Spring 2021 Volume 1 | Edition 6

In this issue, you will find: • New and existing programmes across Ontario (* as allowed by public health) • Instructor Reflections on the Pandemic Year • Student and Parent Testimonials • Creative and Innovative approaches to sustain learning • Data updates on the success of dual credits • Our new “Vocabulary List” • New and updated learning opportunities for students • Growth in success for female students in non-traditional roles • Articles which highlight the growth of opportunities for all students to excel in the trades. SCWI Spring 2021 2021 Co-Management Team What to look

Ministry for throughout Bill Swift, Manager this edition Apprenticeship Branch, Ministry of Labour, Training and Skills Development Dianne Oliphant, Director Testimonials, Pauline McNaughton, Manager observations and Skills Development and Apprenticeship Branch, Student Achievement Division, feedback from students Ministry of Education Luc Davet, Director Covid Diaries French-Language Education, Policies and Programs Branch French-Language Stories from our staff about Teaching, Learning and Achievement Division, Ministry of Education/ their experiences in educating Ministry of Colleges and Universities students and working within Colleges the schools during a global Lise Bourgeois, Présidente, La Cité pandemic. Kathleen Lynch, President, Confederation College Linda Franklin, President and CEO, Colleges Ontario The Sheridan Chronicles District School Boards Facilitating online learning Terry Lyons, Director of Education,Windsor-Essex CDSB and workshops while keeping Stuart Miller, Director of Education, Halton DSB students engaged. François Turpin, Directeur de l’éducation, CSDC de l’est Ontarien

CODE/SCWI Wraparound Tony Pontes, Project Manager, CODE Supports kept our David Armstrong, Project Officer, SCWI Students Engaged

What is SCWI?

The School College Work Initiative is a cooperative effort with a mandate to assist in creating a seamless transition for students from secondary school to college. In addition to a wide array of learning and awareness opportunities for students, teachers, parents and the wider community, projects have been developed to provide dual credit programs for secondary students through the partnership of secondary schools and colleges. In 2011, a site for RPT chairs and staff was designed, it is available at www.scwi.ca and www.iject.ca. Our sites are constantly being updated to reflect progress, changes, tools and resources, and to honour extensive input from our 16 RPTs. This is a handy source for RPT and DC information. A collaboration of the Council of Directors of Education (CODE) and the Committee of College Presidents (COP), SCWI is jointly supported by the Ministry of Education, the Ministry of Colleges & Universities and the Ministry of Labour, Training & Skills Development. This website is updated on an ongoing basis.

2 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca Ministry of Education Highlights on SCWI Dual Credits in 2020-21

The second half of the 2019-20 school year saw a shift to remote learning and educators and students navigated the field of virtual learning. Many dual credit programs, and activities and forums shifted to virtual delivery. Where hands-on, lab-based components could not be delivered, Regional Planning Teams swiftly and adeptly changed course offerings to minimize the impact of course cancellations on dual credit students, particularly for those students in their final year of obtaining their Ontario Secondary School Diploma. The start of the 2020-21 school year in Ontario was unlike any other. As schools re-opened and then shifted to remote learning, flexibility and innovation were central to ensuring the continuity of learning for students. The commitment, perseverance and adaptability of all school board and college staff involved in dual credit program planning and delivery does not go unnoticed. Your dedication towards improving the educational outcomes of students, particularly during these exceptional times, is remarkable. In 2020-21, students are enrolled in over 24,000 dual credits, including adult student enrolment in over 1,150 dual credits. Adult dual credit students and students enrolled in a School Within A College dual credit program continue to be provided with wrap-around supports virtually, where possible, through one-on-one and small group conversations with a college advisor, and funding for OCAS and/or OUAC student applications. For a second year, transition supports are available for Level 1 dual credit students on a pilot basis in 2020-21, including group and individual conversations with a college advisor, as well as professional development and resources for college advisors to assist students in addressing and overcoming barriers to continuing their apprenticeship training. As we continue to adapt to the evolving pandemic and its impacts on both teaching and learning, we are confident in the expertise and knowledge of Regional Planning Teams to identify, recognize and support the learning needs of dual credit students in their respective regions. The focus of the dual credit program remains on the primary target group – those students who are disengaged, face significant challenges in completing the requirements for graduation or who left school before graduating but who demonstrate the potential to succeed in college or apprenticeship. For a detailed list of the eligibility criteria for the program, please refer to the Appendix: Selection Criteria for Admission to Dual Credit Programs beginning on page 29 of the Dual Credit Programs: Policy and Program Requirements, 2020 (http://www.edu.gov.on.ca/eng/teachers/studentsuccess/DualCreditPro.pdf). SCWI Spring 2021 SCWI Reflections: The Future of SCWI David Armstrong, Project Officer

This Spring 2021 issue of the SCWI Newsletter/IJECT Bulletin reflects the fine work of staff from Ontario colleges, secondary schools, various ministries and our team at SCWI. As our newsletter coordinator, Michael Smith has said: “This will become an important archive issue for future readers, as it focuses on the extraordinary work of our teams to deal with the ever-shifting landscape of COVID.” I want to thank Michael and our French-language newsletter coordinator, Maurice Proulx, along with our designer Andrea Kiff, for their excellent work at putting together these comprehensive documents. I also want to thank all of those who have contributed articles and photos covering the SCWI programs and activities that have occurred during this past year at Ontario colleges, school boards and at sites necessitated by the pandemic. Like many of you, I’m sure, and with a strong sense of optimism, I am beginning to think about the world beyond COVID, a world where we can see one another face-to- face, a world where, once again, almost anything is possible. I am absolutely convinced that SCWI will continue to play an important role in that happier future world of Ontario education. Since 1997 SCWI has existed, and the program has thrived based on the strong collaboration of partners from the province’s colleges and school boards. In the future I have no doubt about the ability of our initiative to gain from the frontline experience and expertise that will be central to our ability to adapt and “pivot”, as necessary, to meet the needs of identified learners. And I remain convinced that the numbers of those learners in secondary schools who are not achieving to their full potential will not decline. In fact, we are already seeing that those students are increasing in number due to the pandemic. SCWI and the dual credit program in particular will be extremely important to these students, in my opinion, as we strive to regain and improve levels of student success. The specific and very practical aspects of our SCWI programming will be very interesting to watch as they unfold. I’m sure it’s safe to predict that we will see an ongoing presence of online and hybrid learning opportunities, forums and activities. I am also hopeful that the advisory/support roles that are part of our current “Wraparound” programs will be expanded to serve more students as appropriate. For several years I have been happy to participate in a networking session at the annual Symposium entitled “The Future of SCWI”. This session invites participants to contribute their ideas as to where our initiative ought to proceed in time. From this session over the years, we have heard or reflected upon many excellent innovations, such as: summer dual credits, adult dual credits, summer SWAC, OCAS application vouchers and so on. As I write I am looking forward to hearing more about our future possibilities at this year’s Symposium. Once again, on behalf of SCWI and those we serve, thank you, all.

Testimonials, Observations and Feedback from Students SWAC helped me become a better student and better person; it taught me to be more honest and hardworking and making better choices. ~ Shamrez Shah GECDSB

I’ve had lots of fun in these classes and found it very easy to interact during discussions! Thank you, Val and Adriana! ~ Raabia Siddiqi GECDSB

4 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca Styling in Niagara

The District School Board of Niagara is pleased to be running their first Level 1 apprentice program, Hairstyling with College Oversight, in collaboration with Niagara College. The program has brought students from across the Niagara Region to Stamford Collegiate in Niagara Falls to complete the Level 1 requirements in conjunction with the secondary school curriculum. Students praise teacher Liz Digaetano indicating that she wants to see them do well and doesn’t see them as students, but as future professionals. In addition to health and safety, entrepreneurship and client service students are being challenged with advanced cutting and colouring techniques. “This program really reinforced that this is the right career path for me”, said grade 12 student, Ilyssia. Grade 12 student, Madison, has always had an artistic side. She is in the Arts and Culture Specialist High Skills Major program at Stamford and enjoys being part of the program where everyone has similar goals. “I love learning new and more advanced techniques and all the level 1 students are learning together at the same level.” Four of the Level 1 students competed in the DSBN Technological Skills Challenges in Hairstyling and two are moving on to the provincial level. Students feel fortunate to have Ms. Digaetano training them. Over the years Liz has trained many provincial Skills Medalists and several national medalists. The College Oversight delivery method has been the right choice for DSBN students. With the guidance of Niagara College and a highly skilled teacher, students are experiencing a rich, hands-on and professional learning environment.

Covid Diaries: One

“How to even start to reflect on what this year has meant to me professionally?!! It has not been new for many of us at SCWI to shift throughout the year depending on challenges that arise, but this year has certainly been one like none other. Many of us that work at the College were sent home very shortly after the pandemic was declared and have been working from home ever since. It has been a year of constant change and although I am a veteran, there were so many firsts for me and our RPT this year. We truly had to learn the meaning of creative in order to continue to offer Dual Credits to our many wonderful students. I can’t deny that there were times where I thought “how are we going to make this happen?” whenever the government imposed a new challenge, but we always managed to make it work and I should have never doubted for a second what we could all do if we put our minds to it. From different timetables and semester deliveries between our School Boards, to rolling lockdowns (as I like to refer to them), to figuring out how we are going to make our students feel connected and supported, to how are we going to give the best possible experience we can for our students, we always managed to find a solution. Our Trades students have still been able to attend labs at the College and get a hands-on experience and our Faculty and students have always felt safe attending with the many protocols in place. We have experienced an increase in classes from our remote communities, due to the availability of a virtual environment, and while bringing the students to the College is always our number one priority, it has been refreshing to see that other students were able to participate in this wonderful opportunity. I imagine I am not the first to say that it has been a very exhausting year for many of us, but we have truly risen to new challenges and innovative ways of delivering our Dual Credits and Activities/Forums right from the beginning of the pandemic. This year truly would not have been possible without our amazing RPT, the Faculty, the College, the Secondary Schools, and all the incredible support that we have received from the SCWI management team all along the way. I am truly so humbled and privileged to work with such an amazing, creative, helpful and caring team of people that come together no matter what challenges we face to provide opportunities to our many students. It really is such a privilege to be part of the SCWI team!” ~ Sincerely, Chantale Roy SCWI Spring 2021 Adobe Connected

Among the many pivots, pirouettes, and prevarications that have defined this challenging Covid year, one of many constants has been weekly Adobe Connect updates for RPT Chairs’ and Coordinators’ meetings, graciously hosted by Sonja Vandermeer and Phil Hedges. David Armstrong (Project Officer: SCWI) and Tony Pontes (Project Manager: CODE) brought updates from the provincial perspective. Janine Griffore ensured that our IJECT partners were equally and actively involved. With slide presentations, contributions from Ministry, Board and College staff, these Thursday meetings allowed dual credit teachers, instructors, Chairs and Coordinators from all over Ontario to share information, ask questions and stay ahead of the ever-changing landscape that Covid has wrought. As educational institutions, governments and local health units took whatever steps were necessary to secure their primary responsibility to the health and safety of students and staff, Phil and Sonja were the patient and professional hosts to see that all “callers” were treated with respect, humour, insight, and good will as teachers found new ways to support and sustain programmes and learners. Chairs and coordinators regularly shared challenges and solutions to many issues and concerns; collaborative problem-solving brought good solutions and best minds to the table. In addition, they offered and managed frequent Adobe Connect webinars that covered topics from wraparound supports, Inservice and a wide range of other topics for both new and experienced staff. Sessions were interactive, instructive, and informal. This collaborative work was one of many anchor experiences that allowed the Dual Credit Programmes to not only survive, but to flourish and change to accommodate unique challenges in every region, regardless of the obstacles presented by this devastating pandemic. Their efforts also underscored the courage and commitment of dual credit staff everywhere in Ontario, whose determination to support their students was unflinching and undeniable. While in-person learning, professional development, and reporting will most certainly return in the future, their work, and the work of so many will bring technological opportunities for new learning and teaching to our shared future.

6 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca Expanding Opportunities Through Virtual Learning Living in a rural region can make it difficult for adult students to complete their high school education through dual credit programming due to distance from postsecondary schools. With adult dual credit courses being offered online since the spring, adult students in the Grand Erie DSB took advantage of learning from home to enroll in courses at Fanshawe College in Simcoe. Between the spring and fall sessions, over twenty students enrolled in courses at Fanshawe College, doubling the number of adult dual credit students compared to previous sessions run in person. Many adults were able to take advantage of this program who were previously unable to do so, and they appreciated the opportunity to try a college course while completing their high school diploma. Online courses allowed students to work on their courses on their own time, which led to a high success rate in the spring session as adult students balanced home, work, family, and school commitments. Several students earned their final credit required for the OSSD, and this experience helped prepare them for their future college career. Although online learning does not work for everyone, we hope online adult dual credits will continue to be offered to allow for students who live outside of urban areas and far away from postsecondary schools the opportunity to experience college while completing their high school diploma. ~ Nicole Schrock, Adult Dual Credit Teacher for Grand Erie DSB

The Sheridan Chronicles Remote Instruction and Information Sharing with Students and Faculty Rajpreet Kaur Saini, Support Services Officer Sr. Shifting from campus-based learning to ‘college at home’ posed many challenges for the college, faculty and students alike. Some of these challenges were: 1. Ensuring equitable distribution of technology to all students and faculty In order to ensure that every student was ready to proceed with online learning and had access to all resources, physical or online, that would be necessary to start or continue their Dual Credit courses, our team worked closely with Board partners to call and email all students to understand their technology requirements and provide them with access to laptops, internet, and the necessary tools to succeed. 2. Establishing reliable, useful and timely sharing of information with faculty and students This meant communicating information about: • Online learning tools and resources available for faculty to conduct online classes • Creating and sharing videos with faculty and students on how to use these tools • Coordinating class links with faculty and ensuring it was shared with students in a timely manner • Sharing content from our Teaching and Learning Department with faculty and students on how they can continue to adapt and succeed with online learning In order to successfully implement this, our Dual Credit team relied on an integrated communication strategy by making use of our website, email, social media, email, and call campaigns to ensure every student was connected with and provided with all necessary information required for them to start, continue, and succeed in an online based learning format. 3. Including a Call-to-Action for troubleshooting All communication sent to faculty and students included links to important tools and resources along with an option for them to contact any of our team members through phone, email or social media to address any challenges or concerns. We also utilized our WebEx room to book meetings with students if they required additional support. 4. Keeping students engaged Our team relies on student ambassadors to conduct call campaigns to checking in on students and gather feedback for every course. This information is then analyzed by the Dual Credit team to determine ways in which the faculty can change or improve their class structure and introduce more elements of engagement with the students. 5. Setting benchmarks, adapting to rapid changes and matching expectations The Dual Credit team works closely with each program areas to create course content structures that are seamlessly adapted to online formats and reflect current practices. We work with faculty to support the rapid changes in technology and online course delivery platforms and ensure we are meeting the same learning expectations that a student would expect in a campus-based environment. We have tried to make students feel as connected to the Seneca community as possible while learning remotely.

Spring 2021 I 7 SCWI Spring 2021 Adapt, Connect, and Let the Work Find New Ways

The year, along with many things in the world, has changed. Here at the OCDSB on the OYAP file certain things have, unavoidably, changed but the work and its objectives have not: helping youth discover, explore, and engage with rewarding careers in the skilled trades. Since physical distancing measures became a necessary guideline to consider in the offering of student experiences, the large crowds and exploratory hands-on workshops traditionally offered have had to be adapted. Here are two videos of some incredible student experiences from 2019’s Women In Trades event and our Youth Skilled Trades Symposium (in collaboration with the Ottawa Construction Association) February 2020. Click the titles for each video: WIT 2019 & OCA 2020 Through the spring, summer, and new school year through XL live, we are offering different but equally valuable opportunities for students to interact directly with skilled trades mentors and interesting industry speakers to discover and explore what skilled trades careers could mean for them. The experience now requires a Google Meet link as opposed to a field trip form. Instead of bringing classes to sites, we are bringing Industry into the virtual classroom. Our latest episode of XL live features Justin Boudens. He is a former OCDSB student now working for Modern Niagara Ottawa as a Foreman/Supervisor on the Centre Block Rehabilitation Project. Through an incredible firsthand account and with video aides Justin was able to lead dozens of students on a tour through Canada’s largest construction site all via Google Meet. XL live ft. Justin Boudens Modern Niagara Ottawa and Life Working on Parliament Hill Parts 1-4 Part 1 - https://youtu.be/t0k_LG04TNs Part 3 - https://youtu.be/nDNrBXK4jgw Part 2 - https://youtu.be/w3AdCLzUWNg Part 4 - https://youtu.be/zwa0aAnju9U Valuable student experience and extremely valuable inclusion, cooperation, and support from Industry partners like Modern Niagara Ottawa, PCL, and others are taking XL live and its format from potential to proven. As our education model has had to change, these companies have had to adapt their own approach to recruiting apprentices, and the ability to partner on these types of initiatives helps students, educators, and industry simultaneously. XL live has also been a very rewarding way to highlight student success stories and include student to student interaction on the topics of skilled trades, careers, and employment. While most events have had to adapt to a remote setting, certain aspects of the skilled trades are essential and have actually put the skilled trades in a unique position of being at the forefront of best practices and public health protocols re: COVID-19. To support students who are already engaged in co-op placements and/or apprenticeship opportunities, we have collaborated with OSBIE, public health officials, skilled trades training centres, parents, educators, and senior staff to create updated protocols and best practices to allow essential in-person training and employment to continue while prioritizing the safety of students and the public. Working at Heights training is mandatory on all construction sites in Ontario and in many other sector specific jobs. Working with Local 93 Carpenters’ Union Training Centre and Essential Safety Services, capped class sizes, COVID-19 screening, and mandatory physical distancing have made it possible for dozens of students to receive their training and pursue their skilled trades opportunities. The work and incredible student opportunities will still be available through the Level 1 Brick and Stone OMTC partnership at our Ottawa Technical Secondary School and important cooperation with other Trade Unions, companies, and training agents continues to develop. A special mention of thanks to La Cite Collegiale for their continued support of Level 1 apprenticeship seats being made available to students of the OCDSB. A number of online events have been scheduled for student discovery experiences with organizations such as Skills Ontario, and our long-time partners, Algonquin College. Through the use of Parental Permission Forms and Pre-Job Safety Instruction Training students will be able to pursue Tech & Trades remotely this fall. Apprentices are finding work. Projects are going forward. Despite the many new and unique challenges that exist, innovation, collaboration, and action seem to be a common motivator for many organizations. Helping students discover, explore, and engage with careers in the skilled trades remains our common goal.

8 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca

Covid Diaries: Two

“York Region District School Board (YRDSB) began the first School Within A College (SWAC) program with Seneca College - King Campus in the Fall 2020. We had to pivot our plans, as did the rest of the world due to all of the sudden closures and restrictions. The many ways that the SWAC program would have run needed to be redesigned due to Covid-19. We relocated our program location to a YRDSB Central office site and created a hybrid model. We had a great semester despite all of the challenges. As the new YRDSB SWAC teacher, I feel blessed to have the opportunity to teach this program. Our students were recruited from the early leavers list in the summer and the students were so appreciative to be part of this new program and initiative. At the end of SWAC, many of the students applied to post-secondary programs they never thought possible! We have had to find new ways to teach, learn and find success like everyone else. This included new ways to connect with the wonderful, supportive Seneca professors on the big screen! There is always a silver lining, having to learn new technology, ways of teaching and learning made us better and more resilient students and teachers. We learned that the hybrid model was successful and something that could be used after the pandemic! Students enjoyed being able to work online some of the time but also had the opportunity to still be in person some of the days. We look forward to continuing the SWAC program in collaboration with Seneca College and hope to be back on campus soon!” ~ Julia Trenton, YRDSB SWAC Teacher

Perseverance, Commitment & Cooperation

Allison Phillips is a grade 12 student with the Algonquin & Lakeshore Catholic District School Board. She attends St. Paul Catholic Secondary School in Trenton Ontario. Like all students at this time, Allison has been managing through the many challenges that have complicated our lives within schools and beyond. Despite these challenges, Allison has shown considerable commitment and flexibility in order to find success with her Dual Credit course. She notes that her Loyalist College Child & Youth Worker Dual Credit Teacher, Nicole Powell is a knowledgeable teacher who has been exceptionally accommodating, patient and kind in supporting students. Before taking this course, she was unsure of her pathway and whether the college expectations might be manageable for her, but the experience has opened her mind to the possibilities of a college pathway and she feels she has even found a program that is right for her! Allison is excited to attend Loyalist in the future and will be exploring programs that center on working with children. Allison also expressed her appreciation for her Hospitality & Tourism – Foods teacher, Mr. Andrew Ste. Marie, who she notes has been very supportive and accommodating. Allison steps away from her foods course on Wednesday mornings to take part in her Dual Credit and she has felt that doing the catch-up work has been possible because of Mr. Ste. Marie’s care and understanding. Having worked with Allison throughout this semester, he notes that she has played the most important role in achieving her own success. She is willing to spend time outside of school to complete missed tasks, view Dual Credit sessions if/when she has had to miss time. Allison has been a responsible, committed student. This is a good news story from a challenging school year that goes to show that barriers and obstacles can be overcome when we are all engaged together in the process of learning and growing. Cheers to Allison, her teachers, Loyalist College & SCWI leadership for persevering in order to ensure these opportunities are still available despite these unprecedented times!

Spring 2021 I 9 SCWI Spring 2021 Learning Skills and Community Service at St. Clair College Dual Credit students at St. Clair College recently prepared meals during their ‘Eat Well, Be Well’ course. In addition to learning both prep skills and the challenges of meal preparation for large groups, these hard-working students learned some valuable lessons bout community service to people and families in need. With their help and the direction of St. Clair College staff, they were able to provide healthy meals to over 400 people in the community. ~ Elaine Wolting, St. Clair College

Perth County Manufacturing Tech This a picture of a student in the Developmental Education program at St. Mary’s DCVI. His EA is beside him. This student is part of the Manufacturing class of the school and is benefitting by from the instruction of both the College and the School and is as much part of the group as any other student. These unintentional benefits are awesome and should be celebrated. As you can see this young person is very proud of his work.

Testimonials, Observations and Feedback from Students Throughout much of my school life I’ve always struggled with getting my work finished on time. Going as far back as even grade 4 I remember having to do a research project on a historical Canadian figure. Every person in the class had their own green rectangle at the back of the room that their project would be posted on, but mine remained empty for the majority of the year. Having gone through both, I can say that grade 4 isn’t nearly as challenging as senior high school, and my lack of work ethic was starting to have some serious adverse effects on my education. I found that high school didn’t care about things like schedules or coordination with other classes, as I’d often find myself worrying about studying for three different tests on a single day and having 2 major projects due the day after. The bursts of work were exhausting and the number of times this occurred was incredibly frustrating for me, and slowly my grades slipped. The School Within a College program has been different, however. It’s flexible, and all the high school courses coordinate under one teacher to allow for a balanced and manageable schedule. Throughout my time working in the program I’ve felt very comfortable and accommodated, as the small class setting has allowed me to forge a strong bond with my classmates and teacher, and I feel as if I know them better than I would in any other regular classroom setting. I’ve very much enjoyed the pacing of the work and the challenges I’ve been tasked with completing throughout my time with Seneca. The program has been wonderful for me and I’d like to take a moment to sincerely thank everyone involved in helping me obtain my Ontario Secondary School Diploma. Thank you to my professors, the dual credit team, Seneca college and especially a huge thank you to Julia, I don’t know what I would’ve done without you. ~ Sincerely, A Tremendously Satisfied Student (SWAC student testimonial during Covid-19)

10 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca

Covid Diaries: Three

As I write this reflection, I am currently in my second year as Coordinator for RPT 5. My tenure in this role coincided with labour unrest in the school system and has continued throughout the advent of a global pandemic. Despite these unusual circumstances, I have had the opportunity to witness the exemplary teamwork and extraordinary effort of all the partners associated with our RPT and within SCWI. As a team we have demonstrated a willingness to adapt to virtual communication and the sharing of resources/information in new ways. School Board and College leads, school administrators, guidance staff, and dual credit teachers have all demonstrated great flexibility to make this possible. This often involved a willingness to pivot on a moment’s notice, regardless of the extra time and communication necessary to reschedule dual credit courses or to switch to a different mode of delivery. Our RPT rose to the challenge of the pandemic by embracing remote learning as an alternative to traditional learning models. At the same time, we continued to offer face-to-face dual credits where possible. We recognized the value of this model, despite it requiring more complicated logistical planning, such as reduced class sizes, coordination of Health and Safety protocols of all stakeholders and the complexities of having to switch to remote learning as protocols changed. Hopefully, the challenges of the past two years will diversify and strengthen the overall delivery of dual credit opportunities for our students as we move forward. ~ Ed DiPelino, SCWI Regional Planning Team Coordinator, Grand River RPT 5

My Daughter Madison Chambers Good morning. I am writing to express our family’s gratitude for what your program did for our daughter, Madison and I think from the information on your website, you are the appropriate contact. She attended High School at Michael Power from 2015 to 2017. She did very poorly there, which is no reflection on the school, as our son, who is 4 years older than Maddie, also attended MP and was on the dean’s list for all 3 years. At the end of the Fall 2017 semester, Maddie had missed 90 days of school. She did so without our knowledge; although she did have a very poor attendance record as she would use any excuse to avoid attending school. The school counselor, who’s name we cannot remember, told us Maddie was on the verge of being expelled, but also recommended that we apply to your program. I attended a meeting with who I think was the director of that program, and I cannot remember her name either, with Maddie and she was admitted. She attended SWAC in George Brown. She did very well there except for one course. After graduating she attended a private college in BC for a year to improve her marks, she then attended a pre-medical program at Loyalist in Belleville. This year she is attending St. Lawrence College in Cornwall and is in the paramedic program, a job she has wanted since she was 13. She has not received a mark less than 85% in any of her courses, including anatomy. Her mother and I heard about the anatomy mark today, which has prompted this email. Having reviewed the selection criteria, I appreciate the insight demonstrated by the counselor at Michael Power in recognizing Maddie as a good candidate for SWAC. We are grateful that SWAC admitted her, even more so, we are grateful such a program exists. It is important and frankly, for my daughter, worked the way it was designed to work. It is my firm opinion, and Maddie agrees, that, but for the SWAC program, she would not be where she is today. It basically saved her future. I would appreciate it, if you feel it appropriate, if you would share this email with the counselors at Michael Power and the leadership at SWAC and George Brown. I think in this world we live in today, too often we hear bad news. The good news gets lost in the noise. Also, students move on. If I was an educator (which I am not) I would wonder about how my students fared. Maddie is a success story for the program and the peopled involved. The peopled involved deserve recognition and congratulations. ~ Milton Chambers Proud parent of a SWAC graduate

Spring 2021 I 11 SCWI Spring 2021 Learning to Pivot during a Year of COVID and Remote Learning in School Within A College (SWAC)

Strategies to Engage Students By Danielle Atkinson and Virginia Dawe Centrally Assigned Toronto District School Board SWAC teachers at George Brown College This year has definitely been a difficult year. There are already so many challenges for students in a regular year but this year has been particularly challenging for everyone. This is the first time we’ve been faced with not actually seeing some of our students and so how to engage them has presented an interesting challenge. We’ve been trying our best to listen and be responsive to their dynamic needs and already Semester 2 looks very different from Semester 1. Before anything though we need to acknowledge that we have some of the best students in the Board. They are creative, innovative and willing to engage in some deep conversations and explore wellness tools with curiosity. Interactive Applications To meet the ever-evolving needs of our students, we have attempted to create some stability through scheduling and innovation using applications like PearDeck, Padlet, and Poll everywhere. One of the simple and accessible tools we have discovered is daily interactive visual check-ins to gauge the mood and energy of the day. We recently began to align these themes to the “days of the year” calendar (www.daysoftheyear.com) which has proven to be a fun way to start conversations. However more important than any application it has taught us how to reimagine our sense of community at SWAC while offering the challenge of finding different ways to support students in a new way of learning. Daily Movement One of the most important tools we have added to the program this year has been daily movement. We encourage students to connect with nature and go on daily walks. Also, we do a yoga class every morning and have partnered with Kym Niles from Make UR Mark on a couple of initiatives one of which is Meet Me On the Mat, a daily 10 minute exercise routine that students can participate in. They are also able to piece a few 10 minute circuits together to create a customized fitness routine. Kym also provides individualized and small group support for students to motivate and assist them in developing healthy habits. As we learn in our program, movement is so important because we carry our feelings and our trauma in our bodies and we’ve been sitting with this pandemic for over a year. Meditation Besides daily movement we’ve included daily meditation to help build students wellness toolboxes. Our approach to meditation has been strategic in the sense that we understand that for some students, meditation is brand new while others have already cultivated a meditation practice. To familiarize students with the world of mindfulness

12 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca Learning to Pivot during a Year of COVID and Remote Learning in School Within A College (SWAC) (continued from Page 12) and meditation, we have been exploring specific types of meditation including: body scans, breath centered meditation, compassion based, guided visualizations and affirmation or intention focused meditations. We have the students reflect on the impact of the different types of meditation on their mood and focus so that they become aware of what types of meditation help them focus, become calm, relax, let go, feel joy or even may agitate them. Over time we increase the amount of meditation time from 1-2 minutes, through 5-10 and eventually to 15-20 minutes. Last semester we had the incredible experience of students who had never meditated before start sending us 20-30 minute meditations they found and practiced on their own that we could share with the class. One day we heard from a student that if he could make up a holiday it would be Meditation Day which we take as a testament to the power of the practices they are doing in class. Self-Care Kits To support students over the course and continue to build their wellness toolkits we created self-care kits for each student. In the kit we had over 2 weeks of daily self-care activities that they could do to support their wellbeing. The goal was to provide very simple tools that could be used in the day during and after the program. We were very grateful to have a local business Crate61 donate lip balms to the students to support our community’s self-care. Each day we went through a new simple mindfulness or self-care activity. Our class favourites from the feedback we received were making “glitter galaxy jars” and writing personal messages in a bottle and drinking (kombucha) tea. Changes to Interdisciplinary Course (IDC4U/O) Beyond these tools, we refined our Mental health and Wellness Interdisciplinary Course IDC4U/O this year to focus on building pillars of internal support to empower students to take purposeful, meaningful action and overcome fear or analysis paralysis. We have continued to develop our toolbox of internal supports focused around: self-awareness, authenticity, compassion for self and others, curiosity, empathy, kindness and gratitude. These include values assessments, gratitude scavenger hunts, acts of kindness and self- reflection. We are consistently impressed with how the students engage and reflect on these activities. Mentorship with Make UR Mark In the Winter semester we extended our opportunities to offer a mentorship program with Kym Niles and Make UR Mark. In this program local leaders meet with the SWAC students from GBC, Humber and Seneca to discuss their stories, share their lessons and engage personally with the students. Through this opportunity students have met with entrepreneurs, celebrities, designers, financial planners and athletes who have all worked hard and overcome obstacles and challenges to “make their mark.” (Attached is a picture from our workshop with Kayla Williams (CP24) and Adrian Tracy (NFL&CFL) who joined us on their honeymoon just to meet with and inspire the students). School Within A College (SWAC) has always been about community for us and despite the challenges this year, we are so grateful for the SWAC students who have taught us how to “pivot” and have pushed us discover new ways to engage each with each other while reimagining what “community” looks like.

Spring 2021 I 13 SCWI Spring 2021 RCDSB Virtual Career Expo: October 2020

On October 7, 2020, RCDSB and Build a Dream partnered to provide an evening virtual career expo for young women in grade 7-12 and their families. All pathways were represented and female mentors shared their journeys, their career choice tips, and their learned experience to families in Renfrew County. We have since received many messages from students and parents indicating that they appreciated the event and the guidance from the panel. One example came from the parents of a prize winner: “Wow! Thank you so much! We sat as a family last night and really enjoyed all the presentations and resource direction. It was very well done, and gave us some great ideas for the coming year. Ainsley is a SHSM student in RCDSB, participating in Grade 12 Co-op in Building Construction. She is very interested in OYAP and Carpentry, as well as related programs at Algonquin that were mentioned in the discussions. Thank you again!”

Coordination, Creativity and Carpentry at Georgian/Trillium Lakelands

With careful attention to social distancing, masking and other safety precautions. Georgian College was able to deliver a 4-week hands-on technology unit at Lindsay Collegiate for Trillium Lakelands DSB over four weeks of an Octomester opportunity. Some creative scheduling and strong cooperation between Trillium Lakelands and Georgian College ensured that students could pursue their studies while developing on-site skills and abilities that will serve them well as they continue their studies. This type of cooperation and coordination has allowed many students across the province to stay on track and sustain interest despite the ever-changing landscape of Covid lockdowns and restrictions. The creativity, determination and collaboration of RPT members, plus DC faculty and teachers made this possible. It demonstrates that when students are interested, there is always a way to engage them and support their future goals.

14 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca

The Sheridan Chronicles Virtual Blackboard Training & Orientation Roberta Kury de Aquino, School College Work Initiative Coordinator Background Pre-pandemic and while having in-person courses, we had structured our Orientation as a three-hour event where we welcomed high school students to campus. Students attended a series of workshops that would prepare them for their course while introducing them to campus life. The workshops covered topics regarding the Dual Credit program and policies, Blackboard Training, How to Succeed in College, obtain their student card (OneCard) and pick-up their course materials (art kits/textbooks). With classes moving online, we had to restructure how we delivered information to students since it would be harder to keep their attention with a three- hour online event. Considering this, we reduced our event to two separate one-hour sessions running on different days. One session would focus entirely on the Seneca technology requirements and systems, and the second session shared all important information about the program and course itself. Planning We know how challenging it is for students to absorb a higher amount of information if given all at once, so we focused both events on covering the most important topics. Other information was sent to them via weekly blast emails as the semester progressed. We planned the Blackboard Training to run one week before classes started to give the school boards time to have as many students registered for the course as possible. In this session, we covered the main topics involving technology resources for students. We presented MySeneca, introduced the Blackboard system, demonstrated how to access their Seneca email, and gave an overview of the free software available as Seneca students. For the Orientation session, we planned it to run daily on the first day each course ran. We had orientations for courses running on Tuesday, Wednesday, Thursday, and special sessions for our SWAC cohorts, ADC, and pilot programs (TDSB/Night School and Aeronautics in Peterborough). The content covered included information about Seneca’s Dual Credit Program, course, professor, important dates, bursary, online support services including Counselling and Accessibility, and how to connect to their first day of class. To help keep student engaged, we planned a Mentimeter quiz to run at the end of each session with questions from the presentations and offered a gift card to the winner. Execution and Post-Event Feedback We communicated the events to students by email in advance and sent a reminder the day of. We also created a centralized document and shared it with the school boards that contained the links to all planned sessions. In case a student could not attend their scheduled session, they had the option to participate in a different session or be given a recorded version at the end of the week. We also created Course Fact Sheets to summarize all the important information for their course and about the program. We made them available on our Orientation website and shared them with the school boards for promotion. All events ran as scheduled and we had 609 students attend the Blackboard Training and 634 attend the Orientation sessions – more than 90% of all enrolled students. We also did an exit survey, and the results showed that: Blackboard Training • 98% of students felt more prepared for their courses after the training • 96% of students were able to access their Seneca email • 91% of students felt engaged in the training and heard about training by email • 100% thought the duration was appropriate • Students’ Ranking of the Importance of the Topics Covered: 1. Using Blackboard 2. Accessing Seneca email, 3. Activating Learn@Seneca 4. MyApps 5. Contacting ITS Orientation • 96% of students feel more prepared for their courses after the training • 90% of students felt engaged in the training • 91% of students heard about training through email

Spring 2021 I 15 SCWI Spring 2021 Pathways and Progress

RPT 2 organized a large virtual welcome event for their students, followed by 12 virtual interactive workshops. This event was well-received and took place in December. • Architecture and Technology • Autodesk ThinkerCad • Building an Android App • CAD for 3D printing • Energy Creation through Boilers • Integrated Electronic Circuits, • IT Data Security and Cryptography • JavaScript Game • Machine Learning Image Classification • Measuring BioSignals • Stormwater Modelling • Tesla Tower Contest Participating boards included TDSB, YRDSB, and DPCDSB. Because of Board limitations for Grades 7 and 8 students, the seats were converted to Grades 9 to 12 participation only. The workshops above highlight the broad range of pathways and progress that dual credit students may consider as they prepare for their future.

SWAC News with YRDSB/Seneca College – King Campus and RPT 2 York Region District School Board (YRDSB) began the first School Within A College (SWAC) program with Seneca College – King Campus in the Fall 2020. We had to pivot our plans, as did the rest of the world due to all of the sudden closures and restrictions. The many ways that the SWAC program would have run needed to be redesigned due to Covid-19. We relocated our program location to a YRDSB Central office site and created a hybrid model. We had a great semester despite all of the challenges. As the new YRDSB SWAC teacher, I feel blessed to have the opportunity to teach this program. Our students were recruited from the early leavers list in the summer and the students were so appreciative to be part of this new program and initiative. At the end of SWAC, many of the students applied to post secondary programs they never thought possible! We have had to find new ways to teach, learn and find success like everyone else. This included new ways to connect with the wonderful, supportive Seneca professors on the big screen! There is always a silver lining, having to learn new technology, ways of teaching and learning made us better and more resilient students and teachers. We learned that the hybrid model was successful and something that could be used after the pandemic! Students enjoyed being able to work online some of the time but also had the opportunity to still be in person some of the days. We look forward to continuing the SWAC program in collaboration with Seneca College and hope to be back on campus soon! ~ Julia Trenton, YRDSB SWAC Teacher (www.yrdsb.ca/swac)

16 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca 16 Regional Planning Teams Busy in 2021

course selection during high school that will help with PSE pathways. A Keynote REGIONAL PLANNING TEAM 1 speaker is always featured in our series and this year our focus is on Pathways in Cambrian Secondary School/ Trades “How to succeed when you don’t fit the Mold”. Our Keynote is Paul Lafrance, College Strategic Planning Committee most commonly known as the “Deck Guy” both in the Reality TV megacosm as well as in the average North American home. We will be hosting this session virtually this year for both our local and rural demographics. www.cambriancollege.ca Jill of All Trades PARTNERS: Jill of All Trades is an initiative to encourage girls from Grades 7 to 12 to consider a career in the skilled trades. This day-long event is packed with activities and hands-on Sudbury Catholic District School Board | Rainbow District School Board learning, designed to foster in young women a better understanding and appreciation | Cambrian College for skilled trades, and inspire them to consider a rewarding career in skilled trades. The virtual event will include: 45-minute interactive workshops showcasing a number of FORUMS skilled trades offered at Cambrian; Keynote address from an amazing guest speaker in Educators’ Forum the field; A tour of Cambrian College labs; A Jill of All Trades shirt and a backpack filled This event brings together college instructors, college staff, guidance counselors, with lots of swag for participants secondary school staff (including vice-principals and principals), and dual credit teachers. Our Keynote presenter this year was Carly Sotas - TEDx speaker - Mental DUAL CREDIT PROGRAMS Health, Leadership, Courage and Growth expert. This year presented some new College Prep – 2 deliveries – Cambrian College obstacles with Covid, but RPT 1 decided to offer our Dual Credit Forum over a 2 week In this course, students will gain an understanding and apply the skills that can lead period. It was presented via Zoom – 2 x 45 min. workshops/day Tuesday, Wednesday to academic success at college. Throughout the course students will examine their and Thursday for first 2 weeks of December – 1 in a.m. and 1 in p.m. with a Keynote strengths, weaknesses, and learning preferences and identify which learning strategies speaker and 5 different workshops. We did repeat offerings in second week at different work best for their academic success. Students will gain self-awareness through a days and times = flexibility. We incorporated our Wabnode Centre for Indigenous process of becoming mentally, emotionally, physically and vocationally involved in their Services - Cambrian for our Opening and Closing Ceremonies with Nokomis. learning. Students will explore how their personal experiences, skills and knowledge Workshops included: DC winter deliveries & recruitment, Live virtual tour of college, prepare them for success in the field of work. Learners will examine their work interests Admissions, OSAP, How we are supporting students. and set goals to move towards the best career choice for them.

ACTIVITIES Introduction to Business Concepts Level 1 RTA sign up night and pre-orientations In this course, students will be introduced to business in Canada, focusing on Cambrian College, RDSB, SCDSB & MLTSD hosted an event at Cambrian for students introductory topics for those interested in employment in a business management and their parent(s) for our students in a Dual Credit Level 1 Apprenticeship with an role. Topics of study will include the relationship between the areas of finance, human RTA. This sign-up night brought together students and we had a representative from resources, marketing and operations within an organization, business ethics and MLTSD who explained what it means to be an apprentice and assisted with filling out social responsibility, management concepts and practices, and an exploration of the the required paperwork for an RTA. We invited parents/guardians as we felt this is entrepreneurial spirit. important for signatures and support. Exploring Corrections We also hosted pre-orientations where we brought in students from all 4 of our trades In this course, students will examine community-based programs for both adult and programs in the winter semester, prior to the first week of classes and helped them young persons from alternatives to incarceration to conditional release and the impact with all their equipment fittings and helped with logging into Moodle and completing of public attitudes on support for such programs. Emphasis is also given to victims, their required safety training as this is one of the greatest barriers at start-up. This was restorative justice and the process of reintegration for special offender populations. all done via Zoom this year Students will also have an opportunity to assess career alternatives through discussions with guest speakers from the community corrections system. Visiting adult day schools and Continuing Education Centres Our College advisor and our recruitment team will go to visit adult day schools and Indigenous Arts and Film continuing education sites to discuss transitioning to college, supports, changes to In this course, students will explore Indigenous film and other media, such as OSAP, etc. with interested adult students working towards their high school diploma. fiction, visual art, and music. Students will examine representations and fantasies of Indigenous cultures in film since its inception and consider how Indigenous artists, Technology Day with Elementary School Students filmmakers, and writers respond to, criticize, or reclaim colonial depictions of their During this full-day event, 150 Grade 7 and 8 students participate in fun and engaging people. Students will gain an understanding of cinematic, narrative, and artistic activities designed to spark interest in technology careers through the offering of techniques while engaging with the historical and cultural contexts of films and other several interactive and hands-on workshops. media.

