Bachelor of Applied Science (Building Conservation) (Honours)

Bachelor of Applied Science (Building Conservation) (Honours)

Application for Ministerial Consent

Date of Submission: July 2021

Algonquin College of Applied Arts and Technology

http://www.algonquincollege.com/

Program Delivery Location: 1385 Woodroffe Ave., Ottawa Ontario K2G 1V8

Contact for Submission:

Margaret Cusson (Maggie), Dean, Academic Development

[email protected]

Telephone: 613-727-4723 x5345

Site Visit Coordinator:

Jessica DeVries, Chair, Academic Development

[email protected]

Telephone: 613-727-4723 x6057

http://www.algonquincollege.com/

mailto:[email protected]


BACHELOR OF APPLIED SCIENCE (BUILDING CONSERVATION) (HONOURS)

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Table of Contents

1. Introduction .............................................................................................................................................. 4

Executive Summary ................................................................................................................................... 4

2. Degree Level Standards ............................................................................................................................ 8

3. Admission, Promotion, and Graduation ................................................................................................. 13

3.1 Admission Requirements .................................................................................................................. 14

3.2 Advanced Standing Policies and Requirements ................................................................................ 15

3.2.1 Gap Analysis ................................................................................................................................... 19

3.3 Prior Learning Assessment .............................................................................................................. 160

3.4 Promotion and Graduation Requirements ..................................................................................... 161

4. Program Content ................................................................................................................................... 163

4.1 Summary ......................................................................................................................................... 163

4.2.1 Course Schedule 1 *excluded for web version-confidential/proprietary material ...................... 165

4.2.2 Course Schedule 2 ........................................................................................................................ 166

4.3.1 Course Descriptions – Core Courses ............................................................................................ 172

4.3.2 Course Outlines – Core Courses *excluded for web version-confidential/proprietary material . 193

4.4 Learning Outcomes ......................................................................................................................... 194

4.5 Program Advisory Committee ......................................................................................................... 209

4.6 Work Integrated Learning ............................................................................................................... 224

5. Program Delivery .................................................................................................................................. 234

5.1 Quality Assurance of Delivery ......................................................................................................... 234

5.2 Student Assessment and Workload ................................................................................................ 234

5.3 Student Feedback ........................................................................................................................... 235

5. Capacity to Deliver ................................................................................................................................ 236

6.1 Curriculum Vitae of Faculty Assigned to the Degree Program ................................................................ 238

6.2 Library Resources ............................................................................................................................ 240

6.3 Computer Resources and Web Access ............................................................................................ 246

6.4 Classroom Space/Student and Faculty Workspaces ....................................................................... 247

6.6 Resource Renewal and Upgrading .................................................................................................. 250

6.7 Enrolment Projections and Staffing Implications ........................................................................... 251

6.8 Faculty Credentials, Performance, Professional Development ...................................................... 252


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6.9 Institutional Support ....................................................................................................................... 254

7. Credential Recognition .......................................................................................................................... 259

7.1 Labour Market Information ............................................................................................................ 259

7.2 Graduate Pathways ......................................................................................................................... 263

7.3 Tracking Program Graduates .......................................................................................................... 265

7.4 Credential Recognition .................................................................................................................... 271

8. Regulation and Accreditation ............................................................................................................... 304

9. Nomenclature ...................................................................................................................................... 305

10. Internal Quality Assurance and Development .................................................................................... 307

10.1 Program Review Policy .................................................................................................................. 307

10.2 Processes and Data Used for Continuous Improvement .............................................................. 308

10.2.1. Processes ................................................................................................................................... 308

10.2.2 Data ............................................................................................................................................ 312

11. Academic Freedom and Integrity ........................................................................................................ 313

12. Student Protection .............................................................................................................................. 314


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1. Introduction

Executive Summary

Proposed Credential Nomenclature: Bachelor of Applied Science (Building Conservation) (Honours)

Anticipated Program Start Date: Fall 2023

Program Abstract

The Bachelor of Applied Science (Building Conservation) (Honours) program prepares students for a career as a

specialized professional promoting the understanding, stewardship and sustainability of our built environment

and cultural heritage resources while reflecting on and learning the knowledge, skills and techniques of the crafts

and trades people who created them. This career path has the flexibility to focus one’s energies in a heritage

setting or to apply these rigorous standards in the broader field of building revitalization and rehabilitation.

Students explore traditional and contemporary techniques incorporating a variety of media and materials,

including traditional bench joinery, masonry, timber framing, and log building. Students develop hand and digital

drawing techniques and fundamental business practices with professional standards. Through co-op work

placements and site visits, students apply theory, planning and conservation practices while exploring the social,

environmental, legal and ethical aspects of the field.

Graduates may find employment in a wide range of public/private and profit/not-for-profit areas as craftspeople

and/or consultants or built heritage managers. Graduates may pursue masters-level education in Building

Conservation or a related field.

Program Learning Outcomes

1. Research, analyze, and apply craftsmanship theory and best practices to ensure that projects are

informed by past interventions and reflect current interdisciplinary innovations and practices.

2. Document and communicate the values of cultures, places and communities informed by oral and

written historical research, empirical investigations of heritage resources and the crafts and trades that

created them.

3. Restore, repair, recreate, construct, and install elements related to structures and resources according to

regulations, standards and guidelines, local and historical practices and traditional and contemporary

construction and craft techniques.

4. Select and apply artisanal techniques using traditional and contemporary materials and methods to

support conservation, revitalization, and renovation projects.

5. Apply critical thinking and research skills to solve problems, formulate strategies, and interventions for

the conservation and re-use of buildings, structures and resources.

6. Prepare and defend proposals and decisions using clear messages, research, and technical presentations

in multiple formats appropriate to external and internal stakeholders.

7. Contribute to the on-going economic viability of conservation and renovation projects through the

application of principles of estimating, accounting, finance, and cost controls to keep projects on time

and within budget.


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8. Guide client and stakeholder expectations and respond to emerging challenges for projects, in alignment

with regulations, standards and guidelines, conservation principles and practices, and ethical and

professional standards.

9. Organize, coordinate, complete, and communicate information to ensure all projects comply with health

and safety practices and procedures; established professional and technical standards; and, applicable

cultural practices, legislation, and regulations.

10. Manage the progression of projects and sites by applying basic principles and strategies of project

management and risk management in collaboration with interprofessional partners and stakeholders.

11. Develop strategies for lifelong learning to adapt to changes in the field, in cultures and societies to ensure

relevance and foster inter-disciplinary and inter-professional collaboration.

12. Use leadership skills to promote and advance the body of knowledge in the field through research,

partnerships, and on-going dialogue with stakeholders.

13. Identify and apply discipline-specific practices that contribute to the local and global community through

social responsibility, economic commitment and environmental stewardship.

Curriculum Design

The program of study is summarized below:

Leve

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Course Number

Course Name

1 CON9111 Carpentry: Foundations, Floors, Walls and Basic Roofs

1 WOO9254 Joinery Fundamentals

1 MAT9105 Mathematics for the Craftsperson

1 CSV9100 Introduction to Heritage Conservation

1 DSN1100 Technical Drawings

2 WOO9228 Carpentry: Roofs and Finishes

2 W009226 Joinery: Architectural Millwork

2 CSV9200 Heritage Conservation in Practice: Past, Present and Future

2 ENL1100 Communications and Academic Writing (non-core)

3 WOO9306 Joinery III: Doors and Windows

3 CAD2300 Building Modeling I

3 CSV9300 Traditional Materials Science

3 CSV9310 Contextualizing Heritage

3 PHI1000 Logic and Critical Thinking (non-core)

4 CSV9400 Existing Buildings: Re-use, Repair and Maintenance

4 WOO9224 Joinery IV: Traditional Staircasing

4 CSV9410 Business Fundamentals for Heritage Professionals

4 LAWX9400 Heritage Planning: An introduction to Law, Policy, and Process

4 PHI2000 Introduction to Research (non-core)

WKT9400 Co-op Work Term 1

5 PHI9500 Ethics and Professional Practice

5 BSC1100 Building Science I


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Leve

l Course Number

Course Name

5 ARC9505 History and Philosophy of Canadian Architecture

5 CSV950 Inventory and Evaluation Methodologies

5 Elective (non-core, 2000-level)



6 WOO9303 Traditional Carpentry: Timber Framing

6 CAD2400 Building Modelling II

6 CSV9600 Project Management, Scheduling and Estimating

6 QUA2000 Statistics (non-core)



7 WOO9402 Traditional Carpentry: Log Building

7 CSV9700 Heritage and Site Management

7 CSV9710 Built Heritage Project 1

7 CSV9720 Heritage Conservation Plans


8 ENL9800 Technical Writing for Reports and Grant Proposals

8 CSV9800 Built Heritage Project 2

8 CSV9810 Capstone Research Seminar

8 Elective (non-core, 2000- or 4000-level)

8 Elective (non-core, 4000 level)

Algonquin College’s Strengths and Capacity to Deliver the Program

Algonquin College of Applied Arts and Technology was established in 1967 and was named after the First

Nations people who lived in the area. Algonquin was formed from the merger of the Eastern Ontario Institute

of Technology, established in 1957, and the Ontario Vocational Centre, established in 1965.

Dedication to student success is one of Algonquin College's primary guiding principles and is demonstrated in

the quality of its programs, its staff, the continual expansion of its facilities, and by forging of strategic

partnerships. Furthermore, the College strives to ensure students have access to the education and skills

training demanded by the marketplace to launch rewarding careers in their chosen fields.

With the success of thousands of alumni, an annual full-time enrolment of approximately 25,000 students,

45,000 part-time registrations and thousands of full-time and part-time employees, Algonquin makes a

significant economic and social impact locally, regionally, nationally and internationally.

Algonquin continues to be committed to being one of the most comprehensive colleges in Ontario, offering a

broad variety of programs, subject matter, delivery modes and program durations. Given that Algonquin is

the only publicly-funded English-language college in Ottawa, Perth and Pembroke, it services the needs of

these areas and their surrounding communities. As a result, Algonquin will continue to expand its offerings,

which include a full range of programs such as academic upgrading, apprenticeship, certificate, diploma,


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advanced diploma, graduate certificate and honours degree programs, as well as corporate learning solutions

and international education.

The Heritage Institute at the Algonquin College Perth Campus has a well-established reputation for its 30+

years of work in built heritage conservation and teaching sustainable building practices. The campus teaches

skills in heritage carpentry, heritage joinery, heritage masonry, timber framing and log building and, through

its network, maintains connections with talented professionals in architectural glass, and traditional craft

such as canoe building, leatherwork and tanning, and stone carving.

Combining theory and practice with a social conscience, the Heritage Institute is a destination for Canadians

who want to preserve our built history. Students in programs at the Heritage Institute work on Canada’s

highest profile projects (e.g. Parliament Hill) through to the homes, churches, and industrial structures that

are present in our local communities. Students with the skills learned at the Heritage Institute are in high-

demand, often sought after and hired in the sector before they graduate.

Algonquin College’s Truth, Reconciliation and Indigenization department is responsible for the inclusion and celebration of Indigenous Knowledge, culture and presence of Indigenous identity at Algonquin College. Much of our heritage ties to Indigenous people and the work at the Heritage Institute, especially through this degree, aims to assist in Truth and Reconciliation by welcoming inclusion, celebrating Indigenous Knowledge, culture and identity, while honouring heritage craft. Algonquin College is also proud to house the Algonquin Centre for Construction Excellence’s Construction Research Centre at the Ottawa Campus. In Ottawa, the college delivers an existing Bachelor of Science (Building Science) (Honours) degree that provides graduates the skills and knowledge necessary to analyze, problem solve and optimize the performance of buildings by bridging all facets of building design, construction, human comfort and sustainability. Now, with the proposed Bachelor of Applied Science (Building Conservation) (Honours), students will have options to collectively tackle the full suite of challenges presented by today’s built environment and new construction. Together, graduates from these degrees will help the industry’s shift to low-carbon construction, supporting the circular economy by increasing building reuse, renewal and revitalization.


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2. Degree Level Standards

This section provides a summary of the program features and resources that ensure the proposed Bachelor

of Applied Science (Building Conservation) (Honours) program meets the Board's standard for a

Baccalaureate/Bachelor Honours degree. Although the six categories are treated independently for the

purpose of this discussion, the proposed degree level program integrates the elements of the standard in a

holistic fashion, and creates opportunities for students to demonstrate more than one of the categories in

any given performance. This alignment between the Board's standard and the proposed degree level

program learning outcomes, and between the proposed degree level learning outcomes and the courses that

make up the proposed Bachelor of Applied Science (Building Conservation) (Honours) program was

monitored throughout the development of the program.

The outcomes of the Bachelor of Applied Science (Building Conservation) (Honours) degree program are

designed to deliver broadly-educated graduates who possess the general and specialized knowledge,

interdisciplinary perspectives, competencies, skills and values required by industry. In addition, graduates will

be well prepared to manage, deal with and adapt to the challenges of today’s diverse and ever-changing

professional work environments, within both domestic and global contexts.

For this summary, key points are highlighted for each of the six categories of knowledge and skills that form

the Board's standard for a Baccalaureate/Bachelor Honours degree.

Standard 1: Depth and Breadth of Knowledge

The proposed Bachelor of Applied Science (Building Conservation) (Honours) program is designed to provide

students with the necessary knowledge and skills using a scaffolding approach to learning.

The first year of study introduces principles that continue to be developed throughout the program. The first

two years of the program provide the students with a strong practical foundation in carpentry and joinery, an

appreciation for the materials and skills used in the industry, and an introduction to the philosophy and

practice of building conservation. Course work spanning the first two years provide students with the skills

and awareness to be successful in the practical and technical areas of the industry. Skills fundamental to

student success, such as problem solving, understanding technical specifications, critical thinking, the

importance of inter-professional relationships are developed and refined.

Each semester and year reinforces and strengthens central concepts, methodologies, and theoretical

approaches, gradually shifting students from the development of practical, hands-on skills to a business,

management cultural, and economic focus of building conservation. Extensive hands-on activities in

designing, planning and executing projects reinforce learning.

The third and fourth years provide students with more in-depth knowledge and technical skills and leadership

in business and project management, conservation theory and practice, and ethics, legal, and professional

practice. The focus of the program shifts more to the application of theory and knowledge in a building

conservation context.

The applied nature of the program maintains a focus on the development, planning, execution and

evaluation of projects in real world settings. Students participate in their first of three co-op work terms


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following the second year of study. This placement will provide students with introductory experience

working in the field.

Students participate in their second co-op work term following completion of level 5 of their studies, and

their third co-op work term at the completion of level 6. These work terms provide students with the

opportunity to work with an organization to enhance trades-skills, conduct research, conduct assessments,

and develop plans to support and defend building conservation decisions in support of client goals.

During the fourth year of the program, students develop and apply their knowledge and skills in the design,

planning and execution of a Built Heritage Project and a Capstone Research Seminar. The subject of these

projects can be selected by the student or alternatively they can be conducted in partnership with an

industry partner as the client.

In addition to the core courses, students devote more than twenty percent (20%) of their studies to content

outside of the discipline to align with the Program Content Standard. Breadth content is delivered through a

combination of mandated and elective non-core courses. This interaction with other fields of study provides

students with a breadth of learning in disciplines through which they continue to exercise critical thinking and

analytical skills. Moreover, they develop an appreciation and aptitude for a diversity of research

methodologies that enables them to examine a greater array of hypotheses and assumptions beyond the

specific discipline of building conservation.

Standard 2: Conceptual and Methodological Awareness/Research and Scholarship In the first two years of the program, students begin their engagement with the building blocks of building conservation. These years provide opportunities to develop and refine fundamental carpentry, joinery, and problem-solving skills required for success as a carpenter and/or joiner. Throughout the degree, students are introduced to philosophical constructs of building conservation, business fundamentals, the economics of conservation, and legislative and ethical requirements. Principles of mathematics, using and producing technical drawings and an introduction to the fundamentals of heritage conservation are introduced. The courses in the first two years of study lay the conceptual and practical foundation students require to build a thorough understanding of the construction industry. The second year of the program requires students to apply learned skills and techniques to the building and construction of projects to exacting specifications and plans. At this level, students solve problems as knowledge, skills and techniques are applied to practical applications within the building conservation industry. Through varying methods of enquiry, practice and application of skills, students complete projects to achieve desired outcomes. Additionally, core conceptual and methodological awareness are reinforced through the non-core curriculum, including upper-level electives that require students to further apply and develop their enquiry skills and advance scholarly approaches. The coursework in the final year of the program complements the final project and introduces several advanced topics including writing reports and grant proposals and the application of project management and leadership techniques. The students’ abilities evolve as they are exposed to real world challenges in the research, development, and execution of a built heritage project and a capstone research seminar. The learning environment in which the students collaborate with faculty encourages not only the development of logical and sustained arguments, but also the appropriate interpretations and use of


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research. As they progress through the program, students develop a greater level of autonomy, and it is the combination of commentary on, and use of, scholarship in the discipline and demonstrated academic integrity in the documentation of their research that provides evidence of their intellectual growth during their studies. Standard 3: Communication Skills Within the context of building conservation, communication skills are an essential foundation for success. To this end, three of the program learning outcomes (PLOs 2, 6, and 9) include specific reference to communication skills, and these skills also support more broadly other PLOs. To prepare students not only for the work experiences that are part of the program, but also for employment upon graduation, the development of written and oral communication skills is threaded throughout the program with increasing levels of difficulty, complexity and exposure to discipline-specific techniques. In the first two years of the program, students begin an examination of fundamental communication and logical and critical thinking skills that apply across a wide range of disciplines and ensure the ability to make meaningful connections with non-specialist audiences on topics of increasing complexity. Concepts and methodologies of technical communication are woven throughout the curriculum, providing students with various opportunities to develop their communication skills to both specialists and lay audiences. Many courses such as Introduction to Heritage Conservation, Communications and Academic Writing, Contextualizing Heritage, Logic and Critical Thinking, Introduction to Research, Ethics and Professional Practice, Inventory and Evaluation Methodologies, Heritage and Site Management, Heritage Conservation Plans, Built Heritage Project, Capstone Research Seminar, and Technical Writing for Reports and Grant Proposals, help students appreciate writing for a diverse set of stakeholders. They also allow students to further develop techniques for communicating with specialists while providing some familiarity with the issues that could arise during co-op work terms and applied research project experiences. The need for effective communication of structured and coherent arguments is built into many of the courses through the resources and assignments. Whether in the form of presentations, technical reports, or seminars, students are expected to present and document their research findings in a manner that is consistent with the professional requirements of the discipline. Standard 4: Application of Knowledge The proposed Bachelor of Applied Science (Building Conservation) (Honours) integrates theoretical knowledge with practical applications throughout the program. Courses have been designed to keep established techniques in close contact with the related theories and concepts. From the interpretation and application of the building code in the Level 1 course Carpentry: Foundations, Floors, Walls and Basic Roofs to the Capstone Research Seminar in Level 8, students are challenged to apply their skills and knowledge to identify problems and issues, to research and propose solutions and alternatives, and to defend decisions. Whether they are on a construction site, in a corporate office, or in a client’s home, students are required to apply their knowledge, skills and experience to resolve an issue. Courses such as Logic and Critical Thinking, Introduction to Research, Ethics and Professional Practice, Heritage Planning: An Introduction to Law, Policy and Process, and Technical Writing for Reports and Grant Proposals will provide opportunities to use integrated data gathering tools for generating primary source data for both quantitative and qualitative evaluation. Access to this information contributes to the


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development of analytical skills that can be combined with related scholarly work and modeling and simulation techniques to identify and analyze problems as well as propose and execute solutions. The students learn the application of theoretical concepts and knowledge through in-class projects and assignments. Students begin with common tools that are used by industry to create, plan and execute projects. Technology plays an important role in the program as a tool for the collection, management and presentation of data. Students begin with common technological tools used across many disciplines and continue to develop their expertise. Students begin to develop foundational theoretical knowledge in courses such as: Introduction to Heritage Conservation; Heritage Conservation in Practice: Past, Present and Future; Contextualizing Heritage; History and Philosophy of Canadian Architecture; and, Inventory and Evaluation Methodologies. Courses such as Existing Buildings: Re-use, Repair and Maintenance, Business Fundamentals for Heritage Professionals, Inventory and Evaluation Methodologies, Project Management, Scheduling and Estimating, and Heritage and Site Management are key examples of points in the program where students demonstrate their application of knowledge from the recognition and use of underlying principles through the framing of questions and proposing solutions. These courses, and others like them, ensure that students meet or exceed the expectations of the Built Heritage Project 1 and 2 and Capstone Research Seminar for this proposed degree program. Moreover, the program prepares students for progressive levels of responsibility in their co-op work terms. Through the lens of real-world experience, the application of concepts and principles from within and outside the discipline is understood as a necessary component of success in the workplace. Over the course of the program, co-op work experience merges with more advanced theories and concepts to prepare students for increased responsibility, as determined by their more developed ability to make sound judgments, analyze problems, propose solutions and solve problems. The co-op work terms across the calendar year expose students to the real-life work environment and help to develop professional communication skills, technical problem-solving abilities and project management skills. Standard 5: Professional Capacity/Autonomy As a discipline driven by professional reputation and relying heavily on the autonomy and integrity of its

practitioners, this category of the Board's standard has been deeply integrated into the program of study and

reflected in the program learning outcomes.

While certain courses within the program play a much stronger role in the demonstration of the program

learning outcomes, these outcomes are threaded throughout the program and are integral to the three co-op

work terms and culminating project courses in the final year. As such, group work is an important part of the

program from the very beginning and problem-based learning is used as an instructional methodology

throughout the four years of the program. Both of these approaches support the qualities and transferable

skills that will position graduates for fulfilling contributions in and beyond their employment.

A key learning outcome to develop strategies for lifelong learning, not only to adapt to changes in the field,

but also to changes in culture, is mapped extensively throughout the program.


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Finally, non-core courses for the program have been included to support and encourage a broader

intellectual engagement with the local and global community. Students develop a sense of personal

responsibility and accountability within an inclusive civic discourse that is the hallmark of a degree level

education.

Standard 6: Awareness of Limits of Knowledge From the beginning of the program, students face uncertainty, ambiguity, and limits of knowledge due to the

constantly evolving nature of the field. To deal with change effectively and professionally, students develop a

firm awareness of their roles within an integrated team. The program of study considers the continuous pace

of change in the conservation industry and its impact on the choice of solutions and techniques in building

conservation.

Courses introduce students to core principles, industry standards and theoretical perspectives. Though

widely used, there are varying degrees of certainty surrounding the use and application of each. Uncertainty

is then connected to real life applications as a means of assessing, updating and ultimately adapting

approaches to solving problems. Working in a technical profession creates additional levels of ambiguity and

unpredictability. Students must be aware of and capable of creating strategies for addressing these potential

variables.

Using a stronger, adapted model for practical exercises, students move into more complex topics and

systems as they progress through the program. With supervision, students learn to gauge the effect of

experimental variables and design constraints on the results that they attain. This, in turn, requires students

to consider the stability of their interpretation and their analytical approach. Through an iterative and

increasingly complex fashion, the program presents the students with learning opportunities that reinforce

the necessary realization for appreciating the limits of knowledge: that each problem must be faced as a

unique or novel challenge because errors emerge from the differences between problems, not the

similarities.


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3. Admission, Promotion, and Graduation

The requirements for admission are appropriate to the learning outcomes of the program and the degree level

standard. The Bachelor of Applied Science (Building Conservation) (Honours) meets the minimum admission

requirements stipulated for a bachelor’s program. An Ontario Secondary School Diploma or equivalent and six

university or university/college courses, including one Grade 12 U English course with a minimum grade of 65%,

one Grade 12 C Mathematics course, and an overall average of 65% in the six Grade 12 U or M courses.

Applicants with International transcripts must provide proof of the subject specific requirements noted above

along with proof of either: IELTS overall band of 6.5 with a minimum of 6.0 in each band or TOEFL overall 88,

with a minimum of 22 in Reading, 22 in Listening, 22 in Speaking, and 22 in Writing. Admission procedures are

further outlined in Policy AA04: Admissions.


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3.1 Admission Requirements

Direct Entry

Program Admission Requirements are as follows:

Ontario Secondary School Diploma (OSSD) or equivalent with a minimum of six Grade 12 university

(U) or university/college (M) courses

Six Grade 12 (U) or (M) courses with a minimum 65% overall average

The six Grade 12 courses to include:

o English (U), with a minimum 65% grade

Additionally, applicants require:

o Grade 12 C Mathematics

Applicants with International transcripts must provide proof of either: IELTS-International English

Language Testing Service - Overall band of 6.5 with a minimum of 6.0 in each band; OR TOEFL-

Internet-based (iBT)-overall 88, with the minimum in each component: Reading 22; Listening 22;

Speaking 22; and 22 in Writing.

Mature Students

Mature students are applicants who have not achieved the Ontario Secondary School Diploma (OSSD) or its

equivalent and who are at least 19 years of age on or before the commencement of the program in which

they intend to enroll. Mature students have demonstrated academic abilities equivalent to those of Ontario

high school graduates, verified by successful completion of at least one full-time term at the post-secondary

level (minimum five courses taken concurrently in an academic program of study). Please note that mature

students must also meet the subject-specific program eligibility requirements, either directly or through

equivalencies:

Grade 12 U English

Grade 12 C Mathematics

A minimum grade of 65% required in English and an overall average of 65% in the six Grade 12 U or M

courses (Ontario Academic Courses (OAC) can replace or be used in combination with U or M courses).

Applicants who do not possess the required English credit (ENG 12U or equivalent) with a minimum of 65%

will be considered for admission upon registration in a preparatory English course to be offered by Algonquin

College prior to the start of the program. Students must achieve a minimum of 65% final mark in the course

prior to the start of the program.

Policy AA04: Admissions


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3.2 Advanced Standing Policies and Requirements

Options for advanced standing and credit recognition are available to students with well-established policies available to detail procedures and eligibility requirements respecting the guidelines set by the Postsecondary Education Quality Assessment Board.

The degree completion arrangements proposed outlined below are based on existing programs. Additional pathways and articulations may be explored and created, as appropriate, throughout the period of consent of Bachelor of Applied Science (Building Conservation) (Honours).

Policy AA45: Articulation Agreements

Degree Completion Arrangements- Overview

Degree completion arrangements have been developed for ten (10) Ontario college credentials in a related field and that have program-level outcomes that ladder reasonably into the proposed degree-level learning outcomes. Given the similarities in some of the pathways, seven (7) distinct pathways, with modified programs of study, have been developed for graduates of the ten (10) identified programs. The following table provides the relevant admission information for those entering the proposed Bachelor of Applied Science (Building Conservation) (Honours) degree through one of the seven (7) degree completion arrangements (See TABLE 1: Admission Details for Degree Completion Arrangements).

Graduates from Heritage Carpentry and Joinery Ontario College Advanced Diploma program will: a. Enter in Year 3 (Semester 5) to a modified program of study, reaching back for: CSV9200 Heritage

Conservation in Practice: Past, Present, and Future; CSV9310 Contextualizing Heritage; CSV9410 Business Fundamentals for Building Conservation Professionals; LAW9400 Heritage Planning: An introduction to Law, Policy, and Process; PHI2000 Introduction to Research (non-core)

b. Receive credit for 15 core courses: CON9111 Carpentry: Foundations, Floors, Walls and Basic Roofs; WOO9254 Joinery Fundamentals; MAT9105 Mathematics for the Craftsperson; CSV9100 Introduction to Heritage Conservation; DSN1100 Technical Drawings; WOO9228 Carpentry: Roofs and Finishes; WOO9226 Joinery: Architectural Millwork; WOO9306 Joinery: Doors and Windows; CAD2300 Building Modeling I; CSV9300 Traditional Materials Science; CSV9400 Existing Buildings: Re-use, Repair and Maintenance; WOO9224 Joinery: Traditional Staircasing; WOO9303 Traditional Carpentry: Timber Framing; WOO9402 Traditional Carpentry: Log Building; CSV9410 Business Fundamentals for Building Conservation Professionals

c. Receive credit for 4 non-core courses: ENL1100 Communications and Academic Writing; PHI1000 Logic and Critical Thinking; two (2) Elective (non-core, 2000-level) courses

d. Be eligible for additional exemptions based on any prior credentials received. Graduates from Cabinetmaking and Furniture Technician Ontario College Diploma program will:

a. Enter in Year 2, (Semester 3) to a modified program of study, reaching back for: CON9111 Carpentry: Foundations, Floors, Walls and Basic Roofs; CSV9100 Introduction to Heritage Conservation; WOO9228 Carpentry: Roofs and Finishes; CSV9200 Heritage Conservation in Practice: Past, Present, and Future

b. Receive credit for 5 core courses: MAT9105 Mathematics for the Craftsperson; DSN1100 Technical Drawings; WOO9254 Joinery Fundamentals; WOO9226 Joinery: Architectural Millwork; CSV9410 Business Fundamentals for Building Conservation Professionals


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c. Receive credit for 4 non-core courses: ENL1100 Communications and Academic Writing; PHI1000

Logic and Critical Thinking; two (2) Elective (non-core, 2000-level)

d. Be eligible for additional exemptions based on any prior credentials received.

Graduates from Carpentry and Renovation Technician Ontario College Diploma program will: a. Enter in Year 2 (Semester 3) to a modified program of study, reaching back for: WOO9254 Joinery

Fundamentals; CSV9100 Introduction to Heritage Conservation; WOO9226 Joinery: Architectural Millwork; CSV9200 Heritage Conservation in Practice: Past, Present, and Future

b. Receive credit for 5 core courses: CON9111 Carpentry: Foundations, Floors, Walls and Basic Roofs; MAT9105 Mathematics for the Craftsperson; DSN1100 Technical Drawings; WOO9228 Carpentry: Roofs and Finishes; CSV9410 Business Fundamentals for Building Conservation Professionals

c. Receive credit for 4 non-core courses: ENL1100 Communications and Academic Writing; PHI1000

Logic and Critical Thinking; two (2) Elective (non-core, 2000-level) courses


Graduates from Carpentry and Renovation Techniques Ontario College Certificate program will: a. Enter in Year 1 (Semester 2) to a modified program of study, reaching back for: WOO9254 Joinery

Fundamentals; and CSV9100 Introduction to Heritage Conservation; CSV9200 Heritage Conservation in Practice: Past, Present, and Future

b. Receive credit for 4 core courses: CON9111 Carpentry: Foundations, Floors, Walls and Basic Roofs; MAT9105 Mathematics for the Craftsperson; DSN1100 Technical Drawings; WOO9228 Carpentry: Roofs and Finishes

c. Receive credit for 1 non-core course: PHI1000 Logic and Critical Thinking d. Be eligible for additional exemptions based on any prior credentials received.

Graduates from Building Construction Technician Ontario College Diploma program will:

a. Enter in Year 2 (Semester 3) to a modified program of study, reaching back for: WOO9254 Joinery Fundamentals; CSV9100 Introduction to Heritage Conservation; WOO9226 Joinery: Architectural Millwork; CSV9200 Heritage Conservation in Practice: Past, Present, and Future

b. Receive credit for 6 core courses: CON9111 Carpentry: Foundations, Floors, Walls and Basic Roofs; MAT9105 Mathematics for the Craftsperson; DSN1100 Technical Drawings; WOO9228 Carpentry: Roofs and Finishes; CAD2300 Building Modeling I; CSV9410 Business Fundamentals for Building Conservation Professionals


d. Be eligible for additional exemptions based on any prior credentials received. Graduates from Architectural Technician Ontario College Diploma and graduates from Architectural

Technology Ontario College Advanced Diploma programs will: a. Enter in Year 2 (Semester 3) to a modified program of study, reaching back for: CON9111 Carpentry:

Foundations, Floors, Walls and Basic Roofs; WOO9254 Joinery Fundamentals; CSV9100 Introduction to Heritage Conservation; WOO9228 Carpentry: Roofs and Finishes; CSV9200 Heritage Conservation in Practice: Past, Present, and Future; WOO9226 Joinery: Architectural Millwork; CSV9200 Heritage Conservation in Practice: Past, Present, and Future

b. Receive credit for 8 core courses: MAT9105 Mathematics for the Craftsperson; DSN1100 Technical

Drawings; CAD2300 Building Modeling I; CSV9410 Business Fundamentals for Building Conservation


17

Professionals; PHI9500 Ethics and Professional Practice; BSC1100 Building Science I; ARC9500 History

and Philosophy of Canadian Architecture; CAD2400 Building Modeling II


d. Be eligible for additional exemptions based on any prior credentials received. Graduates from Construction Engineering Technician Ontario College Diploma, Civil Engineering Technology

Ontario College Advanced Diploma, and Civil Engineering Technician Ontario College Diploma programs will:

a. Enter in Year 2 (Semester 3) to a modified program of study, reaching back for: CON9111 Carpentry: Foundations, Floors, Walls and Basic Roofs; WOO9254 Joinery Fundamentals; CSV9100 Introduction to Heritage Conservation; WOO9228 Carpentry: Roofs and Finishes; CSV9200 Heritage Conservation in Practice: Past, Present, and Future; WOO9226 Joinery: Architectural Millwork BSC1100 Building Science 1

b. Receive credit for 7 core courses: MAT9105 Mathematics for the Craftsperson; DSN1100 Technical Drawings; CAD2300 Building Modeling I; CSV9300 Traditional Materials Science; CSV9410 Business Fundamentals for Building Conservation Professionals; CAD2400 Building Modeling II;



Table 1: Admission Details for Degree Completion Arrangements- Overview

Program Of Non-Degree

Study

Credit Students

Receive Towards

The Degree

Special Requirements

For Entry Into

Arrangement

Point of Entry

Into the Degree

Program

1

Heritage Carpentry and

Joinery OCD

15 Courses + 4

Non-core,

including ENL1100

An overall GPA of 2.7

(70%) minimum, 6

reach back courses

Semester 5

2

Cabinetmaking and Furniture

Technician OCD

5 Courses + 4 Non-

core, including

ENL1100


(70%) minimum, 6

reach back courses

Semester 3

3

Carpentry and Renovation

Technician OCD

5 Courses + 4 Non-

core, including

ENL1100


(70%) minimum, 6

reach back courses

Semester 3

4

Carpentry and Renovation

Techniques OCC

7 Courses + 4 Non-

Core, including

ENL1100


(70%) minimum, 7

reach back courses

Semester 2

5

Building Construction

Technician OCD

6 Courses + 4 Non-

core, including

ENL1100


(70%) minimum, 6

reach back courses

Semester 3

https://www.algonquincollege.com/perth/program/carpentry-and-joinery-heritage/

https://www.algonquincollege.com/perth/program/carpentry-and-joinery-heritage/

https://www.algonquincollege.com/acce/program/cabinetmaking-and-furniture-technician/

https://www.algonquincollege.com/acce/program/cabinetmaking-and-furniture-technician/

http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/techno/carpentry_reno_technician_57600_20160823_e.pdf

http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/techno/carpentry_reno_technician_57600_20160823_e.pdf

https://www.algonquincollege.com/pembroke/program/carpentry-renovation-techniques/

https://www.algonquincollege.com/pembroke/program/carpentry-renovation-techniques/


18

Program Of Non-Degree

Study

Credit Students

Receive Towards

The Degree

Special Requirements

For Entry Into

Arrangement

Point of Entry

Into the Degree

Program

6

Architectural Technician OCD

Architectural Technology

OCAD

8 Courses + 4 Non-

core, including

ENL1100


(70%) minimum, 7

reach back courses

Semester 3

7

Construction Engineering

Technician OCD

Civil Engineering Technology

OCAD

Civil Engineering Technician

OCD

7 Courses + 4 Non-

core, including

ENL1100


(70%) minimum, 3

reach back courses

Semester 3

http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/techno/architechnician.html

http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/techno/architechnology.html

http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/techno/construction_engin_technician_58200_e.html

http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/techno/construction_engin_technician_58200_e.html

http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/techno/civ_eng_technology_61003rev_e.html

http://www.tcu.gov.on.ca/pepg/audiences/colleges/progstan/techno/civ_eng_technician_51003rev_e.html


19

3.2.1 Gap Analysis

1. Degree completion arrangements for graduates of: Heritage Carpentry and

Joinery Ontario College Diploma

1.1 Vocational Learning Outcomes of the Heritage Carpentry and Joinery, Ontario

College Diploma program (Provincial Program Description):

1. Develop and use strategies for ongoing professional development to remain current with industry

changes, enhance work performance and explore career opportunities.

