north island college board of governors to be held … · 1/24/2019 · 1.2 welcome board of...

NORTH ISLAND COLLEGE BOARD OF GOVERNORS REGULAR MEETING

TO BE HELD IN KOMOUX HALL BOARDROOM, COMOX VALLEY CAMPUS THURSDAY, JANUARY 24, 2019 @ 1:00 PM

AGENDA PRESENTATION: International Students in British Columbia NISU Executive

Topic Attachment Action Time

1. CALL TO ORDER1.1 Acknowledgement of First Nations Traditional Territory 1.2 Welcome Board of Governors New Member / Oath of Office

– Brad Harsell1.3 Adoption of Agenda To adopt (2 mins)

2. CONSENT AGENDA2.1 Minutes of the Regular Meeting of December 6, 2018 To approve2.2 Executive Committee Report Information2.3 Governance and Human Resources Committee Report Information2.4 Finance and Audit Committee Report Information2.5 President’s Report, January 2019 Information2.6 College Highlights Report Information2.7 Correspondence and Information (Agenda item #5) Information (10 mins)

3. BOARD BUSINESS3.1 Board of Governors Objectives/Work Plan 2019/2020 Information (10 mins)3.2 Kwak’wala Name for Mount Waddington Campus To approve (10 mins)3.3 Roundtable Board Member Reports Information (15 mins)

4. REPORTS ON STRATEGIC ACTIVITIES4.1 President 4.1.1 President’s Report on 2018 Objectives Information (15 mins)4.1.2 President’s Performance Objectives, 2019 To approve (10 mins)4.1.3 Employee Engagement Interim Action Plan Information (10 mins)4.1.4 College Plan 20-25 Process Update Information (10 mins)

4.2 Vice President, Finance 4.2.1 Third Quarter Financial Statements for 2018/2019 4.2.2 Financial Projections to Year End 2018/19 4.2.3 2019/2020 Budget Preparation

Information (5 mins) To approve (5 mins) Information (5 mins)

4.3 Executive Vice President, Academic and COO 4.3.1 Approval of Credential and Tuition: Aquaculture

Technician Diploma To approve (5 mins)

4.3.2 Approval of Credential and Tuition: Culinary Business Operations Diploma and Advanced Diploma

To approve (5 mins)

4.3.3 Fall/Winter Cumulative Stable Enrolment Report Information (5 mins) 4.3.4 International Education Update Information (5 mins)

4.4 Vice President, Strategic Initiatives 4.4.1 Strategic Initiatives Division/NIC Foundation Update Information (5 mins) 4.5 Chair, Education Council 4.5.1 Education Council Report Information (5 mins)

5. CORRESPONDENCE AND INFORMATION

(attachments)

5.1 Board of Governors Calendar of Events 2019 5.2 Diversity Matters at NIC Report 5.3 AEST Media Release January 2, 2019 on mental health

support for post-secondary students

5.4 CICan 2019 Conference Info 5.5 International Students in British Columbia, BC Federation

of Students position paper

5.6 AEST Email January 4, 2019 re Amendments to Post-Secondary Board Eligibility Provisions

6. NEXT MEETING DATES - Regular meeting – Thursday, March 21, 2019,

Campbell River Campus

7. ADJOURNMENT 3:15 pm

MINUTES OF THE REGULAR MEETING OF THE NORTH ISLAND COLLEGE BOARD OF GOVERNORS DECEMBER 6, 2018 DRAFT Jan 2 2019 Page 1 _____________________________________________________________________________________________________________________

MINUTES OF THE REGULAR MEETING OF THE NORTH ISLAND COLLEGE BOARD OF GOVERNORS

HELD IN KOMOUX HALL BOARDROOM, COMOX VALLEY CAMPUS THURSDAY, DECEMBER 6, 2018

BOARD MEMBERS PRESENT

J. Atherton, Community Member, Comox Valley RegionJ. Bowman, PresidentN. Chaudhary, Student RepresentativeM. Erickson, Faculty RepresentativeR. Everson, Community Member, Comox Valley RegionR. Grant, Community Member, Campbell River RegionD. Hoogland, Support Staff RepresentativeV. Jain, Student RepresentativeD. Lamb, Community Member, Campbell River RegionD. Lightfoot, Chair, Education CouncilB. Minaker, Community Member, Comox Valley RegionE. Mosley, Community Member, Port Alberni Region, Vice ChairJ. Murphy, Community Member, Comox Valley Region, Chair

BOARD MEMBERS ABSENT R. Hunt, Community Member, Mount Waddington Region

ALSO PRESENT T. Bellavia, Associate Vice President, Access and RegionsK. Crewe, Director, Human Resources and OrganizationalDevelopmentL. Domae, Executive Vice President, AcademicC. Fowler, Vice President, Finance and FacilitiesR. Heidt, Vice President, Strategic InitiativesK. Kuhnert, Associate Vice President, Student Services andRegistrarR. Reid, Executive Assistant, Board of Governors

___________________________________________________________________________________________

1. CALL TO ORDER

J. Murphy called the meeting to order at 1:03 p.m.

1.1 Acknowledgement of First Nations Traditional Territory

J. Murphy acknowledged that the meeting is being held in the unceded traditional territory of the KomoksFirst Nations.

1.2 Welcome Board of Governors New Members – Murray Erickson, Danielle Hoogland, Vikas Jain and Nitesh Chaudhary

J. Murphy welcomed new faculty representative Murray Erickson, support staff representative DanielleHoogland and student representatives Nitesh Chaudhary and Vikas Jain to the Board. Each one of the newBoard Members read and signed the oath of appointment.

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MINUTES OF THE REGULAR MEETING OF THE NORTH ISLAND COLLEGE BOARD OF GOVERNORS DECEMBER 6, 2018 DRAFT Jan 2 2019 Page 2 _____________________________________________________________________________________________________________________ 1.3 Adoption of Agenda

Moved E. MOSLEY/Seconded V. JAIN: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE ADOPT THE REGULAR AGENDA OF DECEMBER 6, 2018 AS PRESENTED.

Motion carried

2. CONSENT AGENDA

2.1 Minutes of the Regular Meeting of September 27, 2018 2.2 Executive Committee Report 2.3 President’s Report, December 2018 2.4 College Highlights Report 2.5 Correspondence and Information (Agenda item #5)

Moved R.GRANT /Seconded R. EVERSON: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE RECEIVES AND APPROVES THE ITEMS INCLUDED IN THE CONSENT AGENDA OF DECEMBER 6, 2018.

Motion carried

3. BOARD BUSINESS

3.1 Board of Governors Objectives/Work Plan 2019

J. Bowman presented the Board of Governors Objectives/Work Plan for 2019, asking the various Board committees to decide which objectives can be included in each committee’s work plan. He also suggested using the work plan to shape the agendas for Board meetings and activities in 2019.

E. Mosley requested that Board Members, through their committees, consider what the Board can do to assist the Senior Leadership Team in encouraging members of First Nations groups to actively participate in the Aboriginal Education Council and its regional committees.

J. Murphy will discuss the Board Work Plan with the committee chairs prior to the start of committee meetings in January 2019.

3.2 Board Committee Appointments

J. Murphy thanked the Board Members for volunteering to join at least one standing committee and/or representing the Board in the NIC Foundation Board and Education Council. She also acknowledged M. Erickson and D. Hoogland for their willingness to be mentored as the next committee chairs in 2020 for the Finance and Audit and Governance and Human Resources committees.

Executive Committee J. Murphy (Committee Chair) E. Mosley D. Lamb R. Grant J. Bowman Finance and Audit Committee D. Lamb (Committee Chair) M. Erickson E. Mosley V. Jain

MINUTES OF THE REGULAR MEETING OF THE NORTH ISLAND COLLEGE BOARD OF GOVERNORS DECEMBER 6, 2018 DRAFT Jan 2 2019 Page 3 _____________________________________________________________________________________________________________________

Governance and Human Resources Committee J. Atherton (Committee Chair) D. Hoogland R. Grant N. Chaudhary R. Hunt President’s Performance and Compensation Committee J. Murphy (Committee Chair) E. Mosley R. Everson NIC Foundation Representative J. Atherton Education Council Representative B. Minaker

3.3 Board Bylaw #4 – Domestic Tuition and Fee Bylaw

K. Kuhnert presented the 2019 Domestic Tuition and Fee Bylaw with fees and tuition effective after August 15, 2019. She noted that the bylaw includes a 2% increase following the Ministry of Advanced Education, Skills and Training tuition limit policy. Fees and tuition for two programs, Employment Transitions Construction Access and Employment Transitions Kitchen Assistant programs, were not increased as they are both at their maximum tuition set out by the Ministry.

Moved R. EVERSON/Seconded E. MOSLEY: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVE BYLAW NO. 4, 2019 - DOMESTIC TUITION AND FEE BYLAW WHICH INCLUDES A 2% INCREASE TO DOMESTIC TUITION AND MANDATORY FEES WITH THE EXCEPTION OF THE EMPLOYMENT TRANSITIONS CONSTRUCTION ACCESS AND EMPLOYMENT TRANSITION KITCHEN ASSISTANT PROGRAMS.

Motion carried

3.4 Board Bylaw #6 – International Tuition and Fee Bylaw

K. Kuhnert presented the 2019 International Tuition and Fee Bylaw which reflects a number of changes from the previous year:

Change of fee to a per credit rate (instead of per term rate) for all credit courses not part of cohort-based programs;

2% increase in fees for all cohort programs; Removal of programs that are no longer available; and Addition of a Student Services fee of $30 per credit-based tuition and $100 per month for

program-based tuition which replaces the current Internship fee of $1,000.

C. Fowler added that the change in fee structure would have a minimal and short-term impact on the budget as all international students are required take a minimum of three courses every term and complete the program within a specified number of years in order to keep their study permits. Fees and tuition will take effect after August 15, 2019.

MINUTES OF THE REGULAR MEETING OF THE NORTH ISLAND COLLEGE BOARD OF GOVERNORS DECEMBER 6, 2018 DRAFT Jan 2 2019 Page 4 _____________________________________________________________________________________________________________________ Moved V. JAIN/Seconded J. ATHERTON: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVE A CHANGE IN FEE STRUCTURE FOR UNIVERSITY TRANSFER PROGRAMS BASED ON A PER CREDIT MODEL OF $450/CREDIT AND APPROVE A 2% INCREASE TO PROGRAM BASED TUITION IN THE INTERNATIONAL TUITION AND FEE BYLAW NO. 6, 2019.

Motion carried

Moved V. JAIN/M. ERICKSON: THAT THE BOARD OF GOVERNORS APPROVE A STUDENT SERVICES FEE OF $30/CREDIT WHICH WILL REPLACE THE CURRENT INTERNSHIP FEE OF $1,000 IN THE INTERNATIONAL TUITION AND FEE BYLAW NO. 6, 2019.

Motion carried

3.5 President’s Performance Objectives, 2019

J. Bowman presented his 2019 Performance Objectives which will be finalized for approval by the Board at its meeting of January 24, 2019. He highlighted the following new initiatives:

Employee engagement action plan, which will be shared with the Board for information in January, developed in response to the Employee Engagement Survey in 2016 and the 2018 Employee Engagement Project;

Strategic marketing plan based on College Plan 2020 and the forthcoming College Plan 20-25.

J. Murphy requested J. Bowman to enhance the President’s Performance Objectives, 2019 by providing additional details and specifics.

3.6 Roundtable Board Member Reports

Starting with the January Board meeting, a list of Plan 2020’s strategic priorities will be provided to each Board Member as a guide in linking their activities to the college’s strategic priorities.

Board Members who attended the BC Colleges/AGB Governance Workshop in Victoria expressed gratitude for having had the opportunity to attend it.

Almost all Board Members attended the Annual Board Retreat on November 22 to 23 in Campbell River and praised the presentations and activities during the retreat, particularly the student and faculty presentations and the Campbell River campus tour. Regarding the campus tour, R. Grant appreciated learning who among the Campbell River community members donated the various equipment on campus.

E. Mosley attended the NIC Employee Recognition Event on November 30th and encouraged Board Members to attend such events. J. Murphy and J. Atherton also attended the same event, both expressing how important it is to personally experience the College culture through its employees.

J. Atherton also participated in the Parents Info Night on November 14 at the Comox Valley campus, NIC Foundation awards reception on October 16, one of NIC’s Write Here Readers Series and the NIC Foundation Board meeting on November 29th. She highlighted the Parents Info Night where she heard from faculty about the different programs being offered by the College. D. Lightfoot and D. Hoogland also attended the Parents Information Night in their capacities as faculty and staff.

V. Jain attended a Diversity Matters Steering Committee meeting as member.

J. Murphy attended this year’s Vancouver Island Economic Alliance (VIEA) Summit held in Nanaimo in October. She reported that local community and industry leaders present at the summit expressed concern about having the needed skilled workers that those industries will need to support the forecasted economic growth on the island.

MINUTES OF THE REGULAR MEETING OF THE NORTH ISLAND COLLEGE BOARD OF GOVERNORS DECEMBER 6, 2018 DRAFT Jan 2 2019 Page 5 _____________________________________________________________________________________________________________________ 4. REPORTS ON STRATEGIC ACTIVITIES

4.1 President

4.1.1 College Plan20-25

J. Bowman reported that the College Plan20-25 steering committee will be providing feedback regarding the planning process for 2019. The proposal around process and approach will go to the Board for its approval in January.

J. Bowman noted that D. Hoogland has volunteered to join the College Plan 20-25 committee and invited appointed Board Members to participate as well. He added that the first meeting of the College Plan 20-25 will be held on December 18th. Regarding time commitment, J. Bowman noted that it will be a year-long commitment with committee meetings happening every six to eight weeks.

4.2 Vice President, Strategic Initiatives

4.2.1 Strategic Initiatives Division/NIC Foundation Update

R. Heidt reported that more donors have been providing financial support for students. He cited in particular the Canadian Federation of University Women and Canadian Daughters Society, two groups that have recently disbanded and identified NIC as a recipient for their remaining funds.

R. Heidt also reported that the NIC Foundation board recently welcomed two new directors, Dianne Hawkins of the Comox Valley Chamber of Commerce and Jay Dixon of the North Island Secondary School in Port McNeill. The Board elected Ilona Horgen as Board Chair and Garry Griffin as Vice Chair.

4.3 Executive Vice President, Academic and COO

4.3.1 Legalization of Recreational Cannabis

K. Kuhnert summarized her memo to the Board regarding how the College has responded to the legalization of recreational cannabis across Canada. The College updated Policy 3-06 Community Code of Conduct in the spring reiterating that use of recreational cannabis is prohibited on all campuses and use of medical cannabis requires documentation.

4.4 Vice President, Finance and Facilities

4.4.1 2019-20 Budget Development Principles

C. Fowler explained that the budget development principles set out how the budget will be developed at different levels within the College and in coordination with the Ministry. J. Bowman reported that the Ministry’s priorities for one-time only funding are focused on delivery and access to programs and services in more remote rural areas as well as support for Aboriginal education and the Truth and Reconciliation Commission Calls to Action.

4.4.2 Overview and Inventory of One-Time Special Funding 2016/17 and 2017/18

C. Fowler provided an overview of the report. He noted that although the College is likely to continue receiving one-time funding, NIC is still required to apply for each funding initiative without knowing how much funds will be granted for each program. Each successful fund application requires reporting that must include complex details that varies with each type of funding.

MINUTES OF THE REGULAR MEETING OF THE NORTH ISLAND COLLEGE BOARD OF GOVERNORS DECEMBER 6, 2018 DRAFT Jan 2 2019 Page 6 _____________________________________________________________________________________________________________________ 4.4.3 Second Quarter Financial Statements 2018/19

C. Fowler noted that the College is on track to end the fiscal year on budget. The second quarter financial statements were submitted to the Province in October. He added that the College is projecting a realized gains on its investments of approximately $795,000 by end of calendar year 2018. It will be proposed that a part of the surplus created by the gains be used for the Campbell River campus project and the remainder for other capital and equipment expenditures. C. Fowler will report back to the Board in January for approval to use a mechanism suggested by the Ministry to allocate the yearend surplus.

4.5 Chair, Education Council (EdCo)

4.5.1 Education Council Report

D. Lightfoot reported that the Education Council recently elected Brad Harsell, Industrial Automation faculty, as Chair. B. Harsell will commence EdCo Chair and Board of Governors duties in January 2019.

D. Lightfoot also reported that EdCo’s Curriculum Committee has been busy with over a hundred curriculum items reviewed in the last couple of months. The review of curricula is being done to update the courses and bring them up to speed to what faculty is actually teaching.

J. Murphy thanked D. Lightfoot for his three years of serving as EdCo Chair and ex-officio Member of the Board. She also thanked B. Minaker for volunteering to represent the Board on EdCo and urged other Board Members to attend at least one EdCo meeting.

5. INFORMATION

The Board received the following information items:

5.1 Board of Governors Calendar of Events 2018/19 5.2 AEST Deputy Minister’s Letter to NIC re IAPR 2017/18 5.3 Order-in-Council #603, J. Atherton’s reappointment to July 2020

6. NEXT MEETING DATES

6.1 Joint meeting with NIC Foundation Board – Thursday, January 24, 2019, Komoux Hall Boardroom, Comox Valley Campus

6.2 Regular meeting – Thursday, January 24, 2019, Komoux Hall Boardroom, Comox Valley Campus

6.3 In-camera meeting – Thursday, January 24, 2019, immediately following the regular meeting

7. ADJOURNMENT

Moved V. JAIN/Seconded D. HOOGLAND: THAT THE REGULAR MEETING OF THE NORTH ISLAND COLLEGE BOARD OF GOVERNORS OF DECEMBER 6, 2018 BE ADJOURNED.

Motion carried Time: 2:35 p.m. Jane Murphy, Chair Rachel Reid, Executive Assistant

NORTH ISLAND COLLEGE BOARD OF GOVERNORS

January 24, 2019 Vision: North Island College is a premier community and destination college, in a spectacular west-coast environment, that inspires and prepares students for success in a rapidly changing world. AGENDA ITEM: Regular Meeting

2.2 Executive Committee Report The Executive Committee met on Thursday, January 10, 2019 with Derek Lamb, Eric Mosley, John Bowman and Rachel Reid in attendance. Jane Murphy and Roy Grant participated via teleconference. The Committee reviewed the following items: Meeting agendas for the Board meeting of January 24, 2019; Draft minutes of the December 6, 2018 Board meetings; Executive Committee Meeting Schedule and Work Plan; New Board Member Recruitment/Succession; and CICan Conference 2019 in Niagara Falls, ON.

Chair’s Report J. Murphy expressed appreciation that the Board’s standing committees are fully constituted following the Board Retreat in November. She also took the opportunity to reaffirm that Board Members, individually and as a group, have a duty to focus on issues pertinent to governance and not management operations beyond the role of the President. President’s Report J. Bowman presented his draft 2019 performance objectives which includes additional details with respect to what he will be doing in 2019. Referring to the Board’s 2019 objectives, J. Murphy requested to include information or presentation on domestic student enrolment in a Board meeting to help Board Members understand the implications of rising/falling numbers. She also requested an update on the risk management policy. J. Bowman also highlighted the BC Colleges Day on February 26th in Victoria. Plans are underway for BC Colleges Presidents and Board Chairs to meet with key cabinet members both as a group and individually as colleges. The Executive Committee will develop advocacy talking points to prepare for those meetings.

J. Bowman also reiterated his request for Board Members to consider joining the College Plan2025 committee whose next meeting will be on January 22nd. An email to all Board Members will be sent out to canvass interest in joining the College Plan2025 committee. Activities and Meeting Agendas of January 24, 2019 J. Bowman informed the Committee that the North Island Student Union (NISU) will be presenting at 1:00 pm on international students in BC. A handout provided by NISU will be included in the Board’s agenda package for information. The Board’s regular meeting will be preceded by a joint meeting with the NIC Foundation at 11:00 am. An employee meet and greet with Board Members after the meetings is also being planned beginning at 3:30pm. The Committee reviewed and edited the agendas to include a report on Employee Engagement Action Plan. Board Objectives, 2019 and Meeting and Planning Schedule, 2019-2020

The Committee reviewed the two documents. J. Bowman explained that the Meeting and Planning Schedule essentially mapped out most of the Board objectives into meetings and activities for the next 12 to 18 months. For the March meeting to be held at the Campbell River Campus, J. Murphy and R. Grant suggested inviting business or industry community members to share ideas with the Board and explore ways to mutually benefit each other.



2.3 Governance and HR Committee Report The Governance and Human Resources (GHR) Committee met on Thursday, January 10, 2019 with Jane Atherton (chair), Roy Grant, Danielle Hoogland, Nitesh Chaudhary, John Bowman and Rachel Reid in attendance. Ross Hunt participated via teleconference. The Committee discussed the following items: GHR Committee terms of reference and meeting schedule; Planning for annual board evaluation; Board objectives, 2019.

Committee Terms of Reference and Meeting Schedule R. Grant provided a brief background on the work of the Committee over the last few years, particularly on the review of the Board’s policies and bylaws as well as the standing committees’ terms of reference. He advised that the policies don’t need to be reviewed on an annual basis, contrary to what the current terms of reference indicates. J. Bowman noted that the Committee was also involved in suggestions for Board education and training, the annual Board evaluation process and the new member orientation manual. R. Grant also highlighted the Committee’s duty to recruit new Board Members. Referring to member recruitment, the Committee requested that copies of a current competency matrix and timelines of Board appointments/elections be made available at the next meeting. The Committee’s terms of reference will also be reviewed in depth. R. Hunt sought clarity on how he, as a First Nations chief, can be proactive with issues that impact First Nations peoples. He cited issues that may affect First Nations peoples. J. Bowman reported that Board education components on the Truth and Reconciliation Commission Calls to Action and the UN Declaration on the Rights of Indigenous Peoples are included in the Board’s meeting and planning schedule for the next 12 to 18 months, the draft of which was included in the December 6, 2018 Board agenda package and will be included in the January 24th Board agenda package.

Planning for Annual Board Evaluation J. Bowman reported that in previous years, an online Board survey had been implemented as a tool for evaluating the Board’s performance. However, the Board’s Executive Committee felt that a more fulsome evaluation conducted by an external third party would be more beneficial in providing insights on the Board’s performance. Cygnus Management Consultants conducted the President’s 360 evaluation and will be contacted to determine the cost and schedule of implementing the Board evaluation. The Committee requested that copies of the last two Board evaluations be included in the next meeting to determine what recommendations on implementation as well as timeline of the process may be made to the Board. Board Objectives, 2019

R. Hunt suggested having a handout that identifies the First Nations territories that the College operates in as well as a brief history of each First Nations group. The Committee scheduled their next meeting on Friday, February 22 at 10am. The meeting adjourned at 11:31 a.m.

BOARD OF GOVERNORS

Finance and Audit Committee Monday January 14, 2019 8:00 am

Komoux Hall Boardroom, Comox Valley Campus

Members present: D. Lamb (Chair), E. Mosley, M. Erickson

Member absent: V. Jain

Resources: C. Fowler (VP, Finance & Facilities), S. Fleck (Director, Finance), R. Reid (EA to BoG)

Guest: G. Van De Ven (Manager, OH&S), J. Wallace (Purchasing Manager)

Call to Order

D. Lamb called the meeting to order at 8:04 am.

Approval of Agenda

The Committee approved the agenda as presented.

2019 Committee Meeting Schedule

The Committee approved the proposed meeting dates for the rest of 2019.

2019/2020 Budget Preparation

C. Fowler presented a summary of key assumptions that will impact the 2019/2020 NIC budget.

Since the Ministry of Advanced Education, Skills and Training (AEST) re‐instituted a tuition‐free policy in2017 for Adult Basic Education (ABE), the Ministry has been reimbursing colleges for tuition in the interim until it can decide on a funding allocation formula that could be applied across the sector. The ABE funding level will be known after the Provincial budget is announced in February.

The implementation of the Employer Health Tax (EHT) and eventual elimination of the Medical Service Plan by January 2020 will impact budget but the PSI sector has been assured that funding will be provided to offset the cost of the EHT.

C. Fowler reported that the Ministry is planning on providing funding for 40 FTEs in a technology‐relatedcertificate program expansion, half of which will be in FY2019/20 and the other half in FY2020/21.

A detailed enrolment plan being drafted by the Office of Global Engagement will affect budget assumptions for FY 2019/20.

Another factor that may affect the 2019/20 budget is the Comox Valley campus housing project. It is expected that the Ministry will make further announcements in the spring.

