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Inspiring Life-Changing Learning
INSPIRING LIFE-CHANGING LEARNING INSTITUTIONAL ACCOUNTABILITY 2016/17 REPORTING CYCLE PLAN AND REPORT CONTENTS July 2017 Honourable Melanie Mark Minister of Advanced Education, Skills and Training Government of British Columbia Dear Minister, On behalf of Camosun College, we are pleased to submit the annual Institutional Accountability Plan and Report for the 2016/17 reporting cycle and to accept responsibility for its contents. This report was prepared in accordance with the Ministry of Advanced Education directives and Camosun College’s governance structure. Through our data, performance measures and stories we highlight the successes of our college and our community of students, faculty and staff; we illustrate how our outcomes align with our strategic plan and set performance targets for the future. We also demonstrate how Camosun College is aligning its priorities toward the BC Skills for Jobs Blueprint, the BCTech Strategy and the Aboriginal Post-Secondary Education and Training Framework and Plan through the successes of our trades, technology, business, Indigenous education and health care programs, as well as our co-operative education opportunities and our focus on applied learning. FIRST NATIONS TERRITORIAL CREATIVITY AND INNOVATION .............................20 ACKNOWLEDGEMENT .........................................4 The Taxpayer Accountability Table on page 32, together with specific performance measures on ENGAGED COMMUNITIES ................................... 21 page 28, illustrates Camosun’s commitment to achieving -
“Viewpoints” on Reconciliation: Indigenous Perspectives for Post-Secondary Education in the Southern Interior of Bc
“VIEWPOINTS” ON RECONCILIATION: INDIGENOUS PERSPECTIVES FOR POST-SECONDARY EDUCATION IN THE SOUTHERN INTERIOR OF BC 2020 Project Synopsis By Christopher Horsethief, PhD, Dallas Good Water, MA, Harron Hall, BA, Jessica Morin, MA, Michele Morin, BSW, Roy Pogorzelski, MA September 1, 2020 Research Funded by the Social Sciences and Humanities Research Council of Canada. Executive Summary This research project synopsis presents diverse Indigenous community perspectives regarding the efforts needed to enable systemic change toward reconciliation within a public post-secondary educational institution in the Southern Interior of British Columbia. The main research question for this project was “How does a community college respectfully engage in reconciliation through education with the First Nations and Métis communities in the traditional territories in which it operates?” This research was realized by a team of six Indigenous researchers, representing distinct Indigenous groups within the region. It offers Indigenous perspectives, insights, and recommendations that can help guide post-secondary education toward systemic change. This research project was Indigenous led within an Indigenous research paradigm and done in collaboration with multiple communities throughout the Southern Interior region of British Columbia. Keywords: Indigenous-led research, Indigenous research methodologies, truth and reconciliation, Indigenous education, decolonization, systemic change, public post- secondary education in BC, Southern Interior of BC ii Acknowledgements This research was made possible through funding from the Social Sciences and Humanities Research Council (SSHRC) of Canada. The important contributions from the Sinixt, Ktunaxa, Syilx, and Métis Elders, Knowledge Keepers, youth, men, and women within this project are essential to restoring important aspects of education that have been largely omitted from the public education system. -
Loyalist College of Applied Arts and Technology – Annual Report 2018-19
