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Curriculum Insights

Bachelor of Applied Science in Digital Technologies

Overview

The BASc in Digital Technologies is a unique program designed to equip graduates with the skills required for a successful career in the digital technologies sector. It aims to address skill gaps across digital industries through a combination of degree-level education and workplace learning. First of its kind in Canada, this work-integrated learning program enables learners to spend most of their time doing a full-time job while studying for their degree through a combination of online and on-campus sessions. The program will deliver a curriculum in line with an Occupational Standard that has been specified with the help of employers representing a wide range of industries, including: Ceridian, CGI, Cinchy Inc., Cisco Canada, Connected (Connected.io, Now part of Thoughtworks), EY Canada, General Motors of Canada Company, IBM Canada, mimik Technology Inc., RBC, Saa Dene Group, Shopify Inc., TELUS Health, Treasury Board of Canada Secretariat and TribalScale Inc.

Approach

This program entails a common two years to build fundamental knowledge and skills before the learner pursues one of three specializations to gain precise skills needed to excel in their chosen field:

  • Software Developer
  • Cybersecurity Analyst
  • Data Scientist

Only one of these specializations will apply to each learner. The specialization will be decided depending on the employment role within each learner’s workplace before starting the program. To ensure that learners can balance degree-level studies with full-time work over four years, the program is designed to deliver:

  • Academic-only courses: where learning objectives are met through a blend of classroom, synchronous and asynchronous learning activities.
  • Academic & workplace courses: where learning objectives are met through a blend of classroom, synchronous and asynchronous learning, and workplace experience.

Learners will receive continuous support & guidance from a Course Director, responsible for providing academic oversight; and a Professional Skills Coach, responsible for keeping abreast of the student’s learning in the workplace.

Courses

First Year

Course CodeCreditsCourse Title
LE/DIGT 11612.00Teamwork and Communication in Software Development
LE/DIGT 11014.00Introduction to Computational Problem Solving
SC/MATH 15163.00General Mathematics for Software Development
AP/ADMS 10003.00Introduction to Business
LE/DIGT 12711.00Technology Leadership and Professional Reflection 1
LE/DIGT 12018.00Object-Oriented Problem Solving
LE/DIGT 13023.00Web Development Basics
SC/NATS 15053.00Understanding Cyberspace
LE/TECL 10003.00Disruptive Technology Innovation and Entrepreneurship
Course CodeCreditsCourse Title
LE/DIGT 11612.00Teamwork and Communication in Software Development
LE/DIGT 11014.00Introduction to Computational Problem Solving
SC/MATH 15163.00General Mathematics for Software Development
AP/ADMS 10003.00Introduction to Business
LE/DIGT 12711.00Technology Leadership and Professional Reflection 1
LE/DIGT 12018.00Object-Oriented Problem Solving
LE/DIGT 13023.00Web Development Basics
SC/NATS 15053.00Understanding Cyberspace
LE/TECL 10003.00Disruptive Technology Innovation and Entrepreneurship
By the end of Year One, the learner has developed foundational technical skills, encountered the tools of the trade (computer languages and systems, and common development platforms and tools) as well as development methodologies including teamwork and communication. Learners have built some simple software artifacts with an awareness of correctness, testing, and security. These technical skills and knowledge have been acquired through both academic and workplace learning.

In addition, the learner understands common business organisation and structure, basic management strategies, and basic competitive and productivity drivers. They have recognised the potential contribution of technology solutions to such business processes. This contextual knowledge has led the learner to an awareness that effective communication of technical solutions at all levels of the organisation is a crucial ability they will need to develop. Thus, they have a nascent awareness of the scope of their future learning objectives. Learners will be able to participate in code reviews, user and acceptance testing, contribute to product documentation and automate simple tasks through scripting. Year One sets the stage for future technical learning and to operate better as a unit within the context of their workplace.

Second Year

Course CodeCreditsCourse Title
LE/DIGT 22711.00Technology Leadership and Professional Reflection 2
LE/DIGT 21034.00Introduction to Computer Organization & Systems
LE/DIGT 21028.00Data Structures, Algorithms and Analysis
LE/DIGT 21073.00Practice of Software Development
LE/DIGT 23073.00Principles of Operating Systems
LE/DIGT 22063.00Computer Networks
LE/DIGT 23023.00Security Fundamentals
LE/DIGT 22013.00Introduction to Data Science
Course CodeCreditsCourse Title
LE/DIGT 22711.00Technology Leadership and Professional Reflection 2
LE/DIGT 21034.00Introduction to Computer Organization & Systems
LE/DIGT 21028.00Data Structures, Algorithms and Analysis
LE/DIGT 21073.00Practice of Software Development
LE/DIGT 23073.00Principles of Operating Systems
LE/DIGT 22063.00Computer Networks
LE/DIGT 23023.00Security Fundamentals
LE/DIGT 22013.00Introduction to Data Science
In Year Two, the learner continues to grow their skills in software development, with a stronger understanding of computer systems, networks, and data organization, as well as experience in team-based development methodologies by explicitly incorporating at the same time security awareness. These technical skills include developing competency in applying testing strategies for supporting the correctness of software products.

Learners will have contributed to the design and implementation of a system for which they can articulate the business case, thereby demonstrating their growing awareness of the business context for digital technology solutions. Articulating the business case has likely included professional presentations to both a technical and non-technical audience. Teamwork skills include the ability not only to effectively contribute technically but also to support others in the team as appropriate. Equity and inclusion, particularly with respect to diversity, are key values that the learner will demonstrate. By the end of Year 2, the learner will be able to participate in technical design meetings and engage in the implementation of small yet key software modules in the workplace.

