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AGENDA COLLEGE OF ARTS COUNCIL

May 22, 2015 1:00 pm Abbotsford campus, Room B140

Page

. 1. GUESTS . 1.1. David Harper . 2. FOR APPROVAL . 2.1. Adopt the College of Arts Council Agenda for May 22, 2015 . 3 - 108 2.2. Approve the College of Arts Council minutes of March 27, 2015 & April 24,

2015 . 3. CHAIR & VICE-CHAIR'S REPORT . 4. FOR DECISION . 4.1. Nominations and Elections Committee - Faculty of Professional Studies:

Arts Representative . 4.2. Indigenous Studies Curriculum Committee (ISCC) Representative . 5. FOR DISCUSSION . 5.1. Developing an Arts strategy for responding to SEM . 109 - 110

5.2. Review of Arts Faculty Standards . 5.3. General Studies Curriculum Committee . 6. CAC COMMITTEE REPORTS . 6.1. Reorganization Subcommittee . 7. SENATE SUBCOMMITTEE REPORTS . 7.1. Senate Governance Committee - T. Arroliga-Piper . 111 7.2. Senate Budget Committee - B. Kirkley . 112 - 114

7.3. Undergraduate Education Committee - S. Pattridge . 7.4. Academic Planning and Priorities Committee - M. Rhodes . 7.5. Graduate Studies Committee .

Page 1 of 130

College of Arts Council Agenda May 22, 2015

Page 8. FOR INFORMATION . 8.1. The following items were approved at the College of Arts Curriculum

Committee: Geography: GEOG 340 - Course revision GEOG 396 - Proposal for revision of Canada internship (cross-listed with GDS 310 & SOC 396) GEOG 398 - Proposal for revision of International internship (Cross-listed with GDS 311 & SOC 398) GIS: GIS - Program change Anthropology: ANTH 368 - Course revision

. 115 8.2. Undergraduate Research Award Info Sheet / Awards Presentation Dinner

(June 1) . 116 8.3. Indiginizing the Curriculum Workshop (June 8 - June 10) . 117 8.4. Convocation (June 11 & June 12) . 118 8.5. STLHE 2015 (June 16) . 119 - 121

8.6. Updated Policy Statement for 2015 - 16 . 122 - 129

8.7. Policy Consultation - Course Audit (108) policy revisions . 130 8.8. Teaching and Learning Opportunities

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MINUTES

COLLEGE OF ARTS COUNCIL March 27, 2015 1:00 pm

Abbotsford campus, Room A210

PRESENT: Anastasia Anderson, Jill Bain, Glen Baier, Rebekah Brackett (recorder), Jennifer Colbourne, Virginia Cooke, Cherish Forster, Ghizlane Laghzaoui, Claire Hay, Ceilidh Hart, Larissa Horne, Douglas Hudson, Gilmour Jope, Bruce Kirkley, Nicole Klassen, Marcella LaFever, Ding Lu, Steve Marsh, Mary-Anne MacDougall, Jacqueline Nolte (Chair), Samantha Pattridge, Stephen Piper (Vice-Chair), Wayne Podrouzek, Amy Prevost, Gayle Ramsden, Michelle Rhodes, Scott Sheffield, Terrill Smith, Hamish Telford, Sven van de Wetering, Wenona Victor, Alex Wetmore, Melissa Walter

GUESTS: Mark Evered

ATTACHMENTS: Promotion and tenure review options presentation Mar 2015.pdf, ‘Promotion and tenure review options presentation Mar 2015.pdf’

1. GUESTS . 1.1. Dr. Mark Evered

J. Nolte welcomed M. Evered. M. Evered thanked the CAC members and noted the value of the work that faculty members do as well as the value of a Liberal Arts education. The collegiality among members was noted and is appreciated.

In the recent Budget Sessions, it was noted where universities stand in terms of government support for post- secondary education. The University has an operating budget exceeding 120 million dollars and less than half of that comes from the government. This is continuing throughout the rest of the province, country and most of the world. Recent surveys indicate that voter’s rank post-secondary education low among priorities and it is the responsibility of UFV to ensure that conversations are happening within the community around post-secondary education and the Liberal Arts. In spite of the tight restraints, it was noted that faculty members are doing a terrific job, which is reflected in the students, events, activities and high frequency of reports within the College of Arts on achievements of faculty and students. The UFV Alumni has become active in representing this work. The Alumni Association has met with department heads and has offered services to provide financial support, student mentoring and connecting students to successful graduates within the workplace. It was noted that the Dean of the College of Arts presented a very well received report to the Board, which focused on the value of a Liberal Arts

AGENDA ITEM # 2.2.

Approve the College of Arts Council minutes of March 27, 201... Page 3 of 130

College of Arts Council Agenda March 27, 2015

education.

M. Evered circulated the document ‘Skills for Success’ (www.e-library.ca). The Association of Universities and Colleges of Canada (AUCC) has compiled documents which indicate student’s success. The British Columbia Association of Institutes and Universities (BCAIU) collaborated with BC Colleges and commissioned the Conference Board to compile a report. A survey was conducted among 854 employers in BC that asked the question: what are employers looking for? Across all occupational categories, BC employers are particularly motivated to find managers, supervisors as well as a wide range of skilled and adaptable workers.

BC employers are having difficulty finding positions within: business, finance and administration occupations, sales and service occupations, natural and applied science related occupations, applications in social science, occupations in government service and religion, art, culture, recreation and sport. When employers (regardless of occupation) were asked ‘what essential skills are you interested in’, 75% responded with: critical thinking, problem solving, oral communication and working well with others. It was noted that the Liberal Arts is foundational to the University and continuing conversations with the public and community work is helpful to UFV.

Opportunity for discussion followed and included the following points:

Do our transcripts sufficiently represent student achievements? The co-curricular record is popular among students and shows

the student’s accomplishments. Does the University need to think of another way of recording their success?

Within the BA revised framework, the e-Portfolio is being reviewed and it will identify interdisciplinary skills and achievements of students.

Programs should not be dead-end and should ladder (e.g. Trades) into other programs and degrees.

Conversations are taking place around this issue and laddering programs have been developed.

One of the most important skills that students need to develop is critical thinking.

We need to highlight the successes of the University within the public (i.e. news articles, media etc.).

There is no interest in the material that is forwarded to the news and media and there is a lot of misrepresentation about universities on a national level.

M. Evered concluded and J. Nolte thanked him for his time.

. 2. FOR APPROVAL . 2.1. Adopt the College of Arts Council agenda for March 27, 2015

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http://www.e-library.ca/


Amendments noted:

To remove item 6.1.

To move the Chair and Vice-Chair’s report to item 6.2.

To remove “He talked ad nauseam” from item 5.4.

MOTION:

To approve the College of Arts Council agenda for March 27, 2015.

S. Schefield / W. Podrouzek

APPROVED . 2.2. Approve the College of Arts Council minutes of February 27, 2015

MOTION:

To approve the College of Arts Council minutes of February 27, 2015.

