YELLOWHEAD TRIBAL COLLEGE Cover Beadwork by Mary Migwi “There Is a Longing in the Heart of My People to Reach out and Grasp That Which Is Needed for Our Survival

ᐅᓵᐏᐢᑎᒁᓀᐤᐅᓵᐏᐢᑎᒁᓀᐤ ᐏᔭᓱᐍᐏᐣᐏᔭᓱᐍᐏᐣ ᐅᑭᐢᑭᓄᐦᐊᒪᑐᑲᒥᐠᐅᑭᐢᑭᓄᐦᐊᒪᑐᑲᒥᐠ YELLOWHEADYELLOWHEAD TRIBALTRIBAL COLLEGECOLLEGE

2016-20172016-2017 CalendarCalendar

OurOur StudentsStudents Our Community Our Future ᑭᑭᐢᑭᓄᐦᐊᒪᐙᑲᓇᐘᐠᑭᑭᐢᑭᓄᐦᐊᒪᐙᑲᓇᐘᐠ ᒫᒪᐚᔮᐏᐣ ᑐᓴᐸᐦᑕᒪᕁ ᑫᑕᐦᑕᐍ YTC AFFILIATIONS: Alberta Council on Admissions and Transfer (ACAT) Edmonton Literacy Coalition Edmonton Public School Board First Nations Adult and Higher Education Consortium (FNAHEC) Indigenous World Net - FNAHEC National Association of Indigenous Institutes of Higher Learning (NAIIHL) National Indigenous Accreditation Board (NIAB) Treaty Six Education World Indigenous Nations Higher Education Consortium (WINHEC) - FNAHEC

PARTNERSHIPS: Alberta Education Alberta Employment & Immigration Alberta Innovation and Advanced Education Athabasca University Blue Quills University MacEwan University Maskwacis Cultural College Nechi Training, Research and Health Promotions Institute NorQuest College Northern Alberta Institute of Technology Old Sun Community College Red Crow Community College University of Alberta University of Lethbridge

YELLOWHEAD TRIBAL COLLEGE Cover Beadwork by Mary Migwi “There is a longing in the heart of my people to reach out and grasp that which is needed for our survival. There is a longing among the young of my nation to secure for themselves and their people the skills that will provide them with a sense of worth and purpose. They will be our new warriors. Their training will be much longer and more demanding than it was in the olden days. The long years of study will demand more determination; separation from home and family will demand endurance. But they will emerge with their hand held forward to grasp the place in society that is rightfully theirs.”

Chief Dan George YELLOWHEAD TRIBAL COLLEGE

ᐅᓵᐏᐢᑎᒁᓀᐤ ᐏᔭᓱᐍᐏᐣ ᐅᑭᐢᑭᓄᐦᐊᒪᑐᑲᒥᐠ

#304, 17304-105 Avenue, Edmonton, Alberta T5S 1G4 Phone:YELLOWHEAD (780) 484-0303 Fax: (780) 481-7275 YellowheadTRIBAL Tribal COLLEGE College #304,Toll 17304-105 Free: 1-877-YTC-EDUC Avenue, Edmonton, 1-877-982-3382 Alberta T5S 1G4 Toll Free: 1-877-YTC-EDUC (1-877-982-3382) eduCaTionPhone: 780-484-0303 Fax:Program 780-481-7275 BoxRegistrar 150 Enoch, Fax: 587-524-7275Alberta T7X 3Y3 Phone: (780) 470-3454 Fax: (780) 470-3541

EDUCATIONwww.ytced.ab.ca PROGRAM P.O. Box 3420 Morinville, Alberta T8R 1S3 Phone: 587-524-0180 Fax: 587-524-0181

www.ytced.ab.ca

Find us on Check out YTC on

2 2016 - 2017 CALENDAR

TABLE OF CONTENTS

Messages from our Chiefs / Director / Associate Dean of Programs...... 4 Yellowhead Tribal College History...... 5 Academic Schedule...... 6 Application Procedure...... 8 Policies and Regulations...... 9 Online Program Policy...... 10 Cultural Programming...... 11 Student Code of Conduct ...... 12 Tuition and Student Fees / Financial Assistance...... 13 Off-Campus Student Support / Student Support Services ...... 14 Program Information...... 15 Four Directions Literacy & Essential Skills Program ...... 16 Adult Basic Education...... 16 Academic Upgrading...... 18 University and College Entrance Preparation...... 19 Health Careers Preparation...... 22 Trades and Technology Preparation ...... 22 University Studies Diploma...... 24 Transition Year Program...... 30 Indigenous Environmental Stewardship and Reclamation Program ...... 31 Indigenous Educational Assistant Program...... 33 Early Childhood Development Program ...... 35 Administrative Assistant Certificate ...... 36 Management Studies Diploma...... 38 Indigenous Social Work Program ...... 41 Information Technology Certificate / Diploma...... 42 Prior Learning Assessment and Recognition (PLAR) ...... 45 Library and Accessibility Services...... 47 Student Services...... 48 Yellowhead Tribal College Board, Committee, and Staff...... 49 Yellowhead Tribal Council First Nations...... 50 Course Transferability...... 51

DECLARATION OF WAIVER Yellowhead Tribal College strives to ensure that the information in this calendar is complete and accurate at the time of printing. Occasionally, however, errors do occur and information is subject to change. For current information regarding programs, courses, fees, and tuition, visit our website at 3 www.ytced.ca or contact our registrar at 780.484.0303. Please confirm your course and program information prior to final registration. YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

MESSAGE FROM OUR CHIEFS

On behalf of our nations, we welcome you to Yellowhead Tribal College. We commend you on your commitment to your educational goals, and wish you much success in the coming year. We would like to recognize not only you, the student, but also acknowledge the people who have contributed to your education, including our Elders and past Chiefs. Your hard work and dedication are an inspiration to your friends, families, and communities. As you achieve your goals, you will encourage others to strive for theirs. We support each and every one of you in your efforts. Your successes are successes for the community, YTC, and all Native people.

May the Great Spirit guide you in your endeavours.

MESSAGE FROM THE DIRECTOR

On behalf of the staff and faculty of the Yellowhead Tribal College, I welcome you to YTC. While pursuing your journey in post-secondary education, I encourage you to take advantage of our Student Support Services, Elder Liaisons, staff, and faculty to provide you with any additional support you require to ensure successful completion in your program of studies. We are committed to providing quality programming that will enable and enhance the future of our students. The key to a better future for First Nations people begins with quality education. YTC continues to research, develop, and deliver programs that will help you obtain the necessary skills to assist in developing and promoting First Nations schools and organizations. As a First Nations institution, YTC maintains and focuses on First Nations culture and traditions of our Laverne Arcand people in the programs and services we deliver to students. Our goal is to provide students with the guidance, assistance, and support in their journey of life-long learning. Director of Education Yellowhead Tribal College In closing, I wish you all the very best throughout the school year and good luck with your studies. With self-determination and a strong spirit, I know you will succeed!

MESSAGE FROM THE ASSOCIATE DEAN OF PROGRAMS

Welcome to Yellowhead Tribal College! With the guidance and support of the communities, we offer programs and courses delivered in a way that inspires not only academic success, but also the emotional, cultural, and spiritual growth of our students. We are student-centered and community-based, which enhances students’ personal development and their sense of belonging to and responsibility for their communities. All of our staff members are here to help you in any way we can, so please come to us if you require academic, financial, or personal counseling. I commend you on your commitment to your education, and hope you have an exciting and rewarding year at YTC. I wish you the best of luck with your year ahead! Jocelyn Verreault Associate Dean of Programs Yellowhead Tribal College

2016 - 2017 CALENDAR To counsel your children wisely 2016 - 2017 CALENDAR

YELLOWHEAD TRIBAL COLLEGE

OUR VISION Leader in First Nations Education OUR MISSION AND MANDATE Yellowhead Tribal College is committed to academic excellence and life-long learning while preserving and promoting our First Nations culture, languages, and traditions. We plan, develop, and deliver accredited programs and services that meet the needs of our students, our communities, and our future.

OUR MOST IMPORTANT VALUE Yellowhead Tribal College fosters a safe, caring, and inclusive environment that nurtures the whole student.

YELLOWHEAD TRIBAL COLLEGE HISTORY

The long list of uses for the buffalo might surprise the average person. For many centuries the buffalo provided nearly everything people needed, from food and shelter to clothing, adornments, and tools. Today, Elders speak of education as the “new buffalo” that will enable First Nations people to survive and thrive in this modern world. Guided in this spirit, the college was established in 1986 by Yellowhead Tribal Council to meet the educational needs of its member nations (Alexander First Nation, Alexis Nakota Sioux Nation, O’Chiese First Nation, and Sunchild First Nation) in the context of its primary purpose – to foster social, political, and economic development. The visionaries who laid the foundation for the college believed that education is the path to such development and, on a more basic level, the key to responsible self-government, economic self-sufficiency, and community sustainability.

The college’s first permanent education program, the University and College Entrance Preparation Program (UCEPP), was established in the spring of 1984. Since then, this once-small upgrading program has evolved into a college offering its own accredited post- secondary courses, certificates, diplomas, and degree programs, some in partnership with recognized colleges and universities such as Athabasca University, MacEwan University, the University of Alberta, and its sister tribal colleges, such as Blue Quills University and Maskwacis Cultural College.

The college provides students with educational opportunities that respond immediately to community needs and help lay the foundation for its graduates to participate fully in 21st-century Canadian society. Through more than 25 years of offering Aboriginal programming, YTC educators have learned that many First Nations students learn best in an environment that respects their culture and language and provides content and teaching approaches to which they can relate. In 1996, with the involvement of the communities and the elders, the college began developing its own courses to provide students with programming that is informed by Aboriginal culture, history, and ways of knowing. All of YTC’s courses contain First Nations/Aboriginal content; moreover, students are provided with a unique educational experience as they gain knowledge through Aboriginal teaching methods supported by culturally appropriate student services.

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ACADEMIC SCHEDULE 2016-2017 Note: Failure to follow deadlines can result in academic and financial penalties. Dates are subject to change.

AUGUSTAUGUST 2016 2012 SEPTEMBER 2016 OCTOBER 2016 S M T W T F S S M T W T F S S M T W T F S

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AUGUST 2016 SEPTEMBER 2016 OCTOBER 2016 29 Registration begins 5 Labour Day (College closed) 10 Thanksgiving (College closed) 31 Orientation begins 1-6 Registration continues 14 Final deadline for payment of fall 1, 2 Orientation continues semester tuition and fees. Students who do not pay by the deadline are 6 Last day to submit Confirmation of required to withdraw. Sponsorship to Registrar’s Office. After this date, students are billed 14 Last day to withdraw for all programs directly. 24-28 Midterm Exam Week (UCEPP and 6 First day of classes (all programs) post-secondary programs) 23 Last day to change course registrations (Add/Drop) for all programs

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NOVEMBER 2016 DECEMBER 2016 JANUARY 2017 11 Remembrance Day holiday 5-9 Final Exam Week for post-secondary 2-9 College closed (College closed) programs 10 College reopens 15 Registration for Winter 2017 term 12-11 UCEPP Final Exams 10 First day of classes (UCEPP and begins (all programs) 16 Application deadline for Winter post-secondary programs) 2017 (all programs) 13 Last day to submit confirmation of 22-30 Christmas Break (College closed) Sponsorship to Registrar’s Office. After this deadline, students are billed directly. 30 Last day to change course registration (Add/Drop) for UCEPP and post- 6 secondary programs

2016 - 2017 CALENDAR To be happy 2016 - 2017 CALENDAR

ACADEMIC SCHEDULE 2016-2017 Note: Failure to follow deadlines can result in academic and financial penalties. Dates are subject to change.

FEBRUARY 2017 MARCH 2017 APRIL 2017 S M T W T F S S M T W T F S S M T W T F S

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FEBRUARY 2017 MARCH 2017 APRIL 2017 3 Deadline for payment of winter 1-3 Midterm Exam Week (UCEPP and 4 Application Deadline for Spring semester tuition fees. Students post-secondary programs) continues 2017 (all programs) who have not paid by this date are 1-8 Open House 4-7 Registration for Spring 2017 term required to withdraw. 14 Good Friday (College closed) 10 Last day to withdraw with permission (UCEPP and post- 17 Easter Monday (College closed) secondary programs) 24-28 Final Exam Week (UCEPP and 20 Family Day (College closed) post-secondary programs) 21-24 Reading Week (all programs) 28 Midterm Exam Week (UCEPP and post-secondary programs) begins

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MAY 2017 JUNE 2017 JULY 2017 1 Spring Session begins (UCEPP and 21 National Aboriginal Day (College 1 Canada Day (College closed) post-secondary programs) closed) 22 Victoria Day (College closed) 30 Last day to submit YTC sponsorship application 30 Application Deadline for Fall 2017 7 (all programs) YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

APPLICATION PROCEDURE

All forms must be signed and completed before the Please note: Yellowhead Tribal College will accept faxed application will be accepted and processed. applications, with originals to follow, or email Registrar Dawn Arcand at [email protected]. ALL APPLICANTS MUST SUBMIT: • The General Application Form • Career Investigation Report ADMISSIONS • Payment Agreement + Form POST-SECONDARY PROGRAMS: • $75 Application Form A high school diploma, UCEPP, or Mature Student status is required YTC FIRST NATIONS APPLICANTS for admission to post-secondary programs. MUST SUBMIT: UNIVERSITY AND COLLEGE ENTRANCE • Financial Assistance Application PREPARATION PROGRAM: • Confirmation of Dependants Grade 10 math and reading comprehension levels are required. • Student Authorization Form

CONTINUING STUDENTS: ADULT BASIC EDUCATION: • Continuing students, are required to complete and submit Grade 6 math and reading comprehension levels are required the YTC General Application form each year. generally for admission to ABE.

Please send the General Application Form and Payment BASIC LITERACY: OPEN ADMISSION Agreement to: Students will be assessed, receive an individual education plan, and be enrolled in individual programs. Registrar’s Office Yellowhead Tribal College #304, 17304 - 105 Ave, Edmonton, AB T5S 1G4 For more funding information, see page 13 of the calendar.

POLICIES AND REGULATIONS

REGISTRATION CHANGES Registration changes, including additions and deletions, must conform to the regulations of the ALPHA 4.0 GRADING SCALE brokering institution in the case of brokered programs. Changes in registration in YTC programs can be made within the first 10 business days of the term without penalty. Withdrawals may be Description Alpha 4 Point Percentage Grade Scale Range made within the first six weeks of the course starting; however, courses are subject to fees and/ or penalties. All changes in registration must be documented on the appropriate forms with the Excellent A+ 4.0 90-100 appropriate fee. Excellent A 4.0 85-89 Excellent A- 3.7 80-84

Excellent B+ 3.3 77-79 WITHDRAWALS Good B 3.0 73-76 Students must conform to institutional rules and regulations concerning withdrawals from courses/ Good B- 2.7 70-72 programs. Failure to do so will affect student status in the program. Students are responsible for any institutional withdrawal fees. YTC-funded students withdrawing after the withdrawal deadline six Good C+ 2.3 67-69 (6) weeks from the course start date will be responsible for the entire cost of the course. The fee in Satisfactory C 2.0 63-66 question will be automatically deducted from the monthly allowance allocation. Satisfactory C- 1.7 60-62 Poor D+ 1.3 55-59

Minimal Pass D 1.0 50-54

Failure F 0 0-49

2016 - 2017 CALENDAR To be humble 2016 - 2017 CALENDAR

POLICIES AND REGULATIONS

GRADING ACADEMIC PROBATION Post-secondary programs use an Alpha Grading Scale and a 4.0 point Students who fail to comply with the attendance policy and/or system. A minimum grade of 65% is required for transferability to fail to maintain a GPA of 1.5 or 50% will be placed on probation. other post-secondary institutions in Alberta. For brokered programs Coordinators will determine terms and conditions of probation in offered at YTC, the grading system is determined by the institution accordance with YTC policy. offering the specific program. ACADEMIC SUSPENSION/TERMINATION The ABE and UCEP Programs’ evaluation system is based on A probationary student who fails to meet the terms of his/her percentages. A mean grade of 50% must be achieved in assignments probation and who does not comply with academic and attendance and exams in order to receive credit in a course. policies will be withdrawn from all courses and suspended from his/ The University Studies and Management Studies programs use her program. Funding for YTC students will be suspended for at an average measure of performance in credit courses, which is least the semester following suspension date. Eligibility for further determined by the grade point average (GPA). The GPA is calculated enrollment will be reviewed after the term of suspension has lapsed. by multiplying the individual course credits by the grade point value A suspended or terminated student who re-enrolls in a YTC program assigned to the grade received in the course, totalling the results of will be placed on academic probation for the duration of the all courses taken in a given term, and dividing the result by the total returning term. number of credits. The GPA is computed to two decimal places. A minimum cumulative program GPA equivalent to 1.50 in a 4.0 point GRADUATION system or equivalent to 50% is required to maintain registration and To qualify for graduation, students must complete program courses graduate from a program. with a mark of 50% or better, achieve a minimum cumulative GPA DEFERRED EXAMINATIONS of at least 1.7, and meet individual program requirements. An examination may be deferred due to extenuating circumstances ISSUANCE OF CREDENTIALS such as a death in the immediate family or medical emergency. Yellowhead Tribal College issues credentials consistent with Students must contact the Program Coordinator before or on the day standards of academic excellence and Alberta Learning as of the exam to make arrangements for a deferral. appropriate. YTC presently awards certificates and diplomas. Students must submit a completed deferred examination form along PRIOR LEARNING ASSESSMENT AND RECOGNITION with the appropriate fee. No arrangements will be processed until (PLAR) the fee is received. The deferred examination is to be completed by a specific date determined by the instructor and the student, and Prior Learning Assessment and Recognition (PLAR) is the approved by the Program Coordinator. The results of the deferred nationally recognized method of accrediting learning that adults exam are final. Its course weight corresponds to that of the regularly gain through work and life experiences. PLAR acknowledges that scheduled exam it replaces. adults develop skills and competencies outside formal education settings that are consistent with post-secondary-level courses. The SUPPLEMENTAL EXAMINATIONS goal of PLAR is to remove barriers to higher education for adult A supplemental examination is permitted in courses with learners. comprehensive final exams upon appeal of original examination marks. CREDIT TRANSFER It must be applied for through the Program Coordinator no later than four weeks after receiving a statement of marks. The supplemental Yellowhead Tribal College awards advance credits for courses must be written before the end of the succeeding term, except in completed at other post-secondary institutions equivalent to a course prerequisite to a subsequent course in the immediately designated YTC program courses up to a maximum of two (2) succeeding term. In this case the exam must be written not later courses per Fall and Winter semester and one (1) course per Spring than the opening day of that term. The supplemental examination and/or Summer session. Official transcripts must be submitted to must be equivalent in course weight to the final examination and will the Registrar or Program Coordinator directly from the other post- replace the original final examination mark in the calculation of the secondary institution(s) prior to Advance Credit Assessment. Credits final course grade. One supplemental examination is permitted per awarded through advance credit assessment are not counted in YTC’s course per term. Supplemental exams will only be ordered once the residency requirement. Only successfully completed courses will be student has submitted the Supplemental Exam Request form and the considered for Advance Credit. A passing grade is defined by the appropriate fee. institution designating the grade. Please note that our post-secondary courses are transferable to ACADEMIC STANDARDS Alberta universities and colleges. Please refer to the back of this Yellowhead Tribal College encourages academic achievement and calendar or to the Alberta Transfer Guide 2016-17 for individual excellence. Students are expected to comply with the attendance course transferability: https://alis.alberta.ca/pdf/transferalberta/ policy and the academic expectations required in individual courses transfers/Yellowhead.pdf. and programs. YTC-funded students must maintain enrollment in a full-time program of study to maintain their student support funding. Full-time programs require enrollment in a minimum of three (3) courses per term. 9

YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

ONLINE PROGRAM POLICY

YTC has greatly expanded its online catalog to encompass all TUITION Management Studies and University Studies courses, made available Tuition for online courses will initially be the same as for regular through the Moodle Learning Management System since 2015. courses, except for a surcharge of $30 per course to cover the cost of shipping learning materials. In cases where no texts are required this CODE OF GOOD ONLINE PRACTICE surcharge will be waived. In any organization engaged in online activity there is a need to observe best practices and ensure that online activity does not expose COURSE DURATION the organization or its clients to breaches of privacy and personal Course duration will be 4 months with an available 2 month security, or to any legal, social, or economic consequences. YTC extension for a fee. therefore undertakes in its Online Learning Programs to: • Ensure confidentiality and privacy of staff and clients are STUDENT CONTACT WITH TUTOR protected Student contact with the assigned tutor will be primarily via email or • Ensure the integrity and security of key data such as financial other online contact, or by phone by appointment. Students will be information, academic records, etc. supplied with the tutor’s email contact information, and tutors will be required to meet very specific service standards for tutor response • Ensure that the organization’s web content complies with times and monitoring of student progress. If a student wishes to have copyright and intellectual property law phone contact the request should be submitted via email and a time • Ensure that the organization’s web content is consistent with arranged for the tutor to call. community standards • Ensure that the technology used is appropriate and effectively ENTRANCE REQUIREMENTS AND applied STUDENT READINESS • Ensure that the content is current and academically sound A questionnaire/information presentation is available on the • Ensure that online content is reliably available, accessible, and YTC website that all prospective online students should review to readable determine their level of readiness for online study (see: “Are you ready for online study?”). Those wishing to enroll in online courses should be experienced, reliable students with a proven track record of ONLINE LEARNER SERVICES success. YTC will evaluate and enhance student readiness for online YTC has in place certain learner services including advisory learning through a number of roles and with the help of supporting services, counseling, Elder and cultural support, financial services, materials. Program Coordinators and Counselors will also impart to housing support, access to technology, and library services. Online students the importance of understanding the unique challenges and students will have access to all of these support services. Some will demands of online learning. require adaptation to serve online students, others will need special provisions. For example, onsite Elder and cultural services will be TECHNICAL REQUIREMENTS adapted for availability online through the use of videoconferencing, pre-recorded video or audio, or text chat. Students undertaking online study will require • Desktop or laptop computer with Windows or Windows- DIVERSE LEARNERS compatible operating system, hardware not more than 6 years One of the strengths of online learning is its ability to employ old technology effectively towards meeting the needs of diverse learners. • Broadband Internet Digital course materials may include a variety of learning resources • Personal ability to use email, use the Internet, and do basic to meet the needs of students with different learning styles. Tutors in word processing the program are encouraged and supported towards taking maximum advantage of this opportunity and using diverse and varied madia, teaching approaches, and content-delivery methods. Additional software requirements may exist for certain courses, such as MS Office or other programs as required.

