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Senate Standing Committee on Academic Planning and Priorities
Friday, December 1, 2017 9:00 a.m. - 12:00 p.m.
Surrey Campus, Cedar 2110
AGENDA
1. Call to Order ............................................................................................... Jane Fee 9:00
2. Confirmation of Agenda
3. Approval of Minutes, November 10, 2017
4. Chair's Report
5. Pending Business
6. New Business
6.1 Institutional Recognition: Native Education College ................... Diane Purvey 9:05
6.2 Mechatronics and Advanced Manufacturing Technology (MAMT) Program............................................................... Joanne Massey, David Florkowski
10:10
7. Standing Items
7.1 VPTL-AVPR Report ...................................................................... Stephanie Chu 9:25
7.2 Vision 2023 ..................................................................................... Lori McElroy 9:45
7.3 Academic Plan 2018 / 2023 ............................................................ Sal Ferreras 10:00
8. Items for Discussion 11:00
9. Adjournment
Senate Standing Committee on
Academic Planning and Priorities November 10, 2017 Page 1
MINUTES OF REGULAR MEETING Senate Standing Committee on
Academic Planning and Priorities
Friday, November 10 2017
10:00 a.m. – 12:00 p.m.
Surrey Campus Boardroom, Cedar 2110
Present: (Quorum: 7 voting members) Ex-Officio / Non-voting
Jennifer Au Chamkaur Cheema Rahil Faruqi David Florkowski Amanda Grey
Sharon Leitch Ann-Marie McLellan Denise Nielson Carolyn Robertson Angela Ryan Tom Westgate
David Burns Stephanie Chu Jane Fee (Chair) Sal Ferreras Nadia Henwood Lori McElroy
Ex-Officio / Voting
Regrets: Senate Office Guests:
Angelina Desjarlais Alan Davis
Rita Zamluk, Administrative Assistant
Steve Cardwell Josephine Chan Todd Mundle Louella Mathias
1. Call to Order
The Chair called the meeting to order at 9:02 a.m.
2. Approval of Agenda
Tom Westgate moved the agenda be confirmed as circulated.
The motion carried.
3. Approval of Minutes, October 13, 2017
Amanda Grey moved the minutes be confirmed as circulated
The motion carried.
4. Chair’s Report
The Chair opened a discussion on best practices to support new members to Senate and Senate Standing Committee. The committee discussed clarifying roles for members, developing an introduction package, starting a mentoring program for members and Chairs, meeting with previous
Senate Standing Committee on
Academic Planning and Priorities November 10, 2017 Page 2
incumbents, providing contextual information about current discussion, and recognizing the contribution of outgoing individuals.
David Burns, the Vice-Chair of Senate will follow up on the item of recognizing the contribution of outgoing individuals.
5. Pending Business
No pending business
6. New Business
6.1. Preliminary Proposal to establish a Faculty of Graduate Studies
The Chair introduced the Graduate Advisory Committee and staff who developed the proposal.
Steve Cardwell, Associate Vice-President, Academic provided history and background of the
proposal. He outlined the policy framework to create the Faculty, summarized the proposal,
and the further work required to establish the new Faculty.
Amanda Grey moved that the Senate Standing Committee on Academic Planning and Priorities endorses the Preliminary Proposal to Establish a New Faculty of Graduate Studies, and forward to Senate as information.
The committee discussed the administrative and academic governance structure of the new faculty, the development and approval of curriculum, processes to follow, balancing programming quality with the tight timeline, ensuring high-quality programming and student services support to ensure KPU’s reputation, the funding of the new Faculty, and the steps in policy GV9. A copy of the timeline is added to the minutes.
The motion carried.
7. Standing Items
7.1. VPTL-AVPR Report
Stephanie Chu presented the Teaching, Learning and Scholarship Action Plan. The committee
discussed new technologies, budget requirements, and the role of Teaching Fellows. She
requested feedback from the committee members.
7.2. Vision 2023
Lori McElroy gave an update on progress with Vision 2023. The Thought Exchange tool is
synthesizing the outcomes of the ranking process of applying ‘Stars’. The consultations are
continuing, and plans include holding Hallway Conversations, and a meeting for all members of
the Program Advisory Committees. The goal is to have final approval of the Vision 2023 by
June, 2018.
The committee commended the group on including the Program Advisory Committees in the
consultation.
7.3. Academic Plan 2018 / 2023
Sal Ferreras provided an update on the activities undertaken to develop the Academic Plan 2018 / 2023. He reported on his presentations at Faculties and Departments. From the consultations, eight prioritized themes emerged.
Senate Standing Committee on
Academic Planning and Priorities November 10, 2017 Page 3
1. Student Success – mental health; advising services; defined as students completing their program
2. Teaching Excellence
3. Technical Pedagogy
4. Research – develop an Office of Research and Research Services
5. Graduate Programs
6. Indigenous Participation
7. Internationalization, Globalization
8. K-12 Transformation
He invited the committee to challenge the leadership during the planning process to ensure
KPU is well positioned to deal with the unknowns of future work, students, and education.
The Chair thanked the Provost for his report, and outlined the following items to be completed
by the committee:
1. Include the Academic Plan as a standing item on agenda
2. Facilitate a session with Senators in February or March
3. Challenge the themes chosen and challenge the priorities set.
The committee discussed the timing of the drafting of the Academic Plan, developing a
research program, funding activities in the Academic Plan once developed, and defining
student success. The committee will review the first draft plan later in the Spring rather than
on January 2, 2018.
8. Items for Discussion
The Chair thanked those who participated in the budget planning process, explained that PUE is an acronym for Polytechnic University Executive, and thanked everyone for their participation during the meeting.
9. Adjournment
The meeting adjourned at 11:20 a.m.
Senate Standing Committee on Academic Planning and Priorities
Agenda Item: 6.1
Meeting Date: December 1, 2017
Presenter(s): Diane Purvey
Agenda Item: Institutional Recognition: Native Education College
Action Requested:
Motion to Approve Discussion Information Education
Recommended Resolution:
THAT the Senate Standing Committee on Academic Planning and Priorities review the request for institutional recognition of the Native Education College (NEC) and recommend approval to Senate.
Senate Standing Committee Report:
For Senate Office Use Only
Context & Background:
NEC offers a number of certificate and diploma programs in Business, Fine Arts, Health Sciences, and the Humanities and Social Sciences. Faculty of Arts faculty have reviewed some of these programs and have identified potential areas of transferability from NEC to KPU. As NEC is a private post-secondary institution in BC, in order to develop transfer agreements between NEC and KPU, NEC must go through a recognition process at KPU.
Key Messages: [maximum of 3, preferably no more than 100 words]
1. NEC is a member of the Indigenous Adult and Higher Learning Association of
BC, offering Vocational, preparatory, undergraduate levels of instruction.
2. Both KPU and NEC are governed by the Ministry of Advanced Education,
Skills, and Training.
3. Eight BC Public post-secondary institutions already have formal
recognition/transfer agreements with NEC
Consultations: KPU Deans and Office of the Registrar, Nadia Henwood
Attachments: Request for Recognition of Institutions or Organizations Form
Submitted by: Christina Fung, on behalf of Diane Purvey
Date submitted: October 26, 2017
Pg 1
Request for Recognition of Institutions or Organizations
Request for institution/organization recognition as probationary for 3 years. After 3 years, a review of the
organization and student performance will be presented to SSCAPP to determine if full recognition should be
granted.
Presenter: Diane Purvey, Dean of Arts
Institution/Organization:
Native Education College (NEC)
Criteria for recognition of institutions or organizations
Effective Date: Fall 2018
Rationale for KPU recognition: NEC offers a number of certificate and diploma programs in Business, Fine Arts, Health Sciences, and the Humanities and Social Sciences. Faculty of Arts faculty have reviewed some of these programs and have identified potential areas of transferability from NEC to KPU. As NEC is a private post-secondary institution in BC, in order to develop transfer agreements between NEC and KPU, NEC must go through a recognition process at KPU.
Origins: What is the length of time the organization has been operating?
Recommendation: An organization should have cycled through at least one graduation cycle plus 2 years.
As an organization, 50 years; as a college, 38 years.
Accreditation: What accreditation/recognition does the organization have in place? The NEC certificate and diploma programs are designated through the Ministry of Advanced Education, Skills, and Training, Private Training Institutions Branch. NEC is a member of the Indigenous Adult and Higher Learning Association of BC.
Recognition: What other institutions does the organization have formal recognition/ transfer agreements with?
Provide active articulations in place with any of the following:
BC public post-secondary institutions:
o Capilano University
o Douglas College
o Emily Carr University of Art + Design
o Nicola Valley Institute of Technology
o Royal Roads University
o Simon Fraser University
o University of British Columbia
o Vancouver Community College
Quality Assurance: What type of institutional quality assurance/program quality is in place? How does this
compare to KPU? What formal assurances are in place for curriculum development? What formal review
processes are in place for ongoing program/curriculum review?
NEC
Accrediting body: Ministry of Advanced Education, Skills and Training, Private Training Institutions
Branch. The College acts in accordance to the Private Training Act.
The College is governed by nine elected members of the Board of Directors, who are also members of the NEC Society.
Curriculum development: Programs are reviewed every 5 years as per the Ministry of Advanced
Education, Skills, and Training.
Pg 2
Both KPU and NEC are governed by the Ministry of Advanced Education, Skills, and Training.
Assessment: What types of assessments are used to evaluate student success?
Standard assessments: term papers, midterms, final exams, presentations
*However, assessments are program and course dependent as more vocational programs may evaluate
student success differently
Admission: What are the undergraduate admission requirements and how do they compare to KPU?
NEC General Admission Requirements:
Canadian citizen
Permanent resident of Canada
Mature applicants are 18 years or older or graduated from a secondary school
Official transcripts or educational documents Program Specific Admission Requirements:
*Dependent on the program Applicants with the academic requirements are interviewed by the Program Coordinator or designate. Either can deny acceptance into a program on the grounds of preparedness (e.g. stable personal circumstances, time commitments, motivation, etc.) or suitability. An applicant that was unsuccessful in a NEC college program may be referred to the NEC counselor. The counselor will provide input into the decision for acceptance by the Program Coordinator and the Admissions staff.
KPU *Dependent on the Faculty
Faculty Qualification: What are the minimum faculty qualifications and how do they compare to KPU?
NEC
Bachelor’s Degree; experience is important KPU
*Faculty and department dependent
Generally speaking, however, a Master’s Degree or higher is required/preferred for most Faculties
Programs: What blend of programs/credentials does the organization offer?
Academic upgrading, certificates, diplomas, continuing education
Levels of instruction: What academic levels are offered (e.g. graduate, undergraduate, vocational, preparatory)?
Vocational, preparatory, undergraduate
Grading Scale: What type of grading system, credit hours, and GPA calculations are used?
Grade Grade Point Percentage Definition
A+ 4.33 90-100
A 4.00 85-89
A- 3.67 80-84
B+ 3.33 76-79
B 3.00 72-75
Pg 3
B- 2.67 68-71
C+ 2.33 64-67
C 2.00 60-63
C- 1.67 56-59
D 1.00 50-55
F 0.00 40-49
I NC Incomplete (No credit granted)
E CR Exempt-Credit Granted
W NC Approved withdrawal (No credit granted)
N NC Ceased to attend classes
S CR Satisfactory – Credit Granted
U NC Unsatisfactory – No credit granted
Courses are typically 3 credits, 1 credit representing 1 hour of class per week (3 credits = 3 hours/week)
Consultation:
Internal Consultation: Dean/Director to provide comments regarding recognition request. Please provide all
comments, date of consultation and name of representative.
Chip & Shannon Wilson School of Design: Carolyn Robertson – October 9, 2017 - In Support
Faculty of Arts: Initiated by Arts
Faculty of Academic & Career Advancement: Patrick Donahoe – October 9, 2017 - I support. I see this working
well with what Steve is planning for closer ties with the FN communities.
Faculty of Health: David Florkowski – October 9, 2017 - In support
Faculty of Science & Horticulture: Elizabeth (Betty) Worobec – October 9, 2017 – In Support. We have a
partnership with NEC with our CADD diploma, and have applied for funding for a pre-CADD upgrading leading
into and through to the full diploma. They are very easy to work with.
Faculty of Trades & Technology: David Florkowski (interim Dean) – October 9, 2017- In Support
School of Business: Wayne Tebb – October 9, 2017- I am familiar with NEC, first doing joint literacy programs
with them in the early 80s when I was the National Program Director of Frontier College. I fully support formal
institutional recognition and the negotiation of an appropriate transfer credit agreement.
KPU International (for institutions outside of Canada)
Office of the Registrar: Nadia Henwood, October 25, advised of the Admissions section of the form.
Senate Standing Committee on Academic Planning and Priorities
Agenda Item: 6.2
Meeting Date: December 1, 2017
Presenter: Joanne Massey, David Florkowski
Agenda Item: Full Program Proposal: Mechatronics and Advanced Manufacturing Technology
Action Requested:
Motion to Approve Discussion Information Education
Recommended Resolution:
THAT the Senate Standing Committee on Academic Planning and Priorities review the proposal for the Mechatronics and Advanced Manufacturing Technology (MAMT) program and recommend approval to Senate for implementation September, 2018.
Senate Standing Committee Report:
On April 7, 2017, the Senate Standing Committee on Academic Planning and Priorities endorsed the concept paper for the Advanced Manufacturing Technician Diploma and recommended proceeding with development of the full program proposal for implementation in September, 2018.
Context & Background:
This program will address the needs as identified by the City of Surrey, the province of BC, and Federal initiatives regarding growing technology skills in manufacturing. The value for KPU Tech is to become a centre for specialized skills training in the rapidly growing mechatronics and advanced manufacturing sectors. Due to the growing need for skilled technicians as the world rapidly automates, the Mechatronics and Advanced Manufacturing Technology (MAMT) program is expected to attract students from local, national and global markets. This program will provide critical opportunities for our students and will position KPU as a sought-after partner in plant operation, production, and related manufacturing sectors.
Key Messages:
1. By developing this program KPU is making a commitment to innovation and collaboration, and taking steps to support the emergence of the Industry 4.0 sector, and help grow local manufacturing competitiveness in our region as well as across BC.
2. The MAMT program provides a broad skill set in mechatronics and advanced manufacturing, supports applied research, product development and commercialization solutions and aligns with opportunities in such areas as Biotechnology, Telecommunications, Life Science and Medical, Distribution, Transportation and Logistics, Mining, Aerospace, Forestry, National Security etc.
3. The outcomes in the certificate credential will provide skills required in the manufacturing sector to secure entry-level employment. The outcomes of the diploma credential will allow graduates to advance in their career. This program will address the needs for the technology
Senate Standing Committee on Academic Planning and Priorities
Agenda Item: 6.2
Meeting Date: December 1, 2017
Presenter: Joanne Massey, David Florkowski
sector through globally recognized Siemens Mechatronics System certifications.
Resource Requirements:
One-time Only/Start-up Operating Costs $268,200 Capital Costs (Equipment and Renovations, Training Aids etc.) $850,000 On-going Operating Costs (at stable state) $581,476
Implications / Risks: By missing the opportunity to demonstrate to the City of Surrey, the Province, as well as local and international industries that we want to participate in this sector will result in KPU being left behind. Others will fill the gap.
