• Purchase and installation of all flooring, tiles and light fixtures at our new Ampere Makerspace
• The creation and piloting of Jumpstart Trades, an innovative program to introduce young women to the field of skilled trades.

• Complete interior wall framing, purchase and installation of insulation, drywall installation, purchase and installation of interior doors, purchase and installation of door trim, floor leveling and spray foam insulation (all of this is for 2 of the building’s 3 floors).

• Skills Development Fund – Constructing a new Skilled Trades Centre.

• Renewed funding for the development of multiple courses, interactive learning tools and resources focused on The Accessibility for Ontarians with Disabilities Act (AODA) for both employers in the restaurant/food service, retail, and agricultural sectors, as well as community groups.
• Education focused on digital technology to help older adults manage finances, manage healthy diets and nutrition, and better connect with their community and loved ones.

• The promotion of the Skilled Trades in Central Ontario, including the construction of a new Skilled Trades Centre at our new Makerspace.

• The creation and printing of a special Issue of the Root & STEM magazine to support delivery of the recently released ‘Digital Technologies and Innovations in the Changing World’ Course, as well as online resources that support K–12 educators in teaching digital skills.

The post Celebrating Incredible Funders Supporting STEAM Education and Facilities in The City of Kawartha Lakes appeared first on Ampere Association.

Enter by Jan. 2, 2025 for a chance to win a scholarship to the only STEAM School in Kawartha Lakes

Ampere, formerly Pinnguaq, is excited to announce the first ever STEAM School Scholarship, available to one learner between the ages of 9 and 12 years old.

Families of learners passionate about  science, technology, engineering, art and math (STEAM) are invited to submit a completed entry form, available at STEAMschools, by 12 p.m. on Jan. 2, 2025, for a chance to win. The scholarship allows one learner to attend STEAM School one day per week between January and June 2025, excluding the week of March 10, when the school is not operating.

STEAM School, launched in Lindsay in September 2024, is a day school that gives learners in Grades 4 to 6 the chance to advance their knowledge of STEAM subjects and our STEAM-powered world and how they can contribute to it meaningfully.

“At STEAM School, learners get to experience STEAM in hands-on ways that make sense to them. It’s engaging and student-led, with the bonus of access to small class sizes, the latest learning tools, technology and resources ,” says Ryan Oliver, CEO of Ampere.

“What’s even more exciting is the winner of this scholarship, as well as everyone else who enrols in STEAM School starting in January, will be among the first learners in our new, 3500-square foot Makerspace,” he continues, noting he looks forward to welcoming the community to the new hub at 12 Peel St., Lindsay opening in January 2025.

For more information about STEAM School, and the scholarship, visit the STEAMschools Website.

The post Win a STEAM School Scholarship through Ampere appeared first on Ampere Association.

Ampere is a community focused on community.

The truth is, we’re not a family. We have our own families, our own lives, our own experiences, our own identities and together, we are a community.

“And” not “but”; we are not a community in spite of these differences, we are a community with these qualities, qualities that make us stronger and better equipped to pursue our shared goal.

We share the goal of sustainable, equitable access to science, technology, engineering, art and math (STEAM) education and support each other on that mission. We also share values that enable us to connect with one another as well as with the communities we’re honoured to work within and alongside, values such as sustainability, equity, creativity and a community-centered approach in all we do.

With a common mission and aligned principles, we are ready to embrace the STEAM-powered world and support others wanting to do the same.

At Ampere, we embrace a Lifecycle approach, our commitment to supporting the needs of learners and communities at each stage of their growth. Whether you’re just getting started or are ready to help others explore and discover exciting opportunities in STEAM, Ampere is eager to help.

The Lifecycle highlights six areas of focus for Ampere as we work with various communities: advocacy, mentorship, production, education, resources, and employment.

But our Lifecycle doesn’t just apply to our work externally, it applies to our own team as well.

Just take a look at our Lifecycle Superstars who have grown through their time with us. Tanner Big Canoe, for example, started as a Makerspace Assistant while he was still in high school. He has embraced mentorship and educational opportunities and has now reached a new level of his employment as the Director of Production.

“With support through work experience with amazing colleagues, role shift opportunities and education leave, I’ve really had the ability to lean into the things that I am passionate about within the organisation,” says Big Canoe.

Through our community-centred approach and honest dedication to equity, Ampere strives to create an environment where our team members feel a sense of belonging. They belong here and this work belongs to them, along with the other communities and organisations with whom we partner.

In April 2024, Ampere (formerly Pinnguaq) was honoured to receive the Diversity and Inclusion Excellence Award from the Lindsay and District Chamber of Commerce (LDCC).

According to the LDCC, the award honours a business in the City of Kawartha Lakes that has demonstrated exceptional leadership skills, innovation, efforts, and/or commitment to increasing equality, diversity, and inclusion in the workplace(s) for its employees, customer service, and the community as a whole.

That’s part of what you can expect from Ampere: a commitment to increasing equality, diversity and inclusion. It’s a commitment that extends beyond platitudes and posters. You feel it as you walk through the halls and chat with your colleagues, who feel safe enough to bring their authentic selves to work every day. You feel it in the framed photos on your peers’ desks, as families of all backgrounds and compositions light up the room. You feel it in the different languages spoken, the cultural practices shared, the children cheerfully visiting their loved ones, all of the little details expressing the individuality of the people behind this organisation.

At Ampere, we know our team works best when they are supported, both professionally and with respect to their well-being. Full time team members can access a robust benefits package for themselves and their dependents.

In addition to health (physical and mental) and dental coverage, our Wellness Reimbursement enables our team to pursue activities, programs or equipment that best suits their personal well-being needs.