Connecting Science/Technology and College Pathway Internet of Things As part of the Let’s Talk Science Partnership Program, student representatives from In this course, students will explore the functionality Internet of Things (IoT) devices Cambrian College will visit grade 7 and 8 classrooms to deliver hands-on science using an Integrated Development Environment (IDE) programming interface and a and technology workshops related directly to the grade 7 and 8 curriculum in order hardware development system to prototype and create interactive electronic objects. to spark interest in science and technology. The benefits of this program include: an Students will learn to develop practical IoT devices by learning to write, transmit, appreciation for science in everyday life; the opportunity to participate in “real world” execute, and troubleshoot programs to support their device applications. science; the experience of innovative activities; and the opportunity to interact with positive role models. Millwright – Tools, Materials & Fasteners In this course, students will use common hand and power tools in a safe and efficient Parents as Career Coaches manner. These tools are typically used to assemble, install, maintain and Information Session for Parents of students in grades 7 and 8. Parents will be provided repair machinery and equipment to manufacturer’s specifications. with the tools and information to support their child through career clarification and They will also describe ferrous and non-ferrous metals, alloys

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 17 SCWI Spring 2021 and non-metallic materials; thread systems for specific applications; threaded and non- automotive service technicians face. They will engage in safe working practices and threaded fasteners and heat treat and stress relief processes. they will identify and correct safety hazards encountered in automotive service facilities. Students will be introduced to fasteners, bearings and seals, precision measuring, General Carpenter – Level 1 Apprenticeship fastener torque theory and related procedures. Finally, they will identify and use hand Completion of this program will provide students with two secondary school credits tools, Oxyacetylene torches and specialty automotive tools with practical “hands on” as well as the basic in-school Level 1 training of the apprenticeship. This program exercises in a state-of-the-art shop environment. will focus on the skills required in carpentry with an emphasis on hands-on skills development. Students are able to explore the trade or register through OYAP as a SCHOOL WITHIN A COLLEGE Level 1 apprentice. Barrydowne College (SWAC) Commercial Vehicle & Heavy Equipment – Level 1 Apprenticeship Students who have become disengaged from the traditional methods of education This program will focus on the skills required for Commercial Vehicle and Heavy Duty will benefit from the Rainbow District School Board’s SWAC program being offered in Equipment common core with an emphasis on hands-on skills development. Students partnership with Cambrian College within the Barrydowne campus. This alternative will be registered under OYAP. setting, with small class sizes and individualized curriculum, focuses on active learning practices, the development of critical thinking skills and hands-on activities. Students Psychology of Evil in this program are encouraged to participate in dual credit programming as it provides In this course, students will systematically examine how society defines evil and the smooth transition into college due to their current presence at Cambrian. many different pathways to evil. Students will critically examine the study of evil from psychological, social and biological perspectives. This course will address compelling Contact: Renee Scott, Cambrian College questions that examine and explain the motives, rationales and environmental 705-566-8101, ext. 6260 influences that cause people to abuse power and to act in destructive and horrific ways. [email protected] Topics discussed in this course will include cults, terrorism, genocide, psychopaths, and corporate evil, to name only a few. Through analysis of case studies and historical events, students will reflect on how society and individuals can play an active role in reducing hostility and building more compassionate communities. REGIONAL PLANNING TEAM 2 Connecting GTA Teachers Regional Planning Team Introduction to Health Sciences In this course, students will develop a basic understanding of the health care system and the various professions in the multi-disciplinary health care team. This program www.centennialcollege.ca allows students to explore various health science programs including: Medical Radiation www.georgebrown.ca Technology, Medical Laboratory Technology, Bachelor of Science in Nursing, Practical Nursing, Personal Support Worker, Paramedic, and Physical Fitness Management. www.georgiancollege.ca www.humber.ca Applied Technology www.senecacollege.ca In this course, students will have the opportunity to develop technical skills that www.sheridancollege.ca will serve as a strong basis for successful entry into today’s trades and technology environments. This introductory course will combine theoretical and hands-on training, PARTNERS: with an emphasis on workplace safety. Students will be trained on the proper usage of various hand and power tools, while studying topic areas that include an overview Dufferin-Peel Catholic District School Board | Halton Catholic District School of gear and lever systems, combustion engines and truss design for buildings and Board | Halton District School Board | Peel District School Board | Toronto District bridges. School Board | Toronto Catholic District School Board | Upper Grand District School Board | York Region District School Board | York Catholic District School Personal Finance Board | Centennial College | Georgian College | George Brown College | Humber In this course, students will develop a robust understanding of financial self- Institute of Technology and Advanced Learning | Seneca College | Sheridan management. Personal finance comprises a broad range of topics such as Institute of Technology and Advanced Learning | The Ernest C. Drury School for understanding banks and banking, interest rates and loans, creating a budget, saving the Deaf Provincial School for retirement and using credit wisely. Understanding money management will ensure students live well today and be able to build a secure financial future. ACTIVITIES 2.0 GBC – College Experience Days – Reaching Ahead with multi boards Concurrent Disorders, Mental Health Addictions George Brown College hosted several College Experience Days involving approximately In this course, students will become familiar with the nature of addiction and mental 75 students and teachers during the year before the College was closed in March health disorders and the issues that are consistent with a Concurrent Disorder. They will due to COVID-19. Each event showcased a variety of college programs, services, examine the factors that put people at risk, the effect on the individual and the family, and potential career opportunities and included interactive “hands-on” workshops the various treatment options, and the rights of individuals under the law. throughout the day with College students and faculty. Visiting students heard directly from current College students addressing their own experiences and future career Cross-Cultural Understanding plans. In addition, College student ambassadors provided in-depth tours of facilities, In this course, students will gain an understanding of the theory and the terminology to expose visiting students to the range of programs available; from Health Sciences used to explore the nature and interrelationship of all cultures. Through the exploration at the Waterfront campus, to the Technology and Apprenticeship and Skilled Trades of their own personal culture, and by examining external cultural forces, students will programs at our Casa Loma campus, and the Centre for Business, Hospitality and better comprehend the dynamic nature of Canadian culture. Communicating with Culinary Arts, Design, Community Services, School of Makeup & Esthetics, and people of different cultures is a challenge in any cross-cultural interaction. A variety of Indigenous Education and Services that are all based at the St. James campus. communications exercises will help to improve cultural competence. People from other cultures come with their own ways of thinking, acting and interpreting the world based 2.26 HUMBER – College Experience Days with TCDSB + TDSB + YCDSB on their own unique cultural perspectives. By sharing ideas, experiences, perspectives Humber provides College Experience days involving approximately 840 students and and perceptions, students will gain an appreciation of the way other cultures work teachers with the opportunity to enhance their understanding of college life. Each event and determine the themes common to all cultures. To adapt and respond to others showcases various college programs, services and potential career opportunities. They appropriately are skills that will enhance any social relationship. involve interactive, “hands-on” workshops, virtual demonstrations and virtual tour of the campuses. This year the events will take place over several days in May and June with Trades Practice Applications – Automotive Focus our high school partners. In this course, students will be introduced to the tasks and responsibilities modern

18 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca

2.29 SENECA – Exploring College for Adults 2.42 YRDSB with HUMBER – Promoting Skilled Trades & Technology for Exploring College for Adults are workshops that will allow students from three of Female students Seneca’s partnering school boards (TDSB, TCDSB, and YRDSB) with the opportunity This activity day is for grade 6 to 8 female students and teachers who have participated to visit the college to learn more about post-secondary pathways, programs, the adult in the Promoting Skilled Trades and Technologies (PSTT) professional learning in dual credit program and potential careers. The primary target group are adult/mature previous years. Students will be given the opportunity to visit a college and their skilled students (age 19+) who are disengaged and underachieving but have the potential to trades centre to participate in an experiential learning experience supporting plumbing, succeed. This includes early school leavers and internationally educated individuals carpentry and electrical techniques. This opportunity will not only introduce students to working towards their Ontario Secondary School diploma. Seneca collaborates with a variety of skilled trades pathways but empower female students to consider skilled adult education schools and alternative programs throughout the GTA to recruit trades as a valuable and relevant career choice. In 2021, this event will take place students to these workshops. Through collaboration with departments at Seneca, such virtually with a hands-on kit for the classroom teachers to complete with their students. as Student Recruitment, Program Advising, Financial Aid, Counselling & Accessibility, and the Degree and Transfer Credit Office, Exploring College for Adults helps students 2.5 CENTENNIAL – Careers Hospitality with multi boards make the transition from adult learner to college student. Centennial will invite students in grades 7 to 12 who have interests in Hospitality, Culinary Arts, and Tourism to join our one hour virtual workshop. Throughout the event, 2.34 SENECA – Exploring Pathways with multi boards we give a short introduction and some exciting video clips and demonstrations on each Exploring Pathways provides students from six of Seneca’s partnering school boards program the school has to offer in the hope it will inspire the students to consider these (TDSB, TCDSB, YRDSB, YCDSB, DPCDSB, PDSB) with the opportunity to enhance their career options. understanding of sector-specific careers and college programs. The primary target group are students that are disengaged and underachieving, but have the potential to 2.6 CENTENNIAL – Visit for Grades 7 and 8 with TDSB succeed. This includes students who are enrolled in alternative education programs The grade 7 and 8 students will attend virtual workshops with one of the following and students who do not see the connection between high school and their preferred departments: School of Transportation, School of Engineering, Technology, and Applied future. Many secondary students believe that post-secondary is out of reach or lack a Science, School of Hospitality, Tourism, and Culinary Arts. Workshops range from thorough understanding of the college pathways available to them in Ontario. Therefore, developing knowledge about engineering and innovative technologies, Automotive through collaboration with Seneca’s academic departments, Advising Officers, the techniques, Aviation and Aircraft Maintenance, “front and back of the house” in College’s Liaison team and the Degree and Credit Transfer Office, the purpose of this Hospitality, Event Planning, to assist students in exploring College career options. activity will be to highlight a variety of college pathways. Some SHSM students will also be allowed to participate. 2.66 CGTAT Forum/Activity Promotion, Website Development – NEW Activities and forums are only successful if sufficient recruitment, promotion and 2.36 SHER – Trades and Technology information transmission between the board, schools, colleges and other partners is in This student-centered half day event for grade 9 and 10 students will allow them to place. Poor communication and data transmission is costly. These funds will be used explore the different career opportunities in the technology and trades. As part of the to enhance the promotion of duel credit events and forums as well as streamline data event, there will be different student interactive activities as well as an opportunity to transmission and participant registration processes. This will interact with current students and faculty. Students will gain a better understanding of improve attendance as well as data tracking and financial reporting. various trades, potential pathways and future employment opportunities. 2.8 CENTENNIAL – Success at College for Students with Disabilities 2.38 YRDSB with GEORGIAN – Pathways Through Mentoring Centennial will invite students in grades 10 to 12 from special education classes The Connecting Pathways Through Mentoring partnership provides at-risk secondary in several School Boards to attend a virtual event. Two events, one in the afternoon students the opportunity to explore college through a one-day visit to a campus. and one in the evening, will be offered to accommodate differing student schedules. Secondary students will have the opportunity to interact with college students and Educators, and parents are also welcome to join this event. Before the event, “on faculty while exploring hands on activities in college labs to raise awareness of diploma demand content” for will also be available for participants to read and watch, containing and apprenticeship programs. Two program areas will be explored – Construction, basic information about Centennial, and the processes of applying for accommodations. Hospitality, Small Engines, or Hairstyling/esthetics – on two campuses. Anticipated The event will feature a key-note speaker motivating students to overcome obstacles, delivery is virtual this year in May 2021. followed by a panel of current Centennial students and recent grads that all have a variety of learning/physical disabilities. 2.38 YRDSB with multi colleges – Promoting Skilled Trades and Technology Wednesday, March 31 @ 12:00 p.m. – 1:00 p.m. This Activity is for grade 7 and 8 students. Students experience a culminating day at Wednesday, April 7 @ 7:00 p.m. – 8:00 p.m. a college, following experiential classroom lessons on trades and technologies, self- advocacy & careers at their school. At the college, they explore technology through 2.81 SENECA – SENE – College Experience for Parent Engagement hands-on tasks related to the trades. College students & instructors guide them with YCDSB – NEW through a variety of learning experiences while raising their awareness of programming This activity will bring 100 parents of grades 7 to 12 YCDSB students to a Seneca & opportunities at college. Students are taught to work with materials and some campus to experience a college environment and learn about pathways to college and equipment at the college & will also have the opportunity to engage in design thinking beyond, through experiential learning activities, information sessions, and in-depth at their schools. This experience from start to finish, raises awareness in the student campus tour. The event will help raise parent awareness about high school to college to the college pathway, and the many opportunities that colleges have to offer. It helps pathways (such as Seneca’s Dual Credit Programs), the multitude of college programs to create a mind-set around post-secondary planning and around bridging interests (diploma, degree, certificate), including collaborative and joint programs with other and skills with potential college programs and career pathways. It promotes the skilled colleges and universities, and apprenticeships. Advisors will discuss program options, trades and technologies as a vibrant and viable career choice. It alerts students to the areas of study, and admission requirements. The strong link between college and future fact that hands-on opportunities are readily available to them as they go through school career opportunities will be highlighted. Sessions will explore multiple program areas and at college as well. This year the event will take place over several days in April and and will be determined with the board. They may include: business, liberal arts, fashion, May virtually with our college partners. early childhood education, engineering technology, fire protection. The many supports that are available to 2.4 CENTENNIAL – Careers in Transportation with multi boards college students will also be highlighted. Centennial will invite students in grades 7 to 12 in tech classes in nearby school boards to experience a virtual sampler program in the School of Transportation. Teachers and 2.98 SENECA – Business Finance Literacy for Grades 7 and 8 with multi boards students will choose from 5 topic areas: Heavy Equipment, Truck and Coach, Auto This one-day interactive activity will provide grade 7 and 8 students with a preview of Service, Aviation, and Motorcycle and Powersports. Centennial will offer the program on life as a Seneca College business student. College staff from Faculty of Business 8 to 10 days over the year. They are all done virtually with most taking place between will facilitate engaging sessions that focus on the many college pathways 10am and 1:30pm. and career opportunities for graduates of our business programs. Students will learn about programs and careers in accounting,

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 19 SCWI Spring 2021 finance, marketing and business management. To foster successful transitions to Culinary Management, Police Foundations, Acting for Film and Television, Home college, they will also participate in age-relevant financial literacy workshops. These Renovation Technician, Spa Management, Cosmetic Management, Broadcast Television/ hands-on workshops will be supported by Junior Achievement, with representatives Videography, and Sustainable Energy and Building Technology and Visual and Digital from JA assisting our staff with their delivery. Demonstrated will be the importance Arts. Students can also take general education courses including Social Psychology, of budgeting, saving, and managing money. Current Seneca students will share their Introduction to Psychology and Indigenous Perspectives, which provide advanced experiences to emphasize the importance of financial literacy for success in college. credit for most diploma programs. Many of the courses support Specialist High Skills Participating students will also have an opportunity to ask college students questions Majors. Humber also offers a lunch-time Peer Mentoring program for the Dual Credit about college life and tour the campus. students to provide support and to encourage the students to continue to Humber’s full-time programs. Dual Credit students have access to the support services available DUAL CREDIT PROGRAMS to full time students including the Student Wellness and Accessibility Centre, Writing Centre, ESL Centre, IT Support, Blackboard, Library and Athletics. Most of the Humber 2.04 CENTENNIAL – Partnerships with Secondary Schools resources are located in our beautiful new building, the Learning Resources Commons Students from various school boards across the GTA take part in this dual credit (LRC). For more information visit the Humber-SSOGT Dual Credit website: humber.ca/ program at Centennial College. This a multi-board program with students from PDSB, dualcredit. DPCDSB, YRDSB, YCDSB, TCDSB and TDSB attending college courses with a wide variety of other students, highlighting the “college experience”. The overall focus of the 2.32 HUMBER – Orangeville Project with DPCDSB + Peel + UGDSB Dual Credit program is to assist secondary students in the completion of their OSSDs With the pending closure of the Humber Orangeville Campus in June 2021, and also and successful transition to college. The program is based on partnership, collaboration due to the continuation of the pandemic, Humber College offered additional virtual and accountability between the school boards & Centennial. Dual credit courses allow opportunities for students in the fall 2020 and winter 2021 semesters from boards students to earn a high school and a college credit, experience college life, gain insight other than those partnered with the Dual-Credit course delivery in 2.32 Humber – and transition into educational and career pathways. Courses have been selected to Orangeville Project with DPCDSB + Peel + UGDSB. This meant that students from motivate and engage students as well as support those students who are pursuing these specific boards also had opportunities to explore and enroll in other courses a Specialist High Skills Major. Dual credit students take-part in a wide variety of that were part of the 2.20 Humber – SSOGT (Secondary Schools of Greater Toronto) interactive learning experiences including field trips and “industry-expert” and other delivery. Courses included: Animation Art and Design, Police Foundations and Visual guest speakers. and Digital Arts to name a few. Reference to the entire course offerings can be found in 2.20 Humber – SSOGT. 2.12 GBC – Partnerships with multi boards + School for Deaf The objective of this Dual Credit program is to assist secondary students in the 2.33 HCDSB – Advanced Landscape & Horticulture SHSM with Humber completion of their Ontario Secondary School Diploma (OSSD) and to facilitate a This program provides students with the opportunity to gain an advantage in a successful transition to college by expanding learning opportunities through established specialized area, Horticulture and Agri-business, through the SHSM program with partnerships with secondary schools and school boards. The program is based on a focus on the apprenticeship destination. Students will be able to begin their partnership, collaboration and accountability between Toronto DSB, Toronto Catholic apprenticeship while completing their OSSD through the SHSM. An important DSB, Dufferin-Peel Catholic DSB, Peel DSB, E.C. Drury School for the Deaf, York component is the certification training and experiential learning. Region DSB and George Brown College. The program supports advanced learning that is hands-on and interactive in both a secondary and a post-secondary environment. 2.34 Access Pilot – GBC Adult Dual Credit with multi boards Courses offered introduce students to programs in the Art & Design, Business, George Brown College will deliver the Adult Dual Credit (ADC) program, an enhanced Community Services, Construction and Engineering Technologies, Community Services, dual credit opportunity for adult learners to participate in a dual credit course while Health and Wellness, Hospitality & Culinary Arts and a broad selection of Liberal working towards an OSSD. The program will benefit students who can benefit from Arts & Sciences general education courses. The courses and instructors have been personalized guidance concerning postsecondary options and/or are unsure of the strategically selected in order to motivate and engage students as well as support those various opportunities that exist after completing their OSSD. The program will provide students who are pursuing a Specialist High Skills Major in a related industry/sector. additional supports for adult learners as part of the Dual Credit program in order to Through their Dual Credit experience at George Brown College, students will not only achieve their OSSD and assist in a successful transition to postsecondary education develop transferable skills to assist them in their transition to college, but students will (college or apprenticeship). The Dual Credit course offerings will be general education also learn about college program options and pathways into college and beyond. subjects. The program will be open to participating school board partners in the Dual Students from our school boards – TDSB, TCDSB, YRDSB, and YCDSB will have an Credit program providing opportunities for prospective adult learners to enroll in the opportunity in the summer to take five dual credit courses with six sessions. Based on program. Students have the opportunity to complete a dual credit course delivered student interest, these courses will be offered: Bakeshop Principles and Practices (2), on site at one of George Brown College’s campuses taught by a college instructor. Culinary Skills Fundamentals, Criminal Justice and Society, and Skin Care Practices. ADC students will have access to all facilities and student services available at the Summer Dual Credit program is a unique opportunity to engage students in the dual college including; Tutoring & Learning Centre, Peer Connect workshops, Counselling credit program, and to expose students to College life and pathways. and Accessible Learning Services, all of which promote student success, in addition to the Advising services offered through the After ADC program. George Brown College 2.19 HDSB – Advanced Landscaping with Humber will provide 3 one-hour small group sessions for the Adult Dual Credit (ADC) cohort in The Landscaping SHSM Program introduces students to a wide variety of landscaping the fall and winter semesters. Sessions focus on finding and exploring PSE programs technologies and a diversity of careers and post-secondary opportunities available of interest (apprenticeship, college, and university), applying to PSE, and financing in the industry. By connecting with Humber College to offer dual credits, Halton college including assistance with completing OSAP applications. We will also provide landscaping students are able to experience what college has to offer in terms of each student with up to 3 one-on-one advising sessions with a college advisor. The advanced horticulture and landscaping programming. They will also have access to After ADC Program furthers the goals of SCWI by providing students with supports Humber’s extensive naturalized outdoor classroom to study in a very practical and to transition from secondary education to postsecondary education. Through small experiential environment. group and one-on-one sessions, advisors can provide individualized supports including exploring career options and educational pathways. Students will learn about the 2.20 HUMBER – SSOGT (Secondary Schools of Greater Toronto) variety of postsecondary pathways including bridging programs, diplomas, degrees, The overall goal of the Humber SSOGT Dual Credit program is to assist secondary apprenticeships and trades programs. Advisors will assist students in navigating the students in the completion of their OSSD and help them transition to postsecondary PSE and OSAP application processes with the ultimate goal of encouraging students to education with advanced credit. The program is based on partnership, collaboration define their goals and continue on to PSE. and accountability between Humber College, TDSB, TCDSB, PDSB, DPCDSB, YCDSB and YRDSB. The Humber SSOGT Dual Credit program provides over 550 students 2.38 SENECA – SENE – Partnerships with multi boards annually with experiential and practical advanced learning that helps them envision Seneca – Pathway Partnerships with TDSB, TCDSB, DPCDSB, PDSB, YRDSB, YCDSB, future education and career pathways and gets them excited about choosing a full-time SCDSB and PVNCCDSB provides secondary students with the opportunity to gain the diploma or degree program. Courses are offered from the following Humber diploma skills in order to successfully transition to college. This Dual Credit program supports programs: Animation Art and Design, Landscape Technician, Early Childhood Education, advanced learning that is hands-on and interactive, in a post-secondary environment.

20 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca

Ranging from the arts to business to engineering and health care, the program aims to 2.47 SHERIDAN – Early Childhood Education with DPCDSB+PDSB+HCDSB help disengaged and underachieving high school students develop transferable skills The Sheridan Early Childhood Education (ECE) program provides an opportunity for and to learn about college programs and pathways to post-secondary and beyond. secondary school students to explore the suitability of this career path while earning Students participating in this program will travel to the college once or twice a week for both secondary school credits towards their OSSD and college credits in the diploma interactive and hands-on courses that have been carefully selected to align with their program. The curriculum focuses on applying research-based theory to practical needs, interests, and to re-engage them in learning. Students have the opportunity experiences to encourage young children's optimal development and growth. Should to choose from a broad range of dual credit courses including: aeronautics, anatomy, students subsequently enrol in the diploma program they would be granted exemption business, design, dining room management, psychology, forensic, interpersonal options from the courses they have successfully completed. communications, advertising, law enforcement, nutrition, propaganda and persuasion, science of self-care, storytelling, sustainable fashion, social work, and television 2.58 SHERIDAN – Public Safety with DPCDSB + Peel + HCDSB broadcasting. Cancelled due to Covid-19 This Dual Credit Program is aimed at students interested in a career in public safety. 2.39 SENECA – SENE – Partnerships with multi boards Courses are offered from Sheridan’s popular Police Foundations diploma program. VIRTUAL FOR FALL 2021 Students who are interested in exploring careers in municipal or provincial police This Pathway Partnerships with TDSB, TCDSB, DPCDSB, PDSB, YRDSB, and YCDSB services in Ontario; police departments across Canada; the Royal Canadian Mounted offers the opportunity to pursue their interests and strengthen their skill sets through Police; or border security or private security will benefit from participation in this dual dual credit courses in design, digital design, flight attendant, psychology, marketing, credit program. sociology, and wedding planning. The objective of this Dual Credit program is to assist secondary students in the completion of their Ontario Secondary School Diploma 2.66 HUMBER – Summer DC (OSSD) and to promote a successful transition to college by expanding learning Humber College will be partnering with DPCDSB to provide the opportunity for 24 opportunities for students through partnerships with secondary schools, school students to take an approved Dual Credit course, Basic Contemporary Culinary boards, and Seneca College. Taking place at Seneca’s Newnham, King, Seneca@York Techniques, CULN135, as a summer course. The course is held in a culinary lab, taught and campuses, this program has been designed primarily to motivate and capture by a Humber chef and the learning is completely experiential. An extra hour will be the interest of disengaged and underachieving students. The program also aims provided after class time, 3 days a week, to allow students to meet with the dedicated to support students in their pursuit of a college pathway. Through their dual credit teacher, take part in organized student success activities, and take advantage of experience at Seneca, students will not only develop transferable skills to assist them the Humber support resources. The Student Services office, library, gym and other in their transition to college, but they will also learn about college program options resources are available to the students during the summer. This course is also offered and pathways into college and beyond. Based on partnership and collaboration, the in the Humber SSOGT program and has a high success rate. program is strengthened by the efforts of the school boards and Seneca to work together to identify dual credit courses that satisfy the learning needs of students 2.67 SHERIDAN – Summer School with Halton Catholic DSB across the region. Added valued activities such as time management workshops, class This program will provide an opportunity for senior level students registered at Halton's trips, student life activities are embedded in the program to ensure that participating summer school to complete one college level course in the trades. The college course, students are provided with an authentic and experiential college learning environment. Introduction to Industrial Trades, will provide an opportunity for students who are interested in the trades to have an exploratory experience with hands-on lab or shop 2.43 SHERIDAN – TTOP with multi boards time. TTOP will provide an opportunity for senior level secondary students who are interested in a career in trades or technology to explore these pathways via various options: 2.68 SHERIDAN – Summer School with DPCDSB 1. Single dual-credit programs give students an exploratory experience with hands-on This program will provide an opportunity for senior level students registered at Dufferin- lab or shop time. Students can choose either Introduction to Industrial Trades or Peel CDSB’s summer school to complete one college level course in the trades. The Introduction to Construction. college course, Introduction to Construction, will provide an opportunity for students who are interested in the trades to have an exploratory experience with hands-on lab or 2. Students may take one of five 3 dual-credit programs: Electrical, Welding, Plumbing, shop time. This course is offered as part of Sheridan’s TTOP program and was offered Precision Machining, or Exploring the Trades (3 credit package in which students in 2015-16 summer session with a 100% retention rate and 100% success rate. take Intro to Construction, Intro to Industrial Trades and Trade Safety). 3. Single dual-credit congregated courses give students an opportunity to explore 2.69 SHERIDAN – Summer School with Peel DSB some technology and engineering courses; i.e Industrial Trades for Females, This program will provide an opportunity for senior level students registered at Peel Operating Systems and Fundamentals of Robotics. DSB’s summer school to complete one college level course in the trades. The college course, Introduction to Industrial Trades, will provide an opportunity for students who 2.47 SHERIDAN – ECE with DPCDSB + PEEL + HCDSB are interested in the trades to have an exploratory experience with hands-on lab time. The ECE dual credit program provides an opportunity for secondary school students to explore the suitability of this career path while earning both secondary school credits 2.70 SHERIDAN – Business with multi school boards towards their OSSD and college credits in the diploma program. The Sheridan Early The Marketing dual credit program provides an opportunity for secondary school Childhood Education (ECE) diploma program prepares students to become highly skilled students to explore the suitability of this career path while earning both secondary professionals dedicated to providing young children with the best possible education school credits towards their OSSD and college credits in the diploma program. Students and care. The curriculum focuses on applying research-based theory to practical learn the basics of marketing, starting with an understanding of what marketing is and experiences to encourage young children’s optimal development and growth. Should how marketing opportunities are identified. An instructor will be strategically selected students subsequently enroll in the diploma program they would be granted exemption in order to motivate and engage students while developing transferable skills to assist from the courses they have successfully completed. The ECE dual credit program the students in their transition to college. Students will also learn about college program consists of courses drawn from the first year of the diploma program. options and pathways into college and beyond.

2.48 SHERIDAN – Exploring the Arts with DPCDSB + PEEL + HDSB + HCDSB 2.76 SENECA – Summer Dual Credit – Multi boards (PROGRAM DELIVERY CHANGES IN PHASE 23) VIRTUAL FOR SUMMER 2021 Exploring the Arts dual credit programs provide an opportunity for secondary school The Seneca Summer Dual Credit program is an opportunity for secondary students to students to explore the suitability of career paths in the Arts while earning both participate in a summer dual credit course and to gain the skills in order to successfully secondary school credits towards their OSSD and college credits. Students will select transition to college. from one of two dual credit packages, each consisting of two courses/secondary credits: 3) Media Fundamentals. Two courses from each stream will be offered, Summer 2021 courses will include CUL493 and PSY355, where students will develop but students may choose any combination of courses that suits their interests and critical thinking, teamwork, and leadership skills. Seneca College will be offering timetables. courses for students through the online platform that includes current topics in social sciences and cultural studies. Through these

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 21 SCWI Spring 2021 subjects, students will have the opportunity to enhance their knowledge concerning student support is offered through this program. This support includes College advisor career direction, interpreting concurrent topics in the media, and social influence. led sessions to promote post-secondary education pathways, applications process, Courses will be accessible through online learning to ensure students will have the financing options. opportunity to take courses that stimulate critical thinking skills, whilst having electronic resources available to them through the Seneca College Libraries and online learning 2.81 SHERIDAN – Adult Dual Credit tutorials. Adult students will have the opportunity to take a one credit course offering in the evening 14-week delivery, in semester 2, Winter semester. The target group of students 2.78 Adult Dual Credits with multi boards are Adult students who are 21+ and working towards their OSSD. Students would be VIRTUAL FOR FALL 2021 recruited from School Board partners adult learning centers. Adult Dual Credit course This program provides York Region and Toronto District School Board adult students could be a general education diploma course or from a College diploma Business or with the opportunity to participate in a dual credit course, in an effort to obtain their ECE program. After-Adult Dual Credit student support is offered through this program. remaining credit(s), and receive their Ontario Secondary School Diploma (OSSD). This support includes College advisor led sessions to promote post-secondary This program is designed to assist these students in a successful transition into a education pathways, applications process, financing options. post-secondary education program. It is aimed at students who are unsure about opportunities that exist after the completion of their OSSD and who could benefit SCHOOL WITHIN A COLLEGE PROGRAMS (SWAC) from learning in a unique learning environment. The dual credit course offered will be a General Education subject. This course offers students an opportunity to develop 2.16 CENTENNIAL – SWAC with TDSB self-knowledge and interpersonal relationship skills, and emphasizes post-secondary The overall focus of the SWAC program is to assist secondary students in the pathways and career alternatives. Prior to the start of the course, students will attend completion of their OSSDs and successful transition to college. The program is based an orientation where they will participate in a series of college-delivered workshops on partnership, collaboration and accountability between the Toronto District School (stress management, time management, study skills, etc.) and learn about the services Board and Centennial College. Many of these students will have left secondary school they can access as dual credit students. The students will be able to access all the and will be able to return in a fresh start situation. The students will work on credit support and services Seneca offers full-time students, such as the Learning Centre, recovery of secondary school credits, and two College courses. General education Library, Counselling and Accessibility Services, Degree and Credit Transfer office, etc., courses allow students to earn a high school and a college credit, experience college all of which support and promote student success. The dual credit course and exposure life, gain insight and transition into educational and career pathways. In collaboration to college life will foster the skills necessary for success in college and beyond. This with the College and community partners, through the After-SWAC program, group program will be complemented by an After Adult Dual Credit Activity which will focus sessions and student support will be facilitated to promote student success strategies, on highlighting the value of post-secondary education, on helping the students gain a and student perspectives, about the accessibility of post-secondary through developing better understanding of college programs and pathways, on assisting them with college students’ personal capacity and assets. applications, and on helping them feel confident in their ability to succeed in post- secondary and in making decisions about their next steps. 2.30 TCDSB – SWAC with DPCDSB at Humber This program will provide an opportunity for senior level students from Toronto Catholic 2.94 UGDSB – Orangeville Credits with Georgian DSB registered at Msgr. Fraser Norfinch and from Dufferin-Peel Catholic DSB registered At risk secondary students from the northern schools at UGDSB are able to pursue at St. Marguerite D’Youville with an opportunity to complete one post-secondary several credits at the Orangeville campus of Georgian College. The goal of the program dual credit college course while earning 3-4 secondary school credits. Students will is to introduce those students to career paths related to the college courses while travel to Humber College daily where they will have the opportunity to complete high increasing credit accumulation towards high school graduation. school credits (courses to be determined according to student needs) using a variety of delivery methods that may include; e-learning, blended e-learning and face to face 2.97 SHERIDAN – Animal Care with DPCDSB + PEEL instruction. Two high school teachers, one from each board, will share the college The Animal Care Dual Credit program will consist of two courses which will give facilities while delivering OSSD high school credits which may be offered in two quads senior level secondary students the opportunity to explore a potential interest in over the course of a semester. At the same time, the dual credit course will be taught careers involving working with animals. In the Animal Grooming course students will by College professors using face to face instruction. work with live animals, learning to handle and groom them under the supervision of qualified veterinary faculty and staff. The Domestic Animal Science course will provide 2.40 SENECA – SWAC with YRDSB students with a more theoretical scientific and technical understanding of animal care. Seneca College is partnering with YRDSB to offer the board’s first-ever School Within This course combination has been chosen to help students better understand the A College (SWAC) program. This program will provide disengaged students from the requirements, both technical and hands-on, of the animal care field. York Region a mature, college environment in order to achieve academic success, with the opportunity to complete their last semester of high school at Seneca College’s 2.98 SHERIDAN – Summer School with HCDSB King campus. This enriched learning opportunity will enable 22 students to earn over 4 Halton Catholic District School Board provides an opportunity for senior level students credits in only one semester: 1 credit from a senior anchor course with direct teacher working towards their OSSD, registered in a Halton Region summer school program to instruction; 2 dual credits in general education; at least one credit from credit recovery; take a Summer semester dual credit course. The college delivers a general education and potentially 2 credits from co-op. In addition to earning secondary credits, students college course ‘Profiles in Crime’, in a July summer semester course. The target will be fully immersed in life as a Seneca student and benefit from this extended audience is for students one credit away from graduation. exposure to post-secondary. They will participate in workshops focusing on physical and mental health and wellness, study skills and learning strategies, time management, 2.93 SHERIDAN – General Elective and financial literacy. Additionally, students will go on field trips to visit other Seneca This general education dual credit program provides an opportunity for secondary campuses and learn about the pathway opportunities available at the college. These school students to explore the suitability of post-secondary Humanities and Social added-value activities will equip students with the skills to succeed in achieving their Sciences career path while earning both secondary school credits towards their OSSD high school diploma and will reinforce the many college programs and support services and college credits in the diploma program. This is a 7-week delivery in semester 2, available to them. An After SWAC Activity will further complement this program. In After Spring semester. SWAC Activity, students will receive individualized supports by a college advisor, with the main focus being to support successful transitions from SWAC to post-secondary. 2.412 SHERIDAN – ADC with HCDSB These activities will highlight the value of post-secondary education, build the students’ Halton Catholic District School Board provides an opportunity for Adult learners (age personal capacity, knowledge and confidence to define their educational and career 21+) working towards their OSSD, registered in a Halton Region Adult Learning goals, assist them with college applications, and help them feel capable of succeeding Center to take a semester 2 or summer program dual credit course. The College in postsecondary. delivers a General Education College course or communications or humanities theme College diploma course. After-Adult Dual Credit student support is offered through this 2.40b SENECA – SWAC with YCDSB program. This support includes College advisor led sessions to promote post-secondary Through the SWAC program, disengaged and underachieving students from the York education pathways, applications process, financing options. After-Adult Dual Credit Catholic District School Board have the unique opportunity to complete their OSSD

22 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca by spending one semester at Seneca College’s Newnham Campus. This program will the accessibility of post-secondary through developing students’ personal capacity and allow students to complete 2 post-secondary dual credit college courses while earning assets. 2-3 secondary school credits. The high school credits will be determined according to each student’s needs and offered in a variety of delivery methods that may include 2.59 GBC – SWAC with TDSB face-to-face instruction, e-learning, and blended e-learning. Simultaneously, SWAC School Within a College provides secondary school students with the opportunity to students attend two dual credit courses taught by college professors using face-to- complete the credits they require for graduation through credit recovery/high school face instruction. These courses, Group Dynamics and Applied Psychology, will assist course delivery/college programming. Students have the opportunity to earn two Dual students in developing conflict resolution skills and the ability to work cohesively in Credit General Education post-secondary courses per semester in addition to up to groups. While on campus, students will receive an authentic post-secondary experience four high school credits. Dual credits can be applied to George Brown College diploma by being fully immersed in campus events and student services, and by having programs and may be applied to other Ontario college programs. Students are on the access to support services such as tutoring and time management workshops. The George Brown St. James campus all week taking their secondary and college courses combination of the high school curriculum, dual credit courses, and exposure to college with on site TDSB secondary school teachers and college professors. Students attend life fosters the skills necessary for success in college and beyond. This program will be the SWAC program for one semester in either September to January or February to complemented by a variety of After SWAC Activities, which focus on highlighting the June. During 2019-20, we will be delivering two Fall semester cohorts and two Winter value of post-secondary education, on helping the students gain a better understanding semester cohorts. The School Within a College model allows students to become fully of college programs and pathways, on assisting them with college applications. integrated in the college to allow for a greater college experience, integration and Through this program and the support available through After SWAC Advisement, overall ease of transition into post-secondary education. students will become confident in their ability to succeed in post-secondary and in George Brown College will provide 3 one-hour small group sessions per TDSB SWAC making decisions about their next steps. cohort for the fall and winter semesters, for a total of 12 sessions. Sessions focus on finding and exploring PSE programs of interest (apprenticeship, college, and 2.44 DPCDSB – SWAC with Sheridan university), applying to PSE, and financing college including assistance with completing This program provides an opportunity for senior level students registered at St. Oscar of OSAP application. We will also provide each SWAC student with up to 3 one-on- Romero Catholic SS to complete up to 4 college level courses while earning secondary one advising sessions with a college advisor. The After SWAC Program furthers the school credits. As General Education courses are a requirement of all college diploma goals of SCWI by providing SWAC students with supports to transition from secondary programs in Ontario, earning these credits will benefit students by giving them a school to PSE. Through small group and one-on-one sessions, advisors can provide transferable credit that can be applied to any college diploma program. After-SWAC individualized supports including exploring career options and educational pathways. student support is offered through this program. This support includes College advisor Students will learn about the variety of post-secondary pathways including bridging led sessions to promote post-secondary education pathways, applications process, programs, diplomas, degrees, apprenticeship and trades programs. Advisors will help financing options. students navigate the PSE and OSAP application processes, with the ultimate goal of encouraging students to define their goals and continue on to PSE. 2.44b DPCDSB – Summer SWAC with Sheridan This program will provide the opportunity for senior level students registered at 2.15 and 2.64 GBC – Summer SWAC with TDSB Dufferin-Peel CDSB to complete one college level course while earning one secondary This TCDSB & GBC SWAC summer program is aimed at grade 12 students who are school credit through the Credit Recovery. The college course, Human Relations: The deemed to be “at risk”, disengaged and in need of secondary school credits in order Interpersonal Experience HUMN16693G (BOA4T) is a General Education course that is to complete their OSSD. During the month of July, students will earn 1 secondary a requirement of all college diploma programs in Ontario. Gaining this college credit will school credit and 1 college credit. Students will work remotely, supported by College benefit students by giving them a transferrable credit that can be applied to a college faculty, high school teachers and dual credit staff spend their time at George Brown diploma program. This course is designed to provide students with an introduction to College’s St. James campus, enabling them to experience life as a college student principles and theories related to interpersonal communications. Students will have and use College facilities such as the library, fitness centre and computer labs. This opportunities to develop and enhance their personal and professional communication SWAC program represents transitional support to many students and allows them to skills while reflecting on their own interpersonal skills. After-SWAC student support is experience a college courses. In addition, the School Within a College model allows offered through this program. This support includes College advisor led sessions to students to become fully integrated in the college to allow for a greater college promote post-secondary education pathways, applications process, financing options. experience, integration and overall ease of transition into post-secondary education. 2.91 SHERIDAN – Summer SWAC with Peel DSB 2.72 HUMBER – SWAC with TDSB This program allows senior level students registered with Peel District School Board the This experiential Learning opportunity will provide disengaged/underachieving TDSB opportunity to complete one college level course while earning one secondary school students with the opportunity to complete their OSSD and transition to college. This credit through a credit recovery model. This will be offered during the July semester, learning opportunity will provide students who require a college environment, the at a Sheridan campus. The College will deliver a general education course such as opportunity to earn credits from: co-op, senior course, credit recovery and 2 dual HUMN16693g (BOA4T). Students will be provided with opportunities to develop and credits courses. Students will benefit from exposure to college life as their high school enhance their personal, professional communication skills while reflecting on their own curriculum will be delivered by a TDSB teacher in a Humber classroom. In collaboration interpersonal skills. After-SWAC student support is offered through this program. This with the College and community partners, workshops will be facilitated to promote support includes College advisor led sessions to promote post-secondary education student success strategies, and student perspectives, about the accessibility of post- pathways, applications process, financing options. secondary through developing students’ personal capacity and assets. 2.16 CENTENNIAL – SWAC with TDSB – NEW 2.73 GBC – Summer SWAC with TCDSB NEW Model: This year TDSB SWAC students will have the element of choice with their This TCDSB & GBC SWAC summer program is aimed at grade 12 students who are second Dual Credit. This helps to engage students more to provide learning based on deemed to be “at risk”, disengaged and in need of secondary school credits in order their interests and decision, similar to the College experience. The overall focus of the to complete their OSSD. During the month of July, students will earn 1 secondary SWAC program is to assist secondary students in the completion of their OSSDs and school credit and 1 college credit. Students will work remotely, supported by College successful transition to college. The program is based on partnership, collaboration faculty, high school teachers and dual credit staff spend their time at George Brown and accountability between the Toronto District School Board and Centennial College. College’s St. James campus, enabling them to experience life as a college student Many of these students will have left secondary school and will be able to return in and use College facilities such as the library, fitness centre and computer labs. This a fresh start situation. The students will work on credit recovery of secondary school SWAC program represents transitional support to many students and allows them to credits, and two College courses. General education courses allow students to earn experience a college courses assisting in their In addition, the School Within a College a high school and a college credit, experience college life, gain insight and transition model allows students to become fully integrated in the college to allow for a greater into educational and career pathways. In collaboration with the College and community college experience, integration and overall ease of transition into partners, through the After-SWAC program, group sessions and student support will post-secondary education. be facilitated to promote student success strategies, and student perspectives, about

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 23 SCWI Spring 2021

2.74 SENECA – SWAC with TDSB ONTARIO YOUTH APPRENTICESHIP PROGRAMS The Seneca – TDSB School-Within-A-College (SWAC) program enables secondary students from the north-east and north-west regions to earn their remaining credits 2.03 CENTENNIAL – OYAP Child & Youth Worker with TCDSB and TDSB and finish high school in a unique learning environment. The program is designed for In this OYAP program, students take four Centennial College courses that are one students who are unsure of their pathway beyond high school and who could benefit quarter of the requirement for Level One Certification as a Child and Youth Worker. The from exposure to a new learning environment, Seneca College’s Newnham Campus. students participate in a related Co-op placement from Monday to Thursday. This year, Students in this program complete two dual credit courses, OSS credits through Toronto District School Board students have joined the Toronto Catholic District School credit recovery and GLS4O, and can participate in an external co-operation education Board students to learn together in this unique OYAP program. placement in order to improve their employment skills and work habits. Unique aspects of the program include a series of college-delivered workshops, which include 2.07 CENTENNIAL – OYAP Auto Service Tech with multi boards stress management, time management, study skills, financial literacy, digital literacy, Students from 6 boards across the GTA take part in this program: PDSB, DPCDSB, library resources workshop. Students will also participate in workshops with Seneca’s YCDSB, YRDSB, TCDSB, TDSB. Through this Accelerated Ontario Youth Apprenticeship Advisement officers and Degree and Credit Transfer Office staff to gain a better Program (OYAP), students can earn their high school credits, register as an apprentice, understanding of college programs and pathways and to enhance their confidence in complete their Level One apprenticeship schooling in this specific trade, and earn their ability to succeed in post-secondary. These workshops will complement the After hours/competencies towards their apprenticeship. Accelerated OYAP is an integral SWAC Activity for this SWAC program, which will focus on helping to highlight the value component of school-work transition programming, student success and SHSM. of post-secondary education, on assisting the students with college applications, and Students will gain knowledge and experience under the supervision of a skilled on helping them feel confident with making decisions about next steps. professional at an apprenticeship workplace and attend in-school sessions at the college/training institution. Program components include pre-placement and integration 2.95 SENECA – SWAC with TCDSB sessions at their home school, Level One training at the college/training institution, and Through the SWAC program, disengaged and underachieving students from the Toronto a cooperative education placement in the trade specific setting. Catholic District School Board have the unique opportunity to complete their OSSD by spending one semester at Seneca College’s Newnham Campus. This program will 2.08 CENTENNIAL – OYAP Truck and Coach with PDSB and DPCDSB allow students to complete 2 post-secondary dual credit college courses while earning The objective of this OYAP-Dual Credit program is to assist secondary students in 2-3 secondary school credits. The high school credits will be determined according the completion of their Ontario Secondary School Diploma (OSSD) and to ensure a to each student’s needs and offered in a variety of delivery methods that may include successful transition to college apprenticeships by expanding learning opportunities. face-to-face instruction, e-learning, and blended e-learning. Simultaneously, SWAC This program supports advanced learning that is hands-on and interactive in both a students attend two dual credit courses taught by college professors using face-to- secondary and post-secondary environment. Paired with field placement practicum face instruction. These courses, Group Dynamics and Applied Psychology, will assist (co-op), students will participate in formal modules that have been selected for the students in developing conflict resolution skills and the ability to work cohesively in purpose of providing students with a theoretical foundation. This program is also an groups. While on campus, students will receive an authentic post-secondary experience opportunity to support those students who are pursuing a Specialist High Skills Major in by being fully immersed in campus events and student services, and by having the Transportation sector. It will provide students with the opportunity to complete Level access to support services such as tutoring and time management workshops. The 1 Truck and Coach apprenticeship training. This session is delivered in partnership combination of the high school curriculum, dual credit courses, and exposure to college with PDSB and DPCDSB and is delivered on-site at Bramalea SS by Centennial faculty. life fosters the skills necessary for success in college and beyond. This program will be Students also visit the Centennial College Ashtonbee Campus 1 day/week to complete complemented by a variety of After SWAC Activities, which focus on highlighting the essential lab work. value of post-secondary education, on helping the students gain a better understanding of college programs and pathways, on assisting them with college applications. 2.081 CENTENNIAL – OYAP Truck and Coach with multi boards Through this program and the support available through After SWAC Advisement, The objective of this OYAP-Dual Credit program is to assist secondary students in students will become confident in their ability to succeed in post-secondary and in the completion of their Ontario Secondary School Diploma (OSSD) and to ensure a making decisions about their next steps. successful transition to college apprenticeships by expanding learning opportunities. This program supports advanced learning that is hands-on and interactive in both a 2.99 GBC – SWAC with TCDSB secondary and post-secondary environment. Paired with field placement practicum This program will provide an opportunity for senior level students from Toronto Catholic (co-op), students will participate in formal modules that have been selected for the DSB registered at Msgr. Fraser – Isabella campus with an opportunity to complete purpose of providing students with a theoretical foundation. This program is also an up to two post-secondary dual credit college courses while earning 3-4 secondary opportunity to support those students who are pursuing a Specialist High Skills Major school credits. Students will travel to George Brown College daily where they will have in the Transportation sector. It will provide students with the opportunity to complete the opportunity to complete high school credits (courses to be determined according Level 1 Truck and Coach apprenticeship training. This session is delivered entirely using to student needs) using a variety of delivery methods that may include; e-learning, Centennial facilities with most classes conducted online and students also visit the blended e-learning and face-to-face instruction. High school credits will be offered over Centennial College Ashtonbee Campus 1 day/week to complete essential lab work. the course of a semester (September to January and February to June). At the same time, two Dual Credit courses will be taught by College professors using face-to-face 2.27 HUMBER – OYAP Cook with multi boards instruction. Through this Accelerated Ontario Youth Apprenticeship Program (OYAP), students can earn their high school credits, register as an apprentice, earn credits towards George Brown College will provide 3 one-hour small group sessions per TCDSB SWAC their Level One apprenticeship schooling in this specific trade, and earn hours/ cohort for the fall and winter semesters, for a total of 6 sessions. Sessions focus on competencies towards their apprenticeship. Accelerated OYAP is an integral component finding and exploring PSE programs of interest (apprenticeship, college, and university), of school-work transition programming, student success and SHSM. Students will applying to PSE, and financing college including assistance with completing of OSAP gain knowledge and experience under the supervision of a skilled professional at an application. We will also provide each SWAC student with up to 3 one-on-one advising apprenticeship workplace, and attend scheduled in-school sessions at the college/ sessions with a college advisor. training institution. Program components include pre-placement and integration The After SWAC Program furthers the goals of SCWI by providing SWAC students sessions at their home school, Level One training at the college/training institution, and with supports to transition from secondary school to PSE. Through small group and a cooperative education placement in the trade specific setting. one-on-one sessions, advisors can provide individualized supports including exploring career options and educational pathways. Students will learn about the variety of post- 2.37 SENECA – OYAP Child Development Practitioner with multi boards secondary pathways including bridging programs, diplomas, degrees, apprenticeship Supporting advanced learning that is hands-on and interactive, the Child Development and trades programs. Advisors will help students navigate the PSE and OSAP Practitioner (CDP) Apprenticeship Program focuses on skills that will prepare application processes, with the ultimate goal of encouraging students to define their students for professions related to the care, education and well-being of children goals and continue on to PSE. aged 0 - 12 and their families. Paired with a cooperative education field placement, students will participate in three formal modules which have been selected for the purpose of providing students with a theoretical and a practical foundation. Students

24 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca will gain knowledge and experience under the supervision of a skilled professional Psychologie positive at an apprenticeship workplace and attend in-school sessions at the college/ Ce cours a pour but de faire découvrir comment vivre heureux. L’étudiant ou l’étudiante training institution. The objective of this program is to assist secondary students in explore ce qu’est le bonheur et ce que n’est pas le bonheur, selon les grands penseurs. the completion of their Ontario Secondary School Diploma (OSSD) and to ensure Chacun découvre les techniques pour cultiver le bonheur dans sa vie et ensuite définit a successful transition to college apprenticeship programs by expanding learning le bonheur pour soi-même. Elle ou il effectue une réflexion sur le rôle de la spiritualité, opportunities through established partnerships with secondary schools and school de la méditation, de l’équilibre, de l’humour et de la sécurité dans l’obtention du boards. Through this program, students can earn their high school credits, register as bonheur. De plus, chacun apprend des stratégies efficaces pour contrer le stress, an apprentice, earn a credit towards their Level One apprenticeship schooling, and earn l’anxiété et la dépression afin de pouvoir réduire les éléments qui préviennent le hours/competencies towards their apprenticeship. OYAP is an integral component of bonheur. Finalement, l’étudiant ou l’étudiante pratique des techniques pour développer school-work transition programming and student success, as well as an opportunity to une pleine conscience, qui permet, selon les chercheurs, d’accéder au bonheur. support students who are pursuing a Specialist High Skills Major in a related sector. The program is based on partnership, collaboration and accountability between each of the L’auto-évaluation et portfolio personnel four partnering school boards (TDSB, TCDSB, YCDSB, YRDSB) and Seneca College. Ce cours a pour but de faire réfléchir sur sa raison d’être dans le monde. L’étudiante ou l’étudiant crée, étape par étape, sa vie idéale. Chacun explore en détail le pouvoir 2.41 HCDSB – Electrical for Halton OYAP with Sheridan de l’intention, pour ensuite réfléchir à ses désirs et développer une liste spécifique de The Electrical for Halton OYAP students Dual Credit program allows students wishing to ce qu’ils cherchent dans la vie. Elle ou il examine ses valeurs et besoins et crée des head towards an apprenticeship, post-secondary career or the workplace to experience principes directeurs pour être. Par la suite, l’étudiante ou l’étudiant établit des buts what college has to offer in terms of electrical courses. Students are introduced to personnels et professionnels qui sont en lien avec ses talents, ses intérêts, ses forces three courses from Sheridan’s Electrical Techniques certificate program which are et ses traits de personnalité. Finalement, elle ou il rédige une mission de vie et identifie taught at Sheridan College using fully equipped electrical labs at the Skills Training sa raison d’être dans le monde, selon ce que chacun découvre dans le cours. Centre in Brampton. Culture Franco-Ontarienne : une place à prendre 2.63 HUMBER – OYAP Baker with multi boards Ce cours permet de découvrir les multiples facettes de la culture franco-ontarienne : Through this Accelerated Ontario Youth Apprenticeship Program (OYAP), students son histoire, ses traditions, ses artistes, sa musique, sa poésie, ses héros, son humour, can earn their high school credits, register as an apprentice, earn credits towards ses institutions, ses relations avec les autres et les dynamiques au sein du groupe. their Level One apprenticeship schooling in this specific trade, and earn hours/ Par le biais vidéoclips, musique et textes variés, l’étudiante ou l’étudiant est amené à competencies towards their apprenticeship. Accelerated OYAP is an integral component réfléchir sur une culture ouverte sur le monde et, par conséquent, à découvrir comment of school-work transition programming, student success and SHSM. Students will prendre sa place au sein de celle-ci. gain knowledge and experience under the supervision of a skilled professional at an apprenticeship workplace and attend scheduled in-school sessions at the college/ Et c’est le but ! training institution. Program components include pre-placement and integration Dans ce cours, l’étudiant examine la relation entre les sports, la culture et la société. sessions at their home school, Level One training at the college/training institution, and On regarde à l’origine des sports et lesquels sont les plus populaires. On fait la a cooperative education placement in the trade specific setting. distinction entre le sport mondial et régional, les sports individuels et d’équipe et l’influence qu’ils exercent sur une culture, un individu et l’identité régionale ou Contact: April-Dawn Blackwell nationale d’un peuple. Humber College 416-675-6622 ext. 74602 Énergie verte Ce cours fait appel à l’étude des différentes technologies reliées à l’énergie et permet de reconnaître l’impact de plusieurs de ces technologies sur notre environnement. L’étudiant(e) et l’étudiant acquièrent des connaissances sur quelles technologies s’avèrent vertes et celles qui le sont moins. Pour ce faire, il ou elle est interpellée à ÉQUIPE DE PLANIFICATION RÉGIONALE #3 participer à des dialogues ouverts, appliquer une pensée critique face à une variété de technologies et leur impact sur notre environnement ainsi que la société en général. Équipe de planification régionale Inter Ontario Les participants deviennent plus sensibles aux différentes technologies qui existent et peuvent ainsi aider à créer un changement pour le futur de notre planète et de son climat. www.collegeboreal.ca www.collegelacite.ca LA CITÉ – COURS EN LIGNE PARTENAIRES: Cycles de la vie Ce cours est consacré principalement au développement de la personne, de la Conseil scolaire catholique Franco-Nord | Conseil scolaire de district catholique naissance à l’âge avancé. L’étudiant se familiarise avec les stades de développement, des Aurores boréales | Conseil scolaire catholique de district des Grandes les changements physiques, intellectuels, affectifs et sociaux qui les caractérisent ainsi Rivières | Conseil scolaire catholique du Nouvel-Ontario | Conseil scolaire public que les facteurs qui les influencent. Puis, un aperçu des notions de base sur la famille du Grand-Nord de l’Ontario | Conseil scolaire public du Nord-Est de l’Ontario | permet à l’étudiant de comprendre l’influence des situations de maladie sur le système Collège Boréal | La Cité familial et inversement, l’influence de la famille sur les comportements de santé de l’individu. COLLÈGE BORÉAL – COURS EN LIGNE Ce cours fait partie du programme Préposé aux services de soutien personnel. Logiciels Microsoft Ce cours sert d’initiation à l’informatique et aux communications. D’abord, l’étudiante Bien-être de l’enfant ou l’étudiant perfectionne ses connaissances de base en informatique tout en se Ce cours porte sur la santé et la sécurité mentale et physique de l’enfant de 0 à 12 familiarisant avec des logiciels de bureau et l’environnement technologique du collège. ans. C’est l’étude de la nutrition de l’enfant, des maladies infantiles, ainsi que de toutes Ensuite, des outils technologiques sont étudiés et utilisés dans des situations pratiques les composantes qui amènent et maintiennent le bien-être de l’enfant. Il est aussi reliées au marché du travail. question des pratiques universelles d’hygiène dans les services à l’enfance et des éléments de puériculture. Terminologie médicale Ce cours fait partie du programme Éducation en services à l’enfance. Ce cours permet à l’étudiante ou l’étudiant de développer les aptitudes nécessaires à analyser les termes médicaux. Le langage de la médicine relève surtout du latin et du grec ; cette méthode, qui permet de décortiquer les mots, facilite la mémorisation et la compréhension des termes dans les sciences de la santé.

