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NetworkED

The Faculty of Education’s—Community Connection

Photo by Shuana Niessen

2009-2010 Annual Report


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NetworkED — Dean's Message

communication and dialogues with internal and external partners; opportunities for community leadership development—nationally and internationally—and provide assistance in the development of more accessible and relevant programs for Aboriginal and other underrepresented populations.

Dr. James McNinch, Dean Faculty of Education

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etworkED was established to generate new levels of synergy between the various centres and external programs and projects offered by the Faculty of Education. It is hoped the partnership will create opportunities for partners to use their collective expertise, wisdom, connections, and skills to better and more efficiently facilitate community-based projects, research, interprofessional collaboration, partnerships, international education, and community development. NetworkED members will endeavour to support the work and mission of each distinct centre and program through collaboration, ideas generated in meetings and discussions—both formally and informally—administrative supports, and possible joint projects. Serving as an outreach arm for the Faculty of Education, NetworkED members will attempt to promote partnerships; inclusion and equity in education and communities by facilitating awareness,

NetworkED consists of two components: first, an integrated cluster of programs/partnerships managed by and including SIDRU, and second, 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), the Greystone Centre for Interprofessional Collaboration in Education (G-CICE), and the CIDA Malawi TEVET Project (see page 5 Schematic.) This document provides an overview of each of the participating programs and centres—highlighting and celebrating their 2009 - 2010 success stories.


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Table of Contents

NetworkED—Mission and Rationale 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 SIAST/SIDRU Faculty Certificate Program Read About...............................14 Aboriginal Teacher Education Program Partnerships & Support Read About...............................16 Greystone Centre for Interprofessional Collaboration in Education (G-CICE) Read About...............................20 Centre for International Education and Training (CIET) Read About...............................22


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Faculty of Education 2010

Mission

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he NetworkED mission is to provide coordination and leadership for designated faculty centres/programs underpinning (Faculty of Education) linkages between member programs/ centres, and the larger educational community. NetworkED encourages collaboration and dialogue, structured efficiencies in managerial support, and interaction through financial and organizational 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 collaboration. By sharing the expertise and experience of the Faculty of Education, NetworkED partners improve the overall experience and quality of educational delivery within the province of Saskatchewan. Building meaningful partnerships, greater inclusion, and educational equity are the foundational values of the NetworkED mission.

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Rationale

etworkED is designed to engender collaboration and efficiency using an integrated cluster model of institutional organization and administration. Shared managerial responsibilities include a common articulation of institutional goals and responsibilities, shared accounting, consultation/reporting and support functions, and new potential for cooperation 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 individual management of these units. Individual membership is maintained while augmenting greater cooperation and coordination between member groups. Combined efforts build organizational capacity, refine best practices, and contribute to the breadth and quality of project outcomes. The following cluster members are found under the NetworkED umbrella: • • • • • •

Aboriginal Teacher Education Program Partnership and Support Community-Based University Education Partnerships Centre for International Education and Training (CIET) Greystone Centre for Interprofessional Collaboration in Education (G-CICE) Saskatchewan Institute of Applied Science and Technology (SIAST) Faculty Certification Program (FCP) Saskatchewan Instructional Development and Research Unit (SIDRU).


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NetworkED Schematic Integrated Cluster Members SIDRU SIAST (FCP) C-Based University Education Aboriginal Teacher Education Programs Operations Articulated Shared management Common budget unit Shared accounting function

Distinct Centres Members CIET CIET (Malawi) Greystone Centre (G-CICE)

Operations Distinct units Indivudually managed Distinct budgets Distinct accounting functions

Combined Annual Report (s) -- NetworkED Annual consulation/reporting meeting Shared support services Promote cooperation & synergies


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Community–Based University Education

Developing and maintaining partnerships to provide accessible and relevant university education in local communities.

Dr. Warren Wessel, Master’s Program Director

2010 Community-Based Master’s Graduates

Dr. Stephen Kemp, C-Based Program Coordinator

Tania Gates, U of R Grad Program Coordinator

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he third cohort of the Community-Based Master’s of Education Program, resulting from an exciting partnership between the Faculty of Education, University of Regina and North West Regional College, began with a very successful summer institute in North Battleford this past July 2010.

Dr. Warren Wessel is the new program director (succeeding Dr. David Friesen), with Dr. Stephen Kemp returning in his role as program coordinator. The program consists of eight courses, beginning in July 2010 and concluding in the fall 2011 term, along with two research course credits for the successful design, actualization, and reporting of an action research project which addresses a question in the student’s educational practice.