G. Van de Ven joined the meeting at 8:20am.

Risk Management Planning Process

C. Fowler introduced G. Van de Ven who provided a brief background of his safety career and of whathas been done since he took on the job of Manager, OH&S in July 2018. G. Van de Ven has met withvarious NIC departments to canvass risk and safety concerns. He has also reached out to hiscounterparts at other colleges and has now joined the safety committees for each campus location.

A draft risk registry will be ready for the Committee’s review by March. The registry will include a matrix showing the likelihood of risk, severity of those risks and what can be done to mitigate those risks.

(R-2.4)

G. Van de Ven left the meeting at 8:45am; J. Wallace joined the meeting at 8:45am.

Investment Manager Procurement

D. Lamb and C. Fowler provided a background on the need to appoint an investment manager based on the College’s policy on long term investments. The Committee is responsible for the procurement process and recommendation of the investment manager to the Board of Governors. D. Lamb had requested that local firms be invited to submit proposals. C. Fowler confirmed that the tender went out to five firms, including two local firms.

J. Wallace explained how new trade agreements impact public procurement. This is why Finance has chosen to send invitations to a select number of firms instead of putting out a request for proposals.

The Committee requested that a few more local firms be invited to submit proposals.

J. Wallace left the meeting at 9:05am.

Q3 Financial Statements

C. Fowler provided a summary of the Third Quarter Financial Statements highlighting cash flow, wages, realized gains and the effect of market downturn on investments.

Cash flow was affected by the timing of payments made to contractors in relation to the Campbell River campus project. The College investment portfolio shows a large amount in realized gains but the recent market downturn affected the overall numbers. E. Mosley commented that such occurrence is not unusual and is consistent with market activity.

C. Fowler and S. Fleck explained that the increase in wages is largely due to a number of sessional faculty jobs created to support the influx of international students.

D. Lamb left the meeting at 9:16am.

C. Fowler reported that the College is on track to balance the budget. He will be preparing a memo to accompany the Q3 financial statements going to the Board for its January 24th meeting.

Large Payments Report

C. Fowler highlighted that most of the large payments went to Island West Coast, a contractor that manages other sub‐contracts, for the Campbell River campus project. He also noted that all NIC campuses now has a common cleaning services contractor.

On a question regarding reporting deadlines with Provincial and Federal governments, S. Fleck noted that the reporting deadlines vary between the two levels of government but submissions are on time and the project is on budget. C. Fowler added that the NIC portion of the funding covered the expansion and addition of classrooms which were not funded by government.

The meeting adjourned at 9:38 am.

Derek Lamb Committee Chair

OFFICE OF THE PRESIDENT

PRESIDENT’S REPORT TO THE BOARD OF GOVERNORS

January 24, 2019

Prepared by John Bowman

This report covers the time period from December 7, 2018 to January 24, 2019. It is intended to provide an overview (not an exhaustive list) of the activities and events that the President has participated in during the time period. Other information notes are also provided under the related NIC Plan 2020 Strategic Priority headings. In some cases, items may be related to more than one strategic priority.

Student Experiences and Success

Early Childhood Care and Education Program (ECCE)

On January 7, I visited with students in the Early Childhood Care Education program at the Comox Valley Campus. I spoke to the students about opportunities for them to participate in college committees and planning activities including: College Plan20-25; Diversity Matters Steering Committee; and, the Comox Valley Student Housing project. It was a pleasure to respond to their questions and hear their ideas.

High Quality, Relevant, Responsive Curriculum and Programs

Continuing Education and Training (CET) Department

On December 13, I attended the quarterly meeting of the CET department team in the Town of Comox. I was pleased to have the opportunity to speak with the staff about the College’s planning processes, to express my appreciation to them for their work, and to learn about the exciting and important programming initiatives underway and planned by CET for the coming year.

Aboriginal Education and Indigenization

Campbell River Aboriginal Gathering Place

On January 3, I chaired an administrative team meeting to review results of student, employee and community consultations for the Campbell River Campus Gathering Place. A concept plan for the design of the new Gathering Place is in development and will be discussed with the Project Advisory Committee on January 30.

International Education and Internationalization

On January 2, a Student Orientation and Welcome event was held for new International Students at the Comox Valley Campus. I attended and provided words of welcome and encouragement. Approximately 35 new International students were on hand.

People, Organization, Culture

Coffee Chats

On December 19, I hosted a small group (7) of faculty and staff for an informal conversation session in my office. These monthly Coffee Chats are opportunities for myself and employees to visit and meet

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President’s Report to the Board of Governors, January 24, 2019 Page 2

others with whom they may not work with or have regular contact with. Feedback from those attending has been very positive.

Campus Town Hall Meetings On December 13 and January 17, I facilitated campus town hall meetings at Comox Valley and Mount Waddington Campuses respectively. The agenda included topics of both local and college region-wide interest: College Plan20-25 Process; Campbell River Campus Project; Student Housing; International Education; and, the Employee Engagement Project Interim Action Plan. Seasonal Celebrations for college employees followed the Town Hall meetings at the Port Alberni Campus (December 3), Campbell River Campus (December 4) and Comox Valley Campus (December 13). The celebrations were an opportunity for informal conversation, and to enjoy some holiday treats and light refreshments.

Diversity Matters On December 19 and January 16, I chaired the first meetings of the new Diversity Matters Steering Committee (DMSC). The DMSC has begun to review and synthesize the student and employee feedback regarding the College’s strengths and areas of potential development to make the college an even more diverse and inclusive learning community. The Committee will be preparing short and long term action plans of initiatives to support the College’s goals.

College Plan20-25 Committee On December 18 and January 22, I chaired the first meetings of the new College Plan20-25 Committee. The Committee will coordinate the process for development the College Plan20-25, for approval by the Board of Governors.

Thoughtexchange

On December 10, I participated in a training session along with other NIC colleagues in how to use the Thoughtexchange on-line engagement software tool. The DMSC and College Plan20-25 Committees have both successfully pilot-tested the use of Thoughtexchange to share and prioritize ideas relevant to their work.

Resources, Investment, Sustainability

Office of Advancement Team On January 8, I attended a regular meeting of College’s Office of Advancement. I took the opportunity to thank the staff for their great work in growing and developing the College and NIC Foundation’s fundraising resources and capacity. We also discussed some of the major planning processes and opportunities the College will be working on in the coming year.

Active Connections to Community

City of Port Alberni Economic Development On December 19, Colin Fowler and I met via teleconference with Pat Deakin, City of Port Alberni Economic Development Officer. Pat briefed us on some emerging new and potential business opportunities the City is exploring and endeavouring to support. We discussed potential synergies between those businesses and College programs, facilities and campus lands in Port Alberni.

https://www.thoughtexchange.com/

President’s Report to the Board of Governors, January 24, 2019 Page 3

Annual Campagnolo Lecture On January 24, the Comox Valley Community Justice Centre (CLJ) and NIC will partner in presenting the Annual Campagnolo Lecture in Restorative Justice. The featured speaker is RCMP Commissioner, Brenda Lucki. More information is available here.

Other Topics

BC Colleges (BCC) Council of Presidents (COP) Planning Meeting

On December 7 and January 8, I chaired the BCC Executive Committee teleconference meetings, and on December 13, I chaired the COP teleconference. These meetings included discussions regarding provincial government and Ministry of Advanced Education and Skills Training policy and program issues, planning for BC Colleges Day in Victoria on February 26 and the British Columbia and Vietnam Colleges Partnership Conference.

NIC Board Executive Committee On January 10, I facilitated the meeting of the Board Executive Committee. The meeting agenda included: Chair’s Updates; President’s Report; draft Meeting Agendas (January 24); Board Objectives, 2019; Meeting and Planning Schedule, 2019-20; and New Board Member Recruitment/Succession.

NIC Board Governance and Human Resources Committee On January 10, I attended the Governance and Human Resources Committee meeting. The agenda and discussions at the meeting focused on: the committee’s terms of reference; development of an action plan for the committee and its work in relation to the Board Objectives for 2019; and, planning for the Annual Board Evaluation.

Trades Training BC (TTBC) On January 14, I attended the Board of Directors meeting for TTBC in Vancouver. The meeting agenda topics included: updates from the Ministry of Advanced Education and Skills Training, BCATTA (BC Association of Trades and Technical Administrators), and ITA (Industry Training Authority). Other discussion items included TTBC-led projects, training plan system, draft 2019/20 budget, and Trades Training Consortium of BC Society incorporation documents.

https://www.nic.bc.ca/life-at-nic/nic-news/news/campagnolo-lectures/

(R-2.6)

NORTH ISLAND COLLEGE BOARD OF GOVERNORS COLLEGE HIGHLIGHTS REPORT

JANUARY 2019

TRADES AND TECHNICAL PROGRAMS

TradesandTechnicalProgramsReport

SubmittedbyAgnesSharkie,AdministrativeSupportAssistant

Highlights

PROGRAM OFFERINGS

February and March 2019 will be seeing the wrap up of foundation and apprenticeship programs that began in the 2018 Fall term:

Heavy Duty Equipment Technician Level 3 – CR 2019-02-15 Carpenter Foundation (Harmonized) – CV 2019-02-22 Electrical Foundation (X2) – CR 2019-02-22

Welder Foundation (Harmonized) – PA 2019-03-22 Electrician Apprentice Level 3 – CR 2019-03-15 Electrician Apprentice Level 4 – CR 2019-03-15 Electrician Apprentice (Harmonized) Level 2 – CR 2019-03-15

2019 is starting off strong with the following foundation and apprenticeship classes beginning in our Winter term from January to March:

Electrician Apprentice (Harmonized) Level 2 – CR 2019-01-07 Carpenter Apprentice Level 3 – CV 2019-01-07 Electrician Apprentice Level 3 – CR 2019-01-07 Electrician Apprentice Level 4 – CR 2019-01-07 Heavy Duty Equipment Technician Level 3 – CR 2019-01-07 Plumber - Apprentice Level 4 – CV 2019-01-07

Carpenter Foundation (Harmonized) – CV 2019-01-28 Electrical Foundation (Harmonized) – CR 2019-01-28 Heavy Mechanical Foundation FDTN – CR 2019-01-28 Professional Cook 1 Level 1 - Institution APP – PA 2019-01-28 Plumbing & Piping Foundation FDTN – CV 2019-01-28 Trades Sampler EXPL – CR 2019-01-28

Welder Foundation (Harmonization) – CR 2019-01-28 Electrical Foundation (Harmonized) FDTN – PA 2019-02-04

Carpenter Apprentice (Harmonized) Level 1 – CV 2019-03-04 Electrician Apprentice Level 4 – CR 2019-03-04 Plumber Apprentice Level 3 – CV 2019-03-11 Electrician Apprentice Level 3 (x 2) – CR 2019-03-18 Electrician Apprentice Level 4 – CR 2019-03-18

Regional Highlights – January 2019 Page 2

Programs Ending in February 2019

Heavy Duty Equipment Technician Level 3 – CR 2019-02-15 Carpenter Foundation (Harmonized) – CV 2019-02-22 Electrical Foundation (X2) – CR 2019-02-22 Programs Ending in March 2019

Welder Foundation (Harmonized) – PA 2019-03-22 Electrician Apprentice Level 3 – CR 2019-03-15 Electrician Apprentice Level 4 – CR 2019-03-15 Electrician Apprentice (Harmonized) Level 2 – CR 2019-03-15 New Instructor Joins NIC

We are pleased to announce that Byron Beaupre has joined our Faculty of Trades and Technical programs as the newest member of the Heavy Mechanical Instructional team. Byron will commence in his new role with North Island College January, 2019.

Byron brings over 20 years of experience as a Service Manager, Maintenance Manager, Diagnostic Technician, and instructor as a heavy duty specialist. Bryon is joining us from industry relocating from Victoria to beautiful Campbell River where he has frequented over the years to visit family. Byron has recently instructed with Assiniboine Community College spanning the College’s heavy duty and agricultural programming and is looking forward to moving back into instruction. Byron’s credentials include: Journeyman Heavy Duty Equipment Mechanic; Journeyman Transport Truck Mechanic; Journeyman Farm Equipment Mechanic; and holds his Certificate of Adult Education.

New Interim Director

We are pleased to announce that Matt Melgaard has been confirmed as NIC’s Interim Director for the Faculty of Trades and Technical Programs.

We are in the process of confirming a transition plan as Matt moves out of instruction into the director role as of January 14, 2019.

Matt brings industry knowledge as a business owner/operator, four years as a program chair and experience developing and implementing school district and post-secondary programming in collaboration with Vancouver Island Indigenous communities.

His credentials include: Journeyman Carpenter, provincial instructor diploma, various industry-specific construction trade specializations and he is in the final phase of his Masters of Education in Educational Leadership.

Matt will be the first point of contact regarding student matters and will lead a range of faculty priorities in support of our institutional priorities.


Prep Cook – Port Alberni Campus

With funding from Province’s Workforce Development Agreement, the Prep Cook Certificate Program has prepared 12 students for long-term sustainable employment in the tourism and hospitality industries. In addition to Cooking Fundamentals, all students enrolled in the program receive valuable industry certificates such as FoodSafe, WHMIS and First Aid to enhance their job readiness and employability. Upon completion of the Prep Cook program, the students acquire necessary skills to prepare them for entry level culinary positions including prep cook, porter and food service worker. The program concluded on January 18,

2019 and is set to retain nine students to continue on to NIC’s Professional Cook 1 program. These students are then well on their way to continuing the Professional Cook apprenticeship model towards their path to Red Seal certification. Advanced Technological Applications Critical for Electrical Programming

The Labvolt equipment purchased last year enabled our electrical apprenticeship students to move to a new generation of technology. The system has unparalleled monitoring and display configurations. Not only is the equipment interactive, requiring students to make all the necessary connections, it is also inherently touch safe. All connections and equipment on the Labvolt are protected from inadvertent shock hazards by non-conductive covers and barriers ensuring the safety of our students. The Labvolt trainer also allows us to connect all of the industry specific equipment required by the Industry Training Authority BC (ITA).

Our department had made use of the previous generation of Labvolt equipment for many years and, while effective, it reached the end of its serviceable life. Moving to the new era of Labvolt trainers has been an incredible improvement to the apprenticeship program.

Labvolt trainers are used by numerous electrical apprenticeship training providers throughout the country. This newly acquired equipment is an integral step by Faculty toward developing an up-to-date and relevant training lab. This technology helps attract the next generation of students into the trades by harnessing their interest in technology and supporting their essential core competencies with emerging trades-based technical applications.

Youth in Training at NIC

Led by Randy Grey, NIC has expanded Youth Train programming in collaboration with the Comox and Courtenay School Districts. NIC has supported a pilot initiative to provide 16 high school students with an orientation to the Trades. Running through December and January students are introduced to the Welding, Automotive and Heavy Mechanical industries.


STUDENT SERVICES AND REGISTRAR

PeerTutoring

SubmittedbyErinMcConomy,PeerTutorCoordinator

In the Fall 2018 semester, we had over 30 active tutors offering a total of almost 800 student appointments in areas including University Transfer, Business, Interactive Media, Nursing, and Trades. The highest demand for tutors was in Business, Math and Sciences, and Interactive Media.

WritingSupport

SubmittedbyErinMcConomy,WritingSupportFaculty

Writing support expanded at all campuses in Fall 2018. We are now offering weekly face-to-face appointments in Port Alberni (one day a week) and Campbell River (three days a week). These increased services were definitely popular with appointments from September to December totaling 43 in Port Alberni and 150 in Campbell River, an exponential increase from Fall 2017 at both locations. The Comox Valley Campus now offers writing support six days a week, with our trial of Saturday service being quite successful. Writing support appointments at the Comox Valley Campus totaled over 350 for the semester. Many students at all campuses are visiting the writing support faculty repeatedly or regularly. Once they discover the service, they use it!

Writing support is also available via Skype to Mount Waddington students, but this option has not yet become popular at that campus.

NIC student submissions to our online writing support consortium, WriteAway, continued to grow in the Fall 2018 semester. NIC students submitted a total of 132 papers for feedback. This is a 39% increase over the submissions from the Fall 2017 semester and 6.5% of the total consortium submissions for the semester, which is quite high for an institution of our size. Because WriteAway is an entirely online service, it offers students taking courses at the smaller campuses, online, or ITV to access excellent writing support from home.

Writing Support also provides in-class workshops for faculty looking for added and specialized instruction for their students on writing and documenting. In the Fall 2018 semester, we gave eight of these workshops in classes ranging from the Automotive Service Technician program, to Sociology, Practical Nursing and Nursing.

MathSupport

Like Writing Support, the Library and Learning Commons provides Math Support to students taking math courses, or math-heavy courses, of all levels including Trades. NIC Faculty in the Mathematics & Sciences department provide the support, which is available multiple times a week at the Comox Valley, Campbell River and Port Alberni campuses. With this service, students are able to drop in and stay as long as they need to while they work with the available instructor to answer their questions. This means that some students may stay for 15 minutes, while others might stay for two hours. The Math Support instructors saw over 90 students in the Comox Valley, 40 in Campbell River, and 15 in Port Alberni, again with a number of repeat customers.

BOARD OF GOVERNORS MEETING AND PLANNING SCHEDULE January 2019 to January 2020

MONTH/LOCATION ROUTINE AGENDA ITEMS SPECIAL ITEMS and PRESENTATIONS

JANUARY 24, 2019 Regular Board Meeting Komoux Hall Boardroom, Comox Valley Campus

President’s Performance Objectives, 2019

Board Planning and Meeting Schedule 2019/2020

2019-2020 Budget Preparation

Financial Projections to Year End 2018/2019

Third Quarter Financial Statements for 2018/2019

Fall/Winter Cumulative Stable Enrolment Report

International Education Update

Joint Meeting with NIC Foundation Board

Student Award Recipient Presentation (11:30am-12n)

Plan 20-25 Process and Approach (c)

Kwak’wala Name for Mount Waddington Campus

NISU presentation (1.d)

CV Campus Employee Meet and Greet (post-meeting)

FEBRUARY Committee Meetings

Board Member Succession

Planning for Board Evaluation

Advocacy Planning (target late April meetings with provincialgovernment MLA’s) (7.u)

Dashboard Key Performance Indicators

MARCH 21, 2019 Regular Board Meeting Campbell River Campus

Draft Government’s Mandate Letter 2019/2020

Investment Portfolio Presentation

Trades Program Students Presentation

Counselling and Mental Health (TBA)

Lunch with CR business/industry leaders (Campus Tour)

Student Employment Services Presentation (TBA)

Domestic Student Enrolment Trends

APRIL 25, 2019 Regular Board Meeting Mount Waddington Campus

2019/2020 Budget Approval Media Relations and Social Media

Aboriginal Services Plan (ASP) Presentation (4.n and 4.q)

Student and/or Employee Presentations

(R-3.1)


MAY Committee Meetings CICan Conference Special Board Meeting (tentative May 16) Plan20-25 Community Conference Days

Student Housing Comox Valley

JUNE 13, 2019 Regular Board Meeting Komoux Hall Boardroom, Comox Valley Campus JUNE 14? Joint Meeting with AEC, EdCo?

Final FTE Report for Year End March 31, 2019

Institutional Accountability Plan and Report, 2018/19 Approval

5-Year Capital Plan Priorities

Board Evaluation Results

Audited Financial Statements for Year Ended March 31, 2019

Enterprise Risk Management


Lunch with non-profit/business/community leaders (8.y and z)

Employee Presentation

Education re Reconciliation

JULY / AUGUST Committee Meetings

SEPTEMBER 26, 2019 Regular Board Meeting Location TBA

Election of Chair and Vice-Chair

Banking Resolutions (if required)

Financial Information Act Report

BOG Retreat Agenda

Fall 2019 Stable Enrolment Report

First Quarter Financial Statements for 2019/2020

Distributed Learning Presentation (3.k and l)

Marketing Plan



OCTOBER 24-25, 2019 Comox Valley Region Campbell River Campus Grand Opening Event? TBA

BOARD RETREAT – Board Development/Education

Draft College Plan20-25 Priorities and Goals

Aboriginal Education and Reconciliation (4.p)

Innovation and Applied Research

Board Committee Membership


NOVEMBER 28, 2019 Regular Board Meeting Komoux Hall Boardroom, Comox Valley Campus

2020/2021 Budget Guidelines and Ongoing Budget Development Timeline

Second Quarter Financial Statements for 2019-2020

2020 Board of Governors Objectives, 2020

Board Committee Appointments

Bylaw 6 – International Tuition and Fee Bylaw

Bylaw 4 – Domestic Tuition and Fee Bylaw

President’s Priority Performance Objectives, 2020

International Education and Internationalization Presentation


DECEMBER

JANUARY 23, 2020 Regular Board Meeting Komoux Hall Boardroom, Comox Valley Campus

2020-2021 Budget Preparation

Financial Projections to Year End 2019/2020

Third Quarter Financial Statements for 2019/2020

Fall/Winter Cumulative Stable Enrolment Report

Joint Meeting with NIC Foundation Board

Student Award Recipients Presentations

College Plan20-25 Approval

Employee Social Meet and Greet


FEBRUARY, 2020 Committee Meetings

Board Member Succession

Planning for Board Evaluation

Advocacy Planning (target late April meetings with provincial government MLA’s) (7.u)


MARCH 19, 2020 Regular Board Meeting Campbell River Campus

Board Planning and Meeting Schedule 2020/2021

Draft Government’s Mandate Letter 2020/2021

Investment Portfolio Presentation

Community Luncheon with Local Government and First Nations leaders


APRIL 23, 2020 Regular Board Meeting Port Alberni Campus

2020/2021 Budget Approval


Community Business Leaders Reception (7.v)

JUNE 11, 2020 Regular Board Meeting Komoux Hall Boardroom, Comox Valley Campus Graduation Ceremonies June 17,18, 20

Final FTE Report for Year End March 31, 2020

2019/2020 Institutional Accountability Plan and Report Approval

5-Year Capital Plan Priorities

Audited Financial Statements for Year Ended March 31, 2020


JULY / AUGUST Committee Meetings

Board of Governors Action Plan

Draft Objectives, 2019

College Strategic Priority Objectives

Overall a. Develop governance level dashboard with key indicators for each strategic priority to assess status and progress of achieving goals of the strategic plan, draw from the performance indicators in the IAPR;

b. Hold at least one special session to provide an opportunity for comprehensive review of important topics to the Board (e.g. domestic students enrollment and success, student mental health, innovation, media relations, new K-12 curriculum);

c. Participate in Plan 2025 process, including having Board representative steering committee and providing input into environmental scans.

1. Student Experiences and Success

d. Hear (especially from students), and receive reports to ensure student success;

e. Understand domestic student enrolment, including trends, and based on findings determine specific Board actions to support proactive approaches to meeting needs of domestic students;

f. Continue to build understanding of Aboriginal culture and needs to support Aboriginal students and communities;

g. Increase understanding of mental health needs for students and College’s response and advocacy around this issue.

2. High quality, relevant, responsive curriculum and programs

h. Over term on Board, each Board member attend an EdCo meeting and/or related committee meetings (outside of BOG rep at EdCo);

i. Continue having student/faculty presentations at Board meetings as part of Board education;

j. Have at least one presentation from support staff (different departments – what do they do, how are they supporting the strategic priorities).


3. Access to learning and services across the region

k. Given our geography understand use of technology to support access (where are we at now; where would we be in the future?);

l. Understand how students’ access (geographic, financial, etc.) different platforms/programs in different institutions; how do we make it work for them; how do NIC pathways connect to other institutions;

m. Look at business communities, Foundation, College events – what opportunities are there for Board Members to do more and participate in engaging the business communities.

4. Aboriginal Education and Indigenization

n. Have a presentation on the Aboriginal Education Plan;

o. Continue with 2018 objective of meeting with AEC annually to support what they’re doing and learning what they’re doing; invite AEC Chair to our meetings;

p. Attend seminars, have presentations to make Board more aware of resources it can use; education about reconciliation (consider Village workshop; programs);

q. Learn and advocate for policy of creating new programs to support Aboriginal communities in our region (for ex., Yukon FN101 – curriculum development on cultural and linguistic groups).

5. International Education and Internationalization

r. Continue to receive reports on International Education to assess that program is effective and successful, and supports the success of all students.

6. People, Organization, Culture

s. All Board members to be more active in attending college and community events;

t. Invite employees to Board meetings (in addition to invitation via the portal), hold greet/mix and mingle opportunities.

7. Resources, Investment, Sustainability

u. Continue to develop effective Government relations – relationship-building with Government partners (mayors, councilors; MPs at federal level); strengthen relationship with local MLAs; Executive to meet with Ministers, DMs, ADMs from Provincial government (maybe April/May);

v. Continue to strengthen community relations using Board members relationships in their respective communities;

w. Support CR campus capital campaign;

x. Receive reports on progress of Enterprise Risk Management Program.


