LEADERSHIP
EXCELLENCE AWARD
John C. Ramsey
Former Chairman, Board of Governors
Grant MacEwan Community College
Edmonton, Alberta
Passionate is the word colleagues use when they describe John Ramsey's
dedication to Grant MacEwan Community College. During 16 years at GMCC, he provided not
only a positive influence on the development of the College but on the province's
post-secondary education system as well. Despite leaving the College's Board of Governors
in June 1995, Mr. Ramsey's influence continues to impact on the organization.
One of his legacies is the GMCC Foundation which he founded in 1980 and chaired
for 10 years. Today, the Foundation is considered one of the top North American
fundraising organizations.
In 1989, John Ramsey began a six-year term as Chair of the College's Board of
Governors in which he played a key role in helping guide the College through times of
change and reorganization. Mr. Ramsey also oversaw the construction of GMCC's $110 million
downtown City Centre Campus - built on time and under budget. Under his leadership, GMCC's
Board met the challenge of a 21% reduction in government funding while as the same time
experiencing student growth of 27 percent over three years.
From the time he began his chairmanship of the Grant MacEwan Board, John Ramsey
envisioned a comprehensive provincial post-secondary system which would be innovative,
accessible and competitive. He earned the respect of fellow Board members, volunteers as
well as community, business and government leaders because of his belief in working
together toward a greater goal than individual mandates. John Ramsey's understanding of
group dynamics allowed each member of the Board to contribute fully to the Board's
efforts.
Mr. Ramsey could be coined as "the man behind the scenes" as his
approach to building a team is to capitalize on the incredible potential each individual
possesses and to bring these qualities together in a dynamic team.
He takes a three-pronged approach to leadership which he refers to as the three
pillars of progress: principles, planning and partnerships. Principles means putting the
mission ahead of self interest and doing what's best for the organization. Planning is the
path to take, based on a vision. And Partnership is how to get there, through involving a
diversity of opinions to determine what that shared vision is.
John Ramsey's name is also synonymous with community involvement. His personal
philosophy is that a citizen's role is to serve the development of their community. As one
of the city's most energetic entrepreneurs and biggest civic boosters, he has become
widely respected for providing vision and leadership. Beginning in 1988, Mr. Ramsey was a
key player in the development of a new economic strategy for the City of Edmonton, to
guide the City's economic initiatives into the 21st century. At many times, he has served
simultaneously on local, provincial and national organizations such as Economic
Development Edmonton, President of the Edmonton Eskimos football team, the Kinsmen Club
and Edmonton's Boys and Girls Club.
During his time at GMCC, Mr. Ramsey demonstrated a belief in the potential of
people and acknowledgement of their work. He created an environment in which individual
differences were accepted and encouraged. To paraphrase the MacEwan Creed: "John
Ramsey has left this vineyard a better place than he found it."
"It is my observation that John Ramsey is the genuine article. What you see
is what you get - whether he is officiating at a formal ceremony or talking to staff of
the college in the hallways -- John Ramsey, the man, does not change his colours. He is
always the friendly, "down to earth" caring individual that never hesitates to
share himself with you." Excerpt from a letter of support from David A. Milner, Past
President, Grant MacEwan Community College Faculty Association
INTERNATIONALIZATION
EXCELLENCE AWARD
Confederation College
Thunder Bay, Ontario
Internationalized curriculum, student opportunities for studying abroad, the
organization of international trade missions for local business and the execution of
overseas development projects are all examples of how Confederation College has shown
consistent leadership in the internationalization of Canadian colleges and technical
institutes.
No matter what department or program, no matter which college constituency -
whether it's the Board of Governors, administration, faculty, support staff or students -
all members of Confederation College are challenged to be involved in the
internationalization process. In fact, departments and units are encouraged to set, and
meet, objectives to assist the process...
Curriculum, for example, has been adapted and developed across all programs to
be both global in content and approach. An emphasis continues to be placed on raising
consciousness to expand the horizons of staff, students and the external community to look
beyond their own backyard for content and examples.