Consultations:
Approved by the Faculty of Trades and Technology Faculty Council November 8, 2017. Feedback from Advising September 26, 2017 Feedback from OREG November 2, 2017 Feedback from SAFA November 2, 2017 Feedback from Senate Vice Chair November 6, 2017 Feedback from International November 7, 2017 Feedback from EPT November 7, 2017 Feedback from ACA November 8, 2017 Feedback from Co-op November 8, 2017 Feedback from University Space November 8, 2017 Feedback from Arts November 9, 2017 Feedback from Health November 14, 2017
Attachments:
1. Full Program Proposal 2. Course Flow Chart 3. Appendix A – Course Descriptions 4. Appendix B - StudentAidBC Program Eligibility Form 5. Appendix C - Curriculum Consultation Forms/Report 6. Appendix D – IAP Feasibility Assessment 7. Appendix H – Factsheet/Manufacturing in BC 8. Budgetary Impact of Curriculum Proposal Form 9. Financial Assessment
Submitted by: David Florkowski, Interim Dean, Faculty of Trades and Technology
Date submitted: November 27, 2017
A. Executive Summary: A1. Summarize the purpose of the proposal
Non-Degree Program Proposal
The Mechatronics and Advanced Manufacturing Technology (MAMT) program prepares
graduates for careers in the manufacturing industry. Students will acquire critical theoretical
and technical knowledge, augmented with hands-on practical experience. They will learn to
equipment that demonstrates the most current technology in computer numerical control
(CNC) programming, renewable energy, and computer controlled autonomous systems;
hydraulic, pneumatic, electronic, and robotic. To meet industry demand for applied skills,
students will become proficient in several skilled trades areas including machining,
welding, metal fabrication and electrical.
The undergraduate program curriculum is designed with in-depth theory and applied
experiential learning. It is based upon learning outcomes that will meet the demands of the
domestic manufacturing industry. The program is a ‘system approach’ that is an immersive
experiential learning environment. This will produce technicians with strong theoretical
systems knowledge, critical thinking proficiency, and troubleshooting expertise coupled
with practical skills that will support manufacturing growth as outlined in the BC Jobs
Plan1. Applicants with industry experience in trades or mechatronics may be granted
advanced standing into the program through prior learning assessment (PLA) or transfer
credit. 1 BC Jobs Plan
Name of Institution: Kwantlen Polytechnic University
Title of Program: Mechatronics and Advanced Manufacturing Technology (MAMT) Program
Credential to be awarded to graduates: Certificate, Diploma
Mechatronics and Advanced Manufacturing Technology
Length of Program: (number of credits): 2 Years (60 credits)
Institutional Contact:
Joanne Massey
Ron Murray
John Singh
Title:
CADD Instructor
Electrical Instructor
Millwright Instructor
Phone:
604-598-6120
604-598-6134
604-598-6145
Date: November 24 2017
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The MAMT program consists of four semesters. An exit credential (Certificate in
Mechatronics and Advanced Manufacturing Technology) can be achieved after completion
of the first two semesters, and a terminal credential (Diploma in Mechatronics and
Advanced Manufacturing Technology) after the completion of the final two semesters.
Certificate graduates from other technical programs may be admitted into the second year
with advanced standing, pending they meet the admission requirements.
The curriculum in semesters 1 and 2 is aligned to the internationally recognized program
from Siemens Technik Akademie, Berlin Germany: Siemens Mechatronic Systems
Certification (SMSC) Program, Levels 1 and 22. It incorporates automation, programming,
remote-control, robotics, digital feedback and data collection. Successful completion of
this curriculum provides certificate graduates the opportunity to obtain the SMSC
certification by writing the Mechatronic Systems Certification Program (MSCP) Levels 1
and 2 certification exams. Students in the MAMT program will write the exams at the end
of each semester.
The curriculum in semesters 3 and 4 incorporates advanced manufacturing principles;
sustainability practices, engineering resource planning, lean manufacturing practices,
communications, and business operations. These principles are augmented by experiential
skill development in machining, metal fabrication, welding and electrical which will prepare
graduates to meet the demands of the emerging trend known as “Industry 4.0” and thus help
grow local manufacturing competitiveness.
“Industry 4.0 is a name for the current trend of automation and data exchange in
manufacturing technologies. It includes cyber-physical systems, the Internet of
things, cloud computing and cognitive computing. Industry 4.0 creates what has
been called a "smart factory.”3
Throughout the program students will learn from guest speakers and participate in industry
events, factory visits, and a 20 day work practicum that provides the opportunity for
students to connect the ‘in school’ simulations, practical exercises, and theory with real-
world applications.
Given the applied technical and theoretical knowledge provided by the program, coupled
with simulation, Certificate graduates from the MAMT program will be equipped with the
knowledge, expertise and skills to operate, repair, and conduct diagnostics on advanced
manufacturing and mechatronics equipment at a technician level.
Diploma graduates from the MAMT program will be well prepared to work in desirable
occupations in the engineering technician/technologist fields. The program has a broad
application focus since the expertise developed in semesters 3 and 4, along with work
experience, can be applied on various aspects of the value chain.
The MAMT program also supports applied research, product development, and
commercialization solutions. It supports a wide range of industry sectors including
Biotechnology, Life Science & Medical; Electronics & Applied Computer Equipment;
Telecommunications & Information Services; Distribution, Transportation & Logistics;
Heavy & Special Trade Construction; Energy, Mining and related support services;
Petroleum Refining & Chemical; Transportation Equipment/Vehicles; Autonomous 2 Siemens Mechatronics Systems Certification Program 3 Industry 4.0
- 3 -
Vehicles, Production Support & Industrial Machinery; Agriculture, Forestry & Food;
Aerospace, National Security and Defense. Wages in this sector are 15% higher than
the provincial average4.
A2. Outline the key objectives and outcomes of the proposed program in one or two pages
The objectives and outcomes of the MAMT program align with the KPU VISION 2018
Strategic Plan5 and are consistent with the goals of Academic Plan 20186: by offering
an exceptional learning environment with current, relevant, in-demand training; by
blending theory and practice, increasing experiential learning opportunities; blending
academic programs with applied skills-based education.
The primary objective of this program is to enable students, through an immersive
experiential andragogy, to develop practical competencies, trouble shooting and critical
thinking abilities, as well as communication and technical skills that will prepare them to
be competitive and employable in the manufacturing sector and others that utilize these
skill sets.
Other Program Objectives include:
Establish basic theoretical and technical knowledge and hands on expertise to
meet the demands of the automated manufacturing industry;
Provide appropriate academic credentials for each level of the program through
multiple entry and exit points;
Provide training in emerging technologies such as CNC programming and
renewable energy design;
Provide a work practicum opportunity;
Enable increased accessibility and options for Prior Learning Assessment and
Recognition (PLAR);
Provide semester based courses that may be accessed by KPU students from
other programs;
Provide credentials that may ladder into Degree programs;
Include breadth in the Diploma by including current KPU courses in other
disciplines.
Outcomes
Students or graduates of the MAMT program will:
Apply safety awareness and follow safety protocols to establish a protected
working environment for themselves and others;
Acquire essential knowledge and skills as required by industry;
Apply knowledge and skills in maintaining and repairing equipment in complex
automated systems; 4 CME Applaud BC Provincial Budget, February 21 2017 5 KPU VISION 2018 Strategic Plan 6 KPU Academic Plan 2018
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Analyze and evaluate technical and non-technical information;
Identify, formulate and solve automation problems by using appropriate tools
and methods including computers and current and emerging technology;
Develop critical, creative, and reflective thinking, decision-making, and
problem- solving skills to effectively co-operate and collaborate with others to
achieve goals in the workplace and in personal situations;
Relate the principal assumptions, methodologies and applications of trades and
technology and the way that these professional fields have developed;
Assess developments, needs and trends in the field of automated manufacturing;
Apply the methods and techniques of experience in trades and technology to
extend professional competence, including ethics and other professional
practices;
Prepare for employment in the manufacturing sector by applying initiative,
responsibility and accountability in both personal and group contexts;
Apply leadership and management skills;
Make decisions in complex and unpredictable contexts;
Manage learning in changing circumstances, both within and outside trades and
technology courses;
Utilize equipment that demonstrates the most current technology in computer
numerical control (CNC) programming, renewable energy, and computer
controlled autonomous systems; hydraulic, pneumatic, electronic, and robotic.
Graduates will be proficient in several skilled trades areas including machining, welding,
metal fabrication and electrical. Graduates of the MAMT program will work with tooling
and equipment that is standard in industry. This will enable students to develop and
practice collaboration skills, analytical thinking skills, and self-management skills in a
simulated work environment where safety is a primary objective.
They will have 20 days of work practicum experience which will enable them to demonstrate
previous experience when seeking employment.
Graduates will use advanced Computer Aided Drafting & Design (CADD) software to
produce a variety of technical drawings, schematics and models for manufacturing projects.
They will have breadth of knowledge in communication, business management and other
disciplines by participating in KPU undergraduate courses outside of the Faculty of Trades
and Technology.
- 5 -
Graduates will have life-long learning opportunities to upgrade and enhance their
academic and technical skills through on-going training in math, physics, technical
communications, estimating, and production management.
They will also have opportunities to ladder into an accredited technology diploma or
degree program by accumulating transferable undergraduate credits.
Program Rationale:
A3. Provide rationale for the credential
With growing reliance on automated technology in the manufacturing sector, technicians are
being challenged to perform higher-level tasks that involve diagnostics, analytics, trouble-
shooting and hands-on maintenance and repair. Employers have recognized a need for
technicians to be able to acquire more advanced training that will enable them to carry out
these activities, as well as prepare technical reports pertaining to the operation and
management of an automated manufacturing facility. The proposed MAMT program provides
opportunities for students to acquire such expertise and at the same time extends their skill set
to include hands-on skills in applied trades.
The outcomes in the certificate credential will provide skills required in the manufacturing
sector to secure entry-level employment. The outcomes of the diploma credential will allow
graduates to advance in their career.
This MAMT program is consistent with the economic plans7 for several City of Surrey
sectors, including High Technology8, Advanced Manufacturing9, and Clean Energy10 as well
as similar initiatives of the provincial and federal governments11. By developing this program,
KPU is making a commitment to innovation and collaboration, and taking bold steps to
support the emergence of the aforementioned Industry 4.0 sector in our region and across BC.
According to PWC Canada, global industry is investing “US$900 billion per year”12 to
support Industry 4.0 digitization and automation.
The program also features the following elements that enhance its competitive value: multiple
exit credentials, industry work experience, internationally recognized Siemens Mechatronic
Systems Certification, and skilled trades’ experience. The labour market demand analysis1,9,11
indicates an increasing need to adjust education and training to target more programs that
align with high opportunity occupations.
7 Economic Plans of Surrey 8 City of Surrey High Technology Sector Profile 9 City of Surrey Advanced Manufacturing Sector Profile 10 City of Surrey Energy Sector Profile 11 Coordinated National Action on Skills Development Essential for Economic Growth, March 7 2017 12 Industry 4.0: An Opportunity to Shine for Canadian Manufacturers
- 6 -
The value proposition for KPU Tech13 is to become a centre for specialized skills training in
the rapidly growing Advanced Manufacturing and Applied Mechatronics sectors. Due to the
growing need for skilled technicians as the world rapidly automates, the MAMT program is
expected to attract students from local, national, and global markets.
This program will provide critical opportunities for our students and will position KPU as a
sought-after partner in plant operation, production, and related manufacturing sectors.
There is strong evidence of both domestic and international interest in this diploma program.
This is due to the global industrial focus on Industry 4.0 and the expertise needed to work in
an automated environment. Evidence of strong enrollment in similar programs in Canada
supports this outlook.
According to a manufacturing14 report by the Canadian Manufacturers and Exporters (CME),
“A high-quality, well-educated labour pool drives innovation and is vital to taking the fullest
advantage of new technologies and production methods”. This assertion was confirmed
through broad local consultations by the Dean of Trades and Technology to determine
workforce needs with a number of industry stakeholders including CME, Surrey Board of
Trade, Langley Airport (helicopter industry), local Aerospace industry leaders, Langley
Economic Development Office, and the Surrey Economic Development Office.
Matthew Wilson, Senior VP at CME15 recently stated that “Labour and skills issues are the
number one concern of manufacturing executives”. This message is also being heard at
National Council of Deans of Technology meetings and at Conference Board of Canada
meetings. School districts’ interest in this program have been confirmed by the South Fraser
Trades Advisory Committee (which is comprised of school districts and industry
representatives).
During a recent KPU Career Fair, an employer roundtable on advanced manufacturing saw
sixteen of the participants indicate an interest in participating in an MAMT program advisory
committee.
A recent Sector Advisory Committee (SAC) Chairs meeting with former Minister Shirley
Bond and the Industry Training Authority (ITA) clearly signaled a provincial desire to grow
training opportunities in this area.
In a recent Ministerial letter16, Premier Horgan identified a number of priorities and
mandates expected of Minister Melanie Mark, four of which are to:
“Work with the Minister of Education to support co-op, apprenticeship and
work- experience programs for high school and undergraduate students.”
“Work with the Minister of Transportation and Infrastructure to implement
effective apprenticeship ratios on government-funded infrastructure projects,
and increase participation of equity-seeking groups in the skilled workforce.” 13 KPU Tech 14 Industry 2030: Building a Strong and Skilled Workforce for Growth: Canadian Manufacturers and Exporters 15 CME Applaud BC Provincial Budget, February 21 2017 16 Ministerial Mandate
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“Expand B.C.’s technology-related post-secondary programs, co-op programs,
and work to establish technology and innovation centres in key areas of the
economy.”
“Develop more degree and certificate programs to increase the number of skilled
workers in B.C.’s forestry sector, focusing on growing innovation and the
manufactured wood products sector.”
B. Program Description:
B1. State the goals and objectives of the new program
Key Goals of the program include the:
Organization of curricula that supports the need for highly skilled graduates in
the automated manufacturing sector.
Recognition and certification of academic progress as it occurs.
Utilization of lecture, small group, one-on-one, and hands-on lab experience.
Provision of flexible exit credentials for students.
Recognition of prior learning and work experience using appropriate assessments
(PLAR).
Provision for student support processes and services.
Opportunity for work experience within the program by way of a practicum
Provision of a flexible career path which includes the opportunity for highly
skilled graduates to continue into a degree program or accredited technology.
The objectives, as outlined in section A2, are supported by these goals and lead directly to the
outcomes.
The proposed program offers distinctive, applied, outcomes-based learning of advanced
manufacturing and mechatronics skills aligned to meet industry and labour market needs, and
supports the skilled labour supply chain will help meet current and forecast needs as indicated
by the province and stakeholder.
The certificate credential of the program will allow students to be job ready and competitive
in advanced manufacturing and other technical areas that utilize computer controlled robotics,
hydraulics, pneumatics, mechanical, electrical systems and data analysis. This will allow
students to enter the workforce after a relatively short training period.
The diploma credential of the program will lead to advanced managerial and hands-on skills
that will enable graduates to advance in their manufacturing careers.
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B2. Identify the target student audience(s) for this program
The target groups include:
High school graduates
University students and graduates looking for competitive and marketable skills
as technicians in the fields of Biotechnology, Distribution, Transportation &
Logistics, Energy, Mining, Forestry, Autonomous Vehicles, Aerospace, National
Security and Defense, etc.
Trades Red Seal graduates who want to enhance their skillset.
Trades students who do not want to pursue an apprenticeship and Red Seal
certification – an alternative pathway.
Students in theoretical programs such as physics, mechatronics, engineering, or
other fields where a grounding in applied practice is an advantage.
Individuals interested in skilled trades or the Siemens Mechatronics Systems
Certification (SMSC).
Individuals transitioning into advanced manufacturing and mechatronics from
other sectors.
Mature, working professionals interested in part-time studies.
International students looking to augment their credentials with Canadian-based
curriculum and a globally recognized (Siemens Mechatronics Certification
Systems) certification.
Science and Engineering students who want to augment their expertise
(mechanical, process, electrical etc.).
Design students who are seeking a means to create and produce the items they
design.
Technology students (CADD) who are seeking an extension of their computer
based work into practical and applied realms.
B3. State how the institution satisfied itself that there is not unnecessary duplication in the
system
In BC, several public post-secondary institutions such as BCIT, SFU, and Camosun offer
mechatronics, robotics, and manufacturing programs that are mostly engineering-focused, and
comprise of a large theoretical and mathematical component in the curriculum.
