582 10 13346 https://digitalcollections.lakeheadu.ca/files/original/229d8cdbdf541e2dadcc6723d0061f3c.pdf 64256d22eaac7d565142bbe826ca5606 PDF Text Text NATIVE ACCESS PROGRAM FOR ENGINEERING (NAPE) • As Developed by The Aboriginal Peoples and The School of Engineering at Lakehead University Thunder Bay, Ontario �NATIVE ACCESS PROGRAM FOR ENGINEERING (NAPE) • As Developed by The Aboriginal Peoples and The School of Engineering at Lakehead University Thunder Bay, Ontario �TABLE OF CONTENTS Contact Mr. M. Cohen, Acting Coordinator Native Access Program for Engineering School of Engineering Lakehead University Thunder Bay, Ontario, P7B 5E1 Phone (807) 346-7712 Fax (807) 343-8399 (807) 343-8928 Preamble ............................................ 1 General Information ..................................... 1 The Selection Process ................................... 4 Selection Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Academic .......•......................... 5 Personal ................................. 5 Interview Process ................................. 6 Program Supports ...................................... 6 Academic Support .........•...................... 6 Personal Support ................................. 6 Student-Community-University Linkage ................. 7 Orientation Program .................................... 8 Orientation Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Program of Study for Orientation . . . . . . . • . . . . . . . . . . . . 1o Orientation Program Schedule . . . . . . . . . . . . . . . . . . . . . . 1O First Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Orientation Program Timetable . . . • . . . . . . . . . . . . 1o Orientation Hour • . . . . . . . . . . . . . . . . . . . . . . . . . 12 Orientation Course Outlines . . . . . . . . . . . . . . . . . . . . . . . . 13 NAPE Academic Program ............................... 14 Attendance and Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Summer Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Academic Regulations . . . . . . . . . • . . . . . . . . . . . . . . . . . . 15 Program of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 NAPE Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . 17 School of Engineering Programs . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Flow Chart . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Admission Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Program Advantages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Academic Regulations ............................ 22 Common First Year Engineering Technology ................. 23 Program of Study . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . 23 Course Descriptions ............................•. 24 Fall Term •............................... 24 Winter Term .......................•...... 25 �-1- -2- PREAMBLE While at Lakehead University, students will have the opportunity to follow the program path outlined below: In the spring of 1991 the School of Engineering at Lakehe~d University investigated both the need for Native engineers and the potential for the establishment of an engineering access program for Native students. The encouraging and positive responses from discussions with Native organizations and authorities lead to the development of a workshop for representatives from Native organizations, community groups, tribal authorities and provincial organizations. These individuals including local elders made a unanimous decision to proceed with the program development in cooperation with the Native community. Committees were formed to deal with the tasks of program development, finance, and the recruitment and selecti~n of. students. As a consequence, the Native Access Pr~gram for E~g1neenng has been designed by representatives of the Nat,ve community and the School of Engineering. GENERAL INFORMATION The Native Access Program for Engineering (NAPE) provides the Aboriginal Peoples from the Province of Ontario with access to an engineering education by providing an academic program . ?f ~reengineering instruction which permits students to make the transition into engineering education. An academic, cultural and social support syst~m (tutors, elders, counsellors) is available throughout the_ students' entire education period. The objective of NAPE is to help Nat,ve students who because of residence in remote areas or a lack of adequate formal education cannot obtain access to an engineering education. Stage One: The Native Access Program for Engineering 1. 2. Orientation Program: a six-week program for all students starting mid-July and consisting of introductory courses in mathematics, sciences, communications, calculator/computer skills and an orientation course designed to make the student feel comfortable at the University and in the City. The Native Acceaa Program: one academic year of study in mathematics, chemistry, physics, communications and life/study skills. The students academic programs are designed to suit their ~eeds. St~dents who are academically prepared may be permitted to register for selected regular engineering technology diploma courses. Stage Two: Engineering Technology Diploma Programs La~ehead ~niversi!Y. offers t~ree year engineering technology programs 1n Chemical, C1v1I, Electncal and Mechanical Engineering. Students who are successful in the Native Access Program are encouraged to enroll in the program of their choice. Graduates of this program will be able to obtain employment as engineering technologists or, if qualified, proceed to engineering degree studies. Stage Three: Post-Dlploma Bachelor of Engineering Degree Programs La~ehead U~iverstty ~as uniq~e post-diploma engineering degree programs 1n Chemical, CIVIi, Electncal, and Mechanical Engineering. These programs are accredited by the Canadian Engineering Accreditation Board, consequently graduates who meet the professional qualifications are eligible for registration as a Professional Engineers in their province or territory of practice. · �-3- -4- The Native Access Program for Engineering begins in mid-July, with an intake of approximately 15 students. Students who are accepted into this program attend the six week orientation program which is completed by the end of August. Students have about a two week break prior to the beginning of the Fall Term. THE SELECTION PROCESS The access program is designed to allow students to make a smooth transition into one of the four engineering programs, Civil, Chemical, Electrical and Mechanical, offered by the School of Engineering. Engineering programs are among the most demanding programs at the University. They are mathematics and science orientated, consequently, students should have a strong aptitude and desire to excel in these areas in addition to a strong interest In engineering. Students should be prepared to spend a great deal of time in independent study which can take up most evenings and weekends. The program will begin with a modest but demanding workload which will intensify with time so that students can be prepared for the high demands expected of them in the engineering program. The School of Engineering is intent that the Native Access Program for Engineering be successful. Consequently, it is important to select students who have not only academic capability, but also the desire, dedication and drive to become an engineer. The program which has been designed jointly by the Native Community and the School of Engineering provides the student with the necessary academic background and confidence to be successful. Students must be aware that instructors, elders, counsellors, etc. provide their best efforts but in so doing will make high demands on students. Selectlon CrHerla The student should have an application form and the request for reference forms for the Native Access Program for Engineering. These forms are available from the NAPE office or the School of Engineering. Students who wish to be considered for admission to NAPE must submit all of the following documents before the application will be considered: 1. Completed application form and personal statement. 2. Official copies of transcripts from all previous secondary and post-secondary education. 3. Three letters of reference (from individuals, other than family, who know the candidate well, e.g. teachers, counsellors, employers, elders, etc.). The access program has an administration, instruction and counselling staff devoted exclusively to it. Tutors and sessional lecturers are part of the academic team available to NAPE students. The social and academic support system will be available to access students through their years of study in engineering. The access program provides the academic background necessary for engineering study so that Aboriginal students can be confident that they will have the potential to compete with or lead the regular entry student body. In order to be considered for selection an applicant must: Students are able to apply for admission to the engineering programs while they are in the access program and be admitted once they have completed the access requirements. 2. 3. 4. 1. 5. Be a resident of the Province of Ontario. Be of Native ancestry. Be admissible to Lakehead University (see Academic below). Have the personal requirements necessary to be successful in engineering (see Personal below). Be interviewed. �-6- -5- Selection to the program is dependent upon the following factors: Interview Academic All applications are reviewed carefully to select candidates for an Interview. Candidates should be prepared to be invited to attend a personal interview at Lakehead University. The Interviews are conducted by members of the Native Community and Lakehead University. The categories of students who are considered for admission to the program are: 1. Adult students: Applicants who are at least twenty-one years of age in the calender year of entry, who are residents of the Province of Ontario, and who have not attended post-secondary institutions (full-time) for two years prior to their admission, are considered for entry as adult students. 2. Students who meet the normal admission requirements for the diploma programs in Engineering Technology. The admission requirements are stated under the section •School of Engineering Programs• in this booklet and in the Lakehead University Calendar. 3. Extraordinary Admissions: The University is prepared to consider applicants for admission who have been away from formal education for at least two years at any time because of reasons beyond their control. Each case la considered on na own merna. Personal Applicants must have the personal qualities that show the potential to succeed in the field of engineering. The following factors are considered: 1. 2. 3. 4. 5. 6. Recent involvement in pursuing educational goals. Interest in engineering. Perseverance in educational and non-educational tasks. Maturity, stability and financial responsibility. Commitment of family. Work history. PROGRAM SUPPORTS Academic Support The program instructors and staff assist students to adjust to and become successful in their program of study. This involves academic program planning, course selection, registration, tutorial and remedial supports, study skills and an on-going evaluation of the student's progress. Students are assigned to an instructor who will act as their academic advisor through their NAPE and engineering study. In addition to excellent instructor-student contact inside and outside of lectures and laboratories, the students are able to obtain the services of a tutor. Tutoring assistance will be made available throughout the entire program. • • • Instructors, staff and tutors help the student: gain confidence in their abilities develop a hard work ethic become both a team worker and an independent thinker. Personal Support The program counsellor assists students and their families with the personal and social adjustments of attending the university. The counsellor works with students to solve problems that may arise in all areas of their lives, and to develop and clarify career goals. The counsellor can also assist students in the following ways: �-7- • • • • • • • • Relocating student and family . Locating suitable living accommodation. Counselling on financial matters. Arranging for personal tutors. Helping students to make the adjustment to Thunder Bay. Maintaining community ties. Making arrangements for students to obtain advice from an Elder. Organizing social events such as curling, hockey, baseball, family picnics, etc. The counsellor is available to the student at all times and students must visit the counsellor on a regular basis. Regular visits will help the students and counsellor to know one another and provide quality counsel on an on-going basis thereby preventing potential problems. Student - Community - University Linkage The School of Engineering considers the student-communityuniversity linkage to be exceptionally important for the success of many students. The student's program of study is perceived to be a cooperative venture between program instructors and counsellors, the student, and the band counsellors/education authorities, where applicable. Consequently the following practices are part of the program: • information on student progress can be shared between all responsible parties following authorization by the student. community and program counsellors work together to assist the • student and resolve problems. wherever possible community linkages developed during the • recruitment and selection of students are maintained by visitations and other communications. where suitable the student's family are involved in orientation and • counselling. the team approach and the buddy system is encouraged to assist • in the strengthening of the support system. -8- THE ORIENTATION PROGRAM All students enter a six-week orientation period which begins in mid-July and finishes at the end of August. During this period staff and students have an opportunity to get to know each other. Staff assess student academic capability and, in consultation with the student, plan the student's future academic program. Orientation is designed to help students obtain information and skills that will enhance their success in the access and diploma programs. The orientation is informal so that students will feel comfortable and gain confidence in their ability to succeed at the university. The courses are designed to meet the student's needs but at the same time to make certain demands with the intent to prepare students for the challenge of engineering. Consequently, instructors make increasing demands on students during the orientation period and students are expected to do homework. Orientation Includes courses in mathematics, science, communications, calculator and computer skills as well as an orientation course which includes study and life skills. Students are expected to achieve 70% in each course during orientation, prior to registering in advanced courses, otherwise they may have to repeat courses in the Fall Term. It is essential that students have these pre-requisite skills before attempting the more advanced courses. �-9- 10 - Orientation Actlvttlea Program of Study for Orientation Students: Courses* • • • Learn about the profession of engineering through films, tou~, guest speakers, etc. Meet local elders to obtain advice and counsel to students through the traditional ways. Attend lectures In mathematics, calculator/computer skills. science, NAPE 1090 - Introductory Mathematics NAPE 1092 - Communications NAPE 1093 - Calculator and Computer Skills NAPE 1094 - Introduction to Engineering Science Lecture Lab. 5 3 2 ~ 13 0 0 4 ll_ 5.5 communications, • Learn to use calculators, computer software, and problem solving skills to do assignments. • Obtain assistance to find accommodations, day care and schools for children, if applicable. • Develop study groups with other students. • Adjust to the City of Thunder Bay. • Become familiar with Lakehead University and learn about the various services and features that make It an exciting place to be a student. • Learn the rules and regulations that students are expected to abide by in both NAPE and Lakehead University. • Get to know the NAPE instructors. *The number nine (9) in the third digit indicates a non-credit course. Orientation Program Schedule (Mid-July to End of August) 1. First Day Introductions and Welcomes Description of NAPE Question Period Lunch Registration for Orientation Orientation Program Tour of University 2. Orientation Program Timetable A typical timetable for the first five weeks follows. It should be noted that additional tutoring and study periods may be scheduled, consequently students should not assume that their day is complete at the end of the schedule shown. Additional time will also be essential for individual study and assignments. The sixth week is timetabled by the instructors during the orientation program to provide the time necessary for make-up lectures, review, exams, etc. The latter part of the week is used for counselling and registration for fall term NAPE courses. �- 12 - 11 ORIENTATION PROGRAM TIMETABLE 3. Orientation Hour This scheduled period is flexible to accommodate program and student needs but will involve tours, guest speakers, and films/videos for the first f1Ve weeks. The student's spouse is encouraged to participate in many of these activities. A typical schedule of events is as follows: HONDU l1JO l ,,,. a • J calculator/ 1 Science c0111p1ter Skill• Uall l Hath • Science u Study Orientation Uall u 11 lalO u 11 cc-unication• Jt 11 Science Laboratory Jell ..,. H IJ . Hatb a calculator/ Computer Skill■ • Week One Natb Week Two s science calculator/ Computer . u 11 Orl ■ntatio11 Orientation Orientation u u u 14 12 calculator/ Collputer co..anicatlon■ Colmunlcation■ Skill ■ Jill J Skill ■ u u s J Hath FRIOU 'l'IIURSDU IIBDIIUDU a I Hath l01ll TIJBSDAT 11 Skill ■ 12 H ltudy . IJ 21 JJ u H 11 Jt 12 JI Week Three l'wiction or PrH Week Four s,JO hJO 'hll • Week Five Week Six Tuesday Wednesday Thursday Friday Monday Study Skills (Time Management) Tenant Act University Services: Recreational Bus Tour of City Thunder Bay Services (recreation, hospitals, day care, etc.) Tuesday Study Skills Wednesday Budgeting Thursday Guest Speaker - Elder Friday University Services: Academic, Conduct Code Monday Community Native Services Tuesday Study Skills Wednesday Engineering Lab Tour: Part 1 Thursday Sensitization/Rights/Harassment Friday FilmNideo Monday Engineering Student Forum Tuesday Study Skills Wednesday Guest Speaker: Economic Development of Native Communities Thursday Engineering at LU. Friday University Services: Library Monday Health Services Tuesday Study Skills Wednesday Guest Speaker - Elder Thursday Engineering Lab Tour: Part 2 Friday Guest Speaker: Native Engineer Examinations followed by Fall registration and a barbecue �- 14 - - 13 - Orientation Course Outllnea NAPE 1090 - Introductory Mathematics (5,0) This course Involves performing operations with algebraic expressions and manipulating equations and formulas. Algebra will be the major emphasis of this course, which Includes the multiplication of polynomials, factoring, and simplifying expressions containing radicals. Functional notation, working with positive and negative fractional exponents, and analytical geometry will be discussed. The main topics are: combining like terms, parentheses and multiplication, addition, subtraction, division and multiplication of fractions, first degree equations, working with formulas, graphing, lines, linear inequalities, absolute value, distance, integer exponents, multiplication of polynomials, factoring, square roots, rationalization, radicals, rational exponents, functions, notation, solving equations and complex fractions. NAPE 1092 - Communications (3, 0) The intention of this course is to prepare students to write a technical paper. Students will research an engineering topic In the library, submit a minimum 5 page typed paper using Wordprocessing, and make a presentation to the class during the final week of class. The course will review basic English principles. NAPE 1093 - Calculator and Computer Skills (2, 4) Students will develop calculator skills for use In other courses nad introductory computer skills for report writing. Lectures and laboratories will be integrated to accommodate the needs of other courses. Any programming skills involved will be in BASIC. NAPE 1094 - Introduction to Engineering Science (3, 1½) This is an introductory course for those that have a very limited science background. However, it is necessary to complete it before registering for Introductory chemistry and physics in the Fall Term. The major topics are: heat, applied chemistry, and magnetism and electricity. These topics consist of the following units: the kinetic molecular theory, thermal expansion, heat transfer by convection, conduction and radiation, quantity of heat, the law of conservation of energy, fractional distillation of crude oil, acids and bases, hard and soft water, magnetism, and electric current and circuits. Laboratory work will be a major component of this course. NAPE ACADEMIC PROGRAM This pre-engineering program continues the instruction In fundamentals of mathematics, physics, chemistry and communications which began In the orientation program, however the intensity and difficulty increases as the courses proceed. The student's program consists of those courses selected at the end of the orientation program. Students normally complete NAPE courses within one year, and therefore it may take four years before the student completes the technology diploma. If students do not require the NAPE courses they can study the diploma program of their choice with the assistance from the NAPE support system. Attendance and Study The study of engineering requires self-discipline and hard work. NAPE students are expected to develop the study habits of any engineering student. These require: 1. Regular and punctual attendance In lectures, laboratories and tutorials in all courses. 