AGENDA REGULAR MEETING OF THE BOARD Tuesday, June 2, 2020 4:00 pm to 6:00 pm Via MS Teams
We respectfully acknowledge the Lil'wat, Musqueam, Squamish, Sechelt and Tsleil‐Waututh people on whose territories our campuses are located.
AGENDA ITEM ACTION SCHEDULE TIME PAGE 1. Approval of Agenda – Cherian Itty, Chair MOTION: THAT the Board approve the agenda as presented. Approval 2 min Page 1
(Disclaimer: The Consent Agenda includes the minutes of the Board’s previous meeting, Committee reports since the previous Board meeting, and correspondence. A Board member that approves of the Consent Agenda agrees to the information and its accuracy, without significant amendments or the need to separate a sub‐schedule from the Consent Agenda for amendment and approval.) 2. Consent Agenda – Cherian Itty, Chair MOTION: THAT the Board approves the following items on the Consent Approval 3 min Page 3 Agenda: 2.1. Minutes from the March 24, 2020 Board Meeting 2.1 2.2. Board Committee Reports (These reports summarize the draft minutes of the Committee’s last meeting; any motions coming forward from the Committees are in the regular agenda.) 2.2.1 Executive and Human Resource Committee 2.2.1 Page 8 2.2.2 Finance and Audit Committee 2.2.2 Page 9 2.2.3 Governance and Planning Committee 2.2.3 Page 39 2.2.4 Investment Management Committee 2.2.4 Page 40 2.3. Correspondence 2.3 Page43 3. Place Holder: Item from the Consent Agenda Discussion Verbal 3 min ‐ [or Approval] 4. Board Chair’s Report – Cherian Itty, Chair Info Verbal 3 min ‐
5. Senate Reports ‐ 5.1. Vice‐Chair – Stephen Williams Info Verbal 3 min 5.2. Board Liaison – Ash Amlani Info Verbal 6. President’s Report – Paul Dangerfield, President Info 6 4 min Page 54
7. Governance Committee – Duncan Brown 7.1 Board Governance Manual MOTION: THAT the Board approve the Board Governance Manual as Approval 7.1 15 min Page 76 presented. MOTION: THAT the Board rescind the following policies: Approval 7.1 B.306 Board Bylaws B.308 Board Charter B.309 Board Member and Board Chair Role Descriptions B.502 President Responsibilities. 7.2 Student Award Policies MOTION: THAT the Board rescind B.203 Emergency Bursaries and Fee Approval 7.2 5 min Page 125 Waivers. MOTION: THAT the Board rescind B.204 Board Scholarships. Approval 7.2
8. Investment Management Committee – Ash Amlani 8.1 Investment Policy and Investment Guidelines Review MOTION: THAT the Board of Governors approves changes in the asset mix for Approval 8.1 5 min Page 141 the foundation portfolio. 8.2 Distribution Rate ‐ Foundation Portfolio
MOTION: THAT the Board recommend 3.75 percent as the distribution rate Approval 8.2 5 min Page 146 from the Capilano University Foundation Investment Portfolio in 2020/21.
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9. Institutional Accountability Plan and Report (IAPR) – Toran Savjord Approval 9 5 min Page 147 MOTION: That the Board accepts the information in the IAPR and provide necessary feedback to [email protected] as part of the consultation process by June 23, 2020. 10. Campus Master Plan Update – Ryan Blades Info Verbal 15 min ‐
11. Five Year Capital Plan – Ryan Blades Approval 11 5 min Page 236 MOTION: That the Board of Governors approve Capilano University’s Five‐Year Capital Plan for submission to the Ministry of Advanced Education Skills and Training. 12. COVID‐19 Update and Resumption Plan – Ryan Blades and Natalia Skapski Info 12 15 min Page 245
13. Finance and Audit Committee – Patricia Heintzman
13.1 Update on the Three Year Operating and Capital Budget (2020/21‐2022/23) Info Verbal 5 min ‐
13.2 Audited Financial Statements for 2019/20 MOTION: THAT the Board approve the Draft Consolidated Financial Approval 13.2 5 min Page 247
Statements of Capilano University for the Year Ended March 31, 2020. 13.3 Executive Compensation Disclosure
MOTION: That the Board receive the Executive Compensation Disclosure Approval 13.3 5 min Page 276 Statement for the Year Ended March 31, 2020 for information.
13.4 Internal Audit Plan MOTION: THAT at the Board approves the approach to establishing an Approval 13.4 5 min Page 282 internal audit program for 2020/21. 14. Board Chair and Vice Chair Election – Paul Dangerfield Election ‐ 10 min ‐
15. Board Meeting Schedule (2020‐2021) – Cherian Itty Info 15 2 min Page 283
16. Business Arising Discussion ‐ ‐ ‐ [or Approval] 17. Adjournment ‐ ‐ ‐ ‐
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MEETING MINUTES OF THE BOARD Tuesday, March 24, 2020 1:45 pm to 3:45 pm Held remotely using MS Teams
Board Staff Cherian Itty, Chair Grace Dupasquier Jennifer Ingham, VP of University Relations David Fung, Chancellor Layne North Jacqui Stewart, VP Finance & Admin Duncan Brown, Vice Chair Michael Fleming Laureen Styles, VP Academic & Provost Paul Dangerfield, President Mila Mattson Toran Savjord, VP Strategic Planning Andrew Petrozzi Patricia Heintzman Lesley Cook, EA to the Board of Governors Ash Amlani, Board Liaison Rodger So Regrets Guests Barbara Joe Stephen Williams, Senate Vice Chair Majid Raja R. Paul Dhillon (unable to join due to technical difficulties)
We respectfully acknowledge the Lil'wat, Musqueam, Squamish, Sechelt and Tsleil‐Waututh people on whose territories our campuses are located.
The Chair called the meeting to order at 1:45 p.m.
1. Approval of Agenda
It was moved (Grace Dupasquier), seconded by (Rodger So) and resolved;
THAT the agenda be approved as presented.
2. Consent Agenda
It was requested that a change be made to item 6 President’s Report, of the January 28 minutes. “The official visit from the Universities Canada Visiting Committee was successful well received.”
It was moved (Ash Amlani), seconded by (Grace Dupasquier) and resolved;
THAT the Board approve the following items on the consent agenda as amended:
2.1. Minutes from the January 28, 2020 Board Meeting 2.2. Board Committee Reports: 2.2.1. Executive Committee 2.2.2. Finance & Audit Committee Note: The Board agreed to discuss the internal audit report, part of item 2.2.2., separately as the new item 6.
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2.2.3. Governance Committee 2.2.4 Investment Committee 2.2.5. Policy and Planning Committee 2.3. Correspondence
3. Board Chair’s Report
The Board Chair provided a brief overview of the highlights. Due to the COVID‐19 pandemic the Board was unable to meet at the kálax‐ay Sunshine Coast Campus, where the Board met in March of 2019. Under better circumstances, the Board hopes to host this meeting at the kálax‐ay Sunshine Coast Campus in 2021.
4. Senate Reports
The Senate Vice Chair provided highlights. The most prominent achievement was that the revised Admissions Policy and new Admissions Procedures were approved. To continue Senate business during the pandemic, Senate has shifted to using an online meeting platform. The Senate Liaison added that Senate is fortunate to have committed staff and faculty who continue to take strides and progress Capilano University. Senate will meet each month April to June, break in July, and reconvene in August.
5. President’s Report
The President provided a verbal report to the Board. Prior to the COVID‐19 pandemic, senior staff had already committed to all‐day training on the operational and processes of an Emergency Operations Centre (EOC) for the university. The CapU EOC has met every day since early March to respond to COVID‐19. Recently the University has shifted to operating remotely, with some staff continuing to work on site. The academic priority is to ensure the semester is completed and to prepare for the next one. The President was thrilled to announce that the men’s volleyball team won the nationals.
6. Internal Audit Report
The Administration hired MNP to review specific areas that could benefit from an external review. The MNP report provides management with important recommendations and was conducted in accordance with industry standards for auditing. Both reports identified recommendations for management to implement.
7. COVID‐19
The campus safety app, CapUSafe and external communications are being used to correspond to students, faculty and staff regarding adjustments to modes of learning, accessibility of essential student services, campus building hours and services, campus closures, and remote working services and technological support. The Administration continues to work with the Student Union to ensure delivery of communications. With the exception of a few services, the University is working almost entirely remotely.
The Administration is aware of the challenges that our students are facing. Looking towards the summer semester, physical distancing and long‐distance remote learning are some of the
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programming adaptations in review. The Administration is grateful to the communications teams and to all students for their thoughtful messaging.
Note: Additional questions and comments are discussed under item 12 Business Arising.
8. Mandate Letter
The Board Chair and President’s Office received the Mandate Letter from the provincial government. The 2020/21 Budget and Integrated Plan covers the four priorities listed in the letter and the university is on target to complete the deliverables.
The Board Chair noted that this year only the Chair needs to sign the Mandate Letter and that each Board member does not have to sign it as in previous years. He also thanked the President for the detailed analysis on how University is in alignment with the Mandate Letter issued by the Ministry.
9. Envisioning 2030
The President gave a presentation, which included a short video clip from the February 6 President’s Perspective, and took questions from the Board. The Board has participated in three Envisioning 2030 sessions where they reviewed and provided feedback, in alignment with B.308 Board of Governors Charter. Part of the budget and integrated plan is to apply principle and foundational lenses, such as sustainability, decolonization, health, and academia. For example, faculty and leadership could provide perspective and lead the discussion on fossil fuels and emerging energy solutions. Management will continue to seek council from the community and colleagues. An executive summary of the Envisioning 2030 plan is in development.
Action: The Executive Assistant to the Board will circulate the President’s Perspective vimeo link.
It was moved (Michael Fleming), seconded by (David Fung) and resolved;
THAT the Board of Governors approve in principle, the Envisioning 2030 plan.
Ash Amlani left the meeting at 3:35 pm.
Rodger So left the meeting at 3:55 pm.
Andrew Petrozzi left the meeting at 3:57 pm.
10. Governance Committee
10.1 Committee Merger
It was moved (Cherian Itty), seconded by (Michael Fleming) and resolved;
THAT the Board dissolve the Policy and Planning Committee and merge the Policy and Planning and Governance Committees to create a Governance and Planning Committee.
10.2 Terms of Reference
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The Committee Chair, Duncan Brown provided background and notified the Board of some additional, non‐substantial edits to the clean copies of the Terms of Reference provided in the agenda package.
Additional edits to the Terms of Reference
Executive and Human Resources Committee
o The heading Board Succession and Nominations will be added between sub‐ sections (i) and (j) under Duties and Responsibilities.
Investment Management Committee
o Add the following sentence Composition and Quorum. “In addition to the members appointed by the Board of Governors Chair, the Committee will include the President.”
It was moved (Duncan Brown), seconded by (Michael Fleming) and resolved;
THAT the Board approve the proposed Terms of Reference for the Governance and Planning Committee, as presented.
It was moved (Duncan Brown), seconded by (Michael Fleming) and resolved;
THAT the Board approve the proposed Terms of Reference for the Executive and Human Resources Committee, as amended.
It was moved (Duncan Brown), seconded by (Michael Fleming) and resolved;
THAT the Board approve the proposed revisions to the Finance and Audit Committee Terms of Reference, as presented.
It was moved (Duncan Brown), seconded by (Michael Fleming) and resolved;
THAT the Board of Governors approve the revisions to the Investment Management Committee’s Terms of Reference, as amended.
11. Related Party Disclosure
The Related Party Disclosure documentation was summarized and Board members were asked to submit the signed and date form.
Action: Board members are to sign and date the form and send it to the Executive Assistant to the Board.
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12. Business Arising
Program Accessibility and Remote Learning President Paul Dangerfield responded to shíshálh Nation’s Education and Employment Manager Ashley Charleson. Through Envisioning 2030, Capilano University will action the need to provide program and student services accessibility at the kálax‐ay Sunshine Coast Campus.
COVID‐19 Discussion Continued The Board of Governors continued the COVID‐19 discussion. The Board acknowledged and discussed the students’ concerns regarding the impact that it may have on their academic record and financial resources. It was felt that these concerns should be discussed at Senate. Management advised that it will bring them to the EOC.
The motion below, moved by Grace Dupasquier and seconded by Patricia Heintzman, with three votes in favor and three against, was not carried.
THAT The Board of Governors requests that Senate consider academic accommodations for students impacted by the COVID‐19 public health emergency.
Although the motion from the floor is a request during a time of extraordinary circumstances, it was noted that the motion was outside of the Board of Governors’ jurisdiction to provide management with operational directives and it displaces the Senate’s role in the bicameral model.
The Board Chair reminded everyone that as seen in the discussion, though the spirit of the motion was supported by the Board, motions for consideration should be well thought out, and where possible, deliberated on in Committee, to ensure that the Board stayed focused on governance and strategic matters and, further, that all decisions were fully aligned with the bicameral governance model under the University Act.
Adjournment
The Regular Meeting of the Board adjourned at 4:42 pm.
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BOARD REPORT
AGENDA ITEM 2.2.1: EXECUTIVE COMMITTEE REPORT PURPOSE: Approval Information Discussion
MEETING DATE: June 2, 2020
PRESENTER: Cherian Itty, Executive Committee Chair
PURPOSE
To advise the Board of Governors of the in‐camera Executive Committee meeting that took place on April 20, 2020.
SUMMARY
The Executive Committee discussed the President’s annual performance, human resources, real estate matters, policy review timeline, the Board’s 2020‐2021 schedule, and the new Board of Governors meeting agenda template.
RECOMMENDATION
This report is for the Board’s information only.
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BOARD REPORT
AGENDA ITEM 2.2.2: FINANCE AND AUDIT COMMITTEE REPORT PURPOSE: Approval Information Discussion
MEETING DATE: June 2, 2020
PRESENTER: Patricia Heintzman, Finance and Audit Committee Chair
PURPOSE
To provide the Board with a summary of the May 19, 2020 Finance and Audit Committee meeting.
DISCUSSION
The Committee met with the auditors, KPMG, who provided an overview of the Audit Findings Report (attached) and presented the draft Audited Financial Statements for the year ended March 31, 2020. A motion recommending that the Board approve the Consolidated Financial Statements for the Year Ended March 31, 2018 was carried, and is presented to the Board under separate cover.
The Financial Results for the fiscal year 2019/20 and the quarterly HR dashboard update were also presented.
The Committee also reviewed the Executive Compensation report for the year ended March 31, 2020. The Board Chair will receive the submission under separate cover to meet reporting timelines. The report is presented to the Board under separate cover.A COVID‐19 update and resumption plan as well as an update on the revised three‐year operating plan and capital budget was given and are under separate cover.
A report for the internal audit plan was reviewed. A motion was passed recommending that the Board approve; it’s presented under separate cover.
RECOMMENDATION
This is for the Board’s information only.
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kpmg
Capilano University
Audit Findings Report for the year ended March 31, 2020
As at May 12, 2020, for presentation to the Finance & Audit Committee on May 19, 2020 kpmg.ca/audit
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Table of contents
Executive summary 1 Areas of audit focus and results 4 Audit risks 8 Critical accounting estimates 9 The contacts at KPMG in connection Significant accounting policies and practices 10 with this report are: Control and other observations 11 Tim Holloway, CPA, CA Resources in Response to COVID-19 Pandemic 12 Engagement Partner Appendices 13 Tel: (604) 854-2282 [email protected]
C.J. James, CPA, CA Engagement Quality Review Partner Tel: (604) 527-3635 [email protected]
Kevin Malcolm, CPA, CA Senior Manager Tel: (604) 455-4018 [email protected]
This Audit Findings Report should not be used for any other purpose or by anyone other than the Finance & Audit Committee. KPMG shall have no responsibility or liability for loss or damages or claims, if any, to or by any third party as this Audit Findings Report has not been prepared for, and is not intended for, and should not be used by, any third party or for any other purpose.
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Purpose of this report
Executive summary The purpose of this Audit Findings Report is to assist you, as a member of the Finance & Audit Committee, in your review of the results of our audit of the consolidated financial statements of Capilano University (the “University”) as at and for the year ended March 31, 2020. This Audit Findings Report builds on the Audit Plan we provided to the Audit Committee dated February 11, 2020.
Changes from the Audit Plan
In addition to the planned audit procedures, we also considered the impact of COVID-19 on the consolidated financial statements. See page 4 for further details.
Finalizing the audit
As of the date of this report, we have completed the audit of the consolidated financial statements, with the exception of certain remaining procedures, which include:
− Finalizing our risk management consultation regarding recast; − Completing our discussions with the Finance & Audit Committee; − Obtaining the signed management representation letter as at the date of approval of the consolidated financial statements; − Completing subsequent event review procedures up to the date of our auditors’ report; and
− Obtaining evidence of the Board’s approval of the consolidated financial statements We will update the Finance & Audit Committee on significant matters, if any, arising from the completion of the audit, including the completion of the above procedures. Our auditors’ report will be dated upon the completion of any remaining procedures.
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Areas of audit focus
Executive summary Our audit is risk-focused. We have not identified any significant risks. However, as part of our audit, we identified areas of audit focus which include:
− Impact of COVID-19 on the consolidated financial statements and operations; − Deferred capital contributions − Deferred revenue and contributions − Employee future benefits − Endowments − Other receivables − Investments − Risk of management override of controls
See pages 4 to 8 for the audit findings related to these areas of audit focus.
Adjustments and differences
Adjustments and differences identified during the audit have been categorized as “Corrected adjustments” or “Uncorrected differences”. These include disclosure adjustments and differences. Professional standards require that we request of management and the Board that all identified adjustments or differences be corrected. We noted no differences that remain uncorrected. The management representation letter also includes all adjustments identified as a result of the audit, communicated to management and subsequently corrected in the consolidated financial statements.
See Appendix 2.
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Significant accounting policies and practices
Executive summary There have been no other initial selections of, or changes to, significant accounting policies and practices to bring to your attention. The presentation and disclosure of the consolidated financial statements are, in all material respects, in accordance with the University’s financial reporting framework described in note 2(a) of the consolidated financial statements. Misstatements, including omissions, if any, related to disclosure or presentation items are in the management representation letter. See page 10 and Appendix 2 for further details.
Control and other observations
We did not identify any control deficiencies that we determined to be significant deficiencies in internal controls over financial reporting. We have identified other observations that we believe will be of interest to management and the Finance & Audit Committee. See page 11 for further details.
Independence
We confirm that we are independent with respect to the University within the meaning of the relevant rules and related interpretations prescribed by the relevant professional bodies in Canada and any applicable legislation or regulation from April 1, 2019 up to the date of this report.
Current developments
There have been no significant updates to the current developments included in our Audit Plan previously provided to the Finance & Audit Committee.
See page 12 for COVID-19 resources that may be of interest to you.
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Areas of audit focus and results We highlight our significant findings in respect of areas of audit focus as identified in our Audit Plan, as well as any additional areas of audit focus identified.
Area of audit focus Why is it significant? Our response and significant findings
Impact of COVID-19 on the In March 2020, the COVID-19 outbreak was − We considered the University’s various assets at year-end and financial statements and declared a pandemic by the World Health assessed if any valuation concerns existed at year-end related to operations Organization and has had a significant financial COVID-19. We noted that management has considered the impacts market impact. of COVID-19 on the University’s assets and, where applicable, has reflected these impacts in the consolidated financial statements. COVID-19 has impacted the University’s operations and its financial reporting. This − We discussed with management other potential impacts of COVID-19 includes moving to a primarily remote (online) on the 2020 financial statements including, but not limited to, revenue instructional delivery model as well as a remote and expense cut-off, investments valuation, accrued liabilities and working model. As a result, the University has had contingencies. We noted that management designed year-end to add additional controls to certain process procedures to address these potential impacts of COVID-19 on the 2020 consolidated financial statements. We noted no issues. activities in order to address the potential impact on financial reporting as result of the work from − Management has performed a high level assessment based on the home requirements. information available and concluded that there are sufficient cash flows to fund operations for the next fiscal year. We noted no material
uncertainty in management’s assessment.
− We reviewed management’s note disclosure related to COVID-19. We noted no issues.
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Areas of audit focus and results (continued)
Area of audit focus Why is it significant? Our response and significant findings
Deferred capital The University receives substantial dollar amounts of − During the year, the University received $1.0M in contributions contributions contributions designated to support capital initiatives. designated for capital projects, which was received directly from the Such contributions are required under Provincial Provincial government. The deferred capital contributions balance regulation to be deferred and subsequently amortized of $46.9M (2019 - $49.7M) represents contributions received from into revenue on the same basis as the amortization of Provincial, Federal and other sources, which will be amortized over the related tangible capital asset. the remaining useful lives of the corresponding tangible capital assets. During the year, $3.9M (2019 - $4.0M) was recognized as revenue. − We updated our understanding of the process over capital contributions received, the acquisition made or development of related tangible capital assets and amortization of the deferred capital contributions. − We performed procedures over the contributions received and ensured that revenues are appropriately recognized in line with the amortization of the corresponding assets and contributions appropriately deferred. We concur with management’s accounting treatment.
Deferred revenue and The University receives a variety of contributions − During the year, the University deferred a total of $15.2M (2019 - contributions that are externally restricted for specific operating $12.3M) in restricted contributions, of which $3.7M (2019 - $2.7M) purposes. Such contributions must be deferred until was received from the Provincial government, with all remaining such time as the restrictions have been met. amounts from Federal and other sources. During the year, $14.9M (2019 - $11.6M) was recognized as revenue based on expenditures incurred in accordance with the underlying external restrictions. − We updated our understanding of the process over contributions received, amounts spent as well as deferral of unspent contributions. We performed procedures over contributions received to ensure that revenues are appropriately recognized in line with the terms of the underlying agreement. We noted no issues.
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Areas of audit focus and results (continued)
Area of audit focus Why is it significant? Our response and significant findings
Employee future benefits The University provides specific benefits to its − As at year-end, the University accrued $1.3M (2019 - $1.2M) for its employees that accumulate, pursuant to terms under obligations under the benefit plans for long-term disability. An the associated union agreements. actuarial valuation is performed by Mercer Human Resources Consulting (“Mercer”) to determine the year-end liability. The employee future benefits liability is based on underlying actuarial assumptions. It is an estimate − We reviewed the actuarial report from Mercer and agreed the subject to variability and measurement uncertainty balances reported to the associated note disclosure in the consolidated financial statements. We noted no issues. including changes in historical trends. − We assessed the reasonableness of significant assumptions used by Mercer in the valuation of the employee future benefits. We noted no issues.
Endowments The University received endowment contributions − We reviewed a sample of endowment contributions received to whereby the principal is required to be held in ensure they were appropriately recognized within the appropriate perpetuity. fund. We noted no issues. Investment income earned on the principal balance − Further, we reviewed management’s allocation of investment is restricted and must be used in accordance with income between the various endowment funds based on individual the terms of the contribution. fund’s proportional share of the investment portfolio. We noted no issues.
Other receivables The University has another receivable balance of − We agreed the $2.1M loan receivable from Quest University to $4.1M as at March 31, 2020 (2019 - $0.3M). This is supporting documents and obtained management’s assessment of comprised of a $2.1M loan receivable from Quest the collectability of the balance. We also confirmed the assessment University and a $2.0M promissory note from Ruby of the collectability with the University’s legal counsel. No issues Lake Lagoon Society. were noted. − We reviewed the promissory note from Ruby Lake Lagoon Society and the underlying agreement. We noted that the balance will be drawn down by the University’s use of a building which is expected to commence in 2022. We noted no issues.
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Areas of audit focus and results (continued)
Area of audit focus Why is it significant? Our response and significant findings
Investments The University holds a significant investments − The investment balance of $51.1M (2019 - $42.4M) is comprised of fixed balance as a result of contributions and tuition income, guaranteed investment certificates (GIC) and equity investments fees received but not yet spent or earned. that will be used to fund future operations and capital projects, as necessary. The fixed income and equity investments are managed by There is inherent risk over the completeness, Philips, Hager & North (PH&N). The GIC is held with Royal Bank of existence and accuracy of these investments. Canada (RBC). − We updated our understanding of the activities over recording and monitoring of investments by management. We also obtained third party confirmation directly from PH&N and RBC and ensured the investments were appropriately recorded and presented in the consolidated financial statements. We noted that one of the GICs for $10.3M is for a two year fixed term and therefore does not meet the definition of a cash equivalent and therefore, should be classified as an investment. Management has corrected this presentation within the consolidated financial statements. − We reviewed the reporting of investment income earned on the University’s investments and noted an error in the classification of unrealized gains and losses earned on the endowment portfolio up to March 31, 2019 and for the year then ended. Specifically we note that $4.3M of cumulative unrealized gains earned on endowment investments as of March 31, 2019 were incorrectly netted against realized gains earned from unrestricted investments. Similarly, $893K of unrealized gains earned on endowment investments in the year ended March 31, 2019 were incorrectly netted against realized gains earned from unrestricted investments. These reporting errors were reflected in the overstatement of the accumulated remeasurement gains as at March 31, 2019 by $4.3M and the net remeasurement gains for the year ended March 31, 2019 being overstated by $893K. Management has corrected these misstatements by recasting the comparative figures as detailed in note 18 to the consolidated financial statements. − Refer to Appendix 2 for adjustments identified that were subsequently corrected by management.
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Audit risks
Professional requirements Why is it significant?
Fraud risk from management override of controls. This is a presumed fraud risk. We have not identified any specific additional risks of management override relating to this audit.
Our response and significant findings
Our audit methodology incorporates the required procedures in professional standards to address this risk. These procedures include:
− Testing of journal entries and other adjustments;
− Performing a review of significant estimates; and
− Evaluating the business rationale of significant unusual transactions. There were no significant issues noted in our testing.
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Critical accounting estimates
Under PSAB (Section 2130.05), management is required to disclose information in the financial statements about the assumptions it makes about the future, and other major sources of estimation uncertainty at the end of the reporting period, that have a significant risk of resulting in a material adjustment to carrying amounts of assets and liabilities within the next financial year. Generally, these are considered to be “critical accounting estimates.”
We have summarized our assessment of the areas requiring the use of management estimates, which include: - Impact of COVID-19 on operations - Potential impairment of assets - Useful lives of tangible capital assets - Contingent liabilities - Employee future benefits We believe management’s process for identifying critical accounting estimates is considered adequate.
.
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Significant accounting policies and practices The following items relate to the qualitative aspects of accounting practices of the University:
Significant accounting policies
− Critical accounting policies and practices adopted by the University are appropriate and properly disclosed in the consolidated financial statements.
− There were no significant changes in accounting policies during fiscal 2020. − There are no significant accounting policies in controversial or emerging areas.
− There are no significant unusual transactions undertaken during the year.
Significant accounting estimates
− Management’s identification of accounting estimates and process for making such accounting estimates are appropriate.
− There were no indications of possible management bias noted during our audit.
− Disclosure of estimation uncertainty in the consolidated financial statements is appropriate.
Significant disclosures
− The disclosures in the consolidated financial statements are consistent and clear. Any potential effect on the consolidated financial statements of significant risk, exposure and uncertainties has been appropriately disclosed.
− Management has appropriately included a disclosure with respect to the potential impact of COVID-19 on the University’s operations.
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Control and other observations
Internal control over financial reporting As your auditors, we are required to obtain an understanding of internal control over financial reporting (“ICFR”) relevant to the preparation and fair presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the circumstances for the purpose of expressing an opinion on the consolidated financial statements, but not for the purpose of expressing an opinion on internal control. Accordingly, we do not express an opinion on the effectiveness of internal control. Our understanding of ICFR was for the limited purpose described above and was not designed to identify all control deficiencies that might be significant deficiencies and therefore, there can be no assurance that all significant deficiencies and other control deficiencies have been identified. Our awareness of control deficiencies varies with each audit and is influenced by the nature, timing, and extent of audit procedures performed, as well as other factors. The control deficiencies communicated to you, if any, are limited to those control deficiencies that we identified during the audit.
Significant deficiencies We did not identify any control deficiencies that we determined to be significant deficiencies in ICFR.
Other observations
Description Potential effect Recommendation Management response Consistent with prior year, we This manual process increases the We recommend that management Management agrees with the noted that the University has likelihood of errors and can create consider implementing a more formal recommendation and plans to not retained a detailed capital difficulties in tracking individual capital capital asset register. A formal capital implement a capital asset register asset register and additions items for amortization purposes asset register will help maintain a in the coming year. are currently tracked manually resulting in inaccurate accounting complete and accurate log of all capital using a spreadsheet. records. assets, without the need for manual tracking processes.
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Resources in Response to COVID-19 Pandemic
Resources Summary Link
Resources for Management Please visit our COVID-19 website for resources regarding the topics below. This site is being COVID-19 Alerts (Live Link) and the F&A Committee updated daily based on information being released by Federal, Provincial and Municipal news releases. – Business continuity guide – Immediate actions to take – Medium to long-term actions – Tax considerations and a summary of Federal and Provincial programs – Legal considerations – Financial reporting and audit considerations – Global perspectives
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Appendices
Appendix 1: Required communications
Appendix 2: Management representation letter
Appendix 3: Audit Quality and Risk Management
Appendix 4: Current developments and audit trends
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Appendix 1: Required communications In accordance with professional standards, there are a number of communications that are required during the course of and upon completion of our audit. These include:
Auditors’ Report Management representation letter
The conclusion of our audit is set out in our draft auditors’ report In accordance with professional standards, a copy of the management attached to the draft consolidated financial statements. representation letter is provided to the Finance & Audit Committee in Appendix 2.
Independence
In accordance with professional standards, we have confirmed our independence.
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Appendix 2: Management representation letter
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(Letterhead of Client)
KPMG LLP Chartered Professional Accountants 777 Dunsmuir Street Vancouver, BC V7Y 1K3
Date of Board Approval Ladies and Gentlemen: We are writing at your request to confirm our understanding that your audit was for the purpose of expressing an opinion on the consolidated financial statements (hereinafter referred to as “financial statements”) of Capilano University (“the Entity”) as at and for the period ended March 31, 2020. General: We confirm that the representations we make in this letter are in accordance with the definitions as set out in Attachment I to this letter. We also confirm that, to the best of our knowledge and belief, having made such inquiries as we considered necessary for the purpose of appropriately informing ourselves: Responsibilities: 1) We have fulfilled our responsibilities, as set out in the terms of the engagement letter dated December 18, 2019, including for: a) the preparation of the financial statements and believe that these financial statements have been prepared in accordance with the relevant financial reporting framework. b) providing you with all information of which we are aware that is relevant to the preparation of the financial statements (“relevant information”), such as financial records, documentation and other matters, including: — the names of all related parties and information regarding all relationships and transactions with related parties; — the complete minutes of meetings, or summaries of actions of recent meetings for which minutes have not yet been prepared, of shareholders, board of directors and committees of the board of directors that may affect the financial statements. All significant actions are included in such summaries. c) providing you with unrestricted access to such relevant information. d) providing you with complete responses to all enquiries made by you during the engagement.
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e) providing you with additional information that you may request from us for the purpose of the engagement. f) providing you with unrestricted access to persons within the Entity from whom you determined it necessary to obtain audit evidence. g) such internal control as we determined is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error. We also acknowledge and understand that we are responsible for the design, implementation and maintenance of internal control to prevent and detect fraud. h) ensuring that all transactions have been recorded in the accounting records and are reflected in the financial statements. Internal control over financial reporting: 2) We have communicated to you all deficiencies in the design and implementation or maintenance of internal control over financial reporting of which we are aware. Fraud & non-compliance with laws and regulations: 3) We have disclosed to you: a) the results of our assessment of the risk that the financial statements may be materially misstated as a result of fraud. b) all information in relation to fraud or suspected fraud that we are aware of that involves: — management; — employees who have significant roles in internal control over financial reporting; or — others where such fraud or suspected fraud could have a material effect on the financial statements. c) all information in relation to allegations of fraud, or suspected fraud, affecting the financial statements, communicated by employees, former employees, analysts, regulators, or others. d) all known instances of non-compliance or suspected non-compliance with laws and regulations, including all aspects of contractual agreements, whose effects should be considered when preparing financial statements. e) all known actual or possible litigation and claims whose effects should be considered when preparing the financial statements. Subsequent events: 4) All events subsequent to the date of the financial statements and for which the relevant financial reporting framework requires adjustment or disclosure in the financial statements have been adjusted or disclosed.
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Related parties: 5) We have disclosed to you the identity of the Entity’s related parties. 6) We have disclosed to you all the related party relationships and transactions/balances of which we are aware. 7) All related party relationships and transactions/balances have been appropriately accounted for and disclosed in accordance with the relevant financial reporting framework. Estimates: 8) Measurement methods and significant assumptions used by us in making accounting estimates, including those measured at fair value, are reasonable. Going concern: 9) We have provided you with all information relevant to the use of the going concern assumption in the financial statements. 10) We confirm that we are not aware of material uncertainties related to events or conditions that may cast significant doubt upon the Entity’s ability to continue as a going concern. Misstatements: 11) The effects of the uncorrected misstatements described in Attachment II are immaterial, both individually and in the aggregate, to the financial statements as a whole. 12) We approve the corrected misstatements identified by you during the audit described in Attachment II. Non-SEC registrants or non-reporting issuers: 13) We confirm that the Entity is not a Canadian reporting issuer (as defined under any applicable Canadian securities act) and is not a United States Securities and Exchange Commission (“SEC”) Issuer (as defined by the Sarbanes-Oxley Act of 2002). 14) We also confirm that the financial statements of the Entity will not be included in the group financial statements of a Canadian reporting issuer audited by KPMG or an SEC Issuer audited by any member of the KPMG organization.
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Reporting of Schedules to the Office of Auditor General (“OAG Schedules”): 15) The preparation and presentation of the OAG schedules and believe that these OAG schedules have been prepared and presented in accordance with the relevant financial reporting framework providing you with all relevant information and access.
Yours very truly,
______Mr. Paul Dangerfield, President
______Mrs. Jacqui Stewart, VP Finance and Administration
______Mrs. Tally Bains, Director of Finance
cc: Audit Committee
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Attachment I – Definitions Materiality Certain representations in this letter are described as being limited to matters that are material. Misstatements, including omissions, are considered to be material if they, individually or in the aggregate, could reasonably be expected to influence the economic decisions of users taken on the basis of the financial statements. Judgments about materiality are made in light of surrounding circumstances, and are affected by the size or nature of a misstatement, or a combination of both. Fraud & error Fraudulent financial reporting involves intentional misstatements including omissions of amounts or disclosures in financial statements to deceive financial statement users. Misappropriation of assets involves the theft of an entity’s assets. It is often accompanied by false or misleading records or documents in order to conceal the fact that the assets are missing or have been pledged without proper authorization. An error is an unintentional misstatement in financial statements, including the omission of an amount or a disclosure. Related parties In accordance with Public Sector Accounting Standards related parties is defined as When one party has the ability to exercise, directly or indirectly, control, joint control or significant influence over the other. Two or more parties are related when they are subject to common control, joint control or common significant influence. Two not-for-profit organizations are related parties if one has an economic interest in the other. Related parties also include management and immediate family members. In accordance with Public Sector Accounting Standards a related party transaction is defined as A transfer of economic resources or obligations between related parties, or the provision of services by one part to a related party, regardless of whether any consideration is exchanged. The parties to the transaction are related prior to the transaction. When the relationship arises as a result of the transaction, the transaction is not one between related parties.
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Attachment II – Summary of Audit Misstatements Schedules
Summary of Uncorrected Audit Misstatements Year ended March 31, 2020 There are no uncorrected audit misstatements for the year ended March 31, 2020
Summary of Corrected Audit Misstatements Year ended March 31, 2020
Description Asset Liability / Accumulated Surplus Increase / Equity (Increase) / Decrease (Decrease) (Increase) / Decrease
1 DR. Investments 10,340,301 - - CR. Cash equivalents (10,340,301) - -
To reclassify GIC from cash equivalents to investments. 2 DR. Other operating expenses - - 269,931 CR. Project and other revenues - - (269,931)
To record dining services revenue and expenses on a gross basis. 3 DR. Investment income - - 1,012,643 CR. Remeasurement loss - - (1,012,643)
To adjust accumulated remeasurement gains/losses to reflect only unrestricted investments. 4 DR. Accumulated remeasurement gain/loss - - 4,275,538 CR. Investment income - - (893,217) CR. Accumulated surplus - - (3,382,321)
To adjust 2019 accumulated remeasurement gains/losses to reflect only unrestricted investments
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Appendix 3: Audit Quality and Risk Management
KPMG maintains a system of quality control designed to reflect our drive and determination to deliver independent, unbiased advice and opinions, and also meet the requirements of Canadian professional standards. Quality control is fundamental to our business and is the responsibility of every partner and employee. The following diagram summarizes the key elements of our quality control system.
Governance and leadership What do we mean by audit quality? Audit Quality (AQ) is at the core of everything we do at KPMG. Code of Performing Associating We believe that it is not just about reaching the right opinion, conduct, ethics audits in line with the right but how we reach that opinion. and with our AQ clients independence definition We define ‘audit quality’ as being the outcome when audits are: – Executed consistently, in line with the requirements and intent of applicable professional standards within a strong Appropriately Methodology Smart audit system of quality controls and qualified team, aligned with tools and – All of our related activities are undertaken in an including professional technology environment of the utmost level of objectivity, specialists standards independence, ethics, and integrity.
Industry Honest and Our AQ Framework summarises how we deliver AQ. Visit our expertise and candid Transparency Audit Quality Resources page for more information including technical communication access to our Audit Quality and Transparency report. excellence
Audit Quality Framework
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Appendix 4: Current developments and audit trends
Public Sector Accounting Standards
Standard Summary and implications
Asset Retirement – A new standard has been approved that is effective for fiscal years beginning on or after April 1, 2021. Obligations – The new standard addresses the recognition, measurement, presentation and disclosure of legal obligations associated with retirement of tangible capital assets in productive use. Retirement costs would be recognized as an integral cost of owning and operating tangible capital assets. PSAB currently contains no specific guidance in this area. – The ARO standard would require the public sector entity to record a liability related to future costs of any legal obligations to be incurred upon retirement of any controlled tangible capital assets (“TCA”). The amount of the initial liability would be added to the historical cost of the asset and amortized over its useful life. – As a result of the new standard, the public sector entity would have to: • consider how the additional liability will impact net debt, as a new liability will be recognized with no corresponding increase in a financial asset; • carefully review legal agreements, senior government directives and legislation in relation to all controlled TCA to determine if any legal obligations exist with respect to asset retirements; • begin considering the potential effects on the organization as soon as possible to coordinate with resources outside the finance department to identify AROs and obtain information to estimate the value of potential AROs to avoid unexpected issues. Revenue – A new standard has been approved that is effective for fiscal years beginning on or after April 1, 2022. – The new standard establishes a single framework to categorize revenues to enhance the consistency of revenue recognition and its measurement. – The standard notes that in the case of revenues arising from an exchange, a public sector entity must ensure the recognition of revenue aligns with the satisfaction of related performance obligations. – The standard notes that unilateral revenues arise when no performance obligations are present, and recognition occurs when there is authority to record the revenue and an event has happened that gives the public sector entity the right to the revenue.
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Standard Summary and implications
Employee Future – PSAB has initiated a review of sections PS3250 Retirement Benefits and PS3255 Post-Employment Benefits, Benefit Obligations Compensated Absences and Termination Benefits. Given the complexity of issues involved and potential implications of any changes that may arise from this review, the project will be undertaken in phases. Phase I will address specific issues related to measurement of employment benefits. Phase II will address accounting for plans with risk sharing features, multi-employer defined benefit plans and sick leave benefits. – Three Invitations to Comment were issued and have closed. The first Invitation to Comment sought guidance on whether the deferral provisions in existing public sector standards remain appropriate and justified and the appropriateness of accounting for various components of changes in the value of the accrued benefit obligation and plan assets. The second Invitation to Comment sought guidance on the present value measurement of accrued benefit obligations. A third Invitation to Comment sought guidance on non-traditional pension plans. – The ultimate objective of this project is to issue a new employment benefits section to replace existing guidance. International Strategy – PSAB is in the process of reviewing its current approach towards International Public Sector Accounting Standards. This project may result in changes to the role PSAB plays in setting standards in Canada. – A consultation paper was released for comment in May 2018 and has closed. The consultation paper described the decision-making criteria PSAB expects to consider in evaluating the international strategy that best serves the public sector. It also introduced four proposed international strategies that PSAB considers to be viable.
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Standard Summary and implications
Public Private – A taskforce was established in 2016 as a result of increasing use of public private partnerships for the delivery of Partnerships (“P3”) services and provision of assets. – A Statement of Principles (“SOP”) was issued in August 2017 which proposes new requirements for recognizing, measuring and classifying infrastructure procured through a public private partnership. An Exposure Draft of the new standard is expected to be issued as next steps. – The SOP proposes that recognition of infrastructure by the public sector entity would occur when it controls the purpose and use of the infrastructure, when it controls access and the price, if any, charged for use, and it controls any significant interest accumulated in the infrastructure when the P3 ends. – The SOP proposes the public sector entity recognize a liability when it needs to pay cash or non-cash consideration to the private sector partner for the infrastructure. – The infrastructure would be valued at cost, with a liability of the same amount if one exists. Cost would be measured by discounting the expected cash flows by a discount rate that reflects the time value of money and risks specific to the project. Concepts Underlying – PSAB is in the process of reviewing the conceptual framework that provides the core concepts and objectives Financial Performance underlying Canadian public sector accounting standards. – A Statement of Concepts (“SOC”) and Statement of Principles (“SOP”) were issued for comment in May 2018 and has closed. – The SOC proposes a revised, ten chapter conceptual framework intended to replace PS 1000 Financial Statement Concepts and PS 1100 Financial Statement Objectives. The revised conceptual framework would be defined and elaborate on the characteristics of public sector entities and their financial reporting objectives. Additional information would be provided about financial statement objectives, qualitative characteristics and elements. General recognition and measurement criteria, and presentation concepts would be introduced. – The SOP includes principles intended to replace PS 1201 Financial Statement Presentation. The SOP proposes: • Removal of the net debt indicator, except for on the statement of net debt where it would be calculated exclusive of financial assets and liabilities that are externally restricted and/or not available to settle the liabilities or financial assets. • Changes to common terminology used in the financial statements, including re-naming accumulated surplus (deficit) to net assets (liabilities). • Restructuring the statement of financial position to present non-financial assets before liabilities. • Removal of the statement of remeasurement gains (losses) with the information instead included on a new statement called the statement of changes in net assets (liabilities). This new statement would present the changes in each component of net assets (liabilities). • A new provision whereby an entity can use an amended budget in certain circumstances. – Inclusion of disclosures related to risks and uncertainties that could affect the entity’s financial position.
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Current developments and audit trends (continued)
Current Developments, created by the KPMG Public Sector and Not-for-Profit Practice, summarizes regulatory and governance matters impacting charities and not-for-profit organizations today, or expected to impact over the next few years. We provide this information to help not-for-profit organizations understand upcoming changes and challenges they may face in their industry. We attach this summary to every audit plan and audit findings report that we provide to our public sector and not-for-profit clients. Some of these developments may not impact the Organization directly but we believe it is important for Committee members of not-for-profit organizations to understand what is happening in the sector.
Our discussions with you, our audit opinion and what KPMG is seeing in the marketplace—both from an audit and industry perspective—indicate the following is specific information that will be of particular interest to you. We would, of course, be happy to further discuss this information with you at your convenience.
Thought Leadership Overview Links
2019 Audit Quality and Learn about KPMG's ongoing commitment to continuous audit quality improvement. We are investing in Link to report Transparency Report new innovative technologies and building strategic alliances with leading technology companies that will have a transformative impact on the auditing process and profession. How do we seek to make an impact on society through the work that we do?
Put your data to work to gain There is no "digital economy". The economy is digital and "digits" refer to data. Data is the lifeblood of Link to report competitive advantage every organization on this planet and organizations that embrace this notion are well positioned to grow as industries continue to evolve and disrupt at an ever increasing pace.
Predictive analytics, it works CEOs recognize the value that predictive analytics delivers to their decision-making process. Link to report
Creating the workforce of the You can’t transform the organization without also transforming the workforce. It may be time to rethink the Link to report future people strategy.
Accelerate Introducing the new 2019/2020 Accelerate report, a KPMG report and video series offering insight into the Link to report key issues driving the Audit Committee agenda, including: – Digital disruption of the finance function – Digital business brings increased cyber risk – Taking the lead on data privacy – Boards bracing for climate change – Future-proofing your ERM
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kpmg.ca/audit
KPMG LLP, an Audit, Tax and Advisory firm (kpmg.ca) and a Canadian limited liability partnership established under the laws of Ontario, is the Canadian member firm of KPMG International Cooperative (“KPMG International”).
KPMG member firms around the world have 174,000 professionals, in 155 countries.
The independent member firms of the KPMG network are affiliated with KPMG International, a Swiss entity. Each KPMG firm is a legally distinct and separate entity, and describes itself as such.
© 2020 KPMG LLP, a Canadian limited liability partnership and a member firm of the KPMG network of independent member firms affiliated with
KPMG International Cooperative (“KPMG International”), a Swiss entity. All rights reserved.
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BOARD REPORT
AGENDA ITEM 2.2.3: GOVERNANCE AND PLANNING COMMITTEE REPORT PURPOSE: Approval Information Discussion
MEETING DATE: June 2, 2020
PRESENTER: Duncan Brown, Governance and Planning Committee Chair
PURPOSE
To advise the Board of the Governance and Planning Committee meetings that took place on May 4, 2020 and May 15, 2020.
SUMMARY
At both meetings the Committee reviewed the draft Board Governance Manual. At the May 15 meeting the Committee discussed the final draft of the manual and passed two motions. The Committee recommends that the Board approve of the Board Governance Manual. The Committee also recommends that the Board rescind Board policies B.306, B.308, B.309, and B.502. Both motions are discussed under separate cover.
At the May 4 meeting the Committee discussed their revised planning duties and responsibilities and how these might be implemented.
The Committee reviewed the status of the policies they had prioritized for review for 2019‐2020. They will revisit these and develop policy review priorities for 2020‐2021 at the Committee’s September meeting when they develop their 2020‐2021 work plan.
The Committee passed two motions recommending rescinding Board policies B.203 Emergency Bursaries and Fee Waivers and B.204 Board Scholarships. Both are discussed under separate cover.
On May 15 the Committee members reviewed the follow‐up to their Observations and Recommendations Report on the Board’s 2019 Self‐Evaluation Survey and observations and recommendations as a result of the 2020 survey.
Lastly, the Committee discussed the idea of holding a smaller Board orientation for new Board members, followed by a planning session for the whole Board, with regular check‐ins throughout the academic year.
RECOMMENDATION
This report is for the Board’s information only.
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BOARD REPORT
AGENDA ITEM 2.2.4: INVESTMENT MANAGEMENT COMMITTEE REPORT PURPOSE: Approval Information Discussion MEETING DATE: June 2, 2020
PRESENTER: Ash Amlani, Investment Management Committee Chair
PURPOSE
To provide the Board with a summary of the Investment Management Committee meeting that took place on May 14 and the small group meeting held on April 9.
EXECUTIVE SUMMARY
A small group of the Committee met with the investment managers on April 9. The purpose of the meeting was to obtain an understanding of the status of both investment portfolios and gather information about the real estate fund investment opportunity. The group received a presentation from Investment Managers, Phillips, Hager and North (PH&N) detailing the opportunity and had an opportunity to ask questions.
A regular meeting of the Committee was held on May 14 to review the Q4 investment returns (attached) and receive a Q4 report from the University’s Investment Managers. As of the end of April, both balances had rebounded by 5.5%, recovering a significant balance of the loss that had been realized as of March 31.
The Committee discussed the merits and timeline for investing in the real estate fund and also the idea of making changes to the Foundation portfolio asset mix. The Committee passed a motion recommending the Capilano University Foundation and the Board of Governors approve changes to the Foundation asset mix, detailed in B.201 Investment Policy. The Committee will further discuss exact changes to the Foundation asset mix and potential changes to the University asset mix at the Committee’s September meeting. This motion is discussed further under separate cover.
The Committee also discussed the approach to an annual performance review of the Investment Managers, as per the Committee Terms of Reference. The Committee asked staff to integrate suggested points of evaluation and evaluate the Investment Managers, for review and discussion at the September Committee meeting.
A report of distribution rate regarding the student financial awards was given and is addressed under separate cover.
RECOMMENDATION
This report is for the Board’s information only.
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Capilano University Investments Schedule 1 ‐ Capilano University GL 1188 as at Period 12 ending Mar 31, 2020
Investments Held at Phillips, Hager & North: Q1 Q2 Q3 Q4 YTD Results Apr ‐ Jun Jul ‐ Sep Oct ‐ Dec Jan ‐ Mar Book Value 38,703,097 38,937,050 40,151,437 40,408,149 40,408,149
Beginning balance 41,979,818 42,749,355 43,526,975 43,948,027 41,979,818 Interest and dividends 157,960 155,648 1,099,590 162,787 1,575,985 Unrealized gains (losses) 573,484 543,561 (793,321) (3,802,339) (3,478,616) Realized gains (losses) 38,094 78,411 114,783 93,924 325,212 Contributions 229,565 499,135 220,449 4,774,997 5,724,147 Earnings withdrawals (229,565) (499,135) (220,449) (4,774,997) (5,724,147) Ending balance 42,749,355 43,526,975 43,948,027 40,402,399 40,402,399
Quarterly Returns Total gain (loss) before fees 769,537 777,620 421,052 (3,545,628) (1,577,419) Return, before fees 1.8% 1.8% 1.0% ‐8.0% ‐3.6%
Management Fees PH&N Management Fees 34,434 34,812 35,256 35,256 139,758
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Capilano University Investments Schedule 2 ‐ Capilano University Foundation GL 1186 as at Period 12 ending Mar 31, 2020
Investments Held at Phillips, Hager & North: Q1 Q2 Q3 Q4 YTD Results Apr ‐ Jun Jul ‐ Sep Oct ‐ Dec Jan ‐ Mar Book Value 9,487,109 9,567,978 9,911,066 9,976,635 9,976,635
Beginning balance 10,503,329 10,675,337 10,898,486 11,022,989 10,503,329 Interest and dividends 31,936 31,469 316,609 34,199 414,212 Unrealized gains (losses) 131,385 174,208 (218,592) (1,099,644) (1,012,644) Realized gains (losses) 8,686 17,473 26,487 31,365 84,010 Contributions 54,325 111,776 53,095 1,255,258 1,474,455 Earnings withdrawals (54,325) (111,776) (53,095) (1,255,258) (1,474,455) Ending balance 10,675,337 10,898,486 11,022,989 9,988,908 9,988,908
Quarterly Returns Total gain (loss) before fees 172,008 223,149 124,503 (1,034,081) (514,421) Return, before fees 1.6% 2.1% 1.1% ‐9.4% ‐4.8%
Management Fees PH&N Management Fees 8,792 8,906 9,031 9,030 35,758
Investments Held at Vancouver Foundation: Q1 Q2 Q3 Q4 YTD Results Apr ‐ Jun Jul ‐ Sep Oct ‐ Dec Jan ‐ Mar Investment principal 1,010,050 1,010,050 1,010,050 1,010,050 1,010,050 Disbursement ‐ ‐ 59,944 ‐ 59,944 Annual disbursement rate 0.0% 0.0% 3.9% 0.0% 3.9%
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BOARD REPORT
AGENDA ITEM 2.3: CORRESPONDENCE PURPOSE: Approval Information Discussion
MEETING DATE: June 2, 2020
PRESENTER: Cherian Itty, Board Chair
PURPOSE
To inform the Board of correspondence received since the March 24, 2020 Board of Governors meeting.
INFORMATION
The Board of Governors received three letters. Two letters are from Minister Melanie Mark. The letter of April 6 is addressed to the post‐secondary, skills and training community concerning the COVID‐19 pandemic. The Minister’s letter of May 7 is regarding the Province’s Restart Plan. She also expresses gratitude to the Board members and the Presidents of the public post‐secondary institutions for their leadership.
The third letter is from the Capilano Students’ Union (CSU) regarding notice of the student society fees that are to be collected by Capilano University and remitted to the CSU. The letter outlines the fees per campus location and other various fees.
RECOMMENDATION
This report is for the Board’s information only.
Page 43 of 284 BoG Agenda Package Sch 2.3
April 6, 2020
Dear post-secondary, skills and training community members,
The COVID-19 pandemic has presented an exceptionally challenging time for every person involved in B.C.’s post-secondary, skills and training sector. I know that some of you are being directly affected by this virus or are concerned about friends and family here and around the world. I recognize that many of you are worried about paying your bills, finishing your programs, returning home and being disconnected from your communities. I understand that our daily lives have been turned upside down and want you to know that our government is doing everything we can to fight this pandemic and keep one another safe.
Everything we are doing is about protecting students, faculty and staff while also supporting the shift in delivery of B.C.’s world-class learning and training programs. This is equally true for the post-secondary system, as well as the hundreds of organizations who play a vitally important role in skills training across B.C. This is a uniquely unsettling time, but I want to assure you that your education and training goals will be met.
I want to express my gratitude for the leadership and resilience you have shown as we navigate these trying and uncertain times together. I know that some applied programming, like trades and health, may be more challenging to deliver online and I appreciate your continuous efforts to adjust and find safe ways for everyone to finish their studies.
For apprentices and trades students, I want to assure you that the Industry Training Authority is working hard to address your unique needs by providing creative pathways to support your completion.
For Indigenous teachers and learners, we recognize that you are facing urgent and unique challenges. We remain committed to working with Indigenous communities and institutions to ensure that training and learning is flexible and responsive.
For international students who are not able to return home and be with loved ones, I recognize that you must feel especially isolated. Please know that our government will continue to do our best to support you as much as possible.
For those who are continuing to deliver core services, I applaud all that you are doing to keep students and staff safe and healthy in the midst of an evolving situation. You worked around the clock to quickly transition to online or alternative delivery methods, and I am confident your
… /2
Ministry of Office of the Mailing Address: Location: Advanced Education, Minister PO Box 9080 Stn Prov Govt Parliament Buildings Skills and Training Victoria BC V8W 9E2 Victoria
Page 44 of 284 BoG Agenda Package Sch 2.3
- 2 - swift actions helped reduce the risk for the hundreds of thousands of students, faculty and staff in every corner of the province. Whether it is supporting students, providing housing or food services, or keeping the lights on and the buildings clean – you are at the frontline of B.C.’s post-secondary system. Please know that I see you for the heroes that you are.
I want to thank all of you who are stepping up in innovative ways to support the provincial health and emergency management response. Namely producing the much-needed supplies and research to respond to COVID-19. Your efforts are saving lives.
As Premier John Horgan, Minister of Health Adrian Dix and Provincial Health Officer Dr. Bonnie Henry have been saying, no one is in this alone. We are going to get through this by paddling together. My ministry and the public service are working hard to ensure that you have the latest information available from provincial and federal health officials.
Our government continues to mobilize resources to better support students. We moved quickly to suspend payments on student loans, we are increasing emergency financial aid for students at every public post-secondary institution in the province, including Indigenous students, and will continue to find practical ways to support the post-secondary, skills and training sector.
We are asking everyone to do all they can to support our efforts in breaking the chain of transmission and flattening the outbreak curve. We continue to put new tools in place to support people in B.C. during this challenging time, and people can now download a self-assessment app for their phones at: https://bc.thrive.health/.
I also want to remind you that for non-health related information, including financial, child care and education supports, travel, transportation and essential service information, visit: www.gov.bc.ca\covid-19 or call 1 888 COVID19 (1 888 268-4319) between 7:30 a.m. and 8 p.m., seven days a week. For the latest medical updates, including case counts, prevention, risks and testing, visit: http://www.bccdc.ca/ or follow @CDCofBC. For provincial health officer orders, notices and guidance, visit: www.gov.bc.ca/phoguidance. We encourage you to distribute this message within your community.
