wider horizons - winter 2007

College bringshumanity to theDark Continent

ALUMNUS LEADS THE FORCE - Pg 6 • KODIAK ATHLETICS RETOOLS - Pg 14 • WE RAISE OUR OWN TIPI - Pg 18

Sen. Romeo Dallaire orders students toshare their knowledge with Africa - Pg 3

Three words that can be read separately or as a definitive statement: Brand new vision.Either way, it’s what we’re all about at Lethbridge College. During the past year, we havebeen sweating the details and actively engaging in several projects designed to move usforward from our 50th anniversary to a brilliant future.

We plan to build on our heritage of serving learner needs while fostering strong ties withour community partners. This has been our focus for the last half century and our continuedcommitment for our next 50 years.

Some of those changes are immediately visible on campus. The $11.4 million renovationof our Cousins Science Centre building has created one of the most cutting-edge facilities ofits kind in any post-secondary school in Western Canada.

The new water feature situated at our main entrance provides a dramatic welcome to allcollege visitors. Initiated by a former Board of Governors member and supported by otherpast and current Board members as well as former and current college leaders, privatecontributions have created a lasting highlight that commemorates our anniversary.

And we have a new brand and visual identity. We’re thrilled to note that our new visualidentity has received incredibly positive feedback from our community. The logo symbolizesthe geography of southern Alberta with the coulees and big sky represented in green andblue. Bold lettering proclaims ‘Lethbridge College’ and includes a slightly stronger emphasison the word ‘Lethbridge.’ We’re proud to be a part of this city and we want people to know!

In corporate branding, the logo is only one facet of establishing identity and values. Abrand is determined by an organization’s culture, the way it serves its community,dedication to its vision, and the ability to establish a unique presence in a competitive field.In other words, our brand represents exactly who we are.

We believe Lethbridge College is a post-secondary institution on the move. We haveunlimited potential and we’re preparing to shake things up as we leap-frog into the future.Changes and practices that we are implementing are designed to make a significant impacton the communities we serve.

Innovation is key in our plans. The dynamics of our vibrant college environment arehelping to create a learning atmosphere that is exciting, stimulating and fun. Our clients,including learners, business and industry, and the community, want and expect more, andwe will deliver!

Part of our strategic vision is to be recognized as one of Canada’s colleges of distinction,providing world-class education and training through a commitment to excellence andinnovation. We’re incredibly excited about our future directions.

We have a new leadership team to drive the vision. Our facilities are being updated toprovide the ideal atmosphere for learning, including a $13.5-million enhancement to ourtrades and criminal justice facilities. We have a new name that is reflective of the currentpost-secondary landscape. The ‘greening’ of our campus isn’t just trendy posturing for us,it’s our way of life. And, of course, our new visual identity rocks!

If you haven’t been on our campus recently, I’d invite you to come out and see what’shappening.

Brand. New. Vision. Or brand new vision. Either way, it’s pretty exciting!

getting backto our future

02 • WIDER HORIZONS/Winter 2007

Brand. New. Vision.

Vol. 1, No. 2, Winter 2007

Wider Horizons is published fourtimes a year by the LethbridgeCollege Advancement Office.

Contact Information:Wider Horizons

c/o The Advancement OfficeLethbridge College

3000 College Drive SouthLethbridge, Alberta

Canada T1K 1L6

e-mail:[email protected]

Phone: 403.320.3267

Designed by idezine of Lethbridge

On our cover: Lethbridge College student

Katrina Kellner is one of six students who participated in a water and sanitation

project in Africa,co-ordinated by Jerry Johnson,

a Civil Engineering Technology instructor at

Lethbridge College.

Tracy EdwardsPresident and CEO

winter 2007

It’s several thousand miles and 13 years from the mist-covered mountains of Rwanda to this sun-soaked Octoberafternoon on the campus of Lethbridge College, farther stillif one considers the emotional mileage Romeo Dallaire haslogged since he left that African nation awash in its ownblood.

The Canadian soldier, thelieutenant-general – nowCanadian senator - who onceshook hands with 100 daysof devils and, later, faced hisown demons back home,today steps lightly from aminivan and, a smile easingthe pierce of Howitzer stare,strides forward to face agymnasium full of thecurious.

They have come, some bybusloads from area highschools, to hear the stories ofwar and inhumanity from aman who stared down thebarrel of horror until itoverwhelmed even his ironwill.

And Dallaire lays a newcall to war at their feet, throwsthem a challenge, dares them to enlist in what he sees as thenext ‘good war,’ one for which they can begin now theirbasic training before leaving Canada’s comfortable shoresfor the battlefields against poverty and indifference.

Lethbridge College has brought the senator and hisdaughter Catherine here today to present Two Perspectivesof Africa. Catherine, who served as student co-ordinator onthe College’s water and sanitation project in South Africa(see page 5), will highlight how students contributed to thesuccess of its first year. Her father will, among other topics,suggest to students how they can make a difference, notdecades down the road, but by the time they graduate.

He gives them their marching orders with a clarity theycannot fail to hear. The man who strode unarmed against amurderous confrontation, witnessed more horror in threemonths than they will in a lifetime, simply asks them tovote.

“I think it would be fascinating to see what wouldhappen if, the day you turn 18, you vote,” he tells them.

“You have immense political power. You see the granderdesign; you see human rights as a real possibility.”

He also reminds them of the failure of their older peers:35 per cent of Canadian voters are between 18 and 30; 85 percent of those don’t vote.

Dallaire is passionate about the world role awaitingCanada’s young people, if only they want to play it. And hesays he senses they do, believes they are the first generation,bound to global events by the Internet, who will enlist enmasse to restore basic humanity to those dark corners whereit has been snuffed out by the wretchedness of despair.

“The solution is at yourfingertips,” he says. “You caninfluence world events, it’sdead simple.”

Lethbridge College, saysDallaire, is demonstratingitself to be innovative andproactive through itsinvolvement withprojects such as the waterand sanitation work it hasfostered in South Africa.

“Here, you are showingsocial leadership,” he says.

