VIA COURIER
2055 PURCELL WAY. NORTH VANCOUVER, B.C. V7J 3 H 5 TEL. 986-1 911

1986-07-31

Mr. Lome Thompson
Executive D i r e c t o r
Program Services D i v i s i o n
M i n i s t r y o f Post Secondary Education
Parliament Buildings
V i c t o r i a , B.C.
V8V 1X4

' Dear Lorne:
Please f i n d enclosed two copies o f a new program p r o p o s a l . Computer
I n f o r m a t i o n Communication Program.
T h i s program was i d e n t i f i e d i n o u r
1985 Five Year Educational Plan Update as V i s u a l
Computer
Literacy
(Objective
2.1.4), and, as o u t l i n e d i n t h a t p l a n , i t s need i s s u p p o r t e d
by t h e labour market changes i n h e r e n t i n a t r a n s i t i o n t o an i n f o r m a t i o n
s o c i e t y . The program proposed i s a c e r t i f i c a t e program t h a t would be
used p r i m a r i l y f o r upgrading and enhancing t h e e x i s t i n g s k i l l s
that
s t u d e n t s w i l l have and i s , t h e r e f o r e , s p e c i f i c a l l y ^ o r i e n t e d t o w a r d s t h e
transformation i n the workforce.
Please f e e l f r e e t o contact Dr. Greg Lee, Dean
Programs, should you wish a d d i t i o n a l i n f o r m a t i o n .
Yours

of

Career/Vocational

truly,

\
Douglas K. Jardine
President
DKJ/bb
A t t : Computer I n f o r m a t i o n Communication Program Proposal ( 2 )

PreslO/thomsonS

Capilano College

*

�-l •

,,.

�

'l

t.-;,"

"THE COMPUTER INFORMATION COMMUNICATION PROGRAM

A CERTIFICATE PROGRAM PROPOSAL AT CAPILANO COLLEGE

H

PURPOSE AND

BENEFITS

"The information r e v o l u t i o n , a combination of massive i n c r e a s e s i n
the world's inventory of information and the t e c h n i c a l development of
the means to cope with i t , w i l l , one way or another, a f f e c t every
segment of our l i v e s . "
Richard Brightman.
Over the past decade the s o c i e t y has r a p i d l y been swinging towards
becoming an information s o c i e t y and economy. Within business, i n d u s t r y ,
and between governments, the c a p a b i l i t i e s to deal with information and
i t s processing has been considered a competitive edge.
U n t i l the beginning of the 1980's, there was a confidence t h a t the
p r i v a t e and public sectors would r e l y on e i t h e r information systems
departments or access commercially a v a i l a b l e information. Now i t
becomes increasingly obvious that the o r i g i n a l c l i e n t i s , or w i l l be,
using i n d i v i d u a l l y c o n t r o l l e d r e s o u r c e s . These resources w i l l be the
microcomputer used both alone and connected to other microcomputers and
mainframe systems. The use of t h i s information becomes the new
competitive edge.
In recognition of t h i s , most major corporations have created
information centres and created s e n i o r executive positions to manage the
information resource. Small and medium s i z e businesses cannot a f f o r d
t h i s luxury and must r e l y on t h e i r r e g u l a r personnel to remain
competitive. This program would g i v e these s k i l l s to these persons.
Further, t h i s feature of the new Information Society d i c t a t e s t h a t
jobs change and people need r e t r a i n i n g i n new s k i l l s . The post
secondary education system has not h i s t o r i c a l l y responded w e l l to t h i s
need. The exception has been programs such as the Accelerated B u s i n e s s
Program (Dogwood) at Capilano C o l l e g e . T h i s proposed program would a l s o
meet t h i s growing need for changing and enhancing career p o s s i b i l i t i e s .
The purpose of "The Computer Information Communication Program" i s
•"to teach the student about e l e c t r o n i c information age communications.
I t w i l l provide s k i l l s to a l l o w them to take advantage of the
opportunities that the emerging technology i s c r e a t i n g . To
achieye^^Ja^s
jdent must^evplnp rp1„eva_nt problem solving _sjd 1J^g-r---tmi^^
how
to prepare or access information, how to evaluate that information, how
to s e l e c t the appropriate e l e c t r o n i c method for information
transmission, how to prepare the layout and design of that information
for dissemination and how to u l t i m a t e l y d i r e c t i t s storage and
transmission. Because the use of computer graphics to enhance the
information presentations i s i n e v i t a b l e , these s k i l l s must be v i s u a l as
""well as t e x t u a l .
^ ""^
^ """^
™^
These s k i l l s are the b e n e f i t s t h a t the student should r e a l i z e from
the program; but the b e n e f i t s of the program w i l l extend beyond t h i s .
As these new s k i l l s permeate the work p l a c e , they help to e s t a b l i s h a
new l e v e l , a new standard, a new c a p a b i l i t y and a new competitive edge
for our society i n general.

