine solutions using problem solving principles, logic, and systematic methodologies. 3. Synthesize principles and theories of computer science and software engineering for application to different computing paradigms.

analyze and resolve information technology problems through the application of systematic approaches and diagnostic tools

Students in the advanced diploma program have not been introduced to advanced data structures, algorithm design and analysis. This knowledge is integral in order to analyze and resolve complex information technology problems – as skill expected of from a degree graduate.

PROG 12345: Advanced Data Structures and Algorithms (42 hours, 3 credit composite course): Students focus on the design, analysis, and implementation of advanced computer data structures and algorithms. Students learn a variety of data structures and algorithms, learn how to analyze algorithms, and apply this knowledge to efficiently solve problems.

3. Synthesize principles and theories of computer science and software engineering for application to different computing paradigms. 4. Design and develop software systems for various application domains.

analyze, plan, design, and implement computer systems.

Students in the advanced diploma program have not been introduced to advanced data structures, algorithm design and analysis. This knowledge is integral in the design and effective development of complex computer systems.

PROG 12345: Advanced Data Structures and Algorithms (42 hours, 3 credit composite course): Students focus on the design, analysis, and implementation of advanced computer data structures and algorithms. Students learn a variety of data structures and algorithms, learn how to analyze algorithms, and apply this knowledge to efficiently solve problems.


analyze, plan, design, and implement networking solutions

Students in the advanced diploma programs have not been introduced to a significant body of knowledge in the area of mobile/wireless networks.

TELE 12345: Mobile Device Networks (56 hours, 4 credit composite course): Students learn about wireless and cellular networks. In the wireless network modules, students focus on wireless communications to access local area networks, and on the IEEE 802.3 and 802.11 standards. In the cellular section, students learn about characteristics of radio propagation, interference and their effect on data transmission and reception, antenna design and solutions to minimize their effects on data.


install, configure, troubleshoot, monitor, maintain, upgrade, and optimize computer systems

17. Evaluate network protocols, routing algorithms,

install, configure, troubleshoot, monitor, maintain, upgrade, and

62 This analysis is based on the student entering year 3 of the BACSc. (Mobile Computing) program. Learning outcome comparisons are based on this context.





connectivity methods and characteristics.

optimize networks

1. Determine solutions using problem solving principles, logic, and systematic methodologies.

use a variety of scripting tools and languages to automate routine tasks


participate in the deployment and administration of databases within a networked environment

2. Evaluate the architecture and principles of operation of computer systems and networks. 6. Manage the development of software systems through a variety of development processes and methodologies.

plan, develop, and be responsible for data storage to ensure the integrity of information


apply knowledge of security issues to the implementation of information technology solutions

5. Design and develop secure enterprise-grade information systems. 6. Manage the development of software systems through a variety of development processes and methodologies.

appraise existing security solutions with a view to on-going maintenance, development, and improvement of organizational security

24. Exhibit professional attitudes and behaviours including: meeting project due dates and meeting client needs. 22. Integrate knowledge of ethical and legal frameworks with effective business practices.

provide efficient and effective technical support to clients in a manner that promotes safe computing practices and reduces the risk of the issue recurring

20. Identify the skills and business practices of

articulate, defend, and conform to workplace expectations found in





successful entrepreneurs needed to assess and seize business opportunities, set up a business, and manage its growth. 21. Exhibit effective collaboration when working in multi-disciplinary teams. 23. Apply project planning principles and processes in order to enhance business.

information technology (IT) environments

21. Exhibit effective collaboration when working in multi-disciplinary teams. 24. Exhibit professional attitudes and behaviours including: meeting project due dates and meeting client needs.

contribute to the successful completion of the project applying the project management principles in use.


N/A Design effective user interfaces using human computer interaction principles.

PROG 12345: Mobile Computing Principles (84 hours, 6 credit composite course): Students learn the foundational concepts and topics in the mobile computing field of Computer Science.

8. Synthesize new knowledge in the fields of mobile computing and traditional computer science by using appropriate research methodologies.

N/A Synthesize new knowledge in the fields of mobile computing and traditional computer science by using appropriate research methodologies.



N/A Apply the fundamental design paradigms and technologies to mobile computing applications.


10. Develop consumer and enterprise mobile applications using representative mobile devices and platforms using modern development

N/A Develop consumer and enterprise mobile applications using representative mobile devices and platforms using modern development methodologies.

PROG 12345: Programming Languages (42 hours, 3 credit course): Students focus on various concepts and principles underlying the design and use of modern programming languages. Students learn about programming





methodologies. languages in the context of procedural, object-oriented, and functional programming languages. Topics include data and control structuring constructs, facilities for modularity and data abstraction, polymorphism, syntax, and formal semantics.


N/A Design effective mobile interfaces using human computer interaction principles.



N/A Evaluate the role of mobile applications in software intensive systems.



N/A Evaluate the usability of representative mobile devices such as smartphones and tablets.



N/A Appraise the quality and performance of mobile applications.


December 31, 2011 Submission: Mobile Computing Applying ...

Documents

Transcript of December 31, 2011 Submission: Mobile Computing Applying ...