Breakwell Education Associ

Total Page:16

File Type:pdf, Size:1020Kb

Breakwell Education Associ 1.0 ORGANIZATION AND PROGRAM INFORMATION 1.1 Submission Title Page Full Legal Name of Organization: Breakwell Education Association Operating Name of Organization: The Stratford College of Liberal Arts Common Acronym of Organization: SCLA URL for Organization Homepage: Not applicable Degree to be awarded for the program or part Baccalaureate: Honours of program: Proposed Degree Title and Nomenclature: Bachelor of Liberal Arts, Honours Date of Submission: August 13, 2004. 1st Revision: September 29, 2004. 2nd Revision: December 22, 2004. Location of where program is to be delivered: 45 Waterloo Street South Stratford, Ontario N5A 4A8 Contact Information: Dr. Todd Smith Secretary, Breakwell Education Association 210 Water Street Stratford, ON N5A 3C5 See Above Tel: 519-273-9217 Cell: 519-777-1707 (mobile) Fax: 519-273-2419 Email: [email protected] Site Visit Coordinator: Same as above. 1.2 Quality Assessment Panel Nominees Name and Full Tel: Academic Professional Designations Nominee Arm’s length Address Fax: Credentials accepted from E-mail organization’s organization nomination for past 7 years Pierre-Yves Tel: (403) 220-3674 Dean, Faculty of Humanities, Mocquais Fax: (403) 284-0848 Ph.D. University of Calgary, 1999-2004 Yes Yes Email: Associate Dean, Faculty of Arts, [email protected] University of Regina, 1997— 1999 Andy Knight Tel: (780) 492-9970 Full Professor, Dept. of Political 816 Ryan Pl, North Fax: (780) 492-2586 Ph.D. Science, University of Alberta Yes Yes West Edmonton, Email: Editor, Global Governance Alberta T6R 2K3 [email protected] Journal Todd Lawson Tel: 416-978-3080 Associate Professor of Islamic University of Fax: 416-978-3305 Ph.D. Thought, University of Toronto Yes Yes Toronto Email: Dept. of Middle [email protected] Eastern Civilizations 4 Bancroft Ave. Toronto ON M5S 1C1 Kamran Sedig Tel: (519) 661-2111 Assistant Professor, Faculty of Middlesex College, x86612 or 88487 Ph.D. Information and Media Studies & Yes Yes UWO, London, Fax: none Dept. of Computer Science, Ontario, N6A 5B7 Email: [email protected] UWO Don Rogers Tel: (613) 476-9707 Instructor, and then full RR #2 Milford ON Fax: none B.Sc. professor - University of Sask. Yes Yes K0K 2P0 Email: M.SC. 1959 – 1988. Head of [email protected] Department of Art and Art History for two terms SCLA Quality Assessment Review, December 22, 2004 (Revision) 2 Anne Boyles Tel: (902) 894-5503 Assistant Professor, Dalhousie 86 McGill Ave Fax: (902) 894-8797 B.Ed. English Department, 1989—94 Yes Yes Charlottetown PEI Email: M.A. Currently Sessional Lecturer in C1A 2K4 [email protected] Ph.D. the English Department, UPEI Senior editor of "The Bahá’í World" volumes and Executive Editor of "One Country". Arash Abizadeh Tel: 514-278-8438 M.Phil Assistant Professor, McGill 5118 Hutchison St. Fax: (514) 398-1770 Oxford University, Depart. of Political Yes Yes QC H2V 4A9 Email: Ph.D. Science [email protected] Harvard SCLA Quality Assessment Review, December 22, 2004 (Revision) 3 1.3 Table of Contents 1.0 ORGANIZATION AND PROGRAM INFORMATION.................................................................1 1.1 SUBMISSION TITLE PAGE ..............................................................................................................1 1.2 QUALITY ASSESSMENT PANEL NOMINEES ...................................................................................2 1.3 TABLE OF CONTENTS ....................................................................................................................4 2.0 EXECUTIVE SUMMARY...............................................................................................................6 2.1 EXECUTIVE SUMMARY..................................................................................................................6 3.0 PROGRAM ABSTRACT...............................................................................................................26 3.1 PROGRAM ABSTRACT..................................................................................................................26 4.0 PROGRAM DEGREE LEVEL STANDARD................................................................................27 4.1.1 Degree-Level Summary.......................................................................................................27 4.1.2 Samples of Student Work.....................................................................................................33 