2.
CURRICULUM

The curriculum would be d i v i d e d i n t o three semesters of f i f t e e n
weeks each. I t would e n t a i l a t o t a l of eighteen c r e d i t s (approximately
6 courses) per semester.
The semesters w i l l be divided i n the following manner:a)

F i r s t semester: i n t r o d u c t i o n , theory, foundation, and
support courses,

academic

b)

Second semester: b u i l d i n g and expanding the knowledge and
s k i l l s of the f i r s t semester.

c)

Third semester:

applied communication development.

I t i s proposed that p a r a l l e l to "The Computer Information
Communication Program" commencement as a day program, an evening program
would begin. The evening program would o f f e r the f u l l c e r t i f i c a t e
program over a suggested three year p e r i o d , at the rate of two courses
per semester.

PREREQUISITES:-

All

1)

A grade 11 algebra l e v e l (or e q u i v a l e n t ) . This can be waived
i f the student can show probable success without i t .

2)

F a m i l i a r i t y with the typing keyboard.

3)

A b i l i t y to demonstrate m a t u r i t y , i n t e r e s t and a p t i t u d e .

p o t e n t i a l students to the program w i l l be interviewed.

Many students w i l l have some of the s k i l l s i d e n t i f i e d in the c u r r i c u l u m .
These students would be'given e i t h e r advanced standing, course exemption
or a l t e r n a t i v e choices from other c o l l e g e o f f e r i n g s .

3.
FIRST SEMESTER
SOCIAL CHANGE AND MODERNIZATION ( 3 )
This course looks a t the mechanisms, modes and v a r i a b i l i t y of
s o c i o - c u l t u r a l change that has been brought on by the impact of
new information systems. The student w i l l look at the merging
technology and the evolving r e s p o n s i b i l i t i e s that i t c a r r i e s .
DRAWING AND DESIGN ( 3 )
The course o b j e c t i v e s are to develop the students a b i l i t y to
think i n v i s u a l terms. The student w i l l be exposed to drawing
and design using a v a r i e t y of d i f f e r e n t media.
LAYOUT AND DESIGN ( 3 )
This p r a c t i c a l course w i l l focus on the appearance,
i m p l i c a t i o n , appropriateness and organization used i n
conteinporary design. The course w i l l deal with the
i n t e l l e c t u a l and manual s k i l l s needed f o r graphic problem
solving.
WRITTEN COMMUNICATION ( 3 )
The course i s divided i n t o two p a r t s . The f i r s t deals with the
basic command of standard w r i t t e n E n g l i s h . The second d e a l s
with s t r a t e g i e s i n f i n d i n g information, focusing on a t o p i c ,
organizing information, developing an i d e a , evaluating and
r e v i s i n g , and summarizing w r i t t e n information. Attention w i l l
be given to writing f o r e l e c t r o n i c communication.
INTRODUCTION TO COMPUTER PROGRAMMING ( 3 )
T h i s i s a lab based course developing f a m i l i a r i t y with
micro-computers and the s k i l l s needed to do b a s i c programming,
program flowcharting and planning. The course has an emphasis
towards i n t e r a c t i v e programming and a d d i t i o n a l l y i n c l u d e s an
introduction to computer graphics and graphic r o u t i n e s .
WORD PROCESSING AND DATA MANAGEMENT (1.5)
The basic l o g i c and theory of word processing and data
management. The students w i l l receive hands on t r a i n i n g . The
training w i l l include software handling and r e l a t e d equipment
using non-dedicated systems.
INTRODUCTION TO COMPUTER SYSTEMS (1.5)
T h i s i s a lab based course that w i l l use a v a r i e t y of packages
to introduce the student to computer operating systems, data
f i l e s and process handling. The emphasis w i l l be on a t t a i n i n g
working f a m i l i a r i t y with the operating systems and c a p a b i l i t i e s
of microcomputers.