2. Comply with health and safety practices and procedures in accordance with current legislation and

regulations.

3. Apply conservation techniques in accordance with the Ontario and National Building Codes, and in

adherence to the Standards and Guidelines for the Conservation of Historic Places in Canada.

4. Communicate and collaborate with diverse clients, supervisors, coworkers and tradespersons to

complete projects on time and to maintain effective working relationships.

5. Solve problems related to the implementation of built heritage, joinery and millwork artifacts and

custom carpentry projects by applying the principles of basic technical mathematics and building

design.

6. Research, select, maintain and safely use hand tools, power tools and materials when performing

traditional and contemporary carpentry, joinery and millwork craft.

7. Research and record architectural elements to support and communicate accurate and appropriate

historical representations of built heritage.

8. Monitor the progression of built heritage, custom carpentry and millwork projects by applying basic

principles and strategies of project management and conservation.

9. Apply basic business principles and strategies to the operation of a building construction and/or

renovation enterprise.

10. Perform duties using specialized skillset related to carpentry and joinery in the fields of heritage

conservation, high quality residential building and timber frame and log construction.

11. Identify and apply discipline-specific practices that contribute to the local and global community

through social responsibility, economic commitment and environmental stewardship.

1.2 Comparison chart of degree outcomes to the Heritage Carpentry and Joinery

Ontario College Diploma program

Bachelor of Applied

Science (Building

Conservation) (Honours)

PLOs


Joinery OCD VLOs

MTCU code #57600

Gap Analysis Remediation of Gap


3. Apply conservation

techniques in

accordance with the

Ontario and National

Analysis and application

of craftsmanship theory

Heritage Conservation in Practice: Past, Present and Future

Contextualizing


20

Bachelor of Applied

Science (Building


PLOs


Joinery OCD VLOs

MTCU code #57600



Building Codes, and in

adherence to the

Standards and

Guidelines for the

Conservation of Historic

Places in Canada.

7. Research and record

architectural elements

to support and

communicate accurate

and appropriate

historical

representations of built

heritage.

Interdisciplinary

innovations and

practices

Heritage

Heritage Planning: An Introduction to Law, Policy, and Process

Ethics and Professional Practice

Building Science I

History and Philosophy of Canadian Architecture

Inventory and Evaluation Methodologies

Project Management, Scheduling and Estimating

Traditional Carpentry: Log Building

Heritage and Site Management

Building Conservation Project 1


Capstone Research Seminar

2. Document and communicate the values of cultures, places and communities informed by oral and written historical research, empirical investigations of



to support and


and appropriate

historical

Values of cultures,

places and communities

Qualitative research

with stakeholders

Heritage Conservation in Practice: Past, Present, and Future

Contextualizing Heritage

Heritage Planning:


21

Bachelor of Applied

Science (Building


PLOs


Joinery OCD VLOs

MTCU code #57600


heritage resources and the crafts and trades that created them.


heritage.

10. Perform duties using

specialized skillset

related to carpentry and

joinery in the fields of

heritage conservation,

high quality residential

building and timber

frame and log

construction.

Analysis of condition

assessments

An Introduction to Law, Policy and Process





Heritage Conservation Plans


3. Restore, repair, recreate, construct, and install elements related to structures and resources according to regulations, standards and guidelines, local and historical practices and traditional and contemporary construction and craft techniques.


techniques in

accordance with the



adherence to the

Standards and

Guidelines for the


Places in Canada.

6. Research, select,

maintain and safely use

hand tools, power tools

and materials when

performing traditional

and contemporary

carpentry, joinery and

millwork craft.

Local and historical

influences

Materials and

techniques-breadth



Heritage Planning: An Introduction to Law, Policy and Process


Building Science I



Building Conservation


22

Bachelor of Applied

Science (Building


PLOs


Joinery OCD VLOs

MTCU code #57600








building and timber

frame and log

construction.

Project 2

4. Select and apply artisanal techniques using traditional and contemporary materials and methods to support conservation, revitalization, and renovation projects.


techniques in

accordance with the



adherence to the

Standards and

Guidelines for the


Places in Canada.

5. Solve problems

related to the

implementation of built

heritage, joinery and

millwork artifacts and

custom carpentry

projects by applying the

principles of basic

technical mathematics

and building design.





Application of artisanal

techniques and

materials- breadth

Revitalization and

renovation







Technical Writing for Reports and Grant Proposals




23

Bachelor of Applied

Science (Building


PLOs


Joinery OCD VLOs

MTCU code #57600




building and timber

frame and log

construction.

5. Apply critical thinking and research skills to solve problems, formulate strategies, and interventions for the conservation and re-use of buildings, structures and resources.

5. Solve problems

related to the

implementation of built

heritage, joinery and

millwork artifacts and

custom carpentry

projects by applying the

principles of basic

technical mathematics

and building design.



to support and


and appropriate

historical


heritage.

Application of critical

thinking and research to

solve problems,

formulate strategies and

interventions

Re-use of buildings



Heritage Planning: An introduction to Law, Policy, and Process


Building Science I



Building Modeling II





Building


24

Bachelor of Applied

Science (Building


PLOs


Joinery OCD VLOs

MTCU code #57600


Conservation Project 2


6. Prepare and defend proposals and decisions using clear messages, research, and technical presentations in multiple formats appropriate to external and internal stakeholders.

4. Communicate and

collaborate with diverse

clients, supervisors,

coworkers and

tradespersons to

complete projects on

time and to maintain

effective working

relationships.

Preparation and defense

of proposals and

decisions

Presentations in

multiple formats

appropriate to external

and internal

stakeholders- breadth

and depth of industry

technology/tools





Building Science I








Technical Writing for Reports and


25

Bachelor of Applied

Science (Building


PLOs


Joinery OCD VLOs

MTCU code #57600


Grant Proposals



7. Contribute to the on-going economic viability of conservation and renovation projects through the application of principles of estimating, accounting, finance, and cost controls to keep projects on time and within budget.

8. Monitor the

progression of built

heritage, custom

carpentry and millwork

projects by applying

basic principles and

strategies of project

management and

conservation.

9. Apply basic business

principles and strategies

to the operation of a

building construction

and/or renovation

enterprise.

Contribution to ongoing

viability of conservation

and renovation projects

(building lifecycle)

Estimating, accounting,

finance, and cost

controls to keep projects

on time and within

budget -depth




Building Science I









techniques in

accordance with the



adherence to the

Leadership and

consultancy


Heritage Planning:


26

Bachelor of Applied

Science (Building


PLOs


Joinery OCD VLOs

MTCU code #57600


with regulations, standards and guidelines, conservation principles and practices, and ethical and professional standards.

Standards and

Guidelines for the


Places in Canada.

4. Communicate and



coworkers and

tradespersons to



effective working

relationships.

Problem solving- depth

and breadth

An introduction to Law, Policy, and Process








9. Organize, coordinate, complete, and communicate information to ensure all projects comply with health and safety practices and procedures; established professional and technical standards; and, applicable cultural practices, legislation, and regulations.

2. Comply with health

and safety practices and

procedures in

accordance with current

legislation and

regulations.


techniques in

accordance with the



adherence to the

Standards and

Guidelines for the


Places in Canada.

Leadership- organization

and coordination,

ensuring compliance

Alignment with cultural

practices








27

Bachelor of Applied

Science (Building


PLOs


Joinery OCD VLOs

MTCU code #57600


4. Communicate and



coworkers and

tradespersons to



effective working

relationships.



to support and


and appropriate

historical


heritage.





10. Manage the progression of projects and sites by applying basic principles and strategies of project management and risk management in collaboration with interprofessional partners and stakeholders.

4. Communicate and



coworkers and

tradespersons to



effective working

relationships.

8. Monitor the

progression of built

heritage, custom

carpentry and millwork


basic principles and


Risk management

Project planning

leadership and

collaboration with

interprofessional

partners and

stakeholders.






Heritage and Site


28

Bachelor of Applied

Science (Building


PLOs


Joinery OCD VLOs

MTCU code #57600


management and

conservation.

Management




11. Develop strategies for lifelong learning to adapt to changes in the field, in cultures and societies to ensure relevance and foster inter-disciplinary and inter-professional collaboration.

1. Develop and use

strategies for ongoing

professional

development to remain

current with industry

changes, enhance work

performance and

explore career

opportunities

Leadership regarding

inter-disciplinary and

inter-professional

collaboration

Currency in cultural and

societal influences

Introduction to Heritage Conservation


Joinery: Doors and Windows




Building Science I




Project Management, Scheduling and


29

Bachelor of Applied

Science (Building


PLOs


Joinery OCD VLOs

MTCU code #57600


Estimating





12. Use leadership skills to promote and advance the body of knowledge in the field through research, partnerships, and on-going dialogue with stakeholders.

Full gap Heritage Conservation in Practice: Past, Present, and Future


Building Science I








13. Identify and apply discipline-specific practices that

11. Identify and apply

discipline-specific

practices that

No Gap Heritage Conservation in Practice: Past,


30

Bachelor of Applied

Science (Building


PLOs


Joinery OCD VLOs

MTCU code #57600


contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

contribute to the local

and global community

through social

responsibility, economic

commitment and

environmental

stewardship.

Present, and Future













31

1.3 Graduates of the Heritage Carpentry and Joinery Ontario College Diploma

program will receive credit for:

1. CON9111 Carpentry: Foundations, Floors, Walls and Basic Roofs

2. WOO9254 Joinery Fundamentals

3. MAT9105 Mathematics for the Craftsperson

4. CSV9100 Introduction to Heritage Conservation

5. DSN1100 Technical Drawings

6. WOO9228 Carpentry: Roofs and Finishes

7. WOO9226 Joinery: Architectural Millwork

8. WOO9306 Joinery: Doors and Windows

9. CAD2300 Building Modelling I

10. CSV9300 Traditional Materials Science

11. CSV9400 Existing Buildings: Re-use, Repair and Maintenance

12. WOO9224 Joinery: Traditional Staircasing

13. WOO9303 Traditional Carpentry: Timber Framing

14. WOO9402 Traditional Carpentry: Log Building

15. Business Fundamentals for Building Conservation Professionals

16. ENL1100 Communications and Academic Writing

17. PHI1000 Logic and Critical Thinking

18. Elective (non-core, 2000-level)


1.4 Entry Point into the Modified Program of Study: Year 3, Level 5 (no bridge)

Level OG

Level Course Code

Course Title

Total Hours

5 5 PHI9500 Ethics and Professional Practice 42

5 5 BSC1100 Building Science I 42

5 5

ARC9500 History and Philosophy of Canadian Architecture

42

5 5 CSV9500 Inventory and Evaluation Methodologies 42

5 4 PHI2000 Introduction to Research (non-core) 42

5 3 CSV9310 Contextualizing Heritage 42

WKT9400 Co-op Work Term 1 420

6S 6 CAD2400 Building Modeling II 28

6S 6

CSV9600 Project Management, Scheduling and Estimating

42

6S 6 QUA2000 Statistics (non-core) 42

6S 6 Elective (non-core, 2000-level) 42



7W 7 CSV9700 Heritage and Site Management 42

7W 7 CSV9710 Building Conservation Project 1 42


32

Level OG

Level Course Code

Course Title

Total Hours

7W 7 CSV9720 Heritage Conservation Plans 42

7W 2 CSV9200 Heritage Conservation in Practice: Past, Present, and Future

42

7W 4

LAW9400 Heritage Planning: An introduction to Law, Policy, and Process

42

8S 8

ENL9800 Technical Writing for Reports and Grant Proposals

42

8S 8 CSV9800 Building Conservation Project 2 70

8S 8 CSV9810 Capstone Research Seminar 28

8S 8 Elective (non-core, 2000- or 4000--level) 42

8S 8 Elective (non-core, 4000 level ) 42


2. Degree completion arrangements for graduates of: Cabinetmaking and Furniture

Technician Ontario College Diploma

2.1 Vocational Learning Outcomes of the Cabinetmaking and Furniture Technician,

Ontario College Diploma program (Provincial Program Description):

1. Solve trade related problems using basic mathematics.

2. Use appropriate trade terminology in communications with colleagues, supervisors and clients.

3. Explain the relationship between industry, style and history on furniture.

4. Apply surface preparation, stains and finishes to specification.

5. Examine the nature and manufacture of materials common to the trade and the relationship to

industry.

6. Apply the basic concepts and principles of marketing, management and financial control to the

operation of a small business.

7. Construct advanced furniture and cabinetry projects according to specifications, plans and cutting

lists.

8. Select, maintain and use tools of the trade and standard woodworking machinery.

9. Use computer software to design projects, determine cutting procedures, and to calculate material

requirements and costing.

10. Perform all work in compliance with relevant legislations, regulations and health and safety

procedures.

11. Develop and use joinery and layout techniques to design and construct projects.




33

2.2 Comparison chart of degree outcomes to the Cabinetmaking and Furniture

Technician Ontario College Diploma program

Bachelor of Applied

Science (Building


PLOs

Cabinetmaking and

Furniture Technician

(Co-op) OCD VLOs

MTCU Code #55803


1. Research, analyze, and apply craftsmanship theory and best practices to ensure that projects are informed by past interventions and reflect current interdisciplinary innovations and practices.

3. Explain the

relationship between

industry, style and

history on furniture.

5. Examine the nature

and manufacture of

materials common to

the trade and the

relationship to industry

Research, analysis

and application of

craftsmanship

theory

Ensuring that

projects are

informed by past

interventions and

reflect current

interdisciplinary

innovations and

practices



Traditional Materials Science


Existing Buildings: Re-use, Repair and Maintenance

Joinery: Traditional Staircasing



Building Science I



Traditional Carpentry: Timber Framing







34

Bachelor of Applied

Science (Building


PLOs

Cabinetmaking and


(Co-op) OCD VLOs

MTCU Code #55803



2. Document and communicate the values of cultures, places and communities informed by oral and written historical research, empirical investigations of heritage resources and the crafts and trades that created them.

2. Use appropriate trade

terminology in

communications with

colleagues, supervisors

and clients.

3. Explain the


industry, style and



and manufacture of

materials common to

the trade and the


Values of cultures,

places and

communities

Qualitative

research with

stakeholders

Analysis of

condition

assessments















3. Restore, repair, recreate, construct, and install elements related to structures and resources according to regulations, standards

4. Apply surface

preparation, stains and

finishes to specification.

7. Construct advanced

furniture and cabinetry

Restore, repair,

and recreate

structures

Carpentry: Foundations, Floors, Walls and Basic Roofs


Carpentry: Roofs and Finishes


35

Bachelor of Applied

Science (Building


PLOs

Cabinetmaking and


(Co-op) OCD VLOs

MTCU Code #55803


and guidelines, local and historical practices and traditional and contemporary construction and craft techniques.

projects according to

specifications, plans and

cutting lists.

Materials and

techniques-

breadth

Regulations,

standards and

guidelines, local

and historical

practices and

traditional and

contemporary

construction and

craft techniques





Existing Buildings: Re-Use, Repair and Maintenance




Building Science I







3. Explain the


industry, style and



and manufacture of

materials common to

the trade and the


Application of

artisanal

techniques and

materials- breadth

Revitalization and

renovation







36

Bachelor of Applied

Science (Building


PLOs

Cabinetmaking and


(Co-op) OCD VLOs

MTCU Code #55803


7. Construct advanced

furniture and cabinetry

projects according to

specifications, plans and

cutting lists.











Elective (non-core, 2000-level)





Full Gap Heritage Conservation in Practice: Past, Present, and Future




Heritage Planning: An introduction to Law,


37

Bachelor of Applied

Science (Building


PLOs

Cabinetmaking and


(Co-op) OCD VLOs

MTCU Code #55803


Policy, and Process


Building Science I













Full Gap Introduction to Heritage Conservation


Building Modeling I




Building Science I


38

Bachelor of Applied

Science (Building


PLOs

Cabinetmaking and


(Co-op) OCD VLOs

MTCU Code #55803















6. Apply the basic

concepts and principles

of marketing,

management and

financial control to the

operation of a small

business.

9. Use computer

software to design

projects, determine

cutting procedures, and

Contribution to

ongoing viability of

conservation and

renovation

projects (building

lifecycle)

Estimating,

accounting,

finance, and cost

controls to keep

projects on time






Building Science I

Project Management,


39

Bachelor of Applied

Science (Building


PLOs

Cabinetmaking and


(Co-op) OCD VLOs

MTCU Code #55803


to calculate material

requirements and

costing.

and within budget

-depth

Scheduling and Estimating






8. Guide client and stakeholder expectations and respond to emerging challenges for projects, in alignment with regulations, standards and guidelines, conservation principles and practices, and ethical and professional standards.

Full Gap Heritage Conservation in Practice: Past, Present, and Future

Building Modeling I











Heritage Conservation


40

Bachelor of Applied

Science (Building


PLOs

Cabinetmaking and


(Co-op) OCD VLOs

MTCU Code #55803


Plans




10. Perform all work in

compliance with

relevant legislations,

regulations and health

and safety procedures.

Leadership-

organization and

coordination,

ensuring

compliance

Alignment with

cultural practices
















Technical Writing for


41

Bachelor of Applied

Science (Building


PLOs

Cabinetmaking and


(Co-op) OCD VLOs

MTCU Code #55803


Reports and Grant Proposals




6. Apply the basic

concepts and principles

of marketing,

management and

financial control to the

operation of a small

business.

9. Use computer

software to design

projects, determine

cutting procedures, and

to calculate material

requirements and

costing.

Risk management

Project planning

leadership and

collaboration with

interprofessional

partners and

stakeholders.













11. Develop strategies for lifelong learning to adapt to changes in the field, in cultures and societies to ensure relevance and foster inter-disciplinary and




Joinery: Doors and


42

Bachelor of Applied

Science (Building


PLOs

Cabinetmaking and


(Co-op) OCD VLOs

MTCU Code #55803


inter-professional collaboration.

Windows






Building Science I











12. Use leadership skills to promote and advance the body of knowledge in the field through research, partnerships,





43

Bachelor of Applied

Science (Building


PLOs

Cabinetmaking and


(Co-op) OCD VLOs

MTCU Code #55803


and on-going dialogue with stakeholders.

Building Science I










13. Identify and apply discipline-specific practices that contribute to the local and global community through social responsibility, economic commitment and environmental stewardship.

11. Identify and apply

discipline-specific

practices that

contribute to the local

and global community

through social

responsibility, economic

commitment and

environmental

stewardship.

No Gap (Algonquin

Graduates) Introduction to Heritage

Conservation









44

Bachelor of Applied

Science (Building


PLOs

Cabinetmaking and


(Co-op) OCD VLOs

MTCU Code #55803









2.3 Graduates of the Cabinetmaking and Furniture Technician Ontario College

Diploma program will receive credit for:



3. WOO9254 Joinery Fundamentals

4. WOO9226 Joinery: Architectural Millwork

5. CSV9410 Business Fundamentals for Building Conservation Professionals





2.4. Entry Point into the Modified Program of Study: Year 2, Level 3 (no bridge)

Level

OG Level

Course Code

Course Title

Total Hours

3 3 WOO9306 Joinery: Doors and Windows 168

3 3 CAD2300 Building Modeling I 28

3 3 CSV9300 Traditional Materials Science 56

3 1 CON9111 Carpentry: Foundations, Floors, Walls and Basic Roofs 84

3 1 CSV9100 Introduction to Heritage Conservation 42

4 4 CSV9400 Existing Buildings: Re-use, Repair and Maintenance 56


45

Level

OG Level

Course Code

Course Title

Total Hours

4 4 WOO9224 Joinery: Traditional Staircasing 70

4 4 LAW9400 Heritage Planning: An introduction to Law, Policy, and Process

42


4 2 WOO9228 Carpentry: Roofs and Finishes 154

WKT9400 Co-op Work Term 1 (summer) 420



5 5 ARC9500 History and Philosophy of Canadian Architecture 42


5 5 Elective (non-core, 2000-level) 42


WKT9500 Co-op Work Term 2 (winter) 420

6S 6 WOO9303 Traditional Carpentry: Timber Framing 70


6S 6 CSV9600 Project Management, Scheduling and Estimating 42



WKT9600 Co-op Work Term 3 (fall) 420

7W 7 WOO9402 Traditional Carpentry: Log Building 56




7W 2 CSV9200 Heritage Conservation in Practice: Past, Present, and Future

42

8S 8 ENL9800 Technical Writing for Reports and Grant Proposals 42





3. Degree completion arrangements for graduates of: Carpentry and Renovation


3.1 Vocational Learning Outcomes of the Carpentry and Renovation Technician,

Ontario College Diploma program (Provincial Program Standard):


changes, enhance work performance and explore career opportunities.

2. Comply with health and safety practices and procedures in accordance with current legislation and

regulations.


46

3. assist in the preparation of material estimations and quotes and complete all work in compliance

with the rights and conditions of contractual obligations, the Ontario and/or National Building Codes,

applicable laws, bylaws, standards and ethical practices in the construction, renovation and

conservation* building fields.

4. Incorporate sustainability practices* in the implementation of building construction, renovation and

conservation* projects* in accordance with sustainable building guidelines.

5. Communicate and collaborate with diverse clients, supervisors, coworkers and tradespersons to

complete projects on time and to maintain effective working relationships.

6. Interpret project plans and produce technical sketches and documents to support building

construction and renovation projects*.

7. Select and use technologies to obtain, organize and communicate building construction and

renovation information.

8. Solve problems related to the implementation of building construction and renovation projects* by

applying the principles of basic technical mathematics*, building design and building science*.

9. Select, maintain and safely use hand tools, and portable and stationary power tools, when

performing layout, cutting, fitting and assembly operations.

10. Complete building and renovation stages, from site layout and footings to the application of interior

and exterior finishes, in accordance with blueprint specifications and conservation* principles.

11. Select a range of materials and equipment for their appropriate application to building construction

and renovation projects*.

12. Schedule and assist in monitoring the progression of building construction and renovation projects*

by applying basic principles and strategies of project management.

13. Apply basic business principles and strategies to the operation of a building construction and/or


3.2 Comparison chart of degree outcomes to the Carpentry and Renovation

Technician Ontario College Diploma program

Bachelor of Applied

Science (Building


PLOs

Carpentry and

Renovation Technician

(Co-op) OCD VLOs

MTCU Code: #57600

(Program Standard)


1. Research, analyze, and apply craftsmanship theory and best practices to ensure that projects are informed by past interventions and reflect current interdisciplinary

10. Complete building

and renovation stages,

from site layout and

footings to the

application of interior

and exterior finishes, in

accordance with

blueprint specifications

and conservation*

principles.

Analysis and

application of

craftsmanship theory

Interdisciplinary

innovations and

practices in a

conservation context

Joinery Fundamentals


Joinery: Architectural Millwork




47

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code: #57600

(Program Standard)


innovations and practices.

11. Select a range of

materials and

equipment for their

appropriate application

to building construction

and renovation

projects*.






Building Science I










2. Document and communicate the values of cultures, places and communities informed




footings to the


Values of cultures,

places and

communities





48

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code: #57600

(Program Standard)


by oral and written historical research, empirical investigations of heritage resources and the crafts and trades that created them.


accordance with


and conservation*

principles.

Qualitative research

with stakeholders

Analysis of condition

assessments














3. Restore, repair, recreate, construct, and install elements related to structures and resources according to regulations, standards and guidelines, local

9. Select, maintain and

safely use hand tools,

and portable and

stationary power tools,

when performing

layout, cutting, fitting

and assembly

operations.


influences

Materials and

techniques-breadth


Mathematics for the Craftsperson





49

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code: #57600

(Program Standard)


and historical practices and traditional and contemporary construction and craft techniques.




footings to the



accordance with


and conservation*

principles.




footings to the



accordance with


and conservation*

principles.


materials and

equipment for their



and renovation

projects*.

in Practice: Past, Present, and Future








Building Science I






4. Select and apply artisanal techniques using traditional and contemporary materials and methods to support conservation,


materials and

equipment for their



Application of

artisanal techniques

and materials-

breadth




Heritage Conservation in Practice: Past,


50

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code: #57600

(Program Standard)


revitalization, and renovation projects.

and renovation

projects*.

Conservation

revitalization and

renovation

Present, and Future

















8. Solve problems

related to the

implementation of


and renovation


thinking and research

to solve problems,




51

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code: #57600

(Program Standard)



projects* by applying

the principles of basic

technical

mathematics*, building

design and building

science*.

formulate strategies

and interventions





Building Science I












6. Prepare and defend proposals and decisions using clear messages, research,

5. Communicate and



coworkers and

Preparation and

defense of proposals

and decisions




52

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code: #57600

(Program Standard)


and technical presentations in multiple formats appropriate to external and internal stakeholders.

tradespersons to



effective working

relationships.

6. Interpret project

plans and produce

technical sketches and

documents to support


and renovation

projects*.

7. Select and use

technologies to obtain,

organize and

communicate building

construction and


Conservation context

breadth and depth


Building Modeling I




Building Science I














53

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code: #57600

(Program Standard)



3. Assist in the

preparation of material

estimations and quotes

and complete all work

in compliance with the

rights and conditions of

contractual obligations,

the Ontario and/or

National Building

Codes, applicable laws,

bylaws, standards and

ethical practices in the

construction,

renovation and

conservation* building

fields.

5. Communicate and



coworkers and

tradespersons to



effective working

relationships.




footings to the



accordance with


and conservation*

principles.

Contribution to


conservation and

renovation projects


Estimating,

accounting, finance,

and cost controls to

keep projects on time

and within budget in

conservation context-

depth






Building Science I








54

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code: #57600

(Program Standard)



principles and

strategies to the

operation of building

construction and/or



4. Incorporate

sustainability practices*

in the implementation

of building

construction,

renovation and

conservation* projects*

in accordance with

sustainable building

guidelines.

Leadership and

consultancy in


Conservation

standards and

guidelines and

conservation

principles- depth

Problem solving-

depth and breadth


Building Modeling I












Technical Writing for Reports and Grant


55

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code: #57600

(Program Standard)


Proposals



3. Assist in the







the Ontario and/or

National Building




construction,

renovation and


fields.

2. Comply with health

and safety practices

and procedures in

accordance with

current legislation and

regulations.


plans and produce




and renovation

projects*.

7. Select and use

technologies to obtain,

Leadership-

organization and

coordination,

ensuring compliance

Alignment with

cultural practices


















56

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code: #57600

(Program Standard)


organize and

communicate building

construction and




and portable and


when performing

layout, cutting, fitting

and assembly

operations.




3. Assist in the







the Ontario and/or

National Building




construction,

renovation and


fields.


plans and produce




and renovation

projects*.

Risk management

Project planning

leadership with

interprofessional

partners and

stakeholders.













57

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code: #57600

(Program Standard)


12. Schedule and assist

in monitoring the

progression of building

construction and

renovation projects* by

applying basic

principles and


management.


principles and

strategies to the

operation of building

construction and/or


Project 1




1. Develop and use


professional




performance and

explore career

opportunities.

5. Communicate and



coworkers and

tradespersons to



effective working

relationships.

Leadership regarding

inter-disciplinary and

inter-professional

collaboration

Planning focused on

currency in cultural

and societal

influences- depth










Ethics and


58

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code: #57600

(Program Standard)


Professional Practice

Building Science I












Full gap Introduction to Heritage Conservation



Building Science I





59

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code: #57600

(Program Standard)


Estimating








4. Incorporate



of building

construction,

renovation and

conservation* projects*

in accordance with


guidelines.

Social

sustainability/social

responsibility












60

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code: #57600

(Program Standard)


Estimating






3.3 Graduates of the Carpentry and Renovation Technician Ontario College Diploma












Level

OG Level

Course Code

Course Title

Total Hours




3 1 WOO9254 Joinery Fundamentals 112


4 2 WOO9226 Joinery: Architectural Millwork 84

4 4


42


61

Level

OG Level

Course Code

Course Title

Total Hours


4 2

CSV9200 Heritage Conservation in Practice: Past, Present, and Future

42



















7W 4 WOO9224 Joinery: Traditional Staircasing 70

7W 4 CSV9400 Existing Buildings: Re-use, Repair and Maintenance 56






4. Degree completion arrangements for graduates of: Carpentry and Renovation

Techniques Ontario College Certificate

4.1 Vocational Learning Outcomes of the Carpentry and Renovation Techniques

Ontario College Certificate program (Provincial Program Standard):

1. Identify and use strategies to enhance work performance and continued learning to keep pace with

industry changes.

2. Identify and adhere to established health and safety practices that apply to specific job sites, in

accordance with current legislation and regulations.

3. Perform building construction and renovation tasks in compliance with contracts, the Ontario and/or

National Building Codes, applicable laws and industry’s ethical practices.


62

4. Work in accordance with established sustainability practices*. Communicate and collaborate with

diverse clients, supervisors and tradespersons to complete projects on time and to maintain effective

working relationships.

5. Assist with maintaining accurate project documents and use computer technologies to support

building construction and renovation projects*.

6. Solve on-site trade-related building and renovation problems by applying principles of basic technical

mathematics* and building science*.

7. Select, maintain and safely operate hand tools, and portable and stationary power tools, to efficiently

complete building construction and renovation tasks.

8. Assist with the completion of building and renovation stages, from site layout and footings to the

application of interior and exterior finishes, according to specifications.

9. Assist in the preparation of material estimations according to building construction and renovation

project* documents.

3.2 Comparison chart of degree outcomes to the Carpentry and Renovation

Techniques Ontario College Certificate program

Bachelor of Applied

Science (Building


PLOs

Carpentry and

Renovation Techniques

(Co-op) OCD VLOs

MTCU Code #47600

(Program Standard)



Full Gap Joinery Fundamentals








Business Fundamentals for Building Conservation Professionals


Ethics and Professional


63

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code #47600

(Program Standard)


Practice

Building Science I






















64

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code #47600

(Program Standard)







Building Conservation Project

2



safely operate hand

tools, and portable and


to efficiently complete


and renovation tasks.

9. Assist with the

completion of building



footings to the


and exterior finishes,

according to

specifications.

Restore, repair,

and recreate

structures

Materials and

techniques-

breadth

Regulations,

standards and

guidelines, local

and historical

practices and

traditional and

contemporary

craft techniques












Building Science I




65

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code #47600

(Program Standard)























66

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code #47600

(Program Standard)







7. Solve on-site trade-

related building and

renovation problems by

applying principles of

basic technical

mathematics* and

building science*.

Application of

research

Strategies and

interventions for

the conservation

and re-use of

buildings,

structures and

resources








Building Science I









67

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code #47600

(Program Standard)







5. Communicate and


clients, supervisors and

tradespersons to



effective working

relationships.

6. Assist with

maintaining accurate

project documents and

use computer

technologies to support


and renovation

projects*.

Preparation and

defense of

evidence-based

proposals and

decisions




Building Modeling I





Building Science I







Heritage and Site


68

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code #47600

(Program Standard)


Management







5. Communicate and



tradespersons to



effective working

relationships.

10. Assist in the


estimations according


and renovation

project* documents.

Contribution to

ongoing viability

of conservation

and renovation

projects (building

lifecycle)

Estimating,

accounting,

finance, and cost

controls to keep

projects on time

and within

budget -depth







Building Science I








69

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code #47600

(Program Standard)



3. Perform building

construction and

renovation tasks in

compliance with

contracts, the Ontario

and/or National

Building Codes,

applicable laws and

industry’s ethical

practices.

4. Work in accordance

with established

sustainability

practices*.

7. Solve on-site trade-

related building and

renovation problems by

applying principles of

basic technical

mathematics* and

building science*.

Management and

leadership

Conservation

principles,

practices, and

standards and

guidelines


Building Modeling I















9. Organize, coordinate, complete, and communicate information to ensure all projects comply

2. Identify and adhere

to established health

and safety practices

that apply to specific

Leadership-

organization and

coordination,



Heritage Conservation in


70

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code #47600

(Program Standard)


with health and safety practices and procedures; established professional and technical standards; and, applicable cultural practices, legislation, and regulations.

job sites, in accordance

with current legislation

and regulations.

3. Perform building

construction and

renovation tasks in

compliance with

contracts, the Ontario

and/or National

Building Codes,

applicable laws and

industry’s ethical

practices.


safely operate hand

tools, and portable and




and renovation tasks.

9. Assist with the

completion of building



footings to the



according to

specifications.

ensuring

compliance

Alignment with

cultural practices

Practice: Past, Present, and Future

















10. Manage the progression of projects

5. Communicate and


Risk management Introduction to Heritage Conservation


71

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code #47600

(Program Standard)


and sites by applying basic principles and strategies of project management and risk management in collaboration with interprofessional partners and stakeholders.


tradespersons to



effective working

relationships.

6. Assist with

maintaining accurate

project documents and

use computer



and renovation

projects*.

10. Assist in the


estimations according


and renovation

project* documents.

Project planning

leadership and

collaboration

with

interprofessional

partners and

stakeholders.















1. Identify and use

strategies to enhance

work performance and

continued learning to

keep pace with industry

changes.

Fostering of

interdisciplinary

and inter-

professional

collaboration

Cultural and

societal context








72

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code #47600

(Program Standard)







Building Science I















Building Science I


73

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code #47600

(Program Standard)












4. Work in accordance

with established

sustainability

practices*.

No Gap

(Algonquin

Graduates)











74

Bachelor of Applied

Science (Building


PLOs

Carpentry and


(Co-op) OCD VLOs

MTCU Code #47600

(Program Standard)









4.3 Graduates of the Carpentry and Renovation Techniques Ontario College

Certificate program will receive credit for:






4.4 Entry Point into the Modified Program of Study: Year 1, Level 02 (no bridge)

Level OG

Level Course Code Course Title

Total Hours


2 2 ENL1100 Communications and Academic Writing (non-core) 42








4 4 CSV9400 Existing Buildings: Re-use, Repair and 56


75

Level OG

Level Course Code Course Title

Total Hours

Maintenance

4 4 WOO9224 Joinery: Traditional Staircasing 70

4 4

CSV9410 Business Fundamentals for Building Conservation Professionals

42

4 4


42




















7W 2


42







76

5. Degree completion arrangements for graduates of: Building Construction


5.1 Vocational Learning Outcomes of the Building Construction Technician Ontario

College Diploma program (Provincial Program Standard):


changes, enhance work performance and explore career opportunities

2. Comply with worksite health and safety practices and procedures in accordance with current

legislation and regulations

3. Review building plans and complete work in compliance with contractual obligations, the Ontario

and/or National Building Codes, applicable laws, bylaws, standards and ethical practices in the

building construction field

4. Incorporate sustainability practices in the implementation of building construction projects in

accordance with sustainable building construction guidelines

5. Communicate and collaborate with a range of tradespersons and diverse project stakeholders to

complete projects on time and to maintain effective working relationships

6. Produce project sketches and documents in accordance with project specifications to support

building construction projects

7. Solve problems related to the implementation of building construction projects by applying basic

technical mathematics and the principles of building science

8. Select, maintain and safely use hand tools, and portable and stationary power tools, to efficiently

complete building construction projects

9. Complete building stages, from site layout and footings to the application of interior and exterior

finishes, according to specifications

10. Prepare material and labour estimates according to building construction project specifications


77

5.2 Comparison chart of degree outcomes to the Building Construction Technician

Ontario College Diploma program

Bachelor of Applied

Science (Building


PLOs


Technician (Co-op)

OCD VLOs MTCU

#58100 (Program

Standard)













Building Science I










78

Bachelor of Applied

Science (Building


PLOs


Technician (Co-op)

OCD VLOs MTCU

#58100 (Program

Standard)


Project 2



















3. Restore, repair, recreate, construct, and install elements related to structures and resources



and portable and




influences





79

Bachelor of Applied

Science (Building


PLOs


Technician (Co-op)

OCD VLOs MTCU

#58100 (Program

Standard)


according to regulations, standards and guidelines, local and historical practices and traditional and contemporary construction and craft techniques.


projects.


stages, from site layout

and footings to the



according to

specifications

Materials and

techniques-breadth

Conservation-

related craft

techniques, and

standards and

guidelines









Building Science I








stages, from site layout

and footings to the



according to

specifications

Application of

artisanal

techniques and

materials- breadth

Conservation

revitalization and

renovation






Traditional Materials


80

Bachelor of Applied

Science (Building


PLOs


Technician (Co-op)

OCD VLOs MTCU

#58100 (Program

Standard)


Science















7. Solve problems

related to the

implementation of



basic technical

mathematics and the

principles of building

science

Application of

critical thinking and

research to solve

problems,

formulate

strategies and

interventions







81

Bachelor of Applied

Science (Building


PLOs


Technician (Co-op)

OCD VLOs MTCU

#58100 (Program

Standard)


Policy, and Process


Building Science I













10. 5. Communicate and collaborate with a range of tradespersons and diverse project stakeholders to complete projects on time and to maintain effective working relationships. 6. Produce project

sketches and

documents in

accordance with

project specifications

Preparation and

defense of

proposals and

decisions

Conservation

context breadth

and depth







Building Science I


82

Bachelor of Applied

Science (Building


PLOs


Technician (Co-op)

OCD VLOs MTCU

#58100 (Program

Standard)


to support building

construction projects History and Philosophy of

Canadian Architecture













4. Incorporate

sustainability practices


of building

construction projects in

accordance with


construction

guidelines.