8. Active Connections to Community

y. Sustain efforts to meet community organizations (list of community organizations that Board would like to invite to meetings);

z. Build relationships with business communities (employers and employers associations); invite them to Board meetings to see what we can do for them (or have Board members + admin request to meet at their offices);

aa. Work with regional learning councils, have Board members as part of councils; is there an inventory we can use?

9. College Identity and Brand bb. Think about what makes College and our locations unique;

cc. Continue with sharing and using positive stories, successes;

dd. Develop understanding of College’s marketing/communication plan – understand Board’s role, consider how marketing/communication plan support domestic students;

ee. Board members access NIC’s social media platforms to keep abreast of events, what students are saying;

ff. Board briefing on media relations/communications about College and media relations, how do NIC stories actually get published in local newspapers.

NORTH ISLAND COLLEGE BOARD OF GOVERNORS January 2019

Vision: North Island College is a premier community and destination college, in a spectacular west-coast environment, that inspires and prepares students for success in a rapidly changing world. AGENDA ITEM: Regular Meeting

3.2 Kwak’wala Name for Mt Waddington Campus Recommendation of Kwak’wala name for the Mt Waddington Campus: Elders and community members in the Port Hardy region have had several meetings to identify and recommend a Kwak’wala name for the Mt Waddington Campus. The conversation went very well, and the name that was decided upon is: Mixalakwgila (mee xa lakw geela) The name means the maker of the dream or the maker of what has been dreamt about. The elders chose this name because they believe that the College is a place where your dreams for the future can come true. Elders from several communities and Chief George Hunt participated in the final gathering to choose the name. NIC would like to acknowledge the Elders who have honoured NIC with a traditional name in the Kwak’wala language. Having a Kwak’wala name for the Mt Waddington campus acknowledges and honours the traditional territory of the Nation and is an important step towards reconciliation. NIC is committed to enhancing Indigenous-centred services, learning environments, student and community spaces, and learner success. Removal of Mount Waddington from campus name: Although NIC will always continue to make it clear that it offers programing to other parts of the Mount Waddington Region, the physical campus sits in Port Hardy and it seems most accurate to name it such. As well, by avoiding the name Waddington, NIC avoids associating itself with a man, Alfred Waddington, who is known for building a road in 1864 through Tsilhqot'in territory to the Cariboo gold fields and threatening Tsilhqot'in people with the infection of smallpox if they attempted to stop his attempt. The invasion of Tsilhqot'in territory lead to the Tsilhqot'in peoples defending their territory and this resulted in deaths on both sides. It is important that the campus reflects positive First Nations-Settler relations in all ways, including in its name. Including an English name ensures that both languages most commonly spoken in the regional communities are represented. Action: For the Board’s review and approval. Suggested Resolution:

THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVES CHANGING MOUNT WADDINGTON CAMPUS NAME TO MIXALAKWGILA (PORT HARDY) CAMPUS.

January 17, 2019 1

Report on President’s Annual Performance Objectives, 2018

This report briefly reviews and highlights progress related to the President’s Annual Performance Objectives, 2018.

During 2018, North Island College achieved significant progress related to all of its nine strategic priorities. More details are provided in other President’s Reports to the College Board (available here) and in the Institutional Accountability Plan and Report (IAPR here) 2017/18.

It was also a year in which the College and Senior Leadership Team were challenged by a number of significant and highly impactful events including: unprecedented growth in International student enrolment at both Comox Valley and Campbell River campuses; the tragic deaths of two International students; and, dealing with matters related to the College Code of Conduct.

On a personal note, I was happy to receive (in March) the feedback provided by Board members, college employees and community members regarding my performance in the role of President. In April, I provided the Board with my Narrative 360 Feedback Summary – Action Plan, 2018-2019 and I look forward to continuing to implement the follow-up actions identified.

Student Experiences and Success 1. Facilitate advancement of the Comox Valley Campus Student Housing project.

A Business Case for the development of Student Housing at the Comox Valley Campus wasapproved by the Board of Governors in June 2018 and was submitted to the Ministry of AdvancedEducation and Skills Training. The Ministry has indicated they are supportive of our proposal andhas encouraged us to proceed with the next phases of more detailed planning and design workthey require prior to granting funding approval.

The Board of Governors has been regularly updated on this objective throughout the past year.

High Quality, Relevant, Responsive Curriculum and Programs 2. Support Senior Education Team (SET) and faculty in Year 2 of the Multi-Year Program

Planning (MYPP) process.

As part of this cyclical planning process, we saw several Year 2 MYPP initiatives completed(2017-2018) as well as new initiatives approved to support curricular needs in Year 3 (2018-2019).The list is long, however a few highlights include:

▪ Early Childhood Care & Education program revision to address areas of Indigenous learningoutcomes

▪ Increased first year business course delivery on the Campbell River Campus▪ Additional ITV offerings to North Island Secondary School and SD 69 in support of dual credit

offerings▪ ABT Program redevelopment▪ Culinary program revision

(R-4.1.1)

January 17, 2019 2

▪ Additional course offerings to increase program capacity (Fine Arts, Tourism) ▪ Business Administration program review ▪ Human Service Worker program review ▪ Delivery and further development of Nuu-chah-nulth language courses ▪ Development of Health Care Assistant theory courses ▪ Course development to increase web based program offerings (Psych/Eng) ▪ Delivery of Aquaculture Technician Certificate ▪ Various Trades course and program development (Joinery Certificate & Apprenticeship,

Autocad for Trades foundation programs, Marine Mechanical feasibility)


3. Enhance Indigenous-centred services, learning environments, student and community spaces. In 2018, a new Aboriginal Student Lounge was established at the Comox Valley Campus. Each of NIC’s campuses now has a similar such facility for students. Work on the re-visioning of the Campbell River Campus Aboriginal Gathering Place moved forward with consultations occurring with the Aboriginal Education Council (AEC), regional community members, students and college employees. A Committee was established to coordinate the process and a preliminary new concept design has been developed. Further refinement of the concept design and development of a project plan will be completed later in the spring of 2019.

4. Build relationships with and be accountable to Indigenous communities. During 2018, I participated in regular meetings with the Aboriginal Education Council (AEC) regarding NIC’s performance and plans. In June, I facilitated the joint meeting of the AEC, College Board of Governors and Education Council. Discussions with the K'ómoks First Nation regarding the process and protocols for commissioning the carving of a new totem pole occurred in the Fall, 2018. We hope that the totem pole project will proceed in Spring/Summer 2019, and will provide an important opportunity for community education and reconciliation. In 2018, discussion with the Northern Region Aboriginal Advisory Committee, local First Nations community and Elders led to a proposal to rename in Kwak’wala, the Mount Waddington Campus. The proposed new name (Mixalakwgila – “maker of the dream”) will be considered by the Board of Governors at the January 24 Board meeting.


5. Implement follow-up actions in response to major findings from Employee Engagement Survey (November 2016). The Employee Engagement Project was completed in September 2018. The report and findings were shared with all College employees on October 1. After careful review and discussion of the findings, the Senior Leadership Team and I developed an Interim Employee Engagement Action Plan to address the project recommendations. The Action Plan was shared with all college employees on December 1, 2018. Implementation of the Action Plan is underway. The 20 specific items in the Action Plan will support new and improved avenues for flow of information between Senior Leadership and college employees; increase opportunities for employees to provide feedback and input on decision-making; and, facilitate and encourage more frequent and meaningful interactions between college Senior Leadership and college employees and students.

January 17, 2019 3

Some of the related initiatives completed or underway include: the establishment of a new staff position - Planning/Communication Officer; implementation of Thoughtexchange on-line software to facilitate employee and student input; publishing more frequent President’s Newsletters; and holding regular Campus Town Hall Meetings.

6. Foster an open organizational culture that supports and celebrates diversity and learning.

During the past year, the Diversity Matters Working Group (DMWG) facilitated focus group conversations with employees and students to take stock of the College’s progress related to our Plan 2020 goal: “To foster an open organizational culture that supports diversity and learning”. The information generated has been compiled into a report, which will serve as a resource and reference for action planning to further express and demonstrate support for diversity and inclusion across the College. In the fall of 2018, the DMWG transitioned into the Diversity Matters Steering Committee (DMSC) with a mandate to provide leadership, direction and coordination of diversity and inclusion related initiatives. The new DMSC has been constituted to include a strong and diverse representation of employee, student and community characteristics. The DMSC has begun to develop priorities for action in support of the college’s goal.


7. Ensure successful substantial completion of Campbell River Trades Replacement and Consolidation Project. The Campbell River Campus Expansion and Renovation project has progressed well in 2018 and will be completed in 2019. A public celebration and official grand opening for the expanded and renovated campus is being planned for October/November. The Board of Governors has received regular updates and tours of the Campbell River Campus during the course of 2018 to monitor progress on the expansion and renovations.

8. Participate in fundraising campaign in support of the Campbell River Campus Trades Replacement and Consolidation Project. The Vice President Strategic Initiatives, during the past year, has facilitated the work of a Community Campaign Leadership Committee that has met with several prospective major donors. Further presentations will occur in the Winter/Spring as the “quiet phase” of the campaign transitions into a more visible and public campaign as the project progresses through the final year of construction in 2019.

9. Develop relationships with provincial government members and senior Ministry staff: A number of meetings were held during the year with local provincial MLA’s (Leonard, Trevena, Fraser), and the Hon. Melanie Mark, Minister of Advanced Education and Skills Training (AEST) to advocate regarding key College priorities, issues and concerns. Relationships with senior Ministry of AEST officials are positive and continue to be developed on an ongoing basis.

January 17, 2019 4

10. Complete development of Letter of Agreement (LOA) between the College and NIC Foundation regarding priorities, annual plan activities, commitments and resources. This objective was deferred, pending the NIC Foundation completing some essential governance and Board development work, including the completion of a new constitution and bylaws, updating policies, and recruitment of new Board members. At the January 24 joint meeting of the NIC Foundation Board of Directors and the College Board of Governors, members will discuss 2019 plans and priorities for both the Foundation and for the College.


11. Communicate findings and implement Year 1 Follow-up Action Items from 2017 Sabbatical project. A separate Follow-up Report on the NIC President’s 2017 Sabbatical Project and status update on the implementation of the Action Plans that emerged from it, is in development and will be provided to the Board in February 2019.

College Identity and Brand

12. Promote and celebrate the work and expertise of NIC faculty, staff and administrators internally and within the community.

During the past year, I utilized relevant NIC produced materials (media releases, and other publications) through social media (Twitter and Facebook) and at various public speaking and presentation forums. I hosted the annual Employee Recognition Celebration event in the Comox Valley on November 30. The event is a truly a highlight on the College’s annual calendar. Redevelopment of the NIC website www.nic.bc.ca during the past year included the creation of a Faculty Profiles section (found here) as well as profiles of the Senior Leadership Team (SLT) to provide publically accessible information about the qualifications and expertise of our instructors and administrative leaders.

13. Host and promote the 2018 Colleges and Institutes Canada (CICan) Rural Symposium in Comox Valley (April 28-29) in conjunction with the CICan Annual Conference in Victoria.

The College successfully hosted the CICan Rural Symposium in Courtenay as planned. The event was well attended by approximately 100 delegates from across Canada as well as by NIC employees and Board members. Evaluations of the event by participants were very positive. The symposium provided an excellent opportunity to showcase some of NIC’s strengths and successes, and served to enhance the College’s national profile and visibility within Colleges and Institutes Canada. The main CICan Conference in Victoria was attended by approximately 30 college administrators and board members. It proved to be an excellent forum for learning and networking with other college representatives.

January 17, 2019 5

Other

14. Support the College Board in developing and implementing its Board Objectives for 2018/19. During 2018, the Board undertook and number of new education and governance development initiatives as detailed in its Objectives for 2018/19. A few of the most notable were special meetings regarding International Education, the Institutional Accountability Plan and Report, a joint meeting with the Aboriginal Education Council and Education Council, and participation in provincial governance education workshops.

15. Develop Risk Management Registry (e.g. Risk Identification, Cause, Impact/Consequences, Mitigations) The development of a new Risk Management Policy and Register is in progress. In 2018, a new Manager, Health and Safety (OHS) position was created and filled to facilitate improvements to the College’s occupational health and safety and emergency management functions. This objective is carried forward for 2019. A draft policy for Board approval will be brought forward in the spring.

16. Complete Report on Year 2 of NIC Plan 2020 implementation. The Institutional Accountability Plan and Report (IAPR), 2017/18 was presented to the Board of Governors for approval in June 2018 and submission to Ministry of Advanced, Education, and Skills Training in July.

17. Serve as Chair, BC Colleges, Council of Presidents (COP).

In 2018, I continued to chair the BC Colleges Council of Presidents, which afforded me the opportunity to provide leadership and have a high level of engagement on behalf of the COP in connection to the provincial government and partner organizations. My two-year term as chair will come to an end on September 2019. I will continue to serve on the Executive Committee in the role of Past Chair.

January 7, 2019 1

President’s Annual Performance Objectives, 2019

1. Design and lead the process to develop a new five-year college strategic plan (CollegePlan20-25).

- Board of Governors approval of the planning process (January 2019).- Implement planning process, chair College Plan Committee.- Draft College Plan20-25 for approval by Board of Governors (January 2020).

Student Experiences and Success

2. Facilitate advancement of the Comox Valley Campus Student Housing project.

- Complete community consultations, schematic design, and other required planning processcomponents.

- Obtain Board approval and submit final Business Case to Ministry (June 2019).

High Quality, Relevant, Responsive Curriculum and Programs

3. Support Senior Education Team (SET) and faculty in Year 3 of the Multi-Year ProgramPlanning (MYPP) process.

- Include and address new and revised programming initiatives through college budget2019/20, advocacy and communications.


4. Enhance Indigenous-centred services, learning environments, student and communityspaces.

- Work with K'ómoks First Nation to facilitate the carving/raising of a new totem pole at theComox Valley Campus as a community education and reconciliation project.

- Complete processes to review and develop plans for completion of the Aboriginal GatheringPlace at Campbell River Campus.

5. Build relationships with and be accountable to Indigenous communities.

- Work with Aboriginal Education Council (AEC) to assess and strengthen NIC’s performanceand plans with respect to the Truth and Reconciliation Commission (TRC) Calls to Action.

- Work with Indigenous communities and Elders to support designation of college campusKwak'wala, and Nuu-cha-nulth names.

International Education and Internationalization

6. Ensure continued development and implementation of effective international educationand internationalization plans.

- Support focus on program outcomes, improvements to policy and processes, enrolmentmanagement, and student supports.

(R-4.1.2)


7. Implement the Action Plan developed in response to findings from Employee Engagement Survey (2016) and recommendations from 2018 Employee Engagement Project.

8. Foster an open organizational culture that supports and celebrates diversity and learning.

- Facilitate the Diversity Matters Steering Committee (DMSC) to develop short term actions and longer term goals that strengthen inclusion and support culture of belonging for all.


9. Ensure successful substantial completion of Campbell River Trades Replacement and Consolidation Project.

- Project completion on time and on budget (September 2019). - Hold college and community celebrations to commemorate opening of expanded/renovated

Campbell River campus.


10. Continue to implement Follow-up Action Items from 2017 Sabbatical project.

- Focus on key action item that have not yet been completed.

College Identity and Brand

11. Develop and begin implementation of new college Strategic Marketing Plan.

- Strategic Marketing Plan completed, aligned with College Plan20-25, Multi-year Program and Enrolment Plans (Fall 2019).

Other

12. Support the College Board in developing and implementing its Board Objectives/Action Plan for 2019.

- Ensure the identified Board priorities for education, strategic thinking, policy and process development are actioned.

13. Complete draft development of Risk Management Framework (Policy, Registry: Risk

Identification, Cause, Impact/Consequences, Mitigations).

- Board Approval of new Risk Management Policy. - Engage Board in strategic conversations regarding major domains of risk for the College.

14. Complete Report on Year 4 of NIC Plan 2020 implementation:

- Deliver Institutional Accountability Plan and Report, 2017/18 to Board of Governors for approval and submission to Ministry of Advanced, Education, Skills & Training (June 2019).

15. Serve as Chair, BC Colleges, Council of Presidents (COP):

- Provide leadership and engagement with the COP in connection to provincial stakeholders.

November 29, 2018 1

EMPLOYEE ENGAGEMENT PROJECT INTERIM ACTION PLAN, 2019

PLANNING

1. Develop an improved and better coordinated yearly planningprocess, including updating and reporting, to be followed by alllevels of the organization.

2. As part of College Plan20-25 strategic plan process, ensure thatother institutional plans (e.g. Multi-year Program Plan, Marketing,Student Recruitment, Campus/Regional Plans and Long-term(Five-year) Facilities/Capital Plan) are linked and well integrated.

3. Dedicate additional staff resources to support ongoing employeeengagement, planning, internal communication initiatives andprocesses (create new “Planning/Communication Officer staffposition)

DECISION-MAKING

4. Publish a briefing paper “College Governance and OperationalDecision-making 101” - a summary of statutory and institutionalresponsibilities, authority and accountability for decision-making.

5. Develop a written consultation process/framework in support ofCollege Governance and Operational Decision-making.

i. Compile an inventory of existing consultation processesand share with college employees, identify gaps andinconsistent practices, and include decision-making,information flow and consultation process flow charts.

ii. Communicate existing and new avenues, processes andstructures for providing on going feedback and input.

Start / Completion Lead and Support

Responsibility

President’s Office (Planning Officer)

Feb. 2019 – June 2019

Feb. 2019 – June 2019 Senior Leadership Team/ SET (Planning Officer)

President’s Office

SLT/SET President’s Office

SLT/SET Plan20-25 Committee


January 2019 Ongoing



(R-4.1.3)

November 29, 2018 2

6. Communicate Terms of Reference for SLT and SET and make them more accessible to employees.

7. Re-establish SLT, SET and all exempt administrative employee

meetings to facilitate information sharing and decision-making. 8. Inform the internal community and/or affected departments as

appropriate ahead of any release of information about decisions made at the senior level to external stakeholders and the communities.

9. Implement use of Thoughtexchange (TE) as a tool to engage

employees, students and community members in providing input on decision-making and planning.

CONNECTING 10. Decentralize Deans’ offices from the second floor of Komoux Hall

to be located in closer proximity to department faculty and staff. This goal/action will be planned for through future facilities expansion and reorganization of space at the Comox Valley Campus (replacement of the “Village”).

11. Review and improve electronic communication tools (Web, portal, email, Skype, etc.) for greater ease of use and functionality.

12. SLT and SET members will meet with departments adversely

affected by senior leadership decisions as standard operating procedure within the consultation process framework.

13. SLT and SET members will schedule time to be on each campus

regularly throughout the year.

January 15, 2019

February 6, 2019



Senior Leadership Team/ SET

Ongoing

December 2018 Ongoing

TE Implementation Team

Indeterminate 2024 (?)

Ongoing

As and when needed





Responsibility

Marketing/Communications, IT Services, SET

SET / Facilities

November 29, 2018 3

14. Create new opportunities for college employees to interact

informally with Senior Leadership Team members. Regular SLT business meeting days will include time for a “Morning Coffee Chat (8:30 to 9:00am) and “Brown Bag Lunch” (12:15-1:00pm). Groups of individual employees and or departmental teams will be invited to visit with members of the Senior Leadership Team once a month during these times.

15. Make the Regional Highlights Report provided to the Board of

Governors more accessible to support internal communication for employees. Rebrand report as “College Highlights”.

FLOW OF INFORMATION 16. Standard operation procedures will be communicated that when

using acronyms in communiqués that the full title is spelled out on the first instance the title is used. Compile a list of commonly used acronyms.

17. Create organizational charts at both the administrative and

department levels.

18. Look at the myNIC portal and see where department areas are underdeveloped and require further expansion.

19. Develop an internal communications working group with

employees (similar to Okanagan College). Develop TORs with a structure in place and with outcomes.

WALK THE TALK 20. Restructure and narrow focus of the program for the Year-end

Celebration Event.

January 16, 2019 Ongoing

President’s Office / Marketing

January 24, 2019 Ongoing




Responsibility

President’s Office / Admin Group

EVPA, COO Planning Officer

SET / IT / Marketing

January 2019 May 2019

March 2019 Ongoing

HR / Excluded Admin

April 2019 Ongoing

Fall 2019 Ongoing

SLT / SET / Marketing



4.2.1 F18/19 Q3 Financial Statements (attachment) Background: Each quarter, NIC’s Finance team prepares a set of year-to-date financial statements – in this case for the period April 1 to December 31st, 2018. These statements form part of a quarterly reporting package that the College sends to the Ministry of Advanced Education, Skills and Training. The financial statements were presented to the Finance Committee at their meeting on January 14th, along with an analysis of the statements. Both of those documents are included in the Board package. Action: For information only

North Island College

3Q 2018/19 Financial Statement Analysis

The financial statements for the 9 months ended December 31, 2018 are attached. This document is a companion piece to the financial statements and provides some additional context and explanations for material variances to budgets and other pertinent information.

Statement of Financial Position

As shown in the table above, the Cash and Cash Equivalents balance is higher than last year’s balance by $1.5M. This is due to the $1.5M sitting in the Payroll account from the last pay of 2018, which was paid on Friday December 28th. Month end bank statements still included this balance.

Long-term Investments

The table above shows the year-to-date activity in NIC’s long-term investment account for the fiscal year-to-date. It shows a significant realized gain of $760,292 which impacts NIC’s financial statements. Realized gains reflect actual trading activity, and that is why they are booked by the College. At the same time, both Canadian and US markets have seen significant downturns, and this has impacted the College’s long-term investments. The market value adjustments are not recorded on the College’s financial statements, as they reflect market activity, and not actual trading activity. The College doesn’t need access to these funds in the short term. For context, at March 31, 2016 the portfolio balance was $17.6 million, and at March 31, 2017 it was $18.6 million. We haven’t made any contributions to the portfolio since then, the gains are all market gains.

Dec-18 Dec-17 VarianceCash and Cash Equivalents 7,016,711 5,502,036 1,514,675

Dec-18 Dec-17Balance, April 1 19,397,753 18,590,369Income 459,963 412,826Fees (60,553) (58,559)Realized gains 760,292 434,814Balance before withdrawals & market value adj 20,557,455 19,379,450Withdrawals 0 0Market value adjustment (1,100,415) 495,059Balance, December 31 19,457,040 19,874,509

Statement of Operations

The Statement of Operations at December 31st shows a surplus of $821,323. The surplus is mainly due to the realized gains on investment, identified in the previous section. The College has made a request of the Ministry to restrict $800,000 of their operating funding allocation for capital purposes. We did this last year – with the Ministry restricting $600,000 of funding to be used for the Campbell River campus project. This would go towards the College’s contribution to the project.

Provincial Source Funding

Overall Provincial funding is about where it is expected to be at this point in the fiscal year. There are a couple of anomalies in our targeted funding programs (E.g. Aboriginal service plans, Education partnerships) where the revenue recognition is low at this point in the fiscal year. For these programs, revenue recognition is linked to expenditures, so this is an indication that spending on these programs is lower than expected.

Tuition and Student Fees

As the table above indicates, tuition revenue has increased in the 3Q of 2018/19 when compared with the same period in 2017/18. This relates to the increase in International student numbers when compared to last fiscal year – which was built into the 2018/19 College budget. The College is on track to meet budget for Tuition and Student fees, but a further analysis will take place during the week of January 14th, as this is when student numbers begin to solidify for the Winter semester.

Expenses

Overall expenses at this point in the year are where the College would expect them to be at the end of the 3rd Quarter. Below are some additional details and narrative:

Salaries and Benefits

At December 31, 2018 NIC’s Salary and Benefit costs are on budget and are forecast to be within budget at year-end. The increase in salary and benefit expenditures between Dec 2017 and Dec 2018 were part

Dec-18 18/19 Budget % of Budget Dec-17Base Funded 2,875,849 4,635,361 62.04% 2,848,473 Continuing Ed & Training 874,458 1,213,494 72.06% 824,017 International 4,691,850 6,191,840 75.77% 2,851,390 Total 8,442,157 12,040,695 70.11% 6,523,880

of the budget and relate mainly to additional course sections funded from International revenues. The table below provides a further breakdown:

General Fees and Services

This expenditure item is under budget due mainly to lower than budgeted spending on agent commissions and contract expenses within International education. When the College increased Tuition and Fee revenues by $2.8 million in the 2018/19 budget, there was some discretionary spending figures built in to provide flexibility in case the revenue targets couldn’t be met. That budget funding is being used on equipment and facility costs, as it hasn’t been needed within the International Education department. The transition to NIC being responsible for Facility maintenance at Campbell River has resulted in some higher than anticipated expenditures.