A.
SECOND SEMESTER
COMPUTER GRAPHICS AND DESIGN ( 3 )
T h i s course builds on the courses "Layout and Design" and
"Drawing and Design". The focus i s on understanding and
dealing with the opportunities and l i m i t a t i o n s of these
p r i n c i p l e s as they r e l a t e to computer technology and
information dessemination. The course w i l l also deal with
design software and input hardware.
PERCEPTION ( 3 )
A look a t human perception and perceptual behaviour; s p e c i f i c
phenomena such as perceptual c o n s t a n c i e s , perceptual s t i m u l i ,
c r e a t i v i t y and l e v e l s of awareness. The course w i l l u l t i m a t e l y
examine the human response to and perception of computer
information processing.
SOFTWARE EVALUATION AND COMPARISON (1.5)
The course w i l l look a t the evaluation of software; systems
c o m p a t i b i l i t y , implementation, s o p h i s t i c a t i o n l e v e l s , design
and c l a r i t y , e f f i c i e n c y , documentation, support and value a r e
some of the topics to be covered.
INFORMATION AND INSTRUCTIONAL DESIGN ( 3 )
T h i s course deals with the s t r u c t u r e of information for
e f f e c t i v e dissemination and with the theory, l o g i c and design
of i n s t r u c t i o n a l systems.
SMALL SYSTEMS DOCUMENTATION AND PUBLISHING (1.5)
A hands on p r a c t i c a l course i n which the student w i l l cover the
hardware and software that i s used i n in-house p u b l i s h i n g . The
course w i l l cover e l e c t r o n i c layout and design, text f i l e
t r a n s f e r , graphic i n s e r t i o n s and l a s e r p r i n t i n g .
COMPUTER PROGRAMMING I I ( 3 )
T h i s course builds on the f i r s t computer programming c o u r s e .
Included i n t h i s course i s more advanced programming, more
advanced graphics and t h e i r i n t e g r a t i o n into the communications
p r o c e s s . Special emphasis w i l l be placed on program planning,
storeyboarding and f l o w c h a r t i n g . A d d i t i o n a l l y , the course w i l l
cover synthetic voice and the i n t e g r a t i o n of a v a r i e t y of
v i s u a l support materials (such as s l i d e s , graphic m a t e r i a l ,
e t c . ) into program use.

5.
RESEARCH TECHNIQUES ( 3 )
T h i s course provides t r a i n i n g i n the major aspects of the
research process; i n c l u d i n g research design, data c o l l e c t i o n ,
data processing-, data a n a l y s i s , presentation of f i n d i n g s .

THIRD SEMESTER
COMPUTER ASSISTED INSTRUCTION (C.A.I.) ( 3 )
The course w i l l look a t the rudiments of C.A.I, programming.
S p e c i a l emphasis w i l l be placed on the c r e a t i o n and t e s t i n g of
i n s t r u c t i o n a l l y sound programs, and the e d i t i n g and adaptation
of prepared m a t e r i a l s .
NETWORK COMMUNICATIONS AND TELEMATICS (4.5)
T h i s course o f f e r s a p r a c t i c a l approach to data communications.
The topics covered are t r a n s m i s s i o n , network a r c h i t e c t u r e s .
P a r t i c u l a r a t t e n t i o n i s given to microcomputers and t h e i r r o l e .
The courses focus i s on the transmission of v o i c e , data and
images on l o c a l and wide area systems.
COMPUTERS IN RESEARCH ( 3 )
. T h i s course i s an extension of "Research Techniques" and d e a l s
with the use and a p p l i c a t i o n of computers and data banks i n
research..
VIDEOTEX (4.5)
T h i s course deals with the use and a p p l i c a t i o n of videotex
systems; i t i s a hands on course i n which the student w i l l be
producing concepts and generating pages f o r transmission using
e x i s t i n g standards.
ENTERING THE WORK PLACE (1.5)
T h i s course w i l l deal with the student finding work i n the work
p l a c e . Some of the t o p i c s covered w i l l be a look at the
market, marketing ones t a l e n t s , preparation of a p o r t f o l i o , the
job interview, o r g a n i z a t i o n a l behavior, a look a t the f u t u r e
and i t s new technologies.