There are 29 students in this cohort, representing a diverse group of educators including Adult Basic Educators, classroom teachers, catalyst teachers, and in-school administrators. In terms of school divisions, the students represent the Northwest School Division #203 (NWSD), North West Regional College (NWRC) along with their affiliated colleges in the Northwest, Lloydminster Public and Catholic school divisions, Living Sky School Division, and three First Nations Educational Band Councils (Red Pheasant First Nation, Ahtahkakoop First Nation, and Canoe Lake First Nation). Building on the success of the first two cohorts which were centered in LaRonge (partnership with NORTEP) and Meadow Lake (partnership with NWRC), the cohort of 29 students be-


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gan their 2-year program with EC&I 804 (Curriculum Theory and Practice) and EC&I 857 (The North Saskatchewan Writing Project) with Instructors Dr. Stephen Kemp and Karen Lind, respectively. One of the major modifications to the course schedule was in offering two courses in the Summer Institute, one of which was the Writing Process & Pedagogy: Saskatchewan Writing Project. This change emanated from a review of the program for the first two cohorts undertaken by Dr. David Bale and Dr. David Friesen at the completion of the programs in the Spring 2008. The final six courses—ED 815 Action Research; an Independent Study; EC&I 808 Instruction: Theory and Practice; ED870AS Community Sustainability and Education; ED 870AR Culturally Relevant Pedagogy; and ED ADMN 821 Leadership of Community Schools—will be completed by Christmas 2011. During the winter 2010 term, the students will turn their energies towards completing the final report for their major action research project, which will be undertaken next fall in conjunction with their Community Education course. Preliminary areas of research interest reflect the diversity of the group demographic—differentiated instruction, Aboriginal education, Adult Basic Education, connecting classrooms and communities, integration of technology, adaptation of curriculum, diversity, and cross-cultural education. Coordinating and supervising the research projects in collaboration and consultation with Faculty of Education members will be Dr. Stephen Kemp ‘s primary responsibility, with Dr. Warren Wessel acting as liaison between students and faculty. ~Report submitted by Dr. Stephen Kemp, On-site Coordinator

2010 Program Director Dr. Warren Wessel Working groups MEd Dr. Michael Tymchak, Director, SIDRU Dr. Warren Wessel, C-Based Master’s Program Director Dr. Stephen Kemp, Program Coordinator Dr. Rod Dolmage, Associate Dean, Research and Graduate Programs Dr. Carol Schick, Assistant Director, SIDRU Dr. Larry Steeves, Assistant Director, SIDRU Shuana Niessen, Project Facilitator BEd Dr. Michael Tymchak, Director, SIDRU Dr. Heather Ryan, Associate Dean, Student Services and Undergraduate Programs Dr. Stephen Kemp, Program Coordinator Rochelle Fenwick, Program Facilitator Shuana Niessen, Project Facilitator Advisory Group composed of both MEd Working Group and BEd Working Group, as well as Carla Johnson, (Financial Admin., SIDRU) and Tania Gates, (Grad Program Coordinator). Future Plans 1. A new partnership between NWRC and the University of Regina (U of R), Faculty of Education, has been formed. A Bachelor of Education (Elementary) will be offered by the U of R in partnership with NWRC and located in Meadow Lake. This will begin in the Fall 2011 2. A new partnership between Southeast Regional College and the University of Regina, Faculty of Education, allowing students to obtain a graduate degree in their community through a cohort model, based on local educational needs. This program will begin in the Summer 2011.


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CIDA Malawi TEVET Project (CIET) Working to support and strengthen the work of poverty reduction and socioeconomic development strategies through programming and policy support, and the development of managers and teachers in Malawi’s Technical Entrepreneurial and Vocational Education and Training (TEVET) system.

Dr. Abu Bockarie, Canadian Director

Dr. Kathy Nolan with Malawi Study Tour Team

Carla Johnson, Project Coordinator

Elaine McNeil, Project Manager

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educing poverty and developing socioeconomic prosperity—these are the purposes of the Canadian International Development Agency (CIDA), Malawi TEVET project, and also the aspirations of the Government of Malawi. Improving the development and delivery of relevant programs that provide students with knowledge and skills which lead to employment and reforming institutional management and human resources training processes, have been identified as a means to this end. Canadian Project Director, Dr. Abu Bockarie, says, “I see TEVET system agencies and institutions as frontline ‘warriors’ in the struggle for socioeconomic development and poverty reduction in Malawi.” There are a great number of collaborating partners involved in the project. In Malawi,

the University of Malawi Polytechnic is the lead partner, and the collaborating partners are the Ministry of Education, Science and Technology (MoEST); the Technical, Entrepreneurial, Vocational, Education and Training Authority (TEVETA); the Forum of African Women Educationalists of Malawi (FAWEMA); and the Malawi Confederation of Chambers of Commerce and Industry (MCCCI). The University of Regina (U of R) is the lead Canadian partner, and collaborative Canadian partners include the Saskatchewan Institute of Applied Science and Technology (SIAST); the Ranch Ehrlo Society; and the University of the Fraser Valley (UFV). The Project Team includes Dr. Abu Bockarie, Canadian Project Director; Dr. Nancy Chitera , Malawi Project Manager; Mr. Grey Mang’anda, Malawi Projects Coordinator; Dr. Douglas Brown, Director, Centre for International


