Feedback to Date
Academic Plan- What We've Heard
Feedback From Consultation Process
A selection of responses to two questions:
1. What might make students want to come to Mohawk over the next ten years?
2. How might we enable high quality learning over the next ten years?
Back to top• Supports
o Majority are mature students – have families and jobs – bridging programs – funding? – post-secondary• Programs
o Supports – understanding learning styles of aboriginal peoples – research – what does teaching / learning style look like for all students – indigenous pedagogy
o Transportation to the college – on and off the reserve
o College close to home – can live at home
o Access – certificate level programs can be a financial barrier to funding
o Accessibility to technology & resources – funding – high speed internet – six nations – access at home – affordability – video conferencing technology
o Need support from the college – support group is very important – dealing w crisis
o Focus on re-organizing aboriginal programs – content in all programs plus specific aboriginal programs
o Bridging programs – stepping stones
o Elective courses – aboriginal – revamping GAS aboriginal program
o Learn from PNAC successes = can we replicate in other programs
o Degree programs in finance – either with institution or via articulation agreements – partnership – need everyone at the table
o Explore both aboriginal content and specific aboriginal programs – community based learning
o Hiring qualified aboriginal instructors – knowledgeable of culture, community, beliefs
o Partnerships
o Internships in the community
Board Of Governors
• Employment and EmployabilityBack to topo Programs meeting market needs• Lifestyle
o Work and learn environment
o Confidence that you will get a job
o Job references
o Networking opportunities for career development
o Driver of their need to study
o Stepping stone to university
o Improved pay
o Opportunity to re-invent yourself
o The City of Hamilton• Programming
o Being part of something great
o Fun
o Good residences
o Modern facilities
o Environmentally friendly
o Good sports – varsity and intramural
o Team environment
o Health and wellness
o Networking
o Diversity/inclusivity/accessibility• Ethos
o Makes earlier education useful
o Go as far as the student wants – easy on/off ramps
o Credit for life experiences
o Specific, unique programs
o Flexible, personalized
o Multiple pathways in and out
o Green in all we do• Reputation
o Diversity and inclusivity
o Accessibility – transportation
o Financial support
o Performance matters
o Values of the College
o Being able to change the world
o Innovation• Flexibility
o Quality of teaching staff
o Quality of programs
o Financing options• Physical Environment
o Program options
o Delivery methods
o Partnerships (Charles Sturt, McMaster etc.)
o Accommodations• Diversity
o Services
o Transit access
o Campus environment
o Proximity to U.S.
o Close to Escarpment
o Aboriginal
o Global
o Multicultural
o Welcoming to all students
Faculty & Staff
• ReputationBack to top
o Community: branding – strong connection to Hamilton; incorporate community outreach into curriculum; PR – show our student population (diverse) and their accomplishments; need stronger internal community within college – programs, types of employees; build McMaster partnership; presence downtown• Culture
o Leader in Innovation: applied research; McMaster – more transferability; apprenticeships; internships; inter-program collaboration; companies come to us for solutions / facilities
o Reputation – City, international – current programs, connections – faculty, real world collaboration – smaller classes – guaranteed co-op – the arts as new “steel”
o Because they know our stories and they want to be part of them – student success – studies & jobs – employer profiles – instructor profiles / expertise – campus life stories
o Reputation – will be recognized – being a Mohawk grad will be value-added
o Invest and maintain the tools to support the key relationships noted above and be leading edge: Set the standards, not follow; Create the “wow” factor; brag more; “in your face” marketing; Believe in being #1. The tools include: technology that’s current, facilities that are state of the art, working groups, curriculum, etc…
o Promote an atmosphere of academic excellence and provide students with opportunities to engage in college life: marketing services – in your face; current faculty with real connections to the community; current, up to date equipment; performance reviews in a consultative environment where we model learning and PD; Marketing currency and results – everyone needs to market Mohawk – to do this, we must be informed.• Environment
o Collaboration between all stakeholders: students, faculty, staff. Could be done through professional learning communities and creating affinities with the college.
o Meaningful personal relationships: student to student, student to industry, student to faculty, industry to faculty
o Invest, maintain and nurture the key relationships (faculty, students, staff, employers, management and partners) at the college. This can be done by developing professional learning communities. To do this we need: a deliverable that is relevant; a culture of trust; to utilize each other; to support each other; to utilize the community. Time and Money are potential resources barriers that would need to be addressed.