5.0 ADMISSIONS, PROMOTION, GRADUATION STANDARD ...................................................34 5.1.1 Program Admission Requirements......................................................................................34 5.1.2 Mature Students Policy .......................................................................................................36 5.1.3 Credit Transfer/Recognition Policy....................................................................................36 5.1.4 Entrance Examinations and Prior Learning Assessment Policy ........................................38 5.2 PROMOTION AND GRADUATION REQUIREMENTS POLICY ..........................................................39 5.2.1 Grade Point Average Calculation.......................................................................................39 5.2.1 Warnings, Suspensions and Dismissals .....................................................................................40 6.0 PROGRAM CONTENT STANDARD ..........................................................................................42 6.1 PROGRAM ADVISORY COMMITTEE (WHERE APPLICABLE) .........................................................42 6.1.1 Program Advisory Committee Membership........................................................................42 6.1.2 Program Advisory Committee Minutes...............................................................................44 6.2 PROFESSIONAL/ACCREDITATION OR OTHER ORGANIZATIONAL SUPPORT ................................45 6.2.1 Current Professional/Accreditation or Other Requirements ..............................................45 6.2.2 Letters of Support: Professional/Accreditation or Other Requirements.............................45 6.3 PROGRAM COMPARISON STATEMENT AND TABLES ...................................................................46 6.3.1 Program Comparison Statement.........................................................................................46 6.3.2 Program Comparison .........................................................................................................46 6.4 PROGRAM LEVEL LEARNING OUTCOMES ...................................................................................56 6.5 ACADEMIC COURSE SCHEDULE INFORMATION ..........................................................................58 6.5.1 Program Hour/Credit Conversion ......................................................................................58 6.5.2 Academic Course Schedule – Honours Baccalaureate.......................................................59 6.5.3 Academic Course Schedule - Graduate ..............................................................................68 6.6 COURSE OUTLINES AND OTHER GRADUATION REQUIREMENTS ................................................69 6.6.1 Calendar Course Descriptions............................................................................................69 6.6.2 Course Outlines.................................................................................................................124 6.6.3 Online Course Information ...............................................................................................281 6.7 WORK EXPERIENCE/INTERNSHIP PLACEMENT EXPERIENCES REQUIRED FOR DEGREE COMPLETION .........................................................................................................................................281 6.7.1 Work Experience/Internship Outcomes.............................................................................281 6.7.2 Work Experience/Internship Commitments.......................................................................281 7.0 PROGRAM DELIVERY STANDARD .......................................................................................282 7.1 COURSE/REQUIREMENT DELIVERY POLICIES ...........................................................................282 7.2 POLICY ON STUDENT FEEDBACK ..............................................................................................284 7.2.1 Policy on Student Feedback..............................................................................................284 7.2.2 Student Feedback: Criteria and Instruments ....................................................................285 7.3 ON-LINE LEARNING POLICIES AND PRACTICES........................................................................287 7.4 