SP Road to Higher Learning 2020

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Road to higheR leaRning Finding the right fit:

A student’s guide to selecting a post-secondary institution

By Ryan Hall

Graduating from high school can be a busy time for students with exams to write, celebrations to enjoy, and questions about what is next.

In the midst of these activities it’s easy to run out of time, or cut corners, on postsecondary planning. However, finding the right school is an important process that can help students achieve their educational, and life, goals.

To begin with, students should take some time to think about what they want from a post-secondary institute. For most people, this means identifying the programs they are interested in and meet the admission requirements for. However, Danny Freire, Manager of Student Recruitment at the University of Saskatchewan says there are other things to consider.

“We encourage students to think about the larger picture, to consider what they are hoping to get out of their post-secondary experience,” says Freire. Part of that process means deciding how important campus facilities, available awards and scholarships, and the reputation of the institution are to them.

Additionally, students should also think about the culture and type of lifestyle that different schools provide, including the size of the student body, the surround-

Prospective students should consider the culture and type of lifestyle that different post-secondary schools offer, including the size of the student body, available housing and access to amenities and services. U niv ersity of sA sk atchewA n

ing community, available housing, cost of living, and access to services or activities. “Every school is different, and that gives students a great opportunity to find one tailor made to their own interests and expectations,” says Freire.

Once prospective students have an idea of what they want, the next step is to do some research. This can be as simple as googling schools and viewing their website to get the basic information about them.

Schools will also often have online resources for prospective students, which can be a great place to learn more about the campus, the programs offered, and what student life is like.

There’s no substitute for an in-person conversation, which is why students should try to visit an Education Fair where they can connect with someone faceto-face. Many high school career and guidance counsellors can provide useful information about local institu-

tions, including application deadlines, and help set up meetings with campus advisors.

Overall, the goal should be to create a short list of schools that have the right mix of programs and lifestyle.

After that, it’s time to reach out directly to these institutions to learn more. One way to do this is by contacting the prospective student office, or by using the inquiry process.

Regardless, Freire says “the goal is to reach a live person, not a machine, as this will

give you a feel for the type of service and support you can expect as a student.”

The best way to learn about an institution is to visit their campus and take a tour. Most post-secondary schools host events and open houses where individuals have a chance to walk the campus, interact with students and faculty, as well as visit the surrounding community. Often, these tours are conducted by current students who will answer questions and provide first-

hand feedback from their own experiences.

To learn more about a specific program, students should reach out to its college or program advisor.

These individuals are invaluable sources of information about the day-to-day details of each program as they provide guidance and assistance to students in a variety of ways including helping them to select courses, setting up their program timetable, and supporting them through bursary and scholarship applications. Additionally, they can provide advice on program and financial aid deadlines, as well as help connect prospective students with faculty members.

While it can be easy to focus on academics, it is important for students to remember that post-secondary education is about more than just classes.

Throughout the process they should also be asking questions about day-to-day life on campus such as ‘Where will I live?’ ‘What will I eat?’ ‘Is there a meal plan?’ etc.

Getting this information ahead of time can help them select the right institution and know how to prepare for their arrival on campus as a new student. “The transition to post-secondary schooling can be a challenge,” says Freire, “but making sure these other pieces are a good fit can help ease that transition.”

federal program encourages international learning experiences

By PatRicia Dawn RoBeRtson

Calling all post-secondary students: if you like to travel, study or work on someone else’s dime, the federal government is offering to finance your international adventures.

Ambitious Canadian undergraduates can now expand their horizons beyond their immediate post-secondary locales. Students will be able to study, or work, abroad thanks to access to brand new funding in place to assist them in realizing their international dreams.

The Outbound Student Mobility Program is a $95 million dollar four-year pilot project funded entirely by the federal government. It’s specifically aimed at all students enrolled in post-secondary college and undergraduate university programs.

Funded by Employment and Social Development Canada, the Outbound Student Mobility Program is jointly administered by Universities Canada and Colleges and Institutes Canada.

