SP Road To Higher Learning 2021 by Postmedia Saskatchewan

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ROAD TO HIGHER LEARNING

After one year of online education, what lessons have been learned? BY HILARY KLAS SEN

Nicole Kerbs had her first anxiety attack when COVID -19 hit. A fourthyear geology student at the University of Regina (U of R), she feared her academic track could suddenly slide off the rails. March 2020 marked a critical juncture in her studies. “We were starting to study for lab finals and finish our last lab assignments,” she said. Like the rest of the planet, the University pivoted to a new reality in the midst of a pandemic. More than 1.5 billion students and youth around the globe have been affected by COVID-19, according to UNESCO. The University began its pandemic response by launching the Emergency Management Committee and a series of communications to the University community. Protecting the health of students, faculty, and staff, while enabling students to continue their academic programs, was the top priority. When contact restrictions became necessary, and in response to legal protocols, the University t e m p o ra r i l y s u s p e n d e d classes in order to transition face-to-face classes to remote delivery. Hundreds of virtual classrooms were created to parallel each face-to-face course. “As you can imagine this was a Herculean effort, the magnitude of which the University had never before experienced or expected!” said david Gregory, Interim Provost and Vice-President (Academic). The University developed necessary supports to ensure all remote-learning students and staff could familiarize themselves with Zoom technology, the much-utilized cloud videoc o n f e r e n c i n g p l at f o r m . Some computers were also made available to students who required them, and the University launched a website offering online supports and resources. “As a result of this tremendous effort, academic continuity was maintained

david Gregory, Provost and Vice-President (Academic) says U of R students have proven to be resilient and resourceful in making the transition to distance learning and have shown a lot of patience and understanding. S U P P L I ED

and students completed their Winter 2020 term,” Gregory says. The use of various technologies enabled instructors to deliver courses synchronously (in real-time) as well as a-synchronously (the material can be learned by the student on their own). Some are using a blend of both. Materials were provided to allow students to have a hands-on study experience while isolating. In the Faculty of Science, biology laboratory instructor Dr. Maria Davis equipped her plant physiology students with materials for their own “at-home labs.” The Department of Geology developed, assembled, and distributed hundreds of lab kits to students in various courses. At the same time, in Geology 240, students participated in a drone-based virtual field trip. “We’re getting creative in how we engage with students—offering experiences that benefit our students— and it’s great to see,” said Gregory. The flexibility of online learning has also allowed the University to welcome a greater number of notables to remote classrooms, including former Prime Minister Brian Mulroney, who made an appearance in an

“Geology is a hands-on degree and it wasn’t the same after the transition to online learning. But the professors did an amazing job,” says Nicole Kerbs, a third-year geology student at the University of Regina. SUPPLIED

online Canadian history course. Initially, in pandemicm o d e , t h e r e w a s l i tt l e change to student enrolment at the University. The dropout rate actually fell a bit in Fall 2020 to 1.8 per cent from two per cent in the previous year. Last y e a r ’s S p r i n g / S u m m e r term saw a 10 per cent enrolment increase over the previous year while the Fall 2020 term saw overall enrolment increase of one per cent. Additionally, the University has seen a 20 per cent increase in Indigenous student enrolment. But, international enrolment dropped 6.5 per cent, which is considered a temporary situation related to current travel restrictions. Currently, in the Winter 2021 term, 211 international students are studying from their

home countries. Six hundred students attended in person in the Fall of 2020 (meeting lowdensity conditions) and in the current term, 1,500 students attend campus for face-to-face learning. The University plans to continue to offer limited on-campus learning experiences in the Spring/Summer 2021 term. Initially, a range of unknowns—changes in course syllabi and material, grading methods, lab requirements, and exam delivery—made the transition to online learning stressful for students. University students have been identified as a vulnerable population, and the pandemic elevated their stressors. “In March it was too stressful. There was too much going on and too

much moving things around,” Kerbs said. The University anticipated student stress and launched an online Mental Wellness Hub, allowing students to access virtual counselling. The loss of social life at the University compounded the stress, presenting fewer outlets to decompress. Kerbs is on the executive for the Geology Club. In a typical year, they would plan five or six e vents where professors, industry professionals and students could intermingle and form networking connections. “We couldn’t do that this year and as a fourthyear student, that’s when I need those connections the most,” Kerbs said. She continues to miss the opportunity to meet with fellow students, grab a coffee and do homework together or

chat with lab buddies. Kerbs is now nearing the end of her program. “I will graduate with the skills I need for my degree,” she said, but notes that she would benefit from in person schooling. Despite a challenging transition, she gives props to the faculty. “The professors have done an amazing job of moving to online learning and trying to deliver the same quality of instruction.” Looking ahead, the University is committed to establishing a working group to identify pandemic practices which will likely be retained going forward. “At a minimum, I think you will see the University of Regina, and likely other universities, move towards a hybrid educational model of remote and in-person classes,” Gregory said.