F18 Q3 F17 Q3 Change$ %10 Base Funded 18,983,740 18,197,955 785,785 4%11 & 19 Contract and Continuing Education 803,210 817,797 (14,587) -2%15 Special Projects 1,146,336 1,016,455 129,881 13%18 Research 155,202 170,604 (15,402) -9%23 International 2,165,209 1,189,730 975,479 82%31 Capital 95,924 57,098 38,826 68%32 Special Capital 95,571 68,039 27,532 40%51 & 56 Ancillary 206,219 242,806 (36,587) -15%TOTAL Salaries 23,651,411 21,760,483 1,890,928 9%

NORTH ISLAND COLLEGEFINANCIAL STATEMENTS

For the nine months ended December 31, 2018 and 2017

North Island CollegeIndex to the Financial Statements


Page

FINANCIAL STATEMENTS

Statement of Financial Position 1

Statement of Operations and Accumulated Surplus 2

Statement of Remeasurement Gains and Losses 3

Statement of Cash Flows 4

Statement of Changes in Net Financial Assets (Net Debt) 5

Schedule 1 - Schedule of Expenses by Object 6

North Island College Statement of Financial Position As at December 31, 2018 and 2017

Dec 2018 Dec 2017 Financial assetsCash and cash equivalents $ 7,016,711 $ 5,502,036Accounts receivable 433,825 521,581Due from government organizations 308,602 342,644Inventories held for resale 725,206 563,953Portfolio investments 19,457,040 19,874,509

27,941,384 26,804,723

LiabilitiesAccounts payable and accrued liabilities 8,548,283 6,631,825Due to government organizations 286,965 428,811Employee future benefits 434,005 337,503Leasehold inducements 462,500 -Deferred revenue 3,236,706 3,220,784Deferred contributions 12,138,800 10,730,275Deferred capital contributions 32,270,220 24,044,143

57,377,479 45,393,341

Net financial assets (net debt) (29,436,095) (18,588,618)

Non-financial assetsTangible capital assets 38,493,275 29,167,440Prepaid expenses 128,279 157,651

38,621,554 29,325,091

Accumulated surplus $ 9,185,459 $ 10,736,473

Accumulated surplus is comprised of: Accumulated surplus $ 8,716,781 $ 8,546,831 Accumulated remeasurement gains (losses) 468,678 2,189,642

$ 9,185,459 $ 10,736,473

North Island CollegeStatement of Operations and Accumulated Surplus


Budget 2019 % of

Budget Dec 2018 Dec 2017 Revenue Province of British Columbia

Base Operating grant $ 23,972,007 74 $ 17,635,012 $ 17,143,432 Industry Training Authority grant 2,866,420 73 2,104,540 2,164,734 Routine capital 160,592 94 151,487 133,618 Leases 227,604 78 176,670 203,087 Aboriginal service plan 424,087 38 160,375 317,624 Literacy grants 202,500 91 183,307 203,427 Student aid 306,000 24 71,961 113,542 Educational partnerships 789,000 48 376,182 293,042 Province of BC contracts 953,781 48 455,088 683,320 29,901,991 71 21,314,622 21,255,826

Government of Canada 890,627 32 284,387 310,947 Tuition and student fees 12,040,695 70 8,442,157 6,523,880 Contract services 316,500 42 131,628 153,322 Sales of goods and services 1,412,500 69 972,490 1,069,289 Investment income 613,350 90 552,070 471,821 Realized gain(loss) from investments - 760,292 434,814 Other income 567,831 94 531,835 420,831 Revenue recognized from deferred capital contributions 2,025,872 86 1,749,715 1,699,116

47,769,366 73 34,739,196 32,339,846

Expenses (Schedule 1) Instructional and non-sponsored research 44,794,039 71 31,986,176 29,557,264 Ancillary services 1,440,442 68 982,012 1,185,737 Sponsored research 680,985 44 300,935 292,002 Special purpose 853,900 76 648,750 637,751

47,769,366 71 33,917,873 31,672,754

Surplus for the year - 821,323 667,092

Accumulated surplus, beginning of period 7,895,458 7,895,458 7,879,739

Accumulated surplus, end of period $ 7,895,458 $ 8,716,781 $ 8,546,831

North Island CollegeStatement of Remeasurement Gains and Losses


Dec 2018 Dec 2017

Accumulated remeasurement gains, beginning of period $ 1,569,093 $ 1,692,651

Unrealized gains (losses) attributed to:Pooled funds (340,123) 931,805

Amounts reclassified to the statement of operations:Realized gain on pooled funds (760,292) (434,814)

Remeasurement gains(losses) for the period (1,100,415) 496,991

Accumulated remeasurement gains (losses), end of period $ 468,678 $ 2,189,642

North Island CollegeStatement of Cash Flows


Dec 2018 Dec 2017

Cash provided by (used in):

OperationsSurplus for the period $ 821,323 $ 667,092Items not involving cash:

Amortization of tangible capital assets 2,043,566 2,097,930

Revenue recognized from deferred capital contributions (1,749,715) (1,699,116)Change in employee future benefits (194,841) (44,399)Gain on sale of tangible capital assets (3,012) (28,249)

Change in non-cash operating working capital:Decrease (increase) in accounts receivable 280,663 146,119Decrease (increase) in due from government organizations (185,451) 191,278

Decrease (increase) in prepaid expenses (31,159) (66,835)Increase in inventories held for resale (426,931) (366,417)

Decrease (increase) in Leasehold inducements (37,500) -Increase (decrease) in accounts payable and accrued liabilities (1,239,567) (487,760)Increase (decrease) in due to government organizations (163,869) (66,463)

Decrease in deferred revenue 979,221 1,306,011Increase in non-capital contributions 910,490 78,593

Net change in cash from operating activities 181,895 1,060,692

Capital activities

Cash used to acquire tangible capital assets (7,888,479) (5,444,716)Proceeds from deferred capital contributions 5,202,080 2,455,278

Proceeds on disposal of tangible capital assets 3,012 28,249Net change in cash from capital activities (2,683,387) (2,961,189)

Investing activitiesDecrease (increase) in investments (59,287) (1,284,140)Net remeasurement gains (losses) (1,100,415) 496,991Net change in cash from investing activities (1,159,702) (787,149)

Net change in cash and cash equivalents (2,839,871) (2,020,554)

Cash and cash equivalents, beginning of period 9,856,583 7,522,590

Cash and cash equivalents, end of period $ 7,016,711 $ 5,502,036

North Island CollegeStatement of Changes in Net Financial Assets (Net Debt)


Budget 2019 Dec 2018 Dec 2017

Surplus for the year $ - $ 821,323 $ 667,092

Acquisition of tangible capital assets - (7,888,479) (5,444,716)Amortization of tangible capital assets 2,727,000 2,043,566 2,097,930Gain on sale of tangible capital assets (3,012) (28,249)Proceeds on sale of tangible capital assets - 3,012 28,249

2,727,000 (5,844,913) (3,346,786)

Acquisition of prepaid expenses - (164,559) (124,189)Use of prepaid expenses - 133,400 57,354

- (31,159) (66,835)

Net remeasurement gains (losses) - (1,100,415) 496,991

Change in net financial assets (net debt) 2,727,000 (6,155,164) (2,249,538)

Net debt, beginning of period 23,280,931 (23,280,931) (16,339,080)

Net debt, end of period $ 26,007,931 $ (29,436,095) $ (18,588,618)

North Island CollegeSchedule 1 - Schedule of Expenses by Object


Budget 2019 % of

Budget Dec 2018 Dec 2017 Expenses

Salaries and benefits $ 33,373,455 71 $ 23,651,411 $ 21,760,483Other personnel costs 809,163 82 664,878 603,727Advertising and promotion 784,295 47 371,074 472,033Books and periodicals 249,269 66 164,597 171,598Cost of goods sold 1,006,350 68 685,774 708,944Equipment costs 1,332,491 84 1,113,566 809,703Facility costs 2,456,349 86 2,106,877 2,171,621Financial service charges 187,644 98 183,791 154,057General fees and services 2,209,016 49 1,073,198 1,003,858Student awards 644,180 73 468,733 437,024Supplies and general expenses 962,225 75 717,062 576,539Travel 944,029 52 489,939 501,810Grant transfers 200,000 92 183,307 203,427Donations to NIC Foundation - - 100 -Amortization of tangible capital assets 2,610,900 78 2,043,566 2,097,930

$ 47,769,366 71 $ 33,917,873 $ 31,672,754



4.2.2 Financial Projections to Year End 2018/19 Background: In addition to the 3rd Quarter Financial Statements that are included in the Board package, the Ministry requires institutions to prepare a financial statement forecast on a quarterly basis. The Ministry provides a template for the forecast, and requires that the Chair of the Finance Committee provide approval. The forecast was submitted in December to meet the Ministry timelines, and includes various schedules used to forecast revenues and expenditures, cash flows, and capital spending. The page that summarizes the revenues and expenditures and includes the signature of the Chair of the Finance Committee is included in the Board package. Consistent with the 3rd Quarter Financial Statements, the forecast projects an $800,000 surplus for fiscal 2018/19. As described in the financial statement analysis document, NIC would like to earmark this funding for capital purposes so it doesn’t lapse at fiscal-year end. This can be done by making the request of the Ministry to restrict a portion of NIC’s operating grant for capital purposes. This would be similar to other funding that the College receives that is restricted as to its use, such as Routine Capital funding. It wouldn’t be a reduction to the Operating grant, but rather a restriction on a use of a portion of the Operating grant. NIC would use $600,000 of this funding towards our contribution towards the Campbell River project. The remaining $200,000 would be put towards the Student Services renovation planned for this summer. The remaining funding for this project is to come from the annual Routine Capital funding provided by the Ministry. Action: For the Board’s review and approval. Suggested Resolution: THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVES THE REQUEST TO RESTRICT THE PROJECTED $800,000 COLLEGE SURPLUS FOR CAPITAL PROJECTS AT THE CAMPBELL RIVER CAMPUS AND STUDENT SERVICES RENOVATIONS IN FISCAL YEAR 2019/20.

Post-Secondary Institution: Forecast Confirmation

Institution Name: North Island College

Forecast Date: F19 Q3

(e.g., Quarter 1, 18/19)

Forecast Summary: Forecast Forecast Forecast Forecast2018/19 2019/20 2020/21 2021/22

Statement of Operations Total revenue (48,571) (48,383) (48,483) (48,583) Total expenditure 47,771 48,383 48,483 48,583Net (Revenues)/Expenses ** (800) - - -(Gain) loss on sale of capital assets - - - -Unallocated Pressures (use in Q1 only) - - - -Operating Net (Income) Loss (for Ministry) (800) - - -

Endowment (restricted asset) contributions - - - -Net (Income) Loss (800) - - -

Board Chair/Audit and Finance Committee Chair:

Name:

Signature:

- - - - - - - - - - - - - - - - - - $thousands - - - - - - - - - - - - - - - - - -

I confirm that I have reviewed the financial forecast and key underlying assumptions provided to the Ministry for the 2018/19, 2019/20, 2020/21, and 2021/22 fiscal years as summarized in this schedule. This financial forecast represents, in all material respects, the post-secondary institution's best estimate of operating results and financial position by the year end. I also confirm that I will review the information provided to the Ministry with the Board.

Derek Lamb

(R - 4.2.2)



4.2.3 F19/20 Budget Preparation (attachment) Background: The fiscal year 2019/20 budget is currently under development, with a first draft expected in February. The final budget for 2018/19 is attached for reference. The tentative key budget development and communication dates are as follows:

Budget Assumptions: Below are some of the significant items impacting the College’s 2019/20 budget. Some of these items will be communicated in the President’s Newsletter while others are simply items we are tracking for budget purposes.

1. Since reinstating the tuition-free policy for domestic students accessing Adult Basic Education (ABE) programs on September 1, 2017, the Ministry has been providing NIC with tuition-reimbursement funding. In Fiscal 2019/20, this funding will be built into NIC’s annual base operating grant budget rather than the current reimbursement model. However, because institutions across the Province charged different tuition rates when tuition was charged on these programs, the Ministry has been taking time to analyze the data they’ve received on student numbers before making funding allocation decisions. NIC will not find out the ABE funding level until after the Provincial budget is released in mid-February.

FY 2019/20 Budget Key Dates

1st President's Budget Newsletter 8‐Feb‐19

Initial Draft Budget 20‐Feb‐19

1st Draft Budget to Finance Committee 11‐Mar‐19

1st Draft Budget to Board 21‐Mar‐19

2nd President's Budget Newsletter 29‐Mar‐19

Budget Town Hall ‐ Port Alberni 2‐Apr‐19

Budget Town Hall ‐ Campbell River 3‐Apr‐19

Budget Town Hall ‐ Comox Valley 4‐Apr‐19

2nd Draft Budget to Finance Committee 15‐Apr‐19

Final Budget to Board 25‐Apr‐19

2. Effective January 1st, 2019 the Province has introduced an Employer Health Tax (EHT). This new tax coincides with the elimination of Medical Service Plan (MSP) premiums. MSP premiums were reduced by 50% on January 1, 2018 and will be fully eliminated on January 1, 2020. NIC is not exempt from the EHT, but will receive funding that ensures public services will not be impacted. There has not been any information provided to date that would indicate how much funding NIC will receive to offset the costs of the EHT, so it is difficult at this point to assess if it will fully offset the costs of the tax. For budget planning purposes, NIC will assume that the funding received will fully offset the costs of the tax, and will adjust accordingly when more details are learned.

3. NIC is currently working with the Ministry on their plan to provide the College with funding for 40 FTEs in a technology-related certificate program expansion. This would include 20 FTEs and $200,000 in Fiscal 2019/20, and a further 20 FTEs and $200,000 in Fiscal 2020/21, subject to the annual approval of the Legislature. Program planning is currently underway, and NIC will build this funding into the 2019/20 budget.

4. International enrolments have continued their upward trend in 2018/19, however the significant growth seen in Winter 2018 has subsided significantly. Overall, International enrolments are up about 12% in Fall 2018 and Winter 2019, with the majority of this related to the programs running at the Campbell River campus. The budget assumption for 2019/20 will be for a leveling off of growth in International enrolments. NIC will need to take into account the impact of moving to a per-credit tuition model for International students, which may reduce International tuition revenue in the short-term. In addition, the Global Engagement team has been engaged in detailed enrolment planning discussions with the College community throughout the year. That work will inform the assumptions on International enrolments for 2019/20.

5. Housing continues to be a key pillar of the Provincial budget and NIC is working with the Ministry on our housing plans in the Comox Valley campus. The next step is to go through a competitive bid process for architectural design services. The design, engineering and consulting costs associated with this part of the project don’t have an impact on the College’s operating budget. They are project-related capital costs that will be accrued as part of the future project. But the project is a significant one that will have an impact on the future operating environment and budget for the Comox Valley campus, and the impacts need to be carefully considered in future budget years.

6. The Collective Agreement for the Faculty Association expires on March 31, 2019 and the Canadian Union of Public Employees (CUPE) agreement expires on June 30, 2019. Agreements reached with the Unions will be funded by increases in Provincial grant funding. NIC’s budget assumption for Fiscal 2019/20 is that bargained wage increases will have a neutral impact on the College budget.

Action: For information only

2018 -2019 2017 -2018 Change %

Revenues

Province of BC revenues

Base operating grant $23,972,007 $22,559,214 $1,412,793 6.26%

Industry Training Authority grant 2,866,420 2,827,997 38,423 1.36%

Routine capital 160,592 160,592 0 0.00%

Leases 227,604 223,168 4,436 1.99%

Aboriginal Service Plan 424,087 406,028 18,059 4.45%

Literacy grants (CALP) 202,500 200,000 2,500 1.25%

Student aid (AUG, LDAB, SOS, AEF) 306,000 313,000 -7,000 -2.24%

Educational partnerships (VIU, Island Health) 789,000 549,015 239,985 43.71%

Provincial contracts 953,781 1,396,180 -442,399 -31.69%

29,901,991 28,635,194 1,266,797 4.42%

Federal Government grants and contracts 890,627 473,583 417,044 88.06%

Student fees

Base funded programs 4,635,361 4,698,515 -63,154 -1.34%

Cost recovery program 1,213,494 1,193,859 19,635 1.64%

International Education 6,191,840 3,277,564 2,914,276 88.92%

12,040,695 9,169,938 2,870,757 31.31%

Sales of goods

Bookstore revenue 1,264,000 1,261,000 3,000 0.24%

Cafeteria revenue 148,500 148,500 0 0.00%

Parking revenue 0 215,000 -215,000 -100.00%

1,412,500 1,624,500 -212,000 -13.05%

Contract services 316,500 292,950 23,550 8.04%

Investment income 613,350 595,350 18,000 3.02%

Other income 567,831 651,014 -83,183 -12.78%

Total Operating Revenue 45,743,494 41,442,529 4,300,965 10.38%

Amortization of deferred capital revenue 2,025,872 1,993,721 32,151 1.61%

Total Revenue 47,769,366 43,436,250 4,333,116 9.98%

Expenditures

Salaries, benefits, other personnel costs 34,176,758 31,326,693 2,850,065 9.10%

Advertising and promotion 784,295 531,013 253,282 47.70%

Books and periodicals 249,269 248,283 986 0.40%

Cost of good sold 1,006,350 1,006,350 0 0.00%

Equipment costs 1,332,491 1,006,746 325,745 32.36%

Facilities costs 2,456,348 2,423,143 33,205 1.37%

Financial service charges 187,645 182,560 5,085 2.79%

General fees and services 2,206,516 1,541,310 665,206 43.16%

Student awards 644,180 607,180 37,000 6.09%

Supplies and general expenses 968,085 835,062 133,023 15.93%

Travel 944,029 791,315 152,714 19.30%

Grant transfers 202,500 200,000 2,500 1.25%

Donation to Foundation 0 0 0

Amortization of capital assets 2,610,900 2,736,595 -125,695 -4.59%

Total Expenditures 47,769,366 43,436,250 4,333,116 9.98%

Revenue less Expenditures 0 0 0

NORTH ISLAND COLLEGE2018-2019 Budget


January 24, 2019

Vision: North Island College is a premier community and destination college, in a spectacular

west-coast environment, that inspires and prepares students for success in a rapidly changing

world.

AGENDA ITEM: Regular Meeting

4.3.1 Aquaculture Technician Diploma

Approval of Credential and Tuition

Background:

The NIC Aquaculture Technician Diploma program is supported by regional aquaculture

stakeholders and has been developed with the goal of providing graduates with the essential

skills required by Industry for entry and mid-level positions spanning the sector. The program

curricula focuses on finfish aquaculture with a specialization in salmonid culture, while building

upon the NIC Aquaculture Certificate program and previous workplace experience of incoming

students. The program is targeted primarily for graduates of the NIC Aquaculture Technician

Certificate program, or other aquaculture programs and aquaculture industry workers who wish

to advance their careers by upgrading their credentials.

The global demand for seafood products cannot be met sustainably by harvesting wild sources;

therefore aquaculture will play an increasingly important role in global food security. The

aquaculture sector in BC accounts for approximately half of the entire Canadian aquaculture

output (by production quantity and by value), providing high-quality seafood products and

thousands of stable jobs year-round. BC is a world leader in salmon aquaculture and, in 2016, the

BC salmon farming industry experienced record-breaking sales of $754 million, up $210 million

from the previous year.

Aquaculture industry representatives in BC have made it clear that a technical program serving

northern Vancouver Island would have the full support of industry and all suitable graduates

would find employment in the region. Attracting and retaining workers in rural areas where

aquaculture operations are located is an ongoing challenge for the industry. In 2014, there were

450 unfilled jobs in the Canadian aquaculture sector, which was responsible for an estimated $57

million in lost revenue. The number of unfilled aquaculture jobs is predicted to reach 1,300 by

2025.

Tuition Fees:

The Aquaculture Technician Diploma program is a blend of theory, online learning, field trips

and labs. The proposed program tuition fee is based on a cost-recovery formula and it is

recommended to be set at $3,589.38. In addition, a $250.00 lab fee for the program will also be

charged to cover supply costs.

Action:

For the Board’s discussion and approval.

Suggested Resolution:

THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVE

THE CREDENTIAL: AQUACULTURE TECHNICIAN DIPLOMA;

AND FURTHER, THAT THE BOARD OF GOVERNORS OF NORTH ISLAND

COLLEGE APPROVE THE TUITION FEE OF $3,589.38 AND LAB FEE OF $250.00

PER PROGRAM FOR THE AQUACULTURE TECHNICIAN DIPLOMA, EFFECTIVE

AUGUST 15, 2019.


January 24 , 2019 Vision: North Island College is a premier community and destination college, in a spectacular west-coast environment, that inspires and prepares students for success in a rapidly changing world. AGENDA ITEM: Regular Meeting

4.3.2 Culinary Business Operations Diploma and Culinary Business Operations Advanced Diploma

Approval of Credentials and Tuition and Lab Fees

Background:

The Culinary Business Operations Diploma and Advanced Diploma have been developed to address labour needs and skill shortages in the culinary sector to include the food/beverage industry of British Columbia and Canada.

The program provides students with the opportunity to access training and education aligned with apprenticeship training as articulated by the Industry Training Authority while also achieving valued business competencies.

The development of the Culinary Diploma and Advanced Diploma creates an opportunity to address industry needs while aligning programming with labour market demand. Industry and employer engagement has informed the advancement of two programs:

Culinary Business Operations Diploma (encompasses all required competencies as aligned with Professional Cook Level 1 and 2 provincial apprenticeship programming, enhanced culinary service and operations competencies, in addition to co-operative education and placement).

Culinary Business Operations Advanced Diploma (encompasses all required competencies of the Professional Cook Level 3 apprenticeship programming, business courses, and co-operative education and placement).

At present, Professional Cook programming at North Island College is offered as three distinct courses directly aligned with the provincial apprenticeship-training model. North Island College (NIC) programming is presently structured as individual non-credit courses - Professional Cook Apprenticeship Level 1, Level 2 and Level 3. The formalization of a diploma and advanced diploma aligns with the labour market needs of the culinary industry and provides students with: the option of pursuing a formal NIC credential and/or an apprenticeship; direct access to meaningful co-operative education with the option of applying co-operative work placement hours towards apprenticeship requirements; opportunity and thus a pathway to transfer credits towards advanced education.

Tuition Fees:

Tuition fees for both the Culinary Business Operations Diploma and the Culinary Business Operations Advanced Diploma will be charged on a per credit basis and it is recommended that the tuition be set at the base tuition rate of $100.72 per credit. It is further recommended that lab fees be charged at $750.00 for the Culinary Business Operations Diploma and at $350.00 for the

Culinary Business Operations Advanced Diploma. The lab fees will be used to offset food and supply costs incurred throughout the programs.

Action:

For the Board’s discussion and approval.

Suggested Resolution:

THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVE THE CREDENTIAL: CULINARY BUSINESS OPERATIONS DIPLOMA; AND FURTHER THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVE THE TUITION FEE OF $100.72 PER CREDIT AND LAB FEE OF $750.00 PER PROGRAM FOR THE CULINARY BUSINESS OPERATIONS DIPLOMA, EFFECTIVE AUGUST 15, 2019. THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVE THE CREDENTIAL: CULINARY BUSINESS OPERATIONS ADVANCED DIPLOMA; AND FURTHER THAT THE BOARD OF GOVERNORS OF NORTH ISLAND COLLEGE APPROVE THE TUITION FEE OF $100.72 PER CREDIT AND LAB FEE OF $325.00 PER PROGRAM FOR THE CULINARY BUSINESS OPERATIONS ADVANCED DIPLOMA, EFFECTIVE AUGUST 15, 2019.

NORTH ISLAND COLLEGE BOARD OF GOVERNORS January 24, 2019

Vision: North Island College holds a vision of being a premier community and destination college,

in a spectacular west-coast environment, that inspires and prepares students for success in a rapidly changing world.

