Ministry of Training, Colleges and Universities
Institutional Vision, Proposed Mandate
Statement and Priority Objectives
A submission to begin the process of developing strategic mandate agreements (SMAs):
To: The Ministry of Training, Colleges and Universities
From: Judith Morris, President & CEO, Lambton College
PART 1 Lambton College Proposed Mandate Statement As the hub of the energy and petrochemical industries in eastern Canada, Sarnia-Lambton is an internationally significant centre that contributes substantially to the economic success of the region and the Province of Ontario.
Lambton College, Sarnia-Lambton’s only post-secondary institution, has the mandate to provide a breadth of programming and a full suite of credentials to three year degrees leading to a variety of educational pathways, with specific focus on the College’s key strategic objectives: (1) a highly specialized Centre of Excellence in Energy and Bio-Industrial Technology, (2) an innovative Centre of Excellence in Fire and Public Safety, and (3) transformation to a student-centred Mobile Learning College.
The industrial base of Sarnia-Lambton is evolving from a focus on petrochemical processing and oil refining to a new economy based on bio-industrial processing. Lambton College, through our Centre of Excellence in Energy and Bio-Industrial Technology serves this primary industrial sector in Ontario. Lambton College also serves as the premier Fire and Public Safety Centre in Ontario, arguably in Canada. We are focused on quality, and have embraced the introduction of appropriate educational technologies to support access and enhanced learning.
Lambton College is an exceptional success story. Over the past decade, working in partnership with community stakeholders, the College transformed as the industrial-based economy of Sarnia-Lambton transformed. In less than ten years, and despite significant local economic realignment, full-time enrolment increased by more than 60%, part-time enrolment more than doubled, over 500 international students now study on campus with another 3,500 enrolled offshore, and our applied research budget tops $7 million to date. Our financial status rebounded, as improvements in productivity and efficiency resulted in a current unrestricted surplus of over $3.3M, from a deficit of $2.5 M a decade ago. This growth trajectory continues as Lambton’s full-time enrolment, compared to 2011, shows an 8% increase. This growth did not result at the expense of quality. For the second year in a row, Lambton College’s employer satisfaction KPI -- the ultimate outcome measure -- is the highest in the province at 97.5%.
As a smaller institution with limited resources, Lambton has proven to be innovative, efficient, productive and entrepreneurial. Our strategic and operational plans are focused on reducing reliance on grant funding, continuous quality improvement, and leveraging opportunities to partner with major industry. Our spirit of innovation and entrepreneurialism has resulted in partnerships with Canadian and U.S. universities and colleges. Among these collaborations, 4 campuses in China and 1 in Nigeria have resulted, offering two credentials to 3,500 offshore students, some of whom choose to complete their education in Ontario.
We continue to expand our virtualized computing infrastructure as well as flexible delivery and non-traditional teaching and learning strategies and have embraced the active learning philosophy, modifying classroom spaces into learning studio format to promote flexible learning strategies. Since 2009, 7 programs have been fast-tracked, resulting in increased enrolment, retention and improved utilization of instructional facilities, specifically increasing spring and summer enrolment by 251%. Currently 12% of courses have been transformed into hybrid format, making available 100 hours of classroom capacity per week. By fulfilling the transformative potential of new and emerging technologies, we anticipate continuous gains in efficiency and productivity in the decade ahead, premised on adoption of all policy levers identified in this document and the Committee of Presidents ‘Post-Secondary Education-Transformation’ report.
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Embedded throughout our mandate is a commitment to the concept of global citizenship and social entrepreneurialism. Initiatives such as Students in Free Enterprise (SIFE) and Circles™ at Lambton, a poverty-reduction mentorship program, are both student driven and staff mentored. SIFE students use their academic skills to bring sustainable economic and social change to at-risk groups, such as a financial literary program at a shelter for abused women and community projects to bring solar power to villages in Zambia. SIFE Lambton began in January 2012 and, after only 4 months, was awarded a SIFE national award.