In addition to giving students international learning

The Canadian government’s Outbound Student Mobility Program is a new four-year pilot project that will help post-secondary students realize their dreams of studying and working abroad. Forty per cent of the funds will be targeted at study in emerging markets like Latin America, Asia and Sub-Saharan Africa. U n i v ers i t i es cAnAdA

experiences, this program is also an important step towards achieving Canada’s trade diversification goals and strengthening international networks.

The program’s goal is to fund 11,000 students to enrol in international educational institutions for credit. Half of the program funding will be earmarked for underrepresented students: low-income students, students with disabilities and Indigenous students.

The benefits of the program are numerous as foreign study and work enables Canadian students to foster self-reliance, independence and gain an expanded appreciation and knowledge of other cultures that will yield life-long benefits both socially and economically.

Other enticing perks of the program are subsidies to support airfare, living expenses and other costs associated with overseas studies. The amount of support will vary

from institution to institution.

Philip Landon is Vice-President of governance and programs at Universities Canada in Ottawa. Landon says that the funding for this pilot project is “transformational.”

In March 2019, the federal government included the new program in their budget announcement. It’s a decision that has post-secondary educators across the country excited about the large investment in the program.

It’s a tangible bid to increase Canada’s competitiveness through investment in its citizens.

“It’s historic for Canada to invest this much in one program. And the program is unique. There is no other program of this kind, globally, at this scale. No other organization has done this kind of funding for an underrepresented group to travel overseas,” says Landon.

Landon sees the pilot project as the first step on a ladder for a student to become “globally inclined and globally fluent.” The Outbound Student Mobility Program will assist students in their careers and lives and help Canada as

a society.

The need for programs of this kind is crucial. “The world is changing and Canadians need to understand it as it changes,” says Landon.

Forty per cent of the funds will be targeted at study in emerging markets like Latin America, Asia and Sub-Saharan Africa.

The program design is still in the works says Landon. The website to promote the Outbound Student Mobility Program will be live sometime in the spring of 2020.

Program information will also be circulated throughout the participating learning institutions. Students who are interested in finding out more about participation in the Outbound Student Mobility Program can contact their local university, or technical institute, for pertinent details.

“Knowledge is high on campuses,” says Landon. “We expect there to be significant updates regarding the program.”

Landon is most excited about the underrepresented students who will benefit enormously from the national program. “This program will give people the skills to take

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that next step up. Everyone should have equal access to that benefit.”

When asked about age limits for the program, Landon said those details are still to be worked out. Ideally, Landon would like to see everyone be eligible for funding since the ‘all ages’ philosophy is the most inclusive.

The program will provide global skills for the increasingly competitive labour market granting students the multiplier impact of confidence-building experiences and technical capacity.

“Students will develop the professional skills of managing in a difference culture and navigating and thinking on their feet,” says Landon.

The program wants to groom students who will have the capacity to understand and navigate “the complexity and nuances of this world we live in,” says Landon.

“We’re thrilled about this program because we know it’s going to be life-changing for a lot of Canadians students. It’s good to see Canada playing a leadership role in a space where they have traditionally been falling behind,” says Landon.

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Road to higheR leaRning saskatchewan Polytechnic positioning for the future

By Pat ReDigeR

Saskatchewan Polytechnic is not resting on its laurels after a recent economic impact report highlighted the importance of the post-secondary institute to the provincial economy. The President and CEO, Dr. Larry Rosia, said Sask Polytech is in the midst of renewing its 10-year strategic plan that will ensure the institution remains a key component of Saskatchewan’s prosperity for years to come.

Rosia said Sask Polytech has been developing a new strategic plan which should be finalized by the fall. The focus is to ensure the institution remains competitive, efficient, effective and relevant as the next decade unfolds.

“Jobs are changing and many of the jobs that exist today may not exist a decade from now,” he said. “But new ones will certainly be created so we want to make sure that anyone that comes to us for an education, whether it’s to reskill or gain a credential such as a diploma or postgraduate certificate, that they leave with the skills necessary to adapt, thrive, innovate and pivot into some of these new jobs.”

