2013-2014 - Yellowhead Tribal College

Transcription

Yellowhead
Tribal College
2013-2014
CALENDAR
YTC AFFILIATIONS:
Alberta Council on Admissions and Transfer (ACAT)
First Nations Adult and Higher Education Consortium (FNAHEC)
National Association of Indigenous Institutes of Higher Learning (NAIIHL)
National Indigenous Accreditation Board (NIAB)
Treaty Six Education
Treaty Six - Northern Colleges
Edmonton Aboriginal Education Council (EAEC)
Alberta Post-Secondary Network
World Indigenous Nations Higher Education Consortium (WINHEC)
Indigenous World Net - FNAHEC
PARTNERSHIPS:
Athabasca University
University of Alberta
Northern Alberta Institute of Technology
MacEwan University
NorQuest College
Keyano College
Alberta Enterprise and Advanced Education
Alberta Learning
Alberta Human Services
Blue Quills First Nations College
Nechi Training, Research and Health Promotions Institute
Maskwacis Cultural College
Old Sun Community College
Red Crow Community College
“There is a longing in the heart of my people to reach
out and grasp that which is needed for our survival.
There is a longing among the young of my nation to
secure for themselves and their people the skills that
will provide them with a sense of worth and purpose.
They will be our new warriors. Their training will be much
longer and more demanding than it was in the olden days.
The long years of study will demand more determination;
separation from home and family will demand endurance. But
they will emerge with their hand held forward to grasp the
place in society that is rightfully theirs.”
The Late Chief Dan George
ᐅᓵᐏᐢᑎᒁᓀᐤ ᐏᔭᓱᐍᐏᐣ ᐅᑭᐢᑭᓄᐦᐊᒪᑐᑲᒥᐠ
#304, 17304-105 Avenue, Edmonton, Alberta T5S 1G4
Phone: (780) 484-0303 Fax: (780) 481-7275
Yellowhead Tribal College
Toll Free: 1-877-YTC-EDUC 1-877-982-3382
eduCaTion Program
Box
T7X 3Y3
3Y3
Box150
150Enoch,
Enoch,Alberta
Alberta T7X
Phone:
(780)
470-3454 Fax:
(780) 470-3541
Phone:
780-470-3454
Fax: 780-470-3541
www.ytced.ab.ca
Find us on
Check out YTC on
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2013 - 2014 CALENDAR
Table of Contents
Messages from our Chiefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Message from the Director / Message from the Dean of Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
YTC Education / Yellowhead Tribal College History. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Yellowhead Tribal College Academic Schedule. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Application Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Policies and Regulations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Student Code of Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Tuition and Student Fees / Financial Assistance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Off-Campus Student Support / Student Support Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Computer Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Program Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
First Nations Literacy & Essential Skills Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Adult Basic Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Academic Upgrading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
University and College Entrance Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Health Careers Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
University Studies Diploma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Early Childhood Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Administrative Assistant Certificate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Management Studies Diploma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
University Diploma in Health Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Indigenous Social Work Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Information Technology Certificate / Diploma. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Prior Learning Assessment and Recognition (PLAR) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Cultural Programming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Library Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Yellowhead Tribal College Board, Committee, and Staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Yellowhead Tribal Council First Nations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Yellowhead Tribal College General Application Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Post-Secondary Application Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Course Transferability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Declaration of Waiver
Yellowhead Tribal College strives to ensure that the information in this calendar is complete and accurate at the time of printing. Occasionally, however,
errors do occur and information is subject to change. For current information regarding programs, courses, fees and tuition, visit our website at
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www.ytced.ca or contact our registrar at 780.484.0303. Please confirm your course and program information prior to final registration.
Message from our Chiefs
On behalf of the O’Chiese First Nation, I would like to take the opportunity to commend and honor all YTC
graduates in their astonishing accomplishments over the last few years. As First Nations progress into the
twenty-first century we must continue to take advantage of our greatest resource, our education.
Education opens the door to countless possibilities. It is up to each and every one of you to determine a
destiny right for you. I encourage all students to continue in their efforts to reach their goals and obtain their
ambitions. I encourage all graduates to endure in fulfilling their dreams. Only through education, dedication
and commitment can you reach your true potential.
May the Great-Spirit guide you in your endeavors.
Chief Darren Whitford
O’Chiese First Nation
The First Nations communities that many of you students come from or represent have many great social,
economic and political challenges to meet in the 21st century. The discipline and commitment you display in
each of your courses today will lay the ground work for you to grow in confidence and knowledge. As you
grow in confidence and knowledge, hopefully you will be given the opportunity to apply these traits in your
community.
Chief Ron Morin
Enoch Cree First Nation
Chief Jonathan
Frencheater
Sunchild First Nation
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Chief Tony Alexis
Alexis Nakoda Sioux
First Nation
Chief Herbert Arcand
Alexander First Nation
Message from the Director
Laverne Arcand
Director of Education
On behalf of the staff and faculty of the Yellowhead Tribal College, I welcome you to YTC.While pursuing your
journey in post-secondary education, I encourage you to take advantage of our Student Support Services,
Elder Liaisons, staff, and faculty to provide you with any additional support you require to ensure successful
completion in your program of studies.
We are committed to providing quality programming that will enable and enhance the future of our students.
The key to a better future for First Nations people begins with quality education.YTC continues to research,
develop, and deliver programs that will help you obtain the necessary skills to assist in developing and
promoting First Nations schools and organizations.
As a First Nations institution,YTC maintains and focuses on First Nations culture and traditions of our people
in the programs and services we deliver to students. Our goal is to provide students with the guidance,
assistance and support in their journey of life-long learning.
In closing, I wish you all the very best throughout the school year and good luck with your studies. With selfdetermination and a strong spirit, I know you will succeed!
Message from the Dean of Programs
Welcome to Yellowhead Tribal College. With the guidance of the communities, we have created programs
and courses that are delivered in a way that facilitates not only the intellectual development but also the
emotional and spiritual growth of our students. Achieving an education is, I believe, one of the most exciting
and important journeys we take in life. We become aware in a new way of life’s gifts and hopefully become
confident that we can share in those gifts.
I wish you an exciting and rewarding year on this leg of your “educational journey.” YTC staff members
are here to help you in any way we can, so please call on us if you require academic, financial, or personal
counselling.
Good luck and have a great year.
Seaneen O’Rourke
Dean of Programs
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Our Vision
A Leader in First Nations Education
Our Mission and Mandate
Yellowhead Tribal College is committed to academic excellence while promoting our
First Nations culture and traditions. We deliver accredited programs and provide services that
meet the needs of our students, our communities, and our future.
Our Most Important Value
At Yellowhead Tribal College we foster a safe and caring learning environment.
YELLOWHEAD TRIBAL COLLEGE HISTORY
The long list of uses for the buffalo might surprise the average person. For many centuries the buffalo provided nearly
everything people needed, from food and shelter to clothing, adornments, and tools. Today, elders speak of education as the
“new buffalo” that will enable First Nations people to survive and thrive in this modern world. Guided in this spirit, the college
was established in 1986 by Yellowhead Tribal Council to the meet the educational needs of its member nations (Alexander
First Nation, Alexis First Nation, Enoch Cree Nation, O’Chiese First Nation, and Sunchild First Nation) in the context of
its primary purpose - to foster social, political, and economic development. The visionaries who laid the foundation for
the college believed that education is the path to such development and, on a more basic level, the key to responsible selfgovernment, economic self-sufficiency, and community sustainability.
Since its earliest incarnation as YTC Education, the college has offered courses from other Alberta post-secondary institutions.
The college’s first permanent education program, the University and College Entrance Preparation Program (UCEPP), was
established in the spring of 1984. Since then, this once-small upgrading program has evolved into a college offering its own
accredited post-secondary courses, certificates, and diploma and degree programs, many in partnership with recognized
colleges and universities such as Athabasca University, NAIT, NorQuest College, Grant Macewan University, and the University
of Alberta.
The college provides students with educational opportunities that respond immediately to community needs and help lay the
foundation for its graduates to participate fully in 21st-century social and economic Canadian life.Through more than 25 years
of offering aboriginal programming,YTC educators have learned that many First Nations students learn best in an environment
that respects their culture and language and provides content and teaching approaches to which they can relate. In 1996,
with the involvement of the communities and the elders, the college began developing its own courses to provide students
with programming that is informed by aboriginal culture, history, and ways of knowing. All of YTC’s courses now contain First
Nations/Aboriginal content; moreover, students are provided with a unique educational experience as they gain knowledge
through aboriginal teaching methods.
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ACADEMIC SCHEDULE 2013-2014
Note: Failure to follow deadlines can result in academic and financial penalties.
AUGUST 2013
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August 2013
SEPTEMBER 2013
OCTOBER 2013
22-31Registration
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Thanksgiving (College closed)
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Final deadline for payment of fall
semester tuition and fees. Students
who do not pay by the deadline are
required to withdraw.
Labour Day (College closed)
4, 5, 6 Orientation
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8
Last day to submit Confirmation of
Sponsorship to Registrar’s Office.
After this date, students are billed
directly
9
First day of classes (all programs)
20
Last day to change course
registrations (Add/Drop) for all
programs
21-25 Midterm Exam Week (UCEPP and
post-secondary programs)
18
Last day to withdraw for all
programs
NOVEMBER 2013
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NOVEMBER 2013
DECEMBER 2013
JANUARY 2014
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Remembrance Day holiday
(College closed)
9-13 Final Exam Week for postsecondary programs
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College reopens
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Registration for Winter 2014 term
begins (all programs)
11-13 UCEPP Final Exams
First day of classes (UCEPP and
10
Last day to submit confirmation of
Sponsorship to Registrar’s Office.
After this deadline, students are
billed directly
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Last day to change course
registration (Add/Drop) for UCEPP
and post-secondary programs
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Application deadline for Winter
2014 (all programs)
20
Christmas Break (College closed)
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FEBRUARY 2014
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MARCH 2014
APRIL 2014
Deadline for payment of winter
semester tuition fees. Students
who have not paid by this date are
required to withdraw.
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Good Friday (College closed)
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Easter Monday (College closed)
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Last day to withdraw with
permission (UCEPP and postsecondary programs)
22-25 Final Exam Week (UCEPP and
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Family Day (College closed)
18-21 Reading Week (all programs)
24-28 Midterm Exam Week (UCEPP and
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7-11 Registration for Spring 2014 term
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MAY 2014
JUNE 2014
JULY 2014
5
Spring Session begins (UCEPP and
20-21 National Aboriginal Day (College
closed)
1
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Victoria Day (College closed)
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Last day to submit YTC
sponsorship application
Canada Day (College closed)
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Application Procedure
• Financial support is available for students who are
members of the following First Nations: Alexander, Alexis,
Enoch, O’Chiese, and Sunchild.
• All applicants, including continuing students, are required
to complete and submit the YTC General Application
form.
All YTC First nations applicants
must complete and submit the
following forms each academic
year:
• Financial Assistance Application
• Confirmation of Dependants
• Student Authorization Form
All forms must be signed and completed before the
application will be accepted and processed.
Applicants must submit
(Non-YTC)
• Non-YTC applicants are required to submit the General
Application form, Payment Agreement, and Student
Authorization form.
• The non-refundable $75.00 Application Fee is required for
all first-time applicants.
Please send the General Application form and
Payment Agreement to:
Registrar’s Office
#304, 17304 - 105 Ave, Edmonton, AB T5S 1G4
Please note: Yellowhead Tribal College will accept
faxed applications, with originals to follow.
Admissions
Post-Secondary Programs:
A high school diploma, UCEPP, or Mature Student status is
required for admission to post-secondary programs.
University and College Entrance
Preparation Program:
Grade 10 math and reading comprehension levels are required.
Adult Basic Education:
Grade 6 math and reading comprehension levels are required
generally for admission to ABE.
Basic Literacy: Open Admission
Students will be assessed and placed in individual programs.
Policies and Regulations
Academic Information
Registration Changes
Alpha 4.0 Grading Scale
Registration changes, including additions and deletions, must conform to the regulations
of the brokering institution in the case of brokered programs. Changes in registration in
YTC programs can be made within the first 10 business days of the term without penalty.
Withdrawals may be made within the first six weeks of the course starting; however, courses
are subject to fees and/or penalties. All changes in registration must be documented on the
appropriate forms with the appropriate fee.
Description
Alpha
Grade
4 Point
Scale
Percentage
Range
Excellent
A+
4.0
90-100
Excellent
A
4.0
85-89
Excellent
A-
3.7
80-84
Excellent
B+
3.3
77-79
Grading
Good
B
3.0
73-76
Post-secondary programs use an Alpha Grading Scale and a 4.0 point system. A minimum grade
of 65% is required for transferability. In brokered programs, the grading system is determined
by the institution offering a specific program.
Good
B-
2.7
70-72
Good
C+
2.3
67-69
Satisfactory
C
2.0
63-66
Satisfactory
C-
1.7
60-62
Poor
D+
1.3
55-59
Minimal Pass
D
1.0
50-54
Failure
F
0
0-49
The ABE and UCEP Programs’ evaluation system is based on percentages. A mean grade of
50% must be achieved in assignments and exams in order to receive credit in a course.
The University Studies and Management Studies programs use an average measure of
performance in credit courses which is determined by the grade point average (GPA). The GPA is calculated by multiplying the individual
course credits by the grade point value assigned to the grade received in the course, totalling the results of all courses taken in a given term,
and dividing the result by the total number of credits. The GPA is computed to two decimal places. A minimum cumulative program GPA
equivalent to 1.50 in a 4.0 point system or equivalent to 50% is required to maintain registration and graduate from a program.
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Policies and Regulations (CONTINUED)
Deferred Examinations
Academic Suspension/Termination
An examination may be deferred due to extenuating circumstances
such as a death in the immediate family or medical emergency.
Arrangements must be made with the Program Coordinator
before or on the day of the exam.
Students must submit a completed Deferred Examination
form along with the appropriate fee. No arrangements will be
processed until the fee is received. The deferred examination is
to be completed by a specific date determined by the instructor
and the student, and approved by the Program Coordinator.
The results of the deferred exam are final. Its course weight
corresponds to that of the regularly scheduled exam it replaces.
A probationary student who fails to meet the terms of his/her
probation and who does not comply with academic and attendance
policies will be withdrawn from all courses and suspended from
his/her program. Funding for YTC students will be suspended
for at least the semester following suspension date. Eligibility for
further enrollment will be reviewed after the term of suspension
has lapsed. A suspended or terminated student who re-enrolls
in a YTC program will be placed on academic probation for the
duration of the returning term.
Supplemental Examinations
A supplemental examination is permitted in courses with
comprehensive final exams upon appeal of original examination
marks. It must be applied for through the Program Coordinator
no later than four weeks after receiving a statement of marks.The
supplemental must be written before the end of the succeeding
terms, except in a course prerequisite to a subsequent course
in the immediately succeeding term. In this case the exam must
be written not later than the opening day of that term. The
supplemental examination must be equivalent in course weight to
the final examination and will replace the original final examination
mark in the calculation of the final course grade. One supplemental
examination is permitted per course per term. Supplemental
exams will only be ordered once the student has submitted the
Supplemental Exam Request form and the appropriate fee.
