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243.C0 Industrial Electronics 2007-2012 Program Evaluation Chapter Four: Program Resources

Chapter Four: Program Resources

“Program quality depends largely on the human, material, and financial resources allocated to it.

Without motivated, competent teachers, efficient support staff, or sufficient high-quality material

resources, it is virtually impossible to offer a quality education.”1

This chapter examines the appropriateness of human, material, and financial resources for the program

and addresses the following questions as outlined in the evaluation proposal:

1. Are the number, quality, and areas of expertise of teachers sufficient to meet the learning

objectives of the program?

2. Are the quality and quantity of stage resources sufficient to meet the learning objectives of the

program?

3. Is the professional and support staff (librarians, Learning Center staff etc.) sufficient, available,

and qualified to meet program needs?

4. In what state are the various material resources assigned to the program (classrooms and

laboratories, technical and computer equipment, libraries, etc.) in terms of quantity, quality,

accessibility, upkeep, and renewal?

5. Are the financial resources sufficient to ensure that the program functions properly?

1. Are the Number, Quality, and Areas of Expertise of Teachers Sufficient to Meet the

Learning Objectives of the Program?

CEEC Question To what extent do teachers' number, quality and areas of expertise allow program and learning

activity [course] objectives to be met?

How do teacher hiring, assignment, and supervision help meet program objectives? Can they be improved?

What type of evaluation procedures and professional development activities already exist? What is their impact on the teaching staff and on the program?

What is the teachers' level of involvement in activities other than classroom teaching (participation in institutional committees, educational research, etc.)? Is involvement encouraged by the college? How?

What is the status of professional contacts between teachers and their colleagues from other milieu? How are these contacts encouraged by the college?

Do recognition and incentive measures targeting education and teacher quality exist? What is their extent and scope?

Is the college satisfied with its staff's motivation and competence? Does it envisage new measures to stimulate motivation and develop competence?

1 Commission d’évaluation de l’enseignement collégial (1994). General Guide to the Evaluation of Programs of Studies by the Commission d’évaluation de l’enseignement collégial, p. 15.


Today, teachers from several disciplines offer the program-specific courses in the IET program. These

disciplines include Electrical Engineering (whose faculty have the most contact hours with IET students),

mathematics, physics, and computer science. For a more detailed description of these teachers’

backgrounds and areas of expertise, the reader is referred to Chapter 5 of this report.

1.1 Student/teacher ratio

In order to meet the learning objectives of the program, it is important to have enough teachers

available for students in the program courses. Data were examined concerning the average number of

students per teacher in each of the program-specific courses offered in the Autumn 2012 and Winter

2013 semesters. Class sizes ranged from 6 students to 16 in the electrical engineering technologies

discipline-specific courses and 35 in a computer science course.2 Some of these courses (particularly in

the first semester), were offered to both IET and Computerized Systems Technology (CST) students. It

appears that the student to teacher ratio is not a problem in this program, at least in the program-

specific courses. For a table depicting the average student/teacher ratio in each of the program-specific

courses offered in the Autumn 2012 and Winter 2013, see Table A4.1, Appendix 4.

1.2 Teacher Backgrounds and Areas of Expertise

In order to meet the learning objectives of the program, it is not only important to have an adequate

number of teachers available for students, but it is also essential that teachers have background

experience relevant to the areas in which they are teaching.

Today, program-specific courses in the IET program are taught by teachers from several disciplines. In

the Autumn of 2012, five teachers were teaching Electrical Engineering Technology, courses specific to

the IET department; two were teaching physics courses; one was teaching mathematics, and one

computer science. In the Winter of 2013, six teachers were teaching Electrical Engineering Technology

courses from within the IET department and one was teaching mathematics. For a more detailed

description of these teachers’ backgrounds and areas of expertise, the reader is referred to Chapter Five

of this report.

To examine the background experiences of teachers offering the program-specific courses of the IET

program, all faculty teaching in the program-specific component of the program in the Winter of 2013

were asked to provide an overview of their background experience relevant to their current teaching.

Six teachers out of seven responded, four of whom were IET department members (Electrical

Engineering discipline), yielding a response rate of 86%.

The majority of teachers (five out of six) had 11 or more years of formal teaching experience, all at the

college level. The majority of teachers (four out of six) held a Master’s degree in the area in which they

were currently teaching; the other two teachers had a Baccalaureate level in the area in which they are

currently teaching. Two teachers held a Masters of Education. Another three have taken Performa

2 This class size of 35 students was an anomaly as CST students took this course together for this particular term.


courses. Five out of six teachers reported attending academic conferences in their fields related to their

teaching. Four teachers reported undertaking consulting work in the field within the last five years. It

appears in general that the teachers teaching program-specific courses are well prepared in their

discipline. Pedagogical training for all program teachers would be an asset and an activity worth

encouraging. For a table describing the teacher experience in greater detail, see Table A4.2, Appendix 4.

1.3 Teacher Hiring, Assignment and Supervision

When asked to describe departmental procedures for teacher hiring, the coordinator explained that the

department follows the hiring process recently developed by the Human Resources (HR) department.

