Mission: To transform hopes and dreams into lifelong success. Vision: To be a global leader in personalized, digitally connected, experiential learning. Values: Caring, Integrity, Learning, Respect
MEETING OF THE BOARD OF GOVERNORS
MEETING NUMBER FIVE HUNDRED AND TEN OF THE BOARD OF GOVERNORS OF ALGONQUIN COLLEGE TO BE HELD ON MONDAY, DECEMBER 10, 2018, FROM 4:00 PM – 6:00 PM, IN T102 A&B, OTTAWA CAMPUS.
AGENDA Presenter Time 0. Celebrating Student Success – Changemaker Award: Camp Smitty Claude Brulé 10 m. 1. Constitution of the Meeting and Approval of the Agenda Peter Nadeau 1 m. 2. Declarations of Conflict of Interest Peter Nadeau 1 m. 3. APPROVAL OF PREVIOUS MEETING MINUTES AND THE CONSENT AGENDA 3.1 Minutes of the Board of Governors’ meeting of October 22, 2018 Peter Nadeau 1 m. 3.2 Board Executive Committee Report Peter Nadeau 5 m. 3.3 Academic and Student Affairs Committee Report Cheryl Jensen on 5 m. behalf of Jay McLaren 3.4 Audit and Risk Management Committee Report Kelly Sample 5 m. 3.5 Governance Committee Report Jim Robblee 5 m.
3.5.1 Draft Policy: Election of Internal Members to the Board of Duane McNair Governors 3.6 Foundation Report Jeff Darwin 5 m. 4. BUSINESS ARISING FROM THE MINUTES 4.1 Workday Enterprise Resource Planning System Implementation Doug Wotherspoon 10 m. Update 5. NEW BUSINESS 5.1 Transforming Indigenization Initiatives Ron McLester 20 m. 5.2 Five Year Capital Investment Plan Duane McNair 10 m. 5.3 Healthy Living Education Initiative Claude Brulé 0 m. 6. DECISION ITEMS AND REPORTS 6.1 Second Quarter 2018-2019 Financial Projection Duane McNair 7 m. Grant Perry 6.2 2019-2020 Budget Assumptions, Three-Year Pro Forma, 2019-2021 Duane McNair 23 m. Business Plan Emily Woods Laura Stanbra
1 6.3 2019-2020 Tuition and Fees Schedules Laura Stanbra 10 m. Krista Pearson 7. ITEMS FOR INFORMATION 7.1 Second Quarter 2018-2019 Business Plan Update Doug Wotherspoon 0 7.2 Algonquin College International Education Strategic Plan Refresh Doug Wotherspoon 0 7.3 Report from the Board Chair Peter Nadeau 0 7.4 Report from the President Cheryl Jensen 0 7.5 Board of Governors Management Summary Report Executive Team 0 7.6 2018-2019 Board of Governors Workplan Peter Nadeau 0
8. UPCOMING EVENTS Date
• Future of Health and Wellness Speaker Series January 25, 2019 • Board of Governors Meeting February 25, 2019 • Future of Health and Wellness Speaker Series March 22, 2019 • 2019 Spring Board Retreat March 23, 2019 • Board of Governors Meeting April 15, 2019 • Future of Health and Wellness Speaker Series May 31, 2019 • President’s BBQ June 6, 2019 • 2019 Spring Convocation – Pembroke Campus June 7, 2019 • Board of Governors Meeting June 10, 2019 • 2019 Spring Convocation – Perth Campus June 13, 2019 • 2019 Spring Convocation – Ottawa Campus June 17, 18 & 19 • President’s End of Year Dinner June 25, 2019 • Board Executive Committee Retreat July 9, 2019 • President’s Breakfast August 22, 2019 (TBC) • 2019 New Board of Governors Orientation Part 1 August 22, 2019 (TBC)
9. IN CAMERA Meeting 10. MEETING WITHOUT MANAGEMENT 11. MEETING ADJOURNMENT
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Mission: To transform hopes and dreams into lifelong success. Vision: To be a global leader in personalized, digitally connected, experiential learning. Values: Caring, Integrity, Learning, Respect
DRAFT
BOARD OF GOVERNORS MEETING MINUTES
MINUTES OF THE MEETING NUMBER FIVE HUNDRED AND NINE OF THE BOARD OF GOVERNORS OF ALGONQUIN COLLEGE, HELD ON MONDAY, OCTOBER 22, 2018, AT 4:00 PM, IN ROOM T102 A&B, OTTAWA CAMPUS.
Present: Algonquin College Executive Team: Peter Nadeau, Board Chair Claude Brulé, Senior Vice President, Academic Jim Brockbank, Board Vice Chair Diane McCutcheon, Acting Vice President, Human Resources Cheryl Jensen, President Doug Wotherspoon, Vice President, Innovation & Strategy Cyril McKelvie Duane McNair, Vice President, Finance & Administration Enrico DeFrancesco Laura Stanbra, Vice President, Student Services Gail Beck Ron Deganadus McLester, Executive Director, Truth, Jay McLaren Reconciliation, Indigenization Jeff Darwin Tracy McDougall, Director, President’s Office Kelly Sample Krisha Stanton Guests/Presenters: Shubham Paudel Veterinary Technician Students: Valerie Sayah Jennifer Bozowskyj Wayne Johnson Heather Jackson Valerie Fenske Regrets: Michelle Anne Olsen Audrey Claire Lawrence Erin Stitt-Cavanagh, Chair, Allied Health, Faculty of Health Public Jim Robblee Safety and Community Studies Steve Barkhouse Lisa Langton, Professor and Coordinator of the Michael Waters Technician/Veterinary Assistant Programs Cristina Holguin-Pando, Director, Applied Research, Innovation Recorder: and Entrepreneurship Victoria Tiqui-Sanford, Board Grant Perry, Acting Director, Finance and Administrative Services Assistant Krista Pearson, Registrar Patrick Devey, Dean, Centre for Continuing and Online Learning External Guests: Jessica Abbott, Engagement Director, PwC Jon Krochmalnek, Senior Manager, Implementation Services, D2L Simon Miller, Director, Customer Success, Workday Canada Todd Schonewille, Director, Physical Resources
WELCOME REMARKS Board Chair P. Nadeau welcomed members and guests to the meeting at 4:00 p.m.
Page 1 of 8 0. CELEBRATING STUDENT SUCCESS – Veterinary Technician Students partner with the Grey Bruce Aboriginal Quimmiq Team Board Chair P. Nadeau invited C. Brulé, Senior Vice President, Academic to provide members with an overview of the Veterinary Technician Students partnership with the Grey Bruce Aboriginal Quimmiq Team. C. Brule introduced Erin Stitt-Cavanagh, Chair, Allied Health, Faculty of Health Public Safety and Community Studies, Lisa Langton, Professor and Coordinator, and Veterinary Technician Program Students Jennifer Bozowskyj, Heather Jackson, and Valerie Fenske, and Michelle Anne Olsen. Michelle was not able to attend the presentation.
The students presented their adventure with the Grey Bruce Aboriginal Quimmiq Team. This partnership has provided the students with an unforgettable learning experience in veterinary medicine while being immersed in the indigenous culture of the communities they visited. During the 2018 trip, the Veterinary Technician students participated in 136 surgeries over ten days. Together, the students and Grey Bruce Aboriginal Quimmiq Team were able to provide veterinary medical care to those in need, making a positive impact in the health of these communities and their pets.
Board Chair P. Nadeau and President Jensen congratulated the students for their achievements and presented them with the Changemaker Awards.
1. CONSTITUTION OF THE MEETING & APPROVAL OF THE AGENDA Board Chair P. Nadeau constituted the meeting at 4:15 p.m. and asked whether any Governors wished to remove or add an item to the agenda. No items were removed or added.
RESOLUTION MOVED & SECONDED: G. Beck & J. Brockbank THAT the Board of Governors approves the meeting agenda of October 22, 2018. CARRIED.
2. DECLARATION OF CONFLICT OF INTEREST Board Chair P. Nadeau asked members to declare any conflicts of interest with items on the agenda. There were no conflicts of interest declared.
3. APPROVAL OF PREVIOUS MEETING MINUTES AND THE CONSENT AGENDA
3.1 Minutes of the Board of Governors’ meeting of June 11, 2018 Approval of the Board of Governors Meeting minutes of June 11, 2018.
RESOLUTION MOVED & SECONDED: J. McLaren & G. Beck THAT the Board of Governors approves the meeting minutes June 11, 2018. CARRIED.
3.2 Board Executive Committee Report Board Chair P. Nadeau provided a verbal report from the Executive Committee meeting held on October 10, 2018.
Members accepted this report for information. Page 2 of 8 3.3 Academic and Student Affairs Committee Report Governor J. McLaren, Chair, Academic and Student Affairs Committee, provided members with information from the Academic and Student Affairs Committee meeting held on October 1, 2018. Enrolment updates were highlighted in the report. Members accepted this report for information. Board of Governors approvals were requested for the following:
Bachelor of Event, Sport, and Entertainment Management (Honours)
RESOLUTION MOVED & SECONDED: J. McLaren & W. Johnson THAT the Board of Governors approves the Bachelor of Event, Sport, and Entertainment Management (Honours) effective Fall 2020. CARRIED.
Program Proposal: Bachelor of Business Administration (Trades Management) (Honours)
RESOLUTION MOVED & SECONDED: J. McLaren & G. Beck THAT the Board of Governors approves the Bachelor of Business Administration (Trades Management) (Honours) effective Fall 2020. CARRIED.
3.4 Audit and Risk Management Committee Report Governor K. Sample, Chair of Audit and Risk Management Committee, provided members with information from the meeting held on September 26, 2018.
Members accepted this report for information.
3.5 Governance Committee Report In the absence of Governor J. Robblee, Chair of Governance Committee, Governor G. Beck provided members with information from the meeting held on September 20, 2018. Members accepted this report for information.
3.6 Foundation Report Governor J. Darwin, Board of Governors representative to the Foundation Board of Directors provided members with an update on the Foundation activities.
Members accepted this report for information.
4. BUSINESS ARISING FROM THE MINUTES
4.1 Learning Management System (LMS) Update C. Brulé, Senior Vice President, Academic introduced Patrick Devey, Dean, Centre for Continuing and Online Learning, to provide members with the final report on the implementation of Brightspace, the new Learning Management System.
The Algonquin College Board of Governors approved the expenditure of up to $3.05 million over a five-year period for the adoption of the new Learning Management System at the February 26, 2018 Page 3 of 8 Board of Governors meeting. The agreement with Desire2Learn was finalized on March 6, 2018, and the kickoff of the implementation phase of the project followed soon thereafter. On September 4, 2018, all course activities were successfully migrated to Brightspace. More than 2,000 students completed the training modules. This training program has been extended in a reduced format for the rest of the Fall 2018 term due to its success. Board Chair, P. Nadeau congratulated the team on behalf of the Board of Governors for their countless efforts in successfully launching the new Learning Management System.
Questions from members were answered. Members accepted this report for information.
4.2 Student Central Update L. Stanbra, Vice President, Student Services provided an overview and status of the Student Space Investment approved at the October 16, 2017 Board of Governors meeting. Special thanks went to S. Anderson, Executive Director, Communications, Marketing and External Relations leadership. K. Pearson, Registrar and T. Schoneville, Director, Physical Resources presented the Student Central Update. On Monday, October 1, 2018, Student Central officially opened, on time and under budget, as the new space to deliver seven essential services to students. It is home for over 120 employees from the Registrar’s Office, the International Education Centre, Information Technology Services Support for students, the Academic Success Centre for academic advising, prior learning assessment and recognition and transfer pathways support, the Test Centre, and the Students’ Association Food Cupboard.
Student Central has delivered on all commitments in the investment case. Staff remains committed to enhancing the service delivery model, working toward greater service integration, as well as improving communications and online experiences for students. Continuous monitoring and quality assessment improvements will occur on an ongoing basis.
Questions from members were answered. Members accepted this update for information.
4.3 Workday Project Update D. Wotherspoon, Vice President, Innovation and Strategy presented the progress of the Workday Enterprise Resource Planning System Implementation. He thanked the Algonquin College management team who have been involved throughout the project. The report provided members with a project update since the last presentation to the Board of Governors on July 10, 2018, and an overview of key activities, deliverables, and milestones required to deploy the Workday application.
Workday training workshops are underway and will run until October 29, 2018. These workshops will provide over 300 managers, Human Resources and Finance-support employees with an overview of Workday functionality.
Workday will be rolled out on December 17, 2018 for Human Resources, Payroll, and Finance operations staff and on January 7, 2019 for all employees and managers. The project remains on track to meet the critical path milestones, and is on target to achieve the go-live date of December 14, 2018.
Page 4 of 8 Questions from members were answered. Members accepted this update for information.
5. NEW BUSINESS There was no new business.
6. DECISION ITEMS & REPORTS
6.1 First Quarter 2018-2019 Financial Projection D. McNair, Vice President, Finance and Administration provided members with brief overview of the report. G. Perry, Acting Director, Finance and Administrative Services presented the First Quarter 2018-2019 Financial Projection. On February 26, 2018, the Board of Governors approved the 2018-2019 Annual Budget. The College net contribution is projected to increase to $7.3 million, an increase of $12.8 million over the ($5.5) million Approved Annual Budget. The major reasons for this surplus are: • Enrolment increased by 4.9% over the Approved Annual Budget • The College received a one-time Ministry grant of $4.0 million to support the additional costs of implementation of Bill 148. • Amendments to the original estimates of the operational impacts of Bill 148, the Employment Standards Act. In February 2018, the Employment Standards Act impact to the College was estimated at $25.0 million dollars. The September 2018 estimated impact was amended to $14.7 million dollars, a decrease of $10.3 million which more accurately reflects the impact to the College. Details were presented in the full report.
The 2018-2019 Approved Annual Budget and the First Quarter 2018-2019 Financial Projection maintain a positive accumulated surplus position.
Questions from members were answered. Members accepted this report for information.
7. ITEMS FOR INFORMATION
7.1 First Quarter 2018-2019 Business Plan Update The report provided members with the First Quarter 2018-2019 Business Plan Update. The annual business plan is a tool used by management to set the direction for the College to achieve annual goals and targets in the context of the Strategic Plan.
7.2 Employee Engagement Update D. McCutcheon, Acting Vice President, Human Resources presented the Employee Engagement Update. In February 2017, the College’s third Employee Engagement survey was conducted. The previous surveys were conducted in 2012 and 2015. The overall participation rate in 2017 was 57%, representing an increase of 11% In comparison to the 2015 participation rate. The overall employee engagement score was 56%. With continued efforts to complete the initiatives identified to increase engagement both at the departmental and College level, management will be well positioned heading into the next survey in the Fall of 2019.
Questions from members were answered. Members accepted this update for information. Page 5 of 8 Governor C. McKelvie exited the meeting via teleconference at 5:39 p.m.
7.3 Applied Research, Innovation and Entrepreneurship Annual Report 2017-2018 D. Wotherspoon, Vice President, Innovation and Strategy provided a high-level overview of the report and introduced C. Holguin-Pando, Director, Applied Research, Innovation and Entrepreneurship, presented the Applied Research, Innovation and Entrepreneurship Annual Report 2017-2018. This comprehensive report provided members with the Applied Research, Innovation, and Entrepreneurship activities and financial performance over the 2017-2018 fiscal year, compared against the 2016-2017 fiscal year in a standardized format. Future reports will develop from the feedback received from the college and external communities. Members were provided with a copy for their review.
Members accepted this report for information.
7.4 Report from the Board Chair Highlights from the report included the 2018 Fall Board of Governors Retreat held on September 16 & 17, 2018, and the Orientation of New Governors sessions. Ten Governors will be attending the 2018 Higher Education Summit in Toronto from November 24-26, 2018. Board of Governors 2018- 2019 activities were also highlighted.
Members accepted this report for information.
7.5 Report from the President Highlights of the report included: • Two engagements where the President was asked to speak (KPMG and National Association for Community College Entrepreneurship. • The Power interruption that occurred in July 2018 and the damage resulting from the tornado in September that affected the Ottawa campus. • The College officially became a smoke free campus effective October 15, 2018. This is a soft launch of the smoking ban, with a full implementation of the policy effective January 1, 2019.
President C. Jensen referred to the booklet “Humans Wanted” provided to the members. She also informed members that the Grand Opening of the Indigenous Courtyard Gathering Circle is scheduled for December 10, 2018 prior to the Board meeting. She provided a verbal report on the development of the three-year Fundraising plan as one of the initiatives on this year’s business plan. The College has engaged KCI Philanthropy to support how the College can grow strong partnerships, increase fundraising revenue, and deepen alumni engagement activities.
Members accepted this report for information.
7.6 Management Summary Report Members accepted this report for information.
7.7 2018-2019 Board of Governors Workplan Board Chair P. Nadeau referred members to 2018-2019 Board of Governors Workplan and asked whether they had any changes to be made. There were no changes. 7.8 Confirmation of Mandatory Government Remittances (handout) Page 6 of 8 Members accepted the Confirmation of Mandatory Government Remittances for information.
8. UPCOMING EVENTS Board Chair P. Nadeau provided highlights of upcoming events.
The regular meeting adjourned at 5:51 p.m. Observers exited the meeting.
Governors S. Paudel and J. Brockbank exited the meeting at 5:52 p.m.
9. IN CAMERA An In Camera session was held beginning at 5:59 p.m.
RESOLUTION MOVED & SECONDED: G. Beck & E. DeFrancesco THAT the Board of Governors moves into an In Camera session to discuss the following agenda item:
9.1 Residence Monetization Update
RESOLUTION MOVED & SECONDED: J. McLaren & G. Beck THAT the Board of Governors moves out of the In Camera session. The In Camera session adjourned at 6:12 p.m.
Management exited the meeting at 6:12 p.m.
10. MEETING WITHOUT MANAGEMENT
11. MEETING ADJOURNMENT There being no further business, the meeting was adjourned at 6:12 p.m.
Peter Nadeau, Chair Victoria Tiqui-Sanford, Recorder
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APPENDIX A: Observers:
Barb Foulds, Dean, Faculty of Health Public Safety and Community Studies Ben Bridgstock, Director, Student Services Brent Brownlee, Director, Ancillary Services Chris Carroll, Communications Colin Bonang, Director, Risk Management Cristina Holguin-Pando, Director, Applied Research, Innovation and Entrepreneurship Dave Donaldson, Dean, School of Business Elizabeth Tyrie, Executive Assistant, Innovation and Strategy Emily Woods, Acting Associate Director, Financial Services, Finance & Administrative Services Ernest Mulvey, Director, International Education Centre Erica Hille, Marketing Assistant, Partnerships & Applied Research Grant Perry, Acting Director, Finance and Administrative Services Jodi Jaffray, Academic Manager, Centre for Continuing and Online Learning Joe Ranieri, Director, Business Development Krista Pearson, Registrar Leanna Verruci, Entrepreneurship Manager, Partnerships & Applied Research Lois Pollock, Chief Digital Officer Mark Leduc, Executive Director, Academic Planning Patrick Devey, Dean, CCO: Paul Gardner, Senior Finance Manager - Special Projects, V.P. Finance & Administration Peggy Austen, Acting Director, Foundation Richard Hagemeyer, Professor, Information and Communications Technology Ruth Dunley, Communications Officer, Public Relations Sandra Larwill, Academic Manager, Centre for Continuing and Online Learning Sahar Faqiri, Associate Manager, Partnerships & Applied Research Susan Mainse, Risk Manager Terri Kinnunen, Manager, Financial Services Todd Schonewille, Director, Physical Resources Tyler Kidd, Reporter, Algonquin Times (Student)
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DATE: December 10, 2018
TO: Board of Governors
FROM: Governor Jay McLaren, Chair, Academic & Student Affairs Committee
SUBJECT: Academic & Student Affairs Committee meeting of November 8, 2018
For documentation in support of the agenda items, please visit the Board’s SharePoint site; choose Academic and Student Affairs Committee, November 8, 2018 folder.
A. ITEMS REQUIRING BOARD OF GOVERNORS’ APPROVAL
1) Program Suspension: 0746X04FPT Masonry - Heritage and Traditional, Ontario College Diploma Members were referred to the Masonry - Heritage and Traditional, Ontario College Diploma program suspension. This program did not meet the financial contribution and program quality metrics threshold, against which the Academic Area staff evaluates full-time programs. Programs that do not meet the metrics threshold are placed under review and various improvement initiatives are undertaken to remedy the identified concerns. In cases where improvement efforts are not successful, the program intake is suspended and the program is recommended for suspension. All students who were enrolled in program have either successfully completed, or have otherwise exited their studies and are not in need of completion.
RESOLUTION MOVED & SECONDED: P. Nadeau & W. Johnson THAT the Academic and Student Affairs Committee recommends to the Board of Governors approval of the suspension of the Masonry – Heritage and Traditional, Ontario College Diploma program effective Fall 2019. CARRIED.
2) Program Suspension: 6785X04FPT Carpentry and Renovation Technician – Sustainable Design Build, Ontario College Diploma Members were referred to the Carpentry and Renovations Technician – Sustainable Design Build, Ontario College Diploma program suspension. This program did not meet the financial contribution and program quality metrics threshold, against which the Academic Area staff evaluates full-time programs. Programs that do not meet the metrics threshold are placed under review and various improvement initiatives are undertaken to remedy the identified concerns. In cases where improvement efforts are not successful, the program intake is suspended and
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the program is recommended for suspension. All students currently enrolled in the program will be provided the opportunity to complete the program within the normal time period.
RESOLUTION MOVED & SECONDED: K. Stanton & W. Johnson THAT the Academic and Student Affairs Committee recommends to the Board of Governors approval of the suspension of the Carpentry and Renovation Technician – Sustainable Design Build, Ontario College Diploma program, effective Fall 2019. CARRIED.
3) Program Suspension: 0557C08FPM Motive Power Technician, Ontario College Diploma Members were referred to the Motive Power Technician, Ontario College Diploma program suspension. This program did not meet the financial contribution and program quality metrics threshold, against which the Academic Area staff evaluates full-time programs. Programs that do not meet the metrics threshold are placed under review and various improvement initiatives are undertaken to remedy the identified concerns. In cases where improvement efforts are not successful, the program intake is suspended and the program is recommended for suspension. All students currently enrolled in the program will be provided the opportunity to complete the program within the normal time frame.
RESOLUTION MOVED & SECONDED: W. Johnson & P. Nadeau THAT the Academic and Student Affairs Committee recommends to the Board of Governors approval of the suspension of the Motive Power Technician, Ontario College Diploma program - Pembroke Campus, effective Fall 2019. CARRIED.
4) 2019-2020 Tuition and Fees Schedules Members were referred to the 2019-2020 Tuition and Fees Schedules for the academic year beginning September 1, 2019 and ending August 31, 2020.
RESOLUTION MOVED & SECONDED: E. DeFrancesco & P. Nadeau THAT the Academic and Student Affairs Committee recommends to the Board of Governors the approval of the proposed 2019-2020 Tuition and Fees Schedules. CARRIED.
B. ITEMS THE COMMITTEE HAS REVIEWED – FOR INFORMATION TO THE BOARD
1) Academic Program Performance Review Dashboard 2017-18 Report (Follow up), Programs under Review/at Risk 2017-2018 Report
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Members were referred to the Programs under Review/At Risk for the fiscal year 2017-2018 Dashboard. The report provided members with a list of programs under review and at risk following the program performance review cycle. In cases where improvement efforts are not successful, the program is recommended for suspension with intent to cancel. Members accepted this report for information.
2) Research Ethics Board Annual Report The Research Ethics Board is making progress on delivering feedback and approval to investigators in a timely manner while maintaining the integrity of the Tri-Council Policy Statement – Ethical Conduct for Research Involving Humans – 2014 (TCPS2) guidelines at Algonquin College.
Members accepted this report for information.
3) Enrolment Update Report The report provided an update on current enrolment information for the Fall 2018 and Winter 2019 terms. Details of the Enrolment Update are provided in Appendix A: Enrolment Update.
Members accepted this report for information.
4) Program Suspensions – Perth Campus Fall 2019 Members were provided with information on three programs that will be suspended effective Fall 2019 at the Perth Campus. These programs are offered at the Ottawa and Pembroke Campuses. Students currently registered will not be impacted by the program suspensions College management will ensure those already enrolled will have the opportunity to complete their program. The following program suspensions are as follows: • Office Administration – General, Ontario College Certificate • Office Administration – Executive, Ontario College Diploma • Social Service Worker, Ontario College Diploma
Members accepted this report for information.
5) Update on the Development of a Strategy for the Perth Campus Members were provided with an update on the Development of a Strategy for the Perth Campus since the last presentation at the 2018 Fall Board of Governors Retreat on September 17, 2018. Management of the Perth Campus will continue to pursue the current strategies within the post- secondary category and will provide the Academic and Student Affairs Committee with the progress toward achieving a financially sustainable plan for the Perth Campus.
Members accepted this update for information.
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6) 2018-2019 ASAC Workplan Members were referred to 2018-2019 Academic and Student Affairs Committee Workplan and accepted this for information.
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Enrolment Update
Academic and Student Affairs Committee
December 10, 2018 Academic Operations and Planning and the Registrar’s Office Enrolment Dashboard – Fall 2018 COLLEGE ENROLMENT - 2018 FALL Approved Budget Previous Year (Post Secondary & Graduate Certificates) (at Nov. 1, '17) Over / Over / Actual (Under) (Under) Status YoY YoY Status (at Nov. 1, '18) # % # % Total Registered 19,439 765 4.1% 1,053 5.7%
Level 01 10,637 388 3.8% 384 3.7% Returning 8,802 377 4.5% 669 8.2%
Domestic 16,361 177 1.1% 153 0.9% International 3,078 588 23.6% 900 41.3%
Withdrawals 1,266 295 30.4% As % of Total Registered 6.1% 1.1%
Note for status indicators: green if year over year % = or > 0%; yellow if 0% to (2%); red if worse than (2%) Note: Fall 2017 strike resulted in reduced student withdrawals. Slide 3 provides a comprehensive historical view. Also higher percentage due to Saudi sponsored student withdrawals. Exceeded Budget enrolment targets
2 Withdrawal Trends – Fall Term (as at Nov. 1)
Before Day 1 At Day 10 Current
F’17 Strike 6.1% Oct 15, 2017 6.1% 5.8% 5.8% with 5.6% adjustment 5.0% of Saudi sponsored student withdrawals 4.2% 4.1% 3.9% 4.0% 3.4% 3.7% with adjustment of Saudi sponsored 1.9% student 1.7% 1.7% 1.7% 1.6% withdrawals
Fall '14 Fall '15 Fall '16 Fall '17 Fall '18
3 Admissions Dashboard – Winter 2019 COLLEGE ENROLMENT - 2019 WINTER (Intake) Previous Year (Post Secondary & Graduate Certificates) (at Nov. 3, '17) Actual YoY YoY Status (at Nov. 2, '18) # % Applications (Total) Domestic 7,279 954 15.1% International 3,475 809 30.3% Total 10,754 1,763 19.6%
Distinct Applicants Domestic 5,638 358 6.8% International 3,022 550 22.2% Total 8,660 908 11.7%
1st Choice Domestic 2,699 300 12.5%
Confirmed / Paid /Reg. Domestic 1,369 754 122.6%
Paid (Full / Partial) / Reg. Domestic 545 80 17.2% International 875 218 33.2% Total 1,420 298 26.6%
4 Recruitment Activity for 19F (Sept 1 to present) Four Year Comparison, as of October 29, 2018
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DATE: December 10, 2018
TO: Board of Governors
FROM: Governor Kelly Sample, Chair, Audit & Risk Management Committee
SUBJECT: Audit & Risk Management Committee meeting of November 19, 2018
For documentation in support of the agenda items, please visit the Board’s SharePoint site, choose the Audit & Risk Management Committee, November 19, 2018 meeting folder.
A. ITEMS REQUIRING BOARD OF GOVERNORS’ APPROVAL There were no items that required Board Approval.
B. ITEMS THE COMMITTEE HAVE APPROVED – FOR INFORMATION TO THE BOARD
1) 2018-2019 Audit Plan Presentation BDO Auditors Marcus Sconci Partner, BDO, and Michael Upenieks, Sr. Manager, BDO presented the 2018-2019 Audit Plan to the members for approval. As part of the annual audit process, the external auditors provide the Audit and Risk Management Committee with an Audit Plan in advance of interim audit work.
RESOLUTION MOVED & SECONDED: J. Brockbank & S. Barkhouse THAT the Audit and Risk Management Committee approves the 2018-2019 Audit Plan as presented. CARRIED.
2) Internal Audit - Management of Major Capital Projects Members were referred to the Statement of Work for the audit of the Management of Major Capital Projects. The Statement of Work included the internal audit requirements, scope, approach, and timelines. At the March 3, 2018 Audit and Risk Management Committee meeting, the committee approved College Management’s recommendation for staff to undertake an audit of the Management of Major Capital Projects in 2018-2019. Approval of the document will enable management to release a Request for Proposals to procure a firm to perform and complete the audit.
RESOLUTION MOVED & SECONDED: M. Waters & P. Nadeau THAT the Audit and Risk Management Committee approves the Statement of Work for the audit of the Management of Major Capital Projects. CARRIED.
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C. ITEMS THE COMMITTEE HAS REVIEWED – FOR INFORMATION TO THE BOARD
1) 2018-2019 Cyber Security Audit Update Members were provided with an update on the 2018-2019 Cyber Security Audit. The update is in response to a request from the Audit and Risk Management Committee to provide a semi- annual update on the state of cyber security. Ernst & Young identified ten key findings with corresponding recommendations. As part of the current annual Strategic Investment Priority planning process, the Chief Digital Officer proposed a significant, multi-year Strategic Investment Priority to address the recommendations. Cyber security initiatives will be communicated to all staff through normal channels and regular updates will be provided to the Audit and Risk Management Committee.
Members accepted this update for information.
2) Smoke-free Campus Members were provided with background information on the College’s recent decision to be a Smoke-Free Campus. Algonquin College envisioned transitioning from a smoking policy that allowed for controlled smoking on all campuses to a smoke-free campus environment. On October 15, 2018, an interim smoking ban was introduced to the College community, supported through a communications plan. This initiative was originally planned for Spring 2019, but changes in direction with the provincial Cannabis Control Act resulted in a decision to introduce the policy on January 1, 2019. As the initiative evolves, communications surrounding the availability of support, access to smoking cessation, and public health resources will be increased.
Members accepted this update for information.
3) Second Quarter 2018-2019 College Operating Funds Investment Report Members were referred to the Second Quarter 2018-2019 College Operating Funds Investment Report’s performance results for the quarter ended September 30, 2018. The fund produced a return of 0.30% for the second quarter, over performing the benchmark which returned 0.07%. The College Operating Funds one-year return was 1.40% compared to the benchmark index of 1.06%. As at September 30, 2018, the market value of the fund was reported at $59.4 million, compared to $66.1 million at March 31, 2018. Details of the report are provided in Appendix A: Second Quarter 2018-19 College Operating Funds Investment Report.
Members accepted this report for information.
4) Second Quarter 2018-2019 College Endowment Funds Investment Report Members were referred to the Second Quarter 2018-2019 College Endowment Funds Investment Report’s performance results for the quarter ended September 30, 2018. Details of the report are provided in Appendix B: Second Quarter 2018-19 Endowment Funds Investment Report. Page 2 of 3
Members accepted this report for information.
5) Second Quarter 2018-2019 Financial Projection Members were referred to the Second Quarter 2018-2019 Financial Projection. The full report will be provided later in the agenda.
Members accepted this report for information.
6) Second Quarter 2018-2019 Major Capital Projects Report The report provided members with a financial overview and update on the progress of the College’s major capital projects underway in 2018-2019. College management committed to reporting continuing progress on existing projects such as the DARE District, Enterprise Resource Planning Project Workday, and various infrastructure renewal projects. A summary of Major Capital Projects are provided in Appendix C: Second Quarter 2018-2019 Major Capital Projects Report.
Members accepted this report for information.
7) Second Quarter 2018-2019 Enterprise Risk Management Report Members were presented with the Second Quarter 2018-2019 Enterprise Risk Management Report. The report provided an update on the risk mitigation strategies undertaken to manage College risks identified in the Corporate Risk Profile, information on the incidents of fraud and a summary of insurance and legal cases.
Members accepted this report for information.
8) Workday Project Update Members were provided with the Workday Project updates since the last presentation to the Audit and Risk Management Committee on September 26, 2018, and an overview of ongoing and upcoming key activities, deliverables, and milestones required to successfully deploy the Workday application. The full update will be presented later in the agenda.
Members accepted this update for information.
9) Audit and Risk Management Committee 2018-2019 Workplan Members were referred to the 2018-2019 Workplan and accepted this for information.
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3.4 Appendix A -Second Quarter 2018-2019 College Operating Funds Investment Report
Second Quarter 2018-2019 College Operating Funds Investment Report
Period ended September 30, 2018 Second Quarter 2018-2019 College Operating Funds Investment Report
Quarter Summary (04/01/2018 - 09/30/2018)
Fund Balance
Book Value Market Value*
Fund Balance March 31,2018 $ 67,272,471 $ 66,131,141 Withdrawals (7,097,368) (7,097,368) Accrued Interest from Buys/Sells 49,133 49,133 Fees (YVL, NSCN) (35,292) (35,292) Investment Income (Loss) 673,303 673,303 Accrued Interest already reported in beginning Market Value - (469,625) Realized Gain/Loss (794,916) -
Market Value Gain/Loss - 151,117 Fund Balance as per Yorkville September 30, 2018 $ 60,067,330 $ 59,402,408
* includes accrued interest
2 Second Quarter 2018-2019 College Operating Funds Investment Report
Asset Allocation
Market & Accrued Fund Balance September 30, 2018 Cost Percentage Interest Percentage Target Min/Max
Cash $ 80,859 0% $ 80,859 0% 0% n/a
Short Term (0 - 1 year) 26,883,005 45% 27,128,840 46% 50% 40% - 100%
Medium Term (1 - 5 year) 30,295,435 50% 29,395,893 49% 45% 0% - 50%
Long Term (5 - 10 year) 2,808,031 5% 2,796,817 5% 5% 0% - 10%
Total Portfolio $ 60,067,330 100% $ 59,402,408 100% 100%
Asset Allocation - Cost Asset Allocation - Market & Accrued Interest
Long Term, Cash, 0% Long 5% Cash, Term, 5% 0%
Short Term Short Term (0 - 1 year), 46% (0 - 1 year), 45% Medium Term (1 - 5 year), Medium Term (1 - 5 year), 50% 49%
3 Second Quarter 2018-2019 College Operating Funds Investment Report
Performance Review
Portfolio Relative Performance Benchmark * Performance
FY 2015 2.00% 2.50% -0.50%
FY 2016 1.20% 0.86% 0.34%
FY 2017 0.90% 0.91% -0.01%
FY 2018 0.20% 0.18% 0.02%
Q1 FY 2019 0.40% 0.34% 0.06%
Q2 FY 2019 0.30% 0.07% 0.23% Annual Return 4.50-year Compounded Return 1.11% 1.08% 0.03%
4 Second Quarter 2018-2019 College Operating Funds Investment Report
Performance Review
Investment Returns vs. Benchmark
2%
1.40%
1.06%
0.30% 0.07% 0% 3 Months 1 Year
Portfolio Benchmark
Investment Returns vs. Benchmark
2%
0.90% 0.70% 0.52% 0.50%
0% 2 Year* 3 Year* Portfolio Benchmark
Investment Returns
3 Months 1 Year 2 Year* 3 Year* Portfolio 0.30% 1.40% 0.70% 0.90% Benchmark 0.07% 1.06% 0.52% 0.50%
* Compounded Annual Return
5 Second Quarter 2018-2019 College Operating Funds Investment Report
Algonquin College Operating Fund 4 -Year Performance
5%
0% FY 15 FY 16 FY 17 FY 18 FY 19
-5% Portfolio Benchmark
6 3.4 Appendix B - Second Quarter 2018-2019 College Endowment Funds Investment Report
Second Quarter 2018-2019 College Endowment Funds Investment Report
Period ended September 30, 2018 Second Quarter 2018-2019 College Endowment Funds Investment Report
Fund Balance
Cost Market*
Fund Balance March 31, 2018 $ 23,400,518 $ 25,519,749
Deposits 714,859 714,859
Withdrawals (1,162,031) (1,162,031)
Investment Fees (47,928) (47,928)
Investment Income (Loss) 94,619 1,704,878 Fund Balance as per Yorkville September 30, 2018 $ 23,000,037 $ 26,729,527 Fund Balance as per College September 30, 2018 $ 23,000,037 $ 26,729,527
Fund Balance - Breakdown % of % of Policy September 30, 2018 Cost Cost Market* Market Benchmark Range Cash $ 1,737,952 8% $ 1,740,112 7% 3% 0-20% Fixed Income 7,933,623 34% 7,766,546 29% 35% 25-45% Canadian Equity 3,929,284 17% 4,589,114 17% 22% 12-32%
US Equity $ 6,503,268 28% $ 9,512,367 36% Other International Equity 2,895,910 13% 3,121,388 12% Total Global Equity 9,399,178 41% 12,633,755 47% 40% 30-50% Total $ 23,000,037 100% $ 26,729,527 100% 100% 100%
* excludes accrued interest
2 Second Quarter 2018-2019 College Endowment Funds Investment Report
Asset Allocation
Benchmark Cost Percentage Market Percentage (effective 04/11/16)
Canadian Equity $ 3,929,284 17% $ 4,589,114 17% 22.0%
U.S. Equity $ 6,503,268 28% $ 9,512,367 36%
Other International Equity $ 2,895,910 13% $ 3,121,388 12%
Global Equity $ 9,399,178 41% $ 12,633,755 47% 40.0%
Total Equity $ 13,328,462 58% $ 17,222,869 64% 62.0%
Liquid Assets $ 1,737,952 8% $ 1,740,112 7% 3.0%
Fixed Income $ 7,933,623 34% $ 7,766,546 29% 35.0%
Total Portfolio $ 23,000,037 100.0% $ 26,729,526 100.0% 100.0%
Asset Allocation - Cost Asset Allocation - Market
Canadian Fixed Canadian Equity Equity Fixed Income 17% 17% Income 29% 34% U.S. Equity 28% U.S. Equity 36% Liquid Assets 7% Liquid Assets Other 8% Other International International Equity Equity 12% 13%
3 Second Quarter 2018-2019 College Endowment Funds Investment Report
Performance Review
Cash & FTSE TMX Relative Fixed FTSE TMX Relative Canadian TSX Relative Global MSCI World Relative Portfolio Benchmark Relative Equivalents** 30-day T-bill Performance Income Universe Performance Equity Composite Performance Equity (ex-Cda) Performance Totals Totals Performance Fiscal 2000 (9 mths) 3.21% 3.21% 0.00% 1.89% 36.40% -34.51% 0.06% 0.10% -0.04% 1.92% 18.95% -17.04%
Fiscal 2001 13.86% 8.70% 5.16% 19.97% -18.60% 38.57% 10.42% -17.14% 27.56% 13.18% -9.18% 22.36%
Fiscal 2002 6.08% 5.09% 0.99% 14.90% 4.87% 10.03% 9.28% -2.92% 12.20% 9.49% 3.07% 6.42%
Fiscal 2003 9.44% 9.14% 0.30% -14.44% -17.60% 3.16% -27.60% -29.81% 2.21% -7.13% -12.22% 5.09%
Fiscal 2004 10.67% 10.78% -0.11% 42.25% 37.73% 4.52% 26.40% 30.95% -4.55% 23.94% 26.10% -2.16%
Fiscal 2005 4.73% 5.01% -0.28% 21.28% 13.93% 7.35% 0.44% 2.04% -1.60% 10.02% 7.51% 2.51%
Fiscal 2006 4.27% 4.86% -0.59% 25.22% 28.42% -3.20% 12.18% 13.86% -1.68% 13.26% 15.91% -2.64%
Fiscal 2007 5.63% 5.46% 0.17% 14.50% 11.42% 3.08% 15.99% 14.70% 1.29% 11.28% 9.99% 1.29%
Fiscal 2008 4.64% 5.79% -1.15% -1.64% 4.00% -5.64% -10.56% -14.75% 4.19% -1.99% -0.38% -1.61%
Fiscal 2009 4.29% 4.93% -0.64% -33.19% -32.43% -0.76% -29.23% -29.49% 0.26% -20.33% -20.19% -0.14%
Fiscal 2010 8.44% 5.14% 3.30% 46.19% 42.15% 4.04% 21.84% 22.75% -0.91% 27.64% 25.21% 2.43%
Fiscal 2011 5.25% 5.13% 0.12% 14.67% 20.42% -5.75% 6.70% 8.26% -1.56% 9.79% 13.20% -3.40%
Fiscal 2012 8.16% 9.75% -1.59% -7.36% -9.76% 2.40% 8.21% 4.88% 3.33% 0.03% -0.82% 0.85%
Fiscal 2013* 5.17% 4.54% 0.63% 12.06% 6.12% 5.94% 14.48% 15.02% -0.54% 10.69% 9.50% 1.19%
Fiscal 2014 0.55% 0.84% -0.29% 19.74% 15.91% 3.83% 37.95% 31.40% 6.55% 16.82% 17.30% -0.48%
Fiscal 2015 7.36% 9.86% -2.50% 21.22% 6.92% 14.30% 34.60% 23.49% 11.11% 20.84% 15.01% 5.83%
Fiscal 2016 0.87% 0.72% 0.15% 3.06% -6.58% 9.64% -12.86% -0.42% -12.44% -5.27% -1.12% -4.15%
Fiscal 2017 0.40% 0.54% -0.14% 0.98% 1.48% -0.50% 9.99% 18.60% -8.61% 15.46% 18.34% -2.88% 8.76% 11.78% -3.02%
Fiscal 2018 0.20% 0.75% -0.55% 1.68% 1.41% 0.27% 0.13% 1.69% -1.56% 10.49% 10.12% 0.37% 6.51% *** 4.93% 1.58%
Fiscal 2019 2.31% 0.65% 1.66% -0.41% -0.59% 0.18% 5.63% 6.17% -0.54% 12.78% 7.13% 5.65% 6.60% 4.01% 2.59%
Annual Return ** 1.50-year compounded 1.53% 0.43% 1.10% 19.25 year compounded 5.39% 5.21% 0.18% 9.67% 7.00% 1.52% 6.61% 4.04% 2.23% 7.51% 6.51% 0.67%
Returns are before fees. *New benchmark effective 08/31/12 ** Cash & Equivalent target added on approved investment policy as of April 11, 2016. Cash & Equivalents compounded return for 1.25 years. *** Fiscal 2018 total portfolio performance includes the Kivuto shares trade which increased total annual return by 1.45%. Excluding the Kivuto shares trade, the annual portfolio return would have been 5.06%.
4 Second Quarter 2018-2019 College Endowment Funds Investment Report
Performance Review
Investment Returns vs. Benchmark
14% 13.09%
12%
10% 7.94% 8%
6%
4% 2.40% 2% 0.83% 0% 3 Months 1 Year
Portfolio Benchmark
Investment Returns vs. Benchmark
10% 9.51% 9.19%
7.72% 8%
5.86% 6%
4%
2%
0% 3 Year* 5 Year* Portfolio Benchmark
Investment Returns
3 Months 1 Year 3 Year* 5 Year* Portfolio 2.40% 13.09% 5.86% 9.51% Benchmark 0.83% 7.94% 7.72% 9.19%
* Compounded Annual Return
5 Second Quarter 2018-2019 College Endowment Funds Investment Report
Algonquin College Endowment Fund 10 Year Performance
30% 25% 20% 15% 10% 5% 0% -5% FY 09 FY 10 FY 11 FY 12 FY 13 FY 14 FY 15 FY 16 FY 17 FY 18 FY 19* -10% -15% -20% -25%
Portfolio Benchmark
6 Second Quarter 2018-2019 College Endowment Funds Investment Report
Sharpe Ratio
Sharpe Ratio Endowment Funds Equity Portfolio vs Benchmark Period 1 Year Equity Portfolio 1 Year Equity Benchmark Relative Ending Sharpe Ratio Sharpe Ratio Performance 30-Jun-17 8.79 7.78 1.00 30-Sep-17 5.98 5.82 0.16 31-Dec-17 4.78 5.66 -0.88 31-Mar-18 2.56 2.24 0.62 30-Jun-18 5.25 6.05 -0.80 30-Sep-18 7.82 5.55 2.27
The Sharpe Ratio is the average return earned in excess of the risk-free rate per unit of volatility or total risk. Generally, the greater the value of the Sharpe ratio, the more attractive the risk-adjusted return.
Formula for calculating the Sharpe ratio (for a rolling one year period)
[Equity Portfolio Return - Risk Free Rate (Blended US & Canada)] / Portfolio Standard Deviation
7 Second Quarter 2018-2019 College Endowment Funds Investment Report
Schedule of Cumulative Realized Investment Income/(Loss) Available for Distribution
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019-Q2 Amount available for future $ 530,141 $ (383,968) $ (470,851) $ (430,400) $ (798,352) $ (528,091) $ 2,067,205 $ 2,497,016 $ 2,699,434 $ 3,543,474 $ 4,213,486 distribution, beginning of year
Realized investment $ (546,374) $ 387,189 $ 594,826 $ 240,716 $ 966,012 $ 3,302,409 $ 1,363,388 $ 1,182,259 $ 1,830,019 $ 1,703,517 $ 94,619 income/(loss)
Investment fees $ (32,735) $ (37,072) $ (46,260) $ (51,690) $ (56,572) $ (49,974) $ (80,721) $ (97,448) $ (87,257) $ (100,539) $ (47,928)
Amount distributed $ (335,000) $ (437,000) $ (508,115) $ (556,978) $ (639,179) $ (657,139) $ (852,856) $ (882,393) $ (898,722) $ (932,966) $ (786,124)
Amount available for future $ (383,968) $ (470,851) $ (430,400) $ (798,352) $ (528,091) $ 2,067,205 $ 2,497,016 $ 2,699,434 $ 3,543,474 $ 4,213,486 $ 3,474,053 distribution, end of year
Schedule of Unrealized Investment Income/ (Loss)
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019-Q2 Unrealized $ (1,316,128) $ 1,808,247 $ 660,041 $ (237,912) $ 738,307 $ (318,027) $ 2,869,617 $ (2,440,923) $ 168,461 $ (136,038) $ 1,610,259 income/(loss)
Fund Balance as per Yorkville
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019-Q2 Cash 2% 6% 6% 6% 2% 5% 3% 6% 6% 9% 7%
Fixed Income 33% 29% 29% 30% 32% 39% 37% 38% 27% 29% 29%
Canadian Equity 51% 50% 50% 49% 22% 14% 16% 18% 23% 17% 17%
Global Equity* 14% 15% 15% 15% 44% 43% 44% 37% 44% 45% 47%
Total 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100%
* combined U.S. & international
Asset Mix - Market
2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019-Q2 Cash $ 152,669 $ 734,213 $ 876,587 $ 923,830 $ 394,277 $ 933,791 $ 738,663 $ 1,396,853 $ 1,511,625 $ 2,240,828 $ 1,740,112
Fixed Income $ 2,501,241 $ 3,378,620 $ 4,169,647 $ 4,509,659 $ 5,674,855 $ 8,069,566 $ 9,129,860 $ 8,747,242 $ 6,521,153 $ 7,458,927 $ 7,766,546
Canadian Equity $ 3,902,505 $ 5,713,231 $ 7,085,974 $ 7,336,200 $ 3,900,716 $ 2,843,840 $ 3,844,897 $ 4,168,105 $ 5,681,573 $ 4,453,579 $ 4,589,114
Global Equity* $ 1,077,435 $ 1,681,417 $ 2,133,033 $ 2,299,217 $ 7,841,598 $ 8,867,647 $ 10,830,127 $ 8,419,248 $ 10,644,332 $ 11,366,416 $ 12,633,755
Total $ 7,633,850 $ 11,507,481 $ 14,265,241 $ 15,068,906 $ 17,811,446 $ 20,714,844 $ 24,543,547 $ 22,731,448 $ 24,358,683 $ 25,519,750 $ 26,729,527
* combined U.S. & international
8 3.4 APPENDIX C ‐ Second Quarter 2018‐2019 Major Capital Projects Report
Summary of Major Capital Projects
Board of Governors Percentage of Approved Project Current Major Page Project Value Capital $M Projects 2 Energy Service Company Project ‐ (ESCO 2) $51.1 28%
Enterprise Resource Planning (ERP) ‐ 5 18.8 10% Project Workday
8 DARE District 44.9 24%
Algonquin College Students’ Association 10 49.9 27% Athletics Recreation Complex
Pedestrian Bridge to Bus Rapid Transit 12 3.1 2% Station
14 Student Central 7.2 4%
16 Indigenous Gathering Circle 1.6 1%
18 Net Tuition Project 0.9 1%
20 Solar Photovoltaic Plan 6.8 3%
Total Approved Current Projects Value $184.3 100%
Summary of Projects Completed Since 22 $204.9 Fiscal 2011‐2012
Page 1 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report Energy Service Company Project ‐ (ESCO 2)
Reviewed and approved by Algonquin College Executive Team Sponsor: D. McNair Algonquin College Leadership Team Project Dean/Director: T. Schonewille Project Manager: M. Levesque
Board of Governors and Key Approval Dates Dates In response to a Request for Proposal issued by the College, Siemens Canada is awarded a letter of intent for energy improvement measures and reduction of the August 2012 College’s deferred maintenance liability. Meeting #477 – The Board of Governors approves a multi‐phase approach to the December 2012 Energy Service Company Project (ESCO 2). Meeting #481 ‐ The Board of Governors approves phase two focusing on the design and Provincial approvals for the co‐generation plant and other improvement October 2013 measures, with a total projected investment of $3.6 million. Meeting #487 ‐ The Board of Governors approves phase three. This phase focuses on the construction of the co‐generation plant and other improvement measures. Total June 2014 projected investment for this phase is $13.9 million. Meeting #492 ‐ The Board of Governors approves phase four. This phase focuses on the finalization of the Energy Centre and the installation of the second co‐generation June 2015 plant, along with other plant and energy saving measures. Total projected investment for this phase is $20 million.
Key Construction Highlight Dates Dates B‐Building heating, ventilation and cooling substantial completion date February 2015 Design of co‐generation Plant April 2015 Co‐generation plant electrical generator substantial completion date (revised from April 2016 December 2015) Second co‐generator installed (revised date from original: Winter 2016‐2017) April 2018 Installation of underground thermal pipeline network completed (revised date from original: Winter 2016‐2017). Delays associated with the award of the prime contracts December 2018 to complete this scope of work. Thermal network vertical risers and tie‐in to associated mechanical systems complete and coordinated with building operation requirements. March 2019
Approved Project Funding Gross Project Costs Less Incentives & Net Project Costs Contributions for Financing ESCO 2 (Phase 1) $14.0 million $0.3 million $13.7 million ESCO 2 (Phase 2) 4.1 million 0.6 million 3.5 million ESCO 2 (Phase 3) 14.2 million 0.3 million 13.9 million ESCO 2 (Phase 4) 28.2 million 8.2 million 20 million Total $60.5 million $9.4 million $51.1 million
Page 2 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report
Energy Service Company Project (ESCO 2) ‐ continued
Projected Annual Savings Phase (Post‐Construction) per the Detailed Feasibility Projected Value Study Phase One $1.0 million Phase Two 0.2 million Phase Three 1.0 million Phase Four 1.1 million Total $3.3 million
Total Savings (Construction Still in Progress) Realized to Date/Projected Value Realized Savings to March 31, 2015 $0.6 million Realized Savings in Fiscal Year 2015‐2016 1.4 million Realized Savings in Fiscal Year 2016‐2017 2.9 million Realized Savings in Fiscal Year 2017‐2018 2.0 million Projected Savings in Fiscal Year 2018‐2019 3.3 million Total $10.7 million
Total Payments to Manulife (Construction Still in Progress) Value
Actual Payments to March 31, 2015 $0 million Actual Payments in Fiscal Year 2015‐2016 1.5 million Actual Payments in Fiscal Year 2016‐2017 2.8 million Actual Payments in Fiscal Year 2017‐2018 3.2 million Projected Payment in Fiscal Year 2018‐2019 3.4 million Total $10.9 million
Page 3 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report
Energy Service Company Project (ESCO 2) ‐ continued
Project Risk and Status Dashboard * Green Good, Red Trouble, Yellow Warning
G Governance Appropriate Project Sponsorship and Governance is in place. Scope All remaining scope changes have been identified and have been confirmed to fit within project Y Management budget and latest approved schedule. Cost The College and Siemens continue to work through the final scope changes and financial close out of Y Management the project to ensure alignment with the original contract and containment of all change orders within the overall budget. A combination of technical and intentional strategic delays associated with the installation of both cogeneration units and associated infrastructure and equipment has resulted in these last elements of the ESCO2 project to now be commissioned over the coming months with the final elements Schedule online by end of Q4 of 2018‐2019. With the major contracts associated with the remaining scope of Y Management work now awarded and confirmation regarding the scheduling of testing required to be done by external parties now received, risk of further delays has been substantially mitigated. Project G Resources No significant issue. Risk All remaining scope changes have now been identified and associated costs have been confirmed Y Management through tendering of these remaining scopes of work. This serves to mitigate risks associated with both schedule and capital costs. While some project delays have impacted energy savings commitments, several electricity incentive programs have largely served to mitigate these short term losses until all elements of the ESCO2 project is fully operational. Stakeholder Active stakeholder engagement continues on a targeted basis in consideration of the impact of the G Engagement outstanding construction activities.
Page 4 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report Enterprise Resource Planning (ERP) ‐ Project Workday
Project Workday is the ERP transformation of business processes and systems for Human Resources, Payroll and Finance, with the objective to improve efficiency, consistency and empower employees and managers throughout the college. Reviewed and approved by Algonquin College Executive Team Sponsor: D. Wotherspoon Algonquin College Leadership Team Project Dean/Director: L. Pollock Project Manager: S. McKinnon (Algonquin) and J. Abbott (PwC)
Board of Governors Key Approval Dates Dates Meeting #485 – Board of Governors endorse the tender process for an Enterprise February 2014 Resource Planning solution Meeting #493 ‐ Board of Governors approve $1.36 million in funding to October 2015 complete the planning and preparation phases of the Human Resources, Finance and Payroll portions of Project Fusion. Meeting #494 ‐ Board of Governors approve $10.7 million in funding to complete the December 2015 implementation phases of the Human Resources, Finance and Payroll portions of Project Fusion. Meeting #506 – Board of Governors approve $6.7 million in funding to complete the February 2018 implementation phases of the Human Resources, Finance, and Payroll portions of Project Workday.
Project Milestones Dates Issuance of Human Resources, Finance, and Payroll Solution Request For Proposals June 2014 Evaluation determines no compliant bids October 2014 Notice of Proposed Procurement Issued May 2015 Re‐issuance of Request for Proposals June 2015 Finalization of Contract Negotiation December 2015 Finalization of Contract Negotiation with New Implementation Partner March 2018 Completion of Plan Phase April 2018 Completion of Design Confirmation Phase 1 May 2018 Completion of Design Confirmation Phase 2 June 2018 (Timelines will be re‐evaluated and committed to upon completion of the Architect phases) Prototype Tenant (1 of 2) July 2018 Prototype Tenant (2 of 2) August 2018 End‐to‐End Testing September 2018 Parallel Pay Cycle (1 of 2) October 2018 Parallel Pay Cycle (2 of 2) November 2018 Cutover to Production Tenant December 2018
Page 5 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report
Enterprise Resource Planning (ERP) ‐ Project Workday ‐ continued
Approved Algonquin Project Funding Approved Value Algonquin College Funds – Planning and Preparation Phase – Approved October 2015 $1.4 million Algonquin College Funds – Implementation Phase – Approved December 2015 10.7 million Algonquin College Funds – Project Extension Phase – Approved February 2018 6.7 million Total $18.8 million
Project Contingency Value Approved project contingency $712,000 Contingency balance as at June 30, 2018 $531,500
Actual/Projected Project Cost Value Expenditures in 2014‐2015 $0.8 million Expenditures in 2015‐2016 1.9 million Expenditures in 2016‐2017 5.9 million Expenditures in 2017‐2018 3.2 million Projected Expenditures in 2018‐2019 7.0 million Total $18.8 million
Total Project Variance $0.0
Page 6 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report
Enterprise Resource Planning (ERP) ‐ Project Workday ‐ continued
Project Risk and Status Dashboard * Green Good, Red Trouble, Yellow Warning G Governance Appropriate project sponsorship and governance has been established and meets regularly.
G Scope Management Project scope has been defined in the implementation partner contract. Requests to increase scope are discussed and approved by the Workday Project Steering Committee. G Cost Management Board of Governors approved $6.7M in additional funding at the February 26, 2018 meeting. Contract with new implementation partner includes a milestone‐based payment schedule. Project is currently on budget. G Schedule Management Project is currently on schedule. All Q2 milestones were completed on time as per the approved project plan. Y Project Resources Additional resources have been brought in to address critical gaps. By the end of Q2, 90% of the approved resources have been hired with the final resource scheduled to join the team in November.
Retention of project resources continues to be the highest risk for the project due to high market demand for Workday talent and the large number of temporary employees employed. G Risk Management The project risk register has been updated to reflect the new project plan and mitigations have been developed. Risks are reported to key governance stakeholders including the Project Workday Steering Committee, ACET and the Audit and Risk Management Committee. G Stakeholder Engagement A strategic approach has been developed and is currently being executed to engage stakeholders and help manage the implementation of Workday. G Operational Readiness Detailed training, communications and engagement plans have been developed to support impacted stakeholders and the overall business transformation at the College. A Workday‐led operational readiness assessment will be completed in October to identify any additional needs. A post‐ implementation support model has been approved to ensure both the system and end‐users are supported when Workday is operationalized.
Page 7 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report DARE District
The DARE District project is a major renovation, expansion and modernization of the space in and around the current library. Here, students, researchers and entrepreneurs will come together to collaborate, expand the boundaries of knowledge, create the jobs of tomorrow and spark economic growth.
Reviewed and approved by Algonquin College Executive Team Sponsor: D. McNair Algonquin College Leadership Team Project Dean/Director: T. Schonewille Project Manager: L. Smith (Colliers International)
Board of Governors Key Approval Dates Dates Meeting #497–Board of Governors approves in principle the development of a $44.9 May 2016 million project pending confirmation of funding received from the Federal Post‐ Secondary Institution Strategic Investment Fund and the Ontario Government. The Board also approved the investment of up to $9.5 million for this project from the College’s Internally Restricted Net Assets over the fiscal years 2016‐17 and 2017‐18, and approves a non‐competitive procurement of services to develop and construct the Innovation Centre. Board of Governors approves the development of the Innovation Center by August 2016 utilizing up to $9.5 million from the College’s Internally Restricted Net Assets and up to $11.6 million from the College’s Strategic Investment Priorities funds over the fiscal years 2016‐2017 to 2018‐2019. Foundation Board of Governors approves $2 million fundraising campaign. October 2016
Project Milestones Dates Federal and provincial funding totaling $24.8 million confirmed October 2016 Decanting / swing space moves substantially complete December 2016 First design document package ready for tender December 2016 Final design document package ready for tender August 2017 Construction commences with hoarding, demolition and abatement February 2017 Interior fit‐up work commences June 2017 Construction of single story addition and infill begins July 2017 Substantial performance of all project components April 2018 Grand opening celebrations May 3, 2018 Move‐in and operationalization June 2018 Deficiencies close‐out and final commissioning September 2018
Approved Project Funding Approved Value Federal government funding $21.9 million Provincial government funding 2.9 million Algonquin College reserve fund – future capital expansion 9.5 million Capital fundraising campaign 2.0 million Strategic Investment Priorities budget allocation 8.6 million Total $44.9 million
Page 8 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report
DARE District ‐ continued
Project Contingency Value Approved project contingency $5.7 million Contingency balance as at March 31, 2018 $0 million
Actual/Projected Project Cost Value Expenditures in 2016‐2017 $6.6 million Expenditures in 2017‐2018 29.3 million Expenditures in 2018‐2019 (April 1 to September 30, 2018) 9.5 million Projected Expenditures remaining in 2018‐2019 0.0 million Total $45.4 million
Total Project Variance ($0.5)
Project Risk and Status Dashboard * Green Good, Red Trouble, Yellow Warning
G Governance Appropriate Project Sponsorship and Governance completed. Scope G Management Final project scope defined and executed.
R Cost Management Unanticipated scope required to complete project resulted in project budget overage. Schedule G Management Project delivered on schedule.
G Project Resources No significant issue.
G Risk Management Project complete. No outstanding risks. Stakeholder G Engagement Stakeholder engagement continues with respect to operationalization of the space. Operational G Readiness Space is now occupied and serving its intended purpose.
Page 9 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report
Algonquin Students’ Association Athletics Recreation Complex
The Algonquin Students’ Association has entered into an agreement with Algonquin College to collaborate in the construction of a new Athletics Recreation Complex with an estimated size of 100,000 gross square feet. The proposed recreation complex will replace current recreation infrastructure in an area of the College constructed in the early 1960s and would significantly increase the physical capacity of student fitness, increase athletic opportunities, and offer students unlimited access to state‐of‐the‐art recreational facilities. The current proposed location for this newest infrastructure build is on the north‐west corner of the College’s main parking (lot 8).
Reviewed and approved by Algonquin College Executive Team Sponsor: D. McNair Algonquin College Leadership Team Project Dean/Director: T. Schonewille Project Manager: L. Smith (Colliers International)
Board of Governors Key Approval Dates Dates Meeting #503 – The Board of Governors approves the allocation of up to $5.5 June 2017 million from College reserves to collaborate with the Algonquin Students’ Association in the construction of a new Athletics Recreation Complex provided that the following conditions are met: All regulatory and legislative requirements, including Section 28 of the Financial Administration Act, are met; and A favourable operating agreement between the Algonquin Students’ Association and Algonquin College has been reached, and The Algonquin Students’ Association acquires suitable loan financing.
Project Milestones Dates Project start date March 27, 2018 Substantial completion date May 2021
Project Funding Value Algonquin College capital contribution $5.5 million Algonquin Students’ Association reserves $14.0 million Algonquin Students’ Association loan financing $30.4 million Total $49.9 million
Project Contingency Value Approved project contingency Not yet defined Contingency balance as at March 31, 2018 Not applicable
Actual/Projected Project Cost Value Fiscal 2018‐2019 $0.9 million Fiscal 2019‐2020 $12.6 million Fiscal 2020‐2021 $35.3 million Fiscal 2021‐2022 $1.1 million Total $49.9 million
Total Project Variance $0 million
Page 10 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report Algonquin College Students’ Association Athletics Recreation Complex (ARC) ‐ continued
Project Risk and Status Dashboard * Green Good, Red Trouble, Yellow Warning G Governance Steering Committee membership and Executive sponsors have been determined. Terms of reference for committee has been finalized and approved by the Steering Committee. Regular Steering Committee meetings are now underway. G Scope Management Draft functional program has been developed. Project scope will be managed within allowed budget. G Cost Management Final budget to be determined once design completed and financing is in place. G Schedule Management A baseline schedule has been developed with consideration for due process and stakeholder engagement. G Project Resources Campus Development Consortium of technical resources has be engaged to further develop the functional program as required to procure the prime design consultant for the project. G Risk Management A project risk register will be developed once the design and construction team are in place. G Stakeholder Engagement The Algonquin Students’ Association has already had extensive engagement with key stakeholders, the students. Further consultation will take place during the development of the Project Vision Principles (PVP) and detailed design charrettes. G Operational Readiness To be evaluated once project scope and design is further defined.
Page 11 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report
Pedestrian Bridge to Bus Rapid Transit Station
In partnership with the City of Ottawa, this investment seeks to construct an above‐grade pedestrian bridge that would link the Algonquin Centre for Construction Excellence (ACCE) facility with a new OC Transpo rapid transit station being built as part of the Light Rapid Rail Transit Stage 2 project. This pedestrian bridge will provide a safe method for crossing College Avenue and an efficient link for transit riders to enter Algonquin College’s Ottawa campus.
Reviewed and approved by Algonquin College Executive Team Sponsor: D. McNair Algonquin College Leadership Team Project Dean/Director: T. Schonewille Project Manager: To be assigned
Board of Governors Key Approval Dates Dates Meeting #503 – The Board of Governors approves an investment of up to $3.1 million June 2017 from the College’s Reserve Funds between 2018 and 2023 to support the construction of a pedestrian bridge, in collaboration with the City of Ottawa, between the new Baseline bus rapid transit station and the Algonquin Centre for Construction Excellence.
Project Milestones Dates Anticipated project start date 2019 Substantial completion date 2023
Project Funding Value Algonquin College reserve funds $3.1 million
Project Contingency Value Approved project contingency Not yet defined Contingency balance as at March 31, 2018 Not applicable
Projected Project Cost Value Financial close of the light rail contract – scheduled for March 2019 $0.78 million Commencement of pedestrian bridge – projected for 2021 1.55 million Substantial completion of the bridge – projected for 2023 0.77 million Total $3.1 million
Total Project Variance $0.0
Page 12 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report
Pedestrian Bridge to Bus Rapid Transit Station ‐ continued
Project Risk and Status Dashboard * Green Good, Red Trouble, Yellow Warning G Governance Project governance is being negotiated and defined through a formal agreement with the City of Ottawa. G Scope Management Discussions underway to clearly define scope for each party and will be formalized in the agreement. G Cost Management College contribution has been defined and will be captured in the cost share agreement with the city. G Schedule Management Schedule management being presided over by the Light Rail Transit (LRT) Stage 2 team. G Project Resources College resources required to support this project will be determined at a later date. G Risk Management A project risk register will be developed once the project is further advanced. G Stakeholder Engagement Stakeholder engagement will occur once detailed design activities commence. G Operational Readiness To be evaluated once project scope and design is further defined.
Page 13 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report Student Central (previously Student One Stop Space)
This initiative aims to significantly improve the accessibility and usability of student enrolment and retention services by creating a one‐stop hub of services based in the lower‐level of the DARE District with an estimated size of 24,000 gross square feet. It will incorporate larger and more comfortable waiting areas, service with assistance kiosks, sit‐down in‐person service desks, reimagined service delivery integration by the six areas identified for co‐location in the space, as well as to encourage the increased use of the College’s on‐line registration and academic services. The focus of the space is to offer a learner‐focused service experience that shifts from transaction to meaningful interactions based on what students want and need. The space will also support the College’s learner driven goals by maximizing space utilization with 24‐7 access to students of bright, inviting and comfortable lounge space, break‐out rooms and other working areas.
Reviewed and approved by Algonquin College Executive Team Sponsor: L. Stanbra Algonquin College Leadership Team Project Dean/Director: T. Schonewille Project Manager: L. Smith (Colliers International)
Board of Governors Key Approval Dates Dates Meeting #504 – The Board of Governors approves the allocation of up to $8 million from October 2017 the College’s reserve fund for future capital expansion to complete the renovation of the lower level of the Building C DARE District and create a learner driven space.
Meeting #506 ‐ The Board of Governors approves the budget of $7.2 million to complete February 2018 the renovation of the lower level of the Building C DARE District, funded 50% from the Strategic Investment Priorities budget and 50% from the College’s reserve fund for future capital expansion.
Project Milestones Dates Project start date November 2017 Construction start January 2018 Design completion April 2018 Substantial completion date September 2018
Project Funding Value Algonquin College reserve funds $3.6 million Algonquin College Strategic Investment Priorities funds 3.6 million Algonquin College reserve funds $7.2 million
Project Contingency Value Approved project contingency $0.6 million Contingency balance as at March 31, 2018 $0.6 million
Actual/Projected Project Cost Value Expenditures in 2017‐2018 $0.2 million Expenditures in 2018‐2019 (April 1 to September 30, 2018) 5.9 million Projected Expenditures remaining in 2018‐2019 1.1 million Total $7.2 million
Total Project Variance $0.0
Page 14 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report Student Central ‐ continued
Project Risk and Status Dashboard * Green Good, Red Trouble, Yellow Warning G Governance Appropriate sponsorship and governance implemented. G Scope Management Project scope clearly defined and executed. G Cost Management Project substantially complete on budget. Remaining items small in scope will be accommodated by the remaining project contingency. G Schedule Management Project delivered on‐time according to original schedule with move‐in complete as of end of September 2018. G Project Resources Project delivered; resources to address outstanding deficiencies will remain until all items are addressed. G Risk Management Physical project delivered with no outstanding risks. Operationalizing of new service delivery model has been implemented and will continue to be refined. G Stakeholder Engagement Stakeholder engagement will continue focusing on refinement of the service delivery model. G Operational Readiness Space has been put into service as defined in the original business case.
Page 15 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report Indigenous Gathering Circle
Located in the Building C inner courtyard, the Indigenous Gathering Circle will serve as a modern and respectful interpretation of a significant Indigenous cultural icon. It will create a welcoming venue that is culturally rich and a student experience that can benefit from Indigenous teachings, heritage and history. It will provide a space culturally appropriate and inclusive for the entire Algonquin College community.
