Counsellor ALBERTA SCHOOL
Fall 2016
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Making Alberta a safer place for teens to talk about suicide
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Getting youth and employers together for an adventurous ride
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In this issue
f o c u s o n
Counsellor ALBERTA SCHOOL
Mental Wellness and Implications for the School Counsellor - A message from Council of School Counsellors (CSC) of the Alberta Teachers’ Association.............................................................................................
6
Let Us Listen - Making Alberta a safer place for teens to talk about suicide.............................................
8
Mobilize Jobs - Getting youth and employers together for an adventurous ride..................................
10
Tools for Trades - The LATTE program gives teachers and counsellors access to tricks of the trades industry.......................................................................................
12
Expo-loring Construction - The Calgary Construction Association hosts another successful career expo, as well as offering several other opportunities for students.................................................................................................
14
One Star at a Time - Campbell College celebrates 30 years of creating administrative careers.....................................................................................................
16
Better for us All - New social work programs at Bow Valley College................................................................
18
Career with a Purpose - The people who work in Alberta building trades are some of the most trained and competent professionals around............................................
20
Expanding Future - Red Deer College pursues Polytechnic University status................................................. Multi-Skilled - P ortage College offers varied programming to ensure students are ready for today’s workforce................................................................ Find a Rewarding Career at NorQuest College - Firefighting training at NorQuest College is nationally recognized.............................
22
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Create Your Future - Discover your passion at Concordia University of Edmonton.......................................
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The Emptiness of Branding Universities for “Success” - Message from the Canadian Mennonite University............................................................
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Building Trades Of Alberta...........................................21
Norquest College.............................................................27
Campbell College..............................................................17
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Red Deer College..............................................................23
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Mental Wellness and Implications for the School Counsellor A message from Council of School Counsellors (CSC) of the Alberta Teachers’ Association Jennifer McIntee-Leinweber, BA, B.Ed, MA, president, Council of School Counsellors (CSC) of the Alberta Teachers’ Association The recently released report Valuing Mental Health: Report of the mental health review committee 2015, spearheaded by Dr. Swann, confirms what many of us in Alberta schools have long suspected is true; the systems overseeing mental health programming and delivery are not adequately meeting the needs of those it serves in the province of Alberta. The report is comprehensive and outlines a variety of concerns including an overall lack of awareness and understanding of mental health and addiction issues. The report clearly states those suffering from mental health and addiction issues often show symptoms in childhood and yet, the province as a whole lacks resources, staff, and programs to address these needs. Adding greater complexity to the already complicated issue is that stigma also stops people from accessing mental health services. The report outlines schools play a pivotal role in addiction and mental health programming and in ensuring that students receive timely services, treatment and support. Schools also play an important role in prevention, intervention, and 6 Alberta School Counsellor / Fall 2016
postvention of mental health and addictions.
Some of the recommendations and timelines from the report that directly impact school counsellors include the following: - Improve mental health and educational outcomes by enhancing school-based mental health and addiction programs across the province. One year. - Create healthy and supportive campus environments through health promotion programming and enhancements to addiction and mental health campus services. One year. - Share information to assist individuals, families, caregivers and professionals to collaborate more effectively. Immediate to two years. - Increase awareness and understanding of addiction and mental illness by teachers, administrators and students in schools and postsecondary institutions. One to two years. - Provide training that increases compassion and decreases stigma, fosters multidisciplinary team work, incorporates client caregiver experiences, and strengthens service providers skills and abilities. Ongoing. The report was initially released in December 2015, thus many of these recommendations should be within six months of completion. School counsellors may wish to ask themselves, their colleagues, and their organizations, what steps are being taken to ensure the needs of those dealing with mental health and addiction issues are being systematically addressed in the school system.
Stigma and the school counsellor The term “stigma” was mentioned throughout the Valuing Mental Health report. Should school counsellors be concerned about stigma? Yes. Although many programs and campaigns are in place to address the stigma surrounding mental health, those who provide mental health services, or who work closely with students with mental health concerns, need to pay close attention. Work done by Canada’s Mental Health Commission Opening Minds Initiative notes that stigma amongst health care providers can be more prevalent than in the general public and that generic anti-stigma campaigns may not be as effective in reducing stigma amongst the mental health professional. Although school counsellors may not work with the same concentrated number of individuals with clinical mental ill-ness, these clients are our students and in our schools. So what to do? In the report Building and delivering successful anti-stigma programs for health care providers: Results of a qualitative study (Knaak & Patten, 2014), practical suggestions and recommendations for effective anti-stigma campaigns are offered. Many school counselling programs already incorporate annual campaigns or special “days” to shed light on mental health and wellness. Yet, we can do more. School counsellors are strong advocates for research driven programs to address mental health literacy. Indeed, one such program (Mental Health Literacy Goto-Educator Training) is already in place in many schools across the province based on the work done by Stanley Kutcher, PhD. More information can be found on teenmentalhealth.org.
additional support, and if needed, can make referrals. School counsellors are able to champion mental heath awareness programs into their annual comprehensive counselling plan and conduct needs assessments and sound program evaluation. The school counsellor can implement evidenced based pro-gramming that impacts all students within the school and can help build capacity with school staff and other stakeholders in ensuring that the needs of all students regardless of background, are appropriately met.
The Council of School Counsellors (CSC) of the ATA and you What is the CSC of the ATA? The Council of School Counsellors (CSC) of the Alberta Teachers’ Association provides leadership and support to counsellors in effecting compre-hensive counselling programming that meets the educational, personal/social, and career counselling needs of students in Alberta. The Canadian School Counsellor Review (CSCR) is the official journal of the CSC. The first issue will be released in fall 2016 to members. For more information on how to become a member of the CSC or to find out information on professional development opportunities including the CSC 2016 fall conference, visit our website at http://www.guidancecouncil.ca n
The Council of School Counsellors (CSC) of the Alberta Teachers’ Association conference, Voices of Counselling: Agents of Change, will be
As school counsellors and educators, we know standalone programs and theme days are not enough to address the many needs of our students. Regardless of how evidenced-driven, programs can lose momentum. Indeed, Knaak & Patten (2014) suggest key elements to the success of anti-stigma programs are the people who are leading, coordinating, and facilitating the programs, as well as allocating time to plan/prepare for programs and program evaluation. Trained teacher-certificated schoolcounsellors are in the unique position of being on-site, and have the knowledge and skill-base to work with students with mental health and addiction concerns who need
November 18 to 19, 2016 at the Coast Canmore Hotel in Canmore, Alberta.