Withdrawals
Students must conform to institutional rules and regulations
concerning withdrawals from courses/programs. Failure to do so
will affect student status in the program. Students are responsible
for any institutional withdrawal fees. YTC-funded students
withdrawing after the withdrawal deadline six (6) weeks from the
course start date) will be responsible for the entire cost of the
course. The fee in question will be automatically deducted from
the monthly allowance allocation.
Academic Standards
Yellowhead Tribal College encourages academic achievement and
excellence. Students are expected to comply with the attendance
policy and the academic expectations required in individual courses
and programs. YTC-funded students must maintain enrollment in
a full-time program of study to maintain their student support
funding. Full-time programs require enrollment in a minimum of
three (3) courses per term.
Academic Probation
Students who fail to comply with the attendance policy and/or
fail to maintain a GPA of 1.5 or 50% will be placed on probation.
Coordinators will determine terms and conditions of probation in
accordance with YTC policy.
Credit Transfer
Yellowhead Tribal College awards advance credits for courses
completed at other post-secondary institutions equivalent to
designated YTC program courses up to a maximum of two (2)
courses per Fall and Winter semester and one (1) course per
Spring and/or Summer session. Official transcripts must be
submitted to the Registrar or Program Coordinator directly
from the other post-secondary institution(s) prior to Advance
Credit Assessment. Credits awarded through Advance Credit
Assessment are not counted in YTC’s residency requirement. Only
successfully completed courses will be considered for Advance
Credit. A passing grade is defined by the institution designating
the grade.
Please note that our Post-Secondary courses are
transferable to Alberta Universities and Colleges.
Please refer to the back of this calendar or to the
Alberta Transfer Guide 2013-14 for individual
course transferability. https://alis.alberta.ca/pdf/
transferalberta/transfers/Yellowhead.pdf
Graduation
To qualify for graduation, students must complete program courses
with a mark of 50% or better, achieve a minimum cumulative GPA
of at least 1.7, and meet individual program requirements.
Issuance of Credentials
Yellowhead Tribal College issues credentials consistent with
the standards of academic excellence and approval of the
YTC Executive of Chiefs, and Alberta Learning as appropriate.
YTC presently awards certificates and diplomas.
Prior Learning Assessment and
Recognition (PLAR)
Prior Learning Assessment and Recognition (PLAR) is the
nationally recognized method of accrediting learning adults gain
through work and life experiences. PLAR acknowledges that
adults develop skills and competencies outside formal education
settings that are consistent with post-secondary level courses.
The goal of PLAR is to remove barriers to higher education for
adult learners.
(See page 42 for more information)
13
STUDENT CODE OF CONDUCT
Attendance
Regular and punctual attendance is mandatory in all programs.
Attendance is recorded and reported routinely to funding
agencies. The consequences of absenteeism, more than four (4)
unexcused absences per semester, may result in termination of
enrollment and academic failure. Students are expected to inform
their Program Coordinator in advance of absenteeism.
Student Conduct
A student will be terminated from a course and/or program upon
the recommendation of the Program Coordinator to the Dean of
Programs, Director, Post-Secondary Education Committee, and/or
Education Board for the following reasons:
1) Academic misconduct such as cheating, plagiarism, deceit,
and other forms of academic dishonesty
2) Scholastic underachievement
3)Non-attendance
4) Fraud or misrepresentation
5) Disrespect of the facility, staff, and college environment
6) Inappropriate conduct, vandalism, destruction of property,
substance abuse, and intoxication
7) Physical abuse or issuing threats of physical abuse against
students/staff
8) Gang membership
9) Harassment, including sexual and/or on-line bullying
Adult Students
It is the student’s responsibility to speak to the appropriate
Program Coordinator. No other family member or person can
deal with the Coordinator on behalf of the Student. Coordinators
are not obligated under any circumstance to provide student
information to parents, spouses, or any other person who is either
self-appointed or designated to act on behalf of an adult student.
All adult students must make requests for their own information
in person.
Yellowhead Tribal College acknowledges rules and regulations
associated to FOIP (Freedom of Information and Privacy)
Appeal Process for Academic Matters
In an appeal, the following process will apply. If the appeal is not
resolved on one level, proceed to the next level.
a. Speak with Instructor.
b. Speak with the Instructor and the Program Coordinator.
c. Speak with the Instructor, Program Coordinator, the Dean
of Programs and the Director.
d. If the issue is not resolved at this point in the process,
an official written appeal drafted by the student is to be
submitted to the Post-Secondary Education Committee
within 14 business days of the occurrence. Copies must
be provided to the Instructor, the Program Coordinator,
the Dean of Programs, and the Director.
e. The student must ask to meet with the PSE Committee’s
appointed Appeal Board at a regular or special meeting to
resolve the conflict. The PSE Committee/Appeal Board’s
decision is final and binding. An Elder will be in attendance
at the appeal hearing.
f. All Appeal Board members must be in attendance at the
hearing to have voting privileges.
g. The Appeal Board must provide a response to the student
within three (3) working days.
A student’s appeal will NOT be
considered received or filed with
Yellowhead Tribal College unless:
a. An official written appeal, drafted by the student, has been
submitted within 14 business days of occurrence,
and
b. The student has gone through the appeal process as
defined in this policy.
(CONTINUED)
Academic Offense
Plagiarism
Cheating on exams or assignments
Poor attendance Non-Academic Offense
Consequence
Termination from program
Termination or academic failure
Consequence
Impairment by alcohol or drugs
Harassment, including sexual or on-line bullying
Smoking in restricted areas
Theft or damage to property
Safety risk to others
Disruptive classroom behaviour
Verbal abuse of a student/staff member
Termination or suspension from program
Restitution or replacement
Removal from class and /or probation
Illegal use/sale of drugs, uttering threats, or any other criminal act, including theft These are criminal offenses: the Edmonton City Police will
be notified and the matter will be dealt with by the
judicial system.
14
Note: These consequences may be amended at the sole discretion of the disciplinary authority. If a Criminal Code or
Narcotic Control Act offense had been committed,YTC staff will notify the police in all circumstances.
TUITION AND STUDENT FEES 2013-2014
Post-Secondary Tuition
$680.00 / 3-credit course
$977.00 / 8-month course
$1150.00 / 6-credit course
Book Fees
$182.00/course
Academic Upgrading Tuition
Adult Basic Education (ABE), University and College Entrance
Preparation Program (UCEPP), Pre-Trades.
$712.00 / course
$2840.00 / term
$5680.00 / year
Books (Academic Upgrading)
Available at YTC Bookstore.
ABE
$720.00
UCEPP $800.00
Student Fees
Students enrolled in YTC programs must pay required fees as
outlined below. Students are responsible for the costs of transcripts,
supplemental and deferred examination fees, course extension
fees, and change of credential fees. Students are also responsible
for ordering and arranging all supplemental examinations.
Fee Schedule
Full-Time Students
Application
Library
Technology
Student Services
Registration
Students’ Association
Convocation
Building Development
Materials
$75.00/term
$55.00/term
$100.00/term
$60.00/term
$55.00/term
$50.00/term
$75.00
$50.00/term
$100.00/term
Additional Fees
Supplemental Exams
Deferred Exam
Course Withdrawal Fee
Course Extension Fee
Transcript Fee:
Processed within one week Processed within 24 hours Parchment Replacement $90.00/exam
$75.00/exam
$90.00/course
$75.00/course
$10.00
$20.00
$60.00
Part-Time Students
*Part-time students will be required to pay an application fee,
material fee and pro-rated portion of fees.
International Students
International students will pay a surcharge of 100%.
FINANCIAL ASSISTANCE
Alberta Human Services
Awards, Scholarships, & Bursaries
Skills Development Grants are available to qualified, full-time
students in the following programs:
1) Adult Basic Education
2) University and College Entrance Preparation
3) Pre-Trades
Please visit the library for award and financial aid information.
Information can also be found on our website.
Aboriginal Students
Eligible First Nations students may seek funding by contacting
the Education Counsellor at their respective First Nation. Métis
students may contact the Métis Nation of Alberta for funding
options.
Freehorse Family Wellness Society
The Post-Secondary Funding Program assists students who have
regained their status as a result of Bill C-31 from various Alberta
First Nations, and students who are residents of Alberta with
Northwest Territories or lnuit Treaty Status.
Oteenow Employment & Training Society
The Oteenow Employment & Training Society will provide Human
Resource Development Programs to First Nations people in the
Edmonton metropolitan area to enable them to become selfreliant and subsequently lead productive lives.
Aboriginal Human Resource
Development Agreement/Strategy
(AHRDA)
As part of a broader Aboriginal agenda, the Aboriginal Human
Resources Development Strategy will assist to improve Aboriginal
people’s skills, facilitate their participation in the labor market,
and, thus, close the gap in employment outcomes between
Aboriginal and non-Aboriginal people. Contact your First Nation
AHRDA office.
National Aboriginal Achievement
Foundation Scholarships and
Bursaries
The National Aboriginal Achievement Foundation is the largest
non-governmental funding body for First Nations, Inuit, and
Métis post-secondary students across Canada. Bursaries and
scholarships are provided to First Nations, Inuit, and Métis
students annually across a diverse range of disciplines.
15
Off-Campus Student Support
Program Description
This offers students the opportunity to attend accredited public post-secondary institutions that provide courses not yet offered through
Yellowhead Tribal College.The Off-Campus Student Support Program offers a multi-tiered support system that assists the student financially,
academically, and personally.
Program Admission
The Student must complete a Yellowhead Tribal College General Application Form and submit a letter of acceptance from the institution
at which they are enrolled. Students will be approved for post-secondary student support on a semester basis. Funding will not be issued
and applications for this program will not be approved unless applications are completed and the proper documentation is provided. The
deadline for application submission is May 31st of each year.
Student Support Services
Student Counsellor/Advisor Office
The Student Counsellor/Advisor provides support, information,
resources, and referral in order to assist students in achieving
academic and career success, as well as personal well-being.
Academic Advising
The Student Counsellor provides help with program planning,
course selection, and career counselling. The Student Counsellor
is an advocate for students within the College, and acts as a liaison
with other post-secondary institutions.
Learning Support
Tutoring services are available to students who feel they require
additional support out of the classroom. Accessibility resources
and assistive technologies are available for students with learning
and perceptual disabilities. Inquire through the library, the
Counsellor, or a program coordinator.
Career Counselling
Unsure as to what career you should be pursuing? The Student
Counsellor will assist you in identifying the career(s) that most
suit you, based on your personality (Myers Briggs Type Indicator)
and your likes and dislikes (Strong Interest Inventory). For your
benefit, the Student Counsellor also conducts an annual Career
Fair consisting of more than 50 professionals from various postsecondary institutions, support service organizations, and private
and public industry.
Personal Counselling/
Developmental Advising
Are you experiencing personal difficulties? The Student Counsellor
can provide a listening ear in a relaxed environment. If necessary,
he/she can also provide information and referral services for
the following: crisis lines, food bank information, chartered
psychologists, addiction treatment, and suicide prevention.
ACCESSIBILITY SERVICES
Students who have a diagnosed disability which may affect their academic performance are encouraged to speak to their coordinator well
in advance of the start of the term so that the appropriate accommodations can be put in place.
Information and assistance is available to students who have, or suspect they might have, a disability that impacts their academic
performance at Yellowhead Tribal College. Additional learning support, exam and assignment accommodations, tutoring, and adaptive
technologies will be made available to students with learning disabilities.
Computer Lab
Yellowhead Tribal College offers students the use of a 25-work-station computer lab complete with up-to-date software and Internet access.
The computer lab is frequently in use during classes; students are advised to check the lab timetable for free lab times. In addition to the
computer lab, students have access to computer work stations in the library.
Please note: Students must conform to lab usage policies to maintain lab privileges.
16
Program
Information
First Nations Literacy and Essential Skills
Adult Basic Education
Academic Upgrading / Pre-Trades Preparation
University and College Entrance Preparation
Health Careers Preparation
University Studies Diploma Early Childhood Development
Administrative Assistant Certificate
Management Studies Diploma
Health Administration Diploma
Indigenous Social Work Diploma
Information Technology Certificate/Diploma
Prior Learning Assessment and Recognition (PLAR)
Cultural Programming
17
First nations Literacy & Essential Skills Program
Program Description
The Program is intended to complement YTC’s existing educational programming. It is based on Human Resources and Skills Development
Canada (HRSDC) indicators for identifying learning and employment needs. Additionally, the course includes a First Nations culture
component and uses a General Education Development (GED) approach. Specifically, its purpose is:
• To assist students in identifying their learning and employment needs.
• To provide a foundation for learning other relevant skills.
What Are Essential Skills?
Essential Skills are the skills required to carry out everyday life and occupational tasks. They are not the technical skills required by any
particular occupational group. Rather, they are generic skills that apply in all occupations. For example, writing skills are required in perhaps
every occupation, but the complexity and frequency of writing may vary with occupation. Thus, Essential Skills are enabling skills that:
• Help people perform the tasks required by their occupation and other activities of daily life.
• Provide people with a foundation to learn other skills.
• Enhance people’s ability to adapt to change.
Essential Skills
1. Oral Communication
2. Computer Use
3.Writing
4. Reading Text
5. Document Use
6.Numeracy
7. Continuous Learning
8. Working with Others
9. First Nations Culture
Application Process
All applicants must complete:
• College Application
• Interview with the Program Coordinator
Sponsorship for student funding is the responsibility of the applicant.
Please enquire at the College for information on sponsorship availability.
Adult Basic Education
Program Description
Adult Basic Education employs essential skills-based curriculum to provide programming from literacy grade levels of 0-9. Utilizing a
holistic approach, ABE assists with academic upgrading necessary to achieve self-sufficiency and prepare for secondary and post-secondary
education and/or employment.
ABE also incorporates a learning and career portfolio course to help adult students strengthen career goals and document essential skills
for employment or further education.
Entrance Requirements
• Academic assessment test or present a current transcript of marks
• Career investigation search
Sponsorship of student funding is the responsibility of the applicant.
Please enquire at the College for information on sponsorship availability.
CONTINUED
18
Adult Basic Education (CONTINUED)
Program Prerequisites
All potential candidates will be screened and tested. Successful
candidates will test from approximately from a grade one to
a grade nine level. Successful candidates must be prepared,
motivated and able to attend classes regularly.
Courses Offered in ABE
Program:
Literacy /Numeracy
1. Intermediate Level 80 (Grades 6-9 inc.)
2. Math 70/80
3. English 70/80
4. Science 70/80
5. Computers 70/80
6. Cree 70/80
7. Stoney 70/80
8. Aboriginal Studies 70/80
9. Art 70/80
10. Learning Portfolio
This program is a ten month program over two semesters: September
1st – January 31st and February 1st – June 30th.
challenge the GED High School Equivalency Diploma Exam. This
course covers whole numbers, fractions, decimals, percents, ratios
and proportions, interest, graphing, integers, exponents, geometry,
and algebra. A student who has successfully completed the course
will be prepared to move to Secondary Math.