Reviewed and approved by Algonquin College Executive Team Sponsor: R. D. McLester Algonquin College Leadership Team Project Dean/Director: T. Schonewille Project Manager: L. Smith (Colliers International)
Board of Governors Key Approval Dates Dates Meeting #504 – The Board of Governors approves an expenditure of up to $1.6 million October 2017 from the College’s Strategic Investment Priorities budget over the fiscal years 2017‐2018 and 2018‐2019 to fund the landscaping of the Building C inner courtyard with greenspace and native horticulture and to construct an Indigenous Gathering Circle.
Project Milestones Dates Project start date October 2017 Hard landscaping completed June 2018 Gathering Circle structure started August 2018 Substantial completion date November 2018
Project Funding Value Algonquin College Strategic Investment Priorities funds $0.6 million Algonquin College Students’ Association contribution 1.0 million Total $1.6 million
Project Contingency Value Approved project contingency $0.4 million Contingency balance as at March 31, 2018 $0 million
Actual/Projected Project Cost Value Expenditures in 2017‐2018 $0.3 million Expenditures in 2018‐2019 (April 1 to September 30, 2018) 1.1 million Projected Expenditures remaining in 2018‐2019 0.36 million Total $1.76 million
Total Project Variance $(160,000)
Page 16 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report Indigenous Gathering Circle ‐ continued
Project Risk and Status Dashboard * Green Good, Red Trouble, Yellow Warning G Governance Sponsorship and governance provided as part of DARE District oversight. G Scope Management Scope defined in design documents. No further scope changes are expected. R Cost Management Budget established based on initial costing with refinement during design development. Cost for hard landscaping and civil works exceeding initial estimates. Project remains over budget as reported in the Fourth Quarter 2017‐ 2018 Major Capital Projects Report. Y Schedule Management Challenges regarding fabrication and delivery of the feature element encountered which has resulted in the installation of the weir structure and completion of courtyard hardscaping in November 2018. Final landscaping will be carried out as a student‐led project in the coming years. G Project Resources No issues identified or anticipated. G Risk Management Remaining risk involves the potential impact of weather to complete the remaining elements. G Stakeholder Engagement Extensive stakeholder engagement is reflected in current design and associated indigenous references. G Operational Readiness Requirement to define operational readiness is limited in scope and scale due to the nature of the mandate.
Page 17 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report Net Tuition Project In spring 2016, the Government of Ontario announced a major redesign of the Ontario Student Assistance Program (OSAP) starting in 2017‐2018. The major changes to OSAP will provide students with access to financial assistance through bursaries and grants at the start of the semester to reduce the upfront costs to students. As a result, the Ministry of Advanced Education and Skills Development introduced the OSAP Transformation and Net Tuition Project and requires the College to produce a “Net View” for students so that they can see the total cost of tuition and the potential funding options they may have.
Reviewed and approved by Algonquin College Executive Team Sponsor: L. Stanbra Algonquin College Leadership Team Project Dean/Director: K. Pearson Project Manager: K. Marsden/L. Campbell
Board of Governors Key Approval Dates Dates Meeting #506 – Board of Governors approves the Net Tuition Project in the amount of February 2018 $0.9 million with approved funding from the College’s Strategic Investment Priorities budget.
Project Milestones Dates Project start date August 2016 Environmental Scan completed April 2017 2017F OSAP Application Campaign launched July 2018 AC Aid Entrance Bursaries and Scholarships launched October 2017 Tuition and Fee Estimator launched April 2018 Smart Money Plan (financial literacy campaign) launched June 2017 2018F OSAP Application Campaign launched July 2018 Projected substantial completion date December 2018 Customer Relationship Management (CRM) system planning kick‐off August 2018 Customer Relationship Management deployment March 2019
Approved Project Funding Approved Value Strategic Investment Priorities Budget allocation $0.9 million
Project Contingency Value Approved project contingency $0 Contingency balance as at March 31, 2018 $0
Actual/Projected Project Cost Value Expenditures in 2016‐2017 $0.03 million Expenditures in 2017‐2018 0.30 million Projected Expenditure in 2018‐19 0.51 million Total $0.84 million
Total Project Variance $.06 million
Net Tuition Project ‐ continued
Page 18 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report Risk and Status Dashboard *Green Good, Red Trouble, Yellow Warning
G Governance Effective governance of the project was achieved. Scope G Management Scope ladder was utilized throughout the project. Cost G Management Project will be completed on budget. Although no project contingency exists, any change in project scope will be funded through the Ontario government. Schedule G Management Project will be completed on schedule. Project G Resources No significant issues have been identified. Risk G Management No major risks have materialized. Stakeholder G Engagement Stakeholder engagement was completed. Operational G Readiness Operational readiness planning ongoing.
Page 19 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report Solar Photovoltaic Plan
Algonquin College aims to become carbon neutral and be a leader in the education, research and in the adoption of environmentally sustainable practices. Algonquin College continuously adopts new sustainable business practices and work to retrofit and regenerate its physical infrastructure. Moving Algonquin College to Net Zero – Solar Photovoltaic Plan represents a behind‐the‐meter solar energy and power storage facility, and the targeted electrification of building infrastructure currently using natural gas as fuel that will be an integral part of the Algonquin College’s energy management plan (in development since 2012). This development phase will integrate well into the College’s District Energy System (cogeneration plant and Micro‐grid controller).
Reviewed and approved by Algonquin College Executive Team Sponsor: D. McNair Algonquin College Leadership Team Project Dean/Director: T. Schonewille Project Manager: L. Smith (Colliers International)
Board of Governors Key Approval Dates Dates Meeting #508 – Board of Governors approves the Moving Algonquin College to Net Zero ‐ Solar Photovoltaic Plan project in the amount of $6,825,060, fully funded from the Ministry of Advanced Education and Skills Development – Greenhouse Gas Campus Retrofit Program (GGCRP) June 11,2018 to implement a solar photovoltaic array, battery storage infrastructure, and infrastructure upgrades on the Ottawa campus in 2018‐2019.
Major Milestones Completion Date Planning and Development Phase Establish Solar Photovoltaic Plan Steering Committee membership and July 2018 core team Define Implementation Strategy/Approach August 2018 Project Kick‐Off meeting internally July 2018 Secure prime design consultant July 2018 Define Implementation Strategy/Approach August 2018 Procure long lead materials and equipment Fall 2018 Secure construction manager November 2018
Execution Installation of Solar Panels Completed December 2018 Building Upgrades Completed February 2019 Battery System Installed March 2019 Hot Water Electrification Complete March 2019 Close‐out April 2019
Approved Project Funding Approved Value Greenhouse Gas Campus Retrofit Program (GGCRP) $6.8 million
Total $6.8million
Project Contingency Value Approved project contingency To Be Determined Contingency balance Not Applicable Page 20 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report
Solar Photovoltaic Plan ‐ continued
Actual/Projected Funding Value Expenditures in 2018‐2019 (April 1 to September 30, 2018) $ 1.5 million Projected Expenditures in 2018‐2019 $5.3 million Estimated Operating and Support Expenditures 2018‐2019 Total $6.8 million
Total Project Variance $0.0
Risk and Status Dashboard *Green Good, Red Trouble, Yellow Warning Appropriate sponsorship and governance implemented with refinement as required during G Governance project development. Scope Scope for solar array and battery storage has been defined. Hot water electrification scope G Management currently being designed. Remaining scope changes managed on case‐by‐case basis with consideration of budget and schedule. Cost Project will be completed on budget. Design review underway to determine any required G Management enabling works and inclusion in the project. Y Schedule Schedule delivery strategy has been developed to mitigate long lead times on critical Management components including solar panels, racking and battery systems. Project College resources needed to support this project have been identified along with external G Resources resources Risk G Management Risk register will be managed when developed and confirmed. Stakeholder Limited stakeholder engagement has taken place and will continue throughout the life of the G Engagement project as required considering the scope of this project. Operational G Readiness Operational readiness planning ongoing.
Page 21 of 22 3.4 APPENDIX C - Second Quarter 2018‐2019 Major Capital Projects Report
Summary of Projects Completed Since Fiscal 2011‐2012
Final Project Fiscal Year Project Value Completed $M Algonquin Centre for Construction Excellence $77 2011‐2012 (ACCE)
Student Commons 51 2012‐2013
Pembroke Campus 34 2012‐2013
Perth Campus 12 2011‐2012
Digital College 12 2014‐2015
Healthy Living Education Phase 1A – Renovations 6 2014‐2015
B Building Window Replacement 1.1 2016‐2017
F Building Renovation 1.6 2016‐2017
Equipment Renewal and Electrical Lab Alterations 2.3 2017‐2018 Project in ACCE
Welding Lab Project at the College’s Transportation 2.8 2017‐2018 Technology Centre – Building S
Transformer Replacement Project 2.1 2017‐2018
Learning Management System 3.0 2018‐2019 Total $204.9
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DATE: December 10, 2018 TO: Board of Governors FROM: Governor Jim Robblee, Chair, Governance Committee SUBJECT: Governance Committee meeting November 22, 2018 ______For documentation in support of the agenda items, please visit the Board’s SharePoint site; choose the Governance Committee meeting folder, November 22, 2018.
A. ITEMS REQUIRING BOARD OF GOVERNORS APPROVAL
1) DRAFT Policy: Election of Internal Members to the Board of Governors – Update Members were provided with an update on the Election of Internal Members to the Board of Governors draft policy. Bylaw 3 was established to set out the policy, definitions, and procedures to be applied to the election process of internal members of the Board of Governors. Corporate bylaws are a set of rules adopted by the corporation’s board of directors (governors) that specifies internal management structure and how the corporation will be run. Corporate bylaws are not intended to set out detailed operating procedures at a granular level. To support the draft policy, the following Transmittal and appendices have been provided: • Details of the draft policy are provided in 3.5.1 Transmittal Board Policy – Election of Internal Members to the Board of Governors. • The draft policy is given in Appendix A: Board Governance Policy – Election of Internal Members to the Board of Governors. • The amended Bylaw 3 with tracked changes is provided in Appendix B: Bylaw 3 PROPOSED REVISIONS tracked changes. • The amended Bylaw 3 with untracked changes is provided in Appendix C: Bylaw 3 PROPOSED REVISIONS untracked changes
RESOLUTION MOVED & SECONDED: A. Lawrence & V. Sayah THAT the Governance Committee of the Board of Governors recommend to the Board of Governors the repeal of Bylaw 3 and approval of the new Board Policy – Election of Internal Members to the Board of Governors. CARRIED.
B. ITEMS THE COMMITTEE HAS REVIEWED AND ACTIONED – FOR INFORMATION TO THE BOARD
1) Board of Governors Bylaws (Review/revisions if required) Members were referred to Bylaw 3 under the previous agenda item DRAFT Policy: Election of Internal Members to the Board of Governors – Update. Members approved the repeal of Bylaw 3 and approved the recommended amendments.
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2) Spring Recruitment Campaign Members were informed with the planning for the recruitment of new Governors for the 2019- 2020 Academic Year. Board Chair Nadeau and Governor Waters’ term of office end on August 31, 2019, and these vacancies will be filled following the recruitment process outlined in the workplan. The Board Office has received three applications to date that will be considered for the upcoming campaign. Candidates interviewed for the 2018-2019 campaign will be revisited and area of expertise reviewed against the Board of Governors Skills Matrix. Selected candidate names will be brought forward to the Board members for consideration.
Members accepted this report for information.
3) Second Quarter 2018-2019 Talent Dashboard Members were referred to the Second Quarter 2018-2019 Talent Dashboard. The Algonquin College Talent Dashboard helps the College make informed decisions and monitor key workforce related data and risks through “at a glance” visualizations that simplify complex data sets. The committee has requested to table this back to the January 29, 2019 Governance Committee meeting to help members better understand on how to view the dashboard.
Members accepted this report for information.
4) Survey Results • New Board of Governor Orientation Part 1 – Survey Results Overall, the results were very positive. New Governors gained an overview of the College and each Area’s core responsibilities. Members suggested informally partnering up new Governors with existing Governors for coaching/mentoring purposes. Governors will be asked if they require coaching/mentoring at the end of every Board meeting.
• New Board of Governor Orientation Part 2 – Survey Results Overall, the results were positive. New Governors gained valuable knowledge of the roles that each committee of the Board plays. Having the orientations split into two sessions are preferred by new Governors.
• 2018 Fall Board of Governors Retreat – Survey Results (Governors) Members were informed that seven out of ten governors who attended the retreat completed the Retreat Survey. Overall, the survey results were extremely positive. Governors found that the information received from the guest speaker and the retreat topics were relevant to the College and the new Provincial Government.
• 2018 Fall Board of Governors Retreat – Survey Results (Algonquin College Executive Team) Members were informed that the retreat survey was extended to the Algonquin College Executive Team. Overall the results were positive. Members suggested a separate survey should be distributed to the Algonquin College Executive Team.
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Members accepted the survey results for information.
5) 2019 Spring Board Retreat Planning It was suggested that the 2019 Spring Retreat be focused on generative exercises and discussions. Retreat topics will be discussed at the January 29, 2019 Governance Committee meeting.
Members accepted this for information.
6) Academic and Student Affairs Committee Terms of Reference Members were referred to the Academic and Student Affairs Committee Terms of Reference. The committee suggested reviewing the terms of reference in detail at the January 29, 2019 Governance Committee meeting.
7) Governors’ Skills Matrix – Review Members were referred to the Governors’ Skills Matrix and were asked if they had any changes to be made. There were no changes to be made.
Members accepted this for information.
8) October 22, 2018 Board of Governors meeting evaluation results The October 22, 2018 Board of Governors meeting evaluation results were very positive. It was noted that the meeting was more efficient and effective. A printed copy and an electronic version of the survey will be distributed at the end of every meeting. The electronic version will enable members unable to attend in person participate in completing the meeting survey.
9) 2018-2019 Governance Committee Workplan Members reviewed the 2018-2019 Governance Committee Workplan and accepted this for information.
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Agenda Item No: 3.5.1
Report title: Board Policy – Election of Internal Members to the Board of Governors Report to: Board of Governors
Date: December 10, 2018
Authors/Presenters: Duane McNair, Vice President, Finance and Administration
1. RECOMMENDATION:
THAT the Board of Governors approves the Board Policy – Election of Internal Members to the Board of Governors and repeal Bylaw 3.
2. PURPOSE / EXECUTIVE SUMMARY:
The purpose of this report is to present a new policy and procedures for the election process for internal members of the Board of Governors that replaces the existing Bylaw 3.
3. BACKGROUND:
In accordance with the Regulation emanating from the Ontario Colleges of Applied Arts and Technology Act, all members of the constituent groups of the College (Academic Staff Members, Administrative Staff Members, Students and Support Staff Members) shall have an opportunity for effective participation in the nomination and election process for membership on the Board of Governors (the “Board”) of the College.
Bylaw 3 was established to set out the policy, definitions and procedures to be applied to the election process of internal members of the Board of Governors.
4. DISCUSSION:
Currently, there is a Board-established Electoral Committee to ensure the observance of Bylaw 3 and oversee the election processes. The Board appoints the President or his/her designate (currently the VP Finance and Administration) to Chair the Electoral Committee. In past elections, there have been many allegations of inappropriate conduct by candidates, constituent groups supporting and favouring one of their candidates over others and general behaviours deemed to be unfair.
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Agenda Item No: 3.5.1
There is a need to regularly review and update the policy and procedures associated with elections of internal Board members. Corporate bylaws are a set of rules adopted by the corporation’s board of directors (governors) that specifies internal management structure and how the corporation will be run. In essence, they are the internal operating manual for a corporation. Corporate bylaws are generally static and updated very infrequently. They are not intended to set out detailed operating procedures at a granular level.
The Ontario Colleges of Applied Arts and Technology Act has a Regulation that prescribes the composition of the Boards of Governors for the 24 Ontario public colleges. The Ministry has issued a Binding Policy Directive on the protocol Ontario public colleges must follow for Board nominations and appointments. A College bylaw re-stating these requirements is redundant.
The new proposed policy is provided in Appendix A: Board Governance Policy – Election of Internal Members to the Board of Governors. The policy and process to elect internal members to the Board of Governors must be reviewed by the Board of Governors and updated on a regular basis to reflect changes in technology, election best practices and address behaviours that may taint election outcomes. The College Board policy framework is much better suited to accommodate this need than the College Bylaw framework.
The proposed repeal of Bylaw 3 tracked version is provided in Appendix B: Bylaw 3 Proposed Revisions, and an un-tracked version is provided in Appendix C: Bylaw 3 Proposed Revisions.
5. LINK TO STRATEGIC PLAN:
STRATEGIC PLAN 2017-2022 LEARNER DRIVEN CONNECTED ☐ ☐ Goal One Goal Four Establish Algonquin as the leader in Become an integral partner to our personalized learning across all Ontario alumni and employers. colleges. QUALITY AND INNOVATION SUSTAINABLE ☒ ☐ Goal Two Goal Five Lead the college system in co-op and Enhance Algonquin’s global impact and experiential learning. community social responsibility. Goal Three PEOPLE ☒ ☐ Attain national standing in quality, Goal Six impact and innovation within each Be recognized by our employees and school and service. the community as an exceptional place to work.
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Agenda Item No: 3.5.1
6. STUDENT IMPACT:
Students will benefit from a College with an effective governance model and processes that ensure that optimal decisions are made to enhance the learning experience. Students seeking to serve on the Board of Governors will have a more clear, transparent and fair election process to follow with this new Board policy in place.
7. FINANCIAL IMPACT:
This new Board policy will require a modest increase to the Board’s operating budget to fund compensation for the Returning Officer and costs associated with administering the election. It is estimated that this increase to the operating budget will be $10,000 to $15,000 per year.
8. HUMAN RESOURCES IMPACT:
The new policy will required the annual recruitment of a Fixed Term Administrative employee to fulfill the duties of the Returning Officer. The term of employment on a part-time basis is estimated to be four months per year.
9. GOVERNMENT / REGULATORY / LEGAL IMPACT:
This policy is in compliance with Ontario Regulation 34/03 under the Ontario Colleges of Applied Arts and Technology Act, 2002.
10. COMMUNICATIONS:
Once approved, a communication will be issued to the College community to inform students and employees of the new policy and procedures that will be used to conduct annual elections of internal members to the Board of Governors.
11. CONCLUSION:
Effective governance is a critical success factor for all organizations and ensuring a clear, transparent and fair election process for the College’s internal constituent groups will support the College in carrying out its mission to Transform Hopes and Dreams into Lifelong Success.
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Agenda Item No: 3.5.1
Respectfully submitted: Approved for submission:
______Duane McNair Cheryl Jensen Vice President, Finance and Administration President and CEO
Appendices: Appendix A: DRAFT Policy – Election of Internal Members to the Board Appendix B: Bylaw 3 Proposed Revisions (tracked changes) Appendix C: Bylaw 3 Proposed Revisions (clean copy)
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Appendix A: Board Governance Policy – Election of Internal Members to the Board of Governors
Board Governance Policy BG XX-## Election of Internal Members to the Board of Governors Policy Category : Board Process Date First Approved: Month, dd, yyyy Date Last Reviewed Month, dd, yyyy
Board Meeting Number: ### Mandatory Review Date PURPOSE
The Board of Governors is responsible for ensuring that the election of internal members to the Board of Governors (the “Board”) complies with Ontario Regulation 34/03 (the “Regulation”) under the Ontario Colleges of Applied Arts and Technology Act, 2002 and the Minister’s Binding Policy Directive: Protocol for Board Nominations and Appointments (the “MTCU Directive - Board Nominations”).
POLICY
1. ADMINISTRATION OF POLICY
1.1 The Office of the President and Board of Governors is responsible for administering this policy on behalf of the Board of Governors.
1.2 The President may delegate the administration of this policy to a member of the College management executive team.
2. VOTER QUALIFICATIONS
2.1 General There are four constituent groups at the College. An individual is eligible to vote for a candidate only within their constituent group:
2.1.1 Academic Staff Member - a person who is employed by the College as a teacher, counsellor or librarian;
2.1.2 Administrative Staff Member - a person who is employed by the College and who is not an Academic Staff Member, a Support Staff or a Student;
2.1.3 Student - a person who is enrolled in a minimum of three (3) courses (online or in person) or one (1) program of instruction at the College. If enrolled in online offerings only, the student must be able to participate in regular meetings of the Board;
2.1.4 Support Staff Member - a person who is employed by the College as a member of the office, clerical, technical, health care, maintenance, building service, shipping, transportation, cafeteria or Early Learning Centre.
Appendix A: Board Governance Policy – Election of Internal Members to the Board of Governors
3. CANDIDATE QUALIFICATIONS
3.1 A qualified candidate is an Algonquin College employee (full-time or other-than-full-time) or a full- time student maintaining a cumulative Grade Point Average of 2.4. In addition, a part-time student is eligible if enrolled in a minimum of three (3) courses (online or in person) and maintains a Grade Point Average of 2.4.
3.2 Qualified candidates are only eligible to run in one of the constituent groups described in Section 4 (1) (c) of Regulation 34/03. The candidate's group is determined through his/her main affiliation with Algonquin College.
3.3 The following individuals are not qualified to be appointed as a Governor:
3.3.1 an individual who is less than 18 years of age;
3.3.2 an individual who has the status of bankruptcy; or
3.3.3 an individual who is concurrently serving as a Director on the Algonquin Students’ Association Board of Directors.
4. TERM OF OFFICE
4.1 Student Governor The student governor will serve a term of one year. The student governor may serve two additional one-year terms if re-elected provided they continue to be eligible to be a candidate under Section 3 Candidate Qualifications.
4.2 Academic, Administrative and Support Staff Governor(s) The Academic, Administrative and Support Staff Governor(s) will serve a term of three years. The Academic, Administrative and Support Staff Governor(s) may serve a second three-year term if re- elected provided they continue to be eligible to be candidate under Section 3 Candidate Qualifications.
4.3 Mid-Term Vacancies The Returning Officer will assess the circumstances surrounding vacancies and provide the Board with a plan of action.
5. STAFFING
5.1 Selection of Returning Officer The President or his/her designate shall recommend a candidate to be appointed as the Returning Officer by the Board. The Returning Officer shall have the following qualifications:
5.1.1 Familiarity with Algonquin College; 5.1.2 Experience in accounting, auditing, administration or experience and knowledge of election processes.
5.2 Duties of the Returning Officer:
5.2.1 receive the nominations from the constituent populations; Appendix A: Board Governance Policy – Election of Internal Members to the Board of Governors
5.2.2 verify eligibility of nominees;
5.2.3 inform candidates of their eligibility or ineligibility.
5.2.4 establish procedures for the election;
5.2.5 ensure the integrity of the election;
5.2.6 monitor the campaign of the candidates;
5.2.7 conduct the orientation session for candidates;
5.2.8 be responsible for keeping the signed election agreement;
5.2.9 have authority to answer questions arising from these policies, procedures and guidelines for the Election of Internal Members to the Board of Governors;
5.2.10 have authority to disqualify a candidate found in violation of these policies, procedures and guidelines; and
5.2.11 where appropriate, seek guidance from the Chair of the Board of Governors.
6. SELECTION OF SCRUTINEERS
Each candidate may select one representative to review the election process with the Returning Officer.
7. DUTIES OF THE SCRUTINEERS The scrutineers shall:
7.1 demonstrate objectivity and compliance with the policies, procedures and guidelines for the Election of Internal Members to the Board of Governors;
7.2 review the election process with the Returning Officer; and
7.3 observe the results of the electronic ballots.
8. NOTICE OF THE ELECTION
Notice of the election for each constituent group will be communicated electronically through myAC, Algonquin College's internal website, and through social media and on campus video screens.
9. CONFLICT OF INTEREST
9.1 College Administrative Staff In the event that College administrative staff are observed to be endorsing a candidate, the candidate may be disqualified by the President of the College.
Appendix A: Board Governance Policy – Election of Internal Members to the Board of Governors
9.2 Unions and Associations Representing Constituent Groups In the event that members of the executive of the Academic and/or Support Staff unions, Students’ Association or Administrative Staff Association are observed to be endorsing a candidate, the candidate may be disqualified by the President of the College.
PROCEDURE
1. NOMINATION PROCESS PROCEDURES
1.1 The Returning Officer will supervise a call for nominations addressed to the specific constituent group(s).
1.2 Information for each group will be available on the internet at: www.algonquincollege.com/bog_elections and will provide details of the nomination/electoral process (including dates and deadlines). Candidates will be directed to the Board website at www.algonquincollege.com/board/manual where they can access this Board Policy as well as other information pertaining to the Board.
1.3 The Returning Officer will distribute an electronic call for nominations. The call will also be addressed to part-time students and other-than-full-time members of the employee constituent groups.
1.4 Nominees and nominators for a governor position on the Board from a constituent group must be members of that constituent group.
1.5 Nominations must be supported by at least ten (10) nominators for each nominee of the constituent groups.
1.6 The nomination paper must indicate the name, signature and student or employee number of each nominator as well as the name, signature, student or employee number and contact information for the nominee.
1.7 A member of a constituent group may sign a nomination paper for more than one nominee of the constituent group.
1.8 The nomination paper must be submitted online and the official signed copy must be received by the Returning Officer by the date and time specified.
1.9 The Returning Officer will review all nomination papers for conformity to this procedure.
1.10 Where only one candidate has been officially nominated within the time fixed for that purpose, the Returning Officer shall declare that candidate elected by acclamation.
1.11 The Returning Officer will then post the list of candidates on myAC and, for students, the Learning Management System. An email will also be sent out notifying the constituent group(s) of the candidates.
2. CANDIDATE PROCEDURES
2.1 If the Returning Officer finds a candidate to be in violation of the policies, procedures and guidelines of the Election of Internal Members to the Board of Governors, he/she shall take such Appendix A: Board Governance Policy – Election of Internal Members to the Board of Governors
action as he/she deems reasonably necessary to ensure compliance with these policies, procedures and guidelines, up to and including disqualifying the candidate from running in the election. Any candidate who fails to comply with subsections 2.2 through 2.4 of this section may be disqualified from running in the election.
2.2 All qualified candidates must attend an orientation with the Returning Officer to receive, review and agree in writing to abide by the policies, procedures and guidelines for the Election of Internal Members to the Board of Governors. In the event that any candidate cannot attend the scheduled orientation session, it will be the responsibility of that candidate to reschedule a date with the Returning Officer.
2.3 Campaign material may be posted and distributed within the College as listed within the Guidelines for Posting Board of Governors Election Campaign Posters.
2.4 There is to be no electioneering at any campus on election day(s). "Electioneering" includes, but is not limited to, putting up for display or replacing campaign materials, distributing campaign information (printed and electronic) and speaking to, or hosting activities for, members of the constituent group that could be viewed as asking the constituents to vote for a particular candidate.
3. DISQUALIFICATION
In the event that a candidate, or the executive of the constituent group that he/she represents, is found to be in violation of this policy, the following steps will be taken:
3.1 The Returning Officer will be notified of the violation either in writing or verbally;
3.2 The Returning Officer will assess whether or not the violation actually occurred in consultation with the President or his/her designate;
3.3 Once a violation has been confirmed, the candidate will be contacted and requested to meet with the Returning Officer;
3.4 The Returning Officer will present to the candidate a written memo reporting that:
3.4.1 he/she is disqualified;
3.4.2 the specific element of this policy, procedure or associated guidelines violated; and
3.4.3 the process available to appeal the decision.
4. VOTING
The Algonquin College Voting System will open at a designated time(s) and date(s) as set by the Returning Officer. Those eligible to vote will follow the electronic voting instructions to cast their electronic ballot as follows:
4.1 Employees – follow instructions as set out on myAC or at a designated voting station.
4.2 Students – follow instructions as set out on the Learning Management System or at a designated Appendix A: Board Governance Policy – Election of Internal Members to the Board of Governors
voting station.
4.3 Electors may vote through the electronic voting system from the time the election begins until it ends.
5. ASSISTED VOTING PROCESS
Where an elector has reason to believe that he or she will be unable to use a computer to vote electronically due to medical or physical limitations, the elector may apply in writing, or by a means as deemed appropriate to their limitation, to the Returning Officer, to seek assistance casting his/her vote using the Algonquin College Voting System.
6. COUNTING THE BALLOTS
6.1 The Returning Officer will oversee the process of totaling the electronic votes.
6.2 The scrutineers will be invited to be present for the count and will be informed of the total number of ballots cast per elector register.
6.3 Election results are embargoed until candidates are informed. Section 7 identifies the process for communicating election results.
6.4 In the event of a tie between two candidates, the Returning Officer shall select the successful candidate by the flipping of a coin.
7. ELECTION RESULTS
Election results will be communicated in the following order:
7.1 The Returning Officer shall provide the election result (the names of the candidates elected/acclaimed) to the President, who will notify the Chair of the Board of Governors and the College Employer Council ("The Council") on the day the votes are counted.
7.2 The Returning Officer shall communicate to all candidates the election results on the day the votes are counted. This communication will be made verbally either in person or by calling the candidate at the telephone number provided. In the event that the candidate cannot be reached by the end of the day, an email will be sent communicating the election results.
7.3 The Returning Officer shall also provide to the Board of Governors a report of the official tabulation of the results on the day the votes are counted.
7.4 Election results will be communicated to the College community the day after the votes are counted using myAC and the Learning Management System.
8. DISPOSITION OF THE ELECTION DOCUMENTS
The Returning Officer shall arrange to have all pertinent election print and electronic materials stored for a period of one month. In the event of an appeal, pertinent election materials will be retained until final disposition of the appeal process. Thereafter the stored materials may be securely destroyed.
9. ELECTION REVIEW AND APPEAL BOARDS Appendix A: Board Governance Policy – Election of Internal Members to the Board of Governors
Before an election is held, the Board of Governors shall appoint an Election Review Board and an Election Appeal Board, each consisting of three current external Board Members. Both the Election Review Board and Election Appeal Board shall select one of its members to chair its proceedings.
9.1 Election Review Board
9.1.1 The Election Review Board shall hear and resolve any appeal by a candidate (appellant) against a decision of the Returning Officer (respondent).
9.1.2 The Election Review Board shall answer any question put to it by the Returning Officer that arises from the application of the policies, procedures and guidelines for the Election of Internal Members to the Board of Governors to the election of an internal governor.
9.1.3 Any appeal to the Election Review Board must be filed with the Office of the President and Board of Governors or his/her designate’s office within five (5) working days of the posted election results. The appeal must be in writing and contain reasons why the Returning Officer’s decision should be reviewed.
9.1.4 Parties shall be entitled to full disclosure of all information to be relied upon at the Election Review Board hearing
9.1.5 The Election Review Board shall hear any appeal within five (5) working days of its having been filed.
9.1.6 The Election Review Board shall notify the appellant, Returning Officer, and any other person with information or knowledge relevant to the appeal of the date, time, and place of the hearing. The notice of hearing shall include a statement that if any party does not attend, the hearing may proceed in his or her absence and he/she will not be entitled to any further notice of the proceedings.
9.1.7 The appellant shall be invited to attend the Election Review Board hearing and to address the contents of his or her letter of appeal and present any other information he/she believes is relevant to the matter under appeal.
9.1.8 The Returning Officer and any other person with information or knowledge relevant to the appeal shall also be invited to attend the Election Review Board hearing and to present information about the matters at issue.
9.1.9 The Election Review Board, appellant and respondent may put questions to any person present at the hearing. The appellant and the respondent shall have the right to call and cross-examine witnesses.
9.1.10 All parties shall be entitled to be represented at the hearing by a person of his/her choice and at his/her own expense.
9.1.11 The Election Review Board shall give its decision within five (5) working days from the completion of the hearing to the parties. It shall communicate its decision to the Board of Governors and the involved parties.
Appendix A: Board Governance Policy – Election of Internal Members to the Board of Governors
9.2 Election Appeal Board
9.2.1 Within five (5) working days of the Election Review Board’s decision, the appellant may appeal to the Election Appeal Board. The notice of appeal shall be sent in writing to the Office of the President and Board of Governors or his/her designate’s office and it shall contain reasons for the appeal.
9.2.2 The Election Appeal Board shall hear the appeal within ten (10) working days of its having been filed.
9.2.3 The Election Appeal Board shall follow the same procedures as the Election Review Board set out in subsections 9.1.4 and 9.1.6 to 9.1.10.
9.2.4 The Election Appeal Board shall forward its written decision, with reasons, to the Board of Governors. It shall communicate its decision to the parties within ten (10) working days of the hearing.
9.2.5 The decision of the Election Appeal Board is final and binding on all the parties.
10. THE ALGONQUIN COLLEGE VOTING SYSTEM
The Algonquin College Voting System is the College’s electronic voting system and is supported by the College’s Information Technology Services Department and their systems access policies and protocols. This allows voters to log in and be authenticated as an entitled voter for election purposes. The Algonquin College Voting System is recognized as secure and accurate in its ability to authenticate voters and to tabulate voting results.
11. ACCESS TO THE ELECTRONIC VOTING SYSTEM
The Returning Officer will promote and advertise to the electorate the applicable voting days for elections. During such a voting period, the Algonquin College Voting System will include a link enabling the electorate to cast their votes. By engaging this link, the voters will be authenticated for validity and then be shown the electronic ballot form. Voters will complete the electronic ballot as indicated and confirm their vote.
Access will be available to the Algonquin College Voting System throughout the entire voting period. Voters may access the Algonquin College Voting System through any internet-enabled computer workstation, either at Algonquin College or at another location (i.e. personal computer at home). The Returning Officer will be responsible for ensuring the activation of the Algonquin College Voting System at the start of the voting period and deactivating the Algonquin College Voting System at the conclusion of the voting period. It is the responsibility of the voters to ensure that they allow enough time to complete the voting transaction process on the Algonquin College Voting System when the voting period will be closing. Should a voter not complete the voting transaction process by the stated end of the voting period, the electronic ballot will not be included in the final vote tabulation. The deadline for the end of the voting period is not flexible and will be strictly enforced.
12. FAILURE OF THE ELECTRONIC VOTING SYSTEM
12.1 In the event that the Algonquin College Voting System is inaccessible, the Returning Officer should Appendix A: Board Governance Policy – Election of Internal Members to the Board of Governors
be notified immediately to alert the Information Technology Services (ITS) department. A message advising the constituents of the unforeseen delay and the estimated time when the system will be restored will be posted.
12.2 In the event the Algonquin College Voting System is rendered inaccessible due to a system failure, the Returning Officer, in consultation with ITS, will determine if the voting period must be rerun or if the voting period will continue without interruption. If the system is determined to be in a state of failure for longer than twenty-five percent (25%) of the total time allotted for the voting period, then the period will be rerun at the time when the Returning Officer is satisfied that the system is restored. When possible, the period for conducting the extension should be no longer than five (5) business days after the system is restored. Such rescheduling of the vote will be communicated to the Algonquin College community.
12.3 In an instance where the Algonquin College Voting System is determined to be inaccessible due to a system failure for a period of less than twenty-five percent (25%) of the total time allotted for the voting period, the Returning Officer will either extend the voting period or continue with the regularly scheduled voting period. Under this scenario, the Returning Officer will only extend the voting period if the system has been inaccessible during a large portion of a business day during the voting period, i.e. inaccessible for six hours during a normal business day.
12.4 ITS will be consulted in determining if the voters list has been compromised by a system failure. Should the list be determined to have been compromised, the Returning Officer will rerun the voting period as described in subsection 12.2 of this section. Should the voter's list not be compromised by the failure, the Returning Officer will be permitted to continue under the terms described in subsection 12.3 in this section.
13. USE OF PAPER BALLOTS
The Returning Officer reserves the right to conduct elections using traditional paper ballots for any election where there is concern for the reliability of the Algonquin College Voting System or the system is in a state of prolonged failure.
MONITORING
The Returning Officer shall report to the Governance Committee on an annual basis on each election process, outcomes and recommendations to amend this policy or related materials.
RELATED MATERIALS
Guidelines for the Election of Internal Members to the Board of Governors (development pending policy approval)
Guidelines for Posting Board of Governors Election Campaign Posters (development pending policy approval)
Appendix B: Bylaw 3 Proposed Revisions tracked
BYLAW #3
THE BOARD OF GOVERNORS OF THE ALGONQUIN COLLEGE OF APPLIED ARTS AND TECHNOLOGY
BE IT ENACTED that Bylaw 3 is repealed and replaced by Policy BG X-xx Election of Internal Members to the Board of Governors. as a Bylaw of the Board of Governors of The Algonquin College of Applied Arts and Technology (the “College”) for the Election of College Constituent Groups to the Board of Governors as follows:
1. POLICY
1.1 In accordance with the Regulation emanating from the Ontario Colleges of Applied Arts and Technology Act, all members of the constituent groups of the College (Academic Staff Members, Administrative Staff Members, Students and Support Staff Members) shall have an opportunity for effective participation in the nomination and election process for membership on the Board of Governors (the “Board”) of the College.
1.2 In support of the Regulation, the following Bylaw has been developed after consultation with representatives of the constituent groups.
2. DEFINITION
There are four constituent groups at the College:
• Academic Staff Member means a person who is employed by the College as a teacher, counsellor or librarian; • Administrative Staff Member means a person who is employed by the College and who is not an Academic Staff Member, a Support Staff or a Student; • Student means a person who is enrolled in a minimum of three (3) courses (online or in person) or one (1) program of instruction at the College, if enrolled in online offerings only, the student must be able to participate in regular meetings of the Board; • Support Staff Member means a person who is employed by the College as a member of the office, clerical, technical, health care, maintenance, building service, shipping, transportation, cafeteria or Early Learning Centre.
3. ELECTORAL COMMITTEE
Bylaw 3 Page 2
3.1 The Board has established an Electoral Committee to ensure the observance of this Bylaw and the implementation of the Regulation.
3.2 The Electoral Committee is composed of the presidents of the: • Students' Association • Support Staff Local • Academic Staff Local • Administrative Staff Association.
3.3 The presidents may each designate a member of their respective constituent groups to replace them on the Electoral Committee.
3.4 In addition, the Board will appoint the President of the College or his/her designate as the Chair of the Electoral Committee.
3.5 The Electoral Committee reports to the Chair of the Board.
3.6 The Electoral Committee recognizes the rights of part-time members of the constituent groups as defined in the Regulation and will endeavour to ensure their participation in the electoral process.
3.7 Should a conflict of interest arise concerning a member of the Electoral Committee, the affected member will declare such conflict, propose a replacement and withdraw from participation on the Electoral Committee.
4. PROCEDURE - NOMINATION PROCESS
4.1 The Electoral Committee will supervise a call for nominations addressed to the specific constituent group.
4.2 Information for each group will be available on the internet at www.algonquincollege.com/bog_elections and will provide details of the nomination/electoral process (including dates and deadlines). Candidates will be directed to the Board website at www.algonquincollege.com/board/manual where they can access this Board Bylaw #3 as well as other information pertaining to the Board.
4.3 The Electoral Committee will distribute an electronic call for nominations. The call will also be addressed to the part-time members of the constituent groups.
4.4 Nominees and nominators for a governor position on the Board from a constituent group must be members of that constituent group.
4.5 Nominations must be supported by at least ten (10) nominators for each nominee of the constituent groups.
4.6 The nomination paper must indicate the name, signature and student or employee Bylaw 3 Page 3
number of each nominator as well as the name, signature, student or employee number and contact information for the nominee.
4.7 A member of a constituent group may sign a nomination paper for more than one nominee of the constituent group.
4.8 The nomination paper must be submitted online and the official signed copy must be received by the Office of the Electoral Committee by the date and time specified by the Electoral Committee.
4.9 The Electoral Committee will review all nomination papers for conformity to this procedure.
4.10 The Electoral Committee will then post the list of candidates on myAC and the Learning Management System and an email will be sent out notifying the constituent group(s) of the candidates.
5. PROCEDURE - CANVASSING PROCESS
5.1 Candidates may commence their campaign the day after the close of nominations and continue until the close of the election.
5.2 Candidates may use the College General Interest bulletin boards to display their posters in accordance with the posting rules of the College.
5.3 All candidates will be provided the opportunity to participate in one broadcast email to be sent globally to their constituent group. The email will be sent by the College and the information for each candidate’s message must be submitted to the Electoral Office by the deadline specified by the Electoral Committee. Should the candidate not submit his or her message by the date specified, the opportunity to have participated in the broadcast message will have passed, resulting in the candidate’s message not being communicated to the constituent group.
5.4 The Board Office will reimburse each candidate up to $100 for the cost of their campaign. Receipts must be provided to the Board Office within four weeks following the election.
5.5 Complaints with regard to the conduct of nominees must be addressed in writing to the Electoral Committee.
6. PROCEDURE - ELECTION PROCESS
6.1 The elections will be supervised by the Electoral Committee which will determine supplementary procedures that are not addressed in this Bylaw.
6.2 The Electoral Committee will work with Information Technology Services to ensure that information is posted in a timely manner. Bylaw 3 Page 4
6.3 All voting will be done electronically in a secure manner. The system will only allow one vote per person. If voters do not have access to a computer, they may contact the office of the Electoral Committee who will arrange for a computer to be available so they are able to vote.
6.4 Candidates will be informed of the results as soon as possible following the close of the election process. Candidates are to keep the results confidential until the official results are released.
6.5 Subject to Section 7 below, the Chair of the Electoral Committee will post the results of the election on myAC and the Learning Management System the day following the election.
6.6 Subject to Section 7 below, an email will go out on behalf of the Chair of the Electoral Committee to the constituent group(s) informing them of their new representative on the Board the day following the election.
6.7 The electronic voting process and workflow will be validated by the College auditors to ensure the integrity and authenticity of the process.
7. PROCEDURE - DISPUTE RESOLUTION
7.1 Any individual who has a complaint relating to the application or breach of the procedures referred to in this Bylaw #3 has the right to address such complaint to the Chair of the Electoral Committee. This complaint must be received by the Chair of the Committee by no later than 12:00 p.m. on the day following the election.
7.2 The complaint must be in writing and must indicate the details of the alleged violation of procedure.
7.3 The Chair will forward the complaint to the Electoral Committee for review.
7.4 The Electoral Committee will investigate the complaint and attempt to resolve it.
7.5 Failing resolution by the Electoral Committee, the complaint may be referred by either the complainant or the Electoral Committee to the Chair of the Board who shall, within 5 days of such referral, appoint an independent third party to investigate the complaint.
7.6 The third party's mandate is restricted to a determination as to whether procedures of this Bylaw have been correctly applied or adhered to and if not:
7.6.1 If the election has not yet been completed, that remedial measures be undertaken to remedy, so far as is reasonably possible, the impact of the acts or omissions upon which the complaint was based; and, 7.6.2 If the election has been completed, whether the will of the constituent group is nevertheless reflected in the election results and if not, whether the election must be repeated. An election will not be declared invalid by reason of an irregularity if Bylaw 3 Page 5
it appears that the irregularity would not have materially affected the outcome of the election.
7.7 The third party will commence the dispute resolution process within ten (10) working days of appointment and shall complete the dispute resolution within 20 working days of the third party’s appointment.
7.8 The third party will establish appropriate procedures and the College and representatives of the constituent groups will comply with all reasonable requests by the third party for information relating to the complaint.
7.9 The report of the third party will be binding on the College, the complainant, and the affected constituent group.
8. PROCEDURE - EQUALITY OF VOTES
8.1 In the event that the election shall result in a tie vote between two or more candidates, then the tie shall be resolved by the drawing of straws under the supervision of the Chair of the Electoral Committee. The winner of such drawing shall be declared to have been elected.
9. PROCEDURE - OTHER
9.1 In the event of a mid-term vacancy, the Electoral Committee will reconvene and supervise a nomination and election process for the constituent group affected by the vacancy.
9.2 The term of the member elected in Section 9.1 commences on the date of election and shall be for the remainder of the term of the governor whose position became vacant.
10. CODE OF CONDUCT
10.1 Throughout the election process, all candidates are expected to adhere to the College administrative policies related to conduct including Policy HR 18: Employee Code of Conduct and SA 07: Student Conduct.
Enacted this 10th 13th day of December, 2018 June, 2016.
Bylaw 3 Page 6
Peter NadeauKathyrn Leroux Cheryl Jensen Chair, Board of Governors Secretary, Board of Governors Appendix C – Bylaw 3 Proposed Revisions clean
BYLAW #3
THE BOARD OF GOVERNORS OF THE ALGONQUIN COLLEGE OF APPLIED ARTS AND TECHNOLOGY
BE IT ENACTED that Bylaw 3 is repealed and replaced by Policy BG X-xx Election of Internal Members to the Board of Governors.
Enacted this 10th day of December, 2018.
Peter Nadeau Cheryl Jensen Chair, Board of Governors Secretary, Board of Governors
MEMO
DATE: December 10, 2018
TO: Board of Governors
FROM: Jeff Darwin, Governor Representative, Algonquin College Foundation Board of Directors
SUBJECT: Foundation Report
A. FOUNDATION UPDATE
1) Ketchum Canada Inc. (KCI) has been engaged by Algonquin College management to provide interim management of the Algonquin College Foundation from September 2018 to April 2019. Ketchum staff will help develop a new three-year Advancement Plan and present the recommendations and strategic options by end of December 2018. In addition, Ketchum staff will conduct an Executive Search for the Director of the Foundation from January to April 2019.
o Joanne Villemaire, Senior Vice President and Partner, KCI, is leading the project in coordination with Amy MacDonald, Senior Consultant, KCI. Amy started on September 11, 2018 as Interim Director, Strategy & Operations of the Algonquin College Foundation, and is heading the Foundation with a focus on strategy, operations and team management. o Between September 11 and November 5, 2018, KCI staff conducted 28 internal consultations, 14 external consultations, and two dialogue sessions with the Foundation team and the Foundation Board of Directors. On November 7, 2018, the staff consulted with the Alumni & Friends Network Advisory Committee.
B. FUNDRAISING ACTIVITIES AND RESULTS
1) As at September 30, 2018, the Foundation realized $1,862,785 in fundraising revenue and endowment contributions. This represents 45% of the $4,100,000 revenue goal for 2018-2019.
2) The Family and Friends Campaign in support of the DARE District has realized $175,474 in pledges, which is 70% of the total revenue goal of $250,000.
3) In October 2018, the Algonquin College Foundation received a generous donation of 36 pieces of art valued at $121,750 from the Pagé-Charron Family Collection. The artwork includes pieces from three local accomplished artists, Philip Craig, Bruce Heggtveit, and an award- winning Indigenous artist and former Algonquin College student, the late Leo Yerxa. Leo won the Governor General’s Award for English children’s illustration in 2006.
Page 1 of 3
MEMO
4) Cardel Homes established the “Cardel Homes Women in Trades Award”, an annual award to support and encourage females to be successful in the trades industry. This three-year commitment totaling $15,000 will impact 15 student beneficiaries. The award will include opportunities for mentorship from Cardel employees, Cooperative Education opportunities, and meeting with the Chief Operating Officer once per term.
5) The Tony Graham Automotive Group and Toyota Canada, both longstanding supporters of the Algonquin College Foundation, recently donated a hybrid Heavy Duty Starting and Charging System Tester and the use of a Toyota Yaris Sedan for the Motive Power Technician program. Tony Graham Automotive Group President Maureen Graham, Mike Torunski, Director of Fixed Operations, and Erik Weeks, Area Parts and Service Manager, Toyota Canada, presented the car and equipment to the students.
6) The annual awards night for the Algonquin Centre for Construction Excellence and the School of Advanced Technology took place on October 17, 2018. Over 20 donors attended the event to meet student recipients and celebrated their academic success and accomplishments. Many of the donors support multiple student awards and scholarships.
7) The formal announcement of the Lord Stanley Cup Monument Inc. Scholarship was held on October 3, 2018 on Sparks Street with trustees Murray Costello, Board Member of the Hockey Hall of Fame, and George Hunter, retired BLG lawyer. This $75,000 fund will generate academic scholarships that will be awarded on an annual basis in the School of Business to students studying in the Sport Business Management program.
C. ALUMNI AND FRIENDS NETWORK
1) Alumni of Distinction Award Video The video will be displayed at the Foundation Board of Directors meeting on December 6, and at the December 10 Board of Governors meeting.
2) Alumni at Work Events o The Alumni and Friends Network visited the Cooperative Education department at Algonquin College as part of a broader effort to identify and connect with employees who are alumni. Over half of the Cooperative Education team are alumni (8 of 15), from programs such as Public Relations and Social Service Worker.
o The Alumni and Friends Network welcomed 25 Amsted Design Build employees to the Ottawa campus for their full team meeting, and celebrated 15 alumni from the Ottawa and Perth campuses who were present. Amsted is an award-winning design and build firm in Ottawa and has been around for more than 25 years. Amsted President Steve Barkhouse is an Algonquin College graduate, a 2017 Alumni of Distinction Award recipient, a Colleges Ontario Premier’s Award nominee, and member of the Algonquin
Page 2 of 3
MEMO
College Board of Governors.
3) Fall Convocation – Alumni Engagement The Alumni and Friends Network hosted a booth at all five convocation ceremonies in October at the Ottawa campus and welcomed and celebrated approximately 2,500 graduates as they officially became Algonquin College alumni. The network volunteers and staff hosted a booth at each ceremony to engage with new graduates as well as friends and family, many of whom are also proud Algonquin College alumni. The network provided promotional materials on how to stay connected and get involved, collected stories and had 40 alumni update their contact information to keep in touch. The Alumni and Friends Network pennants were handed out to every graduate to proudly wave at the end of each ceremony.
UPCOMING FOUNDATION EVENTS
Birdies for Bursaries Golf Tournament Tuesday, May 21, 2019 Jason Blaine Concert and Golf Tournament (Pembroke) Tuesday, June 18 and Wednesday, June 19, 2019
Page 3 of 3
Agenda Item No: 4.1
Report title: Workday Project Update Report to: Board of Governors Date: December 10, 2018 Authors/Presenters: Doug Wotherspoon, Vice President, Innovation and Strategy Lois Pollock, Chief Digital Officer, Information Technology Services
1. RECOMMENDATION:
THAT the Board of Governors accepts this update for information.
2. PURPOSE / EXECUTIVE SUMMARY:
The Workday implementation is a major business transformation initiative for Algonquin College’s Human Resources, Finance, and Payroll functions. The catalyst for this transformation is the replacement of the existing enterprise systems with an integrated enterprise resource planning solution, using a software-as-a service approach.
This report provides a project update since the last presentation to the Board of Governors on October 22, 2018 and an overview of ongoing and upcoming key activities, deliverables, and milestones required to successfully deploy the Workday application.
3. BACKGROUND:
On February 26, 2018, the Board of Governors approved additional funding for the Workday Enterprise Resource Planning implementation. This decision paved the way for the project team to move forward with the recommended approach to engage with a new implementation partner. Following the completion of procurement activities, a new contract was established as scheduled on April 2, 2018 with PricewaterhouseCoopers LLP (PwC).
On March 29, 2018, Algonquin College management entered into a contract with Ottawa-based PwC to complete the Workday implementation.
On April 4, 2018, the Algonquin Workday Project Team, Steering Committee and the President along with representatives from PwC and Workday met to re-launch the implementation effort.
4. DISCUSSION:
Since the October 22, 2018 update to the Board of Governors, the Workday Project team has continued to make significant progress towards the December 14, 2018 system launch date. On November 14, 2018, the project team achieved a critical milestone with the successful Page 1 of 6
Agenda Item No: 4.1 completion of six weeks of parallel pay testing activities. Following the sign-off of this project phase, the team began working on the final phase of the system development cycle in advance of go-live.
Source data from the College’s legacy Human Resources information system was extracted on November 14, 2018. The Algonquin project team completed the final cycle of data conversion and validation for the production tenant and delivered the final workbooks to PwC on November 27, 2018. The PwC team began development of the final pre-production tenant on November 14, 2018 and delivered it to the Algonquin project team on December 7, 2018. The project team is currently focused on validating the tenant to confirm that all critical business processes and related data has been successfully loaded.
A detailed plan for managing cut-over activities including communications, procedures for on- going business processes, and catch-up data transactions is in place and the project team is working closely with Human Resources and Finance departments on the execution of the plan.
Significant efforts in the area of change management have also been made since the last update to Board of Governors with training, communications and stakeholder engagement activities continuing to ramp up in the weeks leading up to go-live.
Between October 11 and 29, 2018, the first phase of training was delivered to 290 People Managers, human resources support and finance support employees. The primary goal of the training was to share what is changing for specific roles at the College and to demonstrate the new business processes in Workday. The 15 workshops held were well attended (93% attendance rate) and participants were very engaged and provided positive feedback. The second phase of training for this group is currently underway with sessions being delivered from November 28 to December 18, 2018. The format of phase two training is hands-on with a focus on providing participants with an opportunity to complete job-related tasks in the Workday training environment.
Training for employees in Human Resources and Finance departments commenced on November 12, 2018 and is an approximately 90% complete. Training sessions for these highly impacted groups is being delivered by Subject Matter Experts from the project team and will conclude in advance of the December 17, 2018 system launch date for Human Resources and Finance.
Broader communications pertaining to what is changing for all employees began with an update at the President’s Town Hall on October 23, 2018 and publication of an employee bulletin and video message from the President in early November. The project team launched a redesigned Workday website that allows employees to easily find information based on their role at the College and to access new content, including frequently asked questions and toolkits.
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Employees will use a self-guided approach and will learn how to use Workday through 24/7 access to Workday user guides and e-learning videos. In addition, employee information sessions and designated drop-in hours will be available to employees seeking in-person Workday support following go-live in January.
The project remains on track to meet the critical path milestones and is on target to achieve the go-live date of December 14, 2018.
Project Risks Project risks are discussed weekly with the Workday Steering Committee and reported to the Audit and Risk Management Committee. The risks identified below were presented at the November 19, 2018 Audit and Risk Management Committee meeting.
Risk Description Risk Level Mitigation Strategies Human Composition of project High • Reduced pressure on project team Resources - team creates risk for a by supplementing with seven new Access to number of resource hires and pulling in operational staff Talent gaps that could delay to support project activities during project timelines due critical periods (system testing and to the inability to data validation) complete project • Renewed focus on team deliverables on time. communications to improve engagement and morale • Cross-train team members Data Data quality in existing High • Hired an additional data conversion Conversion/ legacy systems may specialist to support data extraction Payroll result in issues with activities Accuracy data conversion and • Corrected legacy data wherever payroll accuracy. possible • Secured payroll resources to assist in testing activities and HR resource to support data validation • High threshold required to pass payroll testing stage • Implemented a multi-step validation process for each data validation and conversion cycle • All data load errors are documented by PwC during each load cycle and communicated to Algonquin to
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Risk Description Risk Level Mitigation Strategies ensure issues are addressed for future cycles Change Competing operational Medium • Hired a senior change management Readiness of or academic priorities consultant and two training Employees may limit employee specialists ability to participate in • Developed a revised change change management management approach that focuses activities (training, on the needs of stakeholder groups engagement, and aligns training, communications communications) that and engagement activities are required to ensure accordingly a successful • Aligned timing of activities to avoid implementation. conflicts with Brightspace deployment • Use of multiple channels for communications and employee self- service resources. • Continuation of change management activities beyond deployment of Workday to provide on-going support. Changing Implementation of Low • Identify and communicate cut-off Regulations / new legislated date for new configuration Collective mandates and requests Agreement collective agreements • Prioritize system enhancements as Requirements are expected to occur part of support model continuous while Workday improvement process. configuration is • Implement temporary manual underway, resulting in workarounds to meet requirement a desire to increase until Workday configuration can be project scope. completed TD Bank Full end-to-end testing Low • Files have been regenerated and Integration of the TD Bank currently with TD for processing. (New) integration was not • In the unlikely event it is not completed by completed by go-live: November 8, 2018 due o Continue current process of to data field issues. manual upload of pay file to TD secure portal o Continue current process of issuance of cheques for
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Risk Description Risk Level Mitigation Strategies supplier invoices opposed to Electronic Fund Transfers
5. LINK TO STRATEGIC PLAN:
STRATEGIC PLAN 2017-2022 LEARNER DRIVEN ☐ CONNECTED ☐ Goal One Goal Four Establish Algonquin as the leader in Become an integral partner to our personalized learning across all Ontario alumni and employers. colleges. QUALITY AND INNOVATION ☐ SUSTAINABLE ☒ Goal Two Goal Five Lead the college system in co-op and Enhance Algonquin’s global impact and experiential learning. community social responsibility. Goal Three ☐ PEOPLE ☒ Attain national standing in quality, Goal Six impact and innovation within each Be recognized by our employees and school and service. the community as an exceptional place to work.
6. STUDENT IMPACT:
Employees at the College will experience efficiencies in time devoted to completing many administrative activities. These efficiencies will enable a redirection of effort towards value- added services that focus on the student experience at the College.
7. FINANCIAL IMPACT:
On February 26, 2018, the Board of Governors approved $6.7 million in additional funding for the Workday project to reflect the increased funding and contract with PwC. These additional costs will be funded from the College’s specific reserves for enterprise resource planning upgrades. The project is on scope and on budget.
8. HUMAN RESOURCES IMPACT:
The delay in the project has resulted in lengthened secondments of staff to the Workday project.
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9. GOVERNMENT / REGULATORY / LEGAL IMPACT:
The delay has provided the College with an opportunity to increase the scope of the project to include the implementation of the amended Employment Standards Act (Bill 148). The impact of any amendments resulting from the outcome of Bill 47 will not be implemented in Workday until after go-live.
Plans to address changes resulting from the impending collective agreement for part-time support staff and any changes resulting from the potential approval of Bill 47 are being developed.
10. COMMUNICATIONS:
An announcement regarding the deployment of Workday was distributed across the College on July 12, 2018. Targeted communications to Workday users began in September 2018 and will continue through to January 2019. On-going communications with College oversight committees continues to be managed through the Workday Steering Committee.
11. CONCLUSION:
The Workday implementation is a major transformational initiative for Algonquin College, leveraging technology and best practices to enhance employee experience, engagement and productivity. Management continues to closely monitor the implementation of Workday and regularly reports project status and risks to the Algonquin College Executive Team, Audit and Risk Management Committee and the Board of Governors.
Respectfully submitted: Approved for submission:
______Doug Wotherspoon Cheryl Jensen Vice President, Innovation and Strategy President and CEO
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Report title: Transforming Indigenization Initiatives
Report to: Board of Governors
Date: December 10, 2018
Authors/Presenters: Ron McLester, Executive Director – Truth, Reconciliation and Indigenization
1. RECOMMENDATION:
THAT the Board of Governors approves the Transforming Indigenization Initiatives plan.
2. PURPOSE / EXECUTIVE SUMMARY:
The purpose of this report is to provide the Board of Governors with the thinking based on empirical research, traditional Indigenous Knowledge, and the foundation for the creation of the Algonquin College Indigenization Plan.
3. BACKGROUND:
In late 2016, the College approved a significant research and strategic planning initiative titled: Transforming Indigenization Initiatives through the Strategic Initiative Priorities program. This research committed to the following four areas:
a. An Environmental Scan of Canadian postsecondary institutions including colleges, universities and Indigenous educational institutions. The scan focused on the following: • Indigenous education initiatives • specialized Indigenous support services • Indigenous community relationships and commitments, and • Indigenous policy development, human resource practices and current state of Indigenous Education Councils in terms of governance.
This research initiative was also tasked with uncovering any specific complements resulting from the Truth and Reconciliation Commissions (TRC) – Call to Action report and recommendations post 2015.
b. Understanding the current strengths, limitations, and opportunities for Indigenous Education and Indigenization at Algonquin College.
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c. Creation of a Strategic Call to Action for Algonquin College. d. Creation of a framework for revenue generation focused on partnership, transmission of Indigenous Knowledge, and professional development opportunities in order to develop a national leadership position for Indigenous Entrepreneurship.
The March 24, 2018 Board of Governors retreat focused on a generative discussion on Indigenous Initiatives. As a result of the discussion, Algonquin College staff were directed to ensure this work answered calls to action found within the Truth and Reconciliation Commission report.
4. DISCUSSION:
The work on Indigenization Activities within Canadian Post-Secondary Institutions - Environmental Scan provides information about how individual post-secondary institutions have developed strategies, launched academic programs, and strengthened student services to support Indigenous students and communities while building awareness of the truth, and the need for reconciliation, as recommended by the Truth and Reconciliation Commission. Details of the environmental scan are provided in Appendix A: The Indigenization of Post- Secondary Education. This report reviewed the following organizations:
British Columbia • British Colombia Institute of Technology, Burnaby • Langara College, Vancouver • Nicola Valley Institute of Technology, Merritt • Selkirk, West Kootenay • Simon Fraser University, Burnaby • Thompson Rivers University, Kamloops • University of British Columbia, Vancouver • University of the Fraser Valley, Abbotsford • University of Northern British Columbia, Prince George • University of Victoria, Victoria
Alberta • Bow Valley College, Calgary • Lethbridge College, Lethbridge • MacEwan University, Edmonton • Mount Royal University, Calgary • Northern Alberta Institute of Technology, Edmonton • Southern Alberta Institute of Technology, Calgary • University of Alberta, Edmonton
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Saskatchewan • First Nations University of Canada, Regina • University of Regina, Regina • University of Saskatchewan, Saskatchewan
Manitoba • Red River College, Winnipeg • University of Manitoba, Winnipeg • University of Winnipeg, Winnipeg
Ontario • Algoma University, Sault Ste. Marie • Canadore College, North Bay • Carleton University, Ottawa • Centennial College Scarborough • Conestoga College, Kitchener • Confederation College, Thunder Bay • Durham College, Oshawa • Fanshawe College, London • George Brown College, Toronto • Georgian College, Barrie • Humber College, Toronto • Mohawk College, Hamilton • Queens University, Kingston • Seneca College, Toronto • Sheridan College, Oakville • University of Ontario Institute of Technology, Oshawa • University of Ottawa, Ottawa • University of Toronto, Toronto • Western University, London
When looking at the Indigenization activities undertaken by these 43 institutions, many commonalities exist in terms of services provided. Novel approaches are taken to creating supports for Indigenous learners, thematic areas of focus emerge across the spectrum of activities. These themes have been identified as: • Curriculum • Personal • Art and Expression • Physical Space • Outreach Page 3 of 9
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The 43 institutions examined have similar efforts in many areas, and have shown the potential that exists for new, exciting approaches to better serve Indigenous learners in their educational journey. The data shows that 86% provide support services such as academic counselling and peer mentoring to Indigenous learners, while 69% have transition programs in place to support their leaps from high school to post-secondary aspirations.
Despite these improvements in service, Indigenous learners continue to be underrepresented in the post-secondary landscape. In other words, the data shows an interesting duality. On one side, it portrays an image of substantial progress; on the other, there is significant room for growth. Above all, it shows an incredible amount of duplication and very little innovation. In fact, Mohawk College has illustrated through its Bundled Arrows Initiative that there is strength in numbers. Interdisciplinary, interinstitutional and intercommunal collaboration are key to ensure a successful journey toward reconciliation through education. There is a lot of room for Algonquin College to generate new thinking, create new initiatives and secure an ongoing competitive advantage in the market place.
In November 2017, stage two of this research project was launched resulting in the Understanding the Current Strengths, Limitations and Opportunities for Indigenous Education and Indigenization at Algonquin College report. Details of the current status report are provided in Appendix B: Indigenization Activities at Algonquin College. This work included a comprehensive engagement strategy with community members, including: • Members of the Board of Governors • Executive team members • Members of the Academic Council • Academic Deans • Chairs and Coordinators • Indigenous Employees • Employee groups within Human Resources • Employee groups within Finance and Administration • Employee groups within Student Services • Algonquin College Student Association • Individual staff and faculty members.
In addition, a survey of faculty members was conducted to seek their input for the development of the strategic call to action.
This section of the research report is structured into four parts:
1. A summary of all strategic documents and plans at Algonquin College to determine the level of institutional focus on and commitment to Indigenous Education,
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Agenda Item No: 5.1
Indigenous Peoples, truth and reconciliation, and to see how an Indigenous Strategic Roadmap can inform and support, rather than create, a new strategic plan.
2. A comprehensive profile of Indigenous students and Indigenous employees at Algonquin College. The Indigenous student profile includes: a list of sponsoring communities; the overall number of Indigenous learners; their enrollment in various faculties, schools and regional campuses; their enrollment in different parchments offered by the College; and their persistence rate. It also documents recent efforts by Human Resources to document the number of Indigenous employees at the College.
3. The findings from over 300 hours of community engagement with various members of the College community, at all three campus, to learn from them about strengths and the limitations of current programs, services and initiatives, and to begin documenting opportunities for future endeavours.
4. The findings of the faculty engagement survey, conducted online, during a two-week period following the end of the Winter 2018 semester, which sought input from the faculty members about current and future Indigenization initiatives.
This work uncovered several notable strengths, limitations, and opportunities.
Strengths included: • A strong presence of Indigenous learners • Strong organizational commitments • The Mamidosewin Centre • Academic programs • DARE District • Indigenous culture on campus.
Challenges included: • Limited engagement and interactions with Indigenous learners and sponsors • Limited engagement with the Indigenous Education Council (IEC) • Limited engagement with Indigenous communities • Limited number of Indigenous Employees • Location of the Mamidosewin Centre • Academic programs with limited labour-market needs • Concerns of adding more content with decreasing contact hours • Operational gaps for Student Services • Lack of Institutional Research data reports • Lack of case management model
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• Indigenous Peoples as a monolithic group • Concerns about cultural appropriation, misstep and misunderstanding.
Opportunities included: • Algonquin College’s definition of Indigenization • Strengthening relations with Indigenous communities and learners • Strengthening curriculum offerings • Strengthening relations with other post-secondary institutions • Strengthening professional development opportunities • Enhancing co-curricular and cultural activities • More robust usage of data and analysis.
Finally, the last section of the work is the acknowledgement of the Algonquin College accomplishments that will enable a roadmap towards Indigenization, answering calls to action of Truth and Reconciliation Commission, and strategic opportunities for revenue generation.
These items include:
• The Mamidosewin – among the first large scale gathering places in a post-secondary institution in Ontario dedicated to fully supporting and mentoring Indigenous students. • Creation of the Executive Director for Truth, Reconciliation and Indigenization as a full member of the executive team to lead and mentor employees in understanding Truth and Reconciliation Commission and the benefits of collectively moving forward with Indigenization. • The development of the Algonquin College Coat of Arms, which now pays tribute to the rich history of Indigenous Peoples and recognizes that Algonquin College is on the unceded land of the Algonquin People. • The dedication of prime space in the new DARE District to support Indigenization efforts. • With one of the highest Indigenous learner populations in Ontario, the College has roughly 10% of its total student body who identifies as an Indigenous. • The incorporation of Indigenous elements into all activities and events, such as land acknowledgements, cultural components, opening remarks, and orientation.
The following items are key considerations for the future of Indigenization at Algonquin College: • The design and implementation of an Indigenous Leadership Academy housed in and delivered by an enhanced Mamidosewin Centre. • The integration of Indigenous student services employees within their respective work units.
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• Development of a bold recruitment strategy to increase awareness and interest in Algonquin College which will target both on-reserve and off-reserve Indigenous learners within a larger radius. • Strengthen onboarding and career clarity activities. • Ensure the employment of an academic leader for Indigenization. • Launching a faculty-peer network to support Indigenization. • Develop a new elective course. • Launch an Indigenous Employee Awareness and Development Program. • Invest in its own Indigenous employees – moving away from 100% ministry supported salary dollars. • Support the social and economic sustainability and prosperity of Indigenous communities. • Launch a Centre for Truth and Reconciliation as a core activity at the College. • Strengthen relationships with Indigenous communities by hiring a new employee responsible for engagement with Indigenous communities.
Next Steps
In order to make a meaningful progress towards Truth and Reconciliation, we must not consider this work complete. With much consideration, informed by empirical research, evidence based practices, traditional Indigenous Knowledge, and promising practices, we suggest this is only the starting point. The next phase will focus on relationship building.
Over the next two years, the Indigenous Initiatives group will undergo an organizational realignment to ensure Indigenous Knolwedge continues to take root within the institution. Indigenous Initiatives staff will also take on a leadership role with the Algonquin College Leadership Team in order to identify, explore and embed traditional Indigenous Knowledge into governance systems and the way in which we conduct ourselves. Additionally, we will work with this research and recommendations to further entrench this Indigenous ways of knowing into the very fabric of Algonquin College.
Lastly, we will continue to embed Indigenous Knowledge into the AC-Way and explore new options for revenue generation.
5. LINK TO STRATEGIC PLAN:
STRATEGIC PLAN 2017-2022 LEARNER DRIVEN CONNECTED ☒ ☒ Goal One Goal Four
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Establish Algonquin as the leader in Become an integral partner to our personalized learning across all Ontario alumni and employers. colleges. QUALITY AND INNOVATION SUSTAINABLE ☒ ☒ Goal Two Goal Five Lead the college system in co-op and Enhance Algonquin’s global impact and experiential learning. community social responsibility. Goal Three PEOPLE ☒ ☒ Attain national standing in quality, Goal Six impact and innovation within each Be recognized by our employees and school and service. the community as an exceptional place to work.
