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Educational Overview of AIA Members August, 2016
Educational Overview of AIA Members August, 2016 An educational profile of the membership (n=2563) was completed and includes all active members with the PAg, RTAg, AIT and ATT designations. Gender of this group is 40% (1011) female and 60% (1552) male. Ninety-four percent of members received their education in Canada while 6% were foreign educated. Of the foreign educated, members received their education in 41 countries with the most common being the United States followed by Great Britain, India and Australia. For members receiving their education in Canada (n=2405), 72% received their education in Alberta. This was followed by Saskatchewan, British Columbia and Ontario (see Figure 1). Figure 1 AIA members who received their education in Canada. Of those members who received their education in Alberta (n=1725), 55% took their education at the University of Alberta. Members who were educated in Alberta received their education at 18 different institutions (see Figure 2 and Table 1). Figure 2 AIA members who received their education in Alberta. Table 1 AIA members who received their education in Alberta. Institution Percent University of Alberta 55.36% Lakeland College 9.62% Olds College 9.28% University of Lethbridge 9.04% University of Calgary 7.83% Lethbridge College 2.49% Mount Royal University 2.03% NAIT 1.57% SAIT 0.64% Medicine Hat College 0.58% Athabasca University 0.35% Concordia University 0.35% Keyano College 0.29% King's University College 0.23% MacEwan University 0.12% CDI College 0.12% Fairview College 0.06% Portage College 0.06% Members were grouped in 5 year increments based on when they graduated (Figure 3). -
Post-LPN BN Professional Practice (Clinical) Preparation Guide
Post-LPN BN Professional Practice (Clinical) Preparation Guide Post-LPN BN students registering in professional practice (clinical) courses must be prepared to demonstrate, at a minimum, the knowledge, skills, and clinical behaviours outlined in the College of Licensed Practical Nurses of Alberta, Competency Profile for LPN’s, 5th edition, February, 2020 Students are required to seek self-remediation as needed prior to registration in NURS 401, NURS 435, and NURS 437. Throughout the clinical courses, students (with guidance from instructors/preceptors) will be expected to progress toward meeting College and Association of Registered Nurses of Alberta, Entry-Level Competencies for the Practice of Registered Nurses (March 2019) Read this entire document prior to planning to register in clinical courses to understand all requirements. Note: A program GPA of 3.0 is required for all clinical courses. Students are responsible for: • meeting all deadlines • completing pre-requisite courses • earning a program GPA of 3.0 • submitting pre-requisite clinical placement documentation • reviewing Alberta Health Services (AHS) and other clinical placement agency modules; and • registering in clinical courses prior to deadlines. Clinical Courses Clinical courses are offered three times per year and are “paced” over a four-month period. A paced course means that students work together with set timelines and due dates to complete the course. One clinical course can be taken per term. • Fall term: September–December • Winter term: January–April • Spring term: April-July for NURS 401; May–August for NURS 435, 437, 441 NURS 401: Professional Practice with Adults Experiencing Health Alterations • An invigilated Medication Safety and Calculation Quiz must be successfully completed in the first month of the course, prior to the four-week clinical rotation. -
Rev. Raymond C. Aldred
Rev. Raymond C. Aldred Assistant Professor of Theology Ambrose Seminary/Ambrose University Ministry Trainer/Director My People International Board Chair Indigenous Pathways Address 1168 Berkley Drive NW Calgary, AB T3K 1S7 Home: 403-475-3994 Fax: 403-571-2556 Cellular: 403-771-1187 Email: [email protected] Personal` Born January 23, 1960, in Grande Prairie, AB Treaty 8 First Nation Person Married to Elaine Aldred; two daughters, two sons Skills Class 3 Alberta Driver’s License Indigenous Story Teller Author On-line course development and delivery Interests Hunting and Fishing Run 15-20 miles per week Traditional Indigenous music and dance 1 Education Wycliffe College at TST ThD program in progress London School of Theology Ph.D. program September 2004 – October 2013 unfinished Canadian Theology Seminary M.Div. highest honours, 2000 Canadian Bible College B.TH. highest honours, 1992 Employment Assistant Professor of Theology Ambrose Seminary/Ambrose University 2007-present My People International: Family Programs 2004-present Facilitate training of aboriginal leaders Adjunct Professor, North American Institute for Indigenous Theological Studies: Theology 2011-Present Circle Drive Alliance Church Aboriginal Consultant, November 2012-Present Rocky Mountain Bible College Fall 2013, Fall 2010 Adjunct professor Canadian aboriginal cultures Visiting Professor July 2014, July, 2006, 2014 Vancouver School of Theology: Native Consortium, Vancouver, BC Adjunct Professor August, 2005 William Catherine Booth College, Winnipeg, MB Adjunct Professor -
