1980 Profile

Profile__; 1980

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IVIOhavvk College

Profile__; 1980

Published by the Office of the President Mohawk College of Applied Arts and Technology P.O. Box 2034, Hamilton, Ontario L8N 3T2 Telephone (416) 389-4461

Table of Contents .0

Message from the Chairman of the Board . . . . . . 3 The President Reports ............. . ........... 4 The College and the Community . . . . . . . . . . . . . 7 Mohawk's Student Profile ........... . ..... . .. 11 Financial Management ........................ 14 Today and Tomorrow . . . . ... . ... . ....... . . .. .. 16 Goals and Objectives .... .. ....... .. ....... . ... 16 Looking Ahead ........................ ...... . . 17 Full Time Programs - 1980 I 81 ...... ... ...... 19

2

Message from the Chairman of the Board

From time to time Mohawk College has issued a public report of its activities and affairs to the communities which support it. This, the Board of Governors believes, is an essential function of the Administration of the college. It enables the taxpayer to have a better understanding of the financial state of the college, its development, and its merit as a community resource. I consider it most appropriate that in the final year of the tenure of Dr. Sam Mitminger as President, Mohawk College is again putting before the people of our region an accounting of its activities.

All of us who serve on the Board of Governors, and those who served on past Boards, have taken a special pride in the way in which the college came into our community, accepted a new and challenging role, and rose to a position of

eminence in the field of post-secondary education. We have seen the college not only make giant strides in the development of programs and courses directed to academic achievement and relevant skills, but to the expanding role Mohawk has demonstrated as a people centred community resource enjoyed by many thousands of men and women seeking recreational, cultural and professional enhancement.

Our satisfaction lies not so much in the role we play as Governors, but in the manner in which the staff, faculty and administrators do their jobs, in the high degree of professionalism shown by the college's employees, and in the performance of the students and the achievements of the graduates.

It is nearly 14 years since Mohawk College came into being. In terms of our community's history, this is a relatively short span of time. But what years they have been! Of that time, since 1971, the college has been under the leadership of Dr. Sam Mitminger who, as President, has carried the heavy burden that becomes the lot of a Chief Executive Officer of a large and expanding institution. He has guided Mohawk College with unswerving dedication and skill into the 80's and leaves to his successor a legacy of unmatched growth and the achievement of objectives.

When a future historian records the first decade and a half of the life of Mohawk College, much of that period of time may well be known as the Sam

MiN~k¡(!fork~

f

Stephen Fletcher, Chairman, Board of Governors

3

The President Reports

To take part in a great adventure is the dream of every person. To participate in one richly endowed with challenge, praiseworthy objectives and personal satisfaction is the lot of only those who have had the good fortune to be chosen from the ranks which abound with people of ability and talent.

Through my early association with the Provincial Institute of Textiles, its successor, the Hamilton Institute of Technology, and the 13 year history of Mohawk College, which incorporated Hamilton's small but respected institute of technology, I have been privileged to take part in a great, Canadian educational advance. Now, on the eve of my retirement as President of the college, I am pleased to submit this report to our "shareholders," the people of Ontario.

Since its inception in 1966, Mohawk College has had a remarkable history of development and growth. It started with the incorporation of the Hamilton Institute of Technology with a modest offering of post-secondary programs in Applied Science and Technology, and one in Business Administration, some eight programs in all. The large, Fennell Campus, in Hamilton, was in its initial stage of construction. The Braneida Campus, in Brantford, the Saltfleet Campus in Stoney Creek, and the college's other campuses and centres were still dreams somewhere along the road. The newborn college presented its programs to 690 fulltime students in the H .I.T. building (now the Wentworth Campus) on Wentworth Street, North , and in a few rented spaces in other parts of the city. A limited number of extension courses were taken by some 1,900 people.

4

The whole concept of the Colleges of Applied Arts and Technology, as an alternative to the traditional post-secondary mode of education offered at the university, was new to the people of Ontario. Those charged with planning the postsecondary educational profile of the province perceived the need for the "community college."

