2017-20 Strategic Mandate Agreement: Lambton College of Applied Arts and Technology
Read the agreement between Ontario and Lambton College of Applied Arts and Technology to understand its unique role in the province’s post-secondary education system.
Preamble
This Strategic Mandate Agreement between the Ministry of Advanced Education and Skills Development and Lambton College outlines the role the College currently performs in Ontario’s postsecondary education system and how it will build on its current strengths to achieve its vision and help drive system-wide objectives and government priorities.
The Strategic Mandate Agreement (SMA):
- Identifies and explains the shared objectives and priorities between the Ontario government and the College
- Outlines current and future areas of program strength
- Supports the current vision, mission, and mandate of the College and established areas of strength within the context of the College’s governing legislation
- Describes the agreed-upon elements of the new College funding model, including:
- a College’s enrolment plans and the initial midpoint levels of weighted funding units that will be funded in the corridor funding model during the period of this SMA; and
- differentiation areas of focus including metrics, and targets
- Provides information on the financial sustainability of the institution; and
- Informs Ministry decision-making and enables Ministry to align its policies and processes to further support the College’s areas of strength
The term of the SMA is from April 1, 2017 to March 31, 2020.
The agreement may be amended in the event of substantive policy or program changes that would significantly affect joint commitments made in the SMA (e.g., Major Capacity Expansion and Highly Skilled Workforce). Any such amendment would be mutually agreed to in writing, dated, and signed by both signatories.
Ontario’s vision for postsecondary education
Ontario’s colleges and universities will drive creativity, innovation, knowledge, skills development and community engagement through teaching and learning, applied research and service.
Ontario’s colleges and universities will put students first by providing the best possible learning experience for all qualified learners in an affordable and financially sustainable way, ensuring high quality and globally competitive outcomes for students and Ontario’s economy.
Lambton College Mandate, Mission and Vision
Institutional mandate, mission, and vision statements describe where an institution currently is and where it sees itself in the future.
Lambton College fosters innovation and entrepreneurship among our faculty, staff, and students, and in the local and global communities we serve. As the sole provider of higher education in our region, and as a mobile learning college, we are committed to providing teaching and learning excellence in a broad range of program offerings, and a full range of credentials in alignment with our areas of specialization.
It should be noted that this SMA was developed within the context of the Lambton College Strategic Plan and was developed with and received by the Lambton College of Applied Arts of Technology Board of Governors.
Aspirations
The Ministry recognizes the importance of supporting institutions to evolve and acknowledges the strategic aspirations of its postsecondary education institutions. The SMA is not intended to capture all decisions and issues in the postsecondary education system, as many will be addressed through the Ministry’s policies and standard processes. The Ministry will not be approving any requests for capital funding or new program approvals, for example, through the SMA process.
Institutional aspirations
As the sole postsecondary institution in the Sarnia-Lambton area, Lambton College will provide the breadth of educational opportunity sought after by learners and employers, contribute to economic growth and diversification of the area and renew and improve its infrastructure to support its ongoing ability to provide an exemplary learning experience for our students.
In support of this vision, Lambton College will pursue the following aspirations:
Nursing education
Lambton College has received consistent feedback from both students and local healthcare providers that the current delivery model of the Bachelor of Science in Nursing program needs to evolve to have the full program offered on Lambton’s campus. Lambton aspires to offer the Bachelor of Science in Nursing degree program completely on campus, within the structure of the existing collaborative delivery partnership with the University of Windsor.
Bio-industrial and sustainable chemistry cluster
Lambton College, in collaboration with its strategic partners, will build a North American leading bio-industrial and sustainable chemistry cluster by providing education, applied research and commercialization support through the Centre of Excellence in Energy and Bio-industrial Technologies.
Lambton Information and Communications Technology Research Centre (LICTRC)
Sarnia-Lambton, known for its petrochemical industry, has recently concentrated efforts to diversify the regional economy, utilizing existing capacity and expertise in biotechnology and renewable energies. Sarnia-Lambton is also strategically positioning itself to attract information and communications technology (ICT) start-ups and small and medium-sized enterprises (SMEs) to the region.
Lambton College will establish the Lambton Information and Communications Technology Research Centre (LICTRC) to provide applied research, technological development and knowledge transfer through research facilities, student involvement and faculty support across a breadth of emerging technologies and services.
The LICTRC, in partnership with local and regional organizations such as the Sarnia-Lambton Economic Partnership, Western Sarnia Lambton Research Park and Sarnia LambtonIndustrial Alliance, will develop projects, bring new and improved technologies to market and consequently generate economic impact in –the Sarnia-Lambton community and beyond.
The LICTRC will also provide highly qualified personnel for ICT industries through enhanced ICT-related programming at Lambton College.
Capital renewal
Lambton has identified emergent capital renewal needs which include the internal renovation of a significant portion of the existing campus facilities to realign student services to respond efficiently to the current and emerging needs of students. Further, the existing student residence does not provide a living experience consistent with student expectations. Lambton College also recognizes the need to develop a new Apprenticeship and Skilled Trades Training Centre to advance and enhance the delivery of education and training in this area.