Improving the Recruitment and Retention of Instructors in High Demand Industrial Programs
Golden Sage Consulting Ltd. | 8117 – 189A Street NW | Edmonton AB T5T 5C5 golden sage [email protected] | 780-487-8954 | www.goldensage.ca Improving the Recruitment and Retention of Instructors in High Demand Industrial Programs A Study conducted for the Northern Alberta Development Council, Grande Prairie Regional College, Keyano College, Northern Lakes College and Portage College By Alan Vladicka Golden Sage Consulting Ltd. April 2014 Experience Quality Integrity Table of Contents Executive Summary ......................................................................................................................... 1 Introduction .................................................................................................................................... 3 Project Methodology ...................................................................................................................... 3 Findings ........................................................................................................................................... 7 Student and Labour Market Demand ......................................................................................... 7 College Administration ................................................................................................................ 7 Program Faculty ........................................................................................................................ 12 Industry Contacts ..................................................................................................................... -
Participating Universities and Colleges: Acadia University Algoma University Algonquin College Ambrose University Assiniboine C
Participating universities and colleges: Acadia University Cégep de Thetford Algoma University Cégep de Trois-Rivières Algonquin College Cégep de Victoriaville Ambrose University Cégep du Vieux Montréal Assiniboine Community College Cégep régional de Lanaudière à Joliette Bishop’s University Centennial College Booth University College Centre d'études collégiales de Montmagny Brandon University Champlain College Saint-Lambert Brescia University College Collège Ahuntsic Brock University Collège d’Alma Cambrian College Collège André-Grasset Camosun College Collège Bart Canadian Mennonite University Collège de Bois-de-Boulogne Canadore College Collège Boréal Cape Breton University Collège Ellis Capilano University Collège Jean-de-Brébeuf Carleton University Collège Laflèche Carlton Trail College Collège LaSalle Cégep de l’Abitibi-Témiscamingue Collège de Maisonneuve Cégep de Baie-Comeau Collège Montmorency Cégep de Chicoutimi College of the North Atlantic Cégep de Drummondville Collège O’Sullivan de Montréal Cégep Édouard-Montpetit Collège O’Sullivan de Québec Cégep de la Gaspésie et des Îles College of the Rockies Cégep Gérald-Godin Collège TAV Cégep de Granby Collège Universel Gatineau Cégep Heritage College Collégial du Séminaire de Sherbrooke Cégep de Jonquière Columbia Bible College Cégep de Lévis Concordia University Cégep Marie-Victorin Concordia University of Edmonton Cégep de Matane Conestoga College Cégep de l’Outaouais Confederation College Cégep La Pocatière Crandall University Cégep de Rivière-du-Loup Cumberland College Cégep Saint-Jean-sur-Richelieu Dalhousie University Cégep de Saint-Jérôme Dalhousie University Agricultural Campus Cégep de Sainte-Foy Douglas College Cégep de St-Félicien Dumont Technical Institute Cégep de Sept-Îles Durham College Cégep de Shawinigan École nationale d’administration publique Cégep de Sorel-Tracy (ENAP) Cégep St-Hyacinthe École de technologie supérieure (ÉTS) Cégep St-Laurent Fanshawe College of Applied Arts and Cégep St. -
Instructor Handbook
Instructor Handbook Learner Manual Sub-title/Sub-Heading Subject Code (if needed) (Arial 24 pt) Revised June 2015 Revised MOUNT ROYAL UNIVERSITY Continuing Education Page | 2......................................................................................................................................................................... MOUNT ROYAL UNIVERSITY Continuing Education TABLE OF CONTENTS WELCOME ..................................................................................................................... 4 TERMS OF EMPLOYMENT ........................................................................................... 5 APPOINTMENT OF INSTRUCTORS ................................................................................. 5 CONTRACT AND PAYMENT PROCEDURES .................................................................. 5 CONTRACTS FOR ‘INDIVIDUALS’ ................................................................................... 5 CONTRACTS FOR ‘COMPANIES’ .................................................................................... 6 RESPONSIBILITIES ........................................................................................................... 7 SUPPORT SERVICES .................................................................................................. 10 PREPARATION OF COURSE MATERIALS .................................................................... 10 PHOTOCOPYING ............................................................................................................ 11 -