STUDENT POLICIES The general policies governing student participation in online courses should be considered as an extension to existing student policies and applied only to those specific aspects of online study not covered by existing general policies.

2016 - 2017 CALENDAR To have kinship 2016 - 2017 CALENDAR

STUDENT ASSESSMENT IN ONLINE degrees of integration of what has been learned and taught. LEARNING PROGRAMS* 3) Assessment works well when it seeks to improve learning and when The assessment and evaluation of performance of students in the its intentions are transparent. Assessment of learning achievement is YTC Online Learning Program is also based upon accepted best a goal-oriented process. It entails comparing actual performance and practices as developed and implemented in other online programs: behaviour with intended learning outcomes and expectations. Clear, shared, and realistic goals are the prerequisites for focused and useful 1) Assessment of learning achievement must be grounded in sound assessment practices. educational principles. Assessment should not be considered as an end in itself. It should be seen as an effective instrument for learning 4) Assessment requires attention to the achievement of learning improvement, and especially because students give it so much outcomes as well as the experiences that led to those outcomes. attention. Its effective use embodies the kind of learning we value Teachers and students tend to place a great deal more emphasis for our students. When these issues about educational principles, on measures of the achievement of learning outcomes. However, goals, and values are overlooked, assessment becomes an exercise in to improve learning outcomes, we need to know something about measuring what is easy, rather than a process of improving learning. students’ experiences along the way. Certain assessment practices such as the use of learning logs and portfolios, for instance, can help 2) Assessment is most effective when it reflects an understanding us understand which students learn best under what conditions. of learning as multidimensional, integrated, and revealed through performance over time. Learning is clearly a very complex 5) Assessment works best when it is continuous. Learning process. It entails not only the development of knowledge and improvement is best supported when assessment comprises a series understanding in a given domain, but what learners can do with of activities performed over the duration of study. This may mean that knowledge and understanding. It also involves the development tracking the progress of individual students or of cohorts of students of desirable values, attitudes, and behaviours which affect academic and providing them with the necessary feedback and guidance. success and performance outside the formal educational setting. Assessment should reflect these understandings by employing a diverse array of methods, including those that call for actual performance over time so as to reveal change, growth, and increasing * From “E-LEARNING - A Guidebook of Principles, Procedures and Practices” by Som Naidu

CULTURAL PROGRAMMING

Cultural programming is an integral part of Yellowhead Tribal to further develop their understanding and appreciation of First College education programming. YTC affirms that the First Nations Nations culture while affirming First Nations self-identity. In support Elders are the “knowledge keepers” in their Nations. Throughout of its cultural programming, the College has an Elder-in-Residence the school year, the college provides several opportunities for students Program (ERP) for students who may want additional counselling to experience First Nations culture including sweat lodges, pipe and/or support. The ERP also assists instructors in infusing First ceremonies, round dances, feasts, and other cultural ceremonies. Nations content and perspectives into their classrooms. Students will have the opportunity to learn more about First Nations Students who actively participate in YTC’s cultural programming history, language, worldviews, and cultural protocols through shared may earn up to three (3) residency credits per school year. For further traditional oral practices with Elders, cultural advisors, and other information, please inquire with your coordinator. students. YTC’s cultural programming is a conduit for all students

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STUDENT CODE OF CONDUCT

ATTENDANCE APPEAL PROCESS FOR ACADEMIC MATTERS Regular and punctual attendance is mandatory in all programs. In an appeal, the following process will apply. If the appeal is not Attendance is recorded and reported routinely to funding agencies. resolved on one level, proceed to the next level. The consequences of absenteeism, more than four (4) unexcused a. Speak with Instructor. absences per semester, may result in termination of enrollment and b. Speak with the Instructor and the Program Coordinator. academic failure. Students are expected to inform their Program Coordinator in advance of absenteeism. c. Speak with the Instructor, Program Coordinator, the Dean of Programs and the Director. STUDENT CONDUCT d. If the issue is not resolved at this point in the process, A student will be terminated from a course and/or program upon an official written appeal drafted by the student is to be the recommendation of the Program Coordinator to the Dean of submitted to the Post-Secondary Education Committee Programs, Director, Post-Secondary Education Committee, and/or within 14 business days of the occurrence. Copies must be Education Board for the following reasons: provided to the Instructor, the Program Coordinator, the 1) Academic misconduct such as cheating, plagiarism, deceit, Dean of Programs, and the Director. and other forms of academic dishonesty e. The student must ask to meet with the PSE Committee’s 2) Academic underachievement 3) Non-attendance appointed Appeal Board at a regular or special meeting to 4) Fraud or misrepresentation resolve the conflict. The PSE Committee/Appeal Board’s 5) Disrespect of the facility, staff, other students, or college decision is final and binding. An Elder will be in attendance environment at the appeal hearing. 6) Inappropriate conduct, vandalism, destruction of property, f. All Appeal Board members must be in attendance at the substance abuse, or intoxication hearing to have voting privileges. 7) Physical abuse or issuing threats of physical abuse against g. The Appeal Board must provide a response to the student students/staff within three (3) working days. 8) Gang membership 9) Harassment, including sexual and/or online bullying A STUDENT’S APPEAL WILL NOT BE CONSIDERED ADULT STUDENTS’ INFORMATION RECEIVED OR FILED WITH YELLOWHEAD TRIBAL It is the student’s responsibility to speak to the appropriate Program Coordinator. Yellowhead Tribal College follows FOIP (Freedom of COLLEGE UNLESS: Information and Privacy) rules and regulations. Therefore, no other a. An official written appeal, drafted yb the student, has been family member or person can deal with the Coordinator on behalf of submitted within 14 business days of occurrence, the student. Coordinators are not obligated under any circumstance and to provide student information to parents, spouses, or any other b. The student has gone through the appeal process as defined person who is either self-appointed or designated to act on behalf of in this policy. an adult student. All adult students must make requests for their own information in person.

ACADEMIC MISCONDUCT Academic misconduct is any action or attempted action that may result in creating an unfair academic advantage for oneself or an unfair academic advantage or disadvantage for any other member or members of the academic community. This includes, but is not limited to, plagiarism and cheating on exams or assignments.

The maximum consequence for all academic offenses is termination from the program.

NON-ACADEMIC MISCONDUCT Non-academic misconduct may be defined broadly as any behavior that: adversely effects the learning of others or the college’s educational mission, violates civil or criminal statutes, or threatens the safety or well-being of members of the Yellowhead Tribal College community. These include, but are not limited to: impairment by drugs or alcohol; harassment, including sexual or online bullying; smoking in restricted areas; damage to property; disruptive classroom behaviour; verbal abuse of a student or staff member; illegal sale or use of drugs; uttering threats; or any other criminal act, including theft.

NOTE: If a Criminal Code or Narcotic Control Act offense has been committed, YTC staff will notify the police in all circumstances.

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TUITION AND STUDENT FEES 2016-2017 POST-SECONDARY TUITION FEE SCHEDULE

$715.00 / 3-credit course FULL-TIME STUDENTS $1025.00 / 8-month course Application $75.00 $1150.00 / 6-credit course Library $55.00/term Technology $100.00/term BOOK FEES Student Services $75.00/term TBD Registration $55.00/term Students’ Association $50.00/term UNIVERSITY & COLLEGE PREPARATION Convocation $75.00 Building Development $50.00/term Adult Basic Education (ABE), University and College Entrance Elders’ Fee $0/term Preparation Program (UCEPP), Trades and Technology Preparation, Health Careers Preparation. $740.00 / course ADDITIONAL FEES Supplemental Exams $90.00/exam Deferred Exam $75.00/exam BOOK FEES Course Withdrawal Fee $90.00/course TBD Course Extension Fee $75.00/course

STUDENT FEES TRANSCRIPT FEES Students enrolled in YTC programs must pay required fees as Processed within one week $10.00 outlined below. Students are responsible for the costs of transcripts, Processed within 24 hours $20.00 supplemental and deferred examination fees, course extension fees, Parchment Replacement $60.00 and change of credential fees. Students are also responsible for ordering and arranging all supplemental examinations.

PART-TIME STUDENTS Part-time students will be required to pay an application fee, material fee, and pro-rated portion of fees.

FINANCIAL ASSISTANCE ABORIGINAL STUDENTS AWARDS, SCHOLARSHIPS, AND BURSARIES Eligible First Nations students may seek funding by contacting the Please visit the library for award and financial aid information. Education Counsellor at their respective First Nation. Métis students Information can also be found on our website. may contact the Métis Nation of Alberta or their settlement for funding options. INDSPIRE Indspire is an Indigenous-led registered charity that invests in the FREEHORSE FAMILY WELLNESS SOCIETY education of Indigienous people for the long-term benefit of these The Post-Secondary Funding Program assists students who have individuals, their families and communities, and Canada. regained their status as a result of Bill C-31 from various Alberta First Nations, and students who are residents of Alberta with Northwest ABORIGINAL SKILLS AND EMPLOYMENT TRAINING Territories or Inuit Treaty Status. STRATEGY (ASETS) As part of a broader Aboriginal agenda, ASETS will assist to improve OTEENOW EMPLOYMENT & TRAINING SOCIETY Aboriginal people’s skills and facilitate and thus close the gap in The Oteenow Employment & Training Society will provide Human employment outcomes between Aboriginal and non-Aboriginal Resource Development Programs to First Nations people in the people. Contact your First Nation’s ASETS office. greater Edmonton area to enable them to become self-reliant and subsequently lead productive lives.

YTC BURSARIES AND SCHOLARSHIPS YTC sponsored bursaries and scholarships may be available. Contact your Program Coordinator for more information. 13

YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

OFF-CAMPUS STUDENT SUPPORT PROGRAM DESCRIPTION This offers our students who are band members of the four affliated YTC First Nations the opportunity to attend accredited public post-secondary institutions that provide courses/programs not offered through Yellowhead Tribal College. The Off-Campus Student Support Program offers a multi-tiered support system that assists the student financially, academically, and personally. PROGRAM ADMISSION The Student must complete a Yellowhead Tribal College General Application Form and submit a letter of acceptance from the institution at which they are enrolled. Students will be approved for post-secondary student support on a semester basis. Funding will not be issued and applications for this program will not be approved unless applications are completed and the proper documentation is provided. The deadline for application submission is May 31st of each year.

STUDENT SUPPORT SERVICES STUDENT COUNSELLOR/ADVISOR OFFICE

The Student Counsellor/Advisor provides support, information, PERSONAL COUNSELLING/ resources, and referral in order to assist students in achieving academic DEVELOPMENTAL ADVISING and career success, as well as personal well-being. Are you experiencing personal difficulties? The Student Counsellor ACADEMIC ADVISING can provide a listening ear in a relaxed environment. If necessary, The Student Counsellor provides help with program planning, he/she can also provide information and referral services for the course selection, and career counselling. The Student Counsellor is following: crisis lines, food bank information, chartered psychologists, an advocate for students within the College, and acts as a liaison with addiction treatment, and suicide prevention. other post-secondary institutions. LEARNING SUPPORT Tutoring services are available to students who feel they require additional support out of the classroom. Accessibility resources and assistive technologies are available for students with learning and perceptual disabilities. Inquire through the library, the Counsellor, or a program coordinator.

ACCESSIBILITY SERVICES

Students who have a diagnosed disability which may affect their academic performance are encouraged to speak to their coordinator well in advance of the start of the term so that the appropriate accommodations can be put in place. Information and assistance is available to students who have, or suspect they might have, a disability that impacts their academic performance at Yellowhead Tribal College. Additional learning support, exam and assignment accommodations, tutoring, and adaptive technologies will be made available to students with learning disabilities.

COMPUTER LAB

Yellowhead Tribal College offers students the use of two 25-work-station computer labs complete with up-to-date software and Internet access. The computer labs are frequently in use during classes; students are advised to check the lab timetable for free lab times. In addition to the computer labs, students have access to computer work stations in the library.

PLEASE NOTE: Students must conform to lab usage policies to maintain lab privileges.

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PROGRAM INFORMATION

FOUR DIRECTIONS LITERACY AND ESSENTIAL SKILLS ADULT BASIC EDUCATION

ACADEMIC UPGRADING UNIVERSITY AND COLLEGE ENTRANCE PREPARATION HEALTH CAREERS PREPARATION TRADES AND TECHNOLOGY PREPARATION UNIVERSITY STUDIES INDIGENOUS ENVIRONMENTAL STEWARDSHIP AND RECLAMATION INDIGENOUS EDUCATIONAL ASSISTANT EARLY CHILDHOOD DEVELOPMENT ADMINISTRATIVE ASSISTANT MANAGEMENT STUDIES INDIGENOUS SOCIAL WORK INFORMATION TECHNOLOGY

PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

CULTURAL PROGRAMMING

YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

FOUR DIRECTIONS LITERACY & ESSENTIAL SKILLS PROGRAM PROGRAM DESCRIPTION The Four Directions Literacy and Essential Skills Program assists students in developing the skills necessary for learning and work.

These skills • Help people perform the tasks required by their occupation and other activities of daily life • Provide people with a foundation to learn other skills, and • Enhance people’s ability to adapt to change ESSENTIAL SKILLS • Oral Communication • Computer Use • Writing • Reading Text • Thinking • Document Use • Numeracy • Continuous Learning • Working with Others • First Nations Culture

The program builds on a foundation of Aboriginal culture, traditional knowledge, and language. Students are also supported by the wide array of services the college provides to help them on their learning path including tutoring, counselling, and career exploration. APPLICATION PROCESS All applicants must complete: • General Application Form • Interview with the Program Coordinator Sponsorship for student funding is the responsibility of the applicant. Please enquire at the College for information on sponsorship availability.

ADULT BASIC EDUCATION PROGRAM DESCRIPTION Adult Basic Education employs essential skills-based curriculum to provide programming for literacy grade levels of 0-9. Utilizing a holistic approach, ABE assists with academic upgrading necessary to achieve self-sufficiency and prepare for secondary and post-secondary education and/ or employment. ABE also incorporates a learning and career portfolio course to help adult students strengthen career goals and document essential skills for employment or further education. ADMISSION REQUIREMENTS All applicants must complete: • General Application Form • Academic assessment test or a current transcript of marks • Career investigation search • Interview with the Program Coordinator Sponsorship of student funding is the responsibility of the applicant. Please enquire at the College for information on sponsorship availability.

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ADULT BASIC EDUCATION PROGRAM PREREQUISITES course covers whole numbers, fractions, decimals, percents, ratios All potential candidates will be screened and tested. Successful and proportions, interest, graphing, integers, exponents, geometry, candidates will test from approximately from a grade one to a grade and algebra. A student who has successfully completed the course nine level. Successful candidates must be prepared, motivated and will be prepared to move to Secondary Math. able to attend classes regularly. CREE 70/80 This course is designed to give students a basic understanding of COURSES OFFERED IN ABE: the Cree language. Students will develop skills in oral and written language and will learn the syllabics of the Cree alphabet. Topics LITERACY /NUMERACY include storytelling, native cooking, native crafts, family names, 1. Intermediate Level 80 (Grades 6-9 inc.) seasons, and other topics in Cree culture. 2. Math 70/80 STONEY 70/80 3. English 70/80 This course is designed to give students a basic understanding of 4. Science 70/80 the Stoney language. Students will develop skills in oral and written 5. Computers 70/80 language and will learn the Stoney sound system. Topics include 6. Cree 70/80 storytelling, native cooking, native crafts, family names, seasons, and 7. Stoney 70/80 other topics in Stoney culture. 8. Aboriginal Studies 70/80 SCIENCE 70/80 9. Art 70/80 10. Learning Portfolio The science program is guided by the vision that all students have the opportunity to develop scientific literacy. Diverse learning experiences This program is a ten-month program over two semesters: September 1st within the Science program provide students with opportunities to – January 31st and February 1st – June 30th. explore, analyze, and appreciate the interrelationships among science, technology, society, and the environment, and to develop knowledge COURSE DESCRIPTIONS that will enhance their personal lives, careers, and futures. ENGLISH 70 COMPUTERS 70/80 English 70 is a developmental reading and writing skills course This course will cover a basic introduction to computers. Students designed to advance the literacy level and critical thinking skills of will develop basic keyboarding skills, an understanding of computer the adult student. Including the strands of reading, writing, viewing literacy, and skills in word processing, spread sheets, and database and listening, the course is sensitive to the language needs of the programs at an introductory level. Aboriginal learner. The course concentrates on short written forms ABORIGINAL STUDIES 70/80 such as the paragraph, journal, letter, essay, and short story. Students Aboriginal Studies 70/80 includes the study of traditions and history are encouraged to employ language creatively and to develop of Aboriginal peoples in Canada, and particularly in Alberta. Student confidence speaking as well as writing. Reading selections include learning outcomes provide opportunities to examine such topics as student-generated materials. Aboriginal literature and literary forms governmental structures, literature, the arts, and the sciences. are explored and analyzed at an introductory level. ART 70/80 ENGLISH 80 This course focuses on the organization of visual materials. Students English 80 is a comprehensive survey of writing skills at the level of will develop an understanding of how visual interpretations are the word, sentence, paragraph and short essay and an introduction to created and how values impact their ideas and attitudes toward (or review of) writing about literature and research methods. The art. Students will expand their experience of art through reflection, course begins with basic grammar and the personal journal, and ends depiction, composition, and expression. with the critical essay and research paper. It is designed to develop the skills of using language clearly and precisely, writing the short CAREER PORTFOLIO composition, and thinking critically in order to prepare students to Adult learners may take a Career Portfolio workshop or course as study at the secondary/pre-college and pre-university level. part of their program, if they are enrolled in Adult Basic Education, MATH 70 Academic Upgrading, or the University and College Entrance Preparation Program. The Career Portfolio focuses on the essential This course covers whole numbers, decimals, fractions, geometry, skills necessary for employment and the future career goals of an and graphing. The student who successfully completes this course adult learner. It documents the skills and knowledge adult learners will be able to move to Mathematics 80. have attained through their life and job experiences. The Career MATH 80 Portfolio also acts as a plan for future career and educational goals. This is an upgrading course that covers areas in mathematics that In order to enroll in the Career Portfolio course, students must be correspond to the senior or advanced content of the junior high enrolled in full-time studies at Yellowhead Tribal College and have school curriculum. Students will cover all the basics needed to the consent of their Program Coordinator. challenge the GED High School Equivalency Diploma Exam. This

YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

ACADEMIC UPGRADING PROGRAM DESCRIPTION Academic Upgrading offers YTC-developed and Alberta Education-accredited courses that can be applied towards a high school diploma or entry into UCEP and pre-technology programs.

