2017-20 Strategic Mandate Agreement: Northern College of Applied Arts and Technology
Read the agreement between Ontario and Northern 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 Northern 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.
Northern 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.
Vision
Success for all through learning and partnerships.
Mission
To ensure quality, accessible education through innovative programs, services and partnerships for the benefit of our northern communities.
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
- Building collaborative partnerships provincially and internationally to attain a full-time enrolment (FTE) count of 2,020 students by 2020
- Achieving barrier-free learning
- Becoming the college of choice for Indigenous learners
Additional aspirations include:
- Collaborating with Algoma University to see an expansion of undergraduate programs at the Timmins Campus that will create clear 2+1 and 2+2 pathways from college diploma to undergraduate studies; this collaboration will extend to formalizing new shared infrastructure by Algoma University at Northern College
- Achieving national and international recognition for our postsecondary signature programs and corporate training services
- Pursuing expanded degree granting opportunities to fill the regional need
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
As defined in the Northern College Strategic Plan 2016-2020, the college’s goal is to help learners achieve their full potential by providing unique academic, social and real-world experiences. Northern College is committed to providing an environment that embraces continuous improvement, innovation and entrepreneurship. As a goal for its student experience (measured via Key Performance Indicators), Northern College aspires to meet or exceed the provincial average within the period of time covered by SMA2. Promoting its northern experience strategic direction gives the institution a competitive advantage in attracting students. Northern College will achieve this goal by focusing on community, technology and supporting students at risk.
Community
One of Northern College’s broad objectives, consistent with Strategic Plan 2016-2020, is to “leverage and promote the benefits and values of the Northern Experience.”
- Northern College’s campuses are at the heart of a community hub and are an instrumental community partner. Programs are closely aligned to community and experiential learning, providing students with the opportunity to build relationships
- Students volunteer at community events and/or agencies in the community, gaining valuable experience
- Many of Northern College’s awareness events involve the communities it serves, such as regional school boards and hospitals
- A new Integrated Emergency Services Complex will be constructed on campus, where students will have the opportunity to train and learn alongside professionals (paramedics and firefighters) in the community. This is an example of experiential learning at its most effective
Technology
Another of Northern College’s broad objectives is to increase strategic investments in people and technology to empower and to support learning. This includes a commitment to connect learners and communities through innovative application of education technology, which is expressed through instructional delivery or an engagement tool.
- Northern College is using technology to: remove barriers to education; enhance assessment and remediation of learning; support early identification of students at risk; provide online tutoring services and supports; provide assistance in finding employment
- It is employing a digital strategy, including Bring Your Own Device
Supporting students at risk:
- Northern College students have a safety net of support services customized to meet their complex needs when and how they need them. Students thrive academically when appropriately supported
- Northern excels in serving students with disabilities and prides itself on supporting all students who need assistance in time and on time
Northern College’s network of services includes:
- Indigenous advising, accessibility services, first-year experience services, first-generation student advising, international student advising, Second Career advising, employment services and general student life advising
- Mentoring students at a distance, tutoring, peer-to-peer mentoring, etc
- Responding to greater levels of student diversity. An International department has been established to increase international student enrolment meet the needs of students for English as a second language supports, housing requirements, health insurance needs and community support partnerships.
- Providing professional development to employees by engaging them in cultural diversity and awareness opportunities to improve engagement with students of all backgrounds.
- Developing and implementing a targeted approach for promoting mental health awareness and ensuring appropriate responses to campus needs. With the recently announced sustainability funding, Northern College will implement mental health services and awareness activities on a regular basis at all campuses. Moving forward, a lead will be appointed to continue the work with previous funding
Other
- Student success at Northern College includes integrating classroom experiences and extracurricular activities to fully engage students in learning
- Success is viewed as holistic and collaborative. Northern College plans to expand on this holistic approach to include co-curricular activities, as a way to recognize student involvement in various practical experiences
- Further pathways opportunities provide students with ladders to programming at other colleges or universities
Northern College has a long history of student success and a reputation for excellent student support. The goal is to expand upon that success and continue to enhance the existing reputation, through the commitment to an environment that embraces continuous improvement, innovation and entrepreneurship.