LOYALIST COLLEGE ANNUAL REPORT 2018–2019 APPROVED JUNE 13, 2019 BOARD OF GOVERNORS ANNUAL REPORT 2018/19 LOYALIST COLLEGE OF APPLIED ARTS & TECHNOLOGY Contents 01 21 College Profile Building Capacity 02 23 A Message from the Board Increasing Transparency Chair and President 04 24 Skills and Job Outcome Sustainability Milestones Achievements 06 25 Innovations in Financial Health and Teaching and Learning Analysis of Financial Performance 08 28 Cluster-Based Applied Appendix A: Programs and Research 2018/19 Consolidated Highlights Financial Statements 16 30 Student Success Appendix B: 2018/19 Board of Governors 19 35 Employment and Appendix C: Training Support Advisory College Council Report 20 35 International Expansion Appendix D: Summary of Advertising and Marketing Complaints i ANNUAL REPORT 2018/19 LOYALIST COLLEGE OF APPLIED ARTS & TECHNOLOGY College Profile Loyalist College of Applied Arts & Technology is Ontario’s Destination College, empowering students, faculty, staff, and partners through experiential, industry cluster-based education, training and applied research programs. The College provides career-ready graduates for, and knowledge transfer to, industry and the community. Loyalist offers more than 70 full-time diploma, certificate and apprenticeship programs in biosciences, building sciences, business, community service, health and wellness, media studies, public safety, and skilled trades. Continuing education options are available through LoyalistFocus.com; including hundreds of online, distance and in-class courses; and through the College’s 100+ university transfer agreements. Located on more than 200 acres in the beautiful Bay of Quinte region, the College is perfectly positioned between Toronto, Ottawa and Montreal. As the region’s only post- secondary institution, Loyalist serves a population of 250,000, including the City of Belleville, City of Quinte West, Municipality of Brighton, Prince Edward County, Greater Napanee, and the Tyendinaga Mohawk Territory. -
GRADUATE REPORT STATS and Testimonials
table of contents GRADUATE REPORT STATS and Testimonials SCHOOL OF ARCHITECTURE CENTRE FOR JUSTICE STUDIES GRADUATE TESTIMONIALS AND BUILDING SCIENCES Community & Justice Services Worker . .24 Bill Henderson ARCHITECTURE Corporate & Commercial Security . .24 Survey Engineering Technician . .2 Architectural Technician/Technology . .2 Customs & Immigration . .24 Kelly Sedore Residential Design & Drafting . .2 Paralegal . .24 Chemical Engineering Technology . .5 BUILDING SCIENCES Police Foundations . .26 Chad Duff, Environmental Technology . .6 Civil Engineering Technician/Technology . .2/3 Graduate Employers . .26/27 Nathalie Pye, Biotechnology Technology . .8 Construction Engineering Technician . .3 Kirsty Creamer Survey Engineering Technician . .3 SCHOOL OF MEDIA STUDIES Chemical Engineering Technology . .9 Graduate Employers . .3/4 Advertising . .29 Karen Hovinga Broadcast Journalism . .29 Culinary Skills-Chef Training . .12 Tenesa-Joy Gannon, Culinary Management . .14 SCHOOL OF BIOSCIENCES Photojournalism . .29 Isabelle Cloutier, Culinary Management . .14 Bio-Food Technician/Technology . .5 Print Journalism . .30 Courtney Cooper Biotechnology Technician/Technology . .5 Radio Broadcasting . .30 Business Sales & Marketing . .15 Chemical Engineering Technician/ Television & New Media Production . .30 Nancy File, Business Administration3 . .16 Technology . .6 POST-GRADUATE Matt Richardson, Business Administration . .17 Environmental Technician/Technology . .7 Public Relations . .30 Lorraine Downey, Paramedic . .19 Graduate Employers . .7/8 -
MOUTHPIECE the Unofficial Voice of SHTC
MOUTHPIECE The unofficial voice of SHTC Our own sweet gain... JACQUES O’SULLIVAN!! If the School of Hospitality, Tourism & Culture (SHTC) started collecting advertising fees, then Coke would be the FIRST Corporation to contribute - all thanks to Jacques O’Sullivan! If you are curious about the connection between ‘Jacques’ and ‘O’Sullivan’ (how often do you come across a French and an Irish name together), we’d like to solve the mystery, he was born in Montreal and so the French name ‘Jacques’. Jacques first started teaching at Centennial College in 1986 and became a Full-time Professor in 1988. Few people know that his broth- er Sean O’Sullivan was Canada’s youngest Member of Parliament (MP). The name O’Sullivan still carries tremendous weight after all these years. After Sean quit politics, many political parties approached Jacques to represent his constituency in Parliament. Centennial College gained big time (one of his favourite expressions) when Jacques chose a career in academics instead of politics. In addition to managing a full teaching load, Jacques has always dedicated his time and efforts towards student success and student satisfaction. In fact, he took this on so seriously early on in his teaching career that first thing every Monday morning, Jacques and fellow faculty Diarmuid O’Connor would meet with Gary Robinson (Ex-Chair) to discuss issues relating to life within and outside of the classroom. So much so, they became extremely dedicated to these meetings and started team teaching. Classes were split up into ‘dyads and triads’, and this technique of teaching was extremely successful. -