AGENDA ITEM: Regular Meeting

4.3.3 FALL/WINTER CUMULATIVE STABLE ENROLMENT

REPORT (attachment)

Relationship to values: Accountability Relationship to strategic issues: Long-term Sustainability Reason: Tony Bellavia, Acting Executive Vice-President, Academic and COO will present the Fall/Winter Cumulative Stable Enrolment Report. Separate reports have been provided for domestic and international student data:

Domestic students Fall 2018/Winter 2019 Stable Credit Enrolment Report – Instructional Area Fall 2018/Winter 2019 Stable Credit Enrolment Report – Campus/Location

International students Fall 2018/Winter 2019 Stable Credit Enrolment Report – Instructional Area Fall 2018/Winter 2019 Stable Credit Enrolment Report – Campus/Location Fall 2018/Winter 2019 International Student Citizenship

Enrolment is expressed as unduplicated headcount which represents the number of unique students enrolled at NIC. Fall/Winter stable enrolment captures enrolment in credit courses for programs confirmed during the Fall 2018 and Winter 2019 semesters at the winter term stable enrolment date and provides a point-in-time comparison with enrolment during the same period in the previous year. Stable enrolment is defined as the last date a student can withdraw from a course and receive a refund of tuition; for classes beginning in January, this date is approximately one week after the first day of classes. The attached reports provide a comparison of enrolment on this year’s stable enrolment date of January 11, 2019 with enrolment on last year’s stable enrolment date of January 11, 2018. At the 2019 winter term stable enrolment date, domestic student enrolment for the fall/winter period is lower than last year by 6% (215 students) and international student enrolment is higher by 12% (55 students).

The majority of NIC’s fall/winter term credit program intakes have now started; many started in fall term and, at the end of the second week of January, classes for most winter term intakes have begun. Enrolment will continue to grow through the end of the winter term as students continue to register in continuous intake programming as well as community/industry responsive programming and winter term program intakes scheduled to begin after the reporting date. Action: For the Board’s information. Suggested Resolution: NONE REQUIRED.

Office of Institutional Research & Planning Printed on 19/01/11 3:36 PM1 / 5

DOMESTIC ENROLMENTFall 2018 / Winter 2019 Stable Credit Enrolment ReportStudent Headcount by Instructional Area - All LocationsAt January 11, 2019 with Comparison Data at January 11, 2018

Instructional AreaFall 2018 /

Winter 2019Fall 2017 /

Winter 2018 Change % ChangeUniversity Studies & Applied Programs 1,587 1,681 -94 -6 %

Aboriginal Leadership 17 17Applied Business Technology 164 221 -57 -26 %Business Administration 286 315 -29 -9 %Electronics Technician: Core 6 10 -4 -40 %Electronics Technician: Industrial Automation Technician 14 10 4 40 %Fine Arts 148 152 -4 -3 %Information Technology & Computer Science 43 44 -1 -2 %Interactive Media & Graphic Design 48 63 -15 -24 %Tourism & Hospitality Management 36 32 4 13 %Tourism: Adventure Guiding 38 13 25 192 %Tourism: Hospitality Distance Learning 9 8 1 13 %University Studies 1,174 1,189 -15 -1 %

Health & Community Care 546 521 25 5 %Community Mental Health Worker 10 -10 -100 %Early Childhood Care & Education 136 116 20 17 %Health Care Assistant 96 69 27 39 %Human Services 86 98 -12 -12 %LPN Bridging 19 -19 -100 %Nursing: Bachelor of Science 188 169 19 11 %Practical Nursing Diploma 40 41 -1 -2 %

Trades & Technology 222 404 -182 -45 %Aircraft Structures Mechanic 11 11 0 0 %Automotive Service Technician Foundation 25 29 -4 -14 %Carpentry Foundation 22 35 -13 -37 %Electrical Foundation 52 35 17 49 %Heavy Mechanical Foundation 27 30 -3 -10 %Joinery/Cabinetmaking Foundation 11 14 -3 -21 %Occupational Skills 14 196 -182 -93 %Plumbing & Piping Foundation 13 22 -9 -41 %Welding 47 32 15 47 %

Apprenticeship Training 358 287 71 25 %Apprenticeship: Carpentry 102 55 47 85 %Apprenticeship: Construction Electrician 129 118 11 9 %Apprenticeship: Heavy Duty Mechanic 47 44 3 7 %Apprenticeship: Landscape Horticulture 6 -6 -100 %Apprenticeship: Plumbing 63 42 21 50 %Apprenticeship: Professional Cook 11 18 -7 -39 %Apprenticeship: Welding 7 4 3 75 %

Adult Upgrading 796 830 -34 -4 %Access for Students with Disabilities (ASD) 107 113 -6 -5 %Adult Basic Education 685 705 -20 -3 %Employment Transition Kitchen Assistant 18 10 8 80 %English as a Second Language 1 22 -21 -95 %

Continuing Education & Training 42 48 -6 -13 %Activity Assistant 8 -8 -100 %Animal Care Aide 19 20 -1 -5 %Hospital Unit Clerk 13 12 1 8 %Metal Jewellery Design 10 8 2 25 %

Total Unduplicated Headcount 3,197 3,412 -215 -6 %

Notes:• International Education student enrolments are excluded.• Short duration, non-credit course enrolments are excluded (e.g. general interest and short-term vocational courses).• Headcount totals and subtotals show unduplicated headcount (i.e. the number of unique students) and will, therefore, not equal the sum of subgroups

as students may be enrolled in more than one subgroup. For example, a student who is taking both University Studies and Business Administration courses will be counted in each of these subgroups but will only be counted once in the subtotal for University Studies & Applied Programs.


DOMESTIC ENROLMENTFall 2018 / Winter 2019 Stable Credit Enrolment ReportStudent Headcount by Location At January 11, 2019 with Comparison Data at January 11, 2018

LocationFall 2018 /


Winter 2018 Change % ChangeCampbell River 744 747 -3 -0 %Comox Valley 1,519 1,572 -53 -3 %Port Alberni 435 525 -90 -17 %Mount Waddington 79 117 -38 -32 %In-Community Programming & Ucluelet Centre 40 37 3 8 %Distance Education 1,013 1,088 -75 -7 %

Total Unduplicated Headcount 3,197 3,412 -215 -6 %

Notes:• International Education student enrolments are excluded.• Short duration, non-credit course enrolments are excluded (e.g. general interest and short-term vocational courses).• Total Unduplicated Headcount is the count of unique students enrolled; it will not equal the sum of headcounts by location since students may

be taking activity in more than one location.

0

200

400

600

800

1,000

1,200

1,400

1,600

1,800

Campbell River Comox Valley Port Alberni MountWaddington

In-CommunityProgramming &Ucluelet Centre

DistanceEducation

Student Headcount

Cumulative2018/19Fall/Winter



INTERNATIONAL EDUCATION ENROLMENTFall 2018 / Winter 2019 Stable Credit Enrolment ReportStudent Headcount by Instructional Area - All LocationsAt January 11, 2019 with Comparison Data at January 11, 2018

Instructional AreaFall 2018 /


Winter 2018 Change % ChangeUniversity Studies & Applied Programs 506 432 74 17 %

Business Administration 375 304 71 23 %Electronics Technician: Core 1 1Fine Arts 21 13 8 62 %Information Technology & Computer Science 31 26 5 19 %Interactive Media & Graphic Design 42 35 7 20 %Tourism & Hospitality Management 88 81 7 9 %Tourism: Adventure Guiding 1 1University Studies 406 366 40 11 %

Health & Community Care 4 4 0 0 %Early Childhood Care & Education 1 2 -1 -50 %Human Services 3 2 1 50 %

Trades & Technology 3 3 0 0 %Aircraft Structures Mechanic 1 1Heavy Mechanical Foundation 1 -1 -100 %Joinery/Cabinetmaking Foundation 2 2 0 0 %

Apprenticeship Training 1 1Apprenticeship: Professional Cook 1 1

Adult Upgrading 88 84 4 5 %Adult Basic Education 62 34 28 82 %English as a Second Language 27 50 -23 -46 %

Continuing Education & Training 1 -1 -100 %Metal Jewellery Design 1 -1 -100 %

Total Unduplicated Headcount 531 476 55 12 %

Notes:• Short duration, non-credit course enrolments are excluded (e.g. general interest and short-term vocational courses).• Headcount totals and subtotals show unduplicated headcount (i.e. the number of unique students) and will, therefore, not equal the sum of subgroups

as students may be enrolled in more than one subgroup. For example, a student who is taking both University Studies and Business Administration courses will be counted in each of these subgroups but will only be counted once in the subtotal for University Studies & Applied Programs.


INTERNATIONAL EDUCATION ENROLMENTFall 2018 / Winter 2019 Stable Credit Enrolment ReportStudent Headcount by Location At January 11, 2019 with Comparison Data at January 11, 2018

LocationFall 2018 /


Winter 2018 Change % ChangeCampbell River 89 2 87 4350 %Comox Valley 452 468 -16 -3 %Port Alberni 5 5 0 0 %Distance Education 166 75 91 121 %


Notes:• Short duration, non-credit course enrolments are excluded (e.g. general interest and short-term vocational courses).• Total Unduplicated Headcount is the count of unique students enrolled; it will not equal the sum of headcounts by location since students may

be taking activity in more than one location.

050

100150200250300350400450500

Campbell River Comox Valley Port Alberni Distance Education

Student Headcount




INTERNATIONAL EDUCATION CITIZENSHIPFall 2018 / Winter 2019 Stable Credit Enrolment ReportAt January 11, 2019 with Comparison Data at January 11, 2018

Student CitizenshipFall 2018 /


Winter 2018 Change % ChangeBangladesh 2 2Barbados 1 1Belgium 3 3Brazil 1 1Burundi 1 2 -1 -50 %Cayman Islands 1 -1 -100 %China 19 42 -23 -55 %Colombia 1 1Denmark 1 2 -1 -50 %France 4 -4 -100 %Germany 1 2 -1 -50 %Ghana 1 -1 -100 %Hong Kong 1 1 0 0 %India 401 324 77 24 %Indonesia 1 1Iran (Islamic Republic Of) 3 2 1 50 %Israel 2 2Italy 1 1 0 0 %Japan 12 23 -11 -48 %Kenya 1 2 -1 -50 %Mauritius 2 1 1 100 %Mexico 6 4 2 50 %Netherlands 1 -1 -100 %Nigeria 5 4 1 25 %Norway 2 -2 -100 %Pakistan 1 1 0 0 %Philippines 15 14 1 7 %Rwanda 1 4 -3 -75 %Singapore 1 -1 -100 %South Africa 1 1 0 0 %South Korea 5 5 0 0 %Spain 1 1 0 0 %Sri Lanka 2 1 1 100 %Thailand 1 1Uganda 2 2 0 0 %Ukraine 1 1 0 0 %United Kingdom 2 2 0 0 %United States 2 2Viet Nam 29 11 18 164 %Zambia 1 -1 -100 %Zimbabwe 3 12 -9 -75 %


Office of Global Engagement

International Education and Internationalization Winter 2019 Update

Achieving Sustainable Growth in International Student Enrolment

Significant efforts were made throughout the fall to manage the January 2019 intake to within specific targets. Though the results were good with 81 new international students, enrolments were slightly lower than the anticipated 80 – 110. However, we are above our minimum budget threshold and maintained our overall enrolment at 469* which is a reasonable increase over the September 2018 enrolment of 420. Compared to our January 2018 intake of 189, we anticipate that January 2019 will help us to maintain our enrolment numbers as we move through the enrolment management process on an institutional level and begin to determine what our over-all objectives are for enrolment at NIC based on institutional and community capacity.

Port Alberni now has 5* students enrolled, Campbell River 73*, and Comox Valley 391*. According to the 2017/18 provincial headcount data, NIC has the 3rd lowest proportion of international students of the 11 public colleges. Based on projected numbers for 2018/19 we do not anticipate that our ranking will change significantly for 2018/19.

Partnerships/Faculty/Students

NIC has joined the University Mobility in the Asia Pacific (UMAP) program opening up student exchange and applied research opportunities as well as faculty exchange opportunities with institutions in 12 countries in East and South East Asia.

The department chairs from the School of Business and School of Fine Arts and Design will be solidifying our relationship with Limerick Institute of Technology, Ireland by participating in a 4 day professional development event titled ‘LIT International Education Development Week’. During the PD event the chairs will also be discussing opportunities for degree completion, double degrees, and masters degree completion with one of our new EU partners.

Lisa Domae and Mark Herringer are participating in the BC Council for International Education and Vietnam Association of Community Colleges Joint International Education Conference. Accompanied by Thuy Duong (Sophia), Manager - Viet Nam, Marketing and Business Development for NIC and SD 71, Lisa and Mark will meet with institutional and agent partners over the course of a week in NIC’s fastest growing and second largest market.

* numbers are not yet final

(R-4.3.4)

OFFICE OF THE VICE PRESIDENT

STRATEGIC INITIATIVES

Vice President Strategic Initiatives Report to the Board of Governors January 24, 2019 Page 1

Vice President Strategic Initiatives Report to the Board of Governors

January 24, 2019 Prepared by Randall Heidt

This report covers the time period from December 7, 2018 to January 16, 2019. It is an overview of the activities and events of the Strategic Initiatives Division during this time period. The information is provided under the related NIC Plan 2020 Strategic Priority headings and may fall under more than one priority.

StrategicPriority#1:StudentExperiencesandSuccess

CARTI

NSERC grant to help Nuu-chah-nulth Seafood and NIC students Nuu-chah-nulth Seafood (NCNS) and two NIC students will benefit from an applied research project to grow kelp, thanks to a $25,000 grant from the Natural Sciences and Engineering Research Council (NSERC). The grant was awarded to NIC’s Centre for Applied Research Technology and Innovation (CARTI) to assist NCNS to add sustainably farmed kelp to its existing shellfish and finfish operations. CARTI research associate faculty, Allison Byrne, will work with NCNS to grow kelp at four shellfish aquaculture farms in Barkley Sound from January to June 2019. The goals of the project are to determine infrastructure needs, optimal planting depth, production potential, and nutritional quality of the kelp at NCNS sites. By the end of the project, NCNS will have gained the skills and expertise needed to diversify their operations and continue kelp cultivation in subsequent years. In addition, at least two NIC aquaculture students will have gained hands-on experience related to kelp and shellfish aquaculture. Transferring kelp research and technology into commercial efforts such as this will lead to new Canadian seafood products in the market that are healthy, sustainable and vegetarian-friendly. Kelp is a $10 Billion per year industry worldwide. Thanks to NSERC, NCNS, Allison and CARTI manager Naomi Tabata for their support on this project.

StrategicPriority#7:Resources,Investment,Sustainability

NIC FOUNDATION

New Buchacher Endowment fund to benefit students Many future NIC students will benefit from the newly established Ernie Buchacher Education Endowment fund of $35,790. Ernie is a new donor to the NIC Foundation and also provided 10 NIC students with $2,100 each in awards in 2018. I would like to thank Ernie for his outstandingly generous investment in NIC students as well as recognize the excellent work of Avry Janes and Erin Petersen of the Office of Advancement team.

CV Community Foundation – Aitken Legacy Fund Disbursement A total of 23 NIC students received $2,500 each in 2018, thanks to the goodwill and foresight of Catherine Mary (Mamie) and Elizabeth (Cherry) Aitken. The sisters provided a $6 Million bequest to

(R-4.4.1)

OFFICE OF THE VICE PRESIDENT

STRATEGIC INITIATIVES

Vice President Strategic Initiatives Report to the Board of Governors January 24, 2019 Page 2

the Comox Valley Community Foundation (CVCF) in 2015, with approximately $1.5 Million donated towards an endowment fund to benefit NIC students forever. Even more students will receive awards in 2019, thanks to a $60,000 disbursement from the CVCF for next year. I would like to thank the Aitken sisters for their unprecedented investment in NIC students as well as Office of Advancement Manager Jolean Finnerty for her excellent work with the CVCF to coordinate selection and distribution to students.

StrategicPriority#9:CollegeIdentityandBrand MARKETING AND COMMUNICATIONS Funding allows new advertising initiatives This winter marked the creation of NIC’s first large scale promotional poster campaign on BC Ferries, thanks to some additional funding from the provincial and federal governments through the Labour Market Partnership program. The funding allowed for advertising of NIC’s new Aquaculture Technician Diploma program on BC Ferries, digital highway and billboard signs, as well as via other digital and social media channels. The larger media buy allowed us to leverage our current advertising budget and increase promotion of several other programs -- including new intersession courses and the new Professional Photography program -- on BC Ferries as well. Strategic Marketing Plan update An advisory committee and college-wide process is being created to provide input and recommendations for NIC’s new Strategic Marketing Plan, which will be created over the coming year. Its purpose is to provide an overarching plan that is in alignment with the College’s new strategic plan and academic plan and clearly defines our identity and brand from 2020 to 2025. The Advisory Committee will be comprised of a cross-section of NIC employees and students. The committee will meet approximately monthly over the next year and will work in concert with the College Plan 20-25 Committee, Senior Education Team (SET), Department Chairs Working Group (DCWG) and others. Earned media up 107% NIC and the NIC Foundation finished 2018 with a record 143 media releases, which is up 107% from 2014, when the earned media strategy was initiated. Social media stats also saw substantial increases for the year. For example, Facebook and Twitter posts in December featuring the Likʷala/Kwak’wala and Nuu-chah-nulth language course reached 5,073 people, with more than 500 engagements in just one month. The media releases and social media posts are part on an earned media strategy, which supports Strategic Priority #9 “Promoting and celebrating the work and expertise of NIC faculty, staff and administrators internally and within the community.” I would like to thank media liaison Christiana Wiens for leading this initiative with director Alex Khan as well as the work of writers Elizabeth Young and Spencer Anderson.

(R-4.5) Education Council Report for the Board

January 2019

December 2018

Policy and Standards

None

Approved Curriculum The following new and revised curriculum were approved at the December meeting:

New Programs:

None

Program Revisions:

Professional Potter Advanced Diploma

Practical Nursing Diploma

Global Tourism Hospitality Management Advanced Certificate

Global Tourism Hospitality Management Advanced Diploma

Hospitality Distance Learning

Business Administration Post Degree Diploma

Business Administration Post Degree Diploma – Global Business Management

Business Administration Post Degree Diploma – Pre‐Professional Accountant

Engineering Foundations Certificate

New Courses:

ESL 062, 065 ,092, 095

THD 111, 121, 171, 200, 281

ENR 100, 101

PHY 215, 216

Education Council was established in 1996 in response to the then new College and Institute Act. Clauses 14, 15 and 18 of the Act define the role and composition of an Education Council. The mandate of the Education Council at North Island College is to ensure educational quality. Education Council extends a standing invitation for members of the Board to attend Council meetings. This report is provided to update the Board on work done by the Council.

Course Revisions:

FIN 120, 121, 220, 221, 330, 331, 332, 335, 336, 337, 340, 341, 342, 345, 346, 347, 350, 355, 356, 360, 362, 363, 366, 367, 368

PNS 111, 112, 113, 114, 115, 116, 117, 121, 122, 123, 124, 125, 126, 127, 231, 232, 233, 234, 236, 237, 241, 242, 243, 244, 246, 247, 248, 249

LIB 160

SOC 110

LHA 100

ABE (Omnibus)

ENG 050, 216

PHY 050

January 2019 – Business and Planning Meeting Updates Received: K‐12 changes and Teaching & Learning Facilitators role – L. Michaud Marketing Plan & Process – R. Heidt, A. Khan, S. Wilson Discussion Institutional Learning Outcomes/Graduate Attributes and what NIC does well. Program naming process and practices. The next Education Council meeting will be held on February 18, 2019 a 12:30 pm. Brad Harsell Chair, Education Council

NIC Board of Governors Event Calendar Page 1

Board of Governors Calendar 2019

Month/Date Event Time Location February 2019 20th High School Open

House 9:00 am Port Alberni Campus

21st High School Open House

9:00 am Comox Valley Campus

26th BC Colleges Day (for information only)

March 2019 21st Board Meeting Campbell River

Campus

21st NIC Career Fair 11:00 am Florence Filberg Centre, Courtenay

April 2019 25th Board Meeting Komoux Hall

Boardroom, Comox Valley Campus

May 2019 5th-7th CICan 2019

Conference Niagara Falls, ON

31st Year End Employee Celebration

June 2019 13th Board Meeting Komoux Hall

Boardroom, Comox Valley Campus

17th Campbell River Graduation Ceremony

Campbell River Campus

18th Port Alberni Graduation Ceremony

TBC

20th Comox Valley Graduation Ceremony

Comox Valley Sports Centre

(R-5.1)

1 2018-10-16 3:15 PM

DIVERSITY MATTERS AT NIC REPORT ON 2017-18 INTERNAL CONSULTATIONS

Prepared by Jerry Mundi and Diane Naugler, 2018

INTRODUCTION

NIC’s Plan 2020 identifies nine strategic priorities including Strategic Priority #6: People, Organization, Culture. This strategic priority includes the goal “Foster an open organizational culture that supports and celebrates diversity and learning.” To begin to identify our current organizational profile in relation to this goal and to assist in developing priorities and initiatives in pursuit of this goal, throughout the 2017-18 academic year, internal community consultations were undertaken.

Under the guidance of the Diversity Matters Working Group, President John Bowman and Diane Naugler, Dean, Business and Applied Studies facilitated seven campus conversations on diversity and inclusiveness at NIC. During these sessions, participants were asked their thoughts on three questions:

Q1 What would a truly diverse and inclusive NIC look like? Q2 What do you think NIC is doing well in order to a foster a diverse and inclusive community? Q3 What areas can we improve upon?

These sessions drew participation from over 140 NIC staff, faculty, and administrators. In addition to the campus conversation sessions, John and/or Diane facilitated similar conversations with the leadership of NIC’s ElderCollege, the Aboriginal Elders’ Council, and the Council of the North Island College Students’ Union (NISU). A full schedule of the conversation dates is attached at the end of this document (see Appendix 1).

ORGANIZATION OF REPORT

This overview uses the basic structure of the campus conversation questions and groups comments within one (or more) of the three areas of response:

1. Our aspirations – a vision of a diverse and inclusive NIC (roughly correlates to campusconversation Q1)

2. Our current and recent diversity strengths and successes (roughly correlates to campusconversation Q2)

3. Our current and ongoing diversity needs and gaps (roughly correlates to campus conversationQ3)

Based on feedback offered in the campus conversation sessions, this overview is rationalized on a College-wide basis. Edited transcripts of the campus-specific conversations (CV and CR sessions transcripts are collated) are available on the Diversity Matters portal page.

While most comments are indicated within the area of response/question that they were made in the session, the report authors have moved comments to a more relevant area of response where necessary in order to present thematic clarity. For example, comments to Q2 or Q3 often related more clearly to a

(R-5.2)

2 2018-10-16 3:15 PM

previously asked question. To increase the readability of the document, comments are further grouped under subject themes or areas of interest as these emerged across session responses. Where similar responses are further collapsed and collected as one statement, the number of actual/similar mentions is indicated in parenthesis. Additionally, many comments within and across sessions offered contradictions in participants’ assessments, perceptions, and aspirations for a diverse and inclusive culture at NIC. These contradictions are retained within the summary of responses within that subject theme area. Where possible, comments appear verbatim and have only been edited to delete repetition, clarify intention, provide participant anonymity, and correct grammatical errors. In order to support these consultations and to further outline the college’s baseline on diversity and inclusiveness, a brief student survey was undertaken in April 2018. Survey results are summarized at the conclusion of this report. 1. Our Aspirations – A Vision of a Diverse and Inclusive NIC In order for our community and our decision-makers to better understand our aspirations for community diversity and inclusiveness, participants in the campus conversations were asked: “What would a truly diverse and inclusive NIC look like?” In a review of the wide-ranging responses to this question, we identified five prominent subject themes. These are Facilities; Curriculum and Delivery; Student Support and Projects; Community and Culture; Events and Opportunities; and NIC Operations. Facilities All gender signs at bathrooms were a good start (2) There are no baby-changing tables in the facilities here, so adding these is important Campus signage in First Nations’ languages More designated spaces for activities/groups Now that we have the new aboriginal student lounge and meditation room, when we have more

space, maybe other designated spaces for certain activities and groups More informal space, more central space, more flexible space More markers of acceptance – Pride Flags, etc. More gender-neutral bathrooms

Curriculum Delivery, Student Support and Projects To have unhindered access to NIC offerings (courses and programs) regardless of how they are

delivered – ITV, digital, F2F, etc. Build a culture of disability Inclusivity – project-based programs, inter-departmental collaborations, college newspapers,

journalism courses. Give students real-life based projects, engineering students could work on a pedestrian bridge for example.