Examples of institutional initiatives
- Northern College’s Bachelor of Science in Nursing (BScN) students travel to Moosonee for a cultural and experiential learning opportunity for 10 days in the third year of the program. This experience provides direct healthcare within the Indigenous communities of Moosonee and Moose Factory. The students rotate through the hospital and healthcare units to learn various aspects of primary, secondary and tertiary healthcare. While in the Indigenous communities, the students participate in community activities, including the sweat lodge. Students debrief on the experience with their class and with the Health Sciences Program Advisory Committee
- The Accessibility Department incorporates procedures in a response to the Retro -Accommodations directive issued by the Ontario Human Rights Commission in their May 15, 2016 letter to all public colleges and universities regarding medical documentation guidelines and accommodation
- To this end, Northern College has: created medical forms; participated in the Accommodations Working Group; offered specific training for faculty; and has begun offering accommodations that support student success following a mental health episode. A joint faculty/advising/management working group has created a more consistent plan of approach for accommodation across all campuses.
- Northern College uses technology to identify at-risk students by incorporating an early identification flagging system. This early intervention system will include data analytics as well as teaching observations and student output
Metrics and targets
| System-wide Metrics | 2019-20 Target |
|---|---|
| Overall Student Satisfaction Rate | 73% |
| Student Satisfaction with Services (Q39) | 61% |
| Student Satisfaction with facilities (Q49) | 67% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Student satisfaction | 73% |
| Student satisfaction with services for students with disabilities | 75% |
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
Northern College is working on several innovative, long-term approaches to teaching and learning excellence. The goal is to ensure learners embrace a rewarding career that will prepare them for the digitized workforce. These approaches include a digital strategy, implementation of Universal Instructional Design in all classrooms, more flexible delivery options, innovative pathways, collaborations and research on mobility challenges and opportunities. By acquiring digital competency at all levels of the organization and utilizing innovative pathways and collaborations, learners will optimize employment outcomes.
Technology infrastructure is a critical element to innovation in teaching. The digital strategy, as a holistic approach to optimizing digitization, is based upon three principles:
- Ease of use: Technologies, tools, resources and design will be intuitive, valuable and simple, with a goal of ultimately becoming transparent in the learning process
- Student-centered: Effective digital design and engagement is not a one-size-fits-all approach. All choices will be informed through the lens of student success and engagement
- Evolving: Learning is dynamic and the use of tools, technology and design may change and develop as student needs are revealed and newer technologies become mainstream
Implementation of a digital strategy allows Northern to continue to grow activities in virtual learning environments and simulation technologies. Recognizing the need to build capacity within the college to maximize technology-enabled learning, Northern College is playing a leadership role in the Northern Institutions Capacity Building Project funded through eCampus Ontario. This initiative will provide a support system for postsecondary educators to acquire the necessary additional skills, strategic knowledge and experiences to effectively design, develop and implement interactive online programs and courses that follow current trends, such as the use of open educational resources.
Universal Instructional Design (UID) has been incorporated by all full-time faculty and as many part-time faculty who choose to learn the skills of a flipped classroom. New faculty joining Northern College are mentored by Learning Innovation faculty to build skills in UID. The next stage of methodological development is to establish authentic assessments that reflect real-world learning and demonstrate skill and competency levels to mirror theoretical learning. Authentic assessments are critical support tools to experiential learning.
Northern College is expanding its practice in this area through the development of a skills inventory focused on the vocational skills a learner may already have and building innovative pathways that contribute to student learning. Quantifying and accrediting these skills is a more authentic and effective way to integrate learners into the labour force for more meaningful long-term employment. This project exhibits unique application of pedagogical theory. It will: define a tool for the vocational skills inventory; utilize the tool; and create an individualized pathway specific to each learner to meet their career goals and life challenges. This project has particular appeal for Indigenous learners in the remote communities.
Pathways at Northern College have expanded by 120% over the past two years and new pathways continue to be developed. Research in student mobility has helped Northern become a leader in determining what a culture of mobility is within a small institution. Northern College has identified the primary indicators of a culture of mobility and a spectrum of cultural development that can be adapted and expanded. In a quasi-experimental design, it is working with nine other small institutions in 2017-2018 to identify how mobility of students through cultural transformation can be enhanced. Work-integrated learning or experiential learning optimizes employment outcomes for learners.
Northern College defines experiential learning as an activity facilitated or recognized by a college where students engage in meaningful experiences either in workplaces or in environments/activities that simulate the workplace. Work-integrated and skills-based learning are cornerstones of Northern College’s approach to education, which includes the process, discovery, development and/or enhancement of knowledge for skills and attitudes needed in the 21st century workforce.
