817 10 13654 https://writingresources.lakeheadu.ca/files/original/709ad3e139d65a546f97459d8de6d7b0.jpg 97ff31fca96cad080693267c8058be52 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. 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Title A name given to the resource Nairn sawmill of E.B.Eddy Subject The topic of the resource Forest Products Industry Description An account of the resource Nairn sawmill of E.B.Eddy, 175 million fbm/yr Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1983-08 Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Photograph Identifier An unambiguous reference to the resource within a given context Armson-Silviculture-1869 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada-Ontario https://writingresources.lakeheadu.ca/files/original/c94437e5ee106d920a1a63d25a1aa8b2.tif 457ac4f1b91a669cd5db4ad174916943 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Ken Armson fonds Subject The topic of the resource Forestry Description An account of the resource A collection of thousands of photographic slides depicting Ken Armson's work in the field of forestry, 1952-1995. Creator An entity primarily responsible for making the resource Ken Armson Date A point or period of time associated with an event in the lifecycle of the resource 1952-1995 Rights Information about rights held in and over the resource These images have been digitized and shared on this site with permission. Most are still under copyright. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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Title A name given to the resource Nairobi, Zinjanthropus Subject The topic of the resource Forest Products Industry Description An account of the resource Hominid fossils from Olduvai gorge Creator An entity primarily responsible for making the resource Ken Armson Format The file format, physical medium, or dimensions of the resource TIF Type The nature or genre of the resource Photograph Identifier An unambiguous reference to the resource within a given context Ken Armson-Archeology-NOV68T5-014 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Tanzania https://writingresources.lakeheadu.ca/files/original/b1ee528094b204f86e5ecf806ec02050.jpg 28d242ded709421ef008b34b2e1c3c82 https://writingresources.lakeheadu.ca/files/original/8e0e4c37dfc4bec2a2bf0ef4787ec13e.jpg e0a4dcbe09f6ddfcb33b9f42f8adb91b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naisten Liito (Women's Organization) Subject The topic of the resource Organizations People Description An account of the resource Organizations: Naisten Liito (Women's Organization). Left to right: unknown, unknown, Mrs. Hillman, unknown, Mrs. Kukko, unknown, unknown, unknown, unknown, Mrs. Airola, Mrs. Tilves, Mrs. Stillman, Mrs. Siren, unknown, Mrs. Kari, Mr. A. Luoto, Mr. Jackson. Donor: Sylvi Kaukola. 2 copies. Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context scan# TBFCHS-H460 MG8_D455Hi460 MG8_D455Hi460a Mr. A. Luoto Mr. Jackson Mrs. Airola Mrs. Hillman Mrs. Karri Mrs. Kukko Mrs. Sillman Mrs. Siren Mrs. Tilves Naisten Liito Organizations Sylvi Kaukola Vigor Co-op Restaurant Women's Organization https://writingresources.lakeheadu.ca/files/original/054346c3b78faacc98207563b2709bad.jpg ffa8f331d0fe69c4b44828c99574a5ee https://writingresources.lakeheadu.ca/files/original/af2fdf62e4606dd0b9340e617ba66b5e.jpg 557e99c3e3db2a016749044d13eb9f24 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naisten Liitto (Women's Organization) Subject The topic of the resource Organizations People Description An account of the resource Organizations (Women): Naisten Liitto (Women's Organization. Front left to right: Mrs. Silman, Mrs. Kamalainen, Mrs. Miettinen, Mrs. Humppi, unknown, Mrs. Bertha Kujala, Mrs. Airola. Middle left to right: Mrs. Syrja, unknown, Mrs. Lehikoinen, Mrs. Tuomi, Mrs. Niemi, Mrs. Malin, Mrs. Westerback. Back left to right: Mrs. Sipila, unknown, Mrs. Laine, Mrs. Karkkainen, Mrs. Toikko, Mrs. Laakso, Mrs. Kulik, Mrs. Salminen, Mrs. Ahlgren. Donor: Sylvi Kaukola. 2 copies. Rights Information about rights held in and over the resource Public domain Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context scan# TBFCHS-H428 MG8_D449Hi428 MG8_D449Hi428a Mrs. Ahlgren Mrs. Airol Mrs. Bertha Kujala Mrs. Humppi Mrs. Kamalainen Mrs. Karkkainen Mrs. Kulik Mrs. Laakso Mrs. Laine Mrs. Lehikoinen Mrs. Malin Mrs. Miettinen Mrs. Niemi Mrs. Salminen Mrs. Silman Mrs. Sipila Mrs. Syrja Mrs. Toikko Mrs. Tuomi Mrs. Wester Organizations (Women) Sylvi Kaukola https://writingresources.lakeheadu.ca/files/original/4/1488/UG6-AW-I-15.jpg cba434684e60be73410119c088bc13d1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nancy Angus Subject The topic of the resource People University Life Creator An entity primarily responsible for making the resource Nor’-Wester Date A point or period of time associated with an event in the lifecycle of the resource 1993 Identifier An unambiguous reference to the resource within a given context UG6-AW-I-15 Nancy Angus Nor’-Wester People Portrait https://writingresources.lakeheadu.ca/files/original/4/1622/UG6-AW-I-147.jpg 54981ef7faa1538d0321d7544dd87a73 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nancy Angus Subject The topic of the resource University Life People Creator An entity primarily responsible for making the resource Nor’-Wester Date A point or period of time associated with an event in the lifecycle of the resource 1995 Identifier An unambiguous reference to the resource within a given context UG6-AW-I-147 Nancy Angus Nor’-Wester People Portrait https://writingresources.lakeheadu.ca/files/original/4/123/UG6-AM-I-27.jpg ad73d87a9a3918ade083f7f032648d0b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Nancy Bottomley - Residence Council Subject The topic of the resource University Life Description An account of the resource Nancy Bottomley. Member of the residence council. Date A point or period of time associated with an event in the lifecycle of the resource 1969-1970 Identifier An unambiguous reference to the resource within a given context UG6-AM-I-27 Nancy Bottomley Residence Council https://writingresources.lakeheadu.ca/files/original/9456dfc1ebc3c4fa42b12f0b7d5c5a2d.jpg e6b300f3318a23f70c7eec6c319ec8f9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource National Union of Public Employees Band on float Subject The topic of the resource Organizations People Description An account