This process involves the teachers in the Electrical Engineering Technology discipline submitting a list of

job requirements (including educational background and experience) to the HR department. The

Selection Committee reviews the candidates’ curriculum vitae to ensure that they have the required

qualifications. Those meeting the qualifications are invited to an interview during which many questions

are asked to determine their level of knowledge in the field about such things as discipline-specific

software and hardware issues. The IET department requires candidates to give a short lecture during the

interview. Three IET teachers are on the selection committee as well as a member of the Human

Resources department and the Faculty Dean. It should be noted that it is difficult to find qualified

teachers in the field.3 However, in the Autumn of 2012, the department was able to hire a new teacher

who began in January 2013.

According to the coordinator, IET teachers are assigned courses based both on their preferences and the

department’s need to balance CI. Teachers are asked to submit their preferences according to first,

second and third choice. First choices are assigned on a first-come-first-served basis. A second round of

course assignments are made for the second and third choices until all courses are assigned. This

process ensures that if teachers do not get their first choice, they will get their second one. Afterwards

the workloads are balanced, keeping in mind first and second choices. Then the workloads are

presented to the department. Occasionally, teachers may opt to trade their courses with each other,

after which the final course assignments are approved. The key in the IET department is to make sure

that all teachers have over 80 CI and that any overload is as minimal as possible.

The Faculty Dean explained that, with regard to teacher supervision, new teachers are subject to

summative evaluation. He went on to explain that current teachers are engaged from time to time by

him at department meetings, in the hall, in their offices and at college events. More experienced

teachers in the College are supposed to undergo formative evaluations on a regular basis; these are to

be handled at the departmental level. However, the IET program has not run such formative

assessments since the early 2000s.

3 Transitioning from an active career in the private sector can be difficult; entry level workloads are usually part-

time to begin with, and offer no job security.


1.4 Maintenance and Development of Teacher Motivation and Competence

According to the CEEC,4 the motivation and competence of teachers can be maintained and developed

by means of, among other things, well-defined evaluation procedures and professional development

activities. As of the Winter 2005, semester, all teachers new to the college undergo a summative

evaluation in their second and fourth semesters. Results of the first summative evaluation are reviewed

by the teacher with the Faculty Dean and, if necessary, activities are recommended to assist in

improving any noted weakness before the second evaluation in teachers’ fourth semester.

Competence can be further developed through professional development activities. Until recently,

pedagogical support at Vanier was generally provided through the Academic Dean’s Office. With the

introduction of the Pedagogical Development Office (PDO) in the Winter 2011 semester, these activities

can now be more formally coordinated. In particular, there is support for the Master Teacher program, a

new teacher orientation session, periodic lunch-hour seminars, pedagogical days, support in the use of

technology in the classroom, and individual and group consultation. Teachers have access to

professional development funds that can be used to defray any costs associated with pedagogical

development activities (e.g., conferences, take Master Teaching program courses, update professional

skills, etc.).

Teacher involvement in activities beyond the classroom is also valued and encouraged by the college in

a variety of ways. For example, teachers are offered release time from their teaching duties to

participate in a variety of activities outside of the classroom including research, department

coordination, academic success projects, and committee membership at the local and provincial levels.

Teachers are encouraged to take courses in the Master Teacher program and schedules are adjusted to

meet these teachers’ needs whenever possible. Teachers in the IET program reported involvement in a

variety of activities outside of the classroom. With the assistance of the International Office, teachers

are encouraged to participate in efforts to develop exchange programs with universities in other

countries.5

Individuals can also seek further professional development, using professional development funding

supplied jointly by the College and the Vanier College Teachers’ Association (VCTA). In the department,

however, since there have been so few new hirings, there is no formal teacher mentoring program in

place, although informal mentoring does occur. For more details on faculty involvement outside of the

classroom, please see Table 4.1.

4 CEEC Program Evaluation Guidelines, 1994.

5 The IET department has been supported by the International Office who has provided help with fund-raising and

planning of an annual trip to the Siemens Corporation in Peterborough, Ontario.


Table 4.1 Faculty Involvement in Activities other than Classroom Teaching

In the last five years, have you…

Yes Responses

Count %

Enrolled in any courses related to the field in which you are currently teaching? 3 60

Attended academic conferences in your own or other fields related to your teaching? 5 83.33

Kept up with the developments in your subject area by, for instance, reading scholarly journals or new monographs and other publications?

5 83.33

Undertaken any consulting or industrial work in your field 4 66.67

Undertaken any research projects? 3 50

Presented any papers or published research articles, textbooks, etc.? 1 16.67

Undertaken departmental or program coordination? 3 50

Been involved in IET program committees or sub-committees? 5 83.33

Been involved in any college or provincial committees? 5 83.33

Data Source: Faculty Survey, Winter 2013

All of the six teachers, when asked, agreed or somewhat agreed that they are able to obtain sufficient

professional development support for their professional needs and five out six (83%) of respondents

reported that they are given sufficient support and encouragement to develop teaching skills

appropriate for the current student body. All of the teacher respondents agreed or somewhat agreed

that they have been able to obtain sufficient assistance from the College to up-grade information

technology skills (two teachers responded in the “Not applicable/do not know” category).

