1985 Profile by Mohawk College

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PROFILEÂˇ1985 A Report to the Communities Served by Mohawk College of Applied Arts and Technology

Published by the Office of the President Mohawk College of Applied Arts and Technology

1985 Board of Governors

Patricia J. Nelles, Caledonia Chairman

Mamie Spears, Burlington Vice-Chairman

Peter Dawson, Stoney Creek Vice-Chairman

James H. Begg, Burlington

Frank P. DeNardis, Hamilton

William A. Stewart, Hamilton

Robert W. Kennedy, Brantford

John R. Johnson, Brantford

Alderman Mary Kiss, Hamilton

Keith L. Mcintyre, (ex -officio) President

Charles J. Munro, Ancaster

Carolyn A. Milne, Grimsby

Chairman's Message

both gain from and add to the impetus of " downtown revitalization ". Student life has always been an important consideration at Mohawk. It will be given an added dimension when the new Student Centre at the Fennell campus, begun in December, 1984, opens its doors in early 1986 . Not only will this provide student leisure and study space, but it will free up much-needed room for educational activities in the main campus building. In addition to all this growth, 1985 has seen the acceptance of a new alumni association constitution, marking a much-strengthened program under the full-time executive director John Bruce, and the first alumni association president, James Miller, of Brantford, a former member of the college board of governors .

hese two years, since the publication of T Profile in 1983, have been exciting and challenging for the board of governors of Mohawk College. The college has continued to move forward on all fronts in meeting the needs of our community in post-secondary and continuing education, and we are proud to see Mohawk recognized as being in the vanguard of the college system, thanks in large part to the leadership of our President, Keith Mcintyre. He works tirelessly on our behalf, and has the obvious respect of his peers and of the council of regents, the college-governing arm of the Ontario government. Because of the ever-growing responsibilities of operating our large and dynamic college, the board of governors, in 1983, decided to reorganize the college administration, beginning . with the creation of a new position, vicepresident, academic. In 1984, we were happy to welcome Mary E. Hofstetter to this position from Conestoga College. Brantford is the second major urban centre in the Mohawk sphere, Area 9, and 1985 has been a banner year for students in this area. After extending post-secondary diploma programs to the Braneida campus, we marked the change by renaming the expanded campus "Brant-Elgin St." and followed by holding our first Brantford postsecondary convocation on May 9 , 1985. Concurrently with these major changes, in a cooperative effort with the Brantford city council, retraining programs were moved to our BrantColborne St. campus, situated in the new and exciting Richard A. Beckett building in the heart of downtown Brantford. With the opening of this campus, we feel that Mohawk is ideally located to

During this same period, the Mohawk Foundation was formally constituted, with its first chairman being His Honour Judge William K. Warrender, the founding chairman of the Mohawk board of governors. Together, these two organizations give an opportunity for many interested members of the community to participate in Mohawk 's future development. We are very fortunate to have a strong advisory committee system to help guide the college in fine-tuning our programs to fit the needs of the business community. During my term as chairman, I have had the pleasure of meeting most of our advisory committee chairmen, either at program reviews or at a series of president's luncheons. We appreciate the multi-faceted contributions the advisory committees make, providing co-operative placements and employment opportunities for our graduates, as well as helping us to keep up-to-date. When we look to the future , we realize that many factors will affect our community and its educational needs. The board of governors has established a long range planning task force, with representation from all sectors of the college governance and staff . Under the chairmanship of governor John Johnston of Brantford, a comprehensive plan will be developed for initiating changes in programming and delivery to meet the future in the most productive manner possible. In this way, we will remain on the leading edge of community college education, serving many age groups , and both full-time and part-time students, in Hamilton-Wentworth, Brant County, Brantford and HaldimandNorfolk.

PATRICIA J. NELLES, Chairman

The President's Report

Braneida campus). As part of our developments in Brant County, a new technical wing has been added to the Brant-Elgin St. building, and the college now operates the Brant-Colborne St. Campus in the Richard Beckett building in downtown Brantford where a number of adult training programs and part-time adult education courses are located. Indeed, Mohawk's growth in Brantford and Brant County has been one of the more rewarding experiences in my first term as chief executive officer of the college and I am confident that the further expansion of diploma programming in that community will continue in the years ahead.

wo years have passed since Mohawk College

T published Profile 1983, at a time when

both the country and the region were coming out of the deepest recession since the 1930s. As 1985 draws to a close it is an appropriate time, midway through the 1980s, to look back on the early 80s and assess the forward progress which Mohawk has made. In her message that leads into this Profile 1985, Mrs. Patricia Nelles, who has served the college so ably in her terms as governor and chairman of the board for the past two years, has commented on some of the progressive changes and the new directions upon which the c'ollege has embarked. I would like to expand on her remarks, commen t on some of the significant accomplishments that have marked our path during the 1980s, and offer some thoughts as to what may lie ahead. In Profile 1980, my predecessor, Dr. Sam Mitminger, before his retirement, made a statement in that publication - The college has,

as a long range goal, the establishment of a second full-time post secondary campus in Brant County. It is gratifying to report that in those intervening years, we have been able to accomplish that goal in large measure, and along with the nursing diploma program that has been in existence at our Brantford General campus since 1972, the college now has in place six full-time diploma programs at the Brant-Elgin St. campus (formerly the