Cree 70/80
This course is designed to give students a basic understanding of
the Cree language. Students will develop skills in oral and written
language and will learn the syllabics of the Cree alphabet. Topics
include storytelling, native cooking, native crafts, family names,
seasons, and other topics in Cree culture.
Stoney 70/80
This course is designed to give students a basic understanding
of the Stoney language. Students will develop skills in oral and
written language and will learn the Stoney sound system. Topics
include storytelling, native cooking, native crafts, family names,
seasons, and other topics in Stoney culture.
Science 70/80
Course Descriptions
The science program is guided by the vision that all students
have the opportunity to develop scientific literacy. Diverse
learning experiences within the Science program provide
students with opportunities to explore, analyze, and appreciate
the interrelationships among science, technology, society, and the
environment, and to develop knowledge that will enhance their
personal lives, careers, and futures.
English 70
Computers 70/80
English 70 is a developmental reading and writing skills course
designed to advance the adult student from Grade 5 to Grade
7 competency level. Including the strands of reading, writing,
viewing and listening, the course is sensitive to the language
needs of the Aboriginal learner, with a deliberate focus on ESL
issues and approaches. The course concentrates on short written
forms such as the paragraph, journal, letter, essay, and short story.
Students are encouraged to employ language creatively and to
develop confidence speaking as well as writing. Reading selections
include student-generated materials. Aboriginal literature and
literary forms are explored and analyzed at an introductory level.
English 80
English 80 is a comprehensive survey of writing skills at the level of
the word, sentence, paragraph and short essay and an introduction
to (or review of) writing about literature and research methods.
The course begins with basic grammar and the personal journal,
and ends with the critical essay and research paper. It is designed
to develop the skills of using language clearly and precisely, writing
the short composition, and thinking critically in order to prepare
students to study at the secondary/pre-college and pre-university
level.
Math 70
This course covers whole numbers, decimals, fractions, geometry,
and graphing. A student that successfully completes this course
will be able to move to Mathematics 80.
This course will cover a basic introduction to computers.
Students will develop basic keyboarding skills, an understanding of
computer literacy, and skills in word processing, spread sheets, and
database programs at an introductory level.
Aboriginal Studies 70/80
Aboriginal Studies 70/80 includes the study of traditions and
history of Aboriginal peoples in Canada, and particularly in Alberta.
Student learning outcomes provide opportunities to examine
such topics as governmental structures, literature, the arts, and
the sciences.
Art 70/80
This course focuses on the organization of visual materials.
Students will develop an understanding of how visual
interpretations are created and how values impact their ideas and
attitudes toward art. Students will expand their experience of art
through reflection, depiction, composition, and expression.
Interdisciplinary Studies 100:
Developing a Learning Portfolio
This course is intended to aid students in the development of their
own personal narrative and pinpoint areas of significant learning.
It employs a First Nations Learning Model, which includes song,
storytelling, and traditional practices. Students develop a master
portfolio, which may used to apply for academic credit.
Math 80
This is an upgrading course that covers areas in mathematics that
correspond to the senior or advanced content of the junior high
school curriculum. Students will cover all the basics needed to
19
Academic Upgrading / Pre-trades preparation
Program Description
Academic Upgrading offers YTC-developed and Alberta Learning-accredited courses that can be applied towards a high school diploma or
entry into UCEP and pre-technology programs.
Admission Criteria
Students must read at a grade 9/10 level. Applicants may present documentation of grade 9/10 completion and/or complete an assessment
process including a skills appraisal test.
Admission Process
• Submission of transcript or academic assessment test
• Career Investigation Plan
Please note: Funding is the responsibility of the applicant. Please see Program Coordinator about sponsorship availability.
Students may choose from the following courses:
1) English 10-1, English 20-1
2) Math 10-3, Math 10- C
3) Cree 10/20
4) Aboriginal Studies 10
5) Information Processing: Introduction/Intermediate
6) Science 10
20
University and College Entrance Preparation
The University and College Entrance Preparation Program is designed to prepare students for post-secondary programs in a supportive and
friendly environment.Yellowhead Tribal College offers YTC and Alberta Learning-accredited high school courses that can be applied towards
your high school diploma and/or meet admission requirements at a university/college level. High school diploma exams are offered on-site
for interested students.
Admission Requirements
Students must have completed Grade 9, 10, or 11 and provide most recent transcripts or statement of courses. If students have not
completed Grade 11, they must write a placement test prior to admission into the program.
Admission Process
• An academic assessment test or present a transcript of marks
• An application for the College
• A career investigation search
• An interview with the Program Coordinator
Please note: Funding is the responsibility of the applicant. Please see Program Coordinator regarding sponsorship availability.
Courses:
•
•
•
•
•
English 20-2
English 90
Aboriginal Studies 20/30
Social Studies 90
Cree Language and
Culture 20
• Cree Language and
Culture 30
• Stoney Language and
Culture 15
• Stoney Language and
Culture 25
• Math 10-3
• Math 10-C
• Math 20-3
• Math 20-1
•
•
•
•
•
•
•
Math 90
Math 90-1
Science 10
Biology 20
Biology 90
Chemistry 20
Chemistry 90
• Information Processing –
Introductory
• Information Processing –
Intermediate
• ISMB 200
This is a two-semester program. Each course is delivered over four (4) months. The first semester starts September 1st and ends in
December with final exams before the Christmas break. The second semester begins after January 3rd and ends with final exams the last
week in April.
Course Descriptions:
Academic Upgrading and UCEPP
Aboriginal Studies 10
Aboriginal Studies 10 is an introductory course for Adult Learners.
The course focuses on the perspectives and worldviews of
Aboriginal People in Canada. This includes history and traditions
of Aboriginal Peoples before European influence and provides
insight into the political, economic, and cultural realities in the
Aboriginal population through the process of colonization.
Aboriginal Studies 30 focuses on the Canadian Aboriginal Peoples’
inherent right to self-government and self-determination. Oral
tradition, confederacy, treaties, nation, constitutional rights and
freedoms, self-determination, inherent rights, government, and
interdependence are the content of this course.
5 credits
5 credits
Aboriginal Studies 20 focuses on the evolution of Aboriginal
Peoples from a Canadian and Albertan perspective. It includes
the study of policies, legislation conflict, and cultural change. Four
themes are examined: the Metis conflict and cultural change,
Treaties and cultural change, Legislation, policies and cultural
change, and schooling.
5 credits
Cree Language and Culture 20
5 credits
Cree 20 focuses on language and stresses the importance of the
link between communication and beliefs and customs of the Cree
People. Students will learn verbal and written communications
and will be able to read and comprehend selections that are
specific to certain situations. The cultural component includes
Cree values, traditional practices, storytelling, and respect for
Elders and reflects the seasonal/ cyclical nature that is inherent to
Cree culture and beliefs.
21
University and College Entrance Preparation (CONTINUED)
Cree Language and Culture 30
Chemistry 90
Cree 30 expands upon the language and cultural components
introduced in Cree 20. Students are expected to verbally respond
to any situation in Cree language and be able to communicate
clearly in prose or poetry. Cultural beliefs and customs remain
a strong component in assisting students in becoming aware of
their Cree heritage.
Prerequisite: Cree 20
Chemistry 90 extends the concepts of systems learned in
Chemistry 20. Students will learn about thermochemical change,
electrochemical change, chemical changes of organic compounds,
and equilibrium in chemical changes.
Prerequisites: Chemistry 20 and Math 20-1 (65%)
*Chemistry 90 prepares students to write the Chemistry 30 Diploma
Examination.
English 90
Mathematics 10-3
5 credits
5 credits
English 90 is a comprehensive survey of forms, periods and genres,
including the essay, short story, novel, poetry and film in English
literature and Aboriginal literature. The course also concentrates
on composition and grammar, and the development of writing,
reading and critical thinking skills necessary for university and
college study.
*English 90 prepares students to write the
English 30 Diploma Examination.
Science 10
5 credits
Science 10 is an introduction to major scientific concepts,
encouraging students to explore, examine and analyze the
interrelationships between the major science disciplines, and
develop an understanding of the application of science to the
world around them inherent in the technology and environment
they live in.
Co-requisite: Math 10-C
Biology 20
5 credits
Biology 20 serves as a basic biology course. Students study energy
and matter exchange in the biosphere, how energy is transferred
in the biosphere, cycles of matter, ecosystems and their diversity,
photosynthesis and cellular respiration and the mechanisms of
biological change.
Prerequisite: Science 10 (65%)
Biology 90
5 credits
5 credits
5 credits
Math 10-3 is designed to introduce mathematical basics to students
who may have been out of formal education for a period of time
or have not taken much math at a higher level. This course will
develop the concepts necessary to sequence students in the math
mainstream courses. Concepts covered will include real numbers,
set notation, rational expression, fractions, integers, decimals,
simple geometry, one-step equations, introductory statistics and
exponents.
Prerequisiteº: Math Grade 9 level (65%)
Mathematics 20-3
5 credits
Math 20-3 introduces students to workplace and apprenticeship
mathematics. This course is designed for students who intend to
go into the trades, certificate /diploma occupations or into the
immediate workforce. Concepts approached include: slopes and
rate of change, graphical representations, surface, area, volume and
capacity, trigonometry, scale representations, financial services and
personal budgets.
Prerequisite: Math 10-3 (65%)
Mathematics 10-C
5 credits
Math 10-C introduces students to trigonometry, factoring
polynomials, graphing linear relations and solving linear equations.
This course integrates the larger governing principles of math,
science and prepares students to appreciate how logic and
mathematical processes apply to daily life.
Prerequisite: Math 10-3 (65%)
Biology 90 introduces students to the study of our human
systems: digestion and human health and how the systems interact.
Reproduction and development, as well as cell division, genetics
and molecular biology are included in this course.
Prerequisite: Biology 20 (65%)
*Biology 90 prepares students to write the Biology 30 Diploma
Examination.
Mathematics 20-1
Chemistry 20
Mathematics 90
5 credits
5 credits
Chemistry 20 introduces students to the diversity of matter, forms
of matter, matter as solutions and quantitative change in matter.
They will learn to use the scientific method, and understand the
relationship to chemical change.
Prerequisites: Math 10-C and Science 10 (65%)
Math 90 introduces students to the Grade 12 level pre-calculus
required for entrance into the University calculus program.
The curriculum emphasizes algebra and graphing, deductive and
symbolic methods to solve problems and determine if and under
what conditions a concept is true. Students are expected to
continue to develop communication skills to state problems and
solutions clearly.
Prerequisite: Math 20-1(65%)
*Mathematics 90 prepares students to write the Pure Mathematics 30
Diploma Examination.
22
5 credits
Math 20-1 introduces students at the pre-calculus level and builds
the foundation students require in their pursuit of higher math/
science degrees. This includes trigonometry, manipulating and
solving rational expressions and quadratic equations.
Prerequisite: Math 10-C (65%)
CONTINUED
University and College Entrance Preparation (CONTINUED)
Social Studies 90
5 credits
The course emphasizes the development of critical thinking,
writing, and analytical skills essential for post-secondary study. The
focus of this course is the study of democratic and authoritarian
governments, economies, and societies on a global front in the
twentieth and early twenty-first centuries, and Aboriginal history
in Canada from the pre-contact era to the present.
*The course prepares students to write the Social Studies 30-1 Diploma
Exam.
Information ProcessingIntroductory
3 credits
This course is an introduction to basic computer use with a focus
on mastering the keyboard and word processing.
Information Processing –
Intermediate
3 credits
This course builds on skills acquired in the introductory
information processing course, and includes an introduction to
Excel and PowerPoint.
ISMB 200
3 credits
This is an entry-level course focusing on development of basic
skills in the use of computer systems and applications, and
fostering an understanding of the opportunities those systems
and applications provide. Topics covered in the course include
basic hardware, software and system theory, introduction to
applications including word processing, spreadsheets, Presentation
Manager (Microsoft Office 2007), and an introduction to HTML.
23
Health Careers Preparation
Program Overview
The Health Careers Preparation Program is designed to provide students preparing for health careers training with:
- admission requirements
- advanced standing in courses transferable to health careers training
Program Admission
Students are required to meet with the program coordinator, Trevor Duplessis, when applying for the program. Applicants must provide
their most recent transcripts/mark statements. If students have not completed their grade 11, they must write a placement test prior to
admission to the program.
Course Offerings
UCEPP
The following courses are required for admission eligibility to the Aboriginal Practical Nurse Program. Applicants who do not have credit in
the following courses need to complete them prior to the commencement of the APN program.
• Biology 90
• English 90
• Math 90
University Studies
Please note that students need to have completed English 90 (60%) to gain admittance to University Studies courses. Students who have
completed Biology 90 (60%) and Math 20 (50%) should ensure that they enroll in those courses before selecting University Studies Courses.
• NTST 101
Native Studies
• ANPH 101/102
Anatomy and Physiology
• PSYC 104/105 Introductory Psychology
• SOCI 100
Introductory Sociology
If you have any further questions about this program,
please contact the coordinator, Trevor Duplessis.
Phone: (780) 484-0303
Email: [email protected]
24
University Studies Diploma
Program Description
The University Studies Diploma Program (USD) offers students the opportunity to access university-transferable courses from Yellowhead
Tribal College and Athabasca University. The University Studies Diploma is the credential offered to all students entering the program. For
students seeking university transfer, the diploma offers students the first two years of a general program for transfer to a Bachelor of Arts
(BA), Bachelor of Education (BEd), Bachelor of General Studies (BGS), or Bachelor of Arts in Native Studies (BA NS) at a degree-granting
institution. NB: Students seeking admission to the University of Alberta or other degree-granting institutions should contact the University
Studies Program Coordinator to examine how the University Studies Diploma fits into their desired program of study.
Online Delivery/Distributed Learning
In order to increase accessibility and flexibility in delivery,YTC is making selected courses available online.
Distance delivery will be available Fall 2013.
Applicants must comply with the entrance requirements
and admission policies of the institutions from which
courses are brokered, such as Athabasca University and the
University of Alberta. Yellowhead Tribal College requires the
following, to study at a post-secondary level:
• English 30 or 90 (or equivalent) with a minimum grade of
65%, or English 33 with a minimum grade of 75%*, and
• One other 30-level or 90-level course (or equivalent)* or
• Previous successful completion of university-level courses
*Students who do not meet the following admission requirements
may write the CAT (College Achievement Test). A minimum
grade of 60% on the CAT is required for admission to the program.
