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THE PROFESSIONAL JOURNAL FOR ONTARIO COLLEGE ADMINISTRATORS • VOL.10 NO. 1 • SPRING 2015
Preparing for
intake 2025
Students will
demand more
Are you ready?
PM# 40065075
INSIDE
Leaders & Innovators • Faculty/admin perspective • Member News • Career Corner
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2 COLLEGE ADMINISTRATOR • SPRING 2015
VOL.10 NO. 1 • SPRING 2015 TABLE OF CONTENTS
Your partner in
administrative excellence.
6 15
OCASA Mission Statement
OCASA is a voluntary, professional association Intake 2025 ................................................................................................................. 6
which supports and advocates for Ontario’s Technology will facilitate the change students will demand.
community college administrators, while building
and promoting administrative excellence for the
Dental hygiene ........................................................................................................ 11
Capstone paper compares faculty credentials of private career and community college programs.
betterment of the college system.
Legal Column ........................................................................................................... 14
Employers, unions, employees must work together for work/family balance.
OCASA Executive 2014/15
PRESIDENT
Connect, Collaborate, Transform ............................................................... 15
Leaders and Innovators Conference includes presidents’ panel, workshops.
David Belford
Dean, Faculty of Business
Fanshawe College
Career Corner .......................................................................................................... 20
Preparing for 2025: get tech savy, inspire staff and earn a Ph.D.
VICE PRESIDENT
Krista Pearson
Parlons carrière ...................................................................................................... 20
Préparations pour 2025 : devenez technophile, inspirez le personnel et obtenez un doctorat.
Registrar & Director, International
Sault College Managing change ................................................................................................. 24
How do we empower people to embrace and champion change?
SECRETARY
Riley Burton CAAT Pension ........................................................................................................... 26
Chair, School of Engineering You pay about 12.5 cents for every dollar your pension will provide.
Technology and Trades
Confederation College Régime des CAAT .................................................................................................. 26
Vous payez environ 12,5 cents pour chaque dollar de rente que vous recevrez.
TREASURER
Alanna McDonell
Marketing and Conference Services Manager Regular Features
Algonquin College
President’s Message .......................... 4 Member Profile ................................ 30
PAST PRESIDENT Member News ................................. 28 Advertiser Information Centre ............ 31
Rick Helman
Retiree,
Loyalist College EXECUTIVE DIRECTOR Published by
Diane Posterski
1-866-742-5429 ext. 2 info@ocasa.on.ca
Editorial Board
CONTRIBUTING EDITOR Third Floor - 2020 Portage Avenue
CHAIR: Bill Swan Winnipeg, Manitoba R3J 0K4
Diane Posterski, 1-866-742-5429 bill.swan@ocasa.on.ca Tel: 866-985-9780 Fax: 866-985-9799
Executive Director, OCASA www.kelman.ca info@kelman.ca
OCASA
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Managing Editor: Cheryl Parisien, cheryl@kelman.ca
Manager, Media Relations Toronto, Ontario M5H 4E7
and Editorial Services Phone: 1-866-742-5429 Fax: 1-866-742-5430 Design/Layout: Daniel Goulet
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Louise Chatterton Luchuk Publication Mails Agreement #40065075
Associate Director, Centre for Contemporary Return undeliverable Canadian addresses to: All rights reserved. The contents of this publication
Teaching & Learning OCASA may not be reproduced in whole or in part without
St. Lawrence College P.O. Box 263, Napanee, ON K7R 3M4 the express consent of the publisher.
Gregory Murphy
Dean, School of Media, Art and Design
Durham College
Richard Webb
Director, Human Resources
Sault College
SPRING 2015 • WWW.OCASA.ON.CA 3
PRESIDENT’S MESSAGE
Creativity and PD needed to
prepare for the year 2025
David Belford
OCASA President
La créativité et le PP sont nécessaires Président de l’APACO
aux préparations pour l’an 2025
W hat will Ontario colleges look like in ten years? That is
the question being explored in this month’s edition of
College Administrator.
D e quelles couleurs les collèges de l’Ontario seront-ils revêtis
en 2025? C’est une question importante que la présente
édition de College Administrator aborde.
At this writing I have not yet seen the feature story. However, I Au moment de la rédaction du présent message, je n’ai pas
can predict that what we do will be shaped by technology – encore lu l’article vedette. Toutefois, je peux prédire que nos
information technology, biotechnology, nanotechnology, activités seront certainement influencées par la technologie –
robotics, the internet of things and the latest findings in brain la technologie de l’information, la biotechnologie, la nanotech-
research. All will have an impact on teaching and learning. nologie, la robotique, la technologie d’Internet et les dernières
Other factors will include changing government priorities and découvertes de la recherche sur les fonctions cérébrales. La
funding. Changing student markets that we serve will affect what technologie façonnera tous les aspects de l’enseignement et
we teach but also how we operate as organizations. Certain de l’apprentissage.
themes will be stronger – student and staff diversity, more sup- Les changements touchant les subventions et les priorités
ports for student mobility, multiple and flexible delivery options gouvernementales entreront également en jeu. Le corps étudi-
for education and training, institutional accreditation, greater ant changeant envers lequel nous seront engagés influencera
accountability and increased global competition for students. ce que nous enseignons autant que nos pratiques de gestion.