THE PROGRAM LENGTH

The length of the program w i l l be three semesters.
the time l i n e s are as follows:-

The reasons f o r

I t was the appropriate length of time i n which to d i r e c t the
studies previously described.
Additionally:
Should newly graduated students wish to a c q u i r e the a d d i t i o n a l
s k i l l s that the program o f f e r s , one a d d i t i o n a l year should
provide the s k i l l s to complement e x i s t i n g t r a i n i n g .
The segment of the population returning to c o l l e g e f o r purposes
of r e t r a i n i n g ( e i t h e r on leave or unemployed) have i n d i c a t e d a
. preference for shorter more intense i n s t r u c t i o n p e r i o d s . T h i s
i s because: (1) economically i t i s advantageous, ( 2 )
government a s s i s t a n c e seems to be slanted towards t h i s time
period and (3) the minimum time away from one's c a r e e r the
b e t t e r . This time period has proven s u c c e s s f u l i n other s i m i l a r
programs.
One of the more important groups of people t h a t the course i s
directed to are those who w i l l wish to maintain t h e i r
employment s t a t u s while studying to accommodate the t r a n s i t i o n
to the evolving information s o c i e t y . I t was f e l t that a c c e s s
to the complete program over a period of three years was an
a t t a i n a b l e g o a l . (Spreading the f u l l curriculum over t h r e e
years of three semesters each year allows evening student
carrying two courses per semester to complete the program i n
three years>)

7.

TYPES OF STUDENTS

Unlike t r a d i t i o n a l career programs which appeal to and t r a i n
students f o r a s p e c i f i c trade or c a r e e r , "The Computer Information
Communication Program" i s designed to appeal to a broad base of students
already possessing career s k i l l s . These students can be categorized
g e n e r a l l y as follows:1.

Presently employed people wishing to expand t h e i r employable
worth and/or simply wishing to p a r t i c i p a t e i n the high-tech
revolution.

2.

P r e s e n t l y unemployed persons wishing to add to e x i s t i n g s k i l l s
and experience, or apply new d i r e c t i o n to old s k i l l s , thus
providing them with greater employment p o t e n t i a l .

3.

Students j u s t graduated from other career programs but wishing
to expand t h e i r career p o t e n t i a l .

The s k i l l s , professional t r a i n i n g and background that the student
might bring to t h i s program i s p o t e n t i a l l y quite varied and the i n t e n t
i s to b u i l d upon these s k i l l s to i n c r e a s e t h e i r career p o t e n t i a l .

8.
BUDGET
NON RECURRING COSTS (START UP COSTS):CAPITAL
Work S t a t i o n s
20
Graphic Tablets
10
Laser p r i n t e r
Network system
Image d i g i t a l i z e r
Image recorder
Plotter
Modems
4
Software
Harddisc
Mice
10
Furniture
Electrical/Installation

$3000
$ 500

$ 200

$ 150

DEVELOPMENT
TOTAL STARTUP

$60,000.00
5,000.00
5,000.00
6,500.00
4,000.00
4,000.00
5,000.00
800.00
8,100.00
1,000.00
1,500.00
4,000.00
4,000.00
108,100.00
15,000.00
$123,100.00

ANNUAL OPERATING COSTS
Comparison with other r e l a t e d programs (Media Resources [ 3 3 1 3 ] ,
Journalism [3311], Applied Communication [3310], Commercial Art [ 5 1 1 7 ] ,
Computer Systems [3510]) would i n d i c a t e that a program weight of 1.6 i s
appropriate. The c l a s s s i z e would be 20.
The program duration i s not y e t d e t a i l e d and without development
cannot be f i n a l i z e d . Based however on I'S c o l l e g e c r e d i t s per semester
and on the expectation that about h a l f of the courses w i l l r e q u i r e
l a b o r t o r y work, the program hours would be 1215 over three semesters.
The program duration therefore would be 2.0 and the Support Duration
would be 1.5 (45 weeks).
In order to o f f e r the program part time over a four year p e r i o d , an
a d d i t i o n a l five s e a t s (PTE) are requested.
T h i s would r e s u l t i n , for 1987/88, the following
PTE
Instructional units
Support u n i t s