Teachers and coordinators were asked in an open-ended survey question to identify any impediments to

their success and effectiveness as a teacher. Answers varied overall; however 50% of the six teacher

respondents mentioned the lack of new equipment and one specified the need for a better procedure

for approving new equipment. (See Section 3: Material Resources.) One teacher teaching outside the IET

department expressed a need to learn more about IET Department courses in order to know which

math skills the students require. When asked, the coordinator, who took on this role in the Autumn

2012, expressed the need to better understand departmental operation and administrative tasks (e.g.,

follow-up on purchasing, working with CI and tache), all part of the normal learning curve for all new

coordinators.

Collaboration between teachers is also encouraged by the college. Some mechanisms used to encourage

this collaboration include the scheduling of a universal break to provide a common meeting time; the

process of specific blocking of teachers’ schedules to accommodate the work of specific committees;

and flexibility in general to permit such activities as recruitment in the high schools. Teachers in the IET

program reported contacts with teachers outside of their department and at many different levels in the

education system (see Table 4.2).


Table 4.2 Faculty Contact With Other Professionals

Which professionals do you have contact with on a regular basis (i.e. at least once a year). Please select as

many as apply.

Responses Count %

Teachers in other departments within the College that teach in the same program 6 100

Teachers teaching the same or similar courses in Vanier College 6 100

Teachers teaching the same or similar courses in other colleges 4 66.67

Teachers from feeder high schools 2 33.33

Teachers/ professors at related vocational programs 3 50

Other 4 66.67

Data Source: Faculty Survey, Winter 2013

When asked about the motivation of teachers in the IET program, the Dean stated that he was generally

satisfied with it. He did, however, express disappointment that there has not been, since the 2008

revision, more enthusiasm in planning the capital reinvestment and space reconfiguration to house

laboratory equipment. This use of special capital investment shall be discussed further below. (See

section 5: Financial Resources). He would also like to see more training in the future based on the early

success of the network training (which IET and CST teachers took in June 2013 at Dawson College). He

also noted that evidence suggests that working together on training will build the relationships within

the departments and reinforce the pressing need to have continuous pedagogical development.

Recommendations: The program evaluation committee (PEC) recommends the following:

1. [4.1] Formative assessments of all faculty teaching in the IET program be run according to college policy.

2. [4.2] The department develop a formal mentoring program for newly hired teachers.

1.5 Quality and quantity of stage resources

The companies in which students are placed for their stage are typically those with whom the stage

coordinator has close contacts or one he has investigated carefully. Because only one student is placed

in a company or institution at a time, and the stage locations are located in various parts of the city and

outlying regions, it is difficult for the stage coordinator, who is typically responsible for 15 students, to

be on-site throughout each stage. Instead, he either briefly visits a site or stays in touch with the

institutional supervisor (who is usually well-known to the instructor) by phone. As has been discussed in

Chapter 1, because of the current structure of the stage6 employers disfavour the IET stage as proposed

to them. Instead, they would prefer to have stage students working with them on-site for four to six

weeks. As a result, it is harder to find stages for students in which they can put into practice the

6 As outlined in the 2009 program revision report (See Appendix E).


competencies they have attained. Moreover, the current structure of the stage also impacts how readily

the stage coordinator can supervise on-site. Lengthening the stage and allowing for more flexibility in its

scheduling should alleviate these problems.

2. Are the professional and support staff sufficient, available, and qualified to

meet program needs?

CEEC Question

Is the professional and support staff (librarians, teaching assistants, technicians, maintenance personnel, etc.) sufficient, available, and qualified to meet program needs?

2.1 The Student Perspective

For this part of the evaluation, current students were asked in a survey if they had ever used the various

support services offered at the College (i.e., Academic Advising, Admissions, Student Services, Library

and the Computer Facilities). If students indicated they had used the service, they were then asked if

they received “information, advice or assistance when requested” from the staff in each service.7

Results are shown in Table 4.3.

Table 4.3 Student and Graduate Perceptions of Support Services

Service Ave. Level of

Importance

Score (out of 5)

Ave. level of

Satisfaction

Score (out of 5)

Ave. Level of

Importance

Score (out of 5)

Ave. level of

Satisfaction

Score (out of 5)

n=no. of respondents Students Graduates

Academic Advising 4.22 (n=45) 4.00 (n=45) 4.30 (n=11) 3.86 (n=9)

Student Services

(Counselling)

4.18 (n=43) 3.78 (n=43) 4.56 (n=11) 3.33 (n=9)

Student Services (Learning

Centre)

4.06 (n=44) 3.97 (n=44) 4.44 (n=11) 3.60 (n=9)

Library 4.40 (n=45) 4.31 (n=45) 4.20 (n=11) 3.17 (n=9)

Drop-in Computer Facilities 4.26 (n=45) 3.50 (n=45) 4.90 (n=11) 3.88 (n=9)

Peer Tutoring Services

offered by your program

3.67 (n=44) 2.97 (n=44) 4.80 (n=11) 3.88 (n=9)

Fieldwork Agencies 3.75 (n=42) 3.21(n=42) 3.60 (n=11) 2.20 (n=9)

Data Source: Student (Autumn 2012) and Graduate (Winter 2013) Surveys

As table 4.3 indicates, students and graduates were relatively satisfied with the majority of services

examined. Both drop-in computer facilities and peer tutoring services were rated on the low side for

satisfaction but rated high in terms of importance, suggesting a possible College weakness. These

student perceptions of computer facilities are supported by the results obtained in our college-wide

7 Student survey, questions 79-86.


student surveys. As well, graduates rated their satisfaction with stage employers relatively low in

importance, but quite a bit lower in satisfaction.

