wedne sday, february 27, 2013 accc 1 special · higher numbers, and to make post-secondary...

emographers have long predicted a massive skills shortage as Canada’s

baby boomers retire, with just one Canadian worker aged 24 to 35 available to replace every three workers aged 55 and older.

Last year, the Canadian Cham-ber of Commerce called Canada’s labour shortage “desperate.” It predicted a shortfall of 163,000 workers in construction, 130,000 workers in oil and gas, 60,000 workers in nursing, 37,000 work-ers in trucking, 22,000 workers in the hotel industry and 10,000 workers in the steel trades over the next decade.

But in the report People Without Jobs, Jobs Without People, former Seneca College president Rick Miner mapped an even bleaker future, which he described as “the intersection of two mega-trends: an aging population and an emerging knowledge economy.”

In the future foretold by Dr. Miner, as many as 1.8 million jobs may go unfilled by 2031 in Ontario alone, alongside reces-sion- or even Depression-level unemployment.

Today, says Don Lovisa, president of Durham College, “We have hundreds of thousands of people unemployed across this country, without the skills employers are looking for. Our federal government is introduc-ing new policies that will allow more immigration of trades professionals, but we must train a lot more Canadians as well.”

Ann Buller, chair of the Asso-ciation of Canadian Community Colleges (ACCC) and president of Centennial College, agrees. “We know that about 70 per cent of new jobs are going to require post-secondary education,

while only about 42 per cent of working-age Canadians have the kind of skills they need to get and to keep gainful employment.”

In response, Canada’s colleges, institutes and polytechnics are collaborating with industry and government on innovative initia-tives aimed at bridging the skills gap.

Durham College, in partner-ship with the University of Ontar-io Institute of Technology, works with Ontario Power Generation to plan programs and curriculum based on its employment and skills needs. The college is also introducing a new Centre for Food, built on the “field-to-fork” concept, to contribute to the growing food production and culinary/agri-tourism sector. “As the economy diversifies, we’re in-troducing new programs to keep up with the workforce needs of the region,” says Mr. Lovisa.

Bridging the skills gaps also requires making training and education accessible to each

and every Canadian, stresses Ms. Buller. “Our members are always working to find pathways for more youth and to increase par-ticipation rates. We want to help our Aboriginal Peoples develop greater faith in our post-second-ary institutions and engage in higher numbers, and to make post-secondary education more accessible to new Canadians and people who are living with disabilities. There is tremendous work being done on that front.”

Canadian post-secondary insti-tutions are also developing pro-graming to help older individuals “re-skill,” in order to achieve full employment in a swiftly chang-ing job market, she notes. “The days in which a first degree or diploma guaranteed you a job for life are long gone, but it is still a challenge to say ‘welcome back to school’ to a 44-year-old. We’re working to help ensure older learners succeed, and that there are pathways between provinces, so that education completed in Nova Scotia has value in Alberta, for example.”

The composition of the student body at Centennial Col-lege is an illustration of these trends. About 36 per cent of new Canadian students have already attended university or college, while about 45 per cent are the first in their family to attend a post-secondary institution. More than 20,000 people have com-pleted ACCC’s Immigrant Integra-tion Program, which is delivered to immigrants in their home countries to prepare them to suc-ceed in Canada’s job market once they arrive here.

Applied research initiatives are also strengthening the partner-ship between ACCC members and industry. “Last year, there

were more than 4,500 compa-nies that partnered with col-leges across the country, in 447 different areas of research. The applied research being done by our members has a direct impact on the economy, and helps our students learn new, sophisticated skills,” reports Ms. Buller.

Rising enrolments and healthy post-graduate employment sta-tistics prove that Canadians are recognizing the value delivered by colleges and polytechnic in-stitutes, says Marilyn Luscombe, president of New Brunswick Community College.

At the college, for example, the latest survey indicated that 90 per cent of students were employed within the first year after graduation, with 94 per cent of those finding jobs in the province. The college is also contributing to New Brunswick’s economy by attracting an in-creasing number of international students.

“We are doing a lot of things right,” Ms. Luscombe says, although she adds that “there are no simplistic solutions. We know that addressing the skills gap requires a continued collabora-tive effort between employers and the education system going forward.”

SpecialCanada’s colleges and institutes

w e d n e S dAY, f e b ruA rY 2 7 , 2 01 3 ACCC 1

An informAtion feAture for the ASSociAtion of cAnAdiAn communitY collegeS (Accc)

INSIDE

This report was produced by RandallAnthony Communications Inc. (www.randallanthony.com) in conjunction with the advertising department of The Globe and Mail. Richard Deacon, National Business Development Manager, [email protected].

Colleges, Institutes & PolytechnicsCanada’s Leading-Edge Career Specialists

ACCC.caAssociation of Canadian Community Colleges

Whether in health care, renewable energy, the arts, entrepreneurship, broadcasting, animation, construction science or policing, among hundreds of choices,

college programs provide the advanced skills required by employers. Employment rates exceed 90% within 6 months of graduation.

Canada’s accessible and affordable higher education option opens doors and changes lives.

oNlINE?

For more information, visit accc.ca.

about aCCC

The Association of Canadian Community Colleges (ACCC) is the national voice for 129 publicly funded colleges and institutes with campuses in 1,000 communities, serving 1,500,000 full- and part-time learners. Ninety per cent of their students are employed within six months of gradu-ation. Their third showcase, Increasing Productivity Through Incremental Innova-tion - Colleges, Institutes and Polytechnics: Applied Research for Economic and Social Devel-opment, is available at accc.ca.

Leading academics and industry bodies warning of a future plagued by recession- or even Depression-level unemployment are finding new hope in programs aimed at bridging Canada’s skills gap

“The applied research being done by our members has a direct impact on the economy, and helps our students learn new, sophisticated skills.”

Ann Buller is chair of the Association of Canadian Community Colleges and president of Centennial College

In an emerging knowledge economy, college graduates are achieving great careers. Page ACCC 3

Canada’s colleges and institutes are engaging non-traditional students to bridge the skills gap. Page ACCC 6

International education is transforming Canada’s students into effective global citizens. Page ACCC 8

Clockwise from left: Prime Minister Stephen Harper and B.C. Premier Christy Clark at the opening of Northern Lights College’s Energy House in Dawson Creek; Fanshawe College; SAIT Polytechnic; Saskatchewan Institute of Applied Science and Technology; Northern Lakes College; Holland College. supplIeD

hrough innovative partnerships Canadian colleges and businesses

are demonstrating ways that technology innovation can be leveraged for Canada’s social, environmental and economic gain. In the process, students are learning how to succeed in the hotly competitive tech sector.

“These partnerships serve everyone’s interests,” says David Agnew, president of Seneca Col-lege in Toronto. “Students get real-world experience, industry gets highly motivated research partners and the school gets to be at the leading edge of techno-

logical development.”A good example of partner-

ships paying off is the Popcorn Maker, a free web-based video-enhancement application that was developed by Seneca’s Centre for Development of Open Technology and Mozilla, developer of the Firefox web browser.

“Part of the ongoing challenge in communications is keeping content fresh and interesting to engage audiences,” says Mr. Agnew. “The Popcorn app does that by allowing professionals and amateurs alike to enrich web-based productions, film and

presentations with lots of rich content.” The app was used by PBS during the recent State of the Union address by President Barack Obama, and got top bill-ing on InformationWeek’s list of 11 Amazing Apps of 2012.

Seneca’s Aviation Technology students are also flying high, investigating ways in which air-craft simulators can be used to enhance and speed up the pro-cess of pilot flight training. Stu-dents are also working with Red Hat, a multinational company in the open-source software space, and Raspberry Pi, developer of a credit-card sized computer.

Holland College in Charlotte-town is helping transform Prince Edward Island into a centre of excellence in biotechnology. The school’s Bioscience Technol-ogy program was heralded by Maclean’s magazine as one of Canada’s “Red-Hot Postgraduate Programs” in 2011, notes Au-drey Penner, director of applied research. The program enables smaller companies that are long on innovative ideas but short on equipment and expertise to de-velop potential, such as the use of algae to promote animal health.

“A critical role any college plays in the community is to sup-

port economic development; in-dustry partnerships are one way to break down the walls between training and the workplace,” says Dr. Penner, adding that Holland College is also helping refine tastes in what has come to be known as Canada’s Smartest Kitchen (CSK), a research arm of the school’s Culinary Institute. Here, new products are cooked up in co-operation with food giants such as Cavendish Farms, which operates a mini produc-tion line on site. It also works with boutique speciality firms like Rocky Bay Seafood, which partnered with CSK to find added value in undersized oysters by creating “Oysters RockyFellas,” a twist on a traditional Rockefeller recipe that can be found on gro-cery shelves nationwide.

In the Greater Toronto Area, Sheridan College is making student-partnerships work for all parties by blending project management principles and creativity. “We ask potential partners to tell us what the problem is, what’s holding them up, and how we can help. We then determine how the venture can tie into what we are trying to impart to our students,” explains Dr. Darren Lawless, dean of research. For example, a recent collaboration between Javelin Reality of Oakville and students from Sheridan’s Faculty of Ap-plied Sciences and Technology led to the development of a new, cost-effective 3D pre-visualiza-tion program that gave student researchers practical problem-solving and engineering experi-ence.

Dr. Lawless says he is particu-larly proud of the assistance that students provided to Burling-ton’s m-Health Solutions in the development of its Mobile Cardiac Arrhythmia Diagnostic System. The technology includes two electrodes attached to a cardiac patient that transmit symptoms directly to doctors, via a BlackBerry, allowing a cardiolo-gist to make an informed diagno-sis from anywhere in the world. “Our students aren’t just doing cool things. It’s applied work, taking them from the classroom to real-life situations,” says Dr. Lawless. “And if the company benefits, who are they going to hire? The students who worked with them.”

ACCC 2 • An informAtion feAture t h e g lo b e a n d m a i l • w e d n e s daY, f e b rua rY 2 7 , 2 01 3

CANADA’s ColleGes

From classrooms to commercial applications, partnership programs put students to work

tEChNology

Clockwise from left: Holland College student; Raspberry Pi, a credit-card sized computer that Seneca College students are working on with software company Red Hat; Seneca College Flight Simulator. supplIeD

hrough innovativepartnerships Canadiancolleges and businesses

are demonstrating ways thattechnology innovation can beleveraged for Canada’s social,environmental and economicgain. In the process, students arelearning how to succeed in thehotly competitive tech sector.“These partnerships serve

everyone’s interests,” says DavidAgnew, president of Seneca Col-lege in Toronto. “Students getreal-world experience, industrygets highly motivated researchpartners and the school gets tobe at the leading edge of techno-

logical development.”A good example of partner-

ships paying off is the PopcornMaker, a free web-based video-enhancement application thatwas developed by Seneca’sCentre for Development ofOpen Technology and Mozilla,developer of the Firefox webbrowser.“Part of the ongoing challenge

in communications is keepingcontent fresh and interestingto engage audiences,” says Mr.Agnew. “The Popcorn app doesthat by allowing professionalsand amateurs alike to enrichweb-based productions, film and

presentations with lots of richcontent.” The app was used byPBS during the recent State ofthe Union address by PresidentBarack Obama, and got top bill-ing on InformationWeek’s list of11 Amazing Apps of 2012.Seneca’s Aviation Technology

students are also flying high,investigating ways in which air-craft simulators can be used toenhance and speed up the pro-cess of pilot flight training. Stu-dents are also working with RedHat, a multinational company inthe open-source software space,and Raspberry Pi, developer of acredit-card sized computer.

Holland College in Charlotte-town is helping transform PrinceEdward Island into a centre ofexcellence in biotechnology. Theschool’s Bioscience Technol-ogy programwas heralded byMaclean’s magazine as one ofCanada’s “Red-Hot PostgraduatePrograms” in 2011, notes Au-drey Penner, director of appliedresearch. The program enablessmaller companies that are longon innovative ideas but short onequipment and expertise to de-velop potential, such as the use ofalgae to promote animal health.“A critical role any college

plays in the community is to sup-

port economic development; in-dustry partnerships are one wayto break down the walls betweentraining and the workplace,”says Dr. Penner, adding thatHolland College is also helpingrefine tastes in what has come tobe known as Canada’s SmartestKitchen (CSK), a research arm ofthe school’s Culinary Institute.Here, new products are cookedup in co-operation with foodgiants such as Cavendish Farms,which operates a mini produc-tion line on site. It also workswith boutique speciality firmslike Rocky Bay Seafood, whichpartnered with CSK to find addedvalue in undersized oysters bycreating “Oysters RockyFellas,” atwist on a traditional Rockefellerrecipe that can be found on gro-cery shelves nationwide.In the Greater Toronto Area,

Sheridan College is makingstudent-partnerships work forall parties by blending projectmanagement principles andcreativity. “We ask potentialpartners to tell us what theproblem is, what’s holding themup, and how we can help. Wethen determine how the venturecan tie into what we are trying toimpart to our students,” explainsDr. Darren Lawless, dean ofresearch. For example, a recentcollaboration between JavelinReality of Oakville and studentsfrom Sheridan’s Faculty of Ap-plied Sciences and Technologyled to the development of a new,cost-effective 3D pre-visualiza-tion program that gave studentresearchers practical problem-solving and engineering experi-ence.Dr. Lawless says he is particu-

larly proud of the assistance thatstudents provided to Burling-ton’s m-Health Solutions inthe development of its MobileCardiac Arrhythmia DiagnosticSystem. The technology includestwo electrodes attached to acardiac patient that transmitsymptoms directly to doctors, viaa BlackBerry, allowing a cardiolo-gist to make an informed diagno-sis from anywhere in the world.“Our students aren’t just doingcool things. It’s applied work,taking them from the classroomto real-life situations,” says Dr.Lawless. “And if the companybenefits, who are they going tohire? The students who workedwith them.”