ADMISSION CRITERIA Students must read at a grade 9/10 level. Applicants may present documentation of grade 9/10 completion and/or complete an assessment process including a skills appraisal test.

ADMISSION PROCESS

ALL APPLICANTS MUST COMPLETE: • General Application Form • Submission of transcript or academic assessment test • Career Investigation Report • Interview with the Program Coordinator Please note: Funding is the responsibility of the applicant. Please see Program Coordinator about sponsorship availability.

STUDENTS MAY CHOOSE FROM THE FOLLOWING COURSES: 1) English 10-1, English 20-1 2) Math 10-3, Math 10- C 3) Cree 10/20 4) Aboriginal Studies 10 5) Information Processing: Introduction/Intermediate 6) Science 10

(see pages 19-21 for descriptions)

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UNIVERSITY AND COLLEGE ENTRANCE PREPARATION PROGRAM

The University and College Entrance Preparation Program is designed to prepare students for post-secondary programs in a supportive and friendly environment. Yellowhead Tribal College offers YTC and Alberta Learning-accredited high school courses that can be applied towards your high school diploma and/or meet admission requirements at a university/college level. High school diploma exams are offered on-site for interested students. ADMISSION REQUIREMENTS Students must have completed Grade 9, 10, or 11 and provide most recent transcripts or statement of courses. If students have not completed Grade 11, they must write a placement test prior to admission into the program.

ADMISSION PROCESS All applicants must complete: • An academic assessment test or present a transcript of marks • General Application Form • Career Investigation Report • An interview with the Program Coordinator Please note: Funding is the responsibility of the applicant. Please see Program Coordinator regarding sponsorship availability. COURSES:

• English 20-2 • Stoney Language and • Math 90 • Information Processing – • English 90 Culture 15 • Math 90-1 Introductory • Aboriginal Studies 20/30 • Stoney Language and • Science 10 • Information Processing – • Social Studies 90 Culture 25 • Biology 20 Intermediate • Cree Language and Culture • Math 10-3 • Biology 90 • ISMB 200 20 • Math 10-C • Chemistry 20 • Cree Language and Culture • Math 20-3 • Chemistry 90 30 • Math 20-1

This is a two-semester program. Each course is delivered over four (4) months. The first semester starts September 1st and ends in December with final exams before the Christmas break. The second semester begins after January 3rd and ends with final exams the last week in April.

COURSE DESCRIPTIONS: ACADEMIC UPGRADING AND UCEPP

ABORIGINAL STUDIES 20 CREE LANGUAGE AND CULTURE 20 5 CREDITS 5 CREDITS Aboriginal Studies 20 focuses on the evolution of Aboriginal Peoples Cree 20 focuses on language and stresses the importance of the link from a Canadian and Albertan perspective. It includes the study of between communication and beliefs and customs of the Cree People. policies, legislation conflict, and cultural change. Four themes are Students will learn verbal and written communications and will be examined: the Métis conflict and cultural change, treaties and cultural able to read and comprehend selections that are specific to certain change, legislation, policies and cultural change, and schooling. situations. The cultural component includes Cree values, traditional practices, storytelling, and respect for Elders and reflects the seasonal/ cyclical nature that is inherent to Cree culture and beliefs. ABORIGINAL STUDIES 30 5 CREDITS Aboriginal Studies 30 focuses on the Canadian Aboriginal Peoples’ inherent right to self-government and self-determination. Oral tradition, confederacy, treaties, nation, constitutional rights and freedoms, self-determination, inherent rights, government, and interdependence are the content of this course.

YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

UNIVERSITY AND COLLEGE ENTRANCE PREPARATION (CONTINUED)

CREE LANGUAGE AND CULTURE 30 CHEMISTRY 90 5 CREDITS 5 CREDITS Cree 30 expands upon the language and cultural components Chemistry 90 extends the concepts of systems learned in Chemistry introduced in Cree 20. Students are expected to verbally respond to 20. Students will learn about thermochemical change, electrochemical any situation in Cree language and be able to communicate clearly change, chemical changes of organic compounds, and equilibrium in in prose or poetry. Cultural beliefs and customs remain a strong chemical changes. component in assisting students in becoming aware of their Cree Prerequisites: Chemistry 20 and Math 20-1 (65%) heritage. *Chemistry 90 prepares students to write the Chemistry 30 Diploma Prerequisite: Cree 20 Examination. ENGLISH 90 5 CREDITS MATHEMATICS 10-3 5 CREDITS English 90 is a comprehensive survey of forms, periods and genres, Math 10-3 is designed to introduce mathematical basics to students including the essay, short story, novel, poetry and film in English who may have been out of formal education for a period of time or literature and Aboriginal literature. The course also concentrates on have not taken much math at a higher level. This course will develop composition and grammar, and the development of writing, reading the concepts necessary to sequence students in the math mainstream and critical thinking skills necessary for university and college study. courses. Concepts covered will include real numbers, set notation, *English 90 prepares students to write the English 30 Diploma rational expression, fractions, integers, decimals, simple geometry, Examination. one-step equations, introductory statistics and exponents. SCIENCE 10 Prerequisite: Math Grade 9 level (65%) 5 CREDITS MATHEMATICS 20-3 Science 10 is an introduction to major scientific concepts, encouraging 5 CREDITS students to explore, examine and analyze the interrelationships Math 20-3 introduces students to workplace and apprenticeship between the major science disciplines, and develop an understanding mathematics. This course is designed for students who intend of the application of science to the world around them inherent in to go into the trades, certificate /diploma occupations or into the the technology and environment they live in. immediate workforce. Concepts approached include: slopes and Co-requisite: Math 10-C rate of change, graphical representations, surface, area, volume and BIOLOGY 20 capacity, trigonometry, scale representations, financial services and 5 CREDITS personal budgets. Students study energy and matter exchange in the biosphere, how Prerequisite: Math 10-3 (65%) energy is transferred in the biosphere, cycles of matter, ecosystems MATHEMATICS 10-C and their diversity, photosynthesis and cellular respiration and the 5 CREDITS mechanisms of biological change. Math 10-C introduces students to trigonometry, factoring Prerequisite: Science 10 (65%) polynomials, graphing linear relations and solving linear equations. BIOLOGY 90 This course integrates the larger governing principles of math 5 CREDITS and science and prepares students to appreciate how logic and mathematical processes apply to daily life. Biology 90 introduces students to the study of our human systems: Prerequisite: Math 10-3 (65%) digestion, human health and how the systems interact. Reproduction and development, as well as cell division, genetics and molecular MATHEMATICS 20-1 biology, are included in this course. 5 CREDITS Prerequisite: Biology 20 (65%) Math 20-1 introduces students at the pre-calculus level and builds *Biology 90 prepares students to write the Biology 30 Diploma the foundation students require in their pursuit of higher math/ Examination. science degrees. This includes trigonometry, manipulating and solving rational expressions and quadratic equations. CHEMISTRY 20 Prerequisite: Math 10-C (65%) 5 CREDITS Chemistry 20 introduces students to the diversity of matter, forms of MATHEMATICS 90 matter, matter as solutions and quantitative change in matter. They 5 CREDITS will learn to use the scientific method and understand the relationship Math 90 introduces students to the Grade 12-level pre-calculus to chemical change. required for entrance into University math. The curriculum Prerequisites: Math 10-C and Science 10 (65%) emphasizes algebra, graphing, deductive and symbolic methods to solve problems and determine if and under what conditions a concept is true. Students will continue to develop communication skills to state problems and solutions clearly. Prerequisite: Math 20-1 (65%) *Mathematics 90 prepares students to write the Pure Mathematics 30 Diploma Examination. 20

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UNIVERSITY AND COLLEGE ENTRANCE PREPARATION (CONTINUED)

MATHEMATICS 90-1 INFORMATION PROCESSING- INTRODUCTORY 5 CREDITS 3 CREDITS Mathematics 90-1 is a senior-level secondary course meant for This course is an introduction to basic computer use with a focus on students who will be going on to post-secondary courses/programs mastering the keyboard and word processing. that require calculus. Students will be given a foundation in pre- INFORMATION PROCESSING – INTERMEDIATE calculus mathematics such as transformations of several types of 3 CREDITS functions, applications of trigonometric functions, logarithms and This course builds on skills acquired in the introductory information calculating probability. Students will also extend their knowledge processing course, and includes an introduction to Excel and and appreciation of general mathmatical principles and processes, PowerPoint. and their application to daily life. Mathematics 90-1 is equivalent to Mathematics 30-1. ISMB 200 *Mathematics 90-1 prepares students to write the Pure Mathematics 3 CREDITS 30-1 Diploma Examination. This is an entry-level course focusing on development of basic skills in the use of computer systems and applications, and fostering an SOCIAL STUDIES 90 understanding of the opportunities those systems and applications 5 CREDITS provide. Topics covered in the course include basic hardware, The course emphasizes the development of critical thinking, writing, software and system theory, introduction to applications including and analytical skills essential for post-secondary study. The focus of word processing, spreadsheets, Presentation Manager (Microsoft this course is the study of democratic and authoritarian governments, Office 2007), and an introduction to HTML. economies, and societies on a global front in the twentieth and early twenty-first centuries, and Aboriginal history in Canada from the pre-contact era to the present. *The course prepares students to write the Social Studies 30-1 Diploma Examination.

YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

HEALTH CAREERS PREPARATION PROGRAM PROGRAM OVERVIEW The Health Careers Preparation Program is designed to provide students preparing for health careers training with: • Prerequisite courses required for admission to a recognised trades program • Advanced standing in courses transferable to health careers training

PROGRAM ADMISSION Students are required to meet with the Program Coordinator, Trevor Duplessis, when applying for the program. Applicants must provide their most recent transcripts/mark statements. If students have not completed their grade 11, they must write a placement test prior to admission to the program. COURSE OFFERINGS

UCEPP The following courses are required for admission eligibility to the Health Careers Preparation Program. Applicants who do not have credit in the following courses need to complete them prior to the commencement of the Health Careers Preparation Program. • Biology 90 • English 90 • Math 90 • Chemistry 90 UNIVERSITY STUDIES Please note that students need to have completed English 90 (60%) to gain admittance to University Studies courses. Students who have completed Biology 90 (60%) and Math 20 (50%) should ensure that they enroll in those courses before selecting University Studies Courses. • NTST 101 Native Studies • ANPH 101/102 Anatomy and Physiology • PSYC 104/105 Introductory Psychology • SOCI 100 Introductory Sociology

If you have any further questions about this program, please contact the coordinator, Trevor Duplessis. Phone: (780) 484-0303 Email: [email protected]

TRADES PREPARATION PROGRAM PROGRAM OVERVIEW The Trades Preparation Program is designed to provide students with: • Prerequisite courses required for admission to a recognised trades program • Advanced standing in courses transferable to trades and technology training PROGRAM ADMISSION Applicants to the program must present documentation of a minimum of grade 9 completion and/or complete an assessment process that includes a skills appraisal test. Minimum reading level must be at a grade 9/10.

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ADMISSION PROCESS All applicants must complete: 1. General Application Form 2. Submission of transcripts or academic assessment 3. Career Investigation Report 4. Aboriginal Studies 10 5. Interview with the Program Coordinator

Please note: Securing funding is the sole responsibilty of the applicant. See program Coordinator about sponsorship availability. COURSE OFFERINGS Students may choose from the following courses: 1. English 10-1, English 20-1 2. Math 10-3, Math 10C 3. Cree 10/20 4. Aboriginal Studies 10 5. Information Processing: Introduction/Intermediate 6. Science 10

Students are encouraged to enroll in senior-level courses to supplement their programs.

PLEASE ADDRESS INQUIRIES ABOUT THE PROGRAM TO THE UCEPP COORDINATOR.

TECHNOLOGY PREPARATION PROGRAM PROGRAM OVERVIEW

The Technology Preparation Program is designed to provide students with: • Prerequisite courses required for admission to a recognised technology program • Advanced standing in courses transferable to trades and technology training PROGRAM ADMISSION

Applicants to the program must present documentation of a minimum of grade 11 completion or equivalent and/or complete an assessment process that includes a skills appraisal test. Minimum reading level must be at a grade 11/12 level.

ADMISSION PROCESS

All Applicants must complete: • General Application Form • Submission of transcripts or academic assessment • Career Investigation Report • Interview with the Program Coordinator

Please note: Securing funding is the sole responsibility of the applicant. Please see program Coordinator about sponsorship availability. COURSE OFFERINGS Students may choose from the following courses: English 90-1 Math 90-1 Chemistry 90 Biology 90 Physics 90 ISMB 200 In addition, students may enroll in post-secondary courses offered in the University Studies Program to supplement their programs.

(see pages 19-21 for descriptions)

YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

UNIVERSITY STUDIES DIPLOMA PROGRAM DESCRIPTION The University Studies Diploma Program (USD) offers students the opportunity to access university-transferable courses from Yellowhead Tribal College and Athabasca University. The University Studies Diploma is the credential offered to all students entering the program. For students seeking university transfer, the diploma offers students the first two years of a general program for transfer to a Bachelor of Arts (BA), Bachelor of Education (BEd), Bachelor of General Studies (BGS), or Bachelor of Arts in Native Studies (BA NS) at a degree-granting institution. Students seeking admission to the University of Alberta or other degree-granting institutions should contact the University Studies Program Coordinator to examine how the University Studies Diploma fits into their desired program of study. ONLINE DELIVERY/DISTRIBUTED LEARNING The program is offered through a form of Blended Delivery: online delivery with seminar support which provides face to face instruction. FLEXIBLE AND ACCESSIBLE DELIVERY Students can study from home and start dates are flexible. ADMISSION REQUIREMENTS Applicants must comply with the entrance requirements SENIOR LEVEL COURSES and admission policies of the institutions from which (24 CREDITS) courses are brokered, such as Athabasca University and the Minimum of 24 credits in Senior (200-level or higher) Courses, University of Alberta. Yellowhead Tribal College requires the chosen from any discipline. following, to study at a post-secondary level: Please note that our post-secondary courses are transferable to • English 30 or 90 (or equivalent) with a minimum grade of Alberta universities and colleges. Please refer to the back of this 65%, or English 33 with a minimum grade of 75%*, and calendar or to the Alberta Transfer Guide 2016-17 for individual • One other 30-level or 90-level course (or equivalent)* or course transferability: • Previous successful completion of university-level courses https://alis.alberta.ca/pdf/transferalberta/transfers/Yellowhead. *Students who do not meet the following admission requirements pdf. may write the CAT (College Achievement Test). A minimum grade of 60% on the CAT is required for admission to the program. CORE COURSE REQUIREMENTS - EDUCATION REQUIREMENTS SPECIALIZATION • Minimum credits required in program 60 credits Primary Route (27 CREDITS) • Core Course requirements 36 credits • Minimum Senior (200-level or higher) 24 credits English 124 (3 credits) Course requirements English 125 (3 credits) • Residency Requirement 48 credits EASC 101 (3 credits) (minimum credits taken at YTC) EDFX 200 (3 credits) EDIT 202 (3 credits) CORE COURSE REQUIREMENTS EDPY 200 (3 credits) (36 CREDITS) EDPY 300 (3 credits) • English 124 (3 credits) MATH 160 (3 credits) • English 125 (3 credits) • Humanities (6 credits) PHED 293 (3 credits) – Chosen from English, History, and Philosophy 33 credits chosen from any discipline, with a minimum of 24 credits • Social Sciences (6 credits) in Senior (200 level or higher) courses. – Chosen from Anthropology, Secondary Route (15 CREDITS) Communications, Geography, Native Studies, English 124 (3 credits) Psychology, Sociology, and Women’s Studies English 125 (3 credits) • Fine Arts (3 credits) – Chosen from Creative Writing and Drama EDIT 202 (3 credits) • Indigenous Language (6 credits) EDFX 200 (3 credits) • Natural Science (6 credits) EDPY 200 (3 credits) – Chosen from Earth and Atmospheric Sciences 45 credits chosen from any discipline, with a minimum of 24 credits • Mathematics, Psychology, and Statistics in Senior (200 level or higher) courses. – Elective (3 credits)

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UNIVERSITY STUDIES COURSE DESCRIPTIONS