Under normal circumstances, B.C.’s post-secondary, skills and training sector excels at tackling some of the biggest social, economic and environmental challenges. While this may be one of the greatest challenges of the 21st century, I know in my heart that we will get through this together.
T'ooyaksim' N'iisim',
Honourable Melanie Mark Hli Haykwhl Ẃii Xsgaak Minister of Advanced Education, Skills and Training
[email protected] // (250) 356-0179
Page 45 of 284 BoG Agenda Package Sch 2.3
Our Ref. 118902 May 7, 2020
Dear All Post-Secondary Institution Board Chairs:
Thank you for your tremendous leadership in guiding your Post-Secondary institution through these extraordinary times. You have risen to the challenge with compassion and innovation. I would like to express my gratitude for your board members’ and president’s leadership in pivoting and expediting safe and alternative forms of delivery to allow students to be successful in completing their end of term studies.
Yesterday, May 6, 2020, the Premier announced the Province’s Restart Plan toward “a new normal”. Each sector has been tasked to develop a plan to safely re-start operations and to begin the work of rebuilding the economy while maintaining a flat COVID-19 transmission rate - all based on evidence and advice from the Provincial Health Officer. This plan will play a key role in signaling the importance of our public post-secondary sector in supporting B.C’s recovery. It is imperative that we maintain the safety of your students, faculty and employees to achieve our collective goal of delivering quality, world-class education and training. We must ensure that students are equipped to enter the workforce quickly once they complete their studies.
While this work is underway, British Columbians expect our institutions to collaborate and communicate with learners, faculty, employees and indigenous communities in your region as you develop your institutional plans for summer, fall and beyond. In this time of so much uncertainty it is more important than ever for learners to hear consistency in messaging, and for them to have a sense of confidence and safety as they start, continue or re-engage on their learning journey.
It is critical for British Columbians to hear that their post-secondary system is open and will continue to provide quality, world-class education and training and the support they need to make impactful workforce connections. I believe that investing in the advanced education and skills training of our people is one of the most important actions we can take to ensure British Columbians can fully contribute to our economic recovery and securing our economic future.
As the Premier said, we will do this together, slowly, safely. I know that by working together we will get through this and build back better a stronger Public Post-Secondary and Training eco-system for all British Columbians. … /2
Ministry of Office of the Mailing Address: Location: Advanced Education, Minister PO Box 9080 Stn Prov Govt Parliament Buildings Skills and Training Victoria BC V8W 9E2 Victoria Page 46 of 284 BoG Agenda Package Sch 2.3
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I look forward to engaging with you in the coming weeks and hearing your ideas about how we can best support the ongoing success of learners in British Columbia.
Respectfully,
Melanie Mark Hli Haykwhl Ẃii Xsgaak Minister pc: All Post-Secondary Institution Presidents
Shannon Baskerville, Deputy Minister Ministry of Advanced Education, Skills and Training
Kevin Brewster, Assistant Deputy Minister Finance, Technology and Management Services and Division Responsible for Student Housing Ministry of Advanced Education, Skills and Training
Bindi Sawchuk, Assistant Deputy Minister Workforce Innovation and Division Responsible for Skills and Training Ministry of Advanced Education, Skills and Training
Jeff Vasey, Assistant Deputy Minister Post-Secondary Policy and Programs and Division Responsible for Learner Support Ministry of Advanced Education, Skills and Training
Tony Loughran, Executive Lead Governance, Legislation and Corporate Planning Division Ministry of Advanced Education, Skills and Training
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May 5, 2020
Cherrian Itty, Chair Board of Governors Capilano University 2055 Purcell Way North Vancouver, BC V7J 3H5
Re: Student Society Fees for the Capilano Students’ Union
Dear Mr. Itty, This letter serves as the notice to the board of governors that is required under section 27.1 of the University Act respecting student society fees to be collected by Capilano University and remitted to the Capilano Students’ Union. Our updated fee schedules are attached as appendices: ● Appendix 1 (North Vancouver campus & locations) ● Appendix 2 (kálax-ay, the Sunshine Coast campus) ● Appendix 3 (off-campus and online) ● Appendix 4 (U-Pass BC program fees) We are pleased to advise that, pursuant to section 27.1(4)(a)(iii) of the University Act, we have made available to our members the audited financial statements for the year ended May 31, 2019, and that a report on those statements was provided to the members by an auditor meeting the requirements of section 112 of the Societies Act. We have also attached, as appendix 5, the student society fee to be collected on behalf of the Capilano Courier Publishing Society. Please remit this fee directly to the Capilano Students’ Union, and we will make remittance arrangements, per a fee agreement between the Capilano Courier Publishing Society and the Capilano Students’ Union.
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OFFICE OF THE EXECUTIVE DIRECTOR 2055 Purcell Way, North Vancouver, BC • (604) 990-7965 • [email protected] Page 48 of 284 BoG Agenda Package Sch 2.3
Thank you for your attention to this matter. If you need any clarification, please contact Saulo Ferreira, financial controller of the Capilano Students’ Union, via email message as [email protected] or by telephone at (604) 986-1911 extension 2439. Yours sincerely,
Christopher Girodat Executive Director cc: Paul Dangerfield, President and Vice-Chancellor (Capilano University) Jacqui Stewart, Vice-President, Finance & Administration (Capilano University) Tally Bains, Director, Financial Services (Capilano University) Lesley Cook, Executive Assistant to the Board (Capilano University) Emily Bridge, President (Capilano Students’ Union) Joey Sidhu, Vice-President Finance & Services (Capilano Students’ Union) Saulo Ferreira, Financial Controller (Capilano Students’ Union)
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OFFICE OF THE EXECUTIVE DIRECTOR 2055 Purcell Way, North Vancouver, BC • (604) 990-7965 • [email protected] Page 49 of 284 BoG Agenda Package Sch 2.3
Appendix 1 NORTH VANCOUVER CAMPUS & LOCATIONS Our fee schedule for the 2020-2021 academic year is as follows:
Students attending courses at the North Vancouver campus
Fee Fee per student Fee per credit
Basic Student Society Fee $44.24 $2.76 (per semester) (up to 10 credits)
Student Union Building Fee — $7.00 (up to 15 credits)
Health & Dental Plan (Health) Fee $103.06 — (for full-time students only) (per academic year)
Health & Dental Plan (Dental) Fee $145.30 — (for full-time students only) (per academic year)
Clubs and Events Fee — $0.32 (up to 15 credits)
Equity and Sustainability Fee — $0.81 (up to 15 credits)
External Advocacy Fee — $0.36 (up to 15 credits)
Personal Electronics Repair Service Fee — $0.59 (up to 15 credits)
Recreation & Intramurals Fee — $0.54 (up to 15 credits)
Business & Professional Associations Fee $2.08 (for all courses taken by students declared in the — (up to 15 credits) Faculty of Business & Professional Studies only)
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OFFICE OF THE EXECUTIVE DIRECTOR 2055 Purcell Way, North Vancouver, BC • (604) 990-7965 • [email protected] Page 50 of 284 BoG Agenda Package Sch 2.3
Appendix 2 KÁLAX-AY | SUNSHINE COAST CAMPUS Our fee schedule for the 2020-2021 academic year is as follows:
Students attending courses at kálax-ay, the Sunshine Coast campus
Fee Fee per student Fee per credit
$17.69 Basic Student Society Fee — (per semester)
Health & Dental Plan (Health) Fee $103.06 — (for full-time students only) (per academic year)
Health & Dental Plan (Dental) Fee $145.30 — (for full-time students only) (per academic year)
Clubs and Events Fee — $0.32 (up to 15 credits)
Equity and Sustainability Fee — $0.81 (up to 15 credits)
External Advocacy Fee — $0.36 (up to 15 credits)
Personal Electronics Repair Service Fee — $0.59 (up to 15 credits)
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OFFICE OF THE EXECUTIVE DIRECTOR 2055 Purcell Way, North Vancouver, BC • (604) 990-7965 • [email protected] Page 51 of 284 BoG Agenda Package Sch 2.3
Appendix 3 OFF-CAMPUS & ONLINE Our fee schedule for the 2020-2021 academic year is as follows:
Students attending courses off-campus and online
Fee Fee per student Fee per credit
$17.69 Basic Student Society Fee — (per semester)
Health & Dental Plan (Health) Fee $103.06 — (for full-time students only) (per academic year)
Health & Dental Plan (Dental) Fee $145.30 — (for full-time students only) (per academic year)
Clubs and Events Fee — $0.32 (up to 15 credits)
Equity and Sustainability Fee — $0.81 (up to 15 credits)
External Advocacy Fee — $0.36 (up to 15 credits)
Personal Electronics Repair Service Fee — $0.59 (up to 15 credits)
Recreation & Intramurals Fee — $0.54 (up to 15 credits)
Business & Professional Associations Fee $2.08 (for all courses taken by students declared in the — (up to 15 credits) Faculty of Business & Professional Studies only)
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OFFICE OF THE EXECUTIVE DIRECTOR 2055 Purcell Way, North Vancouver, BC • (604) 990-7965 • [email protected] Page 52 of 284 BoG Agenda Package Sch 2.3
Appendix 4 U-PASS BC PROGRAM FEES Our fee schedule for the 2020-2021 academic year is as follows. Note: As of the date of the preparation of this fee notice, the U-Pass BC program is currently suspended, due to the extraordinary circumstances of the ongoing public health emergency. The Capilano Students’ Union is in communication regularly with Financial Services, and we will advise once the program is being resumed and fee collection by the university should continue.
All students eligible for the U-Pass BC program
Effective date Fee per month
May 1, 2020 $42.50
May 1, 2021 $43.35
May 1, 2022 $44.20
May 1, 2023 $45.10
May 1, 2024 $46.00
Appendix 5 CAPILANO COURIER PUBLISHING SOCIETY The fee schedule for the 2020-2021 academic year is as follows:
All students who are members of the Capilano Courier Publishing Society
Fee Fee per student Fee per credit
$1.40 Student Publication Fee — (maximum of $18.69)
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OFFICE OF THE EXECUTIVE DIRECTOR 2055 Purcell Way, North Vancouver, BC • (604) 990-7965 • [email protected] Page 53 of 284 BoG Agenda Package Sch 6
PRESIDENT’S REPORT TO THE BOARD June 2, 2020
PRESIDENT’S OFFICE
The actions taken over the past three years to build capacity across the University are certainly paying dividends in spring 2020. It has allowed us to respond to COVID-19, while remaining focused on creating life-enhancing learning experiences for our students, alumni, employees and communities. In this report, you will read how Capilano University has taken a professional and measured approach to dealing with the situation created by the pandemic, while striving to deliver high quality education. Specifically, coordinated work is underway to recover the University by Senate, the faculties, Senior Leadership Council, strategic enrolment management group, academic leadership, the Centre for Teaching Excellence, the Centre for International Experience, student success, our support services, the CFA, MoveUP and the Emergency Operations Centre. Through these efforts, we are scenario planning for the fall, while taking immediate actions to attract new domestic and international students, retain and support returning students and enable staff and faculty to deliver a high quality experience this summer and fall. We continue to learn, and each day, I am amazed with the ability of our community to adapt and learn while we move forward. To be clear, this has not been easy nor without challenges, but guided by our Envisioning 2030 values, the decisions we are making will see us emerging stronger having learned new skills and practices and caring for one another along the way.
ACADEMIC & PROVOST
Significant activity has been ongoing in responses to the impacts of the COVID-19 pandemic in faculties and academic units since the shift to adapted remote models of teaching and learning. The focus has been, and continues to be on, academic continuity and building-in additional plans and activities to best support teaching and learning in adapted ways. The subsequent reports below highlight some of these shifts and successes. There is immense appreciation and gratitude for the abilities and capabilities of faculty and academic units to take up the challenges that have been presented, keeping students’ experiences central.
All summer courses are being offered in an adapted remote learning mode with the first Summer term underway. The aim is to maintain as much faculty-student interaction as possible in an online environment to build community and create connections that motivate participation and engagement in course learning. Additional sections have been added given the strong enrolment numbers.
The VP academic & provost is participating in the provincial Learning Continuity working group (comprised of vice presidents academics/provosts from public post-secondary institutions and others) hosted by the Ministry of Advanced Education, Skills and Training focusing on cross-sector priorities, actions and collaboration.
With Envisioning 2030 approved, this affords the necessary planning context to undertake the development of the next academic plan. The academic plan will utilize and build on the extensive consultations and engagements that occurred with developing Envisioning 2030, as well as focus more deeply and specifically on the foundation of the University, that of academic activity inclusive of programming, teaching and learning, community engagement, scholarly pursuits and research and various forms of service. The last academic plan identified principles, programming and academic support to guide the
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Page 54 of 284 BoG Agenda Package Sch 6 actions and activity of the University. With our next academic plan, we will continue to build on the strengths of what has gone before, as well as create a path forward that enlivens Envisioning 2030 through the academic activities of the University. The academic plan is intended to be an expression of key University constituents’ collective aspirations and interpretations of the themes and commitments embedded in Envisioning 2030. An advisory group is being formed. The senate sub-committee, Academic Planning and Program Review committee, will have a key role in advice, input and review.
The University application to join Universities Canada (UC) has advanced to the next stage with the Board of Directors approving the application to be put forward to the membership for vote at its October 2020 meeting.
FACULTY OF ARTS AND SCIENCES
» To further develop the academic model focusing on the region, a partnership with the Howe Sound Biosphere Region is under active development. This opportunity involves a range of projects that align well with the three broad priorities of the Howe Sound Biosphere Region Initiative—biodiversity conservation, sustainable development and reconciliation advancement.
» Faculty of Arts and Sciences is working with Chernoff Thompson Architects and facilities to develop state-of-the-art science labs in preparation for new degree programs in the future.
» A program development advisory meeting was organized in late February at the Lonsdale Quay site with industry representatives. Feedback indicated the importance of Information Science to the growth of the field and the excellent opportunities credential holders will have. Work progresses with the new degree proposal, incorporating feedback from community consultations.
K ÁLAX- AY / SUNSHINE COAST CAMPUS
» Under the partnership with the Pender Harbour Ocean Discovery Station (PODS), the inaugural student research project was completed and received positive praise from the executive director.
» The kálax-ay campus, along with the Faculty of Arts and Sciences, Faculty of Global and Community Studies and the School of Communication, have come together to offer a suite of courses under the title, “Capilano Year Experience” (CYE). This fall, the suite of innovative courses will focus on several significant issues facing society today: land use, the local community and the environment. Applied learning projects with local communities and organizations will be integrated. A spring CYE course suite is being considered.
» Kara MacDougall, educational planning & advising officer, and Lydia Watson, coordinator Sunshine Coast campus, collaborated on a letter in the Coast Reporter to wish our students and community continued good health. Local students and the coastal communities were also assured that while the COVID-19 pandemic has put a different emphasis on our delivery, supports remain available. Summer programming is being offered in adapted remote ways and fall planning is underway.
» The students in the Pathways 2 Higher Learning program have all made significant progress towards their Grade 12 graduation and are planning to complete in the new academic year. Becky Wayte, coordinator, and the shíshálh Nation are looking at alternative and creative ways to recognize students’ efforts with year-end completion recognition.
» Trudi Diening, instructor & literacy outreach coordinator, along with students, have successfully moved the Beginners Conversation Circle and the Intermediate/Advanced Book Club online.
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FACULTY OF BUSINESS AND PROFESSIONAL STU DIES
» School of Communications summer courses have expanded to include: Advanced Communications Management, Advanced Business Writing & Editing, The Culture of Advertising, Videogame Culture, Special Topics in Communication and Communication Practicum.
» Dr. Ki Wight, faculty, School of Communications, is teaching Culture of Advertising and is including an experiential, online learning opportunity with the Polygon Gallery on a gallery-based project and digital showcase.
» Dr. Ki Wight has published a book chapter: Wight, K. (2020). Missing beats: critical media literacy pedagogy in post- secondary media production programs. In Steinberg and Down (Eds.), The SAGE Handbook of Critical Pedagogies (pp. 1146-1156). Sage Publishing.
» Dr. Michael Markwick, faculty, School of Communications, received funding in the first round of the Unified Grant to support his research into the opportunities to create an Institute for Democratic Communication.
» In the School of Business, students and faculty were recognized with awards at the American Marketing Association International Collegiate Conference (CAPUMA Wins at AMA ICC):
• CAPUMA Small Chapter of the Year
• Collegiate Case competition—semi-finalist
• Outbound Sales competition—three semi-finalists
• Marketplace Simulation Faculty competition—second place (Andrea Eby)
» School of Business received approval to offer a sixth degree-specialization option within the Bachelor of Business Administration. Designed in consultation with industry partners, the new Business Information Management & Analytics concentration is planned to be available beginning in fall 2020.
» Enactus National competitions, usually held in Toronto, were swiftly moved online. Enactus Capilano University (30 students from across the University) stepped up to the challenge without hesitation by redirecting their financial literacy project, “Square One”, to an online platform and shared with participating high school teachers from the North Shore and Burnaby. Students collaborated to voice record their five session workshop so students could receive the education as part of their Grade 12 transitions course.
» Two new Enactus sustainability projects are being worked on: single-use cups, and at 'a sense of belonging on our commuter campus' with a focus on the Capilano University community for the coming year.
» Enactus has been pursuing an opportunity to partner with Capilano University/Chartwells, North Shore Neighbourhood House and the United Way to address food scarcity among families in our local communities impacted by COVID-19 with a focus on ensuring food provision and delivery to families in need.
F A C U L T Y O F EDUCATION, HEALTH & HUMAN DEVELOPMENT
» Allied Health programs in North Vancouver and Sechelt donated their stock of Personal Protective Equipment (PPE) from their health labs to the Lions Gate Hospital Foundation and Vancouver Coastal Health, in response to a short-fall in PPE for frontline workers managing COVID-19.
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» The Health Care Assistant programs in Sechelt and North Vancouver recently graduated 28 student. The majority of them will begin working on the frontlines of the COVID-19 pandemic in long-term care facilities across the region.
» Eleven recent graduates from the Sechelt Health Care Assistant program are now working for home and community care services as a result of a sponsorship agreement with Vancouver Coastal Health, which granted them an 18-month employment contract and financial support to cover tuition and the cost of textbooks.
» Tśzil Learning Centre: The Lil’wat Nation Language & Culture (LNLC) certificate program continues to be popular and successful in the revitalization of the Ucwalmícwts language. Three courses were recently completed. Capilano University faculty members created a succession plan for the primary instructor, a Lil’wat Nation Elder, by creating a co-teaching opportunity. The co-teacher is also a Lil’wat Nation member and a recent CapU graduate who has completed the LNLC certificate program.
» To support Indigenous learners, IT and faculty at the Tśzil Learning Centre arranged for the delivery of loaner laptops to students in the community as the University moved to a remote delivery model. This support has been critical for students who have limited access to the Internet and to digital devices and platforms.
» With the suspension of in-person operations at The Children’s Centre, staff and educators have continued to connect with families and children through virtual meetings and activities in order to support continued learning and the emotional well-being of the children. The manager is working closely with the University to develop a plan for a phased re-opening that is aligned with public health directives and the province’s Restart Plan.
» The English for Academic Purposes (EAP) department successfully completed its intensive language training program pilot in April with students from two partner institutions from Japan, Utsunomiya University and Aoyama Gakuin University. While the visiting students were required to return home from North Vancouver in the middle of the program, adaptations afforded them the ability to continue their studies from abroad through online learning. Specific cultural elements of the program were also delivered online, with First Nation Student Services and faculty members from across the University supporting the effort.
FACULTY OF GLOBAL & COMMUNITY S TUD IES
» The faculty has drafted new bylaws that were approved at the May 12 Senate meeting and will be implemented for the 2020–2021 academic year to evolve faculty governance.
» In the School of Tourism, a faculty member and her two colleagues published an article about their research on the ethical risks for co-op practitioners in the Careering Magazine.
» On May 28, the School of Tourism and the Capilano University Alumni Association are co-hosting a #TravelTomorrow webinar with Paolo Fresnoza, instructor, School of Tourism Management, on the panel. His doctoral dissertation focuses on disaster risk management in tourism from the perspective of Indigenous systems and practices.
» The School of Tourism is supporting its hospitality partners in the “BC Hospitality Hustle” (5km run) for the BC Hospitality Foundation—a foundation that provides scholarships to students studying tourism and hospitality.
» Global Hospitality and Tourism Management diploma hosted its first online orientation for its May intake of students with 14 students joining in from around the world, including Brazil, India, China, Philippines and Iran.
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» School of Outdoor Recreation has completed its program review self-study and will be meeting with external reviewers this month.
» In late February, the School of Human Kinetics hosted the Ministry of Advanced Education, Skills and Training Degree Quality Assessment Board’s (DQAB) expert panel at a site visit to assess the proposed Bachelor of Human Kinetics credential. A response to the site visit report was submitted. The outcome of the final review from the April DQAB committee meeting is pending.
» The School of Global Stewardship is in the final stages of completing the self-study component of its program review. External reviewers will be participating remotely next month as the next stage of the process.
FACULTY OF FINE & AP PLI E D A R T S
» Director of the Bosa Centre Doreen Manuel’s film Unceded Chiefs made its Canadian premiere at the Vancouver Women in Film Festival on March 7, followed by a panel discussion with the filmmaker and special guests. Unceded Chiefs traces the historic activism of B.C. First Nations Leaders who, in the late 1960’s, united to reject Prime Minister Pierre Elliot Trudeau’s proposed 1969 White Paper.
» As part of the Capilano Universe series, Dr. Michael Thoma, faculty, School of Motion Picture Arts, gave a talk on “What is Canadian Cinema?” at the North Vancouver District Library on February 14.
» Kama Sood is a fourth-year student in the Motion Picture Arts program and was nominated for Best International Director at the Oregon Short Film Festival for his film, Glory Days.
» Another film, The Bus Stop, directed by Kama Sood and produced by fellow student Aidan Kyle, has received distribution. It has completed its festival run after seven selections: Best Student Film at the Whistler Film Festival; Best North American Short at VISAFF; Best Student Film at the Oniros Film Awards; Leo Award nomination for Best Student Film; praise from the North Shore Dementia Awareness committee; and is now distributed through Moving Images Distribution and is available on DVD.
» On February 21–22, Jazz Studies took part in the 28th Annual Surrey Schools Jazz Festival, adjudicating many middle schools and high schools from Surrey, the Lower Mainland and Vancouver Island. In addition to the high proportion of faculty on the adjudication panel, Capilano University Jazz Studies also sent our elite vocal ensemble, NiteCap, directed by Laura Harrison and our “A” Band, under the direction of Brad Turner, to play feature concerts for all the festival participants. This year’s edition of the festival might have seen Capilano University Jazz Studies’ most significant presence to date. This festival gives the Jazz Studies team the chance to connect with the rising stars in the schools and run workshops and clinics with the students.
» Capilano University hosted a regional competition for 2D and 3D animation for the North West Lower Mainland chapter of Skills Canada on February 29 at the North Shore campus.
» The Fine and Applied Arts Grad Shows were adapted to online platforms this year due to COVID-19. While this was especially disappointing for the Theatre department who had to cancel its capstone productions, both third-year Acting for Stage and Screen and Musical Theatre diploma graduates hosted video watching parties of their promotional reels and submissions on the online casting platform, Casting Workbook. Following this, the department connected students
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and their graduate promotional books to local agents. Shortly after, this year’s graduates had a noticeably strong response and contact from local talent agents looking to set up meetings with them for representation.
» The IDEA Bachelor of Design in Visual Communication successfully adapted its industry showcase to an online graduate showcase, as well as a two-hour online meet up with local industry.
» The 2D, 3D and Visual Effects programs had a virtual graduation showcase: https://www.gradshow.com/. Despite the adversity students faced over their last weeks of study, they put together the most amazing showcase that was well attended online by graduates, friends, family and alumni. There was also a strong turnout from local and international companies. There were over 3,000 unique visitors to the grad show site. Following graduation, this year’s alumni have strong job prospects, as the animation industry has been able to successfully shift to remote production.
INDIGENOUS EDUCAT ION AND AFFAIRS
» On February 27, 2020, First Nations Student Services held its first Awakening Ceremony for Skw’chays. The Launch Ceremony, which takes place for the initial launch of Skw’chays, has been postponed due to COVID-19. This was done in consultation with the Knowledge Keeper, Ray Natraoro, from the Squamish Nation. Plans are underway to build a canoe house for Skw’chays at the Cedar Courtyard.
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» To best support students, the Indigenous Students Resources page was developed into an online format to provide a one-stop shop for accurate student supports for Indigenous students. The Indigenous student lunch program was redirected to support students facing food insecurity. Forty-one students were able to access this support as a bridge until additional funding was secured for emergency bursaries.
LIBRARY
» Capilano University Library is continuing to provide the full suite of services to the University community by moving to an online delivery of services and identifying appropriate electronic resources to best support online learning. Additional hours are available through AskAway, the provincial chat reference that the University participates in.
» Information literacy teaching continues, with the library faculty working closely with instructors to provide sessions taught either synchronously or asynchronously, as instructors require.
» A new copyright tutorial has been developed by our Copyright Librarian, Sabrina Wong. This tutorial is intended to ensure that Capilano University faculty and staff continue to be educated on copyright and fair dealing. This tutorial will become part of the onboarding and orientation activities for all new faculty who join the University.
» Capilano University Library was instrumental in developing a new community of practice for library staff across all B.C. academic libraries (hosted through the Council of Post Secondary Libraries). For the first time, employees responsible for service activities can share information, ideas and plans for developing services during these unanticipated times.
ACADEMIC INITIATIVES AND PLA NNING OFFICE (AIP)
» Earlier this year, AIP received formal notice that the University’s Round 2 and Round 3 applications for funding via the province’s CO-OP WIL Initiative, first announced in June 2019, were successful with two projects: (a) support of expanding work-integrated learning (WIL) opportunities across all five faculties; and (b) the Arts & Sciences Futures Project that will formally embed WIL opportunities within the eight majors and minors currently under development in the Faculty of Arts & Sciences.
» In early May, the Costuming for Stage & Screen diploma and AIP partnered on the University’s first-ever “remote” program review site visit, in support of the University’s COVID-19 academic continuity commitments. Thanks to the creativity and careful planning of Kira Brayman, AIP program review liaison, the photography support for the digital campus tour by Tae Hoon Kim, visual media specialist and the commitment of our external reviewers from Dalhousie University and Kwantlen Polytechnic University, the Costuming program review team (Charlotte Burke, Anthea Mallinson and Karen Matthews) were able to benefit from dialogue with their peers and fellow subject-matter experts as they completed their program review. Building on the success of the Costuming “remote” site visit, four additional program review expert panel visits are scheduled to take place between now and the end of the June.
» Opening remarks were provided at the April 16 City Studio Spring Hubbub event, showcasing the six projects undertaken over the Spring semester through the collaborative work of students, faculty and City of North Vancouver staff. The event moved online, creating a space for showcasing, sharing and dialogue with positive success.
CENTRE FOR TEACHING EX CELLENCE (CTE)
» The transition to adapted remote teaching and learning during COVID-19 has increased demand for support and resources from CTE. Over 360 faculty are part of the teaching continuity online site which provides technology- related resources, how-to videos and pedagogical support for faculty during this transition. In the past two months, CTE has provided 516 virtual consultations with faculty.
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» New video recording and streaming software, Kaltura, was introduced in April. This allows faculty to create and stream instructional videos to enhance online experiences. Students can also create video assignments. Several workshops on how to use Kaltura were conducted in April and May.
» The new “Online Teaching Fundamentals” micro course ran May 4–8, 2020 and had one of the largest provincial enrolments in a faculty online teaching course, with 189 faculty registered. We continue to support the facilitation of online learning through our Active Online Learning course planned for May 2 to June 5.
» Open Education initiatives (free licensed, low or no-cost educational materials) continue to reduce textbook costs and increase access for students. These initiatives are supported by a BCcampus Open Education Sustainability grant. New open textbook adoptions in the psychology department will result in an annual savings to students of $88,000. Dr. Laura Mackay, director, CTE, and Dr. Doug Alards-Tomalin, psychology faculty, were interviewed about CapU’s Open Education initiatives: Capilano University Dives Deep into Open Education.
» Our first offering of a five-day micro course, “Introduction to Decolonizing and Indigenizing Curriculum”, ran April 25– 29 with 67 faculty participating. This micro course is led by Shawna Duncan, Cree Nation, educational developer Indigenous pedagogies.
» Dr. Laura Mackay, director, CTE, and Dr. Catharine Dishke Hondzel, Thompson Rivers University, were awarded a Society of Teaching and Learning in Higher Education mini-grant for a regional teaching and learning leadership event to be held in August.
CREATIVE ACTIVITY, R ESEARCH AND SCHOLARS HIP (CARS)
» Building on the success of the inaugural Capilano University internal research grant competition, Unified #1, the CARS Office recently announced the results of Unified #2. After peer adjudication, eleven faculty were awarded funding to hire student research assistants to work on their creative activity, research and scholarship projects.
» With eleven faculty awardees, over 20 students have been hired to work on a range of research projects. Their tasks include: co-designing virtual surveys and research interviews, co-crafting journal articles and co-curating community- based outreach. Given the recent impacts of COVID-19 on student work opportunities, this CARS grant provides timely and relevant hiring opportunities for student research assistants. To ensure broad success of the Unified- funded projects, CARS will provide ongoing support throughout the various phases of the projects and will be engaged with the projects which have the potential for receiving external funding from federal and provincial funding agencies.
» In collaboration with three faculty members—Tracy Dignum (Allied Health), Hilary Moses (2D/3D Animation) and Michael Markwick (Communications)—Dawn Whitworth, director, CARS, co-hosted the President’s Let’s Talk Innovation series on March 13, focusing on innovation within-and-throughout community-based research.
FINANCE & ADMINISTRA TIO N
Since mid-March, the Emergency Operations Centre (EOC) has been overseeing the response to the COVID-19 outbreak by facilitating the shift from in-person to remote learning and working environments. This approach supported public health measures to decrease in-person contacts as a way to “flatten the curve” and the spread of the COVID-19 infection. By early May, the focus has turned to planning for the resumption of activities on campus. The University has been working collaboratively with the BC public post-secondary institutions to ensure that there is a consistent approach to COVID-19 across the sector. The intent is to safely and creatively coordinate adapted learning and working environments
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Given the material changes in planning assumptions for the 2020/21 budget, it is necessary to review and revise the operating and capital budgets approved by the Board of Governors on January 28, 2020. In order to manage and minimize the impact to the University, several spending directives were implemented on April 2. These directives will help the University navigate through the unprecedented time and to ensure financial stewardship and long-term sustainability for the University.
During the month of April, the financial audit for the previous fiscal was completed virtually, with both employees and the auditors working remotely. The financial statements have been prepared according to year-end timelines prescribed by legislation and are presented under separate cover for approval.
BOOKSTORE
» The Bookstore has transitioned from a bricks & mortar store to an online store during the COVID-19 pandemic and is closed to the public. All course materials are available to students from the Bookstore website for the Summer terms and are shipped free of charge or available for pickup on the campus during the first week of the term. The Bookstore has worked with the Emergency Operations Committee to establish safe working guidelines within the store in accordance with public health directives established by the province. Pick-up procedures for students follow the same requirements, ensuring the safety of students and staff. Planning is underway to prepare for the Fall term by adding more general merchandise to the website and expanding the use of digital texts on campus.
FACILITIES SERVICES AND CAMPUS PLANNING
» Emergency preparedness focused all efforts on coordinating response operations to COVID-19, establishing several planning task forces to transition the University from in-person to remote learning and working models, determining protocols and controls, monitoring and employing public health directives and supporting all departments in their planning efforts.
» Health and safety accepted a safety management system framework and is now creating a customization plan, and an active threat mass communications gap analysis. Additionally, the department created safe work procedures and modified safety programs and plans in response to COVID-19, including remote ergonomic assessment and exposure control measures.
» In facilities operations, we are in the process of developing an adjusted operating budget due to COVID-19. A COVID- 19 work plan has been developed that includes modified work schedules, a safe work plan including local public health recommendations and personal hygiene through our operations, modified janitorial services including disinfecting work, streamlining facilities operations activities and identifying/implementing cost saving measures, working with HR to develop and implement a LinkedIn Learning professional development plan for staff, and providing support to other areas within the University including the EOC, project team, student housing, university events, student affairs and services, Bookstore and other departments.
» In sustainability, two plans emerged: the Campus Energy and Emissions plan to support our intension to grow through 2030 and a Wildfire Adaptation plan to prepare the main campus to address climate change driven increased risk of interface fires and a wildfire smoke season. Next steps are a series of facilities services and campus planning workshops. Our Capilano University Works students conducted a transportation survey of students to estimate the emissions created and time consumed during student commutes.
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» In campus planning, a Mamava Breastfeeding Pod has been purchased which will be placed in the Cedar Building. This will support nursing mothers on campus (students and employees) who prefer a private place to pump breastmilk while away from their babies.
» Renovations continue in the Library Building for the Centre for Student Success Phase 2. Various student-facing support services will be brought together into one convenient location. The space will also include café seating, universal washrooms and study and collaboration areas.
» The design of on-campus student housing continues to advance. Phase 1 includes a 360-bed building with a dining hall. The preliminary planning application has been submitted to the District of North Vancouver for review.
» Project planning continues for the Centre for Childhood Studies Building which will include a childcare centre, academic laboratory to support course curriculum, offices and classrooms. An architectural design firm will be engaged in the coming months to begin floor layouts and building design.
» A number of maintenance projects were completed across the campus at year end including:
Renovations to washrooms on the first floor of Birch Building and universal washrooms at the Library, first floor.
The Cedar Building corridors have received fresh finishes for a brighter appearance.
Fall protection installations were completed on the Birch and Fir main roof to increase safety in that area.
Three gates were installed at the interior forest paths, allowing effective access control for addressing potential fire hazards, dangerous wildlife on campus and scheduled groundskeeping maintenance.
Glazing failures on a number of buildings on campus were repaired.
Exterior bear-proof bins were added across campus, as per BC Conservation Officer Service recommendations.
Renewal of the domestic water heating system was completed at Sechelt Campus incorporating new technologies such as CO2-based heat pumps.
The Childcare Centre received a new heating system incorporating heat pumps, which enables the reduction of natural gas consumption and simultaneously provides cooling as we are looking ahead to warmer summer temperatures due to climate change.
Geo-technical site surveys were conducted both the main and Sechelt campuses to verify parking areas’ surface condition, as part of the University’s infrastructure life-cycle renewal planning process.
INFORMATION TECH N O LOGY SERVICES
» COVID-19 response: IT services began business continuity planning early in March and was able to pivot quickly, with minimal technology disruptions and barriers. This was in part due to our 2019 move to Office 365, including the roll- out of Microsoft Teams. We also expanded our Webex (video-conferencing) licensing to include all faculty, with increased storage for video. Our phone system was reconfigured to allow call centre phone agents to answer calls directly from a remote location, through the use of a virtual phone. A number of group and one-on-one training sessions were held. A significant number of devices, including laptops, headsets, webcams and microphones, have been configured and delivered to faculty, staff, administrators and students. The Office of the CIO and the Capilano Students’ Union collaborated on a joint initiative to address any potential digital barriers for students by jointly funding the purchase of 25+ additional laptops for our student device loaner pool.
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» Digital transformation: Work continues to develop a multi-year digital transformation plan for the University, building on the goals outlined in Envisioning 2030. A number of initiatives are underway, including: the launch of a new CRM platform, TargetX, to enable online appointment bookings across the University, which will improve student access to services; restructuring how our academic programs are stored in our student information system, enabling the implementation of process automation and efficiencies and setting up for the implementation of an academic advising and degree audit platform; LinkedIn Learning (formerly known as Lynda.com) was rolled out to all employees and enrolled students; and a new website for Continuing Studies, launching this summer, which addresses cybersecurity concerns and allows for a refreshed design. In partnership with the Centre for Teaching Excellence, we went live with the video management platform, Kaltura, which is integrated with eLearn, our learning management system for online teaching and learning.
» Cybersecurity Strategy: Recent organizational changes have enabled the creation of two new positions in this portfolio: a manager, cybersecurity and software services position which replaces a previous position; and a cybersecurity analyst which replaces a contracted service. Both positions were filled in March 2020. The manager has primary responsibility for the delivery of our two year cybersecurity strategy and an immediate priority is to revise and automate our device patching schedule, which will help decrease the number of vulnerabilities and ensure that the software running on our servers and end user devices remains up-to-date.
» Operational upgrades and improvements: A number of applications have been upgraded and/or patched, including a significant upgrade to our Moodle learning management system, known as eLearn. The Bookstore’s payment system has been moved into the Microsoft cloud environment to address security concerns. Twelve new remote access servers were configured, allowing access for employees, contractors and students. IT services is experiencing a high volume of support and request tickets—as of May 12, there are 976 operational work orders being addressed by the team, 11 per cent of which are incidents (something is broken), 62 per cent of which are service requests and 27 per cent are change requests (updates, patches and infrastructure reconfigurations).
STUDENT HOUSING SERV ICES
» To create the conditions for proper social distancing and allow students to return to their families, the residence agreement was modified to allow any student to move out of residence and receive a prorated refund of residence and meal plan fees. In total, 208 students moved out of residence between March 13 and April 1.
» Dining dollars, which are used by residence students for on-campus dining facilities, were refunded to all residence students due to the closure of these facilities. The Residence Dining Hall continues to operate with take-out service.
» A limited number of students remaining in residence were moved in order to eliminate double occupancy rooms and decrease the number of students sharing common washrooms and other facilities. Seymour Hall was also closed entirely to increase the efficiency of cleaning and to create a space that can be used for isolation away from other students, if required.
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» Students who were unable to leave residence during the Spring 2020 term were provided with an opportunity to remain in residence for the Summer 2020 term. A small number of new applicants for Summer 2020, who had already received offers, were also provided with this opportunity. In total, 36 students will live in residence for the summer.
» In response to the uncertainty and potential financial stress placed on students as a result of the COVID-19 pandemic, a number of changes were made to the agreement and fees for the Summer 2020 term including:
The terms of the residence agreement were changed from a term-based contract to a month-to-month contract. This means that students will pay monthly instead of for the full term, allowing them to take advantage of various government and University financial aid programs that are monthly in nature.
Residence fees were not increased as scheduled, consistent with the provincial governments rent freeze.
A reduced cost meal plan with limited dining hall hours is being offered and supplemented by the opening of two community kitchens.
» In total, 245 applications have been received for the Fall 2020 term. Offers for these students are currently being held until a decision is reached regarding the status of Fall 2020 academic programs.
STRATEGIC PLANNING, ASSESSMENT AND INSTI TUTIONAL EFFECTIVENE SS
INTEGRATED PLANNING
» COVID-19 has brought unprecedented challenges that have had a significant impact on planning assumptions and priorities for everybody at Capilano University. After the completion and approval of the 2020/21–2022/23 Integrated Plan in February, extensive work has been conducted to adjust budget assumptions and requirements, and to refine goals and priorities for faculties and departments. Based on the new realities, an adjusted Integrated Plan for this year will be developed in the next few weeks. Once this task is complete, the process layout and timeline for our next Integrated Planning cycle will be communicated.
ENVISIONING 2030
» On February 6, findings from Envisioning 2030 were shared with our community during the President’s Perspective. As part of the event, students performed onstage and among the public to support a storytelling-style presentation that showcased aspects of the past, present and future of Capilano University.
» The Board of Governors approved Envisioning 2030 on March 24. A roadshow has started to share our new Envisioning 2030 vision, purpose, values and framework with each department and faculty. These virtual meetings aim to encourage our community to start knowing and aligning goals and activities to our new institutional goals and priorities. With the support of the Envisioning 2030 Planning Team, additional meetings have been organized to assist departments and faculties in the process to get familiar with and implement our new long-term direction. Further work will be done to gradually inform Integrated Planning decisions based on Envisioning 2030 goals and priorities.
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STRATEGIC ENROLMENT MANAGEMENT (SEM )
» The SEM committee met on April 30 with the primary focus to provide an update on the enrolment management efforts to date regarding the Summer and Fall 2020 terms and to raise any outstanding questions and/or areas requiring support. The secondary focus of the meeting was to allow committee members to provide feedback on the AACRAO Consulting reports, update the committee on activities related to the recommendations and to raise any questions and/or concerns. The next meeting will take place in August 2020 where the committee will review the terms of reference, as well as settle enrolment goals for the next five to 10 years.
CONTINUING STUDI ES & EXECUTIVE EDUCA TION (CSE)
» In light of COVID-19, CSE canceled Spring 2020 courses, 2020 summer camps, and summer custom programs.
» CSE is piloting an online, project-based camp format. If successful, we will roll out more online camps for the summer.
» CSE is developing brand new online courses and programs, with the hopes to completely transform our offerings online starting Fall 2020.
CENTRE FOR INTERNATI ONAL EXPERIENCE (CIE)
» At the early stages of the COVID-19 outbreak, one of our immediate challenges was to address the needs of our 19 CapU students on exchanges in Europe, Asia and Australia; 14 students studying in the masters partnership program at the University of Hertfordshire in the UK; and 24 international students on exchange here at the University from other countries. Stasa Andric, study abroad officer, coordinated with all students and institutions, and with support from executive, we were able to offer financial support to bring students home. Many students accepted this offer and returned home as soon as possible, while some decided to stay through the various restrictions that were taking place in their places of study. We also coordinated closely with students from abroad here at Capilano University and ensured their safety and well-being. Despite the challenges presented, students are still keen to participate in study abroad and we have applications for several students to go overseas in the fall. If necessary, these will be deferred, but it is a strong indication of the ongoing desire of our students to experience international learning opportunities.
» As the University moved to online learning and social distancing restrictions took place, the CIE embarked on a calling campaign with all international students. Through our transition and engagement team and the leadership of Francisco Silva, Saveena Saran, Eduardo Gevenez and the participation of our entire CIE team, we reached out to over 1900 students (of our currently registered 2700 international students) with the aim of building a connection to them to check in on their well-being, how they were managing with the current restrictions and to find out about their plans for the summer and fall. The campaign revealed the majority of students were doing well. However, the well-being of 20 per cent was a strong concern. While most students had lost their jobs and many expressed anxiety and stress, there was also a resilient attitude by most. Many were concerned about their families at home. Many had initially struggled with a transition to online learning, but were adapting quickly. Many were accessing all university services remotely. Many had concerns about practicum delays, and for some, the lack of commuting and part-time work had the positive effect of increasing time for classes and coursework. We will continue to monitor the well-being of international students, and especially those where there was concern, as despite a resilient attitude, ongoing inability to work and remaining socially isolated may continue to impact their well-being. International students have been exempt from almost all federal support programs.
» International has quickly adapted to the shift to online learning and services. Our operations have transitioned smoothly and we have embarked on a range of new initiatives such as remote and virtual training, webinars and
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student fairs. So far, Chris Bottrill and our team members, Carly Fitzpatrick and Yogen Mistry, have conducted three webinars in India reaching over 400 agents and three more are planned at the end of this month. Our recruitment manager, Cristian Cano, was involved in several online webinars promoting the University to international students throughout the rest of the world. We are also embarking on digital marketing campaigns, with assistance from MDX.
» Recognizing the impact of COVID-19 early on Asian markets, in particular, back in February and March, our team accelerated our recruitment activities to engage as many international students as possible before economic and social restrictions came into place. This strategy helped us gain some positive momentum and we have so far accepted more applications than we were originally targeting. However, there are many challenges to international admissions at this point in time including, but not limited to, visa approvals, flight access, attitudes toward travel and the interest of international students to online studies. Immigration, Refugees, and Citizenship Canada (IRCC) has enabled international students to begin their studies online in the Summer and Fall semesters without impact on Post- Graduate Work Permit (PGWP) conditions. This is positive news for out-of-country registration. CIE is constantly monitoring the conditions of our international markets and ensuring students are made aware of options and opportunities so that we can ultimately welcome them to study with us when conditions change.
» The Heads of International (HOI) group was formed during the Fall 2019 semester to provide a venue for directors, AVP’s and VP’s of international at B.C. public post-secondary colleges, teaching universities and institutions to identify issues of common interest, share best practices and identify advocacy issues. Director, International, Dr. Chris Bottrill was elected as vice-chair of the group for the first year of set-up operations. This group has been meeting weekly since COVID-19 and has proven an excellent venue for sharing issues, needs and opportunities. It’s an example of how this situation has led to greater collaboration and stronger bonds in our education network.
» CIE recently conducted its first online New International Student Orientation. We discovered new ways of engaging our new students from around the world, many of whom will be experiencing their first semester of CapU from behind a computer screen. It was an interesting exercise, where we used online polls, various team members, consistent chat and feedback and interactive online games to engage students and provide them an insight into the culture and character of our University. Feedback was positive and we will continue to refine this new approach for subsequent semesters should we need to do so.
» Chris Bottrill presented a webinar with over 950 travel professionals from around the world. In his capacity as chair of PATA, he was asked to provide a motivational presentation on the future of the travel industry. The presentation was entitled “Our Global Travel Industry: Hindsight may be 2020”. The presentation investigated the status of the airline sector and prospects for recovery and what we may have learned from 2020 when we have the chance to look back on it. Insights from travel professionals, which have strong application to many organizations including our own, included the following: we will learn where leadership exists; understand our capacity to adapt; recognize the value of our organization and worth to others; know how to become more efficient and organized; learn how to manage just in case, rather than just in time; and we will really understand the importance of cooperation and coordination.
DIVISION OF STUDENT SUCCESS
» Like other units at the University, student success has moved nimbly to remote, online programming in all areas. Employees have worked hard to adjust not simply to the new methods of working, but to supporting students as they engage in new forms of learning.
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» All Learning Commons services transitioned quickly to remote operations in March. Testing supported by Learning Commons areas (Math placement test and English diagnostic test) is temporarily on hold, pending changes to in person regulations.
» Exam invigilation: Despite moving to remote support, accessibility services has acknowledged and upheld the University’s duty to accommodate by continuing to offer physically-distanced, in-person exam invigilation for students registered with AS who are not able to access the needed software or supports remotely.
» Target X: accessibility services and counselling services are preparing to move to online booking capacity. This will be the first element of Target X for employee or student use. The initial release is slated for late May/early June with a full launch and awareness campaign mid-June.
» Adapted service: When CapU transitioned to remote delivery, counselling services quickly adapted its service delivery to offering phone appointments for students. Counselling appointments have continued to be well utilized by students despite the challenges inherent in conducting sessions remotely. As expected, we have noticed a heightened level of stress and anxiety in our students as they try to cope with all the change and uncertainty brought on by COVID-19. Counsellors are hoping that we will soon be able to offer students the option of video counselling. We are in the process of identifying which platforms will offer the security and privacy required for online counselling sessions.
» Collaborations: In addition to offering one-on-one counselling support for students, counsellors continue to participate in University initiatives and committees related to the health and well-being of students. These include: the Health and Well-being advisory group, Early Alert working group and the Student Engagement committee.
» Service usage: In recent years, there has been a significant increase in the number of post-secondary students experiencing mental health challenges that interfere with their success. Now, with COVID-19, we will most likely see an even greater increase. It’s more important than ever for us to provide students with the supports they require to help them through these challenging times.
» Digital learning support: Learning services continues to offer remote appointments and build online resources to help students learning remotely.
» Orientation and Smart Start: Working in conjunction with student affairs to build academic preparation and advanced classroom supports into orientation programming.
» The Early Alert working group: We have developed a work plan to strategize for the campus-wide roll out of the supporting students in distress program, with the hopes to pilot the program in September within one department. The program will then launch across all campuses in December 2020.
» Sexual violence: Further consultations for the Sexual Violence and Misconduct and Student Code of Conduct policies and procedures will continue through the summer, in addition to the development of a three-year education plan for sexual violence prevention.
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» Consent: Student affairs is also collaborating with the Capilano Student Union (CSU) to re-develop our consent campaign work plan, in alignment with and support of the revised Sexual Violence Misconduct policy and procedures.
» Academic integrity: Student affairs is launching a working group to look at prevention and response strategies for academic integrity and misconduct.
» Campus engagement: Student affairs maintains its active involvement with the University’s Well-Being working group to operationalize the Okanagan Charter, as well as in the external Sexual Violence and Misconduct Community of Practice through BCCampus.
» Jump Start and parent orientation: will take place through MS Teams on May 20 & 30 and June 13 & 17. Student affairs has teamed up with recruitment and MDX to create a pre-recorded presentation video and facilitate a live Q&A.
» Engagement: Student affairs hosted two monthly engagement meetings on April 1 and May 5. Both meetings had over 30 people attend, including staff, students, faculty and managers from CIE, CDC, sustainability, Writing Centre, FNSS, residence, recruitment, counselling, athletics, academic advising and CSU. Paul Dangerfield attended the second meeting where he heard first-hand from the student services that are currently being provided.
» The Student Life Hub: We have been doing weekly Top 10 Throw Back Thursdays (TBT), student photo challenges, virtual dance parties and creating video content including “Ask Paul” and “Art with Becky” on our Instagram, Facebook and YouTube page @capilanoustudentlife. Students have also been offering a peer chat service Monday–Friday from 10 a.m.–2 p.m. to their current, new and potential Capilano University students.
» Year end: Student sffairs held our end of year celebration for students on April 27. Three student staff graduated this year and we have five student staff continuing to work in our department. One of our graduating students from the MOPA program created a final RECAP video for the 2019–2020 academic year which can be viewed here.
» Orientation: In collaboration with events, CIE and units across campus, student affairs is launching plans for an entirely remote September 2020 Orientation. Over the past two years, we have developed a comprehensive online pre- orientation. We are now building a model for remote events, workshops and learning opportunities prior to the start of classes. The intentions of orientation remain to prepare students entering the University community, set them up for success in their classes and build connection and community at CapU.
» CapU athletics has currently recruited some of the top athletes in Canada. International recruitment has secured the University’s and PACWEST conference first-ever gold medal in men’s volleyball.
» 2019–20 was a very successful year with provincial and national gold medals in men’s volleyball, and silver medals in women’s soccer and women’s basketball.
» Capilano University hosted a successful PACWEST provincial collegiate basketball championship.
» Blues Athletics held their annual Athletics Awards online due to COVID-19. Over 200 individuals watched online.
» COVID-19 engagement: Capilano University recreation offered online active engagement opportunities which were well received.
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» Recreation services: Weight room improvements have seen a strong increase in usage and satisfaction.
» Continued soccer field improvement in collaboration with the District of North Vancouver.
» The online portal for well-being:
Developed framework for Move More North Shore program: Collaborating with Vancouver Coastal Health, the Faculty of Human Kinetics and health and counselling services to create a physical activity prescription program for students and employees currently using health and counselling or Homewood Health services at CapU.
#PlankThePandemic social media challenge: Posted a challenge on Instagram where students/employees had to hold the plank position while balancing as many textbooks (or other assorted items) as possible. Gave participants 10 days to post their own video, then a male and female winner were chosen to win a Fitbit.
Virtual 5km run and two week training plan: Via an app called Strava, we hosted a virtual 5km race that the campus community participated in from their local trail or treadmill. We awarded prizes (Fitbits) for the most creative race route shape and best scenic run photo. Participants who were new to running were also provided with two weeks of running plans to get them ready for the race. A lot of spirit was shown and we received positive feedback. We are planning to hosting more virtual run events. 75 people joined the Strava Club and 37 people completed the race. Participants included: students (22), faculty (8), staff (2), exempt (3) and alumni (2).
Planning for September: five scenario plans were drafted for Fall 2020 campus recreation, dependent on public health recommendations. Proposed activities include outdoor, social-distanced fitness classes, online physical activity challenges, etc.
Employee virtual programming: we are coordinating with HR to create an employee-specific well-being program to occur during two lunch hours per week via Microsoft Teams. The half-hour Lunch-Well sessions will involve interactive well-being activities: cooking healthy snacks, yoga or meditation practice, a workout, drawing classes, etc. but will focus on creating community and connections. Employees will have the opportunity to share their own well-being related skills/passions with the rest of the group.
Housing: we are developing active health student engagement opportunities with current students in residence.
» In February, the CDC accompanied eight students to belairdirect and Intact Insurance and 15 students to Bench Accounting for company tours. The students met with staff and executives and learned about various opportunities within each company.
» From February to the end of April, 301 students met with a career development advisor. During this same period, the CDC delivered 14 classroom workshops to 233 students. Three classroom workshops were cancelled due to COVID- 19. The CDC also facilitated 13 independent workshops from January to March to 156 students.
» Eighteen students joined our Career Chat on March 12 for an engaging discussion about various career-related topics.
» The CDC’s inaugural “Ignite Your Future” event on February 25 was a success and reached a capacity of 50 students. The project was organized by our student career ambassador, Erin Hughes, who did amazing work putting together an interactive, informative and enjoyable event for students. The evening featured guest speakers: Heidi Nucklaus
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(Building Your Personal Brand), Andrea Fruhling (Goal Setting), Andrea Lovely (How to Negotiate a Starting Salary) and Tim Ellison. Tim punctuated the evening with an entertaining and practical dining etiquette session where students enjoyed a delicious three-course meal.
» Due to the COVID-19 situation, the CDC cancelled the Tourism Hiring Fair, which was a joint project with the School of Tourism Management, the Jobs for U! Hiring Fair, LinkedIn profile headshots and the Job Search Skills Bootcamp.
» In mid-March, the CDC transitioned to remote service delivery. Students can now book appointments with advisors by phone, email or video-conference. We also compiled resources and FAQs for income support available to students and employers as a result of COVID-19. We held a weekly virtual career chat drop-in for students from March 31–April 28.
» The CDC continues to support faculty by providing live and recorded career development webinars for their classes. For the Summer term, the CDC will also be offering 12 lunch and learn webinars.
» In an effort to stay engaged and connected with students, we have maintained a strong presence on social media and communications with students through our Career Talk e-newsletter. The CDC will be hosting Instagram Live events with alumni in a series called “Career Insider Live” for students to learn more about different career pathways and tips from alumni. We are also working with alumni to pilot a video project spotlighting the alumnus and their career journeys.
» Throughout the summer, the CDC will be planning for additional employer and student engagement events and re- imagining our workshops and programs to adapt to a remote delivery or adapted model for Fall 2020.
» The IR team has been busy working with Tableau and database specialists PLAID to reconfigure our database and Tableau strategy and resources. These should allow IR to provide a wider range of dashboards that can be updated daily, while producing less load on servers and faster responding for dashboard users. The team has been working on a new application transition dashboard and has been field testing it with a group of power users. We also wrapped up our departure survey. Despite the COVID-19 disruptions, we received a slightly higher response rate than last year.
REGISTRAR
» In order to address the impact of COVID-19, the Registrar’s Office implemented the Senate-approved Spring 2020 grading options for students in courses that ended on or after March 14.
» Students who achieved passing grades in eligible courses were able to request that their final passing grade be updated to CR (Credit). Students who chose a CR grade in a course will be given credit for the course, which will be included in credits earned; however, it will not be counted in their GPAs.
» Capilano is working with Education Planner BC on a number of transcript exchange projects that will allow for the enhancement of inbound and outbound electronic exchange of standardized XML transcripts between Capilano University and participating post-secondary institutions and also allow the exchange of XML high school transcripts between Capilano and the Ministry of Education.
» Nearly $800,000 scholarships, bursaries and awards were disbursed to 502 individual students in Spring 2020.
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» As of May 12, 2020, the financial aid & awards office has received a total of 324 COVID-19 emergency bursary applications. A total of 71 students (domestic, international, Indigenous, full-time and part-time) have been approved for emergency bursary funding totaling $39,350.00. This funding supports students’ living expenses, including housing/relocation expenses, family crises, transportation, medical expenses, tutoring, school equipment, supplies and unexpected personal expenses.
