Alberta School Counsellor Spring 2015

Counsellor ALBERTA SCHOOL

Spring 2015

Go Wild

Publications mail agreement #40934510

The Alberta forest industry is booming with job opportunities for grads

School of Hard Decisions

Helping students and their parents manage their post-secondary expectations

The Heavy Weight of Finals

Changes to Alberta’s grade 12 final exams may be for the better

A great college helps you go up when others give up!

Grande Prairie Regional College

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ER that fits with who you are. Work in a trade, a lab or outdoors. protect fragile species. With endless options, you can make a difference d still have time to play. See what ‘not just another job’ looks like.

FORESTRY IS A CAREER that fits with who you are. Work in a trade, a lab or outdoors.

Run big equipment or protect fragile species. With endless options, you can make a differen FORESTRY IS A CAREER that fits with who you are. Work in a trade, a lab or outdoors. in the environment and still have time to play. See what ‘not just another job’ looks like.

Run big equipment or protect fragile species. With endless options, you can make a difference workwild.ca in the environment and still have time to play. See what ‘not just another job’ looks like.

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In this issue

Counsellor ALBERTA SCHOOL

School of Hard Decisions Helping students and their parents manage their post-secondary expectations.........

The Heavy Weight of Finals Grade 12 exam weight may change for the better..................................................................

Online Info Keeping teens safe in the digital world..................................................................................

6

8

10

Get Current with Career Development................................................. 12 Financing Post-Secondary? Money 101 Can Help Budgeting basics for further education................................................................................

14

Alberta Forest Industry Blooming

Thousands of job opportunities for grads.................... 16

is published by DEL Communications Inc. Suite 300, 6 Roslyn Road Winnipeg, Manitoba Canada R3L 0G5 www.delcommunications.com President David Langstaff Publisher Jason Stefanik Managing Editor Carly Peters carlypeters@mts.net Sales Manager Dayna Oulion Advertising Account Executives Gary Barrington Ken Harrison Ross James Production services provided by: S.G. Bennett Marketing Services www.sgbennett.com Art Director Kathy Cable Design/Layout Joel Gunter

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Advertising Art Dana Jensen Sheri Kidd

Hello, I Am...

New name for Concordia University College of Alberta.......................

Training for the Trades Takes Commitment

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Merit Contractors Association endeavours to educate.......................

Haskayne, Bissett, or Chiu Which school of business is right for your students?..........................

Enriching the Community Preparing teachers for the classrooms of the North.............................

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A World of Change Supply chain management professionals take a leading role in today’s market........................................................

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index to advertisers............................................................................................... 27

Cover photo courtesy of Forest Products Association of Canada.

4 Alberta School Counsellor / Spring 2015

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School of Hard Decisions Helping students and their parents manage their post-secondary expectations.

By Lea Currie

“Rub-a-dub-dub / Three men in a tub / And who do you think they were? / The butcher, the baker / The candlestick maker.”

When Mother Goose wrote her now famous nursery rhyme, first published at the end of the 18th century, technical careers were not only esteemed, but were often long-standing familial professions. Parents encouraged their children to enter the family business, hoping to pass along generations of wisdom, a successful company and financial security.

Nowadays though, that philosophy has reversed. Parents want more for their kids than what they had as a child, whether it’s more years in school and better education to a more reputable career and bigger pay cheque.

If Mother Goose wrote her “Rub-a-dub-dub” verse today, the three men (or women) would likely be a doctor, engineer, and scientist.

“Parents want the best for their children, and they hope and dream that their children will be able to sustain themselves in 6 Alberta School Counsellor / Spring 2015

the future,” says Mary Frances Fitzgerald, curriculum coordinator for a K-12 school in Edmonton and president of the Alberta Teachers’ Provincial Guidance Council of Alberta.

During career services counselling with her students, Fitzgerald suggests that approximately one-third of students indicate that their parents have a specific pathway chosen for them.

More often than not, that pathway dead-ends at a traditional university program. But mother doesn’t always know best. According to Statistics Canada, one in four millennials (ages 2534) with a university degree is currently employed in a job that doesn’t require a university education. If you narrow down that window to only look at 25- to 29-year-olds, the same statistic increases to one in three. And that’s not even taking into account students who enter university, but drop out before completing a degree program – on average, less than 30 per cent of Canada’s post-secondary students will complete their program (Stat: Conference Board of Canada). Add to that a mountain of debt –

the average university graduates owes an average of $28,000 in student loans, and university seems more and more like a waste of time and money.

In no way is Fitzgerald or anyone in the educational field saying university is not a good option, but when the whole point of post-secondary education is to help students find a career pathway – preferably one that enables a student to earn enough money to live comfortably doing something they love – it isn’t always the right choice for every student. Ultimately, the program and type of post-secondary institution that a student selects should be geared to their own interests, their learning style, and chosen career path.

“Some students love and thrive on the great big lectures and fast-paced changes and big facilities, and other students are more successful in quieter settings and really appreciate the smaller classes and the interaction they can have with their professors in class and out of class as well. Those are really important factors. You can achieve successful academic engagement if you have the right learning conditions for the student,” states Fitzgerald. “From working with students, I certainly do hear that university is the most desired idea as they’re moving along their journey. However, that being said, many of them start to realize, as they start to really inform themselves, that that might not be the particular answer for them right out of high school.

Informed choices are the best choices.”