In sum, Lambton College consistently ‘punches above its weight’. Lambton College has earned a reputation for being innovative, collaborative, responsive and creative; focused on student success, highly engaged in applied research and commercialization, skilled at partnership development, closely connected to industry, and a college of choice for international students. Our mandate emanates from our history of outstanding business, industry and community relations, coupled with the recognition of our fundamental responsibility as the sole conduit of higher learning in the Sarnia-Lambton region.
PART 2 Lambton College Vision Lambton College will foster innovation among our students and other stakeholders, locally and around the world. Our highly skilled graduates will share our commitment to individual and community success and sustainability. The breadth of programming and credentials will be complemented by teaching and learning excellence, mobile learning, and our commitment to develop depth in education, training and applied research in distinctive competencies: global leadership in energy and bio-industrial technologies, and fire and public safety.
PART 3 Lambton College Priority Objectives CENTRE OF EXCELLENCE IN ENERGY &Priority #1 BIO-INDUSTRIAL TECHNOLOGIES The energy sector in Sarnia has contributed immensely to the economic development
of Ontario, providing employment to tens of thousands of people in the region. With the development of the Sustainable Chemical Alliance, the Bio-Innovation Centre and the Western Research Park, a steady stream of bio-industrial companies are selecting Sarnia-Lambton as their ideal location. NOVA Chemicals is moving forward with plans for a multi-billion-dollar capital investment. As the only post-secondary provider in the area, Lambton College is superbly positioned to deliver relevant, career-focused education to support the needs of these industries, the community, and Ontario overall.
The Centre will offer a full spectrum of industry-focused applied credentials, spanning preparatory apprenticeship to degrees, serving the labour market demands of the petrochemical/refining and bio-industrial industries. Pending approval, Lambton will transform three advanced diploma programs into 3-year degree programs: Chemical Production and Power Engineering Technology (CPET), Instrumentation and Control Engineering Technology (ICET) and Power Engineering Technology – Chemical (PETC). The ability to grant employment-focused degrees is an essential component to the Centre of Excellence. We will respond to the growing, evolving skills shortages in the Energy and Bio-Industrial sectors by developing at least two new programs over the next three years (e.g., Bio-Industrial Lab Technician and Bio-Industrial Graduate Certificate programs).These programs will be developed in collaboration with industry, ranging from the established, such as Suncor, to new Ontario enterprises such as BioAmber.
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Lambton College plays an important role provincially and nationally by providing opportunity for students beyond our region to access these programs through mobile, hybrid, and online learning. The successful online delivery of Lambton’s highly specialized Chemical Production and Power Engineering Technology program has proven the viability of this alternative-format technical program. This unique program is now poised to expand globally to a growing energy and bio-industrial sector.
We are focused on providing flexible, seamless pathways, with multiple entry and exit points, such as the accelerated pathways for B.Sc. or B.Eng. graduates to complete our flagship technology programs, also an ideal pathway for foreign-trained professionals. Lambton College is a leader in the School-College-Work Initiative, providing post-secondary and high skills majors as dual credits in diploma and apprenticeship programs through our School within a College which enables students to complete their Secondary School Diploma. We will expand this successful initiative to create a Science Technology Engineering Math (STEM)-focused School within Lambton College.
Lambton College is uniquely integrated with our region’s major industry partners, offering our students a breadth of opportunity for learning and employment. This College is viewed as a key element to these companies’ ongoing success on multiple levels: experiential learning opportunities, graduate placement, applied research and professional development. As a key partner with industry, Lambton College sits as an equal member of major industrial initiatives, such as the Sarnia-Lambton Industrial Education Cooperative, the Sarnia-Lambton Environmental Association, Sarnia-Lambton Economic Partnership to name a few. One important initiative with key industry partners is the creation of opportunities for Aboriginal students to facilitate entry to the energy sector by providing customized educational opportunities. This will directly contribute to the economic viability and vitality of the three First Nations communities in the Sarnia-Lambton area, a population of 5,000. A pilot program for this customized delivery model will be developed and delivered in partnership with industry over the next 2 years.
