List of Colleges Who Are Members of ACCC Sorted by Provinces
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DTI Annual Report 2018-2019
Helping Build ANNUAL REPORT Brighter Futures Aen ooshihtaahk mitooni kaykway 2018-2019 poor li taan kaa payaamakuhk Gabriel Dumont Institute To promote the renewal and development of Métis culture Mission through research, materials development, collection and the distribution of those materials and the design, development and delivery of Métis-specific educational programs and services. CULTURE QUALITY Values RESPECT RESPONSIVENESS ACCOUNTABILITY Dumont Technical Institute At DTI, we believe that learners come first. At DTI, we believe in providing quality education. At DTI, we believe in striving for the success of every learner. At DTI, we believe in showing compassion and genuine concern for the accomplishment of all learners. Table of Contents 1 Director’s Message 3 History 4 Organizational Chart 5 Highlights of 2018-2019 7 Results Based Accountability 18 Adult Basic Education Overview 19 ABE Programs 2018-2019 21 Skills Training Overview 22 Skills Training Programs 2018-2019 24 Partnership Story: Excellence in Manufacturing Consortium 25 Program and Partnership Story: Northern Economic Development Intern Program and Keewatin Community Development Association 26 Program Story – Wildfire Training Beauval and Île-à-la-Crosse 27 Instructor Appreciation - Jeannie Murray 28 Success Story – Marilyn (Kendra) Janvier 29 Success Story – Megan Dolter 30 Success Story – Laureen (Lucy) Guetre 31 Success Story – Rhonda Roberts 32 Success Story – Sheri Herman 33 2018-2019 Graduates and Successful Completers Director’s Message It is my honor and privilege to provide you with Dumont 111 enrolled in the SaskJustice-DTI ABE program and 426 at Technical Institute’s Annual Report for the 2018-2019 program DTI facilities. Of the 426 students, 263 completed their studies year. -
Social Science Festival Thanks
Volume M25, Issue No. 11, November 2, 2020 Intercom is published regularly and serves to inform Vanier staff and teachers of notices and special events. It is posted on the Vanier College Website and distributed electronically. Submissions should be sent to [email protected]. Submissions should be in WORD, and sent as an attachment. No formatting or bullets. Photos are welcome. Deadline: 4:00 p.m. on the Wednesday preceding the week of publication. Social Science Festival Thanks Our annual Social Science Festival wrapped up last week. It was a week of varied and highly interesting and stimulating presentations (all delivered fully online/virtually, a first of its kind for the Vanier community)! The primary takeaway from the talks was that community (the festival’s theme) could potentially serve as a solidarity building tool; an instrument that can better equip us to face crises effectively and mitigate and/or reverse course on the discord, division and self- centredness that recent social phenomena seems to have contributed to (phenomena such as the Covid19 pandemic; environmental crises; the rise of populism; crises and concerns of social justice and equity faced by women, the destitute, visible minority and Indigenous groups). All talks were recorded and can now be viewed on VTV’s YouTube page at https://www.youtube.com/playlist?list=PLm3yY45tybOx6i7PktEiqPdlOnXvsTd_U. A special thanks to the all the people who helped make the event possible: Kelly MacDonald; Melissa Paradis; Angelo Philippas; Alena Perout; Patti Kingsmill; Bruce Norton; Meiji Estrada; David Scharing-Riendeau; David Abraham; Sydney Ong; Azhar Saïdoo; Rebecca Acone; Jennifer Joseph; Carlos Joseph Avila; David Scott; Jacky Vallee; Marlene Grossman; Alyson Jones and the Vanier College Indigenous Studies Certificate Program; Giovanna Arcuri; Marguerite Corriveau; Janelle Villanueva, Nora Soukiassian, Ivanka Hillel and Zsofia Orszagh. -
“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. -
Fnti Student Handbook 2020/2021
FNTI STUDENT HANDBOOK 2020/2021 Mission To share unique educational experiences, rooted in Indigenous knowledge, thereby enhancing the strength of learners and communities. Vision Healthy, prosperous, and vibrant learners and communities through transformative learning experiences built on a foundation of Indigenous knowledge Motto Sharing and Learning 2 Table of Contents Words of Welcome 4 Contact Information 5 Rights of the Student 6 Responsibilities of FNTI 7 Responsibilities of Student 9 Program Information 10 Placement 11 Fees Information 12 Policy: Student Conduct, Behaviour and Discipline 14 Policy: Program Progression 18 Policy: Class Cancellation 19 3 Words of Welcome To Our Valued Students, Welcome to the FNTI Family, a strong network of 4,000+ members who have come together over the past 35 years. This is our 35th year of delivering quality