Loyalist College of Applied Arts and Technology – Annual Report 2018-19
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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. -
The Challengeahead
The Challenge Ahead: report on consultations Across ontario Averting a Skills Crisis in Ontario THE VOICE OF THE AU TO MOTIVE ORIGINAL EQUIPMENT SUPPLIERS IN CANA DA Ontario Environment Industry Association(ONEIA) www.oneia.ca ONTARIO TOURISM COUNCIL www.workforcecoalition.ca Ontario’s Skills Shortage “There were 100,000 jobs going begging in Ontario last year, and they tend to be more highly skilled jobs. On the other The workforce challenge is a hand, we’ve got these people who’ve been losing their jobs in significant issue in Ontario. While the manufacturing sector.” the province struggles to retrain - Premier Dalton McGuinty people who have lost their jobs in the manufacturing and forestry sectors, there are also many employers struggling to find About one year ago, a group of stakeholders from business, education, and labour – representing every sector of the economy – sufficient numbers of qualified came together to voice concern about the labour and skills shortage people. facing Ontario. The challenges will intensify in Forming Ontario’s Workforce Shortage Coalition, the group commissioned an the years ahead as record independent study to quantify the magnitude of the challenge and worked with numbers of baby boomers retire. government and community leaders to raise the profile of this critical issue. Recognizing that identifying the challenge was only the first step in addressing It is expected Ontario will be the skills shortage, the coalition invited a broad-based group of 500 government, short more than 360,000 skilled business, union, and education stakeholders to come together in Toronto and in 10 employees by 2025, according to other communities across Ontario to discuss solutions. -
Student Mobility Within Ontario’S Postsecondary Sector
Student Mobility within Ontario’s Postsecondary Sector September, 2005 Association of Colleges of Applied Arts and Technology of Ontario Association des collèges d’arts appliqués et de technologie de l’Ontario Suite 1010, 655 Bay Street, Toronto, Ontario, M5G 2K4 Tel: (416) 596-0744 • Fax: (416) 596-2364 www.acaato.on.ca Table of Contents Abstract ........................................................................................................................ iii Executive Summary..................................................................................................... iv 1. Aspirations for further education ......................................................................... 1 a. College Students................................................................................................ 1 b. University Applicants ........................................................................................ 3 2. Sources of data on college-university mobility................................................... 3 3. Movement from College to University.................................................................. 4 4. Movement from University to College................................................................ 13 5. Transfer in other jurisdictions ............................................................................ 15 6. Conclusions.......................................................................................................... 17 Appendix 1. Number of surveyed 2003-04 college graduates attending -
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 -
Report Annual
2019 2020 annual report Table of Contents Message from the Board Co-Chairs Francophone and Bilingual Steering Committee Message from the Executive Director Engaging Indigenous Institutes Transfer System Improvements 33 / National and International Scope 12 / Credit Transfer Projects, 2019–2020 ONTransfer.ca Pathway Development Projects 35 / ONTransfer.ca Website Improvements Seamless Transfer Projects 36 / Analytics and Growth Research Projects 37 / Data Enhancement Project 22 / MapIT: Institutional Process Mapping Project Inside ONCAT 24 / Faculty Fellows Funding Stream 39 / Supporting Student Mobility During COVID-19 25 / Transfer Pathways DataPilot 40 / Board Co-Chair Changes Sector Engagement 40 / First Round of Summer Interns 27 / Engaging Students 41 / Upcoming Strategic Plan, 2020–2023 Transfer Student Action Fund (TSAF) Strategic Priorities Student Transfer Expert Panel (STEP) Who We Are 28 / Engaging Transfer Advisors 43 / Board of Directors Transfer Advisory Group (TAG) 44 / ONCAT Staff Heads of Transfer Advising (HOTA) 45 / Our Partners 29 / Relationships and Partnerships Northern Ontario Pathways Steering Committee 46 / Finances (NOSC) Message from the Board Co-Chairs What a year it has been for ONCAT—and for found ourselves working in a transformed Ontario’s transfer system. landscape and will be grappling with the immediate and long-term effects of the pandemic on our We started this fiscal year with an ambitious postsecondary education system for years to come. strategic planning exercise led by the Board of Directors and with support from the ONCAT team. Yet even as we adjust to new ways of working, some With a new provincial Government in place, we things have remained constant. Colleges, became familiar with emerging government universities, and Indigenous Institutes continue to priorities to ensure strong alignment with our own. -