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ROAD TO HIGHER LEARNING STM builds community during COVID through creative initiatives

BY JACQUIE BERG

STM’s college president shared studying tips. The Student Experience team produced ‘Sweet Skills’ videos to advance basic baking skills. A virtual first year student community was created. Campus ministry developed self-care videos, and Christmas dinner deliveries were made to studying students. These are just some of the many creative initiatives at St. Thomas More College (STM) at the University of Saskatchewan this past year to help keep connected with their students, extend hospitality and build community. STM has long been recognized for its supportive environment. Richard Medernach, manager of student experience and enrolment, reminds us that relationships take time even under ideal conditions. “The pandemic is slowing that process further,” he says. “But we still want to meet and know our students, to help them feel welcomed, respected, and cared about.” In March 2020, mandated restrictions to address the COVID -19 pandemic brought in-class instruction, special guest lectures, student social events, the Glee club, theatre group, Study Abroad, and so forth, to a halt at STM. Faculty had to quickly reimagine engaging course delivery in a remote format while staff and administration determined how to work and meet while maintaining a college community in the new virtual environment. Reminiscing about what student life is all about, graduating STM student Veronica Lucas is saddened by what was lost with the lockdown on campus, noting that being in college in person plays a critical role for relationships and student identity. “Meeting new people in those courses where you can encounter literally anyone and developing connections with mentors, faculty, or other students can grow into new and exciting opportunities,” says Lucas. STM staff and faculty took these sentiments to heart, and while recognizing that nothing can replace

The Student Experience team at St. Thomas More College created a series of videos to welcome incoming students and help them build skills to be more successful on their university journey. S U PPL IED

the in-person experience, almost 12 months later and near a full academic year completed, the college is proud to see how everyone rallied to ensure students’ needs were best served, with the addition of many creative initiatives amidst the pandemic crisis. Being new on campus is often intimidating. Add to that remote delivery and making new friends may seem an immense challenge. STM’s recruitment officer and academic advisor, Linda Huard, introduced a summer initiative to combat this. “I reached out to several grade 12 students starting their first year at USask, who wanted to join the STM community. Through group chats, virtual meetings, and social media, we kept in touch, discussing academic questions and concerns, as well as personal hobbies, pets, and the unique

stressors brought on during the pandemic. Many new friendships were forged, and confidence built, while sharing their experiences.” Huard added, “With recruitment travel also halted, virtual career fairs were offered provincially and another new section on the STM website was developed for prospective students. Here students will find an STM introductory video, and all college specific materials that would be otherwise physically available.” STM Student Services support remained a constant throughout this challenging year. STM academic advising remained available whether by phone, online meetings, or email. Student awards and convocation celebrations were held virtually, with dedicated web pages to recognize student achievements and social media contests to engage

new alumni. To assist first-year students and welcome them to the college, a new transition guide on the STM website includes articles and links to resources that students need when starting out. Several orientation and welcome week activities were available to participate in virtually, and email contact ensured information was relayed on support services, academic success tips, while also addressing isolation, stress and mental health management. Remaining true to the college focus on pastoral care of students, in mid-September, STM opened their doors to support USask students in need of internet access and a quiet place to

This fall, after ensuring provincial health guidelines could be met, STM opened their doors to support USask students in need of internet access and a quiet place to study amid COVID restrictions. SUPPLIED

study amid COVID restrictions. Meeting provincial health guidelines, limited access is available on weekdays and Saturdays. Details for entry restrictions and a real-time tally for available space can be found on the stmcollege.ca homepage. Caring for the whole person is a hallmark of STM. Campus ministry takes this to heart by attending to a wide array of student needs including attention to student mental health and wellness. They offer a full array of weekly programming online, while also staying connected to the student groups. In January, STM hosted the Canadian Catholic Students Association Conference (CCSA) con-

necting students virtually nation-wide. Dr. Gertrude Rompré (EdD), director of Mission and Ministry for STM, finds hope and positivity have risen from these challenging times. “We’ve come to see each other as community in a new way—we’ve developed new skills to connect, strengthened our resiliency and been witness to numerous examples of compassionate service to others. We have achieved a sense of still being connected to the STM community although we’re not in the same space.” Berg is director of communications, marketing and student recruitment for St. Thomas More College.

here. When the pandemic locked down education facilities in Saskatchewan, St. Thomas More faculty had to quickly reimagine engaging course delivery in a remote format. SU PPL IED

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ROAD TO HIGHER LEARNING Sask Polytech scores partnership with CFL to provide continuing education BY JENNIFER JACOBY-SMITH

It’s the off-season, but there are still big plays to be made for the Canadian Football League Players’ Association (CFLPA) and Saskatchewan Polytechnic. Late in 2020, Sask Polytech announced a new partnership with the CFLPA. The agreement gives hundreds of active CFL players and their spouses the opportunity to access post-secondary education or training through Saskatchewan Polytechnic’s School of Continuing Education, which offers diplomas, certificates,

degrees and micro-credentials offerings. The partnership offers an exciting opportunity for players to envision a future after football. “The day and life of a professional football player can be an unpredictable journey. Our Academy at the CFLPA has been set up based on the needs of our members to make sure they have the tools to succeed in football, and in the days after,” Solomon Elimimian, president of the CFLPA, stated in a press release in December. “By adding this partnership with Sask Polytech to our Academy’s

reach, we know that players in Canada and around the world can begin planning for their futures on the field, on the job site or in the board room.” With the players’ sole focus on their sport, the School of Continuing Education is a good fit as it seeks to reduce the time commitment for students to be on campus. For players not living in Saskatchewan that is a very good thing. “Saskatchewan Polytechnic is a leader distance education, particularly distance education in vocational training,” says Paul Carter, dean for the School of Con-

tinuing Education. He adds, the institute works hard so that their training programs are able to be completed entirely through distance learning or with little time commitment on campus. Because the training is not limited to a particular locale, a change in the colour of jerseys doesn’t have to derail education or training. “The nature of a football career involves a lot of moving around from city to city and team to team,” explains Carter. “Some players can play for a while with one team, but some players play for multiple teams

