Electromechanical Engineering Technology Program Standard
The approved program standard for all Electromechanical
Engineering Technology programs of instruction leading to an Ontario College
Advanced Diploma delivered by Ontario Colleges of Applied Arts and Technology
(MTCU funding code 61021)
Ministry of Training, Colleges and Universities April 2003
© 2003,
Ontario Ministry of Training, Colleges and Universities
ISBN 0-7794-5377-8
This publication is also available as an Adobe Acrobat file (651 KB)
Table of Contents
- Introduction
- Vocational Standard
- Generic Employability Skills Standard
- General Education Standard
Acknowledgements
The Ministry of Training, Colleges and Universities acknowledges with thanks the significant contribution of the many individuals and organizations who participated in the development of this program standard. In particular, the Ministry of Training, Colleges and Universities would like to acknowledge the important roles of
- Members of the Electromechanical Engineering Technology and Technician Program Standards Committee: Noel Briones, Sir Sandford Fleming College; Joe Daniel, Durham College; Ron Dekker, Serdek Automated Systems Inc. ; Pierre Hinse, Bestech and Ontario Association of Certified Engineering Technicians and Technologists; Peter Hinzer, La Cité collégiale; David Holmes, Ontario Association of Certified Engineering Technicians and Technologists; John Hulford, Wainbee Toronto; Kirk Irvine, Flakt Coiltech Inc. ; Trevor Jones, CRS Robotics; Vladimir Kizunov, Rumble Automation Inc. ; S. Brian Morriss, Conestoga College; W. Mark Parsons, M.P.T. Inc. ; Don Robinson, Sir Sandford Fleming College; Ross Still, Nortel Networks; and Donald Wang, Centennial College.
- The many individuals and organizations who participated in consultations with the committee and the project officer who led the development of the vocational standard: Brian Provini, Conestoga College.
Table of Contents
I. Introduction
This document is the Program Standard for all Electromechanical Engineering Technology programs of instruction leading to an Ontario College Advanced Diploma delivered by Ontario colleges of applied arts and technology (MTCU funding code 61021).
Development of System-Wide Program Standards
In 1993, the Government of Ontario initiated program standards development with the objectives of bringing a greater degree of consistency to college programming offered across the province, broadening the focus of college programs to ensure graduates have the skills to be flexible and to continue to learn and adapt, and providing public accountability for the quality and relevance of college programs.
The Colleges Branch of the Ministry of Training, Colleges and Universities has responsibility for the development, review, and approval of system-wide standards for programs of instruction at Ontario colleges of applied arts and technology.
Program Standards
Program standards apply to all similar programs of instruction offered by colleges across the province. Each program standard for a postsecondary program includes the following elements:
- Vocational standard (the vocationally specific learning
outcomes which apply to the program of instruction in question),
- Generic employability skills standard (the generic skills
learning outcomes which apply to all programs of instruction offering
similar credentials), and
- General education standard (the requirement for general
education in postsecondary programs of instruction).
Collectively, these elements outline the essential skills and knowledge that a student must reliably demonstrate in order to graduate from the program.
Individual colleges of applied arts and technology offering the program of instruction determine the specific program structure, delivery methods, and other curriculum matters to be used in assisting students to achieve the outcomes articulated in the standard. Individual colleges also determine whether additional local learning outcomes will be required to reflect specific local needs and/or interests.
The Expression of Program Standards as Learning Outcomes
Learning outcomes represent culminating demonstrations of learning and achievement. They are not simply a listing of discrete skills, nor broad statements of knowledge and comprehension. In addition, learning outcomes are interrelated and cannot be viewed in isolation of one another. As such, they should be viewed as a comprehensive whole. They describe performances that demonstrate that significant integrated learning by graduates of the program has been achieved and verified.
Expressing standards as learning outcomes ensures consistency in the outcomes for program graduates, while leaving to the discretion of individual colleges curriculum matters such as the specific program structure and delivery methods.
The Presentation of the Learning Outcomes
The learning outcome statement sets out the culminating demonstration of learning and achievement that the student must reliably demonstrate before graduation.
The elements of the performance for each outcome define and clarify the level and quality of performance necessary to meet the requirements of the learning outcome. However, it is the performance of the learning outcome itself on which students are evaluated. The elements are indicators of the means by which the student may proceed to satisfactory performance of the learning outcome. The elements do not stand alone but rather in reference to the learning outcome of which they form a part.
The Development of a Program Standard
In establishing the standards development initiative, the Government determined that all postsecondary programs of instruction should include vocational skills coupled with a broader set of essential skills. This combination is considered critical to ensuring that college graduates have the skills required to be successful both upon graduation from the college program and throughout their working and personal lives.
A program standard is developed through a broad consultation process involving a range of stakeholders with a direct interest in the program area, including employers, professional associations, universities, secondary schools, and program graduates working in the field, in addition to students, faculty, and administrators at the colleges themselves. It represents a consensus of participating stakeholders on the essential learning that all program graduates should have achieved.
Updating the Program Standard
The Ministry of Training, Colleges and Universities will undertake regular reviews of the vocational learning outcomes for this program to ensure that the Electromechanical Engineering Technology Program Standard remains appropriate and relevant to the needs of students and employers across the Province of Ontario. To confirm that this document is the most up-to-date release, contact the Ministry of Training, Colleges and Universities at the address or telephone number noted on the document entitled College Program Standard – Introduction.