of the resource Lifestyle: National Union of Public Employees Band on float. Donor: P. Voutilainen. Format The file format, physical medium, or dimensions of the resource JPG Type The nature or genre of the resource Still image Identifier An unambiguous reference to the resource within a given context scan# TBFCHS-H483 MG8_D558Hi483 https://writingresources.lakeheadu.ca/files/original/63d8a9c76767ef905f3e0f0aadbba330.pdf 6e9c8abc470180b63ddf69cabdbbd539 PDF Text Text THE NATIVE ACCESS PROGRAM OFFICE OF NATIVE PROGRAMMING LAKEHEAD UNIVERSITY 1990-1991 Prepared for: Date Prepared by Native Advisory Committee, Lakehead University, Thunder Bay, Ontario March 6, 1991 Marie Pitawanakwat Coordinator, native Programming �INTRODUCTION The Native Access Program was recommended by the Native Studies Study Group in a report on their activities in 1989. In the past, Lakehead University had been approached by Native staff to sponsor transition programs, orientation programs and other services in order to assist Native students to make the transition to an academic environment and its demands. The Native Studies Study Group had been asked to serve as a study group by the Vice-President (Academic)'s Office in 1987. The Native Studies Study Group arrived at a two year plan of objectives and activities to be undertaken in order to examine and develop programming of interest an benefit to Native people. One of those objectives was to organize an office for Native Programming activities, which would serve as a co-ordinating body for the Native Studies Study Group and would consult with Native community groups, First Nations and organizations. This was partly achieved through the efforts of Mr. Gardner in 1989-90. Phillip Fdrther work on the organization of community outreach and the development of Native Programming took place when the present Co-ordinator, Marie Pitawanakwat, was hired in April, 1990. One of the other objectives of the Native Studies Study Group was to implement a Native Access Program, such as what was offered at the University of Manitoba, Dalhousie University, and others. •••• 2 �DESCRIPTION The Native Access Program is offered by Lakehead University to Native people who, for reasons which prevented their successful completion of a secondary school diploma, require preparation and orientation in order to become eligible for admission to a first year program of studies at Lakehead University. The Program offers a program of studies, which, when combined with tutoring, academic counselling, and assistance in developing a support network at the university, provides an atmosphere and conditions conducive to successful program completion. Admission is gained by completing an application form, submitting a resume and an attached questionnaire. Candidates are interviewed by an admissions committee, who determine eligibility for admission. An offer of admission is made to successful candidates, who then may seek financial support for their entry into the Access Program from their sponsors, i. e. First Nations education authorities. The program consists of core courses which include Mathematics 0140, English (ESL) 1000, and Education 0221. The Mathematics course is designed to serve as a bridging course which prepares a student to enter a program of studies which recommends Mathematics but which is designed for non-Math majors. English (ESL) 1000 is a course which is focussed on the communication skills necessary for Access students to •• • 3 �3 enter a first year program of studies. Essay writing, report preparation, developing vocabulary for use in academic settings, refining grammar capabilities and presentation skills are included. Education 0221 is focussed on study skills and orientation to the academic environment. Effective use of texts, note taking, developing memory skills, reading for retention and comprehension, dictionary usage, developing basic research skills and time management are areas of concentration in this course. Orientation to the university and the expectations of the academic environment are also a focal point of the course. The core courses are accompanied by electives which the student chooses in consultation with his/her academic advisor. So as to become familiar with the academic community and the university environment, courses are chosen usually from a first year selection of offerings. For example, Sociology 1100, Psychology 1100, General Science 0310 and 0330, and Visual Arts 2060 are possible options. A student in the Access Program carries instead of the normal 5 courses. 3½ to 4 courses, This allows the student to develop the social support as well as the academic support needed to complete a program of studies. �4 DIRECTIONS The fields or occupations that these choices lead to are: - teaching, administration and/or counselling in Education - social wor~ administration in First Nations government settings - individual entrepreneurial development economic development for Aboriginal societies - research in social policy areas, i. e. environmental assessment from a Native perspective, land claims research, constitutional issues, and First Nations government development - law. PROGNOSIS It becomes increasingly clear that First Nations governments will not develop without educated and trained First Nations/Aboriginal people who· are cognizant of the demands made by the dominant society of its members, as well as carrying an awareness of, and pride in one's ancestral heritage, First Nations world view and appreciation of Native lifeways. The Native Access Program is one of the mechanisms which will facilitate this happening in the evolution and rebuilding of indigenous societies in North America. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Access Program 1990-1991 Subject The topic of the resource Universities Description An account of the resource Report on the Native Access Program for 1990-1991, Office of Native Programming, Lakehead University. March 6, 1991. Creator An entity primarily responsible for making the resource Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1991-03 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://writingresources.lakeheadu.ca/files/original/229d8cdbdf541e2dadcc6723d0061f3c.pdf 64256d22eaac7d565142bbe826ca5606 PDF Text Text NATIVE ACCESS PROGRAM FOR ENGINEERING (NAPE) • As Developed by The Aboriginal Peoples and The School of Engineering at Lakehead University Thunder Bay, Ontario �NATIVE ACCESS PROGRAM FOR ENGINEERING (NAPE) • As Developed by The Aboriginal Peoples and The School of Engineering at Lakehead University Thunder Bay, Ontario �TABLE OF CONTENTS Contact Mr. M. Cohen, Acting Coordinator Native Access Program for Engineering School of Engineering Lakehead University Thunder Bay, Ontario, P7B 5E1 Phone (807) 346-7712 Fax (807) 343-8399 (807) 343-8928 Preamble ............................................ 