Shared objectives and priorities for differentiation
Student experience
This section captures institutional strengths in improving student experience, outcomes and success. This section recognizes institutions for measuring the broader learning environment, such as continuity of learning pathways; retention; student satisfaction; co-curricular activities and records; career preparedness; and student services and supports.
Institutional approach to improving student experience
“Lambton College exists to serve our students, and they have always been at the centre of all we do.”[1] With the Lambton College Student Administrative Council (SAC) as an integral partner, significant focus has been placed on enhancing campus life and promoting student retention and success. Lambton College recognizes the impact that physical and mental health concerns have on a student’s academic journey. To address these potential barriers, Lambton has developed a comprehensive approach to student mental health and to promoting access to primary healthcare. In addition to being responsive to the health needs of its students, Lambton has also focused on their future career success through comprehensive career services and the adoption of a student co-curricular record. Other student-centric initiatives include the revitalization of the Indigenous Student Council and an ongoing emphasis on academic integrity through a student success lens that focuses on prevention and building a better understanding among students of the value of ethical learning.
To capitalize on Lambton’s excellent reputation in teaching and learning, future enhancements to campus infrastructure are planned or underway. These include:
- A new Athletics & Fitness complex currently being constructed, which will improve health and wellness of students through the development of an enhanced campus recreation plan
- Expansion of the Indigenous Student Centre to accommodate a growing Indigenous student population
- Redesign and renovation of student services facilities to improve the student experience
- Renovation and updating of existing learning environments that serve all students
Examples of institutional initiatives
Mental health
Lambton College is focused on creating a supportive and informed culture on campus by proactive mental health outreach efforts to raise awareness and reduce stigma. Led by the Let’s Face It student group’s outreach, events and a peer support network build mental health awareness among students.
Co-curricular record and career services
Lambton College Career Services is focused on student career development to maximize their potential as skilled professionals. The implementation of a co-curricular record allows students to track, record and obtain a record of their college-affiliated volunteer and leadership involvement, which is recorded on their official college transcript.
Indigenous Student Council
The Indigenous Student Council has increased the number of student life activities, playing a critical role in further enhancing cultural awareness on campus. The Council has: developed new fundraising initiatives, such as the Orange t-shirt recognition day to honour victims of residential schools; presented at the President’s Breakfast; participated in the annual cultural summit; and planned and delivered a traditional Round Dance and annual Pow Wow that attracted more than 750 people.
Centre for Academic Integrity (CAI)
With a focus on preventing academic dishonesty and supporting ethical learning, the CAI emphasizes the importance of academic integrity by promoting the values of honesty, fairness, responsibility and diligence in student work. CAI Ethics Ambassadors are students on campus committed to this cause through a number of initiatives, including academic success coaching and peer support outreach activities that create awareness of ethics and honest learning.
Metrics and targets
| System-wide Metrics | 2019-20 Target |
|---|---|
| Overall Student Satisfaction Rate | 76% |
| Student Satisfaction with Services (Q39) | 65% |
| Student Satisfaction with facilities (Q49) | 74% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Number of validated co-curricular record activities | 64 |
Innovation in teaching and learning excellence
This section focuses on innovative efforts including pedagogical approaches, program delivery and student services that contribute to a highly skilled workforce and ensure positive student outcomes.
This section captures institutional strengths in delivering high-quality learning experiences, such as experiential, entrepreneurial, personalized and digital learning, to prepare students for rewarding careers. It includes recognition of student competencies that improve employability.
It begins to identify indicators of quality that are currently available and within an institution’s control.
Institutional approach to innovation in teaching and learning excellence
Lambton College is committed to offering an exemplary learning experience, characterized by the integration of relevant technology, experiential learning and the latest pedagogical innovations, coupled with relevant learning outcomes and engaging curriculum to prepare graduates for career of their choice.
Lambton’s strategy to integrate technology in the educational process is leveraged through its commitment to providing students with a Class+ Experience. Through the incorporation of mobile technology, the Class+ Experience provides students with a wealth of modern materials and learning tools such as eTextbooks, software, learning management systems and apps, both inside and outside of the classroom.
Building upon the Class+ Experience, Lambton intends to expand experiential learning opportunities to include all diploma and graduate certificate program offerings. Through such activities as innovative work placements, capstone curriculum and advanced simulation, students will have the opportunity to apply theoretical knowledge to the practical, reinforcing job readiness upon graduation.
Flexible curriculum design is essential for student engagement and success. Lambton’s hybrid approach enables students to access a broad cross-section of courses, with blended on-ground and online modalities. Recognizing the increasing demand for part-time learning, Lambton will significantly invest in the development of a diverse array of online learning opportunities, promoting access through delivery of exemplary online learning experiences.
Examples of institutional initiatives
Mobile Class+ Experience
The Class+ Experience delivers an active learning and teaching environment — built on quality curriculum, exemplary teaching, sound infrastructure and current and emerging technologies — that fully and creatively engages students and the college community. With all postsecondary programs having integrated the use of mobile technology into program delivery, Lambton has embraced a suite of apps that enhance the teaching and learning experience. It continues to advance the creation and use of meaningful elements of technology that bring the world into the classroom and the classroom into the world.