More flexible delivery options assure access for learners and more competitive employment opportunities. The Northern Colleges Collaborative Programs (NCCP) project has established and implemented principles and practices of technology-enabled teaching and learning excellence for collaborative program delivery. By capitalizing on individual institutional strengths in various program areas, the six colleges have harnessed quality and provided access through the collaborative delivery model across colleges. Collaborative approaches such as the NCCP and Lambton partnership, a collaborative delivery of Environmental Technician: Water and Wastewater operations, expand access for learners. Additional delivery options Northern College is exploring are condensed and modular learning, which are applicable to the northern communities Northern College serves. Stackable learning, e.g., various blocks of learning for credit recognition (order and timing of the blocks varies to suit the individual needs), is part of this exploration.
Only 25% of Northern College’s classes currently occur in traditional face-to-face delivery methods. Northern College has well-established expertise and strengths in blended technology-enabled learning. Strong partnerships with Contact North utilize distance learning technologies and provide access to communities that may not have access to a main or regional Northern College campus. However, even with expertise and experience in distance and e-learning, connectivity in Northern Ontario remains a challenge. In the absence of appropriate infrastructure access for learners is severely curtailed.
Utilizing innovative pathways, providing UID approaches and collaborations are important pieces of Northern College’s plan for teaching and learning excellence. These approaches, coupled with a progressive approach to experiential learning and authentic assessment, will optimize employment outcomes for learners.
Examples of institutional initiatives
- Within a technology-enabled learning environment, Northern College has created a 4D simulation-learning environment in its Mining programs. This 4D facility allows a simulation of mining techniques using 3D technology, coupled with the use of atmospheric controls to ensure the actual environment is experienced during the simulations. This type of technology is expensive to build, but once in place can be adapted to other programs, such as Firefighting. It allows students to experience a situation, while keeping them safe and building their skills incrementally to prepare them for the real-world environment. This is an example of how a digital strategy can amplify opportunities and promote experiential learning, optimizing learning outcomes.
- Northern College’s new Integrated Emergency Services Complex will house Paramedic, Police Foundations and Firefighting programs under the same roof as the community fire department and emergency ambulance services. Students will interact formally and informally with their professional colleagues. All learning experiences in this program will be tied to the real world, as the real world is in the same building utilizing the same equipment. Simulation areas are in place for both students and professionals to practise and hone skills. Students will be working at the side of professionals for the duration of their programs. The opportunity for interdisciplinary activity enhances the experiential nature of this complex, as students from these programs will work within an interdisciplinary environment.
- An innovative approach to creating a vocational skills inventory is being piloted at all Northern College campus locations for Academic Upgrading programs (Moosonee, Haileybury, Kirkland Lake and Timmins) and at its access sites in Fort Albany, Attawapiskat, Iroquois Falls, Kapuskasing, Hearst and Kashechewan. Northern College will quantify existing vocational skills with learners. This inventory will be the basis for a personalized learning plan and accelerated pathway to labour force attachment. This skills inventory provides a more direct approach and potential prior learning assessment and recognition completion, while building confidence for the learner regarding they already know. This inventory provides a shorter time frame to get the trades/technology training they need and gives the institution a new category for recognition of learning. A micro-credentialing framework can then be piloted to further advance this innovative approach, which ties the learner to skills recognition for entry into the labour force in a more effective and efficient way
Metrics and targets
| System-wide Metrics | 2019-20 Target |
|---|---|
| Graduation Rate | 66% |
| Number of students enrolled in an experiential learning program (WIL) | 350 |
| Total number of registrations in ministry-funded courses offered in eLearning formats (2016 baseline: 1869) |
1869 |
| Total number of ministry-funded courses offered in eLearning formats (2016 baseline: 419) |
650 |
| Total number of ministry-funded programs offered in eLearning formats (2016 baseline: 44) |
45 |
| Retention rates (Yr1 to Yr2) | 80% |
| Retention rates (Yr2 to Yr3) | 70% |
| Student satisfaction rate (overall) | 73% |
| Student satisfaction with knowledge and skills | 84% |
| Student satisfaction with learning experience | 77% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Percentage of Northern College programs that incorporate experiential learning | 60% |
| Percentage of faculty/staff with digital competency | 50% |
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
Northern College has worked to establish access and equity with its Indigenous partners, in collaboration on program delivery, and in student mobility. Increasing Indigenous opportunities in adult upgrading, contract training and postsecondary programs is part of the college’s strategic plan.
Working with the Ministry of Advanced Education and Skills Development (MAESD) to secure training locations in First Nation communities, Northern College offers Literacy and Basic Skills training. This allows community members to enhance their literacy and numeracy skills for direct entry into positions within the community or to work towards achieving their Academic and Career Entrance Certificate, with a goal of continuing education through vocational training or postsecondary education.
