University Pathway Program
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IV. Admission Information | 2016-2017
2016-2017 Undergraduate Calendar The information published in this Undergraduate Calendar outlines the rules, regulations, curricula, programs and fees for the 2016-2017 academic year, including the Summer Semester 2016, the Fall Semester 2016 and the Winter Semester 2017. For your convenience the Undergraduate Calendar is available in PDF format. If you wish to link to the Undergraduate Calendar please refer to the Linking Guidelines. The University is a full member of: · The Association of Universities and Colleges of Canada Contact Information: University of Guelph Guelph, Ontario, Canada N1G 2W1 519-824-4120 http://www.uoguelph.ca Revision Information: Date Description February 1, 2016 Initial Publication February 3, 2016 Second Publication March 4, 2016 Third Publication April 5, 2016 Fourth Publication July 5, 2016 Fifth Publication August 25, 2016 Sixth Publication September 21, 2016 Seventh Publication January 12, 2017 Eighth Publication January 31, 2017 Ninth Publication Disclaimer University of Guelph 2016 The information published in this Undergraduate Calendar outlines the rules, regulations, curricula, programs and fees for the 2016-2017 academic year, including the Summer Semester 2016, the Fall Semester 2016 and the Winter Semester 2017. The University reserves the right to change without notice any information contained in this calendar, including fees, any rule or regulation pertaining to the standards for admission to, the requirements for the continuation of study in, and the requirements for the granting of degrees or diplomas in any or all of its programs. The publication of information in this calendar does not bind the University to the provision of courses, programs, schedules of studies, or facilities as listed herein. -
“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. -
May 7 - Concurrent Session Schedule (1) Transitions In, Through & out of College (2) Student Development 51 Presenters Total (Not Including Dr
May 7 - Concurrent session schedule (1) Transitions In, Through & Out of College (2) Student Development 51 presenters total (not including Dr. Tinto) (3) Social Inclusion Updated: April 22 (4) Current Issues (5) Transition Toolkit Special Session Time Session Title/College(s) Presenter(s) Session Summary Location Requirements 11:15-12:15 pm 1 A1/A17 - Transition to College, Get Becca Allan, Orientation and Transition Together Centennial and Georgian College will share their transition programming from orientation to leadership. K318 Connected, Stay Connected Programming Coordinator, Mike Zecchino, Housing and Student Life Learn about Centennial's Road to Success transitions framework and our Leadership Passport program designed to Manager, Seona Morrison, Student Life connect students to each other, the institution and their communities. The cornerstones of getting started (Centennial Advisor Welcomes and Extended Orientation), getting supported (Service Fairs) and getting involved (Engagement Week and Leadership Passport) will be explored. The focus will be on the newly implemented Engagement Weeks, created to align with our semesterly break weeks and our innovative Leadership Passport program which results in students receiving a Darryl Creeden, Director Student Distinction in Leadership (second credential) at convocation. Transitioning to Academic and Recruitment and Transitions and Personal Success Christine Haesler, Manager of Student Georgian will share their 4 main transition programming events designed to connect incoming students with their college, Development, Transitions and Service staff, peers and the local community across all 7 of our campuses. It encourages the building of relationships and Georgian College, Centennial College Learning developing of connections making Georgian into their new home. Get Connected is our pre orientation program where we invite students on campus before classes have begun, but after they have picked their timetable. -
Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and Their Program Choices
Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Program Choices by Pamela Williamson A dissertation submitted in conformity with the requirements for the degree of Doctor of Higher Education Graduate Department of Theory and Policy Studies in Education Ontario Institute for Studies in Education of the University of Toronto © Copyright by Pamela Williamson (2011) Assessing the Influence of First Nation Education Counsellors on First Nation Post-Secondary Students and their Post-Secondary Program Choices Doctor of Higher Education 2011 Pamela Williamson Department of Theory and Policy Studies in Education University of Toronto Abstract The exploratory study focused on First Nation students and First Nation education counsellors within Ontario. Using an interpretative approach, the research sought to determine the relevance of the counsellors as a potentially influencing factor in the students‘ post-secondary program choices. The ability of First Nation education counsellors to be influential is a consequence of their role since they administer Post- Secondary Student Support Program (PSSSP) funding. A report evaluating the program completed by Indian and Northern Affairs Canada in 2005 found that many First Nation students would not have been able to achieve post-secondary educational levels without PSSSP support. Eight self-selected First Nation Education counsellors and twenty-nine First Nation post- secondary students participated in paper surveys, and five students and one counsellor agreed to complete a follow-up interview. The quantitative and qualitative results revealed differences in the perceptions of the two survey groups as to whether First Nation education counsellors influenced students‘ post-secondary program choices. -
Program Listings