2. Completion of all assignments within the deadlines specified by the instructor, and the writing of all tests and examinations in their courses. 3. Meetings with their academic advisors on a regular basis to discuss their academic progress. 4. Private study outside of scheduled laboratory and problem sessions. Students can expect to devote most evenings and weekends to a concentrated work effort. �- 16 - - 15 - Summer Activities Students who have the academic need will be expected to devote the summers to do further academic work if they have adequate financial support. Alternatively, students will be encouraged to work in an engineering related job during the summer months. Assistance in finding summer jobs will be provided. of Student Behaviour and Disciplinary Procedures Leaflet and in the University Calendar. NAPE staff assists students with questions and problems which arise from regulations. Students who find that they are unable to perform their normal academic duties for any reason (illness, stress, family problems, etc.) are required to contact their counsellor immediately so that appropriate assistance can be provided. Academic Regulatlona Program of Study Student progress and performance are monitored and evaluated on a regular basis to identify individual needs for extra tutoring and academic counselling. At the end of each term an overall evaluation will be made of each student's status. The following criteria will be used in this evaluation: • a student must achieve at least 65% in a NAPE course before proceeding to a more advanced course in the same field. • an average of 65% in NAPE courses is considered to be the minimum acceptable level of academic performance for advancement. • students are normally be permitted to repeat a course only once. • a student who does not achieve an average of at least 50% in NAPE courses will normally be required to withdraw from the program. • prior to any dismissal, each student's case will be considered on an individual basis to determine If there are any relevant circumstances to prevent such action. Consideration for readmission requires a petition from the student. • students must register for at least four courses per term, otherwise they may lose their funding. Fall Term* The student Is responsible for being familiar with the University Code of Student Behavior and Disciplinary Procedures. It Is also understood that every student by the act of registering, agrees to abide by all the rules, regulations, policies and procedures of Lakehead University and of the Faculties or Departments/School's in which the student is registered. These matters are presented in the Lakehead University Code NAPE NAPE NAPE NAPE NAPE 1190 1192 1193 1194 1195 Lecture Lab. Introduction to Engineering Mathematics I Communications Study Skills & Reasoning Introduction to Engineering Chemistry I Introduction to Engineering Physics I Total Hours 4 3 1 0 2 0 3 1.5 1.5 15 4 ~ Winter Term* NAPE NAPE NAPE NAPE 1290 1291 1294 1295 Introduction to Introduction to Introduction to Introduction to Engineering Mathematics II Engineering Mathematics Ill Engineering Chemistry II Engineering Physics II Total Hours 4 1 3 1 3 1.5 ~ 1.5 13 5 * Students who have adequate academic standing will be counselled to register In one or more courses from Year I of the Engineering Technology program. �- 18 - - 17 - NAPE 1195 - Introduction to Engineering Physics I NAPE Course Descriptions NAPE 1190 -Introduction to Engineering Mathematics I (4-1; 0-0) This course is intended for those students who either do not have grade 12 advanced mathematics or require a review of those concepts. This course will help prepare students for all first-year engineering technology mathematics courses. The course includes the following topics: solving equations, linear, quadratic and polynomial functions, special functions, exponents and logarithms, and analytical geometry. This course is an introduction to the general principles of physics that will provide a foundation for students who will continue to study physics in first-year of the technology diploma. This course is designed to provide students with the background that will enable them to understand physical concepts, apply scientific techniques, and appreciate the applications and implications of physics in technology and society. The core units of study include: geometric optics, mechanics, and electricity. NAPE 1290 - Introduction to Engineering Mathematics II NAPE 1192 - Communications (3-0; 0-0) This is a course in English language skills, composition and public speaking, and introduces the student to structured written and oral technical communication. Word processing will be used for written assignments. NAPE 1193 - Study Skills and Reasoning (3-1½. 0-0) (0-0; 4-1) This course is a continuation of Introduction to Engineering Mathematics I. This course will help to prepare students for calculus and other firstyear engineering technology mathematics courses. This cour~e includes the following topics: trigonometry, conics, sequences and sanes, and the binomial theorem. NAPE 1291 - Introduction to Engineering Mathematics Ill (0-0; 3-0) (2-0; 0-0) Various components of study skills will be presented including: time management, effective listening and note taking, exam writing, and library skills. This course Is an introduction to many of the concepts explored in calculus. Topics to be covered include: limits, the definition of the derivative, techniques of differentiation, and some applications of the derivative, such as curve sketching. NAPE 1194 - Introduction to Engineering Chemistry I NAPE 1294 - Introduction to Engineering Chemistry II (3-1½; 0-0) This course is an introduction to the general principles of chemistry that will provide a foundation for students who will continue to study chemistry in first-year of the technology diploma. The course is designed to provide a fundamental background that will enable students to understand chemical concepts, handle chemical intelligently and safely, and appreciate the applications and implications of chemistry in technology and society. The core units of study include: matter, elements and chemical bonding, and gases. (0-0; 3-1½) This course Is a continuation of NAPE 1194. The core units of study Include: chemical reactions, chemical-reaction calculations, solutions, and industry and society. NAPE 1295 - Introduction to Engineering Physics II (0-0; 3-1½) This course is a continuation of NAPE 1195. The core units of study include: electromagnetism, sound, nuclear physics, and kinematics. �- 20 - - 19 - SCHOOL OF ENGINEERING PROGRAMS The School of Engineering offers a unique combination of Engineering Technology and Engineering Degree programs in Chemical, Civil, Electrical, and Mechanical Engineering. The following flow chart illustrates how upon completion of a Diploma in Engineering Technology students may enter a Post-Diploma Bachelor of Engineering Degree Program. ENGINEERING TECHNOLOGY PROGRAMS Admlaalon Criteria 1. 2. Year 1 Year 2 Year 3 High School graduates with the OSSD/SSGD with grade 11 and 12 advanced level mathematics and science with an overall average of at least 60% may enter the first year of technology. These students can complete a diploma program in three years prior to entry to a two-year post-diploma degree program. High school students with the OSSHGD or OSSO with six OAC's with a minimum average of 60% and an average of 60% in mathematics may enter the second year of engineering technology. These students can complete a technology program in two years and take a two-year post-diploma degree program. Where: OSSO = Ontario Secondary School Diploma SSGD Secondary School Graduate Diploma OSSHGD Ontario Secondary School Higher Graduate Diploma OAC = Ontario Academic Credit - for engineering the six OAC's must include calculus, algebra, chemistry and physics. Native students who have completed their assigned program of NAPE courses with an average of at least 65% may be admitted to the first year of engineering technology. = 3. ENGINEERING DEGREE PROGRAMS = Consequently, students who enter Year I of the Engineering Technology program can complete their diploma in three years and an engineering degree in two subsequent years for a total of five years. Students who enter Year II of the Engineering Technology program can complete their diploma in two years and the engineering degree in two more for a total of four years. Years When students are In the third year of their engineering technology program they will decide to apply for degree studies or to gain employment as a graduate engineering technologist. For those who decide to apply to the degree program the Admission Criteria are as follows: �- 22 - - 21 - Technology graduates: (1) (2) Applicants must have a Dip/oms in Technology from a Community College, Lskehesd University or the equivalent with an sversge of st least 70% in the fins/ year of their program to be eligible for admission consideration or Applicants with two or more years of relevant industrial experience must hsve s Dip/oms in Technology from a community college, Lskehesd University or the equivalent with sn sversge of at least 65% in their fins/ year of their program to be eligible for admission consideration. Advantages to NAPE Students of Lakehead University's Combination of Diploma and Degree Programs: • • • • Students may enter the first year of technology with an Ontario grade 12 education, and become involved in engineering education. Unlike most engineering degree programs which concentrate on mathematics and sciences in the first two years, the engineering technology programs have a greater content of engineering science and design. Consequently, students will soon have adequate training to work at meaningful engineering tasks in their summer employment. The mathematics and sciences are spread out over the years so that they are taken as they are needed. In this way, student have a greater opportunity to appreciate their relevance. Upon completion of the engineering technology program, students may obtain employment as graduate engineering technologists. For some students this graduation will provide them with a career after two or three years of study, a benefit which is not available after two years of study In a conventional engineering degree program. For those students who are "fed up with studying• or who have uncertainties, this stage provides an excellent opportunity to go to work and contemplate their future and possibly return to degree studies. Students who are doing well In their academic endeavour may choose to apply for the degree program immediately upon completion of the engineering technology program. Academic Regulatlona It Is the responsibility of each student registered at Lakehead University to know the academic regulations associated with his/her program. The student should therefore read and understand the regulations for: • the University • the Faculty of Professional Studies • the School of Engineering regulations for (a) the Diploma programs and (b) the Degree programs. Each student should also be familiar with the University Code of Student Behavior and Disciplinary Procedures. Advice and counselling on these requirements Is provided by program instructors and staff. �-24 - - 23 - COMMON FIRST-YEAR ENGINEERING TECHNOLOGY Course Descriptions Fall Term NAPE students who have adequate academic preparation are permitted to register In Engineering Technology I courses. To help students understand what courses are available at this level this portion of the regular calendar is reproduced here. The first year is common to Chemical, Civil, Electrical and Mechanical Engineering Technology programs. After this common first year, students select one of these technology programs for their second year studies. Engineering 1131 - Drawing I (1-3;0-0) Basic engineering drawing techniques, office standards and practices, fits and functions of components and assemblies. Dimensioning. Use of perspective and practice in sketching. Applications of CAD. Engineering 1134 - Engineering Technology I (3-1;0-0) Program of Study Fall Term Engineering 1131 Engineering 1134 Chemistry 1060 Mathematics 1050 Mathematics 1052 Physics 1030 Leet. Drawing I Technology I Intro. to Chemistry Trig. & Anal. Geom. Intro. Calculus Intro. Mechanics & Heat Total Hours Winter Term Engineering 1535 Chemistry 1060 English 1074 Mathematics 1070 Mathematics 1072 Physics 1010 1 3 3 3 3 Total Hours 3 1 1.5 2 2 ~ ~ 16 12.5 Leet. Technology II Intro. to Chemistry Technical Writing I Matrix Algebra Intro. Calculus II Electricity & Magnetism Lab. Lab. 3 3 2 3 3 2 2 ~ _g 17 9 1.5 1.5 The purpose of this course is to introduce and apply graphical and analytical communication methods. Topics include: graphical and analytical solutions to problems in statistics; use of formulae and units; introduction to the laws of conservation and their application. Chemistry 1060 - Introduction to Chemistry (3-1½; 0-0) A course in the basic principles of physical, inorganic, and organic chemistry for students without Year 5 (Grade 13/OAC) Chemistry or equivalent. Topics include: atomic structure, the periodic table, chemical bonding, the states of matter, solutions, chemical equilibrium, oxidation and reduction, electrochemistry, introductory organic chemistry. (Two lectures weekly: laboratory and problems sessions In alternate in alternate weeks). Mathematics 1050 - Trigonometry and Analytical Geometry (3-2; 0-0) Functions, linear and quadratic equations. Angles, trigonometric functions, identities, sine and cosine rules. The conic sections, polar coordinates, inequalities. �- 26- - 25 - Mathematics 1052 - Introductory Calculus (3-2; 0-0) Basic algebraic operations, exponential and logarithmic functions. Limits, differential calculus, maxima and minima, related rates. Physics 1030 - Electricity and Magnetism (3-3; 0-0) An introductory, non-calculus course in mechanics and heat. Topics include: transnational and rotational kinematics and dynamics, momentum, potential and kinetic energy, thermal expansion and conduction, specific and latent heat, and the ideal gas law. English 1074 - Technical Writing I Analytical studying for information, logic and techniques of expression. The student will be expected to study a variety of materials including prose, business communications, forms and journals in his/her field. Emphasis will be placed on the style necessary for technical communication. The awareness of the complexities of technical communication and the analytical skills developed through a study of various materials will be used to improve the student's technical writing abilities. Each student must possess a recommended dictionary. Mathematics 1070 - Matrix Algebra (0-0; 3-1½) Mathematics 1072 - Introductory Calculus II The topics of energy, statistics, graphical representation and computing systems are presented and related to a student project. Graphical and analytical solutions of dynamic problems. Chemistry 1060 - Introduction to Chemistry (0-0; 3-2) Matrices, Gaussian elimination, determinants, Cramer's rule. Vectors, dot and cross products, vector equations of lines and planes. Winter Term Engineering 1535 - Engineering Technology II (0-0; 2-0) (0-0; 3-2) Differentiation of trigonometric, exponential and logarithmic functions. Induction, sequences and series, the binomial theorem. Methods and applications of integral calculus. (0-0; 3-1½) Physics 1010 - Electricity and Magnetism A course in the basic principles of physical, inorganic, and organic chemistry for students without Year 5 (Grade 13/0AC) Chemistry or equivalent. Topics include: atomic structure, the periodic table, chemical bonding, the states of matter, solutions, chemical equilibrium, oxidation and reduction, electrochemistry, introductory organic chemistry. (Two lectures weekly: laboratory and problems sessions in alternate in alternate weeks). (0-0; 3-2) The fundamental theory of electricity and magnetism including D.C. network theorems, magnetic circuits, D.C. instruments, A.C. components and networks. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Access Program for Engineering (NAPE) Subject The topic of the resource Universities Description An account of the resource Booklet providing information on the Native Access Program for Engineering (NAPE) as developed by The Aboriginal Peoples and the School of Engineering at Lakehead University. After 1991. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text academic program Indigenous engineers NAPE https://digitalcollections.lakeheadu.ca/files/original/aa7b85c2ec42c5d51e598416b79d03bb.pdf 0ea4b8f62a144f10836063f9a3d50547 PDF Text Text ♦ • • ♦ ♦ lt.£1EIIIIII£ 1P> lllllll YlllBIBY! DA ,r BWll lf\llimlJIYI Bl IP@ IllJOA ,r ll@ II Iil\llIL.IL.In BJI JAJIIWJ AID! DtJt>(D NATIVE STUDENT CENTRE: is located in UC0029 next to "The Understudy" (the store in the tunnel down the halt from the Arcade). The Centre is open from 8:30 - 4:30 p.m. for students' use. Drop in for lunch, for a coffee, to study, to mee t friends, for a break between classes or attend a meeting. Current information about activities for Native students are posted in the Centre, a telephone is available for local calls, and the blackboard can be used to leave messages for ff"iends. Coffee is available and students am asked to contribute .25/cup so that we can continue buying coffee supplies. DO WE HAVE YOUR CURRENT ADDRESS? To make sure that you receive the news letter and information about services available to you as a Native student through our office, please give us your current address and phone number. Please see us at Native Support Services off ice with this information. PARENTS: Would you please submit your schedules to Native Support Services office at UC0029 so that we will know where to contact you if there is ever an emergency call from your babysitter. EYENIS ON CAMPUS AND Q_Ef; LIBRARY DISPLAY ON NATIVE COMMUNITY: Dec.4/89 - Jan.8/90. There are Native arts and crafts on display in the main floor of the University Library . Thank you to the students who contributed lo the display. Activities at Sate11 ite Centre and other Native organizations will be posted on the bulletin board at the Student Centre as they are received. �2 I... U. CALENDAR OF EVENTS FOR THE MONDI OF JANUARY January. 1991: Monday 2nd Friday .5 & Sat. 6 Friday 12 & Sat. 13 - Classes Begin - Men's Basketball - McMaster at L. C.j. Sanders Field House - Silver Jubilee Gordon Garvie Memorial Wrestling Festival - C.J. Sanders field House Friday 19 & Sat. 21 - Women's Basketball - Western at L.U. C.j. Sanders field House Men's Basketball - Western at L.U. C.j. Sanders Field House Sat. 21 - Silver Jubilee Symphony Series Community Auditorium "Go for Baroque Mary Lou Fallis, Saprano and Mr. Howard Cable, Conductor. "Mrs. Bach" spoof including baroque orchestral avourites presented by one of Canada's leading sopranos. Moo.22 - Department of English Silver Jubilee Lecture Series - Professor· K. Bishop "Phi11 ip, Lover of Horses: Phil tip Bentley in "As for Me and My House" Ryan Building 1022 - 7:30 p.m. Tues.23 - L.U .S.U. Silver Birthday Party #4 - Agora 11:30 a.m. to 1:30 p.m. Wed. 24 Sat. Feb.3 - Silver Jubilee Winter Carnival Fri. 26 & - Women's Volleyball - Wilfred Laurier at L.U. - C.j. Sanders Field House Sat. 27 Tues.30 - Silver Jubilee Skating Party and BBQ Lake Tamblyn �3 January It: Final date for registt·aLion, changes and add ii ions to second ter·m ha.H cotlf'ses P-:\('f'?pt. D ist.ance Eduratton. February 1: first day of classes for February session. February 2: Final date spring. ro,· submission or applications to graduate in the February 6: Final date for· Reg1.slrntion Changes and Additions for February Session Coursfl~. FebY-uary 6: Final date for rPfunds on wit.hdrawa1s . February 6: final dale Jor "'iUHtrawal frnm f ull-,·ours~s and sPrond t.f-lrm ha If-courses ~H hout academic pen_aj_.t.y_, See regulation in L. LI . Calendar. Contest called * Legal services corporation looks for name and logo lb mark the establishment of a legal services corporation that will serve the people of the Nishnawbe-Aski Nation (NAN), the interim board of directors has called for a name and logo contest. Cultural nature * ~~ .w•;,-~. December 14, 1989 Wowotoy News 3 Liz Dance, a spokespersoX: for Nishnawbe-Aski Nation's office in Toronto, says the new name and logo should reflect the cultural nature of the corporation, says Dance. . The board is looking for an Indian name "that will (imply) what the corporation is ...That is legal services," she adds. Dance says the board is wide open to suggestions and ideas on the new name and logo that will be representative of the communities the corporation will serve. "It's a Native organization with an all-Native board of directors. We want the name (and logo) to reflect that. We don't want to call it the Legal Services Corporation," says Dance. "It's a big breakthrough for us," she says, adding the interim board wants NAN people to feel they have a sense of ownership in the corporation and that it is not a government agency. Several years ago it was suggested by Native leaders that NAN look into a better way of delivering legal services to their people because present mechanisms in the justice system were poor. The go-ahead to establish t~e legal services corporation was given by Ontario A Horney General Ian Scott July 4. The corporation will eventually provide access to lawyers and establish a community legal worker program and public legal education. The contest is open to anyone in the Nishnawbe-Aski Nation -- both professional and amateur artists -- including elementary and high school students. The logo can be sent to the board in any size and any medium the artist is comfortable working with. Letterhead ._ "The prime function of the logo is to represent the corporation on its letterhead," says Dance. Deadline for entries is January 31. Inquiries can be made to Liz Dance at the Nishnawbe-Aski Nation office in Toronto at (416) 920-2376. Entries can be mailed to: Interim Board of Directors, Nishnawbe-Aski Nation, 14 College Street, 6th Floor, Toronto, Ontario, MSG 1K2. * �4 • KUSI.N&IJOU by Na.om.i Abotossaway 11a"s 1. SU. inside 111!1 ......... ,. ......... ull ~ ~ ..,... in ~ 1llinll an. fflMll9S fonns, 1juu, IRS lias llftll. "I. 111ft ~ !fDIIClouds ou&siGI& ~ a,inllua, sliDl"Dl!f ~ , Anal Ina& fer: 1111& faAIOlf,a- ~ . . . . ~ lu I l i a & ~ uf 111!f ._.