6. STUDENT IMPACT:
a) Supporting the overall exposure to Calls to Action within the Truth and Reconciliation Commission and the 94 recommendations. b) Students will benefit from additional investments in Indigenous Knowledge transmission and acquisition, renovations and adaptations, to learning spaces and investment in Indigenous pedagogy.
7. FINANCIAL IMPACT:
The implementation of the Transforming Indigenization Initiatives Plan will require a modest investment of financial resources over the next couple of years. There is much opportunity to recover these costs and undertake initiatives in the near future that will generate a financial return to the College.
8. HUMAN RESOURCES IMPACT:
As part of the development and refinement of the business case for the Indigenization Plan implementation phase, both a qualitative and quantitative assessment of the impact on human resources will be completed with a preliminary assessment by February 15, 2019; and refinement of the business case by March 31, 2019. As part of the development and refinement of the Investment Case for the Indigenization Plan implementation phase, the long term impact upon College human resources will be assessed.
9. GOVERNMENT / REGULATORY / LEGAL IMPACT:
This project/initiative does not have a material impact on specific government or regulatory requirements. Page 8 of 9
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10. COMMUNICATIONS:
Quarterly College community play-back sessions will provide updates in a town-hall format that is consistent with Indigenous governance models. The Indigenization Plan will also become a standing agenda item at the Indigenous Education Council meetings. Additionally, every Algonquin College Leadership Team meeting will focus, to varying degrees, on Indigenization and Truth and Reconciliation.
11. CONCLUSION:
This body of work helps us understand the promising practices that exist within Canada as they relate to Indigenization. The research also provides a tactical list of next steps that the College might take in order to maintain its leadership position within the Indigenous Education sector. Most importantly, it confirms the need to focus on relationship building thus enabling the creation of a personalized response towards Truth and Reconciliation.
Respectfully submitted: Approved for submission:
______Ron McLester Cheryl Jensen Executive Director – Truth, Reconciliation President and CEO & Indigenization
Appendices: Appendix A: The Indigenization of Post-Secondary Education Appendix B: Indigenization Activities at Algonquin College
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Agenda item: 5.1 Appendix A
ENVIRONMENTAL SCAN: THE INDIGENIZATION OF POST-SECONDARY EDUCATION INTRODUCTION ...... 4 CHAPTER 1: INSTITUTIONAL ANALYSIS ...... 6
BRITISH COLUMBIA ...... 6 British Columbia Institute of Technology, Burnaby ...... 7 Justice Institute of British Columbia, New Westminster ...... 7 Langara College, Vancouver ...... 8 Nicola Valley Institute of Technology, Merritt ...... 9 Selkirk College, West Kootenay ...... 9 Simon Fraser University, Burnaby ...... 10 Thompson Rivers University, Kamloops ...... 11 University of British Columbia, Vancouver ...... 12 University of the Fraser Valley, Abbotsford ...... 13 University of Northern British Columbia, Prince George ...... 14 University of Victoria, Victoria ...... 15 ALBERTA ...... 17 Bow Valley College, Calgary ...... 17 Lethbridge College, Lethbridge ...... 18 MacEwan University, Edmonton ...... 18 Mount Royal University, Calgary ...... 19 Northern Alberta Institute of Technology, Edmonton ...... 20 Southern Alberta Institute of Technology, Calgary ...... 20 University of Alberta, Edmonton ...... 21 SASKATCHEWAN ...... 23 First Nations University of Canada, Regina ...... 23 University of Regina, Regina ...... 24 University of Saskatchewan, Saskatchewan ...... 25 MANITOBA ...... 27 Red River College, Winnipeg ...... 27 University of Manitoba, Winnipeg ...... 28 University of Winnipeg, Winnipeg ...... 30 ONTARIO ...... 32 Algoma University, Sault Ste. Marie ...... 32 Canadore College, North Bay ...... 33 Carleton University, Ottawa...... 34 Centennial College, Scarborough ...... 35 Conestoga College, Kitchener ...... 36 Confederation College, Thunder Bay...... 37 Durham College, Oshawa...... 38 Fanshawe College, London ...... 38 George Brown College, Toronto ...... 39 Georgian College, Barrie ...... 39 Humber College, Toronto ...... 40 Mohawk College, Hamilton ...... 41 Queen’s University, Kingston ...... 41 Seneca College, Toronto ...... 43 Sheridan College, Oakville ...... 43 University of Ontario Institute of Technology (UOIT), Oshawa ...... 43 University of Ottawa, Ottawa ...... 44
2 University of Toronto, Toronto ...... 44 Western University, London ...... 45 CHAPTER 2: THEMES ...... 47
CURRICULUM ...... 47 PERSONNEL ...... 49 ART AND EXPRESSION ...... 51 PHYSICAL SPACE ...... 52 OUTREACH ...... 54 CONCLUSION ...... 57 APPENDIX: LIST OF CANADIAN POST-SECONDARY INSTITUTIONS CONSULTED ...... 59
3 INTRODUCTION It has been over two years since the release of the landmark report by the Truth and Reconciliation Commission of Canada (hereafter referred to as the TRC). Formed as a provision of the historic Indian Residential Schools Settlement Agreement, the TRC’s purpose was (and is) to shed light on one of the darkest chapters in Canadian history—the forcible removal of Indigenous children from their families and home communities and their transposition into the residential school system. Defined by the horrific acts perpetuated behind their closed doors, these residential schools, in operation from 1884 to 1996, were the Canadian government’s wilful tools of degradation, assimilation and, in the words of the TRC, “cultural genocide”.1
Far from their family members’ reach, and while under the “care” of religious authorities bent on eradicating any semblance of Indigeneity from their character, 150,000 Indigenous youth suffered unfathomable abuses—emotional, physical and sexual. Many did not survive.
While the TRC’s report is a blistering indictment of the active role the Canadian government played in efforts to eradicate the Indigenous heritage of its most vulnerable citizens, it also includes 94 specific calls to action meant to empower all Canadians to be active participants in the long journey toward reconciliation. A number of these calls were directed toward improvements in the education sector, specifically at the post-secondary level, as a way of fostering Indigenous achievement, self- determination and a greater national understanding of Indigenous culture and history.
“Much of the current state of troubled relations between Aboriginal and non- Aboriginal Canadians is attributable to educational institutions and what they have taught, or failed to teach, over many generations. Despite this history—or, perhaps more correctly, because of its potential—the Truth and Reconciliation Commission believes that education is also the key to reconciliation. Educating Canadians for reconciliation involves … schools and post-secondary institutions. Education must remedy the gaps in historical knowledge that perpetuate ignorance and racism.”2
Truth and Reconciliation Commission Report, Chapter 6: Education for Reconciliation
The lasting impacts of the trauma suffered by residential school survivors have had an intergenerational impact on Indigenous academic achievement. An enduring distrust of what are often perceived as colonial and non-representative systems of education has resulted in significant gaps in levels of educational attainment and employment between Indigenous and non-Indigenous Canadians.
In response to the TRC’s calls to action, as well as the supporting principles and protocols created by Universities Canada3 and Colleges and Institutes Canada4, respectively, many universities and colleges across the country have dedicated time, energy and resources to examining and enhancing their own
1 http://www.myrobust.com/websites/trcinstitution/File/Reports/Executive_Summary_English_Web.pdf 2 http://www.trc.ca/websites/trcinstitution/File/2015/Honouring_the_Truth_Reconciling_for_the_Future_July_23_2015.pdf 3 https://www.univcan.ca/media-room/media-releases/universities-canada-principles-on-indigenous-education/ 4 https://www.collegesinstitutes.ca/policyfocus/indigenous-learners/protocol/
4 role in sharing the truth about the residential school system while supporting Indigenous student success through the decolonization and Indigenization of education.
At the University of Regina, members of its Indigenous Advisory Circle have defined the Indigenization of post-secondary education as
the transformation of the existing academy by including Indigenous knowledges, voices, critiques, scholars, students and materials as well as the establishment of physical and epistemic spaces that facilitate the ethical stewardship of a plurality of Indigenous knowledges and practices so thoroughly as to constitute an essential element of the university. It is not limited to Indigenous people, but encompasses all students and faculty, for the benefit of our academic integrity and our social viability.5
Work on this report was undertaken to provide details on many (but not all) of the actions taken by more than 40 Canadian colleges and universities, in years prior-to and since the release of the TRC’s report and calls to action, to contribute to the overall Indigenization of their respective institutions. The institutions examined are located in five provinces—Ontario, British Columbia, Alberta, Saskatchewan, and Manitoba and—each with their own policies pertaining to Indigenous education. The report is divided into two chapters. The first consists of individual examinations of Indigenization efforts at each of these selected post-secondary institutions, segmented by province; the second features a deeper look at some overall best practices observed, categorized in five thematic areas: 1) Curriculum, 2) Personnel, 3) Art and Expression, 4) Physical Space, and 5) Outreach.
Research Methodology These publicly-funded institutions detailed in this report were selected for review based on their size (mid-large) and demonstrated best practices in areas including, but not limited to: strategic planning, course development, pedagogical approaches, capital construction projects, community partnerships, the hosting of cultural events, the hiring of Indigenous staff and faculty, and program development. Information was gathered through online searches and reviews of institutional websites.
Terminology The term “Indigenous” is used throughout this report to refer to Canada’s First Nations, Métis and Inuit peoples. For a number of the universities and colleges examined in this report, Indigenous peoples are referred to collectively as “Aboriginal”. Both these terms appear frequently throughout the report, as do references to specific First Nations groups represented across the wide regions examined.
5 https://www.uregina.ca/president/assets/docs/president-docs/indigenization/indigenize-decolonize-university-courses.pdf
5 CHAPTER 1: INSTITUTIONAL ANALYSIS This chapter of the report provides information about how individual post-secondary institutions have developed strategies, launched academic programs and strengthened student services to support Indigenous students and communities while building awareness of the truth and the need for reconciliation, as per the recommendations of the Truth and Reconciliation Commission. The chapter is broken down by province, with a brief description of the main policies of provincial governments regarding Indigenous education. Those policies have often influenced how individual post-secondary institutions respond to better support the needs of Indigenous students. The institutions within each province are then described in alphabetical order. The provinces are presented from west to east.
British Columbia The Province of British Columbia, through its Ministry of Advanced Education, Skills & Training (AVED), has released an Aboriginal Post-Secondary Education and Training Policy Framework and Action Plan6 to guide its approach to strengthening Indigenous education through to the year 2020. This latest strategic document follows the release of policy frameworks and action plans in 1995 and 2007, and it adheres to a series of principles that recognize (among other things) Indigenous peoples’ right to self-determination and the imperativeness of including Indigenous voices in conversations pertaining to policy and strategy development to improve educational outcomes for Indigenous students.
The Policy Framework and Action Plan identifies five goals to support enhancements in Indigenous education: the creation of an educational system that is relevant, responsive, respectful and receptive to Aboriginal learners and communities; strengthening the delivery of community-based programs through partnerships between post-secondary institutions, Aboriginal institutes and communities; reducing financial barriers to accessing and completing post-secondary education and training for Aboriginal learners; working toward a more seamless transition from K-12 to post-secondary studies; and improving data collection, research, and the sharing of best practices to promote continuous improvement in strategic planning. The action items identified as needed steps toward the achievement of these goals vary in terms of short- and medium-term outcomes; however, a consistent, long-term outcome desired is a 75% increase in the number of credentials awarded to Aboriginal learners by 2020.
A number of funding commitments are made in the Policy Framework and Action Plan, including further investments in a $10 million Aboriginal Student Award endowment created by the province in 2007. (Additional funding commitments in 2007 included support for the creation of Aboriginal Gathering Places at 24 public post-secondary institution campuses, as well as funding to increase the availability of housing for Indigenous students.) Similar to Ontario, financial commitments have also been made to
6 https://www2.gov.bc.ca/assets/gov/education/post-secondary-education/aboriginal-education- training/aboriginal_action_plan.pdf
6 better recognize and support the independence of Aboriginal institutes and the role they play in supporting higher education in British Columbia. (Formal legislation to better integrate Aboriginal institutes into the provincial education system is also in development.)
British Columbia Institute of Technology, Burnaby Released in 2010, the British Columbia Institute of Technology’s (BCIT) Aboriginal Strategic Plan and Recommendations has guided its Indigenization efforts. When the document was produced, it offered a myriad of suggestions for the further integration of Indigenous culture on campus, as well as the necessity of providing supports to attract and retain Indigenous students, while creating a culture of inclusion on campus and in the classroom. Since its release, BCIT has implemented a number of the recommendations, many of which have been tracked online through its Aboriginal Services web portal. BCIT has been a leader in the digital realm in terms of providing a clear understanding of the supports it offers Indigenous students, even going as far as providing an Indigenous applicant checklist with directives for successful band funding, securing alternative sources of financial aid and academic upgrading options. It also features a remarkable art project—the BCIT House Post—that blends the digital with the traditional in a truly novel way. (See Chapter 2: Art and Expression for further information.)
The Aboriginal Action Plan called for the creation of a dedicated space at BCIT for the housing of Indigenous services, which was achieved in 2011 with the opening of the Aboriginal Gathering Place. In its 5 Year Capital Plan (2017-2021), BCIT has further committed to enhancing the physical spaces available on campus to support Indigenous students while creating opportunities for community engagement, cultural exchange and future planning. It will achieve this objective with the creation of a Centre for Indigenous Initiatives and Dialogue. (See Chapter 2: Physical Space for further information.)
Activities to showcase Indigenous cultural practices and individual achievement have been held regularly at BCIT post release of its Aboriginal Strategic Plan, which include an Aboriginal Speaker Series, an Indigenous Role Models Speakers Circle, traditional sweat lodge ceremonies, a ceremony honouring Indigenous graduates and career development workshops such as the Indigenous Entrepreneurs: Just Sayin’ Entrepreneur Panel, which connects aspiring Indigenous entrepreneurs with Indigenous leaders who have built businesses while enriching Indigenous communities.
One of the most unique initiatives currently underway at BCIT with respect to Indigenization is an applied research project known as Diversity Circles. Launched in 2015, Diversity Circles strives to provide a model for post-secondary educators and staff educators to effectively engage with and support diverse groups on campus. The model is based on an Indigenous knowledge framework that hinges on community engagement and professional mentoring. Supported by a grant from the Social Sciences and Humanities Research Council, the Diversity Circles team has been working to deliver 40 workshops, launch mentoring and networking programs, and to share their findings across Canada.
Justice Institute of British Columbia, New Westminster The Justice Institute of British Columbia (JIBC)—an institution with a provincial mandate to provide education and training for justice and public safety professionals—has made a very significant effort to
7 increase retention and attraction of Indigenous students, as well as gathering the information necessary to make informed choices to support this goal. Over the last six years, over 6,500 Indigenous students have attended JIBC, a number it hopes will continue to increase with the further implementation of its Indigenization Plan (2015-2020). Actions in this respect are overseen and evaluated by JIBC’s Office of Indigenization.
JIBC’s Indigenization Plan puts a unique focus on assessment and monitoring of factors relating to its Indigenous student body. Action items include creating an Indigenous student profile, conducting regular Indigenous student surveys and undertaking an Indigenous labour market analysis to ensure programs are responsive to industry needs. It calls for increased marketing and methods of communication and outreach to link members of the Indigenous community at JIBC, including multiple media sources such as social media to reach this audience. (While a Twitter account, @JIBCIndigenous, was created in 2013 to keep members of the JIBC community up-to-date on Indigenization initiatives taking place at the institution, it hasn’t been updated since 2016.)
Another key objective of JIBC’s Indigenization Plan is to “enhance federal, provincial, private/charitable, industry and voluntary sector funding for Aboriginal programming and services.”7 There have been some notable successes on this front to date, including a successful partnership with the Ministry of Advanced Education to fund the Aboriginal Gathering Place—JIBC’s central space for student/staff/faculty interactions, the hosting of community outreach events, cultural ceremonies, and the delivery of Indigenous-focused academic programs. It is worth noting that while this was the last Aboriginal Gathering Place to be constructed at a public post-secondary in British Columbia (it was official unveiled in 2016), it is the first to be constructed in B.C. after the historic release of the recommendations by the TRC.
Langara College, Vancouver Langara College was the first post-secondary institution in British Colombia to implement the province’s formal Aboriginal Education Policy, which aims to increase the success rate, the representation and the retention of Indigenous students. The College also placed Indigenous education as one of its five strategic priorities for its current strategic plan, Langara 2020 Strategic Plan: Excellence. Collegiality. Innovation. Integrity.
In recent years, Langara has established specialized programs, in partnership with local Indigenous groups. For example, starting in 2016, Langara worked with the Musqueam First Nation to establish the Health Care Assistant Program, preparing students to provide elder care in their community or pursue a career in health care. Langara also delivers within the Haida Gwaii communities programs that respond to local needs, notably Aboriginal Studies, Biology and Environmental Studies. A third example is the Reconciliation Carving Series, which is a partnership between two units at Langara: Aboriginal Studies and Fine Arts Depts. Aboriginal Studies students complete two carving courses and an applied research course during the creation of two reconciliation house boards which will be used for an outdoor Aboriginal Space. During this time, Film Arts students document the process, and prepare a film.
7 http://www.jibc.ca/sites/default/files/main/pdf/Indigenization_Report.pdf
8 Langara’s Dave Pearson Native Student Centre offers Indigenous students with a meeting place on campus, with an elder-in-residence there to support the students. The Centre is located within the Student Union Building. The Manager of Services for Aboriginal Students and/or Aboriginal Liaison Counsellor provide access to the following services: College orientation; Counselling - educational, personal and career; Advocacy and liaison with band/tribal administration, sponsoring agencies, community resources, college programs and/or services; and Assistance with transition into Langara and/or transfer to other post-secondary institutes upon completion of studies at Langara College. Finally, Langara has done something that no other post-secondary institution has done. It has worked with the Musqueam First Nation to conduct a naming ceremony to receive an Indigenous name. The selected name, snəw̓ eyəɬ leləm̓ (sno-WAY-ith LAY-lum), means "house of teaching" in the Musqueam language. It is the first time a BC First Nations has given an Indigenous name to a public post-secondary institution. Both names can be used interchangeably to reflect the duality of the college. In a July 2017 job posting for an Indigenous staff appointment, the institution refers to itself as the snəw̓ eyəɬ leləm̓ Langara College.
Nicola Valley Institute of Technology, Merritt As the self-declared “home of Aboriginal public post-secondary education in BC”, the Nicola Valley Institute of Technology (NVIT) provides its 1,400 students with an education that is directed by an Aboriginal perspective on learning. NVIT is fully governed by members of the Aboriginal community, and offers a vast array of Indigenous-focused programs including the province’s only Aboriginal-centred bachelor of social work. It also provides a number of unique certificate programs, including: First Nations Speech and Language Assistant; Aboriginal Leadership in the Justice System; Aboriginal Community Economic Development; Aboriginal Governance & Leadership; and First Nations Public Administration (among others). It has also partnered with the University of British Columbia to create a graduate program that aims at increasing the number of Indigenous faculty members working in post-secondary education and has worked with the provincial government to provide several on-reserve training programs to community residents. (See Chapter 2: Curriculum for further information.)
In terms of supports offered to its students, NVIT has complimented its more traditional student services with unique features such as childcare services that include cultural and language instruction, as well an Elders Council which, in addition to offering counselling and individual support, also organizes a student food and clothing bank.
Selkirk College, West Kootenay In 2012, Selkirk College reported an Indigenous student population of 102 students, representing 6% of its entire student body. This statistic was included in the College’s Aboriginal Report, which was undertaken to provide an accurate statistical representation of the region’s Indigenous population and levels of education and employment. The report contained little in the way of support strategies for Indigenous learners, but it did identify certain problem areas for the institution, including the fact that at the time, no programs specifically designed for Indigenous students were being offered at the College. Although the College did not create a formal Indigenization strategy document, its most recent Strategic Plan (2012-2017) made a pledge to “improve recruitment and enrolment in key areas”, one of which is Aboriginal learners.
9 Much like BCIT, recruitment of Aboriginal students has been aided in part through the offering of an application ‘checklist’ and online registration guidance provided by the Department of Aboriginal Services. This digital outreach is enhanced through the use of social media platforms such as Facebook (Selkirk has a Facebook page dedicated to its Indigenous students) and through online communications such as email and monthly downloadable newsletters. These newsletters feature lists of upcoming Indigenous activities on campus, a number of which have focused on bringing to light the lasting impact of residential schools and supporting the ongoing journey toward reconciliation. For example, in 2017 Selkirk staff organized a Truth and Reconciliation Commission Book Club for faculty, staff students and members of the community. The club’s activities culminated with a closing ceremony with Elders and residential school survivors. In 2014, Selkirk hosted an art exhibition during Truth and Reconciliation Week entitled Indigenous Perspectives on Healing and the Expressive Arts which featured displays of works produced by leading Indigenous artists in the region meant to inspire reflections on healing and peace. And in June of 2017, Selkirk hosted its 2nd annual Learning Symposium which focused on Reconciliation & Indigenous Education. The symposium featured regional and international educators who shared best practices with respect to meeting the needs of Indigenous learners.
Simon Fraser University, Burnaby Simon Fraser University (SFU) has created a number of documents to guide its Indigenization efforts, including an Aboriginal Strategic Plan (2013-2018) and a report prepared by the University’s Special Aboriginal Reconciliation Council (ARC) to articulate the University’s response to the TRC’s calls to action. The report, titled Walk this Path With Us: Report of the SFU Aboriginal Reconciliation Council, was presented to Simon Fraser President Andrew Petter in 2016 during a traditional Coast Salish witnessing ceremony. Prior to the report’s release, the University had pledged $9 million toward projects to promote reconciliation within the SFU community as directed by the findings and recommendations of the ARC.
The report opens with an imagined first-day experience at SFU by an Aboriginal student in 2022. The student is welcomed to campus by the sound of drumming emanating from a cultural space at the heart of campus. The student is guided around campus using wayfinding in a variety of First Nations languages, encountering Indigenous artwork and members of his own band along the way. This aspirational scenario guides many of the 33 recommendations made in the detailed report, which includes both immediate priorities (over a three-year period) and considerations for future action. Some highlights of the immediate priorities include (but are not limited to):
- Install Aboriginal signage, place names, translations of building names, and path indicators at all three campuses. - Establish an Indigenous Cultural Resource Centre at SFU, and consult with the Centre in the creation or alteration of all Indigenous spaces. - In consultation with the Indigenous Cultural Resource Centre, develop mandatory intervention programs teaching cultural safety and anti-racism to all employees of SFU. - Provide targeted funds to build SFU’s capacity to support faculty who wish to Indigenize their courses. - Establish an Indigenous Curriculum Resource Centre (ICRC).
10 - Establish an Indigenous Curriculum Review Committee to review and make recommendations for the approval of Indigenous curriculum.
Some further notable recommendations include working with the aforementioned Indigenous Cultural Resource Centre to ensure the purchase and proper use of authentic cultural materials during ceremonial practices (with proper guidelines in place so that all SFU community members can co-host such events with Elders and Knowledge Keepers if desired), creating further safeguards for Indigenous students including the introduction of an Indigenous ombudsman and recommendations for the effective repatriation of ancestral remains that have been gathered at SFU for many years. The entire report provides an excellent template for PSE Indigenization efforts around the country.
Shifting focus from future aspirations to current achievements with respect to Indigenization at SFU, much has been done to support students through the Office for Aboriginal Peoples. Indigenous student supports are centralized through the Office, including the operation of the Indigenous Students Centre.
SFU has also placed a strong emphasis on supporting its Indigenous graduate students, providing them with access to personnel such as Indigenous Graduate Student Support Coordinators and the Indigenous Initiatives Librarian. Students are also encouraged to expand their support network by becoming involved in programs such as Supporting Aboriginal Graduate Enhancement (SAGE), an interdisciplinary and cross-institutional peer mentoring program designed to support Aboriginal graduate students (participants are from SFU and the University of British Columbia). In terms of program offerings, SFU has unique Indigenous-focused graduate programs such as the Executive MBA in Indigenous Business and Leadership—the only accredited MBA program in North America addressed primarily at Indigenous business, economic development and governance.
It is also interesting to observe the significant efforts SFU has made to incorporate Indigenous artwork throughout its campuses. It has created a digital archive featuring photos of the numerous works in the SFU collection, including details on their creators and areas where they can be located, and developed a unique mobile application to help showcase these pieces. (See Chapter 2, Art and Cultural Expression for further information.)
Thompson Rivers University, Kamloops Thompson Rivers University (TRU) serves approximately 2,858 Indigenous students—both on-campus and online—which represents 10% of its entire student population. Its commitment to Indigenization is reflected in the goals set in its 2016-2019 Indigenous Service Plan, as well as the funds it has earmarked—35% of the University’s $1.2 million strategic initiatives budget—for “indigenizing curriculum, hiring Aboriginal advisers and adding languages support”.
TRU’s Office of Aboriginal Education oversees the supports, services and curriculum development aimed at increasing the participation and success of Indigenous students. Students have the opportunity to create the “home away from home” atmosphere of support needed to build an on-campus community with support staff and peers at the Cplul’kw’ten (The Gathering Place)—a separate building on campus that features commonly-seen amenities (a kitchen, computer stations, etc.) and serves as the hub for cultural activities like learning circles, consultation with Elders and smudging. Students also have opportunities to participate in workshops and seminars on subjects such as money management and
11 personal wellness. To ease Indigenous students’ transition to post-secondary education, a robust Aboriginal Peer Mentorship program is in place (available to first and second-year students) supported by a full-time program coordinator.
TRU has taken on a leadership role in terms of tracking resources and commentary relating to Indigenization, as well as best practices from other post-secondary institutions around the country, creating a detailed online compendium of current links to strategic plans, institutional plans, Indigenization plans, programs, services and other initiatives being offered to better serve Indigenous learners. It has also tracked the release of technical reports, research papers, books, journals, and news articles relating to Indigenization and provided links and citations to facilitate access to these resources. Links have also been provided for all available publication released by the TRC.
Beyond tracking what is being done outside of the institution, TRU has also created unique opportunities for its internal community to learn about and discuss the process of Indigenizing higher education and the implications of these efforts with respect to reconciliation. In February of 2017, the University launched the first in a series of online storytelling sessions featuring panels of staff, faculty and students. The series was titled “Towards Indigenizing Higher Ed” and was both livestreamed and recorded for future viewing. During each discussion panel, speakers had the opportunity to share stories of their own experiences—whether in terms of the strategies they have employed to Indigenize their classrooms or the experiences they have had as Indigenous scholars navigating an at-times inhospitable academic landscape—and to engage in dialogue with online viewers posing questions via social media. The series concluded in March of 2017, but the video archive and online discussions forums remain accessible.
Also, in 2017, TRU hosted a two-day conference titled “Awakening the Spirit”, which brought together local, provincial, national and international Indigenous community and university-based peoples to share in cultural activities, network, exchange ideas and listen to various presentations on topics relating to Indigenous culture and language revitalization. The conference was a collaborative partnership between Musqueam Indian Band, Thompson Rivers University and the University of British Columbia.
University of British Columbia, Vancouver From a relatively early onset, the University of British Columbia (UBC) emerged as a leader in the Canadian PSE landscape with respect to Indigenization and reconciliation. In 2007, UBC began forming an Aboriginal Strategic Plan, which was adopted as a formal policy in 2009. The plan put forth various recommendations to better serve its Indigenous student population and to raise the level awareness of Indigenous culture and presence on campus, and to facilitate pathways to education and partnerships with community stakeholders. Bi-annual reports on the progress made with regard to the implementation of the Plan were prepared by members of the Aboriginal Strategic Plan Implementation Committee.
Today, many of the fruits of this labour are documented online on UBC’s exceptional Aboriginal Student Portal, which provides details on all services, programs and facilities available to Indigenous learners. Most supports are administered by the staff working in the First Nations House of Learning, which is situated in the University’s unique First Nations Longhouse.
12 The Longhouse—modeled after the traditional Musqueam-style shed—is used for many Indigenous- focused events at UBC and has become a significant part of graduation ceremonies celebrating the accomplishments of Indigenous students. The Longhouse also houses the administrative offices of UBC’s Indigenous Teacher Education Program, a Bachelor of Education program preparing persons of Aboriginal ancestry to be educators. It is also connected to the Xwi7xwa Library, which houses a collection of 12,000 items to support and advance Indigenous scholarship. The Library is the only Aboriginal branch of an academic library in Canada and utilizes a unique Aboriginal classification system for materials.
UBC has been at the forefront of efforts to raise awareness of the work done by the TRC to document the history of residential schools and to create further dialogue on healing and reconciliation. In advance of the last national awareness event held by the TRC in Vancouver in September of 2013, UBC organized a promotional campaign dubbed “Our Truth” to bring attention to the event and to encourage reflection on the UBC community’s role in recognizing the truth of past harms committed and how to create a more prosperous future for Indigenous peoples in Canada. The day of the event, UBC officials suspended all classes so that staff, faculty and students could attend.
Today, UBC continues to explore and expand its role in reconciliation through various initiatives. In 2017, with the support of a private donor, UBC installed a 55-ft Reconciliation Pole. Designed and created by a Haida master carver, the carving’s purpose is “to capture the long trajectory of Indigenous and Canadian relations and to ensure that one part of that, the history of Canada’s Indian residential schools, will never be forgotten”. The Reconciliation Pole is one of two projects undertaken by UBC to this end, the second being the construction of its Indian and Residential School History and Dialogue Centre. (See Chapter 2, Physical Space for further information.)
In April 2018, UBC also introduced a new language policy for street signs on campus, and consequently replaced 54 street signs that showcase the Musqueam language alongside English. The Musqueam First Nation elders and language experts chose street names that reflect the way Indigenous people have traditionally thought about direction. “Our directions are upriver or against the current, downriver or with the current, down towards the waterfront, and away from the waterfront,” Musqueam Elder Larry Grant said at an event to unveil the signs. “Those are the Indigenous ways of directionality that were universal around the world until Marco Polo found out the Chinese had a magnetic compass. Then there was north, east, south and west.”
University of the Fraser Valley, Abbotsford Much like the University of British Columbia (UBC), the University College of the Fraser Valley (UFV) was considering the question of how best to attract, retain and support Indigenous students well before the release of the TRC’s calls to action provided new impetus for the Indigenization of academic institutions. In 2007, a report entitled Indigenizing Our Academy: Strategic Planning Indigenous Post-Secondary Education at UFV was circulated to members of the UFV community for their consideration and feedback. Many recommendations from what was at the time a “working document” have since been realized, including:
- The creation of an Elders-in-Residence program
13 - The formation of an Office of Indigenous Student Affairs (which is currently working to develop a full-fledged Department of Indigenous Affairs) - The distribution of a quarterly newsletter created for Indigenous students Actions have also been taken with respect to the recommendation to create new spaces on campus for Indigenous students. In 2012, UFV opened the doors to its Gathering Place—a space for cultural engagement activities modelled after a traditional longhouse. Situated at the Canada Education Park in Chilliwack, the building also includes space for an Aboriginal Centre. Shortly after its official opening, the Gathering Place hosted close to 300 people from 33 post-secondary institutions at a two-day conference titled Indigenizing the Academy8 which focused on exploring ways of making universities welcoming for indigenous cultures, knowledge, learners, faculty, and staff.
Recommendations for the development of more Indigenous-focused programs were also heeded. For example, students are now able to pursue a B.A. in Indigenous Studies (major or minor). A host of unique Indigenous certificate programs are also offered, allowing students to “ladder” into full degree programs. (See Chapter 2, Curriculum for further information.)
Another key development with respect to curriculum has come in the form of the establishment of an Indigenous Studies Curriculum Committee, composed of select faculty members from across various disciplines who are “responsible for maintaining communication between faculties, and faculties and other academic units, to foster, coordinate, evaluate and make recommendations on the constitution and delivery of Indigenous Studies curricula”.
More recently, UFV has increased the visibility of Indigenous students on campus and kept the spirit of reconciliation at the forefront of campus discussions through awareness events and art exhibitions. (See Chapter 2, Art and Expression for further information.)
University of Northern British Columbia, Prince George The University of Northern British Columbia (UNBC) has taken a very community-based approach to determine the next steps in its approach to Indigenization. In 2017, UNBC released its Aboriginal Service Plan 2017-2019 (ASP) after extensive consultation with Indigenous leaders around the region. The feedback received helped shape an action plan for the near future that included supporting existing initiatives and launching new activities to build greater strengths in the areas of staffing, student leadership and transition programming.
UNBC’s Aboriginal Alumni Speaker Series, launched in 2016, is a focus of the ASP, as it is seen as a way of providing Indigenous students with access to inspiring role models with experiences similar to their own. Eight speaker sessions are held annually, with live-streaming technology enabling the participation of individuals living in remote communities as well as students from K-12 school classrooms.
Enhancing its complement of Indigenous staff and faculty is seen as a key part of UNBC’s continued success in serving Indigenous learners, and a number of new positions have been created over the past several years to support this goal. UNBC has provided funding to hire an Aboriginal Community
8 A report detailing the conference and subsequent outcomes has been made available for review: http://blogs.ufv.ca/indigenizingtheacademy/2013/09/27/ita-final-report-and-brochure/
14 Connections Coordinator to market and oversee the Aboriginal Speakers Series, a regional internship program and the Spring Into Transition Program (see below) and to further integrate Indigenous perspectives into the institution through ongoing community consultation and stakeholder engagement. The University has also hired several Aboriginal Academic Coaches to support student success at its regional campuses, while the establishment of an Elders-in-Residence program has provided further knowledge resources for students, staff and faculty, and added additional teaching capacity for some of its unique Indigenous experiential learning courses. (See Chapter 2, Curriculum for further information.)
The above-mentioned Spring into Transition Program is another key piece in UNBC’s ASP, focusing on the successful recruitment of Indigenous students. Students in Grade 11 and 12 can participate in this week-long program that allows them to experience what life is like as a UNBC student. Over the course of seven days, participants complete a 3-credit course— ARTS 101: Learning Strategies—where they identify new learning strategies, aptitudes and career goals. In-class work is complemented with interactions with Elders and guest speakers, as well as field trips.
Visitors to the main UNBC campus gain an immediate understanding of the University’s commitment to fostering mutually beneficial and meaningful partnerships with the Indigenous communities it serves. In 2016, a sign was unveiled at the campus entranceway which symbolizes its growing ties with the Lheidli T’enneh Nation. The sign is written in the Dakelh language and refers to the University as a “House of Learning”. A flag pole was also installed so that the Lheidli T’enneh flag could be flown on a permanent basis.
University of Victoria, Victoria The University of Victoria (UVic) has developed an Indigenous Plan for 2017-2022 which expounds on the University’s commitment to strengthening its Indigenization efforts in service of its students, staff and faculty. The Plan is framed using symbolic reference to cedar strands (viewed as sacred by many Indigenous peoples, particularly Coastal Nations), which when woven together produce items of greater strength. The “strands” UVic has focused on are: Students, Faculty and Staff, Education, Research and Governance. The University has pledged to further develop resources to support growth in these areas to create a culture that is supportive, inclusive and accepting of Indigenous perspectives, culture and ways of knowing in all aspects of campus life.
UVic’s Aboriginal Service Plan (ASP) complements the Indigenous Plan by outlining the many services available to Indigenous students to support them on their educational journey and increase their sense of belonging on campus. Along with offering more traditional supports (access to Elders, counselling, academic advising, etc.), UVic’s Office of Indigenous Academic and Community Engagement (IACE) organizes weekly Noon Networking lunches in the University’s First Peoples House to connect students with faculties, departments and service providers on campus to “help them stay motivated, improve their study skills and cope with the pressures of university life”. IACE also organizes a series of week-long welcome activities in January and September for incoming Indigenous students to ease their transition to university life.
Beyond the welcome week activities, UVic has committed additional resources to ease Indigenous students’ transition to post-secondary studies. A forty-page Aboriginal Student Transition Handbook covering a wide range of topics is available to incoming Indigenous students, all of whom are guaranteed
15 a spot in residence upon successful completion of their secondary studies. A collection of support programs is also offered under the umbrella initiative LE, NONET, which began in 2005. LE, NONET is a SENĆOŦEN First Nation word that at UVic is understood to mean “success after enduring many hardships". A LE, NONET program known as "Campus Cousins” involves upper-level Indigenous undergraduate and graduate students serving as positive role models and mentors to their peers. These individuals help build community by hosting academic events such as workshops and study halls along with social and cultural activities at the First Peoples House.
UVic has been active in terms of acknowledging Indigenous perspectives and integrating Indigenous content into curriculum, while also working to create new opportunities for Indigenous program development and scholarship. (See Chapter 2, Curriculum for further information.) It has facilitated this process, as well as the overall integration of Indigenous culture in the classroom and on campus, through its Indigenous Cultural Acumen Training program (ICAT). This program consists of a series of modules (one of which is currently available; others are in development) to assist all members of the UVic community to gain a better understanding of the significance of Indigenization efforts as well as their role in community building. The current foundational module available to participants provides information about the colonial context of Indigenous peoples in Canada and consists of a face-to-face workshop and online activities. The ICAT is being developed in direct response to the calls to action issued by the TRC.
Finally, UVic received a $1 million donation from BMO Financial Group to introduce the Aboriginal Canadian Entrepreneurs Program (ACE) to the University of Victoria. Developed out of a partnership between UVic and Tribal Resources Investment Corporation, ACE offers culturally-informed business education for Indigenous communities in BC. According to UVic business professor Brent Mainprize, ACE has helped launch 72 businesses through the province, with an additional 128 in the planning stage. “Learning business skills is going to be transformational,” adds Miles Richardson, UVic’s executive director for the National Consortium for Indigenous Economic Development. “Maybe you can turn that money over in our communities, which is the beginning of having our own economy.”
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Alberta While the Government of Alberta signed a Memorandum of Understanding for First Nations Education9 with the Assembly of Treaty Chiefs and the Government of Canada in 2010, the commitments made to work toward “strengthening learning and educational success for First Nation learners in Alberta” do not focus specifically on the post-secondary sector (the partnership has, however, significantly enhanced education at the K-12 level).10
In 2002, the province released First Nations, Métis and Inuit Education Policy Framework11. The Policy Framework contains a number of references to increasing access to post-secondary studies through enhanced transition and academic upgrading programs and to supporting post-secondary institutions in their efforts to form meaningful partnerships with First Nations, Métis and Inuit parents, authorities and communities to assist in program development and in growing cultural awareness.
The Policy Framework was meant to be a living document that could be modified and evaluated in the years following its release. A progress report was released in 2008, although no subsequent reports could be located.
Bow Valley College, Calgary Bow Valley College offers various supports to its 400 Indigenous learners through its Iniikokaan (Buffalo Lodge) Aboriginal Centre. The Centre, designed in close consultation with members of the College’s Aboriginal Advisory Council—which consists of Indigenous leaders and community members who provide guidance on the activities of the Buffalo Lodge—was not initiated as a formal response to the TRC report (it held its grand opening in 2013). However, it has become the hub through which new Indigenous-focused initiatives have been coordinated.
One such program is the Aboriginal Upgrading program, organized to provide Indigenous students with opportunities to achieve the academic credentials needed to pursue post-secondary education. Students are supported in completing their required courses in a learning environment that offers exposure to topics such as tradition, culture and community.
Students participating in Aboriginal Upgrading can also take part in the Elders in the Classroom, a first- of-its-kind initiative that brings students, Elders and Knowledge Keepers together on a bi-weekly basis. Every other Wednesday, students in the Aboriginal Upgrading program gather in a classroom to hear from Elders and Knowledge Keepers on a variety of subjects pertaining to Indigenous history, values,
9 http://indigenous.alberta.ca/documents/MOU_FirstNationsEducation.pdf 10 In Alberta, it is mandatory that K-12 curriculum includes student learning outcomes specific to First Nations, Métis and Inuit perspectives and experiences, as well as content on the significance of residential schools and treaties. 11 https://education.alberta.ca/media/482255/first-nations-m%C3%A9tis-and-inuit-policy-framework-2002.pdf
17 cultural practices and ways of knowing. The Elders in the Classroom program is the first of its kind in Alberta, and was initiated in 2016 in direct response to the calls to actions issued by the TRC.
These knowledge sharing sessions are not confined to the classroom, as Elders accompany students to off-site destinations of significance to topics of discussion. A thematic focus on connection to the land, for example, resulted in a visit to Elbow River to make prayer bundles. During another session, students and Elders travelled to an area known as Blackfoot Crossing where the federal government and First Nations of the region signed Treaty 7 in 1877.
Lethbridge College, Lethbridge In 2017, Lethbridge College received a bronze Indigenous Education Excellence award from the Colleges and Institutes Canada (CICan) in recognition of the steps taken to serve the needs of its Indigenous student population (which currently sits at 374). The College has been very responsive to the recommendations of the TRC, creating a detailed three-year Indigenization Plan in 2016 as well as a First Nations, Métis and Inuit (FNMI) President’s Council. The council is comprised of Indigenous community leaders as well as College personnel who are charged with providing guidance to an internal FNMI committee on issues pertaining to the Indigenization of the institution and the strengthening of existing Indigenous support programs and services.
One of the ways in which the College prepares Indigenous students is through its unique FNMI Career Pathways program. This two-year transition program provides academic preparatory and skill development courses along with instruction in cultural awareness. Second year studies include courses in particular program streams, or a variety of courses in multiple streams before a final decision regarding area of interest is made. All those who complete the FNMI Career Pathways program are guaranteed entry into their program of choice.
Since its founding in 1957, Lethbridge has been lauded for the close relationships it has cultivated with members of the Indigenous communities it serves. Close consultation with Indigenous peoples has been an integral part of the College’s vision for an inclusive educational experience. The effectiveness of the “Circle of Services” the College has developed for its Indigenous students—including access to Indigenous recruiters, academic advising, counselling and cultural awareness programs—have hinged on the input of these representative voices. The authenticity of these efforts at community-building was acknowledged in fall of 2017 at the College’s annual Indigenous Celebration Day, when a Blackfoot Elder honoured the institution by giving it a traditional Blackfoot name—Ohkotoki’aahkkoiyiiniimaan, which means Stone Pipe (a symbol of peace, honesty and integrity). The College has a strong relation with the Blackfoot people (upon whose land the campus is located), and is believed to be the first post-secondary institution to permanently fly the Blackfoot Confederacy flag on its campus.
MacEwan University, Edmonton MacEwan University appears to be in the early stages of developing a campus-wide Indigenization strategy, although it does currently have Indigenous-focused resources in place. It proudly flies permanent Treaty Six and Métis Nation flags—a sign that all individuals are welcome on campus—and offers Indigenous student support services through its Eagle’s Nest (formerly known as the University’s
18 Aboriginal Education Centre). In 2017, MacEwan committed to establishing an Indigenous Advisory Council to support the growth of Indigenous services and the development of responsive Indigenization strategies and culturally-informed policies. As of the writing of this report, it does not appear that the council has been formed.
The University’s current president, Dr. Deborah Saucier, who began her tenure in the summer of 2017, has expressed that she is “strongly committed to…implementing the Truth and Reconciliation Commission’s Calls to Action”. Dr. Saucier, who is Indigenous, was formally installed at a winter graduation ceremony during which several new practices were introduced to signify a growing focus on increasing the visibility of Indigenous peoples and culture on campus.
As the leadership at MacEwan works to determine the scope of efforts needed to Indigenize campus life and curriculum, members of the University community are taking a proactive approach to finding ways to educate themselves and others on Indigenous perspectives, culture and history. For example, two non-Indigenous faculty members at MacEwan, both of whom were finding it challenging to respond to student questions arising from the release of the TRC report, worked together to create a repository for curricular resources, tools and strategies on how to incorporate Indigenous perspectives, views and histories into classrooms.
Mount Royal University, Calgary Mount Royal University distinguishes itself amongst its peers with respect to the depth and detail of its Indigenization efforts. While it had formalized a plan for action to support its Indigenous students in 2013, the activities of the TRC spurred the creation of a more robust Indigenous Strategic Plan (2016- 2021), whose development was led by Mount Royal’s Aboriginal Steering Committee. The plan contains five broad aspirations--Indigenizing the campus culture, supporting Indigenous research, relationship building with Indigenous education stakeholders, supporting Indigenous learners, and developing respectful and inclusive curricula and pedagogies—as well as upwards of 19 action items to achieve these goals. Some highlights include, but are not limited to:
- Develop an Indigenous student recruitment plan and culturally-appropriate, relevant and meaningful resources - Develop a shared, living, list of community leaders across Treaty 7 and urban Indigenous communities that act as learning resources - Develop a multi-pronged professional development strategy for faculty related to the indigenization of curricula and pedagogy and Indigenous ways of knowing - Increase the number and diversity of Indigenous field schools, including field schools for faculty and administrators as a form of professional development (See Chapter 2, Curriculum for more information) - Create student/faculty exchange opportunities as a means of deepening understanding of Indigenous issues and ways of knowing - Explore feasibility of on-reserve course delivery as a means of supporting transition to university, building relationships and advancing excellence in language and cultural coursework
19 The document frequently acknowledges the importance of knowledge exchange and equal access to information in all corners of the campus to ensure that “resources are not siloed”. It is clear that Mount Royal envisions a university-wide approach to reconciliation through education.
In terms of increasing the visibility of Indigenous peoples on campus, as well as recognizing the interconnectedness of the institution and surrounding Indigenous communities, Mount Royal has committed to recurring activities such as an annual graduation pow wow, an Indigenous speakers series and unique events surrounding Métis Awareness Week such as Rock Your Mocs (students are encouraged to wear their moccasins to class and around campus during the duration of the awareness celebrations). Deeply symbolic gestures such as the raising of the Treaty 7 and Métis flags on campus have also contributed to strengthening bonds between the institution and Indigenous peoples in the region.
Unique academic supports in place at Mount Royal for Indigenous students include an Indigenous peer support program sponsored by BMO, as well as the Aboriginal Science and Technology Education Program (ASTEP). ASTEP provides students who are enrolled in, or seeking admission to, the Bachelor of Science (BSc) or Bachelor of Computer Information Systems (BCIS) degree programs at Mount Royal with access to cultural and social supports, academic and funding assistance and community-building activities to assist them in their personal and professional growth.
Northern Alberta Institute of Technology, Edmonton As part of its Comprehensive Institutional Plan (2017-2020), the Northern Alberta Institute of Technology (NAIT) has committed to developing an Aboriginal Strategy to guide its actions into the future by Winter of 2019. The product of consultation with students, staff and internal and external stakeholders, the Aboriginal Strategy will focus on ensuring creating a “stronger NAIT community in which Aboriginal students and staff feel fortified and supported through celebration and education opportunities.” Indigenous student attraction, retention and increased awareness of Indigenous history and culture on campus are goals for the years ahead.
While it works to implement new approaches to Indigenization and strengthening existing supports— the NAIT Encana Aboriginal Student Centre, for example, offers a range of standard academic and cultural services and activities for Indigenous students—it continues to build on successes it has had in bringing educational opportunities to Indigenous students living in rural communities. A partnership with Kayas Cultural College, operated by the Little Red River Cree Nation in Fox Lake, Alberta, has resulted in the offering of programming focused on pre-trade, global information systems and payroll.
Southern Alberta Institute of Technology, Calgary Despite no specific reference to Indigenization or putting an increased focus on bolstering Indigenous student achievement in its current strategic plan (2015-2020), the Southern Alberta Institute of Technology (SAIT) does offer supports and services to Indigenous students through its Chinook Lodge Resource Centre. Although it does not distinguish itself from similar Indigenous spaces found in other PSEs examined in this report in many of the services provided, the Centre does administer several programs branded as the “Circle of Success” which includes a program to deliver emergency funding to
20 Indigenous students in need. The Centre also hosts various networking events for students and potential employers, a practice that is not entirely common.
In terms of program development, it is worth noting that SAIT claims to have over two-decades of experience in designing “customized training for Indigenous communities”. It has also worked in tandem with educational partners to develop specialized programs for Indigenous students such as an Oil and Gas Administration program. This partnership between the institution, Alberta Human Services, Community Futures Treaty Seven and The Métis Nation of Alberta has resulted in the development of a 31-week program to train unemployed Indigenous peoples as oil and gas land administrators.
University of Alberta, Edmonton The University of Alberta (UA) has a tremendous number of supports in place for the 1,000 Indigenous students studying at its various campuses. It is clear that UA is driving Indigenous student success through a multi-faceted approach to ensuring individual needs are met—whether they be academic, emotional, social or health-related.
Notable health and wellness supports include funding to allow full-time Indigenous students to enroll in physical fitness classes offered at UA (up to a maximum of $100 per year) through the Miyo-Pimatisiwin (Living the Good Life), as well as regular social gatherings such as Breakfast with Babies—monthly breakfasts with mothers of young children or pregnant women that allow them to build social support networks. The Meet a Friend in Your Faculty program also offers students an opportunity to expand their peer support networks. Monthly meetings are organized to bring Indigenous students studying in specific faculties together to share their stories and take strength in the knowledge that they are not alone in their academic journey.
A recent construction project at UA, initiated in response to the calls to action from the TRC, has extended the support system for Indigenous students. The Wahkohtowin Lodge, located in the heart of UA’s Augustana Campus, provides a culturally rich environment in which Indigenous and non-Indigenous students can gather together to build an on-campus community.
On the academic front, UA offers a Transition Year Program (TYP) for Indigenous students who “may not be prepared to enter a faculty through the regular admissions route”. TYP is full-time program (not an upgrading program). Students who complete their studies—which include mandatory courses such as University 101/102 and English/Writing Studies—are able to then transfer to a faculty of their choice and receive credit for courses completed. After completing the TYP, Indigenous students should have between 18-24 transferable credits. Self-identified Indigenous students in their first year of study at UA have access to a Personal Librarian to assist them in locating library resources—books, journal articles, required readings, etc.—necessary for the completion of their course work.
It is also worth noting that UA offers a unique orientation program for first-year Indigenous students, which includes the TAWOW event—an interactive booth fair that showcases the many support services and programs at UA and in the Edmonton community. Establishing a link to the broader community is a focus for UA to increase its capacity to respond to the needs of Indigenous learners. On its website, the university makes a direct appeal to Indigenous community leaders, faculty, staff and alumni to
21 “empower First Nations, Métis and Inuit students” by serving as personal mentors (sharing stories of their own academic experiences), guests speakers at campus events or charitable benefactors.
A look across the entirety of the UA community reveals dozens upon dozens of projects, courses, events and partnerships meant to support Indigenous achievement and the broadening of cultural awareness. To provide greater access to, and understanding of, these efforts and activities, UA provides an Aboriginal/Indigenous index of links on its website. Information on community outreach programs, news and events, scholarly articles, teaching resources for K-12 instructors, youth camps, and Indigenous spaces on campus have all been centralized in a one-stop site for internal and external stakeholders.
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Saskatchewan In 2013, the Government of Saskatchewan’s Joint Task Force on Improving Education and Employment Outcomes for First Nations and Métis People released its final report. The document, entitled Voice, Vision and Leadership: A Place for All12, contained a number of recommendations for improvements in the post-secondary sector to promote Indigenous achievement. Calls for additional government funding to support student awards and assistance programs are included in the report, as are calls to accelerate the pace of Indigenization and decolonization in colleges and universities across the province. The Joint Task Force also called upon all post-secondary institutions to “prioritize supportive leadership programming such as mentorship, internship and cooperative work options to transition First Nations and Métis instructors, faculty and staff into leadership positions”.
Following the release of the TRC’s report and calls to action in 2015, every post-secondary institution in Saskatchewan agreed to work towards closing the Aboriginal education gap by increasing First Nation and Metis graduation rates.
First Nations University of Canada, Regina Born out of a partnership with the University of Regina that began in the 1970s, the First Nations University of Canada (FNUC) has an alumni base of 30,000 and an annual enrollment of 3,000. As a First Nations’-controlled university-college, FNUC’s mission is to “to enhance the quality of life, and to preserve, protect and interpret the history, language, culture and artistic heritage of First Nations”. Indigenous and non-Indigenous students can attend FNUC and earn degrees and academic credentials in a culturally immersive environment. Its motto, “We are Indigenous” is a declaration of intent to reflect and embrace First Nations knowledge and values.
FNUC is a leader in the development of Indigenous course content and programs, particularly those focused on Indigenous language acquisition and preservation. FNUC offers courses in five different First Nations languages—Cree, Dakota, Dene, Dakota and Saulteaux— providing unique learning opportunities. For example, students pursuing a Bachelor of Education degree can minor in any of the five languages, and students can become trained in all five languages en route to obtaining a First Nations Language Instructors’ Certificate.
FNUC is also initiating innovative language study activities and programs for communities around the country. It is working in collaboration with the Prince’s Charities Canada to develop what it is calling a “Sesame Street-style video” to introduce children ages 3-5 to the Plains Cree language. Over 10 hours of language games and activities will also be developed. Another partnership with Prince’s Charities
12 http://www.jointtaskforce.ca/wp-content/uploads/2013/04/Joint-Task-Force-Final-Document.pdf
23 Canada resulted in the creation of five Indigenous language children’s book for young readers (translated and edited by FNUC faculty and alumni).
FUNC is also developing a number of Youth Digital Language Revitalization workshops around the country, which will provide Indigenous youth with instruction in computer animation and programming. Workshop participants will be challenged to create their own animation or game that focuses on the revitalization of Indigenous culture and language.
These efforts combined provide a model for other post-secondary institutions looking for guidance in response to the 16th TRC call to action:
We call upon post-secondary institutions to create university and college degree and diploma programs in Aboriginal languages.
Beyond its continued focus on both strengthening and developing language programs, FNUC has taken additional steps in supporting the country’s long journey toward reconciliation. It has developed an interdisciplinary 18-credit certificate program in Reconciliation Studies which “focuses on recognizing the shared history of Indigenous and non-Indigenous peoples and the need to promote healing, equity and respect for/of Indigenous cultures and values in Canadian Society”. The course is offered in person and online to increase its availability to a national audience. FNUC also has plans to create a National Gathering Place of Reconciliation and has launched a $15 million capital campaign to support its ambitious goal. (See Chapter 2, Physical Space for further information.)
University of Regina, Regina The University of Regina (UofR) has seen an impressive increase in the number of students who have self-identified as Aboriginal over the last seven years, with those numbers jumping nearly 91% from 2010. There were 1,943 Indigenous students registered for classes at UofR in the Fall of 2017, representing 13% of the University’s student population. In its 2015-2020 Strategic Plan, an ongoing commitment to Indigenization is one of the document’s overarching areas of emphasis. The document is titled peyakaski kikawinaw, which translates to Together We Are Stronger.
While it has long served the needs of Indigenous learners working in collaboration with its federated partner First Nations University, UofR has done much over the years since the release of the TRC report and calls to action to work toward reconciliation through Indigenization. Recent efforts have included, but have not been limited to:
- providing streets and buildings with Indigenous names; - creating an Office of Indigenization and hiring an Indigenous Lead who reports directly to the President; and - establishing an Indigenous Advisory Circle (IAC) composed of Indigenous faculty, staff and students whose role is to provide advice and guidance on the University’s Indigenization efforts.
The incorporation of Indigenous perspectives and knowledge in curriculum, lectures and research has also been at the forefront of UofR’s Indigenization strategies. Creating a culture of inclusion where a diversity of world views and historical understanding coalesce to create a more robust learning environment is a top priority for the institution. Members of the UofR community have been assisted in
24 this respect through initiatives such as the compilation and publishing of a resource document titled 100 ways to Indigenize and decolonize academic programs and courses. The document was prepared by the University’s Executive Lead, Indigenization, and contains a list of questions, considerations and recommended resources—divided by the intended audience members (i.e. Deans, Deans Council, Faculty)—to assist them in developing their own informed approaches to Indigenizing their teaching methodologies, curriculum and classroom spaces.
Faculty members are further assisted in their Indigenization efforts through an Indigenous Advisory Circle Indigenization Fund, which is (modestly) funded by the Office of the President. Similar in structure to the University of Manitoba’s Indigenous Initiatives Fund, although narrower in focus, the fund exists to support faculty and researchers as they work to Indigenize their courses and research activities. Those seeking funding must make a formal application to the IAC, with proposals being seen more favourably if applicants have secured additional support funding, are engaging with additional partners, or are early-career or first-time applicants.
Building internal leadership capacity amongst its Indigenous student body is another area where UofR shines. Through participation in the Neekaneewak Leadership Initiative, first- and second-year Indigenous students gain a host of personal, professional, academic and cultural leadership skills under the mentorship of a team of Elders, successful alumni, senior students and student support partners. Aboriginal Coaching Modules have also been developed to support program leaders in a variety of fields as they work to increase their ability to connect with, motivate and inspire Aboriginal youth and athletes to achieve their goals while taking pride in their rich heritage.
University of Saskatchewan, Saskatchewan At the University of Saskatchewan (UofS), symbolic representations of the connection between the institution and the Indigenous peoples it serves are, quite literally, all around. To visually articulate its commitment to embracing Indigenization and to celebrate the diversity of First Nations people on campus, UofS engaged in an extensive internal and external community consultation process to develop a “suite of Aboriginal symbols representing Aboriginal cultures from across Saskatchewan”. These symbols appear in key university branding and marketing campaigns and are used to better communicate Indigenous initiatives on campus. While their misuse could be problematic (even interpreted as signs of disrespect), proper visual guidelines have been prepared and made available to the UofS community.
For faculty and staff members searching for ways to better understand their role in Indigenization, UofS provides relevant training and education through its Indigenous Voices initiative. While other institutions have created similar learning opportunities to support their internal community in developing deeper cultural and historical knowledge of Indigenous peoples and their roles in supporting reconciliation, Indigenous Voices differs in the length and amount of content provided. Its core program consists of 13 gatherings, all of which are either 3 or 6 hours long. Beyond these 13 sessions, additional opportunities for engagement and learning are provided in the form of conversation circles, cultural events, and consultation sessions. (It is worth noting that Indigenous Voices programming can also be modified based on the unique needs of individual departments and units within the institution.)
25 The creativity shown by UofS in differentiating its resource programming for increasing faculty and staff knowledge from other similar initiatives is mirrored by the innovative approach it has taken to augment its outreach initiatives for Indigenous youth. Supported by federal funding, UofS has launched the Ancestral Engineering Design Activities program, which provides insight into engineering principles through an examination of traditional Indigenous technologies. Examples given include using a hunting trap as a way of discussing the effects of force and the reasoning behind selecting certain materials as opposed to others for the construction of a canoe. The program is meant to stimulate interest in pursuing a career in engineering.
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Manitoba Released in 2016, Manitoba’s Post-Secondary Education Strategy: A Partnership for Excellence and Student Success13 was developed with an end goal of adding 75,000 skilled workers to the provincial labour force by 2020. Five key strategies are listed to this end, the first being to raise Indigenous post- secondary education participation to the provincial average. The province hopes to achieve this outcome through work on the newly-established Manitoba Coalition for Indigenous Education, whose steering committee is comprised of representatives from all of Manitoba’s colleges and universities, the province’s school board association, government and Indigenous educational partners and authorities. The Coalition has a five-year implementation with ten commitments made to improving educational outcomes for Indigenous students.14
Currently, the province relies on the Aboriginal Inclusion Directorate15 to ensure that Manitoba’s education and training systems are responsive to Aboriginal peoples. The Directorate was responsible for implementing the province’s Bridging Two Worlds: Aboriginal Education and Employment Action Plan (2008-2011),16 which contained a number of commitments to Indigenous learners, including the creation of more culturally responsive educational experiences; support pledged for enhanced transition programs, early access and adult literacy programs; and funding to reduce the cost of pursuing post- secondary education for Indigenous students.
Red River College, Winnipeg Red River College’s (RRC) Indigenous student population accounts for 16% of its total student body. The College has made Indigenous achievement one of the four key pillars in its most recent strategic plan, and has pledged to make a variety of enhancements to existing programs while introducing new supports and services for Indigenous learners.
New programming in areas such as Indigenous culinary, Indigenous entrepreneurship, restorative justice and Indigenous language (including two recently launched Anishinaabemowin language and culture courses) are increasing Indigenous-specific academic content at the institution, which current offerings including certificate programs such as Aboriginal Language Specialist and Aboriginal Self-Government Administration.
A variety of public events and workshops are available to all members of the RRC community to celebrate Indigenous culture on campus. Examples include a Sacred Ceremonial Songs Series, an
13 https://www.edu.gov.mb.ca/edu/docs/post_sec_strategy.pdf 14 No specific information regarding the details of these ten commitments could be found during the writing of this report. 15 http://www.edu.gov.mb.ca/aed/about.html 16 http://www.edu.gov.mb.ca/abedu/action_plan/abed_action_plan_0811.pdf
27 Indigenous Speakers Series and a Traditional Teaching Series, as well as medicine wheel teachings, drumming circles, pipe ceremonies and feasts. A special graduation pow wow is held to acknowledge the achievements of RRC’s Indigenous graduates (the group that graduated in May of 2017 was the largest in the College’s history).
RRC has both a School of Indigenous Education (which oversee the administration of Indigenous academic programming) and a Department of Indigenous Student Support and Community Relations. The latter provides common Indigenous student supports in a “home away from home” atmosphere, which is enhanced by the presence of a group known as the Resource Crew (R-Crew). The R-Crew consists of Indigenous RRC students who are hired to assist with administrative tasks and event planning, and who individually serve as positive role models and collectively form a support network for their peers.
In 2016, Red River College completed a six-month consultation phase to finalize the language of its strategic plan. There are four strategic themes in this priority setting document, including a strengthened focus on Indigenous education, internationalization, sustainable growth and partnerships. Advancing Indigenous Achievement is the first of four themes in Red River College’s 2016-2021 Strategic Plan. During this five-year period, the College aims to tackle two actions: 1) enhance the environment supporting Indigenous students; and 2) strengthen partnerships with Indigenous communities. The overarching goal is for the College to play a strong role in narrowing the historic gap between Indigenous and non- Indigenous learner outcomes.
Red River College has already taken concert steps to achieve these actions.
The institution has developed an Indigenous Achievement Plan with four pillars (learning; support; community; environment) in consultation with students, staff and stakeholders, and that addresses provincial and national framework for Indigenous education (Manitoba Collaborative Indigenous Education Blueprint; Truth and Reconciliation Commission of Canada: Calls to Action; Manitoba Aboriginal Language Strategy; and Colleges and Institutes Canada Indigenous Education Protocol). This Indigenous Achievement Plan will help the College strengthen relations with Indigenous communities and learners, and prepare the College to welcome greater number of Indigenous learners.
Red River College also finalized its new Indigenous Strategic Framework in November 2017. The framework aims to offer aspiring student supports (stage 1), navigational and academic supports (stage 2) and transition to employment supports (stage 3). The framework is summarized in the figure below.
University of Manitoba, Winnipeg As the home of the National Centre for Truth and Reconciliation (NCTR), and with aspirations of becoming the recognized “national centre for Indigenous education and research”, the University of Manitoba (UofM) holds a unique place in the landscape of PSEs working to Indigenize education in Canada. The housing of the NCTR on its campus endows it with significant symbolic stature. Under this spotlight, it continues to undertake unique initiatives to serve its 2,000 Indigenous students while modeling creative and collaborative approaches for resource and program development.
28 In its 2015-2020 Strategic Plan, UofM commits to working toward enhancing Indigenous achievement for all its First Nation students. Building on a long tradition of serving Indigenous learners through more traditional means (i.e. student services such as peer mentoring, academic advising (undergraduate and graduate), cultural activities and access to Elders which are offered at UofM’s Bald Eagle Lodge), the University has taken new approaches to ensure student success while acknowledging the strong ties that exist with the Indigenous communities and partners it serves.
Indigenous peoples and culture are strongly reflected in the University’s marketing materials and digital outreach mediums. For example, an Indigenous student viewbook has been created and distributed, and Indigenous students have access to a robust collection of resources, including a newsletter, through UofM’s Indigenous Connect web portal. The physical design of the campus has also become a consideration in terms of reinforcing a commitment to Indigenous representation and visibility. In its long-term master plan for the redesigning and reimagining of its Fort Garry campus—titled Visionary (re)Generation—UofM states the following:
While each University of Manitoba campus plan has its own vision and principles based on the unique context of each campus, there are overarching Indigenous Planning and Design Principles that have been established to guide planning and design on all University lands and campuses, based on the high priority placed on Indigenous Achievement and reconciliation at the University of Manitoba.17
While the integration of Indigenous design principles and concepts of respectful land use in campus development help with the further Indigenization of the whole of UofM, another unique initiative has allowed for campus-wide participation in the process of Indigenization and reconciliation. UofM has developed an Indigenous Initiatives Fund to provide financial support for projects that support the University’s “goals and priorities associated with Indigenous achievement”. Funding proposals can be submitted by all full-time faculty and staff in academic and administrative units at UofM, with successful applications being awarded funds ranging from $20,000 - $50,000. A diverse mix of applications was received proposing projects that touched on everything from awareness building and the creation of knowledge enhancing resources to course development, design projects and land use planning.
In January of 2017, 22 projects were selected to receive funding, with their merits considered in terms of the tangible outcomes they could provide for effectiveness evaluation purposes, as well as their sustainable benefit for the entire UofM community. Some highlights include a proposal for funding to develop an Indigenous-centred business planning competition by the Asper School of Business, an Indigenous Designer-in-Residence program proposed by the School of Art, and a three-day community consultation event organized by the faculty of Kinesiology and Recreation Management to gain a greater understanding of the role of sports in reconciliation.
UofM has also made some interesting decisions pertaining to admissions in order to provide greater access to education for Indigenous students. In one particular case, it approved a new diversity policy for the Faculty of Education’s Bachelor of Education program which stipulates that 45% of new program applicants will be admitted based on whether they identify themselves as members of several diverse populations. Of this total number, 15% have identified as Canadian Indigenous.
17 http://www.visionaryregeneration.com/overview.html
29 University of Winnipeg, Winnipeg Although the University of Winnipeg has developed an institutional environment that aims to support Manitoba’s large Indigenous population, the University has yet to develop a comprehensive strategic plan. This is due in part to a strong level of activities across the academe.
The University of Winnipeg was one of the first universities in Canada to approve a student-led movement to ensure all students at the University complete a 3 credit-hour course from a preapproved list of courses derived from local Indigenous material.
The University has also put a focus on preparatory programs. The first is the Beginning University Successfully (BUS program), offered by the Faculty of Urban and Inner-City Studies, which helps students gain mature student status for entry into a university program. The second is the University Preparatory Program, which leads to GED completion and admissions into university programs. The third is the Transition Year Program, which offers advising, application assistance, writing workshops and mandatory orientation.
The University of Winnipeg has also developed a growing number of undergraduate and graduate programs with an Indigenous focus. Beyond the B.A. in Indigenous Studies, the University of Winnipeg offers a B.A. in Urban and Inner-City Studies and a Bachelor of Theology with a focus on Indigenous Spiritual and Pastoral Care. It also offers a Bachelor of Education with a focus on community-based Aboriginal teachers. In its science programs, the University integrates land-based learning at Keeseekoowenin Ojibway First Nation, where students learn about botany and plant taxonomy. The University has also developed numerous courses in Indigenous history. At the graduate level, the University offers a Master’s in Development Practice (MDP) in Indigenous Development, and graduates also receive a certificate from the Council for the Advancement of Native Development Officers upon completing the program. The University also offers a Master of Arts in Indigenous Governance.
In light of 12% of the University’s student body being of self-declared Indigenous ancestry, the University has organized significant levels of student services. The services include: Elders-in-Residence; recruitment and liaison services (which provide campus tours, high school visits and community presentations); student advocacy with education authorities and sponsorship agencies; assistance with admission and the Web Advisor registration process; academic advising; study skills workshops; peer tutoring; peer mentoring; Aboriginal student ambassadors; the employer speaker series (with a focus on information on jobs, bursaries, etc.); cultural and social activities (family nights, bowling nights, pool night, movie nights); and a laptop program. The services are delivered within the Aboriginal Student Services Centre, which provides students with access to a lounge, study carousels, a meeting area, a computer lounge, lockers, and a kitchen. The Aboriginal Students’ Council distributes a monthly newsletter about activities on campus. The University has also developed an Indigenous UWinnipeg portal. All of these activities are made possible by this list of Indigenous employees: Aboriginal Academic Advisor; Aboriginal Liaison Officer; Transition Year Program Coordinator; Aboriginal Student Support Officer; Indigenous Academic Lead; Master in Development Practice Director; Director, Community Learning and Engagement; Model School Director; Manager, Wii Chiiwaakanak Learning Centre; Regional Manager In Business Program; Associate Vice-President of Indigenous Affairs; Executive Assistant; Program Coordinator (Wii Chiiwaakanak); Program Assistant; Director of Community Learning & Engagement; and two elders.