Alberta School Counsellor / Fall 2016 7
Let Us Listen When 19 year old Kevin Hines jumped off the Golden Gate Bridge in 2000, one feeling popped into his mind – regret. Although he survived the suicide attempt, (fewer than two per cent have from that location), he said if there had been one person on the bridge that day who asked him how he was doing, he wouldn’t have leapt.
Experts say this kind of compassion could be the key to preventing teen suicides. Although rates have not gone up substantially over time (there were 29 completed suicides involving Alberta youth between the ages of 15 and 19 in 2013; the highest numbers these days involve middle-aged men), we are certainly hearing more about it -- about Indigenous youth in communities like Attawapiskat and about teenagers, such as Amanda Todd, after having been bullied on social media. We are hearing about something called “point clusters,” which are incidental spikes when a suicide occurs in a small community or school environment and also about deaths after accidental drug overdoses, which may or may not be masked suicides, explains Robert Olson, librarian and writer with the Centre for Suicide Prevention in Calgary. We are also talking more about it. And conversations by Alberta teachers and counsellors have become catalysts for developing protective programs for at-risk youth. Because what better place is there to develop rapport and trust with young people than right in the classroom, where they spend the majority of their time? Take the Calgary Board of Education (CBE), for example. Its mandate is to provide a progressive, multi-pronged approach to helping all children and adolescents, says Tamara Gordon, manager of psychological services. The framework (embedded into the curriculum and in after-school programming) provides information and guidance about the benefits 8 Alberta School Counsellor / Fall 2016
Making Alberta a safer place for teens to talk about suicide By Colleen Biondi
Tamara Gordon, manager of psychological services for the Calgary Board of Education of positive lifestyle choices and the risks associated with problematic choices. It also builds “protective factors” such as healthy friendships, balanced extra-curricular activities, and resiliency and advocacy skills into the teens’ lives, which are potent buffers against the impact of negative influences. But additional supports and services are available for vulnerable young people who need extra attention (self-harming behaviour and anxiety are two growing concerns for the board) through small group work, individual assessments, or one-on-one counselling. The Regional Collaborative Service Delivery partnership involves CBE and Alberta Health Services’ mental health teams that provide consultation, therapy and workshops in the schools. There is also a staff in every school who has Applied Suicide Intervention Skills Training (ASIST) and a crisis intervention response team gets involved when there is an incident
Robert Olson, librarian and writer with the Centre for Suicide Prevention in Calgary requiring immediate attention or a completed suicide where debriefing and support to teachers, students and the community come into play. In addition to formalized strategies like these, the importance of a caring ear from a concerned adult or peer cannot be overstated. “You cannot talk a person out of suicide,” says Gordon. “But you can listen someone out of it.” She suggests people avoid platitudes like, “You have so much going for you,” or “Everything will be fine.” Instead, acknowledge the pain and struggle of the young person and help them connect to resources. Do not be afraid to ask the question: “Have you thought about killing yourself?” Frequently young people want the
When 19 year old Kevin Hines jumped off the Golden Gate Bridge in 2000, one feeling popped into his mind – regret. Although he survived the suicide attempt, (fewer than two per cent have from that location), he said if there had been one person on the bridge that day who asked him how he was doing, he wouldn’t have leapt. “great distress” for teens, for example) and it is hard to isolate the key issue. She recommends that school boards commit to mental health literacy (training in identifying and responding to mental health issues), mental health first aid training (created in Australia, this curriculum teaches how to be a first responder during a mental health crisis), youth mental health advocates (at Victoria School of the Arts, “community helpers” are students
fielded almost 3,000 contacts in 2015. When teens are in a “dark place,” volunteers validate the difficulty they are going through, she adds. They focus on what means the most to the teen and what they are hopeful for; they offer another perspective. Often youth are afraid they are experiencing something unique and don’t want to burden people with their problems. Volunteers normalize their feelings,
“You cannot talk a person out of suicide,” says Mary Frances Fitzgerald, past president of the Alberta Teachers’ Association’s Council of School Counsellors
Gordon. “But you can listen someone out of it.”
who are trained pain to go to look for mental away, but do health risks factors not want to in their peer group) die. Asking the and mental health question does assistance for not encourage smaller or rural them to communities. consider We need to pay suicide; in attention to a fact, it does “just in time” completely philosophy, she the opposite. says. That means Vanessa de Souza, It gives them being available for youth program coordinator hope that a young person for the ConnecTeen program at they are not when they need us. Calgary Distress Centre alone and Community groups are also critical that someone cares about them. resources for teachers and the young In Edmonton, Mary Frances Fitzgerald, people they serve. The ConnecTeen recently-retired curriculum coordinator program at Calgary Distress Centre, for student services at Victoria School for example, uses highly-trained, of the Arts and past president of youth volunteers to provide phone, the Alberta Teachers’ Association’s online, email, or text (number one Council of School Counsellors agrees modality) crisis support to teens seven that schools play an important days a week, explains Vanessa de role in helping kids who are at risk Souza, youth program coordinator. of suicide. But it is complicated: An assessment is done immediately sometimes students don’t know what to identify risk; up to 20 per cent is happening to them. They might say, of youth discuss suicide during a “I’m not the person I used to be,” or connection, but only one per cent of “I don’t know what is going on.” The contacts require calls to emergency brain, the body, the environment, personnel, like child welfare, the and conditioning are all operating at police, or EMS. The number one once as are external circumstances reason youth contact the program is (parental job losses and mental health for relationship issues and suicide is issues on the part of parents can cause always in the top five. ConnecTeen
say they are not alone and point out there is help available. What advice would she give to members of the community if they encounter a teen in trouble? “Don’t freak out, like a parent might,” says de Souza. “And do not say, ‘You must do this or that.’ No one likes being told what to do, especially teenagers.” Be empathic, comforting, engaging, and calm. It is clear there are myriad programs and services addressing teen suicide in the province, but we still have a long way to go (preliminary results from a Centre for Suicide Prevention survey suggest the vast majority of Alberta school boards do not have prevention and intervention programs in place). Olson recommends more research related to the impact of social media on suicides, hopes the forthcoming report from the Office of the Child and Youth Advocate will shed more light on the issue and need for services and recognizes the ongoing importance of debunking myths (not all Indigenous communities are vulnerable, he says. Many have strong cultural heritage, pride and a legacy which reduce risk for youth). But he believes the commitment is there to make Alberta a safer place for teens. “There has never been a better time to go down this path, to take on suicide prevention education.” n Alberta School Counsellor / Fall 2016 9
Mobilize Jobs
Getting youth and employers together for an adventurous ride
By Colleen Biondi
A
lthough 23-year-old James Rocheleau had a job as a welder-fitter in his home town, he wondered if there was more in store for him. Then he heard about Mobilize Jobs, a national youth employment initiative. What appealed to him most was the adventure it promised. “I wanted to experience what wasn’t possible in my small, farming community and get away from my everyday routine,” he says. “Mobilize also promised a chance to force myself out of my comfort zone.” Since joining the group, Rocheleau has worked at the Keg in Banff and at the Mount Robson Inn in Jasper. He is pursuing permanent work in the hospitality industry, has met wonderful people, made some money, learned a ton of life skills, and even a bit of trivia from people he has met on his journey.
