Electromechanical Engineering Technician … Engineering Technician Program Standard The approved...

Electromechanical Engineering TechnicianProgram Standard

The approved program standard for all Electromechanical Engineering Technicianprograms of instruction leading to an OntarioCollege Diploma delivered by OntarioColleges of Applied Arts and Technology(MTCU funding code 51021)

Ministry of Training, Colleges and UniversitiesApril 2003

DimockNi

ISBN 0-7794-5374-3 (Print) ISBN 0-7794-5375-1 (Internet)

Permission to Reproduce

Permission is hereby granted to the following institutions to reproduce this document, inwhole or in part, in print or by electronic means, for the following specific purposes,subject to the conditions that follow:

1. By an Ontario college of applied arts and technology for the purposes ofimplementation of the program standard within a college program, including forthe purpose of informing students, potential students, program advisorycommittees, or others about programs of study.

2. By an educational institution or school, for the purpose of informing prospectivecollege students about programs of study at Ontario colleges of applied arts andtechnology.

Conditions:

1. Every reproduction must be marked “© 2003, Ontario Ministry of Training,Colleges and Universities” at the beginning of the document or any part of it that isreproduced.

2. No other uses may be made of the document.3. The document may not be reproduced for sale.4. The Ministry may revoke the permission to reproduce at any time.

For permission to copy this document, in whole or in part, for other purposes or by otherinstitutions, please contact

Ministry of Training, Colleges and UniversitiesColleges Branch, Program Quality Unit9th floor, Mowat Block900 Bay StreetToronto, OntarioM7A 1L2

Telephone: (416) 325-1934Fax: (416) 327-1853E-mail: [email protected]

Inquiries regarding specific Electromechanical Engineering Technician programs offeredby colleges of applied arts and technology in Ontario should be directed to the relevantcollege.

Inquiries regarding this program standard should be directed to the address noted above.

This publication is available on the Ministry’s Web site at http://www.edu.gov.on.ca

Cette publication est également disponible sur le site Web du ministère:http://www.edu.gov.on.ca

© 2003, Ontario Ministry of Training, Colleges and Universities

ISBN 0-7794-5374-3

Ce document est aussi disponible en français.

Acknowledgements

The Ministry of Training, Colleges and Universities acknowledges with thanks thesignificant contribution of the many individuals and organizations who participated in thedevelopment of this program standard. In particular, the Ministry of Training, Collegesand Universities would like to acknowledge the important roles of

• Members of the Electromechanical Engineering Technology and TechnicianProgram 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 EngineeringTechnicians 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 SandfordFleming College; Ross Still, Nortel Networks; and Donald Wang, CentennialCollege.

• The many individuals and organizations who participated in consultations withthe committee and the project officer who led the development of the vocationalstandard: Brian Provini, Conestoga College.

Table of Contents

I. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Development of System-Wide Program Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Program Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The Expression of Program Standards as Learning Outcomes . . . . . . . . . . . . . . . . . . . . . 2

The Presentation of the Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

The Development of a Program Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Updating the Program Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

II. Vocational Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Preamble . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Synopsis of the Vocational Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

The Vocational Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

III. Generic Employability Skills Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Synopsis of the Generic Employability Skills Learning Outcomes . . . . . . . . . . . . . . . . 24

The Generic Employability Skills Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . 25

IV. General Education Standard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

The General Education Requirement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Goals and Broad Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

I. IntroductionThis document is the Program Standard for all Electromechanical EngineeringTechnician programs of instruction leading to an Ontario College Diploma delivered byOntario colleges of applied arts and technology (MTCU funding code 51021).

Development of System-Wide Program Standards

In 1993, the Government of Ontario initiated program standards development with theobjectives of bringing a greater degree of consistency to college programming offeredacross the province, broadening the focus of college programs to ensure graduates havethe skills to be flexible and to continue to learn and adapt, and providing publicaccountability for the quality and relevance of college programs.

The Colleges Branch of the Ministry of Training, Colleges and Universities hasresponsibility for the development, review, and approval of system-wide standards forprograms of instruction at Ontario colleges of applied arts and technology.