1 General Information ..................................... 1 The Selection Process ................................... 4 Selection Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Academic .......•......................... 5 Personal ................................. 5 Interview Process ................................. 6 Program Supports ...................................... 6 Academic Support .........•...................... 6 Personal Support ................................. 6 Student-Community-University Linkage ................. 7 Orientation Program .................................... 8 Orientation Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Program of Study for Orientation . . . . . . . • . . . . . . . . . . . . 1o Orientation Program Schedule . . . . . . . . . . . . . . . . . . . . . . 1O First Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Orientation Program Timetable . . . • . . . . . . . . . . . . 1o Orientation Hour • . . . . . . . . . . . . . . . . . . . . . . . . . 12 Orientation Course Outlines . . . . . . . . . . . . . . . . . . . . . . . . 13 NAPE Academic Program ............................... 14 Attendance and Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Summer Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Academic Regulations . . . . . . . . . • . . . . . . . . . . . . . . . . . . 15 Program of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 NAPE Course Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . 17 School of Engineering Programs . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Flow Chart . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Admission Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Program Advantages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Academic Regulations ............................ 22 Common First Year Engineering Technology ................. 23 Program of Study . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . 23 Course Descriptions ............................•. 24 Fall Term •............................... 24 Winter Term .......................•...... 25 �-1- -2- PREAMBLE While at Lakehead University, students will have the opportunity to follow the program path outlined below: In the spring of 1991 the School of Engineering at Lakehe~d University investigated both the need for Native engineers and the potential for the establishment of an engineering access program for Native students. The encouraging and positive responses from discussions with Native organizations and authorities lead to the development of a workshop for representatives from Native organizations, community groups, tribal authorities and provincial organizations. These individuals including local elders made a unanimous decision to proceed with the program development in cooperation with the Native community. Committees were formed to deal with the tasks of program development, finance, and the recruitment and selecti~n of. students. As a consequence, the Native Access Pr~gram for E~g1neenng has been designed by representatives of the Nat,ve community and the School of Engineering. GENERAL INFORMATION The Native Access Program for Engineering (NAPE) provides the Aboriginal Peoples from the Province of Ontario with access to an engineering education by providing an academic program . ?f ~reengineering instruction which permits students to make the transition into engineering education. An academic, cultural and social support syst~m (tutors, elders, counsellors) is available throughout the_ students' entire education period. The objective of NAPE is to help Nat,ve students who because of residence in remote areas or a lack of adequate formal education cannot obtain access to an engineering education. Stage One: The Native Access Program for Engineering 1. 2. Orientation Program: a six-week program for all students starting mid-July and consisting of introductory courses in mathematics, sciences, communications, calculator/computer skills and an orientation course designed to make the student feel comfortable at the University and in the City. The Native Acceaa Program: one academic year of study in mathematics, chemistry, physics, communications and life/study skills. The students academic programs are designed to suit their ~eeds. St~dents who are academically prepared may be permitted to register for selected regular engineering technology diploma courses. Stage Two: Engineering Technology Diploma Programs La~ehead ~niversi!Y. offers t~ree year engineering technology programs 1n Chemical, C1v1I, Electncal and Mechanical Engineering. Students who are successful in the Native Access Program are encouraged to enroll in the program of their choice. Graduates of this program will be able to obtain employment as engineering technologists or, if qualified, proceed to engineering degree studies. Stage Three: Post-Dlploma Bachelor of Engineering Degree Programs La~ehead U~iverstty ~as uniq~e post-diploma engineering degree programs 1n Chemical, CIVIi, Electncal, and Mechanical Engineering. These programs are accredited by the Canadian Engineering Accreditation Board, consequently graduates who meet the professional qualifications are eligible for registration as a Professional Engineers in their province or territory of practice. · �-3- -4- The Native Access Program for Engineering begins in mid-July, with an intake of approximately 15 students. Students who are accepted into this program attend the six week orientation program which is completed by the end of August. Students have about a two week break prior to the beginning of the Fall Term. THE SELECTION PROCESS The access program is designed to allow students to make a smooth transition into one of the four engineering programs, Civil, Chemical, Electrical and Mechanical, offered by the School of Engineering. Engineering programs are among the most demanding programs at the University. They are mathematics and science