ACADEMIC COMMUNITY POLICY..............................................................................................287 SCLA Quality Assessment Review, December 22, 2004 (Revision) 4 8.0 CAPACITY TO DELIVER STANDARD ...................................................................................288 8.1 CURRICULUM VITAE OF CURRENT FACULTY ASSIGNED TO THIS DEGREE PROGRAM .............288 8.1.1 Curriculum Vitae Exception Statements ...........................................................................288 8.1.2 Curriculum Vitae for Faculty Responsible for Teaching and Curriculum Development of DW Courses. .....................................................................................................................................288
Recommended publications
  • Tuition Fall 2018 Prepared By: Stephanie Bertolo, Vice President
    POLICY PAPER Tuition Fall 2018 Prepared by: Stephanie Bertolo, Vice President Education McMaster Students Union, McMaster University Danny Chang, Vice President University Students’ Council, Western University Catherine Dunne, Associate Vice President University Students’ Council, Western University Matthew Gerrits, Vice President Education Federation of Students, University of Waterloo Urszula Sitarz, Associate Vice President Provincial & Federal Affairs McMaster Students Union, McMaster University With files from: Colin Aitchison, Former Research & Policy Analyst Ontario Undergraduate Student Alliance Mackenzie Claggett, Former Research Intern Ontario Undergraduate Student Alliance Martyna Siekanowicz Research & Policy Analyst Ontario Undergraduate Student Alliance Alexander “AJ” Wray, former Chair of the Board Federation of Students, University of Waterloo 2 ABOUT OUSA OUSA represents the interests of 150,000 professional and undergraduate, full-time and part-time university students at eight student associations across Ontario. Our vision is for an accessible, affordable, accountable, and high quality post-secondary education in Ontario. To achieve this vision we’ve come together to develop solutions to challenges facing higher education, build broad consensus for our policy options, and lobby government to implement them. OUSA’s Home Office is located on the traditional Indigenous territory of the Huron- Wendat, Haudenosaunee, and most recently, the territory of the Mississaugas of the Credit River. This territory is part of the Dish with One Spoon Treaty, an agreement between the Anishinaabe, Haudenosaunee, and allied nations to peaceably share and care for the resources around the Great Lakes. This territory is also covered by Treaty 13 of the Upper Canada Treaties. This Tuition Policy Paper by the Ontario Undergraduate Student Alliance is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
    [Show full text]
  • Which Canadian Charities Had the Largest Assets in 2014?
    www.canadiancharitylaw.ca Which Canadian charities had the largest assets in 2014? By Mark Blumberg (March 23, 2016) We recently reviewed the T3010 information for 2014. It covers about 84,370 of the 86,000 registered charities that have so far filed their return and that have been entered into the CRA’s database. Canadian registered charities are currently required to disclose on the T3010 their assets. The total assets of all the 84,370 registered charities were about $373,050,327,255.00. Below we have a table of Canadian charities and how much they spent as reported for the 2014 fiscal year. Thank you to Celeste Bonas, an intern at Blumbergs, for helping with this project. The Sean Blumberg Transparency Project is in memory of my youngest brother Sean Blumberg. Sean was a sweet, kind person, a great brother who helped me on a number of occasions with many tasks including the time consuming and arduous task of reviewing T3010 databases and making them into something useful. As part of the Sean Blumberg Transparency Project, Blumbergs has been releasing information on the Canadian charity sector to provide a better understanding of the size, scope, complexity and challenges of the sector. Please review my caveats at the end about the reliability and usage of T3010 information. 1 www.canadiancharitylaw.ca List of Canadian charities with the largest assets in 2014 Line 4200 Name of Canadian Registered Charity largest assets 1. ALBERTA HEALTH SERVICES $9,984,222,000.00 2. THE MASTERCARD FOUNDATION $9,579,790,532.00 3. THE GOVERNING COUNCIL OF THE UNIVERSITY OF TORONTO $7,681,040,000.00 4.