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 25 SCWI Spring 2021

COLLÈGE BORÉAL – COURS EN FACE À FACE OU À DISTANCE Introduction au soudage Ce cours est une initiation aux différentes techniques de coupage et aux techniques Diversité humaine de base du soudage au gaz, du soudo-brasage et du brasage. On aborde également la Ce cours permet à l’étudiante ou l’étudiant de se sensibiliser à la diversité humaine par théorie du soudage électrique ainsi que la pratique du soudage à plat. l’étude des différences et des particularités de chaque être humain. C’est l’occasion de développer une approche plus sensible et éclairée, particulièrement utile dans le cadre Exploration des carrières en santé d’une formation comme intervenante ou intervenant dans son programme d’études. Ce cours dynamique et original amène l’étudiant à explorer diverses carrières liées au Les activités en salle de classe aident l’étudiante ou l’étudiant à reconnaître et à domaine de la santé. Les activités d’apprentissage sont conçues pour permettre de définir ses propres attitudes, préjugés et comportements et, de ce fait, à développer de mieux comprendre les aptitudes et les compétences requises pour chaque profession. meilleures interactions avec les autres. Que ce soit dans le cadre d’une journée d’exploration de carrière, d’un atelier animé par un professionnel, d’une activité au sein d’une séance de classe, en laboratoire Éthologie animale ou d’une entreprise, l’étudiant pourra se renseigner sur le milieu de travail propre à Ce cours permettra aux étudiantes et aux étudiants de se familiariser avec les éléments chaque profession et sur les perspectives d’emploi. Ainsi, il sera mieux équipé pour de base du comportement animal et les facteurs qui les influencent. Ils seront initiés planifier son cheminement personnel et son parcours d’études en vue de poursuivre sa au développement des comportements et ils apprendront à reconnaître les différentes carrière de choix. étapes du développement des animaux domestiques. Ils apprendront également à discerner les différents problèmes de comportement animaux domestiques, leurs Exploration de carrières en environnement causes et à élaborer un plan de traitement incluant des techniques de modification du Ce cours, à la fois théorique et pratique, permet à l’étudiant et l’étudiante d’explorer comportement. Ils se familiariseront également avec les notions d’apprentissage et une carrière dans les domaines de l’environnement et des richesses naturelles. Les d’éducation. activités d’apprentissage sont conçues pour permettre de mieux comprendre les aptitudes et compétences requises pour chacune des carrières. Que ce soit par le Introduction aux algorithmes biais d’une séance théorique en salle de classe ou pratique en laboratoire, un atelier Ce cours présente une approche structurée et logique à la résolution de problèmes. Les animé par un professionnel ou une visite d’entreprise, l’étudiant et l’étudiante auront différents types d’outils, dont l’utilisation d’organigramme et la rédaction de pseudo- l’occasion de se renseigner sur chaque profession et les perspectives d’emplois. Ainsi, code, sont explorés. L’application d’algorithmes types est aussi présentée. l’étudiant sera mieux équipé pour planifier son cheminement personnel et son parcours d’études en vue de poursuivre sa carrière en gestion de l’environnement ou en gestion Exploration des carrières en coiffure et esthétique des richesses naturelles. Ce cours, à la fois théorique et pratique, permet à l’étudiant(e) d’explorer une carrière en coiffure et esthétique. Les activités d’apprentissage sont conçues pour permettre de Électricité et électronique en pré-technologie mieux comprendre les aptitudes et compétences requises pour chacune des carrières. Ce cours est une introduction aux principes électriques et électroniques de base Que ce soit par le biais d’une séance théorique en salle de classe ou pratique en dans le but de comprendre le fonctionnement d’une industrie moderne automatisée. laboratoire, un atelier animé par un professionnel ou une visite d’entreprise, l’étudiant Les aspects théoriques comprennent le voltage, le courant, la résistance ainsi que aura l’occasion de se renseigner sur chaque profession et ses perspectives d’emploi. les lois et formules de base. On examine la différence entre les systèmes analogues Ainsi, il ou elle sera mieux équipée pour planifier son cheminement personnel et son et numériques de base, entre le courant alternatif et le courant continu ; on étudie parcours d’études en vue de poursuivre sa carrière en coiffure ou esthétique. l’amplification de signaux, les instruments de mesure de base, le compte numérique, les semi-conducteurs, les ordinateurs et microprocesseurs, etc. On traite aussi des Maquillage emplois populaires tels que technicien/technologue en électronique, électricien Ce cours constitue une première approche à l’art du maquillage. Les étudiant(e) s industriel, technicien en instrumentation et les domaines d’emplois connexes. On explorent les jeux de couleurs et les harmonies ainsi que les différents types de compare les salaires, les possibilités de création d’entreprises et d’avancement maquillage et accessoires utilisés (p.ex., pinceaux, brosses jetables, faux cils, etc.). professionnel. Une séance est prévue avec les professeurs de spécialisation dans le Les formes et les lignes du visage font également l’objet d’étude. Le maquillage de laboratoire d’électronique pour faire l’expérience de participer à un cours réel dans ce jour, de soirée et de la mariée figurent parmi les divers types de maquillages effectués programme. par les étudiants(es). Électricité 1 Soins des mains Ce cours présente les notions fondamentales des principes d’électricité en courant Ce cours, à la fois théorique et pratique, explore l’anatomie et la physiologie des mains. continue. Le magnétisme, la tension, le courant, la résistance, et la puissance et De plus, on examine le phénomène de la morphologie des ongles et les méthodes l’énergie sont les sujets étudiés dans les circuits série, parallèles et complexes. En utilisées pour modifier la condition de ceux-ci. L’étudiant(e) se familiarise avec tous laboratoire, l’étudiant ou l’étudiante analyse et construit des circuits à courant continu les aspects reliés aux soins des mains, ce qui lui permet d’appliquer la théorie apprise pour ensuite les dépanner à l’aide d’un multimètre. Il ou elle apprend la différence dans son exécution des traitements, y inclus le massage de la main et l’avant-bras. entre le courant continu et le courant alternatif pour les applications résidentielles telle De plus, l’étudiant(e) apprend différentes façons d’aménager sa station de travail afin la fréquence, la tension moyenne (RMS) et la crête. L’étudiant ou l’étudiante découvre de maximiser l’efficacité des services à offrir. aussi le fonctionnement de base des transformateurs isolants. Mathématiques pour les métiers 1 Introduction aux professions en correction, sécurité et police L’étudiante ou l’étudiant revoit des notions arithmétiques de base et les applique à la Dans un premier temps, ce cours est conçu pour sensibiliser les étudiantes et les résolution de problèmes reliés aux métiers. Le cours traite des systèmes de mesure étudiants aux critères de sélection utilisés pour les professions des services policiers, utilisés dans les métiers et de la conversion de mesures d’un système à un autre. des agences correctionnelles et de sécurité. Les étudiantes et les étudiants sont On explore aussi l’application d’outils mathématiques tels que la calculatrice et les exposés à une variété d’activités d’évaluation pratiques comparables à celles requises formules pertinentes pour résoudre des problèmes reliés aux métiers. lors d’une demande d’emploi. On fait également un survol des exigences de ces trois professions. Dans un deuxième temps, on explore d’autres possibilités d’emplois Exploration des métiers et technologies connexes à ces trois domaines, tels que celui de répartiteur au 911. Ce cours dynamique et original amène l’étudiant et l’étudiante à explorer diverses carrières liées au domaine des métiers et technologies. Les activités d’apprentissage Pédagogie axée par le jeu sont conçues pour permettre de mieux comprendre les aptitudes et compétences Ce cours permet à l’étudiant(e) de faire une analyse du jeu et de son rôle dans requises pour chaque profession. Que ce soit dans le cadre d’une journée carrière, le développement holistique de l’enfant. Entre autres, on explore les théories sur d’un atelier animé par un professionnel, d’une activité au sein d’une séance de classe, l’apprentissage, les différents styles d’apprentissage, la valeur de l’apprentissage par en laboratoire ou d’une entreprise, l’étudiant ou l’étudiante pourra se renseigner sur le l’entremise du jeu intérieur et extérieur et les avantages de promouvoir des expériences milieu de travail propre à chaque profession et sur les perspectives d’emplois. Ainsi, il axées sur le jeu et les intérêts des enfants. De plus, on examine les bienfaits du jeu ou elle sera mieux équipée pour planifier son cheminement personnel et son parcours social, le jeu d’éveil intellectuel, le jeu physique et l’exploration de la nature. L’étudiant(e) d’études en vue de poursuivre sa carrière de choix. est amené à valoriser le développement de relations significatives et d’interactions

26 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca

éducatives avec les enfants afin d’enrichir les expériences d’apprentissage. Praticien(ne) du développement de l’enfant Le praticien du développement de l’enfant planifie et met en œuvre des services, des Procédé de soudage soutiens et des programmes appropriés à l’âge des enfants pris en charge dans le Dans ce cours, l’étudiant ou l’étudiante s’exerce au procédé de soudage à l’arc avec but de faciliter le développement physique, social, affectif et cognitif des enfants. La électrode enrobée (shielded metal arc welding – SMAW). Il ou elle acquiert l’habileté personne offre ses services dans différents milieux, tels que les garderies, les centres de souder des soudures en angles dans les positions à plat et horizontale. Il ou elle de garde d’enfants, les programmes préscolaires d’hôpitaux et d’écoles, ou les centres développe aussi une habileté à souder des plaques selon les normes CWB (Canadian de développement de la petite enfance de l’Ontario. En particulier, le praticien du Welding Bureau – Bureau canadien de soudage) dans les positions à plat et horizontale, développement de l’enfant : ce qui l’aidera dans sa préparation pour le test du Bureau canadien de soudage (CWB) Pratique et promeut un mode de vie sain pour obtenir une attestation de réussite (ticket) pour les positions respectives. Favorise les relations avec les enfants Techniques de défense Planifie des programmes appropriés sur le plan du développement et adopte les Dans ce cours, l’étudiante ou l’étudiant apprend des techniques de défense de base nouvelles pratiques d’apprentissage et les applique. On soulignera l’importance pour l’agent ou l’agente de correction, en Entretient des rapports sociaux et autres culturellement appropriés avec les familles milieu institutionnel et communautaire, d’avoir recours à l’autodéfense. Applique des stratégies d’intervention Travaille en équipe avec les familles, les collègues, la collectivité et les services de NIVEAU 1 APPRENTISSAGE soutien Aide enseignant(te) Travaille dans des milieux où exercent des équipes multidisciplinaires et L’aide-enseignant apporte un soutien à l’enseignant et aux élèves, y compris ceux communique avec d’autres professionnels ayant des besoins spéciaux, en aidant à la mise en œuvre des plans d’enseignement, Fait preuve de professionnalisme et observe les normes déontologiques de sécurité et de gestion du comportement. Il développe des stratégies d’intervention pour optimiser les résultats chez les élèves. En particulier, l’aide-enseignant : Technicien/technicienne d’entretien automobile Travaille en équipe Le technicien d’entretien automobile assure l’entretien préventif, diagnostique les Participe à la mise en œuvre du plan d’enseignement problèmes et répare les systèmes des voitures et véhicules utilitaires légers. En particulier, le technicien d’entretien automobile diagnostique et répare : Applique des stratégies d’intervention Les moteurs, boîtes de vitesses, embrayages, trains arrière, différentiels, freins, Crée un climat propice à l’apprentissage arbres de transmission, ponts moteurs et autres composants Participe au développement des compétences psychosociales L’alignement des roues, essieux, cadres et mécanismes de direction Soutient les élèves et l’emploi d’un matériel spécialisé Les systèmes de suspension, notamment les amortisseurs et suspensions à ressorts Emploie des techniques et des méthodes de travail sécuritaires Les systèmes d’allumage, systèmes de charge et de démarrage, tableaux de bord, Travaille avec professionnalisme et éthique le câblage et autres systèmes et équipements électriques et électroniques S’adonne à la pratique réflexive Les systèmes d’alimentation en carburant ; de gestion du moteur ; d’échappement et antipollution Charpentier-menuiserie Les systèmes de chauffage, de ventilation et de climatisation Le charpentier-menuisier général construit, rénove et répare des structures faites de bois, d’acier, de béton ou d’autres matériaux. Il travaille dans les secteurs de Technicien/technicienne d’équipement lourd la construction résidentielle, commerciale et industrielle et dans d’autres secteurs Le technicien d’équipement lourd inspecte les gros engins de chantier, diagnostique associés. En particulier, le charpentier-menuisier général : et détecte les défaillances, effectue les réparations et les vérifie. Il travaille sur Établit les méthodes de construction et prépare le chantier différents types d’engins, comme les engins de terrassement, et leurs composants, Trace, construit et installe les coffrages et les fondations de béton tels que : arbres de transmission, ponts moteurs, organes de transmission aux roues, Monte la charpente des planchers, des murs, des plafonds et des toits composants de structure et accessoires, pneus, roues, cadres, trains de roulement et Installe les matériaux de finition extérieurs et intérieurs accessoires de travail. En particulier, le technicien d’équipement lourd : Construit des charpentes lourdes Inspecte, répare ou modifie les systèmes, leurs composants et leurs accessoires de travail, diagnostique et détecte les défaillances, notamment dépiste les éléments Construit des escaliers, des pilastres et des rampes usés, endommagés ou défectueux, analyse le rendement et le fonctionnement, Trace, construit et installe des systèmes de porte et de fenêtre entretient les systèmes, les reprogramme, les aligne, les intervertit, les remet en Effectue des rénovations état ou les remplace Travaille sur différents systèmes : moteurs, gestion du moteur, systèmes Électricien/Électricienne électriques, hydrauliques, embrayages et boîtes de vitesses, suspensions, arbres Les cours d’électricité de Niveau 1 à Sudbury font partie indispensable du programme de transmission, systèmes de régulation de l’air ambiant, systèmes de direction, de de formation spécialisée d’électricien. L’élève apprend à planifier des installations freinage, systèmes d’échappement, d’admission et antipollution, composants de électriques à partir de plans et de spécifications et à détecter les défaillances dans les structure, cadres et trains de roulement systèmes et dans l’appareillage électrique et électronique. Il/elle se familiarise avec Travaille dans différents secteurs : mines, construction, secteur forestier, maritime, l’agencement, l’assemblage, la réparation, l’entretien, le raccordement et la vérification transports, ressources naturelles, manutention de matériels de divers appareils électriques, de matériel de commande et de câblage. Lors de ce cours, l’élèves apprend à : Soudeur/Soudeuse Déterminer et mesurer les principales grandeurs d’un circuit électrique alimenté en Le soudeur assemble des morceaux de métal ou des pièces en cours de fabrication continu ou en alternatif monophasé; à l’aide d’un métal d’apport et de chaleur ou de pression. Il construit des structures Acquérir les connaissances sur les réseaux électriques. et répare des pièces endommagées conformément aux spécifications, et utilise des Implanter l’appareillage électrique etc. Lors de son apprentissage du Niveau procédés spéciaux, comme la grugeage et le brasage fort. En particulier, le soudeur : 1, plusieurs moyens pédagogiques seront au menu afin de garantir des acquis Trace, coupe et forme du métal selon les spécifications pratiques et théoriques de l’élève, notamment. Met en place des sous-ensembles et des ensembles, et prépare Des travaux pratiques viennent conforter les apports théoriques. l’ensemble avant le soudage De nombreux exemples concrets sont évoqués lors des différentes manipulations. Utilise trois principaux types de soudage : à l’arc électrique, au gaz, Les exposés alternent avec des travaux pratiques afin de rendre l’apprentissage et par résistance progressif. Utilise divers procédés de soudage et de coupage pour

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 27 SCWI Spring 2021

assembler l’acier de structure et couper du métal dans des récipients, des tuyaux et d’autres composants REGIONAL PLANNING TEAM 4 Fabrique des pièces, des outils, des machines et d’autre matériel N.E.X.T. (Northern Exploration and Transitions) Assemble des pièces en cours de fabrication, construit des structures et répare Regional Planning Team des pièces endommagées ou usées Contrôle la qualité avant, pendant et après le soudage PARTNERS: ACTIVITÉS District School Board Ontario North East | Northeastern Catholic District School Board | James Bay Lowland Secondary School Board | Northern College of Journées d’orientation – DRC Applied Arts and Technology | Moose Cree Education Authority Dès septembre 2021, le Collège Boréal offrira des sessions d’orientation pour les élèves inscrits dans les cours à double reconnaissance de crédit. En participant à un ACTIVITIES AND FORUMS jeu Kahoot, les élèves feront un survol des attentes d’un cours collégial, des modalités des offres à DRC (à distance, en ligne, hybride, en présentiel et de Niveau 1) et auront Go to College: (Grade 10 Students) – Fall Event successfully completed; la chance de gagner des prix. En plus de ceci, les élèves inscrits à des cours virtuels Spring Event (virtual, modified) – May 13, 2021 auront l’occasion de suivre une courte formation avec le Coach d’appui technique du Northern College and SCWI continued with the “Go-to-College” activity for grade 10 Collège Boréal (comment accéder aux cours, comment soumettre un devoir, comment students. Focusing on grade 10 students, who are at a critical stage in their pathway se brancher à Zoom, etc.). planning, supports all pathways planning initiatives and underscores the importance of forward planning. This year our “Go-to-College” activity is be hosted by Northern Impact Boréal (Exploration de carrières 7e et 8e année) College virtually. The activity will highlight programs offered at all 4 campuses of L’activité IMPACT BORÉAL 2022 sera livrée pour une deuxième fois dans les salles Northern College. Recruiters will showcase college opportunities. They will be joined by de classe par l’entremise de trousses pédagogiques autodirigées. Chaque activité a Academic Advising/Accessibility and Indigenous Services who will provide information une durée d’environ 30 à 45 minutes et inclut une trousse pédagogique (le matériel geared to support academic success and student-college community. This activity will requis, une mise en contexte, une marche à suivre et des ressources supplémentaires be combined with 4.4 Horizons Indigenous Youth Forum. sur les parcours et programmes). Cette activité permet aux élèves et groupes classes d’explorer une variété de domaines à l’école secondaire. La programmation de 2020- Grade 7 and 8 Trade and Technology Days: May 18, 2021 – virtual – 2022 est à déterminer. L’offre de 2020-2021 incluait l’agriculture, soins infirmiers hosted by Skills Ontario auxiliaires, électricité et plomberie. Skills Ontario will host this activity and will focus on opportunities in the skilled trades and technology. The day long even will include a hands-on activity. Kits will be Camps d’anticipation Boréal (Exploration collégial Boréal) forwarded to all students. The hands-on activity will be supported by Skills Ontario and Cette activité de deux jours aura lieu la semaine du 9 mai 2022, organisée will be a combination of discovery and guided exploration. spécialement pour les élèves de la 10e et de la 11e année, par le Collège Boréal à Sudbury. Cette activité virtuelle donne l’occasion aux élèves de découvrir des Dual Credit Teacher Forum domaines d’études postsecondaires collégiales. Les élèves choisissent parmi une liste Our Dual Credit Teacher Forum – virtual to be held June 2021 d’ateliers virtuels qui sont animés par les experts de domaines des divers programmes This activity will provide professional learning and development opportunities for collégiaux, tels que les métiers, l’environnement, la santé, les technologies, les college and secondary staff to meet and discuss programming, dual credit course affaires et les services communautaires. Ces ateliers permettant aux élèves de selection, student selection, supports for students, student evaluation and reporting. vraiment développer et concrétiser leurs intérêts, leurs habiletés et leur cheminement In addition, strategies for success were shared with a view to improving the ongoing secondaire. delivery of programming in RPT 4. The Dual Credit Teacher Forum is a popular event bringing together those involved in the planning and delivery of dual credits across the Forum pour responsables de dossier de la DRC aux conseils North East. With an eye on programs, data and capacity across our region, we plan Le forum s’adresse au personnel DRC (conseillers en orientation, enseignants for continued success and maximum student benefit. This year will also include an d’éducation coopérative, etc.) ainsi que le personnel responsable de la réussite overview of new supports to guide students as they navigate dual credits virtually. des élèves afin de partager l’information sur les façons de mieux aider les élèves à planifier leurs itinéraires d’études postsecondaires. Cette activité permet la révision Adult Dual Credit Forum (on hold) de l’offre de cours, les stratégies de réussite et le processus de sélection des élèves A series of activities will be implemented to support adult students as they work to afin d’assurer, en autre, l’atteinte des objectifs SMART. Le Forum IJECT est l’occasion further their education, as well as those who work with our adult learners. These parfaite pour les partenaires de discuter du dossier IJECT dans son ensemble. Les activities would be geared towards: grands thèmes à l’horaire sont : DRC 101 (base d’une DRC, les divers modes de livraison (afin d’économiser sur le transport et élargir l’offre pour une plus grande 1) Assisting adults with application procedures to access post-secondary studies; clientèle, les exigences de participation (appuyer avec la persévérance et la réussite 2) Outlining the college/apprenticeship program requirements; des élèves), la valeur ajoutée des DRC (changer la perception que les DRC affectent 3) Supporting adult students with wrap around services at the college including but négativement la dotation des professeurs, présenter les façons que les DRC complètent not limited to: special education, academic counselling, pathways counselling, and la programmation et non compétitionne, etc.), etc. mental health services which could include transportation assistance and connection to appropriate community agencies. Contact:  Guylaine Rheault (Présidente de l’ÉPR3) 4) Further to the two proposed adult dual credits, an activity designed to further the Conseil scolaire catholique du Nouvel-Ontario understanding of all participants, adult dual credit teachers, advisors, pathways 705-673-5626 poste 708 coaches, students is planned. Ensuring all understand the initiative, focus and [email protected] purpose of the adult dual credits together with the supporting pathways planning Jessica Lachance (Gestionnaire – partenariats scolaires/IJECT) sessions is essential. Collège Boréal 705-560-6673 poste 3701 DUAL CREDIT PROGRAMS [email protected] College Courses 4.17 College Connections – RPT wide dual credit opportunities – Semester 1 and 2 – virtual This year students took Introduction to Personal Finance and Managing for Success. These general education dual credits provided students from across the RPT with an opportunity to experience a college course. Courses were held virtually. Students

28 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca were supported with new on-boarding resources designed to support students as they as students in the primary target group. Successful participants in Emergency Patient navigate their virtual course environment. Care will also receive First Responder Certification from the Canadian Red Cross.

4.22 SHSM Health & Wellness Moosonee – Semester 1 – virtual 4.35 SHSM Health and Wellness: New Liskeard: Timiskaming District Secondary Managing for Success School Students taking this dual credit were paired with students from 4.20 College Link Anatomy 1 and Anatomy 2 – Team Taught – Semester 1 and 2 – Moosonee. Students were supported by new on-boarding resources designed to assist Face-to-Face and virtual them in navigating the virtual platform. Students involved in the Health and Wellness SHSM are afforded a unique opportunity to participate in team taught dual credits. Students participate in Anatomy 1 and 2 4.23 College Connections 1 – Cochrane High School (École Secondary Cochrane during semester 1 and 2. The program has proven to be very successful with students High School) – Cochrane interested in the health care sector. Semester 2 students also have the opportunity Fitness and Wellness – Semester 2 to take Emergency Patient Care, after school, to support those with specific interests This course is delivered during the school day for students exploring career pathways in the emergency services sector as well as students in the primary target group. All at the college level who wish to catch up on their credit count. Students learn healthy courses aim to support the SHSM while encouraging participation from the primary active living strategies as well as improve personal fitness and wellness. The course is target group. Successful participants in Emergency Patient Care will also receive First proving to be very successful and affords the participants the opportunity to experience Responder Certification from the Canadian Red Cross. a college course while in secondary school and gain necessary skills in order to prepare for success at the college level. 4.36b AutoCad: Face-to-Face and virtual This course provides students from the PTG with the basics of AutoCad and focuses on 4.25 SHSM FORESTRY: Englehart High School, Englehart – on campus drawing, modifying, dimensioning, layering, annotating and editing. Held virtually this Introductory Welding & Equipment Operation and Maintenance – Semester 2 year, this course will serve students from across the RPT. This program is structured for students in a rural community who are enrolled in a SHSM Forestry program. The dual credit courses complement the SHSM and allow 4.39 College Connections – O’Gorman High School – Timmins students to gain industry knowledge and skills that would not otherwise be available at Criminology – Semester 1 their school location. The school’s SHSM Community Advisory Committee has identified This course provides students from the PTG with an opportunity to examination the areas of welding and small equipment operation skills as essential components of various theoretical explanations of criminal and deviant behaviour including the of the SHSM. In partnership with Northern College, there is an enhancement of sociological, biological and psychological perspectives. Criminology theory is related to the learning experience for these SHSM students as students participate in two various types of criminal activity and the reality of crime in Canada including victimology dual credits: Introductory Welding (Northern College – Kirkland Lake Campus) and is examined through crime statistics and correlation of criminal behaviour. Equipment Operation and Maintenance (Northern College – Haileybury Campus). These courses are preparing students for opportunities in the Forestry sector at the workplace 4.40 College Connections: O’Gorman High School – Timmins and college levels. Students are transported by bus to the college locations during Abnormal Psychology – Semester 2 March and April. This course provides students from the PTG with the opportunity to examine various perspectives of abnormal psychology. We seek to understand the nature, causes, 4.26 SHSM Justice, Community Safety and Emergency Services – virtual and treatment of abnormal behaviour. Several theoretical viewpoints Abnormal Psychology – Semester 2 will frame our discussion of abnormal psychology. The patterns of This program is designed for SHSM students at O’Gorman High School and RMSS. abnormal (maladaptive) behaviour to be examined are: behaviour Combining these 2 schools ensures that both groups have access to programming. and emotional disorders of childhood and adolescence, eating disorders, substance- Students involved in the SHSM, as well as students from the primary target group, related disorders, anxiety disorders, dissociative and somatoform disorders, personality participate as a congregated group. This year 4.26 is pair with 4.40/Abnormal disorders, mood disorders, and schizophrenia. Students will also study treatment Psychology. strategies and mental health law in Canada.

4.27 TH and VS, RMSS, OHS Connections – virtual 4.43 Summer Link – Porcupine Campus – Timmins Introduction to Personal Finance – Semester 1 This dual credit provides an opportunity for student from the primary group to either This course is designed as an introductory course to the complex world of personal re-capture their graduation (stay on track with their peers) or prepare to transition to finance. Students will be introduced to concepts of banking, asset and liability College Link the following Fall. Typically, students take Managing for Success; a course management, as well as investments and risk management. Students will complete that helps them focus on next steps as well as counting for an elective towards a practical exercises to show a demonstrated knowledge of the content, and complete a college program. financial plan for their future. SWAC: NORTHERN COLLEGE 4.28 College Connections – Porcupine: Northern College, Timmins Managing for Success – Semester 2 – virtual 4.20 College Link: Moosonee Campus This course is meant as a graduation rescue dual credit for students who are at risk of Managing for Success – Semester 1 – virtual not graduating on track with their peers. It is an excellent tool for transitioning students This program is focused on increasing the secondary school graduation rate of early to post-secondary options. This course is an interactive general education course school leavers in Moosonee, a remote northern community on the James Bay coast designed to provide students with the knowledge and skills that they will need to be accessible by air and train only, year round, and by an ice road in the winter. Students reach their potential and gain the most from their post-secondary experience. The entering with 20/22 credits have the opportunity to graduate in two semesters. The course is designed to help students gain insights and skills to promote personal and goal is to work with the students in an intensive, supportive environment to help them professional development. Students will develop an understanding of how they manage graduate. Instruction is a combination of direct instruction, Dual Credits, e-learning, ILC their lives and incorporate skills to maximize their strengths and reduce the impact of and Cooperative Education courses. Students were supported with new on-boarding less effective techniques. Students will learn about resources that are available to them resources designed to assist them in navigating the virtual course delivery platform. and the intelligence of accessing additional support when needed. The content of this course provides students with the opportunity to lay a foundation for lifelong learning, DUAL CREDIT PROGRAMS AT NORTHERN COLLEGE OF learn to communicate effectively, build and value productive and satisfying diverse APPLIED ARTS AND TECHNOLOGY relationships and prepare for the challenges and rewards that make life meaningful. Apprenticeships 4.34 Emergency Patient Care: New Liskeard: Timiskaming District Secondary 4.02 Welding with MLTSD Seat Purchase: Porcupine Campus – Theory (virtual), School – Semester 2 – Face-to-Face and virtual Practical on campus Students have the opportunity to take Emergency Patient Care, after school, to support Welder 1 with MLTSD Seat Purchase is a 3-credit package designed those SHSM students with specific interests in the emergency services sector as well to provide students with the Level 1 Welding theory and practical

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 29 SCWI Spring 2021 components. Students pair the Level 1 with Coop/OYAP and have a signed RTA What Makes our Community Work? thereby earning an additional credit and fulfilling MLTSD requirements for in-field work This activity is an opportunity for elementary students from schools in Brant, Brantford, placement. This partnership is the result of extensive discussions between the RPT, Haldimand and Norfolk to learn about community services and get a first-hand look MTCU, SCWI and Northern College to meet the needs of local northern students. at the occupations that are available. Students are given information pertaining to the educational path needed for each job. Student groups tour three community locations. **Interested students from Spring 2020, who were not able to complete the Level 1, All the activities are designed to answer, “What makes our Community Work?” and will attend the practical component to complete portions missed last year. what college courses will prepare me for these jobs? Contact: Julia VanderWeerden, SCWI RPT 4 Coordinator 705-288-2708 DUAL CREDIT PROGRAMS [email protected] School Within a College Dual Credits (SWAC) All “School Within a College” SWAC Dual Credit programs offered through RPT 5 are College Delivered congregated classes on college campuses. Students can earn up to 2 or 3 dual credits while completing high school credits. Each SWAC location has REGIONAL PLANNING TEAM 5 a continuous entry model allowing students to enter the program at any time. The following is a brief description of the various areas of study offered through Conestoga, Grand River Regional Planning Team Fanshawe, and Mohawk Colleges: www.conestogac.on.ca CONESTOGA COLLEGE (Laurier Conestoga Brantford Campus/ www.fanshawec.ca Brantford Municipal Airport) www.mohawkcollege.ca Students may take 2 dual credits each semester (consecutively). Students can explore a variety of different course options in areas such as Trades & Apprenticeships, Health PARTNERS: & Life Sciences, General Arts & Science and Community Services. Course options may Brant Haldimand Norfolk Catholic District School Board | Grand Erie District include: Group Fitness Leadership, Crime Scene Investigations, Exploring Electrical, School Board | W. Ross Macdonald School | Conestoga College, Brantford Student Success for Higher Learning, Residential Plumbing Basics and Criminology. Campus | Fanshawe College | Simcoe/Norfolk Regional Campus | Mohawk College, Fennell Campus FANSHAWE COLLEGE (Simcoe Campus) Students may take up to three dual credits, delivered consecutively. Students can "Coming Together is a Beginning. explore a variety of different course options in areas such as trades, humanities, Keeping Together is Progress. health and esthetics. Course options may include: Self and Others for PSW, Practical Working Together is Success." Photography, Esthetics Make-Up Artistry, Environmental Education, Welding and Henry Ford Workshop Practice 1 (Millwright).

FORUMS MOHAWK COLLEGE (Ohsweken) Dual Credit Teacher Forum Students may take 2 dual credits each semester (consecutively). Students have the Most of the dual credit courses offered in RPT 5 are delivered using the team-taught opportunity to explore and experience a career in various program areas. Programs are approach. School Boards have opted for site-based meetings with the DCT, members delivered at the Grand River Employment Training Centre (G.R.E.A.T.) on the Six Nations of the school Student Success Team and college personnel if possible. At the meeting, Reserve, which is specifically designated for SWAC, and include: dual credit course options, Primary Target Group criteria, the process for recording and reporting student achievement is reviewed at the beginning of each semester. Similar Introduction to Trades meetings are coordinated for SWAC and ADC programs. These skilled trades dual credits offer students the opportunity to experience and explore a career in several different Trades related to Construction, Welding and ACTIVITIES Automotive. Students can earn up to three Mohawk College credits in this SWAC program, which allows continuous entry for students eligible for the program (if space Destination College: Mohawk permits). Destination College is a project that provides grade 7 and 8 students from Brant Haldimand Norfolk Catholic District School Board and Grand Erie District School Board with an opportunity to visit Mohawk College, Fennell Campus, to experience interactive Business, Humanities and Social Sciences Students have the option to take up to 2 dual credit courses each semester. Course learning opportunities. Workshops involve 20 participants each, allowing interaction options include: Computer Applications for Business, Introduction to Child and Youth with faculty and college students. In this full-day activity, college student ambassadors Care Practice and College 101 FNMI. Courses have been selected specifically to help provide tours of a variety of programs and guide students through a hands-on – students gain skills needed to be successful at the college level as well as gaining a experience. better appreciation for cultural perspectives. Conestoga Destination College: Explore your Future Workshops in Trades and Technology will be organized for grade 8 students from both Adult Dual Credit Programs school boards. Workshops include such topics as welding, food processing, plumbing RPT 5 is pleased to offer Adult Dual Credits through Grand Erie Learning Alternatives and electrical, woodworking, health, motive power, technology, media, etc., and will (GELA) and Conestoga, Fanshawe and Mohawk Colleges in Semester one and two. introduce students and their teachers to a variety of careers to enable students to make Eligible candidates may take one or more credits in a congregated and/or integrated informed decisions about secondary school. college course. Areas of study and course options vary from location to location (based on student interest and/or availability): Picture Yourself at College This activity is specially designed for Indigenous students attending either BHNCDSB Conestoga College or GEDSB. Students in grades 9 and 10 are invited to spend a day at Mohawk College, Students can explore a variety of different course options in areas such as Trades Fennell Campus, to participate in activities that will help them to “picture themselves at & Apprenticeships, Health & Life Sciences, General Arts & Science and Community college.” They are greeted by Indigenous college students who engage them in various Services. workshops and a tour of the college, while sharing personal stories about their journeys to college.

30 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca

Fanshawe College Students can explore a variety of different course options in areas such as Trades, REGIONAL PLANNING TEAM 6 Humanities, Food Service, Business, Health, Esthetics and more. Eastern Lakeshore Regional Planning Team Mohawk College Students can explore a variety of different course options in areas such as Trades, www.durhamcollege.ca Humanities, Business, and Social Sciences. www.flemingcollege.ca www.loyalistcollege.com DUAL CREDIT PROGRAMS Team-Taught Courses (secondary school/college) and/or “Day Away” programs PARTNERS: (Conestoga, Fanshawe, and Mohawk Colleges) Durham Catholic District School Board | Durham District School Board The School College Work Initiative in Brant, Haldimand and Norfolk has been a great | Kawartha Pine Ridge District School Board | Peterborough, Victoria, success. Students enrolled in this program take college courses delivered in their home Northumberland and Clarington Catholic District School Board | Trillium schools by a Conestoga, Mohawk or Fanshawe College instructor. Currently we offer Lakelands District School Board | Durham College | Fleming College | ‘team-taught at the college’ through Conestoga in Brantford, and “Day Away” programs Loyalist College through Fanshawe in Simcoe. Courses include: Food Processing, Masonry Preparation, Nutrition and Healthy Lifestyles, Audio for Gaming, Architecture and Design, Manufacturing Technology, Construction Woodworking, Construction Technology, Audio ACTIVITIES AND FORUMS and Media Concepts, Communication Technology, Computer Engineering, Hospitality, Building Connections with Intermediate Students Baking, Food Preparation, Introduction to Aboriginal Cuisine, Aboriginal and Western Intermediate students, their teachers and parent chaperones, will tour a college, Perspectives, and Horticulture. participate in hands-on activities, and meet faculty, staff and students. Visiting students These programs may be especially attractive to students who are disengaged or at risk will be encouraged to consider college as their number one post-secondary choice by of not completing their OSSD. developing a better understanding of the wide range of available program opportunities. Presentations will include information on pathways. Congregated Dual Credit Programs (Conestoga, Fanshawe, and Mohawk Colleges) Dual Credit Teachers These programs allow students, within a geographic area, an opportunity to earn dual Dual credit teachers and faculty will review the requirements for dual credits using the credits with the corresponding college in that area. Students participate in congregated ELRPT Dual Credit Manuals and support documents. Previous successes and challenges dual credits that are aligned with SWAC programs. These programs can be used as a through data and anecdotes will be shared. Critical components of the dual credit such transition option for students who might be attending SWAC in the future, but it may as registration, use of college computer systems, assessment and evaluation, reporting, also be used for students who would benefit from participating in a dual credit course. and expectations of the students will be discussed. Dual credit teachers and college It also provides students participating in Alternative Education Programs an opportunity faculty will have the opportunity to meet with others who may also be teaching in the to participate in a dual credit course at a college as an individual student. same discipline to share ideas, strategies and resources. By being more knowledgeable about the college system, including curriculum delivery, assessment and evaluation, and College-Delivered @ Secondary School (Mohawk College) supports, teachers will be better able to help students develop the learning and executive This program is offered as a college-delivered after school program to students through skills that will help them transition to college or apprenticeship. Information on SCWI a Continuing Education course. Currently, Welding is offered at Dunnville SS, and Valley activities will also be shared with the intention of increasing opportunities, particularly for Heights SS alternates between welding and construction. The program is attractive to the primary target group. Increased knowledge about programs at the colleges will assist students who would benefit from courses outside the traditional school hours, and it is teachers with advising all of their students, not just their dual credit students. an excellent opportunity for students in smaller/rural communities where direct access to a college campus is not easily accessible. Taste of College Programs The colleges and school boards will continue to work collaboratively with grade 10 to Contacts: JoAnna Roberto, GEDSB Director 12 students in offering them an opportunity to visit regular day-school college classes, Chair of SCWI – Grand River Region and to participate in program specific workshops developed by faculty. The colleges will 519-756-6306, ext. 281155 offer a variety of courses and/or workshops. The activity will enable students to learn [email protected] more about program choices at the college. This may help them make better informed post-secondary program decisions or to confirm their interest in a specific area. Ed DiPelino, Regional Planning Team Dual Credit Coordinator 905-519-9211 Grades 7 and 8 Skilled Trades and Technology Camp Durham, Fleming, [email protected] DCDSB, PVNC, KPR Durham and Fleming Colleges with their partnering boards will run a “Skilled Trades Camp” along with a “Kids that Code Camp.” This camp would promote the Skilled Trades and Technology to grade 7 and 8 students throughout the school board while allowing them to participate in a day camp that focused on Skilled Trades and Technology. While on campus students would be able to complete projects focused on the skilled trades or coding. This activity will: Deepen college and board partnerships Enhance awareness about PSE opportunities, pathways, and resources to provide smooth transitions for grade 7 and 8 students Provide information to students and parents regarding PSE pathways, possibilities and supports Promote dual credit programing available at the boards and colleges

Discovering Pathways, Skilled Trades and College (Fleming and TLDSB) Grade 7 and 8 students, with their parents or guardians will be invited

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 31 SCWI Spring 2021 to attend “Discover the Skilled Trades”, an evening event that includes: left school, are motivated to improve work skills and build self-confidence, are A panel presentation/Q & A session with college students enrolled in skilled trades motivated by working at the College level, and have an interest in exploring a career programs at Fleming and Durham, as well as apprentices at various stages of pathway in culinary arts. apprenticeship. These apprentices will be current secondary students who are enrolled in OYAP Level 1 Programs at Durham/Fleming Colleges and/ or have Loyalist Links for the Primary Target Group completed training agreements with MTLSD, past students who have completed This project targets the at-risk student, disengaged but capable of earning a college Level 1 and are currently continuing in the trade. Additionally, there will be certified credit. A variety of courses are offered to students in a high school which does not journeypersons present. have a college in its immediate vicinity so providing students with the opportunity to engage with Loyalist College is beneficial in promoting possible pathways. Courses Interactive activities that highlight various trades. The activities will be implemented such as “Writing for the Screen” and “Video Capturing and Editing” assist in improving by college students/apprentices/technology programs students and teachers from student literacy and piquing student interest in areas such as journalism, advertising, local secondary schools. marketing and communications. Hands-on courses such as Baking and Construction A “trades fair” with a variety of information booths that focus on skilled trades at expose students to a variety of trade skills and potential post-secondary pathways in college and through apprenticeship. the trades. Representatives from Fleming College, Durham College and MTLSD and the TLDSB Pathways consultant will also be present. Loyalist Links to Building Construction Techniques Students will be invited to attend the session with a parent/guardian. Each parent/ In this program, students in the primary target group will work in the college’s guardian will be encouraged to bring one other student who would not otherwise be construction lab, which includes a shop that simulates outdoor conditions. Students will able to attend the event. This will be done in collaboration with the elementary school complete senior construction technology credits and co-operative education credits. administration and grade 7 and 8 teachers. Given the large geographic size of Trillium The students and secondary teacher will travel to Loyalist College one day per week. Lakelands DSB, there will be two events: one in the North and one in the South. The Loyalist College faculty will deliver the dual credit Building Construction Techniques. This activity “promotes mentoring for grade 7 and 8 students by a college student or Durham College Centre for Success apprentice”. Many elementary schools do not have facilities for students to explore the This project is the “crème de la crème” of Student Success initiatives, particularly of skilled trades and are not aware of the breadth of options available to them. “Discover dual credit programs. the Skilled Trades” will introduced the skilled trades as a valuable pathway before the students reach secondary school and make course selections for Grade 9. The CFS invites the most at-risk and disengaged of students to attend one semester at the college campus. The goal is to give students the opportunity to complete their Durham Adult Pathways to Post-Secondary Education secondary school diploma requirements and to taste college life. Over the past several This is a one-day event in collaboration with Durham District, Durham Catholic, and years, this project has contributed to the successful completion of dual credits and Kawartha Pine Ridge District School Boards’ Continuing Education departments. This OSSDs by students deemed capable but at risk of not graduating. In the 2012-2013 activity will target adult learners who are in the process of obtaining their OSSD. The school year, 93% of students completed the dual credit and 88% of those students agenda for the activity will include an inspirational speaker, a panel of former ADC were successful! Many of them talked about attending college at the end of the students speaking about their experiences transitioning to post-secondary, as well as program. The majority of these students had not previously considered post-secondary presentations from a variety of college service areas such as RISE, Access & Support, education. The small class size and the attention and supports of the dual credit Admissions, Student Learner Support Services, Financial Aid, and Library Services. teachers are critical to the success of these students. The Durham Workforce Authority will present on local employment trends. A tour of Students are on the Oshawa or Whitby campus for one full secondary school semester the college will include meetings with program faculty from colleges programs where (September-January or February-June) in small classes (15-20) under the guidance of graduates are in high demand. a dual credit teacher. In addition to secondary credit completion, students are given the opportunity to enroll in one or two college courses. Dual credits are college-delivered Fleming Building Connections with CICE Students and Parents using either the congregated or top-up model. Classes are scheduled within the hours The Community Integration through Cooperative Education (CICE) program is a that students/teachers are on campus. Students will be provided a bus pass. Students two-year program designed to provide individuals with exceptionalities and other will have access to all college services, including the Library, Computer Commons, and significant learning challenges opportunity to experience college life and enhance Student Support Services. At the Whitby Skills campus, students will be able to take a their academic and vocational skills with modified programming and support from hands-on, trades-based course. Integration Facilitators. During this Activity, students, along with their parents and/or teachers will visit the campus twice to tour the college, participate in program-specific Fleming – Business Connections hands-on activities, and meet faculty, staff and students. Having two trips will assist This project has been expanded to engage students who are in the primary target this significantly underserved population with limited options with the post-secondary group as well as students enrolled in SHSM Business programs. transition. Fleming Building Connections with CICE students and Parents will include Students in this project will have the opportunity to earn a dual credit within the information about the student selection and application process for the program. Business program at Fleming College. We are responding to the growing demand for Business and Industry related careers. Students will focus on careers in Marketing, DUAL CREDIT PROGRAMS Accounting and international trade as well as multi-media. This is a program that will WHILE THE COVID-19 PANDEMIC CONTINUES, MANY DUAL CREDITS MAY re-engage students into Business programs at the secondary school and college level. PIVOT TO ON-LINE OR HYBRID MODELS OF LEARNING. These students will have a wide variety of post-secondary goals. All students will be Fleming: Hospitality and Tourism exposed to a greater variety of future career opportunities in Business with the intent to This project has been expanded to engage students who are in the primary target provide them with marketable employment skills. group as well as students enrolled in SHSM Hospitality and Tourism programs. Fleming – Exploring Pathways for the At-Risk Student Through matching secondary school and college curriculum in the field of Hospitality, In this project, a variety of high-interest courses is available to students in the primary students will be able to earn a grade 12 credit and a Fleming College credit. Secondary target group. Aesthetic courses such as Make-Up Artistry and Manicure as well school students will complete grade 12 Hospitality at their school and, as part of this as Recreation, Fitness and Leadership courses appeal to students as they develop course, a college faculty member will travel to the secondary school to deliver a first- hands-on skills that are transferrable to the workplace. This project enjoys tremendous year course from the college’s culinary program. Given the local employment needs success. for food industry workers, a culinary focus will also support the local economy. As well, it will increase students’ ability to find part-time and summer employment and to Centre for Success @ Fleming College, Sutherland Campus potentially work locally in the field after graduation. Peterborough, Victoria, Northumberland and Newcastle Catholic District School Board The target group includes students who are 17 or 18 years of age who have not have an arrangement with Fleming College whereby they operate an Alternative completed the OSSD, may have the potential to leave school early, may have already Learning Centre (Centre for Success) at the college. Holy Cross Secondary and

32 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca

St. Peter’s Secondary students who have been identified by the schools as disengaged Students will be in grade 11 or grade 12 and may be enrolled in a SHSM program. learners are eligible for the program. These students are in their senior year and do not Because of their participation in SHSM, students may have completed various industry- require a large number of credits for their OSSD. Students in the program are offered related certifications. These students will have a variety of post-secondary pathways in enrollment in a variety of college courses. mind. Exposure to this dual credit may encourage more students to consider college. Students earn OSSD credits in a variety of ways – Credit Recovery, Independent course Fleming – Building Connections Through the Skilled Trades work, and direct instruction. Due to their flexible timetable and location, students can This project offers hands-on learning to at-risk, disengaged students in a variety of audit/experience selected college courses based on the college timetable. They have skilled trades at alternative schools for at-risk youth. Due to the project’s success, a dual credit secondary school teacher assigned to the students from each of the two course offerings have expanded to include: Health and Safety Theory and Applications secondary schools. The Centre for Success operates both semesters and students have in the Construction trades, Landscape Construction, Intro to Mechanical Trades (which the option of accessing dual credits in second semester. includes skills in plumbing and welding and HVAC), Applied Tools and Piping, Intro to Welding and Carpentry theory. These programs will allow these students the opportunity Durham – Business, IT and Management to explore potential careers in the skilled trades which they could not experience within This project has been expanded to engage students who are in the primary target their regular school course offerings. group as well as students enrolled in SHSM Business programs. At-risk students and those involved in their school SHSM Business programs will have Fleming – Environmental Connections the opportunity to earn a dual credit within the Business program at Durham College. This project has been divided into two projects in order to accommodate two distinct We are responding to the growing demand for Business and Industry related careers. target groups: the primary target group and SHSM students. The focus of the dual Students will focus on careers in marketing and multi-media. This is a program that will credit will be to enhance the secondary curriculum with additional outdoor, hands-on try to re-engage students into Business programs at the secondary school and college learning at one of Canada’s leading schools for careers in environment and natural level. resource sciences. Students will be more aware of the many career possibilities in this fast-growing sector. Durham/Fleming – New Parents The focus of this dual credit program will be for Young Parents to be involved in a Fleming – Connections in the Visual Arts program that will enhance their parenting skills and encourage them to pursue post- Students in the primary target group as well as Specialist High Skills Major art students secondary education opportunities or the OYAP program upon graduation with an will earn a dual credit from a variety of courses taught by Fleming faculty and their OSSD. This program will be college delivered at the secondary school or at off-site Visual Arts Teacher. Each of the participating secondary schools has a strong arts programs for Young Parents. Students will take at least 2 trips to the college campus so program that has been enhanced through previous ELRPT activities with Fleming they can become familiar with the college campus and programs. College’s Haliburton School of the Arts. These dual credits will also reinforce visual arts as a worthwhile career path. Durham College – New Parents Adult Dual Credit Students with an interest in visual arts and an aptitude to study in this field at college This dual credit targets new and expecting young parents who are over the age of 21. will be encouraged, starting in grade 9, to participate in the school’s Visual Arts This project gives students hope, builds self-esteem, allows collaboration, networking program/SHSM. Students will be in grade 12 and have completed at least two previous and support provision among like-circumstanced individuals, and gives them the visual arts courses. These students will have a wide variety of post-secondary goals. opportunity to experience success in the post-secondary world. The focus of this Some students may find classes with limited hands-on activities challenging and dual credit program will be for Young Parents to be involved in a program that will without such a rich arts program, may be at risk of not completing secondary school. enhance their parenting skills and encourage them to pursue post-secondary education opportunities or Apprenticeship Programming upon graduation with an OSSD. The Durham and Loyalist Colleges – Aesthetics actual enrollment data will fluctuate and is always difficult to predict which reflects the This dual credit project aims to provide focus, opportunity and engagement for at-risk nature of the client and their circumstances in their parenting roles. These are adults students who may be interested in Aesthetics as a career option. who have the potential of completing an OSSD and completing a college level credit. Without an OSSD and the realization of their potential, these young parents and their Faculty will travel to the school to deliver courses such as: Manicure and Nail children will face increased risks of unemployment and generational poverty and under- Technology, Makeup and Corrective Technology or Feminine Beauty. Students will be education in their future years. The school board’s Continuing Education Department able to travel to the partnering college to work in the college’s Spa facility, learn about will be key in the recruitment of students. post-secondary options and to meet department faculty and students.

