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DFAB 105 Design for Additive Manufacturing. Design criteria for a variety of additive manufacturing processes will be covered in this course. Students will gain additional knowledge in solid and parametric modeling as it pertains to additive manufacturing design criteria. A variety of design techniques for additive technologies including stereolithography (SLA) and fused deposition modeling (FDM)

DFAB 106 Additive Manufacturing I develops student knowledge and skills gained in DFAB 111 related to standard operating and maintenance procedures for additive manufacturing machines, process, and workflows, including safe operation of all systems. Students will receive hands-on training on a variety of additive manufacturing technologies including stereolithography (SLA) and fused deposition

DFAB 107 Design for Subtractive Manufacturing. Design criteria for a variety of 2D subtractive manufacturing processes will be covered in this course. Students will gain additional skills in solid and parametric modeling as it pertains to subtractive manufacturing design criteria. Students will learn a variety of design techniques for subtractive technologies including 2D CNC milling, routing, and

DFAB 111 Introduction to Desktop 3D Printing introduces students to standard operating and maintenance procedures for common desktop 3D printing machines. Students will receive hands-on training with 3D machines using plastics and plastic alternatives.

DFAB 112 Traditional Fabrication Principles introduces students to traditional fabrication processes in relation to equivalent digital fabrication processes. Students will learn standard shop safety practices, measurement techniques, layout and dimensioning standards, how to read and interpret drawings, and applied math skills required for manufacturing. Students will have an opportunity to apply

DFAB 113 Traditional Fabrication Practices provides students with practical fabrication experience in metal. Students will gain hands-on experience in the application, maintenance, and procedures for the use of hand tools, power tools, layout tools and equipment, drills, drill presses, lathes, and milling machines.

DFAB 201 3D Scanning and Reverse Engineering. In this course students are introduced to reverse engineering where they will learn a variety of techniques including photogrammetry, LiDAR, structured light and machine probing. Students will then focus their learning on scan to CAD, metrology processes and product analysis.

DFAB 203 Additive Manufacturing II introduces students to a variety of techniques, processes and machines for additive manufacturing in high temperature engineering materials and metal 3D printing.

DFAB 204 Computer Aided Design and Rapid Prototyping. Students will receive an introduction to advanced surface and solid CAD modelling software. Use CAD to create complex solid and surface models. Translate design files between multiple CAD softwares. Explore the relationship between design intent, form giving, and formal resolution through a rapid prototyping exercise.

DFAB 205 Entrepreneurship supports students to identify and respond to a market need by bringing a marketable business idea to life. By simulating a start up environment, students are challenged to explore team-based problem solving, ideation, and business plan development culminating with a pitch in which students present their startup idea for feedback.

DFAB 206 Molding and Casting for Advanced Manufacturing introduces students to the fundamentals of design and implementation of advanced manufacturing. Emphasis is on practical skills including designing for and implementing projects utilizing injection molding, 3D printed mold making and various other molding and casting techniques.

DFAB 207 Advanced CNC Technologies will introduce students to machining metal using various tools including CNC machining and turning centers. Students will learn standard setup and operation techniques for various machines, how to implement CAD/CAM software to generate the appropriate tool paths, and how to test their learning through CNC simulation before setting up and running the program on

DFAB 208 Sustainability and Adaptive Design allows students to apply digital design and fabrication techniques within the context of sustainable product design and adaptive design. Students will complete a series of projects using tools such as 3D solid and surface modeling, 3D scanning technologies, and experimental approaches to digital model generation. Digital models will be made physical

DFAB 209 Capstone provides students with the opportunity to employ their cumulative skills and talents in a chosen area of focused study. Each student must declare an area of interest that will be the basis of a unique product, requiring a series of scheduled tasks to complete.

DISC 13 Discovery of Self for Adult Living provides students with the steps and processes that are helpful for transitioning into a new phase of adult living (e.g. graduating from high school and entering adulthood). As the students learns to participate in personal planning and goal setting, they will be able to share in self-reflection, recognize support resources, and communicate an awareness

DISC 15 Discovery of Self, Others and Community I provides students with the steps and processes required to assess their skills, abilities, habits, areas of excelled performance, compatibility with others and job roles, and areas for growth and development. Throughout the course, students will have the time to reflect upon self, others and the many opportunities available within their community

DISC 17 Discovery of Self, Others and Community II builds upon the skills developed in DISC 15. Students will further examine the importance of self-reflection. Students will learn how to match skills and abilities to employment and career planning, determine areas of support in the workplace, identify strategies for coping with change and stress, and develop personal goals around employment

DIW 100 Delivery of Instruction Workshop provides a framework for instructors to plan, deliver and assess learning experiences, as well as three opportunities for each new or experienced instructor to deliver participatory lessons to their peers and reflect on the feedback. The workshop is based on competency-based instruction; emphasizing experiential learning, a caring approach, and growth

EACS 155 Foundations of Practice introduces students to the theory and philosophical perspectives necessary for working with individuals who are challenged by a disabling condition. Values regarding service delivery are explored through an historical review of the disability movement and an examination of new initiatives and trends. This course also examines the role of unions, advocacy and policy

EACS 156 Support Strategies focuses on support strategies used with individuals who have disabilities. The analysis and understanding of behaviour as a means of communication is explored. Strategies are learned and practiced in context to support individuals with the development of pro-social skills, life, vocational, and academic skills. An awareness of issues related to healthy sexuality and the

EACS 157 Challenging Conditions introduces students to the impact of specific challenging conditions on the individual, the family and the service providers' practice. Four foundational questions are addressed for each topic: a. What is it? b. What can it look like (describing a continuum) c. What can we do with what we know? (basic skills) d. Where can we find out more (critical thinking about

EACS 160 Classroom Support Strategies I focuses on the development of knowledge, skills and attitudes necessary for paraprofessionals to perform their roles and responsibilities as members of a multidisciplinary team to integrate all children into inclusive school settings.

EACS 161 Person-Centered Planning focuses on the need for planning, advantages and disadvantages of planning and the key elements of the planning process. The course examines how to identify and obtain information relevant to planning, formulation of long and short-term objectives, prioritization of objectives, and translation of objectives into action. Emphasis is placed on viewing, planning as a

EACS 165 Health and Wellness is designed to introduce the essential concepts of health and wellness with emphasis on six dimensions of wellness including: emotional, intellectual, spiritual, occupational, social and physical. Students will examine health and wellness from two perspectives. The first includes the examination of wellness in the students' lives with emphasis on developing strategies

EACS 170 Augmentative Communication explores the alternative forms of communications for people with little or no speech. Non-speech communication programming is examined through review of normal and disordered language and the strengths and weaknesses of various augmentative communication systems. Communication systems studied include sign language and other manual systems, pictogram/ideogram