But it remained to be seen if the people of the Ontario communities would accept the concept, and partake of the new and unfolding opportunities the colleges would offer. It remained to be proven that the objectives of the community colleges could be translated into a level of performance that would achieve enthusiastic acceptance by the surrounding communities, and the world of business and industry to which they are primarily directed in their educational thrust.

The ensuing years were to demonstrate that all these objectives were not only reached by Mohawk College, but exceeded. Growth, in buildings and facilities, proceeded at an astounding pace. Academic programs were added annually to keep pace with the steadily increasing demand from growing numbers of people wishing to take part in relevant, academic programs directly related to the demands of the world of work. From its core of Business, and Applied Science and Technology offerings, the college developed an increasing range of programs including Applied Arts, and Health Sciences

.n programs which later came into the fold. Adult Retraining programs came under the operation of the college, and a range of Apprenticeship courses were given. One of the most dramatic factors in this great expansion over the years was the phenomenal growth in the area of part-time courses and programs in Continuing Education.

Within a decade, Mohawk College became an important, and I believe respected, community resource enjoying the support of people everywhere, and the confidence of business and industry who hired our graduates.

In the academic year, 1980-81, the college reached a new summit of some 10,960 fulltime students, of which more than 5,000 are registered in more than 50 post-secondary programs. Our registrations in Continuing Education are expected to be 35,000; in all, 45,960 registrations in all categories of courses and programs. This is truly a remarkable comparison with the statistics of the 1966-67 start year of the college.

All this has been accomplished, in spite of severe financial restraints in provincial funding over the past few years, because of four essential ingredients: -a Board of Governors committed to the growth of the college and the well-being of its faculty and staff; -the high quality of instruction by a Faculty dedicated to the progress of their students; -sound, capable management and administration of the business affairs of the college; -participation by a large number of people from the community in our affairs through Advisory Committees and other areas of joint dialogue.

5

All four ingredients were essential to our success, but I cannot over emphasize the importance of the Advisory Committees and other groups of people from the community who brought to us their expertise, wisdom and sound counsel in the development and management of our mandate. They helped us to become a community college in every sense of the term.

Through my years at Mohawk College I have been fortunate to be part of this great adventure.

During my tenure as President I have had the good fortune to be supported, advised, and sometimes corrected, by an enlightened Board of Governors, able administrators and a staff who share with me a belief and conviction in the worth of the college. I have had the blessing, as so many thousands of our graduates would testify, of a teaching faculty second to none in any college in Canada, or indeed, anywhere else.

/(~~~ Sam Mitminger, President

6

The College and the Community

The term, community college, is an apt one. It expresses the close relationship that exists between a place of post-secondary education presenting educational programs oriented to the specific needs of business and industry, and agencies and institutions devoted to health care and social welfare, and the region of its location.

The term denotes a place in which the people of the communities are very much involved in the fashioning of the college's educational presentations, and a place in which people can participate in a wide range of activities outside the purely academic and instructional - be they cultural or recreational.

In setting up the Ontario system of Colleges of Applied Arts and Technology, each college was

allocated a geographical region or area by the provincial government which would be the primary constituency for its mandate. Mohawk College is located in the region known as Area 9 (see Fig. 1). This area embraces the Hamilton-WentWorth Region, Brant County, and parts of the Haldimand-Norfolk Region and the Regional Municipality of Niagara. Some 570,000 people live in this area.

It is an area of wide contrasts ranging from the heavy industrial concentrations in Hamilton and Brantford, and rapidly developing at Nanticoke in the Haldimand-Norfolk Region, to rich, agricultural lands where farming has been a major occupation since the beginnings of Ontario's early

Figure No.1 AREA SERVED

BY MOHAWK COLLEGE : AREA 9 1980

= NIAGARA REGION Jarvis

/

NanSicoke*

Lake Erie

7

8

history. The area 's people bear the heritage of many lands and cultures, and since the Second World War, there has been a dramatic increase in the ethnic mix of the men, women, and children who make Area 9 their home.

The area has a strong industrial base, particularly in the primary metal, metal fabricating and machinery manufacturing fields.

