NetworkED Annual Report 2010-2011

N e t w o r k 2010-2011 Annual Report

EDThe Faculty of Education’s Community Connection

Faculty of Education

Mission

NetworkED‘s mission is to provide co-ordination and leadership for desig-nated faculty centres and programs,

underpinning (Faculty of Education) linkages between member programs/centres, and the larger educational community. NetworkED encourages collaboration and dialogue, struc-tured efficiencies in managerial support, and interaction through financial and organiza-tional cooperation. NetworkED sponsors faculty extension and outreach in the areas of community-based project work, research, education, Aboriginal Teacher Education, interprofessional collaboration, professional development, international exchange, and col-laboration. By sharing the expertise and experi-ence of the Faculty of Education, NetworkED partners improve the overall experience and quality of educational delivery within the province of Saskatchewan. Building meaning-ful partnerships, greater inclusion, and educa-tional equity are the foundational values of the NetworkED mission.

Faculty of Education 2011

Rationale

NetworkED is intended to engender collabo-ration and efficiency using an integrated clus-ter model of institutional organization and administration. Shared managerial responsi-bilities include a common articulation of in-stitutional goals and responsibilities, shared accounting, consultation/reporting and sup-port functions, and new potential for coopera-tion and collaboration in defining, articulating, developing, and financing member projects. Under this structure the relative autonomy of distinct centre membership is combined with shared operational supports, hedging against inefficiencies and overlaps specific to the indi-vidual management of these units. Individual membership is maintained while augmenting greater cooperation and coordination between member groups. Combined efforts will build organizational capacity, refine best practices, and contribute to the breadth and quality of project outcomes.

N e t w o r k ED

Table of Contents

NetworkeD—DeaN’s Message

Read about ..........................4

CoMMuNity-BaseD uNiversity eDuCatioN

Read about ..........................6

CiDa Malawi tevet ProjeCt (Ciet) Read about ..........................8

saskatChewaN iNstruCtioNal DeveloPMeNt

aND researCh uNit (siDru) Read about .......................12

aBorigiNal teaCher eDuCatioN PrograM PartNershiPs aND suPPort

Read about .......................14

siDru/siast FaCulty CertiFiCate PrograM

Read about .......................18

greystoNe CeNtre For iNterProFessioNal CollaBoratioN iN eDuCatioN (g-CiCe) Read about .......................20

CeNtre For iNterNatioNal eDuCatioN aND traiNiNg (Ciet) Read about .......................22

This report is prepared by Shuana Niessen, Project Facilitator, SIDRU. Contact: [email protected]

The report can be found online at www.sidru.ca

NetworkED consists of two components: an in-tegrated cluster of programs/partnerships man-aged by and including SIDRU, and distinct centres within the Faculty of Education.

The integrated cluster includes: • Saskatchewan Instructional Development

and Research Unit (SIDRU), • Saskatchewan Institute of Applied Science

and Technology (SIAST)/SIDRU Faculty Certificate Program (FCP) partnership,

• Community-Based University Education Programs, and

• Aboriginal Teacher Education Program (TEP) partnerships.

The Distinct Centres include: • The Centre for International Education

and Training (CIET), including the CIDA Malawi TEVET Project

• the Greystone Centre for Interprofessional Collaboration in Education (G-CICE), (see page 5 for schematic).

This document provides an overview of each of the participating programs and centres—high-lighting and celebrating their 2010 - 2011 ac-tivities.

Dean's Message

Dr. James McNinch, DeanFaculty of Education

NetworkED was established to gener-ate new levels of synergy between vari-ous centres and external programs and

projects offered by the Faculty of Education. It is hoped that the partnership will create op-portunities for partners to use their collective expertise, wisdom, connections, and skills to better and more efficiently facilitate commu-nity-based projects, research, interprofessional collaboration, partnerships, international edu-cation, and community development.

NetworkED members endeavour to support the work and mission of each distinct centre and program through collaboration, ideas gen-erated through formal and informal discussions, administrative supports, and joint projects. Serving as an outreach arm for the Faculty of Education, NetworkED members attempt to promote partnerships and inclusion and equity in education and communities by facilitating awareness, communication, and dialogues with internal and external partners; opportunities for community leadership development—na-tionally and internationally—and by providing assistance in the development of more acces-sible, and relevant programs for Aboriginal and other underrepresented populations.

NetworkED Schematic

Combined Annual Report(s)—NetworkEDAnnual consultation/reporting meeting

Shared support servicesPromote cooperation and synergies

Integrated Cluster Members

SIdRuFCPC-baSed unIveRSIty eduCatIon PRogRam

aboRIgInal teaCheR eduCatIon PRogRamS

Operations

aRtICulated ShaRed management

Common budget unIt

ShaRed aCCountIng FunCtIon

Distinct Centres Members

CIetCIet (malawI)gReyStone CentRe (g-CICe)

Operations

dIStInCt unItS

IndIvIdually managed dIStInCt budgetS

dIStInCt aCCountIng

FunCtIonS

The Community-Based University Edu-cation Program is designed to provide a unique cohort model of education to

students in off-campus locations. Originally of-fered as graduate education for educators, the program has expanded to include a Bachelor of Education degree program in Elementary Education to a cohort of students in the Mead-ow Lake/North Battleford area.