When asked to comment further on the support and services available to students in the IET program,

students offered a variety of answers, one stating that students should be given more time on a

workstation in the computer lab in D300, especially as students have to pay for more time; four students

expressed a need for more access to IET labs. Three students expressed the need for tutors who can

offer help with IET program material; however, throughout the survey six students out of 45 (8%)

expressed the need for tutors who can offer help with IET discipline-specific material.

2.2 The Perspective of Academic Advising

Students come to Advising for a number of reasons, including

Registration/Scheduling problems (fitting in general education courses);

Workload (needed to drop courses because they have to work or the workload is too heavy);

Information about university pre-requisites, programs and application procedures (in recent

years, an increasing number of IET program graduates continue their studies at the university

level despite this being a technology program and there being many opportunities for them to

enter the workforce. This is somewhat problematic, as the program is not designed to prepare

students to continue their studies at the university level);

Course selection to ensure that diploma requirements are being met

Program transfer requests, as well as to obtain information on CEGEP programmes

Academic advisors also arrange for university visits on campus for all college students. For major

recruitment events (Open House, Guidance Counsellor Session, School Board, Open Houses and Career

Fairs), the advisor represents the program at its kiosk. Admissions staff, advisors and IET faculty handle

enquiries from prospective students (and their parents) as well as high school personnel.

Academic Advising has noted, as described elsewhere in this report, the difficulties that many students

in this program have in terms of following their grid with respect to their General Education courses.

Academic Advising suggests that the College may have to look into pre-registering students in some of

their General Education courses, namely 603-101 and the first French so that the students start off on

the right foot. Teachers need to be made aware that it is difficult for students to acquire university pre-

requisites within the program. Students cannot apply directly to university from this program and will

take some time to get the prerequisites.

In terms of resources available through Academic Advising, the department reported that at present

there are enough advisors to help these students. The College should make sure that this number is

maintained. The fear was expressed that if an advisor leaves and is not replaced, the service to students

will suffer.

2.3 The Perspective of Admissions


Admissions for all programs in the College are done in conjunction with SRAM. The Admissions staff

consults with the program coordinators in cases where an admissions decision is not straightforward.

The program coordinator is also consulted regarding all admissions protocols related to the program.

Admissions was surveyed, and asked to describe the admissions-related tasks this service performs with

respect to the IET program in a given academic year. Unfortunately, no response was received.

2.4 The Perspective of Student Services

Student Services and Counselling Services

Student Services offers a variety of support to students. Vanier’s financial aid officer fields inquiries

about students’ concerns about government loans and any other questions about financial affairs

related to student life. Students who have anxieties about financing their college education are advised

to meet with the financial aid officer.

Counsellors offer a wide variety of services, including personal counselling, vocational testing and

counselling, workshops on topics ranging from career planning to stress management, referral to

community services, class presentations on these issues and faculty liaison. This centre also employs the

services of a full-time social worker and a part-time nurse.

Student Services reported that there are several reasons why students in the IET program seek

counselling services, the most common of which are stress, anxiety, depression, and guidance in

choosing a program or career. IET teachers have also observed that students drawn to this discipline

tend to be technological by nature, and so common distractions such as social media, gaming, and

portable electronics seem to be a temptation difficult for certain students to resist. These distractions

can have adverse effects on their academic performance. To date, IET teachers do not have a systematic

approach for identifying and dealing with students that may be struggling with self-discipline and

distractions or even gaming addictions. While there is no formal process in place by which the IET

department identifies and refers students to Counseling Services, many teachers do refer students to

Student Services on an informal basis and will in fact both consult Student Services with respect to

helping students in need and in some cases, IET teachers have made arrangements beforehand and

walked students down to meet counselors when the situation is considered urgent.

The Learning Centre (TLC)

The Learning Centre is also part of Student Services and is available to all students throughout the

College to help them enhance their learning experience. Four experienced professionals are available to

work with students individually and in groups to help them develop their reading and writing skills, time

management and study habits, and note-taking and exam-taking strategies. In addition to opportunities

for personal contact, there are over fifty handouts now available on The Learning Centre’s web page8.

Peer tutoring services are also provided and organized through the Learning Centre. The department of

8 http://www.vaniercollege.qc.ca/tlc


International Studies is also under the same management as the Learning Centre. This department

offers all students the opportunity to participate in international projects.

