Mohawk Learning a Living 1985-87

MOHAWK COLLEGE . learning a Living 1985-87 As reported by Kamala Bhatia

MOHAWK COLLEGE OF APPLIED ARTS AND TECHNOLOGY

LEARNING A LIVING 1985- 1987

As reported by Kamala Bhatia

(prepared in co-operation with Community Relations Divison)

Supplemental to MOHAWK COLLEGE The Years to 1985

by Patricia Filer

CONTENTS ACKNO~EDGEMENTS

CHAPTER ONE - HISTORY AND GENERAL OVERVIEW

World and Canadian events, College Goals. Board of Governors and new rules of governance. New thrusts. Placements. Faculty Workloads.

MCU Grants. Period of Task Forces and Reports. Twentieth and twentyfirst Anniversaries. Global arm. Special Projects. Right to Know. Long Range Planning. Operational Review. Applied Research. Program Review. S.R.I. In Memoriam. Future Trends.

CHAPTER TWO - ACADEMIC DIRECTIONS I

College appoints Vice-President, Academic. Articulation of new goals.

The Academic Council. The Learners of today and tomorrow. Curricular Evolution and Program Innovations. Reorganization of Faculties.

New thrusts on the Faculty of Engineering and Health Technology.

Clustering and modularization. Faculty of Community Studies and Health Care. Nursing, General Education Policy, Children's Centre. The Faculty of Business and Communications, new courses. Role of Educational and Professional Development. Extensions of Academic Directions to other programs. Task Forces, Committees and Reports.

- ACADEMIC DIRECTIONS II

Material Resources. The library and Resource Centres. Math Learning Centre. The Computer. Print and AV Services.

CHAPTER THREE - THE STUDENTS - THEIR CENTRE AND ACTMTIES

The Student Centre, its opening. Facilities in the Centre. Student Services Division. Student activities. Student Centre events. Part-time employment for students. Disabled student services. Enhanced role of S.R.C. in College governance. Alumni, United Way. Open House.

CHAPTER FOUR - CO-OPERATIVE EDUCATION

Introduction and brief history. The Co-op Program at Mohawk. Co-op placements. Benefits from Co-op Education from students', employers' and faculty's point of view. Looking to the future.

CHAPTER FIVE - PART-TIME STUDIES Enrollment, courses offered. Characteristics of learners. Facilities for part-time students. Math Learning Centre. Counselling and career development. College credit for life/work experience. Library resources centres. Part-time Studies Information Officer. Hearing-impaired and deaf students. Computer services. Haldimand and Highview Campuses.

Elder-Hostel Program.

CHAPTER SIX - SKILLS DEVELOPMENT Description and history. Apprenticeship Programs, Certificate Programs, Department of Industrial Craftsmanship Internship Programs, Job Placements, OBS, Food and Beverage Management, Travel and Tourism, Centres of Excellence, Partnerships in Training and Technology.

CHAPTER SEVEN - SPECIAL PROJECTS International Projects. Highlights of 1987. Canadian Job Strategy. FUTURES. Ontario Skills Development Offices. Ontario Basic Skills.

Multiculturalism - A study of Canada. Mohawk College Foundation.

United Way. Board of Governors' Art Competition. Mohawk College Art Gallery.

CHAPTER EIGHT - THE CAMPUSES & TEACHING CENTRES OF AREA NINE Wentworth, Fennell, Flamboro Downs, Highview, Saltfleet, Brantdale, HITC, Chedoke, Dunnville, Mohawk Trail, Brant-Elgin St., BrantColborne, Brantford YMCA, Brantford General Hospital Campus, Haldimand, and Downtown Information Centre. By the Banks of the Grand. Proposal for the Expansion of Mohawk College Programs in Brant County.

REFERENCES BIBUOGRAPHY ALPHABETICAL INDEX

ACKNOWLEDGEMENTS It has been a privilege to be engaged in the task of writing this history, whose genesis is attributed to the inspiration and unfailing encouragement and support of President Keith Mcintyre.

The assistance and co-operation of the administration, faculty, staff and students of Mohawk College are gratefully acknowledged.

The actual writing of this history commenced in late September of 1987 when most of the College personnel, back from vacation, were available for interviews and discussions. The major part of the material for this history has been derived from the willing co-operation and time extended to the author through interviews with Deans of Faculties, Chairmen and Managers whose names are mentioned in the References to each chapter.

Vice-Presidents, Dr. Tony Whitworth, Mary Hofstetter, Cal Haddad and Corporate Secretary, Raymond Heath generously gave their time and provided documents, which resulted in the emergence of this report.

Planning Director Andy Tapajna's numerical wizardry and the Multiyear Plan Reports which he promptly provided lent a perspective to the unfolding of many perplexities in this fascinating saga.

Thanks are due to Mrs. Eunice Swanborough, Susan Gagne and the staff of Community Relations Division for their courtesy and assistance at all times.

To Cathy Zynomirski who typed the manuscript with speed and devotion, thanks and appreciation are due.

Kamala Bhatia Hamilton, Ontario December 14, 1987

CHAPTER ONE HISTORY AND GENERAL OVERVIEW When a Canadian, John Polanyi, wins a Nobel Prize for Chemistry, when the world whirls to Vancouver to Expo '86 on the waterfront, to witness the advances in TRANSPORTATION, when Rick Hansen, Man in Motion tours Canada and the world in a wheelchair, when Team Canada wins the Canada Cup by defeating the Soviets two games to one, when Ben Johnson wins the world title in the 100 metre race at Rome, this is the period 1985-87, which this History of Mohawk College essays to cover. It is a narration of the major events occurring and the directions taken, in the fulfillment of its educational goals on the expanse of the campuses covered by Area 9.

Educational endeavours and innovations can neither appear so dramatic, nor so spectacular as the achievements by the Canadians, mentioned above, yet they are the very forces and urges that impel creativity, thought, and action through the acquisition of basic knowledge, information, training and skills that produce the accoutrements leading to achievement and which may sometimes win laurels for the country and the nation.

To enlighten, to edify, and to instruct thousands of learners in hundreds of pieces of information, an array of knowledge, skills and training that may equip them to face the ever-changing, rapidly moving world and its multifarious challenges, is the task that Mohawk College has taken upon itself to fulfill through the years. Its efforts in the amelioration, refinement and diversification of its policies, programs and functions have taken a quantum leap during the period 1985 and moving into 1988, and beyond.

The genesis and growth of this great institution have been aptly described in Volume I (The Years To 1985) of this history series, by Patricia Filer, and in Volume II, we proceed to highlight some of the major modifications, impelled by community needs and technological advances, made during the succeeding years to 1988.

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Chapter Two of this history describes the far reaching d~velopments in academic directions that have taken place, the reorganization of faculties, modes of teaching-learning and a totally new approach to the learner and the classroom. Professional development of faculty and administrative staff has assumed a new significance in all academic endeavours and this has been discussed in Chapter Two as well.

Faculty workloads have been reduced in order to enrich the quality of education. The College budget of $54 million in 1985, has been increased to almost $70 million in 1987. However, the reduction in workloads and consequent increase in faculty and staff from 1,000 to 1,100 absorbs 80% of the funding grant.

The College has embarked upon a process of self-examination to discover for itself how well it utilizes its resources and amenities, and to observe its operations and functions from various angles. To this end, it has set in motion and established a number of task forces and committees during the period of this history, and particularly in 1986 and 1987. This may well be called the "period of the Task Force". These task forces and committees are described later on in this chapter.

The computer has come to assume an increased significance in all operations imaginable, throughout the world. The College has met this technological challenge by installing over 500 microcomputer stations and three mainframe systems for the use of its learners. Computer Based Learning is discussed later in this chapter.

The environment of the College and its campuses encompasses a million square feet under roof. It has been improved constantly, and made more conducive to the teaching/learning situation. Physical access and facilities for the disabled have been enhanced, and a new smoking policy introduced.

The opening of the new Student Centre (described in Chapter Three) at Fennell Campus has interpolated a new dimension to student life and alumni activity, as well as augmented the ties with the community's professional, social and cultural events.

In order to further advance technological know-how in its academic efforts, the equipment in labs, studios and classrooms needed to be renovated, replenished or replaced. Acquisition of state-of-the-art equipment required additional resources, for which the Mohawk College Foundation now established as a charitable trust (discussed in Chapter Seven) will be making a concerted drive through its newly appointed Director, Development and Alumni Relations.

"The Right To Know", a Workplace Hazardous Materials Information System has come into existence in Ontario, through the collaborative efforts of 13 governments, organizations and the business sector.

Mohawk College has kept abreast of this trend, and has required attendance of its employees at seminars and workshops, from time-totime, in this connection.

Mohawk College has played a key role in cooperating with nearby colleges in hosting the Association of Canadian Community Colleges'

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(ACCC) Conference in Hamilton in 1987. Superb efforts were put forth by the faculty and administration of the college in making this national event a resounding success. President Keith Mcintyre, while applauding these efforts mentions a unique feature of the ACCC Conference 1987, "The Teleconference was a unique aspect of the Conference program- the first in ACCC history, involving 51 sites and more than 5,000 people. It featured a presentation by Dr. Edward de Bono, who explained his philosophy of lateral and creative thinking. Mohawk's Media Studies, students and staff were actively involved in the broadcasting of the session from Hamilton Place via satellite."

New thrusts and innovations in Part-Time Studies, Skills Development and Co-op Education, and efforts to establish Partnerships in Training are all portrayed in subsequent chapters.

The placement of Mohawk College graduates has been gratifying.

While the spectre of unemployment sheds gloom around, full-time, part-time and retraining program graduates have succeeded in obtaining positions. Salaries have increased. Ninety to one-hundred percent of graduates in technology are employed immediately, sometimes receiving offers before graduating. Making Canada productive becomes possible through the proper placement of our graduates.

Mohawk's global arm extends itself when representatives from Mohawk College visit other countries in efforts to establish partnerships in training with other institutions. The fruitful results of having students from Nepal, Taiwan, Hong Kong, Malawi, Kenya, Libya, Nigeria and many other countries, are evident at Mohawk College from year to year.

In 1986, Dean Alan Gregson visited the Pacific Rim countries, and addressed school and college students in Taiwan, Hong Kong and other cities, showing slides of Mohawk College, its classrooms and students.

In early 1987, President Keith Mcintyre, accompanied by Dave Chafe, visited Beijing, China. This was the College's first visit to a communist country. Fresh ground was broken, and ties established by visits to Polytechnics and discussions with educators and officials. Later this year an official from mainland China visited Mohawk College and enquired about educational facilities and programs.

Faculty member Stan Marrow's second year in Africa, in the Malawi Polytechnic, and Dean Hans Bastel and Associate Dean Dorothy Lambeth's visit to North Yemen, indicate the extent of levels of cooperation in education and technological expertise which can be shared with developing countries. More about International Projects is in Chapter Seven under Special Projects.

The Board of Governors As stated by the Council of Regents, members of the Board of Governors "volunteer their time, talent and energy in undertaking a collective responsibility for college management in the broadest

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corporate sense. In its deliberations, the Board undertakes to balance initiatives and community needs with those of a provincial-wide system". The authority of the Board of Governors stems from an Act of the Ministry of Colleges and Universities.

The Mohawk College Board of Governors has the following members: Mr. Peter Dawson, Chairman Mr. Robert Kennedy, First Vice Chairman Mrs. Caroline Milne, Second Vice Chairman Mr. J. AI Spence, Chairman, Finance Committee Mr. Charles Munro, Vice Chairman, Finance Committee Mr. Frank DeNardis Mrs. Edith Fuller Mr. John R. Johnson Mrs. Mary Kiss Mrs. Phyllis Montgomery Mr. William A. Stewart Mr. Noel Thomas President Keith Mcintyre - Ex-Officio These are nominated members (except the President of the College who is a full-voting member) and are appointed by the Council of Regents from nominations received from the regions served by the College.

New Guidelines for Governance

New guidelines relating to the composition and appointment of the College Boards of Governors in Ontario have been formulated and sent

by Laura Barr, Vice Chairman, Ontario Council of Regents in Ontario, in May 1987. These reflect a change of outlook and character of the Boards of Governors from 1988 onwards:

Composition and Conduct Each Board will be composed of a total of 17 members of which 12 will be appointed by the Council of Regents from nominations represented by the Region served by the College.

The President of the College is an ex-officio member with full-voting privileges. Four members are to be appointed by the Council of Regents as non-voting members of the Board, following election respectively by academic faculty, administration, students and support staff.

Terms of Office Members are appointed for terms not exceeding three years, and may be re-appointed for an additional period of up to three years. Under normal circumstances, a governor may not serve more than two consecutive terms, but following an absence of two years, is again eligible for appointment. The student governor has a one-year term, renewable twice.

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Consequences of New Rules The changes in the new stance in governance will not be so dramatic, for Mohawk College, which, since 1972, has permitted four faculty, four student and one support staff observers to attend its Board of Governors' meetings. From 1981, this policy was further augmented, by the presence of observers being acknowledged by the Chair, and observers could speak if requested and recognized by the Chairman after the governors had debated an issue.

Elections for the four internal governors from faculty, administration, support staff and students are already in progress. Their confirmation as Internal Governors on the Board by the Council of Regents, indicates a furtherance of democratic policies in the spectrum of educational endeavour, as recommended by the Pitman Report.

20th Anniversary and Open House The College's 20th Anniversary was celebrated on Friday, December 5, 1986, when over 3,000 friends, visitors and alumni attended.

On this occasion, the Chairman of the Board of Governors, Peter Dawson said, "As we pause to mark this milestone in the history of Mohawk College, it is most gratifying to look back on 20 years of successful service to the people of this community. We owe much of our success to two critical factors - the tradition of excellence we inherited from the former technical institutes, the boards of education, the regional schools of medical technology and radiography, which have combined to form the Mohawk College 1986, and the dedicated service rendered by the faculty and staff to the College during its first two decades".

Dofasco's message congratulating Mohawk College on its 20th Birthday was: "It has been estimated that one out of seven people in Hamilton Wentworth attend classes at Mohawk College. It is a community college in the fullest sense of the word. Moreover, it contributes very directly to the well being of the Hamilton area economy. For example, many graduates are helping Dofasco respond to the challenge of today's more competitive sheet metal industry. We work closer together to help our people make the most of their abilities and aspirations through our apprenticeship program as well as evening studies".

President Mcintyre's concluding remarks on the 20th Birthday celebration speech were: "What is of major importance at this point in our history is how the College prepares to respond to the challenges of the next 20 years. I am pleased to say that the College has already begun to identify future challenges and to prepare to respond efficiently and effectively to them. In this way Mohawk College can continue to serve the needs of this community well into the 21st century".

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Open House- September 20, 1987 Regional Chairman Bill Sears and Mayor Bob Morrow visited the College, saw the exhibits and displays and brought greetings from the Region and the City. Five hundred helium-filled balloons were released to signal the happy event, while Mohawk's 21 layered cake, commemorating the College's coming of age was cut by President Keith Mcintyre and Mr. Peter Dawson, Chairman of the Board of Governors.

Various departments of the College had arranged impressive and highly creative displays of all aspects of their course offerings, such as students' charts, graphics, models, specimens. Slides and films depicting students' classroom activities and participation were screened. Harness Horse Racing, Part-Time Studies, Architecture, Electronics and many others had impressive displays. The Students' Centre had students in action, eager to display their very own creative ideas and organizational ability, at the Open House for Alumni celebrations on the 20th and 21st.

Wayne Gretzky's trophies and memorabilia were displayed proudly by Walter Gretzky in the Mohawk College Art Gallery and aroused a great deal of interest in the public. Participants and visitors all had a good time. Expressions of satisfaction and a positive feedback from those who came were received.

Smoke Free Policy From September 1, 1986, smoking was banned in all but designated areas in Mohawk College at the Fennell Campus.

The designated areas are: the Arnie Lounge in the Students' Centre, the lounge in F Wing, the South Cafeteria, the lounge in the South Cafeteria corner which is a smoking-dining room for the faculty and staff. Patio areas for smokers have been created at the West end of A Wing, East exit of B Wing and the Southeast of E Wing. Indoor alternatives to the patio areas are being considered.

Smoking will not be permitted in other areas of Fennell Campus, including hallways, classrooms, seminar rooms and cafeterias. Tobacco products are not sold anymore in the College Campus Store. According to Dr. Margaret Bridge, "the key to the success of the new smoking policy will be the thoughtfulness, consideration and cooperation of college staff, students and visitors".

The new smoking policy will be introduced in other campuses of Mohawk College in September 1987.

Long Range Planning Task Force A Long Range Planning Task force was conceived and commi~sioned by the Board of Governors of Mohawk College at its annual retreat in February 1985. It undertook the task of investigating the likely impact of a large environmental transfigurations during the period 1985-95. It un-

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dertook, by June 1986 to produce a report outlining courses of action relevant to the challenges of this evolutionary milieu. The Director of College Planning and his office, supplied the resources and data, and the deadline for submitting this report was extended to December 21, 1986.

The Members of the Task Force who embarked on this herculean endeavour were: 1. John Johnson, Chairman of the Task Force, Member, Board of Governors 2. Peter Dawson, Chairman, Board of Governors 3. Louise Bockner, Chairman, Part-Time Studies 4. David Hoffman, Faculty of Skills Development 5. Roger Mann, Faculty of Business & Communications 6. Rosemary Knechtel, Faculty of Community Studies & Health Care 7. Donna Bartolucci, Placement Officer, Co-operative Education 8. Christine Luckock, Academic Scheduling 9. Andrew Tapajna, Director, College Planning 10. Eunice Swanborough, Director, Community Relations Resource person - Ruth Mileski, Executive Secretary, Planning Division The main Terms of Reference of this Task Force were: 1. To study the changing nature of the environment and the forces and trends which would have the strongest impact on the College during the succeeding decade. ' 2. To foresee and envision the parameters of these evolutionary factors on College educational programs and courses, support services and on enrollment patterns of students, full-time as well as part-time.

3. To suggest any additions, alterations, deletions of the College's goals, in light of the changing environmental factors discovered.

Information and Data Collection To undertake this task, there were several exhibits distributed Towards the Year 2000, Strategies for the Eighties, Directions 1984-85, Continuing Education - The Third System, Mohawk College Multiyear Plans 1985-86. (a) These sources of information preceded the Task Force's focus on the Health Sciences spectrum. Here an overview of the Canadian and Ontario Health care system and the likely changes expected, was presented by Laura Barr, a member of the Council of Regents and a leader in the Nursing field. Seven separate Health Science areas of concern were identified by her. This led to the Task Force's decision to integrate Health Science strategies from other areas of study during the final draft of the recommendations. (b) Several presentations by specialists were addressed to the Task Force, giving a glimpse into future perspectives: Dr. Stuart Smith, Chairman of the Sdences Council of Canada presented a wide

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glimpse of the future from the scientific environmental perspective; John Kettle, predicted the social economic, demographic trends, along with the economic thrusts which would affect enrollments, occupants and educational tides in the future . Dr. John Roueche gave his perceptions on Excellence and Access in education. George Lueddeke outlined the needs in Professional Development considerations, in the present and future.

College Personnel Some of the Task Force members made presentations on Experiential Learning, Self-Paced Competency-Based Learning, Imminent Crisis in the Labour Market, Developing an Integrated Computer Network at Mohawk College, Professional Development and others.

The Task Force then gathered all the information from these sources: Presentations, Exhibits, replied to Questionnaires, received, compared and examined these, in order to form the nucleus of the Task Force document.

Major Issues and Environmental Factors were the basis of the 48 recommendations made. The Recommendations dealt with: (a) The Students of the 1980's (b) The Faculty and Staff (c) Integrated Work Study Programs (Co-operative Education changing Program offerings, Part-Time Studies) (d) Introducing new programs (e) Marketing the College and its Programs (f) The Role of the Computer.

It was realized that long-range planning is very important and necessary, but the Task Force, at this stage, felt that a flexible attitude would be valuable in implementing its 48 recommendations. The Task Force also perceived that long range planning must proceed in cycles, with close analysis and sensitivity to constantly ever-changing environments.

Review and evaluation of its goals will lead to a better grasp of the realities which Mohawk College, its educators and administrators will face in the 21st Century.

Operational Review Plan Due to the fact that some Colleges of Applied Arts and Technology in Ontario during the 1980's were facing some difficulties in the control and monitoring of College resources, the Ministry of Colleges and Universities, among other recommendations, proposed that each College develop and carry out an Operational Review Plan at least once in every three years through its Board of Governors. The manner and means of carrying out this process should have the prior approval of the Council of Regents.

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The objectives of this Operational Review Plan would be: 1. To make sure that the College carries out an evaluation of College operations with the aim of improving the quality of education and training imparted to its post-secondary students.