Research Board Minutes
Research Board Minutes Date: January 27, 2021 Time: 10:00 am – 12:00 pm Place: Google Meets Attendees: K. Atkinson, B. Chang, C. Davidson, A. Eamer, G. Edwards, S. Forrester, J. Freeman, L. Jacobs (Chair), M. Lemonde, S. Rahnamayan, L. Roy, V. Sharpe (secretary), A. Slane Guest(s): Regrets: 1. Approval of the agenda Approved by consensus. 2. Approval of previous meeting’s minutes Approved by consensus. 3. Report of the Vice President Research & Innovation Canada Research Chairs - L. Jacobs shared that both our CRC applications have been approved. He thanked Laura Rendl, Jenn Freeman and the Dean’s offices in FBIT and FEAS as well as individual faculty members for the immense work that went into the applications. There is currently an embargo on releasing the names of the CRCs but we are able to share internally that the FEAS Tier 1 is starting May 1 and the FBIT Tier 2 is starting on June 1. Many people have made significant moves to get them involved in the university research enterprise already. The Tier 1 is already integrated into a number of diverse initiatives including our partnership with the University of Miami. We have plans to get the Tier 2 involved in a number of projects such as project arrow and cybersecurity initiatives. It would be ideal to have them ready to hit the ground running when they start at the university. ACTION: If you have ideas about where they might fit in with your research or your faculty’s research reach out to L. Jacobs and he can connect you. -
Rev. Raymond C. Aldred
Rev. Raymond C. Aldred Assistant Professor of Theology Ambrose Seminary/Ambrose University Ministry Trainer/Director My People International Board Chair Indigenous Pathways Address 1168 Berkley Drive NW Calgary, AB T3K 1S7 Home: 403-475-3994 Fax: 403-571-2556 Cellular: 403-771-1187 Email: [email protected] Personal` Born January 23, 1960, in Grande Prairie, AB Treaty 8 First Nation Person Married to Elaine Aldred; two daughters, two sons Skills Class 3 Alberta Driver’s License Indigenous Story Teller Author On-line course development and delivery Interests Hunting and Fishing Run 15-20 miles per week Traditional Indigenous music and dance 1 Education Wycliffe College at TST ThD program in progress London School of Theology Ph.D. program September 2004 – October 2013 unfinished Canadian Theology Seminary M.Div. highest honours, 2000 Canadian Bible College B.TH. highest honours, 1992 Employment Assistant Professor of Theology Ambrose Seminary/Ambrose University 2007-present My People International: Family Programs 2004-present Facilitate training of aboriginal leaders Adjunct Professor, North American Institute for Indigenous Theological Studies: Theology 2011-Present Circle Drive Alliance Church Aboriginal Consultant, November 2012-Present Rocky Mountain Bible College Fall 2013, Fall 2010 Adjunct professor Canadian aboriginal cultures Visiting Professor July 2014, July, 2006, 2014 Vancouver School of Theology: Native Consortium, Vancouver, BC Adjunct Professor August, 2005 William Catherine Booth College, Winnipeg, MB Adjunct Professor -
View the 2015-16 Selkirk College Academic Calendar