» In collaboration with the CSU, students that have been approved for emergency bursaries are provided with a referral to the CSU to apply for the “Telus Internet for Good” initiative, which provides heavily discounted Internet service.
» Our advisors have been busy during this period of remote working. Advisors have handled approximately 1,000 inquiries through emails, phone appointments and virtual student appointments since mid-March.
» The advisors will be participating in a number of virtual sessions, including four sessions as a part of Jumpstart in May and June, five virtual course planning workshops for newly admitted students in June and July, a session partnering with CIE in May on student success and transitioning to the University for newly admitted international students, and a career fair for creative industries in May.
» Another initiative that Academic Advising is working on is with the Cap Core committee, redesigning the program planners for the bachelor degrees so that Cap Core requirements are identified within each program profile. This will enable students to easily follow and meet Cap Core requirements.
» The recruitment team is seeking opportunities to engage a diverse population of prospective students through platforms such as SchoolFinder, online Webex advising and partnership with Marketing & Digital Experience (MDX) on lead generation strategies. Recruitment for Fall 2020 will undoubtedly be different this year. We are exploring all options to ensure we are actively leading the pack when it comes to personalization of the recruitment process—as evidenced by our new acceptance package developed in conjunction with MDX.
» The admissions department has also been actively engaging students with proactive, rather than reactive communications. With the support of communications, all messaging has been updated to be more student-centric. In addition, this summer we will work with IT to automate our communications through Banner Communications Management. Furthermore, we have increased engagement between departments and the admissions office to effectively manage our centralized admissions model. We thank everyone for their continued support as we transition to this new way of doing things.
UNIVERSITY RELATIONS
University Relations includes the departments of communications, development & alumni relations, marketing & digital experience and university events. The portfolio also includes oversight for government relations and community engagement. University Relations goals are to: enhance the University’s reputation, develop positive relationships and secure resources to support University priorities.
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UNIVERSITY RELATIONS
» In response to COVID-19 and the need for one University voice during the crisis, University Relations has proactively produced, coordinated, updated and responded to government information and requests to support the executive leadership. Anticipating the needs of students, employees, alumni and the external community has been a priority to ensure all are well informed and reputational risks to the University have been managed positively. As well, the following are highlights of our activities that support our business continuity and build on the University’s brand.
» University Relations welcomed two new team members: Alisha Moolla, manager, creative (covering Gillian Damborg’s maternity leave) and Megan Pareis, executive assistant, VP University relations.
» The portfolio announced the appointment of Yuri Fulmer—Capilano University’s fourth chancellor since its designation as a University in 2007. University Relations has assumed the responsibility for managing and supporting our University chancellors, including the chancellor’s program and orientation.
» Acknowledgement is underway for Dr. David Fung as our third chancellor, whose term ends May 2020.
» Plans are underway to relaunch the CapU Loves Tuesday initiative.
» The University is pleased to announce its support of the expansion of Arts Umbrella through its capital campaign. As one of Canada’s leaders in arts education for young people, Arts Umbrella students are prospective students for Capilano University’s Faculty of Fine and Applied Arts. Arts Umbrella Rendering
» The University and Ruby Lake Lagoon Society—Pender Ocean Discovery Station (PODS) have a long term agreement whereby Capilano University is the preferred educational partner. The project timelines have moved up since the announcement of an $8.5M gift to PODS from Chip and Shannon Wilson’s Wilson 5 Foundation. PODS Rendering COMMUNICATIONS
» At the beginning of March, Capilano University’s three-person communications team began an intense period of service to support information sharing and understanding in relation to the rapidly evolving global pandemic caused by COVID-19. In alignment with the overarching goal to stop the spread of COVID-19, the first major phase of the work involved communicating the University’s shift to a remote working and learning model. In the space of a few weeks, academic and business continuity plans were conveyed to ensure the completion of the Spring term and preparations for the opening of Summer learning.
» In the early weeks of the crisis, communications produced regular, near-daily messaging for the entire campus community. As well, the team responded to every individual inquiry and concern from students, parents, employees, media and the general public. Collaborating with colleagues and departments across the University, detailed FAQs, media releases, public announcements, briefing notes, inspirational emails, executive advisories and correspondence to government were all produced and disseminated in rapid succession. The open rate by employees of emails related
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to the University’s COVID-19 response increased by roughly 10.5per cent over pre-pandemic averages. A chronicle of our public communications can be found at: capilanou.ca/covid-19.
» Currently, we are actively supporting communications of the revised budget process to promote transparency and engagement in this necessary undertaking. The team continues to work closely and collaboratively with our counterparts in the Ministry of Advanced Education, Skills & Training (AES&T) communications. We are now preparing for the next phase of successive messages to support the “BC’s Restart Plan” for restoring manageable, safe social contact and services, gradually and thoughtfully, following the directions and guidelines of the Provincial Health Officer and the Ministry AES&T.
» In tandem with the work to support the University’s response to COVID-19, communications has been pleased to contribute to other major projects for the University including support for Capilano University’s virtual convocation, student acceptance letters and the announcement of its next chancellor.
MARKETING & D IGITAL EXPERIENCE
» Capilano University's annual brand campaign wrapped up on March 11, 2020. This initiative was the first time Marketing & Digital Experience (MDX) worked in collaboration with recruitment towards the goal of increasing domestic enrolment. The collaboration resulted in significant improvements to our website engagement with prospective students, including: 51per cent increase in attendance (YoY) to our Info Night.
Visits to program-related pages, increased by 13per cent during the course of our campaign.
Decreased cost per unique visits to our website by 96per cent, compared to last year's campaign.
» Recruitment, faculties and MDX are working together to develop a digital marketing campaign to address specific programs that still have availability for our Fall 2020 semester. This campaign will go live on May 29. Finally, recruitment and MDX have developed an acceptance package that will be mailed on May 18 to improve enrolment for our Fall 2020 semester.
» MDX pivoted to work with various faculties and departments to move print assets and marketing materials to digital in support of the University’s response to COVID-19.
DEVELOPMENT AND A L U M N I RELATIONS
Fundraising & Stewardship » The Foundation closed off the fiscal year exceeding all goals that were set for 2019-2020. The year captured a significant increase due to the 2nd largest gift in the University’s history with a donation towards educational programming on the Sunshine Coast. The Foundation also received an Indigenous sculpture called “Opening to the Spirits” from a retired faculty member now proudly housed at Capilano University Lonsdale. The sculpture affirms the meaningful connections within our community and donors.
» In April 2020, $57,690 was raised to support scholarships, bursaries and awards, as compared to $19,096 that was raised in the same period last year. Staying connected with alumni and donors was also prioritized as the University
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pivoted to support students through the Spring and Summer terms. In all, there were approximately 400 interactions with donors and 2,000 interactions with alumni around the University’s response to COVID-19.
» Additionally, the Foundation pivoted its planned spring appeal to focus on creating increased emergency financial support for students. The appeal launched in the first week of May.
Alumni Relations » In April, the University exceeded 16,000 contactable alumni records. There are approximately 300 unique users within the alumni platform.
» Additionally, the University and the CUAA leveraged social media throughout the month of April to promote and celebrate the five recipients and sponsors of the Alumni Awards. Unfortunately, the event was cancelled at the last minute due to COVID-19.
» The CUAA announced their new leadership and held a successful planning session for the year ahead. Plans include the first Capilano University alumni mentorship program and collaboration within the University on recruitment and career development.
» The cancellation of in person events due to COVID-19 did not dampen alumni connections. The University and the CUAA launched the Capilano University Connects monthly series with a “Parenting in a Time of COVID-19” webinar featuring four alumni presenters.
UNIVERSITY EVENTS
» University events has been busy preparing for the installation of Capilano University’s fourth chancellor. Yuri Fulmer will be installed on June 18 at 11 a.m. Viewers can watch the installation live online at www.capilanou.ca/chancellor. The Honourable Janet Austin, the current Lieutenant Governor of British Columbia, will join via Skype to install our new chancellor.
» Convocation is an important part of a student’s journey and the celebration of becoming an alumnus. With limits on large gatherings, university events is creating a unique virtual convocation experience. CapU graduates will be celebrated following the chancellor’s installation on June 18 at 1 p.m. Their virtual convocation will include visual tributes and individual recognition of each graduate. In advance of the ceremony, graduates will receive a celebration box in the mail, containing their mortarboard and tassel, convocation program, alumni pin and commemorative t-shirt.
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BOARD REPORT
AGENDA ITEM 7.1 BOARD GOVERNANCE MANUAL PURPOSE: Approval Information Discussion
MEETING DATE: June 2, 2020
PRESENTER: Duncan Brown, Governance and Planning Committee Chair
PURPOSE
For the Board to approve the Board Governance Manual (the “Board Manual”) and rescind the following policies:
B.306 Board Bylaws B.308 Board Charter B.309 Board Member and Board Chair Role Descriptions B.502 President Responsibilities
BACKGROUND
Currently, the Board governance roles, practices, rules and regulations are set out three separate documents:
B.306 Board Bylaws set out the rules and regulations by which the Board operates. B.308 Board Charter explains the purpose and responsibilities of the Board. B.309 Board Member and Board Chair Role Descriptions sets out the roles and responsibilities of the Board Chair and Board members.
B.502 sets out the responsibilities of the President.
All of the policies are in need of review and updating.
University staff have prepared the Board Manual, which includes provisions updating the content of policies B.306, B.308 and B.309. It also includes provisions updating the content of Policy B.502. In addition to the updates to current policies, the Board Manual includes new provisions including relevant information such as the bicameral governance framework.
Given the length and complexity of the review process, University staff recommended that the Board Manual be reviewed by the Governance Committee in stages to ensure adequate time for advance review by committee members and substantive discussion at the meeting. The Committee reviewed the draft over four (4) committee meetings beginning in October 2019.
At the May 15, 2020 meeting, the Governance and Planning Committee passed a motion to recommend to the Board approval of the Board Governance Manual, as amended.
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DISCUSSION
The Board Manual sets out the responsibilities of the Board and its members, and the governance structure and policies pursuant to which the Board exercises its legislative duty to manage, administer and control the property, revenue, business and affairs of the University: University Act section 27. The Board Manual incorporates the Board responsibilities as set out in the legal framework, and reflects today’s best governance practices to ensure the University fulfills its mandate.
The Board Manual is divided into the following sections:
A. Introduction: This Part includes definitions, a summary of the bicameral governance framework, a statement regarding the precedence of the University Act and the Annual Declaration.
It also includes the process for amending the Board Manual, which includes the requirement for a two‐thirds (2/3) majority vote for any amendment to the Bylaws (Part D) and Code of Conduct and Ethics (Part E). The two‐thirds requirement is consistent with Robert’s Rules of Order regarding amending bylaws.
B. Board Charter and Mandate: This Part updates the current Board Charter (B.308) and includes four new sections that were drafted to clarify the mandate and role of the Board:
Section 10 Purpose ‐ The Charter and Mandate explain the statutory authority and obligations, and statement of roles and responsibilities, of the Board and provide guidance to Board members in the performance of their duties. Section 11 Mandate of the Board – This section makes reference to the University Act and the Mandate Letter from the BC Ministry of Advanced Education. Section 12 Role of the Board ‐ This section is now more consistent with the Ministry of Advanced Education Orientation for B.C. Public Post‐Secondary Institution Board Members. Section 13 Delegation of Authority – This section updates reference to the delegation of authority to the President in Policy B.502 President – Responsibilities.
C. Roles and Responsibilities: This Part sets out the responsibilities of the Board, individual Board members, the Chair and Vice‐Chair, the President and the Chancellor. This section consolidates and updates B.309 Board Member and Board Chair Role Descriptions and B.502 President – Responsibilities.
There is also a new section on the role of the Chancellor (section 21).
D. Board Bylaws: This Part updates the current Board Bylaws (B.306) which sets out the rules and regulations by which the Board operates.
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The following sections are consistent with the requirements of the University Act:
Section 22 The Board of Governors Section 23 Composition of the Board Section 24 Term of Office Section 25 Eligibility Section 26 Vacancies on the Board Section 27 Board Election Process Section 28 Officers of the Board ‐ Election and Term Section 29 Resignation and Removal a. Form of Resignation b. Reporting c. Deemed Resignation
Section 30 Conduct of Board Meetings updates the Bylaws regarding meetings and contains the following new provisions:
Section 30(d) introduces three types of Board meetings: regular open, closed and in camera. The section is consistent with the Ministry of Advanced Education Orientation for B.C. Public Post‐Secondary Institution Board Members.
Section 30(g) includes a provision regarding Recording and Communication Devices.
Section 31 Oath of Office and Annual Declaration contains a new Annual Declaration (at Appendix C) regarding the Board Manual.
Section 34 Officers of the University is a new section. The officers of the University are defined in the Definition section as the President, Vice‐Presidents and Registrar.
E. Code of Conduct and Ethics
This Part updates the current Code of Conduct contained in the Board Bylaws (B.306) and includes the following new sections
Section 39(a) sets out the definitions for action, potential and apparent conflict of interest and related persons.
Section 39(c) Conflict of Interest Situations is included for guidance.
Section 39(d) Constituency Membership addresses the changes to eligibility provisions of the University Act. As a result of the legislative changes, individuals who sit on Boards of faculty or staff associations are eligible to join the Board of universities in BC. This provision is consistent with the language recommended by the Post‐Secondary Employers' Association.
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Section 39(f) Determining Conflicts of Interest is included for clarity regarding how a conflict of interest is determined by the Board.
The Board Manual also contains several appendices:
Appendix “A” ‐ Bicameral Governance under the University Act. This document is included as part of the board orientation.
Appendix “B” – Mandate Letter, BC Ministry of Advanced Education
Appendix “C” ‐ Oath of Office and Annual Declaration
Appendix “D” ‐ Communications Protocol. This is an updated communication protocol.
RECOMMENDATION
THAT the Board approve the Board Governance Manual, as presented.
THAT the Board rescind the following policies:
B.306 Board Bylaws B.308 Board Charter B.309 Board Member and Board Chair Role Descriptions B.502 President Responsibilities
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CAPILANO UNIVERSITY BOARD GOVERNANCE MANUAL
APPROVED BY THE BOARD OF GOVERNORS
DATE ISSUED: June 2, 2020 DATE REVISED:
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TABLE OF CONTENTS
A. INTRODUCTION
1. Board Manual 2. Definitions 3. Bicameral Governance Framework 4. Precedence of the University Act 5. Commitment 6. Amendment of Board Manual 7. Seal 8. Execution of Documents 9. Records
B. BOARD CHARTER AND MANDATE
10. Purpose 11. Mandate of the Board 12. Role of the Board 13. Delegation of Authority 14. Board Culture 15. Accountability 16. Duties and Key Responsibilities of the Board a. Human Resources b. Communications c. Strategy d. Financial/Risk 17. Board Performance
C. ROLES AND RESPONSIBILITIES
18. Board Members a. Standards of Conduct b. Meetings c. Board Orientation and Personal Development 19. Officers of the Board a. Role of the Chair b. Responsibilities of the Chair c. Responsibilities of the Vice‐Chair 20. President a. Role of the President b. Duties and Responsibilities of the President c. Offices of the President d. Compensation 21. Chancellor
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D. BOARD BYLAWS
22. The Board of Governors 23. Composition of the Board 24. Term of Office 25. Eligibility 26. Vacancies on the Board 27. Board Election Process 28. Officers of the Board ‐ Election and Term 29. Resignation and Removal a. Form of Resignation b. Reporting c. Deemed Resignation 30. Conduct of Board Meetings a. General Conduct b. Public Input at Open Meetings c. Time, Place and Attendance d. Types of Board Meetings i. Regular Open ii. Closed iii. In camera e. Quorum and Voting f. Agenda g. Minutes h. Recording and Communication Devices 31. Oath of Office and Annual Declaration 32. Confidential Information 33. Committees a. Appointing Committees b. Standing Committees c. Proceedings d. Work and Reporting e. Members f. Committee of the Whole 34. Officers of the University 35. Insurance and indemnification 36. Expenses
E. CODE OF CONDUCT AND ETHICS
37. Overview 38. Duties of a Board Member 39. Conflicts of Interest a. Definitions
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b. General Principles c. Conflict of Interest Situations d. Constituency Membership e. Declaration of Conflict f. Determining Conflicts of Interest 40. Outside Business Interests 41. Confidential Information 42. Investment Activity 43. Outside Employment or Association 44. Entertainment, Gifts and Favours 45. Use of the University’s Property 46. Breach 47. Where to Seek Clarification
APPENDICES
APPENDIX “A” ‐ BICAMERAL GOVERNANCE UNDER THE UNIVERSITY ACT
APPENDIX “B” – MANDATE LETTER, BC MINISTRY OF ADVANCED EDUCATION
APPENDIX “C” ‐ OATH OF OFFICE AND ANNUAL DECLARATION
APPENDIX “D” ‐ COMMUNICATIONS PROTOCOL
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A. INTRODUCTION
1. BOARD MANUAL
This Board Governance Manual (“Board Manual”) is approved by the Capilano University Board of Governors.
The Board Manual sets out the responsibilities of the Board and its members, and the governance structure pursuant to which the Board exercises its legislative duty to manage, administer and control the property, revenue, business and affairs of the University: University Act section 27.
The Board Manual reflects today’s best governance practices to ensure the University fulfills its mandate.
2. DEFINITIONS
In this Board Manual:
“Act” means the British Columbia University Act, R.S.B.C. 1996, c.468.
“Appointed Member” means a person appointed to the Board of Governors by the Lieutenant Governor in Council.
“Bylaws” means the rules and regulations by which the Board operates and governs.
“Board” means the Board of Governors of the University and includes committees of the Board.
“Board Member” means a duly elected, appointed or ex‐officio member of the University’s Board of Governors.
“Elected Member” means a person elected to the Board of Governors by a constituency group.
"Ex‐officio" means a person who holds an appointment by virtue of their position, e.g. the President and the Chancellor are ex‐officio members of the Board of Governors.
“Officer of the University” means the University’s President, Vice‐Presidents and Registrar.
“Senior Leadership” refers to the University administrators that are members of the Senior Leadership Council.
“President” means the President of Capilano University.
“University” means Capilano University.
‘University Executive” includes the President and Vice‐Presidents collectively.
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3. BICAMERAL GOVERNANCE FRAMEWORK
The University is a publicly funded, special purpose, teaching university operating under a bicameral governance structure in accordance with the Act, with a division of powers among the Board and the Senate. Both the Board and the Senate are governing bodies of the University. Bicameral governance delineates the strategic oversight of the Board from the academic responsibility of the Senate.
Pursuant to section 27 the Act, the Board is responsible for the “management, administration and control of the property, revenue, business and affairs” of the University.
The Senate is responsible for academic and curriculum‐related matters. The powers and duties of the Senate are set out in section 35.2 of the Act.
The Act provides for Board interaction with the Senate in a number of areas:
a) the Senate must advise the Board and the Board must seek the advice of the Senate on the development of educational policy as outlined in section 35.2(6) of the Act;
b) the Board must consider recommendation from the Senate for the establishment of faculties and departments with suitable teaching staff and courses of instruction: section 27(2)(i) of the Act;
c) the Board must consult with the Senate on those matters as specified in sections 27 (2)(d) and (e) of the Act;
d) the Board must get approval of the Senate on specified matters set out in sections 27(2)(f), (j), (k), and (r); and
e) the Act also provides that the Board may appoint one member to be a non‐voting member of the Senate to serve for one (1) year (section 35.2(2)(k).
The President of the University is the chief executive officer and must generally supervise and direct the academic work of the University (section 59 of the Act). The President also has other powers and responsibilities as set out in sections 28 and 60‐63 of the Act.
4. PRECEDENCE OF THE UNIVERSITY ACT
Where any provision of this Board Manual is at variance with the Act or at variance with regulations promulgated pursuant to the Act, the Act and the regulations will take precedence.
5. COMMITMENT
To demonstrate determination and commitment, Board Members should annually review this Board Manual and make the Annual Declaration found at Appendix C.
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6. AMENDMENT OF THE BOARD MANUAL
This Board Manual, with the exception of Part D Board Bylaws and Part E Code of Conduct and Ethics which require a two‐thirds (2/3) majority vote, may be amended at any Board meeting by a simple majority vote, provided written notice of the proposed amendment has been forwarded to Board members prior to the date of the meeting.
7. SEAL
The University has a common seal, which is be in the custody of the President.
8. EXECUTION OF DOCUMENTS
The execution of documents required to be in writing will be in accordance with the Act and the policies of the Board.
9. RECORDS
The public records of the Board are in the custody of the Executive Assistant to the Board at the North Vancouver campus and are open for inspection.
B. BOARD CHARTER AND MANDATE
10. PURPOSE
The Charter and Mandate explain the statutory authority and obligations, and statement of roles and responsibilities, of the Board and provide guidance to Board members in the performance of their duties.
11. MANDATE OF THE BOARD
The source of the Board’s legislative authority and mandate is the Act, under which the Board is responsible for strategic oversight of the business and affairs of the University: Part 6 and Part 10 of the Act.
The Board also receives a Mandate Letter from the BC Ministry of Advanced Education each year, outlining the respective accountabilities, roles and responsibilities of the University and Government. The current Mandate Letter can be found at Appendix B.
12. ROLE OF THE BOARD
The Board’s role is one of governance and oversight of the University. The Board carries out its responsibilities under the Act through a stewardship role and is accountable for ensuring the University fulfills its mandate. The Board’s role is to be informed about, but not supervise or direct, the day‐to‐day activities, risks and successes of the University. The Board sets the overall vision and
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strategic direction, periodically assesses the operational status relative to that direction, and leaves the day‐to‐day management and operation of the University to the President and senior leadership team. The Board is responsible for the business of the University – its administration, finances, operations, assets, role in the community and the integrity of such.
The Board’s governance role involves a wide range of responsibilities, including:
overseeing the development of the overarching strategic direction and policy framework for the University; approving the University’s annual and long‐term plans, including a strategic plan; ensuring the University’s activities are consistent with its mandate; monitoring the University’s performance; ensuring effective stewardship of institutional resources; ensuring senior leadership are appropriately qualified; ensuring an effective process for identifying, monitoring and managing institutional risk; selecting and evaluating the President; and overseeing a succession planning process to ensure continued leadership.
These duties are mainly discharged through oversight of the President and senior leadership, who are responsible for the management and day‐to‐day operations of the University and for implementation of the direction set by the Board.
13. DELEGATION OF AUTHORITY
In the absence of a specific reservation of authority in the Act or otherwise, and subject to Board policies and Board policy directions, the management of the University and all necessary authority in connection with that is delegated to the President. The President will specify required actions and develop administrative regulations and policies under which the University will be operated. Such actions, regulations and policies give directions on how the University will meet the values, standards and expectations established by the Board and will be in every respect consistent with the policies of the Board. No such actions, regulations or policies will commit the University to expenditures beyond current budget projections.
Nothing in the foregoing will inhibit direct action by the Board when such action is deemed necessary and prudent.
14. BOARD CULTURE
The Board culture is advanced through the Board members’ consistent practice and attention to the following tenets. The Board will:
a) embrace leading practice and strive for continuous improvement in governance;
b) ensure transparency and facilitate communication with stakeholders;
c) cultivate a collegial and respectful atmosphere within its membership, and in its interactions with University stakeholders; and
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d) act ethically and prudently in regards to University interests.
15. ACCOUNTABILITY
The Board is accountable for:
a) adhering to the Act in the execution of its responsibilities;
b) proactively supporting the University in the achievement of its mission and goals;
c) focusing on strategic issues, and empowering the President and senior leadership team to manage the University’s operations; and
d) stewardship of the University’s resources.
16. DUTIES AND KEY RESPONSIBILITIES OF THE BOARD
The duties and key responsibilities of the Board are set out below.
a. Human Resources
The Board has human resources responsibilities including:
a) in consultation with the Post‐Secondary Employers’ Association (PSEA) and the Public Sector Employers Council (PSEC), recruiting and appointing the President as chief executive officer of the University, approving the President’s compensation, and defining the President’s duties and tenure in office;
b) monitoring and evaluating the President’s performance;
c) overseeing President succession planning and ensuring plans are in place to deal with a planned or emergency departure of the President;
d) ensuring plans are made for senior leadership succession and development;
e) providing support and advice to the President in the execution of the President’s duties;
f) appointing or providing through policy for the appointment of faculty, staff and senior administrators to the University;
g) in consultation with PSEA, providing direction and approval for bargaining unit negotiations;
h) monitoring the progress of bargaining unit negotiations and working with PSEA to confirm that all negotiated terms are within the scope of government guidelines, and are within the University’s ability to pay and remain sustainable; and
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i) consulting with PSEA regarding direction and approval for any legal actions related to bargaining unit negotiations.
b. Communications
The Board has communications responsibilities including:
a) ensuring the University has a plan in place to engage and communicate effectively with key stakeholders, including students, faculty and staff, senate, donors, alumni, government and communities;
b) adhering to the Board Communications Protocol (Appendix D) to ensure consistency, accuracy and transparency in communications with stakeholders; and
c) ensuring the only member authorized to speak on behalf of the Board is the Chair.
c. Strategy
The Board supports strategic planning by:
a) reviewing and approving the vision, mission and values of the University in collaboration with the Senate;
b) providing input, reviewing and approving the strategic plan and initiatives;
c) reviewing and approving the annual operational and capital plans, and key performance indicators;
d) monitoring, on a regular basis, performance against strategic and operational plans, with a focus on key risks and strategies;
e) approving policies under the jurisdiction of the Board and major transactions;
f) ensuring compliance with legal and regulatory requirements;
g) annually reviewing the draft Institutional Accountability Plan and Report prior to its submission to the Ministry of Advanced Education; and
h) creating an excellent working relationship with the Minister and the Ministry of Advanced Education to facilitate the University’s progress in implementing approved strategies and plans.
d. Financial/Risk
As responsible stewards of University resources, the Board:
a) understands the key risks affecting the University’s operations;
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b) ensures senior leadership has established appropriate systems to manage these risks;
c) annually reviews the University’s risk reduction plans and progress;
d) receives regular reports on the management of material risks to the University;
e) reviews and approves annual audited financial statements;
f) at least quarterly monitors the University’s financial position;
g) receives, reviews and monitors all investment reports related to funds of the University and the Capilano University Foundation; and
h) ensures that controls, codes or guidelines are in place governing ethical conduct, conflict of interest, environmental protection, personal and public safety, equity and similar concerns.
17. BOARD PERFORMANCE
The Board will:
a) develop and implement a comprehensive orientation program for new members;
b) conduct an annual performance evaluation the outcomes of whichwill be used to develop a plan to enhance performance and governance;
c) oversee the development of the annual Board calendar;
d) monitor the standing committee work plans for progress and completion;
e) develop an annual succession plan to prepare Board members to take on Chair, Vice Chair and committee chair roles; and
f) set out the skills and characteristics required of future Board members to meet the University’s strategic needs.
C. ROLES AND RESPONSIBILITIES
18. BOARD MEMBERS
a. Standards of Conduct
Board members will:
a) adhere to and annually sign the Annual Declaration found at Appendix C;
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b) comply with policies and Bylaws of the Board and the University, including this Board Manual;
c) comply with all applicable law, including the Act and regulations;
d) make full and timely disclosure of any conflicts of interest; and
e) keep confidential information confidential, including all information associated with closed and in camera meetings. The duty to maintain information in confidence continues after a Board member ceases to be a Board member.
To support the Board in achieving its obligations, Board members will:
f) act with integrity, in good faith and in the best interests of the University as a whole;
g) act ethically and prudently in regards to University interests;
h) represent the University as a whole, rather than the interest of individual constituents;
i) cultivate a collegial and respectful atmosphere within the Board, and in its interactions with University stakeholders;
j) engage with the University’s communities, facilitate communications with stakeholders and ensure transparency in communications
k) contribute to the advancement and objectives of the University;
l) embrace leading practice and strive for continuous improvement in governance;
m) strive to be constructive, resourceful and solution‐oriented;
n) respect that the Chair is the only authorized spokesperson for the Board; and
o) avoid publicly speaking against or undermining any decision of the Board, regardless of whether the Board member agrees with or voted for that decision.
b. Meetings
To facilitate effective and efficient Board meetings, Board members will:
a) be prepared and well‐informed on relevant issues for all Board meetings, committee meetings and planning sessions;
b) strive for 100% attendance at Board meetings. Attendance in person is preferred, however, on occasion if circumstances warrant, a Board member may attend by conference call. The Act directs that a Board member who fails to attend at least half of the regular meetings of the Board in any year is deemed to have vacated their seat.
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c) where possible, provide notice to the Chair about emerging board meeting agenda issues;
d) be prepared to discuss issues and ask relevant questions; and
e) respect diversity of opinions and perspectives.
c. Board Orientation and Personal Development
Board members will:
a) attend the Board’s orientation program, and participate, as appropriate, in any professional development program made available by the University to Board members;
b) take part in the Board’s programs of self‐assessment for the Board as a whole and for individual Board members;
c) endeavour to become knowledgeable about the University; and
d) be familiar with the University’s strategic plan, mission, vision, values, operating environment and basic financial drivers.
19. OFFICERS OF THE BOARD
a. Role of the Chair
The Chair of the Board provides leadership to the Board and the President.
The Chair will have excellent leadership, communication, negotiation, team building and networking skills.
b. Responsibilities of the Chair
To fulfill the responsibilities of the position, the Chair will:
a) act as the spokesperson for the Board;
b) act as a signing officer on behalf of the Board;
c) manage conflicts of interest;
d) build a strong working relationship with the Minister and other government representatives;
e) build succession for the position of Chair;
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f) build and maintains a sound working relationship with the President and senior leadership;
g) provide the Board with updates regarding relations and negotiations with key stakeholders;
h) be available to meet with and discuss issues with stakeholders;
i) participate in key University events, as required;
j) conduct committee and member evaluations;
k) provide guidance and recommendations to Board members regarding roles, responsibilities and conduct; and
l) perform such other duties as may from time to time be assigned by the Board.
To facilitate effective and efficient Board meetings, the Chair will:
a) establish agendas for Board meetings and planning sessions, with input from the President;
b) call meetings of the Board and preside at all meetings of the Board; and
c) encourage participation of all Board members in discussions and questions.
To support the committees in achieving their obligations, the Chair will:
a) appoint committee chairs and committee members;
b) be ex‐officio on all committees;
c) act as a resource to all committee chairs; and
d) ensure committees are fulfilling their responsibilities and reporting requirements.
c. Responsibilities of the Vice‐Chair
To fulfill the responsibilities of the position, the Vice‐Chair will:
a) in the absence of the Chair, preside at Board meetings and perform the responsibilities of the Chair;
b) act as a signing officer on behalf of the Board;
c) serve on the Board Executive and Human Resources Committee;
d) participate in key University events, as required; and
e) perform such other duties as may from time to time be assigned by the Board.
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20. PRESIDENT
a. Role of the President
In accordance with sections 59‐63 of the Act, the President is the Chief Executive Officer and Vice‐ Chancellor of the University. The President is appointed by the Board and reports to and is accountable to the Board.
The President must generally supervise and direct the academic work of the University (section 59 of the Act). The President has the overall responsibility to lead the University in the development of strategic recommendations for the approval and direction of the Board, and in the day‐to‐day performance of its business and administration.
Subject to the Act and this Board Manual, the President or such person as they may designate, may appoint and define the duties and tenure of such employees as are necessary to carry on the business and operations of the University, other than those positions required by legislation to be appointed by the Board as indicated in Section 27(2)(g) of the Act.
b. Duties and Responsibilities of the President
The duties and responsibilities of the President include:
Institutional Leadership
f) leading the University in the day‐to‐day management, administration and functioning of the University ensuring compliance with all relevant laws, regulations, and standards of ethical behavior;
g) leading the University in the development of strategic planning processes, including periodic assessments of operational performance relative to such goals, and recommending the strategic plan to the Board for review and approval;
h) leading the University in developing and implementing the institutional goals set by the Board;
i) the development and maintenance of an appropriate administrative organization and policy‐making structure for the most efficient and effective utilization of University resources;
j) fostering and enhancing a relationship of mutual trust and openness among the President, the senior leadership, faculty, staff, students and the Board;
Academic Leadership
k) leading the University in developing and implementing the academic objectives, initiatives and goals of the University;
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l) suspensions and removal of students, subject to the right of appeal to the Senate as set out in section 61 of the Act;
Financial and Risk Management
m) advising the Board on all institutional material risks, obligations and opportunities;
n) developing and recommending the annual operational and capital plans and budgets to the Board for review and approval. Annual operational and capital plans and budgets are drafted in collaboration with senior leadership and other staff, key constituents and the Board;
o) leading the appropriate fiscal management of the University, including allocation and supervision of all appropriated and other funds that finance any activities under the jurisdiction of the University;
Human Resources
p) development and maintenance of a personnel system concerned with recruitment, selection, assignment, supervision, evaluation and promotion of all personnel employed by the University;
q) appointment of all employees in accordance with the Act and Board policies, subject to delegation to other senior leadership through policy;
r) supervising and directing the instructional, administrative and other staff of the University;
s) establishing and maintaining a senior leadership development and succession plan for annual Board approval;
t) suspension and removal of employees subject to the right of appeal to the Board as set out in section 60 of the Act;
External Relations
u) acting as primary spokesperson and institutional representative for the University in all external matters, expect in matters directly related to the Board which are the responsibility of the Chair;
v) maintaining a positive working relationship with local, provincial and federal agencies and key stakeholders;
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Annual Objectives
w) establishing, in conjunction with the Executive and Human Resources Committee of the Board, an annual list of personal performance objectives (within the context of the strategic plan) to be achieved in the forthcoming year for approval by the Board; and
x) exercising such powers and performing such other duties as are assigned by the Board.
c. Offices of the President
Pursuant to section 63 of the Act, the President:
a) is a member of the Board and must attend its regular meetings;
b) is the chair of Senate;
c) is a member of all standing committees of Senate, except the standing committee on appeals;
d) is a member of each faculty; and
e) in the absence of the Chancellor, is the chair of Convocation and must confer all degrees, honorary degrees, diplomas and certificates.
d. Compensation
The President is paid for services rendered in an amount determined by resolution of the Board, subject to the parameters set for executive compensation by the BC Public Sector Employers’ Council.
The President will be reimbursed for any reasonable travelling and other out‐of‐pocket expenses necessarily incurred in the discharge of their duties in accordance with applicable University policies and procedures.
21. CHANCELLOR
The Chancellor is responsible for carrying out the ceremonial and official functions of the University. Under sections 5 and 17 of the Act, the Chancellor serves as the chair of Convocation, and confers all degrees, honorary degrees, diplomas and certificates.
The Chancellor is appointed by the Board on nomination by the Alumni Association and after consultation with Senate. The Chancellor is appointed for a term of three (3) years and after that until a successor is appointed.
The Chancellor may be appointed for a maximum of two consecutive terms.
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In the absence of the Chancellor or where there is a vacancy in that office, the President will act in the Chancellor's place.
If the President is absent or unable to act, another person designated by the Board will act in the Chancellor's place.
D. BOARD BYLAWS
22. THE BOARD OF GOVERNORS
The powers and duties of the Board will be as defined in the Act. The affairs of the University will be managed by the Board as set out in the Act. Board members will be appointed or elected in the manner provided in section 19(1) of the Act. The Chair will administer to each Board member, at the first Board meeting they attend, the Oath of Office ‐ attached as Appendix C.
23. COMPOSITION OF THE BOARD
Pursuant to section 27(1) of the Act, the Board is composed of 15 members as follows:
a) the Chancellor; b) the President; c) two faculty members elected by faculty members; d) eight persons appointed by the Lieutenant Governor in Council, two of whom are appointed from individuals nominated by the alumni association; e) two students elected by students; and f) one person elected by and from University employees who are not faculty members.
24. TERM OF OFFICE
Board members hold office for terms of varying lengths as set out in section 20 of the Act:
a) Faculty and University employee representatives are elected for three‐year terms; b) Student representatives are elected for one‐year terms; c) Appointed members are appointed for term lengths up to three years at the Government’s discretion; and d) The Chancellor and the President are ex officio members of the Board and, therefore, are members for so long as they hold their respective offices.
Appointed members are eligible for re‐appointment and elected members are eligible for re‐ election but those members may not hold office for more than six consecutive years (section 20 of the Act).
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25. ELIGIBILITY
Pursuant to section 23 of the Act, the following persons are not eligible to be or remain Board members:
a) members of the Parliament of Canada; b) members of the Executive Council or of the Legislative Assembly of British Columbia; c) a member of the public service in the ministry; and d) a member of the public service designated by the Minister.
26. VACANCIES ON THE BOARD
Sections 24 and 25 of the Act set out the process for declaring and filling vacancies on the Board and the effect of the vacancy.
If a vacancy arises on the Board before the end of the term of the office for which a member has been appointed or elected, the Executive Assistant to the Board will enter the vacancy in the minutes of the Board.
If a vacancy exists in respect of an appointed member, the Lieutenant Governor in council will appoint a person to fill the vacancy. The Governance and Planning Committee of the Board develops recommendations for the appointment of Board members.
If a vacancy exists in respect of an elected member, the Registrar will conduct by‐elections in accordance with the Capilano University Board Election Procedures and the Act.
Persons appointed or elected to fill a vacancy hold office for the remainder of the term for which the person’s predecessor was appointed or elected.
A vacancy on the Board does not impair the authority of the remaining Board members to act.
27. BOARD ELECTION PROCESS
The election process is set out in the Capilano University Board Election Procedures. The Election Procedures have been developed to meet the requirements for elections as set out in the Act.
The elections are conducted by the Registrar.
28. OFFICERS OF THE BOARD ‐ ELECTION AND TERM
The Chair and Vice‐Chair will be elected annually in June by the Board from among its appointed members, consistent with section 19.2(a) of the Act, and having an effective date of July 31st.
An Acting Chair, when necessary, will be elected from among the Board’s appointed members, consistent with section 27(2)(b) of the Act.
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The Chair and Vice‐Chair will hold office for one (1) year or until a successor is elected.
The Chair and Vice‐Chair are eligible for re‐election.
The Chair and Vice‐Chair may be removed from office by resolution of the Board.
The President will conduct the election.
29. RESIGNATION AND REMOVAL
a. Form of Resignation The resignation of a Board member will be made by notice in writing, addressed and delivered to the Chair or the President and, for appointed members, also delivered to the Minister designated under the Act. The resignation will take effect on the date specified in the notice.
b. Reporting The Chair will report to the Board at Board meetings all resignations not previously reported to the Board.
c. Deemed Resignation If a Board member fails to attend at least half of the Board’s meetings in any year, the Board will consider whether to permit continued service of that Board member pursuant to section 22 of the Act.
30. CONDUCT OF BOARD MEETINGS
a. General Conduct All Board and committee meetings will be conducted in accordance with:
a) the Act;
b) these Bylaws; and
c) Robert’s Rules of Order Newly Revised in respect of procedural matters not governed by the Act, and where these Bylaws are silent.
Board meetings will entertain only those motions presented that are germane to the Board’s responsibilities as set out in the Act.
Board members may participate in a Board meeting or any committee meeting by means of conference telephones or other communication facilities by which all participants in the meeting can understand and communicate with each other. A Board member participating in accordance with this provision will be deemed present at the meeting, will be counted in the quorum therefore, and will be entitled to speak and vote thereat.
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Committee meetings may be held by electronic means when in person meetings are not practical. When synchronous meetings are held by electronic means the same rules as for in‐person meetings will apply.
Asynchronous committee meetings may be held over email when synchronous meetings are not practical. To preserve the deliberative nature of committee proceedings held by email, the following rules will apply;
a) The Chair of the committee will establish a timeline for discussing and voting on a resolution when the committee begins consideration of the resolution;
b) All emails concerning the proposed motion will be sent to all committee members, including designated resource people, and to no other person;
c) To preserve the confidentiality of discussions, no committee member will forward emails to or from the committee’s discussions;
d) At the designated time, discussion will end and committee members can propose amendments to the motion by emailing the Chair of the committee;
e) When the designated time for amendments has passed, the Chair of the committee will send the motion and all proposed amendments to all committee members in a single email and request that they vote by indicating their support or otherwise for the motion and each amendment; and
f) Voting will take place over three business days, by email.
b. Public Input at Regular Board Meetings
At the discretion of the Chair, the Board may hear presentations or answer questions from a member or members of the University community or the public at a regular Board meeting on matters within the purview of the Board. The rules governing public input are as follows:
a) Any person who wants to make a presentation or ask a question will email the Executive Assistant to the Board no fewer than seven (7) days in advance of the scheduled regular Board meeting;
b) The email will contain the person’s name, contact information and a submission outlining the topic and purpose of their presentation, or details of the question they intend to ask the Board;
c) If permitted to speak, the person’s presentation before the Board will be limited to five minutes; and
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d) If not permitted to speak, the email submission may be entered as correspondence for the Board’s consideration.
c. Time, Place and Attendance
The Board generally meets at the North Vancouver campus unless otherwise approved by then Board.
The Board will meet at least once every three months in accordance with section 26(1) of the Act.
Board meetings will be held on Tuesdays unless otherwise determined by the Board.
Board member attendance at meetings will meet the requirements of the Act.
The Board will endeavour to connect periodically with local representatives and groups within the University’s geographic region to discuss common concerns.
The Chair or the President will call a special meeting of the Board upon written request of a majority of Board members.
Any Board meeting may be adjourned to a specific time and place. Only items on the agenda of the meeting adjourned may be acted on at the adjourned meetings.
d. Board Meeting Types
a) Regular Board Meetings
All Regular Board meetings will be considered open to observers from the University community and members of the public unless specified.
b) Closed Board Meetings
Closed meetings typically follow a regular Board meeting and are held in the absence of observers from the University community and members of the public. Closed meetings include members of the University executive and senior leadership as requested by the Board.
The following matters will be considered at the closed session (unless the meeting determines otherwise):
a) matters relating to salaries, conditions of employment, and collective bargaining;
b) matters relating to the employment of any particular person, including appointments, transfers, resignations, promotions, demotions, conduct, discipline or suspension;
c) matters relating to the conduct, discipline, suspension or other dealings with any particular student;
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d) matters involving legal actions, negotiations or opinions, or that concern the liability or interests of the Board or Board members;
e) matters relating to acquisition, disposition or security of real property;
f) matters of a commercial nature where it is in the interest of the University to maintain confidentiality; or
g) other matters contemplated by the Act, these Bylaws, or that are otherwise usually agreed to be confidential and not public.
By resolution of the Board any matter discussed at a closed session may be brought forward for discussion at an open meeting.
c) In‐Camera Board Meetings
After the closed session of a Board meeting, the Board will regularly debrief in camera without any members of the University executive present to allow Board members to freely address any issues they wish to raise privately. If discussing any of the following, the President will also be excused:
a) the President’s appointment, performance, evaluation or compensation;
b) the President’s annual goals; or
c) President succession planning.
Immediately following this debriefing session, the Chair will report to the President on issues discussed at the debriefing session, as appropriate.
No Board member will discuss any matter raised during an in camera meeting outside that meeting.
d. Quorum and Voting
A quorum for the transaction of the business of the Board will be a majority of the Board members holding office at the time of the meeting.
Where there is not a quorum present at a duly called meeting, the meeting will be held and motions passed at that meeting will be subject to ratification at a later meeting at which a quorum is present.
The Chair has the same voting rights as other Board members. In the case of a tie vote on a motion, the motion is defeated and the Chair will so declare.
The President is an ex officio member of the Board (section 19(1)(b) of the Act).
The Chancellor is an ex officio member of the Board (section 19(1)(a) of the Act).
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e. Agenda
The Chair in consultation with the President and Board members will prepare the agenda for each Board meeting and will forward copies of the agenda and all relevant documentation to Board members far enough in advance of the Board meeting that Board members can ask questions and give an informed vote, but at least 48 hours before each meeting.
The Chair, in consultation with the President, will prepare the initial portion of the agenda as a consent agenda:
a) Items on the consent agenda will be matters that do not require discussion or debate.
b) A single motion and vote will apply to all items on the consent agenda.
c) Any Board member can request that an item be moved from the consent agenda to the regular agenda for discussion and/or debate.
d) All relevant documentation on consent agenda items, and the proposed motion, willbe provided to Board members far enough in advance of the Board meeting that Board members can ask questions and give an informed vote.
The Chair will call for approval of the agenda as the first item of business of each Board meeting. Additions may be proposed by Board members and will be added to the agenda with the approval of the meeting.
For regular Board meetings, the agenda and supporting materials are posted on the Board’s webpage.
f. Minutes
Minutes of all Board meetings will be:
a) a record of the formal actions undertaken at the meeting;
b) stored electronically as a part of a minute book;
c) circulated to Board members prior to the meeting at which they are to be adopted; and
d) approved by the meeting of the Board at which they are adopted.
Minutes of regular and special Board meetings will be adopted at the next regular Board meeting. Minutes of closed meetings will be adopted at the next closed session. Minutes of in camera meetings will be adopted at the next in camera session.
Copies of minutes of Board meetings will be circulated as determined by the Board from time to time and as required by law.
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g. Recording and Communication Devices
The Board is responsible for creating a meeting environment that promotes full and frank discussion and the free exchange of ideas in their role of providing strategic oversight for the University. In order to provide an environment where Board members and participants are comfortable to comment, express their opinions and ask questions, any private or unauthorized use of a recording or broadcasting device during meetings of the Board is prohibited. The expression “recording or broadcasting device” includes any equipment that can be used to record or broadcast either through photography, videotaping or audio recording, an image, a sound or a conversation, including cameras, cellular telephones, smartphones or any similar device.
Participants and guests are also required to turn off or put on silent mode any personal communication device during the meeting.
31. OATH OF OFFICE AND ANNUAL DECLARATION
The Oath of Office and the Annual Declaration for Board members is attached as Appendix C to this Board Manual.
The Oath of Office is normally to be affirmed or sworn, signed and dated before the Board at the commencement of all members’ first meeting with the Board. In cases where no meeting of the Board is imminent, and waiting for one will impede the ability of a new Board member to join into the work of the Board, the oath may be sworn before the Chair or designate, along with a staff member from the President’s Office.
32. CONFIDENTIAL INFORMATION
The details of any matter discussed at a closed, in‐camera or committee meeting of the Board will be held in strict confidence by all those in attendance. By resolution of the Board, any of the matters discussed at a closed, in‐camera or committee meeting may be brought forward for discussion at a regular meeting.
33. COMMITTEES
a. Appointing Committees
To more efficiently and effectively carry out its functions and responsibilities, the Board will establish permanent committees that meet separately, each of which will have its own chair (“Standing Committees”). These committees meet to consider matters within their terms of reference before bringing these matters to the Board as a whole.
The Board may also from time to time appoint committees as follows:
(a) Committee of the Whole to allow less formal discussion of a complex or controversial issue which, nevertheless, needs some action to be taken; or
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(b) ad hoc committees that are created and meet as necessary.
b. Standing Committees
The Board has four (4) Standing Committees:
Governance and Planning Committee Executive and Human Resources Committee Finance and Audit Committee Investment Management Committee
c. Proceedings Standing committee meetings are not public and will be attended by Board members only, with any guests invited by the committee Chair, and with University administrators assigned to serve as resource persons or who are requested to attend by the committee Chair.
All Board members may attend all meetings of any standing committee, except that only the members of the Executive and Human Resources Committee and the Audit Committee will attend meetings of those committees.
Matters discussed at standing committee meetings willbe held in confidence subject only to the following:
(a) all matters will be reported to the Board;
(b) matters described in the Part D Board Bylaws section 30(d)(b) and (c) will, if discussed by a standing committee, be treated as closed or in camera topics.
d. Work and Reporting
Each standing committee will develop its own terms of reference to be approved by the Board. Every standing committee will carry out the work assigned from time to time by the Board, will report to the Board, and may make recommendations to the Board. All recommendations presented to standing committees for consideration will be reported to the Board.
e. Members
The Chair will appoint members to each standing committee in accordance with the committee terms of reference. No standing committee will have fewer than four (4) members. Standing committee quorum will be a majority of the committee members. The standing committees will carry out the work described in the committee terms of reference (as well as any additional mandates as approved from time to time by the Board).
Appointments are made based on qualifications and interest, and to avoid potential conflicts of interest.
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f. Committee of the Whole
The purpose of a committee of the whole is to suspend a formal meeting in order to address a matter that can better be dealt with informally. Any votes taken during a committee of the whole session are not considered decisions of the Board, but recommendations to the Board (Robert’s Rules of Order). The rules are as follows:
(a) The Board members vote to go into committee of the whole. (b) Committee of the whole functions as a real committee; when it convenes, the Board ceases to be in session. (c) Committee of the whole can be chaired by a new Chair. The Chair of committee of the whole is appointed by the Chair. (d) Committee of the whole votes to rise at the conclusion of its session. (e) Rising implies that committee of the whole ceases to exist and the Board is back in session.
Proceedings of committee of the whole are not entered into the formal minutes of the Board meeting. A brief synopsis of the committee of the whole proceedings will be entered as an appendix to the minutes.
34. OFFICERS OF THE UNIVERSITY
The Officers of the University will exercise such powers and perform such duties as are assigned to them by the Board. Other officers, as the Board may from time to time determine, will be appointed by resolution of the Board.
35. INSURANCE AND INDEMNIFICATION
Under the Act, Board members are protected against actions for damages in respect of any act or omission in the course of their duties, excepting acts of bad faith. Section 69(1) of the Act provides: An action or proceeding must not be brought against a member of a board, senate or faculties, or against an officer or employee of a university, in respect of an act or omission of a member of a board, senate or faculties, or officer or employee, of the university done or omitted in good faith in the course of the execution of the person's duties on behalf of the university.
Under the University, College and Institute Protection Program, Board members are provided with insurance coverage against liability claims while performing their duties and responsibilities in good faith, subject to the terms and conditions of the University’s liability coverage agreement.
Indemnity
The University will indemnify a Board member against all costs, charges and expenses, including an amount paid to settle an action or satisfy a demand or judgment, reasonably incurred by the Board member in respect of any civil, criminal, administrative, investigative or other proceeding in which the Board member is involved because of their duties or responsibilities to the University, so long as the Board member acted honestly and in good faith with a view to the best interests of the University and except to the extent that any such costs, charges or expenses are occasioned by the Board member’s own willful neglect or default.
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Every Board member will be deemed to have assumed office on the express understanding that the University will be bound by the above Indemnity. 36. EXPENSES
The University will reimburse Board members for expenses reasonably incurred to carry out duties of Board members, subject only to reasonable policies of the University from time to time.
F. CODE OF CONDUCT AND ETHICS
37. Overview
The University should behave, and be perceived, as an ethical organization. The fundamental relationship between a Board member and the University is one of trust; essential to trust is a commitment to honesty and integrity. Ethical conduct within this relationship imposes certain obligations.
Section 19.1 of the Act states, “the members of the board of a university must act in the best interests of the university.” In other words, Board members will ensure that their personal and professional interests, or obligations to third parties, do not conflict with their duty to the University.
This Code of Conduct and Ethics outlines how Board members will conduct themselves in accordance with the requirements of the law, the Crown Agencies and Board Resourcing Office (CABRO), Taxpayer Accountability Principles1, and the Standards of Ethical Conduct Guidelines published by the provincial government.
Each Board member should adhere to the minimum standards described herein and to the standards set out in applicable policies, guidelines or legislation.
38. Duties of a Board Member
All Board members owe certain duties to their organizations under the law. In addition, directors of public agencies in BC will comply with the requirements of the CABRO, which publishes Codes of Conduct from time to time.
Generally, a Board Member owes the following duties to the University:
a) Loyalty: Board Members will act honestly, in good faith and in the best interests of the University. In placing the interests of the University ahead of their own personal or business interests, Board members will:
i. Be honest in their dealings with the University and with others on behalf of the University;
1 Taxpayer Accountability Principles: Strengthening Public Sector Governance and Accountability (June 2014) https://www2.gov.bc.ca/assets/gov/british‐columbians‐our‐governments/services‐policies‐for‐government/public‐sector‐ management/taxpayer‐accountability‐principles.pdf
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ii. Avoid situations where they could profit at the expense of the University, appropriate a business opportunity of the University or otherwise put themselves in a position of conflict between their own private interests and the best interests of the University;
iii. Remain impartial and loyal to the best interests of the University and not act as a delegate or representative of any interest, stakeholder or group;
iv. Avoid speaking against or undermining any decision of the Board, regardless of whether the Board member agrees with or voted for that decision; and
v. Avoid engaging in activity or speaking publicly on matters where this could be perceived as an official act or representation of the University unless specifically authorized to do so by the University.
b) Care: Board members will exercise the degree of skill and diligence reasonably expected from an ordinary person of their knowledge and experience.
c) Confidentiality: Board members will not divulge confidential information that they receive as Board members to any person unless authorized. The duty to maintain information in confidence continues after a Board member ceases to be a Board member.
d) Disclosure: Board members who become aware of a matter which they have a duty to disclose or report will advise the Chair as soon as is reasonably practical.
e) Compliance: Board members will comply with all applicable laws and regulations and with the University’s Bylaws and policies adopted by the Board from time to time, including this Code of Conduct and Ethics. No Board member will commit or condone an illegal act or instruct another Board member to do so. All Board members are expected to follow the spirit as well as the letter of the law.
f) Knowledge: Board members will be familiar with and generally knowledgeable about the University’s mandate, vision, goals, strategic direction and operations; the community, business and political environment within which the University operates; and the relevant legislation applicable to the University and to Board members.
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Any Board member who knows or suspects a breach of this Code of Conduct and Ethics has a responsibility to report it to the Chair.
39. Conflicts of Interest
a) Definitions
A conflict of interest arises when a Board member’s private interests supersedes or competes with their dedication and obligations to the interests of the University. This could arise from actual, potential, or apparent conflict of interest for a Board member or related persons and may be financial or otherwise. For this purpose:
i. “actual conflict of interest” occurs when a Board member exercises an official power or performs an official duty or responsibility and, at the same time, knows that in the performance of this duty or responsibility or in the exercise of power there is the opportunity to further a private interest.
ii. “potential conflict of interest” occurs when there exists some private interest that could influence the performance of a Board member’s duty or responsibility or in the exercise of power provided that they have not yet exercised that duty or responsibility.
iii. “apparent conflict of interest” exists when there is possibility that a reasonably well‐ informed person is concerned that a real conflict of interest exists on the part of the Board member.
iv. "related person" means a spouse, child, parent or sibling of a Board member.
b) General Principles In general, a conflict of interest exists for Board members who use their position at the University to benefit themselves, friends or families.
A Board member should not use their position with the University to pursue or advance the Board member's personal interests, the interests of a related person, the Board member's business associate, corporation, union or partnership, or the interests of a person to whom the Board member owes an obligation.
A Board member should not directly or indirectly benefit from a transaction with the University over which a Board member can influence decisions made by the University.
A Board member should not take personal advantage of an opportunity available to the University unless the University has clearly and irrevocably decided against pursuing the opportunity, and the opportunity is also available to the public.
A Board member should not use their position with the University to solicit clients for the Board member's business, or a business operated by a close friend, related person, business associate,
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corporation, union or partnership of the Board member, or a person to whom the Board member owes an obligation.
