About Great Lakes


Since 1996, Great Lakes has been the leading institution in South Ontario. Our College has a vibrant community of more than 13,000 learners, with over 4700 students in 80 full-time programs, and over 5000 students in almost 900 part-time courses and programs on campus location in northern Ontario and around the world. Discover the range of services and facilities we offer to support students and prepare them for success in today's competitive work places. Explore everything we have to offer and see Great Lakes for yourself.

  • Distance Education
  • Higher Education Accreditation
  • International Partnerships
  • Innovation and Professional Experience


More About Great Lakes

Find out more about us

The Association of Accrediting Agencies of Canada (AAAC) was founded in 1994 as a national network of professional education accrediting bodies. It provides a collaborative forum and a collective voice for the community which assesses the quality of professional higher education programs. AAAC advances the knowledge, skills, and good practices of accreditors, and communicates the value of accreditation as a means of enhancing educational quality.

Each province or territory in Canada has developed its own quality assurance mechanisms to ensure the legitimacy of institutions, public and private. In BC, acts of the provincial legislature establish and govern public institutions and the Degree Quality Assesment Board (DQAB) approves individual degree programs for both public and private institutions. The BC Council on Admissions and Transfer relies on these quality assurance mechanisms as a basis on which to grant membership to the BC Transfer System but is not, itself, charged with responsibility for quality assessment or recognition of institutions or programs.

Thank you for your interest in Great Lakes. There are currently no job openings.

We will accept inquiries from qualified prospective faculty, although we currently do not have any teaching vacancies. You may send your current CV and a cover letter–be certain to address why you would like to teach specifically for Great Lakes–to info@greatlakes.edu. No phone calls, please.


As members of the Great Lakes College community, we are responsible for sustaining the highest ethical standards of the College, and of the broader community in which we function. The College values integrity, honesty and fairness, and strives to integrate these values into its teaching, research and business activities.  


Introduction and Purpose

As members of the Great Lakes College community, we are responsible for sustaining the highest ethical standards of the College, and of the broader community in which we function. The College values integrity, honesty and fairness, and strives to integrate these values into its teaching, research and business activities.


What Is the Code of Conduct?

The Code of Conduct (Code), is a shared statement of our commitment to upholding the ethical, professional and legal standards we use as the basis for our daily and long-term decisions and actions.  


Why Do We Have the Code of Conduct?

We all must be cognizant of, and comply with, the relevant policies, standards, laws and regulations that guide our work. We are each individually accountable for our own actions and, as members of the College community, are collectively accountable for upholding these standards of behavior and for compliance with all applicable laws and policies.  


Who Needs to Follow the Code of Conduct?

The Code applies to all members of the Great Lakes community. For purposes of this Code, Great Lakes community members are: Corporation members, faculty, undergraduates, graduate and engineering students, staff, volunteers and visiting scholars.  


What Are the Code of Conduct Certification Requirements?

Annually, as a member of the Great Lakes College community, you will read and sign the Annual Code of Conduct Compliance Certification attesting your commitment to adhere to the Great Lakes College Code of Conduct. Adherence to this Code also makes us responsible for bringing suspected violations of applicable standards, policies, laws or regulations to the attention of the appropriate cognizant office. Raising such concerns is a service to the College and does not jeopardize one’s position or employment. Confirmed violations will result in appropriate disciplinary action up to and including termination from employment or other relationships with the College. In some circumstances, civil and criminal charges and penalties may apply.  


We Uphold Standards of Integrity and Quality

Great Lakes College recognizes that it must earn and maintain a reputation for integrity that includes, but is not limited to, compliance with laws and regulations and its contractual obligations. Even the appearance of misconduct or impropriety can be very damaging to the College. The College must strive at all times in its dealings, including its business activities, to maintain the Principles of the Great Lakes College Community and the highest standards of quality and integrity.  


What are the Principles of the Great Lakes College Community?

We, as members of the Great Lakes College community, are dedicated to supporting and maintaining a scholarly community in which all share in the common enterprise of learning. As a central aim, Great Lakes College promotes intellectual inquiry through vigorous discourse, both oral and written.   The fundamental principles that must necessarily undergird this aim include respect for the integrity of the academic process; individual integrity and self-respect; respect for the freedoms and privileges of others; and respect for College resources. In becoming part of Great Lakes College, we accept the rights and responsibilities of membership in the College’s academic and social community, and assume the responsibility to uphold the College’s principles.


Great Lakes College is governed by state laws and the laws of Canada pertaining to rights and permissions affecting communications produced by any member of the Great Lakes community. Privacy laws require permissions for the use of an individual’s image or likeness for marketing or promotional use. Copyright and trademark laws outline standards for securing permission for incorporating forms of intellectual property that include: video, photography, design, written works, and audio recording. Individuals or units at Great Lakes that violate these laws in their communications may be subject to individual or joint liability. Great Lakes outlines policies on image use and copyright that apply to all members of the Great Lakes community to limit institutional and personal liability.  


Guidelines for Promotional Activities

Great Lakes College encourages positive relationships with its partners, contractors, vendors and stakeholders. However, members of the Great Lakes faculty or staff cannot, in their capacity as College employees or representatives, endorse non-affiliated, for-profit business or operations. Questions about participating in press releases, testimonials, and other forms of promotional activities should be addressed to the Office of College Communications.


We Speak Up and Appropriately Report Suspected Violations

Great Lakes College is committed to the highest standards of ethical conduct and integrity in all areas of its mission. We, as members of the Great Lakes College community, should report suspected violations of applicable laws, regulations, government contracts and grant requirements, and of this Code of Conduct. This reporting should normally be made initially through standard management channels, beginning with your immediate supervisor, instructor or advisor. If for any reason it is not appropriate for you to report suspected violations to your immediate supervisor (e.g., the suspected violation is by the supervisor), you may go to a higher level of management or contact Great Lakes College’s Chief College Auditor. We expect that your report will be made in a good faith effort to address legitimate issues needing correction, or to otherwise provide reliable information. If you are reporting a suspected violation in good faith, it is protected under the Rhode Island Whistleblowers’ Protection Act Section 28-50, which prohibits retaliation against employees for disclosing a violation or noncompliance with laws, rules or regulations.