Durham – Media Arts and Design Fleming – Skilled Trades for the Primary Target Group This project has been expanded to engage students who are in the primary target This dual credit program focuses on at-risk senior students in the trades and group as well as students enrolled in SHSM Arts and Culture programs. technology sectors. These students may also be enrolled in their school’s Construction Specialist High Skills Major program. These dual credit programs will introduce Students with an interest in media arts and design and those participating in Arts students to potential post-secondary pathways in college programs within the trades and Culture or ICT SHSMs will be encouraged to enroll in this dual credit opportunity. and technology areas and expose the students to the new Kawartha Trades and These students will have a wide variety of post-secondary goals. Some students may Technology Centre at Fleming College. Students who are eligible for this program are find classes with limited hands-on activities challenging and without such a rich arts disengaged with the potential to be successful in this course. program, may be at risk of not completing secondary school. All courses will be team-taught within the regular secondary school courses. Students Loyalist, Durham and Fleming – Alternative Education will also have the opportunity to travel to the college to work in the industry-standard This is a unique opportunity for severely at-risk secondary students to become involved labs and studios at the college as well as to interact with faculty and students. This in dual credits with local colleges. dual credit will reinforce media arts and design as a worthwhile career path. Course Given the nature of the students, a variety of delivery models is used. Scheduling will be offerings include Digital Photography, Audio Capture for Media and Typography. arranged to meet the needs of the students, the institution, and the instructor. Durham – Skilled Trades at the Secondary School Durham – Applied Science Technology This project has been expanded to engage students who are in the primary target Students will have the opportunity to earn a Biology or Physics dual credit from Durham group as well as students enrolled in related SHSM programs. College’s School of Science, Engineering and Technology. The focus of the dual credit This dual credit project will support both at-risk and SHSM students interested in the will be to enhance the secondary curriculum. Students will be more aware of the many trades in our secondary schools. Students will have an opportunity to hone their skills career possibilities in these areas. on industry-standard equipment at the college. This will encourage more students to enter the trades. The dual credit will pave the pathway for entry into the first year of a Fleming – Health and Wellness post-secondary program which may lead into an apprenticeship. Students who are in the primary target group or enrolled in a

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 33 SCWI Spring 2021

Specialist High Skills Major at their schools will have the opportunity to participate in experience that complements these new programs. Culinary courses, by their hands-on a Dual Credit. Employment opportunities in this field are abundant and expanding, and nature, attract at-risk, disengaged students who will be encouraged to be a part of this students need to be encouraged to consider these careers. Students will focus dual credit. The college courses are team-taught at the secondary schools. on developing an awareness of child development and parenting skills. Fleming – Centre for Success at Frost Campus Schools will schedule the course to run as part of a two-period block to enable students This project is the “creme de la creme” of Student Success initiatives, particularly of to either travel to the college, or to provide a significant block of delivery time for the dual credit programs. The CFS invites the most at-risk and disengaged of students college faculty to travel to the secondary school. to attend one semester at the Frost college campus. The goal is to give students the opportunity to complete their secondary school diploma requirements and to taste Fleming and Durham – OYAP Level 1 college life. Over the past several years, this project has contributed to the successful This project builds on the positive relationships that have existed for many years completion of dual credits and OSSDs by students deemed capable but at risk of not between the five District School Boards and Durham and Fleming colleges in the graduating. This program leads to increased student, parent and community awareness OYAP program. The recognition of students participating in accelerated level one OYAP of the variety of college programs and pathways leading to successful employment. reinforces the high value placed on apprenticeship training by the school boards and on At the end of the program many students talked about attending college at the end the local support for apprentices in the skilled trades. This project removes the barrier of the program. The small class size and the attention and supports of the dual credit of transportation to apprenticeship which is often an issue in many rural communities. teachers are critical to the success of these students. Students participating in the level one accelerated OYAP programs are in their final year of secondary school. Students will have completed at least one cooperative education Durham – Pathways for Students in Credit Recovery placement in a related trade and will have completed their compulsory credits (a grade This program is targeted for our most identifiable group of at-risk students: those 12 C math is strongly recommended). Students should demonstrate a high level of entering grade 11 and 12 already credit deficient and eligible for Credit Recovery interest in the trade and pursuing an apprenticeship after high school. classes. A single or double period delivery model will be offered. Students in the double periods will be guided by the same teacher in order to allow the teacher to develop a Durham – Skills for Math and Communication strong rapport with the students and to allow for flexibility in programming. A variety of The focus of this dual credit project will be Math or English to enhance the secondary college courses will be offered: Living Fit and Well, Child Development, College Success curriculum and better prepare students for success in applied sciences, apprenticeship, and Study Skills, Stress, Wellness and Nutrition. By targeting students in credit recovery skilled trades and technology programs at college. and combining a dual credit course, students will have numerous opportunities to make Students enrolled in MCT 4C will have the opportunity to earn a Mathematics dual concrete connections to post-secondary pathways and to advance their post-secondary credit from Durham College’s School of Applied Sciences, Apprenticeship, Skilled planning process. Through Credit Recovery, students will earn and recover credits Trades & Technology program. This dual credit is proposed as a result of the College that will help them achieve their OSSD within a four-year time frame. If successful, Math Project data review which shows that students who have completed the MCT 4C students will have the opportunity to: earn a “G” course (within credit recovery), make are more likely to be successful in technology and technician programs requiring high up previously failed credits, and earn a dual credit. Students will also be encouraged to level math skills. participate in co-operative education classes in the subsequent semester. Students enrolled in the English Communication courses will develop the literacy skills Fleming – Pathways in Aesthetics for the Primary Target Group needed to be successful in any post-secondary college program. This dual credit serves to introduce students to the theory and skills required in this fast-growing service industry of Aesthetics. This project focuses on students Fleming – Skilled Trades at Frost Campus in the primary target group studying at the college workplace level and heading to This project includes DDSB, TLD and for geographic reasons, Simcoe DSB. The employment, college or to a college certificate program. Manicure and Makeup Artistry Frost Campus of Fleming College has unique facilities and a state-of-the-art are a part of many college programs, including a one-year certificate program at training environment which will benefit the students by providing exciting, hands-on Fleming College. It requires an OSSD with the majority of credits at the work place experiences. These areas of study have excellent graduation and employment rates level as the admission requirements. These hands-on dual credits provide students and would provide students a well-paying career. Students from TLDSB will be offered with career-specific skills and knowledge to make them more marketable in fast and Geotechnical Drilling and Basic Shop Practice. Students from DDSB will be offered growing fields. Geotechnical Drilling. Simcoe DSB’s Bear Creek SS will be offered Basic Shop Practice. Fleming – Math for Technology and Trades Fleming – Manufacturing Connections Students enrolled in MCT 4C will have the opportunity to earn a Mathematics dual Students will travel to Fleming College where faculty will deliver a variety of courses credit from Fleming College. A member of the college faculty will travel to the such as Welding Fundamentals and Electrical courses. Students participating in secondary school, where the course will be delivered. The focus of the dual credit will these schools are at-risk but are encouraged to be a part of the Specialist High Skills be to enhance the secondary curriculum and better prepare students for success in Major Manufacturing programs as a re-engagement strategy and to offer them the applied sciences, apprenticeship, skilled trades and technology programs at college. opportunity to earn certifications that will make them more employable. This dual credit is a result of the College Math Project data review which shows that students who have completed the MCT 4C are more likely to be successful in Durham – Health and Wellness and Sports technology and technician programs requiring high level math skills. This dual credit is part of a two-year SHSM Program under the Health and Wellness sector. Students accessing the Dual Credit component are in the final year of the Fleming – Health and Wellness for the Primary Target Group program. Students are typically scheduled in a two or three credit co-operative Students in this project are completing Physical Education courses at their high education block. This block schedule provides an opportunity for students interested in schools with a potential interest in emergency services. They will have the opportunity a career in Health to complete one dual credit in Introduction to Psychology or Anatomy to participate in the dual credit college course Fitness and Lifestyle Management that and Physiology, courses that are included in first year college health care programs prepares post-secondary students to challenge the Police fitness test. These at-risk offered at Durham College. students will also be encouraged to pursue employment opportunities in the Health and Wellness sector as opportunities are abundant and expanding. Schools are encouraging Durham – Hospitality and Culinary Arts students to consider these careers and to develop the needed skills. Students who are in the primary target group or enrolled in a Specialist High Skills Major at their schools will have the opportunity to participate in a Dual Credit in the Durham – Re-engagement Program area of Hospitality. This is a new project targeting disengaged students from CIS Clarington (KPRDSB) and Since Durham College has launched a new Culinary Skills Certificate Program and the from DASS, Durham District School Board’s alternative schools for at-risk students. A new Hotel, Restaurant and Tourism Diploma Program, interest in linking schools’ SHSM variety of high-interest general education college courses will be offered to re-engage programs to the college has increased. The proposed dual credits will provide students student interest and participation in order to earn the OSSD. Course offerings may from the participating Hospitality/Tourism SHSM secondary schools with a college include: Pop Culture, Film and Society, Introduction to Psychology, Stress, Wellness and Nutrition, History of Popular Music, Digital Photography, Success Matters, Child

34 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca

Development and Customer Service. These courses will be college-delivered at the education. The small class size and the attention and supports of the dual credit secondary school. Successful completion of these dual credit courses will increase teachers and this program are critical to the success of these students. student self-esteem, awareness of potential post-secondary options and will ultimately assist with students’ transition to college. DASS will take advantage of their modified Fleming College Adult Dual Credits and flexible school schedule to accommodate the delivery of these dual credits at their Working with Adult Education providers at KPRDSB, TLDSB and in partnership with alternative school site. PVNCDSB and the Academic Upgrading program at the College, Fleming invites adult learners to participate in ADC courses at either our Sutherland or Frost campuses. Durham – Pathways for the Primary Target Group Course selection will reflect the hands-on nature of many of these learners while This new program is targeted for our most identifiable group of at-risk students: those providing students with valuable real-world skills that can be applied across a variety of entering grade 11 and 12 already credit deficient and eligible for Credit Recovery college programs. Scheduling and delivery will reflect the availability of both the adult classes. This double period model will be offered at a variety of schools. In this project, learners and college facilities and may include twilight (evening) or weekend offerings. a double period delivery model will combine one period of credit recovery with a dual credit. The students in these double periods will be guided by the same teacher Adult parent students (21+) keenly interested in completing an in order to allow the teacher to develop a strong rapport with the students and to OSSD will be viewed as a positive role model accomplishment allow for flexibility in programming. A variety of college courses will be offered: Living for their children (currently in the education system) and starting point for post- Fit and Well, Child Development, Marketing and Stress, Wellness and Nutrition. All secondary studies, apprenticeship opportunities or enhanced employment attempts will be made to encourage students to also participate in their school SHSM opportunities. programs making this a 2-period program. By targeting students in credit recovery The majority of these students had not previously considered post-secondary and combining a dual credit course with participation in SHSM, students will have education. The small class size and the attention and supports of the dual credit numerous opportunities to make concrete connections to post-secondary pathways teachers and the After ADC program are critical to the success of these students. and to advance their post-secondary planning process. In addition, students will be able to earn a variety of certifications. Through Credit Recovery, students will earn and Contact: William Howe, Fleming College recover credits that will help them achieve their OSSD within a four-year time frame. 705 749 5530 x 1346 If successful, students will have the opportunity to: earn a “G” course (within credit [email protected] recovery), make up previously failed credits, earn a dual credit, earn certifications through SHSM funding, and participate in reach ahead opportunities. Students will Stephen Hughes, Durham Catholic District School Board also be encouraged to participate in co-operative education classes in the subsequent 905-576-6150 x 22200 semester. [email protected]

Durham – Summer SWAC Summer SWAC at Durham College targets students in the primary target group, who, in June, are in danger of not graduating. These students are likely to be one to three credits short of achieving their OSSD. In some cases, these students may have received REGIONAL PLANNING TEAM 7 conditional offers of acceptance to college. This program will not only allow students Grand Connections Regional Planning Team to graduate but it will allow them to begin their transition to college and earn a college credit. Students will earn the college credit “College Success and Study Skills” or “Human Relations”. This dual credit will enable students to make a smoother transition www.conestogac.on.ca to college, prepare them for the expectations of college academics, and give them the needed boost of self-esteem and confidence to pursue their chosen pathway. As the PARTNERS: program is delivered at the college, students will have plenty of opportunities to explore the campus, to meet college faculty and students and to gain a broad knowledge of the Avon Maitland District School Board | Huron Perth Catholic District School programs and resources available to them. Board | Thames Valley District School Board | Upper Grand District School Board | Waterloo Catholic District School Board | Waterloo Region District School Durham – Summer School Dual Credits Board | Wellington Catholic District School Board | Conestoga College ITAL | This summer program will focus on providing hands-on experiential learning London District Catholic School Board | Workforce Planning Board Waterloo and opportunities to students who are a few credits short of obtaining their OSSD as Wellington/Halton District School Board of the end of the school year. In some cases, these students may have received conditional offers of acceptance to college. This program will consist of hands-on dual ACTIVITIES AND FORUMS: CONESTOGA COLLEGE credit classes. Examples of course offerings are Carpentry Fundamentals, Makeup Artistry, Manicure, Culinary and Mechanical Trades. Students will benefit from the Connecting You to Your Future… and Beyond new Kawartha Trades and Technology Centre, which opened in September 2014 Explore Your Future – Grade 8 Workshops or at Durham College’s Centre for Food. Students, particularly those at risk, find a Trades and technology workshops for grade 8 students will be organized at the four summer job market saturated with experienced, older workers, often resulting in few campuses of Conestoga College (Doon, Cambridge, Guelph, and Waterloo). Over 1,600 opportunities to gain practical experience. The summer dual credit program would students from over 80 schools participate in 12 half-day, hands-on workshops such provide students in the primary target group with an opportunity to continue their as plumbing, electrical, woodworking, IT, etc. These workshops introduce students and education and better ready them for transition to post-secondary pathways. their teachers to a variety of careers and enable students to make informed decisions for high school courses. The program is very popular and always over-subscribed Durham College Adult Dual Credit SWAC Program with a substantial wait list. The workshops encourage students to consider technology Durham College/DDSB and DCDSB Continuing Education invite adult students to courses in high school and college or apprenticeship programs in the future. Due to attend one 9-week program at the college campus. The goal is to give students the Covid, we were not able to deliver face to face. Some activities have been developed opportunity to complete their secondary school diploma requirements and to taste and changed to a remote delivery. college life as they overcome their nervousness of post-secondary pathways. Over the past several years, SWACs have contributed to the successful completion of dual Explore Conestoga – High School Workshops credits and OSSDs by students under 21 deemed capable but at risk of not graduating. These activities are designed to provide secondary students interested in exploring Adult parent students (21+) keenly interested in completing an OSSD will be viewed careers in the construction, industrial, service, motive power sectors and health and as a positive role model accomplishment for their children (currently in the education wellness with various hands-on activities related to different trades within these system) and starting point for post-secondary studies, apprenticeship opportunities or sectors. Students have the opportunity to explore, learn and work in a college setting enhanced employment opportunities. which supports dual credit & high skills major opportunities. These experiences will enable students to make better-informed career The majority of these students had not previously considered post-secondary decisions. The activities will be developed and delivered by

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 35 SCWI Spring 2021 college faculty in consultation with secondary teachers. Students will be introduced to Program 07.07: Culinary Production the pathways that transition students from secondary to apprenticeship and related This program will focus on culinary quantity food production at both the basic and college programs. These workshops encourage students to complete secondary school advanced levels. Secondary school credit accumulation, graduating and link to and consider post-secondary education as their next step. Due to Covid, we were not higher education and workplace (career opportunities). Students will demonstrate the able to deliver face to face. Some activities have been developed and changed to a principles of safety, sanitation and hygiene in food preparation areas as well as in the remote delivery. operation of small professional kitchen equipment. Students will apply this knowledge in practical lab experience preparing recipes as a team in preparation for live TNT Day – Trades and Technology Workshops for Young Women production. Students will be able to measure products accurately, meet set timelines, This activity will provide various hands-on activities related to different careers in and use correct culinary terminology. Due to Covid, program cancelled Fall/Winter the construction, industrial and motive power sectors as well as engineering and 2020-2021. architecture. Female students will have the opportunity to learn and work in a college setting which supports dual credit programs, and this will enable young women to Program 07.09: School within a College SWAC – Stratford Campus make better-informed career decisions. The activities will be developed and delivered Secondary school credit accumulation, graduation and link to higher education and by senior trades and technology students or apprentices under the direction of college workplace (career opportunities) School within a college Programs are offered as full faculty in consultation with secondary teachers. Students will be introduced to the days in the college setting, Stratford Campus. Students engage in a dual credit program pathways that transition students from secondary to apprenticeship and related college based on their pathway choice. Students are in a congregated class and take the entire programs. These workshops encourage young women to complete secondary school course as a group with one secondary teacher as their primary contact. Secondary and consider post-secondary education as their next step. Due to Covid we are not staffing is provided by both high schools. Program continued face to face with reduced delivering these activity face to face this year. numbers due to Covid capacities.

Dual Credit Forums Program 07.10: Home Build Program This interactive day will be specifically designed for Dual Credit Teachers and student Students in this semester two program will work off-site at a residential construction success teams from our partner school boards, relevant college staff and faculty. Other project. Students, under the supervision of Construction and Co-op teachers will build Regional Planning Teams are welcome to join us. Student success and leadership will a house from the foundation up. Students will be exposed to several of the building be a few of the many topics discussed. These sessions will incorporate campus and trades as they work with our building partner. This is a four-credit program where off-site visits of current dual credit programming. This interactive day will help to create students will get one Construction Technology credit, one College renovation technology a two-way dialogue between college and HS faculty, as well as giving HS teachers the course and two co-op credits. Various we will offer various dual credits throughout the knowledge to help them in their day-to-day job, focusing on student success! Due to semester accommodating the building schedule. Program cancelled Fall 2020-2021. Covid, this activity has been modified to bi-weekly dual credit teacher check-ins and feedback. Program 07.11: Exploring Trades Construction – Waterloo Campus The focus of this program will be Construction sector courses, which are not offered Pathway discussions Workshop for ADC Students at their home schools, and all courses will include safety awareness training. Students College advisors, College marketing, to visit St Louis and continuing education sites to enrolling in this program may be Re-engagement, primary focus group, OYAP, SHSM discuss; pathways, transitioning to college, supports, changes to OSAP with interested students. These students are Workplace, College and Apprenticeship bound. This adult students working towards their high school diploma. program may include courses in HRAC, welding, electrical, plumbing, sheet metal and gas fitting. Students may be enrolled in co-op for the remainder of the week. Program This workshop will target all Adult students whom are working towards their OSSD. continued face-to-face for Fall/Winter 2020-2021. Those students with questions regarding college support services, OSAP, general admission- time lines of applications and different pathways/options available to them. Program 07.12: SWAC at Doon Campus This workshop will be available after regular school hours to maximize attendance. A The primary goal of this program is to assist secondary school students in the light meal will be served to encourage attendance. Due to Covid, this activity has been completion of their OSSD. Exposure to the college environment and courses will modified to an on-line remote delivery. encourage these students to consider enrolling in college programs after completing their OSSD. DUAL CREDIT PROGRAMS This program will provide senior students (grades 11 and 12) from WCDSB students Program 07.01: Engaging Students Exploring Futures an opportunity to complete one “engaging” college course per semester. Students will This Dual credit program is offered in semester one and two at the Doon Campus of be working on a combination of Credit Recovery, OLC course, ILC’s, Co-op courses Conestoga College. Friday “Day-A-Ways” were students; typically select from a list of Monday through Thursday. SWAC Doon students will have an opportunity to enroll in Ministry approved Dual Credit courses. Students explore different career pathways a college course on Fridays. In some cases, dual credit class will be delivered online. through courses that typically focus on community leadership and media and design. SWAC program continued face to face Fall/Winter 2020-2021. Six school boards participate in these dual credits. Fall/Winter 2020-2021 theory based dual credits were delivered remotely. Program 07.14 SWAC at Waterloo Campus The primary goal of this program is to assist secondary school students in the Program 07.02: Dual Credits Stratford completion of their OSSD. Secondarily, we hope that exposure to the college The Dual Credit Programs at Stratford Campus, like SWAC and COPE and off-site environment and courses will encourage these students to consider enrolling in college venues, offered in both semester I and semester II. School boards may choose to programs after completing their OSSD. This program will provide senior students offer secondary co-op credits in conjunction with the dual credit option. This program (grades 11 and 12) from WRDSB re engagement Program, an opportunity to complete will be available for the AMDSB and HPCDSB. These students will select from a list of one or two “engaging” college course per semester. Students will be working on a approved dual credit courses and offered as congregated courses only. Program focus combination of Credit Recovery/OLC course/ILC’s/Co-op courses Monday through areas are Trades, Community Services and Interdisciplinary Studies. Fall/Winter 2020- Friday, participating in dual credit throughout the week. In some cases, dual credit 2021, theory based dual credit were completed online. Team Taught courses continued classes will be delivered online. SWAC program continued face to face Fall/Winter face to face at the high schools during Covid 2020-2021.

Program 07.03: Level 1 Apprenticeship at Conestoga College Program 07.18: Exploring Trades – Construction Incorporate Level 1 of various apprenticeship programs into the secondary school Introduce students to areas in Construction that are not possible to deliver at their high program of students. This approach will help build and sustain an on-going relationship schools. A high school teacher, preferably a construction dual credit teacher would between the college system and the secondary system. It also ensures a smooth accompany the students to the college. Program segments will be taught by college transition pathway from secondary to post-secondary education. Programs delivered instructors and focus on areas in plumbing, electrical, HRAC, welding, carpentry and face to face winter and spring 2021. masonry. Students will be introduced to the facilities and programs at the college and be encouraged to pursue an apprenticeship or one of the college programs offered in

36 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca this trade area. This program continued with face-to-face delivery Fall/Winter 2020- Industrial and Service Trades. These courses prepare students for apprenticeship and 2021. would replace the current “OYAP” level I activity that RPT 7 has previously offered. Some students were not able to secure RTAs, now a MAESD requirement in order to Program 07.20: Culinary Fundamentals secure MAESD seat purchase funding. These programs will allow students to gain Culinary Fundamentals is a three-credit package that focuses on students pursuing college instruction while enrolled in an apprenticeship related dual credit course, while jobs and careers in the hospitality service industry. This program emulates Conestoga gaining experience in their high school co-op positions. Successful completion of the culinary courses in the cook program but allows disengaged students to be successful. CAPP program will earn students exemption from the respective college courses. This This program continued with face-to-face delivery Fall/Winter 2020-2021. approach will help build and sustain an on-going relationship between the college system and the secondary system. It also ensures a smooth transition pathway from Program 07.32: Exploring Food – Guelph secondary to post-secondary education. These two dual credit packages are delivered This program will focus on culinary quantity food production at the basic level, at two campuses (Guelph/Waterloo) over a 6-week period between May and June each secondary school credit accumulation, graduating and link to higher education and year. workplace. (Career opportunities) Students will demonstrate the principles of safety, sanitation and hygiene in food preparation areas as well as in the operation of small Program 07.49: Adult Dual Credit professional kitchen equipment. Students will apply this knowledge in practical lab The dual credit program is for adult students 21+. This program will provide students a experience preparing recipes as a team in preparation for live production. Students will real understanding and greater awareness of career opportunities, traditional and non- be able to measure products accurately, meet set timelines, and use correct culinary traditional educational pathways that are available to them. Students will be supported terminology. Due to Covid, program was cancelled for Winter 2021. and made aware of the steps involved needed to achieve their educational goals. After Adult Dual Credit activity support funding will be requested for all of our Adult Program 07.33: Exploring Trades – Guelph Dual Credit students. In partnership with the local school boards, Conestoga College This program will focus on Motive power and construction trades at the basic level, will offer adult students in the continuing education program an opportunity to select secondary school credit accumulation, graduating and link to higher education and College courses. This program will provide our local adult students an opportunity to workplace (Career opportunities). move through the completion of their OSSD and into PSE.

Program 07.35: Dual Credits – Ingersoll Skills Centre Program 07.49a: ADC – Under 21 The Dual credit program is offered in semester one and two at the Ingersoll Skills This program is for adult students ages 18-21 years old. The program will provide Centre. Students will typically select from a list of approved Dual Credit courses. students with a greater awareness and real understanding of career possibilities, Dual credits will be offered as congregated two credit packages. Friday “Day-A-Way” traditional and non-traditional educational pathways that are available to them. Students will take part in both theoretical and practical studies, to provide them with Students will be supported and made aware of the steps involved needed to achieve the basic knowledge of the skills, safety procedures and theories they will require to their educational goals. participate in shop work. Program cancelled Fall/Winter 2020-2021 – online dual In partnership with the local school boards, Conestoga College will offer adult students credit alternatives were created. in the Continuing Education Program an opportunity to select college course offered at the Conestoga Doon, Waterloo and Kitchener Campuses. Program 07.37: Fit and Well Re-Engagement Program The Upper Grand and Wellington Catholic DSB will offer a two credit “re-engagement This program will provide our local school board adult students an opportunity to move program” in semester one and two. This program is offered as a condensed delivery through the completion of their OSSD and entry into PSE. model, full day, re-introduced four days a week for approximately one month in Orangeville and Guelph Ontario. Program offering is at an off-site facility. This program Program 07.55 Online Delivery Dual Credit would entice students currently with 28 credits on their transcript to complete their Due to Covid-19 related school/college closure, various Interdisciplinary studies theory- OSSD in an accelerated delivery. Student selection may include those students who based courses were chosen to replace hands-on/spring 2021 course deliveries. Each have already left secondary school with a couple of credits short of graduating. new online course will be delivered in both asynchronous and synchronous modalities. Students will be identified and contacted about their willingness to enroll in this Students will enroll in one or two dual credits. program. Due to Covid program for Fall/Winter 2020-2021 was cancelled. CONESTOGA COLLEGE APPRENTICESHIPS Program 07.38: Engaging Trades for Tomorrow – Team Taught Level I Apprenticeship OYAP Focus of this program will be Trades, Plumbing, Electrical, Masonry or HRAC, which will Incorporate Level 1 of a selection of apprenticeship programs into the secondary school include safety awareness training. Students from various high schools will participate in program of students. This approach will help build and sustain an on-going relationship these hands-on courses. Due to Covid a few face-to-face continued. between the college system and the secondary system. It also ensures a smooth transition pathway from secondary to post-secondary education. Program 07.40: Summer Dual Credits Secondary school credit accumulation, graduation and link to higher education and Auto Service Technician workplace (Career opportunities). This program focuses on engaging students in a Brick and Stone Masonry hands-on learning environment or remote online delivery of various Interdisciplinary Truck and Coach Technician Studies. Face-to-face trades dual credits will be delivered at the Waterloo Campus, Plumbing as well as a variety of other hands-on dual credits. Course offerings and campus may change year over year, based on student interests. Contact: Rosie Hessian Chair, School of Interdisciplinary Studies Program 07.45: WRDSB – Mechanical Construction SCWI RPT 7 Coordinator This program focuses on re-engaging students searching for career direction. The Conestoga College Mechanical Construction program offers students a college experience in hands-on 519-748-5220, Ext. 2429 environment exploring different trades at the Waterloo Campus. Courses to include [email protected] Plumbing, HRAC and Welding. An Introduction to the basics of the various skill sets used in HRAC, plumbing and welding. Students will take part in both theoretical and practical studies, to provide them with the basic knowledge of the skills, safety procedures and theories they will require to participate in shop work. Due to Covid, other face to face program options were delivered.

Program 07.46a-46f: College Apprenticeship Preparation Program – CAPP College Apprenticeship Preparation Program – CAPP focuses on Motive Power,

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 37 SCWI Spring 2021

Introduction to Substance Use – Virtual REGIONAL PLANNING TEAM 8 This course includes an introduction to the history of substance use and the social Nipissing Parry Sound Regional Planning Team context in which it exists. The course covers the theories of substance use in the context of mental health, the cultural and societal influences that impact use and abuse, an overview of drugs of abuse, myths surrounding substance abuse, and www.canadorecollege.ca current drug policy in Canada. This course provides an overview of substance abuse assessment, treatment settings, treatment approaches, and an introduction to the PARTNERS: nature of co-occurring mental health and substance use problems.

Near North District School Board | Nipissing-Parry Sound Catholic District MANUFACTURING School Board | Conseil scolaire public du Nord-Est de l’Ontario | Conseil scolaire catholique Franco-Nord | Nbisiing Secondary School | Canadore College Welding Basics I – Mix of Virtual and F2F Students will learn all aspects of welding and shop safety, including general, personal, welding and industrial shop safety. Students will study and operate Shielded Metal DUAL CREDIT PROGRAMS Arc Welding (SMAW), Gas Metal Arc Welding (GMAW) and Oxy Fuel Cutting (OFC) SEMESTER 1 processes. This course also includes the study of power sources, electrodes and consumables, basic welds and welding procedures. Students will learn the different COUNSELLING – Virtual types of lines, views and dimensions used on engineered drawings. They will identify Introduction to Substance Use the bill of materials, structural shapes, welding symbols and the use of basic joints that This course includes an introduction to the history of substance use and the social are used in print reading. context in which it exists. The course covers the theories of substance use in the context of mental health, the cultural and societal influences that impact use and Machining Basics I – Virtual and F2F abuse, an overview of drugs of abuse, myths surrounding substance abuse, and In this entry level course students will get an understanding and appreciation of the current drug policy in Canada. This course provides an overview of substance abuse requirements and skills needed to become a Machinist. Equally dividing the hours into assessment, treatment settings, treatment approaches, and an introduction to the theory and practical exercises the student will learn initially in class, basic safety and nature of co-occurring mental health and substance use problems. skills used to operate machine tools and put that knowledge into a practical application. The theory component will blend elements from our post-secondary blueprint reading Mental Health Across the Lifespan – Virtual and theory courses and expose the students to basic blueprint reading, measuring This course offers an introduction to the basic concepts related to mental health and tools, the drill press, lathe, vertical mill and vertical bandsaw. The practical segment mental illness. It takes a lifespan perspective moving from mental health issues that will require manufacture and assembly of a simple table vise. Students using the fore occur from birth to death. This course also introduces what abnormal behavior is, how mentioned equipment will be instructed on how to turn diameters, mill flat surfaces, it is assessed, and how it is classified using appropriate diagnostic tools. produce internal threads, reamed holes and the use of correct fasteners to assemble all component parts. EARLY CHILDHOOD EDUCATION – Virtual Child Development AUTOMOTIVE SERVICE TECHNICIAN: APPRENTICESHIP – Virtual and F2F This course will introduce students to the physical, intellectual and socio-emotional Automotive Service Technician Level 1 development of children from conception to early childhood. The course will follow Apprentices can expect to become familiar with inspections, diagnoses, repairs, and the chronological developmental milestones in childhood, focusing primarily on the services to mechanical, electrical, and electronic systems and components of cars, sequence of typical development in children (birth to 6 years of age) and how typical buses, and trucks. development influences early learning programs. This is a theory-based course; students taking this program should either have already taken co-operative education in a related field or be currently involved with an Health, Safety, and Nutrition – Virtual employer. This course will explore relevant factors that impact the overall health and well-being of both children and early childhood educators. Occupational health and safety aspects GENERAL CARPENTER: APPRENTICESHIP will be reviewed and discussed to promote health within the field. Students will be exposed to relative legislation covered in the Day Nurseries Act as well as particular General Carpenter: Level 1 – Virtual and F2F policies and procedures and Standards of Practice utilized within early learning Apprentices can expect to cover a wide scope of the carpentry trade, which includes environments. Students will become familiar with maintaining a healthy and safe many aspects of building construction. Carpenters work primarily in one area of learning environment to promote the well-being of children in all aspects of health. specialization within the trade, such as concrete forming, framing, finishing, interior systems or scaffolding. ELECTRICAL TECHNIQUES – Mix of Virtual and F2F This is a theory-based course; students taking this program should either have Electrical Theory & Residential already taken co-operative education in a related field or be currently involved with an This course introduces students to basic electrical concepts and safety. Students will employer. also be introduced to residential electrical wiring. Students will learn proper terminology, basic principles and wiring practices, based on the Ontario Electrical Safety Code. TRUCK AND COACH TECHNICIAN APPRENTICESHIP Truck and Coach Technician: Level 1 – Virtual and F2F Electrical Practical – F2F This apprenticeship provides students with the training to disassemble, adjust, repair The learners will be introduced to the electrical practical environment, where they and reassemble engines, transmissions, clutches, rear ends, differentials, brakes, drive will learn and demonstrate the safe operation and use of trade tools and equipment. shafts, wheels and rims, axles and other assemblies. Apprentices can expect to perform Learners will demonstrate installation procedures for a 100 amp residential consumer’s diagnoses and corrections on faults in alignment of wheels and steering, suspension service. This course also includes an introduction to wiring receptacles and switches. systems, electrical systems, emission control, and engine management systems, as well as air conditioning and refrigeration/heating systems. HEALTH, HUMAN CARE AND WELLNESS – Virtual This is a theory-based course; students taking this program should either have Anatomy and Physiology This course introduces the learner to the normal development, structures and functions already taken co-operative education in a related field or be currently involved with an of the human body. The learner will examine the physiological components of the employer. human body in order to obtain understanding on how the structures and functions of the body are related. SMALL ENGINE APPRENTICESHIP Small Engine: Level 1 – F2F Become a Small Engine or Marine Engine Technician and gain the skills to challenge

38 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca the Certificate of Qualification exam. All students in class are working in the trade, PLUMBING TECHNIQUES providing an excellent opportunity for networking. The program can act as a great Plumbing Theory I – F2F stepping-stone to other trades such as Automotive Service Technician, Truck and This course introduces students to safety, nomenclature, tools and the Ontario Code Coach Technician or Heavy-Duty Equipment Technician. This is a theory-based course; related to the plumbing environment. Learners will study basic chemistry related to students taking this program should either have already taken co-operative education combustion, identify pipe and fittings, explain processes related to solvent and solder in a related field or be currently involved with an employer. joins. They will explain layout and use of the Ontario Plumbing Code book.

Parry Sound Campus Plumbing Practical I – F2F Learners will practice preparation, cutting techniques on ABS, cast iron, copper, and COUNSELLING PVC pipes and their associated fittings. Learners will practice joining using solder and Introduction to Substance Use solvent based joining techniques. This course includes an introduction to the history of substance use and the social context in which it exists. The course covers the theories of substance use in the BUILDING CONSTRUCTION context of mental health, the cultural and societal influences that impact use and abuse, an overview of drugs of abuse, myths surrounding substance abuse, and Tools and Equipment I – F2F current drug policy in Canada. This course provides an overview of substance abuse This is an introductory course, which will introduce students to a variety of commonly assessment, treatment settings, treatment approaches, and an introduction to the used portable hand and power tools and selected stationary power tools. The emphasis nature of co-occurring mental health and substance use problems. will be on the identification, selection, safe and efficient use and maintenance of these tools. Knowing how to choose the proper tool, how to use it safely and skillfully and how to maintain the tool in good working condition is essential to anyone wishing to work in Mental Health Across the Lifespan This course offers an introduction to the basic concepts related to mental health and the building trades. mental illness. It takes a lifespan perspective moving from mental health issues that occur from birth to death. This course also introduces what abnormal behavior is, how Tools and Equipment II – F2F it is assessed, and how it is classified using appropriate diagnostic tools. This course builds on Tools and Equipment I. Students’ knowledge and practical skill application will be further extended.

ADULT DUAL CREDITS GRAPHIC DESIGN – F2F COUNSELLING – Virtual Computer Imagery Mental Health Across The Lifespan This course will explore the endless and exciting possibilities of an image editing This course offers an introduction to the basic concepts related to mental health and and painting program. Introductory exercises will highlight colour systems; file size mental illness. It takes a lifespan perspective moving from mental health issues that relationships, scanned images, palettes, layers, channels, type and special effects. occur from birth to death. This course also introduces what abnormal behavior is, how Through practical assignments, students will learn about rasterized imagery, photo it is assessed, and how it is classified using appropriate diagnostic tools. manipulation, and special effects to be used for print and digital design. The skills learned in this course will give students original creative options for all other courses Introduction to Substance Use – Virtual using images, type, print and digital layouts and special effects. This course includes an introduction to the history of substance use and the social context in which it exists. The course covers the theories of substance use in the Digital Photography – F2F context of mental health, the cultural and societal influences that impact use and Students will learn all the camera functions while developing their creative, abuse, an overview of drugs of abuse, myths surrounding substance abuse, and photographic philosophies in this hands-on course. Digital darkroom skills will be taught current drug policy in Canada. This course provides an overview of substance abuse from a photographers’ perspective, keeping emphasis on the importance of planning assessment, treatment settings, treatment approaches, and an introduction to the for a good shot. The history of photography will be discussed throughout the course as nature of co-occurring mental health and substance use problems. it pertains to the functions in camera and through digital darkroom. An introduction to traditional darkroom will also be explored for the purpose of demonstrating progress SEMESTER 2 and its correlation to digital photography today. In addition to developing photographic competency, the course will instill in the students a sense of visual literacy and Introduction to Aviation – F2F preparedness for further levels of photography. Students will be introduced to concepts pertaining to the study of aviation. Topics include history of aviation; theory of flight; types and classification of aircraft; MOTIVE POWER aerodrome signs and markings; aircraft power plants; fuels, fluids, and lubricants; Engine Systems Part I – F2F personal licensing and training – Chapter 566; and careers in aviation. In this course, students will learn about the mechanical aspects of the internal combustion engine and its subsystems. Students are given an opportunity to examine Basic Tools and Hand Skills – F2F the basic operating principles of the engine and to identify the component parts. A This course introduces the student to a variety of shop and hand tools, emphasizing significant portion of time is devoted to engine component assessment, with hands-on safe operation and handling. Hand skills will be developed through the completion of activities on sample engines. To enhance the students’ understanding of engine practical projects with close oversight. diagnoses, live engines are used to challenge students’ investigative skills. PERSONAL SUPPORT WORKER Applied Work Practices I – F2F Professional Issues – Virtual The topics of this course will focus on skills and knowledge as they pertain to safety, This course focus is the role of the Personal Support Worker in relation to the tool recognition and maintenance and appropriate procedures used in a typical Motive Regulated Health Professionals Act. In this course, students will accrue the skills and Power shop environment. Applied work practice is often considered the foundation for knowledge necessary for effective and professional communication in the personal all other courses in the Motive Power program. support workplace, personal support – client, client family relationship building, and professional accountability. HOSPITALITY – Virtual Themes in this course include: client as an individual; client independence; client Baking for Cooks centered care; client and the role of the family in provision of care; culture, race, and The course will provide the fundamentals of baking techniques and methods that the religion; empathy and caring practices. cooking trade requires, involved with basic preparation of several doughs and creams for all types of baked goods used in menu desserts. The student will be aware of the Client, Family, Community & Pharmacology – Virtual theoretical and practical aspect of baking in the field of cooking. This course will focus on the client and characteristics of today’s families. It will look at safety issues, abuse, common diseases, conditions and assisting with medications.