30 There is a strong Indigenous presence on campus. The University has created a Community Connections Mural led by Ojibwe artists. There are: a weekly lodge ceremony, Elders in Residence Teaching and Cultural Workshops, Monthly Potlucks, a Spring Graduation Pow-wow, and a Weweni Indigenous Scholars Speaker Series. There are public lectures with a strong Indigenous focus. The University has sponsored the development of the Wii Chiiwaakanak Learning Centre, which is a community partnership initiative providing educational and capacity building opportunities. It is designed to reflect neighbours’ needs for an educational gathering place that is inclusive and accessible. Through this initiative, the University has stated that the number of Aboriginal student applications jumped 24% between September 2010 and September 2011, with the number of low-income student applicants increasing at the same time.
31
Ontario In 2011, the Ontario Ministry of Training Colleges and Universities (hereafter, the Ministry) released its most recent plan to “close the education attainment gap for Aboriginal learners and enhance the learning experience of Aboriginal students”—the Aboriginal Postsecondary Education and Training Policy. The Policy contains specific strategies and evaluation methodologies to ensure that recommended actions are taken and proved effective. A progress report was prepared in 2015 citing numerous positive steps taken toward improving access to education for Indigenous learners as well as the financial investments made to support students through the province’s primary funding vehicle, the Ministry’s Postsecondary Education Fund for Aboriginal Learners program (PEFAL).
Publicly-funded postsecondary institutions wishing to access PEFAL resources (which are designated to provide support for Indigenous students through bursaries, as well as institutional support to enhance activities, projects, and professional development aimed at improving services for Indigenous learners) must establish Aboriginal Education Councils (AEC). AECs are often comprised of Indigenous community members, faculty members, staff, students and other stakeholders, and are intended to ensure that Indigenous peoples have a strong voice with respect to governance and strategic planning at post- secondary institutions in Ontario. All post-secondary institutions that receive support from PEFAL are required to report annually on their investments in Indigenous education, with spending plans subject to the approval of each college or university’s AEC.
In 2017, the Government of Ontario passed legislation to further enhance Indigenous education in the province. Indigenous institutes—of which there are 9 in the province serving 1,000 students—have been formally recognized as a vital component of Ontario’s education system. Over $50 million was pledged over a three-year period by the government to increase these institutes’ capacities to self-govern and to assist in the development of a robust and consistent educational experience for Indigenous students.
Algoma University, Sault Ste. Marie Located on the site of the former Shingwauk Indian Residential School, Algoma sees itself as uniquely positioned—historically and geographically—to respond to the calls to action from the TRC. In February of 2017, Algoma released a formal statement confirming its unequivocal support for the commission’s findings and outlining the steps it would be taking to continue to serve the needs of its Anishinaabe (First Nation, Métis and Inuit) learners.
Over 13% of Algoma University’s student population self-identifies as Anishinaabe. The University’s current Strategic Plan (2016-2021), which is rife with Indigenous language and imagery, acknowledges the importance of recognizing, celebrating and elevating Indigenous culture on and off campus in order to fulfill its “special mission” to “cultivate cross-cultural learning between Aboriginal communities and
32 other communities”. It affirms a strategic focus on Anishinaabe Inendamowin (Thought), which guides its efforts to infuse campus life with Indigenous knowledge and cultural understanding.
Bridging cultural divides and elevating Indigenous perspectives and knowledge is achieved in several ways. A focus has been placed on enhancing faculty members' abilities to better integrate Indigenous perspectives into their work and research through participation in events such as a bi-annual Anishinaabe Research Symposium. The hiring of Indigenous staff members—an Anishinaabe Social and Cultural Program Coordinator, an Anishinaabe Student Advisor and an Anishinaabe Outreach Officer— allows for the infusion of culturally appropriate perspectives and knowledge to boost recruitment efforts and enhance student support. (Plans for future hires include a Research Chair in Healing and Reconciliation.)
Events and community outreach initiatives are also a significant part of the ongoing Indigenization efforts at the institution, organized through the university’s Anishinaabe Initiatives Division. Ceremonial gatherings, an Anishinaabe welcome week for incoming students, graduation pow wows, weekly soup and bannock lunches, an Anishinaabe speaker series and various cross-cultural awareness workshops and presentations are all offered to strengthen ties and raise further cultural awareness amongst Indigenous and non-Indigenous individuals—on campus and in the broader community.
Partnerships form a key component of Algoma’s efforts to support truth and reconciliation, extending its educational reach beyond the scope of other PSEs. For example, Algoma works in tandem with the Shingwauk Kinoomaage Gamig (the Teaching Lodge), described as “an evolving Anishinaabe post- secondary institution/university”, to offer a 3-year B.A. in Anishinabemowin—the first and only full university degree in an Aboriginal language in Canada—along with Anishinaabe Studies courses. The partnership began in 2006, and in light of the TRC findings, Algoma affirmed its commitment to support its sister institution in its efforts to “further Anishinaabe control of Anishinaabe Education”.
Algoma also works closely with the Children of Shingwauk Alumni Association (CSAA), an organization committed to supporting Aboriginal students and the survivors of the Shingwauk and Wawanosh Indian Residential Schools, to preserve, document and commemorate Indigenous culture and history. Together, and with the support of other partner organizations, Algoma and CSAA established the Shingwauk Residential Schools Centre (SRSC), one of the largest archives of residential school life in Canada. The SRSC undertakes research projects and community outreach activities to educate the public about the history of Canada’s residential school system in order to work toward reconciliation through education. It maintains a collection of residential school artefacts, photographs, documents and resources that are accessible to members of the extended Algoma community. A number of these artefacts were on display in a special museum exhibit organized on the Algoma campus in 2017, the 150th year of Canadian Confederation, as a way of providing further education on the residential school system.
Canadore College, North Bay Canadore College has been delivering Indigenous education for over 30 years. It has had tremendous success in attracting and, more importantly, retaining Indigenous students. The College counts more than 5000 Indigenous graduates amongst its alumni, and currently has an impressive 80.5% Indigenous student retention rate. The College’s Indigenous student population currently sits at 500 (20% of its
33 total student body), both on campus and in 28 apprenticeship and postsecondary programs on reserves and First Nations communities.
In 2016, the College released a five-year strategy to strengthen Indigenous education, with a commitment to foster the growth of its First Peoples’ Centre as a primary focus. Established in 2012, the First Peoples’ Centre houses the College’s Indigenous personal and academic support services and is the focal point for cultural events on campus. The Centre is one of several physical spaces on campus that celebrate Indigenous culture and work to create the “home away from home” atmosphere most PSEs in this report seek to establish. Additional spaces include a sweat lodge, meditation room and tipi. The footprint of Indigenous spaces on campus is set to jump significantly in the coming years with the creation of The Village-- a community health and wellness centre that will incorporate Indigenous perspectives and practices into its curriculum and capital construction plans.
As with Algoma University, Canadore has actively sought partnerships to widen the scope of its Indigenous academic offerings and outreach capacity. In 2017, the College signed a first-of-its-kind memorandum of understanding (MOU) with Kenjgewin Teg, an Aboriginal institute providing post- secondary education to students on Manitoulin Island, Ontario. The MOU was created with the aims of “recognizing truths, encouraging reconciliation and strengthening relationships, trust, respect and accountability” leading to the creation of more opportunities for the design and delivery of Indigenous- focused programs, increased pathways to education for Indigenous learners and acknowledgement of the importance of Indigenous perspectives in pedagogy.
In addition to Kenjgewin Teg, Canadore has partnered with organizations such as the First Nations Technical Institute and Seven Generations Education Institute to deliver programs and undertake unique research projects. For example, Canadore’s Early Childhood Education – Anishinaabemowin program, the first of its kind in the province, is offered at Kenjgewin Teg and the First Nations Technical Institute. Canadore’s First Peoples Aviation Technology-Flight Advanced Diploma, the only such program in Canada, is offered in partnership with the First Nations Technical Institute. On the research side, funds have been committed by the Ontario Council on Articulation and Transfer for a study being undertaken by Canadore, the First Nations Technical Institute and the Seven Generations Education Institute to compile information on Indigenous program offerings and transfer options across the province.
Carleton University, Ottawa Carleton University has an Indigenous student population of 600. While this number does not constitute a significant percentage of its more than 28,000 full-time and part-time student body, the university has placed no less focus on ensuring the success of its Indigenous learners. Carleton claims that it is unique in its ability to “reflect and honour the diversity of Aboriginal peoples and cultures in Canada’s capital” and that it has been working toward the goals of truth and reconciliation for more than a decade. It has done so in adherence to its Aboriginal Coordinated Strategy18 and the fundamental values contained within. These values guide all efforts made toward establishing Carleton as a centre of excellence in Indigenous education and research.
18 https://carleton.ca/indigenous/resources/aboriginal-coordinated-strategy/
34 A subsection of Carleton’s website has been dedicated to enumerating all the ways in which the University, through its Truth and Reconciliation Committee, is and will be responding to the calls to action issued by the TRC. There has been a focus on the Indigenization of curriculum, although the process has been described as more “organic” than those employed at other institutions (who have, for example, made it mandatory for all students to take an Indigenous course during their studies). Renowned for its Journalism program, Carleton has created a new course entitled Covering Indigenous Canada, to support the TRC’s 86th recommendation—to include material on the history of Aboriginal peoples and the legacy of residential schools in Canadian journalism programs. It also recently renamed its School of Canadian Studies, now the School of Indigenous and Canadian Studies, and will be offering a B.A. program in Indigenous Studies.
The continuous enhancement of Indigenous student spaces and supports on campus has also been a focus for Carleton. Students have access to both its Ojigkwanong Indigenous Centre, a hub for resources such as Knowledge Keepers (Elders), peer and research support and cultural activities, as well as the Mawandoseg Centre, a student association service centre that offers peer support, workshops and an Indigenous speakers series (among other resources). Also, three dedicated Indigenous Liaison Officers are now employed to create “a web of interconnected programs and services that support the Carleton community to ensure Indigenous cultures, traditions, histories and worldviews are respected and represented on campus”.
Centennial College, Scarborough In its current strategic plan, known as the Book of Commitments, 2nd Edition (2013-2018), Centennial College makes clear commitments to Indigenous peoples.19 Their Book of Commitment has two key references for Indigenous education:
Commitment 1: New Essential Skills
Cultural Competencies, globalization perspectives and respect for Aboriginal/Indigenous peoples Commitment 5: Make a Bigger Promise to Learners
Target outreach to diverse communities, with ground-breaking work for our Indigenous peoples Foster innovation in support services such as housing, counselling, child care and employment that enables learners to focus their energy on learning especially for those groups with unique challenges, including New Canadians and Aboriginal learners. Expanding our work with Aboriginal communities to build relevant learning and cultural opportunities, such as Learning Circles for all of our learners and to provide greater access to postsecondary education for Aboriginal youth.
Centennial College notes that its innovative work guided by Traditionalists, Elders, their Aboriginal Education Council (AEC) and Centennial Aboriginal Education Steering Committee (AESC). Their goals are to introduce strategies to continue their efforts in reducing barriers to postsecondary education through its expanded initiatives with Indigenous communities to build relevant learning opportunities to provide greater access to post-secondary education for Indigenous youth. In recognition of this work Colleges
19 https://www.centennialcollege.ca/pdf/publications/Centennial-Book-of-Commitments-2013.pdf
35 and Institutes Canada awarded Centennial College a Gold Medal for Indigenous Education Excellence in May 2016.
For example, Centennial College has developed programs to assist Indigenous learners in finding career success and to offer both Indigenous and non-Indigenous students the opportunity to learn about Indigenous history and culture. The First Peoples in Canada Certificate offered by Centennial is a four- course certificate program that can be taken concurrently with students’ diploma programs. It explores current and historical issues pertaining to Indigenous culture, community relations, governance and sovereignty, all without the use of textbooks. The program, which is available to Indigenous and non- Indigenous students, uses art, dance and direct knowledge exchange through oral storytelling as the means by which course material is presented. (A promotional video on Centennial’s website features a student speaking directly to the programs alignment with efforts at reconciliation.)
In terms of assisting Indigenous students in obtaining more direct access to the workforce, Centennial offers an Administrative Assistant Program, made possible through a partnership with Native Child and Family Services of Toronto and funded by the United Way, to provide Indigenous women with the skills needed to find employment in an administrative field.
In April 2017, Centennial College finalized its a new Indigenization Strategic Plan, with five core strategies:
1. Promote dialogue, partnerships, and public initiatives with citizens of Indigenous nations and members of Indigenous communities to foster reconciliation. 2. Provide equitable access opportunities for prospective Indigenous learners and employees. 3. Engage in learning for all to advance Indigenous traditions, culture and knowledge across the institution. 4. Affirm Centennial College as a physical, emotional, intellectual, and spiritual space that values Indigenous culture and tradition and in which Indigenous people experience a sense of belonging. 5. Position Indigenous learners for personal, academic, and social success, as they transition in, through, outwards and back, and beyond the College As of March 2018, that plan has not yet been released publicly.
Conestoga College, Kitchener A search of Conestoga’s Strategic Plan document reveals no direct reference to Indigenous students or Indigenous-focused education strategies; however, it does have a number of supports and services in place to assist its Indigenous students. Housed within its Be-Dah-Bin Gamik room (a “Place of New Beginnings”), Conestoga’s Department of Aboriginal Services offers academic advising, counselling, social activities and access to Elders to Indigenous students on campus.
The College organizes a variety of Indigenous activities for incoming and current students, including an Aboriginal orientation session, an annual pow wow and Indigenous convocation ceremony. It has also organized activities meant to provide education on the findings of the TRC, and galvanize members of the internal and external community to take action. In 2017, Conestoga’s Department of Student Life and Aboriginal Services organized an all-day Truth and Reconciliation event that featured drumming, a session with residential school survivors and an Indigenous culture resilience workshop.
36 Conestoga has also employed a multi-media approach with respect to responding to the TRC and providing further exposure to Indigenous culture on campus. For example, The Department of Indigenous Studies produced a video entitled Indigenizing Post-Secondary Education as a means of providing educators and staff members—at Conestoga and at institutions across the province and around the country— with a tool to support them in integrating Indigenous content and perspectives into their teaching and work. The video features a summary of the history of the residential school system and the TRC report, and various testimonials from current students and staff members about their own experiences dealing with the generational aftermath of residential school trauma. An explanation of Indigenous styles of learning and possible pedagogical approaches are also shared, as well as an appeal to reassess possibly-held views of Indigenous students as experts on their respective cultures and histories (they are not).
An Indigenous program—Nish Vibes—featuring daily storytelling, music, interviews and other Indigenous content on Conestoga’s campus radio station provides students and the broader community with further exposure to Indigenous culture.
Confederation College, Thunder Bay Confederation College has demonstrated a strong focus on identifying, studying and implementing strategies to ensure the academic success of its Indigenous students. It is one of the national leaders in terms of infusing Indigenous content into the entirety of its curriculum, creating a learning environment where differences are recognized, discussed and celebrated to facilitate collaboration of Indigenous and non-Indigenous students.
Since 2011, the College has been “embedding Indigenous knowledge into curriculum…through specially developed Indigenous Learning Outcomes (ILO).”20 The ILOs support the College’s strategic goal of becoming a leader in advancing Indigenous learning and culture in Canada. They are as follows:
- Relate principles of Indigenous knowledge to career fields - Analyze the impact of colonialism on Indigenous communities - Explain the relationship between land and identity within Indigenous societies - Compare Indigenous and Canadian perceptions of inclusion and diversity - Analyze racism in relation to Indigenous peoples - Generate strategies for reconciling Indigenous and Canadian relations - Formulate approaches for engaging Indigenous community partners
Currently, 100% of all the College’s programs include at least 1 ILO; it hopes to raise this number to 7 by 2020.
Confederation is also the site of the Centre for Policy and Research in Indigenous Learning (CPRIL), the first (and only) college-based research centre of its kind in the country. Information is compiled, analysed and presented to the public in the hopes of identifying and implementing best practices in Indigenous pedagogy and the development of support services to increase the success of Indigenous learners— locally, provincially and around the country. The CPRIL uses information gathered to “develop evidence- based policy to support Indigenous learning at the College, and all post-secondary institutions.”
20 http://www.confederationcollege.ca/ilo
37
Beyond its focus on ensuring academic content and teaching methods are reflective of Indigenous culture, Confederation has also taken steps to Indigenize vital student support services outside of traditional areas such as academic advising. For example, Confederation is the first college in Ontario to have developed a comprehensive student mental health and well-being strategy21, which contains recommendations to “utilize Aboriginal cultural practices and teachings to address sexual health, substance use and other issues” as well as “develop professional development curriculum to support faculty in working collaboratively with student service providers to facilitate academic success for Aboriginal students, including ‘trauma-informed’ supportive practices and approaches.”
Durham College, Oshawa Similar to Conestoga College, Durham College has no specific reference to Indigenization strategies in its most recent Strategic Plan (2013-2016). However, it has developed considerable resources for its faculty members to ensure they have the knowledge needed to infuse Indigenous knowledge and cultural understanding into their teaching strategies and course content.
There are currently two Aboriginal Student Advisors/Coaches employed at Durham College who work directly with faculty to assist in their Indigenization activities. These staff members are able to lead faculty through various workshops on topics such as:
- How past historical policies continue to affect Aboriginal Peoples today - Residential Schools - Reconciliation - Medicine Wheel teachings - Misconceptions, racism and stereotypes
Helpful guides have also been created to provide clarification on Indigenous terminology and to assist faculty in respectfully engaging with Knowledge Keepers (Elders) during campus activities. A video has also been produced to showcase the efforts made by a faculty member to Indigenize this course content.
Fanshawe College, London Fanshawe College is home to 500 Indigenous students, and while it is currently formalizing an Indigenous strategy (to be complete by fall 2018) it continues to serve the needs of its on-campus learners while working toward reconciliation through education in surrounding First Nation communities. Various Indigenous social and cultural events are held on campus, including an Indigenous orientation weekend for incoming students, peer support groups and intramurals organized by staff in the College’s First Nations Centre.
In 2017, Fanshawe entered into a partnership with Chippewa of the Thames First Nation (COTT) to deliver courses on-reserve. The Personal Support Worker program was introduced in 2016, and this past
21 http://www.confederationcollege.ca/sites/default/files/legacy/2108_confederation_college_mental_health_strategy_report_fi n.pdf
38 year residents of the Chippewa of the Thames First Nation were also able to pursue studies in Small Business Management & Entrepreneurship in their home community. (In order to build on the success of this partnership, Fanshawe is developing a preparatory program to assist future students transitioning to college.)
George Brown College, Toronto While there is no great variance in the types of services offered to students from other institutions examined in this report, George Brown has provided a unique opportunity for staff and faculty to learn more about truth and reconciliation, as well as the importance of incorporating Indigenous perspectives and knowledge into their curriculum and personal lives.
In June of 2017, George Brown held its 14th annual Learning and Development Retreat for staff and faculty members. The theme of the retreat was Indigenous Cultural Awareness, Understanding and Action and centred on providing participants with a greater understanding of Indigenous culture, context and worldview. The three-day retreat, designed by George Brown’s Indigenous Services and Education team and Organizational and Staff Development team, included ceremonies and other cultural activities, traditional teachings and discussions about the impact of residential school trauma and strategies for effective engagement with Indigenous students the creation of Indigenized curriculum. There was a strong focus on the implementation of calls to action issued by the TRC, facilitated by Georgian College’s Indigenization Coordinator.
Georgian College, Barrie Georgian College has an Indigenous student population of 570, accounting for 5% of its total student body. The College has had an Indigenization Plan22 in place since 2015, with efforts lead by its Indigenization Coordinator (a position vacant as of December 2017). Its current Strategic Plan (2016- 2021) commits to enhancing Indigenization through curriculum development, campus-wide knowledge sharing and community engagement, as does its most recent Business Plan, which contains actionable items for the 2017-2018 school year: Incorporate Indigenization learning objectives into 20 programs; offer 10 Indigenous knowledge-sharing sessions across the college; and establish a smudging protocol to support ceremonial practices.
In 2016, Georgian College formally acknowledged that all of its campuses are located on traditional Anishnaabeg territory with the unveiling of a land acknowledgement plaque. This public recognition was seen as a necessary step toward reconciliation by College President Dr. MaryLynn West-Moynes, who stated that acknowledgement of traditional territories helps to “restore trust between Indigenous peoples and public institutions.”23
Georgian is notable in the steps it has taken with respect to facilitating pathways toward higher education—an objective stated in the TRC report—both in term of reaching Indigenous students at early stages or their educational journey, as well as supporting those who seek to transition in post-secondary education after high school studies. A summer camp program organized by the College in collaboration
22 At the time of the writing of this report, full details of the plan were not available for review. 23 https://150.collegesinstitutes.ca/submissions/georgian-college-land-acknowledgment/
39 with Hydro One provides Aboriginal youth ages 12-14 with opportunities to learn about trades such as electrical techniques, culinary, carpentry, marine technology and welding through workshops, games and traditional crafts. The College’s 1-year Shki Miikan (New Road) certificate program aims to facilitate students’ ability to develop self-management skills and to better assess academic and career options. The incorporation of Indigenous language, historical study, daily smudging ceremonies and traditional teachings create a sense of cultural identity.
Humber College, Toronto Indigenization efforts at Humber College have notably included the creation of opportunities for knowledge exchange and community-building. These opportunities have extended beyond the confines of designated Indigenous spaces and into other areas on campus. A recognition of Indigenous excellence, both in terms of academics and social contributions, has also been a focus for the institution.
Since 2014, Humber has been hosting two-day-long Indigenous Knowledge Gatherings, organized through its Aboriginal Resource Centre. The purpose of the gatherings has been to create a space for dialogue on issues of relevance to the advancement of Indigenous peoples at the college and in the broader community. Each gathering has been organized with a central theme to guide workshops and discussion, with 2017’s gathering focused on reconciliation and community building. The gatherings have included keynote addresses from Indigenous leaders in a variety of fields—a showcase for strong, inspiring examples of Indigenous achievement.
In addition to the annual Knowledge Gatherings, Humber has created a further forum for the recognition and celebration of Indigenous success through its annual Aboriginal Awards Gala. The gala recognizes and celebrates the accomplishments of graduating students and alumni with the presentation of awards in the following categories:
- Aboriginal Award of Excellence - Aboriginal Award of Merit - Aboriginal Community Leadership Award - Aboriginal Sport and Wellness Leadership Award The awards gala provides an opportunity to extend the boundaries of the Humber community, as the family members of award recipients are welcomed onto campus to celebrate their loved ones.
Another unique initiative that works toward community building at Humber is Fit-Nish, a bi-weekly exercise program for Indigenous students and staff members featuring group gym visits and active- lifestyle outings. Organized through the Aboriginal Resource Centre, is a further example of Indigenous community-building on campus.
Another notable example of a unique opportunity for cultural education and knowledge exchange on campus took place in September of 2017 with the hosting of concurrent Indigenous-led master classes on editing and publishing Indigenous content. Organized by Humber’s School of Creative and Performing Arts and the Aboriginal Resource Centre, events ran for an entire week and featured instruction and discussion with leading Indigenous and non-Indigenous writers and publishers, cultural activities and traditional ceremonies.
40 Mohawk College, Hamilton Mohawk College strives to “lead in Indigenous education in Ontario”, and has committed significant resources to ensure it can accomplish this goal. It has formalized partnerships that have positioned the College at the forefront of Indigenous education in the province, particularly as it pertains to recruitment and retention. It has been successful in creating pathways to education for Indigenous students, as well as creating networks of support for policy and curriculum development while establishing bridges to career opportunities for Indigenous graduates.
Mohawk is building the region's first Indigenous Education Plan with a number of postsecondary partners24 with an aim to create a network of institutions and organizations whom, working together, can develop a holistic approach to Indigenous education, grounded in traditional knowledge, that covers all aspects of the “student journey”—from K-12, post-secondary and through to graduation and entry into the workforce—while researching and examining current policy frameworks and Indigenization activities to identify and share best practices. Much of the work being done is framed within the College’s Bundled Arrows25 initiative, named from a foundation of Indigenous Knowledge that recognizes a single arrow has less strength than many put together. Bundled Arrows is currently in its final year of implementation, and resulted in a variety of tangible outcomes reflective of four strategic goals: 1) Preparedness, 2) Retention, 3) Cultural Fluency, and 4) Indigenous Cultural Competency. These outcomes have included: the production of data reports on workforce demands in relation to Indigenous educational achievement; Indigenous knowledge professional development workshops for educators and staff members, as well as leadership training modules, created and offered in partnership with Six Nations Polytechnic; consultation with school boards, Aboriginal Education Councils and community stakeholders to identify curriculum needs and new pathways to higher education.
Future plans include the creation and enhancement of regionally-accessible spaces on the Mohawk campus as physical embodiments of the Bundled Arrow philosophy (see Chapter 2, Physical Space for further information).
It is also worth noting that Mohawk has taken a further step in the process of creating additional pathways to education for Indigenous students by introducing a facilitated admissions process that permits Indigenous students to register for oversubscribed and competitive programs without meeting a challenging standard of past academic achievement (they must meet basic academic requirements however, in order to gain entry into their chosen program). Knowing the barriers in place that may have affected an Indigenous student’s previous academic performance, the facilitated admissions process allows for a diversification of culture in the classroom and greater access to programs in fields such as business, heath care and technology where Indigenous students are significantly underrepresented.
Queen’s University, Kingston Queen’s University has taken a very direct approach in its response to the TRC’s calls to action, having formed its own Truth and Reconciliation Commission Task Force to assess Queen’s previous
24 Partners: Six Nations Polytechnic, the Métis Nation of Ontario, the Mississauga of the New Credit, Grand River Employment and Training, the Grand River Post Secondary Education Office, Sheridan College, McMaster University, the University of Guelph and Wilfred Laurier University. 25 Supported by a $1.25 million grant made through the province’s Targeted Initiatives Fund
41 Indigenization efforts to evaluate their alignment with TRC findings to identify areas for enhancement, growth and the development and implementation of new initiatives. After extensive consultation with community members—both internal and external—the Task Force released a 24-page report26 with recommendations for future action. These included, but were not limited to:
- Continue to weave cultural elements into existing transition support programs - Ensure Aboriginal admission policies exist for all undergraduate, graduate, and professional programs - Develop Indigenous cultural awareness training tailored to faculty, staff, senior administrators, and student leaders
In the two thematic areas suggested in the above action items—access and awareness—Queen’s has done some interesting work. Queen’s Aboriginal Student Centre and Intercultural Centre have combined efforts to offer a five-session Intercultural Awareness Certificate to staff, faculty and students to “promote an inclusive campus community, and respectful interactions among individuals with diverse perspectives and backgrounds”.27 The sessions have a specific focus on bridging Indigenous and non- Indigenous cultural divides to promote empathic relationship building and collegiality at the University. Indigenous history, terminology and stereotypes and intercultural learning are all topics of discussion. Similarly, the University’s Kahswentha Indigenous Knowledge Initiative28 provides Indigenous and non- Indigenous students, staff and faculty with opportunities to engage through cultural activities such as concerts, teach-ins and presentations by Elders.
In terms of providing further pathways to post-secondary success for Indigenous students, Queen’s has both a history of success and an eye to the future. Queen’s Engineering program, in partnership with staff from the Aboriginal Student Centre, offer Indigenous students a robust support program— Aboriginal Access to Engineering—which provides students with:
…access to tutoring and exam prep sessions, mentoring opportunities with practicing Aboriginal engineers, and liaison with industries particularly interested in the development of Aboriginal engineers through summer employment, internships and permanent positions.29 (See Chapter 2, Outreach for further information.)
Queen’s has aspirations of putting similar transition supports in place for Indigenous students in all programs and has made a mandatory reporting system—introduced in the Truth and Reconciliation Commission Task Force’s final report—to ensure that all faculties and schools report annually to the provost on their progress with regard to the implementation of actions toward Indigenization. In turn, the provost will report to the Aboriginal Council, Senate and Board of Trustees on the overall achievements of the University with respect to Indigenization.
26 http://queensu.ca/provost/sites/webpublish.queensu.ca.provwww/files/files/Comittees/TRC%20Reports/(WEB%2 0VERSION)%20Final%20Report%20of%20the%20Truth%20and%20Reconciliation%20Commission%20Task%20Forc e.pdf 27 http://www.queensu.ca/gazette/stories/building-intercultural-skills-and-knowledge 28 http://queensu.ca/fdasc/undergraduate/get-involved/kiki 29https://engineering.queensu.ca/your-journey/aboriginal-students/
42 Seneca College, Toronto Named after the Seneca First Nation, Seneca College has forged a strong connection with the Indigenous communities it serves. In 2017, as part of the 50th anniversary celebrations of the College’s founding, Seneca students, staff, faculty and alumni created a detailed publication highlighting this history, as well as the climate of inclusiveness and recognition that currently exists at Seneca and plans for future efforts aimed at celebrating Indigenous culture on campus. Entitled “A Celebration of Indigenous Culture at Seneca” the final publication is a remarkable collaborative project that features engaging and insightful articles accompanied by beautiful photography. (See Chapter 2, Art and Expression for further information.)
With respect to curriculum development, much of Seneca’s current messaging is aspirational. The College has plans to expand Indigenous focused curriculum in nursing, early childhood education and journalism program and to work with colleges and universities across Ontario and Canada to share lessons and learnings on incorporating Indigenous teachings into programs. With financial support from the government, Seneca also has plans to enhance physical spaces on campus and to expand the scope of services currently offered through its First Peoples@Seneca resource centre. (See Chapter 2, Physical Space for further information.)
Sheridan College, Oakville Sheridan College’s 2013-2020 Strategic Plan does not contain any specific references to Indigenization or any special focus placed on ensuring an improved educational experience for its Indigenous learners. With that said, its most recent Academic Plan states that over a seven-year period, Sheridan will commit to providing “resources to design and implement a variety of curricular and co-curricular learning opportunities to embed Indigenous knowledge and values into the fabric of the Sheridan community.”30
Sheridan’s Centre for Indigenous Learning and Support offers student resources and organizes cultural events, including activities organized during Indigenous Awareness Week. The Centre also played a key role in the design, creation and unveiling of a Medicine Wheel Garden—a sign of the College’s commitment to sharing “Indigenous ways of knowing”31—in celebration of the College’s 50th anniversary in 2017.
University of Ontario Institute of Technology (UOIT), Oshawa The University of Ontario Institute of Technology (UOIT) boasts an impressive 97% Indigenous student retention rate. Much like Queen’s University, it too has produced a report with a specific set of recommendations to respond to the calls to action issued by the TRC, with UOIT’s focus being primarily on the Indigenization of curricula. Although it was not produced by a designated task force as was the case with Queen’s, UOIT’s report was spearheaded by faculty members working in consultation with Indigenous staff, and under the guidance of a campus Elder. The report, entitled “UOIT’s Role in Reconciliation: Options and Opportunities in Indigenizing Curricula”, featured appendices containing
30 https://www.sheridancollege.ca/-/media/files/www/about/academic-strategic-plan-2017.ashx 31 https://www.sheridancollege.ca/news-and-events/news/sheridan-50th-anniversary-celebration-draws-enthusiastic- crowd.aspx
43 best practices from other institutions, a list of current UOIT courses with Indigenous content, and sample course design plans (among other resources), as well as eight recommendations to improve Indigenous services and facilitate the integration of Indigenous thought and knowledge into curricula.
One of the recommendations in the report was aimed at ensuring faculty were provided with the resources and supports needed to “assist them in integrating Indigenous content and perspectives into their course materials and teaching methods”. UOIT has made much progress to date on this front. Through its Indigenous Student Centre, UOIT offers: faculty cultural advising, curriculum assistance on Indigenous content, professional development sessions, and research consultation with faculty-led Indigenous projects. Faculty also had the opportunity to participate in an interactive workshop entitled “From Contact ‘Til Now”, which provided them with opportunities to learn about the history of colonization and its continued impact on Indigenous peoples. After gaining a greater understanding of the impact of residential school trauma, participants were asked to consider one concrete way in which they could contribute to reconciliation in their role at the University.
University of Ottawa, Ottawa The University of Ottawa has made clear its belief in the importance of truth and reconciliation through its Strategic Commitment to “provide the support necessary for Aboriginal students to succeed in their studies, while increasing our recruitment efforts”, as well as by signing a Memorandum of Understanding with the National Centre for Truth and Reconciliation at the University of Manitoba. It has demonstrated a belief in the importance of collaboration with respect to gaining a greater understanding of Indigenous issues and incorporating new knowledge into educational practices to support Indigenous students in their academic journeys.
In March of 2017, the University of Ottawa hosted a symposium on Indigenizing and Decolonizing the Academy, which brought together students, staff and faculty, along with prominent Indigenous scholars, Elders and community members, to discuss strategies for responding to the TRC’s calls to action. Various panels were held, including one focusing on exploring Indigenous peoples’ experiences at the University.
There are several student-led initiatives that have contributed to Indigenization at the University of Ottawa. For example, in 2017, two University of Ottawa students aggregated all Indigenous-focused online content and links to support services and created a one-stop online portal for Indigenous students.32 Students were also the driving force behind the creation of an Aboriginal Health Interest Group in the Faculty of Medicine’s Aboriginal Program. The group provides members and fellow medical students with information on traditional health practices, and the unique health issues faced by Indigenous populations while enhancing “cultural competency” in the healthcare profession.
University of Toronto, Toronto Just as with Queen’s University and UOIT, the University of Toronto has created a report in response to the calls to action issued by the TRC. The University’s Truth and Reconciliation Steering Committee provided its final report in January of 2017, making 34 of its own calls to action in six key areas of focus:
32 https://www.uottawa.ca/gazette/en/news/one-stop-shop-indigenous-students
44 Indigenous spaces, Indigenous faculty and staff, Indigenous curriculum, Indigenous research ethics and community, Indigenous students and co-curricular education, institutional leadership and implementation. The University is working toward facilitating access to higher education and creating a more inclusive and supportive learning environment for Indigenous students, but it has several unique initiatives already in place to aid it in this mission.
Providing opportunities for students to gain exposure to Indigenous language is one of the recommendations in the TRC’s calls to action, and the Ciimaan/Kahuwe’yá/Qajaq initiative at the University does just that. It provides opportunities for all members of the University community to study and use Indigenous languages by participating in language workshops, conferences, and social activities. The overall goal of the program is the “development of a sustainable and vibrant Indigenous language community at the University of Toronto and the broader community”.
In the spirit of bridging gaps in education from K-12 and working collaboratively to create pathways to higher education, the University of Toronto launched a certificate program for principals working in Indigenous communities to respond to what it perceived as a lack of suitable training and support for these overburdened individuals. Developed in partnership with the Martin Aboriginal Education Initiative, the First Nations Principals Course provides 200 hours of learning material (mostly online) on a wide range of relevant topics to ensure that these often-isolated principals have access to culturally appropriate educational supports needed to ensure Indigenous youth become engaged learners at an early age.
Online learning modules on Indigenous culture have also been created and made available to the University of Toronto community to encourage further cultural understanding. The Indigenous speaker series organized through the University’s Centre for Indigenous Studies offers yet another opportunity to learn about Indigenous history, knowledge and views on reconciliation. Finally, the University of Toronto’s campus radio features an hour-long weekly Indigenous program—the Indigenous Waves Radio Show—which includes panel discussions, music and interviews.
Western University, London In 2016, Western University released its Indigenous Strategic Plan, the result of two years of research, evaluation and consultation with over 600 internal and external stakeholders. Created and presented in the “spirit of reconciliation”, the Strategic Plan presented a detailed framework from which additional initiatives could be launched, and current best practices at Western supported and enhanced.
After the release of Western’s Indigenous Strategic Plan, the University invested in the creation of a new interdisciplinary Initiative in the area of Applied Indigenous Scholarship to assist in the Plan’s implementation and distinguish Western as Canada’s (and eventually the world’s) leading destination for Indigenous scholarship. Supporting Applied Indigenous Scholarship involves a commitment to ensuring the increased presence of Indigenous scholars in academic institutions and the carving out of space for Indigenous participation in research. A network of faculty and administrators are leading the Applied Indigenous Scholarship initiative and the activities under its purview, including:
The creation of a Purple Guide (i.e. educational primer) entitled "Fostering success for the Indigenous learner" to help contextualize the current reality of Indigenous students studying at
45 Western and to provide information to staff, faculty and students to enhance cultural competence and provide guidance with respect to developing strategies for engaging and supporting Indigenous learners; The hosting of bi-annual campus-wide seminars; The creation of new undergraduate courses related to reconciliation, Indigenous health and well-being, and community engagement as well as graduate courses related to sport and health at residential schools, reconciliation in the global context, and applied methodologies; and The hosting of “Winter Schools”, two-day limited enrollment workshops featuring cultural awareness activities, a community visit, and a “meaningful space for dialogue and relationship building among culturally knowledgeable trainers, local community members and workshop participants”.
The many efforts at supporting Indigenous scholarship at Western have been enhanced through the implementation of Indigilink–an online system for professional social networking and collaboration amongst Indigenous and non-Indigenous community members, educators, researchers, students and policymakers/analysts. Sending direct messages, creating public profiles and blogs, posting on online message boards and other functionalities such as multimedia file sharing allow individuals working on similar Indigenous-focused projects or studying in the same fields to connect, share ideas and assist each other in achieving common goals.
Western’s leading editorial role in the production of the peer-reviewed International Indigenous Policy Journal has further distinguished the University as a hub of Indigenous scholarship—nationally and globally.
In terms of supporting the more vulnerable members of its Indigenous student body, Western has developed an Academic Transition Opportunities program for undergraduate students. The two-year program consists of intensive academic, cultural and personal supports to ensure successful transition and completion of University studies. Programming includes but is not limited to: orientation workshops, academic counselling and tutoring, peer mentoring, cultural activities and work-study opportunities.
46 CHAPTER 2: THEMES
When looking at the Indigenization activities undertaken by the 43 post-secondary institutions examined in this report, many commonalities exist in terms of services provided. Even when novel approaches are taken to creating supports for Indigenous students, thematic areas of focus emerge across the spectrum of activities.
These themes have been identified as:
- Curriculum - Personnel - Art and Expression - Physical Space - Outreach What follows is a deeper examination of these themes, with unique examples of best (or promising) practices.
Curriculum While a divide has been observed among some of the colleges and universities examined in this report with respect to Indigenization and how students should engage with Indigenous course content—some such as the University of Winnipeg and Mount Royal University have made the completion of an Indigenous course a criteria for graduation; others have suggested that Indigenous perspectives, knowledge and history should be organically integrated into course work across all disciplines—there is a common recognition that existing pedagogical models and new learning delivery methods should be examined to better serve the needs of both Indigenous and non-Indigenous learners.
There have been a number of innovative approaches to modifying curriculum to better integrate experiential learning opportunities at many of the institutions examined. At the University of Northern British Columbia (UNBC), students can complete a course that combines classroom study with the construction of a traditional birch bark canoe. Guided in their efforts by a campus Elder, students gain an appreciation for the practical and spiritual significance of the canoe for regional Indigenous peoples while learning about traditional construction methods. The program is open to all students across all disciplines and concludes with a ceremonial sash presentation by members of the Métis Nation British Columbia. The University of Victoria (UVic) offers a similar experiential learning opportunity through its SENCOTEN canoe carving project. In addition, students participating in UVic’s Indigenous Governance programming have the opportunity to live and work in a resurgent Indigenous community, participating in daily communal activities while observing governance practices and engaging in research.
Student travel and exchange programs have also become a popular method through which to increase cultural awareness. At the University of Northern British Columbia, undergraduate and graduate students can participate in the Cross-Cultural Indigenous Knowledge Exchange program which allows them to travel to the Maori education institution Te Whare Wānanga o Awanuiārangi in New Zealand
47 where they will learn more about language revitalization, knowledge protection, health and healing and other subjects from within Indigenous contexts. Students studying at Mount Royal University have the opportunity to participate in the Indigenous Hawai‘i Field School, during which they travel to Hilo, Hawai‘i to explore issues of sovereignty, language, and culture.
One particularly interesting experiential and travel-based model for Indigenous education is seen in the Haida Gwaii Reconciliation Studies program, offered by the Haida Gwaii Higher Education Society and accredited by the University of British Columbia (UBC). Students participating in the program travel to the Indigenous lands of Haida Gwaii to live and learn for an entire semester. Upper-year undergraduate students from across Canada, studying in a variety of disciplines, are welcome to join the program. Participants complete courses such as First Nations and Canada: (Re)writing History and Perspectives on Reconciliation in a culturally immersive environment. This program is the only one of its kind being offered in Canada.
Increased focus on developing transition programs to effectively integrate Indigenous students into academic life have been discussed throughout this report. It bears mentioning that principles of academic laddering have been incorporated in Indigenous-focused certificate programs to increase public access to education and to progressively move Indigenous students further into degree programs. For example, at the University of Northern British Columbia, certificate programs such as Traditional Ecological Knowledge, Aboriginal Community Resource Planning, First Nations Language, and General First Nations Studies can be completed as one-offs, or credits earned can be applied toward the completion of a formal degree program. At the University of Victoria, students who complete a certificate in Indigenous Language Revitalization can apply credits toward the completion of their Bachelor of Education.
Community service learning options have also been offered at many institutions in an effort to provide further experiential learning while forming mutual beneficial relationships with Indigenous partners. At the University of Alberta (UA), students can participate in the Play Around the World North program, which is focused on bringing recreational activities to Indigenous youth in the North West Territories. Students travel to their host community and work together with local leaders and educators to develop play-based activities for children of varying ages and abilities. Students participate in these activities, gaining a greater understanding of Indigenous culture and ways of life.
Another unique community service program can be found when looking at the University of British Columbia’s Allard School of Law. Law schools were specifically referenced in the TRC’s calls to action, with recommendation #28 stating that all law students should be required to take a course in Aboriginal people and the law, to better understand the history and legacy of residential schools and gain a better understanding of the rights and cultural moorings of Indigenous ways of knowing and conflict resolution. The Allard School of Law has taken this a step further by providing students not only with courses in Indigenous law, but also the chance to participate in an Indigenous Community Legal Clinic. Students volunteering at the clinic provide free legal services to members of the local Indigenous community while gaining hands-on experience managing clients and attending court sessions.
It is also interesting to note that there has been a movement to create more open access to Indigenous course content, both internally and for the external community. The rise of Massive Online Open Content courses (MOOCs) has been observed for some years, with the content delivery format being utilized to provide educational opportunities on a wider scale. The University of Alberta (UA) has created
48 a MOOC titled Indigenous Canada that “explores Indigenous histories and contemporary issues in Canada”. The twelve-module course can be taken for free for those with a general interest in the subject matter, or it can be taken as a credit course by UA students. The University of British Columbia offers its own non-credit MOOC—Reconciliation Through Indigenous Education—through the EdX online education platform.
Personnel Increasing the presence of Indigenous students on campus through culturally appropriate recruitment strategies, transition programming and financial support are excellent signs of institutional commitment to Indigenous achievement; however, retaining these often vulnerable students requires a suite of supports, including the guidance and inspiration provided by the presence of Indigenous staff and faculty.
There are strong commonalities among most of the institutions in terms of the staff that are hired to provide services through designated Indigenous support centres. Many of these positions have been referenced in Chapter 1 of this report, with titles such as mentorship coordinator, counsellor, recruitment officer, events coordinator, academic advisor—or variants of each—frequently seen.
Common among all the institutions observed is the use of Elders and Knowledge Keepers to bring informed Indigenous perspectives and lived experience into institutional settings and to direct the formation of Indigenization policies and practices. A best-practice in terms of the respectful use of Elders as knowledge resources is employed by Carleton University33 and Simon Fraser University34, which have both developed detailed policy documents pertaining to Elder engagement. These policies outline appropriate and culturally sensitive ways to invite Elders to participate in campus activities and offers guidelines for fair compensation. With further respect to Elder compensation, the University of Victoria (UVic) has recently launched a new fund development initiative to increase Elder participation in University events—both on and off campus. The fund, named Learning From Each Other, was supported with an initial $10,000 contribution by UVic, which also pledged to match additional private donations made to the fund up to a maximum amount of $15,000.35
Leadership positions held by Indigenous staff at the PSEs examined in this report tend to include managers and directors of Indigenous resource centres or programs, although there has been an increasing movement toward ensuring Indigenous representation at higher levels of institutional hierarchies, with responsibilities focused around Indigenization. Notable examples include:
- Special Advisor to the President on Aboriginal Relations (University of British Columbia) - Executive Director, Indigenous Initiatives and Partnerships (British Columbia Institute of Technology) - Academic Director, Indigenization, Teaching and Learning (Mount Royal University)
33 https://carleton.ca/indigenous/resources/guidelines-for-working-with-elders/ 34 https://www.sfu.ca/content/sfu/students/indigenous/elders-program/elder- requests/_jcr_content/main_content/download_2/file.res/Protocol%20Guide.pdf 35 https://www.uvic.ca/news/topics/2017+fund-elder-engagement+ring
49 - Academic Delegate for Indigenous Engagement (University of Ottawa) - Senior Advisor to the President, Aboriginal Relations (University of Northern British Columbia)
Institutions have also been creating opportunities for Indigenous peoples to have a voice in governance issues. At the Justice Institute of British Columbia, the President and CEO (who is of Métis descent) has designated a seat on the institute’s Board of Governors for an Aboriginal representative.
One of the challenges facing many post-secondary institutions who have committed themselves to Indigenizing curriculum is that the pace of course and program development can easily surpass the speed at which credible Indigenous scholars can be hired to teach the material. This concern was expressed by faculty members at the University of Saskatchewan, who, after learning of the University’s desire to make Indigenous content mandatory for all students, feared there were not sufficient faculty available to handle the workload.36
The University of Saskatchwan’s College of Arts and Science has responded to the need for additional faculty with the aim of hiring 30 new Aboriginal scholars over a ten-year period. A job posting for three- tenure track positions released in the Fall of 2015 invited “outstanding emerging or established Aboriginal scholars” at “any rank in any scholarly discipline” to apply.37 This innovative, broadly-reaching strategy resulted in many applications being submitted to 13 of the College’s departments. Eventually, by adding 30 new Indigenous faculty members, the College’s percentage of Indigenous scholars among its ranks will be raised to 15%--the same percentage seen when looking at the province’s total Aboriginal population.
At Simon Fraser University, which is similarly focused on increasing its number of Indigenous faculty members, financial supports have been put in place to encourage additional hires. Funding provided for a three-year period through the Office of the Vice President, Academic and Provost, will be directed to support the goal of having at minimum one Indigenous scholar in each of its academic units by 2020.
The rise in the prevalence of Indigenous Research Chairs at post-secondary institutions in Canada is also a notable development. Several examples observed (and not previously referenced) during the writing of this report included:
- Canada Research Chair in indigenous Studies (Mount Royal University) - Canada Research Chair in Indigenous Arts (Queen’s University) - Canada Research Chair in Indigenous Peoples, Technoscience and Environment (University of Alberta) - Research Chair in Aboriginal Maternal Health (Thompson Rivers University) - Research Chair for the Indigenization of Education (Simon Fraser University)
36 https://www.academica.ca/indigenous/usask-community-members-say-much-work-left-be-done-indigenization 37 https://news.usask.ca/articles/colleges/2018/college-of-arts-and-science-unveils-aboriginal-faculty-recruitment-plan.php
50
Art and Expression As the vehicle through which Indigenous identity and culture is often expressed, the integration of Indigenous art on campuses, as well as providing opportunities to foster the development of budding Indigenous artists, holds no small value in the process of Indigenization at the post-secondary level. It is vital in terms of creating a learning environment that is a physical reflection of Indigenous peoples and their values, knowledge and traditions.
Although what constitutes “art” can be debated ad nauseum, for the purposes of this report we acknowledge it to include a variety of practices such as the creation of tangible works (paintings, carvings, clothing, etc.), expression through dance, song and cultural celebrations.
Most of the institutions examined in this report have provided opportunities for cultural expression through art and traditional ceremonial practices. The hosting of campus pow wows, for example, is a common practice (particularly to celebrate Indigenous achievement during graduation), as are smudging ceremonies and drum circles. Also, many colleges and universities offer workshops where participants can learn about and practice activities such as bead working, moccasin making and painting. Concrete examples of the integration of Indigenous artwork into the classroom learning environment was not observed as a focus for many of the institutions examined in this report. With that said, Seneca College has made a point of showcasing its collection of fashion garments, designed by award-winning Dene designer D’Arcy Moses, which is housed in its Fashion Resource Centre. This collection, which features garments that blend traditional materials and symbols with modern style, serves as an instructional resource for design students studying in the Faculty of Communication, Art & Design.38
Simon Fraser University has been a leader in terms of its recognition of the importance of Indigenous artwork in Indigenization efforts. It has a vast collection of Indigenous artwork39 throughout its three campuses, which are catalogued in a digital archive on its website. Web users can access photos of all the works in the collection and read further details about the artists that created them, the year of their production and the culturally shared knowledge that informs them. The University has also developed a unique artwork-locating mobile application-- ímesh (To Walk)—to guide visitors on walking tours of its Burnaby campus. The application allows for users to learn more about individual pieces of artwork they encounter, but it allows them to take walking tours of the campus and alerts them to their proximity to pieces of art using geolocation.40
The novel use of digital technology to showcase traditional artwork is also employed in a remarkable way at the British Columbia Institute of Technology (BCIT) through its House Post project. Similar in appearance to a totem pole, although different in function, house posts were used by the Coastal Salish peoples of British Columbia to hold up the roofs of their longhouses. The house post at BCIT was commissioned to celebrate its 50th anniversary, and was created by a local artist from an 800-year-old Western Red Cedar log. The artist embedded a QR code in the piece to allow for an interactive mobile-
38 http://www.senecacollege.ca/create/news/articles/Seneca-A-Celebration-of-Indigenous-Culture.pdf 39 While a number of institutions have been accumulating Indigenous artwork for many years, it is worth noting that some have made a commitment to enhancing their collections in light of the TRC calls to action. The University of the Fraser Valley, for example commissioned work from six local Indigenous artists in the Fall of 2017 to better represent Indigenous culture on its campus. 40 https://www.sfu.ca/brc/imeshMobileApp.html
51 user experience. Users are able to access a unique website featuring a series of squares that combine to make a design sketch of the house post. When a user clicks on each of these individual squares, the post is revealed in its finished form. Certain squares bring users to additional web pages with information about its historical significance, photos of its creation (from felled tree to finished piece), the artist’s biography and social media feeds to allow for real-time conversation about the piece.41
While it is of paramount importance to consider what the inclusion, or absence, of Indigenous art and expression means for a post-secondary institution’s Indigenization plans, it is equally important to consider that a step toward Indigenization can include the removal of artwork from a campus.
In the previously-mentioned report written by the Aboriginal Reconciliation Council at Simon Fraser University—Walk This Path With Us—one of the recommendations for continued efforts to respond to the calls to action issued by the TRC was to engage in the “removal of colonial art and installation of respectful representations” at all three of its campuses. The recommendation came about after a consultation process during which Indigenous students brought forth a complaint regarding the prominent display of a mural created by artist Charles Comfort, which they felt depicted provincial history from a colonial perspective.42 As stated in the report:
It is possible that the mural has historic value… However, it portrays BC history as starting with European explorers and colonists, downplays many millenia of diverse Indigenous cultures, and contains inaccuracies in the portrayal of Indigenous people and their material culture.
Physical Space While the presence of Indigenous art creates a visible reflection of Indigenous culture on campus, physical spaces—whether they be rooms, buildings or other types of areas for communal gatherings— play an equal role in creating visibility for Indigenous peoples at post-secondary institutions. Just as Indigenous artwork teaches us about and connects us to Indigenous culture, so to do the physical spaces that have been designated for Indigenous students support services and communal gatherings. They provide a venue for and a mechanism through which Indigenous achievement is fostered and community outreach is facilitated. In the case of new builds, they stand as strong, visible signs of institutional commitment to Indigenization through capital investment.
Nearly all of the institutions examined in this report have designated spaces on their campuses to house Indigenous student resources and support services. Broadly speaking, the use of the phrase “home away from home”, or similar variations (at Durham College their central Indigenous service space is known as the “Nest Away from Home”)43, is used frequently to describe these areas where Indigenous students are made to feel welcome and supported during their educational journeys.
Many Indigenous students who arrive at post-secondary institutions from remote or isolated First Nations communities benefit tremendously from access to spaces where they can engage with Indigenous peers, mentors, Elders and other support staff (counsellors, academic advisors, etc.). Several
41 https://www.bcit.ca/housepost/ 42 https://www.sfu.ca/content/dam/sfu/reconciliation/SFU- ARC%20Walk%20This%20Path%20With%20Us_Full%20Report_Sept5.pdf 43 https://durhamcollege.ca/media-room/media/durham-college-to-open-suswaaning-endaajig-the-nest-away-from-home
52 standout examples of these types of communal gathering spaces and resources centres have been mentioned previously in this report (Bow Valley College’s “Buffalo Lodge”, the University of Manitoba’s “Bald Eagle Lodge”), although judgements rendered on the quality of these Centres should not be made solely on their size or “newness” alone; the opportunities they provide for students to truly connect with their culture through traditional practices also speaks to their importance. At Seneca College, for example, students visiting the First Peoples@Seneca Office can burn medicines beneath a buffalo skull to honour and pray for loved ones.
Various institutions have expanded their views on what constitutes a “home away from home” by integrating unique residence service plans into their Indigenization strategies. At Queen’s University and Western University, there are designated floors in residence buildings for Indigenous students; at the University of Alberta, there are three residences (houses) that are made available solely to Indigenous students. At Mount Royal University, subsidies are provided for Indigenous students applying for single, family accessible units on campus, with the caveat that they participate in monthly events focused on community-building.
In one particularly unique pilot project initiated at Simon Fraser University (SFU), the idea of designating areas in residence exclusively for Indigenous students is taken a step further through its “living-learning communities” initiative. In 2016, SFU designated a town home on its Burnaby campus as the Indigenous Student Cultural House (ISCH)44. An Elder-led cleansing ceremony prepared it for the Indigenous who would inhabit it. The “living-learning communities” initiative centers on the idea that by placing students enrolled in similar courses of study with similar aspirations together in a shared living space, and by providing them with tailored services, they will form a community that will support them throughout their studies. Indigenous students living together in the ISCH create a network of support that encourages them to develop leadership and mentoring skills. Together, these students are also charged with organizing one Indigenous-themed event per semester to engage the broader SFU community.
Beyond designating/constructing physical spaces on their campuses to enhance support systems for Indigenous students to ensure they achieve their full academic potential, a number of the institutions in this report have also placed a focus on contributing to Indigenization and reconciliation through the building of commemorative structures and facilities. One of the unique examples of this practice is seen at First Nations University (FNU). While many colleges and universities have erected tipis on their campuses to serve as visual symbols of Indigenous culture, FNU has created a massive glass-walled tipi around its campus atrium to commemorate and memorialize First Nations Veterans who served in the Canadian and U.S. militaries since World War I. The Veterans Memorial Tipi is now the sight of an annual Remembrance Day Service. It is a structure unlike any other that exists at the institutions examined in this report. If future plans hold, the Veterans Memorial Tipi will not be the only commemorative construction project at FNU. As part of the announcement of its $15 million capital campaign in 2016, the University unveiled an ambitious plan to build “a four-foot high segmented wall in which the name of every student who attended a Canadian Indian residential school will be engraved” on its campus.45
One exemplary model for the construction of physical spaces that encompass goals relating to student support, commemoration and community-building can be seen at Mohawk College. The College’s
44 http://www.sfu.ca/olc/indigenous/indigenousstudentculturalhouse 45 http://rrlip.ca/blogs/post/the-first-nations-university-of-canada-fnuniv-plans-to-become-a-national-gathering-place-for- truth-and-reconciliation
53 award-winning Indigenous Gathering Place46 consists of the Wampum Belt Wall, the Hoop Dance, and a variety of traditional gardens.47 The Wampum Belt Wall is a symbolic representation of the agreement that was made between early European settlers and the Indigenous peoples whom they encountered. It features distinct coloured “pathways” that represent Indigenous and European travellers journeying together into a future characterized by mutual respect and peace, as well as historical photos and images. The Hoop Dance is an open-air pavilion featuring a structure with cedar pillars and steel hoops which surrounds a fire circle. This area has seating for 60 guests, and serves a teaching space, a place to hold traditional ceremonies, and a quiet area for meditation and reflection.
Outreach Many of the universities and colleges examined in this report have developed community outreach programs, the majority of which (although not all) have been targeted at Indigenous adolescents and youth. These outreach activities have taken many forms, with many different areas of focus, although they all work to instill agency, self-determination, confidence, knowledge and a sense of belonging in participants to prepare them for future studies. These initiatives often serve larger community objectives such as the promotion of self-care, wellness and leadership development.
Summer camps are one of the most commonly observed frameworks within which post-secondary institutions conduct their youth outreach activities. Red River College hosts an annual Hands on Activity Week for Kids (HAWK) for Indigenous youth ages 11-13. Students take part in activities that showcase a different program area that the college has to offer. Morning sessions are spent with Indigenous cultural activities (art projects and storytelling) while the afternoon sessions feature hands-on experiences with different trades and technology activities. The College uses the program as a way to track the post- secondary path of participants to see if their experience as campers had an impact on their choice to enroll at Red River College. The University of Victoria holds an annual Indigenous Student Mini- University Summer Camp for an older target demographic (youth in Grades 8-12) consisting of physical, cultural, academic and social activities to expose them to life on campus and encourage them to think further about possible fields of study. At the Justice Institute of British Columbia, staff host a week-long overnight Indigenous Youth Career Camp for participants ages 15-18. Campers earn CPR certification, and learn how to extinguish fires (in full firefighter gear). They also test their fitness levels through police training programs.
The “Emerging Indigenous Scholars” summer camp at the University of British Columbia brings together Indigenous students in grades 10-11 to build their academic knowledge and cultural connection. Over a five-week period, participants engage with Elders and Indigenous role models while supplementing classroom learning with an internship program that pairs them with university staff or faculty working in an area of interest. This allows them to engage with leaders working in a field they may pursue as a career path, thereby increasing their knowledge and acclimating them (in a modest way) to the realities of post-secondary study.
46 https://www.mohawkcollege.ca/indigenous-students/indigenous-gathering-place-igp 47 Many institutes examined in this report have planted gardens as part of their Indigenization efforts. These gardens have been used to grow traditional medicinal plants and food for communal meals and feasts.
54 Beyond summer camp programs, a number of institutions have created outreach initiatives that offer opportunities for young Indigenous peoples to be change leaders in the process of Indigenization, community building and healing through reconciliation. These initiatives move beyond prescriptive programming and engage Indigenous youth in reciprocal dialogues about the best ways to move forward in the creation of a more just and equitable Canada. This is exemplified by Selkirk College’s Regional Aboriginal Youth Conference. Organized for Indigenous youth ages 15-29, the 2016 edition of the two-day event was titled “Reconciliation Through Indigenous Youth Leadership”. Participants were encouraged to think about the ways they could better serve the goals of reconciliation through their actions, while also participating in activities aimed at further developing their cultural competencies. At the University of Alberta, the annual Young Indigenous Women's Circle of Leadership, for girls ages 10- 16, provides a similar focus on mobilizing young people by enhancing their cultural knowledge and leadership abilities.
Indigenous youth are also being supported with leadership development opportunities in areas such as environmental stewardship. For example, Canadore College has recently launched an internship program for Indigenous youth (ages 15-30) to better prepare them to become key influencers in terms of land stewardship. Workshops are led by Elders and industry professionals and focus on Indigenous beliefs and teachings regarding the environment, experiential learning and career exploration. Participants also receive CRP and WHIMIS training.
While the above programs often focus on bringing students from remote areas to campus, there are other outreach initiatives currently being offered that take educational opportunities to students in their home communities. The University of Alberta’s Life Skills Journey programs consists of leadership training and two summer camps for youth ages 7-10 and 11-14. The training sessions and camps, which focus on topics such as substance use and misuse as well as bullying prevention and resiliency, are held in Métis settlements around the region.
It is interesting to note that some of the most robust and effective outreach initiatives have been developed in the fields of applied sciences and engineering. The Faculty of Engineering at the University of Alberta (UA) has created a student-delivered program known as DiscoverE, which delivers learning activities and mentorship meant to stimulate a life-long interest in science and technology and engineering to more than 27,00 Indigenous youth each year. UA students can travel to classrooms to deliver hands-on learning experiences to Indigenous youth (the instructors bring the materials and take care of the clean-up) or they can deliver workshops at a distance via videoconferencing or host groups on campus. Club programs such as Girls Engineering Mentorship (GEM) and Girls Coding (a computer programming club) also fall under the DiscoverE umbrella, providing opportunities for young Indigenous girls to benefit from exposure to strong female role models and involvement in learning experiences tailored to their needs. DiscoverE summer camps, hosted at UA as well as off-campus in remote Indigenous communities, provide further opportunities for Indigenous youth to gain new knowledge through fun and engaging activities.
Queen’s University has also developed an incredible engineering-focused outreach initiative—Aboriginal Access to Engineering (AAE). AAE is not solely a camp-based learning program (although it is that as well); rather, it encompasses many learning activities and resources that are tailored to Indigenous children and youth, as well as their parents and educators. The AAE website features a wealth of custom-designed learning modules and games to engage Indigenous learners at all age levels, while also
55 providing detailed profiles on Indigenous role models who have pursued (and been successful in) careers in the fields of science and engineering. Units plans are available for download by teachers looking for ways to Indigenize their classroom materials and learning activities, while parents are also supported with resources designed to increase their knowledge of engineering and the applied sciences so they are better prepared to encourage their children’s burgeoning interests.
56 CONCLUSION When looking across the landscape of post-secondary institutions in Canada, it is clear that Indigenization takes many forms. The 43 institutions examined in this report, while similar in their efforts in many areas, have shown the potential that exists for new, exciting approaches to better serve Indigenous students in their educational journeys. Recent statistics show that among all Canadian universities, 86% provide support services such as academic counselling and peer mentoring to Indigenous students, while 69% have transition programs in place to support Indigenous students’ leaps from high school to post-secondary study.48
Despite these improvements in service, Indigenous students continue to be underrepresented in the post-secondary landscape. The picture painted is dual in its composition: on one side, an image of substantial progress; on the other, more room for growth. What direction this growth will take is not simple to predict, although there are signs that increasing opportunities for collaboration and knowledge exchange will continue to be tactics for future breakthroughs.
For example, the independent mobilization of campus groups working to support Indigenization efforts through collaboration has been observed at institutions such as the University of British Columbia, where a growing number of Indigenous faculty have formed an informal association—the Indigenous Academic Caucus—to create an interdisciplinary network to support research and community engagement. Interdisciplinary collaboration as a vehicle through which Indigenization may continue to move forward is also observed in the number and variety of conferences and symposiums being held on issues relating to improving the quality of Indigenous education. For example, the University of Saskatchewan, will be hosting a symposium with a dual focus on Indigenizing pedagogies and Open Educational Resources.
Future capital construction projects at both the British Columbia Institute of Technology (BCIT) and the University of British Columbia (UBC) speak to the importance of creating space for collaboration and dialogue in service of Indigenization. In its five-year capital plan (2017-2021), BCIT has committed to creating a Centre for Indigenous Initiatives and Dialogue,49 which will extend the concept of a traditional gathering place and service centre for Indigenous students by making it a think-tank for new approaches to Indigenous education, training and community engagement, while also incorporating technology into the space to support entrepreneurial activities. For its part, UBC is in the midst of constructing an Indian Residential School History and Dialogue Centre. Replete with all TRC archival files and materials, the Centre will be part “interactive exhibit, archive, and reflective space” as well as a gathering place for educators collaborating on the design of new curriculum.50
A final note on collaborative approaches to Indigenization involves the design of joint degree programs for both Indigenous and non-Indigenous learners. By combining resources with peer institutions, universities and colleges have shown the potential that exists for new, creative approaches to program development. For example, the University of Victoria and UBC have developed a degree program in common law and Indigenous law that is “a first of its kind in Canada and unique globally”.51 The
48 https://www.academica.ca/indigenoustopten/20160629 49 https://www.bcit.ca/files/facilities/campusdev/pdf/bcit_5_yr_capital_plan_2017.pdf 50 https://questu.ca/indian-residential-school-history-dialogue-centre-ubc/ 51 https://www.theglobeandmail.com/news/british-columbia/uvic-proposes-joint-indigenous-canadian-common-law- degree/article33084464/
57 program’s ultimate aim is to produce graduates capable of radically reshaping Canada’s judicial system to better serve the needs of Canada’s Indigenous peoples.
A look at the current and future landscape of Indigenous education in Canada through the lens of the 43 institutions examined in this report suggests that just as Mohawk College has illustrated through its previously-mentioned Bundled Arrows initiative, there is strength in numbers. Interdisciplinary, interinstitutional and intercommunal collaboration is key to ensuring a successful journey toward reconciliation through education.
58 Appendix: List of Canadian Post-Secondary Institutions Consulted
BRITISH COLUMBIA ONTARIO British Columbia Institute of Technology, Algoma University Burnaby Canadore College Justice Institute of British Columbia, New Carleton University Nicola Valley Institute of Technology Centennial College Selkirk College Conestoga College Simon Fraser University Confederation College Thompson Rivers University Durham College University of British Columbia Fanshawe College University College of the Fraser Valley George Brown College University of Northern British Columbia Georgian College University of Victoria Humber College Mohawk College ALBERTA Queen’s University Bow Valley College Seneca College Lethbridge College Sheridan College MacEwan University University of Ontario Institute of Technology Mount Royal University University of Ottawa Northern Alberta Institute of Technology University of Toronto Southern Alberta Institute of Technology Western University University of Alberta
SASKATCHEWAN First Nations University of Canada University of Regina University of Saskatchewan
MANITOBA Red River College University of Manitoba University of Winnipeg
59 Agenda item: 5.1 Appendix B
CURRENT STATUS REPORT: INDIGENIZATION ACTIVITIES AT ALGONQUIN COLLEGE
INTRODUCTION ...... 1
CHAPTER 1: STRATEGIC PLANS AND PRIORITIES ...... 3
STRATEGIC PLAN ...... 3 STRATEGIC MANDATE AGREEMENT, 2017-2020 ...... 4 PEOPLE PLAN ...... 6 LEARNER DRIVEN PLAN ...... 6 CONCLUSION ...... 7
CHAPTER 2: INDIGENOUS STUDENT AND EMPLOYEE PROFILE ...... 8
A) STUDENT PROFILE ...... 8 TOTAL ENROLLMENTS ...... 8 INDIGENOUS COMMUNITIES ...... 8 ENROLLMENT BY FACULTIES AND SCHOOLS ...... 12 PROGRAMS ...... 13 PERSISTENCE ...... 14
B) INDIGENOUS EMPLOYEES ...... 14
CHAPTER 3: ENGAGEMENT ALGONQUIN COLLEGE COMMUNITY ...... 16
STRENGTHS ...... 16 LIMITATIONS ...... 18 OPPORTUNITIES ...... 21
CHAPTER 4: FACULTY ENGAGEMENT ...... 23
METHODOLOGY ...... 23 PROFILE OF RESPONDENTS ...... 23 INDIGENIZATION ACTIVITIES ...... 27 INDIGENIZATION: NEXT STEPS ...... 33
APPENDIX A: SUMMARY OF STRENGTHS, LIMITATIONS AND OPPORTUNITIES IN INDIGENIZATION AT ALGONQUIN COLLEGE ...... 42
III
INTRODUCTION In November 2017, Algonquin College launched a process to develop an Indigenization Strategic Plan to further support its efforts of strengthening Indigenous education, furthering Indigenization and achieving a greater understanding of truth and reconciliation. Algonquin College turned to Education Connections, a small consulting firm with national experience in supporting post-secondary institutions and governments further their support of Indigenous education.
Over the past few months, Education Connections has completed a few key tasks. The first was conducting a national environmental scan of Indigenization activities at other post-secondary institutions across the country as a means of capturing and highlighting promising practices that might inform Algonquin College moving forward. The second task was a comprehensive engagement strategy with community members, including: members of the Board of Governors; executive team members; members of the academic council; academic deans, chairs and coordinators; Indigenous employees; employee groups with human resources, finance and administration and student services; members of the 2017-2018 executive of the Algonquin College Student Association; and individual faculty and staff members. The third task was to conduct a survey of faculty members to seek their input for the development of the strategy. The fourth task is the production of this report, which summarizes all that was learned in developing this plan. The fifth, and final step, is the development of the Indigenization Strategic Plan.
This current report is structured into four parts, that summarizes the findings from the second, third and fourth phase of this project. They include:
A summary of all strategic documents and plans at Algonquin College to determine the level of institutional focus on and commitment to Indigenous education, Indigenous Peoples and truth and reconciliation, and to see how this Indigenous Strategic Plan can inform and support, rather than create, a new standalone strategic plan.
