1. Title Page - Postsecondary Education Quality Assessment Board

Sheridan College Institute of Technology and Advanced Learning 

1. Title Page 

1.1 Submission Title Page 

Full Legal Name of Organization: Sheridan College Institute of Technology and Advanced 

Learning 

Operating Name of Organization: N/A 

Common Acronym of Organization (if applicable): Sheridan College 

URL for Organization Homepage (if applicable): http://www1.sheridaninstitute.ca/ 

Proposed Degree Nomenclature: Bachelor of Applied Arts (Interior Design) 

Location (specific address) where program to be delivered (each location requires a locationspecific 

consent from the Minister): 1430 Trafalgar Road, Oakville, ON L6H 2L1 

Contact Information: 

Person Responsible for this Submission:* 

Name/Title: Maureen Callahan, Vice President Academic 

Full Mailing Address: 1430 Trafalgar Road, Oakville, Ontario, L6H 2L1 

Telephone: (905) 845-9430 x4061 

Fax: (905) 815-4002 

E-mail: maureen.callahan@sheridanc.on.ca 

Site Visit Coordinator (if different from above):** 

Name/Title: Nancy Riddell, Coordinator Administrative Services 

Full Mailing Address: 1430 Trafalgar Road, Oakville, Ontario, L6H 2L1 

Telephone: (905) 845-9430 x2666 

Fax: (905) 815-4168 

E-mail: nancy.riddell@sheridanc.on.ca 

Anticipated Start Date: Fall, 2008 

Anticipated Enrolment for the first 4 years of the program: 165 

Chair, Board of Governors 

Name/Title: Gary Kain 

Mailing Address: c/o Board of Governors Office, 1430 Trafalgar Road, Oakville, ON L6H 2L1 

Telephone: (905) 844-5198 

* The person who is the primary contact for the submission on matters pertaining to proposal 

content and communications from the Postsecondary Education Quality Assessment Board. 

** This person will be the organization’s liaison for coordinating the site visit. 

Bachelor of Applied Arts Interior Design Page 1 of 364


1.2 Table of Contents 

1. Title Page 

1.1 Submission Title Page................................................................................................................................1 

2. Executive Summary 

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

3. Program Abstract 

3.1 Program Abstract........................................................................................................................................9 

4. Program Degree-Level Standard 

4.1 Degree Level Summary............................................................................................................................10 

4.2 Samples of Student Work ........................................................................................................................18 

5. Admissions, Promotion, Graduation Standard 

5.1.1 Admissions Requirements Direct Entry ......................................................................................19 

5.1.2 Admissions Policies and Procedures for Mature Students .........................................................20 

5.2.1 Credit Transfer/Recognition Policies and Procedures ................................................................24 

5.2.2 Advanced Placement Policies ......................................................................................................29 

5.2.3 Degree Completion Arrangements...............................................................................................32 

5.2.4 Gap Analysis .................................................................................................................................33 

5.2.5 Bridging Courses...........................................................................................................................41 

5.3 Promotion and Graduation Requirements...............................................................................................62 

6. Program Content Standard 

6.1.1 Program Advisory Committee Membership ...............................................................................69 

6.1.2 Program Advisory Committee Minutes.......................................................................................70 

6.2.1 Professional/Accreditation or Other Requirements ....................................................................71 

6.2.2 Letters of Support: Professional/Accreditation or Other Requirements....................................78 

6.3.1 Program Level Learning Outcomes .............................................................................................87 

6.3.2 Course Descriptions ......................................................................................................................91 

6.3.3.1 Program Hour/Credit Conversion Justification...............................................................99 

6.3.3.2 Academic Course Schedule(s)........................................................................................101 

6.3.3.3 Identification of Previously Assessed Subjects.............................................................106 

6.4 Course Outlines ....................................................................................................................................107 

6.5.1 Program Structure Requirement.................................................................................................143 

6.5.2 Support for Work Experience.....................................................................................................144 

6.5.3 Work Experience Outcomes and Evaluation.............................................................................146 

7. Program Delivery Standard 

7.1.1 Quality Assurance Policies.........................................................................................................153 

7.1.2 Policy on Student Feedback .......................................................................................................166 

7.1.3 Student Feedback Instruments....................................................................................................167 

7.2.1 On-Line Learning Policies and Practices ..................................................................................169 

7.2.2 Academic Community Policies..................................................................................................170 

8. Capacity to Deliver Standard 

8.1. Demonstrated Strength..........................................................................................................................171 

8.2.1 Library Resources .......................................................................................................................172 

8.2.2 Computer Access ........................................................................................................................183 

8.2.3 Classroom Space .........................................................................................................................184 

8.2.4 Laboratories/Equipment .............................................................................................................185 

8.3. Resource Renewal and Upgrading .......................................................................................................186 

8.4. Support Services....................................................................................................................................187 



8.5. Policies on Faculty ................................................................................................................................189 

8.6.1 CV Release ..................................................................................................................................198 

8.6.2 A Curriculum Vitae Exceptions .................................................................................................199 

8.6.2 B CV for Faculty Responsible for Teaching and Curriculum of DW courses........................200 

8.6.2 C CV for Faculty Responsible for Teaching and Curriculum of DO and DL courses ...........205 

8.6.2 D CV for Program Development Consultants...........................................................................206 

8.6.2 E CV for On-line Learning Professional and Technical Staff..................................................207 

8.7. Enrolment Projections and Staffing Implications ...............................................................................208 

9. Credential Recognition Standard 

9.1 Program Design and Credential Recognition .....................................................................................209 

10. Regulation and Accreditation Standard 

10.1 Current Regulatory or Licensing Requirements.........................................................................212 

10.2 Letters of Support from Regulatory/Licensing Bodies..............................................................219 

11. Program Evaluation Standard 

11.1 Periodic Review Policy and Schedule ........................................................................................221 

12. Academic Freedom and Integrity Standard 

12.1.1 Academic Freedom Policy .......................................................................................................223 

12.1.2 Academic Honesty Policy ........................................................................................................225 

12.1.3 Academic Honesty Procedure ..................................................................................................230 

12.2 Policy on Intellectual Products............................................................................................................236 

12.3 Policy on Ethical Research Practices ..................................................................................................246 

13. Student Protection Standard 

13.1 Academic Calendar Information .........................................................................................................257 

13.2.1 Dispute Resolution....................................................................................................................258 

13.2.2 Fees and Charges.......................................................................................................................261 

13.2.3 Student Dismissal......................................................................................................................262 

13.2.4 Withdrawals and Refunds.........................................................................................................266 

13.3 Student Protection Information ...........................................................................................................267 

14. Economic Need 

14.1 Evidence of Economic Need ...............................................................................................................269 

15. Non-Duplication of Programs 

15.1 Similar/Related College Programs ......................................................................................................315 

15.2 Similar/Related University Programs .................................................................................................321 

16. Optional Material 

16.1 Program Map ........................................................................................................................................324 

16.2 Breadth Course Electives.....................................................................................................................325 

16.3 CIDA Report.........................................................................................................................................333 



2. Executive Summary 

Appendix 2.1 Executive Summary 

Program Description 

Interior designers focus on the planning, design and detailing of interior space to improve the quality of 

people’s physical environment. The BAA (Interior Design) is a four-year first professional degree, which 

will prepare students for professional roles and qualification for future licensing as practicing interior 

designers. The program will replace our three-year diploma program which received The Council for 

Interior Design Accreditation (CIDA) certification in 2007. The degree curriculum was designed to meet 

the most recent CIDA standards of delivery and content. 

In 2004 CIDA, a recognized authority on interior design education by the Council for Higher Education 

Accreditation, stipulated that an interior design program must culminate in a minimum of a Bachelor’s 

degree for eligibility for Council accreditation. Accredited programs must now demonstrate compliance 

with this requirement by January 1, 2010 in order to maintain their accreditation. In 2015, the Association 

of Registered Interior Designers of Ontario (ARIDO) will require interior designers to be graduates of a 

4-year degree program. In order for Sheridan to comply with these regulations and for Sheridan students 

to qualify for professional credentials upon graduation, we are applying to PEQAB for approval of a 

BAA(ID) program. The curriculum we are submitting was developed by Humber College and originally 

approved by PEQAB in 2004. We have received permission from Humber to use their curriculum and we 

submit it without changes. 

Covering both commercial and residential design, the curriculum provides comprehensive treatment of all 

facets of interior design including research, problem analysis, concept development, design 

communication, drawings and specifications, technology, verbal and visual presentation methods, 

construction, and business practice. It develops students’ skills as creative designers who can formulate, 

propose and execute creative design solutions for the physical, social and psychological needs of a 

changing society. 

Graduates of the program could become designers with interior design firms, architectural firms, or 

corporate institutions. They may also work as freelance designers or architecture and design 

representatives with resource alliance suppliers. They will be able to design offices, hospitality, retail and 

institutional facilities, health care facilities and residential settings, incorporating sustainable practices as 

emphasized throughout our program. 

Theoretical Framework 

Design is a catalyst for change. In a world consumed by complex social, economic, environmental and 

political issues, design thinking offers a unique problem-solving methodology. It characterizes 

professional practice and is modeled in studio-based learning environments in most design programs. 

However, in order to respond to a rapidly changing world, designers will need to engage new perspectives 

on social and environmental responsibility. 

Within the current Interior Design diploma program at Sheridan, students are introduced to principles of 

environmental sustainability as well as socially responsive methods embedded in barrier-free and 

universal design practices. While Humber’s curriculum includes courses on sustainability, Sheridan 

faculty will employ a teaching perspective that embeds the philosophy of socially responsible design into 

every course. Sheridan’s Interior Design degree program, therefore, will prepare students to be socially, 

culturally and environmentally sensitive practitioners who seek inclusive solutions that enhance our 

living, working and recreational environments. 



Program Learning Outcomes 

The program will integrate theoretical, historical and contemporary principles of design as they relate to 

identifying and solving design problems. Students will be able to analyze the universality of design 

principles and elements and apply them to solutions that effectively respond to social and environmental 

issues. They will select appropriate materials and processes to achieve the sustainable, technical and 

visual functionality of their designs, and explain the relationship between aesthetic and utilitarian 

elements of design solutions. 

Students will analyze the complexity of forces (environmental, sociological, psychological, economic, 

political, technological) which influence the design of the physical environment. They will be able to 

explain the relationship between human behaviour and the built environment and consider the 

implications when preparing design solutions. This multi-disciplinary approach provides the students with 

a strong foundation and clear understanding of the values and principles interacting with and guiding the 

design community in which they will play an important role. 

Applying a variety of creative theories, concepts and processes, students will be able to generate ideas, 

proposals, and solutions to design challenges and to communicate creative concepts through to execution 

using a variety of media. They will be able to evaluate the strengths, limitations and potential of 

traditional, new and emerging materials and technologies to design interiors. Students will be able to 

integrate the principles of sustainable design in effective design concepts. In preparing their design 

solutions, they will be able to adhere to the laws, codes, regulations, standards and practices that protect 

the health, safety and welfare of the public. Students will be able to work effectively in groups or teams to 

achieve desired goals and outcomes, and critically assess their own creative work, as well as that of 

others. 

Students will gain a specialized knowledge of technical issues which challenge interior design practice, 

the role of technology in the built environment, and the conventions of measurement, scale, site 

measuring, drafting and volumetric manipulation through modelling. They will be able to employ new 

methods, materials, processes and technologies and explain their cultural, social and environmental 

implications. 

To support their future careers, they will be able to analyze and confidently employ business ethics and 

the professional standards of practice of the design industry. They will be able to interpret the elements of 

a successful design practice, from business conception to profit reporting, and will be able to evaluate the 

significance of “Right to Practice” legislation, as well as issues of debate such as potential conflicts, 

liability and constraints. 

Linkage Between Outcomes and Curriculum Design 

A strong foundation in the evolution and principles of interior design is developed in early courses such 

as Design Theory, Human Factors, and Sustainable Practices 1. Advanced courses such as Sustainable 

Practices 2, Interior Detailing, and Building Technology provide a more detailed examination of 

specialized areas of practice. Courses such as Professional Practices, Design Communications and the 

Studio series prepare students for the workplace and address ethical issues and limitations of knowledge. 

Students are introduced to multidisciplinary perspectives gained through the study of Design and Material 

Culture, Contemporary Design, and Interdisciplinary Practices, as well as through the various breadth 

electives. Research Methods and Statistics courses develop and hone students’ analytical skills. 

Applied design studio, detailing and business practice projects help students pull fundamental design and 

technical concepts together and bridge the gap between theory and application. The projects provide 

students with opportunities to develop creative ideas through to execution. In doing so, students develop 



project management, time management, creative problem solving, analytical, communication, 

collaborative and business skills, and employ both convergent and divergent thinking. The projects also 

provide a forum where ethics and professionalism can be addressed directly and concretely. Carefully 

selected projects encourage students to extend concepts beyond familiar situations and to conduct 

independent research. They also provide an opportunity to employ materials, media, techniques, 

technologies and tools associated with the execution of interior design strategies. In the development of 

their strategies, students will be required to assess particular design concepts and evaluate their strengths, 

limitations and potential, evaluate the potential and limitations of both traditional and new materials, 

evaluate influences on consumer behaviour, and synthesize research data. The projects reinforce and 

integrate material that is covered throughout the program and provide opportunities for students to 

demonstrate mastery of many of the program outcomes. 

Methods of Delivery 

The program is innovative in its focus on a collaborative model of delivery, student projects and 

curriculum. Our program will follow the Bauhaus model. Historically, the Bauhaus was innovative in its 

blend of the artistic and creative elements of design, technology and business as it brought artisans, 

architects, graphic and industrial designers together and fostered artistic and creative endeavours as team 

efforts. Since then, many design schools have recognized the merits of this model, and strive to achieve 

the same success for their students. 

As with our diploma program, this new curriculum will provide many opportunities for students to 

collaborate with other students within the program, mentors within the industry, students within the 

college and to work in a social context on an independent study project. Classes such as the design 

studios, design communications and interior detailing will be taught by faculty who have worked in the 

industry, each delivering material, sharing experience and supporting student learning and endeavours, 

enriching both the content and learning experiences of the students. 

In 1999, the Interior Design program began a mobile initiative that incorporated web technology as a 

mode of delivery, offering both students and faculty 24-hour access to software, lectures, materials, 

classroom discussions, and peer/instructor communication. Lectures, assignments and, in some cases, 

critiques are now conducted via the Internet. This mode of delivery incorporates new methods of learning, 

communication and design and reflects the wired, digital and computerized practice of interior design and 

business in the 21st century. 

Nature of the Co-op Work Term Experience 

Students will be assisted in researching, sourcing and selecting a position from a wide variety of 

opportunities including, but not limited to commercial interior design firms, residential designers and 

firms, or retail, hospitality or healthcare design specialists. In the past, some students have expressed a 

specific desire to pursue architectural and design representative positions in the resource alliance sector of 

the interior design industry, and positions in this affiliated industry of furniture, floor-covering, wallcovering, 

lighting and other product manufacturers or distributors will also be made available. 

Possibilities also exist within in-house design and facilities departments of government agencies and large 

private corporations. 

During their co-op experience, students could be required to attend site assessment and measurement 

visits, documenting existing conditions and creating base plans on CAD. They could work independently 

or in teams on many aspects of project development and fulfillment from concept development though to 

contract administration. Many students could spend time researching, sourcing and selecting finishes, 

furniture and equipment for projects. 



Students could also work with computer media such as AutoCAD, Sketch-Up, Adobe Photoshop, word 

processing, spreadsheet and database software and other industry standard platforms. Attending and 

participating in team meetings and ideation sessions as well as experiencing construction site inspections 

and meetings with contractors and consultants, and assimilating information and gaining an appreciation 

for time management and business practices are vital experiences students could have in their placements. 

Employer Support 

Through its existing diploma-level program in interior design, Sheridan has developed strong 

relationships with the industry. Employers will support the Bachelor of Applied Arts in Interior Design in 

a variety of ways: by providing co-op work placements, serving as guest lecturers and mentors, providing 

scholarships and hiring graduates. In addition, the program has a very supportive Advisory Committee. 

Recognition of Credentials 

Sheridan’s Bachelor of Applied Arts (Interior Design) has the support of major industry associations. 

ARIDO, the National Council for Interior Design Qualification (NCIDQ) and CIDA have stated their 

support for this program. Sheridan fully supports the principles enunciated by these associations and has 

incorporated the ARIDO and CIDA published body of knowledge as well as an emphasis on high 

standards of professional conduct and integrity into its curriculum. 

Additionally, the design of this program is expected to facilitate credit transfer to, and credential 

recognition by, other postsecondary institutions. This is based on the content and academic rigour of the 

program, the expertise of the faculty, and the fact that many programs and individual courses offered by 

Sheridan are already recognized by universities in Canada, the United States and Australia. 

Currently, the University of Manitoba is the only Canadian educational institution offering a terminal 

(Master) degree in Interior Design. We are in discussions with their Graduate Studies department 

regarding acceptance of BAA(ID) graduates into their Master of Interior Design program. 

Sheridan Overview 

Sheridan College Institute of Technology and Advanced Learning is one of Canada's premier polytechnic 

institutes and is dedicated to exceptional applied learning and graduate success. We are a leader in 

providing skills-based educational programming that integrates theory with application, preparing 

students for careers in visual and performing arts, business, community services and technical fields. 

Sheridan serves close to 15,000 full-time students annually at its campuses in Oakville and Brampton, 

Ontario. 

Within the School of Animation, Arts and Design educational opportunities include a wide range of 

programs and credentials including one-year certificate and graduate certificates, two- and three-year 

diplomas, and Bachelor's degrees in applied areas of study. We also offer a number of collaborative 

degree programs through partnerships with the University of Toronto at Mississauga and York 

University. In addition, we have articulation agreements with a number of colleges and universities 

including Griffith University in Australia, Fleming College and the Ontario College of Art & Design 

(OCAD). 



Sheridan prides itself on a reputation for leadership in the field of digital media studies. We are also a 

pioneer in the integration of mobile computing technology into the teaching/learning experience, 

providing the most extensive use of laptop computers in academic programs among Canadian 

postsecondary institutions. Through innovative partnerships with the public and private sectors, we have 

launched several unique training and research centres: the Visualization Design Institute, Sheridan Elder 

Research Centre, Centre for Advanced Manufacturing and Design Technologies, and High/Scope Teacher 

Education Centre. 

Enrolment 

For this program, enrolment projections include 54 first-year students, with the cumulative enrolment in 

the program growing to 165 by year 4. 



3. Program Abstract 

3.1 Program Abstract 

The BAA in Interior Design is a four-year degree which will train students for professional roles, prepare 

them for future licensing as interior designers and qualify them for future graduate studies. Emphasizing 

socially responsible design, the program directs students to be socially, culturally and environmentally 

sensitive practitioners who seek inclusive solutions that enhance our living, working and recreational 

environments. They will understand the relationship between human behaviour and the built environment 

and consider the implications when preparing design solutions. Graduates of the program could become 

designers with interior design firms, architectural firms, corporate institutions or freelance designers. 



4. Program Degree-Level Standard 

4.1 Degree Level Summary 

The interior design profession provides services encompassing research, development and 

implementation of plans and designs of interior environments to improve quality of life, increase 

productivity, and protect the health, safety, and welfare of the public. The interior design process follows 

a systematic and coordinated methodology. Research, analysis and integration of information into the 

creative process result in an appropriate functional and aesthetically pleasing interior environment. 

Practitioners perform services in any or all of the following areas: programming, conceptual design, 

design development, contract administration, and evaluation. (National Council for Interior Design 

Qualification, Definition of Interior Design.) 

Interior design is a pursuit of creative reasoning, dependent on the flexibility of ideas and methodologies 

informed by an awareness of current critical debates. It ranges between expressive and functional, 

involves a high degree of both analysis and synthesis and is reliant upon a constantly evolving dialogue 

and negotiation between the designer, client, and contractor. 

Over the past few years, the Interior Design diploma program has been responding to change within both 

industry and society. As the industry and the factors affecting it become increasingly complex, there is a 

corresponding need for graduates to be able to meet new challenges. In addition to changes in the scope 

of practice and use of technology, social and environmental factors are influencing the direction education 

is taking to prepare future designers. As educators, we propose to continue our practice of preparing 

socially and environmentally responsive designers. For example, issues of renewable resources will be 

integrated into materials and lighting courses; alternative energy sources will be introduced into courses 

that discuss building systems, and principles of universal design will be addressed in studio courses. 

Overall, students will be expected to incorporate these theories and principles into all aspects of their 

work. The Humber curriculum allows us to weave this theme throughout individual courses without the 

need to make changes to the program. 

The graduates of the Bachelor of Applied Arts in Interior Design will, therefore, achieve a sound 

understanding of the conventional and emerging principles in their field of study and will learn to apply 

those principles more widely. The program provides graduates with a range of theoretical frameworks, 

drawn from the social sciences, art, humanities and business, as a basis for artistic innovation and creative 

risk. It examines, dissects and reformulates the various principles of design and practice impacting the 

interior design profession. This analysis is accompanied by a multi-disciplinary approach where 

historical, psychological, sociological, economic and ethical aspects are scrutinized in order to derive a 

holistic understanding of the framework of interior design practice. The superior analytical and problem 

solving skills developed in the research methods, statistics and liberal arts component of the program will 

enhance the graduate’s capacity to meet the challenge of today’s work environment. Creativity will be 

developed and nurtured through a series of increasingly complex design challenges and a supportive 

learning environment. 

Throughout the four years of the program, students move through four stages of development: 

• knowledge acquisition and awareness where students are introduced to new areas of learning and 

experience which broaden and deepen their existing knowledge; 

• development of a conceptual and critical understanding where students engage in a critical analysis of 

texts, fields of knowledge, concepts and practices and where they test their analyses against known 

understandings and practices; 



• practical experience where students synthesize their knowledge and understanding, acquire the 

practical experience, skill and opportunity for creative expression and thinking in a range of activities, 

and where they contribute to the design team and receive and give feedback on their performance; 

and 

• critical reflection where students reflect on their new knowledge and understanding and their learning 

experiences and performances to develop a new awareness and higher level of understanding. 

The program commences with the acquisition of an understanding of the underlying principles and 

appropriate skills and then goes on to a program of staged development progressing to increasingly 

independent and personally focused learning. Early stages of the program are designed to foster the skills 

and knowledge for more advanced study. Initial courses introduce fundamental disciplinary debates and 

methodologies and pay particular attention to the development of visual awareness and analytical skills. 

The program employs a wide range of teaching, learning and assessment strategies. It emphasizes 

imagination and creativity in combination with technical skills and is designed to develop students’ 

intellectual powers and their ability to communicate. 

Knowledge 

Knowledge and understanding are acquired through lectures, group discussions, research and seminars. 

Each course involves discussion of key issues, practice in applying concepts, analysis and interpretation 

of material, and individual feedback on work produced. Students develop a holistic view of the discipline, 

both academically and professionally, and examine the relevance of different areas of study within the 

program in relation to the current and emerging issues of practice. 

Beginning with Design Theory 1 and Human Factors, students will acquire knowledge and understanding 

of the critical and contextual dimensions of interior design and its key intellectual tools. They will engage 

with various related theories within the historical, contemporary and cultural settings which inform the 

context of interior design. Students will examine the origin of the field, how it has changed and evolved, 

and how interior design has been applied in diverse situations in courses such as Design and Material 

Culture and Professional Practice 1. Through these courses, students will develop skills in interpreting the 

links between history and contemporary design practice and explore the cultural contexts through which 

historical designs have been and continue to be interpreted. The early courses introduce the field and 

processes, develop familiarity with the concepts, teach students how to investigate and integrate 

information and concepts, establish a map of the subject in terms of knowledge, methodologies and basic 

principles, and begin preliminary application of knowledge. In their advanced courses, students will 

develop broader perspectives on interior design through Case Studies, Contemporary Design and 

Interdisciplinary Practice courses. The students will gain insight into the forces shaping and advancing 

design in courses such as Human Factors, Sustainable Design, and Professional Practice 2. 

In courses such as Case Studies and Design Theory 2, students will analyze the work of other 

practitioners to acquire knowledge and understanding of the context of interior design as well as to 

support the development of key skills such as critical analysis and evaluation. 

Courses such as Interior Design Studio and Design Communications cover the skills and techniques 

required in order to design. They ensure students acquire the required technical skills in the design 

process, structural design techniques, media application and design development as well as a firm 

understanding of the interactive relationship between methods, materials, and design solutions, between 

ideas and issues, and between designer and user. The basic technical skills are enhanced through students’ 

understanding of the human interface with built environments gained through the Human Factors course 

and the understanding of the relationship between materials, design and the environment examined in the 

Sustainable Practices and Case Studies courses. Students explore the principles and technologies involved 

in such areas as construction, materials, environmental design, structure and services in Interior Detailing. 



Creativity is the heart of interior design and creative technique and theory are solidly integrated into all 

coursework at all levels. Through discussion and practice, students will develop an understanding of the 

machinations of the creative process and connect it specifically to a design context. Students are taught 

strategies to think innovatively. A significant emphasis on project work, case analysis and practical 

examples provides students with an understanding of how design strategies are applied in complex areas. 

Students’ knowledge of design and the creative process is grounded by an understanding of business 

realities. In courses such as Professional Practice and Interdisciplinary Practices, students explore legal 

and ethical issues, elements of successful business practice from business conception to profit reporting, 

project management, facilities management and design management. 

Interior design is an interdisciplinary field. It draws on the theories and methods of inquiry developed 

within the arts and humanities such as aesthetics, historical analysis and on the theories and research 

methodologies of social sciences and business. As a result, the strong breadth component built into the 

program provides a solid foundation on which students can build their practice and a range of frameworks 

which will enrich their creative endeavours. 

In advanced courses, students will apply underlying concepts and principles outside of the initial context 

in which they were taught such as in dealing with the impacts of new regulations, client driven changes, 

shifts in demand, or recent technological breakthroughs that present new opportunities in design 

innovation. 

Visiting lecturers, many of whom are practitioners at the leading edge of their professions, add to the 

richness of students’ experiences. Throughout the program, students are encouraged to undertake 

independent reading both to supplement and consolidate what is being taught and to broaden their 

individual knowledge and understanding of the subject. 

Application 

The program combines the conceptual and the practical. It includes an essential core of studio/workshop 

instruction. Along with the development of cognitive attributes, the program, through the Studio courses, 

Interior Design Thesis, Interdisciplinary Practices and the co-op work experience, provides students with 

the opportunity to produce material outcomes which require the application of practical skills. In courses 

such as Interior Detailing, students apply technical skills in the conscientious use of materials and 

processes. These courses provide students with opportunities to address practical and theoretical concerns 

through a broad spectrum of two and three dimensional media, materials and processes. In the 

Professional Practice 2 course, students assemble a body of work which demonstrates ability to practice at 

a professional level and which is mindful of professional needs and values. These courses, all of which 

are composed of a number of projects or components of projects concerned with the design of the interior, 

give a balanced progression and integrate and develop both the knowledge base and skills of the various 

subject areas. 

In the Advanced Interior Design Studio courses, students derive a working knowledge of various sectors 

through the preparation of requisite documentation, and the preparation and execution of design solutions 

for specific markets. In applying their knowledge to progressively more complex situations, students will 

be challenged to produce multi-disciplinary analyses of design problems and well-supported conclusions. 

Students will participate in design competitions, sponsored by industry groups and manufacturers, which 

will demonstrate their understanding of design methods and issues, materials, processes and the needs of 

both industry and the end user. 



The program places a great emphasis on learning and doing in teams. Interior designers do not work in 

isolation, and this program will employ student teams for casework, simulations and projects. Through 

this strategy, the program will facilitate an appreciation for employing content from different disciplines 

and sources to team-based applications and solutions. 

The co-op work term provides a type of learning experience which cannot be duplicated in the academic 

environment. It introduces students to the complex situations faced in the workplace. In preparation for 

their co-op placement, students take a careers module in their Professional Practice 1 course which helps 

them to consider employment options and prepare for work. Upon their return, they reflect upon, analyze, 

share and place their experience into a larger context of learning in Interior Design Thesis: Research and 

Programming and Professional Practice 2. 

Methods of Inquiry 

Learning in design stimulates development of an inquiring, analytical and creative approach and 

encourages the acquisition of independent judgement and critical self-awareness. The use of active 

learning through project-based enquiry encourages development of both students’ capacities for 

independent learning and their ability to work with others. It not only develops students’ abilities to solve 

problems in a creative way, but also to identify and redefine problems and to raise and address 

appropriate issues. These abilities are combined with the exercise of creative skills, imagination, vision 

and, at the highest level, innovation. The program requires students to undertake significant and sustained 

periods of independent study in the form of a major project and thesis in the latter stages of the program. 

This requires students to apply knowledge and experience so as to make appropriate decisions in complex 

and incompletely charted contexts. They will be able to break down an argument, task or body of 

evidence and deal effectively with its component parts, to bring evidence or ideas of different sorts or 

from different sources together in a productive way, to identify and present key elements of an argument 

or a demonstration, and to discriminate between arguments and different approaches. 

Students develop and apply their research skills in assignments, exercises, essays, projects and their 

thesis, requiring the systematic search of primary and secondary sources in particular subject areas. 

Through their study of research methods and the preparation of written and verbal presentations, students 

learn to critically evaluate the appropriateness of different approaches to solving problems. Students will 

learn to identify the issues which require research and identify and retrieve up-to-date information 

through diverse search methods. They will develop roadmaps for pursuing their research, and select the 

favoured approaches with the most effective results. Students will utilize leading authorities, selected 

readings, literature searches and original research. From their various projects, students will be in a 

position to formulate clear and coherent research plans using a wide range of research sources. This 

process ensures students understand the relationship between research and the practice of interior design. 

In order to develop effective design strategies, students must understand the requirements of the variety of 

businesses with which they work as well as the needs and wants of the consumer. Their work must reflect 

the complexity and diversity of the industries that they serve. It must also demonstrate understanding of 

and sensitivity to the multitude of cultures in our society. They must be able to synthesize research from a 

large and diverse range of sources in order to prepare effective designs. They need to be aware of such 

diverse areas as social trends and demographics, the role of culture and subculture, economic forces, 

marketing and retail trends, political imperatives, developments in materials and differences in 

perception. Throughout the program, students will be challenged to undertake this type of analysis 

beginning with an introduction to basic research in the Design Theory 1 and Research Methods courses, 

continuing in Thesis: Research and Programming, and culminating in their theses. The process will be 

enriched by the use of seminar groups, panel evaluated integrated assignments, and visiting professionals 

from a variety of disciplines who bring different perspectives to the class, broadening students’ 



viewpoints and contextual frameworks and developing their fluency in interpreting meaning from 

multiple perspectives. 

Major essays will be prepared each semester that will require an in-depth and systematic inquiry into 

selected topics. They will require students to individually undertake a multi-disciplinary approach to 

design and other issues. Drawing upon the organizational and writing skills developed throughout the 

program and their experience in identifying and formulating relevant issues, students will present cogent, 

persuasive and well-researched dissertations on issues. With the assistance of directed secondary sources, 

they will be able to integrate material from primary sources using interpretative techniques developed 

from case studies, design projects and other individual and group projects. 

Critical Analysis 

Through courses such as Design Theory, students develop their own critical disposition in relation to their 

discipline and the critical awareness required to articulate and apply their learning. The research courses, 

studio and technical courses, breadth courses and design thesis also develop students’ capacities to 

observe and visualize, identify and solve problems, and make critical and relative judgements. Students 

employ convergent forms of thinking involving rational and analytical skills when researching design and 

marketing issues and analyzing cases. They use divergent forms of thinking in generating ideas, in 

creating new or modifying existing designs, and in critiquing their own and others’ work. 

Through reports, presentations, proposals and case analyses, students are required to take a particular 

strategy and provide justification for that approach. Students are encouraged to separate their personal 

views from the position taken in order that an objective analysis is made more certain. In courses such as 

the Interior Design Studios and the thesis, issues are analyzed, synthesized and critically evaluated in 

various assignments by combining lecture material, readings, research and creative projects. Students are 

required to analyze, synthesize and critically evaluate their own work as well as that of others. In addition, 

they are required to analyze a variety of design issues by combining lecture material, readings, research 

and practice. In this manner, reasoned judgements can be derived based on an informed understanding of 

the practice of interior design. Solutions to problems raised in the assignments will have the support of 

critical analysis and evaluation from a variety of sources. 

Communication Skills 

Graduates of the program will have mastered communication and information skills. Verbal and written 

communication skills are developed as a result of interaction with peers, faculty, mentors, and industry 

representatives, both formally and informally, and by using standard formats such as reports, journals, 

proposals, essays or dissertations in relation to assigned work and to articulate and synthesize their 

knowledge and understanding. Extensive written assignments, oral presentations and design proposals 

provide invaluable experience in formulating and presenting arguments and solutions. In preparing design 

proposals, students are encouraged to give specific attention to the intended audience. The differing 

characteristics of audiences ranging from clients, suppliers, consultants, trades, senior designers, and end 

user are emphasized in the context of presentations and proposals. The ability to summarize and simplify 

arguments in complex works, without yielding accuracy, is developed in the breadth courses. 

In addition, students will employ a range of predominantly visual languages to articulate concepts and 

ideas in two and three dimensions. Students develop these visual presentation skills in their studio courses 

as well as in such courses as Design Communication, Interior Detailing, and Professional Practices 2. 

They are required to conceive, produce, promote and disseminate a variety of material outcomes which go 

on to form a part of our visual culture. Each student is required to produce a portfolio which represents 

the range of their work and which employs a variety of information and communication strategies. 



Limits of their Knowledge 

The program will infuse a clear understanding in students that interior design is not a static field and that 

graduates will be limited by an inability to stay current. The program will emphasize and promote the 

need for independent learning. Students who develop the capacity to keep up to date on events, regulatory 

changes, practice and applications will be successful. The program is organized and delivered with this 

principle in mind as well as the need to strategically define areas of expertise. Students will be expected 

to develop their areas of expertise through selected assignments, project choices and independent 

learning. 

Throughout the program, the parameters of interior design will be emphasized, along with a clear 

understanding of the core subject areas comprising such practice and its interrelationship with other 

disciplines. At the same time, new issues can arise which are beyond their current knowledge. For 

example, environmental regulations, building or fire code regulations or construction of new materials 

may change. Students must keep abreast of such developments by updating their knowledge on an 

ongoing basis. Throughout the program, students will be expected to attend industry seminars by ARIDO, 

ASID and IDC, to visit key government and industry websites, and to review industry, scientific, social 

and marketing periodicals in order to recognize new areas that require their study such as major research 

developments, new scientific discoveries and applications, and social trends. 

The program prepares students to take increasing responsibility for the content and direction of their 

work. It is designed to support individual development and creativity as well as the progressive 

acquisition of independent learning skills. The need for continual updating of their knowledge will be 

emphasized in such courses as Professional Practice, Case Studies and Interior Design Studio, as well as 

in courses such as Sustainable Practices. Professional development and the need for currency and ongoing 

learning will be stressed. 

Through their experience in critically analyzing their work and that of others, students will be able to 

identify their role in the particular changing field of practice, and when and where to turn for assistance if 

their ability to pursue an initiative is an issue. The Professional Practices course will discuss issues of 

Right to Practice, moral responsibility, professional ethics, and professional accountability and will 

explore the limits placed on the practice of interior design. 

Interdisciplinary practices will explore the interrelationships of the role of the interior designer in relation 

to other built environment sectors. From exercises and case studies in that course, students will be able to 

assess whether a particular area falls within their scope of practice and the limits of their professional 

capabilities. 

New Training Competencies 

Interior design is a highly complex and ever changing field. With the awareness of the limits of their 

knowledge, and having honed their design, creative, technical, research and analytical skills, students will 

be well positioned to advance their training and develop new competencies as the need arises. Whether in 

the context of servicing their clients or seeking to advance their career by assuming more responsibility 

within an organization, students will possess the attributes and experience to take the initiative in new 

pursuits. Having undertaken a variety of independent assignments, using a wide range of research sources 

and retrieval systems, students will have the capability to conduct research independently and study new 

subject areas. Their liberal arts education facilitates a broader approach to issues and information, opens 

new perspectives and offers a broad range of analytical tools. With the recurrent challenge in the program 

for students to constantly further the boundaries of their knowledge and abilities, students will be more 

reflective in taking inventory of their learning and skills. This will lead to a greater appreciation of 

personal growth, and the need to be on the cutting edge of professional development. Students will 



continually need to keep abreast of new legislation, innovative products and materials, trend cycles and 

emerging technology. 

Transferable Skills 

Generic skills are integrated throughout the program and have applications in a wide range of contexts 

both within the field of interior design and beyond. Graduates will emerge with the following skills: 

• Interpersonal skills derived from group assignments and the co-op work experience. 

• Communication skills developed from the wide variety of written, visual and oral presentations 

students make throughout the program. 

• Competency in generating and interpreting numerical or statistical information resulting from such 

courses as Statistics, Interior Design Thesis 1, Research Methods. 

• Skill in analyzing, synthesizing and evaluating complex material gained through courses such as 

design thesis and the liberal arts courses. 

• Independent research skills developed from the research methods course, the breadth courses, and 

through major essay assignments. 

• Problem solving strategies developed through Interior Design Studios where documented research 

and materials for devising and applying solutions need to be brought together from diverse sources 

through lateral thinking processes. 

• Critical thinking processes developed from analyzing and evaluating both student project work and 

the work of other designers. 

• Negotiation skills developed through course work in Interior Design Studio and Design Thesis 

wherein students seek critical analysis of their work from peers, professors and mentors and provide 

rationales for proposed concepts and solutions. 

• Time and project management skills gained through planning and completing a variety of projects 

and assignments. 

The program demands high levels of self motivation, intellectual curiosity, speculative enquiry, 

imagination and divergent thinking skills which can be applied in businesses everywhere as well as in 

personal life. 

Delivery Methods 

The program uses a variety of delivery methods. Lectures, with visual information such as slide 

illustrations, are used for the presentation and discussion of theoretical issues. Students are then asked to 

engage in group discussions or seminars which provide opportunities for interaction between faculty and 

groups of students, explore both strategic and tactical issues and allow students to extend and examine 

issues raised. Workshops or classes based on specific components of projects are used to develop 

particular skills in sketching, drawing, modelling, detailing, computer aided drafting and detailing, 

graphics and rendering to develop other technical skills. Formal learning experiences are further 

supplemented by organized site visits in which students study the physical and cultural characteristics of a 

project location and its broader context. Visiting lecturers, usually practitioners in the field, are also used 

to enrich the students’ experience. This helps students’ integrate their knowledge and ensures currency in 

an area where innovation is an ever-present requirement. Industry placements are used to both inform the 

curriculum and to provide a career path for students. 

Many units of study are built around project work, which provides a coherent experience of study and 

develops students’ awareness of the multidisciplinary nature of the profession. Pin-ups, based on the 

display and discussion of work in progress, are directed at taking stock, allowing an overview of the 

whole process and a review of the major issues and direction required. Critiques, reviews, and juries 

operate at different levels of formality. They allow students to verbally present their project work as a 

coherent whole to a panel or internal or external critics. The panel, individual students and others within 



the studio discuss the issues and qualities of the work and comments are given informing students of their 

progress and providing advice on further work. 

Student-centred learning is encouraged in a variety of modes. Students are expected to progress their 

design work through academic research based in libraries and other archives, practical research through 

surveys, practical studies based on the preparation of models, and mockups or details involving drawing 

and other media or using technical equipment. Students also will develop their portfolios as coherent 

documents and learn how to prepare their work for exhibition, competitions or publications. 

The following key practices are integrated into the delivery of the program: 

• An emphasis on learning through doing as both an investigative and synthetic activity characteristic 

of all types of project work within the program. 

• An extensive use of project work, involving the application of knowledge to new situations, 

participation and a high level of motivation. Projects function through the setting of briefs to which 

students must develop and design a response, and each project engages both known and unknown 

territories demanding research and synthesis. 

• An emphasis on learning through understanding in context. This situates knowledge and focuses on 

the relationship between facts rather than their simple accumulation. 

• An emphasis on personal development through students’ identification with their own work and the 

representation of their ideas about interior design as well as their skills. The structure of the portfolio 

as an individual body of work is important as is the opportunity to formally develop an interest or 

idea into a substantial essay. 

• An emphasis on problem-based learning through the challenge of diverse design charettes, each with 

unique characteristics and each demanding fresh thinking. The ability to solve problems is developed 

as an interactive learning process. 

• An emphasis on the development of critical thinking and reflection through the use of journals, the 

frequent use of criticisms, reviews and juries of project work and the recording of the design process 

in sketchbooks, diaries and portfolio presentation. 

• An emphasis on interactive learning through group work, multidisciplinary work, working in the 

studio, the co-op placement and field trips. 

• An emphasis on the development of learning skills. 

Assessment 

Assessment methods range from essays and reports which test understanding of contextual studies to 

portfolios, assessment of design projects which are evaluated on solution and development, and 

exhibitions of students’ work which help identify strengths and inform development. Students are 

routinely required to defend their work to staff and fellow students and to write technical and theoretical 

reports, thus testing communication skills as well as subject-specific skills. Project/Portfolio reviews 

represent a primary means of assessment and are based on the submission of the portfolio for marking. 



4.2 Samples of Student Work 

This is an application for a new program. 



5. Admissions, Promotion, Graduation Standard 

5.1 Direct Entry Admission 

5.1.1 Admission Requirements Direct Entry 

Attach as Appendix 5.1.1 a table that indicates the level of achievement and other admission 

requirements for students applying to enter directly into the first year of the degree program. 

Academic 

Program Admission Requirements 

Ontario Secondary School students must have a minimum of 

six Grade 12 U or M courses in the new curriculum or six 

Ontario Academic Courses (OAC) in the old curriculum, 

including 12U English or OAC English 1 with a minimum 

average of 65% and any 12U Mathematics or OAC math with 

a minimum average of 60%. 

Students must have a minimum overall average of 65%. 

Related work/volunteer experience 

Other (e.g. portfolio, specialized 

testing, interview, G.R.E., etc.) 

Interview and portfolio presentation 

One senior level art credit or a portfolio 



5.1.2 Admission Policies and Procedures for Mature Students 

SHERIDAN COLLEGE INSTITUTE OF TECHNOLOGY 

AND ADVANCED LEARNING 

BOARD OF GOVERNORS POLICY MANUAL 

POLICY NO. _______ 

POLICY: 

ADMISSION DECISION REVIEW POLICY 

REFERENCE: Board of Governors – March 26, 2003 

Policy Statement 

It is the policy of Sheridan that applicants who are refused admission to a full-time Sheridan program can 

obtain a specific reason for the admission refusal and may request a review of the admission decision. 

Applicants must make a request for admission review within ten (10) working days of the receipt of the 

admission decision. For purposes of this policy, an applicant will be deemed to have received the 

admission decision seven (7) days after the date of mailing by Sheridan to the address contained in the 

applicant’s application form. 

Guiding Principles 

The Admission Decision Review Policy is based on the following principles: 

• Applicants to full-time programs have the right to fair and equitable assessment for admission to 

Sheridan. 

• Admission decisions are made in accordance with the published program criteria in terms of 

academic entrance requirements and selection processes. 

• Requests for a review of an admission decision should be resolved within a clearly specified 

timeframe to enable the applicant to make alternative program choices if possible. 

• Decisions of the Admission Review panel will not disadvantage a student already admitted to 

Sheridan. 

Scope 

This Policy applies to applicants to all full-time post-secondary programs at Sheridan. 

Responsible 

Executive: Vice-President, Academic 

Contact: Director, Enrolment Services, Academic Services 

Review Date: March, 2006 

Related Policies and Procedures 

Ministry of Training, Colleges and Universities: 

Minister’s Binding Policy Directive – Admissions Criteria 

Sheridan Administrative Procedure: Admission Decision Review Procedure 





ADMINISTRATIVE PROCEDURE 

PROCEDURE: 

ADMISSION DECISION REVIEW PROCEDURE 

RELATED POLICY: Admission Decision Review 

Reference: Board of Governors – March 26, 2003 

Background 

The Ministry of Training, Colleges and Universities: Minister’s Binding Policy Directive - Admissions 

Criteria requires that each college publish a written Admission Decision Review policy in its central 

admission publication. 

Sheridan’s Admission Decision Review Policy is intended to meet the following goals: 

1. Ensuring that admission processes are applicant-centred and that all applicants are treated as fairly as 

possible. 

2. Ensuring that applicant selection processes are consistent, relevant, measurable and equitable across 

the programs, by ensuring that all applicants are treated equally and that selection of applicants is 

carried our according to the relevant program eligibility criteria. 

3. Ensuring that unsuccessful applicants receive reasons for not being selected to a program if requested. 

4. Ensuring that applicants have access to formal and informal processes for resolving concerns related 

to an admission decision. 

Definition and Notes 

1. Admission decision timelines are developed provincially by Ontario colleges, initially through the 

College Registrars and approved through the Council of Presidents. 

2. Admission decisions to Sheridan programs are made according to one of two models: 

• Applicants to some programs are admitted based on academic criteria alone. Applicants to these 

programs are selected on the ranked order of their marks, including required courses. 

• Applicants to some programs are admitted based on a combination of both academic criteria and 

the ranking of a supplemental assignment (e.g. portfolio, résumé, questionnaire). Such 

supplemental assignments are scored by the selection panel in the program/School. 

3. Admission decisions are communicated to applicants in writing, and are distributed by mail and 

available through OASIS, the Online Academic Services Information System. 

Procedures 

Specific Steps for Resolving Admission Decision Complaints 

This section outlines the procedure for resolving complaints about an admission decision. For each 

step, there is a brief description of specific tasks to follow. Although there are five steps in this 

process, the majority of complaints should be resolved in Step 1. 



Step 1 – Informal Request for Information 

An applicant who is advised in writing by Sheridan that his/her application has been rejected may 

contact the Admissions Office to request an explanation of this decision including specific reasons. 

All requests received by other Sheridan departments and/or Schools are to be forwarded to the 

Admissions Office. When an applicant is not satisfied with the explanation provided, he/she is 

informed that a review of the admission decision by an appeal panel may be requested. 

Step 2 – Formal Request for Admission Decision Review 

An applicant must submit a request in writing to the Director, Enrolment Services within ten (10) 

working days of the date of the original admission decision. For purposes of this policy, applicants 

are deemed to have received the decision ten (10) days after the date of mailing by Sheridan to the 

address contained in the applicant’s application form. The letter must state clearly the reasons why 

the appeal is being requested, the facts that the applicant considers to be relevant to the admission 

decision review, as well as any previous attempts to address the situation. 

Step 3 – Response to Request for Admission Decision Review 

On receipt of the written request for an Admission Decision Review, the Director, Enrolment 

Services will acknowledge the request and within ten (10) business days convene a review. 

Step 4 – Admission Decision Review 

The Admission Decision Review will be chaired by the Director, Enrolment Services (or designate) 

and will include the Dean or Associate Dean, the program coordinator responsible for the program to 

which admission was denied, the Academic Services staff responsible for the applicant record, an 

academic representative from another School, and the Manager of Student Development and 

Wellness (or designate). 

Written submissions from the applicant and the Program Coordinator must be in the Director, 

Enrolment Services’ office at least three (3) business days prior to the meeting. Copies of these 

submissions will be available at the office to all parties at least two (2) business days prior to the 

meeting. 

At the review, the Review team will review the concerns as expressed in writing by the applicant, and 

the response from those involved in the initial assessment of the applicant’s suitability to the program. 

The panel will consider the submissions from the applicant and the School and render a decision. The 

decision of the panel is final and binding. 

Step 5 – Response to Applicant 

Within five (5) business days after the hearing, the Director, Enrolment Services will communicate 

the decision in writing to the applicant, with a copy to each member of the panel. If the panel finds in 

favour of the applicant and, at that point, should the designated program no longer have places 

available, then alternatives will be investigated. 

Step 6 - Admission Decision Review Record 

The Office of the Director, Enrolment Services, will retain all documents used by the panel. 

The panel may make recommendations regarding changes in the admission policies and procedures of 

Sheridan, the School/Program. 



Admission Decision Review – Summary Chart 

Step 

Responsible for 

Actions, Decisions and 

Resolutions 

1. Informal Request Applicant/ 

Academic Services 

Timing Record Notes/Tips 

On receipt of 

admission 

decision 

Personal notes 

Informal. May 

seek advice & 

assistance from 

others 

2. Formal Request 

for Admission 

Review 

Request in writing to 

Director, Enrolment 

Services, Academic 

Services 

Formal request 

must be made 

within 10 days of 

admission 

decision* 

Letter from 

applicant to 

Director, 

Enrolment 

Services. 

Letter must state 

clearly the 

reasons why the 

review is 

requested 

3. Response to 

Request for 

Admission 

Decision Review 

Director, Enrolment 

Services 

Review meeting 

to be scheduled 

within 10 

business days 

of the written 

request 

Letter to applicant 

from Director, 

Enrolment 

Services. 

4. Admission 


Meeting 

Chaired by Director, 

Enrolment Services, 

with participation from 

the Dean/Associate 

Dean and program 

coordinator, an 

academic representative 

from another School 

and the Manager of 

Student Development 

and Wellness (or 

designate). 