Other institutions such as North Island College offer a program where the prerequisite is the
International Electronics Technician Common Core and does not include the strong skilled-
trade component17. 17 KPU IAP Assessment of Advanced Manufacturing (Appendix ‘D’)
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SFU currently offers students the opportunity to take mechatronics courses leading to
Siemens Mechatronics Systems Certification examinations in a contracted program that does
not extend to higher level resource planning, lean manufacturing procedures, communication
and business management outcomes, or to valuable hands-on skilled trades. The SFU
Mechatronics Systems Technician offering does not include a work placement in the
curriculum, B4. Provide evidence of labour market demand
Overview:
B.C.’s Skills for Jobs Blueprint is the provincial government’s plan to adjust education and
training to target more programs that align with the high opportunity occupations expected
by 2024. KPU’s proposed MAMT program aligns with the National Occupational
Classification NOC 2241/ NOC-S C141 - Electrical and Electronics Engineering
Technologists and Technicians, one of the top 100 high-opportunity occupations that have
been identified in the BC’s Skills for Jobs Blueprint.
The BC Skills for Jobs plan states that “Manufacturing is key to growing and diversifying
B.C.’s economic future. The sector’s diversity, focus on export markets and innovation are
supporting job growth across every sector of the provincial economy. Advanced
manufacturing in particular, is essential to the provincial economy as a source of innovation
and competitiveness and an incubator for new products.
B.C.’s non-resource manufacturing exports totaled almost $9 billion in 2014. This growing sector is comprised of more than 14 different industry segments. The large presence of mid-
sized businesses highlights an opportunity for growth for small, locally-based companies. Our manufacturing expertise in marine, aerospace and technology is attracting global investment and creating new economic opportunities18”.
In addition to employment opportunities in the high-priority occupation category listed
above, the program will also prepare graduates for the following two occupational
categories:
NOC 2233 / NOC-S C133 - Industrial Engineering and Manufacturing Technologists and
Technicians
NOC 2232 / NOC-S C132 - Mechanical Engineering Technologists and Technicians
18 BC Jobs Plan
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A total of 2,930 job openings within these three occupational groups are expected to be
created between 2015 and 2024 in BC (of which 2,150 openings are expected in the
Mainland/Southwest region).
This diploma is aligned with the Society of Automation Scale (ISA 95) at Level 0 (working
on the actual physical plant/process), Level 1 (working on activities involved in sensing and
manipulating the physical process), and Level 2 (working on activities related to monitoring
and controlling the physical processes).
Overall, the preceding information suggests graduates from KPU’s proposed Mechatronics
and Advanced Manufacturing Technology program will have good employment prospects
upon graduation.
Employment Opportunity Pathways:
Graduates of the Mechatronics and Advanced Manufacturing Technology program will be
employable across a wide range of industries such as manufacturing, green technology,
transportation, medical and building technology. The following list of occupations require a
Level 2 of the Siemens Mechatronics Systems Certification (SMSC) or a related
certification:19
Controls Technologist
Customer Service Technician
Electrical Maintenance Technician
Electro-Mechanical Technician
Facilities Operators
Field Service Technician
Industrial Engineering Technician
Maintenance Technician
Manufacturing Process Technician
Material Engineers
Mechatronics Technologist
Mine Engineering Technician
Plant Engineering Systems Technician
Production Operators
Service & Installation Technician 19 Sources: Career Builder, Indeed, Siemens, UFV, WorkBC
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The above list is not exhaustive and some of the occupations may require additional
training/ work experience beyond an undergraduate diploma.
The MAMT program also provides skills and theoretical training to meet the occupational
duties and requirements as described in the following National Occupational
Classifications (NOC) (note that there are often additional technical development
opportunities and credentialing implicit in these occupations):
NOC 2241
Electrical and Electronics Engineering Technologists and Technicians may work
independently or provide technical support and services in the design, development, testing,
production and operation of electrical and electronic equipment and systems. They are
employed by electrical utilities, communications companies, manufacturers of electrical and
electronic equipment, consulting firms, and in governments and a wide range of
manufacturing, processing and transportation industries.
Examples:
Electrical Engineering Technician
Electronics Engineering Technician
Electronics Manufacturing Technician
Microwave Maintenance Technician
Production Support Technician - Electronics Manufacturing
NOC 7311
Construction Millwrights and Industrial Mechanics install, maintain, troubleshoot, overhaul
and repair stationary industrial machinery and mechanical equipment. This unit group
includes industrial textile machinery mechanics and repairers. Construction Millwrights are
employed by millwright contractors. Industrial Mechanics are employed in manufacturing
plants, utilities and other industrial establishments.
Examples:
Industrial Mechanic Apprentice
Industrial Sewing Machine Mechanic
Mechanic, Textile Machines
Millwright Apprentice
Plant Equipment Mechanic
Treatment Plant Maintenance Mechanic
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NOC 2243
Industrial Instrument Technicians and Mechanics repair, maintain, calibrate, adjust, and install industrial
measuring and controlling instrumentation. They are employed by pulp and paper processing companies,
nuclear and hydro power generating companies, mining, petrochemical and natural gas companies,
industrial instrument and other manufacturing companies, and by industrial instrument servicing
establishments.
Examples:
Apprentice Industrial Instrument Mechanic
Instrument Technician, Industrial
Instrumentation Technician, Industrial
Process Control Equipment Mechanic
NOC 7242
Industrial Electricians install, maintain, test, troubleshoot and repair industrial electrical equipment and
associated electrical and electronic controls. They are employed by electrical contractors and maintenance
departments of factories, plants, mines, shipyards and other industrial establishments.
Examples:
Industrial Electrician
Marine Electrician
Mine Electrician
Plant Electrician
Plant Maintenance Electrician
C. Curriculum:
C1. Describe the skills, knowledge, or other attributes students will develop from the program
The program curriculum is designed with an applied experiential andragogy focusing on competency
based learning outcomes that will meet the demands of the domestic manufacturing industry. The program
is a ‘system approach’ that is an immersive experiential learning environment. This will produce
technicians with strong theoretical systems knowledge and trouble shooting skills coupled with practical
skills. These include:
Trade skills as well as the ability to safely operate common equipment such as forklifts,
overhead gantry cranes, metal lathes, metal working power tools, and welding equipment.
Computer based fundamentals as they apply to advanced manufacturing design, reading,
automation, and basic manipulation.
Professional practices that will contribute to their success in job practicum placement and post
diploma employment.
Mechatronic skills related to
o Electrical components
o Mechanical components and electrical drives
o Electro-pneumatic and hydraulic control circuits
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o Digital fundamentals and programmable logic controllers (PLC’s)
o Process control technologies
o Totally integrated automation (introduction to Industry 4.0)
o Automation systems
o Mechanics and machine elements
o Manufacturing processes (capstone project)
C2. Describe the program/course structure
The program is limited entry. The curriculum is focused on the operation, service, diagnostics, and
repair of mechatronic systems in an advanced manufacturing setting, as well as management and
hands-on trades expertise.
In the first semester, courses are at the ‘device level’; students learn about the physical properties of each
component in the system, and, coupled with their knowledge of the flow of energy and information within
the system, they will learn to carry out measurements required to pinpoint where malfunctions are
occurring. Students will be able to determine whether a component is defective, whether the energy or
information flow is incorrect, or if the hardware of the control system is defective – in other words moving
from the micro- level back up to the macro-level in the troubleshooting process.
In the second semester, courses move from learning how to work through systems and focus on process
and project management, investigation, troubleshooting, and repair. As a result, students will learn how to
work their way into and through a new system, and by means of the troubleshooting strategies they learn,
they will be able to transfer their knowledge and expertise easily to another system. This trains a student
to be flexible, autonomous and professional in dealing with such complex systems in their future
professional careers.
In the third and fourth semesters, the courses focus on manufacturing in general, and on hands-on and
advanced management competencies that allow MAMT graduates to provide leadership in the
manufacturing sector.
Students in the program will:
receive hands-on experience working on the latest technology focusing on computer controlled
autonomous systems, hydraulic, pneumatic, electronic, and robotics;
undertake two levels of the internationally-recognized Technik Akademie Berlin- Mechatronic
certification assessments (through Siemens Canada)
be immersed in several skilled trades’ areas including machining, welding, metal fabrication
and electrical;
learn essential professional, communication and business skills and sustainability practices;
participate in approximately 20 days of work experience in industry.
Courses can also be offered through customized training packages designed for industry professionals.
See Next page for Courses Flow Chart
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Diploma in Mechatronics and Advanced Manufacturing Technology
NOTE:
MILL, WELD and ELEC courses are new courses, developed at the undergraduate level
See Appendix ‘A’ for Course Descriptions
Credit Calculations
Classroom-Related Instruction (Lecture): 2.66 hours/week = 2 credits (Mode 16)
Simulated Learning Environment (Lab): 4.00 hours/week = 2 credits (Mode 24) 50%
credits from Mode 16 + 50% credits from Mode 24 = Mode 20
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C3. Identify the provincial, national and/or international certifications and
standards achieved in the new program, if applicable
The Siemens Mechatronics Systems Certification (SMSC) is available to those who pass
the external exams conducted by Siemens Technik Akademie, Berlin Germany.
The Siemens Mechatronic Systems Certification Program (SMSCP) is a
comprehensive industry skills certification offered together with partner schools
worldwide. A central theme in the SMSCP is the System Approach, a special set of
teaching and learning methods developed over 25 years in Siemens technical schools
in Germany.
Siemens AG, one of the world's largest high-tech manufacturing corporations, is a leader
in complex technologies, particularly in complex systems integrating electronics with a
variety of engineering fields which include mechanical, computer, telecommunications,
systems and control engineering. The marriage of these engineering fields, better known
as mechatronic systems, plays an ever-increasing role in today’s technology: from your
car to your household appliances, from public transportation systems to electric power
generators, in short, almost every aspect of daily life.
D. Program Consultations and Evaluation:
D1. List the other provincial post-secondary institutions consulted about the
proposed
program
See Appendix F
D2. State whether or not the program meets the program eligibility
requirements as outlined at www.bcsap.bc.ca
We have received confirmation from Student Awards and Financial Awards (SAFA)
that this program meets all program eligibility requirements and will be student loan
eligible. See Appendix ‘B’ (Completed StudentAidBC Program Eligibility Form).
D3. Indicate what policies/procedures are planned for ensuring adequate depth and
breadth of ongoing review and evaluation once the program has been implemented
The MAMT program will be reviewed on a regular basis as per the principles and
guidelines outlined in Policy AC3, Program Review. The purpose of the program review
process, overseen by the Senate Standing Committee on Program Review, is to ensure the
educational quality of the program through the examination of a broad range of indicators
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from a systems-focused approach that includes curriculum, student and employer
satisfaction, faculty and staff perspectives, resources and facilities. The MAMT program
will also be reviewed on an ongoing basis by Siemens Technik Akademie’s
representatives to ensure compliance with SMSC’s certification standards for ‘partner
schools’.
An industry advisory committee will also be established for this program as per KPU’s
Policy AC1, Advisory Committees. The advisory committee will hold a membership of 12
individuals from industries, employers, professional associations, and past graduates.
D4. Indicate whether safety and other risk management factors have been addressed
where appropriate
There is significant risk when using various trades based equipment. As in all our skilled
trades programs at KPU, safety is a paramount concern and the program will be
conducted with the same high standards.
KPU’s Facilities Department, the Occupational Health and Safety Office, Risk Office,
and the Faculty Safety Committee will be involved in the creation of a new training area
that will include ventilation, lighting, egress, and other safety systems as deemed
necessary and as required by law and building code. A third party firm (Festo
Didactic/Festo Canada) that designs and builds labs of this nature will also submit
concept drawings and specifications to assure that our new lab meets all current
expectations for quality and safety.
E. Admissions and Transfer:
E1. Indicate how the institution plans to ensure students’ ability to access the
program through transfer
Admission Requirements
In addition to the Faculty's Undergraduate Admission Requirement, which consists of
KPU's Undergraduate English Proficiency Requirement20, the following program
admission requirements apply:
• Satisfy the Math requirement at Level E1 of the Mathematics Alternatives Table21
• Successful completion of Physics 11 (or equivalent)
Advanced Standing
Students admitted to the program may be eligible for advanced standing based on
transfer credit and/or PLA.
20 KPU English Proficiency Requirement 21 KPU Math Alternatives Table (MAT)
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E2. Describe how students will be able to transfer out of the proposed program into
other programs within the same institution or at another institution
The Faculty of Trades and Technology at KPU will be exploring opportunities for students
to continue into other technical certificates, diploma programs, degree programs and trades
(apprenticeship) streams. Possible apprenticeship streams may include:
• Apprentice Instrumentation and Controls Technician
• Apprentice Industrial or Construction Electrician
• Apprentice Millwright (Industrial Mechanic)
E3. Indicate how students will be able to transfer into related degree-level programs, if
applicable
At other institutions:
Thompson Rivers University (TRU) - Kamloops, BC
Bachelor of Technology22
University of the Fraser Valley (UFV) – Abbotsford, BC
Bachelor of Business Administration in Trades Management23
City University of Seattle (City U) – Vancouver, BC
Bachelor of Arts in Management24
At Kwantlen Polytechnic University (KPU):
MAMT graduates can ladder in to the third semester of several Bachelor Degrees
at KPU (might need some bridging courses)
F. Other:
F1. Include any additional information not addressed in the sections above that may be
helpful in better understanding the major components of the proposal
Appendices: A – Course Descriptions
B - StudentAidBC Program Eligibility Form
C – Curriculum Consultation Forms
D – KPU IAP: Feasibility Assessment of Proposed Advanced Manufacturing Diploma
E – Industry consultation documents
F – Post-secondary consultation documents
G – Secondary consultation documents
H – Factsheet: Manufacturing in BC 22 TRU Bachelor of Technology 23 UFV Bachelor of Business Administration in Trades Management 24 City U Bachelor of Arts in Management
Semester 1 (15 credits)
MAMT 1100 (3 cr) – Electrical Components Students will apply safe work practices and evaluate the working situation to ensure a protected work environment. They will apply electrical terminology and principles to solve problems. Students will describe the functions and physical properties of electrical components and their roles within a complex mechatronic system. They will apply trouble‐shooting techniques and strategies to analyze and repair a faulty system. Students will create technical documentation to report abnormalities and the process used to return the system to normal.
MAMT 1110 (4 cr) – Mechanical Components and Electrical Drives Students will describe the functions and physical properties of mechanical systems and electrical drives and their roles within a complex mechatronic system. They will compare the properties of, and the relationship between, alternating current (AC) and direct current (DC) in electrical drives. Students will apply mechanical principles and analyze material and lubrication selections to increase efficiency in a mechanical system. They will apply trouble‐shooting techniques and strategies to analyze and repair a faulty system, using analytical and repair tools. Students will create technical documentation to report abnormalities and the process used to return the system to normal.
MAMT 1120 (4 cr) – Electro Pneumatic and Hydraulic Control Circuits Students will describe the functions and physical properties of pneumatic, electro‐pneumatic and hydraulic control circuits, and their roles, in a complex mechatronic system. They will analyze circuit diagrams, displacement diagrams and function charts to control optimum efficiency. Students will measure output and apply trouble‐shooting techniques and strategies to identify and correct malfunctions. They will use math and physics principles to calculate volumes and determine effective operating conditions. Students will create technical documentation to report abnormalities and the process used to return the system to normal. They will identify safe operating parameters and apply strategies to stay within those margins.
MAMT 1130 (4 cr) – Digital Fundamentals and Programmable Logic Controllers (PLC) Students will apply the fundamentals of digital logic to optimize programmable logic controllers (PLC’s) in a complex mechatronics system. They will write programs and use computer simulation to test these programs. Students will apply trouble‐shooting techniques and strategies to identify and correct malfunctions that are caused by faulty PLC hardware. They will create technical documentation to report abnormalities and the process used to return the system to normal. Students will visit manufacturing facilities and identify specialty PLC systems and their applications. They will complete a project to digitally control a complex mechatronics system.