Senior Level Courses
Requirements
CORE COURSE REQUIREMENTS- EDUCATION
SPECIALIZATION
•
•
•
•
Minimum credits required in program
Core Course requirements
Minimum Senior (200-level or higher) Course requirements
Residency Requirement (minimum credits taken at YTC)
60 credits
36 credits
24 credits
48 credits
Core Course Requirements
(36 credits)
•
•
•
•
•
•
•
•
English 124
(3 credits)
English 125
(3 credits)
Humanities
(6 credits)
– Chosen from English, History, and Philosophy
Social Sciences
(6 credits)
– Chosen from Anthropology,
Communications, Geography, Native Studies,
Psychology, Sociology, and Women’s Studies
Fine Arts
(3 credits)
– Chosen from Creative Writing and Drama
Indigenous Language
(6 credits)
Natural Science (6 credits)
– Chosen from Earth and Atmospheric Sciences
Mathematics, Psychology, and Statistics
– Elective
(3 credits)
(24 credits)
Minimum of 24 credits in Senior (200-level or higher) Courses –
Chosen from any discipline.
Primary Route - (27 CREDITS)
English 124
(3 credits)
English 125
(3 credits)
EASC 101
(3 credits)
EDFX 200
(3 credits)
EDIT 202
(3 credits)
EDPY 200
(3 credits)
EDPY 300
(3 credits)
MATH 160
(3 credits)
PHED 293
(3 credits)
33 credits chosen from any discipline, with a minimum of 24
credits in Senior (200 level or higher) courses.
Secondary Route - (15 Credits)
English 124
(3 credits)
English 125
(3 credits)
EDIT 202
(3 credits)
EDFX 200
(3 credits)
EDPY 200
(3 credits)
45 credits chosen from any discipline, with a minimum of 24
credits in Senior (200 level or higher) courses.
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University Studies
COURSE DESCRIPTIONS
ANTH 101 Introductory Anthropology
CREE 201 Cree Language and Culture
The purpose of this course is to teach students about the discipline
of anthropology as a way of understanding different worldviews
and appreciating the cross-cultural diversity of the world. Readings
will provide students with a general understanding of the four subdisciplines of anthropology: biological anthropology, archaeology,
cultural anthropology, and linguistics.
CREE 201 will introduce students to the study of possessive
noun formations and animate and inanimate nouns. There will be
an extensive study of intransitive and transitive verbs and their
paradigms in application to the structure and relationship of the
Cree language. The third part of this course will include the study
of the four known types of storytelling, handed down orally from
generation to generation.
Prerequisite: CREE 250
3 credits - Social Science
ANTH 350 Anthropology and Multiculturalism
3 credits- Social Science
ANTH 350 presents an Anthropological perspective on
multiculturalism. Multicultural ideals, values, and programs
promote the acceptance and accommodation of diversity in its
various forms such as language, ethnicity, religion, race, gender,
and sexual orientation. The impact of multiculturalism on
society in general and on politics, law, economics, education, and
entertainment in particular will be surveyed. The course also
reviews theories of multiculturalism and its origins, history, and
diffusion throughout the contemporary world.
Prerequisite: Anthropology 101
CREE 150 Introductory Cree
6 credits - Humanities
This introductory Cree language course is designed to provide
students the opportunity to comprehend simple sentences written
in Roman orthography through their knowledge of vocabulary,
word agreements, and word order. This course will give students
with limited vocabulary a basic understanding of the “Y” dialect
Cree language sound system using the Cree syllabics. Students will
be introduced to a variety of Cree cultural experiences, spiritual
beliefs, and values through active participation in ceremonies and
various activities. Cree 150 is a 6-credit course which provides
preparation for the Intermediate Cree 250. No prior knowledge
of Cree is assumed.
CREE 250 Intermediate Cree
Cree 250 is an intermediate Cree language course which provides
further study of the “Y” dialect and the Cree sound system using
the Cree syllabics. Cree 250 will focus on more complex Cree
grammatical structures with more time given to translation to
and from Cree, an increased opportunity for reading Cree
texts, conversational practice in the Cree language, and work on
individual projects. The course will also provide increased cultural
content, i.e., cultural stories, and opportunity to take part on
cultural activities. Cree 250 is a 6-credit course which provides
preparation for Advanced Cree 350.
Prerequisite: CREE 150 or equivalent.
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CREE 350 Advanced Cree
Cree 350 is an intensive 6-credit course of the Cree (Y dialect)
sound system with an emphasis on learning the Cree syllabics.
Students will be able to speak Cree, and read and write the
Cree language in Roman orthography and Cree syllabics with an
increased level of proficiency. There will be more opportunity to
learn about the Cree culture through stories and experimental
learning by participating in cultural events; thus, this course
contains a vast amount of cultural content to be applied in
everyday living. Students will have the opportunity to work with
and interview Cree Elders from the area.
Prerequisite: CREE 250 or equivalent.
DRAM 149 Introduction to the Dramatic
Process
3 credits - fine art
Drama 149 will provide students with experience in speech and
movement improvisation, the process of acting, and dramatic
form, emphasizing drama as a form of self-expression, a creative
discipline, and a social art. Attention will be given to the role of
drama in Indigenous society past and present.
DRAM 247 Oral Communication
3 credits - fine art
The overriding goal of this course is to aid students in gaining
confidence in their oral and creative writing abilities.We will study
the composition of formal and informal speeches. As well, we will
study and physically practise relaxation techniques and vocal
production as it relates to tension in the body, and explore vocal
patterns and habits. Moreover, students will be asked to work
creatively in the realm of topic and subject matter they find most
entertaining though improvisation and physical games.
EASC 100 Planet Earth: Introduction to Earth
Science
3 credits - science
The course is an introduction to the origin and evolution of the
earth and the solar system. The course includes the theory of
plate tectonics, the composition and history of the Earth, the
rock cycle, climate, energy balances, and interactions between
radiation and the atmosphere, land, oceans, ice masses and the
global hydrological cycle, the carbon cycle, mineral and energy
resources, and the various forces that change and mold the
Earth. Students will become aware of the critical importance of
the Earth’s resources to human society and the need
to use those resources wisely. An essential aspect
of the course is laboratory work focused on key
geological phenomena.
University Studies COURSE DESCRIPTIONS (CONTINUED)
EASC 101 The Dynamic Earth: Introductory
Earth Science
3 credits - science
The course is a non-laboratory introduction to the study of
the origin and evolution of the earth and solar system. Foci of
exploration are the theory of plate tectonics, the composition and
history of the Earth, minerals and the rock cycle, key phenomena
such as earthquakes and volcanoes, climate, and the various forces
that change and mold the Earth. Students will become aware of
the critical importance of the Earth’s resources to human society
and the need to use those resources wisely. Students will come
to understand that the whole Earth is a dynamic, changing, unified
system of interwoven cycles and processes. Although the course
does not include a formal laboratory component, an essential
aspect of the course will be hands-on explorations of key
geological phenomena.
EDFX 200 Introduction to Teaching
3 credits - social science
The purpose of this course is to provide an introduction to
teaching for those planning to enter the teaching profession so
that they can begin the transition from thinking like a student
to thinking like a teacher. The conceptual focus of the course
is the interaction between teaching and learning. The course
includes both an on-campus component and an optional inschool component requiring coordination and cooperation
between campus and schools. Student cohorts go into schools
where they participate in and reflect on a variety of classroomrelated experiences provided by and supervised by co-operating
classroom teachers.
EDIT 202 Information Technology for Teachers
3 credits - education
This course is intended to provide the basic skills for the
application of desktop productivity and multimedia software in
teaching and learning, as well as a framework for the understanding
and effective use of computer technology in the classroom. These
are placed in context by an examination of the history and
development of computer technology, its impacts upon education,
and basic hardware components and functions. Reference is also
made in the course to standards for technology in teaching and
learning, and to commonly applied models of pedagogy, as they
apply to the use of computer technology.
EDPsY 200 Educational Psychology for
Teachers
Educational Psychology for Teachers is a three-credit course
in the Bachelor of Education Program. This course deals with
the teaching-learning process and student behavior. It includes
theory, research, and illustrations, all dealing with the classroom
application of psychological principles. Topics typically covered are
student development, student learning and instruction, individual
and group differences in student abilities, and student motivation.
The course presents the basic principles of effective teaching and
learning using a balanced theoretical orientation.
EDPY 300 Introduction to Teaching Students
with Exceptional Learning Needs
classrooms. The presence of students with exceptional learning
needs in general education classrooms means that all teachers
need to be effective practitioners for all of their students, not just
for those who are typically achieving. This course will highlight
how to use the tools of teaching to meet diverse needs, how to
collaborate with others to develop instructional plans for students,
and how to meet the provincial requirements for inclusion of
students in teaching, programming, and assessment.The goal of the
course is to provide a strong introductory core of knowledge that
will equip teachers to match characteristics and needs of students
with practical options for instruction.
ENGL 124 Literary Analysis
3 credits - humanities
Literary Analysis introduces students to post-secondary studies in
English by developing their skills in the close reading of language,
genre, narrative, and poetic form. Rather than focusing on historical
or cultural contexts, this course concentrates on literary forms
and structures, and on developing critical vocabulary for literary
analysis. The course covers a variety of shorter genres inn the
literary tradition (short stories, poems, creative non-fiction, plays,
and essays), as well as film and other visual media.
ENGL 125 Aboriginal Literature
This course introduces students to post-secondary studies
in English through works by Aboriginal writers. It addresses
aesthetics, concepts, approaches, and debates that inform the
production and study of Aboriginal identities, communities, and
histories. Works by non-Aboriginal writers may be included to
provide comparative reference points for exploring broader
historical, cultural, and literary contexts of Aboriginal texts. The
course examines various genres including oral stories, fiction,
poetry, drama, and essays.
ENGL 214 Creative Writing
3 credits - humanities / fine art
Creative writing takes a personal approach to generating material
for writing fiction, poetry, and creative nonfiction. Emphasis
is placed on craft and revision as opposed to inspiration as a
motivation for creative writing. Students are encouraged to
explore and experiment with genre and in the process develop a
deeper understanding of story and poem structure in the analysis
of text.
Prerequisite: ENGL 100
FNCE 300 Personal Finance
3 credits - general studies
This course introduces the student to a wide variety of issues
related to personal financial management including how to
prepare a system for setting objectives, designing a plan, and
structuring and managing personal finances. This course
incorporates information from a number of different disciplines
including economics, corporate finance, business mathematics, and
investment strategy and will provide students with a sound base
upon which advanced topics in the area of finance, accounting,
insurance and risk management and management of human
resources may build.
CONTINUED
This course will provide prospective and practicing general
education teachers with foundation knowledge and skills to
address a range of student learning needs inherent in today’s
27
GEOG 151 Human Geography
Human geography is the study of people and their relationships
with the environment. Human Geography also has a global
orientation, which emphasizes the interdependence which has
become so characteristic of the modern world. The analysis of
global interdependence follows the strategy outlined by the
world system model, which defines different areas of the world
as core, semi-peripheral, and peripheral. Patterns and trends in
demography, agriculture, economic development, urbanization, and
geopolitics are surveyed. Cultural landscapes including the global
distribution of linguistic and religious diversity and the emergence
of postmodern places are also reviewed.
HIST 100 Western Civilization: 1500-Present
This course is designed to provide students with an introduction
both to the study of history and to some of the fundamental
developments in Western Civilization between the end of the
Middle Ages and recent times. Since the period covered is long
and richly varied, topics will be selected that will make the
subject both intelligible and enjoyable. In order to impose some
order on the multitude of events, personalities and ideas, the
changing relationship between the individual and the state will
be offered as a common theme. What transformed an individual’s
perception of his/her role in life? What were the public and private
consequences?
HIST 260 History of Canada to 1867
History 260 is a survey course, designed to introduce the major
themes and events in the social, political, and economic history
of pre-confederation Canada. The course is of value to a broad
range of students, including those who have an interest in, have a
desire to broaden their understanding of, or seek a foundation for
advanced studies in Canadian history.The course is inclusionary in
nature, and strives to ensure that all students have the opportunity
to see and consider relevant historical experiences.
Prerequisite: HIST 100
HIST 261 History of Canada since 1867
History 261 is an introductory survey course, designed to
familiarize the student with the major themes and events in the
social, political, and economic history of post-confederation
Canada. The course is of value to a broad range of students,
including those who have an interest in, have a desire to broaden
their understanding of, or seek a foundation for advanced studies
in Canadian history. The course is inclusionary in nature, and
strives to ensure that all students have the opportunity to see and
consider relevant historical experiences.
Prerequisite: HIST 100
MATH 160 Mathematics for Education
Students
This course introduces the students to simple proofs and the
use of inductive and deductive reasoning techniques. Basic
fundamental mathematical principles and concepts are analyzed
with application to effective problem solving techniques. A review
of elementary number theory, numeration systems, integers,
rational numbers and basic probability theory will be presented.
Prerequisite: Pure Math 30 or consent of the USD
coordinator.
MATH 113 Introductory Calculus
3 credits - science
This initial course in Calculus introduces the students to basic
fundamental mathematical principles of limits, differentiation, and
applications of derivatives and integration. The course begins with
a review of functions and is followed by rate of change, one-sided
limits, derivatives and implicit differentiation problems before
probing into the applications of derivatives and integration.
Prerequisite: Pure Math 30 or consent of the USD
coordinator.
NTST 102 The Imaginary Indian
The primary aim of this course is to introduce students to the
theme of the evolution of the concept of “Indianness” and the
creation of white images of the Indian in Canada and the United
States. On the basis of this main theme students will trace, from a
historical perspective, the origins of the concept of “Indianness”
and also identify perceptions and beliefs widely held by Europeans
about North American Indigenes in the 15th, 16th, and 17th
centuries. Other related areas for examination and analysis will
include the relationship between Euro-Canadians and Natives in
the post-confederation period.
NTST 103 Native Social Structures
Native Social Structures is an introductory course in Native
Knowledge Systems; students will develop an understanding of the
fundamentals of Native culture through oral tradition. NTST 103
offers students a cultural foundation for understanding kinship,
systems of governance, treaties and the social structure of our
communities. Coursework is divided into two sections: classroom
instruction and fieldwork.
NTST 203 Native Social Structures and the
Environment
Through land-based teaching, Native Social Structures and the
Environment, strengthens the foundation built in Native Studies
103. It links how Native Identity and Culture are tied to the
environment and land. NS 203 extends the relationship between
the land, the people and the treaties. Coursework is divided into
two sections: classroom instruction and fieldwork.
Prerequisite: NTST 103
NTST 205 Value-based Learning
Value-based Learning extends the foundations built in NTST 103
and NTST 203. Building on the protocols associated with Native
social strands of society, concepts learned will further knowledge
in a wide range of fields, including: education, healthcare,
environment and governance.
Prerequisites: NTST 103 and NTST 203
NTST Fieldwork
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NTST 103, NTST 203 and NTST 205 all have
a mandatory fieldwork component. Through a
traditional approach, students in NTST 103, NTST
203 and NTST 205 will appreciate the link between culture,
tradition, environment and humanity. Teaching the fieldwork
allows the students to explore the environment and the structure
of the biosphere through natural law.
