New Student's Guide

Total Page:16

File Type:pdf, Size:1020Kb

New Student's Guide New College New Student’s Guide 2019–20 New College 2019–20 NEW STUDENT’S GUIDE I New College New Student’s Guide 2019–20 Contents 1 Welcome to New College 2 Fun Facts 4 Enrolment 6 After Admission 7 Course Selection 9 Degree Requirements at a Glance 10 How to Read a Course Description in the Calendar 11 Course Timetable Listings 12 New College Programs 14 New One: Learning without Borders 16 New College Resources 18 Writing Centre 19 D.G. Ivey Library 20 Student Life 22 New College Orientation 23 New College Student Council 24 New College Student Life 26 Transitioning to University Life 28 How to Ensure Success CONTACT INFO: 29 Assess Yourself Registrar’s Office 30 Your Study Environment 300 Huron Street, Room 107 Toronto, Ontario 31 Your Schedule Canada M5S 3J6 32 Tuition and Residence Fee Payments Telephone: 416-978-2460 and Deferrals E-mail: [email protected] 33 Tuition FAQs Office of Residence and Student Life 40 Willcocks St. 34 Financial Planning 2nd Floor, Wilson Hall 35 Glossary Toronto, Ontario Canada M5S 1C6 36 Campus Resources Telephone: 416-978-8875 37 Important Dates E-mail: [email protected] New College New Student’s Guide 2019–20 Welcome to New College We are so pleased that you’ve decided to make New College your home during your university years. You’re about to embark on an exciting and fulfilling journey here at the University of Toronto, and some of the most memorable years of your life will be spent here at New. You’ll have the opportunity to explore new ways of thinking and expand your understanding of the world around you. New College is one of the most diverse colleges at the University of Toronto, with students collectively hailing from close to 100 countries around the world. Additionally, our students are enrolled in a broad range of programs at the Faculty of Arts & Science, from Neuroscience to Economics, History, Commerce and Computer Science. Our diversity is also reflected in the programs located at New College: African Studies; Buddhism, Psychology & Mental Health; Caribbean Studies; Equity Studies; Human Biology and Women & Gender Studies. Here at New College you will find a range of opportunities to get involved in—you may be able to take part in interna- tional study opportunities in places like Belize or Kenya, join a student group, run for student council or be a part of the student leadership program. Whatever you choose to do, you’re sure to find an activity that you’ll feel at home with. We encourage you to take part in our Orientation events from September 2 to 6, 2019. Orientation is a great oppor- tunity to meet new friends and learn about New College, as well as prepare for your academic life here at the University of Toronto. Just remember that you, our students, make New College the unique and vibrant place that it is! We look forward to seeing you this fall! 1 New College New Student’s Guide 2019–20 Demographics Residence Life Number of English as a first language: New College students: 880 32 41% students organized into countries represented in 20 “houses” across 3 buildings our residence community 5,600 Other first language: Female: 59% 2017 graduates: 302 21 55% residence life programs focused residence dons Male: on social, cultural, wellness as community builders 45% 890 and academic development 75% 6 New College first-year students Living Learning Communities International students come from (LLCs) student population approximately 25% 44% 100 upper-year students countries 2 New College New Student’s Guide 2019–20 New College Student Life Wellness In the Courses and Leadership D.G. Ivey Library 92 400+ 23 30,000 New College courses students involved wellness/ volumes in leadership programs mental health initiatives/ 2,337 programs 159 students enrolled in 250 study spaces New College courses student-leader-training hours 1,500+ students engaged in wellness/mental health 64 15 programming computers leadership development workshops 19 2 student societies housed group study rooms in the Student Centre 3 New College New Student’s Guide 2019–20 Enrolment “New College has a wide variety of resources available for all students throughout their degree. I have benefited from booking appointments at the Registrar’s Office to ease my transition from high school to university, as well as to gain insight into my undergraduate degree. I have also spent hours studying at the Ivey Library and I never have to worry about a low battery, as they have many laptop chargers available. The library is easily accessible through New College’s tunnels, which is beneficial for any student living on residences or anyone trying to avoid the cold weather.” — Jade Ong-Tone, fourth-year Neuroscience & Physiology student 4 New College New Student’s Guide 2019–20 555 New College New Student’s Guide 2019–20 After Admission Welcome to New College at the University of Toronto. Now that you have been admitted to New, there are some key steps to take to get ready for the first day of classes. 