Profile of BC College Transfer Students Admitted to the University of Victoria 2003/04 to 2007/08
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Program Guide
NORTHERN LIGHTS COLLEGE REGISTRAR’S OFFICE PROGRAM INFORMATION AND COMPLETION GUIDE Program Name: Education Assistant Credential/Certification: Diploma in Education Assistant Date Submitted: September 2020 Effective Date: January 2021 Program Contact: Cindy Page/Sharon Strasdin Dean: Steve Roe Document Author: Shari Harrison/Cindy Page/Sharon Strasdin/Steve Roe Program Description: The Diploma in Education Assistant prepares learners to support children and youth with diverse abilities in British Columbia K-12 classroom settings. This credential is grounded in the principles of positive, person-centred support and holistic development of individual potential. The importance of making personal connections to knowledge, content, and ways of being are reflected in course design, enabling Education Assistants (EAs) to support children and youth to become connected, competent, caring, and autonomous individuals. The Diploma in Education Assistant comprises 20 courses, blending theoretical, practical, and experiential learning while supporting students as they continue to develop an Integrative Learning Portfolio. Admission Requirements: A. Standard Admission Requirements Are As Follows: 1. Completion of a Northern Lights College Application Form and payment of the related fee. 2. Copy of government issued picture ID with current full legal name. 3a. Students from countries that practice Standard Written English must have official transcripts demonstrating successful completion of one of the following English courses with a “C” or higher: English Studies 12, English 12, English Literature 12, English 12 First Peoples, English 050, English 099, or an equivalent course. OR 3b. Any university-level English course with a "C" grade or higher. OR 3c. Completion of the NLC Writing Assessment with 100-level course placement. -
“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. -
Mere Mortals W21 Programme 0.Pdf
The Douglas College Departments of Theatre and Stagecraft & Event Technology recognize and acknowledge the QayQayt (Kee-Kite) First Nation, as well as all Coast Salish Peoples, on whose traditional and unceded territories we live, learn, play, and do our work. further As an institution, Douglas College opposes all acts of racism and stands with Black, Indigenous and people of colour to actively combat systemic bias in our communities. The Departments of Theatre and Stagecraft & Event Technology present M E R E M O R T A L S a n d O t h e r s Plays by D A V I D I V E S March 16 - 18, 2021 Streaming Live from the Laura C. Muir Performing Arts Theatre Direction Kathleen Duborg Set Design Craig Alfredson Costume Design Alaia Hamer Lighting Design Gerald King The use of cameras or recording devices in the theatre is strictly prohibited. Please disengage all mobile phones and other devices that may interrupt the performance with light and sound. W E L C O M E T O T H E 2 0 2 0 / 2 0 2 1 S E A S O N “Nobody understands nothing no more.” Thus spake Christina Drayton, Katherine Hepburn’s character in 1967’s Guess Who’s Coming to Dinner, echoing the words of her black housekeeper of twenty-two years, Tillie (Isabelle Sanford), as the liberal family grappled with the reality of an interracial marriage. These words have been haunting me for the better part of a year and they have become my constant refrain. -
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. -
Agent Profile Company Name
International Education 100 West 49th Avenue Vancouver, B.C. CANADA V5Y 2Z6 Agent Profile Company Name Address City State/Prov/Pref Country Postal Code Telephone Fax Company Web Site Signing Officer’s Name Signing Officer’s Title Contact Person’s Name Contact Person’s Title Contact Person’s E-mail Agent Questions 1. What is the purpose of your company? 2. How long have you been an agent for overseas educational institutions? Langara College 3. What other recruiting agencies, companies or partners do you work with? 4. Which schools do you currently have contracts with? Alexander College Centennial College B.C.I.T. Conestoga College Camosun College Durham College Capilano University Fanshawe College College of the Rockies George Brown College Columbia College Georgian College Coquitlam College Humber College Douglas College Mohawk College Fraser International College (FIC) Seneca College Kwantlen Polytechnic University Sheridan College North Island College Mount Saint Vincent University Okanagan College Mount Alison University Simon Fraser University (SFU) Queens University Thompson Rivers University (TRU) York University Trinity Western University (TWU) University of Alberta University of the Fraser Valley (UFV) University of Calgary University of Northern British Columbia University of Manitoba (UNBC) University of New Brunswick University of Victoria (UVic) University of Saskatchewan Vancouver Community College (VCC) University of Western Ontario Vancouver Island University (VIU) University of Windsor British Columbia School Districts: -
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. -