&illlJ liaart. 1jDu ..... s&ill i n . ~ mi.nil--',. __ ~ !JUII,- ,. mr, lll1JSl4f ~ dae slti•" aiua-s SUffDUIIII - - ia ~ , n..&imJ CIJfflds IJD ~ ~. Anal s&ill !JUU, IR&.....- 111111,. __ nu.ssin1J !PU· ~ ~ ASIIW . . . . IU 1i111J flllll'il:9. Anal finll ~ is in. 1raa-& fuawn. :f'..- ... .......... 1Juu, lis - - - - - • J..- "l k'9 1u .JL-. ,. - - lllissinlJ !PU· �5 CAMPUS RESOU.lt..C..H$; Native Support SerYices: The Coordinator of Native Support Services is available to counsel students on ind1vidual problems and concerns; offer information on study skills sessions on time management, note ta.king and 1ist.ening; counsel students on how lo begin a tern1 paper, etc.: set up tutoring help; provide information on other re,sources available to students on/off campus: provide orientation to new students and est.ab 1ish support a.ct ivit ies that will enhance students' experience while at the University Free Tutoring AYaitable: Donna Grau is available to tutor in English, Math, Biology and Chemistry. Tuto1·s are also available in other· subject arnas. If you need assistance, Donna Grau and other tutors can be reached at the Learnin~ Assistanr.e Centre, UC0031, or call 343-8047 (next to Native Support Services off icP). Students who need help w1th prnof-reading or writing essays or an~ just having difficulty getting started, see Donna or Ruby at Native Support Servi r.es. Peer Tutoring Prograa: Native Students who would like to help other Native students in a. Social Sciences subject (ie . Anthropology, Geography, F.ronomics, Politic:al Siudies, Psychology, Sociology, Social World. please fill out an application form to tut.or a.t the Learning Assistance Centre Room IJf.0031. Wages Jler hmu- depends on year of study and ma,·ks. Counsellin& SerYices Seminars - Winter Session - STUDY SKILLS Topics, Dates and Times are listed on the attached sheet at the back of this newsletter. Register for the session that you would like to attend by contacting the Career and Counselling Centre Room UCI002, telephone 343-8018. Typewriters: There are two typewriters (I in syllabics) available anytime during office hours on a rirst.-come first-serve basis. for students' use in the Students· OH ice. Thei-e are also typewriters a.vai lab le for students' use in the basement of the University Library. Contact Lakehead University Students' Union (LUSUJ to get a key. Phone 343-8259. Pl ease note: I\ at ive SupporL Services does not provide t.yp ing services or supplies i.e. paper, envelopes, etc. Typina Services: If you are interested in offering typing services for Native students, please leave your name, phone number and rate per page at the Students Centre UC0027. �6 S.CHO LA RSHI P_S._A.___BURSA Rl_E!i Scholarships and Education Awards: Information sheets and application forms are posted at the Students Centre. Pages 330 - 364 or the LU. Calendar also lists Awards that may be of interest to you. Check out. Awards now and send in applications in Spring and Summer for Awards in the next year. Placer Dome Inc. Native Award: Awarded to a Native student from the Shibogama or Windigo tribe on the basis of academic performance and financial need, entering either an F.ducat.ion, Nursing or Social Wo,·k progt·am at Lakehead lJniversity. This award is payable at the rate of $IO00 pm· year fo1· a maximum of four y~ars provided satisfactory sl.andin~ is mt1.intained. A Scholarshop//\wai-d 1\pptication must be submitted to the Student Servictls Off ice by May 15th. Apply early in September - Thunder Bay Children·s Senrices Foundation Bursaries (p.356 Calendar). Canadian National Native Awards Program - deadline October Isl. Canadian Northern Studies Trust - Native Economic Development Scholarships. Sp.-ing and Fall competition - deadlines: April I &. Nov. I. Northern Bur-sary Pro1r•• - Ministry of Community & Social Services Dffldline: June 2nd. & Sept. 16th. & Min. of Northern Development. The Department of Juitice Canada is pleased to announce the 1990-91 Program of Legal Studies for Aboriginal poepte. Applications for the 1990 summer pre-law program will be accepted until April 15. 1990 and applications for law school until July 15. 1991. For more information, contact: Claudette Cote Program Administrator Department of Justice Canada Justice Building 239 Wellington St. Ottawa, Ontario KIA OHS or· ca11: (613) 952-8190. * �7 LUSU - Latehead University Student Union The L.U. Studenl Handbook (black handbook) provides detaiJs of your student union, its services, and a working knowledge of the University community. Refunds for tosses to money-eating machines and video games, inst.a.tted in the Games Room and Faculty of Education, are available at the LUSU Office, UC0060. Buyers and Sellers. and F.wenl Post io1s are permitted on "ar i o us bulletin boards. Check with the V. P. Communications in LUSU before posting. Weekly Publication of news, events and issues in otu- campus news1.aper, "The Argus". Moyie N igbls are held on Saturday and Sunday, and off er a mix of late releases and classics. Renowned Speakers on a va1·iely of topics are selected from the Canadian Programming Service and brought to Lakehead for you. films and speakers on bulletin boards and in the Argus. Watch for notices of The Study,, our campus pub, invites you to enjoy a cold one in the company of friends, while being entertained with sports, movies or rock videos on the big screen. Join us for evenings of live bands or soloists obtained by our Progi·ammer. Located off lhe hallway to the car eteria. The Games Room lets you indulge in some rejuvenating gamesmanship take a Lrip and OP.Ver leave lhP- farm. You will walk through it when entering I.he tunnel from the l!niversity Cent.n~. For morn information, visit the LUSU Office in the main basement tunnel bet.ween the Library and the University CentrP-. Bani: Machines: •oyal Bank - located at the bottom of Lhe stainvay from the Agora. Canadian Imperial Bank of Commerce - located beside Security officP. Thought: A perso11 111ho can l lead and u,on t follow- make~· a dandy roadblock. (Bits & Pieces Dec.·s9) �COUNSELLING SERVICES SEMINARS WINTER SESSION REGISTER FOR THE SESSION THAT YOU WOULD LI KE TO ATT END BY CONT ACT ING THE CAREER AND COUNSELLING CENTRE ROOM: UC I 002 TELEPHONE: 343-8018 STUDY SKILLS SESSIONS Monday, January I 5/90 7:00 - 8:30 p.m. RB 2024 "Time Management" - setting your priori ties - scheduling your academic and social life - preventing procrastination Thursday,January 18/90 7:00 - 8:30 p.m. RB 2024 "Effective listening and Notetaking" - how to tune in to lectures - determine what's important - developing an efficient notetaking method Monday, January 22 I 90 7:00 - 8:30 p.m. RB 2024 "Reading Efficiently & Summarizing Textbooks" - strategies for reading faster - increasing reading retention - getting the most out of textbooks Thursday, January 25/90 7:00 - 8:30 p.m. RB 2024 "How to Research & Write a Term Paper" - where to look for 1nformation - how to organize - writing the paper Monday, January 29/90 7:00 - 8:30 p.m. RB 2024 "Memory & Learning" - reducing memory distraction - developing efficient learning habits - strategies to learn more and to retain more Thursday, February 1/90 7:00 - 8:30 p.m. RB 2024 "Exam Preparation" - preparing for the exam - types of exam formats & what to watch for - dealing with test anxiety Monday, February 5/90 7:00 - 8:30 p.m. RB 2024 "How to Prepare & Give Seminars" - preparation & organization - effective time fillers �[ January l 1990 ~ i FINAL DATE for registr atiori, changes .:1nd .:1dditions tr:, second terrn half-course::: except DishnceEducation. Festiv~l - C.,J. Sanders Field Hous~ Ui Ui STUDY SK ILLS SESSIONS : Fri. - Sat. 20th. SIL VER JUBILEE "TirnE- "Effective 1"'1.anageri'lent" - st?Hin9 your priori bes Basketball 'w'estern at L .U. - C..J. Sanders Listening and Notehkin9" - how to tuni:i in Field House. to lei:~tures - determine what's important - scheduling 'J our academic .3nd ~ :social life (I u, U g STIJD'r' SK ILLS LUSU SILVER ,JUBILEE BIRTHDAY PARTY #4 Agor a - 11 :30 1:30 SESSIONS: "Reading Efficiently & Summarizing Ti:xtbooks:" - str at.egie-s: for ri?ading faster - incn•.:1sing !) U r£oading !!1 'w'ed, to Sat. Feb.3t-d. SIL VER JUBILEE 'w'INTER CARNIVAL SIL VER ,JUBILEE SKATING PARTY 'w'omen's UI STUDV SK ILLS SESSIONS: "Ho·yt to SYMPHONY SERIES c,,mmunity Auditorium "Go for Baroque" f'-·1ary Lou Fallis, UI Soprano and Mr. Howard Cable, Conductor. I® Fri. - Sat .27th. 'women's: Vo lli-y ba 11 'w'ilfred Laurier \'/rite a Te-rm at L.U. - C.J . Paper" Sanders Field - where tc1 look House. for information - ho\-.•· to Research & 1'6 organ;ze :; TUDY SK ILLS :3ESSIONS: "Me-m,)riJ &. learning" - reducing lliJ . ..................... ........................... . . . . . . . ............................ . ...... .. ...... . :::.:::: ::::::::::-: :::. :::::~:: :: ::-: :::: :: :~:: ~:::: ::: :~ :: :::::::::: :::::: :: :::::::::: :::: :::::::::::::::::::::: ' AND 8.8.Q. - Lake Tamblyn. memory 1 1 1 !lillllillllllllll!iirlliiil:111!/illl :1:11 1111111 11:1111111 1111111111111111:)!l!ill!!ftllllll!lillll!!li!!I distraction - developing effici~r:t I IJiearning ------ I. Si1vi:r JubileEGc,rdon Garvie t ·1i?n--,,:,ria1 'w're:s:tling SESSION· STUC•Y SK ILLS i Fn. - SaU3th. uu Ull I lm I !~l------· 1 1 1 1 11 1 1 I u[illll lil!!!lil!li!lll!il[:111111111:l.liil!ll !il!l!llill!l!::11 11111111_1:11:1111 1111111 11 1111: :11111 1i � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Native Students Information Bulletin, January 1990 Subject The topic of the resource Universities University Life Description An account of the resource Lakehead University Native Students Information Bulletin, January 1990 Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1990-01 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/00605e94e29436dff5554d4596921eb7.pdf 2a17187201b1f04e0902c7c339a5f27d PDF Text Text LAKEHEAD UNIVERSITY OFFICE OF NATIVE .PROGRAMMING COMMUNITY OUTREACH REPORT Prepared for: Date Prepared by Lakehead University Native Advisory Committee March 6, T991 Marie Pitawanakwat Coordinator Native Programming �The information presentea here outlines the dates on which telephone calls were received, and the name of the First Nation, organization, government agency, community group or program representative making the contact. What is not presented is information on the frequency of telephone contacts, the nature of the inquiry received, the names of contact persons, a listing of telephone calls made to community organizations, the nature of correspondence received, the amount of correspondence sent out, or the nature of follow-up which took place following the telephone inquiry. The information is presented in this format so as to indicate the type of organization which contacts the Office of Native Programming, the approximate geographical area covered and to present a representative sample of the range of agencies and organizations which reaches the Native Programming Office. The time span covered in this presentation extends from April 1, 1990, to March 5, 1991, a period of eleven (11) months. The period from April 1, 1990 to June 30, 1990 is a half-time period. The period from July 1, 1990 to March 5, 1991, is a full-time period. to March 6, 1991, From July 9,1990, administrative assistant services were and are available through Ms. Arlene Drake, Secretary to the Office of Native Programming, through whom telephone inquiries are channeled. •. . • 2 �2 Meetings, seminars, works sessions or conferences are not discussed. An analysis of these would also provide a picture of the extent, nature, scope and range of community activities conducted. Other types of community outreach undertaken are: 1) television interview, February 14, 1991, on the "Ahneen" Show, hosted by Barbara Carpenter, through the Maclean Hunter Community Cable TV Programming; 2) a newspaper article submitted to the Coffee Time Gazette, a·Thunder Bay community news publication, February, 1991; 3) a newspaper interview for the Thunder Bay Post, a community newspaper in Thunder Bay, March 1, 1991. Slightly more than seventy (70) First Nations, organizations, government agencies, community groups, and program representatives . are indicated in the information presented. While travel to Native communities has not yet taken place, the activities described serve to indicate that the outreach activity has occurred through other means: telephone contact, correspondecne, a television interview, a newspaper interview, submission of an article for publication in a community newspaper, and a presentation at a distance education conference. �LAKEHEAD UNIVERSITY OFFiCE OF NATIVE PROGRAMMING COMMUNITY OUTREACH TELEPHONE INQUIRIES Date Agency, Organization March 4, 1991 - The Little Red Reacting Society March 5! 1991 - Ontario Women's Directorate, - Geraldton Native Women's Group, - Mrs. Lyn McLeod's Office, MPP, Fort William. February 1 ' 1991 - Northern Nishnawbe Education Council Thunaer Bay Indian Friendship Centre February 4, 1991 - Thunaer Bay Indian Friendship Centre - Avila Centre, Thunder Bay February 5' J.991 - Harvey Papassay, Grassy Narrows February 6' 1991 - Ron Weeks, Northern College, Fort Albany February 7, 1991 February 8' 1991 - Evonne Sabourin, Contact North - Chief Wesley, Cat Lake - Evaluation Associates, Edmonton February 1 1 , 1991 - Ontario Native Women's Association February 12 -, 1991 - o. February 13, 1991 - Wequedong Lodge Native Literacy Project, Confederation College February 14, 1991 - Wequedong Lodge - The Little Red Reading Society - Nishnawbe As~i Nation February 15, 1991 - Beendigen, Inc., February 18, 1991 - The Little Red Reading Society Ontario Native Women's Association Unitarian Church, Thunder Bay Lakehead Psychiatric Hospital February 20, 1991 - Contact North Northern Women's Centre, Thunder Bay Northern College, Fort Albany, Ontario The Little Red Reading Society I. Personnel, Inc., Toronto �LAKEHEAD UNIVERSITY '' OF NATIVE PROGRAMMING OFFICE COMMUNITY OUTREACH TELEPHONE INQUIRIES Date Agency, Orgahization February 21, 1991 - Joanne Fisher Wade February 22, 1991 - The Little Red Reading Society - Unitarian Church, Thunder Bay February 25, 1991 - Contact North February 26, 1991 - Nishnawbe Aski Nation - Ontario Metis and Aboriginal Association - Secretary of State, Thunder Bay February 27, 1991 - Thunder Bay Post, Thunder Bay - Ontario Native Women's Association February 28, 1991 - January 2 ' 1991 - Native Literacy Project, Confederation College, January 4, 1991 - The Little Red Reading Society January 7, 1991 - Individual inquiry re Access Program January 8' 1991 January 12, 1991 - Weencahmagen Treatment Centre - Native Student Association, Confederation College, - Dilico Ojibway Child ano Family Services - The Little Red Reading Society January 10, 1991 - Native Spiritual Centre, Satellite Centre, Thunder Bay, January 14, 1991 - Kinna Aweya Legal Clinic, Thunder Bay January 17, 1991 - Northern Nishnawbe Education Council - Thunder Bay Native Apostolate January 21, 1991 - Rainy Lake Ojihway Education Authority - Contact North Rocky Bay First Nation, McDiarmid Reuben Wasacase, Kenora Thunder Bay Post, Thunder Bay Ontario Native Women's Association �LAKEHEAD UNIVERSITY OFFiCE OF NATIVE PROGRAMMING COMMUNITY OUTREACH TELEPHONE INQUIRIES Date Agency, Orgahization January 22, 1991 - United Chiefs and Councils of Manitoulin, West _Bay, Ontario January 23, 1991 - Grassy Narrows First Nation January 25, 1991 - The Little Red Reading Society - Arrowfax, Inc., Winnipeg, Manitoba January 28, 1991 - Coffee Time Gazette, Thunder Bay - Bearskin Lake First Nation January 30, 1991 - The Little Red Reading Society December 3, 1990 - The Little Red Reading Society December 4, 1990 Evaluation Associates, Edmonton December 6, 1990 - Nanabijou Family Centre, Thunder Bay - Northern Development and Mines, Thunder Bay, - Evaluation Associates, Edmonton December 7, 1990 - Contact North, Thunder Bay December 10, 1990 - Native Literacy Project, Confederation College, Thunder Bay - Arrowfax, Inc., Winnipeg, Manitoba - Beendigen, Inc., Thunder Bay F. Mehagan, Teaching Master, Confederation College, December 11, 1990 - Community Health Representative Program, Confederation College, - Individual inquiry from Kingston, Ontario re Native Studies Programs at Lakehead University December 12, 1990 - Sudbury Nishnawbe Counselling Unit December 13, 1990 - Arrowfax, Inc., Winnipeg, Manitoba December 17, 1990 - Arrowfax, Inc., Winnipeg, Manitoba - individual inquiry on Native Programs �LAREHEAD UNIVERSITY f I OFFICE OF NATIVE PROGRAMMING COMMUNITY OUTREACH TELEPHONE INQUIRIES Date Agency, Orgahization December 17, 1990 - Individual inquiry re Native Programs at Lakehead University December 20, 1990 - Ontario Women's Directorate, Thunder Bay December 21, 1990 - Health and Welfare Canada, Ottawa November 5, 1990 - R. Peterson, Instructor, Confederation College, The Little Red Reading Society - Beendigen, Inc., Thunder Bay November 6, 1990 - Ontario Women's Directorate, Thunder Bay - Armstrong Public School, Armstrong, Ontario - Canadian Council for Native Business November 13, 1990 - Thunder Bay Post, Thunder Bay November 14, 1990 - Ontario Women's Directorate, Thunder Bay November 19, 1990 - Ontario Metis and Aboriginal Association November 20, 1990 - Canadian Council for Native Business - Employment and Immigration Canada, Thunder Bay November 22, 1990 - Ontario Women's Directorate, Thunder Bay November 23, 1990 - Dilico Ojibway Child and Family Services - Distance Education, Confederation College, November 28, 1990 - Treaty 3 - Employment and Immigration Canada, Thunder Bay - Beendigen, Inc., Thunder Bay - "Ahneen" Program, Maclean Hunter Community Cable TV November 30, 1990 - The Little Red Reading Society October 1, 1990 - Aboriginal Post-secondary Counselling Unit, Toronto �LAKEHEAD UNIVERSITY I I OFFICE OF NATIVE PROGRAMMING COMMUNITY OUTREACH TELEPHONE INQUIRIES Agency, Orgahization October 1, 1990 - Weendahmagen Treatment Centre, Thunder Bay October 3, 1990 - K. Peterson, Instructor, Confederation College, - American Indian Programs, University of Minnesota at Duluth, - Thunder Bay Indian Friendship Centre, - "Ahneen" Program, Maclean Hunter Community Cable TV October 5, 1990 - Earthtones North, Thunder Bay Ontario Metis and Aboriginal Association October 6, 1990 - Canadian Council for Native Business October 8, 1990 - The Little Red Reading Society - "Ahneen" Program, Maclean Hunter Community Cable TV October 9, 1990 - The Lakehead Board of Education, Thunder Bay October 12, 1990 - The Little Red Reading Society October 16, 1990 - Native Literacy Project, Confederation College, Beendigen, Inc., Thunder Bay October 18, 1990 - Matawa First Nations Management, Inc., Thunder Bay - American Indian Programs, University of Minnesota at Duluth, October 19, 1990 - Union of Ontario Indians October 26, 1990 - Ontario Women's Directorate, Thunder Bay October 30, 1990 - Community Programs, Confederation College, �LAKEHEAD UNIVERSITY -I I OFFICE OF NATIVE PROGRAMMING COMMUNITY OUTREACH TELEPHONE INQUIRIES Date Agency, Orgahization September 4, 1990 - Nishnawbe Aski Nation - Community Health Representative Program, Confederation College, September 7, 1990 - Race Relations Directorate, Toronto, September 10, 1990 - Oxfam Canada (Ontario Region) September J. 2' 1990 - Armstrong Metis Association September 13, 1990 - The Little Red Reading Society September 14, 1990 St. Ignatius High School, Thunder Bay, September 17, 1990 - Satellite Centre, Thunder Bay September 18, 1990 - F. Mehagan, Teaching Master, Confederation College, September 20, 1990 - Rainy Lake Ojibway Education Authority - The Little Red Reading Society - Ontario Metis and Aboriginal Association September 21, 1990 - Beendigen, Inc., Thunder Bay September 28, 1990 - American Indian Programs, University of Minnesota at Duluth August 1, 1990 - The Little Red Reading Society - Dilico Ojibway Child and Family Services August 2, 1990 - Nishnawbe Aski Nation August 10, 1990 - Weendahmagen Treatment Centre, Thunder Bay, August 13, 1990 - Umf~evi11~ · District School Board, Thunder Bay - Weendahmagen Treatment Centre, Thunder Bay, - Rainy Lake Ojibway Education Authority Ontario Native Women's Association, �LAKEHEAD UNIVERSITY I OFFICE OF NATIVE PROGRAMMING COMMUNITY OUTREACH TELEPHONE INQUIRIES Date Agency, Orgahization August 14, 1990 - Emp~oyment and Immigration Canada, Thunder Bay, August 15, 1990 - Matawa First Nations Management Inc., Thunder Bay - Red Gut Reserve, Education · Coordinator, August 23, 1990 - Thunder Bay Indian Friendship Centre, August 24 ,. 