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SCHEDULE B – RECOGNIZED PRACTICAL NURSING EDUCATION PROGRAMS (Sections 88, 91, 93) ______
SCHEDULE B – RECOGNIZED PRACTICAL NURSING EDUCATION PROGRAMS (Sections 88, 91, 93) ___________ Educational Institution Campus Program Type Camosun College Victoria Generic CDI College Richmond Generic CDI College Surrey Generic Coast Mountain College Terrace Access College of New Caledonia Burns Lake Generic College of New Caledonia Prince George Generic College of the Rockies Cranbrook Generic Discovery Community College Campbell River Generic & Access Discovery Community College Nanaimo Generic & Access Nicola Valley Institute of Technology Merritt Access North Island College Campbell River Generic North Island College Port Alberni Generic Northern Lights College Dawson Creek Generic Okanagan College Kelowna Generic Okanagan College Penticton Generic Okanagan College Salmon Arm Generic Okanagan College Vernon Generic Sprott Shaw College Abbotsford Generic Sprott Shaw College Downtown Vancouver Generic & Access Sprott Shaw College East Vancouver Generic & Access Educational Institution Campus Program Type Sprott Shaw College Kamloops Generic & Access Sprott Shaw College Kelowna Generic & Access Sprott Shaw College New Westminster Generic & Access Sprott Shaw College Penticton Generic & Access Sprott Shaw College Surrey Generic Sprott Shaw College Victoria Generic Stenberg College Surrey Generic Thompson Rivers University Williams Lake Generic University of the Fraser Valley Chilliwack Generic Vancouver Career College Abbotsford Generic Vancouver Career College Burnaby Generic Vancouver Community College Vancouver (Broadway) Generic & -
Development of a Hospitality Management Program, in the East Kootenay Region Of
1 Development of a Hospitality Management Program, in the East Kootenay Region of British Columbia (Canada), to Address the Employment Needs of the Region Abstract College of the Rockies (Canada), guided by its strategic initiatives, explored the potential of introducing a two-year Hospitality Management Diploma program in Invermere, British Columbia. After a successful feasibility study, the program was developed and introduced during the Spring semester of 2018. The program content is aligned with the provincial core curriculum for Hospitality Management and developed in collaboration with local Hospitality industry inputs. The distinctiveness of the program lies in its design and structure, focused on regional industry employment needs and includes a 500-hour Co-operative education semester to further enhance students’ employability skills and job-readiness for the Hospitality industry. Key words Industry Employability Partnership Collaboration Education Development 2 Introduction Job-ready graduates as well as filling employment gaps are essential focus areas and desired outcomes for tertiary education institutions. College of the Rockies (COTR), British Columbia (BC), Canada explored the local Hospitality industries’ needs to design an academic program to do just that. The Kootenay Regional Skills Training Plan (2013) indicates the demand for workers to increase from 78 560 in 2012 to 83 240 in 2020, thus predicting a 5.6% increase, as indicated in Figure 1.1 Kootenay Labour Demand and Supply Projections 2012 to 2020. The Kootenay Regional Skills Training Plan (2013) further reveals the shortage of qualified employees in the Tourism and Hospitality industries in the Kootenay region. The region, with an already shortfall of qualified employees, has a projected Tourism and Hospitality employee growth, potentially similar to the 1.6% estimated for the province as well as business development that support the claim of a desired increase of qualified employees. -
“Viewpoints” on Reconciliation: Indigenous Perspectives for Post-Secondary Education in the Southern Interior of Bc
“VIEWPOINTS” ON RECONCILIATION: INDIGENOUS PERSPECTIVES FOR POST-SECONDARY EDUCATION IN THE SOUTHERN INTERIOR OF BC 2020 Project Synopsis By Christopher Horsethief, PhD, Dallas Good Water, MA, Harron Hall, BA, Jessica Morin, MA, Michele Morin, BSW, Roy Pogorzelski, MA September 1, 2020 Research Funded by the Social Sciences and Humanities Research Council of Canada. Executive Summary This research project synopsis presents diverse Indigenous community perspectives regarding the efforts needed to enable systemic change toward reconciliation within a public post-secondary educational institution in the Southern Interior of British Columbia. The main research question for this project was “How does a community college respectfully engage in reconciliation through education with the First Nations and Métis communities in the traditional territories in which it operates?” This research was realized by a team of six Indigenous researchers, representing distinct Indigenous groups within the region. It offers Indigenous perspectives, insights, and recommendations that can help guide post-secondary education toward systemic change. This research project was Indigenous led within an Indigenous research paradigm and done in collaboration with multiple communities throughout the Southern Interior region of British Columbia. Keywords: Indigenous-led research, Indigenous research methodologies, truth and reconciliation, Indigenous education, decolonization, systemic change, public post- secondary education in BC, Southern Interior of BC ii Acknowledgements This research was made possible through funding from the Social Sciences and Humanities Research Council (SSHRC) of Canada. The important contributions from the Sinixt, Ktunaxa, Syilx, and Métis Elders, Knowledge Keepers, youth, men, and women within this project are essential to restoring important aspects of education that have been largely omitted from the public education system. -
