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RDC to offer new Bachelor of Science Degree – First baccalaureate degree outside of applied programming.

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From RDC Communications

RDC celebrates new learning opportunities for central Alberta students with approval of Bachelor of Science in Biological Sciences

RDC is celebrating the approval to offer a new Bachelor of Science in Biological Sciences degree. Alberta’s Minister of Advanced Education, Demitrios Nicolaides, has approved RDC to offer this new degree, providing students with more opportunities to complete their post-secondary education in central Alberta. This achievement marks a major milestone in theinstitution’s history as it is the first baccalaureate degree outside of applied programming.

Starting in September 2021, students can begin their education in this new degree at RDC.

“We are excited to be able to offer more students with degree-completion opportunities through this new Bachelor of Science in Biological Sciences,” says Dr. Peter Nunoda, RDC President.

Students in RDC’s new degree will study various aspects of biological sciences to prepare them for a diverse set of careers in this field. Areas of study include animal physiology, molecular genetics and heredity, botany and ecology.

One area of pride for RDC within all its programs is the hands-on learning experiences in which students participate. Students in the College’s new Bachelor of Science program will engage in learning activities that will help provide them with project management experience, research skills, presentation skills and critical thinking. The program also includes an applied study course in which learners will receive credit for discipline-specific education through volunteer or work experiences.

“This degree has been carefully and thoughtfully developed to provide students with learning opportunities in the sciences discipline. Learners in this BSc. degree will engage in research as well as practical and experiential learning activities to equip them for future careers and educational pursuits,” says Kylie Thomas, RDC’s Vice President Academic and Research. “RDC’s knowledgeable and talented faculty now have further opportunity to share their expertise and position learners for success at RDC and beyond. We look forward to welcoming our first students to the Bachelor of Science in Biological Sciences degree program.”

RDC appreciates the support it has received from the Campus Alberta Quality Council (CAQC) and the Minister of Advanced Education in providing his endorsement of this new high-quality, well- planned degree. Additionally, local and regional MLAs have played a huge role in advocating for RDC’s positive future to grow its programming.

“The support that RDC has received from our students, employees, alumni, stakeholders and community members has been an essential aspect in the success we are realizing now with the ability to grant this new degree,” Nunoda says. “This has truly been a community effort, for the benefit of the community, as more learners will be able to study, graduate and work in the region, thanks tothe enhanced program opportunities at RDC.”

As a degree-granting institution, RDC continues to serve its learners by expanding degree opportunities as well as delivering existing and new programing in apprenticeships, certificates, diplomas, micro-credentials, applied degrees, and collaborative degrees in collaboration with Alberta universities.

The institution will also continue to offer the same variety of programming in diverse subject areas as it does currently, including humanities and social sciences, health sciences, creative and performing arts, business, education, and sciences.

“We are so pleased to now offer a degree developed and granted by RDC in addition to our already strong program mix,” says Guy Pelletier, Chair of RDC’s Board of Governors. “Looking ahead, we look forward to continuing our work with the Ministry on our remaining proposals for a Bachelor of Arts and Bachelor of Science in Psychology, along with a Bachelor of Business Administration and a Bachelor of Education. By expanding our degree offerings, we will be able to better serve central Albertans, now and in the future.”

Students who wish to receive more information about RDC’s new Bachelor of Science in Biological Sciences can email [email protected] or call 403.342.3400 (toll-free: 1.888.732.4630). Students will be able to apply for this program starting in the coming weeks by visiting rdc.ab.ca/apply.

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Education

Parents should oppose any plans to replace the ABCs with vague terminology in schools

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From the Fraser Institute

By Paige MacPherson

According to a recent poll, the vast majority of parents in Canada easily understand letter grades on report cards but are confused by the nouveau “descriptive” grading adopted in British Columbia. This should serve as a warning to any province or school board thinking about adopting this type of convoluted descriptive grading.

In September 2023, despite overwhelming opposition from British Columbians, the B.C. government replaced letter grades—such as A, B, C, D, etc.—on K-9 report cards with a “proficiency scale,” which includes the descriptive terms “emerging,” “developing,” “proficient” and “extending.” If these four terms seem confusing to you, you’re not alone.

According to the recent poll (conducted by Leger and commissioned by the Fraser Institute), 93 per cent of Canadian parents from coast to coast said the letter grade “A” was “clear and easy” to understand while 83 per cent said the letter grade “C” was “clear and easy” to understand. (For the sake of brevity, the poll only asked respondents about these two letter grades.)

By contrast, 58 per cent of Canadian parents said the descriptive grade “extending” was “unclear and difficult” to understand and only 26 per cent could correctly identify what “extending” means on a report card.

It was a similar story for the descriptive grade “emerging,” as 57 per cent of Canadian parents said the term was “unclear and difficult” to understand and only 28 per cent could correctly identify what “emerging” means on a report card.