Suspected Fiscal Misconduct

All College employees, including student employees, are responsible for the proper conduct and handling of any College resource or fiscal matter entrusted to them, in accordance with laws, regulations, College policies and other expectation of ethical business conduct. The College’s Fiscal Misconduct Policy requires employees, including student employees, to promptly report to the Chief College Auditor any actual or suspected fiscal misconduct, whether by members of the College community, or by persons outside the College involving College resources. If you instead report fiscal misconduct to a supervisor, chairperson, director, dean, vice president or another responsible person, that individual must immediately notify the Chief College Auditor.



As a member of the Great Lakes College community, you will cooperate fully with any audit, inquiry, or investigation undertaken at Great Lakes’ direction by its attorneys, investigators, internal auditors or independent public accountants.


English is the language of instruction and examination at Great Lakes College, and success in our degree programs requires a high level of English language proficiency. If English is not your first language (i.e. is not the first language you learned at home as a child), you will need to provide evidence of adequate English facility for admission consideration, unless you qualify for an exemption.  You may qualify for an exemption from the English facility requirement if one of the following applies to you:

  • You have completed/are completingfour or more years of full-time study in a recognized Canadian school (in Canada) that teaches in English
  • You have completed/are completing four or moreyears of full-time study in an English language school located in a country where the dominant language is English
  • Your first language is French and you have completed four or more years of full-time studies at a Canadian school
You must be sure to provide your full academic history on your application for admission and provide all relevant transcripts to Great Lakes College (after you have submitted your application), so that we can automatically consider you for an exemption on the basis of these criteria.  

International English Language Testing System (IELTS) Academic Module

  • The minimum requirement is an overall band of 6.5, with no band below 6.0.
  • For information and registration, visit www.ielts.org
  • Sending us your results: Results must be sent to us electronically.

Test of English as a Foreign Language (TOEFL)

The minimum scores required for the different TOEFL tests are: Internet-based Test:
  • Minimum Requirement: total score of 100 + 22 on Writing
  • Discretionary Range: total score 89-99 +22 on Writing

Additional Details

We accept only official test scores sent directly to Enrolment Services by the testing agency. We recommend that you request that your result be sent to us as soon as it is available. Note that you will not be penalized for an unacceptable result if we receive an acceptable result by the deadline.

Government funding programs

Government funding programs – usually to retrain if you have been displaced from your job.
Prospective students should be registered with an unemployed help centre and have a counsellor to make the applications for them.
Some of the places to register at:


Ontario Works and Employment Ontario help people to retrain.

City of Windsor, Employment and Social Services

400 City Hall Square E.

Windsor ON N9A 7K6


Windsor Women Working With Immigrant Women, Employment Service Centre

1368 Ouellette Ave, Suite 102

Windsor ON N8X 1J9


Unemployed Help Centre

6955 Cantelon Dr

Windsor, ON N8T 3J9

Also in Belle River


Employment Assessment Centre

1410 Ouellette Avenue

Windsor, ON N8X 5B2

Also in Essex, Leamington and Kingsville


New Canadians Centre of Excellence

660 Ouellette Ave. 2nd Floor

Windsor, Ontario N9A 1C1

Also in Leamington


St. Clair College Employment Centre

3015 Howard Ave (Roundhouse Centre)

Windsor, ON

Also in Amherstburg and Wallaceburg


Goodwill Industries

Essex, Kent and Lambton, 298 Lauzon Rd

Windsor, ON N8S 3L6

Also in Chatham and Sarnia


Women’s Enterprise Skills Training of Windsor Inc. (WEST)

647 Ouellette Avenue Suite 201

Windsor, Ontario N9A 4J4


Potential qualifying Programs

Second Career – The unemployed or under-employed can qualify for a retraining course.
Students will need to apply through an employment help agency for approval.


Canada Ontario Job Grant

This program is to help employers get their employees trained in their field.

Youth Employment Funding.



WSIB will help their clients to retain to get back into the workforce also.


Great Lakes will do a payment plan should the student wish to pay on a monthly basis.

The mission statement guides Great Lakes in its commitment to provide:

  • An atmosphere of community among students, faculty, and staff that focuses on integrity, empathy, creativity, scholarship, innovation, personal transformation, and service.
  • An atmosphere of community among students, faculty, and staff that encourages students to acquire learning not only from their professors and coursework, but also from one another and from their own inner wisdom.
  • An ever-improving array of educational opportunities and methods that help students change their lives for the better, positively affecting their relationships and their surroundings in the process.
  • An ever-improving educational environment that encourages students to adopt Great Lakes’ philosophy of personal and global integration and through that philosophy to serve as effective citizens in the emerging global community.

An event open to open all paths for students who are interested in exploring the field of education as a career.

Students will be able to participate in a daylong, hands-on and experimental teaching environment within state-of-art engineeeing curriculums taught by Great Lakes College faculty who have expertise in these areas.

These seminars are free and includes morning snacks and lunch.

Students will get a chance to participate in workshops, create projects, and will be able to take a tour of the college after the day concludes.

“This whole day was a great experience. The different workshops were fun and engaging. It was nice to see how actual college classes would be, while also learning about teaching. It was nice to be with a group of people that have the same dreams as you. The staff was great and very fun.”
– Alanis Whiteside


Excellence in Teaching and Learning

Our Innovation and Professional Experience Center (IPEC) works collaboratively to provide a broad range of services and offers support to faculty and students from all academic centres and programs. IPEC pursues excellence in teaching and learning by undertaking a wide range of pilot projects and special initiatives in partnership with the college community.


In pursuit of excellence in teaching and learning.

The IPEC comprises:

  • Library
  • Learning Services
  • Learning and Development
  • Digital Learning Team
  • Learning Experience Design Team
  • Audio Visual Department



Since our establishment in 2004, the our library has been supporting students and staff with their study and research needs. As the hub of learning at Great Lakes College, the library is the place to find scholarly resources, work on individual or group projects, access a wealth of information in various formats and find helpful advice to assist you with your learning needs.