Saskatchewan Polytechnic and the CFLPA are teaming up to provide continuing education for CFL players and their spouses. PH O TO : C F L PA

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throughout their career. So it involves moving both for them and their spouses.” The agreement is with the School of Continuing Education, which offers diplomas, certificates, degrees, and micro-credentials in a variety of fields and industries. In addition, the agreement also gives players and their spouses access to career counselling and career preparedness, for those who aren’t sure what the next steps will look like after they hang up their cleats. “We have a really talented team of people who do career counselling and career preparedness,” says Carter. “ T hat ’s also some thing that’s included in the offerings that are available to the players.” The agreement between the CFLPA and Sask Polytech is exciting for a province that is known for its love of football. “We’re pretty passionate about our football here. We wanted to lead the country in giving back to those players that put that football experience on the field for us,” says Carter. P l ay e r s h av e a l r e a d y shown interest since the partnership was announced, some even accessing the career counselling that’s available. The partnership with the CFLPA is not the only partnership Sask Polytech has recently announced. The education institute has released a string of announcements since last September

and Carter hints more are to come. One new program, announced at the end of January, seeks to provide essential skills and training in water treatment to Indigenous people. The program is a collaborative initiative of the City of Saskatoon, Gabriel Dumont Institute, Radius Community Centre, Sask Polytech and Saskatoon Tribal Council. In November, Sask Polytech became part of the Next Generation Manufacturing Supercluster, a network of industrial companies, start-ups, researchers and government-funded labs designed to promote collaboration and training. Last fall, the school joined Microsoft to help learners in Saskatchewan gain the skills they need to help the province recover economically in the postpandemic world. The Microsoft Skills Program will provide in-demand skills in data and AI. And Sask Polytech is the only Saskatchewan training partner for Lighthouse Labs after a partnership was announced in September, which will provide critical training in the technology sector. It’s growing these types of partnerships that uniquely positions Sask Polytech to meet the educational needs of residents in Saskatchewan and beyond and puts the school at the forefront of providing employment skills in an ever-changing world.

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ROAD TO HIGHER LEARNING Lakeland College introduces Canada’s first agriculture technology degree program BY RAY PENNER

Imagine a farm family who will plough their fields, operate seeders, apply chemicals, harvest crops and feed livestock almost entirely from an office—a “command centre”—in their home. That scenario, one might say, is not that far afield. Automation is rapidly transforming farm and livestock operations across Canada. But who will install these sophisticated systems, monitor and adjust them as needed, integrate them with broader networks, and fix them when things go wrong? With enthusiastic support from the ag industry, Lakeland College in Vermilion, Alberta is providing the answer: a bachelor degree in agriculture technology. The first students will enter the degree program this fall. “We’re very excited. It’s the first full degree program of its kind in Canada,” says Josie Van Lent, dean of the School of Agriculture Technology and Applied Research at Lakeland College. “In our consultation with the ag industry, it became clear to us several years ago that such a program was needed.” More than 40 agricultural organizations and companies were contacted in an independent industry needs assessment. Following that, Lakeland’s faculty worked closely with agricultural specialists and organizations, and the Campus Alberta Quality Council, to de-

Lakeland’s new program includes courses on emerging technologies in ag, economics of precision agriculture, precision farming global positioning essentials and GIS for agriculture decision making, as well as the integration and use of ag technology in crops and livestock systems, farms and ranches. SU PPL IED

sign a bachelor degree that will be of significant benefit to those in the ag industry while expanding career opportunities for ag students. “The agricultural industry needs more graduates who can interface between ag production and management and technology, and who have the capacity and skill set to keep up as technology evolves and is perfected,” says Van Lent. “For example, there is a shortage of people with the skill set to troubleshoot technology on farms. If I have a data platform in my tractor that records the amount of pesticide used in a field, and things aren’t working properly, I need someone who can troubleshoot if this is a hardware problem,

software program, or sensor problem, and they will need to understand exactly what data is important to collect from an agronomic perspective. In the end, if we can collect this kind of data accurately and overlay that with pest monitoring sensors in a field, we may be able to reduce pesticide use and create both environmental and economical efficiencies.” To qualify for admission, applicants must already hold an agriculture diploma or degree from a post-secondary institution, as described on the Lakeland College website. A student graduating from Grade 12 this June, for example, could enrol in any of Lakeland’s agriculture programs

such as agribusiness, and upon completion then enrol in the agriculture technology course, where they will further specialize in either crop or livestock technological applications. Prospective students have already shown a strong interest in the program and, with a limit of 40 students in the first year, it’s expected that the program will reach full enrolment. The first year of the twoyear degree is delivered on-campus in the College’s new Agriculture Technology Centre, an 8,000-squarefoot building that will house a data centre lab, equipment and technology lab, and an innovation lab with 3-D printers and other resources. The curriculum