Table of Contents
II. Vocational Standard
All graduates of Electromechanical Engineering Technology programs of instruction must have achieved the eighteen vocational learning outcomes listed in the following pages, in addition to achieving the generic employability skills learning outcomes and meeting the general education standard.
Preamble
The field of electromechanical engineering reflects the integration of four areas of engineering: mechanical, electrical, electronics, and automation. Graduates of Electromechanical Engineering Technology Programs carry out electromechanical engineering technologist functions within an engineering environment. Graduates have demonstrated achievement of vocational learning outcomes which relate to engineering in general and electromechanical engineering in particular.
The vocational learning outcomes and their respective elements of the performance were articulated to define the range and level of skills, knowledge, and attitudes required by graduates in order to be successful as entry-level electromechanical engineering technologists. Achievement of the vocational learning outcomes will prepare the graduates of the six-semester Electromechanical Engineering Technology Programs to specialize in designing, analysing, troubleshooting, as well as modifying, maintaining, and repairing, electromechanical equipment, components, systems, and subsystems. In addition, graduates will be able to assist in project management; to perform purchasing, customer service, quality-control and quality-assurance functions; and to apply communication, documentation, computer applications, and teamwork skills to support the engineering activities of an organization.
Graduates of Electromechanical Engineering Technology Programs work in a broad range of employment settings in businesses and industries using electromechanical engineering, in both large and small organizations. Their jobs could involve working with a variety of electromechanical equipment and systems including manufacturing, automation, telecommunication, microprocessor-based, computer, and control systems. Students' learning would be significantly enhanced by opportunities to gain and reflect on as much practical experience as is feasible during their time in the program. This program standard has identified a cluster of common skills, knowledge, and attitudes essential to all entry-level technologists in the electromechanical engineering field; however, individual programs may choose to build on this standard by offering some degree of specialization.
There may be opportunities for graduates to pursue further educational or occupational qualifications; through articulation agreements between the colleges, universities, or professional organizations, graduates may be granted credits towards a degree and certification. Students should contact individual colleges for further details of a college's articulation agreements with other institutions or professional associations.
The graduate has reliably demonstrated the ability to
- fabricate mechanical components and assemblies, and assemble electrical components and electronic assemblies by applying workshop skills and knowledge of basic shop practices in accordance with applicable codes and safety practices.
- analyse, interpret, and produce electrical, electronic, and mechanical drawings and other related documents and graphics necessary for electromechanical design.
- select and use a variety of troubleshooting techniques and test equipment to assess electromechanical circuits, equipment, processes, systems, and subsystems.
- modify, maintain, and repair electrical, electronic, and mechanical components, equipment, and systems to ensure that they function according to specifications.
- apply the principles of engineering, mathematics, and science to analyse and solve design and other complex technical problems and to complete work related to electromechanical engineering.
- design and analyse mechanical components, processes, and systems through the application of engineering principles and practices.
- apply principles of mechanics and fluid mechanics to the design and analysis of electromechanical systems.
- design, analyse, build, and troubleshoot logic and digital circuits, passive AC and DC circuits, and active circuits.
- design, select, apply, integrate, and troubleshoot a variety of industrial motor controls and data acquisition devices and systems.
- design, analyse, and troubleshoot microprocessor-based systems.
- install and troubleshoot computer hardware and high-level programming to support the electromechanical engineering environment.
- analyse, program, install, integrate, and troubleshoot automated systems including robotic systems.
- establish and maintain inventory, records, and documentation systems.
- assist in project management by applying business principles to the electromechanical engineering environment.
- select for purchase electromechanical equipment, components, and systems that fulfill the job requirements and functional specifications.
- specify, coordinate, and conduct quality-control and quality-assurance programs and procedures.
- perform all work in accordance with relevant law, policies, codes, regulations, safety procedures, and standard shop practices.
- develop personal and professional strategies and plans to improve job performance and work relationships with clients, coworkers, and supervisors.
Note: The learning outcomes have been numbered as a point of reference. Numbering does not imply prioritization, sequencing, nor weighting of significance.
The Vocational Learning Outcomes
1. The graduate has reliably demonstrated the ability to
fabricate mechanical components and assemblies, and assemble electrical components and electronic assemblies by applying workshop skills and knowledge of basic shop practices in accordance with applicable codes and safety practices.
Elements of the Performance
- select, operate, and maintain hand and power tools according to standard practice
- apply soldering and desoldering techniques
- assemble printed circuit boards (PCB)
- prepare wire and cable assemblies
- repair and replace electrical, electronic, and mechanical components
- use basic machine shop skills such as turning, milling, metal bending, drilling, tapping, machining, and cutting according to job specifications
- design, test, and troubleshoot electrical panel assemblies
- analyse components of a breadboard and a PCB
- operate equipment according to job requirements and specifications
2. The graduate has reliably demonstrated the ability to
analyse, interpret, and produce electrical, electronic, and mechanical drawings and other related documents and graphics necessary for electromechanical design.