This community-based model allows students to obtain a quality university degree in their own communities, with consideration for lo-cal educational needs, and to participate in a cohort which provides immediate and long-term support through a professional learning community. The graduate program includes an action research project which is developed around students’ interests and the needs of the community. Dr. David Friesen recently pub-lished a report which profiles the experiences of graduates from the first cohort of the Com-munity-Based Master’s Program. (This report can be found at: www.sidru.ca/publications/

new-reports-2/c-based-masters-program). The Community-Based Program is the result of the hard work and efforts of the Working Groups:

Master’s ProgramDr. Michael Tymchak, Director, SIDRUDr. Larry Steeves, Director, Community-Based Master’s ProgramDr. Rod Dolmage, Associate Dean, Office of Research and Graduate Programs in EducationDr. Warren Wessel, Associate ProfessorOnsite Coordinators: Drs. Stephen Kemp, Paulette Brooks, and George SmaduTania Gates, Program AdvisorCarla Johnson, SIDRU, Financial Administrator

Bachelor’s ProgramDr. Michael Tymchak, Director, SIDRUDr. Heather Ryan, Associate Dean, Student Services and Undergraduate ProgramsOnsite Coordinator: Dr. Stephen KempRochelle Fenwick, Program AdvisorCarla Johnson, SIDRU, Financial Administrator

Community–Based University Education Program

Dr. Larry Steeves, DirectorCommunity-Based Program

Developing partnerships

to provide accessible

and relevant university education

within local communities

A STUDY OF THE COMMUNITY-BASED MASTER’S PROGRAM IN NORTHERN SASKATCHEWAN

Students’ Experiences: “Like Setting up Camp”

Condensed Version of the Final Report

by

David Friesen, PhD

April 2011

Saskatchewan Instructional Development and Research Unit (SIDRU)Faculty of Education

Master’s Program—Cohort 1a

Duration Summer 2007-2009

Location NORTEP (LaRonge)

Focus Curriculum & Instruction (C & I)

# of graduates 24

Coordinator David Friesen

Program Advisor Tania Gates

Associate Dean Warren Wessel

C-Based Director David Friesen

Master’s Program—Cohort 1b


Location North West Regional College (NWRC) Meadow Lake/North Battleford

Focus Curriculum & Instruction (C & I)

# of graduates 19

Coordinator Stephen Kemp


Associate Dean Warren Wessel

C-Based Director David Friesen

Master’s Program—Cohort 3


Location NWRC Meadow Lake/North Battleford -

Focus C & I/Leadership



Associate Dean Rod Dolmage

C-Based Director Warren Wessel

Bachelor’s Program—Cohort 4

Duration Summer 2010-Winter 2015

Location NWRC Meadow Lake/North Battleford

Focus Elementary Ed


Program Advisor Rochelle Fenwick

Associate Dean Heather Ryan

C-Based Director Michael Tymchak


Duration Summer 2011-Spring 2013

Location Southeast Regional College (Estevan/Weyburn)

Focus Educational Leadership

Coordinator George Smadu



C-Based Director Larry Steeves


Duration Winter 2012-Summer 2014

Location Southeast Regional College (Southeast Central-Moose Jaw)

Focus Educational Leadership

Coordinator Paulette Brooks





Duration Summer 2012-Winter 2015

Location NORTEP (La Ronge)

Focus Multi-focussed, C & I





Completed

Current/Ongoing

Future

The following tables provide an overview of programs offered since the inception of this program in 2007:

The goals of the CIDA Malawi Technical, Entrepreneurial, Vocational, Education and Training (TEVET) Research Project,

the Canadian International Development Agency (CIDA), as well as the aspirations of the Government of Malawi are to reduce poverty and develop strategies to increase socio-economic prosperity. The project’s collaborating partners work diligently towards strengthening the capacity of the TEVET system partners, particularly the University of Malawi Polytechnic (MP): to design, deliver, and renew programs; to conduct research and development; and to train competent managers and teachers to meet the challenges of poverty reduction and socio-economic growth.

The Project Team includes: Dr. Abu Bockarie, Canadian Project Director; Mr. Rabson Mgawi , Malawi Project Officer; Mr. Grey Mang’anda, Malawi Projects Coordinator; Dr. Douglas Brown, Director, (CIET), Project Steering Committee; Dr. Barbara McNeil, Project Steering Committee, Elaine McNeil, Project Manager; and Carla Johnson, Project Coordinator (SIDRU).

These goals are being met through the project activities such as strategic planning, designing and implementing leadership and management training, certifying for distance learning, revising curricula for an undergraduate degree program in technical and vocational education, establishing a graduate degree program in technical and vocational education, and establishing a TEVET Policy Research Unit. As well, cross-cutting themes such as gender equality, environmental sustainability, and AIDS/HIV awareness are being addressed by the project.

In 2010-2011 the project teams produced the following outcomes: •Strengthening Skills in Strategic Planning

Leads: Dr. Grant Kululanga, Principal; Ken Gondwe, MP; and Carole Bryant, Ranch Ehrlo

In Year 3, the official launch of the Strategic Plan took place following a 2-day workshop, during which the monitoring plan for the achievement of the Strategic Plan’s goals was developed.

