Parent Guide
ECE Innovation Stream
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CONTENTS “Scientists dream about doing great things. Engineers do them.”
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Message from Lynann Clapham
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Key areas of student transition
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How parents can help
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A year in the life of a first-year student
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Upper years: Electrical Engineering and Computer Engineering disciplines
James A. Michener
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Engineering Frosh Week: Dispelling the myths
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Understanding the structure
11 Glossary Photo Credits Greg Black, Queen’s University Photographer, pages: 1, 3, 4, 5, 6 Geoff Crowson, pages: 2, 3, 6 Lauren Sharpe, page 6 2
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A MESSAGE FROM LYNANN CLAPHAM, ASSOCIATE DEAN (ACADEMIC)
Welcome to the Queen’s Engineering family! University is a time of major transition in your child’s life and also in yours. Gone are the days when your daughter or son is dependent on you for every need and subjected to the usual
house rules. Suddenly, their boundaries are expanded considerably, with nearly every critical aspect of their life left to their own judgment. As parents, we desperately want them to make
good choices, and while encouraging their new found independence we also want to help them optimize their chances for success.
At Queen’s we recognize that many students turn to their parents on a daily basis for advice and support. Therefore, we have prepared this Parent Guide to help you understand what
your son or daughter will encounter when they are in their first foray away from home, and to
Lynann Clapham
Associate Dean (Academic)
provide you with information on how best to advise them when they meet the typical hurdles associated with university life.
I’d like to assure you that at Queen’s Engineering and Applied Science we expect every one of our students to graduate successfully, and we consider it our job to help each and every one of them achieve his or her academic potential. Our record in this regard is exemplary—we
are number one amongst Canadian engineering programs when it comes to the percentage of
incoming students who successfully graduate (91 per cent). Why have we been so successful?
In part, it is because we recognize that first year is a very difficult transition year, and we have a number of special measures and programs in place to help our students. For example: n Our
First Year Coordinator, Aphra Rogers, is available for questions and to help first-year
students with any problems.
n Extended
Program (described on page 10), which is designed to allow students who have
difficulty in the fall term of first year to repeat fall courses before proceeding with their winter term subjects.
n Queen’s
has a Learning Strategies Development program to help students develop the effective
studying habits and time management skills that are so critical in the university environment.
As we prepare for the new academic year I would like to introduce our incoming Associate Dean (Academic): Dr. Marianna Kontopoulou Ph.D., P.Eng.
In upper years, each engineering discipline has a Faculty undergraduate chair and a staff
undergraduate advisor who monitor each student’s progress and are there to answer questions
and provide advice. Futhermore, opportunities such as dual degrees, internships and exchange programs also have special Faculty advisors who meet with interested students to help build custom-made degree programs.
Queen’s Engineering and Applied Science is extremely proud of our students and strongly
committed to their success, both in and out of the classroom. Together with you, we strive to
provide a strong support system that will help them make the transition from a teen to a young adult and prepare them for a vibrant, exciting and promising career. Regards, Lynann Clapham, PhD, PEng Associate Dean (Academic)
Faculty of Engineering and Applied Science
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Key areas of student transition Even for the most successful high school student, the transition to university life can be a challenge. This is particularly true in Queen’s Engineering and Applied Science, where academic expectations are high. We have listed a few key areas where students will need to adapt to new and exciting demands.
Socially Residence life, Frosh Week and common classes with other firstyear engineers mean that students will be making a fresh start with new friends in an environment of new-found freedoms.
University life may require your son or daughter to challenge long-standing beliefs as they encounter tremendous diversity and non-traditional ways of thinking. Remaining connected
with those who care about them is important as they grow and mature as individuals in response to new opportunities and pressures.
Intellectually All Queen’s Engineering students were at the top of their
classes in high school. Now their classes are filled with peers who all have similar intellectual abilities, and the academic expectations are raised accordingly. The workload is heavy right from the first class. Students are expected to solve
complex problems that require them to apply multifaceted
approaches. Self-motivation and time management skills are
critical because it is up to each student to monitor and maintain his or her own daily progress.