6. Produce project

sketches and

documents in

Contribution to


conservation and

renovation projects


Estimating,

accounting,

finance, and cost

controls to keep

projects on time

and within budget






Building Science I



83

Bachelor of Applied

Science (Building


PLOs


Technician (Co-op)

OCD VLOs MTCU

#58100 (Program

Standard)


accordance with


to support building

construction projects

7. Solve problems

related to the

implementation of



basic technical

mathematics and the

principles of building

science

in conservation

context-depth Heritage and Site

Management






5. Communicate and

collaborate with a

range of tradespersons

and diverse project

stakeholders to



effective working

relationships.

Leadership and

consultancy in

conservation

context

Conservation

standards and

guidelines and

conservation

principles- depth

Problem solving-

depth and breadth













84

Bachelor of Applied

Science (Building


PLOs


Technician (Co-op)

OCD VLOs MTCU

#58100 (Program

Standard)






2. Comply with

worksite health and

safety practices and

procedures in

accordance with

current legislation and

regulations.

3. Review building

plans and complete

work in compliance

with contractual

obligations, the Ontario

and/or National

Building Codes,

applicable laws,




field.



and portable and




projects

Leadership-

organization and

coordination,

ensuring

compliance

Alignment with

cultural practices


















85

Bachelor of Applied

Science (Building


PLOs


Technician (Co-op)

OCD VLOs MTCU

#58100 (Program

Standard)





6. Produce project

sketches and

documents in

accordance with


to support building

construction projects.

10. Prepare material

and labour estimates

according to building

construction project

specifications.

Risk management

Project planning

leadership with

interprofessional

partners and

stakeholders.














11. Develop strategies for lifelong learning to adapt to changes in the field, in cultures and societies to ensure relevance and foster inter-disciplinary and inter-

1. Develop and use


professional




performance and

Leadership

regarding inter-

disciplinary and

inter-professional

collaboration






86

Bachelor of Applied

Science (Building


PLOs


Technician (Co-op)

OCD VLOs MTCU

#58100 (Program

Standard)


professional collaboration.

explore career

opportunities

Planning focused

on currency in

cultural and

societal influences-

depth







Building Science I











12. Use leadership skills to promote and advance the body of knowledge in the field through research, partnerships, and on-




Building Science I


87

Bachelor of Applied

Science (Building


PLOs


Technician (Co-op)

OCD VLOs MTCU

#58100 (Program

Standard)


going dialogue with stakeholders.











4. Incorporate

sustainability practices


of building

construction projects in

accordance with


construction guidelines

Social

sustainability/social

responsibility










Project Management,


88

Bachelor of Applied

Science (Building


PLOs


Technician (Co-op)

OCD VLOs MTCU

#58100 (Program

Standard)








5.3 Graduates of the Building Construction Technician Ontario College Diploma






5. CAD2300 Building Modeling I



8. PHI1000 Logic and Critical Thinking (non-core)




Level

OG Level

Course Code

Course Title

Total Hours







4 4


42


89

Level

OG Level

Course Code

Course Title

Total Hours


4 2


42

























6.Degree completion arrangements for graduates of: Architectural Technology

Ontario College Advanced Diploma and Architecture Technician Ontario College

Diploma

6.1.a Vocational Learning Outcomes of the Architectural Technology Ontario College

Advanced Diploma (Provincial Program Standard):

1. Communicate with clients, contractors, other building professionals, and approval authorities.

2. Prepare, read, interpret, and revise drawings, and other graphical representations used in building

projects.


90

3. Obtain, analyze, prepare, and revise specifications and other project documents used in design and

construction.

4. Prepare estimates of time, costs, and quantity, and participate in the tendering process.

5. Solve technical problems related to building projects through the application of principles of building

science and mathematics.

6. Collaborate with and coordinate information from structural, mechanical, and electrical building

systems professionals.

7. Contribute to the design of architectural projects.

8. Contribute to the analysis, planning, and preparation of site planning documents.

9. Comply with the legal and ethical requirements of an architectural technologist in the practice of

building design and construct.

10. Assess buildings and their interiors, and make recommendations for their repurposing and

renovation.

11. Ensure personal safety and contribute to the safety of others in the workplace.

12. Participate in sustainable design and building practices.

13. Use and evaluate current and emerging technology to support building projects.

14. Assist in the planning, scheduling, and monitoring of building.

15. Apply business principles to design and building practices.



6.1.b. Vocational Learning Outcomes of the Architectural Technician Ontario College

Diploma (Provincial Program Standard):

1. Communicate with clients, contractors, other building professionals, and approval authorities. 2. Assist in the preparation, reading, and interpretation of drawings, and other graphical

representations used in building projects. 3. Read and assist in the preparation of specifications and other project documents used in design and

construction. 4. Assist in the preparation of estimates of time, costs, and quantity. 5. Assist in solving technical problems related to building projects through the application of principles

of building science and mathematics. 6. Collaborate with members of the building team. 7. Assist in the development of architectural designs. 8. Review and assist in the preparation of site planning documents. 9. Comply with the legal and ethical requirements of an architectural technician in the practice of

building design and construction. 10. Assist in the assessment of buildings related to repurposing and renovation projects. 11. Ensure personal safety in the workplace. 12. Identify sustainable design and building practices. 13. Use current and emerging technology to support building projects. 14. Assist in the administration of the construction phase of building projects. 15. Identify and apply discipline-specific practices that contribute to the local and global community



91

6.2.a Comparison chart of degree outcomes to the Architectural Technology Ontario

College Advanced Diploma program

Bachelor of Applied

Science (Building


PLOs

Architectural

Technology OCAD VLOs

MTCU #60600 (Program

Standard)


To be completed after

pathways complete




















92

Bachelor of Applied

Science (Building


PLOs

Architectural



Standard)



pathways complete

















3. Restore, repair, recreate, construct, and install elements related to structures and resources according to regulations, standards and guidelines, local and historical practices and traditional and

10. Assess buildings and

their interiors, and make

recommendations for

their repurposing and

renovation.

12. Participate in

sustainable design and

building practices.

Restore, repair,

recreate,

construct, and

install elements

Local and

historical

influences







93

Bachelor of Applied

Science (Building


PLOs

Architectural



Standard)



pathways complete

contemporary construction and craft techniques.

Materials and

techniques-

breadth

Conservation-

related craft

techniques, and

standards and

guidelines














Full Gap Carpentry: Foundations, Floors, Walls and Basic Roofs








94

Bachelor of Applied

Science (Building


PLOs

Architectural



Standard)



pathways complete
















5. Solve technical

problems related to

building projects

through the application

of principles of building

science and

mathematics.



Application of

critical thinking

and research to

solve problems,

formulate

strategies and

interventions in

building

conservation

context







95

Bachelor of Applied

Science (Building


PLOs

Architectural



Standard)



pathways complete

recommendations for


renovation.

12. Participate in


building practices.

Policy, and Process











1. Communicate with

clients, contractors,

other building

professionals, and

approval authorities.

2. Prepare, read,

interpret, and revise

drawings, and other

graphical

representations used in

building projects.

3. Obtain, analyze,

prepare, and revise

specifications and other

project documents used

in design and

construction.

Defense of

proposals and

decisions in

conservation

context










Heritage and Site


96

Bachelor of Applied

Science (Building


PLOs

Architectural



Standard)



pathways complete

6. Collaborate with and

coordinate information

from structural,

mechanical, and

electrical building


13. Use and evaluate

current and emerging

technology to support

building projects.

Management







2. Prepare, read,

interpret, and revise

drawings, and other

graphical


building projects.

3. Obtain, analyze,

prepare, and revise



in design and

construction.

4. Prepare estimates of

time, costs, and

quantity, and participate

in the tendering process.

8. Contribute to the

analysis, planning, and

preparation of site

planning documents.

Contribution to

ongoing viability

of conservation

projects -building

lifecycle

Conservation

context













97

Bachelor of Applied

Science (Building


PLOs

Architectural



Standard)



pathways complete




building projects.

14. Assist in the

planning, scheduling,

and monitoring of

building.

15. Apply business

principles to design and

building practices.


5. Solve technical

problems related to

building projects



science and

mathematics.



from structural,

mechanical, and

electrical building



design of architectural

projects.

Leadership and

consultancy in

conservation

context

Conservation

standards and

guidelines and

conservation

principles context












98

Bachelor of Applied

Science (Building


PLOs

Architectural



Standard)



pathways complete



recommendations for


renovation.






design of architectural

projects.

9. Comply with the legal

and ethical requirements

of an architectural

technologist in the

practice of building

design and construct.

11. Ensure personal

safety and contribute to

the safety of others in

the workplace.

14. Assist in the


and monitoring of

building.

Leadership-

organization and

coordination,

ensuring

compliance

Alignment with

cultural practices


















99

Bachelor of Applied

Science (Building


PLOs

Architectural



Standard)



pathways complete





3. Obtain, analyze,

prepare, and revise



in design and

construction.

4. Prepare estimates of

time, costs, and

quantity, and participate

in the tendering process.

5. Solve technical

problems related to

building projects



science and

mathematics.



from structural,

mechanical, and

electrical building


Project planning

leadership and

risk management

in conservation

context.














100

Bachelor of Applied

Science (Building


PLOs

Architectural



Standard)



pathways complete


analysis, planning, and

preparation of site

planning documents.




building projects.

14. Assist in the


and monitoring of

building.

15. Apply business

principles to design and

building practices.





building projects.









Joinery: Traditional


101

Bachelor of Applied

Science (Building


PLOs

Architectural



Standard)



pathways complete

Staircasing













from structural,

mechanical, and

electrical building


Use leadership

skills to promote

and advance the

body of

knowledge in the

field through

research












102

Bachelor of Applied

Science (Building


PLOs

Architectural



Standard)



pathways complete





12. Participate in


building practices.

No gap















103

6.2.b.Comparison chart of degree outcomes to the Architectural Technician Ontario

College Diploma

Bachelor of Applied

Science (Building


PLOs

Architectural

Technician OCD VLOs

MTCU # 50600

(Program Standard)

















104

Bachelor of Applied

Science (Building


PLOs

Architectural

Technician OCD VLOs

MTCU # 50600

(Program Standard)

















Traditional


105

Bachelor of Applied

Science (Building


PLOs

Architectural

Technician OCD VLOs

MTCU # 50600

(Program Standard)


Carpentry: Log Building






10. Assist in the

assessment of buildings

related to repurposing

and renovation projects.

12. Identify sustainable

design and building

practices.

Restore, repair,

recreate, construct, and

install elements


influences

Materials and

techniques-breadth

Conservation-related

craft techniques, and

standards and

guidelines













106

Bachelor of Applied

Science (Building


PLOs

Architectural

Technician OCD VLOs

MTCU # 50600

(Program Standard)


Staircasing

















107

Bachelor of Applied

Science (Building


PLOs

Architectural

Technician OCD VLOs

MTCU # 50600

(Program Standard)















5. Apply critical thinking and research skills to solve problems, formulate strategies, and interventions for the conservation and re-use of buildings,

5. Assist in solving

technical problems

related to building

projects through the

application of principles

of building science and

mathematics.


thinking and research to

solve problems,

formulate strategies

and interventions in




108

Bachelor of Applied

Science (Building


PLOs

Architectural

Technician OCD VLOs

MTCU # 50600

(Program Standard)


structures and resources.

10. Assist in the





design and building

practices.

building conservation

context













6. Prepare and defend proposals and decisions using clear messages, research, and technical presentations in multiple formats appropriate to external

1. Communicate with

clients, contractors,

other building

professionals, and

approval authorities.

2. Assist in the

preparation, reading,

Defense of proposals

and decisions in






109

Bachelor of Applied

Science (Building


PLOs

Architectural

Technician OCD VLOs

MTCU # 50600

(Program Standard)


and internal stakeholders.

and interpretation of

drawings, and other

graphical


building projects.

3. Read and assist in the

preparation of



in design and

construction.

6. Collaborate with

members of the building

team.

13. Use current and

emerging technology to

support building

projects.














7. Contribute to the on-going economic viability of conservation and

2. Assist in the

preparation, reading,

and interpretation of

drawings, and other

Contribution to ongoing

viability of conservation

projects -building

lifecycle


Heritage


110

Bachelor of Applied

Science (Building


PLOs

Architectural

Technician OCD VLOs

MTCU # 50600

(Program Standard)


renovation projects through the application of principles of estimating, accounting, finance, and cost controls to keep projects on time and within budget.

graphical


building projects.


preparation of



in design and

construction.

4. Assist in the

preparation of

estimates of time, costs,

and quantity.

8. Review and assist in

the preparation of site

planning documents.

13. Use current and


support building

projects.

14. Assist in the

administration of the

construction phase of

building projects.

Conservation context

Conservation in Practice: Past, Present, and Future












technical problems

related to building




mathematics.

6. Collaborate with


team.

Leadership and

consultancy in


Conservation standards

and guidelines and

conservation principles

context






111

Bachelor of Applied

Science (Building


PLOs

Architectural

Technician OCD VLOs

MTCU # 50600

(Program Standard)


7. Assist in the

development of

architectural designs.

10. Assist in the




Staircasing











7. Assist in the

development of

architectural designs.

9. Comply with the legal

and ethical

requirements of an

architectural technician

in the practice of

building design and

construction.

11. Ensure personal

safety in the workplace.

Leadership-

organization and

coordination, ensuring

compliance

Alignment with cultural

practices







112

Bachelor of Applied

Science (Building


PLOs

Architectural

Technician OCD VLOs

MTCU # 50600

(Program Standard)


14. Assist in



building projects.

Present, and Future















10. Manage the progression of projects and sites by applying


preparation of


Project planning

leadership and risk Introduction to



113

Bachelor of Applied

Science (Building


PLOs

Architectural

Technician OCD VLOs

MTCU # 50600

(Program Standard)


basic principles and strategies of project management and risk management in collaboration with interprofessional partners and stakeholders.


in design and

construction.

4. Assist in the

preparation of

estimates of time, costs,

and quantity.


technical problems

related to building




mathematics.

6. Collaborate with


team.

8. Review and assist in

the preparation of site

planning documents.

13. Use current and


support building

projects.

14. Assist in the



building projects.

management in

conservation context. Joinery:

Architectural Millwork











Project 2


13. Use current and


support building

projects.




Joinery: Architectural


114

Bachelor of Applied

Science (Building


PLOs

Architectural

Technician OCD VLOs

MTCU # 50600

(Program Standard)


Millwork














Capstone Research


115

Bachelor of Applied

Science (Building


PLOs

Architectural

Technician OCD VLOs

MTCU # 50600

(Program Standard)


Seminar


6. Collaborate with


team.

Use leadership skills to

promote and advance

the body of knowledge

in the field through

research















design and building

practices.

No gap




116

Bachelor of Applied

Science (Building


PLOs

Architectural

Technician OCD VLOs

MTCU # 50600

(Program Standard)













Building Conservation Project

2Capstone Research Seminar

6.3 Graduates of the Architectural Technology Ontario College Advanced Diploma or

Architectural Technician Ontario College Diploma program will receive credit for:






117

5. PHI9500 Ethics and Professional Practice

6. BSC1100 Building Science I

7. ARC9500 History and Philosophy of Canadian Architecture

8. CAD2400 Building Modeling II






Level

OG Level

Course Code

Course Title

Total Hours

3 CSV9300 Traditional Materials Science 56

3 1

CON9111 Carpentry: Foundations, Floors, Walls and Basic Roofs

84



4W CSV9400 Existing Buildings: Re-use, Repair and Maintenance 56



4


42


5F 3 WOO9306 Joinery: Doors and Windows 168

5F CSV9500 Inventory and Evaluation Methodologies 42

5F 3 CSV9310 Contextualizing Heritage 42

5F 4 PHI2000 Introduction to Research (non-core) 42

5F Elective (non-core, 2000-level) 42


6S WOO9303 Traditional Carpentry: Timber Framing 70

6S CSV9600 Project Management, Scheduling and Estimating 42

6S QUA2000 Statistics (non-core) 42

6S Elective (non-core, 2000-level) 42



7W WOO9402 Traditional Carpentry: Log Building 56

7W CSV9700 Heritage and Site Management 42

7W CSV9710 Building Conservation Project 1 42

7W CSV9720 Heritage Conservation Plans 42

7W 2


42


8S ENL9800 Technical Writing for Reports and Grant Proposals 42


118

Level

OG Level

Course Code

Course Title

Total Hours

8S CSV9800 Building Conservation Project 2 70

8S CSV9810 Capstone Research Seminar 28

8S Elective (non-core, 2000- or 4000--level) 42

8S Elective (non-core, 4000 level ) 42

7. Degree completion arrangements for graduates of: Construction Engineering

Technician Ontario College Diploma, Civil Engineering Technology Ontario College

Advanced Diploma, or Civil Engineering Technician Ontario College Diploma

7.1.a Vocational Learning Outcomes of the Construction Engineering Technician

Ontario College Diploma (Provincial Program Standard):

1. Develop and use strategies to enhance professional growth and ongoing learning in the construction

engineering field.

2. Comply with workplace health and safety practices and procedures in accordance with current

legislation and regulations.

3. Complete duties in compliance with contractual obligations, applicable laws, standards, bylaws,

codes and ethical practices in the construction engineering field.

4. Carry out sustainability practices* in accordance with contract documents, industry standards and

environmental legislative requirements.

5. Collaborate with and facilitate communication among project stakeholders* to support construction

projects.

6. Collect, process and interpret technical data to produce written and graphical project-related

documents.

7. Contribute to the collecting, interpreting and applying of survey/geomatics and layout information*

to implement construction projects*.

8. Identify and use industry-specific electronic and digital technologies to support the design and

construction of projects.

9. Contribute to the resolution of technical problems related to the design and implementation of

construction projects* by applying engineering concepts, basic technical mathematics* and building

science.

10. Assist in the scheduling and monitoring of the progression of construction projects* by applying

principles of construction project management.

11. Assist in the preparation of accurate estimates of time, cost, quality and quantity, tenders and bids.

12. Perform quality control* testing and monitoring of equipment, materials and methods involved in the

implementation and completion of construction projects*.

13. Apply teamwork, leadership and interpersonal skills when working individually or within

multidisciplinary teams to complete work on construction projects*.


119

7.1.b Vocational Learning Outcomes of the Civil Engineering Technology Ontario

College Advanced Diploma (Provincial Program Standard):

1. Develop and use strategies to enhance professional growth and ongoing learning in the civil

engineering field.


legislation and regulations.

3. Complete duties and monitor that work is performed in compliance with contractual obligations,

applicable laws, standards, bylaws, codes and ethical practices in the civil engineering field.

4. Promote and carry out sustainable practices in accordance with contract documents, industry

standards and environmental legislative requirements.

5. Facilitate the collaboration and interaction among the project team and project stakeholders to

support civil engineering projects.

6. Collect, process, analyze and coordinate technical data to produce written and graphical project-

related documents.

7. Use industry-specific electronic and digital technologies to support civil engineering projects.

8. Participate in the design and modeling phase of civil engineering projects by applying engineering

concepts, technical mathematics and principles of science to the review, production and/or

modification of project plans.

9. Contribute to the scheduling and coordination and cost estimation of civil engineering projects and

monitor their progression by applying principles of construction project management.

10. Coordinate and perform quality control testing and evaluate equipment, materials and methods used

in the implementation and completion of civil engineering projects.

11. Apply teamwork, leadership, supervision and interpersonal skills when working individually or within

multidisciplinary teams to complete civil engineering projects.

7.1.c Vocational Learning Outcomes of the Civil Engineering Technician Ontario

College Diploma (Provincial Program Standard):

1. Develop and use strategies to enhance professional growth and ongoing learning in the civil

engineering field


legislation and regulations

3. Complete duties and assist in monitoring that work is performed in compliance with contractual

obligations, applicable laws, standards, bylaws, codes and ethical practices in the civil engineering

field

4. Carry out sustainable practices* in accordance with contract documents, industry standards and

environmental legislative requirements

5. Collaborate with the project team and communicate effectively with project stakeholders* to

support civil engineering projects*

6. Collect, process and interpret technical data to produce written and graphical project-related

documents

7. Use industry-specific electronic and digital technologies to support civil engineering projects*


120

8. Participate in the design and modeling phase of civil engineering projects* by applying engineering

concepts, basic technical mathematics* and principles of science to the review and production of

project plans

9. Assist in the scheduling, cost estimation and monitoring of the progression of civil engineering

projects* by applying principles of construction project management.

10. Perform quality control* testing and the monitoring of equipment, materials and methods involved in

the implementation and completion of civil engineering projects

11. Apply teamwork, leadership and interpersonal skills when working individually or within

multidisciplinary teams to complete civil engineering projects*

7.2.a Comparison chart of degree outcomes to the Construction Engineering


Bachelor of Applied

Science (Building


PLOs

Construction

Engineering Technician

OCD VLOs MTCU#

58200

(Program Standard)












Building Science I



Traditional Carpentry:


121

Bachelor of Applied

Science (Building


PLOs

Construction


OCD VLOs MTCU#

58200

(Program Standard)


Timber Framing





















122

Bachelor of Applied

Science (Building


PLOs

Construction


OCD VLOs MTCU#

58200

(Program Standard)






4. Carry out


in accordance with

contract documents,

industry standards and

environmental

legislative requirements.

12. Perform quality

control* testing and

monitoring of

equipment, materials

and methods involved in

the implementation and

completion of

construction projects*.

Restore, repair,

and recreate

structures

Materials and

techniques-

breadth

Regulations,

standards and

guidelines, local

and historical

practices and

traditional and

contemporary

craft techniques













Building Science I





123

Bachelor of Applied

Science (Building


PLOs

Construction


OCD VLOs MTCU#

58200

(Program Standard)





















Elective (non-core, 2000-


124

Bachelor of Applied

Science (Building


PLOs

Construction


OCD VLOs MTCU#

58200

(Program Standard)


level)






resolution of technical

problems related to the

design and

implementation of

construction projects*

by applying engineering

concepts, basic technical

mathematics* and

building science.

Application of

research

Strategies and

interventions for

the conservation

and re-use of

buildings,

structures and

resources






Building Science I











125

Bachelor of Applied

Science (Building


PLOs

Construction


OCD VLOs MTCU#

58200

(Program Standard)


Project 2




facilitate

communication among

project stakeholders* to

support construction

projects.

6. Collect, process and

interpret technical data

to produce written and

graphical project-related

documents.

8. Identify and use

industry-specific

electronic and digital


the design and


11.assist in the

preparation of accurate

estimates of time, cost,

quality and quantity,

tenders and bids

13. Apply teamwork,

leadership and

interpersonal skills

when working

individually or within

multidisciplinary teams

Preparation and

defense of

evidence-based

proposals and

decisions







Building Science I












126

Bachelor of Applied

Science (Building


PLOs

Construction


OCD VLOs MTCU#

58200

(Program Standard)


to complete work on

construction projects*. Capstone Research

Seminar


11. Assist in the

preparation of accurate

estimates of time, cost,

quality and quantity,

tenders and bids.

12. Perform quality


monitoring of




completion of


Contribution to

ongoing viability

of conservation

and renovation

projects (building

lifecycle)

Estimating,

accounting,

finance, and cost

controls to keep

projects on time

and within budget

-depth






Building Science I







8. Guide client and stakeholder expectations and respond to emerging challenges for projects, in alignment with regulations, standards and guidelines,

3. Complete duties in

compliance with


applicable laws,

standards, bylaws,

codes and ethical

practices in the

construction

engineering field.

Management and

leadership in

building

conservation

context

Conservation

principles,




Heritage Planning: An


127

Bachelor of Applied

Science (Building


PLOs

Construction


OCD VLOs MTCU#

58200

(Program Standard)


conservation principles and practices, and ethical and professional standards.

12. Perform quality


monitoring of




completion of


13. Apply teamwork,

leadership and


when working



to complete work on


practices, and

standards and

guidelines

introduction to Law, Policy, and Process











2. Comply with

workplace health and


procedures in


legislation and

regulations.

3. Complete duties in

compliance with


applicable laws,

standards, bylaws,

codes and ethical

practices in the

Leadership in the

organization and

coordination, and

ensuring of

compliance

Alignment with

cultural practices

(building

conservation

context)











128

Bachelor of Applied

Science (Building


PLOs

Construction


OCD VLOs MTCU#

58200

(Program Standard)


construction

engineering field.

4. Carry out


in accordance with

contract documents,


environmental





graphical project-related

documents.


collecting, interpreting

and applying of

survey/geomatics and

layout information* to

implement construction

projects*.

8. Identify and use

industry-specific



the design and




Staircasing












129

Bachelor of Applied

Science (Building


PLOs

Construction


OCD VLOs MTCU#

58200

(Program Standard)



design and

implementation of




mathematics* and

building science.

12. Perform quality


monitoring of




completion of




collecting, interpreting

and applying of

survey/geomatics and

layout information* to

implement construction

projects*.

8. Identify and use

industry-specific



the design and




Risk management

Project planning

leadership and

collaboration with

interprofessional

partners and

stakeholders.









Project Management,


130

Bachelor of Applied

Science (Building


PLOs

Construction


OCD VLOs MTCU#

58200

(Program Standard)



design and

implementation of




mathematics* and

building science.

10. Assist in the

scheduling and

monitoring of the

progression of


by applying principles of


management.

12. Perform quality


monitoring of




completion of







11. Develop strategies for lifelong learning to adapt to changes in the field, in cultures and societies to ensure relevance and foster inter-

1. Develop and use


professional growth and

ongoing learning in the

construction

engineering field.

Building

Conservation

context

Fostering of

interdisciplinary






131

Bachelor of Applied

Science (Building


PLOs

Construction


OCD VLOs MTCU#

58200

(Program Standard)


disciplinary and inter-professional collaboration.

and inter-

professional

collaboration

Cultural and

societal context








Building Science I










12. Use leadership skills to promote and advance the body of knowledge

13. Apply teamwork,

leadership and


Promotion and

advancement of

the body of




132

Bachelor of Applied

Science (Building


PLOs

Construction


OCD VLOs MTCU#

58200

(Program Standard)


in the field through research, partnerships, and on-going dialogue with stakeholders.

when working



to complete work on


knowledge in the

building

conservation field

through research,

partnerships, and

on-going dialogue

with stakeholders



Building Science I











4. Carry out


in accordance with

contract documents,


environmental


No Gap

(Algonquin

Graduates)

Social

sustainability (non

AC program

graduates)







History and Philosophy


133

Bachelor of Applied

Science (Building


PLOs

Construction


OCD VLOs MTCU#

58200

(Program Standard)


of Canadian Architecture








7.2.b Comparison chart of degree outcomes to the Civil Engineering Technology

Ontario College Advanced Diploma

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technology

OCAD VLOs MTCU#

60300

(Program Standard)










134

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technology

OCAD VLOs MTCU#

60300

(Program Standard)





Building Science I



















135

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technology

OCAD VLOs MTCU#

60300

(Program Standard)


Introduction to Law, Policy and Process










4. Promote and carry

out sustainable

practices in accordance

with contract

documents, industry

standards and

environmental

legislative

requirements.

10. Coordinate and

perform quality control

testing and evaluate


and methods used in


completion of civil

engineering projects.

Restore, repair,

and recreate

structures

Materials and

techniques-

breadth

Regulations,

standards and

guidelines, local

and historical

practices and

traditional and

contemporary

craft techniques













136

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technology

OCAD VLOs MTCU#

60300

(Program Standard)


Introduction to Law, Policy and Process


Building Science I


















Traditional Carpentry:


137

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technology

OCAD VLOs MTCU#

60300

(Program Standard)


Timber Framing










8. Participate in the

design and modeling

phase of civil

engineering projects by

applying engineering

concepts, technical

mathematics and

principles of science to

the review, production

and/or modification of

project plans.

Application of

research

Strategies and

interventions for

the conservation

and re-use of

buildings,

structures and

resources






Building Science I





Heritage and Site


138

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technology

OCAD VLOs MTCU#

60300

(Program Standard)


Management







5. Facilitate the

collaboration and

interaction among the

project team and

project stakeholders to

support civil


6. Collect, process,

analyze and coordinate

technical data to

produce written and

graphical project-

related documents.

7. Use industry-specific



civil engineering

projects.


scheduling and

coordination and cost

estimation of civil

engineering projects

and monitor their

Preparation and

defense of

evidence-based

proposals and

decisions







Building Science I








139

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technology

OCAD VLOs MTCU#

60300

(Program Standard)


progression by applying

principles of


management.

11. Apply teamwork,

leadership, supervision

and interpersonal skills

when working



to complete civil









scheduling and


estimation of civil


and monitor their


principles of


management.

10. Coordinate and




and methods used in


completion of civil


Contribution to

ongoing viability

of conservation

and renovation

projects (building

lifecycle)

Estimating,

accounting,

finance, and cost

controls to keep

projects on time

and within

budget -depth






Building Science I








140

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technology

OCAD VLOs MTCU#

60300

(Program Standard)


Project 2


3. Complete duties and

monitor that work is

performed in

compliance with


applicable laws,

standards, bylaws,

codes and ethical

practices in the civil

engineering field.

10. Coordinate and




and methods used in


completion of civil


11. Apply teamwork,



when working



to complete civil


Management and

leadership in

building

conservation

context

Conservation

principles,

practices, and

standards and

guidelines














9. Organize, coordinate, complete, and communicate information to ensure all projects comply with health and safety practices and procedures; established

2. Comply with



procedures in


legislation and

regulations.

Leadership in the

organization and

coordination, and

ensuring of

compliance







141

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technology

OCAD VLOs MTCU#

60300

(Program Standard)


professional and technical standards; and, applicable cultural practices, legislation, and regulations.


monitor that work is

performed in

compliance with


applicable laws,

standards, bylaws,

codes and ethical


engineering field.


out sustainable


with contract

documents, industry

standards and

environmental

legislative

requirements.

6. Collect, process,

analyze and coordinate

technical data to

produce written and

graphical project-

related documents.




civil engineering

projects.


design and modeling

phase of civil



Alignment with

cultural practices

(building

conservation

context)

















142

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technology

OCAD VLOs MTCU#

60300

(Program Standard)


concepts, technical

mathematics and




project plans.

10. Coordinate and




and methods used in


completion of civil






civil engineering

projects.


design and modeling

phase of civil



concepts, technical

mathematics and




project plans.


scheduling and


estimation of civil


Risk management

Project planning

leadership and

collaboration

with

interprofessional

partners and

stakeholders.













143

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technology

OCAD VLOs MTCU#

60300

(Program Standard)


and monitor their


principles of


management.

10. Coordinate and




and methods used in


completion of civil


Project 1




1. Develop and use




civil engineering field.

Building

Conservation

context

Fostering of

interdisciplinary

and inter-

professional

collaboration

Cultural and

societal context












Building Science I

History and Philosophy of


144

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technology

OCAD VLOs MTCU#

60300

(Program Standard)












11. Apply teamwork,



when working



to complete civil


Promotion and

advancement of

the body of

knowledge in the

building

conservation field

through research,

partnerships, and

on-going dialogue

with stakeholders




Building Science I









145

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technology

OCAD VLOs MTCU#

60300

(Program Standard)







out sustainable


with contract

documents, industry

standards and

environmental

legislative

requirements.

No Gap

(Algonquin

Graduates)

Social

sustainability

(non AC program

graduates)
















146

7.2.c Comparison chart of degree outcomes to the Civil Engineering Technician

Ontario College Diploma

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technician

OCD VLOs MTCU#

50300

(Program Standard)












Building Science I










147

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technician

OCD VLOs MTCU#

50300

(Program Standard)


Project 2


















3. Restore, repair, recreate, construct, and install elements related to structures and resources

4. Carry out sustainable

practices* in

accordance with

contract documents,


Restore, repair,

and recreate

structures



Introduction to Heritage


148

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technician

OCD VLOs MTCU#

50300

(Program Standard)


according to regulations, standards and guidelines, local and historical practices and traditional and contemporary construction and craft techniques.

environmental

legislative

requirements.

10. Perform quality

control* testing and the

monitoring of


and methods involved


and completion of civil


Materials and

techniques-

breadth

Regulations,

standards and

guidelines, local

and historical

practices and

traditional and

contemporary

craft techniques

Conservation










Building Science I






4. Select and apply artisanal techniques using traditional and contemporary materials and methods to support conservation,




Carpentry: Roofs and


149

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technician

OCD VLOs MTCU#

50300

(Program Standard)


revitalization, and renovation projects.

Finishes

















5. Apply critical thinking and research skills to solve problems,


design and modeling

phase of civil

Application of

research Heritage Conservation in



150

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technician

OCD VLOs MTCU#

50300

(Program Standard)


formulate strategies, and interventions for the conservation and re-use of buildings, structures and resources.

engineering projects*


concepts, basic

technical mathematics*

and principles of science

to the review and

production of project

plans.

Strategies and

interventions for

the conservation

and re-use of

buildings,

structures and

resources





Building Science I











6. Prepare and defend proposals and decisions using clear messages, research, and technical presentations in multiple formats appropriate to

5.Collaborate with the

project team and

communicate

effectively with project

stakeholders* to

support civil


Preparation and

defense of

evidence-based

proposals and

decisions






151

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technician

OCD VLOs MTCU#

50300

(Program Standard)


external and internal stakeholders.




graphical project-

related documents




civil engineering

projects*

9. Assist in the

scheduling, cost

estimation and

monitoring of the

progression of civil




management.

11. Apply teamwork,

leadership and


when working



to complete civil




Building Science I












7. Contribute to the on-going economic viability of conservation and renovation projects through the application of principles of estimating,

9. Assist in the

scheduling, cost

estimation and

monitoring of the




Contribution to

ongoing viability

of conservation

and renovation

projects (building

lifecycle)






152

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technician

OCD VLOs MTCU#

50300

(Program Standard)


accounting, finance, and cost controls to keep projects on time and within budget.


management.

10. Perform quality


monitoring of






Estimating,

accounting,

finance, and cost

controls to keep

projects on time

and within budget

-depth


Building Science I









assist in monitoring that

work is performed in

compliance with


applicable laws,

standards, bylaws,

codes and ethical


engineering field.

10. Perform quality


monitoring of






Management and

leadership in

building

conservation

context

Conservation

principles,

practices, and

standards and

guidelines











153

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technician

OCD VLOs MTCU#

50300

(Program Standard)


11. Apply teamwork,

leadership and


when working



to complete civil







2. Comply with



procedures in


legislation and

regulations


assist in monitoring that

work is performed in

compliance with


applicable laws,

standards, bylaws,

codes and ethical


engineering field


practices* in

accordance with

contract documents,


environmental

legislative

requirements.



Leadership in the

organization and

coordination, and

ensuring of

compliance

Alignment with

cultural practices

(building

conservation

context)
















154

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technician

OCD VLOs MTCU#

50300

(Program Standard)



graphical project-

related documents




civil engineering

projects*


design and modeling

phase of civil



concepts, basic



to the review and


plans.

10. Perform quality


monitoring of











10. Manage the progression of projects and sites by applying basic principles and strategies of project management and risk management in collaboration with interprofessional




civil engineering

projects*


design and modeling

phase of civil

Risk management

Project planning

leadership and

collaboration with

interprofessional






155

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technician

OCD VLOs MTCU#

50300

(Program Standard)


partners and stakeholders.



concepts, basic



to the review and


plans

9. Assist in the

scheduling, cost

estimation and

monitoring of the





management.

10. Perform quality


monitoring of






partners and

stakeholders. Contextualizing Heritage










1. Develop and use




civil engineering field

Building

Conservation

context

Fostering of

interdisciplinary

and inter-

professional

collaboration






Joinery: Doors and


156

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technician

OCD VLOs MTCU#

50300

(Program Standard)


Cultural and

societal context

Windows






Building Science I











11. Apply teamwork,

leadership and


when working



Promotion and

advancement of

the body of

knowledge in the

building

conservation field

through research,




Building Science I


157

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technician

OCD VLOs MTCU#

50300

(Program Standard)


to complete civil


partnerships, and

on-going dialogue

with stakeholders












practices* in

accordance with

contract documents,


environmental

legislative

requirements.