1990 - Nishnawbe Aski Nation July 24, 1990 - Contact North July 23, 1990 - Ontario Women's Directorate - Ontario Hydro, Thunder Bay July 31, 1990 - Umfreville District School Board, Thunder Bay June 15, 1990 - Employment and Immigration Canada, Thunder Bay, - AIDS Committee of Thunder Bay June 18, 1990 - Animkee Native Education Council June 1 9, 1990 - Contact North June 26, 1990 - Employment and Immigration Canada, Thunder Bay June 29, 1990 Employment and Immigration Canada, Thunder Bay May 2, 1990 - Nishnawbe Aski Nation, - Employment and Immigration Canada, Thunder Bay May 3, 1990 - Ontario Metis and Aboriginal Association - Nishnawbe As~i Nation �. ' . LAKEHEAD UNIVERSITY OFFICE OF NATIVE PROGRAMMING COMMUNITY OUTREACH TELEPHONE INQUIRIES Date May 11, 1990 May 15, 1990 Agency, Orgahization - Contact North Nishnawbe Aski Nation May 24, 1990 - Indian and Northern Affairs Can~da, Thunder Bay - Federal Business Development Bank, Thunder Bay May 25, 1990 - Employment and Immigration Canada, Thunder Bay May 28, 1990 - Northern Women's Centre, Thunder Bay May 29, 1990- - Meno Bimahdizewin Child and Family Services, Thunder Bay - Employment and Immigration Canada, Thunder Bay May 30, 1990 - Friends of White Otter April 25, 1990 - Nishnawbe Aski Nation April 27, 1990 - Thunder Bay Symphony Orchestra � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Office of Native Programming Community Outreach Report Subject The topic of the resource Universities Description An account of the resource Lakehead University Office of Native Programming Community Outreach Report, March 6, 1991. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991-03 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/63d8a9c76767ef905f3e0f0aadbba330.pdf 6e9c8abc470180b63ddf69cabdbbd539 PDF Text Text THE NATIVE ACCESS PROGRAM OFFICE OF NATIVE PROGRAMMING LAKEHEAD UNIVERSITY 1990-1991 Prepared for: Date Prepared by Native Advisory Committee, Lakehead University, Thunder Bay, Ontario March 6, 1991 Marie Pitawanakwat Coordinator, native Programming �INTRODUCTION The Native Access Program was recommended by the Native Studies Study Group in a report on their activities in 1989. In the past, Lakehead University had been approached by Native staff to sponsor transition programs, orientation programs and other services in order to assist Native students to make the transition to an academic environment and its demands. The Native Studies Study Group had been asked to serve as a study group by the Vice-President (Academic)'s Office in 1987. The Native Studies Study Group arrived at a two year plan of objectives and activities to be undertaken in order to examine and develop programming of interest an benefit to Native people. One of those objectives was to organize an office for Native Programming activities, which would serve as a co-ordinating body for the Native Studies Study Group and would consult with Native community groups, First Nations and organizations. This was partly achieved through the efforts of Mr. Gardner in 1989-90. Phillip Fdrther work on the organization of community outreach and the development of Native Programming took place when the present Co-ordinator, Marie Pitawanakwat, was hired in April, 1990. One of the other objectives of the Native Studies Study Group was to implement a Native Access Program, such as what was offered at the University of Manitoba, Dalhousie University, and others. •••• 2 �DESCRIPTION The Native Access Program is offered by Lakehead University to Native people who, for reasons which prevented their successful completion of a secondary school diploma, require preparation and orientation in order to become eligible for admission to a first year program of studies at Lakehead University. The Program offers a program of studies, which, when combined with tutoring, academic counselling, and assistance in developing a support network at the university, provides an atmosphere and conditions conducive to successful program completion. Admission is gained by completing an application form, submitting a resume and an attached questionnaire. Candidates are interviewed by an admissions committee, who determine eligibility for admission. An offer of admission is made to successful candidates, who then may seek financial support for their entry into the Access Program from their sponsors, i. e. First Nations education authorities. The program consists of core courses which include Mathematics 0140, English (ESL) 1000, and Education 0221. The Mathematics course is designed to serve as a bridging course which prepares a student to enter a program of studies which recommends Mathematics but which is designed for non-Math majors. English (ESL) 1000 is a course which is focussed on the communication skills necessary for Access students to •• • 3 �3 enter a first year program of studies. Essay writing, report preparation, developing vocabulary for use in academic settings, refining grammar capabilities and presentation skills are included. Education 0221 is focussed on study skills and orientation to the academic environment. Effective use of texts, note taking, developing memory skills, reading for retention and comprehension, dictionary usage, developing basic research skills and time management are areas of concentration in this course. Orientation to the university and the expectations of the academic environment are also a focal point of the course. The core courses are accompanied by electives which the student chooses in consultation with his/her academic advisor. So as to become familiar with the academic community and the university environment, courses are chosen usually from a first year selection of offerings. For example, Sociology 1100, Psychology 1100, General Science 0310 and 0330, and Visual Arts 2060 are possible options. A student in the Access Program carries instead of the normal 5 courses. 3½ to 4 courses, This allows the student to develop the social support as well as the academic support needed to complete a program of studies. �4 DIRECTIONS The fields or occupations that these choices lead to are: - teaching, administration and/or counselling in Education - social wor~ administration in First Nations government settings - individual entrepreneurial development economic development for Aboriginal societies - research in social policy areas, i. e. environmental assessment from a Native perspective, land claims research, constitutional issues, and First Nations government development - law. PROGNOSIS It becomes increasingly clear that First Nations governments will not develop without educated and trained First Nations/Aboriginal people who· are cognizant of the demands made by the dominant society of its members, as well as carrying an awareness of, and pride in one's ancestral heritage, First Nations world view and appreciation of Native lifeways. The Native Access Program is one of the mechanisms which will facilitate this happening in the evolution and rebuilding of indigenous societies in North America. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Access Program 1990-1991 Subject The topic of the resource Universities Description An account of the resource Report on the Native Access Program for 1990-1991, Office of Native Programming, Lakehead University. March 6, 1991. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991-03 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/9d22359f5e138a24d69282078cdae834.pdf 36ac8f7fe3e418cf67a5d13360450440 PDF Text Text OUR NORTHERN VISION LAKE HEAD i u NIVER SIT Y ��A V I Lakehead University was founded in June of 1946 as the Lakehead Technical Institute. On a beautiful Fall day in September, 1956, the cornerstone of the first building on the present Oliver Road site was laid. Almost a year later, 180 fulland part-time students made the long-awaited transfer from the Lakehead Technical Institute to the newly-named Lakehead College of Arts, Science and Technology. As time passed, the College expanded in response to escalating enrolment and was empowered to confer university s I 0 N degrees in arts and science. The first degrees were granted at an evening convocation in May, 1965. The Lakehead University Act, 1965, was given Royal Assent by the Lieutenant Governor of Ontario on June 22, 1965, and came into force on July 1 of that year. The Lakehead College of Arts,'Science and Technology was thereafter known as Lakehead University. On May 26, 1969, an Order-inCouncil of the Province of Ontario led to the union of the F 0 u Lakehead Teachers College and Lakehead University, the first amalgamation of a provincial teachers' college with a university in Ontario. The role that the University plays in the Canadian post-secondary education system and its present respected stature did not just happen. It has taken decades of hard work and a combination of vision, faith and the financial support of countless individuals, corporations and foundations, who have all demonstrated a steadfast belief in the University. N D E D Since the beginning, nongovernment financial support has been crucial to Lakehead's growth from a modest technical institute to an important regional resource. In 1963, Mr. Carl J. Sanders, a Toronto mining executive gave Lakehead University a very substantial gift. The imprints of change that have been made possible by the generosity of individuals like Mr. Sanders are visible in the legacy of buildings that have, in part, resulted from their caring and willingness to share in our vision. �A V I s Located in Thunder Bay, Lakehead University undertakes many innovative programs and research projects that have been designed to locus on and take advantage of the natural laboratories of Northwestern Ontario: forestry, geology, biology, geography and outdoor recreation, to name just a few. Local fieldwork complements I 0 N these regionally significant academic programs. Students enrolled in forestry or geology may spend many hours in the University's research forests or chipping at some of the oldest rock in the world on Canada's Precambrian Shield- all located in the immediate area and an integral part of their studies. s u s T A I N E D As a smaller University, our highly qualified professors are readily available to provide guidance and counselling on a one-to-one basis. This has fostered a warm and productive atmosphere that is not only conducive to learning and research, but also mirrors the philosophy of Lakehead: "Our University is committed to students and regionally-relevant study ... " The University has a mandate that is special in the Canadian university system. It strives in a pro-active way to participate in the development of Northwestern Ontario. With a unique blend of 31 traditional and professional programs at the undergraduate level and 14 post-graduate programs, we prepare our students well for their roles in regional, Canadian and global society. �0 U R VISION FOR T HE FUT U RE Dr. Robert G. Rosehart, President Faculty and students make a University. Lakehead University is particularly proud of the quality and commitment of our over 250 full-time faculty members. At Lakehead, teaching and research go hand in hand. Our small average class size allows for real student-faculty interaction. At the same time, our faculty research projects have received both national and international acclaim and reinforce to our students the challenge of seeking out the new and unknown. Because of our technical education roots, many of our programs touch students from all parts of Canada. Lakehead University has long been recognized as one of the most progressive Canadian universities in providing opportunities for community college graduates to further their education to the undergraduate degree level. Noteworthy in this regard are our specialized access programs in engineering, forestry, business administration, nursing and social work. Weekly, our professors travel hundreds of kilometers to teach in 16 regional centres an average distance of 350 km. from our Thunder Bay campus. Through our Centre for Northern Studies, the Centre for Entrepreneurship, and our Innovation Centre, we strive to assist the region's evolution. Special areas targeted by Lakehead University for focus include Finnish Studies, the Special Needs population and Native Studies. The Lakehead Board of Governors has plotted a course that will reflect a decade of planned expansion. Actions that will reinforce current traditional educational and research strengths and enhance our role as a catalyst for regional, social, cultural and economic development are ready for implementation on approval of funding. The results of our Partners Campaign, successfully completed in 1987, have provided the impetus and resources that were necessary to launch Phase I of Lakehead's multi-year campus development plan. The Share Our Northern Vision Campaign will lead to Phase II of our plan and strategically position Lakehead University as one of the best small, comprehensive universities in Canada. As each academic term brings with it new student hopes and aspirations, likewise, fresh challenges for the University to master in the areas of study and research are identified. At Lakehead, progressive change is a product of a shared vision to be treated as an opportunity that is met with enthusiasm and dedication. �C A M p A I G N C H A I R s In 1990, Lakehead University celebrated its Silver Jubilee Anniversary - 25 years of achievement in education and research. prepare for the 21st century, the next decade will be crucial to the continued development of university education in Northern Ontario. As National Chair for the $19.2 million Share Our Northern Vision Campaign, I am asking you to make an investment in the future that will enable Lakehead to meet the evolving educational needs of a new generation. To maintain Lakehead University's ability to provide leadership and to ensure a bright future for our student body, the Board of Governors has initiated the Share Our Northern Vision Campaign, a major five-year fund-raising undertaking. The challenges that Canadian universities are facing in the ·90s will not be easily solved. Additional programming, expanded facilities and new equipment are costly but necessary requirements that the University cannot fund from government grants and student tuition fees alone. Identifying alternate funding is crucial to the realization of Lakehead's vision of enhanced academic and research strengths and the growth of educational opportunities for students. In soliciting support from the private sector, alumni, and friends, I believe these important goals can be reached. Agift to Lakehead University is a personal way of endorsing the ideals of an institution that is dedicated to providing quality education today and playing a leadership role in the events of the future. William James National Campaign Chair Since its founding in 1965, Lakehead University has made a significant and lasting contribution to the economic and cultural growth of Canada and more specifically within the City and region it serves. Today, the University is recognized as a leader in the delivery of high-quality, innovative academic and research programming. As we With your assistance, Lakehead will enhance identified strengths and give required support for much-needed new programming, buildings, student scholarships and equipment that will enable the University to meet the challenges of tomorrow. It is within this context that I seek your commitment to a shared vision. Every gift, regardless of size, will be greatly appreciated and acknowledged. Let's build together. Robert J. Paterson Chair, Board of Governors �C A M p A I G N C A B I N E William James Director and Past Chief Executive Officer Falconbridge Limited Toronto, Ontario Robert J. Paterson Executive Vice-President N.M. Paterson and Sons Limited Thunder Bay, Ontario Robert F. Faircloth Executive Director BTR Industries Limited United Kingdom Richard G. Andison Chair and Chief Executive Officer Powell Equipment Limited Winnipeg, Manitoba Norene C. Macleod Advisor Public Affairs Royal Bank of Canada Toronto, Ontario William K. Rankin Vice-President and General Manager Northco Foods Limited Thunder Bay, Ontario William B. McDermott Partner Price Waterhouse Toronto, Ontario Florence J. Johnston Chair, Fund Raising Lakehead University Board of Governors Dr. Robert G. Rosehart President and.Vice-Chancellor Lakehead Univer ity H. Fraser Dougall President and Chief Executive Officer H. F. Dougall Company Ltd. Thunder Bay, Ontario John D. Valley Vice-President Corporate Affairs Boise Cascade Canada Ltd. Toronto, Ontario Peter J. Prior Managing Partner Royal Trust Vancouver, British Columbia Thomas J. Jones President and Chief Executive Officer Tom Jones Construction Inc. Thunder Bay, Ontario Harry A.Jaako Chair Discovery Capital Corporation Vancouver, British Columbia John C. Russell Director of External Relations and Share Our Northern Vision Campaign Lakehead University T �0 F T O M O R R. 0 W T H E CHALLENGE I N C 0 M E Source of Funds Municipal and Regional Parents .5% Government University Family -------nr - - - - (Board of Governors, Faculty & Staff, Alumni) Student Referendum Parents $1,200,000 2,900,000 100,000 Bequests, Endowments & Special Names 1,000,000 Foundations 1,200,000 Municipal and Regional Government Bequests, Endowments & Special Names Foundations Provincial Government Student Referendum 750,000 Private/Corporate Sector 4,200,000 Provincial Government 7,850,000 $19,200,000 Private/Corporate Sector EXPENDITURES Use of Funds Handicap Access Build-a--Room Bora Laskin Building $6,000,000 C.]. Sanders Building (Fieldhouse) 3,000,000 Chancellor Paterson Library 3,000,000 Student Centre 3,300,000 Build-a-Room Residence 500,000 Handicap Access 400,000 Scholarships 1,000,000 Equipment 1,000,000 New Initiatives 1,000,000 $19,200,000 Scholarships New Initiatives Chancellor Paterson Library �B 0 R A L A SCHOOL OF EDUCATION s K I N Lakehead University's School of Education is a prime educational centre for a large part of the Province of Ontario and must continue to attract top scholars to the growing specialized fields of education. ~·~ }T --' / ~ -.1 -5 -t<?'-' /~ ?, A : • I L D I N G -- -, . V _)I --=---~ _,!_ :-...-.:s _ :!<'<> , __ ____ .----- 't-, 'fr • an Educational Media Technology and Computer Complex • a Special Education Resource Centre • special purpose classrooms _ ,. r--,- - _ f t ;r~r-4 4) (..,}/.J. ---<PJ ...,P..,_ I Construction of an addition to the Bora Laskin Building as well as ~ extensive renovations to the current facility are essential in adapting to change in leadership roles in the educational community. u • a Curriculum Resource Centre with sophisticated testing and diagnostic facilities • a Centre for Native Language Instruction • a Centre for Early Childhood Education Studies The Bora Laskin building addition and renovations mean not only increased enrolments but also that our "teachers of the future" and educators in the region will have access to facilities such as: $6,000,000 B ::;:::;"'.=~.-~-.r -'\._,-- --J ~ ~ ..1::-- ~ ~ = - c - ~ ~ - -,,__- _____,J' ~ - ::::/ ~ ~· .. 1. ~'1' "' • i$-., ~ ·· · ~ ·.e.•~ ·• r-'1ri~;ti THE CHANCELLOR PATERSON LIBRARY $3,000,000 Aquality library is the core of a good university. Well-chosen library holdings support teaching and research and attract excellent students. Over the 25 years since the opening of The Chancellor Paterson Library, collections have grown from 60,000 to 700,000 volumes. Student enrolment has tripled during this time, placing additional strain on facilities. By the year 2000, the collection size is expected to reach 850,000 volumes. Arecently commissioned consultant's study has detailed the major renovations to the Library needed to handle this growth. At the same time the report points out the need for · new wiring and equipment to provide access to the increasing volume of information coming out in electronic formats. Our wish is to ensure a facility that will allow the continued provision of quality library service to the University community. �PHYSICAL EDUCATION ANDATHLETICS $3,000,000 T u $3,300,000 Physical Education in the 1990s is becoming increasingly scientific. In order to further research in sports medicine and sports science, major equipment purchases are an ongoing requirement. Hundreds of daily users of the C.]