Aboriginal Learners in British Columbia's Public Post-Secondary
Aboriginal Learners in British Columbia’s Public Post-Secondary System June 2018 Ministry of Advanced Education, Skills and Training Introduction ................................................................................................................................................... 3 Scope ......................................................................................................................................................... 5 Demographics of the Aboriginal Population in British Columbia ............................................................ 5 Overview of the Public Post-Secondary System in British Columbia ...................................................... 6 Section 1: K-12 Completion and Transitions ................................................................................................ 9 Six Year Completion Rates: Aboriginal and Non-Aboriginal Learners ................................................... 9 Dogwood Diplomas and Evergreen Certificates ..................................................................................... 10 Post-Secondary Transitions: Aboriginal and Non-Aboriginal Learners ................................................. 12 Section 2: Aboriginal Learners in the B.C. Public Post-Secondary System ............................................... 16 Student Full-Time Equivalents (FTEs) ................................................................................................... 16 Headcount .............................................................................................................................................. -
Training Guide
Regionalization of immigration: Enhancing the ‘warmth of the welcome’ in northern BC Training Guide Prepared by: Catherine Nolin, Anisa Zehtab-Martin, and Katie McCallum Geography Program University of Northern British Columbia October 19, 2007 Training Guide Page 1 of 67 Table of Contents INTRODUCTION TO THE PROJECT .................................................................................................. 3 KEY QUESTION: ..................................................................................................................................... 3 OBJECTIVES............................................................................................................................................ 3 METHODS................................................................................................................................................ 3 CONCLUSION ......................................................................................................................................... 4 BACKGROUND ............................................................................................................................... 4 DETAILED DESCRIPTION INTRODUCTION .................................................................................................... 4 PROGRAM OF RESEARCH ............................................................................................................................ 5 OBJECTIVES ............................................................................................................................................... -
NLC Application for Admissions
APPLICATION FOR CAMPUS OF STUDIES Please check one ■ CHETWYND CAMPUS ADMISSION Box 1180, 5132-50th St., Chetwynd, B.C. V0J 1J0 – ph 250-788-2248 • fax 250-788-9706 Confidential ■ DAWSON CREEK CAMPUS 11401 - 8th St., Dawson Creek, B.C. V1G 4G2 – ph 250-782-5251 • fax 250-784-7563 OFFICE OF THE REGISTRAR 11401–8th St., Dawson Creek, B.C. V1G 4G2 ■ FORT NELSON CAMPUS Box 860, 5201 Simpson Trail, Fort Nelson, B.C. V0C 1R0 – ph 250-774-2741 • fax 250-774-2750 Ph 250-782-5251 • Fax 250-782-5233 ■ FORT ST. JOHN CAMPUS Box 1000, 9820 - 120th Ave., Fort St. John, B.C. V1J 6K1 – ph 250-785-6981 • fax 250-785-1294 ■ TUMBLER RIDGE CAMPUS nlc.bc.ca Box 180, 180 Southgate, Tumbler Ridge, B.C. V0C 2W0 – ph 250-242-5591 • fax 250-242-3109 PLEASE PRINT Submit completed forms in person to any NLC campus or via email to [email protected] Student Number Social Insurance Number Date of Birth Male ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Female ■ (IF APPLICABLE) Year Month DAY Legal Surname home phone _____________________________ | | | | | | | | | | | | | | | | | | | | | | | | | | | Work phone ______________________________ Legal First Name | | | | | | | | | | | | | | | | | | | | | | | | | | | Cell phone _______________________________ CiTizenshiP Legal MiDDLe Name(s) ■ Canadian ■ Landed immigrant | | | | | | | | | | | | | | | | | | | | | | | | | | | ■ Student visa ■ Other MAiDeN NAMe oR FoRMeR NAMe(s) uSeD (iF any) if not Canadian, please state citizenship: | | | | | | | | | | | | | | | | | | | | | | | | | | | __________________________________________ -
College Calendar