Our People and Culture team continues to develop new programs and opportunities to support the Ampere squad such as Employee Resource Groups, an Employee Wellness Newsletter and regular activities like our beading workshop and staff photo contest.

Furthermore, Ampere’s Wellness Coordinator is here to support team members through whatever they might be experiencing in or out of the workplace and connect them to other resources as appropriate.

With 15 paid vacation days, 10 personal wellness days and a pension matching program, Ampere employees truly are encouraged and supported in the prioritization of their well-being.

Maybe you’re looking to bring your education expertise to a new environment, are eager to step into the world of STEAM for the first time or are interested in joining an organisation with an award-winning commitment to diversity and inclusion. Whatever the case, we’d love to hear from you.

Open positions at Ampere are listed on our website. Don’t see a role that feels like the right fit but still want to be part of the team? Feel free to submit a general application so we can stay connected.

The post Ampere’s Atmosphere: What it’s like to work with us appeared first on Ampere Association.

• The STEM acronym was first used in 2001 by the U.S. National Science Foundation (renamed, thanks to Judith Ramaley, from SMET).
• In 2006, Georgette Yakman was the first to suggest incorporating Arts would enhance the approach and make it a more complete strategy for allowing students to connect with learning.
• Art is a means of making science, technology, engineering and math more welcoming, but is also an equal outcome.
• Ampere embraces the arts in both the execution and development of our programming, as we lean into the creativity of our team, partners and learners.

You open a box and find randomly shaped, coloured pieces of cardboard. These pieces are all important and serve a purpose, but when dumped out of the box, it’s hard to imagine any sort of connection between them.

Then, you look at the box itself. On it, an image that makes you feel something. Maybe it makes you laugh, maybe it makes you think, maybe it gives you that warm, fuzzy feeling. The point is, the image has an impact. The art also brings the pieces together into something bigger: a complete puzzle.

The picture is not complete without all the pieces, but without the picture, the pieces aren’t as impactful.

When we talk about STEAM (science, technology, engineering, art and math) versus STEM (science, technology, engineering and math), we’re talking about the added value of including art as we learn skills crucial to future success. Art opens the door to STEM subjects, and it is an important and equal outcome.

Back up, what is STEM?

STEM stands for science, technology, engineering and math education. The acronym was introduced in 2001 by the U.S. National Science Foundation which previously used “SMET” to group the disciplines. Thankfully, American biologist Judith Ramaley (then-assistant director of education and human resources at NSF) rearranged the words to form the more pleasant-sounding STEM.

Adding the “A”

In 2006, Georgette Yakman, a master’s graduate of Virginia Polytechnic Institute and State University’s Integrated Science-Technology-Engineering-Mathematics Educational program, noted that STEM could be improved by adding art.

“STEAM is a way to take the benefits of STEM and complete the package by integrating these principles in and through the arts,” according to Strategic Partnership Agents of Change in Education.

“STEAM takes STEM to the next level: it allows students to connect their learning in these critical areas together with arts practices, elements, design principles, and standards to provide the whole pallet of learning at their disposal. STEAM removes limitations and replaces them with wonder, critique, inquiry, and innovation.”

Ampere: Powered by STEAM

At Ampere, our mission is to work alongside rural, remote, Indigenous and other communities to support the development of STEAM skills through innovative technology, art and play.

“S.T.E.M without an acknowledgement of the art that fuels it, doesn’t tell the whole story,” says Ryan Oliver, CEO and founder of Ampere. “Creativity is a core value of our organisation and the arts are the backbone of the communities we serve. For learners to engage their full potential, having the space to express their creativity as they explore science, technology, engineering and math is crucial.”

As we embrace our creativity in designing and co-designing our programming, we see first-hand the benefits of that artistic approach. At Ampere, the arts help us unlock and ignite new ways to learn and teach the “future-ready” skills.

Science, technology, engineering and math are undoubtedly key as we prepare for the ever-changing world. Embracing art in the learning and teaching process allows us to connect with learners in new ways while opening our eyes to new ways of thinking.

The post STEAM vs STEM appeared first on Ampere Association.

• Inequitable access to STEAM education and opportunities is a complex problem – it requires a sophisticated approach to achieve meaningful change for individuals and communities.
• That’s why Ampere has a Lifecycle composed of six key areas – education, resources, mentorship, employment, production and advocacy.
• It’s the opposite of a “one and done” approach to learning – our Lifecycle ensures that we’re there with support at every age, and every stage of life.
• The Lifecycle also ensures that our approach is built around community-led, sustainable change.

The history of Canadian Government intervention in equity-seeking communities is one of bandages—quick fixes with end dates tied to fiscal years and specific spend categories. This is an inherent byproduct of a Western funding model, inadvertently preferencing performative impact rather than long-term benefit.

How do you address a challenge like inequitable access to STEAM opportunities in rural, remote, and Indigenous communities when inequity is tied into complex, systemic issues that bridge more than one single grant, or donation could ever fix? It’s more than just education; learners need to have access to resources, mentors to look up to, employment to look forward to, tools to assist them along the way, and more.

Adopting a methodology rooted in the teachings of the Seventh Generation Principle, we seek to foster decision-making that will benefit seven generations into the future. One way we hold ourselves to that commitment is with the Ampere Lifecycle.

Our Lifecycle is our sophisticated approach to providing STEAM education and opportunities at every age and every stage of life for our learners and their communities. It’s nonlinear – you don’t have to access the elements in order. And it’s “learner guided” – matching need, with opportunities in STEAM. Whether learning to code, communicating safely online, building digital skills for a career, or “creating” purely for the pleasure of doing so.

The Lifecycle came about organically, says founder and CEO Ryan Oliver.

“With each session, I ran through what was previously called the te(a)ch program, we would realize another hole in our delivery plan and adjust accordingly,” he says.