NTST 300 Community Development in
Aboriginal Communities I
In this course, we survey the evolution of the concept of
community development that includes the origins of the concept
of CD; community development (CD) principles and philosophy;
developmental concepts related to CD; and the implementation of
the notion of CD in Canadian Aboriginal communities, Africa and
India. In our study of the implementation of the notion of CD in
Aboriginal communities, we attempt to appraise the effectiveness
of CD activities in addressing the problem of poverty among the
Aboriginal people.
Prerequisite: NTST 101 or NTST 102
NTST 325 Aboriginal Self-Government:
A Comparative Perspective
This course explores the implementation of the concept of
Aboriginal self-government undertaken by Aboriginals in Canada
and in other countries such as Nicaragua, Colombia, Brazil,
Panama, the United States of America, Greenland, Finland, Norway,
Sweden, Japan, Australia, and New Zealand. A discussion in unit
one centres around a conceptual framework of Aboriginal selfgovernment in Canada, examining the administrative structure
and the major responsibilities of the Department of Aboriginal
and Northern Development Canada and Canada’s policy guide
to Aboriginal self-government. Unit two examines the existing
operational models of Aboriginal self-government in Canada and
in the other countries mentioned above. A survey in unit three
concentrates on Canadian Aboriginals’ demands for constitutional
based self-governmental powers.
Prerequisite: NTST 101 and/or NTST 102
NTST 350 Comparative Studies in the History
of the Indigenous Peoples of the Americas and
the Pacific: Fifteenth Century to the Present
PHED 293 Movement Activities of Children
5-12 Years
Basic preparation for teaching physical education in the Alberta
Elementary School system, this course considers both the free and
organized movement activities of children of elementary school
age. In this course students explore how movement is essential
for the development of children, and some tools of observing and
assessing such activities.
PSYC 104 Introductory Psychology: Basic
Psychological Processes
This general survey course provides students with an
understanding of the basic concepts and techniques of modern
psychology as a behavioral science.This is the first in a two-course
sequence. Principles and development of perceptions, motivation
learning, and thinking and their relationship to the psychological
functioning of the individual are examined.
PSYC 105 Introductory Psychology: Individual
and Social Behavior
This general survey course provides students with an
understanding of the basic concepts and the techniques of
modern psychology as a behavioral science.This is the second in a
two-course sequence. Human individuality, personality and social
psychological processes are examined. Some aspects of normal
and abnormal human development, psychological assessment and
treatment are also covered.
Prerequisite: PSYC 104
PSYC 223 Developmental Psychology
Psychology 223 concerns biological, cognitive and social aspects
of psychological development, with special emphasis on infancy
and childhood. Topics include prenatal development, heredity
and environment, intellectual development and schooling, and
socialization.
Prerequisites: PSYC 104 and PSYC 105
PSYC 233 Personality
This course surveys selected areas pertaining to the history and
culture of the Indigenous peoples of the Americas and the Pacific.
The course examines pre-contact native societies, post-contact
impact, and present-day issues. Selected cultures from New
Zealand, the United States, and Canada are examined in detail in
classroom lectures and discussion.
Prerequisites: HIST 100 and NTST 101 or NTST 102
This course covers basic personality theory through critical
reflection and comparative analysis. Implications for psychological
assessment and personal understanding and change may be discussed
along with more recent research and theoretical developments.
NTST 400 Community Development in
Aboriginal Communities II
Community development (CD) practice undertaken around
the world has given rise to the development of different
implementation strategies, approaches or models, and research
techniques.This is because communities all over the world conduct
their life experiences under varied social, cultural, economic, and
political environments. This course explores CD implemental
approaches or models, and research and evaluation techniques.
Prerequisite: NTST 300
PSYC 241 Social Psychology
This course is designed to introduce the major areas of social
psychology. It is a review of theory and research about the basic
topics from social psychology: Attributions, social cognition,
attitudes, interpersonal attraction, groups, helping, etc. The
student should gain: (a) an understanding of the way in which
social psychologists conduct research; (b) an awareness of the way
people and their acts depend upon, and fit into, social psychological
processes; and (c) a sense of the way social psychological theory
and research methods can be applied.
29
SOCI 100 Introductory Sociology
SOCI 350 Racism and Global Inequality
The purpose of this course is to help students analyze the
components of society and culture, and to critically examine
social issues past and present. Students will be exposed to the idea
of and develop an appreciation for the social diversity of human
society. Students will explore the foundations of sociology, and
learn methods about scientific investigation of social issues. The
readings focus on the historical development of the discipline, the
way sociological research is conducted, and the meaning of culture
and society. These concepts are critical to understanding society.
This senior level sociology course introduces students to the
historical development of social inequalities in Canada and the
modern world system today. The course will help the student
examine fundamental or systemic inequities in the world that
maintain and support racist ideologies. The student will also
read about racism and inequality from the insider’s perspective.
Finally, the student will examine historical and current resistance
movements against racism and social inequalities.
Prerequisite: SOCI 100 or SOCI 101
SOCI 101 Canadian Society
STAT 151 Introduction to Applied Statistics
This course provides an overview of the development of the
discipline of sociology in Canada and focuses on Canadian social
issues, using a case study approach. Students should have a general
knowledge of fundamental concepts of sociology before taking
this course.
Prerequisite: SOCI 100
SOCI 210 Introduction to Social Statistics
The primary objective of this course is to introduce basic
statistical information that will assist students in the examination
of sociological data. The course will also help students examine
the difficulties and constraints regarding the use of statistics.
Students will also become familiar with computerized statistical
packages that can aid their sociological research.
SOCI 215 Sociology of the Family
In this course we will study the way in which family life is historically
and socially constructed, emphasizing the diversity of people’s
lived experiences in families. There will be a special emphasis on
Aboriginal family life, focusing on the historical and contemporary
experiences of Aboriginal Peoples in Canada. We will explore the
dynamics of families within wider social structures and consider
what this means for individual experiences of family.
Prerequisite: SOCI 100 or SOCI 101
SOCI 300 Research Methods
This course provides an introduction to the methodology of
social research. It sets out the rules and techniques for gathering
information from human subjects, following the scientific method.
The course includes such major topics as an introduction to
scientific inquiry, structuring inquiry, modes of observation, and
the analysis of data.
30
3 credits - science
This is a theory and laboratory-based course in which students are
introduced to fundamental concepts, techniques, and procedures
of quantitative data analysis. Students complete the course with
a working knowledge and understanding of descriptive and
inferential statistics. Although mathematical theory is kept to
minimum, this course assumes students have taken Mathematics
30. The course content sets a foundation of understanding in
descriptive statistics where the focus is one of describing sample
data. This descriptive foundation is built upon with inferential
statistics where students use the knowledge gained for describing
samples to generalize to and predict for populations. Students
have access to a computer lab and are required to work with a
variety of data sets coinciding with the theory.
STON 115 Introduction to Stoney Language
and Culture
3 credits- humanities
This course is an introduction to the Stoney language. Students will
master sounds and the sound-symbol correspondence, develop a
working vocabulary, acquire a knowledge of basic grammar and
be introduced to oral discourse in Stoney. Students will develop
an awareness and appreciation of Stoney culture and traditions
through the Stoney language.
STON 125 Intermediate Stoney Language and
Culture
This course is a continuation of Stoney 115. Students will continue
the mastery of sounds and the sound-symbol correspondence,
continue to develop a working vocabulary and grammar, and
become proficient in Stoney discourse, both spoken and written.
Students will continue the study of Stoney culture and traditions
through the Stoney language.
Prerequisite: STON 115
Early Childhood development
blue quills first nations college
Program Description
The Blue Quills Early Childhood Development Program has
evolved from best evidence in contemporary research and from
the input of childcare providers in First Nations communities
surrounding Blue Quills First Nations College. The program
is designed to only to meet the needs of child care workers in
daycares, but will allow students to transfer their skills to different
child care settings. Enhancing the program are the successes and
challenges experienced by the people doing this very important
work.
The Program Components address child development issues,
planning and programming, relationships, practicum experience,
and related course work in research and writing skills. Traditional
Indigenous child care practices are central to the program. Elders
will be invited to share teachings that are grounded in Indigenous
culture and language. Various methods in language acquisition will
be explored in an effort to encourage and support a revival in
Indigenous languages.
Admission Requirements:
There are no limits to who can study at Blue Quills. The College
is open to students of all backgrounds, communities, cultures, and
ages and we believe the only limits are those we place on ourselves.
See Enrollment Checklist for non-academic requirements:
Criminal Record Check, Child Welfare Check, Resume, and two
(2) Letters of Reference.
ECD WORKER: Levels I & II:
While a high school diploma is preferred as a prerequisite for
entry into the program, students’ skill levels are assessed on an
individual basis. Students are supported academically to study at
a post-secondary level.
ENG 200 Introductory Composition
ECD 112 &113 PRACTICUM 1 & Integrated Seminar
ECD 212 & 213 PRACTICUM 2 & Integrated Seminar
LEVEL III
ECD 200 Team Building/Family & Community Connections
ECD 201 Leadership Behaviour
ECD 205 Child Health
ECD 210 Guiding Exceptional Children
ECD 211 Traditional Programming
ECD 214 Math, Science, & Social Studies
ECD 215 Language, Literacy, & Literature
ECD 216 The Creative Child
ECD 217 Introduction to Administration
ECD 218 Introduction to School-age Children
ECD 312/313 PRACTICUM 1 & Integrated Seminar
ECD 413 PRACTICUM 2 & Integrated Seminar
Blue Quills First Nations College
EARLY CHILDHOOD DEVELOPMENT
ENROLMENT CHECKLIST
PROGRAM : _________________________________
SESSION: ______________________
YEAR: ______
q Blue Quills Application Form ___________________
ECD SUPERVISOR: Level III:
q Blue Quills $100.00 Application Fee ______________
Successful completion of Level II:
q Official Transcript (High School- Mandatory) ________
Courses:
(Post- Secondary) _____________________________
LEVEL II
ECD 100 Interpersonal Dynamics
ECD 105 Child Development
q Testing: Date Scheduled: _______________________
q BQ ECD Application Package Date Received________
Personal Profile Current Resume Criminal Record
ECD 107 Child Guidance
Check Child Welfare Check
ECD 110 Special Needs
Reference One q Reference Two q
ECD 111 Traditional Programming
q Interview with Coordinator ( __________________ )
ECD 114 Learning through Play
Coordinator’s Name _____________________
ECD 115 Child-Pediatric First Aid/CPR
q Sponsorship Confirmation _____________________
ECD 116 Pre-school Programming
ECD 117 Addressing the Whole Child
q Acceptance Letter Full Conditional Probation _______
31
Administrative Assistant Certificate
Program Description
Course Descriptions
This is an eight-month certificate program that will allow the
student to work in an office environment. The program will cover
computer skills, as well as ethics, management, administration
procedures and business practices.
ACCT 100 Introductory Accounting
Program Admission
The student may be required to complete an admissions test
upon application. A high school diploma is recommended; Mature
Student status is acceptable for admission.
Courses
•
•
•
•
•
•
•
•
•
•
•
ACCT 100
Introductory Accounting ADMN 102
Administrative Procedures & Management BETH 200
Professional & Business Ethics COMM100
Effective Communication
ENG 100B
Business Writing
ISMB 200
Introduction to Computers ISMB 300
Integrated Business Systems & Applications
KYBG 100
Keyboarding I KYBG101
Keyboarding II (Advanced) HRMG 100
Human Resources Management ADAT 104
Field Practicum 3 credits
This course will concentrate on an introduction to accounting
concepts and the environment of accounting. The areas that will
be reviewed are: the objective of accounting, users of accounting
information, the accounting profession/accounting organizations,
forms of business organizations, kinds of business activities, basic
concepts/principles, financial accounting and financial statements.
ADMN 102 Administrative Procedures &
Management
3 credits
(3 Credits)
The administrative procedures & management course focuses
on the general applications and processes within administrative
management. Students enrolled in this course will gain knowledge
and skills that can be applied to any general/office administration.
The course offers application techniques such as:
• Understanding administration management
• Administration functions and ethics
• Supervision / training
• Management functions, protocols and guidelines
• Administrative assistant roles and responsibilities
• Office procedures
• Understanding & managing effective time management
• Management and governance
* The administrative procedures and management course will allow
students the opportunity to develop a practical approach to pursuing a
career in office administration.  
(3 Credits)
BETH 200 Professional and Business Ethics
(3 Credits)
Ethics are defined as, “Principle(s) of conduct governing an
individual or group.” Business Ethics 200B covers ethical issues
that arise in the marketplace. Students will be asked to examine
the concepts and issues of business ethics with special attention
to the Canadian scene.This course is intended to help participants
further develop their abilities to understand ethical systems
and participate effectively in business situations. First Nations
examples / content will be integrated into the study.
(3 Credits)
(3 Credits)
(3 Credits)
(3 Credits)
(3 Credits)
(3 Credits)
(3 Credits)
(6 Credits)
3 credits
COMM 100 Effective Communication
3 credits
This course is designed to help students become more effective
in communicating with others and to assist them in understanding
the theory and principles underlying effective communications.
Students discover the barriers to effective communications and
learn ways of overcoming these blocks. Particular emphasis on the
course will be on intercultural barriers that exist between First
Nations and other cultures and how to overcome these barriers.
Students will be encouraged to develop their own skills and to
understand the unique ways in which First Nations communicate.
CONTINUED
32
Administrative Assistant Certificate (CONTINUED)
ENG 100 B – Business Communications
KYBG 100 Keyboarding I
This course is a college/university composition and
communications course designed to review grammar and rhetoric,
and to introduce business administration students to the forms
of writing essential to functioning in management and commerce,
both in the public and private spheres. The course teaches basic
reading and writing skills as a foundation for the mastery of the
analysis and interpretation of business and technical materials.
It covers basic grammar, vocabulary development, spelling and
mechanics, the paragraph, and the essay, and initiates students into
the primary business writing forms of the letter, memo, report,
and proposal.
Every administrative professional must possess the ability to
touch key. It is his/ her ability to accurately touch key that may be
a deciding factor in being hired as an administrative professional.
This course will introduce touch keying, and when mastered, will
allow for individualized practices and drills to assist the student
in improving his/her accuracy speed. Students must achieve
a minimum final speed of 30 words per minute to successfully
complete the course and continue onto keyboarding II.
3 credits
HRMG 100 Human Resources Management
3 credits
This course examines the strategic role that human resources
management (HRM) plays in organizations today. HRM
encompasses policies and procedures involved in obtaining,
development, compensating and retaining competent employees
in the workplace.
ISMB 200
3 credits
This is an entry level course focusing on development of basic skills
in the use of computer systems and applications, and fostering an
understanding of the opportunities those systems and applications
provide. Topics covered in the course include basic hardware,
software and system theory, introduction to applications including
Word Processing, Spreadsheets, Presentation Manager (Microsoft
Office 2007), and an introduction to HTML.