There are growth indications in the textiles and plastic industries. The estimated number of employees working in manufacturing plants in Mohawk College's area exceeds 80,000. This represents a figure of approximately 30 per cent of the employed labour force, and a participation rate that is more than one-quarter higher than the balance of the province. Industrial growth in Nanticoke has advanced on a dramatic scale with the development of a giant steel complex by the Steel Company of Canada. In its first stage, approximately 1,300 full-time employees will be producing an estimated 1.35 million tons of steel annually, and further production expansion is expected to increase the number of full-time employees to some 2,000 by 1983.

The impact of this and other industrial developments will bear heavily on population growth in the Haldimand-Norfolk Region, and the current population of some 87,000 is expected to grow to approximately 112,000 by 1986, and 200,000 by the end of this century. This growth in the numbers of people will eventually focus on the Townsend New City site, located north of the town of Jarvis. Towns end is expected to become the dominant population centre of that region by the early 1990's.

A matter of human concern in any region is that of Health Care Services, and the HamiltonWentworth Region has developed an integration

and coordination of institutions and agencies in the field of Health Sciences probably unequaled anywhere else in Canada. The major centres in Area 9 offer a full range of social services, and in the past few years, particularly in Hamilton, there have been great advances in the facilities for the presentation of cultural and social activities.

While the visitor can, in a few minutes drive from Brantford or Hamilton, enjoy pastoral scenery and realize the wealth of the area's agricultural heritage; that same visitor will be fully aware of the industrial strength and development of the two modern cities that comprise the major population concentrations in Area 9.

To be an effective community resource, particularly in terms of human resources, the profile of the community college must reflect the ambience of the communities it serves, and at the same time lend its service to the overall needs of the province and the nation. In its growth and development Mohawk College has fashioned its programming to the needs of business and industry, and the social services of its area, and the college's own profile has become an integral part of the total community. The predominately industrial base of Area 9 has shaped Mohawk's emergence as one of the foremost Ontario colleges in the field of education for Applied Science and Technology, and in the area of Business programs. ¡ The high degree of coordination of Health Care Services in the Hamilton-Wentworth Region, mentioned above, is very much in evidence in Mohawk's development of Health Sciences programs. The college's Faculty of Health Sciences holds dose, cooperative links with the Faculty of Health Sciences at McMaster University and the total approach to education in

this vital field is a well-knit, integrated operation by the two institutions.

Indeed, the spirit of cooperation that exists between the college and the university in other sectors of post-secondary education is a model that might well be adopted by other Canadian communities.

A current and projected critical shortage of skilled industrial workers in the college area, identified by a study conducted by a local industrial advisory committee, the Hamilton Industrial Training Advisory Committee (HIT AC), has resulted in the establishment of the Hamilton Industrial Training Centre, located in Stoney Creek. There, with the cooperation of Mohawk College, training is being given in such specialized trades as Industrial Machinist, Industrial Mechanic, Industrial Electrician, Fitter Welder, and Tool & Die Craftsman. A survey carried out by the Brantford Industrial Training Advisory Committee has indicated similar shortages in that community. The college's Braneida campus, in Brantford will be increasing its Mechanics and Machinists training program opportunities for local trainees.

These are but two examples where the college, in cooperation with community groups, is moving to meet important needs in the region.

While education and training in a variety of different sectors are a primary role for the college, Mohawk has with equal emphasis developed its role as a community resource devoted to the recreational and cultural pursuits of people. The magnificent theatre at the Fennell Campus caters to community theatrical and musical groups and others who can utilize its seating capacity of more than 1 ,000. Mohawk's cafeterias, lecture theatres, gymnasium and other facilities are used by a great

9

number of non-college organizations and associations for a variety of purposes. Tennis buffs in the community are members of the Mohawk College Tennis Club, located on the spacious Fennell Campus grounds, with its five all weather courts protected by an air supported bubble, and five outdoor courts. Its Children's Centre at Fennell is available, within the limits of its capacity, for youngsters from both the college and outside communities.