Emotionally Living away from home for the first time presents many
challenges. Initially, students may experience loneliness,
lack confidence, and even question their decision to attend
university. Gradually these feelings will resolve themselves
as students begin working together with their peers, establish close friendships, and develop that sense of community and spirit that characterizes Queen’s Engineering. n
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How parents can help Recognize the boundaries
Encourage and motivate
Since your child is now an adult, all interaction with the
All students go through difficult periods when they are under a
marks) is communicated only to an individual student, unless
it is useful to have someone to remind them of their strengths
university will be through them. Transcript information (i.e., they provide a written statement indicating that another
specified person may have access to this information. Although we encourage you to provide advice and guidance, it is
important that your son or daughter becomes the decisionmaker in his or her life.
Be informed Study the parent guide! This will help you understand the
university environment so that you may respond in ways that are helpful. Remember that this is not high school; the typical student’s marks will drop by an average of 15 per cent from
high school to university, so students and parents should adjust expectations accordingly.
Communicate Maintain an open, non-judgmental channel of communication. There is little you can do to directly solve the problems that
your son or daughter faces, but you can offer guidance and ask questions that help them make day-to-day decisions.
great deal of intellectual and emotional stress. During this time and help them to keep life in perspective.
Promote healthy choices New-found independence can often mean poor eating and
sleeping habits. Residence meal plans offer a wide variety of
healthy choices; encourage your child to eat well and maintain a regular sleep routine.
Suggest support when they need it Often students feel stigmatized by their problems, or are
too embarrassed to admit they need help. As a result, they may seek advice long after it is needed. As a parent, you
can familiarize yourself with the support services available at Queen’s and encourage your child to ask for help before
problems escalate. If they aren’t sure where to turn, or they just want someone to talk to, remind them that a quick email to the Engineering and Applied Science Faculty Office (engineering. reception@queensu.ca) can lead to a meeting with an advisor within 24 hours. n
Self-motivation and time management skills are critical because it is up to each student to monitor and maintain his or her own daily progress.
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- getting ready! I can hardly wait! All my high school friends are also making plans for their moves to different places. - receiving lots of stuff from Queen’s these days, including an assignment. - found out I’m going to be in Victoria Hall residence, I got my new computer, I am all packed and ready to go!
- Frosh week was sort of scary at first, but after the first day I really got into it. The grease pole was the best, but I’m so hoarse now I can’t talk. Ate nothing but ice cream and cookies for dinner last night. I love Queen’s! - Week 1- intense... tonnes of homework in my first class! Good news tho—I’ve got a couple of other engineers on my floor, and we’ve decided to study together.
- first Physics quiz - brutal. I passed (barely). Must read through notes before class! - Miss my bed back home. - Heading off to Douglas Tutorials for some help in Physics - Thank God for Thanksgiving -sort of strange though loved being home but missed Queen’s. - got to get a louder alarm! It’s hard to get up for an 8:30am class when you don’t sleep until 4am! - midterms next week are freaking me out! No time to cram like in high school!!
- midterm marks back—pas sed everything—never thought a 65 would look so good! - Gotta stop these late nights and early mornings, friends all have colds I can feel one coming. - Classes done!! I survived! - study break for exams, we ’ve staked out a room in the ILC to work together. - Exams went OK except for Calc, we’ll see... I think a few of my friends will be headed for J section in the winter. - DONE DONE DONE! and heading home for the holidays!
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- marks back—I passed!! John and Sarah going into J-section. - I know I can improve my marks, I’m going to be healthier this term and not put stuff off as much. Maybe I should attend a Learning Strategies session? - got to start thinking about my engineering program. - orientation evenings were great! I know where I’m headed.
- started house hunting! - term going much better - I’m really getting my math and physics, quizzes going well. - midterms... then READING WEEK! A bunch of friends are going skiing but I’ve got a midterm after and project work so I’ll take my books. - oops. Not much reading in my Reading week. Messed up the midterm. Need to pull a couple of all-nighters to get back on track. -sealed the deal on a house, just 10 minutes away with 4 friends. A bit grubby, Mom and Dad will hate it but it’s so cool.
- this term is taking so long! Time management better since talking with Learning Stategies counselor. - Wouldn’t survive without my Engineering buddies. Judith really knows this stuff, and Peter makes us laugh. - class-study-sleep-class-study-sleepclass... can’t remember the last time I went out.