Every Board member should avoid any situation in which there is, or may appear to be, potential conflict which could appear to interfere with the Board member’s judgment in making decisions in the University’s best interest.
c) Conflict of Interest Situations
Some conflict of interest situations are quite clear, whereas others are less obvious. The following examples of conflict of interest are intended to provide general guidelines for declaring a conflict of interest. These examples should not necessarily be considered exhaustive. Instead the definitions of conflict of interest and general principles described in sections 39(a) and (b) should be applied in determining the existence of a conflict of interest:
i. influencing the purchase of goods or services for the University from a company or firm in which the Board member or a related person has financial interest;
ii. using the position as Board member to obtain employment with the University;
iii. using confidential or non‐public information obtained as a Board member to further a private interest;
iv. serving on the board of another organization and being in possession of information confidential to the University that is of importance to a matter being considered by the board of the other organization;
v. assisting a related person, an associate or an organization in its dealings with the University, when such intervention may result in real or apparent preferential treatment to that person or organization by the University;
vi. participating in or attempting to influence the appointment, hiring, promotion or evaluation of a related person to positions within the University;
vii. using the University’s resources or facilities for a personal benefit or the benefit of related persons;
viii. attempting to influence the outcome of a specific program or facility at the University to which the Board member or a related person has made a significant financial contribution; and
ix. any employment, association or activity, including political activity, that is, or may reasonably be seen to be, incompatible with the Board member’s duties, or
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otherwise be seen to impair their ability to discharge their duties in an impartial fashion, or cast doubt on the integrity or impartiality of the Board or the University.
d) Constituency Membership
Board members who have been selected to the Board as a representative of a stakeholder group or region owe the same duties and loyalty to the University and when their duties conflict with the wishes of the stakeholder or constituent, their primary duty remains to act in the best interests of the University.
A conflict of interest due to representation of or relation to a specific constituency may occasionally arise. In general, voting on matters which have an effect on a broad group (i.e. students staff, faculty) by a member of that group, who is not a director, officer, or member of the executive of that group , is not considered to be a conflict of interest. Conflict could reasonably be considered to exist however, for the following identified groups in the following situations:
(a) deliberations and decisions directly affecting a specific instructional program in which
a. student Board members are enrolled in the program; b. faculty or staff Board members are employed in the program; c. Board members with related persons are enrolled in or employed in the program;
(b) deliberations and decisions related to labour negotiations and labour relations
a. for faculty and support staff Board members b. for Board members with related persons who hold faculty and/or support staff positions at the University; c. for Board members with related persons who hold positions at other institutions who could be seen to gain benefit from information divulged on these matters;
(c) deliberations and decisions related to labour disputes regarding faculty and support staff
a. for faculty and support staff Board members who have the responsibility, or joint responsibility with others, to adjudicate disputes regarding faculty and support staff, represent faculty or support staff or their interests in disputes or are involved in any deliberations, decision‐ making or implementation of any such decisions by or on behalf of faculty or support staff associations;
b. deliberations and decisions related to any matter in which the University’s interests may not be aligned with those of the faculty or
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staff association for Board members who hold executive positions with faculty and staff associations.
For the purposes of clarification, student Board members voting on issues related to tuition and fees other than for the specific instructional program in which they are enrolled, is not considered a conflict of interest.
e) Declaration of Conflict
Board members will arrange their private affairs and conduct themselves in a manner to avoid a conflict of interest. In cases where conflict cannot be avoided, a Board member has an obligation to declare a conflict of interest in writing to the Chair prior to discussion or decision of an issue. Where a Board member is in doubt or unsure of whether a situation involves a conflict, the Board member will immediately seek the advice of the Chair.
If a Board member believes that another Board member is in a conflict of interest situation, the Board member will immediately identify the conflict to the other Board member and request that the conflict be declared. If the other Board member refuses to declare the conflict, the concerned Board member will immediately notify the Chair. If the situation involves a conflict of interest by the Chair, the issue will be referred to the Chair of the Governance and Planning Committee.
A Board member will declare the nature and extent of any conflict at the first meeting of the Board after which the facts leading to the conflict have come to that Board member’s attention. Prior to the approval of the agenda at each Board meeting, the Chair will request that Board members declare any conflicts of interest. The disclosure will be recorded in the minutes of the meeting. After declaring the conflict, the Board member: (a) in a closed or in‐camera session or committee meeting, will absent themselves from the proceedings by leaving the room during discussion and/or voting on the particular matter giving rise to the conflict;
(b) in a regular session, will refrain from discussion and/or voting on the particular matter giving rise to the conflict. The Board member may remain in the room during the discussion but will leave the room during the vote;
(c) will not attempt, in any way or at any time, to influence the discussion or the voting of the Board on any question relating to the matter giving rise to the conflict; and
(d) will be counted in the quorum for a meeting at which the Board member attends, notwithstanding that the Board member is absented while any matter is considered in respect of which a conflict of interest exists for that Board member.
Where a conflict of interest is discovered after the consideration of a matter, the conflict will be declared to the Board and appropriately recorded at first opportunity. If the Board determines
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that the Board member in conflict influenced the Board’s consideration or decision of the matter, the Board without further involvement of the said Board member, will reconsider the matter and may rescind, vary or confirm its decision.
f) Determining Conflicts of Interest
Where a potential conflict of interest has been identified to the Chair pursuant to section 39(e) above, the Board will determine by majority vote whether or not a conflict of interest exists. Prior to the vote, the Board will be provided with information regarding the nature of the perceived conflict and the Board member perceived to be in potential conflict will be given an opportunity to provide their perspective on whether or not a conflict of interest exists.
The Board member perceived to be in conflict will refrain from voting.
If the Board determines that the Board member is in conflict of interest, the Board member will act in accordance with section 39(e) above.
40. Outside Business Interests
Board members should declare possible conflicting outside business activities at the time of appointment. Notwithstanding any outside activities, Board members are required to act in the best interest of the University.
No Board member should hold a significant financial interest, either directly or through a related person or associate, or hold or accept a position as an officer or Board member in an organization in a material relationship with the University, where by virtue of their position in the University, the Board member could in any way benefit the other organization by influencing the purchasing, selling or other decisions of the University, unless that interest has been fully disclosed in writing to the University.
A “significant financial interest” in this context is any interest substantial enough that decisions of the University could result in a personal gain for the Board member.
These restrictions apply equally to interests in organizations that may compete with the University in all of its areas of activity.
41. Confidential Information
Confidential information includes proprietary technical, business, financial, legal, or any other information which the University treats as confidential (including all matters discussed at closed, in‐ camera and committee meetings). Board members should not either during, or following, their term as a Board member, disclose such information to any outside person unless authorized or required by law.
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Similarly, Board members will never disclose or use confidential information gained by virtue of their association with the University for personal gain, or to benefit related persons, friends or associates.
A breach of confidentiality, whether unintended or deliberate, may result in disciplinary action up to and including removal from the Board in accordance with the Act.
If in doubt about what is considered confidential, a Board member should seek guidance from the Chair or the President.
42. Investment Activity
Board members will not, either directly or through related persons or associates, acquire or dispose of any interest, including publicly traded shares, in any company while having undisclosed confidential information obtained in the course of work at the University which could reasonably affect the value of such securities.
43. Outside Employment or Association
A Board member who accepts a position with any organization that could lead to a conflict of interest or situation prejudicial to the University’s interests, will discuss the implications of accepting such a position with the Chair. Acceptance of such a position might require the Board member’s resignation from the Board.
44. Entertainment, Gifts and Favours
It is essential to fair business practices that all those who associate with the University, as suppliers, contractors or Board members, have access to the University on equal terms.
Board members and their related persons will not accept entertainment, gifts or favours that create or appear to create a favoured position for doing business with the University. Any person or entity offering such inducement should be asked to cease. Any such gifts received by a Board member should be returned to the donor.
Board members will not offer or solicit entertainment, gifts or favours in order to secure preferential treatment for themselves or the University.
Board members will not under any circumstances offer or receive cash, preferred loans, securities, or secret commissions in exchange for preferential treatment. Any Board member experiencing or witnessing such an offer should report the incident to the Chair immediately.
Gifts and entertainment should only be accepted or offered by a Board member where such practices are common exchanges to established business relationships for the University. An exchange of such gifts should create no sense of obligation on the part of the Board member.
Full and immediate disclosure to the Chair of borderline situations will always be taken as good‐faith compliance with this Code of Conduct and Ethics.
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45. Use of the University’s Property
Board members may only use property owned by the University for personal purposes, or purchase property from the University, at the same cost and through the same processes available to the general public.
A Board member should not purchase property owned by the University if that Board member is involved in an official capacity in some aspect of the sale or purchase.
46. Breach
A Board member found to have breached their duty to the University by violating the minimum standards set out in this Code of Conduct and Ethics may be liable to censure or removal under section 22 of the Act.
47. Where to Seek Clarification
Normally, the Chair or the Chair of the Governance and Planning Committee should be responsible to provide guidance on any matter concerning standards of ethical behaviour.
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APPENDIX “A”
Bicameral Governance under the University Act
Legislative Framework:
Capilano University is a publicly funded, special purpose, teaching university operating under a bicameral governance structure in accordance with the University Act (the Act), with a division of powers among the Board and the Senate.
The management, administration and control of the property, revenue, business and affairs of the University are vested in the Board (section 27 of the Act).
The Senate is responsible for academic and curriculum‐related matters. The powers and duties of the Senate are set out in section 35.2 of the Act.
The Senate must also advise the Board and the Board must seek the advice of the Senate on the development of educational policy as outlined in section 35.2(6) of the Act.
The President of the University is the chief executive officer and must generally supervise and direct the academic work of the University (section 59 of the Act). The President also has other powers and responsibilities as set out in sections 28 and 60‐63 of the Act.
Board Manual ‐ Section 15(c) Accountability:
One of the key responsibilities of the Board set out in the Board Charter and Mandate is that the Board is accountable for “focusing in strategic issues, and empowering the University’s President and executive team to manage the University’s operations”.
Board Manual ‐ Section 13 Delegation of Authority:
In the absence of a specific reservation of authority in the Act or otherwise, and subject to Board policies and Board policy directions, the management of the University and all necessary authority in connection with that is delegated to the President. The President will specify required actions and develop administrative regulations and policies under which the University will be operated. Such actions, regulations and policies give directions on how the University will meet the values, standards and expectations established by the Board and will be in every respect consistent with the policies of the Board. No such actions, regulations or policies will commit the University to expenditures beyond current budget projections.
Nothing in the foregoing will inhibit direct action by the Board when such action is deemed necessary and prudent.
Policy Development and Management
Under Policy B.102, the Board and the Senate develop new and review existing policies in accordance with the respective powers and duties of each as set out in the Act as well as any other policies that the University might determinate are best handled by one of these bodies.
The Senior Leadership Council develops policies that fall outside the jurisdiction of the Board and the Senate, which normally are operational policies.
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Powers and Duties of the Board
The management, administration and control of the property, revenue, business and affairs of the University as vested in the Board (section 27(1) of the Act).
Pursuant to section 27(2) of the Act, the Board exercises the following power and duties: s. 27(2)(a) to make rules for the meetings of the board and its transactions; s. 27(2)(b) to elect from among its members appointed by the Lieutenant Governor in Council a chair, and, when necessary, an acting chair; s. 27(2)(c) to appoint a secretary and committees it considers necessary to carry out the board's functions, including joint committees with the senate, and to confer on the committees power and authority to act for the board; s. 27(2)(g) subject to section 28, to appoint the president of the university, deans of all faculties, the librarian, the registrar, the bursar, the professors, associate professors, assistant professors, lecturers, instructors and other members of the teaching staff of the university, and the officers and employees the board considers necessary for the purpose of the university, and to set their salaries or remuneration, and to define their duties and their tenure of office or employment; s. 27(2)(h) if the president is absent or unable to act, or if there is a vacancy in that office, to appoint an acting president; s. 27(2)(l) to receive from the president and analyse and adopt with or without modifications the budgets for operating and capital expenditure for the university; s. 27(2)(m) to set, determine and collect the fees i. to be paid for instruction, research and all other activities in the university, ii. for extramural instruction, iii. for public lecturing, library fees, and laboratory fees, iv. for examinations, degrees and certificates, v. for the use of any student or alumni organization in charge of student or alumni activities, and vi. for the building and operation of a gymnasium or other athletic facilities; s. 27(2)(n) to pay over i. the fees collected for a student or alumni organization that the organization may request, and ii. in accordance with section 27.1, the fees collected for a student society or a provincial or national student organization; s. 27(2)(n.1) in accordance with section 27.1 (1.1), i. to impose fees on and collect fees from students who are not members of a student society, and ii. remit those fees to the student society; s. 27(2)(o) to administer funds, grants, fees, endowments and other assets; s. 27(2)(p) to select a seal and arms for the university and have sole custody and use of the seal; s. 27(2)(q) to provide for student loans; s. 27(2)(s) to enter into agreements on behalf of the university;
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s. 27(2)(t) to regulate, prohibit and impose requirements in relation to the use of real property, buildings, structures and personal property of the university, including in respect of i. activities and events, ii. vehicle traffic and parking, including bicycles and other conveyances, and iii. pedestrian traffic; s. 27(2)(t.1) to regulate, prohibit and impose requirements in relation to noise on or in real property, buildings and structures of the university; s. 27(2)(u) to acquire and deal with i. an invention or any interest in it, or a licence to make, use or sell the product of an invention, and ii. a patent, copyright, trade mark, trade name or other proprietary right or any interest in it; s. 27(2)(v) to require, as a term of employment or assistance, that a person assign to the board an interest in an invention or an interest in a patent, copyright, trade mark, trade name or other proprietary right resulting from an invention i. made by that person using the facilities, equipment or financial aid provided by the board, or ii. made by that person while acting within the scope of the person's duties or employment, or resulting from or in connection with the person's duties or employment as an officer or employee of the university; s. 27(2)(w) to pay to a municipality incorporated under an Act a grant in a year not exceeding the lesser of i. the amount that would be payable as general municipal taxes in the year on property of the university within the municipality if the property were not exempt from these taxes, and ii. the amount specified by the minister or calculated in the manner specified by the minister; s. 27(2)(x) to make rules consistent with the powers conferred on the board by this Act; s. 27(2)(X.1) to impose and collect penalties, including fines, in relation to a contravention of a rule or other instrument made in the exercise of a power under this section; s. 27(2)(X.1) to provide for the hearing and determination of disputes arising in relation to i. the contravention of a rule or other instrument made in the exercise of a power under this section, and ii. the imposition of a penalty under paragraph (x.1);
s. 27(2)(y) to do and perform all other matters and things that may be necessary or advisable for carrying out and advancing, directly or indirectly, the purposes of the university and the performance of any duty by the board or its officers prescribed by this Act or the Sexual Violence and Misconduct Policy Act.
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Powers and Duties of the Senate
Pursuant to sections 27(2) and 35.2 of the Act, the Senate exercises the following power and duties:
A. Powers with final authority resting with the Senate (s. 35.2(5)): s. 35.2(5)(a) regulate how its meetings and proceedings are conducted, including the quorum necessary to conduct business and how a vice chair, who is to chair meetings in the absence of the president, is elected; s. 35.2(5)(b) set criteria for awarding certificates, diplomas and degrees, including honorary degrees; s. 35.2(5)(c) set curriculum content for courses leading to certificates, diplomas and degrees; s. 35.2(5)(d) set qualifications for admission; s. 35.2(5)(e) set policies concerning examinations and evaluation of student performance; s. 35.2(5)(f) set residency requirements for awarding credentials for courses and programs; s. 35.2(5)(g) set policies concerning student withdrawal from courses, programs, or Capilano Univeristy; s. 35.2(5)(h) set criteria for academic standing, academic standards, and the grading system; s. 35.2(5)(i) set criteria for awards recognizing academic excellence; s. 35.2(5)(j) set policies and procedures for appeals by students on academic matters and establish a final appeal tribunal for these appeals; and s. 35.2(5)(k) set policies on curriculum evaluation for determining whether: i. courses or programs, or course credit from another university or body are equivalent to courses, programs, or course credit at Capilano University; and ii. courses or programs, or course credit from one part of Capilano University are equivalent to courses or programs, or course credit in another part of Capilano University.
B. Advisory duties, with final authority given to the Board: 1. The Board must seek, and the Senate must give, advice on the development of educational policy for the following matters (s. 35.2(6)):
s. 35.2(6)(a) the mission statement and the educational goals, objectives, strategies, and priorities of the Capilano University; s. 35.2(6)(b) the establishment, revision, or discontinuance of courses and programs at Capilano University; s. 35.2(6)(c) the preparation and presentation of reports after implementation by Capilano University without prior review by the Senate of
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i. new non‐credit courses, or ii. programs offered under service contract; s. 35.2(6)(d) the priorities for implementation of new programs and courses leading to certificates, diplomas, or degrees; s. 35.2(6)(e) the establishment or discontinuance of faculties at Capilano University; s. 35.2(6)(f) the evaluation of programs and educational services; s. 35.2(6)(g) the library and resource centres; s. 35.2(6)(h) the setting of the academic schedule; s. 35.2(6)(i) the qualifications for faculty members; s. 35.2(6)(j) the adjudication procedure for appealable matters of student discipline; s. 35.2(6)(k) the terms for affiliation with other post‐secondary bodies; s. 35.2(6)(l) the consultation with community and program advisory groups concerning Capilano University's educational programs; and s. 35.2(6)(m) other matters specified by the Board.
2. In addition, the Board must consult with Senate on the following matters (s. 27(2)):
s. 27(2)(d) the maintenance and keep in proper order and condition the real property of the University, the erection and maintenance of the buildings and structures on it that in the opinion of the Board are necessary and advisable, and the rules respecting the management, government and control of the real property, buildings and structures; s. 27(2)(e) the conservation of the heritage sites of the University, including any heritage buildings, structures and land of the University; s. 27(2)(i) the establishment of faculties and departments with suitable teaching staff and courses of instruction; and s. 27(2)(k) providing for the chairs, institutes, fellowships, scholarships, exhibitions, bursaries and prizes the board and the senate consider advisable.
C. Powers with final authority resting with the Senate and the Board:
s. 27(2)(f) the establishment of procedures for the recommendation and selection of candidates for president, deans, librarians, registrar and other senior academic administrators as the board may designate; s. 27(2)(j) the establishment of faculties and departments the board considers necessary; and s. 27(2)(r) the number of students that may in the opinion of the board, having regard to the resources available, be accommodated in the university or in any faculty of it, and to make rules considered advisable for limiting the admission or accommodation of students to the number so determined .
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APPENDIX “B”
Mandate Letter, BC Ministry of Advanced Education
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APPENDIX “C”
Oath of Office and Annual Declaration
OATH OF OFFICE
I, [name of Board Member], sincerely promise and swear (or affirm) that I will truly, faithfully and impartially, to the best of my ability, execute the duties and responsibilities of my position as a member of the Board of Governors of Capilano University. I have read and agree to abide by the Capilano University Board Governance Manual, including the Board of Governor’s Bylaws and Code of Conduct and Ethics.
Date at City, British Columbia, this date of month, year.
______Signature of Board Member
______Print Name
ANNUAL DECLARATION
I have read and considered the Capilano University Board Governance Manual, including the Bylaws and Code of Conduct and Ethics.
I understand and agree that:
I will conduct myself in accordance with the provisions contained in the Board Governance Manual. I have disclosed all activity I am engaged in that could be perceived as a conflict of interest. I will not distribute Board and committee materials further, and I will keep in confidence the Board and committee materials designated as confidential and confidential conversations of the Board. I agree that my undertaking of confidentiality extends beyond my term on the Board into perpetuity. Should circumstances change, and in particular if a new potential conflict of interest arises, I will update the information in this declaration to disclose any such change as soon as possible.
I certify that the information provided above is true and complete to the best of my knowledge.
______Date Signature of Board Member ______Print Name
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APPENDIX “D”
Capilano University Board of Governors
Communication Protocol
Purpose
Capilano University Board of Governors members (“Board members”) may be approached by members of the public with questions, or may receive requests for information related to Capilano University. Because activities and issues evolve over time and it is important that information provided to the community is consistent and as up‐to‐date as possible, the following communications protocol has been established. This protocol is intended to support Board members in their responsibility as representatives of Capilano University and to ensure that our response to the community is consistent, timely and accurate.
Protocol
Key messages related to emerging issues or activities will be provided to Board members as necessary in the Board agenda package. Board members are asked to refer to the key messages to address questions that may be posed informally by community members (e.g. in a social setting).
If a significant update is available prior to a board meeting, a briefing note, specific to that initiative/issue, will be emailed to all Board members by the President’s Office.
The only spokesperson for Board matters is the Chair or the Chair’s express delegate.
The only spokesperson for senior leadership is the President or the President’s express delegate.
Once the Board takes a decision after a fair and objective hearing of different opinions on an issue before it, Board members are expected to stand united in that decision in public.
Board members are expected to communicate promptly and clearly to the Chair and the President any significant concern or complaint. Any subsequent response would be developed by the President, in consultation with the Chair and supported by knowledge experts and University communications.
Occasionally, the Chair, or Board members, may be asked to respond to a media request or an inquiry from a representative group. All such inquiries should be directed to the Director, Communications via the Chair and then to the President’s Office. The Director, Communications will undertake any background research required and will work with the Chair, or appropriate spokesperson, to respond to the request. The Director, Communications will ensure the President’s Office remains the conduit to any final communications prepared, that the Board member who originally received the request is copied; and the entire Board is notified of the request and the response is included as part of the next Board meeting agenda package.
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The Board may be asked to receive a signed petition or other appeal, from a group or representative body. The sender receives confirmation of receipt from the Director, Communications and assurance of the process to present the petition to the Board and document it in the Board’s records management system.
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BOARD REPORT
AGENDA ITEM 7.2: B.203 AND B.204 ‐ STUDENT AWARDS POLICIES FOR RESCISSION PURPOSE: Approval Information Discussion
MEETING DATE: June 2, 2020
PRESENTER: Duncan Brown, Governance and Planning Committee Chair
PURPOSE For the Board to rescind B.203 Emergency Bursaries and Fee Waivers and B.204 Board Scholarships.
BACKGROUND
Capilano University has a number of awards, scholarships, prizes and bursaries that are awarded to students annually.
The University Act states that Senate is responsible for setting the “criteria for awards recognizing academic excellence” (section 35.2(5)(i)). S2018‐02 Student Awards (attached) establishes the criteria for these awards and it includes all other awards given to students for transparency and consistency at the university. On June 6, 2018, Senate approved S2018‐02 Student Awards Policy. Attached to the policy is Appendix A which lists all awards distributed by the Registrar’s Office (attached for information) and is available on the CapU website.
This Senate policy and its associated Appendix A consolidates and replaces all previous student awards, scholarship, bursaries and prizes policies. This includes operational policies that have already been rescinded, as well as board policies B.203 Emergency Bursaries and Fee Waivers policy and B.204 Board Scholarships policy.
The content of B.203 is reflected in S2018‐02. The content of B.204 is reflected in Appendix A.
RECOMMENDATION
THAT the Board rescind B.203 Emergency Bursaries and Fee Waivers.
THAT the Board rescind B.204 Board Scholarships.
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Policy No. Replaces Policy B.203 Policy 31 Board Policy Name
EMERGENCY BURSARIES AND FEE WAIVERS Approved by Responsibility Category Board Board of Governors Finance Date Issued Date Revised Revision Related Policies, Reference June 15, 2010 6
The University Board wishes to provide supplementary financial assistance to scholastically successful students as part of its commitment to making educational opportunities accessible to its community and to facilitating the retention of scholastically successful students. This desire, however, must be constrained by the limitations on the resources of the University.
Accordingly, it is the policy of the University to conduct an annual review of the revenues and eligibility criteria of the Student Financial Assistance Program with a view to determining what, if any, supplementary financial aid may be required. This review will normally be conducted coincident with the annual budget development process of the University. The Board may direct that funds from appropriate sources be dedicated to supplementing the Student Financial Assistance Program in effect.
The management of any such supplementary financial aid for students shall be governed by the following principles:
1. The determination of need shall be governed by the same rules and procedures as apply to the Student Financial Assistance Program and as administered by the Financial Aid officer.
2. Access to supplementary aid shall be limited to students who meet the scholastic standing and course load criteria of the Student Financial Assistance program.
3. Students shall not have access to supplementary aid until they have exhausted all other financial aid resources available to them. Access to such aid shall be limited to students whose ability to remain students is threatened by insufficient financial aid.
4. Supplementary aid shall be in the form of emergency bursaries and fee waivers.
At the time of budget approval, the Board will annually establish a fund from which the bursaries are drawn. The fee waivers may be for up to three hundred (300) credit hours.
Any fund established by the Board for the purpose of supplementing the Student Financial Assistance Program shall be managed in conformity with sound business practice and shall be subject to external audit.
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Policy No. Replaces Policy B.204 Resolution 324 Board Policy Name
BOARD SCHOLARSHIPS Approved by Responsibility Category Board Board of Governors Finance Date Issued Date Revised Revision Related Policies, Reference March 22, 1990 June 15, 2010 12
On recommendation of the President, the Board shall annually award:
1. Ten (10) full tuition Board Entrance Scholarships to high school graduates (or equivalent) based on individual application and adjudicated by the University. These are for students undertaking fulltime (12 credits or greater) studies. These would be renewable for up to a total of 4 years with a previous term GPA of 3.5 or greater in a fulltime (12 credits or greater) program of studies. These are the premier entrance scholarships awarded by the University.
2. Twenty -five (25) high school graduate scholarships of $1500, applied to tuition upon registration at the University in 12 credits or more. Each year the University will determine which schools are to be offered these awards but every public high school in the official region will be included. They are non-renewable. These awards are adjudicated by the schools, but require a minimum high school GPA set by the University.
3. Thirty (30) $1500 program specific scholarships open to students not directly out of high school. These are applied to tuition upon full time registration. The University adjudicates these awards. The President, upon the recommendation of the scholarship committee, determines specific program details.
4. Up to twelve (12) athletic awards to outstanding students.
5. In addition to the above, at the President's discretion, up to three (3) $1500 scholarships to outstanding students to assist in recruitment.
Paul Gallagher Scholarship for Excellence
Dr. Paul Gallagher, former President of Capilano College, was noted for his scholastic achievement, qualities of leadership, enthusiastic approach to work and leisure, and warmth and compassion towards others. In 1985, the Capilano College Board established, with the Capilano College Foundation, a permanent award in his honour: the Paul Gallagher Scholarship for Excellence.
The award is presented at the President’s discretion and consists of a maximum of one scholarship to one student for each academic year. The scholarship recipient, a continuing Capilano University student, can hold the scholarship for a maximum of two instructional
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Policy No. Replaces Policy B.204 Resolution 324 Board Policy Name
BOARD SCHOLARSHIPS Approved by Responsibility Category Board Board of Governors Finance Date Issued Date Revised Revision Related Policies, Reference March 22, 1990 June 15, 2010 12 terms. For the scholarship to be extended to the second term, however, the recipient must maintain an excellent standard of work and conduct. The scholarship offers a tuition fee waiver and $1000 to be spent on books and other educational expenses.
Douglas K. Jardine Scholarship
In 1995, the Capilano College Board established a permanent award, with the Capilano College Foundation, to honour former President, Douglas K. Jardine. This scholarship recognizes Dr. Jardine’s leadership in academic excellence. Dr. Jardine contributed much to the creation of an enhanced learning environment, where innovation and dedication to student success thrives. The purpose of this fund is to use the interest earned annually to provide one or more scholarships for students to attend Capilano University.
It is presented, at the President’s discretion, to an outstanding student in a full-time academic or career program after the completion of 24 credit hours of instruction in that program. The recipient must have a minimum cumulative GPA of 4.0.
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Policy No. Officer Responsible S2018-02 Vice President Academic and Provost Policy Name Student Awards Approved by Replaces Category Next Review E.706; E.707; E.709; E.709; Senate June 6, 2023 B.203; B.204; ARM 1076 Date Issued Date Revised Related Policies, Reference Appendix A – University Funded Student June 6, 2018 Awards
1 PURPOSE
This policy is to provide direction regarding Student Awards, including Scholarships, Bursaries, Awards and Prizes (SBAP) at Capilano University.
2 DEFINITIONS
For the purposes of this policy, the following definitions apply:
“Scholarships” are financial support provided to students primarily on the basis of demonstrated academic achievement as demonstrated through term grade point average (TGPA) and/or cumulative grade point average (CGPA). International students are eligible to apply for consideration for scholarships, unless otherwise specified. All scholarships are administered by the Registrar’s Office.
“Bursaries” are financial support provided to students based on attainment of minimum academic requirements and the assessment of demonstrated financial need. International students are not eligible for consideration for bursaries. All bursaries are administered by the Registrar’s Office.
“Emergency Bursaries” are financial support provided to students who have exhausted all other financial aid resources available to them and have a demonstrated unforeseen financial circumstance. The determination of need shall be governed by the same rules and procedures as apply to the Student Financial Assistance Program managed by the BC Ministry of Advanced Education. Students must meet the scholastic standing and course load criteria of the Student Financial Assistance Program.
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“Awards” are financial support provided to students based on the attainment of minimum academic requirements and the assessment of a combination of criteria that include, but are not limited to, two or more of the following: academic achievement, financial need, community involvement, extra-curricular activities, demonstrated leadership, outstanding athletic or artistic participation, or service to the university community or the community at large. International students are eligible to apply for consideration for awards, unless otherwise specified. All awards are administered by the Registrar’s Office.
“Student Awards” refers, generically, to all student scholarships, bursaries and awards that are funded by the university, or by donors through the university, and administered by the Registrar’s Office. They include both Continuing Student Awards and Student Entrance Awards as defined below:
“Continuing Student Awards” refers, generically, to all scholarships, bursaries, and awards provided to students on the basis of academic and/or other achievements demonstrated in their course of studies at the university.
“Student Entrance Awards” refers, generically, to all scholarships, bursaries, and awards provided to first-time, entering students on the basis of academic and/or other achievements demonstrated prior to the commencement of studies at the university.
“Prizes” are financial support provided to students. Prizes are established if the criteria does not meet the criteria does not meet the university criteria for scholarships, bursaries and awards administered by the Registrar’s Office. All prizes are administered by program and/or faculty areas in conjunction with Financial Services.
“External Awards” are financial support that are normally funded and administered outside the university. In these cases, the university assumes no responsibility for any part of the funding, administration, and selection processes; however, the Registrar’s Office may decide to publicize these awards as a service to the university community. In limited instances, the university may provide administration assistance, if there is deemed to be a significant benefit to our students and it has been approved by the Registrar or Vice President, Academic and Provost.
“Full-Time Enrolment” refers to registration in a minimum of nine (9) credits at the undergraduate level (100 level), or higher, in a program of study.
“Satisfactory Academic Standing” refers to a student’s eligibility to continue in or graduate from the program in which the student is registered, exclusive of those students allowed to continue on a probationary basis. For Student Entrance Awards, a student will be deemed to have achieved satisfactory academic standing provided the student has been granted admission to a program of study at the university.
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3 SCOPE
3.1 This policy applies to both university and donor funded student awards.
3.2 This policy relates to the establishment, criteria development, definitions, equitable competition, and fair and wide distribution of funding for all student awards administered by the Registrar’s Office at the university and for all prizes administered by program and/or Faculty areas at the university. This policy relates only to those funds available to students entering or registered in academic programming or on a limited basis for upgrading programming.
4 POLICY STATEMENT
4.1 The university’s goal of student success is supported by the provision of financial support for our students to assist those who demonstrate financial need, to encourage and recognize academic excellence or other areas consistent with the goals of the university, or those in combination in support of the university’s student recruitment and retention goals.
4.2 The Freedom of Information and Protection of Privacy Act as well as university policies related to information protection and access of personal information shall govern all aspects of the SBAP process, including but not limited to, application and nomination forms, nomination committee decisions, and information provided to donors and others concerning award recipients.
4.3 To ensure the full utilization of all university funds allocated to supporting students through scholarships, bursaries and awards, all university-funded scholarship and award funds that are unclaimed or unutilized in a given year will be moved to bursary funds for that same year.
5 GENERAL TERMS AND CONDITIONS OF STUDENT AWARDS AND PRIZES
5.1 Terms and conditions specific to student awards and prizes are derived from this policy and must: a. Benefit students and have a minimum of limiting criteria; b. Ensure equity in competition and distribution; c. Ensure fair and wide distribution of funds; d. Abide by any relevant government policy, regulations, and/or guidelines (e.g. BC Human Rights Code, FOIPPA, CRA regulations, etc.); e. Be consistent with the University’s vision, mission and values; f. Comply with pertinent University policies, procedures, and academic regulations; and g. Be practical for the University to administer.
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5.2 The university is sensitive and cautious regarding the selection criteria contained in terms of reference for student awards and may reject awards if selection criteria are deemed to be inappropriate. Student award criteria may be mathematical in nature (e.g. to be given to the student with the highest cumulative grade point average) or judgmental, where other criteria are included (e.g. demonstrated interest and achievement) that are based on supporting documentation from the student.
5.3 Academic requirements will be calculated by the Registrar’s Office: a. New students direct from high school will be evaluated on their high school grade point average (GPA). b. New students with prior post-secondary experience will be evaluated on the cumulative grade point (CGPA) average of their previous post-secondary studies; c. Continuing students will be evaluated on their term grade point average (TGPA) and/or cumulative grade point average (CGPA).
5.4 In the case of a tie, preference will be given to students who have successfully completed a greater number of credits for the term under consideration.
5.5 To eligible for student awards, applicants must have satisfactory academic standing and be enrolled at a minimum of full time at the university in the term of application. Additionally, to be eligible for Continuing Student Awards, students must have successfully completed a minimum of nine (9) credits at the undergraduate level (100 level), or higher, at the university.
5.6 The above conditions apply to all student awards unless the student award criteria states otherwise or the student is approved to study on a reduced course load by StudentAid BC or Capilano University Accessibility Services. In these cases, the student must meet the definition of a full-time student as defined for students with permanent disabilities.
5.7 Prizes can be issued by a Faculty or program area if normally acceptable criteria, financial cost centres, advertising, record keeping, recipient selection, and prize presentation procedures are established and/or used. Outlined procedures must be followed for the reporting and vetting of such prizes prior to choosing a recipient. Prizes are not advertised or reported through the Registrar’s Office.
6 STUDENT AWARD NOMINATION
6.1 Minimum levels of scholarship, academic standing, and acceptable conduct standards for all student awards will be established by the university.
6.2 All nomination committee members must be current university employees and approved by the Vice President, Academic and Provost. If a student(s) is required for the nominating committee, the student(s) are approved by the Vice President, Academic and Provost in consultation with the Registrar.
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6.3 Nomination committees are responsible for ensuring and maintaining the confidentiality of candidates and nominees as well as for the transparency of the candidate consideration and nomination processes.
6.4 Student award donors may not be involved in the nomination or selection process, and no nomination committee member may have a conflict of interest with any student award applicant. All conflicts of interest must be declared.
7 STUDENT AWARD DISTRIBUTION
7.1 The total monetary value that a student can receive in a given academic year must not exceed the highest monetary value of an existing university award. The university may determine alter the highest monetary value on an annual basis.
7.2 The university reserves the right to limit the number of student awards where too few suitable candidates exist or to withhold or cancel a student award in the absence of a suitable candidate or if a donor withdraws the student award.
8 STUDENT AWARD ACCEPTANCE
8.1 Only students receiving a Student Entrance Award are required to formally accept the award and the conditions of the award. Acceptance is for a program of studies at the university that commences in the academic year immediately following award notification.
8.2 If a recipient, who has formally accepted the Student Entrance Award, fails to register at the university by the Fee Payment deadline for the applicable term, the award will be cancelled.
9 STUDENT AWARD PAYMENT
9.1 Student awards applied to the student’s Capilano University student account.
9.2 Students who withdraw, reduce their course load or otherwise alter their program of study so that they no longer meet the criteria for granting the student award may be required to forfeit all or part of the student award.
9.3 Student awards may not be deferred.
10 STUDENT AWARD RENEWAL
10.1 Approval of the second or subsequent portions of a student award will be conditional upon the recipient’s meeting renewal criteria. Recipients who do not meet the renewal criteria will forfeit the remaining portions of their student award.
11 STUDENT AWARD RETENTION
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11.1 Student award recipients may retain the honour of an award, but resign the monetary value. Any funds made available by the resignation will be made available to another eligible student.
11.2 Students enrolled in less than a full-time course load in their final term of studies may retain a student award if that number of credits is sufficient for graduation. In this case, a student award may be prorated.
12 STUDENT AWARD AUDIT AND REVERSAL
12.1 All submitted student award applications are subject to audit and verification by the Registrar’s Office. Applicants may be required to submit additional supporting documentation (e.g. financial, income tax, family information, etc.) as part of the audit process at the time of application, during the study period, or at the time of subsequent application. Student awards will be revoked from students who misrepresent themselves on applications.
12.2 Any student award may be withheld, reduced, cancelled, or retracted from a student for any of the following reasons: failure to meet required terms and conditions, reduction in course load, withdrawal from the university, or student misconduct.
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University-Funded Student Awards
Appendix A
University-Funded Student Entrance Awards Student Entrance Awards are made available annually and are in the form of a standard tuition fee waiver plus tuition surcharges for domestic students, and in some cases international students, who are enrolled in an undergraduate program that is a minimum duration of sixteen (16) months.
Capilano Excellence Scholarship (#0663) The Capilano Excellence Scholarship is the premier entrance scholarship awarded by the university to recognize high school applicants with documented exemplary leadership in their school and community and demonstrated academic excellence, based on secondary school averages in core subjects. Note: Applicants must have graduated from high school a maximum of eighteen (18) months prior to the start of their program.
Award Value: Up to $40,000 towards domestic tuition and tuition surcharges; disbursed to a maximum of $5,000 in each academic term for up to eight (8) consecutive academic terms (four (4) years)
Renewable: Yes, with minimum scholarship criteria
Number of Awards: Ten (10)
Open to: Both domestic and international students
Capilano Community Leadership Award (replacing CAPA #0670 and CAPP #0671) The Capilano Community Leadership Award is awarded by the university to recognize applicants with documented leadership and volunteerism in the community and demonstrated strong academic standing. Award Value: Up to $2,500 towards tuition and tuition surcharges
Renewable: No
Number of Awards: Thirty-five (35) Distributed as follows: • Twenty (20) awards for high school applicants; open to nominations from any BC high school with a maximum of one (1) per school per year.
1 Created: June 2018 Revised: January 2019; Approved by SLC March 6, 2019
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o If there are insufficient applications in this CCLA category, any unutilized funds will first be considered for applications in the other two CCLA categories. • Ten (10) awards for non-high school applicants (e.g. transfer or mature entry) o If there are insufficient applications in this CCLA category, any unutilized funds will first be considered for applications in the other two CCLA categories. • Five (5) awards for applicants to new programs or programs prioritized for recruitment, with at least one award per identified program per year. The Vice-President Academic and Provost will determine the qualifying programs annually using the following established critieria: o Programs, with a credential at the undergraduate level or higher, whose first intake falls within the academic year that the entrance award will be offered or the prior two academic years. o Programs, with a credential at the undergraduate level or higher, that are prioritized for recruitment for the academic year that the entrance award will be offered
If more than 5 programs meet either of the definitions above in a given academic year, programs will be selected based on the following criteria:
o programs for which the CCLA has not been previously awarded o programs whose first intake is within the academic year that the entrance award will be offered, and then, if needed, within the prior academic year
o programs that align with Ministry of Advanced Education, Skills & Training mandates If less than 5 programs meet the established criteria above, or there are insufficient applications in this CCLA category, any unutilized funds will first be considered for applications in the other two CCLA categories.
Open to: Domestic students only
International Student Entrance Award (#0896) The International Student Entrance Award is awarded by the university to recognize international applicants to a Capilano University undergraduate program, English for Academic Purposes (EAP) program, or EAP pathway program with documented engagement and involvement in school initiatives and activities and demonstrated strong academic standing. Award Value: Up to $1,500 towards tuition and tuition surcharges
Renewable: No
2 Created: June 2018 Revised: January 2019; Approved by SLC March 6, 2019
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Number of Awards: Three (3)
Open to: International students only
Capilano University Athletic Award (#0683) The Capilano University Athletic Award is awarded by the university to recognize both applicants and continuing students with demonstrated excellence in athletics and strong academic standing. Award Value: Up to $2,500 towards tuition and tuition surcharges (Twenty-two (22) awards) Up to $5,000 towards tuition and tuition surcharges (Two (2) awards)
Renewable: No
Number of Awards: Twenty-four (24) (distributed between entrance and continuing awards)
Open to: Both domestic and international students
University-Funded Continuing Student Awards
Capilano University Bursary Fund (#0567) The Capilano University Bursary Fund is awarded by the university to support domestic students who have demonstrated financial need and good academic standing. Award Value: Varies
Renewable: No
Number of Awards: Varies
Open to: Domestic students only
First Term Bursary (#0149) The First Term Bursary is awarded by the university to support first term, undergraduate domestic students who have demonstrated financial need and good academic standing. Award Value: Varies
Renewable: No
Number of Awards: Varies
Open to: Domestic students only
Family Focus Supplemental Bursary (#0800)
3 Created: June 2018 Revised: January 2019; Approved by SLC March 6, 2019
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The Family Focus Supplemental Bursary is awarded by the university to support students with demonstrated financial need and good academic standing in meeting unsubsidized daycare costs for their children enrolled in the Capilano University Children’s Centre. Award Value: Varies
Renewable: No
Number of Awards: Varies
Open to: Domestic students only
Capilano University Emergency Bursary Fund (#0414) The Capilano University Emergency Bursary Fund is awarded by the university to support students who have demonstrated financial need and are faced with an unexpected financial emergency. Award Value: Varies
Renewable: No
Number of Awards: Varies
Open to: Domestic students only
Capilano University Achievement Access Award (#0980) The Capilano University Achievement Access Award is awarded by the university to recognize continuing students who have demonstrated strong academic standing and financial need. Award Value: Varies
Renewable: No
Number of Awards: Varies
Open to: Domestic students only
Capilano University Athletic Award (#0683) The Capilano University Athletic Award is awarded by the university to recognize both applicants and continuing students with demonstrated excellence in athletics and strong academic standing. Award Value: Up to $2,500 towards tuition and tuition surcharges (Twenty-two (22) awards) Up to $5,000 towards tuition and tuition surcharges (Two (2) awards)
Renewable: No
Number of Awards: Twenty-four (24) (distributed between entrance and continuing awards)
Open to: Both domestic and international students 4 Created: June 2018 Revised: January 2019; Approved by SLC March 6, 2019
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Capilano University Study Abroad Award (#0904) The Capilano University Study Abroad Award is awarded by the university to recognize students participating in a Capilano University Study Abroad program who have demonstrated strong academic standing. Award Value: up to $1,000
Renewable: No
Number of Awards: Varies
Open to: Both domestic and international students
CIE International Student Award (#0899) The CIE International Student Award is awarded by the university to recognize international students in a Capilano University undergraduate program, English for Academic Purposes (EAP) program, or EAP pathway program who have demonstrated strong academic standing. Award Value: $1,000
Renewable: No
Number of Awards: Eight (8)
Open to: International students only
CIE International Student Scholarship (#0898) The CIE International Student Scholarship is awarded by the university to recognize international students in a Capilano University undergraduate program, English for Academic Purposes (EAP) program, or EAP pathway program who have demonstrated academic excellence. Award Value: $1,000
Renewable: No
Number of Awards: Three (3)
Open to: International students only
Paul Gallagher Scholarship for Excellence (#0114) The Paul Gallagher Scholarship for Excellence is awarded by the university to recognize continuing students with documented exemplary leadership in the university and/or community and demonstrated academic excellence. Award Value: Up to $10,000 towards tuition and tuition surcharges; disbursed to a maximum of $5,000 in each academic term for up to two (2) consecutive academic terms 5 Created: June 2018 Revised: January 2019; Approved by SLC March 6, 2019
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Renewable: Yes, with minimum scholarship criteria
Number of Awards: One (1)
Open to: Domestic students only
6 Created: June 2018 Revised: January 2019; Approved by SLC March 6, 2019
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BOARD REPORT
AGENDA ITEM 8.1: CHANGE TO B.201 INVESTMENT POLICY (FOR FOUNDATION ASSET MIX) PURPOSE: Approval Information Discussion
MEETING DATE: June 2, 2020
PRESENTER: Ash Amlani, Chair of the Investment Management Committee
PURPOSE
For the Board of Governors to discuss the necessary changes to B.201 Investment Policy as part of the annual review cycle and consider the required amendments needed if the Committee would like to recommend investment in real estate.
MOTION
THAT the Board of Governors approves changes in the asset mix for the foundation portfolio.
BACKGROUND
The investment policy and investment guidelines govern the oversight and management of the university and foundation investments. The investment policy is a public document which is approved by the university Board of Governors based on recommendations of the Investment Management Committee. The investment guidelines are an internal document with greater detail and flexibility to manage the investments as delegated to the Investment Management Committee.
Further to the discussion at the May 14, 2020 Committee meeting, the Committee agreed to bring forward a change to the Foundation portfolio asset mix. The proposed change to the Investment Policy will permit an investment in alternative asset classes, as some future point.
An investment in real estate would be captured as an “Alternative Asset Class”. This addition would also permit investments in Real Estate, Alternatives, and/or Infrastructure. The proposed change to the asset mix would be done as a range, from 0 – 10%, and the contribution would be taken from fixed income or equities. As the asset mix is currently identified as a range, further revisions to the benchmarks for fixed income and equities is required.
The Investment Policy was last revised in March 2019 with the university Board of Governors approving changes to the asset mix of both portfolios. The proposed changes are highlighted in the attached table.
FOUNDATION ASSET MIX
Asset Class Range or Maximum Benchmark or Target
Fixed Income Range 30% to 50% Benchmark 30 ‐ 40%
Canadian Equities Max 40% Target 30%
Foreign Equities Max 40% Target 30%
Total Equities Range 50% to 70% Benchmark 50 ‐ 60%
Alternative 0 – 10% Benchmark 0‐10%
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POLICY
Policy No. Officer Responsible B.201 Vice-President, Finance and Administration Policy Name Investment Policy Approved by Replaces Category Next Review Board Policy 47 A March 2020 Date Issued Date Revised Related Policies, Reference January 25, 2005 March 19, 2019 B.306
1 PURPOSE
1.1 Investment earnings are an important source of funding for the University. Therefore the protection and enhancement of the principal assets of all the University’s portfolios is crucial if the University is to meet the expectations of stakeholders – be they students, academics, government, or donors. The purpose of this policy is to establish guidelines to ensure that the assets of Capilano University (the University) and the Capilano University Foundation (herein both referred to as the University) are invested in a prudent and effective manner.
2 INVESTMENT PORTFOLIOS — GENERAL DISCUSSION
2.1 The University has two investment portfolios, which can be broadly categorized by the type of spending obligations. Spending obligations dictate liquidity requirements, and thus have significant implications for investment time horizons. The two investment portfolios are:
a) Short-term Portfolio: Surplus cash flows that may be needed in the near term (< 1 year) or earlier, and that relate to timing differences between sources and uses of funds. For example, the University receives its tuition revenue in concentrated amounts during certain months of the year, while expenditures for the delivery of courses occur more evenly throughout the year. Other sources are flow through or restricted funding arrangements whereby the University receives funds for a specific purpose, but there is a delay in the outlay of those funds, such as funds received for the purchase of capital items, awards financed on an annual or flow-through basis, and funds received from a variety of provincial or federal agencies for specific program deliverables. In each of these cases, an opportunity exists to invest these funds to defray additional operating costs of the University, but the investments must have a high degree of liquidity, as well as a low propensity for returns to be volatile. The investments may be directed toward short term Government of Canada Treasury
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Bills, Provincial Treasury Bills, or the Government of BC’s Central Deposit Program.
b) Long-term Portfolio: Represents longer liability streams, including endowments and fund surpluses set aside for future use. Investment policies and practices must ensure that this portfolio may be able to sustain a stable flow of funds for the intended recipients or purposes. This requires maintaining the purchasing power against the erosive effect of inflation. Liquidity is not paramount as long as the regular payment requirements can be achieved. Given a longer investment time horizon, this portfolio is able to absorb some volatility of return in order to obtain the long-term benefits of those asset classes that have historically provided superior rates of return. The investments may be directed toward short-term Government of Canada Treasury Bills, Bankers’ Acceptances of Schedule “A” Canadian Banks, R1 rated commercial paper, appropriately rated bonds and mortgages, or appropriately rated preferred and common shares.
3 INVESTMENT OBJECTIVES
Short-term Portfolio
a) to maximize returns on excess funds not needed for operating purposes within acceptable levels of risk b) to ensure sufficient liquidity exists to meet cash disbursements as they become payable
Long-term Portfolio
a) to provide adequate cash flow to meet cash disbursement objectives (liquidity) b) to provide growth in cash flows to meet rising expenditures over the long term (growth expectations) c) to protect the value of the fund against the erosive effect of inflation by preserving capital in real terms (capital preservation)
3.2 It is recognized that these objectives have competing demands for current cash flow and long- term asset growth. Operationally, the objectives are to be achieved by adopting an investment framework that emphasizes total return. Cash management is related but distinct – cash requirements are to be budgeted and communicated to the investment managers to ensure that cash is available when needed and in the appropriate amount.
4 ASSET MIX
4.1 This investment policy may not attempt to stratify the list of assets eligible for inclusion in either the short-term or long-term portfolio. In selecting appropriate assets, the following criteria, in addition to any other relevant criteria, should be considered:
a) general economic conditions
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b) the possible effect of inflation or deflation c) the expected tax consequences of investment decisions or strategies d) the role that each investment plays within the overall portfolio e) the expected total return from income and appreciation of capital f) needs for liquidity, regularity of income and preservation or appreciation of capital
4.2 Investment managers should comply with the entire Code of Ethics and Standards of Professional Conduct as set forth by the CFA Institute and, when selecting investments for the long-term portfolio, shall comply with Standard III C of the Standards of Professional Conduct. This standard requires that investment managers, when taking an investment action for a specific portfolio or client, consider its appropriateness and suitability for such portfolio or client. In considering such matters, investment managers shall take into account:
a) the need and circumstances of the client; b) the basic characteristics of the investment involved; c) the characteristics of the total portfolio; and d) Environmental, Social and Governance factors (ESG).
4.3 Environmental, Social, and Governance (ESG)
ESG refers to environmental, social, and governance factors that may have a material impact on an investment.
The University supports and encourages its investment managers to incorporate ESG factors, along with other conventional analytical tools, when evaluating investment opportunities and risks. It should be noted that ESG factors are only one aspect of analysis and should not be used as an exclusionary screen to eliminate specific entities or sectors from consideration. Relevant ESG factors will vary by industry and should be applied appropriately to help assess both risk and return.
When selecting Investment Managers, the Investment Committee should consider how investment managers analyze and integrate ESG factors into their investment activities and determine if they are signatories of the United Nations’ Principles for Responsible Investing (UNPRI).
Derivatives, defined as options, forward exchange contracts or futures may only be used to hedge foreign currency exposure.
With the exception of commercial mortgages, all investments shall be in assets that are the subject of regular price quotation by recognized investment dealers in Canada or listed on a recognized Canadian, US, or foreign country stock exchange.
Investment managers may provide recommendations subject to the general guidelines herein to achieve reasonable diversification and shall ensure that the fund is invested in quality securities. In judging quality, investment managers should be guided by the position of an issuer within the
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economy or company within its industry; earnings and dividend history; financial strength; debt rating; rate of return on capital, and other relevant factors.
Investment managers may recommend the appropriate asset mix and strategy based on this policy and present this to the University quarterly or some more frequent period, should circumstances prevail that could have a material impact on the investment strategy. A list of the current investment parameters shall be maintained at all times and be available to the University for review.
5 TARGET ASSET ALLOCATIONS AND RANGES – LONG TERM FUND
5.1 The strategic investment mix for the long-term portfolios of both the University and the Foundation is set forth in the tables below. The Investment Management Committee has been established to oversee the investments through a professional investment manager. The Investment Management Committee’s principal duties are detailed in Board Policy 306. The Investment Management Committee will be directed by the Investment Management Guidelines.
The Investment Management Committee has the latitude to invest up to the maximums as per the table below. Should the investment manager wish to invest funds outside the investment mix maximums on a short-term basis, the proposed deviation shall first be discussed with the Investment Management Committee to obtain its agreement.
UNIVERSITY ASSET MIX
Asset Class Range or Max Benchmark or Target
Fixed Income Range 40% to 60% Benchmark 50% Total Equities Range 40% to 60% Benchmark 50%
FOUNDATION ASSET MIX
Asset Class Range or Max Benchmark or Target
Fixed Income Range 30% to 50% Benchmark 40% Total Equities Range 50% to 70% Benchmark 60%
The investment manager with the Investment Management Committee will set an estimated target return annually and disclose it annually through the University’s budgeting process.
6 SUMMARY
6.1 The Investment Management Committee and the Investment Manager will adhere to a detailed Investment Management Guideline which the Investment Management Committee will review at least once per year and revise as necessary.
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BOARD REPORT
AGENDA ITEM 8.2: DISTRIBUTION RATE ‐ FOUNDATION PORTFOLIO PURPOSE: Approval Information Discussion
MEETING DATE: June 2, 2020 PRESENTER: Jennifer Ingham, Vice‐President, University Relations and Chair, Capilano University Foundation
PURPOSE
For the Board of Governors to endorse the distribution rate from the Capilano University Foundation Investment Portfolio for 2020/21.
MOTION
THAT the Board recommend 3.75 percent as the distribution rate from the Capilano University Foundation Investment Portfolio in 2020/21.
BACKGROUND
As set out in Section 5 of the Operating Agreement between the University and the Capilano University Foundation, the Investment Management Committee is responsible for recommending a Distribution Rate to the Capilano University Foundation Board and the University Board of Governors. The Distribution Rate dictates what percentage of the Foundation’s investment portfolio will be distributed to students to fund scholarships, awards and bursaries, as well as to support University programs.
DISCUSSION
When recommending the annual Distribution Rate, the Investment Management Committee considers such factors as previous investment earnings and future projections, allowing for adequate spending each year, inflation, the Foundation’s stabilization fund, and managing the competitive interests of current and future generations of students. The distribution rate being recommended for 2020/21 is 3.75%, and is consistent with the past two years. Although earning income is expected to be lower in the coming year, there is sufficient room in the stabilization fund to maintain the distribution rate. This rate is also recommended based on increased demand from students for financial awards in the current pandemic.
The Capilano University Foundation met on May 15, 2020 and approved the Distribution Rate of 3.75%. Foundation members are members of the Board so additional approval of the Distribution Rate is requested.
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BOARD REPORT
AGENDA ITEM 9: INSTITUTIONAL ACCOUNTABILITY PLAN AND REPORT (IAPR) PURPOSE: Approval Information Discussion
MEETING DATE: June 2, 2020
PRESENTER: Toran Savjord, VP of Strategic Planning, Assessment & Institutional Effectiveness EXECUTIVE SUMMARY: IR is seeking feedback from the Board of Governors regarding the annual Institutional Accountability Plan and Report (IAPR). This is part of an annual ministry reporting process with multiple rounds of submission and data analysis of the university performance metrics based on CapU’s mandate.
Between March and May 2020, the IR team gathered data and information regarding departmental metrics and annual planned progress from each relevant area. Additional university performance metrics and official assessment by the Ministry (round 3 of 3) will be included in the IAPR once they are officially released before July 2020.
During this consultation phase, a draft submission has been sent to the ministry for comments and recommendations on May 21, 2020, and to the Senior Leadership Council on May 6, 2020.
We are now seeking feedback from the board. All feedback and comments must be received by IR before June 23, 2020 for data verification purposes. This will also allow time for the Marketing & Digital Experience team to brand the report for official publication. A final approval and sign‐off will be required from the Board and the President before July 14, 2020. The final submission deadline with the Board’s approval is July 15, 2020.
Enclosed: 1. Key dates for annual accountability plan and report 2. Systems and institutional performance metrics overview 3. Official university target and metrics including a. 2019/20 round 1 & 2 results (single document, “CAPU Round 2 Results…”) b. 2019/20‐2021/2022 targets (from last year, updated version will be released before July 2020) c. 2018/19 contact hour (this year’s will be released before July 2020) 4. Draft Institutional Accountability Plan and Report for the Board to provide feedback
Recommendation: That the Board accepts the information in the IAPR and provide necessary feedback to [email protected] as part of the consultation process by June 23, 2020.