Institution Student Enrolment Flow
Page 1 of 2 Institution Student Enrolment Flow This report provides the student enrolment data for public post-secondary institution(s) for a given academic year and student movement into, within and out of the institution(s). Ambrose University 2017-2018 A (Returning) E (Continuing On) CARU UU POLY 7 6 4 CARU UU POLY 70 8 5 From System to Institution (After Year Away) Continuing in the System CCC IAI 4 16 CCC IAI 10 424 TOTAL:Alberta 30University of the Arts TOTAL: 472 B (Continuing Into) CARU UU POLY 35 5 7 From System Ambrose University to Institution 701 CCC IAI 5 431 TOTAL: 458 C (New) G (Leaving) New to Institution Leaving the System TOTAL: 213 (Not in System for Prev. 6 Years) TOTAL: 229 A (Returning) Students that were not enrolled in 2016-17, but had an enrolment record at some point between 2011 - 2016 B (Continuing into) Students that were enrolled in the system in 2016-17 C (New) Students that had NO enrolment records in the previous 6 years (New to system) D (Student Cohort) Students enrolled full-time or part-time in the institution(s) in the cohort year (2017-2018) E (Continuing On) Students enrolled in an institution for the following year (2018-2019) F Students enrolled in an institution for the following year (2018-2019), and received a credential from Ambrose University in 2017-2018 G (Leaving) Students NOT enrolled at an institution in the following year (2018-2019) H Students NOT enrolled in an institution for the following year (2018-2019), but received a credential from Ambrose University in 2017-2018 Notes: 1. -
Student Yearly Enrolment Track by Post-Secondary Institutions
Page 1 of 1 Student Yearly Enrolment Track By Post-Secondary Institutions The Student Yearly Enrolment Track table identifies where were the number of students in an institution (cohort size) who had valid enrolment records (full time/part time) in LERS for the cohort year and five years prior by institution. Ambrose University 2018-2019 Student Cohort: 696 Post-Secondary Institution 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Ambrose University 33 83 180 284 421 696 Athabasca University Athabasca University 4 7 13 18 26 39 University of Alberta University of Alberta 3 0 2 0 0 2 University of Calgary University of Calgary 6 8 10 12 16 7 University of LethbridgeUniversity of Lethbridge 3 3 6 7 3 2 Alberta University ofAlberta the Arts University of the Arts 4 4 3 2 1 0 Grant MacEwan UniversityGrant MacEwan University 0 0 0 0 0 1 Mount Royal UniversityMount Royal University 10 12 8 9 6 4 Northern AlbertaNorthern Institute Alberta of Technology Institute of Technology 2 2 0 0 0 0 Southern AlbertaSouthern Institute Alberta of Technology Institute of Technology 9 6 6 7 2 3 Bow Valley College Bow Valley College 1 1 3 4 7 5 Grande Prairie RegionalGrande College Prairie Regional College 1 0 2 1 1 0 Keyano College Keyano College 1 1 0 0 0 0 Lakeland College Lakeland College 0 1 0 0 0 0 Lethbridge College Lethbridge College 0 1 0 0 0 0 Medicine Hat College Medicine Hat College 1 2 0 1 0 0 NorQuest College NorQuest College 0 0 0 0 1 1 Northern Lakes CollegeNorthern Lakes College 0 0 0 0 0 0 Olds College Olds College 1 1 1 1 0 0 Portage College Portage College 0 0 0 0 0 0 Red Deer College Red Deer College 0 1 1 1 2 0 Ambrose University - - - - - - - Burman University Burman University 0 0 0 0 0 0 Concordia UniversityConcordia of Edmonton University of Edmonton 0 0 0 0 0 0 King's University, The King's University, The 1 1 4 2 0 0 St. -
BC's Faith-Based Postsecondary Institutions
Made In B.C. – Volume II A History of Postsecondary Education in British Columbia B.C.’s Faith-Based Postsecondary Institutions Bob Cowin Douglas College April 2009 The little paper that keeps growing I had a great deal of fun in 2007 using some of my professional development time to assemble a short history of public postsecondary education in British Columbia. My colleagues’ interest in the topic was greater than I had anticipated, encouraging me to write a more comprehensive report than I had planned. Interest was such that I found myself leading a small session in the autumn of 2008 for the BC Council of Post Secondary Library Directors, a group that I enjoyed meeting. A few days after the session, the director from Trinity Western University, Ted Goshulak, sent me a couple of books about TWU. I was pleased to receive them because I already suspected that another faith-based institution, Regent College in Vancouver, was perhaps BC’s most remarkable postsecondary success. Would Trinity Western’s story be equally fascinating? The short answer was yes. Now I was hooked. I wanted to know the stories of the other faith-based institutions, how they developed and where they fit in the province’s current postsecondary landscape. In the ensuing months, I poked around as time permitted on websites, searched library databases and catalogues, spoke with people, and circulated drafts for review. A surprisingly rich set of historical information was available. I have drawn heavily on this documentation, summarizing it to focus on organizations rather than on people in leadership roles. -