ACCC 2 • AN INFORMATION FEATURE the globe and mail • wednesdaY, februarY 27 , 201 3

CANADA’S COLLEGES

From classrooms to commercial applications,partnership programs put students to work

TECHNOLOGY

Clockwise from left: Holland College student; Raspberry Pi, a credit-card sized computer that Seneca College students are working on with software companyRed Hat; Seneca College Flight Simulator. SUPPLIED

bowvalleycollege.ca

Work-Ready Graduates

Applied Research & Innovation

Immigrant Advancement

Workforce Training

Test of Workplace Essential Skills (TOWES)

Corporate Readiness Training Program

Labour Market-Driven Career Programs

English Language Learning

Foundational Learning

WhySIAST?Employers love SIAST grads - 97% saythey’d hire another SIAST grad.26,000 students5,000 apprentices17.3% Aboriginal student enrolment150 programs300 online courses

goSIAST.com

An informAtion feAture • ACCC 3t h e g lo b e a n d m a i l • w e d n e s daY, f e b rua rY 2 7 , 2 01 3

CANADA’s ColleGes

By James KnightPresident and CEO, Association of Canadian Community Colleges

anada’s economy needs educated and talented professionals to compete

in the global economy. Our colleges, institutes and

polytechnics offer pathways to a rewarding career. Depend-ing on region, 83 to 95 per cent of Canadian college graduates secure employment or entre-preneurial opportunity in their field-of-choice within six months of graduation.

Despite high unemployment, especially among young people, employers and entrepreneurs find it difficult to recruit can-didates for positions requiring advanced skills. The Canadian Chamber of Commerce, among many business associations, has identified the skills shortage as the top constraint to economic growth in Canada.

Why? Because we are a rapidly aging population with the baby boom generation transitioning to retirement, while at the same time the technological sophis-tication of everything we do requires a much more advanced skill set. Seventy per cent of new

jobs now require post-secondary credentials.

There is no quick-fix, but col-leges are making a big difference. Investments in college programs overcome skills gaps, reduce un-employment, enhance produc-tivity and give every Canadian access to a financially rewarding career.

The accessibility, low cost and career outcomes of Canadian college programs are designed to develop a highly skilled work-force. College grads get jobs. They allow businesses to main-tain their competitive advantage in everything from resource development to information and communications technology, from video game design to golf management, from aviation to shipbuilding, from broadcast-ing and journalism to business management, from culinary arts to wine making, from technol-ogy and trades professions to fashion design, not to mention more than 40 specialized health professions, all of which offer attractive career pathways. For every employment or economic opportunity, there is a college program.

Digital technology expands access to learning opportunities. Tens of thousands of working Canadians, many with families, turn to online college programs to upgrade their skill sets to expand career horizons. Inter-active, web-based programs

translate into learning anywhere, anytime. In addition, Canada’s 1,000 college campuses are rooted in rural and remote com-munities, serving as catalysts for local socio-economic well-being by providing access to learning aligned with the local economy.

Canadian colleges support the innovation needs of small and medium-sized businesses while creating meaningful employment opportunities for graduates. Through partnerships with industry and government, colleges drive Canada’s economy forward.

Increased engagement in applied research is positioning colleges to contribute to Cana-dian innovation with enhanced research infrastructure and involvement of faculty and students. Colleges partnered with 4,586 companies last year. Colleges improve the capac-ity of small and medium-sized enterprises to engage in research and development that delivers new or improved products, ser-vices and processes, while giving students hands-on experience in innovation.

Investments from govern-ments, private industry, founda-tions and institutions themselves are enabling Canadian colleges to share their expertise interna-tionally. Over the past year, insti-tutions from British Columbia, Alberta, Manitoba and Ontario have showcased Canada’s college applied research capacity and expertise through partnerships in more than a dozen countries, including Brazil, Chile, China, Costa Rica, Denmark, Dominican Republic, Mexico, Egypt, Japan, South Korea, South Africa, the United States and Uruguay.

College expertise also supports the Canadian Immigrant Integra-tion Program (CIIP), creating opportunities for newcomers to Canada. The program, designed and managed by the Associa-tion of Canadian Community Colleges and funded by Citizen-ship and Immigration Canada, has assisted more than 20,000 immigrants before their arrival

in Canada so that they have a better experience connecting their skills and credentials with employers.

Canadian colleges, institutes and polytechnics serve the needs of 1.5 million learners in full-

time, part-time and continuing education. Canada must do all it can to make certain its citizens have the skills needed to partici-pate in the economy. Colleges, institutes and polytechnics are key to making it happen.

opINIoN

College grads have great careers

At SIAST and other institutions across Canada, Aboriginal students are mastering the advanced skills required to succeed in the emerging knowledge economy. supplIeD

Five St. Lawrence College stu-dents have put their advanced skills to work and developed a method for improved marine welding precision. Through an industry partnership to provide work experience, the students’ innovative new welding process has given MetalCraft Marine Inc. a strategic advantage in the marketplace.

“The welding project with the college will set us apart from our competition,” said MetalCraft contracts manager Bob Clark.

“This new process will save us hundreds of thousands of dol-lars, giving us a competitive ad-vantage like no other company will have.”

Over 40 weeks, students as-sisted technicians and consul-tants preparing sample welds and presented their findings. The students’ approach has stream-lined the production process, enabling efficiencies in both time and cost of production of high-performance emergency watercraft such as fireboats.

Opportunity knocks with welding innovations

St. lawrENCE CollEgE

A strong relationship with the Unama’ki Economic Office and Bell Aliant is a perfect example of Nova Scotia Community College’s (NSCC) collaborative efforts to help build Nova Scotia’s economy and quality of life through educa-tion and innovation, says college president Don Bureaux.

“This will remain our focus as we transform Nova Scotia one learner at a time,” says Mr. Bureaux.

Spearheaded by Alex Paul, a member of NSCC’s board of governors and the director for the Unama’ki Economic Benefits

Office, the group developed the Bell Aliant Fibre Optic Program for Aboriginal Learners. “A 16-week course at Marconi Campus was created and supplemented by hands-on training with Bell Aliant,” says Mr. Bureaux. “The students have been excited about the opportunity, completion rates are good and the utility is already employing the majority of those initial graduates. It is a collaboration that made sense and produced a very positive outcome.”

NSCC operates 13 campuses across the province.

Program builds opportunities for Aboriginal students inNova Scotia

Nova SCotIa CommuNIty CollEgE

AN INFORMATION FEATURE • ACCC 3the globe and mail • wednesdaY, februarY 27 , 201 3

CANADA’S COLLEGES

By James KnightPresident and CEO, Associationof Canadian Community Colleges

anada’s economy needseducated and talentedprofessionals to compete

in the global economy.Our colleges, institutes and

polytechnics offer pathways toa rewarding career. Depend-ing on region, 83 to 95 per centof Canadian college graduatessecure employment or entre-preneurial opportunity in theirfield-of-choice within six monthsof graduation.Despite high unemployment,

especially among young people,employers and entrepreneursfind it difficult to recruit can-didates for positions requiringadvanced skills. The CanadianChamber of Commerce, amongmany business associations, hasidentified the skills shortage asthe top constraint to economicgrowth in Canada.Why? Because we are a rapidly

aging population with the babyboom generation transitioningto retirement, while at the sametime the technological sophis-tication of everything we dorequires a much more advancedskill set. Seventy per cent of new

jobs now require post-secondarycredentials.There is no quick-fix, but col-

leges are making a big difference.Investments in college programsovercome skills gaps, reduce un-employment, enhance produc-tivity and give every Canadianaccess to a financially rewardingcareer.The accessibility, low cost and

career outcomes of Canadiancollege programs are designed todevelop a highly skilled work-force. College grads get jobs.They allow businesses to main-tain their competitive advantagein everything from resourcedevelopment to information andcommunications technology,from video game design to golfmanagement, from aviation toshipbuilding, from broadcast-ing and journalism to businessmanagement, from culinary artsto wine making, from technol-ogy and trades professions tofashion design, not to mentionmore than 40 specialized healthprofessions, all of which offerattractive career pathways. Forevery employment or economicopportunity, there is a collegeprogram.Digital technology expands

access to learning opportunities.Tens of thousands of workingCanadians, many with families,turn to online college programsto upgrade their skill sets toexpand career horizons. Inter-active, web-based programs

translate into learning anywhere,anytime. In addition, Canada’s1,000 college campuses arerooted in rural and remote com-munities, serving as catalysts forlocal socio-economic well-beingby providing access to learningaligned with the local economy.Canadian colleges support

the innovation needs of smalland medium-sized businesseswhile creating meaningfulemployment opportunities forgraduates. Through partnershipswith industry and government,colleges drive Canada’s economyforward.Increased engagement in

applied research is positioningcolleges to contribute to Cana-dian innovation with enhancedresearch infrastructure andinvolvement of faculty andstudents. Colleges partneredwith 4,586 companies last year.Colleges improve the capac-ity of small and medium-sizedenterprises to engage in researchand development that deliversnew or improved products, ser-vices and processes, while givingstudents hands-on experience ininnovation.Investments from govern-

ments, private industry, founda-tions and institutions themselvesare enabling Canadian collegesto share their expertise interna-tionally. Over the past year, insti-tutions from British Columbia,Alberta, Manitoba and Ontariohave showcased Canada’s collegeapplied research capacity andexpertise through partnershipsin more than a dozen countries,including Brazil, Chile, China,Costa Rica, Denmark, DominicanRepublic, Mexico, Egypt, Japan,South Korea, South Africa, theUnited States and Uruguay.College expertise also supports

the Canadian Immigrant Integra-tion Program (CIIP), creatingopportunities for newcomers toCanada. The program, designedand managed by the Associa-tion of Canadian CommunityColleges and funded by Citizen-ship and Immigration Canada,has assisted more than 20,000immigrants before their arrival

in Canada so that they have abetter experience connectingtheir skills and credentials withemployers.Canadian colleges, institutes

and polytechnics serve the needsof 1.5 million learners in full-

time, part-time and continuingeducation. Canada must do all itcan to make certain its citizenshave the skills needed to partici-pate in the economy. Colleges,institutes and polytechnics arekey to making it happen.

OPINION

College grads have great careers

At SIAST and other institutions across Canada, Aboriginal students aremastering the advanced skills required to succeed in the emerging knowledgeeconomy. SUPPLIED

Five St. Lawrence College stu-dents have put their advancedskills to work and developed amethod for improved marinewelding precision. Through anindustry partnership to providework experience, the students’innovative new welding processhas given MetalCraft MarineInc. a strategic advantage in themarketplace.“The welding project with the

college will set us apart from ourcompetition,” said MetalCraftcontracts manager Bob Clark.

“This new process will save ushundreds of thousands of dol-lars, giving us a competitive ad-vantage like no other companywill have.”Over 40 weeks, students as-

sisted technicians and consul-tants preparing sample weldsand presented their findings. Thestudents’ approach has stream-lined the production process,enabling efficiencies in bothtime and cost of production ofhigh-performance emergencywatercraft such as fireboats.

Opportunity knocks withwelding innovations

ST. LAWRENCE COLLEGE

A strong relationship with theUnama’ki Economic Office andBell Aliant is a perfect example ofNova Scotia Community College’s(NSCC) collaborative efforts tohelp build Nova Scotia’s economyand quality of life through educa-tion and innovation, says collegepresident Don Bureaux.“This will remain our focus

as we transform Nova Scotiaone learner at a time,” says Mr.Bureaux.Spearheaded by Alex Paul,

a member of NSCC’s board ofgovernors and the director forthe Unama’ki Economic Benefits

Office, the group developed theBell Aliant Fibre Optic Programfor Aboriginal Learners. “A 16-week course at Marconi Campuswas created and supplementedby hands-on training with BellAliant,” says Mr. Bureaux. “Thestudents have been excited aboutthe opportunity, completionrates are good and the utility isalready employing the majorityof those initial graduates. It is acollaboration that made senseand produced a very positiveoutcome.”NSCC operates 13 campuses

across the province.

Program builds opportunitiesfor Aboriginal students inNova Scotia

NOVA SCOTIA COMMUNITY COLLEGE

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ooted in traditional agri-cultural practices, a novel applied research project

at Alberta’s Lethbridge College is yielding interest among food growers and retailers.

In ancient times, farmers cultivated fish and plants in a joint growing system. Fish waste was used to fertilize the plants, which in turn acted as a bio-filter to produce fresh clean water for the fish.

It works much the same today, with fish tanks and large heated greenhouses. “We have an amazing facility here on cam-

pus with 30,000 grass carp and an operating greenhouse,” says John Derksen, head of research at the Lethbridge College Aquatic Research Centre.

Initially viewed as an op-tion solely for fish farmers, the college’s aquaponics project is attracting interest from commer-cial food retailers, new farmers and even homeowners.

“We have 500 people a year touring our facility,” reports Mr. Derksen.

Technician Penny Takahashi grows and monitors vegetables in the greenhouse, including

tomatoes, cucumbers, lettuce, ba-sil and beets. Ms. Takahashi says there is no need for commercial

fertilizer for certain crops, but small amounts of micronutrients must be added to crops such as tomatoes that need calcium.

“The aquaponics growth process is more productive than field production. The potential is huge, because of the anticipated ability to produce a crop and get food to market quickly,” she says.

Mr. Derksen says there is interest in finding ways to use the system throughout the year. “It’s too costly to heat and light a greenhouse all winter. We want to look at the cost for growing year-round in a heated room using LED lighting, and other environ-ments as well.”

The feasibility of this idea, he adds, goes up as the price for LED lighting comes down.

Meanwhile, the college’s aquaponics project has attracted the interest of the co-op supplier to the main grocery stores in Alberta.

“We envision contained tractor-trailer-size units that can be transported into remote northern locations or attached to the back of a grocery store,” Mr. Derksen explains. “The units would contain the living fish and produce the vegetables. Store clerks could simply pick the pro-duce and stock the store with it.”

“Aquaponics-grown veg-etables, immune to the cattle run-off of field-grown produce, pass public health inspections with flying colours,” adds Ms. Takahashi.

The college plans to launch its first aquaponics course this year.


CANADA’s ColleGes

Growers see opportunities in ancient method to raise fish, grow crops

rESEarCh

In the realm of skilled trades, a traditional battle of brains versus brawn is being redefined as de-mand rises for workers with fine motor skills and technological know-how.

In this emerging workplace realm, opportunities are rising for women with the right training, says Heather Inwood-Montrose, Red Seal Welder and professor of the Manufacturing, Mechanical & Welding Techniques programs.

“Loyalist College is committed to enhancing women’s access to skilled trades through a wide range of programs, from electrical and mechanical to automotive, welding and construction,” she says. “When women come into Loyalist’s new Sustainable Skills, Technology and Life Sciences Centre, they immediately see the possibilities.”

Women learners feel com-fortable in the clean, airy 121,800-square-foot skills centre, where they use the latest equip-ment to gain the in-depth knowl-edge and experience employers are looking for, Ms. Inwood-Mon-trose notes.