Mechatronics and Advanced
Manufacturing Technology Program
Appendix A - Course Descriptions
Semester 2 (15 credits)
MAMT 1200 (2 cr) – Process Control Technologies Students will apply the principles of Closed Loop Control in a complex mechatronic system. They will analyze system performance and recommend settings of different controllers for optimum performance. Students will create schematic diagrams to convey the interaction between controllers. They will characterize a system by interpreting its step response function, and by creating charts for time based changes of measured values. Students will establish controller operating parameters. They will describe the advantages/disadvantages of ON/OFF and Proportional Integral Derivative (PID) controllers, and optimize the performance of each. Students will apply trouble‐shooting techniques and strategies to analyze and repair a faulty system. They will create technical documentation to report abnormalities and the process used to return the system to normal.
Prerequisites: MAMT 1100, MAMT 1110, MAMT 1120, MAMT 1130
MAMT 1210 (6 cr) – Integrated Automation and Automation Systems Students will define the concept of Totally Integrated Automation and apply the automation pyramid. They will apply STEP 7 functions such as comparison, memory, arithmetic, conversion and jump functions to write Programmable Logic Controller (PLC) programs. Students will create a Message Passing Interface (MPI) network, and maintain and trouble shoot the bus systems within the network. They will describe microcontroller and microprocessor architecture and the various interactions with other electronic elements. Students will apply basic programming skills, Assembly Language and data sheet calculations in the design of a complex mechatronics system. They will apply Computer Numeric Programming (CNC) to create metal cutting projects that use Computer Aided Design (CAD) and Computer Aided Manufacturing (CAM).
Prerequisites: MAMT 1100, MAMT 1110, MAMT 1120, MAMT 1130
MAMT 1220 (5 cr) – Mechanical Systems and Motor Control Students will describe motor control, general machine operation, different types of braking and loads on a motor and apply techniques to improve motor efficiency. They will apply techniques to start motors, control voltage and frequency, and describe the roles of different sensors in motor operation. Students will apply trouble shooting techniques to determine causes of motor failure, and apply repair and preventative strategies to protect motor operation. They will apply statics, kinetics and the study of equilibrium and friction to analyze forces on mechanical systems. Student will apply calculations to determine force, stress and wear on mechanical components, and apply repair and preventative strategies to protect mechanical systems during operation. They will identify local bylaws and safety standards and ensure that mechanical systems are operating within those parameters.
Prerequisites: MAMT 1100, MAMT 1110, MAMT 1120, MAMT 1130
MAMT 1230 (2 cr) – Manufacturing Processes Students will carry out the duties of assigned roles in a factory simulation. They will analyze performance data and record lessons learned. Students will work in teams to complete the capstone project; to design a factory that will meet the requirements of a client’s need for a particular product. They will apply budget, time and quality constraints to meet the delivery expectations of the client, and identify specifications and tolerance parameters, and how they affect the cost and quality of products. Students will give presentations on the outcomes of the project, and on lessons learned.
Prerequisites: MAMT 1100, MAMT 1110, MAMT 1120, MAMT 1130
Semester 3 (15 credits)
MAMT 1300 (4 cr) – Manufacturing Trends and Technology Students will describe the need for, and history of, trends in manufacturing and identify the evolution into current practice. They will apply the principles of lean manufacturing to simulated manufacturing scenarios to create efficient systems. Students will work in teams to apply Total Productive Maintenance (TPM) strategies to simulated manufacturing scenarios to improve Overall Equipment Effectiveness (OEE). They will describe all the types of manufacturing such as food production, pharmaceuticals, petro‐chemical and mineral, and identify the safety parameters and risks for each type of product. Students will categorize manufacturing equipment, automated control systems, materials handling, raw material procurement, and design specifications for a variety of applications. They will describe the environmental impact of manufacturing, and describe cradle to grave, the life‐cycle of products. Students will compare the types of packaging used to deliver products, and the challenges of different types of transportation for manufactured products in a global system.
MILL 1300 (4 cr) – Machining and Computer Numeric Control (CNC) Programming Students will address safe work practices and their pertinence to industrial work sites. They will practice safe handling and storage methods for materials and equipment. Students will use measuring tools, hand tools and power tools to create projects. They will use machine tools to create projects to exact specifications and tolerances. They will identify all types of CNC equipment, and compare types of motor operation. Students will compare different types of tools and tool changers and describe the applications of each. They will apply estimating procedures to determine the cost of projects, and utilize canned cycles to reduce costs. Students will complete projects on CNC equipment. (This is a new course, developed at the undergraduate level).
CADM 1155(4 cr) – Manufacturing Design and Software Students will create 2‐dimensional (2D) drawings and 3‐dimensional (3D) models using Computer Aided Design and Drafting (CADD) software. They will apply welding symbols and sheet metal procedures to fabrication drawings. Students will calculate fits and tolerances and apply Geometric Dimensioning and Tolerance (GDT) to technical drawings. They will apply Computer Numeric Control (CNC) terminology, operations and the coordinate system to manually write M‐code and G‐code for projects. Students will apply CNC software to 3D models and create post‐processor files to run CNC equipment. They will identify cutting tools, and CNC equipment and the types of motors that run them. Students will design a project that can be manufactured on CNC equipment.
ENGL 1100 (3 cr) – Introduction to University Writing (existing course)
Students will learn to apply principles of rhetoric and critical analysis in response to selected readings,
which will include examples of scholarly writing and academic argument. They will develop their writing
skills through exploratory writing, academic argument, and critical analyses of material from a variety of
contexts. (Prerequisite: English 12 with C+ or equivalent)
OR
CMNS 1115 (3 cr) – Writing for the Specialized Workplace (existing course)
Students will learn how to analyze audience and context in order to communicate effectively in specialized
workplace environments which require sensitivity and the ability to tailor messages for audiences with
different, often conflicting, needs and priorities. They will learn basic communication and research
strategies, document conventions, teamwork strategies, resume design, page design for specialized
document creation, conflict resolution approaches, and correct language usage.
Prerequisites: (LPI 25) or English 12 C, or TPC 12 C or ENGL 1099 or CMNS 1105 or Kwantlen English
Placement Test or ABEE 0097 or PSPE 1097 or [ELST 0381 (C+) and 0383 (C+)]
Semester 4 (15 credits)
WELD 1300 (4 cr) – Welding and Metal Fabrication Essentials Students will use personal protective equipment, adhere to applicable safety regulations and use fire suppression equipment. They will employ safe lifting techniques to handle equipment and materials. Students will follow safety procedures to use oxy‐fuel and to heat and cut different gauges and types of metals. They will describe the theory and characteristics of combustible gas, electric arc and metallurgy, and their chemical reactions. Students will use Shielded Metal Arc Welding (SMAW), Gas Metal Arc Welding (GMAW), air carbon arc cutting and plasma arc cutting to complete complex projects to prescribed specifications and tolerances. They will use mechanical testing equipment for testing weld specimens. Students will use grinders, buffers and other power tools as well as press break and bending equipment to complete sheet metal projects. (This is a new course, developed at the undergraduate level).
ELEC 1300 (4 cr) – Electrical Design and Renewable Energy Students will follow safe work practices and procedures that pertain to lockout and working in confined spaces. They will apply the principles of electricity to analyze the operation of electrical devices and determine the operating conditions of electrical systems using testing / metering equipment. Students will install, maintain and repair Direct Current (DC) circuits, and describe principles of magnetism in an electrical circuit. They will describe natural and renewable sources of energy such as hydro, solar, wind and geothermal. Students will compare the properties of, and the relationship between, alternating current (AC) and direct current (DC) and the changing of one to another. They will compare different types of renewable energy equipment and their efficiencies, and design a stand‐alone power supply to supplement utility power in a factory setting. (This is a new course, developed at the undergraduate level).
MAMT 1400 (4 cr) – Professional Skills and Work Practicum Students will apply office procedures and software to create file management systems, create technical reports, give presentations and create data sheets that can perform calculations. They will create a resume and an online portfolio of their training and past work experience. Students will describe the culture and roles in the manufacturing industry. They will apply time management procedures and record keeping techniques to track efficiency and organize resources to carry out projects. Students will employ stress management strategies to help maintain a healthy work/life balance. They will participate in field trips and conversations with industry professionals in the manufacturing sector. Students will participate in mock interviews and a work placement practicum during the course. They will give a presentation that exhibits their experiences in the manufacturing sector.
BUSI 1210 (3 cr) – Essentials of Management (existing course) Students will learn the principles of management through an in‐depth examination of the universal functions of management: planning, organizing, leading and controlling. They will explore the role of managers as decision makers responsible for achieving the strategic goals and objectives of organizations. Students will study contemporary management practices, concepts and issues including key contingency models, strategic analysis tools, quality control techniques and perspectives on managerial ethics.
Appendix D
Feasibility Assessment for the Proposed Advanced Manufacturing Technician Diploma
Prepared by the Office of Institutional Analysis & Planning Kwantlen Polytechnic University March 9, 2016
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
March 2016 Page i of 20
TableofContents
1. Summary of Assessment .................................................................................................... 1
Description of KPU’s Proposed Program .................................................................................. 1
Labour Market Demand Assessment ........................................................................................ 1
Competitive Assessment ........................................................................................................... 2
Student Demand Assessment ................................................................................................... 3
2. Labour Market Demand ..................................................................................................... 4
Employment Outlook ................................................................................................................ 4
Occupational Groups Related to Advanced Manufacturing/ Mechatronics ...................... 5
Labour Market Demand Assessment ........................................................................................ 8
3. Competitive Environment ................................................................................................... 9
Description of KPU’s Proposed Program ................................................................................ 10
Related Programs at BC Public Postsecondary Institutions .................................................... 10
Competitive Assessment ......................................................................................................... 13
3. Student Demand .............................................................................................................. 13
Enrolments .............................................................................................................................. 15
KPU Faculty of Trades and Technology Enrolments ......................................................... 15
KPU Enrolments in Other Programs.................................................................................. 15
Enrolments in Related Programs at Other BC Public Postsecondary Institutions ............ 16
Student Demand Assessment ................................................................................................. 16
Appendix A: Labour Market Information Sources .................................................................. 18
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 1 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
1. SummaryofAssessment
The purpose of this report is to assess the labour market need, competitive environment, and student demand for the proposed Advanced Manufacturing Technician Diploma program. Conclusions provided at the end of each chapter are duplicated below.
DescriptionofKPU’sProposedProgram
The proposed Advanced Manufacturing Technician Diploma program is designed as an intensive ‘fast track’ into manufacturing and is focused on the operation, service, diagnostics, and repair of mechatronic systems in an advanced manufacturing setting. The proposed program may be completed in 12 months. Students will:
receive hands‐on experience working on the latest technology focusing on computer controlled autonomous systems, hydraulic, pneumatic, electronic, and robotics;
be immersed in several skilled trades’ areas including machining, welding, and metal fabrication;
learn essential business skills and sustainability practices;
participate in around 20 days of work experience in industry; and
undertake two levels of the internationally‐recognized Technik Akademie Berlin‐Mechatronic program (through Siemens Canada) 1.
Admissions criteria is the completion of an Essential Skills assessment with minimum scores of 3 for reading, 4 for document use, and 3 for numeracy.
LabourMarketDemandAssessment
B.C.’s Skills for Jobs Blueprint is government’s plan to adjust education and training to target more programs that align with the high opportunity occupations expected by 2024. KPU’s proposed program aligns with NOC 2241/ NOC‐S C141 ‐ Electrical and electronics engineering technologists and technicians, one of the top 100 high‐opportunity occupations that have been identified.
In addition to employment opportunities in the high‐priority occupation category listed above, the program will prepare graduates for the following occupational categories:
NOC 2233/ NOC‐S C133 ‐ Industrial engineering and manufacturing technologists and technicians
NOC 2232/ NOC‐S C132 Mechanical engineering technologists and technicians
A total of 2,930 job openings within the three occupational groups are expected to be created between 2015 and 2024 in BC (of which 2,150 openings are expected in the Mainland/Southwest
1 The Siemens Mechatronic Systems Certification Program is designed to be integrated into existing forms of study, and is divided into three exam‐based levels. Each level is directly tied to a job profile that clearly defines what certified personnel should be able to do.
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 2 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
region). Over a ten‐year period to 2024, demand for workers is expected to increase, in both BC and the Mainland/Southwest region, for all three occupational groups listed above.
Overall, the information suggests graduates from KPU’s proposed Advanced Manufacturing Technician Diploma program will have good employment prospects upon graduation.
CompetitiveAssessment
A comprehensive internet search identified three public postsecondary institutions in BC offering four related diploma programs.
The unique features of the proposed Advanced Manufacturing Technician Diploma program include:
Short completion time – KPU’s proposed program may be completed in 12 months, without the requirement for a previous credential. While NIC’s Industrial Automation Technician Diploma program and UFV’s Automation and Robotics Diploma program may be completed in less than a year, the pre‐requisites of these two programs include the completion of an Electronics Technician Core Certificate program. Including the program pre‐requisites, the length of time to completion is approximately 18 months. KPU’s shorter completion time would be attractive to prospective students.
Work experience – KPU’s proposed program will allow for approximately 20 days of work experience in industry. The opportunity to apply skills learned during the program in industry prior to graduation would be attractive to prospective students as the experience should make them more attractive to employers. An internet search did not identify work experience course(s) offered in related programs at other postsecondary institutions.
Incorporates the internationally recognized Siemens Mechatronic Systems Certification program (level 1 and 2) ‐‐ As certification helps to validate a new graduate’s skills and knowledge to future employers, students may be interested in a program where they can earn a credential and complete two levels of a certification program, making them more marketable to employers. An internet search did not identify certification offered in related programs at other postsecondary institutions.
Skilled trades courses – These courses (for example, welding) provide students with hands‐on technical experience in processes that are used to fabricate a large majority of manufactured products. An internet search did not identify any trades courses offered in related programs at other postsecondary institutions.
The domestic tuition for KPU’s proposed program is $15,3002 and is higher than the tuition charged by other institutions, which ranges from $2,795 (NIC’s Industrial Automation Technician diploma program) to $11,900 (BCIT’s Mechatronics and Robotics diploma program). When the cost of program pre‐requisites are included, the range is between $5,590 (NIC) to $12,407 (BCIT). While KPU’s domestic tuition is higher than other related programs, KPU’s proposed program offers many unique features (including a faster completion time) which make it competitive.
2 $255/credit multiplied by 60 credits.
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 3 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
The international tuition for KPU’s proposed program is $33,0003. Compared to the tuition charged by other institutions (for which information is available4), KPU’s international tuition falls within the higher end of the range which begins at $14,205 (NIC’s Industrial Automation Technician diploma program) and reaches $36,105 (BCIT’s Mechatronics and Robotics diploma program). When the cost of program pre‐requisites are included, KPU’s proposed tuition falls within the lower end of the range which begins at $28,410 (NIC) and reaches $45,6005 (UFV’s Engineering Physics, Mechatronics Specialization diploma program). KPU’s proposed program is very competitive given the lower international student tuition, unique features of the program and faster completion time.
StudentDemandAssessment
KPU’s Faculty of Trades and Technology graduates are a likely target audience for the Advanced Manufacturing Technician Diploma program. Graduates of those programs may want to return to KPU, an institution where they completed a credential, to obtain further education. Enrolments in KPU’s Trades & Technology programs have increased by 13% over the past five academic years.
In addition, graduates of KPU’s product design program may be interested in the Advanced Manufacturing Technician Diploma, as a way of creating and producing the items they design. KPU’s Engineering Certificate graduates may also be interested in the proposed diploma program. Enrolments for both programs are on an upward trend.
Demand for related diploma programs in BC are also on an upward trend. Full Time Equivalent (FTE) enrolments for related programs offered at other public postsecondary institutions6 have increased by 32% between 2010/11 and 2014/15.
In addition, as mentioned in the previous section, labour market demand is expected to be robust in related occupational categories. This indicates an increasing need for employees with the skills KPU’s proposed program is designed to provide, which should also contribute to positive demand for the program.