ANTH 101 Introduction to Anthropology CREE 250 Intermediate Cree 3 CREDITS - SOCIAL SCIENCE 6 CREDITS - HUMANITIES The purpose of this course is to teach students about the discipline Cree 250 is an intermediate Cree language course which provides of anthropology as a way of understanding different worldviews further study of the “Y” dialect and the Cree sound system using the and appreciating the cross-cultural diversity of the world. Readings Cree syllabics. Cree 250 will focus on more complex Cree grammatical will provide students with a general understanding of the four sub- structures with more time given to translation to and from Cree, an disciplines of anthropology: biological anthropology, archaeology, increased opportunity for reading Cree texts, conversational practice cultural anthropology, and linguistics. in the Cree language, and work on individual projects. The course will also provide increased cultural content, i.e., cultural stories, and ANTH 206 Introduction to Archaeology opportunity to take part on cultural activities. Cree 250 is a 6-credit 3 CREDITS- SOCIAL SCIENCE course which provides preparation for Advanced Cree 350. This course is a general introduction to the study of archaeology. The Prerequisite: CREE 150 or equivalent course provides an overview of the theory and methods of studying humans and human behaviour through the recovery, analysis, and CREE 201 Cree Language and Culture interpretation of their material culture. Central concepts presented 3 CREDITS - HUMANITIES include research design, archaeological fieldwork, dating techniques, Cree 201 will introduce students to the study of possessive noun materials analysis, environmental and cultural reconstruction, and formations and animate and inanimate nouns. There will be technology. an extensive study of intransitive and transitive verbs and their paradigms in application to the structure and relationship of the ANTH 350 Anthropology and Multiculturalism Cree language. The third part of this course will include the study 3 CREDITS- SOCIAL SCIENCE of the four known types of storytelling, handed down orally from Anth 350 presents an Anthropological perspective on generation to generation. multiculturalism. Multicultural ideals, values, and programs promote the acceptance and accommodation of diversity in its various Prerequisite: CREE 150 or CREE 200 forms such as language, ethnicity, religion, race, gender, and sexual CREE 350 Advanced Cree orientation. The impact of multiculturalism on society in general 6 CREDITS - HUMANITIES and on politics, law, economics, education, and entertainment Cree 350 is an intensive 6-credit course of the Cree (Y dialect) sound in particular will be surveyed. The course also reviews theories of system with an emphasis on learning the Cree syllabics. Students multiculturalism and its origins, history, and diffusion throughout will be able to speak Cree, and read and write the Cree language the contemporary world. in Roman orthography and Cree syllabics with an increased level of Prerequisite: Anthropology 101 proficiency. There will be more opportunity to learn about the Cree CREE 100 Introductory Cree - Part 1 culture through stories and experimental learning by participating in 3 CREDITS - HUMANITIES cultural events; thus, this course contains a vast amount of cultural Cree 100 is an introduction to the Plains Cree (Y dialect) grammar content to be applied in everyday living. Students will have the and vocabulary with practice in speaking and writing. This course is opportunity to work with and interview Cree Elders from the area. designed to introduce students to the Cree Syllabic sound system, Prerequisite: CREE 250 or equivalent write the sounds with Roman Orthography, and read and speak the DRAM 149 Introduction to the Dramatic Process Plains Cree (Y dialect) language. Students will develop an awareness 3 CREDITS - FINE ART and appreciation of the Cree language, its immense vocabulary, and its precise word order. Drama 149 will provide students with experience in speech and movement improvisation, the process of acting, and dramatic form, CREE 200 Introductory Cree - Part 2 emphasizing drama as a form of self-expression, a creative discipline, 3 CREDITS - HUMANITIES and a social art. Attention will be given to the role of drama in Cree 200 is a follow-up to Cree 100, which introduces Plains Indigenous society past and present. Cree (Y dialect) grammar and vocabulary. The course focuses on an introduction to storytelling and the four different categories of DRAM 247 Oral Communication stories. More importantly, this course contains a vast amount of 3 CREDITS - FINE ART cultural content to be applied in daily life. This course will emphasize The overriding goal of this course is to aid students in gaining syllabic writings both in Roman orthography and syllabic forms. confidence in their oral and creative writing abilities. We will study the Prerequisite: CREE 100 or consent of the instructor composition of formal and informal speeches. As well, we will study and physically practise relaxation techniques and vocal production CREE 150 Introductory Cree as it relates to tension in the body, and explore vocal patterns and 6 CREDITS - HUMANITIES habits. Moreover, students will be asked to work creatively in the This introductory Cree language course is designed to provide realm of topic and subject matter they find most entertaining though students the opportunity to comprehend simple sentences written improvisation and physical games. in Roman orthography through their knowledge of vocabulary, word agreements, and word order. This course will give students with limited vocabulary a basic understanding of the “Y” dialect Cree language sound system using the Cree syllabics. Students will be introduced to a variety of Cree cultural experiences, spiritual beliefs, and values through active participation in ceremonies and various activities. Cree 150 is a 6-credit course which provides preparation for the Intermediate Cree 250. No prior knowledge of Cree is assumed. 25

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UNIVERSITY STUDIES COURSE DESCRIPTIONS (CONTINUED)

DRAM 257 Introduction to Scene Studies related experiences provided by and supervised by co-operating 3 CREDITS - FINE ART classroom teachers. DRAM 257 focuses on the study of acting in the context of scripted scenes. The course will cover ensemble building, script and character EDIT 202 Information Technology for Teachers analysis, and the rehearsal and performance of scenes. Students will 3 CREDITS - EDUCATION develop their own personal acting process, learning to connect with This course is intended to provide the basic skills for the application their scene partners and the text intellectually, physically, emotionally, of desktop productivity and multimedia software in teaching and and spiritually. Focus will be given to contemporary and traditional learning, as well as a framework for the understanding and effective Indigenous perspectives and celebrated Canadian Indigenous plays. use of computer technology in the classroom. These are placed Prerequisite: DRAM 149, or consent of the department in context by an examination of the history and development of computer technology, its impacts upon education, and basic DRAM 340 Movement hardware components and functions. Reference is also made in the 3 CREDITS - FINE ART course to standards for technology in teaching and learning, and to In this course we will study the impact and importance of physical commonly applied models of pedagogy, as they apply to the use of expression in theatre performance. The student will be introduced computer technology. to a series of movement practices for physical theatrical performance and traditional theatre. The emphasis in the course is on physical EDPSY 200 Educational Psychology for Teachers work and its potential impact on the creative process. The student 3 CREDITS - EDUCATION will be introduced to classical dance form, release work, Buffon, Educational Psychology for Teachers is a three-credit course in Buttoh, contact improvisation and object theatre. The overriding the Bachelor of Education Program. This course deals with the goal of this course is to aid students in gaining confidence in their teaching-learning process and student behavior. It includes theory, performance abilities via embodied movement practices. research, and illustrations, all dealing with the classroom application of psychological principles. Topics typically covered are student Prerequisite: Drama 149 development, student learning and instruction, individual and group EASC 100 Planet Earth: Introduction to Earth Science differences in student abilities, and student motivation. The course 3 CREDITS - SCIENCE presents the basic principles of effective teaching and learning using a This course is an introduction to the origin and evolution of the balanced theoretical orientation. earth and the solar system. The course includes the theory of plate EDPY 300 Introduction to Teaching Students with tectonics, the composition and history of the Earth, the rock cycle, Exceptional Learning Needs climate, energy balances, and interactions between radiation and the 3 CREDITS - EDUCATION atmosphere, land, oceans, ice masses and the global hydrological This course will provide prospective and practicing general education cycle, the carbon cycle, mineral and energy resources, and the various teachers with foundation knowledge and skills to address a range of forces that change and mold the Earth. Students will become aware student learning needs inherent in today’s classrooms. The presence of the critical importance of the Earth’s resources to human society and the need to use those resources wisely. An essential aspect of the of students with exceptional learning needs in general education classrooms means that all teachers need to be effective practitioners course is laboratory work focused on key geological phenomena. for all of their students, not just for those who are typically achieving. EASC 101 The Dynamic Earth: Introductory Earth This course will highlight how to use the tools of teaching to meet Science diverse needs, how to collaborate with others to develop instructional 3 CREDITS - SCIENCE plans for students, and how to meet the provincial requirements for This course is a non-laboratory introduction to the study of inclusion of students in teaching, programming, and assessment. the origin and evolution of the earth and solar system. Foci of The goal of the course is to provide a strong introductory core of exploration are the theory of plate tectonics, the composition and knowledge that will equip teachers to match characteristics and needs history of the Earth, minerals and the rock cycle, key phenomena of students with practical options for instruction. such as earthquakes and volcanoes, climate, and the various forces ENGL 100 Literary Analysis that change and mold the Earth. Students will become aware of 6 CREDITS - HUMANITIES the critical importance of the Earth’s resources to human society English 100 is a first year university English literature course, which and the need to use those resources wisely. Students will come to understand that the whole Earth is a dynamic, changing, unified takes a comparative approach to examining the various literary system of interwoven cycles and processes. Although the course does genres (novel, short story, film, play, essay and poetry) as practiced not include a formal laboratory component, an essential aspect of the by Canadian, British and American writers with an emphasis on course will be hands-on explorations of key geological phenomena. Indigenous writers. A major focus of the course is learning to critically analyze literary tests and write effectively about literature. Texts are EDFX 200 Introduction to Teaching placed in their biographical, historical, and cultural contexts, in 3 CREDITS - SOCIAL SCIENCE particular in a post-colonial and post-modern context. The course The purpose of this course is to provide an introduction to teaching for examines universal themes and archetypes as well as specific themes, those planning to enter the teaching profession so that they can begin such as healing and reconciliation, in both indigenous and non- the transition from thinking like a student to thinking like a teacher. indigienous works, exploring thematic parallels as well as differences. The conceptual focus of the course is the interaction between teaching and learning. The course includes both an on-campus component ENGL 124 Literary Analysis and an optional in-school component requiring coordination and 3 CREDITS - HUMANITIES cooperation between campus and schools. Student cohorts go into Literary Analysis introduces students to post-secondary studies in schools where they participate in and reflect on a variety of classroom- English by developing their skills in the close reading of language,

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UNIVERSITY STUDIES COURSE DESCRIPTIONS (CONTINUED)

genre, narrative, and poetic form. Rather than focusing on historical transformed an individual’s perception of his/her role in life? What or cultural contexts, this course concentrates on literary forms and were the public and private consequences? structures, and on developing critical vocabulary for literary analysis. HIST 260 History of Canada to 1867 The course covers a variety of shorter genres in the literary tradition 3 CREDITS - HUMANITIES (short stories, poems, creative non-fiction, plays, and essays), as well History 260 is a survey course, designed to introduce the major as film and other visual media. themes and events in the social, political, and economic history of ENGL 125 Aboriginal Literature pre-confederation Canada. The course is of value to a broad range 3 CREDITS - HUMANITIES of students, including those who have an interest in, have a desire to This course introduces students to post-secondary studies in English broaden their understanding of, or seek a foundation for advanced through works by Aboriginal writers. It addresses aesthetics, concepts, studies in Canadian history. The course is inclusionary in nature, and approaches, and debates that inform the production and study of strives to ensure that all students have the opportunity to see and Aboriginal identities, communities, and histories. Works by non- consider relevant historical experiences. Aboriginal writers may be included to provide comparative reference Prerequisite: HIST 100 points for exploring broader historical, cultural, and literary contexts of Aboriginal texts. The course examines various genres including HIST 261 History of Canada since 1867 oral stories, fiction, poetry, drama, and essays. 3 CREDITS - HUMANITIES History 261 is an introductory survey course, designed to familiarize ENGL 214 Creative Writing the student with the major themes and events in the social, political, 3 CREDITS - HUMANITIES / FINE ART and economic history of post-confederation Canada. The course is Creative writing takes a personal approach to generating material for of value to a broad range of students, including those who have an writing fiction, poetry, and creative nonfiction. Emphasis is placed interest in, have a desire to broaden their understanding of, or seek a on craft and revision as opposed to inspiration as a motivation for foundation for advanced studies in Canadian history. The course is creative writing. Students are encouraged to explore and experiment inclusionary in nature, and strives to ensure that all students have the with genre and in the process develop a deeper understanding of story opportunity to see and consider relevant historical experiences. and poem structure in the analysis of text. Prerequisite: HIST 100 Prerequisite: ENGL 124 and 125 MATH 160 Mathematics for Education Students FNCE 300 Personal Finance 3 CREDITS - EDUCATION 3 CREDITS - GENERAL STUDIES This course introduces the students to simple proofs and the use of This course introduces the student to a wide variety of issues related inductive and deductive reasoning techniques. Basic fundamental to personal financial management including how to prepare a system mathematical principles and concepts are analyzed with application for setting objectives, designing a plan, and structuring and managing to effective problem solving techniques. A review of elementary personal finances. This course incorporates information from a number theory, numeration systems, integers, rational numbers and number of different disciplines including economics, corporate basic probability theory will be presented. finance, business mathematics, and investment strategy and will Prerequisite: Pure Math 30 or consent of the USD coordinator provide students with a sound base upon which advanced topics in the area of finance, accounting, insurance and risk management and MATH 113 Introductory Calculus management of human resources may build. 3 CREDITS - SCIENCE GEOG 151 Human Geography This initial course in Calculus introduces the students to basic 3 CREDITS - SOCIAL SCIENCE fundamental mathematical principles of limits, differentiation, Human geography is the study of people and their relationships and applications of derivatives and integration. The course begins with the environment. Human Geography also has a global with a review of functions and is followed by rate of change, one- orientation, which emphasizes the interdependence which has sided limits, derivatives and implicit differentiation problems before become so characteristic of the modern world. The analysis of probing into the applications of derivatives and integration. global interdependence follows the strategy outlined by the world Prerequisite: Pure Math 30 or consent of the USD coordinator system model, which defines different areas of the world as core, MDST 315: Media Literacy semi-peripheral, and peripheral. Patterns and trends in demography, 3 CREDITS - SCIENCE agriculture, economic development, urbanization, and geopolitics This is a fairly broad media literacy course for students in the are surveyed. Cultural landscapes including the global distribution social sciences and business. It is intended for people with a basic, of linguistic and religious diversity and the emergence of postmodern but not broad knowledge of computers and digital media, to give places are also reviewed. them a deeper perspective of the media-intensive world we live in, HIST 100 Western Civilization: 1500-Present and some of the issues generated by contemporary technology and 3 CREDITS - HUMANITIES communications. This is a blended course with both a classroom This course is designed to provide students with an introduction both and online component. Students are expected to do readings and an to the study of history and to some of the fundamental developments assignment and participate in an online discussion board on weeks in Western Civilization between the end of the Middle Ages and without class, and to come to the class ready to discuss the material. recent times. Since the period covered is long and richly varied Prerequisite: ISMB 200 or equivalent topics will be selected that will make the subject both intelligible and enjoyable. In order to impose some order on the multitude of events, personalities and ideas, the changing relationship between the individual and the state will be offered as a common theme. What

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UNIVERSITY STUDIES COURSE DESCRIPTIONS (CONTINUED)

NTST 102 The Imaginary Indian between culture, tradition, environment and humanity. Teaching the 3 CREDITS - SOCIAL SCIENCE fieldwork allows the students to explore the environment and the The primary aim of this course is to introduce students to the theme structure of the biosphere through natural law. of the evolution of the concept of “Indianness” and the creation of white images of the Indian in Canada and the United States. On NTST 300 Community Development in the basis of this main theme students will trace, from a historical Aboriginal Communities I perspective, the origins of the concept of “Indianness” and also 3 CREDITS - SOCIAL SCIENCE identify perceptions and beliefs widely held by Europeans about In this course, we survey the evolution of the concept of North American Indigenes in the 15th, 16th, and 17th centuries. community development that includes the origins of the concept Other related areas for examination and analysis will include the of CD; community development (CD) principles and philosophy; relationship between Euro-Canadians and Natives in the post- developmental concepts related to CD; and the implementation of confederation period. the notion of CD in Canadian Aboriginal communities, Africa and NTST 103 Native Social Structures* India. In our study of the implementation of the notion of CD in 3 CREDITS - SOCIAL SCIENCE Aboriginal communities, we attempt to appraise the effectiveness Native Social Structures is an introductory course in Native of CD activities in addressing the problem of poverty among the Knowledge Systems; students will develop an understanding of the Aboriginal people. fundamentals of Native culture through oral tradition. NTST 103 Prerequisite: NTST 101 or NTST 102 offers students a cultural foundation for understanding kinship, systems of governance, treaties and the social structure of our NTST 330 Indigenous Leadership communities. Coursework is divided into two sections: classroom 3 CREDITS - SOCIAL SCIENCE instruction and fieldwork. This course will provide an introduction to the theory, foundation and philosophy of leadership from both a contemporary and NTST 203 Native Social Structures and the traditional Indigenous persepctive. The learner will explore the role Environment* that Indigenous worldview, values, and culture play in helping to 3 CREDITS - SOCIAL SCIENCE define leadership and the role of leadership from both a contemporary Through land-based teaching, Native Social Structures and the and traditional perspective. Learners will also become aware of how Environment, strengthens the foundation built in Native Studies worldview, values, abilities and skills, ethics, emotional intelligence, 103. It links how Native Identity and Culture are tied to the self-monitoring and power contribute to effective leadership. Learners environment and land. NS 203 extends the relationship between the will explore the practical business of leading groups, leading change land, the people and the treaties. Coursework is divided into two and developing as leaders through case studies from both traditional sections: classroom instruction and fieldwork. and contemporary contexts. Prerequisite: NTST 103 Prerequisite: Native Studies 101, 102 or 103 NTST 205 Value-based Learning NTST 325 Aboriginal Self-Government: 3 CREDITS - SOCIAL SCIENCE A Comparative Perspective Value-based Learning extends the foundations built in NTST 103 3 CREDITS - SOCIAL SCIENCE and NTST 203. Building on the protocols associated with Native This course explores the implementation of the concept of Aboriginal social strands of society, concepts learned will further knowledge in self-government undertaken by Aboriginals in Canada and in other a wide range of fields, including: education, healthcare, environment countries such as Nicaragua, Colombia, Brazil, Panama, the United and governance. States of America, Greenland, Finland, Norway, Sweden, Japan, Prerequisites: NTST 103 and NTST 203 Australia, and New Zealand. A discussion in unit one centres around NTST 206 anishinaabe mitêw pimatisiwin - An a conceptual framework of Aboriginal self-government in Canada, examining the administrative structure and the major responsibilities Introduction to Indigenous Health and Traditional of the Department of Aboriginal and Northern Development Medicines Canada and Canada’s policy guide to Aboriginal self-government. This course is an introduction to the diverse field of Indigenous health Unit two examines the existing operational models of Aboriginal and Indigenous traditional medicines. While many courses across the self-government in Canada and in the other countries mentioned country in various post-secondary institutions focus on the illness or above. A survey in unit three concentrates on Canadian Aboriginals’ deficit paradigm and current disparities in Indigenous health, this demands for constitutional based self-governmental powers. course will examine what systems were in place within Indigenous Prerequisite: NTST 101 or NTST 102. societies that kept them healthy (specifically from an anishinaabe and nehiyawak perspective) for millennia. Students will gain an NTST 350 Comparative Studies in the History of the understanding of miyopimatisiwin, how environmental health is Indigenous Peoples of the Americas and the Pacific: intricately related to human health, the Treaty promise to health, the process for transferring cultural and medicinal knowledge in the Fifteenth Century to the Present 3 CREDITS - SOCIAL SCIENCE midewin/mitêwikamik, an overview of some traditional medicines and how they are related to our Creation teachings, prevention This course surveys selected areas pertaining to the history and mechanisms for maintaining health, and sexual health. culture of the Indigenous peoples of the Americas and the Pacific. The course examines pre-contact native societies, post-contact NTST Fieldwork* impact, and present-day issues. Selected cultures from New Zealand, NTST 103, NTST 203 and NTST 205 all have a mandatory the United States, and Canada are examined in detail in classroom fieldwork component. Through a traditional approach, students lectures and discussion. in NTST 103, NTST 203 and NTST 205 will appreciate the link Prerequisites: HIST 100 and NTST 101 or NTST 102

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UNIVERSITY STUDIES COURSE DESCRIPTIONS (CONTINUED)