Specific achievements in this area include the completion of several courses or
curriculum components on cross-cultural awareness and/or transcultural issues which are
now entrenched in the college curriculum. Confederation's International Business program
now includes two- and three-year diploma programs and executive programs targeted at
larger firms and organizations focusing on the development of skills and networks within a
context of global application.
Over the last decade, Confederation International has played a variety of roles
in international development through a broad spectrum of partnerships and is currently
involved in every region of the world. Although the College focuses its international
development projects around its established Centers of Expertise - in Entrepreneurship and
Alternate Delivery Curriculum and Systems - it also attempts to involve other areas with
expertise within the College, thereby extending this aspect of internationalization across
the entire institution. One indirect outcome of these activities is that the number of
part-time language courses offered, as well as new languages being offered both full- and
part-time, have increased in proportion to the number of countries the College has become
involved in.
Opportunities are also being created for students to study abroad and for
overseas students to study at Confederation. The College's International Summer Institute
offers credit and non-credit courses to international and local students, allowing for
cross-fertilization between different cultures. The Institute's Aboriginal School allows
students from northern areas to also participate in this program.
While assisting the community to become internationalized is a continuing
objective of the College, in particular, Confederation has many innovative programs and
opportunities in place for businesses in Thunder Bay and the northwestern part of the
province. Its earliest internationalized curriculum-related initiatives were the
development and delivery of stand-alone day and evening courses on export-import which
placed a strong emphasis on the how-to's of international trade.
A particularly enterprising venture is Confederation's Trade Training Missions
which offer businesses the opportunity to visit to countries which have demonstrated
potential for import and export possibilities. Services provided by the College for the
missions include coordinating both the trip and business contacts - often through a
partner institution in the host country - as well as providing pre- and post-mission
orientation and training for participants.
Another innovative activity is the International Dinner Series, which are
networking and educational events for businesses which focus on a theme country. This
program involves students from several programs, including Travel and Tourism,
Hospitality, Culinary, International Business and others, conducting the research and
producing hand outs, as well as planning, cooking and serving for the event.
Right from its strategic planning process to the resulting outcomes,
Confederation College's primary goal is to produce a graduate who thinks and acts globally
- one who is prepared to function in a global community. It has pledged to continue the
internationalization process at every opportunity to achieve maximum benefits for its
community of learners.
STUDENT
LEADERSHIP AWARD
Frédéric P. St-Onge
Student Association President
Collège Boréal
Sudbury, Ontario
Persistence, excellence and impact are three words which aptly describe Frederic
P. St-Onge, a recent graduate in electronic engineering at Collège Boréal and a young
Francophone leader who has made a significant contribution to the development of his
college.
As a student representative on Collège Boréal's Board of Directors, Mr.
St-Onge has tirelessly promoted the interests of students, a considerable achievement
given that the Collège has the largest recruitment area of any college in Canada,
covering roughly 90% of the province of Ontario. Aside from the main campus in Sudbury,
the College has six other satellite campuses in various Northern Ontario communities.
Frederic P. St-Onge has not only contributed to enhancing the image of Collège
Boréal but has also been instrumental in building that image. Early on, the College was
known as "Collège du Nord." As Co-President of the External Relations
Committee, he played an active role in selecting an official name as well as other
elements going into the College's visual identity, such as a logo, a moto and college
colours.
Mr. St-Onge also ensures that learners can access services that are original in
their conception and in line with available financial resources. In his activities, he
always shares his ideas with the community that surrounds him at Collège Boréal. For
example, he suggested that the College negotiate an arrangement with the Sudbury YMCA so
that the students might access adequate training facilities, since they are currently
being taught within temporary premises. Frederic P. St-Onge reassured his colleagues by
providing them with all the necessary information on the matter and now everyone is
benefitting from the arrangement.
Mr. St-Onge is also responsible for establishing Boréal's Student Association
and now serves as its President. The Association generale des apprenants et apprenantes is
the first and only college student cooperative existing outside of the province of Quebec.