To encourage young women to explore a career in skilled

trades, Loyalist hosts an an-nual Tradewise event for female students in grades nine and 10 from more than 10 schools. In addition to providing an introduction to the trades early in a child’s education, Loyalist also works to educate teachers and guidance counsellors on the benefits of apprenticeships and

other trades programs.The Ontario Youth Apprentice-

ship Program (OYAP) is another vehicle for enticing young people to pursue apprenticeship train-ing. Provincially funded, the program allows students 16 years or older to complete their high school diploma while working toward their apprenticeship. At

Loyalist, students can participate in OYAP programs, including automotive service technician, child development practitioner and cook, among others. Partici-pants then have the option to apply to a college-level pro-gram with advanced standing, enabling them to go directly into their second semester.

Skilled trades open new career doors for womenloyalISt CollEgE

“Aquaponics-grown vegetables, immune to the cattle run-off of field-grown produce, pass public health inspections with flying colours.”

Penny Takahashi is a technician at Lethbridge College

Loyalist College’s new skills centre provides trades students with the latest in equipment. Left, Loyalist College’s new library. supplIeD

Lethbridge College’s aquaponics growth process offers potential to produce food crops faster, even in Canadian winters. supplIeD

ooted in traditional agri-cultural practices, a novelapplied research project

at Alberta’s Lethbridge Collegeis yielding interest among foodgrowers and retailers.In ancient times, farmers

cultivated fish and plants in ajoint growing system. Fish wastewas used to fertilize the plants,which in turn acted as a bio-filterto produce fresh clean water forthe fish.It works much the same

today, with fish tanks and largeheated greenhouses. “We have anamazing facility here on cam-

pus with 30,000 grass carp andan operating greenhouse,” saysJohn Derksen, head of researchat the Lethbridge College AquaticResearch Centre.Initially viewed as an op-

tion solely for fish farmers, thecollege’s aquaponics project isattracting interest from commer-cial food retailers, new farmersand even homeowners.“We have 500 people a year

touring our facility,” reports Mr.Derksen.Technician Penny Takahashi

grows and monitors vegetablesin the greenhouse, including

tomatoes, cucumbers, lettuce, ba-sil and beets. Ms. Takahashi saysthere is no need for commercial

fertilizer for certain crops, butsmall amounts of micronutrientsmust be added to crops such astomatoes that need calcium.“The aquaponics growth

process is more productive thanfield production. The potential ishuge, because of the anticipatedability to produce a crop and getfood to market quickly,” she says.Mr. Derksen says there is

interest in finding ways to usethe system throughout the year.“It’s too costly to heat and light agreenhouse all winter. We want tolook at the cost for growing year-round in a heated room usingLED lighting, and other environ-ments as well.”The feasibility of this idea, he

adds, goes up as the price for LEDlighting comes down.Meanwhile, the college’s

aquaponics project has attractedthe interest of the co-op supplierto the main grocery stores inAlberta.“We envision contained

tractor-trailer-size units thatcan be transported into remotenorthern locations or attachedto the back of a grocery store,”Mr. Derksen explains. “The unitswould contain the living fish andproduce the vegetables. Storeclerks could simply pick the pro-duce and stock the store with it.”“Aquaponics-grown veg-

etables, immune to the cattlerun-off of field-grown produce,pass public health inspectionswith flying colours,” adds Ms.Takahashi.The college plans to launch its

first aquaponics course this year.


CANADA’S COLLEGES

Growers see opportunities in ancient method to raisefish, grow crops

RESEARCH

In the realm of skilled trades, atraditional battle of brains versusbrawn is being redefined as de-mand rises for workers with finemotor skills and technologicalknow-how.In this emerging workplace

realm, opportunities are rising forwomenwith the right training,says Heather Inwood-Montrose,Red Seal Welder and professor ofthe Manufacturing, Mechanical &Welding Techniques programs.“Loyalist College is committed

to enhancing women’s accessto skilled trades through a widerange of programs, from electricalandmechanical to automotive,welding and construction,” shesays. “When women come intoLoyalist’s new Sustainable Skills,Technology and Life SciencesCentre, they immediately see thepossibilities.”Women learners feel com-

fortable in the clean, airy121,800-square-foot skills centre,where they use the latest equip-ment to gain the in-depth knowl-edge and experience employersare looking for, Ms. Inwood-Mon-trose notes.To encourage young women

to explore a career in skilled

trades, Loyalist hosts an an-nual Tradewise event for femalestudents in grades nine and10 from more than 10 schools.In addition to providing anintroduction to the trades earlyin a child’s education, Loyalistalso works to educate teachersand guidance counsellors on thebenefits of apprenticeships and

other trades programs.The Ontario Youth Apprentice-

ship Program (OYAP) is anothervehicle for enticing young peopleto pursue apprenticeship train-ing. Provincially funded, theprogram allows students 16 yearsor older to complete their highschool diploma while workingtoward their apprenticeship. At

Loyalist, students can participatein OYAP programs, includingautomotive service technician,child development practitionerand cook, among others. Partici-pants then have the option toapply to a college-level pro-gram with advanced standing,enabling them to go directly intotheir second semester.

Skilled trades open new career doors for womenLOYALIST COLLEGE

“Aquaponics-grownvegetables, immuneto the cattle run-off offield-grown produce, passpublic health inspectionswith flying colours.”

Penny Takahashiis a technician at Lethbridge College

Loyalist College’s new skills centre provides trades students with the latest in equipment. Left, Loyalist College’s newlibrary. SUPPLIED

Lethbridge College’s aquaponics growth process offers potential to producefood crops faster, even in Canadian winters. SUPPLIED

�� and achieve an education that lasts you a lifetime at NLC!

Trades and Apprenticeship Training��

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453/GM/13.01.08-j

hrough a unique partner-ship with education and industry, the $36.6-mil-

lion, 87,000-square-foot Kawar-tha Trades and Technology Cen-tre in Peterborough will teach and train students from regional secondary schools, Fleming Col-lege and local industry.

The funding proposal for the centre was developed by a partnership that included local industry, school boards, com-munity organizations and the college. As part of an analysis into local and regional industrial needs, Fleming College’s presi-dent Dr. Tony Tilly toured more than 50 industrial organizations in the region, an initiative that proved valuable in garnishing support for the centre as well as for developing industry part-nerships that provide guidance on the current and future skill

needs of employers in the region.

“This relationship is ongo-ing, demonstrated by our industrial advisory commit-tee that meets regularly to ensure that the college stays abreast of industry needs and advancements,” says Ann Drennan, the dean of Flem-ing’s School of General Arts & Science, and School of Trades and Technology.

Located at Fleming Col-lege’s Sutherland Campus, the new facility will provide additional space and equip-ment for training in areas such as carpentry, masonry, welding, plumbing and machining. With state-of-the art, sustainable shop facilities, smart-wired classrooms and labs with the newest tech-nology, the centre will offer all students access to a full suite

of services and supports and a vibrant campus life.

“Our trades and technology programs are designed with the latest workforce development data,” says Ms. Drennan, adding that students are able to access an interdisciplinary approach to ap-plied learning in the uniquely de-

signed Applied Learning Centre.“Creative pathways in our

academic programming allows students of wide-ranging abilities to be successful in the most basic to the most advanced levels of learning underway, and we seek to ensure that students are ‘job ready’ in all levels,” she adds.

New trades and technology centre creates advanced training opportunities for Peterborough

FlEmINg CollEgE


CANADA’s ColleGes

As a producer of Juno Award-winning graduates, Fanshawe College is considered a vibrant force in the Canadian music industry. Today, the college has a bold new vision to create a thriv-

ing centre for the performing arts and Canadian music in its hometown of London, Ont.

Dana Morningstar, chair of the Fanshawe School of Contempo-rary Media, points to the success

of Austin, Texas, when she talks about the college’s potential in the music industry. Austin is famous in the music world for its music and digital production industries.

“We hope the scope of our mu-sic production programs at Fan-shawe will bring the same level of success to the London area,” she says, predicting that the school’s 30-year-old Music Industry Arts program will result in the creation of “Austin North.”

Faculty members are heavily involved in the music industry, Ms. Morningstar says. “Professor Dan Brodbeck is a recent Juno award winner, and three faculty members are Juno judges,” she notes. There is a Juno named after the program’s founder, the late Jack Richardson, a producer of the Guess Who, Alice Cooper and Bob Seger.

Aspiring students, attracted by the fame of Fanshawe’s faculty and graduates, compete for sought-after spots in the program. Ms. Morningstar says that only the top are accepted – just 110 out of more than 700 applicants.

Some Fanshawe graduates achieve celebrity status. Emm Gryner, a prolific Canadian independent singer-songwriter, sang and played keyboards in David Bowie’s band. Entertainer Les “Survivorman” Stroud performed at the recent Green Inaugural Ball in Washington, D.C. Trevor Morris engineered the soundtrack for the 2012 production of the movie Im-mortals, and two other record-ing engineering graduates are Juno winners.

Fanshawe students train in music engineering, recording, songwriting, contract law, and artist management and devel-opment, as well as the physics of sound.

“We’ve got all the key ingre-dients to increase the impor-tance of music in the Canadian economy,” Ms. Morningstar adds.

For talented musicians, this program rocksFaNShawE CollEgE

The Kawartha Trades and Technology Centre at Fleming College, funded through a unique partnership, will provide space and equipment for advanced skills training. supplIeD

Fanshawe College’s music program is at the heart of a growing music scene in Southern Ontario. supplIeD

“Creative pathways in our academic program-ming allows students of wide-ranging abilities to be successful in the most basic to the most ad-vanced levels of learning underway, and we seek to ensure that students are ‘job ready’ in all levels.”

Ann Drennan is the dean of Fleming College’s School of General Arts & Science, and School of Trades and Technology

hrough a unique partner-ship with education andindustry, the $36.6-mil-

lion, 87,000-square-foot Kawar-tha Trades and Technology Cen-tre in Peterborough will teachand train students from regionalsecondary schools, Fleming Col-lege and local industry.The funding proposal for

the centre was developed by apartnership that included localindustry, school boards, com-munity organizations and thecollege. As part of an analysisinto local and regional industrialneeds, Fleming College’s presi-dent Dr. Tony Tilly touredmorethan 50 industrial organizationsin the region, an initiative thatproved valuable in garnishingsupport for the centre as well asfor developing industry part-nerships that provide guidanceon the current and future skill

needs of employers in theregion.“This relationship is ongo-

ing, demonstrated by ourindustrial advisory commit-tee that meets regularly toensure that the college staysabreast of industry needs andadvancements,” says AnnDrennan, the dean of Flem-ing’s School of General Arts &Science, and School of Tradesand Technology.Located at Fleming Col-

lege’s Sutherland Campus,the new facility will provideadditional space and equip-ment for training in areas suchas carpentry, masonry, welding,plumbing andmachining. Withstate-of-the art, sustainable shopfacilities, smart-wired classroomsand labs with the newest tech-nology, the centre will offer allstudents access to a full suite

of services and supports and avibrant campus life.“Our trades and technology

programs are designed with thelatest workforce developmentdata,” says Ms. Drennan, addingthat students are able to access aninterdisciplinary approach to ap-plied learning in the uniquely de-

signed Applied Learning Centre.“Creative pathways in our

academic programming allowsstudents of wide-ranging abilitiesto be successful in themost basicto themost advanced levels oflearning underway, and we seekto ensure that students are ‘jobready’ in all levels,” she adds.

New trades and technology centre creates advancedtraining opportunities for Peterborough

FLEMING COLLEGE


CANADA’S COLLEGES

As a producer of Juno Award-winning graduates, FanshaweCollege is considered a vibrantforce in the Canadian musicindustry. Today, the college has abold new vision to create a thriv-

ing centre for the performingarts and Canadian music in itshometown of London, Ont.Dana Morningstar, chair of the

Fanshawe School of Contempo-rary Media, points to the success

of Austin, Texas, when she talksabout the college’s potential inthe music industry. Austin isfamous in the music world forits music and digital productionindustries.

“We hope the scope of ourmu-sic production programs at Fan-shawe will bring the same level ofsuccess to the London area,” shesays, predicting that the school’s30-year-old Music Industry Artsprogramwill result in the creationof “Austin North.”Faculty members are heavily

involved in themusic industry,Ms. Morningstar says. “ProfessorDan Brodbeck is a recent Junoaward winner, and three facultymembers are Juno judges,” shenotes. There is a Juno named afterthe program’s founder, the lateJack Richardson, a producer of theGuess Who, Alice Cooper and BobSeger.Aspiring students, attracted by

the fame of Fanshawe’s facultyand graduates, compete forsought-after spots in the program.Ms. Morningstar says that only thetop are accepted – just 110 out ofmore than 700 applicants.

Some Fanshawe graduatesachieve celebrity status. EmmGryner, a prolific Canadianindependent singer-songwriter,sang and played keyboards inDavid Bowie’s band. EntertainerLes “Survivorman” Stroudperformed at the recent GreenInaugural Ball in Washington,D.C. Trevor Morris engineeredthe soundtrack for the 2012production of the movie Im-mortals, and two other record-ing engineering graduates areJuno winners.Fanshawe students train in

music engineering, recording,songwriting, contract law, andartist management and devel-opment, as well as the physicsof sound.“We’ve got all the key ingre-

dients to increase the impor-tance of music in the Canadianeconomy,” Ms. Morningstaradds.

For talented musicians, this program rocksFANSHAWE COLLEGE

The Kawartha Trades and Technology Centre at Fleming College, fundedthrough a unique partnership, will provide space and equipment for advancedskills training. SUPPLIED

Fanshawe College’s music program is at the heart of a growing music scene in Southern Ontario. SUPPLIED

“Creative pathways inour academic program-ming allows students ofwide-ranging abilities tobe successful in the mostbasic to the most ad-vanced levels of learningunderway, and we seek toensure that students are‘job ready’ in all levels.”

Ann Drennanis the dean of Fleming College’sSchool of General Arts & Science,and School of Trades andTechnology

WHERE WE STANDOFFERING MEDICAL

AND VETERINARYSTUDENTS THE

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Grenada, West IndiesUS/Canada: 1 (800) 899-6337 ext. 9 1280��


CANADA’s ColleGes

here’s a new acronym in Canada’s education and human resources

sectors: NENE. It refers to adults who are “Not Enrolled” in post-secondary education and “Not Employed.” To help such Canadians achieve full employ-ment – and address worsening skills shortages – colleges across the country are introducing programs to increase enrol-ments and success rates.