Merits of technical school One thing that parents may fail to consider when pushing a child towards a particular goal is that the butcher, baker, and candlestick maker are all necessary and contributing members of society. Technical fields, including those in the food industry or craftsmanship, are fine, respectable careers. Regardless, some parents are left aghast when their teenager says they don’t want to sit through years of introductory psychology and academic writing just to be left with a piece of paper, a pile of debt, and only a retail job to show for it.

“Parents often go by what they know. Therefore, if a parent did not go to a technical school, they don’t know the advantages of going to a two-year technical program,” says Fitzgerald.

Diploma programs from technical colleges can provide many great benefits over traditional campus life that parents don’t realize are necessary in today’s competitive market. From classes that are career-specific rather than academic to co-ops or internships, a non-traditional option can better prepare students for the real world, while also providing them with better opportunities to join that world as soon as they’ve graduated from the post-secondary program.

As Fitzgerald explains, technical programs are designed to meet the needs of the province and what is happening in the current environment, which means better job prospects and financial security.

“Students are practically being swooped up before they’re finished their program because of the great demand and lack of people to do those trades or jobs,” says Fitzgerald.

Convincing the parents But what can counsellors do when what makes the most sense for a student clashes with the parents’ expectations?

Here’s how you can help your students get buy-in from their loved ones: • P rovide students with information all the post-secondary options available, including the advantages and disadvantages of universities, colleges, and technical schools.

• P rovide students and parents with post-secondary statistics, including drop-out rates, employment statistics, and career prospects based on specific schools and fields of study.

•H elp identify what program makes the most sense for an individual student logistically, financially, and personally.

• E ducate students on how to talk to their parents about the many opportunities available, both immediate and long-term.

• I dentify careers that combine a student’s personal goals or interests with that of their parents. For example, an art lover could find a reputable career in technical design, graphic design or animation. Or if the art lover’s parents want them to pursue a career in medicine, they could become a psychologist that uses art as a tool to reach their clients, says Fitzgerald.

• E ncourage parents to call or visit you to discuss the options directly.

•B e available to meet during parent/teacher interviews.

Fitzgerald also states that it’s important for students and parents to remember that life-long or career-long learning is continuous – often until retirement – and the career is the sum of all the life-long choices that have been made. It’s not just about the first step taken out of high school, but the journey as a whole.

While a doctor in the family is a boon for any parent, isn’t having a happy child every parent’s ultimate aspiration for their offspring? As a counsellor, you can’t exactly tell a parent what’s best for their son or daughter, but hopefully with the right information and encouragement, you can help students take the first steps in finding their course in life. That chosen path may see them holding a scalpel or a whisk, but more importantly, it will put them in an enjoyable, profitable career that will support them in the future. v Alberta School Counsellor / Spring 2015 7

The Heavy Weight of Finals Grade 12 exam weight may change for the better.

By Lea Currie

Countless hours of studying. Hundreds of facts to memorize.

The heavy weight of textbooks to get through and being able to regurgitate on command. Taking an exam – particularly one that could define your future – is one of the most stressful times in a young person’s life. But when Alberta’s own grade 12 students sit down to write their final academic diploma exams, the weight resting on their shoulders is even heavier than those of their counterparts across the country. While the final diploma exams of many other Canadian students will be worth between 25 and 45 per cent of their final grade, Alberta students feel the weight of 50 per cent – a number that many feel is outdated and irrelevant.

Fortunately, the Alberta Teachers’ Association (ATA) and 8 Alberta School Counsellor / Spring 2015

some Alberta school boards have rallied and agreed that a reduction to 30 per cent is needed.

“If, across Canada, other provinces are doing these standardized learning assessments at 25 to 40 per cent, there’s a reason why, and there has to be rigorous academic studies from all of these provinces to use these lower percentages. They’ve had lower diploma weighting that way for quite a while and there’s reason to do the same in Alberta,” says Mary Frances Fitzgerald, curriculum coordinator for a K-12 school in Edmonton and president of the Provincial Guidance Council of the ATA. “Thirty per cent would be a better measure than the 50 per cent. The teacher-awarded mark is more indicative of student progress and learning.”

The rationale for the change comes down to how students are being educated today compared to years ago when the exam weights were first set.

“There’s a difference between the rote type of learning, like multiplication tables, and the critical thinking skills that we’re now trying to teach and problem solving and understanding the challenges of types of problems. One is more of a passive learning, where you memorize, use the information and then the information sort of disappears from your brain. That’s the shortterm memory,” says Fitzgerald. “The other notion of learning is problem solving, which engages many more aspects of learning or how we learn and understand. Through the process of the problems being solved, students are finding new problems within the problem. It’s a cascading type of learning or scaffolding as they call it. It’s hard to quantify that learning in the same way it’s easy to quantify something as right or wrong.”

Fitzgerald states that the rote type of learning is something that standardized tests were looking at one, even two decades prior, and it’s now no longer appropriate when looking at modern-day education as a whole.

Added pressure for grade 11 students The antiquated procedures and diploma exam weight still in place has changed the way post-secondary institutions evaluate Alberta students. The majority of universities and colleges no

longer look at grade 12 students’ diploma exam scores, especially in regards to early or conditional acceptance.

“We’ve heard that some schools across Canada only look at the Alberta students school-awarded mark, not the diploma (exam) marks, because Alberta is the only situation that has the 50 per cent diploma requirement as part of the final mark – and they think that student awarded marks is a better mark than the indicator of the exam (the diploma mark),” says Fitzgerald.