    [Show full text]
  • Loans Guidelines
    Loan Program Guidelines UNIVERSITIES & AFFILIATED COLLEGES ELIGIBLE APPLICANTS The following Ontario universities and federated and affiliated colleges are eligible to apply for a loan from Infrastructure Ontario: Algoma University College Assumption University Renison College Brescia University College Brock University Canterbury College Carleton University Concordia Lutheran Theological Seminary Conrad Grebal University College Emmanuel College Holy Redeemer College Huntington University Huron University College Iona Coll ege King’s University College Knox College Lakehead University Laurentian University of Sudbury Le Collège universitaire de Hearst McMaster Divinity College McMaster University Nipissing University Northern Ontario School of Medicine Ontario College of Art and Design Queen’s Theological College Queen’s University at Kingston Regis College Ryerson University Saint Pauls University St. Augustine’s Seminary St. Jerome’s University St. Paul’s United College St. Peter’s Seminary Thorneloe University Trent University Université de Guelph – Campus d’Alfred University of Guelph University of Guelph – Kemptville Campus University of Guelph – Ridgetown Campus University of Ontario Institute of Technology University of Ottawa University of St. Michael’s College University of Sudbury University of Toronto University of Trinity College University of Waterloo University of Western Ontario University of Windsor Victoria University Waterloo Lutheran Seminary Wilfrid Laurier University Wycliffe College York University ELIGIBLE PROJECTS
    [Show full text]
  • December 1St, 2020 to ALL MEMBERS of LAURENTIAN
    December 1st, 2020 TO ALL MEMBERS OF LAURENTIAN UNIVERSITY SENATE You are hereby notified that the fourth regular meeting of Senate (2020-2021) will take place on Tuesday December 8th, 2020 at 2:30 p.m. via ZOOM. Please be advised that Senate meetings will be virtually accessible via the Zoom platform and public portions of the meetings will be recorded by the Registrar’s Office for minute- taking purposes. Pursuant to the Senate Bylaw 4.8, the official record of the meeting is the Senate approved minutes. Senate Minutes The agenda is enclosed. Serge Demers Registrar & Secretary of Senate Laurentian University Senate Page 1 FOR DECISION 1. Adoption of the Agenda 2. That Senate approve the minutes from the previous meeting of Senate held November 17th, 2020 3. That Senate approve the following bylaw changes. 4. That Senate approve the following nominations. 5. That Senate admit to their respective degrees in-course the following students who have completed all requirements of their respective degrees. 6. That Senate approve the recommendation of ACAPLAN for the permanent deletion of the specialization in Archaeology. 7. That Senate approve the recommendation of ACAPLAN for the permanent deletion of the Theatre Arts programs and the Motion Picture Arts programs. 8. That Senate approve the recommendation of ACAPLAN for the approval of the revisions to the Institutional Quality Assurance Process 9. That Senate approve the following motion : For courses using letter grades for the Fall 2020 Term, the Fall/Winter 2020 Term, and Winter 2021 Term, Senate offers students the following options : a) accept the assigned grade, b) withdraw from the course and accept “W” on your transcript (no course credit, no tuition refund), or c ) choose Pass (S) or Fail (F) grade.
    [Show full text]
  • Reculturing Systems with Resilience/Health Realization
    THE CARTER CENTER PROMOTING POSITIVE AND HEALTHY BEHAVIORS IN CHILDREN RECULTURING SYSTEMS WITH RESILIENCE/HEALTH REALIZATION Kathy Marshall, M.A. National Resilience Resource Center | [email protected] he National Resilience Resource Center (NRRC), tional system. This stimulates a multiyear (two- to five- part of the University of Minnesota’s Maternal year) systemic training and technical assistance plan. The T and Child Health Program in the School of Public service initiative has two major tracks: ongoing training for Health, opened in 1996 when federal funding for the Midwest groups of individuals and simultaneous technical assistance Regional Center for Drug Free Schools and most other federal for leadership teams. educational technical assistance centers ended. The program ■ TRAINING: 30-50 staff members are trained in ongo- focuses on “reculturing” systems and operates on a fee-for- ing resilience/health realization. Usually for teams, the service basis. training has three stages. First, personal understanding fo- cuses on the “health of the helper” or staff member. The MISSION: SEEING next phase builds confidence in communicating and using CHILDREN “AT PROMISE” the resilience/health realization model. In the third phase, The Center helps school and community leaders en- participants infuse new skills and understanding into cur- hance their capacity to tap the natural, innate health, or rent job responsibilities with students, clients, colleagues, resilience of youth, families, and communities. The goal is parents, or community residents. Multiple groups may to view all students, residents, or clients as being “at promise” undergo training simultaneously in larger organizations. rather than “at risk.” This operating philosophy is grounded ■ TECHNICAL ASSISTANCE: A regularly convened in resilience research spanning more than 50 years in a project leadership team (district managers or key agency wide variety of disciplines.