Student population
Northern College focuses on improving access and success for underrepresented groups by:
- Focusing on removing barriers to participation, to improve access.
- Integrating Indigenous perspectives into various facets of Northern College to foster a diverse learning environment, including incorporating Indigenous Traditional Knowledge into curricula and student support services.
- Improving accessibility for Indigenous peoples in many ways. Regarding governance, the Northern College Indigenous Council on Education (NCICE), comprising Elders and community representatives, provides input to the Board of Governors and senior management on the appropriate management of Indigenous matters. The Chair of NCICE sits on the college Board of Governors
- Providing an Elders On Campus program at each of its four campuses. The Elders provide advice to Indigenous students and generate awareness of their cultural heritage regarding Indigenous traditions, such as healing circles and sweat lodges
- Employing an Indigenous Liaison Officer and Indigenous Student advisors, who work directly with Indigenous students and communities, providing direct access and assistance utilizing traditional ways of knowing
- Providing a welcoming environment to Indigenous people by, for example, having Tipis where cultural activities take place at each campus, including a permanent Tipi at the Timmins campus named Mamawi Kee Kee Nao (Together Our Home)
Institutional collaboration to support student mobility
Northern College focuses on improving collaboration, pathways, and student mobility.
- The NCCP project is committed to sharing the development and delivery of curriculum, courses, programs, learner support services and professional development. The synergies the six northern colleges have developed, both within and outside the project, have created new opportunities for the partner institutions to work together in a more efficient way to support student access and sustainability. One of the most valuable attributes of this project has been the ability to share best practices in a common forum, across institutions.
- Northern College is collaborating with five other Northern Ontario colleges in the MAESD-funded Study North Initiative. This program actively recruits students from Southern Ontario to make them aware of the opportunities in Northern Ontario, providing them with access to postsecondary education that may have been delayed, due to capped programs.
- Northern College will expand collaborative partnerships with colleges and universities. Partnerships already exist with: Laurentian University for the BScN program; Queen’s University for the Bachelor of Technology; and Algoma University for the Bachelor of Social Work and Bachelor of Community and Economic Development. Northern College partners with Lambton College in the collaborative delivery of Environmental Technician: Water and Wastewater Systems Operations.
- International programming has expanded. Recognizing this growth, Northern College has established an International Department dedicated to supporting and increasing onshore, and offshore international activity.
- To help students in remote First Nation Communities access education, Northern College has, with the support of the MAESD, established three new Access Centres along the James Bay coast in the communities of Attawapiskat, Fort Albany and Kashechewan First Nations.
- Northern College has developed articulation agreements with Institute of Technology Sligo in Ireland and the first Northern College graduate will utilize this pathway to Ireland in the fall of 2017.
Examples of institutional initiatives
- Algoma University utilizes Northern College facilities to deliver their Social Work program in the Cochrane District. To help learners access university programs, a joint admissions and acceptance protocol has been established with Algoma University in the Bachelor of Social Work program. Northern College will work with Algoma University to expand this approach to more programs such as Business and Community Development
- Pathways are created in all aspects of education, from embedding postsecondary education credits into vocational training programs, pathways from college to college, pathways from college to university and even pathways from training to employment. All students like to have options, but this is particularly true for students who reside in remote First Nation communities where the isolated location, limited access to technology and socioeconomic barriers prevent them from succeeding. In these communities, laddering and pathway opportunities are crucial to garnering a student’s interest in training and education. Students can educate themselves in a stackable way, building confidence as they go.