“Considering thesmallness of the globe, wecan do a lot with a little. Ithas become instinctive toourselves as Canadians: that

we have a sense of humanityand a sense of involvement to

where we are willing to pay a price, even in blood.“The Lethbridge College project is very much in line with

giving hope and dignity to those who have nothing.”His generation, says Dallaire, the baby boomers who

were going to change the world, appear to have lost theirmomentum. They are now the parents of soldiers Canadahas sent to hellholes like Kandahar, and they areunaccustomed to the cost exacted when a nation of

peacekeepers suddenly encounters armed resistance.Present conflicts aside, Dallaire believes Canada’s young

will have a greater role to play, one for which they areeminently suited because they understand the need to take ahigher plane, one not dependent upon political gain.

“We need keen players, ones who will hold politicians totheir word,” he says. “The 18- to 30-year-olds are more

Winter 2007/WIDER HORIZONS • 03

shake hands with Romeo DallaireThe senator issues a call to students: the Third World needs your talent

Peter ScottPhoto: Heather Vadnais

“The college project is very much in line with giving hope and dignity

to those who have nothing.”

Sen. Romeo Dallaire and daughter Catherine share their views of Africa at amedia conference before their presentation to 400 at Lethbridge College.

con’t page 4...


attuned to going beyond our borders; they’re not parochial.”Dallaire’s own mission these days is to draw world fire

on the use of child soldiers, kids as young as eight who,with automatic rifles in hand, have become the 21stcentury’s most sophisticated, low-tech weapons systems.

While Canadian children of the same age practice soccerand struggle with math homework, more than 300,000 ayear in 43 global conflicts are conversant with the simpleefficiency of a Kalashnikov and have no compunction, afterbeing brainwashed and doped up, about using them.

Sources estimate two million have been killed in the lastfew years, and while most are recruited by insurgents andrevolutionary armies, Myanmar (Burma) actually practisesforcible recruitment of children for its national army.Girls, too, are used: as soldiers, for sex and to work insupporting roles, such as the laying of landmines, accordingto the Coalition to Stop the Use of Child Soldiers(www.child-soldiers.org).

Dallaire, himself, once had a child soldier stick a barrel inhis face and credits the young warrior’s decision to let himlive to a chocolate bar Dallaire offered the starving boy. Hetells his Lethbridge College audience of a patrol in Rwandaambushed by armed children sent from jungle cover toroadside confrontation by their handlers and how theplatoon’s sergeant had a nanosecond to decide whether toreturn fire against youngsters, themselves shielded by girls,some of whom were pregnant.

“Do you kill children who kill?” he posits. The story isleft unfinished until the question-and-answer session.

“What decision did the sergeant make,” he is asked. Theentire gymnasium is hushed as Dallaire recounts howsoldiers who were there that day can still hear the sergeantgive the order to fire, can still feel their fingers pulling thetriggers, can still see the empty cartridges flipping in slowmotion from their rifles and can conjure the images ofyoung bodies torn by rounds from automatic weapons.

“How does a human being become so depraved as to usechildren as soldiers?” asks Dallaire. “These people aresustaining conflict on the backs of children. Why aren’t westopping it?”

The comparisons made between Rwanda (800,000 dead,including 350,000 children, in 100 days) and Darfur areobvious to Dallaire. Atrocities are again occurring in front ofthe lens, yet the world’s inability to act remains a constant.Still, he admits any involvement carries a price and involvesCanadian blood.

Peacekeeping, says Dallaire, is not working as it once did,in part due to a rise in ethnicity, religion, tribalism and thedesire for power. And, worse: “The friction of differenceshas overcome human dignity.”

The real pandemic, he says, is poverty. It’s eradicationcould halt disease, restore dignity, end deadly conflict andmove humanity forward. While it is allowed to fester, itfosters anger and desperation.

Just as the West has witnessed the rage of theMuslim world, there is another force of equal anger lyinglow in sub-Sahara Africa.

“We have not yet seen the rage of the African world,”says Dallaire. “There is nothing to prevent it going the sameroute unless we act soon.”

“We planted a seed there,an understanding of theimportance of hygiene,and I think when we leftthe people had a greaterappreciation of Canada.”

– Katrina Kellner


Katrina Kellner knowsbetter now. After six weeksin rural South Africa – ruraland perishingly poor SouthAfrica – the LethbridgeCollege student understandshow good intentions andNorth American zeal can beblunted by bureaucratic redtape and dismal resources.

Yet, despite thefrustration caused by anational strike and otherThird World irritations,Katrina is anxious for anopportunity to return to theLethbridge College projectshe served on this summerin the Eastern Cape, one ofSouth Africa’s leastprivileged areas.

Along with college mates Holly Ann Penny(Renewable ResourceManagement); JonathanHope (Nursing) and BrettWatson (Geomatics),Katrina, a General Studiesstudent, worked on treatedwater and improvedsanitation facilities atprimary schools.

They even turned thestrike into a learningexperience, using their timeto bond with villagers anddeliver their message onhygiene.

“After being home forawhile, we began to realizejust what we had managedto do,” says Katrina

While unable to completeall of their constructionprojects – installing

improved, ventilated,double pit latrines on schoolsites – the students, alongwith two from theUniversity of Lethbridge’sSchool of Nursing, workedwith villagers to give them asense of what Canada isattempting to do toameliorate their situation.

“You can’t force NorthAmerican ideals on theThird World if they don’thave the resources,” saysKatrina. “We planted a seedthere, an understanding ofthe importance of hygiene,and I think when we left thepeople had a greaterappreciation of Canada.

“We learned a lot abouttheir personal lives; forthem, the family is key.”

For Katrina, theexperience was made moresignificant working withCatherine Dallaire, the 25-year-old daughter of RomeoDallaire, who served asstudent co-ordinator. Shehopes to return in thesecond year of the three-yearproject in 2008.

Project co-ordinator JerryJohnson, a Civil EngineeringTechnology instructor atLethbridge College, says theproject’s first-yearfrustrations gave thestudents a realisticexperience withdevelopment work. He, too,says the Eastern Capepeople whose lives thestudents touched, gained

much from the experience.“The students now

understand theadministrative challenges ofdevelopment, and they wereable to experience more ofthe culture andcommunication,” says Jerry.“At the village level, ourpartners were extremelyhappy with the outcomes.”

For his work ininternationalizingcurriculum, Jerry receivedan Award of Distinctionfrom the Department ofAdvanced Education.

Lethbridge College hasbeen involved in water andsanitation projects in Africaover the past 13 years.College faculty identifiedthe need for basic water andsanitation at primaryschools in southern Africa,and specifically in theEastern Cape area of SouthAfrica. In many cases,facilities do not exist.

“His visit was a greathonour for our program,”says Jerry.