Dunnville is another community in which Mohawk is establishing its presence. In February 1980, the ministry of colleges and universities redefined the specific boundaries of Area 9, and the Town of Dunnville came under jurisdiction. Since that time we have established a provincial initiative, the Technical Upgrading Program (TUP) in Dunnville, as well as the federally sponsored program under the National Training Act, Basic Training for Skills Development (BSTD) . These programs, designed to provide technical upgrading and training for skills development for unemployed and dislocated people are now in full swing. Recently the college acquired 4,000 square feet of space in the new Kneider Building in downtown Dunnville for the consolidation of these programs in a central location. There are a number of either developments in the continuing expansion of college services in the communities we serve : -two full - time, two-year, diploma programs travel and tourism, and food and beverage management have been established at the Saltfleet campus in Stoney Creek; -an innovative diploma program for the harness horse industry is now located at the Flamboro Downs Raceway, where the students are taught such things as the principles and practices of harness horse driving, the care of broodmares and foals, and the basics of racetrack administration. -a new three-year, diploma program, graphic arts production coordinator, has been launched in Brantford, building on the commercial art program based there. The college's academic directions committee made a number of significant recommendations

which have helped chart a new thrust for our instructional development. A reorganization of the academic structure has been accomplished . The important and growing component of parttime studies has been consolidated under a dean of part-time studies; funding for modular course development, part of our objective of establishing alternative instruction, is underway with two pilot programs, child care worker and data processing; we are now developing a formal internal program review by faculty so that our programs will maintain high academic standards and be more relevant to the needs of the marketplace. This mechanism will enhance the board of governors ' program reviews and we expect it will lead to the adjustment and r~finement of a number of college programs. This activity by the board of governors , in conjunction with our advisory committees and academic departments, enables us to allocate resources and maintain the excellence of the programs offered by Mohawk College. In co-operative education, which was pioneered by Mohawk , the first community college to establish such programs, exciting growth and development has taken place. Mohawk now ranks as the largest college in Canada in the field of cooperative education. As mentioned above, the faculty of part-time studies (formerly known as continuing education), has realized a number of important advances. Part-time students have expanded access to laboratories, the computer centre, library resources , and a greater range of student services. This component of the college, whose registrations number near 50 ,000 each year, is maturing into a significant viable activity in its own right and is riding less on the coat tails of the daytime operations than in the past. Further service increases are to be expected. From its inception as a college, Mohawk has faithfully subscribed to the principle that student life enhances student learning. Consequently, our operations, administration, teaching and support staff, work to achieve that raison d' etre. Construction of the much-needed student centre at the Fennell campus is well underway and it should be ready for occupancy in early 1986. This $3.4 million project, financed mainly by student funds through the Students' Union Corporation, and a grant and loan from the board of governors ' reserves, will add greatly to the enhancement of

student life and is another example of the significant progress we have made. My first five years as president of the college have produced a number of positive and forwardlooking activities and in this report I have only been able to touch on a few of them. But amid the triumphs we have experienced, there have been trials and heartaches . The high inflation of the early 1980s in supply costs and energy, funding grant increases not meeting contractual salary increases, the fact that in sponsored federal training programs Mohawk has grown from seventh or eighth place in the college system to a position of being second only to George Brown College, together with the current uncertainties in the purchase of institutional training by the federal government, have produced over those years a constant fiscal strain on the energies and resources of the college. Faced with an operating budget deficit of some $3 million in the 1982 I 83 fiscal year, we had to make some very difficult decisions which resulted, among other measures, in the elimination of some 80 positions in the college. Fortunately, through attrition and other resources , only a handful of our staff had to have their employment terminated. Still, it was a traumatic situation for all concerned and certainly a situation I did not relish. The fiscal pressures have continued through those years and our budget review committees and the finance committee of the board of governors have continually wrestled with the problem so that Mohawk could maintain balanced budgets and at the same time continue the excellence of our educational programs that has become our hallmark. I can report that each year we have met the challenge and in spite of much adversity, Mohawk has grown and progressed. Another trauma that occurred towards the end of my term as chief executive officer was the system-wide strike in late 1984 by members of faculty of the Ontario colleges of applied arts and technology. While our teaching faculty was on strike for only three weeks before being legislated back to work, the strike action caused shock waves to reverberate through all sectors of the college community, particularly among our students who suffered the withdrawal of

instruction. The aftermath of the strike has added more fiscal and managerial problems to the college's operations, so the fiscal challenge continues to remain constantly in the foreground as I prepare to serve my second term in office. But thank goodness we' re not as beleaguered as in Quebec or British Columbia. C rystal ball gazing is always a hazardous task, but there are a number of indicators that will likely have a significant impact on the college in the immediate years ahead. They are: -the resolution of faculty workload concerns; -the increasing demands of business and industry for literate graduates with greater skills in critical thinking, analysis and communications; -greater use of information technology in teaching and administrating; -increased provincial and federal government concern about fiscal accountability, with the resultant pressure for increasing scrutiny of the academic and administrative operations of the Ontario colleges; -the provision of increased resources and services for part-time students not only during evenings and on weekends , but during the daytime; -enormous philosophical changes, particularly at the federal government levels, in regard to the funding and purchase of skills training and adult upgrading; -the institution of a business development centre including counselling and assistance for small business venture capital projects and the kindling of entrepreneurial skills for some graduates, for unemployed persons and for people who are changing jobs or retiring .