Comments like these are music to the ears of Benjamin Guth, the 29-year-old founder and president of the company. “We are with the Mobilizers every step of the way and beyond,” he says. “We want them to be successful.” The idea for Mobilize Jobs emerged - as many good ideas do - after a variety of serendipitous experiences. While getting a business co-op degree, Guth ran a small business taking university students on day-long adventure outings. He then got a job in the recruiting industry, where he started thinking about how to fill the needs of employers while offering opportunities for youth. When the Temporary Foreign Worker Program became more restricted a few years ago, a window opened. He ran focus groups (what would it take to convince a young Canadian to work far away from home in a new job?) and learned the following: opportunities had to be exciting, amazing, include travel, education and training, and boost both the resume and employability quotient.
Rocky Mountains behind the Mobilize hat. 10 Alberta School Counsellor / Fall 2016
Mobilizerswith Benjamin Guth, program manager at Mobilize Jobs.
Tiffany Michaud working in housekeeping at Copper Point Resort in Invermere, B.C.
So he recruited employers (in industries like tourism, hospitality, restaurants, retail, and adventure programming) and high school graduates between the ages of 18 and 30. In January 2015, Mobilize Jobs launched with 26 youth/ employer matches. Today, there are 150 young people in the program working from British Columbia to Ontario and in the Yukon. Youth typically work in “pods” of two or four and spend four months at a site before moving on to another location and another adventure. Although many “Mobilizers” stay for a year in the program (with full-time hours and salary, performance bonuses, tips, and free housing), the company is very flexible - they can stay longer at a place if the employers want them or they can go back to school if they have committed to an area of study. Some have even been hired permanently by employers or have taken leadership positions with Mobilize Jobs. Jobs vary from industry to industry; recently a group of youth built city parks with a landscaping company in Calgary and a team of four worked at a tiny hotel in Carmacks, Yukon – population 503. The benefit of working in a small, rural community is the opportunity to cross-train, says Guth. These four worked as bartenders, maids, front-end staff, servers, buses - you name it. Before being placed in such locations, youth are interviewed and screened. They are responsible for the costs of travel to their work destinations, meals, and specialized training or licenses (for example, in Alberta, if you are a bartender, you need a ProServe license). Employers are responsible for providing safe and secure housing, salaries, and on-the-job training. They also pay a small premium to pay the Mobilize staff. But even the most well-oiled machine does not always run perfectly. Homesickness, for example, can rear its ugly head for a young person when the “What have I done?” question arises, says Guth. When/if that happens, staff or experienced peer Mobilizers come to the rescue with
Mobilizers rafting in Golden, B.C.
mentorship, counselling, support, and training (how to grocery shop and manage money seminars, for example). And although program growth has been explosive (and Guth has even higher ambitions, targeting for 1,000 matches each year and developing formal partnerships with universities to garner credits for Mobilize Jobs’ work experience), it is still difficult getting the word out to generate just the right number of jobs for just the right number of young people. The company has a huge presence on social media, is developing relationships with universities, high schools, and employment centres and, of course, word of mouth remains a potent tool to recruit. And its nimble nature will serve it well with the difficulties associated with a vulnerable economy. For example, although positions in Fort McMurray and Bonnyville have dried up and opportunities in New Brunswick remain challenging because of the very high rate of youth unemployment there and notoriously low wages, opportunities in Ontario are “skyrocketing.” Indeed, Mobilize Jobs’ turn-on-a dime operations and savvy framework will be the key to helping them continue to serve Canadian youth – one adventurous job at a time. n Alberta School Counsellor / Fall 2016 11
Tools for trades The LATTE program gives teachers and counsellors access to tricks of the trades industry
O
n a crisp sunny morning in June, a welder, an electrician, and a math
teacher wearing reflective vests stand on a mound of the dirt on a jobsite in Lacombe, Alberta. Shari Jenson, a teacher from Hunting Hills High School, is one of three high school teachers on the project site of Scott Builders Inc. today as part of the Learning About Trades and Technology Education (LATTE) Program. 12 Alberta School Counsellor / Fall 2016
The LATTE program, offered by the Red Deer Construction Association and Merit Contractors Association, gives teachers a hand-on approach to understanding the construction industry as a career option. “The intent is to build long-term relationships between the education and trades industries,” says Gary Gies, executive director of the Red Deer Construction Association. “It provides teachers with a realistic picture of construction careers, and demonstrates relevance with current studies as necessary tools for future careers.” The two-day program has teachers spending one day in an office environment with estimators, project managers, office managers, and safety personnel. “They get a real perspective of the office dynamic within construction,” says Gies. “It also gives them a better understanding of the careers that are available.” The second day is spent on a project site observing different trades at work, safety protocol, and learning about the tools and technology used on a day-to-day basis. They also get their hands dirty.
“You get caught in your world when you do the same thing every day,” says Jenson. “It’s really neat to get out there and see everything that goes on — the minds that work together to build something.” Gies says the idea is to create connections between what students are learning in school and applying it to a career. After taking the program, teachers can now use a real-world example to help present a math or science scenario. Merit first developed and ran the program with the Alberta Construction Association approximately a decade ago. So far, the revamp of the program with the RDCA has been highly successful and the association is working on reintroducing the program on three different platforms.
“
The intent is to build long-term relationships between the education and trades industries,” says Gary Gies, executive director of the Red Deer Construction Association. “It provides teachers with a realistic picture of construction careers, and demonstrates relevance with current studies as necessary tools for future careers.”