As a result, the Lifecycle was born, highlighting six areas of focus for Ampere as we work with various communities: advocacy, mentorship, production, education, resources, and employment.

• Advocacy: We believe that promoting equal access to technology and the development of digital skills in rural and remote communities will build a more connected and equal world.
• Mentorship: We believe that mentoring will build capacity by amplifying voices, projects, and ideas and create mutually beneficial opportunities.
• Production: We believe that supporting learners to become active innovators, creators, and leaders in the use of technology will lead to community growth and sustainability.
• Education: We believe that delivering interactive, educational experiences that push the limits of technology and cultural expression fosters learning and agency.
• Resources: We believe that providing access to technology will disrupt the inequitable innovation flow between urban and rural and remote communities.
• Employment: We believe that gaining digital skills will provide sustainable, local careers in Science, Technology, Engineering, Arts, and Math (STEAM) fields.

It comes down to sustainability, Oliver continues. Rather than take a one-size-fits-all approach or simply go into a community and run a program for a week before leaving, never to return, Ampere realized the commitment – for equity seeking communities – must extend beyond a fiscal year or funding cycle.

“It is one thing for us to provide education in the community, but if we don’t provide resources – that education is over when we leave. It is one thing to make employment opportunities available, but if people don’t see and hear themselves already in those opportunities, there is minimal value. Hence, mentorship as a key piece. If those same people don’t have the education and resources – they can’t get those opportunities in the first place.”

Oliver says it’s about leveling the playing field, and the lifecycle emphasizes that our approach is built around community-led sustainability.

“Surrounding the entire thing is advocacy, because such a big part of our job is sharing this with funders and partners. Sharing that temporary funding – that fiscal-year dependent funding is good but can only go so far. We are taking on lifelong commitments to work with and boost up the communities we serve.”

Lifecycle Superstars

What is a Lifecycle Superstar? Ampere’s work is based on our Lifecycle model, and designed to engage learners at multiple stages in their personal growth and success. People connect with Ampere in multiple ways, including as program participants, as Interns, and as staff creating projects and programs. They are Superstars, and we are excited to share their stories.

Some of our Lifecycle Superstars include Tanner Big Canoe, Alyssa Rowe, Hailey Bennett, and Emily Puckrin.

See the Lifecycle in action:

• The Mega Impact of the Micro:bit
• Pinnguaq partners with DIGITAL for three skill-building programs
• Take Me Outside, Let’s Learn on the Land

The post Ampere’s Lifecycle: A Commitment to Communities appeared first on Ampere Association.

Our Lifecycle shows this – we are prepared and eager to support learners through all stages of their journey, be it through Advocacy, Mentorship, Productions, Education, Resources or Employment. In this case, local teachers are the learners.

Working with Nunavut Arctic College (NAC) and Nunavut Teacher Education Program (NTEP), Ampere connected with people from Northern communities who want to support the learners around them – their peers, their neighbours, their families. We helped these educators-to-be with their own education as they prepare for employment. 

In the Fall of 2023, Mary McDonald, Ampere’s Community Delivery Partnership Manager, taught a course session in partnership with NAC, with future educators from across six different communities. In December, Ampere also started a professional development course for the instructors themselves. There were two course sessions between January and April for teacher education students. 

These sessions allowed us to help bridge the digital literacy gap while modeling various teaching methods and tools for the future educators to consider bringing to their own classrooms. 

“It was a fantastic opportunity to work directly with folks who want to be teachers. What I found most exciting and inspiring was that most are mature students, most are parents and already active in the community, and it’s been identified to them that they would make good teachers,” says McDonald.

“They’re Inuit, of the community, working with the communities. In feedback from the students, the resounding thread through the process was about them being able to continue the work as teachers and continue the language, keeping the traditions alive, sharing education that is rooted in their language and culture.”

McDonald says the value of supporting educators from within the community in which they’ll teach cannot be underestimated.

“These are people in and of the community. It is their culture, their language, not someone coming from outside and trying to teach within that framework…They get to learn from within their communities,” she says.

“It allows building sustainability and capacity in their communities in a very exciting way.”

McDonald looks forward to the partnership with NAC continuing and is excited to see how it can evolve, potentially a holistic support model that contributes to Indigenous education in ways other than Ampere-led courses.

“We’ve learned a lot, really enjoyed the impact and learned from education students about what they need,” says McDonald, noting how meaningful the experience was and how she’s hopeful about where we can grow from here.

The post Nunavut Teacher Education Program: Building capacity among community educators appeared first on Ampere Association.

• Our partnership with local libraries allows us to connect with a new audience and meet them where they are, leaving an open invitation for them to join us in other capacities.
• The Makerpacks we create and distribute through the Library system are hands-on resources and educational experiences they can share with their family and friends.
• This collaboration with the Library continues to grow with workshops, support sessions and in-person activities for learners of all ages.

“Libraries store the energy that fuels the imagination” – American writer and producer Sidney Sheldon had it right. Libraries are a refuge, a resource, a community hub and, in Kawartha Lakes, an incredible partner in STEAM education.

Ampere has been working closely with the Kawartha Lakes Public Library and its branches for years, sharing the goal of encouraging STEAM education and skill development for people of all ages. Together, we create opportunities for at-home and in-branch learning in the heart of the communities we serve.

“My undergraduate degree is in English Literature, so being in the libraries makes me feel at home,“ says Emily Coombes, STEAM Educator with Ampere.

The library has a number of programs and resources that Ampere doesn’t, and vice versa. They also have an established presence in multiple communities, where people of all ages congregate to read, borrow books and attend programming. When we combine library resources with Ampere programs and resources, we’re able to reach more learners and offer more learning opportunities across the geographically dispersed Kawartha Lakes region.