The cooperative provides library, cafeteria and other services to 600 paying members who
in turn receive rebates and discounts on their purchases. As President of the Association,
Frederic P. St-Onge has done it all, from organizing an open house, to preparing
registration kits to establishing the Association's office.
In spite of his busy schedule, he also finds time to take part in a number of
provincial organizations. In September 1995, he became a board member of
Direction-Jeunesse and it was through his cooperation with this organization representing
Ontario's young Francophones from age 19 to 30 that he set up the student association of
Collège Boréal. As well, as director of the Committee for Francophone Affairs of the
Ontario College Students Parliamentary Association (OCCPA), Frederic P. St-Onge is working
with his colleagues at La Cité collégial and Collège des Grands Lacs to promote the
views of Francophone learners across the province. Finally, he also represents learners as
a member of the College Standards and Accreditation Council.
"In my twenty-five year career, I have never met anyone who has
accomplished so much at such a young age and in so short a time. This brilliant, proud,
dedicated, resourceful and energetic young Francophone leader has made a significant
contribution to the creation and development of Collège Boréal." Dr. Jean Watters,
President, Collège Boréal
TEACHING EXCELLENCE
AWARD
Dr. Steve Hreha
Professor, Philosophy and Humanities
Champlain Regional College
St. Lambert, Quebec
During his 20 years as a teacher of Philosophy and Humanities at Champlain
College in St. Lambert, Quebec, Dr. Steve Hreha has gained a reputation as an outstanding
teacher, colleague and leader. He has been responsible for several important developments
in the College's academic life, has created opportunities for faculty professional
development, and has developed several new and highly successful courses in response to
students' needs and changes to the Cégep system. He designed and taught the first
Critical Thinking course within the Humanities Department, as well as an extremely popular
course in Biomedical Ethics.
Dr. Hreha has been involved in developing new teaching methods, particularly in
the area of ethics. Over the past five years he has given seminars, workshops,
presentations and led several discussions in the area of moral education. An excellent
speaker, he always balances rigorous intellectual content with humour.
Amongst his earliest influences at the College was his establishment of a
faculty discussion group which eventually became an informal professional development
group addressing issues relating to teaching and curriculum development.
As a frequent participant on College committees, Dr. Steve Hreha's participation
has always contributed to the effectiveness of the group. Through his ability to
appreciate the force of argument on both sides of an issue, he is able to exert a
moderating influence on group dynamics.
However, in the past few years, his involvement in the College community has
centered on the International Baccalaureate program. He has led this program from its
earliest planning stages in 1989, through its inception in the fall of 1992, and today
coordinates the program along with teaching it course on Theory of Knowledge.
For his students, Dr. Hreha has helped them to think in ways which enables them
to discover new and important truths about themselves and their world. His understanding
of student life, his commitment to student success, and his sense of humour have all
resulted in the unique rapport he has with his students.
Dr. Steve Hreha strives for clarity in his presentation of complex ideas. Apart
from his frequent use of analogies, he also employs the Socratic method of teaching
(rather than lecturing), engaging his students in lively, sometimes heated, discussions as
a means of deepening their understanding of the ideas under review.
As a means of fostering an awareness of today's global culture, Dr. Hreha was
one of the first teachers at Champlain St. Lambert to incorporate the use of e-mail and
the Internet into his classes as a means of encouraging students from around the world to
"meet" one another. In 1992, he created several discussion groups (one in
Economics, one in the Theory of Knowledge, and one for the general discussion of the IB
program) for the use of students world-wide. As a result, students from Holland, Finland,
Chile, Mexico, England, the USA and across Canada enroled in Dr. Hreha's Theory of
Knowledge course have discussed such topics as "Is astrology a science?" and
"Can a hamburger be a work of art?"