2007–2008 Annual Report
2007–2008 Annual Report 1 Mission Statement Confederation College, serving a diversity of learners, develops citizens who will be positioned for success in their lives and careers. The College provides a workforce relevant to the communities of Northwestern Ontario and beyond. Our College Values are Diversity We celebrate our learners, employers, communities, Reflected in Our Work: and College employees in all their diversity. Respect, Caring, and Openness We value each other as individuals. Acting with integrity, we expect active and honest sharing of information and ideas, listening carefully, and respecting the opinions of others. We are committed to working together to achieve our mission. Remarkable Learning Experiences Learning and Leading Investing in Communities We prepare learners to live, work, and lead in Northwestern Ontario and beyond. Making the World a Better Place a Better World the Making Excellence mission statement & values statement mission We strive for excellence in education. We build on our historical strengths of collaboration, responsible decision-making, innovation, reasoned risk-taking, and community responsiveness. Cover: Danielle Seguin, Business Administration- Human Resources Jennifer Bowerman, Architectural Technology George Histed, Aboriginal Law & Advocacy Sarah Mendek, Human Resources Management (Post Diploma) Daniel Yerxa, Aboriginal Law & Advocacy Rick Golden, Laura McFarland, Recreation and 2 Leisure Services Aviation - Flight Management Further, Confederation College exists to ensure the following: Successful Learners with Community Development Diverse Learning Pathways and Capacity Diverse learners have knowledge, Our diverse communities experience skills, and attitudes for life-long HOSPITALITY socio-economic well-being as a result learning and career success. of ourHotel & Resortcontributions. Culinary • Learners have access to personal learning • Northwesterna Tourism Ontario & Travel is sustainable c Adventure & Ecotourism pathways with appropriate support for and healthy. -
Loyalist Diploma Institution Degree Eligibility Further Information
Loyalist Diploma Institution Degree Eligibility Further Information Many Two Year University of Ontario Various Degrees [email protected] Diplomas Institute of Technology Algoma University Bachelor of Arts or Science [email protected] Davenport University Bachelor of Applied Business www.davenport.edu/ca partners Laurentian University General Arts Degree http://www.laurentian.c a/Laurentian/ Home/ContactUs/Conta ct+Us+Home.htm Athabasca University Various Degrees www.athabascau.ca/cgi- bin/credit_transfer.pl Griffith University Various Degrees [email protected] Ryerson University Various Degrees [email protected] Laurier/Brantford Various Degrees http://www.wlu.ca/docs npubs_detail.php?grp_i d=1983&doc_id=39581 York University Various Degrees http://futurestudents@ york.ca/contact Seneca College Bachelor of Interdisciplinary Studies 416.491.5050 ext. 26865 Many Three Year Algoma University Bachelor of Arts or Science [email protected] Diplomas College Laurentian General Arts Degree http://www.laurentian.c University a/Laurentian/ Home/ContactUs/Conta ct+Us+Home.htm Athabasca Various Degrees www.athabascau.ca/cgi- University bin/credit_transfer.pl Griffith University Various Degrees [email protected] Ryerson University Various Degrees [email protected] University of Ontario Bachelor of Arts in Adult Education www.uoit.ca/pathways Loyalist Diploma Institution Degree Eligibility Further Information Institute of Technology Wilfrid Laurier Various Degrees http://www.wlu.ca/docs University npubs_detail.php?grp_i d=1983&doc_id=39581 York -
College Dialogues 2020
College Dialogues 2020 Table of Contents OCAS …………………………………………………………………………………………………. 2 Algonquin College ……………………………………………………………………………… 5 Collège Boréal ……………………………………………………………………………………. 7 Cambrian College ………………………………………………………………………………. 9 Canadore College ……………………………………………………………………………… 11 Centennial College ……………………………………………………………………………. 13 Conestoga College ……………………………………………………………………………. 15 Confederation College ……………………………………………………………………… 17 Durham College ……………………………………………………………………………….. 19 Fanshawe College …………………………………………………………………………….. 21 Fleming College ………………………………………………………………………………… 23 George Brown College ……………………………………………………………………… 25 Georgian College ……………………………………………………………………………… 27 Humber College ……………………………………………………………………………….. 29 La Cité College ………………………………………………………………………………….. 31 Lambton College ………………………………………………………………………………. 33 Loyalist College ………………………………………………………………………………… 35 The Michener Institute …………………………………………………………………….. 37 Mohawk College ………………………………………………………………………………. 39 Niagara College ………………………………………………………………………………… 41 Northern College ……………………………………………………………………………… 43 Ridgetown Campus – University of Guelph ………………………………………. 45 Sault College …………………………………………………………………………………….. 47 Seneca College …………………………………………………………………………………. 49 Sheridan College ………………………………………………………………………………. 51 St. Clair College ………………………………………………………………………………… 53 St. Lawrence College ………………………………………………………………………… 55 Ontario College - Workplace Pathways …………………………………………….. 57 CONTACT INFORMATION Recruitment & admissions: Anne Kalil, Manager, -
From Diversity to Uniformity: a Study of Eap Courses from Diversity to Uniformity