The mismatch between em-ployees and jobs is particularly acute in Saskatchewan, which has a daily average of 10,000 largely skilled positions open, yet high unemployment among its First Nations, who constitute 21 to 24 per cent of the province’s popula-tion.

Education is the solution, says Brian Henderson, director of student development at the Sas-katchewan Institute of Applied

Science and Technology (SIAST). “Our aim is to ensure that all of

our population can have maxi-mum participation in the labour force,” says Mr. Henderson. In the process, he notes, “the richness of diversity in our classrooms opens everyone’s eyes to the idea that we have different ways of looking at things. When our students transition into the workforce, they’re that much more prepared and knowledgeable.”

SIAST’s leadership in Aborigi-nal engagement has two aims: attracting students and ensuring they have the support they need to succeed in a new environment.

Advisers from the institute accompany health and science faculty and students on visits to First Nations schools to talk to youth about opportunities. Vet-erinarians and vet-tech students travel north to spay and neuter dogs, where they meet families and potential students. “It’s a very practical way of connecting,” says Mr. Henderson.

Aboriginal applicants are called by student advisers, who offer support with the applica-tion and relocation process. A four-week summer program helps rural students find places to live, arrange childcare, open bank accounts and become familiar with bus routes and their campuses.

Advisers stay in contact with students to identify any difficul-ties that emerge, while Aborigi-nal counsellors are available at campus activity centres. Elders visit the four campuses regularly, and Aboriginal leadership pro-grams are offered. “If students are successful in their programs and feel positive about their experi-ence, they’re going to be our best recruiters, sometimes in geo-graphically isolated places that our recruiters may not be able to get to,” explains Mr. Henderson.

Okanagan College in British Columbia is addressing the dire shortage in skilled trades such as welding, aircraft maintenance and carpentry by targeting anoth-er non-traditional group: women. Many enter through a 12-week program, funded through the Canada-British Columbia Labour Market Agreement, where they experience a range of trades and develop basic skills.

Women starting the program are usually unsure, but they gain confidence and can soon look people in the eye and speak about their skills, says Nancy Dar-ling, administrator of the trades and apprenticeship program. They learn that a smaller stature and less physical strength are no longer barriers to such jobs, given technical and workplace safety advances.

Nicole Martini was working in retail when she entered the program. Today, she’s a third-year apprentice plumber, and she and her fiancé just bought a house, a distant dream for many of her generation. “She’s gone from working for minimum wage, with no real potential to move up, to having a great career path and an excellent employer,” says Ms. Darling.

Star Pollan, a young single mother, entered the program after working as a labourer on construction sites for 10 years. She had earned minimum wage and was always among the first to be laid off, because she was unskilled. After initial training as a heavy-equipment mechanic, she moved to Prince George and became an apprentice with the Province of B.C. She earns a high wage and rents a three-bedroom house with a big yard for $800, the price of a one-bedroom apartment in her hometown of Kelowna. “She is on a totally dif-ferent career path, with a differ-ent life ahead for herself and her daughter,” says Ms. Darling.

Feedback from employers is positive, she adds. “Our graduates are all finding employment in ev-ery single trade. We’ve heard from our friends over at WorkSafeBC that women are preferred when it comes to things like heavy equip-ment operating, because they are more careful on the big machines – an employer can save $100,000 a year on maintenance. In all the trades, their skills are speaking for themselves.”

Promising programs entice students from all walks of lifeENrolmENt

Left to right: Star Pollan and Nicole Martini have achieved lucrative careers in skilled trades as a result of training at Okanagan College; SIAST prepares Saskatchewan’s youth to bridge the acute labour shortage in that province. supplIeD

“Our aim is to ensure that all of our population can have maximum participa-tion in the labour force.”

Brian Henderson is director of student development at the Saskatchewan Institute of Applied Science and Technology


CANADA’S COLLEGES

here’s a new acronymin Canada’s educationand human resources

sectors: NENE. It refers to adultswho are “Not Enrolled” inpost-secondary education and“Not Employed.” To help suchCanadians achieve full employ-ment – and address worseningskills shortages – colleges acrossthe country are introducingprograms to increase enrol-ments and success rates.

The mismatch between em-ployees and jobs is particularlyacute in Saskatchewan, which hasa daily average of 10,000 largelyskilled positions open, yet highunemployment among its FirstNations, who constitute 21 to 24per cent of the province’s popula-tion.Education is the solution, says

Brian Henderson, director ofstudent development at the Sas-katchewan Institute of Applied

Science and Technology (SIAST).“Our aim is to ensure that all of

our population can have maxi-mum participation in the labourforce,” says Mr. Henderson. In theprocess, he notes, “the richness ofdiversity in our classrooms openseveryone’s eyes to the idea thatwe have different ways of lookingat things. When our studentstransition into the workforce,they’re that muchmore preparedand knowledgeable.”

SIAST’s leadership in Aborigi-nal engagement has two aims:attracting students and ensuringthey have the support they needto succeed in a new environment.Advisers from the institute

accompany health and sciencefaculty and students on visits toFirst Nations schools to talk toyouth about opportunities. Vet-erinarians and vet-tech studentstravel north to spay and neuterdogs, where they meet familiesand potential students. “It’s avery practical way of connecting,”says Mr. Henderson.Aboriginal applicants are

called by student advisers, whooffer support with the applica-tion and relocation process. Afour-week summer programhelps rural students find placesto live, arrange childcare, openbank accounts and becomefamiliar with bus routes and theircampuses.Advisers stay in contact with

students to identify any difficul-ties that emerge, while Aborigi-nal counsellors are available atcampus activity centres. Eldersvisit the four campuses regularly,and Aboriginal leadership pro-grams are offered. “If students aresuccessful in their programs andfeel positive about their experi-ence, they’re going to be our bestrecruiters, sometimes in geo-graphically isolated places thatour recruiters may not be able toget to,” explains Mr. Henderson.Okanagan College in British

Columbia is addressing the direshortage in skilled trades suchas welding, aircraft maintenanceand carpentry by targeting anoth-er non-traditional group: women.Many enter through a 12-weekprogram, funded through theCanada-British Columbia LabourMarket Agreement, where theyexperience a range of trades anddevelop basic skills.Women starting the program

are usually unsure, but they gainconfidence and can soon lookpeople in the eye and speakabout their skills, says Nancy Dar-ling, administrator of the tradesand apprenticeship program.They learn that a smaller statureand less physical strength are nolonger barriers to such jobs, giventechnical and workplace safetyadvances.Nicole Martini was working

in retail when she entered theprogram. Today, she’s a third-yearapprentice plumber, and she andher fiancé just bought a house,a distant dream for many of hergeneration. “She’s gone fromworking for minimumwage, withno real potential to move up, tohaving a great career path andan excellent employer,” says Ms.Darling.Star Pollan, a young single

mother, entered the programafter working as a labourer onconstruction sites for 10 years.She had earned minimumwageand was always among the firstto be laid off, because she wasunskilled. After initial training asa heavy-equipment mechanic,she moved to Prince George andbecame an apprentice with theProvince of B.C. She earns a highwage and rents a three-bedroomhouse with a big yard for $800,the price of a one-bedroomapartment in her hometown ofKelowna. “She is on a totally dif-ferent career path, with a differ-ent life ahead for herself and herdaughter,” says Ms. Darling.Feedback from employers is

positive, she adds. “Our graduatesare all finding employment in ev-ery single trade. We’ve heard fromour friends over at WorkSafeBCthat women are preferred when itcomes to things like heavy equip-ment operating, because they aremore careful on the big machines– an employer can save $100,000a year onmaintenance. In all thetrades, their skills are speakingfor themselves.”

Promising programs entice students from all walks of lifeENROLMENT

Left to right: Star Pollan and Nicole Martini have achieved lucrative careers in skilled trades as a result of training at Okanagan College; SIAST prepares Saskatchewan’s youth to bridge the acute labourshortage in that province. SUPPLIED

“Our aim is to ensure thatall of our population canhave maximum participa-tion in the labour force.”

Brian Hendersonis director of student developmentat the Saskatchewan Institute ofApplied Science and Technology

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ow can employees dem-onstrate their skills more concretely than simply

showing the grade level they completed? That’s the question that Conrad Murphy, director of the TOWES department at Bow Valley College in Calgary, posed as he attempted to devise a system to quantify literacy and

numeracy by skill levels. Today, the Test of Workplace Essential Skills (TOWES) is used by more than 300 colleges and employers across Canada.

Using studies by Statistics Canada and Human Resources and Skills Development Canada, Mr. Murphy developed TOWES as an assessment where higher levels would reflect more sophis-ticated abilities. For instance, workers at level one would be able to read very simple docu-ments. At level two, they would be able to read, but only to com-plete repetitive tasks. At level three, they would be able to con-sult multiple sources of informa-tion, make inferences and cycle back through a document.

Fortunately, improving skill levels is manageable. “With a 30-hour training intervention, we can usually move individuals from level two to three,” says Mr. Murphy.

For testing materials, TOWES relies on actual workplace docu-ments and tasks that emphasize applied knowledge. Documents can be customized, for example, in apprenticeships or in sectors such as manufacturing. The program is being moved to a web-based format.

Not only is it unusual that the research was conceived and produced in the college setting, but Bow Valley has also decided to distribute the program across Canada. It is being translated into different languages, and Mr. Murphy is investigating new ways of using it in countries throughout the world.

“We knew we had a great product, based on solid research, so it made sense to develop it,” he adds.

Canada needs a balanced ap-proach to developing talent and the range of skills of its citizens, says James Knight, president of the Association of Canadian Community Colleges. “Over 40 per cent of adult Canadians lack the foundational skills of reading, writing and numeracy, as well as the skills to manage information and problem solve, to work with and communicate effectively with others, and to use digital technology,” he explains. “Canadian colleges, institutes and cégeps have devel-oped solutions that help reduce non-completion rates and up-skill individuals in education for the workplace, which enables them to succeed in the global economy.”

Novel assessment tool identifies essential skills levelsbow vallEy CollEgE

“We knew we had a great product, based on solid research, so it made sense to develop it.”

Conrad Murphy is director of the TOWES department at Bow Valley College

St. George’s University in Grenada prides itself not only on bringing together students from diverse backgrounds, but in returning them to their home countries as highly trained professionals. For Canadian students facing a competitive medical and vet-erinary school environment, St. George’s offers another option for achieving those dreams. The fact that it’s set in a tropical paradise probably doesn’t hurt its appeal either.

Founded in 1976, St. George’s includes about 6,000 students from 88 countries around the

world. Canada is the second most common country of origin, with 700 Canadians currently in attendance. The medical school takes in approximately 625 new students each year, plus there are about 100 students in the newer veterinary school. The univer-sity also offers undergraduate programs.

What compels medical students to choose St. George’s? University Chancellor Charles Modica says their top motivation reflects the pragmatism typical of those in med school. “Frankly, they’re attracted to the fact that

we have one of the highest pass rates in world for the medical boards,” says Dr. Modica. “These are people who are driven, who do well in school.”

Once they arrive at St. George’s, students are impressed by each course’s 8- to 10-member break-out groups and by the proactive academic support provided in the department of educational services.

Cultivating diversity is also a deliberate goal at St. George’s. “We want our students to study in an environment where they are associating with medical

students like themselves from all around world, from every race, religion and creed,” says Dr. Modica. “They’ll be better world citizens in the future, having studied with each other.”

Dr. Modica is proud of the school’s role in the economy of Grenada, where it employs more than 650 locals. St. George’s meanwhile maintains interna-tional ties. by affiliating with universities from the U.S., the U.K. and Canada. Interestingly, a major route to St. George’s for Canadians is via the U.K.; many international students do a first

year of basic sciences at New-castle’s University of Northum-bria, then study in Grenada and complete clinical training in the United States.

With the St. George’s home page displaying images of the campus’s modern orange-roofed buildings overlooking blue water, the one thing the university website leaves out is the typical February temperature – in the high 20s Celsius. While prob-ably not a deciding factor for an aspiring professional, it may be a consideration for students com-ing from northern climates.

Aspiring doctors find welcome option offshorei n t e r nAt i o nA l e d u c At i o n

Canadian colleges are well po-sitioned to promote economic growth through partnerships as well as address social challenges. Sometimes they do both at the same time.

Holland College in Char-lottetown proved this when it teamed up with Prince Edward Island’s Department of Com-munity Services and Seniors to develop a protocol for more effectively identifying clients on social assistance who can benefit from intervention and training programs designed to

integrate them into the labour force. “We found there were strong indicators that showed social assistance clients who could readily become productive members of society,” says Audrey Penner, the college’s director of applied research, adding that the research findings have already attracted national attention. “We don’t normally look to this segment of society as a source of economic development, but with our aging population, we can’t af-ford to leave anybody behind. We need to invest in every person.”

Research proves value in social investments

hollaND CollEgE

Bow Valley College is a pioneer in essential skills testing, enabling colleges and employers to accurately quantify and build skills levels. IsToCkphoTo.CoM

CANADA’s ColleGes


ow can employees dem-onstrate their skills moreconcretely than simply

showing the grade level theycompleted? That’s the questionthat Conrad Murphy, directorof the TOWES department atBow Valley College in Calgary,posed as he attempted to devisea system to quantify literacy and

numeracy by skill levels. Today,the Test of Workplace EssentialSkills (TOWES) is used by morethan 300 colleges and employersacross Canada.Using studies by Statistics

Canada and Human Resourcesand Skills Development Canada,Mr. Murphy developed TOWESas an assessment where higherlevels would reflect more sophis-ticated abilities. For instance,workers at level one would beable to read very simple docu-ments. At level two, they wouldbe able to read, but only to com-plete repetitive tasks. At levelthree, they would be able to con-sult multiple sources of informa-tion, make inferences and cycleback through a document.Fortunately, improving skill

levels is manageable. “With a30-hour training intervention,we can usually move individualsfrom level two to three,” says Mr.Murphy.For testing materials, TOWES

relies on actual workplace docu-ments and tasks that emphasizeapplied knowledge. Documentscan be customized, for example,in apprenticeships or in sectorssuch as manufacturing. Theprogram is being moved to aweb-based format.

