New undergraduate and graduate for-credit degree programs that have been approved by the Quality Council on or after September 1, 2011 are detailed in this database, which can be searched in multiple ways: by university, year, program level and/or keyword.
Program Approvals: University of Waterloo
The Department of Civil and Environmental Engineering (CEE) at the University of Waterloo in collaboration with its School of Architecture will offer a new BASc in Architectural Engineering to meet the large current and future demand for engineers technically-skilled in the whole scope of building design, construction, assessment, repair, and refurbishment. Graduates from this program will have the enhanced design, communication, and collaboration skills alongside the strong analytical skills that engineering students at UW currently acquire.
This one-of-a-kind CEAB-approved co-operative program has “Design from Day One” as its mantra. A common Architectural Engineering class held in a studio setting will underpin each term and will help knit together topics such as design, aesthetics, culture, environment, and professionalism in the context of engineered buildings. A studio learning experience, common in design-centric programs such as Architecture and Industrial Design, allows for enhanced peer-learning, better collaborative work, inspiration from surroundings, rapid modelling and prototyping, while encouraging hands-on investigations and exploration.
This program has the potential to profoundly impact the building industry, by producing graduates with broad, yet technically deep, skills capable of responding to the unique and emerging challenges currently confronting the building industry.
The Biomedical Engineering program is unique in Canada due to its strong focus on the modeling and design of biomedical systems that will be used to develop new technologies and engineering solutions to health-related problems. The curriculum of this co-operative program will emphasize design and interdisciplinarity, and will incorporate biomedical content starting in the first year of enrollment and culminating in a fourth year biomedical design project course. The curriculum is geared towards three theme areas of bio-signals and imaging, bio-mechanics and sports engineering, and bio-devices.
The program’s objective is to graduate engineers with the technical skills required to model complex biomedical systems, interpret biomedical experimental results, and design and develop innovative technologies in close collaboration with the medical community. Graduates will be ideally suited to contribute directly to the Canadian biomedical and health economy, but with a solid, well-rounded education that will allow for a wide range of career possibilities.
This program will be geared towards students with an interest in health promotion who do not have an extensive background in natural sciences. It has been designed to ensure that students are engaged in experiential learning and enhance their connections to the community. Students will have the option of enrolling in either the co-op stream or the regular stream.
The program will advance learning, knowledge, practice and capacity in health promotion. Graduates will demonstrate:
- an understanding that health is determined by an array of biological, social, economic, political, geographic, cultural and developmental determinants;
- an understanding of major theoretical historical and emerging developments, and controversies in health promotion;
- basic competencies in advocacy, human engagement, mediation, community development and mobilization;
- a basic understanding of the health care system and how it might be reformed to better promote health;
- a basic understanding of what policy is, how it is developed, and how it influences health;
- an ability to engage and communicate with an array of stakeholders including individual citizens, health care professionals, health organizations, and private and public sector leaders;
- a basic understanding of global health challenges and how health promotion solutions must be adapted to context and culture;
- the ability to participate fully in the mutually interactive process of knowledge exchange, including an ability to retrieve, interpret and use research as the foundation for action; and
- a basic understanding of general systems thinking and theories.