Program Standards

Program standards apply to all similar programs of instruction offered by colleges acrossthe province. Each program standard for a postsecondary program includes the followingelements:

• Vocational standard (the vocationally specific learning outcomes which apply tothe program of instruction in question),

• Generic employability skills standard (the generic skills learning outcomeswhich apply to all programs of instruction offering similar credentials), and

• General education standard (the requirement for general education inpostsecondary programs of instruction).

Collectively, these elements outline the essential skills and knowledge that a student mustreliably demonstrate in order to graduate from the program.

Individual colleges of applied arts and technology offering the program of instructiondetermine the specific program structure, delivery methods, and other curriculum mattersto be used in assisting students to achieve the outcomes articulated in the standard. Individual colleges also determine whether additional local learning outcomes will berequired to reflect specific local needs and/or interests.

2 I Introduction

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 andcomprehension. In addition, learning outcomes are interrelated and cannot be viewed inisolation of one another. As such, they should be viewed as a comprehensive whole. They describe performances that demonstrate that significant integrated learning bygraduates of the program has been achieved and verified.

Expressing standards as learning outcomes ensures consistency in the outcomes forprogram graduates, while leaving to the discretion of individual colleges curriculummatters 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 andachievement that the student must reliably demonstrate before graduation.

The elements of the performance for each outcome define and clarify the level andquality of performance necessary to meet the requirements of the learning outcome. However, it is the performance of the learning outcome itself on which students areevaluated. The elements are indicators of the means by which the student may proceed tosatisfactory performance of the learning outcome. The elements do not stand alone butrather 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 allpostsecondary programs of instruction should include vocational skills coupled with abroader set of essential skills. This combination is considered critical to ensuring thatcollege graduates have the skills required to be successful both upon graduation from thecollege program and throughout their working and personal lives.

A program standard is developed through a broad consultation process involving a rangeof stakeholders with a direct interest in the program area, including employers,professional associations, universities, secondary schools, and program graduatesworking in the field, in addition to students, faculty, and administrators at the collegesthemselves. It represents a consensus of participating stakeholders on the essentiallearning that all program graduates should have achieved.

3I Introduction

Updating the Program Standard

The Ministry of Training, Colleges and Universities will undertake regular reviews of thevocational learning outcomes for this program to ensure that the ElectromechanicalEngineering Technician Program Standard remains appropriate and relevant to the needsof students and employers across the Province of Ontario. To confirm that this documentis the most up-to-date release, contact the Ministry of Training, Colleges and Universitiesat the address or telephone number noted on the inside cover page.

4 II Vocational Standard

II. Vocational StandardAll graduates of Electromechanical Engineering Technician programs of instruction musthave achieved the fifteen vocational learning outcomes listed in the following pages, inaddition to achieving the generic employability skills learning outcomes and meeting thegeneral education standard.

Preamble

The field of electromechanical engineering reflects the integration of four areas inengineering: mechanical, electrical, electronics, and automation. Graduates ofElectromechanical Engineering Technician Programs carry out electromechanicalengineering technician functions within an engineering environment. Graduates havedemonstrated achievement of vocational learning outcomes which relate to engineering ingeneral and electromechanical engineering in particular.

The vocational learning outcomes and their respective elements of the performance werearticulated to define the range and level of skills, knowledge, and attitudes required bygraduates in order to be successful as entry-level electromechanical engineeringtechnicians. Achievement of the vocational learning outcomes will prepare the graduatesof the four-semester Electromechanical Engineering Technician Programs to modify,maintain, and repair, as well as analyse and troubleshoot, electromechanical equipment,components, systems, and subsystems. In addition, graduates will be able to assist inpurchasing, in customer service, and in quality-control and quality-assurance programs;and to apply communication, documentation, basic computer application, and teamworkskills to support the engineering activities of an organization.

Graduates of Electromechanical Engineering Technician Programs work in a broad rangeof employment settings in businesses and industries using electromechanical engineering,in both large and small organizations. Their jobs could involve working with a variety ofelectromechanical equipment and systems including manufacturing, automation,telecommunication, computer, and control systems. Students' learning would besignificantly enhanced by opportunities to gain and reflect on as much practical experienceas is feasible during their time in the program. This program standard has identified acluster of common skills, knowledge, and attitudes essential to all entry-level technicians inthe electromechanical engineering field; however, individual programs may choose to buildon this standard by offering some degree of specialization.