- Term done and APSC100 presentation went great! Final exams start next week. - Aced my Algebra and Calculus exams, Physics OK, but worried about Chemistry... - All done, heading home!! - Marks back... I PASSED!! So long, first year!
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Upper years Electrical Engineering and Computer Engineering disciplines Many of our incoming students don’t know what branch of
of different courses compared to those taken by regular EE and
their mind by the middle of first year. Provided students
connected to a number of technical sub-streams in years three
engineering they are most interested in; still others change have passed all first-year courses, they are guaranteed to
get into either of the two programs of their choice: Electrical
Engineering (EE) or Computer Engineering (CE). Students who enrol in the innovation stream of EE or CE will take a number
CE students. The EE and CE innovation streams in year two are and four. Please visit the ecei.engineering.queensu.ca and
ece.queensu.ca for more information on the innovation streams and the ECE programs.
Computer Engineering and Electrical Engineering choices within Queen’s Engineering and Applied Science Discipline (program)
Streams
Electrical Engineering
Biomedical Engineering Communications and Signal Processing Communications Systems and Networks Electronics and Photonics Mechatronics Power Electronics and Systems Robotics and Control
Computer Engineering
Computer Hardware Computer Systems Software Engineering Mechatronics
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Engineering Frosh Week Dispelling the myths! The hype and misinformation around Engineering Frosh Week
are significant, and as a result some incoming students find the
thought of Frosh Week intimidating. Here are some facts which will hopefully alleviate some of the fears and help your son
or daughter approach their orientation week with a sense of excitement and anticipation.
First of all, Frosh Week activities are optional, not mandatory. If a student wishes to participate, he or she signs up early in the
week and pays a small fee. However, signing up does not oblige a student to participate in all, or even any, events. If students decide that they just want to watch an event rather than
participate, or drop out entirely, this is possible at any time. Frosh Week is designed to encourage new students to work
together in a group and to form a strong bond with students
in their year. Groups of about 25 “Frosh” (new Engineering
students) are led by 4 “Frecs”—two female and two male secondyear students—who are the purple, kilt-wearing, crazy-hair-
sporting students who usually end up on the front page of the
newspaper. And although the initial “Frec encounter” involves a great deal of shouting and silliness, the Frecs quickly become
leaders, friends, and mentors to the students in their Frosh group.
the week prior to Frosh Week, and are put through a rigorous
training process that involves leadership, safety, and sensitivity training. They are also taught how to recognize and counsel students who might appear to be uncomfortable with their experience.
Engineering Frosh Week involves a number of events that
combine teamwork with friendly competition and a liberal dose of goofiness. The week culminates on Saturday morning with the greasepole, an event where the collective group of Frosh
must figure out how to work together to recover a Queen’s tam nailed to the top of a lanolin-covered wooden pole.
Frosh Week events are closely monitored and supervised with
an emphasis on safety, security, and sensitivity. All events must be approved in advance by the Senate Orientation Activities
Review Board (SOARB) and by the Dean of Engineering and
Applied Science. SOARB committee members are present at all events and scrutinize them carefully.
For many Engineering students, Frosh Week is one of the
defining aspects of their university experience. But obviously Frecs undergo a rigorous screening and training process. They
it may not be for everyone. All choices are respected, so it is
and are carefully chosen. They are required to arrive at Queen’s
off and do your own thing. n
are interviewed for the positions by the Engineering Society
completely acceptable to sit and watch the fun or to simply go
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Queen’s Engineering and Applied Science Understanding the structure One of the keys to communicating effectively with your son or daughter is understanding their academic environment. The next couple of pages will help you to understand the Queen’s Engineering and Applied Science structure and some of the terminology we use.
First year: Common to all engineering students All Queen’s Engineering students complete the same first-year courses. The table below shows the courses taken in first year; some of these provide the technical foundation for upper-year engineering courses, while others serve to introduce the non-
technical skills ((e.g., teamwork, time management, critical judgment, engineering design, technical communication) that are a necessary part of engineering practice.