Ken Robinson, in his book Out of Our Minds, Learning Certains aspects seront plus prononcés – la diversité des étudi-
to Be Creative, encourages educators to better support the ants et du personnel, les services destinés à la mobilité des
development of creative minds in our students. “Organizations étudiants, les plateformes d’éducation et de formation plus
across the world are competing in a world that is changing faster nombreuses et variées, l’accréditation institutionnelle, la re-
than ever,” he says. “They say they need people who can think sponsabilité accrue et la compétition mondiale beaucoup plus
creatively, who are flexible and quick to adapt. Too often they forte pour attirer les étudiants.
say they can’t find them. Why not?” Dans son livre intitulé « Out of Our Minds, Learning to Be
Robinson says it is essential that we encourage creativity to Creative », Ken Robinson encourage les éducateurs à mieux pro-
flourish in our classrooms, and we must do that in a very deliber- mouvoir le développement d’un esprit créatif chez les étudiants.
ate manner. In order to ensure that happens, creativity and inno- Il exprime que « les établissements à travers le monde entier
vation should also be part of the way we operate our colleges. entrent en compétition les uns avec les autres dans un monde
What does this mean for you as an individual administrator, and qui change plus rapidement que jamais ». Il déclare, « Ils sont à
for the administrators you work with at your college and across la recherche d’individus qui possèdent l’habileté de penser de
the Ontario college system? It means you will have to be con- façon créative; des gens qui s’adaptent facilement aux change-
stantly sharpening your knowledge and skills and environmental ments. Mais, plus souvent que non, disent-ils, ces individus sont
awareness, and yes, encourage and support creativity and positive introuvables. Mais pourquoi donc? ».
change. Administrators must continue to be creative in developing Robinson nous dit qu’il est essentiel d’encourager le dével-
strategy, managing tight finances, leading talented teams, provid- oppement de la créativité en classe et ce, intentionnelle-
ing vital student supports and ably representing individual colleges ment. Pour assurer le succès de cette initiative, la créativité et
and the value of college education to our many stakeholders. l’innovation devraient faire partie intégrante et fondamentale de
In short, the key to the future is through professional la gestion de nos collèges.
development. Or lifelong learning, if you prefer to call it that. À titre d’administrateur ou d’administratrice, qu’est-ce que
OCASA is an essential part of that. cela signifie pour vous, ainsi que pour tous les autres administra-
As an organization with members that span the Ontario col- teurs et administratrices avec qui vous travaillez et ceux et celles
lege system, OCASA provides administrators with opportunities dans l’ensemble du système collégial de l’Ontario? Cela signifie
to better meet the coming opportunities and challenges: que vous devrez continuer sans cesse d’améliorer vos connais-
• Professional development opportunities through webinars sances, vos compétences, votre sensibilité à l’environnement et
and certification in college leadership and management. bien entendu, vous devrez encourager et faciliter la créativité
Click HERE to return to TABLE OF CONTENTS
4 COLLEGE ADMINISTRATOR • SPRING 2015
LE MOT DU PRÉSIDENT
• Mentoring and coaching. et les changements positifs. Les administrateurs et administra-
• Network building through involvement, committees, and the trices doivent eux-mêmes faire preuve de créativité en ce qui a
activities of local administrative staff associations. trait au développement de stratégies, à la gestion de finances
• Thoughtful and insightful articles such as those found in restreintes, à la direction d’une équipe talentueuse, à leur appui
this magazine. inestimable du corps étudiant et à la représentation efficace des
Topping the list: the annual Leaders and Innovators Conference collèges individuels et de la valeur appréciable d’études collégia-
(June 22-23, Kingbridge Conference Centre, King City) is an ideal les, auprès des nombreuses parties prenantes concernées.
way to navigate your way toward 2025. See details in this issue. En bref, la clé du futur est le perfectionnement professionnel.
Autrement dit, un apprentissage évolutif continuel et l’APACO
en est une partie essentielle.
Les membres de l’APACO représentent l’étendue complète du
système collégial de l’Ontario et de ce fait, l’Association offre des
occasions parfaites à tous les administrateurs et administratrices
pour faciliter une meilleure gestion des opportunités et des
défis qui se présentent :
• Occasions de perfectionnement professionnel par l’entremise
de webinaires, et l’accréditation en matière de leadership et
de gestion des collèges;
• Mentorat et accompagnement;
• Développement d’un réseau professionnel – participation,
comités, activités offertes par l’association du personnel
administratif locale; et
• Articles inspirés et bien pensés, tels que ceux trouvés dans la
présente publication.
Et tout en haut de la liste : La Conférence annuelle sur le leader-
ship et l’innovation (le 22 et 23 juin, au Centre de Conférence
Kingbridge à King City); l’occasion idéale pour naviguer votre
parcours vers 2025. Vous trouverez tous les détails à l’intérieur
de la présente publication.
David is the Dean, Faculty of Business, Fanshawe College.
His role as President is a volunteer one, also serving as
Chair of the 12 member, volunteer Board of Directors.
David est le doyen de la Faculté d’administration des affaires
à Fanshawe College. Son rôle à titre de président est un
poste bénévole, et il est également le président du conseil
d’administration qui est composé de 12 membres bénévoles.
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Click HERE to return to TABLE OF CONTENTS
SPRING 2015 • WWW.OCASA.ON.CA 5
COVER STORY
Preparing for 2025
We asked people to look ahead 10 years
They predict revolutionary changes Bill Swan
Contributing Editor
M any years ago, when I was a
young man at the beginning of
a teaching career, the Scarborough
ballpoints leaked, and who would want
that in the hands of a 10-year-old?
