2017-20 Strategic Mandate Agreement: Sault College of Applied Arts and Technology
Read the agreement between Ontario and Sault College of Applied Arts and Technology to understand its unique role in the province’s post-secondary education system.
Preamble
This Strategic Mandate Agreement between the Ministry of Advanced Education and Skills Development and Sault College outlines the role the College currently performs in Ontario’s postsecondary education system and how it will build on its current strengths to achieve its vision and help drive system-wide objectives and government priorities.
The Strategic Mandate Agreement (SMA):
- Identifies and explains the shared objectives and priorities between the Ontario government and the College
- Outlines current and future areas of program strength
- Supports the current vision, mission, and mandate of the College and established areas of strength within the context of the College’s governing legislation
- Describes the agreed-upon elements of the new College funding model, including:
- a College’s enrolment plans and the initial midpoint levels of weighted funding units that will be funded in the corridor funding model during the period of this SMA; and
- differentiation areas of focus including metrics, and targets.
- Provides information on the financial sustainability of the institution; and,
- Informs Ministry decision-making and enables Ministry to align its policies and processes to further support the College’s areas of strength
The term of the SMA is from April 1, 2017 to March 31, 2020.
The agreement may be amended in the event of substantive policy or program changes that would significantly affect joint commitments made in the SMA (e.g., Major Capacity Expansion and Highly Skilled Workforce). Any such amendment would be mutually agreed to in writing, dated, and signed by both signatories.
Ontario’s vision for postsecondary education
Ontario’s colleges and universities will drive creativity, innovation, knowledge, skills development and community engagement through teaching and learning, applied research and service.
Ontario’s colleges and universities will put students first by providing the best possible learning experience for all qualified learners in an affordable and financially sustainable way, ensuring high quality and globally competitive outcomes for students and Ontario’s economy.
Sault College Mandate, Mission and Vision
Institutional mandate, mission, and vision statements describe where an institution currently is and where it sees itself in the future.
Our vision
We will make our society a better place by providing a transformative life experience through empowering those who study with us to think and learn in progressive, innovative ways, including those we have not yet imagined.
Our mission/mandate
Sault College will be recognized as the pre-eminent student-centred postsecondary institution in the province with an unyielding dedication to giving students the tools to reach their goals, and in doing so, will be a cornerstone of the communities we serve.
Aspirations
The Ministry recognizes the importance of supporting institutions to evolve and acknowledges the strategic aspirations of its postsecondary education institutions. The SMA is not intended to capture all decisions and issues in the postsecondary education system, as many will be addressed through the Ministry’s policies and standard processes. The Ministry will not be approving any requests for capital funding or new program approvals, for example, through the SMA process.
Institutional aspirations
Local economy
Sault College aspires to make a significant contribution to the economy of Sault Ste. Marie and Northern Ontario. Sault College is one of the largest employers in the community and will offer programs that address the labour market needs of a knowledge economy.
Campus renewal
Sault College will make a conscious and concerted effort to reduce its overall impact on the environment by reducing overall greenhouse gas (GHG) emissions by 15% by 2020; 37% by 2030; and 80% by 2050 over the baseline emissions of 2015. Sault College has developed a sustainability roadmap that lays out steps it will take and that shows its commitment to moving toward a long-term GHG reduction objectives. This plan will also be used as a guidance document for future strategic campus renewal decision making. Sault College aspires to create sustainability awareness amongst students, staff and the community at large through its campus renewal projects.
Student services
Sault College aspires to provide the services needed to ensure the unique needs of the students served are met. The Mental Health Hub is a key success factor for Sault College.
E-Learning
Sault College will build its e-learning capacity during SMA2. Several new funded positions are required for the implementation of the e-learning strategy, including a Business Development Officer, two Instructional Designers, one Educational Technologist, one E-Learning Coordinator and one E-Learning Technician.
Indigenous education
Sault College’s traditional dedication to Indigenous achievement will receive even greater prominence. With the signing of the National Indigenous Education protocol and the commitment to create an Indigenous Centre of Excellence we are resolved to respond to the Truth and Reconciliation Calls to Action and pursue a renewed relationship with First Nations, Metis and Inuit peoples and to move forward in a spirit of trust, and collaboration and reconciliation. Offering a post-secondary environment that is inviting and open, Sault College supports its Indigenous learners’ post-secondary aspirations and fosters an understanding and appreciation of the histories, culture and traditions of Indigenous peoples.
Algoma University
Sault College aspires to partner with Algoma University in three key areas:
- Sault College is interested in forming an e-learning alliance with Algoma University in order to leverage the strengths of each institution
- Sault College is interested in developing 2+2 diploma-to-degree pathways
- Sault College is interested in exploring shared services with Algoma University
Pathways
Sault College will explore a Registered Practical Nurse to Bachelor of Science in Nursing degree Bridge program which could be delivered as a hybrid online/in-class offering to meet the needs of the learners in this community.