V. Cooke / G. Ramsden APPROVED

. 3. FOR DECISION . 3.1. Philosophy - Program Change

The Philosophy Program Change has revised course numbers, courses being developed and has broadened the choices available to students to fill the History Philosophy requirement which now includes ‘Philosophies of India’, ‘World Views of Indigenous Peoples of North America’ and an upper level special topics course.

MOTION:

To approve the changes to the Philosophy Major Program Change as presented.

A. Anderson / M. LaFever

APPROVED . 3.2. Nominations and Elections:

A. CAC Vice-Chair (2015 - 2017) B. Reorganization Subcommittee C. CACC (Creative Arts, 2015 - 2017) A. CAC Vice-Chair (2015 – 2017): G. Ramsden read the Call for Nominations form for the position of the College of Arts Council Vice-Chair position. The Call for Nominations and the CAC Terms of Reference were circulated and closed on March 26, 2015 and no nominations received. T. Arroliga-Piper nominated S. Piper and S. Piper accepted. S. Piper has been acclaimed into the position of the CAC Vice-Chair who will serve a two year term (April 2015 – June 2017). B. Reorganization Subcommittee:

AGENDA ITEM # 2.2.



Please note that election results will be communicated electronically after the meeting. Creative Arts (one position) G. Ramsden read the Call for Nominations form for the position of the College of Arts Reorganization Subcommittee Creative Arts representative. The Call for Nominations was circulated and closed on March 26, 2015 and there was one nominee. It was reminded that to be eligible for this position, the faculty member must be a Type B faculty member from within the Creative Arts. G. Ramsden called for nominations from the floor. B. Kirkley was acclaimed from the floor. Humanities (two positions) G. Ramsden read the Call for Nominations form for the positions of the College of Arts Reorganization Subcommittee Humanities representatives. The Call for Nominations was circulated and closed on March 26, 2015 and there were two nominees. It was reminded that to be eligible for this position, the faculty member must be a Type B faculty member from within Humanities. G. Ramsden called for nominations from the floor. It was noted that the names of the nominees must be withheld. A. Anderson and H. Turner were acclaimed from the floor. Social Sciences (two positions) G. Ramsden read the Call for Nominations form for the positions of the Reorganization Subcommittee Social Sciences representatives. The Call for Nominations was circulated and closed on March 26, 2015 and there were five nominees. It was reminded that to be eligible for this position, the faculty member must be a Type B faculty member from within Social Sciences. G. Ramsden called for nominations from the floor. The Call for Nominations went to an election. C. CACC (Creative Arts, 2015 – 2017): G. Ramsden read the Call for Nominations form for the position of the College of Arts Curriculum Committee Creative Arts representative. The Call for Nominations was circulated and closed on March 26, 2015 and there was one nominee. G. Ramsden called for nominations from the floor. H. Davis-Fisch was acclaimed from the floor. Reorganization Subcommittee Social Sciences representative Results: Social Sciences: M. Rhodes, S. Parkinson G. Ramsden thanked all the individuals who stood for the committee seats.

. 4. QUESTIONS RELATED TO WRITTEN REPORTS .

AGENDA ITEM # 2.2.



4.1. Senate Governance Committee - T. Arroliga Piper

No report . 4.2. Senate Budget Committee - B. Kirkley

No report . 4.3. Undergraduate Education Committee - S. Pattridge

All courses and program approvals went through with minimal discussion. . 4.4. Academic Planning and Priorities Committee - M. Rhodes

There will be a special APPC session on April 1, 2015 at 2:30 p.m. in B121 to review the motion that is on which is to review the decision to close the Writing Centre while transitioning to the Academic Support Centre and to suspend any further movement on the transition until APPC has had a chance to review. This motion is a recommendation to Senate. APPC is not privy to the decision making process and there has been no formal written proposal. APPC is contending that this is an APPC matter as described in the APPC Terms of Reference.

M. Rhodes noted that her position on APPC has concluded. For further information, please contact M. Rhodes at [email protected].

. 4.5. General Studies Program Committee - M. Rhodes

The GSPC held a mini-retreat on March 24, 2015 focusing on the name change of the Bachelor of General Studies and the requirements. Names were discussed including ‘Bachelor of Individualized Studies’, ‘Bachelor of Interdisciplinary Studies’ and ‘Bachelor of Integrative Studies’. This will be forwarded to the Dean’s Office.

. 4.6. Graduate Studies Committee - H. McAlpine

No report . 5. FOR DISCUSSION . 5.1. Rank and Tenure

The members were encouraged to partake in the visioning exercise and it was reminded that there is a reading list as well as a blog (http://blogs.ufv.ca/blog/2015/01/ufv-look-like-2025-join-conversation-wed-jan-21/).

B. Kirkley discussed the College of Arts Criteria Standards for Rank and Tenure in relation to the Senate approved ones. The Senate Governance Subcommittee has not started the task with institutional wide parameters for the standards. Senate has voted on this and the subcommittee has met since last Council meeting. B. Kirkley is chair of this subcommittee.

B. Kirkley presented a document (please see attached ‘College of Arts Faculty Criteria for Rank, Tenure and Promotion’) and explained that the subcommittee was tasked to look at the Principles of the Standards which were approved at

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mailto:[email protected]://blogs.ufv.ca/blog/2015/01/ufv-look-like-2025-join-conversation-wed-jan-21/http://blogs.ufv.ca/blog/2015/01/ufv-look-like-2025-join-conversation-wed-jan-21/


Council in November 2013. The subcommittee reviewed the Principles and Guidelines and it was decided that they are aligned with the principles that was put forth by Senate. There was one recommendation to include as part of the College of Arts Standards, the principles that were set forth by Senate so they are apparent within the College of Arts.

A vote was put forward to Council to submit the document to the Senate Governance Committee.

MOTION:

Move to accept the amended Faculty Standards.

B. Kirkley / W. Podrouzek

APPROVED

Any further questions regarding the College of Arts Criteria Standards for Rank and Tenure, please contact B. Kirkley at [email protected].

M. Rhodes presented a PowerPoint presentation (please see the attached document, ‘Promotion and tenure review options presentation Mar 2015.pdf’.)

Opportunity for discussion ensued and included the following points:

It was noted that this process places high demands on resources and time at a departmental level.

Members are encouraged to review the language of the CA and to become familiar with the definitions and the Division Review Committee (DRC).

It was noted that the Dean’s Office ensures the timelines, holds the Tenure and Promotion files, makes certain that the due process is going out and is partly responsible for training.

This conversation will be brought back to the table and the PowerPoint presentation will be circulated to members for review.

It was recommended to have a Creative Arts Committee.

It was noted that those who serve on the committees must receive training.

There will be a general announcement made when applications are put into place.

A reminder that the IPEC process is in place within the first two years of the probation.

J. Nolte reminded members of the Senate nominations that close on April 17, 2015. For further information, please contact Lisa McMartin at [email protected].

.

. 6. FOR INFORMATION . 6.1. Scholarly Sharing - April 2, 2015 . 6.2. Blackboard Introductory Workshop - April 2 .