Review meeting 

convened within 

10 business days 

of request 

Formal tracking & 

record by 

Academic 

Services. 

Decisions and 

actions recorded 

and communicated 

by the Director, 

Enrolment 

Services. 

5. Response to 

applicant 

Official response from 

the Director, Enrolment 

Services 

Response within 

five business days 

of hearing 


record by 


6. Admission 


Record 



record 

*For purposes of this policy, an applicant will be deemed to have received the admission decision seven (7) days 

after the date of mailing by Sheridan to the address contained in the applicant’s application form. 



5.2 Advanced Standing 

5.2.1 Credit Transfer/Recognition Policies and Procedures 



SHERIDAN 

COLLEGE BOARD POLICY 

NO OF PAGES: 

POLICY NO. 

TITLE: 

ADVANCED STANDING 

APPROVED BY: 

Academic Council: April 26, 2007 

Board of Governors: May 23, 2007 

REPLACES POLICY: 


APPROVAL DATE: 

May 23, 2007 

REVIEW DATE: 

May 22, 2010 

POLICY STATEMENT: 

Sheridan recognizes that some students who enter a program at the College will have earned postsecondary 

credits at other recognized post-secondary institutions and may wish to apply these credits 

towards the Sheridan credential. Advanced standing refers to the transferring of credit earned at another 

recognized post-secondary institution towards a Sheridan credential. 

Students may apply to receive advanced standing for specific Sheridan course(s) based on the successful 

completion of similar courses at other recognized post secondary institutions subject to meeting 

applicable Sheridan policies. 

Candidates must have achieved a minimum course grade of 65% or the minimum pass for promotion 

within the program, whichever is higher, for a request for advanced standing to be considered. 

Courses considered for advanced standing must have been completed within five years prior to the 

request. 

Note: Use of Advanced Standing credits is subject to the requirements of Sheridan’s Graduation and 

Second Credential Policies. 

PRINCIPLES: 

Sheridan’s acceptance of transfer credits from other recognized post-secondary institutions is based on the 

recognition that, while learning experiences may differ in a variety of ways, their substance may be 

essentially equivalent in terms of their content and rigour. Insofar as possible, acceptance of transfer 

credit should allow for maximum recognition of previous learning experiences at the post-secondary 

level. Advanced standing is intended to recognize transfer of credit(s) earned at another recognized post 

secondary institution and to apply those transfer credit(s) toward a Sheridan credential. 

Course transfer credit is based on the equivalency of educational achievement and learning outcomes. To 

receive advanced standing for a course, the learning outcomes of the course from another institution must 

match 80% of the learning outcomes for the corresponding Sheridan course. 



Advanced Standing is not recorded on a student’s transcript as achievement but as transfer. The course is 

reflected on the transcript as “AS” and is not used in the calculation of Grade Point Average. 

The granting of advanced standing will be done in a fair, reasonable and consistent manner across all 

programs. 

Students who do not believe that the decision they received regarding the granting of Advanced Standing 

is fair, have the right to appeal this decision through the Academic Appeals and Consideration Policy. 

SCOPE: 

The Advanced Standing Policy applies to all full- and part- time Sheridan post secondary students. 

INFORMATION AND COMPLIANCE PLANS: 

Students and faculty members are informed about College policies in a number of ways. By the time a 

policy is developed, it has been reviewed by a number of internal operational committees and councils, 

many of which include student and faculty member representation. Relevant policies are discussed at 

Orientation Sessions, and at the beginning of courses. Policies are referenced in the Student Handbook, 

noted on course outlines and appear on the Sheridan web site. Faculty members receive an internal 

communications bulletin, Information Sheridan, which highlights new policies. 

SANCTIONS: 

Responsible Executive: 

Contact: 

Vice President Academic 

Department: Office of the Vice President Academic 

Telephone: 905-845-9430, ext. 4061 

Related Policies: 

1. Prior Learning Assessment and Recognition 

2. Second Credential 

3. Academic Appeals and Consideration 

4. Graduation 

5. Residency 

Related Procedures: 

1. Advanced Standing 


Definitions / Explanations / Examples: 

Advance standing is a process by which Sheridan evaluates courses/credits students have earned at 

another recognized post secondary institution and where there is a strong degree of similarity between the 

two courses, grants credit for the course towards a Sheridan credential. 

Course is a unit of study identified by a particular name and number and leading to identified learning 

outcomes. 



Course Credit is a quantitative measurement indicating the relative weight assigned to a particular 

course. 

Course Outline: a contract between the college and the students that specifies learning outcomes to be 

achieved and how the learning outcomes will be evaluated. 

Learning Outcomes describe what the learner should know and be able to do in order to be granted 

credit for a course. Some learning outcomes may be deemed essential; others may be optional or 

desirable. Content or contexts in which learning has been achieved is less important than the 

demonstration of its achievement (COR – 1994). 

Recognized Post-Secondary Institution: Iinstitutions that have been given the authority to grant 

academic credentials by their provincial or territorial governments through charters or legislation that 

ensures or enables mechanisms for institutional and program quality. http://www.cicic.ca/en/postsec.aspx?sortcode=2.20.26 

Appendices: (note the number of the Appendix and title of the page) 

Procedures: Academic Standing 

Supporting Documents: Advanced Standing Request Form 





SHERIDAN 

COLLEGE ACADEMIC PROCEDURE 

TITLE: 


NO OF PAGES: 

EFFECTIVE DATE: 

May 24, 2007 

PROCEDURE NO. 

REVIEW DATE: 

May 22, 2010 

PROCEDURES: 

Applications for advanced standing should be submitted at least two weeks before the beginning of a 

semester in order to ensure a timely review of requests. This timeframe will also allow students to register 

for another course in lieu of the course for which they have received transfer credit. To ensure that 

incoming students have an opportunity to consider requests for advanced standing, reference to this 

timeframe will be included in their initial offer package. 

Applications for advanced standing will be considered by the School responsible for the program in the 

case of discipline courses, and by the School of Community and Liberal Studies in the case of General 

Education, Humanities and Social Sciences Electives. 

Receiving Advanced Standing credit may affect a student’s course load which in turn may impact fees 

and eligibility for OSAP, scholarships, bursaries and other sponsorships. It is the student responsibility to 

check their status when applying for Advanced Standing. 

Advanced standing is granted or denied by the Associate Dean or designate. Positive results are available 

to students through self service “View my transfer credits” and negative results are to be e-mailed to the 

student by the decision maker. Courses for which Advanced Standing have been granted show on the 

transcript with a grade of AS and are not included in the calculation of the grade point average. 

If a student transfers programs, any advanced standings will be reviewed by the Associate Dean or 

designate at the time the transfer is requested. Any changes in advanced standings granted previously will 

be communicated to the student, by the decision maker, with reasons, at the time of the change. 

For Students Seeking Advanced Standing 

1. It is in your best interest to apply for advanced standing at least two weeks before the semester 

begins. This timeline may allow you to register for another course if you choose and will also 

open space in the course for which you are seeking transfer and may open a space in the current 

course to another. If you apply later in the semester and your request for advanced standing 

cannot be processed before the last day to drop a course without academic penalty, and you 

remain in the course, your grade in that course will be recorded on your transcript. You may 

apply for advanced standing at any time during the semester being aware of the consequences. 

2. Match your previous course learning outcomes with course learning outcomes for the Sheridan 

course for which you are seeking advanced standing. If you feel that the course you took at 

another recognized post secondary institution matches 80% of the learning outcomes of the 

Sheridan course, and if your grade in the course meets the program requirements, you may apply 

for Advanced Standing. 



3. You will be required to provide a course outline or equivalent documentation (translated to 

English if necessary at your expense) to demonstrate the learning outcomes and standards of the 

course completed. You also need an official copy of your transcript from your previous 

institution. 

4. Advanced Standing Process 

a. You can obtain an application online at _____, or on-campus at any of the following 

locations: Office of the Registrar, your Academic School Office or Student Advisement 

Centre; 

b. Complete the application form and attach a copy of the course outline and a copy of your 

transcript; 

c. Submit the application form and related documentation to your Academic School Office 

in the case of core courses, or to the School of Community and Liberal Studies for 

General Education, Humanities and Social Sciences Electives. If you are unsure as to 

where to take the completed forms, assistance will be provided by the Student 

Advisement Centre. 

d. Make sure that you keep a copy of the completed documentation that you have submitted; 

e. Every attempt will be made to process Advanced Standing requests within 10 business 

days of your submission. Positive results are available to you through self service “View 

my transfer credits” and negative results are to be e-mailed to your Sheridan account by 

the Office of the Registrar. If transfer credit is given, it will be noted on your transcript as 

“AS”, Advanced standing requests which are denied are not noted on your transcript. 

Important: 

Please note that requests for Advanced Standing will not be considered unless accompanied 

by all required documentation; 

If your application is for a course you are currently taking, you should continue to attend 

class until your request is officially approved.http://www.sheridanc.on.ca/pla/nf_faqs.htm - 

top 

5. The Associate Dean or designate will evaluate the Advanced Standing application within 10 

business days of receipt of the application in the School Office. Once the decision has been made 

the Associate Dean or designate will note the decision on the Advanced Standing application 

form and forward it to the Office of the Registrar. Registrarial staff will check to ensure that the 

Advanced Standing is legitimate (i.e. has not been used before, etc.) and enter the credit on the 

students record available through self service “View my transfer credits”. If the decision is 

negative, the Registrarial staff will e-mail the student at their Sheridan e-mail address. 

6. All of the student’s documentation will be left in the School Office for the student to pick up. 

7. Transcription 

Advanced Standing is recognition of credit transfer. Applicants who have been granted Advanced 

Standing for a course will have it noted on their student record as AS and it will not contribute to 

the calculation of the grade point average. 

Advanced Standing requests that are denied will not be noted on the student’s record. 



5.2.2 Advanced Placement Policies 



SHERIDAN 

COLLEGE BOARD POLICY 

NO OF PAGES: 

POLICY NO. 

TITLE: 

PRIOR LEARNING ASSESSMENT AND 

RECOGNITION 

APPROVED BY: 

Academic Council: April 26, 2007 

Board of Governors: May 23, 2007 


PRIOR LEARNING ASSESSMENT AND 

RECOGNITION 


May 23, 2007 

REVIEW DATE: 

May 22, 2010 


Sheridan recognizes that the learning outcomes of an individual course may be achieved by a number of 

different means including relevant work/life experience, self-study, and training on-the-job. Prior 

Learning Assessment and Recognition (PLAR) provides students and potential students with an 

opportunity to have their previous learning recognized by the College for credit. 

A student or potential student may apply for PLAR when mastery of the learning outcomes of a Sheridan 

course can be clearly demonstrated through the institution’s established PLAR challenge processes such 

as a portfolio assessment, competency test or challenge exam. 

PLAR is distinguished from the Advanced Standing process which focuses on the determination of 

equivalency of formal educational courses rather than the equivalency of experiential learning. 

In some instances, where formal educational documentation is not available, a student or potential student 

may choose to apply for PLAR as a way of gaining recognition for formal learning. 

Students who have been withdrawn from or been unsuccessful in completing a Sheridan course may 

apply for PLAR for that course only after one year has elapsed and providing that reasonable evidence of 

additional relevant learning can be demonstrated. 

Note: Use of PLAR credits is subject to the requirements of Sheridan’s Graduation and Second 

Credential Policies. 

PRINCIPLES: 

PLAR offers flexible assessment practices for all candidates providing them with an opportunity for an 

assessment of learning no matter when, where or how it was acquired. Relevant learning will be credited 

towards the awarding of a Sheridan credential whenever applicable and measurable. 

PLAR is intended to recognize learning acquired prior to enrolling in a course and is not intended to 

provide an avenue to avoid academic penalties or sanctions that result from participation in a Sheridan 

course. 



Course credit received through PLAR will be noted on the transcript in alpha grade format unless 

otherwise specified on the course outline. This credit will be used in calculating the grade point average. 

Many college courses have prerequisites, courses that must be successfully completed before a student 

registers in a subsequent course. Students with advanced skills or knowledge in their field should 

challenge introductory level courses before proceeding to challenge more advanced level courses. 

Students or potential students who do not believe that the decision they received regarding the granting of 

PLAR is fair, have the right to appeal this decision through the Academic Appeals and Consideration 

Policy. 

SCOPE: 

Prior Learning Assessment and Recognition is available to all persons who have an Ontario Secondary 

School Diploma (OSSD) or equivalent or are 19 years of age or older. To qualify for PLAR credit a 

person must meet the entrance requirements for the program in which they are seeking credit, including 

demonstration of proficiency in English. 

PLA is available for most credit courses; to see if PLA is available for a course, please check the course 

outline. 









Contact: 



Telephone: 905-845-9430, ext. 4061 

RELATED PROCEDURES, BACKGROUND DOCUMENTS AND FORMS: 

1. Prior Learning and Assessment Procedure 

2. Prior Learning and Assessment Request Form 

RELATED POLICIES: 

1. Advanced Standing 

2. Second Credential 


4. Graduation 


Challenge Process is a method of assessment other than portfolio, developed by a subject-expert faculty 

to measure an individual’s learning achievements against documented course learning outcomes. It 

measures demonstrated learning through a variety of written and non written evaluation methods, for the 

purpose of awarding a credit without requiring enrolment in a course (Council of Regents – 1994). 



• Written test 

• Standardized exam 

• Demonstration of competence 

• Criteria-based interview 

• Product assessment 

• Simulation 

• Other 

Course Outline is a detailed description of a course that specifies learning outcomes to be achieved and 

how the learning outcomes will be evaluated. 

Learning Outcomes describe what the learner should know and be able to do in order to be granted 

credit for a course. Some learning outcomes may be deemed essential; others may be optional or 

desirable. Content or contexts in which learning has been achieved is less important than the 

demonstration of its achievement (Council of Regents – 1994). 

Portfolio is a presentation of samples of work demonstrating knowledge and skill in the area in which the 

student or potential student is seeking PLAR. Details on what is included in a portfolio vary depending 

on the field. 

Prior Learning Assessment (PLA) is a the process which uses a variety of tools to help learners reflect 

on, identify, articulate and demonstrate past learning which has been acquired through work experience, 

unrecognized training, independent study, volunteer activities, and hobbies and which is not recognized 

through formal transfer of credit mechanisms. PLA allows the evaluation of past learning against 

established academic standards so that credit can be awarded by a credentialing body. (Council of 

Regents – 1996) 

PLAR Applicant is a student or potential student who decides to undertake the PLAR process in order to 

gain recognition or credit for learning acquired through work or life experience. 

PLAR Assessor is a faculty member who has expertise in the subject matter and the learning 

requirements, assessment methods and tools of a particular course. In some cases, the PLAR Assessor 

may be a team of faculty members. 


Procedures: PLAR Procedures 

Supporting Documents: PLAR Application Form 



5.2.3 Degree Completion Arrangements 

Sheridan College has received permission from Humber College to deliver their one-semester 

baccalaureate-level Bridging Program. This program, which was approved by PEQAB in 2005, 

allows qualifying Interior Design Advanced Diploma graduates to enter the 4 th year of Sheridan’s 

BAA (ID) program. Eligible graduates must have a 75% GPA in the final year of their diploma and 

meet the Baccalaureate Math and English admission requirements. Qualifying diploma graduates who 

successfully complete the Bridging Program will receive three years of baccalaureate credit for 3.5 

years of qualifying diploma and baccalaureate-level bridging study. 

The Humber bridging curriculum is submitted without change. The course outlines in Appendix 5.2.5 

make up the bridge curriculum. 



5.2.4 Gap Analysis 

The first column of the following chart lists the end-of-third-year proposed degree program learning 

outcomes. The second column lists the diploma learning outcomes. The third column of the chart 

identifies the gaps in learning that need to be addressed in a Bridging Program in order for a diploma 

graduate with a 75% GPA in their final semester of study to enter the fourth year of the Baccalaureate 

program. The fourth column identifies the bridging course that addresses the gap in knowledge or 

skills. 

Applied Degree 

Outcomes 

1. Solve design problems 

using analysis, synthesis 

and creativity. 

2. Analyze the 

universality of design 

principles and elements. 

3. Produce sophisticated 

designs with character 

and quality of space. 

4. Integrate the principles 

of sustainability in 

creative design concepts. 

5. Assess the merits of a 

freethinking, random idea 

creative process in 

creating and delivering 

an inventive solution. 

Interior Design Diploma 

Outcomes 

1. Analyze a client’s needs and 

goals by using research 

methodology and techniques. 

3. Analyze design components 

by using the creative process. 

4. Prepare an appropriate 

design concept of threedimensional 

form which meets 

the criteria of a given design 

project by using the creative 

process. 

6. Prepare a design which 

reflects the concept by using 

current and related information. 



10. Evaluate complete design 

solutions. 

3-Analyze design components 


4-Prepare an appropriate 





process. 10-Evaluate complete 

design solutions. 








process. 

9. Collaborate as part of the 

management team, as the 

client's agent, in the 

implementation of a design 

Gap in knowledge and skills 

No significant gap 

Diploma graduates analyze 

problems and develop 

alternative design solutions 

using appropriate design 

principals and elements. 

Baccalaureate graduates will 

analyze design processes, 

principles and elements in 

greater depth and in a broader 

context. 

No significant gap. 

After 2005, “sustainability” is 

addressed in the diploma 

curriculum. The degree offers 

greater depth and a broader 

context of application. 


Remediation of 

Gap 

Context and 

Connections in 

Interior Design 

Theories of 

Beauty 

Context and 






Outcomes 

6. Apply the principles 

and elements of design, 

line, rhythm, shape, 

colour, texture, 

proportion, etc., in the 

development of their 

work. 

7. Articulate the 

characteristics of an 

aesthetically pleasing 

built environment. 

8. Apply the criteria for 

method and material 

selection in design 

projects. 

9. Select appropriate 

materials and processes 

to achieve the technical 

and visual functionality of 

their designs. 

10. Explain the 

relationship between 

aesthetic and utilitarian 

dimensions (form and 

function) of design 

solutions. 


Outcomes 

project to ensure that the 

project reflects the design 

solution. 




solutions. 



5. Execute appropriate 

presentation techniques to 

communicate the design 

concept. 




7. Communicate to the client 

the proposed design solution for 

approval. 

8. Prepare documentation 

needed for implementation of 

design. 


solutions. 

1. Analyze a client's needs and 








approval. 



design. 






approval. 



design. 






concept. 



While diploma graduates have 

attained this outcome, 

baccalaureate students will 

exhibit stronger communication 

and analytical skills and a 

broader understanding of the 

theoretical and environmental 

contexts when articulating these 

characteristics. 

While the diploma graduates 

will have met most of this 

outcome, the Baccalaureate 

places a higher emphasis on 

"collaborating as a member of 

the management team" critical 

analysis and group decision 

making. 


While diploma students 

understand economic, political 

and sociological influences on 

design of interior environments, 

gaps occur in the depth and 

breadth of understanding and 

level of articulation. Also, 

diploma-level design theory is 

focused on elements and 

principles while degree level 

students apply theories of 

aesthetics and utility. 


Gap 

Context and 



Theories of 

Beauty 

Research 

Methods 

Context and 



Context and 



Theories of 

Beauty 




Outcomes 

11. Analyze the 

complexity of forces – 

economic, political, 

sociological and 

technological – which 

influence the design of 

the physical 

environment. 

12. Explain the 

relationship between 

human behaviour and 

the built environment and 

the implications in 

preparing design 

solutions. 

13. Assess the 

implications for interior 

design presented by key 

development in current 

and emerging materials, 

media and technologies 

and in interdisciplinary 

approaches to 

contemporary practice in 

design. 

14. Examine the 

technical issues, which 

challenge interior design 

practice. 


Outcomes 








solutions. 




2. Prepare a design proposal. 






approval. 



design. 

This outcome is addressed 

through design assignments 

and their in-class review. 





While diploma students 

understand economic, political 

and sociological influences on 

design of interior environments, 

gaps occur in the depth and 

breadth of understanding and 

level of articulation. 

Diploma grads and three year 

baccalaureate completers will 

have similar skill levels but 


demonstrate higher levels of 

analysis and written and oral 

communications. 

While diploma graduates will 

understand the application of 

new materials, media and 

technologies and take 

interdisciplinary approaches to 

specific design challenges, 

baccalaureate students have a 

broader interdisciplinary base 

and understand the wider 

impact of these influences on 

the profession. 

Both programs address this 

outcome although 

baccalaureate students 

demonstrate a higher level of 

research, analysis, synthesis 

and communication skill. 


Gap 

Context and 



Research 

Methods 

Context and 



Context and 



Research 

Methods 

15. Analyze the role of 

technology in the built 

environment through 

research, analysis and 

creative development. 

16. Employ appropriate 

conventions of 

measurement, scale, site 

measuring, drafting and 

volumetric manipulation 

through modeling. 

17. Employ new 

methods, materials, 

processes and 

technologies appropriate 

to interior design and 

explain their cultural, 

social and environmental 

implications. 






approval. 



design. 




concept. 











While the baccalaureate 

students will have approached 

the issue from a more 

conceptual perspective, the 

diploma students have a strong 

understanding of technological 

applications to address typical 

design. 


There is little technical 

difference, however, the 

baccalaureate students have a 

deeper and broader 

multidisciplinary understanding 

and stronger analysis, synthesis 

and communication skills. 

Research 

Methods 

Context and 






Outcomes 

18. Interpret, develop 

and communicate ideas 

in the history, theory and 

practice of design. 

19. Analyze 

contemporary and 

historical art, architecture 

and design issues. 

20. Explain and foster 

the interrelationships 

between interior design 

and other art, design and 

built environment fields. 

21. Analyze and 

confidently employ 

appropriate business 

ethics and professional 

practices of the design 

industry. 

22. Interpret the 

elements of a successful 

design practice, from 

business conception 

through to profit 

reporting. 


Outcomes 


process. 



approval. 



design. 






concept. 


solutions. 






process. 


solutions. 









solution. 




approval. 



design. 







process. 




concept. 



approval. 



design. 




Some gaps appear in the 

understanding of history and 

theory of design and the typical 

strength of the students to 

analyze, synthesize, relate and 

communicate concepts. 

This learning outcome is 

addressed through art history 

related breadth courses. 

Some gaps appear in the 

understanding of other art forms 

and design disciplines. Diploma 

students are less able to 

analyze, synthesize, and 

communicate interrelationships. 

Diploma students can apply 

basic business practices and 

ethical and professional 

principles to small offices and 

other commercial projects. A 

significant gap exists in project, 

team and financial management 

and legal implications. 





other commercial projects. A 

significant gap exists in project, 

team and financial management 

and legal implications. 


Gap 

Context and 



Making Choices in 

a Complex World 

Theories of 

Beauty 

Research 

Methods 

Context and 



Context and 






Outcomes 

23. Evaluate the 

significance of “Right to 

practice” legislation, and 

issues of debate such as 

ethics, potential conflicts, 

liability and constraints. 

24. Articulate and 

synthesize their 

knowledge and 

understanding, attributes 

and skills in effective 

ways in the contexts of 

creative practice, 

employment, further 

study, research and selffulfillment. 

25. Design, represent 

and communicate high 

quality interior design 

propositions of varying 

size, scope and 

complexity. 

26. Source, navigate, 

select, retrieve, evaluate, 

manipulate and manage 

information from a variety 

of sources, both primary 

and secondary. 


Outcomes 





solution. 







process. 







solution. 









approval. 



design. 



clients agent, in the 




solution. 


solutions. 






design concept of three 

dimensional form which meets 



process. 




concept. 

1. Analyze a client’s 

needs and goals by using 

research methodology and 

techniques. 








projects. A significant gap exists 

in project, team and financial 

management and legal 

implications. 

While diploma graduates are 

fully competent practitioners, 

the baccalaureate curriculum 

also stresses the dynamic 

nature of the interior design 

profession and the emerging 

challenges it faces. Degree 

students will have the research 

skills and professional context 

to guide ongoing evidencebased 

enhancement of their 

own practice. 


While diploma graduates will 

demonstrate competence in this 

learning outcome, the 


have a greater research skill 

and a broader multidisciplinary 


Gap 

Context and 







Context and 



Co-op work term 

Statistics 

Research 

Methods 

Context and 




Outcomes 

27. Select and employ 

appropriate visual 

languages to investigate, 

analyze, interpret, 

develop and articulate 

ideas for two and threedimensional 

projects. 

28. Analyze information 

and experiences, 

formulate independent 

judgments and articulate 

reasoned arguments 

through reflection, review 

and evaluation. 

29. Conduct an 

academically structured, 

sustained and wellsupported 

argument 

around a design issue. 

30. Employ effective and 

professional 

communication skills and 

techniques to interact, 

negotiate and undertake 

collaborative efforts. 


Outcomes 




approval. 



design. 



client’s agent, in the 




solution. 



design concept of three¬ 

dimensional form which meets 



process. 




concept. 







solution. 


solutions. 





solutions. 








solution. 


solutions. 

1. Prepare a design proposal. 




concept. 

9-Collaborate as part of the 





context within which to evaluate 

findings. 

No appreciable gap exists. 

This outcome clarifies a 

substantive difference between 

diploma grads and 

baccalaureate students: critical 

analysis and the articulation of 

strong arguments rooted in 

relevant evidence. 
















Gap 



Statistics 

Research 

Methods 

Context and 



Context and 






Outcomes 

31. Manage open and 

reflective discussion of 

one’s work in an open 

studio environment, with 

audiences, clients, 

markets, end-users and 

team members. 

32. Anticipate and 

accommodate change 

and work within the 

contexts of ambiguity, 

uncertainty and 

unfamiliarity. 

33. Set personal goals, 

monitor, and reflect on 

achievements, 

workloads, and 

commitments. Develop 

and employ a 

professional standard of 

time management. 

34. Adhere to the laws, 

codes, regulations, 

standards and practices 

that protect the health, 

safety and welfare of the 

public. 

35. Employ observation 

and rationalization skills 

in the development of 

problem solving criteria. 

36. Employ both 

convergent and divergent 

thinking in the process of 

observation, 

investigation, speculative 

enquiry, ideation and 

implementation of design 


Outcomes 



solution. 


solutions. 


solutions. 







solution. 


Generic Skill 10-Manage the 

use of time and other resources 

to attain personal and/or project 

related goals. 







process. 










solution. 







solution. 


solutions. 







solutions. 



The Baccalaureate stresses the 

skills to research, analyze, 

evaluate and anticipate change 

– to pursue evidence driven 

continuous improvement of 

practice. 



The Baccalaureate stresses 

problem solving in a 

multidisciplinary context 

drawing on a richer range of 

theoretical frameworks and 

solid research methodology. 

Gaps relate to the depth of 

understanding and application 

of critical thinking strategies, 

investigation, speculative 

enquiry and ideation. 


Gap 

Statistics 

Research 

Methods 

Context and 



Research 

Methods 

Context and 






Outcomes 

solutions. 

37. Employ selectivity in 

the refinement and 

critique of potential 

design solutions. 

38. Reflect critically and 

evaluate whether a 

particular area falls within 

their scope of practice 

and whether they have 

sufficient depth of 

knowledge and practical 

experience to take on the 

project on their own 

resources or in 

collaboration with other 

consultants. 

39. Formulate a cogent 

theoretical rationale for 

design and the 

contribution the individual 

can bring to it. 


Outcomes 





concept. 



current and related information 







solution. 


solutions. 





management team as the 





solution. 





concept. 


No significant gap exists in the 

applied nature of the design 

process, however, 

baccalaureate graduates will be 

more adept at research, critical 

analysis and design 

development using a broader 

social context and a greater 

depth of theory. 

Any gap is minor. 

While diploma graduates meet 

this requirement, baccalaureate 

students tend to have a greater 

mastery of the theoretical 

underpinning and artistic 

diversity of high quality design. 


Gap 

Research 

Methods 



Theories of 

Beauty 

Context and 





5.2.5 Bridging Courses 

Course Code 

Research Methods 

Course Outlines 

Section I: Administrative Information 

Course Name (Short): Research Methods Credit Value: 3.0 

Program(s): BAA (Interior Design) 

Credit Value Notes: 

Program Coordinator(s): 

Effective Term: 

Course Leader or Contact: 

Prerequisites: 

Corequisites: 

Equivalents: 

Pre/Co/Equiv Notes: 

Calendar Description 

The purpose of this course is to equip the students with a knowledge and understanding of key concepts 

and methodologies associated with both qualitative and quantitative data analysis and research design. 

Instructional Format 

Total hours (e.g. 3 hrs/wk x 14 wks. = 42 hrs) 

Lecture 

3 hrs/wk x 14 wks. 

Lab 

Other (please specify): 

Total 42 

Section I Notes: 

Approved by 

_________________________________________________ ___________________________ 

Name and Signature of Dean/Director or Designate 

Date (yy/mm/dd) 



Section II: Course Details 

Detailed Description 

The course will focus on the fundamental skills required to assess data generated and collected. It will 

provide a process for applying the basic steps required in sorting, organizing, summarizing and describing 

variables as well as testing and measuring different sorts of linkages and associations between and 

among variables. Additionally, the course will analyze experimental designs, which are most effectively 

utilized in confirmatory research studies where the subject under investigation is well formulated, a 

theoretical paradigm exists to guide the research and testable hypotheses can be developed. These 

designs attempt to establish causal relationships between interventions and outcomes. The course will 

also investigate and interpret surveys, which are research designs used to assess and quantify the 

predominance of problems and needs within the community or client populations/cohorts, utilization of 

patterns of service delivery and consumer satisfaction. Measurement, sampling and statistical techniques 

relevant to both surveys and experimental design will be addressed. In addition to covering ethical 

protocol in research, the course will investigate the interpretation of results, the writing up of findings and 

effective communication of data. 

Program Context 

Program: BAA (Interior Design) Bridge 

Coordinator: Miranda McVeigh 

Bridging students are expected to have mastered the professional skills and knowledge at a level 

consistent with the 3 rd year of the Baccalaureate program and sufficient to integrate into the 4 th year 

Baccalaureate classes. 

Learning Outcomes 

Students will have demonstrated the ability to: 

1. Think within different research frameworks. 

2. Become aware of the assumptions of essential paradigms that influence approaches to carrying out 

research. 

3. Develop skills for defining a research focus and the types of questions that can be developed from 

such a process as well as competence in specifying conceptual and operational definitions. 

4. Utilize computer and Internet technology in the research process. 

5. Augment skills of interpreting results and writing up findings. 

6. Effectively communicate data to others. 

7. Understand the connection between effect size and sample size. 

8. Conduct a literature review. 

9. Understand the concepts of dependent and independent variables and their function in testing of the 

hypothesis. 

10. Comprehend the concept of measurement. 

11. Understand the principle of randomization and experimental control. 

12. Describe the ethical, political and feasibility issues that can arise from both experimental and survey 

designs. 

13. Understand the role of theory in survey research as well as different types of survey research. 

14. Describe the strengths and weaknesses of different survey designs. 

15. Describe the range of sampling techniques, strategies and issues associated with sample size. 

16. Understand the process of questionnaire construction and associated measurement issues. 

17. Understand the interconnection between the type of statistical test and level of measurement. 

18. Develop introductory skills in writing up a research proposal for a program evaluation or needs 

assessment. 



Evaluation Plan 

Students demonstrate their learning in the following ways: 

Midterm exam 25% 

Final exam 25% 

Major research summary 50% 

Provincial Context 

The course meets the following Ministry of Training, Colleges and Universities requirements: 

Essential Employability Skills: Essential employability skills emphasized in the course: 

__ communication __ numeracy __ critical thinking & 

problem solving 

__ information management __ interpersonal __ personal 

Notes: 

General Education: This General Education course relates to the following themes as specified by the 

Ministry of Training, Colleges and Universities. 

__ arts in society __ social and cultural understanding 

__ civic life __ science and technology 

__ personal understanding 

Prior Learning Assessment: 

PLA Contact: 

Students may apply to receive credit by demonstrating achievement of the course learning outcomes 

through previous life and work experiences. This course is eligible for challenge through the following 

method(s): 

Challenge Exam Portfolio Interview Other Not Eligible 

__ 

X 

Notes: 

Section III: Topical Outline 

Some details of this outline may change as a result of circumstances such as weather cancellations, 

College and student activities, and class timetabling. 

Effective As Of: 

Instructor: 

Textbook(s): Graziano, A. and M. Raulin, Research Methods: A Process of Enquiry. 5 th ed. Allyn and 

Bacon, 2004. ISBN: 0205-360653. 

Applicable student group(s): Bachelor of Applied Arts (Interior Design) 

Unit 1: Curiosity, Creativity and Commitment 

Science as a Way of Thinking and Knowing (tenacity, authority, reason, common sense). 

Asking Questions 

Science and Art 

Acquiring Knowledge 

The People Who Perform Science 

Searching the Literature 



Unit 2: Research is a Process of Inquiry 

Basic Assumptions of Science 

A process of Inquiry (naturalistic observation, correlation approach, the experimental method). 

Observation and Inference: Facts and Constructs, Conceptual Models of Science, Inductive and Deductive 

Reasoning, Models and Theories in Science, A Model of the Research Process 

Unit 3: The Starting Point: Asking Questions 

Formulating Questions 

Refining Questions for Research 

Types of Variables in Research 

Validity and the Control of Extraneous Variables 

Reliability 

Propositional Logic 

Research Ethics 

Unit 4: Data and the Nature of Measurement 

Research Variables 

Measurement 

Scales of Measurement (nominal, ordinary, interval, ratio, identifying scales of measurement) 

Measuring and Controlling Variables 

The Need for Objective Measurement 

Unit 5: Statistical Analysis of Data 

Individual Differences and Statistical Procedures 

Descriptive Statistics (measures of central tendency, measures of variability) 

Inferential Statistics 

Pictorial Presentation of Numerical Data 

Transforming Data 

Z-Scores 

Measures of Association 

Unit 6: Field Research – Naturalistic Observation, Case-Study Research and Survey Research 

The Challenge of Low-Constraint Research 

Examples of Naturalistic Observation 

Examples of Case-Study Research 

The Value of Low-Constraint Methods 

Problem Statements and Hypotheses in Naturalistic Observation and Case-Study Research 

Using Naturalistic Observation and Case-Study Methods 

Evaluating and Interpreting Data 

Limitations of Naturalistic Observation and Case-Study Methods 

Survey Research (methods of administering the survey, sampling and sample size). 

Mid-Term Exam 

Unit 7: Correlation and Differential Methods of Research 

Correlation Research Methods 

Differential Research Methods 

What Makes Differential Research Higher-Constraint Than Correlation Research? 

When to Use Correlation and Differential Research 

Conducting Correlation Research 

Conducting Differential Research 

Limitations of Correlation and Differential Research 

Unit 8: Hypothesis Testing, Validity and Threats to Validity 

Hypothesis Testing 

Validity and Threats to Internal Validity (history, maturation, testing, instrumentation, statistical regression, selection, 

mortality, Selection-Maturation interaction, Diffusion or Imitation of Treatments) 

Major Confounding Variables 

Subject and Experimenter Effects 

Validity, Control and Constraint 



Controls to Reduce Threats to Validity (general Control procedures, control over subject and experimenter effects, 

control through participant selection and assignment, control through experimental design). 

Unit 9: Control of Variance Through Experimental Design – Single-Variable, Independent-Group Designs 

Experimental Design 

Non-experimental Approaches 

Experimental Designs: Testing One Independent Variable 

Statistical Analyses of Completely Randomized Designs 

Other Experimental Designs 

Unit 10: Control Variance Through Experimental Design: Single-Variable, Correlated-Groups Designs 

Correlated-Groups Designs 

Within-Subjects Designs (advantages and disadvantages of within-subjects designs; counterbalancing; repeated 

measures) 

Matched-Subject Designs (matching as a controlled procedure; matching as an experimental procedure) 

Single-Subject Designs (naturalistic case studies; one-shot case studies) 

Experimental Single-Subject Designs (reversal design, multiple-baseline design, multi-element design, making sense 

of single-subject experimental results) 

Alternative Types of Single-Subject Research 

Unit 11: Field Research – Second Look at Research in Natural Settings 

Conducting Field Research (quasi-experimental designs: time series design, interrupted time series design, multiple 

time series design, nonequivalent before-after design, retrospective and ex post facto designs) 

Field experiments with the general public 

Field experiments with selected groups 

Ethics with field experiments 

Program evaluation 

Unit 12: Research Methodology – An Evolving Discipline 

New Directions in Research Methodology 

Limitations to Finding Answers 

Science: An Interaction between Empiricism and Rationalism 

Final Exam 

Academic Honesty 

The principle of academic honesty requires that all work submitted for evaluation and course credit be the original, unassisted work 

of the student. Cheating or plagiarism including borrowing, copying, purchasing or collaborating on work, except for group projects 

arranged and approved by the faculty member, or otherwise submitting work that is not the student’s own violates this principle and 

will not be tolerated. Instances of academic dishonesty, including assisting another student to cheat, will be penalized as detailed in 

the Student Handbook. 

Students who have any questions regarding whether or not specific circumstances involve a breach of academic honesty are 

advised to discuss them with the faculty member prior to submitting the assignment in question. 

Discrimination and Harassment 

Sheridan is committed to provide a learning environment that respects the dignity, self esteem and fair treatment of every person 

engaged in the learning process. Behaviour which is inconsistent with this principle will not be tolerated. Details of Sheridan’s 

policy on Harassment and Discrimination are available in the Student Handbook. 



Course Code 

Making Choices in a Complex World 



Course Name (Short): Making Choices in a Complex World Credit Value: 3.0 







Corequisites: 

Equivalents: 



Several influential social conceptual paradigms will be highlighted as often taken-for-granted resources 

for decision making, as will the cultural and historically situated contexts which frame our decision-making 

possibilities. 



Lecture 


Lab 


Total 42 


Approved by 

_________________________________________________ ___________________________ 







Our daily lives unfold within a constellation of choices, some incidental and others far-reaching in 

consequence. How do we go about distinguishing essential from inessential choices? What frameworks 

for thinking are utilized to make choices, or to evaluate choices that have been made? This course will 

bring to light the contemporary social environs against which choices are posed, accomplished and 

evaluated. Several influential social conceptual paradigms will be highlighted as often taken-for-granted 

resources for decision making, as will the cultural and historically situated contexts which frame our 

decision-making possibilities. Textual analysis will provide a basis from which to generate each week’s 

topics, class discussions,, presentations, and written assignments. Through oral and written analysis, 

students will be required to develop a critical and reflective approach to the processes and frameworks 

that allow them to make everyday decisions in practical ways. 


Program: BAA (Interior Design) 







1. Compare alternate and often competing paradigms (economic, religious, etc.) framing decision 

making. 

2. Discuss decision making as a nexus of diversity in daily life, one which stimulates variation and 

conflict. 

3. Recognize and articulate ways in which cultural frameworks and historical periods shape the 

possibilities imagined around choice. 

4. Analyze the impact of technology on decision-making processes. 

5. Identify common-sense gender assumptions and how they manifest themselves in constructing 

choice. 

6. Explore the influence of media on the construction of choice. 

7. Consider the predominance of advertising in contemporary life and analyze the positing of 

consumption as a model of choice-making. 

8. Explore the place of status and its shaping of decision criteria as well as the effect of class relations 

on collective desires for certain choices. 

9. Compare ways of conceptualizing choice and modern vs. pre-modern relations to the problem of 

decision making. 

10. Explore the difference between the problem of making a choice and the problem of living with having 

chosen, and the implications for how individuals proceed. 

11. Critically review/assess alternative approaches to decision making and articulate the implications for 

both individual and collective life. 





Writing assignment 1 20% 

Writing assignment 2 40% 

Final exam 30% 

Group project 10% 




__ communication __ numeracy __ critical thinking & 


__ information management __ interpersonal __ personal 

Notes: 







PLA Contact: 



method(s): 


__ 

X 

Notes: 





Instructor: 

Textbook(s): 

Making Choices in a Complex World. A Cancopy Reader 


Unit 1: Individual Choices within Social Frameworks 

C. Wright Mills, “The Promise”; Christopher Caldwell, “Select All: Can You Have Too Many Choices?” 

How do we think about and approach decision making? How do everyday sites such as newspapers or magazines 

encourage us to think about how we make choices, or what choices should be made? C. Wright Mills suggests that 

there are implications for thinking about choice as an individual or personal difficulty, rather than as a problem that 



arises out of a collective social milieu. His suggestion is that we start to recognize that our world frames choice for us 

in ways in which we may often be unaware. 

Unit 2: Paradigm I: The Logic of Technology 

Ursula Franklin, “The Real World of Technology” 

What are some of the paradigms that are used in our world for decision making? Ursula Franklin suggests that the 

logic of technology is one paradigm which shapes the ways we approach the choices available to us. Within this 

logic, the language of progress, of rationality, of cause and effect, model an approach to decisiveness. Technology 

than serves as a paradigm for problem solving of which we need to be cognizant. We need to ask: what bodies of 

knowledge or processes of thought are made relevant or necessary for decision making within the logic of 

technology? 

Unit 3: Paradigm II: The Logic of Economics 

Thomas Sowell, “Economic Trade-Offs”; Daniel Bell, “The Disjunction of Realms” 

An alternative framework for decision making can be characterized as the logic of economics. Here the language of 

cost-benefit, of fiscal constraint, of scarcity and potential gain, structure the potential for decision making. Within this 

paradigm, notions of win or lose, of profit and loss, implicitly frame how decision makers to relate to one another. 

Here we can consider: What manner of thinking guides the economic decision making process and how does it 

provide the basis for recognizing something as an acceptable choice? 

Unit 4: Paradigm III: The Logic of Religion 

N.D. Fustel de Coulanges, “Religion was the Constituent Principle” 

Some would argue that the logic of faith has diminished in a rational and disenchanted society, yet others counter 

that the world presently finds itself in the grip of old and new fundamentalisms and that these will fuel conflicts in 

years to come. Within the paradigm of religious logic, notions of soul, of eternity, of spiritual and ancestral 

commitments, shape ways in which decisions are approached, and there are practical implications for making 

decisions within this paradigm of thought. At this point in the course we can also consider the following: Where do we 

commonly see different paradigms in conflict, and how do different paradigms result in very different convictions in 

regard to everyday decisions? How would the logic of faith proceed in comparison to the logic of technology or 

economics in dealing with current social issues? 

Unit 5: Aesthetics 

Virginia Postrel, “The Boundaries of Design”; Jukka Granow, “Need, Taste or Pleasure” 

Things that we often treat as individual choices arising out of innate likes and dislikes are formed through or 

participation with a social world. Using the example of urban design, Virginia Postrel displays for us the ways in which 

our aesthetic choices are already placed within a framework of which we may not be aware. Choices of style are thus 

always framed within the world of fashion, and aesthetic choices are made within certain “boundaries of design.” 

Jukka Granow encourages us to consider how the very notion of aesthetic taste as a choice is particular to modern 

sensibilities. 

Unit 6: Work 

Juliet Schor, “A Life at Hard Labor: Capitalism and Working Hours”; Wade Rowland, “The Corporate Worker’s 

Dilemma” 

Work is commonly imagined to be a site of choice within the modern world, to the point where social interaction is 

often predicated by the question, “What do you do?” One way to become attentive to the choices around work that we 

treat as necessary is to become cognizant of the social and historical changes that permit social actors or certain 

social groups to consider work a choice or not at various times. Juliet Schor asks us to consider the types of 

decisions around work and productivity made possible in a capitalist age. And Wade Rowland displays how current 

structures of work, for example, their bureaucratic organization, shapes how decision making is accomplished within 

that realm. 

Unit 7: Technology 

Kenneth Gergen, “Social Saturation and the Populated Self”; David Lyon, “Disappearing Bodies” 

It seems undeniable that technological changes have framed our life options in very definitive ways. Technological 

advancements have made certain choices both possible and casual (such as flying long distances) in ways that 

would have been unthinkable earlier. Using Kenneth Gergen’s and David Lyon’s work we can consider how earlier 

technologies, as well as more recent developments like the internet or surveillance cameras, have altered the manner 

in which we choose to connect with others, and structured the possibilities for solitude and privacy. In what way is 

technology essential for, or indifferent to, human life choices? Where or how is technology itself still a choice in our 

society? 

Unit 8: Gender 



Arlie Russell Hochschild, “Family Values and Reversed Worlds”; Jane Holtz Kay, “Bumper to Bumper” 

What happens to our choices when work life and home life are separated by certain social structural arrangements 

like the work schedule or suburban development? Arlie Russell Hochschild addresses what happens when the 

language of work comes into the home, or when our everyday options become subject to the “time bind”. And Jane 

Holtz Kay asks, what kinds of choices do we have in regard to the forms of transportation or daily experiences 

structured by city life? In both of these examples, our choices are shaped in definite ways by socially mediated 

gender positions within these two spheres. 

Unit 9: Media and Advertising 

R. Goldman and S. Papson, “Green Marketing and the Commodity Self”; Malcolm Gladwell, “Brain Candy” 

Goldman and Papson suggest that advertising has turned real choices into false ones such as when we are 

persuaded by environmentally oriented SUV commercials that we are helping our environment by buying cars and 

trucks. Given that the average person is exposed to about 3,000 ads every day, it makes sense that advertising is an 

influence on our life choices. But how is our choice-making ability shaped by the presence of this force–does it shape 

our choices, or do our choices shape it? Or as Malcolm Gladwell asks, how do new forms of media shape our ways 

of thinking in the first place? 

Unit 10: Consumption 

James Twitchell, “Two Cheers for Materialism”; Kieran Bonner, “Postmodernism and the Consumer Relation to 

Place” 

North American society is often characterized as having an unprecedented array of consumer choice. But what kind 

of choice is consumer choice? James Twitchell suggests that we presently view materialism as the realm in which we 

exercise the most dynamically our ability to choose, and that not only our concrete choices but this view itself has 

consequences both for our communities and our world. One such consequence is that we treat this consumer relation 

as increasingly necessary, and orient people and places in terms which are potentially instrumental. 

Unit 11: Authenticity 

Charles Taylor, “The Sources of Authenticity”; Marsha Sinetar, “Conscious Choice”; Harry Frankfurt, “On Bullshit” 

Authenticity is a model of choice-making put forward in entire shelves of self-help literature, magazines and talk 

shows. Books like that of Marsha Sinetar encourage us to discover choices that express our inner selves. Charles 

Taylor suggests that our entire culture is becoming more and more preoccupied with whether an individual’s choices 

are authentic or not. But how do we evaluate our own or other’s choices as to their authenticity, and how does this 

influence how we relate to work, family, etc.? In a similar vein, Harry Frankfurt seeks to contrast a self-affirming, 

modern way of speaking–bullshit–with ‘mere’ lying. He argues that the latter is, ironically, more ethical as it implies a 

standard of truth or falsity, even if it is to be disregarded in certain instances. He also asks us to consider what 

happens when choice is tied to personal attributes rather than to other more public characteristics. 

Unit 12: Theorizing Choice 

Alain de Botton, “Ideal Human Types”; Alex Carson, “Choice in a Liberal Education” 















Course Code 

Context and Connections in Interior 

Design 



Course Name (Short): Context and Connections Credit Value: 3.0 







Corequisites: 

Equivalents: 





Lecture 


Lab 


Total 42 


Approved by 

_________________________________________________ ___________________________ 







This course stresses individual coaching, problem-based projects, research, reading assignments, group 

collaborations and labs. At the beginning of the course, each student’s current professional skills and 

knowledge will be assessed based on their portfolio and diploma-level academic record and compared to 

the competency level expected of students entering the 4 th year of the ID Baccalaureate program. 

Learning gaps will be identified and an individualized program of study will be prepared and approved. 

Typically, the readings, instructional sessions, seminars and assignments will expect students to: a) 

integrate relevant business, technical, cultural, economic, environmental, ethical,, historical and political 

contexts into interior design; b) reflect on broad professional and moral issues, humanitarian concerns 

and the multi-disciplinary contexts that relate to design; c) pursue independent thought in drawing new 

ideas from informed analysis and synthesis of multi-disciplinary studies, major schools of design thought; 

awareness of historical architecture and design precedents; d) stress sustainability in design decisions 

and proposed solutions; e) design and plan within the legal limits imposed by intellectual property and 

contract law. 

Each student will submit a comprehensive project and/or portfolio of professional work to demonstrate the 

achievement of the learning goals set out by the professor and the student at the beginning of the course. 









1. Describe the impact of proxemics and issues of diversity and perception on design solutions. 

2. Differentiate between design theories when issues of space, gender and power come into play. 

3. Identify and define human responses in varying sensory environments. 

4. Assess changes in perception of space when variables such as light and sound are manipulated. 

5. Summarize and compare the defining factors of a global vs. a local perspective on design criteria and 

the adoption of a problem solution. 

6. Explore the theory of public vs. private space when dealing with issues of gender and the built 

environment. 

7. Describe perception of mass, volume and visual weight in design projects which demonstrate 

sensitivity to containment and movement of space. 

8. Demonstrate effective case study research methods by documenting findings in reflective journals 

and presentations. 

9. Articulate a sensory experience by understanding space and place and defining it in verbal and 

written form. 