Beginning in the fall of 2021, Lakeland College in Vermilion, AB, will offer the first full agriculture technology degree program in Canada. The program is designed to bridge the gap between emerging technologies and agricultural management and production systems. SUPPLIED

examines all platforms and equipment brands. Students will also access the technology and data systems on Lakeland’s student-managed farm. In the program’s second year, students will complete off-campus practicums offered in partnership with equipment dealers and manufacturers, the crop service sector, ag technology developers and other agribusinesses. For some students, that might mean placement that continues through an entire crop season with a customer, such as implementing an agronomy data management program. For other students, there might be a combination of two shorter practicums— for example, installing and trouble-shooting robotic milkers in dairy barns, then moving on to work with cameras to measure phe-

notypic traits in beef cattle. “A really neat thing about the practicum,” notes Van Lent, “is that we have built in a course in leadership development, which is really about developing soft skills such as communication, teamwork, and interpersonal relations with customers.” The program concludes with student presentations on their work and learning experience. Lakeland College’s bachelor degree in agriculture technology highlights the important role that postsecondary institutions can play in supporting the real needs of industry stakeholders in their region, and ensuring that today’s students are well-equipped to meet present and future demand. For an increasingly hungry world, Lakeland’s ag tech students will be the pioneers of a new era.

Saskatchewan Polytechnic Prepares Students for Lifelong Learning CHAZ OSBURN

Jobs are changing and, as the past year has shown, so is the way people work. While the COVID-19 pandemic has had a profound impac t on employment throughout Saskatchewan, particularly among young people, new technologies and other factors were fueling disruption in key sectors like agriculture, health, mining and energy well before the pandemic began. Some experts suggest that workers could have as many as 15 to 20 jobs, and a variety of careers over their employment lifetime. Automation is a big driver behind this shift, with the World Economic Forum predicting that by 2025, the time spent on current tasks at work by humans and machines will be equal. It is a major reason why employers look to institutions like Saskatchewan Polytechnic to help them build their workforces with the right mix of skills to keep their companies innovative and competitive. It is also why the applied technical skills that students gain at Sask Polytech, with handson programming taught by knowledgeable instructors with industry experience, have proven to be so valuable among employers. “I believe that Saskatchewan runs on Sask Polytech,” says Dr. Larry Rosia, president and CEO. “Our graduates are employed in virtually every public and private sector of Saskatchewan’s economy,” he continues. “Because we place a great emphasis on workintegrated learning, along with our expertise in applied research and strong busi-

Saskatchewan employers value the applied technical skills that students gain at Sask Polytech, with hands-on programming taught by knowledgeable instructors with industry experience. PH OTO: S AS KAT CHEWAN P OLYT E CHNIC

ness and industry partnerships, our grads can apply their technical skills from their first day on the job, and make meaningful contributions to their workplaces throughout their careers.” Ensuring that graduates have excellent skills is a big reason why 94 per cent of employers will hire a Sask Polytech grad again. As well, 92 per cent of graduates are employed within six months to a year of graduation. According to labour market research firm Emsi, the average diploma graduate from Sask Polytech will end up earning $13,300 more annually compared to a per-

son with a high school diploma or working equivalent. Over his or her lifetime, a Sask Polytech graduate will earn $505,000 more than someone who holds a high school diploma. Because the institution is so closely aligned with industry, Sask Polytech has a deep understanding of what jobs are and will be in demand, what skills graduates will need for success, and what employers require to be innovative. “We call this the polytechnic advantage,” observes Dr. Rosia, noting Sask Polytech’s three main differentiators from other

post-secondary institutions in Saskatchewan: • Applied Research and Innovation. Through applied research, Sask Polytech collaborates with employers and innovators and entrepreneurs to solve real business challenges. Through prototyping, testing and pursuing innovation, employers are able to capture new opportunities. • Work-integrated learning. The majority of Sask Polytech programs offer a work-integrated learning component. Workintegrated learning gives students the opportunity

to apply the highly technical skills they learn at Sask Polytech in a work environment, and to bring work-place skills back to the classroom. Work-integrated learning may be achieved through apprenticeships, co-op programs, internships, field experiences, practicums, applied research opportunities or technical training. • Business and industry connections. Sask Polytech works hand-in-hand with professionals and industry experts through its Program Advisory Committees. These committees are composed of approxi-

THIS STORY WAS PROVIDED BY SASKATCHEWAN POLYTECHNIC FOR PROMOTIONAL PURPOSES.

mately 700 experts who let faculty know where labour markets are, where they are headed and the skills graduates need to succeed and help employers stay innovative. Over the past few years, it has become even more important for anyone in the labour market to continually update their skills in order to keep pace with rapidly changing technology and other factors. This was a major driver in the institution’s decision to create its new School of Continuing Education, which launched in August 2020. The school is focused on meeting the needs of the local business community by providing training solutions that are in high demand. The school offers more than 700 courses or topics, including a new offering — micro-credentials. Micro-credentials are a purpose-ready solution for adult upskilling and re-training. Employers can rely on micro-credentials to ensure focused training is delivered to their existing employees. Individuals can also earn micro-credentials to become even more marketable in their own careers. “The need to provide onramps and off-ramps in our curriculum so individuals can easily and quickly upskill and reskill will become increasingly important in a world that is undergoing change at a relentless pace,” says Dr. Rosia. “We are passionate about creating an environment where lifelong learners gain the knowledge, skills and abilities necessary to achieve and succeed at work, in their communities and in life.”