“I love that we get to connect our knowledge to learners without even necessarily meeting them – with our Makerpacks, library visitors get to try out our activities without ever stepping foot in the Makerspace, but it also sometimes makes them interested in finding out what happens in the Makerspace,” says Coombes.

Makerpacks

The Makerpacks are small STEAM activity kits created by Ampere each month. We provide materials and instructions for an activity, along with book suggestions that align with the theme or topic for that month. As an example, for the month of May each Makerpack included a balloon, some ink and a magnifying glass, and makers were given information about fingerprints and the tools they need to examine their own.

Ampere has been creating Makerpacks for the Kawartha Lakes Library since January 2021. We’ve evolved from providing 50 Makerpacks for the libraries each month, to 150 per month during the school year and 300 per month in July and August, plus the seasonal Teen Subscription Packs. We also now provide Makerpacks to the Haliburton County Public Library as well.

Those interested in exploring the Makerpacks can ask the librarians at any of the Kawartha Lakes Library branches. Each branch receives a limited number of packs and they’re incredibly popular, so visiting at the beginning of the month offers your best chance to grab one before they’re gone.

The Makerpacks always connect to at least one aspect of STEAM – Science, Technology, Engineering, Arts or Math – making them a convenient, fun way to explore these disciplines through experimentation and play.

Library Visits

Our STEAM educators visit each of the 14 library branches once in July and once in August to bring activities and learning opportunities – last year we focused on activities related to nature, creating a Bee Hotel from found materials, and using the Dash Robots to go from one specific location to another to “pollinate” flowers.

We also offered two three-week evening workshops this past winter aimed toward adults; one used the Cricut cutting machine to create stickers and iron on decorations, and the second was a crash course on Nature Journaling.

“And with the Bobcaygeon branch of the KLPL specifically, we hold four half-hour Senior Tech Support sessions each week where we help seniors find solutions to problems like how to check the validity of emails, or how to set up an email account on a phone,” explains Coombes.

Library Visits

Our partnership with the Library touches on a number of points in the Ampere Lifecycle, which demonstrates our commitment to supporting learners and communities at each stage of their growth.

In our Makerpacks and through our other visits and workshops, this partnership has a major educational component. Ampere has always been about play and the fun activities facilitated through this collaboration are an intriguing way to learn about STEAM.

We’re also providing resources to help parents and learners embrace the various aspects of STEAM, which may ultimately be the spark that leads to increased interest and a lifelong passion.

The library partnership also allows us to mentor participants through the instructions of the Makerpacks as well as through the workshops and visits where we have the opportunity to help learners build important digital literacy skills.

The post Fueling imagination through STEAM at your local library appeared first on Ampere Association.

Our partner, a not-for-profit industry association representing Newfoundland and Labrador’s technology and innovation sector for more than 30 years, started the High School Tech Immersion Program in 2021. The goal of the program is to rejuvenate the industry in the province by introducing young people to tech-focused companies and careers through internships and training programs.

The program consisted of two elements, one being an internship with a sponsor company, the other being a six-week training program that would support learners’ goals to build in-demand technical skills as they prepare to enter the tech industry. This is where Ampere’s experience as a national STEAM education organization came into play.

In 2023, Ampere, known as Pinnguaq at the time, was asked to develop a curriculum for the training program, to deliver the course content and to ensure a meaningful learning experience for participants. Specific deliverables included:

• Develop a curriculum plan including learning outcomes, examples of learning activities, resources, and a plan for assessing learning.
• Facilitate curriculum delivery including set-up on a virtual platform and a week-by-week plan for curriculum delivery and assessments
• Build a plan for managing virtual learners across a wide scope of ability, experience, and backgrounds and a plan to support student learning throughout the boot camp.
• Attend meetings and participate in discussions with techNL regarding program details, student cohort, and feedback throughout the program.
• Delivery of a brief final report following the end of the program summarizing any learnings and describing the success of the program.

The Approach

Ampere’s approach is rooted in co-design – it’s a concept that goes beyond delivering the specific requests of our client or partner (simply checking boxes) to understanding the needs and interests of the learners and employers involved. With respect to this immersion program, our process included:

Initial interest and input surveys: Two variations of input surveys were sent – one to program participants and the other to employers who would be hosting the learners through the internship element of the program. These surveys were used to gain insight into what skills the sponsor companies would benefit from, as well as what the learners themselves were interested in exploring.

Program design: Using the information from the surveys, we designed a program that would engage participants, address the subjects they were most interested in that would simultaneously benefit their employers and prepare them for a meaningful career beyond the program. Working with our partner, this co-design process helped ensure an impactful experience.

Program delivery: Through a combination of synchronous and asynchronous learning, we supported participants along their educational journey as they explored topics such as web development, coding, social media marketing, specific software tools such as Office and Google Drive, graphic design, project management, game design and more.

Post-program feedback surveys: It’s crucial that we embrace every opportunity to learn and improve, and one of the ways we embrace this growth mindset is through feedback. We asked the participants to review their experiences honestly to help us see clearly how they felt about the curriculum, the delivery and the impact of what they learned.

The Results

In total, 34 learners completed the program, the vast majority of which rated their enjoyment of the program as at least 4 out of 5 (91% of the 32 learners who responded to the final survey). Furthermore, 97% of survey respondents rated their interest in continuing their journey of learning more tech-based skills at least 4 out of 5. It’s a great sign for the rejuvenation of the province’s tech industry, which is our partner’s goal.

Participants appreciated the balance between synchronous and asynchronous learning, and felt the supportive and inclusive environment enhanced the overall experience, noting that the way Ampere facilitated the lessons allowed for a seamless blend of creativity and skill development.