There is much we have to do as we approach the end of 1980s. I feel it is time to re-kindle the spirit of understanding and consensus in regard to our academic responses as we adjust to these changing requirements. We must develop new human resource policies and procedures and be prepared to generate positive and thoughtful mechanisms for employee assistance, early retirement, job sharing, staff renewal, professional development and the engagement of part-time staff with optional fringe benefits. In short, Mohawk College must develop a new and updated management philosophy so that our beliefs and values and our processes of decision making can accommodate a greater degree of involvement and participation by the staff. I feel my first five years in office have involved particularly turbulent times, yet a great deal of positive progress has been achieved by Mohawk College in spite of the adversity. It has certainly never been dull and I look forward with keen anticipation and enthusiasm to the years ahead. KEITH MCINTYRE, B.A.Sc., M.B.A. , P.Eng.

President

Our Community and Our Mission

ohawk College's" community" comprises a large geographical area of southern Ontario lying between the tip of Lake Ontario and Lake Erie. Specifically, the college's designated region - Area 9 - consists of the Regional Municipality of Hamilton-Wentworth, Brant County, and the Haldimand portion of the Regional Municipality of Haldimand-Norfolk. Some 600,000 people of many ethnic origins reside withing this area.

From the heavily industrialized cities of Hamilton and Brantford to the rural parts of Brant County and Haldimand, with an array of small businesses and farms interspersed throughout, Mohawk College has to have the flexibility and energy to provide a wide-ranging mix of courses and programs, both part-time and full-time , to meet the needs of people living in these communities. With the impact of the rapidly advancing age of high technology on business and industry, considerable emphasis has to be given to the introduction of advanced technology with our training educational programs . In the mid '80s, there has been a growing need for programs and courses to produce graduates for businesses and industries both large and small in the service sector of our economy. In particular there is a need to develop entrepreneurial skills for more people to start up small businesses.

The college faces a constant challenge to provide high quality education and training to meet the needs of this wide-spread community. Consequently, we have built up a highly qualified faculty and a tremendous range of sophisticated equipment in our laboratories, shops and studios at our 12 major campuses and 11 teaching centres in Area 9. In response to this challenge, the college has developed programs and courses that fall into seven categories. -full-time diploma programs of two or three years ' duration in Applied Arts, Business, Applied Sciences, Technology and Health Sciences to produce graduates for job level entry; -certificate programs less than a year in duration of varying length tailored for the manufacturing and service industries to provide skilled workers ; -apprenticeship training in conjunction with the Skills Development Branch of the Ministry of Colleges and Universities and sponsoring employers; -industrial craftsmen internship programs, in conjunction with the Hamilton-Wentworth Community Industrial Training Council and the Brantford Industrial Training Advisory Committee;

AREA 9-SERVED BY MOHAWK COLLEGE

Lake Ontario

NIAGARA REGION

Lake Erie

....

-adult retraining and upgrading courses of varying lengths in conjunction with the Canada Employment and Immigration Commission designed to prepare people for entry into certificate and diploma programs; -part-time adult education ranging from diploma programs, to post professional credit courses, and general interest courses, offered on a part-time basis during evenings, weekends and the daytime; -specialized contract training for business and industry in such areas as management training , and high technology skills upgrading. The term " community college", which has become the popular designation for our Colleges

of Applied Arts and Technology, demands that the college be involved in community affairs in more than the provision of purely educational programs . Mohawk, at its campuses throughout Area 9, serves as a community centre for a wide variety of activities being the stage for seminars and public meetings, cultural and recreational events and providing daycare for infants and toddlers. The most precious resource of a community is its human resources- well educated, well trained people with a sense of social commitment and with the skills necessary to keep the wheels of our social, business and industrial enterprises turning. It is in these simple terms that a community realizes a return on the public investment in its community college.