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 39 SCWI Spring 2021

Culinary Techniques – Virtual This course will introduce students to the correct food handling procedures to avoid REGIONAL PLANNING TEAM 9 food borne illnesses. Emphasis will be on the importance of personal hygiene and Partnering to Achieve Student Success adequate maintenance of food facilities and equipment. Basic principles of safety procedures will be studied according to today’s requirement in the hospitality industry. Coffee and tea are the most widely consumed beverages on the planet. The course www.algonquincollege.com introduces students to the science of tea and coffee production, preparation, and www.loyalistcollege.com service. The student will have knowledge of the history, methods of cultivation, www.stlawrencecollege.ca harvesting, processing, and packaging. Applied application will be delivered through a variety of services, including the art of the Barista. PARTNERS: Parry Sound Campus Algonquin & Lakeshore Catholic DSB | Catholic DSB of Eastern Ontario | Hastings and Prince Edward DSB | Limestone DSB | Ottawa Catholic DSB | BUILDING CONSTRUCTION Ottawa-Carleton DSB | Renfrew County DSB | Renfrew County Catholic DSB | Tools and Equipment I Upper Canada DSB | Algonquin College – Pembroke, Perth, Woodroffe Campuses This is an introductory course, which will introduce students to a variety of commonly | Loyalist College | St. Lawrence College – Brockville, Cornwall, Kingston used portable hand and power tools and selected stationary power tools. The emphasis Campuses will be on the identification, selection, safe and efficient use and maintenance of these tools. Knowing how to choose the proper tool, how to use it safely and skillfully and how to maintain the tool in good working condition is essential to anyone wishing to work in PASS RPT 9 – Algonquin College the building trades. ACTIVITIES AND FORUMS Tools and Equipment II Dual Credit Teacher Forum This course builds on Tools and Equipment I. Students’ knowledge and practical skill Orientation for Dual Credit Teachers which will run at the start of the winter academic application will be further extended. term bringing together Dual Credit teachers with college professors and staff to deepen the understanding of both the role of dual credit teacher and the college teacher. There ADULT DUAL CREDITS will be an emphasis on Ministry policies and helping students prepare for transition to post-secondary studies through the sharing of best practices in supporting student Professional Issues – Virtual success in the dual credit program. This course focus is the role of the Personal Support Worker in relation to the Regulated Health Professionals Act. In this course, students will accrue the skills and Ottawa Women in STEM Mentorship knowledge necessary for effective and professional communication in the personal In late 2018, Algonquin College announced a new program aimed at increasing the support workplace, personal support – client, client family relationship building, and number of women in four of its most popular technology programs. We would like to professional accountability. have some of these incoming women to act as mentors to grade 8 students to build Themes in this course include: client as an individual; client independence; client the pipeline to make this gender diversity sustainable. Through the College mentorship centered care; client and the role of the family in provision of care; culture, race, and element, the grade 8 students will gain exposure to the STEM fields, the campus, and religion; empathy and caring practices. services/supports at AC and understand the pathway planning that is required for post-secondary studies (and opportunities like DC/SHSM/Pathways that exist in HS Client, Family, Community & Pharmacology – Virtual to support the planning). Furthermore, because of the initiative through which these This course will focus on the client and characteristics of today’s families. It will look at students are engaged, the mentorship provided will also expose grade 8 students, safety issues, abuse, common diseases, conditions and assisting with medications. where possible, to industry and community mentors and faculty who have received additional professional education on gender-diverse classrooms. This project also INCLUSIVE LEADERSHIP (SUMMER 2021) addresses self-esteem and the reality of challenges that females still face in tech fields (and how to build the skills needed to succeed). Leadership and Program Planning Theories and practical aspects of becoming an effective leader and program planner RPT 9 Apprenticeship Planning Webinars provide a dual focus for this course. Students will lead activities for a wide variety of This series of 3 webinars are designed to overview almost everything a high school populations and will organize programs using the Systematic Planning Process Model. student would need to know about the apprenticeship pathway. Each session will be led Students will also participate in certification workshops. by a School-to-Work transition specialist, who supports youth in navigating the period between high school and employment. The webinars will begin with a broad look at the Contacts:  Chair RPT 8 topic and build to the creation of a personalized plan. Kevin Hotten, Nipissing Parry Sound CDSB 705-471-6953 RPT 9 Speaker Series [email protected] A series of three speakers who will highlight topics related to post-secondary options Co-Chair Dual Credits and beyond. The format of these events is a one-hour moderated webinar. There will be Patricia Jackson, Canadore College an opportunity to pose questions through the chat box. These will also be recorded and 705-474-7600, ext. 5128 sent out through the school boards for teachers to use the sessions in an asynchronous [email protected] fashion. Topics include: keeping your options open, how to survive in the skilled trades and the future of employment. Co-Chair Activities Mark Mechefske, Nipissing Parry Sound CSDSB Ontario Skills Discovery Day for Prescott Russell 705-494-8600, ext. 40412 AC was a sponsor for the Skills Ontario Discovery Day, a virtual event for students to [email protected] explore career opportunities that exist in skilled trades and technologies. The event featured speakers and booths from industry, educational and community service provider experts about careers, pathways and support programs in Prescott-Russell.

AC STEM workshops with Makerspace The AC Makerspace is able to host 12 workshops for grades 7 to 10 students where the students (with the help of their HS teacher) can remotely work on laser cutting, 3D printing and Arduino sets. The College staff will zoom into face-to-face classes

40 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca to deliver the workshops. The students’ groups will be prepped before so they can graduates over 30 high school students. Students attend at least 4 hours of secondary design their laser cutting or 3D printing. The laser cutter can actually be controlled classroom instruction from Monday – Friday and take a College Dual Credit course. remotely and there is a mounted camera so students can observe. We intend to ship the products to the school sites when completed. The Arduino kits (consists of both OCDSB Launch SWAC a physical programmable circuit board) will be purchased prior to the workshop and This SWAC provides an opportunity for Ottawa Catholic School Board students, who shipped to the school site. The students will work through a virtual simulation and then have left high school, to stay engaged in secondary education, while become familiar with the help of their HS teacher work with the physical boards. with a college setting. This year, this new SWAC is on track to graduate 21 students.

Virtual Campus Visits Summer ESL SWAC Using a variety of recorded videos and live virtual workshops, we would connect classes This summer SWAC targets students taking ESLEO. Students in ESL can be overlooked of students and their teachers to the programs at our 3 campuses with hands on for PSE programming and many will enter grade 12 with no exposure at all. This activity extensions with materials either purchased by the teachers or kits mailed out program meets an essential need for students who need connection to PSE to see through the Office of Academic Partnerships. themselves as potential attendees. Having a college experience will provide them with a better understanding of the Canadian PSE system, helping the creation of a Adult High School Apply to College Workshops well-informed individual pathway plan. We also believe it will provide them with the Pre-pandemic, due to scheduling constraints, we were unable to meet the needs of confidence and motivation to continue their studies, to their OSSD. Adult HS with a Dual Credit so we proposed to engage them with an activity. Through the Adult HS Guidance department, AC offered multiple workshops to graduating Summer Credit Recovery and Get Back on Track SWAC students over a 2 week period. This was done in January, so it was prior to the equal A summer SWAC opportunity offered to grade 12 students who just missed out on consideration due date. In the workshops the students and AC staff discussed program graduation by 2 credits, and then if seats remain unfilled, it will be put forward to Grade possibilities, entrance requirements, they reviewed applying through OCAS and 11 students who are behind on credits so they can get back on track. vouchers were also provided. PASS RPT 9 – Loyalist College DUAL CREDIT PROGRAMS ACTIVITIES AND FORUMS Congregated Dual Credit courses at Algonquin College Algonquin College offers dedicated Dual Credit sections of College courses at all three TASTE of College Activities of our campuses, Ottawa, Pembroke and Perth. These College courses are part of our Activity Days provide local area students with the opportunity to explore the many certificate, diploma or degrees programs and taught by Algonquin College instructors. programs of study offered at Loyalist College. Secondary students in grades 10 and All students enrolled in these sections are from our six partner Eastern Ontario District 11, and elementary students in grades 7 and 8, will interact with faculty and post- School Boards (CDSBEO, OCSB, OCDSB, RCDSB, RCCDSB & UCDSB). There are secondary students from each school of study. The days will feature presentations and offerings across the fall, winter and spring semesters, including, but not limited to virtual activities that will provide them with essential information about post-secondary Fitness for Police Foundations, Entrepreneurial Mindset, Child Development, Strategies pathways. in Drawing I, Dimensions of Food, Intro to Global Performing Arts, and Employment Readiness for the Trades. TASTE of College Speaker Series (In partnership with Algonquin and St. Lawrence Colleges) Team-taught Dual Credits at Algonquin College The broad theme of this speaker series is “Consider the College Pathway.” Loyalist’s Algonquin College offers Team-taught Dual Credits across 3 Eastern Ontario District speaker will talk about the importance of keeping an open mind and exploring multiple School Boards (CDSBEO, OCSB, and RCDSB). In this model, the high school teacher pathways, including college. St. Lawrence will hold a session about women in the and instructor work in partnership to deliver connected secondary and College courses. skilled trades and Algonquin College will focus on the jobs of the future, and how This partnership provides students an opportunity to pathway explore and transition college fits into a post-pandemic economy. to college learning in an environment that is both convenient and familiar to them. We offer Team-taught Dual Credits in the fields of communications, and hospitality. Dual Credit Teacher Forum This Professional Development Day pertains specifically to dual credit programming. Adult Dual Credit (AADC) Program Secondary school guidance staff, student success teachers, superintendents, high This program focuses on helping students, ages 21+, who have been out of the school teachers, and college professors meet on-campus (virtually for 2021) to traditional high school environment, transition back into the educational system. We participate in information sessions. offer a congregated opportunity each semester to OCSB and OCDSB students. DUAL CREDIT PROGRAMS Dual Credit courses for district/alternative/specialized programs: We offer Dual Credit opportunities to meet the needs of primary target students from College Taught specialized secondary programs, including but not limited to, Operation Come Home, Congregated Adult Dual Credits (ADC) Personalized Learning Centre, and the Urban Aboriginal High School. The following ADC course is available to adult students aged 21 and over with the potential to succeed at the college level. All participating students are currently working Ontario Youth Apprenticeship Program at Algonquin College toward completion of their OSSD. At Algonquin College, we support students in both integrated and congregated ADC – Portfolio for Lifelong Learning apprenticeships. This year we have been able to offer congregated Level 1 Carpenter A portfolio for lifelong learning has many benefits, such as training for RCDSB and RCCDSB students. better adaptation to change and improved opportunities for employment and personal enrichment. This course will introduce learners to reflective practices as they relate SWACs at Algonquin College to portfolio development and lifelong, life-wide learning. Learners will also develop The School-Within-A-College (SWAC) model is an opportunity for high school students an understanding of the various types of portfolios, their uses and the process for to participate in a collaborative learning experience at Algonquin College. Our SWAC developing them. students spend full days at Algonquin College earning secondary school credits and Dual Credits (linked high school and College credits). We have four SWAC models. Congregated Child and Youth Care Worker This course is an introduction to the field of child and youth counseling. Students Algonquin College/OCSB Achievement Centre explore the historical roots of the Child and Youth Worker profession, the professional This SWAC provides an opportunity for Ottawa Catholic School Board role of the Child and Youth Counsellor and the students’ own professional students, who have left high school, to stay engaged in identity. Current theoretical view and approaches in the field will be secondary education, while become familiar with a college setting. Yearly, this Centre examined, including the practice of establishing and managing

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 41 SCWI Spring 2021 therapeutic relationships with children and youth. Interactive Media Development- Animation and Game Development Manufacturing Blueprint Reading Congregated Culinary Techniques English In this hands-on lab, students will be involved in the preparation and presentation of the Social Media & Emerging Technologies fundamentals of cooking essentials. Upon successful completion, students will be able Music as a Change Agent to apply techniques of basic small quantity food preparation accurately and efficiently; Culinary Techniques execute techniques in a manner that is professionally acceptable in a team-based, professional culinary environment; and, apply safe food handling, preparation and Construction Renovation sanitation principles. Building Codes & Standards Occupational Health & Safety Congregated Construction Renovation Students will expand their theoretical understanding of the construction industry and PASS RPT 9 – St. Lawrence College build upon the practical knowledge and experience needed to transition into a career in the field. Students will attend Loyalist College once per week to work in the College’s ACTIVITIES AND FORUMS construction shop. They will learn about the common types of wood, wood structures, Dual Credit Teacher Training Forum wood joints, and hardware used in residential construction, and about the selection, Kingston Campus safe use, and maintenance of hand tools, portable power tools, and stationary power This forum will bring Dual Credit and other interested teachers together from our area tools required on a typical construction site. school boards to meet and discuss Dual Credit responsibilities, policies, opportunities and procedures. Congregated Intro to Early Childhood Education This foundation course introduces the field of early childhood development in Canada FNMI Activity, Grade 7 and 8 and the historical perspectives that have led to joining education and child-care into Tri-Campus early learning and care programs striving to offer seamless experiences for children This activity is a FNMI kit. It will be comprised of novels, resources for the classroom, from birth to age six. The policies and legislation that shape the range of models, historical activities and an art activity. services and settings are explored, along with evidence-based practices in regards to quality of service delivery. Carpentry Activity, Grade 7 and 8 Tri-Campus Congregated Portfolio of Lifelong Learning This activity is a kit that will have all the materials needed to make a bird house. A portfolio for lifelong learning has many benefits, such as better adaptation to change Information about technology programs will also be included. and improved opportunities for employment and personal enrichment. This course will introduce learners to reflective practices as they relate to portfolio development and Design Thinking Activity, Grade 7 and 8 lifelong, life-wide learning. Learners will also develop an understanding of the various Tri-Campus types of portfolios, their uses and the process for developing them. This activity is a kit that will have all everything students need to come up with strategies to solve a problem using the design thinking model. Congregated Personal Health and Wellness (Recreation & Leisure) Students utilize both theoretical and practical components to engage in individual and Photography Activity, Grade 7 and 8 group physical activities in a variety of indoor and outdoor settings. Emphasis is placed Tri-Campus on personal development through all aspects of the wellness continuum. Students are This activity will explore the fundamentals of photography. It will include activities for introduced to counseling skills and will develop a personal lifestyle enhancement plan. students using photographic techniques as well as a photography contest.

Congregated Animation Technical Drawing Activity, Grade 7 and 8 This course provides students with an introduction to the terms and concepts Tri-Campus of animation in general, and the history of animation. Students explore the 3D This activity is a kit will have videos and instructions on the fundamentals of technical environment (simple modelling, materials, textures, lighting, animation and rendering), drawing. It will also include a section on animation. the mathematical concepts involved in the creation of animation and the production process. Electronics Activity, Grade 7 and 8 Tri-Campus Congregated Basic Installation Practices Electronics will be explored through a kit. Basics of electronics will be shared and then Students learn basic installation practices relating to electrical wiring systems used in students will be able to use the kit to put their knowledge into action. residential, commercial and industrial buildings. Students use hand tools, machinery and the actual materials used in industry. Emphasis is placed on the quality of work and STEM Activity, Grade 7 and 8 safe and professional working practices. Tri-Campus Various aspects of STEM will be explored through these kits. Students will have a Congregated Social Media and Emerging Technology choice of kits in different aspects of STEM. Students learn about Skype, Facebook, Twitter, SMART Board, Smart phone apps, and C.R.M. Topics covered include the newest social media and business tools essential for Budgeting Activity, Grade 7 and 8 employment. Get “LinkedIn” to social networking tools and gain an understanding of Tri-Campus their application in today’s business world. This activity will include relevant information on budgeting and planning for post- secondary. There will also be budgeting activities and contests that can be completed Team Taught in the classroom. Team Taught Dual Credit at Loyalist College The College offers team taught courses at secondary schools in the Algonquin DUAL CREDIT PROGRAM Lakeshore Catholic and the Hastings Prince Edward district school boards. Courses offered for fall, winter and spring semesters include: College Taught Mathematics Addictions Congregated – GENE 53/PPA4T Early Childhood Education Kingston Campus (35 seats), Brockville Campus (24 credits) Communications for Spa Therapists This dual credit course will follow a congregated college-delivered model involving the support of secondary Dual Credit Teachers. Senior students (Grade 12 and Year 5) have Succeeding in Fitness and Recreation the opportunity to register as a part-time student at St. Lawrence College for the winter

42 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca semester in GENE 53, Addictions. The impact of psychoactive drugs on in the winter semester for Professional Effectiveness. Students will explore concepts our society will be examined in this course. (42 hours) designed to enhance their individual learning styles. They will develop their critical, analytical, practical and creative thinking skills with a view to providing a foundation for Adult Dual Credit- Professional Effectiveness – GENE 114/JEE4T future learning. This course will run one day per week. (42 hours) Kingston Campus (18 seats) Students will be selected from the participating board (ALCDSB) by teachers. Students Carpentry Congregated – CARP24 will be within reach of graduation, be in the primary target group (disengaged and Kingston, Cornwall underachieving) and be 21 years of age or older. (42 hours) This dual credit course will follow a congregated college-delivered model involving the support of secondary Dual Credit teachers. Senior students (Grade 12 and Year 5) have A History of Indigenous Peoples -GENE175 the opportunity to register as a part-time student at St. Lawrence College in the winter Kingston Campus (12 seats) and fall semester for Carpentry. This course teaches students the theory and practical Students enrolled in this course will learn about the history of Canadian Indigenous for carpentry. Students will learn carpentry techniques and construct a project of their peoples. It will explore different aspects and periods in history. This course can also be choice. This course will run one day a week. (42 hours) used as a general elective in most first-year courses. (42 hours) Make-Up Congregated – ESTH 43/TXI4T Emergency Response – BSCI 1040/SBH4T Kingston Campus (20 seats) Kingston Campus (28 seats) This dual credit course will follow a congregated college-delivered model involving Students enrolled in the Limestone District School Board Emergency Response Focus the support of secondary Dual Credit teachers. Senior students (Grade 12 and Year 5) program will have the opportunity to earn one college credit in Human Biology at their have the opportunity to register as a part-time student at St. Lawrence College in the home school taught by a college teacher. This course provides a basic knowledge of winter semester for Make-Up. This course teaches students the theory and practical for the anatomy and physiology of the cell and the various body systems including the makeup application. Topics include: definitions, morphology, facial shapes and balance, skeletal, muscular, nervous, endocrine, circulatory, respiratory, digestive, urinary and color classifications, observations and factors to consider prior to make-up application, reproductive systems. This Focus program prepares students for related programs at proper steps and techniques involved in makeup application, supplies brushes and the college level such as Paramedic, Police Foundations and Fitness programs. products used. This course will run one day per week. (42 hours) (42 hours) Stress Management – GENE 57 Electrical Circuits – TRAD3 This dual credit course will follow a congregated college-delivered model involving the Kingston Campus (47 seats) support of secondary Dual Credit Teachers. Senior students (Grade 12 and Year 5) have This congregated technology course will focus on the fundamentals of electricity and the opportunity to register as a part-time student at St. Lawrence College Kingston circuits. This will be partially online and partially in lab. This course is offered in the Fall in the fall and winter semester. Students will explore concepts designed to enhance and Winter semesters. This course will run one day a week. (42 hours) their individual learning styles. They will develop knowledge and strategies related to managing stress. This course will run one day per week online. (42 hours) Integrated Dual Credits – Various Courses & Codes Brockville Campus, Cornwall Campus & Kingston Campus Welding Skills Congregated – MECT 102/TLL4T Senior students, Grade 12 and Year 5, have the opportunity to register in Part-time Kingston Campus (20 seats), NDSS (44 seats), SFDCI, 12 seats) Studies at St. Lawrence College (Kingston, Cornwall, Brockville) for a course of their The Welding skills course is designed to assist students who are interested in pursuing choosing from the list of available courses in both Fall and Winter semesters. There a welding pathway or related trade. St. Lawrence Cornwall will host the students in the are limited seats available in each course. Upon successful completion of the college Welding lab facility. Students will gain skills in welding, fabrication and basic equipment course, successful students will be granted a College credit and a corresponding dual set-up and operation. (42 hours) credit high school credit. (42 hours). School Within A College Introduction to Business – ADMIN1000 Kingston campus (12 seats) Limestone DSB SWAC Fall/Winter This course will be an introduction to Business. It will address various aspects of Kingston Campus (20 seats) business and will give a good foundation for students wishing to learn more about This SWAC dual credit program will follow a congregated college-delivered model business. This course can also be used is a compulsory course in first year Business involving a LDSB secondary Dual Credit teacher who stays with the students throughout courses. This is being offered online this Winter. the day. LDSB students will be registered as part-time students at St. Lawrence College Kingston in one of a choice of dual credits (Fall/Winter Semester) and will be taught 1 Law and Security – POFP 106/HED4T morning a week. Kingston Campus (15 seats) This course prepares students for related programs at the college level in Police Limestone DSB Women Building Futures in the Trades (SWAC) Foundations and Corrections. Students will earn a college credit in Principles of Ethical This dual credit course will follow a congregated college-delivered model involving the Reasoning and an equivalent dual credit. This course focuses ethical issues faced by support of secondary Dual Credit Teachers. Senior students (Grade 12 and Year 5) have individuals as citizens and professionals. (42 hours) the opportunity to register as a part-time student at St. Lawrence College, Kingston. Students have a dedicated classroom at the college and will spend the rest of their nd Developmental Psychology Congregated – GENE 20/HBD4T time on campus doing grade 12 English and grade 11 or 12 Math throughout the 2 Kingston Campus (55 seats) semester. They will also experience a number of trades including carpentry, plumbing, This dual credit course will follow a congregated college-delivered model involving the welding, electrical, culinary and esthetics. support of secondary Dual Credit Teachers. Senior students (Grade 12 and Year 5) have the opportunity to register as a part-time student at Team Taught St. Lawrence College Kingston for the fall semester in UCSDB and CDSBEO Team Taught Carpentry – Carpentry – CARP 124 Developmental Psychology, GENE 20. This course introduces students to individual St. Luke’s, Smiths Falls and Cornwall Collegiate Vocational Institute and SLC’s development from conception to death. (42 hours) Cornwall campus (36 seats) This dual credit will follow a Team-taught model delivered in the high school. The focus Career and College Success Congregated – GENE 114/JEE4T will be on a grade 12 Woodworking class, TCJ4C0 aligned with Carpentry Techniques, Kingston Campus (30 seats) CARP 124. It will provide students with an opportunity to be exposed to the college This dual credit course will follow a congregated college-delivered model involving the curriculum and see the relevance to college programs. support of secondary Dual Credit Teachers. Senior students (Grade 12 and Year 5) have the opportunity to register as a part-time student at St. Lawrence College Kingston

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 43 SCWI Spring 2021

CDSBEO and LDSB – Culinary Child Development ECED-1074 – Early Childhood Education St. Matthew’s High School In this course, students will investigate foundational child development theorists Cornwall campus (18 seats) and their linkage to practice and pedagogy in early care and education systems. LCVI, Kingston Campus Students will have opportunities to examine the structure and function of the brain, This dual credit will follow a Team-taught model delivered in the high school. The focus as well as consider the role that both heredity and environment play in the developing will be on a grade 12 Culinary Class, TCJ4C0 aligned with HOTE 21. It will provide child. Current research that informs policy in the early year’s field will additionally be students with an opportunity to be exposed to the college curriculum and see the analyzed. relevance to college programs. College Orientation and Success BUSI-1082 OYAP Programs This course presents and helps to develop the skills required to achieve academic and career success. Areas of focus include college resources, study skills, time SLC offers OYAP programs in Brick and Stone, Carpentry, AST, Welding, management, academic integrity, as well as emotional self-awareness and social skills Carpentry, Cook, Hairstylist and Electrical. development. At St. Lawrence College, we support students in both integrated and congregated apprenticeships. Construction Tools CONS-1002 Students will study the proper maintenance and safe operation of carpentry hand tools, Eligible students are able to apply for a seat in these Level 1s through their school select and use portable power tools, including circular saws, sabre saws, reciprocating boards OYAP representative. If accepted they are enrolled in the Level 1 with saws, drills (with stand for press), routers, planers, sanders, screwdrivers, and nailers. apprentices from industry. The selection and use of stationary woodworking equipment, such as table saws, radial arm saws, jointers, and thickness planers will also be taught. (On Campus – LDCSB Contact: Debra Ford, Algonquin College only) 613-727-4723, ext. 2245 [email protected] Creative Concepts 1 GRAF-1040 – Graphic Design This course is designed to develop and explore the innate creativity within the students. This course guides students through explorations of various media in order to reflect upon and express their unique personality and creativity within their cultural context. REGIONAL PLANNING TEAM 10 (April 28 – June 16) South Western Ontario RPT Diesel Engine Principles MOTP-1063 This course covers all aspects and operation of internal combustion engines. Course content includes discussions on spark ignition engines, design features and operating www.fanshawec.ca principles, with special emphasis placed on new current engine technologies. The www.lambtoncollege.ca study will also include engine performance and effects, fuel flows and requirements, www.stclaircollege.ca thermodynamics, heat transfer and friction, efficiency and emission control devices. (On campus – LDCSB only) PARTNERS: Fashion Visual Merchandising MRCH-1001 Lambton Kent District School Board | Thames Valley District School Board Students will learn and apply the principles of colour, design and visual merchandising | St. Clair Catholic District School Board | Huron Perth Catholic District School techniques to display fashion products and hard goods to help generate sales. Board | Avon Maitland District School Board | London District Catholic School A collaborative team environment allows for experimentation in two and three- Board | Greater Essex District School Board | Windsor Essex Catholic District dimensional window display design, using merchandising and store planning School Board | Lambton College | Fanshawe College | St. Clair College techniques, theories, props and tools of the trade within a cost-effective budget. (April 28 to June 16) SPRING FORUMS AND ACTIVITIES AT FANSHAWE COLLEGE Food & Bake Theory FDMG-1067 College Instructors Forum, February 10, 2021 and April 6, 2021 This course will introduce the student to the basic principles of cooking and baking. The Navigating the College System for Adults: March 24, March 31, April 7, April 14 student will reconnoiter stocks, soups, sauces, and mixing methods related to cooking Skilled Trades and Technology Awareness Program: May 2021 methods. Basic commodities utilized in professional kitchens will be examined along After OYAP Level 1 Enhancement Pilot: April 2021 – June 2021 with weights, measures and standardized tools for the workplace.

FANSHAWE COLLEGE DUAL CREDIT PROGRAM Gasoline Engine Principles MOTP-1062 This course covers all aspects of the design and operation of internal combustion London Campus engines. Course content includes discussions on compression ignition engines, design Winter and Spring classes run on Wednesdays from March 3rd to June 6th features and operating principles with special emphasis placed on new current engine (15 weeks), unless otherwise noted. technologies. The study will also include engine performance and effects, fuel flows and requirements, thermodynamics, heat transfer and friction, efficiency and emissions The following courses are being offered online unless otherwise stated. control devices. (On campus – LDCSB only) Auto Body (Minor Auto Body Repair and Refinishing) ATBR-1028 Installation Practices ELEC-1125 Focusing on techniques to repair minor body damage, students will learn and apply This practical wiring course studies the installation of wiring systems used in skills in metal work, tent removal, primal and painting. Theoretical concepts and residential, commercial and industrial buildings. Students will learn to interpret and gain preparation will precede lab work where students will work on small automotive an understanding of the current Canadian Electrical Code as applied to the construction projects repairing damage and returning body parts to a showroom finish. of electrical systems. Students will design, install, and test circuits for lighting, power (On campus – TVDSB only; April 27 – June 15) and control application. Relevant regulations and codes that govern personal safety requirements in the work force will also be studied. (On campus – TVDSB only; April Canadian Criminal Justice System PFLP-1002 29 – June 17) Police, courts, and corrections are the trinity that constitute the Canadian criminal justice system. This course will enable the student to understand the history, roles, and Intro to Emergency Services PARA-1014 organization of the major criminal justice agencies in Canada as well as the process by Students are taught by active duty Paramedics working for rural, urban and helicopter- which laws are made and enforced at the federal, provincial and municipal levels. based Emergency Medical Services (EMS). Students will receive an overview of

44 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca

Emergency Services with a focus on Paramedicine and Emergency Medical Services. image editing software, using laptop computers, inkjet printers, external hard drives, Students will learn through didactic and practical simulated education in the Paramedic servers and other peripheral devices. (April 28 – June 16) lab and in the college ambulance(s). (2 sections) Production Techniques PHOT-1008 – Digital Photography Intro to Public Safety PFLP-1021 This course introduces the student to the production techniques that occur using a In this course student will receive an overview of Public Safety touching on the roles of computer after their images have been captured with a camera. Students will learn how Paramedics, Dispatchers, and Firefighters with the emphasis on an introduction to law to use professional image management software (Adobe Photoshop) to import, organize enforcement. Students will learn through theory as well as practical scenarios within and process raw files. Students will learn basic image editing skills that will allow them the classroom. The successful student will actively participate in activities such as to colour correct, size and enhance photographs, and to produce professional quality interviewing, group discussion & presentations, fingerprinting, arrest procedures and digital images and prints in both colour and black and white. evidence collection. Residential Framing and Building Services CONS-1053 Interpersonal Development PSYC-1101 – Early Childhood Education In this dual credit course, students will apply residential building knowledge in a This course will introduce the concepts of bias-free values and respect for diversity, as hands-on project-based learning environment. Floor, wall, roof framing and basic foundations for effective interpersonal relationships. In this course, students will assess exterior finishing techniques will be the main focus of study. (On campus – LDCSB only) personal values and professional disposition which influence attitudes towards and relationships with children, families and colleagues. Sensitive, effective and supportive Shop Safety – Aircraft Tools AVIA-1064 communication methods will be identified and practiced within the classroom This course is an introduction to the Aircraft Maintenance Engineer (AME) category M setting. Both verbal and non-verbal communication skills and attitudes required for license. It outlines the regulations, requirements and processes as well as the roles and collaborative professional interactions will be emphasized throughout. responsibilities of the AME in the shop/hangar environment. The course provides study of general tools and tools specific to aviation and how they are safely used on the materials Intro to Tourism TOUR-1010 of the aircraft industry. The study of elementary flight theory forms an essential part of the The hospitality industry is without a doubt one of the strongest, fastest growing knowledge needed for all potential practicing aircraft maintenance engineers, no matter industries today. This course is an introduction to that industry and how Tourism affects what their trade specialization. us all. The students will gain an appreciation for where our industry has come from and what the future has in store. They will also recognize the numerous career opportunities Video Game Design – Intro to 3D MMED-1022 available to them in such areas as Fast Food, Hotels, Luxury Cruise Lines, Resorts, This course will introduce students to the 3D environment using an industry standard Institutions and many more. 3D application. Topics will include: modelling, animating, lighting and rendering techniques. This course is a means to teach fundamental concepts of 3D development Methods and Media in Drawing ARTS-1071 with modeling, animation and rendering software. Both practical techniques and In this introductory course students will investigate methods and materials in drawing theoretical principles of 3D development will be explored. 3D modeling for game such as; watercolour, pencil, pencil crayon, ink, pastel and collage. Emphasis will be developers explores how to model and render 3D design projects. (April 28 – June 16) placed on constructing composition, design principles and directed studies of tone, texture, balance and proportion. Subject matter and visual resources will consist of Woodstock Campus studies from the object, figure, the constructed/natural landscape and pattern. Facials and Makeup AEST-5005 Students will work in a variety of scales. Students will selected a theme from a list Upon successful completion of this course, the student will be able to distinguish provided, and explore a single theme throughout the term applied within the use of between warm and cool skin tones. They will be able to recommend and apply multiple drawing media. (April 28 – June 16) appropriate foundation, eye, and cheek, and lip colour. Students will have the opportunity to perform bridal, evening and photographic makeup, as well as be able to Minobiiwaadzawin (Good Life) INDG-1012 perform facial waxing services. In addition, students will be able to recognize common Minobiimaadzawin (Good Life) is a goal that all people seek throughout their lives. skin disorders and perform a basic facial. Prior to contact, this concept was taught from the onset of life and was an important aspect of indigenous culture. In this course, students will learn directly from North Huron/Bruce Regional Sites American (NA) Original Peoples instructors regarding life practices exploring the many methods of self-care. There will be experiential learning opportunities that will enhance Blue Print Reading/Sketching for Welders WELD-1020 student understanding of well-being along with contemporary methods of well-being to The learner will be able to read drawing types, arrangements of views, alphabet of balance their learning experience. These learning experiences will take place within the lines, sectional views, auxiliary views, threaded fasteners, tolerance, drawing sets, and contemporary learning setting as well as in a natural environment. Students will learn bill of material related to the metal working field. how the NA Original People’s way of learning took place throughout their lives and how it relates to all four components of their self: spiritual, emotional, mental, and physical Cooking (Basic Food Preparation) FDMG-1065 well-being. (1 section March 2 – June 15 and 1 section March 4 – June 17) The student will be instructed in all the fundamental cooking methods, terms and basic presentation of foods. It is an opportunity to learn the basic cuts and preparation Personal Wellness INDS-1081 techniques in a proper and professional manner. The student will have ample This course introduces students to the concept of wellness. Students opportunity to practice safe food and knife handling and familiarize with basic kitchen develop strategies for a healthy lifestyle in all aspect of their lives. equipment. (Team Taught: St. Michael’s C.S.S. – HPCDSB only; February 4 – April 8) Through traditional lectures and learning activities, they learn through both individual and group processes. They investigate wellness as it applies Intro to PSW HLTH-1266 to mindfulness, self-responsibility, social/emotional development, stress-management, This course will focus on key transitions from birth to the end of life. Highlights include physical activity, spirituality, substance abuse, nutrition, and complementary health. This developmental disorders in children, the transition through a rehabilitation program and course provides the opportunity for students to evaluate their present lifestyle, identify long term facility and the process of death and dying. This course includes a theory successes, and develop areas requiring personal growth. (April 28 – June 16) component as well as hands-on laboratory learning.

Practical Photography PHOT-1062 – Camera Applications Sheet Metal Practical SHMT-1004 This course is a practical introduction to small format digital camera techniques and This course will enable the student to gain an understanding of the purpose, colour and B/W printmaking. The emphasis will be on learning different camera settings construction and operating principles of developing fittings and products; selecting to control exposure and image quality. This is a project course whereby students materials, calculating cut sizes, shaping metal to specified dimensions, and joining and demonstrate practical camera skills, knowledge and photographic competency by utilizing appropriate finishing procedures. Students will also set up and operate submitting regularly scheduled photographic assignments. Students can produce an hand brakes, foot shears, power brakes, power shears, roll forming optional first semester portfolio. Most of the work will incorporate digital workflow and equipment, rotary bench machines, punching and notching

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 45 SCWI Spring 2021 equipment, slitting equipment, drill presses, rotary cutting equipment, power rolling COLLEGE TAUGHT – DAY AWAY equipment, abrasive and friction cutting equipment. (Team Taught: St. Mary’s DCVI – RENOVATION TECHNICIAN AMDSB only; 1 section February 4 – April 8, 1 section February 11 – April 15) Renovation Tools and Techniques RCT 1113 – CANCELLED DUE TO COVID-19 Fanshawe College – Adult Dual Credit Program This course when successfully completed will have generated the skills required to describe and demonstrate the proper methods and procedures of residential and light This Adult Dual Credit program is being offered for students of the TVDSB and commercial renovations according to industry standards of practice. To identify and the LDCSB. The courses are online and will run on Tuesdays from April 27th until distinguish existing architectural, mechanical, and electrical components upgrades: th June 15 for the full day. For the student to list various steps involved in demolition and renovation. To apply appropriate techniques used in renovation construction. Intro to Tourism TOUR-1010 The hospitality industry is without a doubt one of the strongest, fastest growing To recognize existing renovation components and how they tie in with new and old industries today. This course is an introduction to that industry and how Tourism affects structures related to the renovation process. us all. The students will gain an appreciation for where our industry has come from and what the future has in store. They will also recognize the numerous career opportunities CULINARY MANAGEMENT available to them in such areas as Fast Food, Hotels, Luxury Cruise Lines, Resorts, Bakeshop Application CLN 1143 Institutions and many more. This course allows the student to demonstrate basic baking skills required in a bakeshop. A focus on grasping the procedures and predicting the chemical reactions Practical Photography PHOT-1062 – Camera Applications of the ingredients will be a gained skill. Students will demonstrate the ability to prepare This course is a practical introduction to small format digital camera techniques and quick bread, leavened dough, pies, cakes and a variety of custard items. All practical colour and B/W printmaking. The emphasis will be on learning different camera settings application labs will be hands on, allowing the student to feel, not only duplicate, the to control exposure and image quality. This is a project course whereby students proper method (small and large quantity). demonstrate practical camera skills, knowledge and photographic competency by submitting regularly scheduled photographic assignments. Students can produce an DEVELOPMENTAL DISABILITIES CERTIFICATE optional first semester portfolio. Most of the work will incorporate digital workflow and Supporting People with Developmental Disabilities DSW 1233 image editing software, using laptop computers, inkjet printers, external hard drives, This course is designed to provide an overview of developmental disabilities, services, servers and other peripheral devices. (2 sections) and supports. Examining key issues such as inclusion, integration, empowerment, advocacy and interdependence, students will gain the knowledge of what Person- Fanshawe College – HBR Adult Dual Credit Program Centered Planning is and how it effectively results in promoting community contribution This Adult Dual Credit program is new this year. It is being offered for Adult and the development of natural, meaningful relationships. The students will also learn students in the AMDSB and the HPCDSB. It will run on Tuesday evenings from how our current systems have evolved by examining earlier eras in history. Ethical March 23rd to June 22nd. issues such as deinstitutionalization, euthanasia, sterilization, sex and sexuality, parenting and punitive measures will be discussed, as will current laws and legislations Foundations of Personal Support HLTH-1092 which have been put into place to protect people with developmental disabilities. In this course, the student is introduced to the role of the Ontario Personal Support Worker (PSW) and the scope of practice for the PSW within the health care system. DIGITAL PHOTOGRAPHY Through class discussion, seminars, lectures, the student will explore confidentiality Digital Photography Techniques DPH 1003 and privacy, client rights and boundaries, ethical issues, professional behavior, and This course is the introduction to the fundamentals of digital photography and primarily legislation involving the health care system. focuses on technical aspects associated with the DSLR camera, lenses, and equipment. The projects have been designed to promote technical, critical and creative thinking Fanshawe College – OYAP Level 1 Program while encouraging the students to take a practical approach at capturing quality images. The OYAP Level 1 programs will be offered on campus in compliance with the COVID Safety Guidelines of the College. The programs will run from May 3rd until EARLY CHILDHOOD EDUCATION th June 25 (Monday to Friday) unless stated otherwise. Play 1: Music, Art, Drama, Movement (Learning Through Play) ECE 1164 This course introduces students how to integrate creative experiences into their Automotive Service Technician 310S CTRL-AST51 practical settings through hands on experiences in art, sand, water, music, movement, Electrical Construction and Maintenance 309A CTRL-ELA51 and drama for children aged 0-12 years. General Carpenter 403A CTRL-CGA21 (April 19 – June 11) Industrial Mechanical Millwright 433A CTRL-IMA3S1 ELECTRICAL TECHNIQUES Fanshawe College is offering the following School Within a College Programs Introduction to Residential Electrical Installations ELC 1053 offsite in 2020 – 2021. The student will develop a general knowledge needed for the operation of common hand and power tools, install common switching devices, outlets and enclosures, SWAC London – LDCSB correctly terminate conductors and demonstrate the application of that knowledge. SWAC London – TVDSB They will learn the use of the common wiring methods and raceways used in the SWAC St. Thomas – TVDSB electrical industry. The student will demonstrate the skills required to install a complete SWAC Woodstock – TVDSB residential consumer’s service and wire the basic circuits found in a home according to SWAC First Nations, Métis, Inuit – London – TVDSB the Canadian Electrical Code. They will also develop the general knowledge needed for installing and working with low voltage signal and alarm systems and then demonstrate Contact: Melanie Neerhof, Supervisor School College Work Initiative that knowledge. 519-452-4430 ext. 4797 519-520-3897 ESTHETICIAN [email protected] Manicures SPA 1013 – CANCELLED DUE TO COVID-19 Students learn the anatomy of the arm, hand and fingernail, including nail disorders LAMBTON COLLEGE DUAL CREDITS and diseases. Sequential steps to a manicure including cuticle removal, proper filing/ Winter and spring classes run on Thursdays and Fridays from February 25 to shaping techniques and professional polish applications are taught. Students learn June 18 (15 weeks). The following courses are delivered in a virtual format and practice sterilization procedures in accordance with Canada Health and Safety to assist students with graduation requirements during the global pandemic Standards. closures.

46 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca

Make-up Artistry and Application SPA 3013 choices, to maintain or improve health and how to approach personal change. Course content includes various professional makeup techniques and the latest Wellness promotion and health maintenance are everyone’s goal. Students require an products available. Bridal, evening, daytime, corrective, glamour, and photography understanding of the bio - psycho - social processes to keep well and knowledge of applications are taught. Knowledge of the facial bone structure is conveyed. Instruction the interventions that will encourage wellness, promote activity, energy and life, even on the proper shaping and tweezing of the eyebrows as well as artificial eyelash empowerment. application is demonstrated by instructors and practiced by students. Students learn and practice sterilization and sanitation procedures in accordance with Canada Health HEALTH CARE and Safety standards. Introduction to Community Mental Health PSU 2053 This course will give the students the opportunity to develop an understanding of HAIRSTYLIST mental health issues including general information regarding mental health, resiliency, Styling and Cutting Techniques HAIR 0043 mental illness (including disorders such as depression and anxiety). Students will have This dual credit course will prepare the student for entry level positions in the a basic introduction to brain functioning and development as it relates to mental health. hairstyling field and will provide a dual credit toward the hairstyling apprenticeship An understanding of the factors that contribute to mental illness and the knowledge to program. Students will learn to cut and style hair and interpret information from the identify when someone may be experiencing mental health problems will be included. client and hair analysis. Demonstrations will cover blunt, long and short haircut using This course will help students develop their own skills to cope with mental health scissors and razors along with texturing techniques. The use of clippers and trimmers challenges such as stress. The connection between addictions and mental illness will for facial hair will be demonstrated. Styling techniques on wet hair and dry hair will be be highlighted. Cultural issues such as stigma as it relates to mental health and mental performed. This course introduces techniques necessary to cut hair and to style hair to illness will be included. An important component of the course will be community desired shape or style using a variety of styling tools to meet client requirements and connections. Students will learn what community resources connected to mental health specifications. are available and how these resources can be accessed. Promoting and reinforcing positive mental health will be an ongoing objective of this course. HORTICULTURE APPRENTICESHIP Arboriculture and Chainsaw Practices AAT 1103 ESPORTS ENTREPRENEURSHIP & ADMINISTRATION The chainsaw is one of the most dangerous pieces of equipment used in the Esports – Live Stream & Marketing ESA 1043 arboriculture industry. Knowing proper maintenance and operation techniques can Live streaming is the process of the delivery of content in real time as it happens over greatly reduce operator danger or hazards. The course concentrates on care and use of the internet. The world of esports utilizes broadcasting software, in conjunction with chainsaws including necessary daily maintenance routine repairs and adjustments, and social media and streaming platforms to provide esports event and tournament content. ensuring those adjustments are functional and safe. Upon successful completion of this Students learn how to develop live streaming content as it pertains to the esports course, the learner will be able to: industry, as well as manage the behind-the-scenes elements to ensure consistent, Perform daily maintenance on chainsaws, including filling fuel and lubricant quality user experiences. reservoirs PRE-TRADES AND TECHNOLOGY Make routine repairs and adjustments to chainsaws and their components Intro to HVAC/R HVA 1013 – CANCELLED DUE TO COVID-19 Start and stop chainsaws and test chainsaw performance An Introduction to the basics of the various skill sets used in HVAC including Sheet Metal work and ventilation, AC fundamentals, Gas fitting and heating. Students will take The Great Outdoors: Environmental Sustainability and Outdoors Adventure part in both theoretical and practical studies, to provide them with the basic knowledge PSU 1103 of the skills, safety procedures and theories they will require to participate in shop This course offers the opportunity to build a uniquely Canadian skill set by exploring work. In each portion of the course, students learn fundamental skills required for the outdoor education in all its facets - from hiking and backpacking to GPS and compass servicing and installation of HVAC equipment. They will also be introduced to technical orienteering. We’ll also cover Standard First Aid and CPR training. With a focus on drawings and manufacturer’s literature for a variety of components and systems. leadership skills and appreciating our unique Canadian environment through Leave-No- Trace philosophy, this course will prepare you to make the most of living in Canada and COLLEGE TAUGHT – FAST TRACK teach you to help others do the same. Fast Track classes will run virtually on Mondays and Wednesdays from April 19 to POLICE FOUNDATIONS June 14, 2021(9 weeks). Course offerings will be The Great Outdoors: Environmental Sustainability and Outdoors Adventure and Personal Wellness. Criminology CJP 1203 This course provides an examination of various theoretical explanations of criminal and COLLEGE TAUGHT – SUMMER deviant behavior. Students have developed a general understanding of human behavior and the relationship between the individual and their social environment through Summer classes will run virtually Monday-Friday from July 5 to July 16, 2021 introductory courses in sociology and psychology. This course applies the concepts (2 weeks). Course offerings will be The Great Outdoors: Environmental Sustainability and understanding acquired in those courses to the study of crime, criminality and and Digital Photography Techniques. criminal behaviour. Criminological theory is related to various types of criminal activity and the reality of crime in Canada is examined through crime statistics and correlates SCHOOL WITHIN A COLLEGE PROGRAM (SWAC) of criminal behavior. The impact of theory on the development and effectiveness of Lambton College delivers two SWAC programs in partnership with Lambton Kent the criminal justice system is discussed with an emphasis on future trends within the District School Board and St. Clair Catholic District School Board. We currently serve system. about 40 students per semester. Students in these programs spend the majority of their days at Lambton College working on both secondary and college dual credit Issues in Diversity CJP 1103 courses. The SWAC programs provides students with an opportunity to take up to four In this course students critically identify and examine issues in diversity. Specifically, dual credit college courses (which have been listed above) while working on secondary students focus on topics pertaining to inequality in various social settings, including school credits towards their OSSD. but not limited to: race, gender, ethnicity, class and sexual orientation. Information concerning history, culture, heritage and contemporary issues relating to Canadian Getting Ahead in a Just Getting By World HGD 1063 (SWAC only) Aboriginal groups are discussed. Incorporating social/legal explanations of diversity, Students will examine the impact that poverty has on individuals, investigate economic students develop a clear understanding of the impacted groups and possible strategies realities, examine sustainable communities and complete an assessment of their own of community empowerment. personal resources. MASSAGE THERAPY ADULT SCHOOL WITHIN A COLLEGE PROGRAM (SWAC) Personal Wellness PED 1073 Approximately 18-20 students (per semester) will be attending This course deals with health promotion strategies needed to make healthy lifestyle Lambton College an average of 4 days per week from 4:00 –

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 47 SCWI Spring 2021

7:00 pm, to allow for work and family commitments. They will take at least one dual ST. CLAIR COLLEGE SPRING FAST-TRACK DUAL CREDITS – Virtual credit per semester taught by college faculty and will work on Ontario Secondary How to be Who I Want To Be School Diploma (OSSD) credits through Independent Learning Courses (ILC) with the This course is designed to help students learn how to take charge of one’s own life guidance of a LKDSB secondary teacher. by developing an understanding of the factors that influence behaviors. The focus will be on increasing self-awareness and facilitating a growth. The class will promote the ADULT DUAL CREDIT OFFERINGS development of personal strength, coping strategies, self-management, and personal Getting Ahead in a Just Getting By World HGD 1063 (Adult SWAC only) goal attainment. Students will also explore strategies for sparking curiosity. Students will examine the impact that poverty has on individuals, investigate economic realities, examine sustainable communities and complete an assessment of their own Basic Psychology personal resources. This course is an introduction to the study of psychology. The curriculum focuses on the individual in society, the development of personality, human motivation, cognition, Introduction to Community Mental Health HGD 1053 the dynamics of neurosis and the adjustment process as related to interpersonal This course will give the students the opportunity to develop an understanding of relationships and cultural pressures. This course is required in the following college mental health issues including general information regarding mental health, resiliency, programs; General Arts and Sciences, Native Early Childhood Education, Child and mental illness (including disorders such as depression and anxiety). Students will have Youth Care, and Social Service Worker – Gerontology. Students will be assessed a basic introduction to brain functioning and development as it relates to mental health. through 4 Reflection based assignments and 3 tests. An understanding of the factors that contribute to mental illness and the knowledge to identify when someone may be experiencing mental health problems will be included. Eat Well; Be Well This course will help students develop their own skills to cope with mental health In this course, students will explore the role of nutrition in their own physical, challenges such as stress. The connection between addictions and mental illness will psychological, and social development throughout the lifespan. Topics to be explored be highlighted. Cultural issues such as stigma as it relates to mental health and mental include tools for assessing the diet, designing a healthful diet, and sources of macro- illness will be included. An important component of the course will be community and micro-nutrients. The physiological processes of digestion and metabolism of food connections. Students will learn what community resources connected to mental health and nutrients are reviewed. Finally, the social and cultural aspects of eating, food, and are available and how these resources can be accessed. Promoting and reinforcing nutrition will be discussed, with an emphasis on the student’s own experiences. This positive mental health will be an ongoing objective of this course. course is a general elective and applicable to any college program that is 2 or more years of study. Personal Wellness PED 1073 This course deals with health promotion strategies needed to make healthy lifestyle Criminology choices, to maintain or improve health and how to approach personal change. This course will examine various types of crime and the criminal justice system. Wellness promotion and health maintenance are everyone’s goal. Students require an Students will examine deviance and causes of criminal behaviour from various understanding of the bio - psycho - social processes to keep well and knowledge of historical and contemporary theoretical perspectives as well as ethical issues that the interventions that will encourage wellness, promote activity, energy and life, even impact criminal behaviour. Students will examine various research methods used in empowerment. criminology.