A programming mix that serves diverse learner groups (e.g. access, families, single parents, different age groups)

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Provide programming to meet the needs of different abilities (3) Diversify how we teach, assess, evaluate and get out of ‘box’ of exams – flexible evaluation of

programs, etc. (2) Access for physical/non-physical challenges Support/access for hearing impaired, visually impaired Reduce child-minding-based absenteeism; revise timetable starts Hold an integrated college orientation for all students (domestic and international) NISU-run school paper (NIC-funded) – to help build student engagement (2) Ensure that there are no unnecessary financial barriers to access to learning

Community and Culture Welcome people from all different backgrounds and walks of life – cultures, academic background

and work history (3) All present, acknowledged, and everyone treated same/equally – Diversity acknowledges and

presents different views but does not affect individual treatment, we try to treat everyone equally regardless of their characteristics

Diversity includes issues of marginalization, inequality, and equality as equity Gender and sexual diversity Including other languages/markers of diversity Religious diversity Different abilities – physical, intellectual, learning abilities/styles, ages – older people to people in

high school Family and kid friendly (and dogs) Recognize and represent age diversity Intergenerational learning – more and more parents are going to school with their children No assumptions Acknowledge what we have in common; some basic needs; treat everyone with respect and

kindness Create a sense of belonging for all (2) In general, that everyone feels welcome, feels that they belong, and that the College provides a

healing environment for those who’ve had negative experiences elsewhere, providing an opportunity for growth and we can see that in everyone

People can really be who they are; feel comfortable, accepted as authentic self (i.e. create a culture where we can show our flaws, where our home and work ‘personas’ are congruent) (3)

In terms of feeling, as a mid-age, white male I have all the privileges in society, people do their best when they can be who they are. When people feel authentic and can be who they are, they feel, they belong, respected, safe, and accepted

Transparency – all (students and faculty) feel included within community and culture; our standing in our community and our goals

Respect others and each others’ diversity Acceptance of difference in perspective and opinion (3) All can feel success and be successful as they are Positive emotional experience – feeling included Kindness – find a way to accommodate everyone

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Strive to have NIC employees reflect the make-up of our students and our students reflect the make-up of our community

All learners and staff reflect and mirror the diversity in community (i.e. the same people who you see at Walmart need to be here) (4)

Diversity must apply to students, faculty, and employees – we have a great mix of students and faculty, we need diverse student and employee groups

Our students are diverse, our employees need to be diverse too (2) More international students [across all campuses] The college is not just a place of learning but a community hub Ensure that the community is aware that we want to model a truly diverse environment here, not

only what is occurring in the community and best-case scenario – important of diversity in the broader community

Create a sense of safety for all From community perspective – community of learning expanded so that greater community feels

welcome here What is the perception of NIC as part of the community? We have diversity on campus, but we need

to highlight that in the community. We need to get off campus more and into the community and sub-communities. We need to take the college more into the community

Improvement with lots of things around campus life and community. Bringing them together. Provide learning in cross-cultural contexts (3) Reflect our community and model what we’d like to see our community be Promote the education of citizenship It is our role as Post Secondary Educators/a post secondary institution Make diversity and inclusiveness knowledge and practice a learning outcome

Events and Opportunities More events for sharing all different kinds of culture, where students and community can come

together (3) Celebrations and events including cultural cuisines can build community (3) F2F events and opportunities for people to interact such as students from different departments,

students and faculty/staff, faculty/staff and senior leadership Consider different and inclusive ways of knowing and being – artifacts of inclusivity

o Strategies for communication regarding inclusion Consideration for concept of universal access for our events and celebrations, include an inclusive

way to communicate Have visible symbols of inclusion, events We need opportunities to connect because social interactions build community: times, spaces,

opportunities to meet and connect (3) Opportunities to connect with people we don’t know/ don’t work with (this is a challenge) Create space for conversations – e.g. Living Library Involving other community agencies in our events (e.g. immigration, LGBTQ2SI) Bigger variety of social activities i.e. having a theatre group on campus Bigger variety of sports

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NIC Operations Increase cultural competencies Cultural competencies – diversity is not always visible Cultural awareness – instructors are not always aware of cultural differences (as reported by some

international students). It would be helpful to have sessions to help faculty understand cultural differences – i.e. hand gestures (2)

Instructors need more support on how to support diverse learners Broad awareness of barriers, obstacles people struggle with Recognition of the range of impacts of all decisions – staff and students Opportunity to gain feedback on this mandate and further related topics Opportunity to continue to give/gain feedback and hear from our college community - ongoing and

that it be comfortable in providing the feedback Hiring: staffing appears mainly white Gender – how we enter information needs to change; more to gender than male and female; how

we set up facilities, applications, etc. needs to change

2. Our Current and Recent Diversity Strengths and Successes

Understanding this series of consultations necessarily involved recognizing that, as an access-focussed organization, a lot of thought, daily work, and targeted initiatives related to our diversity and inclusiveness mandate are always underway. These consultations provided an opportunity to learn more about our NIC community’s awareness of, and reception to, these activities. Responses to the question “What do you think NIC is doing well in order to foster a diverse and inclusive community?” reflected the wide range of our past, current, and planned activities and initiatives. We grouped responses to this question in six subject themes. These are Employment; Curriculum, Faculty and Learning; Accessibility and Student Support; Community and Culture; Facilities; and Events and Opportunities. This question prompted the positive identification of several program or work group-specific initiatives. Within each subject theme, College-wide items are indicated first. Employment The College is an access point for personal career development The number of employees who have been with NIC and succeeding generations of current

employees who come to work at NIC. A huge sign of value for NIC Proud to work here, I hear stories when I’m out in the community from others I work with at NIC;

they are always good stories of how we supported students Long employment/service recognition Our culture of volunteerism shows both the community and students what NIC faculty and staff are

made of Following/showing new employees that we are an open and inclusive employer and supportive of all

people We are good at letting new employees know of the supports and services available When students exit we need to help them with access to employment, academic laddering

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Curriculum, Faculty, and Learning Our quality of instruction and course offerings Faculty are flexible, willing, innovative to support students (accommodation) In Applied Business Technology (ABT) we are doing our best to work with and within our different

communities. With all the ABT courses there are firm start and end dates, but we have found that this does not always serve students well, particularly in communities such as Bella Coola and Alert Bay. Our Chair recognizes that not every student works at the same pace, so we make exceptions and are more flexible with completion dates for students who may need it in the more remote communities. This makes a big difference for students to be successful in the education goals. In- community is a focus.

K’ómoks welcome on ENG course outline First Nations welcome on the board in English class Curriculum - we are flexible in terms of helping students as best we can Joy of Life Learning program – strongly supported by faculty New opportunities for students – e.g. Culture Communication and Global Citizenship course (2) ENG 117 CV and ABT Bella Coola – access Tourism program – flexibility to mold to who learners are Culture embedded in programs - e.g. healing circles Cultural infusion to programs; elders Making changes to our curriculum/programs (indigenization) to be responsive to needs of

learners/communities (e.g. – there are two first-year courses on indigenous perspectives - essay writing and indigenizing the curriculum) (4)

Alternative methods of instruction and programs Range of programs and cultures Indigenization requires flexibility that college has shown Internationalization of our curriculum, cognizant of the issue but not sure how well that is being

translated to the rest of NIC. Life-long learning needed and supported in all fields Workshops and events open to whole College and community Lots of opportunities to become more educated, even in the evening, that include the broader

community Workshops HHS had all-day workshop on gender/diversity issues HR/Student Services – policy infrastructure and serves facility learning Continuing Ed supports ElderCollege which helps us meet another type of learner The “Village” workshop- involvement of support staff/Training on diversity, i.e., the Village

Workshop (4) The all-day workshop on gender, diversity issues and education The workshops on indigenization and on cultural awareness to allow people to become more

knowledgeable

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Accessibility and Student Support Front end staff make the college great – open and welcoming (2) Everyone takes ownership of building this culture, of inquiries, and problems I have had the privilege of working for NIC for 22 years and can tell stories of many individuals who

have gone to extreme lengths to support students. We go beyond in all aspects, we care. We are open to many ways of accommodation

We have various entry points to NIC. Not all students have the ability to start the same way. We give options to start regardless of personal skill. We have accessible programming for those who may have cognitive barriers and upon completion they receive a credential.

Access for Students’ with Disabilities (ASD/DAL) services are improved and they really get out to faculty

ASD is an excellent bridge between students and faculty Accommodating physical disability Number of students who need accommodation and access to ASD program and the number of

students who access supports for disabilities is increasing As an organization, a policy infrastructure has been created to support a safe atmosphere for

learning We have done a lot of work in student services in the policy structure to seek assistance and are

here for learning and are not disrupted in a personal matter Thinking outside box to gather students and understand needs and affect the way we deliver

education. We understand the differences in out student population. Supporting all groups with our policies i.e.: Sexual Violence Policy. Diversity can imply only marginalized groups. These types of policies ensure a safe environment for all, not just marginalized groups. Basic Human Rights.

Comox Justice Centre – principles and actions Students can have exposure to Indigenization and Internationalization and accessibility to resources

from start to finish We have such a large, diverse region to serve and our mission is to find ways to meet their needs -

Commitment to distance learning is a great example of this (2) We have students that live off the grid We worked in partnership with UVic to bring a Master of Arts offering to our community. North Island College Students’ Union (NISU) have improved working relationships with faculty and

staff (2) NISU – increased sponsorship of student-led events Small class size is a plus for learners Getting to know your learners Recognizing people have different support systems To create sense of belonging at orientation, students are given name tags that are program-colour

coded – this decreases anxiety for students new to NIC and otherwise may be different Learning supports, employment supports, etc.

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Community and Culture Inclusivity is in our strategic plan Programs, people, process. We have/are creating a diverse and inclusive environment vs.

integration of the dominant norm College will go far in supporting communities doing well:

o We are part of a team no matter of skin colour o Acceptance as part of community and NIC team o Map of region is huge; North to South need to educate everyone

We deal with racism and prejudice, homophobia We pair access and success Flexible work in community Social media presence good Facebook group gets info out Creating and nurturing a sense of belonging Make employees feel welcome From a newcomer [new employee] perspective, the welcoming and inclusion is mind-blowing Collegiality across differences and acceptance

o Within college and community Feel like part of a great team even if I am a visible minority:

o A very accepting workplace o Almost forget that I am of different background

Awi’nakola – open to people of all cultures The diversity committee, the will and desire to address this topic, the strategic focus on diversity Offering a forum for conversation – allows opportunity for understanding – There is little diversity in

community but lots in NIC and other specific places in communities. Creating opportunities for these communications allows for understanding different perspectives. Trying to support diversity by offering supports through the LLC allows for different ways of learning.

Bringing NIC identity to life, to community – we see this in our students’ lives Inclusion of seniors – Elder College, Joy of Learning, students in programs Age is something we do very well Intergenerational learning, accepting of various ages in classroom Gender and sexuality, need to acknowledge “Two-Spirited” The pride flag at the bus stop on CV campus – the material symbols that show inclusion, newspaper

articles on college activities, etc. (4) Still learning a lot about what is being done, but there’s a feeling a safety and positivity about being

diverse, e.g., there was a good turn-out at flag-raising in the summer – first impressions are positive Truth and Reconciliation Commission calls to action Bringing cultural identity to life, access to NIC is told in individual stories, we become a key point of

communities and support the social fabric of the community Learning about the history of the places our buildings stand on (we have elders and lounges) We have culture building representatives “hands on the ground” Community needs are embedded and acknowledged within program e.g. Ahousaht and ECCE and

grad The expansion of in-community programming

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We are very student-centred We have a student-focused culture that focuses on individuals for who they are (2) Community college culture that ‘goes beyond’ Build relationships with long-term-part-time students Sensitivity to diversity amongst our community – e.g. Hallowe’en costume information Parading on Halloween Going out and making ourselves approachable We recognize people’s individual needs, i.e., yoga class is offered for all levels – to meet everyone’s

needs Careful with our words The expansion of international education and the number of international students; you see the

difference in the community, you see how more culturally diverse the community is as a benefit of the College having an IE program

We always cope well/resilience (3)

Facilities The increase of student supports – e.g. Library and Learning Commons at CV are important. All

students have unique experiences and any supports we can offer will help them continue and be successful (3)

Access to dedicated spaces, Aboriginal student lounges, meditation spaces. Community outreach is important as well as events such as Open House for high school students. Getting young students to campus is important to start them thinking about us. Bring NIC to the community as well.

Gathering places in PA and CR – safe spaces and safety All-gender washrooms. Increases awareness of inclusivity. IE students are curious about what this

means, many don’t have this in their home country, they ask what it’s about, it’s an education for them (2)

No baby change tables in our restrooms and for nursing mothers All spaces are accessible The elimination of paid parking – this is bringing people back to the college campus (increased class

attendance), “was a barrier to many of my students” (4) Campus sight lines at CV (CR improved) and digital signs (3)

Events and Opportunities Cultural events (all invited) Ability to meet The events NIC has, there are so many and put on by different departments, students, aboriginal

student lounge. It’s the join with us and provides opportunities to helping to build inclusivity (3) Offering First Nation cultural events – all people invited Grad ceremonies – all programs and students from everywhere with faculty in attendance (5) Ahousaht grad ceremony shows how far we will go There are a lot of activities going on, e.g., the nursing students presenting their Nepal trip; creating

of the aboriginal student lounge; the reader/writer series (bringing students across generations together in a common interest). There are lots of student led activities

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Events like drum-making Living Library was a great example of reflecting diversity and inclusion – provided an opportunity for

conversations (3) Elder College and Joy of Lifelong Learning, robotics camp Youth programs – e.g., Robotics camps – NIC bridges the ages OGE cultural events (e.g. – International Education Week) (2) Improving, making spaces more inclusive High school outreach, Lego camps, Open House It encouraged people to acknowledge what they do not or may not know Having space for growth in terms of other good relational skills We host a sports team every Thursday night that brings students to, IE, and graduated students,

employees and domestic students together, it creates a welcoming community Once a week there’s a volleyball and soccer (for everyone). Although it’s student focused, staff and

members of the community can go along. This brings people together and is fun and welcoming. More of these kinds of activities would be good. Sport and food bring people together.

3. Our Current and Ongoing Diversity Needs and Gaps NIC’s commitment to diversity and inclusivity will involve ongoing organizational change. Participants in the campus conversations were asked to identify “What areas can we improve upon?” Responses to this question are organized into six subject themes. These are Community and Culture; Events and Opportunities; Facilities; Curriculum, Faculty and Learning; Student Support and Accessibility; and Operations. Community and Culture People need to see themselves represented The ability for people to be able to be see themselves in the community. Honouring diversity in

respectful ways (the ability to move from one place to another successfully). Language history, sensitivities, histories, context More recognition of multi-faith calendars, inclusion of gender neutrality with signage. Access with

success, must balance these: what is safe and comfortable, do we include ways of knowing and being and respect for this? Orientations and worldviews

We need to do more for nurturing a sense of belonging Return to college in community ethos (rather than community college) Being a college in the community needs to reflect the voice in the community We have a multicultural reality. We need to do more to recognize differences within our community

including “mother tongue” Reaching out to other communities, e.g. Domestic/international students, Filipino community,

Chinese/Korean community (2) Creating college culture that is different than “small town mentality” which can include

racism/homophobia, etc. Some members of the community have problems with and are not open to visible minorities in the

community. How can we be out to change this narrative/view others may have around visible minorities?

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Acts of discrimination occur in our community – can NIC be more involved/show leadership? Careful about assumptions of other people – how to draw others from different communities It would be great to learn more about the K’ómoks First Nation people – history, culture and provide

some opportunities on campus to learn about it – a space for these types of conversations to occur What is our consistent language? Diversity and inclusiveness need to be requirements for process and policy There are obstacles that we are simply not aware of in the kinds of challenges and obstacles others

face, there needs to be some targeted work to help the community become aware of obstacles people struggle with

We do a good job with Elder College and the Life Long Learning, but the community needs to be more open to globalization and NIC could help with that

Communities need to know more about NIC, particularly First Nations We’re not seen as a safe and welcoming place for everyone and not sure if we’re honest with

ourselves about that Diversity – connect with people, the more you connect with people outside of your path and the

more we do, the more we learn and connect and realize our differences and sameness Would like to celebrate diversity more. How to learn about Indigenous culture? Or other cultures? We must consistently model our values and expectations Including diversity and inclusion into everything we do (2) Use a top-down and bottom-up approach to problem-solving – grass roots. We don’t want to

mandate this as it could have the opposite effect. We want to drive culture, more powerful than policy

People trump everything else. If we truly want to be inclusive, we need to understand the impact of policies and procedures on people. We need to keep our humanity, and not lose sight of this when instituting policies.

Harnessing our positives, we all do mostly but not all together. We need to look at the sum of the parts instead of individually

We have beautiful spaces on campuses and need to open them to the community more fully. Many people have not even been on campus and have no idea of its beauty.

People who aren’t at NIC don’t know what goes on here, don’t feel they belong, don’t see themselves included

We’re isolated from the community, seen as ‘apart/separate’ and ‘academic.’ NIC is referred to as ‘the smart people.’ Perception of some people in the community (e.g. people on the Student services phone inquiries to different campuses – takes a lot of courage for people to contact us (2)

Improve community access to college for community events because we are a ‘public space’ (4) Improve health and wellness as part of inclusivity Invest in Health and Wellness. We do a good job but should look at the broader category to consider

ways to include inclusivity Be authentic, show our flaws, people struggle and are not perfect, challenge ourselves to show our

flaws, others may then be more comfortable with us Campus life struggles in this context Facilities, representations Need to integrate space, family, food, learning, to make community Welcoming/inclusive of apprentice/short-term students Important to consider cultural/environmental uniqueness of each campus

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Small class sizes are great for community-building o But it’s tough to get students to interact outside of class o Community-building doesn’t always happen according to plan o Structure and protocol can help; key is safety

Events and Opportunities Create an environment where diverse needs are anticipated (3) Open house – can we message inclusiveness? Support for different communities (e.g. First Nations, LGBTQ2SI) Public seminars – to help and develop understanding, awareness, responsibility i.e.

diversity/inclusivity/equality Reinforce that we are a public space and that we have space for everyone to attend:

o We do not do a good job of making people feel welcome o There are a lot of people who have never been here o We are not seen as a safe place for everyone and we need to be honest with ourselves

about that o Having more sports-related activities and a really great way to bring everyone together o Social activities involving beverages will bring the public on campus

Host more community events More in-community/outreach – be more visible Partner with other facilities Events that celebrate diverse cultures – there could be more of this International food events Have event/gather – “mother tongue day” More opportunities to get to know each other We need more opportunities like this to get together Increase/enhance points of connection, especially informal ones, between students, employees,

community e.g. films, book clubs, etc. (9) Offer more clarity for students on how to join events that are already taking place Integrating different initiatives, bringing together groups that don’t usually come together From a faculty point of view, we organize events and it’s always the same people who attend, how

do we engage different people to join us? What is the key to greater engagement? This is the same with students, always the same students show at events and gatherings

Bring different generations together Break down some of the silos between the different groups of employees and also between the

different student groups We do great events; Living Library, Elevate the Arts but more outreach is needed. Show up to

community events, fairs, other organizations initiatives. Spaces are needed for this (2) Hold student activities Improve student/campus life, e.g. Hallowe’en More sports – that include everyone – faculty, staff, and students (3) Create more hobbies/clubs for students to meet more people Include everyone in wellness/sport/activities/classes Outreach/showing up/ community involvement

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Raise awareness of boards and organizations senior administrators are on Add community guests to senior level meetings – get to know our communities (i.e. have members

senior education team or board of governors ‘guest’ so that senior leadership can get to know community members)

Facilities Physical space – makes a difference to how people connect/engage Creation of campus centres A space for “first stop”, like we had with the “Welcome Centre” long ago - a concierge-style space or

something like that. A pop-up counter on campus or a community space (mall)/multi-location Having spaces where students can get together e.g. gym, exercise, pub nights, a large gathering

space, a multi-purpose room, along with informal space (inside and outside) (7) I’m looking at the campus and as beautiful as it is, I feel there is no heart, no centre, we need a

meeting place to gather between classes and other times, need a welcoming place. (do better) Expand hours and events of library and cafeteria – students need evening hours in cafeteria, fix

wobbly chairs Amenity space – lockers and hubs for self-serve amenities (photocopying, fridge, coffee pot) Look internally and recognize the differences across our campuses and celebrate those more Markers – signs, art, acknowledgment of Territory Maybe more diversity in the artwork that the College purchases, representing the local community –

more representations of diversity Artwork related to diversity should be on display on campus representing local communities such as

artists, students, etc. Cultural artifacts in the open and in specific areas (Aboriginal lounges) Signage in other languages (than English) Lack of welcoming signage a disincentive More signage in Indigenous languages would be great More First Nations signage – writing; pictures Improve aboriginal gathering spaces Transitional space for belonging (First Nations’ lounge does this) but do we have similar space that

provides this ‘sense of safety’ for others? First Nations’ Lounge – is open and accessible to anyone but people may not know this (2) Reconfiguring classrooms to make it more conducive to work together (we are making ground in

Trades with tables/chairs in the halls as places to study, and with the learning commons) (2) All-gender bathrooms grabbed my attention – good thing but may have made some people

uncomfortable while helping others Need to normalize washrooms that are designated as gender neutral Facilities access for physical differences We need to ‘claim our space’ – put up posters similar to UVic Spaces produce silos if not able to provide for mixing e.g. second floor of Komoux Hall separated

from rest of community/campus Our community doesn’t look to the College as a place to gather – so we need more space Student housing (2)

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Curriculum, Faculty, and Learning Diversity/inclusiveness should be an active part of all programs, approved course outlines (ACDs)

etc. so that it is infused in the learning not an add on (3) Everyone should take the relational practice course that nurses take – if you’re not comfortable with

yourself, how can you be comfortable with others? More purposeful learning and development programs around diversity and inclusion. We don’t have

a structure in place to look at what we’re doing and what we still need to do. We don’t make the best strategic use of what we have

More flexible programming delivery Gender, race – needs to be a part of all classes/programs Curriculum development as it relates to particular activities and make it easy i.e. here’s an example

of an activity that raises diversity awareness We have lots of learning and development funds as an organization and we do not make the best

strategic use of those funds Ongoing learning opportunities – a diversity series - Pick a topic each week – someone speaking

from a personal and professional stance about that topic Improve internal communications/access to diversity workshops The Village Workshop – our finance department didn’t know it was happening, and only heard about

it from another department – these workshops could be offered to everyone, not just those who have relationships with students

Create more ESL learning options and opportunities – multi-level classes, free ESL tutoring, etc. (3) Student Support and Accessibility The ultimate measure is student success. What are we doing to help students succeed? We need to

survey students about the culture/climate of the college From Bella Bella to PA

o Everyone should get an education o Access needed for everyone o Remote communities o Elder College (more day time scheduling so they can avoid night driving)

Technology helps overcome barriers for some but others who may need that human touch Allowing tutors to come to CR – ITV tutoring doesn’t always work Use technology more than we are – meet students where they are Improving library stacks to reflect students more Accommodation for international students is a major issue; it’s why some international students

leave the college We can improve in supporting IE students

o Students cannot afford text books – include the cost of text books with tuition or book rental program to help these students

o They struggle at the most basic level to learn Explaining Western cultural events to IE students like Hallowe’en Meet students’ health needs (psychological, mental, physical) Encouraging a medical health centre on campus

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Safety underpins diversity and learning – we can’t do the latter if we don’t have the former We need an environment where people feel safe enough to ask for the help they need (e.g. to go to

counsellors) Everyone take more ownership of building our culture, of inquiries, and of problems Passing people around when they call in. By the time the caller gets to where they should be, they

are frustrated. Not a good way for those first-time people to be introduced to NIC I have had complaints around communications and the non-use of preferred name (in Colleague)

when letters/emails are being sent Website – hard to find anything on it and someone who is trying to find information cannot and will

stop, it’s not intuitive (2) [Note: pre-relaunch] Orientation – needs to be comprehensive (have everyone oriented, make this mandate pare of

requirements/transition Include diversity training in orientation - needs to be comprehensive Orientation can include mentoring Review timetabling to improve start times Open house event – We need to show more support of the LGBTQ2SI students who are considering

coming to NIC, do we include anything around this in our communications to these prospects? We need to show inclusivity around messaging for all communities.