No Gap

(Algonquin

Graduates)

Social

sustainability (non

AC program

graduates)









Project Management,


158

Bachelor of Applied

Science (Building


PLOs

Civil Engineering

Technician

OCD VLOs MTCU#

50300

(Program Standard)








7.3 Graduates of the Construction Engineering Technician Ontario College Diploma,

Civil Engineering Technology Ontario College Advanced Diploma, or Civil

Engineering Technician Ontario College Diploma program will receive credit for:




4. CSV9300 Traditional Materials Science


6. CAD2400 Building Modeling II

7. BSC1100 Building Science 1






Level

OG Level Course Code

Course Title

Total Hours

3 1


84




159

Level

OG Level Course Code

Course Title

Total Hours



4 4


42




















7W 2


42








160

3.3 Prior Learning Assessment

Advanced placement based on prior learning assessment is feasible with the understanding that degree

program Prior Learning Assessment and Recognition (PLAR) candidates can be awarded no more than fifty

percent (50%) of the total number of hours of the program of study based on PLAR. The eligibility criteria and

procedures for PLAR are detailed in Policy AA06.

Policy AA05: Advanced Standing

Policy AA06: Prior Learning Assessment and Recognition (PLAR)

Policy AA09: Transfer of Academic Credit (Internal)

Policy AA10: Transfer of Academic Credit (External)

All current Algonquin College policies can found at https://www.algonquincollege.com/policies/

https://www.algonquincollege.com/policies/


161

3.4 Promotion and Graduation Requirements

Policies governing academic remediation, sanctions and suspension for students who do not meet minimum

achievement requirements are detailed broadly in Policy AA39: Program Progression and Graduation

Requirements. Individual course outlines specify course and/or program specific promotion requirements as

well as requirements for supplemental exams where available. Policy AA14 provides details on the College’s

Grading System that are easily understandable, meaningful and convertible to other postsecondary

institutions and employers through the use of designated percent, letter and numeric grade equivalents. The

Grading System also allows for a Grade Point Average (GPA) calculation here described:

The grade point average is a weighted average. It is calculated as follows:

Each course is designated as having normative total instructional hours that is the designated number of

hours within which the course learning requirements may be achieved, regardless of variations in delivery.

The number of grade points per course is determined by multiplying the normative total instructional hours

of the course by the numeric value of the grade earned in that course. The resulting number is called the

grade point total. The grade point total is divided by the total number of normative instructional hours for

courses with grades having numeric value. For the purpose of this calculation, a grade of "F" has a value of

"0”. The resulting quotient is the grade point average.

Grade Point Total = Grade Point Average (G.P.A.)

Total Normative Hours

Policy AA26: Course Outlines and Course Section Information, includes provisions to ensure that regardless

of the grading scheme, grades for acceptable performance correspond to student work that demonstrates

the degree level standard has been achieved through alignment with degree level program outcomes and

course learning requirements. Furthermore, the evaluation methods or instruments are linked directly to

the course learning requirements being addressed in the course.

The proposed Bachelor of Applied Science (Building Conservation) (Honours) program promotion and

graduation requirements have been aligned to meet the benchmark requirements depicted in the following

table:

Program Requirement Level of Achievement for

Promotion

Level of Achievement

Graduation

Minimum overall average acceptable

achievement in non-core requirements C- (60-62%) C- (60-62%)

Level of overall achievement expected in the

core discipline(s) of study C (63-66%) C (63-66%)

Co-op Work Terms Pass Pass

Minimum overall acceptable achievement for

progression (across all degree

requirements, including the breadth and

discipline-related requirements)

C- (60-62%) C- (60-62%)


162

Several policies govern promotion and graduation requirements. The electronic policies file

includes policies and procedures pertaining to the promotion and graduation requirements within the

following:

Policy AA13: Evaluation of Student Learning

Policy AA14: Grading System

Policy AA26: Course Outlines and Course Section Information

Policy AA39: Program Progression and Graduation Requirements

Policy AA40: Academic Advising




163

4. Program Content

4.1 Summary

This section, with its subsequent sub-sections of supporting material, demonstrates the rigour, breadth and

depth that have been built into the proposed Bachelor of Applied Science (Building Conservation) (Honours)

to ensure that the program is consistent with the degree-level standard. The supporting materials speak to all

eleven (11) of the Postsecondary Education Quality Assessment Board’s (PEQAB) benchmarks for program

content.

Throughout the development of the program, the degree-level standards and the PEQAB benchmarks have

been a constant reference point. The decision to undertake the development of the proposed Bachelor of

Applied Science (Building Conservation) (Honours) was based on employer demand for graduates in this

discipline, which naturally aligns between this field of practice and the degree-level standards. Building

conservation, as a discipline, is based on a balance of theory and practice combined with a strong business

appreciation throughout. The development has also adopted a layered approach where each consecutive

year of study adds complexity and sophistication to the knowledge and skills from the previous year(s). The

innovative integration of carpentry and joinery skills and knowledge, with fundamental business and project

management knowledge, and a progressive investigation of approaches and philosophies related to heritage

conservation, combine to provide students with a thorough comprehension of the field of study.

The thirteen (13) program learning outcomes reflect core carpentry and joinery skills, communication and

research skills, critical thinking and problem-solving skills, business skills, architectural and cultural analysis

and appreciation, project management, risk management, plus the unique mix of skills, knowledge and

attitude required for a successful career in the building conservation field. Industry professionals create and

manage a wide range of projects.

Building conservation projects range from small, single-client projects (a private home) to large projects

involving several levels of government and any number of interested stakeholders. Increasingly, these

projects are subject to public scrutiny and review and are held to stringent budgetary and technical

requirements.

The program content reflects the diverse building conservation industry expectations. Building conservation

professionals hold key positions in all levels of government (local, provincial, federal), in non-profit

organizations, in commercial, residential, or institutional development corporations, and in large or small

businesses.

The structure of the program pf study and the courses within have been designed for the achievement and

demonstration of the learning outcomes that describe the knowledge and skills of graduates. The proposed

program strikes a reasonable balance for the time spent on content that is appropriate to the stated learning

outcomes. No single knowledge area within the discipline takes precedence over another. As students move

through the co-op work experience and program of study, there is increased emphasis placed on using a

variety of knowledge and skills to solve current and emerging problems in the discipline. To further prepare

students for their co-op work experiences and future employment, a wide range of assessments have been

built into the courses that are a part of the proposed program of study. These assessments are aligned with

the outcomes for each course (See Section 3.3.2 Course Outlines) to ensure that there is ample


164

demonstration of stated outcomes and that students have consistent, regular, and meaningful feedback on

their achievement levels.

The co-op work experiences provide students with the opportunity to receive the most information about

their achievement levels and their direction for future studies within and beyond the program. The three

fourteen-week co-op work experiences (See section 3.6 Work Experience) allow students to connect their

expanding knowledge and skills to the workplace across the calendar year. The articulated outcomes for the

co-op work experiences speak to a progression in responsibility and performance as students move towards

graduation. At the same time, the assessment methods that are in place call upon the knowledge from both

the core courses and the substantive and current content presented in the non-core curriculum.

The breadth requirement for the proposed Bachelor of Applied Science (Building Conservation) (Honours)

program not only adheres to the Board’s benchmarks for the balance of core and non-core studies, but it also

does so to the benefit of the graduates and the broader community of which the graduates will be a part.

While the program hours are close to the Board’s maximum of 80% for core courses, this has been made

possible through the development of detailed, focused non-core courses that, in addition to providing

elective choices, demonstrate a serious commitment to the transferable skills found in a variety of modes of

analysis outside the core field of study. Students have access to breadth and depth of their non-core studies.

The time allotments for mandatory non-core courses ensure that students develop more than an

introductory knowledge in a range of disciplines. Beginning in the first year, communication skills and critical

thinking are addressed in discrete courses, and the relevant knowledge and skills are encouraged throughout

the program. Using these skills, students have the opportunity, through mandatory and elective non-core

courses, to examine society and culture in a way that will appreciate and support civic engagement. Content

related to Ontario and Canada will play a substantial role in this examination, but the realities of a global

marketplace are a part of the current knowledge in the breadth studies.

With the guidance of the Ad Hoc Program Advisory Committee, there is additional assurance that the

appropriate levels of Ontario and Canadian content are in place throughout the entire program, non-core and

core. These experts in the field, including employers and industry representatives, have unanimously

endorsed the program.

The remainder of this section contains the supporting materials that provide the direct evidence of the ways

in which the program content for the proposed Bachelor of Applied Science (Building Conservation)

(Honours) meets PEQAB’s requirements.


165

4.2.1 Course Schedule 1 *excluded for web version-confidential/proprietary material

In order to deliver on the vision for this program, the proposed Bachelor of Applied Science (Building Conservation) (Honours) incorporates nine

courses from the Heritage Carpentry and Joinery Ontario College Diploma program. Through these courses, students gain the technical

carpentry and joinery skills for the preservation, renovation, and restoration of existing buildings, including historical architecture. The inclusion

of these courses also provides a strong pathway for graduates of the Heritage Carpentry and Joinery Ontario College Diploma program, and

other related trades programs to pursue degree-level study (see Section 3.2 Advanced Standing Policies and Requirements). The integration of

these courses also enables strategic and more sustainable resource use at the Perth campus. The courses are intentionally integrated

throughout the four years of study, rather than designed as 2+2 model, to support the students in making connections across the technical and

theoretical components of this field. However, the integration of carpentry, joinery, timberframing and log building courses in the degree, for

which the credential of choice for those is a Red Seal Certificate of Qualification, needs to be taken into account in regard to the PEQAB

benchmark on Faculty Qualifications for Undergraduate Programs (Standard 5, Benchmarks 2 and 3).


166

4.2.2 Course Schedule 2

Legend

Building Conservation core courses

Heritage Carpentry and Joinery Diploma courses

Non-core (breadth)

Year and Semester

Course Code and Title Core Hrs.

Non-Core Hrs.

Course Pre- and Co-requisites Credential

Year 1 Semester 1

WOO9254 Joinery Fundamentals

112 Heritage Carpentry and Millwork Diploma; Architectural Conservation Technology OCAD; Red Seal Certificate

Year 1 Semester 1


84

Millwork and Carpentry–Heritage Diploma, Red Seal Certificate (Carpenter)

MSc Geology

Year 1 Semester 1

DSN1100 Technical Drawing

42 MASc Hydraulic Engineering

Year 1 Semester 1

MAT9105 Mathematics for the Craftsperson

42 PhD Mathematics

Year 1 Semester 1

CSV9100 Introduction to Heritage Conservation

42 PhD Historical/Cultural Geography

MSc Historic Preservation

Year 1 Semester 2

WOO9228 Carpentry: Roofs and Finishes

154 Pre-Requisites: CON9111 Carpentry: Foundations, Floors, Walls and Basic Roofs; MAT9105 Mathematics for the Craftsperson

Millwork and Carpentry–Heritage Diploma, Red Seal Certificate (Carpenter)

MSc Geology; Heritage Carpentry and Millwork Diploma; Red Seal Certificate


167

Year and Semester


Non-Core Hrs.


Year 1 Semester 2

WOO9226 Joinery: Architectural Millwork

84 Pre-Requisites: CON9111 Carpentry: Foundations, Floors, Walls and Basic Roofs; MAT9105 Mathematics for the Craftsperson

MA Heritage Conservation (in progress); Heritage Carpentry and Millwork Diploma; Red Seal Certificate

Heritage Carpentry and Millwork Diploma; Architectural Conservation Technology OCAD; Red Seal Certificate

Year 1 Semester 2

CSV9200 Heritage Conservation in Practice: Past, Present and Future

42 Pre-Requisite: CSV9100 Introduction to Heritage Conservation

PhD Historical/Cultural Geography


Year 1 Semester 2

ENL1100 Communications and Academic Writing

42 PhD, English

Year 2 Semester 3

WOO9306 Joinery: Windows and Doors

168 Pre-Requisite: WOO9226 Joinery: Architectural Millwork


Heritage Carpentry and Millwork Diploma

BA Economics and Political Science; Heritage Carpentry and Millwork Diploma; Red Seal Certificate

Year 2 Semester 3

CAD2300 Building Modelling I

28 Pre-Requisite: DSN1100 Technical Drawings

MASc Hydraulic Engineering

Year 2 Semester 3

CSV9300 Traditional Materials Science

56 PhD Wood Science

MA Conservation Studies

Year 2 Semester 3

CSV9310 Contextualizing Heritage

42 Pre-Requisite: CSV9100 Introduction to Heritage Conservation


PhD Planning


168

Year and Semester


Non-Core Hrs.


Year 2 Semester 3

PHI1000 Logic and Critical Thinking

56 PhD, Philosophy

Year 2 Semester 4

WOO9224 Joinery: Traditional Staircasing

70

Pre-Requisite: WOO9226 Joinery: Architectural Millwork




Year 2 Semester 4

CSV9400 Existing Buildings: Re-use, Repair and Maintenance

56

Pre-Requisite: WOO9306 Traditional Joinery: Doors and Windows


BA; Heritage Carpentry and Millwork Diploma; Red Seal Certificate

Year 2 Semester 4

LAW9400 Heritage Planning: An Introduction to Law, Policy and Process

42


Year 2 Semester 4

CSV9410 Business Fundamentals for Heritage Professionals

42 Doctorate of Business Administration

Year 2 Semester 4

PHI2000 Introduction to Research

42

Pre-Requisites: ENL1100 Communications and Academic Writing; PHI1000 Logic and Critical Thinking

PhD Sociology

WKT9400 Co-op Work-Term I

Year 3 Semester 5

BSC1100 Building Science I

42 PhD Civil Engineering



169

Year and Semester


Non-Core Hrs.


Year 3 Semester 5

PHI9500 Ethics and Professional Practice


Year 3 Semester 5

ARC9500 History and Philosophy of Canadian Architecture

42 PhD Architectural Heritage and Cultural

Landscapes

Year 3 Semester 5

CSV9500 Inventory and Evaluation Methodologies



Year 3 Semester 5


42 Masters minimum; PhD

preferred

Year 3 Semester 5



preferred

WKT9500 Co-op Work-Term 2

Pre-Requisite: WKT9400 Co-op Work-Term 1

Year 3 Semester 6

WOO9303 Traditional Carpentry: Timber Framing

70 Pre-Requisites: DSN1100 Technical Drawings; WOO9228 Carpentry: Roofs and Finishes


Year 3 Semester 6

CAD2400 Building Modelling II

28 Pre-Requisite: DSN1100 Technical Drawings

PhD Mechanical Engineering

Year 3 Semester 6

CSV9600 Project Management, Scheduling and Estimating

42

PhD Architectural Heritage and Cultural Landscapes

Year 3 Semester 6

QUA2000 Statistics (non-core)

42 PhD Applied Social

Psychology - Industrial/Organizational Behaviour

Year 3 Semester 6



preferred


170

Year and Semester


Non-Core Hrs.


WKT9600 Co-op Work-Term 3

Year 4 Semester 7

WOO9402 Traditional Carpentry: Log Building

56 Pre-Requisite: WOO9303 Timber Framing


Year 4 Semester 7

CSV9700 Heritage and Site Management

42 Pre-Requisite: CSV9310 Contextualizing Heritage


Year 4 Semester 7

CSV9720 Heritage Conservation Plans

42 Pre-Requisite: CSV9310 Contextualizing Heritage



Year 4 Semester 7

CSV9710 Building Conservation Project 1

42 MA Heritage Conservation (in progress); Heritage Carpentry and Millwork Diploma; Red Seal Certificate



Year 4 Semester 7



preferred

Year 4 Semester 8

ENL9800 Technical Writing for Reports and Grant Proposals



Year 4 Semester 8

CSV9810 Capstone Research Seminar

28 Pre-Requisite: PHI2000 Introduction to Research


Year 4 Semester 8

CSV9800 Built Heritage Project 2

70 CSV9710: Building Conservation Project 1



171

Year and Semester


Non-Core Hrs.




Year 4 Semester 8



preferred

Year 4 Semester 8

Elective (non-core, 4000 level)

42 Graduate degree in related field, PhD

preferred

1736 434

Total Program Hours 2170

Non-Core 20%


172

4.3.1 Course Descriptions – Core Courses

This section provides a listing of the course descriptions for all courses that are a part of the proposed

Bachelor of Applied Science (Building Conservation) (Honours) program.

These are the course descriptions that would appear in the academic calendar, and other related

documentation. The core courses have been mapped to the Program Learning Outcomes (see Section 4.4.2

for details). To validate the courses to program outcome mapping, and to ensure that the courses are

designed to contribute to the outcomes appropriately, each of the Course Learning Requirements have been

mapped to the Program Learning Outcomes (PLOs). This mapping is reflected by “PLO #” following each

Course Learning Requirement (i.e. PLO 3, 4).

Leve

l

Co

urs

e C

od

e

Course Title

Course Description

Pre & Co Requisites Co

urs

e H

ou

rs Course Learning Requirements

Upon successful completion students will

have demonstrated an ability to:

1 CON9

111

Carpentry: Foundations, Floors, Walls

and Basic Roofs

Built structures require a solid foundation,

walls and roofs. Students develop basic

carpentry and building skills. Emphasis is

on developing the skills and knowledge

necessary to lay out and construct a

foundation and floor-system including

differential levelling, location of building

hubs, batter boards and footing

formwork, foundation walls, columns,

beams, joists and subfloors. Students

frame wall and basic roof systems

including wood stud framing, lintels,

openings, sheathing, bracing and common

rafters for a small building. Projects are

constructed according to plans, schedules,

and Ontario and National Building Codes.

Pre-Requisite: none

Co-Requisite: none

84 1. Build and set up batter boards and

lines to delineate building

outline. PLO 3, 4

2. Describe the construction of

formwork for concrete wall, column,

pier and slabs-on-grade. PLO 3, 4

3. Construct and install footing forms

according to building code. PLO 3, 9

4. Apply standard safety requirements

applicable to the carpentry trade.

PLO 9

5. Identify components of

contemporary floor and wall framing

systems. PLO 3

6. Construct the floor and wall systems

for a small building structure. PLO 3,

4

7. Identify components for a simple

equal pitched roof system. PLO 3, 4

8. Lay out a common rafter. PLO 3, 4

1 WOO

9254


Techniques for joining wood together are

rooted in the knowledge and skills that

have been passed down for thousands of

years. The selection, use and maintenance

112 1. Apply standard safety requirements

applicable to the carpentry trade.

PLO 9

2. Describe the history of the carpentry

trade. PLO 1, 2, 4,


173

Leve

l

Co

urs

e C

od

e Course Title

Course Description


urs

e H

ou




of hand tools is examined and practiced.

Students research and compare

woodworking techniques, and expand on

their hand drafting fundamentals by

reading, interpreting and developing plans

and shop drawings. Students also develop

procedures for a variety of projects and

learn the safe and efficient use of both

power hand tools and stationary

machinery. By applying traditional joinery

in the building of a variety of hands-on

projects, students develop a sound base

for a future in joinery and woodworking.

Pre-Requisite: none

Co-Requisite: none

3. Select and use carpenter's hand and

power tools. PLO 1, 3, 4

4. Layout and perform basic carpentry

and joinery functions. PLO 3, 4

5. Document joinery projects, and skills

to contribute to a professional

portfolio. PLO 11

1 MAT9

105

Mathematics for the Craftsperson

Fundamental trades calculations, applied

mathematics, and geometric

constructions have been used by

tradespeople for centuries and are the

basis of all our built heritage. Topics

include imperial measurement,

fundamentals of perimeter, area and

volume measurement, principles of ratio

and proportion, basic trigonometry and

geometry. Linear constructions, layout

using geometric principles, the golden

mean and classical moulding profiles are

explored. Students develop the problem-

solving skills necessary for success in the

trades with mathematical exercises that

are used daily by practicing carpenters.

Pre-Requisite: none

Co-Requisite: none

42 1. Calculate measures of perimeter,

area and volume, and basic linear

measures for various trade-related

problems and applications. PLO 3,

7

2. Convert between imperial and

metric systems and fractions and

decimals. PLO 3, 7

3. Apply the basic laws of algebra to

solve problems involving both

linear equations and trade-related

formulas. PLO 3, 7

4. Use the fundamental principles of

ratio and proportion to solve

trade-related problems. PLO 3, 7

5. Apply the fundamentals of

trigonometry to trade calculations.

PLO 3, 7

6. Apply the principles of geometry

to layout and construction for

practical projects. PLO 3, 7


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1 CSV92

00


Heritage conservation specialists from a

wide variety of disciplines work with

diverse communities to steward, conserve

and revitalize buildings, sites, structures,

districts, landscapes and other types of

heritage resources around the world.

Changing demographics, politics, wars,

shifting cultural, social justice, legal,

economic, and environmental forces all

impact the conservation of tangible and

intangible cultural resources. Students

examine evolving conservation

definitions, principles, and practices with

a social justice lens, and a values-based

approach to heritage conservation while

balancing issues of integrity, authenticity

and future uses. Discussions, guest

lectures and site visits bring to light

contemporary issues in the heritage

conservation field.

Pre-Requisite: none

Co-Requisite: none

42 1. Define and differentiate levels of intervention involved in the conservation of cultural resources. PLOs 1,2,3,4

2. Describe examples of heritage conservation projects in a variety of communities. PLOs 2,11,12

3. Prepare and illustrate descriptions of cultural resources for different audiences. PLOs 1,6

4. Distinguish the values and drivers which impact a heritage conservation project in different communities or regions. PLOs 2,7,12

5. Engage with community members in collaborative visual observations and condition assessments as an integral part of a heritage conservation project to support data collection, interpretation, documentation, planning and management of cultural resources. PLOs 3,10,12,13

6. Identify the role of heritage conservation to balance old and new as part of healthy, resilient, inclusive, and sustainable communities. PLOs 11,12,13

1 DSN1

100

Technical Drawings

Effective communication through

fundamentals of the design

documentation process is key to a

successful building project and solid

technical drawings are the cornerstone of

such communication. Students develop

the skills to complete basic hand drawing

techniques providing the ability to present

the building related ideas and to read

drawings from other sources. The specific

skills include studies of forms and shapes

42 1. Present ideas graphically using hand

drawing techniques PLO 3, 6, 7

2. Present basic design ideas using

architectural drawing techniques.

PLO 6, 7

3. Present basic design ideas to

theoretical clients and to other

professionals. PLO 3, 6, 7


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using lines, textures and light sources.

These skills are used to create first the

plans and later a feeling of multi-

dimensional spaces with the axonometry

and perspective, both essential in their

professional practice. Students also

develop skills in scale drawing, basic

geometric construction, and composition,

assisted by modeling of simple forms and

leading to a better understanding of the

creation and reading of conceptual

sketches, design development and

working drawings of buildings and basic

site plans within the urban context.

Pre-Requisite: none

Co-Requisite: none

2 WOO

9228


Wood-framed houses may require

complex roof systems and finishes.

Students explore traditional hip, valley

and jack rafter layouts. Various functional

and aesthetic finishes are investigated.

Working in teams, students complete the

layout and installation of siding, roof

finishes, windows, doors and exterior trim

for a small building.

Pre-Requisites: CON9111 Carpentry:

Foundations, Floors, Walls and Basic

Roofs; MAT9105 Mathematics for the

Craftsperson

Co-Requisite: none


applicable to the carpentry trade. PLO 9

2. Classify and describe components of contemporary framing systems for walls and roofs. PLO 3, 4

3. Layout, cut and install framing system components. PLO 3, 4, 9

4. Select, layout and install a variety of roof finishes. PLO 3, 4, 9

5. Select, layout and install various exterior finishes. PLO 3, 4, 9

6. Select and install a variety of interior components to support design objectives. PLO 3, 4, 9

7. Document detailed skills related to roofs and finishes, to contribute to a professional portfolio. PLO 11


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2 W009

226


Millwork provides the finishing touches to

a building and helps to define its

character. Students practice skills and

techniques for turning and bending wood,

and for fabricating and installing casings,

baseboards, mouldings and other

millwork pieces.

Pre-Requisite: CON9111 Carpentry:

Foundations, Floors, Walls and Basic

Roofs; MAT9105 Mathematics for the

Craftsperson

Co-Requisite: none

84 1. Identify various types of trim

elements. PLO 1, 3, 4

2. Evaluate and apply traditional

joinery techniques in the production

of various trim elements. PLO 1, 3, 4

3. Design organizational procedures for

creating and installing various trim

elements. PLO 1, 10

4. Apply standard safety requirements

applicable to the joinery trade and

the millwork shop. PLO 9

5. Differentiate and categorize types

and styles of trim. PLO 2, 3

6. Create shop drawings of

architectural mouldings and trim

using geometric constructions. PLO 6

7. Document fabrication and

installation skills to contribute to a

professional portfolio. PLO 11

2 CSV92

00


Present and Future

Lessons from the past inform both

evolving contemporary heritage

conservation practices and the future

stewardship of cultural resources. A

critical analysis of earlier decisions can

shift perspectives about current and

future interventions to conserve buildings,

sites, monuments, structures, districts,

and landscapes, both urban and rural.

Students explore the impacts of evolving

conservation philosophies, principles and

practices on heritage conservation

projects in local, national, and global

contexts. Students examine approaches to

conservation in relation to the experience

and interpretation of historical events as

42 1. Compare and contrast different

philosophic approaches to the

conservation of a building and its

site. PLOs 1,2,3,4,5

2. Discuss the concept of authenticity

from different perspectives at

different times in history. PLOs

1,3,4,5

3. Assess the historical and

contemporary importance of

charters, conventions, standards,

and guidelines within the heritage

conservation field, internationally,

nationally, provincially, regionally,

and locally. PLOs 8,9,11

4. Analyze how principles and

conventions of heritage conservation

have or have not influenced the


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well as cultural, social, political, legal,

economic, and technological changes.

Through case studies, guest lectures, site

visits and in-class discussions, students

discover the contexts in which the

conservation of cultural resources

continue to evolve.

Pre-Requisite: CSV9100 Introduction to


Co-Requisite: none

conservation of a cultural resource

within a community. PLOs 5,6,8

5. Analyze conservation work on

buildings, sites, monuments, and

structures, within a district or

landscape. PLOs 5,6,7,8,9,10

6. Differentiate current approaches,

methodologies, and recommended

interventions for built heritage

conservation PLOs 6,8,11,12,13

3 WOO

9306

Traditional Joinery: Doors and Windows

Door and windows are an integral part of

the aesthetic, design and character of a

building. Students investigate the theory

and production of traditional windows

and doors. Close examination of these

two elements reveal and showcase the

skill of the joiner who created them. The

ability to select appropriate joinery and

construction techniques is essential for

the long-term durability and aesthetics of

doors and windows. By following

comprehensive organizational procedures

and practicing various joints, students

produce a traditional window and scaled

door.

Pre-Requisite: WOO9226 Joinery:


Co-Requisite: N/A


to the carpentry and joinery trade. PLO 9

2. Differentiate types and styles of traditional windows and doors. PLO 3, 4

3. Design organizational procedures for creating traditional windows and doors. PLO 4, 10

4. Evaluate and apply traditional joinery and construction techniques to produce a traditional window frame and sash. PLO 3, 4

5. Evaluate traditional construction techniques and apply them in the production of joinery components in the manufacturing of a frame and panel door. PLO 3, 4

6. Document specialized joinery techniques and skills for construction and installation of doors and windows, for contribution to a professional portfolio. PLO 11

3 CAD2

300

Building Modeling I

Concepts come to life when shared and

discussed with others. Students use

28 1. Create and manipulate detailed CAD

drawings for the design, architecture

or engineering fields. PLO 6, 8


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AutoCAD to create computer-aided

drafting. Focus is placed on the drawing

and editing commands required to

produce two-dimensional architectural

drawings.

Pre-Requisite: DSN1100 Technical

Drawings

Co-Requisite: none

2. Explore the architectural and

engineering standard to annotate

and represent technical drawings.

PLO 6

3. Evaluate file information and

manage external information

content. PLO 6

4. Reuse Content and Custom User

Interface (CUI). PLO 6

3 CSV93

00


Craftspeople require an understanding of

the properties, performance and

applications of materials and how they

have been used in the past. Focus is on

the physical, chemical and functional

properties of traditional materials. Wood

qualities such as grain orientation,

workability, colour, moisture resistance

and movement are examined at a

practical and cellular level. Students

explore mortar elements and ratios of

binder components, aggregates and water

and the implications for application and

use. Other heritage media such as iron,

glass, ceramics and finishing materials are

explored. Through case studies, heritage

research, experiments and practical

applications, students examine how to

identify, compare, select and incorporate

traditional and contemporary materials

for heritage projects.

Pre-Requisite: none

Co-Requisite: none

56 1. Evaluate and select species, grade

and grain orientation of wood for

specific applications. PLO 1, 2, 4, 5,

9

2. Analyze the types and components

of contemporary and traditional

masonry. PLO 1, 2, 4, 5, 9

3. Maximize durability and

compatibility in the replication of

traditional mortars. PLO 3, 5, 8, 9,

13

4. Evaluate the physical and functional

properties of traditional building

materials. PLO 1, 13

5. Identify and evaluate heritage

media and their applications. PLO 1,

2, 4, 5

6. Evaluate the application of modern

materials for conservation projects.

PLO 1, 3, 4, 9, 13

3 CSV93

10

Contextualizing Heritage 42 1. Distinguish between and describe

the physical attributes of a cultural

resource’s context. PLOs 1,2,3,4


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Tangible and intangible cultural resources

have a profound impact on understanding

heritage significance as well as

stewardship and sustainability. Students

examine context as both a physical and

philosophical issue, considering a wide

range of interrelated concepts beyond

physical conditions including cultural,

social, environmental, economic,

technical, political, legal, regulatory,

ethical, and moral aspects. Social justice

and inclusivity are highlighted as students

investigate a range of cultural resources

and their surroundings from both a

values-centered and community-based

perspective. Group site visits, visual

observations, interviews, and discussions

encourage an exploration of the multi-

dimensional context in which heritage

conservation projects evolve.

Pre-Requisite: CSV9100 Introduction to


Co-Requisite: none

2. Distinguish between and describe

the philosophical attributes of a

cultural resource’s context. PLOs

1,2,5, 13

3. Analyze the forces for and against

conservation including rehabilitation

or the adaptive reuse of a cultural

resource. PLOs 4,5,6,7, 13

4. Discover how context impacts the

viability of a project from its physical

condition, economics, and regulatory

framework to its cultural significance

and evolving interpretation. PLOs

3,9,10,12,13, 13

5. Analyze the role of heritage

conservation as part of healthy,

resilient, inclusive, and sustainable

communities. PLOs 11,12,13

4 CSV94

00

Existing Buildings: Re-use, Repair and

Maintenance

Any project on an existing building begins

with a visual inspection and a condition

assessment. Through the identification

and analysis of a variety of common

building deficiencies and hazards,

students investigate repair strategies, and

apply traditional and contemporary

solutions. Risk management issues as

result of man-made or natural disaster,

and hazardous materials are examined.

Hazardous materials include but are not

56 1. Execute techniques to repair timber

and log structures that have

deteriorated. PLO 1, 2, 3, 4, 5, 9, 13

2. Identify common hazards and

problems in older buildings,

including health, safety and

environmental concerns. PLO 5, 8, 9,

13

3. Propose solutions to building

problems, compatible with

established principles of

architectural heritage conservation


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limited to asbestos and lead identification

and abatement; mould eradication; and

knob and tube wiring removal and

replacement. Conservation standards are

explored and students perform hands-on

restoration techniques covering many

facets of conservation work. Students

examine inspection reports, permits, site

documents and contracts, combined with

visual observation and condition analyses

to develop a conservation plan.

Pre-Requisite: WOO9306 Traditional


Co-Requisite: none

and sound construction practice.

PLO 7, 8, 9

4. Describe the fundamentals of

project management. PLO 7, 10

5. Identify and investigate various

types of resources related to the

construction industry and built

heritage. PLO 1, 3, 4

6. Plan a construction project for an

existing building following industry

standard practices. PLO 9, 10

4 WOO

9224

Traditional Joinery: Staircasing

Designing and building staircases is often

considered the pinnacle of a carpenter's

craft. Students learn how to build a

comfortable, safe building code compliant

staircase. Design, stringer layout,

balustrade assembly and staircasing

joinery are investigated in detail.

Pre-Requisite: WOO9226 Joinery:



applicable to the joinery trade. PLO

9

2. Differentiate types of stairs. PLO 1, 3, 4

3. Design organizational procedures for creating straight run stairs. PLO 4, 8, 9

4. Evaluate and apply traditional construction techniques to produce a scaled staircase. PLO 1, 3, 4

5. Apply building code requirements for stairs. PLO 9

6. Document the design and building of stringers, balustrade assembly and staircase to contribute to a professional portfolio. PLO 11

4 CSV94

10

Business Fundamentals for Building

Conservation Professionals

Heritage conservation practitioners must

understand the business aspects of the

field to make informed and practical

decisions. Students examine tools and

42 1. Collect information to inform

decisions regarding if and how to

respond to tenders. PLO 1, 4, 5, 6, 7

2. Complete steps including

appropriate considerations and


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strategies for delivering projects on time

and within budget, as well as what to do

when issues arise. Students explore the

role of the proforma and the importance

of interpreting and responding to bid

documents including RFPs, RPQs, and

RFIs. Operation and control concepts such

as cash flow, billing, payment, change

orders, insurance and bonding, material

costs, human resources, business strategy,

decision-making, ethics and social

responsibility are discussed. Practical

processes for recording, documenting,

and as-built reporting are introduced.

Pre-Requisite: none

Co-Requisite: none

opportunity costs in preparing a

project bid. PLO 8, 9, 10

3. Describe the phases of a project

from bidding and winning work,

contract negotiation, through

execution and completion. PLO 1, 4,

5, 6, 7, 8, 9, 10

4. Apply basic principles of accounting

and finance to manage and control

project costs. PLO 7, 10

5. Apply human resources

management best practices in the

execution of projects. PLO 7, 9, 10,

13

6. Identify when outside expertise is

required in the evaluation process.

PLO 10, 11

7. Describe methods for limiting

liability and management of risks at

each phase of a project. PLO 7, 9, 10

4 LAW9

400

Heritage Planning: An introduction to

Law, Policy, and Process

Many aspects of the heritage

conservation field are highly regulated.

Emphasis is on the theoretical and

practical aspects of heritage conservation

planning, with a particular focus on

Ontario and Canada. Students explore and

engage with a variety of topics including

the legal aspects of heritage planning;

regulated evaluation processes; permit

applications and review processes; how to

address conflicts between different

legislation; and some of the practical

management challenges of the field.

Drawing upon the framework of

“understand, plan, do” these topics are

42 1. Identify, examine, and describe key

legislation and regulatory processes

and how each applies to heritage

conservation. PLOs 1, 3. 5, 6, 8, 9

2. Describe and apply the concept of

“understand, plan, do” to heritage

conservation. PLOs 1, 2, 3. 5, 6, 7, 8,

9, 10, 11

3. Develop and present an application

for a heritage alteration. PLOs 1, 3,

4, 5, 6, 8, 9

4. Develop and present a Statement of

Significance/ Cultural Heritage Value

or Interest. PLOs 1, 2, 5, 6, 9, 13

5. Research, analyse, evaluate and

critique a heritage project from a

heritage planning perspective. PLOs


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explored through a variety of guest

speakers, tours, practical scenarios, films,

discussions, and group work.

Pre-Requisite: none

Co-Requisite: none

1, 2, 3, 4, 5, 6, 8, 11, 13

WKT9

400

Co-op Work Term 1 (Summer)

Immediately following semester four, the

first co-op placement provides students

with experiential opportunities within the

construction industry and related

industries. The first work term centres on

attaining entry-level positions that

immerse students in a variety of activities

allowing them to apply principles and

concepts developed over the first two

years of study. Students returning from

Co-op Placement I bring additional

practical considerations to their third year

of study.