CIDA Malawi TEVET Project (CIET)

Dr. Abu Bockarie, Canadian Director

Working to support and strengthen the

work of poverty reduction and

socio-economic development

strategies through Malawi’s Technical,

Entrepreneurial, Vocational Education and Training (TEVET)

system reform

Malawi Polytechnic (Lead Partner)

http://www.malawitevetproject.ca

In Year 4, a TEVET policy group was established which will meet biannually to discuss and develop strategies regarding policy and administrative matters that affect capacity building and system function.

•Management Development

Leads: Ms. Ella Ulaya, MP and Dr. Rosetta Khalideen, UFV

Seminars: Eight topics—Leadership and Supervision, Communications, Human Resources Management, Financial Management, Strategic Planning, Public Relations, Change Management, and Public Sector Management—were identified (Year 1 & 2 ) and delivered (Year 3 & 4). During a 1-day workshop, trainees were reminded of the importance of their portfolio development which demonstrates the implementation of what they have learned to their daily practices at work. In July 2011, the participants made brief presentations of the contents of their portfolios.

There has been, through the course of this project, an increase in the number of women in management positions at the Polytechnic. Gender workshops have contributed to women’s confidence in educational management, as well as highlighting the importance of female faculty.

•Program Planning, Development, and Review

Leads: Noel Kufaine, MP and Dr. Abu Bockarie

During Year 3, the project focussed on the renewal of the undergraduate Bachelor of Science degrees in the Technical Education Department (TED). Program developers decided to merge two of their degree programs, the B.Sc. (Technical Education) and the B.Sc. (Computer and Business Studies) degree programs. The Polytechnic faculty, having worked with the U of R team

on the renewal process, concurrently utilized their skills to renew the other program, which was brought to the University of Malawi Senate for approval in April 2011 and was approved in Year 4

Prior Learning Assessment (PLAR) is not currently practised in Malawi; however, the University of Malawi and the Polytechnic do use Credit Transfer to accommodate prior learning and experience of prospective students. A 5-day workshop related to Program Evaluation and Program Validation was offered, led by Dr. Cyril Kesten and Margaret Dagenais. A meeting followed the workshop to discuss transfer credits, and a decision was made to offer an additional workshop on Transfer Credit in Year 4.

Faculty training took place in Canada in Year 3, with 12 faculty members coming to Canada for a 2-week period of intensive study. The study mission was comprised of presentations, panel discussions, curriculum renewal strategies, instructional strategies, and program evaluation presentations. Faculty members also sat in as guests in a number of U of R and SIAST classes and were invited as guest speakers to some classes.

Dr. Barbara McNeil led a workshop in Malawi on instructional skills development and student assessment.

Dr. Kathy Nolan, U of R; Dr. Vianne Timmons, U of R President; and Susan Barber, Chair of the U of R Board of Governors joined with MP and University of Malawi faculty in a workshop intended to identify issues and discuss strategies for overcoming barriers to student access, success, and retention. Dr. Hyder Kazmi, Marketing Director for the U of R, facilitated several workshop sessions related to the design of appropriate marketing techniques and tools.

• Primary School Vocational In-Service Training for Teachers

The U of R President, Dr. Vianne Timmons and the Board of Governors Chair, Susan Barber, along with other members of the project team visited Senga Primary School to bring

greetings from the Saskatchewan partners and to witness a rural primary school first hand. The idea of twinning Senga Primary School (or another school) with one or two Saskatchewan schools that offer technical subjects was discussed. Currently, the identification of Regina primary schools as twinning partners with Senga School is underway.

• Distance Education

A workshop on theory and practice in developing materials for distance education was delivered by Stephen Wihak, U of R, and Dr. Elias Chakwera, Domasi College of Education in Malawi. The project assists the MP in redesigning for distance the current Certificate of Education. In November 2010, four faculty went to South Africa to visit three institutions involved in distance education delivery.

• Graduate Degree Programs

Leads: Dr. H. Gombachika, Vice Principal, MP; Noel Kufaine, TED; and Dr. Abu Bockarie, Canadian Project Director

Both Canadian and Malawian teams were identified for work on the development of a new graduate program. Two MP faculty members participated in a study tour to Canada to conduct research in the development and implementation of graduate courses at Canadian universities.

Stakeholder needs were determined for a new graduate program in technical education. A name for the new degree program (M.Sc. Technical Education), the courses, along with potential content for the courses were chosen. The 10 proposed graduate level courses are Curriculum Studies; Instruction and Learning; Theoretical Foundations of Technical and Vocational Education; Entrepreneurship, Business and Economic Development; Science and Technology in Society; Design and Appropriate Technology; Organizational Development and Leadership; Policy, Planning and Practice; International and Domestic Comparative Studies; and Research Methodology and Methods.

• TEVET Policy and Research Unit

Leads: Dr. Harry Gombachika, MP, and Dr. Michael Tymchak, U of R. Dr. Nancy Chitera was appointed as Coordinator of the MP’s TEVET Research Unit and TEVETA was appointed the lead for the Policy Dialogue meetings.