Degrees
Sault College aspires to partner with Canadore College to develop a Bachelor of Science Degree with a focus on advanced manufacturing and robotics.
Sault College has signed an MOU with Canadore College to establish the basis for both institutions to co-operate in the development of their respective degree programs. This will create a degree corridor in northern Ontario to meet the needs of employers and students and to create pathways that will retain and attract domestic and international learners; and address the inequity of learning opportunities between the southern and northern regions.
Sault College also aspires to develop a Bachelor of Science in Aviation degree to replace the three-year Aviation diploma and expand enrolment to address the global pilot shortage.
Shared objectives and priorities for differentiation
Student experience
This section captures institutional strengths in improving student experience, outcomes and success. This section recognizes institutions for measuring the broader learning environment, such as continuity of learning pathways; retention; student satisfaction; co-curricular activities and records; career preparedness; and student services and supports.
Institutional approach to improving student experience
Sault College will continue to foster the highest quality experience that has its students and apprentices declaring that they received the education they wanted here, that it was worth it to come here and that the experience changed their lives for the better. Sault College is committed to continue to lead the way in student satisfaction and become a destination college in Ontario.
Sault College’s approach to improving the student experience involves focusing on the following overarching categories of activities:
- Striving for excellence and innovation in teaching and learning
- Investing strategically in campus maintenance, renewal and expansion
- Fostering an invitational educational culture that is intentionally based on trust, respect, optimism, and care
- Maintaining Indigenous student needs as a priority
- Providing strong student supports to enable success for all learners
- Offering a wide range of student life options
- Expanding work integrated and experiential learning opportunities
- Continuing to develop college to college, college to university and university to college pathways
Examples of institutional initiatives
Sault College is committed to ensuring Indigenous student satisfaction by establishing a progressive and inclusive learning environment for Indigenous learners through the creation of safe and inspiring spaces that effectively address barriers to education, encourage new ways of learning and create opportunities for cross-cultural engagement and understanding:
- Strategic allocation of physical spaces: Enji Maawnjiding, Sacred Fire Arbour, Sweat Lodge, dedicated study hall Little Enji, sacred medicine garden
- Designated daycare spots for Indigenous students
- Indigenous Student Services: Indigenous counseling, recruitment, frontline services, Indigenous-specific bursaries and awards
- Elders in Residence: Contributing to the overall mental health of both Indigenous and non-Indigenous students, Elders are actively involved in a variety of activities, including facilitation of cultural ceremonies, social activities, one-on-one contact with students, classroom presentations, consultations with Sault College staff and providing guidance in Indigenous policy development
- Indigenous Youth Engagement: Urban Indigenous youth for change, Indigenous Trades and Tech Day, Skills Work for Women – Indigenous Women mentoring event, Project ALLY, Indigenous Student Council (ISC) President is a voting member of the NETC, ensuring student/youth voice as part of decision-making processes
In the interest of retention Sault College will provide strong student supports to ensure the success of all Sault College learners:
- Counseling and Accessibility will deliver services that promote student success and retention by using a blended model of service provision and case management
- Counseling and Accessibility Services will provide Mental Health First Aid and SafeTALK training, as well as mental health awareness initiatives to staff and students annually
- Develop an International Student Centre
- Allow access to the student self-service functionalities of the new enterprise resource planning (ERP) system in areas of course enrolment, financial services, financial aid, records, course scheduling, etc
- Promote the Peer Tutoring program to all students
Investments in campus maintenance, renewal and expansion:
- The Early Learning and Care Centre on campus will provide critical service to students with young children, enabling access to postsecondary education, and it will continue to be a research and demonstration lab for the Early Childhood Education program that enhances co-curricular opportunities
- The Institute for Environment, Education and Entrepreneurship (iE3) offers learning and collaboration space and facilitates on-campus participation of employers in the education process
- The Waterfront and Tennis Centre will provide a waterfront laboratory for Sault College students and fully accessible tennis courts that enhances student life
- Sault College will continue to improve facilities, including labs/shops to enhance applied learning
- Sault College will provide LBGTQ+ safe spaces
Metrics and targets
| System-wide Metrics | 2019-20 Target Range |
|---|---|
| Overall Student Satisfaction Rate (2016 baseline: 85.98%) | 84% – 89% |
| Student Satisfaction with Services (Q39) (2016 baseline: 78.26%) | 76% – 81% |
| Student Satisfaction with facilities (Q49) (2016 baseline: 85.18%) | 85% – 90% |
| Institution-Specific Metrics | 2019-20 Target Range |
|---|---|
| · Percentage of students who find counselling services important to maintaining academic performance (obtained via annual survey)· (2016 baseline: 92%) | 80% - 95% |
| · Percentage of students who find contact with student support services important to remaining in college (retention)· (2016 baseline: 88%) | 80% - 90% |
Innovation in teaching and learning excellence
This section focuses on innovative efforts including pedagogical approaches, program delivery and student services that contribute to a highly skilled workforce and ensure positive student outcomes.