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ROAD TO HIGHER LEARNING Polytechnic education critical to the front-line workforce

Government needs to be thinking about smart investments to make applied education safe and accessible BY SARAH WATTS-RYNARD

The important role of frontline workers has never been more apparent than during the COVID-19 pandemic. They include nurses and personal support workers, paramedics and other first responders, technology professionals and skilled tradespeople, and those working in advanced manufacturing or supplying us with food. These have been the people with the skills and know-how to keep Canada healthy, safe and functioning when we needed them most. Front-line workers have more in common than COVID-19 response—a great many are also polytechnic graduates. There’s no better argument for getting students back on these campuses as soon as possible. Government needs to be thinking about smart investments to make applied education safe and accessible, even as restrictions continue, so the critical talent pipeline isn’t further disrupted. Polytechnics develop the practical, hands-on skills that have been so necessary throughout the pandemic. Close relationships with industry have long meant that graduates have both the technical skills and workplace experience required to immediately meet labour market demands. Polytechnics produce talent that’s flexible, highly skilled and can hit the ground running. While that flexibility is built into the polytechnic model of education, it has been on full display over this past year. In April 2020, the British Columbia Institute of Technology began offering a new course designed to help registered nurses and other health workers care for patients requiring specialty monitoring and critical care. Within weeks, more than 8,500 health-care workers across Canada and the U.S. had registered. Meanwhile, at Ontario’s Conestoga College, work to develop a mobile software application to help critical supply chain workers maintain physical distancing has been in development since January 2020. When the pandemic hit, efforts ramped up with new urgency. In collaboration with Conestoga Cold Storage—a Kitchener-based distribution and warehousing company—two software engineering technology students have developed an app that allows drivers to remain in their trucks and avoid face-to-face contact upon arrival. In southwestern Ontario, Fanshawe College has been conducting research into treatments for COVID-19. In addition to identifying ways to support the body’s immune system, research teams are exploring the manufacture of potential therapeutics to treat the blood clots and inflammation that occur in life-threatening cases. Post-secondary education focused on developing people with this kind of expertise isn’t just critical in a pandemic, it illustrates the resilience that will be needed in its aftermath. Delivering on the value proposition of industryaligned learning and the practical education required for professional accreditation across a number of technical occupations makes waiting for COVID-19 to abate impractical. Like their post-secondary colleagues, polytechnics moved programs online in the crisis. Yet, given the critical need for graduates with ap-

plied skills, getting students back on campus is that much more urgent. To do so, institutions must be supported in their efforts to implement safety and physical distancing measures, as well as put into place infrastructure and technology solutions designed to support skills development in hands-on occupations. Institutions need to deliver smaller classes subject to new safety measures. Classrooms must be reconfigured and new digital tools—from simulators to virtual reality—introduced across a greater number of labs. The health and safety of students and faculty

are paramount, requiring new cleaning protocols and personal protective equipment. Throughout the course of the COVID-19 crisis, those on the front-line have relied on their ability to use advanced technologies and cuttingedge equipment. Innovative problem-solving skills have matched wits with an unknown and unseen virus. Yet, Canada’s front-line workforce has proven ready, keeping millions of others healthy, fed and safe, putting themselves at risk in the process. As government focuses attention on the necessities of

Many of the front-line workers responding to the COVID-19 pandemic are polytechnic graduates. PH O T O : GET T Y

preparing for the next time we face an unexpected threat, applied education must be front and centre. Readiness relies

on the skills of polytechnic graduates, those ready to rise to the occasion when emergency strikes.

S a r a h Wa t t s - R y n a r d is chief executive officer of Polytechnics Canada . © Troy Media

Shape your tomorrow. Saskatchewan Polytechnic has 150+ programs developed with Saskatchewan’s future in mind. We prepare you to succeed with our relevant and up-to-date curriculum, developed in consultation with nearly 700 program advisors and other industry experts. With our short programs and ﬂexible learning options you can excel in your future career in as little as a year or two.

Explore your future saskpolytech.ca/tomorrow

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SIIT set to launch innovation accelerator for Indigenous entrepreneurs “Entrepreneurship is the driver of Saskatchewan’s economy and the new Indigenous innovation accelerator creates our own Indigenous ecosystem,” says Chief Darcy Bear (Whitecap Dakota First Nation), board chair of the Saskatchewan Indian Institute of Technologies (SIIT). Bear is referring to the first innovation accelerator in Saskatchewan dedicated to empowering grassroots Indigenous entrepreneurship, which will be launched this fall by SIIT. The centre’s mandate will be to support, educate, and mentor Indigenous people by providing space, R&D resources, and training to create successful start-ups. The first cohort’s projects will focus on sustainable land and resource management, community economic development and social innovation. “Being resourceful and thoughtfully considering the needs of the community are intrinsic values to many Indigenous cultures in the province, but many of our people need guidance to turn that great idea into a reality. That is where this centre comes in to assist,” says Ryan Jimmy (Onion Lake Cree Nation), centre lead and associate director of Strategic Initiatives. What makes the indigenous accelerator particularly unique is that it answers two articles of the United Nations Declaration of the Rights of Indigenous Peoples (UNDRIP) by empowering Indigenous people to strengthen their distinct economies (Article 5) while benefitting from training in a culturally relevant environment (Article 15). In developing the centres,