5II Vocational Standard

There may be opportunities for graduates to pursue further educational or occupationalqualifications; through articulation agreements between the colleges, universities, orprofessional organizations, graduates may be granted credits towards a degree andcertification. Students should contact individual colleges for further details of a college'sarticulation agreements with other institutions or professional associations.


Synopsis of the Vocational Learning OutcomesElectromechanical Engineering Technician Programs

The graduate has reliably demonstrated the ability to

1. fabricate mechanical components and assemblies, and assemble electricalcomponents and electronic assemblies by applying workshop skills andknowledge of basic shop practices in accordance with applicable codes andsafety practices.

2. interpret and produce electrical, electronic, and mechanical drawings andother related documents and graphics to appropriate engineering standards.

3. select and use a variety of troubleshooting techniques and test equipment toassess electromechanical circuits, equipment, processes, systems, andsubsystems.

4. modify, maintain, and repair electrical, electronic, and mechanicalcomponents, equipment, and systems to ensure that they function according tospecifications.

5. apply the principles of engineering, mathematics, and science to analyse andsolve routine technical problems and to complete work related toelectromechanical engineering.

6. assist in the specification of manufacturing materials, processes, andoperations to support the design and production of mechanical components.

7. analyse, build, and troubleshoot logic and digital circuits, passive AC and DCcircuits, and active circuits.

8. apply, install, test, and troubleshoot a variety of mechanical, electrical, andelectronic control systems.

9. install and troubleshoot basic computer hardware and programming tosupport the electromechanical engineering environment.

10. maintain and troubleshoot automated equipment including robotic systems.

11. establish and maintain inventory, records, and documentation systems.

12. select for purchase electromechanical equipment, components, and systemsthat fulfill the job requirements and functional specifications.


13. assist in quality-control and quality-assurance programs and procedures.

14. perform all work in accordance with relevant law, policies, codes, regulations,safety procedures, and standard shop practices.

15. develop personal and professional strategies and plans to improve jobperformance and work relationships with clients, coworkers, and supervisors.

NOTE: The learning outcomes have been numbered as a point of reference. Numbering does not implyprioritization, 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 electricalcomponents and electronic assemblies by applying workshop skills andknowledge of basic shop practices in accordance with applicable codes andsafety 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



interpret and produce electrical, electronic, and mechanical drawings andother related documents and graphics to appropriate engineering standards.


• produce or reproduce drawings using computer-aided drafting• produce and modify drawings effectively• interpret and prepare electrical, electronic, and mechanical specifications and

project-related documents• use computer software and other technology to produce effective sketches,

diagrams, charts, tables, and graphs• organize and prepare documents in accordance with recognized standards (e.g.,

company standards, CSA, ISO, electrical codes)



select and use a variety of troubleshooting techniques and test equipment toassess electromechanical circuits, equipment, processes, systems, andsubsystems.


• use standard mechanical, electrical, and electronic testing and measurementequipment such as scopes, digital voltmetre (DVM), protocol analysers, cabletesters, calipers, verniers, and voltmeters

• use a variety of references including colleagues, manufacturers’ manuals,handbooks, and electronic references (e.g., Internet, CD-ROM) to completetroubleshooting

• troubleshoot in accordance with principles and practices of electromechanicalengineering procedures and practices

• use the correct testing equipment and setup for the accurate assessment ofequipment 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



modify, maintain, and repair electrical, electronic, and mechanicalcomponents, equipment, and systems to ensure that they function according tospecifications.


• 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)

*Fluid Power is the study of Hydraulics and Pneumatics. It includes, but is not limited to, the design of control/logicsystems and related component/system theory, including the properties of fluids, for both Hydraulic and Pneumaticsystems.



apply the principles of engineering, mathematics, and science to analyse andsolve routine technical problems and to complete work related toelectromechanical engineering.


• apply mathematical techniques to solve applied science problems and makedecisions

• apply knowledge of mechanical, electrical, electronic, and automation technologiesto solve routine problems and complete electromechanical engineering tasks

• use mathematical and scientific analysis to assist in the design process• perform engineering calculations accurately using appropriate mathematics

including algebra and trigonometry• use mathematical and scientific terminology accurately• apply mathematical and scientific analysis for troubleshooting, maintaining, and

testing components, equipment, and systems• apply engineering principles to the analysis and construction of mechanical

components, equipment, systems, and engineering projects• verify and record solutions by using diverse problem solving techniques



assist in the specification of manufacturing materials, processes, andoperations to support the design and production of mechanical components.