Instead post-secondary institutions, for early or conditional acceptance, will evaluate a student’s grade 11 scores, as well as the follow-up report cards in the grade 12 year (to ensure there are no dramatic differences). This puts the pressure on the grade 11 students to make sure their grades are up to snuff and ready to be presented to schools – something grade 11 students may not consider at first. Schools and educators are putting the message out there to inform their students that grade 11 must be a focus to ensure all possible doors are open to them when it comes to post-secondary education.

“Our grade 11 students now know that their work is very im-

portant,” says Fitzgerald. “It’s changed the habits of some of our grade 11 students, and students are – most students are – taking it seriously. Educators must remember that not all students will want or need early acceptance and it is perfectly acceptable for students to upgrade and not enter post-secondary after three years of high school in Alberta.”

Right now, the decision over the weight of grade 12 diploma exams sits with the Government of Alberta to make the final call. Gordon Dirks, Alberta’s newly appointed Minister of Education in fall of 2014, has a lot of matters to reflect upon to ensure he’s doing right by thousands of high school students in Alberta.

“Red tape can take a long time to become the right colour,” says Fitzgerald. “There’s work going on behind the scenes that we’re not privy to at this time.”

Reducing the value of grade 12 diploma exams will serve to reduce the added pressure put on Alberta students and allow them to focus on all the learning opportunities in front of them, rather than what can be easily tested with a number two pencil and piece of paper. v

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Alberta School Counsellor / Spring 2015 9

Online Info Keeping teens safe in the digital world.

The online world, through the use of smartphones, apps and the Internet, has become central to teens’ lives. The new technology offers a variety of benefits, including socializing, entertainment and education, but it also has risks that increase teens’ vulnerability toward cyberbullying and sexual exploitation.

When using technology, youth are likely to experiment in ways they typically wouldn’t in person, including who they talk with and what they talk about.

The perception of anonymity and privacy online can increase a young person’s willingness to share personal informa10 Alberta School Counsellor / Spring 2015

tion, leaving them open to manipulation by others.

In some cases the youth may be friends or in a relationship with the person he or she is communicating with online. Their conversations may start as harmless chats through texts or chat apps and then lead to using live chat, videos or webcams to communicate “face-to-face.” This often can progress to the sharing of nude or partially-nude pictures – known as “sexting” or sexuallyexplicit images of the teen.

“Teens’ brains are wired for social interacting and bonding with others.

Their need for acceptance and belonging strongly drives their decisions,” says Noni Classen, director of Education at the Canadian Centre for Child Protection. “If the youth sends an intimate picture or video they can quickly lose control over what happens to it and be negatively impacted. They can easily and quickly end up in over their heads.”

Cybertip.ca’s role In 2005, Cybertip.ca – Canada’s national tipline for reporting the online sexual exploitation of children (operated by the Canadian Centre), started

“Teens’ brains are wired for social interacting and bonding with others. Their need for acceptance and belonging strongly drives their decisions” Noni Classen, Director of Education at the Canadian Centre for Child Protection steps to regain control over their situation, including how to stop their image from continuing to be shared and how to seek the support of a safe adult.”

Finding reliable resources

to see a steady increase in reports from distressed youth seeking advice on how to get sexual pictures and/or videos of themselves removed from the Internet.

Sometimes these images were created and distributed to a friend or peer by the teens themselves in what is referred to as self/peer exploitation or “sexting” and the images were then shared and used as a form of cyberbullying.

In response to the growing trend and concern around this issue, the Canadian Centre created NeedHelpNow.ca, a website designed to help youth deal with the fallout surrounding the creation and distribution of sexual images and/or videos online.

“In the past two years Cybertip.ca started to track a marked increase in these types of reports from youth,” says Classen. “The [NeedHelpNow.ca] site helps teens by leading them through practical

Many adults are not equipped to deal with issues they didn’t experience when they were growing up. That’s why Classen says it’s crucial to have reliable educational resources that can help adults better understand these issues.

“Should a situation arise with a teen in their life, adults need to know that there is a place to report the incident and find valuable information on how to help their child or student deal with the image, negative impacts and safety concerns around it being shared.”

Recognizing the challenges schools and families were facing in responding to incidents of self/peer exploitation, the Canadian Centre developed guidelines on

how to support youth involved in these complex incidents. The resource guide, titled Self/Peer Exploitation – School and Family Approaches to Intervention and Prevention helps educate school personnel about the issue of self/peer exploitation and offers them a structure and framework on how to respond if a self/peer exploitation incident occurs with students in their school, you can order a copy by visiting protectchildren.ca.

The Canadian Centre has also developed two new educational modules that focus on addressing the specific combination of sexual exploitation/violence, cyberbullying and sexual consent for Grades 7/8 and 9/10. The modules and accompanying activity books, What’s the Deal and It is a Big Deal, meet provincial Health and Physical Education curriculum requirements. Find out how to get your schools involved and learn more at kidsintheknow.ca. v

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lethbridgecollege.ca/FASD Alberta School Counsellor / Spring 2015 11

Get Current with Career Development

By Paula Wischoff Yerama, CCDP, Executive Director, Career Development Association of Alberta The Career Development Association of Alberta (CDAA) is pleased to invite you to the second annual Alberta Career Development Conference (ACDC) in Edmonton, Alberta on April 30 and May 1, 2015. In keeping with the “Get Current” theme, delegates will benefit from concurrent sessions related to research findings, best practices, tools and resources, practical applications related to the current realities of the world of work, and future considerations for practitioners and clients.