The innovation accelerator being launched this fall by the Saskatchewan Indian Institute of Technologies will help turn great ideas into reality, says Ryan Jimmy (Onion Lake Cree Nation), centre lead and Associate Director of Strategic Initiatives. SUPPLIED

SIIT worked closely with colleagues from the St. Paul’s College Greenhouse Incubator at the University of Waterloo. SIIT adopted the lessons learned from the Waterloo project to inform their accelerator’s development while anchoring the centre in best practices in Indigenous pedagogy. The Indigenous innovation accelerator is just the latest example of SIIT’s unique approach to programming. In 2009, cognizant of the critical need for safe and reliable air transportation for northern communities, SIIT founded the

Saskatoon Aviation Learning Centre and began offering the Aircraft Maintenance Engineering (AME) program. “Like all SIIT programs, all students are welcome regardless of their ancestry. This is particularly true for AME as there is no equivalent program anywhere else in the prairie provinces,” says VP–Academics Tavia Laliberte. This program has been developed with industry partners and walks in lockstep with Transport Canada’s standards of safety and performance. As one of only four accrediting post-secondary

institutions in the province, SIIT exceeds standards of curriculum development to meet industry needs while ensuring a learning environment steeped in Indigenous ways of learning and knowing. This embedding of cultural content within the professional curriculum is transformational and is one of the leading reasons why SIIT curriculum is requested by other post-secondary institutions throughout the country. One ground-breaking program that has sparked national interest is Indigenous Practical Nursing (IPN),

launched in the fall of 2019. This is the first of its kind in Canada that marries innovative technologies with traditional Indigenous practices while learning and practicing cultural protocols. The development of this program started in 2015 with the release of the Truth and Reconciliation Commission of Canada Report (TRC), specifically Call to Action 23, recommending increased numbers of Indigenous professionals working in health care and cultural competency training for all health care professionals. While the IPN program

is currently only on offer at the SIIT Saskatoon Campus, the hope is to bring IPN into First Nations communities so that students can learn while drawing on all the benefits of remaining at home. This provincial outreach is central to SIIT’s mandate with campuses in Saskatoon, Regina and Prince Albert as well as nine career centres located throughout the province. SIIT is also invited into numerous First Nation communities each year to partner in program delivery. “As a First Nation-governed institution, we continue to implement our inherent and Treaty rights to education. SIIT is mandated to respond to the needs of our communities and nations,” says Chief Bobby Cameron (Witchekan Lake First Nation) Chief of the Federation of Sovereign Indigenous Nations. As the latest initiative in SIIT’s suite of services, there is significant optimism regarding how the Indigenous innovation accelerator can support Indigenous communities. “These entrepreneurship projects can be a catalyst for positive change within a community,” says Riel Bellegarde, president and CEO of SIIT. “When an accelerator graduate returns home with a successful startup, this venture gives back to the community through economic development, employment opportunities and role modeling that will galvanize future generations of community leaders. This is an empowering centre of self-determination that will benefit all Saskatchewanians. SIIT is excited to be driving this change.”

THIS STORY WAS PROVIDED BY THE SASKATCHEWAN INDIAN INSTITUTE OF TECHNOLOGIES FOR PROMOTIONAL PURPOSES.

www.siit.ca SIITlive BUSINESS & TECHNOLOGY | HEALTH & COMMUNITY STUDIES | TRADES & INDUSTRIAL | ADULT BASIC EDUCATION

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ROAD TO HIGHER LEARNING USask celebrates 100 years of horticulture science

BY RAY PENNER

These days, access to fresh fruit and vegetables on the prairies is taken for granted. A century ago, that was not the case. The Prairies was, and still is, expansive grassland, and in the early 1900s it was easy for the leaders of this new province to see the potential for growing grain crops. It was no coincidence that the first stone building on the new University of Saskatchewan campus was the agriculture building (now the historic Peter Mackinnon Building). But look as hard as you might, there was no orchard in sight. It was a grassy vista that greeted Dr. Cecil Patterson when he joined the faculty of the University of Saskatchewan in 1921, and one year later, become the head, albeit sole faculty member, of the department of horticulture science. During his 40-year tenure, Patterson went on to raise more than 200,000 apple and crab apple seedlings, and introduced an impressive list of prairie-hardy fruit and flower cultivars. Fortunately for Saskatchewan, Dr. Patterson established a tradition of horticultural excellence at the University that carries on to this day. This year—the International Year of Fruits and Vegetables— the university is celebrating 100 years of horticultural science with an array of activities. “We chose ‘celebrate” for our banner on purpose,” says Dr. Karen Tanino, chair of the celebra-