LEVEL ONE APPRENTICESHIPS – ONTARIO YOUTH APPRENTICESHIP Digital Photography PROGRAMS (OYAP) This course will cover the basics of the exciting world of digital photography. This foundational course covers the basics of photography: the art of seeing, composition, Welding – Level 1 Apprenticeship – CANCELLED DUE TO COVID-19 – lighting, understanding resolution, printing/output for best results, and distribution NO ACCESS TO COLLEGE CAMPUS methods. Curriculum will also cover the significant role played by the photographer in Welding is a challenging trade that allows individuals to fabricate or sculpt metal using the design process. various methods and techniques. The welding trade is vast and includes areas such as construction, ship building, mining, pipelines and repair industries. The OYAP Welding (Hospitality) Certifications program includes all the in-school training required to complete the requirements of the Students will earn five certifications during this course Level 1 Apprenticeship Program as defined by the Ontario College of Trades. Because of the legal, ethical, and competitive contexts in which the hospitality industry operates, industry professionals must be trained and certified in a number FORUMS AND ACTIVITIES important areas of skill and knowledge. From a safety standpoint, students must Lambton Health Minutes be able to work in an atmosphere that safeguards personal health and safety. As Elementary aged students will be introduced to the college setting and health and professionals handling food, students must ensure that all safe food handling practices wellness programs through videos filmed by Lambton College student ambassadors. are consistently followed. As professional beverage servers and managers, students These videos engage the elementary school viewers and provide information on health must recognize the legal and ethical standards for handling and serving alcohol. As and well-being. This activity will take place on Wednesdays for the month of May and customer service professionals and managers, students will demonstrate the skills June. and knowledge required to provide the best possible guest experience. This course will include education in and certification for students in the areas of Occupational Health Community of Practice Dual Credit Teacher Forum (Collaboration with RPT 10) and Safety, Workplace Hazardous Materials Information System (WHMIS), Safe Food This forum will take place on May 6, 2021. Dr. Andrea Dinardo will host a workshop Handling, Smart Serve, and Service Excellence. focused on Covid Burnout and the 3C’s of Thriving Under Pressure. Participants invited include Board Dual Credit Teachers and Leads, SCWI staff and Lambton College Dual Esthetic Foundations Credit Faculty. This course will identify the principles that contribute to a successful career in the beauty industry. A strong emphasis will be placed on life skills, professional image, and Trade Places Video communicating for success. This course is an in‐depth look at the Scope of Practice This will be a series of 4 video’s that will identify the 4 sectors of trades: Service, for Estheticians and the importance of conducting thorough consultations and record‐ Transportation, Manufacturing, and Construction. Young graduates from Lambton keeping to benefit the clientele. Safe work practices, precautions will be examined College programs that are currently working in the trades will be interviewed. These along with infection control certifications. videos will highlight specific programs Lambton College has to offer in each sector. Plant Materials 1 Contact: Sandy Boldt, Lambton College Study of common/ornamental landscape plants used in industry today. These will 519-542-7751 ext. 3383 include deciduous trees shrubs ground covers and coniferous plant materials. Through [email protected] a variety of learning activities including demonstrations walking tours etc. the students will learn the principles involved in the identification by summer key of a basic list of

48 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca plant material. Emphasis will also be placed on botanical nomenclature cultural and Communication and Customer Service ornamental information A. This course is the first in a series of four courses specializing With the important role communication plays in delivering the best possible service in in plant material identification use and culture. the hospitality field, students will learn the techniques necessary to plan and complete a variety of verbal and written communications tasks. Applied knowledge of group ST. CLAIR COLLEGE SUMMER DUAL CREDITS – Virtual dynamics, active listening, team building, and dispute resolution skills will be learned and practiced. Students will recognize their contribution to guest services and customer Eat Well; Be Well satisfaction and the roles they play in the success of a hospitality operation. This course In this course, students will explore the role of nutrition in their own physical, also incorporates the Service Excellence program and awards the Service Excellence psychological, and social development throughout the lifespan. Topics to be explored certificate upon successful completion. include tools for assessing the diet, designing a healthful diet, and sources of macro- and micro-nutrients. The physiological processes of digestion and metabolism of Positive Child Guidance food and nutrients are reviewed. Finally, the social and cultural aspects of eating, food, This course is designed to support students on their path to becoming Registered Early and nutrition will be discussed, with an emphasis on the student’s own experiences. Childhood Educators (R.E.C.E.) with practical strategies for supporting the social and This course is a general elective and applicable to any college program that is 2 or emotional growth of children aged 1.5 to 6 years of age. This child-centred problem- more years of study. solving philosophy is based on current research in child development and Early Childhood Education. Basic Psychology This course is an introduction to the study of psychology. The curriculum focuses on Interpersonal Violence in Canadian Society the individual in society, the development of personality, human motivation, cognition, Provides practical knowledge about facts of interpersonal violence and their influence the dynamics of neurosis and the adjustment process as related to interpersonal on Canadian Society. This course will examine how different forms of interpersonal relationships and cultural pressures. This course is required in the following college violence affect the individual and the society, in which they live and work. Topics will programs; General Arts and Sciences, Native Early Childhood Education, Child and include interpersonal violence, personal and societal responsibilities, behaviour and Youth Care, and Social Service Worker – Gerontology. Students will be assessed lifestyle. Consequences of violence and the examination of special at‐risk groups and through 4 Reflection based assignments and 3 tests. legal issues will also be explored.

(Hospitality) Certifications Wellness, Mind & Body Students will earn five certifications during this course Wellness is about taking charge of your life making wise choices and charting a path Because of the legal, ethical, and competitive contexts in which the hospitality to a healthier you. Explore the dimensions of wellness and pursue practical strategies industry operates, industry professionals must be trained and certified in a number for developing a healthy lifestyle in all aspects of your life. This course will help you important areas of skill and knowledge. From a safety standpoint, students must understand how the choices you make impact your evolution relationship with others be able to work in an atmosphere that safeguards personal health and safety. As and place in the environment. Gain awareness of all aspects of your personal wellness professionals handling food, students must ensure that all safe food handling practices so that you can live responsibly and reach your full potential. are consistently followed. As professional beverage servers and managers, students must recognize the legal and ethical standards for handling and serving alcohol. As Mass Communications in a Cultural Context customer service professionals and managers, students will demonstrate the skills In order for individuals to function responsibly and to reach their potential personally and knowledge required to provide the best possible guest experience. This course will within the context of today’s vast array of communication vehicles, they need to include education in and certification for students in the areas of Occupational Health understand traditional and newly emerging patterns of human communication that and Safety, Workplace Hazardous Materials Information System (WHMIS), Safe Food underlie the orderly exchange of information in a society’s various structural units. This Handling, Smart Serve, and Service Excellence. course will focus on the ability of different communications media in the development of beliefs, attitudes, lifestyles and political affiliations in a media environment Positive Child Guidance oligopolistic ownership. This course is designed to support students on their path to becoming Registered Early Childhood Educators (R.E.C.E.) with practical strategies for supporting the social and How To Be Who I Want To Be emotional growth of children aged 1.5 to 6 years of age. This child-centred problem- This course is designed to help students learn how to take charge of one’s own life by solving philosophy is based on current research in child development and Early developing an understanding of the factors that influence behaviour. The focus will be Childhood Education. on increasing self‐awareness and facilitating a growth mindset as stepping-stones to personal growth. The class will promote the development of personal strengths, coping Introduction to Esports strategies, self‐management and personal goal attainment. Students will also explore This course will explore the past, present and future of the esports industry. Students strategies for sparking curiosity and academic engagement. will develop a broad base of knowledge to set the stage for their studies throughout the program. This course uncovers the emergence of multiplayer video game competition, Interpersonal and Group Dynamics the professional players and influencers that have left their mark on the community, the Interpersonal and group dynamics for law enforcement is designed to lay a foundation various genres and game titles that shaped the industry, and the milestones that have of communication, psychology, and sociology knowledge, while applying that knowledge helped pushed esports towards mainstream acceptance. to group situations. The students will learn effective communication skills across cultures, the hierarchy and day to day skills required to work within a successful team, Wellness, Mind & Body differences in team approaches when working in a multicultural setting, essential and Wellness is about taking charge of your life making wise choices and charting a path practical critical thinking and goal setting skills for personal and professional purposes, to a healthier you. Explore the dimensions of wellness and pursue practical strategies and group decision making and cohesiveness skills. for developing a healthy lifestyle in all aspects of your life. This course will help you understand how the choices you make impact your evolution relationship with others Electricity and place in the environment. Gain awareness of all aspects of your personal wellness A basic level Electrical course which teaches simple residential circuits, basic principles so that you can live responsibly and reach your full potential. of electricity, Ohm’s law, installation wiring, tools & equipment, and electrical code through theory and practical labs. This course is developed for mechanically oriented ST. CLAIR COLLEGE FALL DUAL CREDITS – Virtual trades such as machine repair/build and millwright. Construction Theory This course will introduce the student to the materials and methods of residential Professional Development in Health Care construction. Students will research coordinate produce and deliver a technical report The focus of this course is to prepare students for academic success in the healthcare as a team based on industry standards. education programs by focusing on interpersonal skills as well as professional development strategies. Students will use research to explore career opportunities in the health-related fields

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 49 SCWI Spring 2021 including educational training, certifications, professional associations, current excursions. We also have weekly guest speakers that focus on career services, issues and trends, as well as ways to stay well-informed to the upcoming changes, employment opportunities and college enrollment. technological advancements and best practices. The course will emphasize the importance of self-evaluation and reflection as tools for identifying the academic Interpersonal Violence in Canadian Society and career goals. Students will examine and develop, through practical sessions and Provides practical knowledge about facts of interpersonal violence and their influence activities, skills and personal traits that can have a positive effect in their career choices on Canadian Society. This course will examine how different forms of interpersonal and professional development. violence affect the individual and the society, in which they live and work. Topics will include interpersonal violence, personal and societal responsibilities, behaviour and Contemporary and Social Problems lifestyle. Consequences of violence and the examination of special at-risk groups and The primary goal of this course is to facilitate increased awareness and understanding legal issues will also be explored. of problematic social conditions in Canadian society and throughout the world. Students will develop a framework by which to formulate their own opinions, appreciate other’s Relationships and Family Dynamics opinions, recognize government’s roles and assess national and global issues. An examination of the dynamics of functional and dysfunctional family systems and the impact of childhood upbringing on adult relationships. Principles and strategies for Conflict Management building and maintaining healthy intimacy in relationships; and identifying and releasing Crisis Intervention is designed to foster confidence and competence when dealing with unhealthy and destructive relationships patterns are explored. potentially violent situations. The student learns to recognize behavioural responses to crises and respond with non-violent resolutions through verbal and non-verbal Wellness Mind and Body intervention. Areas explored will be suicide, domestic violence, addiction, bereavement, Wellness is about taking charge of your life, making wise choices and charting a path violent behaviour in institutions and children’s reaction to crises. to a healthier you. Explore the dimensions of wellness and pursue practical strategies for developing a healthy lifestyle in all aspects of your life. This course will help you Relationships and Family Dynamics understand how the choices you make impact your evolution, relationship with others An examination of the dynamics of functional and dysfunctional family systems and and place in the environment. Gain awareness of all aspects of your personal wellness the impact of childhood upbringing on adult relationships. Principles and strategies for so that you can live responsibly and reach your full potential. building and maintaining healthy intimacy in relationships; and identifying and releasing unhealthy and destructive relationship patterns are explored. Community Kitchen Campus Postponed – No Access to the Kitchen due to COVID-19. This partnership will Digital Photography continue once Covid-19 restrictions lift. This course will cover the basics of the exciting world of digital photography. This St. Clair College joined a partnership between the Greater Essex County District School foundational course covers the basics of photography: the art of seeing, composition, board and the Unemployed Help Centre’s Community Kitchen. Coop students work lighting, understanding resolution, printing/output for best results, and distribution under a Red Seal Chef in this kitchen to prepare donated food from local farms and methods. Curriculum will also cover the significant role played by the photographer producers. The food is packaged and given to people who are economic disadvantaged in the design process. from all over the community through a mobile food bank. This re-engagement strategy is for students who have already been out of school or are at risk of dropping. St. SCHOOL WITHIN A COLLEGE (SWAC) PROGRAMS Clair College offers a dual credit at the Community Kitchen to add to the student’s St. Clair College is currently running four SWAC programs; Two at the Chatham campus experience and provide a bridge to post-secondary education. in partnership with the Lambton District County and St. Clair Catholic School Boards and two at the Windsor Campus with the Windsor Essex Catholic and Greater Essex County FORUMS AND ACTIVITIES School Boards. St. Clair College’s SWAC model has students taking one dual credit as a The Amazing Skills virtual event is for grade 7 and 8 students in Windsor-Essex and class (listed below) as well as having the choice of one of the above Dual Credit options Chatham-Kent. Students will use teamwork, problem solving and communication skills in our Thursday program for a total of 2 dual credits per semester. The college also to complete a variety of virtual challenges with an educational focus on core programs hires a “SWAC Coordinator” who tries to create a sense of community within the SWAC at St. Clair College. This wonderful event is scheduled for May 31st – June 4th. This year, classrooms through volunteer activities, guest speakers and team-building activities. we are expecting up to 10,000 participants! Interpersonal Violence in Canadian Society Virtual Community of Practice and Dual Credit Teacher Forum Event – RPT 10 Provides practical knowledge about facts of interpersonal violence and their influence Lambton, Fanshawe and St. Clair college have teamed up and planned a Community on Canadian Society. This course will examine how different forms of interpersonal of Practice and Dual Credit Teacher Forum for all College Board Partners, Teachers and violence affect the individual and the society, in which they live and work. Topics will Student Supports. This forum will be hosted on May 6th, 2021 by Dr. Andrea Dinardo include interpersonal violence, personal and societal responsibilities, behavior and and the focus will be working with At Risk Youth, COVID Burnout: Risk and Protective lifestyle. Consequences of violence and the examination of special at-risk groups and Factors and the 3 C’s of Thriving Under Pressure. legal issues will also be explored. This ½ day virtual workshop will begin with an introduction to covid burnout and Eat Well; Be Well fatigue, including risk and protective factors. Followed by an in-depth discussion of In this course, students will explore the role of nutrition in their own physical, stress hardiness, a key factor in psychological resilience. psychological, and social development throughout the lifespan. Topics to be explored By the end of the workshop, participants will have a general understanding of the three include tools for assessing the diet, designing a healthful diet, and sources of macro- components of stress hardiness, namely: control, challenge, and commitment. Control and micro-nutrients. The physiological processes of digestion and metabolism of is the belief in one’s ability to influence life events. Challenge is the understanding that food and nutrients are reviewed. Finally, the social and cultural aspects of eating, food, change is normal, adversity is to be expected, and both can act as an incentive for self- and nutrition will be discussed, with an emphasis on the student’s own experiences. improvement. Commitment is the ability to engage fully in all aspects of life, no matter This course is a general elective and applicable to any college program that is 2 or how big or small, with a sense of purpose and meaning. more years of study. Resources (click each to visit the website links): ADULT SCHOOL WITHIN A COLLEGE (SWAC) PROGRAMS Andrea Dinardo: Thriving Under Pressure | TED Talk We are currently running three adult SWAC programs. Two in Windsor with WECDSB Thriving Under Pressure – Psychology Blog (DrAndreaDinardo.com) and GECDSB and one in Chatham with LKDSB. Each adult is taking one congregated dual credit shown below. We have blocked our schedule, so we have congregated Dual Contact: Andrea Brown-Bagnarol, Supervisor of Youth Development Credits on Tuesdays and Thursdays and the secondary work on Tuesdays, Wednesdays 519-972-2727 ext. 5403 and Fridays. Adult students also take part in organized volunteer placements to fulfill [email protected] graduation requirements and participate in team building and leadership training

50 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca

Students see the daily application of high school technology skills to the workplace and REGIONAL PLANNING TEAM 11 understand their relevancy for the world of work. Northwestern Ontario Regional Planning Team Welding (TMJ3E/C – Manufacturing Technology & WC143 – T-Joints) This welding dual credit program is offered at four high schools – Manitouwadge, www.confederationcollege.ca Marathon, Red Rock and Terrace Bay. Students have the opportunity to learn about one of the most popular trades – welding. Students in this program will have the PARTNERS: opportunity to see a clear pathway between high school and post-secondary education and discover their potential for success in a college program. Keewatin-Patricia District School Board | Kenora Catholic District School Board | Lakehead District School Board | Northwest Catholic District School Board | Rainy River District School Board | Superior North Catholic District School Board Keewatin Patricia District School Board | Superior Greenstone District School Board | Thunder Bay Catholic District Health Care and Wellness (TPC3/4C – Health Care & PW205 – Structure and School Board | Confederation College Function of the Human Body) The college course enhances learning about the immune system, disease, diagnostic Confederation College methods, and treatment. Students have opportunities to expand their awareness of worker’s health and safety issues, environmental and societal issues related to health ACTIVITIES AND FORUMS care, and career destinations in this exciting field. Dual Credit Forum Wellness & Health for Life (PAF30 – Personal and Fitness Activities & High school teachers, college instructors and administration from across the region AS220 – Wellness for Life) gather to discuss best practices for dual credits. Participants will review dual credit Students learn about a broad range of health-related issues. The expectations within (college delivered and team-taught) programs presently occurring in Northwestern the curriculum of both courses promote healthy active living through the development Ontario while sharing resources and experiences. of physical, social, and personal skills. Grade 7 and 8 Student Connection The Regional Planning Team provides opportunities for Northwestern Ontario grade Lakehead District School Board 7 and 8 students to visit Confederation main campus in Thunder Bay. Hands-on, Manufacturing Link (TMJ4E/4C – Manufacturing Technology & WC143 – T-Joints) interactive learning experiences engage students. Many regional Students identify and complete different welding procedures for T-joints in flat, students, teachers and chaperones overnight in Thunder Bay horizontal, vertical and overhead positions. Students enrolled in Manufacturing as one-way travel is nearly seven hours for some schools. College student Technology and trade relevant SHSM programs are selected. This hands-on experience ambassadors for various programs assist with the interactive learning experiences. provides students with a much clearer vision of a valued career path.

Evening on Campus for Grade 7 and 8 Students and Parents Aviation Link (Transportation Technology: Light) This activity has students and parents on campus for an evening that includes a light Students experience authentic aviation experiences in Confederation College’s Aviation meal, a welcome address from the president, tours of the main campus, and the Centre of Excellence at Thunder Bay International Airport. The focus of the program is experience of a program area of choice. Program Coordinators, along with student to engage students who are interested in pursuing the Aviation and Aerospace career ambassadors highlight programs, demonstrate use of innovative technology, lead path. The in-school and practical work-based cooperative curriculum will take place on- hands-on activities and answer questions. site at the Thunder Bay International Airport.

DUAL CREDIT PROGRAMS Rainy River District School Board Team-Taught Building Community (TCJ4E – Construction Technology & CR124 – Introduction to Carpentry and Renovations) Thunder Bay Catholic District School Board The focus is to provide students with an introduction to the essential skills and Welding Connections (TMJ4C – Manufacturing Technology & WC143 – T-Joints) employment competencies needed in the skilled trades, specifically residential and Students identify and complete different welding procedures for T-joints in flat, light commercial construction. Students will interpret construction drawings, and finish horizontal, vertical and overhead positions. Students enrolled in Manufacturing (wiring, plumbing, insulating, dry walling) a building. Through this practical experience Technology and trade relevant SHSM programs are selected. This hands-on experience students will gain technical knowledge and skills, experience the need for safety on provides students with a much clearer vision of a valued career path. the job site, problem solve, and work as part of a team. At the same time students will “test drive” a career in this field. Once completed this building will be used by staff and Transportation Practices (TTJ3C – Transportation Technology & HC121 – Applied students; building capacity for their expanding outdoor education program. Work Practices) This course introduces students to accident prevention, various hand and power tools, Get Outside & Leading to Your Future (PAD40 – Outdoor Education & TT213 – measuring tools, testing and shop equipment as it applies to Motive Power Trades. Outdoor Adventure Principles) Students enrolled in Transportation Technology and trade relevant SHSM programs are Get Outside is offered at Atikokan High School and Leading Your Future is offered at selected for dual credit opportunities. Non-SHSM students in the primary target group Rainy River High School and Fort Frances High School. The focus is to provide students and studying technology courses may also be offered this experience. with practical applications in the field of recreation and leisure services. Students will discover how their personal skills and strengths match the variety of opportunities for Construction Connections (TCJ3C – Construction Technology & CR124 – work in this career field. They will provide leadership to peers and community members Introduction to Carpentry and Renovations) in a variety of seasonal recreation activities. They will take lessons from the classroom, This dual credit is part of the board’s Construction Specialist High Skills Major program. and using community resources, practically apply their newly learned skills to develop Many of the students in this program were disengaged in grades 9 and 10, and community and school-based programs and leisure pursuits. Students in this program through this experience have become focused on an Apprenticeship pathway. will have the opportunity to see a clear pathway between high school and post- secondary education and discover their potential for success in a college. Superior Greenstone District School Board FNMI – Foods and Culture (HFC3M – Food and Culture & GEO080 – Technology Connections (TCJ4C – Construction Technology & CT125 – Foods of the Americas) Construction Tools & Safety 1) The course focuses on building skills for success for FMNI students. It Technology Connections is offered at three high schools – Marathon, Terrace Bay and increases opportunities these students and allows them to have Geraldton. This program extends opportunities for students to acquire basic trade skills. access to a course that takes into account their cultural beliefs

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 51 SCWI Spring 2021 while working towards preparing and planning for post-secondary options. The Student planning for the future. Students complete credits with the goal of earning an OSSD. Success Team recommends students and supports students to ensure success. The dual credits provide students the opportunity to experience college, earn credit(s), and therefore be better prepared for the future. FNMI – Contemporary Indigenous Issues and Perspectives RRHS (NDW4M – Indigenous Peoples: Issues in Global Context & LV109 – Indigenous Identity and KPDSB – SWAC Relationship to the Land) This program is designed to engage at risk students in an on-campus college This experiential course has students experience and explore Indigenous cosmology(s), experience and dual-credit opportunity that focuses on meeting the needs of the knowledge(s) and world view(s) as it relates to the land. The influence of land on students towards obtaining a secondary school diploma while establishing a connection Indigenous worldview(s) provides a way of understanding contemporary perspectives to the college and post-secondary pathway. Students are also given the opportunity on identity and self-determination. In addition, students are encouraged to examine to earn more high school credits via independent learning courses, as well as co-op and locate their own identity and worldview in relation to these concepts. This program credits. targets FNMI students who are at-risk and who need support with attaining success and pathway planning. FNMI students will find engagement and opportunities in a FNMI – SWAC – Sioux Lookout setting that connects them to their life experiences and culture. This program is for students who are not able to complete their studies within a high school setting for various reasons. By offering this FNMI SWAC program that includes COLLEGE DELIVERED two congregated classes, better linkages between the college system and these aboriginal secondary school students will be created. Kenora Catholic District School Board Building Skills for Success (JEB4T/GE113) OTHER COURSES This dual credit experience is for students that are underachieving, struggling to find purpose in completing high school, and or are unsure of their plans. This course will First Nation Schools provide students with the tools they need to develop the skills, knowledge and attitudes FN – Denis Franklin Cromarty (TSR4T & CR124 – Basic Hand Tools in for building a successful post-secondary future. Construction & PLJ4T & RL130 – Recreational Leadership) The AASHOKAN is a project offered to a private Aboriginal high school (Northern Creating Spaces (CR125/TSF4T & TP155/TAP4T) Nishnawbe Education Council). The purpose of the program is to engage “at risk” Creating Spaces is a dual credit program that develops the students’ construction skills students in a college experience and dual credits that focus on student success. The and for some new thoughts on a career path. Students from two school boards (KCDSB dual credits provide students the opportunity to experience college, earn high school and KPDSB) enter the world of work in this full day experience at the Multi Skills Center credits, and therefore be better prepared for the future. This program is designed that is a shared facility with the Confederation College. to bring “at risk” high school students to the college environment while continuing their high school education. With a college future in mind, these students will better Thunder Bay Catholic DSB & Lakehead DSB understand both their present and future educational needs.

College Now – Thunder Bay FN – Pelican Falls (PLJ4T & RL130 – Recreational Leadership) This program brings students to the college to take part in dual credit courses. This is a pilot project offered to a private Aboriginal high school, Pelican Falls First Students gain a clearer understanding of both their present and future educational Nation High School. The purpose of the program is to engage “at risk” students in a needs. Students, referred by their home school’s Student Success Team, come from a college experience and dual credits that focus on student success. The dual credits variety of educational experiences. Some have challenges affecting their success in the provide students the opportunity to experience college, earn high school credits, and home school but have interest in a college future. Others need this experience during therefore be better prepared for the future. the final year of high school to explore post-secondary options to better prepare for college. This experience builds confidence, increases graduation rates, and improves the transition from high school to post-secondary education. Summer School Programs – College Delivered LPS & TBC – College Link/Jump Start Summer SWAC/DC Keewatin Patricia District School Board TAP4T & TP155 – Trade Studies 1 TKJ4T & CU140 – Nutritional Theory/Food Principles Building Skills for Success (JEB4T & GE 113 – Building Skills for Success) College Link and College Jump Start are existing SWAC programs at Confederation This course engages students in a college experience that focuses on student success. College. A summer program supports and fosters the continued re-engagement of This online course will serve as a prerequisite for future decisions. With a college future students, which is often lost with a two-month gap. Students registered in the existing in mind, these students will better understand both their present and future educational SWAC programs are the primary target group. For many of these students the summer needs. Students will come from a variety of educational placements. Students selected extension would move them closer to their goal of an OSSD. In addition, students that may be experiencing challenges affecting their success in their present school program are unsuccessful on the OSSLT would be encouraged to enter a dual credit experience but are interested in pursuing post-secondary opportunities at the college. Some while taking the OSSLC with the goal of achieving a successful educational experience students selected may be referred by their program coordinator and principal who after the OSSLT disappointment. recognize the need for a college experience during high school to better prepare the student for college entrance. Dryden – Dual Credit Summer SWAC TLM4T & WC123 – Welding (T-Joints) AFI4T & MM130 – Digital Photography and Image Editing Welding Works (TLM4T – T-Joints & WC143 – Welding) College Connection is an existing SWAC program at Confederation College Dryden Students will identify and complete the different welding procedures for T-joints in flat, Campus. It supports and fosters the continued re-engagement of primary target group horizontal, vertical and overhead positions. Welding exercises are demonstrated using students. Students exit the summer program with a more defined pathway to post 6010-11 and 7018 electrodes in these positions and specific safety precautions for secondary education. overhead welding are addressed. This course is offered to disengaged students that have been involved in trade-appropriate courses and co-op placements including Sioux Lookout FNMI Summer Dual Credit PLJ4T & RL130 – mature students and late leavers who are interested in welding that is not available as Recreational Leadership a course at Dryden High School. College Connection Summer SWAC program is at Confederation College Sioux Lookout Campus with a primary target group of at-risk indigenous students This program SWAC: CONFEDERATION COLLEGE continues to build and sustain better linkages between the college system and these LPS.TBC – College Link/Jump Start SWAC aboriginal secondary school students while increasing and improving transitions of College Link (Lakehead DSB) and College Jump Start (Thunder Bay CDSB) are these students to college. secondary SWAC programs offered by the respective school boards at Confederation College. Both are student success programs emphasizing communication, literacy and

52 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca

Exploration des métiers Contacts: John Kantola, Confederation College Dans le cadre de ce cours, l’étudiant explore comment, par ses recherches et sa 807-475-6594 perspicacité, l’être humain en innovant sans cesse, a développé de nouvelles façons de [email protected] faire et des technologies vertes qui modifient les métiers traditionnels, bouleversant le Jim Keyes, Confederation College monde du travail actuel. En plus d’être sensibilisé aux différentes technologies relatives 807-475-6523 au bâtiment et à l’automobile, l’étudiant est amené à réfléchir, à travers l’exploration [email protected] de différentes carrières, comment sélectionner un métier, une technique ou une profession, les conditions de travail et les exigences pour y accéder.

Forme et santé des premiers répondants Ce cours incite les étudiants à développer les principes de base d’une alimentation ÉQUIPE DE PLANIFICATION RÉGIONALE #12 saine et équilibrée en plus des principes fondamentaux d’une bonne condition physique Équipe de planification régionale de l’Est de l’Ontario afin de mieux résister aux épreuves physiques et psychologiques qu’aura à faire face le premier répondant. De plus, avec l’aide d’un programme d’entraînement physique individualisé et un journal de bord, il développera un niveau supérieur physique www.collegeboreal.ca en améliorant l’endurance cardiorespiratoire, l’endurance anaérobie, la force et www.collegelacite.ca l’endurance musculaire, la flexibilité, la santé du dos, la composition corporelle et le contrôle du poids. Finalement l’étudiant se préparera aux différents tests physiques PARTENAIRES: visant l’embauche en tant que premier répondant. Conseil des écoles catholiques du Centre-Est | Conseil des écoles publiques Gestion des organisations – virtuel de l’Est de l’Ontario | Conseil scolaire de district catholique de l’Est ontarien | À la fin de ce cours, l’étudiant sera en mesure de décrire une organisation, ses Centre Jules-Léger | La Cité | Collège Boréal composantes, son environnement et utiliser les principes de management. Ce cours vous donne l’opportunité d’obtenir un écusson numérique pour la Compétence Cité COURS OFFERTS PAR LA CITÉ SUR LE CAMPUS ET/OU Esprit d’entreprise et d’initiative. DANS LES ÉCOLES Initiation à la prise de vue – virtuel Algorithmes et programmation – virtuel Ce cours te permettra d’acquérir les notions photographiques nécessaires à la prise Ce cours fournit à l’étudiant une connaissance de base de la programmation lui de vue. À l’aide de travaux pratiques, tu seras initié au maniement de l’appareil permettant de produire des applications autonomes élémentaires en utilisant un photographique et du flash portatif, au contrôle de l’exposition et au choix de la focale. langage de programmation couramment utilisé dans l’industrie. Tu apprendras également à observer la lumière, anticiper son effet et produire des images respectant les principes de base d’une composition photographique. Apprentissage par le jeu et l’enquête – virtuel À la fin de ce cours, l›étudiant sera en mesure de différencier les stratégies Initiation à la tenue de compte d›apprentissage utilisées par les enfants dans le but de planifier un programme axé Ce cours d’introduction vise à donner une base comptable à l’étudiant en l’initiant sur le jeu et l›enquête. Il sera en mesure de décrire l›importance du jeu comme moyen au domaine de la comptabilité. Plus spécifiquement, l’étudiant apprendra les notions d›apprentissage en s›appuyant sur les étapes du développement. Enfin, pour offrir un comptables pour être en mesure d’actualiser les transactions d’une entreprise et de contexte adapté aux besoins des enfants, l›étudiant explorera l›approche par enquête produire les différents rapports comptables. afin de soutenir leur curiosité naturelle. Introduction à la gestion d’un système d’exploitation – virtuel Compétences en affaires À la fin de ce cours, l›étudiant sera en mesure de comprendre et d›appliquer les À la fin de ce cours, l›étudiant sera en mesure de déterminer son type de personnalité, commandes de base et intermédiaire de Linux. de connaître son style de gestion et de leadership. De plus, celui-ci sera apte à rechercher de l›information dans les différentes sources disponibles. Enfin, l›étudiant Introduction à la production vidéo – virtuel saura appliquer un comportement éthique en milieu de travail. Ce cours développe chez l’étudiant ses habiletés créatives pour planifier et effectuer un tournage. Il lui permet ensuite d’utiliser les logiciels appropriés pour effectuer le Conditionnement physique et mieux-être montage de la production vidéo. Ce cours a pour but d’amener les étudiants à avoir un mode de vie sain afin de minimiser le stress négatif lié à la profession de paramédic. De plus, ce cours vise à Introduction au travail social – virtuel améliorer la condition physique et mentale de l’étudiant afin de mieux le préparer aux À la fin de ce cours, l’étudiant sera familier avec l’émergence et le développement exigences de la profession. L’étudiant doit acquérir un mode de vie sain, une bonne du système de bien-être social canadien. Il aura une vue d’ensemble des différents alimentation, une bonne force physique, une bonne souplesse et une bonne capacité courants théoriques qui ont influencé l’évolution des divers programmes et approches aérobique. Ce cours est donné en première étape pour permettre à l’étudiant de en service social. Les principes et valeurs du code d’éthique de la profession seront construire dans le cadre du programme un mode de vie qu’il devra suivre tout au long également présentés tout en permettant à l’étudiant de faire une première exploration de sa carrière. Ce cours prépare également au cours de conditionnement physique et de la relation d’aide et de son rôle face aux défis relatifs à la profession. Ce cours techniques d’autodéfense. permettra à l’étudiant de faire un survol des problématiques vues en travail social et de se familiariser avec certaines techniques et outils de ce domaine. Dessin À la fin de ce cours, l’étudiant sera en mesure d’analyser les caractéristiques visuelles Introduction aux interventions policières d’un objet pour le dessiner selon diverses contraintes techniques, de produire des Dans ce cours, l’étudiant sera amené à gérer des situations de crise selon le cadre esquisses selon un mandat donné en appliquant les techniques de créativité, et légal dans différents types d’intervention. Pour se faire, il appliquera les règles d’appliquer à ses dessins des jeux d’ombres et de lumière d’objets sous forme de tons entourant les droits de la personne et se préparera physiquement à l’aide du test nuancés et de contrastes clairs-obscurs, en utilisant différents médiums. d’évaluation de conditionnement physique pour agent de l’Ontario.

Essentiels de la boulangerie et de la pâtisserie 1 Maçonnerie de base Le cours vise à l’acquisition des compétences de base dans la préparation des Ce cours contribue à l’intégration des notions de base en préparation de mortier, en desserts de pâte et de crème ainsi qu’une variété de pains. L’étudiant sera amené à pose de briques et de blocs et à la compréhension des appareillages de maçonnerie. confectionner divers produits de pâtisserie et de boulangerie ainsi que de la meringue et des sirops. Principes de nutrition – virtuel Ce cours permet à l’étudiant de connaître et d’appliquer

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 53 SCWI Spring 2021 les recommandations du guide alimentaire canadien et d’identifier les sources de et d’éducation. Les travaux de recherche leur permettront d’appliquer les notions nutriments dans les aliments. Les concepts d’évaluation sensorielle seront également d’éthologie à différentes espèces comme les exotiques, les animaux d’élevage, les introduits. animaux de la faune, de laboratoire et de zoo.

Psychologie du développement I – virtuel Maquillage Ce cours est le premier de deux cours consacrés au développement de la personne. On Ce cours constitue une première approche à l’art du maquillage. Les étudiant(e) y traite d’abord des différentes perspectives théoriques concernant le développement s explorent les jeux de couleurs et les harmonies ainsi que les différents types de humain, des facteurs qui l’influencent et des méthodes de recherches utilisées dans maquillage et accessoires utilisés (p.ex., pinceaux, brosses jetables, faux cils, etc.). Les le domaine. On se penche ensuite sur les changements multidimensionnels qui formes et les lignes du visage font également l’objet d’étude. Le maquillage de jour, de marquent le cours du développement normal (en mettant l’accent sur les changements soirée et de la mariée figurent parmi les divers types de maquillages effectués par les de nature physique, intellectuelle et sociale, de la conception à la fin de l’enfance [12 étudiant(e)s. ans]). À la lumière des théories de recherches dans le domaine, on aborde l’étude de divers phénomènes, évènements, ou problèmes particuliers à certaines périodes COURS EN LIGNE OFFERTS PAR LE COLLÈGE BORÉAL de la vie. Il est alors question de faire ressortir les capacités, les difficultés et les besoins des individus de chaque âge et les facteurs qui peuvent influencer le cours du Logiciels Microsoft développement. Ce cours sert d’initiation à l’informatique et aux communications. D’abord, l’étudiante ou l’étudiant perfectionne ses connaissances de base en informatique tout en se Techniques culinaires familiarisant avec des logiciels de bureau et l’environnement technologique du collège. Ce cours permet à l’étudiant d’acquérir les connaissances nécessaires aux Ensuite, des outils technologiques sont étudiés et utilisés dans des situations pratiques préparations culinaires de base, d’identifier les techniques qui s’appliquent à la reliées au marché du travail. préparation et à la cuisson des divers produits alimentaires, et ce, dans le respect des règles d’hygiène et de sécurité en vigueur dans l’industrie. L’étudiant identifie Terminologie médicale les sources de contamination et les solutions correctives à appliquer pour créer un Ce cours permet à l’étudiant de développer les aptitudes nécessaires à analyser environnement sécuritaire. L’apprentissage se fait en participant activement aux les termes médicaux. Le langage de la médecine relève surtout du latin et du grec; activités tout autant qu’en observant un chef cuisinier en action. cette méthode, qui permet de décortiquer les mots, facilite la mémorisation et la compréhension des termes dans les sciences de la santé. Technique d’accès à l’intervention incendie Ce cours va préparer l’étudiant à supporter une équipe d’intervention lors des Et c’est le but opérations d’extinction. De plus, il exécutera les tâches complémentaires au combat Dans ce cours, l’étudiant examine la relation entre les sports, la culture et la société. incendie et se familiarisera avec les nœuds, sangles et cordages. On regarde à l’origine des sports et lesquels sont les plus populaires. On fait la distinction entre le sport mondial et régional, les sports individuels et d’équipe et l’influence qu’ils exercent sur une culture, un individu et l’identité régionale ou COURS EN LIGNE OFFERTS PAR LA CITÉ nationale d’un peuple. Cycles de la vie Ce cours est consacré principalement au développement de la personne, de la Psychologie positive naissance à l’âge avancé. L’étudiant se familiarise avec les stades de développement, Ce cours a pour but de faire découvrir comment vivre heureux. L’étudiant ou l’étudiante les changements physiques, intellectuels, affectifs et sociaux qui les caractérisent ainsi explore ce qu’est le bonheur et ce que n’est pas le bonheur, selon les grands penseurs. que les facteurs qui les influencent. Puis, un aperçu des notions de base sur la famille Chacun découvre les techniques pour cultiver le bonheur dans sa vie et ensuite définit permet à l’étudiant de comprendre l’influence des situations de maladie sur le système le bonheur pour soi-même. Elle ou il effectue une réflexion sur le rôle de la spiritualité, familial et inversement, l’influence de la famille sur les comportements de santé de de la méditation, de l’équilibre, de l’humour et de la sécurité dans l’obtention du l’individu. bonheur. De plus, chacun apprend des stratégies efficaces pour contrer le stress, l’anxiété et la dépression afin de pouvoir réduire les éléments qui préviennent le Histoire, culture et réalités autochtones bonheur. Finalement, l’étudiant ou l’étudiante pratique des techniques pour développer Trois peuples autochtones sont reconnus au Canada : les Premières nations, les Métis une pleine conscience, qui permet, selon les chercheurs, d’accéder au bonheur. et les Inuit. La culture autochtone est à la fois fascinante et méconnue de la plupart des Canadiens. Dans cette première partie du cours, vous allez découvrir les pratiques NIVEAU 1 APPRENTISSAGE OFFERTS PAR LA CITÉ culturelles des premiers peuples canadiens. Ensuite, les contextes sociohistorique, socioéconomique, juridique et politique dans lesquels les communautés autochtones Charpentier-menuisier ont évolué vous seront présentés. Dans cette deuxième partie du cours, vous allez Acquérez les connaissances relatives aux étapes d’un projet de construction, de la découvrir l’héritage culturel de ce peuple ainsi que les situations auxquelles les fabrication des coffrages en béton pour les fondations jusqu’aux éléments de finition Autochtones sont confrontés de manière contemporaine. intérieure comme les portes, les moulures et les escaliers, et apprenez à utiliser de façon adéquate et sécuritaire plusieurs outils et instruments de travail essentiels au Bien-être de l’enfant métier. Ce cours porte sur la santé et la sécurité mentale et physique de l’enfant de 0 à 12 ans. C’est l’étude de la nutrition de l’enfant, des maladies infantiles, ainsi que de toutes Électricien – construction et entretien les composantes qui amènent et maintiennent le bien-être de l’enfant. Il est aussi Le programme permet à l’apprenti d’être en mesure d’accomplir les bases des question des pratiques universelles d’hygiène dans les services à l’enfance et des tâches associées au poste d’apprenti électricien telles que planifier des installations éléments de puériculture. électriques à partir de plans et de spécifications et détecter les défaillances dans les systèmes et dans l’appareillage électrique et électronique. L’électricien agence, assemble, répare, entretient, raccorde et vérifie les divers appareils électriques, le COURS OFFERTS PAR LE COLLÈGE BORÉAL SUR CAMPUS ET/OU matériel de commande et le câblage. Il s’occupe également des systèmes d’alarme, de DANS LES ÉCOLES communication, d’éclairage et d’alimentation électrique. Éthologie animale – virtuel Ce cours permettra aux étudiantes et aux étudiants de se familiariser avec les éléments Mécanicien en système de réfrigération et climatisation de base du comportement animal et les facteurs qui les influencent. Ils seront initiés L’élève apprendra à planifier, configurer et assembler des systèmes de refroidissement au développement des comportements et ils apprendront à reconnaître les différentes ou de chauffage-refroidissement à usage résidentiel, commercial ou industriel étapes du développement des animaux domestiques. Ils apprendront également à institutionnel. Il pourra donc installer et mettre en marche des systèmes de réfrigération discerner les différents problèmes de comportement animaux domestiques, leurs et de climatisation et en vérifier le bon fonctionnement, installer ou raccorder de causes et à élaborer un plan de traitement incluant des techniques de modification la tuyauterie destinée au transport de frigorigènes de tous les types servant au du comportement. Ils se familiariseront également avec les notions d’apprentissage refroidissement primaire ou secondaire, réviser, réparer ou remplacer le matériel

54 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca nécessaire et vérifier, régler, entretenir et mettre en service ou hors service divers systèmes de réfrigération ou de climatisation. REGIONAL PLANNING TEAM 13 Central Lakes Regional Planning Team Plombier Les élèves apprendront à installer, réparer et entretenir de la tuyauterie, des accessoires et autre matériel de plomberie servant à la distribution de l’eau et à www.centrallakes.ca l’évacuation des eaux usées tant dans les maisons privées que dans les bâtiments commerciaux ou industriels. Permet à l’élève de vivre une transition harmonieuse vers PARTNERS: le collège. Bluewater District School Board | Bruce-Grey Catholic District School Board | Technicien d’entretien automobile Simcoe County District School Board | Simcoe Muskoka Catholic District School Le programme permet à l’apprenti d’acquérir les compétences de base et les habiletés Board | Trillium Lakelands District School Board | Georgian College nécessaires pour débuter une formation qui le mènera à un poste de technicien d’entretien automobile. L’étudiant étudie les moteurs, les systèmes électriques et ACTIVITIES électroniques, les freins, la direction, le groupe motopropulseur et le système de Dual Credit Instructor Forums suspension. Il pourra localiser et réparer les défectuosités, entretenir les automobiles et Each semester all Dual Credit secondary teachers and faculty are invited to a Dual les camions légers. Credit Instructors Forum to prepare for the work ahead. The Forums allow for efficient distribution of information and resources, the opportunity to forge relationships and a Soudeur chance to set expectations for delivery and communication. College faculty also meet Apprenez à assembler, à fabriquer, à créer, à modifier et à réparer des équipements, separately each semester to share strategies and debrief delivery. des appareils et des structures à l’aide de procédés propres au métier : le soudage à l’électrode enrobée (SMAW), le soudage semi-automatique (GMAW et FCAW), le Program Highlight Day soudage à l’électrode réfractaire (TIG et GTAW), le coupage oxyacétylénique (OAC), le Program Highlight Day has a record of success providing grade 12 College Level coupage au plasma (PAC) et le coupage à l’arc avec électrode de carbone et jet d’air English students with the opportunity to explore college programs through hands on (CAC-A). learning at a key juncture in their planning. For Fall 2020, this event went virtual, with five classes connected to five workshops, including hands on opportunities and a NIVEAU 1 APPRENTISSAGE OFFERTS PAR LE COLLÈGE BORÉAL student panel. Technicien d’équipement lourd Le technicien ou la technicienne d’équipement lourd répare et Peer Mentoring for Transition recherche la cause des pannes, remet en état et entretient de l’équipement mobile Students in School within a College classes will be connected lourd. Cette personne devra effectuer des inspections et des essais et recommander with program areas at the college to learn more about programs of interest through a la remise en état ou la réparation des roulements, des paliers, des joints ou des virtual event. Current students in the programs of interest will discuss their pathways to fonctionnement des machines, de déterminer le problème et d’effectuer les réparations college, share their current learning experiences and provide information about future nécessaires. careers. This activity will replace the direct peer mentoring now impossible because of Covid.

ÉCOLE AU COLLÈGE Grizzly Cubs Online L’école au collège pendant l’année scolaire For 2021, we moved our popular Picture Yourself @College and Grizzly Cubs program Le programme École au collège se poursuit cette année aux 2 semestres. Dans le but into the virtual world. Grizzly Cubs Online is a three-part experience for grade 8 de raccrocher les élèves à l’école, d’augmenter le taux d’obtention du DÉSO des élèves classes - a pathways to college video, a live Q &A with a college staff member, and à risque et de favoriser leur transition vers leur première destination postsecondaire, an asynchronous Innovation Challenge with faculty videos to guide classes through les élèves des trois conseils scolaires francophones de l’Est ontarien qui répondaient brainstorming a solution to a problem. aux critères d’admission ont pu s’inscrire au programme École au collège offert sur le campus principal de La Cité de septembre 2020 à juin 2021. After Graduation This perennially popular event for grade 12 students moved online in 2021. Students ACTIVITÉS ET FORUMS about to graduate without clear career plans or next steps were invited to a one-day conference that kicked off with a motivational speaker. Students were then directed to Forum IJECT – virtuel asynchronous career exploration in four employment sectors followed by their choice of IJECT au service des élèves several live employer panels. Cette année, l’équipe de planification régionale 12 a choisi de faire, bien évidemment, en raison des contraintes sanitaires, son Forum annuel de manière virtuelle. Les Next Steps membres du personnel des écoles secondaires francophones de la région ont été With a goal of raising awareness of dual credit opportunities, RPT 13 invites interested invités à participer à l’une ou l’autre des sessions du Forum le 27 avril dernier. Les adults to join an online workshop to learn about dual credit opportunities and the membres de l’équipe, soit l’agente de projets spéciaux du collège La Cité ainsi que college pathway. The events also include a student panel and the chance to meet les coordonnateurs et coordonnatrices IJECT des conseils scolaires ont présenté aux a college advisor. Guests interact with current college students who came to post- participants une variété d’informations concernant le collège ainsi que les programmes secondary at an older age speaking about balancing family, work and post-secondary, et les cours à double reconnaissance de crédit. providing inspiration for adults uncertain about their next steps.