This section captures institutional strengths in delivering high-quality learning experiences, such as experiential, entrepreneurial, personalized and digital learning, to prepare students for rewarding careers. It includes recognition of student competencies that improve employability.
It begins to identify indicators of quality that are currently available and within an institution’s control.
Institutional approach to innovation in teaching and learning excellence
Sault College recognizes the changing needs of its students and of the industries where they will be employed. To meet these changing needs, Sault College will implement alternative delivery formats, redesign classroom learning environments and enhance technology in the classroom. Sault College will facilitate increased experiential opportunities to enhance student learning. Indigenous learning approaches and diverse cultural contexts will be infused into pedagogical approaches and across the curriculum for the benefit of all learners.
Sault College’s approach to innovation in teaching and learning excellence Involves focusing on the following overarching categories of activities:
- Monitor and assess the adaptability of innovative approaches to teaching and learning in other institutions
- Invest strategically in technology and the associated support and training
- Introduce staff to innovative teaching and learning methods through professional development
- Provide staff with opportunities to collaborate with other institutions
- Provide time for exploration and development of innovative teaching and learning methods
- Offer professional development leaves to faculty
- Expand E-Learning
Examples of institutional initiatives
Sault College will increase experiential learning opportunities by utilizing on-campus workplace simulations in advanced aviation, nursing, OTA/PTA, hairstyling, robotics and many other laboratories.
Sault College is an active participant in the Northern Colleges Collaborative Programming (NCCP) project, which uses technology to enable postsecondary program access to students who face challenges attending a college campus in person.
Sault College is developing a Teaching and Learning Centre to support full- and part-time faculty in skill development, knowledge building and knowledge transfer, grounded in quality assurance practices, outcomes-based education and evidence-based teaching practice, scholarship of teaching and learning. The Teaching and Learning Center will coordinate structured professional development sessions during non-teaching periods and enable a teaching and learning community of practice at Sault College.
Sault College is implementing specific teaching approaches that respond to the Truth and Reconciliation Report calls to action. As a preparatory step all college administrators are becoming familiar with the details of the Truth and Reconciliation Summary report. Specific pathways for Indigenous students will be developed, new collaborations with colleges, universities and Indigenous institutes to create transfers and articulations for Indigenous learners, ongoing Indigenous-specific professional development opportunities for all staff throughout the year, based on identified priorities and requests will be offered, and Indigenous learning approaches will be adopted across the curriculum. All initiatives will be undertaken in consultation with Indigenous partners.
Metrics and targets
| System-wide Metrics | 2019-20 Target Range |
|---|---|
| Graduation Rate (2016 baseline: 63.6%) | 63% - 68% |
| Percentage of students enrolled in an experiential learning program (2016 Baseline: 85%) | 85% - 90% |
| Total number of registrations in ministry-funded courses offered in eLearning formats (2016 baseline: 841) | 973-1,167 |
| Total number of ministry-funded courses offered in eLearning formats (2016 baseline: 129) | 160 - 180 |
| Total number of ministry-funded programs offered in eLearning formats (2016 baseline: 28) | 31 – 35 |
| Retention rates (Yr1 to Yr2) (2016 baseline: 76.6%) | 76% - 81% |
| Retention rates (Yr2 to Yr3) (2016 baseline: 88.9%) | 86% - 91% |
| Student satisfaction with knowledge and skills (2016 baseline: 92.32%) | 90% - 95% |
| Student satisfaction with learning experience (2016 baseline: 88.17%) | 87% - 92% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Retention rates for students with Psychological Disabilities (2016 baseline: 76%) | 76% - 81% |
| Retention rates for ‘high-risk’ students (2016 baseline: 75%) | 75% - 80% |
Access and equity
This section recognizes institutions for their efforts in improving postsecondary education equity and access. Institutions play an important role in providing equitable and inclusive environments that make it possible for students from diverse communities to thrive and succeed.
Institutions will also be recognized for creating equitable access opportunities that can include multiple entrance pathways and flexible policies and programming, with the focus on students who, without interventions and support, would not otherwise participate in postsecondary education. Examples include outreach to marginalized youth, transition, bridging and access programs for adults with atypical education histories and who did not meet admissions requirements.