By presenting elements such as the try-a-trade programs with students in schools, focussing on teachers with the LATTE program, and making parents aware of trades as a career option, Gies says a meaningful conversation can take place about career opportunities. “The goal of the LATTE program is to provide exposure to teachers, who are big influencers in a student’s life, around trades as a really good career options,” says Line Porfon, vice-president of government relations at Merit Contractors Association in Edmonton. “There are still some misconceptions about trades within the education system around it being a lessor career.” Once a teacher sends his or her application to attend the program, the association and Merit will work wither their contacts in the industry to coordinate schedules. There is no set time or date for the program and Merit provides partial funding allow the teacher to leave the classroom and attend the two-day program. The program is currently in three high schools in Red Deer, and they hope to expand across Alberta. The two-day program, which begins again in the fall, will be offered throughout the year. “This is not about changing curriculum,” says Porfon. “It’s about exposure and about giving youth the opportunity to make informed decisions about their future, whether they want to go into a trade or if they don’t.” For more information about the LATTE Program or to get involved, please visit rdca.ca/about/initiatives. n Alberta School Counsellor / Fall 2016 13
Expo-loring Construction The Calgary Construction Association hosts another successful career expo, as well as offering several other opportunities for students
C
Submitted by the Calgary Construction Association
elebrating its 10 year anniversary, the Calgary Construction Association’s (CCA) Construction Career Expo took place on April 20, 2016, at the BMO Centre on Stampede Park. Canada’s largest construction expo hosted over 2,800 youth who came from Calgary and surrounding area junior and senior high schools. With 48 exhibitors placed amongst the 50,000-square-foot space, students had the opportunity to get hands-on experience in various construction trades such as carpentry, masonry, electrical, welding, millwork, along with virtual simulations of painting and heavy machinery operation. Students also had the opportunity
to help build seven insulated dog houses that were later donated to Alberta Animal Rescue Crew Society (AARCS). Pupils also participated in a construction quiz given upon arrival to the EXPO. The quiz tested their knowledge about what they learned from the various exhibits throughout the day. At the end of their visit, completed quizzes were submitted into a draw where three lucky students each won an iPad mini. Next year’s Construction Career Expo will take place on Wednesday, April 12, 2017. CCA looks forward to making the 11th Annual Construction Career Expo an even bigger success. Invitations will be sent out to schools in fall 2016.
The First Graduating Class of the Dual Credit Carpentry Program at SAIT. Pictured L to R: Amy Smith, Director of Operations, CCA, 14 Alberta School Counsellor / Fall 2016 Toni Casamassima, Youth Employment Program, CCA, Matt Grossman, CBE, graduates, Dick Babott, Academic Chair, Construction Trades at SAIT, Lisa Weatherby, Assistant Dean at SAIT and Ryan Mann, Instructor at SAIT.
Please save the date, as this is not an event that you want to miss. Teachers, also note that CCA will be present at the City Teachers Convention and the Palliser District Teachers Convention. Expo posters will be available to you along with information about CCA’s Youth Employment Program. Please stop by to say hello.
A youth exploring painting techniques at the Calgary Construction Associations’ annual Construction Career Expo on April 20, 2016.
High school apprentices In addition to our upcoming 11th Annual Construction Career Expo, CCA is a strong supporter and sponsor of the Dual Credit Carpentry program at SAIT. The Dual Credit Pre-Employment Carpentry Program was an initiative that was created in partnership with the Calgary Board of Education (CBE), the Calgary Catholic School District (CCSD), SAIT, and CCA’s Construction Career Development Committee. This program was made available to local CBE and CCSD high school students offering a wonderful opportunity to gain 240 hours of practical, hands-on skill development, and 135 hours of in-class instruction which all took place at SAIT’s Trades and Technology Complex. The CBE Dual Credit Carpentry Program piloted in January 2015. When the program commenced, 16 CBE students initially enrolled; 10 students were successful in completing the entire program. The CCSD Dual Credit Carpentry Program began in September 2015. Five students are currently enrolled in the program and will graduate at the end of January 2017. This unique program included safety training and qualified students to challenge the Alberta apprenticeship exam for first-year carpenter apprentice. In addition to receiving a high school diploma, students earn a SAIT Certificate of Completion in Pre-Employment Carpentry and are ready to work once they graduate. A big congratulations goes out to the first graduating class of the CBE dual credit carpentry program at SAIT. In recognition of these graduates, a celebration took place on May 31, 2016, at SAIT. The event was hosted by Ryan Emond, manager of Off–Campus Education for the Calgary Board of Education (CBE). The CCA was pleased to be a part of CBE's celebration. Lisa Weatherby, associate dean from SAIT’s School of Construction was in attendance to congratulate the students. An exciting event for the very first graduating class from the dual-credit carpentry program. Ten proud graduates were called up one by one to receive there certificates while their family members and peers proudly watched on. These successful students will graduate high school with their first year apprenticeship.
Students’ engaged in hands-on trades activities at the CalgaryConstruction Associations’ annual Construction Career Expo on April 20, 2016.
Industry connections Now that these students will be searching for full-time employment in a trade that interests them, the Youth Employment Program (YEP), an initiative run by the CCA, can assist youth by placing them with an employer in a trade of their choice. YEP is a fantastic place to begin. YEP is a tool for youth looking for a career in construction. Youth 16 years of age and above are eligible candidates for the program. Job seekers must have completed high school, are not planning on returning to school and be seeking full-time permanent employment; passion for a career in the construction industry in a must. Experience is not required as youth will have the prospect to gain a skill set in an entry level threeweek work experience. YEP is a wonderful resource for young people who want to explore opportunities within the construction industry, develop their skills in a trade and build a rewarding career in construction. Becoming a part of YEP is simple. Youth are required to visit the YEP website at www.yepcca.cc to explore various trades and learn what each trade entails. Once a trade of interest is selected, job-seekers are required to complete a Career Research Report and submit it along with a resume to the YEP coordinator. Once both pre-requisites have been received, the YEP coordinator will call the youth to arrange an interview. Following the interview, if the candidate is a fit for the program, they will be connected to a potential employer in the trade of their choosing. If all goes well the three-week work experience begins with the intent of full-time employment being offered after the work experience is completed. YEP is a one of a kind program resulting in a win-win situation for both youth and employers. Should you have additional questions, please contact Toni the Youth Employment Coordinator at (403) 291-3350 or via email at yep@cca.cc. Toni would be happy to arrange a school visit to speak with your students about YEP. n Alberta School Counsellor / Fall 2016 15
One Star at a Time
Campbell College celebrates 30 years of creating administrative careers By Sharon Halliday-Director Campbell College is very proud to be celebrating their 30-year anniversary this December. The college is busier than ever, and looks forward to the success of thousands more administrative graduates over the next 30 years. Campbell College is a private postsecondary career college specializing, exclusively, in training administrative professionals. The college knows exactly what employers are looking for because they have developed long-established, and on-going practicum partnerships throughout the Government of Alberta, the City of Edmonton, school boards, Alberta Justice, Alberta Health, not-for-profit organizations, as well as private industry. Administration is an excellent choice for young adults seeking diverse and exciting career opportunities, and the average starting wage is $21 per hour for an entry-level position. The last two years have certainly been challenging 16 Alberta School Counsellor / Fall 2016
for all the people affected by the lay-offs in the oil and gas industry and by the tragedy in Fort McMurray. I remember the recession of 2008 - we were also filled to capacity during that time because people decided since they couldn’t find a job, they might as well upgrade their skills for the future, and our current applicants have expressed similar comments. I agree, somewhat, the current economic situation has had some effect on administrative opportunities, however, I know (based on my 28 years experience with Campbell College) that the administrative profession is very recession proof - more so than many other career paths. Can a business run without administrative support of some capacity? No, certainly not larger businesses, corporations, governments, education, healthcare, etc. Oil and gas companies have slowed down, but they still need administrative staff to keep their businesses moving along until the economy improves and we are back to full swing and prosperity in Alberta. Administrative professionals will always be in demand regardless of the economic situation, and the college’s current 90 per cent employment success rate proves this fact.