. Sanders Fieldhouse demonstrate student, faculty, staff and community participation in this facility. Built in 1970, the C.J. Sanders Fieldhouse accommodated a modest enrolment in the School of Physical Education which has expanded significantly. Critical space shortages are taxing the shared use of this facility by Athletics and Physical Education and requirements for additional classrooms, laboratories, office and gymnasium space are acute. s FIELDHOUSE SANDERS C. ]. ~ ,....,,_,_ \:::..:--/' ~ D E ~ ~~ 'i_,,,- ~ Y r- J ~ ( ?_,, _.:;j - __._.,1, ..! ,,__-v---f -.. The following is needed to update the C.]. Sanders Fieldhouse: • Physiology Laboratory • Biomechanics Laboratory • Motor/Psych Laboratory • Biochemistry Research Laboratory • Classrooms • Graduate Student Area • Improved Handicap Access • New Multi-Purpose Facility - ---- N T C E T N An attractive interior physical environment is an important Lakehead University students are factor in feeling harmony and contributing $2.9 million toward comfort. Lakehead University is striving to provide its students the construction of their new with an aesthetic climate in Student Centre scheduled to open which to flourish. September 1991. Phase II of the project involves extensive renovation to existing student space. .,' ) R E �s C H 0 L A R s p I H s $1,000,000 The future of our country depends upon well-educated citizens. Lakeheacl niversity because of its unique geographical location must compete very keenly to attract local, regional, national and international students with the greatest potential. r _ _ _c_, 0.--0= 111-==:-- =-- tJ~ - t........= p, =::a; The need for increased endowed undergraduate and graduate level scholarships is crucial for our university to remain competitive in the academic marketplace. E Q $1,000,000 Within the 25-year history of Lakehead University, teaching and research have been predicated, in part, upon excellent facilities and up-todate equipment. u I As equipment becomes obsolete, we must keep pace with current technology by providing adequate replacements. With shortages of scientists and engineers predicted, Lakehead University must strive to maintain high equipment standards for progressive teaching as well as balance and diversity in research. p M E N T �N w E I N I T tained its excellent reputation in its provision of additional $1,000,000 programs including the Centre for Lakehead University's uniqueness Entrepreneurship, Centre for as a post-secondary institution is Northern Studies, Centres of Excellence, Innovation North, and reflected in the population it the continuance of the Contact serves - residents of local, North network. Though wanting regional, national and interto retain its relatively small size national communities with an and informal environment, emphasis on Ontario's north. Lakehead University must Lakehead University has main- F E L L 0 $500,000 The University plans to construct a 50-bed Fellowship Residence. Lakehead currently leads all Ontario universities with the largest percentage increase in applications from high school students. H A N w s I T A continue to move towards development of new programs critical in keeping our institution at the forefront of academic learning. I V E s Social Work, and Northern and Environmental Studies. Elevated levels of funding are a necessity in providing important key elements that comprise a high quality education and service to our students. Lakehead University's northern vision forecasts new initiatives including expansion of graduate These initiatives will serve as part and undergraduate programs in of our larger effort to ensure the the area of Engineering, Business, continuing pre-eminence of Lakehead University. H I p R E s I D E N C E The Residence will reflect the multicultural diversity of our University as well as human fellowship. The Fellowship Residence offers itself to a "Build-a-Room" initiative where each sponsored room will have a permanent plaque on the wall to acknowledge the donor. Support units are $10,000 per resident room. D I $400,000 Lakehead University's requirement to improve handicap accessibility include the installation of elevators in the University Centre Building and Cornwall Campus. . .-·.·. ., C A p A C C E s s �u N I V E R Lakehead University's family, over its history, has contributed not only to the intellectual, social and political climate of our University, but also to its financial well-being. Gifts of significant dollars from Alumni, Board members, Faculty and s I T y Staff have meant that Lakehead University can provide additional scholarships and bursaries, purchase library books and periodicals, assist in supporting vital campus research and special projects, thereby improving the quality of education to its students. F A M I Over the next five years of the Share Our Northern Vision Campaign, Lakehead University anticipates a benefaction of $1.2 million from the University family. By helping ourselves, we intend to foster growth and excellence at Lakehead University. L y We recognize the benefits that will result from the Share Our Northern Vision Campaign and have endorsed this fund-raising effort in the most positive way possible - through our personal commitment as volunteers and contributors. �CAMPAIGN The Share Our Northern Vision Campaign is coordinated by the Lakehead University Development Office with the co-operation of the Faculty, Staff, Students, Alumni and Friends of the University. The Development Staff will be the resource and support service to the Campaign. The Development Office is the mandated fund-raising body for the University with Registered Charitable Number: 0052217-20-20. For more information please contact: Mr. John Russell Director of External Relations and Share Our Northern Vision Campaign Development Office Lakehead University Thunder Bay, Ontario Canada P7B SEl Telephone: 807-343-8000 Fax: 807-343-8911 ADMINISTRATION Dr. Robert G. Rosehart John C. Russell President, Lakehead University 807/343-8200 Director, External Relations and Share Our Northern Vision Campaign 807/343-8000 Betty Hygaard Assistant, External Relations RobZuback 807/343-8194 Jo-Anne Silverman Foundations Officer 807/343-8910 Development Officer 807/343-8913 ��LAKE HEAD i u NIVER SIT Y Thunder Bay, Ontario P7B 5El Telephone: (807) 343-8194 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Share Our Northern Vision Subject The topic of the resource Universities Description An account of the resource Brochure for the Share Our Northern Vision fundraising campaign for Lakehead University, circa 1990. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1990 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/0396fe8636d18342db9ae3e377b91eaa.pdf 5e4c0e0fc64dd3f837406ec3af428e65 PDF Text Text V c... CL Research Stars Faculty members whose consistent and significant research excellence achieved at Lakehead University have been recognized locally, nationally, and internationally Lakehead UNIVERSITY - -~~ _ - www.lakeheadu.ca �40 Research Stars Many people have contributed to Lakehead University's success since it was established in 1965. To help celebrate our 40th Anniversary, Lakehead issued a call for members of the Lakehead University community to submit nominations for 40 Research Stars: 40 faculty members whose consistent and significant research excellence and productivity achieved at Lakehead University have been recognized locally, nationally, and internationally. Among the awardees, 20 represent disciplines supported by the Natural Sciences and Engineering Research Council of Canada (NSERC), and 20 represent disciplines in the social sciences, humanities, arts, and health supported by the Social Sciences and Humanities Research Council (SSHRC) and the Canadian Institutes of Health Research (CIHR). All nominations received by January 30, 2006, were reviewed by the Lakehead University Senate Research Committee, and a final selection was made. This list does not downplay the contributions of many others who have achieved research excellence. Rather, the individuals who have been identified are deemed to have made a singular mark on the 40 years' evolution of research at Lakehead University. History of Lakehead University Lakehead University evolved from the Lakehead Technical Institute which was established on June 4, 1946, by an Order-in-Council of the Province of Ontario. Classes commenced in January 1948, in temporary rented quarters in downtown Port Arthur. In September, the first university courses were added to the curriculum. The Lakehead College of Arts, Science and Technology was established by an Act of the Ontario Legislature assented to on March 28, 1956, and proclaimed on August 1, 1957. The governance and the control of Lakehead Technical Institute were transferred to the Board of Governors of Lakehead College. The present University site, donated by the City of Port Arthur, was occupied on October 2, 1957. ... Second-year Arts courses were added in 1960-61, and on March 3, 1962, the original Lakehead College of Arts, Science and Technology Act was amended to give the College "university powers" to establish faculties, and "to confer university degrees" in Arts and Science. The first degrees in Arts and Science were granted on May 5, 1965 . The Lakehead University Act, 1965, was given royal assent by the Lieutenant Governor of Ontario on June 22, 1965, and came into force on July 1, 1965. The Lakehead College of Arts, Science and Technology, thereafter known as "Lakehead University," was continued under this new charter. �Research St Prof. Rick Anderson Dr. Michel Bedard Professor Emeritus of Economics who developed a national and international reputation as a natural resources and regional economist. Authored two texts on natural resource economics and regional economic analysis that are considered classics in the field. Canada Research Chair in Aging and Health and Director of the Master of Public Health Program at Lakehead University whose research is focused on aging, with a particular interest regarding automobile driving, caregiver burden, and medication management. Dr. Graham Borradaile* Dr. Alan Bowd A geologist renowned for an original application of his paleomagnetic measuring techniques to determine the relative ages of stones used in ancient buildings. Applies physics, statistics, and mathematicalcomputing techniques, and develops new principles and techniques in his research. Professor Emeritus of Education whose research area concerns learning and communication issues for children with special needs in Canada's north. Research has been focused on AIDS prevention, and the evaluation of appropriate service provision for young people with disabilities. Dr. Keith Brownlee Dr. Lionel Catalan Research work has revolved around the issues that influence and affect social work practice in northern and remote communities. Has published six edited books on northern social work practice, and more than 50 chapters and journal articles. Canada Research Chair in Industrial Waste Management and Site Remediation whose research focuses on treatment of metal wastes by stabilization and solidification processes, remediation of petroleumcontaminated soil, and measurement of odorous sulfur compounds in air emissions. Dr. Mary Clare Courtland Dr. Qing-Lai Dang Collaborates extensively on literacy research with educators across Northwestern Ontario, and co-investigator of a longitudinal SSH RC study on teacher education and literacy. Helped to develop the Joint Doctoral Program in Educational Studies and served as the Founding Director. A forest physiological ecologist whose research explores how trees respond to changes in environmental conditions and interactions between different environmental factors. Focused on the response of boreal trees to increases in atmospheric carbon dioxide concentration. Dr. Livio Di Matteo Dr. Todd Dufresne Well known for his research and commentary on public policy, health economics, public finance, and economic history. Published in the Journal of Health Economics, the European Journal of Health Economics, the Journal of Economic History, and the Canadian Tax Journal. An internationally known scholar of Freud and psychoanalysis with two edited collections and three books, including one being translated into Japanese for a major academic publisher in Tokyo, and another being published by Stanford University Press. Dr. Thomas Dunk Dr. Said Easa* His research and publications on male working-class identity have received national and international recognition. His current research focuses on theories of the knowledge-based society and on the conflicts over values and nature that economic and social change generate. A civil engineer whose pioneering research on three-dimensional design and new curves has resulted in improved guidelines that have made highways safer. Editor of the Journal of Transportation Engineering (design area) of the American Society of Civil Engineers. * Recipient of a Lakehead University Distinguished Researcher Award �Dr. Richard Freitag Dr. Laurie Garred* Professor Emeritus of Biology whose Professor Emeritus of Chemical Engineering who is a world expert on the main research interests are the evolutionary history of tiger beetles of the Americas and Australia, and the environmental biology of forest floor arthropods. Author of over 50 scientific publications on these research endeavors. application of basic chemical engineering concepts for the optimization of lifesustaining dialysis treatments. Author of book chapters in two state-of-the-art reference texts on dialysis treatment. Dr. Gary Genosko Dr. Scott Hamilton Canada Research Chair in Technoculture Studies whose research work is focused on information and social issues, particularly administrative surveillance systems in Canada affecting First Nations people. Has published 14 volumes and numerous articles on contemporary cultural theory. An archaeologist and ethno-historian specializing in Northern Plains and the Subarctic, including Pre-contact Aboriginal culture history, whose applied and academic research is supported with SSHRC grants and a CFI award to expand research capacity at Lakehead in GIS. Dr. Ronald Harpelle Dr. David Holah* A specialist in the history of Central America and the Caribbean with a particular interest in Canada's role in International Development. Author of The West Indians of Costa Rica and producer/co-director of "Banana Split," an award-winning documentary film about Canada's favorite fruit. Professor Emeritus of Chemistry who is interested in inorganic and organometallic chemistry and the bleaching of mechanical wood pulps with hydrogen peroxide. Was a member of Centre of Excellence project, "Science and Engineering for High-Value Papers from Mechanical Wood-Pulps." Dr. Syed Serajul Islam Dr. Margaret Johnston An expert on the politics of Islamic identity in Southeast Asia, and author of eight books and nearly 70 articles published in refereed journals. Past recipient of a Fulbright Research Fellowship, one of the prestigious awards in the social sciences. Research is focused on sustainable tourism, special events, community involvement and change, and tourism in the Arctic and Antarctic. Current research involves exploring community capacity building and other human legacies of hosting events such as the Canada Winter Games. Dr. Stephen Kinrade* Dr. Murray Lankester* Kinrade and his students are unraveling the chemistry of aqueous silicon and applying this knowledge to develop new technologies. Industrial uses of silicon range from cement to modern electronics, and silicon is an essential trace nutrient for plants and animals. Professor Emeritus of Biology who is an expert on diseases of wild animals, such as how lake trout get thousands of worms in the swimbladder, how a few people each year get Lyme Disease, and what limits the growth of caribou populations. Dr. Azim Mallik* A biologist with expertise in the area of Disturbance Ecology with particular emphasis on forest and riparian ecosystem response to natural and anthropogenic disturbances such as forest harvesting, fire, and flooding. Recipient of the Grodzinski Award for allelopathy research. Research Director for the Centre for Rural and Northern Health Research (Lakehead University Site) where he works on projects that have a direct policy/program focus - either in the delivery of care, or in the recruitment and retention of health professionals in the North. Dr. Sher Ali Mirza* Dr. Roger Mitchell* Professor Emeritus of Civil Engineering Professor Emeritus of Geology who is a world-recognized igneous petrologist. Recipient of many honors for his research on diamond-bearing rocks. Lakehead's only Fellow of the Royal Society of Canada, one of the highest honors given to a scientist in Canada. who is an authority on structural safety, frame stability, and behavior of reinforced concrete and composite steel-concrete structures. Research led to several innovative design and testing procedures. Fellow of the Canadian Academy of Engineering. * Recipient of a Lakehead University Distinguished Researcher Award �Dr. Douglas Morris* An authority on the analysis of human skeletal remains, currently directing projects in Egypt, Mexico, and China. His paleogenetic research resulted in the development of Lakehead's internationally renowned Paleo-DNA Laboratory, providing stimulus for biotechnology in the region. An evolutionary ecologist exploring how evolution by natural selection creates repeated patterns in behavior, biodiversity, and the distribution and abundance of species. Publishes regularly in the top journals of ecology and evolutionary biology. Dr. Bruce Muirhead* Dr... Krishnamoorthy Natarajan An active researcher, having published three books with university presses, and is a recipient of several SSHRC research grants, and one Bank of Canada research grant. His current research project relates to the evolution of post-1945 Canadian overseas development policy. Research is on finite frequency response estimation and its use for controller designs for electrical and process control systems. Has been a member of the NSERC-supported Centre of Excellence on Thermo-mechanical Pulping. Dr. lnderjit Nirdosh* Dr. Brian O'Connor Research field is Mineral Processing where he has studied various key aspects of milling of ores, such as flotation, leaching, and electrochemical methods of metal recovery. Has held several NSERC Strategic Grant Awards to date. Conducts research on personality and abnormal psychology, and mental health and psychological adjustment. Develops software for statistical analyses of data. Served on national research grant adjudication panels. Consulting editor for two scientific journals. Dr. Umed Panu* Dr. Vireshwar Paranjape* An internationally recognized researcher for his pioneering research on pattern-based analysis and synthesis of hydrologic data. Current research develops group-based innovative methodologies for infilling of missing data. The first to apply pattern recognition approach in water resources. Professor Emeritus of Physics whose research focuses on understanding the internal structure of solids, how the solid is bound together, what is its electrical composition, and how the properties of the solid change under external stimuli electric, magnetic fields, or temperature. A forester interested in matching seeds to planting sites to achieve the best possible growth responses. His research combines the traditional approach of common garden growth trials with the new technology of geographic information systems. Canada Research Chair in Sustainable Water Management whose current research focuses on Forest Watershed and Riparian Disturbance. A university-industry research collaboration earned national recognition in 2004 as a recipient of the NSERC Synergy Award for Innovation. Dr. Ellie Prepas Dr. Rao Puttagunta* Dr. Harun Rasid Professor Emeritus of Chemical Engineering whose research with Atomic Energy of Canada and Alberta Research Council laid the foundation for development of a breakthrough equation at Lakehead, which is the industry standard for predicting oil viscosity in oil sand. An authority on environmental fluvial geomorphology and floodplain research. Initiated a project on Sustainable Floodplain Management in the Red River Valley, Manitoba, which helped to solve flood problems especially in and around the City of Winnipeg. Dr. Ken Rotenberg* Dr. Constance Russell Built an extensive body of research on the development of disclosure processes across the lifespan, exemplifying the amalgamation of applied and basic research. Instrumental in establishing Lakehead's first PhD program, in Clinical Psychology. Research includes critical environmental education, human/animal relations, ecotourism, and integrated environmental studies programs. SSHRC-funded project examines primate-focused ecotourism. Coeditor of Canadian Journal of Environmental Education. * Recipient of a Lakehead University Distinguished Researcher Award �Lakehead U NIV ERSITY ~ ~ ~ -~ rx:.!:i ... ..