Building upon the successful integration of mobile technology in the classroom, Lambton has embarked on a journey to explore the frontier of virtual, augmented and mixed reality technologies within the teaching environment. Through these technologies, learners are immersed in the content and experience real-life applications.
Two essential elements of Lambton’s class+ experience involve Hybrid and Online Learning.
A Hybrid Task Force comprised of faculty members across disciplines and an Academic Dean published a position paper entitled Best Practices for Hybrid Courses. Over the next three years (2017-2020) all existing hybrid courses will be measured against best practice quality standards. Lambton’s design house is considered an innovative hub which provides instructional design and support for all online and hybrid curriculum development. By 2020 all existing hybrid courses will be assessed, and, where required, redesigned. By the fall of 2017, Lambton’s Student Perception of Learning survey will be expanded to gain feedback about course content and its delivery related to hybrid learning.
Access and innovative program offerings are the goals of Lambton College’s online learning strategy. Building upon its success in partnering with other academic institutions that are aligned with areas of strength, it is Lambton’s intention to be a recognized system leader in the development and delivery of online education by providing a robust range of highly sought-after collaborative program offerings. Lambton is also committed to enhancing the accessibility and variety of general education credits available to students, with an initial goal of offering five new online general education credits in the fall of 2017 and growing these offerings over the term of SMA2.
Lambton College is committed to supporting student access to supplemental course resources. The journey toward meeting this commitment is underway. To support the adoption of open educational resources at the course level, Lambton has established a cross-functional steering committee to guide the transformational agenda of transitioning from traditional texts to open educational resources.
Experiential learning
Experiential learning involves activities that Lambton facilitates or recognizes. They engage students in meaningful experiences that can occur in the workplace or in environments that simulate the workplace. Experiential learning not only exposes students to task-based and knowledge skills, it also requires students to develop and demonstrate vocational and essential employability skills.
Lambton is proud of its extensive range of real-world workplace co-op, clinical and fieldwork opportunities. To support students as they prepare to transition to the real-world workplace and to expand the time students have to practise skills, Lambton is building its capacity to deliver effective robust and meaningful practice simulation. Simulations conducted in the new NOVAChemical Health & Research Centre labs will transport students to near real-world practice settings. As well, students in Early Childhood Education programs, Developmental Service Worker and Therapeutic Recreation programs learn in innovative lab settings that provide simulated practice experiences that are geared to care provision, life enrichment and learning throughout the lifespan.
While currently present in many different program areas, Lambton College is committed to incorporating experiential learning opportunities into every program of study.
Capstone project courses are a culminating academic and intellectual experience for students that typically take place during the final year of their academic program. A capstone project allows students to pursue independent research on an approved topic of their choice, with the guidance of a faculty mentor. Capstone projects give students an opportunity to work in collaboration with external organizations and industry on real-world problems.
A significant transformational venture currently underway is the renovation and expansion of the Center of Excellence in Energy and Bio-Industrial Technologies, with funding provided through the Strategic Infrastructure Fund. This facility provides much-needed space for course-based laboratories, applied research and approximately 1,600 square feet for capstone projects.
Metrics and targets
| System-wide Metrics | 2019-20 Target |
|---|---|
| Graduation Rate | 68% |
| Number of students enrolled in an experiential learning program (WIL) | 900 |
| Total number of registrations in ministry-funded courses offered in eLearning formats (2016 baseline: 762) |
2,293 |
| Total number of ministry-funded courses offered in eLearning formats (2016 baseline:614) |
798 |
| Total number of ministry-funded programs offered in eLearning formats (2016 baseline: 4) |
8 |
| Retention rates (Yr1 to Yr2) | 84% |
| Retention rates (Yr2 to Yr3) | 81% |
| Student satisfaction rate (overall) | 76% |
| Student satisfaction with knowledge and skills | 87% |
| Student satisfaction with learning experience | 80% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Capstone projects at course level | 27 |
Access and equity
This section recognizes institutions for their efforts in improving postsecondary education equity and access. Institutions play an important role in providing equitable and inclusive environments that make it possible for students from diverse communities to thrive and succeed.
Institutions will also be recognized for creating equitable access opportunities that can include multiple entrance pathways and flexible policies and programming, with the focus on students who, without interventions and support, would not otherwise participate in postsecondary education. Examples include outreach to marginalized youth, transition, bridging and access programs for adults with atypical education histories and who did not meet admissions requirements.
Institutional approach to improving access and equity
Lambton College is an access institution, committed to providing high-quality education to students regardless of their demographic background.
- In the fall of 2016, 75% of Lambton College’s first-year students did not come directly from secondary school (Lambton College Registrar’s Office, 2017)
- Since 2014, partnering with the local Indigenous Education Council and guided by a robust Indigenous Strategy, Lambton has increased the number of Indigenous students studying full-time by 20%; these students now make up approximately 6.3% of total enrolment (Lambton College Indigenous Cultural and Learning Centre, 2017)
- Initiatives such as First-Generation Services, Crown Ward “Wrap Around” Strategy and partnership with Circles®, an anti-poverty program, support the almost 20% of Lambton students who qualify for the low income grant (Lambton College Financial Aid Office, 2017)
- Approximately 46% of Lambton students receive Ontario Student Assistance Program (OSAP) funding (Lambton College Financial Aid Office, 2017)
The Lambton College transfer credit project has doubled the number of earned prior credits that are recognized for students with previous postsecondary education, promoting access and student mobility.