Lambton College has also developed successful collaborative relationships with the Energy and Bio-Industrial Technology sector to support applied research and commercialization projects. Lambton has attracted over $7 M funding from several agencies (OCE, NSERC, FedDev, CONII, BIC) including establishment of an Industrial Research Chair for Colleges (IRCC) to support diverse projects, and has succeeded in facilitating process/product improvements or commercialization projects that contribute to the economic sustainability of 10 companies to date. We will continue to leverage partnerships with industry, the Bio-Innovation Centre and The Western Research Park to support additional research projects that provide experiential learning opportunity for our students, as well as support further development of this economic sector by creating new opportunities for commercialization. We plan to add 5 to 10 research projects annually.
As the region’s economic focus and the needs of various sectors in the community evolve, Lambton College’s program mix and facilities must keep pace. The College faces significant challenges to provide sufficient specialized space to support the evolving program needs and delivery modalities. Lambton College requires a contemporary, purpose-built facility to support interdisciplinary education of the next generation of healthcare, science and technology professionals. This new Health and Science facility will accommodate innovative program-delivery models and new programs that respond to emerging trends in health and technology. Productivity increases will result from clustering of faculties and student services, as well as improved facility utilization.
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a) Total enrolment and enrolment mix: New 3-year Degrees - 75 FTEs (assumes registration in new degrees commences 2015). New Bio-Industrial Diploma and Graduate Certificate programs - 50 FTEs; STEM Dual Credit program – 40 FTEs; Total = 125 FTEs. Program approval: CPET Degree (3 year), ICET Degree (3 year), Bio-Industrial Degree (3 year), Bio-Industrial Graduate Certificate (1 Year), Bio-Industrial Lab Technician Diploma (2 year). Teaching vs. Research: 80% Teaching - 20% Research (by Year 3).
b) Distinctive institutional advantage, strength or characteristic: Lambton’s industry-focused labs enable students to be immediately productive in diverse energy and bio-based industries. Lambton College will leverage our 46-year successful partnership with world-class energy-producing industries. This priority objective builds on the College’s outstanding reputation in Applied Research.
c) Timeframe / resource allocation / metrics: Three years/curriculum development, new program marketing and development of lab facilities /programs available for registration upon approvals.
d) Productivity innovations (with cost and resource implications): New 3 year degrees enhance student career opportunities and save $340K in grant and $300K in student tuition from 3 year vs. 4 year degrees; Economies of scale through utilization of common curriculum and facilities utilization result in 30% development and 10 % delivery cost savings. The proposed Health and Science facility will accommodate larger sections and would result in further ongoing savings; unique partnerships with the BioInnovation Centre (BIC) and Western Research Park to attract bio-industrial companies through sharing of research funds, HQP, and facilities will result in research innovation, commercialization and economic development in Sarnia/Lambton/Ontario.
e) Requisite public policy tools: Authority granted for College system to award 3 year degrees approved through PQAPA. Technical Standards and Safety Authority (TSSA) recognition of online delivery as equivalent to traditional delivery for steam time reduction for CPET Online graduates’ Stationery Engineering certification.