orientated, consequently, students should have a strong aptitude and desire to excel in these areas in addition to a strong interest In engineering. Students should be prepared to spend a great deal of time in independent study which can take up most evenings and weekends. The program will begin with a modest but demanding workload which will intensify with time so that students can be prepared for the high demands expected of them in the engineering program. The School of Engineering is intent that the Native Access Program for Engineering be successful. Consequently, it is important to select students who have not only academic capability, but also the desire, dedication and drive to become an engineer. The program which has been designed jointly by the Native Community and the School of Engineering provides the student with the necessary academic background and confidence to be successful. Students must be aware that instructors, elders, counsellors, etc. provide their best efforts but in so doing will make high demands on students. Selectlon CrHerla The student should have an application form and the request for reference forms for the Native Access Program for Engineering. These forms are available from the NAPE office or the School of Engineering. Students who wish to be considered for admission to NAPE must submit all of the following documents before the application will be considered: 1. Completed application form and personal statement. 2. Official copies of transcripts from all previous secondary and post-secondary education. 3. Three letters of reference (from individuals, other than family, who know the candidate well, e.g. teachers, counsellors, employers, elders, etc.). The access program has an administration, instruction and counselling staff devoted exclusively to it. Tutors and sessional lecturers are part of the academic team available to NAPE students. The social and academic support system will be available to access students through their years of study in engineering. The access program provides the academic background necessary for engineering study so that Aboriginal students can be confident that they will have the potential to compete with or lead the regular entry student body. In order to be considered for selection an applicant must: Students are able to apply for admission to the engineering programs while they are in the access program and be admitted once they have completed the access requirements. 2. 3. 4. 1. 5. Be a resident of the Province of Ontario. Be of Native ancestry. Be admissible to Lakehead University (see Academic below). Have the personal requirements necessary to be successful in engineering (see Personal below). Be interviewed. �-6- -5- Selection to the program is dependent upon the following factors: Interview Academic All applications are reviewed carefully to select candidates for an Interview. Candidates should be prepared to be invited to attend a personal interview at Lakehead University. The Interviews are conducted by members of the Native Community and Lakehead University. The categories of students who are considered for admission to the program are: 1. Adult students: Applicants who are at least twenty-one years of age in the calender year of entry, who are residents of the Province of Ontario, and who have not attended post-secondary institutions (full-time) for two years prior to their admission, are considered for entry as adult students. 2. Students who meet the normal admission requirements for the diploma programs in Engineering Technology. The admission requirements are stated under the section •School of Engineering Programs• in this booklet and in the Lakehead University Calendar. 3. Extraordinary Admissions: The University is prepared to consider applicants for admission who have been away from formal education for at least two years at any time because of reasons beyond their control. Each case la considered on na own merna. Personal Applicants must have the personal qualities that show the potential to succeed in the field of engineering. The following factors are considered: 1. 2. 3. 4. 5. 6. Recent involvement in pursuing educational goals. Interest in engineering. Perseverance in educational and non-educational tasks. Maturity, stability and financial responsibility. Commitment of family. Work history. PROGRAM SUPPORTS Academic Support The program instructors and staff assist students to adjust to and become successful in their program of study. This involves academic program planning, course selection, registration, tutorial and remedial supports, study skills and an on-going evaluation of the student's progress. Students are assigned to an instructor who will act as their academic advisor through their NAPE and engineering study. In addition to excellent instructor-student contact inside and outside of lectures and laboratories, the students are able to obtain the services of a tutor. Tutoring assistance will be made available throughout the entire program. • • • Instructors, staff and tutors help the student: gain confidence in their abilities develop a hard work ethic become both a team worker and an independent thinker. Personal Support The program counsellor assists students and their families with the personal and social adjustments of attending the university. The counsellor works with students to solve problems that may arise in all areas of their lives, and to develop and clarify career goals. The counsellor can also assist students in the following ways: �-7- • • • • • • • • Relocating student and family . Locating suitable living accommodation. Counselling on financial matters. Arranging for personal tutors. Helping students to make the adjustment to Thunder Bay. Maintaining community ties. Making arrangements for students to obtain advice from an Elder. Organizing social events such as curling, hockey, baseball, family picnics, etc. The counsellor is available to the student at all times and students must visit the counsellor on a regular basis. Regular visits will help the students and counsellor to know one another and provide quality counsel on an on-going basis thereby preventing potential problems. Student - Community - University Linkage The School of Engineering considers the student-communityuniversity linkage to be exceptionally important for the success of many students. The student's program of study is perceived to be a cooperative venture