• troubleshoot, source, and select mechanical power transmission components andsystems

• analyse mechanical components and prototypes used in manufacturing processesand systems

• analyse properties of materials and assess their suitability for use in a mechanicalsystem

• recognize the effects of manufacturing processes on materials and on the design andproduction of components

• use systematic approaches to assist in the identification and resolution of technicalproblems

• identify and apply material testing methods• assist in sourcing material, tools, equipment, supplies, and services related to

production of components• apply knowledge of manufacturing techniques to support the manufacturing and

handling of components



analyse, build, and troubleshoot logic and digital circuits, passive AC and DCcircuits, and active circuits.


• perform conversions in and among number systems such as hexadecimal, decimal,octal, binary, and binary-coded decimal

• analyse and troubleshoot circuits which have programmable logic devices (PLD)• analyse and troubleshoot combinational logic circuits, sequential logic circuits, and

analog-to-digital and digital-to-analog conversion circuits• apply Ohm’s Law and Kirchhoff’s Laws to circuit 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 resistance, inductance, capacitance (RLC) circuits• identify, analyse, and distinguish waveform properties• identify and select analog semiconducting devices to meet job requirements and

functional specifications• analyse and troubleshoot circuits such as linear and non-linear amplifiers,

oscillators, pulse circuits, and active filters using discrete components andintegrated circuits, phase-locked loops (PLL) and frequency synthesizers, powersupplies, and semiconductor gating circuits

• build, test, and troubleshoot electrical and electronic circuits



apply, install, test, and troubleshoot a variety of mechanical, electrical, andelectronic control systems.


• select and troubleshoot analog and digital sensors• apply knowledge of electric motor fundamentals to control systems• apply electromechanical knowledge to single- and three-phase industrial and

domestic electrical distribution• analyse and modify control processes• integrate controls and machinery• use, adjust, and maintain instrumentation• integrate a variety of industrial components with programmable logic controls

(PLC)• apply, install, test, and troubleshoot PLC systems• apply knowledge of control relays and drives (e.g., variable frequency drive

[VFD]) to build, test, and troubleshoot motor controls (open loop)• apply principles of mechanics and fluid power* to build, test, and troubleshoot

mechanical systems• build, test, and troubleshoot pneumatic circuits• build, test, and troubleshoot hydraulic components and systems• solve efficiency, power loss, and energy problems in electrical and hydraulic

systems• test and measure fluid pressures and flow characteristics• test electrical, electronic, and mechanical controls used in electrical and fluid

power* systems• integrate motion control and electrical and fluid power* equipment• integrate electronic control equipment (e.g., discrete devices, PLCs, sensors, robot

application programs) into typical small Computer Integrated Manufacturing (CIM)work cell environments so that an overall system performs to specification

• apply Boolean logic to industrial control systems

*Fluid Power is the study of Hydraulics and Pneumatics. It includes, but is not limited to, the design of control/logicsystems and related component/system theory, including the properties of fluids, for both Hydraulic and Pneumaticsystems.



install and troubleshoot basic computer hardware and programming tosupport the electromechanical engineering environment.


• select, configure, install, and troubleshoot industrial communication protocols• use knowledge of computer systems and application software to resolve routine

technical problems• apply knowledge of hardware and application software to maintain effective

computer operations



maintain and troubleshoot automated equipment including robotic systems.


• analyse the effectiveness of robots in a variety of industrial processes• troubleshoot integrated robotic systems• test a variety of digital display and recording processes and systems• install and repair automated manufacturing equipment found in manufacturing

facilities• apply knowledge of robot programming and operating protocol



establish and maintain inventory, records, and documentation systems.


• prepare technical documentation such as operator procedures, maintenanceprocedures, 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



select for purchase electromechanical equipment, components, and systemsthat fulfill the job requirements and functional specifications.


• 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



assist in quality-control and quality-assurance programs and procedures.


