This Strategic Mandate Agreement between the Ministry of Advanced Education and Skills Development and St. Clair 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.

St. Clair College Mandate, Mission and Vision

Mandate statement

St. Clair College is determined to establish itself as a>. By offering more degree programs, extending its scope of articulation agreements with universities and colleges within the province, nationally and internationally, and by establishing entrepreneurship, research, and innovation partnerships, the College will broaden the ability of our students to acquire knowledge and leading-edge skills that will allow them to be an important resource in a globally competitive marketplace, with unique program offerings, state-of-the-art facilities, and an operating philosophy founded on accessibility, quality teaching, learning method options, and sustainability.

Mission statement

Transforming lives and strengthening communities through high quality and accessible educational experiences that support career-readiness, innovation, and life-long learning.


Excellence in all we do.

When developing the strategic mandate priorities for St. Clair College, four fundamental principles were followed:

  • Continue to build on the College’s history and our established clusters of excellence
  • Address the educational requirements that our unique international location demands in transportation, border logistics, in addition to the health, hospitality and tourism needs of a region referred to as ‘Canada South’. St. Clair College is the southernmost post-secondary institution in Canada
  • Continue to respond to the local community needs of Windsor Essex and Chatham-Kent
  • Leverage our resources and partnerships

While St. Clair College has many areas of institutional strengths, key strengths include:

  • Health and Community Wellness through our programming and community partnerships with regional hospitals and universities, Local Health Integration Networks (LHINs), and colleges, as well as international partners in Michigan
  • Advanced Manufacturing, Cross-Border Security, International Business and Supply Chain Management through our programming and the supply of highly qualified personnel, industrial vocational educational training, and innovative research and product development for manufacturing in the automotive, aerospace, agriculture, pharmaceutical, and healthcare sectors. St. Clair College supports Canada’s most manufacturing intense region and capitalizes on the unique, geographic location of Windsor-Essex
  • Creative Arts, Hospitality, and Tourism through our programing and by the acquisition and building of real world assets and teaching facilities
  • Research and Innovation - St. Clair College works directly with industry to support applied research opportunities for students and local industry, working on funded projects supported by Canada (NSERC), a National Research Council Canada – Industrial Research Assistance Program (NRC-IRAP), and an Ontario Centres for Excellence (OCE)


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

St. Clair College is committed to supporting the Windsor Essex and Chatham- Kent community and to becoming a destination college. In that quest, we are committed to:

  • Academic and service excellence, student inclusion, equity and accessibility
  • Work Integrated Learning (WIL)
  • Revitalization of the Ford Centre for Excellence in Manufacturing (FCEM) (e.g. Industry Action Group)
  • Expanded credentials (degrees)
  • Apprenticeship - Closing the skilled trades gap:
  • Recognizing competencies and granting formal recognition for apprenticeship credentials to meet industry needs and address skills gaps
  • St. Clair College is committed to reducing the amount of time necessary for apprenticeship students to achieve the required credentials by providing the opportunity to simultaneously develop the practical and educational skills they required to successfully achieve their Level 1 Apprenticeship qualification
  • This initiative will allow students to enter the workforce at an advanced level. As a result, St. Clair College will be assisting the manufacturing industry in meeting their employment needs faster. These students will be workplace tested and ready, have higher level skills, and be able to add immediate value to their employers
  • Growth of international enrolment and continued globalization
  • Embrace student and community input while building upon its successes. St. Clair College, therefore, aspires to complete key strategic projects, including:
  • Parking Garage - A parking garage is needed at the Windsor campus to improve student satisfaction with facilities and support the current demand for parking
  • Student Sports Park - With the expropriation of St. Clair College property due to the expansion of the Rt. Hon. Herb Gray Parkway, St. Clair College has been committed to replacing the loss of its outdoor athletic facilities with the creation of a new, state-of-the art Sports Park
  • Revitalization of the FCEM - Providing up-to-date equipment for our FCEM to support current program needs and to support St. Clair College’s desire to continue to excel in advanced manufacturing
  • Welcome Centre - To continually improve the student experience, St. Clair College would like to develop a holistic Welcome Centre to provide focused access to address key student service needs
  • Residence Expansion - To support the growing population of students at all campuses, St. Clair College would like to enter into a collaboration to have a student residence available in the downtown Windsor core and expand capacity at both our main campus in Windsor and our campus in Chatham
  • New School of Business Building – To elevate the profile of our business and information technology programs within our local community and beyond, St. Clair College would like to have an expanded presence for our School of Business and construct an academic tower that would provide modern classrooms, labs and meeting spaces. A significant portion of St. Clair College’s enrolment is within our School of Business and will continue to increase with the addition of our new degree and other new business programs

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

St. Clair College is committed to continual improvement of our student experience.

Student services/ student success

Key Performance Indicator (KPI) survey results are reviewed and Instructional Feedback Surveys (IFS) are conducted for all courses and all faculty at all campuses. KPI Comment Cards are sorted and evaluated. St. Clair College service departments use this data to develop annual KPI improvement plans. Feedback is received from student government through a variety of methods to solicit input and resolve student concerns. This includes the Class Representative Program, which gives students a voice from within their program area. There is also a monthly meeting between the President and Senior Operations Group and student government representatives, including Student Representative Council (SRC), Thames Students Incorporated (TSI) and Student Athletic Association (SAA). Results from the KPI Comment Cards are distributed to respective departments within St. Clair College.

St. Clair College provides students with web access tools that promote student success. These tools include Student Guides and Strategies, Study Skills, Test Taking Strategies, Study Tips, Writing Guides, and Time Management Strategies.

Student retention

St. Clair College has an active Retention Committee comprised of a cross-section of college staff and students. It analyzes pitfalls that that might cause students to leave and data identifying the cause of student failures. The Committee reviews various strategies to support student success and makes evidence-based recommendations to the Senior Operations Group. On an annual basis, the coordinator and faculty of every program review retention data via the annual program review process. Based on the data, appropriate action plans are created to support student success. The Chair of each school approves the action plans and data is then reanalyzed the following year to evaluate success and future action plans.

Career services

Career Services provides assistance to St. Clair College students seeking permanent, part-time, temporary, and seasonal employment. Resources and information are available on employment-related topics including resumes and cover letters, job applications, interview skills and job search techniques. Workshops and resume clinics are scheduled throughout the academic year to provide students with the techniques needed to successfully market job skills in today’s competitive labour market. Even after graduation, St. Clair College helps alumni reach employment goals. St. Clair College Employment Centre offers Employment Ontario programs and services to assist the public, including St. Clair College alumni. The employment programs assist by connecting those seeking employment opportunities with businesses looking to hire.

