Curriculum Vita Content Focus: Expertise in Portfolio Development and Prior Learning Assessment and Recognition Diane L
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8791 NAC Ann Rep Eng:9916 NAC Ann Rep Inuk Eng
ANNUAL REPORT MOVE FORWARD WITH US 2005-2006 Grise Fiord Resolute Nanisivik Pond Inlet Arctic Bay Clyde River Qikiqtarjuaq Cambridge Bay Igloolik Taloyoak Hall Beach Pangnirtung Gjoa Haven Kugluktuk Kugaaruk Iqaluit Repulse Bay Cape Dorset Kimmirut Baker Lake Coral Harbour Chesterfield Inlet Rankin Inlet Whale Cove Arviat Sanikiluaq Head Office Campus Locations Community Learning Centre Nunavut Research Institute Research Centres On the Cover: Stephanie Taptuna, Office Administration Certificate Program. Letter of Transmittal am pleased to forward the Annual Report for Nunavut Arctic College (NAC) for The Board understands the vital role Nunavut Arctic College plays in the Ithe period July 1st 2005 – June 30th, 2006. This report includes copies of the development of Nunavut and is committed to providing the leadership needed College’s financial statements, as well as highlights of activities and to ensure the College provides quality post-secondary training in a fiscally accomplishments during the year. responsible manner. This year’s report shows that Nunavut Arctic College is in a much stronger The Board of Governors of Nunavut Arctic College looks forward to financial position than in previous years and, as a result, the deficit accumulated continuing to work with you as we prepare the College for the future. Thank you from previous years has been eliminated. Increased demand for programs by for the support you have provided Nunavut Arctic College over the past year. government and industry kept staff at the Regional Campuses and Learning Centers throughout Nunavut busy during the 2005-2006 academic year. Sincerely, Partnerships with the Regional Inuit Organizations made it possible to offer employment related programs in communities in every region. -
Inuit Students' Experiences of Postsecondary Education
Qallunaaliaqtut: Inuit Students’ Experiences of Postsecondary Education QALLUNAALIAQTUT: INUIT STUDENTS’ EXPERIENCES OF POSTSECONDARY EDUCATION IN THE SOUTH THIERRY RODON Université Laval FRANCIS LÉVESQUE Université du Québec en Abitibi-Témiscamingue SHEENA KENNEDY DALSEG Carleton University ABSTRACT. The purpose of this study was to learn from the experiences of post- secondary Inuit students from Canada. Through surveys, interviews, and focus groups, we realized that despite the challenges associated with pursuing post- secondary education in the South, most respondents perceived their experience to be positive. Lack of access to sufficient and equitable funding was perceived by respondents to be a significant barrier, as was the lack of readily available information for prospective students from Inuit Nunangat. We conclude with a brief discussion of possible actions for improving access to university education in Inuit Nunangat, notably that governments should not only focus on training and should develop programs that reflect Inuit students’ needs and aspirations. QALLUNAALIAQTUT: L’EXPÉRIENCE DES ÉTUDIANTS INUITS DANS LES ÉTABLISSEMENTS POSTSECONDAIRES DU SUD RÉSUMÉ. L’objectif de cette étude est de mieux comprendre l’expérience des étu- diants inuits du Canada. Au moyen d’enquêtes, d’entrevues et de groupe focus, on constate qu’en dépit des défis importants rencontrés par ces étudiants, leur expérience est globalement positive. Les participants ont toutefois noté que le manque de financement et le manque d’information sur les études postsecon- daires étaient les obstacles les plus importants. En conclusion, on explore les actions qui permettraient d’améliorer l’accès aux études postsecondaires dans l’Inuit Nunangat, en insistant notamment sur le fait que l’on ne doit pas se concentrer uniquement sur les programmes professionnels, mais que l’on doit aussi répondre aux besoins et aspirations des étudiants inuits. -
Loyalist College of Applied Arts and Technology – Annual Report 2018-19