f) Correlation to government’s principles and parameters: By focusing on regional industry and developing unique expertise, Lambton College is contributing to an efficient, world-class differentiated system in Ontario. Our approach leverages educational, community, and industry partnerships to deliver credentials that meet workforce needs, and uses innovative teaching and learning methods to enhance productivity. This Centre provides students with new choices and pathways, reflecting the inter-operability philosophy of the professions it serves, with students’ learning embedded in their future workplaces. A variety of learning modalities allows the curriculum to be adapted to students’ needs and shared with partner educational institutions. Clearly defined pathways, with multiple entry and exit points, and access through increased use of flexible and mobile learning strategies increase student choice and better prepare students to meet the needs of the workforce
FIRE & PUBLIC SAFETY CENTRE OF EXCELLENCEPriority #2 Lambton College has an extensive reputation in the fire training of municipal and industrial personnel, particularly in the petrochemical and refining industries. Public safety programs
complete the post-secondary offerings of the School of Fire Science and Public Safety. Provincial and Federal government funding supported construction of a new $12 M Fire & Public Safety Centre of Excellence facility. Lambton College is one of three colleges in Canada -- the only one in Ontario -- that has its own fire grounds, complete with burn tower and multiple training props. Over the next 3 to 5 years, this Centre of Excellence will develop into a national leader in fire and public safety training and education.
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A unique, new Public Safety Diploma program that encompasses existing PSI and Police Foundations programs is planned, with expanded course offerings reflective of the needs of employers and will allow students greater flexibility in career choice. This new diploma, combined with the Contemporary Justice Graduate Certificate program will become a 3 year Public Safety Degree. This model is consistent with the ‘five pillars of public safety’ mandate of Public Safety Canada and can provide additional pathways to undergraduate and graduate studies. Lambton College is currently exploring opportunities with Western University to deliver a public-safety-focused version of Western’s Diploma in Public Administration and Master of Public Administration programs onsite at Lambton College. This will provide students with a complete pathway from introductory programs to graduate studies.
The Centre is pursuing international accreditations that will enable the Centre to respond to growing global demand for certified professionals. Training in areas such as Chemical, Biological, Radioactive, and Nuclear (CBRN) hazards, clandestine labs, and Hazmat is an underserved market, and Lambton College is strongly positioned to develop these training courses. Increased capacity in accredited courses will allow the Centre to develop training programs marketable to a broad national and international cross-section of professionals. These initiatives will serve to transform our industrial and municipal course offerings; Lambton College will complete these accreditations and develop these courses over the next 3 years.
Due to the unique location of Lambton College, opportunities exist for developing international (cross-border) training. Recent federal legislation has created the need for joint law-enforcement training; the new Shiprider program requires accredited training for law enforcement officers, which would allow them to partner with American counterparts to patrol international waterways. The Canadian Border Security Agency (CBSA) has reduced staffing levels, but is seeking learning opportunities for their staff. Through consultation and liaising with industry partners, the Centre can quickly adapt and meet pressing needs by creating modular, mobile training courses.
Within the next 3 years we anticipate offering training on First Nations’ sites in partnership with municipal police and Aboriginal communities. This new initiative, currently in the development stage, may expand to include fire and paramedic training.
The potential for applied research is significant. Available facilities and resources will support collaborative research with industry partners, presenting new and varied opportunities (e.g., study of heat upon the human body, fire retardant material, safety equipment, emergency management software). It is anticipated that at least two research projects will be initiated within the next 2 years.
Utilizing mobile learning technology, the Centre will be able to deliver a hybrid model of training, thereby increasing delivery efficiency and offering reduced training costs to a cross-section of learners including Aboriginal or mid-career practitioners seeking a first credential or pathway to graduate studies. Through the increased use of simulation software, greater efficiency and effectiveness can be gained in multi-disciplinary programs, while the conversion of 8-10 courses/modules into online or hybrid format over the next 3 years will provide students with increased learning options.
a) Total enrolment and enrolment mix: Increase in Fire Science Technology and Pre-Service Firefighter Education 25 FTE; New Public Safety Diploma program - 40 FTE; New First Nations Public Safety Certificate program - 20 FTE; Convert Post Diploma Certificate in Contemporary Law Enforcement & Justice to Year 3 of new Public Safety Degree - 30 FTE; TOTAL = 115 FTE. Program approval: Development of 7 new industrial fire-fighting courses - 350 professional development students annually; Cross Border Public Safety training courses - 50 professional development students; TOTAL = 400 professional development students; Program approval: First Nations Public Safety Certificate (1 year); Public Safety Diploma (2 year); Public Safety Degree (3 year). Teaching vs. Research: 95% Teaching - 5% Research (by Year 3).