Mohawk College is a centre for many people, mornings, afternoons and evenings, seven days a week. The college does not stand apart from the communities it serves in Area 9; rather, it is very much a part of those communities. The college believes that in being a public centre for the communities, as well as a place for post-secondary and adult education, it is properly discharging its mandate.

Figure No.2 MOHAWK COLLEGE SPACE SUMMARY

Campus

City

Owned or Leased

Bartonville Braneida Brantdale Brantford General Hospital Brantford Y.M .C.A. Chedoke H.S.E.C. Chedoke Medical Laboratory Civic General Ho~ital Civic Henderson ospital Downtown Library Centre Dundas Valley School Fennell CamGus Hagersville entre H.I.T.A.C. Industrial Centre james St. Centre McMaster Medical Centre New Credit Reserve St. joseph's Hospital Saltfleet Campus Wentworth Campus

Hamilton Brantford Hamilton Brantford Brantford Hamilton Hamilton Hamilton Hamilton Hamilton Dundas Hamilton Hagersville Saltfleet Hamilton Hamilton Hagersville Hamilton Saltfleet Hamilton

Leased Owned Leased Leased Leased Leased Leased Leased Leased Owned Leased Owned Leased Leased Leased Leased Leased Leased Leased Owned

Net Floor Area in Sq. Ft. 20,344 65,022 13,440 19,589 2,225 85,052 40,887 1,066 2,533 4,240 2,679 588,989 1,942 31,111 957 1,678 3,715 3,256 100,700 ~9,425

1,028,850

10

Mohawks Student Profile

Figure No. 3 summarizes the college enrollments in the year 1979 I 80. The college at that time had the sixth largest full-time enrollment of the province's 22 community colleges . The bar chart in Figure 4 illustrates the full-time enrollment at the college as a percentage of the total enrollment of all the province's colleges. Although the college's designated area contains only 6.8% of the total population of the province, 10.2% of the province's technology students and 9.5% of the province's apprenticeship students were studying at Mohawk College. The size of these enrollments reflects the strong industrial base of the college area. The Hamilton area has traditionally been a centre for health sciences education and this is reflected in the high proportion of Health Sciences students at the college (10.5% of the total provincial enrollment and the largest single

college enrollment). A new health sciences program Medical Diagnostic Ultrasonography was introduced in the Fall of 1980.

The college has, as a high priority objective, the development of innovative teaching methods, and the integration of 011-the-job work experience with classroom and laboratory teaching. Mohawk was a pioneer in the development and introduction of the cooperative educational approach in the province's colleges. Currently 15 Mohawk College full-time post-secondary programs and approximately 1,400 students are using this approach. It is the college's intention, should suitable formula funding become available, to place more of its three-year postsecondary programs, as well as some two-year programs on the co-op pattern. Two new programs, Marketing and Civil Engineering

I¡ I II

II

Figure No. 3 1979

I

80 MOHAWK COLLEGE STUDENT POPULATION

Full-Time Post-Secondary Technology Business Applied Arts Health Sciences TOTAL F.T. POST -SECONDARY Full-Time Retraining Full-Time Apprenticeship TOTAL FULL-TIME PART-TIME (Registration) Part-Time Retraining T.I.B.I. M.C.M.E.S. Other Part-Time

No. of FullTime Programs 28 8 11 5

No. of Students Nov.1/79 1,919

Total Students Annually

Co-op Students Nov.1/79 1,145

1,361 637 918

53

52

4,835

4,930

29 8

1,240 319

4 ,775 1,580

89

6,394

11,285

1,294 428 45 10,832

3,508 1,378 228 27,099

12,599

32,213

1,198

1,198

11

Technology, will be added to the co-op pattern in 1980.

The college introduced the "Experiential Learning" approach to the three-year Energy Systems Engineering Technology program, the two-year Data Processing program and the threeyear I.C.I., Industrial Mechanic and Industrial Machinist programs in the Fall of 1978. This educational approach incorporates the co-op pattern and has the added feature of permitting the student to earn academic credit for his or her work term by completing on-the-job specific learning objectives or competencies. In this way, it is possible to reduce the in-school portion of the programs. The new I.C.I. programs, Tool and Die

Craftsman, Fitter-Welder and Industrial Electrician, which were introduced in September, 1980, will use the Experiential Learning approach.