According to the survey results, there is no specific process for identifying and referring students to the

centre. Some students self-identify with ADHD, dyslexia or other learning disabilities and teachers adjust

classroom activities and techniques to best meet their needs. Because of the small size of the program,

close relationships often develop between teachers and students which enable teachers to work with

individual needs. However, there is no formal system in place for referring students with learning

disabilities to the Learning Centre. IET teachers may invite TLC staff to do workshops on the center’s

resources.

The Learning Centre also has numerous programs, activities and events in place to challenge and

stimulate high-achieving students: the Key Society, English peer tutoring, various publications of student

writings, public speaking contest, creative writing contest, academic writing contest, In Her Name

writing contest, the TLC Assistants program, the STAR program (in conjunction with Student Services),

scholarship coaching, and an annual Student Awards Ceremony. The Learning Centre also offers

workshops to inform students about the English Exit Exam and writing letters of intent for university

and/or college applications.

The Learning Centre also supports and encourages all students by providing them with a physical

environment that fosters learning. Many students use and appreciate the Learning Centre space,

whether it be the quiet study room, the reception area, peer tutoring room or computer lab.

Students can make individual appointments with the staff in order to obtain help with writing and

grammar. They may also register to have an English peer tutor who helps with reading comprehension,

writing strategies, as well as speaking and pronunciation skills. It also recommends teachers could make

use of TLC’s online referral system or speak directly to one of the staff, should they have specific

students they feel could benefit from the assistance of a TLC staff member.

The Math and Science Centre

The Math and Science Centre is designed to offer support for students in math and the sciences. It is a

large, open and interactive space in which students can use one of the 21 computers, consult textbooks

and get support and tutoring. The center has been supportive of IET students involved in the robotics

competition and associated learning activities, providing guidance, a place for students to construct

their projects and to consult with tutors.

Library

Vanier College has a fully automated central library with over 80,000 books, 2,000 non-print items (AV

material and computer software), government publications, and over 600 serial subscriptions (print and

digital full-text). All resources are catalogued and listed on the College Library online public access

system (OPAC).


According to the library survey, the Library’s main tasks, as they relate to the IET program and its

students, are to help these students obtain material to succeed in their English and Humanities courses.

This includes essays and research papers.

The library team felt that liaisons between the library and the IET program could be improved by having

every student in this program introduced to the physical and virtual library during the first few weeks of

their first semester. The exercise is brief.

The team also felt that the collection could be improved to better meet the needs of the students and

teachers in the IET program by adding electronic books (eBooks). These students in particular are

constantly using computers, so access to eBooks through the Internet could be useful for this

population. Also, while there are sufficient resources for students in this program to succeed in English

and Humanities courses and there are some software manuals in print form available in the library, the

collection could be improved.

Communications & Advancement (Recruitment Activities)

Communications/Recruitment staff provide prospective students with a prospectus and opportunities to

speak to high school students about the IET program.

Communications/Recruitment also perform recruitment-related tasks for all programs (See Chapter 5).

3. Material Resources

CEEC Question In what state are the various material resources assigned to the program (classrooms and laboratories, technical and computer equipment, libraries, etc.) in terms of quantity, quality, accessibility, upkeep, and renewal?

The IET facilities are primarily located on the third floor of the D-wing, and ground level of the K-wing.

The Faculty Dean’s offices are located on the third floor of the N-building. The Student Resource Centre,

added in Winter 2013, is located within the department in room D-346. This room also has a library of

technical books related to the IET program available for students to borrow.

The material resources of main concern in this evaluation are classrooms (and their furniture), computer

labs, workshop, resource rooms and library resources (i.e., books, journals, and online databases).

Perceptions of these resources were evaluated by current students and faculty and each of these

material resources will be discussed in turn.

3.1 Classrooms, laboratories and their furniture

Current IET students, teachers and IET graduates were asked to rate the level of importance and their

level of satisfaction in relation to a variety of material resources within the IET Department and within


the College as a whole. Depending on the question, between 44 to 46 students and between 9 to 11

graduates responded. The importance ratings for all items were high, ranging from 3.95 out of 5 to 4.35

out of 5). However, the satisfaction of teachers was overall lower than that of students and graduates.

Two items were ranked especially low: availability of computers and workspace for groups. Both ranked

at 1.6 out of 5. The detailed results are shown in Table 4.4.

Table 4.4 Survey on Material Resources within the IET program

n= no. of respondents

Ave. level of

importance

Score (out of

5)

Ave. level of

satisfaction

Score (out

of 5)

Ave. level of

importance

Score (out

of 5)

Ave. level of

satisfaction

Score (out

of 5)

Ave. level of

importance

Score (out

of 5)

Ave. level of

satisfaction

Score (out of

5)

Students (n=459) Graduates (n=10/9) Teachers (n=6)

Laboratories and laboratory furniture 4.36 3.77 4.80 4.33 4.0 3.25

Computer equipment 4.58 3.84 4.80 4.44 4.2 3.8

Program-specific software availability on

computers 4.77 3.84 4.40 3.89 4.6 3.2

Availability of computers with program

specific software outside of scheduled

classroom hours

4.44 2.91 4.78 2.78 4.0 1.6

Workspace for group work 4.22 3.18 4.33 3.67 3.8 1.6

Importance: Workspace for quiet study 4.34 3.25 4.56 2.67 3.6 3.4

Program-specific resource material

(books, magazines, etc.) 4.05 3.24 4.10 4.11 3.2 2.75

Laboratory equipment is technologically

current 4.62 3.74 4.70 4.0 4.0 2.25

Laboratory equipment is appropriate to

course content and course learning

activities

4.66 4.0 4.89 4.67 4.0 2.25

Data source: Student Survey, Autumn 2012; Graduate Survey, Winter 2013; Faculty Survey, Winter 2013