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Key dates for IAPR (1/1)
Important Dates
Round 1 – March 2020 (measures 4‐7) Performance Results Round 2 – May 2020 (measures 2, 3, 8, 9) Round 3 – June 2020 (measure 1)
Research University Data Call April 2020
Draft Submission May 22, 2020 (if desired)
Performance Targets June 2020
IAPR Submission July 15, 2020
IAPR Review Ministry Review period – July 15 ‐ July 31, 2020 Ministry Feedback (if needed) – August 4‐21, 2020
IAPR Letters November 2020 (tentative)
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System and Institutional Performance Metrics Overview (1/2)
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System and Institutional Performance Metrics Overview (2/2)
Research y Colleges Institutes Teaching Intensive Intensive Universities Universities
Performance Measures Ministr
CAMOSUN CNC COTR DOUGLAS LANGARA NIC NLC NWCC OKANAGAN SELKIRK VCC BCIT JIBC NVIT CAPILANO ECUAD KPU RRU TRU UFV VIU SFU UBC UNBC UVIC 1. Total student spaces 1a Health spaces 1b Developmental spaces 1c Medical spaces 2. Credentials awarded 3. Aboriginal student spaces 4. Student satisfaction with education 5. Student assessment of the quality of instruction 6. Student assessment of skill development
MEASURES Student assessment of the usefulness 7. of knowledge and skills in performing job 8. Unemployment rate 9. Sponsored research funding INSTITUTIONAL Transition rate of high school 10. students to public post‐ secondary education 11. Loan repayment as a percent of income 12. First year retention rate
13. Time to completion 14. Credentials awarded to Aboriginal students
MEASURES 15. Participation rate Undergraduate Tuition and fees as a 16. % of median household income SYSTEM
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OFFICIAL UNIVERSITY TARGET AND METRICS – 2019/20 ROUND 2 RESULTS (1/3, includes Round 1 results) Reporting year Performance measure1 2018/19 2019/20 2019/20 2019/20 Actual Target Actual Assessment Credentials awarded2 Number 1,527 1,468 1,371 Substantially achieved Aboriginal student spaces3 Total Aboriginal student spaces 207 TBI 250 TBI Ministry (AEST) 207 250 Industry Training Authority (ITA) N/A N/A Student satisfaction with education4,5 % +/- % +/- Former diploma, associate degree and 91.7% 1.6% 91.0% 1.5% Achieved certificate students ≥ 90% Bachelor degree graduates 96.6% 2.1% 96.3% 1.9% Achieved Student assessment of the quality of instruction4,5 % +/- % +/- Former diploma, associate degree and 96.7% 1.0% 96.7% 1.0% Achieved certificate students ≥ 90% Bachelor degree graduates 98.3% 1.5% 99.5% 0.7% Achieved Student assessment of skill development4,5 % +/- % +/- Former diploma, associate degree and 86.1% 1.7% 87.1% 1.6% Achieved certificate students ≥ 85% Bachelor degree graduates 89.9% 2.8% 94.0% 1.7% Achieved Student assessment of usefulness of knowledge and skills in performing job4,5 % +/- % +/- Former diploma, associate degree and 83.6% 3.6% 84.1% 3.2% Substantially achieved certificate students ≥ 90% Bachelor degree graduates 92.7% 3.2% 93.8% 2.6% Achieved Unemployment Rate4,5 % +/- % +/- Former diploma, associate degree and 6.5% 2.3% 5.9% 2.0% Achieved certificate students ≤ 7.3% Bachelor degree graduates 1.8% 1.6% 5.8% 2.4% Achieved
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OFFICIAL UNIVERSITY TARGET AND METRICS – 2019/20 ROUND 2 RESULTS (2/3)
Notes: TBI - Institutions are required to include their target and assessment. N/A - Not assessed 1 Please consult the 2019/20 Standards Manual for a current description of each measure. See https://www2.gov.bc.ca/assets/gov/education/post- secondary-education/institution-resources-administration/accountability-framework/standards_manual.pdf 2 Annual performance is measured using a rolling three-year average of the most recent fiscal years, e.g., the results for the 2019/20 reporting year are a three-year average of the 2016/17, 2017/18, and 2018/19 fiscal years. 3 Results from the 2018/19 reporting year are based on data from the 2017/18 fiscal year; results from the 2019/20 reporting period are based on data from the 2018/19 fiscal year. 4 Results from the 2018/19 reporting year are based on 2018 survey data; results from the 2019/20 reporting year are based on 2019 survey data. For all survey results, if the result plus or minus the margin of error includes the target, the measure is assessed as achieved. In all cases, the survey result and the margin of error are used to determine the target assessment. Survey results are not assessed if the number of respondents is less than 20 or the margin of error is greater than 10%. 5 As of the 2019/20 reporting year, the trades foundation and trades-related vocational graduates have been split out from the former diploma, associate degree and certificate students. 2018/19 actuals have been restated using the revised student groupings.
As of the 2019/20 reporting year, the "exceeded" category has been rem o ved. Performance measure results will now be assessed on a three‐ category scale: Achieved , Substantially Achieved , or Not Achieved .
Target assessment scale Description Achieved 100% or more of the target Substantially achieved 90% - 99% of the target Not achieved Less than 90% of the target Survey results with less than 20 respondents or a margin of error of 10% or Not assessed greater, descriptive measures, and measures without targets
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OFFICIAL UNIVERSITY TARGET AND METRICS – 2019/20 ROUND 2 RESULTS (3/3)
Reporting year Performance measure 2018/19 2019/20 2019/20 2019/20 Actual Target Actual Assessment Former diploma, associate degree and certificate students' assessment of skill development % +/- % +/- Skills development (avg. %) 86.1 1.7% ≥ 87.1 1.6 Achieved % 85% % % Written communication 84.9 2.2% 86.8 2.1 % % % Oral communication 78.9 2.5% 80.5 2.4 % % % Group collaboration 87.0 1.9% 87.4 1.8 % % % Critical analysis 90.9 1.6% 90.0 1.6 % % % Problem resolution 83.3 2.2% 84.5 2.0 % % % Learn on your own 88.2 1.9% 88.4 1.8 % % % Reading and comprehension 90.5 1.7% 91.3 1.6 % % % Bachelor degree graduates' assessment of skill development % +/- % +/- Skills development (avg. %) 89.9 2.8% ≥ 94.0 1.7 Achieved % 85% % % Written communication 90.8 3.4% 94.1 2.4 % % % Oral communication 91.3 3.3% 94.6 2.3 % % % Group collaboration 92.6 3.0% 95.2 2.2 % % % Critical analysis 93.2 2.9% 95.7 2.0 % % % Problem resolution 82.5 4.5% 90.5 3.0 % % % Learn on your own 90.8 3.4% 94.7 2.3 % % % Reading and comprehension 89.7 3.5% 94.5 2.4 % % %
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OFFICIAL UNIVERSITY TARGET AND METRICS ‐ 2019/20‐2020/2021 TARGETS (1/1, note: this year’s will be released before July 2020)
Performance measure1 2019/20 2020/21 2021/22 Student spaces2 Total student spaces 5,494 5,494 5,519 Nursing and other allied health programs 138 Developmental programs 267 Domestic3 credentials awarded Number 1,468 TBD TBD Student Outcomes Student satisfaction with education
Student assessment of the quality of instruction ≥ 90% Student assessment of usefulness of knowledge and skills in performing job Students' assessment of skill development (average %) ≥ 85% < unemployment rate of Unemployment rate 7.5% individuals with high school credentials or less
1. Please consult the 2018/19 Standards Manual for a current description of each measure. See https://www2.gov.bc.ca/assets/gov/education/post‐secondary‐education/institution‐resources‐administration/accountability‐ framework/standards_manual.pdf
2. Interim FTE Student Enrolment Targets as of April 2, 2019
3. Credentials awarded to international students are excluded, except for those awarded to international graduate students at research intensive universities. Credentials awarded by other agencies, such as the ITA, are excluded. The institution‐specific credential target is based on the average number of credentials awarded by an institution in the last three years and the year over year change in FTEs. See 2018/19 Standards Manual for details.
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OFFICIAL UNIVERSITY TARGET AND METRICS ‐ 2018/19 CONTACT HOUR Report (1/2) (note: this year’s will be released before July 2020)
2018/19 Contact Hour Activity Report Institution name CAPILANO UNIVERSITY
Contact Hour Activity Report (Due July 15, 2019) This report, along with accurate and up‐to‐date Facilities Space Inventory data, forms the foundation for the review of institutions’ requests to Government for facilities expansion. To meet the requirements of the Space Standards, data is to be separately reported by Campus and Space Type (Class/Lab or Shop/Teaching Kitchen), and with activity delivered to international students separated from all other activity. Please complete and upload the Excel file to your institution's folder on the Accountability Framework SharePoint site.
https://aved.collaborate.gov.bc.ca/branches/information_data/framework/SitePages/Accountability%20Framework%20Home.aspx A script is available on the SharePoint site to help complete the report.
Table A: Contact Hour Activity for Fiscal Year 2018/19 Onsite 1 CHE 2 Offsite 3 CHE
Domestic Students International Students Domestic Students International Students
Shop/Teaching Shop/Teaching Shop/Teaching Shop/Teaching Campus Name Class/Lab Kitchen Class/Lab Kitchen Class/Lab Kitchen Class/Lab Kitchen Campus Total North Vancouver 2,183,354 987,020 478,890 218,139 3,867,404 Squamish 27,240 27,240 Sunshine Coast 20,064 660 2,070 22,794 ‐ ‐ Total 2,203,419 ‐ 987,680 ‐ 508,200 ‐ 218,139 ‐ 3,917,438
Notes 1 Onsite activity includes classroom instruction such as lectures, labs and tutorials. 2 CHE: A contact hour equivalent (CHE) is defined as equivalent of one hour of scheduled class time. A CHE is a means of recogniz ing an amount of educational activity comparable to a conventional Student Contact Hour (SCH), but not specific to a mode of delivery. 3 Offsite activity includes distributed education (DE), online, prio r learning assessment (PLA), practicum or on-the-job training and other activities, as well as instruction delivered at worksites, rented or donated locations. Please assign offsite activity to the main or re gional campus that administers the activity. Activity delivered at a offshore/foreign campus should be excluded from the report.
Comments/Description of Manual Edits
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OFFICIAL UNIVERSITY TARGET AND METRICS ‐ 2018/19 CONTACT HOUR Report (2/2)
For Contact Purposes:
Completed by: Nancy Morris Position Title: Institutional Research Analyst
Telephone Number: Email address: [email protected]
Date: 6/19/2019
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Institutional Accountability Plan and Report 2019-2020
DRAFT BY OFFICE OF INSTITUTIONAL RESEARCH
DRAFT MAY 2020
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Sch 9
ACCOUNTABILITY STATEMENT
Juxx XX, 2020 Minister Melanie Mark Ministry of Advanced Education, Skills and Training Government of British Columbia
Yours sincerely,
C. Itty Signature here P. Dangerfield Signature here
Cherian Itty Paul Dangerfield Chair, Board of Governors President and Vice Chancellor
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TABLE OF CONTENTS
Strategic Direction and Context ...... 3
Capilano University: Who we are ...... 3 Our Programs ...... 4 Strategic Direction ...... 5 Our Vision...... 5 Our Purpose ...... 6 Our Values ...... 6 Envisioning 2030: A Strategic Plan Inspired by Imagination ...... 6 Other Major Plans ...... 8 Other Initiatives ...... 15 Strategic Context ...... 19 Community Context ...... 19 University Context ...... 28 Mandate Letter Priorities ...... 31 2019-20 Mandate Letter Priorities ...... 31 2020-21 Mandate Letter Priorities ...... 40 Performance Plan ...... 47 Alignment of Ministry and University goals and objectives ...... 47 Performance Measure Reporting ...... 49 System Measures ...... 49 System Measure: Capacity ...... 50 System Measure: Quality ...... 52 System Measure: Relevance ...... 53 External Surveys………………………………………………………………………………………………………………………………54 CUSC Survey ...... 54 NSSE Survey ...... 55 Financial Information ...... 57 Appendices ...... 58 Appendix A: Performance Measure Specifications ...... 58 Appendix B: Mandate Priority #1 Progress Report ...... 59 Appendix C: Planning Priorities and Actions ...... 66 Appendix D: Consultation Timelines for Three-Year Review of SVM Policy ...... 78
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STRATEGIC DIRECTION & CONTEXT
Capilano University: Who we are Capilano University (CapU) began fifty years ago to serve the growing populations of the North Shore, the Sea-to-Sky Corridor, and the Sunshine Coast with campuses located in Squamish (Sḵwxwú7mesh),̱ Sechelt (shíshálh), and North Vancouver. Capilano University operates within the traditional unceded territories of the Coast Salish peoples. We respectfully acknowledge the Lil’wat, Musqueam, Sechelt, Squamish, and Tsleil-Waututh people on whose territories our campuses are located. Founded in 1968 as Capilano College, Capilano University became a provincially designated special purpose teaching university authorized by the University Act to offer baccalaureate and masters-level degrees in 2008. Capilano University served 9,932 students in the 2019-20 fiscal year, representing 3,742 domestic FTE and 2,534 international FTEs. Our student body is diverse with the majority of our domestic students coming from different regions in the Lower Mainland and our largest international student populations from East Asia, South America and Western Europe. We are one of the largest employers on the North Shore with more than 1,000 employees, including over 600 regular and non-regular full- and part-time faculty members. For a second year in a row, the editors of Canada’s Top Employers named CapU as one of the top 100 employers in BC, noting CapU’s family-friendly environment, including onsite day care and generous maternity leave. The 2019-20 academic year has been a year of building and growth for Capilano University. In December 2019, President Paul Dangerfield opened our newest campus, the Lonsdale campus in North Vancouver’s Shipyards district. Situated on the North Shore waterfront, and a two-minute walk from the SeaBus terminal, the campus allows CapU to bring lifelong learning and reskilling opportunities to the most densely populated areas of the North Shore and Vancouver. CapU created two new administrative offices, the Office of Indigenous Education and Affairs, and the Office of Creative Activity, Research and Scholarship. The Office of Indigenous Education and Affairs brings a focus to CapU’s efforts to Indigenize our campus, our curriculum and our community, allowing better coordination of efforts while strengthening the connection between faculty and administrators with Indigenous students and community leaders. The Creative Activity, Research and Scholarship Office marks a new focus on supporting CapU faculty as they pursue the activities that give back not only to CapU’s local communities, but also to the bigger world around it. Two other initiatives offering experiential or work-integrated learning took big steps forward. Capilano University’s CityStudio project began with a running start, with nearly 500 students getting unique experiential learning opportunities by working with City of North Vancouver City personnel in creating civic enhancement projects across the city. The Indigenous Digital Accelerator (IDA) project also took big steps forward, securing partnerships with Telus Storyhive and Mitacs, the federal funding agency. Mitacs has provided a $750,000 commitment, with the caveat that the amount must be matched by industry. Mitacs’ funding will help provide paid student research assistant positions, and for a faculty research
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supervisor. These internships will provide Indigenous students opportunities for work-integrated learning in digital-based cultural and creative production companies. The IDA joins faculty and partners from digital-based creative and cultural industries to work with local Indigenous students, with the goal of helping Indigenous communities to develop further their engagement with the digital economy. Our Programs Capilano University has several signature programs. These include Animation, Early Childhood Care and Education, Applied Behaviour Analysis, Bachelor of Motion Picture Arts, Tourism Management, Bachelor of Music in Jazz, Bachelor of Legal Studies, and Canada's only Indigenous Independent Digital Film- making program. These programs offer unique and industry-relevant educational experiences that attract students from Western Canada and beyond. Our University One program is a particularly important recent development, debuting last year. University One provides critical bridging support for Indigenous learners whose previous education left them under-prepared for the academic demands of university, helping to break down barriers that prevent many First Nations members of our communities from pursuing advanced education. These programs are part of the 93 programs CapU offered in 2019-20, spanning five faculties and 17 schools, in addition to our Continuing Studies & Executive Education programs. We serve students pursuing careers in a variety of professions by providing 13 bachelor’s degrees in Business Administration, Communication, Early Childhood Care and Education, Legal Studies, Motion Picture Arts, Music Therapy, Performing Arts (in collaboration with Douglas College), and Tourism Management, along with six post-baccalaureate programs. Quality Assurance and Program Development Academic Initiatives and Planning (AIP) is responsible for leading and supporting the university-wide academic quality assurance activities and strategic initiatives central to the ongoing development and renewal of our academic programs to best serve our students and the region’s communities. AIP oversees the University’s academic quality assurance activities, including program development, assessment, and review, as set out in our University policies and procedures in addition to supporting new academic initiatives such as CityStudio North Vancouver with the objective of maintaining and deepening the quality of the University’s academic programming. In 2019-20, the unit began piloting expanded desk research support for program developers. AIP is also reviewing the program development processes with the goal of optimizing the University’s program mix. Capilano University follows the policies and procedures set out by the University Act, the Ministry of Advanced Education, Skills, and Training, our accreditation body (North West Commission on Colleges and Universities), the Capilano University Board of Governors, and the Capilano University Senate.
Strategic Direction Our Vision We transform the lives of learners, employees and communities with experiences and engagement opportunities to actualize their passion and potential. We are a dynamic and accountable place of thought and action that inspires imagination, prioritizes health and well-being, and positively contributes to people and the planet
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Our Purpose At Capilano University we cultivate life-enhancing learning experiences in diverse and inclusive environments. Our programs proactively respond to our fast-evolving world by sharing and creating relevant knowledge and timely skill development opportunities. We are committed to partnering and working with our communities for the greater good and for generations to come. In our journey to grow, lead and innovate, we will embrace imagination as a foundational capability in order to discover new and better approaches to what we do. We will continuously reflect and learn from our decisions and achievements to effectively advance our commitment to co-create a distinct university experience. In this way, we will improve learning and research opportunities and the health and well-being of learners and employees. Our Values
Innovation as a result of curiosity and imagination
Commitment to Truth and Reconciliation, indigenization, and decolonizing approaches
Collaboration, authenticity and belonging
Health and well-being as a cornerstone of our culture
Transparency and honesty in everything we do
Sustainable actions to enable a better place for our future descendants
Envisioning 2030: A Strategic Plan Inspired by Imagination
At the start of 2019, Capilano University began a year of discussion, debate and dialogue among students, administration, faculty and community members to understand how best to align our mission, vision and values with the conditions and challenges of the coming decade. The result of collaborative process is a new ten-year strategic plan, Envisioning 2030. The new plan calls the university to cultivate life-enhancing learning experiences in diverse and inclusive environments. CapU programs proactively respond to a fast-evolving world by sharing and creating relevant knowledge and timely skill development opportunities. The university is committed to partnering and working with our communities for the greater good and generations to come. In its journey to grow, lead and innovate, CapU will embrace imagination as a foundational capability in order to discover new and better approaches to what we do. We will continuously reflect and learn from our decisions and achievements to effectively advance our commitment to co-create a distinct university experience. In this way, we will improve the learning and research opportunities, and the health and well-being of learners and employees. Envisioning 2030 Goals Capilano University is at the centre of a convergence of opportunities to lead and thrive. In a world of accelerating change, CapU must become increasingly agile to continue in its relevance and purpose. To
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achieve this, university leaders will focus their efforts on three key components of the Envisioning 2030 vision: Imagination, Distinct University Experience and Community. The synergy between the transformative power of imagination and engagement with our communities will allow us to co-create a distinct university experience for our learners, employees and communities. By enhancing what we mean by the CapU experience, we are positioned to achieve better levels of health and well-being for all, further elevating our status as one of the most appealing places to work in the region. The relations among these plan components is illustrated in the figure below. Specific action priorities are given in Appendix C.
Imagination - ʔaʔitut (“Have Dreams”) Imagination stimulates our thinking, ideas and appreciation of new realities beyond our immediate experience. It provides a limitless sense of freedom as assumptions are challenged when we are open and collaborating with each other. At Capilano University, imagination is seen as an individual and collective ability that enables continuous growth. Imagination carries us through an exciting journey where possibilities become reality. Goal 1: Learners, employees, alumni and communities embrace imagination as the foundational driver of positive change and innovation
Goal 2: Use imagination to drive CapU’s digital transformation
Community Capilano University’s local mandate is to serve the North Shore, the Sea-to-Sky corridor and the Sunshine Coast, home of five First Nations traditional and unceded territories. Surrounded and shaped by nature, this region, with its vibrant and growing communities, presents simultaneous opportunities and challenges. In the years to come, we will commit time and resources to gradually reducing the boundaries that have separated the University from the communities it serves, collaboratively closing the space between to improve our relationships, and service through engagement, relevant programming and effective problem-solving.
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Goal 1: Identify and implement novel approaches to build closer connections and engagement with the communities we serve
Goal 2: Imagine and develop sustainable actions to minimize our ecological footprint
Goal 3: Instil a culture of equity, diversity and inclusion in all our operations and outreach
Distinct University Experience An exciting synergy between imaginative approaches to everything we do and deepened engagement with our communities will enable Capilano University to deliver a valuable, relevant and distinct university experience. Innovative educational approaches, relevant programming, collaborative community projects, and creative physical and virtual spaces will contribute to a culture of health and well-being. Supported by ground-breaking processes and new financial support, we will change the ways in which we relate to people, knowledge and resources. At Capilano University, being second to none comes as an intentional result of our long-standing commitment to student success. Goal 1: Collaboratively instill a new Capilano University culture around the set of values outlined in the 2020-2030 Plan
Goal 2: Provide learners with imaginative, unique and life-enhancing learning experiences that give them the opportunity to actualize their passion and potential Goal 3: Fulfil Capilano University’s health and wellness commitments as outlined in the Okanagan Charter
Goal 4: Indigenize and decolonize education and campuses, including First Nations language, culture and knowledge
Goal 5: Implement CapU’s Campus Master Plan
Goal 6: Instill a culture of reflective practice and continuous improvement for learners and employees Other Major Plans In addition to the Strategic Plan, Capilano University’s development over the last year has been guided by several other key planning documents. Chief among these being the Integrated Plan 2020/2021 – 2022/2023, the Master Campus Plan, the Internationalization Plan, the Aboriginal Service Plan, and the kálax-ay | Sunshine Coast Campus Action Plan 2018 – 2023. Integrated Plan, 2020/2021 – 2022/2023 This last year saw the culmination of several years of planning, reflecting and metric measuring in the emergence of the Integrated Plan, which will replace the Operations Plan in the guidance of daily operations across all university divisions, offices and units. The Integrated Plan shapes profoundly how Capilano University engages the next few years. The plan comprises five themes that translate the vision of the new strategic plan into the realities challenging operations: Increasing domestic enrolment and the diversity of our student population; Creating exceptional experiences; Honouring our commitments to Truth and Reconciliation; Engaging donors and new prospects to support student success and future growth; Honouring our commitments to the Okanagan Charter.
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Increasing domestic enrolment and the diversity of our student population Capilano University has been realizing the first theme by a growth in program development, with five baccalaureate proposals at Stage 1 or Stage 2 development, and an expanded Centre for Teaching Excellence (CTE). An enhanced Office of Academic Initiatives and Planning—itself only two years old, and now overseen by its own director—is working closely with faculties to revitalize the program development and renewal processes, while also piloting new student-led study sessions designed to help current students succeed in historically difficult courses. We are increasing the number of new cohorts of high-demand programs, such as Legal Studies and our animation programs. CapU Lonsdale Campus opened its doors in January 2019, offering programming through the Continuing Studies and Executive Education (CSEE) in a densely populated, high central location highly accessible not only to North Shore residents, but also to learners in Vancouver. From its opening to suspension due to the COVID-19 crisis, 176 students have taken courses under 15 open programs, with another 17 students taking a custom program developed with Ledcor Industries. The Lonsdale Campus also hosted a workshop series on digital marketing for small businesses in partnership with the North Vancouver Chamber of Commerce. Building on the momentum from successfully implementing the recommendations in the Admissions Review, we will continue to implement changes that will increase the breadth and depth of outreach to domestic and international students. This will include expanding our national recruitment efforts outside of traditional catchment areas in British Columbia, diversifying our international recruitment efforts particularly in South East Asia and South America, as well as investing in a recently reorganized Communications and Marketing team to increase our ability to reach students digitally and through social media. CapU is continuing to build the culture and infrastructure to enable data-informed decision across the organization by a major rollout of new online dashboards to provide decision-makers with almost instant access to key information. The university conducted training sessions for key decision-makers to maximize the effectiveness of the new online data tools. Creating exceptional experiences In 2018, Capilano University significantly enhanced the quality of the student experience by the creation of the Centre for Student Success, which brought together social and study spaces with study resources and tutoring services. In February 2020, CapU began the second phase of the project. Once complete, Phase Two will increase visibility and accessibility of CapU’s student-facing services, such as Academic Advising, the Career Development Centre, Financial Aid & Awards and the Registrar’s Office. The expanded Centre will be better equipped to provide a holistic approach to student support and success, while streamlining student-based processes and services, enabling more effective responses to student needs. Finally, the expanded Centre will revitalize campus facilities by creating a welcoming and modern space with café seating. CapU faces a high-technology debt due to complex, siloed, and out of date systems that ultimately lead to manual, inefficient, error-prone processes that disrupt some students’ experience. A major IT initiative in 2020/21 includes partnering with the Registrar’s Office and academic areas to further streamline the admissions process using the Lean framework for business analysis. CapU’s IT team has also been to implement a higher-education-focused customer relationship management (CRM) platform to support recruitment and persistence, making it easier to identify struggling students and to deliver the services students need when they need it. Another major initiative has CapU’s IT team working with Finance and Human Resource units to select and implement a higher-education-focused enterprise
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resource planning (ERP) platform to replace existing applications and processes, ensuring a student experience that is seamless and integrated across all technology applications. Faced with a growing number of students and employees as well as increasing transportation and affordability issues in North Vancouver, CapU is continuing to invest in physical spaces that will enable the university community to thrive. There are currently over 25 major campus development projects in progress with the top priority being the implementation of on campus student housing. Student Housing received over 500 applications for Fall 2019, a 20% increase from Fall 2018, and well over its capacity of 293. CapU expects to appoint a new residence and operations facilitator in 2020/21, which will relieve existing staffing pressures and increase space utilization during the summer. Honouring our commitments to Truth and Reconciliation Capilano University continues to Indigenize and decolonize our culture and practices; these efforts are reported in detail in our response to the Mandate Letters, which open the Performance Plan, and in Appendix B. Major initiatives in 2019-20 include the creation of the office of Indigenous Education and Affairs, under Dr. Miranda Huron, and the development of the Indigenous Digital Accelerator, which will serve as a launching pad for indigenous tech and creative businesses. The university plans to investigate place-based and land-based pedagogical approaches in the 2020/21 academic year, that recognize the deep connection and relationship of indigenous people to the land as well as our unique position with the social and economic region of the Sea to Sky corridor. This work will engage community partners, including our local First Nations, elders and school districts, to document local approaches to decolonization through land-based education. Engaging donors and new prospects to support student success and future growth Building on the success from the past year with over $2.2 million raised up to November 2019, CapU continues to strengthen its relationships with alumni and donors. Initiatives planned for 2020/21 include: establishing Principal/Major Gifts programs to target gifts in excess of $100K+, establishing a Planned Gifts programs to address the aging baby boomer donor segment, preparing the university for major capital campaigns, formalizing a strategy to guide the President’s fundraising activities, and creating a stewardship plan and donor strategy for University Chancellors and Honorary Degree recipients. Honouring our commitments to the Okanagan Charter In 2020/21, CapU will be prioritizing our commitment to the Okanagan Charter, which calls upon post- secondary schools to embed health into all aspects of campus culture and to lead health promotion action and collaboration locally and globally. Most significantly, we are proposing a new health and well- being program fee that will greatly expand the resources available to students for recreational activities, suicide prevention, consent education, mental health and awareness, and diversity education. Other initiatives include the implementation of external review recommendations for Counselling Services to better serve students, expanded efforts to better understand the needs of health and well-being related services, and a deep commitment from the top-down to promote a culture of health and well-being
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Master Campus Plan Capilano University’s Master Campus Plan is shaped by aspirations embedded in the plan’s Future Campus Statement. Capilano University is inspired by nature and honours the spirit of the surrounding forest and mountains. The campus respects the history of the First Nations relationship to these lands and celebrates their continued presence here. The campus’s physical form assists CapU to deliver on its academic mission. It responds to the context of the Pacific Northwest, and the built form integrates seamlessly into the lush surrounding landscape. The campus is highly walkable and connected, all week long and all year round. The campus is welcoming and accessible to all. The campus is a living lab with outdoor classrooms and learning opportunities that help to embody a commitment to sustainability, wellness and enhances the academic experience. Helping animate this vision are seven key principles. The first two support the Community component of Envisioning 2030, the next three support the Distinctive Experiences component, while the last three support Envisioning 2030’s emphasis on health and wellness. One principle, preserving natural areas, supports both the provision of distinctive experiences and the promotion of health and well-being Collaboration: Capilano University has strong connections to its surrounding neighbours, businesses and other institutions and is an engaged participant of the community. Strategic partnerships are explored to help enable new development on campus. Academic Community: Capilano University celebrates the continued presence of the Indigenous community and actively works to incorporate Indigenous values and heritage into the physical campus. Initiatives such as the provision of places for ceremony and gathering, and highly visible Indigenous place naming embody a commitment to reconciliation and respect for Indigenous culture. Academic Priorities: The entire campus is a place of pedagogy. Buildings, open spaces, paths and interior spaces support experiential learning and embody a pursuit of academic excellence and a rewarding academic experience. Accessibility: The physical campus is accessible to all. The physical campus provides a space that breaks down physical, economic, social and cultural barriers. Capilano University provides a sense of welcome for the internal and external community through physical spaces that enhance a feeling of security and wellbeing. Natural Areas: The natural areas on and around campus are one of Capilano University’s and North Vancouver’s greatest assets. Future interventions respect and enhance the natural heritage, biodiversity, and functioning of natural systems, as well seeks to retain the feeling of being a “campus in the forest.” Wellness: Capilano University takes a comprehensive and holistic approach to wellness on campus considering wellness through a social, environmental, economic and cultural lens. Health and vitality are supported by the physical campus through delightful paths for active modes of transportation, places for socialization and connection, access to conserved natural and cultural heritage and other initiatives.
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Sustainability & Resilience: Sustainability is a core value of Capilano University, and the physical campus embodies this value and demonstrates CapU’s leadership. Future development of buildings, open spaces and movement networks on campus embody sustainable best practice and provide opportunities for pedagogy. Future development is resilient and able to adapt to potential hazards and long-term change including changes in climate, demographics, technology, the economy and others. This leads to four core priorities: reinforce and protect existing green spaces, strengthen the north part of campus as a centre of animation, strengthen the quality of the existing public realm, and prioritize pedestrians throughout the campus. These priorities are made concrete through three planning frameworks. The frameworks, their goals, action areas and implementation targets are described in detail in Appendix C. Internationalization Plan For Capilano University to excel in international education it must have high-demand programming, quality services, high levels of student success, and an innovative and entrepreneurial approach to learning. This requires that the equation for international education at Capilano University must shift significantly from where it is today which is predominantly to attract international student enrolment, and to only marginally participate in international activities. The vision for International Education at Capilano University can be summarized as: Capilano University will be globally relevant and globally recognized. This vision will drive commitment toward international education and it will guide our investments and the way we conduct ourselves internationally. To be globally relevant requires that we drive ourselves to be a contributor internationally. This means that we must have programming at global standards of excellence in selected fields, and we participate actively in global organizations and endeavors. To be globally recognized requires that our contributions excel and we build an international awareness of our institution that is immediately and widely identifiable. According to the British Council, 2018, one of the ten most prominent trends in international education is to build a global brand. This does not necessarily hinge on rank, but on distinctiveness, quality, and commitment to global learning. Here is where Capilano University can excel. It is in direct alignment with the 2018/2019 Presidential initiatives around leadership and innovation. With our capabilities and knowledge, we can apply an entrepreneurial spirit to build networks, utilize technologies, and engage partners around the globe to become relevant and recognized in various fields of our current specializations and those we are in the process of developing. The outcomes will be enhanced knowledge building within the institution, enhanced quality of programming, enhanced employment satisfaction, and higher academic quality of international students that choose our university. Principles After consulting widely with staff an faculty on international education needs in the university, Capilano University has identified the principles that should guide our international endeavors and act as a basis for decision-making and evaluation. These principles are: High-quality standards and high-quality experiences Integrity in what we promise and what we deliver
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Equality and diversity among our global learners Mutually beneficial outcomes for all our partners and participants Innovative global practices to learn and grow as an institution Respectful contribution towards our local and international communities Sustainability and responsibility in all facets of international education These principles will underlie a range of strategies to accomplish the vision of being globally recognized and globally relevant. They will help us select our initiatives, build our programming, develop our systems and enhance our community of international learning. Core Strategies There are five core strategies to guide international education at Capilano University over the next three years. Supporting activities for the strategies are given in Appendix C. Our guiding strategies are: Diversify and Stabilize our International Student Population Ensure International Student Success Increase Global Engagement across the Institution Build a Global Brand for Quality and Innovation Secure Effective Procedures for international Education Aboriginal Service Plan 2018 – 2021 The current Aboriginal Service Plan (ASP) for CapU and the First Nations territories on which our campuses reside has been an essential vehicle for our shared growth and learning. It is much greater than a fund that provides services to learners and Indigenizes the University; it is a program of mutual ownership that has helped build trust and respect. It provides us with collective focus on how to continually improve pathways for Indigenous learners, and how to improve education for all by incorporating the values and wisdom of Indigenous ways. We understand the barrier that a lack of knowledge of opportunities presents to young people. The community-learning-facilitator model we have developed through the Coastal Corridor Consortium (C3) provides a critical means for individuals in the region to access and succeed in post-secondary education. Facilitators provide a friendly and supportive face to higher education and help address individual needs. This personalized support has reduced barriers of fear, distrust, and lack of confidence, while building a sense of support, care and commitment to learning that has changed the lives of many individuals in highly positive ways. The facilitator model is important for maintaining positive relations with First Nations and maintaining awareness of emerging issues and needs. This plan has introduced an annual Aboriginal Youth Summit, Inspiration Nation. Although we have always consulted actively with communities, with this ASP CapU continued to evaluate educational needs through surveys and focus groups. CapU has now implemented needs- analysis surveys in three communities. We have also sought to deepen dialogue on how communities can find their own solutions to needs with our support where relevant. This approach is evolving and may inform new ideas and initiatives to pursue in future ASPs. We learned, through our needs-analysis surveys, of additional barriers to accessing post-secondary education. Financial constraints, lack of information about educational opportunities, childcare, and family well-being were among the
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impeding factors identified. The needs will form the basis of an ongoing trend analysis that the University will review annually. They also serve to inform community economic development initiatives and job-creation efforts. One of our proudest programming outcomes of the ASP is the success of the Sechelt, Squamish and Lil’wat language and culture programs. This has contributed significantly to revitalization of language and culture and related pride and personal enrichment. The Tsleil-Waututh Nation has requested that we begin developing a language and culture program for their community, and we will be asking for assistance in completing current credentials and beginning a new program for Tsleil-Waututh in this year’s ASP. In addition, we have worked with each of the communities to determine how to take immersion language studies to another level and remain hopeful that this will be possible in future years. The language and culture programs have had a profound personal impact for many. Once Indigenous learners reach university, they often face significant cultural barriers to learning and can be underprepared for independent study at a post-secondary level. We have found in the past that around 20% of Indigenous learners end up on academic probation in their first year of study. This causes an erosion of confidence and sets in motion ongoing barriers to academic success. Under a previous ASP, we piloted a University Study Skills for Aboriginal Learners (USSAL) workshop program that provided university support measures to learners in their first year to help them succeed. The success of this pilot program has resulted in the creation of a certificate program, University One for Aboriginal Learners. We have recorded higher participation in the individualized math and writing support offered in the Learning Centre. Aligned with this bridging program, we introduced peer mentor support for new learners in the institution. This led to personal connections and lines of support with benefits for both the new and the experienced learner. We believe each of these approaches will result in stronger retention and ongoing success for all learners. kálax-ay Sunshine Coast Campus Action Plan 2018 – 2023 Since 1977, the kálax-ay Sunshine Coast campus of Capilano University has served the communities of the Sunshine Coast by providing quality post-secondary education in the community. In Capilano University’s 50th anniversary year, the faculty and staff of the kálax-ay campus conducted an environmental scan engaged in extensive planning workshops and follow-up sessions. The result is the campus’ five-year action plan for 2018–2023. This action plan serves as a foundation for development of annual operational plans, and contributes to Envisioning 2030. Drawing on research conducted by Southcott Strategy in the fall of 2017, five overarching themes inform and guide planning and actions at the kálax-ay Sunshine Coast campus of Capilano University, in the context of overall university planning. These themes are: Expanding technology-supported learning opportunities; Indigenizing the campus and continuing to build on the affiliation agreement with the shíshálh Nation; Enhancing community relationships; Creating new educational pathways; and Building the welcoming campus brand. As a university with a regional mandate, there is a commitment to continue to evolve activities and approaches that contribute in a positive way to the social capacity and capital of the Sunshine Coast through education, training, community involvement and research. The five themes identified through
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the planning process undertaken in 2017–2018 will assist in meeting this regional mandate and afford additional opportunities to contribute positively to the vibrancy of communities on the Sunshine Coast. Other Initiatives CARS creation At Capilano University, we consider creative activity, research and scholarship (CARS) integral to building and maintaining our culture of learning and innovation. Through involvement in CARS activities, we are creating an intellectually rich environment where educators and learners actively contribute to reimagining the ways of understanding and functioning in the world. The newly launched CARS Office champions a broad range of creative activity, research and scholarship activities and builds capacity for faculty and students to become engaged in individual, collective, multi- and trans-disciplinary CARS projects on, across, and beyond all CapU campuses. Collaborating with a rich network of academic and non-academic partners, the CARS Office facilitates research between faculty and industry, the not-for-profit sectors and other post-secondary institutions. Building strong relationships with federal and provincial research funding agencies (such as, SSHRC, NSERC, Mitacs) the CARS Office mentors faculty in securing external funding in the form of individual or team grants and funding for student Research Assistants. Bi-annually, the CARS Office runs theme-based internal research funding competitions. Recent competitions have accelerated faculty research partnerships with industry and not for profit organizations, as well funded thirty student Research Assistants. The students who become involved in CARS activities gain valuable transferable skills under guided faculty mentorship and carry these into their future professional fields. The CARS Office engages in policy and procedure development, guiding structures and governance for upcoming university research centres and institutes, as well as the adoption of federal research programs in equity, diversity and inclusion. The new CARS Office prides itself in actively contributing to an intellectually rich university environment where educators and learners partner in reimagining the ways of understanding and functioning in the world. Office of Indigenous Education and Affairs In January 2020, Capilano University took a big step forward in addressing the educational needs of it Indigenous students, faculty and local First Nations communities with the creation of a new Office of Indigenous Education and Affairs (IEA), headed by its director, Miranda Huron. The IEA Office will be help CapU take respond more effectively to the Truth and Reconciliation Commission’s (TRC) education- related Calls to Action, and further the university’s ability to engage in reconciliation between settler and Indigenous communities. In the two years before joining CapU, Huron worked for the Assembly of First Nations in Ottawa as Director of Language and Culture. Her team was instrumental in the federal government developing legislation on Indigenous languages that resulted in the passing of Bill C-91 Indigenous Languages Act in June 2019
The Office of Indigenous Education and Affairs is focused on four key priorities:
Organizational Review – Phase one of FNSS review – establishing and launching a new (iterative) delivery strategy for Indigenous supports, stemming from a base of land- and water-based teachings.
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Academic Review – Establishing Senate presence and process for curriculum review with the goal of Indigenizing the curriculum and decolonizing the classroom through the establishment of the Indigenization Working Group.
Policy and Procedures Review – Engage with current policy review process, identify gaps in policies and procedures affecting Indigenous students. Review external post-secondary Indigenous strategies, develop initial framework for Cap U response to the TRC’s Calls to Action the final report of the National Inquiry into Missing and Murdered Indigenous Women and Girls, and the UN Declaration of the Rights of Indigenous Peoples.
Re-engage the five territorial Rights holder Nations, as well as urban Indigenous and Metis population. Develop meaningful, relationship-based strategy for President’s engagement.
SEM Planning In October 2019, Capilano University introduced a Strategic Enrolment Management (SEM) Council as part of the University’s efforts to continuously improve the student experience. The focus of SEM is to develop a long-term vision for student enrolment and success and to create a plan with clear, actionable and measurable goals. The council is comprised of 17 representatives from academic and administrative areas across the University. Since October, three major activities have occurred to create a strong foundation for the University’s SEM efforts. First, as part of Integrated Planning in November and December 2019, the Senior Leadership Council identified close to 100 opportunities directly related to increasing domestic enrolment and the diversity of our student population. For example, one of these initiatives was to explore the use of Artificial Intelligence and Machine Learning to better understand the profiles and composition of current and past student populations. Second, AACRAO Consulting was engaged in February 2020 to conduct an assessment of Capilano University’s readiness for Strategic Enrolment Management. The AACRAO team reviewed a number of the University’s ongoing initiatives and conducted a two-day site visit. During this visit, the AACRAO Consultants met with the Executive team, 5 cross-functional teams and hosted a SEM Town Hall to provide an introduction to Strategic Enrolment Management. As a result, a SEM Assessment report was drafted with 5 key areas of recommendation for Capilano University to further strengthen its SEM foundation. Third, Lumen Consulting Inc. was engaged in March 2020 to assess student demand for Summer registration and to identify opportunities to increase Fall enrolment. The team conducted trend analyses on past and current application and registration data for the Summer and Fall terms which provided the Deans, Registrar’s Office and Centre for International Experience the necessary insights to make data- informed decisions. Analyses performed enabled Faculties to pinpoint course subject areas with unmet student demand as well as identify targeted recruiting strategies for the remainder of the Fall application period. The University continues to be committed to SEM and is currently developing a Strategic Enrolment Management Plan based on the foundations of Envisioning 2030, the 2020-2023 Integrated Plan and the Strategic Academic Plan.
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UC Membership Capilano University took major steps forward in aligning its activities and procedures with the best practices followed by Canadian universities by vigorously pursuing membership in Universities Canada (UC). CapU is the only Canadian university that is not a member of this organization, which not only advocates on behalf of Canadian university interests, but which helps set standards for university policies and procedures, including in areas such as Indigenous education and promoting diversity and inclusion. Further, the organization helps schools connect with research, scholarly and academic resources. A key step towards receiving membership took place in February 2020 with a site visit by a UC team consisting of three university presidents and UC staff. At a town hall meeting between the UC team and CapU staff and faculty, responses from CapU faculty and staff were overwhelmingly enthusiastic, indicating the broad support for this step within the CapU community. Admission Review Our university has considerably revamped its admissions and registration process following an independent review conducted two years ago, which has lead to Capilano University revamping its admissions procedures, resulting in a streamlined application process. CapU’s Registrar’s Office has been focused on professionalizing systems and processes through the support of technology and collaboration with faculty. The implementation of a centralized model for admissions and registration has resulted in greater communication and collaboration between departments and the Registrar’s Office, and also lead to quicker response times to student applications and inquiries. The new processes have supported the development of a holistic and strategic approach to enrollment management. CityStudio Launched in Fall 2019, CityStudio North Vancouver (CSNV) is an experimentation and innovation hub; Capilano University students collaborate with the City of North Vancouver staff and partners to co- create projects that make the city more vibrant, sustainable and healthy. CSNV is a member of the CityStudio Network, a global movement of cities working with post-secondary institutions for civic benefit. Through the co-creation of experimental projects, students gain employable skills and city staff receive support to advance strategic priorities in the community. In the 2019-20 academic year, nearly 500 students collaborated with city partners on twelve applied research and curricular community service learning projects. Indigenous Digital Accelerator Capilano University persuaded the federal government to invest $1.93 million in 2018-19 to fund the Indigenous Digital Accelerator (IDA). The IDA is intended to address significant gaps in the participation of local Indigenous peoples in the high technology, digital-creative and cultural sectors. Over the last year, this project has taken major steps forward. The CapU Foundation has prioritized the IDA as a major project. They have increased staff support (grant writing expertise) and have grown the IDA donor prospects. The IDA team has actively sought additional community and corporate sponsors such as the Indian Brotherhood Trust, TD Bank, the Congress of Aboriginal People, and Telus Storyhive. Already these initial discussions have borne fruit, with Telus Storyhive committed to work with CapU to broker multiple funding partnerships between CapU, the Telus Indigenous Webisodic Series award recipients, and Mitacs, the federal research funding agency. As a result, Mitacs will provide matching funds to private
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Indigenous film and media businesses. This funding is targeted at hiring student research assistants for accelerating Indigenous film and media production companies. Mitacs $750,000 funding will provide paid positions for student research assistants and a faculty research supervisor. Lonsdale Campus In December 2019, Capilano University President Paul Dangerfield officially opened the university’s new Lonsdale Campus in the Shipyards development of North Vancouver’s waterfront. The new campus is nestled within North Vancouver’s Lower Lonsdale neighbourhood, a fast-growing, high-density area. The campus is also within a few hundred metres not only of the Lonsdale Quay Market, but also the Quay Seabus terminal. The location brings CapU’s educational offering within easy reach of a large community of learners on both sides of Burrard Inlet. In January 2020, the first classes began, focusing on CapU’s offerings from its Continuing Studies and Executive Education branch. Since its opening, the campus has been home to 15 programs teaching 176 students; the COVID-19 crisis forced the cancellation of another 23 programs. Included in the programming offered was a custom program, Finance for Non-Financial Managers, created for employees of Ledcor Industries that helped 17 of its managers enhance critical skills, strengthening an important player in the Lower Mainland economy. The CSEE offerings should appeal to many of the managerial and entrepreneurial inhabitants of the Lonsdale and downtown Vancouver areas, with programs focusing on building business and entrepreneurial skills, along courses focusing on the computer and digital technology skills that many high-demand occupations require, as well as arts and language programming that appeal to a wide community of learners. The new campus has been host to a number of events since its opening, including a series of workshops on digital marketing for small businesses that was created in collaboration with the North Vancouver Chamber of Commerce, and a celebration of International Women’s Day that brought 60 people together. When our communities recover from the COVID19 crises, CapU’s Lonsdale Campus is placed to be an important part of that recovery for the North Shore communities, offering a place not just for learning new, work-relevant skills but as a focus for rebuilding the community’s social fabric.
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Strategic Context Community Context
As a special purpose, regionally defined teaching university, the provincial government has mandated that Capilano University meet the post-secondary needs of learners in the Capilano College Region, as well as learners throughout the province, country and beyond. The Capilano College Region is large and diverse, and the needs of its learners are complex. As shown in Figure 1, the region embraces the North Shore of the Lower Mainland, the Sunshine Coast and the municipalities of the Sea-To-Sky Highway. Communities range from the Mount Currie First Nation in the north, to the southern estates of Lions Bay. The first is a community recovering from colonization and the residential schools catastrophe, and still coping with the poverty and pain those events caused. The second is a community that not only has a disproportionate percentage of citizens who earn incomes of $100,000 or more (15% vs. 4% provincially), but also a disproportionate number of citizens with a graduate degree (16% vs. 6% provincially).
Figure 1. Capilano College Region.
Source: BC Stats, College Region 2 - Capilano Socio-Economic Profile, 2012.
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In addition to serving a community of great demographic diversity, Capilano University is uniquely close to both of BC’s largest research-intensive universities, the University of British Columbia (Vancouver) and Simon Fraser University, complicating efforts to recruit local students. This competition pressure is illustrated in Table 1, which provides a comparison of the distances between UBC and SFU and the urban centres of the three college regions hosting the Lower Mainland’s three teaching universities, Capilano, Kwantlen (serving Kwantlen Polytechnic University), and the Fraser Valley (serving the University of the Fraser Valley) College Regions. Table 1 gives the shortest driving distance from the City Hall of each of the cities hosting the main campus of their college region university, used as a proxy for population centre. This proxy measure may underestimate actual distances, however, particularly for the Kwantlen College Region, as Surrey City Hall is located in the far north of the college region, putting it out of not only the population centre of the region, which includes nearby urban populations in Delta and Langley, but also likely outside of the population centre of Surrey itself. Furthermore, Table 1 focuses only on the two research schools’ main campuses, while both universities have downtown campuses that are even closer to the North Shore—and further away from the other two teaching universities--than SFU and UBC’s main campuses.
Table 1. Shortest driving distances between city halls of the main urban centres of the Lower Mainland college regions hosting teaching universities and the main campuses of the Lower Mainland’s research universities.
Minimum driving distance to Minimum driving distance to SFU UBC (main gates, W. 16th Ave.), (Gagliardi Way & Burnaby Mtn. City Hall km Pkwy, km North Vancouver, 20 17.5 Lonsdale Ave. & 14th St. Surrey, 38.5 16.3 13450 104 Ave. Abbotsford, 75.7 56.5 32315 S. Fraser Way
Note: “Minimum driving distance” is the shortest driving distance in kilometres computed by Google Maps. North Vancouver City Hall is used as a proxy for the urban centre of the Capilano College Region despite the city’s smaller population than that of the District Municipality of North Vancouver because of its central location between the three major urban areas of West Vancouver, City of North Vancouver, and District Municipality of North Vancouver. West Vancouver and the City of North Vancouver combined have a larger census population (93,865) than the District Municipality of North Vancouver (84,875).
In Table 2, we see the 2016 Census population numbers for the main communities of the Capilano College Region. This shows how concentrated the population is in the North Shore area, which includes not only the municipalities of West Vancouver, City of North Vancouver and the District Municipality of North Vancouver, but also the reserve communities of the Musqueam and Tsliel-Watuth First Nations.
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Together, these communities make up over 180,000 of the roughly 262,000 people living in the Capilano College Regions, making for over 82,000 potential learners spread out over 13,000 square kilometres1. Table 2. 2016 Census Population estimates for Capilano College Region communities
Major communities 2016 Census population North Vancouver, district municipality (DM) 84,875 North Vancouver, city (CY) 52,185 West Vancouver 41,680 Squamish, DM 19,512 Whistler, DM 11,854 Sechelt, DM 10,216 Gibsons, town 4,605 Squamish First Nation (FN), aggregated Indian Reserves (IRs,5) 3,995 Bowen Island, island municipality 3,680 Pemberton 2,574 Musquem FN, aggregated IRs 1,655 Lions Bay, village 1,334 Lil'wat FN, aggregated IRs (2) 1,420 shíshálh FN, aggregated Indian Government Districts (IGD, 2; partial data 665 only) Tsliel-Watuth FN 135 Rest of Region 22,414 Total Region 261,816 Total BC 4,648,055 Region as % of BC population 5.6% Note: "Rest of Region" = Region total - sum of listed municipal populations. "Total Region" is from BC Stats PEOPLE database. Data for First Nations (FN) communities is from the 2016 Aboriginal Population Profile, based on long-form data from the 2016 Census, which is a 25% sample of the full census. Only partial data is available for the Sechelt Indian Government District areas. Where more than one FN community exists within the Capilano catchment region, we have aggregated the communities. Not all FN communities within the FN area, however, have data reported in the Aboriginal Population Profile. Sources: Statistics Canada, 2016 Census of Population, Statistics Canada Catalogue no. 98-400- X2016354; Statistics Canada Catalogue no. 98-316-X2016001; Aboriginal Population Profile, 2016 Census; BC PEOPLE database population projections application, https://bcstats.shinyapps.io/popProjApp/, accessed Feb. 08, 2019. As Figure 2 shows, the age distribution for the Capilano College Region is quite similar to that of BC as a whole, except that that is skews slightly older, with a slightly smaller proportion of population in the
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ages from 20 to 39, and a larger proportion of it population between the ages of 40 to 49. The data in Figure 2, however, exclude information from the First Nations community reported in Table 1, as the 2016 Aboriginal Profile produced by Statistics Canada does not provide a breakdown by age group. Although the mean and median age data for these communities in the 2016 Aboriginal Profile suggests that they skew much younger than the overall BC populations, the relatively small populations of these communities is unlikely to affect the age distribution of the overall Capilano College Region. Although this older skew is modest, it does point to another challenge facing Capilano University: a relatively smaller proportion of domestic, college-age population within its college region.
Figure 2. Age distribution across major Capilano College Region communities, excluding Indigenous communities.
Note: The 2016 Aboriginal Profile does not provide a breakdown of population by age group for Indigenously governed communities. In recent years, Capilano University has been committed to Indigenizing its curriculum and school culture to not only address the TRC Calls to Action, but also to serve the needs of its communities. Table 3 shows how diverse those communities are across the college region in terms of their Indigenous base. The proportion of people identifying as Indigenous varies from 97% for the Lil’Wat reserve communities
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to under 1% in West Vancouver. Nor is the diversity in Indigeneity simply a matter of differences between Indigenous and non-Indigenous communities.
Within both Indigenous and non-Indigenous communities there is considerable variation. Indigenous communities within the Capilano College Region include highly urbanized communities of the Tsliel- Watuth and Musquem Nations, located within the urban heart of the North Shore and Vancouver, featuring a non-Indigenous population ranging from just over 50% to 80%, and the rural communities of Lil’Wat Nation, which is almost exclusively Indigenous. The Squamish First Nation reflect this diversity well, ranging from rural reserve communities north of Squamish to urban territories along the North Shore.
Table 3. Proportion of populations identifying as Indigenous in major Capilano College Region communities.
Non- Indigenous Indigenous Community population % of population population % of population North Vancouver, DM 1355 1.6% 83520 98.4% North Vancouver, CY 1155 2.2% 51030 97.8% West Vancouver 240 0.6% 41440 99.4% Squamish 955 5.0% 18160 95.0% Whistler 130 1.2% 11115 98.8% Sechelt 610 6.1% 9400 93.9% Gibsons 205 4.7% 4195 95.3% Squamish FN, aggregated IRs (5) 1965 49.1% 2040 50.9% Bowen Island 70 1.9% 3605 98.1% Pemberton 170 6.6% 2395 93.4% Musquem FN, aggregated IRs 805 48.5% 855 51.5% Lions Bay 0 0.0% 1385 100.0% Lil'wat FN, aggregated IRs (2) 1380 96.8% 45 3.2% shíshálh FN, aggregated IGDs (2, partial data only) 450 68.2% 210 31.8% Tsliel-Watuth FN 365 19.7% 1490 80.3% Total, Capilano CR communities 9855 4.1% 230885 95.9% BC 270585 5.8% 4289655 92.3%
Sources: Statistics Canada:, 2016 Census of Population, Statistics Canada Catalogue no. 98-400- X2016354; Statistics Canada Catalogue no. 98-316-X2016001; 2016 Aboriginal Population Profile. Data based on the long-form census, which is 25% of the 2016 census.
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Education, employment and Income
The communities of the college region are fairly well educated, as illustrated in Table 4, with median levels of education equivalent to, and perhaps slightly above provincial levels. Table 4 suggests that across communities there is a smaller percentage of community members with a high school diploma or less compared to the provincial norms, and slightly higher levels of undergraduate and post- baccalaureate education than in BC as a whole. However, the median results mask some significant differences. In the non-Indigenous communities of the North Shore, which provide the largest population of learners, a substantially smaller percentage of the community populations have only a high school diploma or less. North Vancouver and West Vancouver have only 32 and 33 percent, respectively, of their members without any post-secondary education, compared to the provincial level of 45 percent. An equally wide gap appears when we look at the levels of university education. Between 29% and 32% of the three communities’ adult (15 and >) populations have an undergraduate credential, compared to 20% provincially, while post-baccalaureate education—including professional degrees and doctorates—varies between 12% and 20%, versus 9% across the province.