Pre-Requisite: none

Co-Requisite: none

420 1. Use industry-related skills and knowledge to fulfill requirements for the co-op work term. PLO 3, 9

2. Apply concepts, principles and skills learned in the academic environment to a real world context. PLO 3, 9

3. Participate, as a member of a working team, to achieve team goals and objectives. PLO 9

4. Respond effectively in written and verbal formats using the style, methods and communication tools required in the workplace. PLO 6

5. Use critical thinking to analyze situations, solve problems, and make decisions. PLO 5

6. Reflect on your performance during the workplace experience. PLO 11

5 PHI95

00


Ethics and Codes of Practice are critical to

professional practice and are designed to

promote honesty, integrity, and

professionalism. Students explore,

analyze, and apply different ethical

frameworks, as well as examples of

professional codes of practice/conduct as

applied to building and heritage

conservation projects. This includes but is

42 1. Distinguish between laws, ethics,

and codes of practice/conduct. PLOs

1, 3, 5, 6, 8

2. Examine and apply different types of

ethical frameworks/codes of practice

to heritage conservation projects.

PLOs 1, 3, 5, 6, 8

3. Determine potential sources of

information and guidance on ethical

frameworks. PLOS, 1, 3, 8, 9, 10, 11


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not limited to research, conservation and

professional ethics, as well as ethical

management of finances, contracts and

hiring practices. Students engage with

these topics through ethical scenarios,

guest lectures, and films.

Pre-Requisite: none

Co-Requisite: none

4. Apply ethics and codes of practice to

practical scenarios while articulating

a rationale for their choices and

decisions. PLOS, 1, 3, 5, 8, 9, 10, 11

5. Describe the potential impacts of

ethical/professional misconduct.

PLOS, 1, 5, 8, 9, 11

6. Discuss the inter-relationship

between social, economic, and

environmental sustainability and

ethical management practices. PLO

13

5 BSC11

00

Building Science I

Understanding the factors that influence

building performance is necessary in the

field of building science. Students study

relevant building physics concepts and

principles that impact building

performance such as the properties of air,

moisture movement, comfort and heat

loss/gain. Through the use of building as a

system approaches students analyze the

impact of flows (air, water and heat)

through and within the building.

Pre-Requisite: none

Co-Requisite: none

42 1. Discuss the building science domain

and its constituent bodies of

knowledge. PLO 1, 3, 6, 11

2. Explain Building Science from

historical standpoints. PLO 1, 2

3. Describe the interior and exterior

environmental conditions that

impact building performance. PLO 1,

5, 12

4. Examine heat transfer in buildings.

PLO 1, 5, 7

5. Analyze moisture movement in

buildings. PLO 1, 5, 7

6. Evaluate air movement in buildings.

PLO 1, 5, 7

5 ARC9

505

History and Philosophy of Canadian

Architecture

Architecture is not neutral; it can reflect

important aspects of our society. Students

explore the different styles, technological

changes and influences on Canadian

architecture (including indigenous and

community-specific types) and analyze the

symbolism and power dynamics

associated with these ideas. Students

42 1. Compare and contrast different

architectural styles, trends,

technological changes, and

influences in Canadian Architecture.

PLOs 1, 2, 5, 11

2. Discuss and analyse the role of

symbolism and power dynamics in

architecture through the history of

Canadian Architecture. PLOs 1, 2, 5,

11, 13


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critique and apply these ideas through in-

class discussions, movies, guest lectures,

case studies, and site visits.

Pre-Requisite: none

Co-Requisite: none

3. Describe, assess and analyze built

heritage resources. PLOs 1, 2, 5, 11,

12

4. Present and critique the analysis of a

built heritage resource. PLOs 1, 2, 5,

6, 11

5 CSV95

00


The processes of inventory and evaluation

are important tools for understanding

cultural heritage resources. Rigorous and

critical analysis is key to effectively

identifying and managing change to

cultural heritage resources, including

condition-related issues. Students critique

and apply a variety of inventory and

evaluative methods through case studies,

discussions, property tours, exploration

and reflection, and guest lectures.

Pre-Requisite: none

Co-Requisite: none

42 1. Compare, contrast, and critique the

processes of inventory and

evaluation of cultural heritage

resources. PLOs 1, 2, 5, 6, 8, 9, 11,

12, 13

2. Discuss and debate the relative

methods of numeric scoring vs.

values-based methods. PLOs 1, 5, 6,

11, 12, 13

3. Describe and reflect on the role of

rigorous inventories and evaluations

as an essential part of building and

heritage conservation. PLOs 1, 2, 5,

6, 8, 9, 11

4. Present and defend the findings of

an evaluation project. PLOs 1, 2, 5,

6, 11

5.5 WKT9

500

Co-op Work Term 2 (winter)

The co-op placement provides students


construction industry and related

industries. Students attain entry-level

positions to apply principles and concepts

developed over the first three years of

study and the previous work term.

Students returning from co-op placements

420 1. Complete all work in compliance with legal and ethical regulations and standards. PLO 5, 9

2. Contribute to the practical application of discipline-specific concepts in a workplace environment. PLO 3, 4, 5, 6

3. Work independently and as a member of a team, to achieve workplace goals and objectives. PLO 10, 11


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bring additional practical considerations

to their study.

Pre-Requisite: WKT9400 Co-op Work Term

1

Co-Requisite: none

4. Communicate effectively in a professional work environment, using appropriate platforms and formats. PLO 6

5. Use critical thinking to analyze situations, propose solutions and contribute to decision-making. PLO 5, 6

6. Articulate knowledge and skills applied and developed during the work term. PLO 6, 11

6 WOO

9303


Timber framing involves just as much art

as science. Student apply specialized and

time-honoured layout and joinery

techniques to construct a timber frame

structure. Restoration and repair

techniques are investigated. Through

inspections of barns from the 19th and

early 20th centuries students develop an

appreciation of the history, craft, and the

strength and endurance of timber frame

structures.


Drawings; WOO9228 Carpentry: Roofs

and Finishes

Co-Requisite: none

70 1. Apply specific safety requirements

applicable to timber framing

work. PLO 3, 9

2. Assess the characteristics of

traditional timber frame

construction. PLO 1, 3

3. Construct traditional timber frame

structures. PLO 1, 3, 4

4. Create a formal inspection report to

record a timber frame structure. PLO

1, 2, 5, 6, 8, 9, 12

5. Repair timber structures. PLO 1, 3, 4

6. Document layout, joinery and

construction skills for a timber frame

structure as part of a professional

portfolio. PLO 11

6 CAD2

400


Being able to leverage technology to

clearly represent detailed building models

is necessary in clearly communicating

project details. Through the introduction

of Revit Architecture, students learn basic

creation, editing commands, annotation

and view controls in dealing with

28 1. Identify the elements that describe

Building Information Modeling

(BIM). PLO 5, 6, 11

2. Handle the Graphical User Interface.

PLO 5, 6, 11

3. Illustrate the process of modeling in

Revit. PLO 5, 6, 11


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residential buildings. Students create an

elementary residential model and drawing

set employing basic concepts of Building

Information Modeling (BIM).


Drawings

Co-Requisite: none

4. Use Revit tool and apply the BIM in

the modelling process. PLO 5, 6, 11

6 CSV96

00


Estimating

A proper estimate is fundamental to the

financial viability of a building

conservation project and facilitates

successful planning and execution of a

plan. Students prepare project estimates

with varying levels of detail to support

reasonable and achievable plans.

Emphasis is placed on condition

assessments, accuracy of measurement,

appropriate material take-off, addressing

unexpected situations, and sound

estimating principles. Strategies for

responding to discrepancies between

technical drawings and “as found”

conditions are explored. Students develop

plans to ensure that required elements for

a project phase are in the right place at

the right time. Using common project

management tools, students coordinate

the planning and scheduling of tasks faced

in the workplace to support completion of

projects on time and within budget.

Pre-Requisite: none

Co-Requisite: none

42 1. Apply principles, practices and tools

of construction project management

to complete projects on time and

within budget. PLO 6, 7, 10

2. Read and interpret working drawings

for a commercial project in order to

prepare a detailed and accurate

project estimate. PLO 6, 7, 10

3. Prepare a detailed estimate to

control costs in accordance with best

practices in construction project

management. PLO 6, 7, 10

4. Create a project schedule with

acceptable contingencies and

reasonable dependency

relationships. PLO 6, 7, 10

5. Compile and manage a post job

review to promote lessons learned

and documentation processes in the

construction industry. PLO 1, 6, 7,

10, 12

6. Establish a process for the

maintenance of historical data to

perform an efficient feasibility study

for future similar projects. PLO 6, 7,

10, 11, 12, 13


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6.5 WKT9

600

Co-op Work Term 3 (fall)



construction and heritage industries.

Students attain entry-level positions to

apply principles and concepts developed

over the years of study and the previous

work terms. Students returning from co-

op placements bring additional practical

considerations to their study.

Pre-Requisite: WKT9500 Co-op Work

Term 2

Co-Requisite: none

420 1. Complete all work in compliance with legal and ethical regulations and standards. PLO 5, 9

2. Select and apply discipline-specific concepts in a workplace environment. PLO 1, 4, 3, 6

3. Use leadership skills to work independently and as a member of a team. PLO 5, 6, 10, 12


5. Use critical thinking to analyze situations, propose and defend solutions and decisions. PLO 5, 6

6. Articulate knowledge and skills applied and developed during the work term to support life-long learning. PLO 6, 11

7 WOO

9402


The rustic elegance and warmth of natural

wood, combined with technological

innovation come together in the creation

of sustainable log buildings. The tools,

techniques and materials used to build

heritage log buildings are explored in

theory and in practice. Heritage log

buildings are investigated to explore

traditional material preparation, joinery

techniques and foundation strategies.

Students construct a hand-hewn,

dovetailed log building using traditional

methods.

Pre-Requisite: WOO9303 Timber Framing

Co-Requisite: none

56 1. Apply specific safety requirements

applicable to log building work. PLO

9

2. Asses the characteristics and joinery

of traditional log construction. PLO

1, 2, 4, 5

3. Construct a log structure applying

traditional and modern practice. PLO

1, 3, 4, 9

4. Create a formal inspection report to

record a historic log structure. PLO 1,

2, 5, 6, 8, 9, 12.

5. Identify and apply various

techniques for the repair of

traditional hewn log buildings. PLO

1, 3, 4, 8

6. Document joinery and log building

skills and techniques for contribution

to a professional portfolio. PLO 11


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7 CSV97

00


Heritage Conservation specialists often

find themselves managing different types

of heritage sites. Students examine

diverse aspects of site management,

including risk assessment and

management, asset management,

facilities management, financial

management, and visitor management

specific to the stewardship of cultural

resources. Students develop condition

assessment and site management skills

while drawing upon their existing

knowledge and skills through heritage site

visits and analyse, case studies, scenario

discussions and comparative analysis of

different site types.

Pre-Requisite: CSV9310 Contextualizing

Heritage

Co-Requisite: none

42 1. Analyze the various aspects of

effective heritage site management.

PLOs 1, 2, 3, 4, 5, 7, 8, 9, 10, 11, 12

2. Evaluate the unique challenges of

working with historic sites,

particularly those with multiple

cultural heritage resources. PLOs 1,

2, 3, 4, 5, 7, 8, 9, 10, 11, 12, 13

3. Research and present risk

management and maintenance

strategies for historic sites. PLOs 1,

3, 4, 5, 6, 7, 8, 9, 10, 12

4. Evaluate various tools for visitor

management to support the balance

between site use and effective

conservation. PLOs, 1, 5, 6, 8, 9, 10,

12

5. Apply basic financial management

principles to support operations and

long-term viability of heritage sites.

PLOs 1, 7, 9, 10, 13

7 CSV97

10


Before starting any conservation project

work, an evidence-based, detailed plan

must be created. Working individually,

students select a study site, and complete

a survey and condition report including

documentation of history, craft styles,

materials and building evolution. Students

design a research project, conduct

preliminary research, and develop a

project proposal. A formal proposal and

plan, including reference to conservation

guidelines and philosophies, cost

42 1. Develop research plans

incorporating applied research or

industry practices. PLO 1. 2, 6, 8, 10

2. Complete scoping and initial work

for the research project proposal.

PLO 1, 2

3. Develop a project plan to finish on

time and within budget. PLO 4, 7, 10,

13

4. Research and record details of

related building conservation and

heritage elements. PLO 1, 2, 5, 6


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estimates, timelines, drawings and other

required documents is developed.

Pre-Requisite: none

Co-Requisite: none

5. Develop strategies for lifelong

learning that includes a portfolio of

personal works to highlight ones’

own building conservation skills and

knowledge. PLO 11

7 CSV97

20


Cultural resource management is based

on thoughtful and continuous planning

and stewardship. A Conservation Plan is

an essential planning and management

tool for the long-term conservation of

cultural resources. The conservation plan

includes condition assessment, research

methods, documentation, and project

management to retain a cultural

resource’s significance. The plan also

includes guidance for long-term viability,

ongoing maintenance and repairs, and

compliance with building codes, including

accessibility. Students analyze

conservation planning methodologies,

statements on tangible and intangible

heritage values along with contextual

research and their own visual

observations. Through in-class

discussions, an analysis of case studies,

research, interviews, and site visits,

students will develop and present their

own conservation plan for a cultural

resource.

Pre-Requisites: CSV9310 Contextualizing

Heritage

Co-Requisite: none

42 1. Identify and differentiate the

components of a conservation plan.

PLOs 2,3,4,8

2. Evaluate how different community

engagement strategies play a vital

on-going role in successful planning

initiatives. PLOs 10,12,13

3. Prepare a statement of significance

and an analysis of the character-

defining elements for a cultural

resource. PLOs 2,6

4. Use multiple types of documentation

to prepare and communicate a

summary of findings for an in situ

cultural resource assessment and

diagnosis. PLOs 5,6,9

5. Apply conservation principles to

proposed interventions, including

rehabilitation or adaptive reuse, with

drawings, photographs, digital

images, specifications and a

recommended work plan for the

conservation of the cultural

resource. PLOs 5,6,8

6. Develop a detailed outline for a

comprehensive Conservation Plan

for a cultural resource in a

community. PLOs 4,5,6,7,8,9,10

8 ENL98

00

Technical Writing for Reports and Grant

Proposals

42 1. Analyze the audience(s) and their interests, knowledge, and experience prior to preparing a


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Clear and concise written and oral

presentations are essential

communication skills for the design,

development, construction, and financing

of heritage conservation projects within

the public, private and non-profit sectors.

Students synthesize technical information

for a variety of informed audiences to

plan, write and present a technical report

and a grant proposal to support a heritage

conservation project. Students examine

writing methodologies and create text

tailored to project descriptions, regulatory

agency briefs, specifications, financial

evaluations, requests for proposals, grant

applications, and clients’ needs. Through

case studies, discussions and in-class

presentations, students consider the

different perspectives of diverse

audiences who often adjudicate proposals

and approve projects.

Pre-Requisite: none

Co-Requisite: none

grant proposal, technical report and/or presentation to defend the project rationale. PLOs 4,5,6

2. Research available grant and funding opportunities and criteria. PLOs 5,6,8,9

3. Evaluate the “fit” between the project and the potential investor(s) and/or funder(s). PLOs 5,7

4. Distinguish the characteristics of an effective grant proposal, how it will be evaluated by the grantor as well as the post-grant reporting expectations of the grantee. PLOs 6,12

5. Write a detailed outline for a technical report and a grant proposal, accompanied by visuals appropriate to the audiences’ interests and needs. PLOs 6,12

8 CSV98

00


Building conservation projects are based

on research and detailed planning.

Students complete and execute a project

based on an approved proposal. A final

project submission documents the

restoration, process, results of the

intervention, and any ‘next steps’ or

maintenance plans needed. Completed

projects are incorporated into the

student’s personal portfolio of work to

share with industry professionals and

peers.

70 1. Establish a problem-solving

methodology and direction for

undertaking a conservation

intervention. PLO 4, 5, 6, 7, 10

2. Execute a project plan to finish on

time and within budget parameters.

PLO 7, 10

3. Present research results while

ensuring transparency of process

and successful research conclusion.

PLO 6,


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Pre-Requisite: CSV9710 Building

Conservation Project 1

Co-Requisite: none

4. Research and document an

intervention within a conservation

context. PLO 1, 2, 6, 8, 12

5. Apply ethical, legal and standard

safety best practices to all work. PLO

8, 9, 13

6. Craft a replica of a built heritage

element component using

appropriate traditional and

contemporary tools and techniques.

PLO 3, 4

7. Document building conservation

skills, techniques and processes of a

project to contribute to a

professional portfolio. PLO 11

8 CSV98

10


The Building Conservation field requires

practitioners with strong analytic and

interpretive skills, who can conduct

independent research and succinctly

present synthesized ideas. Students

consolidate theoretical and skills-based

knowledge through a capstone study

project in consultation with a supervisor.

Students integrate, reflect upon, and

apply knowledge essential to deep,

purposeful learning experiences that

contributes to the body of knowledge in

building and heritage conservation.

Projects may take various forms based on

student’s experience, area(s) of interest,

and professional aspirations. Through the

completion, presentation, and reflection

of the project, students facilitate their

transition from student to practitioner

and lifelong learner.

28 1. Conceptualize, organize, and

develop an independent research

project. PLOs 1, 4, 5, 6, 9, 11

2. Develop a comprehensive research design for the project. PLOs 1, 4, 5, 6, 9, 11

3. Synthesize, integrate and communicate the different aspects of the theoretical and practical component of building and heritage conservation in pursuit of a self-designed research project. PLOs 1, 2, 5, 6, 9

4. Reflect upon learning and growth as a building conservation practitioner. PLO 11, 12, 13


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Pre-Requisite: PHI2000 Introduction to

Research

Co-Requisite: none


193

4.3.2 Course Outlines – Core Courses *excluded for web version-confidential/proprietary

material


194

4.4 Learning Outcomes

The proposed Bachelor of Applied Science (Building Conservation) (Honours) program is designed to provide

students with the skills, knowledge, and confidence to succeed in the Building Conservation field. The

program will deliver a unique learning experience that provides industry-ready students with sound carpentry

and joinery skills, business and project management fundamentals, communication and problem-solving

skills, an awareness of the technical, legal and philosophical context of the industry, and who have the

leadership skills to promote and advance the body of knowledge in the field.

The program has been developed to meet the following thirteen (13) degree level learning outcomes:



2. Document and communicate the values of cultures, places and communities informed by oral and

written historical research, empirical investigations of heritage resources and the crafts and trades that

created them.

3. Restore, repair, recreate, construct, and install elements related to structures and resources according to

regulations, standards and guidelines, local and historical practices and traditional and contemporary


4. Select and apply artisanal techniques using traditional and contemporary materials and methods to

support conservation, revitalization, and renovation projects.



6. Prepare and defend proposals and decisions using clear messages, research, and technical presentations

in multiple formats appropriate to external and internal stakeholders.

7. Contribute to the on-going economic viability of conservation and renovation projects through the

application of principles of estimating, accounting, finance, and cost controls to keep projects on time

and within budget.


with regulations, standards and guidelines, conservation principles and practices, and ethical and

professional standards.

9. Organize, coordinate, complete, and communicate information to ensure all projects comply with health

and safety practices and procedures; established professional and technical standards; and, applicable

cultural practices, legislation, and regulations.

10. Manage the progression of projects and sites by applying basic principles and strategies of project

management and risk management in collaboration with interprofessional partners and stakeholders.

11. Develop strategies for lifelong learning to adapt to changes in the field, in cultures and societies to ensure

relevance and foster inter-disciplinary and inter-professional collaboration.

12. Use leadership skills to promote and advance the body of knowledge in the field through research,

partnerships, and on-going dialogue with stakeholders.

13. Identify and apply discipline-specific practices that contribute to the local and global community through

social responsibility, economic commitment and environmental stewardship.


195

Table 4.4.1: Mapping of Program Learning Outcomes to Degree Level Standards

DEGREE LEVEL

LEARNING OUTCOMES

→

1. Depth and Breadth of

Knowledge

2. Conceptual

and

Methodological

Awareness/Rese

arch and

Scholarship

3.

Commu

nication

Skills

4.Application of

Knowledge

5.Professional

Capacity/Autonomy

6.Awa

reness

of

Limits

of

Knowl

edge

PROGRAM LEVEL

LEARNING OUTCOMES

↓

A.* B. C. D. E. F. A. B. A. B. C. A. B. C.


X X X X X X X X X X X X

2. Document and communicate the values of cultures, places and communities informed by oral

X X X X X X X X X X X X X X


196

DEGREE LEVEL

LEARNING OUTCOMES

→


Knowledge

2. Conceptual

and

Methodological

Awareness/Rese

arch and

Scholarship

3.

Commu

nication

Skills

4.Application of

Knowledge

5.Professional

Capacity/Autonomy

6.Awa

reness

of

Limits

of

Knowl

edge

and written historical research, empirical investigations of heritage resources and the crafts and trades that created them.

3. Restore, repair, recreate, construct, and install elements related to structures and resources according to regulations, standards and guidelines, local and historical practices and traditional and contemporary

X X X X X X


197

DEGREE LEVEL

LEARNING OUTCOMES

→


Knowledge

2. Conceptual

and

Methodological

Awareness/Rese

arch and

Scholarship

3.

Commu

nication

Skills

4.Application of

Knowledge

5.Professional

Capacity/Autonomy

6.Awa

reness

of

Limits

of

Knowl

edge



X X X X X X X

5. Apply critical thinking and research skills to solve problems, formulate strategies, and interventions for the conservation and re-use of buildings,

X X X X X X X X X X X X X


198

DEGREE LEVEL

LEARNING OUTCOMES

→


Knowledge

2. Conceptual

and

Methodological

Awareness/Rese

arch and

Scholarship

3.

Commu

nication

Skills

4.Application of

Knowledge

5.Professional

Capacity/Autonomy

6.Awa

reness

of

Limits

of

Knowl

edge

structures and resources.


X X X X X X X X X X X X X X

7. Contribute to the on-going economic viability of conservation and renovation projects through the application of principles of estimating, accounting,

X X X X


199

DEGREE LEVEL

LEARNING OUTCOMES

→


Knowledge

2. Conceptual

and

Methodological

Awareness/Rese

arch and

Scholarship

3.

Commu

nication

Skills

4.Application of

Knowledge

5.Professional

Capacity/Autonomy

6.Awa

reness

of

Limits

of

Knowl

edge

finance, and cost controls to keep projects on time and within budget.


X X X X X X X X

9. Organize, coordinate, complete, and

X X X X X X X


200

DEGREE LEVEL

LEARNING OUTCOMES

→


Knowledge

2. Conceptual

and

Methodological

Awareness/Rese

arch and

Scholarship

3.

Commu

nication

Skills

4.Application of

Knowledge

5.Professional

Capacity/Autonomy

6.Awa

reness

of

Limits

of

Knowl

edge

communicate information to ensure all projects comply with health and safety practices and procedures; established professional and technical standards; and, applicable cultural practices, legislation, and regulations.

10. Manage the progression of projects and sites by applying basic principles and strategies of project management and risk management in collaboration

X X X X X X X X X


201

DEGREE LEVEL

LEARNING OUTCOMES

→


Knowledge

2. Conceptual

and

Methodological

Awareness/Rese

arch and

Scholarship

3.

Commu

nication

Skills

4.Application of

Knowledge

5.Professional

Capacity/Autonomy

6.Awa

reness

of

Limits

of

Knowl

edge

with interprofessional partners and stakeholders.


X X X X X X X X


X X X X X X X X X X X X


202

DEGREE LEVEL

LEARNING OUTCOMES

→


Knowledge

2. Conceptual

and

Methodological

Awareness/Rese

arch and

Scholarship

3.

Commu

nication

Skills

4.Application of

Knowledge

5.Professional

Capacity/Autonomy

6.Awa

reness

of

Limits

of

Knowl

edge


X X X X X X X X

* Degree Level Standards detailed below:

1. Depth and Breadth of Knowledge

a. A general knowledge and understanding of many key concepts, methodologies, theoretical approaches, and assumptions in a

discipline

b. A broad understanding of some of the major fields in a discipline, including, where ap-propriate, from an interdisciplinary

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

c. An ability to gather, review, evaluate, and interpret information relevant to one or more of the major fields in a discipline

d. Some detailed knowledge in an area of the discipline.

e. Critical thinking and analytical skills inside and outside the discipline

f. The ability to apply learning from one or more areas.


203

2. Conceptual and Methodological Awareness/Research and Scholarship

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

a. evaluate the appropriateness of different approaches to solving problems using well established ideas and techniques

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

3. Communication Skills

The ability to communicate the results of their study/work accurately and reliably, orally and in writing, to non-specialist

audiences using structured and coherent arguments

4. Application of Knowledge

a. The ability to review, present, and interpret quantitative and qualitative information to

i. develop lines of argument

ii. make sound judgements in accordance with the major theories, concepts, and methods of the subject(s) of study

b. The ability to use a range of established techniques to

i. analyze information

ii. evaluate the appropriateness of different approaches to solving problems related to their area(s) of study

iii. propose solutions

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

5. Professional Capacity/Autonomy

a. The qualities and transferable skills necessary for further study, employment, community involvement, and other activities

requiring

i. the exercise of personal responsibility and decision-making

ii. working effectively with others

b. The ability to identify and address their own learning needs in changing circumstances and to select an appropriate program of

further study

c. Behaviour consistent with academic integrity and social responsibility

6. Awareness of Limits of Knowledge

An understanding of the limits to their own knowledge and how this might influence their analysis and interpretations


204

Table 4.4.2: Mapping of Course to Program Learning Outcomes

Course

Number

Course

Name

Leve

l

1 2 3 4 5 6 7 8 9 10

11

12

13

CON911

1

Carpentry: Foundations, Floors,

Walls and Basic Roofs

1 TA T TA

WOO92

54 Joinery Fundamentals

1 TA TA TA TA TA T

MAT910

5

Mathematics for the

Craftsperson

1 T T

CSV910

0

Introduction to Heritage

Conservation

1 TA TA T T T T T T T T

DSN110

0 Technical Drawings

1 T TA T

WOO92

28 Carpentry: Roofs and Finishes

2 TA TA TA T

W00922

6 Joinery: Architectural Millwork

2 TA TA TA TA T TA T T

CSV920

0


Practice: Past, Present and Future

2 TA T T T T T T T T T T T TA

ENL110

0

Communications and Academic

Writing

2

WOO93

06

Joinery: Doors and Windows 3 TA TA TA TA TA


205

Course

Number

Course

Name

Leve

l

1 2 3 4 5 6 7 8 9 10

11

12

13

CAD230

0

Building Modeling I 3 TA TA

CSV930

0

Traditional Materials Science 3 TA T T TA TA TA TA TA

CSV931

0

Contextualizing Heritage 3 TA T T T T T T T T T T T

PHI1000 Logic and Critical Thinking (non-

core)

3

CSV940

0

Existing Buildings: Re-use, Repair

and Maintenance

4 TA TA TA A TA A TA A TA TA

WOO92

24 Joinery: Traditional Staircasing

4 TA TA A TA TA TA

CSV941

0

Business Fundamentals for


Professionals

4

TA A T TA TA TA T TA T TA

LAW940

0


introduction to Law, Policy, and

Process

4

T T T A T T T T T T T TA

PHI2000 Introduction to Research (non-

core)

4


206

Course

Number

Course

Name

Leve

l

1 2 3 4 5 6 7 8 9 10

11

12

13

WKT940

0 Co-op Work Term 1

4

.

5

A A A A A

PHI9500 Ethics and Professional Practice 5 TA TA TA T TA T T TA TA

BSC110

0 Building Science I

5 TA TA TA T T TA

ARC950

5

History and Philosophy of


5 TA TA A TA T TA

CSV950

0

Inventory and Evaluation

Methodologies

5 TA A A TA A T TA TA TA

Elective (non-core, 2000-level) 5


WKT950

0 Co-op Work Term 2

5

.

5

A A A A A A A

WOO93

03

Traditional Carpentry: Timber

Framing

6 TA A TA TA TA A TA TA TA A

CAD240

0 Building Modeling II

6 A A TA

CSV960

0

Project Management, Scheduling

and Estimating

6 A TA

TA

CP

TA

CP TA T TA


207

Course

Number

Course

Name

Leve

l

1 2 3 4 5 6 7 8 9 10

11

12

13

QUA200

0 Statistics (non-core)

6


WKT960

0 Co-op Work Term 3

6

.

5

A A A A A A A A A

WOO94

02

Traditional Carpentry: Log

Building

7 TA A

TA

CP TA A A TA

AC

P TA A

CSV970

0 Heritage and Site Management

7 TA TA A A TA TA A

TA

CP A TA TA TA TA

CSV971

0 Building Conservation Project 1

7 TA

CP TA CP TA TA A TA TA A TA

CSV972

0 Heritage Conservation Plans

7

TA

CP TA TA TA A CP TA A

AC

P TA

TA

CP


ENL980

0

Technical Writing for Reports and

Grant Proposals

8 A

AC

P

TA

CP A A A TA

CSV980

0 Building Conservation Project 2

8 A A

AC

P CP TA A A CP CP A CP CP A

CSV980

1 Capstone Research Seminar

8 CP CP A CP CP A CP CP CP


208

Course

Number

Course

Name

Leve

l

1 2 3 4 5 6 7 8 9 10

11

12

13

Elective (non-core, 2000- or 4000-

level)

8

Elective (non-core, 4000 level ) 8

Legend

T Taught

A Assessed

CP Culminating Performance


209

4.5 Program Advisory Committee

The Bachelor of Applied Science (Building Conservation) (Honours) Program Advisory Committee (PAC) met

five times between March 2020 and March 2021. On March 30, 2021, the Bachelor of Applied Science

(Building Conservation) (Honours) Ad-Hoc Program Advisory Committee unanimously endorsed a motion of

support for the curriculum, program need and recommendation of the Bachelor of Applied Science (Building

Conservation) (Honours) program to the Board of Governors for approval.

The following table contains the membership of Bachelor of Applied Science (Building Conservation) (Honours)

PAC.

The Bachelor of Applied Science (Building Conservation) (Honours) Program Advisory Committee Membership:

Member Name Occupation and/or Employer Related Credentials

1 John Stewart

Commonwealth Historic Resource Management Ltd.

B.A., Fine Art; B.L.A., Landscape Architecture; Diploma, Historic Preservation Planning; Diploma, Conservation of Monuments; Oxford University, Worcester College (England)

2 Robert Pajot

Project Leader, Regeneration National Trust for Canada

Carpentry and Millwork – Heritage OCD

3 David Prini

Project Coordinator Heritage Grade

Carpentry and Millwork – Heritage OCD

4 John McIntyre

Director of Projects Fishburn Sheridan and Associates

P. Eng. BSc Urban Planning

5 Krista MacWilliam

Building Specialist Cleland Jardine Engineering

B.Eng Architectural Conservation and Sustainability

6 Rachel Perkins

Museum Administrator Cultural & Heritage Programs and Spaces City of Ottawa

7 David Scarlett

Chief Architect (Built Heritage), Parks Canada Architect

8 John Cooke

John G. Cooke and Associates, Ltd Consulting Engineers

P.Eng., FCSC, RSW

9 Brian Hierlihy

Consulting Associate, PTAH Consultants, Inc. Partner, Hierlihy Theriault Consultants

B.Arch, MBA, CAHP, MAPTI, iiSBE

10 Malcolm Wildeboer Partner, Vandenberg and Wildeboer Architects B.Arch, OAA, MRAIC

11 Roger Baird

Acting Manager, Heritage Interiors Conservation Division, and Senior Collections Preservation Advisor, Canadian Conservation Institute, Government of Canada

BA Canadian Studies, Applied Museum Studies OCAD


210

Member Name Occupation and/or Employer Related Credentials

12 Chris Uchiyama

Principal, Manager Heritage Consulting Services MA Heritage Conservation

13 Julian Whittam

Coordinator of Interpretation at St. Lawrence Parks Commission – Upper Canada Village

PhD

14 Marc Denhez

Lawyer and Adjudicator, Ministry of the Attorney General of Ontario Adjunct Research Professor, Carleton University

B.Civ.Law, BA, Law Society of Upper Canada

15 Chris Wiebe

Manager, Heritage Policy and Government Relations, National Trust for Canada

MA, Heritage Conservation

16 Mariana Esponda Associate Professor, Azrieli School of Architecture and Urbanism, Carleton University

PhD Architecture, M.Arch

The language for formal motion of support is as follows:

RESOLUTION:

MOVED by John Cooke and SECONDED by Brian Hierlihy THAT the Bachelor of Applied Science (Building Conservation) (Honours) Ad hoc Program Advisory Committee has reviewed the curriculum as presented for the Bachelor of Applied Science (Building Conservation) (Honours), supports the need for this program in the community, and recommends this program for approval to the Algonquin College Executive Team and to the Board of Governor.

Ad-Hoc Program Advisory Committee Meeting Bachelor of Applied Science (Building Conservation) (Honours)

Meeting Agenda Information Date: Tuesday, March 30, 2021 Time: 4:00 pm – 5:00 pm Location: Virtual – Zoom Meeting

Attendees

Krista MacWilliam (Building Science Specialist, Cleland Jardine Engineering)

David Scarlett (Chief Architect Built Heritage, Parks Canada)

Marc Denhez (Lawyer and Adjudicator, Ministry of the Attorney General of Ontario Adjunct Research Professor, Carleton University)

Roger Baird (Acting Manager, Heritage Interiors Conservation Division and Senior Collections Preservation Advisor, Canadian Conservation Institute, Government of Canada)

John Cooke (President, John G. Cooke & Associates, Ltd Consulting Engineers)

Brian Hierlihy (Consulting Associate, PTAH Consultants Inc.; Partner, Hierlihy Theriault Consultants)

Judy Oberlander (Principal, Judy Oberlander and Associates Inc.)

Marcus Letourneau (PhD, Senior Heritage Planner, Heritage Planning and Archaeology)

Chris Hahn (Dean, Perth Campus & ACCE))

Shaun Barr (Academic Chair, Perth Campus & ACCE)

Lynn Cummings (Professor, Academic Development)


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Jessica Devries (Chair, Academic Development)

Darren Taubman (Coordinator, Heritage Carpentry & Joinery program)

Cathy James (Professor)

Jennifer Burke (Note taker, Perth Campus)

Regrets

John J. Stewart (Landscape Architect, Commonwealth Historic Resource Management Ltd.)

John McIntyre (Director of Projects, Fishburn Sheridan & Associates)

Rachel Perkins (Museum Administrator , Cultural & Heritage Programs and Spaces Community Recreation and Cultural Programs City of Ottawa)

Dave Prini (Project Coordinator, Heritage Grade – Architectural Restoration Services)

Chris Wiebe (Manager, Heritage Policy and Government Relations, National Trust for Canada)

Chris Uchiyama ( Principal, Manager Heritage, MA Heritage – Chair for the Canadian Association of Heritage Professionals)

Robert Pajot (Project Leader, Regeneration, National Trust for Canada)

Mariana Esponda (Associate Professor, Azrieli School of Architecture and Urbanism, Carleton University)

Malcolm Wildeboer (Partner, Vandenberg and Wildeboer Architects)

Julian Whittam (Coordinator of Interpretation at St. Lawrence Parks Commission – Upper Canada Village)

Jack Hollinger (Professor, Heritage Carpentry)

Agenda Items:

1. Call to order - 4:01 pm

2. Report Review: Chris reviewed the Hanover Report, the Build Force Labour Market Analysis, as well as the positioning of the degree with the Building Science Degree currently offered at Algonquin College Centre of Excellence (ACCE) with Attendees. Chris advised that Hanover Research is a company that Algonquin College uses when developing a new program.

3. Discussion of Title: Chris reviewed the proposed title of Bachelor of Applied Science (Building Conservation) (Honours) with the Attendees. Chris asked for feedback and consensus among the committee on whether to move forward with the recommended title.

4. Motion for Approval: MOTION THAT the Bachelor of Applied Science (Building Conservation) (Honours) Ad hoc Program Advisory Committee has reviewed the curriculum as presented for the Bachelor of Applied Science (Building Conservation) (Honours), supports the need for this program in the community, and recommends this program for approval to the Algonquin College Executive Team and to the Board of Governor. Members in attendance who voted in favor of the motion:

Brian Hierlihy


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Roger Baird John Cooke Krista MacWilliam Marc Denhez David Scarlett

Members not in attendance who voted in favor via email reply in advance of the meeting: Rachel Perkins Rob Pajot Chris Uchiyama

Members not in attendance who voted in favor via email after the meeting:

Chris Wiebe Julian Whittam Malcolm Wildeboer John Stewart John McIntyre

Motion for approval was made by John Cooke, Seconded by Brian Hierlihy.

