Education
RDC awards Danny Rode with Honorary Degree – Brittany van Vlaanderen earns Governor General’s Academic Medal
RDC celebrates graduates and award recipients from class of 2021 Red Deer, June 3, 2021 – On June 4, 2021, Red Deer College will celebrate the graduates from its
57th Convocation through a virtual ceremony.
“Convocation is always such an important and emotional time, and that is especially true this year,” says Dr. Peter Nunoda, President. “These graduates made the choice to participate and to complete their education, despite formidable odds and circumstances that were undoubtedly different than they had envisioned. By rising to the challenge and earning their credential, each of these graduates has shown incredible resiliency and dedication, and I hope they are truly proud of all they have achieved.”
As part of the virtual ceremony for Convocation 2021, RDC is announcing two special award recipients. Brittany van Vlaanderen is receiving the Governor General’s Academic Medal (Collegiate Bronze Level) for her academic excellence. Brittany graduated with a Social Work diploma, and she earned a GPA of 4.0 and four grades of A+ in the final year of her program.
RDC is continuing an important tradition this year, with the granting of an Honorary Degree to an individual who has made an outstanding contribution to the advancement of social, cultural or economic development in a way that has had significant impact on RDC, central Alberta and beyond. Danny Rode is the seventh recipient of the Honorary Bachelor of Interdisciplinary Studies Degree in recognition of his 50-year career as a sports journalist, where he has shown astounding commitment to RDC Athletics and our student-athletes, helping to place RDC on the map as one of the best colleges in Canada.
“Recognizing special award recipients is always a meaningful part of Convocation celebrations, and I would like to personally congratulate both of these individuals,” says Nunoda. “Brittany van Vlaanderen has demonstrated excellence and success of the highest level in her program, which is a tremendous way to transition to the next phase of her life and career.”
“Danny Rode, our Honorary Degree recipient, has spent five decades sharing the stories of our student-athletes, coaches and teams. He has earned the reputation as someone who has never missed a home game – in 50 years – which is unheard of, and speaks volumes to his unparalleled dedication to athletics and this community.”
This Convocation represents another special milestone for the College, as the 1,619 graduates from 2021 represent the final class from Red Deer College, before it transitions to exciting future as Red Deer Polytechnic.
“There is no question that this Convocation is special on several levels,” Nunoda says. “I truly wish that we could gather this year and that I could shake the hands of each and every graduate, so I could tell them how proud I am. Given the circumstances, we have put in every effort to ensure graduates feel our pride and a sense of community through the virtual ceremony and our social media celebration. The class of 2021 represents a milestone in the history of our institution, and they now transition to being an essential part of our vibrant group of alumni.”
The virtual ceremony for RDC’s 57th Convocation, as well as a virtual ceremony celebrating the Class of 2020, are each available at rdc.ab.ca/convocation. The College will be celebrating graduates on our social media platforms (Instagram, Facebook, Twitter) throughout the early part of June 2021.
From the Frontier Centre for Public Policy
Race- (and other-) based admissions will inevitably pave the way to race- (and other-) based medical practices, which will only further the divisions that exist in society. You can’t fight discrimination with more discrimination.
Perhaps it should be expected that a so-obviously ‘woke’ institution as the Toronto Metropolitan University (TMU) would toss aside such antiquated concepts as academic merit as it prepares to open its new medical school in the fall of 2025.
After all, until recently, TMU was more widely known as Ryerson University. But it underwent a rapid period of self-flagellation, statue-tipping and, ultimately, a name change when its namesake, Edgerton Ryerson, was linked (however indirectly) to Canada’s residential school system.
Now that it has sufficiently cleansed itself of any association with past intolerance, it is going forward with a more modern form of intolerance and institutional bias by mandating a huge 80% diversity quota for its inaugural cohort of medical students.
TMU plans to fill 75 of its 94 available seats via three pathways for “equity-deserving groups” in an effort to counter systemic bias and eliminate barriers to success for certain groups. Consequently, there are distinct admission pathways for “Indigenous, Black and Equity-Deserving” groups.
What exactly is an equity-deserving group? It’s almost any identity group you can imagine – that is, except those who identify as white, straight, cisgender, straight-A, middle- and/or upper-class males.
To further facilitate this grand plan, TMU has eliminated the need to write the traditional MCAT exam (often used to assess aptitude, but apparently TMU views it as a barrier to accessing medical education). Further, it has set the minimum grade point average at a rather average 3.3 and, “in order to attract a diverse range of applicants,” it is accepting students with a four-year undergrad degree from any field.
It’s difficult to imagine how such a heterogenous group can begin learning medicine at the same level. Someone with an advanced degree in physiology or anatomy will be light years ahead of a classmate who gained a degree by dissecting Dostoyevsky.
Finally, it should be noted that in “exceptional circumstances” any of these requirements can be reconsidered for, you guessed it, black, indigenous or other equity-deserving groups.
As for the curriculum itself, it promises to be “rooted in community-driven care and cultural respect and safety, with ECA, decolonization and reconciliation woven throughout” which will “help students become a new kind of physician.”