However, substantive deviations occur in the opposite direction, with the First Nations communities suffering the greatest educational impoverishment. Among the Lil’Wat communities, 73% have a high school diploma or less, and only 5% have an undergraduate credential, whether certificate, diploma or degree. Things are less drastic in other First Nations communities, although the shíshálh First Nation have 53% of their community members with a high school diploma or less, and only 13% with some undergraduate diploma, and 4%-, just under half of the provincial level, with a post-baccalaureate credential.
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Table 4. Distribution of education levels of in major Capilano College regions among persons aged 15 and older.
High school Undergraduate diploma, Non- certificate, Post- equivalency or undergraduate diploma or Baccalaureate Community less credential degree credential North Vancouver, district 33% 23% 29% 15% municipality North Vancouver, city 33% 26% 29% 12% West Vancouver 32% 17% 32% 20% Squamish 38% 30% 23% 9% Whistler 31% 29% 30% 10% Sechelt 44% 33% 16% 8% Gibsons 41% 30% 18% 11% Squamish FN, aggregated 45% 26% 20% 9% IRs (5) Bowen Island 28% 21% 29% 21% Pemberton 43% 30% 22% 5% Musquem FN, 46% 22% 17% 15% aggregated IRs Lions Bay 24% 25% 29% 22% Lil'wat FN, aggregated IRs 73% 19% 5% 3% (2) shíshálh FN, aggregated 53% 30% 13% 4% IGDs (2, partial data only) Tsliel-Watuth FN 37% 31% 23% 9% Median % 38% 26% 23% 10% BC 45% 27% 20% 9%
Sources: Statistics Canada:, 2016 Census of Population, Statistics Canada Catalogue no. 98-400- X2016354; Statistics Canada Catalogue no. 98-316-X2016001; 2016 Aboriginal Population Profile. Data derive from the long-form census, which is 25% of the 2016 census.
Table 5 presents a summary of top occupational categories and top industries, colour coded to allow us to readily see the different occupational/industry clusters. Overall, BC employment reflects what could be called a mercantile employment pattern, with the top occupations being sales and service occupations, and the top industry retail trade. Thus, provincially, the most common employment situation should be retail trade sales and services. This pattern is found in several Capilano College Region communities in the Sunshine Coast region (Sechelt, Gibsons) and North Shore (City of North Vancouver and Squamish First Nation).
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Table 5. Top occupations and industries across Capilano College Region communities.
Community Top Occupation Top Industry North Vancouver, DM Sales & service occupations Professional, scientific & technical 21% services 14% North Vancouver, CY Sales & service occupations Retail trade 25% 12% West Vancouver Management occupations Professional, scientific & technical 21% services 18% Squamish Sales & service occupations Accommodation & food services 17% 13% Whistler Management occupations Accommodation & food services 17% 29% Sechelt Sales & service occupations Retail trade 17% 14% Gibsons Sales & service occupations Retail trade 14% 14% Squamish FN, Sales & service occupations Retail trade aggregated IR 15% 16% Bowen Island Management occupations Professional, scientific & technical 19% services 16% Pemberton Sales & service occupations Accommodation & food services 24% 20% Musquem FN, Occupations in education, law & Health care & social assistance aggregated IRs social, community & government 13% services 22% Lions Bay Management occupations Professional, scientific & technical 17% services 18% Lil'wat FN, aggregated Sales & service occupations Accommodation & food services IRs 21% 13% shíshálh FN, Sales & service occupations Health care & social assistance aggregated IGDs 26% 13% (partial data only) Tsliel-Watuth FN Sales & service occupations Health care & social assistance 20% 15% BC Sales & service occupations Retail trade 25% 12% Sources & notes: Statistics Canada: 2016 Census of Population, Statistics Canada Catalogue no. 98-400- X2016354; Statistics Canada Catalogue no. 98-316-X2016001; 2016 Aboriginal Population Profile. Occupations categorized by the National Occupational Classification (NOC) 2016. Industries organized using North American Industry Classification System (NAICS) 2012. Numbers are estimates based on long-form census data, which is a 25% sample of the 2016 census.
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The western edge of the North Shore non-Indigenous communities (West Vancouver, Lions Bay, and Bowen Island) show a much more white-collar employment pattern, with the top occupations being management occupations, especially in professional, scientific and technical service companies. The District Municipality of North Vancouver shows a mixed pattern of employment, with the top industry again being professional, scientific and technical services, but with sales and services jobs being most common occupations. This may reflect a geographic stratification along class lines, with frontline, customer facing personnel—such as technicians and sales reps—for technical and professional companies living in the eastern strip of the North Shore, and their managers and executives living in the western edge.
The more northerly communities strung along the Sea-to-Sky Highway (Squamish, Whistler, Pemberton Li’Wat First Nation) show a hospitality-related employment pattern, with sales and services occupations being the most common, for the most part, with much of that work taking place within accommodation and food services businesses. The minor exception to this is Whistler, where managerial occupations are more common than front-line sales and services.
For several First Nations communities, employment shows a health and community services pattern. For all of the Musquem, Sechelt and Tsliel-Watuth First Nations, the top employers are health care and social assistance-focused organizations. Social-assistance organization is an industry grouping ranging from child-care to family services, and includes food and housing services, as well job training/reskilling services. While the most common occupations for members of the Musquem First Nations communities are those providing education and law, or social, community and government services, sales and service occupations are again the most common among the Tsliel-Watuth and shíshálh First Nations.
Finally when we look at income level in Table 6, it reflects much of what Table 5 implies. Communities where the top industries are in professional, scientific and technical services—highly skilled and often in high-demand areas—have income levels well above provincial levels, with all communities having a percentage of citizens earning $90,000 or more that is twice the provincial average, with West Vancouver’s percentage being triple that of overall BC rate. Those communities with a more typical economic profile—with a mercantile or hospitality-based profile—show income distributions very close to that of the overall BC distribution. One exception to that is the Lil’Wat Nation communities, which are much more heavily skewed to the lower end of the income range. This low-income skew is also true for the Squamish and shíshálh First Nation communities. The Tsliel-Watuth First Nation and Musquem First Nation communities show a distribution much closer to that of overall BC distribution than do the others. Both First Nations have their current communities located in the urban areas of the Lower Mainland, allowing greater access to employment, and to training. It also means a larger percentage of community members are non-Indigenous; the inclusion of a larger percentage of non-Indigenous community members lifts the aggregate measures of community wealth, as the effects of colonization do not hamper their material success.
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Table 6. Income distribution in Capilano College Region communities, for population aged 15 years and older.
< $10,000 (including $10,000 to $30,000 to $60,000 to Community loss) $29,999 $59,999 $89,999 $90,000 & > North Vancouver, DM 16% 26% 28% 16% 13% North Vancouver, CY 15% 31% 34% 13% 7% West Vancouver 19% 27% 24% 10% 18% Squamish 13% 29% 36% 11% 6% Whistler 14% 33% 35% 11% 7% Sechelt 12% 40% 33% 11% 4% Gibsons 12% 39% 31% 13% 5% Squamish FN, aggregated 31% 38% 24% 5% 2% IRs (5) Bowen Island 19% 28% 28% 13% 12% Pemberton 12% 31% 41% 13% 4% Musquem FN, aggregated 23% 28% 28% 11% 10% IRs Lions Bay 18% 19% 30% 17% 17% Lil'wat FN, aggregated IRs 36% 40% 18% 5% 1% (2) shíshálh FN, aggregated 31% 43% 22% 2% 2% IGDs (2, partial data only) Tsliel-Watuth FN 14% 28% 32% 19% 7% BC 16% 34% 32% 12% 6%
Sources: Statistics Canada:, 2016 Census of Population, Statistics Canada Catalogue no. 98-400- X2016354; Statistics Canada Catalogue no. 98-316-X2016001; 2016 Aboriginal Population Profile. Data derived from the long-form census, a 25% sample of the full 2016 census. Even this brief economic survey makes clear the diversity of the community economies, and therefore the educational demands, of the Capilano College Region. Finding the programming mix that can address the employment needs and career aspirations of learners living in communities with such varied economies is part of the challenges Capilano University is rising to meet.
University Context
Capilano University served 9,932 students in the 2019-20 fiscal year, an increase of 4% from the previous year, marking the third consecutive increase in headcount. This headcount corresponds to 6,320.7 FTEs for the 2019-20 fiscal year, of which 60% were domestic and 40% international student FTEs. Domestic FTEs declined from the previous fiscal year by 3% while domestic headcount declined by 4%, marking the fifth consecutive fiscal year decline in domestic FTEs and headcount. The size of domestic declines in both FTEs and headcount, however, has been largely reducing since 2016-17
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As shown in Table 7 below, Capilano University students enrol in programs distributed over 12 different categories of credential type, ranging from programs with no credential, such as Engineering Transfer, to graduate diploma programs, such as Early Childhood Care and Education. Over the last five years, we have seen growth in enrolments for diploma, post-degree and graduate programs.
Table 7: Headcount by credential, last five fiscal years Fiscal Year Credential 2015-16 2016-17 2017-18 2018-19 2019-20 None 1865 1855 1948 1857 1572 Developmental 57 41 33 24 28 Short Certificate 32 31 61 100 63 Certificate 1183 1095 1107 1125 1127 Advanced Certificate 12 23 18 11 3 Diploma/Advanced Diploma 1605 1633 1666 1744 1802 Associate Degree 816 840 963 1307 1806 Baccalaureate Degree 2866 2836 2815 2809 2946 Post-degree Certificate/Diploma 192 256 350 487 528 Graduate Certificate/Diploma -- -- 49 56 57 Total 8628 8610 9010 9520 9932 Source: CDW, as of Banner download May 5, 2020. All students, including PLA, except Continuing Studies & Executive Education Both full-time and part-time enrolment numbers have increased over the last two fiscal years, as shown in Table 8. Since 2017-19, however, the increase in enrolment by full-time students has been larger than that for part-time students, resulting in steady increase in the percentage of full-time students. The increased percentage of full time students has been particularly marked over the last two years Table 8: Headcount and distribution across full-time, part-time status, last five fiscal years Fiscal Year Status 2015-16 2016-17 2017-18 2018-19 2019-20 Full-time 10172 10104 10691 11811 13329
66% 66% 67% 69% 71%
Part-time 5294 5179 5235 5333 5456
34% 34% 33% 31% 29%
Source: CDW, as of Banner download May 5, 2020. All students, including PLA, except Continuing Studies & Executive Education.
As Table 9 shows, the relative distribution of enrolments across semester has not substantially changed over the last five fiscal years, with fall semesters being the most popular, followed by spring and then summer terms. However, summer enrolments have increased substantially over the last two fiscal years, increasing 15% in the Summer 2018 over Summer 2017 term, and increasing 20% in Summer 2019 over Summer 2018 term. Fall and spring terms both increased 8% and 6%, respectively over the 2018-19 fiscal year, consistent with increases over the two previous fiscal years. As Table 9 also shows, this larger growth in summer enrolments is driven entirely by international students.
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Table 9: Academic program headcount distribution across semesters, last five fiscal years Fiscal Year Semester 2015-16 2016-17 2017-18 2018-19 2019-20 Summer, domestic 2059 1903 1870 1738 1779
Summer, international 469 554 644 1158 1723
Summer Total 2528 2457 2514 2896 3502
Fall, domestic 5925 5679 5560 5427 5228
Fall, international 889 1038 1292 1863 2675
Fall Total 6814 6717 6852 7290 7903
Spring, domestic 5276 5093 5069 4975 4746
Spring, international 848 1016 1491 1983 2634 Spring Total 6124 6109 6560 6958 7380
Source: CDW, as of Banner download May 5, 2020. All students, including PLA, except Continuing Studies & Executive Education FTEs have decreased for both standard domestic students and those in cost-recovery programs, as shown in Table 5. However, growth in international FTEs has been even larger, with international FTEs increasing 31%, 46% and 40% in each of the last three fiscal years (2017-18, 2018-19, 2019-20) respectively. Table 10: FTEs by fee type, last five fiscal years Fiscal Year
Fee type 2015-16 2016-17 2017-18 2018-19 2019-20
Domestic 4265.0 4101.9 3999.8 3840.2 3742.1
Domestic, cost recovery 106.6 59.3 55.3 45.6 44.5
All Domestic 4371.6 4161.2 4055.1 3885.8 3786.6
International 823.2 947.9 1243.9 1814.7 2534.1
Source: CDW, as of Banner download May 5, 2020. All students, including PLA. These increases in international enrolments have offset smaller but persistent declines in domestic enrolments. As shown in Table 11, domestic headcount and FTEs have decreased steadily over the last five fiscal years. However, that rate of decline does seem itself to be slowing.
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Table 11: Percent change in domestic headcount and FTE from previous year, last five fiscal years. Fiscal Year Measure 2015-16 2016-17 2017-18 2018-19 2019-20 FTEs -9% -5% -3% -4% -3% Headcount -11% -13% -8% -7% -4% Source: CDW, as of Banner download May 5, 2020. All students, including PLA. Over the last five academic years, the number of graduates emerging from Capilano University has been largely stable, as shown in Table 12, especially over the last four years. The 2019-20 fiscal year saw a moderate rebound in numbers after a modest drop in 2018-19. The number of students graduating with certificates and advanced diplomas have shown marked declines over the last five years, although the number of certificate graduates seems to have plateaued. The number of students graduating with diplomas or degrees increased modestly in the last fiscal year, although trends have been largely stable following a drop in all three credentials from 2015-16 to 2016-17. The number of students graduating with post-degree diplomas in the 2019-20 fiscal year, notably, has increased by 111% over 2018-19, and by over 600% from 2015-16 Table 12: Graduates by credential type, last five fiscal years Credential 2015-16 2016-17 2017-18 2018-19 2019-20 Short Certificate 1 4 2 17 Certificate 586 444 443 334 320 Diploma 520 500 548 526 541 Advanced Certificate 1 3 3 1 1 Advanced Diploma 212 169 74 68 24 Associate Degree 103 85 87 98 110 Baccalaureate Degree 496 440 440 434 456 Post-degree Certificate 4 Post-degree Diploma 33 92 112 117 237 Graduate Certificate 2 1 Graduate Diploma 3 17 10 Developmental 35 23 25 19 20 Total 1986 1759 1739 1617 1740 Source: CDW, as of Banner download May 5, 2020. All students, including PLA, except Continuing Studies & Executive Education. "Student Credentials" defined using CDW CTYP code. See Data Definitions and Standards Elements Definitions. URL: https://www2.gov.bc.ca/assets/education/post- secondary-education/data-research/ddef-student-standards.pdf. Table data excludes records with the "NONE" CTYP code. Students could have more than one credential within a credential type in a fiscal year. Reporting done in the 2018-19 IAPR did not break out Developmental credentials from academic, as this current table does.
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MANDATE LETTER PRIORITIES
Alignment of University goals, initiatives and objectives with Mandate Letter
In this section we outline how Capilano University is in alignment with the Ministry of Advanced Education, Skills and Training’s priorities for the current (2019-20) and coming (2020-21) years. We respond first to the Ministry’s current year priorities, and then to next year’s planning priorities. Where CapU’s response to next year’s priorities is consistent with this years’ response, we will refer back to the 2019-20 response, rather than repeating the material again.
2019-20 Mandate Letter
1. Implement the education-related TRC Calls to Action… and implement a comprehensive strategy that increases student success and responds to the TRC Calls to Action and UN Declaration
We acknowledge our ethical responsibility as an educational institution to work to reverse the devastating legacy of residential schools and colonialism in Canada and take actions accordingly. CapU is now in its seventh year of dedicating a full week to Truth and Reconciliation awareness on campus, and we recognize that there is still work to do in order to consolidate systemic change in our educational system. Supporting this process is the newly created Office of Indigenous Education and Affairs, the President’s First Nations and Indigenous Affairs Steering Committee, and the Indigenization Committee, which comprises members of administration, faculty and First Nations elders.
We have listed details of our response to the TRC Calls to Action and UN Declaration in the report template in the Appendix. Some highlights include: the activity of the Indigenous Digital Accelerator; the acknowledgement of the right of Indigenous students to wear their traditional ceremonial regalia at Convocation; the central role of the Legacy Canoe, now named Skw’cháys, centrally within the Cap50 celebrations; the creation of University One for Aboriginal Learners to increase the University readiness of Indigenous students, and help them stay in their programs.
Capilano University’s Indigenization efforts continue to follow the eight goals initially laid out in the 2018-19 Operation Report:
Community outreach and learning facilitation
The Community Outreach and Learning Facilitators live in the community or area, understand the community dynamics (including barriers and opportunities) and are focused on the task of building access and retention of Indigenous learners. As part of the community outreach efforts, CapU created a full-time dedicated Indigenous recruiter position in 2018.
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Systemic change
Systemic change activities within Capilano University are essential components of the changing cultural fabric of the institution and directly support Indigenous student access, retention and success. CapU’s First Nation Student Services (FNSS) has been closely working with the executive to plan and consolidate the University’s commitment that includes increasing cultural knowledge and awareness throughout the institution, enhancing teaching skills for Faculty to meet the needs of Indigenous learners, increasing the Indigenization of curriculum, influencing institutional policy and ensuring that the TRC recommendations are addressed.
Over the last year, we took several steps to advancing systemic change. We engaged an Educational Developer focused on Indigenous pedagogies to develop and deliver an institution-wide strategy for decolonizing the classroom and indigenizing the curriculum. CapU has hosted a Sleeping Ceremony, an Awakening Ceremony and has had to delay the Launching Ceremony for Skw’cháys due to COVID-19, but is committed to its responsibility as a canoe family and in working with the canoe to deliver traditional, water-based teachings. CapU is also including Skw’cháys into its Convocation ceremony. As part of the commitment to increasing Indigenous roles with impact, CapU has initiated an application process with the Human Rights Tribunal to engage Indigenous faculty to instruct content that requires Indigenous expertise and/or lived experience.
University One for Aboriginal Learners
CapU has consulted with the Sechelt and Squamish Nations and the First Nations Advisor to help increase Indigenous enrolment and Indigenous student success. The outcome is University One for Aboriginal Learners, a new two-semester certificate that aims to provide Indigenous students with a meaningful curriculum and educational context to develop key academic skills. This cohort program includes subjects like critical reading, academic writing, oral communication and quantitative reasoning ability.
CapU is looking at streamlining the pathway for students completing their ABE to move directly into University One, and then ladder into the program of their choice. Some scholarships have been provided to increase accessibility.
The kálax-ay Sunshine Coast campus have created another pathway program with the partnership of the shíshálh Nation. The Pathways to Higher Learning program provides bridging support to help Indigenous students to engage successfully in ABE programs. The program is in its second year.
Inspiration Nation
CapU has hosted a youth summit for Indigenous learners, called Inspiration Nation, each spring since 2018. The summit allowed participants to explore issues of interest to Indigenous learners and introduced them to post-secondary options and learning experiences. Spring 2020 forced a major change in the format due to COVID-19 social distancing requirements. Instead of the usual Inspiration Nation event, plans are underway for potential remote engagements.
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Success strategies for Indigenous learners
CapU will work towards introducing a retention-improvement program. All new Indigenous learners will be encouraged to participate and a key feature will be a peer mentorship element allowing current students to support each other throughout their academic studies.
Community Education Needs Assessment
The Community Education Needs Assessment tool provides funding for the ongoing development of a consistent needs-analysis program in the communities. This will ensure productive and effective investment in programming that aligns with individual interests and community needs. The assessment is midway through its 2019-20 analysis. CapU is reviewing ability to engage in this area through remote means in response to COVID-19.
Indigenous language and culture certificates and diplomas
CapU offers three certificates, focused on either the Lil’wat Nation, shíshálh Nation or Squamish Nation language and culture. These programs highlight the ongoing commitment of CapU to Truth and Reconciliation and contribute to the regeneration of threatened Indigenous languages, enhance pride and confidence of learners in their culture and traditions and develop tangible skills for teaching the language within communities.
Language and Culture programming delivered in Mount Currie expanded significantly in the past year with the offering of additional courses in linguistics, First Nation Studies, and conversational languages. The Mount Currie campus added a new faculty member in Fall 2019 when Lil'wat Nation member Yvonne Wallace joined as an Ucwalmicwts Language and Culture Instructor. Spring 2019 saw Mount Currie register a record number of students registered in the introductory Ucwalmícwts course.
Career guidance workshops
An education and career guidance counsellor will conduct one-on-one consultations with individuals and provide workshops to groups to assist with this significant service gap in our communities. The counsellor will work primarily from Lil’wat Nation, as the need for this service was identified in the education needs analysis conducted in this community, but will also offer workshops in Sechelt, Squamish and Tsleil-Waututh communities.
Additional initiatives
Capilano University and Lil’wat Nation signed an affiliation agreement in the summer of 2019. Under the agreement, the Lil’wat Nation develops its own long-range educational plan while CapU supports it by offering advice and expertise. CapU continues to be active through the Ts'zil Learning Centre built at Mount Currie. The Education Assistant program, for example, was taught in Spring 2019, the first time it has been offered at the Mount Currie campus. The first Mount Currie graduates of the program receive their credentials in June 2020, with more expected to graduate in Fall 2020.
In 2019-20 there were 20 courses offered at CapU that explicitly focused on First Nations content. Just as important for the process of Indigenization, however, is building an understanding of Indigenous experience and knowledge among the non-Indigenous members of our community. Progress has been made on this front as well. Beginning in the spring term of 2019, CapU First Nations Student Services
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staff began collaborating with faculty and staff to introduce the KAIROS Blanket Exercise into classes and staff workshops. The KAIROS Blanket Exercise has been developed by KAIROS Canada—a non-profit, social justice organization—who describe the exercise as a “participatory history lesson – developed in collaboration with Indigenous Elders, knowledge keepers and educators – that fosters truth, understanding, respect and reconciliation among Indigenous and non-Indigenous peoples.”
Many schools now have included or invited Indigenous community representatives into their program advisory committees to gain insights in knowledge perspectives, curricular topics and approaches relevant to programs, courses, and pedagogy. Faculty curriculum committees work with Indigenous advisory groups to build representation of Indigenous perspectives and content into courses wherever possible. The CTE encouraged faculty to think about how they can weave land and place into curriculum with a land- and place-based learning dialogue series, including sessions such as Land as Teacher and Cedar a Living Resource.
An Indigenous Learners Librarian is available for individual research support for Indigenous students and to conduct professional development workshops for faculty, both within the University and for the community groups the University supports, including the Lil'wat, Sechelt, Squamish and Tsleil-Waututh communities.
At both the North Vancouver and kálax-ay Sunshine Coast campuses, 2019 marked significant steps in Indigenizing one of students’ first university experiences, new student orientation. In late August, members of the First Nations Student Services guided Indigenous students through the North Vancouver campus’ first Indigenous Student Orientation. Almost a week later, students, faculty and staff attended the first Indigenized orientation at the shíshálh Nation Longhouse. The event included presentations from Elders and members of the Sechelt Council, as well as traditional dancing and food. kálax-ay Sunshine Coast campus hosted a Truth and Reconciliation event in Fall 2019, and hired an Indigenous Initiatives Faculty Advisor to help faculty with decolonizing curriculum, assisting in protocols for campus and cultural safety practices-other initiatives. Campus faculty invited two shíshálh Nation community members to deliver a workshop on Protocol. Members of campus also participated in a shíshálh Nation Career Fair.
2. Work closely with government to support implementation of priority initiatives, including those outlined in the Minister’s mandate letter. Specific actions include, but are not limited to:
a. Improving access to post-secondary education with a focus on vulnerable and under- represented students.
With one-time funding from the Ministry of Advanced Education, Skills and Training, a new cohort of learners was welcomed into the Discover Employability program for Fall 2019. Discover Employability provides students who have developmental disabilities the opportunity to participate in post-secondary education and develop valuable skills to enter the workplace.
The first Walls to Bridges course (Geology 100) ran in Fall 2019 at the Fraser Valley Institution for Women. The course joined eight CapU students with eight inmate students at the correction center, with tuition for the women at the correction center waived for this augural offering. CapU is seeking sponsorship for its Walls to Bridges course to cover prison-student tuition for the next course offering. The goal is to have inmates complete a credential while in prison.
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Capilano University saw a second straight increase in developmental FTEs since 2017-18, when Capilano University implemented priority initiatives including Tuition-Free Adult Basic Education (ABE) and English Language Learning (ELL) to domestic students. CapU has planned for additional ABE course delivery at the Lonsdale Campus for all 2020 terms, and expects to offer four new courses in Squamish for Fall 2020. As mentioned in response to Priority 1, the Pathways to Higher Learning program is in its second year of helping Indigenous students gain the skills needed to successfully complete ABE programs.
Capilano University is committed to creating a campus learning environment that is accessible and inclusive to all community members, especially vulnerable and under-represented students. The CapU Centre for Student Success (Phase One) opened last year; the Centre applies best practices of a traditional learning commons while also adding other support programs into one central location at the heart of CapU’s campus, increasing visibility of, and access to, tutors, advisors and other supports.
Phase Two of the Student Success Centre is slated to open in the summer of 2020. The expansion will further centralize and unify disparate services, creating a comprehensive and cohesive collection of university services. The expansion will enhance CapU’s capacity to ensure strong continuity of care between units and thereby diminish the chances for students to miss out on crucial services, referrals, and supports.
CapU’s Accessibility Services office strives to ensure that students with disabilities enjoy the same rights, opportunities, and respect as all other students. Additionally, our Centre for Teaching Excellence has created programming, supports, and a community of practice for faculty members who are developing courses using Universal Design for Learning principles.
Over the past year, Capilano University has expanded programming targeting some of our most vulnerable populations by creating a Positive Space program with outreach, awareness, and education related to the LGBTQ2S+ community. Additionally, CapU’s orientation and transition programming grew to include early support for mature learners, distinct programming for first generation students, and increased integration of international learners. The programming has included an employee-focused forum aimed at starting a dialogue on diversity and inclusion of our LGBTQ2S+ community, along with a professional development day exploring how faculty can include help build support through their teaching. Our student body has long been committed to building support for the LGBTQ2S+ community and has continued its now-traditional involvement in the Vancouver Pride Parade and Pride Month.
b. Expanding programming aligned with high demand occupations and priority sectors (such as trades, technology and health).
Capilano University began expanding its tech-related programming in the Faculty of Fine and Applied Arts (FAA) in 2018-19, and this expansion continued in 2019-20. Notably, CapU has obtained grant funding from the Ministry to create an additional 50 seats in our 2D and 3D animation programs, which will be fully realized by 2020-21. CapU has expanded the class size of its two tech-related degrees: Design in Visual Communication, and Motion Picture Arts.
The Early Childhood Care and Education (ECCE) department launched a new diploma program in Squamish and expanded its existing certificate and diploma programs at the kálax-ay Sunshine Coast campus in Fall 2019. ECCE’s Health Care Assistant program collaborated with Vancouver Coastal Health
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to support learners and help students enrolled in the kálax-ay Sunshine Coast campus secure employment. The Health Authority is covering full tuition and textbook costs for 11 students, with a commitment of employment for a minimum of 18 months upon graduation.
c. Expanding co-op and work-integrated learning opportunities for all students.
CapU has one co-op program (Tourism Management Cooperative Education), and another 35 programs that contain a practicum component, comprising 38 courses in the 2019-20 fiscal year. The length of these practica ranges from 40 hours (Associate of Arts, Global Stewardship) to 30 weeks (Early Childhood Care & Education Certificate), with another four programs having practica of six months duration (Bachelor of Legal Studies, Bachelor of Music Therapy, North American Business Management Applied Post-Baccalaureate Diploma, Paralegal Diploma). Both the Bachelor of Legal Studies and the Paralegal Diploma are paid practica. CapU’s Student Success and Retention Task Force created a working group to explore how to better implement and expand experiential learning. Both the Creative Tech Commons and Indigenous Digital Accelerator should increase opportunities for work-integrated learning when implemented.
3. Improve student safety and overall well- being in the areas of mental health and the prevention of sexual violence and misconduct, including creating greater awareness of available supports.
Sexual Violence and Misconduct Policy Review
Capilano University has had a Presidential Advisory Committee on Sexual Violence and Misconduct since 2016-17. The committee, composed of representatives from across the University community, has been developing University policy and procedures to protect students, staff and faculty from sexual violence and misconduct. As mandated by the Sexual Violence and Misconduct Act, Capilano University began to review its policy and procedures after three years. The three-year review began in June 2019 with consultations with the student union (CSU) and University Human Resources (HR). These initial consultations formed the basis of a review lead by Student Affairs in collaboration with the CSU, which has been driven by recommendations from various stakeholders within the campus community, particularly student leaders. Timelines for the review are included in Appendix D. The review process included: research into new practices in policy development in the last three years; a critical scan of other post-secondary institutions policies; feedback from experts within the sector; discussions as part of a community of practice through the Ministry of Advanced Education; and consultation with various stakeholders including student groups, student leadership, student services.
The review process has included several drafts of the revised policy and procedures that were presented to the university’s Executive Committee and CSU Board in March 2020. Based on feedback during those consultations, a longer consultation period was recommended, with the final policy and procedures to be approved by the Board in September 2020. Summer consultations will include discussions with the
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First Nations of the CapU catchment area, and online consultations open to all campus community members.
CapU’s review is seeking changes to reduce barriers for those impacted by sexual violence. The proposed revisions include: A commitment to a trauma and violence informed approach to implement the policy; Commitment to funding for the portfolio; A commitment to a 3-5 year education plan; Inclusion of alternative justice measures; A section added on respondent rights; Clearer information on interim measures for safety needs; Shifting the policy name to be just ‘sexual violence’; And further clarity on process to inform survivors’ expectations of process for disclosing and reporting.
Under-represented Students
In 2019, Capilano University launched a first set of initiative focused on former youth in care. The supports were offered jointly by our Financial Aid and Student Affairs teams. Elements of the initiative included: an awareness campaign, open ended reach outs to students to engage the tuition waiver program, and targeted support for self-identified students At this point, CapU has not created a Campus Navigator position or participated in the Ministry-led program. We are currently reviewing student-focused positions and are considering this as a future option. A current initiative underway is the development of a wrap-around support program that identifies students as they enter the university, targets needed supports at the outset of the university experience, and allows voluntary partnering of new students and mentors.
Student Safety and Overall Well-Being
Capilano University is committed to creating a safer and more supportive campus community. We have strong involvement from employees and students across campus in initiatives and projects that promote mental health, support well-being, and work towards prevention and education related to sexual violence. Initiatives in involvement include: Canadian Campus Wellbeing Survey We are engaged to participate in the program for fall 2020 Healthy Minds Healthy Campuses We currently use the Framework for Post-Secondary Student Mental Health as a guiding document in our mental health and well-being programming. Staff from CapU are currently members of the HMHC community of practice in BC
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Safe 2 Talk Program CapU is launching promotion of the 24/7 mental health. We are currently expanding and promoting our own capacity within our CapU Counselling Service and simultaneously promoting the new provincial service. The campaign will launch in late June and be repeated in early September to ensure that ongoing summer students and incoming fall students receive the same information. Ongoing and current activities
The university’s Student Affairs unit hired a staff member in 2019 to take sexual violence disclosures and reports. We have continued well-being programming for students, staff and faculty focused on responding to disclosures and consent education.
CapU developed a Supporting Students in Distress Guide that outlines the process for disclosures and reports of sexual violence for employees. CapU continued to educate through: a day-long training workshop for CSU and CapU staff on trauma-informed investigations, implemented the Ministry’s “Is Not Yes” poster campaign, a rebooted consent campaign for the Spring 2020 term entitled ‘I Heart Consent’.
Student health and wellness has also been the focus of one of the working groups created by the Student Success and Retention Task Force. This has produced a report on student health and well-being and a strategy to promote both.
Capilano University continues to implement the commitments made in the Okanagan Charter for Health Promoting Universities and Colleges. CapU has created a working group on student wellness, and, in 2018, assessed student health and wellness via in the National College Health Assessment survey. The commitment to the Okanagan Charter has led to the following changes: Introduced a well-being programming for students, staff and faculty focused on consent education and awareness in support of the sexual violence policy; Introduced the pledge to increase campus commitment to implementing the policy and to create a consent culture on campus for both employees and students, and relaunched it for orientation in Fall 2019; Incorporated consent education into new student orientation; Introduced SafeTalk awareness workshops for staff and students, and had all student affairs staff trained to be facilitators; Increased the number of assist-certified staff on campus to help in crises; Hired and guided a faculty lead to develop a consultative campus well-being strategy, which was submitted to the executives in May 2019 and approved by senior leadership council; Proposed and sponsored the first well-being week showcasing well-being resources on campus; Proposed the Centre for Health & Well-being, centralized wellbeing services at a single location and created a manager position for health and well-being promotion; Developed a framework for promoting student resiliency through a themed approach to promote problem solving in academic supports, personal supports and involvement. The approach is modeled through the tagline “Connect. Engage. Take action”;
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Received ministry funding for a well-being peer-ambassador program to oversee training and programming, while hiring 19 student peer helpers in sexual health, social health, physical health, academic well-being, and mental health;
4. Ensure that students are able to seamlessly transition into post-secondary education with the implementation of the new BC Graduation Program.
Capilano University has updated its recruitment processes and has been working to adapt program admission requirements and course prerequisites, as well as course content, to ensure a smooth transition for applicants, including high school graduates. Deans and other academic administrators have held conversations with school district staff, educators and students across the catchment area. CapU’s public website provides detailed information on current admission requirements.
Capilano University’s Centre for Teaching Excellence (CTE) participated in the K-12 Action group organized by the BC Teaching and Learning Council, which developed and shared resources among BC post-secondary institutions to prepare faculty for the changes to the K-12 curriculum. The CTE has held a number of workshops and shared resources with faculty around the key changes in the K-12 curriculum, which included invited guests from the Superintendents’ offices of local school districts. In 2019-20, CapU’s CTE created a K-16 transitions faculty associate position to support faculty with workshops and resources.
5. Continue to actively participate in the implementation of the EducationPlannerBC common application system for all undergraduate applicants.
Capilano University is actively involved in the development and implementation of the common application system for all public post-secondary institutions in the province. Applicants are now able to upload transcripts and other documentation with their application for admission through EducationPlannerBC.
CapU also participates in EducationPlannerBC’s Transcript Services Reference Group committee.
6. Work closely with the Ministry to develop a balanced approach to international education, participating in the development and implementation of a provincial framework for international education.
Between Fall 2018 and Fall 2019, total international enrolment increased by 42.5% from 1,877 to 2,675 (Fall headcount), where international students accounted for 34.4% of total enrolment and 42.3% of full-time enrolment in the university. The top ten source countries of international students for Capilano University in relative order are India, China, Brazil, South Korea, Iran, Vietnam, Mexico, Japan, Russia and Germany. While the major market for Capilano University is India, we had increases from 8 markets in our top 20 in 2019/20 with notable increases from Iran and moderate increases from Mexico, Russia, and Turkey. We saw a continued pattern of decline from China.
Due to the high number of admissions over the past two years, our continuing student numbers in 2020 have been strong. To stabilize growth, we altered our strategy in key growth markets by only encouraging applications from well-prepared students. This resulted in an overall reduction of applications from Spring 2019 to Spring 2020 by 40% and an improved admission conversion rate. While
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our international enrolment grew by 33% from Spring 2019 to Spring 2020, this strategy helped improve student success and contributed to a more sustainable international enrolment pattern.
Capilano University engages consistently with the Ministry of Advanced Education on International Education matters. There are consistent communications with the Ministry of Advanced Education Skills and Training Executive Director – Corporate Planning, International and Quality Assurance, and AEST Director, International, and Executive Director, BCCIE. Additionally, The Director, International CapU is the elected Vice Chair of the newly formed Heads of International group, which consists of Directors, Associate VP’s, and VP’s of International Education for all BC public post-secondary colleges and teaching universities and institutes. Through direct engagement and through the BCHOI forum, regular updates and dialogue with AEST and BCCIE officials takes place to mutually inform respective organizations of initiatives and actions to achieve a balanced and sustainable approach for international education in the province.
This year, we completed our Internationalization Plan following considerable consultation with administration, faculty, staff, and students throughout the university. The Plan was ready for submission to Executive, Senate, and the Board however, the global COVID-19 crisis has required re-organization of priorities. Overall, the Plan is designed to build resilience and sustain our international enrolment and engagement, and in fact, laid out several strategies to withstand major disruptions to global shifts in demand and align with the ministry goal of developing a balanced approach to international education. Core strategies of the Internationalization Plan include: Diversified and Resilient Enrolment, Assured Learning Success, Global Engagement across the University, Imaginative and Innovative Partnerships and Approaches to Learning, and Effective Systems and Structures for International Education. The Plan features 28 major actions to guide internationalization at Capilano University over the next three years. Within these, the following five major actions will be the subject of focus over the next year as we manage the changed global economic and social conditions resulting from the COVID-19 outbreak. These are: 1. Retention of currently enrolled international students with strong emphasis on completion of credentials 2. Develop strategies to support international students’ social, financial and mental well-being 3. Maintain support and presence with our global recruitment network though online marketing, social media initiatives and webinars 4. Enhance in-country recruitment representation in core markets to provide quality, efficient, and proactive services to partners, agencies and prospective students 5. Implement offshore program delivery strategies to create sustainable long-term international admission streams of well-prepared international students
7. Meet or exceed the financial targets… including maintaining balanced or surplus financial results.
Capilano University reported a surplus for 2019-20.
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8. Comply with the Tuition Limit policy.
The fee increase was 2%, which complies with the Ministry tuition policy. There were no new fees added in Fiscal 2019/20.
2020-21 Mandate Letter: Planning priorities for the coming year
1. Support lasting reconciliation with Indigenous peoples, through initiatives that increase the participation and success of Indigenous learners and implementation of the education-related Calls to Action of the Truth and Reconciliation Commission.
In addition to the activities and projects outlined in Appendix B, and in our reply to the Priority 1 of the 2019-20 Mandate letter, the Community Education Needs Assessment Monitor will have been completed for 2019-2020. The completion of this assessment will likely entail a shift in those funds to further support the Language and Culture Certificates. These certificates are also currently under review, and will be aligned to the needs of the Nations through a collaborative process, with further targets of incorporating modernized best practices and increase accessibility.
The Systemic Change process will be strengthened through a transition to being rooted in a base of traditional teachings, focusing on both land- and water-based teaching. We will be providing workshops and teaching from Knowledge Keepers intended to deeply connect students and faculty to the Traditional Territories upon which we are guests, and imbue learners with a territorial responsibility and relationality that they will carry with them wherever they go. kálax-ay Sunshine Coast campus administration have been talking with the shishálh Nation to create a role for Traditional Knowledge Keepers within courses and services for students and employees, and particularly investigating how Traditional Knowledge Keepers can be involved with ABE. Campus members are also working with the shishálh Nation to submit a proposal for ACBTP funding to deliver an Indigenous ABE – P2HL program. This program’s foci is on Indigenous learners and developing Indigenous mythologies to deliver the courses. Faculty at kálax-ay Sunshine Coast are working at building out a suite of first-year courses, called Capilano Year Experience, with a thematic theme inclusive of the local community through the Environmental BIOL 105. The faculty, staff and administration of kálax-ay Sunshine Coast will continue to work with the shishálh Nation through the Affiliation Agreement.
The Aboriginal Youth Summit funding will be transitioned to support the USSAL budget for Squamish Wellness workshops. This is the result of collaborative discussions with Squamish Nation. Funding for a Youth Summit will be discussed internally at CapU as being potentially supported with funding outside of the ASP.
A proposal for a new Lil’wat Language and Culture Diploma is moving through our program development approval process. Faculties and Schools will continue to work with, and build out, Indigenous advisors working with faculty curriculum committees and program development committees.
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2. Contribute to an accessible and relevant post-secondary system by:
a. Implementing initiatives to increase participation and success of students, including vulnerable and underrepresented groups, and promoting gender parity;
In addition to the activities described in response to Priority 2 of the 2019-20 Mandate Letter, our institutional commitment to our most under-represented and vulnerable populations means that Capilano University is constantly developing new programming to meet the evolving needs of students. CapU has begun several initiatives that will be implemented in the 2020-2021 academic year. Some of those initiatives include: The development of supports and programming for former youth in care (including on campus connections with peers, peer leaders, and financial aid professionals, as well as off campus supports from community organizations and provincial government supports; An expansion of campus supports via an early intervention system that uses intrusive advising principles to intervene and engage students who might benefit from academic or personal supports; The renewal and expanded intervention supports for indigenous learners; Expanding availability of accessibility-based supports and counselling via digital resources, online appointment booking capacity, and digital therapy and service.
CapU will also continue to ensure the recommendations of the Gender Diversity Audit are fully implemented. In 2019-20, units involved in housing, communications and marketing changed procedures and training to ensure their services contribute to a welcoming university experience for all gender nonconforming, transgender, and two-spirited students.
The CTE developed a faculty-created resource on universal design for learning to support inclusive teaching practices.
b. Ensuring student safety and inclusion;
In addition to the activities and policies outlined in response to Priority 3 of the 2019-20 Mandate Letter, Capilano University is preparing several new programs, projects and policies that will enhance student safety—including mental health supports—and the inclusion and support for diverse and vulnerable populations. These works include: The creation of a campus-wide Equity, Diversity, and Inclusion initiative that engages employees and students from all areas of campus life to lead programming and enhance positive campus culture; A significant development of recreational and physical literacy programs (many of which are targeted towards international students); A planned addition of staff in equity, diversity, and inclusion as direct support to students; Planning for the expansion and growth of health service availability on campus, especially where those health services intersect with mental health as part of the collaborative care model; The establishment of ‘back on track’ programming for students on academic probation. This program area will be focused on engaging students, identifying need, and using asset-based development to help the build their resilience and academic capacity.
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c. Enhancing system innovation through participating in a post-secondary digital system strategy, including delivery of Education Planner and other digital learning activities and initiatives;
Capilano University plans to continue its participation with EducationPlannerBC online system. In 2019- 20, CapU began building new digital resources into its Accessibility and Counselling services. The new software will help CapU’s services achieve several important goals: simplifying the student intake process, improving student data, creating user-centred online access, developing a comprehensive notetaking system for student-support areas, and move the university closer to a paperless operation. CapU is also working towards implementing DegreeWorks software to help monitor student progress and credential qualification.
d. Providing programming that meets local, regional or provincial labour market and economic needs; and
As mentioned in reply to Priority 2 of the 2019-20 Mandate Letter, Capilano University has expanded delivery of the Early Childhood Diploma to its Squamish and kálax-ay Sunshine Coast campuses in Fall 2019. This year has also seen the Health Care Assistant program operating at full capacity in the kálax-ay Sunshine Coast campus following university-community partnership in recruitment. As noted in our reply to Priority 1 in the 2019-20 Mandate Letter, CapU has expanded delivery of the Education Assistant program to the Ts’zil Learning Centre in Mount Currie, with the first Mount Currie graduates expected in Summer 2020.
The AIP office is reviewing CapU’s program development process to find ways of better supporting faculty in developing programs, leading to a more nimble and efficient program development process that improves CapU ability to respond to changes in market conditions and learners’ needs.
e. Working with the Ministry to implement a student-centred international education framework that supports the success of domestic and international students.
In addition to the steps taken to stabilizing and diversifying international enrolment outlined in our response to Priority 6 of the 2019-20 Mandate Letter, our key focus has been to accomplish successful international student transition to the university. We have implemented best practice pre-departure training reaching over 1,000 incoming international students and their families in 2018/19, and we have boosted mentorship and support services to assist international student learning, living and wellbeing while in their studies here in Vancouver.
In CapU’s Internationalization Plan, one of the five key strategies is “Assured International Learner Success”. This assurance is critical to the wellbeing of the student, the institution, and the reputation of post-secondary education in British Columbia. A range of specific actions are identified one of which includes and integrated classrooms with diverse international and domestic student participation where practical and possible to achieve a positive and globally relevant learning experience. With high proportions of international students in our institutions it is critical that the experience gained enriches the student in their knowledge and perspectives and broadens their capacity to succeed in a global community. These principles apply to pre and post-COVID-19 educational learning environment.
We have also placed special emphasis on diversified study abroad experiences for domestic students securing new partnerships in Indonesia, Vietnam, Macao, Australia, India, and Mexico over the past
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year, and we remain focused on dynamic, diverse, and captivating field schools for enriched learning experiences.
The Faculty of Arts and Science and the Registrar’s Office collaborated on pilot project to better balance course access by means of a reserve seat approach for domestic and international students.
3. Develop and recognize flexible learning pathways for students to access postsecondary education and skills training including:
a. Actively engaging with your local school districts to expand dual credit opportunities for students;
The deans of all CapU faculties have engaged with administrators of School District 48 over the 2019-20 academic year to explore how best to expand dual-credit opportunities for local students. Representatives from the kálax-ay Sunshine Coast have engaged in talks with administrators of School District 46 to offer more opportunities for dual credit, as well. Faculty and administration at the kálax-ay Sunshine Coast campus are in the progress of implementing a dual credit program for delivery of English 100 in 2020-21.
b. Supporting lifelong learning pathways across the public postsecondary system;
Supporting lifelong learning is a key part of Capilano University’s Continuing Studies and Executive Education (CSEE). All of CSEE’s open enrollment programming is offered evenings, weekends, and online to be flexible to its target audience—adult learners. Courses cover the gamut from creative writing, to digital marketing, to bookkeeping, to leadership, to certification for working in the movie industry union. CSEE also provides custom programs for organizations, further providing training for adult learners.
The Faculty of Fine and Applied Arts have undertaken a number of projects that support lifelong learning, student mobility and transfer in the BC system, including a film-producing concentration within the Bachelor of Motion Picture Arts to target skill development in film and business affairs (Fall 2020), and several block transfer agreements. FAA’s current block transfers include agreements between: Langara’s diploma in Design Formation to CapU’s Bachelor of Design in Visual Communication Vancouver Film School’s (VFS) Digital Design diploma program to CapU’s Bachelor of Design in Visual Communication. VFS’ Acting for Film & Television diploma programs to CapU’s Bachelor of Performing Arts.
c. Advancing and supporting open learning resources.
CapU’s Centre for Teaching Excellence is leveraging a 2019 Open Education Sustainability grant worth $32,250 from BCcampus to: embed open educational resources into CapU’s new degree programs where there is high enrolment, increase the use of open non-disposable assignments and assessment tools, raise awareness of CapU’s existing open-education resources and open pedagogy, and support faculty in their use of open-education resources. In the short term, the CTE will be building to these goals with four planned actions. In collaboration with the Library, Capilano Student Union, and the academic faculties, CTE will be holding workshops for
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faculty and students on Creative Commons Licensing and Pressbook. Four Open Education Faculty Fellows positions will be created, acting as open-learning ambassadors by promoting awareness and use of open textbooks and open educational resources. CTE will also raise awareness and engage both faculty and students with the issues around open education work by hosting an Open Education Showcase. Finally, the CTE plans on starting a repository of non-disposable assignments by engaging faculty and students in a four-day open-pedagogy sprint. The assignments will be aligned with our institutional experiential education learning requirements.
4. Strengthen workforce connections for student and worker transitions by:
a. Aligning programming with high opportunity and priority occupations (such as trades, technology, early childhood educators and health);
In addition to the programming discussed in response to Priority 2 of the 2019-20 Mandate Letter, other relevant new programming is being developed. Capilano University’s Faculty of Education, Health and Human Development (EHHD) are working on developing a new Bachelor’s of Health Studies. Researchers in EHHD’s ECCE department have partnered with researchers at Western University to create the Early Childhood Pedagogy Network (ECPN), funded by a $2 million grant from the BC Ministry of Children and Family Services. The ECPN is aimed at improving ECCE education across the province; one of its first goals is developing the new role of pedagogist, an education theory and curriculum specialist. In the first phase of the project, approximately 30 pedagogists will be hired to engage early childhood educators to work with the BC Early Learning Framework and to design innovative pedagogies within their early years’ programs.
CapU’s Faculty of Fine and Applied Arts has worked closely with the film, tech, and digital creative communities to identify in-demand sectors and jobs, and is developing new programming informed by these consultations. The new programming includes a Film Producing Concentration within the Bachelor of Motion Picture Arts, a Bachelor of Digital Animation & Visual Effects, a Post-Baccalaureate in Design for Social Innovation, and diplomas in XR Design and Spatial Computing and Interactive Design. The university anticipates launching these priority credentials between the fall of 2020 and the fall of 2023.
b. Increasing co-op and work-integrated learning opportunities;
In Fall 2019, CapU’s Career Development Centre hired a new Employer Engagement and Experiential Learning Facilitator. Fall 2019 also saw the launch of the CityStudio of North Vancouver, a program that brought nearly 500 students together with city partners on twelve applied research and curricular community service learning projects. We expect that CityStudio will be able to offer hands-on learning experiences to even more students over the coming year.
Perhaps CapU’s most innovative experiential and work-integrated learning opportunities are on the horizon with the Memorandum of Understanding between the Ruby Lake Lagoon Society and Capilano University to open participation in the planned Pender Harbour Ocean Discovery Station (PODS) to the CapU students, faculty and alumni. PODS is set to open at Irvines Landing in 2022, PODS promises to be an iconic learning and gathering space on the Sunshine Coast for research and education about coastal marine and freshwater ecosystems.
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c. Responding to the reskilling needs of British Columbians to support employment and career transitions; and
Capilano University provides substantial reskilling opportunities through its CSEE programming. CSEE offerings are heavily focused on the short-term, skills-based programs that enable people to quickly acquire needed job skills while working. Offerings include programs and courses on leadership and management, bookkeeping, digital marketing, and data analytics. The Executive Education programming offers courses and workshops providing executive skills upgrading in areas such as financial management, presentation skills, and team leadership.
In Spring 2020, CSEE hire two new program developers who are rapidly developing new online programs aimed at adult learners starting Fall 2020. Plans to launch a 10-course online science communication program had to be suspended due to the COVID-19 crisis, but will be relaunched as soon as possible.
The FAA Faculty has also begun developing reskilling-oriented programs following consultations with industry to design and develop new credentials for mature/lifelong/transitioning learners. The School of Motion Picture Arts (SMPA) is in the process of developing a certificate in Producing and offering re- skilling for industry professionals in related roles—such as film accounting, or production assistants— that wish to move into more senior business roles, with an anticipated rollout in Fall 2021. The Animation Department is working closely with Atomic Cartoons to develop a four-week re-skilling credential for digital media professionals in 2D Animation.
CapU’s ePortfolio program offers students an opportunity to gain experiential learning and to demonstrate their work-relevant learning experiences in a digital environment. This bridges the academic and career competencies and allows students to demonstrate their learning to future employers. CapU’s CTE and CDC have expanded student ePortfolios into career competencies, and the program has been expanded across all five faculties.
e. Supporting students’ awareness of career planning resources (such as the Labour Market Outlook).
Capilano University’s Career Development Centre (CDC) provides students with considerable support for career planning. In Fall 2019 the CDC launched CapU Launch, a self-paced, co-curricular program designed to help students build confidence, clarity and competencies that will help them to successfully launch their careers upon graduation. As part of the program, a foundational competency framework was developed and is to be used in documenting skills in the Co-Curricular Record. The competency framework broadly aligns with WorkBC’s top 10 competencies for 20202. The CDC regularly hosts career development workshops and talks, many of which highlight existing career-planning resources.
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PERFORMANCE PLAN
Alignment of Ministry and University goals and objectives
The tables below show how Capilano University’s goals align with the Ministry of Advanced Education Skills and Training objectives. The tables also identify the relevant performance measures for each goal.
CapU Goal 1: Student success in ongoing education
Performance Measures Ministry Objectives CapU Measure System Measure • Annual Skills Gap Plans • Aboriginal student spaces • National Survey of Student • Transition rate of high school Engagement students to public post- secondary education • Canadian University Survey • Participation rate Consortium • Course outcomes report • Loan repayment as a Access, Quality percentage of income and Relevance • Student Information Survey • Student outcome measures • Welcome Survey • Unemployment rate • Departure Survey • Student assessment of the usefulness of knowledge and skills in performing job • Institutional KPIs: application transition, enrolment and graduation rates.
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CapU Goal 2: Student success in chosen career
Performance Measures Ministry Objectives CapU Measure System Measure • Annual Skills Gap Plans • Time to completion • National Survey of Student • First-year retention rate Engagement • Canadian University Survey • Assessment of the usefulness of Consortium knowledge and skills in performing job Efficiency, Quality • Retention and persistence rates • Unemployment rate and Relevance • Alumni survey • Student assessment of the quality of instruction • Departure survey • Student Satisfaction with Education • Student Information survey • Student Assessment of Skill Development • Welcome survey
CapU Goal 3: Student success in lifelong pursuit of knowledge
Performance Measures Ministry Objectives CapU Measure System Measure • National Survey of Student • Aboriginal student spaces Engagement • Canadian University Survey • Transition rate of high school Consortium students to public post- secondary education • National Survey of Student • Participation rate Access and Quality Engagement • Alumni Survey • Loan repayment as a percentage of income • Course outcomes reports • Student outcome measures • Student Information Survey • Welcome Survey
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CapU Goal 4: Student success in contributing as responsible citizens in a rapidly changing and diverse global community
Performance Measures Ministry Objectives CapU Measure System Measure • Indigenous student enrolment • Student spaces • International student • Credentials awarded enrolment • Institutional KPIs: application • Sponsored research funding transition, enrolment, retention, FTEs, waitlist length and seat utilization. Quality, • Leadership development • Credentials awarded to Capacity and Indigenous students Relevance • National Survey of Student • Student outcome measures Engagement • Canadian University Survey • Unemployment rate Consortium • Student Information Survey • Student assessment of the usefulness of knowledge and skills in performing job • Alumni Survey
Performance Measure Reporting System Measures
This section reports the 2019-20 Institutional Accountability Plan and Report framework performance measures3 and results provided by the Ministry of Advanced Education and Skills Training. Ministry assessments are based on the following scale:
Target assessment Description
Achieved 100% or more of target
Substantially achieved 90% - 99% of target
Not achieved Less than 90% of target
3 Please consult the 2019-20 Standards Manual for a current description of each measure. See https://www2.gov.bc.ca/assets/gov/education/post-secondary-education/institution-resources- administration/accountability-framework/standards_manual.pdf.
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Survey results with less than 20 respondents or a margin Not assessed of error of 10% or greater, descriptive measures, and measures without targets
System Objective: Capacity
Student Spaces4
Number of full-time equivalent (FTEs) student enrolments delivered overall, in health, and in developmental programs.
Performance Target 2018-19 2019-20 2019-20 2020-21 2021-22 2022-23 Actual Target Actual Assessment Target Target Target Domestic student FTE 3886 5484 Nursing and allied health programs 118 158 Developmental programs 308 528
Note: “TBD” = “To be determined” Capilano University failed to meet its domestic FTE targets, for total domestic FTEs, as well as for developmental and health FTEs. The declining total FTEs continues a trend that has been underway since 2012-13. Some of these declines reflect demographic changes, and an increased demand for baccalaureate education among BC learners. New baccalaureate programming has been brought in to help increase retention and persistence, reducing the number of students leaving after one or two years. Currently, CapU has two proposed programs under review by the Ministry—a BA, Psychology Major program and a BA, English Major program—and two more proposals still under development. The new Lonsdale Learning Centre should also enable CapU to reach a wider population of prospective students. CapU expects larger improvements to come from two substantial changes. The first is a new Strategic Enrolment Management process. We are currently developing a projection model to guide this process and are in the process of assembling a team to create a Strategic Enrolment Management plan. The second new direction is a targeted high-school recruitment strategy aimed specifically at students in the Sea-to-Sky corridor. As some of the biggest declines, numerically, have come from students within our core region, we expect that by tailoring our recruitment information and resources more towards these students we can see the biggest improvement. Although our developmental FTEs fell short of target, the 2018-19 numbers represent an increase of 16.2%, which is the first increase in developmental FTEs in the last five years.