between program instructors and counsellors, the student, and the band counsellors/education authorities, where applicable. Consequently the following practices are part of the program: • information on student progress can be shared between all responsible parties following authorization by the student. community and program counsellors work together to assist the • student and resolve problems. wherever possible community linkages developed during the • recruitment and selection of students are maintained by visitations and other communications. where suitable the student's family are involved in orientation and • counselling. the team approach and the buddy system is encouraged to assist • in the strengthening of the support system. -8- THE ORIENTATION PROGRAM All students enter a six-week orientation period which begins in mid-July and finishes at the end of August. During this period staff and students have an opportunity to get to know each other. Staff assess student academic capability and, in consultation with the student, plan the student's future academic program. Orientation is designed to help students obtain information and skills that will enhance their success in the access and diploma programs. The orientation is informal so that students will feel comfortable and gain confidence in their ability to succeed at the university. The courses are designed to meet the student's needs but at the same time to make certain demands with the intent to prepare students for the challenge of engineering. Consequently, instructors make increasing demands on students during the orientation period and students are expected to do homework. Orientation Includes courses in mathematics, science, communications, calculator and computer skills as well as an orientation course which includes study and life skills. Students are expected to achieve 70% in each course during orientation, prior to registering in advanced courses, otherwise they may have to repeat courses in the Fall Term. It is essential that students have these pre-requisite skills before attempting the more advanced courses. �-9- 10 - Orientation Actlvttlea Program of Study for Orientation Students: Courses* • • • Learn about the profession of engineering through films, tou~, guest speakers, etc. Meet local elders to obtain advice and counsel to students through the traditional ways. Attend lectures In mathematics, calculator/computer skills. science, NAPE 1090 - Introductory Mathematics NAPE 1092 - Communications NAPE 1093 - Calculator and Computer Skills NAPE 1094 - Introduction to Engineering Science Lecture Lab. 5 3 2 ~ 13 0 0 4 ll_ 5.5 communications, • Learn to use calculators, computer software, and problem solving skills to do assignments. • Obtain assistance to find accommodations, day care and schools for children, if applicable. • Develop study groups with other students. • Adjust to the City of Thunder Bay. • Become familiar with Lakehead University and learn about the various services and features that make It an exciting place to be a student. • Learn the rules and regulations that students are expected to abide by in both NAPE and Lakehead University. • Get to know the NAPE instructors. *The number nine (9) in the third digit indicates a non-credit course. Orientation Program Schedule (Mid-July to End of August) 1. First Day Introductions and Welcomes Description of NAPE Question Period Lunch Registration for Orientation Orientation Program Tour of University 2. Orientation Program Timetable A typical timetable for the first five weeks follows. It should be noted that additional tutoring and study periods may be scheduled, consequently students should not assume that their day is complete at the end of the schedule shown. Additional time will also be essential for individual study and assignments. The sixth week is timetabled by the instructors during the orientation program to provide the time necessary for make-up lectures, review, exams, etc. The latter part of the week is used for counselling and registration for fall term NAPE courses. �- 12 - 11 ORIENTATION PROGRAM TIMETABLE 3. Orientation Hour This scheduled period is flexible to accommodate program and student needs but will involve tours, guest speakers, and films/videos for the first f1Ve weeks. The student's spouse is encouraged to participate in many of these activities. A typical schedule of events is as follows: HONDU l1JO l ,,,. a • J calculator/ 1 Science c0111p1ter Skill• Uall l Hath • Science u Study Orientation Uall u 11 lalO u 11 cc-unication• Jt 11 Science Laboratory Jell ..,. H IJ . Hatb a calculator/ Computer Skill■ • Week One Natb Week Two s science calculator/ Computer . u 11 Orl ■ntatio11 Orientation Orientation u u u 14 12 calculator/ Collputer co..anicatlon■ Colmunlcation■ Skill ■ Jill J Skill ■ u u s J Hath FRIOU 'l'IIURSDU IIBDIIUDU a I Hath l01ll TIJBSDAT 11 Skill ■ 12 H ltudy . IJ 21 JJ u H 11 Jt 12 JI Week Three l'wiction or PrH Week Four s,JO hJO 'hll • Week Five Week Six Tuesday Wednesday Thursday Friday Monday Study Skills (Time Management) Tenant Act University Services: Recreational Bus Tour of City Thunder Bay Services (recreation, hospitals, day care, etc.) Tuesday Study Skills Wednesday Budgeting Thursday Guest Speaker - Elder Friday University Services: Academic, Conduct Code Monday Community Native Services Tuesday Study Skills Wednesday Engineering Lab Tour: Part 1 Thursday Sensitization/Rights/Harassment Friday FilmNideo Monday Engineering Student Forum Tuesday Study Skills Wednesday Guest Speaker: Economic Development of Native Communities Thursday Engineering at LU. Friday University Services: Library Monday Health Services Tuesday Study Skills Wednesday Guest Speaker - Elder Thursday Engineering Lab Tour: Part 2 Friday Guest Speaker: Native Engineer Examinations followed by Fall registration and a barbecue �- 14 - - 13 - Orientation Course Outllnea NAPE 1090 - Introductory Mathematics (5,0) This course Involves performing operations with algebraic expressions and manipulating equations and formulas. Algebra will be the major emphasis of this course, which Includes the multiplication of polynomials, factoring, and simplifying expressions containing radicals. Functional notation, working with positive and negative fractional exponents, and analytical geometry will be discussed. The main topics are: combining like terms, parentheses and multiplication, addition, subtraction, division