TV, on the other hand, was the new
your crystal ball is working free of a pow-
er source. We first asked this question
in 2006 in the magazine Lumière (the
Board of Education had a challenge with kid on the block: TV broadcasting was forerunner of College Administrator).
technology: Should ballpoint pens be at that point less than 10 years old in First, does the march to 2025 threaten
allowed in the classroom? Canada. Pundits predicted the TV set colleges? Just the opposite, says Ken Steele,
The debate – it seems ludicrous now might replace the classroom teacher. It chief futurist at Eduvation Inc.: “There
– occupied the board for several weeks, was cutting edge. are plenty of indications that the colleges
and created vigorous public debate. The ballpoint pen issue was resolved will be in the ascendancy over this next
At the same time, one teacher I knew rather handily. One trustee, a banker, decade,” he told College Administrator in
was involved in pioneering what surely pointed out that ballpoint pens had been an interview via Skype in December.
would revolutionize the classroom: accepted by banks for two years, so should We’re seeing that now, as society
Educational TV. be good enough for schools. We are Cana- catches on to what colleges do best: pre-
The issue over pens struck at the heart dians, and don’t argue with bankers. pare people for the workplace. College
of education: already reeling from the I recalled both of these issues when I advantage over universities will continue
transition from straight nib pens to foun- set out to research the feature in the cur- to flower, Steele says. “Employers are
tain pens, traditionalists saw the writing rent issue: What will colleges be like in 10 hiring for skills anyway; they don’t really
on the blotter: penmanship would be a years – in 2025? look at your transcript to say did you get
dying art and standards in all areas would The question is, of course, unanswer- an A or B in Chaucer; they don’t really
wither and writhe. Besides, the cheap able to any degree of accuracy unless care about that minutiae.”
Ken Steele, Eduvation Inc.
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6 COLLEGE ADMINISTRATOR • SPRING 2015
COVER STORY
I would love to see a more integrated
and seamless experience from elementary
to secondary education, and then through to
postsecondary learning...
But job skills notwithstanding, the credit easily to universities and from
Internet has changed the way we all learn universities to colleges to really build
and is changing delivery. Video demon- the type of education that they need in
strations help us all in all domains, from the workforce in 10 years,” he said in an
fixing a leaky toilet tank to special stitch- interview with CA. “That would be my
ing for quilts, from explanations of long vision of seamless, flexible, easy access”
division to quantum gravity. across both colleges and universities.
The Khan Academy, which began as Dr. Marilyn Herie, Dean, Learning,
family tutorials, is still less than a decade Teaching and Scholarship Centennial
Dr. Marilyn Herie, Dean, Learning, Teaching and
old. It provides more than 3,000 mini College, agrees. “I would love to see a Scholarship Centennial College
lessons on topics from arithmetic to more integrated and seamless experience
calculus for grade school and high school from elementary to secondary educa- Nevertheless, “There will be con-
level. Now the Khan Academy is looking tion, and then through to postsecondary tinuing interest in North American
at what it can offer at the postsecond- learning, as well as pathways across the education in India and China or other
ary level. Although the Academy did college and university systems. Those developing countries.”
not invent the “flipped” classroom, it transition points are still a challenge for (Even there, assumptions are not easy
did popularize the approach: watch the students to navigate.” to make. In an interview with College
lecture and lesson at home, and work Easing such transitions is important to Administrator two years ago, demo-
on the application at school where the students, says Matt Stewart, and fully sup- graphic expert David Foote warned: “You
teacher can offer help. ported by the Student Alliance. “Not just just can’t go to India to recruit. You have
Add to that the prevalence of MOOC between colleges but between colleges to target rich people in India.” And the
(Massive Open Online Courses) – any- and university and vice versa. The concept one-child policy in China will soon cre-
body can take courses in anything any of lifelong learning (is) going to grow in ate a dramatic drop-off, he said. Foote’s
time. From home. In pyjamas. For free. importance as technology changes; it’s recommendations: Recruit from Turkey,
“What (are) the colleges going to look going to play an increasingly important Vietnam, Brazil, Mexico.)
like?” asks Matt Stewart, President of the part in education.” Aside from ballpoint pens, we haven’t
College Student Alliance which repre- So let’s put that down as a vision for even talked about technology yet.
sents 110,000 Ontario college students. colleges 2025: seamless transfer. Some perspective. In the original story
“How are colleges going to facilitate their The development of such protocols in 2006, smartphones had been around
courses? With the development of online fits well in the growing globalization for a decade, but their real impact did
learning the need for a robust transfer of colleges. not hit colleges until the launch of the
credit system will grow.” International students undoubtedly iPhone in 2007. Consider that the iPad
Credit transfer has been a thorny want their achievements to be recog- (and associated tablets) danced onto the
problem in the past, often amounting to nized around the world. scene in 2010 – five years ago. Physically,
one-off solutions from course to course “The feds and the provinces have all tablets resemble the slate that Anne
or program to program. Complicating it emphasized the need to increase interna- Shirley broke over Gilbert Blythe’s head
even more “is the convergence between tional enrolment,” said Steele but he sees in Avonlea Public School, circa 1890, but
college and university offerings,” said limits. “I do think it caps out in the 20 otherwise they are worlds apart.
Ken Steele. “The movement toward to 25% range. When institutions hit 25% Kevin Weaver, Dean, Technology and
fused college-university education international in any given program or Visual Arts at Georgian College, looks
has pretty clear momentum.” He cites certainly overall the sustainability starts at the students entering college today,
examples Guelph-Humber and York- to waver. bringing more with them than a pen and
Seneca as hybrid institutions that show “Until we get there, there is oppor- pencil – smartphone, laptop, tablet with
strong growth as university applications tunity for growth. There are college perhaps a desktop at home. “The system
fall off. campuses in Ontario nowhere near 20% has to catch up a little bit and recognize
And in 10 years? Dan Holland, CEO international.” But that, he added, can be that that is going to be the expectation.
of OntarioLearn has a prediction: affected by the unpredictability of global I’m hearing of some great uses of
“Students will be able to transfer currency fluctuations. technology in grades two and three, even
Click HERE to return to TABLE OF CONTENTS
SPRING 2015 • WWW.OCASA.ON.CA 7
COVER STORY
One thing we will see impacting education
is the interconnectivity.