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mailto:[email protected]:[email protected]


6.3. Nominations for Student Speakers at Convocation 2015 due April 24 . 6.4. Save the Date - UFV Wide PD Day - April 27 .

ADJOURNMENT and NEXT MEETING: April 24, 2015

AGENDA ITEM # 2.2.


College of Arts

Faculty Standards Criteria for Rank, Tenure and Promotion Approved by College of Arts Council, November 2013

I. Principles

The University of the Fraser Valley’s reputation for academic excellence, collegial

decision-making, community-service, and commitment to diverse educational,

scholarly and creative pursuits shall be reflected in the teaching, scholarship and

service activities of all faculty in the College of Arts.

The College of Arts respects the primacy of the learner and teaching excellence; the

value of scholarly activity and its relationship to teaching; and the significance of a

wide range of service. Scholarly activity in the College of Arts includes academic

scholarship, research, and creative practice.

The College of Arts’ standards of teaching, scholarship and service shall enable

faculty members to advance their professional and career goals.

These standards will be used to assess, evaluate, and adjudicate applications by

faculty members in the College for tenure and promotion through ranks. The

standards shall be applied in a spirit of fairness, transparency, consistency, and

accountability.

Discipline specific criteria for tenure, rank and promotion may vary by department

or program, as specified in Section V. However, all criteria throughout the College of

Arts should align with the general requirements outlined here.

The College of Arts standards align with the following principles established by

Senate to guide the development of standards and criteria for tenure and

promotion at the University of the Fraser Valley:

1. A Commitment to Academic Freedom

a. Academic freedom is fundamental to teaching and learning, scholarly activities, and service.

b. All criteria established by academic units must respect the institutional

commitment to academic freedom and responsibilities, and they may

not establish criteria that represent an impediment to the exercise of

academic freedom.

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2. Primacy of Teaching and Learning

a. Criteria for assessing rank and tenure for faculty must recognize the

University of the Fraser Valley’s commitment to the primacy of teaching

and learning informed by scholarly activities.

b. Criteria established by academic units must clearly demonstrate that

promotion requires increasing competency in teaching and learning.

3. Respecting Disciplinary Diversity while Ensuring Fair Comparison among Faculties

a. Tenure and promotion criteria must consider the differences in the

nature and purpose of different academic units.

b. Recognition must be given to multiple forms of teaching and learning,

scholarly activities, and service.

c. The degree of accomplishment necessary for achieving promotion at

each rank should be equivalent across academic units.

4. Alignment with the Mandate and Mission of the University

a. Criteria developed for teaching, scholarly activities, and service should

be consistent with the mandate and mission of the university.

b. Criteria should be aligned with the goals of the Department/School and Faculty/College.

5. Standards and Criteria Must be Defined within National and International Contexts

a. Criteria must reflect the high quality and expectations of their disciplines,

as informed by, when possible, best practices utilized nationally and

internationally at comparable institutions.

b. Criteria must require a diverse body of evidence that reflects a high quality

and meaningfulness of contribution for:

teaching and learning;

scholarly activities; and

service.

6. Criteria Must be Fair, Transparent, and Non-Discriminatory

a. Criteria must be fair and equitable, and assessable based on merit and the evidence presented.

b. Criteria used by different academic units in assessing tenure and promotion

must be transparent and be accompanied by clear guidelines and

expectations of faculty.

c. Criteria for tenure and promotion must ensure that there are no inherent forms of discrimination.

d. Criteria will be developed to measure overall performance for the

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entire period under consideration.

7. Criteria Demonstrate Flexibility and Multiple Pathways for Tenure and Promotion

a. Criteria for tenure and promotion must establish minimum

requirements in each category of teaching and learning, scholarly

activities and service.

b. Criteria must be sufficiently flexible and adaptable so as to accommodate

different teaching and learning, scholarly activities, and service profiles.

8. Criteria Must Include Peer Review

Criteria established by academic units for each rank must require evidence of

peer review of teaching and learning and scholarly activities, and confirmation

of performance in service roles.

9. Standards and Criteria are to be Subject to Periodic Review

a. Standards and criteria for rank and tenure are subject to internal review by

academic units every five years, or at a higher frequency established by the

academic unit.

b. The Senate Faculty Standards Committee will review institutional

principles and the standards and criteria for each academic unit every five

years.

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II. Teaching Criteria

As the central mission of UFV, successful undergraduate teaching must demonstrate

a level of accomplishment that supports student achievement, institutional goals

and learning outcomes, and our responsibilities to our region and its communities.

Successful teaching embodies a number of characteristics, including:

Communication of high expectations for students;

Cultivation of a high degree of professionalism and ethical practice;

Demonstration of academic currency and expertise in a faculty member’s

subject area(s);

Facilitation, for both the instructor and student, of the development of new

lines of inquiry, knowledge development, creative expression, and invention;

Development of appropriate course-level learning outcomes and assessment

that contributes to departmental, faculty, and institutional learning

outcomes;

Development of students’ capacity for critical thinking;

Cross-cultural inclusivity of individuals, narratives, practices, etc.;

Utilization of, and reflection on, effective methods and practices;

Mentorship of students and creation of a supportive learning environment;

Demonstration of responsiveness to changing and diverse student learning

needs;

Creation of an atmosphere in which students develop and use their powers of

discovery and innovation;

Engagement and capacity building with learning communities inside and

outside of the university.

Successful teaching is achieved at the individual, classroom, and community level. In

addition to classroom and laboratory teaching, this may include:

Supervision of students engaged in service learning, applied placements

(practicums, internships, etc.), field schools and study tours, undergraduate

research, and creative projects;

Graduate student supervision;

Development of learning materials and teaching methods that can be more

broadly adopted outside of the university;

Delivery of curriculum in non-academic, community or other settings.

AGENDA ITEM # 2.2.


a. Assistant Professor:

An Assistant Professor in the College of Arts has a documented record of successful

undergraduate teaching by the end of the probationary period. Because an Assistant

Professor is often, although not always, a tenure-track junior faculty member in the

earliest stages of their academic career, it is expected that faculty at this rank are

building skills and strategies for teaching, particularly undergraduate students. An

Assistant Professor is translating research from doctoral (or equivalent) programs

into a plan of scholarship, and classroom, lab, and field teaching opportunities.

The minimum requirements for continuation and appointment to tenure-track at

the rank of Assistant Professor entail:

Professional, ethical, and effective course organization, management, and

delivery, including:

o clear communication of course objectives;

o utilization of appropriate and challenging course evaluation

strategies;

o ability to keep to tasks;

o provision of prompt and effective feedback on student assignments;

o maintenance of regular office hours;

o fostering a culture of ethical practice in learning and knowledge

construction;

o respect for diversity in the classroom and in ways of learning;

A record of effectiveness in, and ongoing reflection on teaching practices,

evaluation, and ability to meet course, department, faculty, and institutional

learning outcomes;

Communication of high expectations for student success;

Demonstrated commitment to, and development of learning activities that

foster an atmosphere of discovery and academic growth;

Demonstration of academic or professional currency in one’s teaching.