25 25 X 1.6 X 2.0
25 X 1.5 X 1.31

allocation:—

= 80
= 49.1

9.
ENROLLMENT
I t i s f e l t that the enrollment impact of the program w i l l be to
a t t r a c t new students, most of whom have had some s p e c i f i c t r a i n i n g or
experience and wish to develop these s k i l l s i n the context of the
information s o c i e t y .
ENROLLMENT ESTIMATES^
While i t i s d i f f i c u l t to guarantee enrollment estimates, r e l a t e d
programs, media programs and communications programs throughout the
country a r e over subscribed. The e x t r a p o l a t i o n that i s therefore made
i s that the program with i t s expanded r e t r a i n i n g concept should r e a l i z e
ongoing healthy r e g i s t r a t i o n .
PROGRAM COMMENCEMENT
The f i r s t semester would begin post Labor Day 1987.
IN RELATION TO OTHER PROGRAMS
In r e l a t i o n to other programs i n the province, the Computer
Information Communication Program i s designed to provide l a d d e r i n g ,
career mobility and p r o f e s s i o n a l development. The program i s
complementary to other s k i l l s .
RESEARCH

The consultation process had s e v e r a l aspects to i t .
-

i n t e r n a l (Capilano College - f a c u l t y , s t a f f and s t u d e n t s )
other c o l l e g e s , u n i v e r s i t i e s and p r i v a t e teaching
institutions
government agencies
business and i n d u s t r i e s
"Think tank" and s o c i a l planners
relevant a s s o c i a t i o n s
major manufacturers of micro-computers

In a d d i t i o n to the above, a computer data bank research p r o j e c t was
i n i t i a t e d with the a s s i s t a n c e of the National Research C o u n c i l . The
information that was generated i s included with the proposal. E x t e n s i v e
reading confirmed the advice of the other s p e c i a l i s t s whose input i s
reviewed.
The following are the f i n d i n g s of that process:-

10.
CAPILANO COLLEGE
To draw ideas from as many sources a t Capilano College as p o s s i b l e ,
the following process was implemented.
-

A l e t t e r was sent to every department head i n v i t i n g input and
conversation with a l l members of that department.

-

A l e t t e r was sent to what was f e l t to be the r e l e v a n t
departments requesting that a r e p r e s e n t a t i v e of that department
be appointed to a committee t h a t would meet on a regular b a s i s
to d i s c u s s the development of "The Computer Information
Conimunication Program". The c r i t e r i a for department s e l e c t i o n
was t h a t , i t presently taught a course that might be s i m i l a r to
a course offered i n the new program, there was a s p e c i a l
i n t e r e s t i n the program ( e g . the Studio Art and the Commercial
Art programs), a t e c h n i c a l e x p e r t i s e e x i s t e d , or the graduates
of t h e i r program would become p o t e n t i a l students i n the
Computer Information Communication program.

The committee consisted of r e p r e s e n t a t i v e s from the

-

-

Deans o f f i c e
Media Resource program
Business Management program
Office Administration program
Computing Science program
Commercial Art program
Studio Art program
Communications program

Students were contacted on a more informal b a s i s , on an
i n d i v i d u a l basis and i n small groups, and the developing
concepts were d i s c u s s e d . While students from the above
programs were concentrated on, the spectrum of students were
from a l l the d i v i s i o n s a t Capilano C o l l e g e .
Consultation with the c o l l e g e s t a f f took place i n a s i m i l a r
manner to that of the s t u d e n t s .

The input from the various groups helped to define the o v e r a l l
philosophy of the program, p r o f i l e of the proposed students, a s s i s t a n c e
about the equipment that i s needed, the grade eleven algebra l e v e l s and
other p r e r e q u i s i t e s , the advisory committee, curriculum, scheduling and
a t t i t u d e of the courses were a l l discussed both formally and i n f o r m a l l y .
T h i s input was considered and runs throughout the proposal.