10. Identify Characteristic elements of architectonics (unifying structure or concept of artistic work) parti, 

circulation, massing, spatial quality, access and approach and weigh their contribution to project 

success and appreciation. 

11. Summarize key characteristics of environmental psychology. 

12. Identify constraints in the design process which may impede objectives for sustainable design and 

articulate a rationale for implementation despite those obstacles. 

13. Implement concepts and ideals for workplace performance and productivity recognizing human 

comfort as catalyst. 



14. Assess the social diversity of culture, disabilities and handicaps as applied to the designed 

environment. 

15. Evaluate politics influencing adoption of technology and products which safeguard the planet on 

personal and global scales. 

16. Compare and contrast cultural distinctions in definition of comfort, priority, possessions and life cycle. 

17. Collaborate with peers for strategic, efficient and innovative discussion tools such as guided 

discussion, brainstorming, defending ideas and recording findings. 

18. Formulate a research scheme for resolving a design problem and communicate the findings. 

19. Identify current leaders and trends in the field of the environment and formulate ideas about future 

directions. 

20. Foster leadership and vision by adopting sustainable practices. 

21. Identify issues of diversity and explain how they relate to the built environment. 

22. Develop a portfolio of self-evaluation tools to measure professional growth and development. 

23. Evaluate design solutions through reflection on process and commitments to personal and 

professional values. 

24. Explain techniques used in the process of analyzing, synthesizing and evaluating design theories. 

25. Marry evaluation of design solutions to design concepts through personal reflection and peer 

evaluation. 

26. Initiate peer critique sessions to measure design concepts, solutions and development strategies. 

27. Formulate a portfolio of sustainable practices utilized in contemporary projects, which may be 

sourced as case studies for discussion and reference. 



Project 1 25% 

Group presentation 15% 

Final project/exam presentation 

with documentation 50% 

Active contribution to 

classroom learning 10% 

To pass this course, bridging students must demonstrate professional skills and knowledge equal to that 

of the baccalaureate class they will enter. The course requirements will be specified in each student’s 

individual learning plan which is intended to facilitate efficient learning and enhance the student’s skills 

and knowledge related to his/her emerging career objectives. 

Each student must submit a comprehensive project and/or portfolio of professional work to demonstrate 

the achievement of the learning goals set out by the professor and the student at the beginning of the 

course. Student work will be evaluated based on the learning objectives established at the outset and on 

the following criteria. 

Acceptable project and portfolio work must: 

o represent a 3 rd year baccalaureate level of understanding, synthesis and application of relevant 

principles drawn from design theory, professional literature and the major schools of design 

o reflect broad, rigourous and analytical research and consideration and synthesis of the relevant 

business, technical, cultural, economic, environmental, ethical, historical and political contexts of the 

project 

o employ written English at a 3 rd year baccalaureate level and use clear vocabulary that is relevant to 

the anticipated audience 

o demonstrate critical analysis and logical argument rooted in relevant evidence 

o reflect current professional standards in proposals, plans and all supportive documentation 

o incorporate innovative approaches to the resolution of design challenges. 






X communication __ numeracy X critical thinking & 


__ information management X interpersonal __ personal 

Notes: 







PLA Contact: 



method(s): 


__ 

X 

Notes: 





Instructor: 

Textbook(s): 

TBA 


Course Topics: 

While student individual learning plans will differ, the core curriculum of this course will target the 

following: 

1. Multi-Disciplinary Analysis, Integration, Synthesis and Reflection: 

• Analysis and refinement of the design processes, principles and elements through in-depth 

reference to design theory and the major schools of design thought. 

• Designing within the broader context of relevant business requirements, technical 

developments, cultural implications, economic realities, environmental sensitivities, ethical 

concerns, historical opportunities and political dynamics. 

• Pursuing independent thought in drawing new ideas from informed analysis and synthesis of 

multi-disciplinary studies, different design methodologies and different historical perspectives. 

2. Sustainability of Interior Spaces 

3. Professional Issues: 



• Ethics 

• Enhancing practice in a dynamic profession by anticipating change and pursuing continuous 

improvement through reflection, speculative enquiry, evidence based practice and lifelong 

learning. 

4. Presentation of Ideas: 

• Initiate, lead and critique peer discussions and analysis. 

• Defend proposed design solutions at key stages of development with relevant theoretical 

context from broad-based sources. 















Course Code 

Statistics 



Course Name (Short): Statistics Credit Value: 3.0 







Corequisites: 

Equivalents: 



This is an introductory course in statistics for degree students. Emphasis is on the application of statistical 

methods in design. 



Lecture 


Lab 


Total 42 


Approved by 

_________________________________________________ ___________________________ 







This is an introductory course in statistics for degree students. Emphasis is on the application of statistical 

methods in design. Topics include descriptive statistics, probability and probability distributions, 

estimation and hypothesis testing, correlation and regression. Students are introduced to multiple 

regression and time series as a significant application of statistics in design. 









1. Distinguish between sample and population data. 

2. Construct bar chart, line graphs, frequency histograms and box plots. 

3. Calculate mean, median and mode and understand the usefulness of these measures. 

4. Calculate range, standard deviation, variance and coefficient of variation and understand the 

usefulness of these measures. 

5. Apply the concepts of probability. 

6. Use the laws of probability to calculate probabilities. 

7. Calculate conditional probability using Bayes’ Theorem. 

8. Calculate probabilities for binomial populations. 

9. Calculate probabilities for normal populations using the Z table. 

10. Explain sampling distribution and Central Limit Theorem. 

11. Construct confidence intervals for population mean and population proportions. 

12. Perform hypothesis testing for population mean and population proportions. 

13. Perform one sided and two sided hypothesis test. 

14. Determine the strength of a linear relationship using the coefficient of correlation. 

15. Perform simple linear regression analysis using the least squares method. 

16. Perform multiple regression. 

17. Describe the components of a time series. 

18. Calculate forecast using moving averages and exponential smoothing methods. 

19. Use popular software such as Excel or other computerized statistical software to display and analyze 

data. 



Lab assignment/quiz: descriptive statistics 5% 

Lab assignment/quiz: inferential statistics 5% 

Mid-term 30% 

Major assignment 15% 

Lab assignment/quiz: regression, forecasting 5% 

Final Exam 40% 






X communication __ numeracy X critical thinking & 


__ information management X interpersonal X personal 

Notes: 







PLA Contact: 



method(s): 


__ 

X 

Notes: 





Instructor: 

Textbook(s): Keller, Gerald, Brian Warrack, Statistics for Management and Economics, 6 th Edition. 

United States: Thompson Learning Inc., 2003. ISBN# 0-534-39186-9 

References: David S Moore and George P. McCabe, Introduction to the Practice of Statistics, 4 th 

Edition, W.H. Freeman and Company ISBN 0-7167-3373-0 

Terry Sincich, Business Statistics by Example, 5 th Edition, Prentice Hall ISBN 0-02-410441-8 

Berk and Carey, Data Analysis with Microsoft Excel: Updated for Office XP ISBN 0-534-40714-5 


Course Content Outline: 

TOPICS CHAPTERS HRS PAGE 

1. Descriptive Statistics 

1, 2, 3, 4 9 1-137 

• graphical presentation of data, bar chart, line chart, 

histograms, scatter plots, box plots 

• measure of central tendency 

• measure of dispersion 



2. Probability 

• addition and multiplication rule of probability 

• probability tree, dependent and independent event 

• conditional probability, Bayes’ Theorem 

• probability distributions, binomial distribution 

• normal distribution 

• sampling distributions 

• central limit theorem 

Mid-term Test 

3. Statistical Inferences 

• estimation of population mean and proportions 

• confidence intervals 

• determining sample size 

• hypotheses testing, one-sided and two-sided testing 

• student’s t-distribution 

4. Correlation and Regression 

• correlation, Pearson’s correlation, coefficients 

• simple linear regression using Least Squares method 

• inferences on regression coefficients and predicted 

values 

• evaluation of regression model, residual plots, 

coefficient of determination 

• ANOVA 

• multiple regression 

5. Time Series Analysis and Forecasting 

• time series decomposition 

• moving averages method 

• exponential smoothing method 

• trend and seasonal effects 

6, 7, 8, 9 15 152-296 

10, 11, 12, 13, 

9 

15 

18 

3 297-425 

9 471-487 

602-727 

21 6 729-754 

• introduction to forecasting 

Review and extra help 

Final Exam 3 















Course Code 

Theories of Beauty 



Course Name (Short): Theories of Beauty Credit Value: 3.0 







Corequisites: 

Equivalents: 



This course offers the student the opportunity to explore the field of aesthetics through a study of the 

concept of beauty. 



Lecture 


Lab 


Total 42 


Approved by 

_________________________________________________ ___________________________ 







We are bombarded with images and ideas of the beautiful, frequently in the context of someone trying to 

sell us something. We assume that we know what the beautiful is, even though our notions of beauty 

clearly undergo frequent change. Not often do we reflect on the theories that lie behind these images and 

think through our own presuppositions about the nature of beauty, art and culture. This course offers the 

student the opportunity to explore the field of aesthetics through a study of the concept of beauty. In the 

first half of the course, we focus on the artist and the creative process. What is the purpose or goal of 

creating a work of art? How are artists ideas/concepts about beauty transferred onto the canvas or into a 

page? In the second half of the course, our attention turns to the appreciation of art. Is beauty really in the 

eye of the beholder? How do we judge works of art? How do we address issues of difference and 

diversity in the appreciation and interpretation of artworks? Addressing these questions, we explore the 

evaluation of art. Throughout the course, students apply the theoretical concepts/ideas developed in the 

text to works of art from the fields of fine art, music, film, architecture and literature. 









1. Compare and contrast four conflicting definitions of art. 

2. Evaluate the relative merits of regarding works of art from a didactic perspective. 

3. Compare and contrast art and entertainment. 

4. Evaluate the procedures and criteria used to classify works of art in museums and art galleries in 

relation to questions of cultural diversity. 

5. Analyze Heidegger’s account of the relationship between truth and art. 

6. Identify the arguments used by Plato and Aristotle in debating the relative strengths and weaknesses 

of adopting a mimetic theory of art. 

7. Identify the key principles of postcolonial critiques of mimetic and didactic theories of art. 

8. Outline the key elements of Goodman’s cognitive theory of art. 

9. Evaluate competing accounts of the relationship between ideology and narrative within the framework 

of the rise of feminist aesthetics. 

10. Assess the accounts of the imagination offered by Freud, Jung and Shih. 

11. Compare and contrast modernist and post-modernist approaches to art. 

12. Outline the key principles of expressivism. 

13. Identify three different criteria used to distinguish between good and bad taste. 

14. Examine alternative models for addressing issues of diversity and difference in the creation of 

standards of beauty. 

15. Evaluate Kant’s theory of judgment. 

16. Analyze Gadamer’s critique of Kant’s aesthetics making reference to his account of prejudgments 

and to his use of the concept of horizons to explain differences in the interpretation of a work of art. 

17. Compare and contrast the various standards/criteria for evaluating conflicting interpretations of art 

discussed by Pepper, Hirsch and Sontag. 

18. Identify the conditions giving rise to the commodification of art. 

19. Analyze the debate concerning the social responsibilities of artists making reference to the 

representation of women and/or visible minorities in works of art. 





Tests/assignments 45% 

Research paper 25% 

Final Exam 30% 




X communication __ numeracy critical thinking & 


__ information management interpersonal X personal 

Notes: 







PLA Contact: 



method(s): 


__ 

X 

Notes: 





Instructor: 

Textbook(s): Ross, Stephen David (ed.) 1994. Art and Its Significance: An Anthology of Aesthetic 

Theory. New York: SUNY Press. 

Ideas of Beauty: Course Kit 


Topical Outline: 

5. Means and Methods: Modernism 

Examine the principles of formalism through a focused discussion of modernism. 

Readings: Bell, Clive, “Art” (186-190) 



6. A New Attitude? Post-Modernism 

Looking at architecture, we try to identify the distinguishing features of post-modern art. In particular, we 

explore the relationship between art and politics raised by this movement. 

Readings: Lyotard, Jean, “What is Postmodernism?” (561-564) 

7. Oh! What A Feeling: Expressivism 

What role does feeling and emotion play in the creation of art? Are the feelings of the creator expressed 

in a work of art the measure by which we judge its merit? Or are the feelings the work of art creates in the 

audience key to our aesthetic experience? Addressing these questions, we compare and contrast several 

expressive theories of art. 

Readings: Langer, Suzanne, “Feeling and Form” (222-236) 

8. The Good, The Bad and The Ugly: A Matter of Taste 

Our attention turns from the creation to the appreciation of works of art. What do we mean when we 

speak of artistic “taste”? What distinguishes “good” taste from “bad” taste? We explore these issues as 

they are raised in relation to film. 

Readings: Hume, David, “On The Standards of Taste” (78-92); Martin, Agnes, “Beauty is The Mystery of 

Life” (handout) 

9. Beauty: The Nature of Judgment 

We often say that a painting or piece of music is beautiful, but what do we mean when we use the this 

term? How do we judge the beauty of a work of art? How should we make such judgments? Using Kant’s 

Critique of Judgment as a starting point, we explore the nature of beauty. 

Readings: Kant, Immanuel, “Critique of Judgment” (95-142); Armstrong, John, “Power” (handout) 

10. More on Judgment 

Building on our discussion of beauty, we examine what criteria for judgment should be relied upon when 

determining the value of a work of art. Does beauty have a role to play in contemporary society? Are 

there alternative criteria we should rely on in judging art? 

Readings: Gadamer, Hans-Georg, “Truth and Method” (350-382); Hoods, Bell, “Subversive Beauty” and 

“Beauty Laid Bare” (handout) 

11. The politics of Interpretation 

Art requires interpretation. But how do we judge between conflicting accounts? We address this question 

while exploring the notion of authorial intention. 

Readings: Pepper, Stephen, “The Work of Art” (326-330); Hirsch, E.D., “Validity in Interpretation” (332- 

347); Sontag, Susan “Against Interpretation” (handout) 

12. Manufacturing Art 

Increasingly art is being seen as a commodity. We investigate this trend. What does it mean when we put 

VanGoghs on our umbrellas and use Picassos to sell computers? Raising these questions, we reflect on 

Marxist critiques of art. 

Readings: Benjamin, Walter, “The Work of Art in the Age of Its Technical Reproducibility” (526-538) 

Marcuse, Herbert, “The Aesthetic Dimension” (548-558) 

13. A Question of Responsibility 

We finish the course by considering the role which art plays in society. Do artists have social 

responsibilities? Is art a social/political commodity or is art transcendental? We look at recent 

controversies in art as we reflect on whether art imitates life or life imitates art. 

Readings: Ickstadt, H., “Toward a Pluralistic Aesthetics”; Mihn-ha, Trinh, “Woman, Native, Other” (607- 

620); Fry, Tony and Anne-Marie Willis, “Aboriginal Art: Symptom or Success?” (643-654) 

14. Final Exam 



5.3 Promotion and Graduation Requirements 

Grade point average is calculated per term (TERM GPA OR TGPA) and over the student’s entire 

academic history with Sheridan (Cumulative GPA or CGPA). Courses re-taken will have grades from all 

attempts recorded on the transcript; however, only the highest grade will be used in the GPA calculation. 

Grade Point Averages are weighted calculations based on the grade received and the credit value of the 

course. An example of a weighted GPA is: 

Course Grade Credit Weighted 

Grade Points Value Credit Value 

A 4.0 x 3.0 = 12.0 

B+ 3.5 x 3.0 = 10.5 

B 3.0 x 3.0 = 9.0 

C+ 2.5 x 3.0 = 7.5 

C 2.0 x 3.0 = 6.0 

D 1.0 x 3.0 = 3.0 

Total 18.0 48.0 

GPA – total weighted credit value ÷ total credit value 

Based on example above: 48.0 ÷ 18.0 = 2.6 GPA 

Graduation Requirements 

For students in Sheridan Baccalaureate programs, the following promotion and graduation requirements 

apply: 

Program Requirement 

Level of achievement 

Promotion 

Graduation 

Courses in disciplines outside the 

2.0 2.0 

main field(s) of study 

Courses with disciplines within the 

2.5 2.5 

main field(s) of study 

Other, please specify (e.g., work 

N/A 

N/A 

placement/internship) 

Other, please specify (e.g., research 

N/A 

N/A 

paper) 

Other, please specify (e.g., 

N/A 

N/A 

laboratories)… etc. 

Overall achievement 2.4 2.4 



Sheridan Grading System: 

Students will be evaluated according to the specific learning outcomes described in the course outlines 

that include an evaluation plan. A grade will be issued for each course in which a student is registered and 

a report will be viewable via AccessSheridan (Sheridan’s online student information system) after the end 

of each term to show the grades earned. Grades, their numeric equivalencies and grade points are: 

Grade Numeric Equivalent Description 

Grade Point 

Equivalent 

A+ 90 – 100 4.0 

A 80 – 89 4.0 

B+ 75 – 79 3.5 

B 70 – 74 3.0 

C+ 65 – 69 2.5 

C 60 – 64 2.0 

D 50 – 59 1.0 

S Satisfactory, credit earned N/A 

U 

Unsatisfactory, credit not 

earned 

N/A 

F 

Below 50, unsatisfactory, 

credit not earned 

0.0 

IP Course in progress N/A 

I 

Incomplete, course 

requirements not complete 

N/A 

SU 

Eligible for supplemental 

assessment 

N/A 

AG 

Aegrotat Standing: credit 

granted 

N/A 

AS 

Credit granted for advanced 

standing 

N/A 

NE 

Registered but did not attend 

or submit work for evaluation 

and did not officially 

0.0 

withdraw; credit not earned 

E/I 

Repeat designation; “I” 

included in the GPA, “E” 

N/A 

excluded from the GPA 

NG No grade assigned N/A 

TM 

Enrolment terminated on the 

grounds of academic 

0.0 

dishonesty 

W 

Withdrew from subject 

officially; no academic 

penalty 

N/A 



Policy 

Policy Name: Academic Standing, Baccalaureate Degrees 

Category: Academic 

Date Approved: 04/20/2005 

Policy Statement: Students enrolled in Sheridan programs are required to maintain specific grade point 

averages in order to continue in the program and graduate. Students who do not achieve the minimum GPA 

requirements may be placed on Academic Probation or asked to withdraw from the college. 

Principles/Guidelines: 

1. Graduation from a program requires demonstration of a minimum level of academic achievement. 

2. Students have a right to know of any required sequence of courses, limits on course attempts or any 

other restrictions related to academic standing and course credits. 

3. Students should be aware if their academic standing reaches a point such that they are unlikely to be able 

to graduate. 

4. Students have a right to know how to appeal a decision regarding their standing within an academic 

program. 

Policy Scope: 

For students in Sheridan Baccalaureate programs, the following promotion and graduation requirements apply: 

Course Type Promotion (GPA) Graduation (GPA) 

Professional Courses 2.5 2.5 

Courses Outside 

2.0 2.0 

Professional Field of 

Study 

Overall 2.4 2.4 

Academic Standing 

Students who do not meet the GPA requirements listed above may be placed on Academic Probation or 

required to withdraw from the program. 

Academic Probation 

Students whose cumulative or term GPA in their declared program of study falls below 2.0 but is at or above 

1.2 may continue in the program on Academic Probation. All students on academic probation are encouraged 

to see an academic advisor. Students whose cumulative or term GPA is between 1.2 and 1.5 must see an 

academic advisor before registering in the next semester. 

Continuation in a program while on Academic Probation 

Students who are on Academic Probation must achieve a minimum term GPA of 3.0 in professional courses 

and 2.5 in courses outside the major field of study until the minimum GPA requirements for promotion have 

been met. Students whose term GPA in professional courses is between 2.5 and 3.0 and/or whose term GPA in 

courses outside the major field of study is between 2.0 and 2.5 will have their academic record considered by a 

program promotion committee. 

Required Withdrawal for Academic Reasons 

Students whose cumulative GPA falls below 1.2 must withdraw from the program for a minimum of one 

academic year. 



Petition to Continue without Interruption 

Students who are required to withdraw from a program for academic reasons may submit an appeal to continue 

their studies without interruption. Students should follow the Academic Appeal procedures. 

Continuation in or Readmission to a Program after Required Withdrawal for Academic Reasons 

Students who are permitted to continue in a program or are re-admitted to a program after being required to 

withdraw for academic reasons must achieve a minimum term GPA of 3.0 in professional courses and 2.5 in 

courses outside the major field of study until the minimum GPA requirements for promotion have been met. 

Students whose term GPA in professional courses is between 2.5 and 3.0 and/or whose term GPA in courses 

outside the major field of study is between 2.0 and 2.5 will have their academic record considered by a 

program promotion committee. 

Subject Prerequisites and Co-requisites 

Students in any Sheridan program may not take any courses unless any prerequisites have been satisfied and 

unless any co-requisite courses are being taking concurrently. 

Maximum Credits and Maximum Course Attempts 

Students in Sheridan baccalaureate programs may receive credit for a maximum of 8 passed courses above the 

program requirements for graduation. Students may not attempt any individual course more than 3 times. 

Sanctions/Actions/Appeals : Academic decisions related to this policy may be appealed under the Academic 

Appeals policy. 

Contact: 

Name: Leasa Steadman 

Department: Office of the VPA 

Telephone: x2060 

Review Date: 04/20/2008 



Policy 

Policy Name: Graduation 



Policy Statement: Graduation Requirements: in order to graduate from Sheridan, students must have 

successfully completed all published course requirements for their program of study in effect at the time of the 

request to graduate. Graduation requirements include any changes made to the program while the student was 

in progress but do not include any changes made to semesters that the student has already completed unless the 

student interrupts his/her studies for one year or more. Students who interrupt their full-time studies for one 

year or more will be required to meet all program requirements in effect at the time of their return to Sheridan. 

Sheridan reserves the right to reassess previously granted credits more than five years old to ensure their 

relevancy at the time of graduation. Students who interrupt their studies will not be eligible to graduate from a 

program that is no longer offered by the college unless written approval has been granted by the respective 

Dean. Students must also have met the minimum cumulative grade point average (GPA) required for their 

respective credential and meet the Sheridan residency requirements. 

GPA Requirements for Graduation Applied Degree programs 

Students applying to graduate from applied degree programs must have a minimum grade point average (GPA) 

of 2.4 in order to graduate. 

Diploma and Certificate Programs 

Students applying to graduate from diploma or certificate programs must have a minimum grade point average 

(GPA) of 2.0 in order to graduate. 

Residency Requirements for Graduation 

No fewer than 25% of all required credits for the program and 50% of all required credits for the program 

major must be completed through Sheridan in order for a student to graduate from that program. The 

respective Dean reserves the right to waive this requirement under exceptional circumstances. 

Graduation Standing 

Honours Standing 

Students who have maintained a cumulative program GPA of 3.50 to 3.79 during their program of study will 

be accorded the status of graduation “with honours”. 

Sheridan Scholar 

Students who have maintained a cumulative GPA of 3.80 or greater in a program will be accorded the status of 

“with high honours”. 

Silver Medals 

The Board of Governors awards a silver medal at each convocation to the graduate with the highest cumulative 

GPA in each program. In order to qualify, students must maintain a minimum cumulative GPA of 3.80 or 

greater. 

Principles/Guidelines: In order to earn a Sheridan credential, a student must have: 

• completed a minimum level of his/her education at the institution; 

• demonstrated competence in the curriculum that is current at the time the credential is awarded; and 

• demonstrated a minimum level of competence in the subject matter within the curriculum. 

Policy Scope: All students in all postsecondary programs 

Sanctions/Actions/Appeals: Academic decisions related to this policy may be appealed under the Academic 

Appeals policy 

Contact: 





6.2 Professional/Accreditation or Other Organization Support 

6.2.1 Professional/Accreditation or Other Requirements 

Comparison of Sheridan’s Proposed Degree Content to CIDA Professional Standards 

Standard 

Knowledge Areas 

(as drawn from the Indicators 

for each Standard) 

Design Theory 1 & 2 

Design Studio(s) and Advanced 

Design Studios 

Human Factors 

Design Communications 1-6 

Site Studies & Case Studies 

Interior Detailing 1-4 

Sustainable Practices 1 & 2 

Interdisciplinary Practice 

Building Technologies 1 & 2 

Art/Design History 

Professional Practices 1 & 2 

Research Methods & Thesis 

Statistics 

Independent Study Project 

Work Placement (co-op) 

1. Curriculum 

Structure: The 

curriculum is 

structured to 

facilitate and 

advance 

student 

learning. 

2. Professional 

Values: The 

program leads 

students to 

develop the 

attitudes, traits 

and values of 

professional 

responsibility, 

accountability 

and 

Incorporates team 

approaches to design 

X X X X X X X X X 

solutions 

Incorporates interaction with 

multiple disciplines (e.g. code 

specialists, engineers, 

architects, artists, 

X X X X X 

behaviorists) representing a 

variety of points of view and 

perspectives 


practicing professionals X X X X X X X X 

Variety of business, 

organizational and familial 

structures (e.g. for-profit, nonprofit, 

publicly vs. privately 

X X X X 

held, hierarchical, flat, cohousing, 

nuclear and 

extended family 

Design work experience 

opportunities (e.g. internship, 

co-op, shadowing, or other 

X X X 

experiences 

Follows a logical sequence X X X X X X X X 

Increased in degree of 

difficulty 

X X X X X X X 

Significant concepts are 

interrelated and reinforced 

throughout the curriculum 

X X X X X X X 

Projects demonstrate variety 

and complexity in type, size 

X X X X X 

and scope 

Client and/or user needs and 

their responses to the interior X X X X X X X X X X 

environment 

Professional ethics and the 

role of ethics in interior 

X X X 

design 

Alternate points of view and 

appreciation of cultural X X X X X X X X 

diversity 

Environmental ethics and the 

role of sustainability X X X X X X X 



Standard 







Human Factors 










Statistics 



effectiveness. 

Global perspective and 

approach to thinking and 


(awareness and respect for 

cultural and social differences 

of people 

Understanding the 

implications of conducting the 

practice of design within a 

world market 

X X X X X X 

X X X X X 

3. Design 

Fundamentals: 

Students must 

have a 

foundation in 

the 

fundamentals 

of art and 

design; 

theories of 

design, green 

design, and 

human 

behavior, and 

a disciplinerelated 

history 

Critical, analytical and 

strategic thinking X X X X X X X X X X 

Creative thinking (exhibit a 

variety of ideas, approaches, 

concepts with originality and 

elaboration) 

Thinking visually and 

volumetrically 

X X X X X X X 

X 

Professional discipline (e.g., 

time management, 

X X X X X 

organizational skills) 

Active listening skills (e.g. 

programming interviews, 

participatory critiques, role 

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

playing) 

The value and importance of 

community or public service X X X X X 

Design elements (space, line, 

mass, shape, texture) and 

principles (scale, proportion, 

balance, rhythm, emphasis, 

harmony, variety) 

Colour principles, theories 

and systems (e.g., additive 

and subtractive colour; 

colour-mixing; hue, value and 

intensity; the relationship of 

light and colour) 

Theories of design and 

design composition (e.g., 

functionalism, Gestalt) 

X X X X 

X X X X X 

X X X X X X 

Principles of lighting design 

(e.g., colour, quality, sources, 

use) 

Human factors (e.g., 

ergonomics, 

anthropometry/anthropometri 

cs) 

X X X X 

X X X X X X 



Standard 







Human Factors 










Statistics 



4. Interior 

Design: 

Students 

understand 

and apply the 

knowledge, 

skills, 

processes and 

theories of 

interior design 

The relationship between 

human behavior and the built 

environment 

Demonstrate understanding 

of principals and theories of 

sustainability 

History of architecture 

History of Art 

X X X X X 

X X X X X 

X 

History of interiors X X X 

History of furnishings X X 

2-D design elements and 

principles in interior design 

projects 

X X X X X 


principles in the development 

of the spatial envelope (e.g., 

volumes of space, visual X X X X 

continuity and balance, visual 

passages, interconnecting 

elements) 

Colour selection and 

application in interior design X X X 

projects 

Programming skills including: 

problem identification; 

Problem solving; 

Identification of client and/or 

user needs; Information 

X X X X X 

gathering research and 

analysis (functional 

requirements, code research, 

sustainability issues, etc.) 

Schematic design and 

concept development and 

problem solving skills 

including: Concepts 

statements; The ability to 

rapidly visualize concepts 

through sketching; Space 

X X X X X 

planning (adjacencies, 

circulation, and articulation 

and shaping of space) and 

the ability to rapidly visualize 

concepts through sketching 

Selection of interior finishes 

and materials X X X X X X 

Layout of furniture, fixtures, 

and equipment X X X 

Furniture selection 

X 

X 



Standard 







Human Factors 










Statistics 



Space plans, elevations, 

sketches and study models X X X 

Selection and application of 

luminaries and lighting 

X X X X 

sources 

Justifying design solutions 

relative to the goals and 

objectives of the project 

X X X X X X X 

program 


decorative elements X X X X X X 

Drawing, schedules and 

specifications as an 

integrated system of contract 

documents such as 

construction/demolition plans, 

power plans, data/voice 

telecommunication plans, 

X X X X 

elevations, sections, and 

details, interior building 

specifications, furniture 

specifications, finish 

schedules, door schedules, 

etc. 


art and accessories X X X X X 

Design of custom interior 

elements (e.g., case goods, 

floor patterning, textiles) 

Wayfinding methods 

X X X 

X X X X X X 

Graphic identification such as 

signage X X X 

5. 

Communicatio 

n: Students 

communicate 

effectively 

Drafting and letters, both 

manual and computer-aided 

techniques 

Illustrative sketching 

X 

X 

X 

X 

Presentation of colour, 

materials, and furnishings 

(e.g., sample boards, 

X X 

collages, mock-ups, digital 

representation) 

Oral presentations and 

critiques X X X X X X X X 

Written communication (using 

correct spelling, grammar, 

and syntax) in specifications, 

schedules, and contracts and 

other business-related 

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



Standard 







Human Factors 










Statistics 



6. Building 

Systems and 

Interior 

Materials: 

Students 

design within 

the context of 

building 

systems. 

Students use 

appropriate 

materials and 

products. 

documents such as project 

programs, concept 

statements, reports, research 

papers, resumes and 

correspondence 

Render by any medium, 

manual or computergenerated, 

that successfully X X X 

communicates the design 

intent 

Communicate 3-dimensional 

space and form, such as in 

perspectives, paralines, and X X X 

models (computer-generated 

or manual) 

Applying metric system to 

design work X X X X X 

Communicating through 

alternative presentation 

techniques (e.g., audio, 

electronic, film, photography, 

slides, video) 

Construction systems and 

methods (e.g., wood-frame, 

steel-frame, masonry, 

concrete) 

Power distribution systems 

Mechanical systems (HVAC, 

plumbing) 

X X X X X X X X 

X X X X 

Energy management 

X 

Data/voice 

telecommunications systems X X 

Lighting systems X X 

Ceiling systems X X 

Flooring systems (e.g., 

raised, heated) 

X 

Security systems 

Acoustics 

Interface of work station 

furniture systems with 

building systems (e.g. 

columns, fenestration, 

X 

convector units and power 

sources) 

Material/product appropriately 

selected and applied on basis 

of properties and 

X 

performance 

Sources for materials and 

products X X 

X 

X 

X 

X 

X 



Standard 







Human Factors 










Statistics 



7. 

Regulations: 

Students apply 

the laws, 

codes, 

regulations, 

standards, and 

practices that 

protect the 

health, safety 

and welfare of 

the public. 

8. Business 

and 

Professional 

Practice: 

Students have 

a foundation in 

business and 

professional 

practice. 

Sustainable building methods 

and materials 

X X X 

Installation methods (e.g., 

carpet, resilient flooring, wall 

X X 

covering) 

Material maintenance 

requirements X X 


of the impact of fire and life 

safety principals on space 

planning 

Compartmentalization (fire 

separation) 

Movement (stairwells, 

corridors, exit ways) 

Detection (smoke/heat 

detectors and alarm systems) 

Suppression (sprinklers/fire 

hose cabinets) 

X X X X X 

Application of codes, 

regulations and standards X X X X X X 

Barrier-free design guidelines 

(e.g. Americans with 

X X X X X X 

Disabilities Act) 

Ergonomic and human 

factors data X X X 

Indoor air quality 

Noise 

Lighting 

X 

X 

X X X 

X X X 

X X X X X 

Universal design concepts 

and principles X X X X X X 

Project management 

practices 

X X X 

Estimating (e.g. project cost, 

fees) 

X X X 

Budget management X X X 

Project coordination 

(managing input from various 

members of the project 

team), time management, 

scheduling and contract 

administration 

Information management 

(collecting and disseminating 

relevant project information) 

Conflict resolution (facilitating 

solutions to conflicting 

objectives) 

X 

X 

X X X 

X X X X 

X X X X 



Standard 







Human Factors 










Statistics 



Assessment processes (e.g., 

post-occupancy evaluation, 

productivity, square-footage 

X 

X 

ratios, life cycle assessment) 

Certification, licensing and/or 

registration requirements X X 

Professional design 

organizations X X 

Business computer 

applications (word 

processing/spreadsheets) 

Business processes 

(marketing, strategic 

planning, and accounting 

procedures) 

X X X X 

X 

X 



6.2.2 Letters of Support: Professional/Accreditation or Other Requirements 



















6.3 Program Content Summary Material 

6.3.1 Program Level Learning Outcomes 

Attach as Appendix 6.3.1 a table that indicates the program outcomes and the corresponding courses, 

course segments, or workplace requirements that contribute to the outcome. 

Program Level Learning Outcomes 

1. Solve design problems using analysis, 

synthesis and creativity. 

2. Analyze the universality of design 

principles and elements. 

3. Produce sophisticated designs with 

character and quality of space. 

4. Integrate the principles of sustainability in 

creative design concepts. 

5. Assess the merits of a freethinking, 

random idea creative process in creating and 

delivering an inventive solution. 

6. Apply the principles and elements of 

design, line, rhythm, shape, colour, texture, 

proportion, etc., in the development of their 

work. 

7. Articulate the characteristics of an 

aesthetically pleasing built environment. 

8. Apply the criteria for method and material 

selection in design projects. 

9. Select appropriate materials and processes 

to achieve the technical and visual 

functionality of their designs. 

10. Explain the relationship between 

aesthetic and utilitarian dimensions (form 

and function) of design solutions. 

11. Analyze the complexity of forces – 

economic, political, sociological and 

technological – which influence the design of 

the physical environment. 

Course, course segments or workplace 

requirements that contribute to this outcome 

Design Studios, Design Theory 1 & 2, Design 

Communications, Interdisciplinary Practices, 

Interior Design Thesis, Work Experience 

Design Studios, Design Theory1 & 2, Sustainable 

Practices 1 & 2, Human Factors, Art Histories, 

Professional Practices, Interdisciplinary Practices, 

Interior Design Thesis 

Design Studios, Interior Detailing, Design 

Communications, Interdisciplinary Practices, 


Design Studios, Sustainable Practices 1 & 2, 

Interior Detailing, Building Technologies, 

Interdisciplinary Practices, Interior Design Thesis, 

Work Experience 

Design Studios, Design Theory 1 & 2, Sustainable 

Practices 1 & 2, Interior Detailing, Design 

Communications, Building Technologies, Art 

Histories, Professional Practices, Interdisciplinary 

Practices, Interior Design Thesis 

Design Studios, Design Theory 1 & 2, Human 

Factors, Interior Detailing, Design 

Communications, Art Histories, Interior Design 

Thesis, Work Experience 

Design Studios, Design Theory 1 & 2, Human 

Factors, Design Communications, Art Histories, 

Interior Design Thesis 


Interior Detailing, Interdisciplinary Practices, 




Interior Design Thesis, Building Technologies, 




Interior Design Thesis, Building Technologies 

Design Theory 1&2, Sustainable Practices 1 & 2, 

Composition & Rhetoric, Human Factors, Building 

Technologies, Art Histories, Professional 

Practices, Site Studies, Case Studies 



12. Explain the relationship between human 

behaviour and the built environment and the 

implications in preparing design solutions. 

13. Assess the implications for interior 

design presented by key developments in 

current and emerging materials, media and 

technologies and in interdisciplinary 

approaches to contemporary practice in 

design. 

14. Examine the technical issues, which 

challenge interior design practice. 

15. Analyze the role of technology in the 

built environment through research, analysis 

and creative development. 

16. Employ appropriate conventions of 

measurement, scale, site measuring, drafting 

and volumetric manipulation through 

modeling. 

17. Employ new methods, materials, 

processes and technologies appropriate to 

interior design and explain their cultural, 

social and environmental implications. 

18. Interpret, develop and communicate ideas 

in the history, theory and practice of design. 

19. Analyze contemporary and historical art, 

architecture and design issues. 

20. Explain and foster the interrelationships 

between interior design and other art, design 

and built environment fields. 

21. Analyze and confidently employ 

appropriate business ethics and professional 

practices of the design industry. 

22. Interpret the elements of a successful 

design practice, from business conception 

through to profit reporting. 

23. Evaluate the significance of “Right to 

Practice” legislation, and issues of debate 

such as ethics, potential conflicts, liability 

and constraints. 

Design Studios, Design Theory 1 & 2, 

Composition & Rhetoric, Human Factors, Building 

Technologies, Site Studies, Case Studies 

Design Theory 1&2, Sustainable Practices 1 & 2, 

Human Factors, Interior Detailing, Building 

Technologies, Professional Practices, Site Studies, 

Case Studies 

Sustainable Practices 1 & 2, Composition & 

Rhetoric, Interior Detailing, Design 



Practices, Site Studies, Case Studies, Work 

Experience 

Sustainable Practices 1 & 2, Composition & 

Rhetoric, Interior Detailing, Building 

Technologies, Art Histories, Professional 

Practices, Interdisciplinary Practices, Site Studies, 

Case Studies 


Communications, Building Technologies, 

Interdisciplinary Practices 


Practices 1 & 2, Human Factors, Interior Detailing, 

Design Communications, Building Technologies, 


Site Studies, Case Studies 

Design Theory 1&2, Composition & Rhetoric, 

Human Factors, Art Histories, Professional 

Practices, Site Studies, Case Studies 

Design Theory 1 & 2, Composition & Rhetoric, 

Art Histories, Site Studies, Case Studies 

Sustainable Practices 1 & 2, Human Factors, 

Interior Detailing, Building Technologies, 


Site Studies, Case Studies, Work Experience 

Design Studios, Professional Practices, 

Interdisciplinary Practices, Work Experience 

Professional Practices, Interior Design Thesis, 


Professional Practices, Interdisciplinary Practice, 




24. Articulate and synthesize their knowledge 

and understanding, attributes and skills in 

effective ways in the contexts of creative 

practice, employment, further study, research 

and self-fulfillment. 

25. Design, represent and communicate high 

quality interior design propositions of 

varying size, scope and complexity. 

26. Source, navigate, select, retrieve, 

evaluate, manipulate and manage information 

from a variety of sources, both primary and 

secondary. 

27. Select and employ appropriate visual 

languages to investigate, analyze, interpret, 

develop and articulate ideas for two and 

three-dimensional projects. 

28. Analyze information and experiences, 

formulate independent judgments and 

articulate reasoned arguments through 

reflection, review and evaluation. 

29. Conduct an academically structured, 

sustained and well-supported argument 

around a design issue. 

30. Employ effective and professional 

communication skills and techniques to 

interact, negotiate and undertake 

collaborative efforts. 

31. Manage open and reflective discussion of 

one’s work in an open studio environment 

with audiences, clients, markets, end-users 

and team members. 

32. Anticipate and accommodate change and 

work within the contexts of ambiguity, 

uncertainty and unfamiliarity. 


Practices 1 & 2, Composition & Rhetoric, Human 




Practices, Interior Design Thesis, Site Studies, 

Case Studies, Work Experience 


Communications, Professional Practices, 






Art Histories, Professional Practices, 


Site Studies, Case Studies, Breadth Courses 

Design Studios, Design Theory 1 & 2, Design 

Communications, Building Technologies, Interior 

Design Thesis, Work Experience 


Practices 1&2, Composition & Rhetoric, Human 




Practices, Interior Design Thesis, Site Studies, 

Case Studies, Breadth Courses, Work Experience 


Practices 1&2, Composition & Rhetoric, Human 

Factors, Interdisciplinary Practices, Interior Design 

Thesis, Site Studies, Case Studies 


Practices 1&2, Human Factors, Interior Detailing, 




Site Studies, Case Studies, Breadth Courses, Work 

Experience 

Design Studios, Human Factors, Interior Detailing, 



Interior Design Thesis, Site Studies, Case Studies, 










33. Set personal goals, monitor, and reflect 

on achievements, workloads and 

commitments. Develop and employ a 

professional standard of time management. 

34. Adhere to the laws, codes, regulations, 

standards and practices that protect the 

health, safety and welfare of the public. 

35. Employ observation and rationalization 

skills in the development of problem solving 

criteria. 

36. Employ both convergent and divergent 

thinking in the process of observation, 

investigation, speculative enquiry, ideation 

and implementation of design solutions. 

37. Employ selectivity in the refinement and 

critique of potential design solutions. 

38. Reflect critically and evaluate whether a 

particular area falls within their scope of 

practice and whether they have sufficient 

depth of knowledge and practical experience 

to take on the project on their own resources 

or in collaboration with other consultants. 

39. Formulate a cogent theoretical rationale 

for design and the contribution the individual 

can bring to it. 







Design Studios, Sustainable Practices 1&2, Human 

Factors, Interior Detailing, Building Technologies, 





Building Technologies, Professional Practices, 

Interdisciplinary Practices, Interior Design Thesis 









Design Studios, Building Technologies, 



Design Theory 1 & 2, Composition & Rhetoric, 

Human Factors, Art Histories, Professional 

Practices, Interdisciplinary Practices, Case Studies 



6.3.2 Course Descriptions 

Course Title 

Year 1 – Semester 1 

Interior Design Studio 1 

Sustainable Practices 1 

Design Theory 1 

Design Communications 1 

Composition and Rhetoric 

Calendar Course Description 

This course is an investigation of both non-discipline and linked-todiscipline 

based problems where students will explore abstract 

solutions to two and three-dimensional problems analyzing the 

effects of sensory elements such as colour, light and manipulation of 

space. Emphasis will be placed on the design process, as well as 

psychological factors such as colour, spatial quality, and perception 

in development of the interior envelope. 

This is the first of two courses investigating the issues and practices 

of sustainability and their relationship to interior design and 

architecture practice. Prior to investigating specific practices and 

implications, students will explore such topics as: the degrading 

environment, micro verses macro issues, sensitivity, leadership, 

ethics and accountability. Students will investigate specific issues in 

sustainable interior design including but not limited to: air pollution, 

urban sprawl, deforestation, environmental resource depletion, sick 

building syndrome, indoor air pollutants offgassing and CO2 

emissions, global warming with respect to reduction, minimization, 

alternative solutions. 

Design Theory 1 is the first of two courses to define and investigate 

components of visual and spatial awareness. An analysis of design 

elements and principles: space, line, mass, shape, texture, scale, 

proportion, balance, harmony and variety. Colour theory, theorists, 

systems of classification and colour perception and psychology will 

be investigated and analyzed as a significant portion of this course. 

Design Communications 1 introduces techniques of freehand 

drawing, sketching studies, as well as manual drafting practices as a 

tool to communicate ideas. The class sessions will be divided into 

specialties of the discipline such as manual drafting practices and 

drawing. Practical modules will also be completed outside of class 

by the students to support materials delivered in lecture and studio. 

Composition & Rhetoric is an advanced level English course which 

focuses on the art of argument and persuasion. Students explore the 

function and strategies of argument through reading, writing and 

oral presentations. In this course, students examine different 

theoretical models for organizing arguments and presenting 

evidence, employ primary and secondary sources in research, and 

construct their own arguments. 





Human Factors 

Interior Detailing 1 


Students will explore the analytical, conceptual and developmental 

components of successful space planning. They will be expected to 

produce design solutions in 

response to specific criteria demanding behavioural, conceptual and 

contextual consideration. In this second in a series of studios, 

students will focus, individually, on utilizing small-scale design 

charettes of institutional and residential spaces under 1000 square 

feet. 

This course examines factors of diversity and perception, which 

affect development and success of design solutions. 

Anthropometrics, ergonomics, human metabolism and homeostasis, 

psychological, cultural and social influences and interrelationships 

of the built environment will be researched and analyzed by the 

students. 

Students will assess current trends and traditional and emerging 

materials prescribed in finishing interiors of built environments. The 

students will interpret associated technologies, properties and 

liabilities of the designer in the use of finish materials. Through 

investigation, research and discussion, students will employ a 

technical vocabulary, stressing the manipulation of these materials, 

in guest lectures (industry suppliers), site visits, labs and 

presentations. 

Students will expand on techniques of manual drafting, perspective 

and rendering with investigation of techniques employed in the 

representation of materials and finishes in a variety of mediums. 

Introduction of computer-generated drawings for two-dimensional 

project documentation will be addressed. 








Design and Material Culture 

This course will lead students through studio projects, individually 

and in teams, in response to discipline specific criteria demanding 

behavioural, conceptual and contextual consideration with a focus 

on workplace and healthcare settings under 2500 square feet. 

This course presents a continuing examination of the theoretical and 

philosophical approaches to design. It examines the practice of 

interior design through a variety of critical and historical 

perspectives. Different modes of thought and manners of 

questioning will be used to debate issues which may include gender, 

ethics, diversity, materiality, technology and representation and 

changing typologies. 

This course expands on the materials investigated in Interior 

Detailing 1 to include assemblies and components such as glazing, 

concrete structures, floor and ceiling assemblies, doors, frames and 

hardware. Specification and documentation of selected materials and 

finishes will be interpreted and employed. Site visits to investigate 

manufacturing processes will be undertaken. 

Expanding on the techniques and software introduced in modules 

one and two, this course will focus on computer-generated drawings 

for two-dimensional work with emphasis on integration of design 

project presentation and documentation standards. Further 

development of advanced perspective and rendering techniques and 

their use in expression of conceptual ideas and images will be 

explored and practiced. The class sessions will be divided into 

specialties of the discipline such as manual drafting 

practices and drawing. Practical modules will also be completed 

outside of class by the students to support materials delivered in 

lecture and studio. 

This course will explore the cultural significance and purposes of the 

material culture of western civilizations up to the Enlightenment. 

Students will explore these periods through various critical strategies 

with the expectation of developing a critical facility in addition to an 

understanding of the evolution of design through history. 





Building Technology 1: Lighting 

Case Studies in Design 



In this course, students will produce design solutions, individually 

and in teams, in response to specific criteria demanding behavioural, 

conceptual and contextual consideration with a focus on commercial 

spaces under 3500 square feet, from the domains of retail, and lowrise 

rural residential design. 

This course will introduce students to sources of light, their 

properties, liabilities and appropriate uses. Alternative and unique 

sources of energy and lighting qualities will be investigated and 

assessed by the students. Students will analyze lighting systems and 

their appropriateness, as well as the viability of emerging 

technologies in lighting. Energy consumption guidelines and 

calculation will be demonstrated through case studies including a 

student project from Interior Design Studio. The importance of 

lighting as a component of the interior design process will be 

emphasized. 

The course develops awareness of and promotes a critical 

investigation of contemporary trends, theorists and human responses 

using case studies of built environments for observation. Students 

will link theoretical issues across chronological, cultural, 

geographical, and socio-economic parameters. Case studies will be 

explored in a series of guest lectures, site visits and interviews. 

Expanding on the techniques and software introduced in the 

introductory modules, this course will focus on advanced computer 

generated drawings for two-dimensional work and threedimensional 

support with emphasis on integration of design project 

presentation and documentation standards. Graphics computer media 

for three-dimensional presentation of design projects will be 

implemented with integration of manual and computer generated 

work to support design studio projects. Modeling techniques and the 

use of graphics in the interior design field will be explored. Further 

development of advanced perspective and rendering techniques and 

their use in expression of conceptual ideas and images will be 

explored and practiced. 

The purpose of this course is to equip the students with a knowledge 

and understanding of key concepts and methodologies associated 

with both qualitative and quantitative data analysis and research 

design. 





Building Technology 2: 

Mechanical and Safety Systems 



Statistics 

In this course, students will manipulate processes studied in 

preceding studio and theory classes to produce sophisticated design 

solutions, individually and in teams, in response to specific criteria 

demanding behavioural, conceptual and contextual consideration 

with a focus of hospitality and healthcare spaces under 5000 square 

feet. 

The second in a series of lecture and exploratory based studies on 

the mechanical and electrical components of a built environment, 

this course examines commercial building services including HVAC 

(heating, ventilation and air conditioning), plumbing, safety 

communications and security systems. Emphasis is placed on 

ecologically responsible choices. Way-finding and fire suppression 

and emergency systems will be investigated. 

This course explores further the materials and components addressed 

in previous detailing classes with application and documentation of 

custom designed pieces such as millwork and furnishings. 

Construction details, schedules and specifications for commercial 

and residential projects will be documented in drafting labs. 

