Success at Seneca

Success at Seneca 
Seneca services highlighted in the April 2010 edition of the Educational Policy Institute Student Success online magazine and on Academica on April 26, 2010(Seneca College of Applied Arts and Technology – Canada: A Leader in Polytechnic Education)

Retention programs utilize a combination of academic and social factors to help students, especially those who are at-risk, to succeed at the two-year, four-year, and proprietary levels. Outstanding Student Retention Award recipients show excellence in the development and implementation of their student retention program. This year, we at The Educational Policy Institute present Seneca College of Applied Arts and Technology in Canada with the 2009 OSRA.

Over the years, Seneca has proved to be outstanding, transforming itself to a school of the students—where students’ objectives come first, and always. “Seneca is leading the way for other institutions of higher education to focus on student success,” said Watson Scott Swail, president of the Educational Policy Institute. 

…Seneca exerts continuing efforts to expand its career opportunities, implementing the best resources to promote student success. As part of its strategic plan, Seneca writes that it strives “to provide multiple pathways and supports for students to achieve their educational goals,” and since its conception, Seneca has done just that.

…“At Seneca, we’re proud of our diploma, graduate certificate, and bachelor’s degree programs. We’re also proud of our faculty and staff,” said president of Seneca College, David Agnew. “But we’re even more proud of our students—and their success.”

In Ontario, 40 per cent of college students never graduate, 47 per cent of incoming students score below the required English level, and 72 per cent of Ontario college applicants are concerned about having enough funds to complete their college education…Furthermore, college surveys indicate that the main reasons that students leave Seneca include financial struggles, a lack of career direction, difficulties with the transition to college life, and academic under-preparedness. 

Seneca was determined to target these at-risk students and to help them adequately prepare for success with their educational goals—the college has done this by providing programs that have traditionally been unavailable, like the twenty-four week “Work on Track” program, in which adult students with mental health issues receive career planning and job coaching with the last 12 weeks being spent in an unpaid work placement. Seneca has adopted a culture of change in which the student, and their success, is always top priority.

In September 2007, Seneca implemented a program called Foundations for Success. The purpose of the program is to test whether a combination of academic tutoring, peer mentoring, career exploration support and financial incentives will reduce the attrition rate of at-risk students at Seneca College. Each of the four semesters during the program, more than 2,000 at-risk students participate. 

Foundations for Success is the first research project in Canada to measure the impact of interventions for at at-risk students who are likely to not complete their college education…In Fall 2005 Seneca introduced its newest retention program, “SUCCESS@Seneca.”

At Seneca College, 4,000 students receive need-based government aid. Minority students and students with disabilities make up 44 percent of the entire student population; only 53 percent of all undergraduate students receive a diploma in 2 years; and only 34 percent of minority undergraduate students get their diploma in 2 years. That is, 66 percent of minority undergraduate student do not receive their degree within the two-year timeframe. Seneca wanted to target these students and initiate drastic changes with these numbers. A comprehensive, extensive and holistic approach was needed to guide students toward a successful academic journey, with little hassle. Enter, SUCCESS@Seneca.

SUCCESS@Seneca is connected with three specific college programs: General Arts and Sciences, Applied Science and Technology, and Business fundamentals. The program reaches out to college students who are deemed to be ‘at-risk’ such as minority students, low-income students, first generation students, students with disabilities, and under prepared students from a wide range of college programs.

…Seneca is deserving of the 2009 Outstanding Student Retention Award because when it comes to the students’ success, they make sure to involve everyone—students, parents, staff, faculty. Everyone. When Seneca first opened its doors, it strove to be a transformative leader in student success—it hasn’t showed anything less. SUCCESS@Seneca Program Director, Steven Fishman notices, “Students become more effective. Not only here at college, but also with their personal development, and with that comes success.”

Since the implementation of SUCCESS@Seneca four years ago, students involved are 28.6 percent less likely to withdraw from their academic program, 22.6 percent more likely to successfully attain academic promotion, and are more likely to see an increase in their GPA of 1.25 points. These big steps toward student success are why we at EPI deem Seneca College of Applied Arts and Technology deserving of the 2009 Outstanding Retention Award. Congratulations to Seneca College for outstanding retention during 2009.