A recent report by U.S.based Emsi, which conducts economic impact studies and provides labour market data to educational institutions in Canada, gave Sask Polytech high marks for its efforts so far. One out of every 24 jobs in Saskatchewan is supported by the activities of Sask Polytech, its students and alumni. Sask Polytech adds $2.2 billion in income to Saskatchewan’s economy, which is approximately 3.1 per cent of the province’s total gross provincial product, a larger contribution than the utilities industry.

The report also indicated on average, taxpayers will see a 12.4 per cent annual internal rate of return for every tax dollar spent to support Sask Polytech. As well, the average diploma graduate from Sask Polytech will see an increase in earnings of $13,300 annually compared to a person with a high school diploma or working equivalent. Lastly, over his or her lifetime, a Sask Polytech graduate will earn $505,000 more than someone who

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The recent economic impact study conducted by Emsi stated that one out of every 24 jobs in our province is supported by the activities of Sask Polytech, its students and alumni. The report also revealed that, on average, a Sask Polytech graduate will earn $505,000 more than someone who holds a high school diploma. sA skat ch ewAn Polyte chnic

holds a high school diploma.

All these numbers mean Sask Polytech is a great investment for the province.

“The benefits to taxpayers consist primarily of taxes that the provincial government will collect from the added revenue in Saskatchewan,” Rosia explained. “As Sask Polytech grads earn more, they will make higher tax payments throughout their working lives. Companies that employ these students will also make higher tax payments as they increase their output and purchases of goods and services.”

Although Sask Polytech’s mission is to educate students and provide skilled and successful graduates to contribute to the province and their communities, Rosia said the impact goes far beyond the economics. As Sask Polytech students succeed in the workforce, there is a corresponding reduction in other government services.

He said Sask Polytech intends to build upon these statistics as it heads into the new decade. One of the keys is their continued commitment to work with industry

to identify gaps in the job market and ensure that its instructors have the skills necessary for Sask Polytech students to succeed.

“We say industry is in our DNA because we hire professionals from industry to become instructors. We train them to teach and their industry experience never leaves them,” he said. This means that Sask Polytech has faculty that have a keen understanding of where the labour markets are heading, what skills graduates will require, and what employers need to be innovative.

Another aspect of the future will be Sask Polytech’s commitment to reconciliation. Rosia said that Indigenous students make up a significant part of the student population and the institution is working to ensure that its employees have the cultural competencies and abilities to position these students for success.

Sask Polytech is also committed to working with business partners on applied research opportunities. Faculty will continue working with small to medium-sized enterprises and help them solve

industry challenges. “We might bring in an entrepreneur into the classroom that has a particular challenge.

Our students along with the expertise of our faculty and staff will help solve real world challenge. This will spur innovation and help us to remain competitive.”

Rosia added that the development of new skills and competencies will become

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watch TV the way we used to watch the programs. They want to watch TV shows when they want to watch them. And they don’t listen to albums anymore. They put their own playlists together. I think the future will be about creating playlists where individuals will pick and choose the courses, the skills and the competencies they’re going to need.”

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increasingly important in the future. Rather than focusing on credentials, employers want to ensure their staff have the right skills. As a result, Sask Polytech will look at unbundling some of its programming so students can pick and choose the courses they require to meet employer expectations.

“When I look at this new young generation, they don’t

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Road to higheR leaRning Building futures: co-operative education program celebrates 50 years

By Pat ReDigeR

The University of Regina has a long history of offering experiential learning, dating back to the efforts of John Mantle and Cameron Blachford to develop the first co-operative education program in western Canada. Through the hard work and determination of Mantle, who was the first Dean of Engineering at the University of Regina, and Blachford, who was a faculty member, 21 engineering students were placed in paid positions in January 1970.

Fifty years later that program has grown and provided experiential learning opportunities for thousands of students. These students have gained practical career-related experience, built relationships with employers, and generated income to support their educational aspirations.