and multiplication of fractions, first degree equations, working with formulas, graphing, lines, linear inequalities, absolute value, distance, integer exponents, multiplication of polynomials, factoring, square roots, rationalization, radicals, rational exponents, functions, notation, solving equations and complex fractions. NAPE 1092 - Communications (3, 0) The intention of this course is to prepare students to write a technical paper. Students will research an engineering topic In the library, submit a minimum 5 page typed paper using Wordprocessing, and make a presentation to the class during the final week of class. The course will review basic English principles. NAPE 1093 - Calculator and Computer Skills (2, 4) Students will develop calculator skills for use In other courses nad introductory computer skills for report writing. Lectures and laboratories will be integrated to accommodate the needs of other courses. Any programming skills involved will be in BASIC. NAPE 1094 - Introduction to Engineering Science (3, 1½) This is an introductory course for those that have a very limited science background. However, it is necessary to complete it before registering for Introductory chemistry and physics in the Fall Term. The major topics are: heat, applied chemistry, and magnetism and electricity. These topics consist of the following units: the kinetic molecular theory, thermal expansion, heat transfer by convection, conduction and radiation, quantity of heat, the law of conservation of energy, fractional distillation of crude oil, acids and bases, hard and soft water, magnetism, and electric current and circuits. Laboratory work will be a major component of this course. NAPE ACADEMIC PROGRAM This pre-engineering program continues the instruction In fundamentals of mathematics, physics, chemistry and communications which began In the orientation program, however the intensity and difficulty increases as the courses proceed. The student's program consists of those courses selected at the end of the orientation program. Students normally complete NAPE courses within one year, and therefore it may take four years before the student completes the technology diploma. If students do not require the NAPE courses they can study the diploma program of their choice with the assistance from the NAPE support system. Attendance and Study The study of engineering requires self-discipline and hard work. NAPE students are expected to develop the study habits of any engineering student. These require: 1. Regular and punctual attendance In lectures, laboratories and tutorials in all courses. 2. Completion of all assignments within the deadlines specified by the instructor, and the writing of all tests and examinations in their courses. 3. Meetings with their academic advisors on a regular basis to discuss their academic progress. 4. Private study outside of scheduled laboratory and problem sessions. Students can expect to devote most evenings and weekends to a concentrated work effort. �- 16 - - 15 - Summer Activities Students who have the academic need will be expected to devote the summers to do further academic work if they have adequate financial support. Alternatively, students will be encouraged to work in an engineering related job during the summer months. Assistance in finding summer jobs will be provided. of Student Behaviour and Disciplinary Procedures Leaflet and in the University Calendar. NAPE staff assists students with questions and problems which arise from regulations. Students who find that they are unable to perform their normal academic duties for any reason (illness, stress, family problems, etc.) are required to contact their counsellor immediately so that appropriate assistance can be provided. Academic Regulatlona Program of Study Student progress and performance are monitored and evaluated on a regular basis to identify individual needs for extra tutoring and academic counselling. At the end of each term an overall evaluation will be made of each student's status. The following criteria will be used in this evaluation: • a student must achieve at least 65% in a NAPE course before proceeding to a more advanced course in the same field. • an average of 65% in NAPE courses is considered to be the minimum acceptable level of academic performance for advancement. • students are normally be permitted to repeat a course only once. • a student who does not achieve an average of at least 50% in NAPE courses will normally be required to withdraw from the program. • prior to any dismissal, each student's case will be considered on an individual basis to determine If there are any relevant circumstances to prevent such action. Consideration for readmission requires a petition from the student. • students must register for at least four courses per term, otherwise they may lose their funding. Fall Term* The student Is responsible for being familiar with the University Code of Student Behavior and Disciplinary Procedures. It Is also understood that every student by the act of registering, agrees to abide by all the rules, regulations, policies and procedures of Lakehead University and of the Faculties or Departments/School's in which the student is registered. These matters are presented in the Lakehead University Code NAPE NAPE NAPE NAPE NAPE 1190 1192 1193 1194 1195 Lecture Lab. Introduction to Engineering Mathematics I Communications Study Skills & Reasoning Introduction to Engineering Chemistry I Introduction to Engineering Physics I Total Hours 4 3 1 0 2 0 3 1.5 1.5 15 4 ~ Winter Term* NAPE NAPE NAPE NAPE 1290 1291 1294 1295 Introduction to Introduction to Introduction to Introduction to Engineering Mathematics II Engineering Mathematics Ill Engineering Chemistry II Engineering Physics II Total Hours 4 1 3 1 3 1.5 ~ 1.5 13 5 * Students who have adequate academic standing will be counselled to register In one or more courses from Year I of the Engineering Technology program. �- 18 - - 17 - NAPE 1195 - Introduction to Engineering Physics I NAPE Course Descriptions NAPE 1190 -Introduction to Engineering Mathematics I (4-1; 0-0) This course is intended for those students who either do not have grade 12 advanced mathematics or require a review of those concepts. This course will help prepare students for all first-year engineering technology mathematics courses. The course includes the following topics: solving