This is the second of two courses investigating the issues and 

practices of sustainability and their relationship to the interior design 

and architecture practice. Students will collaborate and share 

accounts of successful adoption of sustainable practices in interior 

design studio courses, as well as current industry events or projects 

demonstrating leadership in sustainable practices. Students will 

further define specific issues in sustainable interior design including 

but not limited to: air pollution, urban sprawl, deforestation, 

environmental resource depletion, sick building syndrome, indoor 

air pollutants off-gassing and CO2 emissions, global warming with 

respect to reduction, minimization, and alternative solutions. The 

course incorporates the employment of sustainable practices to 

support the psychological and physiological well being of occupants 

of built environments through ecological accountability. Through 

class discussion, films, guest speakers and selected readings, 

students will explore the branding and images of sustainability, 

define objectives, determine systems and articulate cohesion of 

responsiveness, accountability and viability. 

This is an introductory course in statistics for degree students. 

Emphasis is on the application of statistical methods in design. 





Professional Practice 1 

Interdisciplinary Design 

Practices 


Contemporary Design: Origins 

and Issues 

Modeling a project team from a commercial setting, students will 

engage in a full semester project in collaboration with cross 

discipline students within the college. The project will also require 

industry mentorship from a recognized professional in either interior 

design or architecture. Research, analysis, programming and 

preliminary planning for a major design project in the student’s area 

of choice forms the bulk of this studio course. 

This course introduces students to professional values, attitudes and 

traits with a focus on corporate structure and culture, ethics, standard 

forms of agreement, marketing and professionalism. Emphasis is 

placed on the project portfolio and written communication. Students 

will work in teams modeled on industry standards to explore project 

documentation from marketing services through to close-out in a 

series of case studies. 

This class will provide an exploration of related disciplines, which 

support and are supported by the interior design field. Two modules 

will provide an opportunity to collaborate in teams with industry 

specialists from these areas. Students will undertake two major 

projects demonstrating the processes associated with their own, and 

supporting disciplines. First, students will participate in a small scale 

construction project culminating in the production of an artifact 

allowing the students to see the relationship between the drawings 

they design, the details they create, the materials they select and the 

process of construction. Second, students will create a facility 

management and planning master plan involving a commercial 

facility from the design studio project series. 

Expanding on the techniques and software introduced in previous 

modules, this course will focus on advanced computer-generated 

drawings to two and three-dimensional presentations with emphasis 

on the integration of design project presentation and documentation 

standards. Graphics computer media for three-dimensional 

presentation of design projects will be implemented with integration 

of manual and computer generated work to support the Interior 

Design Advanced Studio Project. 

This course will explore the development of contemporary design 

approaches and issues from the Enlightenment to the 21 st century. 

The many critical issues that have evolved during this time period 

will be analyzed and connected to the work of contemporary 

designers. Insights into the very real connections between students’ 

studio work and relevant historical design approaches will be 

encouraged. Students will become familiar with specific works of 

the many important and relevant designers who have advanced the 

fields of Interior Design, Architecture and Furniture Design, as well 

as advancements in painting and sculpture. The course is organized 

as a matrix of the specific histories of ideas, spatial design, art, 

furniture, finishes and textiles across historical development in four 

chronological units: the Enlightenment; The 19 th Century; the 20 th 

Century; and Contemporary Design, 1990-Present. 



Year 4 Semester 1 

Interior Design Advanced Studio 

1 

Interior Design Thesis: Research 

and Programming 



Students will be expected to utilize all theories and resources 

developed in preceding courses to produce an advanced space 

planning solution, and complete construction documentation for a 

major design problem. Demographic, economic, behavioural, 

conceptual and contextual consideration for a tiered educational 

facility will be considered. Emphasis will be placed on collaborative 

skills, research, critical analysis and incorporation of sustainable 

practices. 

Interior Design Thesis 1 provides students with the application of 

numerous facets of interior design research and investigation 

processes introduced in Research Methods. Opportunities will be 

created to allow students to explore quantitative and qualitative 

research as part of this course and to tie the knowledge obtained into 

their individual thesis projects in Interior Design Advanced Studio I 

and II. This course will support the student’s development of a thesis 

topic and breadth of project through exercises of self-reflection, 

critical Calendar Course Description awareness and analysis. By 

actively participating in projects, students will be able to understand 

the importance of interior design research and thus contribute to the 

interior design body of knowledge. Upon completion of this course, 

students will fulfill their developed and approved project proposals 

in an effective, viable and unique project solution in Advanced 

Studio 2. Students will seek and establish an industry mentor for 

support of their research and studio thesis project with the assistance 

of faculty. 

This course covers advanced detailing, specification and scheduling 

projects for support of design studio projects. Guest speakers, field 

studies in manufacturing facilities and investigation of emerging 

technologies affecting the scope of interior design will be examined. 

This course is the final in a series of six applied learning courses, 

culminating in a best practices studio where students implement the 

manual, digital and software tools utilized in the previous courses. 

The multi-practice nature of the Design Communications series 

emphasizes that students and professionals must be proficient in all 

types of communication. All presentation aspects of the Design 

Studio Project will be analyzed, explored and styles defined and 

even exploited to uncover individual palettes of style, medium and 

expression. Works of respected artists, architects, designers and 

other innovative examples will be sourced and assessed for method 

and support of design ideas. 




Interior Design Advanced Studio 

2 (Thesis 2) 


Site Studies 


Synthesizing skills from all resources, practical and theoretical, 

developed throughout the program, students will focus on 

development, refinement and presentation of a thesis project which 

will address all aspects of a public use facility. This is an individual 

advanced strategy studio project requiring industry mentorship. 

Students will work towards candidacy for thesis presentation. 

Students will utilize and expand upon the approved programming 

document from Interior Design Thesis Programming. Emphasis will 

be placed on appropriateness, research, critical analysis and 

incorporation of sustainable practices. 

This course is a continuation of Professional Practices 1, with 

emphasis on project management and documentation. Portfolio 

management and personal/professional goal setting will be redefined 

as a follow up to the work placement experience. 

This course will provide students with two distinct learning 

experiences. First, it will provide an opportunity to assess use of 

design theory, methods, materials and practices employed by local 

designers and/or contractors in area projects. Students will visit a 

site at various stages of completion then present a synopsis of their 

research to peers using film, illustration and site documentation. 

Second, an opportunity to experience spatial quality and its 

manipulation, scale, presence, quality and relation to students’ own 

projects will be emphasized. 

Students will seek out an opportunity to work on a project of social 

merit. Faculty will assist in coordination of new projects where 

necessary. Documentation of work will include a proposal, critical 

path, journal of experience and a presentation to peers and faculty. 

Projects may be individual, partnership or team based. Appropriate 

ventures may include, but are not limited to: youth and family 

shelter new start packages, volunteer design services for a not for 

profit venue, workshops or teaching assistants in high school 

programs linked to interior design or therapeutic arts, Habitat for 

Humanity, home conversions for disabled or the elderly. 



6.3.3 Academic Course Schedule Information 

6.3.3.1 Program Hour/Credit Conversion Justification 

1. Does the program include laboratory components? Yes 

2. If “yes”, will the calculation of program breadth be based on a conversion of all 

program hours into program credits? No 

3. If “yes”, complete Table 6.3.3.1. If “no”, proceed to Appendix 6.3.3.2 

Note: In order to consider the conversion of program hours to program credits, the Board requires the 

applicant to show (i) how the laboratory component of the program provides essential training 

common to the field of practice/profession and (ii) how the conversion of laboratory hours to program 

credits is consistent with Ontario postsecondary educational credit standards for training in this 

subject/field (for example, where laboratory hours are not assigned program credits on a 1:1 ratio 

with course hours, e.g., 1 course hour = 1 program credit; 3 laboratory hours = 1 program credit). 

If the calculation of program breadth is based on a conversion of program hours into program credits, 

use the following table to show and justify the conversion rate used. 



Table 6.3.3.1 Not applicable 

Contact Hours 

Credit Equivalency 

Courses (core and breadth) N/A N/A 

Laboratories (list all laboratories if 

credit equivalencies are assigned 

differently) 

Justification: 

Provide the following information as evidence to show that the conversion of laboratory hours to 

program credits is consistent with Ontario postsecondary educational credit standards for training in 

the subject/field. 

Institution: 

Program Comparison 

Number of credits assigned to number of course hours: 

Number of credits assigned to number of laboratory hours: 



6.3.3.2 Academic Course Schedule (A Master of Interior Design is the terminal degree for this profession.) 

Year & 

Semester 

Year 1 

Sem. 1 

Year 1 

Sem. 2 

Year 2 

Sem. 1 


Total 

DW 

Crs. 

Sem. 

Hrs 

Total 

DO 

Crs. 

Sem. 

Hrs 

Total 

DL 

Crs. 

Sem. 

Hrs 

Course Prerequisites & Corequisites 

Proposed 

Instructor (or 

indicate if faculty 

to be recruited) 


Studio 1 

56 Co-Req: Design Theory 1, Design 

Comm. 1 

MJ Carroll 

M. McVeigh 

Sustainable Practices 42 None MJ Carroll MFA 

1 

Design Theory 1 56 Co-Req: ID Studio 1 M. McVeigh MID 

Design 

84 Co-Req: ID Studio 1 T. Akhtari MSD 

Communications 1 

Composition and 

42 None Various PhD 

Rhetoric 


M. McVeigh MID 

Studio 2 

A. Murphy MArch 

84 Pre-Req: ID Studio 1, Design Theory 

1, Comm. 1 

Co-Req: Design Comm. 2, Interior 

Detailing 1 

Highest 

qualification 

earned and 

discipline of 

study (or 

required of fac. 

to be hired) 

MFA 

MID 

Human Factors 42 Pre-Req: Design Theory 1 MJ Carroll MFA 

Interior Detailing 1 56 Pre-Req: ID Studio 1 

T. Akhtari MSD 

Co-Req: ID Studio 2 

Design 


56 Pre-Req: Design Comm. 1 


C. McKee 

M. McVeigh 

MFA 

MID 

Elective 42 None Various MA, MSC, PhD 


R. Dunning MID 

Studio 3 

C. McKee MFA 

84 Pre-Req: ID Studio 2, Design 

Comm. 2, Interior Detailing 1 


Detailing 2, Design Theory 2 

Design Theory 2 42 Pre-Req: Design Theory 1, ID Studio 

2 


MJ Carroll 

M. McVeigh 

Interior Detailing 2 42 Pre-Req: Interior Detailing 1 T. Akhtari MSD 

MFA 

MID 



Year & 

Semester 

Year 2 

Sem. 2 

Year 3 

Sem. 1 


Design 


Design and Material 

Culture 


Studio 4 

Building Technology 

1 - Lighting 

Case Studies in 

Design 

Design 


Total 

DW 

Crs. 

Sem. 

Hrs 

Total 

DO 

Crs. 

Sem. 

Hrs 

Total 

DL 

Crs. 

Sem. 

Hrs 


Proposed 




Co-Req: ID Studio 3, Design Comm. 

3 

56 Pre-Req: ID Studio 2, Design C. McKee MFA 

Comm. 2, Interior Detailing 1 M. McVeigh MID 

Co-Req: ID Studio 3, Interior 

Detailing 2 

56 Pre-Req: Design Theory 1 

MJ Carroll MFA 

Co-Req: Design Theory 2 

84 Pre-Req: ID Studio 3, Design R. Dunning MID 


Co-Req: Design Comm. 4, Building 

Technology 1 

42 Co-Req: ID Studio 4 C. McKee MFA 

T. Akhtari MSD 

42 Pre-Req: Design Theory 1 and 2, A. Murphy MArch 


42 Pre-Req: ID Studio 3, Design C. McKee MFA 



Highest 

qualification 

earned and 

discipline of 

study (or 


to be hired) 

Research Methods 42 None Various Ph.D, EdD 

Elective 42 Various MA, MSC, PhD 



Studio 5 

C. McKee MFA 

Building Technology 

2: Mechanical & 

Safety Systems 


Comm. 4, Building Technologies 1 

Co-Req: Interior Detailing 3, 

Building Technologies 2 

42 Pre-Req: Building Technologies 1 

Co-Req: ID Studio 5, Interior 

Detailing 3 


Interior Detailing 3 42 Pre-Req: Interior Detailing 2 R. Dunning MID 



Year & 

Semester 

Year 3 

Sem. 2 

Year 4 

Sem. 1 


Sustainable Practices 

2 

Total 

DW 

Crs. 

Sem. 

Hrs 

Total 

DO 

Crs. 

Sem. 

Hrs 

Total 

DL 

Crs. 

Sem. 

Hrs 


Proposed 




Co-Req: ID Studio 5 C. McKee MFA 

MJ Carroll MFA 

28 Pre-Req: Sustainable Practices 1, 

Building Technology 1 

Co-Req: Building Technology 2, ID 

Studio 5 

Highest 

qualification 

earned and 

discipline of 

study (or 


to be hired) 

Statistics 56 None Various MA, MSC, PhD 




Studio 6 

Professional Practice 

1 

Interdisciplinary 

Design Practices 

Design 


Contemporary 

Design: Origins and 

Issues 

84 Pre-Req: ID Studio 5, Interior 

Detailing 3, Design Comm. 4, 

Building Technologies 2 

Co-Req: Design Comm. 5, 


28 None C. McKee MFA 

42 Pre-Req: ID Studio 5 

Co-Req: Professional Practice 1, ID 

Studio 6 

42 Pre-Req: Design Comm. 4, ID 

Studio 5 


42 Pre-Req: Design & Material Culture 

Design Theory 2, Case Studies in 

Design 

A. Murphy 

R. Dunning 

MArch 

MID 


MJ Carroll 




Advanced Studio 1 


Comm. 5, Co-op Work Experience 


Detailing 4 

Interior Design 42 Pre-Req: ID Studio 6, Research A. Murphy MArch 

MFA 



Year & 

Semester 

Year 4 

Sem. 2 


Total 

DW 

Crs. 

Sem. 

Hrs 

Total 

DO 

Crs. 

Sem. 

Hrs 

Total 

DL 

Crs. 

Sem. 

Hrs 


Thesis: Research & 

Methods, Case Studies in Design 

Programming 

Interior Detailing 4 56 Pre-Req: Interior Detailing 3 

Co-Req: ID Advanced Studio 1 

Design 

56 Pre-Req: Design Comm. 5, ID 


Studio 6 

Co-Req: ID Advanced Studio 1, 


Proposed 






Highest 

qualification 

earned and 

discipline of 

study (or 


to be hired) 


Interior Design 140 Pre-Req: ID Advanced Studio 1, ID A. Murphy MArch 

Advanced Studio 2 

Thesis 1, Interior Detailing 4, Design 

(Thesis 2) 

Comm. 6 

Professional Practice 28 Pre-Req: Work Experience, 


2 


Site Studies 42 Pre-Req: Professional Practice 1, C. McKee MFA 


Independent Study 

Project 

28 Pre-Req: ID Studio 4 or permission 

of coordinator 

A. Murphy 

R. Dunning 

MArch 

MID 




Subtotal Course Hours 

A=sum 

of DW 

hours 

1778 

B=sum 

of DO 

hours 

392 

Total Program Hours 2268 

Calculate the percentage of the 

program offered in DO and DL 

21.60% 

courses 


breadth courses offered in DO 

courses. 


breadth courses offered in DL 

courses. 

80.00% 

20.00% 

C=cum 

of DL 

hours 

98 

Must be at least 20% of total program. 

Must be at least 75% of total DO and DL courses. 

Must not be greater than 25% of the total DO and DL course. 



6.3.3.3 Identification of Previously Assessed Subjects 

Table 6.3.3.3.1 

Subject Title 




Design Communication 1 


Human Factors 


Design Communication 2 








Building Technology 1 – Lighting 





Building Technology 2 – Mechanical 

& Safety Systems 

Statistics 



Contemporary Design: Origins and 

Issues 

Professional Practices 1 


Interdisciplinary Design Practices 

Interior Design Advanced Studio 1 

Interior Design Thesis – Research & 

Programming 



Interior Design Advanced Studio 2 

(Thesis 2) 

Site Studies 



Type 

(DW,DO, 

DL) 

Previously 

Assessed 

Yes 

Consent Program 

Bachelor of Applied Arts (Interior 

Design) submitted by Humber 

College February 2004. 



6.5 Work Experience Required for Degree Completion 

6.5.1 Program Structure Requirement 

Year 

September January April 

Semester 1 Semester 2 Semester 3 

Year One On-campus studies On-campus studies Vacation 

Year Two On-campus studies On-campus studies Vacation 

Year Three On-campus studies Paid full-time co-op On-campus studies 

Year Four On-campus studies On-campus studies GRADUATION 

Paid full-time work term = 14 consecutive weeks 



6.5.2 Support for Work Experience 

The Sheridan Student Services Cooperative Education and Internship Office (CEIO) employs over 24 

staff and partners with over 4000 employers to provide curriculum related work experience for 

students. 

The CEIO makes every effort to ensure students have a positive experience while on the work term. 

As such, it is involved in every step from initial contact to on-the-job follow up and evaluation. The 

CEIO delivers a mandatory one credit, 14 hour preparatory workshop where students develop a range 

of work search and career planning skills including self-assessment, résumé and cover letter 

preparation, job search techniques and effective interviewing skills. 

In addition to offering this workshop, CEIO markets the Co-op Program to current and prospective 

employers, posts job opportunities online, provides individual mock job interviews and interview 

coaching sessions, arranges interviews with prospective employers, monitors co-op students’ work 

terms with site visits and telephone consultations with students and employers. Evaluation forms are 

completed by the employer and student to determine how successful the student was and how 

valuable the work experience was for the student and employer. 

Through our current Interior Design diploma program, we maintain a database of over 400 potential 

employers. This will continue to be developed and expanded to address the needs of students to fulfill 

program learning outcomes through their co-op work term. Students select from a number of 

employment opportunities including architectural firms, interior design firms and a variety of industry 

related support companies such as commercial and residential furniture manufacturers, textile 

suppliers, paint and wall-covering suppliers and tile and flooring distributors. 

Table 6.5.2.1: Placement Types 

Employment Area 

Architectural Offices 

Interior Design Offices 

Design/Build Companies 

Activity Description 

• conceptual designing for new projects including 

Sketch Up 

• perspective sketching and rendering 

• manual and CAD drafting and detailing for design 

and working drawings 

• internet research 

• sourcing and selecting furniture, fixtures and 

lighting for client projects 

• preparing presentation boards 

• performing site measurements and site surveys 

• on-site construction supervision 

• attending client meetings 

• sourcing and selecting interior colours, fabrics, trim, 

wall-coverings, etc. 

• condo model installation 

• assisting with custom millwork design and detailing 

• assisting with project management including: 

researching and ordering samples, manufacturer 

liaison, spec writing, budgets, corresponding with 

contractors, preparing contracts, tenders and reports 



Employment Area 

Industry Related Suppliers (furniture 

manufacturers and distributors, textile 

suppliers, paint and wall-covering, 

flooring, fixtures) 

Activity Description 

• assisting retail and residential clients and designers 

with sourcing and selecting furniture, textiles and 

finishes, design advice 

• designing and installing store or showroom displays 

• providing colour advice 

• preparing pricing and quotes for designers 



6.5.3 Work Experience Outcomes and Evaluation 


Outcomes 

1. Solve problems, 

make decisions and 

evaluate the outcomes 

of decisions. 

2. Communicate clearly, 

concisely and correctly 

as appropriate to the 

requirements of the 

position. 

3. Manage effectively 

the use of time and 

other resources to attain 

work goals within 

established timelines. 

4. Identify combination 

of personal skills, work 

ethics, positive attitude 

and behaviours required 

to secure, maintain and 

advance on the job. 

5. Demonstrate 

improvement after 

receiving constructive 

feedback and take 

responsibility for own 

actions and decisions. 

6. Interact with others in 

groups or teams in 

ways that contribute to 

effective working 

relationships and the 

How work experience puts into practice the 

program outcomes 

During their work experience, students may perform 

some or all of the following types of tasks which 

support achievement of program outcomes. 

• Research context and parameters and make 

recommendations. 

• Identify and analyze needs and goals. 

• Assist in observing, recording and evaluating 

existing conditions. 

• Assist in formulating preliminary plans programming 

and design concepts to satisfy a particular need. 

• Assess resources and limitations. 

Supports program outcomes: 5, 7, 10, 11, 12 

• Prepare memos, letters, e-mail or other written 

documentation. 

• Participate in meetings. 

• Meet with clients. 

• Communicate with managers, consultants and/or 

other designers. 

• Assist with presentations. 

• Communicate design specifications. 


• Assist in the preparation of project schedules and 

monitoring contractors’ and suppliers’ progress. 

Prepare material to submit to a client on a given due 

date. 

• Adjust timeframes to accommodate an earlier time if 

requested. 

• Complete assigned work on schedule. 

• Maintain and update a critical path on appropriate 

software. 

Supports program outcomes: 33, 34 

• Build relationships based on shared values to 

develop a client presentation package. 

• Discuss requirements of job and performance with 

supervisor. 

• Identify behaviours of team members that contribute 

to success. 

Supports program outcomes: 30,24,31,32,33 

• Refine concepts, drawings, models and 

documentation to address client, team or 

management concerns and explain the changes in 

reference to feedback. 

• Solicit and respond to supervisor feedback on 

performance. 

Supports program outcomes: 37, 32, 30, 31 

• Meet with other designers, specialists or 

consultants. 

• Collaborate with specialists in technical areas. 

• Call suppliers to discuss requirements. 

• Participate in and contribute to team meetings. 

Method of evaluating 

student during 

placement 

See evaluation 

strategies for co-op 

work term below 

(6.5.3.1) 




Outcomes 

achievement of mutual 

goals. 

7. Employ materials, 

media, techniques, 

methods, technologies 

and tools associated 

with interior design with 

skill and imagination 

while observing good 

working practices. 

8. Articulate ideas and 

information 

comprehensibly in 

visual, oral and written 

forms. 

9. Apply, consolidate 

and extend learning in 

different contextual 

frameworks and 

situations. 

10. Bring together 

knowledge of design, 

construction and codes 

in a variety of contexts 

and technical situations. 

11. Synthesize the 

many facets of interior 

design into specific 

design proposals. 

12. Generate ideas, 

concepts, proposals, 

solutions or arguments 

independently and/or 

collaboratively in 

response to set tasks. 

How work experience puts into practice the 

program outcomes 


• Prepare finish boards, sketch ideas, draft or use 

software-generated drawings. 

• Prepare working drawings and details. 


• Prepare presentation media such as drawings, 

sketches, perspectives, renderings, colour and 

materials boards, photographs and/or models. 


• Apply learning from program to contribute to design 

challenges on the job. 

• Conduct research, summarize data and report 

findings. 


• Assist in the development of recommendations for 

space planning and furnishing arrangements, wall, 

window, floor and ceiling treatments, furnishings, 

equipment, fixtures and millwork, colour, finishes, 

hardware and lighting requirements. 

• Identify the life, safety and code issues and 

solutions. 

• Participate in site visits and field inspections. 


• Participate in team sessions to analyze a request for 

information, request for proposal or request for 

presentation. 

• Suggest ideas for presentation and strategies for 

responses. 

• Assist in preparation of written documentation and 

presentation materials. 

• Participate in cost setting on a request for proposal 

situation. 


• Assist in the formulation of design concepts that 

meet requirements and are functional and 

aesthetically pleasing. 

• Assist in the development of preliminary plans. 

• Assist in the development of final design 

recommendations for approval. 


Method of evaluating 

student during 

placement 













7. Program Delivery Standard 

7.1 Quality Assurance for Program Delivery 

7.1.1 Quality Assurance Policies 

In 2003, Sheridan created a department of curriculum and faculty specialists, The Center for 

Curriculum and Faculty Development (CCFD) to promote academic rigour in all facets of learning 

and teaching. This unit resides inside a larger Academic Planning and Development Department 

(APD), which includes faculty development, peer coaching and learning technologies, reporting 

directly to the Vice-President Academic. Included are curriculum and learning design experts, some 

with technology and on-line expertise, who work with all schools and faculty to improve and enhance 

current offerings, create new programming, and improve the teaching and learning process. They 

work as project leaders, teacher instruction facilitators, design and curriculum assurance processors, 

with theory documentation and review facilitation. 

The importance of curriculum design, whether face to face or on-line delivery, is a major focus of this 

group who work continuously to improve the interconnectivity of the variables of the learner’s style, 

the delivery mode and the course outline integrity with observable and measurable performance 

outcomes and appropriate evaluation strategies. College policies, procedures and processes relating to 

the teaching and learning in higher education are often initiated within this Center and include such 

items as on-line learning objects to create meaningful, performance based course outlines. 

Professional Development Institute (PDI) 

All new full-time faculty at Sheridan must complete a three-part, structured and facilitated teaching 

and learning training program within their employment probationary period. This program, offered 

over two summers, take a new faculty member through the fundamentals of the process of learning 

and effective teaching styles through the self-awareness of their own teaching methods and 

appropriate modification strategies. Throughout, supportive exercises and in-class application 

strategies build a community of practice excellence. 

Fundamentals of Teaching and Learning (FTL) 

All part-time teaching faculty at Sheridan are required to attend the three day Fundamentals of 

Teaching and Learning (FTL) workshop within their first semester of teaching at Sheridan. 

Workshops are structured to demonstrate the creation of a viable and interesting learning environment 

where critical thinking and active learning take place. Seminars are intensive, active and participative, 

integrating complex theory and practice with emphasis on experiencing various types of learners and 

what those students experience in the classroom. The culminating activity is a demonstration by the 

participants encompassing their new and growing knowledge within a 10 minute participative class 

lesson, critiqued by peers and captured on DVD for their personal viewing and later reflection. In 

FTL, the teachers become the thoughtful designers of an effective learning environment. 

Peer Coaching 

Teachers Helping Teachers 

The Peer Coaching Program is a collaborative, constructive program designed to link college faculty 

interested in developing aspects of their teaching with a peer who supports them. The mutual goal is 

to enhance the quality of student learning. 



Features 

The Peer Coaching process is: 

Confidential: only the professor and the peer coach will share information. 

Voluntary: participation is through the individual's own volition. 

Collaborative and non-judgemental: the role of the peer coach is to assist professors in achieving 

individual pedagogical goals and not to critique their teaching approach or philosophy. 

Timely: the professor decides when to engage in a coaching session and how frequently. 

Coaching Participants 

The Peer Coaching Program is designed to assist professors in furthering their success in teaching. 

Participants may be established faculty members who wish to re-energize their approach to teaching, 

explore new techniques or gain feedback on mobile computing implementation; new faculty members 

who seek guidance on how to make their classroom experience more rewarding for themselves and 

their students; sessional and part-time instructors who may benefit from the advice and experience of 

an established faculty member. 

New Program Development Process 

The following process for new program development and approval has been designed to respond to 

changes to provincial regulations as well as to internal issues identified by faculty who have been 

involved in program development at Sheridan: 

Stage 1 – Declaration of Interest 

Stage 2 – Concept of Curriculum 

Stage 3 – Concept Viability 

Stage 4 – Full Program Proposal 

The process rests on a set of principles that provide the rationale and criteria for program 

development and approval. It consists of a series of stages of development, each of which has an 

identified approval body and process. 

New Program Title: 

Stage 1: Declaration of Interest in Developing a Program 

New Program Credential: (check one) 

Sheridan Certificate 

Ontario College 

Certificate 

Proposing School(s): 


Diploma 


Advanced Diploma 

Ontario College Graduate 

Certificate 


Summary of proposed program (100 words maximum): 

Proposal Endorsements 

Faculty Support: 

Certification that relevant faculty in the School of _________________________ have 

endorsed this program proposal and have agreed, in principle, to participate actively in the 



development and delivery of the program. 

Program Coordinator: ___________________________ 

Date:___________ 

Department Support: 

Certification that the department of ___________________ will provide resources and support 

as described in this document toward the development of the proposed program. 

Associate Dean: ______________________________ 

Date: ____________ 

School Support: 

Certification that the proposed program is consistent with the School program development 

plan and that the School supports the proposal described in this proposal and will provide 

School resources as described in this document. 

Dean: ______________________________________ 

Date: ____________ 

Add endorsements for each School & Department involved in the development of this 

program as required. Submit to the Vice President, Academic for approval to proceed to 

Stage 2: Concept Paper. 



Guide to Stage 2: Concept of Curriculum 

ITEM DESCRIPTION/PURPOSE GUIDELINES/CONSIDERATIONS 

Proposed 

Program Title 

School 

The title has some bearing, in part, 

on the category (MCU code) and 

funding assigned to a program by 

the Ministry. 

It is also useful in attracting students 

if it is transparent and representative 

of the nature of the program. 

The school proposing the program 

• What type of program is this: degree, graduate 

certificate, advanced diploma, local certificate? 

• Is it reflective of the nature of the program? 

• Is it clear and easy for potential students to 

understand? 

• Is it a title that exists elsewhere in the college 

system? 

Proposed 

Location 

Anticipated 

Implementation 

Date 

Anticipated 

Enrolment 

Overview of 

the Proposed 

Program 

General Goals 

of the 

Proposed 

Program 

(150 words) 

Strategic Fit 

(School) 

Strategic Fit 

(College) 

This is where the proposed program 

will be housed 

A program implementation date is 

dependent, in part, on the ability to 

complete the internal development 

process (Stages 3 and 4) and the 

external approval processes that 

impact on OCAS deadlines and 

OSAP application. 

Anticipated enrolment impacts on 

physical resources (space, facilities, 

equipment) and on the number of 

faculty required to deliver the 

program – the capacity to deliver. 

Anticipated enrolment may also 

impact on other programs in the 

school and/or college. 

This is a paragraph that identifies 

the concept underlying the proposed 

program, and provides a general 

description of the program. 

This section identifies the general 

goals of the program based on its 

rationale and description. The goals 

are not performance-based and do 

not need to be written as outcomes 

in this stage. 

This section identifies the 

relationship, and impact, that the 

proposed program will have on 

existing programs and on the school 

in general (e.g. enrolment) 

This section addresses the 

proposed program in the context of 

the strategic goals of the college. 

• Is it realistic in terms of OCAS requirements? 

• Is the school prepared to provide the school 

resources needed (e.g. faculty) to complete the 

development and approval processes in time for the 

anticipated launch date? 

• Has the involvement of school faculty in the 

development team been factored into their SWF? 

• Does the anticipated launch date make sense with 

respect to the target audience? 

• Does the anticipated launch date factor in the need 

to advertise for, and hire, additional required faculty? 

• Is there a possibility that additional sections will be 

added to the original estimated enrolment once the 

program is approved? 

• Is there a way to determine this, and therefore 

confirm or modify the anticipated enrolment within a 

legitimate range? 

• Briefly, what is the core content and major 

curriculum themes? 

• Is the description of the proposed program reflective 

of the nature of the program? 

• Does the description identify any unique features or 

characteristics of the proposed program? 

• Is co-op or work placement a potential 

consideration? 

• What is the intent of the proposed program? 

• What is the graduate expected to be able to do at 

the end of the program? 

• Why is it being proposed? 

• How will the proposed program impact on existing 

programs? 

• How does the proposed program fit into the school’s 

strategic plan? 

 

 

How is the proposed program consistent with 

Sheridan’s strategic goals? 

How does the proposed program affect other 

programs in the college outside the school cluster? 



ITEM DESCRIPTION/PURPOSE GUIDELINES/CONSIDERATIONS 

Labour Market 

Needs 

(to 500 words) 

Employment 

Opportunities 

for Graduates 

Potential 

Applicants 

Funding 

Potential - 

Existing 

Programs 

Institutional 

Investment 

Draft Budget 

This section identifies potential labour 

market needs based on limited 

preliminary discussions and 

secondary research. 

This section identifies preliminary 

viability in terms of potential 

employment for students on 

graduation. 

This section identifies the potential 

student market for the proposed 

program. 

This section identifies comparable 

existing programs for the anticipated 

funding that the college may expect 

to receive. Information is based, in 

part, on OCAS search. 

This section identifies institutional 

requirements to launch the program 

(capacity to deliver). 

This section identifies some general 

thinking around what the proposed 

program might cost to launch/run. 

This uses the sections above. 

• What sources have been consulted to date in bringing 

forward this proposed program (e.g. ad hoc PAC, key 

exports, professional association)? 

• What secondary sources have been reviewed and/or 

referenced (e.g. reports from HRSDC)? 

• What preliminary research and use of secondary 

sources has been used to identify potential 

employment (e.g. Workopolis)? 

• What types of positions/jobs would be available to a 

graduate of this proposed program? 

• Given the nature of the proposed program and its 

intended launch date, what is the likely target market 

for the proposed program? 

• Is the target market specific or general in nature? 

• Can this potential market be sustained over an 

extended period of time? 

• What secondary research has been done that 

supports this? 

• How will the intended audience be informed of this 

new program? 

• What education in this field is currently available? 

• What other colleges offer comparable programs? 

• What funding weight has already been assigned to 

comparable programs? 

• Will the proposed program saturate the catchment 

area? 

• Are there Ministry Standards available for this 

program? 

• Is any significant capital investment required to launch 

and sustain the proposed program? 

• What are the space requirements? 

• Is special classroom space (e.g. computer labs) 

needed? 

• Is there any specialized equipment needed to launch 

and operate the program? 

• Are additional part time and/or full time faculty 

needed? 

• Will faculty from other programs be employed in the 

proposed program? 

• What might be the expected minimum qualification for 

faculty to teach in the proposed program? 

• What is the anticipated enrolment in Years 1, 2, 3, 

and 4? 

• What is the expected tuition? 

• What is the Ministry funding available with respect to 

comparable existing programs in the system? 

• What is the required college investment (e.g. capital, 

space, faculty) 



Stage 2: Concept of Curriculum 

ITEM DESCRIPTION/PURPOSE SIGN 

OFF 

Proposed 

Program Title 

School 

Proposed 

Location 

Anticipated 

Implementation 

Date 

Anticipated 

Enrolment 

Overview of the 

Proposed 

Program 

General Goals of 

the Proposed 

Program 

(150 words) 

Strategic Fit 

(School) 

Strategic Fit 

(College) 

Labour Market 

Needs 

(to 500 words) 

Employment 

Opportunities for 

Graduates 

Potential 

Applicants 

Funding Potential: 

Existing Programs 

Institutional 

Investment 

Draft Budget 

DISCUSSION NOTES: 

Comments by Deans/VPA 

o Approved Date:___________________________ 

o Approved with modification Date:___________________________ 

o Not approved Date:___________________________ 

SCHOOL PRIORITY (circle one): 1 2 3 4 

COLLEGE PRIORITY (circle one): 1 2 3 4 

School Contact: __________________________________ 

School Development Team: ____________________________________________________________________ 

Sent to CCFD in Academic Planning and Development (Stage Three) on: ______________________________ 

CCFD Program Developer assigned: ________________________________ 



Stages 3 and 4 – Concept Viability and Full Program Proposal 

STEPS ACTION ADDRESSEE ACTION/PROCESS 

STAGE 3: CONCEPT VIABILITY 

Approved Stage 2 

Document sent to 

CCFD 

Identification of 

CCFD Program 

Project 

Review of Stage 2 

Document 

Stage 3 Meeting 

#1: 

Program 

Development 

Project Intake 

Funding 

Requirements 


#2: 

Introduction and 

Orientation to the 

Development 

Process 

Sent by: 

Received by: 

Dean, CCFD 

CCFD Development 

Team (Program 

Developers with Dean, 

Researcher) 

Dean or designate 

from CCFD; Dean or 

A/Dean from school; 

researcher; Program 

Developer from CCFD; 

support person 

Sent by: 

Received by: 

Approved by: 

Development Team 

(school A/Dean with 

faculty/contract 

persons, researcher, 

program developer) 

Electronic and paper copy of the Stage 2 document are sent to 

CCFD 

Support person responsible for receiving the documents informs 

the Dean, CCFD 

Once approval is secured to move to Stage 3, and CCFD receives 

the required copies of the Stage 2 document, the project is added 

to the agenda of a Program Development Meeting 

Review of Stage 2 document to determine context and to develop 

series of questions in preparation for the Intake Meeting with the 

school 

Review of individual and collective development portfolios to 

determine who will be assigned to the project 

Assignment of Program Developer to project 

Support Person to develop and distribute record of notes from 

meeting 

Identification of development team (school, CCFD, other) 

Confirmation of intent of approved Stage 2 document 

Overview of development process for school reps 

Establishment of Parameters for Research – scope, direction, 

confirmation of school’s use of resource materials in Stage 2 

Identification of recommended timeline 

Identification of school funding requirements and process for 

request 

School sends the Request for Funding Form to CCFD 

Request is logged, reviewed and approved/not approved, with the 

decision communicated to: 

a) the School 

b) the Program Developer 

Confirm team members 

Set schedule of meetings 

Identify additional sources for research and design of research 

(tools) 

Orientation for school to the development process and the creation 

of the Stage 3 document 

Assignment of tasks related to process and product 




#3: 

Introduction to 

Curriculum Design 

and Initial 

Development 

ad hoc PAC 

Meeting #1 

Data Collection 

PAC follow-up 

Data Analysis and 

Integration 


#4: 

Consolidation 

Session 

a) Research 

b) Curriculum 

c) Document 


Registrar’s office (if 

required) 

Arranged by school; 

attended by 

development team 

School and Program 

Developer 


Initial Research Report - findings related to demand, industry 

trends, industry needs, salaries, student interest, target population, 

comparable programs, Ministry category, tuition fee information. 

(Do an OCAS search for type of funding) 

Identification of entry requirements with registrar’s office 

ASK Analysis and Profile of the Graduate 

Program Description (including potential uniqueness of the 

program), Critical Performance Statement, Learning Outcomes (in 

context of Standards document or Ministry description if former not 

available) 

Introduce the program project (School) 

Complete ASK Analysis (Program Developer) 

Determine trends in the industry (Researcher) 

Determine employment opportunities (Researcher) 

Additional suggestions (PAC) 

Summary (School) 

School to send out record of notes from meeting 

School to compile list of PAC members and contact information for 

Stage 3 document 

Support person to collate information from ASK Analysis 

Program Developer to integrate information from faculty and PAC 

Analyses 

Researcher integrates information from PAC into research 

component 

Ongoing research summary 

Discussion and demonstration of the way in which PAC data is 

integrated 

Consolidating curriculum piece for document – potential program 

map draft through identification of streams through Learning 

Outcomes and clustering data from ASK Analysis in potential 

course offerings 

Discussion with CVS about language and intent of Program 


Capacity to deliver and draft budget from school 

Review of Stage 3 document to determine what is outstanding 

Intent and delivery planning for next PAC meeting 

Request for Program proposal to be placed on the agenda for 

Academic Council 



Ad hoc PAC 

Meeting #2 

Information Session 

PAC follow-up 


#5: 

Finalizing the 

Document 


#6: 

Approval 

Preparation 

Stage 3 

Approval 


And Support Personnel 


Developer 


Researcher 

School: 

Program Developer 


CCFD support 

A/Dean and 


Research presentation – findings 

Presentation of the program outline with integration of previous 

PAC data 

May include some discussion of delivery options depending on the 

nature of the program 

Request for motion to support moving the program through to the 

next stage of development 

School to send out notes from meeting 

Program Developer to integrate any agreed upon changed to the 

document and add the PAC motion into the document 

Finalizing development requirements for Stage 3 document 

Final research components (set template) 

Background information, school cluster, impact on other programs 

in the school, college, contribution to Sheridan strategic plan, draft 

budget with details around capacity to deliver 

Curriculum pieces including the appropriateness of the credential 

and learning strategies and delivery options, Executive Summary 

Prepares preparation of the presentation to Academic Council 

Makes the necessary copies of the document and distributes as 

required 

Presentation to Academic Council 

Stage 3 Approval 

Follow up 

STAGE 4: FULL PGM PROPOSAL 

Notification to registrar, marketing, OCAS to indicate that the 

program is moving forward to Stage 4 (curriculum development) 


#1: 

Program 

Development 

Project Intake 


#2: 

Orientation to 

Curriculum 

Development & 

Course Design 

Development Team, 

including the A/Dean or 

Dean 


Identification/confirmation of school participants; addition of 

curriculum writing team members as required; review school 

funding requirements and any potential modifications 

Overview of development process for school reps 

Confirmation of recommended timeline 

Set schedule of curriculum meetings 

Assign tasks (e.g. pieces for writers; budget for A/Dean; detailed 

program map for CCFD) 

Orientation for school to the curriculum development process and 

the creation of a course outline(emphasis on components that are 

identified in the detailed program map included in the Stage 4 

document) 

Provide resource materials to facilitate drafting of curriculum 

documents 



Stage4 Meetings 

#3, #4, #5: 

Curriculum 

Development 

(Note: Number of 

meetings here will 

vary depending on 

type of program, 

number and 

experience of team 

members, etc) 


#6: 

Finalizing the 

Document and 

Process 

ad hoc PAC 

Meeting #3 


#7: 

Approval Prep 

Stage 4: 

Approval 

External CVS 

Approval Follow 

up 

ASA 

Approval Prep 

ASA Approval 

Board of 

Governors 

Approval 






School 


Developer 





CCFD support 

A/Dean and 



School or developer 

Revisit draft program map to confirm/make modifications 

Discuss components of detailed program map and relate it to 

components in the course outline from orientation in the previous 

meeting 

Complete Detailed Program Map 

Complete Program Learning Outcomes/Course Offerings Matrix 

Complete (if time allows) the course outlines for the program (this 

involves only the addition of a potential topical outline to the work 

done for the detailed program map) 

Revisit capacity to deliver 

Complete detailed budget for initial discussion with VPA, and future 

inclusion to ASA 

Complete Ministry document relating to delivery of program in 

terms of hours and settings 

Follow up discussion with CVS on program level material 

Request placement on AQA schedule 

Presentation of detailed curriculum for review and comment 

Request for motion to support moving the program through to the 

next stage of development 

Prepares the presentation to AQA 

Makes the necessary copies of the document and distributes as 

required 

Presentation to AQA to confirm integrity of curriculum and 

appropriateness of the credential 

Documentation to CVS for approval; Credential Validation Service 

confirms credential match and title (allow a week or so) 

Send document to VPA, including budget, before its distribution to 

Board 

Request placement on agenda for ASA 

Make necessary copies of the required documents for ASA and for 

BOG 

Add Executive Summary for BOG 

Presentation to ASA (Academic and Student Affairs ) Board 

Subcommittee by team 

Review and recommendations; changes to be integrated into 

documents before BOG 

Full Document, Exec Summary and Budget to Board for approval 

(presented by ASA Chair; Dean may be expected to be available 

for questions) 



FOLLOW UP 

Ministry Approval Program Developer Ministry Funding Documents completed by CCFD, signed by 

President and sent to Ministry 

Approval for 

OSAP 

- Submitted when Ministry funding letter received 

- Takes average 4-6 weeks 

Marketing - OCAS, calendar, 

- On line advertisement, open house, press 

Academic 

Services 

Full curriculum to 

AQA 

Program Launch 

Program quality 

assessment 

School in consultation 

with Program Developer 


Developer 

Assign course codes to new courses in program 

Complete new course special forms for Academic Services by fall 

and spring deadlines 

- Completion of Course outlines (in stages as required) 



Academic Governance 

Board of Governors 

Approval of all academic policies 

Approval of all academic programs 

Approval of all new academic initiatives of significance (e.g. Davis Academic Plan) 

Setting strategic direction in relation to programs 

Review recommendations of Program Advisory Committees (PACs) 

Review results of program reviews 

Academic and Students Affairs Sub-committee of the Board (ASA) 

Recommends: 

Approval of all academic policies 

Approval of all academic programs 

Approval of all new academic initiatives of significance (e.g. Davis Academic Plan) 

Recommends strategic direction in relation to programs 

Reviews recommendations of PACs 

Reviews results of program reviews 

Roles 

Academic Council: provides decisions, recommendations and advice to the Vice President, Academic 

on issues affecting teaching and learning at Sheridan. 

• Recommends academic policies to ASA.. 

• Recommends new academic programs to ASA 

• Advises VPA on new academic initiatives of significance (e.g. Davis Plan). 

• Advises VPA and Dean Academic Planning and Development on potential new professional 

development initiatives for faculty. 

• Advises VPA and VPSS&IT on procedures related to academic policies. 

• Approves local policies/procedures related to academic matters e.g. exceptions to College 

policies such as Promotion Policy, individual program policies and processes. 

Academic Quality Assurance Committee 

• Makes recommendations to ASA with regard to the consistency of learning outcomes of proposed 

new programs with provincial credentials framework and the consistency of the program maps 

with those learning outcomes. 

• Approves new courses offered for credit. 

• Approves alternative delivery of current courses. 

• Approves program changes involving new courses. 

Local Academic Council 

• Reviews new program ideas and recommends for approval processes at Stages 1 and 2. 

• Approves course changes within existing program maps not involving new courses. 

• Reviews program maps to ensure compliance with credential framework including provincial 

Essential Employability Skills and General Education policies. 

• Recommends new courses to AQA. 

• Approves changes to existing course involving 1/3 or more of course content, evaluation 

strategies or other changes of academic significance. 

• Recommends local academic policies and processes to Academic Council. 

• Provides input to Academic Council on college academic policies and procedures. 



SHERIDAN COLLEGE INSTITUTE OF TECHNOLOGY AND ADVANCED LEARNING 

ACADEMIC AND STUDENT AFFAIRS COMMITTEE – BOARD OF GOVERNORS 

Terms of Reference 

(Approved by the Board of Governors on May 19, 2004) 

__________________________________________________________________________________ 

The Academic and Student Affairs Standing Committee of the Board of Governors is responsible for 

reviewing proposals related to policies, programs and strategic initiatives that impact on the student 

experience and for referring these items to the Board of Governors for approval. It provides general 

oversight for the Board to Institute academic direction, quality of the curriculum and student services, and 

related policies impacting on academic programs, staff and students. 

In its capacity, the Academic and Student Affairs Standing Committee will: 

1. Ensure that there are appropriate, effective and efficient program development and 

continuous improvement processes in place. 

2. Ensure that proposals for new academic programs are consistent with the mission, vision and 

values of the institution; are consistent with the provincial program framework and standards; 

and meet institutional and provincial criteria. 

3. Ensure that a full range of programs and credentials are available to the diverse communities 

served by the Institute. 

4. Receive and review information on Program Advisory Committee membership and review 

annual reports from PACs. 

5. Review and recommend enrolment plans as required. 

6. Review and recommend proposed policies related to faculty, academic programs, student 

status and services, and related matters. 

7. Review and recommend strategic initiatives related to academic programs and student 

services. 

The Committee shall have access to such personnel and consultants, as it considers appropriate. 

COMPOSITION: 

Membership of the Academic and Student Affairs Committee includes: 

• Chair of the Board (ex-officio) 

• President (ex-officio) 

• such other members of the Board as the Board considers appropriate, one of whom will chair the 

committee 

• such other non-voting members as the Board considers appropriate who are not members of the 

Board, except that members of the Board will form a majority of members of the Committee 

The Vice-President, Academic and the Vice-President, Student Services and Information Technology will 

be resource members of the Committee. 

MEETINGS: 

Number per year to be determined. 



7.1.2 Policy on Student Feedback 

Policy Name: Student Feedback 



Sheridan - Ontario, Canada Policy 

Policy Statement: Sheridan is committed to helping professors achieve excellence in the facilitation 

of student learning. Student feedback on the learning experience is an essential component in the 

process of supporting and improving student learning. Consequently, feedback will be gathered from 

students in all programs on a regular basis. 


• Faculty who receive regular, formal feedback from students are more effective teachers and 

contribute to program excellence and learner success. 

• Excellence in student learning results from incorporating student feedback into strategies for 

improving the teaching and learning process. 

• Data on student feedback will be discussed by the professor and his/her supervisor and will 

form part of the faculty member’s professional learning and development plan. 

Policy Scope: All Sheridan faculty 

Contact: 

Name: Allen Slater 




7.1.3 Student Feedback Instruments 





7.2 On-line Delivery 

7.2.1 On-Line Learning Policies and Practices 

Not Applicable 



7.2.2 Academic Community Policies 

Not applicable 



8. Capacity to Deliver Standard 

8.1 Demonstrated Strength 

Contribution to Sheridan’s Strategic Plan 

The BAA (ID) program contributes to the following Sheridan strategic directions: 

• Supports our continued delivery of exceptional student experience as part of a cluster of 

programs in art and design education and shares general education courses with other existing 

degree programs at Sheridan. 

• Replaces Sheridan’s Ontario College Diploma in Interior Design and complements the two 

year diploma program in Interior Decorating. 

• Provides exceptional community service by providing employers with graduates with the 

required skill set needed and qualifications to acquire industry credentials. 

• Enhances operational effectiveness by maximizing the use of existing facilities and resources. 

School and Program Cluster Plans 

The School of Animation, Arts and Design (SAAD) is comprised of program clusters in art, craft, 

design, animation, television, film, journalism and music theatre. The School offers a mix of relevant 

certificate, diploma, baccalaureate and Ontario graduate certificate programs designed to meet the 

needs of our communities and contribute to the social economy. Interior Design education shares 

common theoretical knowledge and practical skill sets that form the foundation of art and design 

practice. Therefore, it integrates well within other art and design programs. 

The BAA (Interior Design) program contributes to the School of Animation, Arts and Design 

Strategic Plan in the following ways: 

• Ensures access to progressively higher levels of certification by appropriately credentialed 

graduates. 

• Responds to the changing requirements of industry credentialing authorities. 

• Invests in appropriate learning technology resources to enrich academic experience and 

enhance job readiness. 

• Provides additional resources for quality improvements in academic learning and general life 

experience on campus. 

A bridge will be developed for graduates of the Interior Design diploma program to facilitate 

continuation of their studies through this proposed degree program. 

Within the program cluster, Interior Design and Interior Decorating have similar content, delivery 

methods and learning outcomes. When the Interior Design Advanced Diploma program is phased out, 

Sheridan expects to see increased enrolment in the Interior Decorating program made up of applicants 

who do not meet the admission requirements for the degree program but have an aptitude for and 

desire to study within the field. 



8.2 Learning and Information Resources 

8.2.1 Library Resources 

On-site Library Resources 

Relevant to Degree Program 

Area (for students/faculty) 

Other Library Access (e.g., 

web based, inter-library 

arrangements) 

Number of Holdings (print) 

Relevant to Field of Study 

• 2,521 books 

• 12 journals 

• Borrowing privileges from 

all Ontario Colleges and 

pay-for-service from 

Ontario Universities 

Number of Holdings 

(electronic) Including 

program-specific databases 

• 110 Audiovisual (CD, 

video, DVD) 

• 3,764 full-text electronic 

books 

• 18 online databases 

• 2 electronic book 

databases 

• 61 online full-text 

journals 

• 13,371 documents 

available on inter-library 

loan * 

Inter Library Loan: A vast collection of books, CDs, DVDs, videos and journals is available to students 

from all the College libraries of Ontario through Bibliocenter’s Bibcat system. A search on the Bibcat for 

all colleges retrieved 13,371 documents relating to interior design that would be available to our patrons 

on interlibrary loan. 

The students enrolled in this program will make use of printed, audiovisual and electronic resources 

mainly in the fields of architecture, interior design, interior decoration, space planning, 

building/dwellings, decorative arts, design, industrial design, residential design, homes, drafting, textiles, 

furniture, regulations, AUTOCAD, CADD, drawing etc. 

Books may be borrowed from the Davis Campus library and will be couriered to the Trafalgar Campus 

within 24 hours. 

Electronic Book Databases 

NetLibrary 

NetLibrary provides access to Sheridan library's e-Content collection i.e. electronic version of books, 

journals in more than 30 subject areas including: art, business, computers, education, history, literature, 

nursing and sociology. E-Content may be accessed 24 hours a days, seven days a week. 

Books 24x7 

Provides access to online versions of thousands of books (e-books) covering over 90 technology topics 

including networking, programming languages, hardware and desktop applications and much more 

Links 

Applied Degree programs at Sheridan have access to their own link in e-resources which provides links to 

information pertaining to that particular program, i.e. associations, organizations, research etc. 



Interior Design - Online Databases 

ARTbibliography Modern (CSA) 

http://www.csa.com 

An ideal source of information on artists, art movements, art history and theory, design, photography, and 

crafts. Covers contemporary and modern art from the late 19 th century through the 20 th century. 

ARTstor 

http://www.artstor.org 

Currently contains nearly 500,000 images. The collection documents artistic traditions across all times 

and cultures and embraces architecture, painting, sculpture, photography, decorative arts, and design as 

well as many other forms of visual and material culture. Contains nearly 500,000 images. 

Academic Search Premier (EBSCO) 

http://search.epnet.com/login.aspx 

More than 3,900 magazines, journals, newspapers and trade publications are available in full-text, 

covering nearly every area of academic study including architecture, computer sciences, engineering, 

physics, chemistry, language and linguistics, arts and literature, medical sciences, ethnic studies, and 

many more. 

AccessScience 

http://www.accessscience.com 

Provides access to McGraw-Hill Encyclopaedia of Science and Technology with full-text online 

encyclopaedic entries on subject areas including: recent scientific research topics and developments, 

biographies of scientists, dictionary of scientific terminology, late-breaking science and technology news 

headlines, and much more. 

Accunet AP Photo Archive 

http://education.accuweather.com 

AP Photo Archive contains almost a half million of the Associated Press's current and historical images 

covering the last 150 years. 

Bibliography of the History of Art (BHA) 

http://eureka.rlg.org 

World's most comprehensive bibliography of scholarly writing about the history of Western art from late 

antiquity to the present. Broad in scope, encompasses fine arts-painting, sculpture, drawing, prints, and 

architecture - as well as decorative and applied arts-crafts, graphic arts, folk and popular art. BHA indexes 

and abstracts art-related books, conference proceedings, dissertations, exhibition and dealers' catalogues 

and articles from thousands of periodicals in many languages. 

Canadian Newsstand (Proquest) 

http://www.il.proquest.com/pqdauto 

Offers unparalleled access to the full text of over 190 Canadian newspapers from Canada's leading 

publishers. 

Canadian Periodical Index (CPIQ) (Gale) 

http://infotrac.galegroup.com/itweb/ko_acd_shc 

Includes the full-text of more than 400 Canadian periodicals (English and French) and reports from 165 

Canadian periodicals including the Globe and Mail, MacLean's and Canadian News Facts. Also included 

are more than 1,200 lengthy biographies of prominent Canadians. 



Canadian Reference Centre (EBSCO) 


Contains international and Canadian magazines, newspapers and newswires, reference books, and 

company information. Provides over 20 Canadian and 100 international reference books, biographies, an 

image collection, and a Canadian Dictionary. 

Computer & Applied Science Complete (CASC) (EBSCO) 


Provides indexing and abstracts for more than 1,300 academic journals with full-text from more than 500 

periodicals. Subject areas include traditional engineering disciplines, computer theory & systems, and 

social implications of new technology. 

Design and Applied Arts Index (CSA) 

http://www.csa.com 

Contains over 130,000 annotated references from more than 500 design and craft journals and newspapers 

published from 1973 onwards, and data on over 50,000 designers, craftspeople, studios, workshops, 

firms, etc. Includes research articles, news, conference and seminar reports, and book, video and 

exhibition reviews in the field of Industrial design, Architecture, Illustration, Interior design, 

Environmental design, Computer aided design, Furniture design, Ceramics, Glass, Jewellery and much 

more. 

E-STAT 

http://estat.statcan.ca 

Statistical and demographic data about Canada from Statistics Canada. 

Electric Library (Proquest) 

http://elibrary.bigchalk.com/ca 

Features a wide variety of general information resources, some of which are Canadian. This full-text 

database is composed of over 550 magazines, 100+ reference books, 200+ newspapers from around the 

world, a selection of U.S. TV and radio transcripts, and picture and map libraries. 

Grove Dictionary of Art Online 

http://www.groveart.com 

It is the most comprehensive art encyclopaedia online with full text of The Dictionary of Art, and The 

Oxford Companion to Western Art. Contains 45,000 articles on every aspect of the visual arts-painting, 

sculpture, graphic arts, architecture, decorative arts and photography - from prehistory to the present day 

Humanities International Complete (EBSCO) 


The database includes full text for more than 770 journals, books and other published sources from 

around the world covering all aspects of the humanities. 

The database includes full text for more than 770 journals, books and other published sources from 

around the world. Humanities International Complete is an invaluable resource for students, researchers, 

and educators interested in all aspects of the humanities, with worldwide content pertaining to literary, 

scholarly and creative thought. 

JStor - Arts & Sciences III Collection 

http://www.jstor.org/ 

JSTOR offers researchers the ability to retrieve high-resolution, scanned images of journal issues and 

pages as they were originally designed, printed, and illustrated. Focuses on the arts and humanities, and 



also includes information on language and literature, music, film studies, folklore, performing arts, 

religion, and the history and study of art and architecture. 

Wilson Applied Science and Technology Abstracts (Proquest) 

http://www.il.proquest.com/pqdauto 

This database features full text, graphs, charts, diagrams, photos, and illustrations that convey an 

abundance of data in scientific and technical articles. Full-text articles include: leading trade and 

industrial publications, professional and technical society journals, specialized subject periodicals, plus 

buyers' guides, directories, and conference proceedings. 

Wilson Art Full -Text 

http://hwwilsonweb.com 

Broad coverage of contemporary art from around the world with a renewed emphasis on Canadian, Latin 

American and Asian arts, new artists, exhibition reviews, non-western art and feminist criticism. Contains 

full-text from nearly 108 peer-reviewed journals and links to websites cited by articles help users find 

related information and images. 

Sample Current Print Book Titles 

(72 of 3794 titles published from 2006-current) 

Abercrombie, S. (2008). Interior design & decoration. Upper Saddle River, NJ: Pearson-Prentice Hall. 

Allen, E. (2007). Architectural detailing: Function, constructability, aesthetics. Hoboken, N.J.: John 

Wiley & Sons. 

Ballast, D. K. (2006). Interior design reference manual: [a guide to the NCIDQ exam]. Belmont, CA: 

Professional Publications. 

Bielefeld, B. (2007). Technical drawing. Basel; Boston: BirkhaÌˆuser-Publishers for Architecture. 

Binggeli, C. (2007). Interior design: A survey. Hoboken, N.J.: John Wiley & Sons. 

Blakemore, R. G. (2006). History of interior design & furniture: From ancient Egypt to nineteenthcentury 

Europe. Hoboken, N.J.: J. Wiley & Sons. 

Bonda, P. (2007). Sustainable commercial interiors. Hoboken, N.J.: John Wiley. 

Brussels style: Interiors, exteriors, details. (2006). KoÌˆln: Taschen. 

Ching, F. (2007). Building codes illustrated: A guide to understanding the 2006 international building 

code. Hoboken, N.J.: John Wiley. 

Ching, F. (2007). A global history of architecture. Hoboken, N.J.: J. Wiley & Sons. 

Clausen, M. L. (2006). The pan am building and the shattering of the modernist dream. Cambridge, 

Mass.: MIT Press. 

Clifton-Mogg, C. (2006). Tuscan escapes: Inspirational homes in Tuscany and Umbria. New York: 

Ryland Peters & Small. 



Color for interior design [electronic resource] (2006). . Lake Zurich, Ill.; Orangeville, Ont.: Learning 

Seed; McIntyre Media distributor. 

Curl, J. S. (2006). A dictionary of architecture and landscape architecture. Oxford England; New York: 

Oxford University Press. 

Details in design. (2006). Mulgrave, Victoria, Australia: Images. 

Dictionary of architecture & construction. (2006). New York; Toronto: McGraw-Hill. 

Doyle, M. E. (2007). Color drawing: Design drawing skills and techniques for architects, landscape 

architects, and interior designers. New York: J. Wiley. 

Echavarria M., P. (2006). Portable architecture and unpredictable surroundings. Barcelona Spain: Links 

International; Structure. 

Evans, J. R. (2007). Statistics, data analysis, and decision modeling. Upper Saddle River, N.J.: 

Pearson/Prentice Hall. 

Foster, K. (2007). Sustainable residential interiors. Hoboken, N.J.: John Wiley. 

Furniture. (2006). Newtown, CT: Taunton Press. 

Good, P. I. (2006). Common errors in statistics (and how to avoid them). Hoboken, N.J.: Wiley 

Interscience. 

Green building guidelines : Meeting the demand for low-energy, resource-efficient homes. (2007). 

Washington, DC.: Sustainable Buildings Industry Council. 

Grimshaw, C. (2006). The new country style England. San Francisco; Vancouver, B.C.: Chronicle Books; 

Distributed in Canada by Raincoast Books. 

Grover, R. (2006). Mosques. New Delhi, India: Lustre Press/Roli Books. 

Hardy, H. (2006). Building type basics for performing arts facilities. Hoboken, N.J.: J. Wiley. 

Hatje, G. (1974). 1601 decorating ideas for modern living: A practical guide to home furnishing and 

interior design. New York: H.N. Abrams. 

Hepler, D. J. (2006). Drafting and design for architecture. Africa; Canada: Thomson Delmar Learning. 

Hess, A. (2006). Frank Lloyd Wright: Prairie houses. New York: Rizzoli. 

Iwatate, M. (2006). Korea Style. Tokyo; Rutland, Vt.: Tuttle Pub. 

Johnston, S. (2006). Egyptian palaces and villas: Pashas, khedives, and kings. New York: H.N. Abrams. 

Kime, G. (2006). Decorating: Style advice, design options, practical know-how. London: Conran 

Octopus. 



Kirkpatrick, B. L. (2006). AutoCAD for interior design and space planning using AutoCAD 2006. Upper 

Saddle River, NJ: Pearson/Prentice Hall. 

Kirkpatrick, B. L. (2007). AutoCAD 2007 for interior design and space planning. Upper Saddle River, 

N.J.: Pearson/Prentice Hall. 

Mann, P. S. (2007). Introductory statistics. Hoboken, NJ: John Wiley & Sons. 

Manuelli, S. (2006). Design for shopping: New retail interiors. New York; London: Abbeville Press. 

Material world 2: Innovative materials for architecture and design. (2006). Amsterdam; Basel, 

Switzerland: Frame Publishers; BirkhaÌˆuser--Publishers for Architecture. 

McCarter, R. (2006). Frank Lloyd Wright. London: Reaktion Books. 

Melvin, J. (2006). Isms: Understanding architectural styles. New York, NY: Universe. 

Mendler, S. (2006). The HOK guidebook to sustainable design. Hoboken: Wiley. 

Meyers, V. (2006). Designing with light. New York: Abbeville Press. 

Miami style : Exteriors, interiors, details. (2006). KoÌˆln: Taschen. 

Miller, D. (2006). Tropical minimal. London; New York, N.Y.: Thames & Hudson. 

Minimal style : Exteriors, interiors, details. (2006). KoÌˆln: Taschen. 

Mitton, M. (2007). Residential interior design: A guide to planning spaces. Hoboken, N.J.: Wiley. 

Moore, D. S. (2006). Statistics: Concepts and controversies. New York: W.H. Freeman. 

Morrison, A. C. (2006). Theaters. New York; Washington, D.C.: W.W. Norton & Co.; Library of 

Congress. 

Myerson, J. (2006). Radical office design. New York: Abbeville Press. 

The new Europe. (2006). Chichester, England: Wiley-Academy. 

New York style : Exteriors, interiors, details(2006). . KoÌˆln: Taschen. 

Nithi SathaÌ„pitaÌ„non. (2006). Architecture of Thailand : A guide to traditional and contemporary forms. 

London; New York, N.Y.: Thames & Hudson. 

Onouye, B. (2007). Statics and strength of materials for architecture and building construction. Upper 

Saddle River, N.J.: Pearson Prentice Hall. 

Ontario building code 2006: Containing the building code act and O.reg 350(2006). . Toronto, Ont.: 

Orderline: Paperless. 

Palladio, A. (2006). Palladio's Rome: A translation of Andrea Palladio's two guidebooks to Rome. New 

Haven: Yale University Press. 



Pfeiffer, B. B. (2006). Frank Lloyd Wright, 1867-1959: Building for democracy. Hong Kong: Los 

Angeles : Taschen. 

Phillips, N. (2006). How to start a home-based interior design business. Guilford, Conn.: Globe Pequot 

Press. 

Pile, J. F. (2007). Interior design. Upper Saddle River, N.J.: Pearson. 

Pressman, A. (2006). Professional practice 101: Business strategies and case studies in architecture. 

Hoboken, N.J.: Wiley. 

Ruan, X. (2006). New china architecture. Singapore; Enfield: Periplus; Publishers Group Worldwide 

distributor. 

Rumsey, D. J. (2007). Intermediate statistics for dummies. Hoboken, NJ: Wiley Pub. 

Slotkis, S. J. (2006). Foundations of interior design. New York: Fairchild Publications. 

South African style : Exteriors, interiors, details. (2006). KoÌˆln: Taschen. 

Spawforth, A. (2006). The complete Greek temples. London; New York: Thames & Hudson. 

Statistics: A guide to the unknown. (2006). Belmont, CA: Thomson, Brooks/Cole. 

Steen, B. (2005). Small strawbale: Natural homes, projects & design. Salt Lake City: Gibbs Smith. 

Stine, D. J. (2006). Interior design using AutoCAD 2007. Mission, Kan.: Schroff Development 

Corporation. 

Sutcliffe, A. (2006). London: An architectural history. New Haven: Yale University Press. 

Tangaz, T. (2006). Interior design course. Hauppauge, N.Y.: Barron's. 

Thomas, A. (2006). Design-build. Chichester, England; Hoboken, NJ: Wiley-Academy. 

Vance, J. F. W. (2006). Building Canada: People and projects that shaped the nation. Toronto: Penguin 

Canada. 

Watson, H. (2006). The design mix: Bars, cocktails & style. Chichester: Wiley. 

Yeang, K. (2006). Ecodesign: A manual for ecological design. London; Etobicoke, Ont.: Wiley- 

Academy. 

Interior Design - Print Journals 

Canadian House and Home (Trafalgar) 2002- 

Design Engineering (Davis) 2002-2004 

Environmental Design & Construction (Davis) 2004- 

Fine Homebuilding (Tauntons , Davis) 2004- 



ID : Magazine of International Design (Trafaglar) 1992- 

International Journal Of Art & Design Education (Trafalgar)2007- ONLINE 

Journal of Design History (Trafalgar) 2006- ONLINE 

Steel Design (Davis) 2004-2005 

Step Inside Design (Trafalgar) 1985- 

Surface Design : The Journal Of The Surface Design Association (Trafalgar) 1992- 

Surface Design Newsletter (Trafalgar) 1992- 

VM & SD : Visual Merchandising and Store Design (Trafalgar) 2002- 

Full-text Online Journals in Databases 

S N Journal Title Fulltext Database 

Start year 

1 Advances in Art, Urban Features 2000- ASP 

2 African Arts 1995- ASP 

3 American Dream Homes 2004 - MFE 

4 Architect (Washington DC) 2006- WAF 

5 Architects’ Journal 2007- WAF 

6 Architectural Heritage 1998- ASP 

7 Architectural Record 2001- ASP, CRC, HI 

8 Architecture 1997- ASP, CRC, HI 

9 Architecture Australia 1996- ASP 

10 Art book 1997- ASP 

11 Art bulletin 1975- ASP 

12 Art History 1981-2006 ASP 

13 Art Journal 1974 - ASP 

14 ASHRAE Transactions 2004 - ASP 

15 Building Acoustics 2007- ASP 

16 CAD/CAM Update 1999- ASP 

17 Canadian Architect 2002- ASP 

18 CoDesign 2005- ASP 

19 Computer-Aided Engineering 1997- ASP 

20 Consulting Specifying Engineer 1999- ASP 

21 Design Engineering 1995-2002 ASP 

21 Design Issues 1997- ASP, HI 

23 Ecological Restoration 1999- ASP 

24 ENR : Engineering News Record 2001 - ASP, CAS 

24 Essence 1992- ASP 

26 Gray Room 2000- ASP 

27 Heating/Piping/Air Conditioning HPAC Engineering 2003 - ASP 

28 Housing, Theory and Society 1999- ASP 

29 Human factors 2004- CAS 



S N Journal Title Fulltext Database 

Start year 

30 Indoor Air 1998- ASP 

31 Inland Architect 1997- WAF 

32 Interior Design 1999- 

1983- 

1998 - 

ASP, CRC 

CPI.Q 

WAF 

33 Interiors and Sources 2004 - WAF 

34 International Journal of Art and Design education 1998- ASP 

35 International Planning Studies 1996- ASP 

36 Journal of Composites for Construction 1997 CAS 

37 Journal of Architectural and Planning Research 1998 - WAF 

38 Journal of Architectural Education 1999- ASP, HI 

39 Journal of Architectural Engineering 1995-2006 ASP, CAS 

40 Journal of Architecture 1998- ASP 

41 Journal of Construction Engineering & Management 1995- ASP 

41 Journal of Urban Technology 1998- ASP 

43 Journal of Housing 1994- ASP 

44 Journal of Housing and Community Development 1994- ASP 

45 Journal of Construction Engineering and Manag. 1995- CAS 

46 Journal of Performance of Constructed Facilities 1995- ASP, CAS 

47 Journal of Urban Design 1996- ASP, HI 

48 Journal of Victorian Culture 1998- ASP 

49 Lighting, Research & Technology 2001- ASP 

50 Live Design 2005 - WAF 

51 Old House Interiors 2001 - MFE 

52 Mechanics of Structures & Machines 2000- ASP 

53 Research in Engineering Design 1998- ASP 

54 Theoretical issues in Ergonomics Science 2000- ASP 

55 Urban Studies 1993- ASP 

56 Style a home 2004- CRC 

57 Textile 2003 - WAF 

58 Textile History 2003- HI 

59 TPR : Town Planning Review 2004- HI 

60 Vernacular Architecture 2005- HI 

61 Wood and Wood Products 1996- CAS 

ASP- Academic Search Premier 

CAS = Computer & Applied Science 

CPI.Q = Canadian Periodical Index 

CRC = Canadian Reference Centre 

HI = Humanities International 

MFE = MasterFile Elite 

WAF = Wilson Art Full-text 



The following magazines are kept in a resource room which is available exclusively to Interior Design 

students: 

Style at Home, House and home, Metropolitan Home, Interior Design, Elle Décor, Canadian Interiors 

Dwell, Metropolis, Canadian Architect, Architect, Sustainable Architecture and Building 

Electronic Books 

Keyword NetLibrary Books 24/7 

Architectural acoustics 65 0 

aesthetic appreciation 0 0 

Air-conditioning 2 0 

Architects 6 0 

Architectural design 340 0 

Architectural drafting 67 0 

Architecture (su) 120 0 

AutoCAD 10 96 

building (su) 7 0 

Building materials 3 0 

CADD 32 23 

Carpet 0 0 

Color Interiors (su) 8 0 

Commercial buildings 192 0 

Commercial design 196 0 

Contemporary design 128 0 

Decorative arts 183 0 

Design theory 66 0 

Detailing 0 0 

Dwellings 10 0 

Flooring 392 0 

Furniture decoration 128 0 

Heating 2 0 

homes 9 0 

industrial design 124 0 

Interior architecture 319 0 

Interior decoration 74 0 

interior design 462 0 

interior detailing 4 0 

interior drawings 148 0 

lettering 0 0 

lighting 2 0 

lofts 0 0 

material culture 0 0 

mechanical systems, Residential 43 0 

Ontario building code 0 0 

residential design 15 0 

retail traffic flow 0 0 

construction safety 14 0 

Space (architecture) -su 146 0 



Keyword NetLibrary Books 24/7 

space planning 217 0 

statistical methods 6 0 

stone 0 0 

sustainable design 56 0 

textiles (su) 0 0 

tile 0 0 

trims 0 0 

wall covering 79 0 

Totals 3675 119 

Grand Total = 3794 

Contains over 60,000 images, audio pronunciation files help with medical or scientific term, or dictionary 

definitions. 



8.2.2 Computer Access 

This is a mobile program. Students are required to have their own laptop computer that meets 

established technical standards. Students access the Internet through extensive wireless ports 

throughout the campus. In addition, students have access to the campus Learning Commons with over 

200 computers. 



8.2.3 Classroom Space 

Attach as Appendix 8.2.3 a table that indicates classroom utilization if the program is approved. 

Number of students Number of classrooms Location of Classrooms 

Year (cumulative) (include seating capacity) On-site √ Other (specify) 

Year 1 64 2 Designated Studios (64) √ 






8.2.4 Laboratories/Equipment (where applicable) 

Number of 

students 

(cumulative) 

Type and 

number of 

Specifically equipped 

workstations and/or specialized 

equipment* 

Year 

labs Number Ratio of students 

to equipment 

1 60 2 Studios 2 printers 1:30 √ 




Location of 

laboratories/equipment 

On-site √ 

Other 

(specify) 

Each Studio will be equipped with an 11x17 printer 

The program will have one plotter and two scanners available to all students in the program 



8.3 Resource Renewal and Upgrading 

An annual budget for capital investment to programs on a priority ranking decided by Deans/Vice 

President, Academic is established each budget year. These funds are used to provide program specific 

special equipment needs, information technology hardware enhancements and classroom technology. 

In the budget year 2007-08 Sheridan invested $2.59 million in furniture, fixtures and capital equipment in 

the new Centre for Healthy Communities at its Davis Campus, and 4,376 square feet of faculty space was 

created in this facility. $130,000 was invested in increasing the number of Smart Classrooms at all three 

campuses, and an additional $1.12 million was devoted to adding state of the art equipment and resources 

directly to the learning environment at the college. 

Sheridan also maintains a three-year greening schedule for technology regardless of whether the 

technology is in the hands of students, faculty or administrators. Sheridan campuses are fully wireless 

including dedicated student study rooms and wireless seating in casual areas at both major campuses. 

Classroom teaching and learning equipment is refreshed on a priority need basis. Virtually all classrooms, 

studios and labs at Sheridan are equipped with standardized teaching podiums, VCR/DVD combos, data 

projectors, document cameras and where necessary, sound systems. One hundred and twenty classrooms 

are fully mobile which means that in addition to the standard teaching equipment, there is also a data and 

power connection at each student seat. 

The Sheridan library resource has an annual budget allocation of $100,000 for renewal of research 

resources, both for text-based and on-line. In addition, Sheridan Baccalaureate degree programs 

contribute $150 per year, per student to the library funds. 

Sheridan has the largest provincial educational installation of mobile computing with over 50% of the 

daytime student population (now in excess of 12,000 day time students) being in possession of personal 

laptop computers. Intranet and Internet access is available at the seat in 120 classrooms across the college. 

In addition to current open computer laboratories at the Brampton, Trafalgar and Oakville (STC) 

campuses, a further $3,000,000 has been budgeted and will be spent in 2007-2008 for an expanded open 

access Learning Commons. 



8.4 Support Services 

Support Service 

Academic Advising 

Career Counseling 

Personal Counseling 

Placement 

Services for Students with 

Disabilities 

Tutoring 

Other(s) (please specify) 

Brief Description of Service (attach additional information as 

necessary) 

The Student Advisement Center helps with Program Change 

Advisement, College Form Completion, College Policy and Procedure 

Explanation, General Education and Program Elective Selection, 

Orientation and Student Success Programs, Course/Program 

Withdrawal Consultation and Transfer Information for Other Programs 

and Institutions. 

Each program at Sheridan includes faculty release time for academic 

advising. 

The Career Center is one-stop shopping for academic and career 

success, offering tutoring, career planning, and employment services. 

Counseling: Sheridan’s professional counselors work with students on 

a confidential basis to help them achieve their personal goals. 

Consultation is available to any student seeking advice on nonacademic 

issues on a drop-in or appointment basis. 

Co-operative Education: The Co-op Office administers the internships 

that are required for successful completion of degree programs. 

Disability Services: Staff work in collaboration with students with 

disabilities, faculty and support staff to ensure that fair, equitable and 

appropriate accommodations are developed and implemented. 

The Career Center offers English and Math tutoring free and available 

on either a drop-in basis or by appointment. 

The International Center provides assistance with processing 

international student applications, advice on housing, residence, offcampus 

housing or home stay, Health Insurance Coverage/claims and 

medical referrals, advice on student authorization/visas and extensions, 

visa and travel information, immigration regulations regarding co-op 

terms, internships or field placements, personal concerns or emergency 

situations. 

Alumni Association: programs and services for Alumni include 

Insurance & Credit Card Affinity Benefit Programs; access to Athletic 

Centers, Libraries & Career Services; free parking when visiting 

Sheridan; Traditions Magazine twice a year. 

Bookstore provides textbooks – new and used, stationary and 

professional grade fine art and paper supplies, Sheridan logo clothing, 

gifts and backpacks, software, general interest books & magazines, 

personal care items. 

Cafeteria: Full service cafeteria facilities and vending machines. 

Child Care/Preschool: Full-day childcare is available for children 18 

mos. to 5 years of age at Trafalgar Road Campus and at the 

Mississauga Civic Center. 



The Financial Aid Office can assist with Ontario Student Assistance 

Program (OSAP), Part-time Canada Student Loan, Canada Study Grant 

funding for students with Dependent Children, Ontario Special Bursary 

Program Funding, Bursary for Students with Disabilities Funding, 

Child-care Bursary Funding, Sheridan Tuition Reinvestment Bursaries, 

Ontario Student Opportunity Trust Fund Assistance (OSOTF) 

Computing Skills Center provides computer workstations, network 

access for mobile computing students, software access, self-serve 

username lookup, telephone technical support. 

Athletic Therapy Center provides treatments for recreational/sports 

injuries. 

Athletics and Recreation: Membership to the Athletic Centers is 

included with tuition fees. 

Sheridan’s Health Centers offer professional health care, lifestyle and 

health counseling, and referrals for students. 

Sheridan has two Residence buildings, one in Oakville and one at the 

Davis Campus in Brampton. Students enjoy the comforts of home with 

easy access to all College services and facilities. Both residences are 

conveniently located close to many sports and entertainment 

opportunities in the Greater Toronto area. 

Facilities Management supports and enhances the quality of the 

teaching and learning environment by providing a service oriented 

approach to maintaining the integrity and efficiency of college 

facilities, in a cost effective manner. 



8.5 Policies on Faculty 

POLICY NO. __________ 




POLICY: 

TEACHER EDUCATION POLICY FOR NEW FACULTY 

REFERENCE: Board of Governors - February 16, 2005 


Sheridan is committed to creating an environment for learning that is distinguished by high 

quality curriculum and highly skilled faculty who actively engage students in the learning 

process. To achieve this learning-centered environment, we will provide faculty with 

opportunities to develop their knowledge and skills in strategies of teaching and learning, 

including delivery methods, assessment strategies and student learning styles, and their ability to 

design and develop outcomes-based curriculum. To that end, as a condition of employment, all 

new faculty will complete an appropriate professional development program designed to enhance 

their ability to facilitate student learning and develop curriculum. 

PRINCIPLES: 

• As an educational institution, our primary purpose is the development and facilitation of student 

learning. As such, we continually strive to ensure the quality of our curriculum, student learning 

experiences, faculty, resources and facilities. 

• High quality curriculum and student learning experiences result from an understanding of current 

research into teaching and learning and ongoing professional development of faculty. 

• Offering professional development for new faculty in a cohort model can enhance both individual 

and institutional learning. 

• Sheridan’s expectations for required teacher education recognize the different situations 

associated with the various faculty employment classifications. 

• Full-time faculty are required to complete a Professional Development program designed and 

offered by the Center for Curriculum and Faculty Development. The Professional 

Development courses, workshops and seminars will be offered to new full-time faculty at 

times in which they have their lightest teaching load to assist them in successful completion. 

• Part-time, partial-load and sessional faculty teaching in full-time postsecondary programs are 

required to complete a college Orientation and a Fundamentals of Teaching and Learning 

program before the end of their first teaching semester. 

• Part-time faculty teaching in Continuing Education courses and programs are required to 

complete a college Orientation and a Fundamentals of Teaching and Learning program before 

the end of their third teaching semester. 

• All part-time faculty will be eligible for an increase in their hourly rate upon completion of the 

Orientation and Fundamentals of Teaching and Learning programs. 

• New faculty who can demonstrate achievement of the learning outcomes of the required 

professional development program, may be considered for exemption from all or part of the 

program. 



• Faculty who do not have other formal education related to teaching and learning are encouraged 

to consider the Sheridan Adult Education Certificate Program. 

• Sheridan will recognize completion of the Adult Education Certificate program for salary 

purposes in the same way that the Academic Collective Agreement recognizes completion of 

other post-secondary education. Therefore, full-time faculty who complete this program may 

be eligible for a step increase in compensation. Prior approval for this increase is required; 

faculty should consult Human Resources in advance of registering in any program. 

• Part-time faculty who complete the first course of the Adult Education Certificate program 

will receive an increase in their hourly rate. An additional increase will be provided upon 

completion of the five core courses in the program. Part-time faculty will be eligible for the 

$20 employee fee for courses within Sheridan’s Adult Education Program . 

• Sheridan will make available instructional development and peer coaches to provide support 

services including classroom observation/feedback and a variety of in-service workshops. 

SCOPE: All new full-time, partial-load, sessional and part-time faculty. 

SANCTIONS/ACTIONS/APPEALS: 

Full-time faculty who do not meet the requirements outlined in this policy will agree to an appropriate 

completion schedule with their Dean or designate and this will be reviewed as part of their ongoing 

performance evaluation. 

Responsible 

Executive: Vice-President, Academic 

Contact: Jennifer Faulkner, Human Resources 

Review Date: January 2008 

Related Policies 

And Procedures: Faculty Credentials, Faculty Credentials for Applied Degree Programs 

Please see related Appendix 7.1.1 which describes in more detail the Professional Development Institute 

for new full-time faculty and the Fundamentals of Teaching and Learning education for part-time and 

partial load faculty. 



SHERIDAN COLLEGE 


POLICY NO. _____ 

POLICY: 

REFERENCE: 

FACULTY CREDENTIALS 

Board of Governors – January 22, 2003 (Revised) 

Board of Governors – December 4, 2002 

Policy Statement: 

Sheridan is committed to ensuring that appropriately credentialed faculty are teaching in all program 

courses. The clear articulation of academic/professional credentials required in all program courses 

serves to confirm and support Sheridan’s commitment to teaching and program excellence. 

In order to ensure appropriate learning and graduate success, faculty will hold academic credentials at a 

minimum of one level above the credential granted by the program. In applied discipline-related courses, 

faculty will also have appropriate experience that is directly related to the subject matter. 

The college reserves the right to identify appropriate combinations of education and experience deemed 

equivalent to these general requirements. All such exceptions will be approved in writing by the 

President or designate. 

Scope: 


Related Policies 

and Procedures: 

All Sheridan faculty 

Director of Human Resources. 

Evidence of Academic/Professional Credentials 

Review Date: December, 2005 



SHERIDAN COLLEGE 


POLICY NO. ________ 

POLICY: 

EVIDENCE OF ACADEMIC/PROFESSIONAL CREDENTIALS 

REFERENCE: Board of Governors – February 27, 2002 

________________________________________________________________________ 


Sheridan is committed to ensuring that faculty teaching in all programs hold appropriate credentials as 

identified by the college. To this end, the college requires that evidence of the highest academic 

credential and/or any required professional qualifications held by college employees be provided directly 

by the granting agency. 


The purpose of obtaining evidence of employee credentials is to maintain the integrity of the curriculum 

and student learning experience by ensuring that program faculty are fully qualified. 

Scope: 

All Sheridan employees 


Director of Human Resources. 

Related Policies and 

Procedures: Faculty Credentials 

Review Date: February, 2005 

The regular review of Faculty Performance, including student evaluation of teaching and supervision, is 

gathered from students in all programs on a regular basis. Please see Appendix 7.1.3 for the Sheridan 

Course Feedback Survey. 



Policy Name: Currency of Faculty Knowledge 



Policy 

Policy Statement: Sheridan is dedicated to ensuring the currency of faculty knowledge by providing the 

means for and ongoing support of continuous learning. Sheridan supports the development of faculty 

through effective orientation and ongoing development processes and expects that faculty will maintain 

currency in their subject area through a variety of professional development strategies. 

Principles/Guidelines: Faculty engaged in an ongoing process of learning are more effective teachers and 

contribute to program and learner success. 

Policy Scope: All Sheridan faculty 

Contact: 





Faculty teaching and supervision loads; 

Article 11 

WORKLOAD 

11.01A Each teacher shall have a workload that adheres to the provisions of this Article. 

11.01B 1 Total workload assigned and attributed by the College to a teacher shall not exceed 44 

hours in any week for up to 36 weeks in which there are teaching contact hours for teachers in postsecondary 

programs and for up to 38 weeks in which there are teaching contact hours in the case of 

teacher not in post-secondary programs. 

The balance of the academic year shall be reserved for complementary functions and professional 

development. 

Faculty availability to students 

11.01 F Complementary functions appropriate to the professional role of the teacher may be assigned 

to a teacher by the College. Hours for such functions shall be attributed on an hour for hour basis. 

An allowance of a minimum of five hours of the 44 hour maximum weekly total workload shall be 

attributed as follows: 

three hours for routine out-of-class assistance to individual students 

two hours for normal administrative tasks 

The professional development of faculty including the promotion of curricular and instructional 

innovation as well as technological skills, where applicable. 

11.01 H 1 The College shall allow each teacher at least ten working days of professional 

development in each academic year. 

11.01 H 2 Unless otherwise agreed between the teach and the supervisor, the allowance of ten days 

shall include one period of at least five consecutive working days for professional development. 

11.01 H 3 The arrangements for such professional development shall be made following discussion 

between the supervisor and the teacher subject to agreement between the supervisor and the teacher, 

and such agreement shall not be unreasonably withheld. 



Policy Name: Tuition Reimbursement: Advanced Credentials for Faculty 



Policy Statement: Sheridan recognizes the need for faculty to have appropriate academic credentials 

in order to develop and offer applied degree programs and to promote articulation agreements 

between Sheridan and university partners that benefit students. In order to further these institutional 

goals, Sheridan will reimburse a portion of tuition costs up to a specified maximum amount for fulltime 

faculty who achieve a designated minimum grade in courses leading to a degree at an accredited 

institution that complements Sheridan's strategic direction and meets the terms and conditions of the 

Tuition Reimbursement Plan: Advanced Credentials for Faculty. 

Principles/Guidelines: ·Sheridan is committed to providing a full range of academic programs 

including applied degrees and to ensuring that students have access to appropriate and favourable 

articulation agreements that enable them to pursue further education beyond Sheridan. Sheridan is 

also committed to helping its faculty increase their knowledge and skills in support of providing the 

best possible educational experience for students. ·Sheridan believes that faculty have an individual 

responsibility for their own professional development, and for making a return service commitment to 

Sheridan to complete a program of study for which they have received support. 

Policy Scope: ·This policy applies only to programs leading to a baccalaureate, masters or doctoral 

degree. ·Application of this policy is restricted to full-time, non-probationary Sheridan faculty and is 

over and above the provisions of the Collective Agreement for Academic Faculty members (Article 

12: Tuition reimbursement). ·All other requests for tuition reimbursement will be considered under 

Sheridan's Professional Development Project - PD Fund policy. 

Contact: 

Name: Jennifer Faulkner 

Department: Human Resources 

Telephone: 905-845-9430, ext. 2216 


Procedures: 

Tuition Reimbursement Plan - Advanced Credentials for Faculty 

Supporting Documents: 

Tuition Reimbursement for Full Time Faculty Application Form 

Related Policies: Professional Development Leave (Sabbatical) 

Procedure Name: Tuition Reimbursement Plan - Advanced Credentials for Faculty 


Procedure Statement: Sheridan is committed to the success of its faculty members through ongoing 

professional development that complements Sheridan strategic direction. The Tuition Reimbursement 

Plan: Advanced Credentials for Faculty is designed to provide financial support to full-time faculty 

for courses leading to degrees relevant to Sheridan's strategic direction. 

The plan supports the Tuition Reimbursement Policy: Advanced Credentials for Faculty and is 

designed to: 

- Foster a learning environment for faculty members to further develop and augment their 

knowledge, skills and abilities, enhance their ability to perform present job duties and enable 

them to prepare for future assignments consistent with the growth and advancement of the 

institution. 



- Link support for advanced credentials for faculty to Sheridan's strategic direction. 

- Provide a mechanism for tuition reimbursement related to degree studies. 

Eligibility 

All full-time, non-probationary faculty are eligible to apply for tuition reimbursement according to 

the following terms and conditions: 

Courses 

Courses must lead toward a baccalaureate, masters or doctoral degree at an accredited institution. The 

goals/outcomes of the program must be deemed to complement the college strategic direction, as 

determined by the faculty member's Dean and a Sheridan selection panel. 

Approval 

The Dean's approval is required. He/she makes the determination based on the applicability of the 

proposed educational program to the School/departmental program needs and Sheridan strategic 

direction. It is expected that participation in the degree program will not interfere with the faculty 

member's regular duties and responsibilities. 

A Sheridan panel will assess applications for consistency with criteria and requirements and 

determine funding priority based on available funds. The number of applications for financial 

reimbursement to be approved in any fiscal year may be limited and applications may be denied if the 

available funds have been depleted. Priority will be given to applications that fully support Sheridan's 

needs for advanced credentials, e.g. for teaching in Sheridan applied degree programs. 

Standard of Achievement 

The faculty member must pass each course, with a minimum grade of "B" or equivalent to receive 

reimbursement. 

Timing 

Courses must be determined to be eligible for tuition reimbursement prior to registration. Faculty 

members are expected to pay their tuition costs and seek reimbursement upon completion of the 

course. 

In extenuating financial circumstances, a faculty member may apply to Human Resources for an 

advance on salary to cover the cost of tuition. If the faculty member does not meet the standard for 

reimbursement, the salary advance will be deducted from salary according to a schedule established 

by the faculty member and Human Resources. 

The faculty member must submit a transcript showing the course grade and proof of payment for the 

course (e.g. a copy of the tuition receipt) to Human Resources for reimbursement to be processed. 

Amount 

Each full-time faculty member may be eligible for 50% of tuition fees to a maximum of $7,500 for 

tuition assistance over the span of his/her full-time employment at the College. Reimbursement is 

limited to tuition costs only. Student activity fees, admission fees, late registration fees, material, lab 

or any ancillary fees are the responsibility of the faculty member. 

Responsibilities 

- Faculty members are expected to share their learning experiences with the College community 

through workshops, classes, written articles etc. 



- Faculty members are expected to remain as a full time employee of Sheridan for a minimum of 

one year following receipt of the last tuition reimbursement payment. 

Amendments 

The Tuition Reimbursement Plan: Advanced Credentials for Faculty may be changed or amended 

from time to time as approved by the College Executive. 

Application Procedure 

Eligible faculty members are responsible for meeting all registration requirements for the program 

they are pursuing and for ensuring that applications for tuition reimbursement consideration are 

submitted by the appropriate application deadline dependent upon the start date of programs. The due 

dates for submission of Faculty member Tuition Reimbursement Plans are the first Monday in April 

and October each year the fund is available. Faculty members who submit plans will receive 

notification of acceptance by the first Monday in June for April plans and the first Monday in 

December for October plans. 

1. The faculty member completes an application form for consideration of tuition reimbursement 

that outlines how the intended program of study will benefit the School/College and the 

individual's career plan. 

2. The faculty member discusses the application with his/her Dean. If the Dean supports the 

application, he/she signs the form and describes the application's applicability to the 

School/department plans and to Sheridan strategic directions. 

3. A Sheridan panel will assess applications against the criteria and college requirements and set 

priorities for funding within the funds available. 

4. If the application is approved, faculty members: 

- Will be considered to be approved for all courses required for the program of study; 

- Will be reimbursed on a per course basis; 

- Will register and pay the tuition fees for the approved courses; 

- Upon successful completion of each course with a minimum grade of B or equivalent, 

submit to Human Resources a completed expense form with the original official receipt of 

tuition fees paid and a copy of a transcript or other official report showing the grade report 

for the course. 

5. Human Resources will record the course completion in the faculty member's file and forward 

the approved expense form to Finance to process the reimbursement. 

6. In cases of extreme financial exigency, faculty members may apply to Human Resources for an 

advance against earnings for tuition costs. 

Contact: Jennifer Faulkner 



8.7 Enrolment Projections and Staffing Implications 

Cumulative 

Enrolment* 

Full-time 

Parttime 

Cumulative fulltime 

faculty 

equivalents (F.T.E.) 

Staffing Requirements – Projected 

Cumulative parttime 

faculty 

equivalents (P.T.E.) 

Add columns for 

technical support, 

TA’s, etc. 

Yr. 1 64 0 2 1 1 30/1 

Yr. 2 128 0 4 1 1 29/1 

Yr. 3 192 0 6 1 1 28/1 

Yr. 4 256** 0 8 1 1 28/1 

* The cumulative enrolment assumes a withdrawal rate of 7% per year. 

Ratio of 

full-time 

students/ 

full-time 

faculty 

** The increase in enrolment in the fourth year includes 10 direct entry students from the first bridge 

program. 



9. Credential Recognition Standard 

9.1 Program Design and Credential Recognition 

At the time Humber’s Bachelor of Applied Arts (Interior Design) was approved by the Minister, it 

received the support of major industry associations, and continues to do so. Interior Designers of Canada, 

the Association of Registered Interior Designers of Ontario (ARIDO), the National Council for Interior 

Design Qualification (NCIDQ) and the Foundation for Interior Design Education Research (FIDER) 

stated their support for this program. Like Humber, Sheridan fully supports the principles enunciated by 

these Associations and has incorporated the Council for Interior Design Accreditation (CIDA, formerly 

FIDER) and ARIDO published body of knowledge as well as an emphasis on high standards of 

professional conduct and integrity into its curriculum. 

Additionally, the design of this program is expected to facilitate credit transfer to, and credential 

recognition by, other postsecondary institutions. This is based on the content and academic rigour of the 

program, the expertise of the faculty, and the fact that many individual programs offered by Sheridan are 

already recognized by universities in Canada, the United States and Australia. When Humber originally 

submitted this curriculum to PEQAB, they had received credential recognition from the University of 

Manitoba, Colorado State University, Cornell University, Virginia Tech, and Boston Architectural 

Center. Sheridan plans to pursue recognition of this program from these institutions and is currently in 

discussions with the University of Manitoba for acceptance of our graduates into their Master of Interior 

Design program. (See letter on the following page.) 







10. Regulation and Accreditation Standard 

10.1 Current Regulatory or Licensing Requirements 

Comparison of Sheridan’s Proposed Degree Content to CIDA Professional Standards 

Standard 







Human Factors 










Statistics 



1. Curriculum 

Structure: The 

curriculum is 

structured to 

facilitate and 

advance 

student 

learning. 

2. Professional 

Values: The 

program leads 

students to 

develop the 

attitudes, traits 

and values of 

professional 

responsibility, 

accountability 

and 

Incorporates team 

approaches to design 

X X X X X X X X X 

solutions 


multiple disciplines (e.g. code 

specialists, engineers, 

architects, artists, 

X X X X X 

behaviorists) representing a 

variety of points of view and 

perspectives 


practicing professionals X X X X X X X X 

Variety of business, 

organizational and familial 

structures (e.g. for-profit, nonprofit, 

publicly vs. privately 

X X X X 

held, hierarchical, flat, cohousing, 

nuclear and 

extended family 

Design work experience 

opportunities (e.g. internship, 

co-op, shadowing, or other 

X X X 

experiences 

Follows a logical sequence X X X X X X X X 

Increased in degree of 

difficulty 

X X X X X X X 

Significant concepts are 

interrelated and reinforced 

throughout the curriculum 

X X X X X X X 

Projects demonstrate variety 

and complexity in type, size 

X X X X X 

and scope 

Client and/or user needs and 

their responses to the interior X X X X X X X X X X 

environment 

Professional ethics and the 

role of ethics in interior 

X X X 

design 

Alternate points of view and 

appreciation of cultural X X X X X X X X 

diversity 

Environmental ethics and the 

role of sustainability X X X X X X X 



Standard 







Human Factors 










Statistics 



effectiveness. 

Global perspective and 

approach to thinking and 


(awareness and respect for 

cultural and social differences 

of people 

Understanding the 

implications of conducting the 

practice of design within a 

world market 

X X X X X X 

X X X X X 

3. Design 

Fundamentals: 

Students must 

have a 

foundation in 

the 

fundamentals 

of art and 

design; 

theories of 

design, green 

design, and 

human 

behavior, and 

a disciplinerelated 

history 

Critical, analytical and 

strategic thinking X X X X X X X X X X 

Creative thinking (exhibit a 

variety of ideas, approaches, 

concepts with originality and 

elaboration) 

Thinking visually and 

volumetrically 

X X X X X X X 

X 

Professional discipline (e.g., 

time management, 

X X X X X 

organizational skills) 

Active listening skills (e.g. 

programming interviews, 

participatory critiques, role 

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

playing) 

The value and importance of 

community or public service X X X X X 

Design elements (space, line, 

mass, shape, texture) and 

principles (scale, proportion, 

balance, rhythm, emphasis, 

harmony, variety) 

Colour principles, theories 

and systems (e.g., additive 

and subtractive colour; 

colour-mixing; hue, value and 

intensity; the relationship of 

light and colour) 

Theories of design and 

design composition (e.g., 

functionalism, Gestalt) 

X X X X 

X X X X X 

X X X X X X 

Principles of lighting design 

(e.g., colour, quality, sources, 

use) 

Human factors (e.g., 

ergonomics, 

anthropometry/anthropometri 

cs) 

X X X X 

X X X X X X 



Standard 







Human Factors 










Statistics 



4. Interior 

Design: 

Students 

understand 

and apply the 

knowledge, 

skills, 

processes and 

theories of 

interior design 

The relationship between 

human behavior and the built 

environment 


of principals and theories of 

sustainability 

History of architecture 

History of Art 

X X X X X 

X X X X X 

X 

History of interiors X X X 

History of furnishings X X 


principles in interior design 

projects 

X X X X X 


principles in the development 

of the spatial envelope (e.g., 

volumes of space, visual X X X X 

continuity and balance, visual 

passages, interconnecting 

elements) 

Colour selection and 

application in interior design X X X 

projects 

Programming skills including: 

problem identification; 

Problem solving; 

Identification of client and/or 

user needs; Information 

X X X X X 

gathering research and 

analysis (functional 

requirements, code research, 

sustainability issues, etc.) 