o Networking: ties to the community; mentors; smaller classes – knows students better; guest speakers; community presence (downtown location)
o An environment that supports students of any age and any life circumstances to be able to take courses – includes individual academic plan, individual financial and social support (outside agencies)• Faculty & Staff
o Evolving unique experience and physical learning environments that cannot be replicated elsewhere
o Students will learn in a collaborative, interprofessional, state of the art, progressive, environment that meets both individual / personal learning & social needs as well as professional competency outcomes
o Learner centred environments – cultural, spiritual, aesthetically – beautiful facilities
o Quality / Academic: facilities; jobs; work experience; program standards; delivery method; classroom; technology; faculty; admission standards; hands-on learning; smaller classrooms; financial incentives
o Because Mohawk offers quality and engaging environment (e.g. website, learning spaces, fitness facility, community partnerships) with flexibility (delivery, transferability, opportunity, creativity)
o Quality environment, services, resources that create great learning
o Faculty skill set and industry experience – ongoing professional development and faculty exchanges, faculty co-op• Outcomes
o Quality programs: knowledgeable faculty, not living in the past. People who like to teach. Who want to help students o Invest in faculty quality and ongoing learning (professional development)
o Investment: faculty training – PD sabbaticals; labs/facilities; learning experiences; employer partnerships; resources; faculty recruitment (applied)
o Regular performance reviews and learning plans for all employees with shared responsibility (accountability) of resources and outcomes
o Attract and maintain high quality faculty through professional development both as professionals in their field and as professors
o Support financially (time) professional development for the staff to develop / implement high quality programs / evaluation tools for student success
o Have the right number of full-time people in the right setting with the right resources - Correct staff mix (FT, PT, session) with the correct skills which could include: a cross-appointment model; PT faculty who are oriented and time valued; well resourced LRC; access to technology (smart rooms), people
o Make employees and employers feel heard. The current system seems “broke”, needs to be streamlined.
o Faculty and staff professional development – right people teaching with right skills – investments in dollars and time – use of technology o High quality programs: method of delivery, annual program review, 24x7 teaching, flexibility, diversity, relevant PD for faculty (FT), relevant PD for PT faculty, pedagogy; Current in teaching skills
o Accountability – faculty, staff, admin
o Visionary, collaborative, transformative, academic leadership
o By having college wide accountability to our (students and each other) college community
o Valuing all the other work that goes into curriculum + teaching + student support; building relationships and community scholarship + research = PD ; providing timely student feedback
o All employees have the desire to teach, professionally recruited and supported during their employment with appropriate professional development
o Career pathways, options and further education• Programs
o Students come to college to refresh and regenerate themselves and their skills and keep up with societal change
o Nimbleness – transferability of skills – give students a way of applying their skills – dissolve boundaries between job titles, professions, platforms of engagement
o Because of the added value that differentiate Mohawk programs and services
o Grads that can demonstrate tangible skill sets that set them above their peers
o Fabulous job upon graduation – placements, co-ops, shadowing, internships
o Future Ready – post-grad job ready potential; employment availability
o Jobs – securing the best jobs in a variety of companies and industries – students are here to get or create (start own business) a job – entrepreneurship co-op – what are other options for apprenticeship? Some minor courses – small business centre – survey for expectations
o Financial Benefits – rewarding academic excellence – recognize transferable skills / learning – financial pathways
o Practical and relevant learning – co-op enhancing connections to employers, BRIDGE to employment; access to professors, hands on learning, small classes• Facilities & Resources
o Because students can customize their learning experience through having a variety of modes of delivery and flexible program options
o More participation working with employers
o Partnerships with industry & potential employers & high schools
o Partnerships with leading edge industries: resources, knowledge, trend identification and setting, curriculum, people
o Delivery: choice (flexibility): face to face, blended, distance; lifestyle / learning style; co-op, apprenticeships; fast tracking
o Adaptable – learning, students; add-on year; major / minor; interdisciplinary
o Thoughtful, increased focus on math, language / communication and basic computer literacy in all programs
o Value of informal learning outside college / structure with formal inside college o Authentic experiences in community – through college & community – real life
o More opportunity for research and development – greater exposure
o A real world experience of their academic studies: equipment & labs, industry partners, on-the-job training, program content connection to industry demands, More co-op opportunities
o More practical, hands-on supplementary training outside of our current scope but leverages our strengths to meet employer demand – ongoing skills training
o Provide high quality resources and services including: equipment, hands on learning, student services, variety of delivery methods and their effective use.
o Enable high quality learning by having “small” (max 25) class size to better support the faculty / student relationships
o Provide flexible programs and services to meet the needs of our diverse population. This includes flexible programs, flexible delivery of education, increased availability of services.
o Programs should provide flexible learning options that include part-time, fast-tracking; laddering through multiple pathways to a variety of health care credentials (certificate, diploma à degree +)
o Flexible Deliveries (not equal to 48 in a room for 90 minutes a week for all) – online, blended, F2F – co-op paid and place based. Intensive, accelerated
o Quality and innovative programs and faculty that lead to community based successful careers. This would include partnerships, collaboration with other institutions (pathways to increase education) allow students to find jobs they are passionate about!