St. Clair College Career Services provides employers a variety of options to connect with St. Clair College students and alumni, including employer days, career days, job fairs and volunteer fairs. Through its new Industry Liaison Office, St. Clair College is implementing a coordinated approach to the recruitment of students and graduates, by reaching out to local industry and employers and providing a single point of contact for industry/employers at the College. A contact management system is also being implemented to track profiles, interactions and follow up.

Student life

St. Clair College takes a holistic approach in its efforts to enhance student life and support student success by working collaboratively with its student groups, including SRC, TSI and SAA to continue to find creative, unique supports and initiatives to boost student life and ensure student success.

St. Clair College hosts a multitude of extracurricular activities to enhance student experience. Student leaders at St. Clair College are aware of current trends and are strong advocates to effect changes that address student needs. SRC, TSI and SAA organize a multitude of activities throughout the year that engage students, help to alleviate stress and cultivate inclusion at all St. Clair College campuses. St. Clair College also has an active Alumni Association that hosts events, sponsors local community events and initiatives and actively engages with its 95,000 plus alumni.

St. Clair College boasts state-of-the-art fitness facilities with its SportsPlex in Windsor and HealthPlex in Chatham. Health and fitness is an increasingly important topic as more students focus on maintaining a healthy life. Along with providing an outlet to alleviate stress, the athletic facilities offer an ideal setting for student athletes to enhance their performance, through both playing their sport and through classes held in the facility. They allow all students to experience being part of the collective body of athletes on the floor and fans in the stands and benefit from that all-inclusive interaction.

St. Clair College is continuing to plan the development of facilities that align with today’s students’ focus. St. Clair College wants to develop a SportsPark, a multi-sport facility that will create numerous leisure opportunities for both the student body and varsity athletes. The park would have artificial turf soccer/ football fields; beach volleyball courts; tennis courts; a walking track; an artificial turf softball diamond; and outdoor leisure study areas. St. Clair College will complete a comprehensive business plan and implementation strategy for approval by its Board of Governors. The SportsPark is in-line with St. Clair’s goal of establishing and further developing a campus consistent with that of a destination college.

Student athletics

St. Clair College has embarked on a unique approach to formalize and publish Athletic Performance Indicators (API) that strategically align with academic and corporate priorities. These APIs include the collective varsity Grade Point Average (GPA); scholarship achievement rates; departmental win/loss records; provincial/ national indicators; and increased athletic revenues. The creation and monitoring of these metrics is designed to enhance academic and athletic performance and support St. Clair College’s vision of ‘Excellence in all we do’.

Campus beautification

Beautifying St. Clair College campuses became a heightened focus beginning in the fall of 2015. St. Clair College appreciates the strategic importance of having buildings, facilities and grounds that reflect its culture of accessibility, inclusivity, quality, and sustainability. A number of campus beautification projects have been undertaken and others are planned.

St. Clair College received funding from the federal Strategic Investment Fund (SIF) and from the Ontario’s Facilities Renewal Program. These funds, coupled with capital reserves, supported several projects that will increase the sustainability of St. Clair College, reduce energy consumption, promote academic excellence and enhance student life. St. Clair College is upgrading many electrical and mechanical systems and building envelope components that service its classrooms and labs. This will help to reduce some deferred maintenance and increase the sustainability of its operations.

St. Clair College hopes to continue to enhance the student life on campus by upgrading washrooms, adding additional accessible doors and/or eliminating barriers where possible and continuing to upgrade lighting on roads and parking lots.

Examples of institutional initiatives

At the beginning of the fall semester, the Registrar’s Office relocates to the Supercentre, as does staff from Library Services, Parking Services, Student Services, Locker Rental, Mentoring Opportunities, Student Government, Student Athletic Association and other areas. The Supercentre is a direct result of St. Clair College’s commitment to acknowledging and resolving student concerns by eliminating their confusion and/or the frustration they experience by having to wait in numerous, lengthy lines in various locations across the campus. The Supercentre allows students to navigate those start-of-the year tasks with a one-stop service experience.

Student mental health and well-being initiatives beyond St. Clair College’s Counselling Services include: partnering with SRC and TSI to offer Student Lifeline — an Employee Assistance Program-type of service that offers students in need 24/7 access. Offered at the Windsor and Chatham campuses, the program offers students: professional support for maintaining a healthy balance between school, work, and everyday life; Mental Health Week; pet therapy; and guest speakers.

St. Clair College campus beautification projects recently completed include: installation of a signature four-sided outdoor clock at the entrance of the Windsor campus; revitalization of a campus gem- fountain in front entrance of the Windsor campus; installation of bridge, deck and new signage on the Island of the pond; installation of a new sidewalk allowing access to the campus from new trails off of the Rt. Hon. Herb Gray Parkway; new digital signage at the Cabana Road entrance; an outside sitting area with tables and chairs at the St. Clair College Centre for the Arts, downtown campus; enhancements to landscaping at the Chatham Campus; digital signage at the Chatham Campus; a sidewalk from the Chatham student residence to the main buildings; and additional landscape projects at all campuses.

Metrics and targets

System-wide Metrics2019-20
Overall Student Satisfaction Rate80%
Student Satisfaction with Services (Q39)69%
Student Satisfaction with Facilities (Q49)74%
Institution-Specific Metrics2019-20
Increase overall student satisfaction results in an effort to achieve goal of destination college>80%
Increase student satisfaction with services in an effort to achieve goal of destination college (Q39 ‘satisfaction with services’)>69%
Increase student satisfaction with facilitates in an effort to achieve goal of destination college (Q49 ‘student satisfaction with facilities’)>74%

*St. Clair College has set an institution target to rank in the top quartile amongst all Colleges for the above metrics.

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

St. Clair College values innovation in teaching and learning and is committed to Academic and Service Excellence.

Work-integrated learning (WIL)

Currently, approximately 75% of St. Clair College’s 125 programs have a work-integrated learning (WIL) component. St. Clair College is committed to implementing work-integrated learning (WIL) in 100% of its programs by the 2018-2019 academic year. This commitment is of strategic importance and is included in St. Clair College’s Strategic Directions.

The strategy to ensure WIL is integrated into all programs is:

  • Reviewing every program that does not contain WIL by May 2017
  • As part of the annual program review process, recognizing approaches for incorporating WIL by July 2017
  • Having the Vice President Academic and the St. Clair College Centre for Academic Excellence (CAE) review resources and required curriculum changes by December 2017
  • Having the Vice President Academic approve resource requirements and information for the 2018-2019 budget and adapt curriculum changes by February 2018

Value-added learning

The CAE focuses on providing professional development for faculty to enhance value-added learning opportunities. The Centre conducts open cafés for faculty to engage in discussion.

Essential employability skills (EES)

Many of St. Clair College’s program review initiatives contain elements of review of EES. St. Clair College completes an annual review for each program in the May-June period each year. The annual program reviews focus on creating action plans to improve all relevant data available, such as KPIs, enrolment data and retention information. Each program also conducts a five-year cyclical review, where every outcome is analyzed with input from industry. Programs are mapped to learning outcomes. Every program has a Program Advisory Committee (PAC) that meets at least once a year. Industry and PAC members provide input on EES.