Kindergarten. (These) students are going science again to boys who are increas-
to land on our doorstep in 10 years; ingly dropping it in high school.”
imagine the expectations they are going All of this while doing more of what col-
to have on how we interact with them.” leges excel at: “personal connectedness
Predicting new technology is all but with students, and supporting students’
impossible. We have no idea what Black success,” said Dr. Marilyn Herie. “Technol-
Swan device is now under development, ogy offers us tools and solutions – it’s not
and those developing it are keeping an end in itself.”
it to themselves. But technology will Everyone interviewed for this feature
dominate, and “will be smaller and every- agreed: the classroom of 2025 will be driv-
where,” says Dr. Pehrsson of CMU. “Stu- en by technology, involving some version
dents can plug in and take classes from of online and hybrid classes and by student
any place, home, any room on campus demand geared to the individual learner. Karen Creditor, CEO, Ontario College
Application Service
and also face to face.” Still, technology is only a tool. “Good
Karen Creditor, CEO, Ontario Col- teachers embrace technology and use it
lege Application Service, predicts we are within their approaches but it does not Dr. Herie has a warning: “It’s easy to
just scratching the surface of even the dictate their pedagogy; it enhances it,” get distracted by the bells and whistles
technology now available. “One thing says Dr. Dale-Elizabeth Pehrsson, Dean of the many and varied ‘edtech’ applica-
we will see impacting education is the of Central Michigan University College of tions,” she said. “Given that the history of
interconnectivity – where I can decide Education and Human Services. online and technology enhanced learn-
that I’m leaving my classroom and I’m What may be more difficult than mas- ing/pedagogy is so much briefer than
going to go to the library,” she said in an tering technology may be in adapting and that of classroom-based learning (i.e., ap-
interview. “And I’m wearing a bracelet, or shaping the expectations of students. That proximately the last three decades versus
turn on my iPhone to access the research third grade student who walks through approx. the last thousand years), there is
I need when I get to the building across college doors in 10 years will be “much a need for evidence-informed pedagogy
campus. That type of interconnectivity more individualistic,” says Karen Creditor. (or ‘paragogy’) faculty development.
in disparate ways is really important. The “They (will) expect from a very young age “We want students to experience the
technology is already there – it hasn’t to be treated as unique individuals.” same outstanding learning online that
become commonplace yet. And we are Dr. Herie sees this challenge as a they get in their classrooms. As institu-
going to see that more and more – con- strength. “Colleges are uniquely posi- tions and as a system, we also need to
nectivity across all platforms.” tioned to foster and build applied skills work toward pushing for Learning Man-
There’s more. “Virtual reality in 3D for meaningful work (and meaningful agement Systems that are as intuitive as
space” can be applied to hands-on train- lives), and include critical reflection, the best viral social media applications out
ing in the trades and other areas, she says. academic scholarship, and transformative there. There are still barriers to both fac-
The need, she adds, may be in creat- learning,” she says. “The college system ulty and students in engaging/developing
ing education that is seen as cool to a is nimble, innovative and entrepreneur- dynamic online learning environments.”
new generation: Simulations; learning ial, and this puts us at a big advantage in Emerging studies on how people learn
through games; combining 3D virtual leveraging new and ‘disruptive’ teaching/ will also change the face of education.
with Google Glass in a hybrid world for learning technologies with our students.” Colleges long ago discovered – or were
enhanced learning. Matt Stewart of the College Student Al- built on the idea – that people learn
The learning opportunities could liance stresses that anything that “affects best by doing rather than listening:
be enormous. “We don’t hear teenage student livelihood, you would have to demonstrations, exercises, practical labs.
boys saying they don’t get Halo (a video work and talk with students. That is the Although not extinct in colleges, the
game) and they quit playing,” Steele strongest point we can stress. Students lecture as such is likely to much play a
says. “They get killed, they respawn, and are the ones going through the system. much-reduced role.
they keep trying to level up.” Apply that Who better to provide such information Ken Steele: “Studies are all telling us
model to learning, he suggests, and “it than those who are going through this that lectures are probably the least ef-
has the potential to open up math and system firsthand?” fective way to convey information. But a
Click HERE to return to TABLE OF CONTENTS
8 COLLEGE ADMINISTRATOR • SPRING 2015
COVER STORY
majority of faculty still use the lecture.” together in online learning rather than basically using a model pioneered by
Although this is more common in some have each college strain resources to OntarioLearn. This has the potential of
disciplines, and may be more of an issue provide a limited approach. being the meeting ground for online,
at universities than colleges, there is OntarioLearn is only part of the hybrid, college, university and credit
pressure for change. online learning. Holland points out that transfer issues.
Dr. Pehrsson sees a new campus: “The many colleges provide in-house course Convergence, it is called. It keeps
lecture format will have all but disap- offerings that could be expanded and coming up.
peared. Faculty members will hold office made available more widely. Through “High school students may have taken
hours virtually. Instructors may live on Ontario Online Consortium, the Ministry some college courses,” said Dr. Pehrsson,
another continent as might students.” is encouraging college and university a movement that already developed some
What replaces the lecture? collaboration in the online universe, history in Ontario.
Online demos, interactive simula-
tions, and “the ability to record a lec-
ture that we can turn into a textbook,”
says Steele. Add interactivity; put the
textbook online with the ability to test
and record student progress and pres-
ent material adjusted to the student’s Business +
current grasp of material; and use class
time for active engagement rather than
passive listening. The learning dynamic
Making a difference
is energized.