Examples of institutional initiatives
Modernizing delivery of enrolment services
Early in the admissions process, a new service delivery model will connect each student with an Enrolment Service Professional. This ongoing and consistent point of contact will holistically support the student every step of the way, from admission, through financial aid and fees, registration, transfer credits, timetabling and, ultimately, graduation.
Transfer credit project
The goal of the transfer credit project is to increase the recognition of student prior learning. The initial phase of the project involved implementation of an online application and evaluation system, which increased the number of transfer credits awarded by 101% over the prior fall semester. The second phase will see the cataloguing of pre-approved transfer credits that will be automatically awarded to students who present recognized postsecondary credits.
Wheels to Lambton College – Indigenous learner engagement
Transportation is a significant barrier preventing Indigenous students from participating in postsecondary education. In response, Lambton College partnered with the Visions of Harmony Committee — comprised of various community, Indigenous and industry stakeholders — to create the Wheels to Lambton College initiative. Daily transportation is provided for Indigenous students from Walpole Island and Aamjiwnaang First Nations to and from Lambton College.
From tension to triumph – Mental Health Innovation Fund (MHIF) project
Lambton College created a mental health curriculum to address the needs of grade 12 students as they prepare to transition to postsecondary education. Using a peer-led delivery model involving three strategically timed interventions over the course of the grade 12 academic year, this innovative project is focused on reducing mental distress and improving coping and resiliency of incoming Lambton students. Now in its second year of delivery, outreach has expanded to 10 area high schools.
Metrics and targets
| System-wide Metrics | 2019-20 Expected Value |
|---|---|
| Number of students with disabilities enrolled | 400 |
| Proportion of students with disabilities enrolled | 12% |
| Overall student with disabilities satisfaction rates | 79% |
| Overall graduate satisfaction rates for students with disabilities | 83% |
| Employment rates for students with disabilities | 75% |
| Number of first-generation students enrolled | 600 |
| Proportion of first-generation students enrolled | 25% |
| Number of Indigenous students enrolled | 150 |
| Proportion of Indigenous students enrolled | 5% |
| Overall student satisfaction rates for Indigenous students | 82% |
| Overall graduate satisfaction rates for Indigenous students | 80% |
| Employment rates for Indigenous students | 75% |
| Number of French-language students enrolled | 0 |
| Proportion of French-language students enrolled | 0% |
| OSAP recipients as a proportion of all eligible students | 68% |
| Percentage of university graduates enrolled in college programs | 14% |
| Percentage of college graduates enrolled in university programs | 1% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Number of credentials awarded to Indigenous students | 50 |
Applied research excellence and impact
This section captures institutional strengths in producing high-quality applied research that further raises Ontario’s profile as a globally recognized research and innovation hub.
Applied research projects create or improve products, services and processes. College applied research gives industry firms access to the skills and competencies of faculty and students, facilities and equipment and markets and networks through the colleges’ connections to local business and communities.
Institutional approach to applied research excellence and impact
Lambton College is committed to providing applied research, innovation and commercialization support to business and industry, resulting in pronounced economic, social, environmental, educational and health impacts for the community, province and country. Research areas of focus for Lambton include: bio-industrial technology; advanced and smart manufacturing; advanced material development; energy conversion storage and management; instrumentation and automation; process design and optimization; information technology; water and wastewater; fire and public safety; and health, wellness and social services.
Collaboration with regional, provincial and national SMEs is the core of applied research initiatives at Lambton. It builds collaborative initiatives and projects with industry, institutions and other organizations, such as economic development agencies, incubators and accelerators and industrial and academic associations.
Lambton College is committed to engaging students in applied research activities as a strategy to reinforce their educational programming. Experience in applied research connects students with relevant industry and organizations, helps them develop new skills and enhances their employability. All research projects at Lambton are faculty-led and involve students.
Funding for applied research projects stem from: private partners’ contributions, federal funding (including the Natural Sciences and Engineering Research Council, Social Sciences and Humanities Research Council, Canadian Institutes of Health Research and the Federal Economic Development Agency for Southern Ontario), provincial funding including Ontario Centres of Excellence and Ontario Ministry of Agriculture, Food and Rural Affairs and Lambton College’s internal Research innovation Fund.
Examples of institutional initiatives
Institutional support
Lambton College has strategically included applied research and innovation in two major campus construction and expansion projects:
- The $34 million NOVA Chemicals Health & Research Centre includes space to support research and development, project execution and administration
- The expansion of the Centre of Excellence in Energy and Bio-Industrial Technologies features construction of new labs and pilot plant spaces for applied research and pilot study projects. This new space will advance development and commercialization of next-generation bio-based and energy-related technologies and products
Partnership with industry
Since 2013, Lambton College has developed and executed 313 projects in collaboration with 136 small partner organizations (including 63 start-up companies), 67 medium-sized partner organizations and 20 large partners. The technical results of these projects include: 24 new prototypes; 12 prototype improvements; seven pilot plants; the development of 54 new processes and technologies; the improvement of 39 processes and technologies; and 149 service contracts.