First-year engineering courses: Fall term
First-year engineering courses: Winter term
Course number
Course description
Course number
Course description
APSC 100
Engineering project, experimentation, and problem solving
APSC 100
Engineering project, experimentation, and problem solving
APSC 111
Physics: Statics and dynamics
APSC 112
Physics: Electricity and magnetism
APSC 131
Chemistry
APSC 132
Chemistry
APSC 143
Introduction to computing
APSC 162
Engineering Graphics
APSC 151
The Earth’s environment
APSC 172
Calculus 2
APSC 171
Calculus
APSC 174
Introduction to linear algebra
APSC 182
Statics
First year: Sectioning
Although the first-year class numbers around
650 students, each class is broken down into 18
sections of 25-50 students. This is done to make scheduling more flexible for everything from large lecture courses (about 200 students) to much smaller tutorials (about 50 students).
First-year sample timetable: Fall term Time
Monday
Tuesday
8:30am 9:30am 10:30am 11:30am
Lecture Lecture
12:30pm 1:30pm
Tutorial Lecture
Wednesday
Thursday
Lecture
Lecture
Lecture
Lecture
Lecture
Tutorial
Tutoral
Lecture
Lecture
Lecture
Lecture
Lecture
Tutorial
Friday
Lecture
2:30pm 3:30pm 4:30pm
Laboratory Laboratory Studio
Extended Program For years we have recognized that the transition from high school to university is a tough one for students, and that many have academic problems as a result. For students that struggle in the fall term, we recommend a move into our extended program. In the Extended Program, the first six weeks of the winter term is spent reviewing the fall term course material. The final rewrite exams for these fall courses are held halfway through winter term, during Reading Week. Students inthe Extended Program then begin their “normal” twelve-week winter term courses, which will extend six weeks into the spring term*. Final exams for the Extended Program are held in early June.
Students doing the Extended Program are not disadvantaged in any way, and since a sizeable fraction of our students (about 10 per cent) opt for the Extended Program, there is little or no negative stigma associated with it. Most Extended Program students pass first year successfully, and go on to be academically indistinguishable from their peers in upper years. *Students in the direct entry Electrical and Computer Engineering program do a modified version of this common first year.
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GLOSSARY AU
Academic Units, numerically equal to CEAB Accreditation Units.
Basic Sciences
Physics, Chemistry, Earth and Life Sciences.
Board of Trustees
The senior administrative body of the university.
Bursary
Financial award for a student in need.
Calendar
Letter of Permission
A formal document allowing a student to take a course at another institution in lieu of one in the student’s regular program.
Operations Committee
A standing committee of the Faculty Board which deals with admissions, scholarships, academic progress and curriculum matters.
Option
One of two or more streams within a program (e.g., the environmental option in Civil Engineering).
An official publication of academic regulations, programs of study, descriptions of courses of instruction and requirements for graduation.
P.Eng.
CEAB
Canadian Engineering Accreditation Board.
Professional Engineers Ontario. The licensing authority in Ontario.
Confidential Examination
Prerequisites
An examination paper recovered after the examination and withheld from circulation or publication.
Core
Those courses which are a mandatory part of a program.
Dean
The Chief Executive Officer of the Faculty.
Department
A subdivision of the Faculty responsible for a particular subject or group of related subjects, or a discipline.
Electives
A group of courses from which a specified number must be chosen to satisfy part of the requirements for the degree.
Exemption
A required course replaced in a program by relevant work experience plus an equivalent number of Accreditation Units extra to the program approved by the Operations Committee.
Faculty Board
The committee charged with overseeing all academic matters in the Faculty.
H&SS
Professional Engineer, registered by a provincial licensing authority.
PEO
Courses which must be passed before the course in question can be taken.
Principal
The Chief Executive Officer of the university.
Program or Plan
A specified combination of courses leading to a degree in a particular subject.
QUIP
Queen’s Undergraduate Internship Program.
Reading Week
A period in which classes are suspended in favour of independent study.
Regular Session
Normally consists of the fall and winter terms of instruction. In the case of firstyear students registered in the Extended Program, the Regular Session includes the spring term.
A financial award based on academic merit.
Senate
The university’s senior academic board.
Session
A period of instruction. A Regular Session comprises two terms, the fall and winter terms.
SOLUS
The Queen’s student admin system—a source for schedules, fee status, contact info, etc.
Sub Plan
Sub-discipline within a plan. CEAB accredited.