NTST 400 Community Development in Aboriginal and environment, intellectual development and schooling, and Communities II socialization. 3 CREDITS - SOCIAL SCIENCE Prerequisites: PSYC 104 and PSYC 105 Community Development (CD) practice undertaken around the PSYC 233 Personality world has given rise to the development of different implementation 3 CREDITS - SOCIAL SCIENCE strategies, approaches or models, and research techniques. This is This course covers basic personality theory through critical reflection because communities all over the world conduct their life experiences and comparative analysis. Implications for psychological assessment under varied social, cultural, economic, and political environments. and personal understanding and change may be discussed along with This course explores CD implemental approaches or models, and more recent research and theoretical developments. research and evaluation techniques. Prerequisites: PSYC 104 and PSYC 105 Prerequisite: NTST 300 PSYC 241 Social Psychology PHED 293 Movement Activities of Children 5 - 12 Years 3 CREDITS - SOCIAL SCIENCE 3 CREDITS - EDUCATION This course is designed to introduce the major areas of social Basic preparation for teaching physical education in the Alberta psychology. It is a review of theory and research about the basic topics Elementary School system, this course considers both the free and from social psychology: Attributions, social cognition, attitudes, organized movement activities of children of elementary school age. interpersonal attraction, groups, helping, etc. The student should In this course students explore how movement is essential for the gain: (a) an understanding of the way in which social psychologists development of children, and some tools of observing and assessing conduct research; (b) an awareness of the way people and their acts such activities. depend upon, and fit into, social psychological processes; and (c) a sense of the way social psychological theory and research methods PLAN 200 Introduction to Community Planning can be applied. 3 CREDITS - SOCIAL SCIENCE Prerequisites: PSYC 104 and PSYC 105 This course introduces the student to the origins, purpose, and PSYC 253 Abnormal Psychology practise of community planning in Canada, with a special emphasis 3 CREDITS - SOCIAL SCIENCE on planning in First Nations communities. This course explains Abnormal Psychology is concerned with understanding the nature, the many reasons why communities undertake planning and how etiology and treatment of unusual patterns of behaviour, emotion the Community Plan is used to provide decision-makers with the and thought which may or may not be understood as precipitating a information they need to guide the physical, social, environmental, mental disorder. This course provides the student with explanations and economic developement of the community. It focuses on of the scientific basis of contemporary theories and research in the developing a broad understanding of practical planning methods in field from the biological, psychodynamic, behavioral, humanistic preparing and implementing a comprehensive community plan. and cognitive perspectives. The student will look at an integrative PSYC 104 Introductory Psychology: Basic multi-dimensional perspective. The course will examine how society Psychological Processes defines abnormality using the 4 D’s: Deviance, Distress, Dysfunction 3 CREDITS - SOCIAL SCIENCE and Danger. The theoretical approach one takes to abnormality may influence one’s interpretation of the cause of the disorder and This general survey course provides students with an understanding eventually its treatment. The course will provide a link between of the basic concepts and techniques of modern psychology as personality, abnormal behaviour and therapy. Some of the major a behavioral science. This is the first in a two-course sequence. topics covered include the historical perspective of psychopathology, Principles and development of perceptions, motivation learning, and DSM 1V Classification of Mental Disorders; suicide, stress, thinking and their relationship to the psychological functioning of depression, anxiety, substance related disorders, sexual variants, the individual are examined. abuse and dysfunctions, schizophrenia and disorders of childhood, PSYC 105 Introductory Psychology: Individual and adolescence and adulthood. The course explores cultural, social and Social Behavior gender issues and looks at life-span developmental influences. It also encourages empathy for people suffering from mental illness. 3 CREDITS - SOCIAL SCIENCE This general survey course provides students with an understanding SOCI 100 Introductory Sociology of the basic concepts and the techniques of modern psychology as 3 CREDITS - SOCIAL SCIENCE a behavioral science. This is the second in a two-course sequence. The purpose of this course is to help students analyze the components Human individuality, personality and social psychological processes of society and culture, and to critically examine social issues past are examined. Some aspects of normal and abnormal human and present. Students will be exposed to the idea of and develop development, psychological assessment and treatment are also an appreciation for the social diversity of human society. Students covered. will explore the foundations of sociology, and learn methods about Prerequisite: PSYC 104 scientific investigation of social issues. The readings focus on the PSYC 223 Developmental Psychology historical development of the discipline, the way sociological research is conducted, and the meaning of culture and society. These concepts 3 CREDITS - SOCIAL SCIENCE are critical to understanding society. Psychology 223 concerns biological, cognitive and social aspects of psychological development, with special emphasis on infancy and childhood. Topics include prenatal development, heredity

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UNIVERSITY STUDIES COURSE DESCRIPTIONS (CONTINUED)

SOCI 101 Canadian Society from the insider’s perspective. Finally, the student will examine 3 CREDITS - SOCIAL SCIENCE historical and current resistance movements against racism and social This course provides an overview of the development of the discipline inequalities. of sociology in Canada and focuses on Canadian social issues, using Prerequisite: SOCI 100 or SOCI 101 a case study approach. Students should have a general knowledge of fundamental concepts of sociology before taking this course. STAT 151 Introduction to Applied Statistics Prerequisite: SOCI 100 3 CREDITS - SCIENCE This is a theory and laboratory-based course in which students are SOCI 210 Introduction to Social Statistics introduced to fundamental concepts, techniques, and procedures 3 CREDITS - SOCIAL SCIENCE of quantitative data analysis. Students complete the course with a The primary objective of this course is to introduce basic statistical working knowledge and understanding of descriptive and inferential information that will assist students in the examination of sociological statistics. Although mathematical theory is kept to minimum, this data. The course will also help students examine the difficulties and course assumes students have taken Mathematics 30. The course constraints regarding the use of statistics. Students will also become content sets a foundation of understanding in descriptive statistics familiar with computerized statistical packages that can aid their where the focus is one of describing sample data. This descriptive sociological research. foundation is built upon with inferential statistics where students Prerequisite: SOCI 100 use the knowledge gained for describing samples to generalize to and predict for populations. Students have access to a computer lab and SOCI 215 Sociology of the Family are required to work with a variety of data sets coinciding with the 3 CREDITS - SOCIAL SCIENCE In this course we will study the way in which family life is historically theory. and socially constructed, emphasizing the diversity of people’s lived STON 115 Introduction to Stoney Language and Culture experiences in families. There will be a special emphasis on Aboriginal 3 CREDITS- HUMANITIES family life, focusing on the historical and contemporary experiences This course is an introduction to the Stoney language. Students of Aboriginal Peoples in Canada. We will explore the dynamics of will master sounds and the sound-symbol correspondence, develop families within wider social structures and consider what this means a working vocabulary, acquire a knowledge of basic grammar and for individual experiences of family. be introduced to oral discourse in Stoney. Students will develop an Prerequisite: SOCI 100 or SOCI 101 awareness and appreciation of Stoney culture and traditions through SOCI 300 Research Methods the Stoney language. 3 CREDITS - SOCIAL SCIENCE STON 125 Intermediate Stoney Language and Culture This course provides an introduction to the methodology of social 3 CREDITS - HUMANITIES research. It sets out the rules and techniques for gathering information This course is a continuation of Stoney 115. Students will continue from human subjects, following the scientific method. The course the mastery of sounds and the sound-symbol correspondence, includes such major topics as an introduction to scientific inquiry, continue to develop a working vocabulary and grammar, and become structuring inquiry, modes of observation, and the analysis of data. proficient in Stoney discourse, both spoken and written. Students Prerequisite: SOCI 100 will continue the study of Stoney culture and traditions through the SOCI 350 Racism and Global Inequality Stoney language. 3 CREDITS - SOCIAL SCIENCE Prerequisite: STON 115 This senior level sociology course introduces students to the historical development of social inequalities in Canada and the modern world system today. The course will help the student examine fundamental or systemic inequities in the world that maintain and support racist ideologies. The student will also read about racism and inequality

TRANSITION YEAR PROGRAM

The Transition Year Program is an option for the first year of the Universities Studies Diploma program. The program allows for a transition from secondary –level studies to post-secondary studies with focused academic support and a reduced course load.

Students choose from first year courses and take an additional University Skills Preparation course which supports the development of writing and critical thinking skills essential for success in University Studies.

In addition, students are able to take senior UCEPP courses in Math, Science or Social Studies to complete prerequisites for post-secondary studies.

For further application and registration information, please contact the University Studies Program Coordinator or Registrar.

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INDIGENOUS ENVIRONMENTAL STEWARDSHIP AND RECLAMATION PROGRAM

The Indigenous Environmental Stewardship and Reclamation Applicants may also enter through Mature Student Status, defined program prepares students for the demanding and evolving field as follows: of environmental safeguarding, reclamation, and restoration. This • Minimum age of 21 program will provide students with a background in theory and practice • Successful completion of a Skills Appraisal Test in Math and in the environmental field, including laboratory work. Learning from English at the required levels Elders and industry, academic, and community experts, students will learn how environmental science and Traditional Ecological Knowledge (TEK) are vital in balancing traditional values and the COURSES: needs of industry and communities in the continued development of resources and protection of the land. PREPARATION

The program will be broken down into the following credentials: Mathematics 90-1 – Mathematics 30-1 equivalent • One-year certificate English 90-1 – English 90-1 equivalent • Two-year diploma Science - Chemistry 90 – Chemistry 30 equivalent • Three-year advanced diploma SCIENCE AND TECHNOLOGY All students who have successfully completed the Environmental Stewardship program will have the following broad skill sets: Research Methods • Research Taxonomy of Plants • Communication Geology • Critical Thinking Soil Science • Advocacy Biology Ecology of Water Systems Specific skills developed in the program: Geology and Use of Water Systems • Strong analytical skills and ability to work with instruments Air Quality • Strong observation skills and accurate gathering of field samples Introduction to Biochemistry • Communication building among First Nations, industry and Environmental Monitoring and Assessment government Forestry Management • Ability to understand and effectively communicate policies, Contaminated Site Evaluating and Management regulations, and legislation to diverse groups Site Reclamation • Strong communication skills and fluency in computer Conservation and Habitat Management applications Water Quality Monitoring Practicum 1 Science, Culture and the Environment ADMISSION REQUIREMENTS: ISMB 200 Integrated Business Systems and Applications CULTURE AND COMMUNITY Students must have at least: • 60% in Math 20-1 or Pure Math 20 Ecological Stewardship • 50% in English Language Arts 20-1 or 60% in English Language Traditional Land Use Arts 20-2, and Community Engagement and Planning • 60% in Chemistry 20 Native Studies 103 with Land-based Fieldwork Practicum 2 Stewardship, Policy and Practice Students will take one term that consists of Chemistry 90, Land-based Field Work - one per term - six in total Mathematics 90-1 and English 90-1. POLICY, MANAGEMENT AND ADMINISTRATION Completion of all courses and training with an overall GPA of 2.5 is required, with no mark lower than a 2.0 in any one course, and a Environmental Ethics and Communication grade of at least 3.0 (or B) in the practicum placements. English for Scientific and Community Reporting Environmental and Natural Resource Law If students do not meet the entrance requirement, they may: Geographical Mapping and Applications • Challenge courses for credit Statistical Methods for Environmental Sciences • Apply for advanced credit/standing through Prior Learning Practicum 3 Environmental Management and Administration Assessment and Recognition (PLAR) • Take one preparatory term of mathematics

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INDIGENOUS ENVIRONMENTAL STEWARDSHIP AND

RECLAMATION PROGRAM (CONTINUED)

ETHICS ADDITIONAL TRAINING

Indigenous Ethics - Guides for Use and Dissemination of There will be two seminars each semester, which will be included Information in the total program hours of training. Students enrolled in the Indigenous Environmental Stewardship and Reclamation program LANGUAGE must attend both seminars.

Cree 150: Introductory Cree or Stoney 115: Introduction to • ATV Training and Bear Awareness (5-Day workshop) Stoney Language and Culture • First Aid (2-Day workshop)

Cree 250: Intermediate Cree or Stoney 125: Intermediate Successful students of the three-year diploma will be eligible for Stoney Language and Culture membership in the professional associations.

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INDIGENOUS EDUCATIONAL ASSISTANT PROGRAM

PROGRAM DESCRIPTION COURSE DESCRIPTIONS: The Indigenous Educational Assistant program leads to a rewarding EA 101 Roles and Responsibilities of an Educational career supporting student success in the classroom. In this program Assistant you will learn how to work with diverse students in an inclusive EA 101 is an introductory course in the duties and the expectations environment and understand how to help them to succeed in of an Educational Assistant as a classroom team member. In school. As an Education Assistant, you will be working in pre- the course students will learn about effective communication, school, Head Start and Grades Kindergarten -12 within a school, interpersonal skills, organizational expertise and appropriate but with the qualifications that extend to job opportunities in interaction with students who have diverse needs while creating an specialized settings outside of schools. inclusive learning environment. EA 101 also covers an introduction As a student in this program you are a flexible thinker who is to ethical conduct, confidentiality, observing children based on creative and caring, and believe that every child can succeed. specialized criteria and anecdotal reporting. You interact well with others and can work collaboratively and EA 102 The Exceptional Needs Learner independently while able to take direction from your colleagues. EA 102 builds a foundation for educational assistants working with You are a good communicator, and you listen, speak and write well. special needs students. Content covers understanding the nature The most important quality, however, is a genuine love of learning of special needs and the diversity of this population. Learners will and a positive attitude to motivate and inspire students as you guide gain knowledge and specific strategies for diverse academic needs them to be the very best they can be! based on the nature of the student profile. Other topics covered will include: proactive behaviors management, effective behavior Indigenous beliefs, culture, and language are an integral part of the interventions, working with students diagnosed with medical, courses offered. They simultaneously remain current and relevant to physical and/or mental health disorders. new changes that impact both urban and First Nations communities as a whole. EA 103 Child and Adolescent Development

EA 103 covers human growth and development from birth to adolescence and natural milestones. Learning will include: ADMISSION REQUIREMENTS: Development Theory on Learning, First Nations models of human development, 21st century impacts on child development and ACADEMIC REQUIREMENTS Nature and Nurture impacts on child development.

Students with 60% in English 30-1 and 60% in Math 20-2 will be EA 105 Observation and Assessment I for Educational registered in the University Studies English. Students with 55% or Assistants more in English 30-2 and Math 20-2 will be registered in English Observation and Assessment I covers theories of behavioral 150. Adult learners without English and Mathematics can write assessment for the purposes of supporting program plans for a placement exam or undergo a PLAR assessment for program diverse learners. The course provides an overview of methods eligibility. For more details on PLAR, see page 45-46. of observation, description, and documentation of behavior. Corequisite: EA 102 The Exceptional Needs Learner NON-ACADEMIC REQUIREMENTS EA 106 Observation and Assessment II for Educational A career investigation, personal statement, current Child Intervention Check and current Criminal Records Check are Assistants required when applying to the Indigenous Educational Assistant Building on EA 105, learners will be able to support behavioral Program. strategies that are fundamental to program planning and development, while incorporating observation and assessments GRADUATION REQUIREMENTS methods on an ongoing basis. Techniques will cover: guiding behavior, assisting with positive interventions, and working in Completion of all Educational Assistant courses and training with inclusive learning environments. an overall GPA of 2.5 is required with no mark lower than a 2.0 in any one course and grade of at least a 3.0 or “B” in the Practicum. Prerequisites: EA 102 and EA 105

YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

EA 110 Language and Literacy Development EA 115 Developing Traditional Resources for Educational Assistants EA 110 covers learning theory on language development and Early Literacy based on the Alberta Language Arts curriculum. This course will provide students with a foundation for the basic Educational assistants will learn specific strategies to support understanding of First Nations culture, tradition and world view. modified instruction in all genres of language arts. Specific support Learners will learn important protocols, values and practices of the strategies will include: assisting students with reading and writing, First Nations communities they will be working in or with. Learners and to enjoy this form of communication. will also learn how to use and implement local traditional resources EA 112 Numeracy and Mathematics Across the Grades in their classes through the design and development of Edu-kits that are based in FN culture and traditions. The focus of EA 112 is an active learning approach to develop EA 116 Effective Communications for Educational understanding of number operations and problem-solving. Learners Assistants will become skilled at using activities that are based in all strands of the Alberta mathematics curriculum. Content will also include: EA 116 covers the essential theory, practice and skills needed for effective use of manipulatives, the language of mathematics, effective communication in the education field. Topics range from: problem-solving, learning games in mathematics, and integrating applying the Freedom of Information and Privacy Act (FOIP), the strengths of First Nations culture into mathematics. ethical and effective communications, and ethical conduct with EA 113 Program Design Theory for Educational students, parents and other education professionals in the school. Assistants ENGL 150

Students will be taught the theory of program design and how English 150 is an introductory composition course designed to aid to support the program implementation, based on a “classroom the student in developing writing, reading and critical thinking skills team” approach. Course content also includes: supporting behavior essential for post-secondary study, with an emphasis on correct and analysis strategies and supporting diverse learners to adapt and learn clear style. The course, which focuses on essay writing, includes new behaviors. the study of model essays, the writing of paragraphs, the summary, Prerequisite: Observation and Assessment I essays, and a short research paper. Corequisite: Observation and Assessment II EA 114 Practicum ADDITIONAL TRAINING The practicum experience is the foundation of the program. There will be mandatory seminars in each semester, which will be Learners will have 200 hours of hands-on experience in their career included in the total program hours of training: choice as they will be working as an educational assistant at an assigned school. This course has a mandatory minimum grade of 3.0 • Assistive Technology (UDL)….1-Day workshop or a B on the Alpha scale. (1 per semester) • First Aid for EAs…………...... 2-Day workshop (1 per year)

Learners enrolled in the Indignenous Educational Assistant program must attend all seminars.

2016 - 2017 CALENDAR To be thankful 2016 - 2017 CALENDAR

EARLY CHILDHOOD DEVELOPMENT BLUE QUILLS UNIVERSITY

PROGRAM DESCRIPTION ECD 112 &113 PRACTICUM 1 & Integrated Seminar The Blue Quills Early Childhood Development Program has evolved ECD 212 & 213 PRACTICUM 2 & Integrated Seminar from best evidence in contemporary research and from the input of LEVEL III childcare providers in First Nations communities surrounding Blue ECD 200 Team Building/Family & Community Connections Quills University. The program is designed not only to meet the needs of child care workers in daycares, but will allow students to transfer ECD 201 Leadership Behaviour their skills to different child care settings. Enhancing the program are ECD 205 Child Health the successes and challenges experienced by the people doing this very important work. ECD 210 Guiding Exceptional Children ECD 211 Traditional Programming The program components address child development issues, planning and programming, relationships, practicum experience, and related ECD 214 Math, Science, & Social Studies coursework in research and writing skills. Traditional Indigenous ECD 215 Language, Literacy, & Literature child care practices are central to the program. Elders will be invited to share teachings that are grounded in Indigenous culture and ECD 216 The Creative Child language. Various methods in language acquisition will be explored in ECD 217 Introduction to Administration an effort to encourage and support a revival in Indigenous languages. ECD 218 Introduction to School-age Children ADMISSION REQUIREMENTS: ECD 312/313 PRACTICUM 1 & Integrated Seminar There are no limits to who can study at Blue Quills and YTC. Both ECD 413 PRACTICUM 2 & Integrated Seminar colleges are open to students of all backgrounds, communities, cultures, and ages and we believe the only limits are those we place on ourselves.

See Enrollment Checklist for non-academic requirements: Criminal Record Check, Child Welfare Check, Resume, and two (2) Letters Blue Quills First Nations College of Reference. EARLY CHILDHOOD DEVELOPMENT ECD WORKER: Levels I & II: ENROLMENT CHECKLIST While a high school diploma is preferred as a prerequisite for entry into the program, students’ skill levels can be assessed PROGRAM : ______on an individual basis through PLAR. Students are supported SESSION: ______YEAR: ______academically to study at a post-secondary level. q Blue Quills Application Form ______ECD SUPERVISOR: Level III: Successful completion of Level II: q Blue Quills $100.00 Application Fee ______q Official Transcript (High School- Mandatory) ______COURSES: (Post- Secondary) ______LEVEL II q Testing: Date Scheduled: ______ECD 100 Interpersonal Dynamics q ECD 105 Child Development BQ ECD Application Package Date Received______ECD 107 Child Guidance Personal Profile, Current Resume, Criminal Record ECD 110 Special Needs Check, Child Welfare Check ECD 111 Traditional Programming Reference One q Reference Two q ECD 114 Learning through Play q Interview with Coordinator ( ______) ECD 115 Child-Pediatric First Aid/CPR Coordinator’s Name ______ECD 116 Pre-school Programming q Sponsorship Confirmation ______ECD 117 Addressing the Whole Child q Acceptance Letter Full Conditional Probation ______ENG 200 Introductory Composition

YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

ADMINISTRATIVE ASSISTANT CERTIFICATE

PROGRAM DESCRIPTION COURSE DESCRIPTIONS

This is an eight-month certificate program that will allow the student ACCT 100 Introductory Accounting to work in an office environment. The program will cover computer 3 CREDITS skills, as well as ethics, management, administration procedures and This course will concentrate on an introduction to accounting business practices. concepts and the environment of accounting. The areas that will be reviewed are: the objective of accounting, users of accounting PROGRAM ADMISSION information, the accounting profession/accounting organizations, forms of business organizations, kinds of business activities, basic The student may be required to complete an admissions test upon concepts/principles, financial accounting and financial statements. application. A high school diploma is recommended; Mature Student status is acceptable for admission. ADMN 102 Administrative Procedures & Management 3 CREDITS COURSES The administrative procedures & management course focuses • ACCT 100 on the general applications and processes within administrative Introductory Accounting (3 Credits) management. Students enrolled in this course will gain knowledge • ADMN 102 and skills that can be applied to any general/office administration. Administrative Procedures & Management (3 Credits) The course offers application techniques such as: • BETH 200 • Understanding administration management Professional & Business Ethics (3 Credits) • Administration functions and ethics • COMM100 • Supervision / training Effective Communication (3 Credits) • Management functions, protocols and guidelines • ENG 100B • Administrative assistant roles and responsibilities Business Writing (3 Credits) • Office procedures • ISMB 200 • Understanding & managing effective time management Introduction to Computers (3 Credits) • Management and governance • ISMB 300 * The administrative procedures and management course will allow Integrated Business Systems & Applications (3 Credits) students the opportunity to develop a practical approach to pursuing a • KYBG 100 career in office administration. Keyboarding I (3 Credits) • KYBG101 BETH 200 Professional and Business Ethics 3 CREDITS Keyboarding II (Advanced) (3 Credits) • HRMG 100 Ethics are defined as, “Principle(s) of conduct governing an Human Resources Management (3 Credits) individual or group.” Business Ethics 200 covers ethical issues that • ADAT 104 arise in the marketplace. Students will be asked to examine the Field Practicum (6 Credits) concepts and issues of business ethics with special attention to the Canadian scene. This course is intended to help participants further develop their abilities to understand ethical systems and participate effectively in business situations. First Nations examples / content will be integrated into the study.