What would make NIC look more open and inclusive to young people, our Aboriginal learners? NIC Operations

Representation is important and must be accompanied by true understanding and engagement o Follow-through o Upholding these values actively to create a safe environment

More diversity in management Diversity in employment – not just in First Nations but in all forms Encouraging administrators to be more accessible - be present at other campuses Suggestion: Ally training offered to all staff Strengthen internal communications Policies (internal/external) limit opportunities for diversity among students, faculty, staff Improve: institutional protocol re territories, for example Improve cultural safety and making people feel welcome – create NIC as a place of respect and

dignity Students getting younger (again)… what do they think? Different perspective?

o Getting older and younger more Open up the Diversity Matters meetings to greater NIC community Improve International fees Anticipating immigrant population growth

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CAMPUS-SPECIFIC SUMMARIES As noted by participants, there are both a need for consistency in the delivery of our diversity and inclusiveness mandate across all campuses and learning centres, and a need to recognize and work with the distinctiveness of each of our campuses and the communities they serve. Readers interested in the details of participants’ commentary at each campus can find the session transcripts on the Diversity Matters portal page. These documents have been organized and edited in keeping with the practices used to organize this document. Additionally, each campus document concludes with a section entitled “Revealed Questions”. Comments in this section are largely question and/or suggestions for campus –specific initiatives. Campbell River Campbell River conversation participants positively noted the welcoming nature of the campus and its employees (staff and faculty). There was great enthusiasm for the promise of the current renovations to support the welcoming disposition of the campus. Recognized needs for the space including the need for a campus focal space that encourages interaction and engagement. There is a desire for expanded service programming for Campbell River students and a recognition that such programming needs to be designed with the needs of short-term, apprentice, and/or immigrant learners in mind. Strong appreciation was expressed for the efforts and inclusive attitudes of current staff and faculty. Participants expressed a willingness contribute to further institutional explorations and education about the meanings and complexities of diversity. Comox Valley The sessions at Comox Valley are hard to summarize due to the volume of participant data. Participants positively noted diversity among NIC staff and students at their campus and encouraged the College to strive for further representativeness among employees. The breadth and frequency of campus events was also positively noted as was the need for such events to promote campus engagement across work and study groups. Participants encouraged the College to do more to develop inter-cultural competencies and awareness of diversity and inclusivity needs. There was a noted need for more flexibility in program delivery to support the access and success of our diverse, non-traditional learners. The elimination of paid parking was positively noted as a change that promoted student access and the openness of the campus to the larger community. There was expressed appetite for learning how to include diversity in everything we do at the College. Port Alberni Participants at the campus conversation in Port Alberni noted increasing diversity among students and staff. They encouraged the College to become more reflective of the regional community in terms of our students and employees. Community events are very important to the role of the PA campus in the broader community. In particular, the graduation ceremony was noted as an important community event. The graduation ceremony undertaken in Ahousaht in 2017 was also positively noted. Participants identified collegiality as a prominent feature of the organizational culture on campus. Participants

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encouraged administrators to be more visible at PA and other campuses. It was noted that the College needs to provide more opportunities and spaces for all members of the campus and the larger communities it serves to interact. Mount Waddington Participants in the Mount Waddington campus conversation aspired for the campus to be welcoming of all persons across a wide spectrum of identities and experiences (including, but not limited to, First Nations, all ages, languages, religions, genders and sexualities). They strive to recognize diverse opinions and strive to be responsive to change. Front end staff were recognized for their key role in making all persons welcome on campus. There was a desire to see diversity and inclusiveness awareness embedded within every program. Suggestions were made for more conversations about enacting more diversity and inclusivity. Participants wanted do be able to do more to connect with smaller regional communities such as Alert Bay, Port Alice, and Sointula.

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ADDITIONAL CONVERSATIONS In addition to these campus-based conversations with NIC employees, John and/or Diane also met with leadership of NIC’s ElderCollege, the NIC Elders in Residence Council, and the Council of the North Island College Students’ Union (NISU) to inform them about the Diversity Matters Initiative and to learn their thoughts on the campus conversation questions. ElderCollege On March 19, 2018, John and Diane met with the members of the ElderCollege Council. This discussion echoed many of the themes identified previously. ElderCollege Council members positively remarked on the internationalization of the Comox Valley campus student body. They further noted that, as seniors and Canadian citizens from a variety of countries of origin, they were part of NIC’s community diversity. They noted that NIC’s diversification and internationalization brought the same to the Greater Comox Valley area. The ElderCollege Council wished to see the College offer more events and celebrations that celebrate a variety of cultures and traditions and hoped to see more integration between international and local students. ElderCollege Council members expressed a desire to be more involved in NIC College campus life and programs. Elders in Residence On December 12, 2017, Diane met with members of NIC’s Elders in Residence Council. Diane presented an overview of the Diversity Matters initiative and noted that several Elders had already participated in one or more campus conversations. Diane presented the campus conversation questions and received a wide range of feedback and consideration from the Elders. Elders noted the need for more accurate and comprehensive demographic information about staff and students as this information is needed in order to progress with the diversity and inclusiveness agenda. They noted that the province’s 2020 framework asks for increases in indigenous staff on each campus and that the College needs to do more than offer verbal commitments in this area. Statistics Canada says that 13 to 15% of the Canadian population is indigenous peoples, so NIC employees should be representative of this percentage. The Elders favoured more direct consultation with students - they noted that students need to be asked, “What will make you feel comfortable?” The Elders advised that indigenization means equality for everyone; it breaks down barriers and stereotypes and helps people get over fear. Cultural Safety training for all NIC staff and faculty was recommended especially given the many nations and world views that are present at NIC. The Elders noted that everyone is looking for safe space on NIC campuses and the college could do a better job of creating “living room” space on our campuses, in addition to the Aboriginal lounges. North Island Students’ Union (NISU) On November 7, 2017, John and Diane met with members of the Executive and staff of the North Island Students’ Union (NISU). John and Diane profiled NIC’s Plan 2020 and the Diversity Matters Initiative. NISU members gave their thoughts on the campus conversation questions. Members found NIC to be a welcoming and inclusive environment. They positively noted the internationalization and indigenization initiatives at the college. They noted that students often have a variety of life responsibilities in addition to their studies, and these often interfere with their ability to socialize on campus and take in campus events. Members also offered suggestions on how best to contact students. The online survey was suggested as the optimal method given the time of the year.

19 2018-10-16 3:15 PM

INITIAL NIC STUDENT FEEDBACK In order to get an initial sense of current students’ perceptions about the importance of diversity and inclusiveness at NIC the DMWG authorized a brief survey available through MyNIC. The survey was open to registered students throughout the month of April 2018: Please answer the following questions based on your thoughts and experiences. To what extent (1 = Highly Agree, 2 = Somewhat Agree, 3 = Neither Agree or Disagree, 4 = Somewhat Disagree, 5 = Disagree) do you agree with the following statements? Please click on only one answer per question. 1. A diverse and inclusive campus community is important to me. 1 2 3 4 5 2. NIC currently meets my expectations for a diverse and inclusive community. 1 2 3 4 5 3. I support more diversity initiatives and learning opportunities at NIC. 1 2 3 4 5 Participating students were eligible to be chosen for one of two $250.00 NIC gift certificates which were awarded upon the closure of the survey. 283 students responded to the survey. Survey Results 1. A diverse and inclusive campus community is important to me. 1 2 3 4 5 # 176 50 31 12 13 = 283 % 62.2 17.7 11.0 4.2 4.6 = 99.7* Combined 1 & 2 = 80% 2. NIC currently meets my expectations for a diverse and inclusive community. 1 2 3 4 5 # 110 85 59 14 15 = 283 % 38.9 30.0 20.8 4.9 5.3 = 99.9* Combined 1 & 2 = 69% 3. I support more diversity initiatives and learning opportunities at NIC. 1 2 3 4 5 # 195 43 22 14 9 = 283 % 69.0 15.2 7.8 4.9 3.2 = 100.1* Combined 1 & 2 = 84.1% * Overall % +/- 100 as percentages rounded up at first decimal place.

20 2018-10-16 3:15 PM

CONCLUSION – NEXT STEPS In order to meaningfully address our Plan 2020 goal to “[f]oster an open organizational culture that supports and celebrates diversity and learning,” we need an understanding of where the College is presently in relation to this goal. The Diversity Matters campus conversations and consultations were undertaken throughout 2017-18 as a community assessment exercise to learn about: our community members’ awareness of our diversity and inclusiveness goals; awareness of the presence of the diversity and inclusiveness mandate in our operations and

initiatives; and the extent and character of interest in this mandate.

Throughout these consultations, the Diversity Matters Working Group has been composed of Janis Almond, Alena Barner, Sue Bate, Darin Bellham, Ken Crewe, Sarah Deagle, Caitlin Hartnett, Margaret Hearnden, Kathleen Kuhnert, Jerry Mundi, Cathy Mutis, Lou-ann Neal, Cathy Reyno, Amy Rowes, Danita Schmidt, and Nancy Twynam. Their enthusiasm, insight, and initiative promotion have been invaluable. The DMWG thanks the members of the 2017-18 NIC Student Leadership team for their support in promoting the student survey. In Fall 2018, the Diversity Matters Working Group will disband with the conclusion of the initial internal consultation process. The documentation of this initiative will serve as a foundation for the College’s ongoing efforts to become a truly diverse and inclusive institution. As we move forward with organizational change and initiatives in support of our diversity goal under the strategic goal of “People, Organization, Culture”, President Bowman will immediately convene a new Diversity Matters Steering Committee. This committee will have representation from faculty, staff, administrators, student, community partners, and alumni.

21 2018-10-16 3:15 PM

APPENDIX 1

Diversity Matters @ NIC 2017-18 College Consultations

Staff/Faculty Campus Conversation Circles Dates

CV Campus October 16, 2017 October 17, 2017 October 31, 2017

CR Campus September 25, 2017

October 26, 2017

PA Campus October 3, 2017

MW Campus October 26, 2017 Specific Campus Groups Elders Council March 19, 2018 North Island College Students’ Association (NISU) November 7, 2017 Elder College Council December 12, 2017 Student Survey MYNIC April 2018

Post-secondary students to get 24/7 mental-health support

NEWS RELEASEFor Immediate Release2018AEST0153-002481Jan. 2, 2019

VICTORIA – Work is underway to develop a virtual mental health counselling, information and referral service for post-secondary students of all ages throughout British Columbia.

A notice of planned procurement has been posted to BC Bid, advising of plans to develop a 24/7 mental health and substance-use counselling and referral service. A competitive process will be posted shortly.

“Adjusting to a new environment, learning to balance classes with new jobs, new friendships and relationships can be challenging for students who may be living away from home for the first time, far from friends and family,” said Melanie Mark, Minister of Advanced Education, Skills and Training. “Whether mild or severe, mental-health concerns are very real among post-secondary students who have been calling for action to this important issue on- and off-campus. That’s why our government is working to develop a mental-health service that is available to students around the clock, provincewide.”

Presently, there is no provincewide resource available to post-secondary students and where there are resources, students often lack after-hours access.

“It’s critical to provide young people with access to the supports they need, where and when they need them,” said Judy Darcy, Minister of Mental Health and Addictions. “The use of virtual technology would enable young people from all parts of the province to ask for help once and get help fast.”

The scope of the project is for a service that includes phone, online chat, text and email capabilities.

“Government is responding to pressure from students to take action on improving mental health services,” said Noah Berson, chairperson of the Alliance of BC Students. “No one schedules a time when they need support, so it’s good that a service will be available outside of regular hours for students, regardless of where they’re studying in the province.”

“Expanded mental health services are in demand for post-secondary students in B.C.,” said Aran Armutlu, chairperson of the British Columbia Federation of Students. “Having more options for counselling and other services available, and having 24/7 access to these services, is a welcome addition to the changes this government is making for students.”

Post-secondary students, aged 15-24, are more likely to report mental illness and/or substance-use disorders than other age groups. The 2016 National College Health Association survey of Canadian post-secondary students found a significant number of students are experiencing mental-health problems and illnesses: 44.4% of surveyed students reported that at some point

Ministry of Advanced Education, Skills and Training

(R-5.3)

Connect with the Province of B.C. at: news.gov.bc.ca/connect

Rodney PorterMinistry of Advanced Education, Skills and [email protected] 889-7494

Contact:

in the previous 12 months they felt “so depressed it was difficult to function”; 13% had seriously considered suicide; 2.1% had attempted suicide and 18.4% reported being “diagnosed or treated by a professional” for anxiety.

The 24/7 service is in addition to several other planned initiatives in 2019 to strengthen mental-health supports for post-secondary students.

A copy of the notice to planned procurement is available at: https://www.bcbid.gov.bc.ca/open.dll/

LeadingSuccess

FutureReady

StudentSuccess

EntrepreneurialApproaches

InnovativeEducation

GoingGlobal

May 2 - 4 Pre-ConferenceServing Rural, Remote and Northern Colleges and Institutes

Pre-Conference

Conference at-a-glance

SUN May 5

07:00 - 16:30

07:30 - 12:30

10:30 - 12:45

13:00 - 14:30

14:45 - 16:45

17:00 - 19:00

Registration Open

CICan: Governance and President’s Office Professionals (GPOP)

Presidents’ Leadershp Network

Official Opening and KeynoteThought Forums

Opening Reception

MON May 6

07:00 - 16:30

07:00 - 08:15

07:00 - 16:00

08:30 - 09:15

09:30 - 16:30

10:30 - 11:00

12:15 - 13:30

15:00 - 15:30

16:30

Registration Open

Continental Breakfast in Marketplace

Marketplace Open

Official KeynoteStream Sessions

Networking Break in Marketplace

CICan Awards of Excellence Luncheon


Free Evening

TUE May 7

07:00 - 15:30

07:30 - 09:30

09:45 - 13:30

10:30 - 11:00

09:45 - 16:15

12:15 - 13:30

18:00 - 19:00

19:00 - 22:30

Registration Open

Business and Industry Breakfast and KeynoteMarketplace Open


Stream Sessions

Lunch in Marketplace

Reception

Closing Gala

(R-5.4)

INTERNATIONAL STUDENTS IN BRITISH COLUMBIA

BRITISH COLUMBIA FEDERATION OF STUDENTS

Tuition Fees

(R-5.5)

British Columbia Federation of Students207-245 East Columbia StreetNew Westminster, BC V3L 3W4(604) 733-1880wearebcstudents.ca@theBCFS

Member Students’ UnionsUniversity of British Columbia Students’ Union OkanaganCamosun College Student SocietyDouglas Students’ UnionEmily Carr Students’ UnionCollege of New Caledonia Students’ UnionNorthern British Columbia Graduate Students’ SocietyNorth Island Students’ UnionNorthwest Community College Students’ UnionOkanagan College Students’ UnionSelkirk College Students’ UnionThompson Rivers University Students’ UnionStudents’ Union of Vancouver Community CollegeVancouver Island University Students’ Union

Researched and authored by Laura Celeste, PhDContributing editors Steven Beasley, MA and Michael Olson

1


Introduction

In fall 2011, then-Premier Christy Clark announced that her government would pave the way to increase

BC’s international student enrolment by 50 percent, or by over 40,000 students. No funding package to

accommodate the plan was announced then or since, nor were BC’s post-secondary institutions consulted

about the impact of her plan. Without any regulation of non-resident tuition fees, international students

pay as much as five-times the fees paid by Canadian citizens and permanent residents. When Federation

representatives met with then-Minister of Advanced Education Andrew Wilkinson in March 2015, the Minister

stated that the sale of education at a profit to international students by colleges and universities was designed

to be a major component of the funding model for BC’s public post-secondary system. As a result of this multi-

year, coordinated effort to recruit international students to BC in order to subsidize the system, international

students now make up a substantial portion of the enrolment at BC’s public universities and colleges.

After 16 years of cuts in funding to public colleges and universities and a replacement of those lost resources

with revenue from international education, there is now a direct economic dependence on international

students. Not only does such a dependence normalize and entrench a profit-driven model of private

post-secondary education that stands in contrast to progressive values and the United Nation’s Universal

Declaration of Human Rights, the nature of BC’s dependence on foreign funding for its post-secondary system

exposes the province to substantial risks. Even small changes in the market for international students could

leave institutions across the province with pronounced deficits, and affect education provided to BC citizens.

The dependency on revenue from international student tuition fees has become so dire that institutions

commonly budget for changes in international students' fees as a final piece to their budget plan, leaving

international tuition fee adjustments as a fail-safe against any unforeseen expenses and structural deficits. The

result of this pattern and the lack of any regulation on international tuition fee increases means that these user

fees may go up by any amount in any given year. Accordingly, an international student enrolled in a four-year

program has no ability to properly budget for the cost of their degree when they move to BC to begin their

studies.

International students look to Canada for an opportunity to access one of the top ranked countries for higher

education in the world.1 As a result, Canada is the third most popular study destination for international

students.2 Unfortunately, Canada’s excellent reputation is being used by governments and institutions to

recruit more and more international students to fill the gaps in funding with inflated and predatory tuition fees.

Even if Canada remains a sought after destination for international students, other provinces may use better

supports and lower fees to increase their proportion of the international student market, to the detriment of

BC's system.

2


Supersizing the International Student Base National and provincial international education strategies

Compared to the other provinces, British

Columbia had the largest increase in proportion

of international students at universities from 2004

to 2013, increasing from 10.9 to 17.6 percent of the

total student population.6 Currently, British Columbia

hosts almost one-third of all international students in

the country.7

Both national and provincial strategies recognise the

importance of international students as a large part

of the post-secondary education system, but tend

to focus on the economic benefits of increasing the

international student base, rather than international

students’ social and cultural contributions. A

recent book on the Canadian post-secondary

landscape accurately summarises the issues facing

international students: “Growing international

student recruitment has created real financial and

social benefits for Canada’s institutions, but has

also contributed to new strains on student support

services, amplified faculty complaints about student

academic preparedness, and perhaps set the

stage for incidents of racial tension and conflict on

campuses and in surrounding communities.”8 This

quest for revenue and the corresponding pattern

of governments ignoring the social, academic,

economic, and cultural implications of their actions

threatens the entire enterprise of international

education in BC and Canada.

In recent years, Canada has embraced the value

of international students in the post-secondary

education system. In 2014, Canada’s International

Education Strategy called for doubling the

international student base from 239,131 in 2011 to

over 450,000 by 2022.3 When this national goal

was set, British Columbia already hosted over

one-quarter of all international students studying

in Canada (second amongst the provinces, after

Ontario).

British Columbia has also embraced expansion of

the international student body in its own provincial

strategy. In 2012, BC launched the BC International

Education Strategy as part of the BC Jobs Plan,

committing BC to increase the international

student base by 50 percent in just 4 years. This

increase would lift the number of international

post-secondary students in BC from the 82,000 in

2011 (28,000 in public institutions; 11,000 in private

institutions and 43,00 in private language schools)

to 123,000 by 2015.4

Though this target was not met, the BC post-

secondary system did see a sharp rise in

international students as a result of the strategy. In

2015, international students in BC’s post-secondary

institutions totalled 113,095—an increase of 38

percent since the strategy’s adoption. Of that total,

45,130 students were in a public post-secondary

institution (a 61 percent increase since 2011) and

67,965 studied in private institutions

(a 26 percent increase).5

3


International Students Treated as Economic Commodities

ANNUAL SPENDING$3.117 B i l l i on

$100 MILL IONper bag

500 JOBSper person

NEW BC JOBS26,000

PROVINCIAL GDP$1.77 B i l l i on

In a report for Global Affairs Canada, Roslyn Kunin

& Associates outline that “the economic benefit

of international students studying in Canada is

substantial”9—a fact that seems abundantly clear

when calculating their direct and indirect economic

impact. International students in post-secondary

education pay significantly higher tuition fees than

their domestic peers; in fact their fees generate a

profit for each respective institution that is used to

offset reduced public funding. Additionally, these

students pay vast sums into the local economies

across BC on such staples as housing, food,

transportation, and entertainment.

In 2015 alone, international students in BC

added $3.117 billion in spending,

created 26,000 jobs,

and contributed $1.77 billion to the provincial GDP.

International student spending in 2015 produced

more than $176.4 million in income tax revenue in

the province.10

In economic terms, international education services

are conceptualized as Canadian commodities, and

money spent by international students in Canada

is considered an export. The term 'export' is used

because international students' money comes from

abroad, and is spent on Canadian goods. 11

4


When comparing international education services

to top exports from BC, international education

services in 2015 ranked third (only after wood and

mineral exports), and accounted for 9.5 percent

of BC’s total value of exported goods.12 The BC

government is very aware of the importance of this

industry—so much so that the BC Export website

recognises international education as one of the

seven major industry sectors in BC (Agrifoods,

Forestry, Mining, Natural Gas, Technology,

International Education, and Transportation).13 Across

Canada, international education services spending

in 2014 was $11.4 billion, accounting for 11 percent

of Canada’s total exports to the world. This export

of international education surpassed Canada’s

export of wheat ($7.95 billion), lumber ($8.62 billion),

aircrafts ($9.01 billion), and was almost as much as

motor vehicle parts ($11.9 billion).14

Both national and provincial strategies on

international students count on students remaining

in Canada and BC after their graduation, and expect

students to heavily contribute to their respective

economies. The 2012 British Columbia international

education strategy argued that the more than one

million expected job openings could not be filled by

the projected 650,000 BC K-12 students graduating

by 2020. The BC strategy targeted international

students as prime candidates to fill this gap in the

projected labour force;15 international students are

recruited not only to help fund the public education

system, but also to support the future economy by

filling job vacancies.

International students produce an exorbitant amount

of revenue while accounting for only 11.8 percent of

the public post-secondary education system in BC.16

Unfortunately for international students, this means

the federal and provincial economic plans rely on

international student spending, a substantial amount

of which comes from the unregulated tuition fees.

Despite the value of international

students to the entire economy,

governments continue to leave key

elements of international student

recruitment, retention, support,

and pricing regulations completely

in the hands of a small number of

college and university adminstrators

whose responsibility does not extend

beyond their own institution.

By having no regulation on tuition fees or other

key learning and administrative conditions for

international students, there is neither consistency

across the province nor predictability in annual

changes. This is particularly true of fees, which are

commonly increased purely to deal with annual

budget shortfalls without regard to the broader

impacts to BC’s economy and the international

student education market.

The BC and Canadian economies overtly depend

on international students' spending as a key

export. However, policy-makers must understand

that the current system of international education,

unregulated and unpredictable, is irresponsible

because it introduces great economic risk and

instability to the province and the country.

5


Unregulated and Unfair International student tuition fees

One of the biggest financial challenges facing

international students is the inability to

properly budget for costs year-to-year, let alone for

the duration of their studies. There are no rules that

limit the scale of international tuition fee increases

nor provide for set notice periods, therefore tuition

fee levels are based on whatever the institution

deems required to balance its budget. This is an

unsustainable model that often results in students

struggling to stay in BC to finish their studies.

Further, a recent US survey found that international

students’ top three areas of dissatisfaction with

their post-secondary institutions were all related to

finances (access to job/internships, affordability, and

availability of scholarships) which are indicators for

why international students may leave their institution

or drop out.17

The largest expense that international students

face is the ever increasing, unregulated direct

educational cost, namely tuition and ancillary

fees. International students are at a perpetual

disadvantage when it comes to fees. While tuition

fees were regulated in British Columbia for domestic

students in 2005, there were no rules applied by

the BC government to the setting or increasing

of international student tuition fees. The current

BC Tuition Limit Policy, which caps domestic fees

at a 2 percent annual increase, does not apply to

international student tuition fees, and thus fees for

international students increase at rates far in excess

of 2 percent. What institutional policies do exist tend

to enable fee increases at any time without notice.18

BR IT ISH COLUMBIA

30%

REST OFCANADA

Currently, British Columbia hosts

almost one-third of all international

students in the country.

6


examining ancillary fees, books, living expenses,

food, transportation, and additional expenses

unique to international students (such as travel to

home country, setting up life in Canada, etc.).

In British Columbia, international students struggle

with the overwhelming cost of living on top of tuition

fees. In 2015, the BC Council on Admissions and

Transfer surveyed over 9,200 international post-

secondary students in BC and found affordability

was the most frequently cited challenge. While

international students were satisfied or very satisfied

with the institutions (89 percent) and the quality

of instruction (87 percent) in BC, the majority of

international students struggled with the cost

of tuition fees and living: 71 percent of graduate

students, 63 percent of undergraduates, and

53 percent of developmental students reported

difficulty adjusting to the high cost of living in BC.