When Lethbridge Collegereturns to South Africa nextyear, it hopes to involveFirst Nations’ students aspart of its partnership withRed Crow CommunityCollege.

“Imagine indigenouspeoples from two continentsworking together for thebetterment of one,” saysKatrina. “That would be soexciting to see.”

Women gather in the morning to walkabout 1.5 km to a river to get waterfor the construction site. There were16 village people involved in theconstruction.

School children looking out from aclassroom window.

Project students visiting the LowerNtlaza Primary School. From front,Katrina Kellner, cultural studies; HollyAnn Penny, environmental sciences;and Bret Watson, engineeringtechnology.

Women doing the laundry in theLower Ntlaza River, which serves asthe local water supply, sanitation andlaundry facilities.

shining a light inSouth Africa Students’ progress pleases

sanitation project partners

Peter Scott


“It was really interesting to learn from the perspective ofa retired police officer,” says Tom. “As a student, I reallyliked the aspect that the program had these guys who wereknowledgeable in the field teaching us and sharing with ustheir stories about their careers and expectations that wecould expect.

“It was just a really, really rewarding experience for me.”While he once dreamed of being a dentist, figuring, as

children do, that’s where the money would be found, Tomchanged his focus during a high school criminal justicecourse in Edmonton. While meeting with local policeofficers to discuss their work, he asked what avenue heshould take to pursue a career in policing. Some of themsuggested Lethbridge College.

Following their advice, Tom enrolled in the college’sCriminal Justice program and after graduating in the springof 1976, he quickly found a job with what was then theLethbridge City Police Service.

After serving for 31 years, Tom was promoted to chief ofthe renamed Lethbridge Regional Police Service in January.

Tom has maintained close ties to the College, and haseven worked as an instructor in the Criminal Justiceprogram. He is a valuable member of an advisory board thathelps keep the program in line with what law enforcementagencies are demanding in new recruits.

“The program is built on the expertise of the industry,”says Tom. “The college is very, very responsive to industryneeds, and that’s what I like about it.”

While the college may have looked different when heattended, the quality of instruction remains the same, Tomsays, and he believes his education in the Criminal Justiceprogram gave him everything he needed to begin his careerin policing.

“It planted the seed; it gave me a background and a goodunderstanding. It was a huge benefit in coming in the doorand having that knowledge entering the street.”

Marty Thomsen, chair of the School of Justice Studies atLethbridge College, echoes Tom’s statements.

“The program is geared towards a hands-on, practicalapplication that allows students to not only obtain theknowledge and theory, but relate it to the field and becomevery successful when they apply,” he says.

lethbridge police chief’s college roots run deep

top post promotion b

While Criminal Justice students at the collegeare being taught to protect the community, they are

are also serving it while they study.

“A lot of the time, students coming into theprogram are very young. Getting out there and

volunteering is going to give them some lifeexperience that they so desperately need,” saysMarty Thomsen, Chair of the School of Justice

Studies and director of the Centre forAdvancement in Community Justice.

Marty believes volunteering in the communityalso helps students understand the basis

of their future jobs.

“Being a law enforcement officer is a career ofpublic service,” he says. “If you apply for a job andyou have never worked or volunteered in any publicservice capacity, I would question your desire that

you want to be a law enforcement officer.”

Criminal Justice students at the collegeparticipate in many volunteer projects, some ofwhich involve the Leo Club, a component of the

Lions Club. Through it, the students volunteer for avariety of activities, including providing security forspecial events. Any donations received are given

back to community organizations or charities.

Marty and Tom McKenzie, chief of the LethbridgeRegional Police Service and a program grad, agreethat when hiring recruits, police departments place

high priority on volunteer experience andcommunity involvement, two of the centerpieces of

the college’s Criminal Justice program.

“Volunteer experience is critical,” says Marty.“It’s a great way for the departments to project orpredict what type of officer you’re going to be.”

students give backLeo Club supports community

Lethbridge police chief Tom McKenziecredits his 31-year rise through the ranks tothose who preceded him, officers who servedas his instructors at Lethbridge College.

college roots run deep

began in the class

Chief Tom McKenzie, of LethbridgeRegional Police Services, with Const.Jamie Cornelssen, a Lethbridge CollegeCriminal Justice – Policing graduate,Class of 2004

A unique training partnership provides a southern Alberta solution to the needs of several police services in the region.Lethbridge College and the police services for Lethbridge, Medicine Hat, Taber and the Blood Tribe form the Centre for

Advancement in Community Justice. Working together, this partnership provides enhanced training for new policerecruits, many of whom may be recent graduates of the Lethbridge College Criminal Justice program.

Tom McKenzie, chief of the Lethbridge Regional Police Service, says this arrangement provides quality training that’smore cost effective than if each police service offered its own. He notes that many Criminal Justice grads choose to stayclose to home and serve in their own communities. Offering recruit training through the college helps facilitate this desire.

For the Lethbridge Regional Police Service, that makes a big difference as Tom notes much of his staff is comprised ofLethbridge College graduates.

partners in crime


Kelly Burke is a 2007 graduate ofLethbridge College’s Ad/PRprogram. She has extensivevolunteer experience on campusand is one of three national TDMeloche Monnex Fellowshiprecipients for 2007.

Lethbridge College isliving its values through anew volunteer programalready embraced by itsmembers.

Totally LethbridgeCollege (TLC), a uniquecorporate volunteer andrecognition program,provides the answer to thesequestions.

Not only do TLCmembers have a greaterfeeling of involvement andpride in Lethbridge College,but they also meet newpeople, gain new skills andbeef up their resumes.

“Campus volunteershave a lot of fun doingthings together and we alsoget to know other peoplethat we have not had theopportunity to work with,”says Rose Marie Litwin,TLC’s current top achievingvolunteer.

And the best part: nolong-term obligation.Actually, there is noobligation at all.

The program is all about

communication andrecognition. By keepinginterested volunteersinformed on what ishappening around thecampus, they can decidewhether or not they havethe interest and time toassist. This makesvolunteering moreconvenient and accessible.

What makes this programso unique is the fact that it isopen to everyone, not justthose attending or workingat Lethbridge College.

“I believe that it is a greatprogram because it shows allthe people on campus and inthe community that we doso much, and rely so muchon their help in makingevents very successful,” saysRose Marie.