Camosun College Transportation and Parking Management Plan
Camosun College Transportation and Parking Management Plan By Todd Litman Victoria Transport Policy Institute 2009 Revised June, 2009 Camosun College Transportation and Parking Management Plan Victoria Transport Policy Institute Camosun College Transportation and Parking Management Plan 18 June 2009 By Todd Litman Victoria Transport Policy Institute Summary The Camosun College Transportation and Parking Management (TPM) Project includes a planning process to identify optimal solutions to campus transportation and parking problems. Through the TPM project, specific ways to improve transportation and parking management in order to create a more sustainable campus will be identified. The plan will be flexible and responsive to future demands and conditions. This TPM plan describes existing transportation and parking conditions, identifies current and future challenges, and recommends specific transportation and parking policies and management programs. The TPM Project will continue beyond this plan through the implementation phases. 2 Camosun College Transportation and Parking Management Plan Victoria Transport Policy Institute Contents Introduction .................................................................................................................................................... 5 Planning Goals and Objectives ....................................................................................................................... 5 Camosun College Campuses .......................................................................................................................... -
Agent Profile Company Name
International Education 100 West 49th Avenue Vancouver, B.C. CANADA V5Y 2Z6 Agent Profile Company Name Address City State/Prov/Pref Country Postal Code Telephone Fax Company Web Site Signing Officer’s Name Signing Officer’s Title Contact Person’s Name Contact Person’s Title Contact Person’s E-mail Agent Questions 1. What is the purpose of your company? 2. How long have you been an agent for overseas educational institutions? Langara College 3. What other recruiting agencies, companies or partners do you work with? 4. Which schools do you currently have contracts with? Alexander College Centennial College B.C.I.T. Conestoga College Camosun College Durham College Capilano University Fanshawe College College of the Rockies George Brown College Columbia College Georgian College Coquitlam College Humber College Douglas College Mohawk College Fraser International College (FIC) Seneca College Kwantlen Polytechnic University Sheridan College North Island College Mount Saint Vincent University Okanagan College Mount Alison University Simon Fraser University (SFU) Queens University Thompson Rivers University (TRU) York University Trinity Western University (TWU) University of Alberta University of the Fraser Valley (UFV) University of Calgary University of Northern British Columbia University of Manitoba (UNBC) University of New Brunswick University of Victoria (UVic) University of Saskatchewan Vancouver Community College (VCC) University of Western Ontario Vancouver Island University (VIU) University of Windsor British Columbia School Districts: -
Biographical Notes
BC Quality Assurance Process Audit Experience: Context and Initial Lessons Joseph & Rosalie Segal Centre 515 W Hastings Street SFU Harbour Centre Vancouver, BC V6B 5K3 Biographical Notes Ronald Bond, Keynote Speaker Ronald Bond is the former Provost and Vice-President Academic (Emeritus) at the University of Calgary, where he was also a Professor of English and the Dean of Humanities. He was Chair of the Campus Alberta Quality Council for two terms, has served as the external “expert” of the Quality Council of the Council of Ontario Universities, and belongs to the Organizational Review Committee of Ontario’s Postsecondary Education Quality Assessment Board. He is currently Chair of the Saskatchewan Higher Education Quality Assurance Board. He has extensive experience as a consultant and as a facilitator of workshops on quality assurance in higher education. In addition to participating on c. 20 organizational and program review panels in various jurisdictions in Canada, he had conducted (with Sam Scully) assessments of the QA functions of the Maritimes Provinces Higher Education Council for the Council of Ministers of Education and Training in the three Atlantic provinces (2014) and a government-sponsored review, of the Campus Alberta Quality Council (2017). He was also pleased to be a utility infielder on the “Stubbs” committee set up by DQAB to review and offer advice on elements of the QA system in B.C. (2011.) Panelists Karen Belfer oversees the self-regulatory mechanisms for the public colleges in Ontario and is responsible for the operation of the Credentials Validation Service and the College Quality Assurance Audit Process. -