Concerns over the costs of housing and tuition

fees tended to increase the longer an international

student remained in the province. Further,

international students spending more time in BC

were more likely to reference the gap between

international and domestic tuition fee levels, and

the unpredictable annual international tuition fee

increases as central issues contributing to their

financial stress.21 Almost half of the international

students in British Columbia attend a research-

intensive university. Thus, assessing the total cost

for a full four-year degree at such institutions paints

a clearer picture of international students’ financial

challenges. A recent report estimated a 'total cost

of degree acquisition' including the cost of tuition

fees, ancillary fees, and living expenses for an

international student in British Columbia to complete

a bachelor of economics from 2016-2020:

1991-1992 2007-2008 2017-2018

BC Internat iona l

BC Domest ic

BC Undergraduate Tu i t i on Fees

Total Expenditure

Tuition fees are not the only financial burden

international students face. A realistic assessment of

total student cost would be incomplete without also

Tuition Fees

International student fees at universities have

risen 485 percent since 1991, from $3,991 in

1991 to $23,331 in 2017. In 2003, undergraduate

international tuition fees in British Columbia were

the highest in Canada at $13,440 for a year of

full-time study, and are currently second highest at

$23,331 (for 2017-18).19

International student tuition fees vary widely based on the type of institution. For Bachelor of

Business Administration (BBA) programs,

popular among international students,

international student tuition fees range from

$14,000 to $37,000 at universities—

the average university tuition fee is

$20,230 with colleges charging an

average of $13,122.20

Unlike domestic students, international students

who fail to assemble the necessary resources face

removal from their courses and programs, and

removal from the country.

7


TUITION FEES, ANCILLARY FEES, & COST OF LIVING22

$210,000 at UBC ($52,500 per year)$190,000 at SFU ($47,500 per year)$165,000 at UVic ($41,250 per year)

UBC is the most expensive institution for

international students, and hosts the most

international students in both proportion and

number. In 2016 UBC Vancouver hosted 13,183

international students, which is 24 percent of the

overall student population.23 Based on the spending

patterns of international students, this would mean

that the economic impact of UBC international

students on the Metro Vancouver economy is $692

million per year.

Paying More Than Their Fair Share

International students are paying more than their

fair share into BC's public post-secondary education

system. Taking 2015 as an example, the enrolment

of 15,228 full-time international undergraduate

students at universities in British Columbia, paying

average tuition fees of $20,485 per year, gave the

universities $311,945,580 in revenue. In comparison,

62,784 domestic university undergraduate students

that same year paid average tuition fees of $5,397

to generate $338,845,248.24 These figures illustrate

that while international university students only

account for one fifth of BC university enrolment, they

contribute almost half of BC universities’ tuition fee

revenue.

Between 2000 and 2015, the proportion of

provincial government operating funds to BC post-

secondary institutions decreased by 22 percent25

and lost revenue is being recovered in the form of

BC UNIVERSITY ENROLMENT

19.5% INTERNATIONAL STUDENTS

80.5% DOMESTIC STUDENTS

BC UNIVERSITY TUITION FEE REVENUE

47.9% INTERNATIONAL STUDENTS

52.1% DOMESTIC STUDENTS

profit generated from international students. The

lack of international tuition fee regulations has

enabled institutions to vastly inflate fees, and to

divert proceeds away from delivery of much-needed

student and academic supports and towards overall

institutional expenses.

When 20 percent of students are paying nearly half

the total tuition fee revenues it is a clear sign that

those students—international students—are paying

more than their fair share. The lack of appropriate

regulation on international student tuition fees is

unfair to students, not reflective of Canadian values

towards consumer protections, and in stark contrast

to how Canadians would want their own young

people treated abroad. International students and

the revenues they generate for our system should

be respected and protected from unfair treatment

and unregulated profiteering.

8


No Financial Support Means we are only reaching part of the market

The current ideology behind international

education, that it is an exported commodity

designed to generate a profit, contradicts the

very notion of financial assistance for international

students. Thus, most of these costs are borne by

the students themselves, or by their families. The

aforementioned report by Roslyn Kunin & Associates

noted that while they could find no official reports

of college/university international student aid, they

estimated that institutions provide international

students with no more than 1 percent of the student

tuition fees collected. The report also noted that

the federal government grants $27 million annually

to support international students across all of

Canada.26 Yet, even if this $27 million were shared

across the 336,500 international students in Canada

in 2014, it would have produced only $80.23 per

student. Suffice it to say, there is not a sufficient

amount of financial support for international

students struggling with the costs they must bear.

A 2013 study by the World Education Services

reaching 3,000 international students in the US

reports that international students come from

different places of academic preparedness and

financial resources. The study found that almost

half (47 percent) of international students do not

have strong financial resources. Moreover, among

international students who do have the financial

resources close to half (42 percent) are not

academically prepared.27

International students in British Columbia are

worried about their finances, but they lack the

financial and institutional support to help them

manage this burden. The current system of fees and

charges, and the corresponding lack of financial

assistance, pre-supposes that all international

students are able to easily shoulder the costs

associated with their education in Canada. This

approach discounts the many current and potential

students whose study is the result of a family-

wide pooling of resources. Poor understanding of

international student funding and financial pressures

leads Canadian policy-makers to severely limit their

own market for international students, and creates a

system in which international education is only open

to wealthy elites and excludes those whose families

are not wealthy, but who work collectively to send

their children abroad for post-secondary education.

47% of international students do not have strong financial resources

$0

9


Lack of Institutional SupportQuality & socio-cultural issues

Issues in Quality

Public institutions have begun to partner with

private-sector education companies for

recruitment and preparatory education, often paying

the company a commission per student. In the more

controversial instances, universities have used these

private companies to educate international students

in ‘foundational’ or ‘pathway’ programs on or

adjacent to university campuses. For example Fraser

Institute College (FIC) advertises itself as “Your

pathway to Simon Fraser University”, and is located

on the SFU Burnaby campus. International students

pay FIC $19,600 for a foundational year of high

school level courses, and if required, an additional

$7,300 for a 16-week pre-sessional English

program.28 Such private education companies

overcharge international students for what are

essentially adult basic education and English as a

second-language (ESL) courses, both of which are

offered by the public system.

Like most other private education companies, FIC

also offers ‘first-year university classes’ and implies

that by taking these courses, international students

are guaranteed a direct transfer into the 2nd year

at their partner institution. However, the funneling

of international students from private education

companies into Canadian universities has raised

concerns for many public post-secondary instructors

about the quality of this ‘outsourced’ education.29

Private education companies are not regulated like

public institutions thus the academic standards and

quality of instruction are not assured. Instructors

earn lower salaries, have no employment stability,

and importantly, have no academic freedom.30

These private education companies are using the

reputation of BC's high quality public universities

to sell ultra-high cost high school, ESL, and first

year classes of questionable quality. The failure of

these private companies to adequately prepare

international students, and the costs charged,

reflects poorly on the very public universities whose

names these companies hide behind.

Public and private institutions relying heavily on

international student tuition fees raises the issue of

quality. In such institutions, teachers admit feeling

pressure to pass unprepared international students,

especially those doing poorly in mandatory English

literature courses, because there is such a reliance

on these fees.31 Graduating through students

who do not have the required qualifications risks

the reputation of BC's eduation system amongst

employers and other higher education institutions

around the world.

Lack of Social Support

A 2015 Canadian Bureau for International Education

(CBIE) study highlights that integration is an issue

in BC, and that international students do not feel

socio-culturally or physically supported by their

institutions, citing a lack of a two-way cultural

exchange with Canadian students.32 But even when

support is available, many international students are

afraid to seek help for mental health issues, fearing

10


deportation or denial of a work permit since “any

recorded mental health issue is subject to scrutiny

from immigration,”33 which may affect their ability to

stay in Canada.

More than half (56 percent) of the international

students in the CIBE study reported having zero

Canadian students as friends; those who did

have Canadian friends were most successful

at meeting Canadians through their program

of study.34 In spite of such research, institutions

continue to constrain two-way cultural exchange

by promoting ‘international only’ programs and

cohorts, as well as the previously mentioned

private education international funneling programs.

While ‘international only’ programs appeal to

institutions from an administrative point of view

(i.e. holding specific orientations, tailoring classes

to international student needs), these programs

are actually isolating international students, which

can increase barriers with Canadian students and

reinforce prejudices.

At present, institutions clearly value international

students financially, but aren’t putting in the

resources to support the value of this diversity on

campus. Research has shown that when institutions

take action to embrace diversity and create socially

supportive school contexts, this can improve the

social inclusion and academic success of not just

international students, but all students.35

An International Example: Australia

Several countries charge no fees for domestic or

international students (Finland, Iceland, Norway,

Germany) or at least the same amount for both

domestic and international students (France, Italy,

Japan, Korea, Mexico, Spain, Switzerland), with no

change in the value or quality of the education.36

Countries that charge higher international tuition

fees but do not treat students fairly may pay the

ultimate price.

For example, Australia has spent a decade

rebuilding its reputation after a major shift in its

international enrolment. From 2008 to 2009,

Australia gained over 88,000 international students,

a 16.8 percent increase in one year.37 However,

this influx of international students paying high

fees felt taken advantage of and unsupported. In

2009, the mistreatment of international students

boiled over, resulting in a series of highly publicised

attacks on Indian international students (including

one murder).38 This led the Indian government to

issue a travel warning for students planning to study

in Australia.39 The violent incidents had a drastic

impact in subsequent years. From 2009 to 2012

international student enrolment dropped by 18.5

percent (over 116,980 international students).40 This

decrease resulted in a major shock to Australia’s

economy—income from international students was

$17 billion in 2009 and fell to $14.5 billion in 2012.41

British Columbia should not ignore this lesson.

Issues can arise from the unfairness towards

international students, especially with increasing

global and inter-provincial competition for

international students. By supporting international

students with fair and predictable tuition fees,

quality education, and support structures, British

Columbia can take a step in the right direction

and prevent international student flight to other

provinces or other countries.

11


Conclusion Moving international education forward respectfully and responsibly

The unregulated, unpredictable nature of

international tuition fee increases contributes to

student stress, and can result in some international

students being forced to drop out or turn to other

countries for more affordable education, risking

billions in economic activity. The issues facing

international students are perpetuated by the

current provincial and federal strategies towards

international education. The federal and provincial

governments rely on international education as a

crucial export to boost their respective economies;

it is clear that international students have a vast

impact on the economy, but without regulation this

is a highly unstable situation, which could collapse

without warning.

The regulation of tuition and ancillary fees for

international students would create fairness,

consistency, and predictability to international

student fees, and would respect those who are

travelling great distances and paying substantial

fees to participate in our education system. It would

also mean that pricing policies for this vital service

would be set centrally by the BC government,

and not left to individual institutions who regularly

implement international tuition fee increases to

simply solve local financial challenges.

The solution is simple and two-fold. First, the

provincial government should amend the Tuition

Fee Limit Policy to include regulation of fees for

international students. This would create fairness,

consistency, and predictability for international

student tuition fees. An annual cap moves

international students one step closer to policy-

level equal treatment with domestic students, and

may help resolve some of the barriers to social

integration with domestic students.

Second, a new BC international education strategy

needs to provide sufficient support for international

students to assist in their cultural, social, and

academic integration.

As the British Columbia international education

strategy concluded in 2016, the new strategy should

take into account the support that international

students need, rather than just focusing on

increasing the numbers. The benefits of this can be

seen in the long term: international students who

feel better integrated and greater belonging in their

community are much more likely to complete their

studies, and are more likely to stay after graduation

and become part of British Columbian society and

labour force. New supports and financial aid for

international students have the potential to expand

BC's market while still delivering a positive return on

investment in a fair and ethical way.

British Columbia has been a top-level destination

for international education, but significant risk

exists to its current model. The recommendations

herein will better ensure stability and security in

BC's international student enrolment in the years

to come. It is well within BC's capacity to provide

international education that is fair and supportive

for students, and still generates substantial

economic returns for the province as a whole.

12


1. The Telegraph (2016). Top 10 countries for university

education, May 18, 2016. www.telegraph.co.uk/

education/2016/05/17/top-10-countries-for-university-education/

canada/

2. QS Intelligence Unit (2018). QS Applicant Survey 2018: What

drives an international student today? www.topuniversities.com/

student-info/qs-guides/qs-applicant-survey-2018-what-drives-

international-student-today

3. Foreign Affairs, Trade and Development Canada (2014).

Canada’s international education strategy: Harnessing our

knowledge advantage to drive innovation and prosperity.

http://international.gc.ca/global-markets-marches-mondiaux/

education/strategy-strategie.aspx?lang=eng

4. Ministry of Advanced Education, British Columbia (2012). British

Columbia’s international education strategy. www2.gov.bc.ca/

assets/gov/education/post-secondary-education/international-

education/internationaleducationstrategy_web.pdf

5. BC International Education (2015). BC jobs plan: 5-year

update. bcjobsplan.gov.bc.ca/app/uploads/sites/21/2017/02/

International-Education-1.pdf

6. Statics Canada (2016). Education indicators in Canada fact

sheet :International students in Canadian universities, 2004-

2005 to 2013-2014. Catalogue no. 81-599-X – No. 11. Minister

of Industry. www.statcan.gc.ca/pub/81-599-x/81-599-x2016011-

eng.pdf

7. Government of British Columbia (2017). Factsheet: International

students in B.C.news.gov.bc.ca/factsheets/international-

students-in-bc

8. Steele. K. (2010). The changing Canadian PSE landscape. In J.

strategic enrolment management (pp. 27-50).

9. Roslyn Kunin & Associates Inc. (2016). The economic impact of

www.

international.gc.ca/education/report-rapport/impact-2016/index.

aspx?lang=eng

10. Note: Data represents private and public post-secondary

international students in BC. Source: Roslyn Kunin &

Associates Inc. (2017). An assessment of the economic

impact of international education in British Columbia in

2010 and 2015: Final report. Presented to: British Columbia

Council for International Education. bccie.bc.ca/wp-content/

uploads/2017/02/RKA-International-education-Rpt-to-BCCIE-

11. ibid. Roslyn Kunin & Associates Inc. (2016).

12. Note: calculations include K-12 international students (13% of

total international student base). Source: ibid. Roslyn Kunin &

Associates Inc. (2017).

13. Government of British Columbia (2017). Export from British

Columbia: Industry sectors www.britishcolumbia.ca/export/

industry-sectors/

14. Notes: 1. Calculations include K-12 international students

(13% of total international student base). 2. Aircraft category

includes: helicopters, airplanes and spacecrafts 3. Motor

vehicle parts category excludes: body chassis and engines.

Source: ibid. Roslyn Kunin & Associates Inc. (2016).

15. ibid. Ministry of Advanced Education, British Columbia.

(2012). British Columbia’s international education strategy.

16. Data compiled from two sources: Ministry of Advanced

Education, BC (2017). Interactive reporting. Student transitions

project, Fall 2016 data submission. www.aved.gov.bc.ca/

interactive_reporting/welcome.htm; Ministry of Advanced

Education, BC (2017). Post-Secondary Central Data Warehouse

Standard Reports: June 2017 Data Submission, Headcount

Totals. www2.gov.bc.ca/assets/gov/education/post-secondary-

education/data-research/standard_reports_june_2017_

headcount_totals.pdf

17. Choudaha, R., & Schulmann, P. (2014). Bridging the gap:

recruitment and retention to improve student experience.

NAFSA: Association of International Educators

www.nafsa.org/retentionresearch

18. Okanagan College (2018). International education annual

date schedule and tuition fees 2018. www.okanagan.bc.ca/

Programs/Areas_of_Study/International_Education/Registration_

and_Fees.html

19. Sources: Statistics Canada (2003). The Daily: University tuition

fees; Statistics Canada (2017). Table 477-0077 - Canadian

and international tuition fees by level of study, annual (dollars)

(accessed: October 17, 2017; (Data from 1991 added from:

Endnotes

13


Canadian Association of University Teachers (2017). Almanac

of post secondary education in Canada, www.caut.ca/

resources/almanac

20. The Illuminate Consulting Group (2016). 2016 British Columbia

international education intelligence report.www.bccie.bc.ca/wp-

content/uploads/2016/07/icg-bc-intelligence-report-2016.pdf

21. British Columbia Council on Admissions and Transfer (2015).

BC international student survey: Final report. British Columbia

Council on Admissions and Transfer. www.bccat.ca/research/

iss

22. ibid. The Illuminate Consulting Group (2016). 2016 British

Columbia international education intelligence report.

23. University of British Columbia (2017). UBC overview of facts

2016-2017. UBC communications and marketing. www.ubc.

ca/_assets/pdf/UBC_Overview_Facts_2016-2017.pdf

24. Sources: Statistics Canada (2017). Table 477-0019

- Postsecondary enrolments, by registration status, Pan-

(CIP_PG), sex and student status, annual (number)(accessed:

February 14, 2018); Statistics Canada (2017). Table 477-0077 -

Canadian and international tuition fees by level of study, annual

(dollars)(accessed: February 14, 2018)

25. Statistics Canada (2017). Table 477-0058 - Financial

information of universities and degree-granting colleges,

revenues by type of funds, annual (dollars), (accessed: October

27, 2017)

26. ibid. Roslyn Kunin & Associates Inc. (2016).

27. Choudaha, R., & Schulmann, P. (2014). Student Segmentation

for an effective international enrollment strategy world education

services. wenr.wes.org/2013/09/student-segmentation-for-an-

effective-international-enrollment-strategy

28. Fraser International College (2018) Fees and charges for the

2018/2019 academic year. www.fraseric.ca/fees

29. ibid. Steele. K. (2010).

30. ibid. Steele. K. (2010).

31. The Vancouver Sun (2017). Douglas Todd: B.C. college

faculty feel pressure to ‘pass’ foreign students, Aug 17, 2017

32. Canadian Bureau for International Education (2015). The

integration challenge: Connecting international students with

their Canadian peers. cbie.ca/wp-content/uploads/2016/04/

CBIE-Research-in-Brief-2-The-Integration-Challenge-EN.pdf

33. CBC News (2017). “‘Crying your guts out’: some international

students fear seeking help for burnout.” September 21, 2017.

www.cbc.ca/news/canada/british-columbia/crying-your-

guts-out-some-international-students-fear-seeking-help-for-

burnout-1.4295700

34. ibid. Canadian Bureau for International Education (2015).

35. Celeste, L. (2016). Embracing diversity: A multi-method study

of the social inclusion and school success of minority youth.

Doctoral Thesis. University of Leuven, Leuven, Belgium.

36. OECD (2014). “Indicator C4: Who studies abroad

and where?”, in Education at a Glance 2014: OECD

Indicators, OECD. Publishing, Paris. http://dx.doi.

org/10.1787/888933118656

37. Australian Government (2014). International student

enrolments in Australia 1994-2013. internationaleducation.

gov.au/research/International-Student-Data/Pages/

InternationalStudentData2013.aspx

38. ABC News (2017). India no longer fears racial attacks

on its students in Australia, April 6, 2017. www.abc.net.au/

news/2017-04-07/india-no-longer-fears-students-at-risk-of-

racial-attacks/8424124

39. Herald Sun (2014). Indian student numbers plunge after fresh

attack, January 4, 2014 www.heraldsun.com.au/news/law-

order/indian-student-numbers-plunge-after-fresh-attack/news-st

ory/193d86e790b3faa8eef8760bc928bdd8

40. ibid. Australian Government (2014).

41. Note: Value given in Australian dollars. Government of

Australia (2011). International trade in services by country, by

12, July 11, 2012. www.abs.gov.au/AUSSTATS/[email protected]/Looku

p/5368.0.55.003Main+Features12011-12?OpenDocument

Endnotes

1

Subject: FW: Our Ref. 114155 - Re: Amendments to Post-Secondary Board Eligibility Provisions

John Bowman President, North Island College [email protected] tel. 250-334-5270 cell 250-650-1570 https://twitter.com/Bowman_NICpres

From: AEST Deputy Minister AEST:EX [mailto:[email protected]] Sent: Friday, January 04, 2019 2:05 PM To:

Subject: Our Ref. 114155 ‐ Re: Amendments to Post‐Secondary Board Eligibility Provisions

January 4, 2019 Our Ref. 114155

Dear Post-Secondary Board Chairs and Presidents:

(R-5.6)

2

I wanted to take this opportunity to provide further clarity to my correspondence of November 6, 2018 (copy attached), regarding the Miscellaneous Statutes Amendment Act (No.3), 2018, which amended sections 59(8) of the College and Institute Act, 5.1 of the Royal Roads University Act, and 23(1)(g) of the University Act.

These amendments mean that faculty may now freely elect any employee to serve on a board, including employees who have responsibility within their faculty or staff associations to negotiate with the board the terms and conditions of service of members of the association, or adjudicate disputes regarding members of the institution.

The restrictions on the election of employees to boards were established by the previous government through Bill 18, the Advanced Education Statutes Amendment Act, in 2011 and have been widely viewed as overly restrictive and potentially discriminatory. The majority of jurisdictions across Canada do not include these restrictions in legislation, but rather, deal with conflict of interest matters of all types within institution bylaws.

As I noted in my earlier correspondence, this change is intended to broaden options for board representation to support diverse and inclusive governance. A diversity of individuals and viewpoints at the board table ensures that the community the institution serves is represented and able to contribute their expertise. However, I can appreciate that there are some concerns about managing potential conflicts of interest at the board level going forward.

I am confident that the professionalism of your institutions and faculty, and the established conflict of interest bylaws in place for every post-secondary board should address any situation where a board member is in an apparent or real conflict on a particular matter. However, as this legislative change creates a new potential conflict of interest scenario, I offer the following suggestions to ensure continued diligence in these matters.

If a member is in a conflict situation, each institution’s bylaw should specify when that member should alert the chair and recuse themselves from board deliberations as appropriate. For example, to avoid conflict during collective bargaining, board members with negotiation or dispute adjudication responsibilities within their faculty associations should refrain from any board discussion in relation to bargaining, from serving as a member on the bargaining committee and should not be privy to any collective bargaining discussions or negotiations.

Generally it is the board chair’s role to manage conflicts of interest, and institutions are responsible for seeking their own advice on these matters.

There are additional legislative safeguards that remain in place to manage potential issues, including those also brought in through Bill 18 in 2011. These include:

A fiduciary duty for board members to act in the best interest of the institution; Enabling the board of an institution, through a vote passed by at least a 2/3 majority, to recommend to

the Lieutenant Governor in Council that board members (both elected and appointed) be removed fromthe board for cause; and

A requirement that board members must elect a chair from among the board members appointed byLGIC.

I would encourage board chairs to review their existing bylaws to consider whether any changes may be necessary in light of this change. The Post-Secondary Employers’ Association (PSEA) plays a coordination role in the sector and institutions can use it as a resource to have their conflict of interest policy reviewed and also seek guidance on any related legal issues. There is an expectation that any consideration of obtaining legal advice on these matters, that institutions will first consult with the PSEA in advance as to appropriate next steps.

3

Please contact me should you have any additional questions or concerns regarding this amendment.

Sincerely,

Shannon Baskerville Deputy Minister Ministry of Advanced Education, Skills and Training

pc: Mr. Michael Marchbank, Board Chair Post-Secondary Employers’ Association

Mr. Renzo Del Negro, Interim Chief Executive Officer Post-Secondary Employers’ Association

Mr. Tony Loughran, Executive Lead Governance, Legislation and Corporate Planning Division Ministry of Advanced Education, Skills and Training

From: AEST Deputy Minister AEST:EX Sent: Tuesday, November 6, 2018 9:08 AM To: '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; XT:Tourand, Ken FIN:IN; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]'; '[email protected]' Cc: AEST ADM Governance, Legislation and Corporate Planning AEST:EX Subject: Our Ref. 114155 - Re: Amendments to Post-Secondary Board Eligibility Provisions

November 6, 2018 Our Ref. 114155

Dear Post-Secondary Board Chairs and Presidents:

Please be advised that Bill 36, Miscellaneous Statutes Amendment Act (No.3), 2018, which received Royal Assent on October 31, 2018, amends sections 59(8) of the College and Institute Act, 5.1 of the Royal Roads University Act, and 23(1)(g) of the University Act.

These amendments remove the board membership eligibility restriction respecting employees who have responsibility to negotiate with the board the terms and conditions of service of members of the association or adjudicate disputes regarding members of the institution.

This change is intended to broaden options for board representation – that is, increase the pool of candidates to support diverse and inclusive governance, by restoring the ability for faculty and staff to elect their

4

representatives without restriction or discrimination, and brings British Columbia’s legislation in line with the majority of other jurisdictions across Canada. The risk of real or perceived conflicts of interest will continue to be managed through bylaws in place at post-secondary institutions, which provides the appropriate governance for such matters.

Please contact me should you have any questions or concerns regarding this amendment.

Sincerely,

Shannon Baskerville Deputy Minister Ministry of Advance Education, Skills and Training

pc: Mr. Tony Loughran, Executive Lead Governance, Legislation and Corporate Planning Division

Ministry of Advanced Education, Skills and Training

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