__., C ::, 5; E :2 E .,, 0 ~u ~o u Cl) < 9~bL' L-<J- b.6. "<' P P...0 <:JL9· .6.br' P11 r 11 11 11 5.!:i Cll:t: ..cO i-E Cl) >-. .!:i..c 955 Oliver Road, Thunder Bay Ontario, Canada, P7B 5El Phone: (807) 343-8110 www.lakeheadu.ca 8ai:2 Cl) ..c > ... 0 >-.'- ..c a. -, Cl C1I C ~:~ C-, "E" 0 C ·- Cl) 0"' u Cl -, C C ·- «>] C C1I ~o Cl) ... -~ 0 3:o:: � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 40 Research Stars Description An account of the resource Booklet highlighting achievements of 40 Lakehead researchers, as part of 40th anniversary celebrations. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2006-03 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/4268cd602b4e3ff66a8460ceae71d5eb.pdf 0edaaa7c26de3c1528777f6267132373 PDF Text Text LAKHEAD UNIVERSITY AN INTRODUCTION JANUARY 1991 �CONTENTS 1. A Brief History 2. The University 3. 2.1 Aims and Objectives 2.2 Academic Programs and Structure 2.3 Continuing Education Governing Structure 3.1 Board of Governors 3.2 Committees of the Board 3.3 Senate 4. Lakehead University Organization Chart 5. How the University is Financed 6. Campus Map 7. Statistics 7.1 Enrolment 7.2 Staff 7.3 Opera ting Costs �I. A �BRIEF HISTORY Lakehead University evolved from the Lakehead Technical Institute which was established on June 4, 1946, by an Order-in-Council of the Province of Ontario. Classes commenced in January, 1948, in temporary rented quarters in downtown Port Arthur and in September of that year, first-year university courses were added to the curriculum. The Lakehead College of Arts, Science and Technology was established by an Act of the Ontario Legislature on March 27, 1956, and proclaimed on August 1, 1957. The government and control of the Lakehead Technical Institute were transferred to the Board of Governors of Lakehead College. The present University site, donated by the City of Port Arthur, was occupied on October 2, 1957. Second-year Arts courses were added in 1960/61, and on March 3, 1962, the original Lakehead College of Arts, Science and Technology Act was amended to give the College "university powers" to establish faculties, and "to confer university degrees" in Arts and Science. The first degrees in Arts and Science were granted May 6, 1965. The Lakehead University Act, 1965, was given royal assent by the Lieutenant Governor of Ontario on June 22, 1965, and came into force July 6, 1965. The Lakehead College of Arts, Science and Technology, thereafter known as "Lakehead University" has continued under this new charter. The original College site comprised some eighty acres lying between the cities of Port Arthur and Fort William, and was donated by the City of Port Arthur. In 1962, an additional 105 acres of adjoining land were purchased and three years later 110 acres of land were purchased in anticipation of future expansion. The first College building, constructed by the Provincial Government, was formally opened October 2, 1957. The University has grown to its present status of 29 buildings with over one million gross square feet, valued at well over $150,000,000. In 1988, Lakehead's Departments of Visual Arts and Music moved to the University's first �2 satellite campus, Cornwall. On November 30, 1989, the University officially opened its first regional campus -- four rooms on the second floor of a Main Street building in Kenora, for the deli very of off-campus courses. In the fall of I 990 a second regional campus was opened in Atikokan. 2. THE UNIVERSITY 2.1 Aims and Obiectives In common with all universities, the fundamental objectives of Lakehead University can be summarized as follows: i) the extension, accumulation, and dissemination of man's knowledge about himself and his world; ii) the continuous critical re-examination of this knowledge and the values founded in it; and, iii) the development of critical and analytical habits of mind. In addition to these shared traditional principles, Lakehead University's location in Northwestern Ontario gives rise to uniquely regional goals, which have been expressed as follows: i) to serve the people, the different local governments, and the various business enterprises in the region by offering the use of the University's research facilities and the expertise of its faculty; ii) to contribute to the understanding and awareness of this important region, its people, its resources and potential as well as its problems, by initiating and conducting regional research; and, iii) to serve the region by assuming the leadership and sponsorship of a wide variety of cultural activities. J �3 2.2 Academic Programs and Structure The academic structure of the University was re-organized in 1985/86 into two divisions, the Faculty of Arts and Science and the Faculty of Professional Studies. Admission to diploma programs is based upon successful completion of an advanced level Ontario Grade 12 program and the Ontario Secondary School Diploma (O.S.S.D.) or equivalent. Entrance to degree programs requires the successful completion of the Ontario Secondary School Diploma (O.S.S.D.) including a minimum of 6 Ontario Academic Credits or equivalent. The University offers a wide variety of undergraduate and graduate degree programs, as well as a number of diploma programs with special professional orientation, and several certificate and minor programs. Currently offered are the following academic programs: (I) Undergraduate degrees in Anthropology, Anthropology (Native Studies), Biology, Business, Chemistry, Chemistry (Industrial Experience Option), Computer Science, Computer Science (Co-op), Economics, Education, Engineering, Energy and Fuel Science (with another major), English, English (Canadian Studies), Forestry, Forestry (Co-op), French, General Arts, General Science, Geo-Archaeology, Geography, Geology, History, Mathematical Sciences, Medical Laboratory Sciences, Music, Native Education, Natural Science, Nursing, Outdoor Recreation, Philosophy, Physical Education, Physics, Political Studies, Psychology, Religious Studies (with another major), Social Work, Sociology, and Visual Arts; (2) Graduate degrees in Biology, Chemistry, Economics, Education, English, Forestry, Geology, History, Mathematical Sciences, Physics, Psychology, Sociology, and Applied Sport Science and Coaching; (3) Undergraduate diplomas in Engineering Technology, Forest Technology, Native Language Instruction, and Library Technology; �4 (4) Certificate Programs in School Librarianship, Algonquian Studies, Environmental Assessment (Distance Education only), French Proficiency, and Tourism and Recreation Resources Management; (5) Co-operative programs in Computer Science, Forestry, and an Honours Bachelor of Science {Chemistry - Industrial Experience Option); (6) Minor programs in Occupational Ethics, Women's Studies, Classics, Finnish, German, Spanish, Law and Politics, International Politics, Religious Studies, French, Native Language and a B.Sc (Geography) with a Biology Minor. 2.3 Continuing Education Lakehead University's classrooms and laboratories are used late into the night, and the campus hums throughout most of the year. In addition to the traditional academic year, September to April, two six-week terms are scheduled from May to August so that students can acquire university credits at their convenience. The University has an extensive and flexible program of evening courses tailored to the needs and tastes of the people of Thunder Bay. One of the primary responsibilities of Lakehead University, that of providing quality education for the most isolated communities in Northwestern Ontario, is also met through the Continuing Education Department. The map following gives an appreciation of the vast area served by our Continuing Education program relative to the area served by all of the Province's other 15 universities. Various approaches such as team teaching, audio and video-taped lectures, and weekend teaching sessions are used by professors who travel to regional centres by car, train, bus and aircraft. Throughout the year there are as many people involved in part-time study as there are in full-time programs at Lakehead University. The commitment to regional programs was underscored in September 1989 with the opening of our Kenora campus, and in the fall of 1990 by the opening of a satellite campus in A tikokan. �5 Beginning in September 1987 Continuing Education offered distance education programming throughout the region for the first time. Course packages, delivered and support by a variety of technologies, provide ready access to students unable to attend regularly scheduled courses in the larger communities in Northwestern Ontario. Through a variety of different delivery systems Lakehead University is continuously enhancing accessibility and fulfilling its mandate of a University "in and for the North". �.... ::I c:: c:: ....- 6 0 u ng Education Map •• ••• ..•••• I I I I •I ••I I •\ •• •• •• • •• fl) - .!!! ·u; .. fl) � Q) "- ·-cfl) :> � oU 'i:ro :J -C C. 0 Ero �u .c ,.!. ex 00 ------ ··· • ·················· · ••• • • ·········-·--- ······ .... )( )( •••• .......... .... • ••• •• •• X .•••. . •.•• I .. ..•. .• I • •• •• • • .. .. •• . .. .. ··· ...· \ ..... �7 3. GOVERNING STRUCTURE 3.1 Board of Governors Except for those matters specifically assigned to the Senate by The Lakehead University Act, 1965. the Board of Governors holds responsibility for, and control over, the government, conduct and management of the University and its property, revenues, expenditures, business and affairs. The Board alone has the power to appoint, promote, and remove members of staff. The Board consists of 30 members chosen to represent a cross-section of the people of Northwestern Ontario. The Board holds formal meetings a minimum of six times a year, and between meetings carries out its duties through a committee structure. 3.2 Committees of the Board Executive Committee meets on a monthly basis to ensure adequate continuity of Board involvement in University matters. It makes recommendations to the Board, makes decisions on items requiring immediate action and reports its deliberations to the full Board through its Minutes. Audit Committee reviews the University's annual audited statement and internal financial controls and makes recommendations thereon to the Board. Campus Development Committee advises the Board on the acquisition, use and maintenance of campus land and buildings. Financial Planning Committee develops and recommends to the Board general policies on financial matters, advises on proposed budget plans and recommends the fees to be charged to students. Fund Raising Committee is responsible for directing the University's fund raising endeavours and ensuring that they are maintained in an effective manner. �8 Human Resources Committee reviews and makes recommendations regarding University personnel policies and practices and makes recommendations regarding salary guidelines. Investment Committee advises the Board and the Vice-President (Administration) regarding the purchase and sale of stocks, bonds and other forms of investment receipts of both long and short-term nature. Nominating Committee makes recommendations to the Board regarding appointments to the Board and its Committees. 3.3 Senate The Senate is responsible for the educational policy of the University, and has the power to determine courses of study, standards of admission, and qualifications for degrees and diplomas, and, with the approval of the Board insofar as the expenditure of funds and the establishment of facilities are concerned, to create faculties, departments, schools and institutes. The Senate meets on a regular basis during the academic year, and conducts much of its business through the following committees: Executive, Academic, Academic Education, Regulations, Budget, Computing, Continuing Graduate Scholarships and Bursaries, Graduate Studies, Honorary Degrees, Judicial, Library, Nominations, Organization, Research, Teaching and Learning, Undergraduate Scholarships and Bursaries, and Undergraduate Studies. �9 Clumman, Robot Paterson 1990-91 Lakehead University Organization Chart BOARD OF GOVERNORS .___ _ _ _..j l'RESII>Ei""' EXEOJTIVE ASSIST MT TO THE PRESIDENT DIRECTOR OF EXTERNAL RELATIONS Jolin R.usst/1 Rob Zu~ DEVELOPMENT OFFICER fo-Anne Sih1erman FOUNOATIONSOFFICER Fronas Hllftling CO-ORDINATOR OF ALUMNI Ben Kllminski Ber,Stefimak ..... DIRECTOR OF RESOURCE CENTRE FOR OCCUPATIONAL HEALTH &t SAFETY MANAGER, GRAPHICSSERVICES IWltenne Shedden Very Rm. Lois Wilson CHANCELLOR Ina Cltomyshyn C~P~~~g:'~~~ON SENIOR ADVISOR Moe Ktytor PDlAIJlECEMCTOENTR.sruc~~ : EMPLOYMENT AND Gtio We/lo VICE-l'RESIDENT (ACADEMIC Bill Morrison W,m B,,arscltos : •••• ""~•= :.. r..lMIGRATION CANADA_: VICE-PRESIDENT (ADMINISTRATION) Fred Poulter SPECIAL ASSISTANT/ INSTITUTIONAL RESEARCH DIRECTOR.CENTRE FOR NORTHERN sruDIES Kerne-I..« Clarte DEAN OF ARTS AND SCIENCE hntt, Pnlarinne ASSISTANT REGISTRAR ADMISSIONS SEC.SCHOOL LIAISONOFFICER SEC.SCHOOL LIAISON OFFICER SEC.SCHOOL LIAISONOFFICER Sam111Knapik. Andrm Dllckat Donna Piooi!Sllna BrendJI Stan ~~~ Donna Stecky RECORDSOFFICER Tonyc:.,,ppello EXAMr:J~~~~ Fred McIntosh CHIEF LIBRARIAN HEAD OF BIBUOCRAPHIC PROCESSING HEAD OF COLLECTIONS Ann Deigltltm DEPARTMENT Tim Arnot EDUCATJONUBRARIAN Sltirley BaMo, HEAD OF REFERENCE &t INFORMATJONSERVICES Fronk Sebesta ADMINISTRATJVESERVICES Tonn Wltitfie/d EIMolto ANTHROPOLOGY FINANCIALAID ADMINISTRATOR UNDERCRADUATE AWA.ROS OFFICER CO-ORDINATOR sruDENT COUNSELLING P/rylli5Bosnic/c Tracey Maries Ian 0./1 Valerie SUffllllOIIIU:Z SruDENT COUNSELLOR Dan Ria CO-ORD~1,~':J';~~~ Tesste Sutherland HEALTH NURSE Sr. Alia Gr«r CHAPLAIN Geraldine White CO-ORD~~~~ Peter I.« CHEMISTRY Alan HugMS ECONOMICS Rick And6son foyu Forbes ENGUSH HISTORY Robert Dilley Graluzm Bomulaile Ernie Epp LANGUAGES Andre Cloutier LIBRARY AND INFORMATJON STUDIES Margaret Mad.an GEOGRAPHY GEOLOCV MATHEMATICAL SCIENCES Bi/l&ma MEDICALlABSCIENCES PttaSp,,n: MUSIC GlenC.mAtlters PHll.OSOPHY Chlrrla Ripley MDgHllfDton PH'l'SICS SOCIOLOCV Cay Munro Stcoe Goldstein Rogo~l11ney lwul Ruipaez VISUALARTS Plltricill Verwart POLITICAL sruDIES PSYCHOLOCV INNOVATION NORTH/NCR Dan Paku/alc G1«11 Wojdll Armand Colosimo kn B,oa,n MimePit11t11111Ulkurat Tonn DcGillcomo CO-ORDINATOR OF DISTANCE EDUCATION OMB~PERSON INSTRUCTIONAL DEVELOPMENT OFFICER CO-ORDINATOR. NATIVE PROGRAMMINC CO-ORDINATOR. CO-OPERATIVE EDUCATION Paul lnkila Dar/,ne Y411tn Jeff Hill /udy Mackie Mana Grady DIRECTOR OF RESIDENCE &CONFERENCE SERVICES Ron ~ BUSINESSADMINISTRATION H.B.COMM. B.ADMIN. EDUCATION Gerry Plti//ips Bob lsotalo Maria Fine Alan Bawd CONTINUINGTEACH. EDUC. Art Ponder PRE-SERVICE TEACH. EDUC. °"'1id&tes CHEMJCAL Gary Lock.er Laurie Caned CIVIL CllluM foltnson ELECTRICAL ~nnis Roddy ENGINEERING Seimer Tsang Tolin Naysmrtlt FOREST MANAGEME11i'T K.C. Yang FOREST TECHNOLOGY Peggy KIIDWles Ptter Higgclke OF RESOURCES INFORMATION SYSTEMS (CARIS) ---[. . .t. . .~s~~ NURSING Marg Boone ~~RECRf.ATIO.\I.PAJtKS fun Smithers PHYSICAL EDUCATION AND ATHLETICS Norm u,Voie PHYSICALEDUCA TION fane Crossman ATHumcs CO-ORDINAlOR OydtTuyl CAMPUS RECR£ATION CO-ORDINATOR AQUATICSFACILITIESMANAGER Oyde Tuy/ Peto Dikll ATHLETICSFAOLITIESSUPERVISOR Bill Kedir SpiM Norma fean Newbold MA.\IAGER.AUDIO-VISUALSERVICES Bob Angell Stq,lten A/bantSe MICROCOMPIJTERMAINTENANCE Becky Hurley Bob Cornell Frr:d Anderson foltn Rose TamesMarslt MANAGER. PRINTING SERVICES CHIEF SECURITY OFFICER COORDINATOR, CONSTRUCTION & ENGINEERING Dillnne Com"'°" CENTRE FOR THE APPI.ICA TION RESEARCH OFFICER NETWOIOONG AND RESEARCH SUPERVISOR OPERA TIONSSUPERVISOR SYSTE.\fS PROGRAMMER SYSTEMS ANALYSTS DIRECT0R0F CAMPUS DEVELOP!'v!ENT MECHANICAL Doug Stone Phil Kempt Sandra Connor MICROCOMPUTER SUPERVISOR RESIDENCE LIFE/CONFF.RliNCE OFACER Grant Walslt Don Watson PROGRAMMING SUPERVISOR FORESTRY Connie Ndson DIRECTOROF COMPUTING SERVICES Gan-gc Ozburn • BIOLOGY :••• NORTHERNONTARIO WILD RICE PROGRAM SOOALWORJC Toy Lllwson DIRECTOR OF SERVICES Tim Podd Peto Kerr Don A ndmus MANAGER, OPERATIONS MANAGER. MECHANICAL & ELECTRICAL Walter Trutenko M,ke Turek SUPERVISOR. HOUSEKEEPING BUILDING MAINTENANCE Bill Ruukkula Norm Calloway Andy McFall SHIPPING&. RECEIVING GROUNDS DIRECTOROF FINANCE Les Miller DavtCltrrstie ASSISTANT DIRECTOR Lyette Wirtz ACCOUNTS OFFICER ACCOUNTANT RNANCIAL SYSTEMS MANAGER PAYMASTER PURCHASING MA.\IAGER RESEARCH ACCOUNTING OFFICER Rita Blais Bryan Townson Bonny Wigman: Ted Kurlick Ra/pit Mauro 81/1 Bragnalo HUMAN RESOURCESOFFICER HUMAN RESOURCESOFFICeR ~ HUMAN RESOURCESOFACER - HEAi.TH ANDSAFETY I uona Wilson Rev /\dams Marion Muldoon �10 5. HOW THE UNIVERSITY IS FINANCED 5.1 Background The University finances its expenditures in different ways depending upon the nature of the expenditure to be financed. The categories of expenditure to be considered include operating, capital, ancillary, scholarships and a wards, and research. 5.2 Operating Expenditures Operating expenditures are those costs necessary to support the academic, administrative and other operating areas. Such expenditures include the salaries, wages and benefits of faculty and support staff, utilities, printing, maintenance and other many and varied types of expenditures. The method of financing these costs is through a combination of Provincial grants, tuition fees and sundry revenues. Provincial grants account for approximately 80% of total revenues. The method by which the Province provides grants has changed significantly over the years. Universities funding is based on the number of basic income units (BIUs) and BIUs are determined by the number of students registered. Each university has a base level of BIUs around which its enrolment is allowed to fluctuate by plus or minus three percent without affecting the income of the institution. This corridor, as it is called, allows for a level of financial stability in the universities, as they are not affected by minor changes in enrolment that occur each year. Over the past several years, each university's determination of its BIU base has been the average of the years 1983/84 to 1985/86. With the significant enrolment increase in 1987, the Province introduced a new Accessibility Envelope to deal with the increase. When it became apparent that the higher level of participation was an ongoing phenomenon, a major analysis of the funding mechanism to universities was undertaken. In 1989/90, at the request of MCU and under the direction of �11 OCUA, universities entered into a corridor revision exercise, which saw ·a new corridor for each institution established according to what the university expected its new steady state enrolment to be over the next several years. The parameters set for this exercise allowed for a system expansion of approximately 45,000 BIUs committed primarily to maintaining the level of 1988/89 first-year intake and funding the flow-through of students resulting from that 1988/89 first-year intake. In the transition to the new corridor mid-point, universities will be funded through a combination of diminishing accessibility grants which will be phased out by 1993 and increasing corridor adjustment grants based upon a moving average of enrolment beginning with the 1989/90 numbers. During the transition from the existing corridor to the new corridor, there will be no protection against enrolment fluctuation and any shifts in enrolment could result in reduced grants. Following the corridor review, Lakehead University has been assigned a new corridor of 7,288 basic income units. This represents an increase of 10.3% over our old corridor of 6598. Enrolment will be allowed to fluctuate plus or minus three percent around this base. New corridors will be implemented in the Ontario system over a number of years. Universities have until 1994/95 to fully implement their new corridors. However, most universities will move to their corridor as quickly as possible to better enjoy the stability of financing this offers. The Province also has several other funding envelopes which indicate its wish to target certain operational areas for special funding. A Faculty Renewal Envelope has allowed universities to address hiring new faculty and female faculty if possible, in approved programs. The Program Adjustments Envelope allows universities to apply for funding support with respect to the introduction of new or expanding programs, or to the phasingout of existing programs. Lakehead has availed itself of funding from both sources. �12 For universities of the North (Lakehead and Laurentian), Northern grants are received in addition to the base formula grants in recognition of the higher costs of operation in the North. Both Lakehead and Laurentian are eligible to apply for Special Northern grants which are to be used to provide programs for the North. Lakehead does receive funds for this purpose and currently these funds are spent largely upon an expanded continuing and distance education program off-campus, and the establishment of a Centre for Northern Studies. This funding source will be available until the end of the 1990/91 fiscal year. Its further continuance will likely depend upon our effectiveness in meeting the mandate of programs for the North. Tuition fees which account for 17% of total revenue are controlled, as to the rate of increase, by the Province. Some Provincial discussion continues relative to de-regulating fee increases. 