11.
EDUCATIONAL INSTITUTIONS
S e v e r a l colleges and u n i v e r s i t i e s were consulted i n both the p u b l i c
and p r i v a t e s e c t o r s , among these were

-

Vancouver College - Langara
Sheridan College (Toronto)
Control Data ( P r i v a t e ) (Vancouver)
Acadia U n i v e r s i t y (Nova S c o t i a )
Concordia U n i v e r s i t y (Montreal)
C.J.E.P. De Vieux Montreal (Montreal)
Purdue University (Los Angeles)
Rochester I n s t i t u t e of Technology (Rochester)
Community College of Denver (Denver)
University of Western Washington (Bellingham)
New York School of Computer Technology ( P r i v a t e ) (New York)

G e n e r a l l y , the response to the i d e a s was favourable. One of t h e
obvious patterns that emerged was that the approach that i s being
discussed here i s not a program which was being given a t these
i n s t i t u t i o n s , only c e r t a i n aspects of the programs could be found a t any
one of the schools. Upon f u r t h e r questioning the main d i f f e r e n c e was
found to be that these i n s t i t u t i o n s were p r i m a r i l y t r y i n g to o f f e r
i n i t i a l education to those i n t h e i r post high-school t r a i n i n g , while
"The Computer Information Communication Program" goes beyond t h i s
concept to include as a large part of i t s p o t e n t i a l students those
wishing r e t r a i n i n g and p r o f e s s i o n a l development s t u d i e s .
The o v e r a l l f e e l i n g that p r e v a i l e d was that a program of t h i s s o r t
was needed and that the r e t r a i n i n g , and complementary s k i l l s to
t r a d i t i o n a l programs, would provide students with a competitive edge i n
the job market. The concensus was that the educational i n s t i t u t i o n s
were not adequately involved i n the r e t r a i n i n g of the p u b l i c v i s - a - v i s .
the merging technologies. I n many i n s t a n c e s t h i s was a t t r i b u t e d to l a c k
of funding. This was f e l t to be short s i g h t e d .
Three of the schools asked f o r copies of the proposal with a view
towards adapting i t to t h e i r l o c a l markets.
BUSINESS AND INDUSTRY
A v a r i e t y of various s i z e businesses and i n d u s t r i e s was c o n t a c t e d .
They i n c l u d e : -

Bedford Software
B.C. T e l
B.C. Hydro
Canadian Forest Products
Gray Beverage L t d .
Ingerberg Corp.

12.
-

Sommerville-Belkin Corp.
Storewall Manufacturing
The Sanderson Partnership
T r i b a l Sportswear Company

Generally among the smaller corporations the need f o r the
communications i n e l e c t r o n i c format was not yet a r e a l i t y - the
exception being Telex. While the computer i n the o f f i c e was always i n
use for stock control or bookkeeping, f u r t h e r a p p l i c a t i o n was not yet
incorporated. After d i s c u s s i o n and a look a t such things as e l e c t r o n i c
marketing p o t e n t i a l , i n t e r e s t was heightened.
Once a company reached the s t a t u s of multi-branch, or when t e c h n i c a l
or i n t e r a c t i v e communication became a r e a l i t y , they could see the need
and a p p l i c a t i o n s of having these s k i l l s i n the work p l a c e . The persons
handling the e l e c t r o n i c communications functions would be at v a r i o u s
l e v e l s of s t a f f and management. The a p p l i c a t i o n of the s k i l l s provided
by "The Computer Information Communication Program" f i n d a p p l i c a t i o n i n
s e c r e t a r i a l work, research marketing, e t c
The problem e x i s t s t h a t
employees are not properly trained i n an i n t e g r a t e d manner. That i s to
say that an i n d i v i d u a l may possess one or two of the s k i l l s but the ~
d o v e t a i l i n g of that person with others who have mostly d i f f e r e n t , yet i n
some ways s i m i l a r , s k i l l s s t i l l remains a problem.

as

In those companies where trained personnel e x i s t s , they are t r e a t e d
an a s s e t and t h e i r s k i l l s are treated as a competitive edge.

GOVERNMENT AGENCIES
The following government agencies were contacted:• -

-

Unemployment Insurance Commission (National and Regional
offices)
National Department of Communication
Ministry of Industry and Small Business ( P r o v i n c i a l and
Federal)
National Research Council

Four very relevant new points were brought forward:1.