3 credits
KYBG 101 Keyboarding II (Advanced)
3 credits
This course will strengthen students’ skills in touch keyboarding
with practice to improve accuracy and speed in keyboarding
straight copy, numbers/symbol copy, and numeric keypad copy and
to achieve a minimum final average speed of 45 net words per
minute.
ADAT 104 - Field Practicum
3 credits
The Field Practicum course is intended to provide students with
an opportunity to obtain experience working in an administrative
related capacity within a First Nation organization. Field
Practicum hosts will be expected to provide training and relevant
practical experience in finance, planning, clerical, human resource
management and general administration. Students are required to
complete 140 hours of practicum experience.
** Note for all other course descriptions, please
refer to the Management Studies Program.
ISMB 300 Integrated Business Systems and
Applications
3 credits
This is an intermediate level course focusing on the application
of Integrated Business Software in Aboriginal administrations and
businesses, with special emphasis on opportunities and threats
associated with computer communications and global networking.
33
Program Description
The Management Studies Diploma program focuses on the fields of business management, administration, First Nations government, and
microcomputer business applications. The program is a response to the education and training needs of First Nations and Aboriginal
individuals who are directly engaged in the tasks of creating and strengthening the mechanisms essential to manage their government
responsibly with accountability, while establishing an economic base fundamental to the survival of their communities. The program enables
its graduates to “walk in both worlds” with effectiveness and dignity.
Objective
To provide management skills training for students entering the fields of entrepreneurship, business administration, banking, economic and
human resource development, and First Nation government.
2013/2014 Term
Yellowhead Tribal College is offering both first and second-year courses for the Fall 2013 and Winter 2014 term.
Certificate: 1 year Diploma: 2 year
All applicants must complete a competency test in Math and English. Applicants are required to have an Alberta High School Diploma or
equivalent, including English 30-1 or English 30-2, and Pure Mathematics 30, or equivalence to these courses, with grades of 65% or better,
for admission to the program. University and college course credits are accepted as equivalent to a high school diploma.
Applicants may also enter through Mature Student Status defined as follows:
1. Minimum age of twenty one
2. Successful completion of a Skills Appraisal Test in Math and English.
Courses offered in the Management Studies Diploma Program are transferable to Athabasca University, the University of Alberta and the University of Lethbridge.
Please note that our Post-Secondary courses are transferable to Alberta Universities and Colleges. Please
refer to the back of this calendar or to the Alberta Transfer Guide 2013-14 for individual course transferability.
https://alis.alberta.ca/pdf/transferalberta/transfers/Yellowhead.pdf
PROGRAM OF STUDY
YEAR 1 (CERTIFICATE LEVEL)
YEAR 2 (DIPLOMA LEVEL)
TERM I SEPTEMBER- JANUARY
ACCT 100
INTRODUCTORY ACCOUNTING
ENG. 200
BUSINESS COMMUNICATIONS
ISMB 300
INTEGRATED BUSINESS SYSTEMS
MNGT 100 INTRODUCTION TO
MANAGEMENT
MATH 100B BUSINESS MATH
TERM III
ACCT 200
MANAGERIAL ACCOUNTING
ECON 200MACROECONOMICS
LAW 300
INDIGENOUS GOVERNMENT AND LEGAL ISSUES
MKTG 301 MARKETING & SOCIETY
ORGB 286 HUMAN RESOURCES
MANAGEMENT
TERM IV
ADMN 400 BUSINESS PRACTICES
CREE 100
CREE LANGUAGE AND CULTURE
FNCE 301
FINANCE 301
SMDE 430
ENTREPRENEURIAL DEV. & SMALL BUSINESS
LEAD 200
LEADERSHIP MANAGEMENT
BETH 200
BUSINESS ETHICS
TERM II JANUARY- APRIL
ECON 100MICROECONOMICS
LAW 369 CONTRACT LAW
COMM 300 CONFLICT RESOLUTION
ORGB 264 ORGANISATIONAL BEHAVIOR
NTST 101
NATIVE STUDIES
Block Transfer /
Articulation Agreements
34
Athabasca University
The Management Studies Diploma is accepted, by means of an articulation agreement between YTC and Athabasca University, as the first two years of AU’s
Bachelor of Management and Bachelor of Commerce. Specifically, graduates of the MSDP (with a competitive GPA) will be awarded a block of 60 credits
in AU’s Bachelor of Management (Post Diploma) and Bachelor of Commerce (Post Diploma). Sixty credits remain to degree completion, 24 of which must
be completed through Athabasca University in order to meet residency requirements.
University of Lethbridge
By means of an articulation agreement,Yellowhead Tribal College MSDP graduates with a competitive GPA (3.0 or higher) may be granted admission
to the University of Lethbridge Bachelor of Management Degree (Post-Diploma program).
COURSE DESCRIPTIONS
ACCT 100 Introductory Accounting
ECON 100 Microeconomics
This course concentrates on an introduction to accounting
concepts and the environment of accounting. Areas reviewed
are the objectives of accounting, users of accounting information,
the accounting profession/accounting organizations, forms of
business organizations, kinds of business activities, basic concepts/
principles, financial accounting, and financial statements.
The objective of this course is to provide students with an
introductory understanding of economic theory and how
the economy works. This course focuses on how prices are
determined; the behavior of consumers and businesses and how
they interact with each other and with government; the different
types of market structures that exist in our economy today; and
how government intervention affects economic and business
activity. The uniqueness of this course is that, for the first time,
it attempts to supplement the various theories and issues with a
First Nations perspective, where possible.
3 credits
ACCT 200 Introduction to Management
Accounting
3 credits
ACCT 200 is an introductory course in managerial accounting.
Managerial Accounting parallels the shift in today’s business
world, focusing not just “on the numbers,” but on the functions
of management: planning, decision-making, controlling, and
performance evaluation.
Prerequisite: ACCT 100
ADMN 400 Business Practices
3 credits
This course focuses on management at the micro-level. It is designed
to give Management Studies students practical approaches to deal
with the tasks and issues faced on a day-to-day basis in managing
or supervising offices. Assignments will have a practical focus:
students will learn to perform tasks associated with managing an
office. Three areas considered are work environments, dealing
with people, and supervising/organizing an office.
BETH 200 Business Ethics
3 credits
Business Ethics 200 examines ethical issues that arise in the
marketplace. The Merriam-Webster’s Collegiate Dictionary
defines ethics as “the principle(s) of conduct governing an
individual or a group,” or “a guiding philosophy.” This course is
intended to help participants develop a greater understanding
of ethical systems and to participate ethically and effectively
in business situations. Students will be asked to examine the
concepts and issues of business ethics with special attention to
the Canadian and Aboriginal contexts. In particular, First Nations
examples/content will be integrated into the course.
COMM 300 Conflict Resolution and Mediation
3 credits
The purpose of this course is to teach students methods of
conflict resolution that can be applied to issues of community
development. Exercises in the course will be related to potential
areas of conflict in First Nation administration, as well as common
conflicts that occur in primary and secondary contacts (family
and community). The course emphasizes an understanding of
the nature of conflict resolution modes (their strengths and
weaknesses), models of mediating with basic practice in mediation
process. The course will focus on aboriginal content so that case
studies and practices reflect the cultural values and traditions of
First Nation peoples.
3 credits
ECON 200 Macroeconomics
3 credits
The objective of this course is to provide students with an
introductory understanding of economic theory and how the
economy works. It is designed to introduce students to the
basic concepts and techniques of macroeconomics analysis in
a Canadian context. Major topics include various measures
of national income, Keynes and Classical approaches to
macroeconomics, monetary policy and the Canadian banking
system, inflation and unemployment, government fiscal and
monetary policy, international trade and the foreign exchange
market.The uniqueness of this course is it attempts to supplement
the various theories and issues with a First Nations perspective,
where possible.
ENG 200B Business Communication
3 credits
This course is a second year composition and communications
course designed to review grammar and basic elements of
rhetoric, and to enable business administration students to
master the forms of business writing essential to functioning in
management both in the public and private spheres. First Nations
content is integrated into the study of business writing and the
course attempts to be particularly sensitive to the needs of First
Nations learners and the communities they will be serving.
FNCE 301 Introduction to Financial
Management
3 credits
Finance 301 introduces the student to the concepts, computations
and tools that are needed for the modern business student in
relation to corporate finance. The use of money, credit availability
and risk management will be discussed, and concepts will be
applied in case studies and practical exercises. Fundamental
principles of investment and the available types of investments will
be reviewed including mutual funds, stocks and bonds. In addition,
the course introduces the student to effective personal financial
management, which involves tax planning, financial goal setting and
using the time value of money calculations for savings, investment
and purchases efficiently.
CREE 100B Cree Language and Culture
3 credits
This course will be a general introduction to Plains Cree (Y
dialect) grammar and vocabulary with practice in speaking and
working in the language laboratory. No prior knowledge of Cree
is assumed.
35
Management Studies Diploma COURSE DESCRIPTIONS (CONTINUED)
ISMB 300 Integrated Business Systems and
Applications
3 credits
This is an intermediate level course focusing on the application
of Integrated Business Software in Aboriginal administrations and
LAW 369 Introduction to Contract Law
3 credits
The course is an introduction to the law of Contract in Canada.
The topics and the main text have been selected on the assumption
that the student has not previously taken a course in contract law
or any other branch of law. For this reason, a unit describing the
legal system in Canada has been incorporated into the course. As
the course is intended to be applied towards the Management
Studies Program the curriculum attempts to focus on the law of
contracts as it relates to business administration.
LAW 300 Indigenous Governance and Legal Issues
3 credits
Indigenous governance and legal issues introduces students to the
interdisciplinary study of Indigenous governments, governance
issues and legal issues. Course materials and topics are drawn from
history, sociology, geography, legal materials, politics and case studies.
LEAD 200 Leadership
3 credits
This course explores the topic of leadership. The challenge
of dynamic leadership is front and center today, as many
organizations are consistently plagued with the symptoms of
being over-managed and under-led. Globally, inept leadership and
generally bad management have brought financial crisis, decay and
ultimately ruin too many longstanding organizations. The student
will be introduced to the well-developed theories of leadership
using hands-on approach and practical real-life examples.
MNGT 100 Introduction to Management
3 credits
This course is designed to help students become more familiar
with the role of the manager in organizations and how the
manager can make organizations, whether private or public sector,
more responsive to client and market needs.Through case studies,
students learn to make organizational decisions and to become
better managers. Particular emphasis will be on Aboriginal-run
businesses and organizations. Students will prepare a case study
about a Aboriginal organization or manager.
MKTG 301 Marketing and Society
3 credits
This course introduces marketing concepts, functions, and
institutions in Canadian society. It examines the influence of
marketing at the macro-level in the Canadian economy and, to a
lesser extent, internationally; however, marketing issues will also be
analyzed with the needs and wants of Aboriginal businesses in mind
at the micro-level. The focus of this course is on marketing as a
central process of the entire business or service organization.Thus,
marketing will include all of the various actions of the organization
that are aimed at getting a superior value to the customers. Case
studies provide real-life examples of marketing problems.
36
MATH 100B Business Mathematics
3 credits
The aim of this course is to provide a basic understanding of the
practical aspects of business math. After finishing this course,
students will have knowledge and skills enabling them to handle
the practical financial and mathematical problems that are
routinely tackled by the business community. The course will also
address the issue of building confidence in mathematical ability.
NTST 101 Native Issues
3 credits
This is an introductory course, introducing students to key
social, religious, cultural, economic, and political issues which
have emerged as a result of a relationship between the Canadian
federal government and First Nations people. Taking a historical
perspective, this course examines Euro-Canadians’ perception of
the First Nations cultures and attempts mounted by the federal
government to undermine and destroy First Nations cultures
through its oppressive policy of “Indian” assimilation.
ORGB 264 Organizational Behavior
3 credits
This course provides an introduction to behavioral science
research as it applies to organizations. “People problems” are
among the most significant faced by any manager and are often
impediments in a career. All managers must learn to utilize
human resources effectively. This course is designed to increase
competency and skill in using available human resources. Special
attention will be given to Aboriginal organizations.
ORGB 286 Human Resources
Management
3 credits
This course provides an introduction to the study of human
resources. Some major topics included in the course are dealing
with diversity, staffing, employee development, compensation,
and governance issues such as discipline and workplace safety.
Wherever possible, emphasis will be placed on Aboriginal
organizations.
SMDE 430 Entrepreneurial Development and
Small Business Management
3 credits
Increasingly, individuals are creating their own jobs through
entrepreneurship. This is an introductory course focusing on the
practical aspects of entrepreneurship and small business ventures
and better management of existing small businesses. Students
will identify market niches for small businesses or non-profit
organizations in the public and/or private sectors that best suit
their personal values and interests.The importance of the cultural
and social contexts of entrepreneurship and small business
development is highlighted. Students will develop a financial
statement and business plan for a new or existing business,
whether Aboriginal or mainstream.
university Diploma in Health Administration
- ATHABasca university
Athabasca University’s University Diploma in Health
Administration is being offered at YTC’s Edmonton campus
commencing September 2013 in partnership with the college.
The program trains health managers in all areas of health
administration; the program offered at YTC will focus on First
Nations communities and the challenges they face with strained
resources and urgent needs.
Faced with tighter budgets and rising costs, health services
administration is in the process of reinventing itself. Health care
managers are looking for innovative, cost-effective, and resultsoriented ways of meeting the ever-increasing demands placed
upon our health care system.
Students will study in a friendly, caring environment and have full
access to both YTC and AU Student Services.
YTC Transfer Credit:
YTC course credits may be
transferable to the program.
Program Structure
Total credits in the program 60
Required credits 48
Elective credits 12
At the senior level 36
Residency Requirement. A minimum of 30 credits
must be obtained through Athabasca University.
30
Maximum Prior Learning Assessment and
Recognition (PLAR) credits
None permitted
Required Courses (48 credits)
ACCT 245
Accounting for Managers of Not-for-Profit Organizations (3)
or
ACCT 250
Accounting for Managers
ADMN 232
Introduction to Management (3)
ECON/HADM 321Health Care Economics (3)
ENGL 255
Introductory Composition (3)
HADM 235
Practicum: Clinical Practice
(3)
HADM 315
Health and Community Development (3)
HADM 326
Health Issues: Health and Healing (3)
HADM 335
Practicum: Community Health
Administration(6)
HADM 336
Community Health Planning (3)
HADM/HSRV 339 Organization of the Canadian
Health Care System
(3)
HADM 488
Risk Management and Safety in
Health Services(3)
HRMT/ORGB 386 Introduction to Human Resource
Management(3)
LGST 331
Administrative Law (3)
PHIL 252
Critical Thinking (3)
SOSC 366
Research Methods in the Social Sciences
(3)
Elective Courses (12 credits)
Select 12 credits with a minimum of six credits at the senior level and a
maximum of six credits in any one discipline.