More than 180 volunteershelped to make Concert atthe College a big success inAugust. Of that group, morethan 35 were communityresidents with no direct tieto the college. After hearingwhat a great time they had,

it became clear that theseopportunities need to beavailable to everyone.

TLC officially launchedwith a total of 135 membersregistered by the end of theday. That number continuesto grow.

The college recognizesthe incredible contributionvolunteers make and thevalue they bring to thecampus. TLC is alsodesigned to acknowledgethose assets. Every hour ofvolunteer work is noted andearns an entry into a

Volunteer of the Month draw.TLC members are also

invited to attend an annualrecognition event, enjoyinga chance to celebrate andreceive awards, includingthe President’s Award forVolunteer Excellence.

New program recognizes the value of volunteersKelly BurkePhoto: Heather Vadnais

need TLC in your life?

For anyone with a heart for helping out, TLC hassomething of interest for you. If you’d like to get

involved, contact Kelly Burke for more informationand an application form.

Phone: 320-3202 ext. 5205e-mail: [email protected]

you can help

Lethbridge college staff show their pride during the kick off of the TLC.The program will provide college initiatives with a strong volunteer base.

Past, present and future kaleidoscope together to createpositive links for prospective, current and graduate studentsthrough a key organization on any post-secondary campus:the alumni association.

Graduates with experience in the world-after-college canplay a key role in the success of those who follow in theirfootsteps. And that role can take many different shapes,from returning to an institution in an advisory capacity, tosupporting the next generation of learners with financialcontributions and establishing scholarships.

At Lethbridge College, support from alumni runs thegambit.

Sandra Dufresne, co-ordinator for the AlumniAssociation, says the institution’s history is rife with tales ofthe ongoing role some alum play in helping students.

“The college, itself, employs many of our own grads whobring the skills they acquired through our programs back tohelp successive generations of students,” says Sandra.

“Also, advisory committees that provide a valuable serviceby ensuring our programs stay current with marketplaceneeds often include members of our alumni.”

It’s a symbiotic relationship with a range of benefitscoming back to the college through the association. As anexample – the Alumni Association offers scholarships forentering, continuing and mature students.

“We are very proud of the scholarships and internshipswe are able to offer,” says Sandra. “This year, we launched anew scholarship, the ‘Alumni for Life!’ award, for the childof an alumnus.”

She also notes more alumni are creating their ownscholarship offers or awards, often for specific areas ofstudy. Troy Reeb, vice-president of news operations withGlobal News, funds a unique internship opportunity for aCommunication Arts student. The recipient spends twoweeks under Troy’s mentorship at Global in Toronto.

Troy is a 1988 Communication Arts graduate with amajor in Broadcast Journalism. He also received the 2003Distinguished Alumni Award.

Randi Knutson, alumni board chair, says that with thecollege in its 50th year and a special homecoming eventplanned for May, the Alumni Association hopes it canestablish further support by reconnecting with lost alumni.

Randi, a 2004 Nursing grad and ER nurse at the ChinookRegional Hospital says the Alumni Association is pleased tobe part of Homecoming, May 16-18.

“An entire weekend of events is scheduled for alumni toget back on campus, rekindle old friendships, tour theinstitution and re-live some of the memories from theircollege days,” Randi says.

She says it’s an ideal time to re-establish connections with


Randi Knutson, left, and Sandra Dufresne: It’s all about connecting the collegewith its alumni. Homecoming in May will play a key moment in that process.

Grads benefit from College and Alumni union

the power of partnersKelly BurkePhoto: Heather Vadnais

Looking to reconnect with the Lethbridge CollegeAlumni Association? Want more information about

the benefits of being an alum? You can contactalumni association coordinator Sandra Dufresne at

(403) 329-7220 or [email protected].

If you’d like to learn more about Homecoming ’08,check out www.celebrating50.ca. With many

programs planning to host their own reunions thatsame weekend, it’s going to be a party no alum is

going to want to miss.

staying in touch

the college and she encourages all alumni members to get intouch with the association. It’s one sure way to stayinformed about homecoming events.

The Alumni Association had operated as an independententity until this March when college President TracyEdwards invited the group to become an arm of theinstitution’s Advancement Office. It was an offer too good torefuse, says Randi.

“This means great things for the Alumni Association,”she says. “We now have an increase in tools and manpowerto drive us forward and join the college in its efforts toestablish its new brand and identity. Alumni are an integralpart of this new picture and the collaboration between thetwo can only mean great things for everyone.”


Photos: Heather Vadnais/Paterson Photography

We tidied up the place, put out the welcome mat and threw a littleparty for the community Aug. 24. Now it’s time to send out thethank you cards. We were pleased so many of you came out tocelebrate with us and believe it’s one of the reasons we won theSpirit of Lethbridge award from the chamber of commerce. Greatmusic, tours of our renewed Cousins Science Centre, fun for thelittle ones and a terrific fireworks display highlighted the day. By the end of it all, we’d recognized some of our first graduating class,thrilled to the sounds of the Chevelles playing with the LethbridgeSymphony Orchestra, and were awed by an amazing display ofpyrotechnics. It was a terrific way to launch our new brand and tothank the community, which has supported us since 1957.

Concert at the College


Tech-savvy students bring skills to Blended Learning Initiative

the instructional gapbridging

Peter Scott

Mike Reina, College and University Preparation student, works withLynda Duval, Learning Assistance Specialist, in the college’sLearning Café. Blending technology with face-to-face instructionenhances the quality of teaching and learning at Lethbridge College.

In a unique computer labatop the Technologies Wingat Lethbridge College, old(and young) dogs are beingtaught new tricks.

The college’s BlendedLearning Initiative (BLI),created as a pilot projectslightly more than a yearago, has combined thetalents of student computerwhizzes, instructional gurusand technical advisors toenable instructors from allcampus disciplines tointegrate technology intotheir teaching styles.

The project includesunique aspects amongCanadian post-secondaryinstitutions and staff fromother institutions areexpressing interest in themodel, says Karen Harker,Curriculum and InstructionConsultant.

“Other colleges are doingsimilar projects, but we’veadded the technologycomponent and involvedour Multimedia students,”says Karen. “The studentsbring a strong skill set thatenables them to effectivelyprovide technical assistanceto our instructors.”

You read correctly:students are teachinginstructors the fine points oftechnology and how it canmake their courses moredynamic. In fact, of the nineMultimedia practicumstudents who began assistingthe program last fall, sixhave been hired upongraduation as full-time staff.