• follow maintenance schedules• apply preventive and predictive maintenance techniques• observe, record, assess, and report compliance with appropriate maintenance

procedures and specifications• inspect components using appropriate measuring instruments as required• report test results in accordance with organizational maintenance procedures and

specifications• apply knowledge of maintenance procedures and programs to improve work

performance• apply functional specifications, procedures, and relevant standards applicable to

electromechanical engineering• select and use appropriate procedures, measurement, and testing equipment• program test equipment to generate appropriate test vectors



perform all work in accordance with relevant law, policies, codes, regulations,safety procedures, and standard shop practices.


• follow the appropriate procedures and practices (e.g., Lockout/Tagout Standard) toensure proper shutdown of equipment before maintenance and servicing activitiesare performed

• adhere to applicable workplace codes including those relating to electrical andmechanical work environments, explosive environments, hazardous materialhandling, and safety

• follow safety policies and practices established by government agencies (e.g., theOccupational Health and Safety Agency, the Ministry of Labour, the Ministry of theEnvironment)

• test, store, and handle electrical, electronic, and mechanical equipment according toindustry standards (e.g., American National Standards Institute, electrical codes)

• apply regulatory and licensing requirements (e.g., NEMA ratings) when completinginstallations, maintenance, and repairs of electrical, electronic, and mechanicalequipment

• conduct safety inspections of the workplace to detect, report, and correct, wherepossible, 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



develop personal and professional strategies and plans to improve jobperformance and work relationships with clients, coworkers, and supervisors.


C assist in the instruction and supervision of other workersC 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• 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

23III Generic Employability Skills Standard

III. Generic Employability Skills Standard

All graduates of Electromechanical Engineering Technician Programs must haveachieved the thirteen generic employability skills learning outcomes listed on thefollowing pages, in addition to achieving the vocational learning outcomes and meetingthe general education standard. In the generic employability skills learning outcomes,an explanation of the outcome is also provided to help ensure clarity.

24 III Generic Employability Skills Standard

Synopsis of the Generic Employability Skills Learning OutcomesElectromechanical Engineering Technician Programs

The graduate has reliably demonstrated the ability to

1. communicate clearly, concisely, and correctly in the written, spoken, andvisual form that fulfills the purpose and meets the needs of the audiences.

2. reframe information, ideas, and concepts using the narrative, visual,numerical, and symbolic representations which demonstrate understanding.

3. apply a wide variety of mathematical techniques with the degree of accuracyrequired to solve problems and make decisions.

4. use a variety of computer hardware and software and other technologicaltools appropriate and necessary to the performance of tasks.

5. interact with others in groups or teams in ways that contribute to effectiveworking relationships and the achievement of goals.

6. evaluate her or his own thinking throughout the steps and processes used inproblem solving and decision making.

7. collect, analyze, and organize relevant and necessary information from avariety of sources.

8. evaluate the validity of arguments based on qualitative and quantitativeinformation in order to accept or challenge the findings of others.

9. create innovative strategies and/or products that meet identified needs.

10. manage the use of time and other resources to attain personal and/or project-related goals.

11. take responsibility for her or his own actions and decisions.

12. adapt to new situations and demands by applying and/or updating her or hisknowledge and skills.

13. represent her or his skills, knowledge, and experience realistically forpersonal and employment purposes.


The Generic Employability Skills Learning Outcomes


communicate clearly, concisely, and correctly in the written, spoken, andvisual 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 developedtheir ability to analyze their audiences to identify what is required and to match thoseneeds with the means that is most appropriate. They will have produced materialaccording to the style and conventions required, and they will have checked theirproducts for accuracy and clarity. Finally, graduates will have used the tools available tothem to create and correct their written, spoken, and visual messages.


• 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



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 tocomprehend what has been received. One way to demonstrate that comprehension is toreframe, or restate in other forms, the original message. This requires graduates to havedeveloped the skills to read, listen to, and observe messages contained within narrativeand visual form. It also requires the ability to construct unique narrative and visualrepresentations that are consistent with the original messages.


• 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, andcomputer-generated graphics; terms represented by numbers; and valuesrepresented 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



apply a wide variety of mathematical techniques with the degree of accuracyrequired to solve problems and make decisions.