o Access Programs: ESL, remedial, financial aid, second career, bridge programs, pre-programs, flexible hours (nights, weekends, online), summer classes
o Increase general education (to 3 hours) to improve core capabilities (respect what other colleges are still doing)
o Built in (review) reflection within individual programs to ensure consistency and to allow for evolution of programs to meet community needs
o Facilities – equal for all campuses
o Services – available on every campus – i.e. health clinic, limited disability services, mocomotion, financial aid, grad placement, peer tutoring, math learning centre
Students
• FacilitiesBack to top
o Rec facilities – size is not big• Student Supports
o Quiet study zones, more areas for individual and group study
o Well resourced libraries, research materials, access to resources
o Advanced technology – e.g. sandboxes
o Accessibility – i.e. AODA, elevator, getting around
o Learning resources technology – state of the art
o Hands on learning / labs with working equipment – should be promoted more to potential students – provide more access to labs outside of class time; have teachers in labs outside of lab time – employers would hire more students who have more lab time – have labs right after theory – look at how classes are scheduled
o Open shops – evening hours – hire staff for open shops – rotation of faculty
o Funding for computer systems to serve students well – systems integration – booking interpreters
o “help” for students – equal to fennel – course help• Outcomes
o Help at the high school level – promotion; help with finances; what industries need people – better balance between what we are selling & where people are needed
o Career / interest assessments
o Funding help to get students into college
o Benefits to students – bus pass, medical plan, dental
o Ease of transition to college – more individualized service
o Getting to college – e.g. GO, HSR
o Better relationship HSR to students (customer service)
o Filling openings in the trades – good support: let students get what they need to get into college – help with financial (2nd Career, OSAP); offer a high school day for students to spend a day at the college in the classes and labs
o Increase pathways / transition support into the college
o Help students more than any other college
o Clear pathways, lots of options – relationship with universities• Reputation
o To receive training from professionals
o Find better jobs
o New skills
o Clear about how to get where you want to go
o Learn how to do the job and how to get the job
o Accreditation opportunities – pathway – college to university – recognize college experience
o Offer more qualifications in a shorter time
o Higher grad rates
o More specialization
o Competitive – broaden marketing• Program Delivery
o Great reputation across colleges
o High standard / strong programs – across FT / CE
o Recognition for health science programs
o Need to get high schools to better understand colleges – rather than high schools always focusing on university
o Flexible delivery• Faculty & Staff
o Ability to take courses at anytime / variety of formats
o Lots of options / flexibility
o More variety of courses – can branch off and become more specialized
o Need to add and have more attractive courses to retain students
o Shopping cart courses
o Practice skills being taught
o Ability to gain field experience on job/field placement coops
o Collaboration between Mohawk and Mac – strength
o More diversity, broader spectrum re: accessing programs including “mature access”
o Coop programs – need to ensure we have a good placements available
o Mohawk/McMaster/partnerships
o Strong partnerships with industry – strong co-ops
o Apprenticeships / work terms = allow students to get work experience & time towards hours needed to graduate
o Flexibility – more options around completion of the program (single parents, etc...)
o Perhaps if you finish in April perhaps offer a coop in summer
o Keep applied learning more coop
o Eliminate irrelevant courses – like active citizenship
o Journalism work with t.v. students when they are doing show and then learn how to work with producers, teleprompter etc.
o More interdisciplinary programming
o More applied learning / practical
o Option to take more courses per week. Maximize learning while here – fast track
o High standards (higher than 50%)
o Increase admission requirements
o More frequent course offerings
o Increase pool of applicants
o Meaningful and utilized course outline / syllabus for each class
o Skilled teachers and prof industry
o Opportunities for students to work with professionals – i.e. observation, police officers working with students
o More unified manner of teaching i.e. have all profs teach the same way
o Academic/ classroom teaching adaptations for accommodations in learning environment – all diversity
o Adapt: different learning styles / paces
Program Advisory Committees
• Faculty / StaffBack to top
o Experience Industry specialists teaching broad based practical programs leading to tailored education culminating in guaranteed jobs and or advanced study.• Partnerships
o High quality educators – keep them here
o Faculty should continue to change to ensure relevance / stay current “let go of the past” – adapt: maintain relationships with industry and community; High profile instructors that are well recognized; Keeping faculty ahead of the game; Utilize guest speakers; balance of credentials vs. experience
o Ongoing faculty (FT and PT) professional development (Community passports) specific to profession
o Mentors: take advantage of expertise of retirees; can teach/mentor students + college faculty and management; could teach soft skills but in context of their industries
o College Plan / Support / Commit to it - Stay the course; Bottom line – e.g. faculty secondments; Listen & act; Currency of staff / faculty / equipment / facility – scenarios to this plan; Find the money – make it happen – specialties, etc.; Courage to stick to plan
o Partnerships: - Community; Medical / Health Practitioners; Private Industry; Other Programs• Reputation
o Job placement success rate through industry and community based partnerships, co-ops, internships
o Community partners cutting edge – get them jobs afterward
o Strengths in partnerships – community, industry, committees
o Partnerships / collaboration: real life experience; industry; community; education clarity and simplicity
o Interaction with industry for equipment facilities; teacher exchanges; coops
o Interaction with “sister” educational institutions; and all levels of government
o Introduce faculty / industry innovation nights – lean forward on programs – networking, etc…
o Exchanges, co-op programs, community partnerships and collaboration increased between us and secondary schools / universities
o Community involvement – synergy with college
o Partnerships with Industry - Practical learning; Design of training facilities and equipment; Train at each other’s programs; Co-op component to every program – field placement – strategy ($$)
o Innovation - Keeping pace with the real world; Forward thinking with advisory committee – identifying 5-year needs and start training now; 2-way partnerships – strategic planning; Innovative leader in policing
o Dialogue and engagement with community stakeholders – private sector, public sector, leverage resources
o Visibility - Legitimizes program comp; Community Involvement; linkages – partnerships; facility; in the media – talk, tell our story• Outcomes
o Progressive – very current ‘creating the curve’ - So well known – pull market-don’t have to push; National status beyond HGTA
o Cutting edge and reputational programs: best college – KPIs, best teachers, community educators
o Reputation – social ./word of mouth; employers know we have top-notch students; hire based on reputation like MIT
o Reputation - Teachers, facilities, equipment, history; Admission requirements -> marketing
o Market ourselves as a legitimate choice, not a second choice - Facilities; Equipment; Advertising; Close partnerships and visibility
o Past & Future - The past builds the reputation; The future desirability to attend is based on reputation
o A unique and quality educational experience; an exciting choice the attracts students nationally
o Value Added College Experience – social, amenities, quality of life, transit
o If you want the best, expect the best: faculty, facilities, curriculum and technologies
o Establish a reputation and brand for the college
o Raise industry awareness of connections to Mohawk – 2-way street
o Cutting edge - All ways / manners – research, facilities, equipment, skills of faculty
o Grads unique selling proposition – so well trainer w designation ‘wellness specialist’ that they are very marketable.• Lifestyle
o Job opportunities and global credentials
o Industry recognized national credentials; high reputations of grads
o Professional certification / recognition / designation: prepares them to write industry exams; partnerships with professional associations
o Employability: getting and keeping good jobs; contributing to a vibrant community; networking / alumni – ongoing partnerships and networking; transferable skills
o Value for educational investment: affordability; personal success; experience in the field; reputation
o Currency – Special Training; unique selling proposition
o College as part of the community with continuous pathways from high school to career.