That being said, the economy has made the competition in this field challenging and an employer’s market. Training, certification, excellent communication, and self-marketing skills are more important than ever. For the next 15 years, there will be a mass exodus of retirees and baby boomers. This means more jobs in all industries, and in 2020, they are predicting a big boom economy; bigger than ever experienced before. Those who get their foot in the door now will be so much further ahead for promotions or opportunities in the busy, not-sodistant future of 2020. Campbell College’s major client base has historically been newcomers to Canada since programs addresses barriers that many immigrants face lack of Canadian training, credentials and work experience. The college understands and addresses the transitions, cultural adjustments, and expectations needed to adapt into the Canadian workplace throughout programming. It is also popular because of its positive results and high employment rates. Therefore, an increasing numbers of young adults, some fresh from high school, and others who have been working in low
paying positions come to us with similar or emotional social barriers. Social media can contribute to not only depression but also a host of interpersonal, communication, and self-esteem issues. Today’s job seekers must be able to communicate effectively to market themselves and retain employment.
to immediately provide the expected level of technical support to an office team, and have the knowledge and
confidence to learn quickly and advance in this extremely diverse and competitive career path. n
Sometimes the college’s eight-month, full-time program is referred to as a Professional Development Boot Camp as it is highly structured, interactive, consistent, and demands students be professional and produce highquality work as an end result. These are the skills needed to get and keep an administrative position. The college also believes in full-time, good old fashioned, instructor-led training integrated with guided handson skill practice, and one-on-one support is always available. The program is designed to enhance team skills. Students learn how to effectively manage themselves, which will allow them to fit in well in any office environment. They learn different personality styles and how this important information will improve their personal and professional relationships. The result is graduates who are skilled in the art of communication, have the ability Alberta School Counsellor / Fall 2016 17
Y Better for us All
New social work programs at Bow Valley College
ou know those people who don’t just talk about saving the world, they actually do something about it? You’ll find them in
the Social Work diploma program at Bow Valley College. In just two years they will be work-ready, launching a career of caring, making life better for individuals and families. It’s an honourable and selfless career, where you wake up every morning and truly make a difference. Helping women escape domestic violence; keeping families out of the clutch of poverty; ensuring children don’t miss out on the opportunity for an education. By helping others rise, they make life better for all of us.
18 Alberta School Counsellor / Fall 2016
Social work programs at Bow Valley College Bow Valley College has long history of providing strong human services programs, and our Social Work programs, offered through the School of Community Studies and Creative Technologies, are the newest additions. First, the college’s Social Work diploma. This diploma creates work-ready grads prepared to help individuals, families and communities address social issues such as poverty, homelessness, addiction, unemployment, and domestic violence. The program provides a comprehensive preparation for a career in social work and incorporates a unique multicultural focus to help grads support a wide diversity of clients. Second is the new Health And Human Services Management Graduate certificate. This post-diploma certificate is unique in Canada, designed for working professionals who are ready to lead. It combines human services sector knowledge with business skills, preparing grads to take on management roles and lead the development of important social programs. Two powerful programs that prepare learners to have an impact and make our community better. But the real
Students succeed at Bow Valley College, and when that happens, the entire world rises. The grads in Social Work programs are ready to roll up their sleeves and make a difference from day one, helping people overcome the difficult barriers they face so they can succeed. A Bow Valley College education is designed to get students into the world faster - to be the best they can be, to grow, to make a difference - with qualifications that will lead to success.
advantage is the way students are taught at Bow Valley College; ensuring learners succeed.
An environment where learners can triumph Bow Valley College gives students an excellent education that fits them - any time, any place, any path, and any pace ensuring they can overcome any barriers to a fulfilling career.
Expert instructors
serving over 15,000 learners a year, on three campuses in Calgary and six regional centres in Alberta.
Work ready means impact ready Bow Valley College focuses on making learners more employable by teaching practical skills needed for that first day on the job, as well as the soft skills and intercultural
College instructors have years of real-world experience
training needed for an entire lifetime of achievement. That’s
in their fields. The college also consults with hundreds of
why over 93 per cent of graduates are working within six
industry leaders to ensure the skills taught are relevant and
months.
in-demand. The results are grads with valuable knowledge, technical ability, and workplace skills.
Work experience Bow Valley’s Social Work diploma program includes a work placement where students can put the skills they’ve learned in class to work in the real world. There is no better way to learn how to do the job than actually doing the job.
A beacon in the East Village Calgary’s only comprehensive community college completed
The world rises here Students succeed at Bow Valley College, and when that happens, the entire world rises. The grads in Social Work programs are ready to roll up their sleeves and make a difference from day one, helping people overcome the difficult barriers they face so they can succeed. A Bow Valley College education is designed to get students into the world faster - to be the best they can be, to grow, to make a difference - with qualifications that will lead to success.