- Several community and regional Indigenous events occur at the Timmins campus, including the Northern College Powwow, the Great Moon Gathering (held for the last two years in partnership with Mushkegowuk Council – Omushkego Education) and Lightning Trail, a summer retreat for Indigenous students aged 13-18 to experience college life, explore postsecondary programs through hands-on experiences and learn more about their culture through teachings led by Elders. Finally, Northern College provides an Indigenous Cultural Awareness Week at all four campuses to teach Indigenous and non-Indigenous people about Indigenous culture. High school students from the area are also invited to attend the event
Metrics and targets
| System-wide Metrics | 2019-20 Expected Value |
|---|---|
| Number of students with disabilities enrolled | 525 |
| Proportion of students with disability enrolled | 49% |
| Overall student with disabilities satisfaction rates | 75% |
| Overall graduate satisfaction rates for students with disabilities | 82% |
| Employment rates for students with disabilities | 79% |
| Number of first-generation students enrolled | 300 |
| Proportion of first-generation students enrolled | 24% |
| Number of Indigenous students enrolled | 180 |
| Proportion of Indigenous students enrolled | 15%-20% |
| Overall student satisfaction rates for Indigenous students | 75% |
| Overall graduate satisfaction rates for Indigenous students | 75% |
| Employment rates for Indigenous students | 85% |
| Number of French-language students enrolled | 89 |
| Proportion of French-language students enrolled | 7.3% |
| OSAP recipients as a proportion of all eligible students | 64% |
| Percentage of university graduates enrolled in college programs | 4.5% |
| Percentage of college graduates enrolled in university programs | 1% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Increase the percentage of student population that is Indigenous | 15-20% |
| Program graduation rates | 66% |
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
Primarily a teaching institution, Northern College also engages in applied research programs with a newly formed department that fuses applied research, entrepreneurship and innovation (AREI). AREI is designed to participate in government-funded programs; in the Colleges Ontario Network for Industry Innovation (CONII); and to build relationships with regional small to medium-sized enterprises (SMEs) within program areas of strength, including:
- Apprenticeship
- Trades and Technology
- Animal and Human Health and Wellness Sciences
- Welding
- Electrical
- Mining
- Environmental Technology
- Emergency Services
Applied research at Northern College works in tandem with entrepreneurship and innovation. Applied Research is research undertaken to apply innovations, technologies and the latest knowledge toward a specific practical purpose. Northern College targets commercialization opportunities, bringing a product or service to market by turning it into a business run for profit. It incorporates entrepreneurship by identifying and pursuing an opportunity — be it a product, service or other venture — while managing risk. It fosters innovation by changing or creating more effective processes, products and ideas, thereby supporting continuous improvement. Northern College set a goal of job creation for its AREI activities, the proactive creation of new jobs as a direct result of applied research, entrepreneurship and innovation activities.
Northern College has defined six target areas for growth in applied research, innovation and entrepreneurship:
- Developing leaders and innovators through authentic learning experiences applied research and entrepreneurship;
- Using of 3D modelling, simulation and virtual reality as a solution for health and safety issues and as training tools;
- Addressing environmental resource management issues facing Indigenous communities and water quality;
- Connecting the aging population to emerging technologies to help them age in place;
- Assisting youth cohorts with 21st century skills, such as problem solving and critical thinking; and
- Supporting Indigenous communities with required skills.
The Ontario Centers of Excellence (OCE) launched the College Voucher Technology Adoption (CVTA) Grant in the winter of 2017. AREI has been approved to deliver this program whereby we anticipate strengthened relationships between Northern College and its industry partners. The CVTA program links industry with students leading the projects, encouraging development of Highly Qualified Personnel.
Applied research activity with forestry companies, Hydro One and small manufacturing companies supports students, SMEs and entrepreneurial efforts that encourage graduate retention in the region. For example, Veterinary Technician and Companion Animal Physical Rehabilitation graduates now work with MediTech International as a result of an applied research project.
Although a young department in terms of organizational structure, AREI achievement has been noted by OCE, which gave the entrepreneurship activity as four stars when size and region were factored into the activity.
Examples of institutional initiatives
- Northern College’s applied research includes entrepreneurship and innovation activities. Support for entrepreneurship activities has allowed 52 students to be involved in Northern College’s Enactus club, designed to bring problem solving, applied research types of activities to social enterprises. The students have been actively involved in working with Indigenous artisans to help bring their work into more public venues, to increase cultural awareness and support Indigenous artisans through sales of their work. The Enactus club has partnered with the Aboriginal Chamber of Commerce of Ontario to support this project. The next phase of this project activity is to bring a more in-depth cultural focus to the artisans’ work, by offering cultural learning experiences along with the exhibition of the artists’ work.
- The applied research area has supported the development of Handy Hydrant, a portable water storage and distribution device suitable for firefighting, a major activity in the area, where forest fires are a challenge to fight and contain. The Handy Hydrant was developed with the expertise of Northern College faculty and students are currently working on ways to adapt the hydrant for potable water activities to support remote communities where clean water is hard to obtain.
- Northern College has completed a preliminary study focused upon becoming the college of choice for Indigenous peoples, by partnering with the Northern Policy Institute in a research project. This study, completed in 2017, identifies actions required to improve services to Indigenous communities and learners. Northern College has completed two major studies funded through the Ontario Council on Articulation and Transfer, which supports assisting youth in acquiring a 21st century skill set by defining and articulating mobility challenges for small institutions.