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Credentials Awarded The average5 number of credentials awarded over the most recent three years.
Performance Target 2018-19 2019-20 2019-20 2020-21 2021-22 2022-23 Actual Target Actual Assessment Target Target Target Credentials Awarded 1527 1468 1372 Substantially achieved
Note: “TBD” = “To be determined” The average number of credentials awarded for the three-year period prior to 2018-19 substantially achieved its target. The decline over previous year’s average reflects declining domestic enrolments. These domestic declines are being tackled by the various initiatives, plans and goals laid out in this report, as raising enrolments has been CapU’s top priority.
Aboriginal Student Spaces6
Number of full-time equivalent enrolments of Aboriginal students delivered in all program areas.
Performance Target 2018-19 2019-20 2019-20 2020-21 2021-22 2022-23 Actual Target Actual Assessment Target Target Target Total Aboriginal FTEs 207 Increase 250 Achieved Increase Maintain TBD Ministry (AEST) 207 250 Note: Ministry reports a higher number of Aboriginal students at CapU than does the university, as the university’s numbers are based on self-identification of Indigenous status while at CapU, but the Ministry data is based on self-identification at any point in students’ public education. CapU receives no Industry Training Authority funding.
Capilano University increased the number of Aboriginal FTEs over last year by 21%, meeting its target of increasing Aboriginal FTES. This brings up to slightly above where we were in 2016-17, and marks the first increase in Aboriginal FTEs at CapU in at least seven years, and is the second largest year-to-year change since the 31% drop in Aboriginal FTEs from 2013-14 to 2014-15. There is still a long way to go to return Aboriginal FTEs to where they were in 2014-15 (459) but this is a deeply encouraging sign that new programming, such as the new University One, and other steps to Indigenizing CapU are making our school a welcoming and supportive environment for Indigenous learners.
5 Annual performance is measured using a rolling three-year average of the most recent fiscal years, e.g., the results for the 2019/20 reporting year are a three-year average of the 2016/17, 2017/18, and 2018/19 fiscal years. 6 Results from the 2018/19 reporting year are based on data from the 2017/18 fiscal year; results from the 2019/20 reporting period are based on data from the 2018/19 fiscal year.
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System Objective: Quality Capilano University participates in two of the Ministry-generated student outcome surveys, the Diploma, Associate Degree, and Certificate Student Outcomes Survey (DACSO), and the Baccalaureate Graduates Survey (BGS). As CapU has no trades programming, it does not participate in the Apprenticeship Student Outcome Survey (APPSO). Both the DACSO and BGS data sets are widely used at CapU. The survey results are widely disseminated to academic departments and faculties, and to senior administrators. Decision makers at CapU from the chair/manager level upwards can access online dashboard summaries of the five-year data sets of these surveys. Individual departments and faculties examine these results as part of their regular review process designed to refine and improve their programs. Student Satisfaction With Education7 Percentage of students who were very satisfied or satisfied with the education they received.
Performance Target 2018-19 2019-20 2019-20 2020-21 2021-22 2022-23 Actual Target Actual Assessment Target Target Target Diploma, associate 92% 90% 91% Achieved ≥ 90% ≥ 90% ≥ 90% degree & certificate7 Baccalaureate graduates 97% 90% 96% Achieved ≥ 90% ≥ 90% ≥ 90%
CapU graduates continue to report high overall satisfaction levels, among both our baccalaureate students and those taking shorter programs. These results demonstrate our focus on providing quality education that is responsive to the needs of students. Student Assessment Of The Quality Of Instruction6 Percentage of students who rated the quality of instruction in their program positively.
Performance Target 2018-19 2019-20 2019-20 2020-21 2021-22 2022-23 Actual Target Actual Assessment Target Target Target Diploma, associate 97% 90% 97% Achieved ≥ 90% ≥ 90% ≥ 90% degree & certificate8 Baccalaureate graduates 98% 90% 100% Achieved ≥ 90% ≥ 90% ≥ 90%
7Results from the 2018-19 reporting year are based on 2018 survey data; results from the 2019-20 reporting year are based on 2019 survey data. For all survey results, if the result plus or minus the margin of error includes the target, the measure is assessed as achieved. In all cases, the survey result and the margin of error are used to determine the target assessment. Survey results are not assessed if the number of respondents is less than 20 or the margin of error is greater than 10%. 8 As of the 2019-20 reporting year, the trades foundation and trades-related vocational graduates have been split out from the former diploma, associate degree and certificate students. 2018-19 actuals have been restated using the revised student groupings Page 52 INSTITUTIONAL ACCOUNTABILITY PLAN & REPORT 2019-20
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The perception of the quality of instruction among Capilano University’s former students is even more positive than the level of satisfaction for their overall experience. Among baccalaureate graduates, positivity towards the quality of instruction hit over 99%. The assessment of instructional quality among DACSO respondents is almost as enthusiastic. This level of positivity regarding the core function further reinforces our commitment to providing our students with an outstanding learning experience. Student Assessment Of Skill Development6 Percentage of students who indicated their education helped them to develop various skills.
Performance Target 2018-19 2019-20 2019-20 2020-21 2021-22 2022-23 Actual Target Actual Assessment Target Target Target Diploma, associate 86% 85% 87% Achieved ≥ 85% ≥ 85% ≥ 85% degree & certificate7 Baccalaureate graduates 90% 85% 94% Achieved ≥ 85% ≥ 85% ≥ 85%
Both DACSO and BGS students’ positivity regarding the contribution of Capilano University to developing their skills achieved Ministry targets. Furthermore, the assessments of skill development among BGS students is particularly high, and, encouragingly, increasing. Despite the challenges facing CapU, the university continues to improve on its delivery of instruction. As Envisioning 2030 asserts, “[o]ur programs proactively respond to our fast-evolving world by sharing and creating relevant knowledge and timely skill development opportunities.” System Objective: Relevance Student Assessment Of The Usefulness Of Knowledge And Skills In Performing Job6 Percentage of employed graduates who indicated the knowledge and skills they acquired through their education was useful in performing their job.
Performance Target 2018-19 2019-20 2019-20 2020-21 2021-22 2022-23 Actual Target Actual Assessment Target Target Target Diploma, associate 84% 90% 84% Substantially ≥ 90% ≥ 90% ≥ 90% degree & certificate7 achieved Baccalaureate graduates 93% 90% 94% Achieved ≥ 90% ≥ 90% ≥ 90%
CapU met its target for the assessment of skill relevance among BGS respondents, and substantially achieved its for DACSO respondents.
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Unemployment Rate6 Percentage of graduates who were unemployed at the time of the survey, compared with the percentage of unemployed individuals with high school credentials or lower.
Performance Target 2018-19 2019-20 2019-20 2020-21 2021-22 2022-23 Actual Target Actual Assessment Target Target Target Diploma, associate 6.5% ≤ 7.3% 5.9% Achieved < unemployment rate of degree & certificate7 individuals with high school Baccalaureate credentials or less graduates 1.8% 5.8%
CapU achieved its target for graduate unemployment for both BGS respondents and DACSO respondents. External Surveys Capilano University has committed itself to adopting a data-driven and student-centred approach to education. As part of those commitments, we conduct our own student surveys to assess students’ satisfaction with the quality of the education and experience they receive at CapU. In the last two years, we have also resumed participating in surveys designed and implemented by external bodies. Beginning in Spring 2017, we began participating in the annual survey of baccalaureate students run by the Canadian University Survey Consortium (CUSC). In Spring 2018, CapU resumed its involvement with the National Survey of Student Engagement (NSSE), for schools in the US, Canada and the Caribbean. CUSC survey The annual CUSC surveys of baccalaureate students rotates its surveyed population every year, surveying first-year students, then middle-years students, then graduating students and then first-year students again. In 2019, 46 universities, including Capilano University, participated in the CUSC survey of first-year students. The survey also organizes universities into three groups, based primarily on programming. Group 1 universities are primarily undergraduate schools, including CapU; in 2019, 28 of the 46 participating universities fell into the Group 1 category. Group 2 universities have substantial graduate programming and Group 3 universities have at least one professional program. These groupings allow CapU to compare its results both to the national results and to those of other undergraduate schools, i.e., the Group 1 schools. The 2019 CUSC first-year-students survey reveals four findings of note: 1. Compared to other Group 1 universities, CapU’s first-year students are more likely to choose CapU for a specific job or career (41% CapU, 28% Group 1). Our incoming baccalaureate students were also more likely to be studying fulltime compared to incoming students at other Group 1 universities (98% CapU, 83% Group 1). 2. CapU’s students, however, were also more likely to come in seeing CapU as a stepping stone than is true of both Group 1 and the Canadian schools overall, with 18% of CapU students planning to transfer, versus 12% for first-year students at other Group 1 schools and 10% of students at all Canadian
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schools. This transfer strategy among CapU freshman presents CapU with greater challenges for retention than faced by most undergraduate teaching schools, let alone larger schools. 3. CapU’s first-year students were more enthusiastic about the quality of instruction than held true for Group 1 or Canadian universities overall. When asked whether they agree that they are “generally satisfied with the quality of teaching”, 98% CapU first-year students either strongly agreed or agreed, versus 87% agreement among Group 1 first-year students and 88% agreement nationally. Moreover, most of that difference arises at the most intense response level, with 27% of CapU strongly agreeing they were satisfied, versus 12% of Group 1 students and 16% of Canadian students. 4. When asked to agree with a set of positive statements of specific instructor properties (e.g., “Professors treat students as individuals, not just numbers.”), CapU’s freshman bachelor students’ positivity was within one to three percentage points of peers at other universities, both across Canada overall and among Group 1 universities, on almost all traits. On several traits, however, large differences in positivity existed between CapU students and those at other universities; for all these large differences in positivity, CapU students’ positivity was ten or more percentage greater than their peers. This included statements that their professors are intellectually stimulating (91% CapU, 76% Group 1, 80% Canada overall), and that their professors take a personal interest in their academic progress (80% CapU, 54% Group 1, 51% Group 1, 54% Canada overall). NSSE The NSSE focuses on measures of student engagement and experience, but also assesses demographics and student satisfaction across different aspects of their education and support. The 2019 survey provided CapU with two comparison groups; one comparison group consisted of all participating Canadian schools, which includes some private and research-intensive schools, and the other group consisted of the other five BC schools, including one private university (Quest University) and the University of Northern BC. The results were encouraging in a number of areas. Capilano University students are overall as satisfied with their education as are students in both our comparison groups. CapU students report being more likely to engage with people of a different ethnicity than the Canadian comparison group, with first-year students also reporting being more likely to engage with people of a different ethnicity than first-year students attending the BC comparison schools. Senior students report being more likely than senior student at either the Canadian or BC schools to interact with students of a different economic class. CapU students were not below Canadian or BC peers on any of the diversity measures. Thus, CapU seems to be succeeding at encouraging some forms of student diversity. Both first-year and senior students reported being more likely than Canadian peers to engage in a number of collaborative learning activities: to have explained material to a classmate, to give a presentation to their class, and to have worked with a classmate on a project. First-year students were more likely than their BC peers to have engaged in the same activities. Both first-year and senior students reported being more likely than their Canadian peers to ask questions in class or contribute to course discussion in other ways. One area of concern is that both first-year and senior students reported being less likely to have engaged in independent analysis of numerical material than peers across the US and Canada over 2018 and 2019 surveys. However, they did not differ from their current Canadian and BC peers. The biggest area of concern found was with student assessments of the quality of interactions with non- faculty staff. Among both first- and second-year students, satisfaction with academic advisors, registrar’s
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staff, and other support staff are below both BC and Canadian comparison groups for senior students, and below BC comparison groups for first-year students.
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FINANCIAL INFORMATION
Audited Financial Statements for Capilano University are at https://www.capilanou.ca/about-capu/governance/budget-plans--reports/financial-reports/
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Appendix A: Performance Measure Specifications
[REQUIRES A TEMPLATE SUPPLIED IN JUNE 2020 BY THE MINISTRY OF ADVANCED EDUCATION, SKILLS AND TRAINING]
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Appendix B: Mandate Priority #1 Progress Report Report on Capilano University’s Response to the TRC Calls to Action and UN Declaration on the Rights of Indigenous Peoples
TRC CALL TO ACTION9 and UN DECLARATION on the PROGRESS INITIATIVE AND PARTNERSHIP DETAILS RIGHTS OF INDIGENOUS PEOPLES ARTICLE (N/A, In Progress, (Please provide key progress details for initiatives Implemented)10 relating to each Call to Action and UN Declaration on the Rights of Indigenous Peoples article and how your institution’s relations and collaborative partnerships with local First Nations and Métis communities are contributing to implementation. Please include links where relevant/possible.) 1: SOCIAL WORK N/A We call upon the federal, provincial, territorial, and Aboriginal governments to commit to reducing the number of Aboriginal children in care by … Ensuring that social workers and others who conduct child-welfare investigations are properly educated and trained about the history and impacts of residential schools. ... Ensuring that social workers and others who conduct child- welfare investigations are properly educated and trained about the potential for Aboriginal communities and families to provide more appropriate solutions to family healing.
12: EARLY CHILDHOOD EDUCATION 1. In progress: program 1. Development and rural delivery of ECE diploma, We call upon the federal, provincial, territorial, and Aboriginal underway including Indigenous Learning Support Specialist. governments to develop culturally appropriate early childhood 2. In progress: program Location: Squamish. education programs for Aboriginal families. underway 2. Development and rural delivery of Indigenized ECE 3. In progress diploma. Location: Sechelt. 3. Indigenization of all ECE diploma and Bachelor’s degree courses.
9 ”…” represents omitted text not related to post-secondary education from the original Call to Action. 10 Use N/A if there is no relevant program on this subject offered at institution.
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16: INDIGENOUS LANGUAGE DEGREE AND DIPLOMA 1. Implemented and evolving 1. Lil’wat Nation Language & Culture Certificate and PROGRAMS 2. In development: Concept language revitalization programming We call upon post-secondary institutions to create university paper 2. Lil’wat Nation Language and Culture Diploma and college degree and diploma programs in Aboriginal 3. Implemented and evolving Languages. 3. Sechelt Nation Language & Culture Certificate and 4. Implemented language revitalization programming 5. Consultation in progress 4. Squamish Nation Language & Culture Certificate
5. Development of Tsleil-Waututh Nation language revitalization plan 23: HEALTH-CARE PROFESSIONALS 1. Implemented 2018-19 1. Delivery of Indigenized Health Care Assistant We call upon all levels of government to increase the number certificate program in partnership with Squamish of Aboriginal professionals working in the health-care field, 2. In progress Nation. ensure the retention of Aboriginal health-care providers in 2. Development and delivery of cultural safety and Aboriginal communities, and provide cultural competency 3. In progress – concept paper humility training for faculty and students in training for all healthcare professionals. stage partnership with First Nations Health Authority. Integration of content into new Bachelor of Human Kinetics curriculum. http://www.fnha.ca/wellness/cultural-humility 3. Development of new Bachelor of Health Studies degree, including significant Indigenized content 24: MEDICAL AND NURSING SCHOOLS N/A We call upon medical and nursing schools in Canada to require all students to take a course dealing with Aboriginal health issues, including the history and legacy of residential schools, the United Nations Declaration (UN Declaration) on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, and Indigenous teachings and practices. This will require skills- based training in intercultural competency, conflict resolution, human rights, and anti-racism.
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28: LAW SCHOOLS N/A We call upon law schools in Canada to require all law students to take a course in Aboriginal people and the law, which includes the history and legacy of residential schools, the UN Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations. This will require skills-based training in intercultural competency, conflict resolution, human rights, and antiracism. 57: PUBLIC SERVANTS 1. In progress – preliminary 1. Review of certificate and diploma programs in We call upon federal, provincial, territorial, and municipal planning Public Administration – Local Governance to governments to provide education to public servants on the include increased content on Indigenous history of Aboriginal peoples, including the history and legacy governance of residential schools, the UN Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations. This will require skills- based training in intercultural competency, conflict resolution, human rights, and anti-racism. 62: TEACHER EDUCATION N/A We call upon the federal, provincial, and territorial governments, in consultation and collaboration with Survivors, Aboriginal peoples, and educators, to: … Provide the necessary funding to post-secondary institutions to educate teachers on how to integrate Indigenous knowledge and teaching methods into classrooms. 86: JOURNALISM AND MEDIA SCHOOLS N/A We call upon Canadian journalism programs and media schools to require education for all students on the history of Aboriginal peoples, including the history and legacy of residential schools, the UN Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations.
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92: BUSINESS SCHOOLS 1. Implemented 1. Some Communications classes (CMNS 325; CMNS We call upon the corporate sector in Canada to … Provide 132) now teaching about residential schools (family education for management and staff on the history of and social impact, history) and media Aboriginal peoples, including the history and legacy of representations of Indigenous people. residential schools, the UN Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous 2. Implemented 2. Many Communications faculty have participated in law, and Aboriginal–Crown relations. This will require skills events to increase their own understanding of local based training in intercultural competency, conflict resolution, Indigenous cultural practices (e.g., Indigenous-led human rights, and anti-racism. discussions of land use and land relations, sessions on the role and use of storytelling in Indigenous cultures, participation in TRC events)
3. Several Communications classes have introduced 3. Implemented participation in TRC events as part of classwork (e.g., CMNS 133, CMNS 261), or have introduced content and practices focusing on educating students on Indigenous culture, or works by Indigenous artists or scholars
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UNITED NATIONS DECLARATION ON THE RIGHTS OF 1. Provision of comprehensive Indigenous student INDIGENOUS PEOPLES IMPLEMENTATION 1. Implemented How is your institution working with Indigenous peoples and support services through the First Nations Student communities to implement the United Nations Declaration on Services Department (staffed by Indigenous the Rights of Indigenous Peoples, and in particular the articles employees), including counselling, research related to education, which include the following: assistance, mentoring, orientation, early alert, and Article 14 2. Implemented tutoring 2. Provision of faculty support and advising on 1. Indigenous peoples have the right to establish and curricular matters through the First Nation Student control their educational systems and institutions Services Department, the Centre for Teaching & providing education in their own languages, in a Learning, the Capilano University Library and the manner appropriate to their cultural methods of Indigenizing the Academy Committee teaching and learning. 3. Implemented
2. Indigenous individuals, particularly children, have the right to all levels and forms of education 3. Creation of external advisory bodies involving Article 15 partner Nations to guide university affairs and program development, including the First Nations
1. Indigenous peoples have the right to the dignity and 4. Implemented Advisory Committee and President’s Advisory diversity of their cultures, traditions, histories and Committee on Indigenous Affairs aspirations which shall be appropriately reflected in education and public information.
Article 21 4. Delivery of an array of Indigenous cultural programming through the First Student Services 1. Indigenous peoples have the right, without dis- 5. In progress Department to raise awareness of Indigenous crimination, to the improvement of their economic history and culture on campus and to support and social conditions, including, inter alia, in the areas Indigenous faculty, staff, and students, including of education, employment, vocational training and 6. In progress drum-making, beading, and blanket exercises
retraining, housing, sanitation, health and social 5. Development of Indigenous Cultural Competency
security. training for senior administrators, faculty, and staff 7. Implemented 6. Development of policies and procedures regarding Elders on campus, Indigenous knowledge, and ceremonial regalia at convocation 7. Using Aboriginal Service Plan funds to nurture relationships with regional First Nations, support systemic change in university operations, and deliver community-based cultural, educational and capacity-building programs to Indigenous learners, including language revitalization, adult basic
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8. Implemented education, employment training, and certificate, diploma, Bachelor’s degree, and post-baccalaureate courses 9. Implemented 8. Creation of a new university logo through extensive
consultations with local First Nation partners and
reflecting First Nation histories and cultures
9. Creation of new, permanent university positions
dedicated to Indigenous education and affairs,
including: Director, Indigenous Education and 10. Sechelt – implemented; Affairs; Indigenization Lead – North Vancouver Lil’wat – implemented campus; Indigenization Facilitator – Mt. Currie and
Sechelt; Indigenous Learners Librarian - all
campuses 11. Implemented 10. Development of comprehensive affiliation agreements with partner Nations (Sechelt and Lil’wat) to guide collaboration and facilitate community input into university programming and 12. Implemented affairs 11. Creation of a comprehensive action plan in 13. In progress – launch 2020 consultation with Sechelt Nation to guide programming and operations at the Sunshine Coast – kalaxay campus. One of the five themes is
14. Implemented Indigenization.
12. Operating the Pathways to Higher Learning kalaxay
campus in collaboration with the shíshálh Nation. 15. Implemented 13. Through funding from Western Economic
Diversification Canada, launch of an innovative 16. In progress Indigenous Digital Accelerator project to promote
Indigenous business growth in the BC tech, digital-
creative and cultural sectors:
https://capilanou.ca/about-capu/get-to-know- 17. In progress us/news/2019/title-146562-en.php 14. University grant of $300,000 to Lil’wat Nation for purchase of furnishings and equipment to support faculty and Indigenous learners at the Ts’zil Learning Centre in Mt. Currie
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15. Launched University One for Indigenous Learners program and allocated $12,000 for student financial support 16. Development of a comprehensive collections policy that takes into account the languages, cultures and territories of the Nations that the University serves including the Lil'wat, Sechelt, Squamish and Tsleil- Waututh communities. (in progress)
17. TRC 63: Updating the library catalogue subject headings to reflect Indigenous frames of reference and principles of knowledge organization.
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Appendix C: Planning Priorities and Actions—Envisioning 2030, Campus Master Plan, and Internationalization Plan Envisioning 2030 Imagination - ʔaʔitut (“Have Dreams”) Goal 1: Learners, employees, alumni and communities embrace imagination as the foundational driver of positive change and innovation Years 1-3 Instil an institutional culture of curiosity, risk-taking and learning Priorities Provide physical and virtual spaces, resources, opportunities and incentives to allow imagination to flourish Enable the collaborative use of existing resources to implement new approaches and initiatives Years 4-6 Embed imagination as a key programming component across disciplines Priorities Collaboratively overcome institutional challenges by implementing pioneering solutions Contribute to addressing local and global questions, issues and challenges through creative activity, research and scholarship Years 7- Collaboratively identify and solve community challenges using leading methodologies as 10 we embrace new ways of doing Priorities Develop and deliver transferable models/processes to enable the use of imagination as a positive transformative ability in other communities outside of Capilano University
Goal 2: Use imagination to drive CapU’s digital transformation Years 1-3 Identify and implement ground-breaking uses of existing technological resources across Priorities our campuses Use imagination as a key component of the process to develop and implement a University-wide digital transformation plan Identify innovative ways for technology to enhance the digital experience for our communities Years 4-6 Use existing and new resources to implement the strategies outlined in our digital Priorities transformation plan Invest in new resources, systems and processes to allow technology-enabled initiatives and change to evolve seamlessly Years 7- Deepen actualization of CapU’s digital transformation plan according to emergent 10 Priority technologies and trends
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Community Goal 1: Identify and implement novel approaches to build closer connections and engagement with the communities we serve Years 1-3 Continue to advance Capilano University’s alumni engagement initiatives Priorities Continue to engage our communities in agile consultation processes to better understand needs and trends Communicate and explain our values to the communities we serve in order to build awareness and to increase interest in, and financial support of, Capilano University Continue to grow the number of touch points and partnerships with our communities As part of the HR People Plan, partner with local communities and organizations to drive positive workforce planning to develop an employee community that enhances the university experience of our learners Years 4-6 Use innovative processes to identify opportunities to connect and engage with our Priorities communities in order to become a key problem-solving partner Translate CapU’s engagement with our communities into learning and growing opportunities for all Years 7- Maintain boundless interactions and outreach with communities by sharing talent, 10 Priority knowledge, capabilities and resources
Goal 2: Imagine and develop sustainable actions to minimize our ecological footprint Years 1-3 Continue to advance existing Capilano University’s sustainability policies and initiatives Priorities Take steps to plan the alignment of our operations using the CleanBC accountability framework along with the Climate Change Accountability Act Become an engaged partner in research questions and projects that tackle local, national and global sustainability issues and initiatives Years 4-6 Collaborate with our communities in the implementation of regional sustainability Priorities initiatives Embed a holistic sustainability framework that looks at all aspects of University governance with a sustainability lens Years 7- Lead breakthrough discussions and implement initiatives around sustainable actions in 10 Priority our region
Goal 3: Instil a culture of equity, diversity and inclusion in all our operations and outreach Years 1-3 Continue to advance Capilano University’s Human Rights, Diversity, Inclusion and Equity Priorities policies and initiatives Establish a procedure to permanently update the existing Human Rights, Diversity, Inclusion and Equity policies according to related best practices, new approaches and scholarly activities
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Embrace the federal government’s equity, diversity and inclusion framework for inclusive research through its Dimensions program As part of the HR People Plan, celebrate and enhance our equity, diversity and inclusion in ways that support all members of our campus community to feel seen, valued and heard Years 4-6 Collaborate with our internal and external communities to advance equity, diversity and Priority inclusion initiatives Years 7- Be recognized as leaders in best practices, policy, research and scholarly activity in 10 Priority equity, diversity and inclusion
Distinct University Experience Goal 1: Collaboratively instill a new Capilano University culture around the set of values outlined in the 2020-2030 Plan Years 1-3 Develop and implement a creative approach to share the new set of values and to Priorities strengthen Capilano University’s experience for learners, employees and partners Provide strategies and resources to support our learners, employees, alumni and communities in the process of making our new values a living reality Plan and deliver cohesive and meaningful learning and development for all employees that supports the 2030 shared set of values and priorities Move from onboarding to socialization of employees by taking employee engagement to an employee experience second to none Strengthen creative activity, research and scholarship initiatives on and off campus Strengthen relationships with our partners and external community to further encourage investment Years 4-6 Provide learners, employees, alumni and communities with a consistent second-to-none Priorities university experience driven by living our values Celebrate the achievement of the new CapU culture Years 7- Identify and implement strategies to extend our institutional values into the region we 10 Priority serve in order to build stronger connections
Goal 2: Provide learners with imaginative, unique and life-enhancing learning experiences that give them the opportunity to actualize their passion and potential Years 1-3 Develop and implement academic programming systems and processes that enable the Priorities use of imagination as a foundational driver for curriculum innovation Achieve membership in Universities Canada Consolidate program review processes
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Develop and implement strategies to assess the quality and impact of learning experiences on the lives of our students and alumni Continue to develop creative and effective learner support models Years 4-6 Develop innovative programming to support a smoother transition from K-12 to Capilano Priorities University, and to support existing and future required skills and knowledge Develop upgraded approaches that allow Capilano University to offer flexible and portable programming to a wider learner base Increase the number of work-based learning opportunities Years 7- Create and implement an innovative Subscription University Model (SUM) that enables a 10 Priority diverse population to have access on demand to educational and training resources
Goal 3: Fulfil Capilano University’s health and wellness commitments as outlined in the Okanagan Charter Years 1-3 Allocate resources to implement health-promoting initiatives Priorities Identify creative approaches and processes to update our Health and Well-Being Plan Plan and deliver increased programming for employees that enriches our overall well- being and resilience, both at work and at home Years 4-6 Assess tangible progress achieved toward the fulfilment of the requirements outlined in Priorities the Okanagan Charter Continue to implement the updated Health and Well-Being Plan Embed health and well-being into the University’s governance structure Years 7- Develop transferable models of health and well-being for communities beyond Capilano 10 Priority University
Goal 4: Indigenize and decolonize education and campuses, including First Nations language, culture and knowledge Years 1-3 Continue to support the recently passed Declaration on the Rights of Indigenous Peoples Priorities Act, the Calls to Action of the Truth and Reconciliation Commission and the United Nations Declaration of the Rights of Indigenous Peoples Develop and implement an action plan to integrate and coordinate diverse initiatives and efforts to indigenize and decolonize education and campuses at Capilano University Deepen relationships to co-develop and implement processes to establish a continuous dialogue with First Nations communities on whose unceded territories the University is located
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Partner with Indigenous communities to better understand the challenges and opportunities that Indigenous employees face in recruitment and onboarding, and work to remove barriers to entry and increased access to resources Years 4-6 Update Capilano University’s indigenization and decolonizing plan by incorporating Priorities emergent trends and models, including Indigenous epistemologies and culture Continuously strengthen Capilano University’s engagement and connection with our First Nations communities to better understand their needs Years 7- Identify imaginative approaches through creative and scholarly activity and research to 10 Priority further indigenize and decolonize education
Goal 5: Implement CapU’s Campus Master Plan The Campus Master Plan is described in the section Other Plans and Initiatives below.
Goal 6: Instill a culture of reflective practice and continuous improvement for learners and employees Years 1-3 Promote the concept of continuous improvement as a way to actualize passion and Priorities potential Generate and provide new strategies, frameworks and resources to enable reflective practice Enhance the current Performance and Development Program (PDP), employee recognition, and career development opportunities for employees to instil a culture of continuous development and growth through reflective practice Years 4-6 Assess the impact of reflective practice on the health and well-being of learners and Priorities employees Assess the impact of reflective practice on learner satisfaction rates Assess the impact of reflective practice on operational efficiencies
Campus Master Plan Three conceptual frameworks organize Capilano University’s Campus Master Plan. Each framework identifies a set of action foci, and an accompanying set of specific implementation targets or guidelines organized action focus. These frameworks consist of open space and natural areas, land use and built forms, and mobility. Each of the three framework is listed, with their action foci and attendant implementation targets or guidelines.
Open Space and Natural Areas: This framework seeks to reinforce and protect existing open spaces including forested areas, wetlands, formal courtyards and community gardens.
Action Focus Implementation targets
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Natural Areas Enhanced natural connections Outdoor spaces for learning and socializing Restoration Drought tolerant and native species Traditional uses Protected areas Formal Plazas Landscaped Courtyards Areas Outdoor Classrooms Pavilions North-South Spine East-to-west pedestrian promenade Greenways Community gardens Places for ceremony Hydrology & Wetlands Rainwater Integrated stormwater management Irrigation Public Art Public art Programming Events Opportunities Passive recreation Active recreation Living laboratory Sense of Arrival A clear sense of arrival Northern transit exchange Purcell Way Southern access road
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Land Use and Built Forms Action Focus Implementation guidelines & targets
Potential Future Priority will be for sites that: Development Do not encroach on existing natural spaces. Sites Serve to further animate the north end of campus, especially those sites that are on existing surface parking. Reinforce and animate the Perimeter Road. Enforce the concept of a compact campus, where building development encourages synergies. Where needed or possible, expand existing buildings to reinforce open spaces and connections. When possible, give priority to development that occurs on the north end of Campus or takes place upon existing building footprints. Encourage mixed-use buildings to encourage a village-like environment Encourage future development to foster collaboration and knowledge exchange through the programming of buildings. Active Uses Encourage active uses such as food services and other commercial activity to be on the ground floor fronting open spaces and pedestrian walkways with as much transparency as possible. Outdoor Classrooms Built Form Character Guidelines Development shall be responsive to the natural form and character of campus including topography. Materials should be locally sourced when possible, durable and sustainable, with a visually coherent palette. Development shall encourage expression of First Nations culture in building and site design. New development should visually and spatially connect the indoors to the outdoors, encouraging interaction with nature and the environment. Orientation and scale Orient buildings to reinforce open spaces and pedestrian pathways by: Providing entrances that connect directly to sidewalks and pathways. Providing frontages that face open spaces. Reducing setbacks along the Perimeter Road.
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Avoiding large blank walls, especially at ground level, and uninterrupted building massing. Visual permeability Transparent facades shall be provided at grade to encourage passive surveillance, natural light, and visual interest within development occurring along pedestrian pathways, fronting on streets or open spaces. Buildings shall include broad windows to create a connection to surrounding natural areas. Weather protection for wet winter months shall be provided in the form of canopies, roof overhangs, short distances between new development when possible and siting buildings to connect to the existing pedestrian network. Energy And GHG GHG reduction target of 67% below a 2007 baseline by 2020 Reduction Building requirements and constraints: Passive-first approach Building orientation Shape and massing Alternative energy sources Integrated design Integration with nature Green building certification Life cycle of materials
Mobility The ambition of the mobility frameworks is to provide an accessible and delightful transportation experience on campus.
Action Focus Implementation targets
Pedestrian Diverse circulation routes Network Maintain the existing network of trails and paths throughout campus. Direct connection between major destinations on campus. Safety and security Ensure a sense of safety throughout campus through: Effective pedestrian-oriented lighting Design future development to have transparent building facades, with orientation to allow for natural surveillance. Apply the principles of crime prevention through environmental design (CPTED) in all future development on campus. Universal accessibility
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Enhance connections to better allow those who are differently-abled to move around campus freely and safely. New development shall provide direct connections to the existing pedestrian network. Improved connections to existing pedestrian trails and pathways in the surrounding community. Access Provide a continuous pedestrian sidewalk and establish highly visible pedestrian crossings at key connection points around the perimeter road. Ensure that sidewalks connect effectively to the internal trail system. Wayfinding Develop a comprehensive signage and wayfinding strategy that sets forth a clear hierarchy of signage. Strengthen the sense of arrival at the two major gateways--Purcell Way and the Transit Exchange--with future provision for a gateway at the entrance of the Southern Access Road. The use of colour, landscape features and/ or public art should be use strategically throughout campus as an element of wayfinding. Reinforce connections between open and landscaped areas on campus. Cycling Enhance connections between the Perimeter Road and the internal road system on campus to the existing cycling network of the District. Provide end-of-trip facilities at convenient locations on campus including covered and secure locking stations located near campus gateways, building entrances when possible and where existing shower facilities are located. Bicycle parking should be well lit at night, and be located in a secure environment at all times Transit The primary transit stop on campus will be at the Northern Transit Exchange. Capilano University will work with TransLink and Coast Mountain Bus Company to work towards a mutually beneficial solution to the elimination of the 239. The Northern Transit Exchange will be enhanced as a major gateway to campus, with special consideration for pedestrian linkages and the interface with the open space between the Bosa Building and the proposed new plaza development at the Maple Building site. Digital Information on routes and route timing shall be displayed in key areas around campus, such as the Birch Cafeteria. This plan endorses the Southern Access Route, which will become the primary mode of access to campus for transit once built. Buses will travel up Monashee Drive, with a stop midway to ensure accessibility. Vehicular The future main vehicular access will be the South Access Road. Vehicular access Circulation, will still be maintained through at Purcell and Entrance 2.
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Parking And The Perimeter Road shall be the primary continuous means of vehicular Servicing transportation around campus, with provision for the comfort and safety of pedestrians and cyclists. Provide safe and marked drop-off areas that reduce conflict between different modes, especially at the Children’s Centre. Ensure access to all buildings for those who are differently-abled. Car Share, Carpooling and Ride Share Continue to support car share, carpooling and ride share through the provision of free parking for those who participate and commit to reducing single occupancy vehicle use. Service areas and loading bays shall be dispersed throughout campus, so as to minimize impact. The supply of parking on campus needs to be reviewed in the context of a Transportation Demand Management (TDM) Strategy, allowing the reduction of supply with the increase in use of alternative commuting modes such as cycling and transit. Reduce the negative visual impacts of surface parking and inefficient use of space where possible by: Developing parking structures in conjunction with new development on the north end of campus either within or under new buildings. Not providing a net increase of parking. Planting shall be provided to reduce the visual impact of surface parking lots, with consideration for clear sight lines to ensure safety. Priority placement of handicapped parking. Parking lots shall be designed with consideration for CPTED principles. Introduce rainwater management strategies for all Campus parking lots. Transportation Continue to implement transportation-demand management strategies such as Demand Capilano U Carpool Program, Jack Bell Ride-Share Program, Bike to Work Week, Measures (TDM) Capilano Fleet Program. Other TDM Measures Set 5-year mode targets, which can be measured against transportation surveys. Review feasibility of a bike-share program. Increase parking fees, with additional revenues set aside for TDM measures. Work with TransLink and Coast Mountain Bus Company to provide efficient, frequent and reliable transit service that supports the Northern Transit Exchange. Provide residences on campus to reduce commuting by students.
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Improve pedestrian and cycling connections to the community and the District pedestrian and cycle facilities. The Perimeter Provide a continuous circulation loop around campus by re-opening Skeena Road Road to connect to Purcell Way. Future development should be located near the Perimeter Road, with minimal setbacks and entrances and plazas oriented to the street so as to enhance the circulation road as a people place. Rename the Perimeter Road to underscore its continuity, exploring opportunities for inclusion of a name that honours North Shore Indigenous culture and communities. This plan endorses the Southern Access Road, which will connect to the circulation road, becoming the primary vehicular gateway to campus for both cars and transit.
Internationalization Plan Diversify and Stabilize our International Student Population Develop strategic enrolment management targets and practices Establish international recruitment strategy and plan Generate international student scholarships Implement classroom management Ensure International Student Success Enhance admissions and advising processes and practices Enhance pre-departure programming and engagement Enhance retention and engagement practices Maintain academic integrity Achieve strong success rates standards and targets Enhance teaching and learning support for international learners Increase Global Engagement across the Institution Revise and enhance balanced and beneficial international student and faculty exchange programs Enhance and diversify international field schools Engage internationalization of curriculum and programming across the university Engage faculty and administration in international conferences and organizations and raise related global contributions and profile Increase global citizenship across the learning community
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Engage global alumni Develop an international student and activities fund Build a Global Brand for Quality and Innovation Create quality and distinctive international programs that enhance global brand recognition for Capilano University Create mutually beneficial and engaging international program partnerships Generate and implement international projects for various areas of university specialization Develop international research activities and partnerships Create and implement CapU Gap Year programming and partnerships Secure Effective Procedures for international Education Enhance policy framework for international contracts and practices Centralize international procedures and practices with the Centre for International Education for clarity and continuity Enhance, diversify, and communicate international risk management procedures and practices Develop effective Customer Relations Management (CRM) system for international education Enhance communications and marketing and related international digital media profile
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Appendix D: Consultation Timelines for Capilano University Three-Year Review of Sexual Violence & Misconduct Policy
Consultation Action Date Collaborators
Initial consultation with CSU, HR September 2019 CSU/HR and Student Affairs Research into promising September 2019-Dec 2019 Student Rights and practises, review of other Responsibilities Advisor policies, Ministry discussions, research and outreach discussions with campus partners to support policy revisions Complete draft policy and Dec 2019/March 2020 procedures revisions Send policy drafts to privacy March 2020/May 2020 Privacy Office office for review Share drafts with CSU and CSU March 2020 CSU Board and Collectives for initial student feedback Exec Team Meeting March 18th 2020 Exec members Consult with various campus March 2020-July 2020 Departments under Student stakeholders through email and Affairs, CIE, CTE, FNSS, Security, online meetings including Library, CFA, student groups Sechelt and Ts’Zil campuses and etc. host nations Consult with external experts in May-June 2020 Myrna McCallum, Natalie Clark trauma informed practises SLC Meeting August 12th 2020 Senior Leadership Online open consultation August 17th-August 31st 2020 All campus community members
Posted through Frontlines, links on website, through CSU online and social media promotion Board Policy and Planning September 9th 2020 Leadership Committee Meeting Board of Governors meeting September 29th 2020 Board of Governors
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BOARD REPORT
AGENDA ITEM 11: FIVE‐YEAR CAPITAL PLAN PURPOSE: Approval Information Discussion
MEETING DATE: June 2, 2020
PRESENTER: Ryan Blades, Director of Facilities Services and Campus Planning
PURPOSE The Board Governors is asked to approve Capilano University’s draft Five‐Year Capital Plan submission for the period 2021/22 to 2025/26. MOTION That the Board of Governors approve Capilano University’s Five‐Year Capital Plan for submission to the Ministry of Advanced Education Skills and Training. BACKGROUND Capilano University’s Campus Master Plan considers future University needs, responds to climate change, and suggests new directions relating to campus land use and buildings. The Campus Master Plan steering committee was established to provide oversight and direction for campus development and to ensure alignment with academic and strategic plans including Envisioning 2030. While the Campus Master Plan focused primarily on the development of the North Vancouver campus, the steering committee considers our entire region including the University’s presence in Sechelt, Squamish, Mount Currie and the North Shore – Sea to Sky region. In the coming years, the University aims to bring more students to the campuses through new academic degree offerings, improvement of student services, development of student housing, and the expansion of operations throughout the region. Recognizing the significant cost associated with growth, the University is committed to exploring creative strategies and partnerships with other institutions and developers, seeking fundraising opportunities, and continuing to self‐fund projects. FIVE‐YEAR CAPITAL PLAN All public post‐secondary institutions in BC are required to submit a five‐year capital plan annually to the Ministry of Advanced Education, Skills and Training (the Ministry). According the Ministry’s instructions, a plan should reflect a strategy for balancing the supply of existing facilities against both current and projected enrolment demands. Specifically, the Ministry would like the University to Identify any changes in requests for new priority projects, whole asset replacement and renewal projects; Provide a high‐level understanding of your institution’s capital requirements; and Identify projects that address demonstrable demand for student housing at your institution locations, as well as provide an inventory of existing housing buildings.
Although the University completed the annual plan as requested, significant enrolment growth is required to increase utilization of classroom and laboratory space. Institutions are not given serious consideration for capital projects until space utilization for domestic students exceed 115 percent of guidelines.
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The following table summarizes projects on from the previous and proposed capital plans. Note that projects are not listed in order of priority.
Project 2019/20 – 2023/24 2020/21 – 2024/25 2021/22 – 2025/26
1 Student Housing Student Housing Student Housing on Campus
2 Fir Envelope Fir Envelope Fir Refurbishment
3 Willow Refurbishment Willow Refurbishment Willow Refurbishment
4 Library 4th Floor Centre for Sport and Centre for Sport and Wellness Revitalization Wellness Revitalization
5 Bosa Phase 2 Bosa Phase 2 Bosa Phase 2 (Academic Building)
6 Centre for Childhood Studies
7 Capilano Students’ Union Building
One of the considerations in choosing the proposed projects for the Five Year Capital Planis the Facilities Condition Index (FCI) which represents the recommended maintenance value divided by the building’s replacement value. A building might be considered to be in poor condition when the recommended maintenance is greater than half of the replacement value (i.e. FCI = 0.5).
The index alone does not tell the whole story, a careful review of each building system is required before making judgements. As an example, the index may indicate that a boiler should be replaced immediately because it is considered “end of life” based on an industry standard lifecycle estimate for boilers. However, the boiler may have been maintained exceptionally well and will operate for five more years. During the next five‐year period where the boiler replacement is deferred, the boiler will contribute negatively to the building index even though the boiler is operating well. Appendix A outlines the projects under consideration.
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APPENDIX A: FIVE YEAR CAPITAL PLAN 2021/22 – 2025/26 PROJECT DETAILS
PROJECT 1: STUDENT HOUSING ON CAMPUS
Current Situation: In September 2017, the University offered its first student housing in leased facilities approximately three kilometers from campus. The lease ends in 2022. All 293 beds were filled for Fall 2019 and a wait list was established with approximately 200 students. A survey of students regarding housing identified a strong preference for the facility to be on campus. As of October 2019, vacancy rates in North Vancouver for bachelor apartments were 0.5% and rents were $1,247, while one‐bedrooms have 0.7% vacancy rate and rents were $1,556.
Description: The University proposes to build a wood‐frame 500‐bed student housing in two phases on the main, North Vancouver campus. Results of Functional Program, Concept Plan and Test‐fit inform that Phase 1 will be approximately 350 beds and Phase 2 will be approximately 150 beds.
Objectives & Outcomes: Increase domestic student recruitment and retention through the availability of affordable housing. Continued availability of student housing when the current leased facility is no longer available. Phase 1 (350 beds) will add to and replace the existing stock which is currently under lease. Provide an opportunity to eliminate commute times, a Fall 2017 survey of students identified 31% of students spending over two hours a day commuting to the campus. On‐campus student housing will vitalize and further activate campus life and assist in deterring the status quo that Capilano University is a commuter campus. Increase affordable housing in the community by freeing up spaces currently rented by students.
Key Risks: Maintaining affordability for students while meeting Ministry Construction criteria. Budget and Schedule.
Cost/Funding: Anticipated project costs, Class D (+/‐25%) are, Phase 1: $58M (Capital) and Phase 2: $32M. Ministry Lending Program and University funds will be required for this project.
Status: Identification: In March 2020, the Board of Governors approved in principle to continue planning the project. A draft Business Case for funding has been submitted to the Ministry for further discussion. Definition: Design is underway with HDR architecture firm. Implementation: Fall 2020 with Executive, Board of Governors, Ministry and DNV approvals.
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PROJECT 2: FIR REFURBISHMENT
Current Situation: Built in 1982, the Fir building is an aging facility with an FCI of .49. The building has much of its original interior and exterior. Approximately 5 years ago, minor investments were made to replace some of the building systems and most recently, the ceiling tiles throughout the facility were replaced.
Description: The project should include a portion of the deferred maintenance including the repair of the building’s envelope and a re‐skin of the façade to modernize the buildings look. Seismic upgrades will be required. Major renovations should take place for each floor. The project could be phased over several years to reduce impact on academic programing.
Objectives & Outcomes: To modernize and add instructional and student collaboration space. To increase capacity in the administration area to accommodate growth. To reduce deferred maintenance.
Key Risks: Disruption to a main academic building.
Cost/Funding: Total project cost is estimated at Class D (+/‐25%) $30M of capital over multiple years. Ministry Routine Capital funds will be required for this project.
Status: Identification: A study of the building’s foundation was completed to determine the approximate end of life and inform a decision to perform the retrofit. Definition: TBD Implementation: TBD
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PROJECT 3: WILLOW REFURBISHMENT
Current Situation: The building, built in 1982, is mainly used for storage with a small section being used for academic offerings subsequent to the closure of Studio Arts several years ago. The FCI for this building is 0.44.
Description: Several options for the Willow Building are being considered including the redevelopment of Willow by the University or the pursuit of an innovation center/tech hub with a partner developing the Willow Building through a long‐term lease.
Objectives & Outcomes: Create a space useful for academic programming. Attract new students to the University with the creation of an innovation center/tech hub. Address deferred maintenance requirements before the building reaches a condition that it would need to be demolished.
Key Risks: Potential of unforeseen building conditions during renovation.
Cost/Funding: Total project cost is estimated at $10.5M which is largely dependent on the scope of the project. A more modest investment of $4M could be made to make the building usable for academic programming.
Status: Identification: An MOU with partners was signed in October 2018 to explore the innovation center/tech hub option. Recommendations from an independent review (completed March 2020) include establishing a steering committee and working with the partners to define the project. Definition: TBD Implementation: TBD
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PROJECT 4: CENTRE FOR SPORT AND WELLNESS REVITALIZATION
Current Situation: Built in 1991, the Centre for Sport and Wellness is an aging facility with an FCI of .52. The building is not sized appropriately to meet the needs of students and moving to a 24/7 operation with student housing on campus. The gymnasium side of the complex is in good condition.
Description: The project should include expansion of the fitness center space, team spaces, administrative office space and the addition of a second floor or extension of the building to add academic space for Human Kinetics, Outdoor Recreation and other programs. The washrooms should be renovated and modernized to provide universal access and a portion of the deferred maintenance on the building should be addressed including the HVAC system and the roof, and a new front façade should be created.
Objectives & Outcomes: To increase capacity of the fitness center and create a professional look that would be on par with modern fitness centers. To add instructional and student collaboration space. Create a better experience for those using the building and address accessibility and access needs. To increase capacity in the administration area to accommodate growth.
Key Risks: Ministry funds for deferred maintenance are not eligible for non‐academic buildings.
Cost/Funding: University funds will be required for this project estimated at $20M (Capital & Operating), could be phased over multiple years
Status: Identification: Early conversations with user groups are underway to establish scope and requirements. Definition: TBD Implementation: TBD
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PROJECT 5: ACADEMIC BUILDING ‐ BOSA PHASE 2
Current Situation: Bosa Phase 2 was designed to be incorporated into Bosa Phase 1 which was completed in 2012. Bosa Phase 2 architectural drawings would need to be updated. The Phase 1 building is sited in an East‐West direction and the new Phase 2 will be situated at the same site though crossing in a North‐South direction.
Description: Phase 2 will be a new building consisting of 2424 m2 (26,091 ft2) over three floors and will accommodate approximately 200 FTE. The construction will be a combination of concrete, structural steel and heavy timber frame supported by piping and grade beams. The building will be located at the North end of the campus and incorporated into the existing Bosa Centre Phase 1 building. Phase Two will primarily house state‐of‐the‐art specialized training spaces for Film and Animation, studio, student study and collaboration spaces, as well as a limited number of program offices.
Objectives & Outcomes: To add instructional space, student collaboration space, and office/program space. Increased capacity to offer programs, particularly for 4‐year degrees. Provides much needed space for student study areas and collaborative learning spaces. Will provide a state‐of‐the art learning environment that will be technologically and pedagogically in keeping with the teaching mission of the university. Will provide space for training in the new fields of Virtual and Augmented Reality. The training/instruction that will occur in this building will rely, in part, on the existing infrastructure of Bosa Centre Phase 1 and the existing equipment to compliment the instruction.
Key Risks: As this is Phase 2, many of the project risks have already been addressed in terms of zoning, geotechnical, tree removal, nesting studies, etc. Bus loop may impact design. Budget and Schedule.
Project Cost/Funding: Budget is estimated to be $20M (Capital) based on initial 2012 cost estimates and construction escalation.
Status: Identification: Complete (Note: A new case should be developed to expand and relocate) Definition: Complete but needs to be updated for 2020. Implementation: TBD
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PROJECT 6: CENTRE FOR CHILDHOOD STUDIES
Current Situation: To address the significant shortage of childcare spaces the BC Government has committed to creating more than 20,000 new childcare spaces across the province. The Early Child Care Education program has received funding for an additional 20 students and received funding from the BC Ministry of Children and Family Development. Additional placement locations are required for the program.
A shortage of childcare spaces at the University have a potential impact on student and employee recruitment and retention. With the significant need for additional Childcare spaces and the potential of up to $3 million from the Childcare BC New Spaces Fund, the University completed a review of the need for additional Childcare spaces on the campus and the need to better support the Early Childhood Care and Education program (ECCE).
Description: The project is to build a multi‐story 25,000 ft2 building including a Childcare Centre that functions as an academic laboratory to support course curriculum and experiential, practice‐based classroom learning for students across a broad range of programs and especially in support of the ECCE programs. Upper floors of the building will include lab, office, and classroom space for the ECCE program along with Collegium and student study space. Following testing across campus, the most suitable location identified is the Facilities Building site with close proximity to the transit loop and easy access to the outdoor play area.
Objectives & Outcomes: Address shortage of childcare spaces in the province and reduce waitlist. Attract and retain students and employees with on campus childcare facility. Allow for more ECCE practicum spots. Provide student study space. Provide purpose‐built labs.
Key Risks: Challenge of recruiting Early Childhood staff required for the new spaces. However, as the University offers competitive wages and excellent benefits, the challenge is reduced as increased availability of new graduates. Budget and Schedule.
Cost/Funding: Anticipated project costs, Class D (+/‐25%) are $16M (Capital) Approved Capital of $3 million (maximum of $70,00 per additional child) for construction from Child Care BC Spaces Fund Capilano University Capital Reserves of $13M Potential fund‐raising opportunities
Status: Identification: In March 2020, the Board of Governors approved in principle to continue planning the project. Draft V1 of the Business Case is complete. MCFD approved CapU for $3M. Definition: RFP for Architect released to develop schematic design. Implementation: TBD with approvals from Executive, Board of Governors, Ministry, and DNV.
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PROJECT 7: CAPILANO UNIVERSITY STUDENTS’ UNION NEW BUILDING
Current Situation: The CSU’s existing space is no longer adequate to meet the needs of students and the Maple building is an aging facility that should be replaced. The CSU has expressed interest in the development of a new building and has been collecting funding towards the project through student fees and is seeking additional funding through a financial institution.
Description: The CSU is seeking 25,000 ft2 of space which is a small footprint for a new building. The University proposes to partner with the CSU to build a larger building of 90,000 ft2 to make better use of land and to gain academic space. The CSU space would have clear separation from the 65,000 ft2 university space. The project could be phased to provide the CSU their building in an initial phase with the University portion built at a later phase.
Objectives & Outcomes: To add new dedicated student study and social space operated by the CSU; may include a pub/event space to be operated by the CSU. To add instructional space, student collaboration space, and office/program space for the University. Will provide a state‐of‐the art learning environment that will be technologically and pedagogically in keeping with the teaching mission of the University. To make the best use of land on the North Van Campus.
Key Risks: Project is contingent on CSU and University funding. Schedule and budget.
Cost/Funding: Total project cost is estimated at $50M with CSU’s contribution at $15M and the University at $35M.
Status: Identification: CSU to present requirements and scope to the Campus Master Plan steering committee in July 2020. Definition: TBD Implementation: TBD
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BOARD REPORT
AGENDA ITEM 12: RESUMPTION PLANNING POST COVID‐19 PURPOSE: Approval Information Discussion
MEETING DATE: June 2, 2020 PRESENTER: Jacqui Stewart, Vice President, Finance & Administration Ryan Blades, Director, Facilities and Campus Planning PURPOSE To provide an update to the Board regarding the COVID‐19 resumption planning for the learning and work environments. MOTION That the Board receive the report on resumption planning post COVID‐19 for information. PURPOSE The purpose of this report is to inform the Board of Governors of the preliminary resumption planning priorities for an adapted model of in‐person learning and service for Fall and Winter 2020. DISCUSSION The University began to observe and communicate the global situation related to the outbreak of COVID‐19 in January 2020. The Emergency Operations Centre (EOC) was opened at the beginning of March to address scaling back high‐risk and in‐person activities that could impact public health. By mid‐ March, the EOC was actively facilitating the shift from in‐person to remote learning and working environments. This approach supported public health measures to decrease in‐person contacts as a way to “flatten the curve” and the spread of COVID‐19 infection. On May 4, 2020 the Provincial Medical Health Officer presented the epidemiological modeling, suggesting that if public health measures are still followed, in‐person contact could start to expand from the current 30% to 40%, and then 60% with minimal impact. This was the basis for the Province of BC’s COVID‐19 Restart BC Plan, presented by Premier on May 6, outlining a four‐phase reopening strategy for the BC economy. Based on the provincial strategy, and if the “transmission rate [of COVID‐19] remains low or in decline, post‐secondary education could continue with an integrated approach of online and in‐class opportunities as soon as September 2020.” PROCESS The University has been working collaboratively with the public post‐secondary institutions across the province to ensure that there is a consistent approach to COVID‐19 across the sector. This approach will continue throughout the resumption process. The intent is to safely and creatively coordinate adapted learning and working environments that can be easily scaled, based on the adjusted COVID‐19 environment, that still allow for positive engagement of students and employees while maintaining public health requirements. The resumption planning for the University will be coordinated through the EOC, following public health guidance and health and safety requirements. The focus will be on maintaining appropriate exposure
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control measures and making appropriate facility planning adjustments to maintain physical‐distancing until a vaccine or anti‐viral is identified. The EOC will establish task groups that will address prioritization of services and programs; resumption planning guidelines; safety requirements; facilities planning modifications; training requirements; communications, signage and wayfinding; and logistics and budgeting. Planning will be guided by the most up‐to‐date epidemiological modelling prepared by the BC Centre for Disease Control and follow the provincial strategy, as well as an adaptation of the BC Center for Disease Control’s COVID‐19 Ethical Decision Making Framework. The outputs of these groups will be consolidated, vetted, and coordinated by the EOC and, where and as applicable, plans will be approved by the EOC Policy Group for implementation.
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BOARD REPORT
AGENDA ITEM 13.2: AUDITED FINANCIAL STATEMENTS for 2019/20 PURPOSE: Approval Information Discussion
MEETING DATE: June 2, 2020
PRESENTER: Patricia Heinzman, Finance and Audit Committee Chair
PURPOSE
The purpose of this report is for the Finance and Audit Committee to recommend that the Board review and approve the Draft Consolidated Financial Statements of Capilano University for the Year Ended March 31, 2020 (attached).