2. Assist the College in taking suitable measures to bring about constructive changes in governance, management, educational and financial matters.

3. Enable the public and the government to see that the College is operating efficiently, effectively and economically, according to governmental regulations.

With these objectives in view, Mohawk College established in 1986, a Standing Committee of the Board of Governors, named the Operational

Review Committee.

The Board of Governors of Mohawk College, approved a format which in a phased manner enabled the carrying out of some pilot projects first. The experience gained would assist in the formulation of a three-year plan to cover all the major operations of the College. The conduct of this initial review process would be by Review Teams composed of internal as well as external members.

On the completion of the pilot projects and at the end of the year, a review by a team of external consultants would evaluate the efficiency of the process of operational review, and report through the Operational Review Committee to the Board of Governors. The target date set for the completion of the first cycle in the operational review process was the end of 1987.

The main areas of College function which are to be the focus of the review are: Governance and Policy Setting, Academic, General Administrative (including finance, space, physical and human resources) Community Services, Student Services, Marketing and Contract Services.

The operational review teams are composed of College personnel from the departments under review, a user of this service (external or internal) and an external specialist in the function under review and the Vice-President, Finance and Resources.

The time-table for the Pilot reviews were set as follows : Advisory Committee Process, Cooperative Education Division, Physical Plant Department, Utilization of Part-time/Sessional Staff - to be completed by early 1987.

1. Year One Projects (to be completed by the end of 1987) Governance, Strategic Planning Process, Academic Program Review, Corporate Secretary Services, Registrar's Division, Audio Visual Services, Program and Professional Development. These are being carried on.

2. Year Two Projects (to be completed by the end of 1988) Space Planning Utilization, Academic Faculties, Ancillary Services, Communication and Community Relations, Financial Services, Board of Governors' operations.

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3. Year Three Projects (to be completed by the end of 1989) Academic Faculties (remainder), Marketing and Contract Services, Human Resources, and Medical Services.

The review process of operational review is an ongoing one. The RESULTS and RECOMMENDATIONS of the review teams and their observations of operations are to be submitted to the Operational Review Committee of the Board of Governors and are to be communicated to the department concerned in order to assist in improvement and efficiency in the operating of that department.

Ouerall, "this process of self-examination, and determination of the weaknesses and strengths in the functioning of the College at all levels, may prove to be an invaluable exercise. Such reviews at regular intervals can greatly enhance and assist in better functioning, success and cost-effectiveness in achieving the goals of educational endeavour. It is expected to promote relevant quality education to meet the needs of the community in a rapidly changing environment", according to Dr. Tony Whitworth, Vice President, Finance and Resources.

Task Force on Applied Research Commissioned by the Vice-President, Academic as a result of deliberations with the President's Reporting Group was a Task Force on Applied Research, in June 1986.

The members of the Task Force nominated by the Vice-President, Academic, were: Dr. Jim Barr, Chairman Physical Sciences George Lueddeke, Co-Chairman Instructional Resource Centre Tom Sutton Mathematics John Schaeffer Skills Development Donna Dunlop Health Sciences Penny Salvatori Health Sciences Derek Balding Brant Campuses Dr. David Faux Humanities AI Ersser Business Steve Dunn Media Studies Dr. Tony Whitworth Vice-President, Finance & Resources Recording Secretary - resource person, I.R.C. Tammy Capone The Task Force met 12 times during six months, and initially tried to comprehend the meaning of applied research in the context of solving identifiable programs, improving current teaching methods, techniques, development of educational software, improving operations with companies in business industry or services, all College of Applied Arts and Technology enquiries were made, through questionnaires specially designed and circulated to other College of Applied Arts and Technology, as well as to various people and organizations within and outside Mohawk College. Altogether 1,500 questionnaires were mailed and 400 replies received.

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Recommendations Some of the recommendations made, include the active involvement of faculty in organizing and undertaking research in the areas of their respective disciplines. Research could be in both of the following areas: (a) Teaching and learning: methods related to educational and curricular objectives, methods and techniques. (b) Professional: as applied to discipline-related projects, may be in collaboration with outside business, industries or related areas.

The Benefits of applied research are envisaged to reach faculty, students, college performance, college reputation, as well as the community and partnerships established with business, industries and service sectors.

However, the findings of the Task Force are "still under consideration, at this point in time", according to the Vice-President, Academic.

Nevertheless this untrodden path and exciting venture compels the author to include this worthwhile endeavour in the Mohawk College's 1987 history.

Program Review Committee This is a consultative committee formed in 1985 through the office of the Vice-President, Academic, to recommend a process whereby College Program offerings would be reviewed.

The Committee enquired into and researched the efforts made by other institutions, in the direction of Program Review. Initially, the following recommendations have been made by the Consultative Committee: (a) Program Reviews should be conducted internally by Chairmen and faculty, instead of by external agencies. This would generate, among other advantages, a feeling of belonging and accountability within those who work in any particular program. (b) These Program Reviews would need a considerable amount of time and resources. The efforts extended should prove valuable to develop program changes and varied approaches and ultimately . strengthen the viability and relevance of programs, from the educational as well as the administrative viewpoint.

Five program areas are being reviewed at Mohawk College, as a pilot study. These will provide materials for developing a Program Review Process for Mohawk College.

Task Force on Computer-Based Learning A Task Force on Computer-Based Learning, appointed in December 1986 by the Vice-President, Academic, comprised the following members: George Lueddeke - Chairman of the Task Force, Instructional Resource Centre

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Bill Badovinac - Electrotechnology Glenda Davis - Math Learning Centre Cord Holmes - Administrative Studies Dorothy Lambeth - Nursing Marcel Labrie - Technology, Brant Campus John Schaeffer - Hamilton Industrial Training Centre Tammy Capone - (Resource person) Recording Secretary- l.R.C. Judy Court - (Report) - l.R.C.

Objectives The Task Force was set up to determine the involvement of Mohawk College with respect to Computer-Assisted Instruction (C.A.I.), and the larger issues related to its applications.

Procedure Twelve meetings were held, several resource persons within and outside the College were referred to, a College-wide questionnaire was distributed and a survey conducted and data from over 200 replies was analyzed.

Findings The Final Report of the Task Force addressed four major issues: Curriculum and Instructional Practice, Professional Development, Applied Research and Development, and Organizational Considerations.

Recommendations There are 20 main recommendations relating to these four issues: Some of these recommendations are: (A) Curriculum 1. That the College develop strategic plans in its 1988/89 Report to the Ministry advocating that learning environments utilize varied means of technology to enhance the quality of education and promote education through Computer-Based Learning (CBL). It should also acquire course materials for special needs e.g. the physically handicapped.

2. That the College fund demonstration projects to determine the effects of existing CBL courses and traditional modes of delivery.

3. Equip and produce CBL resource labs for implementing several pilot projects.

(B) Professional Development 1. Evolving a planned approach to faculty and staff development in the use of computers by conducting workshops and seminars for all academic faculty and staff in the use and development of CBL resources.

2. Encouraging interdisciplinary groups in the college to share computer applications in curricula and to examine other related academic matters.

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3. The college encourage and support through provision of greater resources, faculty and administrative leadership in managing complex educational learning environments, and innovative performancebased programs and in creating further sophisticated tools of learning.

(C) Applied Research and Development 1. Coordination of efforts to identify and evaluate existing CBL materials and forging stronger links with business and industry to make those materials more relevant to community college needs.

2. Secure funds to investigate wider computer related issues, by strengthening links with the computer industry and participate in joint ventures with outside agencies.

(D) Organizational Considerations 1. Establishment of a unit to encourage and support CBL educational developments and technology.

2. Creation of a new position of Manager of CBL in the College and the establishment of a CBL Advisory Committee composed of representatives from faculty, Computer Services, Ontario Skills Development office, Vice-President, Academic, l.R.C., etc.

3. Provide release time of faculty and Chairmen from time to time in each Division to work closely with the newly created unit, who may later serve as resource persons for other faculty. This may help in promoting special projects in curricular and other in-service programs.

4. Investigation of the future establishment of networks that link Mohawk College to provincial data banks and other teaching institutions, as well as, to selected business and industry groups.

Benefits Listing some of the advantages of using CBL the Task Force report states that: 1. Computers can enable instruction to take place more effectively and be imparted in individualized modes. It can thus enhance problemsolving and creative abilities in students. Teachers can spend their teaching time more effectively and provide greater guidance to individual students.

2. Other advantages include: many benefits can accrue because volume discounts of hardware and software may be purchased. There is also free courseware available through the Computer Education Centre (CEC) in the fields of Mathematics, English, CAD/CMI. The Ministry of Skills Development can assist in many ways by funding links between the community college and employers of college graduates, through partnerships in training.

Other pertinent observations of the Task Force include the pointers that CBL should only be implemented if it can be made cost-effective. Cost effectiveness is measured by learning effectiveness, as well as other costs.

Instructional material of CBL should be of superior quality and be more

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effective than other traditional methodologies. Staff and faculty planning and training are essential in order to develop and create new CBL materials which may be marketed, and provide income, as well as shared and exchanged with other learning institutions.

Student Report On Instruction An SRI which has been in use for several years, is being considered for revision, in order to enhance tli.e quality of reporting. A Committee chaired by Dean Keith Nixon has developed two pilot projects in this connection. A new Course Instruction Survey for Students (CISS) is being introduced in the Civil and Transportation Technology program, in the Nursing and in the BJRT (Basic Job Readiness Training) programs, initially. The new five-point scale will be bipolar and give scope for more specific responses to survey on instruction and courses, by students.

Questionnaires have been designed to obtain feedback from Chairmen, faculty and students on the new instrument which is being tried out.

Monthly Memo During the period under review, an attractive and regular publication, MONTHLY MEMO, emerged from the office of the Corporate Secretary, Raymond Heath. MONTHLY MEMO presents a comprehensive survey of the College's major policies, as well as events, academic, social and cultural, taking place in Mohawk College and its campuses. Most of the items are contributed by the faculty, staff and administration.

In Memoriam: Dr. Sam Mitminger February 14, 1987 marked a day of loss when Dr. Sam Mitminger, the second president of Mohawk College, passed away. He contributed to education for 30 years,promoting high standards in technical education.

According to President Keith Mcintyre, "He was a very caring person, concerned about people as individuals. He had a deep love of humanity and always brought a charitable consideration to any of the developments in the College".

Sam Mitminger was president of Mohawk College during its years of rapid growth - when he was appointed he said, "I hope to help make Mohawk College into an education market-place for all the people in this area. We believe the college must serve the community in the best way possible and that involves educating and retraining people already in employment".

McMaster University conferred the honorary degree of Doctor of Laws upon him, in recognition of his service to the cause of education.

In 1986, he received special recognition when he was named to the Hamilton Gallery of Distinction. Past President of the Hamilton Multicultural Centre, member of a number of organizations - including

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the Rotary Club of Hamilton, the Dundas Valley School of Art, the Ontario Council for Leadership in Educational Administration, American Institute of Industrial Engineers, he also acted as consultant to several community colleges.

Born in Poland, Dr. Mitminger joined Hamilton's Provincial Institute of Textiles on Wentworth Street as an instructor. That school with its 20 students was the predecessor of the Hamilton Institute of Technology and Mohawk College.

Perhaps one of the most outstanding, but not so well known contributions of Dr. Mitminger to Mohawk College, was his courageous support of the first Multicultural Project in any community college, at a time when doubting Thomases short-sightedly considered Multiculturalism to be "a Liberal ploy to win ethnic votes". His encouragement enabled the College to launch a successful Multicultural Project in the college and the community which was able to obtain funding for its conferences, a salary and other activities from both the federal and provincial governments to the tune of over $90,000 within three years. The Library and Resources Centre at the Fennell Campus of Mohawk College, are named after this great leader in education.

Future Trends New waves of accelerating change and flux are likely to bring about further expansion and succeeding progressive endeavours on the part of Mohawk College during the coming years.

The most imminent and long awaited change is the proposed expansion of educational facilities in the Brantford area. There are also proposals to build an Independent Learning Centre and Student Residences.

And so Mohawk College marches on with a spirit of alacrity and eagerness, and a new burst of confidence, into the year 2000 and beyond.

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CHAPTER TWO ACADEMIC DIRECTIONS I In 1984, the Board of Governors of Mohawk College had approved a major reorganization in order to provide for more flexibility in the delivery of programs. They also anticipated the need for greater accessibility of part-time programs to larger numbers of students as well as a growth in part-time programs to meet the changing needs of the community. They approved the creation of a senior administrative position of Vice-President, Academic at the same time.

Mary Hofstetter was selected and appointed to the new position. The Vice-President, Academic, has responsibility for the planning, direction and organization of academic content, standards and delivery of all the College programs offered by full-time post-secondary, part-time, skills development, apprenticeship, retraining and Government funded programs. All academic programs are planned and designed to meet the needs of the community, and for this purpose, close contacts are maintained with leaders of business and industry, employers, professional agencies and associations, program advisory committees, Ministry of Colleges and Universities, Board of Governors and other Colleges of Applied Arts and Technology. In order to meet changing needs, new programs are developed from time to time, teaching modes are reviewed and revised along with existing programs. Increased professional development opportunities for new as well as experienced faculty have been created. A vast spectrum of learners is reached: youth, mature students, young adults, older and experienced workers, the unemployed or laid off workers, the disabled or learning impaired. All are eager to learn. Besides human resources, academic directions touch on the material resources which are essential in complementing the processes and modes of learning and teaching.

All these together give us the configuration of the functioning of academic directions from the Vice-President, Academic.

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Mohawk College Appoints Vice-President, Academic The first person to hold the newly created position of the Vice-President, Academic of Mohawk College in August 1984 is Mary Hofstetter.

The Vice-President, Academic, from the start, took a long range view of Community College education to the Year 2000 and gave a hard look at the changing environment and its realities today. The far-reaching results of the transition from an industrial to an information society were perceived by her as having a tremendous impact on education and its delivery, particularly at the post-secondary level.

Articulation Of New Goals In light of this transition, communication was established with the Faculties which made it apparent that it is necessary to recognize the dual purpose of educational programs for the students of Mohawk College. In today's society, we find, not only are specific skills for obtaining employment essential, but critical thinking, flexibility and conceptualization, as well as the capacity to collect and digest information are important in the making of skillful contributing Canadian citizens. At the same time, the changing requirements of the community and input from employers, as well as members of the Advisory Committees brought about the Vice-President Academic's enunciation of the need for reorganization of curricula and the use of many different modes of teaching and learning, modularization, alternative delivery and varied access systems. These are to be student-oriented rather than instructor or college-oriented learning modes.

The Academic Council In accordance with the guidelines of the Ministry of Colleges and Universities, an Academic Council, under the chairmanship of the VicePresident, Academic, deliberates upon and advises the President about academic policy in the College for consideration, implementation or submission to the Board of Governors of the College.

Membership The membership of the Academic Council, enlarged in August 1987, is 23. There are four permanent members; Vice-President, Finance and Resources; Vice-President, Student Services; Dean, Program and Professional Development and the Registrar. There are 18 elected members of whom seven are students and seven are faculty members, two are Chairmen and two are Academic Deans. The meetings of the Academic Council are held monthly from September to June.

Committees and Standing Committees are appointed by the Chairman of the Council from time to time, consisting of members of the Col-

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lege community, to make recommendations, evaluate, investigate and monitor various activities and proposals.

Standing Committees There are Standing Committees on Student Admission and Evaluation, Curriculum, Faculty Support and Development, Student Services, Student Report on Instruction (SRI). Reports of Committees and Task Forces are included in other sections and Chapters of this history.

THE LEARNERS OF TODAY AND TOMORROW Who are the learners at Mohawk College? Where do they come from?

How old are they? What do they bring with them? These are some of the questions one asks when considering the student clientele of Mohawk College. A quick glance at them shows that they represent a wide range of people: teenage high school graduates, young adults, unemployed youth, laid off workers, single parents, housewives, as well as older men and women.

Declining 18-24 Age Group It has been noted that the 18-24 age group enrollment is declining and is projected to decline to the 1990's. Grade 12 enrollments may increase but Grade 13 enrollments are likely to continue decreasing. Facilities need to be provided to enable high school graduates with varying diploma compositions to gain admission to the College, without sacrificing academic standards.

Part-Time Students Students in part-time courses out-number full-time students in the ratio of seven to one, at present. A large number are those who are returning to Mohawk College to enhance or upgrade their existing skills or have come to study new courses because they have been laid off or are unemployed. Hence, part-time students are of utmost significance in the total academic scene of Mohawk College.

Adult Learners It has also been noted that increasing numbers of students enrolling in the College full-time or part-time are adults in the age group 25-44.

Many of them have been in the work force for some years and have considerable experience. A policy of "experiential learning" which gives them recognition and credits for their experience has been implemented.

The student population of the College during 1985-87 is indicated as:

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Full-time post-secondary retraining and other programs Part-time

1985

1986

1987

8,676 48,880

8,522 54,518

8,470 59,000 Approx.

Among the learners at Mohawk College are also Disabled Students. The Academic Council formed a subcommittee which makes recommendations from time to time about the needs and the delivery of programs to disabled students. Professional Development seminars have been organized regarding the requirements in teaching the disabled. A pre-orientation program for disabled students was evolved in 1986 and is continuing. Sign language interpreters and amplification are provided for hearing impaired students, while for blind students, a voice synthesizer, a VertPlus have been provided. This permits operation of an IBM/PC by a student who is totally blind.

Multicultural Mosaic Students from Manitoba, Alberta, British Columbia and the Maritimes are also among the learners. Many have moved along with their families to Ontario. Native Indians, Mohawk, Tuscarora, Oneida, Ojibway, Cree and Metis are occasionally students in various classes. The Inuit and Franco-Ontarians have been among the student clientele in 1985-87 as well, along with the vast majority of Ontario students. Besides, a vast number of third, fourth and fifth generation Canadian students, we have also (according to a survey taken in three classes selected at random) in 1986, (of 30 to 3~ in each class) some first and second generation Canadian students whose parents have cultural backgrounds that are: Italian (four), Serbian (two), Croation (one), Czechoslovakan (two), Latvian (one), Irish (four), Scottish (three), British (four), Jamaican (one), German (two), Dutch (two), Indian (one), Ukrainian (two), Portuguese (one), Vietnamese (one), Swedish (one).

International Students The College attracts students from other countries as well. Visiting students from different parts of the world may be found on our campuses, enrolled in various programs. They are selected, sponsored and fully financed to receive an education at Mohawk College, by their countries. Some are high school graduates, with or without work experience, who enroll in diploma programs and are here with us for two or three or even five years. Others have work experience, some hold administrative or teaching positions and are academically well qualified. They are sent to Mohawk College to gain modern know-how, managerial or technological skills and experience. Special programs

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have to be organized for such professionals. International students and visitors have come here from Libya, Kenya, Nigeria, Malawi, Hong Kong, Lebanon, Malaysia, the Caribbean, Nepal and other parts of the world. Many have had to study extra English courses.

Thus the Mohawk College learners' scene is diverse and multifaceted and provides a challenge to the College environment, the administration and the faculty. The years 1985-87 have seen many interesting changes occurring among them. The fascinating range and diversity in the population of the learners is of major significance.

Curricular Evolution And Program Innovations A new look has been focused on the programs of instruction and the course offerings in Mohawk College. The strength and potential discovered in the senior academic and adminstration has been borne in mind while restructuring and reorganizing the academic Faculties, according to the Academic Directions of August, 1986. At that time there were eight academic Faculties.

Restructuring of Curriculum All programs have been scrutinized in order to meet the hiring preferences of co-op and full-time employers of college graduates. The eight academic Faculties have been realigned to form six, each being headed by a Dean.

The Faculty of Engineering and Health Technology In this Faculty, there is a merging of the Faculties of Applied Science and Technology and parts of the Health Sciences. All of the Applied Science programs (including Physical Sciences) have now become a part of Technology and are included in the Faculty of Engineering and Health Technology. This faculty has been structured into six main disciplines and program clusters: Electrotechnology, Information Technology, Physical Sciences, Architecture, Civil & Transportation, Manufacturing and

Design, Biomedical Sciences.

Clustering Under Biomedical Sciences are included, since January, 1987, Medical Laboratory Technology and Radiography & Ultrasound Technology, which were formerly included in Health Sciences. To this effect the newly reorganized Faculty of Engineering and Health Technology steered by Dean Hans Bastel and a Committee chaired by Ross Salmon are currently in the process of realizing the following objectives: (i) to provide a more effective system of course and program delivery, (ii) to enhance the program quality and provide flexibility in meeting changing techno-

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logical needs, (iii) flexibility of courses and program delivery to meet the varying needs of different types of students and (iv) to bring about economy of operation in terms of personnel, facilities and equipment resources.