5.3 Capital Expenditure This area of expenditure encompasses costs relating to the construction of new buildings or major renovation or repair. Capital grants for the construction of new building will flow to a university only when its application for a specific project has been approved by the Province. Grants for major renovations or repair are considered separately from major construction projects and the Province usually establishes a total sum from which each university draws, based on approved projects but limited to a predetermined sharing based on the size of the university. Our share is about 2% of the total system. Universities are also expected to contribute towards the cost of major construction projects and the usual source is from donations received in the course of fund-raising campaigns. 5.4 Ancillary Expenditures These operations comprise residence, conferences, bookstore, convenience store, parking, food and liquor and each of these operations must �13 generate sufficient revenue to meet its opera ting costs i.e. the user pays. 5.5 Scholarships and A wards This area of expenditure derives its funding from endowments, donations and investment income. Since the funding sources are limited, the nu~ber and magnitude of our scholarships and awards are limited as well. 5.6 Research Most research is carried out by faculty under the terms of contracts with governments, agencies, etc. who contribute the funds. For the most part the University provides use of facilities, including equipment, for which, an overhead component of the project returns some income to the University. �() ~ 3 'O c:: LEGEND A B C D E F G H I J University Centre Centennial Bulldlng Braun Building Ryan Bulldlng Chancellor Paterson Library Sanden Fleldhouae School of Nursing Power Plant Residence Bora Laskin Bulldlng en K Centre for Northern Forest Ecosystem Research L Regional Education Centre and Student Centre M Residence Townhouses Phase 1 N Cornwall Campus 0 Residence Townhouses Phase II Sept. •91 p Health Educational Pone,·• Resource Centre r,-:;Jf . Reatden P1tlu"913 <., Play,~~ Field •1 ·-----· 1,,'~,rf''I, ~ ~-~ ._,JS I ! - r• BL 1030 PRETTIE RESIDENCE BARTLEY RESIDENCE 1 Sioux Lookout. 3 Atlkokan 8 Kenora 2 Terrace Bay 4 Dryden 9 Long Lac 5 Ear Falls 10 Marathon 6 Fort Frances 11 Nlplgon 7 Geraldton 12 Rainy River ' / Airport Pa,o,ng I ~ t 035 ontactNorlh I; ··----....s Pait-al --c-o;.;m_w_a_ll_Ce_m_p_u_s_ _ _ _ _ _ _ _ _ _ _--, (2.5 km lrom main ca~) G> g, Lakehead University Campus �15 7. STATISTICS 1987/88 7.1 7.2 1989/90 EnrQlment Full-Time 3357 3728 3813 Part-Time ill.!. 3696 3918 TOT AL STUDENTS 6969 = 7424 = 7731 Full-Time Equivalent 4439.6 4814.7 4934.5 Full-Time Staff Esta]21ishment Northern Studies 6 6 Arts & Science 123 126 128 Professional Studies 122 121 125 245 253 259 48 58 58 Support Staff 285 289 301 Ancillary Staff ..12. .11. .11. ill ill ill $27,868 $29,648 $33,091 Tuition Feed 6,138 7,091 7,929 Other 1,146 1,334 1.431 135 1 152 $38,073 $42,451 Salaries $23,493 $26,968 $30,162 Benefits 2,848 3,298 3,666 Utilities 1,299 1,339 1,429 ~ ~ 7.219 i33.927 ~38.143 :i42.4 76 Faculty - Professional/Managerial TOTAL 7.3 1988/89 QQerating Income 3ng Ex12enditures ($000 9 s} Income Government Grants ExQenditures Other Costs TOT AL EXPENDITURES � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University: An Introduction Subject The topic of the resource Universities Description An account of the resource Summary document about Lakehead University in 1991. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991-01 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/dd96802f13eefcb9c4c738d0c26e57cc.pdf 318c0da8b41148de0b37ba1c1d38e728 PDF Text Text c.... a... �VICE-PRESIDENT'S ENRICHING THE LIVES OF AN AGING POPULATION MESSAGE Lakehead researcher Michel Bedard was named the Canada Research Chair in Aging and Health because of his leading work on the maintenance of independence and quality of life for older adults. Bedard examines issues in this area as they relate to driving and family caregiving - work that has earned him a Premier's Research Excellence Award from the Ontario Ministry of Energy, Science and Technology. The research activities described in these pages are a testament to Lakehead's growing commitment to become one of the top 25 research-intensive universities in Canada. With 7 Canada Research Chairs, 1O research centres, 31 graduate programs, As the Director of the Masters of Public Health Program at Lakehead, Bedard's research is applied in nature. He examines risk factors for crashes, and develops strategies such as retraining and the introduction of new technologies to help drivers remain safe longer. He also measures the impact that caregiving has on a family's quality of life, and seeks to minimize the negative psychological and health consequences that the burden presents. and a doubling of external research funding within the last few years, Lakehead's sustained development in this area is clear. However, it is the research endeavours themselves that create the framework that will support our vision of becoming a global research leader: the people, the resources, and the MICHEL BEDARD partnerships that make up research at Lakehead. PEOPLE Lakehead's researchers conduct innovative, cutting-edge research. They are leaders in many selected areas, and our intimate campus community makes collaboration across disciplines second nature. It also means that graduate students here at Lakehead receive excellent supervision, learn to master new technologies and instruments, and quickly develop independent research careers. (/) UJ u ~ :::> 0 (/) UJ ~ Lakehead has developed a strategic way to better leverage its state-of-theart equipment through a multi-purpose, centralized instrumentation lab. The benefits to a smaller school are clear: universal access, reduced redundancy, and greater collaboration. Initiatives like this, combined with our diverse natural environment and proximity to northern and rural cultures and communities, have made us a leader in core research areas like environmental sustainability. While many universities focus on the environment, few engage in research activities that cover the environmental continuum with the strength Lakehead does - from prevention to monitoring, remediation, and preservation. PARTNERSHIP Comprehensive research cannot unfold in an ivory tower. Accordingly, we form innovative and productive research partnerships with industry and government, and integrate with the local and broader communities we ~mmmwE:~ ~1rrti-r~;..:;.serve. The research s·uccesses in the pages that follow detail these efforts. From theory to practical application, the resultant innovative discoveries improve everyday life i:!1 Canada and around the world and respond to partners' needs. I e11coura£Je you to read on and explore research t Lakehead. LEADERSHIP LEADING THE WAY TO INTEGRATED RESOURCE MANAGEMENT Ellie Prepas conducts freshwater research. In collaboration with its major industry partner, Millar Western Forest Products Ltd., her research team focuses on watershed processes that influence water quality. As the Canada Research Chair in Sustainable Water Management and the Boreal Forest, Prepas guides the development of models for use as planning tools by forest industries and provides data to regulators pertaining to landscape planning in the Canadian Boreal Forest. Her academic partners in this endeavour are from the Universities of Alberta and Saskatchewan. She and her team, including undergraduate, masters, and doctoral students, use experimental sites to get good baseline data, apply controlled disturbances, and monitor ecosystem changes, and make reasonable projections about how these watershed systems work. The next step is linking projections to the industrial process via models to predict, for example, streamflow and water quality conditions after given harvest patterns are employed. Overall, the goal is to improve management of forested areas in Canada. Working towards integrated resource management that considers roads, oil and gas, mining, and forestry, demonstrates that Canada is a leader in research-based forest planning, and increases the economic benefit to Canadian forest product industries. �• r ,; LEVERA~~G -fH~ Bl:ST'FFfbMTHE BEST J ~ Pete Hollings is one of Canada's outstanding youn resea[chers in the Earth Sciences because he believes in creating front ine opportunities for his grad students. Joanne Zamparo is thrilled with the home she has found at Lakehead for her research on Inuit family kinship and well-being. "It's a collaborative environment," says Zamparo, "where it's easier to work together because of common interests and a real will to cooperate." • In 2004 Geoff Heggie, one of those students, helped discover new resources in a platinum deposit that resulted in up to $7 million dollars of new investment in East West Resource Corporation's Seagull Intrusion near Lake Nipigon. JOANNE ZAMPARO "You get the best results when your students are truly colleagues," says Hollings, who focuses on passing on sound research methodologies and practices to his students. Currently Zamparo is working with fellow Lakehead researcher Margaret Johnston from Outdoor Recreation, Parks and Tourism on the 2007 Canada Winter Games. The team is looking at volunteer motivation, experiences and contributions, and opportunities for sustainable social capital in Whitehorse, Yukon - site of the Games. They aim to determine volunteering benefits in the community before and after the games, what peoples' hopes and aspirations are for the games, and what kind of legacy a special event like this can possibly leave behind. Heggie exhaustively analyzed, identified, and categorized the rock samples with a level of detail unattainable by East West, and developed a sophisticated predictive model of where mineral deposits might lie. Heggie was one of a team named Prospector of the Year by the Northwestern Ontario Prospectors Association for his accomplishments. Hollings is pleased with Heggie's successes and points out that like his other students, Heggie benefited from a close working relationship with his industrial partners. The East West Resource Corporation was apparently pleased as well - Heggie now works for them as a staff geologist. BUILDING PARTNERSHIP FROM THE GROUND UP Zamparo lauds her colleagues' expertise, their interest in the North and their relationship with it, and the capacity to grow their common knowledge base when they work together. The spirit of teamwork, she says, is alive and well. Assessing the benefits and challenges of school ground greening was an important part of Janet Dyment's doctoral research. Working with Lakehead scholar Constance Russell, Dyment teamed up with the Evergreen Foundation and the Toronto District School Board to facilitate her research. Her published report, Gaining Ground, has become a powerful tool to better understand the benefits of schoolyard naturalization, and to secure more funding to help make school playgrounds greener. Russell, co-editor of the Canadian Journal of Environmental Education, works closely with her three doctoral students and 10 masters students, placing a high priority on their involvement in front-line work participating in conferences and seminars as well as writing and publishing with her. fbJL Lakehead researcher and award-winning author Bruce Muirhead collaborates with students in a way that makes research part of everyday life. ... 111 . a-C ~ :i::: 11 Russell asserts that she learns as much from her students as they do from her, and believes their truly collaborative experience is a great aid to her students' career development. After her Evergreen success, Dyment headed to the University of Tasmania where she is now a senior lecturer. The Centre for Northern and Rural Health Research at Lakehead brings together researchers from across disciplines in order to better support colleagues' research, win competitions for grants, and share discoveries. Part of Zamparo's long-time work in the north was a partnership of researchers and two Inuit organizations brought together by the Centre. The team worked together to document Inuit traditional knowledge and incorporate it into the health policies and programs of the Nunavut government. a::: 5 :E w u ::> a::: IO Currently on a SSHRC (Social Sciences and Humanities Research Council) grant tracing the history of Canada's post-war overseas development assistance, Muirhead identifies support for graduate students as one of the pillars of a strong research community. He feels that graduate students in the History department at Lakehead get oneon-one time they might not get at other institutions. He and his students talk everyday about the challenges they are facing and the common connections in their work - sometimes just over coffee. He currently supervises two students: one on an Ontario Graduate Scholarship studying Canada's wheat aid to India, and the other on a SSHRC grant studying the context and influence of a recent Safeway strike in Thunder Bay. Muirhead is unequivocal. "I find the interaction with students most compelling. There are so many common themes in our work. I'm able to support them and they push and motivate me in all sorts of ways." �SOLVING BIG PROBLEMS WITH TINY SOLUTIONS USING THE PAST Super hydrophobic tin oxide nanoporous flowers with a high surface-to-volume ratio fabricated by Chen's research team are extremely promising for a new class of gas sensor. Aicheng Chen is a leading expert in the art and science of creating such well-defined and precisely controlled nanostructured materials. He was awarded an Ontario Premier's Research Excellence Award in 2003. Soil studies may not be intuitively connected to climate change, but Matthew Boyd is revealing how human history is encoded in the sediment itself. Chen has secured over $1 million dollars in funding since arriving at Lakehead in 2002 - from NSERC, FedNor, the Canada Foundation for Innovation, and the Ontario Innovation Trust to establish a state-of-the-art electrochemistry lab at La ehead. AICHENG CHEN nanomaterials he builds aid in the integrated agement of energy and the environment, en mpassing some of the major issues in green ch mistry and materials that are critical to the mi ing and pulp and paper industries and to the su tainable development of natural resources in C nada. He is undertaking his work with industrial p rtners like Bowater and lnco who value his p oven ability to develop new innovations - from i itial concept to real-world application. EARLY -INVASIVE TECHNIQUES Brian Ross is investigating the potential for identifying a range of deadly diseases with simple, fast, and inexpensive breath tests. Ross is putting his background in nutrition, psychology, and pharmacology to work at Lakehead's new Northern Ontario School of Medicine - using its new state-of-the-art labs, while also taking advantage of Lakehead's multi-purpose, centralized instrumentation lab. The non-invasive technology he is working on relies on the SIFT-MS, which in only half a minute can identify individual disease markers at incredibly low concentrations. The same cutting-edge technology is being used to quickly identify bacteria in blood; find patients in intensive care that are at risk of kidney failure; determine exposure levels to volatile chemicals in the workplace; and find hidden explosives. "The fact of the matter is that healthy people just don't get tested," says Ross, "and that's a problem." This might change with a process that allows non-invasive monitoring of body bio-chemistry, and can detect early warning signs for cancer, pneumonia, or diabetes in a single puff of human breath. Its speed and convenience mean that people could be easily tested before they're ill - increasing their chance of survival and decreasing the cost and discomfort of other testing methods. THE FUTUR One of the few researchers operating with both NSERC and SSHRC funding an indication of how much true crossover potential lies in his work - Boyd examines drill cores and archaeological artifacts to discover how human populations adapted to environmental change in the ancient world. In a country that faces frequent drought o~--Tis prairies, Boyd's research on historical climate/vegetation patterns could help Canada build valuable predictive models for the future. Although the comparison operates only on the level of historical analog, he has demonstrated that ancient Aboriginal populations had a well-developed understanding of how some regions underwent major geomorphic changes while others experienced virtually none. In contrast to European settlements which remained tied to the land they deemed most fertile no matter the cost these populations sought and found stability in the face of rapid climatic changes. As human society faces the environmental challenges of the twenty-first century, what better way to prepare than to intimately understand the challenges of the past? DEFINING CONTEMPORARY LAWS USING HISTORICAL PERSPECTIVE Lori Chambers is conducting the most exhaustive historical inventory of legal definitions of legitimacy and cohabitation ever undertaken in Canada. Chambers feels the current rapid and controversial change in Canada's marriage laws lacks a true understanding of the underlying issues that have made such reform necessary. "A narrow focus on the redefinition of marriage is coming at the expense of looking at the wider issue of the nature of domestic partnership and what it means to become interdependent - for both sexes." Beginning with the late nineteenth century, Chambers is looking at every piece of legislation to deal with cohabiting couples. She has found wide variations and many contradictions, and is concerned that such discrepancies can place families - particularly women and children - in tenuous legal positions. Chambers' assertion is simple - in order to formulate current law reform that will affect our everyday lives, we need to understand the mistakes and problems imbedded in earlier legislation. In other words, a little perspective goes a long way. LORI CHAMBERS �PROMOTING HEALTHY CHOICES FOR YOUNG WOMEN GETTING MORE OUT OF OUR FOREST RESOURCES Ron Davis is tying the science of psychology to the very real world of young women at high risk for eating disorders. In a Canadian lumber industry faced with unprecedented international competition, some companies are becoming innovative leaders with the help of Lakehead's Mathew Leitch. Funded by the Ontario Ministry of Health, he's developing a therapeutic video program targeted at promoting healthy lifestyle choices among young women with regard to body image, physical activity, and eating behaviours. Thunder Bay-based Superior Thermowood is using the Lakehead Wood Science Testing Facility {LUWSTF) to test the properties of lumber fired in its unique kiln process. The process adds value to under-utilized tree species by improving aesthetic and physical properties. Teens and young adults are often disenfranchised from receiving the psychological help they need, but this problem is exacerbated in a geographically expansive province like Ontario. These properties are precisely measured by Leitch and a state-of-the-art universal wood testing machine to discover what end-use products the altered wood will be suitable for. To address this, Davis' applied research program takes therapeutic help directly to young people where they spend their time: high schools, colleges, and universities. RON DAVIS "It's simply not practical to duplicate in smaller communities the full range of health care resources that are available in larger centres," Davis reflects. "So let's put the video in the hands of clinicians that are already there, to empower them to help, and help quickly. That's what continues to drive my enthusiasm for this research." USING NATURE TO HELP PROTECT NATURE Peter Lee, head of the Lakehead University Environmental Laboratory and the Aquatic Toxicology Research Centre, keeps Northwestern Ontario's water clean, and its primary industries running. Identifying and reducing the potential toxic effects caused by industrial effluent may be required by Environment Canada - but it's expected by the population. Lee and his team develop early-warning toxicological identification and evaluation (TIE) procedures for the pulp and paper and mining sectors the largest industries in the region. "We're seen as a key technical resource here in Northwestern Ontario," says Lee. Companies like Bowater, lnmet Mining, Rocksmark, Barrick Gold, US Steel, and Abitibi are or have all been clients of the Centre. One of Lee's grad students is working on a particularly innovative system that places an organism - in this case a fish - between two small electrodes and measures its physiological response to an effluent. As the effluent passes