Student equivalencies

St. Clair College has a policy for credit transfers and prior learning assessment recognition (PLARs). Credit transfers and PLARs can only be granted by expert faculty in those particular vocations. All credit transfers and PLARs are evaluated based on course learning outcomes and vocational learning outcomes. The St. Clair College Program and Degree Accountability Office audits all credit transfers to ensure policy compliance.

Online learning

St. Clair College has developed a quality standard for online course delivery. This standard is being used to evaluate and modify existing online course delivery to ensure student satisfaction. It is also used when developing new online courses and programs. St. Clair College purchased and implemented a Blackboard Collaborate™ software module to enhance ability to deliver more effective online and hybrid courses.

Examples of institutional initiatives

Key St. Clair College initiatives include:

  • St. Clair College has created an Industry Action Committee (IAC) made up of 12 members from local industry partners to identify opportunities to enhance WIL within the Schools of Engineering Technologies and Skilled Trades. Some of the initiatives of the IAC initiatives include identifying critical vocational training requirements and necessary equipment for student training, as well as input with respect to simulation training for students
  • Recognizing the value of providing WIL opportunities for its students, St. Clair College actively pursues learning experiences extending beyond the traditional classroom. These experiences become even more valuable when the students are able to help and benefit others. Highlights of WIL opportunities include:
  • Partnership with Downtown Windsor Business Improvement Association: First-year students, as part of their copywriting class, helped new businesses in the Windsor downtown core develop an advertising campaign. Each of the 35 students involved had a role in the campaign
  • Karen Newman Branding and Album Release Campaign: Michigan-native Karen Newman is best known for being the singing voice of the Detroit Red Wings, as she regularly performs the national anthems before hockey games at the Joe Louis Arena. A partnership was formed with Newman to have St. Clair College students’ Fizz Agency work on her digital platforms to launch her Christmas album. The students designed, developed and implemented a multi-faceted digital campaign helping Newman’s physical CDs to sell out and increasing her online sales on iTunes
  • Partnership with John McGivney Centre: Three first-year students in the Biomedical Engineering Technology program job-shadowed at the John McGivney Centre (a local pediatric rehabilitation/treatment facility for people up to the age of 21 with physical, developmental and neurological exceptionalities). Students gained first-hand knowledge of the various assistive devices available to children with disabilities and were able to determine how they could participate as biomedical engineering technologists to develop and maintain assistive devices and technologies
  • Dental Hygiene Community Outreach: Year 3 Dental Hygiene students provide dental cleaning services to residents of Huron Lodge and Schlegel Village Nursing Homes and to the vulnerable population at the Street Health Clinic in downtown Windsor. Students gained experience working inter-professionally with nursing staff, administrators and families. Students also presented an oral health lesson to various groups in the community, including local elementary schools (junior kindergarten to grade 7), children with disabilities, diabetic support/educator groups, PSWs and nurses at local nursing homes and Community Living
  • Syrian Newcomer Outreach: Students in the Early Childhood Education program assisted the many Syrian families relocating to Windsor at orientation sessions by caring for their young children, allowing the parents to give their full attention to presentations to assist with their settlement
  • Partnership with Family Respite Services: Students in the Educational Support program played an essential role in piloting St. Clair College’s Super Saturdays respite day program. The students supported children with exceptionalities, using themed activities and developing meaningful educational materials to assist the children in learning new skills in an enjoyable manner; and
  • Logo Project for Chatham-Kent Children’s Services Division: Third-year Graphic Design students were tasked with creating a logo for Chatham-Kent’s Best Start program. The students created a logo that clearly reflected the purpose and intent of the program and that could be understood by persons with limited literacy
  • In June of each year, the CAE conducts an annual Recharge and Reboot event (a mini conference on teaching and learning) that includes all academic staff. Many interactive sessions are conducted in breakout rooms where faculty share ideas and collaborate on strategies to encourage value-added learning opportunities for students. Approximately 100 faculty attend this event
  • The St. Clair College Paramedic program developed a unique hybrid course review methodology where students use an online application to review vocational material and answer questions related to their field of study. The platform enhances student learning. The pilot has been successful and is being developed for other programs in Health Sciences
  • To support St. Clair College’s areas of specialization in manufacturing and skilled trades and to provide WIL experiences for students, St. Clair College established a Skilled Trades Regional Training Centre that utilizes WIL in all components of delivery in the Precision Metal Cutting program. The non-profit Centre is unique in its concept of ‘Earn While You Learn’ in that it allows students to work on ‘real’ parts that are sold to industry. The students are remunerated with an hourly wage. The concept is being emulated in other Engineering Technologies and Skilled Trades programs

Metrics and targets

System-wide Metrics2019-20
Graduation Rate68%
Number of students enrolled in an experiential learning program (WIL)
(2016 Baseline: 70%)
Total number of registrations in ministry-funded courses offered in eLearning formats
(2016 baseline: 6,234)
Total number of ministry-funded courses offered in eLearning formats
(2016 baseline: 327)
Total number of ministry-funded programs offered in eLearning formats
(2016 baseline: 2)
Retention rates (Yr1 to Yr2)79%
Retention rates (Yr2 to Yr3)89%
Student satisfaction rate (overall)80%
Student satisfaction with knowledge and skills90%
Student satisfaction with learning experience84%
Institution-Specific Metrics2019-20
Have work integrated learning opportunities available for all programs thus increasing skill set of graduates and increased connection with industry/employers
(2016-17 baseline: 80%)
Increase access to alternative learning formats and increased use of our innovative electronic infrastructures (e.g. Blackboard Collaborate)
(2015-16 baseline: 327)

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

St. Clair College is committed to offering accessible and equitable learning opportunities within an inclusive environment.

Students with Disabilities

St. Clair College continues to see significant increases in the number of students with disabilities. It is important to note the increasing complexity of disabilities, particularly psychological diagnoses that students are presenting, in addition to the number of students accessing academic accommodations. The Office for Students with Disabilities (OSD) continues to engage a clinical psychologist to provide consultation services to St. Clair College counsellors for complex student cases pertaining to mental health and disabilities. Many strategies were successfully implemented, such as awareness programs and relationship development with local resources. With the continued increase in mental health issues, there has been an exploration of the development and implementation of a behavioural intervention strategy, centered on a proactive and supportive framework. In addition, several partnership initiatives were developed with student government to bring awareness to mental health, including pet therapy and support service awareness.

First-generation Students

St. Clair College engages first-generation students through recruitment and marketing initiatives, approximately 25 hands-on exploratory workshops and presentations. In partnership with local school boards, specific information programs have been conducted under the Specialist High Skills Majors program within high schools.