Chris Taylor, U of R Computer Specialist, assisted with training related to SPSS software and the development of a research database which stores all research undertaken at the Polytechnic in Malawi.

The new research unit is established at the MP with trained researchers conducting applied research to inform TEVET policy and programs. As well, the unit serves as a mentor to colleagues and students in the design and development of research proposals.

• Cross-Cutting Themes—Gender Equality Issues

Lead: Dr. Rhoda Bakuwa, MP, with support from Elaine McNeil, Canadian Project Manager. Dr. Grace Chiuye, a researcher at Chancellor College, University of Malawi, was hired as a Malawian gender consultant.

A 3-day faculty training workshop was facilitated by Malawian consultants who assisted faculty at the MP to increase their knowledge and skills to implement the new University HIV and AIDS course.

The Polytechnic held an HIV/AIDS awareness week during which a local NGO was contracted to hold a Voluntary Counselling and Testing clinic at the Polytechnic.

U of R Shane McKechney conducted an environmental audit of the facilities in three broad areas: water usage/wastage, sanitation, and waste management. A “state of the environment” report is being drafted for presentation to the Polytechnic.

Through this project, a tremendous amount of work is being done by many committed people. In addition to the direct reform work, the administrative team members work many hours to manage this project. The teams continue to grow as partners by gaining an understanding of each other’s needs in terms of planning and implementation of project activities, reporting functions, et cetera.

To date, the Got Books campaign, collecting new and gently used textbooks, has collected approximately 2000 books as donations to the Malawi Polytechnic by the U of R and SIAST.

A major success in Year 4 is the signing of an MOU between the University of Regina and the University of Malawi Polytechnic to continue the relationship beyond the project’s 6-year scope.

A gender working group was established under the leadership of Dr. Bakuwa. The group identified their goals and drafted a Terms of Reference document. A gender workshop was implemented with the theme of “Looking at the Polytechnic with a Gender Lens.” Dr. Cindy Hanson and Elaine McNeil, U of R, along with a number of Malawian faculty members from the Polytechnic and the University of Malawi, presented workshops.

The Forum for African Women Educationalists in Malawi (FAWEMA) continues to monitor the mother groups which were established in Year 2 to train women leaders.

A Bridging Program to support especially female students who experience difficulty in technical education, math, and sciences was implemented in December 2010. Dr. Kathy Nolan, a developer of the Bridging Program, conducted debriefing meetings with instructors and participants and made recommendations that the program be offered regularly, over a longer period of time, with student mentors, and an extended reach into secondary schools.

• Cross-Cutting Themes—Environment and HIV/AIDS

Lead: Kingsley Lungu, MP. George Jabu and Chikondi Mwendera, MP, work on the HIV/AIDS component. Elaine McNeil is the Canadian Lead for the HIV/AIDS and Environment components.

As the TED B.Sc. Technical degree was being renewed in Year 3, issues related to environmental protection were identified and the outcomes/contents were provided in the specific courses in the program.

U of R Gender Study Tour

U of R President, Dr. Vianne Timmons and University of Malawi, Vice Chancellor, Dr. Emmanuel Fabiano at M.O.U. signing

“ Saskatchewan Instructional Development and Research Unit (SIDRU) plays a vital role in ensuring that the Faculty of Educa-

tion has the flexibility to respond to research, program, publication, and service needs as they emerge and helps the university to achieve the goals of its strategic plan, especially to work through partnerships and in community to achieve common educational goals.” ~Dean James McNinch, SIDRU 2010-2011 Annual Report.

SIDRU was established in 1985 through a gov-ernment grant. Its original mandate was to conduct research and promote instructional development associated with the curriculum reform launched by the Department of Educa-tion at that time.

Within the last five years, SIDRU’s evolution-ary path has taken another, quite dramatic, turn. Latterly, although a number of interest-ing new and important research projects have been undertaken, the third-party market for research services has diminished. In response,

SIDRU has reinvented itself and emerged as the Faculty of Education’s innovation arm for off-campus and out-of-province programs.

SIDRU operates on the basis of a constitution which provides a mission statement and an or-ganizational structure. The organization is gov-erned by the Charter of the University of Regi-na. The Director, appointed by the President’s Office upon recommendation of the Dean of Education, reports to the Dean of Education; to the Dean, Faculty of Graduate Studies and Research; and to the Provincial Advisory Board which consists of representatives from each of the provincial educational agencies.

2010-2011 Provincial Advisory Board

Barry Bashutski, SSBA; Leila Cummins, LEADS; Cheryl Erlandson,SPDU; Tish Karpa, STF; Dianne Miller, U of S; James Mc-Ninch, U of R; Rod Kelln, VP Research, U of R; Edith Nagy, Ministry of Education; Patrick Renihan, SELU; and Norm Dray, SELU

Saskatchewan Instructional Development and Research Unit (SIDRU)

Dr. Michael Tymchak, Director

Serving the Faculty of Education by providing research opportunities, research management,

administrative supports, development

and maintenance of community-based partnerships and

programs, and publishing services

NetworkED Through the NetworkED consortium, SIDRU provides significant supports to the Tier I CIDA-Malawi Project, as well as the Cen-tre for International Education and Training (CIET),(see p. 8). SIDRU also produces the NetworkED Annual Report which profiles the work of the outreach centres/units/programs of the Faculty of Education.