“Get Current” with keynote speakers Rich Feller (April 30) and Todd Hirsch (May 1), 30 concurrent sessions, 15 exhibitors, a delegate wide consultation session, a networking reception, and the CDAA AGM. Event registraACDCpcardFRT.pdf

1

14-11-16

tion is available on the CDAA website (www.careerdevelopment.ab.ca).

The CDAA has been providing current and consistent professional development opportunities to the career development community; connecting practitioners with industry resources, information, and best practices; and demonstrating commitment to the profession through its involvement with provincial and national initiatives since 1997.

In addition to membership categories including student, associate, pre-certified associate, senior associate, certified, and group the CDAA is proud to present a new membership category specifically for organizations. Career development organizations can now participate as valued members of the CDAA.

6:17 PM

Y

CM

MY

CY

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CDAA AGM • an international & local keynote presenter

M

Alberta Career Development Conference 2015

GET CURRENT Rich Feller (April 30)

Thursday, April 30 and Friday, May 1, 2015 9:00am - 4:30pm Chateau Louis Hotel and Conference Centre Edmonton, AB Register at www.careerdevelopment.ab.ca

Todd Hirsch (May 1)

30 concurrent sessions • 15 exhibitor booths • consultation session • networking reception

C

Keynote Speakers

• networking reception • CDAA AGM • 250 delegates •

• 250 delegates • 30 concurrent sessions • 15 exhibitor booths • consultation session

12 Alberta School Counsellor / Spring 2015

An organizational membership enables organizations to remain current, connected, and committed to the field, their employees/contractors, and the public through: • Access to regular CDAA communications and the Members Only section of the website • F ree job posting advertisements and promotion of the organization’s services • CDAA professional development event/ conference discounts of 10 to 15 per cent off of non-member rates •O ne free advertising opportunity/ year plus an additional 15 per cent discount off the promotion of events/ workshops/conferences/practitioner resources •C ommunity Affiliate pricing (a 10 per cent discount) on the purchase of up to, but not including, 1,000 Employment Readiness Scale Codes Organizational Memberships are available to organizations of up to 100 employees/contractors or, for larger organizations (such as the Government of Alberta), site locations of up to 100 employees/contractors. The annual Organizational Membership fee is $350 plus GST. To learn more about the benefits of membership please visit www.careerdevelopment.ab.ca or call 780-577-1466.

You can also like CDAA on Facebook, follow us on Twitter, and join us on LinkedIn. v

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Financing Post-Secondary?

Money 101 Can Help Budgeting basics for further education.

Through early planning, prospective post-secondary students can understand their finances and budget for their education. Money 101 will walk students through how to save money for tuition, how to create a budget, as well as the implications of using credit cards during their studies.

14 Alberta School Counsellor / Spring 2015

Saving for tuition Money 101 helps students plan for upcoming tuition costs and living expenses before they graduate from high school.

They can explore multiple options to pay for a post-secondary education such as: • Bursaries and scholarships • Summer or part-time jobs

• Personal savings • Help from family members • Loans from lending institutions The publication will walk students through how to discuss saving for an RESP with their parents, how to save money from jobs and how to apply to Student Aid Alberta. They are also given

information about student lines of credit and co-op programs, where they can earn while they learn.

Making a budget Books and tuition aren’t the only costs when it comes to post-secondary.

Cell phone bills and eating out still have to be accounted for, even if students live at home with their parents.

Creating a budget can be a simple process. Money 101 shows students how to track both their expected and actual expenses and record them in their budget.

Money 101 can also help students find ways to cut costs by creating a weekly menu plan and bringing bagged lunches to keep their budget on track. When everything is written down and filed properly, there are no big surprise encounters with a bank balance.

Finally, students will learn about financial literacy through Money 101, a skill that will help them throughout the rest of their lives.

Learn more How are you going to pay for studies at a Canadian college or university?

Money 101 offers straight talk about why you should invest in further education, how to set personal goals and how to figure out what your education will cost.

To order Money 101, visit alis.alberta. ca/publications. For more resources about post-secondary education, visit alis.alberta.ca/post-secondary.

Resources for the Classroom Check out the Resources for the Classroom flyer to find other helpful online and print resources for students.

Topics include career planning, post-secondary planning, job search, and employment standards. Download the flyer at alis.alberta.ca/flyers.

Stay Informed

Download current and past issues of the eNewsletter at alis.alberta.ca/enewsletter.

Subscribe to the Alberta Learning Information Service eNewsletter to find out what’s new on ALIS and learn about new and updated products.

Find more information about career planning, education and jobs at alis.alberta.ca v

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Alberta School Counsellor / Spring 2015 15

Alberta Forest Industry Blooming Thousands of job opportunities for grads.

M

oney does grow on trees.

At least it does in Alberta.

The province’s forest industry is booming and the need for workers is at an all-time high.

“We’re looking at needing up to 9,000 more people in the forest industry by the year 2020 to keep up with baby boomer retirements and industry growth,” says Ann Normand, program manager for 16 Alberta School Counsellor / Spring 2015

Work Wild, a program from the Alberta Forest Products Association (AFPA), which began in 2011 in response to a labour shortage in the forest industry.