New Academic Directions

(at the Brant-Elgin St. campus) . Reviews are being conducted on the way in which our programs are offered and the way in which curricula are structured to make programs more accessible to students from all walks of life and with a wide variety of educational objectives . Two diploma programs, Child Care Worker and Data Processing, are being restructured with the curriculum being developed in a modularized format to enable greater flexibility in the delivery of these programs . Already , many activities are underway in the various programs which enable curriculum to be delivered in a part- time, distance-learning, or self-paced learning mode to enable the greatest number of students to access these programs. These initiatives will be enhanced as Mohawk responds to students' needs for ongoing, year-round, twenty-four hour a day accessibility to education, seven days a week. Increased activity in the part- time studies area , as signified by the recent appointment of a Dean of Part-Time Studies, underscores the importance which Mohawk is placing on part- time studies. Initiatives in TIBI (Training in Business and Industry) and International Projects signify Mohawk 's ongoing and increased presence in all aspects of the educational life of this community. s one of the 22 colleges of applied arts and technology in Ontario, Mohawk is responsible for providing flexible, up- to-date, career-related education which is pertinent to the needs of its students and the needs of area business and industry.

As the largest college in the province in co-op, technology education, Mohawk has been working actively with the realities of the new age of high technology and the information explosion. Our diploma students have exposure to computers, and program curricula have been restructured to incorporate some of the intangible, conceptual skills required for survival and growth in an era of high technology. Students must learn to be flexible , to think critically, and to synthesize and select information. In an era when specific skills may become obsolete in a short time after graduation, the less tangible skills of critical thinking and flexibility become even more important. Thus , these are critical parts of a Mohawk College education. The educational directions undertaken during the past year underscore this flexibility and creativity. New programs include Harness Horse Industry Technician Program (at the Flamboro Downs campus) and Graphic Arts Co-ordinator

New program offerings in the Hospitality area , in Travel and Tourism, in Small Business Entrepreneurship and in Gerontological Studies are under development. At the same time , the coop technology programs at Mohawk College continue to provide an unique educational opportunity which merges the theoretical knowledge learned in the college with practical, up-to-date, hands-on experience gained during work terms . High enrolment in these programs signifies both their viability from the point of view of the student, and the strong level of support from employers. New technology programs continue to be developed. At present, investigation into programs in Biomedical Engineering Technology and Packaging Engineering Technology signify Mohawk 's ongoing eye to the future in the high technology field. High technology ; information synthesis; practical applications of theoretical knowledge ; flexibility in program offerings; access to learning for all who wish to obtain it - these are the characteristics of the academic directions of Mohawk College as it prepares with creative confidence for the future . MARY HOFSTETTER

Vice -President, Academic

1984/85 MOHAWK COLLEGE STUDENT POPULATION FULL-TIME Post-Secondary Technology Business Applied Arts Health Sciences

No . of Students Nov. 1/84 2,964 1,766 836 1,221

Total Students Annually

TOTAL FULL-TIME POST-SECONDARY

6,787

6,920

Retraining Apprenticeship Technical Upgrading Program Board of Industrial Leadership and Development TOTAL FULL-TIME

1,257 239 133

4,127 1,062 537 64

8,416

12,710

PART-TIME (Registrations)* Retraining Training in Business and Industry Apprenticeship Other Part-Time

3,679 6,997 121 38,091 48,888

TOTAL PART-TIME General Industrial Training Ontario Career Action Program

1,784 Trainees 1,358 Trainees

* For the 12 month period April 1, 1984 to March 31, 1985

HISTORICAL AND PROJECTED PART-TIME MOHAWK COLLEGE REGISTRATION 50,000

(48,888) (44 ,440)

45,000

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Education -

An Accountable Business

that financial and other resources are being used efficiently and effectively to achieve college objectives. Examples of these steering and reviewing mechanisms are th~ budget review committee which, after a lengthy review process, recommends allocation of financial resources; the computer steering committee which affords a mechanism for allocating computing resources to meet college objectives; and a new operations review committee which will provide an opportunity for the board of governors to ensure that resources in the college are being used in an efficient and effective manner. Policies and procedures manuals covering the functions of human resources, purchasing, accounting and general administration all help to ensure that those charged with management responsibility are accountable.

Aithough the "business" thrust in the use of college resources is important, so, too, is the offering of services that have an impact on the quality of student and working life at the college. Providing a suitable physical environment for learning is a major challenge. The college uses more than one million square feet of space in 23 different locations . This places high demands on our physical support services to ensure that this space is well-maintained.

With these increasing enrolments, the funds available to the college have also grown significantly, although not sufficiently to meet inflationary needs on a per-student basis. From $35 million in 1980, the college's operating budget topped $54 million in 1985. The growth has also put significant demands on space, on the provision of academic services and has resulted in significant increases in staffing. These past few years have also seen a change in the rate of technological change which has had a significant impact on the college's needs for computers and for more advanced laboratory equipment.

The growth of the full-time staff complement to more than 1,000 people is a reflection that the education business is first and foremost a people business. Almost 80 per cent of our financial expenditures goes to compensation for part-time and full-time employees. Also important is the need for the college to be concerned about the quality of work life of the individual employee and the provision of appropriate opportunities for all of our employees to develop in their careers. Mohawk's Human Resources Division is accountable for the recruitment of appropriately skilled employees and, through a system of performance appraisal which is being developed for all groups of employees, the Human Resources Division will be assisting these employees to develop to their maximum potential.

ver the last few years, the size and scope of higher educational institutions in the province have grown dramatically. Mohawk College is no exception. Between 1980 and 1985, Mohawk realized a 26 per cent growth in fulltime enrolments, a 50 per cent growth in part-time registrations and a 90 per cent growth in contract and sponsored training.