a significant expansion in 2013. The transformation created
For more information on helping your students triumph, visit
one of Western Canada’s leading educational institutions,
bowvalleycollege.ca/socialwork. n Alberta School Counsellor / Fall 2016 19
Career with a Purpose The people who work in Alberta building trades are some of the most trained and competent professionals around Students can have a difficult time determining which path they want to follow as they prepare to finish school. There are more options for students than ever before, but not all options are the same as they used to be. Gone are the days when a university degree was a guarantee to a good, steady job and a strong income. Gone too, are the days when people would look down on working in the trades. The fact of the matter is, the men and women who work in the building trades in Alberta are some of the most highly trained and competent professionals around. And they make good money doing it too. It can truly feel overwhelming when trying to determine which path to take after high school, but the graphic below can be helpful in guiding students toward building a career they find truly rewarding – one that gives them purpose. Often, the first thing considered is pursuing something that they love. “Do something you love and the money will follow” is something many of us heard growing up, but we know there are hundreds of philosophy grads who would disagree with that sentiment. It’s important to think a little more practically when choosing a career path– you should certainly enjoy what you do, but loving what you do would be the icing on the cake. Ultimately, the most important consideration when considering a career is getting paid. Getting paid well happens when the world
needs whatever the worker is doing. We are entering into a time where there is an impending shortage of skilled labour in Alberta. People are retiring from work in the building trades at a rate of nearly three times the rate of new people entering the field. That means that before long, the world will need skilled workers in large numbers. The men and women who work in the building trades in Alberta are some of the most highly trained and competent professionals around. That’s because education, training, and the development of the craft is a core value in the trades. In Alberta alone, the unionized building trades invested over half a billion dollars in the last 10 years in building training programs and infrastructure. That means people who work in the trades have the opportunity to get very good at what they do. Even better, all that training is often paid for by the union, rather than the student having to pick up the cost and carry thousands in student debt. Further, since tradespeople have the ability to work at their trade while they are learning their trade, they get a leg up on many of their peers because by the time everyone has completed four years of school, the tradesperson has become a fully-ticketed journeyperson and, depending on their trade, can be earning six figures. How many university grads can say that after four years of school? So, if the student has opted to explore the trades, has worked to develop their skills in whichever trade that appeals to them, and is getting well-compensated for it because there is a need for what they do, how easy would it be to love the position they are in? When you get all of those things aligning like that, that is the sweet spot. That is a career with purpose. n
Expanding Future
Red Deer College pursues Polytechnic University status
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ed Deer College (RDC) is continually seeking ways to best serve our students with diverse, relevant programs, courses and delivery methods that prepare them for successful lives and careers. At RDC, learners can choose from over 100 programs, and our expert instructors are committed to helping students succeed. Students are provided with hands-on classroom learning and real-world opportunities including practicums and applied research projects.
22 Alberta School Counsellor / Fall 2016
As we help learners grow, our college is also growing. Construction on the Gary W. Harris Centre for Health, Wellness & Sport is underway, and RDC is pursuing Polytechnic University status. This is the next step that will allow us to best serve our learners and communities, helping individuals achieve their aspirations and career goals, while contributing to a strong and vibrant central Alberta. Visit www.rdc.ab.ca to learn more about our diverse programs and future plans. n
Red Deer College’s vision has always been bold. We attract learners who are going places in their lives and careers. We support central Alberta businesses as they grow opportunities to innovate at home and abroad. And with more than 100,000 visitors attending RDC each year, we’re proud to be a community hub, contributing to the social, economic and cultural well-being of our region. RDC continues to open doors to new learning spaces and community events at our growing campuses, including construction of the new Gary W. Harris Centre for Health, Wellness & Sport and moving forward our community’s desire to pursue Polytechnic University status. This is just the start of our bold vision for the future.
Explore Now www.rdc.ab.ca | 403.342.3400 | 1.888.732.4630 Degrees | Diplomas | Certificates | Trades & Technology Training | Continuing Education
Multi-Skilled
Portage College offers varied programming to ensure students are ready for today’s workforce Portage College may not have the aesthetics of the big city, but they have something you won’t find anywhere else: the boreal forest and a strong sense of community. Whether you are from around the northeastern region, from other parts of the province, or across Canada, the college ensures students feel right at home. As the economy in Alberta continues to struggle, students of all ages continue to find opportunity in the North. The college’s three centres of specialization (Aboriginal Arts Centre – Lac La Biche, Food Sciences Centre – St. Paul, Pipeline Training Centre – Boyle) support and foster economic growth and innovation. Each centre of specialization provides leadership, skills, and support research, innovation, and commercialization activities, graduating highlyqualified people in the various skill sets needed for the related industry’s current and future workforces. 24 Alberta School Counsellor / Fall 2016
Aboriginal Arts Centre Portage College’s Aboriginal Arts Programs are unique in Alberta. The programs have been redesigned to have a stronger academic foundation preparing graduates for further studies at a university level or opportunities in entrepreneurial and marketing endeavours. The college’s one-year Aboriginal Arts certificate provides students with the unique opportunity to study Aboriginal art and other types of media in a studio environment. Traditional and contemporary art practices are taught with historical significance such as: beading, carving, footwear, sewing, hide tanning, and digital art. Inspiring advance teachings and artistic ability, the Artisan Entrepreneur diploma program takes an artist to the next level. Advance practices in traditional and contemporary art forms are taught in an environment geared towards students becoming their own independent artisan. Students
develop skills in hide tanning, painting, drawing, carving, sewing, beadwork, footwear and decorative arts throughout the entirety of the program while learning the entrepreneurial skills needed to become a successful and independent artisan or the skills needed to work in the field of Aboriginal or visual arts.
Food Sciences Centre At the Food Sciences Centre in St. Paul, Portage College has established programming and infrastructure that supports value-added food production for Alberta’s agriculture industry. Programs include baking, culinary arts, institutional cook, and pre-employment cooking. The college’s dedicated professional chefs prepare culinary, baking, and institutional cook students for a lifetime career, feeding their passion for creativity and excellence. Hands-on training takes place in a state-of-the-art learning facility, which houses a two line commercial kitchen, meat processing lab, bakery lab, packaging lab, and a kettle lab. There is also a specialized science lab to assist with the training and future research projects. The campus draws individuals from across the province due to the unique program mix and the opportunity for entrepreneurs to operate a fully functioning food processing centre. Enrolment in the Culinary Arts program quintupled in 2015-2016.