FROM DIVERSITY TO UNIFORMITY: A STUDY OF EAP COURSES FROM DIVERSITY TO UNIFORMITY: A STUDY OF "ENGLISH FOR ACADEMIC PURPOSES" COURSES IN COMMUNITY COLLEGES OF SOUTHERN ONTARIO By LYNN DIANE COURTNEY, B.A. A Project Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree Masters of Arts (Teaching) McMaster University Q Copyright by Lynn Courtney, June, 1995 MASTER OF ARTS (TEACHING) (1995) McMASTER UNIVERSITY (History) Hamilton, Ontario TITLE: From Diversity to Uniformity: A Study of "English for Academic Purposes" Courses in Community Colleges of Southern Ontario AUTHOR: Lynn Diane Courtney, B.A. (University of Toronto) SUPERVISORS: Dr. C. Beattie Dr. R. Frager NUMBER OF PAGES: x, 115 ii ABSTRACT The community colleges were established in Ontario in 1965 during a period of economic optimism, characterized by a spirit of innovation and diversity. Growth and a willingness to experiment were the order of the day. One very positive outcome of these features was the freedom of opportunity for the colleges to develop autonomously and according to the needs of their particular community. This independence or lack of government direct involvement has changed rather dramatically since 1990, however. Pressures from the Ministry, for more systematic planning and centralized decision-making have been felt, initiated by the publication of Vision 2000. As a result, the former independent, innovative and diverse qualities of the colleges appear to be in jeopardy. Why this change in philosophy? Why at this time? What possible consequences might result? These are just two of the questions that will be discussed in the following project. -
In It Together 2020
In It Together 2020 Foundations for Promoting Mental Wellness in Campus Communities February 2020 CONTENTS 3 Student mental health: A shared responsibility 5 Summary of recommendations 6 Principles and recommendations 6 Principle 1: A ‘whole-of-community’ approach is vital to improving student mental health and well-being. 9 Principle 2: All postsecondary students should have access to timely, effective, culturally relevant and flexible on-campus mental health care that responds appropriately to their needs. 12 Principle 3: Life-long mental health and well-being for all Ontarians should be promoted through prevention, harm reduction and access to mental health care. 14 Conclusion 15 References Student mental health: A shared responsibility The mental health and well-being of Ontarians is a education. It also proposed culturally diverse shared responsibility that requires collective action. counselling and the use of more technology and peer counselling - all free to students, on and off campus. In any given year, one in five Canadians experiences a mental health challenge or illness, and by 40 years Integral to the plan was that the Province adopt a of age, half of Canadians will have, or will have had, a holistic approach to support student mental health, mental illness.1 drawing on the many strengths that community partners have to offer. This prevalence means that, at some point or another, mental illness will impact us all. Ontario’s universities, colleges and students remain committed to supporting student mental health. Our Postsecondary students are particularly vulnerable. efforts have resulted in many improvements, including The onset of most mental illness and substance a comprehensive, accessible database of community dependency typically occurs during adolescence and mental health service providers and an increased early adulthood, which coincides with the very age awareness around the need to instil resiliency and when the majority of students are first encountering the coping skills as early as K-12. -
Curriculum Vita Content Focus: Expertise in Portfolio Development and Prior Learning Assessment and Recognition Diane L
Curriculum Vita Content Focus: Expertise in Portfolio Development and Prior Learning Assessment and Recognition Diane L. Hill Ph.D. Candidate, (ABD) B.A., M. Ad. Ed. ADDRESS 8039 Indian Line Rd. R.R. #1, Hagersville, ON N0A 1H0 Home: (905) 768-2938 Cell: 289-260-5736 Email: [email protected] EDUCATION Ph.D . Candidate in Adult Education, Focus on Aboriginal/Indigenous Education Department of Adult Education, Counselling Psychology & Community Development OISE - University of Toronto, Toronto, Ontario M.Ad.Ed . - Master of Adult Education -St. Francis Xavier University, Antigonish, Nova Scotia, 1999 Program of Legal Studies for Native People – University of Saskatchewan, Native Law Centre, Saskatoon, Saskatchewan, 1984 B.A. in Sociology – University of Western Ontario, London, Ontario 1984 RESEARCH AND DEVELOPMENT WORK IN PLAR AND PORTFOLIO DEVELOPMENT Beausoleil First Nation, Social Services/Ontario Works Department, Christian Island, ON November 12, 2012 – November 26, 2013 Consultant/Advisor/Mentor/Lead Instructor – For the “It’s My Life – Portfolio Building” project; designed a 12 session program as part of an Ontario Works Training program initiative for young adults ages 18-30 years; delivered 6 days of training as a lead instructor; advised and mentored the BFN employment coordinator in the delivery and support mechanisms required for portfolio development work and the assessment of prior learning based on the “I ASK” model for identifying insights, attitudes, skills and knowledge acquired from life experiences. The Genesis Group/Nunavut Arctic College Sept.-Dec. 2010 Educational Consultant – Worked as a consultant to the Genesis Group, A Nunasi Corporation Company, “100% Owned by the Beneficiaries of the Nunavut Land Claims Agreement” and based in Yellowknife, NWT.