Not only is it unusual thatthe research was conceived andproduced in the college setting,but Bow Valley has also decidedto distribute the program acrossCanada. It is being translatedinto different languages, andMr. Murphy is investigating newways of using it in countriesthroughout the world.“We knew we had a great

product, based on solid research,so it made sense to develop it,”he adds.Canada needs a balanced ap-

proach to developing talent andthe range of skills of its citizens,says James Knight, presidentof the Association of CanadianCommunity Colleges. “Over40 per cent of adult Canadianslack the foundational skills ofreading, writing and numeracy,as well as the skills to manageinformation and problem solve,to work with and communicateeffectively with others, andto use digital technology,” heexplains. “Canadian colleges,institutes and cégeps have devel-oped solutions that help reducenon-completion rates and up-skill individuals in education forthe workplace, which enablesthem to succeed in the globaleconomy.”

Novel assessment tool identifies essential skills levelsBOW VALLEY COLLEGE

“We knew we had a greatproduct, based on solidresearch, so it made senseto develop it.”

ConradMurphyis director of the TOWESdepartment at Bow Valley College

St. George’s University in Grenadaprides itself not only on bringingtogether students from diversebackgrounds, but in returningthem to their home countriesas highly trained professionals.For Canadian students facing acompetitivemedical and vet-erinary school environment, St.George’s offers another option forachieving those dreams. The factthat it’s set in a tropical paradiseprobably doesn’t hurt its appealeither.Founded in 1976, St. George’s

includes about 6,000 studentsfrom 88 countries around the

world. Canada is the secondmost common country of origin,with 700 Canadians currently inattendance. Themedical schooltakes in approximately 625 newstudents each year, plus there areabout 100 students in the newerveterinary school. The univer-sity also offers undergraduateprograms.What compels medical

students to choose St. George’s?University Chancellor CharlesModica says their topmotivationreflects the pragmatism typicalof those inmed school. “Frankly,they’re attracted to the fact that

we have one of the highest passrates in world for themedicalboards,” says Dr. Modica. “Theseare people who are driven, whodo well in school.”Once they arrive at St. George’s,

students are impressed by eachcourse’s 8- to 10-member break-out groups and by the proactiveacademic support provided inthe department of educationalservices.Cultivating diversity is also a

deliberate goal at St. George’s.“We want our students to studyin an environment where theyare associating withmedical

students like themselves fromall around world, from everyrace, religion and creed,” says Dr.Modica. “They’ll be better worldcitizens in the future, havingstudied with each other.”Dr. Modica is proud of the

school’s role in the economyof Grenada, where it employsmore than 650 locals. St. George’smeanwhile maintains interna-tional ties. by affiliating withuniversities from the U.S., theU.K. and Canada. Interestingly,a major route to St. George’s forCanadians is via the U.K.; manyinternational students do a first

year of basic sciences at New-castle’s University of Northum-bria, then study in Grenada andcomplete clinical training in theUnited States.With the St. George’s home

page displaying images of thecampus’s modern orange-roofedbuildings overlooking blue water,the one thing the universitywebsite leaves out is the typicalFebruary temperature – in thehigh 20s Celsius. While prob-ably not a deciding factor for anaspiring professional, it may be aconsideration for students com-ing from northern climates.

Aspiring doctors find welcome option offshoreI NTERNAT IONAL EDUCAT ION

Canadian colleges are well po-sitioned to promote economicgrowth through partnerships aswell as address social challenges.Sometimes they do both at thesame time.Holland College in Char-

lottetown proved this when itteamed up with Prince EdwardIsland’s Department of Com-munity Services and Seniorsto develop a protocol for moreeffectively identifying clientson social assistance who canbenefit from intervention andtraining programs designed to

integrate them into the labourforce. “We found there werestrong indicators that showedsocial assistance clients whocould readily become productivemembers of society,” says AudreyPenner, the college’s director ofapplied research, adding that theresearch findings have alreadyattracted national attention.“We don’t normally look to thissegment of society as a source ofeconomic development, but withour aging population, we can’t af-ford to leave anybody behind. Weneed to invest in every person.”

Research proves value insocial investments

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Grenada, West Indies


CANADA’s ColleGes

hen she left Centennial College’s Toronto campus last year for a summer

internship in the West African country of Ghana, Rita Arruda stepped out of her comfort zone and into a real-world classroom unlike anything she had ever known.

Working for a non-profit group that promotes education as a human right and a way out of poverty, she spent three months doing research on literacy pro-grams for children in cocoa farms and on awareness of citizens’ rights in remote communities.

“The whole experience was eye-opening,” recalls Ms. Arruda, who graduated last year from Centennial’s Child and Youth Worker program. “It gave me a view of a very different world and culture.”

Ms. Arruda is among the thousands of college students

in Canada who travel overseas each year as part of a student exchange, internship or work-abroad program. Beyond being opportunities for personal en-richment, these trips are seen as beneficial to the students' future careers.

In a study by the Canadian Bu-reau for International Education, 91 per cent of employers identi-fied many benefits of studying abroad, including greater self-sufficiency, understanding of cul-tural differences and adaptability to unfamiliar environments.

Not surprisingly, Canada’s colleges have become increas-ingly focused on activities and curricula designed to “interna-tionalize” students. A 2010 survey by the Association of Canadian Community Colleges (ACCC) found that more than 60 per cent of colleges are engaged in such activities. Four out of five

said they intended to do more to help their students study or work abroad.

Ann Buller, president and CEO of Centennial College and ACCC board chair, says international education is a must for schools that believe in shaping and nur-turing global citizens.

“Global citizenship is about understanding yourself and your place in the world, and being able to identify beliefs, values and ac-tions that help create respectful behaviours,” she explains. “It’s a knowing and respecting of the many different ways of life in the world.”

Through its Global Experience Office, Centennial connects stu-dents to work or study programs in countries such as Brazil, Peru, Dominican Republic, Ghana and Jamaica, where they help build schools, usually in rural com-munities. All first-year Centen-

nial students, no matter what program they’re in, must take a course in global citizenship, says Ms. Buller.

Canadian students aren’t the only ones going abroad in the effort to internationalize educa-tion. At St. Lawrence College in Kingston, Ont., faculty members can work on projects that help overseas schools develop cur-ricula in particular fields. One such project is at the National Tool and Engineering Institute in Kingston, Jamaica, which is de-veloping programs in renewable energy, with funding from the Canadian International Develop-ment Agency (CIDA).

“We’re the leading college in Canada for renewable energy, so it made sense for us to take on this project,” says Don Young, dean of the Faculty of Applied Science at the college.

St. Lawrence also recently forged a partnership with the Institute of Technology Tralee in Ireland to give students in nine different programs a chance to earn their degrees there. Ireland’s credential structure allows Cana-dian students with a two-year di-ploma to get a bachelor’s degree in a year, or an honours degree in just two years.

Like St. Lawrence College, Toronto’s Humber College has been hard at work creating more global opportunities for its stu-dents and instructors. Through its International Development degree and post-graduate pro-grams, students and faculty can participate in overseas human resource development activities. Students can apply for intern-ships with organizations such as Oxfam, World Vision and Save the Children Canada, while teachers have opportunities to work on curriculum develop-ment at overseas universities.

“These activities benefit our institution by providing an enriched, international spirit on campus,” says Kent Schroeder, director of international develop-ment projects at Humber’s Inter-national Development Institute.

The college is working on a five-year, $4.6-million project to help develop entrepreneurship curricula at seven universities in Sulawesi, Indonesia. The project, financed jointly by Humber and CIDA, will involve 16 faculty members and some student interns, adds Mr. Schroeder.

International education nurtures globally minded students and faculty

rEal-worlD ClaSSroomS

Centennial College student Rita Arruda, centre, spent three months in Ghana, doing research on literacy programs and awareness of citizens’ rights in remote communities. supplIeD

“Global citizenship is about understanding yourself and your place in the world, and being able to identify beliefs, values and actions that help create respectful behav-iours. It’s a knowing and respecting of the many different ways of life in the world.”

Ann Buller is president and CEO of Centennial College and ACCC board chair


CANADA’S COLLEGES

hen she left CentennialCollege’s Toronto campuslast year for a summer

internship in the West Africancountry of Ghana, Rita Arrudastepped out of her comfort zoneand into a real-world classroomunlike anything she had everknown.Working for a non-profit group

that promotes education as ahuman right and a way out ofpoverty, she spent three monthsdoing research on literacy pro-grams for children in cocoa farmsand on awareness of citizens’rights in remote communities.“The whole experience was

eye-opening,” recalls Ms. Arruda,who graduated last year fromCentennial’s Child and YouthWorker program. “It gave me aview of a very different world andculture.”Ms. Arruda is among the

thousands of college students

in Canada who travel overseaseach year as part of a studentexchange, internship or work-abroad program. Beyond beingopportunities for personal en-richment, these trips are seen asbeneficial to the students' futurecareers.In a study by the Canadian Bu-

reau for International Education,91 per cent of employers identi-fied many benefits of studyingabroad, including greater self-sufficiency, understanding of cul-tural differences and adaptabilityto unfamiliar environments.Not surprisingly, Canada’s

colleges have become increas-ingly focused on activities andcurricula designed to “interna-tionalize” students. A 2010 surveyby the Association of CanadianCommunity Colleges (ACCC)found that more than 60 percent of colleges are engaged insuch activities. Four out of five

said they intended to do more tohelp their students study or workabroad.Ann Buller, president and CEO

of Centennial College and ACCCboard chair, says internationaleducation is a must for schoolsthat believe in shaping and nur-turing global citizens.“Global citizenship is about

understanding yourself and yourplace in the world, and being ableto identify beliefs, values and ac-tions that help create respectfulbehaviours,” she explains. “It’sa knowing and respecting of themany different ways of life in theworld.”Through its Global Experience

Office, Centennial connects stu-dents to work or study programsin countries such as Brazil, Peru,Dominican Republic, Ghana andJamaica, where they help buildschools, usually in rural com-munities. All first-year Centen-

nial students, no matter whatprogram they’re in, must take acourse in global citizenship, saysMs. Buller.Canadian students aren’t the

only ones going abroad in theeffort to internationalize educa-tion. At St. Lawrence College inKingston, Ont., faculty memberscan work on projects that helpoverseas schools develop cur-ricula in particular fields. Onesuch project is at the NationalTool and Engineering Institute inKingston, Jamaica, which is de-veloping programs in renewableenergy, with funding from theCanadian International Develop-ment Agency (CIDA).“We’re the leading college in

Canada for renewable energy, soit made sense for us to take onthis project,” says Don Young,dean of the Faculty of AppliedScience at the college.St. Lawrence also recently

forged a partnership with theInstitute of Technology Tralee inIreland to give students in ninedifferent programs a chance toearn their degrees there. Ireland’scredential structure allows Cana-dian students with a two-year di-ploma to get a bachelor’s degreein a year, or an honours degree injust two years.Like St. Lawrence College,

Toronto’s Humber College hasbeen hard at work creating moreglobal opportunities for its stu-dents and instructors. Throughits International Developmentdegree and post-graduate pro-grams, students and faculty canparticipate in overseas humanresource development activities.Students can apply for intern-ships with organizations suchas Oxfam, World Vision andSave the Children Canada, whileteachers have opportunities towork on curriculum develop-ment at overseas universities.“These activities benefit our

institution by providing anenriched, international spirit oncampus,” says Kent Schroeder,director of international develop-ment projects at Humber’s Inter-national Development Institute.The college is working on a

five-year, $4.6-million project tohelp develop entrepreneurshipcurricula at seven universities inSulawesi, Indonesia. The project,financed jointly by Humber andCIDA, will involve 16 facultymembers and some studentinterns, adds Mr. Schroeder.

International education nurtures globallyminded students and faculty

REAL-WORLD CLASSROOMS

Centennial College student Rita Arruda, centre, spent three months in Ghana, doing research on literacy programs and awareness of citizens’ rights in remotecommunities. SUPPLIED

“Global citizenship isabout understandingyourself and your place inthe world, and being ableto identify beliefs, valuesand actions that helpcreate respectful behav-iours. It’s a knowing andrespecting of the manydifferent ways of life inthe world.”

Ann Bulleris president and CEO of CentennialCollege and ACCC board chair

Niagara College boasts more than 100 diploma, graduate, bachelor degree

and advanced level programs with real-world experience and practical skills.

Study areas include food and wine sciences, advanced technology, arts and

media, business, hospitality, applied health and community studies.

APPLY NOWNiagara College, the perfect place to

discover your place in the world.

2 NIAGARA CAMPUSES

WELLANDNIAGARA-ON-THE-LAKE

mall and medium en-terprises across Canada share a common chal-

lenge: they must innovate to compete in an increasingly glob-al marketplace, but they often don’t have the time, expertise or budget for R&D. The solution to this age-old conundrum may now be as close as their local col-lege or polytechnic institute.

When Jim Sheehan of Durham Foods in Port Perry, Ont., needed expert advice to help his com-pany prepare for the extensive audits required for certification by CanadaGAP, a food safety program, he approached Niagara Research, the applied research division of Niagara College.

Niagara Research made the whole process simple, says Mr. Sheehan. “I didn’t need theory – I needed somebody to help me get my products to market. They are very keen on sharing applied knowledge, bringing in students. Everyone had such great ideas that we’ve now expanded to three projects.”

The only producer in North America to commercially grow and sell hydroponic spinach, Mr. Sheehan was faced with the innovator’s dilemma: all the equipment he needed had to be invented, including harvesters that could glean spinach grown in trays holding 500 to 1,000 kilo-grams each. “We had to build and design commercial-scale harvest-ers, seeding systems and germi-nation processes,” he explains. “That’s what Niagara College is working with me on now, and they helped me get the funding required through the provincial and federal governments.”

Mr. Sheehan has since intro-duced other companies to Niaga-ra College. “They didn’t have any idea that kind of talent is avail-able to help them at a reasonable cost,” he says. “I wouldn’t have been able to afford to do what I did if I had to hire engineers and consultants at today’s rates. It

just wouldn’t have been possible for me.”

PaperNuts in St. Catharines, Ont., imported equipment from Finland to manufacture its unique packaging product, which opens up during trans-portation to interlock and form around items being shipped. But the company discovered it needed to develop additional, specialized equipment to ensure that the recycled paper used in its process could be fed into a machine with consistent tension.

“Being a startup company, we didn’t have the money to bring in an engineer,” says PaperNuts co-founder Joanne Secord.

The solution was found at Niagara College. The students and faculty did extensive testing, created the required equipment, developed an operating manual and brought the college’s electri-cal division in to create a remote-control for the key machinery, adding an additional measure of operating safety.

“It’s not well known that col-leges do applied research as well as providing qualified personnel for companies to hire,” said Marc Nantel, Niagara College’s associ-ate vice-president of research and innovation. “We help small and medium enterprises design and test products, and become

more productive through lean manufacturing audits and imple-mentation; we even provide business services.”