Pipeline Training Centre The Pipeline Training Centre (PTC) is the second phase of development at the Boyle site. The first phase saw the centralization of the Portage College Heavy Equipment Operator Training program (HEO) and the development of Heavy Equipment Technician Period 1. The Hanover market analysis conducted in collaboration with Alberta Innovates and Advanced Education stated a clear demand for pipeline related training and the validity of a Pipeline Training Centre in Alberta. At the PTC, HEO students learn to operate a crawler dozer, excavator, motor graders, and more after 40 hours of simulator training. In addition to the hands-on equipment training, students learn about soils, map reading, surveying, environmental protocols/land management, service and maintenance to ensure they’re industry ready. In the new Pre-Employment Heavy Equipment Technician program, students are introduced to electronics, hydraulics, brake systems, air brakes, safety, and more. The program is 16 weeks in length, conveniently offered through a blended method; 12 weeks of theory online followed by a one week review, and the final four weeks of face-to-face practical training on campus. In addition to the three centres of specialization, Portage College is also home to a brand new hairstyling program. Located at the Lac La Biche Campus, the program offers handson training in hair cutting, design, colouring, lightening, and chemical texturizing. To ensure students are salon ready, basic skills in manicuring, pedicuring, facials, eyebrow waxing, and makeup are included in the curriculum. After they learn the basics, hairstyling students run a salon within the college. Admission requirements can be found online at portagecollege.ca. For a customized tour, contact Portage College at 1-866-623-5551 or attend an open house this fall. n Alberta School Counsellor / Fall 2016 25
Find a rewarding career at NorQuest College Find a rewarding career at NorQuest College
Firefighting training at NorQuest College is nationally recognized
I
magine a career spent saving lives and preserving the precious memories and mementos of individuals, families, and businesses.
Firefighters are some of society’s biggest heroes, and now NorQuest College has become the go-to training grounds for entry level and continuing education options in Alberta. Students taking NorQuest’s entrylevel firefighting course (NFPA 1001 Professional Firefighter Training) will acquire the skills they need to function as an integral member of a firefighting team under direct supervision in hazardous conditions. “We are presenting this programming like no one else,” says Ed Kohel, NorQuest business development officer. “It is an online hybrid offer, meaning people can take our firefighting theory training online from anywhere in Alberta, Saskatchewan, and the Northwest Territories. Then the practical skills are taught and learned as near to a student’s home region as possible at one of Alberta’s 16 live fire training facilities.” The online portion also has a handson component where students can directly interact with an accredited instructor. NorQuest also offers continuing education firefighter courses for those already working in the industry but wish to advance in areas such as officer and brigade leader training, and more. For more information, visit norquest.ca/fire-rescue
Business Administration diploma expands At NorQuest, the mission of the college’s exemplary faculty is to help students achieve their goals and view their students as partners in education. This allows a closer instructor/student relationship that is enhanced by engaging and innovative programming – programming that matches the skills 26 Alberta School Counsellor / Fall 2016
learners need to reach their goals in education and in life. A great example of this studentcentred, forward-thinking programming comes in the form of NorQuest’s improved Business Administration diploma program, new for 2016. The highlights include four specializations instead of two (management, accounting, human resources management, and general studies); year two now has an optional paid co-op work placement and, moving forward, students have two starting dates to choose from – September or January. For more information, visit norquest.ca/business
Step Forward
New downtown campus addition to open in 2017 NorQuest College will begin a new chapter in its history with the opening of the Singhmar Centre for Learning in the fall of 2017. The new building will sit at the heart of Edmonton’s downtown Education District. The Singhmar Centre will support the consolidation of NorQuest’s dispersed Edmonton facilities into a single downtown campus. It will also enable the college to accommodate growing student demand while continuing to deliver its workforce relevant programs in student-centred, small-class settings. Singhmar Centre for Learning features 24 classrooms and 25 labs; the 1000 Women Child Care Centre, a child care facility with space for 56 children; an Indigenous student centre, complete with a ceremonial room; new student activity spaces; and underground parking. Helping to create an even better student experience, the Singhmar Centre will feature needed amenities such as an expanded bookstore, library, and a wider choice of food outlets. For more information about the Singhmar Centre for Learning, visit norquest.ca/singhmarcentre n
There is more than one way to get down to business The new Business Administration program at NorQuest College helps build the flexible skills needed to thrive in a dynamic business world. Students can specialize in Management, Accounting, Human Resources Management, or General Studies and participate in a paid co-op work placement for real-world experience.
Learn more
780.644.6000 | norquest.ca/business
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Alberta School Counsellor / Fall 2016 27
2016-09-08 8:39 AM
Create Your Future Discover your passion at Concordia University of Edmonton
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oncordia University of Edmonton is nestled in Alberta’s capital city of Edmonton, offering over 45 majors and minors in the fields of arts, science, and management. Concordia University of Edmonton also offers two after-degree programs, three master’s degrees, as well as several graduate certificates and diplomas. No matter which path you choose to pursue at Concordia University of Edmonton, you are set up to successfully launch your career post-graduation, becoming an innovative trailblazer and leader in your chosen field. With a 10:1 student to instructor ratio, Concordia University of Edmonton prepares you for real world demands. The university’s goal is to ensure you graduate with a foundation of knowledge, the ability to think clearly and objectively, and develop the key communication skills you’ll need to succeed, both in your career and your personal life. Concordia University of Edmonton’s academic programs are based on a broad 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 professors. The university is also resolutely committed to the ongoing development and engagement of active research, 28 Alberta School Counsellor / Fall 2016
providing a visible demonstration of academic excellence to the broader community and may involve scholarly, scientific, or creative activities in a field of specialization that results in the development of new insights. While academics may be the primary purpose of your time at Concordia University of Edmonton, the university understands the importance of balancing the academic life with other recreational activities you enjoy. There are a variety of opportunities to get involved at Concordia University of Edmonton, including the Thunder athletics team, student government, theatre productions, choir, events, living in one of the university’s residences, as well as participating in the student newspaper, clubs, or other informal groups. Concordia University of Edmonton encourages all students to expand their horizons by studying abroad with one of the university’s 40+ partner schools across the world in locations such as Brazil, China, Finland, Italy, Portugal, Thailand, and the United Kingdom. The university resolutely believes studying abroad is a oncein-a-lifetime experience and even offers the possibility of travel bursaries. Why not take advantage? The launch of the Centre for Chinese Studies also reinforces international connections, and it will focus on