Elements of the Performance
- produce or reproduce drawings using computer-aided drafting
- produce and modify drawings effectively
- interpret, prepare, and modify electrical, electronic, and mechanical specifications and project-related documents
- use computer software and other technology to produce effective sketches, diagrams, charts, tables, and graphs
- recognize the role of 3D solid modelling associative software in design
- organize and prepare documents in accordance with recognized standards (e.g. , company standards, CSA, ISO, electrical codes)
- prepare, evaluate, and modify project-related documents according to job specifications and requirements
3. The graduate has reliably demonstrated the ability to
select and use a variety of troubleshooting techniques and test equipment to assess electromechanical circuits, equipment, processes, systems, and subsystems.
Elements of the Performance
- use standard mechanical, electrical, and electronic testing and measurement equipment such as scopes, digital voltmetre (DVM), protocol analysers, cable testers, calipers, verniers, and voltmeters
- use a variety of references including colleagues, manufacturers' manuals,
handbooks, and electronic references (e.g. , Internet, CD-ROM) to complete
troubleshooting
- troubleshoot in accordance with principles and practices of electromechanical engineering procedures and practices
- use the correct testing equipment and setup for the accurate assessment of equipment performance
- test, maintain, and repair equipment
- upgrade equipment when appropriate
- follow established service schedules
- diagnose electromechanical system problems using appropriate test instrumentation, schematics, and technical reference manuals
- determine whether a fault is electrical, electronic, software, or mechanical in nature
- recommend appropriate repair process and initiate repair
- follow safety practices in testing and operating conditions
4. The graduate has reliably demonstrated the ability to
modify, maintain, and repair electrical, electronic, and mechanical components, equipment, and systems to ensure that they function according to specifications.
Elements of the Performance
- install, configure, and commission components, equipment, and systems
- operate equipment according to functional specifications and safety procedures
- establish and follow regular inspection and service schedules
- select, install, troubleshoot, repair, and modify equipment to keep operations running efficiently
- operate, adjust, and repair common types of instrumentation
- test, troubleshoot, and repair typical electromechanical systems such as replacing wiring, fluid power* valving, piping, and electromechanical devices
- repair electrical and electronic systems, including devices, subsystems, wiring, and cabling to circuit board level
- replace boards (e.g. , motherboards)
5. The graduate has reliably demonstrated the ability to
apply the principles of engineering, mathematics, and science to analyse and solve design and other complex technical problems and to complete work related to electromechanical engineering.
Elements of the Performance
- apply mathematical techniques to solve applied science problems and make decisions
- apply knowledge of mechanical, electrical, electronic, and automation technologies to solve problems and complete electromechanical engineering tasks
- apply knowledge of engineering principles to integrate motion control and fluid power* equipment
- apply mathematical and scientific analysis for designing, troubleshooting, maintaining, and testing components, equipment, and systems
- solve technical problems using mathematics including differential and integral calculus, series expansion, differential equations, and complex numbers and their algebraic treatment
- apply principles of statistics to engineering problems
- apply knowledge of Laplace and Fourier transforms and their application to circuit analysis and behaviour
- develop mathematical and graphical models to test alternatives and deduce optimal solutions
- identify the technical criteria necessary and apply engineering principles to design and construct electronic, electrical, and mechanical components, equipment, and systems
- apply mathematical analysis to integrate mechanical principles, fluid power* applications, and circuit operation (e.g. , applied mechanics)
- verify and record solutions by using diverse problem-solving techniques
6. The graduate has reliably demonstrated the ability to
design and analyse mechanical components, processes, and systems through the application of engineering principles and practices.
Elements of the Performance
- design, troubleshoot, source, and select mechanical power transmission components and systems
- apply thermodynamic principles to mechanical design
- recognize the role of kinematics as part of mechanical design
- design and analyse mechanical components and prototypes used in manufacturing processes and systems
- analyse properties of materials and assess their suitability for use in a mechanical system
- apply knowledge of manufacturing techniques to support the manufacturing and handling of components
- apply principles of design for manufacturing
- select and source mechanical systems and components such as feeders, slides, chucks, cams, fixtures, tooling, and bearings
7. The graduate has reliably demonstrated the ability to
apply principles of mechanics and fluid mechanics to the design and analysis of electromechanical systems.
Elements of the Performance
- design, build, test, and troubleshoot fluid power*
systems
- apply fluid power* concepts to design mechanical systems
- solve efficiency, power loss, and energy problems in hydraulic systems
by applying knowledge of fluid mechanics
- test and measure fluid pressures and flow characteristics
- specify and assess electrical, electronic, and mechanical controls
used in fluid power* systems
- solve fluid pressure problems by analysing the attributes and dynamics
of fluid flow
- apply knowledge of hydrostatics to analyse hydraulic systems
- integrate motion control and fluid power* equipment
- design, install, maintain, and analyse industrial machinery by incorporating
mechanical, hydraulic, electronic, and sensor devices
- design and build hydraulic proportional and servo control systems
- integrate PLC or PC-based control systems to hydraulic and pneumatic
systems
- design and apply necessary control logic diagrams
8. The graduate has reliably demonstrated the ability to
design, analyse, build, and troubleshoot logic and digital circuits, passive AC and DC circuits, and active circuits.
Elements of the Performance
- perform conversions in and among number systems such as hexadecimal, decimal, octal, binary, and binary-coded decimal
- design, analyse, and troubleshoot circuits which have programmable logic devices (PLD)
- design, analyse, and troubleshoot combinational logic circuits, sequential logic circuits, and analog-to-digital and digital-to-analog conversion circuits
- design, program, and simulate programmable logic devices using graphical or hardware description languages (HDL)
- interpret and use timing diagrams
- apply Ohm's Law and Kirchhoff's Laws to circuit design and analysis
- apply superposition and Thevenin's theorems to analyse AC and DC circuits
- identify, select, and apply passive components in AC and DC circuits to fulfill job requirements and functional specification
- analyse and design resistance, inductance, capacitance (RLC) circuits
- identify, analyse, and distinguish waveform properties
- identify and select analog semiconducting devices to meet job requirements and functional specifications
- design, analyse, and troubleshoot circuits such as linear and non-linear amplifiers, oscillators, pulse circuits, and active filters using discrete components and integrated circuits, phase-locked loops (PLL) and frequency synthesizers, power supplies, and semiconductor gating circuits
- design, build, test, and troubleshoot electrical and electronic circuits
9. The graduate has reliably demonstrated the ability to
design, select, apply, integrate, and troubleshoot a variety of industrial motor controls and data acquisition devices and systems.
Elements of the Performance
- troubleshoot servomechanisms and feedback systems to meet job requirements and functional specifications
- design and program industrial control systems (e.g. , supervisory control and data acquisition [SCADA] and distributed control systems [DCS])
- select and troubleshoot analog and digital sensors
- design and integrate electric motor controls, applying motor fundamentals
- apply electromechanical knowledge to single- and three-phase industrial and domestic electrical distribution
- analyse and modify control processes
- design, use, adjust, and maintain instrumentation
- apply knowledge of operator interface (e.g. , operator panel) to the design of control systems
- apply knowledge of web-enabled applications to the design of control systems
- integrate a variety of industrial components with programmable logic controls (PLC)
- apply, install, test, and troubleshoot PLC systems
- select, program, and troubleshoot vision and/or bar code systems
- apply knowledge of control relays and drives (e.g. , variable frequency drive [VFD]) to build, design, test, and troubleshoot motor controls (open loop)
- analyse and apply electrical/electronic and other sensory devices in various equipment applications
- apply electrical, electronic, and computer fundamentals to programmable equipment and instrumentation
- design and program control systems using Human Machine Interface (HMI) technology (e.g. , PC-based visualization software)
- apply knowledge of control system theory (open/closed loop) to design control systems
10. The graduate has reliably demonstrated the ability to
design, analyse, and troubleshoot microprocessor-based systems.
Elements of the Performance
- apply knowledge of digital signal processing
- apply Boolean logic to the design of microprocessors
- analyse microprocessor and microcontroller architectures
- interface, analyse, and troubleshoot microprocessor and I/O devices (e.g. , analog-to-digital converters and digital-to-analog converters) following standard approaches and techniques
- write and debug microprocessor programs
- analyse and troubleshoot memory storage devices
- apply principles of bus systems and multiprocessor systems
- design microprocessor-based circuits
- use timing diagrams in microprocessor systems
11. The graduate has reliably demonstrated the ability to
install and troubleshoot computer hardware and high-level programming to support the electromechanical engineering environment.
Elements of the Performance
- select, configure, install, and troubleshoot industrial communication protocols
- use knowledge of computer systems and application software to resolve design and other complex technical problems
- apply knowledge of hardware and application software to maintain effective computer operations
- develop and debug computer programs in high-level language (e.g. , Visual Basic, C) using structured programming techniques
- install computers as communication devices between components and an industrial system
- analyse and develop programs for programmable controllers used in automated systems
12. The graduate has reliably demonstrated the ability to
analyse, program, install, integrate, and troubleshoot automated systems including robotic systems.
Elements of the Performance
- select, setup, integrate, analyse, program, test, and troubleshoot automated processing systems and motor controls used in manufacturing processes
- integrate data acquisition processes and systems for the purposes of SCADA
- apply the use of analog and digital signals for processing
- design and apply the operation of commonly used types of automated technology, including operator interface and HMI used in modern manufacturing and processing
- analyse the principles and function of the mechanical, electrical, electronic, and fluid power* components and assemblies used in automated equipment and instrumentation
- evaluate, select, and apply appropriate robotic technology to a variety of industrial processes
- integrate robotic systems with other automation equipment through discrete/analog I O and networking
13. The graduate has reliably demonstrated the ability to
establish and maintain inventory, records, and documentation systems.
Elements of the Performance
- prepare technical documentation such as operator procedures, maintenance procedures, repair procedures, and installation procedures
- interpret and use information from technical manuals
- manage electronic and/or paper-based systems to store and retrieve information
- maintain current, clear, and accurate electromechanical engineering-related documents
- use records and inventories to prepare reports
- prepare and maintain parts inventory and installation records
- prepare and maintain maintenance and service logs
- document clearly work processes such as problem-solving methodologies, troubleshooting procedures, and prototype evolution (e.g. , problems, modifications)
- follow established procedures of inventory control
- document the design, testing, modification, and application of electrical, electronic, and mechanical equipment and systems
14. The graduate has reliably demonstrated the ability to
assist in project management by applying business principles to the electromechanical engineering environment.