ANTH 362
Aboriginal Cultures of North America(3)
BIOL 230
Human Physiology (6)
CMIS 245
Microcomputer Applications in Business (Windows)(3)
COMM 243 Interpersonal Communication
(3)
COMP 200
Introduction to Computing and
Information Systems
(3)
ENGL 308
Native Literature in Canada (3)
GOVN 390/
POLI 392
Public Policy and Administrative Governance(3)
HLST 200
Introduction to Human Health I*
(3)
HLST 201
Introduction to Human Health II*
(3)
INST 357
Contemporary Aboriginal Issues in Canada (3)
INST 358
Aboriginal Women in Canada
(3)
INST/
HIST 368
History of Canada’s First Nations to 1830 (3)
INST/HIST 369 History of Canada’s First Nations from 1830(3)
ORGB 327
Leadership in Organizations (3)
ORGB 364
Organizational Behaviour (3)
POLI 277
Introduction to Political Science I: Concepts, Structures, and Institutions (3)
PSYC 290
General Psychology (3)
PSYC 340
Introduction to Applied Social Psychology (3)
PSYC 379
Social Psychology (3)
PSYC 388
Introduction to Counselling (3)
PSYC 395
Forensic Psychology
(3)
SOCI 287
Introduction to Sociology (3)
SOCI 316
Sociology of the Family (3)
SOCI 329
Aging and You: An Introduction to
Gerontology (I) (3)
SOCI 330
Aging and You: An Introduction to
Gerontology (II) (3)
SOCI 380
Canadian Ethnic Relations
(3)
WGST 303
Issues in Women’s Health (3)
* Students are strongly recommended to take one of these courses if they
do not come to the program with a human health background.
Specific Regulations
1. Two practicum courses are required for the University
Diploma in Health Administration. HADM 235 is typically
scheduled during the late spring and/or early summer of the first
year. HADM 335 is typically scheduled during the late spring and/
or early summer of the second year. These courses are available
only to program students through placements in community
agencies for students in this program.
Related Links
•
•
•
•
•
Bachelor of Health Administration
Bachelor of Health Administration, Post Diploma
Program Website
Transfer Credit Services
Archived Program Regulations
37
Indigenous Social work program
Maskwacis Cultural College
YTC is offering MCC’s Indigenous Social Work Diploma Program
at its Edmonton campus commencing September 9, 2013.
Application Process: Applicants must complete both YTC and
MCC applications, and submit transcripts and documents to both
institutions as requested.
The Indigenous Social Work Diploma Program at Maskwacis
Cultural College is designed to graduate social work practitioners
who have developed a model of practice that is founded upon
Indigenous values, knowledge, and philosophy. Guided by this
Indigenous foundation students learn how to establish respectful
relationships with Nations, communities, families, and individuals.
As students explore Cree culture and Cree language they are
educated about Indigenous healing practices and their supporting
theories. From this Indigenous foundation students explore the
development of Western social work theory and practice.
Program components are woven together in a manner that
prepares graduates of the MCC Indigenous Social Work Diploma
Program to be:
1. Effective facilitators of social well-being in diverse cultural
contexts, with a special emphasis on First Nations and Aboriginal
settings;
2. Official post-secondary transcripts, if applicable;
3. Confirmation of completion of English 30 or English 30
equivalent course with a final mark of at least 65%;
4. Results of the MCC English Assessment.
5. Verification of 100 hours of volunteer or work experience
completed in a social service setting within the previous two years;
6. Current resume;
7. Personal profile;
8.Three letters of reference (one reference must be received from
the supervisor of your volunteer or work experience).
Required Courses:
Life Skills
Cree Studies 101
Cree Language course
Cree Studies 203
Cree Studies 150
2. Well-balanced individuals who have completed the personal
healing and development required to work successfully in the field
of human services;
Living Skills-General
3. Individuals skilled in developing effective interpersonal
relationships with individuals, groups, and communities;
Education 4200
Anthropology 1550
4. Reflective social work practitioners who possess an
understanding of the structural roots of social problems; and
English 1500
5. Effective advocates of positive social change.
Family Studies 2515
Graduates of the MCC Indigenous Social Work Diploma Program
may seek employment with a variety of social service agencies,
community organizations, and advocacy groups.
Indigenous Studies 2210
Transferability
Graduates of the Maskwacis Cultural College Indigenous Social
Work Diploma Program who meet University of Calgary and
Faculty of Social Work admission requirements can apply to the
third year of a University of Calgary four-year Bachelor of Social
Work degree.
Professional Recognition
Graduates of the MCC Indigenous Social Work Diploma are
eligible for registration in the Alberta College of Social Workers.
Family Studies 1510
Psychology 1500
Sociology 1500
Sociology 2560
ED Psychology 1500
Living Skills-Social Work Specific
Social Work 101
Social Work 105
Social Work 131
Social Work 133
Applicants who submit the following documents will be considered
for admission to the program:
Social Work 203
1. Official high school transcripts;
Social Work 206
Social Work 204
Social Work 207
38
Social Work 231
Information Technology Certificate / Diploma
Program Description
This program is aimed at students who have some experience and a strong interest in computers and are considering or actively planning
a career in Information Technology. The program is intended to provide a bridge to, and some transfer credit towards, certification and/or
degree status in the field.
Information Technology Certificate
30 credits
The first year of the YTC Information Technology (IT) program may be taken for a certificate in Information Technology. The objective of
the program is to prepare students for further study in the field, and to provide a base level of skills and knowledge for the development
and implementation of microcomputer systems and users in small organizations.
Information Technology Diploma
60 credits
Students wishing to further develop their skills and knowledge may advance into a second year. Courses will coverVBA programming, database
administration, management information systems, networks, and business systems. A more advanced course in hardware maintenance and
troubleshooting is also included, as well as courses in ethics for IT professionals and IT in the context of organizational behaviour.
Online Delivery:
Selected Courses are available through online delivery.
High School Diploma or equivalent with a minimum of Pure Mathematics 30 and English 30-2 or equivalent.
PROGRAM OF STUDY
FIRST-YEAR COURSES
ISMB 200
INFT 120
INFT 130
INFT 110
INFT 140
INFT 150
INFT 170
ENG 100
ISMB 180
ISMB 300
Information Systems for
Management and Business
Visual Basic Applications
Level 1
Networks Level 1
Introduction to Hardware
Web Development and
Computer Graphics
Project Management
Ethics in Information
Technology Practice
Business Communications
Managing Information
Systems
Information Systems for
SECOND-YEAR COURSES
INFT 220
INFT 230
INFT 210
INFT 240
ISMB 350
INFT 260
INFT 265
INFT 270
INFT 272
Visual Basic Applications
Level 2
Networks Level 2
Advanced Hardware
Advanced Web Development
and Computer Graphics
Business Systems Management
Database Administration
End User Support
Information Technology
Small Business Development
Practicum One Option
OPTIONS
Note: Options are subject to availability and can be
taken in the first or second year.
39
COURSE DESCRIPTIONS
ENG 100 B – Business Communications
INFT 150 - Project Management
This course is a college/university composition and communications
course designed to review grammar and rhetoric, and introduce
business administration students to the forms of writing essential
to functioning in management and commerce both in the public
and private spheres. This course teaches basic reading and
writing skills as a foundation for the mastery of the analysis and
interpretation of business and technical materials. It covers basic
grammar, vocabulary development, spelling and mechanics, the
paragraph, and the essay, and initiates students into the primary
business writing forms of the letter, memo, report, and proposal.
The course will introduce students to project management
principles and practices needed to manage IT projects. Students
will be introduced to the different ways projects can be organized
in an IT department. They will study and practice strategies for
planning, implementing, maintaining, and evaluating IT systems.
This will include identifying and planning a project, creating
project schedules, identifying the critical path, assigning resources,
and monitoring progress. Students will also be introduced to
techniques for managing project teams and presenting findings to
management.
INFT 110 - Introduction to Hardware
INFT 170 - Ethics in Information Technology
Practice
3 credits
3 credits
Hardware Level 1 is intended to teach learners basic computer
hardware assembly, installation, maintenance, and troubleshooting,
as well as basic DOS and Windows hardware management tools.
The A+ system will be used as a resource and standard for
evaluation.
INFT 120 - Visual Basic Applications Level 1
3 credits
This is a rudimentary programming course. Emphasis is placed
on building a strong foundation in programming. This will then
provide sufficient base for interested students to continue to
develop their programming skills in VBA, or other programming
languages. It will also help where students are working in projects
with contractors who build the programs.
INFT 130 - Networks Level 1
3 credits
Network Administration is intended to teach learners the basic
construction, administration and maintenance of a Local Area
Network using Microsoft Windows NT/2000.
INFT 140 - Web Development and Computer
Graphics
3 credits
Students will learn web design, including basic design and
functionality using HTML, as well as the use of JavaScript and Java
enhancements for websites. Students will also acquire familiarity
with graphics editing tools and experience in designing and
manipulating static and animated graphics and image maps for use
in web pages, as well as the use of FTP utilities to upload and
maintain web sites. The course also includes an overview of legal
and ethical issues and an introduction to the process of domain
registration.
40
3 credits
3 credits
This course aims to survey the technology, the issues and the
value structure of the industry and the IT profession, providing
knowledge, perspective and a framework for making sound and
reasoned ethical choices and decisions
ISMB 180 - Managing Information Systems
3 credits
In this course, students will learn how information systems
are used at various levels of management. A broad view of
the changing world of IS management is presented, along with
examination of specific applications and functions including shared
and telecommunications-based applications, E-Business, Decision
Support Systems, and Group Support Systems.
INFT 210 - Advanced Hardware
3‑credits
The Objective of the course is to fully equip students to identify
the components of portable systems and describe how they
differ from typical desktop components, identify and troubleshoot
various types of printers and printer problems, describe Windows
NT and Windows 2000 in terms of their functions and structures,
diagnose and troubleshoot operating system problems.
Prerequisite: INFT 110
INFT 220 - Visual Basic Applications Level 2
3 credits
This is a second-level programming course. It assumes students
have an introductory exposure to programming using VBA or a
similar language. Programming is done using the Visual Studio
Integrated Development Environment (IDE). Visual Basic.NET is
one of the object languages developed by Microsoft as part of
Visual Studio.NET suite of languages. The experience using the
IDE and VB will help if they further develop their skills with other
object oriented languages especially those in the Visual Studio
suite.
COURSE DESCRIPTIONS (CONTINUED)
INFT 230 - Networks Level 2
INFT 265 - End User Support
The objective of the course is to fully equip students with the
basic concepts of IP addressing to establish and maintain network
communications between computers on a LAN or WAN.
Students will get exposure to the concept of networking over
long distances and the technologies commonly used to connect
computers that are located in different states, countries, or even
different continents.
Prerequisite: INFT130
This course defines and discusses End User Information Systems
(EUIS) and places their use, and their users, in the context of the
modern workplace environment. The core content of the course
focuses on business solutions, training and support of users, and
evaluation methods, criteria and strategies for measuring the
success of EUIS in specific situations.
Prerequisite: ISMB 200
3 credits
INFT 240 - Advanced Web Development and
Computer Graphics
3 credits
Students will learn elements of advanced web design and
development as well as graphic design using Paint Shop Pro. Students
will also become familiar with text and graphic manipulation, web
site structure, cascading style sheets, and frames. The course
also includes an overview of file transfer protocol and the steps
involved in transferring files from a local machine to a web server.
Through a variety of exercises and assignments, students will
create their own web portfolio.
ISMB 350 - Business Systems Management
3 credits
The objective of the course is to fully equip students with the
concepts of Internet Business Strategy and the Design of Internet
Commerce Systems. Students will be trained in Advanced Access
Utilities like Relational Databases, External Data, Charts and
the switchboards. Basic features and functions of Microsoft
SQL Server 2000 will be discussed. An Overview of Enterprise
Database Processing Architectures will be provided.
INFT 260 - Database Administration
3 credits
In this course, students will progress from basic familiarity with
database applications generally, and Microsoft Access specifically,
to full proficiency and competence in the planning, design, use and
management of functioning Access databases. In addition, students
will be exposed to the underlying concepts and processes of
effective database design and implementation.
3 credits
INFT 270 - Information Technology Small
Business Development
3 credits
A large majority of businesses in Canada are considered “small
businesses”. It then stands to reason that graduating students of
Information Technology programs will some day, work in, provide
services to, or start and operate their own small business.The main
objective of this course is to teach students the key elements of
developing and operating a small Information Technology business.
Emphasis will be placed on the research and development of a
sound business plan. Other topics include, marketing (4 P’s),
financial management, laws of supply and demand, human resource
management, and elements of business law.
ISMB 200 - Information Systems for
3 credits
An entry-level course focusing on development of basic skills in
the use of computer systems and applications, and fostering an
understanding of the opportunities those systems and applications
provide.
INFT 272 – Practicum
3 credits
Students will undertake work placement projects with prescreened workplaces where they will actively participate in
aspects of IT functions, including planning, user support, system
development, maintenance and/or training.
ISMB 300 - Information Systems for
3 credits
An Intermediate level course focusing on the application of
Integrated Business Software in Aboriginal administrations and
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Prior Learning Assessment and Recognition (PLAR)
Prior Learning Assessment and Recognition (PLAR) is the nationally recognized method of accrediting the learning adults gain through work
and life experiences. PLAR acknowledges that adults develop skills and competencies outside formal education settings that are consistent
with post-secondary level courses. PLAR recognizes that adults learn skills and competencies from informal or non-formal sources.The goal
of PLAR is to remove barriers to higher education for adult learners.
Informal forms of education include:
•
•
•
•
Volunteer activities
Household responsibilities
Hobbies
Sports
Non-formal forms of education include:
•
•
•
•
Job training
Skills learned on the job
Career development
Personal development
Admission Process
Adult learners are not required to be registered in a program before applying to gain course credit through PLAR. There is an open
admission policy but all applicants must:
• Be 18 years of age, on or before September 1, 2013
• Fill out a PLAR application
• Complete a career investigation
• Pay application fee (new students only)
• Meet with the PLAR coordinator
After acceptance into the PLAR program, students will:
• Have a structured interview with the PLAR coordinator
• Develop an education plan
• Identify courses and method of PLAR assessment
• Pay assessment fee, based on credits
Assessment of prior learning for credit
Students may use many methods of assessment, including but not limited to:
• Portfolio,
• Case study,
• Skill demonstration,
• Challenge exams,
• Standardized tests,
• Submission of other materials that document experiential learning.
Adult learners must demonstrate that the course learning outcomes are met to receive course and/or program credit. After the
assessment, adult learners will undergo a structured interview with a Subject Matter Expert and/or PLAR evaluation committee. Results
of assessment will be made available to adult learners within ten business days from final assessment interview. For detailed policies and
procedures, please make an appointment with the PLAR Coordinator.