Overall, the data examined suggests there will be good demand for KPU’s proposed Advanced Manufacturing Technician Diploma program.
3 http://www.kpu.ca/calendar/2015‐16/ar/tuitionfees.html 4 International tuition for UFV’s Automation and Robotics diploma program is not available. 5 Includes fees. Tuition without fees is not available on the program website. 6 For which data is available.
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 4 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
2. LabourMarketDemand
This section provides an informed view of the labour market trends in BC for occupations related to the Advanced Manufacturing Technician Diploma program.
Graduates of the Advanced Manufacturing Technician Diploma program will be employable within a large variety of industries such as manufacturing, green technology, transportation, medical and building technology. The following jobs require a related certification and/or level 2 of the Siemens Mechatronics Certification: 7
Controls Technologist
Customer Service Technician
Electrical Maintenance Technician
Electro‐Mechanical Technician
Facilities Operators
Field Service Technician
Industrial Engineering Technician
Maintenance Technician
Manufacturing Process Technician
Material Engineers
Mechatronics Technologist
Mine Engineering Technician
Plant Engineering Systems Technician
Production Operators
Service & Installation Technician
The above list is not exhaustive and some of the occupations may require additional training/ work experience beyond an undergraduate diploma.
EmploymentOutlook8
The Canadian labour force is aging rapidly with the result that skill shortages due to replacement demand are expected in all sectors of the Canadian economy. Between 2015 and 2024, 935,000 job openings are expected to be created in BC; 68% of these will be to replace retiring workers. Replacement demand will be important in every major occupational group in BC. Over this time period, market growth is expected to be driven by various industries, reflecting a robust and diverse economy. More than three‐quarters of job openings projected to 2024 will require some post‐secondary education and training. Over a third (36%) of job openings will require a university degree and/or significant work experience.
About half of total projected job openings over the ten‐year outlook period are expected to be in three occupational groups: sales and service occupations, business, finance and administration occupations, and management occupations.
7 Sources: www.careerbuilder.ca, www.indeed.ca, http://www.siemens‐certifications.com/content/0/6/7/46/5906/, http://www.ufv.ca/programs/mechatronics‐engineering/, www.workbc.ca. 8 See Appendix C for information on labour market sources and the terminology used in this section.
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 5 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
OccupationalGroupsRelatedtoAdvancedManufacturing/Mechatronics
With respect to the proposed Advanced Manufacturing Technician Diploma program, there are three occupational categories that are the most relevant:
NOC 2241/ NOC‐S C141 ‐ Electrical and electronics engineering technologists and technicians
NOC 2233/ NOC‐S C133 ‐ Industrial engineering and manufacturing technologists and technicians
NOC 2232/ NOC‐S C132 ‐ Mechanical engineering technologists and technicians
Information about the employment outlook for these three occupational categories is summarized below.
NOC 2241/ NOC‐S C141 ‐ Electrical and electronics engineering technologists and technicians
“Electrical and electronics engineering technologists and technicians may work independently or provide technical support and services in the design, development, testing, production and operation of electrical and electronic equipment and systems. They are employed by electrical utilities, communications companies, manufacturers of electrical and electronic equipment, consulting firms, and in governments and a wide range of manufacturing, processing and transportation industries.”9
Job titles specific to this subgroup include electromechanical technician, electronics manufacturing production support technician, electronics production repairer, and engineering technician. Employment requirements for jobs in this subgroup typically include completion of a one to three year postsecondary program in a related field and/or certification in a related field.10 Level 2 of the Siemens Mechatronic Systems Certification program prepares individuals for positions such as electrical maintenance technician.11
In 2015, the top industries employing electrical and electronics engineering technologists and technicians in BC were12:
Defence services (10% in the NOC 2241/ NOC‐S C141 occupational category were employed in this industry)
Electric power generation, transmission and distribution (9% of occupational group)
Building equipment contractors (7% of occupational group)
Architectural, engineering and related services (7% of occupational group)
General medical and surgical hospitals (6% of occupational group)
9 Human Resources and Skills Development Canada and Statistics Canada: National Occupational Classification 2011 10 Human Resources and Skills Development Canada and Statistics Canada: National Occupational Classification 2011 11 http://www.siemens‐certifications.com/content/0/6/7/46/5906/ 12 EMSI (February 2016).
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 6 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
The employment outlook for this top 100 high‐opportunity13 job category follows14:
Approximately 1,870 job openings are forecasted between 2015 and 2024 in BC for occupations that fall in this category. This represents an annual demand growth rate of 1.1%. Of these job openings, 70% will be due to replacement demand as a result of retiring workers and deaths, and 30% will be due to new jobs that result from economic growth.
For the Mainland/Southwest region of BC, 1,340 job openings are projected by 2024. This represents an annual demand growth rate of 1.2%. Of these job openings, 69% will be due to replacement demand and 31% will be due to new jobs that result from economic growth.
Some employment characteristics of the sub‐group follow15:
Of the individuals employed in this area in 2011, 88% were male and 62% were working mostly full‐time.
45% of the workforce was between the ages 45 and 64, and 42% was between 25 and 44.
The provincial average salary for occupations that fall under this occupational group was between $53,000 and $66,000 in 2011.
NOC 2233/ NOC‐S C133 ‐ Industrial engineering and manufacturing technologists and technicians
“Industrial engineering and manufacturing technologists and technicians may work independently or provide technical support and services in the development of production methods, facilities and systems, and the planning, estimating, measuring and scheduling of work. They are employed by manufacturing and insurance companies, government departments, and establishments in other industries.”16
Job titles specific to this subgroup include manufacturing technician, production control technologist, and engineering technician. Employment requirements for jobs in this subgroup typically include completion of a one to three year postsecondary program in a related field and/or certification in a related field.17 Level 2 of the Siemens Mechatronic Systems Certification program prepares individuals for positions such as manufacturing technician and controls engineering technician.18
13 Source: British Columbia 2024 Labour Market Outlook. 14 WorkBC, Career Profiles. https://www.workbc.ca/Job‐Seekers/Career‐Profiles/2241 (February 2016). 15 2011 data are the most recent statistics available. WorkBC, Career Profiles. https://www.workbc.ca/Job‐Seekers/Career‐Profiles/2241 (February 2016). 16 Human Resources and Skills Development Canada and Statistics Canada: National Occupational Classification 2011 17 Human Resources and Skills Development Canada and Statistics Canada: National Occupational Classification 2011 18 http://www.siemens‐certifications.com/content/0/6/7/46/5906/
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 7 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
In 2015, the top industries employing industrial engineering and manufacturing technologists and technicians in BC were:19
Other electrical equipment and component manufacturing (8% in the NOC 2233/NOC‐S C133 occupational category were employed in this industry)
Architectural, engineering and related services (8% of occupational group)
Plastic product manufacturing (8% of occupational group)
Pharmaceutical and medicine manufacturing (4% of occupational group)
Other miscellaneous manufacturing (4% of occupational group)
The employment outlook for this category follows20:
Approximately 470 job openings are forecasted between 2015 and 2024 in BC for occupations that fall in this category. This represents an annual demand growth rate of 0.9%. Of these job openings, 71% will be due to replacement demand as a result of retiring workers and deaths, and 29% will be due to new jobs that result from economic growth.
For the Mainland/Southwest region of BC, 400 job openings are projected by 2024. This represents an annual demand growth rate of 0.9%. Of these job openings, 70% will be due to replacement demand and 30% will be due to new jobs that result from economic growth.
Some employment characteristics of the sub‐group follow21:
Of the individuals employed in this area in 2011, 81% were male and 62% were working mostly full‐time.
49% of the workforce was between the ages 25 and 44, and 45% was between 45 and 64.
The provincial average salary for occupations that fall under this occupational group was between $53,000 and $66,000 in 2011.
NOC 2232/ NOC‐S C132 Mechanical engineering technologists and technicians
“Mechanical engineering technologists and technicians provide technical support and services or may work independently in mechanical engineering fields such as the design, development, maintenance and testing of machines, components, tools, heating and ventilating systems, power generation and power conversion plants, manufacturing plants and equipment. They are employed by consulting engineering, manufacturing and processing companies, institutions and government departments.”22
Job titles specific to this subgroup include mechanical engineering technician, mechanical technologist, power equipment design technician, and robotics servicing technician.
19 EMSI (February 2016). 20 Source: Labour Market Outlook Data Catalogue. 21 2011 data are the most recent statistics available. WorkBC, Career Profiles. https://www.workbc.ca/Job‐Seekers/Career‐Profiles/2233 (February 2016). 22 Human Resources and Skills Development Canada and Statistics Canada: National Occupational Classification 2011
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 8 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
Employment requirements for jobs in this subgroup typically include completion of a one to three year postsecondary program in a related field and/or certification for certain positions23.
In 2015, the top industries employing industrial instrument technicians and mechanics in BC were:24
Architectural, engineering and related services (19% in the NOC 2243/ NOC‐S C143 occupational category were employed in this industry)
Defence services (9% of occupational group)
Building equipment contractors (5% of occupational group)
Local, municipal and regional public administration (4% of occupational group)
Ship and boat building (3% of occupational group)
The employment outlook for this category follows25:
Approximately 590 job openings are forecasted between 2015 and 2024 in BC for occupations that fall in this category. This represents an annual demand growth rate of 1.4%. Of these job openings, 56% will be due to replacement demand and 44% will be due to new jobs that result from economic growth.
For the Mainland/Southwest region of BC, 410 job openings are projected by 2024. This represents an annual demand growth rate of 1.2%. Of these job openings, 62% will be due to replacement demand and 38% will be due to new jobs that result from economic growth.
Some employment characteristics of the sub‐group follow26:
Of the individuals employed in this area in 2011, 90% were male and 61% were working mostly full‐time.
42% of the workforce was between the ages 25 and 44, and 38% was between 45 and 64.
The provincial average salary for occupations that fall under this occupational group was between $53,000 and $66,000 in 2011.
LabourMarketDemandAssessment
B.C.’s Skills for Jobs Blueprint is government’s plan to adjust education and training to target more programs that align with the high opportunity occupations27 expected by 2024. KPU’s proposed program aligns with NOC 2241/ NOC‐S C141 ‐ Electrical and electronics engineering technologists and technicians, one of the top 100 high‐opportunity occupations that have been identified.
23 Human Resources and Skills Development Canada and Statistics Canada: National Occupational Classification 2011 24 EMSI (February 2016). 25 WorkBC, Career Profiles. https://www.workbc.ca/Job‐Seekers/Career‐Profiles/2232 (February 2016). 26 2011 data are the most recent statistics available. WorkBC, Career Profiles. https://www.workbc.ca/Job‐Seekers/Career‐Profiles/2243 (February 2016). 27 To determine where demand for labour will be greatest, a number of factors influencing current and future market conditions were examined, including unemployment rates and employment growth, to identify the 100 high‐opportunity occupations.
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 9 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
In addition to employment opportunities in the high‐priority occupation category listed above, the program will prepare graduates for the following occupational categories:
NOC 2233/ NOC‐S C133 ‐ Industrial engineering and manufacturing technologists and technicians
NOC 2232/ NOC‐S C132 Mechanical engineering technologists and technicians
A total of 2,930 job openings within the three occupational groups are expected to be created between 2015 and 2024 in BC (of which 2,150 openings are expected in the Mainland/Southwest region). Over a ten‐year period to 2024, demand for workers is expected to increase, in both BC and the Mainland/Southwest region, for all three occupational groups listed above.
Overall, the information suggests graduates from KPU’s proposed Advanced Manufacturing Technician Diploma program will have good employment prospects upon graduation.
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 10 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
3. CompetitiveEnvironment
The main purpose of this section is to identify the public postsecondary education institutions in British Columbia that offer similar programs to the proposed Advanced Manufacturing Technician Diploma program. This section also describes KPU’s proposed program to provide context for the competitive assessment.
DescriptionofKPU’sProposedProgram
The proposed Advanced Manufacturing Technician Diploma program is designed as an intensive ‘fast track’ into manufacturing and is focused on the operation, service, diagnostics, and repair of mechatronic systems in an advanced manufacturing setting. The proposed program may be completed in 12 months. Students will:
receive hands‐on experience working on the latest technology focusing on computer controlled autonomous systems, hydraulic, pneumatic, electronic, and robotics;
be immersed in several skilled trades’ areas including machining, welding, and metal fabrication;
learn essential business skills and sustainability practices;
participate in around 20 days of work experience in industry; and
undertake two levels of the internationally‐recognized Technik Akademie Berlin‐Mechatronic program (through Siemens Canada) 28.
Admissions criteria is the completion of an Essential Skills assessment with minimum scores of 3 for reading, 4 for document use, and 3 for numeracy.
RelatedProgramsatBCPublicPostsecondaryInstitutions
Exhibit 3.1 (on the next page) provides a list of related diploma programs offered by BC public postsecondary institutions. Three public postsecondary institutions (BCIT, North Island College, and University of Fraser Valley) offer four related diploma programs.
The pre‐requisite for North Island College’s Industrial Automation Technician Diploma program include the successful completion of NIC’s 9‐month Electronics Technician Core Certificate at the institution or core electronics courses at other recognized post‐secondary institutions. Pre‐requisite for University of Fraser Valley’s Automation and Robotics diploma program include the successful completion of UFV’s 38‐week Electronics Technician Certificate (or equivalent at a recognized institution). Pre‐requisite for UFV’s other diploma program, Engineering Physics in Mechatronics program include the completion of first‐year math and sciences. BCIT’s Mechatronics and Robotics diploma program entrance requirements include three credits of post‐secondary English, Humanities or Social Sciences.
28 The Siemens Mechatronic Systems Certification Program is designed to be integrated into existing forms of study, and is divided into three exam‐based levels. Each level is directly tied to a job profile that clearly defines what certified personnel should be able to do.
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 11 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
The related diploma programs offered range from 2 semesters in length to 2 years. When the program pre‐requisites are included, the length of time required ranges from approximately 18 months to 3 years. Domestic student tuition for the diploma programs listed below range from $2,795 to $11,590. International student tuition for programs listed (and for which information was available) range from $14,205‐$36,105. When the program pre‐requisites are included, the range is from $5,590‐$12,850 for domestic students and (where specified) $28,410‐$45,60029 for international students.
Exhibit 3.1: Related Diploma Programs at BC Public Postsecondary Institutions
Institution Credential Length of Program
Estimate Cost of Program
Work Practice/
Certification Program Name
BCIT Diploma 2 years full‐time (142 credits)
Domestic: $11,9001 ($12,407 including the 3 credit pre‐requisite) International: $36,1051
($37,370 including the 3 credit pre‐requisite)
Not specified on website
Mechatronics and Robotics
North Island College
Diploma 9 months full‐time (12 courses) The Electronics Technician Core Certificate pre‐requisite is 9 months (PLAR available for individuals with a Red Seal in an electrical trade).
Domestic: $2,795 ($5,590 including the Electronics Technician Core Certificate pre‐requisite) International: $14,205 ($28,410 including the Electronics Technician Core Certificate pre‐requisite)
Not specified on website
Industrial Automation Technician
University of Fraser Valley
Diploma 2 years (62‐64 credits over 4 semesters)
Domestic: $8,7502 ($12,850 including the first‐year math and sciences pre‐requisite) 3
Not specified on website
Engineering Physics (Mechatronics specialization)
29 Includes fees for UFV’s Engineering Physics in Mechatronics diploma program.
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 12 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
Institution Credential Length of Program
Estimate Cost of Program
Work Practice/
Certification Program Name
International: $30,000 (includes fees4; $45,600 including the first‐year math and sciences pre‐requisite) 5
University of Fraser Valley
Diploma 2 semesters, full‐time (33 credits) The Electronics Technician Common Core Certificate pre‐requisite is 38 weeks (equivalent education is also accepted).