Please note that our post-secondary courses are transferable to Alberta universities and colleges. Please refer to the back of this calendar or to the Alberta Transfer Guide 2016-2017 for individual course transferability: https://alis.alberta.ca/pdf/ transferalberta/transfers/Yellowhead.pdf.

2016 - 2017 CALENDAR 2016 - 2017 CALENDAR

ADMINISTRATIVE ASSISTANT CERTIFICATE (CONTINUED)

COMM 100 Effective Communication ISMB 300 Integrated Business Systems and 3 CREDITS Applications This course is designed to help students become more effective in 3 CREDITS communicating with others and to assist them in understanding This is an intermediate level course focusing on the application of the theory and principles underlying effective communications. Integrated Business Software in Aboriginal administrations and Students discover the barriers to effective communications and learn businesses, with special emphasis on opportunities and threats ways of overcoming these blocks. Particular emphasis on the course associated with computer communications and global networking. will be on intercultural barriers that exist between First Nations and KYBG 100 Keyboarding I other cultures and how to overcome these barriers. Students will be 3 CREDITS encouraged to develop their own skills and to understand the unique ways in which First Nations communicate. Every administrative professional must possess the ability to touch key. It is his/ her ability to accurately touch key that may be a ENG 100B Business Communications deciding factor in being hired as an administrative professional. This 3 CREDITS course will introduce touch keying, and when mastered, will allow for This course is a college/university composition and communications individualized practices and drills to assist the student in improving course designed to review grammar and rhetoric, and to introduce his/her accuracy speed. Students must achieve a minimum final business administration students to the forms of writing essential to speed of 30 words per minute to successfully complete the course functioning in management and commerce, both in the public and and continue onto keyboarding II. private spheres. The course teaches basic reading and writing skills KYBG 101 Keyboarding II (Advanced) as a foundation for the mastery of the analysis and interpretation of 3 CREDITS business and technical materials. It covers basic grammar, vocabulary development, spelling and mechanics, the paragraph, and the essay, This course will strengthen students’ skills in touch keyboarding with and initiates students into the primary business writing forms of the practice to improve accuracy and speed in keyboarding straight copy, letter, memo, report, and proposal. numbers/symbol copy, and numeric keypad copy and to achieve a minimum final average speed of 45 net words per minute. PRAC 100 Field Placement ADAT 104 Field Practicum The Field Placement course is intended to provide the students with 3 CREDITS an opportunity to obtain experience working in a management related The Field Practicum course is intended to provide students with an capacity within a First Nation organization. The course is divided opportunity to obtain experience working in an administrative related into two parts. The first is the class time during the Employment capacity within a First Nation organization. Field Practicum hosts Preparation seminars. The second is the work experience time will be expected to provide training and relevant practical experience spent with an employer or client. This course will equip students in finance, planning, clerical, human resource management and with the experience and skills to successfully find employment upon general administration. Students are required to complete 140 hours completion of the program. of practicum experience. HRMG 100 Human Resources Management 3 CREDITS *For all other course descriptions, please refer to the This course examines the strategic role that human resources Management Studies Diploma program. management (HRM) plays in organizations today. HRM encompasses policies and procedures involved in obtaining, development, compensating and retaining competent employees in the workplace. ISMB 200 3 CREDITS This is an entry level course focusing on development of basic skills in the use of computer systems and applications, and fostering an understanding of the opportunities those systems and applications provide. Topics covered in the course include basic hardware, software and system theory, introduction to applications including Word Processing, Spreadsheets, Presentation Manager (Microsoft Office 2007), and an introduction to HTML.

YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

MANAGEMENT STUDIES DIPLOMA PROGRAM DESCRIPTION ADMISSION REQUIREMENTS The Management Studies Diploma program focuses on the fields of All applicants must complete a competency test in Math and English. business management, administration, First Nations government, Applicants are required to have an Alberta High School Diploma and microcomputer business applications. The program is a response or equivalent, including English 30-1 or English 30-2, and Pure to the education and training needs of First Nations and Aboriginal Mathematics 30, or equivalence to these courses, with grades of 65% individuals who are directly engaged in the tasks of creating and or better, for admission to the program. University and college course strengthening the mechanisms essential to manage government credits are accepted as equivalent to a high school diploma. and establish an economic base fundamental to the survival of their Applicants may also enter through Mature Student Status communities. defined as follows: 1. Minimum age of 21 ONLINE DELIVERY 2. Successful completion of a Skills Appraisal Test in Math and English. The program is offered through a form of blended delivery: online Courses offered in the Management Studies Diploma program are transferable delivery with seminar support which provides face to face instruction. to Athabasca University, the University of Alberta and the University of FLEXIBLE ACCESSIBLE DELIVERY Lethbridge. Students can study from home and start dates may be flexible. Please note that our post-secondary courses are transferable to Alberta universities and colleges. 2016/2017 TERM Please refer to the back of this calendar or to the Alberta Transfer Guide 2016-17 for individual course transferability: Yellowhead Tribal College is offering both first- and second-year https://alis.alberta.ca/pdf/transferalberta/transfers/ courses for the Fall 2016 and Winter 2017 term. Yellowhead.pdf. Certificate: 1 year Diploma: 2 years

PROGRAM OF STUDY YEAR 1 (CERTIFICATE LEVEL) YEAR 2 (DIPLOMA LEVEL) TERM I SEPTEMBER- JANUARY TERM IV SEPTEMBER - JANUARY ENG. 200 BUSINESS COMMUNICATIONS ACCT 200 MANAGERIAL ACCOUNTING ISMB 300 INTEGRATED BUSINESS SYSTEMS ECON 200 MACROECONOMICS MNGT 100 INTRODUCTION TO LAW 300 INDIGENOUS GOVERNANCE MANAGEMENT AND LEGAL ISSUES MATH 100 BUSINESS MATH (Continued to winter) MKTG 301 MARKETING & SOCIETY ORGB 264 ORGANIZATIONAL BEHAVIOR ORGB 286 HUMAN RESOURCES MANAGEMENT TERM II JANUARY- APRIL ACCT 100 INTRODUCTORY ACCOUNTING TERM V JANUARY - APRIL (Continued to Spring) PRAC 100 FIELD PLACEMENT (Cont’d to spring) ECON 100 MICROECONOMICS ADMN 400 BUSINESS PRACTICES LAW 369 CONTRACT LAW CREE 100 CREE LANGUAGE AND CULTURE MATH 100 BUSINESS MATH (Continued from Fall) FNCE 301 INTRODUCTION TO FINANCIAL NTST 101 NATIVE STUDIES MANAGEMENT SMDE 430 ENTREPRENEURIAL TERM III MAY-JUNE DEVELOPMENT & SMALL BUSINESS ACCT 100 INTRODUCTORY ACCOUNTING TERM V1 MAY - JUNE (Continued from Winter) PRAC 100 FIELD PLACEMENT (Cont’d from Winter) COMM 300 CONFLICT RESOLUTION LEAD 200 LEADERSHIP MANAGEMENT BETH 200 BUSINESS ETHICS Block Transfer/Articulation Agreements Athabasca University The Management Studies Diploma is accepted, by means of an articulation agreement between YTC and Athabasca University, as the first two years of AU’s Bachelor of Management and Bachelor of Commerce. Specifically, graduates of the MSDP (with a competitive GPA) will be awarded a block of 60 credits in AU’s Bachelor of Management (Post Diploma) and Bachelor of Commerce (Post Diploma). Sixty credits remain to degree completion, 24 of which must be completed through Athabasca University in order to meet residency requirements. University of Lethbridge By means of an articulation agreement, Yellowhead Tribal College MSDP graduates with a competitive GPA (3.0 or higher) may 38 be granted admission to the University of Lethbridge Bachelor of Managemant Degree (Post-Diploma program.)

2016 - 2017 CALENDAR 2016 - 2017 CALENDAR

MANAGEMENT STUDIES DIPLOMA COURSE DESCRIPTIONS

ACCT 100 Introductory Accounting ECON 100 Microeconomics 3 CREDITS 3 CREDITS This course concentrates on an introduction to accounting The objective of this course is to provide students with an introductory concepts and the environment of accounting. Areas reviewed are understanding of economic theory and how the economy works. the objectives of accounting, users of accounting information, the This course focuses on how prices are determined; the behavior of accounting profession/accounting organizations, forms of business consumers and businesses and how they interact with each other and organizations, kinds of business activities, basic concepts/principles, with government; the different types of market structures that exist financial accounting, and financial statements. in our economy today; and how government intervention affects ACCT 200 Introduction to Management Accounting economic and business activity. The uniqueness of this course is that, 3 CREDITS for the first time, it attempts to supplement the various theories and ACCT 200 is an introductory course in managerial accounting. issues with a First Nations perspective, where possible. Managerial Accounting parallels the shift in today’s business ECON 200 Macroeconomics world, focusing not just “on the numbers,” but on the functions 3 CREDITS of management: planning, decision-making, controlling, and performance evaluation. The objective of this course is to provide students with an introductory Prerequisite: ACCT 100 understanding of economic theory and how the economy works. It is designed to introduce students to the basic concepts and techniques ADMN 400 Business Practices of macroeconomics analysis in a Canadian context. Major topics 3 CREDITS include various measures of national income, Keynes and Classical This course focuses on management at the micro-level. It is designed approaches to macroeconomics, monetary policy and the Canadian to give Management Studies students practical approaches to deal banking system, inflation and unemployment, government fiscal with the tasks and issues faced on a day-to-day basis in managing or and monetary policy, international trade and the foreign exchange supervising offices. Assignments will have a practical focus: students market. The uniqueness of this course is it attempts to supplement will learn to perform tasks associated with managing an office. Three areas considered are work environments, dealing with people, and the various theories and issues with a First Nations perspective, where supervising/organizing an office. possible. BETH 200 Business Ethics ENG 200B Business Communication 3 CREDITS 3 CREDITS Business Ethics 200 examines ethical issues that arise in the This course is a second year composition and communications marketplace. The Merriam-Webster’s Collegiate Dictionary defines course designed to review grammar and basic elements of rhetoric, ethics as “the principle(s) of conduct governing an individual or a and to enable business administration students to master the forms group,” or “a guiding philosophy.” This course is intended to help of business writing essential to functioning in management both in participants develop a greater understanding of ethical systems and to the public and private spheres. First Nations content is integrated participate ethically and effectively in business situations. Students into the study of business writing and the course attempts to be will be asked to examine the concepts and issues of business ethics particularly sensitive to the needs of First Nations learners and the with special attention to the Canadian and Aboriginal contexts. In communities they will be serving. particular, First Nations examples/content will be integrated into the course. FNCE 301 Introduction to Financial Management 3 CREDITS COMM 300 Conflict Resolution and Mediation Finance 301 introduces the student to the concepts, computations 3 CREDITS and tools that are needed for the modern business student in relation The purpose of this course is to teach students methods of conflict to corporate finance. The use of money, credit availability and resolution that can be applied to issues of community development. risk management will be discussed, and concepts will be applied Exercises in the course will be related to potential areas of conflict in case studies and practical exercises. Fundamental principles of in First Nation administration, as well as common conflicts that occur in primary and secondary contacts (family and community). investment and the available types of investments will be reviewed The course emphasizes an understanding of the nature of conflict including mutual funds, stocks and bonds. In addition, the course resolution modes (their strengths and weaknesses), models of introduces the student to effective personal financial management, mediating with basic practice in mediation process. The course will which involves tax planning, financial goal setting and using the time focus on aboriginal content so that case studies and practices reflect value of money calculations for savings, investment and purchases the cultural values and traditions of First Nation peoples. efficiently. CREE 100B Cree Language and Culture 3 CREDITS This course will be a general introduction to Plains Cree (Y dialect) grammar and vocabulary with practice in speaking and working in the language laboratory. No prior knowledge of Cree is assumed.

YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

MANAGEMENT STUDIES DIPLOMA COURSE DESCRIPTIONS (CONTINUED)

ISMB 300 Integrated Business Systems and MATH 100B Business Mathematics Applications 3 CREDITS 3 CREDITS The aim of this course is to provide a basic understanding of the This is an intermediate level course focusing on the application of practical aspects of business math. After finishing this course, Integrated Business Software in Aboriginal administrations and students will have knowledge and skills enabling them to handle businesses, with special emphasis on opportunities and threats the practical financial and mathematical problems that are routinely associated with computer communications and global networking. tackled by the business community. The course will also address the issue of building confidence in mathematical ability. LAW 369 Introduction to Contract Law 3 CREDITS NTST 101 Native Issues The course is an introduction to the law of Contract in Canada. 3 CREDITS The topics and the main text have been selected on the assumption This is an introductory course, introducing students to key social, that the student has not previously taken a course in contract law religious, cultural, economic, and political issues which have emerged or any other branch of law. For this reason, a unit describing the as a result of a relationship between the Canadian federal government legal system in Canada has been incorporated into the course. As the and First Nations people. Taking a historical perspective, this course course is intended to be applied towards the Management Studies examines Euro-Canadians’ perception of the First Nations cultures Program the curriculum attempts to focus on the law of contracts as and attempts mounted by the federal government to undermine it relates to business administration. and destroy First Nations cultures through its oppressive policy of LAW 300 Indigenous Governance and Legal Issues “Indian” assimilation. 3 CREDITS ORGB 264 Organizational Behavior Indigenous governance and legal issues introduces students to the 3 CREDITS interdisciplinary study of Indigenous governments, governance issues This course provides an introduction to behavioral science research and legal issues. Course materials and topics are drawn from history, as it applies to organizations. “People problems” are among the sociology, geography, legal materials, politics and case studies. most significant faced by any manager and are often impediments LEAD 200 Leadership in a career. All managers must learn to utilize human resources 3 CREDITS effectively. This course is designed to increase competency and skill This course explores the topic of leadership. The challenge of dynamic in using available human resources. Special attention will be given to leadership is front and center today, as many organizations are Aboriginal organizations. consistently plagued with the symptoms of being over-managed and ORGB 286 Human Resources Management under-led. Globally, inept leadership and general bad management 3 CREDITS have brought financial crisis, decay and ultimately ruin to many longstanding organizations. The student will be introduced to the This course provides an introduction to the study of human resources. well-developed theories of leadership using hands-on approach and Some major topics included in the course are dealing with diversity, staffing, employee development, compensation, and governance practical real-life examples. issues such as discipline and workplace safety. Wherever possible, MNGT 100 Introduction to Management emphasis will be placed on Aboriginal organizations. 3 CREDITS This course is designed to help students become more familiar with PRAC 100 Field Placement the role of the manager in organizations and how the manager can The Field Placement course is intended to provide the students with make organizations, whether private or public sector, more responsive an opportunity to obtain experience working in a management related to client and market needs. Through case studies, students learn capacity within a First Nations organization. The course is divided to make organizational decisions and to become better managers. into two parts. The first is the class time during the Employment Particular emphasis will be on Aboriginal-run businesses and Preparation seminars. The second is the work experience time organizations. Students will prepare a case study about an Aboriginal spent with an employer or client. This course will equip students organization or manager. with the experience and skills to successfully find employment upon completion of the program. MKTG 301 Marketing and Society 3 CREDITS SMDE 430 Entrepreneurial Development and Small This course introduces marketing concepts, functions, and institutions Business Management in Canadian society. It examines the influence of marketing at 3 CREDITS the macro-level in the Canadian economy and, to a lesser extent, Increasingly, individuals are creating their own jobs through internationally; however, marketing issues will also be analyzed with entrepreneurship. This is an introductory course focusing on the the needs and wants of Aboriginal businesses in mind at the micro- practical aspects of entrepreneurship and small business ventures and level. The focus of this course is on marketing as a central process of the better management of existing small businesses. Students will identify entire business or service organization. Thus, marketing will include all market niches for small businesses or non-profit organizations in of the various actions of the organization that are aimed at getting a the public and/or private sectors that best suit their personal values superior value to the customers. Case studies provide real-life examples and interests. The importance of the cultural and social contexts of of marketing problems. entrepreneurship and small business development is highlighted. Students will develop a financial statement and business plan for a new or existing business, whether Aboriginal or mainstream.

2016 - 2017 CALENDAR To be happy 2016 - 2017 CALENDAR

INDIGENOUS SOCIAL WORK DIPLOMA

YTC partners with Blue Quills University to offer a Social Work Admission Requirements Diploma. The Indigenous Social Work Diploma program is in process and not The Indigenous Social Work Diploma Program is in process and not currently accepting new applicants. currently accepting new applicants.

This two-year educational journey is designed to prepare students Course List for generalist social work practice, committed to addressing issues of social justice and oppression, and founded on Indigenous knowledge SWK 100 Introduction to Social Work and practice along with examination of western concepts and SWK 110 Cree Identity and Worldview approaches. SWK 141 First Year Practicum (300 hours) This program is built upon themes: study of self, self as helper, self SWK 200 Interpersonal Communication as change agent, and self as leader. The structure of the program is SWK 205 Counseling: A Generalist Perspective iterative rather than linear – it progresses in a spiral that adds a little with each thematic repetition rather than building lockstep. The SWK 210 Introduction to Social Policy outcomes of this process are social workers intimately connected with SWK 215 Social Issues: Understanding Addictions the issues of community, vested with vision, grounded in knowledge of themselves, and equipped with the resources for social action and SWK 220 Community Healing and Development advocacy. SWK 241 Second Year Practicum (400 Hours) SWK 300 Practice with Groups Program components are woven together in a manner that prepares graduates of the program to be: SWK 32- Practice with Organization SWK 350 Family Relationships Development • Effective facilitators of social well-being in diverse cultural contexts, with a special emphasis on First Nations and Aboriginal ENG 255 Introductory Composition settings; FAM 300 The Family Life Cycle • Well-balanced individuals who have completed the personal HLTH 301 Health and Healing in the 21st Century healing and development required to work successfully in the IYIS 210 iyiniw Studies: Historical Impacts field of human services; IYIS 220 iyiniew Studies: Contemporary Issues • Individuals skilled in developing effective interpersonal IYIS 310 History of Native Education in Canada relationships with individuals, groups, and communities; PSYC 200 Human Development Across the Lifespan • Reflective social work practitioners who possess an understanding SOC 100 Introduction to Sociology of the structural roots of social problems; and COMP 125 Introduction to Computer Applications • Effective advocates of positive social change. CREE 100 Introductory Cree SOC 300 Inequality & Social Stratification Graduates of the Indigenous Social Work Diploma program may seek employment with a variety of social service agencies, community organizations, and advocacy groups. Contact Gino Restivo for more information on the Social Work Programs YTC will be offering in September 2017: 780-484-0303 Transferability ext. 517. Graduates of the Indigenous Social Work Diploma program who meet University of Calgary and Faculty of Social Work admission requirements can apply to the third year of a University of Calgary four-year Bachelor of Social Work degree.

