A long-time educator, Robert Gillett, has seen numerous changes at Ottawa's Algonquin College, since becoming president in 1995. Perhaps the most significant has been the total embrace of technology, across the entire curriculum.
Robert Gillet, president of Ottawa's Algonquin College.
Robert Gillet, president of Ottawa's Algonquin College.
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"Besides [using] very much more sophisticated equipment, we have social technology, and social media. We are becoming a virtual college, delivering so much more online than we used to. That's growing exponentially," says Mr. Gillett.
At the same time, the evolving post-secondary landscape has led to other changes. Last summer, the college joined Polytechnics Canada, an Ottawa-based organization that represents nine similar colleges that grant degrees. "There are some degrees that colleges can do better. And, because of the applied nature of the work, we looked at Polytechnics," says Mr. Gillett. "You can have conversations with your colleagues, as opposed to looking at it from your own institution's point of view. This is helpful in your investment in time and resources, so you're getting the best advice." Mr. Gillett explains.
When did Algonquin College join Polytechnics Canada, and more important, why?
We joined on June 5, 2009, and did so primarily because we are expanding our degree offerings and our applied research. We wanted to be partnered with like-minded institutions that were going down the same path, which tended to be larger colleges, who have more relationships with universities, both in partnerships and providing independent degrees. This was an organization in Ontario, and across Canada, that really matched the direction we were going in. The beneficiaries are the students, and the faculty, because both get opportunities to work in fields, that, if they stayed at the diploma level, they would not experience.
What distinguishes a polytechnic from other colleges?
They are colleges interested in having degrees, and moving forward in applied research, to a greater extent than colleges have been traditionally doing. That's the number one reason. It's not to move away from the hands-on applied nature [of the programs], but to add that dimension to the degrees. When you come out with a degree from a polytechnic college, you will have all the skills associated with colleges, but you will also have all the theoretical knowledge normally associated with a degree. You will have the best of both worlds — the skills, the theory — and you will certainly be able to work at that level when you approach an employer for work. You will have a dual package to present, rather than a singular package.
So, being a member of Polytechnics Canada will give Algonquin College a leg up over other colleges?
It declares that you offer this duality of degree/diploma, and all the levels of accreditation that smaller colleges will not be able to offer. There is a status to having the degrees as well as the significant applied research from working with small and medium enterprises.
What role do polytechnics have in the economic well-being of Canada? What contributions have they made to industry?
We are producing the workers of the future, at all levels. All of our advisory councils are from the [industrial] sectors, and know a great deal about what is going on. So the value-added is there when they [students] graduate. We are also helping small businesses, helping them innovate and solve industry problems. They bring questions to us, and we dedicate faculty and students to those questions, and find solutions they might not find otherwise. But our prime objective is to build that skilled labour force for the future and to make sure that Ontario and Canada will have the workers they need, particularly with the shortages that are already out there.
Can you point to some concrete examples of innovation?
Locally, we are working with 40 companies in the Ottawa area, in a variety of ways. Most of them are start-ups. One is HousAll [Systems Corp.], which created long-term temporary housing structures that can be taken anywhere in the world and can be used for commercial, military or emergency operations. They are being used in Haiti, for instance. We were instrumental in helping them move to larger designs and brought them to market much earlier. That's one example, which involved the faculty of mechanical engineering. But I know all of my colleagues [at Polytechnics Canada] are doing the same kind of things.
Where does Algonquin College fit in the larger economic picture?
We have about 18,000 full-time and another 40,000 part-time students. Every place I go in the private sector I hear the same story: the need for skilled labour. Whether it's in construction and teaching students how to 'build green,' as opposed to how they used to construct, or [developing] the advanced skills required in the automotive sector. They are looking for highly-trained workers who can add value right away. Industry is telling us, 'Get more [graduates] out, and give them the skills we need in the future.' That's our contribution. We're also involved in re-skilling. A lot of [companies] are turning to us because they need skills in such-and-such an area, and we can put together a customized training program. We're working with Hydro One, for example, along with Georgian College and Mohawk College. Hydro One needs a significant number of new people who would replace a wave of retiring workers. We are seeing more of this kind of thing: companies thinking ahead, looking at their labour pool, and seeing shortages. They are saying, 'Can you help us?'
Are there any specific applied research programs and initiatives that illustrate Algonquin College's distinctive role as an educational institution?
There are a number. But let me give you one: an applied research project with B-Con Engineering Inc., in Ottawa. Students from the bachelor of applied technology, photonics program helped the company gain a competitive edge by designing and building optical components that are used for compact halogen lamps. The company says this [research] really helped them compete against other advanced lens-producing countries like Germany and Japan. We have over 230 students and 20 faculty members working on these kinds of projects.
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