Indigenous students

St. Clair College continues to see a significant increase in First Nation, Métis and Inuit (FNMI) students who self-identify. St. Clair College continues to experience more direct contact with students within its FNMI Student Centres. St. Clair College has an active Aboriginal Education and Training Council that meets on a quarterly basis. These community and college members are advocates and ambassadors of the vibrant and diverse FNMI student populations that are represented on St. Clair College campuses. Additionally, St. Clair College participated in the Aboriginal Postsecondary Information Program, an event dedicated to highlight the diverse opportunities available to Indigenous learners interested in postsecondary education. With these connections,

St. Clair College has been better able to rapidly create solutions and support strategies for both its current and potential students.

Francophone students

St. Clair College has a small number of students who self-identify as francophone. French-language students may attend the Conversational English initiative offered through the Student Services Tutoring division. Although this service is targeted to English as Second Language students, it is open to all students who desire to improve their English-language skills.

Student in financial need

St. Clair College’s awards, scholarships, bursaries and work study on-campus student placements are the major sources of financial assistance available to students who are pursuing a postsecondary education there. Key scholarships, awards and bursaries include: athletic scholarships; entrance awards/scholarships; external scholarships/bursaries; first-generation/Indigenous student bursaries; internal scholarship/bursaries; skills scholarship; students with disabilities; tuition bursaries; and the women in technology commemorative scholarship. St. Clair College provides information and links to the Ontario Student Assistance Program (OSAP) and other related programs on its website.

School college work initiative (SCWI) dual credit programs

SCWI Dual Credit programs are an important outreach initiative at St. Clair College. These programs allow secondary school students to take college courses that count towards their Ontario Secondary School Diploma (OSSD) and a postsecondary certificate, diploma, degree or apprenticeship.

The Dual Credit program at St. Clair College works closely with the Greater Essex County District School Board, the Windsor-Essex Catholic District School Board, the Lambton Kent District School Board and the St. Clair Catholic District School Board to serve students who are identified as being disengaged or underachieving. St. Clair College collaborates with the school boards to determine courses, programs and delivery methods to best serve this targeted group of students who face the greatest barriers to education. The Dual Credit program removes all financial barriers by providing transportation, tuition fees, supplies, books, tools and anything else the student needs for the program. St. Clair College then works closely with Student Services and college faculty to provide academic, accessibility, disability and even emotional support to ensure the student is supported and successful while at St. Clair College.

School within a college (SWAC) program

The St. Clair College SWAC program is an opportunity for experiential learning about postsecondary education and work by spending a semester on campus. It offers secondary school students the opportunity to earn secondary school credits and a dual college credit. The continued goal for students is to complete their OSSD and have a successful transition to college. The focus is on motivating secondary school students who are facing challenges to graduating. The majority of students in the SWAC program have left high school for at least a semester before registering. The SWAC program is intended to provide a model for the delivery of secondary credit courses by secondary school teachers and college dual credit courses taught by college professors within a collaborative learning community on a college campus.

Academic and career entrance (ACE)

St. Clair College’s ACE courses are designed to provide learners with the skills and knowledge necessary to meet admission requirements for college postsecondary studies, apprenticeship training and to pursue employment opportunities. ACE courses are funded through Employment Ontario and are provided at no cost to the learner.

The St. Clair College skilled trades regional training centre

The St. Clair College Skilled Trades Regional Training Center encourages youth to explore a career in the manufacturing sector. There are numerous partners in the community, including the Canadian Tooling and Machining Association and Canadian Association of Mould Makers, who share the same vision — helping local industry be fully productive on the shop floor with well-trained employees by utilizing a non-traditional approach to training, allowing for greater access.

Student Support Services

St. Clair College offers centralized student support services in its Learning Commons. Student support services such as career planning, testing, peer tutoring, drop-in tutoring, counselling, learning strategist, assistive technologist, interpreting and disability services are all available in a centralized location for ease of access.

St. Clair College offers math and writing labs where tutoring is provided by faculty and senior tutors. These labs provide assistance to students to improve academic performance. In addition, online mathematics resources and tutorials are available as an open resource for students.

Examples of institutional initiatives

Key St. Clair College initiatives include:

  • The Office for Students with Disabilities (OSD) formerly communicated accommodation plans to students through their confidential student email accounts. Beginning in January 2016, new accommodation plans were enhanced to provide more efficient service by including the Testing Instruction Form to professors. The form includes student accommodations and identification information. This enhanced plan reduced clerical work for both professors and the OSD and reduced the chances of human error in applying accommodations and interpreting messaging
  • St. Clair College enhanced the availability and variety of assistive technology and supports at its Downtown Windsor Campus, where the number of students with disabilities continues to increase
  • St. Clair College loans technology equipment to students-in-need who are awaiting funding for equipment purchases
  • St. Clair College created, updated and distributed awareness information to staff and students through workshops, email communications, focused meetings with faculty clusters and Academic Chairs. Multiple workshops were offered to all staff on topics including suicide prevention awareness, identifying and referring students in distress and other workshops to enhance the understanding mental health issues. English as a Second Language faculty underwent training in trauma and language acquisition to improve their practices with the growing number of students who are refugees from conflict zones such as Syria
  • The OSD developed a partnership with the Windsor-Essex Community Sexual Assault Crisis Centre and enhanced that partnership by providing targeted initiatives within the residence community and on-campus therapy and consultation towards trauma. As a further support to the residence community, a St. Clair College counsellor arranged office hours on a weekly basis within the residence to engage with Residence Assistants and Council, Residence Managers and students
  • To support student apprentices with disabilities, the OSD provided funding to purchase universal instructional design equipment, devices and technology for skilled trade lab areas. St. Clair College focused these purchases on the Hairstyling and Automotive apprenticeship labs. They included video capabilities and large screens in multiple areas for demonstrations and the ability to record the demonstrations for posting to allow for frequent or repetitive viewing. They also included ergonomic, high-seated chairs for the practice/demonstration stations in the hairstyling lab
  • Many community organizations, such as the Adult Learning Centre, Multicultural Council, St. Clair College Employment Centre and Unemployed Help Centre provide presentations to potential first-generation students. These avenues allow individuals to explore a meaningful career path in their field of interest.
  • St. Clair College’s FNMI Student Centres commenced a series of luncheons during 2015-2016. Students gather weekly to share, engage and inquire about events inside and outside of the college. Students reported positive indicators in the KPI survey regarding FNMI services
  • St. Clair College’s President signed the Indigenous Education Protocol to signify a commitment to the strengthening of partnerships between St. Clair College and the Indigenous groups in the region. The ceremony included ceremonial drumming songs performed by The Eagle Flight Drum group. A smudging ceremony and teachings occurred throughout the presentations and several First Nation and Métis organizations participated
  • The Anishinabek Education Institute and St. Clair College have strengthened their relationship through a number of important conversations and quality assurance development initiatives, including providing a specific faculty member to become a program liaison between the two institutions. St. Clair College’s FNMI Learner Advisor initiated a regularly occurring communication by email and posted information through social media to stay in touch with the students
  • Because some FNMI students were unable to attend orientation at the beginning of the academic year, the St. Clair College FNMI Centre offered orientation sessions that were held in the evening. This gave students the opportunity to meet the Counsellor, the Learner Advisor and other students. The Learner Advisor observed that the students that attended had a strong connection to each other throughout the year
  • In addition to financial aid, St. Clair College offers several additional funding opportunities: $1.5 million in scholarships, awards, and bursaries; $1,250 in varsity athletic scholarships, per semester, per sport; $425,000 annually in high school academic and entrance awards; $1,000 entrance scholarships for First Robotics Competition participants; and $500 tuition scholarships for individuals who competed in the Get Skilled high school competition
  • The School College Work Initiative Dual Credit Program serves just over 800 students per school year from 35 school across Chatham-Kent and Windsor-Essex. In 2015-2016, the Dual Credit program had a 90% retention rate and 81% success rate. It works closely with the school boards to maintain and improve upon that success
  • St. Clair College, the Greater Essex County District School Board (GECDSB) and the Unemployed Help Centre (UHC) have partnered to turn UHC’s kitchen into a community campus. The kitchen is currently being used to prepare donated food from local farms and producers. This food is packaged and given to people who are economically disadvantaged from all over the community through a mobile food bank. As part of the GECDSB’s re-engagement strategy for students who have left school or are at risk of dropping out, the kitchen is used to teach skills and help students who need credits obtain their OSSD while to their community. St. Clair College is offering a culinary dual credit on site at UHC as part of that strategy in the hope that it will inspire the students to pursue postsecondary education. This dual credit is available only to the students of this GECDSB community campus