Domestic: $5,845 ($10,575 including the Electronics Technician Common Core Certificate pre‐requisite) International: Not specified
Not specified on website
Automation and Robotics
Source: Institutional Websites (February 2016). Notes: 1 Fall 2016 and Winter 2016 tuition for undergraduate programs. The individual pre‐requisite course is based on $169/credit (domestic) and $422.50/credit (international). 2 Based on $136.68/credit. 3 Estimated based on 30 credits. 4 http://www.ufv.ca/calendar/current/ProgramsC‐E/ENGR_PHYS.htm 5 Based on 30 credits and $7,800 tuition per semester (Winter 2016 rate)
An overview of each program follows.
BCIT’s Mechatronics and Robotics Diploma program may be completed in two years (4 terms), full‐time. Students learn theory and practical skills to design and maintain mechatronic systems. Approximately 50% of students’ time is spent in lectures, and 50% in labs. Graduates of the diploma program may continue studying at BCIT to earn a Bachelor degree in Electrical Engineering, Manufacturing, or Electronics.
North Island College’s Industrial Automation Technician diploma program may be completed in 9 months, full‐time. Applicants must have successfully completed the Electronics Core Technician Certificate program at NIC or the core electronics course requirements at a recognized institution. However, individuals who hold a Red Seal in an electrical trade may be eligible to enter this program through an alternative route (assessment of prior learning). The program covers a range of electronic systems, from motor controls and Progammable Logic Controllers (PLCs) to data acquisition, computer control systems, and robotics.
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 13 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
UFV’s Engineering Physics Diploma in Mechatronics is a two‐year program (5 semesters). Applicants must have first completed a first year of math and sciences at an approved university. Upon graduation, individuals may enter the workforce or spend an additional year at UFV to earn a BSc degree in Physics, or transfer into an undergraduate engineering program at SFU, UBC or UVic.
UFV’s Automation and Robotics Diploma may be completed in two semesters (September – April). Applicants to the program must have either completed the Electronics Technician Common Core Certificate at UFV, or completed other relevant post‐secondary education, or have training experience and workplace hours in a related discipline. The program covers a range of topics such as AutoCAD applications, hydraulic and pneumatic control systems, microprocessors/microcontrollers and data acquisition, programmable logic controllers, control systems, and project management.
CompetitiveAssessment
A comprehensive internet search identified three public postsecondary institutions in BC offering four related diploma programs.
The unique features of the proposed Advanced Manufacturing Technician Diploma program include:
Short completion time – KPU’s proposed program may be completed in 12 months, without the requirement for a previous credential. While NIC’s Industrial Automation Technician Diploma program and UFV’s Automation and Robotics Diploma program may be completed in less than a year, the pre‐requisites of these two programs include the completion of an Electronics Technician Core Certificate program. Including the program pre‐requisites, the length of time to completion is approximately 18 months. KPU’s shorter completion time would be attractive to prospective students.
Work experience – KPU’s proposed program will allow for approximately 20 days of work experience in industry. The opportunity to apply skills learned during the program in industry prior to graduation would be attractive to prospective students as the experience should make them more attractive to employers. An internet search did not identify work experience course(s) offered in related programs at other postsecondary institutions.
Incorporates the internationally recognized Siemens Mechatronic Systems Certification program (level 1 and 2) ‐‐ As certification helps to validate a new graduate’s skills and knowledge to future employers, students may be interested in a program where they can earn a credential and complete two levels of a certification program, making them more marketable to employers. An internet search did not identify certification offered in related programs at other postsecondary institutions.
Skilled trades courses – These courses (for example, welding) provide students with hands‐on technical experience in processes that are used to fabricate a large majority of manufactured products. An internet search did not identify any trades courses offered in related programs at other postsecondary institutions.
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 14 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
The domestic tuition for KPU’s proposed program is $15,30030 and is higher than the tuition charged by other institutions, which ranges from $2,795 (NIC’s Industrial Automation Technician diploma program) to $11,900 (BCIT’s Mechatronics and Robotics diploma program). When the cost of program pre‐requisites are included, the range is between $5,590 (NIC) to $12,407 (BCIT). While KPU’s domestic tuition is higher than other related programs, KPU’s proposed program offers many unique features (including a faster completion time) which make it competitive.
The international tuition for KPU’s proposed program is $33,00031. Compared to the tuition charged by other institutions (for which information is available32), KPU’s international tuition falls within the higher end of the range which begins at $14,205 (NIC’s Industrial Automation Technician diploma program) and reaches $36,105 (BCIT’s Mechatronics and Robotics diploma program). When the cost of program pre‐requisites are included, KPU’s proposed tuition falls within the lower end of the range which begins at $28,410 (NIC) and reaches $45,60033 (UFV’s Engineering Physics, Mechatronics Specialization diploma program). KPU’s proposed program is very competitive given the lower international student tuition, unique features of the program and faster completion time.
30 $255/credit multiplied by 60 credits. 31 http://www.kpu.ca/calendar/2015‐16/ar/tuitionfees.html 32 International tuition for UFV’s Automation and Robotics diploma program is not available. 33 Includes fees. Tuition without fees is not available on the program website.
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 15 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
3. StudentDemand
The purpose of this section is to explore the extent of student demand for the proposed program mainly by examining the historic participation rates in related programs.
Enrolments
KPUFacultyofTradesandTechnologyEnrolments
Overall, enrolments in the Faculty of Trades & Technology are up 13% over the five year period. Enrolments increased from academic year 2011/12 to 2013/14, but declined somewhat in 2014/15 as shown in Exhibit 3.1. (This decline is mainly attributed to the drop in enrolments in the ‘undeclared’ category). Enrolments in diploma programs have increased by 27% over the past five academic years to total 116 in 2014/15.
Exhibit 3.1: KPU Faculty of Trades & Technology Enrolments by Credential Level, 2010/11 to 2014/15
Credential Type
Academic Year
2010/11 2011/12 2012/13 2013/14 2014/15
Apprenticeship 659 680 684 595 544
Certificate 123 112 105 163 248
Citation 355 346 323 356 413
Diploma 91 89 109 105 116
Undeclared 266 508 629 656 363
Total 1,494 1,735 1,850 1,875 1,684
Source: KPU Enrolment Dashboard (February 2016) Notes: Headcounts are unduplicated within each credential level. A student may be counted across more than one credential level.
KPUEnrolmentsinOtherPrograms
Besides Trades & Technology students, graduates in KPU’s product design program may be interested in the Advanced Manufacturing Technician diploma, as a way of creating and producing the items they design. KPU’s engineering certificate graduates may also be interested in the proposed diploma program. As shown in exhibit 3.2, enrolments for both programs are on an upward trend.
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 16 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
Exhibit 3.2: KPU Enrolments in Related Programs, 2010/11 to 2014/15
Program
Academic Year
2010/11 2011/12 2012/13 2013/14 2014/15
Wilson School of Design
Bachelor of Design, Product Design ‐‐ ‐‐ 18 25 28
Faculty of Science & Horticulture
Certificate in Engineering* 194 228 257 210 213
Source: KPU Enrolment Dashboard Note: Headcounts are unduplicated within each program. A student may be counted across more than one program. *Includes all program options.
EnrolmentsinRelatedProgramsatOtherBCPublicPostsecondaryInstitutions
Full Time Equivalent (FTE) enrolments for 2010/11 to 2014/15 for related programs currently offered at other institutions in BC34 are shown in Exhibit 3.3. In the past five academic years, FTE enrolments in the programs most closely related to KPU’s proposed Advanced Manufacturing Technician diploma programs35 have increased from 62 in 2010/11 to 82 in 2014/15 (an increase of 32%). FTE enrolments in pre‐requisite programs vary somewhat from year to year from a low of 24 in 2013/14 to a high of 36 in 2011/12.
Exhibit 3.3: FTEs in Related Programs at other Public Institutions, 2010/11 to 2014/15
Program Name 2010/11 2011/12 2012/13 2013/14 2014/15
BCIT: Mechatronics and Robotics (Diploma) 52.0 53.2 54.1 53.8 57.3
NIC: Industrial Automation Technician (Diploma) 10.0 12.0 11.0 13.0 17.3
NIC: Electronics Technician Core (Certificate) – pre‐requisite for NIC’s Industrial Automation Technician Diploma program
14.0 12.3 15.7 12.5 13.0
UFV: Engineering Physics (Diploma in Mechatronics)
‐‐ ‐‐ ‐‐ ‐‐ 7.2
UFV: Electronics Technician Common Core (Certificate) – pre‐requisite for UFV’s Automation and Robotics Diploma program.
19.1 23.3 18.0 11.0 16.0
Source: BC’s Central Data Warehouse (May 2015 data).
StudentDemandAssessment
KPU’s Faculty of Trades and Technology graduates are a likely target audience for the Advanced Manufacturing Technician Diploma program. Graduates of those programs may want to return to KPU, an institution where they completed a credential, to obtain further education.
34 Includes pre‐requisite programs. 35 Related programs include: BCIT’s Diploma in Mechatronics and Robotics, NIC’s Diploma in Industrial Automation Technician, UFV’s Diploma in Engineering Physics (Mechatronics specialization), and UFV’s Diploma in Automation and Robotics. Data for UFV’s Automation and Robotics diploma program is not available at the level required.
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 17 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
Enrolments in KPU’s Trades & Technology programs have increased by 13% over the past five academic years.
In addition, graduates of KPU’s product design program may be interested in the Advanced Manufacturing Technician Diploma, as a way of creating and producing the items they design. KPU’s Engineering Certificate graduates may also be interested in the proposed diploma program. Enrolments for both programs are on an upward trend.
Demand for related diploma programs in BC are also on an upward trend. Full Time Equivalent (FTE) enrolments for related programs offered at other public postsecondary institutions36 have increased by 32% between 2010/11 and 2014/15.
In addition, as mentioned in the previous section, labour market demand is expected to be robust in related occupational categories. This indicates an increasing need for employees with the skills KPU’s proposed program is designed to provide, which should also contribute to positive demand for the program.
Overall, the data examined suggests there will be good demand for KPU’s proposed Advanced Manufacturing Technician Diploma program.
36 For which data is available.
Feasibility Assessment of the Proposed Advanced Manufacturing Technician Diploma
Planning Data for the Faculty of Trades & Technology Page 18 Institutional Analysis and Planning, Kwantlen Polytechnic University March 2016
AppendixA:LabourMarketInformationSources
There are many sources of labour market information in Canada. At the federal level, the main sources are Statistics Canada, Employment and Social Development Canada (ESDC) (formerly Human Resources and Skills Development Canada), Industry Canada, and Citizenship and Immigration Canada. Provincial and territorial governments also produce provincial, regional, and local labour market information.
The ESDC uses the models of the Canadian Occupational Projection System (COPS) to develop projections of future trends in the numbers of job openings and job seekers by occupation and industry at the national level. At the occupation level, the projections are based on the National Occupational Classification (NOC), while at the industry level, the projections are based on are the North American Industry Classification System (NAICS). The projections allow for identifying those occupations that may face labour shortage or labour surplus conditions over the medium term. The latest projections cover the 2015 to 2024 period.
The NOC system classifies 40,000 job titles into 500 occupational groups using 4‐digit codes. The NOC system classifies occupations by skill level and skill type. Each digit of a NOC code reflects a trait of the occupation it represents. The first digit designates the occupation’s skill type and the second digit identifies the occupation’s skill level. The first two digits together identify the 26 major occupational groups. At the 4‐digit level, the NOC System provides information on 520 occupational groups called unit groups.
The NAICS classifies industries and businesses using six‐digit codes that classify North American businesses by type of economic activity. Depending on the level of detail required, the classifications can be aggregated to 2‐ (major industry), 3‐ (industry subsector), and 4‐digit (subsector group) levels.
Participants in the 2016 KPU Tech Career Fair Information package:
Executive Summary
Courses Flow Chart
Course Description
Industry Response Form Send Dates: November 3 2017 & November 16 2017 Recipients
NAME COMPANY RESPONSE
M. Murray E.B. Horseman No
Mike Haugen Corix Yes
Andres CDS Ltd No
Andy Hohert BC Ferries No
Timea Szlavinics BC Ferries No
Chris Strange BC Ferries No
Lorena Cottrell Source BC No
N. Worden Source BC No
S. Parmar Bumper to Bumper No
K. Glen Uniselect No
Tulis Masonry No
Sharelle Novacom No
M. Blais Noram Enginerring No
G. stefurak Noram Engineering No
G.B. Craig Telus No
Laura R. Iatse No
D. Webb Harris Rebar No
Mike Beaton Centurion Contracting No
L. M. Recruiting No
Margaret Skylines Scaffold No
K. Wong Mainroad No
Jennifer Wolchyn Sobeys No
Cheryl Scardifield WorkBC Employment Services Yes
Mechatronics and Advanced
Manufacturing Technology Program
Appendix E – Industry Response
Members of: BC Association of Trades and Technical Administrators (BCATTA) Information package:
Executive Summary
Courses Flow Chart
Course Description
Post-Secondary Response Form Send Dates: November 7 2017 & November 16 2017
Institution / Program Title NAME RESPONSE
BCIT Dean Guy Ellis No
Dean Wayne Hand No
Dean Forrest Tittle No
Assoc. Dean Brian Buckley No
Assoc. Dean Gordon Turner No
Assoc. Dean James Cai No
Assoc. Dean Mubasher Faruki No
Assoc. Dean Paul Morrison No
Assoc. Dean Stephen Sallaway No
Assoc. Dean Steve Perry No
Camosun College Dean Eric Sehn No
Other Olaf Nielsen No
College of New Caledonia Dean Frank Rossi No
College of the Rockies Dean Jack Moes No
Nicola Valley Institute of Tech. Dean John Chenoworth No
North Island College Dean Cheryl O’Connell No
Other Chris Udy No
Northern Lights College Dean Mark Heartt No
Assoc. Dean Robert McAleney No
Northwest Community College Dean Lorrie Gowen No
Okanagan College Dean Steve Moores No
Assoc. Dean Teresa Kisilevich No
Selkirk College Dean Pat Bidart No
Other Robert Schwarzer No
Thompson Rivers University Dean Baldev Pooni No
Assoc. Dean Robert Hood No
Other Carey Miggins No
University of the Fraser Valley Dean John English No
Assoc. Dean Rolf Arnold No
Other Randy Kelley No
Vancouver Community College Dean Dennis Innes No
Dean Brett Griffiths No
Vancouver Island University Dean Glynis Steen No
Assoc. Dean Paul Mottershead No
Assoc. Dean Jessie Magee-Chalmers No
Mechatronics and Advanced
Manufacturing Technology Program
Appendix F – Post-Secondary Response
Sent to: Brian Tivy (for distribution to Delta School District Tech Ed Teachers) Martin Lim (for distribution to Surrey School District Tech Ed Teachers) Information package:
Executive Summary
Courses Flow Chart
Course Description
Secondary Response Form Send Dates: November 6 2017 & November 16 2017
School District and School NAME RESPONSE
Delta SD # 37
South Delta Secondary Emil Jurica Yes
Surrey SD # 36
Elgin Park Secondary School Brian Fasse Yes
Fraser Heights Secondary School Sharissa Desrochers Yes
Fraser Heights Secondary School Chris Mills Yes
Fraser Heights Secondary School Martin Lim Yes
Earl Marriott Secondary School Rob Tamboline Yes
District Education Centre Scott Smith Yes
Mechatronics and Advanced
Manufacturing Technology Program
Appendix G – Secondary Response
Please fill in the information below, or attach your business card in this space:
Your Name: ______Brian Fasse ____________
School: ____Elgin Park Sec________________________
School District: ___Surrey #36______________________
Email: [email protected]_________________
Phone: _____604-538-6678____________
I have read the Summary of the proposed Mechatronics and Advanced Manufacturing Technology (MAMT) program. I have also reviewed the Course Flow Chart and the Course Descriptions.
