When you enter the program, courses focus on developing the foundational software development skills required to work in an entry-level software development co-op position and the technical support and networking skills required to work in an entry-level technical support co-op position. In your second year, courses expand your software development skills and you learn varied web technologies and database techniques. In your third year, the program focuses on applying your software development knowledge to develop a web application in a team environment. You also learn about the current trends in Computer Science and about IT security. Throughout the program, you maintain an online portfolio to showcase your work so that it can be used when seeking employment. You also have the option to take the math prerequisites required to attend university Computer Science programs.
Physical activity and health is an introductory course that combines a variety of physical activities in order to promote an active and healthy lifestyle. Stress management, motivational factors, weight management, and nutrition are some of the topics that complement the weekly activities. Students are expected to participate to the best of their ability in a fun-filled environment. The following activities may be offered: Soccer, Ultimate, Volleyball, Hockey, Ringette, Basketball, Lacrosse, Snowshoeing, Hiking, Cross country running, Rollerblading, Weight training, Circuit/Core training, Yoga, Pilates, Badminton, Flexibility, and Relaxation.
This course’s emphasis is on how knowledge is defined, acquired, transmitted and applied. Students examine both messages and media to identify the strengths and limitations of each. Students learn to situate knowledge in a social, historical and personal context, a skill they will need in order to become lifelong learners.
This course is directed toward improving English language skills by extensive written work based on literary texts. It uses the same textbooks as the Introduction to College English: Literature, but because of the emphasis on writing skills has a reduced list of readings.
Students learn to identify, configure, troubleshoot and upgrade the physical components of a computer. They learn how to install, configure, troubleshoot and manage the Windows and Linux operating systems as well as application software. Students perform operating system tasks using both the GUI and command line interface in Windows and Linux. They learn how to establish professional relationships with users and clients, and how to be a responsible and ethical computer technician. They also learn how to identify user needs, provide user support and follow up on the support provided
Students learn to design, code, and test simple object-oriented programs in the Java language. They learn to write effective, efficient algorithms to solve programming problems and to use the three constructs of structured programming in coding their solutions. They learn the principles of object-oriented programming and use class diagrams to represent the object-oriented solutions to problems. They learn how to code and use a simple class. They develop complete test plans to test their programs and learn to identify and correct common types of errors.
Students design websites using HTML Cascading Style Sheets (CSS). Students integrate graphics, typography, colour, navigation, and forms as well as multimedia content, such as images, sounds, video, and animation, into a website. They use responsive web design and mobile first design principles to create a complete website. They learn to design websites using a consistent look-and-feel and meeting accessibility requirements. They publish and test these web sites on a web server.
(Prerequisite: Sec IV Mathematics: Technical and Scientific OR Science Options OR Sec V Mathematics: Cultural, Social, and Technical Option or equivalent)
Students in the Computer Science program study and practice the binary and hexadecimal number systems and matrix transformations as used in computing and such basic math tools as found in logic, set theory, Boolean algebra, problem-solving, and statistics.
The purpose of the second set is to encourage students to use a goal-oriented approach to improve the effectiveness of a physical activity whether it is a sport, corporal expression or an outdoor activity. After an initial assessment, students evaluate the physical activity in terms of their ability and attitudes; they set goals and try an approach aimed at improving their motor skills, their technique or their mastery of complex strategies. Finally, students are called upon to assess their progress.
Badminton involves the introduction of skills including serving, underhand and overhead strokes, rules and etiquette of the game and basic strategies of singles and doubles play.
This course provides a great opportunity to work out with a group in a friendly setting, where everyone works to their own capacity. Workouts will consist of different training approaches based on the five fitness components. The resistance used will be of personal choice of weights and/or body weight. Ultimately all workouts will provide both cardiovascular and muscular strength/endurance benefits, resulting in a very functional form of fitness
Students will experience a blend of disciplines such as Pilates, yoga, meditation and stress management techniques. The course aims to increase flexibility, cardiovascular endurance, and muscular strength through a variety of workouts while developing awareness of mind, body and spirit.