The college's Health Sciences programs integrate on-the-job work experience as well in the clinical portion of their programs. Totalling all programs with a work experience component, these amount to more than 40% of the Fall fulltime post-secondary enrollments.

Full-time post-secondary enrollments grew at Mohawk by more than 10% in the Fall of 1980.

Part-time enrollments grew by close to 11% in 1979 I 80 and are expected to grow a further 8% in 1980 I 81. Approximately 1,000 courses are offered in Continuing Education.

Figure No.4

MOHAWK COLLEGE STUDENT ENROLLMENT EXPRESSED AS A PERCENTAGE OF ALL ONTARlO COLLEGES TOTAL 1979 FULL-TIME AND PART TIME ENROLLMENT

Mohawk Area Population as% of Total Provincial PopulationTechnology- 10.2% Business -

6.0%

Applied Arts -

3.3%

Health Sciences -

10.5%

Total Post-Secondary -

6.9%

Adult Training- 6.6% Apprentice -

9.5 %

Total Full-Time- 6.9% Part-Time (Registrations)- 5.9%

1%

12

I

!

2%

3%

4% 5% 6% 7% 8% 9% PERCENT AGE OF TOTAL PROVINCE

10%

11%

12%

During the fiscal year 1979 I 80 approximately 4,700 students received training in 29 full-time Retraining programs located in eight college campuses. A ten percent increase in activity is expected in 1980 I 81. Several new Retraining programs were introduced in 1980 in the Retraining area. Included amongst these were a Steel Process Operation program in Simcoe and at the Saltfleet Campus, a new Welding program at the New Credit Reserve Campus, a new training program for handicapped adults in Brantford, which is unique in the province, a new pilot program, Basic Employment Training, at the Brantdale Campus, a new Pipe Drafting program at the Saltfleet Campus, and a new Lithographic Layout and Stripping program at the Brantford Campus. A special program designed for laid-off White Farm Equipment workers to improve their job potential in Welding and Press Operations was introduced in Brantford. A very large increase in English as a Second Language enrollments were experienced in both Hamilton and Brantford consisting largely of Vietnamese refugees.

Approximately 1,600 students were registered in eight Apprenticeship programs in 1979 I 80.

Approximately the same number of students are expected to receive training in these programs in 1980 1 81.

It may be of interest to note that more than half of the college's full-time post-secondary enrollment, the full-time Retraining enrollment, and the total part-time enrollment are women.

13

Financial Management

14

The condensed operating financial statement shown in Figure No. 5 was prepared from the college's audited financial statements of the last two years.

To put our spending into historical perspective, college operating costs five years ago (1975 I 76) were only approximately $19,000,000. Our 1980 1 81 operating costs are expected to more than double that value, reflecting a dramatic increase in services offered by the college over the last several years.

Most of the college's operating revenues come from government grants (approximately 87%) and only approximately 11% of these came from student tuition fees.

The "Pie" Chart in Figure 6 illustrates how the college spent its operating dollars in 1979 180.

A good indication of the college's operating cost efficiency can be obtained by comparing our costs with those of the other 21 colleges in the province. A study prepared by the Ministry of Colleges and Universities, based on 1978 I 79 audited financial data, indicated that the college operating costs per full-time equivalent student (F.T.E.) were the thirteenth lowest in the province. Administrative costs per F.T.E. were the 18th lowest in the province.

Although Mohawk's physical plant costs tend to be above average (because of the large proportion of highly technical programs at the college), we are proud of our record in implementing a very successful energy conservation program. In the period of 1975 I 76 to 1979 I BO our energy consumption has dropped by 8.1% although our building area has grown by 13%.