Institutional approach to improving access and equity
Sault College will be responsive and invitational to all students. Its priority will be to meet the needs of its learners, including those who would not generally otherwise access postsecondary education. Sault College will promote accessible admissions processes and preparation, including academic upgrading and other programs and services. Sault College knows that students are better served by supports that consider the whole student. It takes a more holistic approach to serving these students with supports that enable success.
Characteristics of at-risk students Sault College serves:
- Students without and Ontario Secondary School Diploma (OSSD)
- Students with mental health issues
- Students with disabilities
- First-generation students
- Indigenous students
- International students
- LBGTQ+ students
Sault College understands that engaging with community partners is critical to providing the comprehensive supports needed by students facing challenges and will collaborate with the following partners on an ongoing basis:
- Sault Area Hospital
- Algoma Public Health
- Canadian Mental Health Association
- Bell Canada
- SCSU – Sault College Student Union
- Algoma Family Services
- Garden River First Nation
- Batchewana First Nation
- North Shore Tribal Council
- Oshki-Pimache-O-Win Educational Institute
- Kenjgewin Teg Educational Institute
- Anishinabek Education Institute
- Seven Generations Education Institute
- Native Education Training Council
- Sault Ste. Marie Indian Friendship Centre
- Algoma District School Board and Huron Superior Catholic District School Board
Examples of institutional initiatives
Sault College, the Algoma District School Board (ADSB) and the Huron Superior Catholic District School Board HSCDSB) are involved together as partners in the provincially supported School College Work Initiative (SCWI). Funding made available through the SCWI initiative has enabled the partners to establish a “School within a College” (SWAC). The SWAC at Sault College enables learners who have not attained their Secondary School Diploma to study under the direction of high school teachers in a flexible learning environment that facilitates the completion of their high school education. Many of the SWAC graduates go on to study at Sault College.
Sault College will provide on-campus mental health services (depending on funding) in partnership with community agencies for students requiring temporary or permanent mental health accommodations and supports.
Sault College was one of the first colleges in the province to adopt the Crown ward championship team approach and fully funded tuition. Sault College will continue to provide this service.
Sault College will provide community-based programming through a variety of Indigenous partnership agreements:
- Oshki-Pimache-O-Win Education Institute
- Social Service Worker -Native Specialization (diploma)
- Seven Generations Education Institute
- Anishinaabemowin Immersion (certificate)
- Welding Techniques (certificate)
- Esthetician (diploma)
- Kenjgewin Teg Education Institute
- Anishinaabemowin Immersion
- Anishinabek Education Institute
- Fetal Alcohol Syndrome Disorder (post-diploma certificate)
- Sault Ste. Marie Indian Friendship Centre
- Pre-apprenticeship training: Automotive Service Technician
Metrics and targets
| System-wide Metrics | 2019-20 Expected Value Range |
|---|---|
| Number of students with disabilities enrolled (2016 Baseline: 468) | 470 – 510 |
| Proportion of students with disabilities enrolled (2016 Baseline: 20.8%) | 21% - 23% |
| Overall student with disabilities satisfaction rates (2016 Baseline: 86.56%) | 85%-90% |
| Overall graduate satisfaction rates for students with disabilities (2016 Baseline: 70%) | 70%-85% |
| Employment rates for students with disabilities (2016 Baseline: 70%) | 70%-80% |
| Number of first-generation students enrolled (2016 Baseline: 592) | 440 -480 |
| Proportion of first-generation students enrolled (2016 Baseline: 25%) | 19% - 21% |
| Number of Indigenous students enrolled (2016 Baseline: 503) | 475 – 550 |
| Proportion of Indigenous students enrolled | 21% - 24% |
| Overall student satisfaction rates for Indigenous students (2016 Baseline: 87.5%) | 85%-90% |
| Overall graduate satisfaction rates for Indigenous students (2016 Baseline: 82%) | 85%-95% |
| Employment rates for Indigenous students (2016 Baseline: 72%) | 70%-75% |
| Number of French-language students enrolled (2016 Baseline: 12) | 35 – 55 |
| Proportion of French-language students enrolled (2016 Baseline: 1%) | 1.5% - 2.5% |
| OSAP recipients as a proportion of all eligible students (2016 Baseline: 57.7%) | 55% – 65% |
| Percentage of university graduates enrolled in college programs (2016 Baseline: 5.68%) | 5.7% – 5.75% |
| Percentage of college graduates enrolled in university programs (2016 Baseline: 2.14%) | 2% – 2.5% |
| Institution-Specific Metrics | 2019-20 Target Range |
|---|---|
| Number of students that move from preparatory programming to college programs (2012-13 Baseline: 70 students) | Greater than 85 students |
| Percentage of SCWI learners enrolled in postsecondary programming (2012-13 Baseline: 24%) | Greater than 25% |
| Maintain success rate for dual credits and SCWI (2012-13 Baseline: 85%) | 80% - 90% |
| Number of programs offered in-community (2016 Baseline: 5 programs) | 6 – 8 programs |
Applied research excellence and impact
This section captures institutional strengths in producing high-quality applied research that further raises Ontario’s profile as a globally recognized research and innovation hub.