1. Accept your offer of admission by June 3 or the date 6. First-year students enrol in courses beginning specified in your offer letter. You can accept your offer July 25 using ACORN. of admission at www.ouac.on.ca. 7. Call ahead (416-978-2460) for the schedule for drop-in 2. As of June 3, you can get your TCard (your student counselling on course selection at the New College card) and set up your University of Toronto email Registrar’s Office, available August 26–30. account. Read the online instructions at tcard.utoronto.ca and www.utorid.utoronto.ca. (If you live outside the Greater Toronto Area, 8. Make the minimum required payment or defer you can get your card when you arrive on campus your fees by August 28. in September.) 9. Participate in Orientation events, sponsored by 3. To learn more about course selection and have your the New College Student Council, September 2–6. questions answered, attend a Course Selection Infor- mation Session here at New College in June or July. 10. Begin classes on Thursday, September 5. 4. In addition to this guide, review the Faculty of Arts & Science Calendar and Registration Instructions & Timetable: www.artsci.utoronto.ca/current-students/ dates-deadlines. 5. As of July 19, view your course enrolment start time on ACORN: www.acorn.utoronto.ca. 6 Enrolment Course Selection As a student in the Faculty of Arts & Science at U of T, you have an array of courses and programs available to you. There are over 2,000 courses to choose from and over 300 programs in which to study. With this many options, keep the following in mind when deciding on courses for first year. Know Where to Find the Correct Info Online Assess Your Interests and Strengths The Faculty of Arts & Science Calendar is the key to Think about courses you liked best in high school and give understanding your degree requirements, the rules of yourself an opportunity to explore those subjects. One of the faculty and information about courses and program the advantages of being in the Faculty of Arts & Science is requirements. that you can combine different types of programs. You may have decided to do a major in science, such as Chemistry, The Registration Instructions & Timetable gives you but you can add another major in the humanities, for scheduling, course enrolment and fee payment informa- example English or History. tion and lists the course schedules and enrolment controls. It also includes all of the important sessional dates, such Consider Your Course Load as deadlines to enrol and to cancel courses. A full-time course load is 3.0–5.0 full course equivalents (FCEs). Most students take 5.0 FCEs a year in order to The Calendar, Registration Instructions and Timetable complete their degree in four years. But many students are available online at: www.artsci.utoronto.ca/ decide to take a lighter course load. Students who are current-students/dates-deadlines enrolled in up to 3.5 FCEs will be charged a per course tuition fee. Students enrolled in 4.0 and up will be charged Think about What Programs You’re Interested In the program fee. When you applied to U of T, you likely had an idea of what area of study (science, social science, humanities, Keep Your Options Open commerce) you’re interested in. Most programs have You apply for your specialist, major or minor, program(s) courses required in your first year, and these are the once you’ve completed at least 4.0 credits. When choosing courses you should consider taking. First year is also your courses for first year, pick those that give you the a time to explore topics you’re interested in, and prerequisites and background for more than one program by choosing wisely, you can begin satisfying breadth in second year. Unless you plan to do a specialist, you requirements. need to do more than one program for your degree. You may also discover a new area of study that you love but may have never before considered for your degree. Get to Know ACORN ACORN stands for Accessible Campus Online Resource Network. It is the website used for course enrollment, updating your personal information and finding your grades and transcripts. It is where you access your fee information and invoice. 7 New College New Student’s Guide 2019–20 First-Year Courses—Examples Life Sciences: Commerce: Humanities/Languages: Social Science: BIO120H1 + BIO130H1 ECO101H1 + ECO102H1 ENG140Y1 GGR107H1 + GGR124H1 CHM135H1 +CHM136H1 MAT133Y1 FSL221Y1 POL101Y1 MAT135H1 + MAT136H1 RSM100H + RSM219H1 + HIS109Y1 SOC100H1 + SOC150H1 PHY131H1 + PHY132H1 RSM230H1 + RSM250H1 PHL100Y1 + 2.0 electives + 1.0 elective + 1.0 elective + 1.0 elective (e.g., breadth requirement, (e.g., breadth requirement, (e.g., breadth requirement, (e.g., breadth requirement, 199 seminar or New One) 199 seminar or New One) 199 seminar or New One) 199 seminar or New One) First-Year Options: First-Year Options: First-Year Options: 199 New One: FLCs: Foundation Learning without First-Year Learning Seminar Borders Communities These courses offer small class- New One: Learning without First-Year Learning Communities room experiences (the classes are Borders is a first-year foundation (FLCs, pronounced “flicks”) capped at 24 students).