Today’s high school students are primed to take advantage of these jobs as they graduate and begin to find their career path. Whether the student is interested in jumping right into a job, pursuing post-secondary education, or even

wishes to start working while in school, the forest industry has opportunities that are ripe for the picking.

“That’s the awesome part – it doesn’t really matter what you’re interested in, there’s a tonne of opportunity,” says Normand. “Whether you want to work inside or outside, with animals or plants or computers, there’s really quite the variety.”

Current and future job opportunities include, but are not limited to: • skilled trades, including millwrights, electricians, saw filers, heavy duty mechanics, plumbers, welders, truck drivers, equipment operators and instrumentation technicians • engineers, including power, chemical, mechanical and electrical • foresters and forest technologists • biologists

• environmental researchers • general labourers • office administration, including managers, accountants, sales people and communications staff “We don’t really need any doctors or hairdressers, but that’s about it,” jokes Normand.

This wide variety of occupations ensures there’s a good fit for just about anyone, although the work setting out-

side city limits does lend itself to certain personalities.

“A lot of the types of people we’re looking at are people who want to settle in smaller communities, who enjoy the rural lifestyle, who love being in the outdoors, being surrounded by forests and mountains and lakes,” says Normand.

Alberta’s 50 forest communities are mostly found in the north and west sectors of the province, although some are

Alberta School Counsellor / Spring 2015 17

found closer to Calgary and Edmonton.

Regardless, the work location is more ideal than those in some industries because employees aren’t typically required to spend long periods of time away from home. Very few jobs in the forest industry require employees to go to camps or remote locations, allowing them to work and live in a community and come home each day, providing an excellent work-life balance.

Another benefit of the forest industry is it is very stable and tends to offer secure jobs. Many forest companies have been operating in Alberta for several generations. In addition, forests are a sustainable resource, ensuring jobs longterm.

“It’s a renewable natural resource and so it’s sustainable, particularly because our forests are managed sustainably in Alberta. Less than one per cent of the forest is harvested each year and for every one tree that’s harvested, typically at least two trees are re-planted to replace it. Detailed forest management plans ensure a sustainable cycle for our forests,” says Normand. “We will always have trees in Alberta.”

With such great potential for young people, school counsellors and teachers would be remiss not to encourage students to look into this area. Here are a few ways you can help lead them down the forest path: 18 Alberta School Counsellor / Spring 2015

• Identify and talk to students who would be a good fit. While the forest industry has a variety of jobs to suit people with varying personalities and career aspirations, there are key characteristics that counsellors can look for. Identify students who appreciate the environment and being outdoors, as well as those who are inclined to high technology and machinery. Or if you know of a student who is considering a particular field, such as engineering, the skilled trades, or accounting, advise them to look for opportunities within the forest sector when it comes time.

• Encourage students to visit the Work Wild website (www.workwild.ca). The site is filled with everything young people need to determine if this is right for them, such as a quiz to identify a particular job in the industry that would best suit their personality, scholarship opportunities (worth a total of $200,000), and career profiles detailing specific roles, educational or training requirements and salary expectations.

• Set up a free Work Wild presentation: “School counsellors and teachers can reach out to us and we’ll provide presentations to students about the variety of career opportunities and resources available,” says Normand.

Presentations are held during career

and life management (CALM) courses, biology and other sciences, or any type of classes on outdoor education, such as wildlife or forestry. Length can vary based on the needs of the school and teacher, but generally run 70 to 80 minutes.

While most presentations are done in high schools due to the career focus, Work Wild can target talks to all levels, including grade six during the curriculum’s trees and forests unit, as well as junior high science and outdoor education classes.

“There’s a lot of opportunity in the industry right now, particularly because the industry is growing and we are seeing high retirement rates. We have quite an aging workforce, and for young people who are ambitious and looking to have a lot of career growth or professional growth, there’s tremendous opportunity right now,” says Normand.

With more and more job opportunities blooming, the forest industry will be a natural choice for youth and new grads as they begin to cultivate their future.

And while plucking the money off trees won’t be quite that easy, the forests of Alberta are proving to be full of wealth and opportunity.

To bring a Work Wild presentation to your school, email Ann Normand at anormand@albertaforestproducts.ca. v

Concordia University of Edmonton // F O C U S O N

Hello, I Am...

New name for Concordia University College of Alberta.

For over 90 years, Concordia has evolved and adapted to the changing world. Now, the institution is moving through the final decade before its centennial birthday. Concordia is looking forward to a future that is bigger and brighter than ever before. In June 2014, the Ministry of Innovation and Advanced Education made the decision to permit Concordia University College of Alberta to change its name from University College to University.

On May 1, 2015, Concordia University College of Alberta will become Concordia University of Edmonton. Our re-designation is a recognition to who we have been since 1987 – a higher education learning institution that offers undergraduate and graduate degrees to a diverse student population.

Throughout our 94-year history, Concordia has responded to its core mission – higher education grounded in a liberal arts tradition, globally aware, and responsive to the needs of lifelong learners. Our transition from a university college to university is in many ways a long-term strategy for meeting the rapidly changing demands of the 21st century.

Concordia already looks and acts like a small university.