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b) Distinctive institutional advantage, strength or characteristic: Only Ontario college with 2 fire towers, numerous industrial training props, new state of practice facility, 6 bay fire hall with 3 pumper trucks, 1 ladder truck; solid national and international reputation within the industrial fire community, with strong corporate endorsement of the Centre of Excellence; capacity and resources to conduct fire industry applied research projects; international border location.
c) Timeframe / resource allocation / metrics: 3 years /Development of 7 new industrial fire-fighting courses, certification training for faculty, modifications to fire towers/ course registrations 2013-2016; Faculty time for multiple new PSE program curriculum development / registrations 2015 and 2016.
d) Productivity innovations (with cost and resource implications): New 3 year degree enhances student career opportunities and saves $135K in grant and $125K in student tuition from 3 year vs. 4 year degree ; XXXXXXX productivity requires Simulation software for integrated emergency management courses - $70K delivers xxxx$ revenue or cost saving. Expanded PSE and Con Ed revenue generation through development of new programs including online/hybrid courses, and modifications to existing fire tower/props (utilizing $100K donated funds) at net cost of $150K; increase PSE and Con Ed contribution approx. $250K/yr.
e) Requisite public policy tools: Authority granted for College system to award 3 year degrees approved through PQAPA ; Alignment of Ontario Fire Marshal Pre-Service Fire-Fighter requirements to NFPA standards (broader program recognition). Technical Standards and Safety Authority (TSSA) recognition of online delivery equivalent to traditional delivery.
f) Correlation to government’s principles and parameters: By focusing on regional needs and developing unique expertise, Lambton College is contributing to an efficient, world-class differentiated system in Ontario. This Centre provides students with new choices and pathways, and reflects the inter-operability philosophy of the professions it serves, with students’ learning embedded in their future workplaces. A variety of learning modalities allows the curriculum to be adapted to students’ needs and shared with partner educational institutions. Clearly defined pathways, with multiple entry and exit points will allow students to develop skill sets to better prepare them to meet the needs of the workforce. Increased use of mobile learning strategies increases student course choices and creates flexible learning strategies.
MOBILE LEARNING COLLEGEPriority #3 Lambton College will become a Mobile Learning College, a significant objective for a smaller college. This priority includes integration of learning/educational technologies
through online learning, hybrid delivery and accessibility of curriculum, learning resources, and student success supports, through any device and in flexible formats, at both the course and program levels. A critical and unique feature of this initiative is inclusion of active learning strategies into every facet, revolutionizing delivery and enhancing quality across our College. Lambton College has embarked on a Board-approved Mobile Learning project that will integrate mobile learning, in whole or part, into 100% of our programs, with a target of 10 hybrid programs and 30% of courses in hybrid or online format by 2016.
Students entering a program designated as a Mobile Learning Program will be able to use any mobile computing device. Through a planned implementation on a program-by-program basis, Lambton College will build on its virtualized computing infrastructure. Mobile Learning programs and courses will provide students with a rich, flexible, active learning experience, replete with complementary learning functions such as digital recordings, podcasts, e-textbooks, Open Educational Resources, learning objects, and multimedia resources. Program faculty are being trained to develop courses and explore, evaluate and incorporate mobile learning resources and strategies into their curriculum.
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Lambton College students will have the opportunity to access general education requirements online utilizing mobile devices, and the use of general education courses through OntarioLearn will be maximized.
Collaboration with smaller, sister colleges to design and launch one or two new, fully online post-secondary programs is part of this priority. A joint development initiative is already underway with Cambrian College. At least one of these programs will be modularized, to allow maximum flexibility for students. Our demonstrated commitment to Ontario College online learning will continue with 10 new programs being offered through OntarioLearn, building on Lambton’s existing 12 OntarioLearn programs which have significantly increased enrolment and access by students in rural/remote communities.