Metrics and targets

System-wide Metrics2019-20
Expected Value
Number of students with disabilities enrolled1,344
Proportion of students with disability enrolled14%
Overall student with disabilities satisfaction rates77%
Overall graduate satisfaction rates for students with disabilities78%
Employment rates for students with disabilities76%
Number of first-generation students enrolled2,226
Proportion of first-generation students enrolled29%
Number of Indigenous students enrolled171
Proportion of Indigenous students enrolled2%
Overall student satisfaction rates for Indigenous students77%
Overall graduate satisfaction rates for Indigenous students61%
Employment rates for Indigenous students89%
Number of French-language students enrolled30
Proportion of French-language students enrolled0.5%
OSAP recipients as a proportion of all eligible students70%
Percentage of university graduates enrolled in college programs9%
Percentage of college graduates enrolled in university programs2%
Institution-Specific Metrics2019-20
Expected Value
Increase number of under-represented students utilizing services (e.g. tutoring, academic advising, support officers, FNMI Centre)1,864
Increase number of students accessing non-OSAP financial assistance
(2016-17 baseline: 2,407)

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

St. Clair College is committed to the highest ethical and academic standards for its students, faculty and staff. It is dedicated to respect for academic freedom for all research and to ensuring that research conducted involving employees, students and/or St. Clair College equipment and facilities is carried out using ethical and moral research practices. St. Clair College requires all research involving employees, students and/or college equipment and facilities — regardless of the source of financial support or location of the project— to undergo a Research Ethics Review. There is a Research Ethics Board (REB) in place at St. Clair College to ensure that the physical safety and personal integrity of all human participants in research are protected and respected. The REB is responsible for taking appropriate measures to protect the privacy of individuals and to safeguard information that could identify them. The Board serves the St. Clair College research community as a consultative body, contributing to education in research ethics.

To build on current manufacturing research, St. Clair College has successfully engaged in research projects with a number of companies in automotive manufacturing to develop improved processes. St. Clair College will apply for College Strategic Sector/Cluster/Technology Platform funding from the Ontario Centres of Excellence (OCE) to further research to help local companies develop advanced quality manufacturing. The goal of this initiative is to engage current and new industry partners to develop quality checks during the manufacturing processes.

To build research capacity in health sciences, St. Clair College has been performing internal projects in the biomedical sciences to showcase capabilities to potential industry partners and build relationships. The goal is to engage those industry partners in research projects. Specifically, the research would target healthcare technology in the home environment. This would include monitoring physiological signals remotely and transmitting that information to appropriate central locations.

St. Clair College has several faculty members and students engaging with industry partners. The goal is to take these relationships and formalize them into research project activities. This will be accomplished by applying for the OCE College Voucher for Technology Adoption funding that assists students and faculty members work with industry on specific projects.

Examples of institutional initiatives

Key St. Clair College initiatives include:

  • Through a NSERC grant, St. Clair College faculty and students worked in collaboration with a local mold shop and the University of Windsor to develop an automated process for polishing tools. The existing process in industry is 100% manual and requires between 100 and 200 hours of physically demanding work per mold, depending on its size. The new process automated through this research project eliminated 90% of the hand-polishing requirement. Next steps include automating the remaining 10% to eliminate manual labour completely. This new technology provides an industry breakthrough to help local and Canadian companies achieve a competitive advantage
  • Through a NSERC grant, St. Clair College faculty and students worked with a local tool and die shop on developing a thermal imaging process for an eight-by-12-foot thermal set mold. Thermal imaging in a mold this large allows the process operator to ensure temperature consistency across the entire surface while injecting liquid resin. This technology will reduce cycle times for manufacturers and ensure consistent quality of the finished product. Once implemented, the technology will provide a competitive advantage to the local tool shops
  • Through a NSERC grant, St. Clair College faculty and students, together with a local entrepreneur, worked on the development of a unique dental tool that allows dentists to provide precise application of a powder substance to specific areas of the teeth. The project resulted in a prototype that is currently in use
  • St. Clair College faculty work with a local mattress manufacturer to develop a sensing system that allows changes to pressure points for patients who are incapacitated for long periods of time. A patent is in progress

Metrics and targets

System-wide Metrics2019-20
Number of externally funded applied research projects
(2016-17 baseline: 3)
Number of partnerships / collaborations with community / industry firms
(2016-17 baseline: 8)
Institution-Specific Metrics2019-20
Build faculty and student experiences, knowledge, skills and abilities, as it relates to research by increasing interdisciplinaryresearch projects that involve community based partners and peer institution experts
(2016-17 Baseline: 3)

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

St. Clair College recognizes the importance of innovation, economic development, and community engagement.