“As someone passionate about coding, the instructors’ guidance during coding sessions was invaluable, helping me improve my coding proficiency and produce high-quality projects. The mentorship provided was particularly noteworthy, as their expertise and insights added immense value to the program,” said one learner.

“It was really cool to hear from people in the tech sector about what their jobs were about. It was really informative because I didn’t know a lot of the jobs existed. Everyday I learned more, and when I think back at what I’ve learned in only six weeks, it is crazy!”

Our partner was impressed by how much the students learned through the program, particularly the diversity of the final projects.

“We loved seeing the final projects from all the students, the variety was the most impressive part to me. I’m so glad there were multiple options for all the different students in the program. What an amazing partnership indeed,” said a program manager with our partner organization.

The partnership was so successful, Ampere collaborated with TechNL for the High School Tech Immersion program again during the summer of 2024.

The post Case Study: TechNL High School Tech Immersion Program appeared first on Ampere Association.

• Trillium Lakelands District School Board recently celebrated young entrepreneurs, awarding more than $11,000 to participants while encouraging them to chase their dreams.
• Ampere team member, Tanner Big Canoe, was honoured to be the guest speaker and chat with learners about fostering their entrepreneurial spirit.
• Solutions don’t need to come from stereotypical innovation hubs, we just need to support leaders and learners within our own communities.

Supporting learners where they are and throughout their journey is a fundamental component of Ampere’s approach to sustainable access to STEAM education and opportunities in rural, remote and Indigenous communities. We also know there are many ways to encourage science, technology, engineering, arts and math, and specifically digital skill learning. That’s where our Lifecycle comes in, demonstrating our commitment to supporting the needs of learners and communities at each stage of their growth.

What’s particularly rewarding is seeing people move through the Lifecycle, watching them grow and become involved in our mission in new ways.

We had that experience as Tanner Big Canoe, one of our Lifecycle Superstars, was the guest speaker at the Trillium Lakelands District School Board (TLDSB) second annual Young Entrepreneurs in Action Showcase.

The event, held at the Rene Caisse Theatre in Bracebridge on May 1, offered individuals and teams from secondary schools across the Board a chance to present a five to seven minute business pitch to four community judges. In total, $11,750 was provided to participants for their endeavours. Furthermore, the judges (Allison Holder, Anne Davidson, Christy Buckley, and Emma Grimstead) provided advice and asked probing questions to help the learners advance their understanding of design thinking and what it means to start a company.

Ampere Superstar takes the stage

Big Canoe took to the stage as the guest speaker and spoke about the Project Life Cycle and the process to develop and implement a product or idea.

Ampere has been fortunate to have a strong working relationship with TLDSB through our various delivery programs and as the Board was preparing for this event, they reached out to see if anyone on our team would be interested in the guest speaker slot. Big Canoe was honoured to have the chance to address the young entrepreneurs as he himself has an entrepreneurial spirit.

“I wanted to speak because when I was in school, there was nothing like this, and I wanted to let them know that they should really be embracing this entrepreneurial side of themselves,” says Big Canoe. “I also wanted to highlight how technology is a viable career path or at the very least probably the most important non-soft skill tool to be utilizing when becoming an entrepreneur.”

Supporting local learners and leaders 

These events, according to Big Canoe, are important for a number of reasons, particularly because they remind people that solutions can come from anywhere.

“These events show that no matter the age, people in communities see problems and want to create solutions. The solutions don’t need to come from big cities or stereotypical Silicon Valley-type innovation hubs,” he says.

“We have talented leaders in our communities already and we need to support them to create change.”

The support is something Big Canoe is quite familiar with, as he tips his hat to Ryan Oliver, Ampere’s CEO, for taking a chance and hiring him for his first role with the organization, allowing him to grow into the position.

“With support through work experience with amazing colleagues, role shift opportunities and education leave, I’ve really had the ability to lean into the things that I am passionate about within the organization,” says Big Canoe.

“I started as a Makerspace Assistant, then a Digital Skills Educator, then Junior Software Developer and now I’m the Director of Productions. I think that the diversity of experience mixed with an amazing team and culture has really allowed me to grow into the person I am today.”

The post Young Entrepreneurs with Trillium Lakelands District School Board appeared first on Ampere Association.

FOR IMMEDIATE RELEASE

The new name and brand reflects the organization’s decade of experience and evolution, delivering STEAM education to learners of all ages and stages of life.

18/09/2024 – Lindsay, ON –  After more than a decade of co-designing and delivering science, technology, engineering, arts and math (STEAM) education, Pinnguaq’s name is changing to reflect the organization’s evolution; Pinnguaq is now Ampere.

“Our mandate and reach has evolved over the last decade, and with it, our identity must as well,” says Ryan Oliver, Ampere’s CEO and Founder. “We now offer STEAM programs for youth and adults, businesses and job seekers, educators, funders and social change organisations from coast to coast to coast. It’s been an incredible growth journey from Pangnirtung to a truly National organization.”

The name Ampere is rooted in the organization’s Lifecycle, its sophisticated approach to the complex problem of equitable access to STEAM education, resources and opportunities in rural, remote and Indigenous communities. It’s an acronym made from the Lifecycle’s six elements – Advocacy, Mentorship, Production, Education, Resources and Employment. 

“Sustainable impact can’t be achieved through a ‘one and done’ approach,” explains Oliver. “Our lifecycle guides all of our programming and ensures we’re there to boost rural, remote and Indigenous communities with meaningful, community-led opportunities for every age and every stage of life.  Centering the lifecycle in our name centres our mission and commitment to our work.” 

An Ampere, or Amp for short, is also a unit of measurement for electric current – for power, and that concept is key to the organization’s work. 