A comprehensive profile of Indigenous students and Indigenous employees at Algonquin College. The Indigenous student profile includes: a list of sponsoring communities; the overall number of Indigenous learners; their enrolments within individual faculties, schools and regional campus; their enrolments in different parchments offered by the College; and their persistence rate. That same chapter also provides a summary of a recent effort by Human Resources to document the number of Indigenous employees at Algonquin College.
The findings from a series of more than 120 hours of engagement of members of the Algonquin College community, at all three campuses, to learn from them about the strengths and the limitations of the current programs, services and initiatives and to start documenting opportunities for future endeavours.
1
The findings of a faculty engagement survey, conducted online, during a two-week period following the end of the Winter 2018 semester, which sought input from faculty about current and future Indigenization initiatives.
This report allows members of the planning committee to gain an appreciation for the current state of activities and thoughts at Algonquin College, and to prepare for the launch of the upcoming Indigenization Strategic Plan.
Terminology The term “Indigenous” is used throughout this report to refer to Canada’s First Nations, Métis and Inuit peoples. For a number of the universities and colleges examined in this report, Indigenous peoples are referred to collectively as “Aboriginal”. Both these terms appear frequently throughout the report, as do references to specific First Nations groups represented across the wide regions examined.
2
CHAPTER 1: STRATEGIC PLANS AND PRIORITIES This chapter of the report aims to survey many available public documents from the College as a means of understanding the level and nature for strengthening Indigenous education, furthering Indigenization and achieving a greater understanding of truth and reconciliation.
Strategic Plan In 2017, Algonquin College released its new five-year strategic plan. The 2017-2022 Strategic Plan, titled “50+5”, maps out the College direction for the next five years.1 The document is the result of an 18-month journey to consult with internal and external stakeholders, which defined six clear goals based on core institutional beliefs and clear metrics. While the summary page of the Strategic Plan makes no direct reference to Indigenous Peoples, the document in its entirety makes clear that reconciliation with Indigenous Peoples is a priority for Algonquin College. In fact, throughout the document, there are five important references to Indigenous Peoples:
Message from the President: “As Canada moves along a path of truth and reconciliation, we will do our part to ensure that Indigenous ideas, knowledge and culture are an integral part of everything we do.”
Demographics are changing. “With growth rates between five and 10 per cent per year, the largest increase in potential learners will be among those 55 years and over, new Canadians, immigrants and Indigenous learners.”
We must become more innovative and entrepreneurial. “Both the provincial and federal governments have made our nation’s truth and reconciliation efforts with Indigenous communities a priority. To lead, Algonquin must be mindful of fiscal realities while continuing to champion fair and competitive funding and becoming more innovative, flexible and entrepreneurial in the way we operate as an institution. To lead, Algonquin must also make Indigenous education a priority.”
We can be an integral part of our communities. “Algonquin is an essential part of the communities it serves in Eastern Ontario and, increasingly, around the world. But, more and more, we need to reach out to our industry partners, invite them in to create mutually beneficial opportunities for our students and the broader community, particularly in the areas of health, wellness, Indigenous education, applied research, and entrepreneurship.”
Goal Five: Enhance Algonquin’s global impact and community social responsibility. “To deliver on our commitment to be more socially responsible, the college will expand its outreach into the communities we serve and sup- port Canada’s journey toward truth
1 http://www.algonquincollege.com/strategicplan/files/2017/01/AlgonquinStrat2017-Pages.pdf
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and reconciliation with Indigenous Peoples, recognizing that we are all responsible for the success of this vital initiative.”
Strategic Mandate Agreement, 2017-2020 The Strategic Mandate Agreement between the Ministry of Advanced Education and Skills Development and Algonquin College outlines the role the College currently performs in Ontario’s post-secondary education system and how it will build on its current strengths to achieve its vision and help drive system-wide objectives and government priorities. The current term of the Strategic Mandate Agreement is from April 1, 2017 to March 31, 2020.2
Algonquin College notes that the Strategic Mandate Agreement represents its vision, aspirations and priorities for excellence in the student experience, teaching and learning, access and equity, applied research, and innovation, economic development and community engagement. It also outlines current and future areas of program strength, enrolment plans, financial sustainability measures as well as institutional collaborations and partnerships.
Algonquin College’s commitment to truth and reconciliation with Indigenous Peoples is more clearly articulated in this document than other institutional documents.
The focus on reconciliation with Indigenous Peoples is clearly articulated as one of five main focuses in this Strategic Mandate Agreement. It notes:
“A Destination of Choice for Indigenous Students: Algonquin College will support Canada’s journey toward truth and reconciliation with Indigenous peoples. It will: o embed Indigenous knowledge in core business practices; o create a transformation model through corporate training material to include Indigenous content; o diversify and increase Indigenous enrolment numbers from Canada and beyond; and o increase retention rates and deliver additional off-campus training programs.”
In addition, the document points to the following elements:
“Indigenous learners and communities will also have a new space to hold gatherings, celebrations, teach and learn indigenous knowledge and engage in innovation activities. The new Indigenous Collaboratorium will be the heart of the new Innovation, Entrepreneurship and Learning Centre.
Algonquin is working to respond to the Premier’s Highly Skilled Workforce Expert Panel, and to the Truth and Reconciliation Commission’s calls to action by providing students with a personalized, digitally connected, experiential learning experience that, among its
2 https://www.ontario.ca/page/2017-20-strategic-mandate-agreement-algonquin-college-applied-arts-and-technology
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actions, is to instill an entrepreneurship mindset in all of our students, aligned with Indigenous principles of land, environment and cultural stewardship.
Algonquin is also committed to deliberate experimentation with pathways where it sees opportunities to support access for under-represented learners, including Indigenous students. With the support of ONCAT, and heavily influenced by local Indigenous community needs, the Pathways for Indigenous Student Empowerment Program will be implemented to better serve Indigenous learners who would benefit from targeted transitional and academic preparatory support. Algonquin College’s efforts to support Indigenous students have proven to be successful. First Nation-sponsored student enrolment has been increasing at an average rate of 12 per cent a year since 2009 because of reciprocal relationships with First Nations.
Algonquin College is also committed to working in partnership with other Ontario colleges to address the calls to action of the Truth and Reconciliation Commission. Algonquin has been a leader in providing Indigenous students with services and a touchpoint with their communities through the Mamidosewin Centre. Algonquin has been making concerted efforts to bring the classroom to communities, with courses being offered in Maniwaki and Akwesasne. Together with Indigenous people, Algonquin College will work to:
understand the historical legacy of residential schools identify and eliminate systematic barriers to access and complete postsecondary credentials continue to build a culturally responsive institution build relationships with Indigenous communities respect Indigenous knowledge advocate for sustainable funding for Indigenous programming
Algonquin will commit to using Ontario Post-Secondary Access & Inclusion Program to develop and deliver new initiatives targeted at outreach, transition and retention to a broad range of diverse and non-traditional students (included by not limited to students who are Indigenous).
Building on the legacy of applied research at Algonquin College, and scheduled to open in 2018, the 100,000-square-foot Innovation, Entrepreneurship and Learning Centre (IELC) and Institute for Indigenous Entrepreneurship will consolidate the college’s Innovation and Entrepreneurship Strategy, creating a home for innovation and entrepreneurial thinking.”
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People Plan In 2017, Algonquin College also released its People Plan, to help Algonquin College achieve its 2017-2022 Strategic Plan. The goal of this plan is to ensure that Algonquin College can become a leader in personalized, experiential learning and an exceptional employer. The Plan helps chart a course for the development of its employees and creating an environment to achieve success by doing the following:
Attract, develop, value, support and celebrate an exceptional learner-driven workforce; Build a learning workplace that is respectful, diverse, inclusive and healthy; and Increase the capacity and capability of our learning organization through innovation and continuous improvement
The third strategic goal of the People Plan focuses on building a learning workplace that is respectful, diverse, inclusive and healthy. Starting in 2017-2018, Algonquin College aims to extend the use of its Employment Equity Self-Identification form to part-time employees and external applicants as a means of gaining an informed understanding of the diversity of its workforce. The exclusive focus on Indigenous Peoples is not part of the wording of the plan. However, it is clear that the focus of the People Plan is to provide a workforce that more accurately reflects the Canadian population. To that goal, the College has dedicated a specific human resource officer to focus on questions relating to diversity and inclusion of its workforce. This employee’s work is covered in a later section of this report.
Learner Driven Plan The 2017-2022 Strategic Plan makes clear that Algonquin College’s Goal One is to establish Algonquin as the leader in personalized learning across all Ontario colleges.
The Strategic Plan notes the following:
By 2022, we will become a leader in the field of flexible, personalized learning, beginning by optimizing our strategic enrolment management framework and completing value stream exercises for all key services. The AC Personal Success System, a system that tracks all interactions with learners to help them achieve lifelong success, will be developed and the first phase will be implemented with an initial focus on expanding our support of students in the areas of dream development, pathfinding, flexibility, experiential learning and the transition to workplace.
We will review our program development processes and substantially increase program pathways and the number of programs, courses, and modules offered in both blended and online formats. We will also expand student mentorship programs and enhance our use of mobile technology, providing more extensive digital services and training to both students and employees.
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As part of our focus on being learner driven, Algonquin will develop the country’s first comprehensive, end-to-end higher education loyalty program, rewarding those who connect with Algonquin prior to, during, and following their college experience.”3
The ability to implement such a model should be transformational in nature, helping Algonquin College with its persistence and graduation rates, while maximizing the positive impact of education at the individual, family and community levels.
Conclusion An institutional review of strategic documents (i.e. strategic plans, academic plans, strategic mandate agreements, etc.) often lead to the identification of some (or fewer than expected) references of the institutional importance of Indigenous education and Indigenization. At Algonquin College, the focus on Indigenous education, reconciliation and Indigenization is omnipresent, and stands heads above most post-secondary institutions across the country. In fact, it is embedded near the heart of what Algonquin College aims to achieve through the delivery of its programs and activities.
3 http://www.algonquincollege.com/strategicplan/files/2017/01/AlgonquinStrat2017-Pages.pdf, page 59.
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Chapter 2: Indigenous Student and Employee Profile This chapter aims to provide a comprehensive portrait of Indigenous learners and Indigenous employees within Algonquin College.
A) Student Profile This section of the report aims to provide clear data regarding the Indigenous student body. The data was compiled by Enrolment Services at Algonquin College for both 2016-2017 and 2017-2018 academic years. Where possible, the subset data is compared and contrasted with the total student body.
The Indigenous learners at Algonquin College can be identified by two means. The first is when a learner’s fees are paid by a sponsoring Indigenous organization, most often a First Nation community. Other Indigenous learners who do not receive direct funding are also able to self- identify. The information below is taken from both of those identifiers as a means of providing a comprehensive portrait of Indigenous learners at Algonquin College.
Total Enrollments Algonquin College has seen an increase enrolment over the past two academic years, with 20,254 registered in Fall 2016 and growing to 21,057 registered in Fall 2017.
Among those students, Enrolment Services has been able to compile statistics based on two measures: students who receive band funding and students who completed their self- declaration as an Indigenous learner (First Nation, Metis or Inuit). In the Fall 2016, there were 1,054 registered students, and that number increased to 1,078 registered students in Fall 2017.
As a result, the Indigenous student body at Algonquin College represented 5.2% in Fall 2016, and 5.1% in Fall 2017.
Indigenous Communities Enrolment Services has provided a comprehensive list of the Indigenous sponsors who have submitted the student fees on behalf of their community members. Among the 1,054 registered Indigenous learners in Fall 2016, 479 Indigenous learners were sponsored students. In Fall 2017, out of the 1,078 Indigenous students, 521 were sponsored. As such, in Fall 2016 and Fall 2017, the percentage of sponsored students among Indigenous learners was 45% and 48%, respectively.
In Fall 2016, there were 91 different Indigenous sponsors at Algonquin College, and that number increased to 94 in the Fall 2017.
Table 1 provides the list of the top 15 Indigenous sponsors at Algonquin College in Fall 2016, and the same table provides the number of Indigenous learners they sponsored in Fall 2017.
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The single largest Indigenous sponsor at Algonquin College is the Cree School Board, with 227 learners in Fall 2016 and 284 learners in Fall 2017. As such, this sponsor alone is responsible for more than a quarter of all Indigenous learners on campus. The second largest sponsor is the Kitigan Zibi Education Sector with 41 learners in Fall 2016 and 29 learners in Fall 2017. The third largest sponsor is the Ahkwesahsne Mohawk Board of Education with 16 learners in Fall 2016 and 26 learners in Fall 2017. The other sponsors in the Top 15 were responsible for the fees for between 4 and 14 learners at Algonquin College each. This Top 15 list is responsible for 77% of all sponsored Indigenous learners on campus in Fall 2016, and 76% in the Fall of 2017. Table 2 provides the list of all Indigenous sponsored at Algonquin College in the Fall 2016.
Table 1: List of Top 15 Indigenous Sponsors for Indigenous Fall 2016 Fall 2017 learners at Algonquin College in Fall 2017. Total # of Indigenous Students 479 521 Cree School Board 227 284 Kitigan Zibi Education Sector 41 29 Ahkwesahsne Mohawk Board of Education 16 26 Kagita Mikam 14 8 Mohawks of the Bay of Quinte 14 9 Metis Nation of Ontario Education and Training 9 6 Sagamok Anishnawbek 7 3 Algonquins of Pikwakanagan 6 6 Northern Nishnawbe Education Council 6 3 Attawapiskat First Nation Education Authority 5 6 Central Quebec School Board 5 9 Congress of Aboriginal Peoples 5 1 Nipissing First Nation 5 4 Akwesasne Area Management Board 4 1 Chippewas of Rama First Nation 4 2 Total 368 397
Table 2: List of Indigenous Sponsors for Indigenous learners at Algonquin College in Fall 2017. Cree School Board 227 Kitigan Zibi Education Sector 41 Ahkwesahsne Mohawk Board of Education 16 Kagita Mikam 14 Mohawks of the Bay of Quinte 14 Metis Nation of Ontario Education and Training 9 Sagamok Anishnawbek 7 Algonquins of Pikwakanagan 6 Northern Nishnawbe Education Council 6
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Attawapiskat First Nation Education Authority 5 Central Quebec School Board 5 Congress of Aboriginal Peoples 5 Nipissing First Nation 5 Akwesasne Area Management Board 4 Chippewas of Rama First Nation 4 Moose Cree Education Authority 4 Wikwemikong Board of Education 4 Chippewas of Nawash Unceded First Nation 3 Curve Lake First Nation 3 Manulife Financial 3 Matawa First Nations - Post Secondary Program 3 Mississaugas of the New Credit First Nation 3 Mundo Peetabeck Education Authority 3 Nunatsiavut Government 3 Sipekne'katik 3 Timiskaming First Nation 3 Conseil des Abenakis d'Odanak 2 Elsipogtog Band Education Division 2 Fort William First Nation, Education Department 2 Garden River First Nation Education Unit 2 Grand River Post-Secondary Education Office 2 Hishkoonikun Education Authority 2 Iskatewizaagegan No. 39 Independent First Nation 2 Kebaowek First Nation 2 Omushkego Student Services 2 Southern First Nations Sec. 2 The Metis Nation of Ontario 2 Wabauskang First Nation 2 Wauzhushk Onigum First Nation 2 Whitefish River First Nation 2 Aboriginal Women's Support Centre 1 Advancing Futures Bursary Program, Human Services 1 Algonquins of Pikwakanagan First Nation 1 Amo Ososwan School 1 Atikameksheng Anishnawbek Post-Secondary Education 1 Bonaparte Indian Band 1 Bruce Power- Indigenous Employment and Training Specialist 1 Chippewas of the Thames First Nation 1 Commission Kijîtowin 1 Conseil Des Anicinapek de Kitcisakik 1
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Couchiching First Nation 1 Cross Lake Education Authority 1 Eabametoong First Nation Education Authority 1 Flying Post First Nation 1 Interlake Tribal Division for Schools Inc 1 Kakivak Association 1 Kitikmeot Inuit Association 1 Laxgalts'ap Village Government 1 Mamu Tshishkutamashutau Innu Education 1 Matachewan First Nation 1 Metis Local 125 Fort Chipewyan 1 Metis Nation of Ontario - Region 4 Field Office 1 Metis Nation of Ontario Training Initiatives 1 Michipicoten First Nation 1 Mississauga First Nation Education Department 1 Mississaugas of the New Credit 1 Muskeg Lake Post-Secondary Program 1 Naicatchewenin First Nation 1 Nazko First Nation 1 North Shore MicMac 1 Norway House Cree Nation Sud Division 1 O-Pipon-Na-Piwin Cree Nation 1 Ogemawahj Tribal Council 1 Old Massett Village Council 1 Potlotek Education Office 1 Saugeen Education Department 1 Serpent River First Nation 1 Seven Generations Education Institute 1 Shawanaga First Nation Education Department 1 Sheguiandah First Nation 1 Sheshegwaning First Nation Board of Education 1 The Metis Nation of Ontario Employment and Training 1 Thessalon First Nation 1 Training and Economic Development 1 Wahgoshig First Nation 1 Weenusk First Nation 1 Wolf Lake First Nation 1 Workplace Safety and Insurance Board 1
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Enrollment by Faculties and Schools There was strong interest among the members of the Algonquin College community to learn more about the programs selected by Indigenous learners. Table 3 provides a summary of enrolment by faculty, school or regional campus.
For both academic years, 94% of all learners attended the main campus on Woodroffe Avenue. The regional campuses in Perth and Pembroke attracted the remaining 6% of learners, with a larger percentage choosing the Pembroke campus (4.1% and 4.2% in Fall 2016 and Fall 2017, respectively) and the Perth campus (1.5% in both years).
The Pembroke regional campus welcomed the greatest percentage of Indigenous learners of all three campuses, with Indigenous learners representing 10% of all learners. At the Perth regional campus and the Woodroffe campus, Indigenous learners represented 5% of all students.
Indigenous learners are also represented in every faculty, school or regional campus. The Faculty of Arts and Media welcomed the greatest number of Indigenous learners, with 253 in Fall 2016 and growing to 276 in Fall 2017. The second most common choice for Indigenous learners was the Faculty of Health, Public Safety and Communication Studies, with 195 in Fall 2016 and increasing to 202 in Fall 2017. Finally, the Faculty of Technology and Trades was the third most common choice, with 163 in Fall 2016 and 177 in Fall 2017.
There are some interesting differences in the rank of faculty and schools between all students and Indigenous students. The following faculties and schools represent the top 4 choices for all students in Fall 2017: Faculty of Technology and Trades (25.5% of all students); Faculty of Health, Public Safety and Communication Studies (20.1% of all students); School of Business (17.7% of all students); and Faculty of Arts and Media Design (17.7% of all students). As such, Indigenous students are significantly underrepresented in trades and technology programs (9.1 percentage point difference between all students and Indigenous students). Similarly, Indigenous students are overrepresented in the Faculty of Arts and Media Design by 8.5 percentage point difference.
Table 3: The number of all students and Indigenous students, by Faculty, School or Regional Campus All Students Indigenous Students 2016 2017 2016 2017 % % % % Count Count Count Count Algonquin College Heritage 305 1.5% 324 1.5% 16 1.5% 15 1.4% Institute (Perth Campus) Algonquin College in the Ottawa Valley (Pembroke 831 4.1% 888 4.2% 68 6.5% 81 7.5% Campus) Centre for Continuing and 1058 5.2% 1360 6.5% 48 4.6% 71 6.6% Online Learning
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Faculty of Arts and Media 3650 18.0% 3605 17.1% 253 24.0% 276 25.6% Design Faculty of Health, Public Safety and Communication 4177 20.6% 4224 20.1% 195 18.5% 202 18.7% Studies Faculty of Technology and 5053 25.0% 5364 25.5% 163 15.5% 177 16.4% Trades International Education 220 1.1% 205 1.0% 75 7.1% 14 1.3% Centre School of Business 3648 18.0% 3724 17.7% 153 14.5% 157 14.6% School of Hospitality and 1312 6.5% 1363 6.5% 83 7.9% 85 7.9% Tourism Grand Total 20254 100% 21057 100% 1054 100% 1078 100%
Programs Enrolment Services has also been able to identify the type of parchments that all students as well as Indigenous students have selected (Table 4). The Ontario College Diploma remain the most common parchment offered at Algonquin, with 56% of all students and 57% of Indigenous students registered for this diploma.
Where there are fewer Indigenous students are in parchments that are more advanced. For example, while 6.2% of all students are registered in an Ontario College Graduate Certificate, there are only 2.5% Indigenous students in Fall 2017. A similar trend is seen for the Ontario College Advanced Diploma (17.5% vs. 12.4%, in Fall 2017) and some of the Bachelor programs (Bachelor of Business: 1.5% vs. 0.3%, in Fall 2017; Bachelor of Interior Design: 0.7% vs. 0.2%, in Fall 2017; Bachelor of Hospitality & Tourism Management: 0.5% vs. 0.1%, in Fall 2017).
Table 4: The number of all students and Indigenous students, by parchment type, in Fall 2016 and Fall 2017. All Students Indigenous Students 2016 2017 2016 2017 % % % % Count Count Count Count Bachelor of Applied 27 0.1% 27 0.1% - - - - Business Bachelor of Building 73 0.4% 101 0.5% 5 0.5% 5 0.5% Science Bachelor of Commerce 286 1.4% 325 1.5% 1 0.1% 3 0.3% Bachelor of Early Learning 33 0.2% 56 0.3% 2 0.2% 2 0.2% & Comm. Dev. Bachelor of Hospitality & 118 0.6% 105 0.5% 3 0.3% 1 0.1% Tourism Mgmt. Bachelor of Interior Design 166 0.8% 155 0.7% - - 2 0.2% *Not Applicable 887 4.4% 918 4.4% 23 2.2% 33 3.1%
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Ontario College Advanced 3704 18.3% 3684 17.5% 126 12.0% 134 12.4% Diploma Ontario College Certificate 2586 12.8% 2588 12.3% 318 30.2% 257 23.8% Ontario College Diploma 11241 55.5% 11786 56.0% 536 50.9% 614 57.0% Ontario College Graduate 1133 5.6% 1312 6.2% 40 3.8% 27 2.5% Certificate Grand Total 20254 100% 21057 100% 1054 100% 1078 100% *Business Administration program - all students in business admin start with this 3-term program before moving to a major
Persistence Enrolment Services has also calculated the persistence rates of Indigenous students who entered Algonquin College in Fall of 2016. In that cohort, there were 1,054 students who began a program of choice. Table 5 provides the outcomes of their enrolment status. By the end of Winter 2018, there were 449 Indigenous students who graduated, representing 43% of all Indigenous students. Another 190 Indigenous learners were still registered in Winter 2018 semester, but were not eligible to graduate yet (18%). Finally, the remaining 415 Indigenous students are no longer registered, as a result of dropping out or stopping out (39%).
Table 5: Persistence rates of Indigenous students who registered for a program at Algonquin College in the Fall of 2016. Total Students Registered In Fall 2016*: 1054 Graduates Up To And Including 2018W: 449 Still Registered in 2018W: 190 No Longer Registered: 415 *As of May 2018
B) Indigenous Employees Algonquin College recognized that its ability to deliver the bold and deliberate goals of its five- year “50+5” Strategic Plan must focus on its greatest strength: its employees. The People Plan puts together a strategy to attract, develop, value, support and celebrate an exceptional learner- driven workforce; build a learning workplace that is respectful, diverse, inclusive and healthy; and increase the capacity and capability of our learning organization through innovation and continuous improvement
In March 2018, Algonquin College’s Human Resource Division completed a review, entitled Inclusion and Diversity In the Algonquin College Workforce: A Current State Audit. There were 4,695 unique positions within Algonquin College that are filled by full-time and part-time employees on December 31, 2017. The report notes that gender information was available for all employees. The other inclusion and diversity data fields were captured using voluntary disclosure
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through a survey administered to all full-time employees in 2013. That survey was made available to all new full-time hires post-2013 as a means of ensuring up-to-date information. Applicants to Algonquin College are also asked to self-identify as part of the online job application process. As such, another data set is available for 21,034 individuals who applied for one of 367 job postings during the year 2017. The organizational efforts of measuring inclusion and diversity is a constant challenge, as employees and applicants are wary as to why such data is asked and how it might negatively impact their selection.
The report provides the following information relating to the employment of Indigenous Peoples at Algonquin College.
“The number of Indigenous employees at Algonquin College is low, with only 22 full time employees (2%). In general, Indigenous people in Canada have lower participation and employment rates, and a higher unemployment rate, than non-indigenous people.4” “An estimation indicates that only 1% of Ontario’s labour force self-identify as Indigenous; yet applications from Indigenous people seeking employment here at Algonquin College during 2017 was 2% higher. Additionally, we then hire Indigenous people at the same rate they are applying.” “The far reaching socio-economic labour force realities for the Indigenous talent pool will require continued innovative responses such as those that are seeing us have high numbers of indigenous students, and the implementation of our Truth and Reconciliation activities.”
4 Aboriginal People Living Off-Reserve and the Labour Market: Estimates from the Labour Force Survey, 2007-2015
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Chapter 3: Engagement Algonquin College Community During this development process, Education Connections spent more than 120 hours engaging with members of the Algonquin College community through individual and group discussions to capture their thoughts about what Algonquin was doing well, and not so well, in engaging Indigenous learners and communities. These thoughts will help inform the development of a five-year strategic plan for Indigenization at Algonquin College.
Strengths There were many points raised throughout this engagement process that celebrate what Algonquin College has achieved in supporting Indigenous education, Indigenous learners, truth and reconciliation. This section summarizes the main points that were raised by members of the Algonquin College community.
A. Strong presence of Indigenous learners. Many members of the Algonquin College community knew that Indigenous Peoples on campus constituted an important group of learners. Many identified the number of Indigenous learners as being close to 1,100 students, or 5% or the total student population at Algonquin College. There was a sense of pride that Algonquin College was able to recruit, year over year, a significant number of Indigenous learners.
B. Strong organizational commitment There were several persistent comments to support Algonquin College’s organizational commitment to Indigenization. The first, and most common, point was the creation of the position of Executive Director of Truth, Reconciliation and Indigenization. They point to having an Indigenous leader as a member of the Executive Team. They reference the key role that this individual plays in formal ceremonies on campus. They highlight the person’s contribution to all discussions across the college. Others point to this Indigenization strategic planning, with a focus on engaging and sharing with others across the Algonquin College community. Finally, some made reference to the 50+5 Strategic Plan and the recently signed Strategic Mandate Agreement with the Ontario Government as additional proof of an ongoing and strong commitment to truth, reconciliation and Indigenization.
C. Mamidosewin Centre Many members of the Algonquin College community were very pleased that the construction of the E wing of the Woodroffe campus allowed for the creation of a large Indigenous gathering space on campus, that serve both for official ceremonies and as an informal lounge for Indigenous students where they can be together and access student services. The creation of this physical space was another indication of the importance of Indigenous students and Indigenization to Algonquin College. In addition, the Mamidosewin Centre serves as a hub for some Indigenous employees who are hired to support the academic and personal success of Indigenous learners.
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D. Academic Programs. Algonquin College’s efforts of creating targeted academic programs was another highlighted success. Those programs included: the one-year Ontario College Certificate in Aboriginal Studies; the one-year Ontario College Certificate for Pathways to Indigenous Empowerment (PIE); and the pre-apprenticeship Indigenous cook program. The creation of such targeted programs that respond to the needs and the interest of Indigenous learners and communities was applauded by the Algonquin College community. Some Algonquin College staff members noted that all efforts must be done to ensure the academic preparedness of its Indigenous learners when they arrive on campus, and programs like Pathways to Indigenous Empowerment have the means to transform lives while increasing academic success.
E. DARE District There was a clear sense of pride of the recently opened DARE District at Algonquin College. The new space will house the College’s Indigenous Commons as well as space dedicated to Indigenous entrepreneurship initiatives. The DARE district will also provide new space for the Library and Learning Centre, a Makerspace, a Cyber-Security Centre, a multimedia production facility and expanded Applied Research and Innovation programs, for students, faculty, researchers, and businesses. The focus on significant Indigenous space within this new facility was signalled as another proof of institutional commitment. The DARE District, through a fund provided by the Algonquin College Students’ Association, will ensure the presence of new Indigenous artwork in the space. Finally, the College had adopted a new Indigenization policy in its property development planning that aims to foster Indigenous elements.
F. Indigenous culture on campus There were many highlighted examples of how Indigenous culture has been integrated within the Algonquin college community. Some employees noted: The unveiling of Algonquin College’s new Coats of Arms, with strong symbols of Indigenous Peoples and history embedded within the design; the presence of drumming circles at convocation and other significant events; the ability for students and employees to smudge within the Mamidosewin; campus tours that bring new and potential Algonquin students to visit the Mamidosewin as part of their campus visit; the ability of Indigenous employees to lead the KAIROS™ Blanket Exercise that build an understanding about shared history between Indigenous and non-Indigenous peoples in Canada.
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Limitations Despite the strong list of strengths that Algonquin College has fostered over the past years in supporting Indigenous education, Indigenous learners and Indigenization, the Algonquin College community were able to identify some areas were continuous improvements could continue to strengthen Algonquin College as a national leader in these areas. Here is the list of recommended focus.
A. Limited engagement and interactions with Indigenous learners and sponsors Many Algonquin College community identified the lack of engagement of the College with Indigenous students. Some employees mentioned that fewer than 10% of the Indigenous learners on the Woodroffe Campus frequent the Mamidosewin Centre, and thus there is the perception, real or not, of limited formal engagement with Indigenous learners on campus.
B. Limited engagement with Aboriginal Education Council (AEC) The AEC has not been a very active body in its effort of providing advice and counsel to Algonquin College over the past years. The new Executive Director of Truth, Reconciliation and Indigenization has highlighted the limited participation of Indigenous community members in the College’ AEC meetings. He has aimed to foster stronger relationships, alter the agenda to focus on more input seeking sessions, and make the meetings more flexible to encourage participation. The magic formula has not yet been found, despite persistent efforts of strengthening engagement of AEC members, especially those representing Indigenous communities.
C. Limited engagement with Indigenous communities Algonquin College community members have fostered positive relationships with Indigenous communities within and beyond the College’s traditional catchment areas. Those engagements are done sporadically, without a regular presence within those communities, without a focus on truly understanding their needs and mapping out how Algonquin College can fill (in full or in part) those needs.
D. Limited number of Indigenous employees There is a strong perception on campus from both Indigenous and non-Indigenous employees that there are too few Indigenous employees at Algonquin College. Many Indigenous employees felt that their numbers on campus remain in the single digits, despite the results of a recent Human Resources study can notes 22 Indigenous employees on campus in December 2017. There is also a precarious employment status for many Indigenous employees who remain on contract, as opposed to being base- funded employees, as their salaries are paid through external funding sources (i.e. government targeted funding envelopes). The limited availability of Indigenous employees means that the same few are constantly called upon to open meetings, lead engagement sessions and speak on behalf of all Indigenous people. While some may enjoy those roles, it is not part of their main duties.
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E. Location of the Mamidosewin Centre Several members of the Algonquin College community made reference that, while they applaud the large, dedicated space for Indigenous learners within the Mamidosewin Centre, they lamented that the location was “hidden” and “tucked away”. They wished there was more signage to draw a greater level of awareness of its presence, and its activities. Ultimately, they wished for a Mamidosewin Centre that was more in the heart of the campus, in a high traffic and visible area on campus, as a means of stressing the importance of Indigenous Peoples to Algonquin College and its community members.
F. Academic programs with limited labour-market needs Some members of the Algonquin College community were proud to know that their institution welcomed a great number of Indigenous numbers. At the same time, some were concerned that the selected programs were more preparatory in nature. They worried about the labour-market outcomes for these students as a result of the programs they picked or their streaming towards those programs. Some wondered how Algonquin College could foster an enhanced career exploration process for Indigenous students to learn more about their passions and interests as a means of highlighting different academic programs.
G. Concerns of adding more content with decreasing contact hours Many academic administrators and faculty members were concerned that Algonquin College is yet again moving forward with a broad scope agenda at a time when the college community struggles with doing well what it is currently doing. Some felt that Algonquin was too often an early adopter for everything, putting a tremendous pressure on the college community to do more. Some members of the Algonquin College community focused on how contact hours within academic programs have decreased significantly over the past decade, from 30 hours per week to a current rate of 18 to 20 hours per week. In addition, the length of the semester is also being shortened. Despite less time to cover core program material, the Algonquin College community is struggling with implementing other core competencies, like sustainability and now Indigenization. The point was made not as a general lack of support for Indigenization, but a feeling that the demands on faculty are become overwhelming.
H. Operational gaps for Student Services The arrival of the new Executive Director of Truth, Reconciliation and Indigenization has led to a new reporting relationship for employees of the Mamidosewin Centre. Now, they report to the newest member of the Algonquin College Executive Team. The broader Student Services team remain committed to supporting Indigenous learners, but have taken a step back to ensure that the new vision for student services for Indigenous learners can be launched. As a result, there are important operational gaps that have been introduced by realigning responsibility for Indigenous student services. In part, this move has separated employees within the Mamidosewin Centre from their professional peers that work in other units. There is no longer information sharing between other units in Student Services with those in the Mamidosewin Centre.
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I. Lack of Institutional Research data reports The preparation of this report led to many data request about the Indigenous learner landscape at Algonquin College. Those data request took time to complete, and required frequent back and forth to generate data in a way that could inform internal stakeholders at Algonquin College. This is not a comment on the employees who led this data analysis, but rather on the lack of readily available data from which to pull tables and conduct analysis. This situation points to the following: that few to no internal stakeholders had requested similar data on Indigenous learners in the past as a means of understanding their home communities, their program choices, their persistence rates and their graduation rates. As such, this report is the start of an evidence-based process to understand the evolving trends at Algonquin College. The lack of data on program choices from Indigenous students has led some administrators and faculty state that they had no Indigenous students in their program, and thus Indigenization should be the focus of other academic units on campus.
J. Lack of case management model The literature is increasingly clear that many Indigenous learners lack the academic preparedness to be successful, due to a variety of factors. At the same time, many Indigenous learners are traveling great distances to attend Algonquin College, thus loosing those family supports that are crucial for student success. Finally, there is a culture shock for many Indigenous students arriving at Algonquin College, where the main language is different, where there are more people on campus than most Indigenous communities across the country, where many Indigenous learners have not learned how to navigate the unspoken culture of a post-secondary institution. The higher than average stop-out or drop-out rates would suggest the need for a stronger case management model for Indigenous learners.
K. Indigenous Peoples as a monolithic group There was a sense on campus that Indigenous Peoples are a monolithic group, that processes and practices could be applied uniformly to all Indigenous Peoples. The Algonquin College community would benefit from learning more about the varied histories, languages and traditions of many various Indigenous groups at Algonquin College as a means of offering more culturally-sensitive and appropriate programs, supports and activities.
L. Concerns about cultural appropriation, misstep and misunderstanding The final limitation that emerged from these consultations is the fear by some Algonquin College community members that their actions in support of Indigenous Peoples, Indigenous education and Indigenization can be considered by Indigenous Peoples as cultural appropriate, missteps and/or misunderstanding. Some feared that wearing Indigenous jewelry would send a negative message. Some worried about their level of authenticity in making a land acknowledgement statement without feeling like they understand enough Canadian and Indigenous history. Such statements rest on a
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common need: increasing the level of professional development of all members of Algonquin College community to remove such concerns.
Opportunities The engagement of members of the Algonquin College community also helped to generate a list of things they wished to see in a forthcoming strategy. These are the main ideas that were generated through this process.
A. Algonquin College’s definition of Indigenization What does Indigenization mean? Is there a common definition of Indigenization across Canada’s post-secondary institutions? What will Indigenization mean to Algonquin College? Those were common questions that framed some of the engagement with members of the Indigenous community. In some sessions, the definition of Indigenization from other Canadian post-secondary institutions was shared, but none fully resonated. As such, the Algonquin College community wished for a made-at- Algonquin definition of Indigenization.
B. Strengthening relations with Indigenous communities and learners Many members of the Algonquin College community wondered how to strengthen relations with Indigenous communities to learn more about what they need and how Algonquin College could support those needs. At the same time, members of the Algonquin College community pondered how its current services and activities could be delivered in a more proactive way to increase student success.
C. Strengthening curriculum offerings Many Algonquin College community members wished that the College would invest in more curriculum development as a means of ensuring that all Algonquin College graduates were knowledgeable about the Truth and Reconciliation Commission, and the history of Indigenous and non-Indigenous relations in Canada. Some wondered about the benefits of launching a general education course. Others wondered how Indigenous components could be added to all programs. Many employees took great pride in knowing that Algonquin College was currently recruiting an Indigenous Knowledge curriculum developer to support the Algonquin College community.
D. Strengthening relations with other post-secondary institutions There is a strong interest within Algonquin College to partner with the other post- secondary institutions in the National Capital Region. As such, some wondered how the College was partnering with the other universities and colleges in the region to strengthen the pathway of Indigenous learners to and from Algonquin College. Some recognized that the membership of the Aboriginal Education Councils for universities and colleges in the National Capital Region would be populated with members of the same Indigenous communities, and many wondered how the universities and the
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colleges could work together to lessen the demand of members of these Indigenous communities, while deepening the level of engagement.
E. Strengthening professional development opportunities. Many employees at Algonquin College wanted to learn more about Indigenous Peoples, Indigenous knowledge, and Indigenous ways of being. They looked to both the Human Resources team and the Mamidosewin Centre to support the knowledge growth among employees, as a means of ensuring their own level of familiarity and comfort, which can then be transferred to better supporting Indigenous learners in and outside the classroom.
F. Enhancing co-curricular and cultural activities There was a general sense that members of the Algonquin College community sought a greater level of co-curricular activities to support Indigenous and non-Indigenous students better apply their program learning outcomes to the experiences and realities of Indigenous communities and Indigenous Peoples. At the same time, there were many suggestions that Algonquin College, through the Mamidosewin Centre and in partnership with the Algonquin College Students’ Association, offer more on-campus Indigenous cultural activities as a means of raising the level of awareness.
G. Shifting the Mamidosewin Centre to Indigenization Centre The opening of the new DARE district, and in particular the Indigenous Commons and the space for Indigenous entrepreneurship, provides new opportunities to reconceptualize the current space used by the Mamidosewin Centre. Some have suggested that the Mamidosewin Centre become a Centre for Truth and Reconciliation, where Algonquin College community could deliver training to groups within the National Capital Region who wish to further understand the Truth and Reconciliation Commission report, and how education can lead a key part in reconciliation with Canada’s Indigenous Peoples. Its training programs could be targeted to government employees (federal, provincial and municipal), non-governmental agencies, and the private sector.
H. More robust use of data and analysis The final highlighted opportunity related to more robust and regular use of data and analysis to inform student services model and programming decisions. Some employees hoped that a greater use of data and analysis could help determine predictive modeling and pro-active intervention that focus on Indigenous student success, approaches that would also benefit all Algonquin College students.
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Chapter 4: Faculty Engagement In preparing for the development of an Indigenization Strategic Plan for Algonquin College, the project team felt it was important to engage faculty members, to hear from them about their thoughts on this topic, to document how they are current infusing Indigenous elements within their academic programs, and what suggestions they may have moving forward. This section of the report focuses on what we heard from them.
Methodology The eight-question survey was designed to document how faculty members are already embedding Indigenous content with their program (specific courses, learning outcomes, resource materials, readings, case studies, guest speakers, community visits, etc.), and to hear their suggestions for moving forward. The survey was launched on May 14, 2018 with a reminder email sent out on May 28, 2018. The survey was closed on June 1, 2018. In total, 322 members of the Algonquin College community answered one or more of the questions.
Profile of Respondents There were 322 respondents who answered the first survey, with 94% confirming they were faculty members at Algonquin College, while 6% noted that they were in other role (Question 1). Among those faculty members, 140 were full-time instructors (49%) while 51% were instructors with part-time or other employment status (Question 2).
There were 285 respondents who noted in which school or institute they work (Question 3). The responses from four schools or institutes represented exactly 60% of all respondents: Health and Community Studies (60 respondents, 21% of total); Advanced Technology (44 respondents, 15% of total); Business (34 respondents, 12% of total); and Media and Design (33 respondents, 21% of total). The other 40% of faculty members were within one of nine other schools or institutes, with 10 respondents noting they worked in two different academic units or coupled faculty role with an administrative role on campus.
Question 1: Are you a faculty member at Algonquin College? Answer Choices Responses Yes 94.10% 303 No 5.90% 19 Answered 322 Skipped 0
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Question 2: How would you describe your faculty status? Answer Choices Responses Full-time 49.12% 140 Part-time and all other employment status 50.88% 145 Answered 285 Skipped 37
Question 3: Please select your School or Institute? Answer Choices Responses Advanced Technology 15.44% 44 Algonquin Centre for Construction Excellence 8.07% 23 Business 11.93% 34 Academic Access Centre 1.75% 5 Centre for Continuing and Online Learning 1.40% 4 Corporate Training 0.00% 0 General Arts & Science 5.26% 15 Health & Community Studies 21.05% 60 Hospitality & Tourism 5.61% 16 Languages 4.21% 12 Media & Design 11.58% 33 Algonquin College in the Ottawa Valley (Pembroke Waterfront Campus) 5.96% 17 Heritage Institute (Perth Campus) 1.05% 3 Police & Public Safety 3.16% 9 Other (please specify) 3.51% 10 Answered 285 Skipped 37
Question 4: What is the name of your academic program?
Aboriginal Studies Stream - G.A.S 1 Applied Sciences and Environmental 1 Academic Upgrading 5 Technology Department Accreditation Tools and Standards 1 apprentice 3 Advanced Biotechnology 1 Architecture Technician 5 Advanced Information Technology 1 Archives and Records Management 1 Advertising and Marketing 2 ASET 2 Communications Management Automotive Service Technician 1 Animation 1 Aviation Management 2 Applied Museum Studies 2 Bachelor of Hospitality and Tourism 1 Management
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Bachelor of Information Technology - 2 Environmental Science 1 Interactive Multimedia and Design eSCM 1 Bachelor of Science in Nursing 1 Esthetician Diploma program 2 Baking and Pastry Arts 1 Finance 1 BHTM / Hotel & Rest Ops Management 1 Fitness and Health Promotion 3 BID 1 Food and Nutrition Management 1 Biotechnology 3 Forestry Technician 2 BME 1 GAS Aboriginal Studies 2 Broadcasting Radio 1 GAS EAP 1 Building Construction Technician 2 GAS Year II and Pre-Health Pathways 1 Building Science 2 GIS 3 Business 9 Graphic Design 3 Carpentry Apprenticeship, Building 1 Hairstyling 2 Construction Technician Health and Community Studies 1 Child & Youth Work 3 Horticultural Industries 1 Civil Engineering Technology and 1 Heating refrigeration and air 3 Building Science conditioning Communications 2 Outdoor Adventure, Outdoor 1 Community and Social Studies 1 Adventure Naturalist, Action Sports & Computer engineering technology 1 Park Development, and Office Admin - Computer Programmer 3 Executive Computer Systems Technician 2 ICT 4 Content Management Systems II 1 IMM 1 Core Services (English) 1 Indigenous Cook Pre - Apprentice 1 Counselling Services 1 Interactive Media Design 4 CST 1 International business 1 Culinary 3 Internationally Educated Nurses and 1 Database design 1 Orientation for Nurses to Ontario Dental assisting and dental hygiene 3 Intro to Baking 1 Developmental Services Worker 1 Introduction to Fine Art 1 Program Journalism 2 Digital Health Ontario Certificate 2 Law Clerk and Paralegal 1 Program Learning Strategist 1 Early Childhood education 6 Library and Information Technician 3 Electrical Engineering Technician 2 LINC 1 Electrical Engineering Technology 2 LIT 1 Electrical Mechanical Engineering 1 Manufacturing Engineering Technician 1 Technician Marketing 6 Energy Management 1 Mathematics Service Courses 1 English 2 Mechanical Engineering Technology 1 English for Academic Placement 8 Medical radiation technology 1 Environmental Management and 1 MEOS 1 Assessment
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Mobile Application Design & 1 Veterinary Assistant 2 Development Veterinary Technician 1 Motive Power technician 3 Water and Waste Water Technician, 1 MRT, OTAPTA, ECE, LIT, IRM 1 Environmental Management and N.A. 3 Assessment Nursing 8 Office Administration 2 OTA PTA program 1 outdoor adventure 2 Paramedic 1 Pathways to Indigenous Empowerment 2 Personal Support Worker 1 Photography 2 placement seminar 1 Plumbing Apprenticeship 1 Police Foundations 5 PPSI 1 Practical Nursing 2 Pre-Animation and Illustration 2 Pre-Health Sciences 1 Project Management Graduate 3 Certificate Program Public Relations 2 Radio Broadcasting 3 Recreation and Leisure Services 3 Regulatory Affairs - Sciences 1 Respiratory Therapy 2 School of Architecture 1 School of Business 1 Service course 3 Several - PIE, Pre-Trades, Pre- 1 Technology, Pre-Business, Environmental Studies Social Service Worker 7 TALL 1 Tea Sommelier 2 Teaching other people how to teach 1 Technical Writer 1 Television Broadcasting 1 TESFL 1 there are a few 1 Varies 1
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Answered 253 Skipped 69
Indigenization Activities The second part of the survey aimed to learn if and how faculty members are currently embedding Indigenous content within their academic courses or programs. In total, 32% of respondents (n=88) noted that they were embedding Indigenous content, while 68% of respondents (n=184) noted that they were not (Question 5). Question 6 asked the survey respondents to provide details as to how they are embedding Indigenous content within their academic programs. Their responses are listed below, as entered by the respondent (with only a spellcheck done to correct typing mistakes).
Question 5: Are you currently embedding Indigenous content with your program (specific courses, learning outcomes, resource materials, readings, case studies, guest speakers, community visits, etc.)? Answer Choices Responses Yes 32.35% 88 No 67.65% 184 Answered 272 Skipped 50
Question 6: How have you already embedding Indigenous content with their program (specific courses, learning outcomes, resource materials, readings, case studies, guest speakers, community visits, etc.). Case studies, test questions, theory. co-organized a drum building project with the three campuses, engaged students in my classes, and organized several educational sessions at each campus; I discuss the Seven Generations teachings and showing a video; I organize guest speakers; I requested the Blanket activity within my class; I organized a talking circle between the Indigenous Studies program and the Cabinetmaking students to discuss Culture and Connection to Wood 1) In the Fall 2017, I engaged students in my Geotechnical Engineering courses to test soil materials were provided by PCL and were being used in the construction of the Innovation, Indigenous Entrepreneurship and Learning Centre. This was a great opportunity to work with a real-life application while raising awareness of the project. 2) In April 2017, I arranged for a guest speaker to present the Intercultural Neighborhood project; a novel social housing program aimed to provide dwellings for 300 families of indigenous and non-indigenous origin in the Argentine Patagonia. The project incorporates hybrid construction methods and materials (e.g. adobe and conventional wood- frame structures). 2) I arranged for our students to test materials sampled 3 modules in Social and Cultural Understanding with readings, Case studies and embedded content in Clinical rotations and Lab simulations A guest has come in to facilitate the Blanket Exercise with second year students during their mental health class. The content is related to exploring different types of trauma that people might experience.
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all students in PN have readings in sociology on Indigenous people and get the Blanket exercise. In the BScN students have a small lecture and the blanket exercise. We also do an inclusive practice activity that includes indigenous people. Health issues are looked at from an indigenous lens. Some students do projects in indigenous community agencies and some have gone north to aboriginal communities for their final placement. we just recently had three new grads secure jobs in northern aboriginal communities. We partner with Health Canada to support this. Aspects of museum to indigenous nations relations are discussed, collecting criteria and methods are discussed, case studies on the impact of museum collecting and exhibitions in relation to various indigenous nations are studied, guest speakers on TRC report have spoken to classes. as part of cultural competence training, helping students discuss alternate healing practices and beliefs from other cultures including indigenous cultures. using indigenous case studies and exemplars in topic discussions especially in facilitating client centered learning Case studies case studies, guest speakers Case studies, simulation and integration of indigenous considerations in skill performance Case study & guest speaker CLR's related to recognizing culture including Indigenous culture, use of Blanket exercise as activity CLR's, readings, assignments College & Career Success - CLR - Diversity Communications 2 for the PN includes a section on communicating with Indigenous peoples in a health care setting connect with Mamidosewin centre; arrange ceremonies. Every course topic I cover I either present Canadian statistics re: our Indigenous communities or ask the class to think about the special health needs of our indigenous communities and ask them to brainstorm ways to improve access and break stigma in healthcare Explore examples within our industry. For our History of Photography course, we are rewriting the content to include Indigenous photographers and artists into the class. We have order several books on Indigenous representation in photography to the Library. Also, recently I have attended an Indigenous Self-Representation in Photography. I have talked with Meryl McMaster a local Plains Cree and member of the Siksika Nation photographer to give a talk and perhaps mentor some of our Indigenous students. Guest speaker, resource material Guest speakers, course content, readings Have a reading, to be inclusive to the indigenous population How have you already embedding Indigenous content with their program (specific courses, learning outcomes, resource materials, readings, case studies, guest speakers, community visits, etc.). I discuss indigenous artwork and archival materials in relation to how they are physically created, what their specific vulnerabilities for deterioration are, and how to preserve them for the future. I have a guest speaker who comes in to teach the students how to make Indigenous dolls. She teaches the history of doll making and brings in several different types of Indigenous dolls to show the students. each doll has its own story. In Foundation of ECE we have a section on Anti-bias education, the indigenous content is embedded in this section. Working with Families, and Intro to children with Exceptionalities also have embedded Indigenous content. I have been using reading material on various topics related to indigenous culture in Canada. I include a list of novels to be read for a final research report as well as a final oral presentation.
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I teach a sociology class and I use the social determinants of health as a foundation for the topics of race, poverty, employment/work, recreation, etc. No specific learning outcomes at this time but significant discussion and presentations on Indigenous content related to how recreation, sport and wellness opportunities can have a positive impact on many aboriginal communities. I would not be able to be specific as course delivery varies In my public-sector procurement course, we discuss leveraging public funds to support social outcomes, including Indigenous communities and businesses. In the Qualitative Research course, students do a case study of research done by the federal government with citizens of Canada's North and we discuss how the research needs to be designed to respect indigenous culture and people Inclusion of relevant policies and information into course lectures Indigenous language and questions surrounding decolonization Indirectly as I'm an instructor and don't have curricular input (though I have knowledge in this area, so that is frustrating). I've sense is that Indigenous content is included (e.g.: simulation materials, lab prep materials, etc.) in a way that makes problematic Indigenous identity and could (likely) promotes stigma and othering. A course professor and I mention Two-Spirit in a Family Nursing workshop along with LGBTIQ issues but have steered clear of elaborating until we can do this in a culturally humble way that can promote cultural safety for our students and ultimately our patients. Integrated new Canadian Press style in regard to Indigenous peoples, incorporated Mamidosewin Centre cultural appreciation sessions into regular level 2 curriculum, had guest speakers former student Lenny Carpenter (Cree member of Attawapiskat First Nation) and programmer for Canadian Journalists for Human Rights; extracurricular sessions by Media Club of Ottawa hosted by Carleton University's John Kelly, outlined to students It’s difficult with law material, but I have used 2 case studies in which indigenous persons were involved and how the outcomes of the trials was polarizing. Jackie Tenute completes the Indigenous Blanket Exercise with all 1st year students Just a small thing: In the course I am teaching, we have a listening activity that uses a recording from the Indigenous and Northern Affairs Canada website (a story) Kairos Blanket Exercise, embedded anti-bias curriculum in Early Childhood education, to inspire a respect for and understanding of the natural environment Listening lab about indigenous cultures Mainly via the Aboriginal Counsellor not significantly. communications course that incorporates cultural competency. The knowledge I have brought is informally from my course at U of Alberta's Indigenous Studies. occasional guest speaker (hard to get at date and time required) - Crown land has Land Claims where most of the graduates’ work; hence Indigenous values and rights are brought up - students are encouraged to attend local Indigenous events - program has between 1 to 5 Indigenous students at any year. Our program launched a charity campaign for Wabino Health Centre and last year our students pitched Indigenous charity organizations. We have smudged in class partner with Mamidosewin Centre to provide workshops to students; Indigenous-focused film. PFP2071 Diversity in Canada contains researched material about residential schools and other critical historical events. The NFB film "We Were Children" is currently part of the curriculum. A broader discussion class is held on cultural appropriation and political correctness and lastly, among other locations in Ottawa, students are presented with the opportunity to choose the Wabano Centre as a location for a visit associated with an assignment. The Blanket Ceremony as conducted by the
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Mamidosewin Centre has been offered to students previously and guest speakers have been a part of a program-wide speaker showcase previously. Presenting current issues on indigenous rights during Speaking Class Pretty much all the above Reading about water quality Readings and assignments Readings and guest speakers mainly Readings in both courses, class discussions of issues related to indigenous identity and experience, guest speakers Readings, class discussions, guest speakers, .... depending on the course resource materials and case studies Resource materials and connecting students to Indigenous supports within the College and in the outside community Resource materials, community presenters, readings, dromedaries and shared personal experience Resource materials, readings, cultural displays, etc. Some coverage in our Psychosociology course within our program. Students did an assignment on the CRTC applications and hearing for the new 95.7 FM frequency in Ottawa that was set aside for a new indigenous radio service in the area. Students attended the CRTC hearing in person, analyzed the submissions for content and quality and created a report on their findings. Students visit the space here at the college. Blanket exercise is done in one of our classes studying Indigenous artists, reading materials, introducing concepts of diaspora/appropriation/intersectionality The (Aboriginal) Indigenous Studies Program is specifically designed to cover Indigenous content in a wide variety of liberal arts areas touching on legal studies, cultural theories language studies, community development, genealogy and social-cultural studies. Actually, eight of the twelve courses in the first year of this program are Indigenous-specific content courses: Indigenous Culture and Heritage; Contemporary Indigenous Careers; Aboriginal Law and Government; Indigenous Languages I; Indigenous Languages II; Indigenous Community Development; Introduction to Genealogy and; Contemporary Issues in Indigenous Society. Over the years, these courses have been primarily taught by Indigenous faculty. The four non-Indigenous content courses are college standards, two are communications courses, and two are computer studies courses, with both sets of courses focusing on similar skills and materials to support the learning outcomes. However, these four courses are not taught in exactly the same way as in other programs. The Professors teaching these programs have adapted their teaching away from the competitive focus to one more conducive to a communal orientation, so that the students work together in a supportive and cooperative environment which is encouraged throughout the program. There is also some cross-curricular content as these courses are not taught completely independent of the other courses in the program. There is attention paid to linking the required course learning outcomes to the learning activities in the other courses. This creates opportunities to tailor the course content, examples and assignments to tasks that support the learning in the Indigenous content courses. While it sounds like an easy task to simply direct that activity, in reality, accomplishing this has been a long process that required our non-Indigenous faculty to open themselves to becoming more observant and aware of Indigenous ways knowing, relating and becoming familiar with Indigenous concerns over the effect of personal actions on others. All of this comes from creating a program where the faculty and staff work closely together and spend time sharing and discussing what happens in their classrooms. In some ways we can think
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of this as an Indigenization effect. The yearly fall orientation, which takes place off campus and on the land, is a part of the Indigenization of the teaching-learning process. Students are introduced (or reminded) of certain concepts at the start of their program. For example, students are provided with an ideal opportunity to begin building their community and getting to learn about what is expected of them and how they can support one another. They are also exposed to activities that uncover traditional teaching concepts around the fluid roles of teachers and learners, so that teaching and learning are understood shared experiences. This is transferred directly into the classrooms with some of the techniques used to teach in some of the courses. Elders from the community present teachings to the students, usually provide a traditional opening address for the year and students are encouraged to participate in teaching/learning/keeping fire in a sacred way. Team activities are land based learning activities that ground the students with a sense of control over their education, and an appreciation of the cooperative and supportive role they play for one another. In the first semester, there is a deliberate focus on Indigenous pedagogy to teach Indigenous content, as well as western theories. Bringing the oral tradition into the classroom is one element. Students are presented with Non-printed/non-lecture traditional teaching/learning activities, such as medicine wheel teachings using a painted drum, various teaching/learning circles as well as sharing circles, practical listening skills and circle-based problem solving. Students are given opportunities to make meaningful oral presentations, and experiential learning in role playing is used to teach such difficult concepts as colonization and culture. And finally, the role of storytelling rather than using case studies is an effective way to teach about the theoretical concepts of empowerment in Indigenous Community Development. While there are few Indigenous textbooks written for the college level classroom that are effective an appropriate, there are many that are available at the University levels. For that reason, there is an important element in bringing in Indigenous content. Research. It is important to thoroughly research what is available and bring in select concepts and quotes from community levels, traditional approaches and Academia, especially Indigenous Academics. These have been incorporated into lectures and sometimes board notes to students with detailed references attributing the authors, as would be done in a written essay. There are examples where specific permissions were obtained to post reports, papers, or excerpts on line for reading assignments, and in other courses, newspaper clippings and internet links have been used by faculty and students to augment lessons. Guest speakers have been used throughout the years and are extremely useful. The same is true of field trips that classes have attended, and special events in the community that are related to our curriculum content, for example witnessing a debate in Parliament on a significant issue that affects Indigenous people, or a talk on Indigenous Language Revival at a local Friendship Centre event. The PIE program has three fully Indigenous knowledge-based courses taught by Indigenous professors. The resources are created by Indigenous authors, elders, and academics. The course learning outcomes are focused on cultivating empowerment within our Indigenous learners. Field trips included a trip to Victoria Island, Minwaashin Lodge, Kajita Mikam, and Wabano Health Centre as well as the Museum of History. The program is taught by Indigenous professors, and indigenous curriculum is delivered. Guest speakers, sweet lodge and traditions are taught along with applied learning. This is a key question on such an important topic. Unfortunately, the language errors in this essential question are forcing the reader to guess at what is being asked. I have asked staff at the Mamidosewin Centre to run a workshop with the MRTs. The blanket workshop run in the fall was a highlight of the course. Students' feedback communicated positivity, curiosity, and--given the nature of the content--outrage. It was an excellent workshop that I hope students will benefit from next year. I have inquired about the presenter's availability and am waiting to hear back.
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Two course I teach included videos and reading materials with Indigenous content. I teach online so cannot have guest speakers, community visits, etc.. Using concepts such as colonialism to discuss science fiction, discussing Indigenous pedagogy in faculty development and using critical curriculum theory to evaluate what knowledge we are using, teaching and promoting. Visit to Wabano Health Centre, overtly talk about the effects of colonization on intergenerational trauma and the use of substances, accessing Mamidosewin centre for blanket activities, events We do not have specific learning outcomes, but we do train pilots that will service the northern communities early in their careers. To prepare students for this environment we engage with guest speakers from a number of these northern operators including Air Tindi and First Air. Aron Speer is VP Flight Operations at First Air and he is an active participant in our Program Advisory Committee. While the discussions and presentations/videos shared in class to date highlight life in the north they do not introduce specific topics on indigenous content which may be very helpful. One other way to get this content might also be via a well-designed Gen Ed elective that can introduce many students to this topic area. We examine issues affecting Indigenous Canadians and examine our role in how we can support positive change. We have a specific course titled; Indigenous Peoples Past History, Present Conditions and Future Opportunities. In addition, attempts are made to encourage students to engage in events having Indigenous content that are held at the college. We have a very strong commitment to indigenous content. Indigenous content is embedded into each course. Since its inception the Social service Worker program at Perth has offered the students four-day long workshops over the course of their two-year program which are led by an indigenous elder. This 'Aboriginal Culture Safety Series' coined as such by the elder Mary Anne Caibaiosai, MSW, RSW cover the topics: Medicine Wheel, Self-care on the medicine Wheel, Seven stages of Life, and Indigenous Worldview. Our students enjoy the circles and look forward to them. We have done case studies on how the law and media affect and represent (or not) indigenous people We undertake a case study method in my classroom. One of the cases involve a natural resource development in Alaska to which the First Nations community is a direct stakeholder. The students have to assess and advocate the position of the stakeholder and balance with others stakeholder interests. What was required by the course While I am a tea sommelier, and teaching for that programme, I am incorporating some aspects of Native culture into the courses as I have a degree in native studies. I worked for 25 years in Native treaty rights and land claims research. I also worked at Indian Residential Schools Resolution Canada doing research. As the program is tea sommelier, there are limits to how I can include this, but with regard to indigenous culture, wild gathering of plant materials are part of what we would classify as tea culture. Yes Yes, to question 6. Within my BTC1350, Introductory Biotechnology course, my students are made familiar with the application of current technologies that are based on living systems and applied to human affairs. While, at the outset, this might seem far from concepts of indigenization, bear with me. I teach that biotechnology, at its earliest historical stages, involved the use of plants, animals and their biproducts, for food, safety, clothing, religious gathering, hunting, fishing and general sustenance. I contextualize biotechnology based on the use of Biotechnology by many peoples over time. Students learn that prior to the use of mechanical, electronic and digital biotechnologies, the
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land was used to sequester plants, animals and their biproducts for indigenous human affairs. Our current application of latest technologies are revisited with a similar concept, in that, we often forget that science has been built on the shoulders of those who have come before. This parallels the indigenous concept of knowing "who your people are” We have history in science that we do not always revisit. Guest speakers are invited into this course, and in the Fall of 2017, I invited Ron McLester into my 1st year Biotechnology class to speak. One of the images in Ron's story was the ladder from the 'earth to Creator'. Well one student noted the metaphor of Ron's "life ladder" and compared it to the DNA double helical ladder which is the basis of life in the living cell. Further, I have recently been trained for Course learning outcomes, program learning outcomes, embedded knowledge and skills, at a recent ABC curriculum conference. All my courses will be revisited to include more current learning outcomes which will cover indigenous and related issues, in the content mapping. Within the Algonquin community, myself and 6 other faculty/staff/architect (including Louise LaHache sp?) put together a conference titled 'Culture and Wood'. This drew 50-60 students to the talk. But after the talk we were able to have small group discussions which were very cool. I am a plant/tree/insect/fungi biologist by academic training, and have extensive land/forest knowledge. I discussed this in small group gatherings. So, I have intentionally included indigenous initiatives in my course building. I also regularly attend conferences, particularly NAIITS, (North American Initiatives in Indigenous Theology), an academic conference that is run by indigenous academics to address current indigenous issues (Truth and reconciliation, UN declaration on the rights of indigenous peoples, etc.). I am interested in moving forward with indigenous initiatives on Algonquin's campus. Answered 78 Skipped 244
Indigenization: Next Steps The last two questions of the survey focused on building a community of faculty members interested in supporting Indigenization efforts at Algonquin College. Question 7 generated a list of 133 faculty members interested in support Indigenization efforts moving forward. For privacy reasons, the list is not included in this report. Finally, Question 8 asked for suggestions to strengthen Algonquin College’s support of Indigenous students, and to support Indigenization within the College.
Open-ended responses 1) Encourage our faculty and students to participate and/or access the proceedings of the upcoming Global Conference on Indigenizing Entrepreneurship. 2) Keep posting updated information on the Innovation, Entrepreneurship and Learning Centre and Institute for Indigenous Entrepreneurship space currently under construction in our Woodroffe Campus. 3 things come to mind: 1) recruitment of students from Indigenous communities, 2) ensuring support mechanisms are in place so that learners are successful in their program (e.g. mentorship, scholarships, perhaps clinical rotations to health centres in their home community, etc.), and 3) creating a culturally safe environment for the student to learn and ensuring that Indigenous worldviews and ways of knowing, being, doing are incorporated into the structures and curriculum. Indigenizing education means that every subject at every level is examined to consider how and to what extent current content and pedagogy reflect the presence of Indigenous people and the valid contribution of Indigenous knowledge.
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All General Education courses should be revised or reworked to support this. The aims of General Elective courses (as outlined in the credentials framework) would be supported well by this initiative. As a new idea (at least, an idea which has received less attention than it should) there's not even any direction being outlined from management. What does Indigenization mean? How do I integrate it? This hasn't been discussed with faculty at all. As a non-Indigenous person, I feel compulsorily PD in The history of Indigenous Peoples in Canada would be a good start. IWK and Indigenous pedagogy would be useful in workshops. Can we offer indigenous learners the choice to study from their home communities and achieve their goals through culturally relevant programs via DE? As an Academic Advisor I have noticed that many Indigenous student suffer from culture shock when entering the college system. I think it would be great to bring them in early in August to get them acclimatized to the college. Also helping them with housing choices, some of my Indigenous students have housing across town. This is because they just don't know the area, helping them early on with this would be good. I also think great Indigenous role models in our community and professions is crucially important for these students to see and hear from. Class content should also be written to better speak to their experiences. I also was shocked last year when two of my students had not heard of the Mamidosewin Centre here on campus. So, we walked over together, and I dropped them off. Lastly, I honestly think we need to listen to these students, and find out what their needs are. As silly as it sounds, gain their trust. Not make them feel like outsiders. Make them feel like they ARE part of our community. I do feel like we should gear them with hands on experience in our field (electrical sciences/trades/and engineering) That they can accomplish all their goals they set out to accomplish. That they can be the NEW generation that can make a change all while keeping their culture. As someone who has a long-time career working in the Aboriginal Community I have great difficulty when the college is not congruent when practices do not match the message. For example, we have never been able to hold our Aboriginal Workshops (this was year 14) on campus because smudging cannot be accommodated. These workshops are built on ceremony ... having to move off campus to hold them sends a hidden message ... you are not good enough. to really be included here ... many of our aboriginal students have heard that all their lives. If the college really wants to be inclusive it needs to actually be inclusive. Awareness & integration of Indigenous viewpoints in addition to the existing colonial viewpoints. Awareness and inclusivity Awareness through campaigns; encourage faculty to utilize Indigenous history and current issues into their lessons Be sure that these goals do not interfere with ensuring students are work ready upon graduation. The college cannot be moving faster than the general industry speed or a miss match in skills will happen and this will undermine the effort. Better line of communication between student/professor/school and however is in charge at the student tribe. I had several indigenous students in the past and they have few common issues/problems. i.e. adapting to college life and requirement, taking ownership of their schooling and more bring an indigenous guest speaker, have an indigenous book fair in Algonquin college Bring more Indigenous art and culture to the general student population. Arrange “Indigenous Days” so everyone can participate and learn to feel comfortable asking the hard questions, and opening dialogue. If people have a chance to understand the issues, learn about the TRC, see a play like Children of God, they will be moved to support Indigenous students.
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Broaden the scope to educate & inform non-indigenous students. Faculty members need to be aware of specific needs or learning requirements that would suit indigenous learners. and staff Clear, focused plan and resources provided. Practical, not aesthetic. Continue to engage with individual indigenous students and help them to tell their own stories. Continue with existing programs and supports; Community mentors? Encourage the visual; auditory and cultural exposure of Indigenous peoples at all campuses and campus functions. More courses on the history of Indigenous peoples and their interaction with colonizing nations. Creating awareness for all local and international students through events in order to support Indigenization. Dean needs training on cultural sensitivity. Twice this academic year she has made public statements that are offensive toward Indigenous Canadians Determine who of our students can become a role model Develop key resources for faculty (core list of guest speakers, core textbooks/resources that are accurate, agencies/organizations that our students can reach out to. I think many of us want to openly discuss how we could indigenize our health care system, our post-secondary institutions, our communities, but to do this, it is important we discuss how in our past, our institutions and society have kept these communities at the margins, and the negative ramifications doing so has had, but that's not our history to tell - it's those who experienced it. I think many faculty are scared to say something wrong, or say something not factual - as we've seen with the Indigenization of medical schools in Ontario - in some instances faculty have taught non-factual things and Indigenous students have had to speak up and teach the class when they want to be a learner. Do something about 100% drop out rate of students who self-identified as indigenous in the Motive Power program since I started teaching math in it since Fall 2013. Embed CLR into specific course subjects within each relative program. Encourage and support students to complete programs. Enhance community placement partnerships for increased exposure and therefore more opportunity to understand and integrate. Additionally, Mentorship between indigenous population i.e. health care providers and AC educators to support us in integrating indigenization Establish a volunteer program to pair indigenous and non-indigenous students in a peer/friend program that would culminate in home exchanges, similar to international student exchanges; provide journalism students the opportunity to visit First Nations communities to address the following from the Truth and Reconciliation Calls to Action:86. 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 United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal– Crown relations. Even the suggestion to do so would help. I'm now thinking that maybe I can make some assignments on the topic. The suggestion alone is helpful. extra resources such as daycare, financial help, housing, accessible tutoring, extra laptops available for lending Faculty education, faculty hiring practices First Nation students do not seem to be fully aware of the support they have at the college and they mostly don’t come forward to identify who they are. When program intake 60 students in the fall, teachers and coordinator sometimes don’t have the time to take action to point out to student where to go for support
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For the ECE program it would be good to have an after-graduate certificate in Indigenous Early Childhood Education. have students come for small workshop activities while in secondary school Have the indigenous students approach individual faculty of the course, to highlight areas that would be interesting or help support indigenization. Guidance from an expert would be greatly appreciated. I already mentioned Gen Ed elective. Also, student activities that invite other (non-indigenous students) to join in an event or activity that is hands on, engaging and fun where they can learn from our Indigenous students about their culture. Student centric, student led activities that promote awareness. Finally, some programs are more appealing to Indigenous people and some produce graduates that are more likely to interact or work with people in the north (like the pilots). So as start point it might be best to first target the programs where there is already a high level of engagement between these groups. I am not sure. I look forward to the Indigenization process for this reason. I believe that all faculty start with the Kairos Blanket Exercise which provides such an excellent understanding of the impact of colonization and the residential school. I believe to strengthen support of Indigenous students, the college needs to ensure that there is some continuity from year to year, so that currently popular and fundable supports can become sustainable and basic elements at the college. And to support Indigenization within the College there is a need to incorporate Indigenization within the college values, not as a separate value, but by using Indigeneity as a 'focus or lens' for understanding how the values of Caring, Learning, Integrity and Respect apply to everything that Algonquin College does. Basically, the idea is not to consider Indigenization, or for that matter, Truth and Reconciliation as passing phases or buzzwords, but as an actual integral aspect of what post-secondary education needs to become. Go Algonquin Go, and Lead the Way! I don't have any at this time. I do my best to treat all students equally. I encourage them to speak to me /email me if they have any issues. I feel the need to be candid here. In my program, a majority of the students are international students (i.e. upwards of 95% of students). The faculty in my program struggle with balancing Canadian content with globalized content to provide meaningful learning for these students. I do not have a good understanding of what would be needed to support Indigenous students in this program; I am struggling with determining the right balance and nature of materials to support the student base we have. I find myself assuming a student may be indigenous, knowing they may be away from family and doing their best to survive away from home. I have no idea what indigenous content is/would be. As a non-indigenous person, I honestly do not know what indigenous thinking is. I need to learn more about it. I question the validity of this "Indigenization". I recommend that communiqués and surveys be proofread more carefully. Errors such as the one that I identified are rarely seen in communications sent out, for example, by President Jensen. Attention to detail signals professionalism. Signals and symbols build persuasive messages. I also think that the Mamidosewin Centre likely needs more staff. They are called upon to run workshops, develop programming, and counsel students. The better they promote their excellent services, the busier they become. Please don't let them become a victim of their own success. Finally, encouraging students to self-identify as Indigenous to their professors may be something to consider. I'm not sure what tool would be used to do this, and I recognize that with self-identification comes some risk.