“Textbooks are getting more and
more sophisticated,” he adds. “Textbook
On-Line MBA and MA (Leadership)
publishers are operating in a global $9
billion industry. They are investing a
huge amount in R&D to create personal-
ized adaptive learning platforms.”
Steele says that within 10 years the
students we’ll be getting on campus will
have been raised with mobile computer
devices on wi-fi “from the crib onward.”
“Television will be an interesting
antique to those students and they will
expect mobile in everything,” he says.
“Those are the students who are going to
be coming to campus. They will be a lot
further along the curve than we are now.”
However, he says, “they are still going
to be coming to campus.”
That campus will be constructed dif-
ferently, and according to Dan Holland
can provide a classroom, hybrid and
online mixture for learning enhance-
ment. He points to the spectacular
growth of online courses through
OntarioLearn “in 10 years from 23,000
students to just under 73,000 – very
close to triple” and still growing al-
though the acceleration in the growth
pattern is beginning to moderate.
OntarioLearn started out as an expan-
sion of Continuing Education and what For more information contact
20 years ago he saw as the need to Patti Lago toll free at 1.888.622.2474
coordinate the fledgling area of online or by email at plago@uoguelph.ca
offerings. Dan won the OCASA Doug
Light Award for Administrative Excel-
lence for his role in bringing colleges
Click HERE to return to TABLE OF CONTENTS
SPRING 2015 • WWW.OCASA.ON.CA 9
COVER STORY
Postsecondary institutions that
do not adapt will die.
Kevin Weaver sees blurring at the other an opportunity to reshape and rethink
end as well. “What has been traditionally some of the historical ways they have
postsecondary education and what has been conducting business,” Dr. Pehrsson
been called continuing education and of CMU said. “If they can speed up their
contract training. (In this) new environ- responsiveness to this new world of tech-
ment I see these coming closer together, nology, the sky’s the limit.”
working more to collaborate. I don’t think But, she warns: “Postsecondary institu-
that to the student this matters.” tions that do not adapt will die.”
On another aspect of collaboration, And who is in charge of that change?
Weaver will be part of a workshop at the In short, you are. Administrators must
Leaders & Innovators Conference on be the coaches who prepare staff for
successful collaboration. He and Mark this future. The key, says Dr. Pehrs- Kevin Weaver, Dean, Technology and Visual Arts
son, is trust. “Trust takes time to foster. Georgian College
Hoddenbagh, Ph.D., Executive Direc-
tor, Partnerships & Applied Research, Trust develops by being transparent,
Algonquin College, will share keys to using good and steady communication at: encouraging learning, giving students
a successful collaboration, based on and then even more communication. of all ages a leg up on the future.
seven years experience in a venture that Individuals have to understand the core Remember that cutting edge of the
included Hydro One, Algonquin College, issues and they have to buy into why ’60s, educational television? It’s still with
Georgian College, Mohawk College, and changes matter.” us, although packaged and delivered in
Northern College. Dr. Marilyn Herie: “I see the role of ways we couldn’t imagine in 1961.
Like most visions, practical events administration as fundamentally about And the ballpoint pen that gave the
can hobble even the best of intentions. influencing change. We do this every day Scarborough Board of Education such
Funding always crops up as an issue that among individual faculty and staff, as well a challenge? It’s still with us, and still
controls technology, applications, and as among our peers across the institution involved in almost every classroom today.
staffing, and this can be unpredictable. and system. I’ll bet a cup of coffee that you have one
Politics and politicians make “The challenge for administration (and on your desk right now.
predictions difficult, Ken Steele claims. it’s a good one!) is to model the change See me at the Leaders & Innovators
“Actually, politicians are very rational that we are asking for from our faculty Conference to collect.
creatures. But to them it’s all about and staff. Our creativity, willingness to
votes, so politicians go where the votes model positive risk-taking, and commit-
are. That’s not always the most rational ment to quality and the student experi-
thing for higher education.” ence help move us forward.”
Steele sees governments starting to In June, Dr. Herie will lead a workshop
embrace performance-based funding. at the Leaders & Innovators Conference
Once “funding is based not on enrolment that focuses on motivating faculty and
but student progress and success, then staff to embrace change. (See details in
the cheese has moved,” he says. this issue.)
“The institutions will have to reward Karen Creditor will also offer a
effective teaching rather than just enroll- workshop at the conference on helping
ment and that’s going to mean we’re administrators to become champions of
going to have to take this seriously. If the change – “consciousness raising so we
data tell us (that) teaching in a way that can start leveraging our skills in what will
is cheap and convenient isn’t actually ef- drive the next ten years of education.”
fective, (we) are going to have to look at She sees the glass half full “and it doesn’t
more effective ways to teach.” have to be frightening.”
Sum it all up, and the predictions are And the technology?
for a deep and revolutionary change for Tools, merely tools to help do what
colleges. “Postsecondary institutions have colleges have become increasingly good Photo courtesy of Fleming College
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10 COLLEGE ADMINISTRATOR • SPRING 2015FEATURE
Dental hygiene:
Capstone paper compares faculty credentials
of private career and community college programs Sandra Linardi
Registered Dental Hygienist
Part-Time Educator, University of Toronto
Curriculum Consultant
A s a dental hygienist I have had the
opportunity to work in various roles
in both community college and private
program settings available in Ontario at
the time.