5. Discussion of Next Stage of Approval Process and Letters of Support

Chris advised Attendees that he will be reaching out in April 2021 seeking Letters of Support for the Degree. The Letters of Support will assist with the approval process of the Degree.

6. Call to adjourn – 4:53 pm


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Bachelor of Built Heritage Ad Hoc Advisory Committee Meeting Notes: Feb. 11, 2021 Attendees: Marc Denhez, Krista MacWilliam, James Forrester, Julian Whittam, Thomas Wicks, John Stewart, Brian Hierlihy, Stephen Robinson, Chris Uchiyama, Robert Pajot, Roger Baird, John Cooke Algonquin: Chris Hahn, Lynn Cummings, Amandah Selvey, Shaun Barr, David Hall, Jess DeVries, Pablo Medina-Villanueva, Maria Parra. Judy Oberlander, Marcus Letourneau, Darren Taubman

1. Document overview/Introduction

Chris provided an overview of some documents that are informing the development of this program and noted that Hanover is conducting a labour market analysis

o National Trust for Canada. (2020, November 5). Making Reuse the New Normal – Accelerating the Reuse and Retrofit of Canada’s Built Environment. https://regenerationworks.ca/wp-content/uploads/2020/12/E_Making-Reuse-the-New-Normal-Report-FINALV2.pdf (focus on p. 53 re: shortage of skilled professionals)

o Cultural Human Resources Council. (2004). Human Resources in Canada’s Built Heritage Sector: Mapping the Work Force and Setting Strategic Priorities. https://www.historicplaces.ca/media/5689/built_heritage_en.pdf (see pg. 19 and also see p. 72-118 for related Occupational Profiles in the Heritage sector)

Chris noted the environmental scan that was provided in advance of the meeting

Chris provided an overview of consultation that has been done since the last PAC meeting

2. Title

Brian: likes Bachelor of Applied Science (BASc); only concern is abbreviation, but good idea

Robert – I like the Applied Science lens for the title

John S.– like the title, instead of “building” suggests “built” o Robert – Built Resource Conservation

Chris U.– supports inclusion of “applied”

Stephen R.–likes built heritage- finds usually clarifying for people that often talking about built heritage resources, it would be nice for title to be clear that dealing with built heritage resources; talking about heritage resource rather than natural resource

Roger – BASc Built Heritage Conservation; applied science is important

Marc D.– would like revitalization to be included; general public doesn’t know what conservation means

o Chris noted that this will be clear in the program description and marketing materials

Brian - noted that the immediate landscape feeds into the built

Chris H. – likes synchronicity of building with building science degree

James – may be more succinct BAS (Built Heritage); noted that OCAD didn’t put applied in degree name and it has caused issues, so applauds the approach to this title

Narrowed to: o Bachelor of Applied Science (Building and Resource Conservation) o Bachelor of Applied Science (Built and Resource Conservation) o Bachelor of Applied Science (Built and Resource Revitalization) o Bachelor of Applied Science (Built Resource Conservation) o Bachelor of Applied Science (Built Resource Revitalization)

Chris will do survey and focus group with students

https://regenerationworks.ca/wp-content/uploads/2020/12/E_Making-Reuse-the-New-Normal-Report-FINALV2.pdf


https://www.historicplaces.ca/media/5689/built_heritage_en.pdf


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It was noted that conservation is a well defined term and there are standards o Marc D. noted concern that two organizations wouldn’t approve of conservation o Roger – regarding the “and” Parks is protecting spaces and places hence their

preoccupation; Conservation IS the 3 axes of preservation restoration and rehabilitation - revitalization equates to rehabilitation alone

Chris H. discussed current collaborative projects with Carleton University and discussion with Academic PAC member regarding structure and recognition of degree proposal

Brian H. noted there would be benefits to both institutions with collaboration

3. Feedback on the proposal

Program Description o Marcus noted the challenge of balancing the feedback for academic and trades components,

trying to make evident the transferable skills that could be across different employment opportunities. For the academic requirement, there were certain courses that needed to include to ensure that it is a bachelors level program

o No feedback on the program description o Julian – hasn’t seen idea of aesthetics in the program – understanding and appreciation – may

help graduates expand employment opportunities Brian – crops up in standards and guidelines

o Chris U – emphasize environmental benefits and sustainability in success factors. Built heritage is key to solving climate issues

o Marc – working on business-like manner on a budget – important for success of graduates o John C– understanding of materials you’re working with; teach why techniques; teaching

construction methodology, materials o John S – cultural diversity as a separate bullet; comes up more often o Brian – detailing of a building, materials science and stewardship for maintenance

Program learning outcomes: Brian – feels ok; agreed

Program of Study: o Brian – would it be possible to unplug carpentry and plug in masonry?

Jess provided an overview of pathways o Brian – not clear where material choices and material finishes would occur – traditional

finishes; Darren identified where would be taught o Marc D –would like to see working as a business on time and on a budget o Amandah – marrying of old and new, with examples of bathrooms – is there a building codes?

Darren – yes, there are two courses o Roger – confirm 3 co-op work terms; would all three be paid? Have had challenges bringing in

internships because Treasury Board guidelines require paid coops o David H – love structure of 3 across seasons, need to have demonstration of opportunities; do

other programs have co-op? noted Durham has 2 field placements o John C – noted that building codes didn’t exist at the time many of these buildings were

created and there is a need to develop professionals who understand the nuances and relationships of heritage building and who can influence the creation of new policies and standards

o John S – accessibility – noted that it was incorporated o Judy – noted that a lot of the comments/concepts are in but may not be overt enough and

could be clarified Roger – aesthetics

PAC is supportive of the program as presented; no major concerns noted


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Moved by Brian H., seconded by Krista M., with unanimous support from committee members in attendance On February 11, 2021 the Bachelor of Applied Science Built Resource Conservation (Honours) Ad hoc Program Advisory Committee unanimously endorsed the following motion: MOVED by Brian Herilihy and SECONDED by Krista MacWilliam THAT the Bachelor of Applied Science Built Resource Conservation (Honours) Ad hoc Program Advisory Committee has reviewed the curriculum as presented for the Bachelor of Applied Science Built Resource Conservation (Honours), supports the need for this program in the community, and recommends this program for approval to the Algonquin College Executive Team and to the Board of Governors.


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Ad Hoc Bachelor of Science (Built Heritage) (Honours) Degree Meeting, December 9, 2020 (4:00 pm to 5:00 pm) Attendees: James Forrester, Jessie Grebenc, David Scarlett, Chris Wiebe, Marc Denhez, John Cooke, Sydney Martin, John Stewart, Robert Pajot, Roger Baird, Carl Bray, Malcolm Wildeboer, Sean Fraser, Thomas Wicks, Jeff Meek, Victoria A. Algonquin College: Chris Hahn (Dean), Shaun Barr (Chair, Perth Campus), David Hall (Co-op), Jessica DeVries (Academic Development Chair), Cristina Holguin-Pando (Director, Applied Research), Pablo Medina-Villanueva (Construction Research Centre), Lynn Cummings (Curriculum Consultant), Darren Taubman (Faculty, Program Developer), Jack Hollinger (Faculty, Program Developer), Marcus Letourneau (SME, Program Developer), Judy Oberlander (SME, Program Developer) Overview of discussion

Chris Hahn welcomed everyone to the meeting and provided an overview of the documents sent ahead of the meeting to all attendees: Program Overview (Program Description, PLOs, POS, and Course Descriptions) and Case for Program overview.

Brief discussion on the program title: o Some wondering if the word “Applied” should be included in the title; Jessica D. shared that

all of the degrees at the College are considered “applied” and that there should be consideration for recognition of this degree by university Master’s programs for admissions as well as industry

o Some asking if “heritage” term might be limiting as it currently stands- i.e. consider widening to “existing buildings” or something similar; other members concerned about losing the focus on the specialized craft

David H. suggested defining discrete skills and career progression in industry at time of co-op like the Cybersecurity program; would like to know “what employers call these people in the workplace”; PEQAB requires a minimum 420 hours of co-op; could also look for WIL projects

David S. suggested looking into adding “asset manager for heritage site” as job possibility (look into whether restrictions to work by certain professions, i.e. engineering)

Roger B. suggested incorporating “risk assessment” for sites (risks to visitors and to site itself)

Victoria A. asked whether this program is unique by giving everyone the same experience throughout instead of bringing own background to program; goal is to have pathways from different areas but also provide direct entry from H.S.

John C. suggested this is an ideal source for conservators (mentioned Craig Sims, heritage building consultant)

Some suggested that “conditions assessment” happen earlier in the program, since this is typically the first step of any heritage project

Victoria A. suggested this may not be a program that a prospective conservator would be interested in taking

John Cooke shared story of needing 12 windows for a project that ended up being completed by AC HC students- very high quality, filled a need in industry

Pablo and Cristina (through chat) suggested the value of deep learning through applied projects

Chris H. suggested students will be able to work on construction site, heritage site, use research skills, etc. but that the program can’t be everything to everyone

Marc D. suggested need to work against industry perception that those who work on heritage do not know how to do it on a budget, so program should develop and highlight skills such as “budget”, “costing”, working on contracts, avoiding cost overruns, etc.

David S. suggested terms like “adaptive reuse” only a small part of Standards and Guidelines but might be good to include; “sustainability” already part of day to day but could be highlighted; leads to


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discussion of short-term and long-term costing /”lifecycle costing” for management of buildings decisions

Robert P. suggested replacing word “heritage” to incorporate more variety in terminology such as “rebuild” using sound conservation principles; traditional conservation; “intervention” (covers adaptive reuse preservation)

Sean F. suggested “building pathology” –separate of heritage diagnostics of existing asset, more neutral

Chris H. thanked all for attendance, discussion, feedback and support and asked that additional feedback is welcome; requested feedback prior to December 17th


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Bachelor of Built Heritage (Honours) Ad hoc Program Advisory Committee Meeting

Thursday, June 25 4:00-5:30pm

Topic Lead Time

1. Welcome and Introductions 4:05 start Attendees: Jack Hollinger, Darren Taubman, Matt Wheatley, Lynn Cummings, Jessica Devries, Eric Marois, Chris Hahn, Krista MacWilliam, Roger Baird, Dave Prini, John Stewart, Marcus Letourneau, Malcom Wildeboer, Judy Oberlander, Brian Hierlihy

Chris Hahn 5mins

2. Overview of Degree Program Development 4:13 – 4: Presentation delivered by Jessica to the group

Jessica DeVries

10mins

3. Overview and Open Discussion of the proposed Bachelor of Built Heritage (Honours) a. Discussion on the ideal applicant / graduate b. Draft Program Learning Outcomes c. Draft Program of Study d. Co-op and Work-integrated Learning e. Program Title f. Employment Opportunities and Future Study

Dave P.

“as builts” need to be included ; often drawings are not right, changes are made over time, change orders -add to PLO #4?

also in #7 – heritage is often exempt and non-conforming and say so – add “where applicable”

talk about epoxys in depth – identify finishes – needs to be covered more

include aspects of engineers, architects etc –grads need to be able to speak to other professionals who don’t “speak the same language” (also recommended as key by Judy)

include asbestos abatement certification course- Dave has taught this course in past

Krista M

masonry veneers, carbon and glass fibre re-enforcement

need to decide how much Building Science and Building Envelope are you including so you do not destroy the building –consider whether aspects of building science should be included in the PLOs (depending on the amount of focus)

will we include philosophy approaches as opposed to just standards and guidelines –philosophy and comparison of different approaches

Marcus L

important to understand how to do an interview as part of qualitative research to collect information from those who have lived experience with historical buildings to understand its history; experienced tradespeople best-practices

demonstrate through the program that a grad coming out of this program will do just as good a job as any other program – we have the practical/theoretical – just like an engineer – they can easily do a Master’s in England – they will want to

Darren Taubman and Lynn Cummings Program Advisory Committee Members

55mins


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Topic Lead Time

see the traditional academic skills somehow. -include cultural heritage, landscapes, CHLs, Historic urban centers, planning and conservation

Include international, national, regional, local –compare across (also noted by Judy)

John S

better define preservation and conservation as it is included all the way along –standardize language throughout

#6 say provincial and national before Ontario and national

also add best practices – the bible is the Standards and Guidelines – being able to identify a style of heritage – and understand the evaluation of a structure – the contextual is key as well. How this building fits in with the environment and the larger community.

Contextual is key—need to evaluate how the building fits into its environment and larger picture in community

Need to include architectural history- survey style, evaluation Judy O

adding in item 4 – documentation could go in the first learning outcome – it is an ongoing before, during and after

definitions are very important for those in the field take them and place in an appendix and explain they are from the standards and guidelines; can we say current standards and guidelines (no – just keep it non-specific)

communication skills – giving presentations – working with different professionals and professional skills – running a meeting

Need to define “intr to heritage” – this is so big

All delivered in situ? Highly recommend online….so we are not limited to face to face. This way students/experts can pull in information from where they are.

Perth is a living lab.

Given current world events, consider “who’s heritage” Hazardous materials and asbestos and lead paint etc including in various courses depending on context. Can we add a certification for asbestos awareness, lead abatement – teach the full load, working at heights (Safety Guys?), lead abatement (Ministry of Health? Safety Tech? InAir?) Roger B

Include a Material and Technology course could identify paint research, finishes, adhesives, architectural paint research, establish chronology of paint with identification and hazardous - everyone gets a set of blocks…;brick, clay-fired brick, masonry

Eric M

add certifications in micro-credentials where possible (also noted by Matt W. that certifications are a benefit for co-op)

o lead, asbestos abatement


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Topic Lead Time

o working at heights o other?

opportunity to collaborate on development of Building Envelope 1 and 2 with profs in Bachelor of Building Science (post meeting - Jack suggested potential resource people –Laura Elliot currently taking Bachelor of Building Science degree; Brigit O’Flaherty currently doing related thesis)

Brian H

need to show value of this specific degree – demonstrate why hire someone from this degree over another

include the problem of identifying materials; what kind of trees am I looking at in terms of landscape; paints, fabrics, synthetics, hazards and context of specific hazards (i.e. vermiculite) can be included; we need more knowledge embedded about things. Jack noted that ICCROM resources can be used – also consult with Darren McLean

the focus should be on technical writing – proposal writing is a sub-set of tasks.

include descriptive dendrology

4. Open Discussion / Additional comments a. Industry Survey

Minimum of 3 co-op terms (can be more – can be back to back – can be sandwiched )- we like them in every semester so students are always available – paid – semester is 450 hours – what we require is letters of support from industry – co-op would have representation at PAC committee meetings – what kind of work do they do, who are the competition, what associations do we join, rely on industry experts, need to have a great working relationship with faculty so that we can relate students to industry. Ideal state is 2:1 ratio of jobs to students COVID is resulting in only 48% of jobs compared to non-COVID. Curriculum is adjusted based on employer feedback. Placements can be international. Co-op is a course – we do not burden the student with work – they do assignments, not too heavy, Students pay for the course – certifications are really important – minim GPA requirement SIP funding to support onboarding is now zero Survey through professional association – what to be included; seeking experts for courses;

Darren Taubman and Lynn Cummings Program Advisory Committee Members

10mins

5. Next Steps Jessica DeVries

5mins

6. Wrap-up and Closing Chris Hahn 5mins


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Program Advisory Committee Meeting Heritage Carpentry and Joinery – Perth Campus

Meeting Agenda Information Date: Monday, March 9, 2020 Time: 4:00 pm – 6:00 pm Location: Perth Campus BIRL

Attendees • Rosemary Campbell • John McIntyre (Principal & Senior project Manager, Fishburn Sheridan & Associates) • Krista MacWilliam (Building Science Specialist, Cleland Jardin Engineering) • John Stewart (Landscape Architect, Commonwealth) • Paul Denys - (Renovation/Restoration Contractor) • Robert Pajot (Manager, PWGSC Heritage Programs & Stewardship, Public Works Government Services Canada) • Steve Mercer (Owner/Partner, Sentwood Mercer Ltd.) • Dave Prini (Project Coordinator, Heritage Grade – Architectural Restoration Services) • Judy Oberlander • Rachel Perkins • John Cooke, President, John G. Cooke & Associates • Brian Hierlihy, Architect/Consulting Associate, PTAH Consultants Inc., Architects • Chris Hahn (Dean, Perth Campus) • Darren Taubman (Coordinator, Heritage Carpentry & Joinery program) • Alanna McDonell (Manager, Marketing) • Cheryl Giff (Note taker, Perth Campus)

Regrets • Patrick Moore (Owner/Manager, Historical Carpentry) • David Scarlett (Parks Canada) • Sandy Smallwood (President, Andrex Holdings Limited) • Shaun Barr (Academic Chair, Perth Campus) • Tim Campbell

Agenda Items: 1. Call to order - 4:15 pm 2. Review and Approval of Agenda – Chris Hahn made motion to approve with second by Darren Taubman 3. Conflicts of interest declarations - none 4. Program-related new business: a. Decision: Addition of Co-op Education Chris Hahn advised the committee that the Co-op would be a 12-14 week curriculum and would fall between Level 2 and 3. It was decided that the Co-op would be optional and not mandatory as mandatory could create obstacles that could potential prevent a student from graduating. The committee agreed that optional would be a better choice for the first offering. Chris advised that the Algonquin Co-op department will conduct a labor market analysis as well as provide support. The only criteria to participate in the Co-op is to have a GPA of 3.0. The students are required to search out their Co-op location however, the College does provide some


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support. Rachel Perkins asked if the Co-op was a paid Co-op and Chris advised that yes it was but there is the potential of funding opportunities for the companies, this would be something the Co-op department would assist with. Judy Oberlander suggested that the College marketing team communicate/market the new Co-op opportunity. Chris advised the committee that if they are in agreement the next steps are to take it to the College Executive team and then the Board of Governors. Chris asked the committee whether there were any objections to introducing Co-op within the program; committee members had no objection. Motion was made to add Co-op Education to the Heritage Carpentry and Joinery program, Paul Denys moved to approve, second by John McIntyre, all in favor. The committee gave the following suggestions of organizations/venues to reach out to and inquire if any interest in Co-op opportunities:

1. City of Ottawa 2. Projects similar to the Merny Tower project 3. Unions 4. CCI – Small community projects 5. Alumni 6. Publications: CHP newsletter, Ottawa Construction, Greater Ottawa Home Builders

b. Enrolment / Retention Report The enrolment target for 20F is 66 students. Chris advised that the numbers for 19F was 44 and 18F was 54. The program has a current retention rate of 88-90%. The program currently has very few International students, Chris would like to increase this number. c. Marketing tactics to increase enrolment The committee was asked for their suggestions on marketing tactics.

1. Create a brochure for prospects that is a “How To”, such as applying, moving, choosing program. Also include a student success story. Marketing has created the “Why Perth” but Alanna McDonell said the marketing team could build on this.

2. Reach out to more of the unplugged centres 3. Ads in magazines and the Lee Valley catalogue 4. Attend more trade shows and the Woodworking show 5. Alumni 6. Direct contact with contractors 7. Have current students attend high school visits with recruiters 8. Create a partnership package 9. Film the students on the Field Work projects and use as marketing tool 10. Alanna asked the committee for some names of publications they would suggest contacting; Cottage

Life, Houzz, Interiors, Fine Home Builders.

d. Recommendation for Field Work Currently the program has a one week of Field Work in the curriculum. Chris posed the question to the committee if the Field Work should increase from one week to 7 or 8 weeks. The committee feels it would depend on the projects available, transportation and logistics. It was agreed that 7 weeks is more attractive. The committee suggested the option of hours versus weeks, which would give more flexibility depending on


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the project. Chris agreed that this could be an option and would discuss it with the faculty. The committee suggested compiling a list of approved projects (stockpile). e. Key Performance Indicators The annual Key Performance Indicator (KPI) survey is administered at the college by an independent research firm for the Ontario government. Colleges collect and report performance in five areas – graduate satisfaction, student satisfaction, employment rate, and employer satisfaction and graduation rate. The results of the survey are published on the Ministry website. Rural campuses can struggle in the survey since they do not have the same number of services as larger urban campuses. Typically, the Perth campus does well in the survey. The results will be sent out and can be discussed in the next meeting of the committee. 5. Status of New Program Development a. Collaborative Degree The campus had conversation with Carleton University regarding the possibility of a collaborative degree but it has been decided that the College will develop the degree on our own while keeping in touch with Carleton University. The name of the degree is still under review, currently it is referred to as the Bachelor of Technology in Built Heritage. Draft curriculum is being developed and should be ready for approval by January 2022. A target date for a launch of the graduate certificate is Fall of 2023. Darren Taubman and Lynn Cummings will be the leads on the degree development however Chris requested volunteers from the committee to create an ad-hoc committee to work with Darren and Lynn. Krista MacWilliam, Dave Prini, John Cooke and Brian Hierlihy have all volunteered to be members with Brian as the Chair along with Darren. b. Timber Framing College Certificate There are three certificates consisting of 140 hours each. c. Ontario College Certificate – Built Heritage The College has received approval for a graduate certificate in Built Heritage. 6. Summary of action items

a. Send out the KPI reports - Cheryl b. Send out the Vocational Learning Outcomes - Cheryl c. Send the committee members the Continuing Education workshops information - Cheryl d. Thank you for the Co-op motion – Chris e. Take the addition of Co-op Education to the College Executive team – Chris f. Discuss the increase of Field Work from 1 to 7 weeks with faculty - Chris g. Request for committee Chair - Chris

7. Date of next meeting – TBD 8. Call to adjourn – 6:30 pm


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4.6 Work Integrated Learning

This section provides details of the work experience requirements for the proposed Bachelor of Applied

Science (Building Conservation) (Honours) program. In addition to the explanation of the integration of the

work experiences within the program content, there is also information about the types of placements, the

support for finding placements, and the outcomes for the placements.

Program Structure

Year Fall Semester Winter Semester Spring/Summer Semester

Year 1 Level 1 Level 2 Off

Year 2 Level 3 Level 4 Co-op I

Year 3 Level 5 Co-op II Level 6

Year 4 Co-op III Level 7 Level 8

Integration of Work Experiences

The proposed Bachelor of Applied Science (Building Conservation) (Honours) includes three (3) mandatory co-

op work terms that must be completed successfully to qualify for graduation. The work terms are scheduled

following semesters four (4), five (5), and six (6) and are each for a period of fourteen (14) weeks (420 hours)

in length.

After four (4), five (5), and six (6) semesters, students will be able to function with a sense of autonomy and

demonstrate a great level of contribution. These co-op work terms will help in building practical work

experience and will act as an educational tool in subsequent semesters. Furthermore, ideas for the fourth-

year capstone projects (Built Conservation Projects 1 and 2) may be derived from the co-op experiences.

The placement of the co-op work terms is part of a deliberate strategy to use the practical work experience as

an educational tool in subsequent courses. As a result, third and fourth-year studies will be augmented based

on participation in real-world projects and activities.

Types of Work-integrated Learning Experiences

As indicated, there will be a variety of work-integrated learning experiences, including through co-op

placements, in-class and community projects and the final year project courses. These experiences are all

intended to scaffold student learning, such that the knowledge and skills they gain from going on co-op

placement can be leveraged in their course projects, and vice-versa. To that end, there are two criteria that

will be used for the ideal work-integrated experiences. Firstly, each experience should be similar to what

would be expected of a recent graduate. We appreciate that students will be novices initially, but we want to

be able to set them up for success as graduates and provide them with opportunities that will allow them to

grow their capabilities during their studies. Secondly, work experiences of a ‘project’ nature are preferred,

with clearly defined scope, and start and end dates. We will work closely with our industry partners.

Department of Co-operative Education, and the Office of Applied Research and Innovation to ensure that our

students are able to work on projects that they can contribute to from beginning to end.

The diversity and quantity of organizations involved in the built environment draw upon the knowledge

contained within the disciplines of conservation, revitalization, re-use, preservation, restoration and


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rehabilitation from a policy, materials use, skilled trades, architecture, engineering, project management and

site management perspective just to name a few – this provides for a wide array of placement opportunities.

With the proposed program located in the greater Ottawa area and the Montreal-Ottawa-Toronto triangle

means there is extensive potential for placements in the public and private sectors, locally, nationally and in

fact internationally given our current connections through the existing programs in both Perth and the

Algonquin Centre for Construction Excellence.

Support for co-op placements from local employers is high, with a variety of organizations already pledging a

willingness to offer co-op placements to students enrolled in the proposed Bachelor of Applied Science

(Building Conservation) (Honours) program.

Support for co-op placements will be sought from heritage professionals, construction and building

associations, museums, and government agencies. Within these fields, letters of support for the program and

co-op placements have been received to date from:

1. Barber – Carving & Sculpture Inc.

2. Barry Podalsky Associates Inc. Urban Design and Heritage Consultant

3. Canadian Association of Heritage Professionals

4. Canadian Conservation Institute

5. City of Hamilton, Heritage Facilities and Capital Planning

6. Cumberland Village Heritage Museum

7. ERA Architects Inc.

8. Greater Ottawa Home Builders’ Association

9. ICOMOS Canada

10. James A. Forrester

11. John G. Cooke and Associates Ltd. Consulting Engineers

12. Lee Valley Tools

13. MTB Associates Inc.

14. National Capital Commission

15. National Trust for Canada

16. Ontario Heritage Trust

17. Ottawa Construction Association

18. Parks Canada

19. PTAH Consultants Inc. (Brian Heirlihy)

20. PLC Construction (Ottawa District)

21. Town of Perth

22. Town of Smith Falls

23. Upper Canada Village

Support for Work-integrated Learning Experiences

Co-op work experiences are supported by Algonquin's Cooperative Education Department. In more specific

terms, staff from the Co-op Department facilitate the relationship between the employer/supervisor and the

student, while ensuring that the College meets its responsibilities for the quality of the work experience. The

Co-op Department works collaboratively with faculty members from the academic department to ensure the

placements are appropriate. The Co-op Department leverages the connections of faculty members with the

industry/community. These connections are a key aspect of how faculty members maintain their currency as


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part of their ongoing professional development. Examples of activities that facilitate community relationships

include being active on the program advisory committee, being active in local professional societies, attending

and participating in industry conferences, participating in applied research, and organizing tours and guest

speakers.

In addition to the Co-op Preparation online module offered prior to the start of the first co-op work term,

students receive support and guidance from staff in the Co-op Department throughout the application

process, including the submission of resumes, and the scheduling of interviews.

While students are on placement, there is further support from the Co-op Department through the monitoring

of the work experience. In collaboration with faculty from the academic program, site visits to the placement

are organized. Finally, staff in the Co-op Department mediate and guide the resolution of any issues that may

arise during the work term. Algonquin’s Cooperative Education Department details its services on the website:

http://www.algonquincollege.com/coop/



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Outcomes for Co-op Work Terms

There are three mandatory co-op work terms in the proposed Bachelor of Applied Science (Building Conservation) (Honours) program. The outcomes

for each of the co-op work terms are presented in the table below.

Outcomes for Work Experience

Work Term Co-op Work Term I Co-op Work Term II Co-op Work Term III

Hours 420 hours 420 hours 420 hours

Calendar

Description

Immediately following semester four, the

first co-op placement provides students

with experiential opportunities within

the construction industry and related

industries. The first work term centres on

attaining entry-level positions that

immerse students in a variety of activities

allowing them to apply principles and

concepts developed over the first two

years of study. Students returning from

Co-op Placement I bring additional

practical considerations to their third

year of study.

Pre-Requisite: WOO9228 Carpentry:

Roofs and Finishes

Co-Requisite: none



the construction industry and related

industries. Students attain entry-level

positions to apply principles and

concepts developed over the first three

years of study and the previous work

term. Students returning from co-op

placements bring additional practical


Pre-Requisite: Co-op Work Term 1

Co-Requisite: none



the construction and heritage industries.

Students attain entry-level positions to

apply principles and concepts developed

over the years of study and the previous

work terms. Students returning from co-

op placements bring additional practical


Pre-Requisite: Co-op Work Term 2

Co-Requisite: none

Course

Outcomes

1. Use industry-related skills and knowledge to fulfill requirements for the co-op work term. PLO 3, 9

2. Apply concepts, principles and skills learned in the academic environment to a real world context. PLO 3, 9

3. Participate, as a member of a

1. Complete all work in compliance with legal and ethical regulations and standards. PLO 5, 9

2. Contribute to the practical application of discipline-specific concepts in a workplace environment. PLO 3, 4, 5, 6

1. Complete all work in compliance with legal and ethical regulations and standards. PLO 5, 9

2. Select and apply discipline-specific concepts in a workplace environment. PLO 1, 4, 3, 6

3. Use leadership skills to work


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Work Term Co-op Work Term I Co-op Work Term II Co-op Work Term III

Hours 420 hours 420 hours 420 hours

working team, to achieve team goals and objectives. PLO 9

4. Respond effectively in written and verbal formats using the style, methods and communication tools required in the workplace. PLO 6

5. Use critical thinking to analyze situations, solve problems, and make decisions. PLO 5

6. Reflect on your performance during the workplace experience. PLO 11

3. Work independently and as a member of a team, to achieve workplace goals and objectives. PLO 10, 11


5. Use critical thinking to analyze situations, propose solutions and contribute to decision-making. PLO 5, 6

6. Articulate knowledge and skills applied and developed during the work term. PLO 6, 11

independently and as a member of a team. PLO 5, 6, 10, 12


5. Use critical thinking to analyze situations, propose and defend solutions and decisions. PLO 5, 6

6. Articulate knowledge and skills applied and developed during the work term to support life-long learning. PLO 6, 11


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Following established practices and procedures for cooperative education at Algonquin, evaluation of

student performance during the placement will be based on input from the employer/supervisor and on

work completed by the student. The employer/supervisor will complete both a Midterm Progress Report

and a Final Employer Evaluation. On both of these documents, students need to meet or exceed established

criteria for the placement. In addition, students will write a Final Work Term Report that will be submitted to

the academic department for grading by a faculty member. As part of this report, students need to connect

their work experience with the learning outcomes that were established for the work term. Once again,

students need to meet or exceed established criteria for the report.

The Co-operative Education Department facilitates the co-op process including the development of job

opportunities and the preparation of students for the work force. The department acts as a liaison between

the student, the employer and the academic department and collects the relevant academic assignments. A

website facilitates access to student and employer related web-based forms

http://www.algonquincollege.com/coop/.

Students, employers and the Co-op Department work together to ensure appropriate communication and

assessment during the co-op placement. All have access to a web-based platform that includes the following

guidelines/assessments:

Student Learning Objectives Guidelines

Midterm Evaluation Rubric (Self-assessment)

Midterm Evaluation Rubric (Employer)

Final Work-term Report Guidelines

Final Work-term Evaluation Rubric (Self-assessment)

Final Work-term Evaluation Rubric (Employer)

Final Work-term Reflection Report Rubric



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The following is the text content of the Final Work-Term Evaluation Rubrics (both self-assessment and

employer) and the web-based Performance Appraisal (completed by the employer) available from the

secure sign-in website which is submitted directly to the Co-op Department.

Performance Appraisal for Cooperative Education

(Final Evaluation-by Employer)

Supervisor’s Name:

Organization:

Student’s Name:

Are you satisfied with the student’s performance (Y/N):

Please rank the student’s abilities and skills based on the following criteria in the rubric.

Points/comments are assigned to each skill/competency/work habit etc.

(0 Points-Unsatisfactory, 1 Point-Satisfactory, 2 Points-Exemplary, Comments-if applicable)

Outcome #1: Take responsibility for their own learning and development

Motivation and enthusiasm

Student shows motivation and eagerness to learn.

Student shows enthusiasm in approaching work tasks.

Student takes responsibility for his/her learning objectives.

Work habits

Student is punctual and attend regularly, notifies of absences appropriately reported.

Student is thorough and prompt in completion of tasks and assignments.

Student is diligent in following instructions.

Student shows appropriateness of appearance and presentation.

Student seeks new challenges, assignments and projects.

Student shows initiative in ongoing communication and collaboration with mentor in a timely and

effective manner.

Student accepts suggestions and criticisms and maintains confidence.

Learning Objectives

Student reviewed learning objectives.

Student drafted measurable learning objectives.

Student clarified learning objectives and career goals throughout the work placement.

Outcome #2: Show competence in their workplace placement activities.

Apply discipline-specific knowledge and skills

Student applied discipline-specific knowledge and skills.

Organization and planning

Student manages time on tasks and completes work in a timely manner.

Student communicates information and ideas in both writing and speaking in a manner that is clear,

grammatically correct and appropriate to the audience.

Student listens to others’ ideas and opinions with an open mind.


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Student expresses his/her ideas and opinions openly using language that demonstrates respect for

people and their differences.

Outcome #3: Apply critical thinking skills in the development of the job.

Adaptability

Student learns from the placement experience, to react to unexpected circumstances.

Student is open to new ideas.

Student accepts and learns from differences in the experiences of others.

Creativity

Student seeks new and better ways of doing things.

Self-evaluation

Student accurately assesses his/her level of effectiveness and competence in practice and identifies

strengths and learning needs.

Decision-making

Student analyzes work situations and makes appropriate decisions and acts on them.

Outcome #4: Develop effective relations within a team of professionals.

Interpersonal and intercultural skills

Student cooperates and works effectively with manager.

Student shows consideration and respect to others and maintains purposeful working relationship

that respect diversity (culture, beliefs, sexual orientation).

Student works effectively in a team environment.

Strong knowledge of the company and work environment

Student shows effort to increase his/her knowledge of the organization, its mission, policies, rules and

regulations in relation of the work performed.


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Student Self-Assessment Final Rubric

Student’s Full Name:

Supervisor’s Name:

Organization:

Please rank your abilities and skills based on the following criteria in the rubric. This assessment will be a

helpful tool when writing your final report and may be discussed with your employer during the final review.

Points/comments are assigned to each skill/competency/work habit etc.

(0 Points-Unsatisfactory, 1 Point-Satisfactory, 2 Points-Exemplary, Comments-if applicable)

Outcome #1: Take responsibility for their own learning and development

Motivation and enthusiasm

I show motivation and eagerness to learn.

I show enthusiasm in approaching work tasks.

I take responsibility for his/her learning objectives.

Work habits

I am punctual and attend regularly, notifies of absences appropriately reported.

I am thorough and prompt completion of tasks and assignments.

I am diligent in following instructions.

I show appropriateness of appearance and presentation.

I seek new challenges, assignments and projects.

I show initiative in ongoing communication and collaboration with mentor in a timely and effective

manner.

Learning Objectives

I accept suggestions and criticisms and maintain confidence.

I reviewed learning objectives.

I drafted measurable learning objectives.

Outcome #2: Show competence in their workplace placement activities.

Apply discipline-specific knowledge and skills

I apply discipline-specific knowledge and skills.

Organization and planning

I manage time on tasks and completes work in a timely manner.

I communicate information and ideas in both writing and speaking in a manner that is clear,

grammatically correct and appropriate to the audience.

I listen to others’ ideas and opinions with an open mind.

I express my ideas and opinions openly using language that demonstrates respect for people and their

differences.

Outcome #3: Apply critical thinking skills in the development of the job.

Adaptability

I learn from the placement experience, to react to unexpected circumstances.

I am open to new ideas.


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I accept and learn from differences in the experiences of others.

Creativity

I seek new and better ways of doing things.

Self-evaluation

I accurately assess my level of effectiveness and competence in practice and identify strengths and

learning needs.

Decision-making

I analyze work situations and make appropriate decisions and acts on them.

Outcome #4: Develop effective relations within a team of professionals.

Interpersonal and intercultural skills

I cooperate and work effectively with manager.

I show consideration and respect to others and maintain purposeful working relationship that respect

diversity (culture, beliefs, sexual orientation).

I work effectively in a team environment.

Strong knowledge of the company and work environment

I show effort to increase my knowledge of the organization, its mission, policies, rules and regulations

in relation of the work performed.

Please provide any concerns/comments about your Co-op experience.

Conclusion In keeping with the Board's standards and benchmarks for program content, the proposed Bachelor of Applied Science (Building Conservation) (Honours) program includes three (3) mandatory co-op work terms that are scheduled in a block of fourteen (14) weeks. The first work term is in the summer semester (May – August) between the levels four (4) and five (5), the second work term is in the winter semester (January – April) between levels five (5) and six (6), and the third work term is in the Fall semester (September – December) between levels six (6) and seven (7). As indicated above, these work experiences:

are appropriate to the program;

have articulated learning outcomes; and

identify an appropriate method for both instructor and employer/supervisor assessment leading to the assignment of a grade.