The early results havebeen positive, and havecreated so much outsidecuriosity that a team fromLethbridge College has beeninvited to Nashville, Tenn.,to present the concept to aninternational conference thismonth.

The project pulled

Fall 2007/WIDER HORIZONS • 13

together several campuselements to create theopportunity for an initial 30instructors. The 30 camewith varying levels ofknowledge and experiencein using technology in theclassroom; some cameseeking more information,others were novices.

They came from anassortment of backgrounds,including such variedprograms as Trades,Environmental Science, andCriminal Justice. Most weremoved out of their comfortzones and ended uplearning from, andsupporting, each other.

“Our vision was to createa responsive environment

for the instructors whoneeded assistanceintegrating technology intotheir course materials,” saysKaren. “Students are comingto expect a technologyelement in almost allprograms and courses. It’s anever-ending cycle ofchange as newadvancements in technologyare introduced.”

Lethbridge Collegeadministration believed inthe pilot, finding the spaceand funding to make itwork; its success will likelylead to a full-time program.

“Our instructors want toenhance the learningexperience for their studentsby providing opportunitiesto learn course content in

increasingly innovativeways,” says Karen. “Iftechnology is used well,instructors can providecontent online, therebyfreeing classroom time formore face-to-face teaching.They can change thelearning environment.”

Connie Gross came intothe blended learning projectas a part-time instructorbefore she was seconded asa curriculum consultant, amove which allowed her tosee the concept from bothsides. In studying theimpact blended learning ishaving on instructors, shehas gained some uniqueinsights.

“There have been some

positive, unexpectedoutcomes,” says Connie.“Instructors are learningthat using technology meansmuch more than merelyputting their material on awebsite. The one goal thatguides us through theprocess is ‘how will thismake learning better forstudents.’ It’s not merely toadd glitz.”

Technology-savvystudents are often thecatalyst for change atLethbridge College; theyexpect material to beaccessible online. Blendedlearning, however, can takethat use of technology to thenext level, creatinginteractivity and involvingstudents beyond scheduled

class time.Before they are admitted

to the blended learningproject, instructors mustsubmit a proposal outliningtheir vision. Each semester,says Connie, 10 areaccepted, a number thatmaximizes interaction.

“We get a community oflearning going on,” saysConnie. “It gives eachparticipant a network forsharing ideas and a way tolearn from each other.”

And how are the“students” taking to thesenew concepts? Ian Hepher,head of Lethbridge College’sCorrectional Studiesprogram, doesn’t hide hisenthusiasm.

“This is a great project,”says Ian. “The young peoplein the Multimedia programare full of ideas andtechnical knowledge. Theylead the way into a newdimension ofcommunication, uninhibitedby ‘the way we’ve alwaysdone it.’ The opportunity tomix with other instructorswho are more advanced, orwho are solving problemswithin their own courses, isexciting as well.”

Ian’s comments areechoed by Multimediainstructor Leanne Elias, whoplaces a premium on therole of e-learning in today’seducational environment.

“In the MultimediaProduction program, weoffer students the technicaltraining to build theseenvironments, but we alsoteach collaboration andproblem-solving skills,” saysLeanne. “I believe one of thereasons the BLI was sosuccessful was because thestudents were so willing totry out these 'soft' skills, andthe instructors in the projectwere very receptive.”

“Karen Harker, Curriculum and Instruction Consultant.”“If technology is used well, instructors can

provide content online, thereby freeing classroomtime for more face-to-face teaching. They can

change the learning environment.”

Richard BurkePhotos: Heather Vadnais anddeJourdan’s Photographics

GETTING INTO THE GAME

Team representatives pose on thewater feature at Lethbridge College.

the coaches’ supervision.Mark sees the study night as a starting point. He also

hopes to work more with faculty in providing mid-semesterassessments of student progress so remedial work can beprovided to head off end of semester failures.

“Life of a student athlete is difficult. They’re physicallyexhausted from practising and travelling weekends. Theyhave the games on their mind, so focusing on academics istough. Some also have part-time jobs.”

Another priority for Mark is to heighten the college’sprofile in the community.

“The university fills its gym for basketball games. There’sno reason we can’t do that here.”

He sees little difference in the skill level between collegeand university athletes. They’re at the college for aneducation toward a specific career. Most could play at theuniversity level.

So, the level of play should in itself fill the gym. To getthere, he would start with a focus on students who live incollege residences.

“There’s no barrier to them coming to games. We justhave to find out what would make them come. We have todevelop a sense that something worth going to is happeninghere.”

Some of Mark’s other initiatives include strengtheningother sports the college offers to the level of the cross-country and women’s basketball success level, improvingthe fitness centre to attract more people from thecommunity, and establishing the college as a training centrefor elite athletes from across Alberta.

“Basketball would be a good start. We have already metwith the director of Basketball Alberta to consider thecollege as the regional basketball training centre.

“We’re a natural.”


con’t page 16...

As he sits in his new office with the lights out, MarkKosak allows himself a moment of dream time: in the idealworld, his office would overlook the coulees west of thecampus instead of Gym B in the Val Matteotti Gymnasium.

Given that fulfillment of his vision is unlikely in the shortterm, Lethbridge College’s new director of athletics iscontent to work with the fluorescent lights out. He prefersthe skylight above his desk.

The office location, however, is perhaps symbolic of areality that can easily pass a college long-timer whoremembers when the gymnasium was built – in the late 1980s.

“The institution has changed a lot in 17 or so years,” saysMark. He would likely put far more importance onimproving the aging facility.

“We need more classrooms (there’s one now), more labspace and updated teaching technology,” says Mark, whobrings to his new job experience in promoting and dealingwith change. In his most recent position as athletics directorat University College of the Fraser Valley, he guided thecollege’s move to the Canadian Interuniversity Sports fromthe Canadian Colleges Athletics Association.

So, he looks at the prospects of change at LethbridgeCollege with enthusiasm.

“It’s a good time to be here.”He’s already set his sights on “academic accountability”

for the 120 students involved in the athletic programs.“They won’t all become pro athletes, so we need to make

sure they are educated. We have to make sure the coachesunderstand the importance of that.”

Even though he has been at Lethbridge College sinceonly Aug. 1, he can cite a discussion he had with one coach,convincing him to work with the students so they succeedin their studies.