    [Show full text]
  • Order Po-4066
    ORDER PO-4066 Appeals PA18-203, PA18-311, and PA18-312 Laurentian University September 16, 2020 Summary: Laurentian University (“Laurentian”) received a request under the Freedom of Information and Protection of Privacy Act (the Act) for access to information relating to the salary and benefits of the presidents of three federated universities. The university denied access on the basis that the records are not in its custody or control and that, as a result, there is no right of access to them under the Act. The requester appealed. In this order, the adjudicator finds that the federated universities are not part of Laurentian for the purposes of the Act, and that the employment contracts of the presidents of the federated universities are not in Laurentian’s custody or control. However, she finds that some salary and benefit information of the federated universities’ presidents is found in other records that are in Laurentian’s custody or control, and orders Laurentian to issue an access decision with respect to those records. Statutes Considered: Freedom of Information and Protection of Privacy Act, ss. 2(1) (definition of “institution”), 10(1). Orders and Investigation Reports Considered: Orders PO-2775-R, MO-3141, MO-3142, MO-3143, MO-3144, MO-3145, MO-3146, P-239, PO-1725. Cases Considered: City of Toronto Economic Development Corporation v. Information and Privacy Commissioner/Ontario (TEDCO), 2008 ONCA 366. BACKGROUND [1] The appellant, an association that was represented for the purposes of these appeals by an individual, submitted three requests under the Freedom of Information and Protection of Privacy Act (FIPPA or the Act) to Laurentian University of Sudbury (Laurentian) for information relating to each of the presidents of three federated universities affiliated with Laurentian: the University of Sudbury, Huntington University and Thorneloe University.
    [Show full text]
  • Running Head: INTEGRAL RECOVERY GROUP from ADDICTION 1
    Running head: INTEGRAL RECOVERY GROUP FROM ADDICTION 1 Integral Recovery Group from Addiction A Research Paper Presented to The Faculty of Adler Graduate School ____________________ In Partial Fulfillment of the Requirements for The Degree of Master of Arts in Adlerian Counseling and Psychotherapy _____________________ By: Daniel Ronken Adler Graduate School 2014 INTEGRAL RECOVERY GROUP FROM ADDICTION 2 Abstract This project proposes to create a integral recovery group from addictions. Since addiction is a multifaceted and complex conundrum, ongoing recovery needs to address multiple levels of functioning. From an Adlerian view, addiction is a neurotic solution to deal with the inherent inferiority feelings of being born into this world as a human being. The framework and roadmap for the group will be focused on five levels of functioning: Physical, Cognitive, Emotional, Ethical, and Spiritual. The current state of addiction and associated literature is reviewed highlighting the strengths and weaknesses of existing models. The proposed group may be offered to people seeking integral recovery from addiction as well as professionals in the helping field looking to work with addiction recovery in a more integrative fashion. INTEGRAL RECOVERY GROUP FROM ADDICTION 3 Integral Recovery Group from Addiction Addiction has a complex etiology requiring complex treatment approaches. Addiction work has come along way, but it’s not perfect. Humans are infinitely complex beings and there are varying degrees of processing stimuli as we relate with and integrate our experiences of the world. Research and programs such as the medical model of addiction and recovery 12 Step Models tend to focus on slices of the whole human.