AGENDA ITEM # 2.2.


b. Associate Professor:

An Associate Professor in the College of Arts has demonstrated and documented a

high level of proficiency in their undergraduate teaching career at the time of

application for promotion. A faculty member applying for Associate Professor will

provide evidence of effectiveness, innovation, creativity, understanding, and

meaningful reflection in teaching and working with students. If applicable, graduate

student supervision will also be considered; however, the greatest emphasis will be

placed on teaching and working with undergraduate students.

An Associate Professor has matured into a mentor for students, and is facilitating

the students’ own process of discovery and application of what they learn. An

Associate Professor will have shown promise as a mentor to peers within and

outside the university, and will have begun the study and sharing of effective

practices in teaching. While it is not yet expected that applicants for Associate

Professor will have begun engaging with learning communities outside of the

university, they are to be encouraged, as they move forward, to consider how best to

disseminate knowledge and ideas to the public, external organizations, and other

institutions, and through a variety of information sharing strategies. An Associate

Professor sets an example of ethical practice for students in the pursuit,

construction, and application of knowledge.

The minimum requirements for promotion to the rank of Associate Professor and

the grant of tenure include the same criteria as for an Assistant Professor, as well as:

Engagement in professional and pedagogical skills development (through

professional development [PD] days, instructional skills training, academic

conferences, teaching and learning workshops, etc.);

Meaningful reflection on individual growth as an instructor, and a

demonstrated ability to build on one’s strengths to improve student learning

and skills outcomes;

Engagement in teaching beyond the classroom, such as community teaching,

honours (or equivalent) and/or graduate supervision, and/or sharing of

effective practices through academic discourse;

Demonstration of academic or professional currency in one’s teaching.

AGENDA ITEM # 2.2.


c. Full Professor:

Full Professors will have demonstrated and documented distinction in

undergraduate teaching at the time of review for promotion. Faculty members

seeking promotion to Full Professor will have provided evidence that they have

advanced qualitatively since their last promotion and/or evaluation. They will

continue to demonstrate an exemplary level of successful teaching that is effective,

innovative, creative, empathic, and demonstrates meaningful reflection and

continual improvement in working with students. The focus of teaching efforts and

evaluation continues to be undergraduate students; however, if applicable, graduate

student supervision will also be considered. Full Professors are respected by

students and peers alike for their teaching abilities and contributions. Full

Professors work in both individual and group settings to mentor students and guide

their development as mature learners, critical thinkers, and leaders in their

communities. A Full Professor sets an example of ethical practice for students in the

pursuit, construction, and application of knowledge.

The minimum requirements for promotion to the rank of Full Professor include the

same criteria as for an Associate Professor, as well as:

Active engagement in curricular development and the sharing of best

practices in teaching;

Engagement in productive collaboration with peers both inside and outside

the university ;

Acting as mentors for their peers within the institution and fields of practice;

Active engagement with learning communities, public audiences and external

organizations.

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III. Scholarship, Research, and Creative Practice Criteria

The College of Arts at the University of the Fraser Valley acknowledges the value of

academic scholarship, research, and creative practice for faculty, students, and

communities. The encouragement and recognition of faculty members’ scholarly

and creative activities are vital to the success of the institution. When research,

scholarship, and creative practice reflect academic currency, and sustain vital

connections between faculty and wider disciplinary communities, they serve our

institutional mission to promote excellence in undergraduate teaching. As such, all

faculty members have a responsibility to maintain an active program of scholarship.

As part of the conditions of advancement, a candidate for tenure or promotion must

demonstrate an ongoing commitment to scholarship, research, or creative practice,

and provide a record of achievement as evidence of this commitment.

In keeping with the mandate of the institution and respecting the diversity of faculty

specializations, a variety of scholarly, research and creative activities will be

recognized as acceptable for advancement.

Scholarly activity in the College of Arts shall be assessed with reference to both the

quality and quantity of scholarly output, and according to individual departmental

standards. Although peer review shall not be the only index for the qualitative

assessment of scholarly activity, significant weight shall be given to scholarship that

has been subject to peer review or equivalent forms of assessment. Some portion of

a candidate’s record of scholarly or creative achievement should include work that

has been disseminated in publications, exhibitions, performances and academic

forums that have undergone a form of peer-review or equivalent assessment.

Examples of relevant and acceptable forms of scholarly, research and creative

activity typically include, but may not be limited to:

Articles in academic journals

Book reviews in academic journals

Monographs

Books

Book chapters

Substantial contributions to academic encyclopedia and dictionaries

Scholarly editions

Scholarly translations

Textbooks

Conference papers and formal commentary on conference panels

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Conference proceedings

Educational media

Maps

Multi-media works

Public performances

Artistic exhibitions

Publication of creative writing

Research, reports, and resource materials for community- and policy-based

projects and consultation.

AGENDA ITEM # 2.2.


a. Assistant Professor:

To meet the minimum requirements for continuation and appointment to tenure-

track at the rank of Assistant Professor, the candidate will have established a record

of:

Productivity consistent with individual Faculty Annual Workload Plan(s).

b. Associate Professor

To meet the requirements for promotion to the rank of Associate Professor and the

grant of tenure, the candidate will have established a record of productivity and

achievement within an established program of scholarly activity, as evidenced by:

Substantial achievement of objectives defined by the individual’s Faculty

Annual Workload Plan(s);

Dissemination of scholarly and creative work in forums of academic or

equivalent review, and including appropriate forms of peer-review or

equivalent assessment;

Reflection on the impact of scholarship on teaching practice.

c. Full Professor

To meet the requirements for promotion to the rank of Full Professor, the candidate

will have established a record of substantial and distinguished achievement in

scholarly, research or creative activity, as evidenced by:

Substantial and distinguished realization of the objectives defined in the

Faculty Annual Workload Plan(s);

Substantial and distinguished achievement in the discipline;

Dissemination of scholarly and creative work in forums of primarily peer-

review or equivalent assessment;

Sustained reflection on the impact of scholarship on teaching practice;

Demonstration of distinction by colleagues from outside the university.

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IV. Service Criteria

All UFV faculty members in the College of Arts are expected to contribute to the

service activities essential to the successful development and functioning of their

departments, schools, faculties or colleges, and the larger university, and to engage

meaningfully with wider academic, artistic and/or public communities.

Faculty service shall contribute to and enhance the life and work of the university,

their fields of study and practice, and the communities of the Fraser Valley.

All faculty members in the College of Arts are expected to meet the following basic

requirements for Service:

Participation in the basic service activities related to their departments,

faculties, and the larger university:

o Department and discipline meetings;

o Faculty councils;

o Department committee work;

o Planning and evaluation meetings;

o Department and institutional outreach events;

o Student outreach activities.

Demonstration of a sense of responsibility in achieving the objectives of their

academic units or programs, and the larger university, by carrying a

reasonable share of non-teaching, service related duties.