Research Projects

New Projects:• Aboriginal Perspectives and/in Mathemat-

ics (Principal Researchers–Drs. Harley Weston, Kathy Nolan)

• Publication of Federated Colleges 100-Year Anniversary Lecture by Dr. James Pitsula

• Teacher Recruitment and Retention Issues (Principal Researcher/Writer–Dr. Larry Steeves)

Projects in Progress:• SchoolPLUS Conference with Nova Scotia

Partners • Research to inform the development of a

SUNTEP program entitled, Metis Knowl-edge, Customs and Traditions. (Principal Researcher–Dr. Sherry Farrell Racette, Associate Researcher– Russell Fayant)

Projects Completed:• Transition Committee Student Survey

(Project Consultant–Patti Schmidt, Princi-pal Researcher–Heather Ritenburg)1

Partnerships

Community-Based Programs: SIDRU has actively promoted—and provided administra-tive support for—the Faculty’s community-based graduate and undergraduate programs. Dr. Michael Tymchak’s role in the Communi-ty-Based Programs has been key, yet behind 1Found at: http://www.sidru.ca/publications/new-reports

the scenes, writing and negotiating the MOAs involved in forming partnerships with local in-stitutions in order to offer university education off campus. He has served as consultant and director for the Community-Based Program, ensuring that this valuable work continues. In addition to the new programs (see p. 14), Dr. Tymchak has initiated research into the com-munity-based program model. (See Dr. David Friesen’s report on the graduates of the first co-hort in Northern Saskatchewan at http://www.sidru.ca/publications/new-reports-2/c-based-masters-program).

TEP Partnerships: SIDRU has also played a supportive role vis-à-vis some of the Teach-er Education Programs (TEP), especially NORTEP and, more recently, NTEP, through a partnership with Nunavut Arctic College (see p. 14).

SIAST Faculty Certificate Program: SIDRU continues to facilitate the Faculty’s commit-ment to a partnership with SIAST, hosting, co-ordinating and maintaining the Faculty Certifi-cate Program for SIAST Instructors (see p. 18).

Faculty Supports: For the Faculty of Educa-tion in general, SIDRU offers its annual Re-search Fund Competition ($15,000), weekly SIDRU seminars, a biannual Faculty newslet-ter, Education News publication, and copy ed-iting and content management for the Faculty’s e-journal, in education.

SIDRU Staff: Dr. Michael Tymchak, Director Dr. Carol Schick, Assistant Director, Research Programs Dr. Larry Steeves, Assistant Director, Community-Based Programs Shuana Niessen, Project Facilitator Carla Johnson, Financial AdministratorJuanita Modeland, Research AssistantAnna Lucero, Research Assistant.

Aboriginal Teacher Education Program Partnerships and Support

Training teachers within their com-munities provides a viable solution to teacher-turnover rates, which, in turn,

brings consistency, stability, and role models to students, while raising socio-economic condi-tions within northern communities.1 Successful students of local Aboriginal Teacher Education Programs often attribute at least part of their success to the support from their families and communities, as well as the ability to speak and receive instruction in their first language. In light of Aboriginal TEPs’ significant value, the Faculty of Education, with the support of SIDRU and the Student Program Centre, of-fers support to several Aboriginal Teacher Ed-ucation Programs (TEPs) within the province and beyond, extending into the North.

Through partnerships with the Faculty of Edu-cation, TEPs offer their university programs with a distinct Aboriginal focus in accessible locations. Indigenous cultures and languages frame the programs, adding cultural values and 1See Tymchak, M. (2006). NORTEP/PAC: Innovation, Determination, Impact. The Impact of NORTEP/PAC After 30 Years. Regina, SK: SIDRU, University of Regina.

relevance to content, while maintaining high academic standards. Support includes assis-tance with program development and renewal, opportunities for professional development and collaboration, research, and other capac-ity building opportunities such as the develop-ment of news publications.

For 2010-2011, support of the Aboriginal TEPs was extended in the following ways:

Saskatchewan Urban Native Teacher Education Program (SUNTEP)

• Phase II of the Aboriginal Perspectives and/in Mathematics research is being conducted using a narrative approach to explore teacher’s perceptions of their successes, challenges, and insights into understanding and teaching mathemat-ics through a distinctly Aboriginal content focus. Reasearchers are Dr. Kathy Nolan and Dr. Harley Weston.

• SIDRU and SUNTEP are currently en-gaged in a research project intended to

Developing and maintaining

partnerships with Aboriginal Teacher

Education Programs to provide program

development, research, and

support

NTEP pre-intern participates in U of R Cultural Event

inform the develop-ment of an impor-tant new course to be offered in the SUNTEP Program, entitled, Métis Knowledge, Cus-toms and Tradition. Once the background research is completed, it is proposed that the course will initially be offered on an experimental basis, and thereafter become a regular part of the program course offer-ings. Researchers are Dr. Sherry Farrell Racette and Russell Fayant, SUNTEP.