Schematic design and 

concept development and 

problem solving skills 

including: Concepts 

statements; The ability to 

rapidly visualize concepts 

through sketching; Space 

X X X X X 

planning (adjacencies, 

circulation, and articulation 

and shaping of space) and 

the ability to rapidly visualize 

concepts through sketching 

Selection of interior finishes 

and materials X X X X X X 

Layout of furniture, fixtures, 

and equipment X X X 

Furniture selection 

X 

X 



Standard 







Human Factors 










Statistics 



Space plans, elevations, 

sketches and study models X X X 


luminaries and lighting 

X X X X 

sources 

Justifying design solutions 

relative to the goals and 

objectives of the project 

X X X X X X X 

program 


decorative elements X X X X X X 

Drawing, schedules and 

specifications as an 

integrated system of contract 

documents such as 

construction/demolition plans, 

power plans, data/voice 

telecommunication plans, 

X X X X 

elevations, sections, and 

details, interior building 

specifications, furniture 

specifications, finish 

schedules, door schedules, 

etc. 


art and accessories X X X X X 

Design of custom interior 

elements (e.g., case goods, 

floor patterning, textiles) 

Wayfinding methods 

X X X 

X X X X X X 

Graphic identification such as 

signage X X X 

5. 

Communicatio 

n: Students 

communicate 

effectively 

Drafting and letters, both 

manual and computer-aided 

techniques 

Illustrative sketching 

X 

X 

X 

X 

Presentation of colour, 

materials, and furnishings 

(e.g., sample boards, 

X X 

collages, mock-ups, digital 

representation) 

Oral presentations and 

critiques X X X X X X X X 

Written communication (using 

correct spelling, grammar, 

and syntax) in specifications, 

schedules, and contracts and 

other business-related 

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



Standard 







Human Factors 










Statistics 



6. Building 

Systems and 

Interior 

Materials: 

Students 

design within 

the context of 

building 

systems. 

Students use 

appropriate 

materials and 

products. 

documents such as project 

programs, concept 

statements, reports, research 

papers, resumes and 

correspondence 

Render by any medium, 

manual or computergenerated, 

that successfully X X X 

communicates the design 

intent 

Communicate 3-dimensional 

space and form, such as in 

perspectives, paralines, and X X X 

models (computer-generated 

or manual) 

Applying metric system to 

design work X X X X X 

Communicating through 

alternative presentation 

techniques (e.g., audio, 

electronic, film, photography, 

slides, video) 

Construction systems and 

methods (e.g., wood-frame, 

steel-frame, masonry, 

concrete) 

Power distribution systems 

Mechanical systems (HVAC, 

plumbing) 

X X X X X X X X 

X X X X 

Energy management 

X 

Data/voice 

telecommunications systems X X 

Lighting systems X X 

Ceiling systems X X 

Flooring systems (e.g., 

raised, heated) 

X 

Security systems 

Acoustics 

Interface of work station 

furniture systems with 

building systems (e.g. 

columns, fenestration, 

X 

convector units and power 

sources) 

Material/product appropriately 

selected and applied on basis 

of properties and 

X 

performance 

Sources for materials and 

products X X 

X 

X 

X 

X 

X 



Standard 







Human Factors 










Statistics 



7. 

Regulations: 

Students apply 

the laws, 

codes, 

regulations, 

standards, and 

practices that 

protect the 

health, safety 

and welfare of 

the public. 

8. Business 

and 

Professional 

Practice: 

Students have 

a foundation in 

business and 

professional 

practice. 

Sustainable building methods 

and materials 

X X X 

Installation methods (e.g., 

carpet, resilient flooring, wall 

X X 

covering) 

Material maintenance 

requirements X X 


of the impact of fire and life 

safety principals on space 

planning 

Compartmentalization (fire 

separation) 

Movement (stairwells, 

corridors, exit ways) 

Detection (smoke/heat 

detectors and alarm systems) 

Suppression (sprinklers/fire 

hose cabinets) 

X X X X X 

Application of codes, 

regulations and standards X X X X X X 

Barrier-free design guidelines 

(e.g. Americans with 

X X X X X X 

Disabilities Act) 

Ergonomic and human 

factors data X X X 

Indoor air quality 

Noise 

Lighting 

X 

X 

X X X 

X X X 

X X X X X 

Universal design concepts 

and principles X X X X X X 

Project management 

practices 

X X X 

Estimating (e.g. project cost, 

fees) 

X X X 

Budget management X X X 

Project coordination 

(managing input from various 

members of the project 

team), time management, 

scheduling and contract 

administration 

Information management 

(collecting and disseminating 

relevant project information) 

Conflict resolution (facilitating 

solutions to conflicting 

objectives) 

X 

X 

X X X 

X X X X 

X X X X 



Standard 







Human Factors 










Statistics 



Assessment processes (e.g., 

post-occupancy evaluation, 

productivity, square-footage 

X 

X 

ratios, life cycle assessment) 

Certification, licensing and/or 

registration requirements X X 

Professional design 

organizations X X 

Business computer 

applications (word 

processing/spreadsheets) 

Business processes 

(marketing, strategic 

planning, and accounting 

procedures) 

X X X X 

X 

X 



10.2 Letters of Support from Regulatory/Licensing Bodies 





11. Program Evaluation Standard 

11.1 Periodic Review Policy and Schedule 

SHERIDAN 

COLLEGE POLICY 

NO OF PAGES: 

POLICY NO. 

TITLE: 

Program Review 

APPROVED BY: 

Academic Council: May 2007 

Board of Governors: June 2007 


Program Review 


September 2007 

REVIEW DATE: 

September 2010 


Program review is an organized process of collecting and disseminating information to assist the Board, 

the administrators and faculty in making judgements about the effectiveness and quality of academic 

programs. Sheridan is committed to reviewing its programs regularly to ensure quality and effectiveness. 

It is, therefore, the policy of Sheridan College that all Ontario College Certificates, Ontario College 

Diplomas, Ontario College Advanced Diplomas, Ontario College Graduate Certificates and Baccalaureate 

Degrees granted by Sheridan will conduct an annual self-assessment and a comprehensive formal 

program review every five to seven years. 

PRINCIPLES: 

The purpose of program review is to: 

assist the college with the improvement of academic programs; 

provide assurance to the program clientele, the public, and the ministry, that quality control 

procedures are in place; 

provide accumulative results which may indicate trends; 

assess past and recent innovations or changes; 

clarify the role of the program within the institution; 

confirm interest and awareness about the program; 

provide information to other groups as appropriate, e.g. programs and departments affected by the 

reviewed area and interested external agencies; 

confirm, promote and improve quality. 

This process enables academic programs to make adjustments in response to factors such as industry 

needs and feedback from stakeholder groups associated with the program. It also confirms that the 

program is aligned with Sheridan’s strategic direction. 

SCOPE: 

The Program Review Policy applies to all Ontario College Certificates, Ontario College Diplomas, 

Ontario College Advanced Diplomas, Ontario College Graduate Certificates and Baccalaureate Degrees 

granted by Sheridan. 











Contact: Vice President Academic 


Telephone: 905-845-9430, ext. 4061 

Related Policies: n/a 


Degree: official document of the College issued to students who satisfactorily complete the requirements 

of the program, which is normally eight academic semesters and a work placement of no less than four 

months. An Ontario College Degree must conform to guidelines determined by the Ministry of Training 

Colleges and Universities. 

Sheridan Certificate: official document of the College issued to students who satisfactorily complete the 

requirements of the program. The requirements of a Sheridan Certificate are determined locally. 

Ontario College Certificate: official document of the College issued to students who satisfactorily 

complete the requirements of the program, which is normally two academic semesters. An Ontario 

College Certificate must conform to guidelines determined by the Ministry of Training Colleges and 

Universities. 

Ontario College Diploma: official document of the College issued to students who satisfactorily 

complete the requirements of the program, which is normally four academic semesters. An Ontario 

College Diploma must conform to guidelines determined by the Ministry of Training Colleges and 

Universities. 

Ontario College Advanced Diploma: official document of the College issued to students who 

satisfactorily complete the requirements of the program, which is normally six academic semesters. An 

Ontario College Advanced Diploma must conform to guidelines determined by the Ministry of Training 


Ontario College Graduate Certificate: official document of the College issued to students who 

satisfactorily complete the requirements of the program, which is normally two academic semesters. An 

Ontario College Graduate Certificate must conform to guidelines determined by the Ministry of Training 



Procedures: 

Appendix 1: Program Review Procedure 

Supporting Documents: (reference any background documents, forms, etc.) 

Appendix 2: Program Review Key Questions 



12. Academic Freedom and Integrity Standard 

12.1 Policy on Academic Freedom and Academic Honesty 

12.1.1 Academic Freedom Policy 



SHERIDAN 


NO OF PAGES: 3 

POLICY NO. 

TITLE: 

ACADEMIC FREEDOM 


N/A 

APPROVED BY: 

Academic Council: September 28, 2006 

Board of Governors: October 25, 2006 


October 25, 2006 

REVIEW DATE: 



Sheridan recognizes the right of faculty and staff to carry out their teaching and learning activities; to 

pursue research and disseminate and publish the results thereof; to produce and perform creative works; 

to engage in service to the institution and the community; and to express one’s opinion about the 

institution, its administration and society at large, within the parameters established by the Colleges of 

Applied Arts and Technology Act (2002), College policies, ethical guidelines and all applicable 

legislation. 

In classes, laboratories, studios, etc. faculty members are free to discuss any aspect of a topic pertinent to 

the achievement of the learning outcomes of the course being taught as documented in the course outline. 

Faculty and staff are free to act and to speak in their capacity as public citizens without institutional 

censorship or discipline, but must indicate in such instances particularly when speaking as professionals 

that they are not acting as representatives of Sheridan. As professionals and representatives of their 

disciplines, faculty and staff take upon themselves a responsibility for honesty and accuracy in 

professional statements and activity. As members of the Sheridan community, faculty and staff should 

show respect for the opinions of others. 

Principles: 

As an institution dedicated to learning, teaching and service, Sheridan is committed to the principle of 

free expression and exploration of ideas in an atmosphere of mutual respect and tolerance. Like other 

freedoms, academic freedom requires both the assumption of risk and responsibility. Sheridan 

recognizes that the free play of ideas is necessary for the discovery and the dissemination of knowledge. 

However, just as the freedom to act carries with it the responsibility for those actions, the freedom to 

express ideas carries with it an attendant responsibility and accountability. 

The goals of this policy are to: 

- protect the rights of individuals in their pursuit of knowledge without fear of reprisals by the 

college or by third parties; 

- protect the rights of individuals to communicate acquired knowledge and the results of research 



freely; 

- promote and protect creativity; 

- protect the reputation of Sheridan College Institute of Technology and Advanced Learning. 

Policy Scope: 

The Academic Freedom Policy applies to all full and part-time faculty and staff at Sheridan College 

Institute of Technology and Advanced Learning. 

Information And Compliance Plans: 

Faculty and staff are informed about college policies in a number of ways. By the time a policy is 

adopted, it has been reviewed by a number of internal operational committees and councils, many of 

which include faculty and staff representation. Sheridan policies are typically included in faculty 

orientation sessions and appear on the Sheridan web site, and in an internal communications bulletin, 

Information Sheridan. 

Sanctions: 

All Sheridan full and part-time faculty and staff shall be governed by this policy as a condition of 

participation. Potential consequences of non-compliance with this Policy will depend upon the specific 

situation and may range from having the issue dealt with by administration at Sheridan to formal legal 

action. 


Contact: 



Telephone: 905-845-9430, ext. 4061 

Related Procedures, Background Documents And Forms: 

Academic Freedom Procedures: all procedures for handling concerns regarding a breach of the Academic 

Freedom Policy are found in the Academic Freedom Procedures, Procedure # ; 

There are no background documents or forms that accompany this policy. 


1. Policy on Intellectual Products 

2. Policy on Ethical Research Practices 

3. Human Subjects Policy 

This policy should be read in conjunction with Sheridan’s Policy on Intellectual Products, Policy on 

Ethical Research Practices and Human Subjects Policy as these policies inform the understanding of this 

Academic Freedom Policy. 


Staff: all employees of Sheridan College Institute of Technology and Advanced Learning who are not 

members of the Faculty Bargaining Unit. This includes administration, part-time and sessional faculty, 

support staff and contract employees. 

Note: Sheridan wishes to acknowledge Seneca College, Bennington College and others as sources for parts of this policy. 



12.1.2 Academic Honesty Policy 



SHERIDAN 


NO OF PAGES: 

6 

POLICY NO. 

TITLE: 

ACADEMIC HONESTY 


ACADEMIC DISHONESTY 

APPROVED BY: 





REVIEW DATE: 



Sheridan recognizes the responsibility of all faculty members, staff, current and former students, and 

applicants to foster standards of academic honesty, and to be knowledgeable of, and act in accordance 

with such standards. 

It is a breach of academic honesty to falsely claim credit for the ideas, writing, projects, or creations of 

others either by presenting such works as ones own or through impersonation. Similarly, it is a breach of 

academic honesty to cheat, attempt or actually alter, suppress, falsify or fabricate any research data or 

results, official academic record, application or document. 

All Sheridan faculty members, staff and students are expected to be vigilant regarding breaches of 

academic honesty and are responsible for taking appropriate action when it is believed that a breach of 

academic honesty has occurred. All suspected breaches of academic honesty will be investigated. A 

finding of guilt will lead to the imposition of a penalty from the range of sanctions. A lack of familiarity 

with the Policy and Guidelines on Academic Honesty on the part of any member of the Sheridan 

community does not constitute a defense against misconduct. 

Principles: 

A clear sense of academic honesty and the corresponding responsibilities is fundamental to the effective 

learning environment enjoyed by all members of the Sheridan community and to the reputation of 

Sheridan programs that help students and graduates achieve career, economic and social success. The 

Academic Honesty Policy is an affirmation and clarification for all members of the College of their 

obligation to maintain the highest standards of academic honesty. 


(a) protect the integrity of Sheridan credentials that help students and graduates achieve 

career, economic and social success; 

(b) 

(c) 

ensure that grades for all students provide an accurate assessment of their work; 

promote an environment of academic integrity, respect and trust among all members of 

the Sheridan community. 

Policy Scope: 

This Academic Honesty Policy applies to all members of the Sheridan community including faculty 

members, staff, students and applicants. All procedures and sanctions outlined in this policy apply only to 

students. 



Breaches of this policy, by employees, will be handled in a manner consistent with the conditions of their 

employment. Anyone suspecting a faculty or staff member of a breach of Academic Honesty should 

report the concern to the Associate Dean or other staff member to whom the person reports. 



policy is adopted, it has been reviewed by a number of internal operational committees and councils, 


Orientation Sessions, and at the beginning of courses. Policies are referenced on course outlines and in the 

student handbook and appear on the Sheridan web site. Faculty members receive an internal 

communications bulletin, Information Sheridan, that highlights new policies. Prior to receiving their 

timetable, each student is asked to read the Academic Honesty policy and to agree to abide by its terms. 

All students are subject to the terms of the Academic Honesty Policy whether they read the policy and 

agree to abide by its terms or not. 

If a member of the Sheridan community suspects that an individual or individuals are violating the 

Academic Honesty Policy it is their responsibility to investigate the situation. In the case of a student, 

he/she must report his/her suspicions to the faculty member responsible for the course. If a student 

believes that a faculty or staff member is violating the Academic Honesty Policy, then, he/she should 

report this suspicion to the Associate Dean. Where a violation of the Academic Honesty Policy is 

suspected, but where the suspected offence is not related to a course, those with knowledge of the offence 

should contact the Registrar. 

Sanctions: 

Disciplinary sanctions for breach of the Academic Honesty Policy will be levied consistently across the 

College. Discipline will be progressive and tied to the severity of the offence. Penalties for second and 

subsequent offences will be significant. 

1. Assignment of a grade of “0” for the assignment, test, exam, creative work, or project with no 

opportunity to resubmit the work. Whether this will result in a failing grade being issued for the 

course will depend on the proportion of the final grade allotted to this assignment, test, exam, 

creative work or project. A notation will be made by the faculty member on the student’s record in 

the student information system. 

2. In extenuating circumstances, the faculty member may want to allow the student to rewrite the test 

or exam or re-submit the same or an alternative assignment, creative work or project, with a limited 

or reduced grade allowable. The faculty member must discuss the situation with the Associate Dean 

and if they both agree the student will be accommodated. A record of the breach of academic 

honesty will still be kept. A notation will be made by the faculty member on the student’s record in 

the student information system. 

3. Termination from the course in which the breach of academic honesty occurred. A grade of “TM” 

(enrolment termination on the grounds of academic dishonesty) will be reflected on the transcript 

for that course. A notation will be made by the faculty member on the student’s record in the 

student information system. No fees will be refunded for the course. 

4. Suspension or administrative withdrawal from the College, for a period not less than the end of the 

semester/intake in which the student is enrolled, nor longer than one full year (12 months). This 

could result in failures reflected on the student’s transcript for courses in which he/she had not 

accumulated enough marks prior to the suspension. A notation will be made by the faculty member 



on the student’s record in the student information system. No fees will be refunded for that 

semester/intake. 

Apprenticeship students will be “ceased trained.” The faculty members will complete an 

“Apprenticeship Ceased Training Report” and submit it to the Manager, Skilled Trades and 

Apprenticeship. The Manager will keep a copy and forward the original to the Registrar’s Office, 

Skills Training Center. The Registrar’s Office, Skills Training Center will forward a copy of the 

report to the Ministry of Training Colleges and Universities. Readmission to any College 

apprenticeship program will be at the discretion of the College in consultation with a Ministry 

training consultant. In addition, a notation will be made by the Manager on the student’s record in 

the student information system (Mohawk College, Policy on Academic Dishonesty, June 11, 2001). 

Applicants who falsify transcripts, cheat on admission testing, or in any other way violate the 

Academic Honesty Policy, will not be granted admission to the College. The applicant will be 

ineligible for admission to any Sheridan program or course for a period of not less than 1 year. 

Admission to the College will be reviewed on a case-by-case. 

5. Expulsion from the College. This penalty will result in automatic failures reflected on the transcript 

for all courses in which the student is registered, and no fees will be refunded. A notation will be 

made by the Associate Dean/Manager on the student’s record in the student information system. 

The notation will be removed from the student’s record if the student returns and graduates. 

Students who have been expelled from the College as a result of breaching the academic honesty 

policy will not be eligible for re-admission to any Sheridan program or course for a period of not 

less than 3 years. Re-admission to the College will be reviewed on a case-by-case basis. 

Implications of Criminal Acts: It should be noted that some forms of academic dishonesty may involve 

criminal acts which are liable to criminal prosecution as well as sanctions from the College. Examples 

include theft and impersonation. 


Contact: 



Telephone: 905- 845-9430, ext. 4061 


Academic Honesty Procedures: all procedures for handling concerns regarding a breach of the Academic 

Honesty Policy are found in the Academic Honesty Procedures, Procedure #. 

Breach of Academic Honesty Form, Form # . 

Sanction Letter, Form # . 

Attestation of Academic Integrity, From # . 


1. Academic Appeals and Consideration 

Definitions/Explanations/Examples: 






The following list provides definitions for specific acts of academic dishonesty; the examples are intended 

to provide some context in which to apply the definitions, but are not intended as a complete and 

comprehensive list of infractions. If students are unsure of the appropriateness of specific academic 

behaviour, they are strongly advised to discuss the matter with the faculty member to avoid an inadvertent 

breach of academic honesty that may result in the imposition of a sanction. 

Cheating is the attempt to gain an improper advantage on an academic evaluation. Forms of cheating 

include, but are not limited to: 

• stealing, reproducing, circulating or otherwise gaining prior access to examination materials; 

• copying another person’s answer to an examination question; 

• consulting an unauthorized source (e.g., textbooks, website, cheat sheet, another student) during a 

test or examination; 

• communicating verbally, or otherwise, with another student(s) during a test or examination, 

unless specifically instructed to do so by the faculty member; 

• obtaining assistance by means of electronic (e.g., cell phone, PDA, wireless technology), or other 

aids which are not approved by the faculty member (Note: all electronic devices must be turned 

off and out of sight during exams or tests unless the faculty member specifies otherwise); 

• changing a grade or record of an examination result; 

• submitting substantial portions of the same work to more than one course without consulting the 

faculty members who teach the courses; 

• submitting work prepared in whole or in part by another person and representing that work as 

one’s own; 

• offering for sale essays, drawings, portfolio elements, or any other academic work, in whole or in 

part, to other students who may submit the work as their own; 

• preparing work in whole or in part, with the expectation that this work may be submitted by 

another student as their own work. 

Impersonation is taking someone else’s place or having someone else take your place in class, in a test, 

examination or interview, presentation or field placement, when that situation involves academic 

evaluation. 

Plagiarism is the act of presenting another person’s words, research or ideas as your own without 

acknowledging the source of the information used. An individual can be guilty of plagiarizing even if 

he/she did not intend to copy someone else’s work, but simply did not give clear credit when he/she used 

an idea, phrase or concept from another source. Forms of plagiarism include but are not limited to: 

• getting “help” from another person by merely copying what they tell you to do, say or write, 

without personally learning the content; 

• copying, buying or obtaining in another way an essay, project, visual art piece, programming 

code, or other type of work and then submitting it as your own work. This includes buying a 

paper from a research service or a paper mill, or obtaining a paper written by a peer, relative, or 

friend and submitting it as your own. 

• copying another person’s words without the use of quotation marks and appropriate references to 

signify that these are excerpts from someone else’s work; 

• presenting another person’s ideas or theories in your own words without acknowledging that 

person; 



• presenting someone else’s technical, programming, digital information, thinking or expertise as 

your own (e.g., architectural sketches, computer programs, or 3D models); 

• submitting as your own the musical scores, dance routines, visual art pieces, sketches, drawings, 

photographs, etc. created by another artist; 

• submitting work that has been reviewed and altered by someone else (e.g., web sites) as your 

own. Obtaining feedback from others is encouraged as an important part of the learning process 

but it is very important that you get suggestions and that you make necessary changes. It is not 

appropriate for you to have someone review, modify or correct your work and then submit the 

work as your own. 

• not giving credit to a person with whom one has collaborated to create a product. All individuals 

who have contributed ideas or insights into the work produced should be acknowledged. 

Improper research practice: Academic research includes the collection, analysis, interpretation and 

publication of information or data obtained in the scientific laboratory or in the field. Forms of improper 

research practice include but are not limited to: 

• dishonest reporting of investigative results, either through fabrication or falsification; 

• taking or using the research results of others without permission or due acknowledgement; 

• misrepresentation or selective reporting of research results or the methods used. 

Falsification or unauthorized modification of an academic document/record: It is an act of academic 

dishonesty to falsify, fabricate or in any way modify, either through leaving out or changing an academic 

document or record. Examples of falsification include but are not limited to: 

• forging a document or the signature on a document such as a doctors note, letter of 

recommendation or letter of permission; 

• falsifying a transcript, diploma, degree, OSAP or bursary application; 

• falsifying information on an official document such as grade reports, drop/add form, ID card or 

other College document. 

Obstruction of the academic activities of another: It is a violation of academic honesty to interfere 

with the learning activities of another in order to gain unfair academic advantage. 

(York University, Senate Policy, Academic Honesty, April 28, 2005). 

Inappropriate use of digital technology may be a violation of academic honesty. Forms of inappropriate 

use of digital technology may include but are not limited to: 

• Unauthorized entry into a computer file for the purpose of using, reading or changing its contents; 

• Unauthorized transfer of one or more files or part of the data contained within a file; 

• Unauthorized use of another’s identification and password; 

• Use of computing facilities to interfere with, or alter the work of another student, faculty member, 

or College staff member. 

Aiding and abetting: Encouraging, enabling or causing others to do, or attempt, any of the above with 

intent to mislead an instructor, academic unit, program, office or committee as to a student’s academic 

status, qualifications, actions or preparation shall be considered a breach of academic honesty. 

Note: Sheridan wishes to acknowledge York University, Mohawk College, and others as sources for parts of this policy. 



12.1.3 Academic Honesty Procedure 



SHERIDAN 

COLLEGE PROCEDURE 

TITLE: 

ACADEMIC HONESTY PROCEDURE 

NO OF PAGES: 

7 


PROCEDURE NO. 

REVIEW DATE: 

Procedures: 

During a Quiz, Test, or Examination (any situation in which there is evaluation of an individual 

academic achievement in a controlled environment): 

If a faculty member has evidence of cheating on a quiz, test, or examination, and has notified the 

student(s) of this, it is the student’s responsibility to follow up with the faculty member. 

(Note: In situations where an invigilator has evidence of cheating on a quiz, test, or examination, he/she 

must forward that evidence to the faculty member responsible for the evaluation immediately so that the 

faculty member is prepared for the student’s request for a meeting.) 

The student(s) may contact the faculty member by e-mail, phone or through the school office to arrange a 

meeting, but this must be done promptly to ensure that the meeting takes place within five business days. 

If the faculty member does not respond to the student’s request for a meeting within the five business 

days allotted, the student must contact the Associate Dean to request assistance. This may be done by e- 

mail, phone or through the School Office. The Associate Dean must arrange a meeting with the faculty 

member and the student within five business days of receiving the student’s request. 

Prior to meeting with the student the faculty member must document his/her concerns using the Breach of 

Academic Honesty Form (Appendix A). 

a. At the meeting the student will be presented with the Form and given time to read the allegations. 

The student may discuss the allegations with the faculty member. The student will be given an 

opportunity to comment on the allegations outlined on the Breach of Academic Honesty Form and 

will be asked to sign the form. Comments and a signature at this time do not constitute an 

admission of guilt on the part of the student; they are only a documentation of the student’s 

perspective and the fact that the student is aware of the allegations. If the student refuses to sign the 

Form, the faculty member will note (in the Student Comment Section) the date of the meeting and 

the fact that the student refused to sign the Form. At this time the faculty member will determine if 

a breach of the Academic Honesty Policy has occurred and if disciplinary action is necessary. 

b. If the faculty member determines that no breach of Academic Honesty has occurred, he/she must 

decide how to evaluate the student’s work that may have been interrupted. Some examples of how 

to evaluate the student’s work include but are not limited to: 

i. prorating the work that was completed; 

ii. providing a make-up test or exam. 



No record of the concern will be kept. 

c. If the faculty member determines that a breach of Academic Honesty has occurred and disciplinary 

action is necessary, the faculty member will advise the student that he/she will receive a letter 

outlining the sanction for the breach of academic honesty within ten business days. The faculty 

member must check the student’s records to determine if this is a first offence and what the 

appropriate sanction is. If the offence necessitates a level 4 or 5 sanction, or is a second or 

subsequent offence, then within twenty-four hours, the faculty member must refer the matter to the 

Associate Dean who will determine the appropriate sanction. The Breach of Academic Honesty 

Form and all related documentation must be given to the Associate Dean. 

For a first offence, the faculty member must document the offence clearly in the comments section 

of the student’s record. The documentation must include the: 

i. date of the offence; 

ii. course title and course code in which the offence occurred; 

iii. details of the offence; 

iv. sanction imposed; 

v. faculty member’s name and extension number. 

The faculty member must send a letter to the student (Appendix B) outlining the offence, the 

disciplinary action taken and referencing the Academic Consideration and Appeals Policy. A copy 

the letter, with the Breach of Academic Honesty Form and all related documentation must be sent 

to the School Office responsible for the course in which the student is registered and where it will 

be filed. 

d. If the offence has been referred to the Associate Dean, he/she will review the evidence and may 

investigate further if necessary before making a decision. The Associate Dean must document the 

offence clearly in the comments section of the student’s record. The documentation must include: 





v. faculty member’s name and extension number; 

vi. Associate Dean’s name and extension number. 

The Associate Dean must send the student a letter (Appendix B) outlining the offence, the 

disciplinary action taken and referencing the Academic Consideration and Appeals Policy. The 

faculty member must be notified of the sanction. A copy of the letter, with the Breach of Academic 

Honesty Form and all related documentation must be retained in the School Office responsible for 

the program in which the breach occurred. The Associate Dean must notify the student of the final 

decision regarding the sanction within eight business days of receiving the documentation from the 

faculty member to ensure that the ten business day timeframe is met. 

e. If the student wishes to appeal the decision, he/she must follow the process outlined in the 

Academic Consideration and Appeals Policy. 

On an assignment, project, or creative work: 

a. When a faculty member suspects that an assignment, project or creative work has not been 

completed in compliance with the Academic Honesty Policy he/she should document his/her 

concerns using the Breach of Academic Honesty Form (Appendix A). Within five business days of 



noting the concern, the faculty member will contact the student(s) involved and arrange a time to 

meet and discuss the allegation(s). This meeting should occur within five business days of the 

student(s) being notified of the concern. 

b. If the student(s) does not come to the scheduled meeting, or contact the faculty member to 

reschedule, the faculty member will assume that the student is guilty of the offence and will 

proceed to step “e”. 

c. At the meeting the student will be presented with the Form and given time to read the comments. 

The student may discuss the allegations with the faculty member. The student will be given an 

opportunity to comment on the allegations outlined on the Breach of Academic Honesty Form and 

will be asked to sign the form. Comments and a signature at this time do not constitute an 



Form, the faculty member will note (in the Student Comment Section) the date of the meeting and 

the fact that the student refused to sign the Form. At this time the faculty member will determine if 

a breach of the Academic Honesty Policy has occurred and if disciplinary action is necessary. 

d. If the faculty member determines that no breach of academic honesty has occurred, no further 

action is required and no record of the concern is kept. 

e. If the faculty member determines that a breach of Academic Honesty has occurred and disciplinary 

action is necessary, the faculty member will advise the student that he/she will receive a letter 

outlining the sanction for the breach of academic honesty within ten business days. The faculty 

member must check the student’s record to determine if this is a first offence and what the 












The faculty must also send a letter to the student (Appendix B) outlining the offence, the 



to the School Office responsible for the course in which the breach occurred and where it will be 

filed. 

f. If the offence has been referred to the Associate Dean, he/she will review the evidence and may 











The Associate Dean must send the student a letter (Appendix B) outlining the offence, the 


faculty member must be notified of the sanction. A copy of the letter, with the Breach of Academic 

Honesty Form and all related documentation must be retained in the School Office responsible for 

the course where the breach occurred. The Associate Dean must notify the student of the final 

decision regarding the sanction within eight business days of receiving the documentation from the 

faculty member to ensure that the ten day timeframe is met. 

g. If the student wishes to appeal the decision, he/she must follow the process outlined in the 


Falsification of an academic credential: 

a. Where there is evidence to suggest that an academic credential has been falsified, the matter 

(including all relevant documentation) will be referred to the Associate Registrar for investigation. 

b. Once it has been determined that the credential has been falsified, the Associate Registrar will refer 

the matter to the Registrar. 

c. In the case of admission to the College, the Registrar will write to the applicant denying admission 

to the program/course based on a breach of the Academic Honesty Policy. This letter, which will 

reference the Academic Consideration and Appeals Policy, will be sent to the applicant and a copy 

kept in the Registrars office. The Registrar must document the offence clearly in the comments 

section of the applicant’s record. The documentation must include: 


ii. name of document that was falsified; 

iii. details of the falsification; 


v. Registrar’s name and extension number. 

d. In the case of a current student or graduate, the Registrar will consult with the Associate Dean 

responsible for the program before corresponding with the student. A letter, which will reference 

the Academic Consideration and Appeals Policy, will be sent by the Registrar, to the student and a 

copy will be sent to the School Office responsible for the program. The Registrar must document 

the offence clearly in the comments section of the student’s record. The documentation must 

include: 


ii. name of document that was falsified; 

iii. details of the falsification; 


v. Associate Dean’s name and extension number; 

vi. Registrar’s name and extension number. 

For a graduate, the party to whom they have presented the falsified credential will be notified by 

letter that the credential is not valid. 

e. If the applicant/student wishes to appeal the decision, he/she must follow the process outlined in the 




For all other breaches of Academic Honesty: 

a. A faculty member who suspects a breach of academic honesty will document his or her concerns 

using the Breach of Academic Honesty Form (Appendix A). 

b. If a faculty or staff member is notified of a suspected breach of academic honesty in a course he/she 

teaches, it is his/her responsibility to investigate the situation. Upon investigation, if the suspicion 

appears valid, the faculty member or staff member will document his or her concerns using the 

Breach of Academic Honesty Form (Appendix A). 

c. Within five business days the faculty or staff member will notify the student(s) involved of his/her 

concern and arrange a time to meet with the student(s) within the next five business days to discuss 

the allegation. 

d. If the student(s) does not come to the scheduled meeting, or contact the faculty or staff member to 

reschedule, the faculty or staff member will assume that the student is guilty of the offence and will 

proceed to step “e”. 

e. At the meeting the student will be presented with the Form and given time to read the allegations. 

The student may discuss the allegations with the faculty or staff member. The student will be given 

an opportunity to comment on the allegations outlined on the Breach of Academic Honesty Form 

and will be asked to sign the form. Comments and a signature at this time do not constitute an 



Form, the faculty or staff member will note (in the Student Comment Section) the date of the 

meeting and the fact that the student refused to sign the Form. At this time the faculty member will 

determine if a breach of the Academic Honesty Policy has occurred and if disciplinary action is 

necessary. 

f. If the faculty or staff member determines that no breach of academic honesty has occurred no 

further action is required and no record of the concern is kept. 

g. If the faculty member determines that a breach of academic honesty has occurred and disciplinary 

action is necessary, the faculty or staff member will advise the student that he/she will receive a 

letter outlining the sanction for the breach of academic honesty within ten business days. The 

faculty member must check the student’s record to determine if this is a first offence and what the 














The faculty member will send the student a letter (Appendix B) outlining the offence, the 



to the School Office responsible for the course in which the breach occurred and where it will be 

filed. 

h. If the offence has been referred to the Associate Dean, he/she will review the evidence and may 









The Associate Dean will send the student a letter (Appendix B) outlining the offence, the 


notification of the sanction will be sent to the faculty member. A copy the letter, with the Breach of 

Academic Honesty Form and all related documentation must be retained in the School Office 

responsible for the program in which the student is registered. The Associate Dean must notify the 

student of the final decision regarding the sanction within eight business days of receiving the 

documentation from the faculty member. 

i. If the student(s) wishes to appeal the decision, he/she must follow the process outlined in the 


Each school will maintain a file of all violations of the Academic Honesty Policy filed by course code and 

student name. These files will be active for one year allowing time for any appeals to be processed. 

Sheridan expects faculty members and staff to act professionally and respect the student’s right to 

confidentiality regarding issues of academic honesty. The situation should only be discussed with 

individuals who can provide useful input. Discussion should never occur in a public space but must be 

conducted behind closed doors to ensure that the student’s right to confidentiality and privacy is 

maintained. 

Report On Breaches Of Academic Honesty: 

Sheridan would like to reduce incidence of academic dishonesty. This policy and the attestation have 

been designed to increase awareness on by all members of the Sheridan community of what academic 

dishonesty is and the importance the College attaches to Academic Honesty. A statistical report on 

breaches of academic honesty will be prepared annually by the Registrar’s Office, summarizing 

information found in the comment sections of the students’ records. From this, the College will be able to 

track breaches of the Academic Honesty Policy and use the data to develop further strategies for reducing 

academic dishonesty. 

Note: Sheridan wishes to acknowledge York University, Mohawk College, and others as sources for parts of this procedure. 



12.2 Policy on Intellectual Products 

Policy Name: Copyright Ownership 



Policy Statement: The College recognizes and values the contribution of employees and students in 

the Works they produce and seeks to balance the rights of the creators with the interests of the 

College while encouraging educational innovation and creativity. 

Works owned by the College: 

As an employer, the College claims ownership of copyright in Works created by employees in the 

normal course of their employment. Such Works, described in detail in Glossary of Terms, include: 

a. the Curriculum which includes but is not limited to: 

i. teaching support materials 

ii. teaching/learning resources produced on assignment 

iii. instructional by-products 

iv. curriculum support materials 

b. administrative materials 

c. professional, technical and artistic Works produced on assignment. 

Works owned by employees: 

The College recognizes the ownership of copyright in Works created by employees on their own 

initiative and own time where an extensive use of College facilities, resources or funds are not used in 

the creation or reproduction of the Works. Such Works include: 

a. teaching/learning resources 

b. professional, technical and artistic Works 

c. personal Works 

d. works produced on sabbatical leave where the prime purpose of the sabbatical leave was not to 

create the Works. 

Works owned by students: 

Students own the copyright to the Works they produce. The College does not claim ownership of any 

Works created except where: 

a. the student received compensation as an employee of the College for the creation of the Work; or 

b. the creation of the Work required the extensive use of College facilities, resources or funds. 

The College will automatically be licensed to present student-produced Works for instructional 

purposes in Sheridan College courses for up to five years after the creation of the Works. The use of 

these Works for non-instructional purposes (e.g. College publicity) or for instructional purposes 

beyond the five-year period requires the consent of the creators of the Works. 


The policy is intended to meet the following goals: 

Encourage educational innovation: Encourage an environment where teaching and learning flourish, 

where the development of Works of value will be regarded as a normal rather than exceptional 

activity. 



Promote new ventures: Provide the base from which the College and its employees can pursue new 

markets for educational works originally designed for the College’s internal use. 

Balance of rights: Seek an equitable balance between the rights of creators in their Works and the 

interests and rights of the College. 

Recognize existing rights and practices: Work within the spirit and the letter of the existing 

employer-employee contractual agreements and within Canadian copyright laws while respecting 

accepted practices of academia and the rights of individuals. 

Recognize student rights: Acknowledge rights to the Works students create and offer value for the 

learning materials they acquire. 

Policy Scope: This Copyright Policy addresses the rights and responsibilities of the College, its 

employees, students and any other persons affiliated with the College, with regard to copyright in 

Works which they may create while engaged in their activities associated with the College. This 

policy also covers copyright in Works created as part of work undertaken with external partners, 

sponsored research and development, and contract training unless separate agreements exist. 

This Policy and its associated procedures, applies to all employees, students and to any other persons 

affiliated with the College. 

This Policy is intended to provide broad guidelines and principles. The terms and conditions 

regarding copyright ownership, use of and compensation for Works produced at or in association with 

the College and other copyright related issues are to be negotiated between the parties and set down in 

a written agreement including, if applicable, the division of royalties or other income derived from 

Works. Each agreement will be determined on a case-by-case basis. 

Sanctions/Actions/Appeals: Potential consequences of non-compliance with this Policy will depend 

upon the specific situation and may range from having the issue dealt with by administration at the 

College to formal legal action. 

The College may vary the terms of this Policy by notice to employees, students and any other persons 

affiliated with the College. Any variation from this Policy must be agreed to in writing by all parties. 

Contact: 

Name: Bob Jones 

Department: Vice-President, Academic 

Telephone: 905-845-9430 


Procedures: 

College Use of Employee-Owned Works 

Contracting of Work for Hire 

Other Use of Works by Creators 

Recognition of Moral Rights 

Use of Classroom Recordings 

Use of College Resources 

Supporting Documents: 

Copyright Primer: background info by Bob Jones, 1996 



PROCEDURE 

Procedure Name: College Use of Employee-Owned Works 


Procedure Statement: 

Works created by employees on their own initiative, on their own time and without Extensive Use of 

College facilities, resources and funds, are owned by them. These are often created because of a 

perceived lack of similar materials from commercial publishers. 

As with any other curricular materials, the adoption of employee-owned Works within the College 

curriculum is subject to the approval of the appropriate Dean. 

As part of this approval process, the Dean may seek the advice of a committee of academic peers to 

1. Determine how and by whom employee-owned Works may be used in the College’s 

curriculum; 

2. Ensure that the price that Sheridan students pay for these resources does not exceed the fair 

market value for similar materials. 

As part of this approval process, the College may require the copyright owner to grant the College a 

license to use the materials in College courses and sections other than those taught by the owner. The 

terms of such a license are to be negotiated between the College and the employee(s). 

Contact: Bob Jones 

Procedure Name: Contracting of Work for Hire 


PROCEDURE 


There may be uncertainty related to the ownership of a Work created for the College by a person who 

is not an employee of the College. 

It is in the interest of both the creator and the College to have a clear written understanding of the 

status of the copyright ownership in a Work for hire. 

The College claims copyright ownership of any Works made for hire by creators and contributors 

who are not College employees or students. This claim of ownership will be effected through 

separate, project-specific contracts. 




PROCEDURE 

Procedure Name: Other Use of Works by Creators 



Creators of a Work may wish to see their Works used beyond the original context for which they 

were designed. Creators of a Work in which the College holds the copyright may request a license of 

the transfer of some or all the rights in the Work for this purpose. 

In the case that the College chooses to grant a license or to transfer all or some of its rights in a Work 

to the creators of that Work, a written agreement is required, which may include the following 

conditions: 

1. The College will retain the right to use the Work within the college; 

2. Sheridan College may direct how its name and logo will be used in the Work or other materials 

associated with the Work; 

3. The College may require payment of royalties or other compensation. 


Procedure Name: Recognition of Moral Rights 


PROCEDURE 


Copyright is an economic right. Moral rights are defined in the Copyright Act. Moral rights include 

the creator’s right to the integrity of the Work and the right to be associated with the Work as its 

creator/author. 

The author maintains moral rights to the Work even if the copyright is owned by another party. The 

College recognizes creators’ moral rights in Works where the College owns the copyright and will 

ensure that creators’ names are associated with their Works. 

If revisions or updates are required for a Work, the College will first ask the creators of the Work to 

undertake these tasks. 




Procedure Name: Use of Classroom Recordings 


PROCEDURE 


Classroom proceedings are sometimes recorded on audio or videotapes. This is especially feasible in 

the case of classes delivered using the College’s videoconferencing facilities. 

Audio and video recordings of classroom proceedings are defined as instructional by-products. As 

such, the College owns the copyright in these recordings. The College recognizes, however, that its 

rights to exploit these recordings are constrained by the personal rights of the participants. 

Any recordings of classroom or teleconferencing activities are to be used solely for the benefit of the 

students enrolled in the class and the Employees assigned to the class for purposes related to the 

College curriculum. For example, the recordings may be used to allow students to review class 

proceedings, to allow the teacher to evaluate class participation or to allow students who missed a 

class to view what took place in that class. 

The College will not use recordings of classroom or videoconferencing activities for reasons other 

than the educational needs of enrolled students without the prior consent of all participants who 

appear visually or audibly in the recordings. 


PROCEDURE 

Procedure Name: Use of College Resources 



College resources should be used solely for College purposes and not for personal gain or for any 

purposes not related to College courses, programs or other College related activities. 

The extensive use of College facilities, resources or funds in the creation of materials should be 

documented and agreed to prior to starting the Work. Such an agreement should indicate, among 

other things, whether the copyright in the Work will be owned jointly or separately by the College. 

If the Work is owned by the employee or the student, the agreement should state under what 

conditions the College will be reimbursed for the use of its facilities, resources or funds and what 

usage the College will be able to make of the Work. 

The extensive use of College facilities, resources or funds is defined as the cumulative use of such 

facilities, resources (including human resources) or funds, for a particular Work that would cost the 

creator more than $1000 if purchased, leased or contracted in the public market. It does not include 

the casual, normal or incidental use of facilities such as the library, office space, studios, labs, and 

desktop computers available to all employees and students. 







POLICY NO. 

POLICY: 

APPLIED RESEARCH POLICY 

REFERENCE: EXTERNAL RELATIONS COMMITTEE - April 7, 2005 

ACADEMIC AND STUDENT AFFAIRS COMMITTEE - June 1, 2005 

BOARD OF GOVERNORS – June 15, 2005 

RELATED POLICY: 

This policy should be applied in conjunction with Sheridan’s Human Subjects Policy, Research 

Integrity Policy and Applied Research Intellectual Property Policy. This policy shares a glossary of 

terms with the Applied Research Intellectual Property Policy. 


To ensure that research conducted at Sheridan contributes to Sheridan’s goals and is of sufficient 

quality to enhance Sheridan’s reputation this policy requires that: 

• All research proposals, contracts and projects including, without limitation, all research projects 

conducted under the name of Sheridan or with Extensive Use of Sheridan’s Facilities and/or 

Resources, must be approved before commencing and this approval must be reviewed annually 

during the duration of the research project; 

• Sheridan recognize approvals granted by outside Research Ethics Committees for the purposes of 

Faculty and other Employees conducting Masters and/or Ph.D. research within Sheridan; 

• Researchers agree to be bound by Sheridan’s research policies; and 

• All research reports provided to external parties are approved before release. 

PRINCIPLES/GUIDELINES: 

The objective of this policy is to ensure that research undertaken at Sheridan and presented in 

Sheridan’s name is of sufficient quality to enhance Sheridan’s reputation. It is also intended to 

maximize the contribution of research to the academic programs, minimize Sheridan’s exposure to 

risk and ensure the appropriate use of Sheridan’s resources. 

Proposed research projects will be evaluated against the following criteria: 

a) Potential contribution to present or future academic programs (Post Secondary & Part Time) 

b) Contribution to Sheridan's strategic goals 

c) Potential contribution to and protection of Sheridan's reputation 

d) Adequacy of research design 

e) Adequacy of resources in light of design 

f) Feasibility and likelihood of successful project completion 

g) Protection of the researcher’s rights and academic freedom 

h) Potential for creating knowledge 

i) Degree to which the project builds industry and community relationships 

j) Capabilities and qualifications of the research personnel 

k) Requirement for use of Sheridan facilities and resources 

l) Provisions for Intellectual Property (IP) disposition 

m) Time available for research staff to undertake research 



n) Opportunities for student involvement 

o) Protection against exploitation of staff or students 

p) Ethics approval if project involves human subjects 

q) Financial benefit/cost to Sheridan 

r) Potential risk and adherence to policies of funding agencies and Sheridan and government 

regulations, including such areas as the environment, ethical treatment of animals and other 

relevant policies. 

s) Appropriate cost transfers being available to compensate departments covering researcher’s 

salary. 

It is recognized that projects may not meet all of the criteria, but that a critical level of adherence 

should be evident in all proposed projects that go forward. 

External research reports resulting from approved research projects will be reviewed for quality, 

adherence to scholastic and research standards and to the policies of Sheridan and the funding 

agencies. 

POLICY SCOPE: 

Types of research covered by policy: 

• Government/agency funded research 

• Industry funded research (normally with contractual arrangements) 

• Sheridan funded research through internal funds 

• Unfunded research that uses Sheridan facilities (i.e. researchers donate time) 

• Unfunded research where the researcher identifies himself/herself as associated with Sheridan 

The general characteristics that would define research as an activity would be: 

• An investigation that is intended to yield new information 

Full definition: “Any attempt that requires (or should require) careful scientific or technical 

enquiry, experimentation, study, observation, analysis and recording to: 

- Discover new knowledge and information 

- Develop new interpretation of facts, knowledge or information, or 

- Discover new means of applying existing knowledge.” 

• The requirement for some form of report on results 

• The use of Sheridan facilities and/or resources in a way not directly and exclusively related to 

teaching 


All those engaged in research at Sheridan shall be governed by this policy as a condition of 

participation. Potential consequences of non-compliance with this Policy will depend upon the 

specific situation and may range from having the issue dealt with by administration at Sheridan to 

formal legal action. 

Sheridan may vary the terms of this Policy by notice to employees, students and any other persons 

affiliated with Sheridan. All parties must agree to any variation from this Policy in writing. 


Contact: Director of Research 

Department: Business Development (Office of Research) 

Telephone: 905-815-4232 



Review Date: 

Related Policies and Procedures: 

Approval of Research Projects, Annual Review of Research Projects and Approval of Research 

Reports 

Approval Sequence: 

Applied Research Steering Committee: April 30, 2003 

Executive Committee: February 10, 2005 

External Relations Committee: April 7, 2005 

Academic and Student Affairs Committee: June 1, 2005 

Board of Governors: June 15, 2005 






POLICY NO. 

PROCEDURE: 

APPROVAL OF RESEARCH PROJECTS, PROPOSALS, 

CONTRACTS AND REPORTS 

RELATED POLICY: APPLIED RESEARCH POLICY 

REFERENCE: EXTERNAL RELATIONS COMMITTEE – April 7, 2005 

ACADEMIC AND STUDENT AFFAIRS COMMITTEE – June 1, 2005 


PROCEDURE STATEMENT: 

To ensure research quality and to protect and enhance Sheridan’s reputation, research projects must 

be approved before proposals are made, before contracts are entered into and before work 

commences. Proposed projects should be discussed in advance with the Director of Research and the 

appropriate Dean. Project proposals must be submitted in advance to the Office of Research in 

sufficient time (normally 1 week) for review before deadlines. 

1. Approval of research projects to be by: 

• the Director of Research (for adherence to policies and general strategic plan) 

and 

• the Dean of the principal investigator’s school (for fit with academic programs, for 

researcher’s qualifications and expertise, and for potential researcher availability ) 

Where the principal investigator does not report to a Dean, the assessment of fit, qualifications, 

expertise, and availability will be the responsibility of the Director of Research, or the Vice 

President Academic for those research projects involving faculty and/or staff conducting Ph.D. 

and/or Master’s level research. 