His response was to institute a Monday night study hallfor all players. Coaches were willing to sacrifice Mondaynight practices so students could spend a minimum of twohours study time as a group. They meet in the BuchananLibrary and have available resources and staff provided bythe college’s Learning Café. The experience also serves as ateam-building exercise: students support one another under

Mark Kosak, new Director of Athletics atLethbridge College, is ensuring academics

remain a priority for student athletes

new athletics directorsets goals for change

“Life of a student athlete is difficult. They’rephysically exhausted from practising and travelling

weekends. Some also have part-time jobs.”


Tim McLenahan understands the Zen of coaching.

Jayme Battershill has a passionfor the game.

How do you approach a coaching assignment with a diversegroup of volleyball players who genuinely care for one another?

To start with, Tim McLenahan, practises Zen coaching: “Iwander around and ask a lot of questions.”

In the process, he gets to know each player’s expectations sohe can maximize the team’s potential.

“Doing the little things effectively is what separates the greatathletes from the good ones.

“There’s no reason we can’t succeed at a higher levelprovincially.” Tim, who teaches at Lethbridge Collegiate Instituteand first coached at Catholic Central High School in the early’90s, sees those experiences and his new role at LethbridgeCollege as a great opportunity to establish a stronger college linkwith the community.

It’s a good chance to develop local talent and recruit them forthe college, he says.

a stronger community link

Jayme Battershill is taking her first shot at college-levelcoaching with the Kodiaks women’s soccer team, bringingexperience ranging from Special Olympics swimming andbasketball to the Lethbridge Under 16 Tier One women’s soccerteam.

“I have always had a passion and love for the sport of soccerand when the opportunity came up to further my coachingexperience at the college level, I decided to take the chance andwork on developing a program to a higher standard.”

Jayme, who works at the college’s Be Fit for Life centre, seesthe reality of coaching players with varying levels of soccer skilland experience as a positive challenge.

“It allows me to build and make room for years to come.” It will also help establish a core of key players for next year’s

team, to improve the college soccer success.And, it doesn’t hurt that the players have “a great attitude.”

coaching with a positive kick

After serving on the college’s Board of Governors for about five years, Keith Dys was appointedchair in September 2007. Prior to his appointment, Keith had served as vice-chair for the pastyear and a half.

In making the announcement of Keith’s appointment, Doug Horner, Alberta minister of advancededucation and technology, noted how the Board would benefit from Keith’s experience.

“Keith Dys has already proven himself to be an invaluable member of the board. His strongbusiness sense and innovative thinking will serve the college well,” the minister said.

Keith is a business entrepreneur who is president and CEO of Enercon Water Treatment Ltd. Hehas been a member of the Lethbridge College Board of Governors since 2002. Keith alsomaintains a strong community presence through his ongoing commitment to numerouscommunity organizations and charities.

new chair means business

Keith Dys, with his wife Ellie, servesas the new chair of the Lethbridge

College Board of Governors

Water cascading downthe face of 60 tonnes ofCrowsnest Pass rock isusually a sight and soundyou would expect toencounter in the mountainswest of Lethbridge.

That mountain feeling isnow making a splashthrough a new water featurelocated at the front entranceof Lethbridge College.

“It represents the watercoming down from themountains to the prairie.Water is essential to ouragriculture-based economy.It’s a celebration of water,”says Daniel Heaton, partnerin Hirano & HeatonArchitects Ltd., whodesigned the final concept.

The water feature is a giftto the campus communityfrom more than 30individuals, includingcurrent and past members ofLethbridge College’s boardof governors, current andpast presidents, and seniorleadership team members.

Newly appointedchairman of the board of

governors Keith Dys,founder andowner of

Enercon Water TreatmentLtd., attributes the originalidea to Bart Davies, ownerand manager of LethbridgeIron Works, who was amember of the board ofgovernors from 1999-2005.

After finishing his term,Bart wanted to leave a

legacy to the college inhonour of its 50thanniversary. He approachedthe board of governors andspearheaded the efforts toraise $100,000 in privatedonations to ensure collegemoney would not have to beused for the project.

A committee was formedwith Bart, Keith, IrwinOlfert, director of physicalfacilities, Lethbridge

College, and Rick Buis, vice-president of corporate andinternational services,Lethbridge College.

“We wanted a waterfeature. A fountain was thefirst idea,” says Keith.However, he notes, thecommittee decided that the

strong chinook winds ofsouthern Alberta wouldmake that impractical.

“We all wanted a naturalsetting for the waterfeature,” says Keith.

The committee presentedtheir ideas to Daniel.Employees Steve Deppischand Katherine Mitchellassisted him with modelsthat provided a visualrepresentation of the finaldesign.

Daniel proposed awaterfall with large chunks

of natural rock to give visualinterest to the cascadingwater. He also consideredthe appearance of the waterfeature year round – hewanted something thatwould be attractive andinteresting with either waterspilling over the rocks orsnow clinging to them. Thedesign also incorporates agreener approach bykeeping the water low to theground, avoiding waste. Thepool at the base of the rockscollects the water andmaintains a constant waterlevel in spite of evaporationor precipitation.

After the design wasapproved by the committee,the water feature took morethan three months tocomplete. The completedproject was christened onAugust 23 when Bart andKeith poured a bucket ofwater into the pool as theswitch was thrown to startthe flow of the water.

Keith says he has beenpleased to hear nothing butpositive comments aboutthis visually strikingaddition to the landscape atLethbridge College, whosecommemorative plaquereads:

Water Shapes the World Education Shapes the Mind

making a big splashWater Shapes the World Education Shapes the Mind

Betsy GreenleesPhoto: Les Ostrowski

Betsy Greenlees is a LethbridgeCollege alumna (Print Journalism2007)

clearing pathsStephen Tipper

Photos: Heather Vadnais

Lethbridge College haslong been aware of thepossibilities it presents foraboriginal learners seekingpost-secondary education.It also understands thecultural differences thatcreate opportunities forcelebration to support andenhance their academicsuccesses.

With many initiativesalready implemented, thecollege has recentlypartnered with RBC toenhance the campusexperience through theAboriginal TransitionProgram, a new initiativethat should help aboriginalstudents feel more at homeand succeed in their collegeprograms, says StevenDyck, executive director ofadvancement.

“We asked ourselveswhat we could do toincrease the opportunities,”says Steven.