Economic Benefit
Chatham-Kent and Windsor-Essex benefit economically when a student moves to their community to either live in residence or in a rental property. The May 2014 Colleges Ontario Report, Demonstrating the Value of the Ontario College Sector - Analysis of the Economic Impact and Return on Investment of Education indicated that the economic benefit to both Chatham-Kent and Windsor-Essex with a student relocation equates to $15, 755 per student per year, excluding expenses for books and supplies. St. Clair College is in the process of expanding its Chatham Student Residence. It is strategically important for St. Clair College to add additional student residence space and continue recruiting international students, due to declining domestic enrolment.

The Colleges Ontario report indicates that students purchase groceries, rent accommodation and pay for transportation. These expenditures by Ontario colleges’ non-local students support jobs and create new income in the provincial economy.

The economic impact of international students on a given community or region, as highlighted in the Global Affairs Canada report by Roslyn Kunin and Associates, Inc. in July 2016, shows an annual average expenditure of international students to be $33,105. When multiplied by the more than 700 international students enrolled at St. Clair College campuses in Windsor-Essex and Chatham-Kent during the 2016‑17 academic year, this results in a total of approximately $23 million in economic activity.

National Powerline Training Centre
As a result of SIF funding, students, faculty and researchers will work in state-of-the-art facilities that advance leading research and training in the St. Clair College National Powerline Training Centre.

Working in collaboration with community partners, discoveries will result in advanced products or services. Powerline jobs are important to the economic development of the community, province and country. Energy production forms a significant part of Chatham-Kent’s economy.

The initiative is a partnership among the federal, provincial and municipal governments, industry and community stakeholders. The continuous supply of power to communities, industry, schools and homes is a critical concern and has a significant impact on the economy.

Factors that have created a demand for individuals trained in this Red Seal Trade include natural disasters, infrastructure repair and replacement, accidents, increased demand for power, new urban developments, increase in green energy production and the aging workforce.

This trade allows journeypersons and apprentices to find employment across Canada in a trade that pays an above-average wage.

Corporate and professional training

St. Clair College’s Corporate and Professional Training division extends its programs and training services to business and industry. This division specializes in providing the learning and training required by companies who view employee skills enhancement and education as a business tool to maintain their competitive edge in the global marketplace. St. Clair College’s Corporate and Professional Training Programs are custom designed to fit industry’s specific needs, delivering affordable, results-oriented training both nationally and internationally. Its consultants and trainers have extensive sector-related experience and capabilities. Its professional training consultants work closely with clients to ensure that their needs are met and that they are satisfied with the results. They have a proven track record, over 20 years of client satisfaction and are dedicated to customer service excellence.

Community Engagement

St. Clair College has ongoing collaborations with the City of Windsor on community projects, including local work force development, volunteerism and shared services. St. Clair College’s downtown facilities were an integral part of the City of Windsor hosting the 2016 International Swimming Federation competitions. Culinary staff and students prepared the food and served breakfasts, lunches and dinners for the visiting athletes, coaches and guests. The St. Clair College Centre for the Arts and the 1,200-seat Chrysler Theatre are home to many annual fundraising activities for many nonprofit organizations in the Windsor-Essex region. The banquet hall and theatre provide experiential learning for culinary, tourism and hospitality students.

The St. Clair College administration has been part of a group of committed citizens who formed the Windsor-Essex Compassion Care Community. More than 120 leaders from education, healthcare, social services, municipal, cultural, faith, business, non-profit, volunteer and informal sectors are collaborating on this project.

Collective Impact is an approach that brings together leaders, organizations and sectors to create population-level change. St. Clair College’s President is engaged in this initiative. Aligning poverty reduction and economic development goals, Pathway to Potential has consistently advanced the idea that poverty reduction is an investment in collective prosperity. This initiative focuses on providing economic opportunities to the most vulnerable members of the community.

Based on the fundamental premise that improving quality of life starts where people live, learn, work and play, the Chatham-Kent Community Leaders’ Cabinet brings together local leaders of non-profit, business and government sectors of the community. St. Clair College’s President is an active participant in the Cabinet, whose mission is to work together to build a community where quality of life is planned, developed, and championed.

St. Clair College has partnered with Christian Horizons, Community Living Windsor, Community Living Essex County and Career Compass to offer an Introduction to Culinary Skills Experience program, hosted at St. Clair College Windsor campus, to individuals with exceptionalities. Fifteen individuals can register for this week-long training program to will learn important culinary skills and requirements.

Examples of institutional initiatives

Key St. Clair College initiatives include:

  • St. Clair College delivers a customized training program for Premier Aviation Windsor Inc. to train 26 aircraft maintenance and repair workers to supply local skilled labour for its Windsor Maintenance, Repair and Overhaul facility. In the past, workers had to be trained at Premier Aviation’s Three Rivers facility in Quebec. To retain workers and continue to grow its local operations, the company’s customized training will help it establish a locally trained workforce. This training meets a direct need of local industry, provides accessible training to local trainees within their own geographical area and, upon successful completion of training, allows them to obtain a good local employment opportunity
  • St. Clair College delivers customized corporate and professional training for a number of key local and global businesses including: BMW, Nissan, Ford Motor Company, FCA Fiat Chrysler Automobiles, Martinrea as well as a number of tier one and two suppliers to these original equipment manufacturers. St. Clair College’s advanced manufacturing knowledge and training programs allows it to continually seek new opportunities, e.g., training for the South Carolina auto parts supplier base
  • In December 2016, the Windsor-Essex Compassion Care Community (WECCC) Leamington pilot was launched. This pilot brings together all components of WECCC (the new model for delivering personal care, building capacity in neighbourhoods and community outreach). Pilot communities now have a unique tool to see the difference they make in terms of progress on shared outcomes, impact, and equity
  • Social Innovation Windsor-Essex is focused on building and growing new social enterprises, creating partnerships across institutional and sectoral boundaries to address economic prosperity and building community wealth in Windsor-Essex
  • St. Clair College works with the Chatham-Kent Community Leaders’ Cabinet to offer new opportunities for Chatham-Kent’s educational sector by engaging in many important initiatives, including:
  • St. Clair College hosted a professional development day for over 100 high school teachers from Ursuline College Chatham at the St. Clair College’s Chatham campus. St. Clair College faculty and administration gave a presentation about the campus and program offerings. Teachers were given a guided campus tour and this exercise brought awareness to the St. Clair College’s unique program offerings
  • St. Clair College offered a Get Skilled high school skills competition during its spring Open House. Chatham high school students had four hours to accomplish a specific set of tasks related to photography and electrical installation
  • 2015 was the first year Chatham-Kent high schools had a robotics team for the FIRST Robotics High school Competition. Team members from the team competed on behalf of Ursuline College, Chatham-Kent Secondary School, and Lambton Kent Composite School. The team was sponsored and hosted by St. Clair College. The team won the competition and went on to the National First Robotics Competition in the United States
  • St. Clair College marketing and recruitment staff organize a high school guidance counsellor forum to help the counsellors understand what Chatham campus has to offer and update them on new projects, programs, additional activities and equipment
  • St. Clair College participated in Manufacturing Day in Chatham-Kent. This was a one-day relationship-building event between local manufacturers and high school students. Over 150 Chatham-Kent high school students met with St. Clair College and other manufacturing leaders to listen to presentations about opportunities in the manufacturing industry
  • Since 2004, St. Clair College Chatham campus enrolment has risen from 770 students to 1,250 students, with a target enrolment of 1,500 students. Due to this rise in enrolment, St. Clair College has launched 15 new programs at the Chatham campus since 2004
  • Since 2004, St. Clair College has also developed new programs or moved existing programs to Aboriginal partners at Anishinabek Nation
  • The Introduction to Culinary Skills Experience program provides skills, learning experiences, techniques and resources to empower people with exceptionalities. The program is offered at St. Clair College Windsor campus during the March Break. The program has space for 15 students