o Shift focus to obtain a full education (not just get the marks)
o Pathways to other educational institutions
o They will come to Mohawk if they will have a fun lifestyle that they value: urban, affordable; environmentally sound.• Program Delivery
o “find yourself and be yourself” student at the centre with key points: community (jobs, collaboration, relevant, cultural diversity); individuality (matrix to life experience, career ladders); technology (flexibility, cool)
o They will come if there is a high standard of learning that is flexible, supportive, current, technically leading edge.• Facilities and Technology
o Employers – demand more- 50% as a pass may not support demand.
o Flexible academic programs and delivery: blended learning, ability to fast track programs, prior learning assessment, experiential learning
o Flexible pathways & programs - Meeting needs of diverse student body and goals
o Leading edge education – high quality, unique programs; Delivery methods in classroom pathways to/from college-university
o Foundations – build them here - prep school. At Mohawk, get youth interested in this!
o Know what we are good at, what our core programs are, and reinforce them
o Post graduate – finishing school programs that excel.
o Curriculum – lifelong learning
o Post-grad certificate program - C.P.T.M.; C.S.C.S.; O.K. Association
o Offer 21st century curriculum – Current / flexible / workplace relevant curriculum: involve employer partners to develop / deliver / evaluate curriculum.
o Open minded – flexibility - Have capability; In program; In potential applicants; In partnerships i.e. fundraising jobs; In grad skills improving
o Program Fusion - Using the H/W/F/ students to support the success of other programs – good training experience – hands on
o Core skills: literacy; math; communication; critical thinking; practical application
o Quality of delivery of program – adaptability, flexibility, blended
o Living labs that simulate “real world”
o Ongoing curriculum development
o Strong student services to support Students: study skills, $$, family care, health & wellness
o Self-Directed Learning – teach students how to learn; problem-based teaching; fits plan for blended online learning; develops critical thinking skills
o Be flexible / adaptable enough to allow for learning / working into the future - Change is constant; DRIVING CHANGE – continued goals; Faculty / environment enables student / faculty – this must be engaged – electric
o Providing current technology for all programs – if we say we are the best, provide the best
o Leading edge world class technology and an innovative centre of excellence integrating entrepreneurship and business skills
o Environment – facilities, equipment; blended; modern; current & futuristic
Ideaworks
• ReputationBack to top
o Proven success by our graduates in business world – reputation• Services / Supports
o Promote to young students “destination college” – need to do more; school college work
o Talk to high schools more about the benefits
o Success stories of students & staff / faculty
o In-house daycare for students and staff• Outcomes
o Ease of access to programs / to appeal to working students
o Shared collaborative spaces where students and faculty can interact in depth to accomplish goals
o Highly specialized just in time skills = no training period, employees need to start on day 1; responding to rapid cycle needs, i.e. digital revolution – need a nimble process, i.e. CE courses – who is the customer?• Program Delivery
o Industry recognized certifications – private certifications – regulated industries / bodies
o Contacts to jobs – apprentice to job – natural pathways / progression
o Fragmented small number of base programs with many options and specializations – stackable programs• Culture
o Provide “cool” co-ops with “cool” companies for students in all programs – with faculty support
o “make the passing grade 40%
o Real world projects – projects that excite both professionals and students – into curriculum - cross discipline job opportunities – Business for any program – tool for college to design new programs
o Residential experiences. If not Hamilton as the destination of choice, then the ability to work on site for an extended period of time elsewhere to bring the experiences back to their community. - Manpower – scaling ideaworks – i.e. International; face-to-face collaboration is important
o International placements for cross-discipline student teams e.g. health and technology together on placement
o Teaching students the “why” not just the “how” of things (reliant on question 2) – theory vs. applied – are we too applied?