The Computer Information Communication Program would provide
i n s t r u c t i o n which i s i n keeping with evolving national economic
strategies.

2.

Persons i n a v a r i e t y of employed p o s i t i o n s w i l l require
training/retraining.

3.

A person presently unemployed or entering the job market f o r
the f i r s t time would be considered much more a t t r a c t i v e to a
p o t e n t i a l employer i f they had t h i s t r a i n i g .

13.
4.

I t was f e l t that the p r o l i f i c a t i o n and implementation of new
wave e l e c t r o n i c communication would evolve as a competitive
edge being created for those companies i n v o l v e d . S i m i l a r
s k i l l s would then be desired by companies or i n s t i t u t i o n s who
don't have them, and t h i s g r e a t e r demand w i l l require i n c r e a s e d
training.

The economists with U.l.C. f e l t that presently employed persons
would generally not be made redundant by those having a d d i t i o n a l s k i l l s
but that expansion employment would look f o r and prefer these.
A d d i t i o n a l l y as the new technologies were employed the n o n - s k i l l e d
personnel would require r e t r a i n i n g ,
SOCIAL PLANNERS, FUTURISTS, AND 'THINK TANKS'
During the development of t h i s proposal, there were s e v e r a l
opportunities for discussion with two r e s e a r c h a s s o c i a t e s of the "Gamma
Group". Gamma i s a s o c i o l o g i c a l think-tank which presently d i r e c t s most
of i t s energies towards the impact of new information systems on
s o c i e t y . Contacted were W.L. Gardiner, Ph.D., Vice-President of Gamma
and George Marshall, Ph.D., Research A s s o c i a t e . T h e i r response to the
value of the proposed program i s three f o l d :
1.

I f our s o c i e t y i s to take advantage of the emerging information
s o c i e t y , then education which d e m i s t i f i e s the t e c h n o l o g i e s ,
explains advantages and a p p l i c a t i o n , and encourages use of
these technologies, must be made a v a i l a b l e .

2.

The public must be encouraged to take advantage of these
educational opportunities.

3.

Adaptive t r a i n i n g and r e - t r a i n i n g must become one of the major
thrusts of our educational f a c i l i t i e s .

I t was f e l t therefore that "The Computer Information
Program" would be appropriate and t i m e l y .

Communication

MAJOR MICRO-CO^fPUTER MANUFACTURERS
Conversation took place with r e p r e s e n t a t i v e s of I.B.M., Apple
Computer, Tandy Computers, A t a r i Computer, i n an attempt to understand
the upcoming trends i n manufacturing. S e v e r a l relevant f a c t o r s were
established.
The i n i t i a l surge of computers i n the home had s t a b i l i z e d . The
reason brought forward was that the software was not made a s
simple as o r i g i n a l l y promised.
Cost and the recession have taken an e f f e c t .

14.

-

Most growth i n the market place comes from e s t a b l i s h e d u s e r s
r e a l i z i n g the p o t e n t i a l of computer technology and upgrading to
machines with greater c a p a c i t y .

-

Most of the new a p p l i c a t i o n s f o r e s t a b l i s h e d users was i n the
area of information p r o c e s s i n g .
Most new enterants i n t o the computer world have information
processing i n mind.

RELEVANT ASSOCIATIONS
Two p r o f e s s i o n a l a s s o c i a t i o n s were contacted, The Software I n d u s t r y
Development Association and The I n t e r n a t i o n a l A s s o c i a t i o n of Business
Communicators.
The S.l.D.A. was of l i t t l e h e l p .
other hand had very h e l p f u l i n p u t .