Snow Sports involves learning the skills and strategies to comfortably use the winter environment to travel over snow and ice. Snow sports will include cross country skiing, snowshoeing, and skating in the Gatineau Park and surrounding facilities. Exercising in cold weather conditions requires an understanding of proper nutrition, safety management, cold weather injuries, and dressing techniques; all topics that are covered in the course.
This course is condensed into the first seven weeks of the winter semester.
This is a true Canadian experience.
Outdoor Pursuits will allow students to experience the health advantages and adventure of outdoor based activities. Students will learn skills important to safely adventure in the outdoors including navigational skills, wilderness first aid, risk management and basic survival skills while engaging in a range of outdoor activities that will build their muscular and cardiovascular endurance.This course is condensed into the first seven weeks of the fall semester.
Team Sports focuses on the progression of fundamental skills,. Team Sports is comprised of three different activities each lasting five weeks, to be determined by the individual teacher. Three of the following sports could be offered: Soccer, Hockey, Volleyball, Basketball and Ultimate Frisbee.
Yoga is a practice that has evolved over a period of approximately 5,000 years dealing with all aspects of health. The term yoga literally means union of mind and body. Throughout the semester, students will be introduced to the many different styles of yoga, focusing on a variety of forward bends, back bending and balancing postures.
Students learn how to install, configure, troubleshoot and document problems with local area networks. They learn how to manage network users and groups in the Windows and Linux operating systems. Students learn how to install and configure a Windows Server operating system and to use the server roles. They learn how to analyze, identify and protect a network against potential security threats and vulnerabilities. Students also perform command line scripting in the Windows and Linux operating systems.
Students continue the study of object-oriented programming using Java in this course. They create and refine an object model to solve more advanced programming problems. They learn to apply the principles of encapsulation, inheritance and polymorphism in designing and coding object-oriented programs. They write programs that use arrays and that read and write data files. They write GUI programs with a continued focus on thorough testing.
(Prerequisites: 420-G10-HR, 420-H10-HR)
Students are introduced to a broad, general overview of business operations in both the private and public sectors particularly with respect to business information systems. Students learn about IT careers and the ethical considerations of these careers. They learn technical writing practices including how to prepare resumes and cover letters. Students also learn and apply the principles of interpersonal communication to their professional and personal lives. They learn to effectively work and interact with others.
The course focuses on how individuals, groups, societies or nations organize ideas, perceptions and values into explanatory patterns. Students explore major ideas and value systems by which diverse individuals, groups, societies or nations seek to explain the world and their place in it.
Students learn about data structures and abstract data types using Java and build mobile and desktop applications. They study the list, queue and stack abstract data types and learn to implement them using different data structures. Students analyze data structures and algorithms to determine efficiency. They learn the principles of unit testing and thoroughly test their code using JUnit test cases.
They develop full-stack web applications using data stores such as XML and JSON and environments such as REACT and Redux.
(Prerequisite: 420-G20-HR; Corequisite: 420-K20-HR)
Students learn the basic principles of relational database management systems. They learn to analyze the data and develop a data model based on data requirements. They use a CASE tool to create an entity-relationship diagram to represent the data model. Students also learn to use SQL to create and modify database tables and to retrieve data from a database. The students design and implement a database from a case study. Students learn the principles of transaction processing, database security and distributed database management.
(Prerequisites: 420-K10-HR, 420-G20-HR,)
Students learn the software development life cycle (SDLC) using Agile and continuous delivery methodologies. They learn how to use the tools and techniques necessary for discovering and analysing user requirements required for information systems. Students learn about user interface design and develop a prototype for a case study.
This course aims to apply different ethical theories, principles, and values to the areas of work and business. The focus is on the requirements for making capitalism more ethically appealing as well as the relation of corporations to other entities such as consumers and the natural environment. Values and virtues like cooperation and fairness are discussed along with the application of an ethical decision-making model to relevant case studies.