Learning Services

Learning Services provides a range of services in support of students’ academic success and retention. Teams from three interrelated departments (Accessibility Services, the Learning Café and Testing Services) work with diverse student populations and faculty at Great Lakes College. In addition, select services are offered to other post-secondary institutions and external agencies.


Learning and Development

Learning and Development coordinates and implements professional development for staff and faculty. Professional Development (PD) includes formal and informal methods that assist all staff in engaging in a reflective practice to ensure growth. All staff may engage in leadership, health and wellness or skills-based training. PD for instructors is targeted at building a reflective practice and further advancing teaching and learning.


Digital Learning Team

The Digital Learning Team provides support for instructors, staff and students with all of their digital learning needs. Our largest area of expertise is GLCourse, our learning management system.

We assist instructors with creating and setting up their courses, importing assignments/exams, setting up interactions with students, and providing various tips and tricks. We help students gain access and interact with their GLCourse, setting them up for success. We also support a wide-range of other digital learning tools, including spreadsheets and engineering simulation tools and many more.


Learning Experience Design Team

The Learning Experience Design Team supports the development of the many diverse learning experiences at Great Lakes College. We use a collaborative and iterative process based on principles of design thinking and human-centered design.

Our learning experience designers support academic programs, other college departments and external stakeholders in the design and development of programs, courses and other learning experiences. It also supports instructors through consultation, resource development and workshop facilitation based in current practices in instructional design, curriculum and assessment.

Our team consists of individuals who specialize in curriculum, instructional design, project management, writing, formatting, graphic and interactive media design, and video development.


Audio Visual Department

The Audio Visual Department provides classroom support for instructors dealing with technological issues. This includes assistance with projector, SMART board, television and speaker problems. We supply equipment and services for teleconferences and video conferences.

We are also available to produce video projects. This encompasses filming lectures, guest speakers, classroom demonstrations, workshops and field trips.

1. Crossover Learning

Learning in informal settings, such as museums and after-school clubs, can link educational content with issues that matter to learners in their lives. These connections work in both directions. Learning at Great Lakes College can be enriched by experiences from everyday life; informal learning can be deepened by adding questions and knowledge from the classroom. These connected experiences spark further interest and motivation to learn.

An effective method is for a teacher to propose and discuss a question in the classroom, then for learners to explore that question on a museum visit or field trip, collecting photos or notes as evidence, then share their findings back in the class to produce individual or group answers.

These crossover learning experiences exploit the strengths of both environments and provide learners with authentic and engaging opportunities for learning. Since learning occurs over a lifetime, drawing on experiences across multiple settings, the wider opportunity is to support learners in recording, linking, recalling and sharing their diverse learning events.


2. Learning Through Argumentation

Students can advance their understanding of science and mathematics by arguing in ways similar to professional scientists and mathematicians. Argumentation helps students attend to contrasting ideas, which can deepen their learning. It makes technical reasoning public, for all to learn. It also allows students to refine ideas with others, so they learn how scientists work together to establish or refute claims.

Teachers can spark meaningful discussion in classrooms by encouraging students to ask open-ended questions, re-state remarks in more scientific language, and develop and use models to construct explanations. When students argue in scientific ways, they learn how to take turns, listen actively, and respond constructively to others. Professional development can help teachers to learn these strategies and overcome challenges, such as how to share their intellectual expertise with students appropriately.


3. Incidental Learning

Incidental learning is unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. Early research on this topic dealt with how people learn in their daily routines at their workplaces.

For many people, mobile devices have been integrated into their daily lives, providing many opportunities for technology-supported incidental learning. Unlike formal education, incidental learning is not led by a teacher, nor does it follow a structured curriculum, or result in formal certification.

However, it may trigger self-reflection and this could be used to encourage learners to reconceive what could otherwise be isolated learning fragments as part of more coherent and longer-termm learning journeys.


4. Context-Based Learning

Context enables us to learn from experience. By interpreting new information in the context of where and when it occurs and relating it to what we already know, we come to understand its relevance and meaning. In a classroom or lecture theater, the context is typically confined to a fixed space and limited time. Beyond the classroom, learning can come from an enriched context such as visiting a heritage site or museum, or being immersed in a good book.

We have opportunities to create context, by interacting with our surroundings, holding conversations, making notes, and modifying nearby objects. We can also come to understand context by exploring the world around us, supported by guides and measuring instruments. It follows that to design effective sites for learning, at schools, museums and websites, requires a deep understanding of how context shapes and is shaped by the process of learning.


5. Computational Thinking

Computational thinking is a powerful approach to thinking and problem solving. It involves breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging).

Such computational thinking skills can be valuable in many aspects of life, ranging from writing a recipe to share a favorite dish with friends, through planning a holiday or expedition, to deploying a scientific team to tackle a difficult challenge like an outbreak of disease.

The aim is to teach children to structure problems so they can be solved. Computational thinking can be taught as part of mathematics, science and art or in other settings. The aim is not just to encourage children to be computer coders, but also to master an art of thinking that will enable them to tackle complex challenges in all aspects of their lives.


6. Learning By Doing Science (with Remote Labs)

Engaging with authentic scientific tools and practices such as controlling remote laboratory experiments or telescopes can build science inquiry skills, improve conceptual understanding, and increase motivation. Remote access to specialized equipment, first developed for scientists and university students, is now expanding to trainee teachers and school students. A remote lab typically consists of apparatus or equipment, robotic arms to operate it, and cameras that provide views of the experiments as they unfold.

Remote lab systems can reduce barriers to participation by providing user-friendly Web interfaces, curriculum materials, and professional development for teachers.

With appropriate support, access to remote labs can deepen understanding for teachers and students by offering hands-on investigations and opportunities for direct-observation that complement textbook learning. Access to remote labs can also bring such experiences into the school classroom. For example, students can use a high-quality, distant telescope to make observations of the night sky during daytime school science classes.