The members of the l.A.B.C. on the

I t was f e l t that i t was important f o r students attending "The
Computer Information Communication Program" bring with them t h e i r own
i n t e n t . That i s to say that i t was important that students of the
program have s k i l l s that they would l i k e to complement with the new
program s k i l l s . The concern that the l.A.B.C. voiced was that persons
with the mechanics alone a r e not n e c e s s a r i l y anything other than
t e c h n i c i a n s ; and that the "what" i n communications took precedent over
the "how"... The separation of t o o l s from g o a l s . The f e e l i n g f o r The
Computer Information Communication Program was very p o s i t i v e because i t
dealt with t h i s s e p a r a t i o n .
STUDENT SUITABILITY
In the section of t h i s proposal dealing with the background of the
students entering t h i s program, i t was indicated that the backgrounds
would be wide and varied; and that many of our students w i l l be .
attending with the idea of developing themselves p r o f e s s i o n a l l y .
Continuing along these l i n e s i t i s probable that the students w i l l be
returning to these same l i n e s of work and professions to apply these new
s k i l l s to improve and expand t h e i r work p l a c e . The newly graduated
student w i l l probably g r a v i t a t e to t h e i r area of s p e c i a l i z e d t r a i n i n g .

15.
THE DISTINCTIVENESS OF THE PROGRAM
In hopes of finding some models which would help i n the design of
the program, the calendars of a l l B r i t i s h Columbia's c o l l e g e s and
u n i v e r s i t i e s , and what was f e l t to be r e l e v a n t educational i n s t i t u t i o n s
across Canada and the U.S.A. (both p u b l i c and p r i v a t e ) were examined.
I t would appear that the ideas for t h i s program are o r i g i n a l , the
c l o s e s t o f f e r i n g as a program would be those i n
e d u c a t i o n a l / i n s t r u c t i o n a l computing, computer p u b l i s h i n g , computer
graphics, computer science; and while The Computer Information
Communication Program looks at some a s p e c t s i n a l l these f i e l d s , the
program i n i t i a t e s a new p e r s p e c t i v e .
A d d i t i o n a l l y , at no i n s t i t u t i o n was there any v a r i e t y i n courses
which would allow a student to "put together" t h e i r own p r o f e s s i o n a l
development program; nor could a student f i n d any program that would
approximate "The Computer Information Communication Program".
EVALUATION PROCEDURE
The suggested procedure for the e v a l u a t i o n of the program i s the
standard process which follows the Council of P r i n c i p a l s recommended
procedure.
CONCLUSION
F i r s t l y , there e x i s t s a t Capilano College a t t h i s time much of the
t a l e n t needed to develop t h i s program.
Secondly, meetings with our outside advisory committee (Appendix 1)
indicated that the program suggested would help provide the community
with a work f o r c e having s p e c i a l and u s e f u l s k i l l s , t h i r d wave s k i l l s ,
s k i l l s that w i l l help B r i t i s h Columbia respond to the challenge of the
information s o c i e t y .

APPENDIX I

ADVISORY COMMITTEE
The Advisory Committee c o n s i s t s of the following persons
Adrian Harper
Past President and Present Vice President of the l o c a l branch
of the I n t e r n a t i o n a l Association of Business Communicators,
Freelance Corporate Communicator.
Doug Tate
Graphic a r t i s t , small systems publisher, D i r e c t o r of
Advertising f o r Bedord Software.
Susan Matasi
Member of the F e d e r a l Department of Communication i n the area
of- small b u s i n e s s and i n d u s t r y .
Bob Yoneda
Management Information
Company.

S e r v i c e s T r a i n i n g , B.C. Telephone

Ruth Emery
Economist a t the Economic S e r v i c e s branch of the F e d e r a l
Department of Employment and Immigration, Vancouver.
Michael Frost
Past student a t Capilano College, software text w r i t e r f o r
Pathfinders. Software.
Once the curriculum and background were developed, the concepts wer
discussed with the above a d v i s o r s . For the most part there was a
concensus i n the d i r e c t i o n and approach that the program took. There
were concerns i n s e v e r a l areas that were t r a n s l a t e d into the f o l l o w i n g
suggestions.
Provisions should be made to give c r e d i t to students e n t e r i n g
the program that have s k i l l s that the program o f f e r s .
-

The program should be open ended; i n t h a t , as technology
i n f i l t r a t e s s o c i e t y and becomes more a p p l i e d , some of the
courses o f f e r e d w i l l become s i m p l i s t i c while other r e l e v a n t
concepts w i l l become important.
P r o v i s i o n s should be made f o r upgrading the program's
graduates.
Group assignments should be implemented when p o s s i b l e to
improve i n t e r - p e r s o n a l s k i l l s . .
That students be encouraged to apply t h e i r primary s k i l l s to
the s k i l l s the program o f f e r s .