    [Show full text]
  • Turning the Corner: from Risk to Resilience
    Turning the Corner: From Risk to Resilience Bonnie Benard National Resilience Resource Center University of Minnesota Note: This classic publication, Turning the Corner From Risk to Resiliency, by Bonnie Benard has been reissued here in 2012 in its original form. This work offers a unique collection of Benard’s interviews and summaries of work by early resilience, prevention and youth development leaders. This series of articles first appeared in the Western Center News between 1990 and 1996. The articles were thought provoking and often challenged then current prevention thinking. Benard was able to identify, examine and report emerging contributions that otherwise might have never been connected and explored as a whole. All too often valuable research and cutting edge community practice occur in isolation. Benard has always been especially focused on bringing the prevention puzzle pieces together. She points us to a bigger picture and encourages us to look beyond our own individual known boxes. Benard was bold to suggest that resilience was turning a corner in in the early 90’s. Today we see the accuracy of her judgment call. Focusing on mental health promotion and positive development is now strongly supported by the scientific evidence reviewed and reported in 2009 by the National Research Council and the Institute of Medicine. In Turning the Corner from Risk to Resilience Benard was looking well beyond the 1994 IOM definition of prevention. By 2009 IOM reconsidered, examined emerging research and did an about face. IOM redefined prevention in 2009. This new definition of prevention is very much in step with Benard’s early thinking, which in part was grounded in the evidence she was disseminating in these early articles.
    [Show full text]
  • One Generic Mental Illness: a Principle-Based Psycho-Spiritual Explanation of General Factor P and Its Application to Spiritually Informed Clinical Practice
    SPIRITUAL PSYCHOLOGY AND COUNSELING spiritualpc.net / 2021 Volume: 6 Number: 2 Original Article One Generic Mental Illness: A Principle-Based Psycho-Spiritual Explanation of General Factor p and Its Application to Spiritually Informed Clinical Practice Thomas M. Kelley1 William F. Pettit Jr. 2 Judith Sedgeman3 Jack Pransky4 Wayne State University Creighton University Sedgeman Consulting LLC Center for Inside-Out Understanding 1 Professor Emeritus, Department of Criminology & Criminal Justice, 3255 Faculty Administration Building, Wayne State University, Detroit, MI, USA. E-mail: [email protected] 2 M.D., Adjunct Clinical Professor, Creighton University School of Medicine Department of Psychiatry, Phoenix AZ, USA. E-mail: [email protected] 3 Ed.D., Mental Health Educator, Sedgeman Consulting LLC, 5616 Garden Lakes Drive, Bradenton, FL, USA, E-mail: [email protected] 4 Ph.D., Director, Center for Inside-Out Understanding, 228 Wine St., Charlottesville, VT, USA. E-mail: [email protected] Abstract Multiple forms of psychopathology appear to have one common liability typically referred to as general factor p (or p). The possibility of a general factor of psychopathology begs several questions. If something substantive exists that accounts for patterns of co- morbidity across myriad forms of psychopathology, what exactly is it? If higher levels of this factor account for more severe and sustained psychological ill-heath, what explains it and its developmental progression? If this factor exists, does it account for varying levels of mental health and the apparent decline in mental health from childhood to mid-life? Does this factor have a common prevention and remediation? The authors Corresponding author: offer a possible answer, a new psycho-spiritual explanation of general factor p grounded Thomas M.
    [Show full text]
  • Mcmaster Students Union Vice-President
    McMaster Students Union Vice-President (Education) Transition Report Written by Ryan Deshpande, Vice-President (Education) 2017-18 For Stephanie Bertolo, Vice-President (Education) 2018-19 Table of Contents Table of Contents .............................................................................................................................. 2 Foreword .............................................................................................................................................5 MSU – Internal ................................................................................................................................... 6 Operating Policies and Bylaws ................................................................................................. 6 Board of Directors ........................................................................................................................ 7 Executive Board ........................................................................................................................... 8 Student Representative Assembly .......................................................................................... 9 Education and Advocacy Department.................................................................................. 10 Associate Vice Presidents .......................................................................................................... 11 Associate Vice-President (University Affairs) ..................................................................