Professional Recognition Graduates of the Indigenous Social Work Diploma program are eligible for registration in the Alberta College of Social Workers.

YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

INFORMATION TECHNOLOGY CERTIFICATE / DIPLOMA (CURRENTLY UNDER REVISION) PROGRAM DESCRIPTION This program is aimed at students who have some experience and a strong interest in computers and are considering or actively planning a career in Information Technology. The program is intended to provide a bridge to, and some transfer credit towards, certification and/or degree status in the field. INFORMATION TECHNOLOGY CERTIFICATE 30 CREDITS The first year of the YTC Information Technology (IT) program may be taken for a certificate in Information Technology. The objective of the program is to prepare students for further study in the field, and to provide a base level of skills and knowledge for the development and implementation of microcomputer systems and users in small organizations. INFORMATION TECHNOLOGY DIPLOMA 60 CREDITS Students wishing to further develop their skills and knowledge may advance into a second year. Courses will cover VBA programming, database administration, management information systems, networks, and business systems. A more advanced course in hardware maintenance and troubleshooting is also included, as well as courses in ethics for IT professionals and IT in the context of organizational behaviour.

ONLINE DELIVERY Selected Courses are available through online delivery.

ADMISSION REQUIREMENTS High School Diploma or equivalent with a minimum of Pure Mathematics 30 and English 30-2 or equivalent.

PROGRAM OF STUDY FIRST-YEAR COURSES SECOND-YEAR COURSES ISMB 200 INFORMATION SYSTEMS FOR INFT 220 VISUAL BASIC APPLICATIONS MANAGEMENT AND BUSINESS LEVEL 2 INFT 120 VISUAL BASIC APPLICATIONS INFT 230 NETWORKS LEVEL 2 LEVEL 1 INFT 210 ADVANCED HARDWARE INFT 130 NETWORKS LEVEL 1 INFT 240 ADVANCED WEB DEVELOPMENT INFT 110 INTRODUCTION TO HARDWARE AND COMPUTER GRAPHICS INFT 140 WEB DEVELOPMENT AND ISMB 350 BUSINESS SYSTEMS COMPUTER GRAPHICS MANAGEMENT INFT 150 PROJECT MANAGEMENT INFT 260 DATABASE ADMINISTRATION INFT 170 ETHICS IN INFORMATION INFT 265 END USER SUPPORT TECHNOLOGY PRACTICE INFT 270 INFORMATION TECHNOLOGY ENG 100 BUSINESS COMMUNICATIONS SMALL BUSINESS DEVELOPMENT ISMB 180 MANAGING INFORMATION INFT 272 PRACTICUM ONE OPTION SYSTEMS ISMB 300 INFORMATION SYSTEMS FOR OPTIONS MANAGEMENT AND BUSINESS Note: Options are subject to availability and can be taken in the first or second year.

2016 - 2017 CALENDAR To have hope 2016 - 2017 CALENDAR

INFORMATION TECHNOLOGY CERTIFICATE / DIPLOMA COURSE DESCRIPTIONS

ENG 100 B Business Communications INFT 150 Project Management 3 CREDITS 3 CREDITS This course is a college/university composition and communications The course will introduce students to project management principles course designed to review grammar and rhetoric, and introduce and practices needed to manage IT projects. Students will be business administration students to the forms of writing essential to introduced to the different ways projects can be organized in an IT functioning in management and commerce both in the public and department. They will study and practice strategies for planning, private spheres. This course teaches basic reading and writing skills implementing, maintaining, and evaluating IT systems. This will as a foundation for the mastery of the analysis and interpretation of include identifying and planning a project, creating project schedules, business and technical materials. It covers basic grammar, vocabulary identifying the critical path, assigning resources, and monitoring development, spelling and mechanics, the paragraph and the essay, progress. Students will also be introduced to techniques for managing and initiates students into the primary business writing forms of the project teams and presenting findings to management. letter, memo, report, and proposal. INFT 170 Ethics in Information Technology Practice INFT 110 Introduction to Hardware 3 CREDITS 3 CREDITS This course aims to survey the technology, the issues and the value Hardware Level 1 is intended to teach learners basic computer structure of the industry and the IT profession, providing knowledge, hardware assembly, installation, maintenance, and troubleshooting, perspective and a framework for making sound and reasoned ethical as well as basic DOS and Windows hardware management tools. choices and decisions The A+ system will be used as a resource and standard for evaluation. ISMB 180 Managing Information Systems INFT 120 Visual Basic Applications Level 1 3 CREDITS 3 CREDITS In this course, students will learn how information systems are used This is a rudimentary programming course. Emphasis is placed on at various levels of management. A broad view of the changing world building a strong foundation in programming. This will then provide of IS management is presented, along with examination of specific sufficient base for interested students to continue to develop their applications and functions including shared and telecommunications- programming skills in VBA, or other programming languages. It will based applications, E-Business, Decision Support Systems, and also help where students are working in projects with contractors Group Support Systems. who build the programs. INFT 210 Advanced Hardware INFT 130 Networks Level 1 3 CREDITS 3 CREDITS Network Administration is intended to teach learners the basic The Objective of the course is to fully equip students to identify construction, administration and maintenance of a Local Area the components of portable systems and describe how they differ Network using Microsoft Windows NT/2000. from typical desktop components, identify and troubleshoot various types of printers and printer problems, describe Windows NT and INFT 140 Web Development and Computer Graphics Windows 2000 in terms of their functions and structures, diagnose 3 CREDITS and troubleshoot operating system problems. Students will learn web design, including basic design and Prerequisite: INFT 110 functionality using HTML, as well as the use of JavaScript and Java enhancements for websites. Students will also acquire familiarity with INFT 220 Visual Basic Applications Level 2 graphics editing tools and experience in designing and manipulating 3 CREDITS static and animated graphics and image maps for use in web pages, This is a second-level programming course. It assumes students have as well as the use of FTP utilities to upload and maintain web sites. an introductory exposure to programming using VBA or a similar The course also includes an overview of legal and ethical issues and language. Programming is done using the Visual Studio Integrated an introduction to the process of domain registration. Development Environment (IDE). Visual Basic.NET is one of the object languages developed by Microsoft as part of Visual Studio. NET suite of languages. The experience using the IDE and VB will help if they further develop their skills with other object oriented languages especially those in the Visual Studio suite. Prerequisite: INFT 120

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INFORMATION TECHNOLOGY CERTIFICATE / DIPLOMA COURSE DESCRIPTIONS (CONTINUED)

INFT 230 Networks Level 2 INFT 265 End User Support 3 CREDITS 3 CREDITS The objective of the course is to fully equip students with the This course defines and discusses End User Information Systems basic concepts of IP addressing to establish and maintain network (EUIS) and places their use, and their users, in the context of the communications between computers on a LAN or WAN. Students modern workplace environment. The core content of the course will get exposure to the concept of networking over long distances focuses on business solutions, training and support of users, and and the technologies commonly used to connect computers that are evaluation methods, criteria and strategies for measuring the success located in different states, countries, or even different continents. of EUIS in specific situations. Prerequisite: INFT 130 Prerequisite: ISMB 200 INFT 240 Advanced Web Development and Computer INFT 270 Information Technology Small Business Graphics Development 3 CREDITS 3 CREDITS Students will learn elements of advanced web design and A large majority of businesses in Canada are considered “small development as well as graphic design using Paint Shop Pro. Students businesses”. It then stands to reason that graduating students of will also become familiar with text and graphic manipulation, web Information Technology programs will some day, work in, provide site structure, cascading style sheets, and frames. The course also services to, or start and operate their own small business. The includes an overview of file transfer protocol and the steps involved main objective of this course is to teach students the key elements in transferring files from a local machine to a web server. Through a of developing and operating a small Information Technology variety of exercises and assignments, students will create their own business. Emphasis will be placed on the research and development web portfolio. of a sound business plan. Other topics include, marketing (4 P’s), Prerequisite: INFT 140 financial management, laws of supply and demand, human resource ISMB 350 Business Systems Management management, and elements of business law. 3 CREDITS ISMB 200 Information Systems for Management and The objective of the course is to fully equip students with the Business concepts of Internet Business Strategy and the Design of Internet 3 CREDITS Commerce Systems. Students will be trained in Advanced Access An entry-level course focusing on development of basic skills in Utilities like Relational Databases, External Data, Charts and the use of computer systems and applications, and fostering an the switchboards. Basic features and functions of Microsoft SQL understanding of the opportunities those systems and applications Server 2000 will be discussed. An Overview of Enterprise Database provide. Processing Architectures will be provided. INFT 272 Practicum Prerequisite: ISMB 200 3 CREDITS INFT 260 Database Administration Students will undertake work placement projects with pre-screened 3 CREDITS workplaces where they will actively participate in aspects of IT In this course, students will progress from basic familiarity with functions, including planning, user support, system development, database applications generally, and Microsoft Access specifically, maintenance and/or training. to full proficiency and competence in the planning, design, use and ISMB 300 Information Systems for Management and management of functioning Access databases. In addition, students Business will be exposed to the underlying concepts and processes of effective 3 CREDITS database design and implementation. Prerequisite: ISMB 200 An Intermediate level course focusing on the application of Integrated Business Software in Aboriginal administrations and businesses, with special emphasis on opportunities and threats associated with computer communications and global networking. Prerequisite: ISMB 200

2016 - 2017 CALENDAR To be humble 2016 - 2017 CALENDAR

PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)

Prior Learning Assessment and Recognition (PLAR) is the internationally recognized method of accrediting the learning adults gain through work, training, and life experiences. The process acknowledges the educational proficiency adults develop outside formal educational settings, and is often consistent with post-secondary-level learning outcomes. Using PLAR as a method of assessing prior learning, adults with substantial experiential learning can be awarded course or program credit. PLAR removes barriers to higher education for adult learners by accrediting the skills, knowledge and competencies adults gain throughout their lives. Through PLAR, adults who have extensive experiential learning can be fast-tracked in their educational programming through different assessment methods.

The types of learning that are documented through PLAR are: Please note: • volunteer activities • household responsibilities • In the PLAR process, students must clearly demonstrate that • hobbies they meet the competency level of the course(s) they are being • sports assessed for. Credit in a course and/or program will not be • job training granted if the academic standard is not met. • skills learned on the job • PLAR fees are due before the start of the PLAR process. Once • career development the PLAR assessment starts, refunds may be pro-rated, at the • personal development discretion of the Dean of Programs. • The PLAR assessor or Subject Matter Expert may contact ADMISSION PROCESS references and employers to authenticate documentation. Adult learners are not required to be registered in a program before • Once the PLAR process has started, Yellowhead Tribal College will ensure that the assessment of each course is completed within applying to gain course credit through PLAR. There is an open six (6) weeks of assessment completion. In the case of exceptional admission policy, but all applicants must: circumstances affecting the assessment, the PLAR coordinator • be 18 years of age, on or before September 1, 2016 will advise the student of the circumstances, and every effort will • fill out a PLAR application be made to expedite the process with no additional fees charged • complete a career investigation to the student. • pay application fee (new students only) • PLAR credits can be applied to programs at Yellowhead Tribal • meet with the PLAR coordinator College and will not be designated “PLAR credits.” A grade or Then learners will complete: pass/fail will appear on the official transcript, based on assessment • a structured interview with the PLAR coordinator format. • an education plan • All documents presented for the PLAR process must be • identification of courses and method of PLAR assessment certified as authentic by the student. Any false or altered • payment based on credits documents will result in termnation of process and is considered academic misconduct under Yellowhead Tribal College student ASSESSMENT METHODS policies. Learners may use many methods of assessment, including but not FEES limited to: • portfolio After applying for assessment, adult learners must submit the required • case study fees. The fee schedule for PLAR is as follows: • skill demonstration • challenge exams • standardized tests TYPE OF ASSESSMENT FEE • submission of other materials that document experiential Challenge for Credit $200 per assessment learning Skill Demonstration $200 per assessment Adult learners must demonstrate that the course learning outcomes Learning Portfolio (per credit) $100 per credit are met to receive course and/or program credit. After the assessment, learners will undergo a structured interview with a Subject Matter Expert and/or PLAR evaluation committee. Results Withdrawals appeals will follow Yellowhead Tribal of assessment will be made available to learners within ten (10) College policy. business days from final assessment interview. For detailed policies and procedures, please make an appointment with the PLAR Coordinator.

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PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR) (CONTINUED) PROGRAMS AVAILABLE FOR PLAR will be the development of a master portfolio, which the student may be used to apply for academic credit. ASSESSMENT At the completion of the Learning Portfolio Course, students will receive 3 credits towards and YTC program and will have the option The following programs are available for PLAR assessment: to submit their learning portfolio for PLAR assessment. In order to • Adult Basic Education receive academic credit, adult learners must: • Academic Upgrading • apply to have learning assessed • University and College Entrance Preparation Program • pay appropriate fees • First Nation Education Assistant Program • Management Studies Diploma Program • submit completed portfolio for assessment • Information Technology Grades will be submitted to the Registrar’s office within ten (10) If the program you wish to have a PLAR assessment in is not listed, business days after final assessment and/or interview. Portfolios must please contact the PLAR coordinator. be submitted within six (6) months of Learning Portfolio course completion, to be assessed for credit. PORTFOLIO COURSES OTHER ASSESSMENT METHODS CAREER PORTFOLIO Other forms of assessment will be done with each individual student, Adult learners may take a Career Portfolio workshop or course as on a case-by-case basis. Assessment methods include: part of their program, if they are enrolled in Adult Basic Education, • case study Academic Upgrading, or the University and College Entrance • skill demonstration Preparation Program. The Career Portfolio focuses on the essential skills necessary for employment and the future career goals of an • challenge exams adult learner. It documents the skills and knowledge adult learners • standardized tests have attained through their life and job experiences. The Career • submision of other materials that document experiential Portfolio also acts as a plan for future career and educational goals. learning In order to enroll in the Career Portfolio course, students must be Students must meet with the PLAR Coordinator, and an assessment enrolled in full-time studies at Yellowhead Tribal College and have plan will be created. Fees will be assessed per credit, as outlined in the the consent of their Program Coordinator. PLAR fees assessment schedule. INTERDISCIPLINARY STUDIES 100 For more information on PLAR please contact: Jocelyn Verreault PLAR coordinator DEVELOPING A LEARNING PORTFOLIO 780-484-0303 ext. 519 This course is intended to aid students in the development of their own personal narrative and pinpoint areas of significant learning. The [email protected] education model used is the First Nations Learning Model, where song, storytelling, and traditional practices will be used. The result

2016 - 2017 CALENDAR To have kinship 2016 - 2017 CALENDAR

LIBRARY SERVICES

HOURS OF OPERATION: Monday to Friday 8:30am – 4:30pm Extended hours as requested

The Yellowhead Tribal College Library serves the mission of the College by actively supporting its curricula and by promoting First Nations culture through its collections and programming. Students may access our Aboriginal Collection which includes books, reference materials, journals, videos and DVDs, and Aboriginal language resources. Books and resources from other disciplines such as the humanities and social sciences, business, general sciences, education, and health are also available. The library houses a small reference collection consisting of dictionaries, directories, almanacs, atlases, and encyclopedias, many with an aboriginal focus. In order to meet the recreational reading and information needs of students and the YTC community, the library maintains a collection of popular fiction and non-fiction books, newspapers (national, local, and First Nations), magazines, and community information resources.

Through our participation in the award-winning Lois Hole Campus Alberta Digital Library (LHCADL), and the generous support of the University of Alberta and Alberta Advanced Education, the library provides online access to a wide selection of academic resources and digitized collections. The First Nations Information Connection (FNIC) connects students to our library collections, as well as to a large and expanding collection of academic digital materials that include full-text electronic databases, e-books, research guides, and an excellent directory of web resources with a First Nations emphasis. FNIC is available to assist students with their assignments and can be accessed either on campus or from home. In addition, online subject guides, which can be accessed through our website, link students to resources that are specific to a course or subject.

YTC library is a member of The Alberta Library (TAL). With a TAL Card, YTC students have borrowing privileges at many participating public, academic, and special libraries across Alberta.

Students and staff are welcome to visit the library for an introduction to its services and borrowing policies. Library staff members are pleased to work with students individually and in class groups to provide research assistance, teach them how to use the library and electronic resources, and help students find the information they need for their assignments. The library is equipped with study carrels, computers, a photocopier, and an information commons.

ADDITIONAL INFORMATION • All registered students and staff have borrowing privileges. Please note: your student ID card is also your library card. • The library provides students with student ID cards. Replacements for lost or stolen cards cost $10.00. • The library provides students with TAL Cards and access to EPL ME Cards. • Photocopying is available for $0.10/page. • The loan period is 30 days for print items. DVDs and CDs are loaned for 7 days. • Students are charged for the replacement of materials not returned as well as for repairs of damaged items. • Students with outstanding library charges on their record will be blocked from receiving marks, transcripts, or permission to register and/or graduate. • Food is not permitted in the library—covered drinks only. • Wifi service is available.

LIBRARY INSTRUCTION The library provides orientation sessions and will deliver library instruction workshops tailored to courses and assignments. Instructors are encouraged to contact the Librarian and arrange in advance. Students are encouraged to contact the librarian to book reference appointments or to arrange one-on-one learning sessions. Please contact Nicole Palanuk at (780) 484-0303, ext 245 or email [email protected].

Information literacy is a set of abilities that enable students to: • Recognize when they need information • Locate the information they need • Evaluate the information found • Use information effectively

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Digital Literacy is a set of abilities that enable students to: • Possess basic computer skills • Understand and engage in online communities • Find information online • Manage and communicate digital information • Collaborate and share digital content

Information and Digital Literacy skills are essential for students’ success at Yellowhead Tribal College but are also critical for achieving success in the working world.

ACCESSIBILITY SERVICES AT YTC LIBRARY If you need extra assistance, the library will help you with the following: • Retrieving material by request. Phone 780-484-0303 (ext. 502), email ([email protected]) or fax (780-481-7275) to request books and other materials for pickup. • Longer loan periods. Please make arrangements with the librarian for loans longer than the standard 30 days. • Research assistance. Call and speak directly to the librarian (484-0303) or arrange an appointment. • Adaptive Technology. The library is pleased to provide: Read & Write Gold software, a Merlin reader, Dragon Naturally Speaking, a scanner, a printer, short term laptop loans, and headsets with microphones. Please contact the librarian if you would like to access any of these services. • Alternative formats. The librarian will assist students in securing course materials in alternative formats. Examples of these formats include: e-text, enlarged print, MP3, and audiotapes.