“A significant percentage of placements occur within the city and province,” said Kevin Fiessel, manager of Career Education. “Over the past 50 years, local placements have ranged from 60 to 90 per cent depending on the strength of the local and national labour market. The impact on the economy of Regina is substantial. These co-op students earn money, develop job contacts and networks in the city and that encourages these students to stay in Regina and Saskatchewan upon gradu-

Steve McDowell gained practical career-related experience during his placement at Evraz. Univ ersity of re ginA cA reer edUcAt ion

Katherine Ottley benefited from the experiential learning opportunity she completed at the Bellevue Underground Mine, which offers guided tours of western Canada’s only authentic underground coal mine. U ni ver si t y o f r e gi nA cAr eer edU cAti o n

ation. We also find previous co-op students coming back to the University of Regina to recruit new co-op students.”

Since the program’s inception, participating students have obtained just over 26,000 work terms, earning the equivalent of $323 million in today’s dollars to help finance the completion of their degrees. As well, since 2002, international students working in domestic positions have obtained 1,800 work terms.

In 2019, Co-operative Education students obtained an alltime record of 865 work terms, including 208 international

students in domestic positions, and Indigenous summer internships reached an all-time record number at 82.

A record annual total of $10.5 million will be earned by Cooperative Education and Internship students in the current year. This is reflective of over 80 per cent growth in the program in the past 15 years.

Fiessel said that there have been a number of changes in the program over the years, but the most significant has been in the number of faculties and departments that are now participating. In addition to the Faculty of Engineering,

other faculties and departments now on-board include: Arts, Business, Science, Graduate Studies, La Cite (French and Inter-cultural Studies), and Actuarial Science. Indigenous Career Education is now part of the programs and the university manages a very successful Indigenous summer internship program.

Fiessel added that another major change involves the creation of the internship programs in both Engineering and Actuarial Science. Coop students alternate study semesters with semesters of work experience in appropri-

ate fields of business, industry, government and professions.

Interns accept a single placement within their area of interest to further develop their academic and career goals.

Instead of the traditional coop work schedule of four- or eight-month placements, internships allow students to work for 12 or 16 months.

“The most rewarding part of working in co-op and internships is seeing students succeed and become more confident as they progress through their placements,” he said. “Helping students find their first career-related placement can be life changing.

Students often come back and express their gratitude to the staff at Career Education for helping them get their start.

It is a very rewarding feeling to know you played a positive role in so many students’ career paths.”

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He added that the university is always looking for opportunities to get more faculties and departments involved in the program. The mission in Career Education is to try and get every student some form of experiential learning before they graduate.

Fiessel said he is keen on beating the university’s alltime record placement numbers for 2019. This year has started strong with a near record number of 265 placements for winter 2020.

The University of Regina makes more co-operative education and internship placements than all other Saskatchewan post-secondary institutions combined, said Fiessel.

“That is why we are called ‘Saskatchewan’s Co-op and Internship University’ and we wear that logo as a badge of honour!

We are Saskatchewan’s onestop-shop for student hiring.”

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Road to higheR leaRning gabriel dumont institute celebrates 40 years

By D. gRant Black

Education hasn’t always been equally accessible in our province. Over 40 years ago, Saskatchewan’s educational institutions weren’t equipped to integrate Métis youth who didn’t feel comfortable enough to participate in a mainstream learning environment.

“The Métis people were the poorest of the poor and we suffered from a low socioeconomic status. Indigenous people at the time wanted to have an institute of their own to look after education and culture,” says Geordy McCaffrey, Executive Director of the Gabriel Dumont Institute of Native Studies and Applied Research (GDI).

GDI, established in 1980 as the official training and education arm of the Métis Nation, was intended to meet the educational and cultural needs of Saskatchewan’s Métis community. (The Saskatchewan Indian Federated College — now known as First Nations University of Canada/FNUC — was also created in 1980.)

“Education was chosen because it was seen as one of those pathways towards economic development. Getting educated, getting a good job and being able to provide for your family,” says McCaffrey.

The Gabriel Dumont Institute opened campuses in Regina, Saskatoon and Prince Albert and delivered Métisspecific educational programs and services. The GDI offers basic adult education,

Geordy McCaffrey is executive director of the Gabriel Dumont Institute of Native Studies and Applied Research (GDI). g d i

a variety of university-based programs and skills training, which are offered in partnership with other educational institutions.