7. Embodied Learning

Embodied learning involves self-awareness of the body interacting with a real or simulated world to support the learning process. When learning a new sport, physical movement is an obvious part of the learning process. In embodied learning, the aim is that mind and body work together so that physical feedback and actions reinforce the learning process.

Technology to aid this includes wearable sensors that gather personal physical and biological data, visual systems that track movement, and mobile devices that respond to actions such as tilting and motion. This approach can be applied to the exploration of aspects of physical sciences such as friction, acceleration, and force, or to investigate simulated situations such as the structure of molecules.

For more general learning, the process of physical action provides a way to engage learners in feeling as they learn. Being more aware of how one’s body interacts with the world can also support the development of a mindful approach to learning and well-being.


8. Adaptive Teaching

All learners are different. However, most educational presentations and materials are the same for all. This creates a learning problem, by putting a burden on the learner to figure out how to engage with the content. It means that some learners will be bored, others will be lost, and very few are likely to discover paths through the content that result in optimal learning. Adaptive teaching offers a solution to this problem. It uses data about a learner’s previous and current learning to create a personalized path through educational content.

Adaptive teaching systems recommend the best places to start new content and when to review old content. They also provide various tools for monitoring one’s progress. They build on longstanding learning practices, such as textbook reading, and add a layer of computer-guided support.

Data such as time spent reading and self-assessment scores can form a basis for guiding each learner through educational materials. Adaptive teaching can either be applied to classroom activities or in online environments where learners control their own pace of study.


9. Analytics Of Emotions

Automated methods of eye tracking and facial recognition can analyze how students learn, then respond differently to their emotional and cognitive states. Typical cognitive aspects of learning include whether students have answered a question and how they explain their knowledge. Non-cognitive aspects include whether a student is frustrated, confused, or distracted.

More generally, students have mindsets (such as seeing their brain as fixed or malleable), strategies (such as reflecting on learning, seeking help and planning how to learn), and qualities of engagement (such as tenacity) which deeply affect how they learn.

For classroom teaching, a promising approach is to combine computer-based systems for cognitive tutoring with the expertise of human teachers in responding to students’ emotions and dispositions, so that teaching can become more responsive to the whole learner.


10. Stealth Assessment

The automatic data collection that goes on in the background when students work with rich digital environments can be applied to unobtrusive, ‘stealth’, assessment of their learning processes.

Stealth assessment borrows techniques from online role-playing games such as World of Warcraft, in which the system continually collects data about players’ actions, making inferences about their goals and strategies in order to present appropriate new challenges. This idea of embedding assessment into a simulated learning environment is now being extended to schools, in topics such as science and history, as well as to adult education.

The claim is that stealth assessment can test hard-to-measure aspects of learning such as perseverance, creativity, and strategic thinking. It can also collect information about students’ learning states and processes without asking them to stop and take an examination. In principle, stealth assessment techniques could provide teachers with continual data on how each learner is progressing.

Drawing on the best of the natural resources’ sciences, engineering, and electrical, Great Lakes’ vision is to offer the most unique and illustrious course of practical training in the fields of oil and gas by:

  • Offering a stimulating academic curriculum that focuses on the nature of oil and gas exploration, production, management and transportation;
  • Providing a high quality continuing and professional education curriculum in a variety of fields related to oil and gas;
  • Understanding and meeting the needs of its students, communities and other constituents as they follow their various professional career paths;
  • Fostering knowledge of the existence of a dimension to oil and gas greater than the individual and instilling the notion that connecting with this larger part of this discipline is instrumental to creativity, health, and optimum human performance;
  • Encouraging students to test and apply practical concepts personally in order to experience personal growth and integration;
  • Enabling individuals to change their lives for the better, positively affecting their relationships and their surroundings in the process; and
  • Giving individual’s life experience with their highest integrated potential and their interrelationship to the rest of humankind.

Great Lakes College is fully committed to equal opportunity and does not discriminate on the basis of race, color, gender, age, national or ethnic origin, political affiliation, sexual orientation, religion or disability. The rights, privileges, programs, and activities generally accorded or made available to students by the college, including educational policies, admission policies, scholarship programs, and other school-administered programs are the same for, and available to all persons.

Great Lakes College adheres to all civil rights laws banning discrimination in private institutions of higher education. Great Lakes College will not discriminate against any employee, applicant for employment, student or applicant for admission on the basis of race, color, sex/gender, gender identity, gender expression, pregnancy, political affiliation, religion, creed, ethnicity, national origin (including ancestry), citizenship status, physical or mental disability of a qualified individual, age, marital status, family responsibilities, sexual orientation, veteran or military status (including special disabled veteran, Vietnam-era veteran, or recently separated veteran), predisposing genetic characteristics, domestic violence victim status, or any other protected category under applicable local, state, or federal law, including protections for those opposing discrimination or participating in any complaint process on campus or within the Equal Employment Opportunity Commission or other human rights agencies.

Great Lakes College will not request or require the disclosure of genetic information except as may be permitted under the Genetic Information Nondisclosure Act. This non-discrimination policy applies to all personnel actions, including, but not limited to, recruitment, selection, placement, training, advancement, transfers, demotions, or layoffs, and all matters involving compensation.

The College prohibits discrimination which denies full and equal employment of, and opportunity to participate in and benefit from, the goods, services, facilities, privileges, advantages, and accommodations offered by the College, including, but not limited to, educational opportunities and access to facilities and other services by otherwise qualified individuals. The College will provide reasonable accommodations to qualified individuals with disabilities.

This policy covers nondiscrimination in employment and in access to educational opportunities. Therefore, any member of the campus community, guest, or visitor who acts to deny, deprive, or limit the educational, employment, residential, and/or social access, benefits, and/or opportunities of any member of the campus community on the basis of their actual or perceived membership in the protected classes listed above is in violation of Great Lakes College’s policy on nondiscrimination. When brought to the attention of the College, any such discrimination will be appropriately remedied by the College.


Our college-centric team works in collaboration with universities, colleges and training providers to develop customized plans for successful program implementation and launch. We provide step-by-step support and guidance to efficiently align systems, processes and teams to deliver an exceptional student experience.