Whether or not this “new kind of physician” will be perceived as fully credible, however, is yet to be seen. Because of its ‘woke’ application process, all TMU medical graduates will be judged differently no matter how skilled they may be and even when physicians are in short supply. Life and death decisions are literally in their hands, and in such cases, one would think that medical expertise is far more important than sharing the same pronouns.
Frankly, if students need a falsely inclusive environment where all minds think alike to feel safe and a part of society, then maybe they aren’t cut out to become doctors who will treat all people equally. After all, race- (and other-) based admissions will inevitably pave the way to race- (and other-) based medical practices, which will only further the divisions that exist in society. You can’t fight discrimination with more discrimination.
It’s ridiculous to use medical school enrollments as a means of resolving issues of social injustice. However, from a broader perspective, this social experiment echoes what is already happening in universities across Canada. The academic merit of individuals is increasingly being pushed aside to fulfill quotas based on gender or even race.
One year ago, the University of Victoria made headlines when it posted a position for an assistant professor in the music department. The catch is that the selection process was limited to black people. Education professor Dr. Patrick Keeney points out that diversity, equity and inclusion policies are reshaping core operations at universities. Grants and prestigious research chair positions are increasingly available only to visible minorities or other identity groups.
Non-academic considerations are given priority, and funding is contingent on meeting minority quotas.
Consequently, Keeney states that the quality of education is falling and universities that were once committed to academic excellence are now perceived as institutions to pursue social justice.
Diversity is a legitimate goal, but it cannot – and should not — be achieved by subjugating academic merit to social experimentation.
Susan Martinuk is a Senior Fellow with the Frontier Centre for Public Policy and author of Patients at Risk: Exposing Canada’s Health-care Crisis.
From the Fraser Institute
The Waterloo Region District School Board recently announced it would remove garbage bins from classrooms, before suddenly reversing itself.
Strange as it sounds, the school board planned to replace classroom waste bins with larger bins in common areas outside of classrooms, ostensibly to reduce the amount of waste produced by schools. Apparently, the facilities superintendent and senior facilities manager (the people behind this idea) think garbage magically appears when garbage bins are in classrooms and disappears once you get rid of these bins.
Of course, reality is quite different. Students still must dispose of dirty Kleenex tissues, empty pens and used candy wrappers. The aborted plan gave students a ready-made excuse for extra hallway trips. To prevent this from happening, teachers would have to provide makeshift garbage bins of their own.
This is a prime example of administrators trying to impose impractical directives on teachers for the sake of virtue signalling. No doubt Waterloo school board officials wanted to be recognized as environmental leaders. Getting rid of garbage bins in classrooms is an easy and effortless way to look like you’re doing something good for the environment.
Indeed, teachers typically bear the brunt of bad ideas imposed on them from above. As another example, British Columbia K-9 teachers must now issue report cards with confusing descriptors such as “emerging” and “extending” rather than more easily understood letter grades such as A, B and C. A recent survey revealed that most parents find the new B.C. report cards hard to understand. While most had no trouble interpreting letter grades such as A, less than one-third could correctly identify what “emerging” and “extending” mean about a student’s progress.
While the B.C. Ministry of Education claims these new report cards are built on the expertise of classroom teachers, its own surveys found that 77 per cent of teachers were unhappy with the grading overhaul. Of course, their feedback was ignored by education bureaucrats, which means teachers must implement something most disagree with, and then bear the brunt of parental frustration.
And one can never forget the nonsensical “no-zero” policies imposed on teachers in every province, which prohibit teachers from giving a mark of zero when students fail to hand in assignments or docking marks for late assignments. The reasoning behind no-zero policies is that zeroes have too negative an impact on student grades.
Fortunately, no-zero policies have become less popular in Canadian schools, particularly after Edmonton physics teacher Lynden Dorval was fired for refusing to comply with his principal’s no-zeroes edict. Not only did the public overwhelmingly support Dorval at the time, but the Alberta Court of Appeal upheld an arbitrator’s ruling that Dorval’s firing was unjust. In the end, taxpayers were on the hook for paying Dorval two years of salary, along with topping up his pension. But this doesn’t mean no-zero policies have disappeared entirely. Plenty of assessment gurus hired by school boards still push them on gullible administrators and unsuspecting teachers.
Finally, there are the never-ending diversity, equity and inclusion (DEI) training sessions—possibly the worst fads ever imposed on Canadian teachers. In an obvious desire to justify their jobs, DEI consultants provide many hours of professional development to hapless teachers who have no choice but to attend.
When teachers push back, as Toronto principal Richard Bilkszto did during a DEI session a couple years ago, they’re subjected to harassment and derision. In this case, the social impact on Bilkszto was so negative he eventually and tragically took his own life.
The Bilkszto case had a chilling effect—teachers should go along with whatever they’re told to do by their employer, even when a directive doesn’t make sense. This is not healthy for any profession, and it certainly doesn’t benefit students.
Classroom teachers have far too many bad ideas imposed on them. Instead of making teachers implement useless fads, we should just let them teach. That is, after all, why they became teachers in the first place.
Author:
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