Northern Teacher Education Program (NORTEP)

• NORTEP, in partnership with the Univer-sity of Regina and the University of Sas-katchewan, offers a full Bachelor of Educa-tion degree program. SIDRU and NORTEP continue to work together on various proj-ects. This year we worked together to pro-duce a second annual newsletter which can be found at: http://www.sidru.ca/networked/aboriginal-teacher-education-programs/nortep-norpac-newsletter

• SIDRU supports the work of the Centre for Northern Research and Graduate Studies Education (CENRGE) through Dr. Mi-chael Tymchak, Director.

• A second Community-Based Master’s Program is set to commence this summer, 2012 in La Ronge. This program is specifi-cally designed with the community needs in view. The program will have a Blended/Curriculum and Instruction focus.

Yukon Native Teacher Education Program (YNTEP)

• YNTEP offers a 4-year Bachelor of Educa-tion degree program in conjunction with

the Faculty of Edu-cation, University of Regina. Graduates of the program are eligible for teacher certification from both the Yukon and Saskatchewan.

• This year, U of R President Vianne Tim-mons, and our Faculty’s Dr. Carol Schick, were present for the graduation ceremony.

Nunavut Teacher Education Program (NTEP)

• NTEP, a program of Nunavut Arctic Col-lege, in partnership (since 2007) with the Faculty of Education, University of Regina offers a unique Bachelor of Education pro-gram that allows students from diverse lo-cations (the community-based programs) to take their education partly in their home communities and partly in Iqaluit. The program team engages in program renewal and development and the incorporation of a field experience model for students, such as an Extended Practicum (Internship). Each winter, Dr. Michael Tymchak—in col-laboration with NTEP staff, and with newly appointed U of R, NTEP liaison, Julie Machnaik, and U of R Student Program Advisor, Rochelle Fenwick—organizes and offers a professional development sympo-sium designed for students and staff.

• Shuana Niessen, in collaboration with Kaviq Kaluraq, produces an annual News-letter. This can be found at: http://www.sidru.ca/networked/aboriginal-teacher-education-programs/ntep-news

International

Pro

ject

sCollaboration

Services

Su

pp

ort

InnovationPartnerships

Dialog

ue

Interprofessional

Education & Instruction

Building CapacityTraining

Monica Ittusardjuat, A/Director NTEP, 2010

YNTEP graduation class 2011

NTEP pre-interns take a course at the University of Regina

NTEP pre-interns participate in a cultural event at the University of Regina

PD Symposium NTEP, Iqaluit: (L-R) Michael Tymchak, James Legge, Leigh Clark, Del Fraser

Dev

elop

men

t

Community

Collaboration

Services

Interprofessional

Education & Instruction

Pro

fess

ion

alis

m

Equit

y

Building Capacity

2010-2011 SIDRU Seminars

CIET/UR International Summer Institute

Greystone Interprofessional Workshop

Rese

arch

The Faculty Certificate Program (FCP) is a visionary and collaborative initiative between SIAST and the Saskatchewan

Instructional Development and Research Unit (SIDRU), Faculty of Education. This program provides SIAST instructors with professional development as adult educators, enriching their academic leadership roles and instructional skills in a technical setting. While working to-wards their FCP Certificate, SIAST faculty gain 18 U of R credits towards a Bachelor’s degree at the University of Regina. The Faculty of Education is now in the process of developing a new Bachelor of Education degree program with an Adult Education designation-- this with a view to bringing new opportunities forward that align more closely to demands for Adult Education within the province. As part of that need, the university is deliberating on ladder-ing options for those enrolled in and graduates of the FCP.

FCP Working Group includes:Dr. Michael Tymchak, SIDRU Director;Dr. Arnold Boldt Academic VP, SIAST;

Rod Goertzen, ILDC Director;Shuana Niessen, SIDRU Coordinator/Liaison;Rochelle Fenwick, SPC, Program Advisor;Dr. Heather Ryan, Associate Dean Student Services and Undergraduate Programs;Dr. Abu Bockarie, Director of Adult Educa- tion and Human Resources Development; Dr. Sal Badali, Associate Dean Faculty Development and Human Resources; and Dr. Jennifer Tupper, Associate Dean Faculty Development and Human Resources (July 2011 to present).

The ILDC Academic Director, and SIDRU FCP coordinator/liaison support the facilitators and students of the Fac-ulty Certificate Program, working closely alongside the U of R Director of AE and HRD Program, and the

Working collaboratively to provide relevant, SIAST-oriented,

professional development for new instructors within SIAST—accessible and

relevant university education

SIDRU/SIAST Faculty Certificate Program (FCP)

Dr. Abu Bockarie’s presentation at the SIASTProfessional Development Workshop

Dr. Michael Tymchak, Director

communities between the U of R and SIAST, among the four SIAST campus facilitators, pro-gram advisor, and students, are being formed, developed, and sustained. Ultimately, the pro-gram has further enhanced and integrated the learning culture in SIAST, and produced new connections for students to continue their edu-cation with the U of R.

Dr. Michael Tymchak, SIDRU’s director, de-scribes the FCP as a “win-win” program: “The cycle of courses is oriented to SIAST and ad-dresses the particular needs of instructors in that institutional context. The program is ca-pacity-building in that a significant component of the program leadership and management is based within SIAST itself through the Instruc-tional and Leadership Development Centre (ILDC). By embracing all four SIAST campus-es, the FCP promotes inter-campus networking that nourishes a rich institutional culture. And the program offers a ‘value now’ credential for those who complete the program.”