Fees
After applying for assessment, adult learners must submit the required fees. The fee schedule for PLAR is as follows:
Type of Assessment
Fee
Challenge Exam
$200 per assessment
Skill Demonstration
$200 per assessment
Per each credit of course weight
$170 per credit
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Withdrawals and appeals will follow Yellowhead Tribal College policy
See page 13 of the calendar.
Prior Learning Assessment and Recognition (PLAR) (CONTINUED)
Programs open to PLAR
Course Goals
The following programs are open to PLAR assessment:
• Adult Basic Education
• Academic Upgrading
• University and College Entrance Preparation Program
• Micro Computer Office Professional Program
• Management Studies Diploma Program
• Health Care Aide
• Information Technology
Contact PLAR coordinator for more information.
The Learning Portfolio Course is rooted in the First Nations model
of education. It is divided into three major parts:
• The past (13 hours)
• The present (13 hours)
• The future (13 hours)
The first part of the course involves the history of First Nations
people. It is the beginning or creation of life and where we come
from. The basis for this section is to develop an understanding of
how we are tied to creation, to the earth, and ultimately to each
other. It represents a holistic and complete introduction to our
existence and way of life. It will provide a foundation for personal
recognition of past learning events. Looking at our collective past
allows us to reflect on our experience and describe our lives
through retrospection without judgement and self-criticism.
The present is how we relate to today’s world and where we see
ourselves in relation to present reality. It is the present experience
and view that we will transform to meet our future and the future
our family.
The future is the incorporation of our past and present into a vision
for the future. It is our life learning and traditional understanding
tied together to move forward with direction and purpose. Without
the past and present, there is no future. There will be recognition
of each component and how each plays an important role in our
reality and future goals.
At the completion of the Learning Portfolio Course, students will
receive three (3) credits towards any YTC program.
Upon completion of the Learning Portfolio course, adult learners
will have the option to submit their learning portfolio for PLAR
assessment. In order to receive academic credit, adult learners must:
• Apply to have learning assessed
• Pay appropriate fees
• Submit completed portfolio for assessment
Career Portfolio
Adult learners may take a Career Portfolio workshop or course
as part of their program, if they are enrolled in Adult Basic
Education, Academic Upgrading, or University and College Entrance
Preparation Program. The Career Portfolio focuses on the Essential
Skills necessary for employment and the future career goals of an
adult learner. It documents the skills and knowledge adult learners
have attained through their life and job experiences. The Career
Portfolio also acts as a plan for future career and educational goals.
In order to enroll in the Career Portfolio course, students must be
enrolled in full-time studies and have the consent of their program
coordinator.
Interdisciplinary Studies 100:
Developing a Learning Portfolio
This course is intended to aid students in the development of their
own personal narrative and pinpoint areas of significant learning.The
education model used is the First Nations Learning Model, where
song, storytelling, and traditional practices will be used. The result
will be the development of a master portfolio, portions of which
may be used to apply for academic credit.
Grades will be submitted to the registrar’s office within 10 business
days, after final assessment and/or interview. Portfolios must
be submitted within six (6) months of Learning Portfolio course
completion, to be assessed for credit.
Cultural Programming
Cultural programming is an integral part of Yellowhead Tribal College
education programming. YTC affirms that the First Nations Elders
are the “knowledge keepers” in their Nations. Throughout the
school year, the college provides several opportunities for students
to experience First Nations culture including sweat lodges, pipe
ceremonies, round dances, feasts, and other cultural ceremonies.
Students will have the opportunity to learn more about First Nations
history, language, worldviews, and cultural protocols, through shared
traditional oral practices with Elders, cultural advisors, and other
students. YTC’s cultural programming is a conduit for all students
to further develop their understanding and appreciation of First
Nations culture while affirming First Nations self-identity. In support
of its cultural programming, the College has an Elder-in-Residence
Program (ERP) for students who may want additional counselling
and/or support. The ERP also assists instructors in infusing First
Nations content and perspectives into their classrooms.
Students who actively participate in YTC’s cultural programming
may earn up to three (3) residency credits per school year. For
further information, please inquire with your coordinator.
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Library Services
Hours of Operation: Monday to Friday 8:30am – 4:30pm
The Yellowhead Tribal College Library serves the mission of the College by actively supporting its curricula and by promoting First Nations
culture through its collections and programming. Students may access our Aboriginal Collection which includes books, reference materials,
journals, videos and DVDs, and aboriginal language resources. Books and resources from other disciplines such as the humanities and
social sciences, business, general sciences, education, and health are also available. The library houses a small reference collection consisting
of dictionaries, directories, almanacs, atlases, and encyclopedias, many with an aboriginal focus. In order to meet the recreational reading
and information needs of students and the YTC community, the library maintains a collection of popular fiction and non-fiction books,
newspapers (national, local, and First Nations), magazines, and community information resources.
Through our participation in the award-winning Lois Hole Campus Alberta Digital Library (LHCADL), and the generous support of the
University of Alberta and Alberta Advanced Education, the library provides online access to a wide selection of academic resources and
digitized collections. The First Nations Information Connection (FNIC) connects students to our library collections, as well as to a large
and expanding collection of academic digital materials that include full-text electronic databases, e-books, research guides, and an excellent
directory of web resources with a First Nations emphasis. FNIC is available to assist students with their assignments and can be accessed
either on campus or from home. In addition, online subject guides, which can be accessed through our website, link students to resources
that are specific to a course or subject.
YTC library is a member of The Alberta Library (TAL).With a TAL Card,YTC students have borrowing privileges at many participating public,
academic, and special libraries across Alberta.
Students and staff are welcome to visit the library for an introduction to its services and borrowing policies. Library staff members are
pleased to work with students individually and in class groups to provide research assistance, teach them how to use the library and
electronic resources, and help students find the information they need for their assignments. The library is equipped with study carrels,
computers, a photocopier, and a quiet lounge area.
Additional Information
• All registered students and staff have borrowing privileges
Please note: your student ID card is also your library card
• The library provides AV viewing space
• The library provides students with TAL Cards and user IDs
• Photocopying is available for $0.10/page
• The loan period is 30 days
• Students are charged for the replacement of materials not returned as well as for repairs of damaged items
• Students with outstanding library charges on their record will be blocked from receiving marks, transcripts, or permission to register and/or graduate
• Food is not permitted in the library—covered drinks only
• Wifi service is available
Library Instruction
Information literacy is a set of abilities that enable students to:
• Recognize when they need information
• Locate the information they need
• Evaluate the information found
• Use information effectively
Information Literacy skills are essential for students’ success at Yellowhead Tribal College but are also critical for achieving success in the
working world.
The library provides orientation sessions and will deliver library instruction workshops tailored to courses and assignments. Instructors are
encouraged to contact the Librarian and arrange in advance.
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LIBRARY SERVICES (CONTINUED)
Students are encouraged to contact the librarian to book reference appointments or to arrange one-on-one learning sessions. Please
contact Simon Underwood at (780) 484-0303, ext 245 or email [email protected].
Accessibility Services at YTC Library
If you need extra assistance, the library will help you with the following:
• Retrieving material by request. Phone (484-0303), email ([email protected]) or fax (481-7275) to request
books and other materials for pickup.
• Longer loan periods. Please make arrangements with the librarian for loans longer than the standard 30 days.
• Research assistance. Call and speak directly to the librarian (484-0303) or arrange an appointment.
• Phocopying or scanning materials. Please submit requests by phone (484-0303) or email ([email protected]).
The charge for photocopying is 10 cents per page.
• Adaptive Technology. The library is pleased to provide: Read & Write Gold software, a Merlin reader, a scanner, a printer,
short term laptop loans, 2 Mac computers with wide screen monitors, and headsets with microphones. Please contact the librarian
if you would like to book a computer station or access any of these services.
• Alternative formats. The librarian will assist students in securing course materials in alternative formats. Examples of these
formats include: e-text, enlarged print, MP3, and audiotapes.
Student Services
YTC offers a series of workshops in the areas of student support and community education. Workshop fees apply to the general public.
For further information concerning schedules, registration and fees, please contact our Student Counsellor/Advisor at 780-484-0303 or
1-877-983-3382.
Workshops offered through Student Services include, but are not limited to, the following:
Become a Master Student
Budgeting
Time Management
Study Skills
Exam Preparation
Resume Writing and Career Investigation
Continuing Education/Community Services
The following workshops are offered during spring and summer sessions. In addition, workshops can be developed and customized to meet
individual and particular client needs.
Health and Wellness
Nutrition
Physical Health
Addictions
Life Planning
Self Renewal
Parenting
Relationships
Information Technology and Business Windows
Keyboarding
Spreadsheets
Power Point
Access
Web Design
ACCPAC
Language and Culture
Introductory Cree
Conversational Cree
Introductory Stoney
Aboriginal Identity
Cross-cultural Issues in Education
Cross-cultural Issues in the Workplace
45
Yellowhead Tribal College Board
Committee and Staff
Elders
Alexander First Nation................................................. Lena Keith
Alexander First Nation........................................Mose Newborn
Alexis First Nation....................................................Angela Jones
Alexis First Nation................................................ Marceline Potts
Enoch Cree Nation.......................................................Glen Papin
O’Chiese First Nation.......................... Mary Louise Strawberry
Sunchild First Nation.........................................Wallace Butterfly
Sunchild First Nation............................................. Louise Lagrelle
Sunchild First Nation.............................................Gerry Redbear
Sunchild First Nation.........................................Margaret Lagrelle
Yellowhead Tribal Council
Executive of Chiefs and
Yellowhead Tribal College Board
Alexander First Nation..................................Chief Herb Arcand
Alexis First Nation............................................. Chief Tony Alexis
Enoch Cree Nation...................................... Chief Ronald Morin
O’Chiese First Nation............................ Chief Darren Whitford
Sunchild First Nation...................... Chief Jonathan Frencheater
Education Board Members
Alexander First Nation ......................................... Jody Kootenay
Alexis First Nation................................................... Gloria Potts
Enoch Cree Nation............................................... Michelle Morin
O’Chiese First Nation ....................................Cleon Strawberry
Sunchild First Nation ................................... Edwin Frencheater
Director (Chair) .................................................. Laverne Arcand
Dean of Programs ..........................................Seaneen O’Rourke
UCEPP Instructors
Staff continued
Administrative Assistant........................................ Tiffany Arcand
Computer Technician.............................................Verden Arcand
Receptionist........................................................ Delilah Calahasin
Library Support .......................................................Ernestine Paul
Library Technician....................................................... Theresa Half
Registrar/Data Entry Clerk.....................................Dawn Arcand
Student Counsellor/
Service Management Worker..................Clauditta Beaverbone
Manager of Library
Operations & Services...................................Simon Underwood
Data Entry/File Clerk................................................. Debbie Paul
O’Chiese ABE Prg. Coord.................................. Emma Whitford
Prior Learning Assessment & Recognition
(PLAR) Coordinator........................................... Jocelyn Verreault
Special Projects Coordinator................. Tracey Poitras-Collins
Marketing and Promotion Coordinator ......Arnold Kootenay
Eminent Scholar/Instructor................................ Jimmy O’Chiese
University Studies Instructors
Jimmy O’Chiese
Herman Sprenger (BA, MA)
Claudine Louis, (Ph.D candidate)
Linda Krupnik (BA, Cree Language Instructor Certificate)
Don Hansen (MBA, MA)
Michael Adam (BSc., MSc.)
Terry Taylor (BSc., PDAD)
Joyce Miller (MFA)
Bill Brady (BEd.)
Dr. Meinrad Banda (Ph.D)
Linda Krupnik (BA, Cree Language Instructor Certificate)
Dr. Helga Vierich-Drever (Ph.D)
John Marianicz (BA, BEd., TL)
Seaneen O’Rourke (MA)
Heather Von Stackleberg (BA, MA)
Normie Carlson (MA)
Joan Mackinlay (BEd.)
Staff
Director of Education.......................................... Laverne Arcand
Dean of Programs ..........................................Seaneen O’Rourke
University /Management Studies
Program Coordinator........................................Trevor Duplessis
UCEP Program Coordinator/Principal....................M.K. Jardine
Off-Campus Coordinator.............................. Veronica Hayward
Executive Assistant................................................ Irene Kootenay
46
Management Studies Instructors
Dr. Meinrad Banda
(Ph.D - Education, MA - Community Development)
Oliver Franke (BA, MA)
Alex Sawchuk (CGA)
Don Hansen (MBA - Management, MA - Agriculture)
Terry Taylor (BSc., PDAD)
Yellowhead Tribal Council First Nations
47
YELLOWHEAD TRIBAL COLLEGE
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-
Our office will not accept faxed applications without the original.
All originals must be submitted by May 31 to be considered for funding
for the 2013/2014 Academic year.
If the application is incomplete, it will not be processed and will be sent back to you.
56
Post-Secondary Application
Definitions:
YTC Funded Student: A student who is a member of Alexander, Alexis, Enoch, O’Chiese, or Sunchild First Nations and has applied to YTC
for post-secondary funding.
Sponsored Student: A student who has applied to Yellowhead Tribal College and receives post-secondary sponsorship form a First Nation
Agency other than Yellowhead Tribal College.
Students, who are not members of Alexander, Alexis, Enoch, O’Chiese, or Sunchild, are not eligible to apply for Post-Secondary Student
Support funding from YT.
Applications with supporting documents must be submitted by May 31, 2013 to be considered for funding for the 2013/2014 Academic year.
If the application is incomplete, it will not be processed and will be returned to you.
Funded Students:
We also require the following documents with your application:
• Most recent transcript(s)
• Copy of your Alberta Health Card and Treaty Status Card
This is only the first step in the application process.When your YTC First Nation approves you for funding, you will be required to complete
additional forms.
The following forms will be available to you once you have been approved.
• Financial Form
• Declaration of Dependants (Copies of Alberta Health Cards are required for your dependants.)
• Information Release
These forms must be completed and submitted to our office before July 30, 2013.
Sponsored Students:
A payment agreement must be completed and submitted to our office by the first day of classes. Students who fail to submit a payment
agreement may not be allowed to attend classes.
Tuition Payment is due by:
Fall Term - October 15
Winter Term - February 15
Your application is due by August 15 for the Fall Term and December 15 for the Winter term.
For All Students:
Career Investigation:
The Career Investigation is important to help you define your goals and provide a resource to help you obtain more information on
your career goal. Please contact your YTC Program Coordinator or YTC Student Counsellor to find out more information. The Career
Investigation is required for a complete application
If you have questions regarding your application,
please contact the Registrar Department at
780-484-0303 or 1-877-YTCEDUC (982-33382).
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https://alis.alberta.ca/pdf/transferalberta/transfers/Yellowhead.pdf
YELLOWHEAD TRIBAL COLLEGE
www.ytced.ab.ca
#304, 17304 - 105 Avenue, Edmonton, Alberta, Canada
T: 780-484-0303 F: 780-481-7275 Toll Free: 1-877-982-3382

2013-2014 - Yellowhead Tribal College

Transcription

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