Journées d’exploration de carrières pour les élèves de 9e année – virtuel DUAL CREDIT PROGRAMS En mai 2021, le collège La Cité ainsi que les trois conseils scolaires de la région de l’Est organiseront deux journées d’exploration du collège destinées aux élèves de la Transitions through Night School 9e année. Par le biais d’ateliers et de présentations virtuels, plus de 200 élèves de The Night School dual credit program allows at risk students to accumulate credits 9e année de la grande région d’Ottawa découvriront divers programmes d’études and in some cases graduate with their peers by taking a 5th credit at a time that does postsecondaires ainsi que le collège en général. not interfere with their other classes. This delivery reduces the many geographical barriers present in our rural region. Night school also provides an option for students in Contact: Caroline Carrière (Présidente de l’ÉPR 12) board re-engagement programs to meet personal obligations while gaining credit and Conseil scolaire de district catholique de l’Est Ontarien sampling college. 613-443-5184 [email protected] Transitions through Day School Transitions to College - Day School provides the opportunity for

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 55 SCWI Spring 2021 at risk students to explore career pathways through a taste of college during the regular school day. A wide range of general education and program specific course options are REGIONAL PLANNING TEAM 14 provided for students to choose from. Golden Horseshoe Regional Planning Team

Flex School Within a College The Flex School is a successful School Within the College aimed at those students who www.mohawkcollege.ca are most at risk in our secondary schools. Six sections will be delivered in Barrie, four www.niagaracollege.ca in Owen Sound, one in Midland and one in South Georgian Bay. A late start to the day combined with a dual credit, a common secondary course, credit recovery, independent PARTNERS: study and cooperative education has led to impressive results in these programs. Key to the strong dual credit success rate is the mentoring of a secondary homeroom District School Board of Niagara | Grand Erie District School Board | Halton teacher, the support of the SWAC advisor and transition opportunities including career Catholic District School Board | Halton District School Board | Halton Industry counselling from college staff, visits to program areas on campus and peer mentoring. Education Council | Hamilton Wentworth Catholic District School Board | Hamilton-Wentworth District School Board | Industry Education Council of Culinary Connections Hamilton | Mohawk College | Niagara Catholic District School Board | Niagara This long-standing successful program allows students with an interest in the culinary College world to explore the pathway through a college course that introduces concepts outside of secondary curriculum. Basic Baking and Pastry Skills brings college chefs into ACTIVITIES AND FORUMS secondary classrooms and secondary students into college culinary labs. Dual Credit Teacher Forum The Golden Horseshoe Regional Planning Team will offer Dual Credit Teacher Forums Level 1 Training again this year. The forums will be offered to Dual Credit Teachers and staff from OYAP students will RTA in Cook, Carpenter and Machinist complete Level 1 curriculum participating school boards and colleges in the GHRPT. alongside co-op placements in related trades.

Technology DUAL CREDIT PROGRAMS Accessing college labs in the spring when space in available, secondary students Pathways to College through Advanced Manufacturing are able to complete courses from college programs that provide an introduction to This SHSM Manufacturing Program which runs at Burlington Central HS is an Welding, Electrical, Small Engines and Plumbing. experiential learning program in which students apply math and physics concepts in the design and production of various manufacturing projects. The dual credits with Mohawk OYAP Top Up College are delivered through an optional after school robotics program where students The OYAP Top Up program serves to connect registered apprentices in secondary work with mentors from industry, colleges and schools to build a robot and compete in school with Level 1 training at the discretion of the ministry training officer. Where seats FIRST Robotics. Areas of focus include precision machining, welding, CNC, CAD/CAM, become available, secondary students will be encouraged to consider signing up for metallurgy, metrology, sheet metal, and other manufacturing areas in the robot build. Level 1 apprenticeship training. The students will top up the regular classes and will only receive a spot if regular, non-OYAP apprentices, do not take all the seats. This Connecting to College program requires strong cooperation between the school boards, the MTCU local office The Connecting to College Dual Credit project offers students in risk from the District and the college. School Board of Niagara and the Niagara Catholic District School Board the opportunity to complete 2 college general education courses at Niagara College while finishing Adult Dual Credits secondary credits towards their OSSD. Working with our Adult Learning Centres, Pathways teachers and through referral, Academic Upgrading at the college we have enrolled students over 21 who are Mohawk Bridge completing their OSSD as the next step towards post-secondary education. Delivery is Students from HWCDSB and HWDSB enrolled in this dual credit program take up to a combination of topping up existing dual credit classes and congregated adult classes two secondary school courses at their home school and two college general education offered during the day and the evening to provide options for working learners. courses for dual credit at Mohawk College. Mohawk Bridge is offered to students in either morning or afternoon cohorts to increase the accessibility of the program. Contact: Michelle Rao, Georgian College 705-728-1968, ext. 5256 Community & Health Bridge [email protected] This new program has been developed in response to student interest and regional demographic need for skills in the social services and health sector. Students enroll in two courses: Introduction to Social Service Worker and Recreation Therapy at Mohawk College. Students are exposed to this growing sector and acquire foundational skills to pursue college diploma programs.

Indigenous Bridge HWDSB, HWCDSB, and Mohawk College are committed to making their programming more accessible for and relevant to Indigenous Populations. Mohawk’s formal dedication to the Indigenous Education Protocol for Colleges and Institutes has led to the development of the College 101 Indigenous course, which was developed in coordination with Six Nations Polytechnic and is currently being delivered through City School by Mohawk at the Hamilton Regional Indian Centre. RPT 14 is planning to bring this unique and innovative programming to the School College Work Initiative in order to best reach students who are interested in Indigenous culture and fall into the primary target group.

Arts & Culture Dual Credit Students involved in Arts & Culture programs in DSBN and NCDSB have the opportunity to complete a drawing or design college course on the college campus. Students completing this course will be eligible to earn both secondary and college credit.

56 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca

Technology Dual Credit Team Taught Math This course in blueprint reading for the construction trades has been designed to As part of our NCDSB Student Success Initiative, we are delivering a Dual Credit give students a college delivered technology focused college level course. Students in Math. This credit is a Level 1 Niagara College course that would also give our completing this course will be eligible to earn both secondary and college credit. students a credit towards their OSSD and count as a compulsory Math credit. The program serves students who are interested in the skilled trades/apprenticeship/SHSM Mohawk Tech Bridge (Trades, Engineering & Design) sector who may be continuing to College or the world of work. This program is a key Mohawk Tech Bridge offers senior students the opportunity to pursue a Dual Credit component of the new Innovation Centre “trade/ vocation school” that Niagara Catholic experience in the Trades, Engineering & Design pathways. In 2018, the partners launched in 2017. introduced a second stream of study, focused on Design which includes Animation and Graphic Design, in addition to the CAD and Math stream. Successful students will be Team Taught Technology Niagara able to apply the courses completed toward technology programs at Mohawk. Students The Niagara Region (and other parts of the province) are experiencing an increase in will also be exposed to the many Technology programs available at Mohawk. housing and building construction and therefore a greater demand for skilled workers. This team-taught opportunity will encourage students from the primary target group Construction Dual Credit to continue their interest and education in the construction trades beyond high school. Students from HDSB will receive a Drafting Fundamentals & Standards credit through The courses will be available to students from both DSBN and NCDSB. The program the Construction Dual Credit. This program provides students with a valuable credit takes advantage of the construction shop facilities and technical knowledge of the towards a Construction pathway of study and exposure to the college environment. school board teachers while also capitalizing on the industry expertise and experience of the college faculty. The program will be delivered at a secondary school site for the Media Mohawk DSBN and at the Launch Centre (skills training centre) for the NCDSB. It will appeal to This Dual Credit program offers senior secondary students the opportunity to study two students who are interested in the construction trades within their home high school college delivered Media and Entertainment courses which focus on electronic news and who have an interest in career prospects in construction as well as an interest gathering and technical operations areas. These courses are delivered to students on in extending their skills and knowledge by pursuing colleges and/or apprenticeship campus at Mohawk College. training upon graduation.

Re Engagement through Dual Credit Introduction to Automotive This year a new approach with the Re-Engagement Program to maximize the The Introduction to Automotive program is a partnership between Mohawk College and opportunities for HDSB students across Halton District School Board was initiated. Halton Catholic DSB to support those students with an interest in an automotive related Through this program re-engagement opportunities were provided to reach all of the career. This program is ideal for students who may not be eligible for the AST OYAP and schools in HDSB who have previously not had access to dual credit programming and may also be disadvantaged by the travel to Mohawk College. our students who are most in need or programming (many have previously left school or on the verge of doing so). With this model, programs for students in Burlington, Dual Credit Rescue Milton and Acton in the areas of Construction, Welding, Health and Wellness, Media In response to the need to support students in risk of not graduating by their 4th or and Communications addressed student needs in these schools. Acton and Burlington 5th year due to a shortfall of one or two credits, the HWCDSB, HWDSB and Mohawk Central programs support students who have previously left high school or about to do College began the delivery of a college delivered dual credit rescue program at the so. This full-time, modified program includes a dual credit opportunity on campus at secondary school. This program is delivered at 3 schools that have each identified a Mohawk. specific cohort of students in need of this opportunity. Success in this program has resulted in increased secondary school graduation rates at the schools involved. Mohawk @ School Mohawk @ School has been designed as an opportunity to deliver a college course Summer Health & Wellness to secondary students at a secondary school. Delivery at the secondary location has The Summer Health & Wellness Dual Credit is a continuation of previous summer proven to be an effective access strategy for students who would not have been able to dual credit programs. This program offers students the opportunity to earn a General travel to the college campus. Students will also study secondary courses for completion Education credit during the month of July. The dual credit will be offered at Mohawk of the OSSD during the remainder of their day. Students will be supported by a Dual College with a focus on developing positive attitudes and habits that promote lifelong Credit Teacher during the college component of the program and have opportunities to wellness. visit and tour the college campus throughout the semester. Niagara Link Pathways to Human Services The Niagara Link Dual Credit project provides at risk and disengaged students the In 2019-2020, we continued to offer Pathways to Human Services (formerly our opportunity to complete 1 college general education course on the college campus ECE program) at M.M. Robinson School, with a combination of team-taught at high while completing credits for their OSSD. Students complete all their schoolwork while school and college-delivered at college delivery for students in the primary target on campus at Niagara College with the assistance of a secondary teacher. group. The program offers an Introduction to Health and Wellness course and a Child Behaviour course, which are Mohawk College courses that lead to a number Niagara Summer Link of Mohawk programs: Child and Youth Worker, Police Foundations, Early Childhood In July 2020 students from across the Niagara Region engaged in a summer online Education, Recreational Therapist, Autism & Behavioural Science, Social Services SWAC program. Students will be enrolled in one college credit and secondary credits to Worker and Educational Support. As well as earning the dual credits, students will have support their graduation. an opportunity to explore this range of very popular and in-demand programs to help focus their pathway upon leaving high school. HWDSB School Within a College The program model for the delivery of this SWAC program will be secondary credit Welding and Computer Aided Design courses delivered by secondary school teachers and college Dual Credit courses by This program offers senior secondary students a dual credit opportunity in the college professors/instructors within a collaborative learning community on the Mohawk technology field on the Stoney Creek Mohawk College campus. The skills developed in College Fennell campus. HWDSB student data reveals the need to support literacy and this program are in demand in the region. Students will receive instruction in welding numeracy as graduation requirements and necessary components for college success. and CAD – these foundational courses are integral to success in the trades and To address this need, the HWDSB SWAC offers a college delivered College 101, English technologies fields. 4C and 2 additional secondary or dual credits.

Indigenous Dual Credit HCDSB SWAC This dual credit will offer students from the First Nations, Metis and Inuit community the The HDCSB SWAC program offers students the opportunity to continue their secondary opportunity to study a college course through team taught delivery. The program will be education at the Stoney Creek campus of Mohawk College. Students offered at one school in each of the Hamilton Wentworth school boards. will work with a HCDSB teacher to complete compulsory OSSD courses while also completing a college course.

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 57 SCWI Spring 2021

Team Taught Introduction to Computer Programming This team-taught Introduction to Computer Programming dual credit will offer at risk REGIONAL PLANNING TEAM 15 students the opportunity to participate in a college course, delivered at their home Algoma Regional Planning Team school. This pathway has been proposed in response to interest expressed by students exploring dual credit opportunities and IBM as well as other employers in the region. www.saultcollege.ca Transportation Parts Management This college delivered dual credit in Parts Management will offer students interested PARTNERS: in pursuing an Apprenticeship in one of Automotive Service Technician or Truck and Coach with a college delivered online course. This pathway was proposed in Algoma District School Board | Huron-Superior Catholic District School Board | response to student interest and the need for an online course to replace the level one Sault College apprenticeship courses previously schedule. ACTIVITIES AND FORUMS Level 1 OYAP Child & Youth Worker Dual Credit Teacher Forum The Level 1 CYW Apprenticeship Dual Credit program allows students interested in College faculty who teach dual credit courses will join the dual credit (dedicated) pursuing Child and Youth Worker apprenticeship or diploma programs to begin their teachers as well as RPT 15 members for a session of dialogue aimed at increasing education while still in high school with all the supports that secondary schools provide. high school student interest and success in dual credit courses. Topics will include supporting special needs students, interventions and accommodations, assessment Level 1 OYAP Child Development Practitioner and evaluation, and the role of the dual credit teachers. We will hold a pre-meeting This program allows students interested in pursuing Child Development Practitioner to our forum to bring together teachers and students involved in RPT 15 dual credits apprenticeship or Early Childhood Educator diploma programs to begin their education to gather feedback on what we are doing well and where areas of improvement are while still in high school with all the supports that secondary schools provide. needed. Discussions regarding specific programs will help in ensuring that we are offering effective program opportunities. ADULT DUAL CREDITS ADC Bridge Grade 8 Hands-on Activity Day ADC Bridge is a pilot program for Adult Learners from the Hamilton Wentworth and Sault College will host Grade 8 students from both boards in the Algoma District, Halton regions. This program will provide students with the opportunity to participate including those from outlying schools. Grade 8 students will pick a college pathway in a college course on college campus while finishing the final requirements to obtain workshop option from a variety of college program areas at Sault College. Students their OSSD. General Education courses will be offered that are directly applicable as will enjoy 2-3 hands-on, interactive learning experiences in program areas of interest. electives for first year college students. Out-of-town students will have the opportunity of staying in the College Residence for an evening. (Teachers and parent chaperones will accompany these students.) In ADC Niagara partnership with the Joint Aboriginal Education Committee, an emphasis will be placed ADC Niagara is a pilot program for adult learners from the Niagara region. A General on having successful First Nation/Metis post-secondary graduates and tradespeople in Education course will be offered that is directly applicable as an elective for first-year a wide variety of program areas so this group of students can have a greater exposure college students. The “Multiculturalism and Diversity in Canada” course is proposed for to successful role models in their community. this adult dual credit delivery as it has broad applicability in postsecondary education and in the workplace and addresses many ongoing issues that are impacting Canadian DUAL CREDIT PROGRAMS society. College Taught Contacts: Jim Vanderveken, Mohawk College Career Exploration 905-575-2303 The college provides a list of existing courses suitable as dual credits providing career [email protected] exploration opportunities for disengaged students in a wide variety of program areas. The information includes: course description, instructor name, date and time of the Lynn Krusto, HWDSB session, and the number of open seats. Students take advantage of these courses as 905-527-5092 ext 2638 a way to explore education and career pathways (primary target), as well as to get a [email protected] sense of college life. Without Career Exploration, these students would not have any Colleen McPhee Millar, Project Coordinator opportunity to access dual credits. The Contact North courses offered in this project 905-975-5583 also provide several opportunities for district school students to access dual credits. [email protected] Motive Power/COOP – TNM4T SAULTC: Basic Electricity MPF100 The reach ahead dual credit opportunity for Motive Power co-op students has been very attractive to students who have found themselves disengaged in school and requiring a more hands-on, real world learning experience. This re-engagement has also improved their attendance. The college delivery enhances the appeal of this dual credit opportunity and combines a direct application of new learning with a work experience placement.

Environmental/Outdoor Ed This project provides a college experience for students who have become disengaged and are enrolled in an alternative, outdoor education learning environment in two area high schools. One dual credit opportunity is offered per semester. Semester 1 offers TSF4T – SAULTC: Construction Safety Tools CTT100 and semester 2 offers TMH4T – SAULTC: Outdoor Equipment Certifications NET107.

SHSM Manufacturing – TLG4T SAULTC: Shield Metal Arc Welding 1 (SMAW 1) MTF107 Shield Metal Arc Welding is a reach ahead dual credit opportunity for students pursuing SHSM in manufacturing. The manufacturing sector is attracting many students in the college, apprenticeship and workplace destinations who require engagement

58 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca opportunities to keep them motivated and attending school. Having a dual credit to and provide practical application of the concepts of wellness, fitness and lifestyle include in their SHSM bundle enhances the authenticity of the SHSM program while management. Topics include Physical Fitness and Wellness, Behaviour Modification, providing students with valuable skills to market to local employers and/or to encourage Nutrition for Wellness, Body Composition, Weight Management, Cardiorespiratory them to purse this field in an apprenticeship or college program. Endurance, Muscular Strength and Endurance, Muscular Flexibility and Lifetime fitness and Wellness. This project is intended for disengaged and underachieving students who Dual Credits for Indigenous Students – Courses Vary have difficulty re-engaging in September; students who would benefit from continued This project provides a College experience for Indigenous students who have become programming through the summer and access to a caring adult to work with them on disengaged and are enrolled in an alternative education learning environment at both their personal wellness and self-esteem. RPT 15 Algoma Boards. This project is directed towards students facing challenges in graduating, and those who are at risk of not graduating from high school and are facing Aviation Dual Credit – Courses Vary challenges with traditional learning environments. This target group includes but is not The Aviation program at Algoma District School Board, in partnership with Sault College limited to aboriginal students. These students are all primary target students. and the Canadian Bushplane Heritage Centre located centrally in Sault Ste. Marie, will work together to build theoretical and practical experiences in the aviation field through Dual Credit for Hospitality & Tourism – TUA4T SAULT C: Fundamentals of a combination of dual credit, co-operative education and technology credits. The Professional Baking CUL152 dual credit will engage students and introduce them to different aspects of aviation, Fundamentals of Professional Baking will provide an opportunity for disengaged including but not limited to aircraft maintenance and technical support, air traffic students to explore careers in the Service Industry. The Service Industry in Sault control and aviation flight. Students in this program will attend Sault College one day Ste. Marie is very strong. Skills learned in this dual credit will provide students with per week to take their dual credit course. marketable employability skills. This dual credit is primarily for the target group but includes college bound and SHSM students. This program (now offered in semester Dual Credits for Federally Funded Schools 2) will help feed students into the Level One Cook Dual Credit Apprenticeship project This dual credit program will provide an opportunity for Indigenous students from offered in semester 1. Batchewana Learning Centre (BLC) and Adults in Motion (AIM) to explore college while providing options for students facing challenges in graduating or facing challenges Dual Credit for District Schools (MHS, CHS and HHS) with traditional learning environments. Indigenous students from these schools will Dual credit programs for district schools will provide a college experience for participate in integrated dual credit projects at Sault College in semester 1 and 2. disengaged students in outreach areas (outside Sault Ste. Marie). Students in district schools do not have the same access to dual credits as central school students. Further Computer Programmer Dual Credit – IBL4T SAULTC: Python CSD105 to this, their access to post-secondary preparatory courses and many electives is Dual credit opportunities from Sault College’s Computer Studies Program will limited due to declining enrolment. This opportunity will expose students to a valuable provide an excellent opportunity for Algoma students to explore ICT (Information and career exploration and transition experience. This project targets students facing Communications Technology) career pathways. The Algoma region is experiencing challenges in graduating, students who are at risk of not graduating from high school, challenges in the ICT field as fewer youth are entering the workforce than people and/or students who are facing challenges with traditional learning environments. exiting, leaving a workplace skill shortage of nearly 7,600. Local employers find those This target group, which includes indigenous students, has larger populations in entering into the workforce are ill equipped to handle market challenges. This leads district rather than central schools. District students at Chapleau High School (CHS), to higher training times and larger skill gaps in the workforce (AWIC Local Labour Hornepayne High School (HHS) or Michipicoten High School (MHS) will have this dual Market Planning Report, 2019.) RPT 15 Algoma is collaborating with the TechEdge credit opportunity on a rotating basis. District students at Michipicoten High School Algoma Initiative in Sault Ste. Marie, which is bringing together the Algoma District (MHS) will have this opportunity for semester 1 in 2020-21. School Board, the Huron-Superior Catholic District School Board, Sault College, Algoma University, Sault Ste. Marie Innovation Centre and local ICT employers together District of Algoma Indigenous Dual Credit – Courses Vary in order to develop a high school pathway to ICT careers. This pathway will help to This project will provide a dual credit opportunity for Indigenous students at both keep our youth in the North and help address local employer workforce challenges Boards in RPT 15 Algoma. Algoma Boards have a significant number of self-identified as older employees exit the field. This dual credit project can help students who only Indigenous students whom we have found tend to not pursue dual credits to the take computer studies to fill their timetable or those students who do not have a full same extent as their non-Indigenous peers. This day time dual credit for NSA135 understanding of the scope of ICT careers and its many opportunities. Between our Anishinaabemowin – Conversational (or best course for students) is intended to two school boards, four high schools will participate in this project. The web site for encourage more participation by Indigenous students by offering the course at the the Government of Canada’s Job Bank, Explore Careers Outlook Report indicates for college and giving them an opportunity to increase their knowledge and understanding Ontario: “over the last several years, spending on software and computer services has of SCWI and, hopefully, their confidence to pursue additional dual credit opportunities. grown nationally. The advancement of e-health technologies and the need to address concerns over cyber security and privacy are also expected to support job creation for Dual Credit for Alternative Schools – Courses Vary computer programmers.” This project will provide a College experience for students in local alternate high schools who may be facing challenges in graduating, and those who are at risk of Team Taught not graduating from high school and are facing challenges with traditional learning environments. Timetables at alternate high schools enable students to access daytime Dual Credit for Personal Fitness (PAF40 and FIT108 Personal Fitness and college courses for a dual credit in a program area of their choice. The primary target Lifestyle Change) group includes but is not limited to Indigenous students. Students 21 and younger will This Personal Fitness dual credit program opportunity offers students the chance to be offered this dual credit opportunity in semesters 1 and 2. Kina Awiiya Secondary explore employment prospects in the field of health and wellness which is experiencing Program, Holy Angels Learning Centre, Prince Charles, the Attendance School and a shortage of skilled workers. The team-taught format for PAF40 and FIT108 (Personal Adult Education have flexible, alternate student schedules that make it possible for their Wellness and Behaviour Change) will be followed for St. Mary’s College and has proven students to access top-up seats in courses of interest. to be very successful for them. Algoma DSB will alternate their high school each year and they will experience FIT108 during the day in the most suitable format for the high ADC for Alternative Schools school chosen. This project targets disengaged secondary students interested in the Adult Dual Credit project for students over the age of 21 enrolled in alternate high health and wellness field that are not taking mathematics or science. PAF40 is a course schools in Sault Ste. Marie. Students will be able to access any first-year college course open to all four pathways students (college, university, open and local). during the day that aligns with their post-secondary interests. Dual Credit for District Schools (ELSS Hospitality) Summer Dual Credit – PPH4T SAULTC: Personal Wellness and This team taught dual credit in Hospitality will provide a college experience for Lifestyle Change FIT108 disengaged students in outreach areas (outside Sault Ste Marie). Students Our Summer Dual Credit opportunity is for high school students interested in their in district schools do not have the same access to dual credits as personal wellness. FIT108 Personal Wellness and Lifestyle Change will introduce central school students. Further to this, their access to

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 59 SCWI Spring 2021 post-secondary preparatory courses and many electives is limited due to declining Contact: Grant Kahtava, Co-Chair, Algoma DSB enrolment. This team-taught opportunity will expose students to a valuable career 705-945-7194 exploration and transition experience. [email protected] Karen Gauthier, Co-Chair, Sault College Dual Credit for District Schools (CASS) 705-759-2554, extension 2485 This team-taught program in Construction will provide a College experience for [email protected] disengaged students in outreach areas (outside Sault Ste Marie). Students in district schools do not have the same access to dual credits as central school students. Further to this, their access to post-secondary preparatory courses and many electives is limited due to declining enrolment. This team-taught opportunity will expose students to a valuable career exploration and transition experience. ÉQUIPE DE PLANIFICATION RÉGIONALE #16 Dual Credit for District Schools (W. C. Eaket) Équipe de planification régionale francophone This dual credit program will provide a College experience for disengaged students in du Centre-Sud-Ouest de l’Ontario outreach areas (outside Sault Ste Marie). Students in district schools do not have the same access to dual credits as central school students. Further to this, their access to post-secondary preparatory courses and many electives is limited due to declining www.collegeboreal.ca enrolment. This opportunity will expose students to a valuable career exploration and www.collegelacite.ca transition experience. District students at W.C. Eaket Collegiate and Vocational School will have this dual credit opportunity for Culinary in semester 1 and in Construction for PARTENAIRES: semester 2. Conseil scolaire catholique MonAvenir | Conseil scolaire Viamonde | Conseil scolaire catholique Providence | Collège Boréal | La Cité SWAC School College Connection Program COURS EN LIGNE, LA CITÉ This program gives students who have stopped attending secondary school and are Bien-être de l’enfant within 6 credits of graduating an opportunity to attain an OSSD in a college setting. Ce cours porte sur la santé et la sécurité mentale et physique de l’enfant de 0 à 12 In addition, students will take dual credits as a way to explore college pathways and ans. C’est l’étude de la nutrition de l’enfant, des maladies infantiles, ainsi que de toutes prepare for the transition to college life. This is a highly successful program because les composantes qui amènent et maintiennent le bien-être de l’enfant. Il est aussi of the individualized supports set up for each student. All the students take at least question des pratiques universelles d’hygiène dans les services à l’enfance et des one dual credit. This program has a proven track record of re-engaging early leavers éléments de puériculture. who are facing challenges in graduating. The students in this program are 100% the primary target group. Since this program started in September 2007, over 300 have Ce cours fait partie du programme Éducation en services à l’enfance completed their OSSD. Approximately 80% of these graduates have or are attending Sault College. Many have completed their college education and are employed or Cycles de la vie pursuing further education. This success is phenomenal! Ce cours est consacré principalement au développement de la personne, de la naissance à l’âge avancé. L’étudiant se familiarise avec les stades de développement, Summer SWAC les changements physiques, intellectuels, affectifs et sociaux qui les caractérisent ainsi This project will have two components: que les facteurs qui les influencent. Puis, un aperçu des notions de base sur la famille permet à l’étudiant de comprendre l’influence des situations de maladie sur le système 1. Dual credit in Personal and Academic Success Strategies (HDG122) three familial et inversement, l’influence de la famille sur les comportements de santé de afternoons per week for five weeks. l’individu. 2. School College Connection (SWAC) four days per week for five weeks for students doing credit recovery, credit continuation and/or ILC courses under the supervision Ce cours fait partie du programme Préposé aux services de soutien personnel of a dedicated teacher. COURS EN LIGNE, COLLÈGE BORÉAL APPRENTICESHIPS Logiciels Microsoft Level One Cook – TKA4Y LEVEL 1 APP: Cook 415A Ce cours sert d’initiation à l’informatique et aux communications. D’abord, l’étudiante Level One Cook Apprenticeship attracts students interested in the cook trade. Students ou l’étudiant perfectionne ses connaissances de base en informatique tout en se who enrol in this program are typically disengaged and in need of an alternative to familiarisant avec des logiciels de bureau et l’environnement technologique du collège. the traditional school setting. The hands-on nature of the program is ideal for these Ensuite, des outils technologiques sont étudiés et utilisés dans des situations pratiques students. This project is directed towards students facing challenges in graduating and reliées au marché du travail. those who are at risk of not graduating from high school and have completed at least one co-op credit. Students are successful because they are supported by the dual Terminologie médicale credit teachers and have full access to the SWAC program. Many students graduate Ce cours permet à l’étudiante ou l’étudiant de développer les aptitudes nécessaires à and several go on to a Level 2 Cook Apprenticeship or a post-secondary culinary analyser les termes médicaux. Le langage de la médicine relève surtout du latin et du program. grec ; cette méthode, qui permet de décortiquer les mots, facilite la mémorisation et la compréhension des termes dans les sciences de la santé. Level One Hairstyling – TXF4Y LEVEL 1 APP: Hairstylist 332A Level One Hairstyling is an ideal program for students who are contemplating dropping Psychologie positive out due to disengagement with traditional schooling. It offers them an opportunity to Ce cours a pour but de faire découvrir comment vivre heureux. L’étudiant ou l’étudiante explore hairstyling as a potential career pathway, and to study in an adult learning explore ce qu’est le bonheur et ce que n’est pas le bonheur, selon les grands penseurs. environment. It will focus on their needs and interests in or at this stage of their Chacun découvre les techniques pour cultiver le bonheur dans sa vie et ensuite définit education. This project is directed towards students facing challenges in graduating le bonheur pour soi-même. Elle ou il effectue une réflexion sur le rôle de la spiritualité, and those who are at risk of not graduating from high school and have completed at de la méditation, de l’équilibre, de l’humour et de la sécurité dans l’obtention du least one co-op credit. The students are supported by the dual credit teachers. Many of bonheur. De plus, chacun apprend des stratégies efficaces pour contrer le stress, the students top up their dual credits with SWAC courses, graduate and several go on l’anxiété et la dépression afin de pouvoir réduire les éléments qui préviennent le to Level 2 Apprenticeship or a hairstyling program. bonheur. Finalement, l’étudiant ou l’étudiante pratique des techniques pour développer une pleine conscience, qui permet, selon les chercheurs, d’accéder au bonheur.

60 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca

L’auto-évaluation et portfolio personnel l’élève sera en mesure d’anticiper les comportements probables chez les personnes Ce cours a pour but de faire réfléchir sur sa raison d’être dans le monde. L’étudiante disparues. De plus, ils pourront interpréter les différents outils utilisés tels que les ou l’étudiant crée, étape par étape, sa vie idéale. Chacun explore en détail le pouvoir cartes topographiques, la boussole, le SPG et la radio. Pour finir, l’élève développera de l’intention, pour ensuite réfléchir à ses désirs et développer une liste spécifique de des mécanismes et des mesures de survie. ce qu’ils cherchent dans la vie. Elle ou il examine ses valeurs et besoins et crée des Ce cours fait partie du programme Techniques des services policiers. principes directeurs pour être. Par la suite, l’étudiante ou l’étudiant établit des buts personnels et professionnels qui sont en lien avec ses talents, ses intérêts, ses forces Il est en lien avec la MHS en sécurité. et ses traits de personnalité. Finalement, elle ou il rédige une mission de vie et identifie sa raison d’être dans le monde, selon ce que chacun découvre dans le cours. Essentiel de la boulangerie et pâtisserie 1 Dans ce cours l’élève développera des compétences de base dans la préparation des Concepts fondamentaux en toxicomanie desserts de pâte et de crème ainsi qu’une variété de pains. Il cuisinera divers produits Ce cours permet à l’étudiante et l’étudiant de mieux comprendre les concepts de pâtisserie et de boulangerie en passant par la meringue et les sirops. fondamentaux et les problèmes reliés à la toxicomanie et à la dépendance. Elle ou Ce cours fait partie du programme d’Arts culinaires. il se familiarise avec les modèles de consommation, les stades de dépendance, la classification des drogues, les effets des substances psychotropes, les risques reliés à la toxicomanie et les diverses formes de traitements offerts aux personnes COURS EN FACE À FACE OU À DISTANCE, COLLÈGE BORÉAL toxicomanes. L’étudiante ou l’étudiant se renseigne sur les agences communautaires Diversité humaine qui appuient les toxicomanes ainsi que leurs familles et leurs amis. Elle ou il est aussi Ce cours permet à l’étudiante ou l’étudiant de se sensibiliser à la diversité humaine par amené à réfléchir, à se sensibiliser et à développer un esprit critique face à la réalité l’étude des différences et des particularités de chaque être humain. C’est l’occasion de des toxicomanes, en considérant l’étiologie de la dépendance et les enjeux biologiques, développer une approche plus sensible et éclairée, particulièrement utile dans le cadre psychologiques et sociaux qui y sont rattachés. d’une formation comme intervenante ou intervenant dans son programme d’études. Les activités en salle de classe aident l’étudiante ou l’étudiant à reconnaître et à Culture Franco-Ontarienne : une place à prendre définir ses propres attitudes, préjugés et comportements et, de ce fait, à développer de Ce cours permet de découvrir les multiples facettes de la culture franco-ontarienne : meilleures interactions avec les autres. son histoire, ses traditions, ses artistes, sa musique, sa poésie, ses héros, son humour, ses institutions, ses relations avec les autres et les dynamiques au sein du groupe. Éthologie animale Par le biais vidéoclips, musique et textes variés, l’étudiante ou l’étudiant est amené à Ce cours permettra aux étudiantes et aux étudiants de se familiariser avec les éléments réfléchir sur une culture ouverte sur le monde et, par conséquent, à découvrir comment de base du comportement animal et les facteurs qui les influencent. Ils seront initiés prendre sa place au sein de celle-ci. au développement des comportements et ils apprendront à reconnaître les différentes étapes du développement des animaux domestiques. Ils apprendront également à Et c’est le but ! discerner les différents problèmes de comportement animaux domestiques, leurs Dans ce cours, l’étudiant examine la relation entre les sports, la culture et la société. causes et à élaborer un plan de traitement incluant des techniques de modification du On regarde à l’origine des sports et lesquels sont les plus populaires. On fait la comportement. Ils se familiariseront également avec les notions d’apprentissage et distinction entre le sport mondial et régional, les sports individuels et d’équipe et d’éducation. l’influence qu’ils exercent sur une culture, un individu et l’identité régionale ou nationale d’un peuple. Exploration des carrières en coiffure et esthétique Ce cours, à la fois théorique et pratique, permet à l’étudiant(e) d’explorer une carrière Énergie verte en coiffure et esthétique. Les activités d’apprentissage sont conçues pour permettre de Ce cours fait appel à l’étude des différentes technologies reliées à l’énergie et permet mieux comprendre les aptitudes et compétences requises pour chacune des carrières. de reconnaître l’impact de plusieurs de ces technologies sur notre environnement. Que ce soit par le biais d’une séance théorique en salle de classe ou pratique en L’étudiant(e) et l’étudiant acquièrent des connaissances sur quelles technologies laboratoire, un atelier animé par un professionnel ou une visite d’entreprise, l’étudiant s’avèrent vertes et celles qui le sont moins. Pour ce faire, il ou elle est interpellée à aura l’occasion de se renseigner sur chaque profession et les perspectives d’emplois. participer à des dialogues ouverts, appliquer une pensée critique face à une variété de Ainsi, il ou elle sera mieux équipée pour planifier son cheminement personnel et son technologies et leur impact sur notre environnement ainsi que la société en général. parcours d’études en vue de poursuivre sa carrière en coiffure ou esthétique. Les participants deviennent plus sensibles aux différentes technologies qui existent et peuvent ainsi aider à créer un changement pour le futur de notre planète et de son Exploration des carrières en santé climat. Ce cours dynamique et original amène l’étudiant à explorer diverses carrières liées au domaine de la santé. Les activités d’apprentissage sont conçues pour permettre de COURS EN FACE À FACE, OU À DISTANCE LA CITÉ mieux comprendre les aptitudes et compétences requises pour chaque profession. Que ce soit dans le cadre d’une journée carrière, d’un atelier animé par un professionnel, Principes de nutrition d’une activité au sein d’une séance de classe, en laboratoire ou d’une entreprise, Ce cours permet à l’étudiant de connaître et d’appliquer les l’étudiant pourra se renseigner sur le milieu de travail propre à chaque profession recommandations du guide alimentaire canadien et d’identifier les sources de et sur les perspectives d’emplois. Ainsi, il sera mieux équipé pour planifier son nutriments dans les aliments. Les concepts d’évaluation sensorielle seront également cheminement personnel et son parcours d’études en vue de poursuivre sa carrière de introduits. choix.

Introduction au travail social Exploration des métiers et technologies À la fin de ce cours, l’étudiant sera familier avec l’émergence et le développement Ce cours dynamique et original amène l’étudiant et l’étudiante à explorer diverses du système de bien-être social canadien. Il aura une vue d›ensemble des différents carrières liées au domaine des métiers et technologies. Les activités d’apprentissage courants théoriques qui ont influencé l’évolution des divers programmes et approches sont conçues pour permettre de mieux comprendre les aptitudes et compétences en service social. Les principes et valeurs du code d’éthique de la profession seront requises pour chaque profession. Que ce soit dans le cadre d’une journée carrière, également présentés tout en permettant à l’étudiant de faire une première exploration d’un atelier animé par un professionnel, d’une activité au sein d’une séance de classe, de la relation d’aide et de son rôle face aux défis relatifs à la profession. Ce cours en laboratoire ou d’une entreprise, l’étudiant ou l’étudiante pourra se renseigner sur le permettra à l’étudiant de faire un survol des problématiques vues en travail social et de milieu de travail propre à chaque profession et sur les perspectives d’emplois. Ainsi, il se familiariser avec certains techniques et outils de ce domaine. ou elle sera mieux équipé pour planifier son cheminement personnel et son parcours d’études en vue de poursuivre sa carrière de choix. Recherche et sauvetage Dans le cadre de ce cours, l’élève recevra une formation basée sur le programme Techniques de défense national de recherche et sauvetage. L’élève se familiarisera avec les différents types Dans ce cours, l’étudiante ou l’étudiant apprend des techniques et processus de recherche et la structure organisationnelle l’entourant. D’autre part, de défense de base et les applique. On soulignera l’importance

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 61 SCWI Spring 2021 pour l’agent ou l’agente de correction, en milieu institutionnel et communautaire, NIVEAU 1 APPRENTISSAGE d’avoir recours à l’autodéfense. Soudeur/Soudeuse Le soudeur assemble des morceaux de métal ou des pièces en cours de fabrication Introduction aux professions en correction, sécurité et police à l’aide d’un métal d’apport et de chaleur ou de pression. Il construit des structures Dans un premier temps, ce cours est conçu pour sensibiliser les étudiantes et les et répare des pièces endommagées conformément aux spécifications, et utilise des étudiants aux critères de sélection utilisés pour les professions des services policiers, procédés spéciaux, comme la grugeage et le brasage fort. En particulier, le soudeur : des agences correctionnelles et de sécurité. Les étudiantes et les étudiants sont exposés à une variété d’activités d’évaluation pratiques comparables à celles requises Trace, coupe et forme du métal selon les spécifications lors d’une demande d’emploi. On fait également un survol des exigences de ces trois Met en place des sous-ensembles et des ensembles, et prépare l’ensemble avant le professions. Dans un deuxième temps, on explore d’autres possibilités d’emplois soudage connexes à ces trois domaines, tels que celui de répartiteur au 911. Utilise trois principaux types de soudage : à l’arc électrique, au gaz, et par résistance Utilise divers procédés de soudage et de coupage pour assembler l’acier Introduction aux algorithmes de structure et couper du métal dans des récipients, des tuyaux et d’autres Ce cours présente une approche structurée et logique à la résolution de problèmes. Les composants différents types d’outils, dont l’utilisation d’organigramme et la rédaction de pseudo- code, sont explorés. L’application d’algorithmes types est aussi présentée. Fabrique des pièces, des outils, des machines et d’autre matériel Assemble des pièces en cours de fabrication, construit des structures et répare des Pédagogie axée par le jeu pièces endommagées ou usées Ce cours permet à l’étudiant(e) de faire une analyse du jeu et de son rôle dans Contrôle la qualité avant, pendant et après le soudage le développement holistique de l’enfant. Entre autres, on explore les théories sur l’apprentissage, les différents styles d’apprentissage, la valeur de l’apprentissage Charpentier-menuiserie par l’entremise du jeu intérieur et extérieur et les avantages de promouvoir des Le charpentier-menuisier général construit, rénove et répare des structures faites expériences axées sur le jeu et les intérêts des enfants. De plus, on examine les de bois, d’acier, de béton ou d’autres matériaux. Il travaille dans les secteurs de bienfaits du jeu social, le jeu d’éveil intellectuel, le jeu physique et l’exploration de la la construction résidentielle, commerciale et industrielle et dans d’autres secteurs nature. L’étudiant(e) est amené à valoriser le développement de relations significatives associés. En particulier, le charpentier-menuisier général : et d’interactions éducatives avec les enfants afin d’enrichir les expériences Établit les méthodes de construction et prépare le chantier d’apprentissage. Trace, construit et installe les coffrages et les fondations de béton Communications interpersonnelles Monte la charpente des planchers, des murs, des plafonds et des toits Dans ce cours, l’étudiant(e) acquiert une compréhension des principes fondamentaux Installe les matériaux de finition extérieurs et intérieurs en relations interpersonnelles. Il ou elle a l’occasion de développer et rehausser ses Construit des charpentes lourdes compétences en communication verbale et non verbale. Entre autres, on aborde Construit des escaliers, des pilastres et des rampes les thèmes suivants : l’estime et l’affirmation de soi, les émotions, l’influence des perceptions sur la qualité de la communication, l’écoute active, les relations de groupe, Trace, construit et installe des systèmes de porte et de fenêtre la gestion de conflits et de situations délicates, et l’impact de la technologie sur les Effectue des rénovations communications. De plus, ce cours permet à l’étudiant(e) d’apprécier la contribution individuelle de chacun ainsi que de faire preuve de respect envers autrui en tenant Plombier/Plombière compte des divergences d’opinions, de valeurs et de croyances. Le plombier installe, répare et entretient les appareils et tuyauteries sanitaires et d’autres équipements sanitaires utilisés dans les réseaux d’alimentation en eau, les Électricité et électronique en pré-technologie systèmes de drainage et l’élimination des déchets. En particulier, le plombier : Ce cours est une introduction aux principes électriques et électroniques de base Dresse les schémas de plomberie, assemble, installe, entretient et répare les dans le but de comprendre le fonctionnement d’une industrie moderne automatisée. appareils et tuyauteries sanitaires et d’autres systèmes de plomberie servant à Les aspects théoriques comprennent le voltage, le courant, la résistance ainsi que l’alimentation et à l’évacuation de l’eau, en milieu résidentiel et industriel les lois et formules de base. On examine la différence entre les systèmes analogues Fait le raccordement de tout appareil utilisant de l’eau et numériques de base, entre le courant alternatif et le courant continu ; on étudie l’amplification de signaux, les instruments de mesure de base, le compte numérique, Installe la tuyauterie des procédés industriels (ex. : tuyaux d’acheminent de gaz) et les semi-conducteurs, les ordinateurs et microprocesseurs, etc. On traite aussi des les tubes des systèmes pneumatiques ou de traitement d’air emplois populaires tels que technicien/technologue en électronique, électricien Lit et interprète les dessins, les spécifications du fabricant et les schémas industriel, technicien en instrumentation et les domaines d’emplois connexes. On d’installation des appareils et tuyauteries sanitaires compare les salaires, les possibilités de création d’entreprises et d’avancement professionnel. Une séance est prévue avec les professeurs de spécialisation dans le Technicien/technicienne d’entretien automobile laboratoire d’électronique pour faire l’expérience de participer à un cours réel dans ce Le technicien d’entretien automobile assure l’entretien préventif, diagnostique les programme. problèmes et répare les systèmes des voitures et véhicules utilitaires légers. En particulier, le technicien d’entretien automobile diagnostique et répare : Principes de marketing Les moteurs, boîtes de vitesses, embrayages, trains arrière, différentiels, freins, Ce cours est une initiation à la réalité contemporaine du marketing et à son importance arbres de transmission, ponts moteurs et autres composants pour les entreprises. Il permet à l’étudiante ou l’étudiant de se familiariser avec L’alignement des roues, essieux, cadres et mécanismes de direction le vocabulaire propre à la fonction du marketing et permet de mettre en pratique Les systèmes de suspension, notamment les amortisseurs et suspensions à ressorts ses connaissances et habiletés. On met aussi en relief et développe l’importance de la créativité, la communication et l’art de la présentation, qui sont toutes des Les systèmes d’allumage, systèmes de charge et de démarrage, tableaux de bord, compétences faisant partie d’une carrière en marketing. le câblage et autres systèmes et équipements électriques et électroniques Les systèmes d’alimentation en carburant ; de gestion du moteur ; d’échappement Introduction au soudage et antipollution Ce cours est une initiation aux différentes techniques de coupage et aux techniques Les systèmes de chauffage, de ventilation et de climatisation de base du soudage au gaz, du soudo-brasage et du brasage. On aborde également la théorie du soudage électrique ainsi que la pratique du soudage à plat. Technicien/technicienne d’équipement lourd Le technicien d’équipement lourd inspecte les gros engins de chantier, diagnostique et détecte les défaillances, effectue les réparations et les vérifie. Il travaille sur différents types d’engins, comme les engins de terrassement, et leurs composants,

62 I Program All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca tels que : arbres de transmission, ponts moteurs, organes de transmission aux roues, secondaire. composants de structure et accessoires, pneus, roues, cadres, trains de roulement et accessoires de travail. En particulier, le technicien d’équipement lourd : Exploration médias et communications, La Cité, Ottawa Inspecte, répare ou modifie les systèmes, leurs composants et leurs accessoires de La Cité propose aux élèves de 11e et 12 années de découvrir le monde fascinant des travail, diagnostique et détecte les défaillances, notamment dépiste les éléments médias et de la communication. Par le biais d’ateliers virtuelles offerts par le Collège à usés, endommagés ou défectueux, analyse le rendement et le fonctionnement, Ottawa, les élèves vivent des situations concrètes d’apprentissage et en apprendront entretient les systèmes, les reprogramme, les aligne, les intervertit, les remet en état davantage sur les diverses carrières liées à ce domaine et les besoins de main- ou les remplace d’œuvre qualifié dans cette industrie.