Applied research projects create or improve products, services and processes. College applied research gives industry firms access to the skills and competencies of faculty and students, facilities and equipment and markets and networks through the colleges’ connections to local business and communities.
Institutional approach to applied research excellence and impact
Sault College fully recognizes the importance of collaborative applied research and its potential to enrich the experiential learning components of students’ education, while fostering industry innovation and economic development in the region. Sault College will continue to provide strong support for applied research through the continued support of the Applied Research Centre and the continued efforts to grow and expand its applied research capacity.
Sault College will provide experiential learning opportunities through collaborative partnerships with industry. It contributes annual 1:1 matching to operate its Applied Research Centre, which is supported through the Ontario Centres of Excellence (OCE).
The new iE3, which is currently under construction, is scheduled to be completed in the summer of 2018. The iE3 will provide the ideal platform for industry-led applied research, experiential learning and entrepreneurial skills development.
Areas of research strength include:
- Robotics and Process Automation (partnerships with Tenaris, Pollard Banknote Heliene and others pending)
- Information and Communications Technology (ICT) (iE3 - current memorandum of understanding (MOU) with Createch, a Bell company and Microsoft Partner)
- Digitally enhanced Environmental Technologies (iE3 - pending partnerships)
- Geographic Information System (GIS) (iE3 - pending partnerships)
- Additive manufacturing including 3D printing (iE3 - pending partnerships)
Sault College will seek funding to support applied research from the following key research funding sources:
- OCE
- Natural Sciences and Engineering Research Council (NSERC)
- FedNor
- Northern Ontario Heritage Fund Corporation (NOHFC)
- Strategic Infrastructure Fund (SIF)
- Ministry of Advanced Education and Skills Development (MAESD)
- Sault Ste. Marie Economic Development Fund
Examples of institutional initiatives
Sault College’s key research initiatives are focused on building its applied research capacity in the areas of Robotics/Advanced Manufacturing and ICT-enhanced Environmental Technology, to enable partnerships with industry and government that will advance innovation and support business diversification and growth in the region.
To accomplish these objectives, Sault College has developed and established two significant assets on campus:
The institute for environment, education and entrepreneurship (iE3)
Sault College has long identified the opportunities that would be generated by creating an institute for advanced studies and private sector collaboration in the fields of ICT, GIS and ICT-enhanced environmental technologies. The new iE3 will have provisions to accommodate private-sector partners who want to locate directly on campus and collaborate with Sault College. Students, staff and faculty will work together with professionals from industry and government to solve problems, develop new products, services, and processes and enhance global competitiveness. It will provide experiential learning spaces and labs in these areas of study.
The iE3 will support the goals of the Growth Plan for Northern Ontario by providing northerners with the resources needed to teach advanced skills and technologies in these fields and prepare graduates to thrive in the digital economy. It will expand Sault College’s applied research capacity and create new opportunities for collaborative industry research that will foster innovation in the community. Through its direct impacts, it will help to attract investment, diversify and promote business growth in northern Ontario and increase the involvement of Indigenous Peoples in the northern economy.
Sault College has established an MOU with Createch, which intends to move its Sault Ste. Marie operation into the iE3 facilities. Sault College and Createch plan to collaborate on applied research initiatives that will focus on innovative product development and service delivery and will involve the participation of Sault College students, graduates and staff from both organizations. Sault College has joined the Microsoft Dynamics Academic Alliance and will prepare students with the skills needed to support Createch’s operations.
Robotics and advanced manufacturing
As a part of the its strategy to proactively provide the best-trained, highly qualified personnel with matched skills in advanced manufacturing for industry, Sault College built a new Robotics Lab. The new lab integrates seamlessly with existing automation labs and provides the ideal platform for collaborative applied research, industry training, and teaching. Already, one NSERC-funded, industry-led applied research project has been successfully completed and a second is underway, with others in development.