Recommended publications
  • Cestar College (PDF)
    Lambton College in Toronto at Cestar College T +1-416-485-2098 400-265 Yorkland Blvd E [email protected] Toronto ON, M2J 1S5 lambtoncollege.ca/Toronto Information for Prospective International Students Lambton College of Applied Arts and Technology (Lambton College) is a public college located in Sarnia, Ontario Canada. Lamb ton College has established a licensing agreement in Toronto, Ontario, Canada referred with Cestar College of Business, Health and Technology (Cestar College); a registered private career college. We refer to this licensing agreement as Lambton in Toronto. Students that are registered at Lambton in Toronto shall be deemed students of a public college and as such, shall receive full credit from Lambton College for all Lambton College courses completed at the Cestar College campus. Students who meet program graduation requirements will graduate with a credential from a public institution (Lambton College) in the Province of Ontario and operating under the Ministry of Training, Colleges and Universities. Cestar College is located at 265 Yorkland Boulevard, Toronto, Ontario, Canada. All services and classes at this location are delivered by Cestar College employees in accordance with our licensing agreement. The advantages of studying at Lambton in Toronto include: • Possible access to a great number of off-campus employment opportunities. • Public transportation options are more frequent and accessible. • Possibility of living closer to friends and family in the Greater Toronto Area. The main disadvantages of studying at Lambton in Toronto include: • Living costs may be higher in Toronto than Sarnia. • Classes are composed of only international students. • Due to the small size of the Cestar College campus in Toronto, the breadth of student services, computer and science labs, and recreational facilities will be much less than those offered at Lambton College’s main campus in Sarnia.
    [Show full text]
  • Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges
    Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges Tet S. Lopez-Rabson, Seneca College, and Ursula McCloy, HEQCO, on behalf of the GTA Colleges Institutional Research (IR) Network Published by The Higher Education Quality Council of Ontario 1, Yonge Street, Suite 2402 Toronto, ON Canada, M5E 1E5 Phone: (416) 212-3893 Fax: (416) 212-3899 Web: www.heqco.ca E-mail: [email protected] Cite this publication in the following format: Lopez-Rabson, T. S. and McCloy, U. (2013). Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges . Toronto: Higher Education Quality Council of Ontario. The opinions expressed in this research document are those of the authors and do not necessarily represent the views or official polices of the Higher Education Quality Council of Ontario or other agencies or organizations that may have provided support, financial or otherwise, for this project. © Queen’s Printer for Ontario, 2013 Understanding Student Attrition in the Six Greater Toronto Area (GTA) Colleges Acknowledgements The authors would like to extend their gratitude to the following senior leaders of the Institutional Research Office for their insights from the conceptualization of this collaborative work to the preparation of the preliminary report. Centennial College: Philip Alalibo – Faculty (former Manager of the Institutional Research Office) Durham College: Debbie McKee-Demczyk – Director George Brown College: Nancy Miyagi – Manager, Special Research & Evaluation Projects (former Manager of the Institutional Research Office) Humber College: Ruth MacKay – Director Sheridan College: Don Curzon – Faculty, George Brown College (former Director of the Institutional Research Office, Sheridan College) Special thanks are also due to the following: • R.A.