Metrics and targets
| System-wide Metrics | 2019-20 Target |
|---|---|
| Number of externally funded applied research projects | 1 per year |
| Number of partnerships / collaborations with community / industry firms | 20 |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Learners involved in AREI activities | 20% |
| Industry partnerships established | 20 |
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
Northern College combines innovation in learning and customization of training (e.g., use of virtual reality and the Northern Training Division), to promote innovation and economic development. Northern College brings community engagement into a social innovation framework, involving learners directly within communities. Northern College has adopted an entrepreneurial model to suit student demand for postsecondary education in Canada and to address financial sustainability.
Northern College’s Virtual Reality Training Centre takes education beyond book learning to create immersive and interactive virtual reality 360/3D and 4D gamification experiences. This method of teaching allows students to experience locations, cultures, challenges, circumstances and instruction as if they were transported directly into another learning environment. These experiences are crucial for students to successfully, efficiently and safely address real workplace issues. Simulation training reduces employer risks and liability, saves on equipment, tool repairs and costs and develops enhanced critical thinking and problem-solving skills in today’s apprentices.
Northern Training Division (NTD) is a division of Northern College that collaborates with communities and industry. NTD partnerships provide training solutions for industry that create a powerful workforce. Working with neighbouring 17 First Nation communities and over 28 operating mines, Northern College’s strong commitment to the communities it serves is highlighted in the mission statement “to ensure quality, accessible, education through innovative programs, services and partnerships for the benefit of our northern communities.” This commitment is demonstrated as Northern College continuously expands educational offerings and opportunities throughout the region and beyond. This dedication to the region’s success has secured Northern College’s reputation as a collaborative, flexible and innovative institution that works continuously to remove barriers to education while embedding a respect for culture and worldviews throughout all programs and training.
The Underground Hard Rock Miner Common Core program is a joint collaborative offering with industry. This 12-week, 580-hour training program covers the MAESD Underground Hard Rock Miner Program. After six weeks of training, students gain first-hand experience by integrating and participating as a part of an operational crew following production schedules. Northern College has embedded training in employability skills, health and safety certifications, surface miner common core and due diligence that further diversifies the resumés of graduates and prepares them for employment within the mining sector. Each student can learn up to 13 modules and, after demonstrating competence, trainees qualify for both trainer and employer modular sign-offs. Education for some is a once-in-a-lifetime experience. For others, a positive training experience can catapult them into attaining additional educational goals. Knowing the significance pathways have to its students, it was a priority for Northern to embed postsecondary credit into the Underground Hard Rock Common Core program, allowing graduates to ladder into other educational opportunities. Over the years, Northern College has worked with more than nine mining partners and has graduates. To date, Northern College has graduated 198 students, with an employment rate of 86%.
Another innovative program driven by industry is Northern College’s Diamond Driller Assistant Common Core program. This collaborative program was built with the support and input from industry professionals and since 2007 has graduated over 240 Diamond Driller Helpers with their Ontario Common Core modules. In Kirkland Lake, 176 graduates have completed their training and 65 have done so in Arviat, Nunavut, for a total of 25 training programs offered since 2007. Close to 50% of the students are Indigenous and eight women have graduated from the program. Students who have registered in the program come from all over Ontario, as well as the Yukon, Manitoba, New Brunswick and Quebec. Many Indigenous students are coming from remote communities situated in northeastern and northwestern Ontario to participate in this direct to employment program. Of note, 21% of graduates have attained a driller status a year or more after graduating and more than 16% of graduates are working underground. Employment rates for new graduates are consistently high.
Community engagement is evident at all of Northern College campuses, whether through Program Advisory Committees (PACs), work-integrated learning or social innovation activities through the ARIE department.
Examples of institutional initiatives
- Northern College’s 2016 partnership with Glencore’s Kidd Operations is one example of how education and industry are brought together to meet regional employment needs. The partnership combines the collective knowledge and skills from over 100 years in mine training and education from the Haileybury School of Mines and over 50 years’ experience in mining from the Kidd Operations. Training is delivered in a live production mine at the 2,400 level at the Kidd Operations Mine Site in Timmins, using curriculum built with support and insight from the mining sector. Experienced Kidd Operation trainers are seconded as the program trainers for each offering and provide no more than a seven-to-one student /trainer ratio. Students reap the benefits of individualized training to meet their particular needs.