AGENDA ITEM # 2.2.


a. Assistant Professor

To meet the minimum requirements for continuation on the tenure-track at the

rank of Assistant Professor, the candidate will have established a record of:

Conscientious and sustained commitment to fulfilling the basic service

requirements described in individual Faculty Annual Workload Plan(s).

b. Associate Professor

To meet the requirements for the promotion to the rank of Associate Professor and

the grant of tenure, the candidate will have established a record of sustained and

meaningful contributions in service, including capacity building and leadership, as

evidenced by activities such as:

Development, organization, and delivery of student support and outreach

activities;

Significant involvement in the service activities of the larger university (i.e.

meaningful participation in university-wide committees; participating in the

creation, development and/or revision of university programs or policies,

etc.);

Significant involvement in professional activities and/or associations related

to their fields of study or creative practice;

Significant involvement in community engaged outreach activities that

enhance the public service role of their departments and the university

(community engaged outreach promotes collaborations and connections

between the university and the wider community, and includes activities

such as contributing to the resolution of problems or issues in society,

making substantial contributions to public policy, engaging in significant

literary, artistic, celebratory or integrative actions that enrich the cultural life

of the community).

c. Full Professor

To meet the requirements for promotion to the rank of Full Professor, the candidate

will have established a record of substantial capacity building and leadership

contributions in service, as evidenced by activities such as:

Chairing of major committees;

Chairing or direction of a division or department;

Chairing, authorship or creation of a major initiative;

AGENDA ITEM # 2.2.


Initiation and/or contribution to the creation, development and/or revision

of university programs or policies, etc.;

Achievement of a recognized distinction through contributions to

professional activities and associations related to the candidate’s field(s) of

study or creative practice;

Contributions to the public service role of the candidate’s department,

field(s) of study, and/or the university;

Significant achievement in community-engaged outreach.

AGENDA ITEM # 2.2.


V. Relationship of College of Arts Standards to Departmental Standards

Each department is responsible for identifying discipline-specific standards by

which their faculty will be evaluated. Departmental standards should adhere to the

standards for the College as outlined in this document. Departmental standards will

identify:

Standards for evaluating teaching practice that reflects disciplinary training

and/or departmental priorities;

Discipline-specific outlets for creative practice and scholarship, and the

relative importance of each;

Service roles that reflect unique disciplinary needs and/or departmental

priorities.

VI. Criteria for Grand-parented Faculty Members

Grand-parented faculty members (faculty granted tenure and rank under the terms

of the 2012-14 Collective Agreement, Article 12.7) seeking evaluation for promotion

and tenure will be required to demonstrate, in line with the Collective Agreement,

that they have satisfied the criteria set out within this document and at the

department level for the rank for which they are applying.

AGENDA ITEM # 2.2.


Rank and Tenure Process

Options for Divisional Review

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What We Know and What We Have

1. Senate-approved (Jan 2015) principles for the establishment of criteria for use in promotion and tenure granting processes.

2. Establishment of College of Arts criteria for tenure and promotion (approved by CAC in Nov 2012, rev. Mar 2015)

• These await final approval at Faculty Standards Committee and Senate.

3. Agreement by CAC to use single set of standards for all applications for promotion and tenure within the College of Arts

4. Collective Agreement-specified processes for review of and decision on applications for promotion and tenure

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Timeline and Process of Review w/in CA

• Tenure and Promotion Process (16 mos):

• Feb 1-28: Dean notifies tenure-eligible tenure-track faculty

• March 31: Faculty member notifies dean of plan to apply for promotion and (if relevant) tenure

• June 10: Deadline for submission of dossier

• Summer/ early Fall: Division Review Committee (DRC) meets to review materials and make recommendations

• Recommendations forwarded to Dean and Chair of University Review Committee

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Process for Review w/in CA

• Recommendations forwarded to Dean and Chair of University Review Committee**

• In case of negative decision, candidate has opportunity to include letter of response, prior to file moving to next stage

• Review of Recommendations placed on URC agenda**

• If recommendations differ from that of DRC, meeting between committee chairs to resolve differences, followed by re-vote

• URC forwards recommendations to Dean and President

• In case of negative recommendation, candidate may appeal to University Review Appeal Committee**

• June 1 (following year) President will make decision on behalf of Board. Decision is final.

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What’s Missing Still**

• Final approval by Faculty Standards Committee and of Senate of faculty/ unit criteria

• The University Review Committee, appointments and elections (terms to begin on Sept 1)

• The University Review Appeal Committee, appointments and elections

• Training mechanisms (as required in 1j of the Appendix: Tenure and Promotion Procedure for the CA) for all members of the DRC, URC, and URAC

• Any support mechanisms and documents for faculty applying for tenure and promotion, including, but not limited to soliciting external reviews for promotion, dossier construction, and guidelines for what constitutes representative samples

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Divisional Review Committee

• Head of Division (chair, non-voting except in case of tie)

• 3 tenured faculty from Division, elected by Division; in case of insufficient number, Divisions can be ‘combined’

• 1 tenured alternate faculty member

• 1 tenured faculty member from outside the division

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Option A: DRC at the Department/ School Level

Benefits:

• Disciplinary familiarity

• Meets only occasionally

• Broader ownership, understanding

Problems:

• Uneven dept size, and 1/3 of units would require merger to form large enough unit to create DRC

• Potential inconsistencies in review

• Potential to stoke tensions, create stress in departments

• Challenges in maintaining confidentiality

• More people needing training

• Demand on service of dept members

• Expense in providing DRC supports, and duplication of time and support from Dean’s office (who tracks timelines, document submission, etc.)

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Benefits:

• Increased consistency, expertise

• Can pool resources, use funding from Dean’s office to generate supports for faculty applications

• Greater flexibility in case of reorganization and faculty shifts

• Reduced tensions at unit level

Problems:

• Reduced familiarity with specific disciplinary outputs and methods

• This is less problematic if DRC’s are faculty-based rather than college-wide, but with a higher demand on faculty service, dean’s office

Faculty-level DRCs may choose to meet to develop uniform procedures, materials

Options B1 and B2: Faculty (B1) or College-wide (B2) DRC

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Proposed Motions:

Option B1

Move to create a Divisional Review Committee structure and process for the College of Arts, with representation from each faculty.

Option B2

Move to create two Divisional Review Committees, one each for the Faculty of Social Science and the Faculty of Humanities. The Faculty of Humanities DRC shall designate at least one seat to a faculty member from the Creative Arts.

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MINUTES

COLLEGE OF ARTS COUNCIL April 24, 2015 1:00 pm Abbotsford campus, B140

PRESENT: Anastasia Anderson, Teresa Arroliga-Piper, Jill Bain, Hilary Beard, Rebekah Brackett (recorder), Vandy Britton, Virginia Cooke, Cherish Forster, Ceilidh Hart, Claire Hay, Larissa Horne, Gilmour Jope, Bruce Kirkley, Nicole Klassen, Ding Lu, Elaine Newman, Jacqueline Nolte (Chair), Sean Parkinson, Stephen Piper (Vice-Chair), Wayne Podrouzek, Gayle Ramsden, Terrill Smith, Melissa Walter, Alex Wetmore

GUESTS: Chelsey Laird, Judy Larsen, Betsy Terpsma

ATTACHMENTS: 2015-04-24 Global Engagement for College of Arts Council.pdf, UFV 2025 Visioning Committee Report2.pdf and Differentiation Faculty Council merged version.pdf.