It’s difficult for companies that are struggling to make ends meet to dedicate resources to devis-ing and testing new products, he says. “But if they don’t look at the future and the next genera-tion of products, then someone else will – while they become obsolete.”

Colleges help by providing the equivalent of R&D departments for these small companies, he ex-plains. “We unleash our faculty, students and facilities on their problems.”

For students, such applied research means an opportunity to work on “real problems in real companies in the real world,” notes Dr. Nantel. “They come to understand how industry works, how problems are encountered and solved, and how to work in multidisciplinary teams.”

In addition, when students help solve a particular problem for a company, and that company sees increased growth and sales as a result, it often needs to take on more employees, he says. “The best way to transfer technology is to hire the brain that solved the problem you had. A lot of our students are hired by these com-panies when they graduate. When you work with a company on a problem for eight months, it’s like an eight-month interview.”

When the PaperNuts co-found-ers presented their company on CBC’s Dragons’ Den in January and received funding from the show’s tough judges, it was a triumph for Niagara College as well as for Ms. Secord and her partners. “PaperNuts is a fantastic packaging filler,” she says. “There is no greener, more economical packaging option. But no engineer we might have hired could have done everything Niagara College has done to bring us this far.”


CANADA’s ColleGes

Niagara College student research assistant Jason Van de Laar, left, and senior research associate Mike Holderney, right, participate in the success of local entrepreneurs through applied research partnerships. supplIeD

Colleges unleash faculty, students and facilities on today’s business challenges

SolutIoNS

“It’s not well known that colleges do applied research as well as provid-ing qualified personnel for companies to hire.”

Marc Nantel is associate vice-president of research and innovation at Niagara College

mall and medium en-terprises across Canadashare a common chal-

lenge: they must innovate tocompete in an increasingly glob-al marketplace, but they oftendon’t have the time, expertiseor budget for R&D. The solutionto this age-old conundrummaynow be as close as their local col-lege or polytechnic institute.When Jim Sheehan of Durham

Foods in Port Perry, Ont., neededexpert advice to help his com-pany prepare for the extensiveaudits required for certificationby CanadaGAP, a food safetyprogram, he approached NiagaraResearch, the applied researchdivision of Niagara College.Niagara Research made the

whole process simple, says Mr.Sheehan. “I didn’t need theory –I needed somebody to help meget my products to market. Theyare very keen on sharing appliedknowledge, bringing in students.Everyone had such great ideasthat we’ve now expanded tothree projects.”The only producer in North

America to commercially growand sell hydroponic spinach,Mr. Sheehan was faced with theinnovator’s dilemma: all theequipment he needed had to beinvented, including harvestersthat could glean spinach grownin trays holding 500 to 1,000 kilo-grams each. “We had to build anddesign commercial-scale harvest-ers, seeding systems and germi-nation processes,” he explains.“That’s what Niagara College isworking with me on now, andthey helped me get the fundingrequired through the provincialand federal governments.”Mr. Sheehan has since intro-

duced other companies to Niaga-ra College. “They didn’t have anyidea that kind of talent is avail-able to help them at a reasonablecost,” he says. “I wouldn’t havebeen able to afford to do what Idid if I had to hire engineers andconsultants at today’s rates. It

just wouldn’t have been possiblefor me.”PaperNuts in St. Catharines,

Ont., imported equipmentfrom Finland to manufactureits unique packaging product,which opens up during trans-portation to interlock and formaround items being shipped.But the company discovered itneeded to develop additional,specialized equipment to ensurethat the recycled paper used inits process could be fed into amachine with consistent tension.“Being a startup company, we

didn’t have the money to bringin an engineer,” says PaperNutsco-founder Joanne Secord.

The solution was found atNiagara College. The studentsand faculty did extensive testing,created the required equipment,developed an operating manualand brought the college’s electri-cal division in to create a remote-control for the key machinery,adding an additional measure ofoperating safety.“It’s not well known that col-

leges do applied research as wellas providing qualified personnelfor companies to hire,” said MarcNantel, Niagara College’s associ-ate vice-president of researchand innovation. “We help smalland medium enterprises designand test products, and become

more productive through leanmanufacturing audits and imple-mentation; we even providebusiness services.”It’s difficult for companies that

are struggling to make ends meetto dedicate resources to devis-ing and testing new products, hesays. “But if they don’t look atthe future and the next genera-tion of products, then someoneelse will – while they becomeobsolete.”Colleges help by providing the

equivalent of R&D departmentsfor these small companies, he ex-plains. “We unleash our faculty,students and facilities on theirproblems.”For students, such applied

researchmeans an opportunityto work on “real problems in realcompanies in the real world,”notes Dr. Nantel. “They come tounderstand how industry works,how problems are encounteredand solved, and how to work inmultidisciplinary teams.”In addition, when students

help solve a particular problemfor a company, and that companysees increased growth and salesas a result, it often needs to takeonmore employees, he says. “Thebest way to transfer technologyis to hire the brain that solvedthe problem you had. A lot of ourstudents are hired by these com-panies when they graduate. Whenyou work with a company on aproblem for eight months, it’s likean eight-month interview.”When the PaperNuts co-found-

ers presented their company onCBC’s Dragons’ Den in Januaryand received funding from theshow’s tough judges, it was atriumph for Niagara Collegeas well as for Ms. Secord andher partners. “PaperNuts is afantastic packaging filler,” shesays. “There is no greener, moreeconomical packaging option.But no engineer we might havehired could have done everythingNiagara College has done to bringus this far.”

Last year, colleges partnered with 4,586 Canadian businessesto improve productivity and create jobs.

With highly trained faculty, leading-edge equipment andtalented student researchers in 1,000 campuses, collegesare powerful catalysts for business innovation.

As innovation leaders, college graduatesget the jobs that keep Canada growing.

Increasing Productivity through Innovation

ACCC.ca

Colleges, Institutes &Polytechnics


CANADA’S COLLEGES

Niagara College student research assistant Jason Van de Laar, left, and senior research associate Mike Holderney,right, participate in the success of local entrepreneurs through applied research partnerships. SUPPLIED

Colleges unleash faculty, students and facilities on today’sbusiness challenges

SOLUTIONS

“It’s not well knownthat colleges do appliedresearch as well as provid-ing qualified personnel forcompanies to hire.”

Marc Nantelis associate vice-president ofresearch and innovation at NiagaraCollege

Kawartha trades andtechnology centreConstruction on the new, $36.6 million trades and technologyCentre, at the College’s Sutherland Campus in Peterborough,is well underway. Through this unique partnership, the Centrewill address skills shortages by providing:

■ Facilities to teach and train students from regionalsecondary schools, Fleming College, and regional industry

■ Skills training in trades such as carpentry, masonry,welding, plumbing and machining

■ State-of-the art, sustainable shop facilities, smart-wiredclassrooms, and labs with the newest technology.

The new Centre opens September, 2014.See construction progress at: flemingcollege.ca/KTTC

flemingcollege.caPETERBOROUGH | LINDSAY | COBOURG | HALIBURTON


CANADA’s ColleGes

ew technology developed for the Early Childhood Education (ECE) program

at Toronto’s Seneca College has far-reaching implications for the future of teaching, says Professor

Nancy Brown.Ms. Brown, who developed the

two-year-old iLook system to al-low ECE students to peer into ac-tual classrooms and learn about childhood development without

leaving their desks, says it gives Seneca a competitive edge over other colleges and has national and international potential.

The iLook technology is used at Seneca’s Early Childhood Educa-tion Observation Laboratory Teaching School, a fully function-ing childcare facility that is a demonstration and observation centre for the college’s School of Early Childhood Education Diploma Program.

Seneca has the largest ECE program in Ontario, with 1,300 daytime students and 600 ap-prenticeship students. “There are 20 ECE classes going on at any given time,” says Ms. Brown.

Many lab schools outside the GTA have closed, creating an opportunity to use Seneca’s lab school technology for toddlers, preschoolers and kindergarten children in colleges across the province, Ms. Brown notes.

“We now have broadcast-quality, automated cameras with full audio,” Ms. Brown says. “It’s simple to use. With an easy touch on my computer screen, I can get an instant overview of what’s happening in the room. “

Ms. Brown says that as she teaches, she can remotely move the cameras from table to table at lunchtime, for example, or from one activity centre to another at playtime. “We look for develop-mental milestones in the chil-dren, and we also watch how the

teacher interacts with them.”The system is “completely

engaging,” she says. “The quality is fantastic and cost-effective. We don’t need to hire editors or sound people.”

Instead of standing at the front of a classroom lecturing on child-hood development, Ms. Brown explains, “I use the technology to take my students right into the classroom in real time. The students watch the children as the cameras, which are attached to the ceiling, migrate around the room.”

The teacher can stop the camera at any time to allow the students to discuss what they are seeing and hearing.

“My role changes,” she says. “As a group, students are exposed to model curriculum delivery. I guide their conversation, while they are empowered to share their knowledge and observa-tions.”

In the past, students had to crowd into tiny observation booths next door to classrooms in order to watch the children, who couldn’t be heard through the glass.

Ms. Brown believes the system could revolutionize teaching in other fields and in other coun-tries. “We could use it in our nursing program, or in veterinary medicine – any teaching that requires students to learn by watching.”

Technology sharpens eye on early childhood educationSENECa CollEgE

Those who can, do. Driven by that conviction,

Humber College requires all of its Bachelor of Commerce degree students to complete a 14-week paid work placement with a com-pany in their industry, as part of a comprehensive approach to help students achieve employment in their field upon graduating.

In addition, specific placement advisers are assigned to each de-gree. “Placement advisers work with each student to develop and discuss their employment goals, while offering knowledge, techniques and skills to help them land the work placement or job opportunity they desire,” says Paul Griffin, associate dean of Humber’s business school. “Advisers are connected to indus-try, which helps students as they network, meet potential employ-ers and organize workshops with

industry partners.”Program co-ordinators and

placement advisers run diverse events – with employers such as TD Bank Group, Monster.ca, LinkedIn and Samsung – that provide students with the op-portunity to create relationships with industry professionals while increasing their networking skills.

Work placements provide students with experience in their field prior to graduation, while broadening their view of the type of positions available. Conversely, employers have the opportunity to get to know the high-quality students graduat-ing from Humber’s Bachelor of Commerce programs. As a result, “many companies are hiring for work placements and recruiting graduates for full-time positions,” reports Dr. Griffin.

Targeted initiatives connect students with employers

humbEr CollEgE

New technology developed by Sen-eca College allows early childhood education students to learn by watch-ing interactions in childcare facilities. supplIeD

“I use the technology to take my students right into the classroom in real time. The students watch the children as the cam-eras, which are attached to the ceiling, migrate around the room.”

Nancy Brown is a professor at Toronto’s Seneca College


CANADA’S COLLEGES

ew technology developedfor the Early ChildhoodEducation (ECE) program

at Toronto’s Seneca College hasfar-reaching implications for thefuture of teaching, says Professor

Nancy Brown.Ms. Brown, who developed the

two-year-old iLook system to al-low ECE students to peer into ac-tual classrooms and learn aboutchildhood development without

leaving their desks, says it givesSeneca a competitive edge overother colleges and has nationaland international potential.The iLook technology is used at

Seneca’s Early Childhood Educa-tion Observation LaboratoryTeaching School, a fully function-ing childcare facility that is ademonstration and observationcentre for the college’s Schoolof Early Childhood EducationDiploma Program.Seneca has the largest ECE

program in Ontario, with 1,300daytime students and 600 ap-prenticeship students. “There are20 ECE classes going on at anygiven time,” says Ms. Brown.Many lab schools outside the

GTA have closed, creating anopportunity to use Seneca’s labschool technology for toddlers,preschoolers and kindergartenchildren in colleges across theprovince, Ms. Brown notes.“We now have broadcast-

quality, automated cameras withfull audio,” Ms. Brown says. “It’ssimple to use. With an easy touchonmy computer screen, I canget an instant overview of what’shappening in the room. “Ms. Brown says that as she

teaches, she can remotely movethe cameras from table to table atlunchtime, for example, or fromone activity centre to another atplaytime. “We look for develop-mental milestones in the chil-dren, and we also watch how the

teacher interacts with them.”The system is “completely

engaging,” she says. “The qualityis fantastic and cost-effective.We don’t need to hire editors orsound people.”Instead of standing at the front

of a classroom lecturing on child-hood development, Ms. Brownexplains, “I use the technologyto take my students right intothe classroom in real time. Thestudents watch the children asthe cameras, which are attachedto the ceiling, migrate around theroom.”The teacher can stop the

camera at any time to allow thestudents to discuss what they areseeing and hearing.“My role changes,” she says.

“As a group, students are exposedto model curriculum delivery. Iguide their conversation, whilethey are empowered to sharetheir knowledge and observa-tions.”In the past, students had to

crowd into tiny observationbooths next door to classroomsin order to watch the children,who couldn’t be heard throughthe glass.Ms. Brown believes the system

could revolutionize teaching inother fields and in other coun-tries. “We could use it in ournursing program, or in veterinarymedicine – any teaching thatrequires students to learn bywatching.”

Technology sharpens eye on early childhood educationSENECA COLLEGE

Those who can, do.Driven by that conviction,

Humber College requires all ofits Bachelor of Commerce degreestudents to complete a 14-weekpaid work placement with a com-pany in their industry, as part of acomprehensive approach to helpstudents achieve employment intheir field upon graduating.In addition, specific placement

advisers are assigned to each de-gree. “Placement advisers workwith each student to developand discuss their employmentgoals, while offering knowledge,techniques and skills to helpthem land the work placementor job opportunity they desire,”says Paul Griffin, associate deanof Humber’s business school.“Advisers are connected to indus-try, which helps students as theynetwork, meet potential employ-ers and organize workshops with

industry partners.”Program co-ordinators and

placement advisers run diverseevents – with employers suchas TD Bank Group, Monster.ca,LinkedIn and Samsung – thatprovide students with the op-portunity to create relationshipswith industry professionals whileincreasing their networkingskills.Work placements provide

students with experience intheir field prior to graduation,while broadening their view ofthe type of positions available.Conversely, employers have theopportunity to get to know thehigh-quality students graduat-ing from Humber’s Bachelor ofCommerce programs. As a result,“many companies are hiring forwork placements and recruitinggraduates for full-time positions,”reports Dr. Griffin.