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However, I am always grateful to know who the Indigenous students in my classroom are. The knowledge can help me to motivate and empathize and accommodate students more effectively. I think at this point defining what indigenization of the college means is important. All employees should have to attend a blanket exercise. Jackie needs extra support with delivering these - she cannot do it alone! There is a guest lecture I am attending at the university Dr Kathy Absolon- King from Wilfred Laurier University. She is speaking on teaching with spirit heart mind and body - it is wholistic and ground in indigenous ways. drop me an email if you want to know more. I am on sabbatical next year - would have loved to have been a part of this. I think there is a general lack of knowledge of the history and importance. Most students may not even know what indigenization or indigenous means. Hence, there is a knowledge gap that I think is important to bridge, once the knowledge is communicated I think this could strengthen understanding and support. This gap is not only a student gap but also faculty and staff. I think this is a great opportunity for the college and students - we should be leading the pack. I think we need to look at Indigenization through a pedagogical lens; we need to consider institutional processes and expectations and reframe these intrinsic and hidden parts of the 'curriculum.' I'd be happy to meet and share ideas on how to bring out changes that will identify and eliminate systemic racism. I welcome a partnership with AC stakeholders on this important issue. I would appreciate being able to provide students with experiential opportunities to connect with Indigenous programs in the area and of course, I want to ensure the curriculum being delivered is valid and authentic, not to mention, of value to Police Foundations students. It would be great to have co-teaching opportunities and access to space within AC to accommodate groups of students as large as ours in Indigenous events at AC. I'm a new, part times (sessional) instructor. I don't know what support is available, but I will investigate if asked to facilitate the course again. I'm not sure include as many indigenous people as possible ion the consultation process Incorporating materials and resources. Indigenous artwork is incredible. It would be nice to have some students with that background that could animate in that style. Making and sharing indigenous artwork would be an amazing for the college. Having some native models come in dressed in full ceremony gear would be great too for the students to study and draw. Indigenous languages program or elective courses mandatory for students Indigenous student should lead the way in supporting a more sustainable environment at Algonquin. No food waste. No plastic waste. Respect for the earth and our future generations. generations. Information about how to incorporate Indigenization into vocationally-oriented classes. Integrating their stories and history into the curriculum and decolonizing the way the education system has been teaching about them. Including and inviting speakers, involving Aboriginal students is important in crafting this program It is important to incorporate Indigenous knowledge into our course. In addition, as teachers, it is important for us to provide appropriate supports and understanding in the classroom. For example, in my experience, some Indigenous students approach research papers differently than some non- Indigenous students. It is important that we take that into consideration when marking and view the style with understanding eyes. This is one example of many and I think the better understanding we have the more effectively we will be able to communicate and educate.
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It would be great to have the budget in Pembroke to have a full-time resource to support the initiative and the students. Keep informing us/educating us Keep progress going, and have more native general electives. And create native knowledge courses for all learners Keep up the good work! Let's work together with leaders in Indigenous ways of learning, living, leading, and collaborating. Like "sustainability" being written down in the course outline, can "integrating indigenization" be included directly or in some kind of "diverse cultural perspectives" - right in the course learning outcomes list? Then we need "data" or "resources" that we can pick from. For example, I am thinking now, would I get some "Canadian reserves" map or database that I can use in my course! Listen to Indigenous students and representatives of Indigenous communities to find out about their needs and priorities in terms of college programming and services. Be sure to reach out to representatives of many different communities and avoid relying on only a few individuals for advice. Listen to them. Not really qualified to offer advice beyond that. Look also to the Educational Developers Caucus (EDC) through STHLE. They have a group of Indigenization-focused Educational Developers across Canada who are pro at implementing curricular, pedagogical and other teaching initiatives into post-secondary institutions. Mandatory Cultural Training for faculty, Indigenous support person both First Nations and Inuit more advertised access to the Mamidosewin centre ceremonies More connections with Indigenous communities and the courses taught More resources to support specific/particular indigenous communities attending the College. For example, I have had some indigenous students tell me they do not feel welcome at the Mamidosewin centre because it is predominantly a Cree / Algonquin centre and they were Inuit. The customs and teachings are different. I know the Mamidosewin centre serves all indigenous communities, which I relayed to the student, but their perception was that it was predominantly Algonquin. Perhaps a re- branding of the centre would help here? Or more promotion of / attempts to connect indigenous students with their particular communities at the College, which will help some of them feel less home sick. more workshops? maybe also invest in worships to new hires as well? When new hires have their training, the biggest complaint is how basic it is...could be good to try and include indigenous culture Need more embedded content about indigenous populations Needs to be discussed Nothing comes to mind for business type courses No suggestions at this time. none None at this time None at this time. not certain at this moment not sure not sure Open house to sensitize non-indigenous college members to needs Our Program can get better engaged with Indigenous Projects within the community and students can get involved in projects for the Indigenous community and understanding of their culture
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Our student base is already employed prior to coming to school for their academic training. A greater visibility of trades outside the school with Algonquins branding attached to it could be advantageous. PD for teachers re culturally relevant pedagogy Pembroke campus should have a Native Centre - Should offer General Education course on different Indigenous topics such as history, residential schools, values, etc. - management should be made aware that Indigenous students have different behaviours and customs than they are familiar with Perhaps some collaborative projects with indigenous groups where we work together to describe indigenous culture? professional development activities, more teaching resources available, reminders, department discussions revolving around inclusion of Indigenous teachings, strong partnership and collaboration with the Indigenous communities, strong presence of Indigenous culture on campus (not hidden behind walls and in corners), strong strategic plan involving a roll out of Indigenization, courses on teaching Indigenous languages (especially the ones that are disappearing), forcing each program to include at least one mandatory Indigenous course (issues, policies, ways, culture, built environment), build a strong anti-stigma campaign, teachings from Elders available to all, include ceremonies at events and starts of each semester Professors need several aids to help with this. 1. I don't think all professors know that this is required, or what this process is. 2. They need training and exposure to meaningful indigenous culture in order to be able to integrate it into their material. 3. They need program-specific suggestions to spark ideas for their courses. Provide additional academic support and services to students. More profile and connection to the college community. Provide educational opportunities, cultural awareness and exploration days throughout the year to help faculty (esp. part time faculty) learn more. Provide guidelines on how it can be strengthened within courses and the program Websites Provide more education for faculty to create some understanding Provide on-reserve pre-college courses so the impact of college demands is reducing Provide opportunities for staff and students to learn / discuss culture. Provide program specific PD training and opportunities for faculty and support to engage with indigenous leaders (either within or external to the college) to help develop new and modify existing learning outcomes within courses. I would also suggest that there be workshops to develop best practices in engaging our indigenous learners. Providing an accessible pool of contacts and resources that faculty can draw from where appropriate. Reconciliation I would suggest involves the process of embedding basic and or continuing academic curriculum mandatory within college programming. Course development is crucial to assist in the dedication of commitment to the process of Reconciliation. Reflect indigenous culture and realities in course material and showcase indigenous success stories and community members. Students and people in general are more engaged when their community is a part of a story/curriculum. We are all more engaged when we have skin in the game. Reminders to faculty. Resources for faculty - examples of what it could look like, and how we do it. Rising general awareness of the main challenges, listening and respecting multicultural perspectives, and educating with those ideas in mind. Similar to the above mentioned 'Culture and Wood' conference. Sometimes less is more. 5 informal meetings created this possibility to include faculty/staff/students to address indigenous initiative.
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While the conversation started with work and culture. It then became organic and covered many areas, areas many have in common. I have seen the positive results of person to person relations building. I would like more opportunities to interact with indigenous students, so that we all can know more of each other’s stories. Small conferences are great, and we plant to do this again. Also, I have land knowledge, others have their knowledge. So, let's bring people together to talk share stories and develop relationships. Here is where we build trust. Great things can grow from trust and respect. I will continue to have Ron or others to come and talk to my students. Their very presence makes a difference, and puts a face on these initiatives. Also, if the students observe that it is important to their professor, conversations begin, and who knows where this goes. There are many experts much wiser than I. However, I believe that you build a solid bridge one brick at a time together. Then when built together, we have gained the right to cross it. Strong roots create healthy relationships. Specifically, to our program, an option for placement within an Indigenous community would be interesting. Stop cutting and cutting to save money for underpaying part time faculty so long and pump the money into programs so we can assist ALL students to get the best education they can have. ALL students includes indigenous, black, gay, strait, white, trans, Indian, Asian etc., etc., etc. The Blanket Exercise is a very powerful awareness tool. I was fortunate enough to experience it during a term government contract. The faculty needs to understand the history of the relationship of the European settlers with the indigenous peoples. They were already here so they are the only true Canadians, the people of Turtle Island. "Indian Horse" needs to be read by all, not just a simplistic memorization of our Mission statement. If we can't feel your pain and sense your isolation, we cannot offer support. There is no room in the Advanced Technology program for indigenization. I have never seen this as an issue in my classes nor heard of it as an issue from others. There may be confusion around the term "indigenization" (I had to Google it), and exactly how the indigenization of our program aligns with the industry needs we develop curriculum for. There needs to be a fulsome workshop or learning module on cultural humility praxis and its relationship to developing culturally safe environments as a primary outcome. See the excellent resources at BC's First Nations Health Authority for elaboration of these terms and relationships (http://www.fnha.ca/wellness/cultural-humility). The Ontario Public Health Association has, for the past 2 years, run a workshop on Cultural Humility facilitated by a leader in the field, Neal (http://www.opha.on.ca/Events/Workshop-Cultural-Humility-Train-the-Trainer.aspx). This workshop is very good but is often from an American context (as is a number of resources) and so has very different frames of reference. The resources at that link are still foundational for these concepts and worth a look. There needs to be more academic advising and academic support for these students. This is a bad initiative and teaches indigenous students "you're different". We should treat them as equals not as children in need of help. This is a huge topic. It has to be addressed from both sides involved. If we could harness and get the input from past and present indigenous members that would be a good first step. There is also the community elders and associations which might have a perspective that has not been considered. Everyone would have to be careful, so this doesn't become politicized, which invariably muddies the waters. This is a terrible initiative which harms the indigenous community and reinforces the message to indigenous students that "you're different"
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To consult with indigenous communities as to what content they would like the settler community to know about them. I would like to know how I can better integrate indigenous learning practices into my teaching. To have workshops on understanding the indigenous beliefs in order to become better equipped to deal with situations that may arise. training and orientation. my experience of working with indigenous students is from grad school. I have seen nothing at the college. Two very different issues. Students have specific needs that are well known but we have proven unable to find money to implement support ideas in the past. As for Ind. within the college, we need to start with being clear on what that means and why it is important. unsure Using case studies that relate to indigenous experiences, seeking out indigenous guest speakers, and creating an open dialogue about colonization and its lingering effects on current society. Verify that the needs of indigenous students are being met and that the voices of indigenous students are being heard. We can motivate them and involve them in educational activities tactfully by incorporating their events, cultural activities, interests and putting more focus in their social interactions. This will help in increasing students' intake as well at Algonquin. Where appropriate, embed information regarding diversity within program material. Ensure deans acknowledge the need for diversity training. Workshop on how to approach incorporating related Indigenous subject material.
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Appendix A: Summary of Strengths, Limitations and Opportunities in Indigenization at Algonquin College
Strengths Limitations Opportunities Indigenous influence in How do we measure Develop campus development success? Is a partial program relationships, (DARE District) completion better than especially though Mamidosewin Centre (but nothing? academic advising could be further How do we integrate Truth Improving Indigenous entrenched in campus and Reconciliation into education for all culture) science courses where students Coat of arms ethics and philosophy are Algonquin could Forefront of conversations not discussed? become a leader in around the college Lack of awareness of intercultural Students want to know Indigenous student interaction and understand and be supports, esp. for students Indigenous culture involved who decide not to self- and icons used in Outreach to local declare marketing materials communities Unequal awareness and List of culturally safe (partnerships) knowledge of TRC by college activities/language to Evidence of building community use in the classrooms, awareness (esp. Indigenous curriculum – training, meeting (and appointment, arts, new limited material offerings reasons why we do buildings) Lots of effort, not focused these things) Support for open Not enough expertise to Relate back to TRC conversations penetrate all levels/areas of PD – offer more in- “Mami” centre and all the the college house cultural activities Non-indigenous don’t know When hiring new Drums and connections if efforts are appropriate people, orient them that allow a connection to Resources/awareness to these issues culture Don’t know exactly what is More community Proud we have the blanket needed connections, exercise and that students Empower faculty: - they integrative services as and staff can experience need to know how to ways to bring it into Proud that we have a change (fear of doing the courses and place within the college wrong thing) departments where students can go and Lack of diversity in faculty, Educational/theme connect staff, admin days Mamidosewin Centre Not enough PD for faculty Food in the cafeteria providing services specific Not sure how to bring into reflect Indigenous to student needs my courses students Louise Lahache We need a voice for coordinating for a long change – we are an
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time and has cultural Variety of diverse educational connections Indigenous experience not institution; we First point of contact acknowledged provide programming person (Jean Trentath) to Lack of resource people Indigenous classroom assist students to within faculty Elements of traditions transition/ask questions, Lack of sharing about how and practices etc. things work, where things We have the Information within courses are, etc. opportune to Drumming at convocation Faculty representation recognize the We need to find ways to Urbanization systemic nature of help Define ‘Indigenization’ the program in its make Indigenous students Academic supports true reality feel less “foreign” Lack of support services Invest the time and Bring in guest speakers- No cohesive approach to money that goes particularly in indigenizing curriculum beyond that of non- social/healthcare type Lack of funding and planning indigenous programs within the organization populations Openness to share their Transportation limited Greater knowledge (Indigenous to/from Golden Lake understanding of how teachings) Ability to offer support leadership works in Learning circle at services due to low numbers Indigenous culture Mamidosewin at small campus Inject indigenized Ron’s position Ideas are there (i.e. A new curriculum into every Coat of arms program: Indigenous program Equality in interactions business program but no Small campus with Teaching Indigenous issues spearheader to lead) small Indigenous in class Lack of physical space to population means we Work in library from introduce a new program can leverage both Aboriginal writers No regular support for indigenization and Building inroads with Indigenous non-indigenization Circle of Turtle Lodge counsellor/support staff populations (formal partnership) No orientation into We already have a Cultural VLO (#13?) community college/culture relationship with Indigenous Living course shock Golden Lake started (ODAN) No indigenous centre or Easy to start a new Applied research project space certificate-level (ODAN) – booklets in the Need to embed TRC info business program library into all curriculum Specific recruitment March aboriginal activities Cafeteria does not have Collaboration with More nimble (due to Indigenous foods Golden lake on the campus size) Don’t identify the supports curriculum Adaptability needs for Aboriginal requirements for Close proximity students within the program programs
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More approachable Not enough Creating an relationships discussion/awareness Indigenous/culture Unique program that among employees centre already are/can be -Attitude/culture change Connect inclusive to Indigenous Not enough discussion with indigenization to the cultures students strategic plan for Establish connection with Students are future and will sustainability local indigenous change the culture Incorporating an community (Indigenous Understanding Indigenous element of month of activities, students learning needs and Indigenous culture education and learning accommodations (comm. into every program opportunities) Outreach) (student success Implement Geographic for Indigenous students) mandatory course for location/campus size Bringing more awareness of students on mental (comfort vs. urban Indigenous peoples and health and coping centre/city) their past to employees (i.e. skills Coat of arms blanket exercise) Helping people Blanket ceremonies Indigenize the AC curriculum connect their own HR/AC commitment to College policies and history and ancestry diversity and inclusion processes do not explicitly to indigenization Indigenous presence in recognize Hiring strategy (hire DARE district History not well more Aboriginal Orientation to new known/lacking strategy) (more than employees (Kaleidoscope understanding 2% self-identified at 2018) Students come to AC AC) AC’s signing of agreement without same foundation in Employee retention Indigenous awareness at secondary education strategy HR Department level Language barriers PD strategy to help Mamidosewin Centre (written/spoken) raise Positon creation – Early at-risk support – so awareness/sensitize Executive Director (Ron they don’t withdraw front line training McLester) and his role More review of GAS opportunities Significant population of Aboriginal PD around awareness Indigenous students Lack of understanding of Need to highlight the Willingness/commitment TRC ‘so what’ to the Indigenization of Unity of all cultures Why do AC the College Offer gen. ed courses to employees need to Coat of arms learn about Aboriginal know this? How does Recognition of cultural Showing more interest it help in their symbolism Have more of their history, jobs/roles at AC? Kaleidoscope 2018 – days, activities Commit to more keynote address by elder Knowing exactly what they PD/awareness raising Annie Smith St-Georges on need Offer an overview of building community Students are homesick Indigenous realities to
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New AC hires Retention strategies new employees – Tour visits the Mami Academic faculty should be online videos? Centre informed/trained re: Dedicated Indigenous HR hiring of diversity and cultural different of support in RO inclusion specialist Aboriginal students More faculty and Talking about indigenizing Financial literacy due to lack other resources our AC curriculum of training throughout the Presence/spotlight of Lack of education on social college Indigenous in new ramifications and history More resources and building/artifacts/circles Lack of OSAP funding education for RO staff Creation of the Lack of Indigenous programs to be better prepared Mamidosewin Centre for Academic support tailored and resources to help Indginesous students to to Aboriginal students Indigenous students gather Collaboration efforts Targeted recruitment Creating of an executive between Aboriginal and and connection with senior management other students admission positon reporting to the Help create/brainstorm Activities to honour, president hopes and dreams to show respect, love Coat of arms revealed at Position of an Indigenous for Mother Nature graduation recruiter who comes from a Academic support Celebrations and knowledgeable background dedicated to reaching drumming and who focuses on out to students Acknowledge the land @ Indigenous communities Creating a every meeting We should have a position collaboration space Full-time position – in the college where they for Aboriginal Executive director – Truth, could help people find out if students and other Reconciliation and they are of Indigenous students Indigenization descent Limit the space 2% of full-time employee Lack of discussion or between the ‘groups’ population self-id as knowledge of history Tailored counselling Aboriginal Resources are not available, to realize much Data collection – current on how to find how to potential work done by diversity and become more Educate and hold inclusion specialist knowledgeable more information DARE district Funding model session Mamidosewin Centre Retention rates Mami Centre – to President signed Culture not well hold larger-scale agreement with represented events Indigenous Education Location of Mamidosewin Courses/PD Protocol Centre designated for Aboriginal counsellor Need faster process to students and staff within Counselling receive sponsor letter from GED Ed courses that department sponsoring bands, so they relate history, TRC, don’t lose their seats lens of Indigenous,
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PD activity lead by Jackie Aboriginal student support Cultural training on Tenure (blanket exercise) services separate, needs to how to teach them focusing on history and be integrated and proper about financial reality) training provided literacy How we manage Employment services geared Indigenous awareness sponsorships – more to non-Indigenous week before June streamlined, easier students; provide more Hire an Indigenous New DARE/courtyard opportunities in Aboriginal recruited Coat of arms communities Get a tour guide who College name Sponsorship funding comes from an Indigenous funding limitations indigenous Mami! Lack of cultural background Cultural events understanding/acclimation Provide more focused Compassionate Employee diversity support for Knowing about their Admissions process is a Indigenous students history blunt instrument – does not Information sessions Assisting Aboriginal have a nuance to reflect our – hiring package (to students with respect evolving view of have information Graduation ceremony indigenisation session like this), Recognize and honor their Encouragement of college available online link to nature community Orientation to Members of each band Involvement for Indigenous students represented Lack of indigenous space in Awareness campaign Indigenous centre other campuses for entire academic Grads can wear traditional Lack of communal space to area clothing host both Indigenous and Specialist in dept for Ceremonial drumming non-Indigenous peoples indigenous students Mamidosewin Centre Lacking an Indigenous Mami Centre location GAS-Aboriginal studies and dedicated recruiter or lack Students be provided Apprentice Cool Program of education for recruiter with more “Info” sessions Technology system information about Inclusivity Space limitation Indigenous history Metis bursaries Communication awareness and issues and have Drums at convocation Not enough recruitment to more interaction and Laptop loaner program reserves or bands more integration Mamidosewin Centre Not enough advertising – Break down Dare design more visibility stereotypes of GAS program – Indigenous Not enough information Indigenous youth pathway program processing of application – Present history of Indigenization position show them ow Algonquin residential schools to Sponsorship agreement process world to show them students as part of with Cree School Board how things work from their orientation beginning to end More of an understanding of the
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Reminder of land Technology services: want various cultures in ownership at public to provide more supportive our college event/convocation information that can help community Future Teepee monument More supports for non- Better retention Mamidosewin Centre sponsored Indigenous process GAS Aboriginal Studies populations Knowledge of Mami Creation of executive Dedicated resource specific centre services director for truth and to Indigenous students Scholarship for reconciliation (retention) Indigenous students Mamidosewin Centre Lack of support: counselling, Indigenous history Indigenous language barriers, cultural incorporated into the Entrepreneurships support curriculum Individual tours for some Lack of education to staff Brining more Indigenous groups members about the needs Indigenous students We have a recruiter of Indigenous students, not to campus to see (Holmes) focused on even knowing how many their options Indigenous students there are at the school Bring those with work We include the Indigenization in all with Indigenous Mamidosewin Centre in programs students onto events Financial literacy for campus to see what Inclusivity received funding their options are Intrinsic worth Cultural bias Lobby for more Respect funding Mamidosewin (Support Create more centre) awareness Indigenous studies More culture-related Aboriginal studies events (powwows, commitment to ensure etc.) information is there and Align reading week in recognition of challenge the Fall for their Trying to get more hunting season awareness to students More Aboriginal about new OSAP policies teaching, add more that allow them to keep Gen. Ed. their PSSSP funding Recruitment to be New program: Indigenous flown in to more pathways remote areas GAS program More Aboriginal Mamidosewin Centre Items sold in Lots more bookstore focus/awareness because Lobby government to of Ron McLester better serve GAS-Aboriginal Program Indigenous OSAP students
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New DARE Facilitate application building/welcome circle in process courtyard Mandatory course for Building relationships with all on Indigenous Aboriginal communities relations Opening remarks at Improve graduation meetings rates/student success Personal development for (we have some Indigenous success metrics) programs Recruitment teams go Indigenous participation at up to Northern Graduation Ceremonies, Communities, and drummers offer bursaries and Financial support specific financial aid for Indigenous students Open Algonquin Mamidosewin Centre campus up north so The fact that we are doing that students can this meeting! learn in their own GAS EAP programs environment, then Our recruitment efforts go give back to their to communities to speak communities about opportunities in Cultural post-secondary education. accommodations Jon Holmes rocks! made for Indigenous Collaboration between students similar to recruitment and what is current being Mamidosewin to support done for international potential students students Pay homage to the fact -specific jobs reserved that we are on Algonquin for Indigenous territory students, linked with Having Ron here has a program to help opened our eyes them find The Mami Centre is a employment positive 100% graduation rate Hiring Indigenous students Comfortable to access for student ambassadors all services Aboriginal Bursary Employee knowledge Mami Centre Indigenous CSO in the New coat of arms RO Aboriginal awareness days More case in “E” block management for When we hire part-time Indigenous (same as staff, we make sure that international)
48
we stop to show our Being in the nation’s Mamidosewin centre and capital explain how students can More awareness of come and eat lunch with Indigenous students their peers and visit Indigenous name field counsellor. in Genesis Our relationship with Convocation sponsoring agencies in the ceremony for Registrar’s Office Indigenous students A commitment to ensuring only resources are in place to assist students Inclusion of Indigenous culture at events GAS-Aboriginal program and its agreement to transition into diploma programs Giving students a special ceremony (drum circle and such) at convocation Giving students a safe space to pray/study Students building teepee at the start of the school year Buddy system for registration (some group registration) Smudging and special regalia at convocation
49 Agenda Item: 5.2
Report title: Five Year Capital Investment Plan Report to: Board of Governors Date: December 10, 2018 Author/Presenter: Duane McNair, Vice President, Finance and Administration
1. RECOMMENDATION:
THAT the Board of Governors accepts the Five Year Capital Investment Plan for information.
2. PURPOSE / EXECUTIVE SUMMARY:
The purpose of this report is to provide the Board of Governors with an overview of the College’s Five Year Capital Investment Plan. This plan details current and future capital investment requirements and identifies the current sources of funds required to meet the investment requirements.
3. BACKGROUND:
The Board of Governors Policy BGII-02 Financial Management requires the College’s administration to maintain a long-term capital asset development planning framework. This framework is titled the Integrated College Development Plan and was presented to the Board of Governors in 2014. The Integrated College Development Plan will be updated over the next year to support the next iteration of the Ottawa Campus Master Development Plan. The five year capital investment plan identifies current and future investment requirements and the sources of funds to support the Integrated College Development Plan, the Campus Master Development Plan as well as other Strategic Investment Priorities.
The College annually invests approximately $20 million in Strategic Investment Priorities projects. In extraordinary years, the College invests greater amounts when responding to critical needs.
Currently, the College has a number of significant investments underway, including the replacement of the College’s financial, human resource, and payroll systems (Project Workday), the Athletics and Recreation Complex, and the Solar Photovoltaic Plan.
College administration must ensure that critical investment requirements continue while taking into consideration the financial sustainability of the College as measured by the financial health indicators prescribed in the College’s Strategic Mandate Agreement. Page 1 of 4
Agenda Item: 5.2
The Five Year Capital Investment Plan is maintained and available to inform decisions regarding capital project investments.
4. DISCUSSION:
The details of the Five Year Capital plan are found in Appendix A: Five Year Capital Investment Plan. Highlights are provided as follows:
• Page 1 is a definition page that explains the terminology used throughout the Five Year Capital Investment Plan.
• Page 2 details the College’s capital investment requirements for the five year period of 2018-2019 through 2022-2023. The Five Year Capital Investment Plan is comprised of four categories of investments. The categories detail the estimated investment requirement for each component of the investment plan and total $377.8 million over the five years.
• Page 3 details the College’s identified and projected sources of funds that are required to support the Five Year Capital Investment Plan.
• Page 4 presents a summary of the cumulative five year capital requirements against the identified and projected sources of funds that are required to support the Five Year Capital Investment Plan.
In the Ontario college sector, projected requirements often exceed available resources. The College staff undertakes a rigorous review and prioritization processes to ensure that the most critical investment needs are met. Fundraising and advocating for government capital grants are required activities to supplement the College’s limited sources of funds.
There are several major capital projects identified in the report on page 2 under the heading: These specific projects have not yet been approved by the Board of Governors. Investment cases are under development, and sources of funding will be identified if these projects are brought forward to the Board of Governors for approval.
College administration regularly monitors its project funding capacity to invest in maintenance and development initiatives in the following manner:
• Regularly measuring and projecting of financial health indicators to ensure that the College strives to achieve established benchmarks for debt servicing, debt capacity, availability of cash to meet obligations, and net asset balances, and • Ensuring that commitments to investments are made only after there is a high degree of assurance of sufficient sources of funds. Page 2 of 4
Agenda Item: 5.2
In the recent past, the Board of Governors has approved draws on College reserves to fund essential projects such as Project Workday, the DARE District, Student Central, and the Indigenous Gathering Circle. Investment cases for new projects are currently being developed to support further investments from the College either through in-year net revenues, reserves, third party contributions, government grants, or external financing. Projects currently under development include:
• Healthy Living Education • Student Information System Upgrade
5. LINK TO STRATEGIC PLAN:
STRATEGIC PLAN 2017-2022 LEARNER DRIVEN ☒ CONNECTED ☒ Goal One Goal Four Establish Algonquin as the leader in Become an integral partner to our personalized learning across all Ontario alumni and employers. colleges. QUALITY AND INNOVATION ☒ SUSTAINABLE ☒ Goal Two Goal Five Lead the college system in co-op and Enhance Algonquin’s global impact and experiential learning. community social responsibility. Goal Three ☒ PEOPLE ☒ Attain national standing in quality, Goal Six impact and innovation within each Be recognized by our employees and school and service. the community as an exceptional place to work.
6. STUDENT IMPACT:
The Five Year Capital Investment Plan identifies resources for capital investment initiatives that support student services, academic programs and the overall student experience.
7. FINANCIAL IMPACT:
The Five Year Capital Investment Plan is the resourcing plan for the College’s strategic investment priorities. Decisions on investments consider the need to maintain the College’s financial sustainability in alignment with the Strategic Mandate Agreement’s seven financial health indicators.
8. HUMAN RESOURCES IMPACT: Page 3 of 4
Agenda Item: 5.2
College administrative staff are responsible for executing the Strategic Investment Priorities projects. When required, additional human resources are hired and/or contracted to support the execution of projects.
9. GOVERNMENT / REGULATORY / LEGAL IMPACT:
Section 28 of the Ontario Financial Administration Act requires Ontario colleges to obtain approval from the Ontario Minister of Finance before assuming additional debt or realizing contingent liabilities. In addition, College staff seek approval from the Minister of Finance to utilize proceeds from sales of real estate assets to fund Strategic Investment Priorities.
10. COMMUNICATIONS:
The Five Year Capital Investment Plan is validated by the administration of the College and presented to the Algonquin College Executive Team and Board of Governors on an annual basis.
11. CONCLUSION:
College staff will continue to update and maintain the Five Year Capital Investment Plan. Projections will continue to be refined and projects prioritized to support the Strategic Plan objectives and to mitigate risks.
Respectfully submitted: Approved for submission:
______Duane McNair Cheryl Jensen Vice President, Finance and Administration President and CEO
Appendices: Appendix A: Five Year Capital Investment Plan
Page 4 of 4
Appendix A - Five Year Capital Investment Plan
Five Year Capital Investment Plan Definitions Version: December 3, 2018 Purpose: The purpose of the Five Year Capital Investments Report is to identify the investment requirements of the College over a five year period, and to identify potential source of funds to support the College's development plans and other Strategic Investment Priorities.
Definitions: Term Definition Annual investment requirements to repair or replace information communications Base Ongoing Maintenance Costs and technology infrastructure, physical infrastructure and equipment. Annual investment requirements for the development of new programs, curriculum Base Recurring Development Needs renewal, adaptations and renovations of existing learning and administrative spaces, and other initiatives in support of strategic priorities. Approved Major Capital Projects Major capital projects which have received approval from the Board of Governors. Future major capital projects that are still in the concept design phase or advocacy phase that the College may present for full approval by the Board of Governors Potential Major Capital Projects once it is determined there is strategic advantage to be realized and adequate sources of funding. Major capital projects which have been approved in principle by the Board of Governors, and adequate funding sources are currently being sought. Once funding Advocacy Stage sources have been identified, these projects will be brought back to the Board of Governors for approval of the project plan. High assurance funds include funding sources which have either been approved by the Board of Governors; have a high likelihood of realization (such as Facilities High Assurance Funds Renewal Grant from the Ministry of Training, Colleges and Universities); or funds which could be realized with a low impact to the College's Financial Health Indicators (such as some additional debt). Moderate assurance funds include funding sources which could be realized by the College, but would have a greater impact on the Financial Health Indicators of the Moderate Assurance Funds College, and would restrict the College's ability to respond to unknown future events (such as greater levels of debt, or increased usage of College reserve funds). Low assurance funds include funding sources which have a low likelihood of Low Assurance Funds realization. Report Format: Three reports are included as part of the Five Year Capital Investments Report: This report outlines the investment requirements of the College in order to support the College's development plans and the Strategic Plan. The report is broken into four main categories of investments: Summary of Five Year Capital Investment Base Ongoing Maintenance; Requirements Base Recurring Development Needs; Approved Major Capital Projects; and Potential Major Capital Projects. This report outlines the potential sources of funding that have been identified to support the investment requirements of the College. The funding sources have been broken down into three categories which identify the amount of certainty the Summary of Five Year Capital Investment College has in realizing these funding sources: Potential Sources of Funding High Assurance Funds Moderate Assurance Funds Low Assurance Funds This report details the potential revenue sources and compares them with the Summary of Sources of Revenue and investment requirements. The shortfall of funding sources to requirements is shown Shortfall at each level of funding assurance.
1 SUMMARY OF FIVE YEAR CAPITAL INVESTMENT REQUIREMENTS
Q4 Actuals- unaudited Q2 Projection Forecast Forecast Forecast Forecast CATEGORY Class Estimate 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 Five Year Total Base Ongoing Maintenance Costs Information Technology Infrastructure Renewal $ 1,481,491 $ 2,500,967 $ 2,856,000 $ 3,775,000 $ 4,275,000 $ 4,775,000 $ 18,181,967 Equipment - Academic 1,725,372 1,410,000 1,200,000 1,800,000 1,900,000 2,000,000 $ 8,310,000 Equipment - Non-Academic 113,396 270,000 200,000 204,000 208,080 212,242 $ 1,094,322 Physical Infrastructure Maintenance 3,892,331 4,774,309 4,260,000 14,280,000 14,560,000 14,840,000 $ 52,714,309 Campus Services (Maintenance) 1,111,854 379,495 800,000 450,000 459,000 468,000 $ 2,556,495 Residence Maintenance 1,760,000 1,470,000 1,310,000 1,530,000 $ 6,070,000 Appropriations 34,000 - 100,000 100,000 100,000 $ 100,000 $ 400,000 Total Base Ongoing Maintenance Costs 8,358,444 9,334,771 11,176,000 22,079,000 22,812,080 23,925,242 89,327,093
Base Recurring Development Needs Initiatives & Opportunities 6,888,025 8,150,353 10,314,250 3,500,000 3,700,000 3,900,000 $ 29,564,603 Employment Standards Act Mitigation Strategies Support 2,327,577 $ 2,327,577 New Program Development 901,248 1,133,670 947,000 994,350 1,044,068 1,092,687 $ 5,211,774 Apprenticeship Enhancement Fund Investments 500,000 1,040,302 1,000,000 1,000,000 1,000,000 1,000,000 $ 5,040,302 Campus Services (Development ) Investments 337,526 555,237 650,000 750,000 765,000 780,000 $ 3,500,237 Information Technology Development Projects - General Information Technology Development Projects 999,710 675,734 1,400,000 1,428,000 1,456,000 1,484,000 $ 6,443,734 Student Information System - Preliminary Design and Planning 510,966 486,448 1,259,750 $ 1,746,198 Learning Management System - Preliminary Design and Planning 345,000 Customer Relationship Management - Preliminary Design and Planning 54,902 Campus Expansion Projects / Physical Resources Development Healthy Living Education Development - Advocacy and Preliminary Design and Planning 235,674 72,388 $ 72,388 Integrated College Development Planning (ICDP) 65,000 100,000 100,000 102,000 104,000 106,000 $ 512,000 Adaptations and Renovations 1,106,093 6,018,711 3,844,000 3,000,000 3,250,000 3,315,000 $ 19,427,711 Total Base Recurring Development Needs 11,944,144 20,560,420 19,515,000 10,774,350 11,319,068 11,677,687 73,846,524
Subtotal Base Maintenance & Development Needs 20,302,588 29,895,191 30,691,000 32,853,350 34,131,148 35,602,928 163,173,617
Approved Major Capital Projects DARE District 29,290,366 8,993,842 $ 8,993,842 Workday Finance and Human Resources System Implementation 3,213,055 6,984,018 $ 6,984,018 Equipment Renewal and Electrical Lab Alterations 555,658 Welding Lab Project at the College's Transportation Technology Centre 2,329,629 Energy Savings Contract II Phase 4 (ESCO2) 250,614 2,323,002 $ 2,323,002 Algonquin Students' Association Athletic Recreation Complex (ARC) - 3,200,000 11,700,000 33,500,000 - $ 48,400,000 Pedestrian Bridge to Bus Rapid Transit Station 29,434 646,000 - 1,678,679 774,893 $ 3,099,572 Student Central (formerly Learner Driven Space) 221,252 7,008,748 - - $ 7,008,748 Indigenous Gathering Circle 299,382 1,278,618 - - $ 1,278,618 Net Tuition Project 312,001 521,158 $ 521,158 Campus Moving to Net Zero: Solar Photovoltaic Plan 6,825,060 $ 6,825,060 Learning Management System Upgrade (LMS) 252,386 829,500 $ 829,500 Total Approved Major Capital Projects 36,753,777 38,609,946 11,700,000 35,178,679 774,893 - 86,263,518
Potential Major Capital Projects - Estimated Costs (these items are not included in the 2018/19Approved Projects)
Advocacy Stage: Healthy Living Education Class G 16,410,000 32,820,000 32,820,000 $ 82,050,000
Investment Case Under Development: Student Information System (SIS) Class G 3,500,000 17,500,000 14,000,000 $ 35,000,000
Other Enterprise Resource Planning (ERP) Projects Class G 1,500,000 $ 1,500,000
Athletics and Recreation Complex Enabling Work Class D 1,800,000 2,200,000 $ 4,000,000
Link from Building "E" (Student Commons) to the Athletics and Recreation Complex Class G 6,000,000 $ 6,000,000
Total Major Potential Capital Projects - Estimated Costs - - 1,800,000 29,610,000 50,320,000 46,820,000 128,550,000
Total Major Capital Project Costs 36,753,777 38,609,946 13,500,000 64,788,679 51,094,893 46,820,000 214,813,518
GRAND TOTAL PROJECT COSTS $ 57,056,365 $ 68,505,137 $ 44,191,000 $ 97,642,029 $ 85,226,041 $ 82,422,928 $ 377,987,135
2 SUMMARY OF FIVE YEAR CAPITAL INVESTMENT SOURCES OF FUNDS
Five Year Forecast
Actuals-unaudited Q2 Projection Forecast Forecast Forecast Forecast CATEGORY 2017-2018 2018-2019 2019-2020 2020-2021 2021-2022 2022-2023 Five Year Total High Assurance Funds Funded & Non-Funded Activity Contributions to Strategic Investment Priorities $ 8,218,992 $ 22,301,389 $ 16,150,000 $ 16,986,000 $ 17,500,000 $ 18,000,000 $ 90,937,389 Students' Association Contribution - Athletics & Recreation Complex 2,848,000 10,413,000 29,639,000 - - $ 42,900,000 Students' Association Contribution - Indigenous Initiatives 300,000 200,000 200,000 200,000 100,000 - $ 700,000 Monetization of Assets - March Road Land 3,800,000 $ 3,800,000 Post Secondary Institutions Strategic Investment Fund Grant (Federal) 14,293,699 4,092,378 $ 4,092,378 Specific Purpose Grants (Facilities Renewal Program, Apprenticeship Enhancement Fund, Colleges Equipment Renewal Fund) 4,365,000 2,580,000 2,540,000 2,540,000 2,540,000 2,540,000 $ 12,740,000 50th Anniversary Grant - DARE District 2,892,600 $ - Supporting Quality Programs and Student Outcomes Grant 4,000,000 $ 4,000,000 Greenhouse Gas Campus Retrofit Program-must be used by March 31. 2019 9,294,000 $ 9,294,000 $ - $ - Approved Drawdown from Internally Restricted Net Assets $ - DARE District 4,825,782 4,902,000 $ 4,902,000 ESCOII 250,614 2,323,002 $ 2,323,002 Workday Finance and Human Resources System Implementation 3,213,055 6,984,018 $ 6,984,018 Information Technology and Physical Infrastructure Renewal Projects 795,398 1,415,030 2,207,515 3,103,758 4,051,879 5,025,939 $ 15,804,121 Learning Management System 830,000 $ 830,000 Academic and Administrative Equipment 500,000 500,000 - - - - $ 500,000 Approved Multi-year Strategic Investment Priorities Expenditures 8,376,384 1,733,320 1,250,000 1,250,000 1,250,000 1,250,000 $ 6,733,320 Athletics and Recreation Complex 352,000 1,287,000 3,861,000 - $ 5,500,000 Pedestrian Bridge to Bus Rapid Transit Station 29,434 646,000 - 1,678,679 774,893 $ 3,099,572 Student Central 110,626 3,504,000 $ 3,504,000
Total High Assurance 48,222,554 72,305,137 34,047,515 59,258,437 26,216,772 26,815,939 218,643,800
Moderate Assurance Funds Additional Unapproved Withdrawal from Internally Restricted Net Assets Base Development Needs - 3,793,335 $ 3,793,335 Link from Building "E" to the Athletics and Recreation Complex 6,000,000 $ 6,000,000 Monetization of Assets - Other Assets 67,500,000 $ 67,500,000 Total Moderate Assurance - - 67,500,000 9,793,335 - - 77,293,335
Low Assurance Funds Ministry of Training, Colleges and Universities Grant Funding for Healthy Living Education - 7,384,500 14,769,000 14,769,000 $ 36,922,500 Federal Grant Funding for Healthy Living Education - 9,025,500 18,051,000 18,051,000 $ 45,127,500 Total Low Assurance - - - 16,410,000 32,820,000 32,820,000 82,050,000
Grand Total - Sources of Funds $ 48,222,554 $ 72,305,137 $ 101,547,515 $ 85,461,772 $ 59,036,772 $ 59,635,939 $ 377,987,135
3 Summary of Sources of Revenue and Shortfall POTENTIAL SOURCE OF FUNDS AVAILABLE FOR STRATEGIC INVESTMENT PRIORITIES (from page 3) 2018-2019 : 2022-2023
High Assurance of Funds / Low Risk
Additional Debt $ - Approved Drawdown from Internally Restricted Net Assets 50,180,033 Specific Purpose Grants (FRP, AEF, CERF) 12,740,000 Funded & Non-Funded Activity Contributions to SIP 90,937,389 Students' Association Contribution - Athletics and Rec Complex 42,900,000 Students' Association Contribution - Courtyard 700,000 Monetization of Assets - March Road Land 3,800,000 PSISIF Grant (Federal) for DARE District 4,092,378 Supporting Quality Programs and Student Outcomes Grant 4,000,000 Greenhouse Gas Campus Retrofit Program-must be used by March 31. 2019 9,294,000 218,643,800
Moderate Assurance of Funds / Medium Risk Monetization of Assets - Other Assets 67,500,000 Withdrawal from Internally Restricted Net Assets 9,793,335 77,293,335
Low Assurance of Funds / High Risk MTCU Grant Funding for HLE 36,922,500 Federal Grant Funding for HLE 45,127,500 Monetization of Other Assets / Alternative Financing (to be determined) - 82,050,000
TOTAL IDENTIFIED AND POTENTIAL SOURCES OF FUNDS 377,987,135
CUMULATIVE 5 YEAR CAPITAL INVESTMENT REQUIREMENTS (from page 2)
Base Ongoing Maintenance Costs 89,327,093
Base Recurring Development Needs 73,846,524
Approved Major Capital Projects 86,263,518
Potential Major Capital Projects 128,550,000
TOTAL 5-YEAR CAPITAL PROFORMA CURRENT PRELIMINARY ESTIMATES 377,987,135
HIGH ASSURANCE FUNDS LESS CURRENT PRELIMINARY ESTIMATES (159,343,335)
HIGH & MODERATE ASSURANCE FUNDS LESS CURRENT PRELIMINARY ESTIMATES (82,050,000)
ALL AVAILABLE FUNDS LESS CURRENT PRELIMINARY ESTIMATES $ 0
4
Agenda Item No: 5.3
Report title: Healthy Living Education Initiative - Update
Report to: Board of Governors
Date: December 10, 2018
Authors/Presenters: Claude Brulé, Senior Vice President Academic
1. RECOMMENDATION:
THAT the Board of Governors accepts this update for information.
2. PURPOSE / EXECUTIVE SUMMARY:
The purpose of this presentation is to provide an update on the Healthy Living Education initiative.
3. BACKGROUND:
In 2016, Algonquin College and Perley Rideau Veterans Health Centre signed a memorandum of understanding to develop partnership opportunities in the health sector. Opportunities for collaboration examples included: hospice care, affordable seniors living/housing, and upgrading long term care facilities.
A direct result of this partnership was the launch of the Personal Support Worker, Ontario College Certificate program at the Perley Russell Road site. This program was offered to address the shortage of Personal Support Workers in the Champlain Local Health Integration Network and the desire to offer unique on-site learning opportunities.
In early 2018, the partnership with the Perley Rideau Veterans Health Centre was expanded to examine the potential of a building project on the Ottawa Campus that would include seniors apartments, long term care beds, and an academic learning space. This additional space would accommodate and support the expansion of the College’s health sector program offerings. This would increase enrolment, new programs, and opportunities for inter- disciplinary activities including applied research.
Page 1 of 4
Agenda Item No: 5.3
4. DISCUSSION:
The partnership between Algonquin and Perley-Rideau recognizes the strategic goals of both institutions and in collaboration, significantly address health outcomes in the region.
In recent months, a planning group comprised of members from both institutions has been holding regular meetings to map out a vision for this partnership. This work included consideration of what functions would be required at a new facility from both an academic and a health care perspective. Areas of commonality that were identified included the need for a Centre of Excellence in Frail Elderly, expanded applied research activities, onsite learning enterprises, and interdisciplinary learning opportunities.
Next steps include continued delineation of the functional plan, identification of potential building sites, and the creation of a communication plan.
5. LINK TO STRATEGIC PLAN:
STRATEGIC PLAN 2017-2022 LEARNER DRIVEN ☒ CONNECTED ☒ Goal One Goal Four Establish Algonquin as the leader in Become an integral partner to our personalized learning across all Ontario alumni and employers. colleges. QUALITY AND INNOVATION ☒ SUSTAINABLE ☒ Goal Two Goal Five Lead the college system in co-op and Enhance Algonquin’s global impact and experiential learning. community social responsibility. Goal Three ☒ PEOPLE ☐ Attain national standing in quality, Goal Six impact and innovation within each Be recognized by our employees and school and service. the community as an exceptional place to work.
6. STUDENT IMPACT:
This partnership opens many doors for student learning in an on-site health facility. Students from across the academic sector would have the opportunity to engage with seniors including nursing and allied health students, and examples such as culinary, construction, and interior design students.
Page 2 of 4
Agenda Item No: 5.3
Students would be able to engage in applied research projects focused on seniors living, nutrition, health promotion, and fitness. An on-site health and academic facility brings real- world experiences to the student population and provides the opportunity to enhance the next generation’s understanding of Aging in Place.
7. FINANCIAL IMPACT:
Finance and Administration staff from both institutions are working together to draft the financial business case for this partnership including the development of financing options and researching funding opportunities that will inform advocacy efforts.
8. HUMAN RESOURCES IMPACT:
Currently there is a working group with representatives from the senior leadership team, Physical Resources, and the Faculty of Health, Public Safety and Community Studies. At this time, there is no other impact on College employees.
9. GOVERNMENT / REGULATORY / LEGAL IMPACT:
The Executive Director of Communications, Marketing, and External Relations Department is involved in the partnership discussions and will continue to engage government stakeholders going forward.
10. COMMUNICATIONS:
The College continues to engage in Healthy Living Education communications through the Future of Health and Wellness speaker series as well as speeches, videos and stakeholder engagement.
11. CONCLUSION:
Algonquin College management is excited about this partnership and the potential for a leading-edge health/academic facility in our region. The partnership between the College and the Perley Rideau Veteran Health Centre reflects our commitment to innovation and entrepreneurship and provides graduates with the skills they need to work in a rapidly changing health sector.
Page 3 of 4
Agenda Item No: 5.3
Respectfully submitted: Approved for submission:
______Claude Brulé Cheryl Jensen Senior Vice President, Academic President and CEO
Page 4 of 4
Agenda Item No: 6.1
Report title: Second Quarter 2018-2019 Financial Projection
Report to: Board of Governors
Date: December 10, 2018
Author/Presenter: Grant Perry, Director, Finance and Administrative Services Duane McNair, Vice President, Finance and Administration
1. RECOMMENDATION:
THAT the Board of Governors accepts the Second Quarter 2018-2019 Financial Projection for information.
2. PURPOSE / EXECUTIVE SUMMARY:
The purpose of this report is to present the Second Quarter 2018-2019 Financial Projection, including a summary of funded positions, and to provide an updated compliance status of the Board Policy BGII-02: Financial Management.
3. BACKGROUND:
When the annual budget is approved, some factors must be estimated because of unknown elements affecting the revenue and expenditure forecasts. The quarterly financial reporting process provides updated projections based on current information.
On February 26, 2018, the Board of Governors approved the 2018-2019 Annual Budget with an overall net contribution of $(5.5) million. In compliance with both the Board of Governors’ direction and Ministry of Training, Colleges and Universities Operating Directive, the 2018- 2019 Approved Annual Budget returns a net surplus on Funded Activity/College Operations of $2.5 million and maintains the College’s commitment to balancing student tuition revenues and government funded activities with associated operating expenditures.
4. DISCUSSION:
The Second Quarter 2018-2019 Financial Projection projects a $17.4 million increase to the net contribution of Algonquin College. This is reflected in an increase to the Approved Annual Budget net contribution of $(5.5) million, to a revised net contribution projection of $11.9 million as outlined in this report. While there are a number of minor adjustments identified during the quarterly review process, the majority of the $17.4 million increase in net Page 1 of 5
Agenda Item No: 6.1
contribution is achieved through strong (27%) International student enrolment growth above the Approved Annual Budget. This is in addition to a 3.5% increase in domestic student enrolment above the Approved Annual Budget. During the second quarter, the College was also able to refine the estimated impacts resulting from the amendments to the Employment Standards Act, reducing the estimated impacts by $10 million. Also contributing to the increase is a one-time Provincial grant of $4 million under the Supporting Quality Programs and Student Outcomes Programs.
As part of the Second Quarter 2018-2019 Financial Projection review process, budget holders had the opportunity to identify changes to the Approved Annual Budget.
Both the impacts and the mitigation strategies that the College estimated in response to the changes to the Employment Standards Act continue to be monitored closely. As presented at the Board of Governors meeting on October 22, 2018, the estimated impacts of the amendments have been reduced from $25 million to approximately $15 million. The mitigation strategies are ongoing and no changes have been made to the valuation of these initiatives at this time. Re-evaluation is ongoing as new information becomes available and any material variances will be included in future quarterly projections.
Identified changes have been included in Appendix A: Second Quarter 2018-2019 Financial Projection. Moderate changes, changes greater than $500,000, that impact the projected net contribution of the College are discussed below in the sections titled: Revenue Projection Adjustments and Expenditure Projection Adjustments.
Revenue Projection Adjustments: • The International Education Centre has increased revenue by $7.5 million as a result of an estimated 27% increase in enrolment over the 2018-2019 Approved Annual Budget. This is partially offset by an increase in related expenditures of $4.9 million, which includes a transfer of an additional $2.9 million of international premiums to Funded Activity. • Full-time tuition fees have increased by $4.8 million as a result of the total enrolment growth above the Approved Annual Budget. • Post-Secondary Activity revenue has been reduced by $1 million due to refinements to the Core Operating Grant calculation. • Contract and Other Non-Funded Activity Revenue has increased by $708,000 primarily due to a budget change in contract revenue for the Local Employment Planning Council program. • Revenue has increased in Strategic Investment Priorities by $17.6 million primarily as a result of:
Page 2 of 5
Agenda Item No: 6.1
o Receipt of a Greenhouse Gases Campus Retrofit grants of $9.3 million announced by the Province after the budget was prepared. The grant is offset by equivalent expenditures; o Receipt of a Supporting Quality Programs and Student Outcomes one-time grant of $4 million announced by the Province after the budget was prepared; And o Funding of $4.1 million to be recognized in 2018-2019 under the Post-Secondary Institutions Strategic Investment Fund as contributions to the DARE District. This is an adjustment from the 2017-2018 fiscal year as actual construction costs were lower than projected resulting in a carryforward of these revenues to the 2018- 2019 fiscal year.
Expenditure Projection Adjustments: • Salaries and Benefits have been reduced by $8.2 million due to a $10 million refinement to the estimated impacts of the Employment Standards Act amendments offset by an additional $1.8 million increase in expenses to support programs and services due to enrolment growth. • Contingencies have been reduced by $1 million to reflect adjusted requirements. • Contract Services has increased by $1.7 million due to an $843,000 increase in contract services related to the new eCampus contract supporting the Open Textbook initiative. This is offset by increased contract revenues, and $810,000 in increased facilitator costs supporting Distance Education. This is offset by increased Hosting Fee revenues. • Contracts and Other Non-Funded Activity Expenses have increased by $638,000, primarily due to the new Local Employment Planning Council program contract. • As a result of the Second Quarter Strategic Investment Priorities Review process, net expenditure have increased in projects by $21.7 million. This is primarily because of: o $6.8 million increase to reflect the approval of the Solar Photovoltaic Project; o $2.4 million increase in other greenhouse gases reduction projects fully funded from Provincial grants; o $6.9 million increase in estimated expenditures in the DARE District project. This is due to timing of construction related expenditures from the 2017-2018 to 2018- 2019 fiscal year; o $2.0 million increase in estimated expenditures in the Student Central Project. This is due to timing of construction related expenditures from the 2017-2018 to 2018-2019 fiscal year; o $836,000 increase in space adaptations expenditures; o $400,000 increase in estimated expenditures in Academic Equipment; o $265,000 increase in Cyber Security maintenance; o $206,000 increase for development and implementation of a new budgeting solution; and
Page 3 of 5
Agenda Item No: 6.1
o $1.9 million in increases in other estimated expenditures across a number of Strategic Investment Projects.
Compliance: • The College is compliant with the Board of Governors’ Policy BGII-02: Financial Management. The schedule is given in Appendix B: Second Quarter 2018-2019 Compliance Scorecard.
5. LINK TO STRATEGIC PLAN:
STRATEGIC PLAN 2017-2022 LEARNER DRIVEN ☒ CONNECTED ☒ Goal One Goal Four Establish Algonquin as the leader in Become an integral partner to our personalized learning across all Ontario alumni and employers. colleges. QUALITY AND INNOVATION ☒ SUSTAINABLE ☒ Goal Two Goal Five Lead the college system in co-op and Enhance Algonquin’s global impact and experiential learning. community social responsibility. Goal Three ☒ PEOPLE ☒ Attain national standing in quality, Goal Six impact and innovation within each Be recognized by our employees and school and service. the community as an exceptional place to work.
6. STUDENT IMPACT:
Students will benefit from additional investments in technology infrastructure, renovations and adaptations to learning spaces, maintenance of existing learning spaces, and investment in new program development, academic equipment, and new facilities.
7. FINANCIAL IMPACT:
The 2018-2019 Second Quarter Financial Projection indicates a positive impact on the College’s financial position, operations, cash flow, and net assets.
8. HUMAN RESOURCES IMPACT:
The 2018-2019 Approved Annual Budget and the Second Quarter 2018-2019 Financial Projection provides required funding for all existing full-time permanent staff complement Page 4 of 5
Agenda Item No: 6.1
positions and other than permanent positions. There are also provisions for professional development and training for College employees.
9. GOVERNMENT / REGULATORY / LEGAL IMPACT:
In compliance with both the Board of Governors’ Financial Management Policy and the Ministry of Training, Colleges and Universities’ Business Plan Operating Procedure Directive, the 2018-2019 Approved Annual Budget and the Second Quarter 2018-2019 Financial Projection maintain a positive accumulated surplus position and the College’s commitment to balancing government funded operating activities with expenditures.
10. COMMUNICATIONS:
All required communications will be administered through the Communications, Marketing and External Relations Office.
11. CONCLUSION:
The Algonquin College Second Quarter 2018-2019 Financial Projection identifies resources supporting the Strategic Plan and Business Plan of the College while complying with Provincial government directives.
Respectfully submitted: Approved for submission:
______Duane McNair Cheryl Jensen Vice President, Finance and Administration President and CEO
Appendices: Appendix A: Second Quarter 2018-2019 Financial Projection Appendix B: Second Quarter 2018-2019 Compliance Schedule
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6.1 Appendix A
SECOND QUARTER 2018-2019 FINANCIAL PROJECTION
Presentation to the Algonquin College Board of Governors December 10, 2018 Second Quarter 2018-2019 Financial Projection
TABLE OF CONTENTS
Second Quarter Financial Projection Summary ...... 3 Statement of Financial Position ...... 4 Revenue Schedule ...... 5 Revenue Schedule Variance Analysis…………………………………………………………………. 6 Expenditures Schedule ...... 7 Expenditures Schedule Variance Analysis…………………………………………………………… 8 Strategic Investment Priorities Schedule………………………………………………………………. 10 Strategic Investment Priorities Schedule Variance Analysis……………………………………….. 11 Internally Restricted Net Assets Schedule……………………………………………………………... 13 Summary of Funded Positions ……………………………….………...... 14 Financial Sustainability Metrics – Annual Surplus ...... 16 Financial Sustainability Metrics – Liquidity ...... 17 Financial Sustainability Metrics – Operating ...... 18 Financial Sustainability Metrics – Debt ...... 19 Financial Sustainability Metrics – Accumulated Surplus ...... 20
2 Second Quarter 2018-2019 Financial Projection SUMMARY (all figures in $ 000's)
Q2 vs. Approved Variance Approved Q1 Year-End Q2 Year-End Variance as % of Annual Budget Projection Projection Favourable/ Budget (Unfavourable)
Funded Activity/College Operations Revenue $ 251,673 $ 259,048 $ 259,683 $ 8,010 3% Expenditures 249,157 249,589 242,377 6,780 3% Net Contribution 2,516 9,459 17, 306 14,790 588%
Contracts & Other Non-Funded Activity Revenue 29,549 29,917 30,257 708 2% Expenditures 28,612 28,980 29,250 (638) -2% Net Contribution 937 937 1,007 70 7%
Campus Services Revenue 44,407 44,407 44,412 5 0% Expenditures 36,342 36,192 36,450 (108) 0% Net Contribution 8,065 8,215 7,962 (103) -1%
International Education Centre Revenue 36,437 43,319 43,939 7,502 21% Expenditures 25,708 29,461 30,584 (4,876) -19% Net Contribution 10,729 13,858 13,355 2,626 24%
Strategic Investment Priorities Revenue 5,410 22,974 23,014 17,604 325% Expenditures 42,932 62,034 64,628 (21,696) -51% Net Contribution (37,522) (39,060) (41,614) (4,092) -11%
Non-Cash Revenue Adjustments Capital Grants recorded as Deferred Capital Contributions (4,700) (11,400) ( 7,700) (6,700) -143% Amortization of Deferred Capital Contributions 8,500 7,600 7,500 (900) -11%
Non-Cash Expenditure Adjustments Expenditures to be Capitalized 22,200 32,400 29,000 10,200 46% Amortization Expense (16,400) (14,900) (15,100) 1,500 9% Change in Vacation, Sick Leave & Post-Employment Benefits 150 150 150 - 0% Net Contribution as per Public Sector Accounting Standards (PSAS) $ (5,525) $ 7,259 $ 11,866 $ 17,391 315%
3 Second Quarter 2018-2019 Financial Projection STATEMENT OF FINANCIAL POSITION (all figures in $ 000's)
Year-End March 31, 2019 Q2 vs. March 31, 2019 March 31, 2019 Actual March Approved Approved Q1 Projected Q2 Projected 31, 2018 Annual Budget Variance ASSETS Current Assets Cash $ 55,204 $ 37,245 $ 37,047 $ 38, 661 $ 1, 416 Accounts Receivable 25,803 19,000 22,000 22, 000 3, 000 Inventory 1,544 1,600 1,550 1, 550 (50) Prepaid Expenses 2,807 2,300 2,500 2, 500 200
85,358 60,145 63,097 64,711 4,566
Investments 66,505 55,868 68,806 71,802 15,934 Endowment Assets 26,020 25,895 26,620 26,620 725 Capital Assets 288,608 299,859 306,108 306,108 6,249
TOTAL ASSETS $ 466,491 $ 441,767 $ 464,631 $ 469,241 $ 27,474
LIABILITIES & NET ASSETS Current Liabilities Accounts Payable & Accrued Liabilities $ 29,544 $ 27,000 $ 27,000 $ 27, 000 $ - Accrued Salaries & Employee Deductions Payable 10,009 8,900 10,000 10, 000 1, 100 Deferred Revenue 39,709 31,000 32,000 32, 000 1, 000 Current Portion of Long Term Debt 3,107 3,298 3,298 3, 298 -
82,369 70,198 72,298 72,298 2,100
Long Term Debt 45,168 41,870 41,870 41,870 - Vacation, Sick Leave & Post-Employment Benefits 18,979 18,613 18,829 18,829 216 Deferred Capital Contributions 161,728 160,960 165,528 165,528 4,568 Interest Rate Swaps 5,732 5,108 5,732 5,732 624
Net Assets Unrestricted 1,000 1,000 1,000 1, 000 - Investment in Capital Assets 78,606 93,731 95,412 95, 412 1, 681 Vacation, Sick Leave & Post-Employment Benefits (18,979) (18,613) (18,829) (18,829) (216) Internally Restricted 73,186 49,767 63,489 68, 099 18, 332 Endowment Fund 26,020 25,895 26,620 26, 620 725
159,833 151,780 167,692 172,302 20,522
Accumulated Remeasurement Losses (7,318) (6,762) (7,318) (7,318) (556)
152,515 145,018 160,374 164,984 19,966
TOTAL LIABILITIES & NET ASSETS $ 466,491 $ 441,767 $ 464,631 $ 469,241 $ 27,474 4 Second Quarter 2018-2019 Financial Projection REVENUE SCHEDULE (all figures in $ 000's)
Q2 vs. Approved Approved Q1 Year-End Q2 Year-End Variance Annual Budget Projection Projection Favourable/ (Unfavourable) FUNDED ACTIVITY/COLLEGE OPERATIONS
Grants Post Secondary Activity $ 107,558 $ 107,582 $ 106,506 $ (1,052) Apprentice 5,148 5,148 5,202 54 Flow-Through Student Aid 1,659 1,659 1,726 67
TOTAL GRANTS 114,365 114,389 113,434 (931)
Tuition Fees Full-Time Post Secondary 79,922 83,384 84,726 4, 804 Part-Time 10,257 10,257 10,230 (27) Adult Training 1,026 1,026 1,126 100 Student IT & Mobile Computing Fees 7,629 7,975 7,976 347
TOTAL TUITION FEES 98,834 102,642 104,058 5,224
Contract Educational Services Corporate & Other Programs 4,853 4,891 4,903 50
TOTAL CONTRACT EDUCATIONAL SERVICES 4,853 4,891 4,903 50
Other Early Learning Centre 1,029 1,029 1,029 - Student Ancillary Fees 6,283 6,409 6,358 75 Investment Income 1,285 1,285 1,235 (50) 1 Transfer from International Education Centre 12,332 14,891 15,222 2, 890 Miscellaneous 12,692 13,512 13,444 752
TOTAL OTHER 33,621 37,126 37,288 3,667
TOTAL FUNDED ACTIVITY/COLLEGE OPERATIONS 251,673 259,048 259,683 8,010
CONTRACTS & OTHER NON-FUNDED ACTIVITY 29,549 29,917 30,257 708
CAMPUS SERVICES 44,407 44,407 44,412 5
INTERNATIONAL EDUCATION CENTRE 36,437 43,319 43,939 7,502
STRATEGIC INVESTMENT PRIORITIES 5,410 22,974 23,014 17,604
TOTAL REVENUE $ 367,476 $ 399,665 $ 401,305 $ 33,829
1 40% of the International Fee Premium is shared with Academic Services (part of Funded Activity/College Operations). 5 Second Quarter 2018-2019 Financial Projection REVENUE SCHEDULE Variance Analysis (all figures in $ 000's)
Variance Description Favourable/ Comments (Unfavourable)
Post Secondary Activity $ (1,052) Unfavourable variance of ($1.0M) due to refinements of the Core Operating Grant calculation under the corridor funding model.
Full-Time Post Secondary Tuition Fees $ 4,804 Increased Full-Time Post Secondary Tuition Fees as a result of the estimated enrolment increases of 27% for international enrolment and 3.5% for domestic enrolment over the Approved Annual Budget.
Student IT & Mobile Computing Fees $ 347 Increased Student IT and Mobile Computing Fees as a result of the estimated enrolment increases of 27% for international enrolment and 3.5% for domestic enrolment over the Approved Annual Budget.
Transfer from International Education Centre $ 2,890 Increased International Fee Premiums allocated to Funded Activity as a result of an estimated 27% increase in International Student enrolment over the Approved Annual Budget.
Miscellaneous $ 752 Increased miscellaneous revenue over Approved Annual Budget due to unbudgeted flow-through revenue supporting student initiatives (offset by additional expenses).
Contract and Other Non-Funded Activity $ 708 Net favourable variance due to unbudgeted contract activity within various School Contract programs and the Local Employment Planning Council program (partially offset by an increase in related expenses). These revenue increases are reduced by the revenue reduction from the closure of the Language Instruction for Newcomers program (with an offsetting decrease in related expenses) and the refinement of Applied Research program revenues.
International Education Centre $ 7,502 An estimated 27% unbudgeted increase in international student enrolment results in increased international fee premiums to the International Education Centre. Of this amount, an additional $2.9M over Approved Annual Budget is transferred to Funded Activity as identified above.
Strategic Investment Priorities $ 17,604 See Strategic Investment Priorities Variances page for details.
Total Explained Variances $ 33,555 Other Minor Variances $ 274 Total Variance $ 33,829
6 Second Quarter 2018-2019 Financial Projection EXPENDITURES SCHEDULE (all figures in $ 000's)
Q2 vs. Approved Approved Q1 Year-End Q2 Year-End Variance Annual Budget Projection Projection Favourable/ (Unfavourable) FUNDED ACTIVITY/COLLEGE OPERATIONS
TOTAL SALARIES & BENEFITS $ 179,220 $ 179,220 $ 171,050 $ 8,170
Other Operating Costs Mandated Student Aid 6,892 6,892 6,892 - Contingencies 7,630 7,130 6,630 1,000 Long Term Debt Interest 774 774 774 - Contract Services 10,511 10,611 12,222 ( 1,711) Instructional Supplies & Equipment 4,573 4,673 4,941 ( 368) Information Technology 7,920 7,920 7,746 174 Promotion 2,168 2,328 2,392 ( 224) Building Maintenance & Utilities 13,854 13,854 13,843 11 Flow-Through Student Aid 1,659 1,659 1,659 - Cost of Goods Sold 1,078 1,078 1,004 74 Other 12,878 13,450 13,224 ( 346)
TOTAL OTHER OPERATING 69,937 70,369 71,327 ( 1,390)
TOTAL FUNDED ACTIVITY/COLLEGE OPERATIONS 249,157 249,589 242, 377 6, 780
CONTRACTS & OTHER NON-FUNDED ACTIVITY 28,612 28,980 29,250 (638)
CAMPUS SERVICES 36,342 36,192 36, 450 (108)
INTERNATIONAL EDUCATION CENTRE 25,708 29,461 30, 584 (4,876)
STRATEGIC INVESTMENT PRIORITIES 42,932 62,034 64, 628 (21,696)
TOTAL EXPENDITURES $ 382,751 $ 406,256 $ 403, 289 $ (20,538)
7 Second Quarter 2018-2019 Financial Projection EXPENDITURES SCHEDULE Variance Analysis (all figures in $ 000's)
Variance Description Favourable/ Comments (Unfavourable)
Salaries and Benefits $ 8,170 Net favourable variance is due to the following: $10.0M Reduction in salary and benefit costs as a result of the refinement of the estimated Employment Standards Act impacts, ($1.8M) Estimated additional labour costs due to increased enrolment over Approved Annual Budget.