Explanation

Using mathematics effectively in everyday situations requires the ability to apply a widevariety of mathematical skills accurately. Graduates will have demonstrated their abilityto apply the concepts of number and space to situations which include quantities,magnitudes, measurements, and ratios. They will have developed their ability to identifythe need for mathematics, to apply mathematical techniques (concepts, conventions,strategies, and operations) and to check the results of their applications. This will requiregraduates to be flexible and creative and to be confident in their mathematical skills andabilities.


• Recognize situations that require mathematics• Assess potential mathematical strategies (including models, geometric

representations or formulas, elementary algebraic equations, descriptive statisticalmethods, 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



use a variety of computer hardware and software and other technologicaltools appropriate and necessary to the performance of tasks.

Explanation

Using computers and other technologies as tools to increase productivity and to enhancetasks requires graduates to have the confidence and ability to use the tools well. Graduates will have demonstrated the ability to recognize when computers and othertechnologies contribute to completing tasks, solving problems, performing research, andcreating products. They will use the technological tool most appropriate to the task anduse it accurately. Finally, they will have gained confidence in continuing to learn aboutand cope with new technologies in the future.


• Use basic operating system functions competently (e.g., load software, store andretrieve 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



interact with others in groups or teams in ways that contribute to effectiveworking relationships and the achievement of goals.

Explanation

Working in teams or groups in either a work or personal context requires the ability toassume responsibility for collective duties and decisions. It also requires interactingeffectively with the members of the group. Therefore, in achieving this outcome,graduates will have demonstrated their ability to understand and complete the varioustasks required of them as group members. They will also have demonstrated their abilityto understand and respond to others.


• 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



evaluate her or his own thinking throughout the steps and processes used inproblem solving and decision making.

Explanation

Solving a range of complex problems and dealing with a variety of tasks require thethinking skills and strategies that will allow graduates to identify what has to be done andto select and implement the most suitable approach. In applying thinking skills andstrategies, graduates will have understood the limits as well as the potential of their ownthought processes. As well, in attempting various strategies, they will have exploredstyles of thinking that may be new to them. This will allow graduates to understand theway they think and how they approach decisions and problems.


• 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



collect, analyze, and organize relevant and necessary information from avariety of sources.

Explanation

Making decisions and completing tasks often requires information that can be used assupport. Graduates, therefore, must be able to access current, relevant, and usefulinformation and to organize that information in understandable ways. In achieving thisoutcome, graduates will have developed and used strategies to locate and gather a widerange of information, most particularly through technological means. They will havelearned how to select pertinent information and to sort it so that it can be displayed inuseful formats like databases and spreadsheets. This information can then be used tosupport decisions and to assist in the completion of tasks.


• 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



evaluate the validity of arguments based on qualitative and quantitativeinformation in order to accept or challenge the findings of others.

Explanation

With the wealth of numerical and non-numerical information available, graduates mustbe able to interpret, understand, and draw conclusions about what others have produced. Graduates will have used their mathematical abilities to question the validity of statisticsand other numerical claims. Graduates also will have used their language and criticalthinking skills to analyze the assumptions and evidence that others use to support morequalitative arguments and conclusions. As a result, graduates will have developed theability to question and make decisions about what they read, hear, and observe.


• 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



create innovative strategies and/or products that meet identified needs.

Explanation

Creating strategies and products that are original and innovative will require graduates todevelop 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 seeunique relationships; and to practice the lateral, divergent, and intuitive thinking that willyield new approaches.


• 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



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 touse 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, theywill have attempted to follow their plans and use the tools, assessing regularly howrealistic the goals, plans, and processes are and adapting when it is necessary.


• 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



take responsibility for her or his own actions and decisions.

Explanation

Making decisions, taking positions, and completing tasks require graduates to beaccountable for actions taken and to defend their convictions. Graduates will havedemonstrated their ability to evaluate what they do and why they do it. They will havetaken into consideration their individual values, beliefs, and opinions and the effectsthese 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.


• 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



adapt to new situations and demands by applying and/or updating her or hisknowledge 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 areapplicable to a range of changing, novel, and unexpected situations. They will havedemonstrated their ability to reflect on what they can do, match those skills to the newdemands, and apply previous skills or develop the additional ones that will make them aseffective in the new situations.


• 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



represent her or his skills, knowledge, and experience realistically forpersonal and employment purposes.