- Northern College’s Enactus club for students engages in social innovation projects. To date, the Enactus club has developed eight social enterprise ideas, including Project Quilting for Love. Through the sale of quilts put together and sewn by low-income families, the proceeds provide hot meals, toys and clothes within the community for low-income and homeless people.
- In the fall of 2016, Northern College hosted PAC conference titled The New Normal. This level of engagement ensures direct links to programming and learning outcomes. PACs are drawn from the communities each college serves. The theme for the conference addressed the changing dynamics of postsecondary education, in terms of educational and economic drivers. The impact on programming was examined, along with the role of PACs in relation to program currency and effectiveness. One purpose in hosting this conference was to identify engagement strategies between PAC members and students that would enrich the learning experience. As a result of this conference, the business plan for 2017-2018 included specific review and evaluation of best practices in PACs from among the various Northern College committees.
Metrics and targets
| System-wide Metrics | 2019-20 Target |
|---|---|
| Number of active Program Advisory Committees (PACs) | 100% |
| Number of employers engaged in PACs | 3 |
| Graduate employment rates | 86% |
| Employer satisfaction rates | 87% |
| Proportion of Graduates employed full-time | 60% |
| Proportion of Graduates employed full-time in a related job | 41% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Graduate employment rate for board- approved certificates programs | 80% |
| Graduate employment rate for postsecondary education | 86% |
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 Northern’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 | 212 | 208 | 202 | 197 | 190 |
| Ontario College Diploma/Advanced Diploma | 726 | 619 | 694 | 678 | 662 |
| Ontario College Graduate Certificate | 18 | 18 | 17 | 16 | 16 |
| 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) | 95 | 83 | 81 | 79 | 76 |
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 | 4 | 5 | 6 | 6 |
| Ontario College Diploma/Advanced Diploma | 19 | 27 | 30 | 25 | 25 |
| Ontario College Graduate Certificate | 0 | 0 | 0 | 9 | 25 |
| Baccalaureate Degree in Applied Area of Study | 0 | 1 | 0 | 0 | 0 |
International strategy and collaboration
International students enrich the learning experience in any educational institution. By encouraging international learners to come to Northern, the communities we serve become more diverse. International programs provide necessary funds to deal with reduced domestic demographics, particularly in Northern College’s region. International revenues generated from these programs allow Northern College to invest in student learning tools relevant to technological requirements of the current job market. Surpluses created by international programs allow direct investment in student success and mitigate domestic enrolment issues. It also allows for the maintenance and repair of aging infrastructure.
Northern College will increase international enrollment by increasing promotion, improving agent services and by employing international staff; and by expanding the regions it draws students from and the jurisdictions in which it offers programs. Recruitment from China and India have been the traditional markets while expansion into Viet Nam, Northern Europe and South America is planned. Northern College will play a major developmental role with CICan in the Pacific Alliance Project.
Northern College subscribes to the Ministry’s belief that, “When international students attend one of Ontario’s post-secondary institutions, they should become part of the community, learning alongside Canadian students as well as those from around the world. When this integration occurs, international students benefit but also enrich the learning environments of our domestic students, helping them develop intercultural competencies critical for the global workplace. International student enrolment is an economic driver for the province and supports provincial immigration goals of attracting and retaining highly skilled workers. Colleges have a mandate to support the economic development of their diverse local communities and should endeavour to draw international students to their home campuses” – Assistant Deputy Minister David Carter-Whitney September, 2017[1]. Unfortunately colleges outside the immediate GTA experience greater difficulty in attracting international students to their campus. This is particularly true for Northern College due to its northern remoteness and harsh winter climate.
Risk factors considered in managing international enrolment include foreign government involvement, resulting in policy changes that undermine current relationships, including regional governments in China and India as well as Canadian and Ontario governments.
International strategy approval process at Northern College will rest with the senior management team and the Board of Governors as required. A new International department has been formed and will be responsible for identifying new territories and opportunities as well as business plan development. .
As Northern College works with Colleges and Institutes Canada and the Pacific Alliance project, the expertise in mining and mining-related industries will bring about more activity in South America. With offshore activity in China already, mining partnerships in Ireland and expansion to South America, Northern will take on a leadership role as a multi-continent training and economic development driver.
In 2015, Northern College signed memoranda of understanding with two international institutes in Peru. The partners continue to collaborate on educational opportunities and expect to submit proposals for funding in the near future in their effort to help bring education to remote regions. The end result of the project is to increase economic opportunities in a sustainable and inclusive manner in the mining sector.