    [Show full text]
  • University Basic Needs Insecurity: a National #Realcollege Survey Report
    APRIL 2019 College and University Basic Needs Insecurity: A National #RealCollege Survey Report AUTHORS: Sara Goldrick-Rab, Christine Baker-Smith, Vanessa Coca, Elizabeth Looker and Tiffani Williams Executive Summary NEARLY 86,000 STUDENTS PARTICIPATED. THE RESULTS The #RealCollege survey is the nation’s largest annual INDICATE: assessment of basic needs security among college students. The survey, created by the Hope Center • 45% of respondents were food for College, Community, and Justice (Hope Center), insecure in the prior 30 days specifically evaluates access to affordable food and housing. This report describes the results of the • 56% of respondents were #RealCollege survey administered in the fall of 2018 at housing insecure in the previous year 123 two- and four-year institutions across the United States. • 17% of respondents were homeless in the previous year Rates of basic needs insecurity are higher for students attending two-year colleges compared to those attending four-year colleges. Rates of basic needs insecurity are higher for marginalized students, including African Americans, students identifying as LGBTQ, and students who are independent from The Hope Center thanks the their parents or guardians for financial aid purposes. Lumina Foundation, the Jewish Students who have served in the military, former foster Foundation for Education of youth, and students who were formerly convicted of a crime are all at greater risk of basic needs insecurity. Women, the City University Working during college is not associated with a lower of New York, the Chicago risk of basic needs insecurity, and neither is receiving City Colleges, the Institute for the federal Pell Grant; the latter is in fact associated with higher rates of basic needs insecurity.
    [Show full text]
  • Information for Prospective International Students
    Lambton College in Mississauga at Queen’s College T +1-905-890-7833 121 Brunel Road E [email protected] Mississauga ON, L4Z 3E9 lambtoncollege.ca/Mis Information for Prospective International Students Lambton College of Applied Arts and Technology (Lambton College) is a public college located in Sarnia, Ontario, Canada. Lambton College has established a licensing agreement in Mississauga, Ontario, Canada with Queen’s College of Business, Technology, and Public Safety (Queen’s College); a registered private career college. We refer to this licensing agreement as Lambton in Mississauga. Students that are registered at Lambton in Mississauga shall be deemed students of a public college and as such, shall receive full credit from Lambton College for all Lambton College courses completed at the Queen’s College campus. Students who meet program graduation requirements will graduate with a credential from a public institution (Lambton College) in the Province of Ontario and operating under the Ministry of Training, Colleges and Universities. Queen’s College is located at 121 Brunel Road, Mississauga, Ontario, Canada. All services and classes at this location are delivered by Queen’s College employees in accordance with our licensing agreement. The advantages of studying at Lambton in Mississauga include: • Possible access to a greater number of off-campus employment opportunities. • Public transportation options are more frequent and accessible. • Possibility to live closer to friends and family in the Greater Toronto Area. The main disadvantages of studying at Lambton in Mississauga include: • Living costs may be higher in Mississauga than Sarnia. • Classes are composed of only international students. • Due to the small size of the Queen’s College campus in Mississauga, the richness of student services and activities will be less than those offered at Lambton College’s main campus in Sarnia.
