Education
Grand Opening of St. Lorenzo Ruiz Middle School: A State-of-the-Art Learning Haven in Red Deer
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Atticus and Amelia Graham, the first two students registered with St. Lorenzo Ruiz Middle School, cut the ceremonial ribbon at the St. Lorenzo Ruiz Middle School grand opening on October 26 as dignitaries look on. From left to right: RDCRS Board Vice-Chair Dorraine Lonsdale, RDCRS Board Chair Murray Hollman, Alberta Education Minister Demetrios Nicolaides, and Red Deer Mayor Ken Johnston.
News release from Red Deer Catholic Regional Schools
Red Deer Catholic Regional Schools is delighted to announce the successful grand opening of St. Lorenzo Ruiz Middle School.
This momentous event took place on October 26, 2023, in Red Deer’s Kentwood neighbourhood. The school, with its innovative design and cutting-edge facilities, represents a significant milestone in our ongoing commitment to providing exceptional educational experiences for students in grades 6 to 9.
St. Lorenzo Ruiz Middle School was delivered using Integrated Project Delivery (IPD) methodology utilizing the expertise of the design and construction team from conceptualization through construction.
The IPD team consisted of Group2 Architecture, WSP Mechanical Engineering, WSP Electrical Engineering, Read Jones Christofferson Engineering, Clark Builders, World Class Contracting, AltaPro Electric, Collins Steel, Kerr Interiors and KTJ Consulting.
Clark Builders, the project’s contracted construction company, along with the remainder of the IPD team played a pivotal role in turning the architectural vision into reality. The successful completion of this ambitious project underscores the commitment and professionalism of the entire construction team.
Construction of the two-storey school commenced in early 2022, and the successful opening marks the realization of a collaborative effort between educators, community members, and the build team.
Murray Hollman, Chair of the Red Deer Catholic Regional Schools Board of Trustees, expressed his delight, saying, “The opening of St. Lorenzo Ruiz Middle School is a testament to our commitment to providing students with an exceptional learning environment. This school represents not only bricks and mortar but also dreams and opportunities for the future. We are proud to offer a space that encourages students to explore their passions and reach their full potential.”
Superintendent Kathleen Finnigan shared her excitement for the new school, stating, “St. Lorenzo Ruiz Middle School reflects our dedication to preparing students for a rapidly evolving world. With its innovative design and modern amenities, the school empowers students to engage with learning in meaningful and exciting ways.”
Principal Rob Coumont was thrilled to be part of such an incredible event. “Our staff and I are thrilled to welcome students, and parents to our incredible new learning facility. Our focus is not only on providing high-quality catholic education with a focus on academic success and Authentic Learning but also on creating a nurturing and inclusive community where every student feels valued and inspired.”
The inauguration of St. Lorenzo Ruiz Middle School marks a significant milestone in the journey of education in Red Deer. As students step into the halls of this modern institution, they embark on a path towards academic achievement, personal growth, and a future brimming with possibilities.
Red Deer Catholic Regional Schools serves over 10,085 students in 21 schools in Red Deer, Sylvan Lake, Rocky Mountain House, Innisfail, and Olds. It also supports the learning of over 600 students in a Home Education Program. The Division is committed to serving children and parents with a complete offering of learning opportunities delivered within the context of Catholic teachings and within the means of the Division.
Education
40 Canadian professors urge Trudeau government to abolish DEI mandates
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From LifeSiteNews
“Many agree with us – including senior, tenured faculty – but will not speak publicly for fear of repercussions”
Dozens of Canadian professors have joined together to call for an end to the pro-LGBT diversity, equity, and inclusion (DEI) mandates in universities.
In a May 24 letter to Parliament, 40 Canadian university professors appealed to Prime Minster Justin Trudeau’s Liberal government to abandon DEI initiatives in universities, arguing they are both ineffective and harmful to Canadians.
“While some may view this as a weakness, we hope most will see it simply as an act of conscience from academics no longer able to remain silent,” the professors began.
“These policies disproportionately punish small institutions, are not supported by evidence, employ flawed metrics with no end goal, and are unpopular with the public who funds the research,” the letter explained.
“Many agree with us – including senior, tenured faculty – but will not speak publicly for fear of repercussions,” the letter revealed. “Specifically, they are scared even to question Tri-Council policies relating to equity, diversity, and inclusion (EDI).”