By changing our name to Concordia University of Edmonton, we make that distinction clear. In a crowded and competitive higher education market, it is essential that potential students quickly and fully comprehend what makes Concordia University of Edmonton unique. The name change positions us as a oneof-a kind institution: a publicly-funded, independent university committed to professional preparation and community service regionally, nationally, and internationally. The decision to name

Concordia a university is for the sake of students and alumni, whose pursuit of future educational and career goals are greatly enhanced.

Since 1987, Concordia has expanded its undergraduate programs to include 45 majors and minors, two after degree programs, three Masters Degrees, and several graduate certificate and diplomas in high-demand areas.

This is an exciting time for Concordia University of Edmonton, thanks to the forward thinking leadership of President Gerald Krispin and the board of governors. The new name represents the forward momentum of our university. The designation as a university will serve to support and enhance the already active lead research culture at Concordia. Though our name will change, the spirit and community of the institution, the dedication of our faculty and staff, and the world-wide impact of our alumni will continue to be the hallmarks of this university.

Concordia University of Edmonton’s academic programs are based on a broad, liberal arts curriculum expressed through interactive hands-on lectures and an intimate environment in which students are encouraged to think, learn, express, contribute and discover with the guidance of their professors.

A liberal arts education at Concordia gives our students a solid foundation that allows them to face the future with confidence. We are committed to the highest standards in education, value their potential and offer a student focused education.

Concordia University of Edmonton – opening doors, minds, and possibilities. v Alberta School Counsellor / Spring 2015 19

F O C U S O N // Merit Contractors Association

Training for the Trades Takes Commitment Merit Contractors Association endeavours to educate.

Did you know that many – if not most – owners of construction companies actually started out as tradespeople working on a construction site? Construction is a field where you can still work your way up. It rewards hard work, dedication, and smart, creative thinking.

The construction industry has been undergoing positive changes for many years, yet it still remains saddled with outdated stereotypes and outright falsities despite many campaigns to showcase the truth.

Merit Contractors Association, an association representing over 45,000 construction employees in Alberta, is determined to position the construction industry as a great career option for stu20 Alberta School Counsellor / Spring 2015

dents by providing accurate information, whereby students can learn the following realities about the industry, such as; • Exceptional employment opportunities – within the next 10 years 20 per cent of the construction workforce is expected to retire • Great growth potential – over 50,000 senior managers will also be retiring within the next 10 years • Free apprenticeship education – Merit’s Tuition Refund Program fully reimburses successful completion of apprenticeship education to its members, and recently the federal government has announced interest free loans for individuals entering into the trades; • Great compensation and benefits – Full

benefits and above average compensation throughout the industry • Diversity – The construction industry has become an inclusive place for all people • Hybrid careers – Many field employees make transitions in to starting their own business or choosing a career within their company’s corporate offices that requires their field experience • High tech – Advances in construction technology requires today’s worker to be more diversely skilled than ever before • Year-round work – Today’s industry no longer has slow months.

Many students are choosing to enter the trades right from high school in order to make money and learn their skill quickly. For students still unsure about their post secondary goals, this is a way to ensure employment and gain a skill set while you determine what the future holds.

Merit Contractors Association // F O C U S O N

Merit’s investment in the future Merit has been directly supporting Alberta high schools in two major ways for a number of years. Currently, Merit sponsors a $300 award for every high school in Alberta that applies for it, which is given to the top graduating career and technology studies student in a trades program.

Merit also sponsors several RAP scholarships each year for students taking part in the program. Most notably, we are proud to sponsor the millwright awards.

For apprentices who have finished high school and are entering in the trades, Merit has developed a Tuition Refund Program. The steps are simple: An apprentice begins working with a Merit member company, and after they complete their apprenticeship training and return to work for a Merit member company, they are eligible to receive a tuition refund. This program is important for students looking at starting their career in the trades.

Collectively, Merit’s investment in both high schools and apprentices has made it the one of the largest scholarship providers in the province, second only to the Alberta Government.

Merit and your school’s future As a continuation of our commitment to developing a larger and more skilled industry workforce, Merit Contractors Association, its board, and its members want to give back to schools by providing the information, tools, and opportunities they need to better support and encourage the development of students learning a trade and continuing into their apprenticeships.

We are currently seeking proposals from schools and school boards across the province that relate to raising awareness or contribute to the offering of construction trades career and technology studies classes, registered apprenticeship programs, dual credit, etc.

Proposals should aim to meet the following principals of funding: 1) Be supporting the goals of Merit’s Educational Initiatives Mandate 2) Have sustainability mechanisms to ensure longevity beyond the funding period

3) Directly impact students 4) Be executable within 18 months 5) Be able to report on and provide Merit with performance outcomes from the proposed initiative If your school has an educational initiative that fits these funding principals, or would like to discuss other ways that Merit can support your students please feel free to get in touch with Merit Contractors Association at www.meritalberta.com. v

well-constructed

medical plans

www.meritalberta.com

Alberta School Counsellor / Spring 2015 21

F O C U S O N // Bow Valley College

Haskayne, Bissett, or Chiu Which school of business is right for your students?

This year, Bow Valley College (BVC) celebrates 50 years of helping individuals, communities, Alberta, and the world rise. So it’s fitting to address how BVC can help your students rise.

BVC is well known for career programs in vital fields like health, justice, human services, and business, which is taken through the Chiu School of Business It’s no surprise that a global centre like Calgary would have three named business schools – Chiu School of Business, Haskayne School of Business, and Bissett School of Business – as well as SAIT, and Calgary campuses for the University of Lethbridge and Athabasca University.