“Sometimes we partner in communities with regional colleges or other institutions in the area. In other locations we have our own campuses. It’s about a 70/30 split where 70 per cent is delivered in-house.” One thousand students attend GDI per year and another 2,000 are enrolled in partnered institutions.

“About 53 per cent of the Métis population is located in the urban centres of Prince Albert, Saskatoon and Regina. So GDI’s programming matches that and it’s easier to attract staff; we also locate our programming closer to the inner city where most of our clients live,” says McCaffrey.

SUNTEP is a four-year, fully accredited Bachelor of Education program offered by the Gabriel Dumont Institute. More than 200 students enrol in the program every year. Approximately 1,315 of the province’s teachers received their training through GDI. gdi

GDI takes the existing curriculum from a partnered institution then adds a Métis cultural component and low student-to-teacher ratio to strengthen the program, which McCaffrey says is the key to GDI’s success. “We want to develop a welcoming environment where a person feels like they belong, they’re believed in and they want to stay.”

GDI has an extensive array of student supports, such as financial resources that include paying rent and purchasing books.

One of GDI’s first program areas in 1980 was teacher

training. Teacher training was so successful that GDI decided to establish partnerships with SIAST (now Saskatchewan Polytechnic). GDI had a federation agreement with SIAST that allowed GDI to deliver SIAST programs with a cultural component in Métis communities.

“Forty years later, we still offer teacher training, which is our crown jewel,” says McCaffrey, adding that teacher training is the most popular program with 200 students enrolled each year. “We’ve trained 1,315 teachers and there are over 13,000 teachers in Saskatchewan. If you’re in

one of the schools around the province, you’re likely to find a teacher trained through the Gabriel Dumont Institute.”

Nine hundred students per year attend Dumont Technical Institute (DTI), which provides adult basic education, post-secondary technical education and skills training such as practical nursing in 30 locations across the province.

“GDI offers Practical Nursing programs in Regina, Saskatoon and Prince Albert and GDI has become the second largest producer of practical nurses in the province, second only to SaskPoly,” says McCaffrey. “So we’ve had a

pretty good run, in terms of nurse training, of about 17 years.”

DTI also offers truck driver training, the upcoming “Enhanced Intro to Carpentry and Solar” apprenticeship training for heavy-duty equipment mechanics and other vocational programs where GDI kicks in 25 to 50 per cent of the journeyperson’s wages.

“The traditional trades such as carpentry, plumbing and electrical attract more men than women. But we have students in 38 different trades with 612 employer partners. And since 2010, the economic value of our apprenticeship training is over $35 million in direct wages,” says McCaffrey.

To synchronize with the marketplace, GDI conducts an annual comprehensive needs-assessment where they meet with other learning institutions, the Métis community and employers.

“The whole intent is to establish partnerships so we don’t train people for jobs that are non-existent or opportunities that aren’t there.”

McCaffrey points out that GDI is the only Métis training facility of its size in Canada.

“What we hope to do in the future is to offer more programs that will help the provincial economy, to help Métis people get into the economy, to earn money for their families, and to take part in Saskatchewan’s prosperity.”

For more information on the Gabriel Dumont Institute and its programs, visit gdins. org.

southeast college embraces ‘student first’ philosophy By caRol toDD

Who’s on first?

No, it’s not the old Stooges skit — the opposite in fact, as one of Saskatchewan’s major post-secondary institutions turns the leaves on education to put the students first.

Southeast College, with a current enrolment of almost 5,000 students, serves a geographic area of 20,000 square kilometers in southeast and south-central Saskatchewan, with campuses in Assiniboia, Estevan, Indian Head, Moosomin, Weyburn and Whitewood.

Patrick Stoddart, the new president and CEO of the college, defines “student first” as identifying which students can or will access the institution and then ensuring everything is in place to help students meets their academic goals, whatever those may be. “So when I say ‘students first’, it means identifying through mission, vision, values who you want and how many. You have a moral obligation to put the structures in place to ensure that they get to where they want to go in the future,” he says.