Aboriginal learnerscould face historical,financial, cultural,geographic, social or otherchallenges to accessingpost-secondary education.But under the college’s newprogram, scheduled tobegin next fall, severalaboriginal learners willreceive academic upgradingand support courses in lifeskills and language.Learner involvement willgradually increase over thefollowing two years.


The transition from a reserve or a smalltown to college can be a big adjustment,

but can be made easier with the help of thenumerous on- and off-campus resources

for aboriginal students.

All courses will employculturally related material,and students will have one-on-one help throughadvisors, elders andmentors, and facultysupport through theLearning Café.

“This will help steerthem along their way toseveral careeropportunities,” says Steven.

After a year, the studentswill start their chosencollege programs.

By the time the programhas finished its first threeyears, Steven says 40 to 45aboriginal learners will havereceived the guidance andtailored resources needed toprovide a much greaterchance of post-secondarysuccess, and the opportunityto ensure a better life forthemselves and theirfamilies.

The college wants to keepbuilding more partnershipswith the aboriginalcommunity, says Steven. Upto 20 per cent of LethbridgeCollege’s student populationis aboriginal, Stevenestimates, a number that’sexpected to grow. He saysthe new program buildsupon the many services andresources already found oncampus for the learners,including the Piita PawaniiLearning Centre, FirstNations Club, and thecollege’s aboriginal staff.

Shanda Venier, the

college’s aboriginalacademic advisor, says thetransition from a reserve ora small town to LethbridgeCollege can be a bigadjustment, but can be madeeasier with the help of thenumerous on- and off-campus resources foraboriginal students.

Shanda, who travels toreserves and towns to sharewhat the college has to offer,has seen an increase inaboriginal studentsattending in the past fewyears, an encouraging signfor Lethbridge College.

“But we also want tokeep them here,” she says.

Steven Healy, thecollege’s aboriginal careeradvisor, helps studentsestablish career goals. Healy,a career counselor for thepast four years at thecollege, says he has seen anincrease in aboriginalstudents walking throughhis door this year.

“I’m proud to see mypeople access areas of studyand improve their lives,”says Steven, aBlackfoot/Cree from theBlood Reserve.

As well as receivingsupport from staff, Stevennotes the college hascompleted several initiativesrecently to help students feelmore at home and succeed.Last year, LethbridgeCollege completed anaboriginal policy

framework, which guides allaboriginal initiatives thecollege undertakes, andestablished the President’sAboriginal AdvisoryCouncil, which advises andguides the president andaboriginal staff on strategicservices and academicprogramming for aboriginallearners. The college

recently erected its own tipias a symbol of thecommitment to aboriginallearners and aboriginalinitiatives.

“I think we’re moving inthe right direction,” Stevensays.

RBC has certainly helped,putting up $250,000 overthree years for theAboriginal TransitionProgram through the RBCFoundation. RBC will alsobe supporting several


RBC Foundation backs program for First Nations, Metis and Inuit

to greater opportunities

Stephen Tipper is a Lethbridge-based freelance writer.

cultural awareness activitieson campus, includingNative Awareness Week andthe tipi raising. RBCemployees will have anopportunity to mentorstudents in the AboriginalTransition Program, saysRBC’s Wafa Kadri.

“What’s so special aboutthis program is that it’s

designed to address theneeds of aboriginalstudents,” says Wafa.

She says the programpresents an opportunity tohelp build the communityand economy in southernAlberta.

“We’re just thrilled topartner with LethbridgeCollege on such aninnovative project.”

TIPI RAISING: From left, Steven Healy, aboriginal career advisor; Shanda Venier,aboriginal academic advisor; Tracy Edwards, College president and CEO, JackFleming, RBC’s regional vice-president, Alberta South; Jonathan Hill, Students’Association president; Val Goodrider, aboriginal counselor; and Keith Dys,Lethbridge College Board of Governors chair.


ExtremePeter ScottPhotos: Les Ostrowski

lab makeover Campus landmark rejuvenated as Cousins Science Centre

The 40-year-old Cousins Building hasbeen made over into a state-of-the-

art sciences facility.

A cougar poses in mid stride in adisplay case as part of the Alfred

Hubbard and Family Alberta WildlifeCollection.


Give Scott Lehbauer $1 million to spend, andyou’ll discover LethbridgeCollege’s science lab co-ordinator knows howto shop.

That’s a good thing whenyour goal is to create ascience facility that will notonly be at the top of itsgame, but will remain sopast the next new wave of“must-haves.” So whencharged with bringing to lifethe renovated CousinsBuilding with all the bestparts he could locate, Scottwent absolutelyFrankenstein.

The result transformedthe moribund, 40-year-oldstructure into a lab in whichany mad scientist would bedelighted, but whichstudents today and in thefuture will be able to learnand discover with the toptools available.

“The level of equipmentwe have here is seldom seenat the college orundergraduate level,” saysScott. “It’s research-grade,which will give our students

hands-on experience withwhat they’ll find in theircareers.”

Well, let’s boast a littlebit: the gadgets Scottpurchased with his $1 million make the facilitythe most advanced of itskind in Western Canada.

And yes, you almost dohave to be a rocket scientistto understand just what thelab includes: massspectrometer, atomicabsorption spectro-photometer, infared auto-analyzer, photo-ionizationdevices and other multi-syllabic items, all of whichwill be housed in enoughspace to allow for optimumefficiency and the odd floor-hockey game over lunch.

In all, 13 labs are here,eight of which are multi-functional and flexible, withdrop-down readouts. Theair-handling system utilizes33 fume hoods, creatingnegative pressure within thelabs for increased safety. Thehoods are digitally activatedwhen needed, anotherenergy-saving initiative in a

college known for itsdedication to theenvironment.

The EnvironmentalSciences program will usethe centre for all its biologyand chemistry study. Astate-of-the-art necropsy lab,soils room, two botany labswith diurnal growthchambers, and the HubbardCollection of taxidermymounts unknown elsewherein Western Canada, allcombine to provide studentswith a learning experiencesecond to none.

In all, it took slightlymore than $11 million tobring back the four-storeycampus and city landmarkto where it is once again acornerstone of education insouthern Alberta.

Named for the college’sfirst dean, James Cousins,the building has a symboliccachet for the school and thethousands of students whohave tramped its hallwayssince 1967.

It remains home to theSchool of EnvironmentalSciences, of course, but also

brings under one roof all thelabs previously housedaround campus, orientatedto the college’s unique anddiverse science needs.