The clustering structure in this Faculty will allow the offering of additional diverse "high tech" program options in a variety of delivery modes for the benefit of employers, clients and community groups.

Changes have already been made in the program of studies for the Manufacturing and Design (Mechanical, IMT) cluster and the Physical Sciences cluster. There is a strong emphasis on a flexible interdisciplinary approach. In each semester of the technician and technology programs, students will be required to complete a number of common "core" courses. The Program Committees in conjunction with the members of other committees and departments of the College identified courses which could be discontinued because of their similarity to other courses offered within the same cluster or in another cluster. They have also identified new courses which should be developed and courses which they might replace.

Results of Clustering As expected, significant effects can be noticed in terms of reduction of the number of similar courses offered within each cluster and also on the commonality of courses between various programs both inside and outside of the cluster.

As a result of this, graduates of the two-year program are expected to obtain the bulk of their credits at the introductory and intermediate levels. A graduate of a two-year program would normally be able to use most of the credits previously obtained in meeting the requirements of the three-year program in the same discipline. Thus, the commonality of courses established in the two-year and three-year programs within a cluster makes it possible to avoid duplication of time and effort and results in economy and greater efficiency. The Biomedical Sciences cluster with reference to Radiography and Medical Laboratory Technology belong to the rapidly changing "high tech" milieu and hence their inclusion in the Faculty of Engineering with the word "Health" assigned to it.

Changes in Programming Besides this, a new extended co-op model was introduced in the Electrotechnology and Computer Studies programs in 1986. The Mechanical Drafting Technician program was phased out in the Spring of 1987 and the first year of the Textile Management Technology Program has been phased out in September, 1987 for reasons of low enrollment.

The first experiential learning and fully modularized program - Data Processing (Microcomputer) Technician was introduced in 1986 and the

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two-year Construction Technician program was converted to the co-operative education mode. The Electrotechnology Department is currently developing a series of 14 new labs to serve as the practical component for the new Digital Communications II course. This two-semester course is offered to students in the Computer Electronics programs and is designed to provide exposure to technology in the telecommunications industry.

In weekly labs of two and one-half hours, students will have the opportunity to gain "hands-on" experience in such areas as fibre optics, touch-tone generation, speech synthesis and networking. The theory component of the course is being developed.

A new Diploma Program in Fluid Power Automation started in September, 1986 while a Biomedical Engineering Option is being developed by the Electrotechnology Department. The Data Processing Program has been restructured as part of the modularization project. A Computer Technician-Microcomputer program has been developed as well.

Extensions Of Academic Directions To Other Programs Academic Directions, emerging from the Academic Council and the Board of Governors, initiate and formulate curricula for regular College Post-Secondary Diploma, Certificate, cooperative, Apprenticeship, Internship and other programs, through the Deans of various Faculties and the Chairmen of Departments at various campuses.

However, there are several other programs sponsored by Government funding, Federal and Provincial, Regional and by .private clients and businesses at home, and from abroad, which also follow the academic directions, goals and standards set by the College. Some of these (discussed in other chapters of this History) are: FUTURES, CJS, OBS, OSDO, HITC, BJRT, International Projects and others. Their delivery modes, time frames, flexibility of approach and duration are all determined by several factors: (a) the needs of the students, interns, teachers or workers concerned, (b) the demands of the employers, clients or sponsors.

Task Forces, Reports and Committees In its pursuit of excellence in the teaching-learning situation, Mohawk College under the leadership of President Keith Mcintyre and the VicePresidents Mary Hofstetter, Dr. Tony Whitworth, Cal Haddad and senior administration Mr. Ray Heath, Mr. Andy Tapajna and others, have set in motion, as a mirror to their own efforts, several task forces, committees, reports and other means of self criticism and self appraisal during the period 1985 - 1988. These involve a tremendous amount of planning, design, detailed research and investigation by hundreds of other administration and faculty members in the college. Some of these are: A STUDY OF ADULT LEARNERS, PROFESSIONAL DEVEWPMENT PLANNING, COLLEGE COMPUTER PHIWSOPHY, PROG-

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RAM REVIEW COMMITTEE, THE SRI PROCESS, LONG RANGE PLANNING COMMITTEE, OPERATIONAL REVIEW COMMITTEE and several others, which are discussed in other chapters of this history.

Faculty Of Community Studies And Health Care According to the reorganization of Faculties in 1986, Health Care has become a part of the Faculty of Community Studies. The rationale is that Health Care (Nursing) like Applied Arts, is a part of the health and care giving services which are in increasing demand in our society, due to increased leisure time and an aging population, urban growth and environmental pollution. This Faculty is headed by Dean ¡ L.E. Stanbridge, while Dorothy Lambeth is the Associate Dean of Nursing.

Nursing The profile of the student in nursing is changing. There are older persons and males also joining the program to a somewhat greater extent.

Out of a total enrollment of 300, there are 75 at the Brantford General campus, whereas the remaining are at Chedoke.

The placement of Nursing graduates is almost one hundred per cent.

Some have not yet obtained their Registration but have been employed immediately after graduation. Attrition in the Nursing program is low.

Homes for the Aged, Nursing Homes, Acute Care Hospitals, Teaching Hospitals, and District Hospitals provide employment to graduating nurses.

The courses in Nursing are completely modularized into self-paced, individualized study units. The learning tool of the Nursing program is called the "Learning Package". All learning, through the package, is self-learning. The use of the learning package provides the learner with flexible scheduling. It is self-directed learning at an individual pace.

Modules There are 13 modules in the Nursing Course which constitute the learning package contents. Each package has a Title, a Rationale, objectives, and a list of resources, which are a variety of multi-media and human sources of information. Learning activities in the modules have been designed to enable students with different learning styles, to attain the specific behavioural objectives of the particular learning package.

Self Assessment Tests To determine the measure of learning retained after the student has completed the learning package, a self-assessment test is provided for each learning package to enhance the learning.

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Kwantlen College in Surrey, British Columbia has purchased the modules made by the Nursing Department, in Spring 1987, for their own use.

Transfer and Changes

Changes have been made in the former Faculty of Health Sciences. The programs in Physiotherapy and Occupational Therapy are in the process of transference to McMaster University, while Medical Laboratory Technology and Radiography/Ultrasound are now included in the Faculty of Engineering and Health Technology. Gerontology and Adjuvant Training are the new programs which are now part of the Faculty of Part-time Studies. The Basic Job Readiness Training department has been transferred to the Faculty of Business and Communications.

The Harness Horse Industry Technician Program which was started in September, 1985 had its first class graduating in the Fall of 1987.

The Child Care Worker Program has been redesigned and converted from a two-year to a three-year format in 1986. This program incorporates an experiential learning component. Major changes have been made in the course objectives and it now includes new courses.

The complete modularization of this program was achieved by means of a project which had two major goals; (i) to modularize all the courses in the program (ii) to select certain courses for alternative instructional delivery by providing independent as well as group learning.

Law and Security Administration - the enrollment intake in the first year of the program at Fennell Campus has been doubled since 1986.

A Task Force on General Education was set up by the late Dr. S. Mitminger in 1978 and a Report setting forth proposals was drafted by Ron Slavik. However, due to financial reasons, they could not be implemented earlier. George Koblyk drafted further proposals on the recommendations of a committee under the Chairmanship of Dick Capling in 1985.

A General Education Policy for the College was developed and approved by the Board of Governors and has been adopted since the Fall of 1986. According to this policy, each post-secondary student is required to complete two General Education courses which are offered as electives during their two or three years of study. Each General Education elective will have as its objective the achievement of a minimum of two of the twelve goals of General Education.

The General Education elective will require student awareness and articulation of personal or social development beyond the "rote learning" level. The General Education policy is carried out under the direct supervision of the Chairman, Humanities and Social Sciences, Dick Cap ling.

Francophone Studies - French speaking adults can complete their high school diploma and are eligible for upgrading and job training in French since 1985, under the Basic Skills Development Program. For

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this they can enroll in Mohawk College. The Canada Employment pays the fee and a training allowance.

La Bureautique is another program in French which is the equivalent of Automated Office Systems. The course is 32 weeks in two semesters.

Microcomputers, typing lab and accounting are all taught in French.

This program was started in May 1987 and the students of the course graduated in October, 1987.

French as a Second Language - Training in using French as a Second Language was provided to Federal Civil Servants by Francophone Studies from January to May, 1987.

Media Studies - The major developments in all the four programs during 1985-87 in Media Studies, Advertising, Broadcast Journalism, Radio Broadcasting and Television Broadcasting deal directly with the addition of computer studies related to each area.

In Advertising, "Harris Media Systems" for microcomputer-based media planning was introduced in 1985. This system provides the Advertising program students, the special research skills used in advertising to analyze, broadcast and print, measurement information, on an up-to-date basis from a computerized databank. This information is used to assist MCA (Mohawk College Advertising in-house agency) clients with their media buying plans. the typewriter with Broadcast Journalism is replacing wordprocessing. It is expected that the Broadcast Journalism room will be completely computerized by 1989. Students report news on CHMR and MCTV on a regular basis.

The Radio Broadcasting program introduces students to computers in broadcasting. Students learn the use of computers in the area of sales, traffic and programming. Radio students produced a half-hour radio show for CING~FM Burlington in 1986 and CKOC in 1987.

The emphasis in the Television Broadcasting program has shifted from studio production to EFP (Electronic Field Production) or location productions. Emphasis is also on computer graphics and sophisticated post-production editing. Many college and community programs have been produced over the past years. In 1986, the T.V. Broadcasting students produced a splendid twenty-minute history of Mohawk College and the institutions that preceded it, complete with appropriate music and stirring commentary, entitled 40-30-20. This was shown on two large screens in the college auditorium on Mohawk's twentieth birthday. The students also produced a series of ''Mohawk in Motion" video tapes, highlighting many of the courses and programs available in Mohawk College.

The Children's Centre In 1985, a new strategy for strengthening the ties between the Early Childhood Education Program and the Mohawk College Children's Centre was introduced. Dorothy Gordon is the Centre's supervisor.

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When the Centre supervisor resigned in August 1985, a member of the Early Childhood Education faculty was appointed head of the Children's Centre which proved to be a great advantage in all respects. The demonstration of theories and principles taught to the E.C.E. students, the practical applications and daily problems encountered were effectively coordinated. In the Summer/Fall of 1986, a French language component was introduced into the children's curriculum. French "circles" are conducted each day in the preschool and the children enjoy songs and stories in French. Phrases and words in French are also used throughout the day in both preschool and toddler groups so that the children acquire a vocabulary for objects and activities in both English and French. Parents expressed surprise and were pleased at the introductory French the children learn at school.

In Spring 1987, the children were introduced to the use of a computer, along with the block area, the housekeeping centre, water play, etc. The children respond to the computer in different ways, some enjoy using it, others are not interested at all.

In Spring 1987, a new model in day care was opened at the Highview Campus: the Highview Campus Family Centre and is intended to serve only the students who attend Mohawk College classes at Highview Campus. There is more parent involvement as there is no provision for the children's lunch. The parents, who are all Mohawk College students, bring their own lunches and lunch with their children. The majority of the families so far, have been Spanish speaking with a sprinkling of Polish, Korean and English. The Early Childhood Educators who work at this Centre find it a challenge to work in this multilingual environment.

There is a proposal to provide another day care program at the Saltfleet Campus for which funding is being sought. The waiting Jist for enrollment at the Fennell Campus Children's Centre is long and if space were available the intake could be doubled.

Due to the provision of more funds for day care by the Ontario government, many private day care centers have been opened in urban areas in Ontario. Mohawk College E.C.E. graduates are employed in these, however, there is a serious shortage of trained and qualified teachers.

Faculty Of Business And Communications The B.J.R.T. and the English as a Second Language (E.S.L.) departments have been transferred to this Faculty since the Fall of 1986 and face a number of common challenges.

Department of Office Administration - Office Automation Technology is in greater evidence in the Department of Office Administration. The addition of the AES Aysha Word Processor and the skills needed for its use, more IBM personal computers and Olivetti ET 115 give the learning environment a totally new look.

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Word Processing forms an important part of the program offered in this department. The student obtains "hands on" experience on word processing/text editing equipment (AES Plus and Alpha Plus) and the IBM Microcomputer. In addition, the student also completes exercises relating to legal applications. The Medical Transcriptionist Program was introduced in 1987 in the Department of Office Administration as the response of the College to the shortage of qualified medical transcriptionists through a one-year certificate program. The hospitals expressed a need for transcriptionists with an in-depth knowledge of medical terminology, health records theory and medical report production. This is a highly specialized field: students are expected to apply the knowledge gained in academic areas of the program to accurate transcription of medical reports generated by many medical specialties at an appropriate production rate. Among other subjects in the Medical Transcriptionist program, students are taught health records and theory, skill building, medical report production, anatomy and physiology, word processing. Work experience of two weeks in a medical environment, under supervision, is also provided in the program. Graduates of this program are employed by hospital departments of Health Records, Pathology, Radiology and in privately operated medical clinics. Rena Rodgers is the Chairperson of this Department.

In Language Studies, there is a Writing Clinic Computer Project. Students attending the Writing Clinic need assistance in writing clear and correct English. The opportunity is given to work on a computer loaned to the Writing Clinic, in 1985, for the purpose of examining the potential value of a word processing program for students with problems in writing.

The opportunity to work on a computer provided a new and different way to approach writing and allowed them to correct errors quickly.

This started off the pilot project, which offered selected students an opportunity to use Easy Writer I to compose and print some of the written work required in their courses. Feedback from students in the pilot project was encouraging. Many students have returned to the Clinic to use the computer and to receive help from instructors even after completing the required number of visits. As a result of this positive outcome, five computers have been added to the Writing Clinic since 1986.

The word processing program has been changed to one of corporate processing programs, PC Write, which has the advantage of being a shareware program. The number of students using the computers in the Clinic has increased significantly in the Fall of 1987. This pilot project has made us aware that computers supplying a simple word processing program are of great value to students with writing problems. Students enjoy working on a computer and are more willing to ask the instructor for assistance and after a while produce work with fewer errors. Thus computers assist in the teaching/learning process and are valuable for instruction in written English.

The Faculty of Business and Communications have drawn up proposals for the introduction of a Corporate Writer Certificate Program, and a

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Law Clerk Diploma Program, which are under consideration for possible introduction in 1988. A new Small Business Management Program, which will offer the curriculum in modules, which have a flexible, self-paced learning basis, has been planned in response to business entrepreneurs' needs and is being considered for introduction in 1988.

The Faculty

The configuration of the interrelationships in the eternal triangle of learner, teacher and curriculum has not changed since Plato's Republic.

The successful delivery of all educational programs to the learner through the curricula is possible only through the efforts of dedicated teachers. The faculty at Mohawk College have taken the new academic directions in stride and are implementing them according to innovative reorganizational plans.

In the Fall of 1984, the faculty of all the C.A.A.T.S. in Ontario went on strike for three weeks. Their grievances were related to faculty workload and class size which they claimed affected the quality of education among other issues. In 1985, a Committee was set up by the Hon. Gregory Sorbara, Minister of Colleges and Universities, chaired

by Michael L. Skolnik. This Committee stretched many issues across C.A.A.T.S. in Ontario and "surveyed all aspects of the instructional assignment". It released its report entitled Survival or Excellence? in July 1985. This report was closely scrutinized by the Boards of Governors and administration of the C.A.A.T.S. and suitable reactions of the Report sent to the Hon. Minister. Then an announcement was made in the Fall of 1985 (Reported in Collage Summer '86) "The Hon. Gregory Sorbara, Minister of Ontario's Colleges and Universities has announced an operating grant increase for Colleges of Applied Arts and Technology.

The grant is intended to improve the quality of education as negotiated in the collective agreement with the faculty union by providing for the hiring of some new faculty, support staff, administrative staff, more professional development services and support for the new staff such as space relocation and equipment".

According to Dr. Tony Whitworth, Vice-President, Finance & Resources, the full-time staff of Mohawk College has grown from 1,000 in 1985 to 1,100 full-time employees at present. Mr. Zaki Ullah, Assistant Director, Employee Relations, estimates that in September, 1987 there are 594 full-time faculty members. Seventy-four new fulltime faculty were hired in September 1986, of which 64 were in newly created positions. The reorganization of Faculties brought about by the new academic directions, the process of clustering of programs, the modularization of courses, and new modes of teaching/learning, have all provided new challenges to the faculty of Mohawk College. A new burst of energy and enthusiasm is in evidence.

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The Role of Professional Development of Faculty The Professional Development program is designed to encourage and support faculty to improve teaching and learning. Many extended services have been offered in 1985-1987. The Instructional Resource Centre, a department within the Program and Professional Development Division acts as a central focus for promoting academic excellence. Its objective is to assist faculty and staff to plan as well as to implement and to evaluate strategies designed to create the best conditions for teaching and learning, designing curriculum and exercising educational leadership. Mr. George Lueddeke is the Manager, Sheila Sim, Steve Evans and Cheryl Wrixon assist in the promotion of various educational endeavours.

As a part of the mandate for academic excellence new instructors are given the opportunity of making a good start.

An August Pre-Service Teacher Training Program - (a) This provides essential information about the principles of teaching, learning, curriculum design, instructional techniques and classroom management. (b) It gives new teachers the opportunity to observe, demonstrate and assess various teaching techniques. (c) Stimulates the desire for on-going professional development.

The Teaching Effectively Program - this is an on-going competency based program completed during the probationary period. Here, assistance is provided in course planning, instructional delivery and evaluation.

Orientation Follow-Up - Two day regional workshop series are held in May at one of the other colleges in the region. These enable participants to share and to examine various models of curriculum design and instructional innovation.

Program Completion - Two day regional meetings are held in June of the second year at one of the colleges in the region. Distinguished speakers are presented, strategies for continuing professional growth are provided. A graduation ceremony is held and a Certificate of Competency awarded, which is recognized by the colleges in the region.

The Classroom Feedback Service is available to faculty who may decide what areas they want to explore. They may invite the Professional Development Officer into the classroom for assessment of a specific technique or a general review. They may share their professional expertise with their colleagues.

One of the goals of the Classroom Feedback Service is faster sharing of ideas and talents across the College.

CONTACT - The quarterly newsletter of the Instructional Resource Centre is a means of sharing and communication of ideas, experiences and talents of the faculty across the College. Started in 1986, Contact has articles on modularization, course clustering, experiential learning and others contributed by College faculty, based on their own experiences in implementation of these concepts.

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The Instructional Resource Centre assists with: (a) Communication Projects - including the Academic Policies, Procedures & Information Manual, and the Part-Time Studies Faculty Handbook. (b) College Program Reviews and Alternative instructional delivery projects, (c) Studies in cooperation with the Western Region Colleges and Ministry sponsored analyses and Industrial Training Projects, (d) Collaboration with International Projects.

Grants And Leave Programs For Professional Development Of Faculty And Staff The Program and Professional Development Division assists faculty and staff by allocating funds for: Instructional Development Grants

This program is designed to encourage both innovative instructional practices and the refinement of more traditional modes of teaching.

Generally grant funding falls into three categories and grants to faculty for: Curriculum Development, Instructional Methodologies, Proposals for Submission to outside sources.

Educational Research and Development Grants

These grants are intended to assist faculty and staff, usually by means of reassigned time, to devote effort and the development of projects that will: (i) enrich instructional activity, (ii) employ existing resources more effectively and productively, (iii) generate additional resources for programs or courses, (iv) establish a leadership role in educational corporate liaison.

Education Leave Program

The College has established this program in order to assist faculty and staff to upgrade their professional skills. The program is guided by two premises: (i) the educational leave should be the logical outcome of the appropriate performance appraisals with a strong career development element, (ii) this leave should not only advance the personal and professional initiatives of the applicant but should also be related closely to the goals and responsibilities of the College.

Leave options include the following: (i) Exchanges and secondments involving educational institutions in Canada and abroad, as well as business, industry and government agencies.

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(ii) Sabbatical Leave for college approved academic or industrial purposes. (iii) Leaves of absence (without pay) for work or study in business or industry (when the employee is ineligible for sabbatical leave), compassionate reasons, travel etc.

From 1985 to the present 585 faculty / staff have been awarded grants totalling $641,000.

Tuition Assistance Program

A Tuition Assistance Program has been implemented for faculty and staff to enable them to study further at a University or in other institutions.

Consultation to Other Departments

The Instructional Resource Centre has an ongoing involvement with other College departments, and this has resulted in the production of the Faculty Development and Review Process, Student Attrition/Retention Study, Publishing Recommendations, Career Education, Occupational Health and Safety Orientation Package for all employees.