In common with the other Block “B” English courses, this one provides training in public speaking, practical and professional writing, reading and writing across the curriculum while exposing the students to a variety of literary forms. Although the course devotes considerable attention to practical and professional writing, the focus remains solidly on literature.
Students work with web servers and web server security. Using PHP and other tools students explore web application vulnerabilities and how to prevent them. They create web applications and prepare website security plans for the applications, and harden the web server and applications against malicious attacks.
(Prerequisite: 420-H20-HR, 420-J10-HR, 420-K20-HR; Corequisite: 420-J20-HR)
Students create dynamic web applications using the C#/.NET framework in Visual Studio. They use ASP.NET with MVC to develop a web application for a case study. They design and create applications with validation, to access a database and other data sources. They deploy .NET applications to a web server.
Students continue their study of relational database management systems and learn to use advanced SQL structures such as stored procedures, functions, triggers and cursors. They also learn to refine a data model to meet performance guidelines. Students continue to work on the case study started in Database Management I.
The third physical education course is aimed at integrating physical activity into the student’s daily lifestyle through more effective application of related personal factors (i.e. time management, motivation, nutrition needs, designing an exercise program) that contribute to continued participation. During scheduled course hours, the student will be introduced to new skills and concepts related to the specific activity chosen. The student is also expected to maintain regular physical activity outside class hours within a personal activity program under the professor’s supervision by applying the knowledge gained while integrating new course material.
The group activity portion of this course will consist of a three day canoe camping trip on local waterways using large ‘voyageur’ style canoes, providing a quintessential Canadian experience.. Students will be involved with various organizational aspects of the trip such as purchasing food, planning and preparing meals over fires/camp stoves, preparing and maintaining fires and other responsibilities associated with building camp filtering water. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.
No matter where you are, cycling is a great way to travel and at the same time, benefit from some fresh air and exercise. In this course we will start off with a couple preliminary outings that will take us into the Gatineau Park with a focus on bike selection, proper positioning and gear use. In addition, we will select, plan, and divide up some of the responsibilities for an overnight cycle tour in the region. Also, students will have planned and managed a personal activity of their choice in a health enhancing approach over the entire semester.
Exercise and Weight Training will allow students to develop and use personalized resistance training and cardiovascular training programs throughout the course. Classes are in two hour weekly blocks that are broken down in to 75% workout/application and 25% lecture.
This course will allow students to discover the Gatineau Park through many of its hiking trails. 3-4 Day hikes will take them to different areas of the park to explore the diversity that the park has to offer. Topics covered during the hikes will include ‘leave no trace’ principles, local flora and fauna, risk management, appropriate clothing and footwear, local history, and basic hiking techniques. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.
This course will encourage students to assume more responsibility for directing and managing their own sport experience. Students will develop sport-specific techniques and fitness; appreciate and be able to execute sport-specific strategic play; share planning and administration of sport experiences; provide responsible leadership; and develop and apply knowledge about officiating, scorekeeping and training. Classes are in two hour weekly blocks.
This course will emphasize the importance of mind and body awareness through a broad range of activities which include yoga, meditation, relaxation techniques, and massage therapy. In addition,the outings include hiking and orienteering in the fall or snowshoeing and cross-country skiing in the winter. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.
Snowshoeing is an excellent low impact, cardiovascular winter workout. Students will explore different types of terrain and visit different areasin the Gatineau Park over three weekend outings at the beginning of the winter semester. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves..
Stand Up Paddling consists of paddling a large surfboard in an upright position with the help of a long paddle. It is an emerging activity with its origins in traditional surfing that offers a full body workout and is a fun and exciting way to play on lakes, rivers and ocean surf. Paddling techniques, clothing, nutrition, etiquette, and environmental awareness are all included in this package.
This course will be offered over three weekend day outings. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.