Elements of the Performance
- develop cost benefit analyses
- assist in project management including budget control, time-line control, resources management, and personnel management
- take into account economic justification (e.g. , payback, return-on-investment, make vs. buy) when developing work plans
- implement technology integration management at both the component and system levels
- chair and participate in meetings in a variety of work-related roles
- analyse work activities in engineering environments through the appropriate use of data sampling and recording methods and the presentation of charts, diagrams, models, and reports
- assist in the orientation and training of employees to analyse equipment used in systems automation
- present a project to the management team for approval and execute the project
- prepare and deliver oral presentations to communicate project information
15. The graduate has reliably demonstrated the ability to
select for purchase electromechanical equipment, components, and systems that fulfill the job requirements and functional specifications.
Elements of the Performance
- research and identify potential sources of equipment, components, and systems
- select and troubleshoot motors and drives
- contact clients, manufacturers, consultants, and suppliers to obtain information required to select and purchase appropriate equipment, components, and systems
- determine requirements and functional specifications of equipment, components, and systems for procurement
- recommend appropriate equipment, components, and systems
- determine adequate substitutes when necessary
- select equipment, components, and systems by consulting manufacturers= specifications, catalogues, and electronic sources (e.g. , Internet, CD-ROM)
- research, collect, process, and interpret data necessary to complete the purchasing process
- recognize the importance of using standardized parts to facilitate troubleshooting and reduce spare parts inventory
16. The graduate has reliably demonstrated the ability to
specify, coordinate, and conduct quality-control and quality-assurance programs and procedures.
Elements of the Performance
- consider statistical process control (SPC) during the design process
- use a recognized approach (e.g. , Taguchi) when designing experiments
- establish maintenance schedules
- apply preventive and predictive maintenance techniques
- review the specifications applicable to an engineering project and develop procedures where applicable
- observe, record, assess, and report compliance with appropriate quality-assurance procedures and specifications
- apply principles of SPC to the manufacturing process
- review specifications applicable to electrical and electronic circuits, equipment, and systems
- monitor, assess, and report test results in accordance with organizational quality-assurance procedures and specifications
- use the results of quality-assurance testing to improve manufacturing processes and to modify electrical, electronic, and mechanical components, equipment, and systems
- apply knowledge of relevant quality-assurance and quality-control programs to improve work performance and to maintain product quality
- write and review functional specifications, procedures, and relevant standards applicable to electromechanical engineering
- select and use appropriate procedures, measurement, and testing equipment
17. The graduate has reliably demonstrated the ability to
perform all work in accordance with relevant law, policies, codes, regulations, safety procedures, and standard shop practices.
Elements of the Performance
- follow the appropriate procedures and practices (e.g. , Lockout/Tagout Standard) to ensure proper shutdown of equipment before maintenance and servicing activities are performed
- adhere to applicable workplace codes including those relating to electrical and mechanical work environments, explosive environments, hazardous material handling, and safety
- follow safety policies and practices established by government agencies (e.g. , the Occupational Health and Safety Agency, the Ministry of Labour, the Ministry of the Environment)
- test, store, and handle electrical, electronic, and mechanical equipment according to industry standards (e.g. , American National Standards Institute, electrical codes)
- apply regulatory and licensing requirements (e.g. , NEMA ratings) when completing installations, maintenance, and repairs of electrical, electronic, and mechanical equipment
- conduct safety inspections of the workplace to detect, report, and correct, where possible, hazardous conditions
- recognize legal principles affecting contracts with clients
- comply with work specifications and other technical documents
- understand workers' rights (e.g. , Occupational Health and Safety Act)
- apply knowledge of safety products such as safety relays and safety interlock devices and ground fault circuit interrupters
18. The graduate has reliably demonstrated the ability to
develop personal and professional strategies and plans to improve job performance and work relationships with clients, coworkers, and supervisors.
Elements of the Performance
- assist in the instruction and supervision of other workers
- apply principles of customer service when dealing with customers
- apply a systematic approach to decision making
- keep abreast of changes in the field of electromechanical engineering
- take into account the importance of active participation in professional associations and acquisition of professional certification
- use appropriate self-management techniques (e.g. , time management, stress management)
- recognize the importance of ongoing professional development to enhance general job performance
li>apply team work and interpersonal knowledge and skills when communicating and working with clients, coworkers and supervisors
- act reliably, flexibly, and tactfully when dealing with clients, coworkers, and supervisors; and use good judgement in all interpersonal situations
Table of Contents
III. Generic Employability Skills Standard
All graduates of Electromechanical Engineering Technology Programs
must have achieved the thirteen generic employability skills learning
outcomes listed on the following pages, in addition to achieving the vocational
learning outcomes and meeting the general education standard. In the generic
employability skills learning outcomes, an "explanation" of
the outcome is also provided to help ensure clarity.
Synopsis of the Generic Employability Skills Learning Outcomes
Electromechanical Engineering Technology Programs
The graduate has reliably demonstrated the ability to
- communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audiences.
- reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding.
- apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions.
- use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks.
- interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
- evaluate her or his own thinking throughout the steps and processes used in problem solving and decision making.
- collect, analyze, and organize relevant and necessary information from a variety of sources.
- evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others.
- create innovative strategies and/or products that meet identified needs.
- manage the use of time and other resources to attain personal and/or project-related goals.
- take responsibility for her or his own actions and decisions.
- adapt to new situations and demands by applying and/or updating her or his knowledge and skills.
- represent her or his skills, knowledge, and experience realistically for personal and employment purposes.