His dedication to students is also exemplified through his development of a
mentoring program for students of the International Baccalaureate program. Through this
initiative, students are paired with a faculty member for counselling and advice which
assists them in their transition from high school and helps them cope with the heavy
demands of the IB program. This mentor/mentoree relationship, once established, continues
for the duration of the students' participation in the program.
Under his leadership, enrolment in the International Baccalaureate program has
increased steadily each year. IB graduates from Champlain St. Lambert are recognized by
universities as having a broad background knowledge and an exceptional ability for hard
work, coupled with above average writing and time management skills. As a result of his
encouragement and leadership, the College has been able to offer a new IB profile within
the program every two years. Under Dr. Steve Hreha's guidance, the program has grown by
threefold in four years, firmly establishing the College's reputation.
"I recall my first class with him, in August 1995: his first comment to the
new students before him was, "Tell me I'm wrong, challenge everything I say!"
And so he opened the door to critical thought, a fundamental concept in this course. With
the best of humour, he has nurtured and pruned every philosophical thought, always aiming
for the ultimate goal: to make his students "think." ... His teaching style is
truly powerful, a subtle and effective combination of demand excellence in work and
encouraging those who need support without ever undermining his high standards."
Salim Nakhjavani, International Baccalaureate student
STAFF EXCELLENCE
AWARD
Jean-Luc Lavoie
Individual Academic Advisor
Cégep de Saint-Jérôme
Jean-Luc Lavoie, an individual academic advisor at Cégep de Saint-Jérôme
since 1970, has been a dedicated professional throughout his career who has shown
originality, a feeling for team-work, creativity and professional independence. His
qualities are acknowledged by one and all, not only inside the college but outside, where
he projects an image of competence and availability which reflects very well on the Cégep
and its students and staff, all of whom benefit from his services and dedication.
Mr. Lavoie provides his students with advice and information with regard to
program and course selection, changes in direction or specialization, as well as insights
into the consequences of dropping-out. In cooperation with other stakeholders, he
develops, implements and conducts activities that promote students' academic development.
In order to provide support for students at risk, he has also overseen the implementation
of an program for detecting learning difficulties.
He has succeeded in developing strong collaborative ties with teachers in order
to provide support for students and ensure their success. As well, he has represented the
academic advisors of other Quebec colleges as vice-president and president of the
Fédération des cégeps' academic advisors commission, and as founding president of the
professional association of individual academic advisors. To serve the interests of all of
the constituent groups within the Cégep, Jean-Luc Lavoie has taken on the responsibility
of coordinating the office of individual academic counselling and by serving variously as
president of the academic commission, Cégep Board member, vice-president of the Board's
executive committee, and as member of the student success support committee and a number
of program committees.
As well, Mr. Lavoie has been successful in establishing close ties, based on
confidence and mutual support, with secondary schools throughout the region, in order to
provide students moving on to college with the best possible information on programs,
university transfer options and the job market. This is how he became the first counsellor
in Quebec to organize "Open House" activities. Each year, the service and
program staff at Cégep de Saint-Jérôme welcomes secondary school students from within
and without the region, as well as parents, advisors and teachers involved in academic
counselling. Every year for 13 years, approximately 1,200 visitors have taken part in
these activities, with over 260 staff members getting involved under Mr. Lavoie's
direction.
Jean-Luc Lavoie is recognized and respected by all the constituent groups within
Cégep de Saint-Jérôme as a remarkable professional who can be depended on at all times.
Indeed, Mr. Lavoie was the first professional in the Cégep to receive the "Prix
Phénix" in the category "Employé émérite", in recognition of his
exceptional skills and mastery in his work.
"Professionally speaking, Jean-Luc is a model for others. His knowledge of
academic and training programs, his ability to listen, his empathy and fairness with
students, his readiness to help out colleagues and his commitment to a number of causes,
both great and small, are legendary. Teachers, non-teaching professionals, and directors
all seek his advice in his areas of expertise." Excerpt from a letter of support by
Jean-Denis Asselin, Director General of Cégep de Saint-Jérôme
PROGRAM
EXCELLENCE AWARD