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Wiki: Seneca College

Wiki: Seneca College

Seneca College of Applied Arts and Technology is a community college for applied arts and technology in TorontoOntario. Seneca College is a member of Polytechnics Canada.

Contents:
1. History
2. Campus
3. Academics
4. Student life
5. Scholarships
6. Notable alumni
7. Notable faculty
8. Athletics
9. Notes and references
10. See also
11. External links

Seneca College of Applied Arts and Technology
Motto "Seneca Changes You"
Established 1967
Type Public community college for applied arts and technology
Religious affiliation none (public)
President David Agnew
Undergraduates available
Postgraduates diploma, certificate, degree
Location TorontoOntarioCanada
Campus Urban
Affiliations CCAAACCCAUCCCBIEPolytechnics Canada
Website senecac.on.ca

1. History

The college was established during the formation of Ontario’s college system in 1967. Colleges of Applied Arts and Technology were established on May 21, 1965. The school was founded as part of a provincial initiative to provide career-oriented diploma and certificate courses, as well as continuing education programs to Ontario communities.

2. Campus

The College is located in the Greater Toronto Area and has several campuses. The Newnham campus is the primary campus, with some administrative functions housed at the Markham campus. Seneca has two residence buildings: a 1,000-bed residence located at Newnham Campus, and a 233-bed residence located at King Campus.

2. 2. Jane campus

Students on this campus are registered in pre-apprenticeship programs for Tool and Die Maker, Precision Machining and Mould Maker trades. The building can be seen from the westbound collector lanes of Highway 401.

http://wapedia.mobi/en/Seneca_College

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Application and Admission

Application and admission 
Seneca’s Senior Vice-President Cindy Hazell comments on admissions on theThe Canadian Press on April 12, 2010 (Students and parents on tenterhooks awaiting college, university acceptance)

High school seniors across Canada are on tenterhooks these days as they await news of their acceptance from the country's universities or colleges.

Their parents are likely just as anxious, having heard the oft-repeated lament: “Will I get in?''

Seneca College, like many other institutions, monitors its “application targets'' daily, says Cindy Hazell, vice-president at the Toronto college.

Offers are sent out over several months, although the two major waves are in February and April.

The cut-off marks are not necessarily determined by ability to pass the program but are set according to the number of physical spaces, specialized equipment such as labs and number of faculty available, says Hazell. Much of that is determined by the amount of government funding supplied to each post-secondary institution, she adds.

But even when students are accepted, the nerve-racking part is not always over. More than one offer means they'll have to choose…

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Student video takes top prize


Student video takes top prize
Students from Seneca's Applied Science and Technology Fundamentals programs won $3,000 in the Workshop on the Impact of Pen-based Technology on Education video contest.

The first semester students created a three minute video discussing how the use of HP tablet PCs improved their abilities in mathematics. With the support of the Seneca community, their video received the most views by the contest deadline, winning the top prize. The prize money will go towards additional classroom technology. HP's response to the video is available online

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MLA IN-TEXT CITATIONS

MLA IN-TEXT CITATIONS

MLA in-text citations are made with a combination of signal phrases and parenthetical references. A signal phrase indicates that something taken from a source (a quotation, summary, paraphrase, or fact) is about to be used; usually the signal phrase includes the author’s name. The parenthetical reference, which comes after the cited material, normally includes at least a page number. In the models in this section, the elements of the in-text citation are shown in blue.

IN-TEXT CITATION

One driver, Peter Cohen, says that after he was rear-ended, the
guilty party emerged from his vehicle still talking on the phone
(127).

Readers can look up the author’s last name in the alphabetized list of works cited, where they will learn the work’s title and other publication information. If readers decide to consult the source, the page number will take them straight to the passage that has been cited.


Basic rules for print and electronic sources

The MLA system of in-text citations, which depends heavily on authors’ names and page numbers, was created in the early 1980s with print sources in mind. Because some of today’s electronic sources have unclear authorship and lack page numbers, they present a special challenge. Nevertheless, the basic rules are the same for both print and electronic sources.

The models in this section (items 1–5) show how the MLA system usually works and explain what to do if your source has no author or page numbers.