The Generic Employability Skills Learning Outcomes
1. The graduate has reliably demonstrated the ability to
communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audiences.
Explanation
Communicating in a clear, concise, and correct manner requires producing the written, spoken, or visual material that best suits the situation. Graduates will have developed their ability to analyze their audiences to identify what is required and to match those needs with the means that is most appropriate. They will have produced material according to the style and conventions required, and they will have checked their products for accuracy and clarity. Finally, graduates will have used the tools available to them to create and correct their written, spoken, and visual messages.
Elements of the Performance
- Plan and organize communications according to the purpose and the audiences
- Choose the format (e.g. , memo, illustration, video, multimedia presentation, diagram) appropriate to the purpose
- Incorporate content that is meaningful and necessary
- Produce material that conforms to the conventions of the chosen format
- Use language and style suitable to the audience and purpose
- Ensure that the material is free from mechanical errors
- Use the computer technology that will enhance the production of materials
- Evaluate communications and adjust for any errors in content, structure, style, and mechanics
2. The graduate has reliably demonstrated the ability to
reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding.
Explanation
Responding to messages from many sources requires the ability to receive and to comprehend what has been received. One way to demonstrate that comprehension is to reframe, or restate in other forms, the original message. This requires graduates to have developed the skills to read, listen to, and observe messages contained within narrative and visual form. It also requires the ability to construct unique narrative and visual representations that are consistent with the original messages.
Elements of the Performance
- Develop and use strategies to read, listen, and observe effectively
- Clarify what has been read, heard, and observed
- Reproduce original information in other formats (e.g. , written and spoken summaries; tables, figures, charts, diagrams, maps, drawings, photographs, and computer-generated graphics; terms represented by numbers; and values represented by letters or signs)
- Use technology, where appropriate, to aid in reframing
- Evaluate the representation for consistency of meaning with the original
- Acknowledge the use of material from other sources according to the conventions of the medium used
3. The graduate has reliably demonstrated the ability to
apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions.
Explanation
Using mathematics effectively in everyday situations requires the ability to apply a wide variety of mathematical skills accurately. Graduates will have demonstrated their ability to apply the concepts of number and space to situations which include quantities, magnitudes, measurements, and ratios. They will have developed their ability to identify the need for mathematics, to apply mathematical techniques (concepts, conventions, strategies, and operations) and to check the results of their applications. This will require graduates to be flexible and creative and to be confident in their mathematical skills and abilities.
Elements of the Performance
- Recognize situations that require mathematics
- Assess potential mathematical strategies (including models, geometric representations or formulas, elementary algebraic equations, descriptive statistical methods, and mathematical reasoning) for suitability and effectiveness
- Decide on the degree of accuracy required for answers
- Estimate probable answers
- Execute mathematical operations necessary to implement selected strategies
- Use calculators or appropriate technological tools to perform mathematical operations accurately
- Check for errors in numerical answers and the appropriate fit between problems and answers
- Express answers clearly
- Transfer the use of mathematical strategies from one situation to another
4. The graduate has reliably demonstrated the ability to
use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks.
Explanation
Using computers and other technologies as tools to increase productivity and to enhance tasks requires graduates to have the confidence and ability to use the tools well. Graduates will have demonstrated the ability to recognize when computers and other technologies contribute to completing tasks, solving problems, performing research, and creating products. They will use the technological tool most appropriate to the task and use it accurately. Finally, they will have gained confidence in continuing to learn about and cope with new technologies in the future.
Elements of the Performance
- Use basic operating system functions competently (e.g. , load software, store and retrieve data)
- Determine which tasks can best be handled by computers and other technology
- Select suitable software, equipment, and tools for the task
- Use the software, equipment, and tools effectively, correctly, and ethically
- Deal with equipment and software problems and errors in a logical and systematic manner
- Transfer concepts, knowledge, and skills from one technology to another
- Evaluate one's own use of hardware, software, and technological tools
5. The graduate has reliably demonstrated the ability to
interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
Explanation
Working in teams or groups in either a work or personal context requires the ability to assume responsibility for collective duties and decisions. It also requires interacting effectively with the members of the group. Therefore, in achieving this outcome, graduates will have demonstrated their ability to understand and complete the various tasks required of them as group members. They will also have demonstrated their ability to understand and respond to others.
Elements of the Performance
- Identify the tasks to be completed
- Establish strategies to accomplish the tasks
- Identify roles for members of the team/group
- Clarify one's own roles and fulfill them in a timely fashion
- Treat other members of the group equitably and fairly
- Contribute one's own ideas, opinions, and information while demonstrating respect for those of others
- Employ techniques intended to bring about the resolution of any conflicts
- Regularly assess the group's progress and interactions and make adjustments
when necessary
6. The graduate has reliably demonstrated the ability to
evaluate her or his own thinking throughout the steps and processes used in problem solving and decision making.
Explanation
Solving a range of complex problems and dealing with a variety of tasks require the thinking skills and strategies that will allow graduates to identify what has to be done and to select and implement the most suitable approach. In applying thinking skills and strategies, graduates will have understood the limits as well as the potential of their own thought processes. As well, in attempting various strategies, they will have explored styles of thinking that may be new to them. This will allow graduates to understand the way they think and how they approach decisions and problems.