The three work terms have been designed to meet the Co-operative Education and Work Integrated Learning Canada (CEWIL Canada) definition of co-op, in that the design:

alternates periods of academic terms and work terms;

represents 30% of the time spent in academic study; and,

spans seasonality. Students in the proposed Bachelor of Applied Science (Building Conservation) (Honours), as well as employers in related industries, will benefit from Algonquin's established reputation for experiential learning as exemplified through co-operative education. Moreover, on-going collaboration between the academic department and Algonquin's Co-operative Education Department will ensure that there are rich and meaningful work experiences that contribute to both the breadth and depth of the knowledge and skills developed by the students.


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5. Program Delivery The methodologies proposed for the delivery of curriculum and other program elements, and the associated

quality assurance policies and procedures meet the Board’s requirements as described in the following

sections.

5.1 Quality Assurance of Delivery

Algonquin College has a formal, institutionally approved policy and procedure for the periodic review of

programs that embodies the characteristics required of the Board. Algonquin has an effective Program

Quality Assurance process detailed in Policy AA38: Program Quality Assurance. The program evaluation

process consists of three primary components, Annual Curriculum Review, Program Mix Review and

Program Quality Review (PQR).

Algonquin College’s overall Quality Assurance Model and Processes may be viewed on the Program Quality

Assurance Website: http://www3.algonquincollege.com/academic-development/our-services/program-

quality-assurance/

The electronic policies file includes the policy on Quality Assurance within the following:

Policy AA 38: Program Quality Assurance

The electronic policies file includes policies and procedures pertaining to quality assurance within the

following:

Policy AA03: Program Councils

Policy AA25: Student Course Feedback

Policy AA38: Program Quality Assurance

5.2 Student Assessment and Workload

There will be several formalized opportunities to gather feedback on student performance and workload in the proposed Bachelor of Applied Science (Building Conservation) (Honours). As the courses are developed and delivered, faculty within the program will review and map the course assessments to ensure a balance of student workload and expectations. The map will be built upon as each year of the program is delivered and reviewed annually during the course outline review and renewal period to ensure that allowed adjustments are reflected in the course outlines for the following year as well as the course section information documents. Given that the degree will be taught by faculty that will also be teaching in the Heritage Carpentry and Joinery diploma program and by faculty conducting applied research (where some students will also be able to participate in applied research projects) there will be regular and frequent communication with all of the faculty across the breadth of the curriculum delivery and stakeholder engagement. At the Perth Campus all faculty use the same office areas and the size of the campus lends itself to very frequent and deep levels of engagement on this topic. Additionally, faculty will meet a minimum of twice per year, formally, to review

http://www3.algonquincollege.com/academic-development/our-services/program-quality-assurance/



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course curriculum and currency of content and to discuss proposed curriculum updates that will inform the Annual Curriculum Review process for the program. A key source of feedback for faculty is the student feedback on their learning experience gathered through reviewed course evaluations, twice annual program council meetings, and an annual focus group conducted by a non-faculty member, through which students will have the opportunity to share comments, suggestions and concerns on the program delivery and workload. There is of course the regular interaction of students and faculty on a daily basis. The program is structured so that workload is evenly distributed across the various semesters with each semester having a blend of studio/lab practical training, in-class theoretical training and out-of-class learning including experiential and self-study. The distribution of hours between these domains shifts as the student progresses with heavier studio/lab components at the beginning of the program and heavier out-of-class learning toward the end due to the nature of the project work in the later semesters. This workload distribution is done thoughtfully with the consideration of the co-op term experiences students will have.

5.3 Student Feedback

Algonquin College believes that student feedback as to the quality and effectiveness of course/program

delivery is an important component in the ongoing improvement of the delivery of programs. There are

standardized and regular feedback mechanisms in place to gather quantitative and qualitative data to inform

plans and actions.

Student Course Feedback (Course Assessment) survey results provide quantitative data that is analyzed

annually and compared year to year. Aligning with the College’s desire to reach all students anytime, anywhere,

Student Course Feedback surveys are online. Instead of a traditional one-time in-class opportunity to provide

feedback, surveys are open for a generous time period, with results available to individual course professors

and Academic Administrators immediately at the end of the course. Furthermore, the archiving of survey

results paves the way for efficient longitudinal analyses of this survey data enabling the College to determine

whether improvement initiatives have made a change in the program from the students’ perspective or

indicating where improvements are necessary. Qualitative information is also obtained from Student Course

Feedback surveys and Program Council meetings. All of this information is reviewed on an ongoing basis and

responded to, as appropriate. Promotion initiatives of the Student Course Feedback surveys, including videos,

signage, and promotional materials, as well as weekly response rate tracking, have resulted in year-over-year

response rate increases.

Where student feedback or performance are indicative of the need for support, academic advising and

student success specialists are available to assist students. Academic advising is available to students

through the services of faculty assigned an advising role. The role of the academic advisor is defined in

AA40: Academic Advising http://www2.algonquincollege.com/directives/policy/academic-advising/ as "...a

professor or instructor who has been assigned the responsibility of providing academic guidance to students

in his/her program at one or more specified levels.” (AA40, p.1)

Academic Advising tools and other resources, such as the Academic Advising Begins handbook are available

to faculty to assist in supporting students’ needs http://www.algonquincollege.com/acadvising/

http://www2.algonquincollege.com/directives/policy/academic-advising/

http://www.algonquincollege.com/acadvising/


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Student support specialists are assigned to each Faculty to provide guidance for overall student issues and

to provide support to students struggling with academics. http://www.algonquincollege.com/student-

success/home/support-services/

Student Coaching, Peer Tutoring and Study Workshops are also available to help students identify solutions

to difficulties with their studies through face-to-face coaching and virtual applications. Additionally, a

Student Learning Centre (SLC) is available to provide students with support in English, math, and computer

skills including Learning Support Labs, Peer Tutoring, Digital Literacy Labs, Presentation Studios, Study

Resources and SLC Kiosks. http://www.algonquincollege.com/slc/

The electronic policies file includes policies and procedures pertaining to student feedback, academic

advising and student performance within the following:

AA03: Program Councils

AA25: Student Course Feedback

AA40: Academic Advising


Student Course Feedback - Questions

The Course

1. Please rate the overall quality of this course Response: 5-point Likert Scale (Excellent, Very Good, Good, Fair, Poor) 2. The course resource(s) were useful Response: 5-Point Likert Scale (Strongly Agree, Agree, Neither agree nor disagree, Disagree, Strongly

Disagree) 3. The course assignments and/or tests were reflective of the materials covered in the course.

Response: 5-Point Likert Scale (Strongly Agree, Agree, Neither agree nor disagree, Disagree, Strongly Disagree)

4. What did you like most about this course? Response: Long Answer – open text

5. How could the course be improved to be of benefit to you? Response: Long Answer – open text

6. How would you rate your overall course learning experience this term? Response: 5-point Likert Scale (Excellent, Very Good, Good, Fair, Poor)

The Professor

Please tell us about your experience with your professor/instructor:

1. The professor/instructor was well prepared and organized for the course.

Response: 5-Point Likert Scale (Strongly Agree, Agree, Neither agree nor disagree, Disagree, Strongly

Disagree)

2. The professor/instructor presented the material in an engaging way.


Disagree)

3. The professor/instructor effectively integrated the use of technology in the course.

http://www.algonquincollege.com/student-success/home/support-services/

http://www.algonquincollege.com/student-success/home/support-services/

http://www.algonquincollege.com/slc/



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Disagree)

4. The professor/instructor was available to answer questions or provide feedback.


Disagree)

5. The professor/instructor communicated clear expectations of students in the course.


Disagree)

6. The professor/instructor returned assignments and/or tests promptly.


Disagree)


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6. Capacity to Deliver

6.1.a Faculty Qualifications

In order to deliver on the vision for this program, the proposed Bachelor of Applied Science (Building

Conservation) (Honours) incorporates nine courses from the Heritage Carpentry and Joinery Ontario College

Diploma program. Through these courses, students gain the technical carpentry and joinery skills for the

preservation, renovation, and restoration of existing buildings, including historical architecture. The

inclusion of these courses also provides a strong pathway for graduates of the Heritage Carpentry and

Joinery Ontario College Diploma program, and other related trades programs to pursue degree-level study

(see Section 3.2 Advanced Standing Policies and Requirements). The integration of these courses also

enables strategic and more sustainable resource use at the Perth campus. The courses are intentionally

integrated throughout the four years of study, rather than designed as 2+2 model, to support the students

in making connections across the technical and theoretical components of this field. However, the

integration of carpentry, joinery, timberframing and log building courses in the degree, for which the

credential of choice for those is a Red Seal Certificate of Qualification, needs to be taken into account in

regard to the PEQAB benchmark on Faculty Qualifications for Undergraduate Programs (Standard 5,

Benchmarks 2 and 3).

The curriculum is comprised of 40 courses, 30 of which are core and ten of which are breadth (non-core) (see Section 4.2.1 Course Schedules). Of the 30 core courses, nine are shared with the Heritage Carpentry and Joinery Ontario College Diploma program. Given this purposeful integration and the applied nature of the degree, faculty who have vocational experience and credentials in heritage and building conservation, which may also be reflected by a Red Seal certification, have been identified for the two of the degree project courses (CSV9710 and CSV9800). As a result, while 17/30 or 57% of the core courses will be taught by faculty holding a PhD credential, the remaining 13 courses will be taught by a mix of faculty with either Masters or related vocational credentials. Benchmark 5.3. is met in that more than half of all faculty teaching core courses hold a terminal credential in the field. The College is seeking exceptions to the PEQAB faculty credential benchmark 5.2.b for 6 faculty to teach the nine courses shared with the Heritage Carpentry and Joinery program, as well as two of the applied degree-level courses. Per the PEQAB requirement (Standard 5 Benchmark 2.b, footnote 26), the Senior Vice President Academic has approved, in writing, the faculty exceptions to this Benchmark (see Appendix 1). The courses that theses faculty will be teaching are:

Year and Level Course Code and Title Course Hours

Year 1, Level 1 CON9111 Carpentry: Foundations, Floors, Walls, and Basic Roofs 84

Year 1, Level 1 WOO9254 Joinery Fundamentals 112

Year 1, Level 2 WOO9228 Carpentry: Roofs and Finishes 154

Year 1, Level 2 WOO9226 Joinery: Architectural Millwork 84

Year 2, Level 3 WOO9306 Joinery: Doors and Windows 168

Year 2, Level 4 CSV9400 Existing Buildings: Re-use, Repair, and Maintenance 56

Year 2, Level 4 WOO9224 Joinery: Traditional Staircasing 70

Year 3, Level 6 WOO9303 Traditional Carpentry: Timber Framing 70

Year 4, Level 7 WOO9402 Traditional Carpentry: Log Building 56

Year 4, Level 7 CSV9710 Building Conservation Project 1 42

Year 4, Level 8 CSV9800 Building Conservation Project 2 70


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*rows highlighted in green represent courses shared with the Heritage Carpentry and Joinery Ontario College Diploma These courses have a heavy practical component that is akin to studio courses, and are necessary for students to make the connections between trade/craft and architecture, sustainability, and conservation. Through the combination of theory and practice, graduates will become academically qualified professionals and craftspeople with both an understanding and appreciation of traditional skills and competences as well as critical thinking endemic in this sector and that is so necessary to the work of building conservation. . These courses require those with a Red Seal qualification given that the trade/craft/artisanal aspect of these courses tie together with the theoretical aspects from the other courses in an applied way through practitioners. This degree is designed to respond to the requirement that working on heritage buildings requires distinct skills from more general construction related work, such as integrating heritage focused critical thinking skills and cultural appreciation with what we have come to know as contemporary trades training. In this way the technical and professional skills of the people, such as our graduates, who ensure the long-term sustainability of the built environment and our cultural heritage are both promoted and protected.

6.1.b Curriculum Vitae of Faculty Assigned to the Degree Program *excluded for web

version-confidential/proprietary material

The college has on file and available for inspection, from all faculty and staff whose CVs are included in this submission, signatures that attest to the truthfulness and completeness of the information contained in their CV and agreeing to the inclusion of their curriculum vitae in any documents/web sites associated with the submission, review, and final status of the program application. The curriculum vitae of faculty assigned to the Bachelor of Applied Science (Building Conservation) (Honours) program are included in Appendix 1. Note: The CVs of faculty responsible for the delivery of non-core (breadth) courses for which Ministerial

Consent has already been granted are on file with PEQAB and are current.


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6.2 Library Resources

The Algonquin College Library offers a variety of services to support faculty teaching and student learning by providing access to library professionals, librarians and library technicians, as well as print and electronic resources. Information can be found on our webpage at: https://www.algonquincollege.com/library/ Space The Perth Campus Library, built in 2011, includes seating for approximately 55 students with options for both group work and individual study. The entire library is generally a quiet or low noise area but there are two breakout/study rooms, with a capacity of six to eight students, that can be booked for either group or individual study. Services Reference The library offers reference services and research assistance on site and online. Students can drop in or make an appointment to speak with library staff. Online services are offered via chat in real time, video call or by email. Interlibrary Loans and Partnerships The Perth campus library enjoys a close working relationship with Archives Lanark. Their research library, which is open to the public, is used regularly by Algonquin students. As the campus is located in close proximity to the National Capital Region, students have the advantage of being close to many specialized libraries. In addition to traditional inter-library loan services, the Algonquin Library has local agreements with several area libraries, including Carleton University and Ottawa University libraries, which permit direct student borrowing or improved inter-library loan service. The Algonquin College Library is also a partner in the National Capital Sm@rtLibrary group which includes numerous member institutions. This partnership facilitates students’ access to resources available at partner institutions. Current partners include:

University of Ottawa

Carleton University

Ottawa Public Library

Canadian Museum of History Archives and Library

Canadian War Museum Military History Research Centre

La Cité collégiale

National Gallery

Bibliothèque municipal de Gatineau

Université du Québec en Outaouais

Canada Science and Technology Museum Library and Archives

Canada Aviation and Space Museum and Archives

https://www.algonquincollege.com/library/


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Canadian Museum of Nature Library and Archives

Dominican College University Instruction and Workshops Library research and information literacy instruction is available in class at the request of a faculty member. These sessions are developed and delivered by library staff and tailored specifically for the audience.

Presentations may be related to a specific research database, designed to meet the needs of a specific assignment, or a general introduction to the library resources in subject area, as per the request of the faculty member and the needs of the students at that time. For Building Conservation students, the presentation “Historical Research – Introduction to Local History Resources” would be essential. In addition to faculty requested instruction in class, the library provides online workshops at various times throughout the semester. Students can register for a time slot that best fits their schedule. Workshops on offer include:

Intro to the Online Library

Avoiding Plagiarism

Preparing your paper: Research

Identifying and Finding Scholarly Resources

Evaluating Resources: C.R.A.A.P. Test

Making the Best of Google by Using Google Scholar

Health Research with CINAHL

APA Citation Style: In-Text Citations

APA Citation Style: The Reference List

IEEE Citation Style

Copyright (for faculty)

Using Library Resources in You LMS (for faculty)

Technologies The Library provides desktop computers as well as laptops which can be borrowed for the day. Wireless service is available in the library but network connections are also provided in certain locations. Power for charging devices is available throughout. Access to laser printers, both black/white and colour, is also available. Accessibility Services Library staff can provide accommodation in the following ways:

Retrieving Material

Extending loan periods

Assistance with scanning

Providing, on request, a Library book in an accessible digital format using ACE (Accessible Content E-Portal)

Also available are assistive software and devices for screen reading, magnification, help with the reading/writing process and for those with mobility impairments.


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Copyright assistance A library technician is available to provide assistance for faculty with copyright questions. The technician keeps abreast of developments in Canadian copyright law as well as details of the library’s licencing agreements which pertain to copyrighted materials in subscribed databases. Faculty support

Library staff can support faculty with in-class library orientation and by providing guidance with resource availability.

Library staff can also help to identify or create a permanent link to an online article from the library’s resources and to ensure that the link can be used from off campus.

Librarians and resource selectors work with faculty to identify and purchase key resources and strengthen collections.

Faculty may use the course reserve service to make specific materials available for their students. More details about faculty supports can be found on the library’s website. Library collections The Perth Campus of Algonquin College is home to a collection of local history documents for Lanark County and the surrounding area, including land registry, birth/death records, census records, historic newspaper archives, fire insurance plans, historic atlases, architectural and conservation reports and drawings, both local and from the greater Ontario region. In partnership with Archives Ontario, the library houses several primary resources, on long-term loan from the Archives, including but not limited to the original Land record copybooks for Lanark County and tax rolls for the town of Perth. Many permanent and seasonal residents use the local history collection for genealogical research, but it is also a valuable resource for students as they research older properties in the Perth area. The recent addition of a collection of historic restoration documents and resources from John Stewart’s company, Commonwealth Historic Resource Management Limited, should prove quite beneficial for this program. In-house Support material for students in the Bachelor of Applied Science (Building Conservation) (Honours) may be spread throughout the library collection. The following list provides a few sample subject areas that may be of interest. Resources from the broader subjects, architecture and building construction, as well as from more specialized crafts and trades may also support this program.

Subject Call Number Range

Books DVDs

Architecture – Conservation and Restoration

NA100-130 85 2

Buildings – Maintenance, Repair, Reconstruction

TH3301-3411 37 3

Restoring, Remodelling and Caring for Older Houses

TH4816-4817 117 1


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Subject Call Number Range

Books DVDs

Building Materials TA401-492 215 11

Architecture (broad area) NA 2019 68

Building Construction (broad area) TH 1769 211

Online E-books For student convenience and library space considerations, the Library provides a much larger collection of electronic books. The e-book collection contains over 250,000 titles covering a broad range of disciplines.

Subject Call Number Range Ebooks

Architecture – Conservation and Restoration NA100-130 15

Buildings – Maintenance, Repair, Reconstruction TH3301-3411 31

Restoring, Remodelling and Caring for Older Houses TH4816-4817 13

Building Materials TA401-492 1292

Architecture (broad area) NA 1224

Building Construction (broad area) TH 651

Streamed Videos Algonquin library provides access to a large collection of online educational videos from Films on Demand. New titles are added to this product on a regular basis.

Subject Online Videos

Architecture 412

Construction Trades 414

Historic Building Restoration 25

Other online video collections and tutorials are available through the library, including National Film Board (NFB), and LinkedIn Learning (formerly lynda.com). LinkedIn Learning contains video tutorials and training courses for software, business and design as well as other basic and essential skills. Databases The Algonquin Library provides access to over 90 databases. Many of these databases would include journal titles and other information of relevance to Bachelor of Applied Science (Building Conservation) program. Database titles of specific interest would be:

Art and Architecture Complete

Academic Search Complete

Academic OneFile

Applied Science & Technology Source

ScienceDirect (College Edition)

Paper of Record

Canadian Major Dailies


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ICOMOS Open Archives (Open Access)

Canadian Heritage Information Network (Open Access)

Bibliographic Database of the Conservation Information Network (BCIN) (Open Access)

AATA Online: Abstracts of International Conservation Literature (Open Access)

Journals Journal titles available through these databases and in-house include the following:

Journal of Cultural Heritage

APT Bulletin

Construction and Building Materials

Studies in Conservation

Science in the Total Environment

Perth Courier (1834 – current)

Frontiers of Architectural Research (Open Access)

Heritage Science (Open Access)

Developments in the Built Environment (Open Access)

Architectural Histories (Open Access)

Docomomo Journal (Open Access) Additionally, the Library offers a “One Search” service which facilitates the searching of most library databases simultaneously. This service will greatly benefit students as they search for topics that are multi-disciplinary. *The library collection is fluid. All counts are approximate. Subject Guides The Library also offers a variety of subject guides which are intended for students who are new to the college or to a field of study. The subject guide does not provide an exhaustive list of resources but simply a starting point for research and information in a given discipline. Guides are updated regularly and can also be used to alert users to new resources acquired by the library. Currently available guides which may of interest to students and faculty of this program include:

Building Conservation Methods

Architectural Studies

Building Science

Construction Engineering

Masonry

Timber Framing and Log Building If recommended, a new subject guide could be created to highlight resources of particular interest to students in this program


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Next Steps for Enhancements Once the program is approved and course developers are working on specific course curriculum, other required resources may be identified, particularly for upper levels of the program. The library will endeavour to fill these potential gaps in the collection. Database and journal subscriptions are reviewed annually, as are requests for new purchases and subscriptions.


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6.3 Computer Resources and Web Access

As part of the College’s “Bring Your Own Device” (BYOD) initiative, students in the proposed Bachelor of

Applied Science (Building Conservation) (Honours) program will be required to have their own mobile

computing device (laptop or tablet) that meets specifications of the program: Windows PC “Best” Model:

Intel Core i7 or equivalent processor 16B or more of RAM 1TB HD 1 full size USB port Wireless 802.11ac Dedicated video card with 2GB RAM Windows 10 Autodesk Revit 17 inch screen preferred

https://www.algonquincollege.com/byod/2020/mobile-device-architecture-2020-2021/


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6.4 Classroom Space/Student and Faculty Workspaces

There are currently six standard e-classrooms at the Perth campus that vary in size and seating from 30 - 40 students. These classrooms have full e-learning capabilities that can be used for course delivery and web access. E-classrooms are Zoom capable and are equipped with wireless Internet access, video equipment, a speaker system, a high-resolution projector, a computer with wired access to high speed internet, and a white or black board. In addition, the Perth campus boasts a new Multi-Modal classroom separate from the main building. Constructed in 2016, The Building Innovation Research Lab seats 60 and contains two 86” monitors, two 55” confidence monitors for teaching and two VC 520 cameras for both audience and professor. Microphones are wall mounted and cover the entire classroom. Staff and students also have access to a mobile Zoom room that can be deployed to any space on campus. This portable system includes a DTEN for full Zoom capability, microphones, speakers, camera and a 55” screen for meetings or lectures. Both the Building Innovation Research Lab and the portable DTEN can accommodate large remote meetings between campuses as well as external groups. Students and professors can enjoy learning and teaching in a 4,657 square foot indoor joinery shop. This impressive space is outfitted with a large selection of industry standard equipment, a sizable library of hand tools and a sophisticated dust collection system. In addition, students have access to a 2,740 square foot outdoor construction shop, a 20,000 square foot outdoor building pad and a 10,000 square foot outdoor log building area for the construction of timber frames, small outbuildings and log cabins. Faculty workspaces are located directly across from the joinery shop. The campus also includes three dedicated breakout rooms for students to utilize when participating in team work. Students have access to a 2,000 square foot Library which also holds the Lanark County History Archives. These archives are helpful for research as they include information on land, cemetery, and census records, newspaper archives, and family histories for Perth and the surrounding area. When not in class, students may utilize on-campus fitness facilities, relax and refuel in the Student Lounge and Cafeteria or sit outside and enjoy the beautiful surroundings with Heritage Perth and its ongoing 200-year history.


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6.5 Specialized Equipment

The Algonquin College Perth Campus is well equipped to deliver the hands-on and technical components of the Bachelor of Applied Science (Building Science) (Honours) program through its Joinery Shop and its Construction, log building, and timber framing area.

The inventory of equipment used in the Joinery Shop includes:

Power tools and machines Tablesaws (SawStop, General)

Lathes (Rikon, Oneway)

Shapers (Laguna)

Jointers (General, Format4)

Thickness planers (Powermatic, General)

Bandsaws (Laguna, General)

Router tables (Kreg)

Mitre saws (Festool)

Routers (Festool)

Drill press (General)

Mortisers (Wadkin, General, Powermatic)

Radial arm saw (Poitras)

Stationary sanders (General, General International)

Dust extractors (Festool)

Assorted handheld tools, including sanders, nailers, drills, impact drivers and various saws

Hand Tools Smoother and jack planes by Veritas, Wood River

Selection of moulding planes

Set of hollow and round planes

Jointer planes by Veritas, Lie-Nielsen

Joinery saws by Veritas

Rabbet block planes by Lie-Nielsen

Various specialty planes by Veritas, including shoulder, shooting, skew rabbet, router and plow planes

Stanley combination planes

Hinge mortise planes by Veritas and Lie-Nielsen

Specialty chisels by Two Cherries, Hirsch, Stanley and Henry Taylor

Joinery saws by Veritas

Western saws by Pax

Spokeshaves, card scrapers and scratch stocks

Other Equipment A variety of sharpening systems

A wide array of clamps and dedicated assembly space

Traditional woodworking benches

Steam boxes for bending wood and disassembly

Glazing tools


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The inventory of equipment used in the Construction, Log Building, and Timber Framing Shop includes:

Variety of mitre saws

Variety of tablesaws

Variety of handheld power tools, including circular saws, drills, impact drivers, reciprocating saws, jigsaws and routers

Layout tools, including builder’s levels

A wide assortment of axes, handsaws, chisels and slicks for timber framing and log building

Chain mortisers

Thickness planer

Planer/jointer combination

Handheld timber planers

10” circular saws


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6.6 Resource Renewal and Upgrading

Library Resources

The College plans and invests in Library acquisitions on an annual basis. Library resource needs are identified by

the librarians as well as faculty members. Faculty members review existing acquisitions, typically in the

May/June timeframe. New resources (text, video, journal, electronic) that will be of benefits are prioritized and

purchasing recommendations submitted to the Library for consideration as per yearly funding allocations.

Policy AA31 further details the Library’s (formerly the Learning Resource Centre) mandate.

Computers and Computer Access

The College establishes an instructional computing and technology renewal and upgrading plan on an annual

basis. A process for renewal of computers and their deployment to staff has been established as detailed in

Policy IT02- Technology Evergreening and Policy IT06-Deployment of Computing Devices.

New equipment and renewal requirements are identified and prioritized on an annual basis in conjunction

with capital equipment planning. The College Space and Infrastructure Committee (CSIC) develops plans to

address strategic directions, needs and areas for improvement. On an annual basis, Schools are requested

by the CSIC to bring forward requests for renovations and/or space requirements to improve the learning

environment. These requests are prioritized by a sub-committee of CSIC.

Allocation of funds for environmental and learning resources is an annual process as per the budget

approved by Algonquin College’s Board of Governors. Capital funds are distributed amongst the

Faculties/Schools in the College and the allocation varies from year to year, based on funds available.

Classrooms

The College upgrades and enhances facilities on an ongoing basis taking into account enrolments, faculty

support needs, and the growing use of web-based technologies for learning and teaching.

Policy AA31: Learning Resource Centre

Policy IT02: Technology Evergreening

Policy IT06: Deployment of Computing Devices

Procedure: College Technology Committee Terms of Reference

Procedure: College Space and Infrastructure Committee Mandate


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6.7 Enrolment Projections and Staffing Implications

Cumulative

Semester

Enrolment

Contact

Hours

Cumulative

Full-time

Faculty

Equivalents

(F.T.E.)

Cumulative

Part-time

Faculty

Equivalents

(F.T.E.)

Contact

Hours

taught by

Full-time

Faculty

Contact

Hours

taught

by Part-

time

Faculty

Ratio of

Full-time

Students:

Full-time

Faculty

Year 1 43 644 1 0.8 362 282 43:1

Year 2 82 1246 1 2.5 362 884 82:1

Year 3 120 1722 2 2.2 543 1179 120:2

Year 4 158 2170 2 3 543 1627 158:2

Year 5 158 2170 2 3 543 1627 158:2

The table above depicts both the enrolment and staffing projections for the program. It is assumed that a

full-time professor will teach 4 courses per semester (180hrs or 360 per year). The figures are based on a

plan to hire a full-time faculty member in the second year following the launch of the program, assuming

stable enrolment. An existing faculty member will assume program coordination duties in the first year of

the program’s launch. This faculty member is a holder of a Red Seal in Carpentry and is currently completing

his Masters of Arts in Heritage Conservation at Carleton University. In the second year of the program, the

College intends to hire a full-time faculty member with a PhD to share in the leadership related to the

degree program. The existing full-time faculty will be 100% dedicated to the degree in year 1 and year 2 and

then reduced to 50% in year three with the addition of the other full-time faculty dedicated to the degree.

Faculty Selection

Faculty selection and orientation are detailed within Policy HR07: Full-time Hiring Process and Policy HR10:

New Employee Orientation.


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6.8 Faculty Credentials, Performance, Professional Development

Review of Faculty Performance

The Academic Chair is expected to conduct regular reviews of faculty performance, which includes a review

of student feedback on teaching and supervision (see Policy AA25: Student Course Feedback). Formal

performance appraisals of full-time faculty are to be conducted no less than once every three years and as

often as yearly. However, Student Course Feedback surveys are reviewed following each semester and any

areas for improvement are addressed with faculty on an ongoing basis. Performance appraisals of faculty

are conducted to ensure that student needs are being adequately met as well as to discuss the ongoing

needs and professional development of faculty.

New professors are subject to a one-year probationary period during which time the Chair will evaluate

them at regular intervals (every 4 months). The Chair completes a final, more detailed, evaluation

immediately prior to the end of the probationary period to formally acknowledge and confirm the faculty

member’s suitability.

The College has a Faculty Performance Development Program that provides for a consistent approach across

the College in how faculty performance is evaluated, as well as ensuring that it is collaborative and

respectful of all stakeholders. The program includes teaching observations, faculty self-evaluations and

setting of professional development plans that are completed on a three-year cycle, with annual reviews to

all for timely guidance.

Faculty Currency and Professional Development

The College offers a wide range of professional development activities for staff throughout the year. Policy

H04: Tuition Assistance – Degree Completion was instated to assist staff who wish to pursue further studies.

The purpose of Policy H04 is:

‘To provide professors and other College employees with support in acquiring degrees at the

bachelor’s, master’s and doctoral level at postsecondary institutions to better serve the needs of the

students, the strategic directions of the College, and to assist employees in achieving their

professional development goals.’

Other varied professional development opportunities offered by the Centre for Organizational Learning with

Human Resources may be viewed at: http://www.algonquincollege.com/pd/

Program faculty have received support to pursue furthering their academic credentials.

Faculty Innovation

Algonquin supports experimentation with new teaching methods and is an advocate for innovation.

Innovation was specifically referenced in the College’s 2008-2013 Strategic Plan and defined as, “…the

successful implementation of creative ideas which includes initiatives related to staff, programs, technology

and business processes." As such an Academic Innovation Fund was established in 2009 to formally support

experimentation with new teaching methodologies. Innovation is ongoing, and budget permitting, it is

https://www.algonquincollege.com/hr/managers-toolkit/fpdp/

http://www.algonquincollege.com/pd/


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expected that calls for proposals will continue to be announced. Now known as the Algonquin College

Innovation Fund (ACIF), faculty and staff are able to propose and receive up to a maximum of $10,000 for

projects that will lead to productivity improvements, enhanced teaching and learning, more engaged

employees and greater student success.

The Employee Learning Exchange is located in the College’s new DARE District. It provides a one-stop

solution where employees can meet their learning and technology needs from peers and specialists and

ignite creativity and innovation. Co-located within this space are the Centre for Continuing and Online

Learning, an Audio/Video recording studio, Learning Management System Help, Information Technology

Services, Learning and Teaching Services and the Centre for Organizational Learning.

Whenever new technologies are adopted for teaching and learning, professional development is provided

through Learning and Teaching Services. Typically prior to adopting system wide technologies, the College

will pilot/experiment, using off-site hosting services when necessary, and rollout the professional

development support in tandem. A Virtual Desktop Infrastructure is now in place which allows students and

staff to have access to any College licensed software anywhere/anytime on any device assisting with more

flexible course delivery.

Faculty Teaching and Supervision Loads

Faculty teaching and supervision loads are assigned in accordance with the Academic Employees Collective

Agreement’s Standard Workload Formula (SWF) defined in Article 11 – Workload.

The electronic policies file includes policies and procedures pertaining to faculty within the following:

Policy AA 23: Faculty Consultation with Students

Policy AA 25: Student Course Feedback

Policy AA 40: Academic Advising

Policy HR 02: Professional Development Leave

Policy HR 03: Tuition Assistance - Algonquin College Courses

Policy HR 04: Tuition Assistance - Degree Completion

Policy HR 07: Full-time Hiring Process

Policy HR 10: New Employee Orientation

Procedure: Credential Evidence and Release of Information

Procedure: Ontario Colleges of Applied Arts and Technology Academic Employees Collective Agreement

Excerpt Article 11 Workload


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6.9 Institutional Support

Support Service Brief Description of Service

Reception Area &

Welcome Centre

The Perth Campus Student Support Team provides a variety of services

dedicated to student success. The Main Office welcomes students immediately

as they enter the campus, located directly inside the main doors. The offices’

prominent location is significant, as it is both physically at the centre of what we

offer (and thus is central to our campus), and visually demonstrates a

welcoming, vital first point of access to a number of support services for

potential applicants, current students and graduates from one centralized

location, in the hopes of establishing a familiar and ongoing resource during an

individual’s affiliation with Algonquin College.

The Main Office features a welcoming greeting area, including one accessible

station, where students and clients can have a single point of contact for all

inquiries, and be referred to a full range of student support services.

The AC Hub

The AC Hub supports student engagement on the Perth campus and is a source

for information, events and workshops. Students will cultivate partnerships,

friendships and networking connections through the AC Hub and their various

opportunities. The goal is to enhance the academic experience beyond the scope

of the classroom, providing students the opportunity to become actively

involved in campus life and the surrounding community.

The AC Hub hosts College-wide orientation events, signature events, and

provides volunteer opportunities on campus and in the community recognized

by a Co-Curricular Record to acknowledge students’ contributions. Additionally,

the AC Hub delivers hands-on workshops, exposes students to industries

through keynote speakers and AC Hub Talks, and receives both physical and

virtual support from our main AC Hub location at the Ottawa Campus.

Academic Advising

Algonquin College's Policy on Academic Advising, AA40, defines an advisor as

“…a professor or instructor who has been assigned the responsibility of

providing academic guidance to students in his/her program.” In this role, the

faculty member provides the student with an opportunity to

plan, discuss, and review academic progress

address challenges that may impede successful performance

identify education, life and career goals

assist the student in creating a plan to realize those goals

refer the student to all College resources the College

Student Success

Specialists

Student Success Specialists are support staff who provide a welcoming first point

of contact for students of a designated academic area (e.g. Perth Campus), or

group (e.g., Aboriginal, WSIB). They work closely with Academic and Student

Services staff to:

https://www.algonquincollege.com/perth/

https://www.algonquincollege.com/perth/

http://www.algonquincollege.com/achub/

https://www.algonquincollege.com/acadvising/

http://www.algonquincollege.com/studentsuccess/

http://www.algonquincollege.com/studentsuccess/


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promote and implement student success initiatives (e.g., connecting

with students at risk)

ensure students’ questions are answered promptly or directed to the

appropriate forum

participate in activities that help students in the transition to the College

(e.g., orientation)

provide information about admissions, records, programs of study and

bursaries

link students to appropriate resources and services

Counselling Services Counselling Services provides confidential support services to students facing

the academic, career, and personal challenges of college. Services include:

Short term and supportive counselling for common mental health issues

experienced by students, such anxiety, depression, and stress regulation

Crisis intervention and suicide risk assessment

Proactive outreach initiatives issues such as team building, effective

group work, communication skills, and stress management

Program-choice planning and career direction assessment

Tragic Event Response Team

Parent Resource Network

Employee training initiatives such as "SafeTALK" suicide intervention,

"Positive Space" sexual orientation awareness, and a range of mental

health awareness workshops.

Financial Aid and Student

Awards

The Financial Aid and Student Awards team administer various government

financial assistance programs to eligible full and part-time students. Services

include, but are not limited to:

Administration of the Ontario Student Assistance Program (OSAP)

Assistance to students receiving out-of-province funding

Determination of an individual student’s eligibility for the various types

of funding

Administration of the student bursary programs for students

Employment Support

Centre

The Employment Support Centre offers professional services to students,

graduates, and employers and promotes college programs to the community as

well as offering a comprehensive electronic job posting service ensuring

employers and qualified students/graduates are connected.

Services include, but are not limited to: Electronic job posting system One-on-one job coaching appointments Résumé and cover letter review drop-in service Job search techniques Interview preparation Labour market information Career Fairs and other recruitment activities

http://www.algonquincollege.com/counselling/

https://www.algonquincollege.com/perth/home/future/financial-aid/

https://www.algonquincollege.com/perth/home/future/financial-aid/

http://www.algonquincollege.com/employment/

http://www.algonquincollege.com/employment/


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Community Employment

Services – Algonquin

College, Perth

Community Employment Services (CES) Algonquin College in Perth offers free-of-charge job search support and business services to students, graduates, employers, and community members. Services include, but are not limited to:

Job Posting services (virtually and in-office)

Employment Resource Centre & Computer Lab

Employment-related Workshops & training opportunities Résumé and cover letter support and coaching Apprenticeship guidance and career planning

Second Career Assessment Centre

Youth Job Connection program service provider This Employment Ontario program is funded by the Ontario Government and is administered by Algonquin College in the Perth area.