Innovations in Curriculum

Through two pilot projects in modularization, recommendations have been made for the use of new methods of curriculum design. Several courses now incorporate independent study, self-paced learning and computer-based learning.

Curriculum Development Guidelines

A manual has been prepared for the academic department which provides a reference to the phases of course development, course outlines and lesson plans.

International Projects

Teacher training and professional development have been arranged through the Centre for teachers from Kenya, Nepal, South America/ Caribbean countries. Workshops were arranged for a delegation of educators from China.

In The Future

The I.R.C. proposes a number of initiatives: (i) Development of new and innovative mechanisms to maintain occupational currency of experienced faculty by means of ex-

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changes, international visits, telecourses and conferences. Establishing Teaching Resource Centres to respond to the needs of part-time faculty at other campuses. (ii) Projects to be undertaken include those in distance learning, computer-based learning, redesigning traditional College programs into mini-programs to meet the needs of the labour market, research on co-op experiential learning, attrition and future learning environments.

ACADEMIC DIRECTIONS II Academic Directions could scarcely be followed by learners and teachers without the support and services of adequate material learning resources. In today's sophisticated technological environment, the communication channels for knowledge and information are not "chalk and talk", oral discussions and dialogue alone, as in the past.

This section of Academic Directions deals briefly with the material resource systems used in the teaching/learning process at Mohawk College. A large number of dedicated specialists, skilled professionals and staff keep these systems functioning, to enrich the process of learning and teaching for students and faculty.

The Computer Among teaching/learning resources, the computer occupies a very important position on the contemporary education scene. The technological, economic and information gathering functions that teachers and students of today are required to perform, all involve the use of computers. Mohawk College has provided a wide range of computer services for the use of students and faculty.

At Fennell Campus, there is an Open Access Area which has terminals connected to either the IBM 4361 mainframe, the VAX 11/780 super minicomputer. The IBM 4361 mainframe has 31 display terminals used for special computer courses in FORTRAN - WATIV - IV, FULL FORTRAN, COBOL, ASSEMBLER, RPG II, NOBIS. The microcomputer network has 35 IBM compatible microcomputers connected to a computer network through a central file server. More than 25 software packages are provided for students, and updated according to program requirements and courses for each semester.

There are also five microcomputer teaching labs located in other areas of Fennell Campus. Terminal and microcomputer teaching labs are provided in the campuses at Saltfleet, Brant-Elgin, Chedoke, Brantford General and Highview. The full implementation of a computer literacy policy for students in all programs is expected to result in much greater use of computer resources in the near future .

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The Math Learning Centre Computer assisted learning is provided in this centre which is located in the Library Resource Centre at the Fennell Campus. It assists students and faculty in the various areas of Technology, Community Studies, Health Care Business and Health Sciences. Services are available to regular day time as well as part-time program students. A wide range of learning approaches are utilized in this Centre; individualized learning systems with audio cassette or videotapes, printed packages as well as self-test facilities. The services offered include informal style assistance to students, a remedial math program, individual referred systems and or test admission service. The resource materials are constantly being updated and supplemented with new materials. The learning mode in the Math Learning Centre has proved to be a successful and beneficial one for students since it encourages self-directed learning and provides remedial instruction in mathematics to students in various programs of Mohawk College. Glenda Davis is the Coordinator for the Math Learning Centre.

Library And Resource Centres In spite of the 'high tech' revolution in information systems, one cannot ignore the fact that the printed word, the picture in the book or magazine, the diagram or illustration made by a teacher on the blackboard, the overhead transparency or slide projected, form the basis of endeavours in the task of instruction. Teaching formats: print, film, video, slides, records, microfilms and clipping files, as well as computer software for the vast spectrum of students, faculty and staff. There are also government publications, maps and reference materials. Library staff instruct students in techniques that the maximum benefits may be obtained from the materials provided. In March 1987, more than 10,100 people made use of the Library Resource Centres and borrowed materials. Twenty-three thousand and three hundred items were borrowed in addition to those used while they were in the Centres. New items are constantly added, while very old ones are replaced. In August 1987, there were 108,500 books and 22,200 audio-visual items. The Library Resource Centres also subscribe to about 1,000 periodicals. The current resources budget for the Library Resource Centres is just under $200,000. The Library Resource Centres of Area 9 share resources. there is communication and common goals have been established. The centres endeavour to discover and anticipate the needs for resources at these centres and to provide the users with appropriate and diverse means, so as to enable them to integrate these services into the teaching/learning function . Sandra Black is the Manager, Library Resource Centres, while Marilyn McDermott is Reference and Circulation Librarian, and Helen Shaver is the Librarian for Audio-Visual and Technical Services.

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The Audio-Visual Department All computers and accessories throughout College areas are repaired and maintained by technologists of this department. The T.V. sets and video equipment which are in constant use in the Resource Centres are also looked after by this department. The video equipment is being converted from the 3" to VHS formats. Evaluation of the disabled and injured people for the rehabilitation centre at Chedoke Hospital was also undertaken by this department. Jim Jones is in charge of this Department.

Most of the graphics used for instructional or publicity purposes throughout the College are produced by the A.V. Department: diagrams, illustrative material, brochures, pamphlets, advertising, signs, overhead transparencies, slides, drawings, etc. The Macintosh computer introduced recently is being used for a great deal of artwork and typesetting.

The Print Room A visit to the Print Room of Mohawk College's Fennell Campus in 1987 would have astonished Gutenberg. During the period 1985-87, the Print Room has acquired three of the most sophisticated A.M. International Offset Presses. Two of them are Systems 7 and one is the 1250. Two extra rooms have been provided for printing and these utilize Xerox 1090 and Xerox 1055 which turn pages, print on both sides, collate and staple .the printed material automatically and at fast speeds.

Student manuals, learning packages for modular instruction, course outlines, assignments, tests, handouts, committee reports, brochures and publicity materials are all printed here.

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CHAPTER THREE THE STUDENTS - THEIR CENTRE AND ACTIVITIES In this elaborate academic environment, where the latest developments in technology are visible: sophisticated equipment, spacious science and medical laboratories; library resources, A.V. equipment and computers are provided. Where are the learners, the students for whom such an array of curricular offerings are available? It is time now to take a look at the students of Mohawk College, their Centre, their leisure time and their activities.

The Student Centre

This is a very modern and spacious structure, with an artistic frontage, surrounded by an extensive terrace - the Mitchell Terrace, decorated with colourful flowers and attractive shrubs. The Arnold Centre, built in 1975 for students, had limited space and facilities. It took four years to plan, build and complete the new Centre. The students and alumni of the College had long looked forward to the building of a centre where learning and relaxation could be combined with social life, and where alumni could gather and renew their bonds with the Alma Mater.

Crossing the paved entrance, we enter an attractive lobby. Here a plaque faces us, which lists the names of the alumni who contributed to the development of the plans for building the new Student Centre.

There is also a directory listing the offices and occupants in the Centre: the Student Life Office, Student Activities Department, the Students' Representative Council, The Satellite (newspaper) the C.H.M.R. Radio Station, the Alumni Office and several other offices. The Development Sub-Committee of the Students' Union Corporation conceived and planned the Centre, while the Hamilton architect, Michael Torsney, made the designs. The architectural design of the new Student Centre had to blend in carefully with the existing traditions of the historic landmark of the Arnold Centre. The new Student Centre is linked to the

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original Arnold Centre, a total of 41,000 square feet of space for student activities.

The financial basis for the new Centre was provided by the accumulation and investment of surplus Student Activity fees over the past decade. Besides this, the Mohawk College Board of Governors, the Government of Ontario, and gifts from the College Alumni provided a total sum of $3.34 million for the construction of the 36,000 square foot facility.

The Students' Union Corporation ensured that students were at all times involved with the College administration in selecting designs, materials and colour schemes, and in making decisions regarding the layout of the Centre.

The Centre was constructed by Martin Stewart Contracting Ltd. of Hamilton, beginning January, 1985 and was completed in March, 1986.

The construction project was managed by the Physical Resources Division of the College through its director, Richard Court and his staff.

The completed Student Centre is an outstanding facility, unmatched by any in Ontario's twenty-two Community Colleges.

Facilities In The Centre Besides being a hub of activities for members of the Mohawk Community, the Student Centre is an ideal place for conferences and seminars for professional, business and recreational clubs and organizations.

The Centre has a pub-lounge (including a bar, pool tables and offices) with a seating capacity of 550 persons. It has a terrace of 2,260 square feet, administrative office space for Student Life, Alumni Office, Manager, S.R.C. offices, Board Room, seminar and activity rooms, offices for the Satellite newspaper, C.H.M.R. Radio and M.C.T.V., a tuck shop, as well as food service. Bookings for any event can be made by any organization at a moderate cost.

The Opening Of The Student Centre On Wednesday, April 2, 1986, a cornerstone laying ceremony was held at the main entrance of the Centre. A metal time capsule was placed in the hollowed out cornerstone and laid by a representative of ¡ the S.R.C. This time capsule contained current newspapers, magazines, College information, photographs, coins and contemporary information. President Keith Mcintyre, reflecting on this event at the Opening Ceremony of the Centre, on April 3, 1986 said, "The time capsule in the cornerstone of the Student Centre is to be opened in the year 2036, fifty years from now. It is interesting to look back at the last 50 years and reflect on the large number of inventions, cures, discoveries, technological developments, social changes and new nations which have occurred since 1936 . .. to name a few: television, nuclear power, stereos, computers, human organ transplants and then to look ahead and forecast what might occur in the next 50 years."

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The Student Life Division

The Student Life Division reports to the Vice-President, Student Services, and is responsible for ensuring a full cocurricular and extracurricular program is offered to our students. The Student Union Corporation assists with the funding for many of the activities that are planned in the College.

The many and varied activities of the Student Centre involve the Students' Representative Council (S.R.C.) which is a very important body and has a cash flow of over $250,000 a year. Paul Henderson, a student writing in the Satellite's weekly column says, "Why should you care what the S.R.C. does? Well, every decision made by the S.R.C. affects your daily life here at Mohawk. The S.R.C. is simply students serving students. It represents you, the students, in all major college committees, including the Students' Union Corporation, which decides how your $95.00 student activity fee is spent. The S.R.C. plans social activities including Thursday and Friday night pubs, orientation and winter carnival. If you have an academic problem see the S.R.C. about peer tutoring or appeals".

Student Activities

The Student Activities Department provides many interesting programs to meet the social, recreational and cultural aspects of student life.

Project Discovery is one of the ways students can go on trips and excursions by bus or plane, and in groups at reduced rates. Trips to Florida, Montreal sight-seeing, skiing in Quebec, Christmas and New Year in New York, tour of the Wineries, trips in Western Canada or to the East Coast, and many exciting travel packages are arranged from time to time. Many students have been able to travel and enjoy these trips through Project Discovery. International students from Libya, Hong Kong, Kenya, Australia and other parts of the world have enjoyed many travel experiences and seen parts of Canada through this project.

Flash Flicks movies are screened regularly at reduced rates. Sandwich Cinema is a popular event on Wednesday during the noon Common Hour, when concerts and entertainment are presented in the Fennell auditorium.

Today is a daily newsletter which announces events and enables students, faculty and staff to keep abreast of the day's happenings.

The Satellite is the students' weekly newspaper. Lori Gleed, student editor, in her editorial on September 8, 1987 writes "This is the first year The Satellite will be produced totally by students. We want to make this paper truly representative of the Mohawk student today, and this requires your participation. Students, we need your input, your criticism, and most importantly, your involvement". Community and college news and events figure prominently in The Satellite. Students express their views on College policies freely.

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Intercollegiate Athletics

Mohawk College competes on a varsity level in 14 sports, being a member of the Ontario College Athletic Association (O.C.A.A.). This department is responsible for coordinating these events as well as for hosting O.C.A.A. sanctioned championships and other community events and tournaments. Several Ontario College Athletic Association Championships have been won by Mohawk College: In 1985-86- men's as well as women's cross country individual championships. Women's cross country team, basketball, mixed badminton doubles, men's badminton singles, men's volleyball.

In 1986-87- men's as well as women's cross country, men's as well as women's tennis doubles, men's touch football, mixed badminton doubles, men's as well as women's basketball.

Mohawk students have won 118 O.C.A.A. gold medals since the College started in 1966. The range and variety of intercollegiate athletics which the College offers, make its program the largest in Ontario's inter-collegiate system.

Intramurals and Recreation

A wide spectrum of internal athletic and recreational programs are organized by the Intramural and Recreation Department tournaments, fitness programs, water polo, men's and women's volleyball, skiing, horseback riding and many other activities are planned according to the needs and wishes of students on a regular basis.

Enhanced Role of S.R.C. in Colle~e Governance and Academic Council The Students' Representative Council has an enhanced role in Mohawk College's governance and in the Academic Council.

According to a memorandum issued by the Ontario Council of Regents in June 1987, to the Colleges of Applied Arts and Technology, certain guidelines have been set forth for the Board of Governors. One of the guidelines relates to students. It states that there is to be one member elected by the students for a one-year term to the Board of Governors and that member is eligible for immediate re-election twice.

The application of the new guidelines gives students the opportunity to have a voice in the proceedings of the Board relating to matters of College policies.

The second important change in the status of students relates to the terms of reference enunciated by the Vice-President, Academic, for the Academic Council in August 1987. Of the 18 elected members in the Academic Council of Mohawk College, seven are to be students. "Postsecondary students representing the following areas: one each from the Faculty of Business and Communications, the Faculty of Community

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Studies and Health Care, the Faculty of Engineering and Health Technology, one campus representative from each of the following Campuses: Chedoke, Brant-Elgin St., Saltfleet. The Vice-President of the S.R.C. will also be a member."

The deliberations of the Academic Council will now be based on considerable input from the elected student members who will be able to voice their concerns on academic matters.

Student Centre Events 1. Orientation 1987 Thousands of new students enter Mohawk College each year. The Student Life Division assists them by hosting a "What's Happening Orientation", to enable students and their families to get acquainted with Mohawk College. The S.R.C., Athletic Committee, Intercollegiate and Intramural Athletics and the Health Clinic arranged for 30 of their members to set up an exhibit in the Student Centre to assist in the orientation. Orientation sessions were held daily, a week before registration during the day, and one evening, for full-time and part-time students.

Student Survival Kits, providing information on all aspects of College ¡ life and the local community, were handed out to every new student.

These kits contained information on Hamilton Street Railway bus pass information, varsity athletics sign ups, locker rentals, parking permits, intramural team registrations and many useful tips.

2. Marketing Competition The Students' Centre was the venue for the Ontario Colleges' Marketing Competition held on November 13, 1986. This was an academic and social function for marketing students from all the colleges in Ontario. Several marketing related competitions were held. Each of the events was corporately sponsored, providing trophies for the first, second and third place winners. Among the corporate sponsors who donated products were: The National Bank, Cougar Shoes, Victoria and Grey National Trust, Reebok, Great-West Life, Coca Cola and L'Oreal, while Beaver foods donated coffee. Mohawk College won several trophies.

3. United Way Students' Campaign 1987 Students provided a food concession at the United Way Garage Sale held at the College on September 12 and assisted the event in many ways. A United Way week was inaugurated with a basketball game in which the proceeds were donated to United Way. A United Way Auction was held with articles donated by students, faculty and staff. The proceeds were given to United Way. Coin collection banks were installed and a United Way pub was held during the week to collect donations for the United Way.

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Part-Time Employment For Students The opening of the new Student Centre in March 1986 has resulted in the creation of new part-time employment opportunities for many students. The students' weekly newspaper, The Satellite employs students as writers, photographers, darkroom, layout and production staff. The cafeteria, the pub and all the student offices in the Centre employ students. These part-time jobs besides being a means of earning, enable students to benefit from a productive learning experience. Job opportunities ranging from lifeguards to gym controllers and fitness instructors are open to all students.

lntramurals and Recreation Department Referees and scorekeepers at an hourly rate of $4.50 to $7.00 are in demand. There are also positions for qualified lifeguards at the Chedoke campus swimming pool. Fitness instructors are need on an ongoing basis in the Intramurals Fitness program.

The Student Activities Department The weekly Common Hour program at noon on Wednesday employs students in the Fennell Campus Auditorium.

Flash Flicks A monthly movie series in the Fennell Campus Theatre employs ushers, cashiers and door attendants.

Special Events Personnel Special projects like the Bong Show, Student Government Elections and Remembrance Day ceremonies employ enthusiastic and dependable students.

Intercollegiate Athletics Department Many officials are appointed for the varsity basketball and volleyball games, scorekeepers, clock operators and linesmen are needed. Gym controllers are employed for equipment control and gym preparation for scheduled events and give part-time employment to students.

Disabled Student Services 1.

A full-time Manager, Disabled Student Services was appointed in August 1987. A Disabled Student Computer Project was started in 1984. In 1987 this project was funded by Canadian Job Strategies (Federal Government). Four project staff members were appointed, who reported to the Manager, Disabled Student Services as part of the Counselling and Career Division and the Student Services Division.

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2.

Funds were made available through the Student Services Division of the College to complete functional demands analysis on the remaining 48 out of the 60 academic programs of the College.

3. Special Needs Services Profiles have been prepared for all disabled students referred or who have identified themselves.

Future Plans For The Student Centre Plans are underway for Phase II of the Student Centre. This will feature a multi-sport double gymnasium, three racquetball courts, a multipurpose activity room, a fitness centre with shower and change rooms.

The designs and drawings are complete and the Board of Governors has granted permission to the Mohawk College Foundation to undertake a future $2.5 million fundraising campaign for the construction of Phase II. Phase II like Phase I of the Student Centre, will be a facility available for use by the community and large numbers of organizations for professional, religious social, cultural and recreational events.

The Alumni Association The Mohawk College Alumni Association was founded in 1984. All post-secondary alumni graduates of Mohawk College and its predecessor are eligible for membership in the Association.

There are eight members on the Board of Directors which administers the Alumni Association. The members of the Board volunteer their time and energies to work on the Committees and other aspects of the Association. Many services are rendered to the College graduates and students through the efforts of this Association and are augmented by a two-member Alumni Department staff which works in the Alumni Office, in the Student Centre. The College and the Alumni lives are enriched in two ways: 1. Members of the Alumni Association cooperate with College Departments in athletic, social and professional development activities which are open to its members. On special occasions Alumni have access to the gymnasium and fitness facilities, income-tax and professional development workshops. They can arrange class reunions and obtain College publications and have access to College facilities for meetings and social events.

2. Members of the Alumni are valuable assets in organizing career information sessions for students. They also assist in donating scholarships and in fundraising efforts. Alumni are nominees on several College committees and boards and give valuable advice on matters of policy and program content.

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Alumni Employed In Mohawk College More than 60 Alumni have found employment in the College and find that there is something special about working for their Alma Mater.

They occupy a wide spectrum of full-time and part-time positions in adminstration, faculty and support staff.

There are some who received their diplomas through part-time studies, while working full-tim e. They upgraded their education and skills at university, after graduation from College and are now in administrative positions in the College. One of the Alumni who graduated in Nursing was elected President of the Alumni Association and was later on the College Board of Governors.

Other Alumni

Another alumnus from Architectural Technology started her own construction company, a franchise in East Hamilton. It is a one-person successful operation where she contracts out all the work and finds satisfaction in her vocation.

An ACTRA Award winner, a graduate from Broadcast Journalism worked as a parliamentary correspondent and then started working for CHCH T.V. Later she was a co-anchor for CBC television. Her work on the Olympic Journey at the 1984 Olympics in Los Angeles won her a prestigious award for broadcasting. She has been a regular science contributor to The Journal. This distinguished alumnus keeps in touch with Mohawk College and was invited to give the address for the September 1986 Convocation.

Another alumnus from Nursing is head of a nursing team in the Hospital for Sick Children in Toronto. She distinguished herself by playing an important role in the surgical separation of the Siamese twins which required the coordination of the activities of 50 people, in nursing, anaesthesia, surgery, residency and auxiliary support services. Four surgical services, general, urology, orthopaedics and plastics were involved in this most complicated operation. A videotape depicting the surgical separation of the Siamese twins has been donated by this alumnus to the Nursing program of the College.

Four Mohawk graduates from the Travel and Tourism program, 1987 were selected to work at the Canadian pavilion in Disneyworld, near Orlando, Florida. They report that they find their work most interesting and challenging. They are enjoying their experience of working with their colleagues from China, France, Morocco, Germany, Italy, Japan, U.K., Mexico and the U.S.A. Another graduate in Mechanical Engineering, 1986, was on the winding and hilly Trans Canada highway with Rick Hansen's 'Man In Motion' tour. He was the chief technical and mechanical expert on the tour, not only keeping Rick Hansen's wheelchair going, but the five automobiles in the Caravan across Canada. The caravan included two mobile

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homes, a trailer and two pick-up trucks moving on schedule on the tour.