But were these perceptions accurate?
career college settings. Over a year ago, In my study, I attempted to answer the
when deciding on which topic to explore following three main research questions:
for my capstone research project to 1. Were there significant differences
complete my M.A. in Education degree in the current academic credentials
program through Central Michigan Uni- of dental hygienists facilitating in
versity, I considered which issues were of accredited dental hygiene programs
concern in the dental hygiene profession, from community colleges and private
specifically dental hygiene education. career colleges and in non-accredited
Changes in 2002 to the Private Career programs from private career colleges?
Colleges Act, 1990 allowed private career 2. Were there significant differences in
colleges to offer dental hygiene programs. the current demographics and current
As a result, the number of dental hygiene practices of dental hygiene educators
programs in Ontario increased dramati- in these three program settings?
cally from 12 to 36, later levelling out at 23 3. What were Ontario dental hygienists’
at the time of the study – still, a doubling. perceptions toward the baccalaureate in
In effect, this created three types of dental hygiene degree as the new entry-
programs: accredited community col- to-practice (ETP) requirement? Should
lege programs; accredited private career we move from a diploma/advanced
college programs; and non-accredited diploma to the baccalaureate degree?
private career college programs. To address these research questions, I
Poorer overall results for graduates conducted a quantitative study, which
from non-accredited dental hygiene was based on the analysis of cross-
programs offered by private colleges in sectional survey research data collected
Ontario had been noted. Private college from Ontario registered dental hygien-
students from non-accredited dental ists. The College of Dental Hygienists of
hygiene programs were not as successful Ontario, which is the provincial regulato-
in the written National Dental Hygiene ry body for dental hygienists, generously
Certification exam, or the clinical provin- distributed e-mails with a link to the 25- were insufficient participants from the
cial evaluation by the College of Dental item online questionnaire to a sample of non-accredited programs.
Hygienists of Ontario (CDHO). 1,000 registered dental hygienists, which There are no longer any non-accred-
In discussing the factors which may included 224 dental hygiene educators. ited dental hygiene programs in Ontario
have contributed to the poor written The overall response rate was 12% due to the Ontario Ministry of Training,
and clinical evaluation results, colleagues for all participants and thus limited the Colleges, and Universities (MTCU) Su-
and peers repeatedly raised concerns generalizability of the data to the gen- perintendent Policy Directive #7, dated
over perceived shortages of academically eral dental hygiene population. Twenty- February 18, 2011, which stated that all
qualified dental hygienists in educator three percent of the 224 dental hygiene private career college dental hygiene
positions, perceived differences in aca- educators contacted responded. The programs in Ontario must have received
demic credentials, as well as perceived focus of the study compared dental accreditation by December 31, 2013 to
differences in demographics and current hygiene educators from accredited retain the Superintendent’s program
practices of dental hygiene educators dental hygiene programs from both approval. Closures of accredited and
in the three types of dental hygiene community and private colleges as there non-accredited private college dental
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SPRING 2015 • WWW.OCASA.ON.CA 11FEATURE
or not faculty taught in their field of
expertise. More private college educators
reported that they had facilitated courses
which were not in their field of expertise.
Only 11 reported having a bachelor and/or Although the number of respondents
master’s degree in education. was low, it should be a concern when
faculty is expected to facilitate a course
which is not commensurate with their
education and experience.
Asked to rate how much they agree/
hygiene programs were likely impacted not have academic credentials related disagree with statements pertaining
by the MTCU policy changes, as well as to educational theory and methodol- to entry-to-practice and post-dental
financial pressures. Currently there are ogy, but also that 61% of dental hygiene hygiene graduation education, most re-
18 dental hygiene programs offered in educators and 39% of non-dental spondents (both dental hygiene educa-
Ontario, including 12 community and hygiene educators intended to pursue tors and non-dental hygiene educators)
six private colleges. additional academic studies in either responded very positively to post-diplo-
There were no significant differences dental hygiene, public health, education ma dental hygiene education, including
between educators from accredited and science. a master’s degree in dental hygiene to
community college and private college Data revealed that dental hygiene edu- be offered in Ontario.
dental hygiene programs with respect cators in private colleges were younger: Should the baccalaureate be set as
to academic credentials, age ranges, between the ages of 45-54 (community the minimum ETP requirement? On
professional experience, or dental hy- college) and 35-44 (private college), and this question, 40% of dental hygiene
giene teaching experience. community college faculty had more educators, compared to 36% of non-
The majority (82%) of dental hygiene dental hygiene experience. Overall, most dental hygiene educators were in
educators had a diploma in dental had 21 or more years of dental hygiene favour of changing the minimum ETP
hygiene, which was also the most com- experience (79% in community colleges, credential. But at the same time, only
mon entry-to-practice credential report- 50% in private colleges.) Both groups 25% of educators would disagree with
ed by all participants in the study. Only reported an average of 6-10 years’ such changes, while 40% of non-dental
four reported having a bachelor and/or related teaching experience, with 28% hygiene educators would do so. The
master’s degree in dental hygiene, all of of community college faculty with 11-15 remainder of participants gave a “Neu-
whom were faculty in private colleges. years of teaching experience, compared tral” response. Community college and
One of the surprises: only 46% to 17% of private college faculty with private college faculty responses were
of dental hygiene educators who similar experience. very similar to each other.
responded had academic credentials Community college faculty included I found it curious that there was not
related to education, including more full-time (57%) educators than the a higher percentage of dental hygiene
educational theory and methodology, private college faculty (44%). All the pro- educators who were in favour of chang-
and/or educational training to evaluate gram directors/coordinators from com- ing the entry-to-practice credential.