LOYALIST COLLEGE ANNUAL REPORT 2018–2019 APPROVED JUNE 13, 2019 BOARD OF GOVERNORS ANNUAL REPORT 2018/19 LOYALIST COLLEGE OF APPLIED ARTS & TECHNOLOGY Contents 01 21 College Profile Building Capacity 02 23 A Message from the Board Increasing Transparency Chair and President 04 24 Skills and Job Outcome Sustainability Milestones Achievements 06 25 Innovations in Financial Health and Teaching and Learning Analysis of Financial Performance 08 28 Cluster-Based Applied Appendix A: Programs and Research 2018/19 Consolidated Highlights Financial Statements 16 30 Student Success Appendix B: 2018/19 Board of Governors 19 35 Employment and Appendix C: Training Support Advisory College Council Report 20 35 International Expansion Appendix D: Summary of Advertising and Marketing Complaints i ANNUAL REPORT 2018/19 LOYALIST COLLEGE OF APPLIED ARTS & TECHNOLOGY College Profile Loyalist College of Applied Arts & Technology is Ontario’s Destination College, empowering students, faculty, staff, and partners through experiential, industry cluster-based education, training and applied research programs. The College provides career-ready graduates for, and knowledge transfer to, industry and the community. Loyalist offers more than 70 full-time diploma, certificate and apprenticeship programs in biosciences, building sciences, business, community service, health and wellness, media studies, public safety, and skilled trades. Continuing education options are available through LoyalistFocus.com; including hundreds of online, distance and in-class courses; and through the College’s 100+ university transfer agreements. Located on more than 200 acres in the beautiful Bay of Quinte region, the College is perfectly positioned between Toronto, Ottawa and Montreal. As the region’s only post- secondary institution, Loyalist serves a population of 250,000, including the City of Belleville, City of Quinte West, Municipality of Brighton, Prince Edward County, Greater Napanee, and the Tyendinaga Mohawk Territory. -
GRADUATE REPORT STATS and Testimonials
table of contents GRADUATE REPORT STATS and Testimonials SCHOOL OF ARCHITECTURE CENTRE FOR JUSTICE STUDIES GRADUATE TESTIMONIALS AND BUILDING SCIENCES Community & Justice Services Worker . .24 Bill Henderson ARCHITECTURE Corporate & Commercial Security . .24 Survey Engineering Technician . .2 Architectural Technician/Technology . .2 Customs & Immigration . .24 Kelly Sedore Residential Design & Drafting . .2 Paralegal . .24 Chemical Engineering Technology . .5 BUILDING SCIENCES Police Foundations . .26 Chad Duff, Environmental Technology . .6 Civil Engineering Technician/Technology . .2/3 Graduate Employers . .26/27 Nathalie Pye, Biotechnology Technology . .8 Construction Engineering Technician . .3 Kirsty Creamer Survey Engineering Technician . .3 SCHOOL OF MEDIA STUDIES Chemical Engineering Technology . .9 Graduate Employers . .3/4 Advertising . .29 Karen Hovinga Broadcast Journalism . .29 Culinary Skills-Chef Training . .12 Tenesa-Joy Gannon, Culinary Management . .14 SCHOOL OF BIOSCIENCES Photojournalism . .29 Isabelle Cloutier, Culinary Management . .14 Bio-Food Technician/Technology . .5 Print Journalism . .30 Courtney Cooper Biotechnology Technician/Technology . .5 Radio Broadcasting . .30 Business Sales & Marketing . .15 Chemical Engineering Technician/ Television & New Media Production . .30 Nancy File, Business Administration3 . .16 Technology . .6 POST-GRADUATE Matt Richardson, Business Administration . .17 Environmental Technician/Technology . .7 Public Relations . .30 Lorraine Downey, Paramedic . .19 Graduate Employers . .7/8 -
Loyalist College Annual Report 2019–2020
LOYALIST COLLEGE ANNUAL REPORT 2019–2020 APPROVED JUNE 24, 2020 BOARD OF GOVERNORS ANNUAL REPORT 2019/20 LOYALIST COLLEGE OF APPLIED ARTS & TECHNOLOGY Contents 01 40 College Profile Financial Health and Analysis of Financial Performance 03 43 A Message from the Board Appendix A: 2019/20 Chair and President Consolidated Financial Statements 05 45 Highlights – Skills and Job Appendix B: 2019/20 Outcome Achievements Board of Governors 08 50 Highlights – Loyalist and Appendix C: College our Community Council Report 09 50 Loyalist College’s Appendix D: Summary of Strategic Directions Advertising and Marketing Complaints 37 COVID-19 and Loyalist College Response i ANNUAL REPORT 2019/20 LOYALIST COLLEGE OF APPLIED ARTS & TECHNOLOGY College Profile Loyalist College of Applied Arts & Technology is Ontario’s Destination College, empowering students, faculty, staff, and partners through experiential, industry cluster-based education, training and applied research. The College provides career-ready graduates for, and knowledge transfer to, industry and the community. Loyalist offers more than 70 full-time diploma, certificate and apprenticeship programs in biosciences, building sciences, business, community service, health and wellness, media studies, public safety, and skilled trades. Distance and continuing education options are available through LoyalistFocus.com; including hundreds of online, distance and in-class courses; and through the College’s 100+ university transfer agreements. People and places are the forces that shape our lives. The greatest impact on the Loyalist educational experience is made by the students who learn with us, and the classrooms, labs and workshops where they study. The leading-edge facilities at Loyalist give access to the latest tools and technologies, learning resources, and realistic practice environments that prepare our students to be confident and effective in the workplace. -