through, the output reveals whether or not the fish coughs. like this are the first of their kind in Canada, and will be :::;:,,~-;;;Ji~~~~ mercially in conjunction with the Pulp and Paper Canada in 2006. "Superior Thermowood, like many companies, looks to Lakehead for answers to complex project problems," says Leitch. For him, it's all part of a wider Centre for Analytical Services' mindset. He stresses, though, that finding good answers for partners is only the beginning. The process gives his students more direct experience, improves the quality and currency of the LUWSTF, and brings unique insight to the forest industry as a whole. "Canada has to start looking closely at better resource utilization," says Leitch. Extensive property testing can segregate logs based on physical and mechanical properties - using half the tree for one product, and another half for another. This better utilization leads to greater efficiency, and eases pressure on forest resources. What country - or company - wouldn't want to cut less wood to make more money? MEETING THE NEEDS OF INJURED WORKERS Sharon Dale Stone works with community organizations to help those with disabilities understand they're not alone. She partnered with the injured workers community in Northwestern Ontario through the Canadian Injured Workers Alliance, the Ontario Network of Injured Workers, and the Thunder Bay and District Injured Workers Support Group to produce informational brochures and booklets. ::c am= I II "' The access to the well-organized injured worker communities allowed for in-depth interviews and surveys, and wide dissemination of the resulting literature. The partnership is helping medical and rehabilitation professionals - and workers themselves - better understand the needs of those who have been left with residual disability. Stone has learned that the best way to confront the stigma often faced by injured workers is for them to learn about the experience from those who have already faced it - to know that it's not uncommon to be treated as a peripheral part of the community when injured, and that it's not their fault. zI-- am= SHARON DALE STONE ~ �PUTTING A NORTHERN PERSPECTIVE ON NORTHERN MEDICINE The Northern Ontario School of Medicine is the first new medical school in Ontario in over three decades, and the first one specifically created to respond to the difficulties and challenges of practicing medicine in northern Ontario. Geoffrey Hudson, an Oxford-educated medical historian, has come on board. He is conducting research and helping to ensure, among other things, that the history of Aboriginal health and medicine, the effects of epidemics and colonization, and the relationship between western biomedicine and Aboriginal traditions of healing are taught alongside traditional medical and clinical foundations. GEOFFREY HUDSON HELPING COMMUNITIES TO HELP THEMSELVES Keith Brownlee and Raymond Neckoway are undertaking an examination of cross-cultural issues of attachment theory. Spawned from a court decision that deemed Aboriginal children should not be separated from their foster parents with whom they had formed too significant an attachment, the two researchers have immersed themselves in Ojibwe communities in an effort to better understand the meaning of belonging in Aboriginal cultural knowledge, traditions, and values. "Lakehead is perfectly positioned to deal with specifically northern issues like this," says Brownlee. "We're learning that general community belonging may be more important than individual relationships in many communities." It is the researchers' hope that this type of new understanding could ultimately contribute to decision making in child welfare cases and help Aboriginal agencies develop better culturally specific policies and practices. Hudson believes the case-based approach will prove enormously helpful to graduates' northern practices. "It's completely focused on northern Ontario communities the rural and Aboriginal communities that are so close to Lakehead." WHERE RESEARCH MEETS PRACTICE IN NORTHWESTERN ONTARIO Mary Lou Kelley believes that research done in isolation fundamentally fails. As Director of the Centre for Education and Research in Aging and Health (CERAH), she is committed to promoting collaboration among the university, community and regional partners. "We're the urban centre in a very large area of rural and remote communities, so it's incumbent upon us to support the needs of the region - whether educating, or undertaking research." Mary Lou's research is dedicated to improving care for seniors and people who are dying, with a focus on rural health, long-term care policy and delivery, and palliative care. It is currently funded by the Canadian Institutes of Health Research (CIHR) as part of a team on End-ofLife Care for Seniors that links her with researchers in Ottawa and Hamilton. Kelley has found that the end-of-life profile of elderly people is often radically different from the cancer experience. Cancer has a well understood and well defined trajectory so it's easier to define care needs. Older people, on the other hand, are frequently suffering from multiple chronic illnesses, and their move from illness to death is very gradual. When older people who are dying have an elderly spouse and children who do not live locally, the challenge of providing them excellent palliative care is apparent. This is especially true in rural and remote areas. Kelley takes her specialized knowledge to the multiple boards and steering committees on which she serves, working with them to plan appropriate, integrated programs to care for Seniors. She passes on the same information through continuing education for healthcare professionals at CERAH, hosting seminars for practitioners, many working in rural and remote communities. The knowledge sharing continues in her research partnerships with Hospice Northwest, the Kenora Rainy-River Palliative Care Association, and the Kenora Chiefs Advisory Council. First Nations, service providers and researchers collaborate to collect data in the field and bring the results back to those who can use them in their daily lives and work. According to Kelley, Lakehead is viewed by the community as very approachable, evidenced by the fact that she is consistently sought out as a source of information, and asked to conduct research on a particular issue. Far from a feeling of isolation, Kelley feels her work is woven into the very fabric of the community. MARY LOU KELLEY CONTACT INFORMATION ► Anne Klymenko Office of Research Lakehead University 955 Oliver Rd. Thunder Bay, Ontario, P7B 5E1 • Phone (807) 343-8223 • Fax (807) 346-7749 • E-mail anne.klymenko@lakeheadu.ca ��LAKEHEAD UNIVERSITY RESEARCH CEHJRES AND EAClLII._____ / __J ...D •...1\. ► Centre for Education and Research on Aging and Health (CERAH) ► Centre for Northern Forest Ecosystem Research (CNFER) Ontario Ministry of Natural er V C,_ Resources a... Centre for Northern Studies ► Centre for Parks, Recreation and Tourism Research ► Centre for Rural and Northern Health Research (CRaNHR) ► Centre of Excellence for Children and Adolescents with Special Needs ► ICR Discoveries - Institute of Cancer Research ► Lakehead Social History Institute ► Lakehead University Centre for Health Care Ethics ► Lakehead University Centre for Analytical Services (LUCAS) • Aquatic Toxicology Research Centre (ATRC) • Forest Soils Laboratory (FSL) • Lakehead University Environmental Laboratory (LUEL) • Lakehead University Instrumentation Laboratory (LUil) • Lakehead University Mineralogical and Experimental (LUMINX) Laboratory • Lakehead University Nutrient Ecology Laboratory (LUNE) • Lakehead University Wood Science Testing Laboratory (LUWSTL) • LEVTEK • Paleo-DNA Laboratory (PDNA) • Resource Centre for Occupational Health and Safety (RCOHS) ► Lakehead University Centre for the Application of Resource Information Systems {LU-CARIS) ► Lakehead University Geographical Information Systems (GIS) Research Laboratory Lakehead UNIVERSITY �RESEARCH GRANTS & CONTRAOS SOURCES OF RESEARCH FUNDING in thousands of dollars 2004-2005 in thousands of dollars $17,500- - - - - - - - - - - -$15,000- - t - - - - - - - - - - - - $12,500- - t - - - - - - - - - - - - ~ 00/01 01 /02 02/03 03/04 2% SSHRC $366 14% NSERC $2,569 3% CIHR 13% CFI $2,342 18% Other Federal $3,355 10% Ontario Living Legacy $1,742 9% Ontario Innovation Trust $1,564 9% Other Provincial $1,674 20% Private Sector $3,694 2% Misc. 04/05 $470 $329 CONTAa INFORMATION Office of the Vice-President (Research) ► Dr. Rui Wang Vice-President (Research) Lake~ead University Centre for Analytical Services ► Al MacKenzie Director (807) 343-8180 (807) 343-88S3 Office of the Associate Vice-President (Research) Innovation Management Office ► Dr. ► Umed Panu Associate Vice-President (Research) (807) 343-8678 Barbara Eccles Manager, Technology Transfer (807) 343-8184 Office of Research . ► Anne Klymenko Manager, Office of Research (807) 343-8223 Lakehead UNIVERSITY P11r <1197bl' L-<r b~"<' P11 P...011<1L9·~br' • 955 Oliver Road, Thunder Bay, Ontario, Canada, P7B 5E1 • Phone (807) 343-8223 • http://vpresearch.lakeheadu.ca • Orillia Campus, The Heritage Place, 1 Colbome Street West, Orillia, Ontario, Canada, L3V 7X5 • Phone (705) 329-3746 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead Research Subject The topic of the resource Universities Description An account of the resource Booklet highlighting achievements of Lakehead researchers. Circa 2005. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2005 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/080814d1ecf8b33894a59e080c7766dc.pdf c1cb49d023745974665f4c3c443303b9 PDF Text Text Lakehead UNIVERSI T Y The Gichi Kendaasiwin Centre Lakehead has made a significant commitment to reconciliation, committing to address many of the Truth and Reconciliation Commission's "94 Calls to Action." In particular, #63.3 "Building student capacity for intercultural understanding, empathy, and mutual respect" has become a guiding principle for the commitments Lakehead has made to the Indigenous community in Northwestern Ontario. The Gichi Kendaasiwin Centre (meaning "higher knowledge" in Ojibwe) acknowledges that education is key to Reconciliation and to the creation of a culture of understanding across communities that will support a more equitable and inclusive future for Indigenous people. The Centre will provide critically needed community and cultural infrastructure for Thunder Bay and Northwestern Ontario. Located in the heart of the Lakehead University campus, in the City of Thunder Bay, this facility will be a community destination that will be an expression of Indigenous culture, a centre focused on Reconciliation in the land of the Anishinaabe. It will also act as a community hub - a gathering and meeting place welcoming Indigenous and non-Indigenous community members. The Centre will provide archival space to store documents of historical significance, such as artifacts and legal documents, and to display and share knowledge related to curated collections to visitors from the community and region. The Centre will expand outreach activities to youth and increase teaching and support services for Indigenous learners Ontario has the largest Indigenous population in Canada (374,395)*. The second largest population is in British Columbia (207,580). Noft, lndla-i,1 $42,564 lndl9enou1 $33.218 Building a facility that will reflect and celebrate the culture of Indigenous communities in the region will help encourage Indigenous students to pursue postsecondary studies. The Centre will also provide support for work placement, training and skills development. Moving forward with this project will have significant impact on economic development in Northern Ontario. Gichi Kendaaisiwn • Upon construction, the Gichi Kendaasiwin would contribute an estimated $37.5M to Ontario's GDP • Once Operational, an additional estimated $10.28M will be contributed to Ontario's GDP on an annualized basis • Over the next five years provide a total contribution to Ontario's GDP of approximately $75.7M • The Centre will generate an estimated 300 full-time jobs associated with the major capital build • Once operational, estimated to offer 83 full-time jobs a year As Northwestern Ontario's only university, Lakehead University has long played an essential role in the region's economic growth, helping it transition and diversify from a resourcebased to a knowledge-based economy. Lakehead University is an integral component of Northern Ontario's competitive advantage and the Gichi Kendaasiwin Centre will help the Indigenous population in Northern Ontario to take full advantage of economic development opportunities. The medium annual income for Indigenous people in Ontario (aged 25-64) is $33,218 compared to $42,564 for the non-Indigenous population. Thunder Bay is the Census Metropolitan with the 12.7% Area highest proportion of ~ Indigenous People in Canada (12. 7% of the population) December 2020 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Gichi Kendaasiwin Centre Subject The topic of the resource Universities Description An account of the resource Information on the planned Gichi Kendaaswin Centre, December 2020. "The Centre will provide critically needed community and cultural infrastructure for Thunder Bay and Northwestern Ontario. Located in the heart of the Lakehead University campus, in the City of Thunder Bay, this facility will be a community destination that will be an expression of Indigenous culture, a centre focused on Reconciliation in the land of the Anishinaabe." Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2020-12 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay https://digitalcollections.lakeheadu.ca/files/original/66a5890055c5e971f5916c9bb8ba7fd6.pdf 62f88eb7a4bdd505c121f050690c8c96 PDF Text Text Lakehead UNI V ERSI TY Gichi Kendaasiwin Centre Lakehead University is excited and ready to be a partner in advancing and realizing an ambitious vision for Ontario, playing a key role in Northern Ontario's future economic development through education, training and skills development, and research. • Lakehead University's Thunder Bay campus is located in the heart of Northwestern Ontario, an area rich in natural resources that continues to be an important contributor to provincial prosperity. • Lakehead is a driver of the Northern economy, developing highly skilled graduates in fields such as health care, business, engineering, and natural resources (including mining and forest management) that attract students to Northern Ontario and support economic growth across the region. • Graduates from Lakehead's core programs in fields such as forestry, geology and resource management experience a 100% employment rate, illustrating the quality of programming delivered in Ontario's North. Through the development of the Gichi Kendaasiwin Centre, Lakehead will connect Ontario's natural resources industry with the skilled workforce they require today and in the future, support the continued development of a mobile and highly skilled workforce capable of meeting the needs of the evolving economy in Northern Ontario, and create a hub for Indigenous pathways to education and ongoing skills development. "Lakehead continues to play a critically important role in Northwestern Ontario, both as an academic institution as well as serving as a catalyst for continued economic growth. Lakehead's support of Indigenous students and their commitment to inclusion and cultural awareness is another demonstration of their leadership." - Seth Kursman Vice President, Corporate Communications, Sustainability and Government Affairs, Resolute Forest Products Connecting Northwestern Ontario's Natural Resources Industry with Local Talent Lakehead will drive collaboration between economic development agencies and Ontario's natural resources industry to develop the skilled labour required today, and in the future. Industry Connector Gateway Lakehead's new Industry Connector Gateway will be strategically placed within the proposed Gichi Kendaasiwin Centre and will serve Indigenous and Non-Indigenous Economic Development agencies such as: Ontario First Nations Economic Developers Association, Canadian Council of Aboriginal Business, the Nishnawbe Aski Development Fund, Ontario Professional Foresters Association, Prospectors and Developers Association of Canada and the Ontario Federation of Agriculture. Through these partnerships, Lakehead will identify sector-specific needs that will result in timely industry-specific programming and training such as Lakehead's new Native Access Program in Engineering and Certificate in Geology. 'Goldcorp is a major employer in Northwestern Ontario and employs more than 1500 people at our operations in Red Lake and Musselwhite, an operation north of Thunder Bay. Lakehead University is ideally placed to serve local industry. The University has a lot to offer based on a range of expertise in health care, law, sustainability, geology, and Indigenous studies. Goldcorp's business is evolving and we need partners in order to leverage new technology and approaches to mining to ensure we remain relevant to Northerners. We support the Lakehead infrastructure project, the Gichi Kendaasiwin Centre with the Government of Ontario and believe it can contribute to economic and social growth in the region.' - John Mullally VP, Government Affairs & Energy Regulation, Goldcorp Inc. �AMobile, Skilled Workforce By offering students professional placements in communities such as Red Lake, Sioux Lookout and Geraldton, Lakehead helps to create links between employers in rural and remote communities throughout Northwestern Ontario and our successful graduates. As a result, over 27,000 graduates live and work in communities throughout Northwestern Ontario, fuelling the economy of the North. Through the Gichi Kendaasiwin Centre, Lakehead will not only build capacity in the Natural Resources industry in Northwestern Ontario, but will also continue to develop the professionals rural and remote communities require in areas such as health care, education and other industries in local communities. Providing Access to Life-Long Learning and Skills Development for Ontario's North A new approach to stackable modular credentials that meets the needs of industry and of rural and remote learners will be developed and delivered through the Gichi Kendaasiwin Centre. This new approach to a university education will be sector focused, flexible, and nimble to meet the needs of Northern Ontario's evolving economy. The Gichi Kendaasiwin Centre will create a hub for Indigenous pathways to education and ongoing skills development. lmmersive Distance Learning Technology Hub Lakehead's lmmersive Distance Learning Technology Hub will facilitate the development of partnerships that will help enable rural, remote and northern communities to develop, attract and retain highly skilled workers and support economic development. Housed within the Gichi Kendaasiwin, a range of diverse programs will be delivered through the Hub, including a Ontario has the largest Indigenous population in Canada (374,395)*. The second largest population is in British Columbia (207,580). .... nllgenous $42,664 lncllgtnoua $33.218 business leadership certificate and Lakehead's Native Access programming such as the Native Nurses Entry Program. Lakehead University and Seven Generations Education Institute are partnering on an important initiative that will deliver immersive distance learning and training for students in rural and remote communities across the region. The unique delivery of these programs will help Indigenous learners to overcome some of the barriers faced in accessing postsecondary education, with the goal of increasing the university participation rate of the Indigenous population in Northern Ontario. "The proposal and project are in line with Strategic and Academic Plans of both institutions and will bring significant capacity to the community and region." - Brent Tookenay CEO, Seven Generations Education Institute Financial Impact • • • • • Upon construction, the Gichi Kendaasiwin would contribute an estimated $37.5M to Ontario's GDP Once Operational, an additional estimated $10.28M will be contributed to Ontario's GDP on an annualized basis Over the next five years provide a total contribution to Ontario's GDP of approximately $75.7M The Centre will generate an estimated 300 full-time jobs associated with the major capital build Once operational, estimated to offer 83 full-time jobs a year The medium annual income for Indigenous people in Ontario (aged 25-64) is $33,218 compared to $42,564 for the non-Indigenous population. Thunder Bay is the Census Metropolitan Area with the 12.7% highest proportion of ~ Indigenous People in Canada (12.7% of the population) February 2021 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Gichi Kendaasiwin Centre Subject The topic of the resource Universities Description An account of the resource An information sheet on the planned Gichi Kendaasiwin Centre, with an orientation towards the natural resources industries. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2021-02 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada - Ontario - Thunder Bay