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Education and Training (CIET) and Member of the Project Steering Committee; Dr. Barbara McNeil, Member of the Project Steering Committee; Ms. Elaine McNeil, Project Manager; and, Ms. Carla Johnson, Financial Administrator (SIDRU). The project includes activities such as strategic planning; designing and implementing leadership and management training; a certificate for distance learning; revising the 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. Dr. Rosetta Khalideen, former Director of Adult Education and Human Resources Training (U of R) and currently the Dean of Professional Studies (UFV), stated that, “Interspersed within the project are activities that would allow us to address CIDA’s cross-cutting themes of HIV Aids, gender inequities, and protection of the environment. Malawi faces many challenges in terms of these concerns and we are hopeful that some of the actions in the project would have an impact on these problems.”   Since the Faculty of Education, University of Regina, secured the CIDA UPCD Tier 1 grant in June 2008 for the amount of $3,790,981 over 6 years, the Project Team has undertaken a variety of activities in preparing and implementing the goals for Years 1, 2, and 3. The main activities were: • In Year 1, a Strategic Planning Training workshop was held to develop skills in strategic planning. In Year 2, the Strategic Plan (SP) was revised to incorporate stakeholder priorities. Also, following the workshop, revisions were made to the project implementation plan (PIP) to incorporate the new priorities. • In Year 1, a “Needs Analysis” survey of TEVET managers and potential managers

was undertaken to determine topics for the twice-yearly TEVET Management Development seminars which began in Year 2. The first two managementdevelopment seminars were held in Malawi. The topics were Communications in Organizations, facilitated by Dr. Manual Kazembe, a Malawian consultant; and Leadership and Supervision in Organizations, facilitated by Dr. Rosetta Khalideen. In Year 3, two other topics were delivered—Financial Management, facilitated by Ms. Devon Anderson; and Public Relations, facilitated by Dr. Manuel Kazembe. Another seminar is scheduled for January 2011, and the topics for that seminar are Strategic Planning and Public sector Management. • In Year 1, a 4-day Program and Curriculum Revision workshop was held. This project was combined with crosscutting goals for gender and human rights issues, as well as HIV/AIDS. In Year 2, five TEVET managers and three faculty members from the Department of Technical Education at the Polytechnic embarked on a study tour to Canada for meetings and presentations on policy making and implementation, as well as curriculum redevelopment and renewal. • In Year 1, a focus group meeting was held—which included key TEVET system representatives—to discuss and determine the role, mandate, staffing, financing, and so on, of the new TEVET Policy Research Unit to be established at the Polytechnic. In Year 2, five participants conducted a study tour of two South African universities and two faculty members from the Polytechnic conducted a technical mission to Canada to participate in meetings regarding the development of a research unit. Year 3 ends on March 31, 2011. This date marks the mid-way point of this 6-year project. We are pleased to report some


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milestones or success stories, which include: • The publication of a 5-year Strategic Plan (SP) for the Polytechnic (2010-2015). The SP was formally launched in July 2010, and implemented in Fall 2010. The Polytechnic has established a committee to monitor the implementation of the SP, and a mid-term review is scheduled for some time in 2013. • A review of the curricula of two undergraduate degree programs in the Department of Technical Education has been completed, and the document forwarded to the University of Malawi Senate for approval. • A TEVET Policy Research Unit has been established at the Polytechnic. The Unit is collaborating with TEVETA on a countrywide TEVET-based research. Our hope is the Unit will become a Center by the time the project ends in 2014. • Several Polytechnic faculty members have embarked on study tours to Canada and South Africa. The tours have focused on a variety of issues, including curriculum; learning and instruction; policy; gender; research; and establishing a graduate degree program in technical and vocational education. The broad goal of the study tours is to contribute toward capacity building within the TEVET system in Malawi. • A number of workshops for Polytechnic faculty members and other TEVET partners have been held in Malawi. The workshops have dealt with several topics, including curriculum; learning and instruction; distance education; database development and access; and so on. Like the study tours, the broad goal of the workshops is to contribute toward capacity building within the TEVET system in Malawi. • A strengthened collaboration among

TEVET partners through project activities, such as policy dialogue meetings, has helped to foster a spirit of cooperation. A key challenge has been staff changes, which are typical in projects such as ours. The staff changes have often resulted in delays in the submission of project reports to CIDA. However, both the Polytechnic and University of Regina address staff changes almost immediately to ensure minimal disruption to the implementation of project activities. A good example of this is the hiring of Dr. Nancy Chitera as Manager of the TEVET Reform Project at the Polytechnic. The Project Team has begun to plan for the implementation of Year 4 of the project. Year 4 project activities include establishing a graduate degree program in the Department of Technical Education; adapting the courses for the Malawi Certificate of Education to a print-based distance delivery format; reintroducing technical subjects in the senior primary school curricular; and planning for a major TEVET international conference in Year 5. Project Teams in Canada and Malawi are excited about the UofR President and Vice Chancellor, as well as the Chair of the Board of Governors visit to Malawi in May 2011. Both teams see the visit as opportunity for further collaboration. For all collaborators involved with the project, it is an important educational initiative and a valuable experience. Even though there is still much to be done, the project has now taken take shape. Over the remaining 3 years of the project, it is hoped that significant improvements will be made, resulting in improved socio-economic conditions in Malawi. 


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Mrs. Margaret Longwe, Registrar

Mr. Gift Khangamwa, Lecturer

Mr. Alick Vweza, Associate Lecturer

Ms. Lusunga Nyirenda, Lecturer

Mrs. Doris Mtemang’ombe, Associate Lecturer

Ms. Caroline Mkakosya, Lecturer

Ms. Elaine McNeil, Project Manager

Mr. Chikondi Chasowa, Associate Lecturer


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Saskatchewan Instructional Development and Research Unit (SIDRU)

Serving the Faculty of Education by providing research opportunties, management, and support; developing and maintaining communitybased programs; and providing publishing services

Dr. Michael Tymchak, Director

Shuana Niessen, Project Facilitator

Carla Johnson, Financial Admin.