Metrics and targets

System-wide Metrics2019-20
Number of active Program Advisory Committees (PACs)105
Number of employers engaged in PACs678
Graduate employment rates85%
Employer satisfaction rates90%
Proportion of Graduates employed full-time55%
Proportion of Graduates employed full-time in a related job36%
Institution-Specific Metrics2019-20
Establish stronger industry connections by increasing number of student placements
(2016-17 baseline: 627)

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 St. Clair’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

LevelActuals 2015-16Actuals 2016-17Projected 2017-18Projected 2018-19Projected 2019-20
Ontario College Certificate1,2581,0471,0721,0621,051
Ontario College Diploma/Advanced Diploma6,0466,1326,1116,0495,988
Ontario College Graduate Certificate3740464646
Baccalaureate Degree in Applied Area of Study00037101
All other funding activity in full-time equivalent (FTE); Part-time, Tuition short, Prior Learning and Assessment Recognition (PLAR)407450407407407

International projected funding-eligible enrolment

Projected eligible full-time head count

LevelActuals 2015-16Actuals 2016-17Projected 2017-18Projected 2018-19Projected 2019-20
Ontario College Certificate1331384144
Ontario College Diploma/Advanced Diploma6111,2072,1862,1492,234
Ontario College Graduate Certificate59241836758786
Baccalaureate Degree in Applied Area of Study10000

International strategy and collaboration

St. Clair College has strong partnerships in China with Nanjing Communications Institute of Technology, Yangzhou Polytechnic University, Nanchang Institute of Technology and Kunming Metallurgy College. These partnerships continue to grow and are looking to expand into full program delivery. St. Clair College has also expanded its partnerships in India, with partial delivery of its Hospitality program in Chennai, India. Located on the southern coast of India, the city is a destination for tourists and travellers.

St. Clair College has also developed educational partnerships with two of Mexico’s leading academic institutions: Instituto Technologico De Hermosillo and Instituto Technologico Celeya.

The Country of Panama remains an important market for St. Clair College’s international development, through the continued recruitment of Panamanian students and the maturation of existing partnerships with the University de Panama, Universidad Tecnológica de Panamá, the Federal Ministry of Education and the program Panama Biligue.

St. Clair College has also grown its presence in the Latin America and North African region with recent partnerships.

St. Clair College has substantially expanded its agent network in India in an effort to attract additional international students to campuses in Windsor Essex and Chatham-Kent and is increasing capacity within existing programs to accommodate increased international enrolment and offset declining domestic enrolment. St. Clair College has developed an aggressive enrolment strategy and Facilities Master Plan, which includes a continuous year-round intake model to support growth and maximize use of resources. This strategy is critical to the financial stability of the institution.

With increased international enrolment at Windsor Essex and Chatham-Kent campuses, St. Clair College has added and will continue to add supplementary supports for international students and staff. In addition, special events and activities have been planned to support international students in acclimating and experiencing local culture. Enhanced welcome events and mandatory orientation sessions will be delivered for all first year international students to provide an opportunity to engage and set the stage for successful completion of academic studies and extracurricular activities.

Strategic areas of program strength and expansion

Program areas of strength

  1. Education
  2. Business Computer
  3. Business Legal
  4. Health - Miscellaneous
  5. Nursing Related
  6. Chemical/ Biological
  7. Electronics
  8. Industrial
  9. Power
  10. Machining

Program areas of expansion

  1. Business Computer
  2. Business Legal
  3. Health Miscellaneous
  4. Chemical/Biological
  5. Power


St. Clair College currently has a training delivery agent (TDA) status for 17 trades and expects to add others to its mix in the future

Apprenticeship Training Promotion

St. Clair College works in partnership with local school boards, unions and industry to promote skilled trades and apprenticeship opportunities. Promotional opportunities include:

  • Dual Credit courses in skilled trades-related careers, such as Welding, Carpentry, Automotive, Hairstyling and Machining
  • Tours for 2,600 grade 7 and 8 students focusing on career options in skilled trades and apprenticeship in 2016 and 2017
  • Attestation for Ontario Youth Apprenticeship Program (OYAP) Precision Metal Cutting students that provides Level 1 certification for the 429A General Machinist Trade upon completion of their OSSD
  • Tours and workshops for Specialist High Skills Major students focusing on skilled trades and apprenticeship
  • St. Clair College hosts a skills competition each year for high school students to compete in Auto Repair, Machining, Carpentry, Culinary, Welding and Computer Aided Design for both Mechanical and Architectural Design and Photography

Strategies to partner with local employers to expand apprenticeship opportunities include:

  • St. Clair College works closely with industry groups such as the Canadian Association of Mold Makers (CAMM) and the Canadian Machining and Tooling Association (CTMA) to encourage more individuals to enter apprenticeship
  • St. Clair College consistently runs pre-apprenticeship programs to fill shortages of skilled trades and apprenticeship positions in targeted trades
  • In January 2017 St. Clair College established the St. Clair College Skilled Trades Regional Training Centre, which delivers training for CNC metal cutting operators; and
  • St. Clair College is currently working with the Ontario Masonry Association and French-language Colleges to deliver Brick and Stone Mason apprenticeship training in conjunction with industry, the School Boards, and Collège Boréal

Strategies for attracting apprentices from underrepresented groups, including women, newcomers, Indigenous persons, persons with disabilities and persons from francophone communities include:

  • The last four years, St. Clair College has hosted an event in partnership with local school boards to introduce young women in grades 9 and 10 to apprenticeship, skilled trades and science, technology, engineering and mathematics (STEM) careers. The first year, 100 parents and students attended the event. In 2016, 1,000 parents and students attended the event
  • Over the past four years, St. Clair College has worked with the Women’s Enterprise Skills Training of Windsor Inc. (WEST) to deliver training to over 50 young women in the Pre-Apprentice CNC Millwright Program. It is anticipated that another 20 young women will be trained during 2017-2018
  • St. Clair College offers specialized Advantage Skills Academy camps targeted to young females in grades 7 through 12 to expose them to the skilled trades through hands-on workshops that include carpentry, CNC machining, welding and electrical

Apprenticeship training completion

St. Clair College led pilot programs to determine apprentices’ math and English proficiency before starting their Level 1 apprenticeship. Apprentices were assessed and then given, if necessary, optional remedial classes to bring their levels up to expected apprenticeship levels. All apprentices have access to tutoring from St. Clair College’s Student Services. St. Clair College runs exam preparation courses to prepare apprentices who have completed their final level training so they will have a better chance of being successful in obtaining their Certificate of Completion for their trade. St. Clair College runs MAESD-funded exam preparation courses.