STUDENT SERVICES YTC offers a series of workshops in the areas of student support and community education. Workshop fees apply to the general public. For further information concerning schedules, registration and fees, please contact our Clauditta Beaverbone at 780-484-0303, ext. 251. Workshops are offered in the following areas: EDUCATION AND LIFE HEALTH AND WELLNESS Become a Master Student Nutrition Self Renewal Budgeting Physical Health Parenting Time Management Addictions Relationships Study Skills Life Planning Exam Preparation Resume Writing and Career Investigation INFORMATION TECHNOLOGY LANGUAGE AND CULTURE Windows Introductory Cree Aboriginal Identity Keyboarding Conversational Cree Cross-cultural Issues in Education Microsoft Office Introductory Stoney Cross-cultural Issues in the Workplace Social Media

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YELLOWHEAD TRIBAL COLLEGE BOARD COMMITTEE AND STAFF

ELDERS STAFF, CONTINUED Alexander First Nation...... Tony Arcand Administrative Assistant...... Tiffany Arcand Alexander First Nation...... Lena Keith Administrative Assistant...... Delilah Calahasin Alexander First Nation...... Mose Newborn Digital Literacy Librarian and Alexis Nakota Sioux Nation...... Dorothy Cardinal Communications Manager...... Jordan Cook Alexis Nakota Sioux Nation...... Angela Jones Library Support ...... Ernestine Paul Alexis Nakota Sioux Nation...... Charlie Letendre Program Support...... Theresa Half Alexis Nakota Sioux Nation...... Martha Letendre Manager of Library Alexis Nakota Sioux Nation...... Marceline Potts Operations & Services...... Nicole Palanuk O’Chiese First Nation...... Mary Louise Strawberry Sunchild First Nation...... Wallace Butterfly Registrar...... Dawn Arcand Sunchild First Nation...... Margaret Lagrelle LES Program Coordinator and Sunchild First Nation...... Gerry Redbear Student Services Coordinator...... Clauditta Beaverbone Sunchild First Nation...... Russell Rowan Program Support...... Debbie Paul YELLOWHEAD TRIBAL COUNCIL FNSSP Project Manager...... Tracey Poitras-Collins Executive of Chiefs and FNSSP Project Officer...... Shenna Frencheater Yellowhead Tribal College Board Marketing and Promotions Coordinator ...... Arnold Kootenay Alexander First Nation...... Chief Kurt Burnstick Eminent Scholar/Instructor...... Jimmy O’Chiese Alexis Nakota Sioux Nation...... Chief Tony Alexis Data Entry Clerk...... Heather Jennings O’Chiese First Nation...... Chief Darren Whitford Network Manager...... Ryan Blesse Sunchild First Nation...... Chief Jonathan Frencheater Student Counselor/ECD Coordinator...... Rita Arcand EDUCATION BOARD MEMBERS Alexander First Nation ...... Jody Kootenay Alexis First Nation...... Gloria Potts O’Chiese First Nation ...... Cleon Strawberry Sunchild First Nation ...... Edwin Frencheater Director (Chair) ...... Laverne Arcand STAFF Director of Education...... Laverne Arcand Associate Dean of Programs and PLAR Coordinator...... Jocelyn Verreault Associate Dean of Library and Student Services...... Simon Underwood Indigenous Social Work Coordinator...... Gino Restivo University /Management Studies Program Coordinator...... Trevor Duplessis UCEP Program Coordinator/Principal...... M.K. Jardine Off-Campus Coordinator...... Veronica Hayward

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YELLOWHEAD TRIBAL COUNCIL FIRST NATIONS

ALEXIS NAKOTA SIOUX NATION

ALEXANDER FIRST NATION

SUNCHILD FIRST NATION

O’CHIESE FIRST NATION

2016 - 2017 CALENDAR To love everyone 2016 - 2017 CALENDAR

Yellowhead Tribal College (data updated March 3, 2016) To Degree Programs

By Program Management Studies Diploma Athabasca 60 credits towards 4 yr BCom (Post Diploma). Athabasca 60 credits towards 3 or 4 yr BMgmt (Post Diploma).

UofL Graduates may be admitted to 20 course (60 credit hours) Post-Diploma BMgt. 1

By Course

Accounting

ACCT 100 UofL MGT 2xxx (3) 2 ACCT 100/200 Athabasca ACCT 2xx (3) ACCT 200 UofL MGT 2400 (3)

Anthropology ANTH 101 Athabasca ANTH 2xx (3) King's U Soc Sci 2xx (3) UofA ANTHR 101 (3) ANTH 350 Athabasca ANTH 3xx (3) MacEwan ANTH 207 (3) Mount Royal ANTH 3xxx (3) Thompson ANTH 2xx1 (3) U of C Sr. ANTH (3) UofA ANTHR 2xx (3) Rivers UofL ANTH 2xxx (3)

Communications COMM 100 Athabasca COMM 2xx (3) COMM 300 Athabasca COMM 3xx (3)

Computer & Management Information

INFT 110 Athabasca COMP 1xx (3) Burman U CPTR 1xx (3) Concordia U IT 1xx (3) 3

King's U CMPT 2xx (3) 4 UofL CPSC 1000 (3) 5 INFT 120 Athabasca CMIS 2xx (3) Burman U Option 2xx (3) Concordia U CMPT 1xx (3) St. Mary's CPSC 2xx (3) UofA CMPUT 1xx (3) UofL CPSC 1000 (3)

INFT UofA MIS 311 (3) 6 120/220/230/ISM B 180

INFT 130 Burman U Option 1xx (3) Concordia U IT 1xx (3) 3 UofL CPSC 1xxx (3) INFT 130/230 Athabasca COMP 3xx (3) St. Mary's CPSC 3xx (3)

INFT 140 Concordia U IT 1xx (3) 7,8 King's U CMPT 2xx (3) 9 St. Mary's CPSC 2xx (3) UofA CMPUT 1xx (3) UofL NMED 2xxx (3)

INFT 140/240 Athabasca COMP 266 (3) Mount Royal COMP 1xxx (3) 10

INFT 210 Athabasca COMP 2xx (3) Burman U CPTR 2xx (3) Concordia U IT 1xx (3) 11

King's U CMPT 3xx (3) 4 UofL CPSC 1000 (3) 5 INFT 220 Burman U Option 2xx (3) Concordia U CMPT 1xx (3) St. Mary's CPSC 2xx (3)

UofA CMPUT 1xx (3) UofL CPSC 1620 (3) 12 INFT 230 Burman U Option 2xx (3) Concordia U IT 1xx (3) UofA CMPUT 2xx (3)

INFT 240 Burman U CPTR 2xx (3) King's U CMPT 3xx (3) 4 St. Mary's CPSC 2xx (3) UofA CMPUT 1xx (3) UofL NMED 2xxx (3)

INFT 260 Athabasca COMP 2xx (3) Burman U Option 3xx (3) Concordia U IT 2xx (3) 13 UofA CMPUT 291 (3) UofL CPSC 1xxx (3) INFT 265 Athabasca CMIS 311 (3) Burman U Option 3xx (3) King's U BUSI 3xx (3)

ISMB 180 Athabasca CMIS 351 (3) Burman U Option 1xx (3) King's U BUSI 3xx (3) 14

St. Mary's CPSC 3xx (3) 15 UofA MIS 1xx (3) 16 UofL MGT 3xxx (3) ISMB 200 Athabasca COMP 210 (3) ISMB 300 Athabasca CMIS 245 (3) ISMB 350 Athabasca CMIS 3xx (3)

Drama DRAM 149 Burman U Option 1xx (3) Concordia U DRA 149 (3) King's U DRAM 249 (3)

MacEwan DRMA 149 (3) U of C Jr. DRAM (3) 17 UofA DRAMA 149 (3) UofL DRAM 1xxx (3)

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Yellowhead Tribal College Drama DRAM 247 Burman U ELECTIVE 2xx (3) Concordia U DRA 247 (3) King's U DRAM 349 (3)

MacEwan DRMA 2xx (3) 18 UofA DRAMA 247 (3) OR

AUDRA 2xx (3) 19

Economics ECON 100 Athabasca ECON 247 (3) Burman U ECON 101 (3) Concordia U ECO 101 (3) U of C ECON 201 (3) UofA ECON 101 (3) UofL ECON 1010 (3) ECON 200 Athabasca ECON 248 (3) Burman U ECON 102 (3) Concordia U ECO 102 (3) U of C ECON 203 (3) UofA ECON 102 (3) UofL ECON 1012 (3)

Education EDFX 200 Athabasca EDUC 2xx (3) Burman U EDPR 285 (3) Concordia U ED 199 (3)

King's U EDUC 251 (3) 20 U of C Jr. EDUC (3) 21 UofA EDU 100 (3) UofL EDUC 2xxx (3) EDPY 300 Athabasca EDPY 3xx (3) Burman U EDCI 403 (3) Concordia U EDPS 341 (3) St. Mary's OPT 3xx (3) UofA EDPY 301 (3) MATH 160 MacEwan MATH 160 (3) Mount Royal MATH 1160 (3) UofA MATH 160 (3) OR AUMAT 107 (3) UofL MATH 2090 (3) PHED 293 Athabasca EDUC 2xx (3) MacEwan PEDS 293 (3) UofA PEDS 293 (3) OR AUPED 222 (3) UofL EDUC 2xxx (3)

English ENG 100 Athabasca ENGL 211/212 (6) King's U ENGL 204/205 (6) ENGL 100B Athabasca COMM 2xx (3)

ENGL 124 Athabasca ENGL 2xx (3) Burman U ENGL 101 (3) King's U ENGL 2xx (3) 22 MacEwan ENGL 103 (3) Mount Royal ENGL 1xxx (3) Thompson ENGL 1xx1 (3) Rivers

U of C Jr. ENGL (3) UofL ENGL 1xxx (3) 23

ENGL 125 Athabasca ENGL 2xx (3) Burman U ENGL 101 (3) King's U ENGL 2xx (3) 22 MacEwan ENGL 1xx (3) Thompson ENGL 1xx1 (3) UofA ENGL 125 (3) OR Rivers AUENG 1xx (3) UofL HUM 1xxx (3) ENGL 200B Athabasca ADMN 233 (3) ENGL 214 Athabasca ENGL 381 (3) Burman U ENGL 336 (3) UofA WRITE 2xx (3)

Finance FNCE 300 Athabasca FNCE 3xx (3) Burman U BUAD 3xx (3) Concordia U FIN 2xx (3) King's U BUSI 3xx (3) UofA FIN 2xx (3) UofL MGT 3480 (3)

Geography EASC 100 Athabasca GEOL 200 (3) King's U GEOG 201 (3) Mount Royal GEOG 1101 (3)

U of C Jr. GLGY (3) 24 UofA EAS 100 (3) OR UofL GEOG 1000 (3) AUGEO 1xx [Science] (3)

EASC 101 Athabasca GEOL 2xx (3) 25 Burman U Option 1xx (3) Concordia U Science 1xx (3) 26

King's U GEOG 2xx (3) 27 U of C Jr. GLGY (3) 28 UofA EAS 201 (3) OR AUGEO 1xx

[Science] (3) 29 UofL GEOL 1xxx (3) GEOG 151 Athabasca GEOG 201 (3) UofA HGP 100 (3)

History HIST 100 Athabasca HIST 215 (3) MacEwan HIST 1xx (3) U of C Jr. HTST (3)

UofA HIST 1xx (3) UofL HIST 1000 (3) 30 HIST 260 Athabasca HIST 224 (3) UofA HIST 260 (3) HIST 261 Athabasca HIST 225 (3) UofA HIST 261 (3)

Law

LAW 100 UofL MGT 3010 (3) 31

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Yellowhead Tribal College Law LAW 300 Athabasca INST 3xx (3) UofL NAS 2100 or MGT 3xxx (3) LAW 369 Athabasca LGST 369 (3) Burman U BUAD 345 (3) Concordia U BUS 210 (3)

King's U BUSI 369 (3) UofA B LAW 2xx (3) UofL MGT 3010 (3) 31

Management Studies ADMIN 400 Athabasca ADMN 3xx (3) MNGT 100 Athabasca ADMN 2xx (3) UofL MGT 2xxx (3) PRAC 100 Athabasca APST 2xx (3) SMDE 430 Athabasca ENTP 212 (3) UofL MGT 3xxx (3)

Marketing MKTG 301 Athabasca MKTG 396 (3) UofL MGT 2020 (3)

Mathematics MATH 100B Athabasca MATH 244 (3)

Native Studies

CREE 100 Athabasca INST 111 (3) Burman U Option 1xx (3) Concordia U NS 1xx (3) 32,33 U of C NTVE 205 (3) UofL CREE 1000 (3) CREE 100B Athabasca INST 111 (3) CREE 150 Athabasca INST 111 (3) UofA NS 152 (6) UofL CREE 1000/1xxx (6) CREE 200 Athabasca INST 2xx (3) U of C NTVE 207 (3) CREE 201 Athabasca INST 2xx (3) UofA NS 1xx (3) CREE 300 Athabasca INST 2xx (3) NTST 101 Athabasca INST 2xx (3) UofL NAS 1000 (3) NTST 102 Athabasca INST 2xx (3) NTST 300 Athabasca HADM 315 (3) UofA NS 3xx (3) UofL NAS 2xxx (3) NTST 325 Athabasca INST 3xx (3) U of C Sr. ANTH (3) UofA NS 320 (3) UofL NAS 3xxx (3) NTST 350 Burman U Option 3xx (3) Concordia U NS 3xx (3) King's U HIST 3xx (3) UofA NS 3xx (3) UofL HIST 3xxx (3) NTST 400 Athabasca INST 3xx (3) UofA NS 445 (3) UofL NAS 3xxx (3)

Organizational Behavior ORGB 264 Athabasca ORGB 364 (3) UofL MGT 2030 (3) ORGB 286 Athabasca ORGB 386 (3) UofL MGT 3050 or POLI 3420 (3)

Psychology

EDPSY 200 Athabasca PSYC 2xx (3) U of C Jr. EDUC (3) 21 PSYC 104 Athabasca PSYC 289 (3) King's U PSYC 250 (3) UofA PSYCO 104 (3) PSYC 105 Athabasca PSYC 290 (3) King's U PSYC 251 (3) UofA PSYCO 105 (3)

PSYC 223 Burman U PSYC 2xx (3) 34 King's U PSYC 351 (3) UofA PSYCO 223 (3) UofL PSYC 2110 (3) PSYC 233 Athabasca PSYC 356 (3) Burman U PSYC 320 (3) Concordia U PSY 233 (3) King's U PSYC 390 (3) UofA PSYCO 233 (3) UofL PSYC 2xxx (3)

PSYC 241 Athabasca PSYC 379 (3) Burman U PSYC 324 (3) Concordia U PSY 241 (3) 35 King's U PSYC 340 (3) UofA PSYCO 241 (3) UofL PSYC 2800 (3)

Sociology SOCI 100 Athabasca SOCI 287 (3) King's U SOCI 200 (3) UofA SOC 100 (3) SOCI 101 Athabasca SOCI 288 (3) Burman U SOCI 1xx (3) Concordia U SOC 101 (3) King's U SOCI 201 (3) MacEwan SOCI 101 (3) U of C SOCI 205 (3) UofA SOC 101 (3) UofL SOCI 2xxx (3)

SOCI 210 Athabasca MATH 2xx (3) Concordia U SOC 210 (3) King's U SSCI 3xx (3) 36 UofA SOC 210 (3) SOCI 215 Athabasca SOCI 316 (3) Burman U SOCI 264 (3) Concordia U SOC 271 (3)

King's U SOCI 370 (3) UofA SOC 271 (3) 37 UofL SOCI 3310 (3) SOCI 300 Athabasca SOSC 366 (3)

3 53

YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

Yellowhead Tribal College Sociology SOCI 350 Athabasca SOCI 3xx (3) UofA SOC 2xx (3)

Statistics STAT 151 Athabasca MATH 216 (3) Burman U MATH 240 (3) Concordia U MAT 151 (3)

King's U STAT 300 (3) MacEwan STAT 151 (3) 38 UofA STAT 151 (3) UofL STAT 1770 (3)

1 For details specific to program content and cumulative program GPA required, refer to UofL's Post-Dipoma database at http://www.uleth.ca/postdiploma/ 2 Student will not also receive credit for MGT 2100 at UofL. 3 Student will not also receive credit for IT 101 at CUCA. 4 Does not meet the Computing Science major requirement at King's. 5 Student will receive credit for only 1 of YTC's INFT 110 or 210. 6 All 12 credits must be taken to receive credit in BCom program at UofA. 7 INFT 140 cannot be used towards an Information Technology and Computing Science minor at CUCA. 8 Student will not also receive credit for IT 202 at CUCA. 9 Does not meet the Computing Science major requirement at King's. 10 A minimum grade of C is required. 11 Student will not also receive credit for IT 102 at CUCA. 12 Programming language varies across institutions; students proceeding to next level must ensure they have mastered the appropriate application language. 13 Student will not also receive credit for IT 302 at CUCA. 14 Not required to take BUSI 359 at King's. 15 Not for credit towards minor in Science. 16 Not for credit in BCom program at UofA. 17 Student will not also receive credit for DRAM 200 at UofC. 18 Student cannot also receive credit for DRMA 247 at MacEwan. 19 Student will not also receive credit for AUDRA 123 at UofA. 20 YTC must provide proof student completed in-school component. 21 Junior or Senior EDUC coures not for credit in the BEd Master of Teaching degree program at UofC. 22 Meets one of ENGL 204 or 205 at King's. 23 Not equivalent to ENGL 1900 for prerequisite or program requirements. 24 Not acceptable in lieu of GLGY 201, 203 or 209 at UofC. 25 Student will not also receive credit for GEOL 207 at Athabasca University. 26 Does not meet natural science (with lab) Core requirement for the Faculty of Science at CUCA. 27 Does not meet natural science (with lab) breadth requirement at King's. 28 Not acceptable in lieu of GLGY 201, 203 or 209 at UofC. 29 Student will not also receive credit for AUGEO 230 UofA. 30 UofL's HIST 1000 and HIST 1200 are Substantially Similar courses. 31 Student will receive credit for only 1 of YTC's LAW 100 or 369. 32 Student will not also receive credit for NS 152 at CUCA. 33 Does not satisfy CUCA's Language other than English Requirement for BA programs. 34 Student will not receive credit for PSYC 260 at CUC. 35 Credit allowed for only one of CUCA's PSY 241 or SOC 241. 36 Does not meet SSCI 309 requirement. 37 Student will not also receive credit for HECOL 200 at UofA. 38 Student will not also receive credit for STAT 141 or SOCI 210 at MacEwan.

4 https://alis.alberta.ca/pdf/transferalberta/transfers/Yellowhead.pdf 54

2016 - 2017 CALENDAR 2016 - 2017 CALENDAR

Yellowhead Tribal College To Colleges and Technical Institutes To Alberta College of Art & Design's BFA and BDes Programs By Course

Economics ECON 100 ACAD UNSS 2xx (3)

To Certificate and Diploma Programs By Course

Computer & Management Information INFT 110 Medicine Hat ITEC 110 (3) Red Deer CSYS 231 (2) INFT 140 Bow Valley COMP 167 (3) Medicine Hat ITEC 190 (3) INFT 210 Medicine Hat ITEC 130 (3) INFT 240 Medicine Hat ITEC 190 (3) ISMB 180 Medicine Hat ITEC 180 (3) Mount Royal MGMT 3265 (3)

Economics ECON 100 Bow Valley MGMT 1401 (3) Medicine Hat ECON 201 (3) Mount Royal ECON 1101 (3) Northern Lakes ECON 1010 (3) Red Deer ECON 100 (3) ECON 200 Medicine Hat ECON 203 (3)

Education EDPY 300 Keyano EDPY 3xx (3) Mount Royal EDUC 2321 (3)

English ENGL 124 Keyano ENGL 124 (3)

Finance FNCE 300 Medicine Hat FINA 255 (3)

Sociology SOCI 101 Keyano SOCY 101 (3) Medicine Hat SOCI 203 (3) Northern Lakes SOCI 1000 (3) Portage SOCI 101 (3) Red Deer SOCI 261 (3)

5 55

YELLOWHEAD TRIBAL COLLEGE YELLOWHEAD TRIBAL COLLEGE

NOTES

2016 - 2017 CALENDAR YELLOWHEAD TRIBAL COLLEGE

KEY TO THE PLAINS CREE SYLLABIC SYSTEM YELLOWHEAD TRIBAL COLLEGE

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