Metrics and targets
| System-wide Metrics | 2019-20 Target Range |
|---|---|
| Number of externally funded applied research projects (2016-17 Baseline: 3) | 3 – 5 |
| Number of partnerships / collaborations with community / industry firms (2016-17 Baseline: 3) | 3 – 5 |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| Number of externally funded applied research projects (2016-17 Baseline: 3) | 3 – 5 |
| Number of partnerships / collaborations with community / industry firms (2016-17 Baseline: 3) | 3 – 5 |
Innovation, economic development and community engagement
This section recognizes the unique role institutions play in contributing to their communities and to economic development, as well as to building dynamic partnerships with business, industry, community members and other colleges and universities. It focuses on regional clusters, customized training, entrepreneurial activities, jobs, community revitalization efforts, international collaborations, students, partnerships with Aboriginal Institutes and a program mix that meets needs locally, regionally and beyond.
Institutional approach to innovation, economic development and community engagement
The direct economic impact of Sault College on the local economy is approximately $150 million annually. Sault College is currently the fifth-largest employer in the community, with a full-time workforce of over 450 employees.
More importantly, Sault College provides affordable access to postsecondary education, which produces graduates with the diverse skills needed by the local economy in a variety of areas such as healthcare, social services and technology. Sault College will play an increasingly key role in the development of the region as it transitions itself into a knowledge-based economy.
Sault College’s approach to increasing community impact involves:
- Collaborating with local stakeholders, including employers, local government, Algoma University and Indigenous groups, to align the education provided by the college with economic development strategies
- Becoming a destination college that attracts domestic and international students to Sault Ste. Marie for their postsecondary studies
- Forming partnerships with other institutions to strengthen and expand the capabilities of Sault College
- Investing in college infrastructure, which creates local construction jobs
- Conducting and supporting events that generate economic activity
- Creating sustainability awareness
Examples of institutional initiatives
Sault College will actively participate in the Community Adjustment Committee, a group taking responsibility for creating an economic development strategic plan for the city. Sault Ste. Marie is represented on a number of economic development committees.
The presence of OLG in Sault Ste. Marie creates an opportunity to increase the importance of Lottery and Gaming as an economic driver. Sault College has signed an MOU with Algoma University with the intention of advancing education as a component of the lottery and gaming industry in the community. Work is underway to develop a national training strategy for the industry that will be based in Sault Ste. Marie through a partnership with the Canadian Gaming Association.
Strategic additions to the intercollegiate teams that compete for Sault College are being made partly in recognition that hosting sporting events contributes to the local economy. Sault College is also choosing to host larger and fiscally impactful provincial and national championships. Each year either a Canadian Collegiate Athletic Association or Ontario Collegiate Athletic Association event is hosted, along with varsity sport games, all of which bring significant economic benefit to the community.
Through its Employment Solutions operation Sault College delivers a variety of community employment programs to support employers with their hiring needs and job seekers with their employment needs. The programs are particularly important to job seekers who often require the advice provided by the Employment Solutions staff in regards to retraining that may be required to secure employment.
Metrics and targets
| System-wide Metrics | 2019-20 Target Range |
|---|---|
| Number of active Program Advisory Committees (PACs) | 27 – 32 PACs |
| Number of employers engaged in PACs | 145 employers |
| Graduate employment rates | 80% – 85% |
| Employer satisfaction rates | 85% – 95% |
| Proportion of Graduates employed full-time | 65% – 75% |
| Proportion of Graduates employed full-time in a related job | 60% - 70% |
| Institution-Specific Metrics | 2019-20 Target |
|---|---|
| 2020 Target Total GHG Emissions (mtCO2e ) | 2,969 |
| Employment Services program delivery customer satisfaction to exceed the provincial standard of 90% (2016/17 Baseline: 99%) | 95% – 99% |
| Expend a minimum of 95% of employer incentive funding (2016/17 Baseline: 100%) | 95% - 100% |
Enrolment strategy, program direction, sustainability and partnerships
Enrolment strategy and program direction
Enrolment plan
The purpose of this section is to identify institutional enrolment plans and aspirations. The enrolment projections are based on Sault’s plans and assumptions for the coming years.
As stated in the College Funding Formula Technical Manual, the introductory corridor midpoint in 2019-20 will be calculated based on the “three-year average, two-year slip”, the average of three years of enrolment two years prior to the funding year.