Research revenue
Between April and December 2016, Lambton College’s research revenue totaled $13,777,133, an increase from $2,404,879 in 2012. Lambton College currently ranks third in Canada (from 17th in 2014) and first in Ontario for research revenue, according to Research Infosource Inc.’s annual rankings.
Student involvement
Since 2013, Lambton College research activities have resulted in 366 paid research student positions, including 74 internships, 31 graduate students and 261 research students, as well as more than 300 unpaid student positions. Lambton College currently ranks first in Canada for the number of paid research students at a medium-sized college, according to Research Infosource Inc.
Metrics and targets
| System-wide Metrics | 2019-20 Target |
|---|---|
| Number of externally funded applied research projects (2016-17 baseline: 108) |
125 |
| Number of partnerships / collaborations with community / industry firms (2016-17 baseline: 92) |
150 |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Number of products, technologies, processes and services provided to industry | 300 |
Innovation, economic development and community engagement
This section recognizes the unique role institutions play in contributing to their communities and to economic development, as well as to building dynamic partnerships with business, industry, community members and other colleges and universities. It focuses on regional clusters, customized training, entrepreneurial activities, jobs, community revitalization efforts, international collaborations, students, partnerships with Aboriginal Institutes and a program mix that meets needs locally, regionally and beyond.
Institutional approach to innovation, economic development and community engagement
As the sole provider of postsecondary education within the region, Lambton College is an engaged leader in supporting community success and economic development. It has leveraged its established strengths in the areas of energy and bio-industrial technology, fire and public safety, health sciences, entrepreneurship and applied research in a focused and collaborative manner with community stakeholders and industrial partners. Lambton College’s approach to innovation, economic development and community engagement is grounded in the principles of partnership, excellence and responsiveness.
The economy within the Sarnia-Lambton region has evolved from a focus on large, multi-national petrochemical and refining industries to a broader mix of SMEs, with significant focus on emerging bio-industrial technologies. While the primary role of Lambton College is to provide education to develop a workforce prepared to meet the community and industry needs now and in the future, it has methodically moved beyond this singular focus. Partnering with industry leaders and community stakeholders, Lambton has leveraged its academic expertise to develop an extensive community and industry partnership-based applied research program and a deepening of entrepreneurial capacity within the community to support local economic transformation. Lambton College’s strategy is aimed at both traditional business-focused entrepreneurial development and social entrepreneurship.
Examples of institutional initiatives
Partnership with Bioindustrial Innovation Canada (BIC)
BIC was established in Sarnia-Lambton as an accelerator, with the vision to invest in high-potential bio-based technologies. Lambton College strategically partnered with BIC and has become the leading provider of applied research, development and training to national and international companies working with BIC as demonstrated by the Ontario Centres of Excellence recognition of Lambton College having the greatest number of collaborative projects in the college category. This strategic partnership helped Lambton College to establish its Centre of Excellence in Energy and Bio-Industrial Technologies in 2015, including the Bio-Industrial Process Research Centre, which provides research and development as well as High Quality Personnel (HQP) training support to the area’s rapidly developing bio-industrial industry.
Partnership with Western Sarnia-Lambton Research Park
In partnership with Western University and the County of Lambton, the Research Park located in Sarnia is an incubator that offers office, laboratory and pilot space and facilities dedicated to assist start-up companies and SMEs with their research, development and commercialization projects. Lambton College has established a strategic partnership with the Research Park to locate four of its research centres in the Park, including its Lambton Water Centre, Bluewater Technology Access Centre, Centre for Industrial Material Development and the Bio-Industrial Process Research Centre. This partnership enables Lambton College to work directly with the Research Park clients and tenants, becoming their main provider of research and development and HQP.
Innovation Bridge
A unique regional collaboration among key organizations including Lambton College, Western Sarnia-Lambton Research Park and Sarnia-Lambton Economic Partnership, the Innovation Bridge aids in the advancement of technology and talent across a multitude of industrial sectors by providing access to expertise in the areas of applied research, commercialization, incubation, entrepreneurship and acceleration. This partnership provides access to a network of resources through innovation, research and commercialization services designed to deliver economic and social benefits to the Sarnia-Lambton community and across the country.
Circles® Program
The Circles® program is an anti-poverty initiative through which well-established middle-class individuals provide support in a number of ways — e.g., access to education, transportation and employment — to individuals as they transition out of poverty. Lambton College’s Circles® chapter was launched in January 2009 with the goal of assisting students, while changing community mindset regarding people in poverty and addressing issues that would lead to systemic change.
Supporting children, youth, adults and families in the community
The Community Services Programs at Lambton College provide the rigorous academic training required to ensure that the community maintains a high level of expertise in serving and supporting children, youth, adults and families. The experiential learning opportunities afforded Lambton students in local community service agencies, organizations and schools have been a cornerstone of student success and have built a complementary relationship between Lambton College programs and the community services sector in Lambton County.