Explanation

Preparing for changes in their personal and professional lives requires graduates to assessand present their accomplishments and abilities. In achieving this outcome, graduateswill have developed their ability to reflect on what they have done and learned. Theywill also have summarized their abilities in ways that are attractive and useful to potentialrecipients. These ways may include portfolios and resumes. Finally, graduates will havedeveloped the skills to present themselves and their accomplishments personally and withconfidence.


• 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

38IV General Education Standard

IV. General Education StandardAll graduates of Electromechanical Engineering Technician programs must have met thegeneral education requirement described on the following pages, in addition to achievingthe vocational and generic employability skills learning outcomes.

The General Education Requirement for Ontario College Diploma andOntario College Advanced Diploma Programs

Graduates will have been engaged in learning that exposes them to at least onediscipline outside their main field of study and increases their awareness of thesociety and culture in which they live and work. This will typically involve studentstaking three to five courses (or the equivalent) designed discretely from vocationallearning opportunities. This learning would normally be delivered using acombination of required and elective processes.

The general education requirement is an integral component of the ElectromechanicalEngineering Technician Program Standard, along with the vocational and genericemployability skills learning outcomes.

The general education requirement is to be met consistent with the followingguiding principles:

1. General education in the colleges is to identify and deal with issues of societalconcern in a manner relevant to the lives of students. General education coursesare to be structured in such a way as to guide students through the historicalcontext of such issues, their theoretical bases, and application to contemporarylife.

2. All general education courses offered in the colleges are to be designed to benefitone or more of three aims: learners’ personal growth and enrichment, informedcitizenship, and working life.

3. An essential component of the mission of Ontario’s colleges is the encouragementand support of continuous learning. This commitment to lifelong learning is to bereflected in each of the general education courses offered in the colleges.

39 IV General Education Standard

General education appropriate for Ontario colleges is defined as those postsecondarylearning experiences that enable learners to meet more effectively the societal challengesthat they face in their community, family, and working life. General education in thecolleges provides learners with insight into the enduring nature of the issues beingaddressed and into their particular relevance to today and the future. This education isintended to encourage and support continuous learning and is designed to address one ormore of the goals and associated broad objectives established for general education.

Goals and Broad Objectives of General Education

1. 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

2. Civic Life

understand the meaning of freedoms, rights, and participation incommunity and public life

Broad Objectives

• develop knowledge of the structure and function of governments inCanada: legislative, judicial, and administrative arms; roles of electedofficials and public servants; and a personal awareness of citizenresponsibility

• develop historical understanding of major issues affecting Canadianpolitics and a critical awareness of related public policy

• develop awareness of international issues and their effects, and the placeof Canada in international communities

• develop awareness of the history, significance, and organization of thevoluntary sector in community life

40IV General Education Standard

3. Cultural Understanding

understand the cultural, social, ethnic, and linguistic diversity ofCanada and the world

Broad Objectives

• develop an understanding of cultural identity by linking personal historyto broader cultural study

• develop an understanding of the diversity of cultures and subculturesrepresented in Canadian society and of their interactions within theCanadian society

• develop intercultural understanding through reasoned reflection on variouscultures’ responses to universal human issues

4. Personal Development

gain greater self-awareness, intellectual growth, well-being, andunderstanding of others

Broad objectives

• consider one’s expectations and values and analyze their impact onpersonal goals

• apply an understanding of the individual and human development topersonal 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

5. Social Understanding

understand relationships among individuals and society

Broad Objectives

• develop informed understanding of social organization and institutionsand of ongoing issues in relationships between individuals, groups, andsocieties

• develop informed understanding of social trends, social change, and socialproblems and of implications for social and personal response

• develop informed understanding of contemporary social problems andissues

41 IV General Education Standard

6. Understanding Science

appreciate the contribution of science to the development ofcivilization, 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 inmeasuring quantifiable entities and confirming laws of nature

7. Understanding Technology

understand the interrelationship between the development anduse of technology and society and the ecosystem

Broad Objectives

• relate implications of current transformations in technological knowledgeand development to our physical and biological world

• develop awareness of ethical positions on enduring issues regarding theplace of the human species in the physical and biological world

8. Work and the Economy

understand the meaning, history, and organization of work; andof working life challenges to the individual and society

Broad Objectives

• set personal expectations for efficiency, effectiveness, ethics, and rewardsand 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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