three main areas: Chinese Teacher Development, Chinese Language Education, and China Studies. The goal of the Chinese Teacher Development Program is to strengthen Chinese teaching capacity in Alberta, Canada, and North America. Among the projected outcomes of the Chinese Language Program and the China Studies Program is greater accessibility to Chinese culture and language to the educational and business community in Alberta. Additionally, the university is celebrating the recent launch of the Edmonton Institute for Community Research (EICR). The EICR will bring research communities together from inside and outside of the university in order to stimulate, share, and achieve research and development goals. Concordia University of Edmonton wants to increase its investment in Edmonton, not only as an outstanding educational institution, but as an applied research and development support partner to local companies and communities. Concordia University of Edmonton knows that choosing your academic career path is a big decision, which is why the university offers several options for students looking to learn more, including being a “student for the day,” taking an individual tour, joining a group tour, or even just chatting with an admissions advisor. The university also holds several events on campus such as the annual open
house or Program Information Nights. The Concordia Students’ Association (CSA) also plans events such as the Winter Formal, Graduation Banquet, and more. Setting students up for success is one of Concordia University of Edmonton’s primary objectives. Services such as Student Life and Learning ensure students receive access to support and assistance starting from their very first day on campus. As a student, you would be able to attend workshops, develop study skills that work for you, and overcome any anxieties that may arise about exams. Career Services is also available for information about job search techniques, graduate studies, or opportunities for work or study abroad. Scholarships and financial aid programs are available to qualifying students, including the President’s Leadership scholarship, University Transfer scholarship, Entrance Scholarship program, as well as the Concordia General Awards and Concordia Bursary programs. Admissions each year are based on the number of applications received, the academic qualifications of the applicants, and the number of spaces available. Enrolling an academically qualified, diverse student body is at the centre of the university’s mission. Simply visit concordia. ab.ca to decide which program you would like to apply to and follow the easy-to-navigate instructions. Choose Concordia University of Edmonton to be inspired, discover your passion, and create your future. Get connected and see for yourself at @CUEdmonton on Facebook, Twitter, and Instagram. Learn more today at concordia.ab.ca. n
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Explore now at psychology.concordia.ab.ca
Alberta School Counsellor / Fall 2016 29
The Emptiness of Branding Universities for “Success” As a student, I was pleased to be part of a school where we at least allegedly strived to serve each other and society By Sue Sorensen, associate professor of English, Canadian Mennonite University
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he summer months mark that point in the year when many of us finally get around to doing some reading, an activity professors are ostensibly able to do all the time. Among the items piled up in my office are several issues of University Affairs. Todd Pettigrew’s essay in the March issue, “Words to learn by: the case for the unheralded university motto,” particularly resonated with me. In it, he happily notes the founders of the University of New Brunswick were sufficiently bold to attach a notion of “daring wisdom” (Sapere Aude) to their school. “Strong societies have needs that do 30 Alberta School Counsellor / Fall 2016
not apply to any individual and cannot be met by the marketplace,” writes Dr. Pettigrew. I was equally thrilled to read his assertion that we need “skeptics, iconoclasts and visionaries.” Dr. Pettigrew’s article reminded me of Albert Braz’s 2012 essay, also published by University Affairs, “In praise of literature.” Dr. Braz urges those of us who teach English to acknowledge that professing literature is an act of faith. And today, I read with appreciation Melonie Fullick’s recent “Speculative Diction” column on the failings of university websites, one of which is the excessive emphasis on marketing demonstrated on most of our institutions’ sites.
These pieces collided for me in a helpful way with recent contemplation of the way my own university describes itself. I think back to a meeting where our faculty considered whether one of our stated commitments (“generous hospitality, radical dialogue”) was a communications hindrance. The troublesome word, in a terrorconscious and increasingly polarized society, was of course “radical.” I was one of a large group of faculty members that argued to retain it in our institutional vocabulary. One might ask whether people really pay attention to vision statements, but when I was a student at the University of Regina I was very aware of its motto, “As One Who
More stimulating, however, was the principle of service. I was pleased to be part of a school where we were at least allegedly striving to serve each other and society, rather than the seemingly more common quest nowadays for “success.” Serves.” Like many university mottos, it has biblical origins (Luke 22:27). I’m pleased when secular institutions retain even a tiny remnant of their religious foundations because it’s important to know where you come from. More stimulating, however, was the principle of service. I was pleased to be part of a school where we were at least allegedly striving to serve each other and society, rather than the seemingly more common quest nowadays for “success.” It’s hard to imagine in our marketconscious century an institution that would readily adopt now “As One Who Serves” or embrace the motto of the University of Winnipeg (“Lux et Veritas Florent” or “Let Light and Truth Flourish”). The proffered adage of the place where I did my graduate degrees, University of British Columbia, is, regrettably, more in tune with our era of me-oriented branding. The UBC motto (Tuum est: either “It’s yours” or
“It’s up to you”) disappoints me with its individualism. The phrase also suffers from the vagueness of so much contemporary marketing (what is “it”?). I have always been worried about the language of marketing, but recently it seems to me more degraded than ever. I have watched with sadness the proliferation of “wealth management” firms, appealing to a more venal aspect of my nature than the term “financial planning” ever did; I spot more “active living centres,” places that could be endorsing, it appears to me, practically anything. In this linguistically impaired period of history, universities need to hold on to our idealistic words of mission and develop even bolder statements of purpose and being. If we don’t talk about commitment, dissent, justice, open inquiry, insight, compassion, and a host of other possibly embarrassing but still vital values, then who will? We should be cautious about alliances with the world of “branding.” The tactics of the brand come from the strictly commercial world with which, yes, we are associated but from which we must nevertheless be distinct. I would love it if words like “impertinent,” “disruptive,” and “complicate” would turn up in our educational manifestos, but I doubt that’s going to happen. What could happen, however, is that we preserve, rehabilitate, and share more vibrantly our knowledge of what it means, for example, to be involved in “argument” or “criticism.” These are concepts central to what I do as an English professor, but lately my students are (distressingly) inclined to misunderstand these terms, failing to grasp how imperative they are to the scholarly adventure.
At my university, CMU, some folks have been uncomfortable for years with a tagline claiming we are “innovative.” But I’m good with that. I would rather grapple with the frustrating but hopefully revolutionary problems of genuine (not marketdriven) innovation than mobilize knowledge systems for tomorrow’s achievers. Looking over a list of university mottos, my eyes fall on Trent University’s Nunc Cognosco ex Parte (“Now I know in part”). This probably causes headaches for their marketing people, but I hope they don’t scrap it. In that slogan (and, yes, it has a religious origin that shouldn’t be forgotten) I hear reality and humility, which I’d rather encounter any day than a pitiless rhetoric of conquest and success. This article originally appeared in the August-September 2016 issue of University Affairs magazine. n
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Alberta School Counsellor / Fall 2016 31
Why on earth would you send someone to Bow Valley College? Tough question, we’re glad you asked. Your students want more than just a school, and we provide more than just textbooks. Our sole goal is getting our learners working in their field. Getting there means consulting with industry and community leaders to make sure our curriculum and what we offer directly supports the needs of today’s and tomorrow’s job markets. And with 93% of our graduates finding work within just six months, we believe we’re on track. So, why on earth wouldn’t you send your students here? Learn more at bowvalleycollege.ca