So if you have students interested in a career in business, the options in Calgary are phenomenal. At Chiu School of 22 Alberta School Counsellor / Spring 2015

Business, they want to make sure your students examine all their options and make the right choice for them. But how do they choose which school is the best fit? BVC suggests they look at them all and discover it comes down to three things:

Their time How eager are they to get out there and make a difference? Chiu School of Business specializes in programs that will have them work ready in one or two years.

Their life Where are they at right now? What are their marks? Bow Valley College has made a commitment to students called

any time, any place, any path, any pace.

It means a very flexible approach to education built around their needs, so any journey can begin here.

Their long-term career goals What is it they want to do in business? Each school offers excellent career options. For example, Chiu School of Business has programs in a number of vital fields: • Accounting • Event Management • Financial Services • General Business • Global Tourism • Human Resources • Marketing • Public Relations

Bow Valley College // F O C U S O N

• Insurance and Risk Management • Health Administration • Administrative Professional • Legal Assistant • Interior Decorating And if they aren’t sure yet where they want to focus their career, BVC is a smart choice. They can begin their journey here, and all the credits are easily transferable.

Students triumph at BVC BVC understands that many students

face challenges on their educational journeys. So BVC creates an environment where students can triumph.

The colleges ensures students can overcome any barriers to a fulfilling career; make them work-ready graduates in vital fields, motivated, and eager to get the job done; and give students the opportunity to begin their journey to a successful future. Because BVC does more than help people make a living – BVC helps them make a life.

The world needs your students to be the best they can be, to grow, to make a difference. A Bow Valley College education is designed to get your students into the world faster, with qualifications that will lead to success. In fact, the majority of graduates find employment in their fields within six months of graduation.

For more information on helping your students triumph, visit bowvalleycollege.ca. v

WHAT IS AN INSULATOR? Insulators apply, remove and repair thermal and acoustical insulation (e.g., calcium silicate, mineral wool, fiberglass, foam glass, styrofoam) on all types of industrial and commercial mechanical equipment (e.g. ducts, piping, tanks, vessels, towers).

Ph: 780 426-2874 • www.insulators110.com APPRENTICE TRAINING The term of apprenticeship for an insulator is 3 years (three 12 month periods). This consists of a minimum of 1517 hours of on-the-job training and 7 weeks of technical training in the first, second and third year of apprenticeship, for a total of 4551 hours.In general, insulators: • Read and interpret blue prints to determine insulation requirements • Select the amount and type of insulation and protective coverings to be installed • Choose a method of preparing and securing it on irregular shaped surfaces • Measure cut and install the insulating material onto equipment • Install vapor barriers and protective coverings over the insulated surfaces

Any questions, please call Bill Spring at 780 220-3110 or email at BillS@insulators110.com Alberta School Counsellor / Spring 2015 23

F O C U S O N // Grande Prairie Regional College

Enriching the Community Preparing teachers for the classrooms of the North.

Over the past 15 years, the Teacher Education North (TEN) program at Grande Prairie Regional College has prepared several hundred teachers for the classrooms of the region. This unique Bachelor of Education program, offered in collaboration with the University of Alberta, has been specifically designed to prepare teachers for small and rural communities of Northern Alberta. It was established to provide support for northern jurisdictions, and its reputation as a teacher education program has steadily grown.

Each year the program graduates new teachers who hail from communities that sound like a road trip around the region – Grande Cache, Nampa, Fairview, St. Isidore, Wembley, High Level, Rainbow Lake and Grande Prairie will all be represented at convocation 2015, and each class for 15 years has included a similarly broad reach.

An estimated 150-200 alumni of the TEN program are work24 Alberta School Counsellor / Spring 2015

ing full-time in the education field, while countless other grads are working on a continual substitute or part-time basis. School boards throughout the region are quick to express their satisfaction with the quality of the graduates, as well as the availability of a pool of full-time and substitute teachers. Graduates have been introduced to the challenges of remote and rural schools, and have been exposed to the cultural expectations of aboriginal communities.

“Growing up in a small community has allowed me to witness the extra work, time, and dedication teachers commit to ensure students have an exceptional learning experience and are able to succeed even when opportunities and resources may be limited,” says Samantha Bateman who will receive her degree in May, and is eager to begin her teaching career. “My teachers in Rainbow Lake, who I looked up to, contributed greatly to my success as a student and as a person.”

Jessica Gowler, who grew up in Nampa, is also eager to begin teaching at a Northern Alberta school.

“I was born and raised on a farm 30 minutes south of Peace River, attended Nampa Public Elementary and graduated at Glenmary Catholic High School. I am excited about my future career as a teacher and all of the gratifying experiences that accompany the field of education,” she states.

“It is my goal to have my own classroom where I can make a difference and where I can inspire each and every one of my students to reach their full potential,” says Courtney Robert, who grew up in St. Isidore.

The TEN program is now also attracting students from other parts of the province, because they consider the opportunity to study with a single cohort of classmates throughout the fouryear program to be beneficial.

“This is a supportive environment,” explains Jean Reston, TEN coordinator. “And it has a strong appeal for students from other rural areas.”

Competition is strong for seats in the program – and virtually all complete the collaborative degree once they gain admission.

“There is very little attrition,” says Reston. “People simply don’t drop out of this program.”