1. GUESTS . 1.1. Chelsey Laird

J. Nolte welcomed the guests.

C. Laird presented on Global Engagement. There is a great diversity within the student body at UFV which is continuing to grow and students can have meaningful multi-cultural experiences within Abbotsford. C. Laird showed a slideshow presentation (please see attached: ‘2015-04-24 Global Engagement for College of Arts Council.pdf’). It was noted that scholarships are available through UFV International and Study Abroad. Global Engagement has identified strategic countries where students may receive up to $1,500.00 and UFV students (who are part of UFV study abroad courses) may receive up to $500.00 to help supplement their costs of travel. C. Laird explained that work is currently being done to develop a Global Engagement Certificate and is working towards having a ‘Global Competency’ designation be placed on the transcripts at UFV. C. Laird will be carrying out further consultations in Fall 2015 seeking out specific feedback around the development of programming for students.

Opportunities for discussion followed and included the following points:

The current framework that is being established is for student development of intercultural competencies.

Is there advancement in facilitating faculty members to integrate internationalization into the classroom?

AGENDA ITEM # 2.2.


College of Arts Council Agenda April 24, 2015

The Internationalization fund (a fund within the International Office to support the internationalization of curriculum and partnership development) is available to help aid in this challenge of internationalization within the classroom.

The mentorship program focuses on student self-awareness, power and privilege and exploring a second language.

There is a scholarship specifically for study tours.

Please forward any questions, comments or feedback to C. Laird at [email protected].

. 1.2. Betsy Terpsma - https://www.ufv.ca/convocation/Faculty/

B. Terpsma presented on Convocation and Faculty. It was noted that Convocation is on June 11, 2015 and Arts will be on Friday, June 12, 2015. Convocation will be at the Abbotsford Entertainment Centre. The Faculty stage party (Faculty gowning etc.) will be off of Lot 2A. Classes will not be cancelled on the dates of convocation and there will be 4 ceremonies this year instead of 3. The ceremonies are aiming to be shorter and working towards being 2 hours and 15 minutes each. Evites will be circulated to all faculty this year through their UFV inboxes. Faculty members are asked to RSPV and to order gowns through https://www.ufv.ca/convocation/Faculty/. B. Terpsma circulated invites and maps of the Abbotsford Entertainment Centre to members. Requests for volunteers will be circulated in the near future through UFV All. It was noted that some departments have after-parties on campus after convocation.

Please contact B. Terpsma for more information on Convocation and Faculty at [email protected].

. 2. FOR APPROVAL . 2.1. Adopt the College of Arts Council Agenda for April 24, 2015.

Amendments:

To strike item 6.1.

To move item 3 to 6.

The agenda was not adopted due to lack of quorum. . 2.2. Approve the College of Arts Council minutes of March 27, 2015.

The minutes were not approved due to lack of quorum and will be approved at the May CAC meeting.

.. 3. FOR DECISION . 3.1. BA Program Requirements

The BA Program Requirements were unable to be voted on due to lack quorum. This item will be electronically voted on April 27, 2015 and will close on

AGENDA ITEM # 2.2.


mailto:[email protected]://www.ufv.ca/convocation/Faculty/mailto:[email protected]


May 8, 2015. . 3.2. Nominations & Elections - Call for Nominations:

One College of Arts representative for Faculty of Professional Studies Council (non-voting, 2 year term)

One Faculty of Humanities Representative for the Library Advisory Committee (voting, 2 year term)

One Faculty of Social Sciences Representative for the Library Advisory Committee (voting, 2 year term)

Faculty of Professional Studies There were no nominations were received for this position. Another Call for Nominations will be circulated on April 27, 2015 and will close on May 21, 2015 at 12PM. Library Advisory Committee – Humanities Two nomination forms were received for this position and this will go to an election. Due to lack of meeting quorum at the April 24, 2015 CAC meeting, an online election will take place on April 27, 2015 and will close on May 13, 2015 at 12PM. Results of this election will be electronically communicated to CAC members. Library Advisory Committee – Social Sciences One nomination form was put forward. Katherine Watson has been acclaimed into the position and will serve the 2 year term. G. Ramsden thanked all the individuals who stood for the committee seats.

. 4. SENATE SUBCOMMITTEE REPORTS . 4.1. Senate Governance Committee - T. Arroliga-Piper . 4.2. Senate Budget Committee - B. Kirkley

B. Kirkley reported that there was a vote to improve the changes for the ECE program. The SBC reviewed the 5 year capital plan as well as the capital improvements for UFV campuses. The 2014 plan is currently being reviewed and discussions are happening around future plans. There were discussions around the U-District, the major initiatives with the City of Abbotsford and Digital Hub Project. There will be further work around phase 2 of the Ag-Rec project at CEP due to the mandate from the provincial government to create a BC Centre of Excellence for Agriculture. There will be renovations of existing buildings at UFV.

. 4.3. Undergraduate Education Committee - S. Pattridge

No report. . 4.4. Academic Planning and Priorities Committee - M. Rhodes & M. Walter .

AGENDA ITEM # 2.2.



4.5. General Studies Program Committee - M. Rhodes

No report. . 4.6. Reorganization Subcommittee - M. Rhodes

No report. . 4.7. Graduate Studies Committee - H. McAlpine

No report.

There is a vacancy as H. McAlpine is stepping down from her position. Please contact L. McMartin for further information at [email protected].

. 5. FOR DISCUSSION . . 5.1. Visioning 2025 Forum - J. Larsen

J. Nolte welcomed J. Larsen. J. Larsen gave a report on the Visioning 2025 committee and it was noted that she is a Math instructor for UUP and researches on engagement, autonomy and online workspaces. The committee discusses future visions for UFV. J. Larsen presented a slideshow exhibit (Please see attached: ‘UFV 2025 Visioning Committee Report2.pdf and Differentiation Faculty Council merged version.pdf.’) There are predictions of continued technological, demographic, economic and financial changes in the coming years and the committee is examining how the University will be responding to these changes. The visioning exercise has been initiated in order to address these issues. There is currently a request within grade schools for student feedback, a UFV 2025 Visioning Forum on April 28 (3:30 – 5PM in B140), an online blog space (http://blogs.ufv.ca/ufv2025/), and a current call for departments to submit feedback for review.

Opportunity for discussion was given and included the following points:

Concern was expressed around looking at 2025 as opposed to two years into the future or placing emphasis on 2025 as opposed to focusing on changing the lives of current UFV students.

The visioning exercise allows students and the community to engage their imaginations on the topic.

The core values of the committee are community based and student centered.

Concern was expressed around how realistic and effective the visioning exercise is and whether the current educational system is broken whether it is trying to be improved.

Discussions are taking place around improving co-op opportunities within the University.

Current innovative practices of members of the CAC may be of value to other faculties in the goal of improving learning at UFV.