Services Available for Students with Lds at Ontario Colleges and Universities
Services Available for Students with LDs at Ontario Colleges and Universities Institution Student Accessibilities Services Website Student Accessibilities Services Contact Information Algoma University http://www.algomau.ca/learningcentre/ 705-949-2301 ext.4221 [email protected] Algonquin College http://www.algonquincollege.com/accessibility-office/ 613-727-4723 ext.7058 [email protected] Brock University https://brocku.ca/services-students-disabilities 905-668-5550 ext.3240 [email protected] Cambrian College http://www.cambriancollege.ca/AboutCambrian/Pages/Accessibilit 705-566-8101 ext.7420 y.aspx [email protected] Canadore College http://www.canadorecollege.ca/departments-services/student- College Drive Campus: success-services 705-474-7600 ext.5205 Resource Centre: 705-474-7600 ext.5544 Commerce Court Campus: 705-474-7600 ext.5655 Aviation Campus: 705-474-7600 ext.5956 Parry Sound Campus: 705-746-9222 ext.7351 Carleton University http://carleton.ca/accessibility/ 613-520-5622 [email protected] Centennial College https://www.centennialcollege.ca/student-life/student- Ashtonbee Campus: services/centre-for-students-with-disabilities/ 416-289-5000 ext.7202 Morningside Campus: 416-289-5000 ext.8025 Progress Campus: 416-289-5000 ext.2627 Story Arts Centre: 416-289-5000 ext.8664 [email protected] Services Available for Students with LDs at Ontario Colleges and Universities Conestoga College https://www.conestogac.on.ca/accessibility-services/ 519-748-5220 ext.3232 [email protected] Confederation -
Analysis of Aboriginal Health Careers Education and Training Opportunities
ANALYSIS OF ABORIGINAL HEALTH CAREERS EDUCATION AND TRAINING OPPORTUNITIES January 2003 TABLE OF CONTENTS GLOSSARY OF TERMS AND ACRONYMS 4 EXECUTIVE SUMMARY 6 SECTION 1 INTRODUCTION: THE WHY AND HOW OF THE SCAN 7 Scope and Purpose 8 Methodology 9 SECTION 2 ISSUES SURROUNDING ABORIGINAL HEALTH CAREERS The Aboriginal Population and the Labour Force 10 SECTION 3 EXPLAINING LOW EDUCATIONAL ATTAINMENT 12 Aboriginal students’ schooling experience 13 Aboriginal children and the public school system 16 Aboriginal schools 20 SECTION 4 IMPROVING THE EDUCATION OF ABORIGINAL CHILDREN AND ADULTS Indian and Northern Affairs Canada and the education of Aboriginal Children 23 The Aboriginal Education Enhancements Program 24 The Emergence and Growth of Aboriginal Education Institutes 26 SECTION 5 ABORIGINAL HEALTH STATUS 32 SECTION 6 ABORIGINAL PEOPLE AND THE HEALTH PROFESSIONS Personnel shortages in Aboriginal communities 37 Concurrent use of Indigenous medicine 38 Cultural clash 39 Communications difficulties 39 SECTION 7 FINANCIAL CHALLENGES 41 1 SECTION 8 ABORIGINAL RECRUITMENT STRATEGIES IN POST-SECONDARY INSTITUTIONS 45 Designated seats 46 Aboriginal student centers and liaison officers 47 Introductory programs for Aboriginal high school students 50 Supportive environments 51 Access programs 52 Partnership programs 55 SECTION 9 THE NEED FOR OCCUPATIONAL STANDARDS AND ACCREDITATION IN THE PARA-PROFESSIONS 57 SECTION 10 IDENTIFICATION OF PROGRAMMING GAPS 59 Potential next steps for NAHO’s Object 4 Working Group 61 BIBLIOGRAPHY 62 ENDNOTES 70 2 TO THE READER – A NOTE CONCERNING TERMINOLOGY Terms used in the entries for programs and schools are those used by the institutions in question, whether the terms are accurate or outdated. A sincere attempt was made to determine if each institution’s programs and services were inclusive of all Aboriginal Peoples (Inuit, Métis and First Nations) or designed to meet the specific needs of a specific community or nation. -
1. Executive Summary