We see this proposed program as a benefit to our Tech-Ed students/graduates
We do not see this proposed program as a benefit to our Tech-Ed students/graduates
Additional Comments: ___________________________Adding more choices/options to graduates will always be a benefit to them._________________
__________________________________________________________________________________
_________________________________________________________________________________
_
_________________________________________________________________________________
_
__________Brian Fasse______________________________Nov. 15th 2017___________________
______________________________________________ ______________________________ Signature Date
Please complete this form and email to [email protected] by Tuesday, November 14 2017
Proposed Mechatronics and Advanced Manufacturing Technology Program
Secondary Tech-Ed Response
Please fill in the information below, or attach your business card in this space:
Your Name: __Rob Tamboline ____________________
School: _Earl Marriott Secondary____________________
School District: _SD36 Surrey____________________
Email: [email protected]____________________
Phone: _604-531-8354______________________________
I have read the Summary of the proposed Mechatronics and Advanced Manufacturing Technology (MAMT) program. I have also reviewed the Course Flow Chart and the Course Descriptions.
We see this proposed program as a benefit to our Tech-Ed students/graduates
We do not see this proposed program as a benefit to our Tech-Ed students/graduates
Additional Comments: __________________________________________________________________________________
__This program would be beneficial to a few students with the abilities to complete the complex assortment of courses. Many of our shop students would struggle with this course load.________________________________________________________________________________
_________________________________________________________________________________
_
_________RTamboline_________________________________________________Nov.14,2017___
__________
_________________________________________________________________________________
_
______________________________________________ ______________________________ Signature Date
Please complete this form and email to [email protected] by Tuesday, November 14 2017
Proposed Mechatronics and Advanced Manufacturing Technology Program
Secondary Tech-Ed Response
From: Scott Smith <[email protected]> Sent: Tuesday, November 14, 2017 9:39 AM To: Joanne Massey Subject: MAMT at KPU
Hi Joanne,
I received your email from Martin Lim and although I am no longer teaching in a classroom I do value the MAMT course offering. I taught “basic” robotics
at North Surrey Secondary for the last 3 years and I know there is a capacity for more advanced opportunities for our students…AND…an industry need.
If you wish to look into how Surrey can work together with KPU let me know
and maybe we can sit down and see where things sit.
Thanks for your time.
Scott Smith
District Helping Teacher Applied Design, Skills and Technologies District Education Center – Education Services 604 595-6108 @ScottSmithSD36
British Columbia News
FACTSHEET: Manufacturing in British Columbiahttps://news.gov.bc.ca/14513
Wednesday, March 29, 2017 9:40 AM Manufacturing is key to growing and diversifying B.C.’s economic future.
The sector’s diversity, innovation and focus on export markets are supporting job growth across every region in British Columbia.
Advanced manufacturing in particular showcases B.C.’s innovation, competitiveness and cutting edge product development.
Facts:
• Manufacturing contributes $15 billion to the B.C. economy – approximately 7.2% of the total Canadian manufacturing gross domestic product (GDP).
• In 2015, there were approximately 170,100 people employed in the manufacturing sector in British Columbia, the third-largest share of manufacturing sector workers among all Canadian provinces.
• There are approximately 7,225 manufacturing companies in British Columbia with at least one employee.
• The average manufacturing wage is 13% above the provincial average.• Approximately 27.1% of the employed labour force in the manufacturing sector of B.C. is
female.• More than $1.5 million from the BC Knowledge Development Fund has been invested to
support manufacturing research and development in the province.• $1 million has been contributed to programs to meet manufacturers’ labour needs, including
a Refugee Training and Employment Program agreement that benefits newcomers to B.C.• Manufactured goods account for 65.2% of B.C.’s total goods exports to international
destinations.• In 2016, B.C. had the third-highest value of manufactured good exports.• $25.7 billion in manufactured exports reached foreign destinations in 2016, an increase of
about 6.1% over 2015.• Manufacturers of high technology products account for over 13,200 jobs and $1.5 billion of
provincial GDP.• Pharmaceutical and medicine manufacturing in B.C. has expanded by 89% since 2011,
faster than all other provinces.• Medical equipment manufacturing exports from B.C. totalled $170 million in 2015, an
increase of 56% from 2011.
Aerospace:
• Aerospace accounts for 8,300 high-skilled, well-paid jobs in B.C.
• B.C. has the third-largest aerospace sector in the country, generating $1.3 billion of British Columbia's gross domestic product.
Page 1 of 2FACTSHEET: Manufacturing in British Columbia | BC Gov News
11/7/2017https://news.gov.bc.ca/factsheets/factsheet-manufacturing-in-british-columbia
Contacts
Media RelationsMinistry of Jobs, Tourism and Skills Training and Responsible for Labour250 387-2799
• Globally, 39,600 new aircraft valued at $5.9 trillion are expected to be needed over the next 20 years -- with approximately 38% of all new airplanes delivered to the Asia Pacific region.
• $5 million has been committed over five years to unify, develop and grow the aerospace sector in B.C., now in the third year of its five-year commitment.
Shipbuilding:
• By 2020, an estimated $10 billion in new investment and thousands of new jobs are expected to support the shipbuilding, ship repair and industrial marine sector.
• In 2011, over $40 million of support from the Province helped Seaspan secure a winning bid under Canada's National Shipbuilding Strategy (NSS).
• During the non-combat vessel construction program, Seaspan will create over 5,600 direct jobs, and generate $635 million of economic expansion in the province.
• Seaspan’s bid to build 17 vessels for the federal government on the west coast under the NSS is expected to contribute billions to the provincial economy through 2020.
• BC Ferries will be investing over $3 billion in capital toward asset replacement and mid-life upgrades.
• B.C. shipyards are expected to compete for $2 billion worth of new build contracts under the NSS for federal fleet vessels less than 1,000 tonnes.
• The BC Shipbuilding Tax Credit, an enhanced marine training and labour tax credit encourages job creation for apprentices in the shipbuilding and repair sector.
• From 2012 to 2016 over $ 1 million has been claimed by the shipbuilding industry specifically under the B.C. Shipbuilding and Ship Repair Industry Tax Credit).
• As of 2016, over $2 million has been provided to develop the broader marine sector including $305,000 (in May 2015) for shipbuilding and ship repair training programs for students at Camosun College and the British Columbia Institute of Technology and $200,000 (in November 2016) in collaboration with the Association of British Columbia Marine Industries (ABCMI) on an industrial marine project.
• In January 2016, the Province partnered with Nova Scotia to strengthen training opportunities in the shipbuilding and industrial marine sector.
Page 2 of 2FACTSHEET: Manufacturing in British Columbia | BC Gov News
11/7/2017https://news.gov.bc.ca/factsheets/factsheet-manufacturing-in-british-columbia
November 20, 2017
Financial Assessment TemplateSummary Financial Information
Program Name:Completion Notes
Total Credits
Year 1 Year 2 Year 3 Year 4 Stable State
Student Mix Expectations per yearFull-Time Delivery
Domestic Students 14 14 14 14 14International Students 6 6 6 6 6
Part- Time DeliveryDomestic Students 0 0 0 0 0
International Students 0 0 0 0 0Total Students per year 20 20 20 20 20
Number of Intended Intakes 1 1 1 1 1
Number of Intended Cohorts per intake 1 1 1 1 1Revenues:
Operating 214,296 418,008 418,008 418,008 418,008 One-time Only/Start-up - - - - -
Total Revenues: 214,296 418,008 418,008 418,008 418,008
Expenses:One-time Only/Start-up Operating 283,200 96,000 13,000 7,000
One-time Only/Start-up Capital 1,190,000 - - - Ongoing Operating Costs 482,482 623,376 604,376 605,376 1,202,445
Total Expenses: 1,955,682 719,376 617,376 612,376 1,202,445
40% Overhead 782,273 287,750 246,950 244,950 480,978
Net Income/(Loss) (2,523,659) (589,118) (446,318) (439,318) (1,265,415)
Budget required
Operating Budget 1,955,682 719,376 617,376 612,376 1,202,445 Capital Budget
Total Budget Required 1,955,682 719,376 617,376 612,376 1,202,445
What fiscal year will budget be required? If broken across multiple years please identify:
Total Investment/Start-up Costs (3,998,414) Stable State Net Income (1,265,415)
Payback Period (in stable state years) *assumes a 2% inflation
based on multi-cohortsper cohort
Financial Services sign-off:
Date:Executive Director, Financial Services
Date:VP, Finance and Admin
Is program profitable?
If no, please provide rationale of why the program should be financially supported by the University
Faculty Sign-off:
Date: Nov 9/17Program Developer: Joanne Massey
Date: Nov 9/17Dean: David Florkowski
Start-up program consistent with economic plans for several City of Surrey sectors, as well as provincial and federal initiatives. KPU would be making a commitment to support the Industry 4.0 sector. Sufficient marketing and word of mouth promotion will generate greater awareness. The objectives and outcomes align with KPU Vision 2018 Strategic Plan and is consistent with the goals of Academic Plan 2018.
Break-even # of Domestic Students
Program will not break-even under current
assumptions
112 112
Step 1. Student Mix Expectations and Course Summary Information
Student Mix Expectations per IntakeYear 1 Year 2 Year 3 Year 4
Stable State
Full-Time Delivery
Domestic Students 14 14 14 14 14
International Students 6 6 6 6 6
Part-Time Delivery
Domestic Students
International Students
Total Students per Intake 20 20 20 20 20Number of Intended Intakes 1 1 1 1 1
Total Cohorts per intake 1 1 1 1 1
Faculty Delivery Mix ExpectationsYear 1 Year 2 Year 3 Year 4
Stable State
Full-Time Delivery% of courses delivered by Regular/NR2 100% 100% 100% 100% 100%
% of courses delivered by NR1Part-Time Delivery
% of courses delivered by Regular/NR2% of courses delivered by NR1
Course Summary Information
New/Existing
Delivering Faculty
Subject Code
Course Number
Course title
Full Time: Year of
Program course offered
Part Time: Year of
Program course offered
# of Credits (b)
Class Size Maximum
Fee Category
(Drop down list)*
Domestic Fee Rate at time of development
Other Fees (e.g. Material
Fees)Mode
Faculty FTE Required per
section
# of Sections required
per cohort
New Trades & Tech MAMT 1100 Electrical Components 1 3 20 2.a.5 265 20 0.167 1
New Trades & Tech MAMT 1110Mechanical Componenents & Electrical Drives 1 4 20 2.a.5 265 20 0.167 1
New Trades & Tech MAMT 1120Electro-Pnuematic and Hydraulix Control Circuits 1 4 20 2.a.5 265 20 0.167 1
New Trades & Tech MAMT 1130 Digital Fundamentals 1 4 20 2.a.5 265 20 0.167 1
New Trades & Tech MAMT 1200 Process Control Technologies 1 2 20 2.a.5 265 20 0.084 1
New Trades & Tech MAMT 1210Integrated Automation & Automation Systems 1 6 20 2.a.5 265 20 0.25 1
New Trades & Tech MAMT 1220 Mechanics & Motor Control 1 5 20 2.a.5 265 20 0.25 1
New Trades & Tech MAMT 1230 Manufacturing Processes 1 2 20 2.a.5 265 20 0.084 1
New Trades & Tech MAMT 1300Manufacturing Trends & Technologies 2 4 20 2.a.5 265 20 0.167 1
New Trades & Tech MILL 1300 Machining & CNC Programming 2 4 20 2.a.5 265 20 0.167 1
Comments(where relevant or helpful please include notes about what is included in revenues)
Comments(where relevant or helpful please include notes about what is included in revenues)
New/Existing
Delivering Faculty
Subject Code
Course Number
Course title
Full Time: Year of
Program course offered
Part Time: Year of
Program course offered
# of Credits (b)
Class Size Maximum
Fee Category
(Drop down list)*
Domestic Fee Rate at time of development
Other Fees (e.g. Material
Fees)Mode
Faculty FTE Required per
section
# of Sections required
per cohort
NewScience & Hort CADM 1290
Manufacturing Design and Software 2 4 20 2.a.5 265 20 0.167 1
Existing Arts ENGL 1100Introduction to University Writing 2 3 20 2.a.1 139 16 0.125 1
New Trades & Tech WELD 1300 Welding & Metal Fabrication 2 4 20 2.a.5 265 20 0.167 1
New Trades & Tech ELEC 1300Electrical Design & Renewable Energy 2 4 20 2.a.5 265 20 0.167 1
New Trades & Tech MAMT 1400Professional Skills and Work Practicum 2 4 20 2.a.5 265 20 0.167 1
Existing Business BUSI 1210 Essentials of Management 2 3 20 2.a.1 139 16 0.125 1 - - - - - - - - - - - - - - - - - - - - - - - -
Financial Assessment TemplateStep 2. Projected Revenues
Year 1 Year 2 Year 3 Year 4 Stable State
Number of Intended Intakes 1 1 1 1 1Total Cohorts per intake 1 1 1 1 1
Student Mix Expectations per year (# of intakes * students per intake)Full-Time Delivery
Domestic Students 14 14 14 14 14International Students 6 6 6 6 6
Part- Time DeliveryDomestic Students 0 0 0 0 0
International Students 0 0 0 0 0Total Students per year 20 20 20 20 20
Operating RevenuesDomestic Tuition Fees 111,300 212,016 212,016 212,016 212,016
International Tuition Fees 102,996 205,992 205,992 205,992 205,992 Material Fees - - - - -
Other FeesOther Revenues (Grants, etc.)
Total Operating Revenues 214,296 418,008 418,008 418,008 418,008
One-time Only /Start- Up RevenuesOther Fees
Other Revenues (Grants, etc.)
Total One-time Only Revenues - - - - - Total Revenues 214,296 418,008 418,008 418,008 418,008
Intake frequency:Intake frequency will impact annual revenues calculated above. If there are multiple intakes each year please describe and ensure that the impact on section requirements is captured above
Is this a cohort based program?If yes, please outline the attrition mitigation strategy i.e. multiple entrance points, common core first year, etc.
AssumptionsInternational Tuition fee revenue in 2017/18 572.20$ *Assumption will be updated in template annually. Please use rate provided
Annual
Potential entry point between year 1 and year 2. Possible advanced standing through PLA. Internal marketing to encourage students to stay/return for complete diploma. Value-added trades components. As we might "lose" students who were initially in the 1st year (due to employment), it is anticipated we will be able to fill those gaps through transfer students (ex. SFU) or previous students returning to complete the diploma. Not continuous cohort - can take a break and come back at a later time. Run second year courses in the evening to best accommodate shop utilization.
Comments(where relevant or helpful please include notes about what is included in revenues)
Financial Assessment TemplateStep 3. Projected Expenses
1. A)
One-time Only/Start-up Operating
Item Year 1 Year 2 Year 3 Year 4
Program Development 68,200 20,000 10,000 5,000
Curriculum Development(can be costs related to externally or internally
developed materials) 74,000 10,000
Staff- PD/Enrichment 70,000 60,000
Marketing - Start-up 15,000 Moodle Development 56,000 6,000 3,000 2,000
Sub-total 283,200 96,000 13,000 7,000
Capital Costs (Equipment and Renovations)Item Year 1 Year 2 Year 3 Year 4
Training aids 590,000 Labs/classroom renovations 500,000 Workstations/cabinets/tool boxes/desks 100,000
Sub-total 1,190,000 - - -
Total Non-recurring CostsItem Year 1 Year 2 Year 3 Year 4
One-time Only/Start-up Operating 283,200 96,000 13,000 7,000 - One-time Only/Start-up Capital 1,190,000 - - - -
Total Non-recurring Costs 1,473,200 96,000 13,000 7,000
Comments
Comments
Academic Non-recurring estimated start-up costs (e.g. equipment costs/other)
Comments(where relevant or helpful please include notes about what is included in
costs)
assumed both faculty members working on curriculum Jan - April
Program development and management of project. Assumed 1 week per 2 credits. (including benefits)
Mandatory training in Germany. 1st yr 4 wks x 2 instructors plus 1 wk for 1 administrator. Yr 2 add 2 instructors.
Edutrainers, PLCs, Water trainers, cable trays, CNC machines, pneumatics, solar/wind training system, robots
assumed 50% workload (included benefits)
pony wall, windows, compressor, flooring etc.