post-secondary programs rooted in culture and Indigenous ways of knowing in partnership with recognized Ontario colleges and universities. Our unique model of braiding teaching, learning and healing in the classroom allows our students to fulfill personal and professional goals while maintaining connections to family and community while studying. We support our learners through their educational journey and through the process of deepening their Indigeneity. The world has changed dramatically since March, however FNTI remains committed to these key principles. Our new virtual environment allows us to maintain uninterrupted, culturally- rooted programming across Ontario. It has been built with you in mind, and our faculty, cultural advisors and student success facilitators are eager to support you through this exciting and unprecedented chapter. Once again, my sincerest congratulations on choosing to study at FNTI this year! Best regards, Suzanne Katsi'tsiarihshion Brant President 4 CONTACT INFORMATION Main Campus/Head Office 3 Old York Road Tyendinaga Mohawk Territory, ON K0K 1X0 Local: 613-396-2122 Toll Free: 800-267-0637 Fax: 613-396-2761 Hours of Operation 8:30 a.m. -
Digital Fluency Expression of Interest
January 6, 2021 Digital Fluency Expression of Interest Please review the attached document and submit your application electronically according to the guidelines provided by 11:59 pm EST on February 3, 2021. Applications will not be accepted unless: • Submitted electronically according to the instructions. Submission by any other form such as email, facsimiles or paper copy mail will not be accepted. • Received by the date and time specified. Key Dates: Date Description January 6, 2021 Expression of Interest Released Closing Date and Time for Submissions February 3, 2021 Submissions received after the closing date and 11:59pm EST time will not be considered for evaluation Submit applications here By February 28, 2021 Successful applicants notified Please note: due to the volume of submissions received, unsuccessful applicants will not be notified. Feedback will not be provided eCampusOntario will not be held responsible for documents that are not submitted in accordance with the above instructions NOTE: Awards for this EOI are contingent upon funding from MCU. 1 TABLE OF CONTENTS 1. BACKGROUND .................................................................................................................... 3 2. DESCRIPTION ....................................................................................................................... 4 WHAT IS DIGITAL FLUENCY? .......................................................................................................... 4 3. PROJECT TYPE ..................................................................................................................... -
Algonquin College
Algonquin College - Main Campus (Woodroffe) Cambrian College - Main Campus Canadore College Canadore College - Main Campus (College Drive Campus) Centennial College - Centennial Science and Technology Centre Centennial College - Main Campus (Progress) Collège Boréal - Campus principal Collège La Cité - Campus principal Conestoga College - Cambridge Campus Conestoga College - Main Campus (Doon) Confederation College - Main Campus Durham College - Main Campus (Oshawa) Durham College - Whitby Campus Fanshawe College - Main Campus Fleming College - Main Campus (Sutherland) Fleming College - Frost Campus GBC - Casa Loma Campus - 146 Kendal GBC - Casa Loma Campus - 160 Kendal GBC - Casa Loma Campus - 500 MacPherson GBC - Community Partnerships Office GBC - Main Campus (St. James) GBC - Main Campus (St. James) ( School Of Design) GBC - Waterfront Campus George Brown College Chef School Georgian College - John DiPoce South Georgian Bay Campus Georgian College - Main Campus (Barrie) Humber College - Humber Centre for Trades & Technology Humber College - Lakeshore Campus and the Robert A. Gordon Learning Centre Humber College - Main Campus (North) Lambton College - Main Campus Loyalist College Mohawk College - Main Campus (Fennell) Mohawk College - Main Campus (Fennell) Niagara College - Main Campus (Welland) Niagara College - Niagara-on-the-Lake Campus Northern College - Timmins Campus Sault College Seneca College - King Campus Seneca College - Main Campus (Newnham) Seneca College - Markham Campus Seneca College - Markham Campus Seneca College - Seneca @ York Campus Sheridan Screen Industries Research and Training Centre Sheridan College Sheridan College - Davis Campus St. Clair College - Main Campus (South) St. Lawrence College - Brockville Campus St. Lawrence College - Cornwall Campus St. Lawrence College - Main Campus . -
Annual Report 2018-2019 Table of Contents