The last five years have also seen a change in the philosophy of government funding . There is an increasing requirement that governmentfunded activity must be efficient and effective and that the spending of taxpayers' funds should be demonstrably accountable to the taxpayer. All of these changes have meant that the college has had to adopt a more businesslike approach to the deployment of its resources. At Mohawk College, a number of steering and review committees are being established, backed up by internal audit review techniques to help to ensure the college and reassure the board of governors

In a rapidly developing society where technological and social change are occurring daily, this college plays a pivotal role in helping to prepare the community to face these challenges. With limited resources available , the challenge for everyone at Mohawk is to use these resources to provide the best-quality education possible for full-time and part-time students. TONY WHITWORTH

Vice-President, Finance and Resources

FINANCIAL STATEMENTS FISCAL YEAR ENDED MARCH 31, 1985 INCOME $54,000,000 OPERATING GRANTS $40,969,000 (75.9%)

STUDENT TUITION FEES $5,817,000 (10.8%)

NET CONTRIBUTIONS F ANCILLARY ACTIVITIES $490,000 (.9%)

SPECIALLY FUNDED PROGRAMS $5,329,000 (9.8%) MISCELLANEOUS REVENUE (incl recoveries & investment income) $1,395,000 (2.6%)

EXPENDITURES $54,086,000 BY FUNCTION

ACADEMIC $34,236,000 (63 .3%)

PHYSICAL RESOURCES $5,480,000 (10.1 %)

PROGRAM & PROFESSIONAL DEVELOPM (incl AV, IRC, Library , Pro Dev) $2,051,000 (3.8%)

EQUIPMENT AND BUILDING $2,226,000 (4.1 %)

ADMINISTRATIVE SERVICES $4 ,231,000 (7.8%)

STUDENT SERVICES * (incl Registrars) $5,862,000 (10.9%) *includes O.C.A.P. stipends

MOHAWK COLLEGE STUDENT CENTRE

Trends in Student Life

operations which include the student newspaper, radio and television stations and clubs. The athletics program, which offers 17 varsity sports involving more than 300 st.udents e.a~h. year and 45 intramural and recreational achvthes involving more than 2,500 students, helps students develop an appreciation for team work and good sportsmanship, as well as their individual athletic skills . Here again, the students are intimately involved in organizing and running these programs through membership on the nineperson Student Athletics Committee . With the increasing emphasis on life-long learning and professional development, Mohawk now attracts some 55,000 part-time students a year to its evening and weekend classes. Thus, a new challenge for the student life department is to provide a fuller range of services and . opportunities to part-time students dunng evenings and on the weekends .

t is often said that what students learn

the classroom can be as important Iasoutside what they learn in the formal classroom setting. At Mohawk College, this is more than just a trite axiom. For nearly a decade, the college has been committed to a student life program which affords students the opportunity to develop their skills as leaders, managers and team players - all vi tal skills in today' s society and in today ' s highly-competitive job market. The key to the success of this program is the Student's Union Corporation (SUC), an internal college agency which collects and disburses the student activity fees paid by all full- and part-time students. Students are represented on the SUC board of directors, along with representatives of the faculty and staff, administration and the alumni, and together they decide how these revenues should be spent. The student government, intramurals and intercollegiate athletics , the alumni association, the new student centre, and many student activities are funded by the student activity fee. The Student's Representative Council, the student government, provides 17 students with the opportunity to direct a wide variety of operations and activities with a net cash flow of more than $250,000 a year. In addition, hundreds more students participate in the SRC's ancillary

Later this spring, the scope of Mohawk 's student life program will expand dramatically when the new 35,000 square-foot student centre opens at the Fennell campus . Linked to the original Arnold Centre, long a favorite haunt of the college community, the $3.4 million centre will give Mohawk an additional 41,000 square feet of space for student life activities . The centre will be administered by a 13 -member management committee which includes five full - and part-time student representatives. Mohawk students participate in IS standing committees of the college . They also are invited to sit on special committees and task forces . Student input at all levels of the institution is a vital component which ensures that Mohawk College is meeting the needs of its students. The college's emphasis on co -curricular programs has paid handsome dividends both to the students who participate and to the college. Graduates tell us that their experiences in student government or on the various college committees coupled with their interaction with staff, prepared them particularly well for the "real world " they encountered after graduation . This special relationship with the students and student leaders has enabled the college to respond more quickly and effectively to their concerns over the years. Mohawk College remains firmly committed to a strong student life program in the years ahead. Through this program, Mohawk puts into practice its philosophy of offering a well-rounded education to its students . CAL HADDAD