J. Larsen thanked the committee for their time.

6. CHAIR & VICE-CHAIR'S REPORT

AGENDA ITEM # 2.2.


mailto:[email protected]://blogs.ufv.ca/ufv2025/


J. Nolte communicated a message from A. Webb to have faculty review the open-access textbooks. The goal is 40 textbooks for high enrolment 100 and 200 level courses and 70 have already been peer reviewed. Reviews are available online.

A report from the Federation was given and will be forwarded to CAC members for review.

J. Nolte presented a PowerPoint slideshow on Institutional Differentiation: What’s Happening and Does It Matter? (Please see attached: ‘Differentiation Faculty Council merged version.pdf.’).

Opportunity for discussion followed and included the following points:

Adopting the language of government is important in terms of advancing and achieving favorable outcomes.

Important to have senior administration defend the strengths of liberal arts.

The alumni association has been gathering data around UFV graduates to demonstrate to the community.

The erosion of academic autonomy is significant globally.

Employers are interested in critical thinking skills.

A report on www.careerbuilder.ca looks at the skillsets for graduates including: interpersonal people skills, problem solving skills, team work, oral communication, creative thinking, written communication, research and analysis, and math and computer technical skills.

Please forward any ideas, data, suggestions or feedback to the Dean’s Office. . 7. FOR INFORMATION . 7.1. The following items were approved electronically by the College of Arts

Curriculum Committee:

Bachelor of Arts:

BA Entrance Requirements . 7.2. BFA Grad Show 'Both Sides of Now' Opening Reception - April 24, 2015 . 7.3. Interdisciplinary Collaboration - April 27, 2015 . 7.4. UFV 2025 Visioning Forum - April 28, 2015 . 7.5. Absolute Style 2015 Fashion Show - April 29, 2015 . 7.6. Undergraduate Research Excellence Award - Call for Nominations - May 1 . 7.7. Employee Recognition Dinner - May 5, 2015 . 7.8. Dean's Medal - nominations due May 12, 2015 . 7.9. Blackboard Introductory Workshop - May 7, 14, 22 & 29 . 7.10. Convocation Speaker Nomination

Adjournment and Next Meeting: May 22, 2015

AGENDA ITEM # 2.2.


http://www.careerbuilder.ca/

Global Engagement at UFV

Presented by Chelsey Laird

Global Engagement Coordinator

UFV International

April 24, 2015

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A brief introduction

• Academic

• Professional

• Personal • UFV International

Chelsey Laird, B.A., M.A. EdD student

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A brief introduction

Global Engagement Coordinator role: • Curricular and extra/co curricular programming related to

awareness and engagement of internationalization

• Institution-wide, interdisciplinary

• Awareness and understanding of intercultural learning & development for students, staff, and faculty competencies

• international @ home initiative, initiates events and collaborates with interested faculty to develop the agenda, and implements program logistics.

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The mission

To build UFV’s institutional capacity for Global Engagement and

Internationalization

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What does “internationalization” actually mean?

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What I mean by “internationalization”…

“… the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of higher education at the institutional and national levels” (Knight, 2008, p. 21).

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• Popular and frequently employed concept; yet ambiguous and unclear

• Diverging and even contradictory ideologies

• Ideologies of internationalization in higher education contexts – Idealism

– Instrumentalism

– Educationalism • Stier, 2011

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Global Engagement

What does “global engagement” actually mean?

But how?

“Willingness to engage in local, global, international, and intercultural problem solving”

-Green, 2012

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The “How” of Global Engagement

Development of intercultural competencies

The collection of knowledge, skills, values and attitudes that are commonly considered to represent capability to be a globally minded citizen. -Deardorff, 2004

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UFV Global Engagement context

• Institutional Learning Outcomes

• Strategic Priorities

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Global Engagement & Internationalization programming framework

• Current trends, (immigration, career), student input

• Institutional Learning Outcomes, UFV strategic priorities

• Intercultural Competence-Deardorff, 2004

• Ideologies, -Stier, 2011, Definition, Knight, 2008

Framework Evaluation

and Assessment

Relevance Context AGEN

DA

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Current Global Engagement (Students)

To build UFV’s institutional capacity for Global Engagement and Internationalization

Global Student Associates

Friends Without Borders

Study Abroad

Global Citizenship

Grants

Global Lounge Programming

Student Clubs & Associations

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Future Global Engagement (Students)


Global Engagement Certificate (non-

academic)

Intercultural Development Inventory

(Assessment & evaluation)

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Future Global Engagement


What specific activities / actions / programs could be offered to help build UFV’s Global

Engagement and competence?

What is your experience with global engagement and/or

internationalization at UFV?

Future consultation, Fall 2015

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Global Engagement

Thank you!

Chelsey Laird

Global Engagement Coordinator

[email protected]

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UFV 2025 Visioning A brief report from Judy Larsen CAC Meeting, April 2015

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Our Visioning Task What should UFV look like in 2025?

– What does learning look like in 2025?

– What does the student look like in 2025?

– What do educational units (departments, disciplines, etc.) look like in 2025?

– What is the structure of a university in 2025?

– What does the physical plant of a university look like in 2025?

– What does the virtual plant of a university look like in 2025?

– What does a faculty member look like in 2025?

– What role will technology play?

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Who will the student be in 2025? • Rise in:

– Non-traditional learners

– Students with disabilities

– Students of aboriginal descent

– International students

– immigrants

• Student desire for work-life balance, personalization, digitization, ease of access, and relevance.

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How do we stay relevant in 2025? • Technology enables access to content

• Jobs are increasingly interdisciplinary

– Cohesion over content -> A place to learn how to learn

– Revisioning of faculty –> no longer content experts

• University education no longer ensures better employment

– Better connections with industry

– Improved access for working adults

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How will learning look in 2025?

• Shift from teaching to learning

• A focus on the student learning journey

• Learner-centered, learner-controlled

• Collaborative problem based learning

• Collaborative learning spaces

• Flexible learning options for students

• Learning outside the walls

• Learning in the community

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Stanford 2025

• The “open loop” university

• Paced education

• The “axis flip”

• Purpose learning AG

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Blurring the Lines

• Flexible program options

• Seamless transfer system

• Targeted advising

• Revisioning faculty and staff

• Competency based credits

• Revisioning the semester

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So how do we maintain relevance in such a rapidly changing landscape?

Judy Larsen CAC Meeting, April 2015

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The Committee • Eric Davis (Chair) • Maureen Wideman (Director of Teaching and Learning) • Garry Fehr (Geography) • Shelley Canning (Nursing) • Rod McLeod (Electrical Apprenticeship Program, Chair of UEC) • Sheryl MacMath (Teacher Education Program) • Judy Larsen (Upgrading & University Preparation) • Sukhdeep Brar (Student rep on APPC and the Board, KPE) • Alisa Webb (Associate Dean of Students, College of Arts) • Tracy Ryder Glass (Dean, Faculty of Professional Studies) • Craig Toews (Executive Director, Campus Planning & Resource Development) • Adrienne Chan (AVP Research, Engagement, and Graduate Studies) • Shawn Neumann (Founder and CEO of Domain7) • David Leis (Director of Advancement) • Derrick Swallow (Student)

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Presentations • Diane Griffiths, AVP Human Resources • Kim Isaac, University Librarian • Jackie Hogan, CFO and VP Administration • Vlada Dvoracek, AVP Institutional Research and Integrated Planning • David McGuire, Director of UFV International • Sylvie Murray, Program Development Coordinator • Mark Evered, President • Al Wiseman and Darren Francis, O’Reg and Governance • Kyle Baillie and Elaine Newman, Advising • Braden Douglas, Relevention Marketing • Shirley Hardman, Lorna Andrews, and Peter Geller, Indigenization of UFV • Vicki Grieve, FSA President

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Institutional Differentiation: What’s Happening and Does

It Matter?