“We live in a STEAM-powered world,” says Oliver. “Access to STEAM knowledge and resources gives people the power to connect, create, learn and earn, and to understand the world around them”.  

Over the last decade, the organization has worked with hundreds of communities and partners to deliver tens of thousands of hours of STEAM education and learning experiences in every province and territory. It is launching a new 4,500 square foot Makerspace in Lindsay, Ontario, in addition to its Iqaluit Makerspace and 15 others that it “powers” across Canada.

About Ampere

Working alongside rural, remote, Indigenous, and other communities, Ampere delivers programs for people of all ages to cultivate STEAM (Science, Technology, Engineering, Art, and Math) skills through innovative technology, art, and play. It offers world-class Makerspaces, maker kits and activities, and works with educators to introduce children to a STEAM-based curriculum that brings learning to life. 

ᓴᖅᑭᑕᐅᑲᐅᑎᒋᔭᕆᐊᓕᒃ

ᓄᑖᖅ ᐊᑎᖓ ᓇᓗᓇᐃᒃᑯᑕᖓᓗ ᐊᔾᔨᖃᖅᑐᖅ ᑲᑐᔾᔨᖃᑎᒌᖑᔫᑉ ᐊᕐᕌᒍᓄᑦ ᖁᓕᓄᑦ ᐊᑐᕐᓂᑯᖏᓐᓂ ᐊᓯᔾᔨᖅᐸᓪᓕᐊᓂᖏᓐᓂᒃᓗ, ᐊᑐᖅᑎᑦᑎᓂᖅ STEAM−ᒥᒃ ᐃᓕᓐᓂᐊᖅᑎᑦᑎᓂᕐᒥᒃ ᐃᓕᓐᓂᐊᖅᑎᓄᑦ ᖃᓄᑐᐃᓐᓇᖅ ᐅᑭᐅᓕᖕᓄᑦ ᖃᓄᐃᑦᑑᓂᖏᓐᓄᓪᓗ ᐃᓅᓯᖓᑕ.

18/09/2024 – ᓕᓐᓯ, ᐋᓐᑎᐅᕆᐅ – ᐅᑭᐅᑦ ᖁᓕᑦ ᐅᖓᑖᓄᑦ ᐋᖅᑭᒃᓱᐃᖃᑕᐅᓚᐅᖅᑎᓪᓗᒋᑦ ᑲᔪᓯᑎᑦᑎᓪᓗᑎᒡᓗ ᖃᐅᔨᓴᖅᑐᓕᕆᓂᕐᒥᒃ, ᐱᓕᕆᔾᔪᑎᓂᒃ, ᐊᐅᓚᐅᓯᕆᓂᕐᒥᒃ, ᓴᓇᙳᐊᕐᓂᕐᒥᒃ ᐊᒻᒪ ᓈᓴᐅᓯᕆᓂᕐᒥᒃ (STEAM) ᐃᓕᓐᓂᐊᕐᓂᖅ, ᐱᙳᐊᖅ ᐊᑎᖓ ᐊᓯᔾᔨᖅᐸᓪᓕᐊᕗᖅ ᐊᒃᑐᐊᓂᖃᖁᓪᓗᒍ ᑲᑐᔾᔨᖃᑎᒌᒡᕕᖕᒥ ᐊᓯᔾᔨᖅᐸᓪᓕᐊᔪᒧᑦ; ᐱᙳᐊᖅ ᒫᓐᓇ ᐋᒻᐳᕇᖑᓕᖅᑐᖅ.

“ᐱᓕᕆᐊᒃᓴᕗᑦ ᑎᑭᐅᑎᓂᕐᓗ ᐱᕚᓪᓕᖅᓯᒪᔪᖅ ᐊᕐᕌᒍᑦ ᖁᓕᑦ ᐃᓗᐊᓂ, ᐊᒻᒪᓗ, ᑭᓇᐅᓂᕗᑦ ᐱᔭᕆᐊᖃᕐᒥᔪᖅ,” ᐅᖃᖅᑐᖅ ᕋᐃᔭᓐ ᐋᓕᕗ, ᐋᐱᐅᑉ ᐊᐅᓚᑦᑎᔨᒻᒪᕆᖓ ᐊᒻᒪ ᕘᑐ. “ᐊᑐᐃᓐᓇᐅᑎᑦᑎᖃᑦᑕᓕᖅᑐᒍᑦ STEAM−ᒧᑦ ᐱᓕᕆᐊᒃᓴᓂᒃ ᒪᒃᑯᒃᑐᓄᑦ ᐃᓐᓇᕐᓄᓪᓗ, ᓇᖕᒥᓂᓕᖕᓄᑦ ᐊᒻᒪ ᐃᖅᑲᓇᐃᔮᒃᓴᖅᓯᐅᖅᑎᓄᑦ, ᐃᓕᓴᐃᔨᓄᑦ, ᑮᓇᐅᔭᖃᖅᑎᑦᑎᔨᓄᑦ ᐊᒻᒪ ᐃᓄᖕᓄᑦ ᐊᓯᔾᔨᖅᐸᓪᓕᐊᔪᓄᑦ ᑲᑐᔾᔨᖃᑎᒌᓄᑦ ᓯᒡᔭᒥ ᓯᒡᔭᒧᑦ. ᐱᕈᕐᓂᖃᑦᑎᐊᖅᑐᖅ ᐸᖕᓂᖅᑑᒥᑦ ᑲᓇᑕᒥᑦ ᑲᑐᔾᔨᖃᑎᒌᒧᑦ.”