    [Show full text]
  • THE HUMBER COLLEGE INSTITUTE of TECHNOLOGY and ADVANCED LEARNING 205 Humber College Boulevard, Toronto, Ontario M9W 5L7
    AGREEMENT FOR OUTBOUND ARTICULATION B E T W E E N: THE HUMBER COLLEGE INSTITUTE OF TECHNOLOGY AND ADVANCED LEARNING 205 Humber College Boulevard, Toronto, Ontario M9W 5L7 hereinafter referred to as "Humber" of the first part. -and- FERRIS STATE UNIVERSITY 1201 S. State Street, Big Rapids, Michigan, USA 49307 hereinafter referred to as "Ferris", of the second part; THIS AGREEMENT made this June 1, 2019 THIS AGREEMENT (the “Agreement”) dated June 1, 2019 (the “Effective Date”) B E T W E E N: THE HUMBER COLLEGE INSTITUTE OF TECHNOLOGY AND ADVANCED LEARNING (hereinafter referred to as the “Humber”) -and- FERRIS STATE UNIVERSITY (hereinafter referred to as the “Ferris”) RECITALS: A. The Humber College Institute of Technology and Advanced Learning (“Humber”) is a Post- Secondary Institution as governed by the Ontario Colleges of Applied Arts and Technology Act, 2002 (Ontario). B. Ferris State University (“Ferris”), a constitutional body corporate of the State of Michigan, located at 1201 S. State, CSS-310, Big Rapids, Michigan, United States. C. Humber and Ferris desire to collaborate on the development of an Outbound Articulation agreement to facilitate educational opportunities in applied higher education. D. Humber and Ferris (together, the “Parties” and each a “Party”) wish to enter into Agreement to meet growing demands for student mobility and shall be arranged from time to time in accordance with this Agreement. NOW THEREFORE, in consideration of the premises and the mutual promises hereinafter contained, it is agreed by and between the Parties: 1.0 Intent of the Agreement a) To facilitate the transfer of students from Humber with appropriate prerequisite qualifications and grades for advanced standing into the HVACR Engineering Technology and Energy Management Bachelor of Science Program at Ferris (the “Program”).
    [Show full text]
  • Education, Innovation and Growth
    1. Stevens Institute of Technology, located in Hoboken, New Jersey, is one of the nation’s premier technology universities – a leading educator of undergraduate and graduate engineers, a leading center for research on issues of critical importance to New Jersey communities and a long-time source of technological innovation. At the same time, Stevens has long been a major contributor to the economic vitality of the City of Hoboken, Hudson County and the State of New Jersey, and since 2011 its impact has by several measures grown significantly. However, to maintain its role as a major contributor to the life of the city, the region and the state, Stevens will need to grow – to continue expanding its educational programs, its research enterprise, its role in the development of new businesses and its partnerships with local communities. To support this growth, the university will be investing more than $420 million over the next five years in the construction of new and renovation of existing facilities. This report assesses Stevens’ current economic impact, both locally and at the state level, the impact of its projected growth, and how that growth will benefit both the local community and the state. Stevens is a significant enterprise in its own right – one of Hoboken’s largest employers, a buyer of goods and services and a sponsor of campus construction projects. The university also attracts thousands of students who through their day-to-day spending off-campus, also contribute to the strength of the local economy. Moreover, the projected growth associated with the Stevens 10-year Strategic Plan (2012-2022) will ensure that the benefits Hoboken derives from university and student spending will continue to grow as well.
    [Show full text]
  • Stevens Institute of Technology Transcript
    Stevens Institute Of Technology Transcript filthily.Unorganized Is Garfield Torin liveried flours incontrollably.or power-assisted Thane after unswore inwrought unnecessarily Ulric earmarks as multipartite so normatively? Kris summate her allantoids resit If you select individual research remaining humanities and one of specialization in the american ethnic cultures in hci; the impact of technology management skills and The institute of transcripts do some of the roman empire, i be covered will learn the institutions. Admissions committee meets to review applicant's file once official transcript and. Senior Information CHAMP Program Rowan University. Readings and technological elements with? Institutions Granting St Johns University High School. Idaho State University ID Illinois Institute of Technology IL Indiana State. Not exceed historical museum lecture schedule an institution. Reverse Transfer Stevens Institute of Technology. It is intended to technology, transcripts to a transcript? Stevens Institute of Technology MBA MetroMBA. MEng in Space Systems Engineering Stevens Institute of. The institutions they are presented with all academic experience, transcripts upon failing the course work. Doh guidance from an entrepreneurial business elements of phase. The institute of transcripts with the students are widely used towards southeast asia as anselm, enhance their colleagues. Where women buy a Stevens Institute of Technology diploma and coach How much delay order a Stevens Institute of Technology degree The price. The different address areas of funding sources, and stevens institute of laboratory work study plan to as well as students. How ever Apply Stevens Institute of Technology. The institute of transcripts will include numerical methods in physiology of the students learn. With various outstanding thorough and foremost low student-to-faculty ratio the Social Sciences program at Stevens Institute of Technology allows students to explore our variety.