    [Show full text]
  • A Joint Publication on Campus Sexual Violence Prevention and Response
    Shared Perspectives: A Joint Publication on Campus Sexual Violence Prevention and Response Alliance of BC Students College Student Alliance Ontario Undergraduate Student Alliance Union étudiante du Québec New Brunswick Student Alliance Students Nova Scotia University of Prince Edward Island Student Union Canadian Alliance of Student Associations contents MESSAGE FROM THE PARTNERS 3 ALLIANCE OF BC STUDENTS 4 COLLEGE STUDENT ALLIANCE 10 ONTARIO UNDERGRADUATE STUDENT ALLIANCE 16 UNION ÉTUDIANTE DU QUÉBEC 24 NEW BRUNSWICK STUDENT ALLIANCE 28 STUDENTS NOVA SCOTIA 32 UNIVERSITY OF PRINCE EDWARD ISLAND 38 STUDENT UNION CANADIAN ALLIANCE OF STUDENT 42 ASSOCIATIONS SOURCES CITED 46 2 MESSAGE FROM THE PARTNERS Last summer, a partnership of provincial student associations published Shared Perspectives: A Joint Publication on Student Mental Health. That publication marked a national review of the challenges of student mental health care and identified examples of limited successes. This Spring, our partnership comes together again to address another important issue in post-secondary education with Shared Perspectives: A Joint Publication on Campus Sexual Violence Prevention and Response. Everyday, our organizations think about how post-secondary education can continue to improve in Canada. We work to make sure all students can afford to pursue higher education, and how to prevent barriers to access. We care about the high-quality and innovative education we are receiving, and are constantly looking for areas of growth. We think about how to incorporate the student voice into education, ensuring that our sectors are accountable to the students they serve. In addition to these efforts, we also acknowledge that students must have a strong foundation of health and safety to be successful during their education.
    [Show full text]
  • Une Publication Conjointe Sur La Prévention De La Violence Sexuelle Sur Les Campus Et Les Moyens D'intervenir
    Perspectives: Une publication conjointe sur la prévention de la violence sexuelle sur les campus et les moyens d’intervenir Alliance of BC Students College Student Alliance Ontario Undergraduate Student Alliance Union étudiante du Québec New Brunswick Student Alliance Students Nova Scotia University of Prince Edward Island Student Union Alliance canadienne des associations etudiantes table des matières MESSAGES DES PARTENAIRES 3 ALLIANCE OF BC STUDENTS 4 COLLEGE STUDENT ALLIANCE 10 ONTARIO UNDERGRADUATE STUDENT ALLIANCE 16 UNION ÉTUDIANTE DU QUÉBEC 24 ALLIANCE DES ÉTUDIANTS DU NOUVEAU- 28 BRUNSWICK STUDENTS NOVA SCOTIA 32 UNIVERSITY OF PRINCE EDWARD ISLAND 38 STUDENT UNION ALLIANCE CANADIENNE DES ASSOCIATIONS 42 ÉTUDIANTES SOURCES CITÉES 46 2 MESSAGE DES PARTENAIRES L’été dernier, un partenariat formé d’associations étudiantes provinciales a publié le rapport Shared Perspectives : A Joint Publication on Student Mental Health. Ce document examine les difficultés associées à la santé mentale des étudiants et étudiantes à l’échelle nationale et donne des exemples d’initiatives ayant obtenu un succès relatif. Ce printemps, notre partenariat se réunit à nouveau pour aborder un autre enjeu important en lien avec les études postsecondaires, soit la prévention de la violence sexuelle sur les campus et les moyens d’intervenir. Chaque jour, nos organisations réfléchissent à la façon d’améliorer les études postsecondaires au Canada. Nous cherchons des moyens de s’assurer que tous les étudiants et étudiantes ont les moyens de poursuivre des études supérieures et d’éliminer les obstacles à l’accès. L’éducation de grande qualité et novatrice dont nous bénéficions nous tient à cœur, et nous sommes constamment à l’affût de nouvelles possibilités de croissance.
    [Show full text]