Table 4.5 Student and Graduate Survey on College-wide Material Resources

n= no. of respondents

Ave. level of

importance

Score (out of

5)

Ave. level of

satisfaction

Score (out

of 5)

Ave. level of

importance

Score (out

of 5)

Ave. level of

satisfaction

Score (out

of 5)

Students (n=45) Graduates (n=10/9)

Classrooms and classroom furniture 4.13 3.77 4.70 4.00

Computer equipment 4.56 3.93 4.80 4.33

Workspace for group work 4.32 3.52 4.40 4.22

Workspace for quiet study 4.49 2.75 4.30 3.44

Library resource material (e.g. Books,

journals, databases) 4.40 3.71 4.40 4.33

Data source: Student Survey, Autumn 2012; Graduate Survey Winter 2013

9 N=45 unless shown to be otherwise.


Worthy of note are the high importance attributed to, yet low satisfaction level with, the availability of

computers with program-specific software outside of scheduled classroom hours, and the

appropriateness of laboratory equipment. The availability of computers outside of scheduled classroom

hours was addressed in Autumn 2013 by making both the Computer Lab (D-344) and the Resource

Room (D-346) which is equipped with program-specific software and is available for use from 8:00am to

6:00pm for the resource room and when classes are not scheduled for the computer lab. The current

plan is to have extended hours for D-346, with that resource room being open from 8:00am to 9:00pm

on weekdays and from 9:00am to 4:00pm on Saturday and Sunday by the end of the Autumn 2013

semester. There was also mention of, in open-ended comments, of dissatisfaction not simply with lab

equipment but with the availability of lab time (a point discussed in earlier chapters). In response to

different questions, seven students commented on the need for more lab-time to work on IET

assignments and to practice skills learned in the classroom. This need was reiterated by three graduates

(50% of the six that commented on the need for improvements in the program) suggesting that more

lab-time should be available to students outside of classes. Due to safety concerns, the hardware

laboratories are not made available to students without direct teacher supervision. Students are advised

to request teachers whose projects they are working on to supervise extra lab time when scheduled lab

time is not enough in which to complete their projects.

Throughout the faculty survey, the issue of the need for new laboratory equipment was mentioned

seven times by three out of four IET teachers. Two teachers made it clear that while the equipment

meets the more basic needs of first year students, new equipment must be purchased to help students

acquire competencies in second and third year courses.

When asked to comment further on the usefulness of the college and program physical resources to

their experience as a learner at Vanier, 14 students responded, providing a variety of answers, ranging

from a request to equip classrooms with larger desks (a concern reiterated by one of the teacher

respondents who explained that some of the male students in the program found the desks too small).

Five students also commented on the need to update furniture and equipment in the lab rooms (some

of which, according to students, is not functioning properly).

Teachers were to rate the level of importance and satisfaction about classroom resources, but the

questions asked differed somewhat from those posted to students to better reflect their perspective as

instructors. They rated the importance of classroom layout and size at 3.83 out of 5 and their

satisfaction with the layout and size at 3.67. The importance of classrooms and their furniture and

equipment were rated at 4.0 and their satisfaction with these at 2.5. It should be noted that multimedia

equipment was distinguished from generic classroom equipment. Teachers rated the former at 4.5 and

their satisfaction with it at 4.0.

One concern expressed by two teachers was that the department has, to date, been unable to agree

upon what equipment is needed in the program. There appears to be no unified, collaborative effort to

assess the program’s equipment needs in an organized manner that takes into account course

objectives and strategizes ways to buy types of equipment that will best meet program needs.


When asked about the issue of available space in the IET program, the Faculty Dean pointed out that IET

has available space, and he would like to see IET teachers review its use as it considers what new

equipment it must purchase.

Laboratory Safety and Conformity

Although not surveyed specifically about safety equipment, teachers and the coordinator did make

reference to specific safety equipment needs as well:

laboratory safety equipment, including an emergency power button in each of the hardware lab

classes that are currently lacking one.

lock-out/tag-out for the labs10 to both train and protect our students.

First-aid kits where required.

The Department Coordinator is a member of the Montreal comité sécurité électrique ( CSST ) a committee that organises workshops to educate teachers on changes to electrical safety required in the laboratories in educational institutes. When interviewed, she suggested that the department faculty would benefit from attending some of the workshops. The information about the required changes is not always in a readily available format and may require interpretation of the regulations as they apply to educational laboratories in order to be properly implemented. The changes in regulations affect not only electrical safety, but machine safety too and require changes to equipment, laboratory practice and laboratory activities.