1. AUTHOR NAMED IN A SIGNAL PHRASE

Ordinarily, introduce the material being cited with a signal phrase that includes the author’s name. In addition to preparing readers for the source, the signal phrase allows you to keep the parenthetical citation brief.

Christine Haughney reports that shortly after Japan made it illegal
to use a handheld phone while driving, “accidents caused by using
the phones dropped by 75 percent” (A8).

The signal phrase — Christine Haughney reports that — names the author; the parenthetical citation gives the page number where the quoted words may be found.

Notice that the period follows the parenthetical citation. When a quotation ends with a question mark or an exclamation point, leave the end punctuation inside the quotation mark and add a period after the parentheses: ” . . . ?” (8).

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2. AUTHOR NAMED IN PARENTHESESIf a signal phrase does not name the author, put the author’s last name in parentheses along with the page number.

Most states do not keep adequate records on the number of times
cell phones are a factor in accidents; as of December 2000, only
ten states were trying to keep such records (Sundeen 2).

Use no punctuation between the name and the page number.

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3. AUTHOR UNKNOWNEither use the complete title in a signal phrase or use a short form of the title in parentheses. Titles of books are italicized; titles of articles are put in quotation marks.

As of 2001, at least three hundred towns and municipalities had
considered legislation regulating use of cell phones while driving
(“Lawmakers” 2).

TIP: Before assuming that a Web source has no author, do some detective work. Often the author’s name is available but is not easy to find. For example, it may appear at the end of the source, in tiny print. Or it may appear on another page of the site, such as the home page.

NOTE: If a source has no author and is sponsored by a corporate entity, such as an organization or a government agency, name the corporate entity as the author (see item 9).

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4. PAGE NUMBER UNKNOWNYou may omit the page number if a work lacks page numbers, as is the case with many Web sources. Although printouts from Web sites usually show page numbers, printers don’t always provide the same page breaks; for this reason, MLA recommends treating such sources as unpaginated.

The California Highway Patrol opposes restrictions on the use of
phones while driving, claiming that distracted drivers can already
be prosecuted (Jacobs).

According to Jacobs, the California Highway Patrol opposes restric-
tions on the use of phones while driving, claiming that distracted
drivers can already be prosecuted.

When the pages of a Web source are stable (as in PDF files), however, supply a page number in your in-text citation.

NOTE: If a Web source numbers its paragraphs or screens, give the abbreviation “par.” or “pars.” or the word “screen” or “screens” in the parentheses: (Smith, par. 4).

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5. ONE-PAGE SOURCEIf the source is one page long, MLA allows (but does not require) you to omit the page number. Many instructors will want you to supply the page number because without it readers may not know where your citation ends or, worse, may not realize that you have provided a citation at all.

No page number given

Milo Ippolito reports that the driver who struck and killed a two-
year-old while using her cell phone got off with a light sentence
even though she left the scene of the accident and failed to call
911 for help. In this and in similar cases, traffic offenders dis-
tracted by cell phones have not been sufficiently punished under
laws on reckless driving.

Page number given

Milo Ippolito reports that the driver who struck and killed a two-
year-old while using her cell phone got off with a light sentence
even though she left the scene of the accident and failed to call
911 for help (J1). In this and in similar cases, traffic offenders
distracted by cell phones have not been sufficiently punished
under laws on reckless driving.

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Variations on the basic rules

This section describes the MLA guidelines for handling a variety of situations not covered by the basic rules just given. Again, these rules on in-text citations are the same for both traditional print sources and electronic sources.

6. TWO OR MORE WORKS BY THE SAME AUTHORIf your list of works cited includes two or more works by the same author, mention the title of the work in the signal phrase or include a short version of the title in the parentheses.

On December 6, 2000, reporter Jamie Stockwell wrote that dis-
tracted driver Jason Jones had been charged with “two counts of
vehicular manslaughter . . . in the deaths of John and Carole Hall”
(“Phone” B1). The next day Stockwell reported the judge’s ruling:
Jones “was convicted of negligent driving and fined $500, the
maximum penalty allowed” (“Man” B4).

Titles of articles and other short works are placed in quotation marks, as in the example just given. Titles of books are italicized.

In the rare case when both the author’s name and a short title must be given in parentheses, separate them with a comma.