“The net result,” continues Dr. Tymchak, “ is a program that benefits SIAST, as the employer of excellent instructors; the instructors them-selves, who gain an employer-sponsored quali-fication with broad currency; SIAST students, who enjoy an enriched learning experience; and, finally, the University of Regina, whose own student body is enlarged and enhanced by a diverse group of highly motivated educators and professionals.” For the U of R, the FCP has helped to inspire other innovative partnerships aimed at making education local, relevant, and accessible. “I am not aware of another profes-sional development program implemented by any other college in Canada that compares to the current FCP program created by SIAST in partnership with the University of Regina,” Dr. Tymchak concludes. “The FCP is, arguably, the ‘gold standard’ of college-level professional de-velopment programs in Canada.”

U of R Under-graduate Program Advisor, to ensure the pro-gram runs smoothly, solving prob-lems as they arise. As this partnership continues to grow and develop, new connections are made, and new supportive learning communities form.

There were 23 graduates of the FCP this year. The graduate celebration was held August 12, 2011 at the Willows Golf and Country Club in Saskatoon. Dr. Thomas Chase, Provost and VP Academic brought greetings from the Uni-versity of Regina. To date, 93 SIAST faculty have completed the FCP.

Each year, SIDRU and SIAST sponsor a Pro-fessional Development Workshop for FCP in-structors. This year’s participants enjoyed Rod Goertzen’s ILDC/FCP Overview; a roundtable discussion on the theme, Perspectives on Eval-uation; Dr. Allan Quigley’s keynote address, “What Can Our Past Teach Us? A Case Study of Seven Adult Literacy Landmark Movements and Schools”; and a group discussion moder-ated by Dr. Abu Bockarie, on Perspectives and Issues in Instructional Development. Dr. Michael Tymchak moderated the workshop, and Dr. Arnold Boldt, AVP, Academic and Re-search, SIAST gave final remarks. Feedback from participants indicated that the workshop was rich with information and was appreciated.

Through continuous formal and informal eval-uation, the program is being developed to ef-fectively meet both institutional goals, and in-dividual instructor/learner needs. New learning

SIAST President Bob McCulloch, U of R Provost & VP Academic, Thomas Chase with FCP

graduating class, 2011

Since 2007, the Greystone Centre for In-terprofessional Collaboration in Educa-tion (G-CICE) has coordinated projects

that engage pre-service, human service profes-sionals in real life, problem-based interventions that aim to break down the barriers which have traditionally prevented human service provid-ers from working together to the benefit of stu-dents and communities.

The mandate of the G-CICE centre is to con-tribute to the development of interprofessional teaching and learning, research and policy, and professional communities.

Dr. Salm, Director of G-CICE, has been work-ing to secure continued funding for the centre for the past 2 years. Despite the lack of new funding, G-CICE was active in 2010-2011.

On June 21st, 2011, the Greystone Centre for Interprofessional Collaboration in Education sponsored an interprofessional workshop for the Regina Public School Integrated Support Services Division and School Support Teams.

Over 80 professionals, including the Deputy Director, Supervisors, Continuous Improve-ment Coordinators, Cultural Liaison Staff, Superintendents, Instructional Consultants, Speech and Language Pathologists, Counsel-lors/Social Workers, Psychologists, and Occu-pational Therapists participated in the work-shop which was designed to support the RPS strategic initiative of collaboration for improved student outcomes.

Both large and small group sessions in inter-professional and role-alike groups helped the teams reflect on current strengths and effec-tive strategies as well as barriers for change. Participants considered underlying conditions, obstacles, and contradictions that are counter-productive or ineffective for collaboration and discussed strategies to build partnerships and work together differently. As part of the action-planning process, participants interrogated col-laborative roles, structures, processes, and ac-tions that may lead to better student outcomes in particular contexts. In the final “Solution Seeking” session, participants summarized pos-

Greystone Centre for Interprofessional Collaboration in Education (G-CICE)

Dr. Twyla Salm, Director

Working through collaborative social action with pre- and

in-service human service professionals

to support the health and well-

being of individuals in schools, youth,

families, and communities

sibilities, along with priorities for next steps to-wards innovative but practical action.

Participants in the Greystone Centre for Interprofessional Collaboration in Education sponsored Interprofessional Workshop

The present structure of CIET is a result of efforts during the past two years to obtain funding for the organization.

During the 2010-2011 year, various plans were put forward by the CIET Board with the goal of finding a reliable source of funding for CIET. With funding from Saskatchewan Instructional Development and Research Unit (SIDRU), CIET sent a representative to Ottawa, Canadian International Development Agency (CIDA). The goal was to apply for a funded development project. Some possibilities were reviewed as a result of this fact-finding mission. After reviewing some of our options, a Centre retreat and planning session was organized. At this retreat, CIET’s short and medium term goals were articulated. It was determined that CIET should more closely define its purpose and mission while developing capacity in key areas. Included were the following initiatives: to produce a cross-campus database for international activity, to secure a funded developmental project within the next two years, and to support the organization over the short term through teaching and learning institutes (for example, in the summer of 2011 CIET entered into a partnership with UR International for the China Summer Institute).