Contingencies $ 1,000 Contingency has been reduced to reflect estimated requirements.
Contract Services $ (1,711) Net unfavourable variance is due to the following: ($625K) Increase in contract services relating to backfill for vacant positions within various departments such as Information Technology and Human Resources, ($585K) Increase in expense related to additional facilitator costs for the Distance Education programs related to Full Time Post Secondary enrolment increase (offset by additional Host Fee revenue), ($119K) Increase in contract services relating to various Ontario Online Learning Consortium programs such as eCampus, Digital Inclusion and Interactive Media Management and Nunavut security training (all offset by additional revenue), ($55K) Increase in Information Technology contract services relating to data centre analysis project for Ontario Colleges Application Service, ($327K) Other minor variances within various departments.
Instructional Supplies & Equipment $ (368) Unfavourable variance is due to the following: ($327K) Increase in instructional supplies as a result of increased enrolment, ($30K) Increase in academic equipment as a result of increased enrolment, ($11K) Other minor variances.
Information Technology $ 174 Favourable variance as a result of the cost refinement of various services provided by Information Technology Services (ITS) to the College.
8 Second Quarter 2018-2019 Financial Projection EXPENDITURES SCHEDULE Variance Analysis (all figures in $ 000's)
Variance Description Favourable/ Comments (Unfavourable)
Promotion $ (224) Unfavourable variance is due to the following: ($160K) Increased promotion expenses due to unbudgeted flow-through program expenses supporting student initiatives (offset by additional revenues). ($64K) Other minor variances.
Other $ (346) Net unfavourable variance is primarily a result of an increase in various expenses due to unbudgeted flow-through program expenses supporting student initiatives (offset by additional revenues).
Contract and Other Non-Funded Activity $ (638) Net unfavourable variance due to additional unbudgeted expenses (offset by additional revenue) for the new Local Employment Planning Council program contract as well as additional expenses related to various unbudgeted School Contract programs (offset by additional revenue).
Campus Services $ (108) Net unfavourable variance due to higher than budgeted food costs within Food Services and increased cost of goods sold for the Bookstore due to the increased faculty demand for etext material. These increased expenses are partially offset by a decrease in utilities and contract service costs for the Residence.
International Education Centre $ (4,876) Increased expenditures required to support an estimated 27% unbudgeted increase in international student enrolment. The variance amount includes the transfer of an additional $2.9M over Approved Annual Budget to Funded Activity revenue.
Strategic Investment Priorities $ (21,696) See Strategic Investment Priorities Variances page for details.
Total Explained Variances $ (20,623) Other Minor Variances $ 85 Total Variance $ (20,538)
9 Second Quarter 2018-2019 Financial Projection STRATEGIC INVESTMENT PRIORITIES SCHEDULE (all figures in $ 000's)
Q2 vs. Approved Approved Q1 Year-End Q2 Year-End Variance Annual Budget Projection Projection Favourable/ (Unfavourable) SOURCE OF FUNDS: Facilities Renewal Grant $ 980 $ 980 $ 980 $ - College Equipment Renewal Fund Grant 560 560 560 - Greenhouse Gas Campus Retrofit Grant - 9,294 9,294 9,294 Apprenticeship Enhancement Fund Grant 1,000 1,000 1,040 40 Supporting Quality Programs and Student Outcomes Grant - 4,000 4,000 4,000 Post-Secondary Institutions Strategic Investment Fund (PSISIF) Grant - 4,092 4,092 4,092 Students' Association Contribution 2,870 3,048 3,048 178
TOTAL SOURCE OF FUNDS 5,410 22,974 23,014 17,604
EXPENDITURES: Major Capital Projects DARE District 2,123 8,994 8,994 (6,871) Indigenous Gathering Circle 1,105 1,279 1,279 (174) Student Central 5,000 7,009 7,009 (2,009) Pedestrian Bridge to Bus Rapid Transit Station 646 646 646 - Solar Photovoltaic Plan - 6,825 6,825 (6,825) ESCO2 1,928 2,323 2,323 (395) Ontario Student Assistance Program (OSAP) Transformation and Net Tuition Project 300 521 521 (221) Learning Management Sytsem Implementation and Modernization 300 916 916 ( 616) Workday Implementation 7,000 7,000 6,984 16 Athletics and Recreation Complex 3,000 3,200 3,200 (200)
Total Major Capital Projects 21,402 38,712 38,696 (17,295)
Other College Technologies 890 1,104 1,477 (587) College Space & Infrastructure 3,292 7,091 7,020 (3,728) Initiatives & Opportunities 3,655 4,483 5,428 (1,773) Campus Services 448 498 935 ( 487) Appropriations 100 - - 100 Apprenticeship Enhancement Fund (AEF) 1,000 1,000 1,040 (40) Recurring Annual Investments 8,745 8,911 10,173 (1,428) Employment Standards Act 3,000 3,000 3,000 - Net Contribution Surplus Carryover 400 300 736 ( 336) Adjustment for Anticipated Underspend - (3,065) (3,877) 3,877
Total Other 21,530 23,322 25,932 (4,402)
TOTAL EXPENDITURES 42,932 62,034 64,628 (21,697)
10 TOTAL NET CONTRIBUTION $ (37,522) $ (39,060) $ (41,614) $ (4,093) Second Quarter 2018-2019 Financial Projection STRATEGIC INVESTMENT PRIORITIES SCHEDULE Variance Analysis (all figures in $000's)
Variance Description Favourable/ Comments (Unfavourable)
Greenhouse Gas Campus Retrofit Grant $ 9,294 New grant funding secured after the 2018-2019 Approved Annual Budget had been finalized.
Supporting Quality Programs and Student Outcomes Grant $ 4,000 Additional one-time funding announced by the Ministry of Training, Colleges and Universities after the 2018-2019 Approved Annual Budget had been finalized.
Post-Secondary Institutions Strategic Investment Fund (PSISIF) Grant $ 4,092 Grant funding adjusted to reflect changes to 2018-2019 estimated spending for the DARE District project, due to changes in the timing of construction costs.
Students' Association Contribution $ 178 Variance due to timing of construction and design costs deferred from 2017-2018.
DARE District $ (6,871) Variance due to timing of construction costs deferred from 2017-2018.
Indigenous Gathering Circle $ (174) Variance due to timing of construction costs deferred from 2017-2018.
Student Central $ (2,009) Variance due to timing of construction costs deferred from 2017-2018.
Solar Photovoltaic Plan $ (6,825) Variance due to new program to implement a solar energy and power storage facility funded from the new Greenhouse Gas Campus Retrofit Grant identified above.
ESCO2 $ (395) Reflects revised anticipated project costs.
Ontario Student Assistance Program (OSAP) Transformation and Net $ (221) Reflects revised anticipated project costs. Tuition Project
Learning Management Sytsem Implementation and Modernization $ (616) Reflects revised anticipated project costs.
Athletics and Recreation Complex $ (200) Variance due to timing of construction and design costs deferred from 2017-2018.
11 Second Quarter 2018-2019 Financial Projection STRATEGIC INVESTMENT PRIORITIES SCHEDULE Variance Analysis (all figures in $000's)
Variance Description Favourable/ Comments (Unfavourable) College Technologies $ (587) Reflects revised project costs and carry forward budgets from projects in progress at the end of fiscal year 2017-2018. Also includes new projects approved during 2018-2019.
College Space & Infrastructure $ (3,728) $(2.4M) increase reflects project costs related to Greenhouse Gas Campus Retrofit projects. Balance of increase due to revised project costs and carry forward budgets from projects in progress at the end of fiscal year 2017-2018.
Initiatives & Opportunities $ (1,773) Reflects revised project costs and carry forward budgets from projects in progress at the end of fiscal year 2017-2018. Also includes new projects approved during 2018-2019.
Campus Services $ (487) Reflects carry forward budgets from projects in progress at the end of fiscal year 2017-2018. Also includes new projects approved during 2018-2019.
Appropriations $ 100 Reduction of unutilized appropriation budgets.
Recurring Annual Investments $ (1,428) Additional funding for the Human Resources Program Envelope, Space Adaptations Envelope and Academic Equipment Envelope.
Net Contribution Surplus Carryover $ (336) Reflects revised anticipated project costs.
Adjustment for Anticipated Underspend $ 3,877 Based on historical trends, a 15% provision has been added to account for anticipated underspending in Strategic Investment Priorities projects.
Total Explained Variances $ (4,109) Other Minor Variances $ 16 Total Variance $ (4,093)
12 Second Quarter 2018-2019 Financial Projection INTERNALLY RESTRICTED NET ASSETS SCHEDULE (all figures in $ 000's)
Year-End Projected In-Year Projected Year- Projected Actual March Use of Funds End Adjustments March 31,2019 31, 2018 (2018-2019) (2018-2019) Appropriations $ 100 $ 100 $ 100 $ 100
Specific Reserves: Other Projects & Initiatives 27,215 12,851 17,771 32,135 Campus Services Reserve Fund 5,209 834 578 4,953 Employment Stabilization Funds 570 - 5 575 32,994 13,685 18,354 37,663
Contingency Reserve Fund 8,890 - 901 9,791
Reserve Funds: Future Capital Expansion 31,202 12,909 2,252 20,545
TOTAL INTERNALLY RESTRICTED NET ASSETS* $ 73,186 $ 26,694 $ 21,607 $ 68,099
TOTAL UNRESTRICTED NET ASSETS $ 1,000 $ 1,000
Investment in Capital Assets 78,606 16,806 95,412
Vacation, Sick Leave & Post-Employment Benefits (18,979) 150 (18,829)
Interest Rate Swaps (7,318) - (7,318)
Endowment Fund 26,020 600 26,620
TOTAL NET ASSETS $ 152,515 $ 26,694 $ 39,163 $ 164,984
* Budgeted balances of Internally Restricted Net Assets and Unrestricted Net Assets includes the impact of budgeted expenditures from Appropriations, Specific Reserves and Reserve Funds, and contributions to Reserve Funds for the fiscal year 2018-2019. The Board of Governors Financial Management Policy requires that the Board of Governors approve any spending from Reserve Funds.
13 Second Quarter 2018-2019 Financial Projection SUMMARY OF FUNDED POSITIONS
Approved Annual Budget 2018-2019 Position Changes Full-Time Funded at Q2 2018-2019
Total Staffed Total Vacant Positions Positions Positions at Sep 30, at Sep 30, Admin Support Academic Total Opened Closed Transferred Admin Support Academic Total 2018 2018
President & Board of Governors President's Office 4 - - 4 4 - - 4 4 - Indigenous Service and Partnerships 1 2 1 4 1 2 1 4 4 - Total 5 2 1 8 - - - 5 2 1 8 8 -
Human Resources 1 Vice-President's Office 17 17 ( 15) 2 - - 2 1 1 Labour Relations 4 4 4 - - 4 4 - 1 Talent Management & Organizational Development 2 2 1 5 1 (1) 7 9 2 21 1 1 1 1 1 Wellness, Compensation & Benefits - - - - 8 8 - - 8 8 - Total 23 2 16 2 1 (1) 3- 2 2 61 2 2 4 2
Finance and Administration Vice-President's Office 2 - - 2 2 - - 2 2 - Campus Services 17 74 -1 9 2 (5) 1 6 72 8- 8 8 2 6 Finance & Administrative Services 10 27 -7 3 (1) 1 0 26 6- 3 3 6 - Risk Management 9 1 0- 1 9 1 0- 1 1 0 - Physical Resources 11 38 -9 4 1 (6) 1 0 34 4- 4 3 7 7 Total 49 140 - 189 3 (12) -7 4 133 - 180 167 1 3
Student Services Vice-President's Office 2 - - 2 2 - - 2 2 - Student Support Services 10 45 138 7 1 (1) 1 0 45 138 7 7 1 2 Algonquin College Foundation 3 3 - 6 3 3 - 6 5 1 Registrar 11 66 -7 7 1 (3) 69 6 5- 7 7 3 2 Total 26 114 18 158 2 (4) 4- 2 114 1 8 156 151 5
Innovation and Strategy Vice-President's Office 3 - - 3 1 (1) 1 4 - - 4 3 1 International & Strategic Planning 12 11 230 4 (1) 1 2 10 20 4 3 8 4 Applied Research & Development 2 2 - 4 (1) 1 2 - 3 3 - Business Development & Corporate Training 4 7 1- 1 1 4 8 2- 1 1 2 - Information Technology Services 17 87 - 104 6 (9) (12 ) 1 88 - 100 9 2 8 Total 38 107 20 165 7 (12) 13 3 108 2 0 161 148 1 3
14 Second Quarter 2018-2019 Financial Projection SUMMARY OF FUNDED POSITIONS
Approved Annual Budget 2018-2019 Position Changes Full-Time Funded at Q2 2018-2019
Total Staffed Total Vacant Positions Positions Positions at Sep 30, at Sep 30, Admin Support Academic Total Opened Closed Transferred Admin Support Academic Total 2018 2018
Academic Services Vice-President's Office 3 - - 3 1 1 3 - 2 5 2 3 Academic Operations and Planning 10 12 57 2 (1) ( 19) 3 4 - 7 6 1 2 Academic Development - 3 (2) 1 8 5 9 95 1 1 8 1 Faculty of Arts, Media & Design 8 32 112 152 2 (1) 27 3 114 153 148 5 School of Business 5 8 8 8 101 5 8 8 8 101 9 8 3 School of Hospitality & Tourism 3 9 464 5 3 9 644 5 5 3 3 3 Alqonquin Centre for Construction Excellence 2 11 641 7 1 (1 ) 21 1 461 7 7 1 3 3 School of Advanced Technology 4 16 9 9 119 2 (1) 2 65 1 101 122 112 1 0 Algonquin College Heritage Institute 4 11 172 2 (3) (2 ) 14 1 72 2 2 1 1 Faculty of Health, Public Safety & Community Studies 8 30 122 160 08 3 122 160 148 1 2 Centre for Continuing and Online Learning 8 17 5- 2 78 1 5- 2 2 4 1 Personal Development Institute - 1 - 1 - 1 - 1 1 - Algonquin College in the Ottawa Valley 7 32 289 6 2 37 3 030 7 6 7 3 Total 62 179 5 72 813 1 1 (8) 0(1 ) 6 181 574 815 769 4 6
Communications, Marketing, and External Relations Marketing 2 20 2- 2 1 (3) 91 1 0- 2 2 0 - Communications 4 3 - 7 1 (1) 4 3 - 7 6 1 Total 6 23 9- 2 2 (4) - 25 2 7- 2 2 6 1
COLLEGE TOTAL 209 567 6 12 1,388 26 (41) - 1 97 562 6 14 1,373 1,293 8 0
The complement report represents the total number of positions for each of the College’s major areas.
Not all positions are 100% funded in the budget as some positions are vacant at the start of the year and other positions have a start date projected for other than April 1st.
1 - Human Resources re-organization resulted in the creation of the Wellness, Compensation and Benefits sector and reallocation of complement.
2 - Academic Operations and Planning re-organization resulted in the creation of the Academic Development sector and reallocation of complement.
3 - Faculty of Technology and Trades re-organization resulted in the creation of the School of Advanced Technology sector and the Algonquin Centre for Construction Excellence sector.
15 Second Quarter 2018-2019 Financial Projection Financial Health Indicators
Operating Results: Annual Surplus
13,000
10,000 Annual Surplus
7,000
4,000 Annual Surplus ($,000s)
1,000
Fiscal Year
Objective: Measures the excess of revenues over expenses in a given year. Benchmark: Must be greater than $0. Rationale: An annual deficit or declining surpluses may indicate a decline in an institution's financial health.
16 Second Quarter 2018-2019 Financial Projection Financial Health Indicators
Measuring Liquidity: Quick Ratio
1.7
1.6
1.5
1.4
1.3 College 1.2 Benchmark Quick Ratio 1.1
1.0
0.9
0.8 2014-15 2015-16 2016-17 2017-18 Q2 2018-19
Objective: Fiscal performance indicator testing the college’s ability to pay its short-term maturing obligations (e.g. biweekly payroll payments). Benchmark: A ratio of 1 or higher indicates that a college should be able to meet its short-term obligations. Rationale: A ratio of 1 is a typical business standard. Less than 1 may indicate that a college is not able to meet its short-term obligations. When including surplus cash invested in longer term investments (greater than 1 year) Algonquin's Quick Ratio was at 1.77 for Q2 2018-2019.
17 Second Quarter 2018-2019 Financial Projection Financial Health Indicators
Operating Results: Net Assets to Expense Ratio Operating Results: Net Income to Revenue Ratio
100% 5.0%
95% 4.5%
90% 4.0%
85% 3.5%
80% 3.0%
75% College 2.5% College Benchmark Benchmark 2.0% 70%
Net Net Income to Revenue Ratio 1.5% NetAssetsto Expense Ratio 65%
1.0% 60%
0.5% 55%
0.0% 50% 2014-15 2015-16 2016-17 2017-18 Q2 2018-19 2014-15 2015-16 2016-17 2017-18 Q2 2018-19
Objective: Objective: A traditional indicator to ascertain the ability of a college to continue operations in the event there This ratio measures the return an institution generates on each dollar of revenue. is a delay in revenue streams. Benchmark: Benchmark: Less than 1.5% may be a concern because it may indicate that the college may not be able to 60% or higher. recover from a deficit position in a reasonable period of time. Rationale: Rationale: A net balance that is less than 60% of annual expenses may indicate a lower tolerance for variable A surplus less than 1.5% of revenues indicates that small changes in expenses or revenues may or volatile revenues. result in annual deficits for the institution.
18 Second Quarter 2018-2019 Financial Projection Financial Health Indicators
Managing Debt: Total Debt to Assets Ratio Managing Debt: Debt Servicing Ratio 40% 3.5%
35% 3.0%
30%
2.5% 25%
College College Benchmark Benchmark 20% 2.0% Debt Ratio Debt Servicing Total Debt to Assets Ratio Ratio Assets Debt to Total 15%
1.5%
10%
5% 1.0% 2014-15 2015-16 2016-17 2017-18 Q2 2018-19 2014-15 2015-16 2016-17 2017-18 Q2 2018-19
Objective: Objective: Measures the proportion of total assets that are financed by debt. A high or increasing value may be This ratio measures the College’s spending on servicing the debt portfolio . predictive of future liquidity problems or a reduced ability to borrow money in the future. Benchmark: Benchmark: A ratio of 3% or lower, based on historical trend analysis and industry standard. Greater than 35% leads to a concern as this may indicate that a college will not be able to finance their Rationale: ongoing operations due to the debt burden. A ratio of greater than 3% may indicate a reduced or restricted cash flow as the College is spending less than Rationale: 97% of revenues on core services. A high debt burden may indicate that the institution is vulnerable to its creditors, or will have reduced liquidity or a reduced ability to borrow in the future.
19 Second Quarter 2018-2019 Financial Projection Financial Health Indicators
Accumulated Surplus/(Deficit)
150,000 145,000 140,000 135,000 130,000 125,000 Accumulated Surplus 120,000 115,000 110,000 105,000 100,000 Annual Surplus ($,000s) 95,000 90,000 85,000
Fiscal Year
Objective: Represents the cumulative wealth that an institution has under its own control to assist with ongoing operations. Benchmark: Must be greater than $0. Rationale: An accumulated deficit indicates that the College may have borrowed to support its past operations and will have to make up this difference in the future.
20 6.1 APPENDIX B
ANNUAL BUDGET AND QUARTERLY FINANCIAL PROJECTIONS COMPLIANCE SCHEDULE
Source Budget/Projection Requirement Compliant (Y/N)
1.2 The annual budget [and Quarterly Projections] … shall: BGII-02 Board Financial 1 Y Management Policy 1.2.2 Have expenditures not exceeding revenues unless the Board has approved … to spend from reserve funds;
1.2 The annual budget [and Quarterly Projections] … shall: BGII-02 Board Financial 2 Y Management Policy 1.2.3 Have ancillary expenditures not exceeding ancillary revenues unless the Board has specifically directed otherwise.
2.3 Quarterly projections of the annual budget shall be presented to the Board, BGII-02 Board Financial 3 ensuring the College’s projected surplus or deficit are at least equal to or better than Y Management Policy the Approved Budget.
4.2 The President may not approve an unbudgeted expenditure or commitment that BGII-02 Board Financial will result in the College’s fiscal year-end total balance of unrestricted net assets plus 4 Y Management Policy internally restricted net assets being lower than budgeted without the approval of the Board.
'Goal 5 - Enhance Algonquin's global impact and community social responsibility' 5 Strategic Plan 2017-2022 Y -we must ensure we maintain strong financial health indicators
President's Overview: 'We will be aggressively pursuing further opportunities in the non funded area which will provide funds for investment in all of the things that are currently not funded through government sources such as technology upgrades, infrastructure improvements, equipment for faculty and staff etc.'
President's Budget - we must ensure that our SIP expenditures (budgeted and projected) do not exceed 6 Overview - Annual the sum of: Y Budget - Non-Funded Activities net contributions; and - Allocations from Internally Restricted Net Assets such that the ending balance of Internally Restricted Net Assets is at least equal to or greater than the balance approved by the Board in the Annual Budget (see #4 above).
Agenda item: 6.2
Report title: 2019-2020 Budget Assumptions and Three Year Pro Forma, 2019- 2021 Business Plan Report to: Board of Governors
Date: December 10, 2018
Author/Presenter: Duane McNair, Vice President, Finance and Administration Laura Stanbra, Vice President, Student Services
1. RECOMMENDATION:
THAT the Board of Governors accepts the 2019-2020 Budget Assumptions and Draft Three Year Pro Forma report for information, and that the Board is advised of key concepts in the development of the 2019-2021 Business Plan.
2. PURPOSE / EXECUTIVE SUMMARY:
The purpose of this report is to provide the Board of Governors with a preliminary three year pro forma budget forecast for the period 2019-2020 to 2021-2022, and gain insight and provide input to the development of the 2019-2021 Business Plan.
3. BACKGROUND:
For the foreseeable future, the College will be facing a number of challenges:
• Changing demographics • Impacts of a new corridor funding model • Ongoing maintenance requirements for physical and technological infrastructure • Rising operating costs
Each of the challenges impact the College’s operating budget. The College Budget Committee, consisting of a cross-College team of Deans and Directors, has worked collaboratively since the spring of 2018 to develop estimates and assumptions supporting the three year pro forma budget forecast. Additionally, the College Leadership team has worked with their respective areas to develop key elements of a multi-year business plan.
The final 2019-2020 Annual Budget and Business Plan will be presented to the Board of Governors for approval at the February 25, 2019 meeting.
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Agenda item: 6.2
4. DISCUSSION:
Preliminary estimates for the three year pro forma from fiscal year 2019-2020 to fiscal year 2020-2022 are presented in Appendix A: Three Year Pro Forma Budget.
The draft pro forma includes the following assumptions: • Stable provincial funding is projected under the corridor funding model. • Salaries and benefits have been estimated based on current and projected collective agreements and existing compensation practices. • 0% to 1.5% increase has been projected for most other operating expenditures. • Strategic Investment Priorities projections include all approved major capital project investments, as well as funding for additional strategic projects and initiatives.
2019-2020 • 10.1% full-time post-secondary enrolment growth over the 2018-2019 Approved Annual Budget o Includes a 39.8% increase in international student growth over the 2018-2019 Approved Annual Budget • 3% tuition fee increase for full-time tuition.
2020-2021 • 2.3% full-time post-secondary enrolment growth over the 2019-2020 Pro Forma o Includes a 10.1% increase in international student growth over the 2019-2020 Pro Forma • 3% tuition fee increase for full-time tuition.
2021-2022 • 2.4% full-time post-secondary enrolment growth over the 2020-2021 Pro Forma o Includes a 9.9% increase in international student growth over the 2020-2021 Pro Forma • 3% tuition fee increase for full-time tuition Proposed guiding principles and key deliverables for the 2019-2021 Business Plan will be provided in a PowerPoint presentation to the Board.
Continued implementation of years 3 and 4 of the People Plan will be prominent in the 2019-21 Business Plan. In addition, significant College-wide plans in development this year will figure prominently for implementation in the Board-level business plan, namely the; • Learner-Driven Plan • IT modernization Plan
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Agenda item: 6.2
• International Strategy Refresh • Indigenization Plan • Advancement Plan
5. LINK TO STRATEGIC PLAN:
STRATEGIC PLAN 2017-2022 LEARNER DRIVEN ☐ CONNECTED ☐ Goal One Goal Four Establish Algonquin as the leader in Become an integral partner to our personalized learning across all Ontario alumni and employers. colleges. QUALITY AND INNOVATION ☐ SUSTAINABLE ☒ Goal Two Goal Five Lead the college system in co-op and Enhance Algonquin’s global impact and experiential learning. community social responsibility. Goal Three ☐ PEOPLE ☐ Attain national standing in quality, Goal Six impact and innovation within each Be recognized by our employees and school and service. the community as an exceptional place to work.
6. STUDENT IMPACT:
The pro forma includes sufficient resources to maintain student service levels and academic program standards. Additionally, substantive items in the 2019-2021 Business Plan will focus on moving the College further in pursuit of the goal to be a learner-driven organization.
7. FINANCIAL IMPACT:
These budget assumptions and financial pro formas result in the College projecting favourable financial health indicators as defined in the Strategic Mandate Agreement with the Government of Ontario.
This financial pro forma includes projected drawdowns of internally restricted net assets to fund Strategic Investment Priorities including the Student Athletics and Recreation Complex, and the Pedestrian Bridget to Bus Rapid Transit Station.
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Agenda item: 6.2
8. HUMAN RESOURCES IMPACT:
The financial pro forma and business plan will include sufficient resources to staff full- time and other-than-full-time complement positions to support College programs and services.
9. GOVERNMENT / REGULATORY / LEGAL IMPACT:
The pro forma for net assets is projected to result in positive fiscal year-end balances for Unrestricted Net Assets plus Internally Restricted Net Assets. This is compliant with the Ministry’s Business Plan Directive on Deficit Recovery Plans and the College’s Board Financial Management Policy.
10. COMMUNICATIONS:
The budget estimates will be incorporated into the College’s Annual Budget and Business Plan that will be presented to the Board of Governors for approval at the February 25, 2019 meeting.
11. CONCLUSION:
These budget assumptions and financial pro formas are projected based on current information. Projected revenues and reserves will be used to support the College’s Strategic Plan, Business Plans and the College’s mission to Transform Hopes and Dreams into Lifelong Success.
Respectfully submitted: Approved for submission:
______Duane McNair Cheryl Jensen Vice President, Finance and Administration President and CEO
______Laura Stanbra Vice President, Student Services
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Agenda item: 6.2
Appendices: Appendix A: Three Year Pro Forma Budget
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APPENDIX A
THREE YEAR PRO FORMA BUDGET (all figures in $ 000's) Annual Q2 Budget Projection Pro Forma Pro Forma Pro Forma 2018-2019 2018-2019 2019-2020 2020-2021 2021-2022
Funded Activity/College Operations Revenue $ 251,673 $ 259,683 $ 268,492 $ 277,700 $ 287,205 Expenditures 249,157 242,377 252,522 257,090 262,032 Net Contribution 2,516 17,306 15,970 20,610 25,173
Contract Activity & Other Non-Funded Activity Revenue 29,549 30,257 30,674 31,853 32,698 Expenditures 28,612 29,250 28,342 29,146 29,797 Net Contribution 937 1,007 2,332 2,707 2,901
Campus Services Revenue 44,407 44,412 44,700 46,395 47,287 Expenditures 36,342 36,450 36,966 38,431 39,182 Net Contribution 8,065 7,962 7,734 7,964 8,105
International Education Centre Revenue 36,437 43,939 51,397 58,426 64,583 Expenditures 25,708 30,584 34,397 38,433 42,040 Net Contribution 10,729 13,355 16,999 19,993 22,543
Strategic Investment Priorities Revenue 5,410 23,014 13,153 29,440 2,640 Expenditures 42,932 64,628 44,191 68,360 41,485 Net Contribution (37,522) (41,614) (31,038) (38,920) (38,845)
Non-Cash Revenue Adjustments Capital Grants recorded as Deferred Capital Contributions (4,700) (7,700) (12,200) (32,400) (2,000) Amortization of Deferred Capital Contributions 8,500 7,500 7,700 7,700 8,300
Non-Cash Expenditure Adjustments Expenditures to be Capitalized 22,200 29,000 16,165 37,100 4,600 Amortization Expense (16,400) (15,100) (17,200) (17,600) (18,500) Change in Vacation, Sick Leave & Post-Employment Benefits 150 150 110 110 110
Net Contribution as per Public Sector Accounting Standards (PSAS) $ (5,525) $ 11,866 $ 6,573 $ 7,264 $ 12,386
Agenda Item No: 6.3
Report title: 2019-2020 Tuition and Fees Schedules
Report to: Board of Governors
Date: December 10, 2018
Author/Presenter: Laura Stanbra, Vice President, Student Services Krista Pearson, Registrar
1. RECOMMENDATION:
THAT the Board of Governors approves the Proposed 2019-2020 Tuition and Fees Schedules.
2. PURPOSE / EXECUTIVE SUMMARY:
The purpose of this report is to approve the Proposed 2019-2020 Tuition and Fees Schedules as established in accordance with the Ministry of Training, Colleges and Universities’ Binding Policy Directive on Tuition and Ancillary Fees.
3. BACKGROUND:
Each year the Tuition and Fees Schedules for the upcoming academic year are presented to the Board of Governors for approval. The Proposed 2019-2020 Tuition and Fees Schedules apply to the academic year beginning September 1, 2019 and ending August 31, 2020.
Beginning in 2013-2014, and extended up to and including 2018-2019, the Ministry of Training, Colleges and Universities, through the Tuition Fee Framework, capped tuition increases at an overall maximum of 3.00%. Prior to that, and including 2012-2013, the maximum allowable overall increase was capped at 5.00%. The Tuition Fee Framework for 2019-2020 has not yet been confirmed by the Government of Ontario; however, extension of the existing framework is familiar approach during government transition.
Principles of the current framework include:
a) The average overall maximum allowable increase will remain at 3.0%. Regular Tuition Fee Programs will have a 3.00% increase applied. High Demand, Graduate Certificate, and Degree Programs can apply a maximum allowable 5.0% increase over the previous year, but the overall maximum must remain at or below 3.0%.
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Agenda Item No: 6.3
b) High Demand domestic enrolment must be no more than 15.0% of the College’s post- secondary domestic enrolment. Graduate Certificate and Degree Programs are excluded from this calculation.
The Proposed 2019-2020 Tuition and Fees Schedules were developed in consultation with Academic Operations and Planning, Academic Areas, Co-operative Education, the International Education Centre, the Students’ Association, the City of Ottawa (Universal Bus Pass), Campus Services, Information Technology Services, Registrar’s Office and Student Support Services.
The Proposed 2019-2020 Compulsory Ancillary Fees were presented to the Students’ Association Board of Directors on October 15, 2018 recommending changes presented, and the College was subsequently advised of approval on Friday, October 19.
The first draft the 2019-2020 Tuition and Ancillary Fee Schedules, including the assumptions and data collected, was presented to the Algonquin College Executive Team on September 12, 2018. Subsequently, this proposed 2019-2020 Schedule of Tuition and Ancillary Fees were reviewed and endorsed by the College Budget Committee on September 14, 2018, and presented for approval to the Algonquin College Executive Team on October 24, 2018. On November 8, 2018 the Academic and Student Affairs Committee recommended that the Draft 2018-2019 Tuition and Fees Schedules be presented to the Board of Governors for approval.
4. DISCUSSION:
All changes to fees have been highlighted in yellow in the enclosed fee tables. The preparation details for the Proposed Tuition and Fees Schedules is summarized in Appendix G: Annual Fees Preparation: Procedure and Timeline and Appendix B: 2019-2020 Schedule of Fees Preparation Timeline.
The overall tuition fee increase for 2019-2020 is currently 2.99%, as shown in Appendix C: Algonquin College 3% Cap Calculation for 2019-2020 (DRAFT) factoring the combined calculation of all programs, including High Demand. The overall tuition fee increase was 2.98% for 2018-2019.
5. LINK TO STRATEGIC PLAN:
STRATEGIC PLAN 2017-2022 LEARNER DRIVEN CONNECTED ☒ ☐ Goal One Goal Four Become an integral partner to our alumni and employers.
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Agenda Item No: 6.3
Establish Algonquin as the leader in personalized learning across all Ontario colleges. QUALITY AND INNOVATION SUSTAINABLE ☐ ☒ Goal Two Goal Five Lead the college system in co-op and Enhance Algonquin’s global impact and experiential learning. community social responsibility. Goal Three PEOPLE ☐ ☐ Attain national standing in quality, impact Goal Six and innovation within each school and Be recognized by our employees and the service. community as an exceptional place to work.
6. STUDENT IMPACT:
Tuition fee increases support the overall health of College financial resources, which, in turn, contributes to the efficient delivery of programs and services for students. Every effort is made to securitize fees while balancing the impact on student costs with program costs. Student tuition fees contribute significantly to the College’s ability to continue to provide quality education.
Algonquin College’s standard tuition fee is comparable to other Ontario Colleges. For 2018- 2019, within the existing Tuition Fee Framework (max 3.00%), the estimated variance was $144 per year between the highest provincial College annual tuition rate of $3,046 (George Brown) and lowest of $2,902 (Fleming). Algonquin College’s standard Tuition Fee is expected to stay within $20.00 of most of the Ontario Colleges, and within a $5.00 of thirteen of the twenty-four Colleges. In this way, Algonquin is competitive and comparable within the Ontario college system.
7. FINANCIAL IMPACT:
The Proposed 2019-2020 Tuition and Fees Schedules are in alignment with provincial practice and the College’s budgetary planning. Tuition and Ancillary Fees augment the General Purpose Operating Grant from the province to support program delivery.
8. HUMAN RESOURCES IMPACT:
The increase in fees does not have an impact on human resources.
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Agenda Item No: 6.3
9. GOVERNMENT / REGULATORY / LEGAL IMPACT:
The Tuition and Fees Schedules have been prepared in compliance with the existing and soon to expire Government of Ontario’s Ministry of Training, Colleges and Universities Tuition Fee Framework as articulated in the Tuition and Ancillary Fees Minister’s Binding Policy Directive, and the Tuition and Ancillary Fees Reporting Operating Procedure in the absence of direction on the framework for 2019-2020. This approach is standard in the absence of a renewed policy, and necessary to provide students some context of fees by the February 1, 2019 equal consideration date, where students begin to receive confirmation of their application to College.
10. COMMUNICATIONS:
Preparation of the Tuition and Fees Schedules provides new students with the necessary fee information in time for the 2019-2020 admissions cycle. Communication will indicate costs as estimates until a final fee policy directive is received from the government.
Fee information is communicated to students through the Algonquin College web-based Student Portal (ACSIS) and the Algonquin College website. The Registrar’s Office also uses personalized and targeted communications through digital signage, social media, and email to advise students of important fee information. The creation and launch of a Tuition Fee Estimator in April 2018 eases the ability for students to see all fees for financial and other planning pertaining to the program of study.
11. CONCLUSION:
The Proposed 2019-2020 Tuition and Fees Schedules were established in a thorough and consultative process in compliance with Ministry policies. The goal is to continue to support the College in balancing affordable and market competitive fees for students while providing sustainable and high quality resources for quality education.
Respectfully submitted: Approved for submission:
______Laura Stanbra Cheryl Jensen Vice President, Student Services President and CEO
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Agenda Item No: 6.3
Appendices: Executive Summary of the Proposed 2019-2020 Tuition and Fee Schedules Schedule A: Proposed 2019-2020 Schedule of Fees Schedule B: Fees Exemptions Information Schedule C, D and E: Students’ Association Approval of Compulsory Ancillary Fees Appendix A: Proposed 2019-2020 Compulsory Ancillary Fees Appendix B: 2019-2020 Schedule of Fees Preparation Timeline Appendix C: Algonquin College 3% Cap Calculation for 2019-2020 (DRAFT) Appendix D: Algonquin College 2019-2020 High Demand 15% Cap Calculation Appendix E: Sample 2019-2020 Fees Comparison of Four Programs Appendix F: Sample Student Fees and Expenses 2019-2020 Appendix G: Annual Schedule of Fees Preparation Procedure and Timeline
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6.3
Executive Summary of the Proposed 2019-2020 Tuition and Fee Schedules
The overall average Tuition Fee increase for all students is capped at 3.0% per year under the current Ministry of Training, Colleges and Universities Tuition Fee Framework. While the Tuition Fee Framework expires in 2018-2019, in the absence of an updated Framework from the Government of Ontario, these 2019-2020 draft fees schedules have been prepared based on the existing framework. This maximum increase applies to General Purpose Operating Grant (GPOG) students and programs. Compliance within the maximum allowable (3.00%) is determined by in- year (2019-2020) and recent historical enrolment.
Tuition Fees (Schedule A: 2019-2020 Schedule of Fees)
The Tuition Fee for all post-secondary, graduate certificate and honours Baccalaureate degree programs reflects an overall 2.99% increase (Appendix C: Algonquin College 3.00% Cap Calculation for 2019-2020 DRAFT) with the exception of Entrepreneurship Acceleration, International Business Management, Project Management, and Sport Business Management where no change to fees is proposed as a result of competitors’ tuition rates.
Compulsory Ancillary Fees (Appendix A: Compulsory Ancillary Fee Projections and Schedule A: 2019-2020 Schedule of Fees, p. 6-8)
Together with the Students’ Association, the College carefully reviews and monitors the use of Compulsory Ancillary Fees. These are fees that are paid by all full-time students for access to services outside of academic instruction. The fees and services can vary by institution depending upon the needs of the students and location of the campus; however, the Binding Policy Directive does require that the proposed fees are supported by the Students’ Association and that the fees fall within the maximum allowable increase of 20%.
Under the direction of the Vice President, Student Services, there is a deliberate and shared stewardship to contain costs for students in the ancillary fee review process.
The following proposed 2019-2020 Compulsory Ancillary Fee changes comply with the Minister’s Binding Policy Directive on Tuition and Ancillary Fees and have been established in consultation with internal service providers, the Students’ Association, the College Budget Committee, and the Algonquin College Executive Team.
Student Experience Fee
An increase to the Student Experience Fee (Schedule A: 2019-2020 Schedule of Fees, p.8) of $1 per term (from $18 to $19 per term) has been agreed to between the Students’ Association and the College. The increase assists with rising costs to the program, both as a result of changes to part-time wages and programming demand. The Student Experience Fee is administered and reported on by Student Support Services.
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Graduation Fee
A revised approach to the assessment of the Graduation Fee (Schedule A: 2019-2020 Schedule of Fees, p.7) will result in a reduction in the fee and a modification of the fee application. Currently, the College applies the $40 Graduation Fee in the final term of study. For 2019-2020, the proposed change is a reduction of $18 from $40 to $22 with the fee applied to the first term of study. This change aligns with several other Ontario colleges who assess the graduation fee in the first term of study.
Health Services
A recent announcement to seek an external provider for Health Services may result in a change (reduction) in the current $20 per term Health Services Compulsory Ancillary Fee. For planning purposes, because the rate is as yet unknown, this proposal has been prepared with the current rate.
U-Pass Administrative Fee
The U-Pass Administrative Fee (Schedule A: 2019-2020 Schedule of Fees, p.7) will increase from $3.42 annually to $5.51 annually (61.1% increase) to reflect the actual costs of administering the program as well as the projected expenses for the implementation of a one-card “smart card” for students. The increase reflects the administrative costs of the actual card materials and production as well as the staffing support for all facets of administering the U-Pass. This fee is only applied to students at the Ottawa campus.
The U-Pass and the Health Plan are services provided by third parties. As such, there are contractual contexts for fee increases or annual adjustments.
U-Pass Fee
The U-Pass Fee (Schedule A: 2019-2020 Schedule of Fees, p.7) is expected to increase by a maximum of 2.5% from $207.52 to $212.71 (at most) per term. The rate is expected to be confirmed by the City by the end of December 2018. This fee is only applied to full-time on- campus students at the Ottawa campus.
Health Plan Fee
The Health Plan is administered via the Students’ Association (Schedule A: 2019-2020 Schedule of Fees, p.6) and the annual fee is anticipated to be confirmed by the service provider in December 2018. At this time, no increase for 2019-2020 to the fee of $153.19 is anticipated, but is subject to annual change based on user rates.
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Compulsory Ancillary Fees – Proposed Changes The proposed changes in comparison to the approved 2018-2019 compulsory ancillary fees represent a change of -0.22%. This year’s modest decrease is consistent with last year, where the change in compulsory ancillary fees for 2018-2019 was less than 1% (0.89%).
Compulsory Ancillary Fees Approved Proposed Note or Change 2018-2019 2019-2020 (two terms) (two terms) Students’ Association Activity $355.74 $355.74 no change Students’ Association Sports $145.26 $145.26 no change Students’ Association Building $35.00 $35.00 no change Students’ Association Auditorium $44.00 $44.00 no change Health Plan (third party) $153.19 $153.19 No change yet, usually known by January Technology $319.19 $319.19 no change Health Services $40.00 $40.00 Subject to change (will either remain the same or decrease depending on provider) Graduation (final level only) $40.00 $22.00 Subtract $18 and apply to first level Transcript (first level only) $20.00 $20.00 no change Student Experience $36.00 $38.00 $2 increase proposed due to increased costs of student wages (ESA) U-Pass (third party) $415.04 $425.42 Expected 2.5% increase, for City of Ottawa review in Dec/Jan U-Pass Admin Fee $3.42 $5.51 Increase to reflect true costs to administer the service and card TOTAL $1,606.84 $1,603.31 $3.53 decrease ( -0.22% over 2018-19)
High Demand Tuition Fee (Schedule A: 2019-2020 Schedule of Fees, p. 2)
All High Demand programs reflect a 3.0% increase. In accordance with policy, enrolment in basic post-secondary programs of instruction identified as High Demand may not exceed 15.0% of a College's total basic post-secondary enrolment (Appendix D: High Demand Program Calculation). The draft calculation for 2019-2020 High Demand enrolment indicates that the College’s enrolment in High Demand programs is 14.86%.
International Student Premium (Schedule A: 2019-2020 Schedule of Fees, p. 10-11)
To align with the combination of Tuition Fees and Grant Revenues that are received from domestic student registrations, international students pay an international student tuition fee, also referred to as an international premium.
For most programs, the proposed 2019-2020 international student tuition fees for full-time post- secondary and high demand programs are proposed to increase from $4,577 to $5,077 per term (up 10.9%). These increases reflect costs of the programs, including changes as a result of the Employment Standards Act, and have also factored market demand and competition into consideration.
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Exceptions to this increase are listed below: The international student premium for graduate certificate programs will increase from $3,777 to $4,327 (up 14.6%).
The following international student tuition fee rates have been proposed for 2019-2020:
1. Aircraft Maintenance Technician (from $5,077 to $5,777 per term) 2. Architectural Technician (from $5,077 to $5,777 per term) 3. Computer Eng. Technology – Computer Science (from $5,077 to $5,777 per term) 4. Computer Programmer (from $5,077 to $5,777 per term) 5. Computer Systems Technician (from $5,077 to $5,777 per term) 6. Construction Engineering Technician (from $5,077 to $5,777 per term) 7. Early Childhood Education (from $5,077 to $5,777 per term) 8. Electrical Engineering Technician (from $5,077 to $5,777 per term) 9. Electro-Mechanical Engineering Technician - Robotics (from $5,077 to $5,777 per term) 10. Practical Nursing (from $5,557 to $6,277 per term)
International Tuition Fee Premium Context
In 2017-2018, the Algonquin international tuition fee rate ranked thirteenth out of the 23 Ontario colleges offering a two-year Computer Programmer diploma program. With the increase to the 2018-2019 fees and the proposed increase for the 2019-2020 academic year, Algonquin has moved up in the international tuition fee range when compared to other Ontario colleges; however, more closely aligning with other large institutions across the province. The exact location in list is not yet known as fees for 2019-2020 are not yet finalized; however, at this time, it is expected that all Ontario Colleges are increasing the international fees by at least 2% to 3% for fall 2019.
Current international applicant demand exceeds available seats, in particular for business and technology programs; therefore, this increase is expected to have no impact on international student growth. In 2018-2019, Algonquin implemented slightly higher increases for certain high demand programs and this initiative has proven to have no impact on applicant demand and enrolment conversion as the college continues to exceed international student enrolment targets.
Algonquin College Fee Comparison and Provincial Context
At Algonquin College, student Tuition Fees for standard delivery range from $1,557.91 to $4,070.65 per term. (Schedule A: 2019-2020 Schedule of Fees, p. 1-2). This range reflects the application of High Demand tuition rates. A sample application of all fees to students in four programs is given in Appendix E: Sample 2019-20 Fees Comparison of Four Programs
Algonquin College’s standard Tuition Fee is comparable to other Ontario Colleges. For 2018-2019, within the existing Tuition Fee Formula (max 3.0%), the estimated variance was $82 per term between the highest provincial College annual tuition rate of $3,046 (George Brown) and lowest Page 4 of 6
of $2,902. Algonquin College’s standard Tuition Fee is expected to stay within $20.00 of most of the Ontario Colleges, and within a $5.00 of thirteen of the Colleges.
It is important to recognize that the application of High Demand and Ancillary Fees varies within the province and can create significant differences in fees.
Program Ancillary Fees (Schedule A: 2019-2020 Schedule of Fees, p. 13-21)
Program Ancillary Fees, or course incidental fees, are prepared by academic areas and reviewed by the Registrar’s Office and Academic Operations and Planning, to ensure compliance with the Minister’s Binding Policy Directive on Tuition and Fees. These fees cover learning materials and supplies retained by the students.
Reviews of Program Ancillary Fees have been undertaken as a part of an ongoing annual fees review effort to understand cost and competition. As a result of these efforts since 2017-2018, Program Ancillary Fees have been amended and, in some instances, reduced or removed. For 2019-2020, 39 courses have removed the program ancillary fee. For 2019-2020, there are 596 course incidental fees (593 in 2018-2019), ranging from $6.99 for custom ID badges fee to $2,520 for a Power Line Technician Line Work course. The average course incidental fee for 2019-20 is up 7.3% to $106.10 from $98.91 in 2018-2019.
The Co-operative Education Fee is proposed to increase from $519 to $559 per work term (up 7.7%) to cover the cost of additional preparation and placement services provided to students. These services are to ensure that students participating in Co-operative Education are prepared for the work term and secure meaningful paid employment. In comparison to other Ontario post- secondary institutions, Algonquin College’s Co-operative Education fee is in the middle. This increase enables Algonquin to maintain middle tier of co-op work term fees while allowing the department to support and work toward the strategic plan goal of leading the Ontario College system in co-operative education and experiential learning.
Fees Exemptions
Under certain conditions, students are provided with an exemption to specific fees. These exemptions are outlined in the fees exemption documentation (Schedule B: Fees Exemptions Information) and are administered through the Registrar’s Office at time of registration.
Sample Student Funding and Expenditures (Appendix F: Sample Student Funding and Expenditures 2019-2020)
An overview of financial resources versus expenditures based on current averages for different student circumstances demonstrates the variance of expected personal contribution for those with access to other resources; for example, single students living at home have a positive balance of $1,722.93 whereas the single student with one dependent calculation results in a positive balance of $2,394.32; by comparison, in 2018-2019 the projection was that the shortfall
Page 5 of 6
for these scenarios would range from $240.52 to $1,270.71. The Ontario Student Assistance Program Transformation has resulted in greater disbursements of loans and grants decreasing the shortfall that had been previously experienced; however, it should be noted that many texts and course materials are not included in this assessment and those expenses will need to come from part of the positive balance. Overall, this is a positive outcome for students for students who rely upon the Ontario Student Assistance Program.
Page 6 of 6
Schedule A 2019-2020 Schedule of Fees
DRAFT FEES FOR MINISTRY-FUNDED PROGRAMS 2019-2020 Note: These figures represent the tuition portion of fees only. Compulsory ancillary and program related ancillary fees may apply. See sections labelled "Ancillary Fees" and "Program Related Ancillary Fees" for further details.
FULL-TIME POST-SECONDARY AND GRADUATE CERTIFICATE PROGRAMS WITH REGULAR TUITION (3% increase over 2018-2019)
Full-time Post-Secondary One, Two and Three Year Programs: (Tuition fee factor matching duration)
Annually Per Term (two terms) Tuition Fee: All Levels $1,557.91 $3,115.82
Full-time Post-Secondary 45-50 Week Programs (Non-Semestered): (For two-year diploma programs with a tuition fee factor of 2.0) Annually Per Term (three terms) Tuition Fee: All Levels $2,077.22 $6,231.66
Part-time Fees:
The hourly rate for part-time activity is: $7.21
FULL-TIME POST-SECONDARY PROGRAMS WITH REGULAR TUITION, AND TUITION FEE FACTOR NOT MATCHING DURATION (3% increase over 2018-2019) Annually Per Term (two terms) 1704X/F Practical Nursing (TFF: 2.5) Tuition Fee: All Levels $1,947.39 $3,894.78
FULL-TIME STANDARD POST-SECONDARY PROGRAMS WITH NON-REGULAR TUITION (3% increase over 2018-2019) Annually Per Term (two terms)
1213X Action Sports Park Development All Levels $1,936.43 $3,872.86
1522X Aviation Techniques - Aircraft Maint. All Levels $1,936.43 $3,872.86
0298X Bartending Level 01 $1,522.39 $3,044.78
0380X Broadcasting - Radio All Levels $1,936.43 $3,872.86
1438Y GAS - English for Academic Purposes All Levels $1,290.92 $3,872.76 (3-term program)
6149X Interactive Media Design All Levels $1,795.75 $3,591.50
1619X Medical Device Reprocessing All Levels $1,622.97 $3,245.94
0820X Sommelier All Levels $1,936.30 $3,872.60
1214X Urban Forestry - Arboriculture All Levels $1,936.43 $3,872.86
TUITION SHORT PROGRAMS (3% increase over 2018-2019) Tuition (per week) $85.03
CO-OP DIPLOMA APPRENTICESHIP PROGRAMS
The following program has standard tuition fees. Students pay $40.00 to the Ministry of Training, Colleges and Universities on their Co-op work term, but are exempt from the College Co-op fee.
0557C Motive Power Technician
Regular Fee Ministry-Funded Programs 2019-2020 10/12/2018 Page 1 of 22 DRAFT TUITION FEES FOR HIGH DEMAND MINISTRY-FUNDED PROGRAMS 2019-2020
CHANGED: 3% increase to all HD programs as recommended by Academic Operations and Planning
2017/18 2018/19 2019/20 Tuition Fee Tuition Fee Tuition Fee Actual % Actual $ Program Number and Title Level (per level) (per level) (per level) Increase Increase 1456X Advertising and Marketing Communications All $2,980.18 $3,069.58 $3,161.66 3.00% $92.08 Management TFF: 3 Duration: 3 1288X Animation All $2,980.18 $3,069.58 $3,161.66 3.00% $92.08 TFF: 3 Duration: 3 0381X Broadcasting - Television All $2,980.18 $3,069.58 $3,161.66 3.00% $92.08 TFF: 2 Duration: 2 0608X Dental Assisting (Levels I and II) Levels 1, 2 $2,496.06 $2,570.94 $2,648.06 3.00% $77.12 TFF: 1.25 Duration: 1 Level 3 $665.49 $685.45 $706.01 3.00% $20.56 1927X Dental Hygiene All $3,129.18 $3,223.05 $3,319.74 3.00% $96.69 TFF: 3 Duration: 3 3013X Game Development All $2,980.18 $3,069.58 $3,161.66 3.00% $92.08 TFF: 3 Duration: 3 1400X Graphic Design All $2,980.18 $3,069.58 $3,161.66 3.00% $92.08 TFF: 3 Duration: 3 0402X Journalism All $2,384.11 $2,455.63 $2,529.29 3.00% $73.66 TFF: 2 Duration: 2 0915X Massage Therapy All $2,455.64 $2,529.30 $2,605.17 3.00% $75.87 TFF: 3 Duration: 3 1615X Medical Radiation Technology All $2,618.32 $2,696.86 $2,777.76 3.00% $80.90 TFF: 3 Duration: 3 1405X Music Industry Arts All $3,045.53 $3,136.89 $3,230.99 3.00% $94.10 NSDP TFF: 2 Duration: 2 1603X Orientation to Nursing in Ontario for Practical Level 1 $2,430.24 $2,503.14 $2,578.23 3.00% $75.09 Nurses TFF: 0.5 Duration: 0.5 6780X Outdoor Adventure All $3,836.99 $3,952.09 $4,070.65 3.00% $118.56 TFF: 2 Duration: 2 6783X Outdoor Adventure Naturalist All $2,643.89 $2,723.20 $2,804.89 3.00% $81.69 NSDP TFF: 2 Duration: 2 0620X Paramedic All $2,622.56 $2,701.23 $2,782.26 3.00% $81.03 TFF: 2 Duration: 2 0030X Photography* All $2,384.11 $2,455.63 $2,529.29 3.00% $73.66 TFF: 2 Duration: 2 *As approved in April 2003, students pay a $900 per term program fee to cover the cost of using specialized digital and traditional photographic equipment. 6236X Pre-Service Firefighter Education and Training Levels 1, 2 $5,374.59 $5,535.82 $5,701.89 3.00% $166.07 TFF: 1.5 Duration: 1 Level 3 $2,866.41 $2,952.40 $3,040.97 3.00% $88.57 0468X Public Relations All $2,980.18 $3,069.58 $3,161.66 3.00% $92.08 TFF: 2 Duration: 2 0606X Respiratory Therapy All $1,725.53 $1,777.29 $1,830.60 3.00% $53.31 TFF: 3 Duration: 3 6320X Veterinary Technician All $1,526.07 $1,571.85 $1,619.00 3.00% $47.15 TFF: 2 Duration: 2
Note: Part-time fees are prorated. Final part-time hourly rates will be confirmed following curriculum approval for 2019-2020.
High Demand Ministry-Funded Programs 2019-2020 10/12/2018 Page 2 of 22 DRAFT TUITION FEES FOR MINISTRY-FUNDED HIGH DEMAND GRADUATE CERTIFICATE, BACHELOR DEGREES (HONOURS) AND COLLABORATIVE UNIVERSITY DEGREE PROGRAMS 2019-2020
GRADUATE CERTIFICATE PROGRAMS WITH HIGH DEMAND TUITION FEES CHANGED: 3% increase to all except highlighted programs (Part-time fees are prorated) 2017/18 2018/19 2019/20 Tuition Fee Tuition Fee Tuition Fee Actual % Actual $ Program Number and Title Level (per level) (per level) (per level) Increase Increase 1317X Accounting and Financial Practice All $2,498.26 $2,573.20 3.00% $74.94 TFF: 1.5 Duration: 1.5 3005X Advanced Care Paramedic Level 1 $5,792.55 $5,792.55 $5,966.32 3.00% $173.77 TFF: 1 Duration: 1 Level 2 $3,378.96 $3,378.96 $3,480.32 3.00% $101.36 Level 3 $8,206.14 $8,206.14 $8,452.32 3.00% $246.18 1606X Anesthesia Assistant Level 1 $5,076.40 $5,228.69 $5,385.55 3.00% $156.86 TFF: 1.5 Duration: 1.5 Level 2 $8,460.67 $8,714.49 $8,975.92 3.00% $261.43 1526X Building Automation System Operations All $3,570.00 $3,677.10 $3,787.41 3.00% $110.31 TFF: 1 Duration: 1 1525X Building Information Modeling - Lifecycle Mgmt All $3,122.82 $3,216.50 $3,312.99 3.00% $96.49 TFF: 1 Duration: 1 1514X Business Intelligence System Infrastructure All $4,806.04 $4,950.22 $5,098.72 3.00% $148.50 TFF: 1 Duration: 1 1410X Brand Management All $2,133.24 $2,197.23 $2,263.14 3.00% $65.91 TFF: 1 Duration: 1 1605X Clinically Intensive Orientation to Nursing in Ontario Levels 1, 2 $2,430.24 $2,503.14 $2,578.23 3.00% $75.09 TFF: 1.5 Duration: 1.5 Level 3 $4,140.45 $4,264.66 $4,392.59 3.00% $127.93 1505X Construction Project Management All $3,357.46 $3,458.18 $3,561.92 3.00% $103.74 TFF: 1 Duration: 1 1693X Diagnostic Cardiac Sonography All $2,239.50 $2,306.68 3.00% $67.18 TFF: 2 Duration: 2 1618X Diagnostic Medical Sonography All $1,772.39 $1,825.56 $1,880.32 3.00% $54.76 TFF: 2 Duration: 2 1622X Digital Health All $3,009.18 $3,099.45 $3,192.43 3.00% $92.98 TFF: 1.5 Duration: 1 1524X Energy Management All $2,034.19 $2,095.21 $2,158.07 3.00% $62.86 TFF: 1 Duration: 1 1313X Entrepreneurship Acceleration All $2,073.11 $2,135.30 $2,135.30 0.00% $0.00 TFF: 1 Duration: 1 1517X Environmental Management and Assessment All $2,981.45 $3,070.89 $3,163.02 3.00% $92.13 TFF: 1 Duration: 1 0390X Event Management Level 1 $2,265.76 $2,333.73 $2,403.74 3.00% $70.01 TFF: 1 Duration: 1 Level 2 $2,244.17 $2,311.49 $2,380.83 3.00% $69.34 1308X Financial Services All $2,339.39 $2,409.57 $2,481.86 3.00% $72.29 TFF: 1 Duration: 1 1588X Geographic Information Systems All $5,190.47 $5,346.18 $5,506.57 3.00% $160.39 TFF: 1.5 Duration: 1.5 1501X Green Architecture All $2,555.01 $2,631.66 $2,710.61 3.00% $78.95 TFF: 1 Duration: 1 1311X Human Resources Management All $2,411.28 $2,483.61 $2,558.12 3.00% $74.51 TFF: 1 Duration: 1 0300X Interactive Multimedia All $3,720.19 $3,831.79 $3,946.74 3.00% $114.95 TFF: 1 Duration: 1 1306X International Business Management All $2,526.54 $2,602.33 $2,602.33 0.00% $0.00 TFF: 1 Duration: 1 1404X Kitchen and Bath Design All $2,190.50 $2,256.21 $2,323.90 3.00% $67.69 TFF: 1 Duration: 1 1310X Marketing Management All $2,456.48 $2,530.17 $2,606.08 3.00% $75.91 TFF: 1 Duration: 1 1303X Marketing Business Intelligence Research Levels 1, 2 $2,068.76 $2,130.82 $2,194.74 3.00% $63.92 TFF: 1.5 Duration: 1.5 Level 3 $405.72 $417.89 $430.43 3.00% $12.54 1309X Nonprofit Sector Management All $3,971.90 $4,091.05 $4,213.78 3.00% $122.73 TFF: 1 Duration: 1
Graduate Certificate, Bachelor Degree Ministry-Funded Programs 2019-2020 10/12/2018 Page 3 of 22 1604X Orientation to Nursing in Ontario for Nurses All $2,430.24 $2,503.14 $2,578.23 3.00% $75.09 TFF: 1 Duration: 1 1316X Paralegal $1,316.88 $1,356.38 $1,397.07 3.00% $40.69 TFF: 1 Duration: 1.5 1312X Project Management All $3,123.37 $3,123.37 $3,123.37 0.00% $0.00 TFF: 1 Duration: 1 1523X Regulatory Affairs - Sciences All $2,682.92 $2,763.40 $2,846.30 3.00% $82.90 TFF: 1 Duration: 1 1105X Retirement Communities Management All $2,849.57 $2,935.05 $3,023.10 3.00% $88.05 TFF: 1 Duration: 1 0660X RN Critical Care Nursing Per Year $4,966.95 $5,115.95 $5,269.43 3.00% $153.48 TFF: 0.5 Duration: 0.5 0664X RN Perioperative Nursing Per Year $4,966.95 $5,115.95 $5,269.43 3.00% $153.48 TFF: 0.5 Duration: 0.5 0897X RPN Operating Room Per Year $4,966.95 $5,115.95 $5,269.43 3.00% $153.48 TFF: 0.5 Duration: 0.5 0382X Scriptwriting All $2,557.62 $2,634.34 $2,713.37 3.00% $79.03 TFF: 1 Duration: 1 1102X Spa and Wellness Operations Management All $2,204.92 $2,271.06 $2,339.19 3.00% $68.13 TFF: 1 Duration: 1 6073X Sport Business Management All $3,696.72 $3,696.72 $3,696.72 0.00% $0.00 TFF: 1.5 Duration: 1.5 1827X Strategic Management All $2,415.00 $2,487.45 3.00% $72.45 TFF: 1 Duration: 1 0925X Teachers of English as a Second/Foreign Language All $2,845.13 $2,930.48 $3,018.39 3.00% $87.91 TFF: 1 Duration: 1 1182X Technical Writer All $3,496.73 $3,601.63 $3,709.68 3.00% $108.05 TFF: 1 Duration: 1 1611X Victimology All $1,708.97 $1,760.23 $1,813.04 3.00% $52.81 TFF: 1 Duration: 1
Graduate Certificate, Bachelor Degree Ministry-Funded Programs 2019-2020 10/12/2018 Page 4 of 22 BACHELOR DEGREE (HONOURS) PROGRAMS (The hourly rate for part-time fees will be that of the program with the lowest hourly rate, given that all courses in one program are eligible to be electives in any of the other degree programs) 2017/18 2018/19 2019/20 Tuition Fee Tuition Fee Tuition Fee Actual % Actual $ Program Number and Title Level (per level) (per level) (per level) Increase Increase 6148X Bachelor of Interior Design (Honours) All $4,115.39 $4,238.85 $4,366.02 3.00% $127.17 TFF: 4 Duration: 4
1512X Bachelor of Building Science (Honours) All $3,573.48 $3,680.68 $3,791.10 3.00% $110.42 TFF: 4 Duration: 4
6066X Bachelor of Commerce (e-Supply Chain Management) All $3,496.89 $3,601.79 $3,709.84 3.00% $108.05 (Honours) TFF: 4 Duration: 4
1617X Bachelor of Early Learning and Community All $3,648.77 $3,758.23 $3,870.98 3.00% $112.75 Development (Honours) TFF: 4 Duration: 4
6225X Bachelor of Hospitality and Tourism Management All $3,391.18 $3,492.91 $3,597.70 3.00% $104.79 (Honours) TFF: 4 Duration: 4
1600B Bachelor of Public Safety (Honours) All $3,712.19 $3,823.55 3.00% $111.36 TFF: 4 Duration: 4
COLLABORATIVE UNIVERSITY DEGREE PROGRAMS
1624X Bachelor of Information Technology - Information Resource Mgt. Fees set by Carleton University 6140X Bachelor of Information Technology - Interactive Multimedia and Design Fees set by Carleton University 6178X Bachelor of Information Technology - Network Technology Fees set by Carleton University 1516X Bachelor of Information Technology - Photonics and Laser Technology Fees set by Carleton University 0616X Bachelor of Science in Nursing Fees set by the University of Ottawa 5100X Nipissing University Business Commerce Fees set by Nipissing University
Graduate Certificate, Bachelor Degree Ministry-Funded Programs 2019-2020 10/12/2018 Page 5 of 22 DRAFT ANCILLARY FEES 2019-2020
COMPULSORY ANCILLARY FEES
STUDENT ACTIVITY FEE
UNCHANGED
$177.87 per term
Assessed each term to all full-time students. Part-time day students taking 2 or more courses per term are assessed one-half the normal fee i.e. $88.94 per term. The fee is prorated for Co-op and field placement students.
Purpose: To cover the costs of various student activities and other non-academic student services as agreed to by the Students' Association Board of Directors.
SPORTS FEE
UNCHANGED
$72.63 per term
Assessed each term to all full-time students. Part-time day students taking 2 or more courses per term are assessed one-half the normal fee i.e. $36.32 per term. The fee is prorated for Co-op and field placement students.
Purpose: To cover the costs of various athletic services as agreed to by the Students' Association Board of Directors.
STUDENT CENTRE BUILDING FEE
UNCHANGED
$17.50 per term
Assessed each term to all full-time students. Part-time day students taking 2 or more courses per term are assessed one-half the normal fee i.e. $8.75 per term. The fee is prorated for Co-op and field placement students. Centre for Continuing and Online Learning registrants are assessed $.05/course hour.
Purpose: Contribution towards construction of student centres.
STUDENT COMMONS/AUDITORIUM FEE
UNCHANGED
$22.00 per term
Assessed each term to all full-time students. Part-time day students taking 2 or more courses per term are assessed one-half the normal fee i.e. $11.00 per term.
Purpose: Contribution towards loan payment, overhead charges and upkeep of the Student Commons building.
HEALTH PLAN FEE
TBC $153.19 annually. Prorated for Winter ($134.38) and Spring Terms ($19.72)
Purpose: To provide daytime students taking 2 or more courses with coverage for eligible medical and dental expenses.
Note: Students who have coverage with another plan may request a refund through the Students' Association. This request must be made within the first thirty days of the term in which the fee is paid.
Ancillary Fees 2019-2020 10/12/2018 Page 6 of 22 U-PASS FEE
CHANGED: ($207.52 per term in 2018-19)
TBC $212.71 per term for full-time students
Purpose: To provide the OC Transpo Universal Transit Pass to full-time students at the Woodroffe Campus.
Note: Full-time on-campus students who withdraw or drop to part-time during a given term will be refunded a pro-rated amount of the fee.
U-PASS ADMINISTRATIVE FEE
CHANGED: ($3.42 per year in 2018-19)
$5.51 per academic year for full-time students
Purpose: To cover the administrative costs of providing the U-Pass to full-time students at the Woodroffe Campus.
TECHNOLOGY FEE (formerly the Information Technology Fee)
UNCHANGED
$159.62 per term
$1.60 per hour to a maximum of $159.62 per term for part-time program registrants Note: Part-time students are required to pay a minimum of $72.00 to access all Technology Fee services $35.00 per term for continuing education students in I.T. applicable courses
Purpose: Enhancements to Information Technology but not for the basic infrastructure required for program delivery.
Note: The Information Technology Fee is prorated for Apprenticeship students based on the number of weeks in the academic level.
HEALTH SERVICES FEE
TBC
$20.00 per term
Assessed each term to all full-time students. Part-time day students taking 2 or more courses per term are assessed one-half the normal fee i.e. $10.00 per term.
Purpose: To help defray the costs of direct service provided by the Health Services Office for services which are not currently covered by OHIP.
GRADUATION FEE
CHANGED: ($40 assessed in final level in 2018-19
TBC $22.00
Assessed in first level of all College programs.
Purpose: To support the costs of the Convocation Ceremonies.
TRANSCRIPT FEE
UNCHANGED
$20.00
Assessed to full-time and part-time students in Level 1 of all programs.
Purpose: To cover all handling costs associated with the production and mailing of official transcripts, course descriptions, as well as course outlines for students requesting Prior Learning Assessment.
Ancillary Fees 2019-2020 10/12/2018 Page 7 of 22 STUDENT EXPERIENCE FEE
CHANGED: ($18 per term in 2018-19)
TBC $19.00 per term
Assessed each term to all full-time students. Part-time day students taking 2 or more courses per term are assessed one-half the normal fee i.e. $9.50 per term.
Purpose: To actively engage Algonquin College students outside of the classroom and enrich their overall College Experience, through College orientation; educational and engaging campus events; and volunteer/experiential opportunities for personal growth both on and off campus.
PROGRAM ANCILLARY FEES
CENTRE FOR CONTINUING AND ONLINE LEARNING (CCOL) SERVICE FEE
$1.25 per course hour
Assessed to registrants in CCOL courses.
Purpose: To partially offset the costs of providing the following services to CCOL students.
• special information and orientation services provided evenings and weekends to assist students unfamiliar with the College; • counselling and career assistance; • study skills workshops; • extended Learning Resource Centre hours; • direct mail communication of upcoming programs and courses; • student and service surveys that serve to improve courses teaching and support services; • financial assistance counselling; • job placement services; • a central CCOL office at the Woodroffe Campus with extended hours of operation until 7:00 p.m. Monday to Friday and, Saturday 8:30 a.m. to 1:00 p.m.; • professional development for continuing education teachers; • production and mailing of official transcripts and course descriptions.