And, that future is increasingly demanding, with everything from technological change to the impact of the economy on post-secondary education. For example, Stoddart says the decline in the province’s oil and gas industry in recent years has not only had a wide economic impact, but has directly affected Southeast College as well. He points out the current enrolment of 4,700 students is a drop from previous years. “That’s a steep decline from what they had five or six years ago. Most of the hit has been around the Estevan area, where the focus of that campus has been energy training,” he says.

Stoddart says Southeast College won’t eliminate all

Southeast College’s “student first” philosophy is proving successful. Southeast College operates campuses in six communities throughout southeast and south-central Saskatchewan, with a current enrolment of 4,700 students. Through partnerships with post-secondary institutions, the college offers a wide variety of career, vocational and academic programming. soUtheA st c oll e g e/ g re g h U s z Ar

its programming to support the oil and gas industry, but it will be looking to expand its focus. And that’s where the technological changes will be of benefit. “My masters is in education technology, so I’m a big proponent of distance education, synchronis learning and video conferences and things like that,” he says.

One of his first acts was to link the campuses with distance learning units. “So we implemented that pretty quickly. So we’re able to offer synchronis distance learning through video conferencing at all six of our campuses from any one of our campuses. So that’s one of things we’re going to be expanding on in the near future,” he says.

Currently, distance education allows Southeast College to offer first-year Arts classes from the University of Regina, and Stoddart says that’s also an area

the College would like to increase. “So we’re looking to expand that in the fall to some science courses and possibly in a year and a half looking at something like a masters in education; something that would be in high demand in most of the communities that we serve,” he says.

And again, he says, that will be driven by the College’s strategic enrolment management plan that will direct its enrolment and student support activities, which Stoddart expects to be finalized in July. In addition to the U of R, the college is also affiliated with Assiniboine College in Manitoba and is looking to add Alberta’s Olds College in the future.

It’s not final, but Stoddart says the college will likely be targeting mature learners – those possibly older adults who have been out of the school system for a

Southeast College offers a two-year Licensed Practical Nursing program that prepares students for a challenging and rewarding health care career.soUtheA st colle ge/ gre g h U sz Ar

while – and First Nations people. Southeast College currently offers some classes on several First Nations and Stoddart, whose most recent posting was at Grassy Narrows First Nation in Ontario, would like expand that.

Another area that Stoddart says revolves around

placing the student first is in scheduling. While there isn’t a lot that can be done to change details of curriculum, which are established

by Saskatchewan Polytechnic, Stoddart says there is a lot that can be done to make it easier for students to attend courses, or even find

out about them. He says a “one-stop shop” could provide information on all the College’s courses without the need for potential students to make appointments to get information. Class times could also be adjusted outside of the traditional days and hours to better meet student needs and Stoddart says this is where distance education could be a real boon. He cites the example of a carpentry course, where students could learn the academic side through distance education before going to a campus to take the physical training.

Southeast College is also considering implementing co-curricular transcripts, which are records of a student’s involvement in educational experiences outside of the classroom. “What can we add as a small regional post-secondary institution, that adds value to enhance the students’ ability to join the workforce?” Saskatchewan continues to have one of the highest rates of volunteerism in the country, and Stoddart says that experience can add to a student’s resume. “We would then capture that experience in a parallel transcript and give that to the student at the end, so that when they go out to their job interview, it’s almost like a portfolio that’s verified by the post secondary,” he says.

With all the options currently available for students, through the Internet and direct distance education, as well as the technology that both aids, and sometimes limits, educators and students, Stoddart says the next 10 years are going to be “interesting.”

With experience as a registrar and on a First Nation, he brings a lot to the Saskatchewan education landscape. “I’m in the right field,” he says looking toward the future.

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Road to higheR leaRning

kresta blazing trails at college of engineering By elizaBetH iRelanD

The first woman to graduate from the University of Saskatchewan’s College of Engineering was Isobel “Izzy” Daw, in 1946. Today, approximately 20 per cent of undergraduates enrolled at the College of Engineering are women. In January 2018, chemical engineer Dr. Suzanne Kresta became the college’s first female dean.