It’s also worth noting that the poll simplified the definitions of the four “descriptive” grading terms. The B.C. government’s official definitions, which can be found on the government’s website, speak for themselves. For example: “Extending is not synonymous with perfection. A student is Extending when they demonstrate learning, in relation to learning standards, with increasing depth and complexity. Extending is not a bonus or a reward and does not necessarily require that students do a greater volume of work or work at a higher grade level. Extending is not the goal for all students; Proficient is. Therefore, if a student turns in all their work and demonstrates evidence of learning in all learning standards for an area of learning, they are not automatically assigned Extending.”

So, what are the consequences of this confusing gobbledygook? Well, we already have some anecdotes.

Before the B.C. government made the changes provincewide, the Surrey School District participated in a pilot program to gauge the effectiveness of descriptive grading. According to Elenore Sturko, a Conservative MLA in Surrey and mother of three, for three years her daughter’s report cards said she was “emerging” rather than clearly stating she was failing. Sturko was unaware there was a problem until the child’s Third Grade teacher called to tell Sturko that her daughter was reading at a Kindergarten level.

Former B.C. education minister Rachna Singh tried to justify the change saying descriptive grading would help students become “better prepared for the outside world” where you “don’t get feedback in letters.” But parents in B.C. clearly aren’t happy.

Of course, other provinces also use terms in their grading systems (meeting expectations, exceeding expectations, satisfactory, needs improvement, etc.) in addition to letter grades. But based on this polling data, the descriptive grading now used in B.C.—which again, has completely replaced letter grades—makes it much harder for B.C. parents to understand how their children are doing in school. The B.C. government should take a red pen to this confusing new policy before it does any more damage. And parents across the country should keep a watchful eye on their local school boards for any plans to replace the ABCs with vague terminology open to interpretation.

Paige MacPherson

Associate Director, Education Policy
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Alberta

Parents in every province—not just Alberta—deserve as much school choice as possible

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From the Fraser Institute

By Michael Zwaagstra

Not only does Alberta have a fully funded separate (Catholic) school system, it also provides between 60 and 70 per cent operational funding to accredited independent schools. In addition, Alberta is the only province in Canada to allow fully funded charter schools. And Alberta subsidizes homeschooling parents.

This week, the Smith government in Alberta will likely pass Bill 27, which requires schools to get signed permission from parents or guardians prior to any lessons on human sexuality, gender identity or sexual orientation.

It’s a sensible move. The government is proactively ensuring that students are in these classes because their parents want them there. Given the sensitive nature of these topics, for everyone’s sake it makes sense to ensure parental buy-in at the outset.

Unfortunately, many school trustees don’t agree. A recent resolution passed by the Alberta School Boards Association (ASBA) calls on the Smith government to maintain the status quo where parents are assumed to have opted in to these lessons unless they contact the school and opt their children out. Apparently, the ASBA thinks parents can’t be trusted to make the right decisions for their children on this issue.

This ASBA resolution is, in fact, a good example of the reflexive opposition by government school trustees to parental rights. They don’t want parents to take control of their children’s education, especially in sensitive areas. Fortunately, the Alberta government rebuffed ASBA’s demands and this attempt to abolish Bill 27 will likely fall on deaf ears.

However, there’s an even better safeguard available to Alberta parents—school choice. Out of all Canadian provinces, Alberta offers the most school choice. Not only does Alberta have a fully funded separate (Catholic) school system, it also provides between 60 and 70 per cent operational funding to accredited independent schools. In addition, Alberta is the only province in Canada to allow fully funded charter schools. And Alberta subsidizes homeschooling parents. Simply put, parents who are dissatisfied with the government school system have plenty of options—more than parents in any other province. This means Alberta parents can vote with their feet.

Things are quite different in other parts of the country. For example, Ontario and the four Atlantic provinces do not allow any provincial funding to follow students to independent schools. In other words, parents in these provinces who choose an independent school must pay the full cost themselves—while still paying taxes that fund government schools. And no province other than Alberta allows charter schools.

This is why it’s important to give parents as much school choice as possible. Given the tendency of government school boards to remove choices from parents, it’s important that all parents, including those with limited means, have other options available for their children.

Imagine if the owners of a large grocery store tried to impose their dietary preferences by removing all meat products and telling customers that the only way they could purchase meat is to make a special order. What would happen in that scenario? It depends on what other options are available. If this was the only grocery store in the community, customers would have no choice but to comply. However, if there were other stores, customers could simply shop elsewhere. Choice empowers people and limits the ability of one company to limit the choices of people who live in the community.

Think of government school boards as a monopolistic service provider like a grocery store. They often do everything possible to prevent parents from going anywhere else for their children’s education. Trusting them to do what’s best for parents and children is like assuming that the owners of a grocery store would always put the interests of their customers first and not their own self-interest. Monopolies are bad in the private sector and they’re bad in the education sector, too.

Clearly, it makes sense to require schools to get proactive consent from parents. This ensures maximum buy-in from parents for whatever courses their children take. It’s also important that Alberta remains a bastion of school choice. By making it easier for parents to choose from a variety of education options, Alberta puts power in the hands of parents, exactly where it belongs. Parents in other provinces should want that same power, too.

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