In anticipation of diminishing government financial support, the college began cost-cutting

measures in earnest. As a consequence of these actions we have been able to report a modest surplus for the last two years. The surplus will assist us in the years ahead to balance the budget and will allow us the flexibility to accommodate extraordinary expenditures. An extraordinary expenditure that faces us in the near future is that of the large scale replacement of worn out equipment which must be met from the college's operating budget. Most of the student laboratory and shop equipment has been well used for more than ten years and some for more than twenty years (from HIT days).

It is our intention to balance the budget this year as well as in future years. This we intend to do by careful financial management as well as the use of our reserves and surpluses.

Mohawk College intends to continue to review its operations regularly with the intention of improving efficiencies both in academic and nonacademic areas.

In an attempt to achieve economies of operation and to avoid costly duplications, the college will continue to follow its policy of close cooperation with neighbouring post-secondary institutions.

The closest relationship exists now between the college and McMaster University who share four teaching facilities, the Braneida Campus, the Hagersville Centre, the McMaster Medical Centre and the downtown Hamilton Library Education Information Centre. The college is sharing space as well with Fanshawe College in Simcoe.

Mohawk continues to maintain an Industrial Engineering office for the purpose of effecting operating efficiencies throughout the college.

This service, we believe, is unique in the provincial college system.

Figure No. 5 STATEMENT OF EXPENSES AND REVENUES 1979 I 80 $27,349,976 3,575,458 602,083

1978 I 79 $23,819,758 3,105,409 626,618

Revenues Provincial Grants Tuition Fees Other Total Operating Revenues Ancillary Revenues Total Revenues

$33,244,427

$28,618,418

Net Operating Revenue Net Ancillary Revenue

$ $

$ $

EXPENDITURES BY BUDGET FUNCTION Academic Education Resources Student Services Administration Physical Plant

$20,072,619 1,339,979 1,608,782 2,383,096 3,358,883

69.8% 4.6% 5.6% 8.3% 11.7%

$17,599,478 1,188,788 1,380,175 1,971,113 2,982,037

70.1% 4.7% 5.5% 7.8% 11.9%

$28,763,359

100.0%

$25,121,591

100.0%

Unallocated Rentals & Taxes Furniture & Equipment Other Total Operating Ancillary Expenses Total Expenditures

$31,527,517 1,716,910

86.8% 11 .3% 1.9% 100.0%

318,395 350,174

$27,551,785 1,066,633

II

86.5% 11.3% 2.2%

-100.0%

II

595,875 129,395

862,347 1,203,687 379,729

818,391 793,744 222,184

$31,209,122 1,366,736

$26,955,910 937,238

$32,575,858

$27,893,148

I I

Figure No. 6 COLLEGE OPERATING EXPENDITURES 1979

I so

15

Today and Tomorrow

Goals and Objectives The basic mission of the college is to provide a variety of educational programs to meet the needs of graduates from any secondary school (apart from those who wish to attend university) as well as to provide programs to meet the needs of adults and out-of-school youth, whether or not they are secondary school graduates.

Specifically, it is our purpose to provide a wide variety of post-secondary, career oriented programs, academic up-grading, second language, and skill retraining programs and apprenticeship programs for both full-time and part-time students as well as a variety of general interest part-time programs.

As well, the college has the following goals :

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• To provide, in addition to the vocationally directed courses, educational courses and activities which will permit the personal growth and physical well-being of our students; and to provide learning opportunities to the greatest number of people possible in our college area.

• To be a "commuter" college for the citizens of Area 9 by providing programs, courses and services at a wide variety of locations and times convenient to the community.

• To identify current and future educational needs within Area 9 and to develop new courses and programs to meet these needs.

• To work in co-operation with cultural, social, recreational, and other community groups and in this way, to contribute to the increase in the services provided by these groups to the community; and to become a centre for cultural activities of its own making as well as those of other community organizations.

• To continuously evaluate all college programs and courses using both financial and nonfinancial criteria. This review will include course content, program length, methods of delivery, feasibility of co-operation with other institutions, employment opportunities for graduates, space requirements and student reactions.