    [Show full text]
  • FLU-Planning-Board-Final-Report.Pdf
    partnership From Local Innovation to Global Excellence: Proposal for a French-Language University in Ontario Report of the French-Language University Planning Board – June 30, 2017 The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). This page has been intentionally left blank. From Local Innovation to Global Excellence: Proposal for a French-Language University in Ontario Report of the French-Language University Planning Board – June 30, 2017 June 30, 2017 The Honourable Deb Matthews Minister for Advanced Education and Skills Development Dear Minister, On December 13, 2016, the Planning Board for a French-language University had the pleasure of welcoming you and the Minister Responsible for Francophone Affairs at its very first meeting. You confirmed that this project was very important to the government and that the inclusion of a requirement to “identify governance models by and for francophones” in the Board’s terms of reference was not an empty gesture. You asked the Board to be innovative and strategic, and to suggest potential affiliations and partnerships with universities not only in Ontario, but also in Canada and around the world. In other words, you placed your trust in us. Today, June 30, 2017, we deliver this report with much pride after having completed our task under a very tight timeline.
    [Show full text]
  • Historical Background of the English-Language Cegeps of Quebec
    Reginald Edwards McGili University Historical Background of the English-Language CEGEPs of Quebec Abstract This article presents a detailed background of the political and social changes that existed before and during the time that Quebec' s CEGEP system came into existence. The objective of the article is ta proville both a general history of the educational changes in Quebec in the 1960s (and the subse­ quent opening ofthe French-language CEGEPs) and the eventual opening of Dawson College, the first English-language CEGEP, in September 1969. Commentary on political, social, and economic conditions add additional insights into Quebec' s present college and university education. Résumé Cet article décrit de façon détaillée le contexte tks modifications politiques et sociales survenues qvant et pendant la mise en place du réseau tk cégeps au Québec. L'article vise à retracer tk façon générale les change­ ments survenus dans le domaine tk l'éducation au Québec au cour~ tks années 60 (qui ont mené à la création tks cégepsfrancophones) ainsi que la création du Coll~ge Dawson, premier cégep anglophone, en september 1969. L'examen tk la conjoncture politique, sociale et économique tk cette périotk nous permet tk mieux comprendre l'enseignement collégial et universitaire actuellement dispensé au Québec. "Great Oaks from Little Acorns Grow" is a statement redolent of Horatio Alger or Samuel Smiles, a phrase once beloved of entrepreneurs, business sehools, and commercial intere8ts; it was seldom applied to educa­ tional matters, nor to changes within educational systems. Nevertheless two Orders in Council, devices used by governments to proceed without public McGill Journal of Education, Vol.