Vice-President, Student Services

HISTORICAL AND PROJECTED NOV. 1 FULL-TIME MOHAWK COLLEGE ENROLLMENTS 9,000

8,000

7,000

6,000

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RETRAINING APPRENTICE F.T.P.S. TOTAL

1976

1977

1978

1979

1980

1981

1982

1983

1984

1,043 285 4,166 5,494

1,050 269 4,229 5,548

1, 151 312 4 366 5,829

1,240 319 4 835 6,394

1,312 322 5,226 6,860

1,170 282 5,668 7,120

1,287 299 6,365 7,951

1,354' 288 6,939 8,581

1,390' 239 6,787 8,416

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MOHAWK AREA POPULATION AS % OF TOTAL PROVINCIAL POPULATION

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Community Services

TIBI II - Training in advanced technology skills - programs in such high technology areas as CAD I CAM, robotics automated systems, microelectronics, advanced technology components, and health sciences technologies. Representing 346 companies, 2,888 trainees participatied in TIBI II during the 1984 I 85 year. TIBI III - Training in specific computer related skills - utilized exclusively for training in occupations involved in computer software I system programming and design; nine trainees from seven companies participated in TIBI III during the fiscal year 1984 I 85.

he Division of Community Services, with

T its departments of Public Affairs, Community Relations, Marketing and Contract Services, assists the academic and administrative areas of the college in their relationships with both the public at large and, more specifically, the business, industrial and service sectors of our economy.

Marketing and Contract Services Mohawk College has pursued an aggressive program of providing training and education under contract for the businesses, industries and social service organizations in Area 9. The college's efforts in this regard have aided in the development of the region's human resources and contributed to the economic progress of Area 9. The department offers a number of clientcentered contract training programs. The provincially-sponsored Training In Business and Industry (TIBI) programs have been a growing feature of industry training at the college. There are now three types of TIBI offerings: TIBI I - Training in job specific skills: programs that are custom-tailored jointly by company and college representatives, to meet the specific upgrading needs of company employees. During the fiscal year 1984 I 85, 4,181 trainees from 245 companies participated in TIBI I.

The Mohawk College Management Educational Services (MCMES) group provides tailor-made educational programs to assist companies in training their employees in management and technical skills. Specific company needs are identified and MCMES designs both in-house or in-plant training programs specifically designed to meet those needs. Over the years MCMES has provided specialized training for a large number of companies and organizations, both large and small, in both the private and public sectors. During 1984 I 85 MCMES provided management tr"aining for such clients as Westinghouse Inc., Texaco Inc., St. Joseph's Hospital and the Victorian Order of Nurses. The provincially-sponsored Technical Upgrading Program (TUP) is primarily targeted at women, but is also available to men. The skills acquired may be aimed at gaining direct entry into the workforce or preparation for further training, (certificate, diploma, or apprenticeship programs). In 1984 185 a total of 234 men and 304 women benefitted from TUP. The federal government has announced sponsorship of new training initiatives under the Canadian Jobs Strategy program which will be implemented in 1985 I 86. The college expects to participate with business and industry in the implementation of this new federal job strategy program.

Haldimand-Dunnville Area Progress Mohawk College has been working with the Ontario Ministry of Agriculture and Food, and Employment and Immigration Canada on the delivery of training programs geared to the farm industry.

Computer courses for farm management will be held at the Fennell campus, Hamilton and the Brant-Elgin St. campus in Brantford. Soil management is being delivered at Cainsville, near Brantford, while field crop and business management will be conducted at the ministry office, Marritt Hall in Ancaster.

Third World countries. The department's main purpose is to initiate, develop and carry out projects in the field of education for an international clientele. Projects may involve the education of groups of overseas students, - skills upgrading (internships) for overseas teachers or overseas placements of Canadian educators.

At the Kohler Agriculture Centre, Haldimand, a program on crop production management and marketing will be conducted.

Since the beginning of the college's involvement in international education in the early '70s, the department has successfully completed projects for groups of students and staff from a number of countries, Kenya, Libya, Malaysia, Zimbabwe, Nigeria and Trinidad being the main ones . Projects have involved English language training, specially designed technical courses, faculty development attachments and regular technology programs.

As this region continues to develop, Mohawk College, asssited by the joint Mohawk / McMaster Advisory Committee from the area, the Intercollege Committee for the Haldimand-Norfolk region and the requests flowing to us through the Mohawk I McMaster Education Information Centre located in Hagersville, will endeavour to respond to the identified needs for further adult education.

International Projects The international projects department is a specialized service within the marketing and contract services division. It represents Mohawk 's response to our conviction of the need to share our expertise with developing nations and to expand our awareness and understanding of

Projects involving the overseas placement of Canadian educators have been carried out in Botswana, Kenya, Malawi, and Montserrat. These have taken the form of short-term consultancies of a few month's duration or longer-term teaching, or program development work for one or two years. The Pacific rim countries including Hong Kong are becoming interested in Canadian training. So we expect to be devoting attention to this area. The projects are carried out on a fee -for-service basis that is cost-recoverable and they are not subsidized by the college's provincial operating grant. Likewise, enrolment of overseas students is permitted only in areas where seats are not filled by Canadian applicants. These international projects have generated an awareness within the college of Third World realities . As more of our students and faculty gain a better understanding of global concerns, we believe they will be better able to exist in the global economy of the future.