Over the past couple of years, the number of female faculty at the College of Engineering has increased from six out of 85, to 14 out of 91.

Led by Engineers Canada, there is now a nation-wide initiative known as 30 by 30.

The goal is to have women comprise 30 per cent of the Canadian engineering population (both academic and professional) by the year 2030. Increasing the number of female faculty in the college is a step toward meeting the 30 by 30 goal.

“There is fierce competition for female engineering faculty and it’s a global market for talent. To more than double our female faculty in three years was not that easy.

It was the right time to happen and creates a community that we can build on, as well as increasing an exchange of ideas and further incorporating a female voice,” says Kresta.

Kresta is a strong advocate for women in the disciplines of science, technology, engineering and mathematics (STEM). She is thoughtful about the messaging young people need to hear about engineering. Yes, engineers are good at math and science but if you like to bake and cook – that’s a type of chemical engi-

Dr. Suzanne Kresta is the first female dean of the University of Saskatchewan’s College of Engineering. As a role model to future women engineers, Kresta says “the human aspect is what attracted me to engineering, being responsible for teams of people.” Po st m ed iA fi l es

neering as well.

In her own career, Kresta earned a BSc from the University of New Brunswick, an MSc from University of Leeds and a PhD from McMaster University. After living and working in different provinces, she doesn’t express a regional affiliation and describes herself as “just Canadian.” Kresta is an accomplished researcher in the area of turbulent mixing and she has worked in sectors ranging from drinking water systems to cosmetics formulation to oilsands extraction.

With 2,236 students, the University of Saskatchewan College of Engineering is considered mid-sized among

the 44 Canadian institutions with accredited engineering programs. The college offers undergraduate programs in eight different engineering disciplines, as well as master’s and doctoral degrees.

With regards to the 30 by 30 initiative, Kresta explains, “Thirty per cent is a critical mass and a tipping point for sustainable female representation.”

Kresta and her team at the College of Engineering are helping to create a more welcoming environment for female students, while staying mindful of not alienating the male student population. Kresta has two adult daughters of her own

Under Dr. Kresta’s leadership, the College of Engineering has become a more welcoming environment for the growing number of female students. PostmediA files

that are both professional engineers (P.Eng.). She spoke to her daughters candidly about attracting females to the profession and the need to be less gender-specific (for example, fewer comparisons to LEGO and cars).

Kresta’s one daughter, a mechanical engineer who now helps manufacture aircraft, was a keen quilter growing up.

Why should women consider entering the engineering profession? “Engineering jobs have regular hours and are well paid. There are a wide variety of roles and a set of skills that is more and more in demand. The need for engineers is well beyond big companies and industry.

There are start-ups, essential

services, health care organizations, agriculture and food.

An engineering career presents really diverse opportunities for a wide range of interests,” says Kresta.

As a role model to future women engineers, Kresta says “the human aspect is what attracted me to engineering, being responsible for teams of people.”

Kresta notes that while the college’s environmental engineering program has the most females, disciplines such as mechanical engineering and electrical and computer engineering have taken longer to attract female students.

What is one message about engineering that Kresta would like to convey? “Engi-

neers can do anything. There is a place for every kind of person in engineering.”

Attentive to attracting females to the profession early, the college offers SCI-FI Science Camps for primary school children to explore science and technology. Each year, Usask reaches more than 10,000 youth from across the province through school workshops, summer camps and Saturday science clubs.

Prospective College of Engineering students are encouraged to consult an academic advisor at the Engineering Student Centre and to come by for a tour. More information on the College of Engineering can be found at engineering.usask.ca.

ROAD TO HIGHER LEARNING ADVERTORIAL

Aunt’s recovery inspires USask Physical Therapy student ASHLEY SHARP AND JOHN SHELLING

When Kaili Gilroy’s aunt suffered a traumatic brain injury, the recovery process she witnessed first-hand gave her insight into her future career.

Gilroy, a member of Manitoba Métis Federation, is in her second year in the University of Saskatchewan School of Rehabilitation Science in the College of Medicine. After graduation she plans to return home to Swan River to help serve the health care needs of her community.