o Arrange internships from work placements
o “make the passing grade 70%”
o Authentic assessments
o Eliminate tests / exams designed to fail students (ex. PHP written exam)
o Carefully evaluate course materials (powerpoints, assignments)
o Teach “process-thinking”
o Include industry in grading process
o Utilize newest technologies with traditional methods of knowledge transfer
o Proper evaluations of teaching effectiveness – “applying the expert knowledge”
o Combine world class content with localized evaluation / practicum + certification / diploma issuance
o Require instructors to collaborate with industry (ex. Through ideaworks) in order to stay current – and support them in doing that
o Make entrepreneurship as a required course in all programs
o Invite more professionals into school for presentations
o Create more hands-on project focused assignments
o Organization culture of innovation, creativity and possibilities
o Teacher to always remember how it feels to be a student
School Board Partners
• Pathways – quality, opportunities, authentic, employability, social accountability. CommunicationBack to top
• Program relevance: articulate the path to employment, flexible – opportunity to explore their learning
o Greater commitment on Mohawk to understand Board programs (dialogue at all levels – marketing dept)• Community Partners – i.e. health-work community, communication, “Education + training = success”
o Opportunity to read ahead to see the college before get here
o Centre of skilled trades excellences
o Authentic learning experience tied to outside co-op work placements
o Discipline (focus) link i.e. venture camp – Mac; skills work – Mohawk
o Enhance articulation agreements with Board – prior learning – advanced standing
o Commitment to partner w Mac – opportunities• Connectiveness: to the community, to the college / university, program continuity, peer connections, student to adult – life coach
o Links with major companies (partnerships)
o Partnership with innovation park presence
o How can Mohawk come to them – multiple places to intersect
o Global connections• Top, high quality instructors – motivated, from industry, research
o Connecting to city strategy
o Reputation of college. Value & connectiveness to community and world
o Connection to how they learn in HS & how in college / University i.e. math skills
o Perception of Hamilton as a city & how we attract folks and keep them here
o Social consciousness – learning tied to giving back
o Opportunities to contribute to community – wind turbine
• Developing our educators – provide enabled faculty – opportunity to bring global learning to students, Deeper learning experience
• Programs that are at industry standards – responsive, projecting ahead, investment, research – outside world into the classroom
o Partnership with industry – top reputation• Dynamic learning environment – faculty facilitated teaching; students – voice learning from interdisciplinary studies
o Investment in research – industry changes, pedagogy
o Gap analysis of skills – students need to do well
o Peer to peer mentorship – college students with high school students
o Access to parents to work together
o Students have a voice in their learning and listen – make changes
o Opportunities to bring global learning to students i.e. case studies, virtual learning, really feeling you are somewhere else
o Enable rather than provide – draw out student interest
MCACES
• Facilities & ResourcesBack to top
o Facilities dedicated to CE programs• Courses & Programs
o Consistent area for courses
o Better room planning
o High level reflection of work environments
o Visual spaces and linkages to community
o 1st Class – face to face environment
o Facilities – consistent technology in all classrooms
o Technology that works
o Access to all classrooms and all technologies
o Reflect economy• Marketing
o Schools for CE study
o Professional and personal courses
o Experiential learning opportunities
o Other model of delivery
o 24/7 – need to be accessible
o Consistent delivery – same person teaching day and night
o Tell stories• Student Supports
o Need appropriate supports in CE – resources to tell stories
o Team dedicated to CE communication
o Build capacity to deliver message to our students
o Communication – let CE students know the benefit – take a night a week to come to class
o Profile night time student
o Highlight CE teachers – show what they can do
o Tell CE story to full-time side
o Those out of school for awhile are afraid to come - Promote nurturing environment• CE Instructors
o Student Success advisors for CE students
o Services available at night and weekends
o Social environments
o Food services – promenade store / kiosks
o Services need to be available
o Saturdays – no one here – if there is a problem – where do you go?