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Dr. Carol Schick, Asst. Director

Dr. Larry Steeves, Asst. Director

Juanita Modeland, Research Assistant

Leila Pritchard, Research Assistant

IDRU was established in 1985 through a government grant. Its original mandate was to conduct research and to promote instructional development associated with the curriculum reform launched by the Department of Education at that time. Over the years, SIDRU became self-sustaining, and its mandate has evolved to reflect its efforts to meet growing needs, both within the faculty and the educational community, provincially and nationally. SIDRU endeavors to provide solutions and services that augment and support educational vision, research, and initiatives.

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.

SIDRU operates on the basis of a constitution which provides a mission statement and an organizational structure. The organization is governed by the Charter of the University of Regina. The Director, appointed annually by the President upon recommendation of the

This 2009 - 2010 year, SIDRU has continued to evolve, adapt, and respond to its changing environment: While much of what we have always done continues apace, new and emerging opportunities seem to become ever more significant (and ever more demanding of our

2009 - 2010 Provincial Advisory Board Barry Bashutski, SSBA; Leila Cummins, LEADS; Cheryl Erlandson, SPDU; David Gauthier, U of R; James McNinch, U of R; Ken Moore, STF; Edith Nagy, Ministry of Learning; Patrick Renihan, SELU; Angela Ward, U of S


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attention!). There is steady, on-going demand for research services and a growing demand and opportunity for Community-Based Programs (Graduate and Undergraduate). Our partnership with Nunavut Arctic College, Nunavut Teacher Education Program (NTEP), which is now in its 4th year, is ongoing. Both divisions—Research Services and CommunityBased Programs—are now called NetworkED. Research Projects On the research side, we were able to finish the Circle Rubrics Project for the Ministry of Education and took on a number of student survey projects that included the Student Development Office, Luther College, and the Transitions Committee (a consortium that includes two Regina school divisions, the University of Regina and Prairie Valley School Division). We were also involved in a number of other important research projects, several funded by the Ministry of Education and one funded by the federal government (HRSD). We continue to serve our Faculty of Education in vital ways by offering an annual research fund competition that is open to all faculty, by producing and publishing the Faculty’s Newsletter, and by editing our new on-line journal, in education, as well as creating important research opportunities for faculty. SIDRU hosts a SIDRU seminar series which has been a source of professional development for faculty, as well as an opportunity for faculty to share the research they are doing. Community-Based Programs With regard to our innovative CommunityBased programs, the past year has witnessed both successful completions and some new beginnings. We are increasingly amazed at the level of interest around the province for this model of program delivery. Through

partnerships, two MEd (Curriculum & Instruction) programs have concluded, one with North West Regional College (NWRC) and the other with NORTEP. Two new programs have already emerged to take their place; one came on stream this past summer 2010—a Master’s (EC & I) partnered with NWRC, and the other, a Master’s (Educational Administration & Leadership) partnered with Southeast Cornerstone Regional College, scheduled to commence in the summer of 2011. Meanwhile, at the undergraduate level, we have been invited by NWRC to deliver a Bachelor’s program (Elementary BEd; 4-year) in Meadow Lake, beginning fall 2011. In order to address the growing demands, as well as to prepare for future transitions, Dean McNinch approved the appointment of two Assistant Directors for 2010 -11: Dr. Carol Schick and Dr. Larry Steeves. Both bring a wealth of experience and expertise that has (already) been greatly appreciated. We have also continued to benefit from the wonderful support and contribution of our other staff: Shuana Niessen, who serves as Project Facilitator, manages the Faculty Newsletter (writing, editing, and graphic design), edits for the online journal, as well as processing contracts; Carla Johnson the Financial Administrator who keeps our financial house in order, as well as coordinating the CIDA Malawi Project (under the direction of Dr. Bockarie); and Juanita Modeland, our Research Assistant, who has supported our research projects in a variety of ways for over 20 years, not least as the ‘careful’ editor of our documents, payroll manager and, of course, our corporate memory; and Leila Pritchard who joined us this fall as a Research Assistant (parttime).


Innovation Education Collaboration

Networ

Interprofes Research International SIDRU Seminar

Projects

Dialogue

SIDRU Provincial Advisory Board Meeting

2010 Interprofessional Course

NORTEP Community-Based Master’s grad class


Malawi Gender Study Tour

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rkED

ssional h

Support

Meeting with NTEP faculty

Partnerships Equity Professionalism Development

Community

Malawi Gender Study Tour

Services Dr. David Friesen receives antler gift in honour of his work with the Master’s program


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SIDRU – SIAST Faculty Certificate Program (FCP)

Working collaboratively to provide relevant, SIAST-oriented, professional development for new instructors within SIAST-Accessible and Relevant University Education.

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Dr.. Michael Tymchak, SIDRU Director

Dr. Lynn Wells, Associate VP Academic

Shuana Niessen, Project Coordinator

he 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 education and training which develops and enriches their academic leadership roles and instructional skills as adult educators in a technical setting. While working towards their 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 discontinuting the BAET program -- 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 laddering options for those

Dr. Barb Bremner, Academic VP, SIAST

2010 Graduating class

enrolled in and graduates of the FCP. FCP Working Group Dr. Michael Tymchak, SIDRU Director Dr. Barb Bremner, Academic VP, SIAST, Rod Goertzen, ILDC Director Shuana Niessen, SIDRU Project Coordinator Rochelle Fenwick, SPC, Program Advisor Dr. Heather Ryan, Assoc. Dean Student Services & Undergraduate Programs Dr. Abu Bockarie, Director of Adult Education and Human Resources Development Dr. Sal Badali, Assoc. Dean Faculty Development and Human Resources The ILDC Academic Director, and the SIDRU FCP coordinator support the facilitators of the Faculty Certificate Program, working closely alongside the U of R Director of AE&HRD program, and the U of R Undergraduate Program


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Advisor, ensuring the program runs smoothly, and solving problems as they arise. As this partnership continues to grow and develop, new connections are made, and new supportive learning communities form. There are currently 120 students enrolled in the FCP. This year, 27 graduates of the FCP enjoyed the graduate celebration, held August 13, 2010, at the Willows Golf and Country Club in Saskatoon. Dr. Lynn Wells, Associate VP Academic from the University of Regina, brought greetings and offered congratulations. Grads, Facilitators, and Administrators along with U of R representatives enjoyed a meal together. The program anticipates 22 grads for 2011. Each year SIDRU and SIAST sponsor a Professional Development 1-day workshop for Adult Education instructors from both the U of R and SIAST. This year’s speakers were Dr. Allan Quigley, presenting, “Who Teaches the Teacher?: Using Reflective Practice for Teaching and Learning in Adult Education;” Dr. Abu Bockarie, presenting, “Effective Instructional Practices and Current Research;” and Dean Shareski, presenting, “What Do We Keep and What Do We Throw Away? Living and Learning in the 21st Century;” and Dr. Sal Badali summed up the day, moderating a lively discussion. The day was rich with learning and discussion. Through continuous formal and informal evaluation, the program is being developed to effectively meet both institutional goals and individual instructor needs. New learning communities between the U of R and SIAST, among the four SIAST campus facilitators, program advisor, and students, are being formed, developed, and sustained. Ultimately, the program has further enhanced and integrated the learning culture in SIAST and produced new connections for students to continue their education with the U of R.

Rod Goertzen with FCP graduates

FCP Professional Development Workshop

Karen Wightman FCP Instructor

Rochelle Fenwick, Program Advisor

Rod Goertzen ILDC Director

Dr. Heather Ryan, Assoc.iate Dean


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Aboriginal Teacher Education Program Partnerships and Support

Developing and maintaining partnerships with Aboriginal Teacher Education Programs to assist with program development, research, and support.

NTEP graduating class

YNTEP graduating class with Dr. Carol Schick

NTEP Symposium

NTEP Graduation ceremony with Ooloota Maatiusi and Dr. Heather Ryan

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he Faculty of Education, with the support of SIDRU and the Student Program Centre, extends support to several Aboriginal teacher education programs (TEPs) within the province and extending into northern Canada. These partnerships give TEPS opportunities to offer their university programs with a distinctly Aboriginal focus, in accessible locations. Indigenous cultures and languages frame the programs, adding cultural values and relevance to content, while maintaining high academic standards. Training teachers within their communities provides a viable solution to teacher-turnover rates which, in turn, brings consistency, stability, and role models to students, and raises socioeconomic conditions within northern communities.1 Support includes assistance with program Tymchak, M. (2006). NORTEP/PAC: Innovation, determination, impact. The impact of NORTEP/PAC after 30 years. Regina, SK: SIDRU, University of Regina.

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development and renewal, opportunities for professional development and collaboration (such as with the 2008 Aboriginal Knowledge Exchange in which 10 TEPS from across Canada came together for a 2-day symposium to present the findings of their self-studies), and research is often followed by a SIDRU seminar to present the findings. For the 2009-2010 year, support of the Aboriginal TEPS was extended in the following ways. Saskatchewan Urban Native Teacher Education Program (SUNTEP) •

SIDRU and SUNTEP recently completed a project designed to examine and evaluate the use of the material on Aboriginal


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Dr. Michael Tymchak, SIDRU Director with Elie Fluery, NORTEP Director

SUNTEP’s Joanne Pelletier, Lorri Melnchenko, and Russel Fayant take in a SIDRU seminar presentation by Keith Goulet

NORTEP pre-service teachers with Instructor, Deborah Dingwall, at U of R (E)merging Professional Conference

Dr. James McNinch and Dr. Sal Badali presenting student award to SUNTEP’S, Jed Huntley

perspectives (especially mathematics and culture) in the classroom and use the information gathered to further develop the Aboriginal Perspectives website <http:// Aboriginal Perspectives.uregina.ca>, a companion site to Math Central. •

SIDRU and SUNTEP are currently engaged in a research project intended to inform the development of an important new course to be offered in the SUNTEP Program, entitled: “Métis Knowledge, Customs and Tradition.” Once the background research is completed, it is proposed that the course initially be offered on an experimental basis, and thereafter become a regular part of the program course offerings.

Northern Teacher Education Program (NORTEP) •

NORTEP, in partnership with the University of Regina and the University of Saskatchewan, offers a full Bachelor of Education. SIDRU and NORTEP continue to work together on various projects. This year we worked together to produce an annual Newsletter. Preservice teachers from NORTEP join the U of R, Faculty of Education and SUNTEP preservice teachers each January for the (E)merging Professionalism Conference for preservice teachers. New connections and relationships are formed through the conference. SIDRU supports the work of the Centre for


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Northern Research and Graduate Studies Education (CeNRGe) through its Director. Yukon Native Teacher Education Program (YNTEP) •

YNTEP offers a 4-year Bachelor of Education in conjunction with the Faculty of Education, University of Regina. Graduates of the program are eligible for teacher certification from both the Yukon and Saskatchewan. This year, President Vianne Timmons, along with Dr. Carol Schick, were present for the graduation ceremony.

Kathy Okpik (NG), Dan Vandermeullen (NAC), Shirley Humphries (STF), Peesee Pitsulak (NTEP), Robin Langill (NTA), and Sal Badali (U of R) sat on the panel moderated by Michael Tymchak (U of R).

Nunavut Teacher Education Program (NTEP) •

NTEP, a program of Nunavut Arctic College, in partnership with the Faculty of Education, University of Regina, offers a Bachelor of Education program that consists of both on-campus and communitybased offerings. This partnership, established in 2007, involves program renewal and development, the incorporation of a new field experiences model for students, such as an Extended Practicum (Internship), and has a unique community-based program that allows students from diverse locations to take their education partly in their home communities and partly in Iqaluit. Each winter, Dr. Michael Tymchak, in collaboration with NTEP staff, organizes and offers a symposium designed for the professional development of students and staff. Following the symposium, SIDRU produces a Newsletter documenting items discussed, decisions made, and reflections on the symposium.

Peesee Pitsulak (NTEP), Robin Langill (NTA), and Sal Badali (U of R)

Kaviq Kauraq (L) Helen McDonald (R)


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Reflections of the NTEP/U of R “Stronger Together” Symposium

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he first day of the month of December is generally filled with anticipation of wonderful events to come. The holiday season is just a few weeks away and, with that, comes thoughts of spending time with loved ones, of parties, of travel, of relaxation, and of renewal. This year, however, there was a particularly high level of anticipation at Nunavut Arctic College because it was also the first day of the Nunavut Teacher Education Program (NTEP) Educational Collaboration Symposium with the University of Regina. As a new “qablunaaq” member of the NTEP staff, I eagerly looked forward to meeting with the university representatives and being able to participate in the ensuing discussions. Our first day was quite productive as there were open discussions aimed at making us “Stronger Together” on items of importance to the operations of our program. There was also an excellent presentation by Dr. Twyla Salm, from the U of R, on the topic of Interprofessional Collaboration. This presentation stimulated active discussion within our groups and we decided to share our thoughts with all those in attendance the next day. The second day of our symposium opened with a prayer and the lighting of the qulliq by an elder. This was a very moving experience especially since the elder, through a translator, explained its significance to the people of Nunavut. The day continued with an informative talk by our guest speaker, Dr. Barbara Keirnes-Young, a panel discussion by interested government/ education members, and “break out” discussion groups. The highlight for many of us was the insightful participation by our NTEP student representatives. Their presence and input made us all mindful that the true purpose of education is to encourage these eager students to take up

the challenge of education. I have no doubt that they will ensure Nunavut’s educational system grows “Stronger Together” with their continued educational collaboration. I want to thank all those who made this Educational Collaboration Symposium possible. It was a wonderful opportunity to meet with friends and colleagues, old and new, and give the gift of each other for the benefit of the future generations of Nunavimiut. Helen MacDonald, NTEP Instructor Reprinted with permission from Nunavut Teacher Education Program (NTEP) Newsletter: Reflections


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

Working with pre- and in-service human service professionals to support the health and well-being of individuals in schools, youth, families and communities through collaborative social action

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Dr. Twyla Salm, Director

Interprofessional Team

Interprofessional Course

Interprofessional Course

ince 2007, the Greystone Centre for Interprofessional Collaboration in Education (G-CICE) has coordinated projects that engage pre-service, human-service professionals in real-life, problem-based interventions that aim to break down the barriers that have traditionally prevented human-service providers from working together for the benefit of students and the community. The mandate of the centre is to contribute to the development of interprofessional teaching and learning, research and policy, and professional communities. In 2009-2010, our focus has been on two main areas: (a)developing an interprofessional collaboration (IPC) university course and (b)supporting interprofessional research with teachers and occupational

therapists in schools. After several months of consultation with interprofessional practitioners, our Deans and other faculty members initiated the first IPC course (E IPC 390 AA) which was conducted in Fall 2009. We were pleased to be able to pilot it again this Fall 2010. The new course, Interprofessional Collaboration for Health, Social Well-Being, Justice and Learning, is open to all students in the university, but primarily attracts students from the Faculties of Education, Social Work, Justice Studies and Kinesiology and Health Studies. Nursing students from the U of S, Regina site, were also part of the course. The course offers students a unique opportunity to participate in inter-


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professional discourse, in an interprofessional context, with an interprofessional faculty complement. Five professors, from five faculties, share and team teach every class in order to model the development of interprofessional competencies. The course explored six core competencies as outlined by the Canadian Interprofessional Health Collaborative—IPC communication, client/family centered care, role clarification, team functioning, collaborative leadership, and conflict resolution. One student said about the course: I thought learning about the competencies was going to be very easy. They were all familiar concepts to me and I thought I knew a lot about it but I was wrong. This course is very different because you can’t just learn it superficially. You have to apply it with your group and in the case studies. You have to live it and practice IPC if you want to learn how to really improve outcomes in the field. This year is the final year of the pilot and GCICE is hopeful that there will be continued support from faculties to continue this course in the future. In June, Twyla Salm, Doug Cripps, Hirsch Greenberg, and Randy Johner presented a paper at the Canadian Association of Social Work Education, during the Congress of Humanities and Social Sciences in Montreal, which highlighted the challenges and merits of teaching and learning interprofessionally. The Greystone Centre for Interprofessional Collaboration also supported 10 schools in the Prairie Valley School Division in a research project entitled “Tools for Learning.” The occupational therapists in this school division are working with teachers to modify classroom environments to take into account environ-

mental and ergonomic factors, promote optimal neurological functioning, and attend to individual learning styles in order to support learning. Introducing self-sensory regulation items such as finger fidgets, exercise ball chairs, movement cushions, timers, lap pads, rocker and swivel chairs to improve learning requires a considerable change in the way teachers and occupational therapists work together. Collecting data on a wide range of factors, including interprofessional professional development opportunities, has yielded considerable information to inform, not only this particular project, but also collaborative practices in schools, in general. Similar to the students in the IPC course, the practitioners are also finding that developing the collaborative competencies needed to work in complementary partnerships is a challenging and rigorous task; however, the benefits can be equally rewarding.


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Centre for International Education and Training (CIET)

Improving the human condition through educational development, sharing the expertise and experience of the Faculty of Education and its educational partners through involvement in culturally affirming, sustainable, and international development projects

T

Dr. Rod Dolmage, 2009-2010 CIET Director

Dr. Rod Dolmage, Yuan Shuo (International Visiting Student), & Dr. Doug Brown

Dr. Doug Brown 2010-2011 CIET Director

Dr. Vianne Timmons, U of R President with Dr. Kathy Nolan, CIET Grand Opening

he 2009-2010 year was one of review and change for CIET. The CIET Board and Director worked within the general auspices of the Dean’s Office and the Planning and Priorities Committee (PPC) to redefine both the structure and the role of CIET within the faculty, specifically with regards to a stable and reliable source of funding. The CIET Board also suggested that the Faculty of Education create the necessary infrastructure to accommodate the successful operation of CIET (in acceptance of the foundational philosophical and instrumental tenets of the organization). In so doing, the Faculty was petitioned to allocate appropriate resources in providing administrative support/ assistance, as well as creating an appropriate and permanent space to house the centre. CIET has been partially successful here

and continues to pursue the support and autonomy required to function as a faculty centre. Another Board initiative recognized that, in terms of faculty infrastructure support, there is a long-term expectation of collaboration between attendant faculty centres/organizations. CIET is pursuing these partnerships and is happy to report that serious inroads have been made in realizing this goal. CIET continues to support and sponsor a number of projects and initiatives. Below are just a few examples in what has proven to be a year of growth for the centre. CIET – 2009-2010 positions CIET Board (June, 2010)–Douglas Brown (Chair), Abu Bockarie, Xia Ji, Barbara McNeil, Kathy Nolan, Mark Spooner, Warren Wessel


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Ex officio: Gary Boire, Rod Dolmage, Li Liu, James McNinch CIET Board (current)–Abu Bockarie, Alec Couros, Rod Dolmage, Cindy Hansen, Xia Ji (on leave), Barbara McNeil, Ken Montgomery, Kathy Nolan Ex officio: Douglas Brown, Livia Castellanos, George Maslany, James McNinch CIET Projects and Programs--High Points 1. CIET, through participation in Malawi’s Technical Entrepreneurial and Vocational Education and Training (TEVET) system, continues its support and involvement in the country of Malawi. The University of Regina and the Canadian International Development Agency (CIDA) signed the Contribution Agreement for this project in June 2008. Project members are involved with a number of administrative activities, including visits to Malawi in updating the project proposal and the grounding of a Project Implementation Plan (PIP). Through the tireless efforts of the Malawi team, CIET underwrites the planning, implementation, and steering/guidance activities currently reaching the halfway point in the project. The CIET director will participate in a steering committee visit scheduled for late January 2011. 2. Continued work on the President’s Initiative Fund Project (facilitating attendance of Chinese high school graduates in undergraduate programs at the University of Regina) continues. This project is charged with providing support for Chinese students in making the often difficult adjustments necessary to study at the University of Regina. CIET’s bridging project includes assistance in English preparation, cultural preparedness, procurement of student visas and program application (University of Regina). To this end Rod Dolmage

and Bertrand Lee (former head of the University of Regina ESL Program) visited educational institutions in Shanghai, Tianjin, Changchun, Jilin City and Beijing in November/December 2009. Rod returned to China with Ashley Yeaman (UR International) in the summer of 2010. In total, four centres have indicated interest in creating Bridging Programs for their institutions with three memoranda of understanding struck: •

University of Regina/Centre for International Education and Training and Shanghai International Studies, University Education Group

University of Regina/Centre for International Education and Training and Hexi District Education Bureau Tianjin

University of Regina/Centre for International Education and Training and Chinese Middle School graduates in Changchun, in partnership with the School of Foreign Language Education Jilin University.