Metrics and targets
| System-wide Metrics | 2019-20 Target |
|---|---|
| Number of active Program Advisory Committees (PACs) | 37 |
| Number of employers engaged in PACs | 280 |
| Graduate employment rates | 85% |
| Employer satisfaction rates | 92% |
| Proportion of Graduates employed full-time | 60% |
| Proportion of Graduates employed full-time in a related job | 40% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Number of projects with key community stakeholders with clear economic, social, environmental or health impacts for Sarnia-Lambton | 5 |
Enrolment strategy, program direction, sustainability and partnerships
Enrolment strategy and program direction
Enrolment plan
The purpose of this section is to identify institutional enrolment plans and aspirations. The enrolment projections are based on Lambton’s plans and assumptions for the coming years.
As stated in the College Funding Formula Technical Manual, the introductory corridor midpoint in 2019-20 will be calculated based on the “three-year average, two-year slip”, the average of three years of enrolment two years prior to the funding year.
Domestic projected funding eligible enrolment
Projected eligible full-time head count
| Level | Actuals 2015-16 | Actuals 2016-17 | Projected 2017-18 | Projected 2018-19 | Projected 2019-20 |
|---|---|---|---|---|---|
| Ontario College Certificate | 425 | 428 | 454 | 454 | 457 |
| Ontario College Diploma/Advanced Diploma | 1,854 | 1,766 | 1,792 | 1,792 | 1,804 |
| Ontario College Graduate Certificate | 70 | 89 | 72 | 72 | 72 |
| Baccalaureate Degree in Applied Area of Study | 0 | 0 | 0 | 0 | 0 |
| All other funding activity in full-time equivalent (FTE); Part-time, Tuition short, Prior Learning and Assessment Recognition (PLAR) | 174 | 149 | 166 | 171 | 170 |
International projected funding-eligible enrolment
Projected eligible full-time head count
| Level | Actuals 2015-16 | Actuals 2016-17 | Projected 2017-18 | Projected 2018-19 | Projected 2019-20 |
|---|---|---|---|---|---|
| Ontario College Certificate | 5 | 3 | 7 | 3 | 3 |
| Ontario College Diploma/Advanced Diploma | 191 | 266 | 239 | 246 | 224 |
| Ontario College Graduate Certificate | 360 | 272 | 374 | 442 | 740 |
| Baccalaureate Degree in Applied Area of Study | 0 | 0 | 0 | 0 | 0 |
International strategy and collaboration
Lambton College is committed to advancing an international education strategy which, in a progressive and sustainable manner, increases international student enrolment. The College will leverage what has been learned from its partnerships with private career colleges. Through these partnerships our brand has significantly grown internationally and for as long as this holds, we will draw on it to expand growth at our Sarnia campus.[2] Innovative program delivery approaches and integrated partnerships with other public colleges will be pursued to support the College’s long-term financial sustainability and contribute to the overall learning environment for all students. The College’s international education strategy is approved by the Board of Governors. Lambton’s international education strategy goals are:
Diversification of the student body to promote a globalized student experience
Diversity of international enrolment at the Sarnia campus has promoted cultural awareness and enhanced the student experience for domestic students. Lambton has actively engaged in activities to promote inclusion and cultural awareness.
Supporting Lambton’s financial sustainability
Through innovative program delivery approaches and integrated partnerships with other public colleges, Lambton will extend the scope of the delivery of its programs in other regions. This goal is of utmost importance to the College to support financial viability at a time of ongoing declines in domestic enrolment, which are a result of changing local demographics.
Meeting the economy’s need for a highly skilled workforce
When programming for international students, Lambton’s focus is on preparing a highly skilled graduate ready to participate in the workforce.
In delivering international education, Lambton College recognizes there are risks associated with sustained enrolment. To mitigate enrolment risk, Lambton proactively reviews programs that are being delivered to ensure that offerings are leading edge and highly sought after by international students. Lambton also actively explores new international student opportunities to ensure it has a diverse number of nationalities from which to draw. With the implementation of the Ministry’s International Strategy which will focus on attracting international students to colleges outside of the GTA, Lambton will offer programs that are highly sought after by international students, offered in a more streamlined format than traditional program offerings, delivered in a variety of modalities with a variety of schedules and seek assistance from the Ministry for support in the development of experiential work placements, part-time -employment opportunities and increased residential offerings.
Strategic areas of program strength and expansion
Program areas of strength
- Chemical Production and Power Engineering Technology
- Instrumentation Control Engineering
- Fire Services
- Social Services
- Developmental Services
- Business
- Nursing/Health
- Child and Youth Worker
- Public Safety
Program areas of expansion
- Mechanical/Power
- Bio-Industrial Technologies
- Health
- Computer Technology(s)
- Business/Management
Apprenticeship
Lambton College is prepared to play a leadership role with apprenticeship modernization. It sees tremendous benefits to the reform strategy.