o Places to mingle and have coffee
o Community hub
o Teachers are from the field• Culture
o Parity between daytime and CE faculty - Equal pay for CE faculty
o Current, active practitioners in CE
o CE teachers need dedicated space and networking opportunities
o Offer course to CE teachers certification
o Checks / balances to assess CE faculty
o Teacher training for CE faculty
o Part-time folks need to be engaged
o High quality needs investment
o Institutional buy-in is required
o CE needs to be a bigger part of the college
o CE students need to be valued and recognized
o Happens after 4:30 = “not important”
o Commitment to grow CE – new program development – financial support
o All committee meetings need to be accessible to CE stakeholders - CE students and faculty work off-site during the day
o Meeting technology that allows you to attend a meeting without face to face
McMaster-Mohawk Deans
• People will want to come to Mohawk to articulate a Clear and unique pathway to an exciting job or further education through a synergy through Mohawk-McMaster applied nature of learning ; Lifelong learning contract with student / commitment EMPHASIZE synergy to university education – convergence; Demonstrate a superior learning experienceBack to top
o Prep school (not sure what they want to do), finishing school (already have a degree)• Rich learning experience; Second Chance to get back on track; Nature of changing jobs – learn new skill sets; Reputation – marketing and results; Strength of university and strengths of college – trans-disciplinary – how to market and sell, what is the value added? How to market and sell; what is the value added; work with industry partners; embrace industry perception
o Attract a different type of student that is interested in other pathways
o Market for un-served people – ways for students who can’t access PSE – new market
o Exit strategies for students – industrial partnerships, institutional partnerships – where are synergies with McMaster
o Nature of student experiences while here – differentiate student experience, apprenticeships – experiential learning – build into other facilities; synergies between programs• Development in collaboration with industry and community of robust measurements for quality and their measurement of quality or continuous application to improve the quality of the student experience including non-curricular “stuff”
o If drawing students from other areas will be because of unique programs – need infrastructure
o Capstone projects – design projects – real project for a client
o Share experiences between McMaster & Mohawk- experience life at other institution
o Alternative pathways – differentiated instruction
o How to extract more value out of McMaster-Mohawk relationship
o How do we measure quality? Quality – choice – modality, content, timeframe• Engage faculty, staff, facilities and community collaboratively to deliver leading edge programs and continuously improve
o Industry is common ground – aligned around industry
o Complexity – present problems in their fullest – interconnectivity of things – move away from simple – instant answers
o Experience a student has when a deeply engaged faculty member demonstrates the why to the future of the students’ life. How do we enable that? very difficult? Importance and relevance of the skill of the workforce
o Bilateral exchange of learning experience not within an existing program – social sciences model – bilateral agreements change as employment needs change
o Minimize organizational/bureaucratic obstacles
o Silos – what are best practices? What has worked really well? Framework to guide future collaborations?
o Non curricular “stuff” that goes on – how to integrate with curriculum – develop skills within – recognize, capture and enhance – co-curricular transcripts
Student Services
• Accessible (including financial), clear, flexible, seamless and dynamic pathways to great programs that make students future ready for work, studies or a career in a welcoming and supportive community.Back to top
o Long-term educational pathway – in & out – lifelong learner• By being a high quality institution that provides streamlined blended services + expertise + out of classroom experience to develop those skills
o Flexibility – class / pathways
o Clear articulation agreements
o Clear career paths
o Clear entry & exit points
o Place that they feel valued – culture of feeling good, welcoming
o Making it easy for everything – course registration, info & bureaucracy
o Known to be the best place for jobs after graduation
o Employer view that “we” are the best (place to hire from)
o Programs that fit the community and city – e.g. art crawl
o Non-judgemental, pain free, non-intimidating access & programming
o Access – in door plus transition pathways to work (PT & FT)
o Options – fast track with jobs in mind
o Socially conscious, Eco friendly,Ethical, Sustainable
• To do everything we can to eliminate barriers that get in the way of students goals
o to be futureready institution – proper processes; use of mobile apps; biotech
o blended service delivery
o advanced technology in student services
o streamlined services, integrated services
o maximize partnerships – internal & external community
o facilitate student to student help (less do for by staff)
o 24-7 access to student services
o Combined skills development into core curriculum
o Interrelation, integration & collaboration
o Adult education principles
o Awareness – cultural competency & diversity
o More advanced grad certificates
o More flexible delivery
• Develop more opportunities for students to attend part time allowing them to keep their jobs and pursue education part time especially in the trades .i.e heating and air condition, gas fitter and allow on the job practicals on weekends. I know of several individual who cannot afford to quit their jobs for apprenticeship opportunities even though you have some courses thru CE but not enough.Back to top
• Students need to learn how they can apply their strengths to their choice of career. The college can enhance these strengths by having Gen Ed Strength courses attached to each program. This could help build confidence within the student and diminish the stress levels that can create a perceived failure to the student. Building on these strengths could also enlighten a student of how they can make a positive contribution while working on teams both throughout their program and on into their careers. This would also enhance the employer's choice of having a graduate that is more in touch of who they are and that they can indeed hit the road running on all pistons.
• We need to change the public's perception of the College. Older generations don't consider Mohawk as leading edge and can have an influence in helping their children decide on a College to attend. Marketing our strengths and recent changes within the College would show the public that Mohawk has made great changes to its programs to address the current academic demands and ensure that it is teaching relevant/current technologies
• I strongly feel everything should start from grass root and work it's way up. There should be a component added to each degree with leadership skills and team work practices during the 2-4 year of their stay here at Mohawk College so by the time they are ready to graduate this skills come as 2nd nature.
• Show middle school age students that Mohawk College is THE cool place to study. It may be too early for them to have a set career path in mind, but just exposing them to events, labs, etc. at the College would establish a connection with them.... invite the parents as much as possible. They are a very large part of the decision-making process.
• A clear connection to a future job, the promise of getting access to great teachers and thinkers and the linkage of course content to real world applications is needed. The appeal needs to take into consideration the connectivity of coming generations thru cell phone and social media.
• Students need to know they're attending a reputable institution that offers challenging and inspiring instruction. This isn't about branding and fancy space - it is about engaged instructors who know as much about teaching young adults as they do about their subject areas. There should be folks with B.Eds and Educational Technology credentials affiliated with every school - let them design courses and assignments and assessments and let the subject experts contribute the content.
• Students need to be held to higher standards if they're going to survive and thrive in the real world. And not just higher standards of proficiency -- they need to have a better understanding of concepts like sustainability, democracy, social responsibility, creativity, etc.