students. The Commission on Dental munity college dental hygiene programs This is especially notable in light of the
Accreditation of Canada (CDAC), 2011 worked full-time compared to six of the recent changes to more comprehensive
Requirement #3.2.1 for program eight private college program direc- ETP competencies for new graduates,
accreditation has made this a minimal tors/coordinators. Given the extent of increased complexities in health histories
educational requirement for dental responsibilities that these administrative for a more diverse and aging population,
hygiene faculty with instructional roles entail, it was perplexing to discover as well as rapid changes in technology
responsibilities. The data also revealed that there were any part-time program and techniques.
that 44% of the 52 dental hygiene directors/coordinators at all. Based on the study’s data and litera-
educators reported that they were The higher age range of community ture review, recommendations for further
currently enrolled in programs in various college faculty helps explain the higher research included:
academic fields, most in education. number of faculty with more dental hy- • Degree-granting institutions and other
Interestingly, half of the respondents giene and teaching experience. What it stakeholders should conduct a formal
who reported having an academic does not account for is why there were needs assessment to determine the type
credential in education had a certificate more private college dental hygiene of post-diploma programs that should
in education; only 11 reported having educators with post-diploma credentials be offered, resources needed, pre-requi-
a bachelor and/or master’s degree in – particularly in dental hygiene and edu- sites, faculty resources, and such.
education, most of which were faculty cation – than community college dental • Professional associations, regulatory
in private colleges. What may be of hygiene educators. bodies, and educational institutions,
interest to college administrators is that The question most often skipped on should explore the processes for
not only did over half the participants the questionnaire related to whether changing the dental hygiene entry-to-
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12 COLLEGE ADMINISTRATOR • SPRING 2015FEATURE
practice requirements from diploma to Despite previous unsuccessful attempts My paper also recommends that future
baccalaureate. Not only have sev- to re-create a baccalaureate program in studies examine the academic creden-
eral other Ontario health professions dental hygiene in Ontario, by 2025 I pre- tials and current practices of non-dental
achieved this goal, but several studies, dict this will become a reality. At the very hygiene faculty in dental hygiene programs
both in Canada and the U.S., support least that there will be better options for to better reflect the full complement of fac-
and recommend changing the entry dental hygienists to complete post-diplo- ulty that students are exposed to. My study
credential to the baccalaureate level. ma academic credentials in Ontario. focused on dental hygienists, but what
On this last point: Recently several com- Although there is considerable are the academic credentials and current
munity college dental hygiene programs support for changing the minimum practices of other inter-professionals (e.g.
in Ontario have moved to a six-semester entry-to-practice requirement to the dentists, psychologists, nurses, etc.) facili-
program which grants an advanced baccalaureate, I do not foresee this tating dental hygiene students’ learning?
diploma. Although this change is an im- change happening in Ontario for In addition, my study (or one similar
provement, one wonders if the additional several more years, especially since in intent) should be repeated in two to
program length is sufficient to address the most community college dental hygiene five years to maintain a current database
recent changes to dental hygiene entry-to- programs have only recently changed to a of dental hygiene faculty which reflects
practice competencies, more diverse and six-semester program. the anticipated ongoing changes in the
complex medical conditions of clients, More study needs to be undertaken, demographic and professional profiles of
and frequently changing technologies particularly on all factors that may impact dental hygiene educators in Ontario.
and techniques available, especially now student success – faculty credentials, Sandra completed her Bachelor of
that dental hygienists are permitted to demographics, admission requirements Science in Dentistry (Dental Hygiene)
work independently and self-initiate (i.e., (i.e., student selection), curriculum, in- from the University of Toronto, and her
without a dentist’s order for scaling and stitutional facilities, and student, faculty, Master of Arts in Education from Central
root planing). and staff support services. Michigan University.
M ichigan
ral
Cent ersity –
Outstanding a
Univ
e r s
30 y orationllab
of co Canada
in
Anna De Grauwe
Congratulations to Anna De Grauwe of Durham College, the 2015 recipient for
her work titled College Faculty’s Perceptions of Career Information. De Grauwe’s paper
was the capstone project for her Master of Arts degree in Education from Central
Michigan University. She has been a Career Advisor at Durham College since 2003.
The MA degree in Education – Community College from CMU
This is the perfect degree for those who focus on educating adults in schools or industry. This program is offered under the written consent of the
Minister of Training, Colleges and Universities granted for the
Many of our graduates hold high level positions in administration in Ontario colleges. period from August 3, 2004 to August 3, 2009. An application
of renewal of the consent has been submitted and the current
consent remains in effect until a decision on the renewal
Upcoming cohorts for the MA degree in Education – Community College from CMU application is made. Prospective students are responsible for
satisfying themselves that the program and the degree will
Durham College – August 2015 be appropriate to their needs (e.g. acceptable to potential
employers, professional licensing bodies or other educational
Humber College – September 2015 877-268-4636 or 989-774-3032 institutions). Central Michigan University is accredited by the
Higher Learning Commission of the North Central Association
Mohawk College – August 2015 global.cmich.edu/international of Colleges and Schools. CMU is an AA/EO institution (see
cmich.edu/aaeo). cmich.edu/globalcampus 41506 2/15
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SPRING 2015 • WWW.OCASA.ON.CA 13LEGAL
You’ve come a long way, Baby!
An overview of the history of Parental Leave in the Workplace
Ella Forbes-Chilibeck
Lawyer
RAVEN, CAMERON,
BALLANTYNE & YAZBECK LLP
A rguably, one of the most relevant legislative changes in the
past twenty years has been the amendments to Canada’s
paid parental leave benefits and evolution of the way in which
During this same time period, the number of women working
outside of the home was also changing. At the beginning of the
1960s just over 30% of women aged 20 to 30 participated in the
family obligations are viewed in the workplace. Canadian labour force. By the end of the 1970s it had doubled
In 1940, the Unemployment Insurance Act introduced un- to just over 60%. Currently approximately 70% of Canadian
employment insurance to Canada, but it was another 30 years mothers with children under five years of age are working.
before the Act provided provisions for maternity leave. In response to the changes in workplace demographics,
Starting in 1971, mothers with 20 or more insurable weeks another significant change to paid parental leave was introduced
could claim up to 15 weeks of benefits. Almost two decades in December 2000 when Bill C-32 amended what was by then the
later, in 1990, 10 weeks of parental leave benefits were added. Employment Insurance Act and increased parental leave benefits
These could be used by either parent or split between them. from 10 to 35 weeks, effectively increasing the total maternity and
parental paid leave time from six months to one year.