Substitution
Replacement of a required course, stipulated in the calendar, by another course, with the approval of the Operations Committee.
SURP
School of Urban and Regional Planning.
Term
A period of instruction, usually of 12 weeks duration.
Transcript
A document provided by the Registrar’s Office that lists the entire academic recordto-date of a student in the university. An Official Transcript is certified by the registrar.
Transfer Credit
Credit allowed for a course taken in another Faculty or at another institution.
Withdrawal
A formal process for discontinuing studies in a course or in a program.
Regulations
The rules established by the Faculty Board and by the Senate by which a student’s academic progress and deportment are governed.
Reread
Humanities and Social Sciences.
The reassessment of a student’s final paper in a course, on appeal.
Internship
SAL
A twelve- or sixteen-month period in industry, arranged by the university, for academic credit.
Scholarship
Student Assistance Levy.
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WHERE TO TURN FOR FURTHER INFORMATION Career Services (613) 533-2992
careers.queensu.ca/
Student Accessibility Services (613) 533-6467 accessibility.services@queensu.ca
Engineering Wellness Centre Trained Engineering Peer Supporters
(613) 533-2000 x 75376 facebook.com/engwellnesscentre@ewqueens (hours of operation listed) Jackson Hall, room 208
Student Wellness Services Medical appointments are held at LaSalle Building (613) 533-2506 queensu.ca/studentwellness n Engineering Embedded Counsellor (613) 533-3447 engineering.counsellor@queensu.ca Counselling appointment held at Beamish-Munro Hall, room 300
Diversity at Queen’s Positive Space Program (613) 533-2529 queensu.ca/positivespace/home n Four Directions Aboriginal Student Centre (613) 533-6970 queensu.ca/fdasc/home n
Faculty of Engineering and Applied Science Office (613) 533-2055 engineering.reception@queensu.ca
International Students If you are an International Student please connect with our International Student Experience Associate: Mofi Badmos (email): engineering.intladvisor@queensu.ca
Policies and Regulations in Engineering and Applied Science engineering.queensu.ca/policy/index.html n Academic regulations n Departure from Academic Integrity (DFAI) n Senate- and university-wide policies n Use of calculators in tests or examinations n Course mark reviews and appeals
Queen’s International Centre, John Deutsch University Centre (613) 533-2605
quic.queensu.ca 87 Union Street
queensu.ca/registrar/resources/policies/university-senate-2550 residences.housing.queensu.ca n Residence Life Activities Office reslife@queensu.ca (613) 533-6790 n General questions (613) 533-6790
Safety on Campus n Walkhome
Service (613) 533-WALK (9255) myams.org 6:00 pm – 2:00 am Sun – Wed 6:00 pm – 4:00 am Thurs – Sat (and during exam period) n Campus Safe Walk Program* (613) 533-6080 *Available when Walkhome staff are off duty n Campus Security (613) 533-6733 queensu.ca/security n On-Campus Emergency Response (613) 533-6111 n Kingston City Police (613) 549-4660 n Campus Watch... keeping our campus safe
Senate Policies for all Students
IT (Information Technology) Services
queensu.ca/registrar/resources/policies/university-senate n Access and privacy n Student appeals, rights and discipline n Academic dishonesty n Code of Conduct n Student access to final examination papers n Confidential Exams n Computer User Code of Ethics
Student Academic Success Services: Learning Strategies and Writing Centre
University Chaplain
Human Rights Office (613) 533-6886 queensu.ca/humanrights (613) 533-2442 help@engineering.queensu.ca servicedesk.engineering.queensu.ca (assistance with NetID, accessing software, accessing Z drive)
sass.queensu.ca Centrally located in Stauffer Library, this enriched learning environment brings together a comprehensive, integrated set of academic support services and resources for Queen’s students. n Learning strategies development n Writing Centre (613) 533-6315
(613) 533-2186 chaplain@queensu.ca The Chaplain’s Office provides a confidante and advisor to students, staff and faculty. This peaceful and safe space is ideal for addressing problems, concerns or crises with the assurance of a personal, confidential and helpful relationship.
Queen’s University Kingston, Ontario, Canada K7L 3N6 Tel: 613.533.6000 Fax: 613.533.2535
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