ANNUAL REPORT 2018-2019 TABLE OF CONTENTS Message from the Chair and the Director General ........................................................................................................................ 2 Mission Statement ................................................................................................................................................................................................................................ 3 College Governance ........................................................................................................................................................................................................................... 4 Code of Ethics ............................................................................................................................................................................................................................................... 6 Strategic Plan 2015-2020 ............................................................................................................................................................................................................. 8 Highlights of 2018-2019 .............................................................................................................................................................................................................10 Celebrating Achievements ..................................................................................................................................................................................................18 -
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. -
Summer 2010 IMPACT
Michener MAGAZINE A publication for Alumni & Friends • Summer 2010 IMPACT The Internet Self-diagnosis Phenomenon New Physician Assistant Program at Michener • Student Impact in this issue 2 The changing face of health care 3 Michener on the front line From Guest Editor Dr. Peter Lin 4 2009 Alumni of Distinction – Cathy Babiak 5 Student Alumni profile – Abby Sirisegaram 6 Informed or obsessed? The Internet Self-diagnosis Phenomenon upcoming continuing education courses 6 10 Physician Assistant program helps improve Ontario’s Informed or obsessed? access to health care The Internet self-diagnosis 8IFUIFSZPVBSFMPPLJOHGPSQSPGFTTJPOBMEFWFMPQNFOUPSDBSFFSBEWBODFNFOU .JDIFOFSJTUIFPOMZ phenomenon 13 Celebrating student achievement at Michener, QMBDFZPVOFFEUPMPPLGPSDPOUJOVJOHFEVDBUJPO8FIBWFPWFSIFBMUIDBSFDPVSTFTUPDIPPTFGSPN inside and outside the classroom 16 Stronger, Smarter, Better: Campus Transformation at PRIMARY & CRITICAL CARE MEDICAL EDUCATION 222 St. Patrick Street t1FEJBUSJD&NFSHFODZ"TTFTTNFOU3FDPHOJUJPO t$MJOJDBM&EVDBUPS$FSUJöDBUF UPDATED! BOE4UBCJMJ[BUJPO_1&"34NEW! May 1, 2010 t*OUFSQSPGFTTJPOBM$PMMBCPSBUJPO$FSUJöDBUF UPDATED! 20 Radiological Technology: Preparing our students for t"$-41"-41SPWJEFSBOE3FDFSUJöDBUJPO t4MFFQ.FEJDJOF 5IFPSZPOMZXPSLTIPQ clinical education t#-4GPS)FBMUI$BSF1SPWJEFSBOE3FDFSUJöDBUJPO t4MFFQ.FEJDJOF 4DPSJOHPOMZXPSLTIPQ NEW! t*OTUSVDUPS$PVSTFT_1"-4/31"$-4 t$PNNVOJDBUJPOBOE$PNQBTTJPO4VQQPSUJOH1FPQMF 22 Building alliances for a bright future t1FEJBUSJD&NFSHFODZ"TTFTTNFOU XJUI5FSNJOBM*MMOFTTNEW! t4USBUFHJFTGPS#FIBWJPVS$IBOHFJO$ISPOJD*MMOFTT -
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: -
2014 Program
SALTISE 3RD ANNUAL CONFERENCE 3E CONFÉRENCE ANNUELLE S Bridging knowing how A with knowing why L Bâtir un pont entre T savoir pourquoi et I savoir comment S E June 12, 2014 | 12 juin 2014 http://www.saltise.ca/conference-2014/ [email protected] SALTISE Annual Conference | 2014 Program Table of Contents Table des matières Welcome from Richard Filion ................................................. 4 Mot Bienvenue de Richard Fillon ........................................... 4 Welcome from Robert Kavanagh ........................................... 5 Mot de Bienvenue de Robert Kavanagh ................................ 5 Information about SALTISE .................................................... 6 Informations sur SALTISE ........................................................ 6 Welcome from SALTISE .......................................................... 7 Mot de bienvenue de SALTISE ............................................... 7 Committees ............................................................................ 7 Comités .................................................................................. 7 Location of Events ............................................................. 8 - 9 Lieux des événements ....................................................... 8 - 9 Keynote Speakers ................................................................. 10 Conférenciers ....................................................................... 10 Program at a Glance ....................................................