Engineering Common Curriculum Project Update
For more information, please contact Brian Case, BCcampus Project Manager at [email protected] Engineering Common Curriculum Project Update Update: Fall 2020 Completed Tasks Nov 2019: Five course shells created and shared on BCCAT Moodle site. Project Overview Eleven funding agreements were created to assist help the following institutions move to the common curriculum: In Spring 2019, BCcampus was asked by the Ministry of Advanced Education, Skills and Training to assist with a project concerning B.C. institutions delivering • Capilano University engineering programs who want to move to a common first-year curriculum. • Coast Mountain College The project was initiated by the Engineering Articulation Committee and led by • College of New Caledonia Brian Dick of Vancouver Island University. The work conducted to determine the feasibility of a common first-year curriculum was initially funded through a grant • College of the Rockies from the B.C. Council on Admissions and Transfer. • Langara College • North Island College Project Objectives • Northern Lights College • Selkirk College • Improve access to and opportunity for success in engineering education for • Thompson Rivers University B.C.’s diverse post-secondary learners • Vancouver Community College • Create opportunities for regional community engagement and partnerships • Vancouver Island University within the engineering sector, encouraging graduates to return to employment These institutions are at various stages of in smaller, non-urban communities implementation, with the expectation that • Enhance the student learning environment and improve retention and all will be aligned by the 2021/22 academic achievement in engineering across the province through maximizing use of year (impact of COVID-19 not yet deter- student supports, class size, and regional diversity mined). -
Table of Contents
Table of Contents Letter from Selkirk College Board Chair and President ................................................................................... 3 Institutional Overview .........................................................................................................................................4 Mission, Vision and Values ............................................................................................................................. 5 Strategic Directions ......................................................................................................................................... 6 1. Teaching and Learning: Our Fundamental Activity ..................................................................... 6 2. The Student Experience: Access to Success .................................................................................... 7 3. Employees: Key to Our Success ........................................................................................................ 7 4. Leadership: A Commitment to Our Communities ......................................................................... 7 5. Internationalization: Bringing Selkirk to the World and the World to Selkirk .......................... 7 6. Sustainability: Toward Selkirk College as a Green College ........................................................... 7 The Year’s Highlights ...................................................................................................................................... 8 Planning Context -
The Definition of Athletics Representative
Camosun College Intercollegiate Athletics COACH HANDBOOK Updated August 2019 CAMOSUN COLLEGE CHARGERS COACH HANDBOOK TABLE OF CONTENTS Page Welcome 3 Chargers Athletics Vision, Mission and Values 4 PISE Welcome and Policies 5 Camosun College Organizational Chart 6 Centre for Sport and Exercise Education Organizational Chart 7 Section 1. PACWEST & CCAA Membership 8 Section 2. Camosun Chargers Athletics Department Contacts 9 Section 3. Facilities 10 Section 4. Objectives of the Chargers Program 10 Section 5. Our Commitment 11 Section 6. Coaching Responsibilities & Duties 12 - 15 Section 7. Student-Athlete Eligibility 16 Section 8. Operation of the Chargers Program 16 - 18 Section 9. Travel Policies 18 - 19 Section 10. Financial Assistance 20 Section 11. Intercollegiate Athletic Awards 20 - 22 Appendix A. Coaching Code of Conduct 23 - 24 Appendix B. Fair Play Codes 25 Appendix C. CAC Coaching Code of Conduct 26 Appendix D. CCAA Coach Consent Form 27 Appendix E. Important Website Addresses 28 Appendix F. CCES Quick Reference Card 29 Appendix G. Camosun Student-Athlete Experience Evaluation 30 Chargers Coaches Handbook revised 07/16 2 Welcome On behalf of the Centre for Sport and Exercise Education (CSEE) and the Recreation and Athletics department, I am pleased to welcome you to Camosun College and the Chargers Intercollegiate Athletics program. This Chargers Coach Handbook has been developed by the Athletics department to assist you with the successful operation of your program. It contains useful information about PACWEST, facilities, coaching responsibilities, student-athlete policies and procedures and student support services available at Camosun. Please take time to review and become familiar with the information contained in this handbook. -