Making Connections Forging Links to Opportunity, Careers, Vision and Faith at Ambrose
SPRING 2017 THE MAGAZINE OF AMBROSE UNIVERSITY Making Connections Forging links to opportunity, careers, vision and faith at Ambrose It takes a village | The art of Christianity | Something fishy | Rethinking holiness Use your power for good. Make the switch today. Switch your electricity or natural gas at home or work to Sponsor Energy and fund the Canadian Poverty Institute (CPI) at Ambrose University. • Get the same price or better than your current provider • Cancel at any time without penalty • 50% of the profit on your energy use goes to the CPI Help us prevent and eradicate poverty by switching to Sponsor Energy today. It’s easy and makes a difference at no cost to you or your business. We believe it’s Sponsor possible to make Energy is money and make a difference. Half of our profit goes to a charity based on a of your choice — at no extra cost. simple idea: We’re part of a growing movement by industry to do more and to do better. To do good. A movement that empowers people to take small actions individually can have a big impact sponsorenergy.com collectively. All it takes is a few minutes of your time. 1-855-545-1160ambrose university 6 It takes a village Answering the question of poverty in Canada requires ideas and inspiration from across the nation. The new and innovative Poverty Studies Summer Institute brings passion and minds together. 8 8 Spotlight: Connecting and courts Dr. Monetta Bailey’s research shows how Canada’s anthem commitment to multiculturalism needs to extend into to the youth justice system — to keep more immigrant youth out of court. -
NSSE16 Topical Module
NSSE 2016 Topical Module Report Academic Advising University of Rhode Island IPEDS: 217484 This page intentionally left blank. 2 • NSSE 2016 TOPICAL MODULE REPORT NSSE 2016 Academic Advising Administration Summary University of Rhode Island About This Topical Module This module examines students' experiences with academic advising, including frequency, accessibility, and types of information provided. It also asks students to identify their primary source of advice. The module complements a question on the core survey about the quality of students’ interactions with academic advisors. Complementary FSSE set available. Comparison Group This section summarizes how this module's comparison group was identified, including selection criteria and whether the default option was taken. This is followed by the resulting list of institutions represented in the 'Academic Advising' column of this report. Group label Academic Advising Date submitted Not applicable; comparison group not customized. How was this Your institution did not customize this comparison group; the default group (all module participants) was used. comparison group constructed? Group description Default comparison group Academic AdvisingAdvising ((NN=306 306)) Adrian College (Adrian, MI) Brevard College (Brevard, NC) Alabama A&M University (Normal, AL) Bridgewater College (Bridgewater, VA) Alberta College of Art + Design (Calgary, AB) Briercrest College and Seminary (Caronport, SK)* Algoma University (Sault Ste. Marie, ON) Bryn Mawr College (Bryn Mawr, PA) Allegheny College (Meadville, -
The Following Motions and Documents Were Considered by the GFC Academic Standards Committee at Its Thursday, May 21, 2020 Meeting
GFC ACADEMIC STANDARDS COMMITTEE MOTION AND FINAL DOCUMENT SUMMARY The following Motions and Documents were considered by the GFC Academic Standards Committee at its Thursday, May 21, 2020 meeting: Agenda Title: Items Deemed Minor/Editorial A. Transfer Credit Approvals and Denials for May 2020, Office of the Registrar CARRIED MOTION: THAT the GFC Academic Standards Committee approve, with delegated authority from General Faculties Council, the transfer credit approvals and denials for May 2020, as set forth in Attachment A. B. Transfer Credit Updates for CMPUT Courses, Office of the Registrar CARRIED MOTION: THAT the GFC Academic Standards Committee approve, with delegated authority from General Faculties Council, the transfer credit updates for CMPUT courses, as set forth in Attachment B. C. Block Transfer Credit Updates for NAIT Programs, Office of the Registrar CARRIED MOTION: THAT the GFC Academic Standards Committee approve, with delegated authority from General Faculties Council, Block Transfer Credit Updates for NAIT Programs, as set forth in Attachment C. FINAL Item 4 Agenda Title: Proposed Changes to Existing Entrance Requirements and Academic Standing Regulations for Graduate Programs in Philosophy, Faculty of Arts, and Faculty of Graduate Studies and Research CARRIED MOTION: THAT the GFC Academic Standards Committee approve, with delegated authority from General Faculties Council, the proposed changes to existing entrance requirements and academic standing regulations for the MA and PhD programs in the Department of Philosophy, as submitted by the Faculty of Graduate Studies and Research and the Faculty of Arts, and as set forth in Attachment 1, to take effect upon approval and to be published in the 2021-2022 Calendar.