Lambton College recognizes that the learning needs of students enrolled in these programs are unique and, consistent with its strategic plan focus to enhance the student experience, Lambton is committed to implementing initiatives to promote student success. As a division within the Centre of Excellence in Energy and Bio-Industrial Technologies, Lambton has adopted a multi-pronged approach to apprenticeship and trades training programming to ensure: innovative and flexible learning options; relevant and current programming options consistent with industry need; promotion of apprenticeship and trades career awareness; and the enhancement of pathway opportunities.
Provide innovative and flexible learning options
To promote student success and graduation, Lambton College is focused on developing program options that support flexibility in program delivery.[3] An example of an initiative that is currently underway is the implementation of the Flexibility and Innovation in Apprenticeship Technical Training (FIATT) project. Phase one of this project involves the Carpentry Apprenticeship program, in collaboration with Collège Boréal. This flexible model will involve an initial 12 weeks of online training, in which the apprentice will be working part-time, followed by four to five weeks of full-time, face-to-face, in-school training, as opposed to the typical eight-week blocks.
Relevant and current programming in state of practice learning environments
To support student learning, Lambton College is committed to renewing the learning environment. Specific initiatives include utilizing Apprenticeship Enhancement Funds to modernize and improve lab equipment and facilities. The funds will also allow Lambton to increase the number of spaces for apprentices and to improve the skills of the apprentices. Lambton is also committed to ensuring that programs offered are aligned with industry need.
Promoting apprenticeship and trades career awareness
Sustainable and stable enrollment in apprenticeship and training programs is a priority for Lambton, along with increasing Indigenous participation and promoting the role of women in the trades.
To promote enrolment, Lambton actively participates in the Ontario Youth Apprenticeship Program training opportunities, utilizing labour market data to determine what the latest jobs trends are and how best to fill the voids. Lambton College also partners with a variety of stakeholders to engage in collaborative marketing activities to support enrolment, e.g., High School Trades Day, Skills Ontario and Women in Skilled Trades events. Lambton intends to maintain a robust promotion plan. It is committed to increasing Indigenous enrolment. A local industrial company assisted in outfitting a mobile technology trailer, which travels to Indigenous communities to showcase apprenticeship and trades learning activities and to create excitement and provide information about those career options. Lambton College has partnered with Shell Canada to implement diversified training to support the learning needs of the Indigenous community.
Financial sustainability
The Ministry and Lambton recognize that financial sustainability and accountability are critical to achieving institutional mandates and realizing Ontario’s vision for the postsecondary education system. To this end, it is agreed that:
It is the responsibility of the Board of Governors and senior administrators of the College to identify, track, and address financial pressures and sustainability issues. At the same time, the Ministry has a financial stewardship role. The Ministry and the College agree to work collaboratively to achieve the common goal of financial sustainability and to ensure that Ontarians have access to a full range of affordable, high-quality postsecondary education options, now and in the future.
The College remains accountable to the Ministry with respect to effective and efficient use of provincial government resources and student resources covered by policy directives of the Ministry, or decisions impacting upon these, to maximize the value and impact of investments made in the postsecondary education system.
| System-wide Metrics | Benchmark | 2015-16 Actuals | 2016-17 Actuals | 2017-18 Projections |
|---|---|---|---|---|
| Annual Surplus (Deficit) | >0 | $ 5,206,283 | $10,973,052 | $21,915,900 |
| Accumulated Surplus (Deficit) | >0 | $23,145,541 | $34,118,593 | $56,034,493 |
| Net Income to Revenue Ratio | >1.5% | 7.07% | 12.64% | 19.00% |
| Net Assets to Expense Ratio | >60% | 73.07% | 85.04% | 115.54% |
| Quick Ratio | >1 | 2.1 | 1.82 | 2.25 |
| Debt Servicing Ratio | <3% | 1.49% | 1.26% | 0.94% |
| Total Debt to Assets Ratio | <35% | 40.24% | 46.34% | 31.60% |
Institutional collaborations and partnerships
Supporting student mobility: credit transfer
Lambton College has established the Centre for Educational Pathways, which aims to reduce barriers and increase engagement support for students looking to transfer to and from Lambton College. The creation and enhancement of innovative pathways for students through articulation agreements with other postsecondary institutions, collaborative and college degree offerings, post-graduate credentials and maximization of inter-program credit transferability ensure successful and flexible pathway options. The future goal is to develop new and innovative pathways for new and existing programs — and to inform current and prospective students through enhanced internal communications — to ensure they are aware of the breadth of pathways opportunities and the many benefits that can be gained through pathways participation.
Collaborative programming: OntarioLearn
OntarioLearn is a formal consortium involving Ontario‘s 24 colleges focused on working collaboratively to provide relevant online learning that is accessible to learners across Ontario. The OntarioLearn members are committed to sharing the development and delivery of quality online teaching and learning experiences for the benefit of all Ontario students. The consortium has proven to be a leader in innovation and collaboration with its model of sharing both development and delivery of online courses and programs.
With the recent support of the provincial Shared Online Course Fund, OntarioLearn partners have developed several online courses and programs, which culminate in an Ontario Credential. At least 12 additional programs slated for completion and delivery within the next couple of years. It is significant to note that, in all instances, a team of colleges plays an active role in each program development project and all Ontario colleges can make this program available through their college. This model is particularly valuable for mature, part-time students who are not able to leave their local community and who are most comfortable taking a course or program offered through their local college. Some of these courses and programs are not available to them locally and the necessary wraparound supports that a local college is able to provide to its students is often an important factor in a student’s decision to return to school.