Targeted initiatives connectstudents with employers

HUMBER COLLEGE

New technology developed by Sen-eca College allows early childhoodeducation students to learn by watch-ing interactions in childcare facilities.SUPPLIED

“I use the technology totake my students rightinto the classroom in realtime. The students watchthe children as the cam-eras, which are attachedto the ceiling, migratearound the room.”

Nancy Brownis a professor at Toronto’s SenecaCollege

Bringing learning to life.

Over 250 programs at CentennialCollege.caSee where experience takes you.

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Connecting with the communities weserve has been a hallmark of OkanaganCollege for the past 50 years. Today, thosecommunities are defined by more thangeographic boundaries. Whether focusedon industry needs, sustainability initiatives,skills development, food and wine, or therole of social responsibility in business,the 20,000-plus people we reach annuallyand our 1,000 staff are changing livesand communities through projects,participation and fresh thinking.

A half-centuryof successwith a fresh outlook

Visit okanagan.bc.ca todayto learn how you can shapeyour future - and ours.

orthern Lakes College recently announced a campaign to raise

$2 million for the creation of a Power Lab training centre in Peace River by January 2014.

The Peace River Regional Power Engineering Project and the college’s unique power engineering program will help reduce the extreme shortage of power engineers throughout the Peace Region and across North-ern Alberta.

“Industry has indicated that one of the largest obstacles to training new power engineers, and advancing those who are

already in the occupation, is ob-taining the necessary steam time for certification,” says Northern Lakes College president and CEO Rick Neidig. The proposed power engineering lab will accommo-date more than 80 students a year.

There are six intakes into the power engineering program throughout the year, and the program is delivered online anytime, explains Mr. Neidig. “Students are free to access their online program components on a schedule that suits their needs, so long as they meet program pace expectations.”

This accommodates students who are already working and those who require the flexibility to fit this program into their personal schedule.

“The power engineering course through Northern Lakes College is a wonderful educa-tional experience,” says Bran-

don Boudrea, a student in the program. “Being able to take the course online offers the flex-ibility to learn at your own pace, but has enough structure and guidelines to follow so that you can maintain a good pace and not fall behind.”

The new training centre will

mean that more power engineers can be equipped and on the job faster. “Industry has expressed the need for this power lab as a critical component of employee development, and industry’s desire to support this initiative demonstrates the growth within the region,” says Mr. Neidig.

Industry support key to solving power engineer shortage


CANADA’s ColleGes

NorthErN lakES CollEgE

At Northern Lights College (NLC), community and industry partners are key contributors to programs that meet the current and future needs of B.C.’s labour market.

“I’ve never seen this level of multi-partner collaboration be-fore,” says Laurie Rancourt, the college’s president. “We don’t just get donations, or school district letters of support. Local industry contributes the exper-

tise our students need. Highly skilled operators come to work with us on projects.”

Opened in 1975, NLC has campuses in Chetwynd, Dawson Creek, Fort Nelson, Fort St. John and Tumbler Ridge, as well as access centres in Atlin, Dease Lake and Hudson’s Hope.

NLC is B.C.’s Energy College. Students and faculty enjoy the unique opportunity to work with partners to provide train-ing for jobs in the oil and gas industry, and in the field of clean energy technology.

A provincial Centre of Excel-lence in Oil and Gas is based at the campus in Fort St. John. The focal point is a simulated well site training facility, which includes a decommissioned full-sized drilling rig. The facil-ity was made possible through donations from 50 industry and community partners. Programs include industrial instrumenta-tion, power engineering, and oil and gas field operations, and seats are in high demand, as students know they are receiv-ing the training needed to start work in the industry.

“We have a wait-list for both oil and gas and power engineer-ing. Oil and gas is by far the economic leader in the region, and our students know this,” adds Ms. Rancourt.

The Dawson Creek campus focuses on the growing field of clean energy, through the Centre of Excellence for Clean Energy Technology, better known as Energy House. NLC offers the only Wind Turbine Technology program in B.C., and graduates can work for wind companies locally or around the world.

At SAIT Polytechnic in Calgary, Alta., the direct customer is the student, but the ultimate customer is the employer, says Gordon Nixon, vice president academic.

As a result of that key guiding principle, rather than establish-ing traditional academic depart-ments, SAIT has organized its curriculum around the industry sectors in Alberta: schools of energy, construction, hospitality, health, transportation, manufac-turing, information and commu-nications, and business. Fur-ther, says Dr. Nixon, “we don’t hire people because of their academic credentials; we hire them because of their industry expertise. Then we provide the support mechanisms required to make them great instructors.”

Industry advisory commit-tees provide guidance on the direction of curriculum and new trends. “The expectation that our deans and academic chairs be in constant contact with in-dustry has driven the very high employment rate of our gradu-ates,” he says.

To prepare students for im-mediate employment, much of SAIT’s programming is hands-on

training, provided on equip-ment similar or even superior to the most advanced equipment found in industry settings. “Our programs are very demanding, but students come to us because they know there’s a huge reward at the end,” says Dr. Nixon.

For example, when the Centre for Energy Asset Management needed skilled employees, it selected SAIT to develop a two-year diploma program in energy asset management. This May, the third class of 64 students will graduate. Another 32 students are enrolled in a fast-track water treatment operator program; 75 per cent of them have already been guaranteed jobs with mem-ber companies. A donation from Cenovus Energy made it possible to add an additional class of power engineering students to help replace the many power engineers expected to retire in the coming years. Additional financing from the Government of Alberta made it possible to add another class.

“Industry and government support SAIT programming, because our programming sup-ports the economy of Alberta and Canada,” adds Dr. Nixon.

Training benefits from industry input

Alberta poly-tech preparing students for employment

NorthErN lIghtS CollEgE

SaIt polytEChNIC

by the numbers

$59.4 millionIndustry investment in Canada’s col-leges

18% Increase in private sector investment in Canada’s col-leges last year

Northern Lakes College’s power engineering program aims to reduce the extreme shortage of power engineers in Northern Alberta. supplIeD

Northern Lights College’s simulated well site training facility in Fort St. John, B.C., includes a decommis-sioned drilling rig. supplIeD

Organized around Alberta’s industry sectors, SAIT’s programs are aligned with industry labour demands. supplIeD

orthern Lakes Collegerecently announced acampaign to raise

$2 million for the creation ofa Power Lab training centre inPeace River by January 2014.The Peace River Regional

Power Engineering Project andthe college’s unique powerengineering program will helpreduce the extreme shortage ofpower engineers throughout thePeace Region and across North-ern Alberta.“Industry has indicated that

one of the largest obstacles totraining new power engineers,and advancing those who are

already in the occupation, is ob-taining the necessary steam timefor certification,” says NorthernLakes College president and CEORick Neidig. The proposed powerengineering lab will accommo-date more than 80 students ayear.There are six intakes into the

power engineering programthroughout the year, and theprogram is delivered onlineanytime, explains Mr. Neidig.“Students are free to access theironline program components ona schedule that suits their needs,so long as they meet programpace expectations.”

This accommodates studentswho are already working andthose who require the flexibilityto fit this program into theirpersonal schedule.“The power engineering

course through Northern LakesCollege is a wonderful educa-tional experience,” says Bran-

don Boudrea, a student in theprogram. “Being able to take thecourse online offers the flex-ibility to learn at your own pace,but has enough structure andguidelines to follow so that youcan maintain a good pace andnot fall behind.”The new training centre will

mean that more power engineerscan be equipped and on the jobfaster. “Industry has expressedthe need for this power lab as acritical component of employeedevelopment, and industry’sdesire to support this initiativedemonstrates the growth withinthe region,” says Mr. Neidig.

Industry support key to solving power engineer shortage


CANADA’S COLLEGES

NORTHERN LAKES COLLEGE

At Northern Lights College(NLC), community and industrypartners are key contributors toprograms that meet the currentand future needs of B.C.’s labourmarket.“I’ve never seen this level of

multi-partner collaboration be-fore,” says Laurie Rancourt, thecollege’s president. “We don’tjust get donations, or schooldistrict letters of support. Localindustry contributes the exper-

tise our students need. Highlyskilled operators come to workwith us on projects.”Opened in 1975, NLC has

campuses in Chetwynd, DawsonCreek, Fort Nelson, Fort St. Johnand Tumbler Ridge, as well asaccess centres in Atlin, DeaseLake and Hudson’s Hope.NLC is B.C.’s Energy College.

Students and faculty enjoy theunique opportunity to workwith partners to provide train-ing for jobs in the oil and gasindustry, and in the field ofclean energy technology.A provincial Centre of Excel-

lence in Oil and Gas is basedat the campus in Fort St. John.The focal point is a simulatedwell site training facility, whichincludes a decommissionedfull-sized drilling rig. The facil-ity was made possible throughdonations from 50 industry andcommunity partners. Programsinclude industrial instrumenta-tion, power engineering, andoil and gas field operations, andseats are in high demand, asstudents know they are receiv-ing the training needed to startwork in the industry.“We have a wait-list for both

oil and gas and power engineer-ing. Oil and gas is by far theeconomic leader in the region,and our students know this,”adds Ms. Rancourt.The Dawson Creek campus

focuses on the growing field ofclean energy, through the Centreof Excellence for Clean EnergyTechnology, better known asEnergy House. NLC offers theonly Wind Turbine Technologyprogram in B.C., and graduatescan work for wind companieslocally or around the world.

At SAIT Polytechnic in Calgary,Alta., the direct customer isthe student, but the ultimatecustomer is the employer, saysGordon Nixon, vice presidentacademic.As a result of that key guiding

principle, rather than establish-ing traditional academic depart-ments, SAIT has organized itscurriculum around the industrysectors in Alberta: schools ofenergy, construction, hospitality,health, transportation, manufac-turing, information and commu-nications, and business. Fur-ther, says Dr. Nixon, “we don’thire people because of theiracademic credentials; we hirethem because of their industryexpertise. Then we provide thesupport mechanisms required tomake them great instructors.”Industry advisory commit-

tees provide guidance on thedirection of curriculum and newtrends. “The expectation thatour deans and academic chairsbe in constant contact with in-dustry has driven the very highemployment rate of our gradu-ates,” he says.To prepare students for im-

mediate employment, much ofSAIT’s programming is hands-on

training, provided on equip-ment similar or even superior tothe most advanced equipmentfound in industry settings. “Ourprograms are very demanding,but students come to us becausethey know there’s a huge rewardat the end,” says Dr. Nixon.For example, when the Centre

for Energy Asset Managementneeded skilled employees, itselected SAIT to develop a two-year diploma program in energyasset management. This May,the third class of 64 students willgraduate. Another 32 studentsare enrolled in a fast-track watertreatment operator program; 75per cent of them have alreadybeen guaranteed jobs with mem-ber companies. A donation fromCenovus Energy made it possibleto add an additional class ofpower engineering students tohelp replace the many powerengineers expected to retire inthe coming years. Additionalfinancing from the Governmentof Alberta made it possible toadd another class.“Industry and government

support SAIT programming,because our programming sup-ports the economy of Albertaand Canada,” adds Dr. Nixon.

Training benefits fromindustry input

Alberta poly-tech preparingstudents for employment

NORTHERN LIGHTS COLLEGE

SAIT POLYTECHNIC

By thenumbers

$59.4millionIndustryinvestment inCanada’s col-leges

18%Increase inprivate sectorinvestment inCanada’s col-leges last year

Northern Lakes College’s power engineering program aims to reduce the extreme shortage of power engineers inNorthern Alberta. SUPPLIED

Northern Lights College’s simulatedwell site training facility in Fort St.John, B.C., includes a decommis-sioned drilling rig. SUPPLIED

Organized around Alberta’s industry sectors, SAIT’s programs are aligned withindustry labour demands. SUPPLIED

BACHELOR’SDEGREES

AccountingChild and Youth CareCreative AdvertisingCriminal Justicee-Business MarketingFashion ManagementFilm and Media ProductionFinanceHospitality and TourismManagementHuman Resources ManagementIndustrial DesignInterior DesignInternational BusinessInternational DevelopmentJournalismManagement StudiesMarketingMusicNursing*Paralegal StudiesPublic RelationsSupply Chain Management

* Offered in collaboration with theUniversity of New Brunswick

Academic excellence. Practical experience.Industry connections. That’s what you getwith each one of Humber’s four-year, career-focused bachelor’s degree programs.

n

ement

t

t

ctical experience.t’s what you gets four-year, career-e programs.

humber.ca/degrees

lethbridgecollege.ca

When Lethbridge Collegeand industry work together,science and students benefit.

APPLIEDresearch in action


CANADA’s ColleGes

Federal government, industry invests in trades training and applied research

Recently announced federal funding of $2.56 million will help Camosun College in Victoria, B.C., purchase essential new teaching equipment for the college’s ma-rine, mechanical and metal trades programs and enhance infra-structure and facilities for applied research and innovation.

Wärtsilä Canada, a worldwide leader in the marine and energy industry, also donated a modern 19-ton ship’s engine, valued at over $850,000, to Camosun for teaching purposes.

“To be a college of excellence, for both our students and indus-try, we need to provide the best service, education and training equipment possible,” said Tom Roemer, vice president of Strate-gic Development for Camosun, in the joint announcement. “This funding and equipment sup-port will go a long way to help us deliver that in our new Centre for Trades Education and Innova-tion, now under construction at Interurban campus.”

“Over the last year, our Gov-ernment’s Shipbuilding Action Plan has helped contribute to the thriving and competitive shipbuilding industry in Western Canada,” added Lynne Yelich, the minister of state for Western Eco-nomic Diversification. “Today’s investment supports our plan by ensuring that Canadians have the skills needed to address the demand for 30,000 skilled work-ers in the shipbuilding, repair and resource industries.”

Reclaiming mineral residues good for revenues and the envi-ronment

In affiliation with Cégep de l’Abitibi-Témiscamingue, the Cen-tre technologique des résidus in-dustriels is at work on a research initiative to reclaim mineral residues left behind by quarry extraction in Quebec’s Abitibi-Té-miscamingue region and convert them into marketable products, in this case muscovite and silica concentrates. The process gener-ates extra revenue and reduces the environmental impact.

The Centre technologique des résidus industriels also worked with its industrial partners to devise a new dry process in the lab for manufacturing superior quality silica and muscovite con-centrates with optimal reclama-tion rates and less cost than traditional wet processing.

The research results allow the partner company, Les Pierres du Nord, to explore potential North American markets for the two concentrates, thus expanding its line of marketable products while decreasing residue deposits at the quarry site itself.