During the first week of the tour, he had to work more than 12 hours a day. He handled a number of emergencies such as a defective generator on one vehicle and repairing Mr. Hansen's wheelchair occasionally.

Alumni Newsletter

IN TOUCH is a newsletter of the Alumni Association published three times a year. Alumni correspondence giving information about graduates and their professional careers and experiences is published, enabling alumni to keep in touch with one another as well as with the Alma Mater. IN TOUCH is printed and circulated through the Alumni Office in the Student Centre.

Homecoming 1987

A grand celebration was held on the 21st Anniversary of Mohawk College. The Alumni held its first Open House weekend. It was planned by the Alumni Association with 40 volunteers who put forth a lot of effort. The activities enabled alumni to visit old haunts and renew acquaintances with former classmates and instructors.

The events started on Friday afternoon, September 18, with Alumni basketball games and a 'Get Acquainted' party. On September 19, a sumptuous buffet breakfast and guest speaker, James Warrall, Canada's representative to the International Olympic Committee for the Winter games in Calgary 1988, were the events of the morning. Later a barbecue lunch and entertainment were held on the Mitchell Terrace. There were many alumni and guests in attendance.

The most popular and most crowded of all was the Birthday Party for Mohawk College on Saturday September 19, with a 21 layer cake, several movies and entertainment and a dance till midnight. The Homecoming celebrations were enthusiastic and most successful.

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CHAPTER FOUR CO-OPERATIVE EDUCATION Co-operative Education is a process of learning in which tangible work experience is incorporated into the academic framework. Co-operative education at the post secondary level brings education and a profession together - the gap between the two is bridged. It makes provision for the skills taught in the academic environment to be utilized in meeting the needs of business and industry. Students in Co-operative programs learn the applications of knowledge in a productivity-oriented manner where theory is linked to its application in the real world. Education has entered a new market-oriented era. The skills and preparation needed to enter this era are furthered by co-op programs in post secondary institutions.

Brief History of Co-op Education Mohawk College pioneered the first co-operative program in Canadian Colleges. In 1969, twenty-four students from the Industrial Management Technology Program were placed in industries in work-term projects.

Shortly after, other programs were added to the co-op model, every year.

In 1973, representatives from 15 colleges and Universities met in Hamilton to form the Canadian Association for Co-operative Education.

The main objectives of the Association are to exchange ideas and experiences about co-op education among educators, employers and students in order to strengthen and inject new ideas into co-op education.

Another objective is to understand more about the values and significance of co-op education generally. At present there are over 400 members of the association comprising educators, administrators and employers across Canada. There is also a World Council of Co-operative Education. The President of Mohawk College, Keith Mcintyre, represents Canadian Colleges on the World Council.

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The Co-op Program at Mohawk There are at present, approximately 3,000 post secondary students in co-op programs at Mohawk College and 800 or more of them are working in their professional fields at any one time. In the co-op program, formal periods of instruction are alternated with periods in which the student gains direct on the job experience. The courses of instruction in co-op programs are organized in a sequence that enables the student to be increasingly effective during the paid work terms. Even in the first work term, students will have acquired sufficient skills to perform well in their chosen field. In a three-year program, there are six semesters of academic study which are integrated with three work terms of four months each. In a two-year program, four semesters of academic study are integrated with their two work terms of four months each. Such a system permits students to acquire a thorough academic background in their chosen field, as well as experience in the practical application of acquired knowledge in the normal working environment.

The majority of students in co-op placements are supporting professional teams, engineers, or skilled and experienced workers in business and industry. There are 26 co-op programs in operation at Mohawk College during 1987-88. They are in the fields of: Accounting, Architectural Technologist, Architectural Technician, Chemical Technology, Civil Engineering Technology, Computer Electronics Technology, Energy Systems, Food and Beverage Management, General Business, Industrial Machinist, Industrial Mechanic, Industrial Electrician, Fitter-Welder, Tool and Die Craftsman, Industrial Management Technology, Transportation Technology, Mechanical Engineering Technology, Electronics Engineering Technology, Electrical Control Technology, Microcomputer Technician, Civil Engineering Technician.

Co-op Placement Many students in the program are employed for co-op work terms by large companies in the private or public sectors or by federal, provincial, regional or municipal governments. Companies such as Dofasco, I.B.M. and Bell Canada employ co-op students every year and continue to do so.

The co-op students are supervised by co-op co-ordinators who are classified as faculty. There are eight or more faculty specially assigned to seeking new placements. Co-op education staff assist students by counselling them in writing resumes, about hiring procedures and they also prepare them for employment interviews. This pre-employment preparation for co-op placement, equips them also for the future when they graduate and are ready to embark on a regular full-time job. Over 90% of co-op students have been successfully placed in local businesses and industries, while some have had to go outside the region into other parts of the Province, a few are outside Ontario. Some students from the Food and Beverage Management Program have been sent to Banff every year for their co-op assignment.

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Evaluation of students' work performance while they are on work terms, is sent by employers to the College at the end of each work term.

The department monitors each work assignment and makes an appraisal of the amount and quality of the work done by the student during the placement. Among some of the employers of co-op students are: Brantford Hydro Electric, Hamilton Hydro Electric, Bell Northern Research, Canada Employment and Immigration, Hamilton Street Railway, Atomic Energy Commission, Hamilton Board of Education, Sears, City of Brampton, City of Hamilton, City of Brantford, Ministry of Government Services, Ministry of Supply and Services, Ontario Hydro, Procter and Gamble, several Hotels.

Exchange In the Fall of 1986, the Electrotechnology Department at Mohawk College gave four Francophone Technology students the opportunity to make their skills more marketable. They were from CGEP de Sherbrooke, Quebec. They wanted also to improve their skills in spoken English. This has been the seventh exchange of students between Mohawk College and Quebec. The Co-op Education Department at Mohawk arranged this exchange program. Mohawk students who went to the CGEP in Quebec say that they learned to understand spoken French related to their field of work.

Benefits from Co-op Education Professor Robert Ellis, of Wilfrid Laurier University, carried out a research project on Post-Secondary Co-operative Education in Canada.

The report of this project was released in August 1987, and confirms to a large extent, what employers, faculty and students have discovered about the benefits derived from co-operative education through the Mohawk College experience since 1966. (a) From the Student's Point of View Students generally say that they find co-op programs very beneficial.

They discover what the expectations and requirements for the job are.

Most students state that their very first regular full-time job after graduation was obtained through their co-op placement. Another advantage to students is that they are earning money while on a work term, thus enabling them to pay for their education. Students say they gain confidence and a responsible attitude towards work. (b) From the Employer's Point of View Generally, co-op students are employed to free professional staff from less demanding duties, so that the higher paid regular employees can perform more innovative tasks and undertake challenging projects.

This is a financial benefit to the employer.

According to Surjit Mendiratta, (Architecture) the presence of young, enthusiastic students in a co-op program often has a stimulating effect on the other employees at work. They ask questions and are curious to find out about the workplace. Many of the students share new ideas with the workers.

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Gordon Partridge is of the view that employers overall have a positive assessment of the co-op program and some use co-op employees in certain positions all year round or assign them short term tasks.

Charles Dickson, Director of the Co-op program, is of the view that co-op programs help employers to select and hire professionally-educated college graduates from among the students placed with them on work terms.

Mark Garber's Placement Pipeline is a regular column in THE SATELLITE, students' weekly newspaper. He discusses various aspects of cooperative education, and gives pointers to students on job opportunities, how to conduct oneself at interviews and the chances of obtaining employment through their co-op experience. He reports that all graduates of some Technology programs in 1987, have already got jobs or received job offers. All legal secretaries of 1987 are employed.

Mark Garber is the Coordinator of Placement, in Co-operative Education. (c) The Faculty's Point of View If more faculty were involved than at present, in co-op programs, they would come to know more about present-day requirements and expectations in business, industry and professional agencies. Through their students in co-op education, faculty could build closer links with the working environment in business and industry. This would ultimately lead to an evolution in courses and modes of teaching/learning which are more relevant to the community's needs. On the whole, faculty members find co-op programs very beneficial all round.

In the Future Canada needs stronger links and partnerships between education, business and industry. Mohawk College, during the period 1985-87, has tried to expand its efforts in this direction by introducing the co-op mode into more of its programs and by strengthening the existing ones.

Canada's economy and its position in the world of international competition, could improve through the infusion of innovative ideas by enthusiastic young workers in business, industry and government institutions. Co-op education could further several of these goals.

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CHAPTER FIVE PART-TIME STUDIES Enrollment

An explosion in the area of part-time studies is an indicator of the continuing increase in enrollment during the period 1985-87. During the year 1986-87 the enrollment of part-time students was approximately 55,000 while in the year 1987-88 the enrollment is nearing the 60,000 mark.

In 1986 the appointment of a Dean of Part-time Studies was made under the reorganization of faculties according to the new academic directions policy. David Dean occupies this position and the Dean's office is located at the Highview Campus.

Area

Part-time studies courses are offered at eighteen campuses in Hamilton-Wentworth, Brant County and Haldimand. These courses are of a great variety: general interest, weekend workshops, diploma and postdiploma courses and programs.

Characteristics of Mohawk College Adult Learners In 1986 a study of Adult Learners was undertaken by Part-time Studies.

This study made some important observations and recommendations which are being studied. According to this study, and observations by teachers, most adult learners are often students who have had work experience, are seeking specific learning and are highly motivated. They can use self-directed learning methods. Some adult learners lack confidence in their ability to further their education and are hesitant. They need encouragement and a favourable classroom climate. A majority of adult learners are employed or laid off workers. Many part-time stu-

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dents are homemakers or working mothers. Some women part-time students whose children have grown up, want to get back into the work force by improving their qualifications and skills. Almost one in five part-time students is aged 45 or older. This contrasts with the younger age of full-time adult learners.

The instructors employed by Mohawk College to teach part-time courses are well qualified and many are experienced professionals in the community. Many others are day-time instructors at Mohawk and other educational institutions. Part-time instructors at Mohawk College impart high calibre, quality instruction.

Facilities for Part-Time Students Some of the facilities recently added or enhanced for the convenience and benefit of part-time students are:

The Math Learning Centre This Centre offers assistance in assessment of math learning problems. Individual learning packages in videotape format are provided and used for remedial purposes. The Centre is open Monday to Thursday 6 - 9 p.m. especially for part-time students.

The Counselling and Career Department Provides assistance and guidance to students in many ways. They accept students on referral by the Part-Time Studies Information officer.

College Credit for Life/Work Experience Some College credit is given for people with experience in the work force and other types of experience. An information session is held prior to the beginning of the semester and this explains how such credit towards courses can be gained.

Library Resources Centres Extended hours for using library resources have been provided to encourage part-time students to make full use of all the facilities (books, periodicals, reference books, films, records, videotapes, talking books and many other materials).

Reading and Writing Clinics These are kept open in the evenings Mondays to Thursdays in Room A125 of Fennell Campus to provide assistance to part-time students who may experience problems in reading and writing.

A Part-Time Studies Information Officer Mirette Ghanem assists and directs students for help with any problems.

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Hearing Impaired and Deaf Students Part-time Studies has made arrangements for facilities to be provided for the hearing impaired and deaf students. The Ministry of Colleges and Universities made special funds available for support services. Sign language interpreters, oral interpreters, note-takers and amplification devices for the hearing impaired or deaf are to be provided for part-time students taking a one-credit course and who are not receiving funding for it.

Computer Seroices A wide range and variety of Computer services are available to the part-time student in the Open Access area of the Fennell Campus until midnight, seven days a week.

Haldimand Campus In August 1986, the Board of Governors Executive Committee officially renamed the Hagersville Municipal Building the Haldimand Campus. Previously, it was known as the Mohawk/McMaster Information Centre. It serves the Haldimand-Norfolk region for adult and part-time students.

Highview Campus The evening classes in English as a Second Language have been relocated from Bartonville to Highview Campus. Several other day time and evening courses are also being offered here.

Elderhostel Program In the Fall of 1987, Part-time Studies hosted an Elderhostel program which was a great success. Evelyn Flaherty, one of the participants, a veteran hosteler, from St. Petersburg, Florida rated it as "excellent".

The participants commenced the day at 7:30 with breakfast at Fennell Campus. Then classes in many subjects and interest areas ranging from Ethics to Art History were discussed. In the evening barbecues and singalongs were followed by a night at the races. Susan Bowinkelmann, Co-ordinator of the Program, says everyone enjoyed the experience and all graduated. Certificates of acknowledgement were awarded by David Dean, Dean of Part-time Studies, at a special ceremony.

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CHAPTER SIX

SKILLS DEVELOPMENT For the past twenty-one years, . Mohawk College has attempted, through its educational policies and programs, to bridge the gap between theory and practice and to raise the consciousness of the public and the students to the needs of the work place.

During the period 1985-87, Mohawk College has continued to supply in large numbers, skilled and qualified workers to businesses, industries and service sectors of Hamilton-Wentworth, Haldimand and Brant areas.

The programs and courses, curricula and subjects included in Skills Development have constantly changed and evolved from the simplest and most basic to highly sophisticated offerings, in keeping with technological developments and the varied needs for a broad spectrum of skills. Although the names and titles of many courses remain the same, after 1985 the contents reflect the rapid changes due to new technological breakthroughs in almost every aspect of industry, business and services .. Keith Nixon, Dean of the Faculty of Skills Development, has his office at Saltfleet.

The Saltfleet Campus was started in 1970 as a Retraining Campus, and has now become an important facility for Skills Training.

The Faculty of Skills Development of Mohawk College is divided into three parts: 1. Apprenticeship Programs 2. Certificate Programs 3. The Department of Industrial Craftsmanship Internship.

1. Apprenticeship Programs The Ministry of Skills Development sponsors apprentices attending this program. An apprentice acquires skills and efficiency in the jobs un-

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der the supervision of a journeyman. There are three semesters of fulltime day school training, which include: (a) a basic level program of eight weeks (b) an intermediate level program of seven weeks (c) this is followed by an advance level program of seven weeks.

The Apprenticeship Program includes the following skills which are offered at the Wentworth Campus: Carpenter, Electrician, Plumber, Sheet Metal Worker, Industrial Woodworker (Cabinetmaker), Refrigeration and Airconditioning Mechanic. Motor Vehicle Mechanic and Automotive Apprenticeship are offered at the Fennell Campus.

2. Certificate Programs Industrial personnel in manufacturing and service industries have experienced an urgent need to have access to additional training in these new and rapidly changing technologies.

Mohawk College, through its Certificate Programs, attempts to fulfill these requirements of additional training by providing specialized modules in teaching and training. The Ministry of Colleges and Universities sponsors these initiatives. Modular instruction packages have been designed incorporating the newest information and skills instruction for training and certification for stationary engineers.

In addition to the modules for instruction and training, Skills Development also arranges instruction in specialized fields and areas. These requests from businesses and industries are made flexible and can be adapted to different time-frames to suit the clients' needs. College faculty design special courses to fulfill these needs whenever they arise. Diploma programs at the post secondary level are also offered for the same programs as the Certificates. The Programs are: (a) Parts Management and Merchandising offered at the Saltfleet Campus. (b) Stationary Engineer, 3rd and 4th Class offered at Saltfleet Campus.

3.

Department of Industrial Craftsman Internship

These programs of three years' duration are offered at the Hamilton Industrial Training Centre (HITC) on Dosco Drive. The three-year programs involve three College semesters, with six alternating semesters of four months, in paid positions within a business or industry.

There is an Experiential Learning Component in which students gain credits faster on the basis of work experience and skills they have acquired while working prior to joining College.

The Programs are: (a) Industrial Electrician (b) Industrial Mechanic (c) Industrial Machinist (d) Fitter Welder (e) Tool and Die Craftsman.

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The Canadian Job Strategies Program (C.J.S.) of the Federal Government provides funds for several retraining and Industrial Craftsman Internship Programs. Indirect negotiations have to be carried on with the federal government to obtain these training contracts. The Dean of Skills Development has to pursue the vital marketing and community relations initiatives to obtain the funds from the Government. The Ontario Skills Development offices also utilize the teaching expertise of faculty in the Skills Development Department to provide training and academic upgrading to employees, as requested by clients under training contracts funded by the Ministry of Skills Development.

The Ontario Basic Skills has a constant intake of students for upgrading skills in numeracy and literacy and provides access to job training Skills Development. Saltfleet operates several courses which are sponsored by the Ministry of Skills Development.

Job Placements In any of the Programs, Certificate or Diploma in Skills Development, the job placement possibilities are endless. Ninety to one-hundred percent of graduates have obtained employment during the period 1985-87. According to Mark Garber, Placement Coordinator, who writes a very informative "Placement Pipeline" in THE SATELLITE which is read by all students, the job prospects in the technologies are greatly in demand and the salaries are comparatively high.

The latest developments in Skills Development 1985-87 at Mohawk College have been the introduction of new programs in Travel and Tourism and Food and Beverage Management. Discussed in detail in other chapters, these programs have aroused great interest among employers and placements are high. The Hawk's Nest, a restaurant, serves as a laboratory for the students in the Food and Beverage Management Program at Saltfleet. Proposals are underway for the development of a Hospitality Centre, which would provide post-diploma training and experience for graduates in Travel and Tourism, as well as in Food and Beverage Management. These are developing industries due to increased leisure time and an ongoing population.

In the summer of 1986, apprenticeship students of Mohawk College learned about the latest development in imported care technology by the donation of a $16,000 Toyota Camry liftback from Toyota Canada which gave the students know-how of the latest fuel injection system.

Again, in 1987, when automobile repair assumed a complexity through computer and electronic controlled repair systems cars, mechanics, as well as repair men in service stations, were not always able to handle these rapid changes.

General Motors and Mohawk College have cooperated in a partnership to overcome this problem. Some members of Mohawk College faculty were trained in the new technologies for 1988 by General Motors, by studying manuals and models of three automobiles. This enables them to train GM mechanics and repair dealers and enable the training

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services to be extended to service station mechanics later on. To augment this "Partnership in Training" venture, GM Motors has donated a 1988 Cadillac Seville, an Oldsmobile Tornado and a Buick Riviera.

These will serve as laboratory equipment and demonstrative models of new technologies incorporated into the Automotive Apprenticeship Programs.

According to Keith Nixon, Dean of Skills Development, efforts to develop CENTRES OF EXCELLENCE in educational opportunities which meet the changing demands of society, community and employers, are to be developed by Skills Development, through Partnerships in Training, with burgeoning enterprises.

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CHAPTER SEVEN SPECIAL PROJECTS

International Projects This is a department to which students from all directions in the world converge. During the eighties, efforts have been made to attract students, teachers and professionals to Mohawk College from many countries. The great success of these efforts during the years 1985-87 has brought the global village in our midst. A tremendous surge of interest in Mohawk College during this period has increased international student enrollment and has brought many visitors from abroad. Besides students and teachers, experienced workers and professionals have also come to Mohawk College for shorter periods on specific training, or with skills and experience in particular areas, and have been sponsored by their Governments.

The International Projects Department has student advisors who are highly trained and qualified to provide advice, care and supervision needed by International students. Dave Chafe is the Manager of the Department and the student officers and consultants are Betty Bisson, Peter Young, Bert Rosnick and Leo Barsony.

Enrollment of International Students - 1985-1988

During the period 1985-86, there were 94 applicants for visas to study at Mohawk College while in the period 1986-87 the number increased to 131.

During the Fall of 1987 there are a total of 179 visa students, trainees and interns for various college programs for the years 1987-88. Some of these students will stay for one, two or three years or even longer.

Goals

The goals of the International Projects are: (a) To search for and develop projects involving the education of international students and arrange for training and experiential projects for staff and faculty, from countries around the world.

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(b) The development and setting up of programs in other countries, including the sharing and secondment of faculty and staff of Mohawk College and the development of new curricula and instructional modes as well as media, based on the desired and perceived needs of those countries. Such initiatives by Mohawk College should not involve the use of Ontario taxpayers' funds nor should any international student take the place of any Ontario student. This also makes it necessary for all international projects to be fully cost recoverable (including indirect costs) in nature, and either specially designed for international students, or in the case of individual students, only be permitted when seats are available.

Status Report of International Students, Teachers and Interns at Mohawk College During the Period 1985-86

Program

Number of Students/ Teachers

Textile Technology Metallurgy

13

Electronics

34

Electronics Technology Skills Upgrading in Industry Teaching Skills in Technology and other subjects English as a Second Language Business Administration

2 13 teachers 5 teachers 8 32

Technology

14

2

Country and Sponsor Kenya Government Libya Government (Civil Aviation) Libya Government (Iron & Steel) Libyan People's Committee Zimbabwe Government Nepal-Nesco Project Various Countries South Asia, Caribbean Latin America, Africa Harare Foundation, Zimbabwe

Technology and other Program Students remain with us for two to four years.

