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The Strategic National Arts Alumni Project (SNAAP) is a comprehensive survey administered online to the arts alumni of participating institutions. Founded in 2008, SNAAP is based at the Indiana University Center for Postsecondary Research of the School of Education and administered in cooperation with the Indiana University Center for Survey Research. SNAAP collects and analyzes data from arts graduates from a wide variety of institutions including comprehensive colleges and universities, liberal arts colleges, and special-focus arts institutions. Results described in this report are based on data collected from the 2015 and 2016 core questionnaire and the Career Skills and Entrepreneurship module. In 2015 and 2016, over 65,000 arts alumni participated in the SNAAP survey from 84 postsecondary institutions and 6 high schools in North America. Alumni report positive overall institutional experiences, and they are generally confident in their abilities in their careers. Yet, while arts institutions have helped their alumni acquire and develop many broad-based competencies for success in their work, deficits remain in some categories of skills and abilities. Almost all responding arts graduates are engaged in the arts in some manner. Alumni indicate there are resources they need for their careers that they cannot access. Student loan debt is another area of concern for some alumni. [This report was written with Alexandre Frenette, Sally Gaskill, and Angie L. Miller. For the 2016 report, see ED574453.]

Ontario's 24 colleges drive economic growth and social prosperity in the province. Rapidly evolving technologies continue to change the nature of work in every industry sector and the requirements placed on workers at every level. As a result, Ontario must increasingly rely on a workforce with the skills and education to translate change into economic opportunity. By investing to improve access, quality and accountability at Ontario's colleges, the Ontario government underscored the critical role of colleges in creating wealth and prosperity for Ontarians. Two years of funding under the Reaching Higher Plan have better positioned Ontario's colleges to fulfill that role. This paper presents findings from the 2006 survey of Ontario colleges.

Ontario's economic productivity, competitiveness and growth in the 21st century depend on investments in three critical areas: highly qualified people, ideas (research and development), and the adoption and diffusion of new technologies. Compared to many other jurisdictions, Ontario is underutilizing its college system's potential to contribute to enhancing Ontario's capacity in all three of these key areas. Ontario colleges already contribute significantly to the development of highly qualified, entrepreneurial personnel. They are committed to building their capacity to contribute to the creation, adoption and diffusion of new technologies through applied R&D and workplace innovation activities. Applied research in colleges bridges the gap between publicly-funded research and its practical and industrial application. Through applied research and innovation activities, Ontario colleges enhance the competitiveness and productivity of Ontario firms "and" provide advanced training opportunities, thus meeting the changing needs of firms and organizations in key sectors of Ontario's economy. Looking ahead to needs of the economy through to 2011, Ontario colleges seek to increase their future contributions to economic competitiveness and a high performing society by strengthening and expanding their capacity to perform applied R&D and innovation. The goal of Ontario's colleges in the applied research, innovation and commercialization field is not to duplicate efforts, but to increase collaboration among all postsecondary institutions, industry, organizational partners and government to stimulate innovation to the greatest extent possible. The recommendations contained in this report represent a critical first step in a multi-year strategy to expand the role of colleges as catalysts for applied R&D and innovation that will enable Ontario to better meet its needs for increased productivity and prosperity in the 21st century. Appended are: (1) Examples of Applied Research Initiatives at Ontario Colleges Relevant to Provincial Investment Priorities; (2) Examples of Ontario College Applied Research/Commercialization Partners; and (3) Examples of Policy Approaches to Facilitate College Research in Other Canadian Jurisdictions. (Contains 2 tables, 2 figures and 11 notes.)

For Canada to succeed, all Canadians must have the opportunity to develop and use their skills and knowledge to the fullest. So said the government of Prime Minister Paul Martin in the Speech from the Throne that opened the 37th Parliament of Canada in February 2004: "Investing in people will be Canada's most important economic investment." Such an investment is critical. The new economy demands an increasingly educated and skilled workforce. To remain globally competitive, Canada needs to invest in raising the overall level of education and skills across the country. As well, Canada faces a shortage of skilled workers over the next 10 years, due to both retirement and the country's low population growth rate. To replace the aging workforce, Canada needs to look beyond traditional sources for future employees. It needs to invest in increasing the education and skill levels of: (1) Aboriginal Canadians; (2) Canadians with disabilities; (3) Immigrants to Canada; (4) Youth and adults with low literacy or foundation skills; and (5) Canadians living in rural or remote areas of the country. With improved access to, and success through, postsecondary education and training, these groups represent opportunities for Canada's future workforce. Project examples are appended. (Contains 35 endnotes.)

Ontario's colleges are eager to partner with the Government of Ontario to expand college capacity by at least 10 percent and double the number of apprentices over the next five years. Assuming that Government will continue to fund enrolment growth, colleges are fully prepared to improve access to applied education and increase enrolment levels. Ontario's colleges are also committed to working with the Government of Ontario to improve the quality of applied education and to make postsecondary education more affordable. Ontario's colleges recognize the delicate balance between the fiscal capacity of the Government of Ontario and the urgent need for new public investments in programs, services and resources. As a result, the 2007/08 targets outlined in this submission reflect an important milestone in working toward the total amount of funding Ontario's colleges require to maximize their ability to contribute to the economic growth and social prosperity of the province. Goals: Planning to Meet Ontario's Workforce Challenges are appended. (Contains 18 endnotes.)