Collaborative program delivery: environmental technician – water/waste water program
Lambton College and Northern College collaboratively offer an Environmental Technician – Water and Wastewater Systems Operations Ontario college diploma program. Utilizing distance-learning technology, the two colleges share the delivery of the theory components and incorporate on-site practical laboratory instruction and reinforcement.
Collaborative partnerships with industry: bruce power partnership
Bruce Power operates the world’s largest nuclear generating facility in Tiverton, Ontario and produces roughly 30% of Ontario’s electricity. Lambton College and Bruce Power have partnered to allow graduates of the Chemical Production and Power Engineering Technology, Instrumentation and Control Engineering Technology, and Millwright Mechanical Technician programs to be eligible to receive certification under the Nuclear Uniform Curriculum Program, a standardized certificate program developed to help ensure potential nuclear plant workers study an industry-approved curriculum. Students in these programs are also eligible for industry scholarships and co-operative education experiences at Bruce Power.
Supporting excellence in teaching learning: College Educator Development Program (CEDP) – Western Ontario colleges
The CEDP program is a collaborative professional development offering for all new full-time professors that is delivered by the colleges within the western region. The CEDP was recently refreshed following a comprehensive evidence-informed review, resulting in a state-of-practice program to support a solid foundation for new full-time faculty.
Ministry/government commitments
- The SMA2 process has focused on implementing the first stages of the new funding model and demonstrating the ongoing commitment by all colleges and universities to student success. Future growth will only be funded through negotiated changes to an institution’s funded enrolment corridor. Through the SMA2 cycle, the ministry will continue to work closely with institutions to ensure all dimensions of the funding model are implemented.
- In a memo to colleges and universities dated March 7, 2017, the ministry committed to using the SMA2 (2017-20) process as a transitional phase to commence the collaborative and joint development of performance metrics and targets, tied to funding, for SMA3 (2020-23). The ministry reiterates this commitment and reaffirms that metrics and targets included in SMA2 are not tied to funding at this time and are a beginning point for further discussions with the sector prior to their application in SMA3. Colleges and universities will have the opportunity to reset and realign metrics prior to the application of metrics in SMA3. The ministry will also engage other stakeholders as part of discussions on a broad metrics strategy.
- The ministry commits to establishing a joint working group with each of the sectors and to begin detailed discussions in fall 2017 on metrics/targets and to seek input on the performance measurement methodology for SMA3
- Colleges, universities and the ministry all benefit from processes that are transparent and non-duplicative. The ministry commits to work with colleges and universities to continue to streamline processes and seek opportunities to further reduce red tape (in part through increased access to other tools), including reducing or eliminating duplicated reporting requirements
- Through SMA2 discussions, the ministry has heard concerns about the challenges of delivering breadth in programming for Francophone and Francophile students, including the cost and funding of such delivery. Starting in fall 2017, the ministry commits to consulting institutions who have a formal mandate for bilingual and/or French-language delivery to review the delivery of French-Language programming and consider these concerns
- In 2016, an extension of the existing tuition policy framework was announced to support a major reform in OSAP. The ministry will engage with both the college and university sectors around the next tuition policy framework, including examining the issue of tuition anomalies in certain professional programs as a result of past changes to tuition policy, and, for colleges, examining tuition levels relative to competitive college tuition frameworks in Canada
- In recent years and during the SMA process, there has been an increased interest in the creation of a new polytechnic designation in the Ontario postsecondary education system. Starting in fall 2017, the ministry commits to undertake a review that examines whether improved benefits for students and employers are sufficient to make such a change. The ministry commits to working collaboratively with institutions across the sectors on this review
- The ministry acknowledges a request by Ontario’s colleges to explore how to support more flexible delivery of programming, including reviewing part-time funding levels. The ministry commits to working collaboratively with colleges to review this issue, including identifying implications for credentials
- The ministry commits to continue to work collaboratively with colleges to review the eligibility criteria and allocation method for the Small, Northern and Rural Grant to help target funding to best meet sustainability challenges
[1] Lambton College’s 2013-2018 Strategic Plan, p.9
[2] The ministry has conducted a review of certain arrangements where colleges have developed partnerships in Ontario and elsewhere in Canada with private providers to recruit international students and deliver programs for these students that lead to an Ontario College Credential. Further to that review, the Ministry has directed that these partnerships be wound down over time. The final intake will be for September 2019 and there should be no new programs launched nor should there be any enrolment growth as a result of these arrangements. Protecting students enrolled in programs delivered through these partnerships is a priority, and programs should continue until students have the opportunity to graduate. The ministry will work with Lambton College as the wind down progresses.
[3] The ministry acknowledges a request by Ontario’s colleges to explore how to support more flexible delivery of programming, including the review of part-time funding levels. The ministry commits to working collaboratively with colleges to review this issue, including identifying implications for credentials.
2014-17 Strategic Mandate Agreement: Lambton College of Applied Arts and Technology