equations, linear, quadratic and polynomial functions, special functions, exponents and logarithms, and analytical geometry. This course is an introduction to the general principles of physics that will provide a foundation for students who will continue to study physics in first-year of the technology diploma. This course is designed to provide students with the background that will enable them to understand physical concepts, apply scientific techniques, and appreciate the applications and implications of physics in technology and society. The core units of study include: geometric optics, mechanics, and electricity. NAPE 1290 - Introduction to Engineering Mathematics II NAPE 1192 - Communications (3-0; 0-0) This is a course in English language skills, composition and public speaking, and introduces the student to structured written and oral technical communication. Word processing will be used for written assignments. NAPE 1193 - Study Skills and Reasoning (3-1½. 0-0) (0-0; 4-1) This course is a continuation of Introduction to Engineering Mathematics I. This course will help to prepare students for calculus and other firstyear engineering technology mathematics courses. This cour~e includes the following topics: trigonometry, conics, sequences and sanes, and the binomial theorem. NAPE 1291 - Introduction to Engineering Mathematics Ill (0-0; 3-0) (2-0; 0-0) Various components of study skills will be presented including: time management, effective listening and note taking, exam writing, and library skills. This course Is an introduction to many of the concepts explored in calculus. Topics to be covered include: limits, the definition of the derivative, techniques of differentiation, and some applications of the derivative, such as curve sketching. NAPE 1194 - Introduction to Engineering Chemistry I NAPE 1294 - Introduction to Engineering Chemistry II (3-1½; 0-0) This course is an introduction to the general principles of chemistry that will provide a foundation for students who will continue to study chemistry in first-year of the technology diploma. The course is designed to provide a fundamental background that will enable students to understand chemical concepts, handle chemical intelligently and safely, and appreciate the applications and implications of chemistry in technology and society. The core units of study include: matter, elements and chemical bonding, and gases. (0-0; 3-1½) This course Is a continuation of NAPE 1194. The core units of study Include: chemical reactions, chemical-reaction calculations, solutions, and industry and society. NAPE 1295 - Introduction to Engineering Physics II (0-0; 3-1½) This course is a continuation of NAPE 1195. The core units of study include: electromagnetism, sound, nuclear physics, and kinematics. �- 20 - - 19 - SCHOOL OF ENGINEERING PROGRAMS The School of Engineering offers a unique combination of Engineering Technology and Engineering Degree programs in Chemical, Civil, Electrical, and Mechanical Engineering. The following flow chart illustrates how upon completion of a Diploma in Engineering Technology students may enter a Post-Diploma Bachelor of Engineering Degree Program. ENGINEERING TECHNOLOGY PROGRAMS Admlaalon Criteria 1. 2. Year 1 Year 2 Year 3 High School graduates with the OSSD/SSGD with grade 11 and 12 advanced level mathematics and science with an overall average of at least 60% may enter the first year of technology. These students can complete a diploma program in three years prior to entry to a two-year post-diploma degree program. High school students with the OSSHGD or OSSO with six OAC's with a minimum average of 60% and an average of 60% in mathematics may enter the second year of engineering technology. These students can complete a technology program in two years and take a two-year post-diploma degree program. Where: OSSO = Ontario Secondary School Diploma SSGD Secondary School Graduate Diploma OSSHGD Ontario Secondary School Higher Graduate Diploma OAC = Ontario Academic Credit - for engineering the six OAC's must include calculus, algebra, chemistry and physics. Native students who have completed their assigned program of NAPE courses with an average of at least 65% may be admitted to the first year of engineering technology. = 3. ENGINEERING DEGREE PROGRAMS = Consequently, students who enter Year I of the Engineering Technology program can complete their diploma in three years and an engineering degree in two subsequent years for a total of five years. Students who enter Year II of the Engineering Technology program can complete their diploma in two years and the engineering degree in two more for a total of four years. Years When students are In the third year of their engineering technology program they will decide to apply for degree studies or to gain employment as a graduate engineering technologist. For those who decide to apply to the degree program the Admission Criteria are as follows: �- 22 - - 21 - Technology graduates: (1) (2) Applicants must have a Dip/oms in Technology from a Community College, Lskehesd University or the equivalent with an sversge of st least 70% in the fins/ year of their program to be eligible for admission consideration or Applicants with two or more years of relevant industrial experience must hsve s Dip/oms in Technology from a community college, Lskehesd University or the equivalent with sn sversge of at least 65% in their fins/ year of their program to be eligible for admission consideration. Advantages to NAPE Students of Lakehead University's Combination of Diploma and Degree Programs: • • • • Students may enter the first year of technology with an Ontario grade 12 education, and become involved in engineering education. Unlike most engineering degree programs which concentrate on mathematics and sciences in the first two years, the engineering technology programs have a greater content of engineering science and design. Consequently, students will soon have adequate training to work at meaningful engineering tasks in their summer employment. The mathematics and sciences are spread out over the years so that they are taken as they are needed. In this way, student have a greater opportunity to appreciate their relevance. Upon completion of the engineering technology program, students may obtain employment as graduate engineering technologists. For some students this graduation will provide them with a career after