  • Market Research & Analysis
  • Change Management
  • Program Launch & Ongoing Management


Market Research & Analysis

Prior to any new program launch, we conduct a strategic analysis of market size and potential, demand trends and competition. Together with partner universities, colleges and training providers, we develop the most competitive positioning for each degree program.


Change Management

We help universities, colleges and training providers align processes and resources to optimize the student experience from application through graduation. Our operational and project management experts work with college admissions, registration, IT and other administrative offices to prepare a college’s existing systems and processes for enrollment growth on an accelerated academic calendar.

  • Process Review Examine current processes
  • Gap Analysis Identify deficiencies and action plan
  • Process Optimization Streamline and automate to meet objectives


Program Launch & Ongoing Management

Our team will prepare a tailored project and implementation plan for the launch of programs based on the findings from readiness sessions conducted with each partner. Once the plan has been jointly defined and approved, the team will develop a road map to close any identified operational and technical gaps which may adversely affect the student experience. We then begin the process of integrating a college’s systems, processes and technology with Great Lakes to ensure seamless and accurate information exchange, which is critical in guiding students in their enrollment journey.

Once a program has launched, our team will continue to optimize the student experience and conduct workshops and cross-functional debriefs to identify opportunities for improvement. Managing Directors will meet regularly with college teams to review progress against the mutual goals of the partnership.

Your Privacy

Great Lakes believes in protecting the integrity and privacy of personal information gathered from our students and from inquirers to our websites. Because protecting your privacy is of great importance to us, we have created this privacy policy to communicate our practices regarding the collection and dissemination of personal information that can be linked to a specific individual, such as a name, address, phone number, email address, or any other information provided to us by our members and by visitors to our websites.  


What information does Great Lakes collect?

We do not collect personal information from our inquirers or students other than that which is supplied to us on a voluntary basis.  



We collect the aggregate information on what pages consumers access or visit, user-specific information on what pages consumers access or visit, and other information volunteered by the consumer, such as survey information and/or site registrations. The information we collect is used to improve the content of our website and web pages, to customize the content and/or layout of our page(s) for each individual visitor, and/or to notify consumers about updates to our website.  



What is a Cookie? A cookie is a small piece of data that is stored on a visitor’s hard drive but does not contain any personal information itself. Cookies enhance a visitor’s experience by preventing the visitor from having to login or provide information each time he or she revisits our AtlanticUniv.edu website and by customizing content based on a visitor’s interests. We use cookies to store site visitors’ preferences, record session information, record user-specific information on what page(s) users access or visit, alert visitors to new areas that we think might be of interest to them when they return to our website, record past activity at our site in order to provide better service when visitors return to our site, and customize web page content based on visitors’ browser type or other information that the visitor sends.  



Great Lakes is extremely protective of the information gathered through its membership and websites. Our websites have security measures in place to protect against the loss, misuse, or alteration of the information under our control. Our Web server is located in a locked, secure environment. When you visit Great Lakes online, apply for admission, we use a secure server and encryption to protect your financial and other personal information during transmission.  


Student Privacy Policy

Great Lakes does not sell, trade, or share a student’s personal information with anyone else, nor do we send any mailings on behalf of other organizations.  



If you have requested information and provided your email address, you will receive regular updates from us from Constant Contact. If you do not wish to receive email from us in the future, please use the unsubscribe link that is provided at the bottom of every email that is sent from Great Lakes or by completing our online Contact Us form. Students will receive regular email digest from our third-party email partner, Constant Contact to their university email, unless they have unsubscribed.  

Telephone Number

If you supply us with your telephone number(s), we may call you for clarification of details on your order or the status of your inquiry or student status. We will not share your number with any other companies or organizations. Occasionally, Great Lakes may use a third-party SMS text service to text students and inquirers who request text messages about upcoming dates and events. You may unsubscribe from these SMS texts at any time by responding “STOP” to 797979.  


A Final Note

From time to time, we may use inquirer and/or student information for new, unanticipated uses not previously disclosed in our privacy notice. If our information practices change at some time in the future, we will post the policy changes to our Web site to notify you of these changes and provide you with the ability to opt out of these new uses. If you are concerned about how your information is used, you should check back at our Web site periodically. Customers may prevent their information from being used for purposes other than those for which it was originally collected by contacting us at the above postal address or telephone number or completing our online Contact Us form. They may also unsubscribe at any time from email digest by selecting “Unsubscribe” at the bottom of any email from Great Lakes. If at any time you would like to have your information completely removed from Great Lakes records, please send an email to info@greatlakes.edu. If you feel that this site is not following its stated policy, please contact us at the above postal address or telephone number or complete our online Contact Us form.

Financial Considerations

Components of Costs in Rate: All costs, subsidies, and revenue relating to a service center must be accounted for within the general ledger. Separate Accounting: All Academic Service Centers are required to maintain Brown general ledger account codes (“worktags” in the Workday financial system) that are sufficiently segregated and detailed to facilitate the financial reviews required by this policy.  


Rate Development and Break-even Considerations

An Academic Service Center must develop rates so that revenues do not exceed expenses for services provided to customers. An Academic Service Center’s surplus or deficit for a given fiscal year should not exceed 25% of annual operating expenses. Academic Service Centers may be subsidized by departmental funds. A mid-year review is strongly recommended. To the extent that there is a deficit for the fiscal year, the rates should be increased in subsequent years to reduce the carried forward deficit balance over a period of time. To the extent that there is a surplus of 25% or less the surplus may remain in the Academic Service Center. Surpluses beyond the 25% range should be eliminated through rate adjustments or expense realignment. When it appears that the operating results will exceed the 25% break-even range at fiscal year-end, the service center should adjust its rates.  


Non-discriminatory Rates

An Academic Service Center must charge all internal users at the same rate for the same level of services or products purchased in the same circumstances. The use of special rates, such as for high volume work or off-hour usage, is allowed, but the special rates must be equally available to all users. External users, however, may be charged a higher rate that includes the facilities and administrative costs of the Academic Service Center. Additionally, commercial customers may be charged rates above the total direct and indirect costs. Funds generated by incremental charges to external customers must be used exclusively to support the Academic Service Center. No funds can be transferred outside the service center.  