A further visit by Douglas Brown (CIET Director) is planned for the new year, 2011. With this visit, students enrolled in the Shanghai International Studies University Bridging Project will be administered English Language Proficiency examinations. Further communication with Chinese partners is both welcomed and expected. 3. CIET facilitated a visit by a small delegation from a Chinese High School in Nov. 2009. 4. CIET supported Andrea Sterzuk in her initiative to bring a scholar from Xiaomen University of Technology to the University


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of Regina. Lui Jiangxu (Cherrylin) audited a number of classes both within the Faculty of Education and in the University’s ESL Program. 5. In the past year CIET has successfully facilitated the admission and relocation of several Chinese Master’s and PhD students. 6. CIET has again backed the initiative to provide an international internship experience in Malaysia for undergraduate students in the Faculty of Education’s Middle Years Program. The project has proven successful in the past. 7. In sponsoring faculty international initiatives and projects, CIET continued its commitment to internationalization in education. For example, CIET provided both endorsement and support of Buryl Bernard in his two projects in Cambodia and Andrea Sterzuk’s work in Mexico. 8. An MOU with Zaporizhzhye National Technical University has been signed (by both universities). Professor Lucy Romanenkova has contacted CIET with the intent of securing opportunities to work with Canadian colleagues on joint initiatives. 9. During the past year, CIET continued to host and support visiting scholars (both short and long term). In partial fulfillment of this obligation, space has been set aside for these individuals (by CIET) - mitigating some of the challenges of relocation. Qing Liu and Yangfen Chen are currently using this space. On September 22, 2010, Dr. Ian Robottom (Deakin University, Australia) visited the University of Regina. Dr. Robottom’s visit proved instructive in outlining a number of ways the Faculty

of Education and the University of Regina could collaborate with Deakin in building strong partnerships. 10. In October, 2010 the CIET Director (Douglas Brown) participated in the Conference of the Americas on International Education (CAIE),(Calgary). The CAIE is intended to provide a space for connecting with potential partners and for incubating new opportunities and ideas across the hemisphere. The Future Direction for CIET In addition to maintaining our projects and partnerships with the countries of China and Malawi, CIET plans to increase its focus on North, South and Central America and the Caribbean. It is our goal to attract the attention and participation of international education professionals as well as citizens from these regions. However, while working towards partnerships and strategic alliances within the Americas it remains incumbent upon us to recognize all international opportunity as we continue to function as the conduit through which the Faculty goes international. This remains our directive not only in fielding projects, faculty exchanges and international scholarship, but in bringing the world to our student population. This may be accomplished by encouraging internships abroad, developing more globally responsible curricula, and promoting faculty mobility. In addition, it remains our task to be informed, to debate different policies and approaches and discuss emerging trends in education. We must develop an increasing focus upon capacity building, shared views, and best practices in the field of international educational issues. We must pursue the necessary resources required to adequately fund our goals as well as engage the various technologies vital in closing significant gaps in geography, culture, and language.


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An Interview with student Yuan Shuo, assisted by Visiting Scholar Yangfen Chen

Yangfen Chen (Visiting Scholar), Yuan Shuo (International Visiting Student), & Dr. Doug Brown

Yuan Shuo, is currently studying at the University of Regina as a direct result of the work of CIET’s Bridging Program under the direction of Dr. Rod Dolmage. Drs. Dolmage and Brown interviewed Yuan Shuo with the assistance of visiting scholar, Chen Yangfen. Yuan Shuo comes from Tianjin, near Beijing in northern China, where he says it is cold, but not as cold as Regina. He likes the cold, and says he likes several other aspects of Regina as well. He told us he would recommend the University of Regina to his friends at home, and when asked, “why?” he responded that there are “too many reasons . . . . I like Canada: I like snow, the people are friendly, I don’t like big cities — Tianjin is too noisy, there are too many people. I like the quiet environment in Regina.”

him to improve his English. In particular, he mentioned that he is required to make presentations and to speak in class, both of which help him to improve his pronunciation. Yuan Shuo pointed out that because he was the second student from Tianjin to come to the University of Regina through CIET’s Bridging Program there was someone from his home city to help him adjust to living in a new country, city, and culture (fellow student Zhao Liang came to the U of R in June; she is also studying in the ESL Centre). One of the goals of CIET’s Bridging Program has been to provide support, on a number of levels, to a growing group of international students in their preparations for, and adjustments to, entrance into the University of Regina. Yuan Shuo did not know anyone in Regina when he came, so, in his early days here, having a “colleague” from Tianjin was a great help to him. He has volunteered to “be there” for a new student who is arriving from Tianjin at the beginning of January. When Yuan Shuo finishes studying English in the ESL Centre, he will enter a degree program in Electronic Systems Engineering at the U of R. He feels that the CIET Bridging Program has provided him with a great opportunity; he appreciates the support he has been given and would encourage other Chinese students to participate in the CIET Bridging Program and to come to the University of Regina.

Yuan Shuo likes where he is living in Luther College Residence. He admitted that he doesn’t like to cook and he enjoys the food at the Luther cafeteria. He appreciates the access he has to the University’s athletic facilities and enjoys playing basketball in the gym with new friends he has made since arriving in September. He also appreciates the help he has had from the staff and instructors in the ESL Centre and believes his teachers are really helping

Yangfen Chen (Visiting Scholar), Yuan Shuo (International Visiting Student), and Dr. Rod Dolmage


A SIDRU Publication Faculty of Education University of Regina Regina, SK S4S 0A2 Shuana.Niessen@uregina.ca


NetworkEd 2009-2010