The fourth floor houses amicrobiology suite, with twolabs and accompanyingfacilities. Its locale allowsstudents to work safely bykeeping pathogenicmaterials isolated to onearea, a vital improvement.

The building alsoincludes two plant labs, twozoology labs, two biologylabs, a trio of chemistry labs,a soils/geology lab and aphysics lab. Throw in state-of-the-art preparation,storage and office facilitiesfor faculty and two commonareas for students, and youhave the Cousins Buildingrenewed and revitalized tobecome the Cousins ScienceCentre.

The collge and itsarchitects took care toredeisgn the building to beas environmentally friendlyas possible, incorporatingenergy-saving technologywhere possible.

Even with the huge changes to the Cousins Building, the designers still managed to stuff in something rather extra special,one of the largest taxidermy collections in Canada: the Alfred Hubbard and Family Alberta Wildlife Collection.

Featuring first-rate examples of almost every species of fauna native to the province, the Hubbard Collection forms thebuilding’s main-floor centerpiece, a place of awe for anyone with an ounce of interest in wildlife. The collection is in such perfectcondition it is being used as a teaching tool in Lethbridge College’s School of Environmental Sciences.

The wish of the late Alf Hubbard, who amazingly amassed more than 100 specimens as part of his life-long fascination withnature, was to have his collection available to the public. To honour that legacy, Lethbridge College is devising ways to use thecollection as an educational tool at the elementary and high school levels as well.

Within the Hubbard area’s two main galleries, visitors come nose to nose with grizzly, antelope, caribou, bison, bobcat andporcupine, badger, mountain goat, birds of prey and more in a unique experience unmatched elsewhere in southern Alberta. Thespecimens bring the province’s wildlife up close, a delight for children and a learning experience for their parents.

It’s a lure Lethbridge College will use to attract students to its highly respected environmental programs, and another facet ofits connectivity to the community it serves.

collector’s wildlife mounts findnew home in cousins


greenPeter Scott

a deeper shade ofStudents, community partners plan

to make Living Home an open project

PARTNERS IN PROJECT: From left; Mark Bohnert, Braum Barber,

Peter Leclaire, Lonny Hoy and Michael Kelly


It seems only appropriatein retrospect: whilewatching their childrenunleash sustainable energyon a green soccer pitch lastspring, Peter Leclaire andMichael Kelly got to talkingabout environmentallyresponsible housing.

As the anecdote was toldat City Hall, soccer coachMichael, the city’s managerof real estate and landdevelopment, suggested tosoccer dad Peter, LethbridgeCollege’s vice-presidentacademic and chief learningofficer, that the institutionmight be able to engage itsstudents in an effort toadvance the environmentalgoals for the city’s SunRidgesubdivision.

Peter thought there justmight be a way to serve thecity’s desire to increase thegreen factor in SunRidge,the first BuiltGreensubdivision of its kind inCanada, while creating aunique learning experiencefor college students.

He turned the idea overto college faculty membersMark Bohnert and BraumBarber. The City ofLethbridge, keen on theproject and its potentialimpact for residents,conducted a competitionamong the establishedSunRidge developmentbuilders to establish whowould take on construction.The partnership firmed upas an eager Cedar RidgeQuality Homes came onboard and the Living Homeproject was launched.

“It’s an educational

opportunity for the entirecommunity,” says Braum, aninstructor in the college’sSchool of EngineeringTechnologies. “It willshowcase the skill sets ofour students, builders canlearn from both oursuccesses and mistakes aswe proceed, and the publiccan see what might work forthem in the future.”

The city has provided abudget of $500,000 for theproject, an amount to berecouped when the modelhome is completed and sold.

The project will operate asan open house for one yearprior to being sold. Thepurchaser will be required toallow the home’s energyconsumption and livabilityto be studied for a year witha plan to compare results tothose in a similar controlhome built without theadvantages featured in theproject house.

As the project proceeds,each decision and detail willbe made available online, aswill all the research datagathered after completion.All of the parties involvedhope that by sharing thelearning, some of themisconceptions surroundingthe “building green”phenomenon will beexplained.

“Many people think thatbeing eco-friendly means

adding a wind turbine orsolar panel onto a home”says Braum. “It takes morethan that to design anenvironmentally responsiblehouse. Choosing bettermaterials, increasing thenatural daylight into yourhome, reducing heat lossand water consumption allcontribute to a good, greendesign. You can build amansion and cover it withsolar panels, or you couldbuild a smaller, smarterhome and apply alternativetechnologies appropriately.

Fundamentally, we cannotconsume our way out of anenvironmental crisis.”

The project willdetermine, for instance,whether the energyexpended and pollutioncreated to produce solarpanels is justified by thereturn in energy saved intheir implementation. Thisdepends on the amount andintensity of the sunlight weget and how we use thepower when it is created bythe technology.

To educators like Braumand colleague Mark, theproject is a goldmine ofstudent involvement andlearning. Students inEngineering Design andDrafting Technology will beporing over details onmaterials to be used inconstruction, determining

The college envisions a day when it may becomea centre of knowledge for an industry striving to

be conscious of its environmental impact.

their suitability and value ingreen design.

Interior Design studentswill be choosing flooring,paints and fabrics thatadvance the structure’senvironmental standards,and ultimately present theirfinal models. MultimediaProduction students willcontribute to projectbranding and the website,deciding how best to satisfythe public’s interest for theknowledge gleaned.

As decisions are made,they’ll be reported on thewebsite.

“We’ll post the good andthe bad decisions, too,” saysMark. “We’ll also post theoptions we had beforechoosing one over the restand we’ll explain thedecisions we make. We wantthe entire process to betransparent. The industry isvery market driven; wewant to show the rationale.”

Lonny Hoy, president ofCedar Ridge QualityHomes, says his firm iseager to learn from theproject.

“We jumped at thechance to be involved and tobe at the forefront of theindustry,” says Lonny. “Thishome is the way homeconstruction is headed.People are becoming moreenvironmentallyresponsible; it makes sensefinancially and morally.”

The partners agree thatthis project is an example ofhow government, educationand private industry cancollaborate for a greatergoal.

Many people think that being eco-friendly meansadding a wind turbine or solar panel on to a home.

It takes more than that to design anenvironmentally responsible Living Home.

wider horizons - winter 2007

Documents

lethbridge college

new brand

brand new vision

college bringshumanity

new visualidentity

current college leaders

new water feature

new leadership team