Visitors to Mohawk College and the International Projects Department During 1985 and 1986 I. Zimbabwe High Commissioner, posted at Ottawa accompanied by his wife, attended the graduation ceremony of the Zimbabwe Technical teachers at Mohawk College.

2. Education officers from the Sultanate of Oman visited the College as part of a fact-finding tour.

3. An official representing the Foundation of Manufacturing Institutes in Iraq, discussed possibilities for sending employees to Mohawk College for training and experience.

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4. A delegate from the Peoples' Republic of China representing Hunan province, was hosted at the College. Working with the Peoples' Republic of China is a new and exciting development for Mohawk College and the International Projects Department.

5. Dr. Edris Bird from Antigua was at the College to exchange information and to compare notes with the Early Childhood Education Department.

6. Mrs. Elena Whyte a consultant in the Education Department at Venezuela, met with officers of the International Projects Department, regarding marketing strategies for Mohawk College programs in Venezuela.

7. President Keith Mcintyre hosted Mr. Peter Okaka, Principal of the Kenya Polytechnic, reciprocating the hospitality extended to him during his past visit to Kenya.

8. Several education officials from Libya visited the College through the central Bureau of International Education at Ottawa. They expressed their satisfaction with the progress of the Libyan students currently at Mohawk College.

9. In support of the four teacher-trainees from Nepal Community College, several visitors from the Nepal High Commission were hosted at Mohawk College. Representatives for the Ontario International Corporation were welcomed by President Keith Mcintyre at the graduation ceremony of the Nepal teachers.

Status Report of Students Interns and Trainees on October 1, 1987 A I Students Program Business

Number of Students 38

Technology Technology

25 74

Music

1

Travel and Tourism 1 English as a Second Language 16

B I Trainees and Intern Program Audio Visual Woodworking Tool and Die Energy Conservation

Number of Trainees/ Interns 1 5 5

17

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Countries of Origin Hong Kong Independent Taiwan Hong Kong Independent Sponsored by Governments or Foundations in Lebanon 14, Libya 60 People's Republic of China, Independent France, Independent Venezuela, Yugoslavia Mexico, Dominican Republic, Hong Kong Countries of Origin Jamaica, World Bank Grenada W.S.C.S. Malaysia - ACCC/CIDA Kenya, Government of Ontario I CIDA

Some Highlights of 1987 1. A two-week consultation visit was made by Dean Hans Baste! of the Faculty of Engineering and Health Technology and Associate Dean, Dorothy Lambeth, Nursing, to the University of Sanaa, North Yemen, as a part of the involvement of Mohawk College in the Arab-Can Access Project (ACA). Their visits to various institutes, polytechnics and hospitals indicate the potential for further possible cooperation in the provision of training facilities for faculty and student/interns at Mohawk College.

2. A delegation of education officials from the Kuwait Embassy in Washington D.C. visited Mohawk College through the Ontario International Corporation regarding an overview of the College programs in Health Care and Health Technology. They visited the Fennell and Chedoke Campuses.

3. A delegation from the Peoples' Republic of China toured Fennell Campus on behalf of the China - Canada Friendship Society.

4. A meeting for the Arab - Can Access (ACA) representative was hosted at Mohawk College in connection with the ACCC Conference held here in June 1987.

5. An all-Canada study tour program was planned by the International Projects Department for Mrs Faith Lumonya of the Kenya Polytechnic.

6. Mr. Vinroy Douglas from Jamaica arrived for an assignment in audio visual experience and was placed with Mr. Jim Jones, of the Audio Visual Department of the College.

7. Two teachers, Savandor Demonkos and Istuan Vago representing Kalman Kando, a technical school in Budapest Hungary, visited Mohawk College and several facilities in the area. The visiting Hungarians had discussions with Dean Hans Baste!. There is likelihood of a cooperative relationship being established between Kalman Kando and Mohawk College because it would be to the advantage of both to exchange knowledge and experience, particularly in the field. of electrotechnology. Two people from Mohawk College are likely to go to Kalman Kando in Hungary, in the Summer of 1988.

8. The Westinghouse/Libya project commenced with the arrival of six Engineers from Libya to Mohawk College.

GOVERNMENT FUNDED PROJECTS Canadian Job Strategy In 1986/87 the Federal Government introduced an entirely new program, Canadian Job Strategies (CJS) . This program has objectives very similar to the NTA program and yet there is a big difference. The NTA was a centrally negotiated model but under the CJS, each project has to be budgeted and negotiated individually. Greater administrative costs occur when each project has to be funded individually.

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The type of programs which are provided require rental of two new facilities; a 10,000 sq. ft. building on Woodward Avenue, and another on Nash Road, a 5,000 ft. facility to accommodate the new programs in Hamilton.

The six point CJS program replaces the former training and job creation programs and are intended to meet immediate needs of employers and workers. They address specific problems with assistance to those who need them urgently.

A Mohawk College Job Development program within the CJS assisted in obtaining jobs for workers who had a poor literacy level under grade 10 and also had linguistic and adjustment problems. The Canada Employment Centre sent them for training to the Mohawk CJS program. The first were given jobs at entry level positions and were asked to upgrade their skills by attending literacy and training courses regularly. There were 88 people interested who enrolled in the the CJS upgrading program. At first the College had seats for 20 only, but provision was made to accommodate the remaining 68 in Summer 1987. Now 55 of them have obtained jobs as pastry chefs, houseboys, housekeepers. Four people were hired by Sheraton Hotel, CNIB, the YW.C.A., and Zellers, and Dial Delivery also hired some people. The hospitality industry in Hamilton needs workers under the CJS program.

Life skills and academic upgrading related to the industry are taught in the first eight weeks. The last 12 weeks are spent in work experience on site. There is a careful evaluation of the employee's work standards and the employer has to decide whether he can continue to keep the employee after 12 weeks. This program is an immediate response to industries' needs and the needs of individuals.

Construction workers were in short supply in the construction industry. Mohawk College provided training under the CJS program to workers in Bricklaying and Drywall at their Nash and Woodward campuses in the Summer of 1987.

FUTURES The Youth Employment Services Branch of the Ontario Ministry of Skills Development started a FUTURES program in 1986. This program is delivered by FUTURES offices in the Colleges of Applied Arts and Technology and in Youth Employment Counselling Centres. Mohawk College plays an active role in the delivery of FUTURES Programs at its Mohawk Trail and Brant-Elgin Campuses. Youths who have less than Grade 12 education, are under age 25 and have little or no work experience and disabled people under 30 who have been out of school for 12 weeks, are eligible participants in the program. They may be referred by schools, social agencies and communities, or may apply personally.

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At the Mohawk Trail and Brant-Elgin Campuses there are: (a) Pre-Employment Preparation workshops for the participants for up to 16 weeks. There is a continuous intake of candidates. Job search techniques, basic life skills, numerical and basic literacy upgrading are provided and FUTURES gives a weekly stipend of $100 to each participant. (b) After this, participants enter the work experience stage of the program. FUTURES maintains contact with businesses in the community and searches for employment possibilities for those who have completed grade 12. For those with less than grade 12 education, placement may be from 16 to 32 weeks. Placements may be for 16 weeks with one employer, up to a maximum of 26 weeks or 52 weeks of part-time work. At the same time, the participant is required to obtain three hours a week of upgrading and complete three credit courses. Work experience placements are provided after applicants have successfully completed a one-week Career Education Workshop in which there are 20 hours of group work, training in job search skills and basic information relating to education and career goals. During the workshop period, FUTURES consultants assess each candidate to identify his/her particular strengths and weaknesses and provide counselling where required. A job maintenance workshop is held for all participants during the placement period to give guidance and encouragement to the candidates.

Career related placement, on job training and experience and longterm employment possibilities for youth are the main objective of the FUTURES Program. Students on Work Experience placements are paid a current minimum hourly wage and are responsible for satisfactory work and learning experience on site. The employer however, is the business which employs them and they are required to perform well and be eligible for long-term employment with employers after completing the FUTURES Work Experience unit.

FUTURES placements have been valuable to students and the feed back from employers has been positive. Many have found jobs through this program. Others have joined Mohawk College as full-time or parttime students in regular programs and courses to upgrade their education and training.

Ontario Skills Development Offices Dean James Weber was interviewed regarding the new developments in Ontario's Training Strategy. There was an announcement in September 1986 by the Hon. Gregory Sorbara, Minister of Skills Development that it is the goal of his Ministry to cooperate with Ontario's Colleges of Applied Arts and Technology in order to establish links with business and industries.

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The Ministry's main aim is to upgrade the skills and training of workers from existing levels and to increase and improve their productivity; this would then improve Ontario's economy. With this end in view, they have provided a new "training culture". Mohawk College implemented the Ontario Training Strategy by setting up two Ontario Skills Development Offices. One is located at First Place, downtown Hamilton, and the other in downtown Brantford. Both occupy a "visually distinct presence" in the community as required by the Ontario Ministry of Skills Development. The Manager for the Hamilton O.S.D.O. is Don Ahrens, while the Brantford O.S.D.O. is managed by Gerry Porte. There are seven training consultants and a secretarial staff in each office. The training consultants identify the training needs and see that these needs are met in a suitable and effective manner. The training consultant conducts organizational analyses according to the situation. They then help in identifying various training strategies that would be suitable and provide advice on specific training activities. Relevant information is provided in training available in the community. Arrangements for delivery of appropriate plans in English or French are advised for implementing training plans.

During the period October 1, 1986 to August 1987, the Brantford O.S.D.O. assisted 164 businesses and industries while the Hamilton O.S.D.O. helped 234 clients. The training consultants developed plans, initiated and developed, training courses as needs arose.

Courses for employees in these businesses and industries were in: Microcomputer applications, Human Resource Management, Managerial Studies, Customer Services, Hospitality Industry, Repair and Maintenance and Trouble Shooting in Electrical Systems, CAD/CAM robotic programming, Artificial Breeding of cattle, material resources planning and statistic control. Up to August 1, 1987, 1,046 individuals attended courses through the Brantford O.S.D.O. while the Hamilton O.S.D.O. had 5,062 individuals attending courses.

The strategy for setting up training courses depends on a specific problem or opportunity which a business or industry may experience.

The training is then planned and designed by the O.S.D.O. in that area.

The ¡function of the O.S.D.O. is to relate and coordinate the needs and productivity level of the business or industry for both the individual worker and the client.

O.S.D.O., through its training consultant, evaluates the effectiveness of the service as determined not only by whether or not learning is taking place but also whether the training has improved the performance level and efficiency in organization in the normal setting. Clients look upon this form of training as human resource building and consider it of value in their businesses and industries.

Companies in the Hamilton area during the period 1986-87 received almost $1 million by way of grants to assist them in participating in the O.S.D.O. strategies.

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Training is delivered on site or in conveniently designated areas at flexible timings, suited to individual businesses or industries.

According to Randy Brinkman, there are thousands of businesses and industries, small and large, in the Hamilton area, and according to staff and sources allocated to the Hamilton O.S.D.O., 550 to 600 clients can be served in depth. O.S.D.O. does not deliver actual instruction and training. Third parties, who are professionally competent in their fields, provide training according to needs.

Ontario Basic Skills This program helps individuals upgrade primary job-entry skills, basic literacy and numeracy skills, as well as work-related literacy and math skills essential to obtaining employment and further training. This is part of Ontario's Training Strategy in which the Ministry of Skills Development has committed increasing funds, $10 million more than what was provided previously to similar activities under Tuition Upgrading Program.

This program is offered in three stages for each student: Training Readiness, Academic Upgrading and Job Search. Both program and delivery must be diversified in order to meet the diversified needs of adults for basic skills. Course development funds are provided to Colleges of Applied Arts and Technology and to employer groups by the Ministry of Skills Development.

Access O.B.S. is open to all who qualify. Tuition fees and cost of materials are paid for by the Ontario Ministry of Skills Development. Support allowances may help to pay for child care while the person is in class. Students may get help to pay for transportation from their work or residence to the training location.

Training Readiness A counsellor helps the person to decide the starting point of his or her training, what kind of jobs are preferred, how to qualify for them and the courses needed to meet the person's occupational goals.

Academic Upgrading This may include courses in reading and writing up to grade 12, math skills up to grade 12, science and technology skills up to grade 12, basic computer skills, technical skills (including "hands on" experience) and life and work adjustment skills.

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Job Search

Assistance is important for people heading back into the job market.

Writing resumes and preparing for interviews is taught. An O.B.S. office of Mohawk College is located at First Place.

O.B.S. training is offered at the following campuses: Highview, Brantdale, Saltfleet, Dunnville, Haldimand, Brant Colborne and the Mohawk/McMaster Information Centre in Hamilton downtown. The O.B.S. intake is continuous. Each person's program is designed individually and is flexible, depending on training needs. Most courses last no more than 16 weeks. Students may attend full-time or part time. Mohawk College is helping hundreds of young and older workers get training and employment through the wide network of its O.B.S. centres.

MULTICULTURALISM - A STUDY OF CANADA This is a unique elective course offered to two or three classes by the Department of Humanities and Social Sciences. Students from a broad spectrum of programs: Computer Systems Technology, Civil Engineering Technology, Nursing, Early Childhood Education, Law and Security Administration, Metallurgy & Materials Engineering, among others, enroll in the course. This course is divided into modules in which various aspects of Canada and its people and cultures are discussed, early and later immigration patterns, development of towns and cities, artistic, literary, technological, economic and political contributions of various people and groups or individuals are studied. In fact, many and various facets of Canadian life, past and present, form the contents of this course. As a part of this course, students visit local cultural, historic and civic institutions and attend ceremonies. They interview different Canadians as well as parents, grandparents and neighbours. They write book reports from their reading of books on Canadian themes. The final project of each student is based on his/her visits, interviews and readings on a Canadian theme.

The reports of their interviews, book reports, visits and final project are then collected and edited and made into the CANADIAN MULTICULTURAL MOSAIC MAGAZINE, which appears annually.

Volume IX will be published in 1988. This magazine was recognized to be the first students' magazine of its kind on Canadian themes from a Community College, and finds a place in the National Library of Canada. Requests for copies (which are paid for) have come from some libraries across Canada, a few from the U.S.A. and some from Paris, Amsterdam, Geneva and Sydney, Australia. John Robert Colombo has been an honorary Consultant in Canadian Studies for this magazine since 1981.

In 1986, the Secretary of State's Canadian Studies Program selected Mohawk College on the basis of a national competition among Canada's community colleges and awarded a Prize for Excellence in Teaching Ca-

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nadian Studies to the faculty member in charge of the course, Kamala Bhatia.

Two scholarships "The Marshall McLuhan Multicultural Scholarships" are awarded annually to students who have made outstanding contributions to the course. These scholarships are in memory of the late Dr. Marshall McLuhan, who visited Mohawk College and inaugurated the first "Multiculturalism Conference for Educators" in May 1977.

The Multiculturalism - A Study of Canada, elective course was originally designed and started as part of a larger Multicultural Project in 1976. It consisted of three parts (1) The Academic Elective, (2) Visits by students to places of cultural, historical or other interest inside or outside the Province, (3) Conferences, seminars, workshops, artistic, literary and cultural events. Many celebrities, educators and community leaders, students and faculty from the city, region and province attended these events: Hon. Lincoln Alexander, Sheila Copps, Bishop Reding, John Munro, among others. The federal Government and the Government of Ontario generously responded to specific requests for funding for the various events.

In 1979, on the basis of a national competition in which professors from Universities and faculty members from Community Colleges across Canada participated, the title of Visiting Professor of Multiculturalism was awarded to the faculty member in charge of the Multicultural Project, Kamala Bhatia. The salary and funds for the project were provided by the Directorate of Multiculturalism, Government of Canada.

Several large conferences, seminars and workshops and cultural events were held at Mohawk College. The Roman Catholic Separate School Board requested a series of two all-day workshops for teachers in their own schools, making special reference to the students from the Portuguese community studying in their school. Six major conferences were organized, besides seminars and workshops. Reports of these were published and circulated by Ron Slavik and Kamala Bhatia, with funds provided to the College by the Federal and Provincial governments.

Mohawk College Foundation Initial Steps Planning for the creation of a fund-raising project for Mohawk College began in 1980. The College was faced with the dilemma of constant growth, steadily increasing programs and demands for further expansion, pitted against declining levels in the annual rate of funding from the Ministry of Colleges and Universities.

Arrangements were made to establish a fund, similar to what many universities and hospitals have, by a group of concerned people. A Task

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Force composed of fifteen members, and a dedicated Board of Directors (several of the Directors were former governors and a chairman of the Board) was formed. The members had expertise and an interest in this endeavour which was invaluable. By 1986, the Foundation was registered as a charitable organization. The Ministry of Colleges and Universities gave approval and encouragement to continue the fundraising efforts. According to President Keith Mcintyre, the external fundraising campaign for equipment and donation of cash got underway, led by Jack Moore, past Chairman of the Board, in early 1987, and by Mr. Noel Thomas. A campaign for partnerships would follow the internal fundraising campaign from staff, alumni and students.

"This is a most ambitious thrust to achieve state-of-the-art equipment for all of our shops, labs, student and administrative areas", said Mr. Mcintyre.

The Objectives 1. To promote interest in, and awareness of Mohawk College and to establish and administer a fund or funds maintain, improve and develop community services, and for educational operating purposes funds which are not provided by the Ministry of Colleges and Universities.

2. To accept gifts and legacies, donations and bequests and to use these in promoting the objectives of the Foundation.

3. To invest and reinvest the monies of the Foundation that are not used immediately, in investments as trust funds.

Accordingly, Andy Tapajna, Director of College Planning, was entrusted with the task of preparing a list of equipment and projects from our current files of unfulfilled requests of necessary equipment for our laboratories, shops and many areas of instructional resources.

Areas of Assistance It was ascertained that scholarships and bursaries are further needed to assist students in financial need, to continue their studies. Besides equipment needs, replacement of existing obsolete equipment and acquisition of furniture all place a heavy burden. The handicapped student requires special attention. Funding received through the Foundation can be used to accommodate the handicapped by providing special facilities, access routes, laboratory equipment, etc. Professional development for teaching, staff and administration can be provided to maintain relevance in their particular field, according to the changing environment. Businesses and industries could donate some of their surplus equipment for the use of the college, to provide "hands on experience" to students in various developing areas of technology or business. It was discovered, through Andy Tapajna's findings, that in 1986, $3.4 million dollars worth of state of the art equipment was urgently needed by the college.

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According to Raymond Heath, Corporate Secretary, who is coordinating Mohawk College Foundation's fundraising efforts "$40,000 has already been raised internally from the College and we are further endeavouring to fulfill the mandate of the Foundation to enhance, improve and develop the facilities of Mohawk College in all its aspects".

Director of Development & Alumni Relations To further support initiatives for the Mohawk College Foundation, Vice-President, Finance and Resources, Tony Whitworth, announced that Barbara Belbeck has been appointed Director, Development & Alumni Relations effective July 1987. Mrs. Belbeck has announced that she will be raising additional monies to supplement Mohawk College revenues. It is anticipated that the balance of the $3.4 million dollars required through an external fundraising campaign in the Mohawk College Foundation will be raised through her ¡ efforts in the near future .

"The campaign for partnerships with business and industry will be of value in fundraising activities for Mohawk College" said President Keith Mcintyre.

Mohawk College Art Gallery This was opened in 1979 and is located adjacent to the Sam Mitminger Library and Resource Centre. Unique collections of optic and textile art, paintings, photography, sculpture and commercial art, as well as ceramics and pottery are displayed several times a year. Prints and reproductions of famous paintings by Canadian artists are sometimes on display: Kurelek, Robert Bateman, Group of Seven and others.

Local artists receive encouragement and display some of their exquisite paintings, sculptures and crafts in the Gallery. Besides visitors who view the exhibits, students and faculty constantly hastening to and fro in the corridors of the College, obtain a respite from mundane realities by a glimpse into the beautiful flights of imagination of artists whose works are exhibited in the gallery. Mrs. Eunice Swanborough administers the Art Gallery.

Board of Governors' Art Competition This is held every year for students. Exhibits are invited from all students of the campuses in Area 9, in photography, poetry, sculpture, creative writing, painting, music, drawing and commercial art. Prizes are awarded for the best exhibits by a panel of judges, in each category.

In 1985, 130 entries were received, while in 1986 and 1987, 150 exhibits were submitted each year. The winners receive a cash prize, a certificate of merit and a chance to enter provincial and national competitions. The most outstanding exhibits among the entries submitted are displayed in the Mohawk College Art Gallery every year.