Third Year

Course CodeCreditsCourse Title
LE/DIGT 31719.00Digital Technologies project
LE/DIGT 32711.00Technology Leadership and Professional Reflection 3
LE/DIGT 31013.00Software Development Lifecycle
LE/DIGT 32063.00Security and Privacy: Awareness and Governance
LE/DIGT 31073.00Data Management Systems
LE/DIGT 32033.00Distributed Systems
LE/DIGT 32613.00Introduction to Project Management
Course CodeCreditsCourse Title
LE/DIGT 31413.00Software I: Software Design and Architecture
LE/DIGT 32413.00Software II: Software Testing and Quality Assessment
Course CodeCreditsCourse Title
LE/DIGT 31213.00Network Security
LE/DIGT 32213.00Security By Design
Course CodeCreditsCourse Title
LE/DIGT 31313.00Theoretical Foundations of Data Science
LE/DIGT 32313.00Data Science and Applications
Year Three allows the learner to gain a well-developed understanding and practice in software development as the foundation for their specialisation, either software development itself, security or data science. They are capable of planning and managing the execution of projects with awareness of broader implications such as ethics, privacy, and legal issues. Depending on their chosen path the learner has begun to develop deeper specialised knowledge and skills in one of the areas of software development, security or data science. They have developed a significant system, or a component of a system, in one of these areas, utilising their domain-specific skills and their nascent project management knowledge. The project has also honed their communication skills through presentations designed to garner support by demonstrating the business significance and persuading stakeholders of its feasibility. These experiences have allowed the learner to demonstrate initiative and the ability to acquire new knowledge and skills specific to the project.

By the end of Year Three, students have selected their path of study and have deeper technical knowledge in their field. In the workplace, students will be able to guide and support junior members of the team.

Fourth Year Courses

Course CodeCreditsCourse Title
LE/DIGT 42711.00Technology Leadership and Professional Reflection 4
LE/DIGT 41013.00Artificial Intelligence
LE/DIGT 41023.00Auditing and Governance of Information Systems
LE/DIGT 42013.00Cloud computing: infrastructure and software
LE/DIGT 41033.00User Interface development
Course CodeCreditsCourse Title
LE/DIGT 41423.00Software Development I: Software Requirements
LE/DIGT 41433.00Software Development II: Model-Driven Engineering and Model Verification
LE/DIGT 42413.00Software development III: DevOps and Software Reliability Engineering
LE/DIGT 41419.00Software Development Synoptic Project
Course CodeCreditsCourse Title
LE/DIGT 41223.00Threat Management and Protection of Systems
LE/DIGT 42213.00Digital Forensics
LE/DIGT 41233.00Security Development and Operations
LE/DIGT 41219.00Security Synoptic Project
Course CodeCreditsCourse Title
LE/DIGT 41323.00Machine Learning and Applications
LE/DIGT 42313.00Advanced Machine Learning
LE/DIGT 41333.00Big Data and Data Mining Applications
LE/DIGT 41319.00Data Science Synoptic Project (Capstone Project)
By the end of Year Four, the learner, irrespective of their specialisation, has a clear understanding of software development practices, data modelling and analysis, as well as machine learning techniques, including theory, limitations, and social implications. Two other key areas of importance to business and digital technology development, namely cloud computing and user driven development round out their core competencies.

The software development specialist can carry out a project using rigorous requirements, development, and testing methodologies, including explicit business case analysis and alignment with business priorities.

Similarly, the security specialist has a deep understanding of security strategies, from technical architecture to organisational posture, and of explicit technologies to control access, detect and respond to issues, and recover from actual events. This has been demonstrated through a significant workplace project that has developed some aspect of the existing organisational security posture.

The data science specialist can develop technical architectures for large scale data storage, as well as retrieve meaningful information of relevance to business priorities for analysis and presentation.

All specialisations encompass a workplace project that allows students to demonstrate their personal initiative, leadership, advanced communication skills, well-developed interpersonal skills, as well as their understanding of business priorities and their role in achieving those priorities. Graduates are able to convey to others the relevance and viability of a project in relation to the business context.

Skill Development

Technical skills: Creation of software solutions using industry-standard methodologies, development of digital technology infrastructure, security and data privacy principles & methodologies, data and information management & analytics.

Soft skills: Critical analysis, stakeholder management, agility, business communication, teamwork, conflict resolution, leadership and project management.

Delivery Model

Flexible learning activities allow for learning development to occur, integrating theory, understanding, practice and reflection over the year at a pace that best suits the learner and the work environment. The program begins with a three-week induction for the learners. Later on, the delivery becomes blended, where the learner is allowed a weekly half-day release from work to allow for self-study using a synchronous virtual platform (webinar, lecture, tutorial) interspersed with regular (e.g., every 6 weeks) 5-day blocks to attend campus. At the same time, learners will continue skill development by fulfilling their workplace tasks and duties. In addition, learners will need added time for independent study, assignments, reflection and preparation.

Assessment

The strategy for assessment is driven by industry norms. Formative assessment will be used throughout and takes a wide variety of forms, including interaction in class, peer feedback on in-class presentations, workshop activity with feedback, online quizzes, and tutor feedback on project work. The program has a mandatory requirement for the completion of a portfolio that covers all four years. The portfolio will be used to document progress towards personal and professional objectives set within the host company and to document the learner’s progress towards proficiency in the learning outcomes, as defined within the Digital Technologies program.

Benefits for Employer Partners

  • Develop your staff for your organization’s future success
  • Increase job satisfaction and retention rates
  • Enhance your recruitment pool with new, motivated, highly competent candidates
  • Increase workplace diversity and productivity 
  • Take advantage of new knowledge and technologies