This course will encourage students to assume more responsibility for directing and managing their own fitness & health. Students will develop programs related to cardiovascular health, flexibility, muscular strength, stress management, nutrition and other lifestyle habits. Students will work in groups to prepare and present a specific component of fitness or health to the class and will participate weekly in group fitness activities or workouts. They will independently create and execute their own fitness and health program addressing all components of fitness. This will be documented in a journal throughout the semester.
(Prerequisites: 420-G30-HR, 420-H20-HR,)
Students are introduced to advanced topics in Computer Science focusing on code efficiency, robustness, refactoring, maintainability and source code control. Students perform code reviews and learn to critique others’ code. They use Python to solve a variety of computer-based problems and perform data analysis operations. Students also complete a research assignment on a topic of their choice in Computer Science.
Students create web applications using ASP.Net and C#. They use Entity Framework to connect to external data sources. They also learn about creating and using web services and standard RESTful services.
(Prerequisite: 420-G30-HR, 420-H50-HR, 420-J20-HR, 420-K20-HR)
Students participate in a project to make enhancements to an existing application through the four types of maintenance: corrective, adaptive, perfective, preventive. They analyze the requirements, make the necessary changes to the application, test the application and update the documentation. They are introduced to project management, development process standards and end-to-end software testing. They become familiar with systems support, deployment, and operations. Students also learn how to engage and interact with clients to gather requirements, present the outcome and validate their work though user acceptance testing.
(Prerequisites: 420-G30-HR, 420-H50-HR, 420-J20-HR 420-H20-HR)
Students undertake the development of a new computer application in this course. Their primary responsibility is to analyze the requirements for the application, which is fully developed in the Development Project II course. Working in project teams, the students identify the functional requirements of the application, develop models and prototypes, identify the technical alternatives, select an appropriate technical architecture, and start the development of the system using an agile methodology.
(Prerequisite: Secondary V Mathematics: Technical and Scientific or Science Options or equivalent)
This is a standard first course in Differential Calculus. It introduces the concept of limits and functions and, in particular, studies the derivative and its applications in analyzing functions and in solving related rate and optimization problems.
(Prerequisites: 420-F20-HR, 420-H40-HR)
Students are introduced to current trends and issues related to computer security.
Students are introduced to current trends and issues related to computer security. From personal to corporate level IT security, this course includes topics such as: analyzing potential security risks, recognizing and preventing threats, responding to attacks when they occur, restoring system integrity if a breach occurs, pen testing and ethical hacking.
Students study recent developments and topics of interest in Computer Science, including the Internet of Things. Students develop and deploy applications connected to programmable devices.
Students integrate the skills they have acquired in their previous courses by participating in a project to design and implement a web based computer application involving a database. Their primary responsibility is to complete the development of the application started in the Development Project I course. Working in project teams, the students design, code and test the application, produce documentation and manage the project to the point where it is ready for production. They complete a portfolio of their program accomplishments.
(Prerequisite: 201-103-RE or 201-NYA-05)
This course continues the study of limits with the definite integral and the Fundamental Theorem of Calculus. It covers techniques of integration, improper integrals, and application to areas, economics, and finance. Approximation techniques using differentials and Taylor and Maclaurin series are also introduced together with differential equations.
The program offers two paid co-op work terms. The first work term is 11 weeks during the summer following the second semester. The second work term is 16 weeks in length during the summer following a compressed fourth semester. This longer second work term allows us to compete with university students for software development co-op positions. During your placement, you'll have the chance to improve and expand your core skillset.
The facilities in Computer Science are state-of-the-industry. Three large computer labs, equipped with modern workstations are dedicated for Computer Science. Additionally, a tear down lab is available to build computers and networks. All workstations and servers are equipped with software applications regularly used in industry. Most of the software applications used in the program are available for home use at no cost.
In order to graduate, you must pass a Ministerial Examination of College English exam.
The Program Exit Assessment (PEA) is a final evaluation activity that shows a student’s achievement throughout the program. It requires students to integrate and synthesize the knowledge and skills gained from their Diploma of College Studies (DEC), as indicated in our College’s policy on student evaluation.