1. Executive Summary Introduction This report provides results from a study undertaken by Aarluk Consulting Inc. to evaluate the campus-based and community-based Nunavut Teacher Education Program (NTEP/CTEP). This evaluation was conducted for Nunavut Arctic College (NAC). Evaluation Profile The evaluation research was overseen by a Steering Committee consisting of representatives of the Nunavut Department of Education, Nunavut Arctic College and Nunavut Tunngavik Inc. This study was primarily qualitative in nature with research activities that included a literature and file review; interviews in English and Inuktitut with thirty one key respondents including Government of Nunavut (GN) officials, NTEP and NAC staff, students, union officials and Inuit organizations involved in the program; surveys of school principals (13 of 42 responded) and five focus group with DEA chairs (24 respondents), and regional school operations staff (5 respondents). Focus groups with a panel of experts chosen by the Steering Committee and students had been planned, but did not happen due to conflicting schedules. However, 5 of the 6 members of the panel of experts were interviewed individually. Limitations on the research included the fact that the number of students surveyed was statistically too small to make generalizations about student perspectives in general, 3 Nunavut respondents were unavailable during the scheduled interviewing period and that there was little historical data on the results and impacts of the program making it difficult to provide trend analysis of NTEP performance indicators. The Nunavut Teacher Education Program The Nunavut Teacher Education Program began in 1979 as the Eastern Arctic Teacher Education Program (EATEP). An affiliation was established with McGill University soon after (in 1981). -
Promises and Challenges of Achieving Racial Equality in Legal Education in Canada
PROMISES AND CHALLENGES OF ACHIEVING RACIAL EQUALITY IN LEGAL EDUCATION IN CANADA Elizabeth Adjin-Tettey & Maneesha Deckha* This paper considers the challenges law school actors (students, faculty, ad- ministrators) face in countering the hegemonic whiteness of Canadian law schools. In examining both admissions policies as well as current dominant law school cul- tures, the authors reveal how Canadian law schools can act as sites of institutional racism and provide suggestions on how to meaningfully diversify law schools in order to create a more egalitarian society. Part I of the paper focuses on admis- sions policies. The authors discuss the need for affirmative action and analyze dif- ferent options for implementing racial balance in the admissions process. The pa- per also provides insights relating to the need for outreach and recruitment of racialized students as well as considers the way the racialization of poverty may impact attempts to achieve racial equality in legal education. Part II of the paper focuses on the cultural norms that permeate law schools and the difficulties they pose to racialized students and faculty. Specific problematic practices relating to academic support, curriculum content, classroom dynamics, pedagogy, evaluation and administration are identified and concrete steps that law schools can adopt in these areas to achieve greater racial balance are offered. The paper ends by high- lighting the importance of racial equality in legal education to the broader goal of achieving a socially just society. Le pr´esent article porte sur les d´efis que doivent relever les diff´erents acteurs des facult´es de droit (les etudiants,´ le corps professoral, les administrateurs) en ce qui a trait a` l’h´eg´emonie des Blancs au sein des facult´es de droit au Canada. -
Nunavut Arctic College, Or NAC, Is a Welcome Public Agency of the Government of A
YOUR FUTURE STARTS NOW. EMPOWERING NUNAVUMMIUT THROUGH POST-SECONDARY EDUCATION ACADEMIC CALENDAR 2019-2020 - VIEW BOOK Table of CONTENT’S Who we are About NAC Nunavut Arctic College, or NAC, is a welcome public agency of the Government of a. Message from NAC 05 Nunavut that was created through the Nunavut Arctic College Act on January b. Our Locations 06 1st, 1995 and services the largest Everything you c. Guide to Programs 08 post-secondary service region in Canada. need to be great is Our Programs already within you. What we do a. Our Programs 10 We help you b. Health & Wellness 16 The College responds to the adult and post-secondary educational needs of c. Trades & Technology 30 discover it. Nunavummiut through its President, d. Education, University & Inuit Studies 72 Board of Governors, and the Minister e. Business & Leadership 100 Responsible for Nunavut Arctic College. f. Community & Distance Learning 112 YOUR FUTURE HELLO... STARTS HERE! Message from NAC We are proud to We believe in everyone’s