Elements of the Performance
- Clarify the nature and extent of problems or required directions
- Explore various thinking skills and strategies that could be used
- Identify limits as well as the potential of one's own thought processes
- Choose and apply thinking skills and strategies (e.g. , inductive and deductive thinking; creative and intuitive thinking; inquiry; critical thinking; and reflection)
- Evaluate results of the thinking skills and strategies used in problem solving and decision making
- Appreciate the benefits of the use of alternative types of thinking
7. The graduate has reliably demonstrated the ability to
collect, analyze, and organize relevant and necessary information from a variety of sources.
Explanation
Making decisions and completing tasks often requires information that can be used as support. Graduates, therefore, must be able to access current, relevant, and useful information and to organize that information in understandable ways. In achieving this outcome, graduates will have developed and used strategies to locate and gather a wide range of information, most particularly through technological means. They will have learned how to select pertinent information and to sort it so that it can be displayed in useful formats like databases and spreadsheets. This information can then be used to support decisions and to assist in the completion of tasks.
Elements of the Performance
- Identify the nature of information required
- Investigate sources of information (including people, text, databases, and the Internet)
- Gather information from the most appropriate sources using various data collection techniques, including technology
- Examine the information and select what is relevant, important, and useful
- Employ a variety of techniques to organize the information (e.g. , spreadsheets, databases, graphs, charts)
- Draw conclusions about how the information can be used
- Evaluate the processes used
- Cite sources according to the conventions of the medium used
8. The graduate has reliably demonstrated the ability to
evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others.
Explanation
With the wealth of numerical and non-numerical information available, graduates must be able to interpret, understand, and draw conclusions about what others have produced. Graduates will have used their mathematical abilities to question the validity of statistics and other numerical claims. Graduates also will have used their language and critical thinking skills to analyze the assumptions and evidence that others use to support more qualitative arguments and conclusions. As a result, graduates will have developed the ability to question and make decisions about what they read, hear, and observe.
Elements of the Performance
- Identify conclusions and claims made by others
- Detect any fallacies, biases, misrepresentations, and assumptions and judge their relevance to supporting arguments
- Check for accuracy and credibility of claims or arguments
- Be prepared to defend acceptance or rejection of claims or arguments
9. The graduate has reliably demonstrated the ability to
create innovative strategies and/or products that meet identified needs.
Explanation
Creating strategies and products that are original and innovative will require graduates to develop their creative thinking skills to find alternative ways to address situations. Graduates will have developed the confidence to use old information in new ways; to see unique relationships; and to practice the lateral, divergent, and intuitive thinking that will yield new approaches.
Elements of the Performance
- Analyze needs
- Generate creative ideas for strategies and products that will meet needs
- Choose alternatives to pursue based on needs and criteria of projects/plans
- Create strategies/products
- Evaluate strategies/products according to meeting needs
10. The graduate has reliably demonstrated the ability to
manage the use of time and other resources to attain personal and/or project-related goals.
Explanation
Achieving task-related goals in their personal and professional lives requires graduates to use their time, money, space, and other, often limited, resources as efficiently as possible. Graduates will have developed their ability to plan and predict ways of achieving goals. They will have developed and used tools intended to assist in the process. Finally, they will have attempted to follow their plans and use the tools, assessing regularly how realistic the goals, plans, and processes are and adapting when it is necessary.
Elements of the Performance
- Define reasonable and realistic goals
- Use planning tools (e.g. , budgets, schedules) to achieve goals
- Monitor the process and goals and respond to changes
- Use resources (e.g. , money, space, time) efficiently to accomplish tasks
- Re-evaluate goals and the use of resources and make appropriate adjustments
11. The graduate has reliably demonstrated the ability to
take responsibility for her or his own actions and decisions.
Explanation
Making decisions, taking positions, and completing tasks require graduates to be accountable for actions taken and to defend their convictions. Graduates will have demonstrated their ability to evaluate what they do and why they do it. They will have taken into consideration their individual values, beliefs, and opinions and the effects these have on their actions. Not only will graduates be able to justify their decisions, they will be able to advocate positively on behalf of themselves.
Elements of the Performance
- Review the results of one's actions and decisions
- Reflect on the processes and practices used
- Identify any errors and make corrections
- Identify successes for adaptation to other situations
- Account for how one's own values and beliefs affect actions and decisions
- Evaluate and act upon constructive feedback
- Be prepared to defend decisions made and actions taken
12. The graduate has reliably demonstrated the ability to
adapt to new situations and demands by applying and/or updating her or his knowledge and skills.
Explanation
Transferring skills from one context to another enables graduates to be lifelong learners. Graduates will have developed the confidence to know that their current skills are applicable to a range of changing, novel, and unexpected situations. They will have demonstrated their ability to reflect on what they can do, match those skills to the new demands, and apply previous skills or develop the additional ones that will make them as effective in the new situations.
Elements of the Performance
- Assess current skills, knowledge, and learning styles
- Identify skills and knowledge required for new situations
- Adapt current skills and knowledge to new situations
- Identify new skills and knowledge required
- Choose the most appropriate learning and working styles to acquire new skills and knowledge
- Evaluate success of the processes and actual adaptations
13. The graduate has reliably demonstrated the ability to
represent her or his skills, knowledge, and experience realistically for personal and employment purposes.