Dr. Cecil Patterson established a tradition of horticultural excellence at the University of Saskatchewan. During his 40-year tenure, he introduced an impressive list of prairie-hardy fruit and flower cultivars. S U P P L I ED

tion committee and professor at the College of Agriculture and Bioresources. The celebration will focus not only on past accomplishments, but also the important role horticulture at the University of Saskatchewan (USask) continues to play in Western Canada and the world. The year will be marked by free monthly seminars, a speaker series, weekly horticulture posts, banners and a historical account of Cecil Patterson’s life and work. Of special interest to avid gardeners will be cultivar releases from Dr. Bob Bors’ program including a new apple, two dwarf sour cherries and a 100th anniversary coleus group. A special issue of the Canadian Journal of Plant Science will focus entirely on Canadian horticulture, as a contribution to the University’s celebrations. The Pat-

terson Garden—now home to more than 900 different trees and shrubs will have new signage. The College has also established a new scholarship for undergraduate students who demonstrate a high level of volunteer work in horticulture. Information on all of the activities and initiatives is available at www.gardening.usask.ca/hort100. Although horticulture is typically associated with gardens and home landscapes, its potential as a commercial economic generator is directly related to the university’s 100 years of horticultural research and partnerships. For example, the North 49 Fruit Corporation, headquartered in Alberta, consists of commercial haskap growers who each own a minimum of 5,000 plants. Haskaps— much like elongated blueberries with similar health benefits—were the focus of years of intensive research at the University of Saskatchewan over the past 20 years, led by Rick Sawatzky and Bob Bors, head of the fruit program. The current varietals, widely available at local garden centres, are very prairie-hardy and produce excellent fruit for fresh eating, processing and preserving. Another example is USask’s development of dwarf sour cherries—work which began over 50 years ago and has resulted in a dwarf sour cherry that can thrive in the harsh prairie climate, has excellent taste and fruit size, and can withstand mechanical harvesting, thus making it commercially viable.

Not only does the success of programs like the haskap and dwarf sour cherry benefit large-scale producers, it also means more and better choices for the individual gardener in both the urban and rural landscape. “That’s what I love about horticulture,” explains Tanino. “It’s not only the science of it, but it’s also our connection to the general public.” Those connections include a very popular garden hotline, the master gardener program, Hort Week, seminars, workshops and the gardening.usask website containing reliable information

on plants, diseases, and basic horticulture to help ensure a successful garden. The COVID pandemic has spurred significant interest in these offerings, notes Tanino. A recent free online seminar, limited to 200 participants, filled up very quickly, with over a hundred more on a waiting list. Student interest in horticulture has also grown. Enrolment in the College’s horticultural science programs is at an all-time high. Furthermore, over half the students are from urban centres, demonstrating the increased and broadening

awareness of the importance of food security and sustainable agricultural practices. It is hoped that if Dr. Patterson were alive, he would be pleased with the advancements in horticulture being developed by USask today. Certainly, the world has changed dramatically since his first days at the University of Saskatchewan. But the critical need for plant research and development has not. It is a challenge our university must continue to address—and a century of accomplishments worthy of celebration.

Advanced by research and development conducted at the University of Saskatchewan, horticulture is an important economic generator in our province. PHOTO: GRA ND ORA GA RDENS/ D R . KAR EN TANI NO

Be seen. Be heard. Belong.

Canadians are super proud Madison Leier is a graduate student in communication sciences and disorders at Minot State University. SU PPL I E D

Hi, there! I’m Madison. I grew up in Saskatoon, Saskatchewan and found the opportunities I was looking for at Minot State University. I earned my undergraduate degree in communication sciences and disorders and minor in deaf and hard of hearing in May 2020. Now I’m pursuing my graduate degree in speechlanguage pathology.

MY CHOICE: BE HEARD. When I came to Minot State, I first lived in the dorms, which is a great way to meet people, make friends, and get involved in the campus community. The people who lived next door to me is who I shared my first apartment with, and we’re still friends today. I learned how to step outside my comfort zone and put myself out there.

MY CHOICE: MINOT STATE When I was looking into speech pathology during high school, I met with several SLPs (speech-language pathologists). Everyone I talked to recommended coming to Minot State; it has a really great reputation. When I came for a tour, I was hooked.

MY CHOICE: BE INSPIRED. As an undergraduate student, I was very involved in Special Olympics. I was the marketing coordinator last year, and I’ve coached flag football and basketball, which is funny because I’m not athletic, but it was so much fun. I’ve also served as president for NSSLHA (National Speech-Language Hearing Association).

MY CHOICE: BE SEEN. I love that Minot State is a small campus with small class sizes. You actually build relationships with your professors and they know who you are. You’re not just a number, and you have the opportunity to be involved in a ton of clubs and get a lot of one-on-one experiences that larger universities can’t offer.

MY CHOICE: BE EMPOWERED. I love how much hands-on experience there is at Minot State. As a senior undergraduate, I had my first client. That is pretty rare in university programs—usually you have to wait until you’re

in graduate school. My experiences made the transition from undergrad to graduate school that much better. I can’t imagine going to school anywhere else.

to be

BEAVERS!

MY CHOICE: MY FUTURE So far, I have had the opportunity to work with children ages 2 to 6 with speech sound and language disorders, and next fall, I’ll complete the adult track. I enjoy learning about all areas of our profession and am waiting to get a variety of skills before I decide exactly what area I want to specialize in. JOIN OUR MINOT STATE BEAVER FAMILY! • You’ll thrive in small classes with big university options. • We accept Canadian scholarships. • You pay our in-state tuition. • Earn a valued degree in education, comm. disorders, nursing, exercise science, criminal justice, or business. • You may qualify for a $12,000 4-year award. • You can participate or cheer on NCAA DII teams. Learn more at MinotStateU.edu

THIS STORY WAS PROVIDED BY MINOT STATE UNIVERSITY FOR PROMOTIONAL PURPOSES.