• I strongly believe that there should be a greater investment in REAL general education courses -- courses that genuinely challenge students so that they can better appreciate new perspectives and broaden their knowledge base. Getting a job is one thing -- having the ability to demonstrate an ability to see the bigger social picture and a broad knowledge base is what gets workers noticed and promoted.
• I once visited Cambridge University in the UK. The classroom and infrastructure was not that great. What is great is their faculty and student engagement. The surrounding don't matter much. It's about inspiring faculty to do that extra effort which is sensed and appreciated by the student. Invest in faculty. Look into the real wage of a part time faculty member who is bringing real world experience to the students. Why do they only last a year or so before they move on? The entire faculty relationship needs investment.
• "If you build it, they will come". But not just fancy cafeterias and social hallways. We must have proper classrooms designed with instructor input. We must have quality programs that are not duplicated down the road. We must have standards above a 50% knowledge level. We must teach the students how to "learn their livings" not just earn them. We must teach students to be accountable for their actions and performance and not allow them to lay the blame for their lack of success at someone else's door. Accountability, respect both given and received, ownership of their own results , achievable goals in reasonable time frames and above all good, relevant programs taught by valued and appreciated employees will bring them in.
• Act and react in the “real world”. This means being accountable to people in a leadership and subordinate roles. This means we need to interact with our students daily on a face to face basis. Challenging the students and inspiring them to be accountable to their faculty, classmates and themselves.
• Provide the students with a faculty that is current and dedicated to their students, programs and the college. If the faculty is not inspired then they cannot deliver inspiring lectures and labs. There are a lot of components that go into making a great college, but none are more important than the frontline faculty. For example, have a look at individual program KPI results; I’m sure that you will find the scores are highest in ALL keystone categories for programs that have the most dedicated stable faculty base. If students are happy with their classes and with what they are learning, then they will be happy with the college overall. A new cafeteria, lounge and coffee shops will aid in improving campus life, but that stuff can never replace the real reason that a student will choose Mohawk…to learn and be future ready. Never cease in tracking down and HIREING the best and brightest faculty you can get. Great teachers make great programs that attract lots of students for real learning.
• College is about more than just academics and career prep. it's about self-identity discovery and the development of a social network. We need to acknowledge this and develop activities and events that promote this development for our diverse student base. Also, the wellness paradigm is shifting from allopathic to holistic/ integrative health approach. Many University health programs receive sponsorship from pharmaceutical companies and are restricted in the perspective that they can deliver academically. At Mohawk we can fill that niche and educate nurses, medical reception, social workers ect.. to be able to function in an integrated health setting that focuses on the health determinants model and holistic care using the most advanced research and technology.
• Students will primarily choose an institution that has an excellent reputation in the community and one that employers think of right away when selecting applicants for positions. Mohawk has managed to do both of these things over the years but I think we have to be very careful to not just push "student satisfaction" more than "student success and engagement". We need to continue to have high standards. Students will rise to the challenge. This will continue to give us higher "employer satisfaction" which will make our institution more sustainable. At the same time, certainly, as we move to blended learning we need to provide the student with "value added" during our face to face time. That is when we can challenge the student and utilize things that up until now we have not had the time to do in the classroom. These should be very exciting times for both students and faculty if we utilize our resources wisely. It would also be nice to see staff and faculty have more recognition for the contributions they make to this organization. A little thanks goes a long way and costs us nothing.
• Adaptability, Innovative and Competitive. The College needs to produce graduates that can compete in both the national and global markets. We need to be able to compete with other nations, especially countries with large populations. The country and the world needs to see these graduates for their worth and know where they came from.
• Stick to fundamentals as the building blocks including strong writing and math skills. Provide as much opportunity to test these and problem solving skills in real-life and modelled scenarios. Do it interactively and take advantage of social media opportunities.
• Students are inspired by faculty who are current, qualified, committed and inspiring - support faculty with time in their workload to increase their credentials, develop their programs using the best evidence and to contribute to the scientific advancements by conducting research- students are inspired by faculty who: continue to increase their knowledge and skills and are committed to embracing change in methods of delivering education.
• Why all the new buildings? I'd rather see smaller classes and more course variety. Students get bored taking the topics all the time -- they need more different topics that teach them more than just nuts and bolts.
• Currently we are squandering the ability of our best students. Most programs are structured with the intention of ensuring the "average" student will be successful. When academically "strong" students enter a program many find they can do well without much effort and after a couple of terms minimal effort becomes the norm for them.
• We need to develop some programs that will challenge these stronger students starting in their first semester. Yes, this means that some students will find themselves out of their depth from the beginning however this can be mitigated by making it clear to prospective students as to the more advanced nature of the material and pace of a given program. With this information they should be more inclined to choose a program more suited to their capabilities.
• Have better and higher standards than we currently have. People will work to whatever standards are set and we do them a disservice by having ours so low. Would you want a road, or bridge or building or medical support built or given by someone who only knew HALF of what they should? Would a current worker be able to keep their job if they only knew HALF? No to both. Design reasonable programs with reasonable POS's and durations and more will succeed.