Travaille sur différents systèmes : moteurs, gestion du moteur, systèmes e e électriques, hydrauliques, embrayages et boîtes de vitesses, suspensions, arbres Impact Boréal (Exploration de carrières 7 et 8 année) L’activité IMPACT BORÉAL 2022 sera livrée pour une deuxième fois dans les salles de de transmission, systèmes de régulation de l’air ambiant, systèmes de direction, de classe par l’entremise de trousses pédagogiques autodirigées. Chaque activité freinage, systèmes d’échappement, d’admission et antipollution, composants de a une durée d’environ 30 à 45 minutes et inclut une trousse structure, cadres et trains de roulement pédagogique (le matériel requis, une mise en contexte, une Travaille dans différents secteurs : mines, construction, secteur forestier, maritime, marche à suivre et des ressources supplémentaires sur les transports, ressources naturelles, manutention de matériels parcours et programmes). Cette activité permet aux élèves et groupes classes d’explorer une variété de domaines à l’école secondaire. La programmation de 2020- ACTIVITÉS 2022 est à déterminer. L’offre de 2020-2021 incluait l’agriculture, soins infirmiers Journées d’orientation auxiliaires, électricité et plomberie. Dès septembre 2021, le Collège Boréal offrira des sessions d’orientation pour les élèves inscrits dans les cours à double reconnaissance de crédit. En participant à un Forum pour enseignants de la DRC jeu Kahoot, les élèves feront un survol des attentes d’un cours collégial, des modalités Le Forum permet au personnel scolaire à reconnaitre l’importance des partenariats des offres à DRC (à distance, en ligne, hybride, en présentiel et de Niveau 1) et auront lors de la mise en œuvre des cours à DRC. Ceci inclus les enseignant de la DRC, la chance de gagner des prix. En plus de ceci, les élèves inscrits à des cours virtuels les responsables de la mise en œuvre de cours DRC, les conseillers en orientation, auront l’occasion de suivre une courte formation avec le Coach d’appui technique du les équipes de la réussite les directions d’école, les représentants des institutions Collège Boréal (comment accéder aux cours, comment soumettre un devoir, comment postsecondaires, les enseignants des cours de carrières (GLC2O), enseignants se brancher à Zoom, etc.). responsables des MHS, enseignants responsables de la réussite des élèves (ERRÉ) et les partenaires communautaires. La réalisation de DRC dans l’ÉPR16 apporte plusieurs Camps d’anticipation Boréal (Exploration collégial Boréal) défis, soit la réalité des francophones, l’accès limité à des installation limité, le Cette activité de deux jours aura lieu la semaine du 9 mai 2022, organisée transport, etc. Avec ces défis, vient l’importance de la collaboration. Ce forum permettra spécialement pour les élèves de la 10e et de la 11e année, par le Collège Boréal à chaque membre de mieux connaître son rôle pour assurer le succès des élèves. à Sudbury. Cette activité virtuelle donne l’occasion aux élèves de découvrir des domaines d’études postsecondaires collégiales. Les élèves choisissent parmi une liste Contact:  Jessica Lachance (Gestionnaire - partenariats scolaires/IJECT) d’ateliers virtuels qui sont animés par les experts de domaines des divers programmes Collège Boréal collégiaux, tels que les métiers, l’environnement, la santé, les technologies, les 705-560-6673 poste 3701 affaires et les services communautaires. Ces ateliers permettant aux élèves de [email protected] vraiment développer et concrétiser leurs intérêts, leurs habiletés et leur cheminement

All programs here are subject to school board and college re-openings as determined by the province and the medical office of health. 63 SCWI Spring 2021 Sheridan SWAC Grad Speaks

My experience with the SWAC program at Sheridan was incredible. I remember being offered to transfer to this program being offered at Sheridan College where I could complete my needed high school credits and also earn college credits at the same time. I felt nervous at first but I trusted the change and went with the flow. I earned two dual credits in World Perspectives and a Health and Wellness course. It was cool to be in a college setting while completing high school and be offered these courses taught by real college professors. The SWAC teachers were so kind and helpful and only wanted to see me succeed and they made sure I felt that. The college professors who taught the dual credit courses were encouraging and had instilled confidence in me. I still remember one of them saying “you will go far Kayla.” I never imagined I would go to college and it was the SWAC program that helped get me there. They offered us a free voucher to apply to 5 programs at Sheridan. I didn’t even know what I wanted to do, but I applied to the maximum number of programs. I got accepted to all 5 of the programs I applied to and ended up going with my chosen program of Community and Justice Services. I found out I could get most of my costs for college covered under OSAP due to my living situation and family income. This was an amazing opportunity that I will forever be grateful for. None of this would have happened if I did not attend this program. I wasn’t sure I would even graduate from high school. This program made me feel secure and sure that I would graduate. Not to mention, during my time in college, my dual credit courses had transferred over to my college transcript and I did not have to take any additional courses or electives. My experience at college was truly amazing, and I feel like it was my destiny to go through this. I also feel so blessed to have been given the chance to do this program. I want to tell my fellow students to trust whatever it is you are going through because everything happens for a reason and if you are in this program right now, or thinking of attending this program, please take advantage of all it has to offer because it is a life changing program. I would recommend talking to those college professors who are teaching the dual credit courses and let them get to know you, show them and yourself what you are capable of in your assignments and aim for the stars. I never knew it would be possible for me to go to college and now I couldn’t imagine not having gone through this experience. If you do get the chance to apply to the college programs through SWAC, I highly recommend you take some time to pick the programs that interest you and apply. Look into OSAP and if you can get grants for yourself, ask a friend or a teacher for help. I wouldn’t say it was easy at all for me to figure that out and I was definitely stressed out with all of the financial details as I made a mistake in my application. In the end, had I not been offered to go to this program and apply to college, I would have never succeeded in the way that I did. I felt a little unsure the entire time, would I even graduate? The teachers reassured me anytime I felt this uncertainty. I am now one of the many students who attended this amazing program who can look back and say “I made it.” And it is the best feeling ever. Thank you everyone at ArchBishop Romero and the School Within A College Program. You have truly changed someone’s life and I am sure many others in the past and in the making. I hope this program continues for a long time. How do you feel this experience will help you in the future? I feel this experience will help me in the future with my confidence, as I was able to successfully complete the program and graduate. I also did very well in the dual credit courses and felt accomplished from that. When I got the opportunity to go to college, I was nervous, the same way I was nervous coming into the SWAC program. I learned to trust the process, and to accept the opportunities given to me. I feel it will also help me in life as I learned so much from going through this program such as dedication, hard work, perseverance and trust. I also got really good marks and a great transcript from college where I graduated with high honours. I feel this will help me land a career where I feel fulfilled, doing what I really care about. I also feel this experience will help me to help others in the future who are struggling, especially young people in the school system who may feel lost or insecure in where they are going.

64 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca Covid Crisis Creates Success at Centennial College

While the challenges of this last year of Covid have been extraordinary, staff members and dual credit teachers all over Ontario have developed extraordinary solutions to keep students engaged and excited about their learning. Several such examples occurred over the last year in a partnership between local school boards and Centennial College. When lockdowns and social distancing precluded the opportunity for high school students to experience the wide range of facilities at the College, partners got together to develop innovative virtual learning experiences in a wide range of technical fields. At the School of Engineering Technology and Applied Science, students were able to explore Architecture online using software that teaches various design concepts and principles. A JavaScript game was uploaded to allow students to develop computer software programs. At the School of Transportation, live Zoom classes are being broadcast to 4 school boards. When schools are open, school boards identify the students who will join these sessions from their respective designated classrooms. 1 to 1.5 hour sessions delivered by Centennial staff cover practical issues which can be adapted or virtual delivery. These include skills and topics like Tire installation and Balancing, Dent repair, Boiler Operation, integrated circuits, Android Software Applications, IT Security and Machine Learning. In all, over 15 discreet sessions were developed and delivered. Each session (offered over a number of days and times) was bracketed with short videos explaining SCWI, Dual Credits, Centennial College and the School of Transportation. All sessions are taped, and all students have access to the chat and question boxes. As such, while nothing can fully replace face-to-face learning, participating students could experience college level work, sustain or develop new interests, and remain engaged until such time as full learning activities return, hopefully by the Fall. The entire endeavour underscores both how creatively staff have risen to the challenges of Covid with determination, creativity and dedication to their students. In addition, this exercise shows just how well school boards and Colleges all over Ontario have formed dynamic partnerships and teamwork to develop new teaching and learning pathways that will impact student’s success long after the current crisis has passed.

Spring 2021 I 65 SCWI Spring 2021 Renfrew Retools for Trades Success

While Renfrew County has had its share of positive COVID-19 cases, the population base is much smaller and throughout the pandemic there have been fewer regulatory restrictions imposed on the area. Algonquin College has continued to deliver a variety of shop classes and labs in a modified format that includes smaller class sizes, work space protective barriers, physical distancing and mask wearing. “This has been a great opportunity for the students. There is always a lot of interest in the skilled trades in our area and the students were genuinely excited to be part of the program,” says Tina Noel, OYAP Coordinator for the Renfrew County Catholic District School Board.

The Sheridan Chronicles Conducting Student Surveys Barbara Amaral Vieira Franco Costa, Dual Credit Student Ambassador With the COVID-19 pandemic, one of the things that changed is how we communicate and keep in contact with SCWI students. With classes moving online, the events and follow ups that once were done in-person at the campuses are now done using virtual platforms (i.e., Zoom and WebEx), phone calls and emails. One of the most important things for Seneca’s SCWI team is to get feedback from our students and understand how we can improve the programs and the services we offer. To address this important matter, we have created surveys that we send to students throughout the semester: • Blackboard Training & Orientation feedback – sent to each student after attending their initial training and orientation on how to navigate Seneca’s online platforms • Withdraw Survey –sent to each student that decides to drop a course (pre-day 10 and Did Not Complete (DNC) date) • Mid-Semester Follow up – phone calls made and surveys sent out during week 5 to all students as a check-in • End of Semester Survey – before the final week assessment week, students receive an email with tips for exam preparations and questions about their course experiences and suggestions for improvement • Events Survey – After each event, we send an email to participants to ask about their opinion and suggestions for future events After we send the surveys, we usually follow up with students and participants that did not answer to verify they received the email. As a way to thank them for their participation, when they answer the surveys they are automatically entered for a chance to win a gift card. This token of appreciation also provides us content to post the winner on our social media channels to promote future survey participation.

Testimonials, Observations and Feedback from Students If I could describe SWAC with one word it would be family. SWAC is a place where we can come and get back on the right track and not have to worry or stress about anything while we’re there. SWAC is a place of acceptance and love, a place where we can come to grow and learn. Often sometimes people just need a little push start to get their life going and at SWAC it’s a opportunity to get back on your feet and back learning. At SWAC we feel acceptance which a lot of us students have never felt before, we have role models to look up to and ask for help and they’re not only teaching us learning skills but life skills and just generally how to be good people, the best we can. ~ Aleigh Wright St. Clair Catholic District School Board

66 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca Easter Virtual Egg Event

On Wednesday, March 31, RPT 8 hosted a virtual Easter Dessert decorating activity for over 160 grade five to seven students from four of our local school boards. The event teamed a local high school student, Ms. Olivia Popp, and a chef from Canadore College, Ms. Emilie Metwalli, who educated, directed and inspired the students virtually to create bunnies, tractors, chickadees and more from the materials provided. The kits were created and stocked by Olivia who has her own Tasty Treats by Olivia business. In the weeks leading to the event, she created over 1400 items for the kits that also had fondant, sparkles and icing included. Olivia credits her love for baking to her mother, grandmother and Oma. Her skill and creativity soon had family members asking for everything from cookies to decorated cakes to suit their event. This demand led her to starting her own business. With the kits handed out and students dressed in their chef hats and aprons, Chef Emilie presented a live demonstration on how the treats were mixed and baked. Afterwards, the students were given time to let their creative energy go and decorate their own Easter treats. Along with the photos we have provided please go to our Skilled Trade Hub (www.skilledtradehub.ca/ easter-virtual-decorating/) to see the process to register for our event, Olivia and Emilie’s bios and the recipe and decorating information.

Covid Diaries: Four

“COVID has made us be creative, think outside of the box and allow students to experience a different set of opportunities. TLDSB was able to offer some octomester condensed dual credits, allowing students that may never have participated previously to get the chance. Our online dual credits were an excellent way for students to achieve a credit and continue with a full timetable - the flexibility and organization, along with incredible college and high school staff made them a success! Lastly, TLDSB had the opportunity to partner with Loyalist College, a partnership that was previously not explored. The geography was taken out of the mix because we delivered an online dual credit, this may lead to future opportunities on Loyalist’s satellite campus in Bancroft.” Kelly Neumann of TLDSB

Testimonials, Observations and Feedback from Students SWAC changed my life for the better, made me more responsible, and mature, and helped me pass many obstacles in life. ~ Ayoub Habib GECDSB Spring 2021 I 67 SCWI Spring 2021 AMDSB − Fanshawe St Marys DCVI Sheet Metal Team-Taught Dual Credit

With thanks to Scott Miller: CTV News London Videographer St. Marys District Collegiate Vocational Institute (SMDCVI) is using changes to education delivery due to COVID-19 restrictions to the benefit of their students. Quadmestered all day courses have provided opportunities for educators to introduce students to new and creative ways to explore the trades and possible post-secondary career pathways. Recently SMDCVI partnered with Fanshawe College to run Sheet Metal Team-Taught Dual Credit courses in two manufacturing classes. In Team-Taught Dual Credit courses, students are enrolled as a college student and earn college credits if successful. Many of the Dual Credit courses can be applied to students’ college level programs. Typically students are bussed to the college to participate in college and career reach-ahead opportunities. In the Team-Taught model a secondary school teacher and college instructor co-teach the trade at the local high school. Jared Petteplace, Fanshawe College Instructor, emphasized that in this team taught model students are achieving the sheet metal knowledge and skills necessary to be successful at the college level while in their own high school. This dual credit opportunity provides students with a familiar surrounding and an exciting sheet metal curriculum delivered by two industry and teaching experts. Chris Huber, SMDCVI Manufacturing teacher, who is a licenced Sheet Metal Worker, and Petteplace who is a licenced Residential Air Conditioning Systems Mechanic and Plumber, are providing students with first class and current industry sheet metal learning experiences. Huber, commented that “Students are learning transferable skills that they can use in post-secondary in both the workplace and at home. Students have learned the function of a residential furnace, how it works and what some of the typical service and repair items are. Students are well positioned knowledge and skill wise to apply for local sheet metal jobs and enter a sheet metal apprenticeship program.” A mix of thirty-nine grade eleven and twelve students from two manufacturing classes are exposed to a combination of in-class theory and in-shop practical experiences that provides them the foundational knowledge and skills required to be successful in the Sheet Metal trade. Students and instructors work as a team of apprentices and journeypeople, much like they would on a job site. Students learn sheet metal skills in HVAC (Heating, Ventilation and Air Conditioning), custom precision sheet metal fabrication, architectural sheet metal, and metal fabrication. Additionally, students apply practical math skills needed to take accurate measurements. Students put their technical and mathematical skills to use operating tools and machines, and take measurements according to blueprints. Continued on Page 69

Testimonials, Observations and Feedback from Students I just finished my program at Seneca back in August and since December I have been working full time for a company that works on water purification stations and my job right now is to make 3D digital models of our products. I also make blueprints for all of the customers when needed. The dual credit I took laid the foundation for me going into Mechanical Engineering and help me get a job. I want to say thank you for all your support in high school as I do not know where I would have been without your support.

68 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca AMDSB − Fanshawe St Marys DCVI Sheet Metal Team-Taught Dual Credit (continued from Page 68)

Of particular interest, students measure, cut and bend various types of sheet metal into appropriate sizes and shapes; join ducts using different connecting techniques; read and analyze blueprints; operate fabricating equipment such as shears, slip rollers, box and pan brake; fabricate and install sheet metal parts according to product specifications; learn and apply hand-eye coordination and practice attention to detail. Thanks to a new furnace donated by Marks Supply Inc. and Fanshawe College, students also learned that today’s buildings require up-to-date heating, cooling and ventilation systems. COVID-19 has highlighted the need for sheet metal workers to retrofit or install modern HVAC systems. Kirk Boreham, SMDCVI Student, indicated that he liked learning about the operations of a furnace and personally building the plenum bracket for the furnace. Of significant benefit was honing his problem solving skills. A skill that he believes will help him in his future career. The Sheet Metal Dual Credit program in conjunction with the Ontario Youth Apprenticeship Program (OYAP) and Cooperative Education program opens doors to apprenticeships and careers in construction and manufacturing. Students are learning knowledge and skills that they can apply at home and are transferable to other subject areas. Students express that they enjoy the opportunity to be treated as young adults embracing the maturity and responsibility that comes with taking college level courses. Students learn that living the skilled life provides ample opportunities to earn a living, raise a family and live in their home community. It provides opportunities to travel and work in most areas of the world. Ryan DeBoer, SMDCVI Student, indicates this full day sheet metal course has taught him how to use the sheet metal tools of the trade and provided the opportunity to practice transferable skills he can use in his residential construction co-op placement in the future. Jim Brintnell, AMDSB Dual Credit Program Lead expressed that the AMDSB Pathways team is fully committed to investing in and expanding college and community partnerships that benefit AMDSB students in gaining the skills, knowledge and experience needed to secure local employment at a meaningful wage in a career they love. Jodi Froud, AMDSB OYAP Coordinator said “The support of our local colleges, training providers and employers in our communities helps to create enhanced learning opportunities that provide relevant and hands on learning for our students that better prepare them for their initial post-secondary destination, whether that be apprenticeship, college, community, university or the workplace.” For additional information on programs such as the Dual Credit Program, Ontario Youth Apprenticeship Program, Cooperative Education Program and Specialist High Skills Major Program please visit amdsb.ca/pathways.

Testimonials, Observations and Feedback from Students SWAC impacted my life in such a positive way. As a 21-year-old who’s always struggled/stressed with school my SWAC teacher Jenna made all those stresses and struggles a breeze! Always encouraging, always making great suggestions on how to manage my schoolwork. I felt like I’d never get my grade 12! But I’m here now!! This program is amazing! I am very thankful. ~ Ariana Poisson Spring 2021 I 69 SCWI Spring 2021 Virtuosity and Virtual Symposia

When the current Covid pandemic struck without warning last Spring, one of many early concerns was the potential cancellation of our annual symposium. Now in it’s 24th year, it had become a highlight of the year, bringing dual credits educators and instructors from all over Ontario to a series of focused, entertaining, and enlightening workshops. Past in-person symposia have been an outstanding opportunity for collaboration and shared learning. The Symposium provided a warm, welcoming opportunity for hard-working educators to meet, share stories and celebrate their challenges and successes. From some of our remotest communities, to our largest urban centres, educators gathered to celebrate and learn. Programs and stories are as diverse as our province. It is both our greatest strength and our way forward for the future. Undaunted by Covid in 2020, the SCWI/IJECT Symposium Planning Committee with co-leads Diane Cowden and Larry Archibald and with the expertise of Sonja Vandermeer and Janette Jensen pulled together and in 2 short months, converted our face-to-face symposium into a virtual experience! Presenters offered 15 workshops, 6 networking sessions and a keynote panel on virtual platforms to over 400 participants. Sessions, including a keynote address and contributions from senior staff, were recorded and archived, creating an ongoing legacy of information and training on our SCWI and IJECT websites. In short, the “team” pulled off the impossible! Learning from that first experience, the team has now created another highly successful and well-attended virtual experience. All educators have developed better knowledge and skills with technology, and the technology itself has improved. This year’s theme, “Engaging and Supporting Students in a Virtual World” could not be more timely. Keynote speaker Brian Weishar from the Simcoe Muskoka CDSB will offer insights into “The Adolescent Brain: Implications in a Virtual World”. Last year’s virtual symposium could not have been possible without the support and generosity of dual credit educators from school boards and colleges who stepped up to offer presentations, PowerPoints and personal anecdotes from every corner of Ontario. The entire symposium team’s spirit of shared leadership and commitment from both new and experienced staff promises an exciting day of learning and sharing this year. While nothing can replace the benefit and camaraderie of a face-to-face symposium experience, the Symposium planning team of organizers and presenters have ensured that our annual symposium will continue to thrive and grow in the future. While we remain confident that the tragedy of this pandemic will pass, and when it does, as our project manager, David Armstrong says: “(we are) convinced that SCWI will continue to play an important role in that happier future world of Ontario education.”

Canadian Machining Award

“In October, Jacob received two awards. Nominated by his employer Classic Tool & Die Inc. He was selected by the Canadian Machining & Tooling Association as an Apprentice Award recipient and he was also given an Award of Distinction for being the Top Ranked Apprentice of 2020 from the Canadian Machine Tool Distributors Association. They generously presented him with thousands in awards, tools and cash.” Jacob took the general machinist dual credit apprenticeship level 1 and graduated from Sandwich in 2018. I am a personal friend of the family and wanted to share this proud moment with you. Dual credit is an amazing program with amazing people! Art Barron

70 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca School within a College Student Rises to the Challenge of a Busy Schedule

Dawn Kippax came to the School within a College (SWAC) program on the Barrie campus of Georgian College for the usual reasons; she was under credited to graduate high school and facing personal struggles. But very quickly her approach to the opportunity to finish her high school diploma while taking college courses made her stand out in her class. “Dawn walked into the School within a College program with an enthusiasm that I have not seen in my previous years in this role,” says her secondary teacher, Rosa Bitonti from the Simcoe Muskoka Catholic District School Board. “She was determined to do well and make the best of the opportunities that were presented to her. It was that attitude that impressed me the most and indicated that I could offer her the opportunity to take an additional dual credit course.” So along with the Lifestyle Management college course she was taking with her SWAC classmates, Dawn joined other dual credit students from across the county in a Criminology college class. The combination of high school courses, two college courses and working up to 30 hours a week in her job was daunting but Dawn rose to the challenge. At semester end, her college marks were in the 80s and 90s. She not only impressed her instructors, she learned a lot about her capabilities. “When entering this dual credit program, I struggled to keep up in learning environments that weren’t hands-on and interactive,” Dawn explains. “One of my biggest fears entering these classes was that I wouldn’t be able to engage enough with the content, and then not be able to fully understand or grasp the material... But I began to understand how different this program would be from normal learning environments. While within the course, I worked on my time-management skills and abilities, as the course load was heavier. I worked a lot on holding myself accountable for my own work. Every assignment I handed in, every note I took, and every test that I did, I didn’t have anyone chase me to do my work – it was entirely up to me if I did it or not. Overall, coming out of these courses I feel more confident in my time-management skills, my ability to focus, and my work ethic when it comes to material I am passionate about.” Dawn now feels confident in her ability to succeed at college where she plans to study Business. Her success in the dual credit program means she has two general education courses on her transcript already, plus the knowledge of what it takes to succeed in college – a great head start for a determined young woman.

Covid Diaries: Five

“Since September 2020 I have been the SWAC teacher at the HWDSB in partnership with Mohawk College. My priority has always been to develop positive relationships with my students with their well-being in mind. Learning can only happen when students feel safe and cared for. The pandemic has made this priority a challenge. In this age of technology, with the availability of smartphones for texting, phone calls, video meetings, and emails; one might think that building relationships would be easier than ever. That’s just not the case during a pandemic. Our students are trying to navigate multiple different eLearning platforms, jobs, new family responsibilities, fears around Covid-19, isolation, and so much more. I have an incredibly supportive team at HWDSB at Mohawk College; we work together to maintain a compassionate connection with our students. Our team puts flexibility and empathy at the forefront of how we support our students’ learning through this pandemic. I hope our students feel this in our virtual meetings, phone calls and emails.“ ~ Sarah Wade

Spring 2021 I 71 SCWI Spring 2021 Bursaries & Awards in Algoma

Sault College’s Celebration of Success: 2021 Scholarships, Bursaries and Awards Ceremony recognizes many college students for their hard work and success. This year, nine RPT 15 Algoma dual credit students were celebrated for their post-secondary success. We are very proud of our dual credit students who participated in the Career Exploration, Hairstyling, SWAC, Adult SWAC, and Adult Alternate dual credit projects. Congratulations were offered by many, including Karen Gauthier, SCWI Chair for RPT 15. Mark Bonner – Joseph Kuchma Memorial ALS Scholarship Olivia Gray – Hazel McBride-Kane Memorial Scholarship Connor Moore – Sault Ste. Marie Police Service Computer Studies Excellence Award Alexander Pottekat – Bolan Family Award Alaina Roswell – Donald J. Gerrie Memorial Scholarship & the Gerald McGuire International Scholarship Victoria Roswell – Métis Nation of Ontario Award Daniel Suopera – Doug Sykes Memorial Scholarship Roberto Vallado Pacheco – ADNET Award in Memory of Wilfred Lefresne & the President’s Academic Excellence Scholarship Jasmin Verigin – Smart Serve Ontario Scholarship

Practical Carpentry Skills Recently, students built bird houses from scratch, measuring, drilling, pre-drilling, hole saws, staining, recycling old poles and repainting them, to putting them up. Social distancing and masks ensured that students were safe and well as they undertook this cooperative exercise. Practical carpentry skills disguised as fun! “This activity was very engaging with activities that add soft skills and life skills for our students” ~ Elaine Wolting, Instructor, St. Clair College

72 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca Seeking New Approaches

After cancelling spring activities last year, the Central Lakes Regional Planning Team did not want to abandon the opportunity to reach elementary and secondary students in the 2020-21 academic year. So the members of RPT 13 met to brainstorm solutions to the reality of event delivery during a pandemic. What resulted is likely to change how we approach activities moving forward as well. Our decisions were based on the following: • The need to provide information about the college pathway to elementary and secondary students continues • SCWI funding was available; staffing was still in place • These events were popular in our communities • We had become familiar with technical platforms that would provide capability • In the same say we had reinvented our dual credit delivery, we needed to reinvent our events • We were willing to take a chance and to draft and revise as we went • Focusing on the goals of the events, we started from scratch • We hoped we could provide opportunities beyond geographic barriers The results: • Three online dual credit instructor forums to provide necessary information and promote dialogue for faculty and dual credit teachers • A virtual version of Program Highlight Day, where grade 12 students interacted live with four workshop presenters in hands on workshops. This event included an outstanding college student panel • Morphing two grade 8 events into Grizzly Cubs Online for grade 8 students. The activity has three parts – an asynchronous video about the college pathway, a live Q & A with classes and a college presenter, and lastly a series of videos leading students through an innovation challenge to simulate a college classroom experience • Using both asynchronous and synchronous elements to deliver the very popular After Graduation event for grade 12 students about to graduate without clear career plans. Attendees will hear a motivational speaker live through YouTube, explore specific career videos at their own pace, then join employers to learn more about the opportunities in their industries RPT members plan to review feedback from all these activities to assess what the pandemic has taught us. We fully expect that we will apply some of our new approaches to project delivery moving forward.

Testimonials, Observations and Feedback from Students SWAC was beneficial to me because it helped me to complete the requirements for my OSSD. This was very important to me as it is the first step towards furthering my education. Another reason I think SWAC was and is beneficial is because it allowed me to see first-hand what college was like. I may not have been enrolled in any college classes but being able to take in the atmosphere and visit various places around campus really helped to prepare me for my future enrollment in one of the many programs. I also really enjoyed the one-on-one help I was able to receive during the program as I sometimes needed help with the work that I otherwise wouldn’t have had if I had been working remotely. Having a teacher and a class environment that was welcoming and enjoyable really helped set me up for success in the program and I would highly recommend it to anyone who is seeking to complete their OSSD requirements as an adult. ~ Dylan Harrison Greater Essex District School Board

Spring 2021 I 73 SCWI Spring 2021

The Sheridan Chronicles Importance of Call Campaigns Toni Pettit, Dual Credit Student Ambassador If living through a pandemic has taught me anything, it’s the importance of connections. The simple ones we take for granted when we go through a drive- thru, pick up toilet paper, or eat at a restaurant. Then there are the ones that we cherish - our circle of family and friends. Connections give us strength and inspiration, they encourage, and they empower. For many of the students that I connected with during the call campaign, it will be the only connection they have with Seneca beyond their professors. And I get one shot to make a connection that says welcome, you matter, and we are glad you are part of the Seneca family. The task of call campaigns sounded a little overwhelming at first. Calling hundreds of students to make sure that they were able to access Blackboard, and were ready for training and orientation. If I’m honest with myself it sounded tedious. The same script, the same questions, hour after hour. However, it turned out to be one of the most engaging moments of my year. Some of the students that I spoke with were polite and didn’t really need much help and some were more reserved about asking for any assistance. And then there were those that made me miss being on campus the most, these were the students who were so psyched about the classes they were taking. They were excited about how the course they chose fit into their future plans of post-secondary education. Some of them had already applied to Seneca and were super excited about possibly being on campus in the Fall. I got to listen to stories about growing up with animals turning into a dream of being vet technician; how high school classes in psychology and sociology helped direct their Dual Credit course choice with a dream of working as a police officer in their community. This is what I signed up for when I joined the Dual Credit team at Seneca. Not only did I get the chance to connect with dozens upon dozens of students, I also had the chance to really improve my tech and communication skills. When all you have is the ability to describe a website or platform to a student on the phone that is trying to set up their account, you have to be precise. Learning how to set up and navigate Blackboard became second nature as I navigated the various challenges that students faced as they prepared for their Dual Credit courses. While I look forward to being back on campus, seeing the faces of those I work with in person, and meeting the Dual Credit students; being a part of this virtual experience has taught me a lot. I was the voice of Seneca for these students. Hopefully it was a warm and welcoming voice that made them feel included and invited into the Dual Credit family; and that it was part of their first steps towards success both present and future. The call campaigns are more than just numbers to be called, accounts to be set up, and students to be tracked down, for me it was the chance to be a part of the vision of Dual Credit – to see students fulfill their dreams through post-secondary education. It might sound tedious but it is exactly the opposite, exciting and motivating. I cannot wait until the next call campaign and have the opportunity to connect with more students during these remote learning times.

Dual Credit Students in Action!

School Within a College (SWAC) students who took the Carpentry with Jason Gibson constructed this timber frame structure. They earned a high school credit and a college credit through the dual credit program. Almost all of the work was completed with hand tools! The student learned some incredible skills! The structure was sold to a member of the community who will be using it as a sugar shack. Proceeds from the sale will be donated to Kingston Youth Homelessness.

Teacher Pat Pearson at SSCCB assisted dual credit students to learn how to change and rotate tires in their IDC class.

74 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca George Brown College Dual Credit Bursary

In 2011, George Brown College created a Dual Credit Bursary Award for former Dual Credit students now enrolled in a full-time program at the College. Former Dual Credit students must have received a final grade of 80% or higher in their Dual Credit course in order to apply for a Dual Credit Bursary. During the Fall 2020 semester, 10 students received a Dual Credit Bursary. 8 of the students were from Toronto District School Board secondary schools and 2 were from Toronto Catholic District School Board. The Fall 2020 Dual Credit Bursary recipients this semester are: • Mackenzie Maxton-Racic, former student at Heydon Park SS, TDSB, and now in the Child and Youth Care program • Jesua Petropoulou, former student at St. Patrick Catholic SS, TCDSB, and now in the Culinary Management program • Marini Kaljian, former student at Monsignor Fraser College- Midland Campus, TCDSB, and now in the Graphic Design program • Aibrean Glaister, former student at Malvern Collegiate Institute, TDSB, and now in the Fashion Techniques and Design program • Aatikah Azeezmohideen, former student at Marc Garneau Collegiate Institute, TDSB, and now in the Health Information Management program • Sumayya Gowrithanjan, former student at Marc Garneau Collegiate Institute, TDSB, and now in the Pre-Health Sciences Pathway program • Tharmiya Gowrithanjan, former student at Albert Campbell CI, TDSB, and now in the Art and Design Foundation program • Welat Pektar, former student at Downsview SS, TDSB, and now in the Child and Youth Care program • Francis Nathaniel, former student at Monarch Park CI, TDSB, and now in the Business Administration – Marketing program • Jordan Leung, former student at Lester B Pearson CI, TDSB, and now in the Building Renovation Technology program The award will be offered again in February 2021. For more information about the George Brown College Dual Credit Bursary, please visit our website at: www.georgebrown.ca/financialaid/06awards.aspx

Testimonials, Observations and Feedback from Students Words aren’t able to express how grateful and thankful I am for being able to have taken advantage of the SWAC program offered in completing my grade 12. Over the years, I’ve attempted achieving this goal several times and for a variety of reasons didn’t complete until now. True, because of my age... (71), finally having grade my 12, won’t offer me any advanced career opportunities... but then I’ve been self-employed for a few decades. What it’s done for me on the inside however has been monumental. The view and perspective I have toward myself because of this achievement, has been huge and couldn’t have been done without reaching this objective. There’s been an internal release that words are inadequate to fully explain and identify. Part of the ingredients to its success, for me personally at least, has been the teachers I was fortunate to have in this program. They created a wonderful learning atmosphere with their encouraging support to all the students in class. In fact, one of the classmates and I mentioned several times of wishing we had teachers like this when we went to school the first time back in the mid 60s. The SWAC program here has both excellent teaching and office staff and has been a delightful honor and privilege to have met and known them. I’m so very thankful and appreciative in having this available to me. ~ Hal Herzog Greater Essex District School Board Spring 2021 I 75 SCWI Spring 2021

The Sheridan Chronicles Faculty of Communication, Art & Design (FCAD) Day Holly Werda, Client Support Coordinator, SCWI Overview In partnership with the School College Work Initiative (SCWI), faculty from the School of Media and the School of Creative Arts & Animation hosted 24 online workshops across two days for high school students from Toronto and York Region District School Boards. These virtual workshops gave the students an opportunity to participate in hands-on learning that regularly takes place in these programs. The roughly 400 students in attendance were treated to interactive sessions and had the opportunity to ask any questions about our classes, programs, careers, and navigating the online environment. Planning & Logistics The Faculty of Communication, Art & Design Day was planned in partnership with the York Region District School Board, and the Toronto District School Board. In previous years, we welcomed students at our Seneca@York campus, but we moved it to an online delivery because of the pandemic. Our focus was to keep the workshops interactive and still deliver a hands-on experience to students. After lots of consideration, we chose a group of nine workshops that could be delivered online, had hands-on components, with experts in the field willing to share their experiences in the area. Each workshop was planned to run for 45 minutes and to be delivered across a two-day event, which workshops running twice on the second day. In conversation with YRDSB we decided to do the first day focused only on SHSM classes that included students from the sectors: Visual Design, Media Arts, Communications Technology, Drama, and Film Production, and one SWAC class. The second day was open to all grade 11 and 12 students who signed in for the workshops directly with the Board. Two weeks before the event was planned to run, we decided to maximize the number of students who could attend the workshops, and we invited TDSB for the second day of the event. The board then directly sent out an email to their teachers and students, and they registered for the event through a form on the TDSB website. For communications, the best approach for YRDSB was sending them directly to the Board planning team and they delivered it to teacher and students. For TDSB, we sent them directly to teachers and students who signed in with us. Workshops The workshops covered numerous subjects across the Faculty of Communication, Art and Design. With the following workshops being run: • Event Production – Virtual Events • Lights, Camera, Action – Improv • Sound Design for Television and Film: From Script to Final Mix • Fact or Fake • Logo Design • Video Editing • The Fundamentals of Drawing • The Media Minute • The Writing Workshop – Mechanics The majority of the workshops were run on WebEx utilizing the WebEx Events feature that allowed us to schedule them ahead of time and invite the faculty leading the workshop as a co-host. The link for the event was then shared either with the teacher of the class attending or directly with individual students attending through a personal email invitation, customized to their workshop. Upon entering the event they had access to the chat feature and in smaller workshops were able to un-mute themselves if they had questions. We did have a couple of the workshops run using Zoom instead of WebEx due to the content being presented and the faculty’s comfortability with using Zoom in their prior teaching. The workshops that ran on Zoom the participants would log into their WebEx event and were then redirected to Zoom due to the change being after the initial scheduling. We also promoted the workshops on our social media channels, tagging the faculty and the school boards where possible. We shared the topics of the workshops and pictures taken from the various workshops throughout the day. Lessons Learned We will have a dress rehearsal type event ahead of the day workshops run to ensure each instructor is comfortable using WebEx events so if they do need to use a different platform we will find this out in advance as some didn’t realize the differences in functionality. On the day of the workshop it is best to have instructors sign in to the event 20-30 minutes ahead of time to troubleshoot any technical problems and get the room setup to ensure each workshop begins on time. It worked best to have the chat function open so students could see each other’s messages and interact with one another during the workshop. It also made it easier for questions to be asked and answered throughout. It was also imperative to maintain frequent communication with the team behind the scenes. We had a Microsoft Teams chat running where the team kept each other updated on any tech issues, workshop progress, or anything that others should be aware of throughout the day. It was a great way to ensure everyone knew how other workshops were going since many were running at once and it allowed us to get additional support if needed. Another lesson would be to have fewer workshops running at once since you did need a SCWI team member to attend and help facilitate each one. Having someone manage two simultaneous workshops was more challenging as you couldn’t un-mute your microphone or have your video on in both. Feedback Upon completion of the workshops we sent out a feedback survey to everyone that attended. At the time of writing this we had received 37 student responses. • Overall rating across all workshops was 4/5 (Based on: quality of instructor, quality of examples provided, structure of the content) • 97% of students felt it met/exceeded their learning expectations • Students gave many suggestions on other workshop topics they would have liked to participate in if available • Only 28% of students experienced a technical difficult in their workshop – which were all resolved

76 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca P.E.N. Pal Program

If you would like to message with someone and ask questions about College life, college programs, how to build a more positive city, or just share a laugh, then this program is for you! You will be matched with your own Personal Engagement Ninja (P.E.N. Pal) for the semester. Communication will happen via email and will be coordinated through the Dual Credit Student Success Assistant and the Cambrian Wellness Coordinator. As a participant in this program, you will: • Create connection, empathy and positivity; • Gain insight into what post secondary life is like through the eyes of a current student; • Work together to find ways to improve our community; and • Practice communication skills. If you are interested in this program, please reply to Diane Boyce, Dual Credit Student Success Assistant at [email protected]. Please let us know if you have any of the following requests and we will do our best to accommodate them. √ I prefer a female Student Wellness Ninja √ I prefer a male Student Wellness Ninja √ I prefer a Student Wellness Ninja from the Schools of Business and IT; Creative Arts, Design and Music; and Hospitality √ I prefer a Student Wellness Ninja from the Schools of Health Sciences and Emergency Services √ I prefer a Student Wellness Ninja from the Schools of Justice; Community Services; and General Studies √ I prefer a Student Wellness Ninja from the School of Engineering Technology and Environmental Studies √ I have no preference! Ideally, we would love to host a final gathering in June to meet and share stories and discuss hopes, goals and dreams (virtually as Covid-19 restrictions are still in place). If you have any questions, please don’t hesitate to reach out!!

Spring 2021 I 77 SCWI Spring 2021 Fanshawe College – Student Success Through Innovation!

While the past year has brought many challenges to all aspects of work and family life, Fanshawe College staff has seized the opportunity to design new and creative approaches to engage students in the college experience. Lisa Castelhano, SCWI Advisor, Admissions and Pathways Designed and facilitated an Adult Dual Credit series of four webinar sessions on Navigating the College System, together with colleagues from Fanshawe College. Topics such as applying to college, financial support, counselling and accessibility, library resources, employment services and support for First Nations students were presented through video conference using a variety of strategies. Information was presented and discussed through the use of videos, live website tours, question and answer, and presentation slides. Fanshawe College’s website is an exemplary source of comprehensive program information for students as they pride themselves as being transparent about entrance requirements, program admissions and support for students. Haley Whitelaw, Professor, School of Tourism, Hospitality & Culinary Arts (STHCA) In the Introduction to Tourism Dual Credit course, connected through Zoom with her students and tour guide Pallavi, in Delhi, India for a live interactive workshop on Mandala Drawing! Students in Haley’s class brought art supplies to this workshop as they learned how to design mandalas. Pallavi also provided a tour of her home and talked to dual credit students about her background and culture. See the photo of Haley and her creation, as well as Pallavi! Dan Howard, Supervisor, SCWI Together with Board partners and Fanshawe College Instructors/Professors held an informative presentation in early April via WebEx for students who are entering the OYAP Level 1 Apprenticeship Program. More than 65 students from the four boards (Thames Valley DSB, London District Catholic SB, Avon Maitland, DSB and Huron-Perth Catholic DSB) participated in the interactive session! The interest from students for a career in a skilled trade bodes well for the many industries who are experiencing labour shortages. Plus, our students will be able to become employed in their desired industry upon graduation. It is a win-win! SCWI program innovations are occurring at all Ontario Colleges, and the examples described above reflect what Fanshawe College and board partners were able to design and deliver through the use of technology in support of student success. Visit www.fanshawec.ca/search?search=scwi for more information about SCWI @ Fanshawe College.

Pandemic Partners Promote Skilled Trades Success

The COVID-19 pandemic has been disruptive to many things in life including education, but in some parts of the province there have been some excellent partnerships between Colleges and District School Boards that have benefitted high school students. Renfrew County is one of those places, a mostly rural region west of Ottawa where there is a significant blue-collar workforce and looming labour market shortages. While most Ontario high school students were studying from home, a small group of high school seniors were swinging hammers and making precision cuts as they completed level one of the General Carpenter apprenticeship program at the Pembroke Campus. With the support of the Renfrew County District Health Unit, the two school boards and the College, 18 students were enrolled in the program, nine from each board. “It’s been quite extraordinary to watch how this partnership has evolved through the pandemic and the sheer determination by all parties to make this work for students,” says Tracy Norris, Acting Manager of Academic Partnerships at Algonquin College.

78 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca A message from Alyssa... (Dual Credit Durham College Professor) During Quad 2 (dual credit) I was at Bowmanville High School. After the Christmas Break we were online teaching due to Covid. I talked with my teaching partner that I wanted to make the online portion as good/interactive as we could with me teaching a trade. It was tough but I set up my garage with as many resources as I had. I wanted to find as many ways to get the kids as involved online as I could. It has already been a tough year, so my goal was to keep the class as engaged as possible. I was doing a lesson on transmissions, and I was showing the kids how a CVT transmission works. I used my snowmobile to explain this. I also have a project vehicle in my garage so I talked to them a little bit about what I as doing to it and why. There were some challenges to doing it this way, but we rolled with it and made it work. The kids absolutely loved when I fired the snowmobile up to show them how the transmission worked. There have been many challenges imposed on us due to Covid but the group of teachers I work with and the team that backs me up at Durham College (SCWI) have definitely made it a lot easier. The program I teach is the Basic Automotive dual credit.

The Sheridan Chronicles Joining the SCWI Team During a Pandemic Holly Werda, Client Support Coordinator, SCWI Joining the SCWI team during the pandemic has definitely been a memorable experience, from interviewing remotely, picking up supplies on campus while virtually no classes were running in-person, to the ever so common WebEx calls, it’s been unlike starting any position I have experienced but it’s gone extremely well. From the moment I began the team was so welcoming and I had a call with each person when I first started which was a great way for me to “meet” them, learn about their role and how we would be working together. It was very reassuring to see how flexible and willing everyone was to help me out whether it was questions on how the platform worked or about specific courses. I really appreciate the efforts they made and it was definitely helpful to me while trying to navigate this remote learning environment the students are immersed in. I have found it to be a very rewarding experience to see how well students have adjusted to online learning across a variety of subjects. I work on student communications and social media so it is important that each communication piece is clear and helps them feel connected to the Seneca community no matter where they’re taking their class from. I have also had the opportunity to call and email various students so hearing from them directly and assisting with any questions I am really enjoying since we can’t interact with them in-person quite yet. Maintaining frequent communication has also been extremely helpful to me as a new member of the team and will continue to be important. Through weekly team meetings, one-on-one touchpoint meetings and utilizing the Microsoft Teams chat feature it can help reduce any potential communication limitations of working remotely and help the team not only work well together remotely but helps everyone (especially me being new) feel connected to the team. These short calls or touchpoints may not seem like much but they are extremely valuable to experience some form of face-to-face communications and interaction with the other team members while we are all working remotely. I am so happy to have joined such an amazing team as well as working remotely is going I am really looking forward to meeting the team in person, being on campus, and experiencing in-person classes and events when it is safe to do so!

Testimonials, Observations and Feedback from Students How are you? I won the bursary!!!! I’m so happy. I’m happy your program wants to use my essay in marketing and on your website. I just want to thank you sincerely for being so awesome and helping me change my life. When you came to my class, I had no idea my life would be changed forever. Thank you for always being there and all the things you helped me with through the course. I will be forever grateful. Spring 2021 I 79 SCWI Spring 2021 Dual Credit Program Provided Student with Support She Needed

For reasons beyond her control, Sarah was considered a problem student in high school. “I missed a lot of classes due to migraine headaches and I felt that most teachers wrote me off,” Sarah says. “I really needed help to get back into school after all the time I missed.” Sarah started getting that help when she transferred to Burlington’s Gary Allan High School, which allowed her to take classes online. Staff at Gary Allan then suggested Sarah sign up for Sheridan’s Dual Credit program because of the college’s supportive environment, something Sarah noticed immediately in her Media Fundamentals course. “We had weekly check-ins, the environment was friendly, and my teacher brought a lot of energy to the class,” Sarah says. “The work itself was fun as well because we were often able to choose what we wanted to do.” For one of her writing assignments, Sarah leaned on her personal experience to create a beginner’s guide on how to become a digital artist - the career path she had always aspired to pursue. In the article, she noted how many artists fall through the cracks due to a lack of guidance and shared tips including staying positive, practicing and being persistent. Not only did her professor like the article, he also recommended Sarah submit it for publication in Sheridan’s employee newsletter. “That meant a lot to have someone believe in me and what I was doing,” Sarah says. “He was really supportive. If I didn’t hand something in, he’d email me asking if I was okay. It made me feel like the teacher didn’t just care about our grades, he also cared about us.” Ultimately, Sarah’s positive Dual Credit experience convinced her to enroll in Sheridan’s Art Fundamentals program, a decision Sarah hopes is the first step towards becoming an animator. “Art has always been a massive part of my life because of my health issues. Watching anime and Sponge Bob Square Pants and other cartoons would distract me from what was going on, even if I was in physical pain,” she says. “I decided that if art could help me in times like that, I’d love to have my own art help other people who are struggling.”

80 Discover SCHOOL I COLLEGE I WORK at: www.gotocollege.ca Zoom “SEE ME” Contest

Welcome to Dual Credit! During Covid times, Zoom is the platform Cambrian College has chosen to use for meetings, including your Dual Credit classrooms. What this means is that all of you will be attending classes virtually, via Zoom. Your professors are looking forward to teaching you! They are excited to engage with you, and get to know you just a little bit better over the coming months. When you enter your Zoom classroom, you will find the VIDEO button located on the command bar (at the bottom of your screen, next to the audio button). You have the option of keeping this turned off (but wait, we can’t ‘SEE YOU’... ugh!!), or turning VIDEO ON (We can ‘SEE YOU’ and engage more easily with you, and you with us...☺) In order to encourage everyone to turn ON/start their VIDEO upon entering the ZOOM classroom, we are having a ‘SEE ME’ contest! There will be one winner from each Dual Credit course. The contest will start immediately and run until March 12. Each winner will receive a $100 Gift Card from their choice of Amazon or New Sudbury Mall. Kevin and Dana (your Dual Credit teachers from the Catholic and Rainbow boards) will be the judges. They will base their decisions on consistency (SEE ME often) and creativity. So how do you participate in the SEE ME contest? There are 2 options 1. Create a background screen to use with VIDEO turned on during class (click on the start VIDEO button on the bottom command bar). Instructions are BELOW on the STEPS to create a Virtual Zoom background screen on your computer. Please be aware that NOT all computers will work to do this. 2. Create/use a homemade backdrop behind your Zoom workstation with items and/or drawings of your choosing, with VIDEO turned on during class (click on the start VIDEO button on the bottom command bar). You could draw things on a very large piece of paper. You could also pin up items you want to show and share with others – sports teams memorabilia or your favorite music group or person. Using a ‘theme’ is great, but you could also just choose an assortment of items that you like. Maybe you already have cool stuff and/or posters behind the spot you will Zoom from. You could also use an old sheet as your canvass, hang it up behind you, and attach things to it. Use your creativity. One important thing: It is best to use painters tape if you are attaching items to the wall, as we don’t want to cause any wall damage.

Testimonials, Observations and Feedback from Students Attending the SWAC program was a great benefit to me. At 42 years old I knew I needed to take the step in proving to myself that I too could finally have a high school diploma. SWAC allowed me to achieve this with the help of my teacher Jenna Segedin. The program was geared to a one-on-one instruction that I really appreciated, which went well with how I could also go at my own pace. Having mental health problems meant that I needed this kind of learning, especially because of the pace I could go at. As I was working on becoming better and stronger mentally, the pace and one-on-one instruction type of learning was exactly what I needed. I believe that other people with mental health or learning disabilities, that did not graduate high school years ago, can also benefit from such an environment, that is different from the typical high school setting. Graduating from SWAC with my high school diploma will allow me to apply into the Dental Hygienist Program at St. Clair College. Plus, the extra college credit I received just from attending SWAC is also beneficial on my college application. I also no longer have a barrier that prevents me from applying for jobs that require me to have a high school diploma. I very grateful to the SWAC program for helping achieve one of my education goals. I hope they can continue to help many others achieve this same goal. ~ Claudette Katerere Greater Essex District School Board

Spring 2021 I 81 Vocabulary Words & Phrases SCWI did not often use prior to March 2020!