• To preserve and improve the quality of instruction, and to explore and develop innovative teaching methods in order to improve the learning process as well as to improve the cost-effectiveness of delivery. The college is committed to integrate as much as possible " on-the-job" work experience with classroom and laboratory teaching.

• To provide a safe and healthy working and studying environment for the staff and students of the college.

• To provide on-going professional development opportunities for both teaching and nonteaching staff of the college, and to encourage and assist each college employee to develop an individual professional development plan giving particular attention to preparing the employee for a possible variety of assignments.

• To endeavour to maintain and improve both the internal and external communication function at the college.

• To integrate into the college's full-time programs, a career education and counselling component which will have, as a prime

Looking Ahead

•

•

•

•

objective, the vocational maturation of students. This educational component will recognize the importance of not only the development of the student's necessary academic skills, but the development of work awareness and work attitudes.

To facilitate and streamline employer access to college services and to develop an integrated plan for Employer Sponsored Training for our college area.

To cooperate with other colleges of applied arts and technology and other educational institutions and municipalities in sharing resources and developing joint programs.

To develop an Affirmative Action Plan which will aim to raise and diversify the occupational distribution of women employed at the college and to diversify the female student enrollment in all programs.

To use the college's physical, human and financial resources in the most effective and efficient manner possible; and by the exercise of financial integrity, to recognize our public accountability in the management of the college.

The spectacular growth the college experienced in its short history will moderate over the next few years. However, growth both in the number of students and the number of programs and courses offered is expected to continue well into the future.

Although Ontario's grade 12 and 13 enrollments have been levelling off to a growth of less than 1% and will go into decline the next year or two, both college student enrollments and numbers of applications continue to grow at much larger rates. College full-time postsecondary enrollments grew by approximately 9% in the province in the Fall of 1979 and by 8% in the Fall of 1980. Applications at Mohawk College grew by 11% in the Fall of 1980.

The "participation" rate is likely to continue to increase for colleges into the 1980's. Total applicants to colleges currently exceed first-year post-secondary openings by a factor of 2 to 1. At Mohawk this ratio is approximately 2.6 to 1.

Full-time post-secondary enrollments are expected to grow by approximately 5% in the Fall of 1981. A new program being considered for introduction at that time is the three-year technology program, Industrial Hygiene. Recent surveys conducted by the Hamilton Industrial Training Advisory Committee (HIT A C) and the Brantford Industrial Training Advisory Committee indicated a current and projected critical shortage of skilled industrial workers in the college area . Shortage areas identified included industrial electricians, general machinists, machinist operators, tool and die makers , industrial mechanics, millwrights and

17

fitter welders. Mohawk is planning enrollment increases in all these areas in the Fall of 1981.

Significant training increases will likely occur in these programs for the next several years.

Major changes will be introduced in the Diploma Nursing curriculum in the Fall of 1981 lengthening the program to conform to the required increase in clinical hours.

The Insurance Administration program will likely be offered in the co-op pattern in the Fall of 1981.

18

New programs being considered for introduction in 1982 include Food Management and Technical Report Writing.

Part-time enrollments are expected to grow at a significant rate for the next several years since the age group from which part-time students are largely drawn will grow significantly. An area of particularly strong growth will be the Training in Business and Industry program area (TIBI). The TIBI program designs special training courses for local employers who wish to upgrade their present staff for more advanced positions.

Significant industrial development is occurring in the Haldimand-Norfolk Region. As a result of these developments, our long range plans include the establishment of a major campus in Townsend.

The college has as a long range goal the establishment of a second full-time postsecondary campus in Brant County. (Mohawk currently operates a Nursing campus in Brantford as well as two Retraining centres.)

We will be developing, in the near future, new innovative apprenticeship training programs which will be designed to be less dependent on temporary economic fluctuations . The existing traditional apprenticeship training program

contributes to shortages of skilled workers because at times of economic downturn the numbers of apprentices entering or participating in the program drops. Different models are being considered. A pilot, non-traditional forty-week, in-school, apprenticeship program is being currently offered at the Fennell Campus in the motor vehicle repair area.