2. Multi year projects normally require annual review of the approval by the appropriate Dean. 

3. Any research contract with external bodies must be approved in advance by the Director of 

Research and must be signed by the appropriate Officer of Sheridan. 

4. Proposals to funding agencies are to be approved by the Director of Research in advance of 

submission, and in some cases must be signed by an Officer. 

5. Research must be conducted according to the Human Subjects, Intellectual Property, Research 

Integrity and any other policies established by Sheridan and be consistent with accepted standards 

of conduct and government policies in other areas such as the environment, ethical treatment of 

animals etc. 

6. Any research report to be provided to parties outside Sheridan must be approved by the Director 

of Research and Dean of School involved prior to its release. 

7. A copy of all external research reports is to be provided to the Office of Research to be kept on 

file. 




Telephone: 905-815-4232 






POLICY NO. 

PROCEDURE: 

ANNUAL REVIEW OF RESEARCH PROJECTS 

RELATED POLICY: APPLIED RESEARCH POLICY 

REFERENCE: EXTERNAL RELATIONS – April 7, 2005 

ACADEMIC AND STUDENT AFFAIRS COMMITTEE –June 1, 2005 



To ensure research quality and to protect and enhance Sheridan’s reputation, long-term research 

projects must be reviewed annually. Within 30 days of the project anniversary, the principal 

investigator must submit an annual report for review by the Director of Research and the appropriate 

Dean. 

Researchers are encouraged to discuss emerging problems or successes with the Director of Research 

and/or the appropriate Dean in advance of their annual report. 

1. The Principal Investigator will prepare a report detailing the proposed objectives, activities, 

milestones, deliverables, budget etc as well as actual progress for the year with respect to these 

elements. In addition the investigator should set out proposed objectives, activities, milestones, 

deliverables, budget etc for the coming year 

2. The annual report will be reviewed by 

• the Director of Research (for adherence to policies and contract provisions, and to identify any 

areas where future changes or supports may be needed) 

and 

• the Dean of the principal investigator’s school (to ensure continued fit with academic programs 

and researcher availability) 

Where the principal investigator does not report to a Dean, the assessment of fit, and availability 

will be the responsibility of the Director of Research 

3. Any research report to be provided to parties outside Sheridan must be approved by the Director 

of Research and Dean of School involved prior to its release. 

4. A copy of all external research reports is to be provided to the Office of Research to be kept on 

file. 




Telephone: 905-815-4232 



12.3 Policy on Ethical Research Practices 

POLICY NO. 




POLICY: 

RESEARCH INTEGRITY POLICY 



BOARD OF GOVERNORS – JUNE 15, 2005 

RELATED POLICY: 

This policy should be applied in conjunction with Sheridan’s Applied Research Policy, Human 

Subjects Policy and Applied Research Intellectual Property Policy. 


Sheridan is committed to the highest standard of integrity in research. Sheridan expects its researchers 

and others conducting research within Sheridan to adhere to ethical principles in their research 

activities and will monitor conformity with those principles. 

Sheridan has therefore undertaken to define its policies and expectations with regard to integrity, in a 

manner consistent with encouraging the highest standards of research and scholarship. Sheridan 

regards any action that is inconsistent with integrity as misconduct. 


Sheridan holds all researchers undertaking research projects responsible for upholding the following 

principles: 

a. using rigour and integrity in obtaining, recording and analyzing data, and in reporting and 

publishing results; 

b. recognizing the substantive contributions of Contributors and Students ensuring that authorship of 

published work includes all those who have materially contributed to, and share responsibility 

for, the contents of the publication, and only those people; 

c. getting permission to use and acknowledging the contribution of others, whether published or 

unpublished; 

d. using archival material in accordance with the rules of the archival source; 

e. obtaining the permission of the author before using information, concepts or data originally 

obtained through access to confidential manuscripts or applications for funds for research or 

training that may have been seen as a result of processes such as peer review; 

f. revealing to sponsors, universities, journals or funding agencies, any material conflict of interest, 

financial or other, that might influence their decisions on whether the individual should be asked 

to review manuscripts or applications, test products or be permitted to undertake work sponsored 

from outside source 



POLICY SCOPE: 

This policy applies to individuals at Sheridan involved with research, as defined in the Applied 

Research Policy, in any capacity whatsoever. Anyone working under the aegis of Sheridan engaging 

in research, using Sheridan’s facilities, or seeking approval of Sheridan for research must adhere to 

the highest level of ethical standards. 

All researchers, whether Employees or Students, are covered by this policy. 

SANCTIONS/APPEALS: 

The Vice President, Finance and Administration who shall initiate an inquiry according to the 

Procedure for Handling Allegations of Research Policy Violations shall deal with allegations of 

violations of this policy. 

Contact: 

Name: Director of Research 


Telephone: 905-815-4232 

Review Date: 





Academic and Student Affairs Committee – June 1, 2005 


Procedures: Procedure for Handling Allegations of Research Integrity Policy Violations 






POLICY NO: 

PROCEDURE: 

PROCEDURE FOR HANDLING ALLEGATIONS OF RESEARCH 

POLICY VIOLATIONS 

RELATED POLICY: RESEARCH INTEGRITY POLICY 





Allegations of breach of this policy should be brought to the attention of the Vice President, Finance 

and Administrative Services who shall initiate an immediate inquiry. The Vice President will also 

inform respondents of the charges and the process. The inquiry will involve gathering information 

and an initial fact-finding to determine whether the matter warrants further investigation, and it 

should be completed in sixty (60) days. 

Records shall be maintained of all such proceedings. 

A written report will be presented to the appropriate academic managers involved with sufficient 

detail to permit a later assessment of the reasons for determining that further action was, or was not, 

necessary. In conducting the inquiry the Vice President will secure the necessary and appropriate 

expertise to carry out a thorough and authoritative evaluation of the relevant evidence. 

In so far as is possible all individuals involved including the person bringing forward the information 

and the person who is subject to the inquiry, are to be interviewed, as are others who might have 

information bearing on the allegations or their key aspects. Transcripts or summaries of an 

interviewed party should be provided to that party for comment and revision, and are to be included 

in the file of the investigation. 

A copy of the written report is to be supplied to the person against whom the allegation was brought, 

and that person shall be given the opportunity to make a full answer to the report. The respondent’s 

answer shall be made part of the record. 

Sheridan will ensure, in so far as possible, that individuals bringing forward information and/or being 

interviewed are protected from retaliation, and respondents from frivolous or malicious allegations. It 

is a violation of professional responsibilities to make frivolous or malicious allegations of misconduct 

in research. It is also a violation of professional responsibility to participate in, encourage, or condone 

misconduct in research. 

The privacy of persons reporting apparent misconduct is to be protected to the fullest extent possible. 

Other affected individuals are to be afforded confidential treatment as far as possible, and are to be 

given an opportunity to comment on allegations and findings of the inquiry. Reasonable measures 

shall be taken as are necessary to protect, to the maximum extent possible, the positions and 



reputations of those persons who, in good faith, make allegations of misconduct, and of those persons 

against whom allegations of misconduct are not confirmed. 

The record of each inquiry will be retained for a period of three years. 

Upon receipt of the report and the respondent’s response, if any, the Vice President will recommend 

further action if the allegation of misconduct is substantiated. If such further action includes any 

disciplinary action against a staff member, it shall be in accordance with standard Sheridan practices. 




Telephone: 905-815-4232 






POLICY NO. 

POLICY: 

HUMAN SUBJECTS POLICY 





This policy should be applied in conjunction with Sheridan’s Applied Research Policy, Research 

Integrity Policy and Applied Research Intellectual Property Policy. 

Sheridan recognizes the importance of the preservation of human dignity and the ethical treatment of 

any human subjects involved in research. 

Therefore: 

• Sheridan shall appoint and maintain a Research Ethics Board (REB) who shall establish and 

monitor the implementation of policies regarding the treatment of human subjects. 

• All research projects involving human subjects must be approved by the REB in advance of any 

recruitment of the participants for the research. 

• The REB may delegate approval of projects meeting criteria of minimal risk to the Director of 

Research and/or the Chair of the REB. 

• All participants capable of providing consent must understand the consent provisions and sign 

appropriate (and understandable) consent forms. 

• Where potential participants are judged incapable of providing consent, the researcher must 

obtain appropriate consent from a legal guardian prior to their involvement in the research 

project. Information regarding the appropriate form of consent will be available from the Office 

of Research. 


Sheridan supports a proportionate approach to human subjects research review based on the general 

principle that the more invasive the research, the greater should be the care in assessing the research. 

Sheridan recognizes the following universal principles to guide ethical research conduct: 

a) Respect for human dignity 

b) Respect for free and informed consent 

c) Respect for vulnerable persons 

d) Respect for privacy and confidentiality 

e) Respect for the law 

f) Respect for fairness and equity 

g) Respect for trustworthiness and honesty 

h) Protection of participants and researchers from injury or harm 

Research proposals must demonstrate that appropriate methods will be used to protect the rights and 

interests of participants in the conduct of research. 



POLICY SCOPE: 

This policy applies to individuals associated with Sheridan in any capacity whatsoever conducting 

research involving human subjects. Anyone working under the aegis of Sheridan engaging in 

research, using College facilities, approaching Sheridan personnel (staff or students) or seeking 

approval or endorsement from Sheridan for research involving human subjects must adhere to the 

highest level of ethical standards. 

Research Proposals for Research Involving Human Subjects Shall Be Subject To Ethical Review 

Unless specifically excluded (see section below), the requirement for ethical review applies to 

research proposals involving human subjects whether or not financial support is involved and whether 

or not an ethical review is required by another agency. 

- Human Subjects refers to living individuals and to groups of living individuals, such as publicly 

identifiable social, ethnic, religious, or economic groups. 

- Research means any gathering of information from or about human subjects. This includes but is 

not limited to physical, sociological, or psychological tests and measurements, surveys, nonintrusive 

systematic observation, interviews, focus groups, and the study of recorded data from 

previous studies, databases, and archives, in which it is possible to identify living individuals. 

Research Not Subject To Ethical Review 

The following kinds of research proposals are specifically exempted from the need for ethical review: 

1. Quality assurance studies, performance reviews, questionnaires concerning employee 

performance or course content distributed to a class by instructors or others within normal 

educational requirements. 

2. Research conducted by Sheridan where such research is conducted to meet external reporting 

requirements or to facilitate the management of the institution. 

All other researchers should complete the statement of Ethical Review, submit it to the Office of 

Research and receive confirmation from the Office of Research that further ethical review is not 

required prior to recruiting participants and prior to commencing research. 

1. Research or other study of the published writing or other public utterances of human subjects. 

2. Research where data are in the public domain. 

EXPEDITED APPROVAL: 

Proposed projects meeting the criteria of “minimal risk” as defined in Appendix B may be provided 

with an Expedited Approval by the Director of Research and/or Chair of the Research Ethics Board. 


Any allegations of breach of this policy will be handled according to the Procedure for Handling 

Allegations of Research Integrity Policy Violations 




Telephone: 905-815-4232 

Review Date: 



Related Polices and Procedures: Research Ethics Board Responsibilities 

Submission Procedure for Ethical Review 





Academic and Student Affairs Committee – June 1, 2005 







POLICY NO. 

PROCEDURE: 

RESEARCH ETHICS BOARD RESPONSIBILITIES 

RELATED POLICY: HUMAN SUBJECTS POLICY 





Sheridan shall maintain a Research Ethics Board. This Board exercises the authority of the President 

in matters concerning research on human subjects and is responsible to the President in all matters 

concerning such research under the aegis of Sheridan. 

The purpose of the Research Ethics Board is both to educate the Sheridan community as to ethical 

issues in research and to review research proposals to ensure ethical research behaviour. The 

Research Ethics Board will meet on a regular basis and will keep written documentation of all of its 

activities. 

The Research Ethics Board shall consist of at least five members, including at least one representative 

from outside of Sheridan (meaning someone not formally associated with Sheridan at the time the 

Research Ethics Board is constituted. For the sake of clarity, an alumnus of Sheridan not otherwise 

associated with Sheridan would be a representative from outside of Sheridan.) Members of the 

Research Ethics Board will be nominated by the Director of Research and appointed by the President. 

The President also shall appoint a Chair of the Research Ethics Board. The Chair of the Research 

Ethics Board shall be a representative from outside of Sheridan. Members of the Research Ethics 

Board shall be knowledgeable in research ethics issues. 

The Board may add temporary members to provide relevant expertise when required. 

The Research Ethics Board has the authority to make the rules and regulations necessary to 

implement this policy, including the authority to delegate to academic sectors the ability to carry out 

and approve the ethical review of student projects that are conducted under faculty supervision as part 

of approved Sheridan courses. However, the Research Ethics Board always bears sole responsibility 

for ethical approval. 

The Office of Research shall provide ongoing education to the Sheridan research community on 

research integrity issues. 

Researchers and Research Ethics Board members shall disclose actual, perceived or potential 

conflicts of interest to the Research Ethics Board. 

The Standards for Assessing a Research Ethics Board Application are outlined in Appendix A of this 

draft. 



Principles: 

The Research Ethics Board shall use a proportionate approach to research review based on the general 

principle that the more invasive the research, the greater should be the care in assessing the research. 

Reviews of proposals involving “minimal risk” shall normally involve expedited reviews. 

The standard of minimal risk to participants is commonly defined as follows: If potential participants 

can reasonably be expected to regard the probability and magnitude of possible harm implied by 

participation in the research to be no greater than those encountered in those aspects of his or her 

everyday life that relate to the research then the research can be regarded as within the range of 

minimal risk. Above the threshold of minimal risk, the research warrants a higher degree of scrutiny. 

The Research Ethics Board shall assign each application to one of the following categories: accepted, 

conditionally accepted subject to revisions, or rejected. 

Applicants will be provided a written record of the decision, including reasons for the classification. 

A rejected application may be resubmitted to address shortcomings. 

A resubmitted application that was rejected a second time may be appealed to the President’s office 

within ten (10) working days of receipt of the decision. 




Telephone: 905-815-4232 






POLICY NO. 

PROCEDURE: 

SUBMISSION PROCEDURE FOR ETHICAL REVIEW 

RELATED POLICY: HUMAN SUBJECTS POLICY 





Anyone associated with Sheridan conducting Applied Research and anyone that is conducting 

Applied Research that is or could be associated with Sheridan must: 

a) Submit an Application for Ethical Review to the Research Ethics Board (See Appendix B), 

unless excluded as described in Policy Scope, before beginning implementation of a project or 

acquiring resources for it. This applies to all projects whether or not special financial support is 

involved and whether or not an ethical review is required by another agency. 

- Students assisting in research projects under faculty supervision must ensure that they 

adhere to the ethical review policy when reporting to the academic manager of their 

program or course or an appointed designate. 

- Everyone else must submit an application for ethical review to the Chair of the Research 

Ethics Board through the Office of Research. 

b) Submit an Informed Consent Form (See Appendix C) that includes, but is not limited to the 

following: 

- Title of research project 

- Date of ethical approval 

- Identity of researcher(s) 

- Sources of funding 

- Purpose of research 

- Description of research 

- Explanation of potential harms/benefits 

- Confidentiality statement 

- Voluntary participation statement 

- Explanation of the right to withdraw and specific steps required 

- Consent explanation and signature 

c) Advise the Research Ethics Board of any change to the research procedures for a project as 

soon as a need for change is identified, and to delay implementation and submit a new 

Application for Ethical Review if the Board decides the change of a series or changes is 

substantial enough to warrant a new approval process. 



d) Be familiar with and guided by applicable legislation and current professional standards and 

ethical guidelines (e.g., The Tri-Council Policies Dealing with Integrity in Research). 

e) Follow all procedures established by legislation, this policy, and the Research Ethics Board. 

f) Maintain appropriate stewardship of research data during the agreed upon time period 

(approved by the Research Ethics Board) and destroy all data using appropriate methods when 

that time period ends. 




Telephone: 905-815-4232 



13. Student Protection Standard 

13.1 Academic Calendar Information 

Current 

Academic 

Calendar Page 

26, 28, 30, 65, 

68, 116, 

N/A 

Information 

Mission: To provide applied learning opportunities for life, enhanced by applied 

research, and taught by outstanding faculty in a student-centered environment. 

A history of the organization and its governance and academic structure. 

If the organization currently offers degree programs a general description (e.g. 

purpose length) of each degree program. 

If the organization does not currently offer degree programs a general description 

(e.g. purpose length) of each diploma program. 

151-155 The academic credentials of faculty and senior administration (Dean and above) 

Individual descriptions of all subjects in these programs and their credit value. 



13.2 Students Protection Policies 

13.2.1 Dispute Resolution 



SHERIDAN 


NO OF PAGES: 

POLICY NO. 

TITLE: 

ACADEMIC APPEALS AND 

CONSIDERATION 

REPLACES POLICIES: 

GRADE APPEALS 

ACADEMIC APPEALS AND 

COMPLAINTS 

APPROVED BY: 





REVIEW DATE: 



Sheridan expects the academic judgements of its faculty members and staff to be fair, consistent and 

objective. 

This policy ensures that students, whose academic status has been adversely affected, will have access to 

a thorough, respectful, and impartial review of their concerns. 

In situations where students experience unforeseen personal circumstances, that disrupt or impact their 

academic performance, faculty members may provide reasonable, alternate arrangements to enable the 

student to meet the course/program requirements. 

Principles: 

Sheridan is committed to promoting academic success and to ensuring that students’ records accurately 

reflect their academic abilities and accomplishments. In instances where students have concerns about a 

decision that has been made and affects their academic status they may initiate an academic appeal. An 

academic appeal is deemed to be an appeal against a decision of Sheridan and not a complaint against a 

faculty or staff member. 


(a) provide students, who believe that they have received an unfair academic decision, with an 

opportunity to have their concerns reviewed without fear of disadvantage and knowing that their 

privacy and confidentiality will be respected; 

(b) ensure that academic appeals and consideration are applied in a manner that maintains academic 

standards and contributes to the Colleges goal of academic excellence; 

(c) ensure that student academic appeals are addressed in a timely manner, using appropriate, fair, 

and transparent procedures. 



Scope: 

This Academic Appeals and Consideration Policy applies to all Sheridan full-and part-time students. This 

policy is separate from the academic accommodations policies that are applicable to students with 

disabilities through Sheridan’s Disability Services offices. The policy does not cover appeals alleging 

discrimination, harassment or retaliation which shall be handled through the Sheridan Non Academic 

Appeals Process and the Ontario Human Rights Code. 







communications bulletin, Information Sheridan, that highlights new policies. Students who receive 

sanction for breaching the Academic Honesty Policy are advised in writing of their right to appeal 

through the Academic Appeals and Consideration Policy. 


Contact: 



Telephone: 905- 845-9430, ext. 4061 


1. Academic Appeal Procedures: all procedures for handling concerns regarding a Academic Appeals 

are found in the Academic Appeals Procedures, Procedure #; 

2. Informal Academic Appeal Application, Form # 

3. Formal Academic Appeal Application, Form # 

4. Academic Appeal and Academic Appeal Review Proceedings, Form # 

5. Academic Appeal Review Application, Form # 


Academic Honesty Policy 

Non-Academic Appeals Policy 

Academic Accommodations Policies for Students with Disabilities 





Academic Decision 

An academic decision may be appealed when a student believes that a decision made by Sheridan in 

relation to his/her academic status has not been fair, just, or reasonable. Examples of decisions that may 

be appealed through this process include but are not limited to: 

• sanctions for a breach of the Academic Honesty Policy; 

• progression or graduation decisions; 

• Prior Learning Assessment Review (PLAR) decisions; 

• advanced standing decisions. 



Grade Appeal 

The grade appeal strives to resolve, in a collegial manner, a disagreement between a student and faculty 

member concerning the assignment of a grade. The intent is to provide a mechanism for the informal 

discussion of differences of opinion, and for formal adjudication by the College only when necessary. In 

all instances, students who believe that an appropriate grade has not been assigned must first seek to 

resolve the matter informally with the faculty member and Associate Dean. If the matter cannot be 

resolved informally, the student may present his or her case as outlined in the formal Academic Appeal 

Procedure. 

There are only three reasons that will be considered legitimate grounds for a grade appeal. A grade 

appeal is possible when: 

• the grade awarded represents a substantial departure from the evaluation criterion provided to the 

student; 

• the grade awarded is not indicative of the student’s academic performance; 

• the faculty member made a mistake in fact, that can be demonstrated as an error not just a 

difference of opinion. 

Academic Consideration 

Academic Consideration is the general name given to alternate arrangements that may be made where 

students experience personal difficulties or unforeseen events that disrupt or impact their academic 

performance. Arrangements made are dependent upon circumstances and what is appropriate for both the 

student and the College and may include the extension of a deadline, re-weighting of an exam, or 

assignment of an Aegrotat standing. It should be understood that students can only receive grades that 

reflect their knowledge of the course materials. 

Students, who have requested academic consideration and do not believe that they have been treated in a 

fair and equitable manner, may initiate an Academic Appeal. The Academic Appeal Procedure provides 

students with a mechanism for informal discussion around their concern and for a formal decision by the 

College when necessary. 

Note: Sheridan wishes to acknowledge George Brown College and others as sources for parts of this policy. 



13.2.2 Fees and Charges 

Payment due dates for new students is June 15 before the start of the September semester and for 

returning students the due date is July 26. Students receive a fee invoice that itemizes the fees charged 

for the program. Students with outstanding charges or other indebtedness will not be eligible to return 

to Sheridan until all amounts owed have been paid. Payment by the deadline will reserve the student’s 

seat in a program and allow the student to continue in class, write examinations, receive reports and 

maintain academic evaluation. 

Administration charges are mandatory fees for all full-time and part-time students which include: 

Athletics, Athletic Building Fund, Career Center/Library Fund, Peer Mentoring, Sheridan Student 

Union Inc. (SSUI) fund, Student Center Building fund, Student Center Capital Fund, SSUI Medical 

plan, College Student Alliance (CSA) Membership, Graduation, Alumni, first three official Transcript 

requests, Information Technology and Ontario Student Opportunity Trust Fund (OSOTF) fees. 



13.2.3 Student Dismissal 



SHERIDAN 


NO OF PAGES: 

4 

POLICY NO. 

TITLE: 

Code of Conduct for Sheridan Citizens 

APPROVED BY: 


New Policy 


October 25 th , 2006 

REVIEW DATE: 

April 2009 


Each member of the Sheridan community has the right to be treated with respect and dignity. The 

Sheridan Code of Conduct is intended to provide guiding principles and rules for behaviour that, when 

followed, contribute to everyone’s success in our learning and social environments. The Code, in 

coordination with other related documents, is meant to foster a culture of respect within our study and 

work environments. In the same manner that citizens of a community accept responsibility for their 

actions, so do students, employees, senior officers, contractors, consultants, visitors, volunteers, and any 

other person in our environment. As such, all members of our community are obligated to acknowledge 

and accept the responsibilities for good citizenship found in this Code. 

Sheridan’s Code of Conduct contributes to realizing our vision “to be Canada’s premier polytechnic 

institute, dedicated to exceptional applied learning and graduate success”. It also supports us in achieving 

our stated values of authenticity, integrity, accountability, pride, and commitment. 

The Code of Conduct for Sheridan Citizens is an umbrella document that links the policies and 

procedures relating to behavior on campus and at activities sponsored by Sheridan. These policies and 

procedures are identified and described in this document in order to direct the reader to the appropriate 

information for a given circumstance. Together, these documents provide important information for our 

citizens to better understand Sheridan’s obligations to them, and their obligations to each individual 

member of our community. 

Each member of the Sheridan Community has an obligation and responsibility to respect the rights of 

other members including the right to study, learn and work without unreasonable disturbance, disruption, 

or hindrance. Each member also has a responsibility to deal honestly with all other members of the 

college community in academic and non-academic matters. 

All members of the Sheridan community: 

• have the right to decide how they will live their lives, as long as their actions do not interfere with 

the well-being of others; 

• have an obligation to consider their actions and avoid inflicting either physical or psychological 

harm on others; 

• have a duty to respect and support the well-being of others; 

• are obliged to be fair when dealing with others and to afford each individual appropriate or equal 

treatment; 



• are expected to act in a professional manner which includes meeting obligations, being truthful, 

maintaining civility in human discourse, and maintaining integrity in their work and study. 

Wherever possible, Sheridan will take an educational approach to dealing with inappropriate behavior by 

assisting the individual to understand why the behavior is inappropriate, how it impacts on other people, 

and the importance of taking responsibility for and recognizing the consequences of his/her actions. It is 

expected that this educational approach will assist individuals to learn from incidents so that they will 

make better decisions in the future. It is, however, recognized that not all individuals may appreciate or 

profit from this learning opportunity. 

Principles: 

The guiding principle for this policy is “good citizenship”. Sheridan’s Code of Conduct contributes to 

realizing our vision “to be Canada’s premier polytechnic institute, dedicated to exceptional applied 

learning and graduate success”. It also supports us in achieving our stated values of authenticity, 

integrity, accountability, pride, and commitment. 

Policy Scope: 

This policy is directed to all members of Sheridan’s community including students, employees, senior 

officers, contractors, consultants, visitors, volunteers, and any other person in our learning environments 

including off-campus venues. 

Sanctions/Actions/Appeals: 

This policy is an umbrella document for other Sheridan policies and procedures relating to behaviour and 

conduct. Refer to “Supporting Documents” for any processes relating to sanctions, actions, and appeals. 


Contact: Vice President S.S.I.T. 

Department: S.S.I.T. 

Review Date: April 2009 

Relations Policies And Procedures: N/A 

Appendices To This Policy: 

The following are academic and non-academic policies and procedures that relate to behaviour and 

conduct, and fall under the umbrella of the Code of Conduct for Sheridan Citizens. A short description of 

the content of each document is provided. Please refer to the actual document for detailed content. (See 

www.sheridaninstitute.ca or Student Handbook for individual policies) 

Academic Dishonesty – The principle of academic honesty requires that all work submitted for evaluation 

and course credit be the original, unassisted work of the student. Cheating or plagiarism including 

borrowing, copying, purchasing or collaborating on work, except for group projects arranged and 

approved by the faculty member, or otherwise submitting work that is not the student’s own violates this 

principle and will not be tolerated. Instances of academic dishonesty, including assisting another student 

to cheat, will be penalized as detailed in the Student Handbook. 

Students who have any questions regarding whether or not specific circumstances involve a breach of 

academic honesty are advised to discuss them with the faculty member prior to submitting the assignment 

in question. 



Alcohol Policy – explains that the sale and service of alcoholic beverages should be regarded as a 

privilege to participants and that the primary responsibility for alcoholic beverage use rests with the 

individual. All Sheridan citizens have an obligation to use alcoholic beverages responsibly and in 

accordance with the Liquor License Act of Ontario. 

Responding to Disruptive Behavior by Students – this document identifies and describes behaviour that 

contravenes the Code, provides information on who is responsible for setting rules for behavior in and out 

of the classroom, identifies the process followed when student behaviour contravenes the Code, and states 

the consequences for students who contravene the Code. 

Charter of Student Rights and Responsibilities – this document states that: “Each individual accepts 

responsibility for his/her own actions and values. Implicit in the community’s recognition of the rights of 

the individual is an obligation on the part of the individual to accept community responsibility.” The 

Charter is a statement of intent by Sheridan to honour the rights of students and to require students to 

observe the rules and regulations of Sheridan. It outlines specific rights including freedom of speech, 

freedom to publish, freedom of assembly, freedom of organization, public access, and release of personal 

information and academic information (Refer to the Freedom of Information and Protection of Privacy 

Act). It also outlines a number of student responsibilities which help preserve a climate in which 

individuals are free to pursue their academic goals. 

Race and Ethnic Relations – Sheridan reaffirms the following principles from the Ontario Policy of Race 

Relations and the Ontario Policy on Multiculturalism: 

• our varied racial and cultural backgrounds are a source of enrichment and strength 

• each student and employee has the right to freedom from discrimination and prejudice 

• discriminatory conduct or behaviour because of race, ancestry, place of origin, citizenship, or 

creed will not be tolerated. (refer further to the prohibited grounds of the Ontario Human Rights 

Code delineated in Sheridan’s Harassment and Discrimination Policy) 

Sexual Violence – this is an umbrella term for rape, sexual assault, sexual harassment, child sexual abuse, 

and incest. They are all violations of our personal space and our bodies. They are all crimes. As a 

community, we refuse to tolerate these behaviors. 

Sheridan Harassment and Discrimination Policy – explains that Sheridan is committed to providing a 

working and learning environment that is free of discrimination and harassment and supportive of 

academic achievement and the dignity, self esteem and fair treatment of everyone taking part in its 

activities. This policy outlines what constitutes harassment and discrimination, and how human rights 

concerns or complaints are resolved, including complainant responsibility, respondent responsibility, the 

steps in the complaint resolution process and possible corrective actions. 

Sheridan Student Center Underage Policy – this policy applies to students who are not of legal drinking 

age and are attending a pub or other Student Union activity in the pub, where alcohol is being served. 

Sheridan’s Telephone and Computer Information Access Policy – governs the use of computer and 

telephone systems at Sheridan. It applies to all college staff, students, and any other users of the 

telephone or computer systems at the college. 

Smoking Policy – this policy explains where smoking is permitted on college property, how the policy is 

enforced and the consequences of violating the policy. 

Violence in the Workplace – Sheridan is committed to establishing and maintaining an environment that is 

free of violence and intimidation. This policy describes what violence in the workplace encompasses, 



gives guidelines and suggestions for the prevention of violent activity, suggests intervention strategies if a 

violent incident occurs, and provides examples of various coping strategies. 

Academic Complaints Procedure – Academic complaints are expressions of dissatisfaction, discomfort, 

concern, or complaint that relate to the teaching and learning experiences at Sheridan, including those in 

classrooms, labs, studios, or planned out-of-class activities. This process can be applied to all student and 

faculty academic complaints, whether they are between or amongst students and faculty, students and 

students, or faculty and faculty. 

This document includes information on accountability and roles, specific steps for resolving academic 

complaints, and timelines for completing specified activities. 

Non-academic Complaints Procedure – Conflicts, misunderstandings and complaints arise in the course 

of human interactions. In an educational setting, challenges arise from perceived or actual imbalance of 

power, abuse of power, or inconsistent, inequitable practices. Sometimes the exercise of what one person 

or group of persons accepts as personal liberties can contravene others’ rights. Such situations, if 

unaddressed, cause stress or extreme discomfort and affect the integrity of the environment. Effective 

resolution requires that those involved demonstrate or develop an appreciation of different perspectives 

and utilize good communication skills. Sheridan will ensure that impartial advice is available to all in 

order to achieve quick and meaningful resolutions. 

This document includes information on accountability and roles, procedures for resolving complaints, and 

timelines for completing specified activities. 



13.2.4 Withdrawals and Refunds 

All fees are subject to a non-refundable registration charge in accordance with policy set by the 


All refundable fees, except the late fee, will be refunded to a student who completes and submits an 

application for a Complete Program Withdrawal to the Office of the Registrar on or before the tenth 

day of scheduled classes. Dropping courses may not necessarily result in an adjustment of fees. 

Refunds will be paid by cheque to the registered student only, four to six weeks from receipt of the 

Complete Program Withdrawal application. 

Students who pay for two or more consecutive terms in advance will receive a full refund of 

subsequent term fees providing the withdrawal is received prior to the fee payment deadline date of 

the subsequent term, (on or before the tenth day of scheduled classes). 



13.3 Student Protection Information 

Information regarding Sheridan’s policies pertaining to student protection is available in the 

Academic Policies and Procedures for Bachelor’s programs. These policies and procedures are 

referenced in the Sheridan letter of acceptance sent to each student and are available on the Sheridan 

web site. 

A number of the policies and procedures regarding student protection are also found in the Sheridan 

Student Handbook and the Sheridan full-time postsecondary calendar. The following letter is intended 

to be sent to all students requiring that they confirm in writing their awareness of the Sheridan polices 

and procedures, with full compliance by September 2007. 



Date 

Name 

Address 1 

Address 2 

Postal code 

Dear student name 

On behalf of Sheridan College, I extend to you a warm welcome. Sheridan faculty and staff are excited 

that you have chosen Sheridan to continue your education and pursue your future career and we are 

looking forward to having you with us at the start of the semester. 

A copy of the Academic Policies and Procedures for students at Sheridan pertaining to degree level 

programs is available on Sheridan’s website at 

http://capella.sheridaninstitute.ca:9085/polpro/enduserpolicylist.jsp. In addition, please be advised that all 

degree programs are reviewed on a regular basis by the Ministry of Training, Colleges and Universities 

under a Minister appointed Postsecondary Education Quality Assessment Board. This review must 

include samples of student work (essays, test and projects) and samples of your work may be kept on file 

for review by program assessors. 

The Ministry of Training, Colleges and Universities, has mandated that we retain signed documentation 

indicating that you have been advised of the Academic Policies and Procedures, any transfer 

arrangements and that you have knowledge that copies of your work may be kept on file for program 

review purposes. Accordingly, please sign this letter in the space indicated below and return it to 

Sheridan’s Registration Office in the enclosed envelope before the start of the semester. 

If you have any questions about your program or about Sheridan in general, please do not hesitate to 

contact 

Once again, welcome. We wish you a very successful and rewarding year. 

Sincerely, 

Registrar 

Confirmation of Receipt 

The college is committed to actively pursuing credit transfer and credential recognition opportunities for 

our students and graduates and to ensuring that students have access to current information regarding 

arrangements with other postsecondary institutions. 

As a student at Sheridan, I have been advised that the Academic Polices and Procedures are available on 

Sheridan’s website and that samples of my work may be kept on file for program review purposes. 

Date___________________________ Signature___________________________________ 



14. Evidence of Economic Need 

14.1 Evidence of Economic Need 

The Council for Interior Design Accreditation (CIDA) – Accreditation Changes 

Recognized as an authority on interior design education by the Council for Higher Education 

Accreditation, CIDA currently accredits 155 interior design programs across Canada and the USA. As of 

January 1, 2004 CIDA stipulated that an interior design program must culminate in a minimum of a 

Bachelor’s degree for eligibility for Council accreditation. Programs that were accredited prior to that 

date must now demonstrate compliance with this requirement by January 1, 2010 in order to maintain 

their accreditation. 1 

The Impetus for this change in Accreditation 

A Shift to a more Knowledge Intensive Profession: 

“A designer is an emerging synthesis of artist, inventor, mechanic, objective economist 

and evolutionary strategist” (Buckminster Fuller) 2 

CIDA is poised to respond to what they deem a dynamic era of change for the interior design profession. 

As the industry and the factors affecting it become increasingly complex, there is a corresponding need 

for graduates to be able to meet these new challenges. Discussions between CIDA and interior designers, 

educators and industry leaders are currently underway as a means of informing the new standards for 

interior design education. 3 

CIDA’s 2006 Future Vision, a culmination of some of these initial discussions, provides a ranked list of 

the most important features of interior design education that will prepare graduates for entry into this 

evolving profession. 4 In essence, it says that effective graduates, guided by their leadership ability, global 

worldview and functional knowledge of human behaviour, will be able to engage in a rigorous 

examination of problems, processes and solutions using methodologies supported by research. They will 

be able to weigh decisions within both a social and a business context while collaborating with 

individuals that are both internal and external to the discipline. 5 

Expansion of the Industries Served by the Interior Design Profession 

Interior design professionals are considered “generalists” who work across a broad range of industries. 

Figure one provides an overview of the range of these industries and indicates that although the largest 

share of their work is primarily in the corporate and residential areas, the hospitality, healthcare and retail 

industries are increasingly requiring their services. The latest report from CIDA notes that the scope of 

interior design employment continues to expand into restaurant design, sport/entertainment/leisure design, 

retail design, corporate design, K-12 education and higher education design as well as design that is 

specific to urban development. Based on this they recommend that graduates have a broader education 

that addresses specific elements of “many kinds of design”. 6 

1 The Council for Interior Design Accreditation Website: www.accredit-id.org 

2 Council for Interior Design Accreditation (2006) “Interior Design Trends and Implications” (citied from Buckminster Fuller) 

3 CIDA’s Future Vision Establishes Priorities for Interior Design Education Website: www.accredit-id.org 

4 ibid. 

5 CIDA’s Future Vision Establishes Priorities for Interior Design Education Website: www.accredit-id.org 

6 Council for Interior Design Accreditation (2006) “Interior Design Trends and Implications” 



Figure One: Range of Industries Served by Interior Designers 

Other 

Government 

Institutional 

Retail 

Healthcare 

Hospitality 

Residential 

Office Design 

0% 20% 40% 60% 80% 100% 

(Source: The Interior Design Profession: Facts and Figures (2006) 

Table one, based on data collected from the IDCs (Interior Designers of Canada) recent salary and fees 

survey, reveals that design firms which are equally involved in both construction and renovation, include 

a wide range of sectors within their project scope. The results of this survey reveal that although the 

majority of firms are involved in the commercial/retail and institutional health care sectors, their work 

also includes the hospitality and educational sectors. It should be noted however, that the proportion of 

their projects involving these sectors varies by firm. 

Table One: Proportion of Design Firms involved in Canada’s Economic Sectors: (N=96) 

SECTOR CONSTRUCTION RENOVATION 

Commercial Retail 47% 58% 

Institutional: Health Care 28% 30% 

Residential Single Family 23% 26% 

Residential Multi-Family 20% 16% 

Hospitality 15% 20% 

Institutional: Cultural, Educational, Library 12% 12% 

(Source: 2007 IDC Salary and Fees Survey) 

A Degree will help Bridge a Potential Gap in the Design Industry 

Because interior designers frequently work on multiple projects simultaneously, business planning 

strategies that include effective project and time management, marketing, and the management of the 

interior design practice, are central to a designer’s success in today’s industry. 7 According to the DIAC 

Design Industry Study (2004) however, Ontario’s undergraduate design programs do not focus enough 

attention on business strategy, design firm management and communication skills. 8 

7 Council for Interior Design Accreditation (2006) “Interior Design Trends and Implications” 

8 Gertler and Vinordrai (2004) “Design Matters: DIAC Design Industry Study – Final Report” 



The General Demand for Degree Level Education in Canada 

Canada’s knowledge based economy and the subsequent demand for highly skilled graduates continues to 

provide the impetus to pursue degree level education. Between 1990 and 2006 the number of jobs 

available to students with a university degree doubled from 1.9 million to 3.8 million. 9 It is predicted that 

the number of jobs requiring a degree will increase at a faster rate than other occupations (1.6% vs. 


Figure Three: Degree Level Education – Interior Designers vs. 

Total Workforce in Canada (2001and 2006) 

YEAR 

45% 

40% 

35% 

30% 

25% 

20% 

15% 

10% 

5% 

0% 

43% 

42% 

41% 

23% 

1991 2006 

% of Employees with Degree 

Design Services 

All Industries 

(Source: Toronto CMA 2006 Industry Profiles, City of Toronto Economic Development) 

Table Two: Percentage of Employees with a Degree – Design Services vs. All Occupations (1991-2006) 

1991 2006 

All 

Occupations 

Design 

Services 

All 

Occupations 

Design 

Services 

Total Employed 2,024,240 7,360 2,802,060 12,770 

% with a Degree 23% 

(474,160) 

41% 

(5270) 

42% 

(934,660) 

41% 

(5,270) 


Salary in Relation to Education Credentials 

Between 2001 and 2006 hourly wage differences (based on educational credentials) for all occupations in 

Canada remained relatively consistent with degree earning professionals earning on average seven dollars 

more than employees with a certificate/diploma (Figure four). 

Figure Four: Difference in Wages – All Occupations with the Province of Ontario and Canada 

$30.00 

$25.00 

$20.00 

$15.00 

$10.00 

$5.00 

$0.00 

2001 2002 2003 2004 2005 2006 

Certificate/Diploma 

Degree 

(Source: Statistics Canada) 



Evidence from the Interior Designers of Canada (IDC) most recent survey indicates that the majority of 

design employers do not discriminate between diploma and degree level graduates when it comes to 

hiring. More specifically, 44% (39/88) of the employers said that they would not pay higher wages for 

someone with a degree nor would they solely hire candidates with a degree. Although this represents the 

majority of employers surveyed, there are still 29 employers that said they will pay more for a degree and 

20 employers that will only hire people with degrees. 14 Further evidence from this survey reveals that the 

majority of employers would start new graduates within the $26 – 35k range regardless of whether they 

had a degree or a diploma (Figure five). 

Figure Five: % of Employers Surveyed by IDC and the Starting Salary offered to Design Graduates 

40% 

35% 

30% 

25% 

20% 

15% 

10% 

5% 

0% 

35% 40% 

15% 

11% 

11% 

4% 

$12-25k $26-35k $36-45k 

Graduate with Diploma 

Graduate With Degree 

(Source: 2007 IDC Salary and Fees Survey) 

Growth in Ontario s Interior Design Industry 

Between 2003 and 2005 the operating revenue for Ontario’s specialized design services industries 

surpassed their operating expenses, resulting in an average operating profit margin of 9% (Figure six). 

Part of this could be attributed to an increase in the number of establishments that comprise this sector. 

Between 2003 and 2005 for example, the number of employers increased from close to 1300 to more than 

1500, reflecting an increase of 18% (Figure seven). 

Figure Six: Operating Revenue and Expenses – Ontario’s Interior Design Industry (2003-2005) 

$dollars X 1,000,000 

$400.00 

$350.00 

$300.00 

$250.00 

$200.00 

$150.00 

$100.00 

$50.00 

$0.00 

2003 2004 2005 

YEAR 

Operating Revenue 

Operating Expenses 

(Source: Statistics Canada “The Daily”, 2007) 

14 2007 IDC Salary and Fees Survey 



Figure Seven: No. of Interior Design Establishments in the Province of Ontario (2003-2005) 

1,550 

1,500 

1,450 

1,400 

1,350 

1,300 

1,250 

1,200 

1,150 

1,278 

1,495 1,503 

2003 2004 2005 


Employment Growth 

Within the specialized design services sector of the City of Toronto, employment averaged close to 

15,000 employees between 2001 and 2006. Approximately 20% of these people were employed 

specifically within the interior design field (an average of approximately 3500 each year). For the most 

part, the majority (an average of 60% each year) have been self-employed (Figure eight). 

Figure Eight: Toronto’s Design Services Sector – Total Employees, Full Time and Self Employed 

000's 

16 

14 

12 

10 

8 

6 

4 

2 

0 

14.7 

15.3 14.3 15.4 

14.8 

14.3 

9.6 9.7 

10.7 

7.2 

8.1 7.6 

7.5 

6.6 6.7 

5.7 

4.6 4.7 

2001 2002 2003 2004 2005 2006 

YEAR 

Employees Self-Employed Total 

(Source: Toronto CMA 2006 Industry Profiles, City of Toronto Economic Development 

The design professions typically have higher rates of self-employment than most occupations. Within the 

Province of Ontario recent estimates indicate that as of 2005, 41% of interior designers and 30% of 

“other” designers were self-employed while an average of 11% of people employed in all other 

occupations across the Province were self-employed (Figure nine). 



Figure Nine: Self-Employment – Ontario Average, Interior Designers and Other Designers 

45% 

40% 

35% 

30% 

25% 

20% 

15% 

10% 

5% 

0% 

11% 

41% 

30% 

Ontario Average Interior Designers Other Designers 


Despite having a lower than average five and ten year employment growth rate (Table three), the interior 

design profession is predicted to grow as fast as the provincial average between now and 2010. 15 This is 

likely due in part to the fact that a wider range of economic sectors are being included within the 

profession’s design scope. 

Table Three: Annual Employment Growth Rate – Toronto and Canada Broadcast Industries 

Specialized Design Services 

All Industries 

5 Year 10 Year 15 Year 5 Year 10 Year 15 Year 

Toronto -.5% 1.5% 2.7% 2.0% 2.8% 2.2% 

Canada 1.8% 1.0% 3.5% 2.0% 2.1% 1.7% 


The following is a list of some of the more specific trends that are characterising the national design 

sector. Table four on the other hand, identifies some of the social indicators that contribute to the demand 

for interior design professionals. 

Specific Trends Characterizing Canada’s Interior Design Industry 

Green/Sustainable Design: 

The concept of green and sustainable design has been a part of the cultural mainstream for the past few 

years. Designers will be the key to accomplishing how this transitions from a concept to reality. 

Socially Conscious Design: 

The aftermath of the New Orleans tragedy has promoted more socially conscious design strategies 

involving innovative design solutions to ensure a quality of life. 

15 Ontario Job Futures: Website: www1.on.hrsdc.gc.ca 



Specialty Cross-Over: 

Since 2006 there has been an increase in the exchange of ideas between interior design specializations. 

Hospitality designers have called upon residential designers to ensure that their facilities promote a home 

like feel, while residential designers are seeking ways to provide more spa-like settings within the home. 

Corporate Design: 

With a decrease in the construction of corporate buildings the majority of office design work will be in 

renovation and relocation. Underlying this is the concept of sustainable design and the reduction of 

negative environmental impacts and improvements in occupant health and well being. 16 

Table Four: Indicators of Demand for Interior Designers – General Trends: 

Indicator: 

Population Growth: 

It is predicted that between 2007 and 2015 the 

population will increase by 10% for the Province of 

Ontario and 20% for the Region of Halton. 17 2/3 of 

the annual increase in Canada’s population comes 

from immigration. 18 

Immigration: 

Canada currently averages 200,000 immigrants 

each year. Approximately 60% of these immigrants 

move to the Province of Ontario 21 

Aging Population: 

Between 2007 and 2015 the number of people over 

the age of sixty will increase by 28% for the 

Province of Ontario and 36% for the Region of 

Halton 22 

Increased Life Expectancy: 

Since the turn of the century life expectancy has 

increased from an average of 56 years of age to an 

average of 78 years of age. 25 

Aging Homes/Condos: 

Close to twelve million homes populate Canada’s 

neighbourhoods. Of these approximately two 

million were constructed before 1946 and close to 

four million were built between 1946 and 1970. 26 

Renovating with the Intention to Sell 

Trend: 

Although residential housing construction has slowed down 

(228,000 units in 2007), this year marks the 6 th consecutive 

year in which housing starts exceeded 200,000 units. 19 

Increases in condominium construction have created a 

demand for design specialization in condo suites, model 

suites and sales centers. 20 

The boomer generation has more discretionary income as 

seniors than any other generation. According to a recent 

national survey, the majority of this cohort plans to stay in 

their current home for the “foreseeable future” and as a 

consequence, have plans to remodel/renovate during that 

time. 23 

The Ontario Hospital Association has recommended 

investments in facilities for alternate level of care patients 

as well as investments in acute care, long term care, home 

care and supportive housing in order to meet the needs of 

an aging population. 24 

Renovation intentions are highest among those who own 

older homes. In 2006 50% of owners living in homes 

constructed prior to 1920 intended to renovate in 2007. 27 

Aging condominiums have increased the demand for 

“common area” work. 

An average of 39% of homeowner households in Toronto 

indicated that they had completed some form of home 

renovation in 2006. In 2007 this increased to 43% and it is 

predicted that 50% will renovate by the end of 2008. 28 

16 The Interior Design Profession: Facts and Figures (2007) 

17 Ministry of Finance, Ontario Population Projections, Halton Region Business Development Center: Planning Services, Population Forecasts 

18 Statistics Canada, (2006) The Daily 

19 Canada Mortgage and Housing Corporation (2007), Renovation and Home Purchase Report 

20 The Interior Design Profession: Facts and Figures (2007) 

21 Canadian Labour and Business Center (2005) CLBC Handbook: Immigration and Skill Shortages 

22 Ministry of Finance, Ontario Population Projections, Halton Region Business Development Center: Planning Services, Population Forecasts 

23 Canada Mortgage and Housing Corporation (2007), Renovation and Home Purchase Report 

24 Ontario Hospital Association Website: www.oha.ca 

25 Canada’s Aging Population (2002) 

26 Canada Mortgage and Housing Corporation (2005) Renovation and Home Purchase Report 

27 Canada Mortgage and Housing Corporation (2007, Renovation and Home Purchase Report 

28 ibid 



Employment Opportunities for Graduates 

The Design Professions 

Interior designers are part of a larger profession that includes architects, landscape architects, graphic 

designers, industrial designers and other designers (i.e. fashion). Interior designers comprise 

approximately 14% of the total design workforce in Ontario (Figure ten). 

Figure Ten: A Breakdown of Ontario’s Design Professions: 

Landscape 

3% 

Other 

9% 

Interior 

14% 

Architects 

13% 

Industrial 

11% 

Graphic 

50% 

(Source: Design Matters: DIAC Design Industry Study – Final Report (2004) 

Graduates Entering the Field from Ontario Colleges 

Since 2000/01 the number of students graduating from Ontario college interior design programs has 

increased by close to (60%) (Figure eleven). In 2004/05 close to three hundred students graduated from 

these programs. Thirty percent (30%) were from Sheridan’s program. 