Currently, DEI quotas are mandated across Canada through the Canada Research Chairs program. Under the program, universities must meet specific hiring requirements, skewed in favor of racial minorities and those who identify as “LGBT.”
The letter cited various studies which revealed that the DEI mandates not only harm universities but lead to more discrimination.
The professors referenced a case at Laurier University in Ontario where the institution sought to hire six black and six indigenous faculty.
“During the process, an informal outside inquiry made on behalf of a promising black candidate had to be rebuffed because black people were ineligible,” the letter explained. “This open racial discrimination in the name of fighting systemic racism is one concrete example of negative impacts of EDI.”
Similarly, a February research report from Wilfrid Laurier University social scientist David Millard Haskell, a signatory of the letter, found that there is “no evidence that EDI reduces bias or alters behavior.”
“In fact, DEI interventions have been shown to do harm by increasing prejudice and activating bigotry,” the letter declared.
The professor’s recommendation comes as Trudeau recently pledged $110 million of taxpayer money to hire DEI consultants tasked with looking into a supposed problem of “racism” in Canada.
Indeed, the Trudeau government has spent over $30 million on DEI-affiliated contracts among many federal ministries since January 2019.
This has led to an increase in woke ideology creeping into all parts of society. As LifeSiteNews reported recently, the University of British Columbia (UBC) Vancouver campus posted an opening for a research chair position that essentially barred non-homosexual white men from applying for the job.
Signatories:
Geoff Horsman, PhD
Associate Professor of Chemistry & Biochemistry, Wilfrid Laurier University
David Haskell, PhD
Associate Professor of Digital Media & Journalism, and Religion & Culture, Wilfrid Laurier University
Zachary Patterson, PhD
Professor, Concordia Institute for Information Systems Engineering, Concordia University
Stephen Lupker, PhD
Professor of Psychology, Western University
Lawrence M. Krauss, PhD
President, The Origins Project Foundation
Foundation Professor, School of Earth and Space Exploration, Arizona State University, retired
Kirsten Kramar, PhD
Mount Royal University
Stephen Quilley, PhD
Associate Professor of Social and Environmental Innovation, University of Waterloo
Scott Davies, PhD
Professor of Leadership, Higher and Adult Education, University of Toronto
Edward Vrscay, PhD
Professor Emeritus of Applied Mathematics, University of Waterloo
Martin Drapeau, PhD
Professor of Counselling Psychology and Psychiatry, McGill University
Frances Widdowson, PhD
Political Science professor
Brian F. Smith, PhD
Professor of Business and Economics, Wilfrid Laurier University
Christopher Dummitt, PhD
Professor of Canadian Studies, Trent University
Altay Coskun, PhD
Professor of Classical Studies, University of Waterloo
Ron Thomson, PhD
Professor and Chair of Applied Linguistics, Brock University
Chet Robie, PhD
Professor of Organizational Behaviour & Human Resource Management, Wilfrid Laurier University
Mark Collard, PhD
Canada Research Chair in Human Evolutionary Studies and Professor of Archaeology, Simon Fraser University
Janice Fiamengo, PhD
Professor of English, University of Ottawa, retired
Philip Carl Salzman, PhD
Professor Emeritus of Anthropology, McGill University
Laurence Klotz, CM, MD, FRCSC
Professor of Surgery, University of Toronto
Sunnybrook Chair of Prostate Cancer Research
Chair, Council for Academic Freedom at University of Toronto (CAFUT)
Member, Order of Canada
Division of Urology, Sunnybrook Health Sciences Centre
Brad Fedy, PhD
Associate Professor, School of Environment, Resources and Sustainability, University of Waterloo
Scott Smith, PhD
Professor of Chemistry & Biochemistry, Wilfrid Laurier University
Henry Wolkowicz, PhD
Professor of Combinatorics and Optimization, University of Waterloo
Gail S. K. Wolkowicz, PhD
Professor of Mathematics and Statistics, McMaster University
François Charbonneau, PhD
Associate Professor, School of Political Studies, University of Ottawa
Rima Azar, PhD
Associate Professor of Health Psychology, Mount Allison University
Douglas W. Allen, PhD
Burnaby Mountain Professor, Department of Economics, Simon Fraser University
Rachel Altman, PhD
Associate Professor, Department of Statistics and Actuarial Science, Simon Fraser University
Alexandra Lysova, PhD
Associate Professor, School of Criminology, Simon Fraser University
Richard Frank, PhD
Associate Professor, School of Criminology, Simon Fraser University
John Craig, PhD
Professor, Department of History, Simon Fraser University
Dennis Sandgathe, PhD
Senior Lecturer, Department of Archaeology, Simon Fraser University
Mike Hart, PhD
Professor, Department of Biological Sciences, Simon Fraser University
William McNally, PhD
Professor of Finance, Wilfrid Laurier University