2015ACADEMIC CALENDAR -16 getconnected Stay up-to-date on the latest: Are you a school counsellor? Sign up for our email updates: facebook.com/selkirkcollege selkirk.ca/school-counsellors instagram.com/selkirkcollege twitter.com/selkirkcollege 2015-1 ACADEMIC INFORMATION CALENDAR ACADEMIC Important Dates..........................................................................................ii Admission Requirements ...........................................................................iv Fees ........................................................................................................... vii Academic Regulations ................................................................................ix College Services ..........................................................................................x PROGRAMS (A–Z) Adult Basic Education (ABE) .......................................................................3 Adult Special Education (ASE) .....................................................................9 Advanced Medical Transcription ...............................................................10 Anthropology .............................................................................................13 BC Electrical Code .....................................................................................14 BC Low Energy Code .................................................................................15 Biochemistry .............................................................................................17 -
Participating Universities and Colleges: Acadia University Algoma University Algonquin College Ambrose University Assiniboine C
Participating universities and colleges: Acadia University Cégep de Thetford Algoma University Cégep de Trois-Rivières Algonquin College Cégep de Victoriaville Ambrose University Cégep du Vieux Montréal Assiniboine Community College Cégep régional de Lanaudière à Joliette Bishop’s University Centennial College Booth University College Centre d'études collégiales de Montmagny Brandon University Champlain College Saint-Lambert Brescia University College Collège Ahuntsic Brock University Collège d’Alma Cambrian College Collège André-Grasset Camosun College Collège Bart Canadian Mennonite University Collège de Bois-de-Boulogne Canadore College Collège Boréal Cape Breton University Collège Ellis Capilano University Collège Jean-de-Brébeuf Carleton University Collège Laflèche Carlton Trail College Collège LaSalle Cégep de l’Abitibi-Témiscamingue Collège de Maisonneuve Cégep de Baie-Comeau Collège Montmorency Cégep de Chicoutimi College of the North Atlantic Cégep de Drummondville Collège O’Sullivan de Montréal Cégep Édouard-Montpetit Collège O’Sullivan de Québec Cégep de la Gaspésie et des Îles College of the Rockies Cégep Gérald-Godin Collège TAV Cégep de Granby Collège Universel Gatineau Cégep Heritage College Collégial du Séminaire de Sherbrooke Cégep de Jonquière Columbia Bible College Cégep de Lévis Concordia University Cégep Marie-Victorin Concordia University of Edmonton Cégep de Matane Conestoga College Cégep de l’Outaouais Confederation College Cégep La Pocatière Crandall University Cégep de Rivière-du-Loup Cumberland College Cégep Saint-Jean-sur-Richelieu Dalhousie University Cégep de Saint-Jérôme Dalhousie University Agricultural Campus Cégep de Sainte-Foy Douglas College Cégep de St-Félicien Dumont Technical Institute Cégep de Sept-Îles Durham College Cégep de Shawinigan École nationale d’administration publique Cégep de Sorel-Tracy (ENAP) Cégep St-Hyacinthe École de technologie supérieure (ÉTS) Cégep St-Laurent Fanshawe College of Applied Arts and Cégep St. -
Inspiring Life-Changing Learning
INSPIRING LIFE-CHANGING LEARNING INSTITUTIONAL ACCOUNTABILITY PLAN AND REPORT 2019/20 REPORTING CYCLE July 1, 2020 The Honourable Melanie Mark Minister of Advanced Education, Skills and Training Government of British Columbia Dear Minister, On behalf of the Camosun College community, we are pleased to submit our annual Institutional Accountability Plan and Report (2019/20) and to accept responsibility for its contents. This reporting cycle (April 1, 2019 to March 31, 2020) features many great stories of success and accomplishment by our students, faculty and staff, of which we are very proud. The latter portion covered, specifically in March 2020, represents a significant time of uncertainty when Camosun, and the public post-secondary sector, transitioned as the COVID-19 pandemic required from us all creative thinking, new ways of teaching and providing student services and swift action to ensure our continuing ability to provide educational excellence. We are pleased to report that our community of students and employees rose to this challenge