Red Deer College celebrates contributions of retiring Vice President, Michael Donlevy

admin

Published

6 years ago

5 minute read

From Red Deer College

Red Deer College celebrates contributions of retiring Vice President, Michael Donlevy

After close to two decades of contributing to the success of learners through his leadership in fund development at Red Deer College, Michael Donlevy, Vice President of Business Development, will be retiring in June.

Donlevy was first introduced to the College through his volunteer efforts as a Campaign Cabinet member, fundraising to build the College’s Library Information Common which opened in 2001. It was through his involvement and strong belief in this initiative that Donlevy realized his desire to be part of RDC’s future successes in a more formal role.

Michael Donlevy has been a member of RDC’s executive team since 2001. During his time at the College, supported by a solid team of colleagues, he has proudly led two ambitious fundraising campaigns for major capital projects and scholarships to support RDC’s students and programs. He also played a leadership role in building and growing a variety of annual successful events, including RDC’s Kings & Queens Scholarship Breakfast, Golf Classic, and Perspectives: Canada in the World speakers’ series, among others.

Key to Donlevy’s success during his tenure has been his knack for building and maintaining meaningful relationships with new and existing donors, sponsors and partners who support the College’s students.

“With the completion of the Gary W. Harris Canada Games Centre, our institution’s transition to a university and the forthcoming appointment of a new President, the time is opportune for me to move to a new and exciting next chapter,” says Michael Donlevy, Vice President, Business Development.

“The experiences I’ve enjoyed during almost 20 years of working with an amazing group of senior administration colleagues, staff and faculty, being part of helping learners achieve their educational goals, has been a true privilege. But also so memorable and humbling, has been the opportunity to engage donors, alumni, partners, sponsors, volunteers and community members. They showed me time and again, their own passion for RDC, their commitment to our students and in many instances, the true meaning of generosity and philanthropy.”

Donlevy’s leadership has resulted in approximately $60 million raised for Red Deer College through philanthropic gifts and sponsorship investments. In addition, more than $1 million in scholarships are now awarded to RDC students each year, thanks to significant growth in endowments provided by the College’s many generous donors.

Among his more recent accomplishments, Donlevy is proud to have established and nurtured new partnerships that contribute to RDC’s Alternative Energy Strategy. Through a variety of energy- efficient initiatives, RDC’s goal is to become a net zero institution, producing all the energy RDC’s main campus will require to power its buildings and infrastructure from sustainable sources.

“Michael is a valued colleague and has served the College and our community well in his leadership role. I appreciate Michael’s vast contributions and tireless efforts to help shape RDC to be the vibrant post-secondary institution it is today, ensuring our students’ achieve success in their studies and in their lives,” says Joel Ward, RDC President & CEO.

Donlevy will retire from RDC effective June 30, 2019. As a passionate volunteer outside RDC already, serving as Chair of organizations such as the Alberta Jubilee Auditoria Society, Westerner Park, Kiwanis Club of Red Deer, and the Red Deer Festival of Trees Sponsorship Committee, Donlevy will continue to place his valuable mark on our region for many years to come. He is looking forward to a change in pace, however, to enjoy more time with his wife Robin and their family, to explore other professional challenges that may present themselves, as well as his unrelenting pursuit of golf.

A reception celebrating Donlevy’s contributions to the College will be held this spring, with details to be announced later.

Related Topics:feature Michael Donlevy RDC

Up Next

RCMP looking for this suspect who caused a rollover on the QE2 at 32 Street

Don't Miss

Troubled Monk’s “Festive Ale” the official beer of the 2019 Canada Winter Games

admin

Follow Author

CONSERVATIVES BRING NATIONAL ATTENTION TO MENTAL HEALTH ISSUES ON THE FARM

Crime / 6 years ago

Innisfail RCMP charge man with manslaughter

News / 6 years ago

Olds RCMP Investigate Shots Fired Into Residence Near Eagle Hill

Education

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

Published on January 2, 2025

Todayville

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.

Alberta

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

Published on December 3, 2024

Todayville

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.