Strategic areas of program strength and expansion
Program areas of strength
- Apprenticeship
- Trades and Technology
- Animal and Human Health and Wellness Sciences
- Welding
- Electrical
- Mining
- Environmental Technology
- Emergency Services
Program areas of expansion
- Trades and Technology
- Animal and Human Health and Wellness Sciences
- Mining
- Environmental Technology
- Emergency Services
Apprenticeship
Northern College currently delivers apprenticeship training in the following trades: Automotive Service Technician, Construction and Maintenance Electrician, General Carpentry, Heavy Duty Equipment Technician and Industrial Millwright Mechanic. Its postsecondary diploma programs in Industrial Millwright, Automotive Service Technician and Heavy Duty Equipment Technician, Welder Fitter, Metal Fabricator and Instrumentation have embedded apprenticeship in-school levels within their curricula, allowing students to graduate with the diploma and all three in-school levels of their apprenticeships.
Apprenticeship training faces challenges in a rural Northern Ontario region; remoteness and distance between communities make program seats difficult to fill. Adding to this the challenge is the new initiative of attestation letters, which allow postsecondary education to account for the equivalency of in-school training for apprentices. This may further narrow an already limited pool of apprentices. The traditional model proves to be the best options for First Nation students who generally are hands-on learners. Northern College’s challenge is how to support apprentices in First Nations communities when there are few employers in that region to hire and supervise their development. Restrictions on training ratios do not allow the flexibility needed to serve northern communities. Sustainability for apprenticeship is crucial, as current funding presents challenges to offer programs on a cost-recovery basis.
Financial sustainability
The Ministry and Northern 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 | $337,394 | $2,693,140 | $1,884,708 |
| Accumulated Surplus (Deficit) | >0 | $4,426,150 | $6,880,307 | $9,165,015 |
| Net Income to Revenue Ratio | >1.5% | 0.83% | 5.98% | 3.97% |
| Net Assets to Expense Ratio | >60% | 63.2% | 84.3% | 93.36% |
| Quick Ratio | >1 | 2.51 | 2.88 | 2.54 |
| Debt Servicing Ratio | <3% | 0% | 0% | 0% |
| Total Debt to Assets Ratio | <35% | 18.9% | 21.9% | 19.2% |
Institutional collaborations and partnerships
Collaborations and partnerships are cornerstones of Northern College’s operational activities. Northern is a small college, so shared resources and entrepreneurial partnerships are part of critical path to sustainability and program growth. Northern College has a proud record of collaborations and partnerships, with new partners ready to work together.
As the only college with no immediate university in its catchment area, Northern College is committed to providing degree opportunities for its students that go beyond articulation agreements. With many degree partnerships already in existence (Algoma, Laurentian, Queen’s universities) Northern College is developing a partnership with Humber College to promote degree completion. As the largest college in Canada, Humber offers a breadth and depth of programming from certificates through to degrees.
Northern College has entered into a discussion for a partnership with the University of Ontario Institute of Technology (UOIT) for articulation to degree programs, joint program development, onsite delivery of Masters and PhD programs at Northern College and joint applied research activities in digital technologies. Bringing UOIT mechanical engineering programs to northern Ontario could bring onsite degree completion into one of Northern College strengths in community engagement and economic development.
Northern College has partnered with Queen’s University to create pathways for technology students from Northern to obtain a Bachelor of Technology. This partnership complements Northern’s area of strength in the mining field and provides an opportunity for students from northern Ontario to access a university.
Northern College is partnering with Algonquin and Loyalist colleges for the design and delivery of a fully online learning program in Office Administration: Legal, funded through eCampusOntario. This partnership fulfills a need for high-quality e-learning material in this field and provides the opportunity to build capacity at Northern College in e-learning design.
Northern College is the lead institution on an eCampusOntario project, working with Algoma University and Durham College, for the design and development of an online bridging program from Computer Engineering Technology to a Bachelor of Computer Science program. The estimated growth in this area is significant, given the need for computer science graduates in a digital world.
Northern has a partnership with Oshki-Pimache-O-Win Education and Training Institute (Oshki). In 2017 this partnership led to the pilot delivery of Academic and Career Entrance training to students from Nishnawbe Aski Nation.
All of the partnerships demonstrate that Northern College is a collaborative institution. While it may be the smallest college in the Ontario system, Northern College continues to expand its horizons and opportunities in the ongoing efforts to provide service to its three key stakeholders: students, the communities those students live in and the industry that drives the economy in the northeastern region of Ontario.
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] 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 Northern College as the wind down progresses.
2014-17 Strategic Mandate Agreement: Northern College of Applied Arts and Technology