Community Relations Our college learns about the changing needs of the business , industrial and service sectors of our geographic community, through program advisory committees. These committees, composed of employers along with graduates of the programs, meet regularly to advise on such matters as program curriculum, equipment, scholarships, placement of graduates and other matters. The committees form an important part of the academic planning process and are one of the main reasons why our programs continue to

Art Gallery The Mohawk College Art Gallery, located at Fennell campus, is open to the public as well as the staff and students. It provides monthly exhibitions by local, nationally and internationally known artists involving a wide range of media, thereby adding to the cultural enrichment of the college.

1987 ACCC Conference Mohawk College, along with Conestoga, Niagara and Sheridan Colleges, is co-hosting the Association of Canadian Community Colleges' national conference in Hamilton in 1987. The conference is expected to attract more than 1,000 delegates to participate under the theme, Entrepreneurship and education. ALAN GREGSON Dean of Community Services

be relevant to the needs of business, industry and service organizations. The college has 70 advisory committees including community committees from Haldimand and Brant County and it benefits from the wisdom and expertise of more than 800 committee members.

Co-operative Education

ohawk College is committed to providing work experience for students through the integration of its academic programs with business, industrial and government employers. Since Mohawk's introduction of co-operative education to Canadian colleges in 1969 with 24 Industrial Management Technology students, a steady growth of co-op programs has been maintained. Today more than 2600 students are enrolled in 27 co-operative programs in technology, business and skills training. Semesters of study at the college alternate with semesters of work.

During 1985, the Co-operative Education Division at the Fennell campus and the Hamilton Industrial Training Centre in Stoney Creek arranged 2,200, four-month work semesters for students at 750 companies. Student earnings were in excess of $12 million and reflect a significant reduction in the government loans and grants required towards educational expenses .

The recent support for co-operative education initiatives by the federal government has provided additional funds for three years to encourage further growth of this co-op movement. These funds enabled Mohawk to convert the Construction Technician and General Business Studies programs to the co-operative format in 1985. This support recognizes the positive value of co-op - that graduates are more certain to find employment related to their fields of study. The greater employment opportunities are a spin-off of the personal development of the students as they gain experience in the real world. Their skills develop as they comprehend the relationships between the various subjects they are taught and the practical application of that knowledge in the field.

Mohawk's co-operative education influence has extended beyond its regional, provincial and national boundaries. Not only is there employers demand for our students in other regions, but the college has assisted in the development of co -op at many institutes across Canada by providing local workshops on co-op as well as guidance and training by Mohawk co-op specialists on our own campus . Internationally, Mohawk has been represented at the World Assembly for Cooperative Education and our president Keith Mcintyre represents Canada's co-op colleges on the World Council with colleagues from many of the world 's best known co-op colleges and universities. Mohawk College has submitted a proposal to host the 1989 World Conference on co-operative education in Hamilton. This will result in even greater worldwide recognition of Mohawk's cooperative educational programs and processes .

SAMPLE CO-OP FORMAT

Sept Dec Sem 1

Jan April Sem 2

Year 3

Year 2

Year 1 MayAug

SeptDec

Sem 3

Work Sem 1

JanApri l

MayAug

Sem4

Work Sem 2

Sept Dec

JanApril

May Aug

Sem5

Work Sem3

Sem6

GROWTH OF CO-OPERATIVE EDUCATION AT MOHAWK COLLEGE 1969 - 1985

YEAR

1969

1975

1980

1985

CO-OP STUDENTS

575

966

2,666

Alumni -

Building for the Future

he relationship between Mohawk College

and its graduates has been greatly T strengthened over the past two years through the efforts of the Mohawk College Alumni Association. Mohawk has actively sought alumni involvement in its affairs . For several years, alumni have played key roles in the work of the college's program advisory committees, Students' Union Corporation, the board of governors and as guest speakers at convocation ceremonies. In the past two years, however, the alumni have branched out to help the college through studentalumni counselling, job placement opportunities and fund raising . The Gradvisor program, started last fall, provides current students with the opportunity to meet informally with graduates of their programs. Discussions centre around career options, successful interview techniques and extracurricular activities such as student government work which enhance a student's standing with potential employers. Mohawk alumni, by virtue of their positions in business and industry, have begun to open up new full-time and part-time job opportunities for students and recent graduates. The surface has just been scratched in this area and the alumni association board will continue to develop this major source of future job opportunties .

development programs which afford graduates the opportunity to keep in shape, keep in touch with former classmates and instructors and keep up with new developments in areas such as microcomputer software. The opening of the new student centre in early 1986 will allow the association to do even more

for its members. The alumni department will be housed in the centre and it will make extensive use of the centre's expanded meeting, conference and recreational facilities.