Recommendation: The program evaluation committee (PEC) recommends that

1. [4.3] The IET department ask that the college ensure that laboratory facilities and practices conform to CSST standards.

2. [4.4] The IET department hold regular meetings devoted to safety and conformance with follow-up and action plans.

3. [4.5] The IET department collaborate to identify what equipment is required for all courses and analyse where gaps and overlaps exist in the program’s current material resources once it has consulted an advisory board, revised its program grid and developed its new course frameworks.

4. [4.6] The IET department cooperate with the Computerized Systems Technology program to determine what equipment might be shared between the two programs.

10 Lock-out/tag-out is an industry and laboratory safety procedure which ensures that machines are properly shut

off and not started up again before maintenance or servicing is performed.


3.2 Teaching materials

In order for course content to be updated, it is important to have access to academic journals as well as

other reference materials. Moreover, it is necessary for teachers to have access to resources that can be

distributed to students to enhance their learning. Teachers rated the importance of teaching materials

and supplies at 3.83 out of 5 and their satisfaction with it at 4.17. They rated the importance of printing

resources at 4.6 and their satisfaction with these at 4.0. In order to address some of these concerns,

since the Spring of 2013, the department has begun to subscribe to relevant industry periodicals and has

been placing them in the student resource room, available to students, after each teacher in the

department has had an opportunity to review them.

Table 4.6 Faculty Survey on Material Resources at Vanier College

Resource Average level of

importance

(Highest possible score

= 5; lowest = 1)

Average level of

satisfaction (Highest

possible score = 5;

lowest = 1)

Classroom layout and size 3.83 3.67

Classrooms and classroom furniture and equipment 4.0 2.5

Multi-media equipment for teaching purposes 4.5 4.0

Teaching materials and supplies 3.83 4.17

Computer facilities for teachers 4.33 3.60

Office space for teachers 4.0 3.83

Library resource material (e.g. Books, journals, databases)

for teachers

3.5 4.0

Printing resources 4.6 4.0

NUMBER OF RESPONDENTS 6

Data source: Faculty survey, Winter 2013

Teachers are responsible for ordering course supplies as soon as they are assigned their courses for the

following term. However, many teachers wait until the beginning of the semester to do so, which is

problematic for the following reasons: purchasing lead times may vary from days to months, orders are

sometimes lost in the process, the requisition process itself seems to be inconsistent and lacking in

traceability and feedback, and the College does not allow for discretionary spending. According to the

department coordinator, the department will need to consider how to streamline the ordering process

so that required materials are already here at the beginning of each semester.

3.3 Computer facilities

The college has an information technology centre with computer labs, Internet access and work-

processing workstations for individual use. The following table lists which computer resources are

available in the IET department and what their accessibility is.

The IET department have the following computer resources available:


Table 4.7 Computer Resources Available in the IET Department

Room No. Computers Software Accessibility

D-343 6 General & IET- specific IET scheduled classes

D-344 14 General & (some) IET- specific IET scheduled classes otherwise open

to IET students11

D-345 6 General & IET- specific IET scheduled classes

D-346 8 General & IET- specific Open to IET & CST students12

When asked whether there are adequate computer facilities to meet the needs of students and

teachers, those surveyed were fairly satisfied with the basic computer equipment available in labs.

Students rated the level of importance of computer equipment in the IET program, as 4.58 out of 5 and

faculty at 4.2. Students and faculty rated their satisfaction with the program’s computer equipment at

around 3.8. Concerns, however, were raised about the access to program-specific software. Students

rated the importance of having such software available on computers at 4.77 and faculty at 4.0. The

satisfaction ratings were almost a point lower: students’ satisfaction rating was 3.84 and faculty’s 3.2.

More noticeably, there was a clear difference between the importance attributed to having computers

with program-specific software available to students outside of course hours (students rating it at 4.44

and by faculty at 4.0) and the satisfaction students and faculty felt with the current availability of such

programs (for students, the satisfaction rating was 2.91 and, for faculty, it was even lower at 1.6.). The

IET department has addressed the students concerns through the opening of the resource room in

Winter 2013 and the Computer Lab in Autumn 2013 to allow students access to both program-specific

software applications and general editing applications outside of regular scheduled class time.

In the open-ended student survey, 18 suggestions were made for more access to laboratory support and

services for the purposes of completing experiments and projects. Fifteen suggestions were made for

the upgrading of equipment in laboratories. The coordinator also noted the impact that a lack of

computer, hardware and software resources has on the program. While reviewing the assessment tools

used in program courses, it was discovered that in one course a performance criterion cannot be

addressed because of a lack of required hardware and software.13

11 (As of Autumn 2013)

12 (As of Winter 2013)

13 This problem came to light during a random sampling of assessment tools. It may not be an isolated case.


3.4 Resource room

Until the Winter of 2013, IET did not have a resource room for its students. The lack of such a room was

commented on by nine out of 45 students (17%) and two out of 11 graduates (33%). Eighteen students

expressed a need for access to laboratory equipment. Three students suggested the room could be set

up akin to the physics department resource room, with computers with program-specific software,

power supplies, multimeters, program-relevant books, and a teacher available to help students once or

twice a week. One solution may be for teachers to follow their practice of holding office hours in the

labs, a practice that used to be followed but has not been more recently.