ᐊᑎᖓ Ampere ᑐᙵᕕᖃᖅᑐᖅ ᑲᑐᔾᔨᖃᑎᒌᖑᔫᑉ ᖃᓄᖅ ᐊᑯᓂᐅᑎᒋᔪᖅ ᐊᑐᖅᑕᐅᓇᔭᕐᓂᖓᓄᑦ, ᐊᔪᕐᓇᕈᔪᒃᑐᒧᑦ ᐊᑐᖅᑕᐅᓇᔭᖅᑐᖅ ᐊᔪᕐᓇᕈᔪᒃᑐᒧᑦ ᐊᑲᐅᙱᓕᐅᕈᑎᒋᔭᐅᔪᒧᑦ ᐊᔾᔨᒌᒃᑎᑦᑎᓗᓂ ᐊᑐᕈᓐᓇᕐᓂᕐᒥᒃ STEAM−ᒧᑦ ᐃᓕᓐᓂᐊᕐᓂᕐᒧᑦ, ᐊᑐᖅᑕᐅᔪᓐᓇᖅᑐᓄᑦ ᐱᕕᒃᓴᓄᓪᓗ ᓄᓇᓕᒡᔪᐊᖑᙱᓐᓂᖅᓴᓂ, ᐅᐸᒐᕐᓂᙱᑦᑐᓂ ᓄᓇᖃᖅᑳᖅᑐᓪᓗ ᓄᓇᓕᖏᓐᓂ. ᓇᐃᒡᓕᒋᐊᖅᓯᒪᔪᖅ ᐊᑐᔅᓲᔭᕈᓐᓇᕐᓂᖓᓄᑦ 6−ᓂᑦ ᐃᓗᓕᖏᓐᓂᑦ − ᑭᒡᒐᖅᑐᐃᓂᖅ, ᑲᔪᖏᖅᓴᐃᔪᓕᕆᓂᖅ, ᓴᖅᑭᑦᑎᓂᖅ, ᐃᓕᓐᓂᐊᕐᓂᓕᕆᓂᖅ, ᐊᑐᒐᒃᓴᑦ ᐃᖅᑲᓇᐃᔭᖕᓂᕐᓗ. 

“ᑲᔪᓯᑎᑦᑏᓐᓇᕈᓐᓇᙱᓐᓂᖅ ᐊᒃᑐᖅᓯᓂᕆᔭᐅᔪᓂᒃ ᐊᓂᒍᖅᑎᑕᐅᔪᓐᓇᙱᓚᖅ ‘ᐊᑕᐅᓯᕐᒥᒃ ᐱᓕᕆᐊᖑᓗᓂᓗ’ ᐊᑐᖅᑕᐅᕙᒃᑐᑎᒍᑦ,” ᓇᓗᓇᐃᔭᐃᕗᖅ ᐋᓕᕗᕐ−ᒥᒃ. “ᐊᑐᔅᓲᔭᕈᓐᓇᕐᓂᓕᒫᕗᑦ ᑐᑭᒧᐊᒍᑕᐅᕗᖅ ᐱᓕᕆᐊᒃᓴᓕᒫᑦᑎᓐᓄᑦ ᓇᓗᙱᑦᑎᐊᕈᑕᐅᕙᒃᖢᓂᓗ ᑕᐃᑲᓃᓐᓂᑦᑎᓐᓂ ᐅᔾᔨᕐᓇᖅᓯᑎᑦᑎᔪᒪᓪᓗᑕ ᓄᓇᓕᒡᔪᐊᖑᙱᑦᑐᓂᒃ, ᐅᐸᒐᕐᓂᙱᑦᑐᓂᒃ ᓄᓇᖃᖅᑳᖅᑐᓂᒡᓗ ᓄᓇᓕᖕᓂᒃ ᑐᑭᖃᑦᑎᐊᖅᑐᓂᒃ, ᓄᓇᓕᖕᓂ−ᐊᐅᓚᑕᐅᔪᓂᒃ ᐱᕕᒃᓴᓂᒃ ᑕᒪᐃᓐᓄᑦ ᐊᕐᕌᒍᓕᖕᓄᑦ ᖃᓄᓕᒫᕐᓗ ᐃᓅᓯᕆᕙᒃᑕᖏᓐᓄᑦ.  ᐊᑦᑕᑕᖅᑎᑦᑎᓂᖅ ᖃᓄᖅ ᐊᑯᓂᐅᑎᒋᔪᖅ ᐊᑐᖅᑕᐅᔪᓐᓇᕐᓂᖓᓄᑦ ᐊᑎᑦᑎᓐᓂ ᑐᕌᒐᕆᔭᑦᑎᓐᓄᑦ ᐊᖏᕈᑎᒋᓯᒪᔭᕗᓪᓗ ᐱᓕᕆᐊᑦᑎᓐᓄᑦ.” 

Ampere, ᐅᕝᕙᓘᓐᓃᑦ Amp−ᖑᓂᕋᖅᑕᐅᔪᖅ ᓇᐃᖦᖢᓂ, ᐃᓚᒋᔭᐅᒋᕗᖅᑕᐅᖅ ᐆᒃᑐᕋᖅᓯᓂᐊᕐᓗᓂ ᐆᒻᒪᖅᑯᒻᒧᑦ ᒫᓐᓇ − ᐆᒻᒪᖅᑯᑎᖃᕐᓂᕐᒧᑦ, ᑕᒪᓐᓇᓗ ᐃᓱᒪᒋᔭᐅᓂᖓ ᐱᓪᓗᐊᑕᐅᓪᓗᓂ ᑲᑐᔾᔨᖃᑎᒌᖑᔫᑉ ᐱᓕᕆᐊᕆᔭᖓᓄᑦ. 