One aim of the 2000 amendment was to enable working
parents to care for their infant for longer and still allow them se-
cure re-entry into employment. After the extension of parental
benefits, all provinces and territories revised their labour codes
to give full job protection of 52 weeks or more to employees
taking paid or unpaid maternity or parental leave.
The legislative change meant that companies would have
to reserve a mother’s job for a year. In an anonymous survey
conducted in Alberta at the time, anxious employers predicted
heightened workplace tensions and potential discrimination
against young job seekers. “People in childbearing years will
be at a disadvantage when it comes to new positions opening
up,” warned one, while another admitted, “We have learned to
avoid hiring people we feel will be having families.”
Today, it is not immediately obvious that the initial con-
cerns have borne out. Although employers sometimes fail
to meet their obligations to the individual requesting or
returning from parental leave, these situations are more the
exception than the rule and the appropriate human rights re-
gime provides protection from discrimination. The year-long
parental leave is now standard practice in most workplaces,
while other benefits such as salary top-ups, additional health
benefits and flex time options have become commonplace
expectations. There is a growing understanding that employ-
ers, unions and employees must work together to assist
workers in maintaining a functional balance between work
life and family life. A failure to accommodate an employee’s
family care obligations may be found to be discrimination on
the part of the employer and it is important for workplaces
to have clear policies and processes in place to assess family
care issues as they arise and to implement accommodative
measures where appropriate.
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14 COLLEGE ADMINISTRATOR • SPRING 20152015 CONFERENCE
Leaders & Innovators
Connect. Collaborate. Transform.
Kingbridge Conference Centre & Institute,
King City | June 22 & 23, 2015
OPENING KEYNOTE: Conference
Monday, June 22, 10:30 a.m. Sponsored by
Focus on Ontario’s
Political & Economic
Landscape
Linda Franklin,
President & CEO, Colleges Ontario
DINNER THEATRE:
Monday, June 22, 7:00 p.m.
Gala & Celebration of 20 years!
Join us for a night of hilarity and fun with Bad Dog
Comedy Theatre
For over 30 years, the award-winning Bad Dog
Theatre Company has specialized in the art of
unscripted comedy and improvised performance
in Toronto...
We’re sure they’ll teach us about connecting,
collaborating and transforming!
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SPRING 2015 • WWW.OCASA.ON.CA 15OCASA LEADERS & INNOVATORS CONFERENCE 2015
PRESIDENTS’ PANEL: Tuesday, June 23
What are the trends? Where do these leaders see colleges 10 years from now, and
how can you be prepared as a leader of tomorrow?
Fred Gibbons, President Ron McKerlie, President Glenn Vollebregt, President
Northern College Mohawk College St. Lawrence College
LEISURE & FACILITIES REGISTRATION FEES
Whether you prefer some time in our newly renovated
Full Conference with Accommodation
fitness room, a relaxing massage or a reflective walk
(includes all sessions, meals, Gala)
through our nature trails, the Kingbridge Centre has a
Single Occupancy $795.00 *
variety of activities to help you relax and unwind after a
day’s meeting. Double Occupancy $710.00 *
• Over five kilometers of nature trails through forested Full Conference without Accommodation
terrain and rolling hills $595.00 *
• A unique 200-metre indoor running track suspended Day Rates
roughly seven feet above the ground and fully Monday $350.00
climate controlled
Monday Gala $100.00
• 24 hour access to the fitness room with strength building
stations, free weights and cardio equipment Tuesday $300.00
• Indoor and outdoor swimming, whirlpools and sauna * After May 15, add $100 to fees
• Outdoor tennis and basketball courts
• Sports court to play basketball, floor hockey CANCELLATION POLICY
• Two squash courts Stretching studio for yoga or pilates Conference fees and accommodations will be fully reimbursed
• Outdoor activities: Mountain Bikes, snowshoes, volleyball, prior to May 15, 2015. NO REFUNDS WILL BE ISSUED AFTER
soccer, bocce ball THIS DATE. If you are unable to attend, you may substitute
• Massage services (minimum 24 hours notice required and someone in your place. All cancellations and substitutions must
subject to availability) be received in writing (email is accepted). Refunds will be
processed after the conference.
VOLUNTEERS
Volunteering at the conference is a great way to quickly ACCOMMODATIONS
connect with your colleagues from across the province. OCASA will make all accommodation arrangements on your behalf.
Make new connections and old acquaintances.
For full information about guest rooms, visit:
Here are some options available: http://www.kingbridgecentre.com/facilities/guest-rooms/
• Registration & Information Table
Rooms are available on a first-come, first-served basis with
• Workshop Host
availability guaranteed until May 15.
• Greeting New Attendees
• Session Greeters
• Door Prize Coordinators FOR MORE INFORMATION
Contact: Ronda Wicklam
If you are interested, simply check off your interest in 1-866-742-5429 ext. 101 • ronda.wicklam@ocasa.on.ca
volunteering on the registration form, and we’ll contact you.
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16 COLLEGE ADMINISTRATOR • SPRING 2015You can also read