Ontario's Colleges of Applied Arts and Technology have been governed by the Ministry of Training, Colleges, and Universities Act (MTCU) and related regulations and policies since their inception in 1965. In June 2002, the Ontario Colleges of Applied Arts and Technology Act, 2002 (OCAATA) was passed by the Ontario legislature; proclamation is anticipated in 2003. There has been a great deal of attention paid by a variety of government and private organizations to the issue of accountability, and to the measures that can be taken to improve accountability. This paper offers examples of some Canadian public and private corporations' accountability reports. In addition, the paper examines accountability as applied to community colleges in California and New Jersey, and to Ontario's Colleges of Applied Arts and Technology, as well as to colleges in British Columbia and Alberta. There are three basic accountability models that the states use to determine performance: performance funding, performance budgeting, and performance reporting. Performance is measured by institutional improvement over time, comparisons with peer institutions, and comparison against preset targets. In British Columbia, Ontario, and Alberta, performance indicators are tied to funding in significantly different ways. The report recommends steps that can be taken to strengthen performance and accountability in Canada's public college and university governance. (NB)

This paper addresses the issue of educational budgets for Ontario's Colleges of Applied Arts and Technology (Canada). Colleges have supported a 35% increase in enrollment, with a 40% decrease in funding, over the last ten years, while operating costs have increased. In addition, Ontario eliminated the secondary school Ontario Academic Courses (OACs), which often kept high school students in secondary school for an extra year. The first wave of students who are exempted from the OACs are expected to graduate in 2003, the same year as the last class that is not exempted. This class (the double cohort) will create a temporary enrollment increase, which will increase the budgetary demands on Ontario's colleges. Enrollment will also rise due to increased population and participation. This paper argues that Ontario's postsecondary sector is the lowest funded in North America. Total additional employees required as a result of increased enrollment is estimated at 7,114, including faculty, administration, and staff. The colleges also aim to facilitate economic development, to improve the current 91% graduate employment rate, and to develop new programs that are responsive to local, regional, and provincial needs. The paper provides a rationale for a $65 million Innovation Fund, and a $60 million Skills Fund. (NB)

The 25 colleges of Ontario's Colleges of Applied Arts and Technology have strategic directions built upon new programs services, accessible diverse learning options, state-of-the-art learning technology, innovative alliances with business and education, and inter-institutional resource sharing. Yet the implementation of these strategic directions must vary according to the students, regional communities, and markets being served. The colleges, which were founded in 1965, have always been connected directly to the world of work, but that world has changed dramatically in the intervening years. Only 44% of the colleges' students came directly from high school, and their average age is 26. Per student grants have decreased from over $5,000 per student to under $3,000, while tuition has increased 109%. As a result, there is a call for a new charter for the 21st century. The paper estimates that there will be a 21% enrollment increase (30,000 students). It asks: What will be the role of colleges in the new knowledge economy by 2010? What will students require to thrive in the knowledge economy? What changes are required? And What prevents/constrains the Colleges from reaching the goal? The paper suggests that these prompts be used to encourage discussion and written submissions. (NB)

This two-part report explains the economic importance of international trade to the Canadian economy and reviews responses taken by Ontario's Confederation College to the threats and opportunities posed by economic globalization. The first part traces Canada's economic evolution over the past 50 years; summarizes post-World War II global economic growth; discusses the challenges and opportunities presented by Canada's role in the new global economy; explains Canada's need to focus on trade; and identifies how community colleges can assist at the local, regional, and national level to respond to the global economic challenge. The second part of the report presents information on Confederation College (northwestern Ontario) and its service area and explains how the college globalized its curriculum in response to economic changes, such as a 1990 recession, and growing government support for export. This section also details the following elements of the college's response to the new global economy: (1) the creation of awareness and understanding of export-import, international issues, and global economic developments; (2) the development of related education and training programs; (3) the establishment of a library of resources; (4) the development of international linkages; (5) international projects; (6) international business development; and (7) support of international initiatives of other economic stakeholders, such as local mayors or national business associations. Finally, a summary of benefits from the college's international activities is provided. (TGI)

The Learning Resource Centres (LRCs) of Ontario (Canada) are in the midst of a technological metamorphosis unprecedented in their 25-year history. The LRCs are becoming centers for independent, self-paced, experiential learning, places in which students actively create, evaluate, experience, and interpret a world of information through technology. LRCs in Ontario are being influenced by national, provincial, and local trends. As they adopt a broader vision of the future, they plan for important roles in: (1) information literacy; (2) alternative learning; (3) software; (4) production; (5) instructional telecommunications; (6) distance education; (7) curriculum design and delivery; and (8) classroom design. Few of the Ontario LRCs are structurally, financially, or technologically prepared for their new and expanded roles. A transformed role for the LRCs implies significant change in alternative learning, information literacy, leadership, access, standards, staff training, and funding. (Contains 44 references.) (SLD)