“ᐃᓅᔪᒍᑦ STEAM-powered World-ᒥ,” ᐅᖃᖅᑐᖅ ᐋᓕᕗ. “ᐊᑐᕈᓐᓇᕐᓂᖅ STEAM−ᒧᑦ ᖃᐅᔨᒪᓂᕆᔭᐅᔪᓂᒃ ᐊᑐᖅᑕᐅᔪᓐᓇᖅᑐᓂᒡᓗ ᐱᑎᑦᑎᕙᒃᐳᖅ ᐃᓄᖕᓂᒃ ᐊᔪᙱᓐᓂᖃᕐᓂᕐᒥᒃ ᐊᑕᓕᕈᓐᓇᕐᓂᕐᒥᒃ, ᓴᖅᑭᑎᑦᑎᔪᓐᓇᕐᓂᕐᒥᒃ, ᐃᓕᑦᑎᕙᓪᓕᐊᓂᕐᒥᒃ ᐱᔪᓐᓇᖅᓯᓂᕐᒥᒡᓗ, ᑐᑭᓯᐅᒪᔪᒪᓂᕐᒧᓪᓗ ᓄᓇᕐᔪᐊᓕᒫᒥ ᐊᕙᑎᖏᓐᓃᑦᑐᓂᒃ”.  

ᐅᑭᐅᑦ ᖁᓕᑦ ᐊᓂᒍᖅᑐᓂᒃ, ᑲᑐᔾᔨᖃᑎᒌᑦ ᐱᓕᕆᖃᑎᖃᖃᑦᑕᖅᓯᒪᕗᑦ ᕼᐊᓐᓇᓚᖏᓐᓃᑦᑐᓂᒃ ᓄᓇᓕᖕᓂ ᐊᒻᒪ ᐱᓕᕆᖃᑎᒋᔭᒥᓂᒃ ᐱᓕᕆᑎᑦᑎᓪᓗᑎᒃ 10,000-ᖏᓐᓃᑦᑐᓂᒃ ᐃᑲᕐᕋᓂᒃ STEAM−ᑯᑦ ᐃᓕᓐᓂᐊᖅᑎᑕᐅᑎᓪᓗᒋᑦ ᐊᒻᒪ ᐃᓕᓐᓂᐊᖃᑦᑕᖅᓯᒪᓪᓗᑎᒃ ᑲᓇᑕᒥ ᐊᒻᒪ ᓄᓇᕘᒥ. ᓴᖅᑭᑦᑎᓂᐊᖅᑐᑦ ᓄᑖᒥᑦ 4,500 ᑭᑉᐹᕆᒃᑐᓂᑦ ᐃᓯᒐᓂᑦ ᓕᓐᓯᒥᑦ, ᐋᓐᑎᐅᕆᐅᒥᑦ, ᐊᒻᒪᓗᑦᑕᐅᖅ ᐃᖃᓗᖕᓂᑦ ᓴᓇᕙᒃᑐᓄᑦ 15−ᓄᓪᓗ “ᓴᙱᓂᖅᑖᖅᑐᑦ” ᑲᓇᑕᒥᑦ.

ᐊᒥᐅᑉ ᒥᒃᓵᓄᑦ

ᐱᓕᕆᖃᑎᖃᖅᖢᓂ ᓄᓇᓕᒡᔪᐊᖑᙱᑦᑐᓂᒃ, ᐅᖓᓯᒋᔭᐅᔪᒦᑦᑐᓂᒃ, ᓄᓇᖃᖅᑳᖅᓯᒪᔪᓂᒃ, ᐊᓯᖏᓐᓂᒡᓗ ᓄᓇᓕᖕᓂ, Ampere−ᑯᑦ ᐃᓕᓐᓂᐊᖅᑎᑦᑎᓲᖑᕗᑦ ᐃᓄᖕᓄᑦ ᖃᓄᑐᐃᓐᓇᖅ ᐅᑭᐅᓕᖕᓄᑦ ᓴᖅᑭᑦᑎᓇᓱᒃᖢᑎᒃ STEAM−ᒥᒃ (ᖃᐅᔨᓴᕐᓂᖅ, ᐱᓕᕆᔾᔪᑎᑦ, ᐊᐅᓚᐅᓯᕆᓂᖅ, ᓴᓇᐅᒐᓕᕆᓂᖅ, ᐊᒻᒪ ᓈᓴᐅᓯᕆᓂᖅ) ᐊᔪᖅᑕᐅᙱᑦᑐᓂᒃ ᓄᑖᙳᖅᐸᓪᓕᐊᔪᓂᒃ, ᓴᓇᐅᒐᕐᓂᒃ, ᐊᒻᒪ ᐱᙳᐊᕐᓂᕐᒥᒃ. ᓄᓇᕐᔪᐊᓕᒫᒥᑦ−ᐱᐅᓛᓂᑦ ᓴᓇᔪᓐᓇᖅᑎᑦᑎᓲᑦ, ᓴᓇᕙᒃᖢᑎᒃ ᐃᓕᓐᓂᐊᕐᑎᑦᑎᓪᓗᑎᒡᓗ, ᐱᓕᕆᖃᑎᖃᖅᐸᒃᖢᑎᒡᓗ ᐃᓕᓴᐃᔨᓂᑦ ᖃᐅᔨᑎᑦᑎᓪᓗᑎᒃ ᓄᑕᖅᑲᓂᑦ ᐃᓕᓐᓂᐊᕐᑎᑦᑎᓂᖕᒧᑦ ᐃᓕᓐᓂᐊᕐᑎᑦᑎᔨᒻᒪᕆᖕᒧᑦ ᐃᓕᓐᓂᐊᒐᒃᓴᓂᑦ ᐃᓕᑦᑎᕚᓪᓕᕈᑕᐅᓲᑦ ᐃᓅᓯᖕᒧᑦ. 

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