Since 2010 Lambton College has purposefully driven an active learning strategy which involves supporting faculty to transform course delivery and reinvent learning spaces. Lambton will continue to revolutionize the learning experience with active learning principles, inside and outside the classroom, particularly through development of an increasing number of Learning Studios. These learning spaces provide an environment that positively impacts student learning: facilitating engagement between faculty and students and between students; utilizing educational technologies to accelerate/reinforce learning; and offering an environment that is comfortable and ergonomically conducive to learning. We plan to convert 30% of our conventional classroom space to Learning Studios over the next 3 years.
Lambton College has undertaken extensive professional development to enable faculty to develop and successfully utilize active learning techniques. Currently, 70 faculty have completed the professional development required to teach in a Learning Studio, and we will build on this capacity. Lambton College received funding from the Higher Education Quality Council of Ontario (HEQCO) to complete research measuring student and faculty performance utilizing Learning Studio technologies against outcomes in traditional classroom settings. The results will guide our Mobile Learning College initiative.
The Mobile Learning Project utilizes innovative technologies that allow full inclusion/access for all students, including those with disabilities (i.e., Universal Instructional Design). Lambton College will offer an expanded and accessible array of online student support services (e.g., technical, tutoring and academic advising). By year 3 at least 50% of course material for all programs will be available in electronic format -- e-resources -- and simulation in virtual and classroom environments will be explored and piloted.
Our E-Portfolio, an additional record complementing a student’s transcript by articulating all of the student’s experiential learning, volunteer activities, awards and achievements outside the traditional classroom, benefiting the student in his/her job search or further educational goals.
a) Total enrolment and enrolment mix: Total 375 new FTEs over 3 years; OntarioLearn programs: 5 Board of Governors Certificates, 2 ON Certificates, 3 ON Grad Certificates; 2 Collaborative programs: 1 ON Grad Certificate; 1 ON College Diploma; Conversion to Hybrid Programs: 8 ON College Diplomas; 2 Advanced College Diplomas Teaching vs. Research: The vast majority of our focus will be on teaching with a minor focus on scholarly activity in teaching and learning.
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b) Distinctive institutional advantage, strength or characteristic: Lambton College is in the second year of implementation of a Board-approved 5 year Information Technology Virtualization plan, laying the groundwork necessary for a successful mobile learning environment. The College is committed to faculty professional development in the principles of active learning. Lambton College is already a significant participant in OntarioLearn, both in registrations and course delivery.
c) Timeframe / resource allocation / metrics: By 2016: 30% of learning space in learning studio format; over 80% of faculty engaged in active learning; offering 2 new online programs and 10 hybrid programs; 100% of programs contain mobile elements; 30% of courses contain hybrid component.
d) Productivity innovations (with cost and resource implications):1. Increased enrolment capacity through improved facility utilization by eliminating fixed computer labs. Cost: IT Infrastructure upgrade $760K(net) and online & hybrid course and hybrid program development $250K/yr over 3 years; 2. Improved access by rural/ remote students (target 150FTEs over 3 yrs = Increased tuition revenue approx. $375K/yr); potential cost savings to students through online access (up to $8K/student/yr); Learning Studios contributing to Increased retention/ completion rate (target 5% increase by Year 3 = Increased tuition revenue $500K) Cost approx. $200K/yr
e) Requisite public policy tools: A change in policy of the Technical Standards and Safety Authority to accept online courses as equivalent to traditional courses for skill recognition.
f) Correlation to government’s principles and parameters: The Mobile Learning Project will have a direct positive impact on students’ access to quality education across Sarnia-Lambton and throughout Ontario. Mobile Learning will offer our students innovative and flexible options, improve productivity, and support more students toward the completion of post-secondary credentials that are in demand in today’s labour market.
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