Figure Eleven: Total Number of Graduates from Interior Design Programs – Ontario Colleges 

300 

250 

298 

200 

150 

187 

204 200 

229 

100 

50 

0 

2000/01 2001/02 2002/03 2003/04 2004/05 

(Source: Ministry of Training, Colleges and Universities “Employment Profile”) 

Interior Design Opportunities within Ontario and the Regions of Halton and Peel 

Within the Province of Ontario there are a total of 1,200 design firms that are located throughout 174 

cities. 29 The majority of these firms (74%) are considered “small” operations, with less than ten 

employees. 30 More than thirty percent of Ontario’s design firms can be found within the region of Halton 

and Peel as well as the City of Toronto, where our graduates are likely to first seek employment (Table 

five). 

Table Five: Interior Design Firms within the Regions of Peel and Halton: 

Number of Interior Design 

Location 

Firms 

Brampton 10 

Halton Hills 47 

Mississauga 44 

Oakville 26 

Toronto 241 

TOTAL 368/1200 

(Source: International Directory for Interior Design) 

Table six provides an overview of the number of job vacancies that were posted during 2007 for interior 

designers. It should be noted that this source of online job postings is not extensive or exhaustive. Job 

vacancies are also posted on the professional association websites or privately listed through job finding 

consultants. A total of one hundred and thirty six jobs were posted in the span of less than six months. 

Although it is difficult to predict how many jobs will be listed by the end of the year, the demand 

indicators suggest continued job growth. 

29 International Directory for Interior Design, Website: http://www.int-directory.com 

30 Ibid 



Table Six: Job Analysis for Interior Design Employment in Canada 

Online Job Site 

No. of Job 

Vacancies Posted 

% Job Vacancies 

Located in 

Ontario 

Time Period for 

Postings 

www.workopolis.com 42 70% January – June 2007 

www.gobbank.gc.ca 35 50% May – June 2007 

www.monsterjobs.ca 59 85% April – June 2007 

Total: 136 Average: 68% 

(Source: Online Job Websites) 

Graduate Employment Rates: Interior Design Programs vs. Applied Arts Programs 

The graduate employment rate for Sheridan’s Interior Design advanced diploma program has consistently 

surpassed the Ontario College average for this program since 2000 (82% vs. 57%) (Figure twelve). 

Figure Twelve: Graduate Employment Rates: All Interior Design Programs vs. Sheridan’s Program 

100% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

0% 

94% 

87% 

83% 

83% 

66% 

59% 57% 58% 55% 

2001/02 2002/03 2003/04 2004/05 2005/06 

All 

Sheridan 

(Source: Sheridan’s KPI Data and Employment Profile, Ministry of Training, Colleges and Universities) 

A more detailed analysis (Table seven) reveals as well that graduates from Sheridan’s program have 

higher program related employment rates than the provincial average, and the four year applied arts 

degree. As well, graduates from Sheridan’s program earned higher salaries than graduates from other 

interior design programs. 

Table Seven: Employment Rates of Graduates from Interior Design Programs vs. All Applied Arts 

Interior 

Design 

Diploma 

Program 

(2005) 

Sheridan’s 


Diploma 

Program 

(2005) 

All 3 yr 

Applied Arts 

Programs 

4 yr. 

Applied 

Arts Degree 

Sheridan’s 


Diploma 

Program 

(2006) 

(2005) (2005) 

Employment 

Rate 

83% 96% 91% 100% 95% 

Full Time 

Program 

Related 

66% 83% 53.5% 50% 75% 

Employment 

Average Annual 

Starting Salary 

$26,707 $28,632 $29,967 NA $33,802 

(Source: Ministry of Training, Colleges and Universities “Employment Profile”) 



Scope of Program Offerings 

Table Eight: Scope of Interior Design Programs in Canadian Colleges 

Institution Program Title Type of Program 

Algonquin College (ON) 

Bachelor of Applied Arts – Interior Design Four Year Applied Degree 



Dawson College (QC) Diplome d’Etudes Collegiales Diploma (*) 

Fanshawe College (ON) Interior Design Advanced Diploma 

Georgian College (ON) 


Diploma 



Humber College (ON) 

Bachelor of Applied Arts – Interior Design Four Year Applied Degree 



International Academy of 

Design & Technology (TO) 

Interior Design Diploma (*) 

Kwantlen University Bachelor of Applied Design in Interior 

College (BC) 

Design 

Four Year Applied Degree 

Malaspina University 

College (BC) 

Applied Arts: Interior Design 

Diploma 

Mount Royal College (AB) Bachelor of Applied Interior Design Four Year Applied Degree 

New Brunswick Community 

College 

Interior Design Diploma (*) 

Ryerson University 

Bachelor of Interior Design 

Fundamentals of Interior Design 

Certificate 

St. Clair Interior Design Advanced Diploma (*) 

Sheridan Interior Design Advanced Diploma 

University of Manitoba Master of Interior Design Graduate Degree 

(OCAS and Association of Canadian Community Colleges) 

Applicant / Student Interest 

1. Student Interest in the Bachelor of Applied Arts - Interior Design Degree Program 

Algonquin College: 

Although the number of applicants to Algonquin’s degree program has declined by 32% since 2004, the 

program’s applicant/enrolment ratio is still high at 8:1, meaning that for every space in the program, eight 

students apply. 

Figure Thirteen: Applicant/Enrolment Data – Algonquin College Applied Arts Interior Design: 

350 

300 

250 

200 

327 

299 

220 

221 

150 

100 

50 

55 

38 

19 

0 

2004 2005 2006 2007 

(Source: Ontario College Application System) 



Humber College: 

Despite Algonquin’s decline Humber has averaged more than 390 applicants to its program in the last two 

years, producing a ratio of 14:1 (Figure fourteen). In 2006 80 of the 390 applicants that applied were from 

Sheridan’s Catchment Area and in 2007 77 of the 398 applicants were from Sheridan’s Catchment Area. 

Figure Fourteen: Applicant/Enrolment Numbers for Humber College: 

Bachelor of Applied Arts – Interior Design Program 

400 

350 

300 

250 

200 

150 

390 

398 

100 

50 

0 

27 

2006 2007 

No. of Students 

(Source: OCAS) 

2. Student Interest in Ryerson’s Bachelor of Interior Design Degree 

On average about 75 students enrol in Ryerson’s interior design degree each year. Between 2001 and 

2004 the number of students that enrolled in the program increased by (40%) (Figure fifteen). 

Figure Fifteen: Ryerson’s Enrolment for the Bachelor of Interior Design Degree 

90 

80 

70 

60 

50 

40 

30 

20 

10 

0 

88 

79 

72 

68 

63 

2001 2002 2003 2004 2005 

(Source: Ryerson Website) 

3. Student Interest in the Interior Design Advanced Diploma – Ontario Colleges 

Table nine and figure sixteen detail the applicant/enrolment data for the interior design advanced diploma 

programs within the Ontario College system (2001-2007). For the most part, Sheridan’s program has 

attracted the largest share of students. 



Table Nine: Applicant/Enrolment Data for the Advanced Diploma – Interior Design 

2001 2002 2003 2004 2005 2006 2007 

College Apps Enr Apps Enr Apps Enr Apps Enr Apps Enr Apps Enr Apps 

Algonquin 332 55 470 57 429 63 Degree Program 

Fanshawe 489 70 683 63 660 68 569 67 554 104 315 34 324 

Georgian 257 42 489 66 504 67 478 20 284 18 231 24 186 

Humber 673 58 975 93 965 58 865 83 607 44 Degree Program 

La Cite 96 24 78 37 90 29 72 32 62 23 70 19 66 

Sheridan 730 114 952 88 1088 137 1106 151 921 140 655 111 627 

St. Clair 302 61 361 78 356 60 298 55 235 42 219 42 200 


Figure Sixteen: Applicant Enrolment Trends – Interior Design Advanced Diploma, Ontario Colleges 

1200 

1000 

800 

600 

400 

200 

0 

2001 2002 2003 2004 2005 2006 2007 

College Fanshawe Georgian Humber LaCite Sheridan St. Clair 


Although there has been a slight downward trend in the number of applicants to the interior design 

advanced diploma programs, Sheridan has consistently surpassed the average for student applications. 

While Sheridan averages 868 students each year, the Ontario average is only 456 students (Figure 

seventeen). 



Figure Seventeen: Average vs. Sheridan Applicant and Enrolment Numbers 

Interior Design Advanced Diploma (2001-2007) 

1200 

1000 

800 

600 

400 

200 

0 

2001 2002 2003 2004 2005 2006 2007 

Sheridan 

Average 




References 

American Society of Interior Designers (2007) The Interior Design Profession: Facts and Figures, 

American Society of Interior Designers 

Canada Mortgage and Housing Corporation (2007) Consumer Intentions to Renovate a Home, 

Canadian Labour and Business Center (2005) CLBC Handbook: Immigration and Skill Shortages 

City of Toronto Economic Development (2006) Toronto CMA Industry Profiles 

Coleman, Cindy, Sosnowchik, Katie, (2006) Interior Design Trends and Implications, Council for Interior 

Design Accreditation 

Design Industry Advisory Committee (2004) Design matters: DIAC Design industry study. Executive 

report. Retrieved October 3, 2005 from http://www.dx.org/diac 

Humber College (2004) Application for Ministerial Consent. Ontario Colleges of Applied Arts and 

Technology 

Ministry of Finance (2007) Ontario Population Projections, Planning Services 

Ministry of Training, Colleges and Universities (2006) Employment Profile: A Summary of the 

Employment Experiences of 2004-2005 College Graduates Six Months after Graduation 

Government of Canada (2002) Canada’s Aging Population, Minister of Public Works and Government 

Services Canada 



Letters of support to hire graduates 



























Sample Job Postings 

Posted By: Herman Miller Canada Inc., (Calgary, Edmonton or Toronto) (12/10/2007) 

Job Description: Healthcare Interior Designer 

Contact Email: Janet_minarik@hermanmiller.com 

Job Details: Great places to work and heal begin with great people. From administrative offices and critical care 

units, to pharmacies and labs, Herman Miller for Healthcare creates great places to work and heal. Through our 

research, hands-on clinical consultants, and extensive line of flexible, modular products, we provide the staffs of 

hospitals and outpatient facilities with the environments they need to be cost effective, productive, and adaptable. 

Herman Miller currently has an outstanding opportunity for a professional Healthcare Designer based in Calgary, 

Edmonton or Toronto. This dedicate member of the Herman Miller for Healthcare direct team will be responsible for 

increasing sales by partnering with the sales teams, dealers, other members of the healthcare team, and our 

healthcare clients to address facility design needs, including clinical, administrative, and public spaces within the 

healthcare environment. You will be responsible for creating solutions through programming with end-users, 

preliminary design and presentation, and final specification of computer-generated layouts; creatively using Herman 

Miller for Healthcare system products. You will also coordinate project time frames, buyouts, and installation 

documents in a timely and professional manner. This position is home-based or dealership office-based, depending 

on your location. Travel in Canada for client meetings will make up about 40% of your time. You will also travel on 

occasion to the U.S. for training and meetings. Overnight stays will be likely for most of these trips. 

The successful candidate will possess a bachelors degree in Architecture, Interior Design, or related field; 

five years in commercial design with experience specifying systems furniture; a minimum of two years experience in 

clinical healthcare design preferred; strong AutoCAD competency; and at lest two year experience in preparing 

architectural submittal drawings. Organizational and time management skills with the ability to manage multiple 

projects simultaneously are a must. This position also requires outstanding written and verbal communication and 

presentation skills. 

We invite you to consider joining our employee-owner team where you will enjoy and exciting, innovative working 

environment. Please email resumes to Janet_minarik@hermanmiller.com 



Posted By: CIHI (14/11/2007) 

Job Description: Project Coordinator – End of Lease (18 month contract) 

Contact Email: www.cihi.ca/careers 

Job Details: 

Project Coordinator – End of Lease (18 month contract) 

The successful candidate will be responsible for coordinating activities, and developing and implementing strategies 

for an effective transition relating to the end of lease activities for CIHI’s Toronto office. 

You will provide support in all activities relating to the implementation of the Toronto End of Lease project; collaborate 

in the development of a detailed project plan with key milestones and timelines including data gathering, logistics, 

stakeholder communication, physical relocations, and closeout of existing site if necessary; and employ appropriate 

approval and change management processes to keep project on schedule. 

The successful candidate will have a Degree / Diploma in design, facility management, construction management; 

minimum 5 years’ relevant experience in corporate facility planning or management, with at least 3 years’ relevant 

experience in managing the logistics of corporate relocation; proven ability to coordinate and manage records and 

information relating to complex office relocation projects. 

At CIHI we offer competitive salaries, generous vacation entitlement, and an excellent flexible benefit scheme. 

Interested candidates should apply online at www.cihi.ca/careers 



Posted By: Mayhew (08/11/2007) 

Job Description: Intermediate and Senior Designers 

Contact Email: human-resources@mayhew-associates.com 

Job Details: Mayhew creates and maintains workplaces that work through proper integration of all our 

resources. A workspace that works is one that promotes productivity, encourages desired communication, enhances 

work life, reflects the organizations’ culture and contributes to better business results. We ask that all associates 

embrace our Corporate Values which are as follows: 

• Act with Integrity 

• Grow through our People 

• Be Client Focused 

• Keep Clients 

We are seeking talented individuals who share these values to join our team full-time as: 

• Intermediate and Senior Designers 

• Intermediate and Senior Architectural Technologists 

You will be working primarily in the GTA with the opportunity to also work on projects across southwestern Ontario 

from our other regional locations. To apply, you should possess an energetic, self-motivated approach to your career, 

with a minimum of four years Canadian/North American experience in either Corporate Commercial, Retail, 

Hospitality, Health Care or Institutional Interior Design and/or Architecture. Exceptional communication and 

collaboration skills, creativity, problem solving and technical application abilities should be well developed in the 

candidates. Applicants must possess related diplomas/degrees in either Interior Design, Architecture, or Architectural 

Technology. Proficiency in AutoCAD 2007 and experience with REVIT Version 9.1 is essential. 

If you wish to join the Mayhew team, please forward your resume to: 

human-resources@mayhew-associates.com 

Human Resources, 

135 Commerce Valley Drive East 

Thornhill, ON 

L3T 7T4 

Fax: 905-707-4748 



Posted By: Profile Tile Centre (Toronto, ON) (01/11/2007) 

Job Description: Interior Designer/Sales 

Contact Email: mike@profiletile.com 

Job Details: A flooring and general contracting kitchen/bath company is seeking an Interior Designer/Sales 

Professional to join their team. 

Responsibilities will include: 

• Developing design concepts and designing within project budgets 

• Dealing with suppliers, architects & outside consultants 

• Preparation of quotes, proposals and invoices 

• Awarding and managing contracts with contractors and consultants 

• Space development and arrangement 

• Provide retail and contract sales service 

Qualifications: 

• Proficient in AutoCAD 

• Post secondary degree in design or related field an asset 

• Background in sales 

• Competent Word and Excel skills 

Knowledge of general contracting market and related regulations an asset but not required 

Excellent verbal, written and visual communication skill 



Posted By: II BY IV Design Associates Inc. (Toronto, ON) (17/10/2007) 

Job Description: SENIOR DESIGNERS 

Contact Email: design@iibyiv.com 

Job Details II BY IV Design Associates Inc. (Toronto) has immediate positions available for SENIOR DESIGNERS 

who can “design magically: think practically”. Positions are available for highly creative and motivated designers with 

a minimum of 7 years North American practical experience. Candidates must have a dynamic and diverse portfolio 

that displays proven experience in hospitality and retail design from project start-up to completion. A university 

degree or college diploma in interior design, proficiency in AutoCad 2006, Microsoft Office and expertise in the 

production of working drawings and project related co-ordination are essential. We are looking for flexibility, excellent 

interpersonal and communication skills, and the ability to work in a team environment, as well as strong independent 

work skills. National and international travel may be required. 

AutoCAD tests will be given during interviews. Please send Cover Letter and Resume, to design@iibyiv.com and 

indicate Senior Designer in the subject line. We thank all applicants for your interest in this position; however, only 

qualified candidates will be contacted. 



Posted By: HOK Canada, (Toronto, ON) (12/10/2007) 

Job Description: Interior Designer – Intermediate, Corporate Interiors 

Contact Email: erinn.obrien@hok.com 

Job Details: HOK Canada is currently seeking motivated individuals who thrive in a fast-paced team 

environment to fill new and exciting roles within our growing organization! Currently, our Toronto office is seeking: 

Interior Designer – Intermediate, Corporate Interiors 

The Interior Designer will be responsible for providing a range of production services to the HOK Corporate Interiors 

team. Reporting directly to the Project Leader for Corporate Interiors projects, the Interior Designer will be 

responsible for: 

-Providing leadership when searching and documenting codes, regulations for specific projects 

- Developing solutions to technical problems 

- Modifies and /or reviews drawings according to established standards 

- Prepare presentation drawings, boards and models 

- Prepares room finishes and door schedules 

- Assist with development of construction details with designer 

- Prepare sets of architectural/interior drawings, specifications and details 

Qualifications 

- Minimum 2 years progressive experience in design industry 

- Ability to successfully work on multiple projects simultaneously 

- Either a completion of diploma/degree in an Architectural Technology program from an accredited post-secondary 

institution with a certificate for an AutoCAD course or the completion of diploma/degree in an Interior Design program 

from an accredited post-secondary institution 

- Proficient in MS Office, including Word, Excel and Outlook 

- Proficient in AutoCAD, ADT and/or 3D Studio Viz (this would be considered an asset) 



Posted By: OBM International, (British Virgin Islands (BVI) and Turks & Caicos) (04/10/2007) 

Job Description: Senior Interior Designers and Interior Designers 

Contact Email: tmilan@obmi.com 

Job Details: We are currently looking for Senior Interior Designers and Interior Designers for our offices in British 

Virgin Islands (BVI) and Turks & Caicos, please visit our website at www.obmi.com. 

Senior Interior Designer OBM BVI seeks a Senior Interior Designer who can meet all of the following requirements: 

- A three to four year degree from an FIDER accredited interior design program, or equivalent. 

- Professional registration and membership to BIDA, ARIDO, ASID or similar a plus. 

- Must be outgoing and independent and have strong design and presentation skills. 

- A minimum of 10 years experience in management of interior design teams and projects with an emphasis on 

commercial, residential and hospitality design. 

- Proficiency in AutoCAD 2000+ and Microsoft Office, construction document production and coordination, assembly 

of detailed furniture bid packages and on-site project management. 

Salary: Commensurate with abilities and experience. Competitive benefits package. 

Junior Interior Designer OBM BVI seeks a Junior Interior Designer who can meet all of the following requirements: 

- Three to four year degree from a recognized, FIDER accredited interior design program or equivalent 

- Minimum of 3 yrs experience in management of interior design teams and projects, with an emphasis on 

commercial, residential and hospitality design. 

- Professional membership of BIDA, ARIDO, ASID or similar is an asset 

- Proficiency in AutoCAD 2000+ and MS Office, construction document production and coordination, assembly of 

detailed furniture bid packages, and on-site project management. 

Contact Information: Please submit your resume to Ms. Tatiana Milan at tmilan@obmi.com. Resumes will be 

maintained in strictest confidence 

Submission Requirements Please provide the following: 

- Cover letter stating why you wish to apply for this job in the British Virgin Islands 

- Resume detailing qualifications and dates of completion, experience, specific project roles and duties and additional 

skills that may complement a design team in the architecture profession 

- Portfolio of work that you have personally done (digital-format preferred) 

- Minimum of two references at the time of application 

Additional Information 

We recommend that all candidates that reside outside of the BVI thoroughly research the region prior to submitting 

their application. 



Posted By: INSCAPE, (Newmarket, ON) (03/10/2007) 

Job Description: PRODUCT MANAGER 

Contact Email: recruiting@inscapesolutions.com 

Job Details: INSCAPE is a leading designer and manufacturer of high performance workplace solutions for today’s 

constantly evolving workplace. We offer a wide array of highly innovative and integrated product solutions including 

movable walls, office systems and storage products. 

The following employment opportunity exists in our Holland Landing (Newmarket), Ontario facility: 

PRODUCT MANAGER (2 POSITIONS – FILING & SYSTEMS) 

These positions will require the individual to manage Inscape’s product line. This will require a broad understanding 

of the industry and position, our internal and competitive strengths to A&D, dealers and clients. 

Major Responsibilities will involve: 

- Understanding competitive products, the market and developing our competitive position; 

- Develop selling strategies and propose product ideas 

- Develop business plans with financial analysis for product changes, additions and deletions; 

- Determine pricing strategies for products 

- Determine statement of line, target pricing and forecast revenue 

- Provide product content for RFPs, brainstorm product solutions for sales opportunities and answer inquires on 

product offering 

- Deliver corporate sales presentations and develop product content and deliver product presentation for sales 

training sessions 

The successful candidate must posses a degree/diploma in Interior Design and/or equivalent experience, with prior 

knowledge of contract furniture industry. Advanced analytical and presentation skills are essential as well as 

excellent verbal and written communication skills. This position will require some travel. 

If you have the qualifications for the above position and are interested in joining a team oriented, progressive 

company with excellent benefits, you are invited to submit your resume to Human Resources for consideration. 

Attention: Human Resources 

Fax: (905) 853-3594 

Email: recruiting@inscapesolutions.com 

EOE – Employment Equity Employer 



Posted By: THE ROYALTON RETIREMENT RESIDENCES / CORAM CONSTRUCTION GROUP (Toronto, ON) 

(11/09/2007) 

Job Description: INTERMEDIATE/SENIOR INTERIOR DESIGNER 

Contact Email: pphelan@coram.com 

Job Details: THE OPPORTUNITY: Intermediate/Senior Interior Designer with background in senior residences is 

required for a growing Toronto based developer. 

RESPONSIBILITIES: You will be working in a team environment but responsible for the interior design of several 

projects. Your responsibilities will include; working alongside Architect for Space Planning of projects; creating the 

design detailing, design drawings and finishes selections; attending design and partner meetings through the 

projects; sourcing and purchasing of all FF&E items; and receiving and placing of all FF&E items. 

REQUIREMENTS: Minimum 3 to 7 years Canadian design experience, Senior Residence design experience an 

asset. You must have Strong Creative and Autocad Skills as well as a Diploma/Degree from an accredited institution. 

Candidate must have excellent communication skills and the ability to work as a team as well as individually. 

COMPENSATION: Compensation based on experience. 



Posted By: Bermuda Interior Design firm (Bermuda) (05/09/2007) 

Job Description: INTERIOR DESIGNER 

Contact Email: bji@BermudaJOBS.com 

Job Details: By Design Ltd., located in sunny Bermuda is a busy Interior Design firm managing all levels of 

Residential and Commercial Interior Design currently requires a highly motivated, team spirited Interior Designer to 

join their team. Requirements 

- A minimum of a 4 year degree in interior design from a FIDER recognized school and 5 years experience. NCIDQ 

certification would be considered an asset 

- Proficiency in both Residential and Commercial Design required 

- Proven capability in collaborating with senior designers with all responsibilities associated with project 

conceptualization, development and project administration 

- Have strong AutoCAD skills, a thorough understanding of building systems, and be able to work with a minimum of 

supervision. 

- Be experienced with Excel and MS Word. - Ability to compile accurate budgets and specifications 

- Possess comprehensive knowledge of sources and products relating to elements of residential and commercial 

design. 

- Possess excellent communication skills in dealing with clients, professional consultants, contractors, and industry 

representatives. 

- Highly developed organizational methods, and administrative skills combined with creativity and a strong work ethic, 

associated with working in a small office environment are essential. 

- A willingness to be flexible, work long hours and weekends as required to suit business demands and be motivated 

and dedicated to customer service. 

- Must be an energetic team player with a pleasant and professional comportment. 

Applicants will be dealt with in strict confidence and interested candidates can apply via email to: 

bji@BermudaJOBS.com 



Posted By: PERENNIAL INC. (Toronto, ON) (23/08/2007) 

Job Description: Intermediate or Senior Designer 

Contact Email: careers@perennialinc.com 

Job Details: You’re an incredibly talented designer whose creativity and innovation are outmatched only by 

the scope of your ideas. You’re a big thinker and you’re unafraid to take on tough challenges head on. While you 

thrive on being part of a close-knit team, you have no problem driving the bus when required. You’re smart, driven, 

experienced and fun. And most importantly, you’re looking for a change. 

If you fit this description, send us your resume. We’ll expose you to the kind of retail design opportunities you’ve only 

dreamt of, from specialty boutiques to department stores and large-format retail. You’ll get to be part of a dynamic, 

multidisciplinary team, acting as both student and teacher. You’ll help us continue to grow our portfolio, and we’ll help 

you grow yours. And, of course, the excellent benefits and remuneration won’t hurt, either. 

All we ask is that your CV be as impressive as your attitude – you’ll need a minimum of 3 years’ retail design 

experience and a degree or formal education in interior design or architecture; proficiency in CAD, Sketchup, 

Illustrator and Photoshop are definite assets. Please respond to careers@perennialinc.com with a CV and samples of 

your work. 



Posted By: Mackay|Wong Strategic Design (Toronto, ON) (23/08/2007) 

Job Description: Senior Interior Designer 

Contact Email: resumes@mackaywong.com 

Job Details: Mackay|Wong Strategic Design is an internationally renowned, rapidly growing interior architecture 

and branding firm in exciting downtown Toronto. We have an award-winning portfolio of high-profile international 

hospitality and retail projects, and great partnerships in the design industry. Our employees enjoy excellent working 

conditions, flexible hours and an attractive benefits package. 

Our company is a team of people who enjoy collaboration and creative challenges. We care about the difference 

between looking and seeing. We have an appetite for excellence but are willing to make mistakes; we are passionate 

about our ideas but always open to new ones. 

Do you have new ideas to share with us? If so, please consider joining our team as a senior interior designer. As 

the ideal candidate, you are a team-oriented, enthusiastic, highly organized, creative professional with a passion for 

interior design. You possess strong communication skills and a facility for collaboration and problem-solving. You 

know how to manage people while still being able to work independently to meet deadlines. 

Specific Qualifications: 

• Related degree(s) in interior and/or architecture 

• 7 to 10 years design experience 

• Extensive AutoCAD skills, as well as the ability to free-sketch in pencil 

• Ability to conceptualize from initial design through to completion. 

Remuneration based on experience. If you feel you are qualified, please send your resume to 

resumes@mackaywong.com. We would like to thank all applicants for their interest, but please be aware that only 

those selected for an interview will be contacted. 



Posted By: Royal Bank of Canada (Toronto, ON) (27/07/2007) 

Job Description: Corporate Real Estate Design Advisor 

Contact Email: meagan.filion@rbc.com 

Job Details: Corporate Real Estate (CRE) provides cost effective premises solutions to RBC stakeholders 

that result in a comfortable and safe work environment. 

This position exists to manage Royal Bank’s CRE architectural & design standards in partnership with other Royal 

Bank Business groups & Service Providers. The role has specific responsibility for Barrier Free, Health & Safety and 

Ergonomic standards ensuring alignment with RBC’s overall real estate strategies. The incumbent will create 

corporate premises design standards (retail & corporate); provide advice & counsel to RBC Partner businesses on 

standards matters including office furniture, barrier-free access, exterior signage and brand management; be 

responsible for understanding RBC’s business strategies & translate them into practical design standards; advocate 

support of the procurement group and service providers in the sourcing process. 

Proven experience in a design field related to brand, architecture or interior design and project management skills 

would be beneficial. Degree in Architecture or Design is desired. You must be or be willing to become a member of a 

professional association (ARIDO, OAA or other). Minimum 5years in architecture or design is required. 



Intermediate Interior Designer 

MCM Interiors Ltd. has an immediate opening for an Interior Designer to join our dynamic team. Our innovative and 

award-winning approach to designing spaces will provide exciting career opportunities for the successful designer. 

You are required to have a degree in Interior Design with a minimum two years of commercial design experience, an 

art degree or extensive art background. The successful candidate is a creative, self-motivated professional with 

strong verbal, written and 2D and 3D graphic communication skills, a detail-oriented designer who demonstrates 

exceptional conceptual design skills and has experience in programming research and methodology. Your life 

experience through travel and employment abroad provides you with first hand knowledge of historic, contemporary 

and upcoming trends in international architecture and design, particularly in the commercial sector. 

Position Requirements 

Join an established design firm that recognizes and rewards your accomplishments. We invite qualified individuals to 

submit their resumes to: 

Gabriele Bromley (Ms) 

Administrative Director & Associate 

MCM Interiors Ltd. 

1600 – 555 Burrard Street, Box 264 

Vancouver BC V7X 1M9 

CANADA 

Fax (604) 687-1771 

Email: mcmi@mcminteriors.com 

Please include "Intermediate Interior Designer" in the subject line of your email. 

We will contact qualified candidates for in-person interviews only. No phone calls and drop-ins please. 

Please include "Senior Interior Designer" in the subject line of your email. 

We will contact qualified candidates for in-person interviews only. No phone calls and drop 



Designer - Precinct Properties 

May 16, 07 

The Office of the Legislative Assembly of Ontario, Precinct Properties Branch, is seeking an enthusiastic, proactive 

and service-oriented Designer, who can assist in the co-ordination and implementation of a facility management 

program for the Legislative Building, staff and end-users. 

You will apply your knowledge of relevant legislative codes relating to building design and standards towards working 

with end-users and/or independent consultants in the analysis, site measurement and development of space plans. 

As one of your key talents, you must be able to ensure that cost effective and timely schedules, resources and 

solutions meet the needs and satisfy the initiatives and priorities of the Legislative Assembly. Extensive use of 

AutoCAD (preferably version 7) will assist you in preparing technical specifications and providing technical advice 

when required. Your out-going personality lends itself to establishing positive working relationships and consulting 

with other jurisdictions and suppliers to investigate opportunities. 

Complementing your diploma or university degree in interior design or equivalent, combined with a minimum of two 

years related work experience, ideally in a heritage building, you have proven project management skills with the 

ability to manage small to medium-sized projects. You possess a flair for preparing and reading architectural 

drawings, shop drawings and diagrams. Driven by being organized, responsive and flexible as well as possessing 

strong documentation, analytical, reporting and communication skills will contribute to your success in this position. 

Candidates must be a registered member of ARIDO or current member in good standing with an equivalent 

professional organization. 

Please apply by sending your letter of interest and resume, quoting file LA-2007-22, no later than May 29, 

2007. Please apply by one route only: e-mail to hr@ontla.ola.org or fax (416) 325-3573. 

Should you be selected for an interview, you must be prepared to provide a portfolio showcasing your design work 

experience. 

While we appreciate all applications received, only those candidates selected for an interview will be contacted. We 

thank all applicants for their submission. 




April 20, 07 

Connect Resource Managers & Planners, Inc. 

Connect is a commercial interior design firm located in Oakville specializing in building/office interiors. 

We have a dynamic staff of approximately 20 as well as an impressive list of clientele. We are in need of Intermediate 

Senior Designers. 

The successful candidate(s): 

~ will possess a degree or diploma from a FIDER accredited Interior Design program. 

~ You should have a minimum of 3 years relevant commercial interior design experience and feel as comfortable in 

front of clients as you do behind the computer. 

~ Strong communication skills and the ability to liaise with clients, contractors, landlords, and real estate agents is a 

must. 

~ You are proficient in AutoCAD 2004 and can produce feasibility studies and construction drawings. 

~ You have strong space planning and concept development skills, and have some experience managing projects 

from start to finish. 

We would love to hear from you if you feel you are the right candidate. 

Contact: Uta Saunders 

Email: usaunders@connectresource.com 




April 20, 07 

Hager and Associates Inc. (Vancouver, BC) We are an energetic, creative contract interior design firm seeking a 

well-rounded interior designer to join our team. 

Specializing in hospitality, retail, and restaurants, the successful candidate will gain extensive experience in all 

disciplines of design. 

Candidates must have a minimum of: 3 years experience in a contract design office; high proficiency and speed in 

AutoCAD LT; an interior design degree from an accredited institution; and an excellent command of English is 

essential. 

Responsibilities will include project management and client support; conduct meetings and attend site visits, and 

coordinate with consultants and trades; coordinate with design team and mentor Juniors; design development with 

sourcing and selecting fixture, finish and materials; and working drawing production in AutoCAD LT, including 

millwork and detail drawings. 

Our team is goal-orientated and focused on creating new and exciting designs across North America. For 

information on our business, projects, and staff, please visit www.hagerinc.com 

Please submit your resume to: 

Heidi Hornmoen 

Operations Manager 

Hager and Associates Inc. 

306-1847 West Broadway 

Vancouver, BC V6J 1Y6 

Tel.(604) 683-7553 

Fax.(604) 683-4363 

heidih@hagerinc.com 



15. Non-Duplication of Programs 

15.1 Similar/Related College Programs 

All ARIDO recognized interior design programs including Sheridan, Georgian, Fanshawe and Humber 

Colleges follow a standard body of knowledge recently updated and published by ARIDO. As well, 

programs which are accredited by CIDA similarly meet or exceed a published body of knowledge. 

The fundamental areas of knowledge and practical skills which are addressed by programs recognized by 

ARIDO include: design theory and methods, human needs, methods of communication, furniture, fixtures 

and equipment, interior building construction, working knowledge of building codes, and professional 

practice. 

The fundamental areas of knowledge and practical skills which are addressed by programs accredited by 

CIDA include: a curriculum structured to facilitate and advance student learning; leading students to 

develop the attitudes, traits and values of professional responsibility, accountability and effectiveness; 

design fundamentals - a foundation in the fundamentals of art and design, theories of design and human 

behaviour, and a discipline-related history; interior design knowledge, skills, processes and theories of 

interior design; effective communication; building systems and interior materials knowledge; use of 

appropriate materials and products; application of the laws, codes, regulations, standards, and practices 

that protect the health, safety and welfare of the public; a foundation in business and professional practice. 

Students pursuing a CIDA diploma must complete nine liberal arts and sciences courses. 

The comparisons with each of the similar/related programs follow. 

The college has on file and available upon request the research undertaken to complete Appendix 15.1 



Institution: Fanshawe College 

Program Name and Credential: Interior Design, Ontario College Advanced Diploma 

Program Description: 

This is a three-year, co-operative program of study, which provides for professional training in 

design development and the presentation of interior spaces, both in the classroom and through 

work term experiences. The program provides exposure to business, institutional, commercial and 

residential interior spaces. Areas of study include introduction to computers, communications, 

design studio, technical drafting, drawing, design fundamentals, materials of design, colour, 

Autocad, perspective development, aesthetic appreciation, architectural elements, history of 

period styles, presentations and illustrations, business for interiors, business presentation, 

portfolio presentation. Many areas have several levels. 

Similarities and Differences: 

Fanshawe College is not CIDA accredited, and does not contain the extent of liberal arts and 

science offerings as other similar programs such as Sheridan College’s proposed degree. The 

curriculum lists a selection of general education courses related to the field of study such as 

Aesthetic Appreciation. Fanshawe is presently ARIDO recognized and offers a cooperative work 

experience, the length of which is not stipulated, however, it is listed as a course requirement for 

graduation. Fanshawe delivers five courses in AutoCAD, the industry standard computer 

application for interior design, which is similar to the Sheridan proposed degree requirements. 

Autocad will be instructed in Design Communications courses two through five, as well as 

supported in self-directed tutorials. Fanshawe’s History of Period Styles, a three-level course, 

does not explore the depth nor breadth of material in the proposed art and design history courses 

of the Sheridan Applied Degree. 

Research methods and application are not identified in Fanshawe’s program as the published 

curriculum stresses practical skills and information. Some of the technical skill courses such as 

drafting are delivered to both decorating and design students. Overall, there is a greater depth and 

breadth to the degree program. 



Institution: Georgian College 

Program Name and Credential: Interior Design, Ontario College Advanced Diploma 


This three-year program is dedicated to providing students with a broad-based proficiency in 

interior space design and physical space management. It is recognized by ARIDO. The course of 

study develops students’ research skills, analytical abilities, independent decision-making and 

communication techniques. These skills are directed towards the synthesis of theoretical, 

technical, building code and practical knowledge in the creation of interior environments that 

enhance the quality of life and protect the safety and well-being of the people who utilize the 

spaces they design. Students receive a solid foundation in interior design education. The program 

seeks to create an awareness of sustainable design practices. Students study practices in the use of 

energy and resources to create human habitats that utilize ecological design principles. The 

program encourages students to study the rich heritage of design drawn from various eras and 

cultures. The course of study will help students learn to identify, research and creatively solve 

design problems to enhance the function and aesthetic quality of an interior environment. Courses 

stress the planning and construction of interior environments and the coordination of interior 

elements. Problem-solving studio classes involve the understanding and application of building 

codes, colour, lighting, interior materials, as well as knowledge of universal and accessible design 

parameters. Special features include field trips and guest lecturers. Students must take 6 general 

education courses. Areas of study include communication, professional practice, CADD, design 

techniques, interior design communication, interior design studio, interior finishes, 3D design, 

construction methods and materials, building systems, contract documentation, sustainable 

design, design programming, as well as options such as furniture, lighting systems and design, 

field study photography, and interior textiles. 


Georgian College has emphasized a similar importance in developing students’ awareness of 

environmental issues and sustainable practices. There is just one course offered at Georgian. 

Students of the proposed Sheridan program will not only have an opportunity to explore these 

issues two courses on sustainable practices course but the program itself will be delivered from 

this perspective. As well, decision making, critical awareness and spatial quality are key areas of 

emphasis throughout the program. The greatest difference in the two programs lies in the 

distinction of courses into three categories: workplace mandatory, vocational optional and 

vocational mandatory and the availability of a two year diploma which provides less opportunity 

for advanced application of theoretical and practical information, skills and issues. The degree 

students take more breath courses and must complete a thesis. 

Optional courses represent a difference in programs, such as lighting and work placement, two 

courses considered vital to the success of the proposed students of the Sheridan degree program. 

Overall, there is a greater depth and breadth to the degree program. 



Institution: St. Clair College 

Program Name and Credential: Interior Design Diploma 


This three-year program covers such areas as math, CADD, professional partnerships, 

rendering, drafting and design, interior design materials, communications, quality of life through 

the ages, cost estimating, communication across cultures, people in motion, contract business 

procedures, aesthetic perceptive and marketing, specifications and code, architectural 

drawing/building systems, design studio, project management, presentation portfolio, and 

environmental design. The program focuses primarily on practical skills and knowledge to 

prepare students for the work environment. 


St. Clair College is not CIDA accredited, but is recognized by ARIDO. It is the only other 

program in Ontario, which highlights the important aspect of professional partnerships and 

professional collaboration. St. Clair does not include as many liberal arts and sciences courses as 

other programs or as many theory based studies such as those proposed in Sheridan’s degree 

curriculum. A similarity between the two programs is St. Clair’s stress on competence in 

presentation techniques from digital media to manual drafting and business practices. There is 

one environmental design course offered in semester six at St. Clair, unlike Sheridan’s proposal 

which emphasizes sustainable practices via specific studies and by stressing integration of 

sustainability in studio projects. Research and independent study are not stressed as key topics or 

skills, and drafting, detailing and materials are topics delivered in conjunction with design studios 

and not emphasized as independent courses as in the proposed Sheridan degree curriculum. St. 

Clair stresses the importance of student involvement in the professional organizations, and 

Sheridan students currently are and will continue to be actively involved in these groups as well 

as fulfilling the independent study project requirement of professional activity. Overall, there is a 

greater depth and breadth to the degree program. 



Institution: Algonquin College 

Program Name and Credential: Bachelor of Applied Arts – Interior Design 


This is a four-year program, which integrates professional and general studies content with an 

emphasis on critical thinking and applied research and is enriched with an additional focus on 

international perspective in interior design. The program contains a strong experiential 

component that includes simulated studio experiences, community-based design initiatives and a 

20-week co-op work term. In their fourth year of study, students are given the opportunity to 

specialize in an area of interest specific to the profession and are required to complete an applied 

research paper. The program meets the eligibility requirements for CIDA accreditation at the first 

professional degree level. Areas of study include: history of art; graphic presentation; interior 

design; drafting, CAD, English, math, interpersonal skills, building materials and construction, 

life safety issues, interior detailing and working drawings, furnishings and equipment, ecology 

and the built environment, lighting, budgeting, furniture design, principles of contracts, 

environmental systems, multimedia presentation techniques, 3D computer modelling, project 

management, professional practice, applied research skills, communication, sustainable design, 

international perspectives, plus a variety of breadth courses. 

Analysis of Similarities and Differences: 

Algonquin College received CIDA accreditation in 2001. Algonquin’s curriculum is similar to 

that of the proposed degree in the delivery of the core material detailed above especially in the 

commonality of the ARIDO and CIDA bodies of knowledge. Sheridan’s proposed degree 

curriculum includes a course entitled Design Communication, instructing students in manual 

drafting, computer-aided drafting, freehand drawing, perspective, rendering and model 

construction in a cumulative manner, emphasizing the necessity for designers to be proficient in 

all areas of presentation, and to utilize numerous techniques within the body of one presentation. 

Both Sheridan and Algonquin’s programs emphasize commercial interior design, preparing 

students for work in corporate, retail, hospitality, healthcare and residential environments. 

Sheridan allows students some freedom in selection of a thesis project in the final year, confining 

students to a public space or multi-unit residential or institutional residential space whereas 

Algonquin allows specialty in any area. Sheridan has applied research projects and essays 

throughout the program and Algonquin specifies a major research project in its final year. 

Algonquin’s degree curriculum does not specify site studies, an independent study project or case 

studies. Sheridan will not be focusing on an international perspective as Algonquin is specifically 

addressing within its geographical locale to consulates and missions in Ottawa, but will address 

many issues of diversity which will touch on international and cultural diversity. 



Institution: Humber College 

Program Name and Credential: Bachelor of Applied Arts – Interior Design 


As Sheridan is proposing to implement Humber College’s four-year program, it is described in 

detail throughout this document. 

Analysis of Similarities and Differences: 

Both Sheridan’s diploma program and Humber’s degree program have received CIDA 

accreditation. Both institutions respect the educational recommendations outlined by ARIDO and 

CIDA and deliver this body of knowledge within their curricula. 

While Sheridan is planning to implement Humber’s degree curriculum, there are some 

enhancements that we propose. First, although Humber includes principles of sustainability 

within their curriculum, Sheridan proposes to integrate socially responsible design as a teaching 

framework. All courses will be taught from this perspective and students’ work will be informed 

by these principles. 

Second, Humber students engage in their co-op term during the summer following their third 

year. It has been recommended by our Program Advisory Committee that we schedule the work 

term in the winter semester of their third year. That way, Sheridan and Humber students will not 

be competing for similar placement positions and potential employers will have access to student 

interns for a longer duration of time. 



15.2 Similar/Related University Programs 

All ARIDO recognized interior design programs follow a standard body of knowledge recently updated 

and published by ARIDO, the Association of Registered Interior Designers of Ontario. As well, 

programs, which are accredited by CIDA similarly meet or exceed a published body of knowledge. 

The fundamental areas of knowledge and practical skills which are addressed by programs recognized by 

ARIDO include: design theory and methods, human needs, methods of communication, furniture, fixtures 

and equipment, interior building construction, working knowledge of building codes and professional 

practice. 

The fundamental areas of knowledge and practical skills which are addressed by programs accredited by 

CIDA include: a curriculum structured to facilitate and advance student learning; leading students to 

develop the attitudes, traits and values of professional responsibility, accountability and effectiveness; 

design fundamentals: a foundation in the fundamentals of art and design, theories of design and human 

behaviour, and a discipline-related history; interior design knowledge, skills, processes and theories of 

interior design; effective communication; building systems and interior materials knowledge; use of 

appropriate materials and products; application of the laws, codes, regulations, standards, and practices 

that protect the health, safety and welfare of the public; a foundation in business and professional practice. 

Students pursuing a CIDA accredited program must complete nine liberal arts and sciences courses. The 

comparisons with each of the similar/related programs follow. 

The college has on file and available upon request the research undertaken to complete Appendix 15.2. 



Institution: Ontario College of Art and Design 

Program Name and Credential: Environmental Design, Bachelor of Design 


The Environmental Design program focuses on the planning, design and detailing of interior 

space. With an emphasis on the creation of expressive and habitable spaces, students develop 

their projects based on an understanding of architectural, environmental and social contexts. The 

design studios adopt a design methodology of research, analysis, production, and presentation 

with a strong emphasis on conceptual development. Studio projects include commercial, 

residential, retail, hospitality, institutional and exhibit design. The program integrates courses in 

design theory, colour, interior materials, technology, and construction, drawing and graphic 

presentation techniques, and professional practice. An integrated program of study encourages 

self-directed independent study at the senior studio levels, culminating in a focused body of thesis 

work within an area of the student’s choice. The Environmental Design program is integrated 

with Industrial Design programs, allowing sharing and/or interchange of courses. Students take a 

common foundation year, followed by three-years of study in Environmental Design. Areas of 

study include drawing principles, 2D principles, 3D principles, colour principles, visual culture, 

design drawing fundamentals, 2D design fundamentals, 3D design fundamentals, design process, 

spatial explorations design studio, environments design studio, environments lab, form and colour 

design studio, sketching, technical communication, concept generation, interior design and 

construction, form and structure labs, modernism and modernity in design, design methodologies, 

core project design studio and lab, presentation, drawing and rendering, 2 liberal studies electives, 

retail design or furniture explorations, thesis preparation and research, human factors, 

restaurant/hospitality design or interaction design, thesis project development studio, two 

electives, history of design, material culture, history of furniture, urban life, professional practice, 

contemporary studies in architecture and design. 


The OCAD program is ARIDO recognized, but not CIDA accredited. The most significant 

difference between OCAD and the proposed Sheridan program is the OCAD Design Stream 

foundation year, which delivers such courses as design process, colour, principles of interaction 

design and graphic communication. These topics are delivered in part or as stand alone courses in 

the first and second year of the proposed Sheridan program, but the unique aspect of OCAD is the 

married design disciplines who share these courses. The second year of studies, is equivalent to 

the first year of interior design studies in the proposed Sheridan degree curriculum. OCAD 

characterizes its program as “Interior Architecture” and introduces students to interior design 

within the context of building structures. Research, analysis and conceptualization are 

commonalities between the two programs. However, manual and computer-aided drafting are 

embedded within the studio courses, whereas, Sheridan students will receive rigorous training in 

CADD drafting and 3D rendering in stand-alone courses. Knowledge of materials, finishes, 

details and construction techniques are delivered later in the program at OCAD, highlighting the 

difference in approach between the two curricula. There is a significant difference in the number 

of breadth courses required in Sheridan’s program compared to OCAD’s. While OCAD students 

have an optional work placement opportunity for a two week session, Sheridan students receive 

an intensive 14 week placement that is a requirement for graduation. 



Institution: Ryerson University 

Program Name and Credential: Bachelor of Interior Design 


In the first year of this program, students master the fundamentals of design, drafting and 

drawing. The second year builds on these skills through residential design and small-scale 

commercial planning projects. In year three, the emphasis shifts to solving design problems for 

large-scale commercial interior spaces. In the fourth year, the focus is on a major in-depth project 

that includes formal research into a specific area of design. Students participate in field trips, 

weekend project and seminars, in addition to lab and classroom work. All students must complete 

400 hours of work placement with a practicing interior design office. 

The first year concentrates on giving students a common base of theory, knowledge and skills. In 

the second year, interior design is the central professional course conducted in conjunction with 

other supportive and developmental courses. Through the third and fourth years, the development 

of the necessary common capabilities continues, adding professional practice courses and giving 

students progressive opportunities to explore a few areas in depth and to develop a high level of 

competency in a topic or area of design of their own choosing. Courses in liberal arts, humanities, 

social sciences and the history of design provide intellectual depth and breadth and prepare 

graduates for the legal, social and ethical responsibilities of professional practice. Communication 

skills, emphasized throughout the program, focus on freehand drawing in varied colour media and 

include manual drafting, CAD, professional report writing and oral presentation. Technology 

studies cover principles and practice, regulations and standards of interior construction, fitment 

detailing, materials finishes, textiles and building services, incorporating sustainable design, 

barrier-free access and environmental health. The design dynamics courses in the first, second 

and third years develop the theoretical and practical understanding of the design process, 

creativity, design theory, and human factors engineering, with an emphasis on their application in 

the studio and workshop. The interior design courses through all four years involve the 

application and synthesis of all accumulated understanding and capabilities to develop 

competency as the creative problem solving interior designer. They culminate in the fourth year 

final project, utilizing and exercising each student’s area of greatest strength and inclination, 

which is publicly presented to a panel of professional designers and faculty. Field trips form part 

of the formal curriculum. 


All ARIDO recognized interior design programs follow a standard body of knowledge recently 

updated and published by ARIDO, the Association of Registered Interior Designers of Ontario. 

As well, programs, which are accredited by FIDER, the Foundation for Interior Design Education 

and Research, similarly meet or exceed a published body of knowledge. Ryerson’s program is 

recognized by ARIDO and is FIDER accredited so there are some similarities in content between 

Sheridan’s program and Ryerson’s. 

The key difference in the program offered at Ryerson and that proposed by Sheridan is 

collaboration verses independence. In their program overview, Ryerson states their objective in 

the first and second year of the program is for students to become independent, while the focus in 

the Sheridan proposed program is to learn and value the project team, the vital collaboration of 

related disciplines and the input of the client.

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