“The partnership supports our plans to build a multi-purpose plant in Témiscaming that will strengthen our sustainable devel-opment efforts and inject more direct economic benefits across the region,” said a spokesperson for Les Pierres du Nord.

A training machine that makes injured workers even stronger

Workers who have suffered shoul-der injuries can now rely on a new piece of equipment that not only gets them over their injury in record time, but also gives them even more physical capabil-ity than before they got hurt. The multifunctional training machine (MTM), as it is called, can also determine the maximum physi-cal capacity of people who have been injured.

To develop the machine, the Centre de production automati-sée (CPA), affiliated with Cégep de Jonquière, teamed up with Consultants en ergonomie et mieux-être (CME), a Saguenay-re-gion firm specializing in rehabili-tation and work re-integration.

“We’re truly able to bring acci-dent victims’ physical capabilities to their highest possible level!” says Martin Gravel, Consultants en ergonomie et mieux-être.

Students play a critical role in livestock feed research at Lake-land College

In 2010, Lakeland College received $125,918 from NSERC’s Applied Research Tools and Instruments grant program to purchase a GrowSafe residual feed intake monitoring system. This equipment has opened up new teaching and learning opportunities and is helping the college build relationships with industry in the region. The system measures how effectively livestock convert feedstuffs into marketable weight, and provides

data to quantify the effects of various diet combinations. It also provides information on individ-ual animals for genetic selection.

After completing installation and pilot studies in the 2011-12 school year, Lakeland has partnered with a local feedlot in the equipment’s first industry-led, student-run project. “All 30 students in our feedlot class have participated in the development of this project. The data collec-tion phase allows students to experience the research process in a very tangible way,” says Geoff Brown, Lakeland agricultural sciences instructor and beef lead researcher. “Interacting with our industry partners and discussing the importance of trial design and expected outcomes really excited students about research and how they can contribute to the project.”

Brightening up Nova Scotia’s solar energy sector

Nova Scotia Community Col-lege (NSCC) recently completed a two-year study focused on improving the performance of solar thermal and solar pho-tovoltaic systems operating in the Maritime climate. The study developed low-cost monitoring systems to quantify the perfor-mance of solar energy for heating or electrical use in the region’s homes and businesses. An In-novation Enhancement grant as well as an Applied Research Tools and Instruments grant from the Natural Sciences and Engineer-ing Research Council of Canada (NSERC) program provided fund-ing for the college to partner with local solar energy companies.

NSERC’s College and Commu-nity Innovation Program funding leaves a legacy in the form of an outdoor learning space – or solar ‘classroom’ – directly connected to the Applied Energy Research Lab. The new space at NSCC’s Waterfront Campus gives stu-dents, faculty and researchers the opportunity to demonstrate, test and improve solar technologies while simultaneously monitoring environmental factors including incoming solar energy. The solar classroom was also made possible with support from companies such as EnCom Alternative En-ergy Ltd., Green Power Labs Inc., Thermo Dynamics Ltd. and Sage Energy Inc.

The ART(I) of supporting SMEs

Cutting-edge technology and instrumentation is building research capacity at Fanshawe College to deliver results to small and medium-sized businesses in the renewable energy, environ-mental, building and electronics manufacturing sectors.

Through Applied Research Tools & Instruments (ARTI) fund-ing and the College and Commu-nity Innovation program, equip-ment includes a 3D scanner, EMC equipment, an infrared camera, noise and vibration measurement equipment and a state-of-the-art Atonometrics solar simulator – the first of its kind in Canada.

The ARTI program has been a boon to Fanshawe College and R&D resources in Southern Ontario. The college is already exploring new opportunities with industry for projects using the simulator and 3D scanner.

The Fanshawe College part-nerships have led to three new design and development projects with other ACCC colleges, which further expands research capacity and resources to help businesses compete through development of employees with advanced skills.

Leveraging the agricultural advantage

Outside of Canada’s urban cen-tres, rural entrepreneurs support industry and regional economic development. As rural businesses grow, they typically depend on full-time positions with higher wages that strengthen regional economies and community capacity.

Canada has limited data on the challenges to rural entrepreneurs. To get a clearer understanding, British Columbia’s Okanagan Col-lege launched a project through an Applied Research and Devel-opment grant to examine rural entrepreneurship and competi-tiveness.

“What we’re looking at here is the industry cluster of agricultural products,” said Business Division research lead Lee Carter. “Wine, tree fruits, processing, manufac-turers, stainless steel fabrication, equipment manufacturing, the service and support industries, the grower supply companies – all of this is the value chain.”

Investigating how agricultural competitiveness supports rural community development is of in-terest to business entrepreneurs, regional economic development officers, lenders and venture capitalists.

As baby boomers retire and the global knowledge economy continues to emerge, Canada’s future depends on bridging the increasing skills gap and growing the pace of innovation. It’s a job that is too big for the Canadian people, education sector, industry or government alone. These colleges, institutes and polytechnics are demonstrating leadership in partnerships that leverage education and innovation through applied research.

Applied research initiatives aid growth of Canada’s small and medium enterprises

partNErShIpS For proSpErIty

NSCC research scientist Alain Joseph is part of a team conducting a two-year solar panel performance study. supplIeD

Funding and equipment donations are creating new opportunities for students of Camuson College. supplIeD

Lakeland College’s student-managed farm has extensive facilities for agriculture sciences training and research, including 1,700 acres of college-owned land. supplIeD

A Quebec-based research initiative promises to convert mineral residues into marketable products. supplIeD

A state-of-the-art Atonometrics solar simulator, developed by Fanshawe College, is the first of its kind in Canada. supplIeD

ShIpbuIlDINg hEalth aND lIFE SCIENCES

Natural rESourCESSuStaINablE ENErgy

applIED rESEarCh

rural ENtrEprENEurShIp

agrICulturE


CANADA’S COLLEGES

Federal government, industryinvests in trades training andapplied research

Recently announced federalfunding of $2.56 million will helpCamosun College in Victoria, B.C.,purchase essential new teachingequipment for the college’s ma-rine, mechanical andmetal tradesprograms and enhance infra-structure and facilities for appliedresearch and innovation.Wärtsilä Canada, a worldwide

leader in the marine and energyindustry, also donated amodern19-ton ship’s engine, valued atover $850,000, to Camosun forteaching purposes.“To be a college of excellence,

for both our students and indus-try, we need to provide the bestservice, education and trainingequipment possible,” said TomRoemer, vice president of Strate-gic Development for Camosun,in the joint announcement. “Thisfunding and equipment sup-port will go a long way to help usdeliver that in our new Centre forTrades Education and Innova-tion, now under construction atInterurban campus.”“Over the last year, our Gov-

ernment’s Shipbuilding ActionPlan has helped contribute tothe thriving and competitiveshipbuilding industry in WesternCanada,” added Lynne Yelich, theminister of state for Western Eco-nomic Diversification. “Today’sinvestment supports our planby ensuring that Canadians havethe skills needed to address thedemand for 30,000 skilled work-ers in the shipbuilding, repair andresource industries.”

Reclaimingmineral residuesgood for revenues and the envi-ronment

In affiliation with Cégep del’Abitibi-Témiscamingue, the Cen-tre technologique des résidus in-dustriels is at work on a researchinitiative to reclaimmineralresidues left behind by quarryextraction in Quebec’s Abitibi-Té-miscamingue region and convertthem into marketable products,in this case muscovite and silicaconcentrates. The process gener-ates extra revenue and reducesthe environmental impact.The Centre technologique des

résidus industriels also workedwith its industrial partners todevise a new dry process in thelab for manufacturing superiorquality silica andmuscovite con-centrates with optimal reclama-tion rates and less cost thantraditional wet processing.The research results allow the

partner company, Les Pierres duNord, to explore potential NorthAmericanmarkets for the twoconcentrates, thus expanding itsline of marketable products whiledecreasing residue deposits at thequarry site itself.“The partnership supports our

plans to build a multi-purposeplant in Témiscaming that willstrengthen our sustainable devel-opment efforts and inject moredirect economic benefits acrossthe region,” said a spokespersonfor Les Pierres du Nord.

A trainingmachine that makesinjured workers even stronger

Workers who have suffered shoul-der injuries can now rely on anew piece of equipment that notonly gets them over their injuryin record time, but also givesthem evenmore physical capabil-ity than before they got hurt. Themultifunctional training machine(MTM), as it is called, can alsodetermine the maximum physi-cal capacity of people who havebeen injured.To develop themachine, the

Centre de production automati-sée (CPA), affiliated with Cégepde Jonquière, teamed up withConsultants en ergonomie etmieux-être (CME), a Saguenay-re-gion firm specializing in rehabili-tation and work re-integration.“We’re truly able to bring acci-

dent victims’ physical capabilitiesto their highest possible level!”says Martin Gravel, Consultantsen ergonomie et mieux-être.

Students play a critical role inlivestock feed research at Lake-land College

In 2010, Lakeland Collegereceived $125,918 from NSERC’sApplied Research Tools andInstruments grant program topurchase a GrowSafe residualfeed intake monitoring system.This equipment has openedup new teaching and learningopportunities and is helpingthe college build relationshipswith industry in the region. Thesystemmeasures how effectivelylivestock convert feedstuffs intomarketable weight, and provides

data to quantify the effects ofvarious diet combinations. It alsoprovides information on individ-ual animals for genetic selection.After completing installation

and pilot studies in the 2011-12 school year, Lakeland haspartnered with a local feedlot inthe equipment’s first industry-led, student-run project. “All 30students in our feedlot class haveparticipated in the developmentof this project. The data collec-tion phase allows students toexperience the research processin a very tangible way,” says GeoffBrown, Lakeland agriculturalsciences instructor and beef leadresearcher. “Interacting with ourindustry partners and discussingthe importance of trial designand expected outcomes reallyexcited students about researchand how they can contribute tothe project.”

Brightening up Nova Scotia’ssolar energy sector

Nova Scotia Community Col-lege (NSCC) recently completeda two-year study focused onimproving the performance ofsolar thermal and solar pho-tovoltaic systems operating inthe Maritime climate. The studydeveloped low-cost monitoringsystems to quantify the perfor-mance of solar energy for heatingor electrical use in the region’shomes and businesses. An In-novation Enhancement grant aswell as an Applied Research Toolsand Instruments grant from theNatural Sciences and Engineer-ing Research Council of Canada(NSERC) program provided fund-ing for the college to partner withlocal solar energy companies.NSERC’s College and Commu-

nity Innovation Program fundingleaves a legacy in the form of anoutdoor learning space – or solar‘classroom’ – directly connectedto the Applied Energy ResearchLab. The new space at NSCC’sWaterfront Campus gives stu-dents, faculty and researchers theopportunity to demonstrate, testand improve solar technologieswhile simultaneously monitoringenvironmental factors includingincoming solar energy. The solarclassroomwas also made possiblewith support from companiessuch as EnComAlternative En-ergy Ltd., Green Power Labs Inc.,Thermo Dynamics Ltd. and SageEnergy Inc.

The ART(I) of supporting SMEs

Cutting-edge technology andinstrumentation is buildingresearch capacity at FanshaweCollege to deliver results to smallandmedium-sized businesses inthe renewable energy, environ-mental, building and electronicsmanufacturing sectors.Through Applied Research

Tools & Instruments (ARTI) fund-ing and the College and Commu-nity Innovation program, equip-ment includes a 3D scanner, EMCequipment, an infrared camera,noise and vibrationmeasurementequipment and a state-of-the-artAtonometrics solar simulator –the first of its kind in Canada.The ARTI program has been

a boon to Fanshawe Collegeand R&D resources in SouthernOntario. The college is alreadyexploring new opportunities withindustry for projects using thesimulator and 3D scanner.The Fanshawe College part-

nerships have led to three newdesign and development projectswith other ACCC colleges, whichfurther expands research capacityand resources to help businessescompete through development ofemployees with advanced skills.

Leveraging the agriculturaladvantage

Outside of Canada’s urban cen-tres, rural entrepreneurs supportindustry and regional economicdevelopment. As rural businessesgrow, they typically depend onfull-time positions with higherwages that strengthen regionaleconomies and communitycapacity.Canada has limited data on the

challenges to rural entrepreneurs.To get a clearer understanding,British Columbia’s Okanagan Col-lege launched a project throughan Applied Research and Devel-opment grant to examine ruralentrepreneurship and competi-tiveness.“What we’re looking at here is

the industry cluster of agriculturalproducts,” said Business Divisionresearch lead Lee Carter. “Wine,tree fruits, processing, manufac-turers, stainless steel fabrication,equipmentmanufacturing, theservice and support industries,the grower supply companies – allof this is the value chain.”Investigating how agricultural

competitiveness supports ruralcommunity development is of in-terest to business entrepreneurs,regional economic developmentofficers, lenders and venturecapitalists.

As baby boomers retire and the global knowledge economy continues to emerge, Canada’s future depends on bridging the increasing skills gap and growing the pace ofinnovation. It’s a job that is too big for the Canadian people, education sector, industry or government alone. These colleges, institutes and polytechnics are demonstratingleadership in partnerships that leverage education and innovation through applied research.

Applied research initiatives aid growth of Canada’ssmall and medium enterprises

PARTNERSHIPS FOR PROSPERITY

NSCC research scientist Alain Joseph is part of a teamconducting a two-year solar panel performance study.SUPPLIED

Funding and equipment donationsare creating new opportunitiesfor students of Camuson College.SUPPLIED

Lakeland College’s student-managedfarm has extensive facilities foragriculture sciences training andresearch, including 1,700 acres ofcollege-owned land. SUPPLIED

A Quebec-based research initiativepromises to convert mineral residuesinto marketable products. SUPPLIED

A state-of-the-art Atonometrics solarsimulator, developed by FanshaweCollege, is the first of its kind inCanada. SUPPLIED

SHIPBUILDING HEALTH AND LIFE SCIENCES

NATURAL RESOURCESSUSTAINABLE ENERGY

APPLIED RESEARCH

RURAL ENTREPRENEURSHIP

AGRICULTURE

Ahigher degreeof success.Sheridan bachelor’s degree programs combinethe critical thinking of a university educationwith the hands-on, experiential learningemployers are looking for:

• Career-focused degrees.

• Programs with work termsor internships where yougain job-specific skills andprofessional contacts inyour field of study.

• Collaborative programswith U of T, Yorkor Brock.

• 17 programs - in business,technology, healthsciences and the arts.

sheridandegrees.com