Gilroy received an award for community engagement at this year’s Indigenous Student Achievement Awards. The award ceremony was part of Indigenous Achievement Week (IAW), which celebrates the successes and contributions of Métis, First Nations and Inuit students, staff and faculty.

We asked Gilroy a few questions about her time at USask and what motivates her.

Q: What drew you to the School of Rehabilitation Science?

A: Early on in high school I knew I wanted to pursue a career in Physical Therapy, specifically within private practice. I was very involved in sports, and like many young athletes, I would get injured. Experiencing physical therapy firsthand for my

own injuries was very intriguing to me and I knew one day I wanted to work in a clinic and treat musculoskeletal injuries one day.

While pursuing my Bachelor of Kinesiology at the University of Regina, I always had the SRS’s Masters of Physical Therapy program at the back of my mind. When researching Physical Therapy schools across Canada, what drew me to the SRS was the musculoskeletal curriculum.

The manual therapy skills that new SRS graduates possess are what set us aside from other schools, and with my mind set on private practice, I knew this would be a perfect fit.

Q: How has coming from a small community affected your perspective on community involvement?

A: Growing up in rural Manitoba, community involvement is vital to create and sustain the benefits we come to expect and enjoy. Volunteering is second nature to those who prefer a small community lifestyle. Without volunteers, a small town will not thrive. The lack of resources in rural communities forces and encourages people to work together and help one another.

Whether it be a fundraiser for the local Aboriginal Headstart Program, a family dealing with the medical needs of a child, or a community event, everyone always seems to come togeth-

er to achieve the end goal.

Upon graduation, I look forward to returning home to Swan River, MB, as a way to help pay back my dues. I am very much looking forward to proudly serving the community in any way I can.

Q: Has there been someone in your life who has inspired you to get to where you are today?

A: In 2012, my aunt suffered a traumatic brain injury and was in coma for three weeks before beginning her journey to recovery. While being treated at the Health Sciences Centre in Winnipeg, MB, she went through extensive speech-language therapy, occupational therapy, and physical therapy.

Fortunately, with the help of her medical team and therapists, she was able to make a near-full recovery.

With my strong interest in physical therapy, I thought it would be a great learning experience to observe one of my aunt’s physical therapy sessions. The physical therapists that were working with her at the time were extremely knowledgeable, compassionate, and encouraging. Being able to see the progress my aunt made was very inspiring and it opened my eyes to the importance of this profession. The impact of physical therapy on her recovery was significant, and whether I work in a public or private setting, I hope to be as instrumental in my future patient’s lives as those therapists were for my aunt.

Kaili Gilroy decided to pursue a career in Physical Therapy at the University of Saskatchewan after being an eyewitness to her aunt’s recovery from a traumatic brain injury. She is now in the second year in the School of Rehabilitation Science in the College of Medicine. After graduation, she plans to return to her home town of Swan River, MB, to help serve the health care needs of her community. ( P HOT O BY CAR EY SHAW)

Q: This year’s Indigenous Achievement Week theme is Indigenous knowledge systems. How can Indigenous knowledge systems improve the world we live in?

A: As a future healthcare provider, the ultimate goal is to help improve the health of individuals. Health, according

to the World Health Organization, is defined as “the state of complete physical, mental, and social well-being and not merely the absence of disease.” In order to uphold this value with the Indigenous population, healthcare providers should be cognizant of their traditional medicinal practices. However, without

THIS STORY WAS PROVIDED BY THE UNIVERSITY OF SASKATCHEWAN FOR COMMERCIAL PURPOSES.

having traditional knowledge passed on to future generations, these practices could become lost very quickly.

By educating future generations and healthcare providers, I believe that traditional medicinal practices could become more prevalent and ultimately improve the health of the Indigenous population.

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s a s k aT o o n s Ta r P h o e n i x

ILLUMINATORS

The Canadian Light Source national research facility, one of the largest science projects in Canadian history, is a critical tool for global research. Every year, more than 1,000 scientists from throughout Canada and across the world use the country’s brightest light to develop innovative solutions in agriculture, environment, health, and advanced materials—at the University of Saskatchewan.

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