Program Listings Confederation College is located in the city of Thunder Bay, a culturally CAMPUSES diverse community that serves as the education and government hub of Thunder Bay » northwestern Ontario. Located in the heart of one of the finest outdoor 1450 Nakina Drive recreation and tourism destinations in Canada, Confederation College P.O. Box 398 students enjoy the benefits of living and learning in a community that Thunder Bay, ON provides a rich lifestyle right at your doorstep. Canada P7C 4W1 Dryden » At Confederation College we change lives through learning. We are Fort Frances » committed to meeting the needs of our learners, employers and communities, Geraldton » and we are here to help you succeed in meeting your life goals. To arrange Kenora » for a Thunder Bay campus tour call (807) 475-6110 or book a tour online. Marathon » Red Lake » Sioux Lookout » Wawa » ADMISSIONS SERVICES FOR PROSPECTIVE STUDENTS The minimum admission requirement Click the title to visit Department webpage: for a postsecondary program is an Admissions & Recruitment » (807) 475-6213 Ontario Secondary School Diploma, Career & Placement Services » (807) 475-6193 or its equivalent, with minimally 2 senior credits at the college, college Centre for Continuing Education » (807) 475-6550 /university or university preparation Counselling Services » (807) 475-6110 level. Some programs have Distance Education » 1-800-563-9435 additional admission requirements. For specific admission requirements, Financial Aid » (807) 475-6637 please see the program descriptions Fitness Centre » (807) 475-6239 included in this publication, visit the General Inquiry » (807) 475-6110 Admissions website or contact our Health Centre » (807) 475-6169 Admissions Office at (807) 475-6213. -
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. -
Camosun College Transportation and Parking Management Plan
Camosun College Transportation and Parking Management Plan By Todd Litman Victoria Transport Policy Institute 2009 Revised June, 2009 Camosun College Transportation and Parking Management Plan Victoria Transport Policy Institute Camosun College Transportation and Parking Management Plan 18 June 2009 By Todd Litman Victoria Transport Policy Institute Summary The Camosun College Transportation and Parking Management (TPM) Project includes a planning process to identify optimal solutions to campus transportation and parking problems. Through the TPM project, specific ways to improve transportation and parking management in order to create a more sustainable campus will be identified. The plan will be flexible and responsive to future demands and conditions. This TPM plan describes existing transportation and parking conditions, identifies current and future challenges, and recommends specific transportation and parking policies and management programs. The TPM Project will continue beyond this plan through the implementation phases. 2 Camosun College Transportation and Parking Management Plan Victoria Transport Policy Institute Contents Introduction .................................................................................................................................................... 5 Planning Goals and Objectives ....................................................................................................................... 5 Camosun College Campuses .......................................................................................................................... -
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. -
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. -
Ontario Colleges of Applied Arts and Technology Act, 2002
Français Ontario Colleges of Applied Arts and Technology Act, 2002 ONTARIO REGULATION 34/03 GENERAL Consolidation Period: From October 1, 2010 to the e-Laws currency date. Last amendment: O. Reg. 301/10. This is the English version of a bilingual regulation. Skip Table of Contents CONTENTS INTERPRETATION 1. Definitions COLLEGES OF APPLIED ARTS AND TECHNOLOGY 2. Colleges established 3. Grants to French language colleges BOARDS OF GOVERNORS 4. Composition of boards of governors 5. Procedure for boards of governors 6. Removal of members 7. Vacancies 8. Strategic plan, business plan and annual report 9. Balanced budget 10. Allowances for board members ADMISSIONS, DIPLOMAS, ETC. 11. Admissions 12. Categories of diplomas, etc. INSURED BENEFITS AND COLLEGE PENSIONS 14. College of Applied Arts and Technology Pension Plan MINISTER’S INTERVENTION 15. Minister’s intervention 16. Immunity from liability TRANSITIONAL ISSUES RESULTING FROM THE DISSOLUTION OF THE COLLEGE KNOWN AS COLLÈGE D’ARTS APPLIQUÉS ET DE TECHNOLOGIE DES GRANDS LACS 17. Dissolution of college INTERPRETATION Definitions 1. In this Regulation, “academic staff member” means a person who is employed by the board of governors as a teacher, counsellor or librarian; (“membre du corps enseignant”) “administrative staff member” means a person who is employed by the board of governors and who is not an academic staff member, a support staff member or a student; (“membre du personnel administratif”) “program of instruction” means a group of related courses leading to a diploma, certificate or other document awarded by the board of governors; (“programme d’enseignement”) “student” means a person who is enrolled in a course or program of instruction in a college; (“étudiant”) “support staff member” means a person who is employed by the board of governors as a member of the office, clerical, technical, health care, maintenance, building service, shipping, transportation, cafeteria or nursery staff. -
Teacher Study Not Published
. — , Teacher study not published by Dave Silburt In a memorandum distributed to filled out and returned. bothered at all," and only about ntions only sometimes bothered 40 Complete results of last year's faculty in May, Harper said, "the Questions on the survey in- eight per cent were "very study per cent of the respondents, but on teacher stress at Humber main problem areas were aspects cluded the teachers' age, sex, class bothered." over 15 per cent were always College will not be released be- of students, and interactions with size, number of years of teaching Lack of maturity among stu- bothered by it. cause some faculty, who answered administration," but did not experience, and educational dents was not a source of stress to When asked if they are the questionnaire anonymously, do elaborate. about backgrounds. 26 per cent , while 62 per certt "bothered by not want the fact (they) are the results disclosed, ac- The memo suggested all data be questionnaires also asked were only "somewhat bothered." The affiliated to a union," about33 per cording to Business Division in- released for publication unless teachers how they perceive their Only slightly less than 12 per cent cent of the teachers said never, al- structor Anne Harper. some of the respondents disagreed working conditions in the clas- were "very bothered'' "oy it. most 38 per cent Harper, said sometimes, who has a background Harper said a few have since told with administration. The majority of the 104 re- sroom and and less than four per cent in said ;hey industrial psychology, distri- her the results should not be made sponding teachers, approximately Although srane of the raw data are "mosdy" bothered by die pre- buted 250 questionnaires last public. -
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: