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Road to higheR leaRning Helping you take the exciting step from high school to university

by Dale Johnson

Are you thinking of taking the next step from high school to university? The University of Regina offers several services and programs to help ensure the transition to University life – and beyond – is a successful one. They’re so confident their grads will receive employment in their field of study that they guarantee it – with the UR Guarantee. If you don’t land a job in your field within six months of graduation, they’ll pay for you to come back for another year of undergraduate classes. It’s the only program of its kind in Canada. The University of Regina offers early admission applications at various locations across Saskatchewan and outside the province. URBeginning, held on May 4, 2018, is an opportunity for new students who have been admitted to the University of Regina to meet other new students and register for classes in the fall. The Summer Bridge Program allows first-year students to get a head start on university life – both academically and socially. The program, which runs from August 7 to 30, 2018, includes morning workshops and coaching sessions on developing academic skills, including academic writing, research methods, university expectations and policies, technology training, tips on note taking and exam preparation, time management, study plans, and stress management.

Each afternoon, English 100 is offered – which means when the semester starts in September, students already have earned 3.0 hours of credit, and have stronger writing skills. It means they can then take one less course, and focus on the other courses. Each evening there are optional group activities, including guided tours of the campus, movie nights, bowling, laser tag, and cooking nights. There’s an option to live in U of R residences during the Summer Bridge Program. First-year undergraduate students may also want to consider half-day orientation sessions offered in August. Students and professors are on hand to provide details on such common questions as where to get a parking pass or where to pay tuition. Welcome Weekend, held each Labour Day Weekend, is also a great way to find out more about the University of Regina and the wider community – everything from where to find your classes to tips on taking a city bus tour, shopping or going to museums. Parents are invited to also take part and learn about their child’s new home. Student Orientation Day, right after Labour Day, is where students can learn about campus, discover how to make study time rewarding, and meet new people. It’s for all first- year students at the University of Regina, including support services offered through the Aboriginal Student Centre. The Nitôncipâmin Omâ (“We are Here”) Student

From orientation to student supports to the UR Guarantee, each step is designed to make your journey from high school to the University of Regina smooth, informative, and a whole lot of fun! U of R PH oto gR aPHy

Information and Academic Writing, sharing circles, and other cultural programming ■ Student tutors and/or graduate assistants for class review sessions. And it works: Over 73 per cent of students who have taken part in the Omâ initiative stayed for their second year of study towards a university degree. As well as academic and social support, there are a number of scholarships and entrance awards available.

Success Program offers a supportive, holistic learning environment. Here, new students have the academic, social, cultural, financial, and personal supports to transition successfully from high school to university studies. The program provides: ■ Orientation for new students ■ Seminars on such topics as Note Taking, Reading, Time Management, Exam Preparation, Career Preparation, Library Research Skills and

For example, the University offers (among others) the Honouring our Future Entrance Bursary (74 awards available at $1,000 each), which are awarded to students admitted for the first time who are members of one of the 74 Saskatchewan First Nations and demonstrate financial need. And there are scholarship application workshops that provide you details on how to search for awards and what to ask for in reference letters.

The University of Regina pioneered the Co-op Work Experience in Western Canada. Students have career-related placements and earn an average of $12,000 during their four-month placements. Most are offered permanent jobs before graduation. There are more than 70,000 University of Regina alumni at work locally, nationally, and around the world. And each one of them took that first step to success in university and their future careers.


How will canada’s polytechnics prepare workers for an automated future? by ashleigh Mattern

The automation revolution will be business as usual for polytechnics. According to a study by the Brookfield Institute, nearly 42 per cent of the Canadian workforce is at high risk of being affected by automation in the next decade or two. But being affected by automation doesn’t necessarily mean something negative, says Daniel Komesch, senior policy analyst with Polytechnics Canada. “Some of the rhetoric you hear on job loss from automation is overblown or alarmist,” Komesch says. “As we’ve seen from history, jobs may change, but I don’t think there will be net job loss…. Things will evolve but automation won’t steal the jobs at the level people are reporting.” Nobina Robinson, CEO of Polytechnics Canada, says she is a “techno optimist” rather than a pessimist. “That seems to be the schism in the broad discussions that are out there,” she says.

In approaching our automated future, polytechnics are uniquely positioned to provide value to the economy. This type of post-secondary institute is closely tied to industry – every program has an advisory committee made up of employers who help direct learning. When automation starts being applied in various industries, the employers will be leading the adaptation of polytechnic programs. Robinson says it’s the polytechnic students that will be applying the automation, and once it’s applied, they will be the ones programming, monitoring, and repairing the new technology. The cars might be automated, but someone will still need to fix them. “HVAC electricians now need to know how to operate the smart grid. People working in the energy sector need to know how to deal with instrumentation to be automated,” Robinson says. “It’s not about seeing programs abandoned or proliferating new ones, but about building

that skill as needed by that particular profession or career.” Automation isn’t always about robots or driverless cars. At Saskatchewan Polytechnic, students helped Regina company Lexcom Systems apply an integrated asset management system – a way to automate documentation for safety and maintenance checks. Automating this system didn’t eliminate any jobs; it made the company more efficient so it could focus its efforts on more important endeavours. “To deal with automation you are going to need a combination of people who are going to know the technology and see the application in a real world context,” Robinson says. For many students, that might mean expanding the number of topics they’re learning. The future of learning is multidisciplinary. “Multidisciplinary students are learning skills from project management to welding. It’s including learning

Canada’s polytechnic institutes are training students to be relevant in a world that is becoming increasingly automated. P o lyt e c H nics ca na da

that’s usually seen in business,” Komesch says. “It’s a curriculum that’s designed for an automated world.” This fall, Saskatchewan Polytechnic launched the Innovative Manufacturing program, a two-year diploma that’s designed to be cross-disciplinary. Students will learn mechanical and engineering technologies, welding and machining, project management, industrial design, and quality control strategies.

“There are automation changes coming to the manufacturing sector, and tradespeople are integral to that and need to be working right alongside the robots,” Komesch says. The workforce is changing rapidly, and Robinson says polytechnics allow students to gain a wide variety of skills that will help them succeed. “For example, how to run your own business, how to be entrepreneurial, how to be part of the innovative com-

panies that are bringing new products to market.” She calls this “wraparound” training. “It’s training that’s enabling the technician to function as an economic actor in society.” There may also be a need for experienced workers to return to school. In trades, traditionally the students learn from the journeyperson, but Robinson sees a near future where it will be the journeyperson who needs training in automation. Whatever changes may come, Robinson says polytechnics are responsive to what the industry needs, which is why those institutions and the people learning there will always be an integral part of the economy. “[Polytechnics] are institutions that take all the breakthrough knowledge and make it relevant and applicable for the companies that need to know how to use it,” Robinson says. “We’re not training people to become obsolete, we’re training them to be relevant in an automated world.”




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Road to higheR leaRning increasingly, canadian universities are a magnet for international students by hilary Klas sen

Canadian colleges and universities are currently seeing a dramatic increase in the number of enrolment applications from international students. The numbers are telling a new story of the appeal of higher learning in Canada. According to Universities Canada, the number of international students coming to Canada has more than doubled over the past 10 years, rising from 83,000 in 2005 to more than 175,000 in 2016. In the weeks following the American election in November 2016, the University of Saskatchewan reported applications from American students had doubled. Across Canadian universities, applications from American students went up from 20 to 70 per cent, according to Dominic Giroux, co-chair of Universities Canada Board. Denise Amyot, president of Colleges and Institutes Canada (CICan) has observed a similar dynamic. She says the number of international students applying to Canadian colleges and institutes has almost doubled in the past five to 10 years. Amyot doesn’t necessarily attribute those numbers to the American political situation however. “There’s a number of reasons for the increase. The first is that our post second-

ary institutions in Canada are very well regarded. This is certainly the case for colleges and institutes across the country. Why? Because we really are leaders when it comes to hands-on and career-focused technical and professional education.” Amyot adds that having 91 per cent of graduates find a job within six months of graduating is a significant signal to international students. “That’s why they are applying. They know that a diploma or a degree from a Canadian college or institute will help them to get a good job in their field and they will have the skills and competencies required to hit the ground running.” The level of satisfaction of employers in these Canadian graduates is high, she adds. Canada also has a reputation as a welcoming, safe and multi-cultural country. In Canada, significant segments of the population come from somewhere else. The other “good news”, Amyot says, is that if you study in post-secondary education for a year or two, you can also work a year or two in Canada. If you study for two years and three months and up to three years, you can work for three years. “That becomes very attractive for people. And when we know that 51 per cent of them plan to apply

The number of international students enrolling in Canadian universities has more than doubled over the past decade. st. cl aiR colle ge/ cica n

for permanent residency, it becomes a big asset if you have Canadian credentials as well as Canadian experience.” The students represent many nations but the largest influx is from China and India. Numerous “wrap around” services ensure students will be taken care of. Another trend CICan has identified is that incoming students are no longer heading exclusively to major urban centres like Montreal, Toronto

or Vancouver. Parkland College in Yorkton reported attracting about 35 international students this year. “They’ve never seen that in the past,” says Amyot. Saskatchewan Polytechnic has about 700 international students on its various campuses. “We’re seeing that trend all over country. It’s thanks to recruitment efforts and it’s also linked to word of mouth and reputation.” With this trend, up to a quarter of

the population of a small college could be international students. Higher student numbers can allow colleges to offer certain domestic programs that may otherwise not be available. CICan doesn’t have current statistics on the number of Americans applying to Canadian colleges and institutes. But of course, the U.S. is a major player. “The United States is a big country. They are ten times our

size in terms of population. Everybody knows the U.S. and when there are things that happen in other parts of the world – suddenly we begin to look more at the country that maybe was not on our radar before.” The cost of education can also cause students to look further afield. That cost is way lower in Canada than in the U.S., Amyot says. “Depending on which country you are coming from, you also look at that.” Despite all these positive indicators, Amyot is concerned that, although we have a lot of international students coming here, not enough of our Canadians are going overseas. “The percentage is very, very low: about two per cent at college level and three per cent at university level. “What is frustrating is that the U.S., Australia and members of the European Union all have programs to encourage their students to go abroad. But Canada hardly has any.” A Report of the Study Group on Global Education found that the opportunity to study or work in another country can be a great social and economic equalizer, with the strongest benefits going to less-advantaged populations. Amyot says Canada used to provide these kinds of programs, and hopes it will do so again.

are green collar careers the jobs of the future? by Jeannie arMstrong

Employment opportunities have traditionally been divided into two sectors: white and blue collar jobs. In recent years, a new sector of employment has emerged and is experiencing strong growth: green collar careers. Green collar workers are employed in the environmental sector of the economy, in a diverse range of occupations and industries. Students seeking to establish careers in this field can acquire the necessary technical education and skills training at Saskatchewan Polytechnic. Dr. Larry Rosia, president and CEO of Saskatchewan Polytechnic, says, “As the world seeks solutions to its environmental challenges, the demand for green collar workers – those who are employed in the environmental sector of the economy – is heating up. We continue to hear more and more from industry, as well as from students who want to study in this area.” Rosia says that Saskatchewan Polytechnic has developed several new programs designed to meet the demand for skilled “green” workers. “One of them is our Innovative Manufacturing diploma program. This program combines hands-on industrial training with academic studies, and prepares our graduates for management and leadership roles in the manufacturing industries. The graduates of this program will be well-trained for careers in the so-called green job space, such as manufacturing companies with an environmental focus,” says Rosia. Students in this two-year cross-disciplined program receive skill-based and hands-on training. Each student also has the opportunity to participate in a twoweek work placement. “Our work-integrated learning and applied research offers students practi-

cal hands-on experience that makes them much more employable,” says Rosia. Applied research projects provide students with invaluable work experience, helping to solve real world problems. For example, some of the students in the Innovative Manufacturing program are researching ways to repurpose grain bags, by combining them with flax fibre, a largely under-utilized harvest byproduct. Students in the Mechanical Engineering Technology Program had the chance to collaborate on the installation of one of the province’s

first power generation co-operatives, the result of a partnership between Saskatoon Light and Power, the Saskatchewan Environmental Society Co-operative/Solar Co-op Ltd. and Saskatchewan Polytechnic. The Solar Photovoltaic Demonstration Site is part of the Landfill Gas Collection and Power Generation System, which is currently generating 1.5 per cent of the City’s annual energy requirement. “With this project, our students come away with an enhanced and practical understanding of the operational characterS e e g r e e n c o l l a r o n S2


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Road to higheR leaRning new cool courses make University of Regina even more relevant

by Dale Johnson

The University of Regina has more than 15,000 students in almost 200 programs leading to Bachelor’s, Master’s, and doctoral degrees. The roots of the University of Regina go back to 1911, and today the U of R’s three key priorities are student success, research impact, and commitment to our communities. Indigenization and sustainability are two overarching areas of emphasis. The University of Regina is a leader in experiential learning, and U of R graduates are prepared to succeed in the world. In 1969, the U of R was the first university in Western Canada to offer co-operative placements. Thousands of students have received paid real-world experience while studying towards their degrees. Now there’s even more at the University of Regina to engage students – and the wider community – in some new and innovative ways. Among some of the coolest, newest offerings: ■ Sociology of Hockey takes a look at how hockey – so central to Canadian popular culture –extends far beyond the rinks and streets on which it is played into the social, cultural, economic, and political realms of Canadian society. ■ Comedy Gold is how to be a standup comic. Students learn the fundamentals of writing, how to craft jokes from their own life. They also learn how to perform

Research with impact: Researchers in the Faculty of Engineering and Applied Science at the U of R, in consultation with therapists at the Wascana Rehabilitation Centre, modified vehicles to provide mobility for handicapped children. The U of R team is led by Dr. Raman Paranjape (second from left). c o s ta M a R ag o s , U o f R e x t e R na l R e l at i o ns

stand-up comedy in front of an audience. ■ We Love Canadian Tire examines the history of Canadian consumer culture. Canada is one of the richest consumer nations, and Canadians purchase more goods per capita than most other countries. The University of Regina is also offering new courses that examine topics facing our society today, including the lasting impact of the residential school system, missing and murdered Indigenous women, and Indigenous feminisms and mascu-

linities. Residential School Lit studies Indigenous literature that uses narrative, poetry, and drama to expose the effects of the school in an effort to heal from them. ■ Missing Women: Decolonization, Third Wave Feminisms and Indigenous Peoples examines the contentious issue of why Indigenous women are more likely to go missing. This class examines systems that intersect and perpetuate racism and colonialism, sexism and poverty. ■ Indigenous Feminisms focuses on Indigenous ■

women and feminist analysis, identity, activism and the interplay of gender, colonialism, racism and sexism on Indigenous women today. In addition, the University of Regina is making our community a better place to live – through research that has impact. Students are right there in the thick of things, making a difference. For example, U of R research teams are engaged in research projects as diverse as developing ways for disabled children to be more mobile to making farming more efficient.

A collaborative project involving researchers in the Faculty of Engineering and Applied Science and occupation and physical therapists at the Wascana Rehabilitation Centre – the “Zoom Kids Project” – means that children with mobility issues are able to get around in modified ride-on cars. The U of R team is led by Dr. Raman Paranjape, Professor of Electronic Systems Engineering. He and his team of graduate students have been working to make sure these modifications, with countless adjustments

to the cars, ensure they operate safely and easily for the kids. It means children like two-year-old Bentley Spencer, who has cerebral palsy and epilepsy, can get behind the wheel of his toy car and experience freedom of movement for the first time – much to the delight of his parents. Students are also involved in new research into driverless farm equipment – which is becoming so essential to today’s farmers as they battle short growing seasons and rising fuel and equipment costs. Dr. Mehran Mehrandezh, a Professor of Industrial Systems Engineering in the Faculty of Engineering and Applied Science, and his team are making the entire tillage process more precise. He says faster and more precise farming can also reduce the carbon footprint of the farming machinery by consuming less fuel. The team is developing sensors that can be mounted on farm implements. These sensors observe if the machine is producing the desired results; detect malfunctions due to the breakage of a shank; and spot areas where tillage is undesirable. The journey through higher education at the University of Regina is rich with cool courses and innovative research that is impacting the world. You can find more details at


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istics of solar power,” says Rosia. Several students enrolled in the Natural Resource Technology program had the opportunity to use drones in their applied research project. The Shoreline Health Assessments project utilized drones to carry out environmental assessments of hard-to-access shorelines in the province. A new program that will be introduced in the fall of 2018 will also have a green focus, says Rosia. “Our Bachelor of Construction Management degree program is unique in Saskatchewan. This program was built by industry for industry. It was developed as a result of the direct interaction that we have with industry and in response to their specific needs. Graduates of this program will gain leadership

skills that can be applied to many segments of the construction industry, including sustainable or green building practices. It’s an important issue in the construction industry today.” In fact, a report published by the Columbia Institute in 2017 predicts that nearly four million non-residential construction jobs will be created in Canada by 2050 if the country continues to shift towards a net zero-emissions economy, in keeping with the commitments cited in the Paris Agreement on climate change. Surveys taken six months after graduation reveal that 92 per cent of Saskatchewan Polytechnic graduates were employed. “Along with that, 97 per cent of our employers say they would hire another Saskatchewan Polytechnic graduate again. I think that speaks highly of the skills

that they’re leaving our organization with,” says Rosia. Saskatchewan Polytechnic is aware that change is the one constant in today’s workforce. “There always was change, but change is coming now at a rate we’ve never experienced before. That’s why our close ties to industry are so important. All of our programs have industry advisory committees – groups of individuals who meet with us regularly to advise on our curriculum. By listening to industry we are able to make sure that we deliver programming that is responsive to industry’s needs,” says Rosia. “Our ability to be nimble, agile and responsive to industry’s needs is one of our key competitive advantages, and frankly, it’s why our students do so well when they graduate from our programs.”

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Road to higheR leaRning Accounting, entrepreneurship And citizenship

edwards school of Business celebrates 100 years by elizabeth irelanD

Since 1917 more than 25,000 alumni have graduated with business degrees from what is now known as the N. Murray Edwards School of Business. The Edwards School of Business had humble beginnings a century ago when 17 students registered with the University of Saskatchewan’s School of Accounting to pursue a Chartered Accountant designation. By 1946 the school’s first bachelor of commerce (B.Comm.) students graduated. Edwards now has more than 2,000 students enrolled in undergraduate, graduate and certificate business programs. In February, Edwards received the good news that the school is now internationally accredited by the Association to Advance Collegiate Schools of Business (AACSB International). This distinction is the hallmark of excellence in business education and is also a provincial milestone, placing Edwards among the top five per cent of business schools in the world. Edwards students also won coveted first place awards at the prestigious JDC West Business Competition 2017/2018. Edwards won both the School of the Year and the Academic School of the Year titles, as well as first place in athletics, participation and the introduction video category. JDC West is the largest undergraduate business school competition in Western Canada and hosts student delegates from 12 of the top postsecondary institutions across British Columbia, Alberta, Saskatchewan and Manitoba. “It’s a privilege to serve one of Canada’s oldest business schools and we look forward to educating future generations of business students,” says Keith Willoughby, Dean of the Edwards School of Business and a Professor of Management Science. “Our students’ impressive wins at JDC West started the Centennial celebrations with an added sense of recognition and accomplishment.” A Saskatchewan native, Willoughby was born and raised in Melfort and earned his B. Comm. from Edwards. He then earned graduate degrees from the University of British Columbia and the University of Calgary, before eventually becoming a faculty member at Bucknell Univer-

Students from the Edwards School of Business brought home two coveted titles (School of the Year and Academic School of the Year) at the 2018 JDC West Competition. JDC West is Western Canada’s largest undergraduate business student competition. P H o t o s c o U Rt e sy o f e dWa R d s s c H o o l o f BU s i n e s s

Students participate in a simulation in the newly opened Allsopp Learning Lab, a state-of-the-art classroom equipped with Sony Vision Exchange technology.

The Enactus University of Saskatchewan team was awarded the 2017 HSBC Indigenous Advancement Project Partnership Best Project award for using entrepreneurial action to empower Indigenous people through their Food for the Future project.

sity in Pennsylvania. In 2005 Willoughby returned to Saskatchewan to work for the Health Quality Council in process improvement and health system transformation, a work experience that he still incorporates into his research and teaching. He rejoined Edwards in 2008 and became Dean of the School of Business in 2017 for a five-year term. In many ways, Edwards’ accounting program was the original building block of the school. “Offering the country’s first accounting degree program, our school prepares students for careers in a vari-

ety of disciplines. Our graduates possess an exceptional array of knowledge, skills, work ethic and enthusiasm,” says Willoughby. Willoughby is proud that, beginning in the fall of 2018, all B.Comm. students will take an entrepreneurship course as part of their core curriculum. This emphasis on entrepreneurship reflects both the nature of the current North American economy and the success Edwards has had producing successful entrepreneurs in the past. University of Saskatchewan graduate and former CBC Dragons’ Den panelist W. Brett Wilson

Students gather in front of the Market Watch board donated by alumnus, friend, and namesake N. Murray Edwards.

both serves on the Dean’s Advisory Council and partnered to found The Wilson Centre to further promote real-world entrepreneurship at Edwards. Students who have sowed their entrepreneurial oats at Edwards include Josh Simair (B.Comm. 2010), co-founder and CEO of the technology company SkipTheDishes and Bryan McCrea (B.Comm. 2009), co-founder of 3twenty Modular which is a Saskatoon-based modular structure

designer and manufacturer. “Teaching and supporting entrepreneurship is exciting for us, exciting for our province, and positions Saskatchewan to keep building and innovating. It’s heart warming that five out of six of our undergraduate students stay here in Saskatchewan to build their careers after graduation.” Edwards students are also highly engaged in their communities, including projects with Habitat for Humanity

and the Saskatoon Food Bank & Learning Centre. This tradition of good citizenship goes back for decades. For example, in 1988 the school launched a Volunteer Tax Preparation program for seniors that is still going strong today. S eniors can have their income taxes prepared at no cost and students can work on relatively straightforward returns. Graduate and undergraduate students in finance have the opportunity to participate in the George S. Dembroski Student-Managed Portfolio Trust (SMPT) managing an investment portfolio of real money. With recent donations, the value of the SMPT is more than $1.8 million over the next four years. Money earned by the SMPT flows back to benefit Edwards students in supportive ways, such as contributing to scholarships. The Edwards All-Years Reunion is taking place September 20 to 22, 2018 and will officially conclude the Centennial celebrations. Willoughby is excited for the entirety of All-Years Reunion activities but has one in mind as the ultimate event. Indigenous educator and advocate Gabrielle Scrimshaw, who graduated with a B.Comm. in 2010, will moderate a panel on Truth and Reconciliation, how it relates to the business world and what lies ahead. Other All-Years Reunion events include a golf tournament, the Dean’s Speaker Symposium and a Centennial Gala at TCU Place. Alumni can find out more and register for the Edwards All-Years Reunion at


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Road to higheR leaRning great Plains college launching dual certificate program

by ryan hall

In the working world, skills and experience are the keys to success. With so many different schools, programs and certificates available, finding the right one to equip you can seem like an overwhelming task. Thankfully, Great Plains College in Rosetown is there to help take the mystery out of choosing a program that fits your needs, and will help you succeed in your future career. This fall, as part of their continued dedication to this goal, the college is launching a new dual certificate Carpentry and Welding Program that aims to provide relevant, in depth, and practical training for post-secondary students in Saskatchewan. The program was created in response to an industry need for introductory skills training across a diversity of trades. “Over the past decade, as Saskatchewan has grown, the demand for highly skilled tradespeople has increased as well, which is why this program was introduced,” says Brian Gobett, vice-president, Academic, at Great Plains College. Furthermore, since Great Plains College has a tradition of delivering high quality innovative programming, students can be confident

they will not only be challenged, but also equipped for the future. The eight-month program provides Applied Certificates in two trades: Carpentry and Production Line Welding. In addition, students will receive First Aid/CPR/AED and Fall Protection certifications, and will participate in a capstone project where they will participate in the construction of a tiny home. Throughout the course, they will also meet industry leaders as a way to learn about current trends and best practices. Finally, students will develop abilities applicable across several trades, develop teamwork and leadership skills, as well as be encouraged to think about their own future within the industry. Overall, students will receive 240 hours in Welding or 600 hours in Carpentry that can be applied to their apprenticeship training should they desire to puruse one of those routes. They will also have the opportunity to take their Canadian Welding Bureau exam, and, in Carpentry, will receive Level 1 Technical Training status. Once they have completed the program, students will be able to enter the welding or construction industries directly, either as entry-level workers, or as ap-

prentices in selected trades. Alternatively, Great Plains College and Saskatchewan Polytechnic also offer ‘next step’ educational opportunities that allow students to ladder this program. One way to ensure students are prepared for these opportunities is by using the previously mentioned capstone project. For this, Great Plains College has partnered with Robinson Residential Design, a leading Saskatchewan home design company with considerable expertise in conceiving and designing tiny homes. The result is a project that will see students work collaboratively to construct two such homes, which will require them to use the full range of their new skills in a very practical way. Students will learn introductory skills in reading blueprints, framing, finish carpentry, plumbing, etc. which they will then need to demonstrate throughout the construction process. As well, since these homes are designed to be energy efficient, students will also have the chance to participate in the installation of solar panel technology, allowing these homes to be ‘off the grid.’ The end result will be a project that brings together both the theoretical and the

Students enrolled in Great Plains’ new dual certificate Carpentry and Welding program will participate in building two tiny homes, designed by Robinson Residential Design. Here is an example of a previously constructed tiny home. sUPPlied PHoto

practical, in an aesthetically appealing way. Robinson Residential’s tiny home designs are renowned for their attention to style, detail and quality, which Great Plains College feels will enhance student learning. “We want to do more than just teach a bunch of ideas or a set of skills, as successful tradespeople need

to know how to combine the two in their daily work,” says Gobett. Anyone interested in applying for the Carpentry and Production Line Welding dual certificate program is encouraged to submit their application as soon as possible for the September 2018 start date. Space is limited, as

the first cohort will be capped at 14 students. Finally, applicants who submit their paperwork before April 30 may be considered for two Entrance Scholarships, potentially totaling up to $5,500. To learn more about this program, or to apply, visit www. or call 1-866-296-2472.

Five tips to turn an internship into a full-time job Landing a permanent position is becoming much tougher in today’s competitive economy. One way for young people to get their foot in the door is an internship, where they learn key skills and experience. If you are or know a recent graduate or student planning on an internship next semester, here are some tips to help them make the most of the position. 1. Try a smaller organization. Smaller and mediumsized companies can often offer interns more responsibilities and opportunities to try out different tasks and departments because of their smaller scale. This, in turn, means that there can be more room to shine, as extra effort is more likely to be noticed by management and top decision-makers in workplaces with fewer employees. 2. Consider international opportunities. Youth with international experience are more likely to be employed later on, making

an internship abroad a valuable and exciting option for getting a great job back at home. Future employers will be impressed by the cultural knowledge and professional skills gained through international work. Work permits are generally less expensive, more flexible and processed more quickly under International Experience Canada, a government-run program that offers youth a unique opportunity to gain work experience while travelling abroad. 3. Set goals. Interns can benefit from meeting with their supervisors during the first few days on the job to chat about what skills they would like to develop and what a successful internship experience looks like. Regular check-ins for feedback show initiative, drive, and a willingness to improve. That way, even if the internship doesn’t turn into a full-time job in the same company, the supervisor will be sure to provide an excellent reference and can

help make connections with other organizations. 4. Network, network, network. Interns who overcome shyness and gain confidence can make tons of valuable connections with peers, mentors and interesting people in any organization. An informational interview, getting coffee with colleagues and participating in company events are all great ways to meet people and make connections. 5. Take a genuine interest in the role. Supervisors know when interns are passionate about the company and position or if someone is simply doing it for a line on their resume. Interns can stand out by asking questions, offering to take on additional tasks, and attending optional workshops or seminars to further enrich their experience. Find more information on work and travel abroad at (News Canada)


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Take your education to the next level with Graduate Studies. We offer a Master of Nursing (Professional Practice Course-Based and Thesis), Primary Health Care Nurse Practitioner, PostGraduate Nurse Practitioner Certificate and a Doctor of Philosophy in Nursing. And most importantly, did you know we’re not just in Saskatoon? Don’t want to move to Saskatoon to take your nursing education? You don’t have to! Learn where you live. The College of Nursing has campuses in Saskatoon, Regina and

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U of S Nursing Offering undergraduate and graduate programming, the University of Saskatchewan College of Nursing teaches interprofessional education, research and practice. Now accepting applications. Application deadlines as follows:

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