Pricing for Multiple Services

An Academic Service Center is required to document the rate calculation for each type of service it provides. Academic Service Centers with multiple services must ensure that there is no cross subsidization between user groups. Combining the results of various services is not acceptable if the mix of users for each service is different.  


Service Center Annual Rate Proposal Form

Each Academic Service Center is required to document its rate calculations annually by completing the “Service Center Annual Rate Proposal Form” or by providing alternative documentation. The purpose of the form is to document the use of the general ledger and provide the information used in rate calculations (anticipated volume, expenses, inclusion of carry forward balances). This information will be reviewed and utilized by individuals outside the Academic Service Centers, including the department financial managers and the Controller’s Office.  


Billing Procedures

Billing must be based upon measured and documented utilization. All billing must be processed on a timely basis at established Academic Service Center rates. Academic Service Centers should provide appropriate invoicing documentation. All invoices must include the name of the services/goods provided (e.g., genetic sequencing or glass washing), – the number of units (e.g., pounds, hours, # of items), and the amount charged per unit. The Academic Service Center is responsible for the proper use of the Workday worktags related to the recording of revenue and expenses.
  • Billing cannot occur until the goods or services have been rendered
  • Each Academic Service Center must bill twelve months of activity within a fiscal year, and billing should be performed monthly
  • Academic Service Center revenues from internal users must be recorded using the Ledger Account LA68000: Internal Services and Spend Category Internal Billing (9800). The journal source Service Center Billing should be used for internal billing.
  • Revenues from external customers must be recorded in Ledger Account LA40600: Other Income and Sales Item Service Center Sales.


Mid-year Review

The local level managing units are responsible for evaluating their financial performance throughout the year; at least one interim rate review should be performed during each fiscal year. Rates may be adjusted at mid-year or at any other points during the year if the Academic Service Center determines that they will be out of compliance with respect to break-even status without a rate adjustment. Proper documentation is required for rate adjustments.  


Designated Fund Transfers

Academic Service Centers may not transfer balances out of the Academic Service Center’s Cost Center. Surpluses or deficits must be carried forward to the following fiscal year through a designated fund transfer within the Academic Service Center Cost Center. The operating surplus/deficit should be included in calculating subsequent years’ rates and break-even position.  


Record Retention

Academic Service Centers must retain financial documentation. For additional information, see the Great Lakes Record Retention Schedule.


Unit-level responsibilities

Local managing units are responsible for oversight of ongoing operations and compliance with this policy. These responsibilities include:
  • Initiate creation and/or dissolution of new Academic Service Centers with the Controller’s Office.
  • Account for the operations of the Academic Service Center and report annually on revenues, expenses and balances generated by the Service Center’s activities
  • Review financial information periodically to ensure break-even status or necessity to change rates
  • Calculate rates, at least annually, based on estimated expense data and projected usage and complete the Service Center Annual Rate Proposal Form that is submitted annually to the Controller’s Office
  • For Academic Service Centers that include depreciation as a component of expenses, create and maintain information on equipment purchases and applicable depreciation
  • Ensure that rates comply with the guidance in this policy and are reported and reviewed by the Controller’s Office
  • Account for subsidies, revenue generated from Facilities and Administration (F&A) costs included in the rates, and for any accumulated depreciation reserves, if applicable
  • Review the annual financial results for Academic Service Centers including income and expenses to ensure that the balance forward is within the recommended 25% margin
  • Assist with internal and external audits


Central Office responsibilities

  • The Controller’s Office will maintain this policy and provide oversight and guidance relating to the policy
  • The Controller’s Office will maintain a current Academic Service Center list
  • The Controller’s Office will review and approve rates on an annual basis
  • The Office of Vice President for Research will meet annually with the Controller’s Office to monitor compliance with this policy and timely submission of service center rates

1. Policy Application

This policy applies to all career college students of Great Lakes Technical Training.


2. The Scope

This policy applies to complaints of sexual violence that have occurred on Great Lakes Technical Training’s campus or at one of our events and involves our students.


3. Purpose and Intent

All of Great Lakes Technical Training students have a right to study in an environment free of sexual violence.

This document sets out our policy on sexual violence involving our students, defines prohibited behaviours, and outlines our investigative processes for sexual violence.


4. Policy Objectives

Great Lakes Technical Training is committed to providing our students with an educational environment free from sexual violence and treating those students who report incidents of sexual violence with dignity and respect.

To that end Great Lakes Technical Training will provide a copy of the policy to our students, and educate them together with our career college management, employees and contractors about this policy and how to identify situations that involve, or could progress into sexual violence against our students and how to reduce it.

Where a complaint has been made, under this policy, of sexual violence Great Lakes Technical Training will take all reasonable steps to investigate it, including as follows:

  1. Providing on-campus investigation procedures to students for sexual violence complaints;
  2. Responding promptly to any complaint and providing reasonable updates to the complainant and the respondent about the status of the investigation;
  3. Assisting the students who have experienced sexual violence in obtaining counselling and medical care;
  4. Providing students who have experienced sexual violence with appropriate academic and other accommodation and;
  5. Providing students who have experienced sexual violence with information about reporting options as set out in Appendix 1.


5. Definition of Sexual Violence

This policy prohibits sexual violence which means any sexual act or act targeting a person’s sexuality, gender identity or gender expression whether the act is physical or psychological in nature, that is committed, threatened or attempted against a person without the person’s consent, and includes sexual assault, sexual harassment, stalking, indecent exposure, voyeurism and sexual exploitation.


6. Reporting and Responding to Sexual Violence

Students, faculty and staff of Great Lakes Technical Training will take all reasonable steps to prevent sexual violence involving our students on our career college campus or events by reporting immediately to the Director, Patricia Bastien, if our students have been subject to, or they have witnessed or have knowledge of sexual violence involving our students, or have reason to believe that sexual violence has occurred or may occur which involves our students.