Yannick Lacroix, PhD
Professor of Philosophy, Collège de Maisonneuve
Julie Guyot, PhD
Professor of History, Cégep Édouard-Montpetit
Leigh Revers, PhD
Associate Professor, Department of Chemical & Physical Sciences, Institute of Management for Innovation, University of Toronto
Rob Whitley, PhD
Associate Professor of Psychiatry, McGill University
François Caron
Professor of Chemistry, Royal Military College of Canada, Kingston
Emeritus Professor, Laurentian University
Alberta
Alberta government’s new smartphone restrictions won’t eliminate digital distraction in classrooms
![](https://www.todayville.com/wp-content/uploads/2024/06/tvrd-fi-alberta-education-students-smartphones-cellphones-image-2024-06-24.jpg)
From the Fraser Institute
By Paige MacPherson and Tegan Hill
Research has shown that simply having a smartphone nearby is enough to distract students from completing a task, and that it takes students 20 minutes to regain focus on learning after being distracted. And when schools removed smartphones from the classroom in the United Kingdom, Belgium and Spain, learning outcomes improved, especially for underperforming kids.
According to a new directive from the Smith government, beginning next September there will be restrictions on smartphones in Alberta schools. While the directive is light on details, one thing is clear—given mounting evidence that smartphone distraction can hinder academic performance, unless the province (or individual school authorities) ban smartphones in the classroom, students will continue to suffer the consequences.
Indeed, research has shown that simply having a smartphone nearby is enough to distract students from completing a task, and that it takes students 20 minutes to regain focus on learning after being distracted. And when schools removed smartphones from the classroom in the United Kingdom, Belgium and Spain, learning outcomes improved, especially for underperforming kids.
Moreover, the latest Programme for International Student Assessment (PISA) report found a clear connection between smartphone distraction and declining student achievement, particularly in math. Specifically, 80 per cent of Canadian students report being distracted by the devices of other students in math class—and students who were distracted by smartphones in math class scored 15 points lower on PISA math tests than those who were not distracted. (PISA equates a 20-point drop in student test scores with one year of lost learning.)
Again, this is not just students distracted by their own devices, which are obvious attention-zappers for kids and teens. This is students distracted by the devices of other students. The research on digital distraction and its impact on student achievement makes clear that only a smartphone ban—with very few exceptions—will save kids from digital distraction.
And notably, Alberta’s PISA math scores have fallen 45 points in the last two decades, from 2003 to 2022, which PISA equates with more than two years of lost learning, with the decline predating COVID school closures.
The empirical evidence against smartphones in schools is mounting. But it’s also common sense, and people understand. The Alberta government’s own survey revealed that 90 per cent of more than 68,000 respondents—including parents, teachers, students and principals—had concerns about phone use in schools. This is consistent with other public opinion research in Canada. One survey showed 80 per cent of Canadians support banning phones in public schools. Another found that 51 per cent of Albertans said that phones should be banned in K-12 classrooms, and another 40 per cent said they should not be allowed unless directed by a teacher.
In 2019, the Ontario government issued a similar directive restricting smartphones in K-12 schools, which was nearly pointless because the government left the specifics up to school boards (just like the Smith government is now leaving the specifics up to school authorities in Alberta). Without being able to point to an overarching policy, Ontario teachers said they spent too much time surveilling and nagging in class, and many stopped trying altogether.
In its directive, the Smith government indicated there will be exceptions not only for reasonable health and medical needs (e.g. blood sugar monitoring) but also for “learning needs, and for educational purposes.” To actually eliminate digital distraction in the classroom, the provincial education ministry must support school authorities, who must support principals, who must support teachers to help enforce an actual ban.
While we should be skeptical of reflexive government “bans” in general, smartphones clearly impede student learning and socialization in schools. Banning smartphones in K-12 public government schools is the right move. But a patchwork approach, which accommodates endless exemptions, won’t free Alberta classrooms from the negative effects of digital distraction.
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