Data were collected between July and November 1992 to identify ways in which the Ontario Basic Skills (OBS) and Formation de base de l'Ontario (FBO) programs had helped learners progress toward further training or employment. It also identified the partnerships and collaborative efforts within Conestoga College and beyond that added to the community as a whole and to the individual participant. Methodology included face-to-face interviews, phone calls, and questionnaires to past and present participants, college personnel, and community-based workers. The following recommendations were made: students should be tracked better after leaving to evaluate program effectiveness and modify it where necessary; the programs should continue to follow the methods of adult education; the college system should continue to recognize OBS and FBO as vital programs; there should be more communication among OBS and FBO programs; there should be more program modifications to meet needs of Native Peoples; colleges and program funders should identify groups and individuals not being served and develop strategies to close these gaps; and funding should be on a multiyear basis to ensure effective development and delivery of OBS and FBO programs. (Interview instruments, OBS Program funding to colleges, and background information are appended.) (YLB)

The aim of the Automated Retrieval Information System to Track and Optimize the Training and Learning Environment (ARISTOTLE) project is to develop a computer-based training model to link program standards, tests, resources, curriculum, and operational and student placement procedures of the Canada Manpower Centers, the Ministry of Colleges and Universities, and the Training Centers. The proposed computer retrieval system will store student records and provide information on the job market and academic requirements to assist in trainee counseling. The system has the capability to map a course of study to fit individual student goals and store follow-up information on program graduates. Once implemented, the model will be evaluated, modified, and disseminated so that Project ARISTOTLE will be available to any training center with computer access. The project's organizational chart, Gantt chart, and general operations model are included along with plans for evaluation, and the budget. (KC)

In 1987, the Barriers Project was initiated by Confederation College of Applied Arts and Technology to engage 31 selected community colleges in Canada in an organized self-appraisal of institutional barriers to the enrollment of part-time credit students. From the outset, colleges were encouraged to limit their investigation to barriers over which the college had control. By the end of the first six months, it was clear that all of the colleges, regardless of size, location, and mandate, shared common concerns about improving conditions for part-time learners. The most commonly identified issues included the following: (1) the need for colleges to explore alternative times and locations for the delivery of programs; (2) the need to market part-time opportunities within the community; (3) the need to provide part-time students with the same services (e.g., counseling, bookstore, cafeteria, and property maintenance) as full-time students; and (4) the need to develop systems for the assessment of prior learning by offering challenge tests, making credits from other postsecondary institutions transferable, and giving credit for experience. Among the specific barriers to enrollment identified by the colleges, 36% were categorized as operational. Barriers included limited course selections, scheduling problems, unavailability of support services, lack of information and communication, poor marketing and advertising, and inadequate counseling, orientation, and remedial services. Another 15.6% of the barriers related to institutional policy, 11% to attitudes, 9.46% to social conditions, and 7.42% to student finances. The project report includes brief descriptions of the methods and findings of the self-assessments of the 31 colleges and an article, "Prior Learning Assessment in Quebec Colleges," by Robert Isabelle and Francine Landry. (JMC)

The circulation system of the University of Waterloo (Ontario) Library is analyzed. The analysis includes the environment in which the circulation system must function, general objectives and functional requirements of the system, and a description and evaluation of the existing system. Both the automated and manual elements of the circulation system are covered. Major problems are reported in the timeliness, design, and information services of the present system. Replacement of this system with one acquired from an external source is recommended. The new system, to be running by September 1977, should: (1) be self-contained, (2) use optical scanning technology, (3) be capable of being implemented in stages, and (4) have potential for growth. Data tables and a 15-item bibliography are appended. (PF)

This report summarizes the findings of a survey of children's broadcasting in Canada, conducted by two media experts who traveled about the provinces and territories of Canada over a one-year period, and recorded their subjective responses to what they discovered. These responses, impressions, and ideas have been translated into recommendations, and a selective bibliography has been assembled. (Author/CMV)

The Kelsey Special Care Aide inservice program is designed to educate special care aides in the skills and knowledge necessary to serve the residents of long-term care facilities. The Kelsey Institute evaluated its inservice program by administering a questionnaire to 41 aides from 8 institutions who graduated from the program and 45 aides from 8 institutions (randomly selected from throughout the province of Saskatchewan) who did not participate in the inservice program. The questionnaire assessed knowledge of course content and attitudes toward the care teams in which aides work and the elderly persons for whom they care. The responses to the questionnaire indicated that program graduates are more knowledgeable about the aging process, personal care skills, and the philosophy of long-term care. Program graduates were also more satisfied with the care teams in which they work. No significant differences between the two groups' attitudes toward aging were found, however. The following areas in need of improvement were also noted: inclusion of greater detail in some modules, greater emphasis on group learning and long-term care philosophy, development of material highlighting the need for positive feedback, consideration of possible ways to assist program implementers in the initial stages of the program, and development of a formalized method by which care teams could review and evaluate their own performance. The Special Care Aide Program Evaluation Questionnaire is appended. (MN)