The CIET Director met several times with representatives from the President’s Office, UR International, and the Office of the Provost and Vice President Academic in an effort to secure funding. This initiative came about on a suggestion from Dr. Lynn Wells, Associate VP (Academic), that CIET be reclassified, becoming a University Tier 1 Centre, to obtain funding from either the Office of the Provost and Vice President Academic or the Office of Research Services. However, the process of reclassification is time consuming and can be relatively expensive. Dr. Brown, Director, then petitioned the President’s Office for the seed money needed for project development and reclassification.

In the spring of 2011, President Timmons requested a proposal and budget—required to secure money available through the President’s Special Discretionary Fund. With help from Board members, Dr. Brown prepared a proposal and applied for the funding. Dr. Timmons gave approval to the funding ($35,000). However, the President asked that CIET, in receiving the money, become more representative of the University. It was

Dr. Doug Brown, CIET Director

Centre for International Education and Training (CIET)

Improving the human condition

through educational development,

shared expertise and experience,

and involvement in culturally affirming,

sustainable, and international

development projects

determined by the President that the money be used to fund a University Centre. Dr. Brown was asked to be the Faculty representative for that organization in the interim until an organizational structure can be formalized. Under the UR International umbrella, the Centre would demonstrate a broader mandate developing capacity in required areas. The Centre’s mandate is to sponsor an education and training centre, as well as managing an office to facilitate international development, scholarly exchange, and student exchange. Dr. Brown began meeting and planning with UR International, the President’s Office, and the VP Academic Provost. A consultant was hired (Denis LeClaire) to make recommendations with regard to the organizational structure and mandate of the new University Centre.

Arriving at this juncture, the new Centre is in the planning stage. The potential for this centre is enormous, drawing a significant budget through the Office of the Provost and Vice President Academic and employing CUPE and APT staff. However, the process will be slow to develop and will not involve the direct input of the Faculty CIET Board. Also, the finished product of the Centre could take up to 20 months to complete.

Notwithstanding these limitations, the China Summer Institute has proven a success. The Faculty of Education was central in both the planning and implementation of the Institute. This endeavor demonstrates that these ventures can be both profitable and productive in developing strong relationships across campus. The new centre can assume future education and training responsibilities for the University. It can also be the hub of development and exchange for the University. Involvement from CIET Board members can take place at the individual level, particularly if an advisory board is developed for the Centre. Regardless, Education’s participatory role has been central in the development of this project. There is no reason to believe this will not continue.

2010-2011 CIET Board

Douglas Brown (Chair), Abu Bockarie, Alec Couros, Barbara McNeil, Cindy Hanson, Kathy Nolan, Ken Montgomery, Kathy Nolan, Rod Dolmage, Xia Ji Ex officio: James McNinch, Livia Castellanos, Thomas Chase

CIET Projects and Programs

Summer Institute (August 2-22, 2011)

CIET/UR International Summer Institute (August 2 – 22, 2011) for Chinese Scholars Event was organized and held in partnership with UR International. The Summer Institute was a 3-week program with a focus on TESOL training, scholastic exchange, and international cooperation. Participants received language training in the morning complemented by academic seminars, professional observations, and cultural activities in the afternoon. Guests at this year’s institute represented three Chinese jurisdictions (universities) and a number of academic disciplines. All participants were professors living and working in China. Dr. Brown served as the co-organizer/participant (CIET) at this event. Li Liu (Protocol UR International) assisted him. Plans are underway for a second Summer Institute, commencing in July 2012. This institute will involve two TESOL cohorts as well as a leadership training cohort, catering to mid-senior level university administrators. Final numbers are contingent upon funding abroad as well as successful visa applications.

China - Bridging Project (ongoing)

CIET’s participation in the China Bridging Project continues, including the following activities:

• meetings with the Director of UR International to discuss the renewal of contracts for two of our CIET’s Bridging Project agents (Tianjin,Visaband Services) and (Shanghai, SISU EG). New

A SIDRU PublicationFaculty of Education, University of Regina

agreements were negotiated and couriered to China for approval/signatures;

• submitting and processing agent invoices (SISU Shanghai; Hexi District, Visaband, Tianjin) and meeting to streamline admission process;

• discussion with agents in Tianjin and UR International recruitment representation regarding application of a Tianjin student through the Bridging Program. Application processed and advanced to UR International.

China/University of Regina 30 Year Celebration

The China/University of Regina 30 Year Celebration was one of the major events in the University of Regina’s calendar for 2011. CIET was active in promoting individuals and organizations from Northern China that hold long-term agreements with CIET and the University of Regina.

Through the NetworkED consortium support, a CIET website was developed which is located at www.ciet.ca

Summer Institute Facilitators

Summer Institute Students and Instructors

Summer Institute Cultural Event

Dr. Douglas Brown with Summer Institute students

Dr. Rod Dolmage with associates from Tianjin Senior Middle School (Bridging Program)

N e t w o r k ED

NetworkED Annual Report 2010-2011

Documents

Transcript of NetworkED Annual Report 2010-2011