The computer miniaturization revolution will have, we expect, a significant impact on the college in the near future. An increase in the use of more automation and particularly the use of robots is occurring in industry creating the need for graduates with higher levels of technological skills. College programs will have to change to meet these new needs.

High levels of unemployment will likely continue for the next year particularly in heavy manufacturing areas of the province. Currently the unemployment rate in our area is 8 .8% as compared to a provincial average of 7 .4%. This will create more demands on the college through its Retraining programs to make the unemployed more marketable by providing appropriate high skills training. Retraining enrollments in 1981 / 82 will likely continue at the present high level.

Inflationary pressures will probably continue for the next few years and it is likely that government funding policy will continue to be one of restraint. At the same time, however, the demands from our community for educational services and the varieties of those services is increasing. Mohawk believes that if it is to respond to its mandate to meet the community's educational needs, it must continue to grow but to grow responsibly within the constraints imposed upon it.

Full-Time Programs 1980/81

FACULTY OF APPLIED ARTS AND BUSINESS

Textile Engineering Technology Transportation Planning Technology

APPLIED ARTS Advertising Applied Music Broadcast Journalism Broadcasting - Radio Broadcasting - Television Child Care Worker Early Childhood Education Law and Security Administration Municipal Planning and Development Technician Recreation Leadership Social Service Worker

Architectural Technician Chemical Technician Civil Engineering Technician Construction Engineering Technician Data Processing Electrical Systems Technician Electronics Engineering Technician Industrial Engineering Technician Industrial Instrumentation Engineering Technician Mechanical Drafting Technician

BUSINESS

CERTIFICATE PROGRAMS

Accounting Business Administration General Business Insurance Administration Marketing Secretarial Arts - Business Secretarial Arts - Legal Secretarial Arts - Medical

Parts Management and Merchandising Stationary Engineer Class IV and Class III, and Class II

FACULTY OF APPLIED SCIENCE AND TECHNOLOGY TECHNOLOGY Architectural Technology Chemical Engineering Technology Civil Engineering Technology Computer Systems Technology Computer Electronics Engineering Technology Electrical Control Engineering Technology Electronics Engineering Technology Energy Systems Engineering Technology Industrial Management Technology Mechanical Engineering Technology Metallurgical Engineering Technology

TECHNICIAN

APPRENTICESHIP PROGRAMS Carpenter Electrician Hairdressing Motor Vehicle Mechanic Plumber Refrigeration and Air Conditioning Mechanic Sheet Metal Worker INDUSTRIAL CRAFTSMAN INTERNSHIP PROGRAMSSponsored by the Hamilton Industrial Training Advisory Committee Fitter Welder Industrial Electrician Industrial Machinist Industrial Mechanic Tool and Die Craftsman

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FACULTY OF HEALTH SCIENCES Diploma Nursing Medical Diagnostic Ultrasonography Medical Laboratory Technology Occupational Therapy Physiotherapy Radiography (2 and 3 years)

FACULTY OF CONTINUING EDUCATION ADULT TRAINING Automotive Merchandising Bartending Basic Employment Training Basic Training for Skill Development (Upgrading) Bookkeeper - Typist Building Custodian Carpenter General (Basic) Clerk Typist Commercial Art Commercial Refresher Construction Trades Helper Drafting Drafting - Process Piping Dressmaking (Custom and Alteration) Drywall (Taper and Boarder) English as a Second Language Focus for Change Food Preparation Services (Basic) Gas Fitter Graphic Arts (Camera Operator) Health Care Aide Industrial Maintenance Mechanic Introduction to Non-Traditional Occupations

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Job Readiness Training (BJRT) Kennelman Lithographic and Screen Printing I Layout and Stripping Machine Shop Marine and Small Powered Equipment Offset Printing Painting and Decorating Process Operations Production Machine Operator Quality Control Retail Merchandising Stationary Engineer 3rd and 4th Class Steel Layout and Welding Secretary - Shorthand Teller - Cashier Training the Handicapped Adult Travel Counsellor Welder Fitter Welding Fitter Refresher Welding Operator