• Provide the students with a faculty that is current and dedicated to their students, programs and the college. If the faculty is not inspired then they cannot deliver inspiring lectures and labs. There are a lot of components that go into making a great college, but none are more important than the frontline faculty. For example, have a look at individual program KPI results; I'm sure that you will find the scores are highest in ALL keystone categories for programs that have the most dedicated stable faculty base. If students are happy with their classes and with what they are learning, then they will be happy with the college overall. A new cafeteria, lounge and coffee shops will aid in improving campus life, but that stuff can never replace the real reason that a student will choose Mohawk…to learn and be future ready. Never cease in tracking down and HIRING the best and brightest faculty you can get. Great teachers make great programs that attract lots of students for real learning.
• Good industry partnerships to help develop program standards and ensure graduates meet those standards (helps develop program reputation). Ensure the facilities meet standards to provide the highest quality learning environment for a wide variety of student needs.
• I always admired Jack Welch and the transformation of GE while he was CEO. His view was that GE would only support a business if they could be number 1 or 2 in the world in that business or if it made a significant contribution to a business in which they were number 1 or 2 in the world. He also said that although GE was one of the largest companies in the world they had to be able to react and respond to changing market conditions as quickly as the corner mom and pop shop. Mohawk is located in the "centre" of Canada and can draw on parts of N.Y. It would be an interesting academic exercise to apply Welch's philosophy to Mohawk's situation and see what comes out of the process.
• We will be forced to deal with a series of paradoxes. We must invest funds to prepare students to deal with more complex situations at a time when funds are becoming more limited. We must function in an arena where individuals will need higher and higher educational qualifications to get a job but some would say that we are getting greater numbers of less "qualified" students. If we focus on "more sophisticated" programs and "raise the bar" to attract more "qualified" students, are we straying from the mandate of a Community College and its role in the community. I think that we are going to have to come up with cost effective innovative programming that will attract the more sophisticated students who have traditionally gone to university while maintaining opportunities for the more traditional community college students. I believe that initiatives like the innovation centre and the hatchery are in the right direction but based on Mohawk's track record I am not optimistic that they will reach their potential and the necessary degree of success that will be required. I think that we are going to have to develop a much closer working relationship with the secondary panel to better understand the students that we are trying to attract and pro-act accordingly.
• We will enable quality learning by maintaining standards and by not lowering the bar on our expectations. We will stress the basics and will move on from there to make the student very proficient in their field of study. We will do this by providing excellent face-to-face time..... something that students very much need. We will also provide on-line experiences and a wealth of varied experiences both in and outside of the classroom.
• We need to deliver using methodologies have yet to be developed. For example, using "serious gaming" technologies to enhance practical learning currently accomplished through simulations. We could be more flexible, less expensive, easily and proactively current, and environmentally responsible at an entirely new level - think holodeck.
Hamilton Economic Development
“WHAT MIGHT BE THE JOBS OF THE FUTURE?”
• Ehealth is a must: will explode; IT, privacy of information, e-sharing, connecting w diagnostic tools, robotics“HOW DO WE GET THERE?”
• Smartgrid technology – plugins
• Vehicles: electric cars – security, MARC centre, components
• Water
• Solar advances
• Battery technology
• Engineering technologists
• Steel will still be here – value added opportunities – why come here? CANMET, Mohawk are differentiators
• Manufacturing processes – new clean manufacturing processes – value added steel
• Company sustainable development offices – cleaner technologies, new processes
• Food safety – traceability, monitoring – grants available
• Food and beverage processing – i.e. Tim’s, Can Bread – recession proof; not high skilled; equipment building; aligns with existing programs – grants based on location – rural – OMAFRA
• Food quality
• Immigrant opportunities – future workforce; re-training
• Bio-industries – start-ups contingent upon government funding – increase when markets catch-up
• Biofuels – government funded with new legislations
• Water / waste water – “oil of the future” – on provincial agenda – technology solutions, internationally marketable
• E-waste
• Aviation opportunities – flight – avionics – government dragging heels
• Aerospace – boom in Mexico – canmet materials side
• Need to produce locally
• Labour costs rising in the east
• Rail and marine huge assets to Hamilton
• Creative industries – film making a dime a dozen; specialties: editing, animation – concerted effort to get more, 3-D imaging – related to health imaging?
• Retail side – control systems, monitoring, distribution – logistics, just in time
• Logistics – technology focused
• Tracking – pharmaceuticals, food
• Environmental – need scientists and mid professionals
• Agricultural sector – food, eat local programs, organic
• Service industries – driving jobs; call centres; value-added – sales and up selling
• Skills for artists – business skills
• Increasing diversification
• Look at our strengths – who are the dominant players
• Promotion – marketing – need a tool: facilities, videos, social media
• Working with potential investors
• College is practical vs theory – hands on
• Business retention – skill sets
• Tradeshows – i.e. strategic energy alliance – attend to be on the floor – leverage resources
• Digital media – D.I.G.G. in London?
• Establish regular meetings with Ec Dev
• Provincial government plays significant role – i.e. green energy act – building relationships with local MPPs – uncertainty over election
• Look at Europe – waste energy – sister cities or other areas – Sweden, Spain – delegations
• Ontario clean tech trade shows – alliances
• M.E.D.T. show
• Program promotion and development plan
• Strengthen relationships with province
• How to stick to strengths?