ASE Program Specific Transfer Guide Project
Adult Special Education (ASE) Program-Specific Transfer Guide Project Contractor: Donna Lowndes, Douglas College Articulation Committee Co-Chairs: Kimberly McIntyre, Northwest Community College Alison Roy, Selkirk College May 2018 1 Introduction: In British Columbia’s public post-secondary institutions, Adult Special Education (ASE) programs respond to the needs of a diverse group of learners. Individuals with disabilities, or with a combination of barriers to education, employment or independence, as described in Appendix A, are eligible to enroll in these programs/courses in accordance with each institution’s guidelines (Douglas College, 2009). ASE programs also respond to industry and community needs, and relate directly to local labour market trends. 15 BC post-secondary institutions offer ASE courses and programs. The topics in ASE programs and courses include, but are not limited to, skills that increase independence, literacy and numeracy, computer literacy, employment transition, employment readiness, and vocational skills training. Learning is enhanced by the use of student-centered best practices. ASE programs and courses emphasize skill development for the workplace, and promote independence, community inclusion, and lifelong learning. The purpose of the ASE Program-Specific Transfer Guide is to provide information to learners, parents, caregivers, instructors, employers, community agencies and counselors throughout British Columbia regarding the purpose of ASE articulation, learning outcomes for general program type offerings and a table of programs offered at each institution. The Guide will help its users with program awareness and identify transferability among ASE Employment Readiness Programs, many of which are not eligible for inclusion in the BC Transfer Guide because they are categorized as developmental or preparatory courses. -
BCGEU Faculty Common Agreement 2014
COMMON AGREEMENT between The Employers’ Bargaining Committee on behalf of member institutions ratifying this Common Agreement and the BC Government and Service Employees’ Union (BCGEU) For the term of April 1, 2014 to March 31, 2019 Common Agreement – I – April 1, 2014 to March 31, 2019 LIST OF THE COMMON PARTIES Employers' Bargaining Committee on behalf of: Camosun College, Northern Lights College, Northwest Community College, Okanagan College, Selkirk College. BC Government and Service Employees’ Union on behalf of: BCGEU Local 701 (Camosun College), BCGEU Local 707 (Okanagan College), BCGEU Local 709 (Selkirk College), BCGEU Local 710 (Northern Lights College), BCGEU Local 712 (Northwest Community College). TABLE OF CONTENTS DEFINITIONS .................................................................................................................................... 1 ARTICLE 1 - PREAMBLE ............................................................................................................... 2 1.1 Purpose of Common Agreement ................................................................................ 2 1.2 Future Legislation ...................................................................................................... 2 1.3 Conflict with Policies and Regulations ...................................................................... 2 1.4 Singular and Plural ..................................................................................................... 2 ARTICLE 2 - HARASSMENT ......................................................................................................... -
Environmental Scan 2019
Environmental Scan 2019 INSTITUTIONAL RESEARCH Executive summary The Environmental Scan 2019 considers the demographic and economic context, government priorities, and trends in post-secondary education that might relate to Langara’s mission as Canada’s pathways college. There are three parts in the Environmental Scan 2019: the first discusses broader trends in the Vancouver area and British Columbia as a whole; the second discusses trends specific to Langara and other post-secondary institutions in the province; and the third discusses Langara’s internal enrolment trends and ongoing initiatives. Broad external trends The largest group of Langara students are in the 18- to 24-year-old age range and live in the College’s service area, made up of the Vancouver, Richmond, and Burnaby school districts. While the populations of the College service area and of BC as a whole continue to grow, we have seen decreases in the population aged 18-24, a trend that is reflected in decreasing numbers of grade 12 students in local high schools. This decrease is expected to reverse by the end of the 2020s; meanwhile, recent trends suggest Metro Vancouver will continue to see new residents arrive from other provinces and from outside Canada. Strong economic growth in BC has caused the unemployment rate to drop to its lowest level since the 2008/09 recession. With the lowest unemployment rate and the highest job vacancy rate in Canada, BC is in need of skilled workers; however, the availability of work might be an incentive to delay post-secondary training. Over the next decade, more than three-quarters of new job openings will require some level of post-secondary education.