Teacher Education North graduates enrich the classrooms and communities of the North. v

CONSTRUCTION CAREER EXPO

BMO CENTRE HALL B STAMPEDE PARK

April 22, 2015 10:00am - 3:00pm

Contact: P. 403-291-3350 E. amy@cca.cc

F O C U S O N // Supply Chain Management Association - Alberta

A World of Change Supply chain management professionals take a leading role in today’s market.

By Thomas McDade

We live in a world of exponential change. Transitory technologies such as social media, texting, and WiFi are continuously redefining how we interact with each other and the world around us. If you stop and think about it, the changes within the last decade have resulted in an enormous shift in how we go about our everyday lives. Notable examples can be seen in products and services that recently became/are becoming obsolete.

Included are: • Video Rentals Stores • Data Storage Formats: VHS, CD, DVD • Printed Road Maps • Newspaper Classified Advertising • Landlines, and Public Payphones • Phone Books, Dictionaries, and Encyclopaedias • Cable/Satellite Television • Stand-alone Digital Music Players Not only does this list represent a huge shift in how we go about our everyday lives but has also had an enormous impact within the business community, resulting in a shift of the skillsets required by such employers. Additionally, the ability of workers to perform a wider variety of complex tasks has become increasingly important as careers are changed and/or replaced by technological innovations and automation.

The Internet is a major source of such fundamental business process shifts, and the shifting requirements of career opportunities. The speed which this is happening is incredible. For example, the emergence of the digital economy has caused a rapid 26 Alberta School Counsellor / Spring 2015

decline in many traditional careers: mail couriers, journalists, travel agents, print industry workers, tax preparers, and perhaps sooner than we can imagine, taxi and truck drivers.

In order to be relevant for future careers, many young Canadians are studying for occupations that may not actually exist yet.

Such future careers include: • Industrial Robotics Manager • Autonomous Courier Security Officer • Digital Currency Finance Expert • Data Security Specialists • Home 3D Manufacturing Product Developer • End-to-End Supply Chain Visibility Coordinator Not all the careers demanded by the growing digital economy are brand new. In many cases, careers within traditional business management processes, such as supply chain management, are being deployed in new and dynamic ways. An example of this can be seen in the development and growth of e-commerce business models. E-commerce has become a large and rapidly growing portion of the global economy, in which supply chain management professionals play an important role. The relevancy of the supply chain management professional is more important than ever as they are required to take a leading role in efficient and effective business operations of a company’s global supply chain.

They must develop and manage relationships with manufacturers, suppliers, vendors, shipping, and logistic providers, as well as end-users. As all companies compete to keep up with the incredible rate of change in the marketplace, efficient supply chains are an even more critical management function.

With e-commerce based businesses catering to customers located all over the world, the challenge is to fulfill these orders in a profitable and timely manner. Many of these businesses have adopted supply chain management techniques such as “drop shipping,” whereby retailers do not keep inventory, but instead transfer order details to wholesalers and manufacturers who then ship products directly to customers. In this business model, such a business never actually stocks or carries the item as inventory, within their own warehouse. This greatly reduces the cost of doing business. This “endless aisle” approach to inventory and order fulfillment, allows traditional retail stores

Supply Chain Management Association - Alberta // F O C U S O N

to more efficiently serve their customer’s needs from a virtual warehouse. Such innovations require critical thinking and problem solving, which can only result from hiring employees with cross-disciplinary training. In this case, the blend of skills from supply chain management, e-commerce, and information technology disciplines combine to create a competitive strategic advantage.

The future of many careers, including those in supply chain management, depends on managing within what has been termed the “knowledge economy.” The skills required to suc-

ceed will demand continual training on the strategic use of new technologies. Today’s business processes remain relevant, but must be combined with new cutting-edge technologies in order to strategically leverage knowledge. The competition for customer’s is becoming more and more intense, as competition from other businesses can originate from anywhere in the world.

The key to competing successfully for customers, in the global marketplace, will be the ability to use technology strategically in order to continually fulfill customer’s needs through all sales, service, and distribution channels. v

Index to advertisers ADLC...................................................................................................................13 Alberta Forest Products Association...................................................3 Alberta Institute PMAC............................................................................27 Alis Employment Ddb Canada...............................................................15 Bow Valley College................................................................................OBC Calgary Construction Association......................................................25 Canadian Mennonite University...........................................................15

Career Development Association of Alberta................................12 Concordia University College of Alberta.......................................... 5 Grande Prairie Regional College........................................................IFC Lethbridge College.......................................................................................11 Local 110 Heat & Frost Insulators.........................................................23 Merit Contractors Association..............................................................21 Alberta School Counsellor / Spring 2015 27

HASKAYNE, BISSETT, OR CHIU. In business, it’s smart to have options.

Students in Calgary are fortunate to have three business schools named after business leaders – Chiu School of Business, Bissett School of Business, Haskayne School of Business – as well as SAIT and the Calgary campuses of the University of Lethbridge and Athabasca University as options. But which one is right for them? To simplify things, here are four reasons the Chiu School of Business at Bow Valley College stands out: • 1 or 2 year programs get them launched faster • Wide range of majors means they can find a perfect fit • Focused on the skills that matter • Credits that easily transfer Check out all of the options at bowvalleycollege.ca/yourfuture, then help your students choose the one that’s right for them.

Chiu School of Business The world needs you, so let’s get going.