According to police reports, there were no skid marks indicating
that the distracted driver who killed John and Carole Hall had even
tried to stop (Stockwell, “Man” B4).

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7. TWO OR THREE AUTHORSName the authors in a signal phrase, as in the following example, or include their last names in the parenthetical reference: (Redelmeier and Tibshirani 453).

Redelmeier and Tibshirani found that “the risk of a collision when
using a cellular telephone was four times higher than the risk
when a cellular telephone was not being used” (453).

When three authors are named in the parentheses, separate the names with commas: (Alton, Davies, and Rice 56).

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8. FOUR OR MORE AUTHORSName all of the authors or include only the first author’s name followed by “et al.” (Latin for “and others”). Make sure that your citation matches the entry in the list of works cited (see item 2).

The study was extended for two years, and only after results were
reviewed by an independent panel did the researchers publish their
findings (Blaine et al. 35).

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9. CORPORATE AUTHORWhen the author is a corporation, an organization, or a government agency, name the corporate author either in the signal phrase or in the parentheses.

Researchers at the Harvard Center for Risk Analysis claim that
the risks of driving while phoning are small compared with other
driving risks (3-4).

In the list of works cited, the Harvard Center for Risk Analysis is treated as the author and alphabetized under H.

When a government agency is treated as the author, it will be alphabetized in the list of works cited under the name of the government, such as “United States” (see item 3). For this reason, you must name the government in your in-text citation.

The United States Department of Transportation provides nation-
wide statistics on traffic fatalities.

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10. AUTHORS WITH THE SAME LAST NAMEIf your list of works cited includes works by two or more authors with the same last name, include the author’s first name in the signal phrase or first initial in the parentheses.

Estimates of the number of accidents caused by distracted
drivers vary because little evidence is being collected
(D. Smith 7).

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11. INDIRECT SOURCE (SOURCE QUOTED IN ANOTHER SOURCE)When a writer’s or a speaker’s quoted words appear in a source written by someone else, begin the parenthetical citation with the abbreviation “qtd. in.”

According to Richard Retting, “As the comforts of home and
the efficiency of the office creep into the automobile, it is
becoming increasingly attractive as a work space” (qtd. in
Kilgannon A23).

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12. ENCYCLOPEDIA OR DICTIONARYUnless an encyclopedia or a dictionary has an author, it will be alphabetized in the list of works cited under the word or entry that you consulted — not under the title of the reference work itself (see item 13). Either in your text or in your parenthetical reference, mention the word or the entry. No page number is required, since readers can easily look up the word or entry.

The word crocodile has a surprisingly complex etymology
(“Crocodile”).

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13. MULTIVOLUME WORKIf your paper cites more than one volume of a multivolume work, indicate in the parentheses the volume you are referring to, followed by a colon and the page number.

In his studies of gifted children, Terman describes a pattern of
accelerated language acquisition (2: 279).

If your paper cites only one volume of a multivolume work, you will include the volume number in the list of works cited and will not need to include it in the parentheses.

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14. TWO OR MORE WORKSTo cite more than one source in the parentheses, give the citations in alphabetical order and separate them with a semicolon.

The effects of sleep deprivation have been well documented
(Cahill 42; Leduc 114; Vasquez 73).

Multiple citations can be distracting, however, so you should not overuse the technique. If you want to alert readers to several sources that discuss a particular topic, consider using an information note instead.

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15. AN ENTIRE WORKUse the author’s name in a signal phrase or a parenthetical reference. There is of course no need to use a page number.

Robinson succinctly describes the status of the mountain lion con-
troversy in California.

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16. WORK IN AN ANTHOLOGYPut the name of the author of the work (not the editor of the anthology) in the signal phrase or the parentheses.

In “A Jury of Her Peers,” Mrs. Hale describes both a style of quilt-
ing and a murder weapon when she utters the last words of the
story: “We call it—knot it, Mr. Henderson” (Glaspell 210).

In the list of works cited, the work is alphabetized under Glaspell, not under the name of the editor of the anthology.

Glaspell, Susan. “A Jury of Her Peers.” Literature and Its Writers: A
Compact Introduction to Fiction, Poetry, and Drama. Ed. Ann Char-
ters and Samuel Charters. 3rd ed. Boston: Bedford, 2004. 194-210. Print.

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