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Soraya Dokainish, John Porter, Clare Warwick and Colin Morris have been in charge of arrangements for the competition in different years.

The United Way Campaign Mohawk College has actively participated in raising funds internally for this worthy cause. Faculty, administration, support staff and students have donated and exercised various efforts to collect funds through garage sales and gifts in kind, for the United Way. In 1985, a sum of $39,000 was raised. The amount rose to $47,000 in 1986. It is reported that $54,000 has been donated so far towards the 1987 United Way Campaign.

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CHAPTER EIGHT CAMPUSES OF AREA NINE Besides Fennell, which is the main campus of Mohawk College, there are several other campuses: 12 major campuses and 11 information/ teaching centres located in the Hamilton Wentworth Region, Brant County and Haldimand.

Wentworth Campus Historically, 196 Wentworth Street North is the first campus. The Provincial Institute of Textiles was born on this site in 1947 and later became the Hamilton Institute of Technology in 1957.

From time to time this building has been renovated, enlarged and modernized to suit the changing needs and requirements of the College and its increasing number of programs, courses and enrollments.

1957 saw the introduction of programs in Electrical, Electronics and Mechanical Engineering Technology as well as the Textile program at this campus. In 1987, the Wentworth Campus offered apprenticeship.

This campus also offers the Woodworker/Cabinet Makers program which is a retraining program and has apprenticeship credits. A part of Saltfleet's Air Conditioning, Heat and Ventilation Program is also taught here. This is the Hamilton base for the Women into Trades and Technology program.

Fennell Campus This campus was specially built for the College and occupied in stages, commencing September 1969. It is the largest, most modern and spacious of all the campuses and is the administrative centre of the college. A large variety of post-secondary diploma and certificate programs are offered ranging from Business and Communication to Community Services and Health Care, Engineering and Technologies. Automotive

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Apprenticeship programs are also offered here. The evening brings in hundreds of part-time students at all times of the year, and often on weekends as well. There are over 800 different courses in a variety of areas offered in the part-time mode: diploma or part-time certificate courses, and general interest offerings at Fennell as well as other campuses. Several improvements, additions and alterations have been made to the buildings during 1985-1987. Access doors, entrances and facilities for the disabled have been provided. The new Student Centre has already been described in Chapter Three.

Flamboro Downs Campus A Raceway has become an academic centre of Mohawk College, for a diploma program, the Harness Horse Industry Program. This is an innovative program started in 1985 which includes a study of the principles of harness horse driving, the care of brood mares and foals and the basics of racetrack management.

Highview Campus The Highview Campus was opened in October 1986. It is the site of the former Highview Public School. This 41,000 sq. ft. facility has been leased for three years by Mohawk College from the Hamilton Board of Education. A total of $320,000 was contributed by the College and the School Board to transform and renovate the building from an elementary school into a Mohawk College Campus.

The Highview Campus houses the administrative offices of Part-Time Studies whose Dean is David Dean. A large number of post-secondary courses are offered here during the day time, as well as in the evenings.

The Bartonville Campus was closed in the Summer of 1986 and the classes moved to Highview Campus. The courses offered here are English for New Canadians (fee payers as well as those sponsored by the Canada Employment Centre) as well as visa students who wish to improve communication skills in English. Another popular course is English in the Work Place.

Saltfleet Campus This campus is situated at 481 Barton Street East in Stoney Creek and was built in 1970 as a retraining institution for Mohawk College. Now it has developed into a large campus for Skills Training with Dean Keith Nixon in charge. This location is also the administrative headquarters of Apprenticeship Programs of Mohawk College.

Several Certificate, as well as College Preparatory programs for academic upgrading are offered here. Mature students are prepared for academic level or skill training through these programs. There is a continuous intake of mature students every Monday morning who enroll to improve English, Math and Science skills.

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Saltfleet introduced, in 1985-86, post-secondary diploma programs in Travel and Tourism and later, Food and Beverage Management.

Hamilton Industrial Training Centre The H.I.T.C. is located at 350 Dosco Drive in Stoney Creek where several apprenticeship programs are offered in the experiential learning mode. The Ministry of Skills Development funds programs in which job training and classroom instruction are combined to qualify the learners to become Industrial Electricians, Industrial Mechanics, Industrial Machinists, Fitter Welders and Tool and Die Craftsmen.

Brantdale Campus Canada Employment Centre has sponsored, since 1974, programs designed to assist adults in academic upgrading, learning life skills, and providing work experience through the C.J.S. program, to mature students and adults with special needs. The Brantdale Campus administers several programs that are offered at the various campuses of Mohawk College.

Focus for Change helps women on social assistance to obtain the skills necessary to enable them to get back into the work force . This is also offered at the East Kiwanis Centre.

Basic Job Readiness Training life skills, academic upgrading and work experience are provided for adults with special needs. B.J.R.T. (N) is a similar program specially designed to assist Native people to select appropriate goals and qualify to enter the job market.

Chedoke Campus The centre for Health Science Education is located on Hamilton Mountain on the grounds of the Chedoke Hospital. Here, there are programs in Nursing, Radiography, Ultrasound and Part-Time Studies in Health Sciences. There are also programs in Occupational Therapy and Physiotherapy which are being transferred to McMaster University.

There is also a building on this campus in which the programs in Medical Laboratory Technology of Mohawk College are housed.

Dunnville Campus A variety of part-time courses are offered on a regular basis at this centre, which is located on Broad Street, Dunnville. The Ontario Basic Skills development program and the Federally funded Basic Training for Skills Development (B.T.S.D.) are offered here by Mohawk College and are a means of providing academic upgrading and development of skills for the unemployed in the community.

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Since November 1986 Mohawk College has been offering four more microcomputer workshops in Introductory Microcomputers, Introduction to Word Perfect, Introduction to Lotus and Introduction to Base III Workshop. A new Home Support Training Program was started in the Fall of 1987. A Successful Small Business Management Program which is a credit course in Ontario Management Development and Carving and Sculpture in Wood are offered here in a part-time mode.

Mohawk Trail Campus Located on Mohawk Road West next to an historic former country school building is the campus for the FUTURES Program. This program is sponsored by the Ministry of Skills Development to assist young unemployed people of the community obtain education and skills to enter into the job market.

There are a number of part-time courses and programs offered on a regular basis at the Mohawk Trail Campus.

East Kiwanis Campus Classroom space is leased on Ellis Avenue in Hamilton for a program intended to assist women on social assistance gain entry into the work force. This is the FOCUS FOR CHANGE Program which is government sponsored.

Information Centres In Hamilton there is a Mohawk/McMaster Downtown Education Information Centre which is located in the Hamilton Public Library. Several Ontario Basic Skills and other programs are offered here from time to time.

In Brantford and Brant County there is an Education Information Centre and a Council on Continuing Education for Brant District on Chatham Street in Brantford.

Haldimand Campus In 1986 the Hagersville Municipal Building formerly known as the Mohawk/McMaster Information Centre was officially renamed as the Haldimand Campus. In April 1987 the building was totally renovated to meet the expanding educational needs of the community and the programs Mohawk College offered. In 1987, Income Tax Preparation, First Aid and CPR, Learn to Speak with Confidence, Assertiveness Training for Women and a Preparatory Biology Course (for those who want to enter the nursing profession) were offered here. Also, three credit courses for the Ontario Management Development program are being offered as well: (1) Effective Supervision, (2) Effective Labour Relations, (3) Marketing for Small Businesses.

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THE CAMPUSES OF BRANT COUNTY Four full-time campuses of Mohawk College operate in Brantford.

There were 24 full-time retraining programs offered to approximately 1,200 students in 1985/86 while there were 450 students receiving training in seven full-time post-secondary programs and approximately 4,500 students registered for part-time studies at these campuses and in other locations in Brant County.

Brant-Elgin Campus Formerly known as Braneida, this campus on Elgin Street is the largest of the Brantford Campuses of Mohawk College. Originally it was a centre for adult training programs. The Brant-Elgin Campus now offers a large range and variety of post-secondary, diploma and certificate programs in Business, Community Studies, Engineering and Technology. It also continues to offer individual retraining program (B.I.T.A.C.).

Among the new programs introduced in 1985/86 are the following: (1) A five-semester Graphic Arts Coordinator program, (2) Two new sponsored I.C.I. programs of Tool and Die Maker which were introduced in February 1987. Contracts were signed for approximately $1 million in Federal Canadian Job Strategies non-direct training programs in 1986/87. New training initiatives include a variety of Construction Training Projects, an Office Skills Project, Hospitality Skills, Museum Management and a Pre-apprenticeship Program, in Brantford.

The first Convocation for Brantford and Brant County for 112 graduates from six full-time diploma programs was held in downtown Brantford in the auditorium of the Richard Beckett Building in the Fall of 1985. The graduates were from programs in Nursing and five Business and Applied Arts and Technology Programs. Greetings were presented by Mayor David Neumann and Harry J. Witteveen, Warden of Brantford from City and County, for the occasion. Patricia J. Nelles, Board of Governors, presided over the ceremony. Brantford Governors present were John R. Johnson, Robert W. Kennedy and J.A. Spence.

Mary E. Hofstetter, Vice-President, Academic, was master of ceremonies.

Brantford Y.M.C.A. Campus This campus is on Queen Street in downtown Brantford and is on an annual lease basis. The Basic Job Readiness Training (B.J.R.T.) program, a Retraining program for adults with special needs. FOCUS for Change, a program designed to offer academic upgrading, life skills and work experience to enable women to re-enter the work force, is also offered here.

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Brantford General Hospital Campus This campus is located on St. Paul's Avenue in Brantford and is within the Brantford General Hospital Complex. Instruction in Nursing is offered here. Nursing was the first diploma program ever offered in the Brantford area. This campus is on an annual lease.

Brant Colborne Campus This is located in the Richard Beckett Building on Colborne Street in downtown Brantford. The programs offered here are: Basic Training for Skills Development (B.T.S.D.), Ontario Basic Skills (O.B.S.) , English as a Second Language (E.A.S.L.), and The Handicapped Adult in Transition (T.H.A.T.) . The lease on this campus expires in 1989.

By The Banks Of The Grand In Brant County Sparkling in the sunlight, across undulating countryside, winding its ways, is the Grand River, "the heart-beat of Brant County". The breathtaking beauty of the valley brought many settlers here during the past two centuries.

Ousted Indian tribes from the Mohawk Valley in New York State, after the American War of Independence concluded in 1783, led by their Chief, Joseph Brant, found a homeland on the banks of the Grand. Determined and vigorous, they cleared the land, and founded a habitat here: Brant's Ford. A monument in Victoria Park, in the centre of the City, unveiled in 1883, indicates the esteem in which Joseph Brant, the city's founder and first citizen was held (by whites, Indians and blacks).

The imposing bronze monument, nine feet high with brass figures around it, i~ an impressive tribute to a great man.

Later, the telephone was invented by a resident of Brant County. He was not a scientist, nor an electrician, but a modest teacher of the deaf, Alexander Graham Bell.

Professor Melville Bell, an authority on speech and elocution in the University of London, England lost two of his sons to tuberculosis. The doctors advised that in order to save his only surviving son from the same scourge, he should leave London. The salubrious climate of Brant County, Ontario which he had heard of brought Melville Bell to Tutela Heights in 1870. Alexander was a tall, thoughtful, young man with large eyes and a magnetic personality. He trained as a teacher of the deafmute at Boston. He became interested in the ear and speech organs, and dissected animals to study the structure of the ear. The receiver of the telephone is modelled in the bone and diaphragm structure of the human ear. He pursued this hobby with zest and single-minded absorption. Crude stove pipe lines, slung across neighbours' fences carried the first message between Tutela Heights and Paris, across the Grand River, between father and son, "To be or not to be". Shakespeare's important

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lines signalled the birth of the global ear, bringing fame and glory not only to Brant County but to Canada. From Brant County started the global network and the ultimate annihilation of distance and space through sound, on the telephone invented by Alexander Graham Bell.

And now, the Grand River smiles, when in March 1987, its residents want Mohawk College to expand educational facilities in their area to make them accessible to larger numbers of students. A PROPOSAL EXISTS FOR EXPANSION OF MOHAWK COLLEGE PROGRAMS IN BRANT COUNIY AND INCORPORATING THEM WITH UNIVERSIIY PROGRAMS BY 1990. This expansion of post-secondary education in Brant

County has been talked about for over two decades, and according to Robert Kennedy Vice-Chairman, Board of Governors of Mohawk College, plans were actually formulated in the fall of 1986. The population of Brantford and surrounding areas is approximately 109,000. Mohawk College would close three of the four campuses in Brantford, the YMCA/YWCA and at the Brantford General Hospital. The Brant-Elgin Street Campus would offer retraining and skill development and other government sponsored programs. The proposal includes the idea of incorporating Mohawk College programs with a University by sharing space and resources.

A. Twenty-one million dollars is the amount which the Government of Ontario has been asked for, in order to build a new facility starting in 1989. A fund-raising campaign by Mohawk College would raise about $1 million. A 50 to 60 acre site is needed, which would cost $250,000, which could be leased by the Provincial government or donated by the City. Mohawk College now spends $290,000 a year for rental of facilities in Brantford and this amount could be used to pay for a mortgage of approximately $2 million toward construction of the facility.

The new facility is envisaged to cover 150,000 square feet, with 24 classrooms, a library, gymnasium, a learning centre, bookstore, playing fields and other amenities for 1,100 full-time and 7,000 part-time students.

B. The new proposal also includes a TRAINING CENTRE FOR STUDENTS IN TELECOMMUNICATIONS, which would be constructed on the. College campus. It would be closely linked with the activities of the International Telecommunications Discovery Centre, and undertake applied research. This would cost $4 million.

C. Another recommendation is the construction of a 7,500 square feet ADULT EDUCATION TRAINING CENTRE FOR THE VISUALLY HANDICAPPED. The building cost would be $1 million. Parents and teachers of

blind children would be trained. The operating costs of this Institute would be requested from the Federal and Provincial governments as well as the Canadian National Institute for the Blind.

Robert Kennedy has reiterated that Brantford sorely needs an expanded modern post-secondary school. President Keith Mcintyre points out instances of post-secondary education in colleges and

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universities in North Bay, Cornwall and Chatham that have been successfully coordinated, with mutual benefits to the community and the institutions. The existence of such a post-secondary College would enable the area to reach the provincial average for those seeking higher education without leaving Brant County. It would also attract business, industry and research.

Premier David Peterson visited Brantford earlier in 1987 and said that the government is anxious to assist the community in its proposal for a post-secondary facility, since Brantford is one of the largest cities in Ontario which has no College or University. He was encouraging when he met Brantford's delegation and supported the proposal.

The Site The $250,000 site for the college may be donated by the City of Brantford, or the County. Possible locations are being considered. It could be leased by the College. At present, in the Fall of 1987, the possible locations of the site have been narrowed down to about two or three from the original eight or nine possible choices.

Each of the finally selected sites will be carefully examined to decide which one is provided with the best municipal services to promote future growth and development of the new educational edifice, according to President Keith Mcintyre.

The BRANTFORD EXPOSITOR 'S excellent and aggressive sponsorship of a publicity campaign provided a full-page announcement in its paper on April 13, 1987. Readers were urged "to sign coupons expressing their support for the new school". These coupons were mailed to the EXPOSIWR which delivered them to Queen's Park. The target, according to Mr. Robert Kennedy, was 90,000 letters and 1,000 organizations expressing their backing for the new facility. A fund-raising campaign is expected to raise $1 million for this worthy cause.

The Ministry of Colleges and Universities appointed an 11 member Committee under the Chairmanship of Mr. Robert Kennedy to examine the proposal in detail and to report back to the Ministry by the end of the year. The Committee of concerned citizens and dedicated members has been performing its role diligently during this period.

The provincial elections in September 1987 and the stock markets' rise and fall, have affected many events in the province, but, according to President Keith Mcintyre, these will not sway the educational expansion proposals adversely. The pulse of McMaster University, the University of Western Ontario and the Wilfrid Laurier University has shown favourable responses. The programs proposed for implementation are unique, and will include: (1) A Training Program in Art Production for the packaging and graphics industries, which have sprung up in considerable numbers because of the changed technological needs and evolution from the flourishing textile and agricultural industries in the area during past decades.

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(2) There will also be a program for Training the Native People in the area for work on their Reserves to assist them in developing their resources, business activities and industries. Only one other College in Ontario has a similar Native People's program so far: Cambrian College in Sudbury, in Northern Ontario.

(3) The Ross Macdonald School for the Blind would provide the nucleus out of which the adult education training program for parents and teachers would emerge.

(4) The Telecommunications Training Program would be incorporated in the work of the soon to be opened Telecommunications Discovery Centre, which would provide skilled operators in the telecommunications field. Applied Research could also be undertaken in conjunction with university-funded projects in Telecommunications.

Brantford's new facility could create about 120 jobs initially, to meet the educational needs of full-time post-secondary students.

The Banks of the Grand would witness another unfolding of a era of vital growth, prosperity and successful accomplishment through the fruition of the Mohawk College expansion proposal.

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REFERENCES Chapter One Canadian World Almanac.

Hamilton Spectator, June, 1985, August, 1985, January, 1986, March, 1986, February, 1987, April, 1987, July, 1987, August, 1987.

Haddad, Cal, Interview.

Heath, Raymond, Interview.

Mcintyre, Keith, Interview.

Tapajna, Andy, Interview.

Whitworth, Tony, Interview.

Chapter Two Baste/, Hans, Interview and memos.

Black, Sandra, Interview and memos.

Dunn, Steve, Interview and memos.

Gordon, Dorothy, Interview and memos.

Haddad, Cal, Interview, memos and brochures.

Hofstetter, Mary, Interview, memos and reports.

Jones, Jim, Interview.

Lambeth, Dorothy, Interview and reports.

Lueddeke, George, Interview and reports.

Mcintyre, Keith, Interview and brochures.

Salmon, Ross, Interview, memos and reports.

The Satellite, 1987 Issues.

Stanbridge, Skip, Interview and memos.

Tapajna, Andy, Interview, reports, multi-year plans.

Tromm, Conrad, Interview and memos.

Chapter Three Alumni Newsletter, 1986, 1987.

Applied Arts Students, Interviews.

Fact Sheet on Disabled Students.

Haddad, Cal, Interview and pamplets.

Pamphlets, Student Life Division, Student Activities, S.R.C., In tram urals.

The Satellite, 1986, 1987.

Technology Students, Interviews.

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Chapter Four Co-op Students, Interviews.

Dickson, Charles, Interview and reports.

Garber, Mark, Interview and reports.

Hamilton Spectator, March, 1986.

Partridge, Gordon, Pamphlets and materials on co-op education.

Mendiratta, Surjit, Interview and report.

Chapter Five Bockner, Louise, Interview and reports.

Dean, David, Interview, memos, brochures and reports.

Ghanem, Mirette, Interview and newsletters.

Hamilton Spectator, December, 1985, January, 1986, September, 1987.

Mohawk College Part-Time Studies Brochures.

Part-Time Studies Newsletters, 1987.

Chapter Six Hamilton Spectator, June, 1987, August, 1987.

Monthly Memos, 1986, 1987.

Nixon, Keith, Interview, memos and reports.

Pamphlets by Provincial and Federal Governments on OBS, CJS, OSD and Other Programs.

The Satellite, 1986, 1987.

Chapter Seven Annual Reports on International Projects, 1985, 1986.

Baste[, Hans, Report on visit to North Yemen.

Bisson, Betty, Interview.

Chafe, David, Interview and reports.

Collage, 1977, 1978, 1979, 1980, 1981.

Hamilton Spectator, May, 1986.

Lambeth, Dorothy, Interview and reports.

Libyan Students, Interviews.

Monthly Memos, 1986, 1987.

Nepal Student- Teachers, Interviews.

Chapter Eight Brantford Expositor, 1986, 1987 Issue.

Collage, 1985.

Mcintyre, Keith, Interview.

Monthly Memos, 1986, 1987.

Nixon, Keith, Interview and memos.

Scharf, Ralph, Interview.

Weber, Jim, Interview, memos, reports.

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BIBLIOGRAPHY Academic Council Terms of Reference and Organization.

Academic Policies and Procedures Manual.

Adult Learners - Study and Report on.

Baste!, Hans, Report on Visit to North Yemen.

Brantford Expositor, 1986, 1987.

Breaking New Ground - Report, 1987.

CAFCE Co-Op Study Yearbook and Directory, 1986.

Collage, All issues of 1979 to 1985.

Contact, 1987 issues.

Co-Operative Education Pamphlets, 1985, 1986, 1987.