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Differentiation

• structure or legislated mandate

• admissions criteria

• type of programming: research or teaching; intensive or technical/design; comprehensive

• type of credential

• how the research and teaching is delivered

• student demographic

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• For government, differentiation is a lever to achieve public goals of:

greater quality; competitiveness; accountability and sustainability

• For students, differentiation means greater choice and mobility

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• Rae Report (2005): Ontario: A Leader in Learning: Report & Recommendations

• 2009: “Degrees of Opportunity: Broadening Student Access by Increasing Institutional Differentiation in Ontario’s Postsecondary System”. Jones & Skolnik, HEQCO

• October 26,2010: “The Benefits of Greater Differentiation of Ontario’s University Sector: Final Report”. Weingarten & Deller, HEQCO

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“Ontario’s Differentiation Policy Framework for Postsecondary Education”, MTCU, Nov. 2013

• Due Dec. 20, 2013; 10 pages • Address all of the Components of Differentiation

• “Pick 5 areas (or less) at which you are excellent”

• “Pick 3 areas in which you could potentially grow for next 8-9 years”

• Project undergrad #s/grad #s to 2018/2019

• Conversations with other universities?

• Conversations with university senates/academic councils?

• Consultations/negotiations with advisor

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• Strategic Mandate Agreements presented April 2014

• Government extractions from institutional reports

• Institutional signoffs, April 2014

• Academica Top 10, Mar. 16, 2015: ON's new funding formula to focus on outcomes, consider input from employers Ontario's Ministry of Training, Colleges and Universities says everything will be on the table for upcoming talks on the province's university funding formula, and employers and industry groups will have a role to play in the discussions. It is expected that the province will look to factor student outcomes, including employment rates, into the formula.

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Implications for institutions? • Ongoing challenges of legitimacy

• Challenges regarding strategic and integrated planning and a sharper sense of mission

• Need for more conscious positioning and relationship building

• Clearer identification of program mix and strategic enrolment

• Challenge of accommodating the best of what has grown from within the institution with government’s interpretation of needs

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Annual progress will increasingly be assessed on performance indicators related to differentiated mandates and institutions will be funded in accordance with this

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April, 2014 Skills for Jobs Blueprint 2014/15 -16/17 Service Plan • Skills shortages have been projected over the

next 25 years and 8 key sectors identified: forestry; mining; natural gas; agrifoods; technology; tourism; transportation and international education

• Purpose is to ensure that government funding is allocated to labour market priorities that will promote the economic growth of British

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Core review of programs

Operating grants to public post-secondary institutions “re-engineered”

25 % of existing funding targeted to support programs aligned with in-demand jobs, programs for Aboriginal persons and persons with disabilities.

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• $40 million in 2014/15

• $130 million in 2015/16

• $220 million in 2016/17

• $270 million annually beginning 2017/18

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Labour Market Priorities Board (LMPB)

• Ministry of Jobs, Tourism and Skills Training (Chair)

• Ministry of Advanced Education (Vice-Chair)

• Ministry of Social Development and Social Innovation

• Ministry of Education

• Ministry of Natural Gas Development

• Ministry of Aboriginal Relations and Reconciliation

• Corporate Initiatives, Office of the Premier (ex-officio)

• Government Communications and Public Engagement (ex-officio)

• Chair of the ADM Committee (secretariat)

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Program Mix Adjustments

• With limited resources, increases for high demand priority programs may need to be offset by scaling back programming in other areas

• Gvt is linking programs to National Occupation Code (NOC)

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November 2014 post secondary institutions submitted 2014/15 Skills

Gap Plan

• “Performance will be assessed based on FTE utilization. Expectation is that institutions will achieve the planned FTEs in their Skills Gap Plans. If an institution is not able to achieve its target, funding will be redirected from that institution

• Consideration will be given to developing additional performance measures in future years”

Reengineering Operating Grants 14/15 Implementation Guide

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Such measures could include:

• Individualised performance matrices in accordance with Strategic Plans and Missions

• Employment rates

• Graduation rates

• Funding only priority areas of research and teaching

• Funding to enrolment targets for each program

• Number of credentials awarded Aboriginal students

• Number of International students

• Greater leverage of student outcomes surveys

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According to Plan…

• Agreement on performance indicators in accordance with specific missions

• Institutions always deliver on identified goals

• This performance management further accelerates differentiation

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•be more proactive with regard to examining data provided by gvt • improve, individually and collectively, gathering of data and arguments regarding relevance of what we do • refine our understanding and application of outcomes based education

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Stuckey, James, and Daniel Munro. Skills for Success: Developing Skills for a Prosperous B.C.,Ottawa: The Conference Board of

Canada, 2014

Employers across the board indicate that their greatest need will be for employees with business and management education and experience. But many also need people with the education and essential skills to fill other roles—including roles that change in response to business needs and wider economic forces

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•be more proactive with regard to examining data provided by gvt • improve, individually and collectively, gathering of data and crafting of arguments regarding relevance of what we do • refine our understanding and application of outcomes based education

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Qualitative arguments

• Balance focus on the economic with arguments on overriding importance of education for citizenship

• Develop inventories of High Impact Teaching Practices in programs and track effects on retention, job placements, further education

• Promote international competencies

• Nurture multiple partnerships

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•be more proactive with regard to examining data provided by gvt • improve, individually and collectively, gathering of data and arguments regarding relevance of what we do • refine our understanding and application of outcomes based education

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• Educate faculty, students, public & gvt about applications of generic and discipline-based competencies within programs

• Collect and communicate information on employment prospects for graduates of programs

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Weingarten and Deller

“The Benefits of Greater Differentiation of Ontario’s University Sector” 2010

• A more differentiated system offers students a

wide variety of unique quality programs at both undergraduate and graduate levels

• This builds on institutional strengths and niche

areas of expertise and on recognition of the value of teaching & learning plus research innovation

• Differentiation prevents unplanned growth and

duplication of poor quality programs; it prevents mission creep.

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• Monopolies of expertise? • Centralised planning preventing

competition and innovation? • Erosion of academic governance

to point of disinterest and diminished service?

• Likelihood of special funds for teaching innovation and delivery?

• Pressures from changes in college sector ?

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Differentiation across geographic expanses weighs against regional development and access Student demand

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Public Narrative • Shaping our mandates

• Managing perceptions

• Publicising outcomes

• Speaking through alumni, employers, voters

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