Join our Minot State Beaver family: ■

■

Be seen. Be heard. Belong.

You’ll thrive in small classes with big university options. Your Canadian scholarships are accepted at MSU. You pay our in-state tuition. You can earn a valued degree in education, comm. disorders/speech-language, nursing, exercise science, criminal justice, or business. You may qualify for a $12,000 4-year award. You can compete or cheer on our NCAA DII teams.

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AskMSU.com 800-777-0750 | 701-858-3350

T h u r s d a y, F e b r u a r y 2 5 , 2 0 2 1

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ROAD TO HIGHER LEARNING What Jeopardy! teaches us about learning styles

BY MICHAEL ZWAAGSTRA

Canadians were saddened t o l e a r n t h at l o n gt i m e Jeopardy! host Alex Trebek passed away recently from pancreatic cancer. For more than 35 years, Trebek was a familiar face in our homes. There was no better way of testing your general knowledge than seeing how many Jeopardy! questions you could correctly answer. The outpouring of emotion over Trebek’s death has been huge. There’s no question that hosting Jeopardy! was his primary claim to fame. But why did so many people have such a strong emotional attachment to a gameshow host? Given the way in which some people, particularly progressive educators, dis-

miss the value of rote memorization of facts, it seems s u r p r i s i n g t h at Tr e b e k would become such a popular icon. However, Jeopardy! isn’t just a show where contestants show off that they remember a bunch of random facts. Rather, it’s an opportunity for contestants and viewers alike to test the extent of their general knowledge. That’s because Jeopardy! questions deal with many topics. Contestants could be asked about anything from William Shakespeare’s plays to the solar system to the civil rights movement. Being able to answer most of the questions correctly in Jeopardy! can be taken as a pretty good sign that you’re well-read. The top performers on Jeopardy! don’ t win by

cramming a bunch of random facts into their brains. Rather, contestants are far more likely to do well if they have a broad knowledge base about many topics. For example, someone who is familiar with Shakespeare’s life story knows the broad narrative of his key plays, and understands the historical context in which he wrote his plays, is far more likely to sweep the Shakespeare category than someone who, without prior knowledge of the playwright, tries to memorize many random facts about him. A broad and deep knowledge base is essential in Jeopardy!—and in life. This is why it’s important for schools to have a knowledge-rich curriculum that sequentially builds on

knowledge year by year. Commonly referred to as a core knowledge approach, the emphasis is on ensuring that students acquire substantial background knowledge in all subject areas. For example, instead of simply encouraging students to learn about themselves and their neighbourhoods, they benefit far more from a curriculum that exposes them to people and places they probably wouldn’t learn about on their own initiative. A good curriculum should help students broaden their understand-

ing by looking outward rather than inward. This is particularly important for students who come from disadvantaged homes since their parents can’t afford private tutoring and probably aren’t taking them on educational trips around the world. Background knowledge is also key to improving students’ reading comprehension. The more students know about the topic of a book or article, the more likely they will be able to read and understand it. Background knowledge about a topic is

a better predictor of reading comprehension than the complexity of the words or sentences within an article or book. All Canadians should be grateful to Alex Trebek. He reminded us that there’s great value in knowing a lot of facts by memory. For students, memory work is important work. Michael Zwaagstra is a public high school teacher, a senior fellow with the Frontier Centre for Public Policy, and author of A Sage on the Stage: Common Sense Reflections on Teaching and Learning. © Troy Media

TIM

EMBA (2019)

It’s important for schools to have a knowledge-rich curriculum that sequentially builds on knowledge year by year. Alex Trebek taught us that. P OST M ED I A FIL E PH O T O

More adults going back to school Education opens many doors. Sometimes life throws a person a curveball and education gets put on the back burner. Even if school plans have been derailed for several years, one can explore how to return to school as an adult. Adult students are often described as non-traditional students, while traditional students are those who enrol in a college or university or go on to trade school immediately after graduating from high school. Non-traditional students are those who return to get their degrees as adult learners. According to a 2013 National Study of Prospective Adult Students by the higher education marketing group STAMATS, students over the age of 25 are the fastest-growing segment in higher education.

For those people resolving to return to school this year, these tips can help them confront any uncertainty they may have about cracking the books after a long layoff. • Recognize you’re never too old. If you have the time and the means to attend school, you can likely find a program that can benefit you regardless of how old you may be. • Remember that education can help you get out of a rut. No matter your age or experience, it’s easy to get stuck in a rut. Going back to school can help a person get out of that rut and on a path to something new. A return to school can help professionals earn more money, update their skills or learn a new trade. • Ask for the support of friends and family. Students’ success often de-

pends on a strong support network. Be sure to discuss plans to return to school with a spouse, family members or others who can lend a helping hand. Schooling will take time out of a schedule and certain responsibilities you handled may have to be taken on by family members. • Explore accessibility. Now more than ever schools are adapting to the changing times by offering an abundance of classes online. Remote learning became a necessity in the wake of the COVID-19 pandemic, but it may be an increasingly popular method of conducting classes in the future. For adult learners who worry about juggling time inside of the actual classroom with work and home responsibilities, virtual programs can be the perfect fit. (Metro)

START YOUR STORY HERE. The U of R is now accepting applications for the Fall 2021/Winter 2022 semesters.

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