Peer Tutoring

Peer Tutoring provides the one-on-one opportunity for students experiencing

difficulties in a particular course to be matched with a senior student (nominal

fee applies) for academic assistance.

Centre for Accessible

Learning

The Centre for Accessible Learning provides counselling and advising, including specialized academic and personal counselling that is developed specifically for students with disabilities and not duplicated by regular counselling and advising services available to all students. Services include, but are not limited to:

Counselling and support so that students with disabilities can work within an accessible college environment

Assistive reading technologies

Test Centre for the provision of test and exam accommodations

Transcription services (i.e.: Braille, large print, alternative/digital formats such as accessible e-text)

Assistance in finding specialized peer tutors

Interpreters and electronic note taking for students with hearing loss

Peer notetaking services

Access to, and training for, assistive devices

Consultation with faculty for students with disability-related needs

Liaison with and referral to other Student Support Services and agencies

Liaison with campus and community agencies on the students’ behalf

Cooperative Education

Department

The Cooperative Education Department facilitates the co-op process including

the development of job opportunities and the preparation of the students for

the work force. The department acts as a liaison between the student, the

employer and the participating academic departments and collects the relevant

academic assignments. The academic coordinators evaluate the student’s co-op

work term report.

Services include, but are not limited to:

Job posting process, distribution of applications to employers

Arranging interviews on or off campus, process job offers

https://www.algonquincollege.com/perth-employment/



http://www.algonquincollege.com/peer-tutoring/

http://www.algonquincollege.com/cal/

http://www.algonquincollege.com/cal/




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Site visits with the employer and student during the work placement

Consultation with co-op professionals to mitigate issues encountered

during the job search or while on placement

Health Services

Health Services provides professional, confidential medical services for students.

Registered Nurses provide assessment and treatment of minor illnesses or

injury. Services include, but are not limited to:

Allergy injections

Birth control information and prescriptions

Blood tests

Emergency treatment for accidents/illnesses

Mental health support

Health counseling (nutrition, stress, exercise, smoking, drugs, alcohol)

Treatment for acute illness (headaches, colds, etc.)

Vaccinations

Mamidosewin Centre

The Mamidosewin Centre is located at the Ottawa Campus and is Algonquin’s

Indigenous Student Centre providing cultural programs and services to all

Indigenous students at the College. In addition to social events and activities,

services offered include, but are not limited to: Information on bursaries, scholarships and other funding Workshops and individual support with study skills, time management,

tutors etc. Career, academic or personal counselling with an Aboriginal counsellor Aboriginal Education to Employment program and job listings Referrals to Aboriginal services (housing, counselling, employment etc.)

College Ombudsperson

The Ombudsman provides confidential, independent, and impartial assistance

and intervention to address any college-related concerns of students. The

Ombudsman has effective access to both College and Students’ Association

officials and can assist students with concerns related to any aspect of student

life at the College – from policies and procedures to rights and responsibilities.

Assistance is provided to ensure fair, just, and equitable treatment and may be

provided in the following areas: Coaching students in making appropriate choices based on

unique/personal circumstances Promoting a proactive perspective for managing and resolving conflicts

and/or concerns that may occur Facilitating communication between the student and other members of

the College community Resolving student concerns and issues with other students, faculty, or

staff.

Registrar’s Office

The Registrar’s Office maintains student records and provides relevant support

from admission to graduation.

Services include, but are not limited to: Admissions, fees, registrations, withdrawals

https://www.algonquincollege.com/perth/current/perth-campus-health-services/

https://www.algonquincollege.com/perth/current/perth-campus-health-services/

http://www.algonquincollege.com/mamidosewin/

http://www.algonquincollege.com/ombudsperson/

http://www.algonquincollege.com/RegistrarsOffice/


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Applications for course exemptions Academic records and transcripts Scheduling (timetables)

Safety and Security

Services

Safety, Security and Emergency Management ensures the College provides

sustainable safe and secure learning, working and social environments for all of

its occupants through the implementation of coordinated risk mitigation

strategies and integrated programming.

Library The Perth Campus Library not only maintains a broad collection, supporting programming in the Business, Trades, Community Services, and Health Sciences areas, it also is home to a very special collection pertaining to the history and people of Lanark County, used widely by students, staff, and researchers from near and far. The library is also home to a large private collection generously donated that encompasses hundreds of documented heritage conservation projects. The Perth Campus Library also boasts study rooms and a tool-lending library, as well as access to, and loan of, computer equipment, audio-visual equipment, and various materials specific to campus programs.

ITS Help Desk The Algonquin College ITS Client Care Group, including the ITS help desk located at the Perth Campus, serves the technical needs of the students and staff of Algonquin College. Services include, but are not limited to:

On-Campus Printing Support

Software Support

Student Laptop Support

College Networking & Connectivity Support

Virus Protection Monitoring

Information Security

Identity Management

http://www.algonquincollege.com/physical_resources/safety/

http://www.algonquincollege.com/physical_resources/safety/

https://www.algonquincollege.com/library/

https://www.algonquincollege.com/its/


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7. Credential Recognition

7.1 Labour Market Information

Opportunities for Graduates and Overview of Support and Recognition of the Program from the

Profession and Other Postsecondary Institutions

During the course of developing the proposal, an in-depth labour market analysis was commissioned by the College to determine the need for the proposed program. The study concluded that there is a definite need for the degree program. The Labour Market Analysis conducted in March 2021 by Hanover Research indicates that there is a market for the proposed program especially in Ontario. According to the report, Ontario accounts for more of Canada’s cultural heritage Gross Domestic Product than any other province (home to over 20,000 heritage properties) and graduates can expect promising employment prospects. Nationally, over the period of 2018-2028, Canada will see an average of 8.7% growth in related occupations (approximately 11,000 new jobs). The number of related job openings that are open at any one time in 2021 total 4200; that will grow to 4500 by 2025. Further, most relevant occupations to this degree are projected to grow by more than 7 percent in Ontario and command salaries of $70,000 or more. In addition to growth in the domain of building conservation, the March 2021 BuildForce Labour Market report states that the construction sector, overall in both residential and institutional areas, remains strong through to 2030, with an employment change of +5.7% or 23,500 jobs. In the case of Eastern Ontario, non-residential employment is expected to grow by 3,378 workers (+14%) by 2024, and growth is expected to remain through to 2028 due to ongoing infrastructure investments in public transportation, the health sector, utilities, and major projects, such as Parliament Hill’s Centre Block. The executive summary to a report crafted by the National Trust of Canada called “Making Reuse the New Normal – Accelerating the Reuse and Retrofit of Canada’s Built Environment 2020” notes that:

“Canada became a signatory to the COP 21 Paris Agreement in 2015, committing to a 30 per cent reduction of greenhouse gases (GHGs) from 2005 levels by 2030, and a goal of net zero carbon emissions by 2050. The construction and building operation sector is widely understood to be Canada’s largest single source of energy use and emissions generating nearly half of its GHGs. Rapidly accelerating building reuse offers one of the quickest ways to help achieve Canada’s climate change goals. Studies have established that it takes between 10-80 years for a new “green” building to overcome the carbon impacts of its construction. Achieving Canada’s climate change goals, then, will require capitalizing on the embodied energy and avoided impact possible through building reuse.”

The learning gained from a degree in this area, such as the proposed Bachelor of Applied Science (Building Conservation) (Honours), is key to the complementary goals of preserving built heritage and addressing climate change. In fact, this report identifies he limited availability of skilled heritage workers/ professionals as one of the technical barriers to be overcome in reaching climate change goals. This proposed degree addresses one of the recommendations to “create a job training program that addresses these shortages”. Similarly, a report on Human Resources in the Preservation of Built Heritage by the National Trust notes:

https://www.buildforce.ca/en/lmi/forecast-summary-reports

https://www.buildforce.ca/en/lmi/forecast-summary-reports



https://archive.nationaltrustcanada.ca/sites/heritagecanada.org/files/HumanResourcesIssuesPreservation.pdf


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“If we use the conservative estimate that 10% of pre-1941 buildings possess heritage value, then there are approximately 128,000 residential properties with heritage value that require ongoing maintenance, repair and preservation work. The materials and characteristics of this older building stock are fundamentally different from newer stock.” “If people in positions of planning, policy and program creation at the municipal, as well as Provincial and federal levels do not have knowledge of, or at least sensitivity to, heritage matters, then the climate for conservation suffers.” Through this degree we achieve a recommendation from that report in a way that was not previously done, “Because work on heritage buildings requires some distinct skills from more general renovation work, widely integrating heritage skills training with contemporary trades training is a prudent system for both students and employers.”

The Cultural Human Resources Council’s report, “Human Resources In Canada’s Built Heritage Sector: Mapping the Work Force and Setting Strategic Priorities,” further advocates for professional development and ensuring that the distinct trade skills needed by the sector are systematically addressed. This degree, through training and through research, responds to both of these. The Ad-Hoc advisory committee engagement was centred on 16 key individuals but consultations also included a broader range of upwards of 65 individuals and associations who weighed in on the goals and nomenclature for the degree. These stakeholders represent memberships in associations that number in the hundreds covering the categories of the labour market more finely described as follows: Sector Management and Administration / Policy Development and Application comprises those professional functions related to developing regulatory and policy frameworks, applying regulations and policies to specific applications that involve approval requirements, and undertaking analytical and consulting studies pertinent to policy and strategy. Applied Research encompasses two distinct types of research and analysis. The first pertains to an analysis of the cultural or historical significance of a particular project. The second entails a physical examination of the site to obtain the technical information necessary for preservation, restoration, rehabilitation, expansion, etc. Project Design, Planning and Management involves the development of a specific plan for preservation, restoration, rehabilitation or expansion and (where relevant) subsequent management of a heritage site. Project Execution involves the implementation of a design plan. Project execution skills are predominantly those associated with various branches of the construction industry. Built heritage projects often require specialized skills and understanding on the part of contractors and skill tradespersons and craftpersons. Facility Management involves development and implementation of a preventive maintenance programme and general asset management with an emphasis on preservation. Both technical skills and business skills involved.




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Cultural Historical Programming and Interpretation involves the development and delivery of content programming pertinent to the project and the production of interpretive materials to communicate the sites cultural or historical significance. Through the proposed degree, students will gain the necessary familiarity in working in the built heritage environment in order to authentically and properly engage with suppliers, trade contractors and skilled tradespeople and educate others with their understanding of period-specific construction technologies and materials. The ability to integrate building code compliance and retro-fitting or repair with the cultural and historical integrity of a built heritage structure will allow for dual success of achieving low carbon climate change objectives, as well as cultural conservation and restoration objectives. With the inclusion of heritage site management, heritage conservation planning, evaluation of existing buildings for one of re-use, repair or maintenance means that students can ensure properties are here for today and in the future. Academic recognition of the program was received for pathway opportunities into postgraduate studies for graduates from multiple universities including domestic (Carleton University and Athabasca University) and international (University of Gothenburg and the Norwegian University of Science and Technology). The European Union is experiencing similar issues to those in Canada, which creates further opportunities for students and graduates of the proposed degree. The report “Fostering Cooperation In The European Union On Skills, Training And Knowledge Transfer In Cultural Heritage Professions” states:

“New skills and competences are needed to progress towards a more integrated and participatory management of cultural heritage, and better use of the opportunities offered by new technologies. Europe urgently needs to enhance, promote and protect the technical and professional skills of the people who ensure the long-term sustainability of its cultural heritage. People are central to the transfer of knowledge and skills, so it is important to invest in them in order to safeguard Europe’s heritage.”

The proposed degree has been designed to address the challenges expressed in this report, including:

A focus on craft careers that not only concentrate on contemporary production, materials and technologies.

Inclusion of business and new digital heritage skills to ensure these competencies are present within the built heritage workforce.

Inclusion of practical skills, interdisciplinary working and decision-making skills, and on the design, assessment and review of innovative solutions to help close the gap on a poor correlation and cooperation between academic training and the heritage competence requirements of the labour market.

Combination of the practical with the theoretical, whereby academically qualified professionals and craftspeople have the same understanding and appreciation of traditional skills and competencies, and reduce perceived social preferences for academic qualifications over vocational ones.

Applicant Demand Interest

As noted within the labour market analysis, the proposed program provides a unique combination of

knowledge and skills that has no comparable degree offerings within Canada. Student surveys were

conducted to gauge interest of current students in Algonquin College’s Heritage Carpentry and Joinery and

https://op.europa.eu/en/publication-detail/-/publication/e38e8bb3-867b-11e9-9f05-01aa75ed71a1/language-en

https://op.europa.eu/en/publication-detail/-/publication/e38e8bb3-867b-11e9-9f05-01aa75ed71a1/language-en


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Architectural Technician programs might have in pursuing the proposed Bachelor of Applied Science

(Building Conservation) (Honours) degree program. Of the 40 responses received, 80% indicated that they

were interested in the in the program. While it is a small sample, this result indicates interest in the program

from students in complementary programs, which may translate into registrants that would allow the

program to meet enrolment targets.

Of note, through our experience with the launch of the Bachelor of Science (Building Science) (Honours)

through the Algonquin Centre for Construction Excellence, our plan is to co-market with the Bachelor of

Applied Science (Building Conservation) (Honours) in order to provide a full-scope promotion of training and

education that covers the full scope of perspectives to tackle the built environment’s challenges including

that of climate change. Furthermore, the Heritage Carpentry and Joinery diploma program has been

waitlisted in each of the past four years – an indication that heritage craft interest is on the rise and instep

with industry demand.


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7.2 Graduate Pathways

The following universities have indicated that they will consider Bachelor of Applied Science (Building

Conservation) (Honours) program graduates for admission into their existing graduate level programs:

Carleton University

o Masters of Architecture

o Masters of Architecture Studies

o Masters of Arts (Canadian Studies) – Heritage

Norwegian University of Science and Technology

o Masters of Traditional Crafts

University of Gothenburg

o Masters of Science (Conservation)

Athabasca University

o Graduate Diploma in Heritage Resources Management


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7.3 Tracking Program Graduates

The Algonquin College Advancement Office leads alumni engagement activities for all academic programs.

Prior to graduation, students are informed of the Alumni & Friends Network and invited to stay connected

with the College by updating their contact information. Graduates are then engaged in various activities,

such as: speaking with new students at the beginning of term orientation (AC Day 1); through graduate

profiles which are collected and shared with the community; and, through events, such as Alumni at Work

coffee breaks, which celebrate Algonquin alumni in various organizations. The Alumni Foundation, through

the Alumni Engagement team shares communications with graduates on a regular basis through email and

social media. The College will continue to build its capacity through the Foundation to support the collection

of graduate employment and educational outcomes through directed communications with degree alumni.

Currently, the Heritage Carpentry and Joinery Program maintains a LinkedIn group of more than 500 alumni

and a Facebook group. In recent years the program has developed an annual “Career Pathways” event

where the Heritage Carpentry & Joinery Program hosts students, graduates and employers for an evening of

information and conversation. The event includes presentations by graduates and employers about

experiences and opportunities after the program, followed by food and informal social time to chat with

former classmates, visit with peers, see the work of our current students, and share experiences after

graduation.

The existing Heritage Carpentry and Joinery diploma program is developing a more robust alumni network

and a database to maintain contact with graduates. Communications to alumni will include job

opportunities for current and past students, invitations to speak, industry updates, mentor opportunities,

notifications of conferences and industry events, and an opportunity to receive communications from the

Program.


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7.4 Credential Recognition

Included in this section are letters from the following organizations, indicating their support of the Bachelor

of Applied Science (Building Conservation) (Honours) program as well as their interest in providing potential

co-op work terms for students and possible employment opportunities for graduates:

1. Barber – Carving & Sculpture Inc.

2. Barry Podalsky Associates Inc. Urban Design and Heritage Consultant

3. Canadian Association of Heritage Professionals

4. City of Hamilton, Heritage Facilities and Capital Planning

5. Cumberland Village Heritage Museum

6. ERA Architects Inc.

7. Greater Ottawa Home Builders’ Association

8. ICOMOS Canada

9. James A. Forrester

10. John G. Cooke and Associates Ltd. Consulting Engineers

11. Lee Valley Tools

12. MTB Associates Inc.

13. National Capital Commission

14. National Trust for Canada

15. Ontario Heritage Trust

16. Ottawa Construction Association

17. Parks Canada

18. PLC Construction (Ottawa District)

19. PTAH Consultants Inc. (Brian Heirlihy)

20. Town of Perth

21. Town of Smith Falls

22. Upper Canada Village


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P.O. Box 718, Lakefield, Ontario K0L 2H0

[email protected]

Christopher Hahn, Dean, Algonquin Centre for Construction Excellence 1385 Woodroffe Avenue, Ottawa, Ontario K2G 1V8 Perth Campus and Heritage Institute 7 Craig Street, Perth, Ontario K7H 1X7 Canada 8 May 2021 Re: Support for “Bachelor of Applied Science – Building Conservation (Honours)”

James Forrester is pleased to support the proposed Bachelor of Applied Science – Building Conservation (Honours) by Algonquin College. The concept that Algonquin College, by adding this degree, will round out their programming and enhance the applied research that it already undertakes through its Heritage Institute at the Perth Campus and at the Algonquin Centre for Construction Excellence at the Ottawa Campus is a strong foundation on which to build. I look forward to seeing graduates with the critical thinking skills necessary and the craft that comes with using traditional skills, historic technologies, and contemporary materials. They will be able to tackle all the built environment - everything from working with special designated heritage architecture and cultural resources through to making alterations to or renewing existing buildings. In addition, students will be trained to create new structures and components that will withstand the test of time. Graduates will help the industry’s ongoing shift to low-carbon construction, supporting the circular economy by increasing building reuse, renewal, and revitalization. The Old Red House located at 55 Craig Street in Perth is a prime example of the type of project, which Applied BSc students can become involved with as part of their degree program, through traditional research and documentation or via the cooperative education component. Over the last five years, we have been working with Algonquin Perth and Dean Chris Hahn to accomplish a major relocation and restoration of this 205-year-old squared timber building onto the original Perth Military Settlement Square at 43 Craig Street nearby. The transfer of the building to public ownership will not only provide valuable heritage conservation experience for the students in the program, but it will also restore the building to its 1819 state when it became the Old Red House, following a visit by the Duke of Richmond in August of that year. As a method of promoting the project and the Heritage Institute, I’ve conducted several public talks on the subject, with the most recent one being posted on YouTube:

https://www.youtube.com/watch?v=q-tX4U-CVsc


https://www.youtube.com/watch?v=q-tX4U-CVsc


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In May of 2019, I attended the Ontario Heritage Conference at Goderich as a delegate for the Selwyn Township Municipal Heritage Committee. This conference provided workshops and updates on heritage activities across the province. Informally the OHC was an excellent venue to raise the profile of both the project and the Heritage Institute. Unfortunately, due to the Pandemic both the 2020 and 2021 conferences were cancelled. Although there’s the possibility that the next one may occur at Brockville in June 2022. I look forward to participating in the delivery of the degree program through, hosting students for site visits, providing guest lecturing, and supplementing curriculum content by continuing as a member of the advisory committee. During my 25 years working at OCADU I participated as a member of both campus-wide and provincial committees including election to the university Board of Governors. The Ontario College of Art & Design, which is celebrating its 145th anniversary this year, underwent a similar transition from granting AOCA certificates to academic degrees when it became a university in 2002. I applaud Algonquin’s request to grant an applied degree, which seems much more appropriate for “hands-on” programs and much easier to implement. From 2018 to 2021, I served as the TUAA representative on the Trent University Senate, gaining valuable experience with curriculum design and accreditation of courses and degrees. Sincerely, James A. Forrester


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8. Regulation and Accreditation

While there is no required accreditation for programs in this field, Algonquin College is planning to further

investigate the Institute of Historic Building Conservation (IHBC) accreditation guidelines, which was a

recommendation in Hanover’s labour market analysis report.


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9. Nomenclature

The proposed Bachelor of Applied Science nomenclature is the result of extensive research and stakeholder input, including an environmental scan of related programs in Canada, the United States of America, and Europe. As part of the development, the College commissioned a labour market analysis report through Hanover Research. In addition to student and labour market demand, the College was also interested in the nomenclature of potential comparator and/or competitor programs. One of the recommendations Hanover made in the report was to offer the degree as a Bachelor of Applied Science. The report noted “all reviewed competitor bachelor’s programs are offered as BAS [Bachelor of Applied Science] or Bachelor of Engineering degrees, focusing on the technical, applied components rather than the theoretical components of the field” (Hanover, pg. 4). Our environmental scan yielded similar results. While there are few comparative programs at the undergraduate level, we identified:

Carleton University: o Bachelor of Engineering (Architectural Conservation and Sustainability Engineering) o Bachelor of Architectural Studies (Conservation and Sustainability)

American College of the Building Arts: o Bachelor of Applied Science (Building Arts)

While the College does not intend to pursue engineering or architecture accreditation for the proposed program, these comparator programs do represent degree areas for which the Bachelor of Applied Science nomenclature is used. At the graduate level, there are several Masters of Applied Science or Masters of Science for which graduates of the proposed degree could be eligible. Letters of support for graduate programs were received from the following institutions, which also reflects recognition of the proposed nomenclature by other post-secondary institutions nationally and internationally:

Carleton University: o Masters of Architecture o Masters of Architecture Studies

Athabasca University: o Graduate diploma in Heritage Resources Management

University of Gothenburg: o Master of Science in Conservation

University of Norway: o Master of Traditional Crafts

The degree nomenclature and title were significant topics of conversation with the Program Advisory Committee (PAC) at several meetings. The PAC noted the importance of highlighting and reflecting the “applied” aspects of the program in the degree title and had a shared consensus on the Bachelor of Applied Science as the appropriate nomenclature that would attract students, be reflective of the learning outcomes of the degree, and be recognizable to employers for both co-op opportunities and employment following graduation. A survey of industry and alumni secured direct feedback from 65 individuals and associations including those on the committee. The results of the survey indicated that, if only one word could be


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chosen for the degree it was either “Conservation” (24) or “Built Heritage” (14), with a few suggestions for other terms. If only two words had to be chosen it seemed to mostly rest on the word Conservation (or Restoration) matched to the word Renewal (or Revitalization).

The feedback demonstrated a consistent trend that each professional, educator, industry person and

especially prospective students provided their rationale for nomenclature in relation to the word

“conservation.” The picture below helps to also clarify the use of the term.

Contextualizing the degree and its applied research aspects next to the existing Bachelor of Science (Building

Science) (Honours) degree, currently taught within the Algonquin Centre for Construction Excellence,

provides a synchronicity of the degrees, as well as research opportunities not as standalone or singular

offerings but part of a full suite of offerings. Thinking of a crown, each is a jewel in the crown, and each one

adds value to an initiative that is greater than the sum of its parts.

In conclusion, the degree title conveys accurate information about the degree level since ‘Bachelor’ is

reflected in the title, which is congruent with degree level learning. The nature of the degree and discipline,

and/or subject of study, are clearly reflected with the inclusion of ‘Building Conservation’ in the title. As

such, the title facilitates the public’s understanding and assists students, employers, and other

postsecondary institutions in recognizing the level, nature and discipline of study. The title has been

supported by the Building Conservation (Honours) Ad-Hoc Program Advisory Committee.


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10. Internal Quality Assurance and Development

Program Quality Assurance at Algonquin College provides a process for the ongoing formative and

summative evaluation of College programs and the services that support learning and impact academic

delivery. The College Program Quality Assurance model promotes institutional learning and renewal, guides

decision-making and promotes accountability. The process aligns with the initiatives of the Ontario College

Quality Assurance Service (OCQAS) and the Postsecondary Education Quality Assessment Board (PEQAB).

10.1 Program Review Policy

Algonquin College has a formal, institutionally approved policy and procedure for the periodic review of

programs that embodies the characteristics required of the Board. Algonquin has an effective Program

Quality Assurance process detailed in Policy AA38: Program Quality Assurance. The program evaluation

process consists of three primary components, Annual Curriculum Review, Program Mix Review and

Program Quality Review (PQR).

The three-prong quality review process includes two annual reviews, each with a different focus, and one in

depth review every five years. The current PQR process was originally designed for postsecondary programs

leading to Ontario College Credentials. The quality criteria parallel those used by the College Quality

Assurance Audit Process (CQAAP) and map to the expectations of the Program Evaluation Standard as stated

in the PEQAB Handbook for Ontario Colleges. The CQAAP external audit of the College review processes

ensures that the College has a process in place that assures continuous quality improvement. Note that,

based on feedback obtained from a PEQAB Quality Assessment Panel, the mapping to the Program

Evaluation Standard has been made more explicit within the Bachelor’s Degree PQR report template, and

quality criteria elements may be extended to include all PEQAB Benchmarks.

The Program Quality Review process at the College has been extended for degree programs. In addition to

conducting a PQR (self-study), a Program Evaluation Committee is established that adheres to the Board’s

requirements. The Program Evaluation Committee is expected to evaluate a program based on the PQR

report and a site visit during which members of the Committee meet with faculty members, students,

graduates, employers and administrators to gather information. A Program Evaluation Committee report is

completed that provides an assessment of the program quality and leads to recommendations for change

intended to strengthen the quality of the program and support ongoing continuous improvement. The

report is addressed to senior administration and shared with the College’s Academic Council, Board of

Governors, faculty members and students in the program, and includes a plan of action to respond to the

report’s recommendations. The Program Quality Assurance Administrator works with the Program Chair in

following up on the status of implementation of recommendations. A cyclical program review schedule is

established that conforms to Board requirements in that the PQR is conducted prior to a request for

Ministerial Consent Renewal. The PQR template for Bachelor’s Degrees and associated documentation to

facilitate the process may be viewed at the following link: http://www3.algonquincollege.com/academic-

development/program-quality-review-bachelors-degrees/

Algonquin College’s overall Quality Assurance Model and Processes may be viewed on the Program Quality

Assurance Website: http://www3.algonquincollege.com/academic-development/our-services/program-

quality-assurance/

http://www3.algonquincollege.com/academic-development/program-quality-review-bachelors-degrees/

http://www3.algonquincollege.com/academic-development/program-quality-review-bachelors-degrees/




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Algonquin College’s robust quality assurance processes with confirmed through its most recent College

Quality Assurance Audit Process (CQAAP) conducted by the Ontario College Quality Assurance Service

(OCQAS) and completed in August 2016. The audit commended Algonquin’s “very strong and well-

developed quality assurance policies, processes, and practices…” and recognized the “long-term high-level

leadership commitment to quality and high-quality leadership in the academic development and program

quality assurance roles and strong support of the Quality Assurance Office by senior administration.” The

audit results concluded that Algonquin College met all of the OCQAS Quality Standards and the College

received the decision of “mature effort,” the highest possible outcome for the audit.

The electronic policies file includes the policy on Quality Assurance within the following:

Policy AA 38: Program Quality Assurance

10.2 Processes and Data Used for Continuous Improvement

10.2.1. Processes

Algonquin College maintains a well-established Program Quality Assurance Framework consisting of three primary components: Annual Curriculum Review, Annual Program Performance Review, and Program Quality Review (see Graphic 1). These components include evidence-based and participatory inquiry to determine whether active programs and courses, regardless of delivery mode or location, are achieving the intended program learning outcomes and remain in alignment with the College’s Mission and strategic directions, the Strategic Mandate Agreement with the Ministry, PEQAB Standards and Benchmarks, and evolving industry needs. These program quality assurance practices are integrated into the ongoing operations of the College, such that continuous quality improvement is supported in a direct and systematic manner to ensure transparency and stakeholder consultation throughout a program’s lifecycle as detailed in the Program Quality Assurance Framework. The Program Quality Assurance Flowchart demonstrates the cyclical and connected nature of these activities.


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Graphic 1. Program Quality Assurance Framework


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Graphic 2. Program Quality Assurance Flowchart


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The Annual Program Performance Review (APPR) is usually undertaken following the conclusion of a fiscal year. The program’s financial and program quality data trends are reviewed annually with a focus on two primary performance measures used to signal the need to examine a program in more depth if they fall below the expected College benchmarks. Programs are examined annually on both qualitative and quantitative performance measures based on Key Performance Indicator (KPI) - Student Satisfaction results and program net financial contribution. In 2019-20, the Ministry discontinued the requirement for Ontario colleges to conduct an annual KPI Student Satisfaction and Engagement Survey.  Algonquin College believes in the importance of obtaining ongoing learner feedback to improve the college experience for our learners.  Given the timing of the Ministry decision, Algonquin College, similar to other colleges, contracted with the existing service provider (CCI Research Inc.) to conduct the survey on our behalf for the February 2020 survey period using the existing survey instrument.  For the 2021 survey period, Algonquin College will be conducting our own annual Student Satisfaction survey, utilizing a new survey instrument that leverages questions from the previous Ministry survey, Algonquin’s learner experience survey (conducted Spring ’20 and Fall ’20) and questions shared by colleagues from other Ontario colleges. The survey will be online and administered during the February / March 2021 period. Programs with a Quality Index Score less than 70% or a net financial contribution of less than 25% after overhead must develop remediation plans that are submitted to the Executive Director, Academic Operations and Planning and the Senior Vice President, Academic. Programs are generally given more than one opportunity to remediate, though this is circumstance dependent. Programs may be considered for suspension and/or cancellation as a result of this process, should remediation strategies not demonstrate improvement at which time policy Program Suspension procedures are invoked. Program Quality Review (PQR) is a comprehensive process normally occurring on a five-seven year cycle, at which time a program team engages in an in-depth review of program data trends and program curriculum for the previous five years. All deliveries of a program, irrespective of site or delivery mode, are reviewed concurrently. Curriculum is reviewed to ensure it remains compliant with the Framework for Programs of Instruction and industry trends/requirement, as well as in consideration of the future direction of the program. Course outlines are reviewed in detail to ensure that there is congruency between program learning outcomes, course learning requirements, learning activities, and assessment methods. Stakeholder consultation is solicited from learners, faculty, alumni, and employers to inform assessment against established quality standards. Recommendations for improvement are made, and an implementation plan is developed. Curriculum-specific recommendations are realized through the Annual Curriculum review, or Program Modifications (based on the scope of curriculum revisions required), and annual program implementation follow-up reports are submitted to the Program Quality Assurance Administrator by the Academic Administrator who owns the program. Annual Curriculum Review (ACR)is an annual process to review and revise program information (including program curriculum) based on drivers ranging from editorial considerations for the upcoming web publication –to curriculum revisions, driven by applicable Program Quality Review (PQR) recommendations, changes to industry requirements, or new or revised Program Standard releases. The process begins each Spring, where Academic Departments discuss and propose changes to the narrative and curriculum in their programs as identified by the drivers mentioned above, and culminates at the end of March, where the


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Curriculum Administrator has reviewed and approved all proposed program revisions, and the Registrar’s Office has activated all program offerings for the upcoming academic year. The ACR process results in a new version of the program to be offered in the upcoming academic year. ACR acts as a vehicle to assist in maintaining program currency and relevancy annually in our Student Information System, on our program web pages, and on the Ontario College Application Service. Outcomes that emerge from ACR include course loading, timetabling, Course Outline Mapping and Management System (COMMS) content, and program publications.

The electronic policies file includes policies and procedures pertaining to quality assurance within the

following:

Policy AA03: Program Councils

Policy AA25: Student Course Feedback

Policy AA38: Program Quality Assurance

10.2.2 Data

The academic quality assurance processes at the College are evidenced-based and taken into consideration

data and input from a variety of sources and stakeholders to ensure fulsome review and analysis of the

program and its delivery and to guide recommendations for continuous improvement. The Program Quality

Review template provides a framework for this fulsome review. Within each section, Faculty Team Leads use

the relevant data and inputs to support their analysis and recommendations. Each section requires a

summary of recommendations, which are then drawn into the concluding section to form the basis for the

implementation plan. Data used in program review supports the following:

Review of the program learning outcomes;

Review of the course descriptions, course learning requirements, and course outlines, including

review of the learning activities and assessments;

Analysis of the course delivery hours

Review and remapping (as required) of the program learning outcomes to the degree level

standards and courses to the program learning outcomes;

Analysis of course failure rate;

Review of the courses that have been granted PLAR exemption in the past 3 years;

Review of the pathways and articulations agreements for the program;

Review of the co-operative education opportunities for the program;

Analysis of the learner profile demographics, admission requirements, enrolment, and retention;

Analysis of the Key Performance Indicators for student satisfaction, graduate satisfaction, and

employer satisfaction;

Analysis of industry trends and the employment outlook for graduates;

Review of faculty credentials, professional certifications, and scholarly activity;

Review of available learning facilities.

In addition, focus groups are held with members of industry, faculty, and students to gain their insights and

learn from their experiences in the industry or in the program. As such, the program quality review is a

holistic review of the program.


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11. Academic Freedom and Integrity

Algonquin College policies detail procedures relative to academic freedom, ownership of intellectual

products of its employees and students, compliance with copyright law, academic honesty/integrity, and

research involving humans and/or animals, as well as the management of research funds.

The electronic policies file (current and on file with PEQAB) includes policies and procedures pertaining to

academic freedom and integrity within the following:

Policy AA 18: Academic Dishonesty and Discipline

Policy AA 20: Plagiarism

Policy AA 34: Copyright

Policy AA 35: Confidentiality of Student Records

Policy AA 42: Learning Management System

Policy IT 05: Information Sensitivity and Security

Policy RE 01: Research Administration

Policy RE 02: Integrity in Research and Scholarly Activities

Policy RE 03: Research Involving Human Subjects

Policy RE 04: Use of Animals in Teaching, Research and Other Activities

Policy RE 05: Intellectual Property

Policy RE 06: Use of Biohazardous and Radioactive Materials in Research and Education

Policy RE 07: Academic Freedom Rights and Responsibilities

All policies are publicly available on the Algonquin College website at


http://www2.algonquincollege.com/directives/policy/college-information-security/



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12. Student Protection

In accordance with Algonquin’s core values of caring, learning, integrity and respect, ensuring ethical

business practices and the protection of students’ interests are integral to the College’s operation.

Algonquin endeavors to ensure transparency, thoroughness, and clarity of its publications in terms of

informing prospective and current students’ as to their responsibilities and rights. Numerous policies and

practices provide evidence of compliance with the Board’s requirements for student protection.

Applicant and student requirements and obligations are published in hard copy and/or web-based formats

as follows:

Full-time programs: http://www.algonquincollege.com/future/fulltime.html

Part-time programs: https://www.algonquincollege.com/online/programs/

Monographs detail fees and expenses as well as information regarding the technological requirements and

success factors required of a program. For example, for mandatory Bring Your Own Device (BYOD), formerly

laptop/mobile programs, publications direct students to the BYOD website to obtain the technical

specifications for programs and details of service provisions at: http://www7.algonquincollege.com/byod/

Viewbook

Students can access additional details, including videos and stories from current students and alumni, to

guide the selection of their programs. https://www.algonquincollege.com/future-students/

Prospective and current students can view all College policies online at

https://www.algonquincollege.com/policies/. Excerpts of these policies are published in the Student

Handbook available from the Student Affairs website at

http://www.algonquincollege.com/studentsupportservices/student-handbook/

The electronic policies file (current and on file with PEQAB) includes policies and procedures pertaining to

academic freedom and integrity within the following:

Policy AA 09: Transfer of Academic Credit (Internal)

Policy AA 10: Transfer of Academic Credit (External)

Policy AA 11: Registration

Policy AA 18: Academic Dishonesty and Discipline

Policy AA 19: Academic Appeal

Policy AA 37: Review of Final Grade

Policy AA 39: Program Progression and Graduation Requirements

Policy AD 02: Freedom of Information and Protection of Privacy Act

Policy HR 22: Respectful Workplace

Policy SA 02: Ombudsman

Policy SA 03: Student Complaints

Policy SA 06: Fees

Policy SA 07: Student Conduct

All policies are publicly available on the Algonquin College website at


http://www.algonquincollege.com/future/fulltime.html

https://www.algonquincollege.com/online/programs/


http://www.algonquincollege.com/studentsupportservices/


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Bachelor of Applied Science (Building Conservation) (Honours)

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