Co-Operative Education, Robert Ellis' Report on, 1987.

Common Data Base, August, 1987.

Filer, Patricia, Mohawk College, The Years to 1985.

Graduate Placement Report of Mohawk College, 1986.

Ministry of Colleges and Universities, Guidelines for the Board of Governors.

Hamilton Spectator, 1986, 1987 issues.

Making Canada Productive, Report of a Conference by Ontario Colleges, 1987.

Modular Instruction in Mohawk College Report, 1986.

Mohawk College Calendars on Part-Time Education, Fall, Winter, Summer, 1985, 1986, 1987.

Mohawk College Business Brochure, 1987.

Mohawk College Calendars, 1985, 1986, 1987.

Mohawk College Architecture Programs, 1987.

Mohawk College Profile, 1985.

Mohawk College Graduate Placement Report, 1986.

Mohawk College Adult Learners Study, 1986.

Multi-Year Plans, 1985, 1986, 1987/88.

Memos by Vice-President Academic on Academic Directions, Academic Reorganization and General Education Policy, 1986.

Monthly Memos, 1986, 1987.

Nursing Students' Manual of Mohawk College, 198 7.

Part-Time Studies Newsletters, 1987.

Reports by Mohawk College to the Ministry of Colleges and Universities, 1985, 1986, 1987.

Report of Task Force on Long Range Planning, 1987.

Report of Task Force on Computer-Based Learning, 1986.

Report of Task Force on Applied Research, 1987.

Report of Operational Review Committee, 1987.

Report on Modular Instruction, 1986.

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INDEX Academic Directions........ .................................... .. ................... ...... ... .......... ............... 17, 33 Association of Canadian Community Colleges .............. ..... ......... ........... .. ...... 2, 3, 62 Adult Learners Study..... ...................... ................. ...... ...... .. .... ... ......... ... .. ......... ... ....... ...... 51 Ahrens, Don........................... ................................... ........................................................... 65 Alexander, Lincoln .... ................... ...... .. ..... ......... .................... ....... ..... ............................... 68 Alumni.............. .............. ........... .. ............. ......................... .... ............ .......... .. 2, 38, 43, 44, 45 Amsterdam... .................................. .. ............................. ......... ........................ ....... .............. 67 Antigua........................... .... ....................... ................. ........................................................... 61 Applied Research................. .................... ............ ... ......... ....... .. .......... ............ ...... 10, 11, 13 Apprenticeship Programs..................... ................ ............. ...... ... ..... .................. 55, 56,74 Architecture ........... ....... ......... .... ............. ... ....... ......................... ... ....................................... 49 Art Gallery .......................... .......... .. .. .............. ................ ........ ...................... ............... .... 6, 70 Athletics ............................. ........................ ............ ................................. ............................ :. 40 Audio-Visual........................................ ....... ........................... ........... ............ ...................... 35 Australia.......................................................... ........... ................ ... ............... .. ....................... 39 Badnovich, Bill .. .. ........... ....... .. ............................. ....... ............... ........................................ . 12 Balding, Derek............. ........................... .................. .... .............. ....... .. .......... ....... ...... .... ..... 10 Barr, Laura. ...... ........................................... .... .. .............. .. ......... ............. ..... ....................... 4, 7 Barr, Jim....................................... ........................... ....... .. ...................... ............................... . 10 Barsony, Leo ............ .......................................................... .................................. ... ............. 59 7 Bartolucci, Donna...............................................................................................................

Baste!, Hans................... ............................. .... ......... ............................................... ... 3, 21, 62 Beijing .......................................... ........... ................................................. .. ....... ..... ........ ........

3 Bel beck, Barbara. ....... ......................................................................................................... 70 Bell, Alexander Graham .......... .............. .... .................. ............................. .................... ... 78 Bell, Melville ............................................................................................................ ............ 78 Bhatia, Kamala................................ ....................................................................... .............. 68 Bisson, Betty................................. ............................. ......... .................. .. ....... ............... ........ 59 Black, Sandra .................. ........................... .......................................................................... 34 Board of Governors..................................... ............ 3, 4, 5, 9, 17, 23, 25, 38, 40, 43, 79 Bockner, Louise .. ............. ....... ....... ...... ....... ....... ...... ......... .................. .. ......... ....... ...... ........

7 Brant Colborne ...................... :......... ............................................................................. 67, 78 Brant County.......................................................................... .................. 73, 76, 77, 78, 79 Brantdale ............. .. ............................................... ........................................................... .67, 74 Brant-Elgin .. ........................... .................... ......................................... 33, 41, 63, 64, 77, 79 Brantford.... ................................................................................... 24, 65, 76, 77, 79, 80, 81 Bridge, Margaret............................................................... ..................................................

6 Brant, Joseph..................................................................................................... ................... 78 Brantford General..................................................................................... ..... 24, 33, 78, 79 Brantford YMCA....... ................................................................................................. ........ 77 Brinkman, Randy ........................ ............................................................................... :.. 65, 66 Canadian Multicultural Mosaic Magazine................................................................. 67 Canadian Job Strategy Program......................................................... 23, 57, 62, 63, 75 Capling, Dick ...................................... ............. ....................... .. ........................................... 25 Capone, Tammy..................................... ................ ....................................................... 10, 12 Caribbean ............... ............. .................................................................................... 23, 32, 60 Certificate Programs ................................................................................................... 55, 56 Chafe, Dave...................................................................................................................... 3, 59 Chedoke ................................................... .................................................. 24, 33, 41, 62, 75 Children's Centre......................................... ................................................................ 26, 27

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China .. ....,.............................................. ..... ......... ... ... ... ........ .......... ... ...... .... ... ...... . 3, 32, 61,62 Clustering...... .............. ................. ... ........ ..... ........... .................. .................... .......... 21, 22, 30 Collage....... ................ ........... ............. ... ....... .................... ........................ .............................. 29 Colombo, John Robert............... ....... ................. ............. ..................... .......... ............ ....... 67 Community Studies and Health Care........ ................................. ............................. ... 24 Computers...... ... ........... ........... .. .................... ............... ... ........... ....... ... ............................... 33 Computer-Based Learning. ........... ........... ............................. ................. 2, 11, 12, 13, 14 Co-operative Education........ ...... ... ................................ .......................... 3, 47, 48, 49,50 Copps, Sheila.... ... ....... .. ................................... ....... ....... ....... ........... .................................... 68 Council of Regents.... ............... ................. ........................ .... .............................. ..... 3, 4, 5, 7 Court, Judy...... ... .. .... ...... ......................... ............ .. ...................................... ......................... 12 Court, Richard............. ................................ .. ................ ... ... .................................. ......... ..... 38 Davis, Glenda.... .......... ..... ....... .. ........... ....................... .... .... ... .... .. ....... .................. .. .... .. 12,34 Dawson, Peter............ .............. .......... ......... .... ................ .. ................ ........................ 4, 5, 6, 7 Dean, David.................. ...... ......... ..... .. .......................................................... .......... 51, 53, 74 de Bono, Edward ........ .. ...... ................ ... .... ................. .......... .... .......... ............................... ..

3 DeNardis, Frank.... ............. ....... .. ....... ........... ...... .......... ........... ...........................................

4 Dickson, Charles .. .. ..... .... .... ... .. ..... .. ...... ..... ......... ........... .. .... ....... ........................... ....... .. .. . 50 Disabled Students ..................... ................... ........ ... ....................................... 20, 42, 43, 74 Dofasco .................. .. .................................................... .............. ................. .... ..... ..................

5 Do kana ish, Soraya ............ ......... ..... ......... .. ............. .......................... ............. ............ ..... ... 71 Dominion Republic .. .. ......... ......... .. ......... ...... ...................................... .... ................ .. ........ 61 Dunlop, Donna... .... ... ........... .... .. .... ... ................ .. ............. ....... ............. .............. ................ 10 Dunnville Campus............ .. ... .................... ........................ ................................... 67, 75, 76 Dunn, Steve....... ......... .......... .................. ..... .. ...................... ................ .... ... ......................... 10 East Kiwanis Campus .... ............ .......... .............................................................. ......... 76, 76 Ersser, AI............................ ......... .................. .. ............................... ..... .. ............. ....... ......... .. . 10 Elderhostel.. ................. ................... .. .... ................ ........................ ..... ... ...... ......................... 53 Evans, Steve............. ..... .. ......... .... ... ................................. .... ... ........... .. .... ... ...... ................... 30 Expansion, Brantford ... ... ...... .... .............. .. .... ... ............... ....... ....................... ........... .... ..... 79 Faculties................................ .................................... ....... ................................................... ... 21 Faux, David................ ....... ..................................... .. ....... ........... ........................................... 10 Fennell Campus.... .. .................... .... .......... .... .. ..................... ......... 6, 29, 34, 53, 62, 73, 74 Filer, Patricia ..................... ......... .................. ....... .. .................. ............. ...................... ........... .... 1 Flamboro Downs. ............................ ...... ..... ... .... .. ....... ........................ .... .................. ......... . 74 France.............................. ........... .... ......... ................................... ................ ....... ..................... 61 Francophone Studies ....... ....................... ...... ....... ....................................~..... .... . ... .. . .. ...... 25 French................................... ....................... ... .......... ..................................................... .. 26, 27 Fuller, Edith.......... ............... ....... ....... ...... .......... ........... ........... ................................... ..........

4 Futures....................... ......... ............................. ....... ........... ....... ............... .......... 23, 67, 64, 76 Garber, Mark .................... ..... ........ ... .. .. .. ....... .. ............ .... ......... ........... .. ..... .. .......................

Geneva................ ........................ ............. .................. ... .............................................. ...... 6, Ghanem, Mirette ... ................... .... ... .... .............. .................... ...... ............................. ......... .

Gleed, Lori............................. ... ............... ..... .. ..... .. ....... .... ... .......... ........... ... ...................... ...

Gordon, Dorothy............ ........... ... .......... ................ ....... ........... .. ..... ............. .. ..... .. ...... ... ...

Governance, Guidelines for ...... .... ......... ............................... .........................................

Grand River .. ......... .. ....................... ............. ........... ....... ...... ....... ........... ................. 78, 79, Gregson, Alan.................................. .................... ...............................................................

Grenada................ ............... .............. ..................................................... ..............................

Gretzky, Walter .......... .... ...... ... .................... ........................... ...... .......................................

Gretzky, Wayne .......................... ....................... ...... ....... ............................... .....................

87

50 71 52 39 26 9 81 3 61 6 6

Haddad, Cal ........ .. ............. ...... .. ..... ........... ............. ...... ..... ... .. .... ..... .............. ... .. ... .... ........ .. 23 Haldimand Campus.. ... .......... ....................... .. ... ......... .. ... ...... ... ............. 51, 53, 67, 73,76 Hamilton Industrial Training Centre ....... ... ............. .. ....... .... ..... ..................... 23, 56, 75 Hansen, Rick................. ........................ ....... ...... ..... .. ......... .. .................... ................. 1, 44, 45 Heath, Raymond.............. .............. ............................. ... ........ ......... .. .... ................. 14, 23, 70 Henderson, Paul.. ... ....... ....... .................................................................. ... .. .. ..... .. ........... ... 39 Highview Campus. ......... .................. ............. .......... ... ......... ............. 27, 33, 51, 53, 67, 74 Hoffman, David ............................... ........................ ................ ....... .. .. .................... .... ........

7 Hofstetter, Mary...................................................... ........................................ 17, 18, 23, 77 Holmes, Cord............. .. ........... ............... ................ .. ................. ...... .. ........ ..... ..... ... ............. 12 Homecoming 1987 ................................ ........... .................... ............. ........................... .. ... 45 Hong Kong..... .......... ....................................... ..................................... ............. . 3, 23, 39,61 Hungary.............. ..................................... ....... ...... ..... ..................................... ....... ... ... ....... .. 62 Industrial Craftsmanship Interns .............. ............ .... ....... ....................................... ¡ 55, 56 International Projects.............. ......................... .. .... ....................................... 59, 60, 61, 62 International Students................................................................... ... ...... ...... .............. 20, 21 Instructional Resource Centre................................................. ......... ............................. 30 Iraq..................... .................... ............................................... ............................ ...................... 60 Jamaica............................................................... .................... ... ......... ........ ....... ....... .. ............ 61 Johnson, Ben............... .......................... ......................... ........................................... ...........

1 Johnson, John ........................ ...... ................................................................................ 4, 7, 77 Jones, Jim.................. .......................................................... ............................................ 35, 62 Kennedy, Robert........................................... ................................ .................... 4, 77, 79, 80 Kenya..... ......................... ........................................................................ 3, 23, 32, 39, 60,61 Kettle, John................................................................... ........................................................

8 Knechtel, Rosemary .................................. .... ....................................................................

7 4 Kiss, Mary........................................................................................... .... ..............................

Koblyk, George ................ .................................................... .'.............................................. 25 Kuwait........................................ ....... ................................................. .................................... 62 Labrie, Marcel...................................................................................... ........... ............... 12, 62 Lambeth, Dorothy................................................................... ......................... 3, 12, 24, 62 Learners............................................. ........................................... 17, 19, 20, 21, 23, 37, 51 Lebanon.......................................................................................................................... 23,61 Library Resource Centres................................................................................... 15, 34,52 Libya........................................................................................................ 3, 23, 29, 60, 61, 62 Luckock, Christine............................................................................. ................................

7 Lueddeke, George........................................................................................... 8, 10, 11,30 Malawi ....................................... ........................................................................................ 3, 23 Malaysia.......................................................................................................................... 23, 61 Mann, Roger... .....................................................................................................................

7 Marrow, Stan.......................................................................................................................

3 Math Learning Centre................................................................................................ 34, 52 McDermott, Marilyn ......................................................................................................... 34 Mcintyre, Keith............................................ 3, 4, 5, 6, 14, 23, 38, 47, 61, 69, 70, 79, 80 McLuhan, Marshall............................................................................................................ 68 Mendiratta, Surjit ....................................................................................................... ........ 49 Mexico.......................... ......................................................................................................... 61 Micro Computers...................................................................... ..................................... 2, 33 Mileski, Ruth........................................................................... .............................................

7

88

Milne, Carolyn...... ..... ............... ....... .... ......... ......... ....... ...... ........................................ ........

4 Mitminger, Sam.... ..... ...... .................... ......................... ........... .. ........................... . 14, 15, 25 Modularization ......................... ..... .. ...... ................ ......................... .. ............................ 30, 56 Mohawk College Foundation............... ...... ................................ ...................... .......... 2, 68 Mohawk/McMaster Information Centre .............................................................. 67, 76 Mohawk Trail...................... ..... ........... .................... ....... ........... .............................. 63, 64, 76 Mohawk Tribes..... ............ .... ......... ................................................. .................................... 78 Montgomery, Phyllis.. .................. ........... ............................... .................... ............... ........

4 Moore, Jack.................... ...................... ............. ..... .. ........ .............................. ............... ........ 69 Morris, Colin ...................... ........................... ........... .................................. ................. ........ 71 Morrow, Bob....................... .................... .............. ....... ...... .................................. ................

6 Multicu ltural Project ................................... ...................................... .................... ............ 15 Munro, Charles......................... ............. ....... ..... ... ..............................................................

4 Munro, John .................. .. .. .... ...... .... ............. .................... ....... ...... ....................................... 68 Nelles, Patricia....... ............ ............... .... .. ................ .. ......................... .. ....... ...... ................... 77 Nepa l........... ...... .................................. ........... .... ... .... ....... .. ............................ 3, 23, 32, 60, 61 Neumann, David .................... ............. ....... ........... ........................................ ..................... 77 Nigeria ............ ................ ... ............... .... ....... ............. ........................................ ................. 3, 23 Nixon, Keith .................. ...................... ................................. ..................... 14, 53, 55, 58, 74 North Yemen .............. .. ....................................................... ............ ................................ 3, 62 Nursing................................ ............................................................... ................ 7, 14, 24, 78 Oman..... .............. ............... ..... ............. ......................... .. .... .................................................. 60 Ontario Basic Skills........................... ............. ....... .................................. 23, 66, 67, 75, 78 Ontario Skills Development........ ........................................ .......... 23, 57, 64, 65, 66, 67 Open House 1986 ............................................... ....... ...... .................... ..............................

5 Open House 1987 ......... ....... ........... ........... ................ ........................................................

6 Operational Review Plan.................. .............. ......... ................................................ ... ... 8, 9 Orientation 1987 .................... .................. .......................................................................... 41 Paris ................................................ ... ............. ........... ............................................................. 78 Partnership in Training........... .......................................................................................... 58 Partridge, Cord ........................... .............. ...... .............. ...................................................... 50 Part-Time Studies........................................ ................ ....................... 3, 19, 51, 52, 53,74 Peterson, David.................. ................ ............. ....... ........................... .................................. 80 Polanyi, John .............................. .................... .............. ............... .........................................

1 Porter, John ..... ........................................... .................... ............. ......................................... 71 Professional Developme nt.... .................... ................................................................ 30, 31 Program Revie w C o mrnittee .......................................................................................... 11 Reding, Paul Bishop ............................. ..... ................ ............. ...........................................

Rodgers, Rena ....... ......... ....... ........... ............. .................... ...................... ............................

Rosnick, Bert .......................... .......................................................... ....................................

Roueche, John ....... ...................................................... .................... ....................................

68 28 59 8

Salmon, Ross ......................... ......... ............. ........................................................................ 21 Saltfleet.................................... ...................................... ................ 27, 33, 41, 55, 67, 74, 75 Salvatori, Penny................................................. ................................................................. 10 Satellite, The ............................................................................................. 37, 39, 42, 50, 57 Schaeffer, John.......................................... .................................................................... 10, 12 Sears, Bill ..................... ............................................ .............................................................

6 Shaver, Helen .......................... ............................................................................................ 34 Sim, Sheila................ ........................................ .................................................................... 30

89

Skills Development.. .... .. .. .............. .. ......... ....... ............. ......... .. ..... .... ... ..... 3, 55, 56, 27, 58 Skolnik, Michael... ....... .. ........... ............. ............ ...... ............................. .............................. 29 Slavik, Ron.................................................................. .............................................. .... .. 25, 68 Smith, Stuart............................ ....... ............. ........... ......................... .... ... .... ... ................. .....

7 Smoking Policy. ................. ........................................................................... .... ................. .

6 Sorbora, Greg.... .......... ... ........... ............................. ......... .... ........................... ............... 29, 64 South America................................. ...................................................... .................. ........... 32 Spence, J. (AI)................................. ........... .. .. .................. ................................. ....... ........ 4, 77 Stan bridge, Lawrence (Skip).......................................... ..... .... ........ ... ......................... .. . 24 Stewart, William A......................................................... .. .. ........................... ..... ................

4 Student Centre................................................ .... .............................................. 2, 37, 38, 43 Student Report on Instruction ........................ ........... .. ..... ........................... .................. 14 Students' Representative Council........................ .. ........................ .. ............... 39, 40, 41 Sutton, Tom................................................ .................... ............................. ......................... 10 Swanborough, Eunice ................................ .............. ............................ .. .......... .......... .. ¡ 7, 70 Sydney, Australia.......................................................... ............................................... ..... . 67 Taiwan............................................ .................. .................... ....... ... .................................... 3, 61 Tapajna, Andy.................. ........... ................................... .......................... .. .... .. ... ..... 7, 23, 69 Task Forces............................................................ .... ....... ......... .... ......... ........................ 2, 6, 8 Telephone........................ .......................................................... .................... .............. ......... 78 Thomas, Noel ........................ ....................................................... ........................... ........ 4, 69 Torsney, Michael........... ........................................ .. .............. ............. .. ..... .. .... ... ................ 37 Tutela Heights ................................................................. ................................................... . 78 Ullah, Zaki ........................................................................................................................ .... 29 United Way... ...................... ................ .................... .......................................... .... ......... 41, 71 Venezuela....................................................... .. ........................... ............................. ............

61

Warrall, James........ .......................................................... ..... ....................... .......... .............. 45 Warwick, Clare................... ............................. .............. ........... .. ......................................... 71 Weber, Jim ....................................... .................. .. ......... ................ .......................... ........ ..... . 64 Wentworth Campus................................................................. ........... .. ....................... .. ... 73 Whitworth, Tony............................................... .. ........................................... 10, 23, 29, 70 Witteveen, Harry............................... ........................................ ........... ................ .............. 77 Writing Clinic........................ ... .............. .................................. ....... .......... ... ................. 28, 52 Wrixon, Cheryl.......................................................................... ............................. ............ 30 YMCA, Brantford...............................................................................................................

Yugoslavia.......................................... .......................................... ........... ..... .........................

77 61

Zimbabwe.................................................................................... ................ ...... ...................

60

90