Financial Assessment TemplateStep 3. Projected Expenses
On-going Operating Costs Faculty Delivery Mix Expectations Year 1 Year 2 Year 3 Year 4 Stable State
Full-Time Delivery% of courses delivered by Regular/NR2 100.0% 100.0% 100.0% 100.0% 100.0%
% of courses delivered by NR1 0.0% 0.0% 0.0% 0.0% 0.0%
Part-Time Delivery% of courses delivered by Regular/NR2 0.0% 0.0% 0.0% 0.0% 0.0%
% of courses delivered by NR1 0.0% 0.0% 0.0% 0.0% 0.0%
Year 1 Year 2 Year 3 Year 4 Stable StateNumber of Intended Intakes 1 1 1 1 1
Total Cohorts per intake 1 1 1 1 1Total Cohorts 1 1 1 1 1
Operating Costs - Variable and Fixed CostsItem Year 1 Year 2 Year 3 Year 4 Stable State
Direct Program CostsFaculty
Regular/NR2 Salaries and Benefits 152,972 296,326 296,326 296,326 296,326 NR1 Salaries and Benefits - - - - -
Total Faculty Salaries and Benefits 152,972 296,326 296,326 296,326 296,326 Advisor 10,000 10,000 10,000 10,000 10,000
Lab Operating Salary and Benefits (Program specific)Chair Release 27,750 27,750 27,750 27,750 27,750
TravelProfessional Development 20,000 20,000 10,000 10,000 10,000
Supplies 6,000 12,000 12,000 12,000 12,000 Orientation
Licensing fees - Siemens 7,345 8,000 8,000 8,000 8,000 Licensing fees - Festo 875 1,500 1,500 1,500 1,500
Equipment maintenance MAMT equipment 2,500 5,000 5,000 5,000 15,000 Equipment lifecycle/replacement - 10 yr 1,000 2,000 2,000 387,970 Equipment lifecycle/replacement - 15 yr 153,961 Equipment lifecycle/replacement - 20 yr 45,638
Administrative Support (Program Specific)* if the expectation is that program needs can be met with existing resources please include this assumption in comments
Lab Operating Costs -Salary 132,000 132,000 132,000 132,000 132,000
Lab Operating Costs -Non-Salary 2,500 5,000 5,000 5,000 5,000 Specialized IT (software/hardware) 50,300 1,000 1,000 1,000 1,000
Specialized IT SupportLibrary (see Library Assessment Template -Appendix
B) 12,540 3,400 3,400 3,400 3,400 Marketing - Ongoing specific to Program 15,000 15,000 5,000 6,000 7,500
Admin Support StaffEquipment Maintenance and Consumables 42,700 85,400 85,400 85,400 85,400
Capital
Comments
Comments
Comments
assumed 25% chair release
life cycling of workstations, tool boxes, desks etc.replacement/spare parts
Program Assistant - and Instructional Associate if required (due to class size).
Welding, Millwright, Electrical components of the program.
CNC raw materials, cleaning supplies, hand tools, compressors etc.Yr 2 - Step 7 PLC software
higher marketing dollars req'd in early development of program
Financial Assessment TemplateStep 3. Projected Expenses
Total Ongoing Operating Costs 482,482 623,376 604,376 605,376 1,202,445
Financial Assessment TemplateCompletion Instructions
1. Course Summary Information: This tab is used to capture critical information that drives calculations occurring on other tabs.
The Financial Assessment Template is broken down into a number of tabs to capture specific information. The workbook is designed to be dynamic so that information collected on one tab will carry through the workbook and auto-populate other values. Data entry cells are identified by the use of a light yellow fill colour to highlight that information is required. Once information is included these cells will turn white.
It is important that when completing the workbook you begin at the "1. Course Summary Information" as information included in the following tabs and the "Summary" will often be auto-populated. To ensure that these linkages remain intact and that formulae cannot be accidentally overridden calculated fields have been locked. Although the template is designed to be flexible and handle many situations if you find a case where the pre-populated calculations are resulting in issues or errors with the way you would like to capture your data please connect with the Budget and Planning Team at [email protected].
Faculty Delivery Mix Expectations:
Student Mix Expectations:
In some cases, programs may be delivered using a mix of Faculty types i.e. Regular or NR1 contract. Due to the financial impact of this mix the template allows users to identify the expected split if courses are delivered by multiple faculty types. If the expectation is that full-time and part time students would be part of the same section please only enter information into the "Full-Time Delivery" area, however if there are multiple sections of the same course delivered to serve the needs to full-time and part time students (i.e. not intermingled) please enter information into both the "Full-time Delivery" and "Part-time Delivery" sections. This will capture the related additional costs needed to support additional sections of the same course.
Expected students in start-up years and stable state should be entered per intake as calculations will consider whether multiple intakes and/or cohorts will be delivered in each year. When documenting expected student mix and utilization rates please provide support for the estimates used e.g. performance of similar programs at other institutions or market research. If it is expected that some students will take the program part-time please include these students in "Part-Time Delivery" noting whether part-time only sections would be offered, or if there is an expectation that full-time and part-time students could be mixed within a section
Course Summary Information:Please complete all columns for each of the courses comprising this program.
New/Existing:
Delivering Faculty:
Subject Code:Course Number:
Course Title:Full-time year of Program course offered:
Part-time year of Program course offered:
Number of Credits:Class Size Maximum:
Fee Category:
Domestic Fee Rate at time of Development:
Other Fees:
Mode:
Faculty FTE Required per Section:
# of Sections Required per Cohort:
Identifies the year that a full-time student would take the course. This information is used to calculate expected revenues associated with the progression of a full-time student.
Please enter the course title.
Identifies the maximum number of students for the course. Number of credits for the course.
Identifies the year that a part-time student would take the course. This information is used to calculate expected revenues associated with the progression of a part-time student.
Identify whether the course already exists at KPU, or whether it is a new course being developed as part of the new program. Please note that existing courses must match the pre-existing course information e.g. section maximum and course fee. Where new courses are introduced KPU has the opportunity to set/establish the fee using an established rate or set a new tuition fee category.
Please identify the Faculty responsible for the course e.g. if the program includes service courses, please note the respective instructional area.
In some cases, such as labs, the section maximum may be lower than the expected cohort size. If this the case, the program may require two or more sections of the same course to support one cohort.
Please identify what portion of a full-time faculty member's workload this course would represent. For instance, a faculty member at mode 16 will teach eight sections over the year. It is expected that a 3 credit course would represent 12.5% of his/her annual workload.
This field captures the instructional mode of the faculty who will instruct the course.
Please document other fees associated with the course such as material fees.
This field will auto-populate based on the previous field unless you have selected "New". If a new fee will be established for the course please identify the rate. Please note that the domestic dollar value associated with each fee category in this workbook is provided for financial assessment purposes only. When the program is implemented the fee category associated will be based on the appropriate category identified above. As a result, the dollar value associated with the fee category will likely increase by 2% annual as allowed in the Provincial Tuition Limit Policy.
This is a drop-down list that identifies the current existing categories. If a new fee will be set please select new.
Please enter the appropriate course number.Subject code that corresponds to the course.
2. Projected Revenues:
3. Projected Expenses:Academic Non-recurring estimated start-up costs (e.g. equipment costs/other)
One-time Only/Start-up Operating:
Capital Costs (Equipment and Renovations):
On-going Operating Costs
Direct Program Costs:
Administrative Support (Program Specific)
Summary Tab:
Faculty direct instruction costs are auto-populated based on information captured on previous tabs. Please be sure to capture other direct program costs such as travel, or lab operating salaries. Please add categories as necessary.
Please capture relevant ongoing administrative costs associated with the program. Please add categories as necessary.
Once the Program Proposal Concept or Full Program Proposal Financial Assessment template is completed by the program developer the template should be provided to the Faculty Dean for review and sign-off prior to being submitted to Financial Services. Please ensure appropriate sign-off is included.
The majority of the information on this tab will auto-populate based on the information captured on the "Course Summary Information" tab. If you expect to receive revenue (start-up or ongoing) from sources other than tuition fees please capture this in the light-yellow coloured cells. The tables in light green at the bottom of the tabs are for calculation purposes only and do not require further action.
The tables in light green at the bottom of the tabs are for calculation purposes only and do not require further
Please capture relevant start-up costs associated with the program. Please add categories as necessary. Please capture relevant start-up costs associated with the program. Please add categories as necessary.
This tab summarizes the key financial driver information related to the new program. Although most information will automatically pull from detailed tabs it is important to include summary context information and qualitative rationale. As part of the financial review process Financial Services will be considering assumptions as they impact net income (i.e. whether the program is profitable over the long-term). Given the financial constraints of the University if the program if not profitable please ensure that you provide rationale to explain why the program should be financially supported by the University.
VPTL & AVPR November Report 1
Vice Provost, Teaching & Learning and Interim Associate Vice President, Research Update
S. Chu November 17, 2017
Teaching & Learning www.kpu.ca/tlcommons Upcoming Events & Opportunities for KPU Community Members Open Educational Resources (OER) Grant This program provides funding and staff support to KPU faculty members interested in creating, adapting, and adopting OERs (and other types of Open Pedagogy). Applications will be reviewed starting on October 15, 2017 until the available funding has been allocated. More Information Moodle Basics (November 29 & December 7, Richmond & Surrey respectively) This crash course, or refresher, on Moodle basics is intended for those with little or no previous Moodle experience. The Teaching & Learning Commons team will review course setup and editing, communication basics and assignment and feedback basics. Details & Registration – Richmond Details & Registration – Surrey Kaltura Overview (November 29 & December 7, Richmond & Surrey respectively) Hosted by the Teaching & Learning Commons, this session teaches participants about the options for creating and using video in Moodle courses using KPU's new Kaltura video platform. Uploading and embedding video on a course page, using a course gallery, setting up a video assignment and using the CaptureSpace Desktop Recorder to create media and upload it are the topics covered in this session. Details & Registration – Richmond Details & Registration – Surrey Instructional Skills Workshop (ISW) (December 18-21, Richmond) The Instructional Skills Workshop (ISW) is a 24-hour course for faculty who are interested in developing or improving upon their teaching and learning processes. Facilitated by Alice Macpherson, Learning Strategist for The Learning Centres, participants review ideas about teaching, check their current practices and, within a safe and supportive environment, deliver three short lessons. Details & Registration
Past Events & Opportunities for KPU Community Members Accessibility, Inclusivity & OER's (October 31, Surrey, 12 participants) This session helped participants establish a common understanding of key terminology, such as “academic accommodations”, “accessibility” and “Universal Design for Learning (UDL)”, before identifying “6 easy things you can always do” to contribute to the accessibility of educational resources. Finally, participants engaged in an interactive, facilitated activity that required them to adopt the perspective of a particular student and assess a learning environment for any accessibility barriers posed to them or their student. Digging into Digital Badges (September 13, 19 & 28, Surrey) Hosted by the Teaching & Learning Commons, this three part event explored digital badges in higher education. This presented an excellent opportunity for interested faculty, staff and administrators to meet as a group to learn and strategize about how an open badge ecosystem might evolve at KPU.
VPTL & AVPR November Report 2
Rediscover VoiceThread (September 22, Surrey, 4 participants) Facilitated by the Teaching & Learning Commons, this session explored VoiceThread as a collaborative multimedia presentation and discussion tool and its integration with Moodle. This session allowed faculty to practice using VoiceThread with the support of the Teaching & Learning Commons team. KPU’s Teaching, Learning & Scholarship Strategy Public Consultations (September 25, 26, 28 & 29, Surrey, Cloverdale, Richmond & Langley respectively) In support of KPU developing a Teaching, Learning and Scholarship Strategy, the Office of the Vice Provost, Teaching & Learning hosted public forums at each of the four campuses to offer information and seek feedback from the University community. This strategy will provide direction and a basis for the overall plan which will include short, medium and long term goals and activities. All members of the KPU community, including faculty, staff, administrators and students were invited to attend.
Vice Provost, Teaching & Learning Activities
September 14th Faculty of Health Teaching & Learning Strategy Consultation. Met with Coodinators.
September 21st Academic Council Teaching & Learning Strategy Consultation. Presenter.
September 25th – 29th Teaching & Learning Open Forums at each campus.
September 26th President’s Council Teaching & Learning Strategy Consultation. Presenter.
October 2nd School of Business Internationalization Working Group. Co-facilitated with Lesley McCannell.
October 3rd – 13: Teaching Fellows Advisory Committee. Chair. Search completed.
October 4th Convocation. Participant.
October 12th & 13th 2017 International Meeting of OERu Partners. Meeting in Toronto.
October 16th – 19th 2017 International Council for Open and Distance Education World Conference. Participant.
October 24th – 27th 42nd Annual Professional and Organizational Development Conference. Participant & Presenter: Chu, Wilson, Kenney, Popovic & Sheffield: Converging and Diverging Trends and Their Impact on Educational Development.
October 30th – 31st Communication for the Senior Leader Course. Participant.
Ongoing
Internal KPU committees and working groups, including Senate and related subcommittees, the Acetate Transition Working Group, Advanced Manufacturing Working Group, Three Civic Plaza Operations, Graduate Studies Program Advisory Committee and the Faculty Performance Review Committee.
Current priorities
Finalizing KPU’s Teaching, Learning & Scholarship Action plan.
Active Learning Classrooms and Future Learning Environments Plan with Facilities & IT.
Technologies & Tools for KPU Educators with IT.
Planning next steps to support faculty with K-12 changes.
Planning a Teaching & Learning Faculty Orientation Session for new faculty.
Recruiting an Educational Developer, Trades & Technology.
VPTL & AVPR November Report 3
Educational Development Welcome to Gina Buchanan, the newest member of the Teaching & Learning team, in her position as Senior
Manager, Educational Development.
Learning Technology
Digital Badge Community of Practice. An ongoing Community of Practice has been created for anyone in the KPU community interested in exploring digital badges. More information can be found at the following link (select “Guest Access”).
Teaching Fellows Learning Outcomes: Dr. David Burns
A revised learning outcomes framework was presented to SSCC and was recommended to Senate. If successful, this would replace the existing learning outcomes framework in the course outline manual.
Open Studies: Dr. Rajiv Jhangiani
Organized and executed various workshops for Open Access Week, including the Accessibility, Inclusivity & OER’s workshop on October 31st with Sue Doner from Camosun College.
Experiential Learning: Dr. Larissa Petrillo
Continued content creation for the redesign of the Experiential Learning website and online guidebook.
Coordination of current and potential community projects with faculty members from Accounting, Anthropology, Criminology, Geography, GDMA, Policy Studies, Fine Arts, Sociology
Answered faculty queries and celebrated successes with faculty members from English, Marketing, GDMA, APPD, Creative Writing.
Incoming Teaching Fellows The Office of the Vice Provost, Teaching & Learning is excited to announce the appointment of the following KPU faculty members to the Teaching Fellows positions, beginning January 1, 2018:
K-12 Transformation: David Burns, Educational Studies
K-12 Transformation: Nancy Norman, Education Assistant Program
Experiential Learning: Farhad Dastur, Psychology
Learning Environments: Leeann Waddington, Nursing
VPTL & AVPR November Report 4
Research www.kpu.ca/research
Activities
Daniel Bernstein, KPU’s Canada Research Chair in Lifespan Cognition, has been award $25,000 for his research project, Social cognition in children with Fetal Alcohol Syndrome or Autism Spectrum Disorder, from SSHRC’s new funding opportunity “Partnership Engage Grants”.
Daniel Bernstein’s Canada Research Chairs (CRC) renewal application was submitted on October 23rd. If his application to the program is accepted, he would be provided with 75% time release for 5 years. The CRC’s anticipated decision date is April 2018.
The 0.6% Faculty PD Fund Committee granted funding for 18 applications for a total $134,000.
Interim, AVP Research Activities
November 6th – 7th Polytechnics Canada: Innovation for Impact. Participant.