One IET resource room (D346), which is accessible to students14 was set up in response to this need. A

second room (D344) is available from 8:00am to 6:00 pm for student-use between scheduled classes.

Both rooms have computers with general and some program-specific software (when licensing permits).

D346 also has a selection of program-specific texts available for students to use in the room or to

borrow as needed. Soon it will have industry-relevant periodicals. These resource rooms are intended to

provide students access to computers, software and reference literature relevant to their discipline, and

to encourage interaction between year one, two and three cohorts. However, no components or

equipment is permitted in these rooms.

3.5 Library resources

Students rated the level of importance of the library as a service at Vanier as 4.40 out of 5 and their

satisfaction with this service as 4.31. Students, graduates and faculty were asked to rate the level of

importance they attributed to library resource materials (e.g., books, journals and databases). Students

and graduates rated it at 4.40 and faculty at 3.5. In terms of their satisfaction with these library

materials, students rated it at 3.71, graduates at 4.30 and faculty at 4.0.

14 Currently this room is available between the hours of 8:00am and 6:00pm. By the end of the Autumn 2013

semester it will be available from 8:00am to 9:00pm weekdays and 9:00am to 4:00pm Saturdays and Sundays.

Recommendation: The program evaluation committee (PEC) recommends that

1. [4.7] The IET department should liaise with IT Support Services to negotiate for

“Power User” status for its faculty.

2. [4.8] The IET department should look for ways to gives students access, outside of

class time, to laboratory equipment without compromising safety standards.


4. Financial Resources

CEEC Question How do the financial resources available ensure that the program functions properly? Are the program's essential needs being met?

In terms of whether financial resources are sufficient to ensure that the program functions properly,

coordinators and faculty were asked whether they were satisfied with the financial support for the IET

program. All the teachers surveyed agreed or somewhat agreed that the printing and stationary budget

have been sufficient to meet their needs. When asked to comment on how the college could improve its

financial support for the IET program, the coordinator said that it would like to see capital requests

processed more efficiently and procedures to facilitate follow-up with Purchasing. As mentioned above,

the Faculty Dean also expressed concern with the need to invest the capital money that is available to

the program.

4.3 Operational Budget

The department’s operational budget includes the operational money for the department and its

consumables (lab supplies, equipment repair, fuses, printing, photocopying, ink cartridges, etc.).

According to the department coordinator, this budget has fixed categories of assignment that is not

representative of the department’s true operating costs and consumables. Consequently, in the past

few years money has been spent without being accurately categorized. Moreover, since the department

has not bought all of the capital equipment it requires,15 the operational budget will need to be revised

once its equipment needs have been met.

4.2 Capital Budget

The department’s capital budget is essentially a special capital budget that was assigned to it as the

result of its last program revision; apart from this there is no renewable capital money planned for the

eventual replacement of assets when they become worn out or obsolete. A detailed inventory of capital

assets, their condition, and consumable inventory does not exist for the department. As well, the

faculty does not have a method (database, etc.) for tracking its assets, their condition (depreciation),

maintenance, etc.

15 The department has, to date, spent 52% of the Special Capital allotted to the program for the 2008 revision.

According to the Finance Department, $561, 948 of this budget remains unspent.


Recommendation: The program evaluation committee (PEC) recommends that the IET department

1. [4.9] Collaboratively develop a comprehensive capital equipment procurement plan.

2. [4.10] Revise its operational budget and its categories to reflect the consumable needs of the program.

3. [4.11] Identify stock items and quantities and create a plan for routine restocking,

4. Summary and Dashboard

Human, material and financial resources are necessary in order for the program to function properly.

Department members are educated in their discipline; a majority have completed the MTP or are

currently taking MTP courses. Teachers continue to develop their areas of expertise by attending

conferences. The recent hiring of a new teacher has helped alleviate the workload of department

members.

Students expressed satisfaction with the support services available to them. When asked about the

material resources in the program, students expressed the need for, and access to, updated lab

equipment, a need that was reiterated by faculty.

Concerns about material resources include the need to acquire equipment that allows teachers to cover

program objectives, equipment and develop safety procedures, to liaison with IT Support Services to

negotiate for more faculty administrative rights over departmental computers and software, to revise

the operational budget, and to streamline the supplies ordering process. Finally, while the program has

financial resources, it has yet to acquire all the equipment needed to teach the program’s objectives. It

will need to identify, in a coordinated manner, its equipment needs.

Figure 4.1: Dashboard: Resources

Are the number, quality and areas of expertise of teachers sufficient to meet the learning objectives of the program?

STRENGTH

Are the quality and quantity of stage resources sufficient to meet the learning objectives of the program?

Is the professional and support staff (librarians, Learning Centre staff, etc.) sufficient, available, and qualified to meet program needs?

In what state are the various material resources assigned to the program (classrooms and laboratories, technical and computer equipment, libraries, etc.) in terms of quantity,

WEAKNESS

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quality, accessibility, upkeep, and renewal?

Are the financial resources sufficient to ensure that the program functions properly?

STRENGTH

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