with strong completions and the challenges of meeting licensing requirements met. While this report largely focusses on the pre-COVID era, it is important to acknowledge and recognise everyone who worked hard and successfully in March during a period of transition. In particular, we want to express our gratitude to our generous and hardworking faculty and staff who quickly switched to online learning and teaching models, and student support services, and our students, who with patience and understanding, embraced the new educational and service models and were able to complete their courses and terms. The success of this transition was dependent on everyone playing their part. -
Student Yearly Enrolment Track by Post-Secondary Institutions
Page 1 of 1 Student Yearly Enrolment Track By Post-Secondary Institutions The Student Yearly Enrolment Track table identifies where were the number of students in an institution (cohort size) who had valid enrolment records (full time/part time) in LERS for the cohort year and five years prior by institution. Ambrose University 2018-2019 Student Cohort: 696 Post-Secondary Institution 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 Ambrose University 33 83 180 284 421 696 Athabasca University Athabasca University 4 7 13 18 26 39 University of Alberta University of Alberta 3 0 2 0 0 2 University of Calgary University of Calgary 6 8 10 12 16 7 University of LethbridgeUniversity of Lethbridge 3 3 6 7 3 2 Alberta University ofAlberta the Arts University of the Arts 4 4 3 2 1 0 Grant MacEwan UniversityGrant MacEwan University 0 0 0 0 0 1 Mount Royal UniversityMount Royal University 10 12 8 9 6 4 Northern AlbertaNorthern Institute Alberta of Technology Institute of Technology 2 2 0 0 0 0 Southern AlbertaSouthern Institute Alberta of Technology Institute of Technology 9 6 6 7 2 3 Bow Valley College Bow Valley College 1 1 3 4 7 5 Grande Prairie RegionalGrande College Prairie Regional College 1 0 2 1 1 0 Keyano College Keyano College 1 1 0 0 0 0 Lakeland College Lakeland College 0 1 0 0 0 0 Lethbridge College Lethbridge College 0 1 0 0 0 0 Medicine Hat College Medicine Hat College 1 2 0 1 0 0 NorQuest College NorQuest College 0 0 0 0 1 1 Northern Lakes CollegeNorthern Lakes College 0 0 0 0 0 0 Olds College Olds College 1 1 1 1 0 0 Portage College Portage College 0 0 0 0 0 0 Red Deer College Red Deer College 0 1 1 1 2 0 Ambrose University - - - - - - - Burman University Burman University 0 0 0 0 0 0 Concordia UniversityConcordia of Edmonton University of Edmonton 0 0 0 0 0 0 King's University, The King's University, The 1 1 4 2 0 0 St. -
BC's Faith-Based Postsecondary Institutions
Made In B.C. – Volume II A History of Postsecondary Education in British Columbia B.C.’s Faith-Based Postsecondary Institutions Bob Cowin Douglas College April 2009 The little paper that keeps growing I had a great deal of fun in 2007 using some of my professional development time to assemble a short history of public postsecondary education in British Columbia. My colleagues’ interest in the topic was greater than I had anticipated, encouraging me to write a more comprehensive report than I had planned. Interest was such that I found myself leading a small session in the autumn of 2008 for the BC Council of Post Secondary Library Directors, a group that I enjoyed meeting. A few days after the session, the director from Trinity Western University, Ted Goshulak, sent me a couple of books about TWU. I was pleased to receive them because I already suspected that another faith-based institution, Regent College in Vancouver, was perhaps BC’s most remarkable postsecondary success. Would Trinity Western’s story be equally fascinating? The short answer was yes. Now I was hooked. I wanted to know the stories of the other faith-based institutions, how they developed and where they fit in the province’s current postsecondary landscape. In the ensuing months, I poked around as time permitted on websites, searched library databases and catalogues, spoke with people, and circulated drafts for review. A surprisingly rich set of historical information was available. I have drawn heavily on this documentation, summarizing it to focus on organizations rather than on people in leadership roles.