Subject to paragraph 7 below, to the extend it is possible, Patricia Bastien will attempt to keep all information disclosed confidential except in those circumstances it believes an individual is at imminent risk of self-harm, or of harming another, or there are reasonable grounds to believe that others on our campus or the broader community are at risk.

Great Lakes Technical Training recognizes the right of complainant to determine how her or his complaint will be dealt with. However, in certain circumstances, Great Lakes Technical Training may be required by law or its internal policies to initiate an internal investigation and/or inform police without the complainant’s consent, if it believes the safety of members of its campus or the broader community is at risk.

A complainant seeking accommodation should contact Patricia Bastien.


7. Investigating Reports of Sexual Violence

A complaint of sexual violence may be filed under this policy, by any student of our career college, to Patricia Bastien in writing.

A complainant may ask another person to be present during the investigation.


Upon a complaint of alleged sexual violence being made Patricia Bastien will initiate an investigation, including as follows:

  1. Determining whether the incident should be referred immediately to police;
  2. Determining what interim measures, if any, need to be taken during the investigation;
  3. Meeting with the complainant to determine the date and time of the incident, the person involved, the names of any person who witnessed the incident and a complete description of what occurred;
  4. Interviewing the complainant, any person involved in the incident and any identified witnesses;
  5. Interviewing any other person who may have knowledge of incidents related to the complaint or any other similar incidents;
  6. Informing the respondent of the complaint, providing details of the allegations and giving the respondent the opportunity to respond to those allegations;
  7. Providing reasonable updates to the complainant and the respondent about the status of the investigation; and
  8. Determining what disciplinary action, if any, should be taken.


8. Disciplinary Measures

If it is determined by Great Lakes Technical Training that a student of our career college has been involved in sexual violence, immediate disciplinary or corrective action will be taken up to and including termination of employment of instructors or staff or expulsion of a student.

In cases where criminal proceedings are initiated Great Lakes Technical Training will assist police agencies, lawyers, insurance companies, and courts to the fullest extent.

Where criminal and/or civil proceedings are commenced in respect of allegations of sexual violence Great Lakes Technical Training may conduct its own independent investigation and make its own determination in accordance with its own policies and procedures.


9. Making false statements

It is a violation of this policy for anyone to knowingly make a false complaint of sexual violence or to provide false information about a complaint. Individuals who violate this policy are subject to disciplinary and/or corrective action, up to and including termination of employment of instructors or staff or expulsion of a student.


10. Reprisal

It is a violation of this policy for anyone to knowingly make a false complaint of sexual violence or to provide false information about a complaint. Individuals who violate this policy are subject to disciplinary and/or corrective action, up to and including termination of employment of instructors or staff or expulsion of a student.


11. Review

This policy will be reviewed 3 years after it is first implemented.


12. Collection of Student Data

Great Lakes Technical Training shall collect and be prepared to provide upon request by the Superintendent of Private Career Colleges such data and information as required according to Subsection 32.3(8), (9) and (10) of the Schedule 5 of the Private Career Colleges Act, 2005 as amended.


13. Resources

Rape crisis centres in the Windsor, Essex, and Lambton area.



Chatham-Kent Sexual Assault Crisis Centre
24 hour Crisis Line: 519-354-8688
Office/TTY: 519-354-8908



Sexual Assault Survivors Centre Sarnia-Lambton
Crisis: 519-337-3320 or 1-888-231-0536
Office: 519-337-3154



Sexual Assault Crisis Centre of Essex County
Crisis: 519-258-9667

Respect for the Integrity of the Academic Process

The rights and responsibilities that accompany academic freedom are at the heart of the intellectual purposes of the College. Our conduct as community members should protect and promote the College’s pursuit of its academic mission. We are all, therefore, expected to conduct ourselves with integrity in our learning, teaching, and research, and in the ways in which we manage and support those endeavors.


Individual Integrity

In order to ensure that the College can dedicate itself fully to its academic and educational vision, it is expected that an individual’s personal integrity will be reflected not only in honest and responsible actions, but also in a willingness to offer direction to others whose actions may be harmful to themselves or the community. The College expects that members of the Great Lakes community will be truthful and forthright. The College also expects that community members will not engage in behavior that endangers their own sustained effectiveness or that has serious ramifications for their own or others’ safety, welfare, academic well-being or professional obligations.  


Respect for the Freedoms and Privileges of Others

We strive for a sense of community in which the individual growth of all members is advanced through the cultivation of mutual respect, tolerance and understanding. Great Lakes College values and encourages individuality while also affirming the need to maintain a climate in which the activities of academic and community life may be freely pursued. A socially responsible community provides a structure within which individual freedoms may flourish without threatening the privileges or freedoms of other individuals or groups.  


Statement of Non-Discrimination

Great Lakes College does not discriminate on the basis of sex, race, color, religion, age, disability, status as a veteran, national or ethnic origin, sexual orientation, gender identity, gender expression or any other category protected by applicable law, in the administration of its educational policies, admission policies, scholarship and loan programs, or other school-administered programs. The College is committed to honest, open and equitable engagement with racial, religious, gender, ethnic, sexual orientation and other differences. The College seeks to promote an environment that in its diversity is integral to the academic, educational and community purposes of the institution.  


We respect Academic Freedom and Freedom of Expression and Inquiry

Great Lakes College affirms that academic freedom is essential to the function of education and to the pursuit of scholarship in universities and, mindful of its historic commitment to scholarship and to the free exchange of ideas, affirms that members of the community shall enjoy full freedom in their teaching, learning, and research. This includes freedom of religious belief, of speech, of press, of association and assembly, of political activity inside and outside the College, the right to petition the authorities, public and College, to invite speakers of their choice to the campus, and that students and faculty members as such should not be required to take any oath not required of other citizens. The time, place, and manner of exercising these rights on the campus shall be subject to reasonable regulation only to prevent interference with the normal functions of the College.