MOTION
THAT the Board approve the Draft Consolidated Financial Statements of Capilano University for the Year Ended March 31, 2020.
BACKGROUND
The Finance and Audit Committee met on May 19, 2020 with the University’s auditors, KPMG, the Office of the Auditor General (in their oversight role) and management to review the Draft Consolidated Financial Statements of Capilano University for the Year Ended March 31, 2020 and the Audit Findings Report. The Finance and Audit Committee also met in‐camera without management.
DISCUSSION
KPMG acknowledged the cooperation from the Finance Services Department and stated for the record that they were independent of the University. KPMG provided highlights from the Audit Findings Report and management provided highlights from the draft Consolidated Financial Statements.
After their review, the Finance and Audit Committee passed a motion to recommend that the Board approve the Draft Consolidated Financial Statements of Capilano University for the Year Ended March 31, 2020.
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Consolidated Financial Statements of
CAPILANO UNIVERSITY
And Independent Auditors’ Report thereon
Year ended March 31, 2020
DRAFT – MAY 19, 2020
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STATEMENT OF MANAGEMENT RESPONSIBILITY
Management is responsible for the preparation of the annual financial statements, and has prepared the accompanying consolidated financial statements for the year ended March 31, 2020 in accordance with the financial reporting provisions of Section 23.1 of the Budget Transparency and Accountability Act of the Province of British Columbia. This responsibility includes selecting appropriate accounting principles and methods, and making decisions affecting the measurement of transactions in which judgment is required.
In discharging its responsibility for the integrity and fairness of the consolidated financial statements, management designs and maintains the necessary accounting systems and related internal controls to provide reasonable assurance that assets are safeguarded and that the financial records provide a reliable basis for the preparation of the financial statements.
The Board of Governors of the University carries out its responsibility for review of the consolidated financial statements. The Finance and Audit Committee of the Board meets with management and the external auditors to discuss the results of audit examinations and financial reporting matters.
These consolidated financial statements have been reported on by KPMG LLP, the University’s external auditors appointed by the Board of Governors. The external auditors have full access to the Board with and without the presence of management.
Paul Dangerfield, President
Jacqui Stewart, Vice-President, Finance & Administration
June , 2020
DRAFT - May 19, 2020 2
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KPMG LLP PO Box 10426 777 Dunsmuir Street Vancouver BC V7Y 1K3 Canada Telephone (604) 691-3000 Fax (604) 691-3031
INDEPENDENT AUDITORS' REPORT
To the Board of Governors of Capilano University, and To the Minister of the Ministry of Advanced Education, Skills and Training, Province of British Columbia
Opinion We have audited the consolidated financial statements of Capilano University (the “Entity”), which comprise: • the consolidated statement of financial position as at March 31, 2020 • the consolidated statement of operations and accumulated surplus for the year then ended • the consolidated statement of changes in net debt for the year then ended • the consolidated statement of cash flows for the year then ended • the consolidated statement of remeasurement gains and losses for the year then ended • and notes to the consolidated financial statements, including a summary of significant accounting policies (hereinafter referred to as the “financial statements”). In our opinion, the accompanying financial statements as at and for the year ended March 31, 2020 of the Entity are prepared, in all material respects, in accordance with the financial reporting provisions of Section 23.1 of the Budget Transparency and Accountability Act of the Province of British Columbia.
Basis for Opinion We conducted our audit in accordance with Canadian generally accepted auditing standards. Our responsibilities under those standards are further described in the “Auditors’ Responsibilities for the Audit of the Financial Statements” section of our auditors’ report. We are independent of the Entity in accordance with the ethical requirements that are relevant to our audit of the financial statements in Canada and we have fulfilled our other ethical responsibilities in accordance with these requirements. We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our opinion.
KPMG LLP is a Canadian limited liability partnership and a member firm of the KPMG network of independent member firms affiliated with KPMG International Cooperative (“KPMG International”), a Swiss entity. KPMG Canada provides services to KPMG LLP. DRAFT – MAY 19, 2020
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Emphasis of Matter – Financial Reporting Framework We draw attention to Note 2(a) to the financial statements which describes the applicable financial reporting framework and the significant differences between that financial reporting framework and Canadian public sector accounting standards. Our opinion is not modified in respect of this matter.
Responsibilities of Management and Those Charged with Governance for the Financial Statements Management is responsible for the preparation of the financial statements in accordance with the financial reporting provisions of Section 23.1 of the Budget Transparency and Accountability Act of the Province of British Columbia and for such internal control as management determines is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error. In preparing the financial statements, management is responsible for assessing the Entity’s ability to continue as a going concern, disclosing as applicable, matters related to going concern and using the going concern basis of accounting unless management either intends to liquidate the Entity or to cease operations, or has no realistic alternative but to do so. Those charged with governance are responsible for overseeing the Entity’s financial reporting process.
Auditors’ Responsibilities for the Audit of the Financial Statements Our objectives are to obtain reasonable assurance about whether the financial statements as a whole are free from material misstatement, whether due to fraud or error, and to issue an auditors’ report that includes our opinion. Reasonable assurance is a high level of assurance, but is not a guarantee that an audit conducted in accordance with Canadian generally accepted auditing standards will always detect a material misstatement when it exists. Misstatements can arise from fraud or error and are considered material if, individually or in the aggregate, they could reasonably be expected to influence the economic decisions of users taken on the basis of the financial statements. As part of an audit in accordance with Canadian generally accepted auditing standards, we exercise professional judgment and maintain professional skepticism throughout the audit. We also: • Identify and assess the risks of material misstatement of the financial statements, whether due to fraud or error, design and perform audit procedures responsive to those risks, and obtain audit evidence that is sufficient and appropriate to provide a basis for our opinion. The risk of not detecting a material misstatement resulting from fraud is higher than for one resulting from error, as fraud may involve collusion, forgery, intentional omissions, misrepresentations, or the override of internal control. • Obtain an understanding of internal control relevant to the audit in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the Entity's internal control.
DRAFT - May 19, 2020 2
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• Evaluate the appropriateness of accounting policies used and the reasonableness of accounting estimates and related disclosures made by management. • Conclude on the appropriateness of management's use of the going concern basis of accounting and, based on the audit evidence obtained, whether a material uncertainty exists related to events or conditions that may cast significant doubt on the Entity's ability to continue as a going concern. If we conclude that a material uncertainty exists, we are required to draw attention in our auditors’ report to the related disclosures in the financial statements or, if such disclosures are inadequate, to modify our opinion. Our conclusions are based on the audit evidence obtained up to the date of our auditors’ report. However, future events or conditions may cause the Entity to cease to continue as a going concern. • Communicate with those charged with governance regarding, among other matters, the planned scope and timing of the audit and significant audit findings, including any significant deficiencies in internal control that we identify during our audit. • Obtain sufficient appropriate audit evidence regarding the financial information of the entities or business activities within the Entity to express an opinion on the financial statements. We are responsible for the direction, supervision and performance of the group audit. We remain solely responsible for our audit opinion.
Chartered Professional Accountants Vancouver, Canada June , 2020
DRAFT – MAY 19, 2020
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CAPILANO UNIVERSITY Consolidated Statement of Financial Position
March 31, 2020, with comparative information for 2019
2020 2019 (recast – note 18) Financial Assets
Cash and cash equivalents $ 35,371,028 $ 46,823,206 Investments (note 3) 51,133,700 42,370,818 Accounts receivable (note 4) 3,244,907 2,826,024 Other receivables (note 5) 4,100,000 300,000 Inventories 667,881 723,621
94,517,516 93,043,669
Liabilities
Accounts payable and accrued liabilities (note 6) 22,179,613 17,018,227 Employee future benefits (note 7(a)) 1,280,800 1,189,100 Deferred revenue and contributions (note 8) 24,793,980 31,523,958 Deferred capital contributions (note 9) 46,849,783 49,653,146 95,104,176 99,384,431
Net debt (586,660) (6,340,762)
Non-Financial Assets
Endowment investments (note 3) 9,988,908 10,503,329 Tangible capital assets (note 10) 75,976,077 73,609,550 Prepaid expenses 1,723,678 245,998 87,688,663 84,358,877
Accumulated surplus $ 87,102,003 $ 78,018,115
Accumulated surplus is comprised of: Accumulated surplus $ 87,107,752 $ 74,545,247 Accumulated remeasurement gains (losses) (5,749) 3,472,868
$ 87,102,003 $ 78,018,115
Contractual obligations (note 12)
See accompanying notes to consolidated financial statements.
Approved on behalf of the Board:
Cherian Itty Patricia Heintzman Chair, Board of Governors Chair, Finance and Audit Committee
DRAFT – MAY 19, 2020 1
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CAPILANO UNIVERSITY Consolidated Statement of Operations and Accumulated Surplus
March 31, 2020, with comparative information for 2019
Budget 2020 2020 2019 (notes 2(j) (recast – and 14) note 18) Revenue: Province of British Columbia $ 43,231,657 $ 43,645,304 $ 41,738,160 Tuition fees 57,979,911 68,346,427 54,726,524 Project and other revenue (note 8(b)) 7,456,057 7,930,376 7,579,595 Amortization of deferred capital contributions (note 9) 3,728,082 3,846,424 4,002,330 Sales of goods 2,145,000 2,146,300 2,301,220 Parking, childcare and theatre 2,078,151 2,045,672 2,228,709 Donations and gifts-in-kind 500,000 2,310,082 953,846 Investment income 2,370,718 3,554,386 1,980,557 119,489,576 133,824,971 115,510,941
Expenses: Instruction and student support 71,558,763 71,615,631 64,627,503 Facilities and institutional support 41,053,079 42,654,348 39,478,248 Ancillary 6,877,734 7,095,580 6,671,753 119,489,576 121,365,559 110,777,504
Annual operating surplus - 12,459,412 4,733,437
Endowment donations received - 103,093 476,033
Annual surplus - 12,562,505 5,209,470
Accumulated surplus, beginning of year 74,545,247 74,545,247 69,335,777
Accumulated surplus, end of year $ 74,545,247 $ 87,107,752 $ 74,545,247
See accompanying notes to consolidated financial statements.
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Page 254 of 284 BoG Agenda Package Sch 13.2
CAPILANO UNIVERSITY Consolidated Statement of Changes in Net Debt
March 31, 2020, with comparative information for 2019
Budget 2020 2020 2019 (notes 2(j) (recast - and 14) note 18)
Annual surplus $ - $ 12,562,505 $ 5,209,470
Acquisition of tangible capital assets (12,092,814) (10,259,320) (5,349,439) Amortization of tangible capital assets 7,794,467 7,892,793 7,775,403 (4,298,347) (2,366,527) 2,425,964
Acquisition of prepaid expense - (3,339,387) (395,538) Use of prepaid expenses - 1,861,707 484,770 - (1,477,680) 89,232
Remeasurement gains (losses) - (3,478,617) 1,501,048
Change in endowment investments - 514,421 (840,369)
Decrease (increase) in net debt (4,298,347) 5,754,102 8,385,345
Net debt, beginning of year (6,340,762) (6,340,762) (14,726,107)
Net debt, end of year $ (10,639,109) $ (586,660) $ (6,340,762)
See accompanying notes to consolidated financial statements.
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Page 255 of 284 BoG Agenda Package Sch 13.2
CAPILANO UNIVERSITY Consolidated Statement of Cash Flows
Year ended March 31, 2020, with comparative information for 2019
2020 2019 (recast - note 18) Cash provided by (used in):
Operating activities: Annual surplus $ 12,562,505 $ 5,209,470 Items not involving cash: Amortization of tangible capital assets 7,892,793 7,775,403 Revenue recognized from deferred capital contributions (3,846,424) (4,002,330) Changes in non-cash working capital: Accounts receivable (418,883) (1,063,152) Long term accounts receivable (3,800,000) (300,000) Prepaid expenses (1,477,680) 89,232 Inventories 55,740 26,028 Accounts payable and accrued liabilities 5,161,386 3,439,664 Employee future benefits 91,700 (58,200) Deferred revenue and contributions (6,729,978) 15,010,046 9,491,159 26,126,161
Capital activities: Cash used to acquire tangible capital assets (10,259,320) (5,349,439)
Financing activities: Deferred capital contributions received 1,043,061 2,189,361
Investing activities: Net purchase of investments (11,727,078) (2,458,816)
Increase (decrease) in cash and cash equivalents (11,452,178) 20,507,267
Cash and cash equivalents, beginning of year 46,823,206 26,315,939
Cash and cash equivalents, end of year $ 35,371,028 $ 46,823,206
See accompanying notes to consolidated financial statements.
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Page 256 of 284 BoG Agenda Package Sch 13.2
CAPILANO UNIVERSITY Consolidated Statement of Remeasurement Gains and Losses
Year ended March 31, 2020, with comparative information for 2019
2020 2019 (recast - note 18)
Accumulated remeasurement gains, beginning of year $ 3,472,868 $ 1,971,820
Unrealized gains (losses) attributed to fair value of investments (3,153,405) 1,622,140 Amounts reclassified to investment income (325,212) (121,092)
Net remeasurement gains (losses) for the year (3,478,617) 1,501,048
Accumulated remeasurement gains (losses) end of year $ (5,749) $ 3,472,868
See accompanying notes to consolidated financial statements.
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Page 257 of 284 BoG Agenda Package Sch 13.2
CAPILANO UNIVERSITY Notes to Consolidated Financial Statements
Year ended March 31, 2020
1. Purpose of the University:
Capilano University (the “University” or “Capilano”) is a post-secondary educational institution funded by the Provincial Government of British Columbia. The University is incorporated under the amended University Act (Bill 34 was enacted on September 1, 2008). The University is a special purpose teaching university and has regional campuses in the Province of British Columbia in North Vancouver, Squamish and the Sunshine Coast. The University is a registered charity under the Income Tax Act and is exempt from income tax under Section 149 of the Income Tax Act.
These consolidated financial statements incorporate the financial position and results of operations and accumulated surplus and cash flows of the University and its controlled foundation, the Capilano University Foundation (the “Foundation”). The purpose of the Foundation is to raise funds for student financial assistance, capital needs, and program development at the University. The Foundation is a registered charity and is exempt from income taxes under Section 149 of the Income Tax Act.
2. Summary of significant accounting policies:
The consolidated financial statements of the University are prepared by management in accordance with the basis of accounting described below. Significant accounting policies of the University are as follows:
(a) Basis of accounting:
The consolidated financial statements have been prepared in accordance with Section 23.1 of the Budget Transparency and Accountability Act of the Province of British Columbia supplemented by Regulations 257/2010 and 198/2011 issued by the Province of British Columbia Treasury Board.
The Budget Transparency and Accountability Act requires that the consolidated financial statements be prepared in accordance with the set of standards and guidelines that comprise generally accepted accounting principles for public sector organizations, or if the Treasury Board makes a regulation, the set of standards and guidelines that comprise generally accepted accounting principles for public sector organizations as modified by the alternate standard or guideline or part thereof adopted in the regulation.
Regulation 257/2010 requires all tax-payer supported organizations in the Schools, Universities, Colleges and Hospitals sectors to adopt Canadian public sector accounting standards without any PS4200 elections effective their first fiscal year commencing after January 1, 2012.
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Page 258 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
2. Summary of significant accounting policies (continued):
(a) Basis of accounting (continued):
Regulation 198/2011 requires that restricted contributions received or receivable are to be reported as revenue depending on the nature of the restrictions on the use of the funds by the contributors as follows:
(i) Contributions for the purpose of acquiring or developing a depreciable tangible capital asset or contributions in the form of a depreciable tangible capital asset are recorded as deferred capital contributions and recognized in revenue at the same rate that amortization of the related tangible capital asset is recorded. The reduction of the deferred capital contributions and the recognition of the revenue are accounted for in the fiscal period during which the tangible capital asset is used to provide services.
(ii) Contributions restricted for specific purposes other than those for the acquisition or development of a depreciable tangible capital asset are recorded as deferred contributions and recognized in revenue in the year in which the stipulation or restriction on the contributions have been met.
For British Columbia tax-payer supported organizations, these contributions include government transfers and externally restricted contributions. The accounting policy requirements under Regulation 198/2011 are significantly different from the requirements of Canadian public sector accounting standards which requires that:
• government transfers that do not contain a stipulation that creates a liability be recognized as revenue by the recipient when approved by the transferor and the eligibility criteria have been met in accordance with public sector accounting standard PS3410; and
• externally restricted contributions be recognized as revenue in the period in which the resources are used for the purpose or purposes specified in accordance with public sector accounting standard PS3100.
As a result, revenue recognized in the Consolidated Statement of Operations and Accumulated Surplus and certain related deferred capital contributions would be recorded differently under Canadian public sector accounting standards.
(b) Cash and cash equivalents:
Cash and cash equivalents include highly liquid investments with a term to maturity of three months or less at the date of purchase.
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Page 259 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
2. Summary of significant accounting policies (continued):
(c) Financial instruments:
Financial instruments are classified into two categories: fair value or amortized cost.
(i) Fair value category: Portfolio instruments that are quoted in an active market are reflected at fair value as at the reporting date. Sales and purchases of investments are recorded on the trade date. Transaction costs related to the acquisition of investments are recorded as an expense. Unrealized gains and losses on financial assets are recognized in the Consolidated Statement of Remeasurement Gains and Losses until such time that the financial asset is derecognized due to disposal or impairment. At the time of derecognition, the related realized gains and losses are recognized in the Consolidated Statement of Operations and Accumulated Surplus and related balances reversed from the Consolidated Statement of Remeasurement Gains and Losses. Unrealized gains and losses on endowment investments where earnings are restricted as to use are recorded as deferred contributions and recognized in revenue when disposed and when related expenses are incurred.
The financial instruments measured at fair value held within each investment are classified according to a hierarchy which includes three levels, reflecting the reliability of the inputs involved in the fair value determination. There different levels are defined as follows:
─ Level 1: Quoted prices in active markets for identical assets or liabilities;
─ Level 2: Inputs other than quoted prices included within Level 1 that are observable for the asset or liability, either directly or indirectly; and
─ Level 3: Inputs for the asset or liability that not based on observable market data. The University’s investments, except for the donated insurance policy, are all considered to be level 1 financial instruments for which the fair value is determined based on quoted prices in active markets. The donated insurance policy is deemed a level 3 financial instrument as the inputs for the asset are not based on observable market data. Changes in fair valuation methods or in the availability of market observable inputs may result in a transfer between levels. During the year there were no significant transfers of securities between the different levels.
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Page 260 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
2. Summary of significant accounting policies (continued): (c) Financial instruments (continued): (ii) Amortized cost category: Investments with specified or determinable maturity dates are measured at amortized cost using the effective interest rate method. Gains and losses are recognized in the Consolidated Statement of Operations and Accumulated Surplus when the financial asset is derecognized due to disposal or impairment. Sales and purchases of investments are recorded on the trade date. Transaction costs related to the acquisition of investments is included in the cost of the related investments. Accounts receivable, other receivables, accounts payable and accrued liabilities are measured at amortized cost using the effective interest rate method. Any gains, losses or interest expense is recorded in the annual surplus depending on the nature of the financial liability that gave rise to the gain, loss or expense. Valuation allowances are made when collection is in doubt. (d) Inventories: Inventories held for resale, including books and materials, are recorded at the lower of cost or net realizable value. Cost includes the original purchase cost, plus shipping and applicable duties. Net realizable value is the estimated selling price less any costs to sell. (e) Non-financial assets: Non-financial assets are not available to discharge existing liabilities and are held for use in the provision of services. They may have useful lives extending beyond the current year and are not intended for sale in the ordinary course of operations. (i) Tangible capital assets: Tangible capital asset acquisitions are recorded at cost, which includes amounts that are directly attributable to acquisition, construction, development or betterment of the asset. Donated assets are recorded at fair value at the date of donation. In unusual circumstances where fair value cannot be reasonably determined, the tangible capital asset would be recognized at nominal value. Land is not amortized as it is deemed to have a permanent value. The cost, less residual value, of the tangible capital assets, excluding land, is amortized on a straight-line basis over their estimated useful lives shown below:
Asset Rate
Buildings, concrete/steel 40 years Buildings, wood frame 20 years Leasehold improvements 10 years Computer equipment 4 years Software 3 years Office furniture and equipment 5 years Public works 10 years Vehicles 10 years
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Page 261 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
2. Summary of significant accounting policies (continued): (e) Non-financial assets (continued): (i) Tangible capital assets (continued): Assets under construction are not amortized until the asset is available for productive use. Borrowing costs, if any, attributable to the construction of tangible capital assets are capitalized during the construction period.
Tangible capital assets are written down to net realizable value when conditions indicate that they no longer contribute to the University’s ability to provide goods and services, or when the value of future economic benefits associated with the tangible capital assets are less than their net book value.
(ii) Leased tangible capital assets: Leases that transfer substantially all of the benefits and risks incidental to ownership of property are accounted for as leased tangible capital assets. All other leases are accounted for as operating leases and the related payments are charged to expenses as incurred. As at March 31, 2020, the University did not have leased tangible capital assets (2019 - nil).
(f) Employee future benefits:
The University and its employees make contributions to the College Pension Plan and Municipal Pension Plan, which are multi-employer jointly trusteed plans. These plans are a defined benefit plan, providing a pension on retirement based on the member’s age at retirement, length of service and highest earnings averaged over five years. Inflation adjustments are contingent upon available funding. As the assets and liabilities of the plan are not segregated by institution, the plan is accounted for as a defined contribution plan and any contributions of the University to the plan are expensed as incurred.
The University also has a defined benefit plan for retired employees and employees on long- term disability. The University accrues its obligations under this defined benefit plan as the employees render the services necessary to earn these benefits and as employees on long- term disability become eligible for such benefits. Actuarial gains (losses) incurred are deferred and recognized into the Consolidated Statement of Operations and Accumulated Surplus over the estimated average remaining service life of the employee group. The effective date of the most recent valuation is December 31, 2018, and the next required valuation will be as of December 31, 2021. This actuarial valuation has been extrapolated to March 31, 2020.
The University accrues vacation for employees as earned. However, revenue for funding for these is not accrued, as the Province does not provide special funding for vacations and retiring allowances. As the majority of employees are paid salaries, management anticipates that vacation accruals will be reversed when these employees take their standard vacations and that no additional funding will be required above authorized salaries.
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Page 262 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
2. Summary of significant accounting policies (continued):
(g) Revenue recognition:
Tuition and student fees and sales of goods and services are reported as revenue at the time the services are provided or the products are delivered, and collection is reasonably assured. Fees received prior to the year-end where the course is delivered subsequent to the year-end are recorded as deferred revenue.
Project revenue and expenses are recognized as the related activities are performed. The zero profit margin method is used when a contract’s financial outcome is not reasonably determinable. This method of accounting requires that equal amounts of revenue and expense be recognized until the financial outcome of a contract can be reasonably estimated. Provision for anticipated losses is made in the period in which they become evident.
Unrestricted donations and grants are recorded as revenue when receivable if the amounts can be estimated and collection is reasonably assured. Pledges from donors are recorded as revenue when payment is received by the University or the transfer of property is completed.
Restricted donations and grants are reported as revenue depending on the nature of the restrictions on the use of the funds by the contributors as follows:
(i) Contributions for the purpose of acquiring or developing a depreciable tangible capital asset or in the form of a depreciable tangible capital asset, in each case for use in providing services, are recorded and referred to as deferred capital contributions and recognized in revenue at the same rate that amortization of the tangible capital asset is recorded. The reduction of the deferred capital contributions and the recognition of the revenue are accounted for in the fiscal period during which the tangible capital asset is used to provide services.
(ii) Contributions restricted for specific purposes other than for those to be held in perpetuity or the acquisition or development of a depreciable tangible capital asset are recorded as deferred contributions and recognized in revenue in the year in which the stipulation or restriction on the contribution have been met.
(iii) Contributions restricted to be retained in perpetuity, allowing only the investment income earned thereon to be spent are recorded as endowment donations received on the Consolidated Statement of Operations and Accumulated Surplus for the portion to be held in perpetuity and as deferred contributions for the investment income earned thereon.
Investment income includes interest recorded on an accrual basis and dividends recorded as declared, realized gains and losses on the sale of investment and write downs on investments where the loss in value is determined to be other-than-temporary.
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Page 263 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
2. Summary of significant accounting policies (continued):
(h) Contaminated sites:
A liability for contaminated sites is recognized when a site is not in productive use and the following criteria are met:
(i) An environmental standard exists;
(ii) Contamination exceeds the environmental standards;
(iii) The University is directly responsible or accepts responsibility; (iv) It is expected that future economic benefits will be given up; and
(v) A reasonable estimate of the amount can be made. The liability is recognized as management’s estimate of the cost of post-remediation including operation, maintenance and monitoring that are an integral part of the remediation strategy for a contaminated site.
(i) Use of estimates:
The preparation of the consolidated financial statements in accordance with the accounting framework described in note 2(a) requires management to make estimates and assumptions. These estimates and assumptions affect the reported amounts of assets, liabilities, and related disclosures. Key areas where management has made estimates and assumptions include those related to the useful lives of tangible capital assets, accrued liabilities and employee future benefits payable. Where actual results differ from these estimates and assumptions, the impact will be recorded in future periods when the difference becomes known.
(j) Budget figures:
Budget figures have been provided for comparative purposes and have been derived from the consolidated budget approved by the Board of Governors of the University on April 16, 2019. This budget is reflected in the Consolidated Statement of Operations and Accumulated Surplus and the Consolidated Statement of Changes in Net Debt.
(k) Foreign currency translation:
The University’s functional currency is the Canadian dollar. Transactions in foreign currencies are translated into Canadian dollars at the exchange rate in effect on the transaction date. Monetary assets and liabilities denominated in foreign currency are reflected in the financial statements in equivalent Canadian dollars at the exchange rate in effect on the year-end date.
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Page 264 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
3. Financial instruments:
Financial assets, non-financial assets recorded at fair value are comprised of the following:
2020 2019
Level 1: Fixed income investments $ 22,202,010 $ 23,974,880 Canadian equity investments 15,972,008 16,199,604 Foreign equity investments 12,217,290 12,308,663 Guaranteed Investment Certificate 10,340,300 - 60,731,608 52,483,147
Less: Endowment investments (9,988,908) (10,503,329) 50,742,700 41,979,818 Level 3: Donated insurance policy 391,000 391,000
Investments $ 51,133,700 $ 42,370,818
4. Accounts receivable:
2020 2019
Accounts receivable $ 4,433,206 $ 3,797,092 Allowance for doubtful accounts (1,188,299) (971,068)
$ 3,244,907 $ 2,826,024
5. Other receivables:
2020 2019
Quest University (a) $ 2,100,000 $ 300,000 Ruby Lake Lagoon Society (b) 2,000,000 -
$ 4,100,000 $ 300,000
(a) Quest University receivable:
Capilano and Quest University (“Quest”) entered into an agreement to explore opportunities for Capilano to use Quest's campus and facilities to provide programs in the Sea-to-Sky Corridor. During the year, Capilano provided a loan to Quest for $2.1 million bearing interest at 4% per annum. Capilano executed and registered several stopgap documents with the BC Land Titles and Survey Office and obtained a priority agreement with the first mortgagee to favour repayment for Capilano.
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Page 265 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
5. Other receivables (continued):
(b) Ruby Lake Lagoon Society receivable:
The Ruby Lake Lagoon Society (the “Society”) is a non-profit society that works to preserve and enhance the natural habitat and wildlife of the Ruby Lake Lagoon and the Sunshine Coast. The Society operates the Pender Harbour Ocean Discovery Station (“PODS”) and envisions this facility to conduct research and to monitor the surrounding marine and freshwater ecosystems and enhance the aquatic biodiversity in the harbour area. The Foundation received a $2.0 million donation to support educational and research efforts on the Sunshine Coast and donated these funds to the University. The University and the Society entered into a partnership to collaborate in the development of PODS to support the University and students to participate in educational and research initiatives on the Sunshine Coast. The University provided an interest free loan of $2.0 million to the Society that is secured by a first mortgage against the Society's property. The Society commits to providing the University access to facilities, programs, services and recognition that will be used to offset the outstanding loan. It is anticipated that the construction of the new PODS facility will be completed in 2022 and the partnership and loan will be fully satisfied in 2037.
6. Accounts payable and accrued liabilities:
2020 2019
Accounts payable and accrued liabilities $ 9,435,820 $ 6,021,950 Salaries and benefits payable 8,885,599 7,808,328 Accrued vacation pay 3,858,194 3,187,949
$ 22,179,613 $ 17,018,227
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Page 266 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
7. Employee future benefits:
(a) Benefits for employees on long-term disability and faculty retirees:
Information about liabilities for the University’s employee benefit plans is as follows:
2020 2019
Accrued benefit obligation balance, beginning of year $ 1,082,800 $ 1,194,000 Interest cost 2,100 3,900 Employee contributions 314,700 386,900 Expected benefit payments (311,600) (387,800) Immediate recognition of continuation of benefits for disabled employees 100,900 (53,500) Actuarial loss (gain) 5,300 (60,700)
Accrued benefit obligation balance, end of year $ 1,194,200 $ 1,082,800
2020 2019
Accrued benefit obligation $ 1,194,200 $ 1,082,800 Unamortized actuarial gain 86,600 106,300
Accrued benefit liability $ 1,280,800 $ 1,189,100
As the employee future benefit liability for long-term disability is an event-driven obligation, the expense (recovery) recorded in the Consolidated Statement of Operations and Accumulated Surplus is comprised only of the immediate recognition of the liability.
The significant actuarial assumptions adopted in measuring the University’s accrued benefit obligation are as follows:
2020 2019
Obligation discount rate 1.78% 2.45% Estimated average remaining service life 9 years 9 years
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Page 267 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
7. Employee future benefits (continued):
(b) Provincial pension plans:
The University and its employees contribute to the College Pension Plan and Municipal Pension Plan (the “Plans”), jointly trusteed pension plans. The Board of Trustees for these plans represent plan members and employers and are responsible for the management of the pension plan including investment of the assets and administration of benefits. The pension plans are multi-employer contributory pension plans. Basic pension benefits provided are based on a formula. The College Pension Plan has about 15,000 active members from college senior administration and instructional staff and approximately 8,000 retired members. The Municipal Pension Plan has about 205,000 active members. The actuarial valuation for the College Pension Plan as at August 31, 2018 indicated a $303 million funding surplus for basic pension benefits. The actuarial valuation for the Municipal Pension Plan as at December 31, 2018 indicated a $2,866 million funding surplus for basic pension benefits.
Employers participating in the Plans record their pension expense as the amount of employer contributions made during the fiscal year (defined contribution pension plan accounting). This is because the Plans records accrued liabilities and accrued assets for the Plans in aggregate with the result that there is no consistent and reliable basis for allocating the obligation, assets and cost to individual employers participating in the Plans.
The University records pension expense as cash contributions to the Plans are made. During the year, the University contributed $5,507,737 (2019 - $5,005,371) to the above plans.
8. Deferred revenue and contributions:
Deferred revenue and contributions consists of deferred tuition fees, deferred government contributions and project and other revenue, deferred restricted donations and deferred restricted investment income as follows:
2020 2019
Tuition fees $ 16,420,949 $ 23,430,887 Deferred government contributions and project and other revenue (a) and (b) 3,110,348 2,157,950 Restricted donations and investment income (c) 5,262,683 5,935,121
$ 24,793,980 $ 31,523,958
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Page 268 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
8. Deferred revenue and contributions (continued):
(a) Included in deferred government contributions and project and other revenue is the following:
2020 2019
Provincial contributions: Beginning of year $ 848,115 $ 728,756 Amounts received during the year 3,718,749 2,691,981 Recognized as revenue (2,769,162) (2,572,622)
$ 1,797,702 $ 848,115
Operating grants from the Province of British Columbia of $40,876,142 (2019 - $39,165,538) were immediately recognized as revenue in the Consolidated Statement of Operations and Accumulated Surplus when received. Amounts recognized as revenue are included in the Province of British Columbia revenue in the Consolidated Statement of Operations and Accumulated Surplus.
(b) Included in deferred government contributions and project and other revenue is the following related to contributions revenue:
2020 2019
Non-provincial contributions: Beginning of year $ 1,309,835 $ 1,588,159 Amounts received during the year 7,933,187 7,301,271 Recognized as revenue (7,930,376) (7,579,595)
$ 1,312,646 $ 1,309,835
(c) Restricted donations and investment income is comprised of the following amounts from non- government organizations:
2020 2019
Beginning of year $ 5,935,121 $ 5,070,165 Amounts received during the year 3,532,528 2,340,781 Recognized as revenue (4,204,966) (1,475,825)
$ 5,262,683 $ 5,935,121
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Page 269 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
9. Deferred capital contributions:
Contributions for capital are referred to as deferred capital contributions. Amounts are recognized as revenue over the useful life of the asset. Treasury Board provided direction on accounting treatment as disclosed in note 2(a). Changes in the deferred capital contributions balance are as follows:
2020 2019
Balance, beginning of year $ 49,653,146 $ 51,466,115 Contributions received during the year 1,043,061 2,189,361 Revenue recognized from deferred capital contributions (3,846,424) (4,002,330)
Balance, end of year $ 46,849,783 $ 49,653,146
Included in the above is the following related to government and non-government organizations:
2020 2019
Provincial contributions: Beginning of year $ 35,660,618 $ 36,751,991 Amounts received during the year 1,043,061 2,189,361 Recognized as revenue (3,249,825) (3,280,734)
$ 33,453,854 $ 35,660,618
2020 2019
Federal contributions: Beginning of year $ 13,817,523 $ 14,239,119 Recognized as revenue (421,595) (421,596)
$ 13,395,928 $ 13,817,523
2020 2019
Other contributions: Beginning of year $ 175,005 $ 475,005 Recognized as revenue (175,004) (300,000)
$ 1 $ 175,005
Revenue is recognized as amortization of deferred capital contributions on the Consolidated Statement of Operations and Accumulated Surplus.
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Page 270 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
10. Tangible capital assets:
Balance at Additions Balance at March 31, Net of March 31, Cost 2019 Transfers Disposals 2020
Land $ 10,000,370 $ - $ - $ 10,000,370 Buildings 117,168,942 1,309,406 - 118,478,348 Leasehold improvements 60,830 3,454,681 - 3,515,511 Computer equipment 12,367,301 2,715,877 - 15,083,178 Other furniture and equipment 12,803,867 2,592,564 - 15,396,431 Public works 2,192,949 - - 2,192,949 Software 1,903,434 186,792 - 2,090,226 Vehicles 595,231 - - 595,231
Total $ 157,092,924 $ 10,259,320 $ - $ 167,352,244
Balance at Balance at Accumulated March 31, March 31, amortization 2019 Additions Disposals 2020
Land $ - $ - $ - $ - Buildings 64,068,611 3,064,895 - 67,133,506 Leasehold improvements - 116,090 - 116,090 Computer equipment 8,440,711 2,289,141 - 10,729,852 Other furniture and equipment 8,474,634 1,829,097 - 10,303,731 Public works 962,537 184,381 - 1,146,918 Software 1,310,199 355,008 - 1,665,207 Vehicles 226,682 54,181 - 280,863
Total $ 83,483,374 $ 7,892,793 $ - $ 91,376,167
Net book value Net book value March 31, 2019 March 31, 2020
Land $ 10,000,370 $ 10,000,370 Buildings 53,100,331 51,344,842 Leasehold improvements 60,830 3,399,421 Computer equipment 3,926,590 4,353,326 Other furniture and equipment 4,329,233 5,092,700 Public works 1,230,412 1,046,031 Software 593,235 425,019 Vehicles 368,549 314,368
Total $ 73,609,550 $ 75,976,077
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Page 271 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
11. Financial risk management:
The University has exposure to the following risks from its use of financial instruments: credit risk, market risk and liquidity risk. The Board of Governors ensures that the University has identified its major risks and ensures that management monitors and controls them.
(a) Credit risk: Credit risk is the risk of financial loss to the University if a customer or counterparty to a financial instrument fails to meet its contractual obligations. Such risks arise principally from certain financial assets held by the University consisting of cash, investments, accounts receivable and endowment investments. The University assesses these financial assets on a continuous basis for any amounts that are not collectible or realizable.
(b) Market risk:
Market risk is the risk that changes in market prices, including interest rates, will affect University’s income. The objective of market risk management is to control market risk exposures within acceptable parameters while optimizing the return on risk. The University manages market risk by adoption of an investment policy and adherence to this policy by an investment manager. Investments are in pooled funds in a diversified portfolio in accordance with the University’s investment policy.
Interest rate risk is the risk that the fair value of future cash flows of a financial instrument will fluctuate because of changes in the market interest rates.
It is management’s opinion that the University is not exposed to significant market risk arising from its financial instruments.
(c) Liquidity risk:
Liquidity risk is the risk that the University will not be able to meet its financial obligations as they become due.
The University manages liquidity risk by continually monitoring actual and forecasted cash flows from operations and anticipated investing and financing activities to ensure, as far as possible, that it will always have sufficient liquidity to meet its liabilities when due, under both normal and stressed conditions, without incurring unacceptable losses or risking damage to the University’s reputation.
DRAFT - May 19, 2020 20
Page 272 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
12. Contractual obligations:
The nature of the University’s activities results in multi-year contracts and obligations whereby the University is committed to make future payments. Significant contractual obligations related to facilities, security, parking and janitorial services that can be reasonably estimated are as follows:
2021 $ 3,817,000 2022 3,557,900 2023 1,901,900 2024 962,700
$ 10,239,500
13. Expenses by object:
The following is a summary of expenses by object:
2020 2019
Amortization of tangible capital assets $ 7,892,793 $ 7,775,403 Buildings and grounds maintenance 6,960,709 6,300,859 Cost of goods sold 1,535,478 1,694,878 Other operating expenses 25,655,016 23,829,210 Salaries and benefits 77,486,633 69,131,525 Student support activities 1,834,930 2,045,629
$ 121,365,559 $ 110,777,504
DRAFT – MAY 19, 2020 21
Page 273 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
14. Budget figures:
Budget figures have been provided for comparative purposes and have been derived from the consolidated budget approved by the Board of Governors of the University on April 16, 2019. The budget is reflected in the Consolidated Statement of Operations and Accumulated Surplus and the Consolidated Statement of Changes in Net Debt and is reconciled to the Consolidated Statement of Operations as follows:
Statement of Operations and Approved Accumulated Budget Reallocation Surplus
Expenses by object: Amortization of tangible capital assets $ 7,794,467 $ (7,794,467) $ - Expenses 31,318,372 (31,318,372) - Salaries and benefits 80,376,737 (80,376,737) - 119,489,576 (119,489,576) -
Expenses by function: Instruction and student support - 71,558,763 71,558,763 Facility and institutional support - 41,053,079 41,053,079 Ancillary - 6,877,734 6,877,734 - 119,489,576 119,489,576
$ 119,489,576 $ - $119,489,576
15. Impact of COVID-19:
In March 2020, the COVID-19 outbreak was declared a pandemic by the World Health Organization. The situation is dynamic and the ultimate duration and magnitude of the impact on the economy and our operations are not known at this time. At the time of approval of these financial statements, the University has experienced the following indicators of financial implications and undertaken activities in relation to the COVID-19 pandemic:
• effective March 18, 2020 the University moved to a primarily remote (online) instructional delivery model.
• effective March 20, 2020 the University implemented a remote working from home model for employees able to do so and implemented social distancing policies for employees that remain on campus.
At this time these factors present uncertainty over future cash flows, may cause significant changes to the assets or liabilities and may have a significant impact on future operations. An estimate of the financial effect is not practicable at this time. DRAFT - May 19, 2020 22
Page 274 of 284 BoG Agenda Package Sch 13.2 CAPILANO UNIVERSITY Notes to Consolidated Financial Statements (continued)
Year ended March 31, 2020
16. Related party transactions:
The University is related through common control to all Province of British Columbia ministries, agencies, school districts, health authorities, colleges, universities and crown corporations. Transactions with these related parties, unless disclosed otherwise, are considered to be in the normal course of operations and are recorded at their exchange amounts, which is the amount of consideration established and agreed to between the University and the related parties.
17. Comparative information:
Certain comparative information has been reclassified to conform with the financial statement presentation adopted in the current year.
18. Recast of comparative figures:
During the year the University determined that an adjustment was required in its comparative figures to correct the accounting treatment of unrealized gains and losses on endowment investments in the consolidated financial statements. This change has been recorded retroactively and accordingly, the 2019 comparative financial information has been recast as follows:
As previously stated Adjustment As recast
Consolidated Statement of Financial Position: Accumulated surplus $ 70,269,709 $ 4,275,538 $ 74,545,247 Accumulated remeasurement gains 7,748,406 (4,275,538) 3,472,868 78,018,115 - 78,018,115 Consolidated Statement of Operations and Accumulated Surplus: Investment income 1,087,340 893,217 1,980,557
Consolidated Statement of Changes in Net Debt: Annual surplus 4,316,253 893,217 5,209,470 Remeasurement gains (losses) 2,394,265 (893,217) 1,501,048
Consolidated Statement of Cash Flows: Cash from operating activities 25,232,944 893,217 26,126,161 Cash from investing activities (1,565,599) (893,217) (2,458,816)
Consolidated Statement of Remeasurement Gains and Losses: Accumulated remeasurement gains, Beginning of year 5,354,141 (3,382,321) 1,971,820 Unrealized gains attributed to fair value of investment 2,546,064 (923,924) 1,622,140 Amounts reclassified to investment income (151,799) 30,707 (121,092)
7,748,406 (4,275,538) 3,472,868
DRAFT – MAY 19, 2020 23
Page 275 of 284 BoG Agenda Package Sch 13.3
BOARD REPORT
AGENDA ITEM 13.3: EXECUTIVE COMPENSATION DISCLOSURE STATEMENT FOR 2019/20 PURPOSE: Approval Information Discussion
MEETING DATE: June 2, 2020
PRESENTER: Patrician Heinzman, Finance and Audit Committee Chair
PURPOSE
The purpose of this report is for the Finance and Audit Committee to provide the Board of Governors with the Executive Compensation Disclosure Statement for fiscal year ending March 31, 2020.
MOTION
That the Board receive the Executive Compensation Disclosure Statement for the Year Ended March 31, 2020 for information.
EXECUTIVE SUMMARY
The provincial government requires under legislation that all public sector organizations, including Capilano University, disclose all compensation paid to the Chief Executive Officer and the next four highest ranking executives earning more than $125,000 during a fiscal year. The Board Chair is accountable for the accuracy and compliance of the information through a signed attestation that is publicly available. The statement is available on the Public Sector Employers’ Council and the University websites.
Attached is the Executive Compensation Disclosure Statement for 2019/20. Once the Finance and Audit Committee completed their review, the submission was provided to the Board Chair for signature and submission by the May 29, 2020 reporting deadline.
Page 276 of 284 BoG Agenda Package Sch 13.3
______2020
Christina Zacharuk President & CEO Public Sector Employers’ Council Secretariat Suite 210, 880 Douglas Street Victoria, BC V8W 2B7
Dear Ms. Zacharuk,
I confirm that the information contained in the attached report accurately states the executive compensation paid out in the fiscal year 2019/2020 and is in compliance with the compensation plans approved by PSEC.
Yours sincerely,
Cherian Itty Verghese Chair of the Board, Capilano University (original for signature)
Enc.
Page 277 of 284 BoG Agenda Package Sch 13.3 Policy No. Officer Responsible B.509 President Policy Name Administrator Compensation Policy Approved by Replaces Category Next Review Board Memo 42 A April 2019 Date Issued Date Revised Related Policies, Reference Nov 17, 2015 April 19, 2016 B.503, B.507, B.510
1. POLICY STATEMENT Capilano University provides an Administrator Compensation Policy that includes: salary, flexible group benefits, College Pension Plan and other programs and services designed to attract and reward employees’ commitment and performance.
2. SCOPE This policy applies to all regular and term-defined employees who are administrators including the President, Vice-Presidents, Deans, Directors and Managers.
3. GOVERNANCE Capilano University’s Board of Governors oversees the Administrator Compensation Policy which may be amended from time to time, as determined by the University and as approved by the Minister. The President is responsible for Capilano University’s Administrator Compensation Policy, consistent with Board policy.
4. OBJECTIVES Capilano University’s Administrator Compensation Policy is intended to attract and retain skilled and knowledgeable personnel necessary to meet the University’s mission and goals.
5. GUIDING PRINCIPLES In administering the Administrator Compensation Policy, Capilano University adheres to the following guiding principles:
5.1. Performance Employees will receive annual performance evaluations to ensure that employees are meeting the job expectations for their positions.
5.2. Differentiation The Administrator Compensation Policy will ensure that differences in scope and responsibility are compensated appropriately in relation to all internal positions.
5.3. External Equity Capilano University’s salary scale will be reviewed periodically to work towards external equity with comparables.
Page 1 of 3
Page 278 of 284 BoG Agenda Package Sch 13.3 Policy No. Officer Responsible B.509 President Policy Name Administrator Compensation Policy Approved by Replaces Category Next Review Board Memo 42 A April 2019 Date Issued Date Revised Related Policies, Reference Nov 17, 2015 April 19, 2016 B.503, B.507, B.510
5.4. Accountability of Funds Compensation decisions are objective and based upon a clear and well documented business rationale that demonstrates the appropriate expenditure of public funds.
5.5. Fair and Consistent The Administrator Compensation Policy will be fairly and consistently applied, based on assessing common factors for jobs, and not assessing the individual in the role.
5.6. Transparency Compensation systems are designed, managed and communicated in a manner that ensures the Administrator Compensation Policy is clearly understood by employees and the public while protecting individual personal information.
5.7. Compliance The Administrator Compensation Policy will be in compliance with all laws and regulations.
6. ELEMENTS OF THE ADMINISTRATOR COMPENSATION POLICY Capilano University offers an Administrator Compensation Policy designed to remain competitive with other post-secondary institutions in British Columbia. Elements of the policy include: 6.1. Salary Differences in scope and responsibility are compensated appropriately in relation to all internal positions. 6.2. Health and Welfare Benefits Capilano University has a flexible benefits plan with a number of different elements, some of which can be modified in order for employees to make selections to better suit their individual needs: • BC Medical • Extended Health • Dental • Group Life and Accidental Death and Dismemberment • Long Term Disability • Short Term Disability • Employee and Family Assistance Program • Optional coverage available through flexible benefit options: Page 2 of 3
Page 279 of 284 BoG Agenda Package Sch 13.3 Policy No. Officer Responsible B.509 President Policy Name Administrator Compensation Policy Approved by Replaces Category Next Review Board Memo 42 A April 2019 Date Issued Date Revised Related Policies, Reference Nov 17, 2015 April 19, 2016 B.503, B.507, B.510
o Health Care Spending Account o Professional Development o Registered Retirement Savings Plan 6.3. General Benefits • Vacation • Sick Leave 6.4. Pension • College Pension Plan 6.5. Other • Professional Development
7. EXTERNAL EQUITY Capilano University’s comparator group includes organizations where we can attract qualified employees from and are at risk of losing qualified employees to. Our core comparator group includes similar post-secondary institutions and other public sector employers within British Columbia. For other jobs where talent may be needed from out-of- province and jobs that require skills from specific industries or from outside of the public sector, a secondary comparator group may be required.
8. PAY POSITIONING Capilano University targets the 50th percentile of the comparator group.
9. AFFORDABILITY AND SUSTAINABILITY Capilano University’s Administrator Compensation Policy is designed and administered in a fiscally responsible manner that ensures that costs are affordable and sustainable over time.
Page 3 of 3
Page 280 of 284 BoG Agenda Package Sch 13.3
Capilano University Executive Compensation Summary ‐ Fiscal 2019/20
Holdback / Bonus All Other Base Salary / Incentive Plan Benefits Pension Compensation Annualized Base Name and Position Compensation Pension Contribution (expanded 2019/20 Total 2018/19 Total Salary below)
Employer % Employee %
Jacqui Stewart, VP, Finance & Administration $ 173,741 $ 170,957 $ ‐ $ 12,169 $ 17,677 10.34% 10.24% $ ‐ $ 200,802 $ 195,494 Paul Dangerfield, President $ 212,654 $ 206,433 $ ‐ $ 23,597 $ 22,287 10.34% 10.24% $ 1,200 $ 253,517 $ 244,916 Toran Savjord, VP Strategic Planning, Assessment & Institutional Effectiveness $ 160,942 $ 158,363 $ ‐ $ 13,249 $ 16,375 10.34% 10.24% $ ‐ $ 187,987 $ 181,273 Laureen Styles, VP, Academic & Provost $ 175,350 $ 171,871 $ ‐ $ 12,210 $ 17,771 10.34% 10.24% $ ‐ $ 201,852 $ 158,591 Jennifer Ingham, VP, University Relations $ 155,000 $ 125,937 $ ‐ $ 12,287 $ 13,022 10.34% 10.24% $ ‐ $ 151,247 N/A
Vehicle / All Other Vacation Leave Perquisites / Severance Transportation Name and Position Compensation payout payout other Other Allowance Allowances
Jacqui Stewart, VP, Finance & Administration $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ Paul Dangerfield, President $ 1,200 $ ‐ $ ‐ $ ‐ $ 1,200 $ ‐ $ ‐ Toran Savjord, VP Strategic Planning, Assessment & Institutional Effectiveness $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ Laureen Styles, VP, Academic & Provost $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ Jennifer Ingham, VP, University Relations
Notes:
Jacqui Stewart, VP, Finance & Administration ‐ vehicle allowance included in base salary effective May 1, 2018 Paul Dangerfield, President ‐ vehicle allowance included in base salary effective December 1, 2019 Toran Savjord, VP Strategic Planning, Assessment & Institutional Effectiveness ‐ vehicle allowance included in base salary effective May 1, 2018 Laureen Styles, VP, Academic & Provost ‐ appointed June 2018 Jennifer Ingham, VP, University Relations ‐ appointed June 2019
Page 281 of 284 BoG Agenda Package Sch 13.4
BOARD REPORT
AGENDA ITEM 13.4: INTERNAL AUDIT PLAN PURPOSE: Approval Information Discussion MEETING DATE: June 2, 2020
PRESENTER: Patricia Heintzman, Chair of the Finance and Audit Committee
PURPOSE To provide an update to the Board of Governors regarding the internal audit plan for 2020/21. MOTION THAT at the Board approves the approach to establishing an internal audit program for 2020/21. BACKGROUND At the March 2020 meeting, the Board received two internal audit reports regarding international agent contracts and payments, full‐time equivalent (FTE) enrolment report, and suggested topics for inclusion in the 2020/21 internal audit plan.
Further to the Finance and Audit Committee meeting on May 29, 2020, the Committee received a report from administration regarding the suggested topics. The projects recommended for consideration are seen as “adding value” to the organization. In order to advance the internal audit plan, administration proposes the following next steps including:
Short‐term for 2020/21 ‐ Define the scope of the proposed privacy review to ensure that it adds value. ‐ Define the scope to complete a financial audit of the Capilano University Foundation financial statements. Note that this project could be completed by the financial auditor of record. ‐ Develop a roadmap to implement an enterprise approach to risk management; timing is subject to the successful recruitment of the Director responsible for enterprise risk management. An alternate plan should be developed if Director is not recruited in the short‐term.
Near term for 2021/22 ‐ Develop a multi‐year approach to internal audit to inform the reviews in 2021/22. This recommendation is subject to the successful recruitment of the Vice President, Finance and Administration.
Page 282 of 284 BoG Agenda Package Sch 15
BOARD REPORT
AGENDA ITEM 15: BOARD MEETING SCHEDULE FOR 2020‐2021 ACADEMIC YEAR PURPOSE: Approval Information Discussion
MEETING DATE: June 2, 2020
PRESENTER: Cherian Itty, Board Chair
PURPOSE To share the meeting schedule for the 2020‐2021 academic year. INFORMATION The proposed schedule was developed with reporting deadlines to the Ministry in mind.
BOARD MEETING SCHEDULE Type of Meeting Meeting Date Time Location Board Orientation Friday, September 25, 2020 8:00 am to 2:00 pm MS Teams Regular Meeting; Closed Tuesday, September 29, 2020 3:30‐4:30 pm; 4:45‐6:45 pm MS Teams Regular Meeting; Closed Tuesday, November 24, 2020 3:30‐4:30 pm; 4:45‐6:45 pm MS Teams Board & Senate Networking Social Tuesday, December 1, 2020 6:10 to 8:10 pm To be confirmed Regular Meeting; Closed Tuesday, January 26, 2021 3:30‐4:30 pm; 4:45‐6:45 pm BR126 Regular Meeting; Closed Tuesday, February 23, 2021 3:30‐4:30 pm; 4:45‐6:45 pm BR126 Regular Meeting; Closed Tuesday, March 30, 2021 All Day kálax‐ay Sunshine Coast Campus Regular Meeting; Closed Wednesday, June 2, 2021 3:30‐4:30 pm; 4:45‐6:45 pm BR126 Year End Dinner Thursday, June 3, 2021 To be confirmed Pinnacle Hotel, North Vancouver
EXECUTIVE AND HUMAN RESOURCE COMMITTEE SCHEDULE Meeting Date Time Location Tuesday, August 25, 2020 11:10 am to 12:25 pm MS Teams Thursday, October 1, 2020 To Be Confirmed MS Teams Thursday, November 5, 2020 1:30 pm to 3:00 pm MS Teams Tuesday, March 9, 2021 11:15 am to 12:45 pm (if needed) To be confirmed Thursday, April 29, 2021 10:00 am to 11:30 am To be confirmed
INVESTMENT MANAGEMENT COMMITTEE SCHEDULE Meeting Date Time Location Tuesday, September 1, 2020 11:30 am to 1:00 pm (orientation) MS Teams Thursday, September 10, 2020 3:00 pm to 5:00 pm MS Teams Thursday, November 5, 2020 3:00 pm to 5:00 pm MS Teams Thursday, February 4, 2021 3:00 pm to 5:00 pm BR204 Thursday, May 13, 2021 3:00 pm to 5:00 pm BR204
As at May 26, 2020;Page 283 may of change284 if needed. BoG Agenda Package Sch 15
FINANCE AND AUDIT COMMITTEE SCHEDULE Meeting Date Time Location Tuesday, September 1, 2020 9:30 am to 11:30 am (orientation) MS Teams Tuesday, September 8, 2020 9:30 am to 11:30 am MS Teams Tuesday, November 3, 2020 9:30 am to 11:30 am MS Teams Tuesday, December 8, 2020 9:30 am to 11:30 am MS Teams Tuesday, January 12, 2021 9:30 am to 11:30 am BR204 Tuesday, February 9, 2021 9:30 am to 11:30 am BR204 Tuesday, March 9, 2021 9:30 am to 11:15 am BR204 Tuesday, May 18, 2021 9:30 am to 11:30 am BR204
GOVERNANCE AND PLANNING COMMITTEE SCHEDULE Meeting Date Time Location Wednesday, September 9, 2020 2:15 pm to 3:45 pm(orientation) MS Teams Tuesday, October 6, 2020 1:30 pm to 3:00 pm (if needed) MS Teams Monday, November 9, 2020 10:30 am to 12:00 pm MS Teams Thursday, January 7, 2021 10:30 am to 12:00 pm To be confirmed Thursday, February 4, 2021 1:00 pm to 2:30 pm (if needed) BR204 Tuesday, March 9, 2021 1:00 pm to 2:30 pm BR204 Thursday, May 6, 2021 10:30 am to 12:00 pm BR204 Tuesday, June 29, 2021 3:30 pm to 5:00 pm (IAPR) To be confirmed
RECOMMENDATION
For information only.
As at May 26, 2020;Page 284 may of change284 if needed. BoG Agenda Package