two or three years of study, a benefit which is not available after two years of study In a conventional engineering degree program. For those students who are "fed up with studying• or who have uncertainties, this stage provides an excellent opportunity to go to work and contemplate their future and possibly return to degree studies. Students who are doing well In their academic endeavour may choose to apply for the degree program immediately upon completion of the engineering technology program. Academic Regulatlona It Is the responsibility of each student registered at Lakehead University to know the academic regulations associated with his/her program. The student should therefore read and understand the regulations for: • the University • the Faculty of Professional Studies • the School of Engineering regulations for (a) the Diploma programs and (b) the Degree programs. Each student should also be familiar with the University Code of Student Behavior and Disciplinary Procedures. Advice and counselling on these requirements Is provided by program instructors and staff. �-24 - - 23 - COMMON FIRST-YEAR ENGINEERING TECHNOLOGY Course Descriptions Fall Term NAPE students who have adequate academic preparation are permitted to register In Engineering Technology I courses. To help students understand what courses are available at this level this portion of the regular calendar is reproduced here. The first year is common to Chemical, Civil, Electrical and Mechanical Engineering Technology programs. After this common first year, students select one of these technology programs for their second year studies. Engineering 1131 - Drawing I (1-3;0-0) Basic engineering drawing techniques, office standards and practices, fits and functions of components and assemblies. Dimensioning. Use of perspective and practice in sketching. Applications of CAD. Engineering 1134 - Engineering Technology I (3-1;0-0) Program of Study Fall Term Engineering 1131 Engineering 1134 Chemistry 1060 Mathematics 1050 Mathematics 1052 Physics 1030 Leet. Drawing I Technology I Intro. to Chemistry Trig. & Anal. Geom. Intro. Calculus Intro. Mechanics & Heat Total Hours Winter Term Engineering 1535 Chemistry 1060 English 1074 Mathematics 1070 Mathematics 1072 Physics 1010 1 3 3 3 3 Total Hours 3 1 1.5 2 2 ~ ~ 16 12.5 Leet. Technology II Intro. to Chemistry Technical Writing I Matrix Algebra Intro. Calculus II Electricity & Magnetism Lab. Lab. 3 3 2 3 3 2 2 ~ _g 17 9 1.5 1.5 The purpose of this course is to introduce and apply graphical and analytical communication methods. Topics include: graphical and analytical solutions to problems in statistics; use of formulae and units; introduction to the laws of conservation and their application. Chemistry 1060 - Introduction to Chemistry (3-1½; 0-0) A course in the basic principles of physical, inorganic, and organic chemistry for students without Year 5 (Grade 13/OAC) Chemistry or equivalent. Topics include: atomic structure, the periodic table, chemical bonding, the states of matter, solutions, chemical equilibrium, oxidation and reduction, electrochemistry, introductory organic chemistry. (Two lectures weekly: laboratory and problems sessions In alternate in alternate weeks). Mathematics 1050 - Trigonometry and Analytical Geometry (3-2; 0-0) Functions, linear and quadratic equations. Angles, trigonometric functions, identities, sine and cosine rules. The conic sections, polar coordinates, inequalities. �- 26- - 25 - Mathematics 1052 - Introductory Calculus (3-2; 0-0) Basic algebraic operations, exponential and logarithmic functions. Limits, differential calculus, maxima and minima, related rates. Physics 1030 - Electricity and Magnetism (3-3; 0-0) An introductory, non-calculus course in mechanics and heat. Topics include: transnational and rotational kinematics and dynamics, momentum, potential and kinetic energy, thermal expansion and conduction, specific and latent heat, and the ideal gas law. English 1074 - Technical Writing I Analytical studying for information, logic and techniques of expression. The student will be expected to study a variety of materials including prose, business communications, forms and journals in his/her field. Emphasis will be placed on the style necessary for technical communication. The awareness of the complexities of technical communication and the analytical skills developed through a study of various materials will be used to improve the student's technical writing abilities. Each student must possess a recommended dictionary. Mathematics 1070 - Matrix Algebra (0-0; 3-1½) Mathematics 1072 - Introductory Calculus II The topics of energy, statistics, graphical representation and computing systems are presented and related to a student project. Graphical and analytical solutions of dynamic problems. Chemistry 1060 - Introduction to Chemistry (0-0; 3-2) Matrices, Gaussian elimination, determinants, Cramer's rule. Vectors, dot and cross products, vector equations of lines and planes. Winter Term Engineering 1535 - Engineering Technology II (0-0; 2-0) (0-0; 3-2) Differentiation of trigonometric, exponential and logarithmic functions. Induction, sequences and series, the binomial theorem. Methods and applications of integral calculus. (0-0; 3-1½) Physics 1010 - Electricity and Magnetism A course in the basic principles of physical, inorganic, and organic chemistry for students without Year 5 (Grade 13/0AC) Chemistry or equivalent. Topics include: atomic structure, the periodic table, chemical bonding, the states of matter, solutions, chemical equilibrium, oxidation and reduction, electrochemistry, introductory organic chemistry. (Two lectures weekly: laboratory and problems sessions in alternate in alternate weeks). (0-0; 3-2) The fundamental theory of electricity and magnetism including D.C. network theorems, magnetic circuits, D.C. instruments, A.C. components and networks. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Access Program for Engineering (NAPE) Subject The topic of the resource Universities Description An account of the resource Booklet providing information on the Native Access Program for Engineering (NAPE) as developed by The Aboriginal Peoples and the School of Engineering at Lakehead University. After 1991. Creator An entity primarily responsible for making the resource Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text academic program Indigenous engineers NAPE