Explanation
Preparing for changes in their personal and professional lives requires graduates to assess and present their accomplishments and abilities. In achieving this outcome, graduates will have developed their ability to reflect on what they have done and learned. They will also have summarized their abilities in ways that are attractive and useful to potential recipients. These ways may include portfolios and resumes. Finally, graduates will have developed the skills to present themselves and their accomplishments personally and with confidence.
Elements of the Performance
- Summarize one's own skills, knowledge, and experience realistically
- Choose formats (e.g. , resume, portfolio, interview) which best display skills, knowledge, and experiences according to the situations
- Evaluate responses to the representations and make any adjustments
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IV. General Education Standard
All graduates of Electromechanical Engineering Technology programs must have met the
general education requirement described on the following pages, in addition to achieving
the vocational and generic employability skills learning outcomes.
The General Education Requirement for Ontario College Diploma and
Ontario College Advanced Diploma Programs
Graduates will have been engaged in learning that exposes them to at least one
discipline outside their main field of study and increases their awareness of the
society and culture in which they live and work. This will typically involve students
taking three to five courses (or the equivalent) designed discretely from vocational
learning opportunities. This learning would normally be delivered using a
combination of required and elective processes.
The general education requirement is an integral component of the Electromechanical
Engineering Technology Program Standard, along with the vocational and generic
employability skills learning outcomes.
The general education requirement is to be met consistent with the following
guiding principles:
- General education in the colleges is to identify and deal with issues of societal
concern in a manner relevant to the lives of students. General education courses
are to be structured in such a way as to guide students through the historical
context of such issues, their theoretical bases, and application to contemporary
life.
- All general education courses offered in the colleges are to be designed to benefit
one or more of three aims: learners’ personal growth and enrichment, informed
citizenship, and working life.
- An essential component of the mission of Ontario’s colleges is the encouragement
and support of continuous learning. This commitment to lifelong learning is to be
reflected in each of the general education courses offered in the colleges.
General education appropriate for Ontario colleges is defined as those postsecondary
learning experiences that enable learners to meet more effectively the societal challenges
that they face in their community, family, and working life. General education in the
colleges provides learners with insight into the enduring nature of the issues being
addressed and into their particular relevance to today and the future. This education is
intended to encourage and support continuous learning and is designed to address one or
more of the goals and associated broad objectives established for general education.
Goals and Broad Objectives of General Education
- Aesthetic Appreciation
understand beauty, form, taste, and the role of the arts in society
Broad Objectives
- develop critical awareness of the arts in society
- perceive and evaluate the role of the arts in society
- heighten critical appreciation through development and application of
personal and formal judgement factors
- Civic Life
understand the meaning of freedoms, rights, and participation in
community and public life
Broad Objectives
- develop knowledge of the structure and function of governments in
Canada: legislative, judicial, and administrative arms; roles of elected
officials and public servants; and a personal awareness of citizen
responsibility
- develop historical understanding of major issues affecting Canadian
politics and a critical awareness of related public policy
- develop awareness of international issues and their effects, and the place
of Canada in international communities
- develop awareness of the history, significance, and organization of the
voluntary sector in community life
- Cultural Understanding
understand the cultural, social, ethnic, and linguistic diversity of
Canada and the world
Broad Objectives
- develop an understanding of cultural identity by linking personal history
to broader cultural study
- develop an understanding of the diversity of cultures and subcultures
represented in Canadian society and of their interactions within the
Canadian society
- develop intercultural understanding through reasoned reflection on various
cultures’ responses to universal human issues
- Personal Development
gain greater self-awareness, intellectual growth, well-being, and
understanding of others
Broad Objectives
- consider one’s expectations and values and analyze their impact on
personal goals
- apply an understanding of the individual and human development to
personal life and relationships
- integrate the concept of well-being into one’s lifestyle
- understand oneself as a learner and articulate one’s own learning style
- Social Understanding
understand relationships among individuals and society
Broad Objectives
- develop informed understanding of social organization and institutions
and of ongoing issues in relationships between individuals, groups, and
societies
- develop informed understanding of social trends, social change, and social
problems and of implications for social and personal response
- develop informed understanding of contemporary social problems and
issues
- Understanding Science
appreciate the contribution of science to the development of
civilization, human understanding, and potential
Broad Objectives
- develop an understanding of the history, philosophy, contributions,
perspectives, and limitations of the sciences
- develop an understanding of the scientific method and its uses in
measuring quantifiable entities and confirming laws of nature
- Understanding Technology
understand the interrelationship between the development and
use of technology and society and the ecosystem
Board Objectives
- relate implications of current transformations in technological knowledge
and development to our physical and biological world
- develop awareness of ethical positions on enduring issues regarding the
place of the human species in the physical and biological world
- Work and the Economy
understand the meaning, history, and organization of work; and
of working life challenges to the individual and society
Board Objectives
- set personal expectations for efficiency, effectiveness, ethics, and rewards
and reconcile them with the changing work environment
- apply knowledge of the organization and structure of work, its institutions,
and history; and of social and cultural attitudes to work
- develop an understanding of the changing nature of work and the economy
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Footnote:
Fluid Power* is the study of Hydraulics and
Pneumatics. It includes, but is not limited to, the design of control/logic
systems and related component/system theory, including the properties
of fluids, for both Hydraulic and Pneumatic systems.