Local labour market needs

St. Clair College works in partnership with MAESD each year to determine the number and levels of trades that need to be trained to meet local labour market demand. Each year, St. Clair College proposes different Pre-Apprenticeship Programs to MAESD to meet local labour market demand. In addition, St. Clair College annually submits an Application for Apprenticeship Enhancement Funds for required improvements.

Financial sustainability

The Ministry and St. Clair 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 MetricsBenchmark2015-16 Actuals2016-17 Actuals2017-18 Projections
Annual Surplus (Deficit)>0$1,048,214$7,877,057$1,176,000
Accumulated Surplus (Deficit)>0$30,868,910$38,745,967$39,921,967
Net Income to Revenue Ratio>1.5%0.81%5.94%0.90%
Net Assets to Expense Ratio>60%113.45%124.34%125.44%
Quick Ratio>11.772.612.52
Debt Servicing Ratio<3%1.15%1.69%1.70%
Total Debt to Assets Ratio<35%19.84%17.25%15.95%

Institutional collaborations and partnerships

Student pathways

St. Clair College has formal credit transfer and pathway agreements. In addition, students are directed to visit for information on informal pathway agreements and course credit transfer opportunities available for both outgoing and incoming students. St. Clair College coordinates a University Transfer Agreement Fair, hosting local and international institutions on campus to promote pathways and answer students’ questions.

Examples of St. Clair College formal credit transfer and pathway agreements include:

  • Registered Practical Nurse into Bachelor of Science Nursing with University of Windsor
  • Institute of Technology Carlow for Bachelor of Arts (Honours) in Management Practice with respect to St. Clair College’s Sports and Recreation Management Advanced Diploma and for Bachelor of Arts (Honours) in Early Childhood Education and Care with respect to St. Clair College’s Early Childhood Education Diploma, together with a General Memorandum of Understanding (MOU)
  • Architectural Technology with Lawrence Technological University in the United States into its Architectural Bachelors and Masters level programs
  • Architectural Technology into the Architecture Masters program MOU at Boston Architectural College in Boston, Massachusetts
  • Music Theatre Performance Advanced Diploma into the Bachelor of Performing Arts at Capilano University/Douglas College in British Columbia
  • St. Clair College developed a unique machine shop fundamentals course offered for University of Windsor Mechanical Engineering students as an option and as the first step on building a stronger articulation and pathway between the two engineering schools. Initial discussions have taken place on developing a joint program that would allow students to get both their Advanced Diploma and Bachelors Degree in engineering in a four- to five-year period of program delivery between both institutions

Institutional collaborations

St. Clair College is in discussions to create a new Masonry Centre in collaboration with Collège Boréal, Windsor- Essex Catholic District School Board, Conseil scolaire catholique Providence and the Ontario Masonry Contractor’s Association. This is in response to the increased demand for masonry apprentices, due to the impending retirement of many journeypersons and the lack of training available locally. There are more than 40 grade 11 and 12 students in masonry high school programs who are interested in the vocation, but they are without a local pathway to further their training beyond high school.

In April 2017, the St. Clair College Genesis Centre’s team merged with the University of Windsor’s Entrepreneurship, Practice and Innovation Centre (EPICentre), creating a blended location on the St. Clair College Windsor Campus called EPIC Genesis. This collaboration will build on synergies and expand the services available to college and university students in Windsor-Essex. It will create opportunities to mix and connect the varying skill sets of these postsecondary students and graduates and enable highly innovative venture teams. This partnership will work to offset institutional costs, while adding value to both St. Clair College and University of Windsor students. At St. Clair College, EPIC Genesis will continue to provide part-time co-working and event space. Postsecondary students and recent alumni of either institution can access facilities and programs offered at any EPICentre location.

Shared services

St. Clair College benefits from a number of collaborative partnerships and arrangements that support efficiency and assist with financial sustainability. Some key initiatives include:

  • Wherever applicable, St. Clair College engages in consortium purchasing. For example, a group of colleges has formed a consortium for the acquisition of college insurance policies, resulting in reduced premiums
  • St. Clair College takes advantage of buying power through the Ontario Education Collaborative Market Place, where a number of educational institutions benefit from group buying. This includes the purchase of photocopy paper, courier services and computer leasing
  • Working in collaboration with Windsor Regional Hospital, St. Clair College has a shared services agreement with respect to print shop services. Since Windsor Regional Hospital had additional print resource capacity, this arrangement provides St. Clair College with cost efficiencies. This is a good example of two public sector organizations collaborating to be more efficient and assist each other with financial sustainability
  • Connecting Windsor-Essex (CWE) is a non-profit organization comprised of a Board of Directors, a Board Executive and a consortium of over 40 member companies, associations, councils and other organizations in Windsor-Essex. CWE is funded by stakeholder groups including the City of Windsor; the County of Essex; Essex County Library; the University of Windsor; St. Clair College; The Greater County of Essex District School Board; Windsor-Essex Catholic District School Board; and the Counseil scolaire catholique Providence. Stakeholders and consortium organizations enjoy benefits such as high-speed Internet access with cost-effective savings. What began as an information technology project, focused primarily on building an extensive high-speed fibre optic network that would bring enhanced connectivity to several of the region’s leading institutions has expanded to provide services for the region’s businesses and, especially in under-serviced rural areas, residents who wanted access to high-speed Internet
  • The Windsor and Essex County Smart Community, through its Connecting Windsor-Essex activities, provides participant organizations, entities, families and individuals with community engagement, governance, access to infrastructure, online services.​ ​

Public-private partnerships

The ministry has conducted a review of certain arrangements where colleges have developed partnerships in Ontario and elsewhere in Canada with private providers to recruit international students and deliver programs for these students that lead to an Ontario College Credential. Further to that review, the Ministry has directed that these partnerships be wound down over time. The final intake will be for September 2018 and there should be no new programs launched nor should there be any enrolment growth as a result of these arrangements.

Protecting students enrolled in programs delivered through these partnerships is a priority, and programs should continue until students have the opportunity to graduate. The ministry will work with St. Clair College as the wind down progresses.

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: St. Clair College of Applied Arts and Technology