    [Show full text]
  • Separate but Equal on College Campuses: a Case of “Déjà Vu All Over Again”
    Research in Higher Education Journal Volume 38 Separate but Equal on College Campuses: A Case of “Déjà Vu All Over Again” C.W. Von Bergen Southeastern Oklahoma State University Martin S. Bressler Southeastern Oklahoma State University David W. Whitlock Southeastern Oklahoma State University ABSTRACT At many U.S. universities, the tendency to self-segregate has become a familiar and accepted occurrence, evident in a wide array of college settings including housing and social gatherings, classes and training events, protests, and grievance sessions, and even separate commencement events. In many ways, this trend represents a return to the “separate but equal” doctrine ruled by the U.S. Supreme Court in Brown v. The Board of Education of Topeka (1954) as unconstitutional, which gave birth to the Civil Rights Movement and integration. This further resulted in numerous benefits related to cross-racial interaction and increased ethnic heterogeneity. Today, however, some college leaders endorse student petitions for “safe spaces” and separate, distinct programming based on various demographic characteristics and assert that such efforts enhance the college experience and create a greater sense of belonging for underrepresented student groups. Segregation appears to be re-emerging at many U.S. universities as an example of déjà vu all over again. In this paper, the authors argue that segregation of racial and ethnic groups on university and college campuses generally appear to exacerbate racial tensions and reinforce in-group and out-group interactions and biases. However, multicultural integration builds trust, reduces out-group biases, increases friendships across racial and ethnic lines, and advances racial reconciliation. Keywords: neo-segregation, safety-ism, homophily, intergroup contact theory, social identity theory Copyright statement: Authors retain the copyright to the manuscripts published in AABRI journals.
    [Show full text]
  • Education in Canada: Key Results from the 2016 Census Released at 8:30 A.M
    Education in Canada: Key results from the 2016 Census Released at 8:30 a.m. Eastern time in The Daily, Wednesday, November 29, 2017 In 2016, more than half (54.0%) of Canadians aged 25 to 64 had either college or university qualifications, up from 48.3% in 2006. Canada continues to rank first among the Organisation for Economic Co-operation and Development (OECD) countries in the proportion of college and university graduates. Today, Statistics Canada is releasing data from the 2016 Census on the education of Canadians. This release presents a portrait of the changing face of education in Canada and how Canadians are equipping themselves through education for the jobs of today. Canada has the highest proportion of college and university graduates in the OECD due to its large college sector, not seen in most other OECD countries. In 2016, 22.4% of the Canadian population aged 25 to 64 had a college diploma as the highest educational qualification, compared with an estimated 8% among OECD countries overall. In 2016, 40.7% of young women aged 25 to 34 had a bachelor's degree or higher, up from 32.8% in 2006. Young men have responded to job opportunities and earnings incentives by moving into the skilled trades sector. The proportion of young men with an apprenticeship certificate increased from 4.9% in 2006 to 7.8% in 2016. First Nations people, Métis and Inuit all made gains in postsecondary education at every level. In 2016, 10.9% of Aboriginal people overall aged 25 to 64 had a bachelor's degree or higher, up from 7.7% in 2006.
    [Show full text]
  • Loyalist College in Toronto (September 2020)
    A Caring Campus Community LOYALIST COLLEGELOYALIST IN TORONTO GUIDE SEPTEMBER 2020 #DESTINATIONLOYALIST WHERE #YOUREGOINGPLACES Located in beautiful Mississauga, Ontario, Canada Learn More: LOYALIST COLLEGE OF APPLIED ARTS & TECHNOLOGY loyalistcollege.com/toronto Welcome to Loyalist YUON NORTEST TERRITORIES NUNAUT BRITIS COLUMBIA Loyalist College is a tight-knit group of ALBERTA CANADA unique and talented individuals coming SASATCEAN NEOUNDLAND LABRADOR together to build a brighter future. Our MANITOBA united passion for innovation, applied research and experiential learning ONTARIO UEBEC collaborations with community partners NE PEI is what sets us apart. BRUNSIC NOA UNITED STATES OF AMERICA SCOTIA The people you meet here will be a big LOYALIST COLLEGELOYALIST IN TORONTO GUIDE SEPTEMBER 2020 part of your College experience. You will study together, learn from each other and forge relationships that last a lifetime. You will also network with industry professionals who will offer words of wisdom and provide valuable mentorship. As a community, we will guide you in achieving positive outcomes and acquiring the skills you need to launch and grow your career. We are committed to ensuring that every student has the opportunity to pursue multiple pathways while on a Why Study In the Greater Toronto Area? personal journey to their destination. Loyalist College in Toronto is located in Mississauga, Canada’s sixth largest city. Welcome to Loyalist! This growing region within the Greater Toronto Area (GTA) has a lot to offer: • Access to public
    [Show full text]