uniqueness, individuality, and gifts. Nunavut serve the people of Arctic College is aware of the potential in every learner and is committed Nunavut. to strengthening the people and the communities of Nunavut by providing life-long learning opportunities. OUR MISSION: To strengthen ABOUT US: The College responds the people and the communities of to the adult and post-secondary Nunavut by providing life-long learning educational needs of Nunavummiut opportunities for adult Nunavummiut through its President, Board by delivering high quality adult of Governors, and the Minister education programs developed with Responsible for Nunavut Arctic input from our partners throughout The College is comprised of the Arctic and Canada, and by making approximately 250 staff spread the benefits of Inuit traditional across all 25 communities of Nunavut. -
A Critical Exploration of Outsider Course Enrollment in Canadian Legal Education Natasha Bakht
Osgoode Hall Law Journal Volume 45, Number 4 (Winter 2007) Article 4 Law and Feminism Guest Editor: Mary Jane Mossman Counting Outsiders: A Critical Exploration of Outsider Course Enrollment in Canadian Legal Education Natasha Bakht Kim Brooks Gillian Calder Jennifer Koshan Sonia Lawrence Osgoode Hall Law School of York University, [email protected] See next page for additional authors Follow this and additional works at: http://digitalcommons.osgoode.yorku.ca/ohlj Part of the Legal Education Commons Special Issue Article Citation Information Bakht, Natasha; Brooks, Kim; Calder, Gillian; Koshan, Jennifer; Lawrence, Sonia; Mathen, Carissima; and Parkes, Debra. "Counting Outsiders: A Critical Exploration of Outsider Course Enrollment in Canadian Legal Education." Osgoode Hall Law Journal 45.4 (2007) : 667-732. http://digitalcommons.osgoode.yorku.ca/ohlj/vol45/iss4/4 This Special Issue Article is brought to you for free and open access by the Journals at Osgoode Digital Commons. It has been accepted for inclusion in Osgoode Hall Law Journal by an authorized editor of Osgoode Digital Commons. Counting Outsiders: A Critical Exploration of Outsider Course Enrollment in Canadian Legal Education Abstract In response to anecdotal concerns that student enrollment in "outsider" courses, and in particular feminist courses, is on the decline in Canadian law schools, the authors explore patterns of course enrollment at seven Canadian law schools. Articulating a definition of "outsider" that describes those who are members of groups historically lacking power in society, or traditionally outside the realms of fashioning, teaching, and adjudicating the law, the authors document the results of quantitative and qualitative surveys conducted at their respective schools to argue that outsider pedagogy remains a critical component of legal education. -
Report to UNECE and UNESCO on Indicators of Education for Sustainable Development Report for Canada 2007–2010
Report to UNECE and UNESCO on Indicators of Education for Sustainable Development Report for Canada 2007–2010 October 2010 Prepared by the Council of Ministers of Education, Canada in collaboration with The Canadian Commission for UNESCO and Environment Canada Contents Summary ......................................................................................................................................... 4 Context of the Report ................................................................................................................. 7 Responsibility for Education ..................................................................................................... 10 The Policy, Regulatory, and Operational Frameworks ................................................................. 10 Pan-Canadian Cooperation ....................................................................................................... 10 Frameworks for Education ........................................................................................................ 13 A Federal Sustainable Development Strategy for Canada ........................................................ 16 Sustainable Development in Formal, Non-Formal, and Informal Learning .................................. 17 Addressing the Key Themes of Sustainable Development in Formal Education ...................... 17 Elementary and Secondary Education .................................................................................. 18 Postsecondary Education .....................................................................................................