ENERGIZING EXCELLENCE 2015-2017 COLLEGE CALENDAR nlc.bc.ca 1-866-463-6652 WELCOME Thank you for taking the time to examine the Northern Lights College (NLC) 2015-2017 College Calendar. The Aurora Borealis, or northern lights, is known for bright, dancing colours that mark the sky above the magnetic pole in the northern hemisphere. The lights are constantly changing, and appear in many forms from patches or scattered clouds of light to streamers, arcs, rippling curtains or shooting rays that light up the sky. At Northern Lights College, we are known for our bright lights: • our students, who train for a bright future • our faculty and staff, who provide the training, education and support; and • our partners, who help develop curriculum and provide job opportunities, and who make key donations of money, expertise and equipment that benefit everyone at NLC. Much like the Aurora Borealis, Northern Lights College works within a constantly changing atmosphere of meeting the training and education needs for current and future workers in B.C., across Canada and around the world, and for students who are looking to continue their education at other post-secondary institutions. And just as viewing the northern lights is a special occasion that can only be experienced by heading north, so is obtaining the training or education offered at Northern Lights College. Enjoy our 2015-2017 College Calendar, and please call the College or refer to the appropriate web links if you require more details on any program. HOW TO CONTACT NLC PHONE Toll Free (within Canada): 1-866-463-6652 (1-866-INFO-NLC) Main Switchboard/Outside of Canada: 250-782-5251 • If you would like information on the application process for most programs listed in this Calendar, ask to speak to Student Services at the campus that you are interested in attending. -
Capilano University, Douglas College, Langara College, Vancouver
CAPILANO UNIVERSITY, DOUGLAS COLLEGE, LANGARA COLLEGE, VANCOUVER COMMUNITY COLLEGE COURSE OUTLINE TERM: FALL 2013 COURSE NO.: BPAC 406 INSTRUCTOR: COURSE NAME: STRATEGIC CAREER PLANNING OFFICE: SECTION NO.: EMAIL: COURSE CREDITS: 1.5 COURSE FORMAT: Instructional hours per week: 2 hours per week for 15 weeks. COURSE PREREQUISITES: None MISSION STATEMENT: The cohort-based BPA program will bring together both recent college graduates and established creative artists to create a dynamic mix of students and arts backgrounds. Students will gain the skills and knowledge they need to succeed within the performing arts milieu, and a breadth of knowledge that will enable them to think critically: they will examine the historical and cultural context of the performing arts, critique the socio-political and cultural environment of the performing arts industry, and acquire the skills and tools to navigate their way through and build their own careers within this industry. They will also form a production company and develop and mount their own collaborative effort – an original, interdisciplinary performance event. Creating the production will challenge students to explore, master and apply the interdisciplinary performance theory and knowledge they have studied, and enhance their creative and performance abilities. Graduates will demonstrate competency in various aspects of producing and performing interdisciplinary projects: communication, teamwork, leadership, negotiation, critical self-awareness, problem-solving and decision-making. They will possess the core competencies required to succeed in the highly competitive world and business of the professional performing arts. The program’s unique, creative and practical blend of academic and applied studies will prime students for the multifaceted and entrepreneurial aspects of the world they are entering. -
Northern Lights College Institutional Accountability Plan and Report
Northern Lights College Institutional Accountability Plan and Report 2016/17 Reporting Cycle June 30, 2017 (This page intentionally left blank) June 30, 2017 Minister of Advanced Education PO Box 9870 Stn Prov Govt Victoria B.C. V8W 9T5 Dear Minister: We are pleased to provide you with the Northern Lights College 2016-2017 Institutional Accountability Plan & Report. This report was prepared in accordance with the Accountability Framework Standards Manual and Guidelines: 2016/17Reporting Cycle. As Board Chair and President, we hereby affirm our commitments and accountabilities for this plan and report and look forward to reporting on its success. Yours truly, John Kurjata M. Bryn Kulmatycki, Ph.D. Board Chair President & CEO NORTHERN LIGHTS COLLEGE NORTHERN LIGHTS COLLEGE Accountability Statement Table of Contents Accountability Statement ............................................................................................................................. 3 Strategic Direction and Context ................................................................................................................... 6 Strategic Direction .................................................................................................................................... 7 Institutional Overview ........................................................................................................................... 7 Mission, Vision, and Values ................................................................................................................