We Maintain the Confidentiality and Privacy of Information

As a member of the Great Lakes College community, you receive and produce various types of confidential, proprietary and private information on behalf of the College. Access to confidential information should be limited to those who require it to discharge their duties. When you receive confidential information you have a responsibility to maintain and safeguard this information and use it with consideration and ethical regard for others. You must not divulge non-public information regarding the College to an outside party, or to those within the College, except for legitimate business, research or academic purposes. You will not directly exchange with another institution College information that includes prospective tuition, financial aid or salary plans. Circumventing or attempting to circumvent restrictions on the use and dissemination of confidential information is considered a serious offense. Your obligations regarding confidential information continue after your relationship with the College ends. It is imperative that you comply with all laws, third-party agreements and College policies and principles pertaining to the use, protection and disclosure of confidential information. Some departments, based upon the nature of their responsibilities, have established stricter standards for confidentiality. In these cases, the stricter departmental standards will apply.  


Computing Resources

The computing resources at Great Lakes College support its educational, instructional, research and administrative activities. Use of these computing resources is a privilege that is extended to you as a member of the Great Lakes community. Your use of these services and facilities may allow you to have access to valuable College resources, to sensitive data and to internal and external networks. Consequently, it is important for you to behave in a responsible, ethical and legal manner.  


We Avoid or Disclose Conflict of Interest and Commitment

All decisions and actions taken by you, as a member of the Great Lakes community, in the conduct of College business, will be made in a manner that promotes the best interests of Great Lakes College. You have an obligation to address both the substance and the appearance of conflicts of interest and commitment and, if they arise, to disclose them to the appropriate College representative and withdraw from debate, voting, or other decision-making processes where a conflict of interest exists or might arise.  


Conflict of Interest

A conflict of interest may take many forms but arises when you, as a member of the Great Lakes community, might be able to use the authority of your Great Lakes position to:
  • Influence the College’s business decisions in ways to give improper advantage or financial benefit to yourself, a family member or associate, or;
  • Obtain for yourself, a family member, or an associate a financial benefit beyond the compensation you are authorized to receive for performing your College responsibilities.


Conflict of Commitment

A conflict of commitment occurs when a commitment to activities outside of your College responsibilities interferes with your capacity to meet your College responsibilities. It is recognized that some of your outside service and professional responsibilities can and do benefit Great Lakes. If you are a Corporation member, your outside responsibilities do not ordinarily pose conflicts of commitment because your service to the College is uncompensated. As a member of the Great Lakes community, you must disclose any outside activity that is, or may be perceived to be, a conflict of commitment so that these activities can be managed properly.


We Respect College Resources

As members of the Great Lakes College community, we respect and conserve the general resources and physical property of the College. Such resources are assets in which community members have a vested interest, as these resources specifically support the College’s mission. College resources include, but are not limited to College equipment, communications systems and solutions; technology; software and service licensing; procurement tools; and databases containing personal information. It also includes the time and effort of employees, students and others at Great Lakes; and those resources purchased/paid with College funds, including funds received by Great Lakes through government or other external funding sources. College resources are reserved for business purpose use on behalf of the College. The use of College resources for personal gain or advantage, or for the benefit or gain of any other individual or outside entity (including organizations in which you have a vested interest) is strictly prohibited. You may not use the College name and/or visual identity (logos and associated word marks), other than in the context of your Great Lakes responsibilities. Any personal use of College resources must be in accordance with published limitations; should not incur any additional expense to the College; should not interfere with an employee’s obligation to carry out College duties in a timely and effective manner; must in no way undermine official College business; must not involve activities that are unlawful or inappropriate; and should never be used in a way that seems to connote Great Lakes College sponsorship of personal ventures.  


We Treat Each Other with Respect

Great Lakes College is an institution dedicated to the pursuit of excellence and facilitation of an environment that fosters this goal. Central to this institutional commitment is the principle of treating each community member fairly and with respect. The College prohibits discrimination and harassment and provides equal opportunities for all community members and applicants. We, as members of the Great Lakes College community, share a commitment to performing our duties in accordance with the highest standards of ethics and in compliance with College policies and all applicable laws and regulations.


We Comply with the Law

Great Lakes College is committed to the highest standards of ethical and professional conduct. This means, we conduct business on behalf of the College adhering to these standards in the performance of our duties. It is the responsibility of each individual – whether a faculty or staff member, student employee or volunteer acting on behalf of the College – to comply with legal and regulatory requirements, policies and procedures that apply to an individual’s particular duties. If you are a manager or supervisor, you are also responsible for teaching and monitoring compliance. If you have a question pertaining to interpretation or applicability of a policy, you can contact the individual who has oversight of, or responsibility for, the policy. If you are a senior officer of the College, you may consult, as needed, with the Office of General Counsel regarding unresolved questions and/or interpretation of laws and regulations.


Contractual Obligations

Accepting an agreement or contract, including sponsored project funding, may create a legal obligation on the part of Great Lakes College. We must comply with the terms and conditions of the agreement as well as applicable laws and regulations. Therefore, only if you have authority delegated by an appropriate College official can you enter into agreements or contracts on behalf of the College; otherwise, you cannot sign an agreement.


Environmental Health and Safety, including Workplace Health and Safety

Members of the College community have a shared responsibility to ensure a safe workplace and to protect the health and safety of all students, faculty, staff and visitors. This means you adhere to good health and safety policies and practices; comply with all environmental health and safety laws, regulations and related College policies; attend required training; and report unsafe conditions, equipment, or practices to College officials.  


Non-College Professional Standards

Some professions and disciplines represented at the College are governed by standards and codes specific to their profession (such as attorneys, certified public accountants and medical doctors). These professional standards generally advance the quality of the profession and/or discipline by developing codes of ethics, conduct and professional responsibility and standards to guide their members. If you belong to such organizations, you are expected to adhere to College policies and this Code of Conduct, in addition to any professional standards. If you believe there is a conflict between a professional standard and College policy, you should discuss the concern with your supervisor.  


Academic Policies

Academic policies are located in the Academic Code, and Code of Student Conduct; Graduate Academic Code and Student Conduct Code; as well as the Handbook of Academic of Administration.


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