Domestic projected funding eligible enrolment
Projected eligible full-time head count
| Level | Actuals 2015-16 | Actuals 2016-17 | Projected 2017-18 | Projected 2018-19 | Projected 2019-20 |
|---|---|---|---|---|---|
| Ontario College Certificate | 270 | 224 | 300 | 299 | 280 |
| Ontario College Diploma/Advanced Diploma | 1,637 | 1,515 | 1,620 | 1,602 | 1489 |
| Ontario College Graduate Certificate | 39 | 46 | 46 | 38 | 32 |
| Baccalaureate Degree in Applied Area of Study | 0 | 0 | 0 | 0 | 120 |
| All other funding activity in full-time equivalent (FTE); Part-time, Tuition short, Prior Learning and Assessment Recognition (PLAR) | 90.2 | 95 | 66.48 | 55.37 | 59.43 |
International projected funding-eligible enrolment
Projected eligible full-time head count
| Level | Actuals 2015-16 | Actuals 2016-17 | Projected 2017-18 | Projected 2018-19 | Projected 2019-20 |
|---|---|---|---|---|---|
| Ontario College Certificate | 7 | 5 | 9 | 11 | 10 |
| Ontario College Diploma/Advanced Diploma | 52 | 88 | 106 | 118 | 125 |
| Ontario College Graduate Certificate | 4 | 8 | 20 | 171 | 215 |
| Baccalaureate Degree in Applied Area of Study | 0 | 0 | 0 | 0 | 0 |
International strategy and collaboration
Sault College intends to grow International enrolment at a modest rate to ensure that appropriate student supports are available. To that end, it will grow such enrolment at a measured pace (10%) to ensure that students are successfully supported.
Strategic areas of program strength and expansion
Program areas of strength
- Aviation – Flight
- Natural Environment: Forestry, Fish and Wildlife
- Health Sciences
- Engineering Technology
- Business, including Information Technology, Hospitality and Culinary
- Indigenous Studies
- Applied Arts (Community Services, Media, Design, Justice Studies, Public Relations)
- Apprenticeship and Skilled Trades
Program areas of expansion
- Aerospace
- Engineering Technology
- Health Sciences
- Applied Arts
- Indigenous Education
Apprenticeship
A reliable supply of skilled workers is needed and is of strategic importance to northern Ontario. Sault College has been a leader in apprentice and skills based training since Sault’s inception. Sault College does not view apprentice training as a silo activity, rather it is supported and integrated as a priority in the day-to-day operations of the institution.
Sault College will focus on the following apprenticeship related activities during SMA2:
- Manage the capacity for in-school apprentice training according to need, expanding in areas of high demand
- Expand pathways for learners that will enhance mobility between postsecondary programs and apprenticeship training and between apprenticeship training and postsecondary programs
- Increase the use of simulation in apprenticeship training programs
- Utilize results of key performance indicator surveys for continuous improvement
- Invest in facilities and equipment that enhance the ability of the Sault College in the area of apprentice training
- Leverage technology to provide expanded access to apprentice training
Financial sustainability
The Ministry and Sault recognize that financial sustainability and accountability are critical to achieving institutional mandates and realizing Ontario’s vision for the postsecondary education system. To this end, it is agreed that:
It is the responsibility of the Board of Governors and senior administrators of the College to identify, track, and address financial pressures and sustainability issues. At the same time, the Ministry has a financial stewardship role. The Ministry and the College agree to work collaboratively to achieve the common goal of financial sustainability and to ensure that Ontarians have access to a full range of affordable, high-quality postsecondary education options, now and in the future.
The College remains accountable to the Ministry with respect to effective and efficient use of provincial government resources and student resources covered by policy directives of the Ministry, or decisions impacting upon these, to maximize the value and impact of investments made in the postsecondary education system.
| System-wide Metrics | Benchmark | 2015-16 Actuals | 2016-17 Actuals | 2017-18 Projections |
|---|---|---|---|---|
| Annual Surplus (Deficit) | >0 | ($324,845) | $595,446 | ($1,135,642) |
| Accumulated Surplus (Deficit) | >0 | $11,592,003 | $12,151,968 | $12,550,835 |
| Net Income to Revenue Ratio | >1.5% | (0.57%) | 1.03% | -1.98% |
| Net Assets to Expense Ratio | >60% | 107.68 | 134.97% | 133.70% |
| Quick Ratio | >1 | 2.34 | 3.32 | 2.87 |
| Debt Servicing Ratio | <3% | 1.17 | 1.16% | 1.22% |
| Total Debt to Assets Ratio | <35% | 18.92 | 15.68% | 18.15% |
Institutional collaborations and partnerships
Northern college collaborations
The NCCP project, which involves the six northern colleges, began three years ago. This innovative collaboration project demonstrates creative thinking and responds to the new realities of emerging technologies, fiscal constraint and changing demographics. The goals stated at the outset of the NCCP project were to explore sustainability models, improve financial viability and sustainability of programs and provide access to education for students across the north. The project set out to analyze, develop and streamline resources to design, implement and deliver shared programming through a collaborative approach.
Within the NCCP project, colleges have established and implemented principles and practices of technology-enabled teaching and learning excellence. By capitalizing on individual institutional strengths in various program areas, they have harnessed quality and provided access through the collaborative delivery model across colleges.