In 1985, Mohawk became the first Ontario college to seek finanical support from its alumni when the association invited its members to contribute toward the cost of furnishing the college's new student centre . More than $20,000 was raised in the campaign. Future campaigns will focus on specific needs such as scholarships and bursary funds through .an annual fund drive.

While the association has accomplished a great deal in the past two years, its work has just begun. New areas in which the alumni can play a meaningful role will emerge as Mohawk continues to grow and expand its educational services to the Hamilton-Brantford-Haldimand communities.

At the same time, the association has been working to expand its active membership base through a broad range of members' services. These include athletic, social and professional

Thus , the association's task is to build upon its early successes so that when these opportunities arise, the alumni will be ready and able to lend a hand.

The Mohawk College Foundation

Ianning began for the Mohawk College P Foundation in 1980. Many universities have had fund raising activities for some years and hospitals were becoming active in this field. One of the factors that prompted initial thinking of a foundation was that there had been occasions where donations to a college foundation could have been made, but a vehicle of this type did not then exist, and consequently some potential benefits to the college were being lost. Initially, a task force with representation from the college Board of Governors, the college auditors, and some senior members of college administration was formed to study the possibility of forming what would be a corporation for the financial benefit of Mohawk College. The main requirement of the task force was to ascertain and resolve any problems, and to consider the relationships of the foundation with the provinical government and the Ontario taxpayer. Our approaching dilemma was resolved by friends of the college who proved helpful with suggestions that led to the establishment of the foundation and who demonstrated the willingness of the community to support higher education at Mohawk College.

The Mohawk College Foundation came into legal existance in December, 1983. A great deal of groundwork has been done in carrying out an awareness level raising campaign, and the development of several fund raising campaigns is now being planned. In October. 1984, Judge William K. Warrender was elected chairman of the Mohawk College Foundation. Judge Warrender has had a long association with the college and was the founding chairman of the college's board of governors which was established in 1966. The foundation has been developed very carefully with thorough investigation of alternatives before a decision was taken. Care had been taken that all parties were properly informed, and the result is now a competent and active foundation. Donations and contributions are being received , and the foundation is well on its way in its plan for material assistance to Mohawk College.

BOARD OF DIRECTORS OF THE MOHAWK COLLEGE FOUNDATION

Arrangements were made to incorporate a foundation for the financial benefit of the college, at an arms-length relationship, that would: a) be satisfactory to the Mohawk College Board of Governors; b) be acceptable to the ministry and the provincial government; c) be practical and reasonable to the citizens and community groups of Area 9;

The Honourable Judge W. K. Warrender,

d) provide adequate or supplementary finanical support for Mohawk College educational programs , leading to the benefit of the community.

Mr. D. 0. Braley Mr . P. T. Phoenix Mr. G. 0 . Bernhardt Mr. F. Richter Mr. ]. S. Gillespie Mr. ]. R. McMurrich Mr. ]. D. Mitchell Dr. ]. D. Galloway Miss M. R. Charters Mrs. A. H. ]ones Mr. E. W. Scarrow Mrs. A. Sloat Mr. K. L. Mcintyre Mr. A. ]. Whitworth

It was very gratifying to the college to see so many active and concerned friends in the community - past members of the board of governors of the college, members of advisory committees and chief executive and senior officers of many commercial and industrial organizations in the area. Many of these people had previously donated their time and energies to the furtherance of Mohawk College. Within a very short time a 15 -member board of directors of the Foundation had been assembled.

Chairman

MOHAWK COLLEGE SPACE SUMMARY 1985 Net Floor Area in Sq. Ft.

Major Campuses

City

Owned or Leased

Brant-Colborne St. Bartonville Brant-Elgin St. Brantdale Brantford General Hospital Chedoke Health Sciences Educational Centre Chedoke Medical Laboratory Fennell Campus Hamilton Industrial Training Centre* Mohawk Trail Campus Saltfl eet Campus We ntworth Campus

Brantford Hamilton Brantford Hamilton Brantford

Leased Leased Owned Leased Leased

11,260 19,928 68,610 13,495 19,544

Hamilton Hami lton Hamilton

Leased Leased Owned

88,661 40,135 602,152

Stoney Creek Hamilton Stoney Creek Hamilton

Leased Leased Leased Owned

30,360 15,555 100,541 39,628

Brantford Hami lton Hamilton Hamilton Dunnville Flam borough Hagersville Hamilton Hamilton Hagersville Hamilton

Leased Leased Leased Owned Leased Leased Leased Leased Leased Leased Leased

2,544 1,390 2,161 4,799 4,000 2,300 1,942 1,001 1,678 5,213 2,586

TOTAL

1,079,483

Other Teach ing Locations

Brantford Y.M .C.A. Civic General Hospital Civic Henderson Hospital Downtown Library Centre Dunnville Flamboro Down s Hagersville Centre East Kiwa nis Centre McMaster Medical Centre New Credit Reserve St. Joseph 's Hospital

* Sponsored by the Hamilton-Wentworth Industrial Training Council (formerly HITAC) .

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