The launch of the business programs has demonstrated the proof of concept on which to move forward. The relationships established at all functional levels of the institutions have stimulated exciting discussions and created an environment that is evolving as an incubator for innovation, where initiatives such as unique pathways and micro-credentialing can be explored.
With a vision for the future of a maturing and ongoing collaboration among the six northern colleges, the institutions, communities and students will be well served.
The Study North Initiative (SNI), a collaboration of Confederation, Sault, Cambrian, Boréal, Northern and Canadore colleges, was created to increase awareness and enrolment at the six partner schools from students residing in the GTA and southern Ontario. The success of this project is measured by the number of students who enrolled at a northern Ontario school. As Phase I of the SNI has been extremely successful to date, it was determined that a Phase II should be initiated to continue the work of increasing student enrolment at the northern Colleges. With brand recognition and increasing enrolment, the hope is that this initiative can become self-sustaining in the future. The creation of Stay North has also had a very good track record and should also be maintained as it has huge economic benefits to these northern communities.
Canadore College
Sault College intends to collaborate with Canadore College to develop a degree program focused on advanced manufacturing and robotics. Advanced manufacturing is a strategic focus for the region and is cited as an important aspect of the Ontario economy. Sault College will leverage a partnership with Canadore College plus existing in-house equipment and knowledge in process automation, robotics and information technology to offer a Bachelor of Science in Advanced Manufacturing.
Other institutional collaborations
- Algoma University (2+2 diploma-to-degree college-to-university pathways and university-to-college pathways)
- Laurentian University (Collaborative Bachelor of Science in Nursing Degree)
- Fanshawe College (Aircraft Structural)
- Northern College (International agents)
- Huron Superior Catholic District School Board (SCWI and Alternative School on Sault College campus)
- Algoma District School Board (SCWI)
- Createch-Bell (operations located on Sault College campus)
- Algoma Public Health (located on Sault College campus)
- Tenaris (advanced automation and robotics research collaborations)
Ministry/government commitments
- The SMA2 process has focused on implementing the first stages of the new funding model and demonstrating the ongoing commitment by all colleges and universities to student success. Future growth will only be funded through negotiated changes to an institution’s funded enrolment corridor. Through the SMA2 cycle, the ministry will continue to work closely with institutions to ensure all dimensions of the funding model are implemented.
- In a memo to colleges and universities dated March 7, 2017, the ministry committed to using the SMA2 (2017-20) process as a transitional phase to commence the collaborative and joint development of performance metrics and targets, tied to funding, for SMA3 (2020-23). The ministry reiterates this commitment and reaffirms that metrics and targets included in SMA2 are not tied to funding at this time and are a beginning point for further discussions with the sector prior to their application in SMA3. Colleges and universities will have the opportunity to reset and realign metrics prior to the application of metrics in SMA3. The ministry will also engage other stakeholders as part of discussions on a broad metrics strategy.
- The ministry commits to establishing a joint working group with each of the sectors and to begin detailed discussions in fall 2017 on metrics/targets and to seek input on the performance measurement methodology for SMA3.
- Colleges, universities and the ministry all benefit from processes that are transparent and non-duplicative. The ministry commits to work with colleges and universities to continue to streamline processes and seek opportunities to further reduce red tape (in part through increased access to other tools), including reducing or eliminating duplicated reporting requirements.
- Through SMA2 discussions, the ministry has heard concerns about the challenges of delivering breadth in programming for Francophone and Francophile students, including the cost and funding of such delivery. Starting in fall 2017, the ministry commits to consulting institutions who have a formal mandate for bilingual and/or French-language delivery to review the delivery of French-Language programming and consider these concerns
- In 2016, an extension of the existing tuition policy framework was announced to support a major reform in OSAP. The ministry will engage with both the college and university sectors around the next tuition policy framework, including examining the issue of tuition anomalies in certain professional programs as a result of past changes to tuition policy, and, for colleges, examining tuition levels relative to competitive college tuition frameworks in Canada.
- In recent years and during the SMA process, there has been an increased interest in the creation of a new polytechnic designation in the Ontario postsecondary education system. Starting in fall 2017, the ministry commits to undertake a review that examines whether improved benefits for students and employers are sufficient to make such a change. The ministry commits to working collaboratively with institutions across the sectors on this review.
- The ministry acknowledges a request by Ontario’s colleges to explore how to support more flexible delivery of programming, including reviewing part-time funding levels. The ministry commits to working collaboratively with colleges to review this issue, including identifying implications for credentials.
- The ministry commits to continue to work collaboratively with colleges to review the eligibility criteria and allocation method for the Small, Northern and Rural Grant to help target funding to best meet sustainability challenges.
2014-17 Strategic Mandate Agreement: Sault College of Applied Arts and Technology