CO-OP FEE
CHANGED: ($519 per work term in 2018-19)
$559.00 per Co-op work term
Assessed in three instalments prior to work term:
• $186.33 per term in the two preceding academic terms prior to the Co-op work placement • $186.33 on standard fees due date of the Co-op term
Purpose: To cover administrative costs associated with placement, monitoring and follow-up of students on a work term.
Note: ▪ Co-op students pay 10% of the Students' Association Fees ($26.80 per term) ▪ Students in Co-op in the Fall Term are assessed the Health Plan Fee and the U-Pass fees • Students in the Co-op Diploma Apprenticeship program are exempt from the Co-op fee during the work term (students are required to pay a $40.00 apprenticeship fee to the Ministry)
LEARNING MATERIALS AND SUPPLIES
See attached Program Related Ancillary Fees table
Amounts determined annually for specific courses in some programs.
Purpose: To cover costs of materials and/or supplies retained by the students, in accordance with Ministry and College policy governing incidental fees.
Note: Enclosed is a summary by program, by course, of 2019-2020 program-related ancillary fees for program registrants. A summary report of program-related ancillary fees is maintained in the Registrar's Office.
Ancillary Fees 2019-2020 10/12/2018 Page 8 of 22 ADDITIONAL NON-TUITION-RELATED FEES Changes from 2018-2019 highlighted in yellow
Academic Appeal Stage 1: $25.00 (Refunded if appeal is successful) Stage 2: $50.00 (Refunded if appeal is successful) Advanced Standing $50.00 Course Withdrawal Penalty $25.00 Distance Education IT Service $50.00 per course for most online courses offered through Fee Distance Education. Duplicate Copies Diploma/certificate: $20.00 Late Payment Fee A $150.00 late fee will be charged to all students who pay their (Full-time students only) fees after the Balance Due Date and the Fees Due Date (maximum one late fee assessment per term) PLAR (3% increase over 2018-2019) $130.02 per assessment or challenge. $103.80 for General Education Portfolio Assessments. $750.24 per program challenge. PLAR Appeal $25.00 PLAR Withdrawal Penalty $10.00 Program Withdrawal Penalty A $500.00 fee assessed to all domestic students who withdraw in their initial term of the academic year if written request provided within ten business days from the start of the term.
International Program A $1500.00 fee assessed to all international students who ($500 increase Withdrawal Penalty withdraw if written request provided within ten business days over 2018-2019) from the start of term. Returned Cheque $25.00 Review of Final Grade $25.00 (Refunded if appeal is successful) Late Booking or Missed Distance $50.00 Education Exam Supplemental Exams $15.00 Transfer of Academic Credit $10.00 per course assessment (External)
Ancillary Fees 2019-2020 10/12/2018 Page 9 of 22 DRAFT INTERNATIONAL STUDENT FEES 2019-2020
FULL-TIME POST-SECONDARY PROGRAMS WITH REGULAR AND HIGH DEMAND TUITION CHANGED: $4,577.00 in 2018-2019
Full-time International students in these programs pay Canadian tuition fees plus an International Premium of $5,077.00 per academic term.
FULL-TIME POST-SECONDARY PROGRAMS WITH REGULAR AND HIGH DEMAND TUITION WITH NON- REGULAR PREMIUM CHANGED
Full-time international students in the below programs pay Canadian tuition fees plus the following International Premium per academic term.
1522X Aircraft Maintenance Technician $5,777.00 ($5,077 in 2018-2019) 0188W, 0188X, 0188Y Architectural Technician $5,777.00 ($5,077 in 2018-2019) 0006X Computer Eng. Technology - Computer Science $5,777.00 ($5,077 in 2018-2019) 0336X Computer Programmer $5,777.00 ($5,077 in 2018-2019) 0150X Computer Systems Technician $5,777.00 ($5,077 in 2018-2019) 0190W,0190X, 0190Y Construction Engineering Technician $5,777.00 ($5,077 in 2018-2019) 0398X, 0430X Early Childhood Education $5,777.00 ($5,077 in 2018-2019) 0317X Electrical Engineering Technician $5,777.00 ($5,077 in 2018-2019) 0550X EME Technician Robotics $5,777.00 ($5,077 in 2018-2019) 1704F, 1704X Practical Nursing $6,277.00 ($5,577 in 2018-2019)
FULL-TIME GRADUATE CERTIFICATE AND BACHELOR DEGREE OF APPLIED STUDIES PROGRAMS CHANGED: $3,777.00 in 2018-2019 Full-time International students in these programs pay Canadian tuition fees plus an International Premium of $4,327.00 per academic term.
HEALTH INSURANCE FEE
Full-time International students in post-secondary, graduate certificate and bachelor degree programs pay the Health Insurance Fee.
$696.00 annually. Prorated for students commencing studies in the Winter ($464.00) and Spring Terms ($232.00) Students enrolled in Introduction to Canadian Health Studies pay $232.00 per term.
Part-time Fees for Post-Secondary, Non-Semestered Diploma, Graduate Certificate and Bachelor Degree of Applied Studies programs:
The hourly rate for part-time activity is* $7.21 (3% increase over 2018-2019) International Student Premium** $16.46 per hour Total, Part-time Fees for International Students $23.67 per hour *The hourly rate may vary for students in High Demand, Graduate Certificate and Bachelor Degree of Applied Studies programs.
**Does not include health insurance. Part-time program registrants are charged a health insurance fee of $232.00 per term.
STUDENTS IN CO-OP PROGRAMS:
International students in a program with a Co-operative option will be assessed the Co-op fees for the Co-op work term and may be charged $232.00 per term for health insurance.
International Student Fees 2019-2020 10/12/2018 Page 10 of 22 ENGLISH FOR ACADEMIC PURPOSES (EAP-INTERNATIONAL) PROGRAM (1935X):
Per 8 Week Level:
Tuition $1,187.15 (3% increase over 2018-2019) International Premium* $1,811.73 ($500 increase over 2018-2019) Student Activity/Sports Fee $104.00 Student Commons/Auditorium Fee $11.00 Health Services Fee $10.00 Technology Fee (once per term) $159.62 U-Pass Administrative Fee (once per year) $3.42 U-Pass Fee (per term, annual amount paid in full upon first registration in academic year) $207.52 TBC Student Experience Fee $9.50 TBC Health Insurance Fee* $116.00 Total $3,619.94
*Full-time International students in English for Academic Purposes (EAP - International programs) pay the Health Insurance Fee.
ESL/FLS PART-TIME NON-FUNDED COURSES:
International students registering in any ESL/FLS part-time, non-funded course will be charged, in addition to other applicable fees, a premium of $10.00 per hour or a premium of $200.00 per week excluding health insurance. Exceptions require approval from the Chair, Language Institute or the Director, International Education Centre.
FULL-TIME STUDENTS TAKING ADDITIONAL COURSES:
International students, registered in full-time post-secondary and full-time English for Academic Purposes programs, who need or choose to take additional courses, will be exempted of the international premium for up to one (1) additional course per semester. Additional exceptions require approval from the Director, International Education Centre.
DISTANCE EDUCATION AND INTERNET COURSES:
International fees will apply to funded print-based, video or internet courses for international students residing in Canada. Full- time off-shore international students will pay Canadian fees with a tuition premium of $2,375 per term. Part-time off-shore international students will pay Canadian fees with a tuition premium of $400 per course. This is distinct from the additional amount charged for postage.
STUDENTS REGISTERED IN COLLEGE-APPROVED PROGRAMS:
International students will be charged a 15% premium over Canadian tuition fees for College-approved programs. This premium does not include health insurance.
REFUND POLICIES FOR INTERNATIONAL STUDENTS:
Students who submit formal written notification of withdrawal from a full-time program of instruction within 10 business days of the beginning of a term (or the beginning of the period for which the student paid fees in the case of a non-semestered or continuous intake program of instruction) are entitled to a refund of tuition and ancillary fees as follows:
A portion of the full tuition and ancillary fees paid for the term or program period, calculated according to the following situation:
CHANGED: Refund in full of any tuition and ancillary fees paid less a $1500.00 international full-time program withdrawal penalty $1000 in 18/19 and the non-refundable Health Insurance Fee ($696.00 for Fall intake, $464.00 for Winter intake or $232.00 for Spring intake) and a refund in full of any tuition and ancillary fees paid in advance for subsequent terms.
Refund in full of any tuition and ancillary fees paid less a $616.00 international EAP program withdrawal penalty and a refund in full of any tuition and ancillary fees paid in advance for subsequent terms.
Centre for Continuing and Online Learning (CCOL) course registrants are refunded according to the current CCOL Refund Policy.
International Students who submit an official confirmation of their Study Permit rejection within 10 business days of the beginning of a term (or the beginning of the period for which the student paid fees in the case of a non-semestered or continuous intake program of instructions) will be exempted of the withdrawal penalty fee.
International Student Fees 2019-2020 10/12/2018 Page 11 of 22 DRAFT APPRENTICESHIP FEES 2019-2020
PROGRAM PROGRAM TITLE LEVEL HOURS FEES NUMBER Autobody Repairer 0502X Basic 240 $400.00 Autobody Repairer 0502X Intermediate 240 $400.00 Autobody Repairer 0502X Advanced 240 $400.00 Automotive Service Technician 0529S Basic 240 $400.00 Automotive Service Technician 0529S Intermediate 240 $400.00 Automotive Service Technician 0529S Advanced 240 $450.00 Automotive Service Technician (ASEP) 0568S Level 1 240 $400.00 Automotive Service Technician (ASEP) 0568S Level 2 240 $400.00 Automotive Service Technician (ASEP) 0568S Level 3 240 $400.00 Automotive Service Technician (ASEP) 0568S Level 4 240 $450.00 Carpenter 0504X Basic 240 $400.00 Carpenter 0504X Intermediate 240 $400.00 Carpenter 0504X Advanced 240 $450.00 Commercial Vehicle and Equipment 0529C Basic 240 $400.00 Cook 0346X Basic 420 $600.00 Cook 0346X Advanced 300 $650.00 Electrician-Const/Maintenance 0506X Basic 240 $400.00 Electrician-Const/Maintenance 0506X Intermediate 300 $500.00 Electrician-Const/Maintenance 0506X Advanced 300 $550.00 Hairstylist 0348X Basic 240 $400.00 Hairstylist 0348X Advanced 240 $450.00 Horticultural Technician 1411X Level 1 360 $600.00 Horticultural Technician 1411X Level 2 360 $600.00 Plumber 0522X Basic 240 $400.00 Plumber 0522X Intermediate 240 $400.00 Plumber 0522X Advanced 240 $450.00 Powerline Technician 1689X Level 1 80 $4,000.00 Powerline Technician 1689X Level 2 80 $4,000.00 Refrigeration & Air Conditioning 0500X Intermediate 240 $400.00 Refrigeration & Air Conditioning 0500X Advanced 240 $450.00 Residential and ICI Air Conditioning 0500C Basic 240 $400.00 Residential and ICI Air Conditioning Systems Mechanic 0500R Advanced 240 $400.00
Sheet Metal Worker 0526X Basic 240 $400.00
Sheet Metal Worker 0526X Intermediate 240 $400.00
Sheet Metal Worker 0526X Advanced 240 $450.00 Truck and Coach Technician 0529M Intermediate 240 $400.00 Truck and Coach Technician 0529M Advanced 240 $450.00 Part-time apprenticeship fees are pro-rated
ADDITIONAL NON-TUITION-RELATED FEE FOR APPRENTICESHIP:
Prior Learning Assessment and Recognition $50.00 per assessment or challenge
Apprenticeship Programs 2019-2020 10/12/2018 Page 12 of 22 DRAFT PROGRAM RELATED ANCILLARY FEES 2019-2020 These are College-levied charges over and above the tuition fees and are for learning materials retained by the students. Final Program-Related Ancillary Fees will be confirmed following curriculum approval for 2019-2020.
Program Course 2019/2020 Program Title Level Course Title Number Number Ancillary Fee Action Sports Parks Development 1213X 02 First-Aid Advanced HLT7143 $295.00 Snow Terrain Park Maintenane OAD7122 $300.00 Action Sports Program Planning OAD7206 $80.00 Aircraft Maintenance Technician 1522X 01 Safety and Human Factors AIR1090 $25.00 03 Maintenance Procedures I AIR2510 $70.00 Animation 1288X 01 Life Drawing for Animation I ANI1513 $50.00 02 Life Drawing for Animation II ANI1523 $50.00 03 Life Drawing for Animation III ANI1552 $50.00 04 Life Drawing for Animation IV ANI1607 $50.00 05 Life Drawing for Animation V ANI1578 $50.00 06 Life Drawing for Animation VI ANI1584 $50.00 Applied Museum Studies 0446C 01 Art, Architecture and Artifacts MUS1997 $56.50 Introduction to Museum Research MUS1999 $56.50 03 Collections Management I - Reg'n MUS2007 $56.50 Museum Management MUS2006 $56.50 Shop Practices MUS2008 $11.50 04 Techniques in Exhibition MUS2013 $14.00 05 Human Resources Plan & Mngt MUS1982 $56.50 Plan & Develop Educational Exhibits MUS2019 $56.50 06 Museum Field Placement MUS2022 $60.00 Architectural Technician 0188W 01 Architectural CAD I CAD8407 $15.00 Working Drawings I ARC8401 $15.00 Geometry and Trigonometry MAT8050 $70.00 02 Architectural CAD II CAD8409 $20.00 Visual Communication II DSN8402 $20.00 Working Drawings II ARC8402 $30.00 03 Design I DSN8441 $20.00 Revit Architecture I CAD8414 $20.00 Working Drawings III ARC8403C $40.00 04 Design II DSN8442 $20.00 Revit Architecture II CAD8415 $20.00 Working Drawings IV ARC8404C $40.00 Architectural Technician 0188X 01 Architectural CAD I CAD8407 $15.00 Working Drawings I ARC8401 $15.00 Geometry and Trigonometry MAT8050 $70.00 02 Architectural CAD II CAD8409 $20.00 Visual Communication II DSN8402 $20.00 Working Drawings II ARC8402 $30.00 03 Design I DSN8441 $20.00 Revit Architecture I CAD8414 $20.00 Working Drawings III ARC8403C $40.00 04 Design II DSN8442 $20.00 Revit Architecture II CAD8415 $20.00 Working Drawings IV ARC8404C $40.00 Architectural Technician 0188Y 01 Architectural CAD I CAD8407 $15.00 Working Drawings I ARC8401 $15.00 Geometry and Trigonometry MAT8050 $70.00 02 Architectural CAD II CAD8409 $20.00 Visual Communication II DSN8402 $20.00 Working Drawings II ARC8402 $30.00 03 Design I DSN8441 $20.00 Revit Architecture I CAD8414 $20.00 Working Drawings III ARC8403C $40.00 04 Design II DSN8442 $20.00 Revit Architecture II CAD8415 $20.00 Working Drawings IV ARC8404C $40.00
Program Related Ancillary Fees 2019-2020 10/12/2018 Page 13 of 22 Architectural Technology 0018X 01 Architectural CAD I CAD8407 $15.00 Working Drawings I ARC8401 $15.00 Geometry and Trigonometry MAT8050 $70.00 02 Architectural CAD II CAD8409 $20.00 Visual Communication II DSN8402 $20.00 Working Drawings II ARC8402 $30.00 03 Design I DSN8441 $20.00 Revit Architecture I CAD8414 $20.00 Working Drawings III ARC8403C $40.00 04 Design II DSN8442 $20.00 Revit Architecture II CAD8415 $20.00 Working Drawings IV ARC8404C $40.00 05 Architectural Project I ARC8497 $40.00 Construction Methods & Materials V ARC8425 $135.00 Working Drawings V ARC8405C $40.00 06 Architectural Project II ARC8498 $40.00 Working Drawings VI ARC8406C $20.00 Architectural Technology 0018Y 01 Architectural CAD I CAD8407 $15.00 Working Drawings I ARC8401 $15.00 Geometry and Trigonometry MAT8050 $70.00 02 Architectural CAD II CAD8409 $20.00 Visual Communication II DSN8402 $20.00 Working Drawings II ARC8402 $30.00 03 Design I DSN8441 $20.00 Revit Architecture I CAD8414 $20.00 Working Drawings III ARC8403C $40.00 04 Design II DSN8442 $20.00 Revit Architecture II CAD8415 $20.00 Working Drawings IV ARC8404C $40.00 05 Architectural Project I ARC8497 $40.00 Construction Methods & Materials V ARC8425 $135.00 Working Drawings V ARC8405C $40.00 06 Architectural Project II ARC8498 $40.00 Working Drawings VI ARC8406C $20.00 Auto Body Repairer 0502X 01 Applied Mechanical I AUT8846 $150.00 02 Applied Mechanical II AUT8886 $150.00 03 Applied Mechanical III AUT8866 $150.00 Automotive Service Technician 0529S 01 Work Practices AST8801 $150.00 02 Air Conditioning Systems AST8310 $150.00 03 Climate Control Systems AST8320 $150.00 Automotive Service Technician (GM- ASEP) 0568S 01 Work Practices I AST8613 $150.00 02 Work Practices II AST8623 $150.00 03 Climate Control Systems I AST8633 $150.00 04 Climate Control Systems II AST8643 $150.00 Bach. Early Learning & Comm Dev(Honours) 1617X 01 Introduction to Curriculum EDU4114 $10.00 04 Creative Arts for Children EDU4242 $10.00 Bach. Early Learning & Comm Dev(Honours)-Bridging 1617B 05 Infant Specialization EDU4353 $10.00 Bachelor of Building Science (Honours) 1512X 06 Building Information Modeling CAD3200 $125.00 Baking and Pastry Arts 1201X 01 Baking I - Theory FOD2144 $75.00 Baking Practical I FOD2146 $745.00 Shop Mgmt 1/Sanitation and Safety HOS2143 $75.00 Wine, Food and Culture HOS2255 $30.00 02 Baking Practical II FOD2166 $75.00 Shop Management and EntrepreneursHOS2153 $17.00 Baking and Pastry Arts Management 1207X 01 Baking I - Theory FOD2144 $75.00 Baking Practical I FOD2146 $745.00 Shop Mgmt 1/Sanitation and Safety HOS2143 $75.00 Wine, Food and Culture HOS2255 $30.00 02 Baking Practical II FOD2166 $75.00 Shop Management and EntrepreneursHOS2153 $17.00 03 Sugar Techniques and Artistry FOD2148 $37.50 Chocolate Techniques and Artisty FOD2149 $37.50 Nutrition and Food Preparation FOD2129 $15.00 04 Advanced Cake Decoration/Gum Pas FOD2231 $75.00 Pastry and Plating Techniques FOD2253 $77.00 Specialty Cakes-Marizpan/Petit Four FOD2232 $75.00 Bartending 0298X 01 Bar Cost Control and Regulations HOS2061 $30.00 Customer Relations HOS2082 $88.00 Mixology Practical HOS2080 $70.00 Oenology HOS2066 $20.00 BBS (Honours) (Entry Level 03) 1512A 06 Building Information Modeling CAD3200 $125.00 BBS (Honours) (Entry Level 05) 1512B 06 Building Information Modeling CAD3200 $125.00
Program Related Ancillary Fees 2019-2020 10/12/2018 Page 14 of 22 BHTM (Honours) 6225X 01 Food and Beverage Studies FOD6101 $100.00 Foundations Hospitality and Tourism HOS6100 $10.00 Hotel Operations HOS6102 $65.00 02 Financial Accounting ACC6104 $10.00 Food and Beverage Operations FOD6103 $100.00 03 Food Production and Service FOD6109 $225.00 Managerial Accounting ACC6107 $10.00 04 Conference and Event Management HOS6112 $10.00 Cost Control in Hospitality HOS6115 $10.00 05 Organizational Behaviour HRM6118 $50.00 Revenue Management in Hospitality MGT6117 $10.00 06 Financial Analysis ACC6124 $10.00 07 Career Development and ManagemenHOS6130 $45.00 Hospitality Business Simulation HOS6126 $85.00 Applied Research Methods QUA6127 $10.00 Attractions Management TOU6121 $10.00 08 International Management MGT6130 $5.00 Project Management in Food and Beverage Operations FOD6128 $25.00 Cases in Hospitality and Tourism Management HOS6133 $10.00 BHTM (Honours) - Bridging 6225B 05 Organizational Behaviour HRM6118 $50.00 Revenue Management in Hospitality MGT6117 $10.00 06 Financial Analysis ACC6124 $10.00 07 Career Development and ManagemenHOS6130 $45.00 Hospitality Business Simulation HOS6126 $85.00 Applied Research Methods QUA6127 $10.00 Attractions Management TOU6121 $10.00 08 International Management MGT6130 $5.00 Project Management in Food and Beverage Operations FOD6128 $25.00 Cases in Hospitality and Tourism Management HOS6133 $10.00 Biotechnology - Advanced 1020X 01 Biosafety BTC1300 $75.00 05 Experimental Design for BiotechnologyBTC3500 $150.00 Broadcasting - Television 0381X 01 Electronic Field Production I TVA1565 $75.00 Introduction to Post-Production TVA1530 $150.00 Studio Production I TVA1501 $40.00 02 Electronic Field Production II TVA1566 $30.00 Studio Production II TVA1507 $30.00 03 Electronic Field Production III TVA1515 $30.00 Production & Business Mgt I TVA1560 $20.00 Studio, Life Style & News Prod I TVA1548 $40.00 04 Electronic Field Production IV TVA1519 $30.00 Remote Broadcast II TVA1518 $95.00 Building Construction Technician 6442X 01 Applied Construction Geometry CON8125 $15.00 Building Structures I CON8114 $180.00 Computer Applications DAT2004 $70.00 Drafting DRA8110 $65.00 02 AutoCAD I CAD8010 $35.00 Building Structures II CON8120 $65.00 03 AutoCAD II CAD8020 $35.00 Interior Systems WOO8805 $40.00 Business - Management & Entrepreneurship 0242X 03 Retail Management RET2211 $15.00 04 Business Management MGT2230 $23.00 Business Administration - Finance 0216K 04 Retirement Planning FIN2306 $113.00 05 Risk and Estate Planning FIN2307 $113.00 06 Investment Planning FIN2308 $113.00 Income Tax Planning FIN2309 $113.00 Business Administration - Supply and Operations Mgt 0216L 06 Manufacturing Simulation (SAP) MGT2308 $55.00 Business Administration (charged if selected) 0216E elect. Manufacturing Simulation (SAP) MGT2308 $55.00 04 Retirement Planning FIN2306 $113.00 (charged if selected) 05 Risk and Estate Planning FIN2307 $113.00 (charged if selected) 06 Investment Planning FIN2308 $113.00 (charged if selected) Income Tax Planning FIN2309 $113.00 Cabinetmaking and Furniture Technician 0575X 01 Joinery WOO8930 $460.00 02 Furniture Making WOO8939 $135.00 03 Furniture, Kitchens and Millwork WOO8942 $215.00 Carpentry and Joinery - Heritage 0530X 01 Carpentry I:Foundations and Floors CON9111 $120.00 Joinery I: Fundamentals WOO9254 $105.00 03 Joinery III: Traditional Windows WOO9304 $65.00 Joinery IV: Traditional Doors WOO9307 $60.00 04 JoineryVI: Ornamental Millwork WOO9400 $50.00 Culminating Architectural Millwork ProjWOO9401 $50.00 Traditional Carpentry II: Log Building WOO9402 $50.00
Program Related Ancillary Fees 2019-2020 10/12/2018 Page 15 of 22 Child and Youth Care 0476X 03 Child and Youth Care Interventions FAM1064 $22.50 Outdoor Activities I FAM1070 $151.65 04 Child Abuse and the Law FAM1087 $12.00 05 Advanced CYC Interventions FAM1270 $27.50 06 Outdoor Activities II FAM1100 $184.97 Civil Engineering Technology 0192X 01 Construction Materials I CON8411 $20.00 Residential Building/Estimating CON8101 $15.00 Geometry and Trigonometry MAT8050 $70.00 02 Commercial Building/Estimating CON8102 $15.00 Construction Materials II CON8412 $20.00 03 AutoCAD I CAD8400 $20.00 Civil Estimating CON8404 $25.00 04 AutoCAD II CAD8405 $30.00 05 Project Scheduling and Cost Control CON8406 $10.00 Civil Engineering Technology 0192Y 01 Construction Materials I CON8411 $20.00 Residential Building/Estimating CON8101 $15.00 Geometry and Trigonometry MAT8050 $70.00 02 Commercial Building/Estimating CON8102 $15.00 Construction Materials II CON8412 $20.00 03 AutoCAD I CAD8400 $20.00 Civil Estimating CON8404 $25.00 04 AutoCAD II CAD8405 $30.00 05 Project Scheduling and Cost Control CON8406 $10.00 Clinically Intensive ONO 1605X 01 Basic Technical Nursing Skills I NSG0071 $109.60 02 Nursing in Geriatric Mental Health NSG6804 $28.00 Commercial Vehicle and Equipment 0529C 01 Trade Practices TRK8308 $150.00 Computer Eng. Technology - Comp. Science 0006X 01 Tech. Math for Computer Science MAT8001C $70.00 03 Processor Architecture CST8216 $30.00 05 Interfacing CST8227 $72.00 Computer Programmer 0336X 01 Tech. Math for Computer Science MAT8001C $70.00 Computer Systems Technician 0150X 01 Windows Operating Systems I CST8202 $173.00 Computer Systems Technology - Security 0156X 01 Windows Operating Systems I CST8202 $173.00 Construction Engineering Technician 0190W 01 Construction Materials I CON8411 $20.00 Residential Building/Estimating CON8101 $15.00 Geometry and Trigonometry MAT8050 $70.00 02 Commercial Building/Estimating CON8102 $15.00 Construction Materials II CON8412 $20.00 03 AutoCAD I CAD8400 $20.00 Civil Estimating CON8404 $25.00 04 AutoCAD II CAD8405 $30.00 Construction Engineering Technician 0190X 01 Construction Materials I CON8411 $20.00 Residential Building/Estimating CON8101 $15.00 Geometry and Trigonometry MAT8050 $70.00 02 Commercial Building/Estimating CON8102 $15.00 Construction Materials II CON8412 $20.00 03 AutoCAD I CAD8400 $20.00 Civil Estimating CON8404 $25.00 04 AutoCAD II CAD8405 $30.00 Construction Engineering Technician 0190Y 01 Construction Materials I CON8411 $20.00 Residential Building/Estimating CON8101 $15.00 Geometry and Trigonometry MAT8050 $70.00 02 Commercial Building/Estimating CON8102 $15.00 Construction Materials II CON8412 $20.00 03 AutoCAD I CAD8400 $20.00 Civil Estimating CON8404 $25.00 04 AutoCAD II CAD8405 $30.00 Carpentry and Renovation Technique 1519X 01 Applied Construction Geometry MAT7013 $10.00 Building Tools and Materials CON7014 $350.00 Plans, Specifications and Code I DRA7334 $80.00 02 Res Framing and Ext Finish CON7015 $150.00 Cook 0346X 01 Food - Practical I FOD2174 $150.00 02 Food - Practical II FOD2184 $150.00
Program Related Ancillary Fees 2019-2020 10/12/2018 Page 16 of 22 Culinary Management 0354X 01 Culinary Fundamentals FOD2132 $75.00 Introd. to Applied Culinary and Butchery Techniques FOD2111 $837.18 Introduction to Baking and Pastry FOD2119 $28.00 Sanitation and Safety Training FOD2103 $80.00 02 Applied Culinary Techniques FOD2126 $117.00 Food Practical I FOD2196 $117.00 Nutrition and Food Preparation FOD2129 $15.00 Contemporary Production Methods FOD2117 $117.00 03 Food Practical II FOD2186 $117.00 Farm to Fork FOD2105 $75.00 04 Field Placement Culinary Arts FLD0009 $60.00 Food Practical III FOD2246 $117.00 International Cuisine FOD2133 $60.00 (Charged in Level 03, two of the four courses taken alternate terms) elect. Pastry and Plating Techniques FOD2253 $77.00 Wine Food and Restaurant Service FOD2106 $150.00 Culinary Skills - Chef Training 0206X 01 Culinary Fundamentals FOD2132 $75.00 Introd. to Applied Culinary and Butchery Techniques FOD2111 $837.18 Introduction to Baking and Pastry FOD2119 $28.00 Sanitation and Safety Training FOD2103 $80.00 02 Applied Culinary Techniques FOD2126 $117.00 Food Practical I FOD2196 $117.00 Nutrition and Food Preparation FOD2129 $15.00 Contemporary Production Methods FOD2117 $117.00 Dental Assisting (Levels I and II) 0608X 01 Dental Materials Laboratory I DEN4431 $517.59 Preclinic Practicum I DEN4396 $528.33 Radiography Practicum I DEN4310 $426.58 02 Dental Materials Lab II DEN4443 $99.79 Preclinic Practicum II DEN4398 $845.38 Dental Hygiene 1927X 01 Preclinic Practicum I DEN4409 $876.00 Radiography Practicum I DEN4310 $426.58 02 Dental Materials I DEN4416 $99.79 Preclinic Practicum II DEN4422 $954.05 03 Preclinical Practicum III DEN4430 $441.56 05 Clinic Practicum II DEN4456 $732.76 Developmental Services Worker (charged in Level 03) 0436A 03/04 Residential Health Clinical Skills FAM1911 $25.00 Diagnostic Medical Sonography 1618X 01 Sonography Skills Laboratory I IMG1017 $201.69 EAP for International Students 1935X 01 EAP Grammer for Speaking and ListeESL9103 $35.00 Early Childhood Education 0398X 01 Fostering Children's Creativity FAM1222 $10.00 Preparation for Field Experience FAM1210 $10.00 Early Childhood Education 0430X 01 Observation Skills FAM1000 $10.00 03 Creative Art Experiences Child FAM0030 $15.00 Early Childhood Education (Perth) 0430X 01 Preparation for Field Placement I FAM9618 $10.00 Fostering Creativity in Children FAM9602 $40.00 Math and Science FAM9628 $30.00 03 Language Arts FAM9625 $35.00 Early Childhood Education (Pembroke) 0430X 01 Creativity-Early Learning Programs FAM7612 $47.50 Electrical Engineering Technician 0317X 01 Essential Mathematics MAT8100 $70.00 02 Electrical Principles - II ELE8922A $40.00 03 Power Electronics ELE8930 $70.00 Programmable Controllers ELE8932 $10.00 04 Robotics and Controls ELE8941 $185.00 Electrical Engineering Technology 0318X 01 Essential Mathematics MAT8100 $70.00 02 Electrical Principles - II ELE8922A $40.00 03 Power Electronics ELE8930 $70.00 Programmable Controllers ELE8932 $10.00 04 Robotics and Controls ELE8941 $185.00 05 Microcomputer Interfacing CAM8302E $400.00 Electrician (Construction & Maintenance) 0506X 01 Electronics - Level 1 ELE8716 $75.00 Installation Methods - Level 1 ELE8714 $75.00 02 Electronics - Level 2 ELE8726 $75.00 Installation Methods - Level 2 ELE8724 $75.00 03 Electronics - Level 3 ELE8737 $75.00 Installation Methods - Level 3 ELE8740 $75.00
Program Related Ancillary Fees 2019-2020 10/12/2018 Page 17 of 22 EME Technician - Robotics 0550X 01 Computer Aided Design/Drafting (CADCAD8300 $40.00 DC and AC Electronics ELN9104 $180.00 Technical Mathematics for EME MAT8001M $70.00 02 Basic Electronic Assembly ELN8613 $115.00 Circuit Applications ELN9192 $65.00 Manufacturing Application I MFG8512 $65.00 03 Computer Aided Manufacturing I CAM8501 $40.00 Digital Logic Analysis ELN8303 $45.00 Microcontrollers ELN9213 $110.00 04 Industrial Robots ROB9205 $110.00 Interfacing and Programming ELN9204 $100.00 Programmable Logic Controllers ELN9207 $130.00 Energy Management 1524X 02 Energy Management Project ENG9002 $50.00 Environmental Management & Assessment 1517X Sample Processing and Analysis SCI4000 $30.00 Biodiversity and Conservation SCI4001 $300.00 02 Environ. Auditing & Site Assessment ENV4006 $100.00 Environmental Map Design GIS4011 $100.00 Esthetician 1103X 01 Esthetics Practical Lab I HLT1103 $1,060.00 02 Esthetics Practical Lab II HLT2102 $925.00 Spa Operations I FLD2109 $180.00 03 Spa Operation II FLD3100 $250.00 Esthetics Practical Lab III HLT3100 $100.00 Event Management 0390X 01 Event Management Strategies FAE1342 $50.00 Event Projects I Practical FAE1347 $13.00 02 Field Work FAE1335 $50.00 Fitness and Health Promotion 3010X 01 Introduction to Fitness/Wellness FIT2212 $260.00 02 Fitness Assessment FIT2220 $63.27 03 Personal Training FIT2237 $260.00 Sports Injuries/Exercise Safety FIT2230 $20.00 Food and Nutrition Management 1204X 01 Quality Mgt - Sanitation/Safety MGT3001 $75.00 02 Clinical Nutrition NTN4001 $25.00 Food Modification NTN4002 $150.00 Game Development 3013X 01 Game Design Foundations GAM1510 $70.00 06 Capstone II: Project Management GAM1562 $400.00 GAS - 1 Yr -Intro to Fine Art 1438F 01 Foundations in Print and 3D Media ART0030 $353.00 Painting Methods and Concepts I ART0010 $193.00 Ice House Success Strategies SSC0102 $170.00 Strategies in Drawing I ART0028 $165.52 02 Painting Methods and Concepts II ART0013 $175.00 Strategies in Drawing II ART0029 $52.00 Digital Photography SSC0069 $50.00 The Business of Art BUS0003 $50.00 GAS - Aviation Management 0438K 01 Private Pilot Ground School AVI8810 $6.99 GAS - English for Academic Purposes 1438Y 01 Basic Academic Reading ESL4001 $12.00 Basic Academic Listenina and Speaki ESL4005 $12.00 Basic Academic Writing ESL4002 $12.00 02 Applied Academic Reading ESL6001 $12.00 Applied Academic Listening and SpeaESL6005 $12.00 Applied Academic Writing ESL6002 $12.00 03 Advanced Academic Reading ESL7007 $12.00 Advanced Academic Writing ESL7001 $12.00 Advanced Academic Listening amd SESL7008 $12.00 GAS - One Year - Community Studies 1438B 01 Ice House Success Strategies SSC0102 $170.00 GAS - One Year - Concept Art Foundations 1438U 01 Character Design I ART0016 $234.00 Environment Design I ART0015 $20.00 Life Drawing I ART0018 $103.50 Photoshop for Concept Design ART0027 $20.00 02 Ice House Success Strategies SSC0102 $170.00 Creative Thinking SSC0083 $60.00 Environment Design II ART0020 $28.00 Life Drawing II ART0024 $50.00 GAS - One Year - Design Studies 1438J 01 Fund. of Creative Photography SSC0041 $350.00 Portfolio, Layout and Design I DSN1371 $532.00 Ice House Success Strategies SSC0102 $170.00 02 Portfolio, Layout and Design II DSN1372 $358.00 GAS - One Year - Enviromental Studies 1438E 01 Environmenatl Citizenship ENV0010E $240.00 Entrepreneurial Mindset GED0020 $170.00 02 Approaches to Sustainability ENV0007 $23.00 GAS - One Year - Justice Studies 1438P 01 Entrepreneurial Mindset GED0020 $170.00 GAS- One Year- Media & Communication Studies 1438C 01 Ice House Success Strategies SSC0102 $170.00
Program Related Ancillary Fees 2019-2020 10/12/2018 Page 18 of 22 GAS - One Year - Pre-Business Studies 1438Q 01 Ice House Success Strategies SSC0102 $170.00 GAS - One Year - Pre-Technology 1438T 01 Entrepreneurial Mindset GED0020 $170.00 02 Basic Electronic Assembly ELN8613 $100.00 GAS - One Year - Pre-Trades 1438V 01 Building Construction Lab GAS0041 $80.00 Cabinet and Furniture Making Lab GAS0042 $80.00 Plumbing Exploration Lab GAS0043 $80.00 Ice House Success Strategies SSC0102 $170.00 02 General Machinist Lab GAS0045 $80.00 Motive Power Lab GAS0044 $80.00 Sheet Metal Lab GAS0046 $80.00 GAS - Pre-Animation and Illustration 1438G 01 Layout Design I ANI1600 $676.10 02 Entrepreneurial Mindset GED0020 $170.00 Portfolio Preparation ANI0017 $380.00 GAS-Introduction to Music Industry Arts 1438D 01 Introduction to Audio Recording MSC0061 $580.00 02 Introduction to Audio Production MSC0062 $370.00 General Carpenter (Pembroke) 0504X 01 Safety, Materials and Tools WOO7313 $150.00 02 Residential Construction WOO7323 $150.00 03 (ICI) Construction WOO7333 $150.00 General Carpenter 0504X 01 Safety, Materials and Tools WOO8813 $125.00 Welding for General Carpenters WEL8831 $25.00 02 Residential Construction WOO8823 $150.00 03 ICI Construction WOO8839 $150.00 Graphic Design 1400X 03 Graphic Design III DSN1533 $30.00 05 Computer Graphics V DSN1677 $30.00 Green Architecture 1501X 01 Computer Modeling for Buildings CAD8480 $25.00 Eco Design ARC1510 $75.00 Project Doc. & Presentation Skills ARC1522 $25.00 02 Building Modeling and Analysis CAD8481 $25.00 Final Project ARC1520G $75.00 Standards and Accreditation ARC1523 $50.00 Hairstyling 1104X 01 Cut Hair I HAI1016 $1,284.23 02 Cut Hair II HAI2026 $592.67 03 Chemical Relaxed Hair HAI3018 $180.79 04 Cut Hair III HAI3011 $233.12 Hairstylist 0348X 01 Cut Hair I HAI2141 $150.00 02 Cut Hair II HAI2215 $150.00 Heating/Refrigeration/Air Cond Tn 0590X 01 Electrical Fundamentals ELE8131 $90.00 Computer Applications DAT2004 $70.00 Horticultural Industries 1406X 01 Horticultural Jobsite Safety HOR7032 $230.00 Urban Agriculture I HOR7005 $15.00 Nursery and Garden Centre OperationHOR7029 $30.00 Horticultural Technician 1411X 01 Landscape Construction I HOR0568 $150.00 02 Landscape Construction II HOR0579 $150.00 Hospitality - Hotel & Rest. Ops. Mgmt. 0208X 01 Beverage Service Theory HOS2229 $70.00 Food Preparation Theory FOD2200 $96.00 Hospitality Marketing I MKT2235 $40.00 Intro.to Hospitality & Tourism Mgt. HOS2224 $20.00 02 Wine, Food and Culture HOS2255 $30.00 Hospitality Marketing II MKT2245 $40.00 (all charged in Level 02) elect. Kitchen Operations FOD2224 $260.00 Restaurant Operations and Theory HOS2234 $100.00 Interactive Media Design (Charged if taken) 6149X 04 Web Video Production MTM6401 $115.00 International Business Management 1306X 01 International Research MGT1102 $543.00 Internet Applications & Web Development 3002X 01 Intro to Comp. Prog. using Python CST8279 $115.00 Cross-Platform Wed Development MAD9013 $130.00 Tech. Math for Computer Science MAT8001C $70.00 Journalism 0402X 01 Journalism I JOU1546 $20.00 02 Journalism II JOU1527 $40.00 03 Journalism III JOU1544 $40.00 Library and Information Technician 0440X 03 Emerging Library Technologies LIB2034 $80.51 04 Library Software LIB2045 $115.00 Manufacturing Engineering Technician 1518X 01 Computer Aided Design/Drafting (CADCAD8300 $40.00 DC and AC Electronics ELN9104 $180.00 Geometry and Trigonometry MAT8050 $70.00 02 Manufacturing Application I MFG8512 $65.00 03 Basic Electronic Assembly ELN8613 $115.00 CNC Machining I CAM8505 $50.00 Computer Aided Manufacturing I CAM8501 $40.00 Manufacturing Application II MFG8514 $70.00 04 CNC Machining II CAM8506 $50.00
Program Related Ancillary Fees 2019-2020 10/12/2018 Page 19 of 22 Massage Therapy 0915X 01 Massage Lab I MSS3011 $100.81 02 Massage Lab II MSS3021 $371.63 03 Massage Practice I MSS3032 $65.52 Massage Therapy 0915Z 01 Massage Lab Intensive I MSS0007 $438.88 Mechanical Engineering Technology 0010X 01 Computer Aided Design/Drafting (CADCAD8300 $40.00 DC and AC Electronics ELN9104 $180.00 Essential Mathematics MAT8100 $70.00 02 CAD Applications and GDT CAD8305 $40.00 Manufacturing Techniques I MAC8519 $50.00 03 CNC Part Programming - Theory CAM8501 $40.00 04 Computer Aided Engineering DRA8362 $40.00 Industrial Electronics ELN8298 $15.00 05 Machine Design and Analysis I ENG8315 $25.00 06 Machine Design and Analysis II ENG8316 $25.00 Medical Radiation Technology 1615X 06 Clinical Practicum V IMG0121 $200.00 Mkting Research & Business Intelligence 1303X 01 Data Analysis - Quant Research I QUA1206 $169.36 Mobile Application Design and Development 1515X 01 Cross-Platform Wed Development MAD9013 $130.00 03 Android Application Development MAD9132 $130.00 Motive Power Technician 0557A 02 Internal Combustion Engines I MVM8436 $18.00 Music Industry Arts 1405X 01 Digital Audio Concepts I MSC2000 $650.00 Recording Engineering Production I MSC2003 $291.75 02 Recording Engineering Production II MSC2007 $583.50 03 Recording Engineering Prod III MSC2012 $583.50 ONO for Nurses 1604X 01 Basic Technical Nursing Skills I NSG0071 $109.60 02 Nursing in Geriatric Mental Health NSG6804 $28.00 ONO for Practical Nurses 1603X 01 Basic Technical Nursing Skills I NSG0071 $109.60 OTA/PTA 1623X 02 Clinical Placement I WKT0006 $31.73 03 Fundamentals of the Cardioresp Sys HLT0247 $40.00 04 Clinical Placement III WKT0008 $22.51 Outdoor Adventure 6780X 01 Fall Camp OAD7104 $430.00 02 Alpine Skiing and Snowboarding I OAD7220 $80.00 03 Sea Kayak Expedition OAD7307 $74.81 Outdoor Adventure Naturalist 6783X 01 Ecology ADN7104 $47.50 Fall Camp ADN7115 $232.50 Flatwater Canoeing OAD7514 $15.00 No Trace Camping/Wilderness Travel OAD7512 $28.50 River Rescue OAD7513 $60.00 02 Interpretive Program Planning ADN7101 $225.00 03 Sea Kayaking Expedition OAD7535 $58.00 Student Directed Field Trips ADN7149 $250.00 Paramedic 0620X 01 Theory of Patient Care I PAR3611 $100.00 03 Medical Directives PAR3638 $350.00 Paramedic Practicum I PAR3634 $100.00 Personal Support Worker (WO) 6307X 01 Lab Skills for the PSW HLT0302 $43.00 02 Clinical Placement II HLT0309 $40.00 Personal Support Worker (PH) 6307X 01 Lab Skills for the PSW HLT0302 $43.00 02 Clinical Placement II HLT0309 $40.00 Personal Support Worker (Pembroke) 6307X 01 Clinical Placement I HLT7503 $40.00 The Brain and the Mind HLT7504 $20.00 Personal Support Worker (Perth) 6307X 01 Lab Skills for the PSW HLT9312 $165.00 The Brain and the Mind HLT9314 $25.00 Preparation for Clinical Placement HLT9321 $10.00 02 Adv. Lab Skills for the PSW HLT9318 $35.00 Plumber 0522X 01 Tools and Piping Methods PLU0712 $125.00 Welding for Plumbers 1 WEL0710 $25.00 02 Plumbing Systems 2 PLU0721 $125.00 Welding for Plumbers 2 WEL0720 $25.00 03 Process Piping Systems PLU0732 $150.00 Police Foundations (Perth) 0444X 01 Career and College Success PFP9103 $40.00 Fitness and Lifestyle Management I PFP9160 $60.00 Political Science & Public AdminstratioPFP9153 $10.00 Powerline Technician 1511X 01 Math Fundamentals MAT8001 $70.00 02 Line Work 1 ELE8026 $2,520.00 Practical Nursing 1704X 03 Nursing III Practicum (L) NSG5132L $169.49 04 Nursing IV Practicum (L) NSG5142L $150.28 Practical Nursing (Pembroke) 1704X 01 Nursing I Practicum (P) NSG7312P $40.00 03 Nursing III Practicum (L) NSG7332L $25.00 04 Nursing IV Practicum (L) NSG7342L $25.00 Practical Nursing - FTN 1704F 03 Basic Technical Nursing Skills I NSG0071 $109.60 04 Nursing in Geriatric Mental Health NSG6804 $28.00 Pre-Serv. Firefighter Educ. & Training 6236X 01 Firefighter Skills Development I FIR0005 $87.60 Professional Writing 3001X 04 Field Placement/Optional Module SCR3030 $30.00 Public Relations 0468X 01 Public Relations I PRL1505 $50.00 02 Public Relations II PRL1548 $55.00 Visual Production Workship PRL1567 $10.00 03 Public Relations III PRL1551 $60.00
Program Related Ancillary Fees 2019-2020 10/12/2018 Page 20 of 22 Recreation and Leisure Services 0422X 01 Introduction to Fieldwork RCR1303 $62.13 Leadership and Group Dynamics I RCR1354 $141.21 Program Development I RCR1302 $22.59 02 Leadership and Group Dynamics II RCR1364 $112.82 Refrigeration & Air Cond. Systems Mech. 0500X 01 AC&R System Installation/MaintenancACR1711 $150.00 02 Installing AC&R Systems/ComponentsACR1422 $150.00 03 Electricity & Electronics for AC&R ACR1430 $150.00
Res. (Low Rise) Sheet Metal Installer 0532X 01 Hand Tools, Power Tools & EquipmenMET1082 $75.00 02 Vent, Exhaust/Distrib Duct Install MET1088 $75.00 Residential & ICI Air Cond. Common Core 0500C 01 AC&R System Installation/MaintenancACR1711 $150.00 Residential A/C Systems Mechanic 0500R 01 AC&R System Installation/MaintenancACR1711 $150.00 02 Res. AC Electricity/Electronics ACR1440 $150.00 Respiratory Therapy 0606X 01 Practice Foundations and Legalities RES1104 $9.00 04 Cardiopulmonary Management Lab RES4857 $38.48 Clinical Practicum II RES4871 $25.00 Scriptwriting 0382X 01 Writing for Actors I SCR1518 $20.00 02 Writers' Workshops SCR1500 $25.00 Writing for Digital Media II SCR1547 $20.00 Sheet Metal Worker 0526X 01 Fabricates for Shop and Field MET1311 $62.50 Lay-out and Drafting 1 DRA1313 $62.50 Weld and Cut 1 WEL8508 $25.00 02 Install Roofing/Architectural Metal MET1322 $62.50 Lay-out and Drafting 2 DRA1323 $62.50 Weld and Cut 2 WEL8512 $25.00 03 Fab/Install Ind. Env. Systems MET1332 $62.50 Lay-out and Drafting 3 DRA1333 $62.50 Weld and Cut 3 WEL8516 $25.00 Social Service Worker 0432X 01 Social Service Work Interviewing FAM1115 $21.00 02 Crisis Intervention FAM1263 $20.00 Social Service Worker 0432Z 01 Interviewing/Recording in Social Wk FAM1422 $21.00 02 Crisis Intervention in Social Work FAM1424 $20.00 Sommelier 0820X 01 Wine Food and Restaurant Service FOD2106 $150.00 Spa and Wellness Operations Management 1102X 01 Introduction to Spa Management MGT4000 $50.00 02 Field Work II FLD4101 $50.00 Tourism - Travel Services 0224X 01 Inclusive Tours TRV2281 $25.00 Introduction to Hospitality and Tou TOU2203 $100.00 Tourism Geography-North America GEO1714 $30.00 03 Travel Agency Simulation I TRV2238 $45.00 04 Wine, Food and Culture HOS2255 $30.00 Truck and Coach Technician 0529M 01 Trade Practices TRK8308 $150.00 02 Trade Practices and Auxiliary Systs TRK8837 $150.00 03 Trade Practices & Aux. Systems II TRK8840 $150.00 Victimology 1611X 02 Victimology:Assess. & Intervention VIC2004 $169.68 Water and Wastewater Technician 3014X 01 Health and Safety SAF8710 $75.00 02 ELC for Drinking Water Operators WWT2500 $300.00 03 Field Techniques WWT3500 $60.00 Welding and Fabrication Techniques 1507W 01 Welding Techniques WEL1013 $465.00 Welding and Fabrication Techniques 1507X 01 Welding Techniques WEL1013 $465.00
Program Related Ancillary Fees 2019-2020 10/12/2018 Page 21 of 22 DRAFT FEES 2019-2020 GLOSSARY
ANCILLARY FEES* Fees for items not covered by the tuition fees established for a course or program of instruction that students may be required to pay upon enrolment. Categories of ancillary fees are approved by the Ministry and are outlined in this operating procedure. Compulsory ancillary fees are ancillary fees that a student is required to pay in order to enrol or successfully complete any course or program of instruction eligible for general purpose operating grant support.
GENERAL PURPOSE OPERATING GRANT* The portion of the provincial operating grant for colleges that is distributed among colleges on the basis of each college's share of reported enrolment in courses and programs of instruction eligible for funding.
HIGH DEMAND PROGRAM OF INSTRUCTION* A program of instruction eligible for general purpose operating grant funding for which colleges have the discretion to charge fees above the maximum permitted for regular-fee programs. This discretion is allowed for applied degree, graduate certificate or Baccalaureate of Nursing programs and/or for basic programs which have been determined to meet each of the following three criteria:
1. there is high demand for instructional space; 2. graduates have above-average prospects for employment; and 3. graduates have the potential to earn an above-average income.
INTERNATIONAL STUDENT* A foreign national who meets the requirements that authorize enrolment in an educational institution in Canada established under the Immigration and Refugee Protection Act.
PRIOR LEARNING ASSESSMENT AND RECOGNITION (PLAR)* A process that uses a variety of tools to help learners reflect on, identify, articulate, and demonstrate past learning. Prior learning can be acquired through study, work, and other life experiences that are not recognized through formal transfer of credit mechanisms.
TUITION FEE FACTOR (TFF)* Each post-secondary program is assigned a tuition fee factor by the Ministry. With few exceptions, the tuition fee factor is 1.0 for one-year programs, 2.0 for two-year programs, 3.0 for three-year programs and 4.0 for four- year programs. The annual tuition fee is the fee that would be paid by a student in a program with a tuition fee factor of 1.0 per academic year consisting of two semesters.
TUITION FEE INCREASE Tuition fee increases apply to the previous year's fee for the applicable cohort.
* Source: Ministry of Advanced Education and Skills Development, Tuition and Ancillary Fees Operating Procedure .
Glossary of Terms 2019-2020 10/12/2018 Page 22 of 22
FEES EXEMPTIONS INFORMATION 2019-2020
1. Students Exempt from the International Premium
International Students are exempt from international student tuition premiums under certain conditions, as determined at the time of the student’s enrolment in a college course or program of instruction. Exempt students as identified below, are to pay the regular, or high demand tuition fees and their enrolment is eligible for base funding.
Categories of individuals exempt from international student premiums are as follows:
• Canadian citizen: a citizen of Canada as defined in the Citizenship Act or a person registered as an Indian as defined in the Indian Act.
• Permanent resident: a permanent resident as defined in the Immigration and Refugee Protection Act. For the purposes of this policy, a permanent resident is a person who has been admitted to Canada as a permanent resident and has not had this status revoked.
• Applicant who meets the eligibility requirements for permanent residency status: a person who has met all the preliminary requirements for permanent resident status and presents a copy of the letter that confirms that Citizenship and Immigration Canada has accepted his or her application for permanent resident status.
• Spouse or dependant of a Canadian citizen or permanent resident.
• Protected person: A person who has been determined to be a Convention refugee or a person in need of protection by the Immigration and Refugee Board (IRB) or by the Minister of Citizenship and Immigration Canada. A student eligible for international fee exemption as a protected person is to present a protected person status document issued under section 31(1) of the Immigration and Refugee Protection Act or a “notice of decision” issued by the Minister of Citizenship and Immigration Canada or by the Immigration and Refugee Board.
• Applicant for Convention refugee status prior to 1989: a person admitted to and remaining in Canada, who applied for Convention refugee status prior to January 1, 1989, and his or her spouse and dependants. The applicant must provide documentation from Citizenship and Immigration Canada indicating that his or her application for Convention Refugee status was made prior to January 1, 1989, or a letter indicating his or her exemption from the requirement for employment authorization. All refugee claimants who applied for Convention refugee status prior to 1989 should have been issued this letter.
Registrar’s Office Page 1 of 6 Fees Exemptions 2019-2020
• Official visitor and family member and staff: an official visitor is a foreign representative who, with official accreditation from the Canadian Department of Foreign Affairs and International Trade, has entered Canada or is in Canada to carry out official duties:
As a diplomatic agent or consular officer; or
As a government-accredited representative or official of a country other than Canada, of the United Nations or any of its agencies, or of any intergovernmental organizations of which Canada is a member.
A spouse or dependent family member or a member of the staff of any official visitor is also exempt from international student premiums. This official visitor status must be indicated on the student’s Visa/Passport.
• Foreign military and spouse or dependent family members: a member of a foreign military force or of a civilian component thereof, admitted to Canada under the Visiting Forces Act, and the family members of such personnel.
• Foreign clergy member and spouse or dependent family members: a person who will be providing services to a religious congregation in Ontario for at least six months and the family members of such personnel.
• Institutional exchange student: a person admitted to and remaining in Canada under provisions of the Immigration and Refugee Protection Act, who is studying in Canada under a formal agreement between a provincially assisted institution in Ontario and a post-secondary institution in another country, provided that, under such agreement, the number of places made available in post-secondary educational institutions in Ontario normally equal the number of places made available to Ontario residents in the other country or institution as the case may be.
• Foreign worker and family members: a foreign worker is a foreign national who is authorized to work in Canada having been issued a work permit. For purposes of this category, a foreign worker is to present a valid work permit which names a Canadian employer situated in Ontario and the prospective occupation, and is valid for at least six months. The family member must present the foreign worker’s work permit. If a student has a work permit without naming a specific employer situated in Ontario, the student and his/her family members are not exempted from international student fees.
Family members are defined consistent with the regulations under the Immigration and Refugees Protection Act for purposes of exemption as:
• a spouse or common-law partner (common-law status requires proof of co- habitation for at least 12 consecutive months as per Citizenship and Immigration Canada, please see: http://www.cic.gc.ca/english/helpcentre/answer.asp?qnum=347&top=14 for more information);
• a dependent child, or the dependent child of a spouse or common-law partner, visa must note any relationship claimed; and
• a dependent child of the dependent child referred to above. Visa must note any relationship claimed. Children of common-law spouses must have been claimed on the previous year’s income tax. Fees Exemptions 2019-2020 Page 2 of 6 Fees Exemptions 2019-2020
A dependent child is a child who is a biological child who has not been adopted by a person other than the spouse or common-law partner, or an adopted child, and who is in one of the following situations of dependency:
• under age 19 and not a spouse or common-law partner.
• enrolled continuously at a college, university, or other educational institution and dependent substantially on the financial support of the parent since before age 19 or since becoming a spouse or common-law partner if that occurred before age 19; or
• a person with a disability who has been financially supported substantially by his or her parents, and who is unable to be self-supporting because of the disability. Documentation of disability and inability to be self-supporting must be provided.
Where changes to federal legislation and regulation immigration and refugee status are in conflict with the fee exemption eligibility requirements described in this document, federal legislation and regulation are to take precedence.
If a requirement for fee exemption eligibility is met partway through a semester, the exemption is to apply to the next semester of the student’s enrolment.
Note: If the student fails to provide documentation to the college for an exemption situation that occurred prior to the start of the term, the exemption will become effective in the next/subsequent term.
Where the status of a student who was eligible for exemption from international tuition fees changes partway through his or her program of instruction due to circumstances beyond the students control (e.g., as in the case of the dependant of a diplomat whose parent is reassigned to another country), the exemption is to continue while the student completes the original courses or program of instruction for which he or she was granted exemption from international student fees. The continuation of the fee exemption does not apply to any other course or program of instruction that the student may undertake following completion of the original course or program.
2. Students Exempt from the Student Activity/Sports, Student Commons/Auditorium and Student Centre Building Fee
2.1 Students whose programs call for off-campus study for the whole term – Co-op or clinical placement programs, for example – pay only 10% of the Student Activity/Sports and Student Centre Building Fees for that particular term.
Co-op Programs: Students co-operative option of the following programs pay $26.80 per work term.
0188Y Architectural Technician 0188W Architectural Technician 0188X Architectural Technician 0018X Architectural Technology 0018Y Architectural Technology 1512X Bachelor of Building Science 1512A Bachelor of Building Science (Entry Level 03) 1512B Bachelor of Building Science (Entry Level 05) 6066X Bachelor of Commerce (e-Supply Chain Management)
Fees Exemptions 2019-2020 Page 3 of 6 Fees Exemptions 2019-2020
6225X Bachelor of Hospitality and Tourism Management 6225B Bachelor of Hospitality and Tourism Management - Bridging 6148X Bachelor of Interior Design 6148B Bachelor of Interior Design – Bridging Program 1600B Bachelor of Public Safety (Honours) 1020X Biotechnology - Advanced 1514X Business Intelligence System Infrastructure 6442X Building Construction Technician 0306X Business (Pembroke) 0216G Business Administration - International Business 0216L Business Administration - Supply Chain and Operations Management 0575X Cabinetmaking and Furniture Technician 0192X Civil Engineering Technology 0192Y Civil Engineering Technology 0006X Computer Engineering Technology - Computing Science 0336X Computer Programmer 0150X Computer Systems Technician 0190W Construction Engineering Technician 0190X Construction Engineering Technician 0190Y Construction Engineering Technician 1212X Environmental Technician 1215X Applied Nuclear Science and Radiation Safety 1588X Geographic Information Systems 1406X Horticulture Industries 6149X Interactive Media Design 3002X Internet Applications and Web Development 0557A Motive Power Technician 0557C Motive Power Technician 6783X Outdoor Adventure Naturalist 1511X Powerline Technician 1211X Radiation Safety 1182X Technical Writer 1507X Welding and Fabrication Techniques
Programs with Clinical Placements or Project Placements:
3005X Advanced Care Paramedic, Level 3 0446C Applied Museum Studies, Level 6 1617X Bachelor of Early Learning and Community Development, Level 7 1618X Diagnostic Medical Ultrasonography, Level 3, Level 4 1303X Marketing Business Intelligence Research, Level 3 1615X Medical Radiation Technology, Level 4, Level 5, Level 6 0606X Respiratory Therapy, Level 5, Level 6
2.2 Students whose programs call for five or fewer weeks of on-campus study in a given term – a term, for example, that includes a work placement of 10 weeks or more – pay only 35% of the Student Activity/Sports and Student Centre Building Fees for that particular term.
0620X Paramedic, Level 4 1704X Practical Nursing, Level 4
Fees Exemptions 2019-2020 Page 4 of 6 Fees Exemptions 2019-2020
2.3 Students registered in Career and College Preparation programs are exempt from the Student Activity/Sports, Student Commons/Auditorium and Student Centre Building Fees.
2.4 Off-cycle full-time students in field placement courses only pay 10% of the Student Activity/Sports, Student Commons/Auditorium and Student Centre Building Fees for that particular term.
2.5 Students in full-time online programs are exempt from the Student Activity/Sports, Student Commons/Auditorium and Student Centre Building fees.
2.6 Students registered full-time in Levels 5-8 (Year 3 and 4) of the 0616X Bachelor of Science in Nursing program at the Pembroke Campus pay 50% of the Student Activity Fee/ Sports, Student Commons/Auditorium and Student Centre Building Fees each term.
3. Students Exempt from the Graduation and Transcript Fees
Students registered in Academic Upgrading programs and students registered in full-time English for Academic Purposes programs are exempt from the Graduation Fee and Transcript Fee.
4. Off-Campus Programs
College programs offered off-campus may be eligible for an exemption to the Information Technology Fee.
5. Students Exempt from the Health Services Fee
Students in weekend offerings of full-time programs do not pay the Health Services Fee.
Students in full-time online programs do not pay the Health Services Fee.
6. Students Exempt from the Health Plan Fee
Students in full-time online programs do not pay the Health Plan Fee.
7. Students Exempt from the Student Experience Fee
Students in full-time online programs do not pay the Student Experience Fee.
8. Students Exempt from the U-Pass and U-Pass Administrative Fees
Students registered at the Perth and Pembroke campuses and students in full-time online programs do not pay the U-Pass and U-Pass Administrative Fees.
Full-time students registered at the Woodroffe campus who reside outside of the OC Transpo Service Area are exempt from the U-Pass and U-Pass Administrative Fees.
9. Exception to the Information Technology Fee for CE Courses
Fees Exemptions 2019-2020 Page 5 of 6 Fees Exemptions 2019-2020
Exceptions to the Information Technology Fee for CE courses must be presented to the Vice President Academic’s office for approval by the Vice President Academic.
10. Apprenticeship Programs
Apprenticeship programs other than the Co-op Diploma Apprenticeship programs are exempt from all ancillary fees, with the exception of the Information Technology Fee and Program Related Ancillary Fees.
Fees Exemptions 2019-2020 Page 6 of 6
DRAFT PROPOSED Compulsory Ancillary Fee Projections Last updated Compulsory Non-Tuition-Related Ancillary Fees 15-Oct-18
Proposed $ increase Fee Type 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 (based on 2 terms) change in % SA Activity $ 355.74 $ 355.74 $ 355.74 $ - 0.00% ($177.87/term) ($177.87/term) ($177.87/term) SA Sports $ 341.00 $ 381.00 $ 401.00 $ 441.00 $ 481.00 $ 481.00 $ 501.00 $ 145.26 $ 145.26 $ 145.26 $ - 0.00% ($170/term) ($190/term) ($200.50/term) ($220.50/term) ($240.50/term) ($240.50/term) ($250.50/term) ($72.63/term) ($72.63/term) ($72.63/term) SA Building ($17.50/term) $ 35.00 $ 35.00 $ 35.00 $ 35.00 $ 35.00 $ 35.00 $ 35.00 $ 35.00 $ 35.00 $ 35.00 $ - 0.00% ($17.50/term) ($17.50/term) ($17.50/term) ($17.50/term) ($17.50/term) ($17.50/term) ($17.50/term) ($17.50/term) ($17.50/term) ($17.50/term) Auditorium Fee ($22.00/term) $ - $ - $ 44.00 $ 44.00 $ 44.00 $ 44.00 $ 44.00 $ 44.00 $ 44.00 $ 44.00 $ - 0.00% ($22.00/term) ($22.00/term) ($22.00/term) ($22.00/term) ($22.00/term) ($22.00/term) ($22.00/term) ($22.00/term) Health Plan (charged once annually & amount may increase or decrease depending on utilization rates not yet from the previous year) $ 114.50 $ 114.50 $ 117.02 $ 117.02 $ 123.96 $ 123.96 $ 123.96 $ 149.66 $ 153.19 $ 153.19 known IT Fee (see Technology Fee) $ 124.00 $ 124.00 $ 124.00 $ 124.00 $ 172.00 $ 172.00 $ 175.44 $ - $ - $ - $ - 0.00% ($62.00/term) ($62.00/term) ($62.00/term) ($62.00/term) ($86.00/term) ($86.00/term) ($87.72/term) Technology Fee (IT merged with BYOD in 2017-2018) $ 319.24 $ 319.24 $ 319.24 $ - 0.00% ($159.62/term) ($159.62/term) ($159.62/term) Health Services $ 20.00 $ 20.00 $ 40.00 $ 40.00 $ 40.00 $ 40.00 $ 40.00 $ 40.00 $ 40.00 $ 40.00 $ - 0.00% ($10.00/term) ($10.00/term) ($20.00/term) ($20.00/term) ($20.00/term) ($20.00/term) ($20.00/term) ($20.00/term) ($20.00/term) ($20.00/term) Graduation Fee (assessed only at level 1) $ 35.00 $ 35.00 $ 40.00 $ 40.00 $ 40.00 $ 40.00 $ 40.00 $ 40.00 $ 40.00 $ 22.00 $ (18.00) -45.00% Transcript Fee (assessed one-time only to Level 1 students) $ 25.00 $ 25.00 $ 25.00 $ 25.00 $ 20.00 $ 20.00 $ 20.00 $ 20.00 $ 20.00 $ 20.00 $ - 0.00% Student Experience Fee $ 34.00 $ 34.00 $ 36.00 $ 36.00 $ 36.00 $ 38.00 $ 2.00 5.56% ($17/term) ($17/term) ($18.00/term) ($18.00/term) Upass $ 385.40 $ 395.04 $ 404.92 $ 415.04 $ 425.42 $ 10.38 2.50% ($192.70/term) ($197.52/term) ($202.46/term) ($207.52/term) ($212.71/term) Upass Administrative fee (charged once per year) $ 4.18 $ 3.42 $ 3.42 $ 3.42 $ 5.51 $ 2.09 61.11% TOTAL (Fall & Winter) $ 694.50 $ 734.50 $ 826.02 $ 866.02 $ 989.96 $ 1,379.54 $ 1,413.86 $ 1,593.24 $ 1,606.89 $ 1,603.36 $ (3.53) -0.22% Total Actual $ increase $ 40.00 $ 91.52 $ 40.00 $ 123.94 $ 389.58 $ 34.32 $ 179.38 $ 13.65 $ (3.53) $ (3.53) Total Actual % increase 5.76% 12.46% 3.98% 14.31% 39.35% 2.49% 12.69% 0.86% -0.22% Max 20% increase in $ $ 138.90 $ 146.90 $ 165.20 $ 173.20 $ 197.99 $ 275.91 $ 282.77 $ 318.65 $ 321.38 Students' Association proportion of fees ($) $ 490.50 $ 530.50 $ 597.02 $ 637.02 $ 683.96 $ 1,069.36 $ 1,099.00 $ 1,134.58 $ 1,148.23 $ 1,158.61 Students' Association proportion of fees (%) 70.63% 72.23% 72.28% 73.56% 69.09% 77.52% 77.73% 71.21% 71.46% 72.26% College proportion of fees ($) $ 204.00 $ 204.00 $ 229.00 $ 229.00 $ 306.00 $ 310.18 $ 314.86 $ 458.66 $ 458.66 $ 444.75 College proportion of fees (%) 29.37% 27.77% 27.72% 26.44% 30.91% 22.48% 22.27% 28.79% 28.54% 27.74%
Appendix B: 2019-2020 Schedule of Fees Preparation Timeline
Date Activity Status March 16, 2018 Compulsory Ancillary Fee Proposals due
July 15, 2018 • Academic Operations and Planning Review of High Demand (extended from May) Fees completed then reviewed by Registrar’s Office • International Education Centre fee recommendations July 16 - 31, 2018 Program Ancillary Fees submitted then reviewed by Registrar’s Office (any submissions of concern to be reviewed between Academic Operations and Planning and the Registrar’s Office) August 31, 2018 1st Draft of 2019-2020 Schedule of Fees completed including High Demand September 14, 2018 Presentation of Assumptions and Draft 2019-2020 Schedule of Fees to College Budget Committee September 19, 2018 Assumptions for 2019-2020 Schedule of Fees Preparation In lieu of confirmed Tuition Fee Framework to ACET September 25, 2018 • Compulsory Ancillary Fee Consultation with Students’ Association (at the SA/College Collaborative Committee meeting) October 19, 2018 • Finalize Compulsory Ancillary Fees with Students’ Association October 24, 2018 Presentation of Draft 2019-2020 Schedule of Fees to Algonquin College Executive Team November 8, 2018 Presentation of Draft 2019-2020 Schedule of Fees to Academic and Student Affairs Committee of Board of Governors November 15, 2018 Information Only: Submission of Draft 2019-2020 Schedule of Fees to Algonquin College Leadership Team November 28, 2018 Board of Governors Dry-Run: Proposed 2019-2020 Schedule of Fees December 10, 2018 Presentation of Draft 2019-2020 Schedule of Fees to Board of Governors December 21, 2018 Completion of fee loading for 2019-2020
Page 1 of 1
Appendix C
October 11, 2018
Algonquin College 3% Cap Calculation for 2019-2020 (DRAFT)
In accordance with MTCU policy, the overall average tuition fee increase for all students at an institution will be capped at 3% per year.
Category Proj Enrol (18S, 18F, 19W) Total Proj Enrol (18S, 18F, 19W) % Inc Cap % Post-Secondary 25789 33256 3% 2.3264073% Bachelor Degree 1020 33256 3% 0.0920135% High Demand 4650 33256 3% 0.4194732% Graduate Certificates 1677 33256 3% 0.1512810% Graduate Certificates (EA, IBM, PM, SBM) 120 33256 0% 0.0000000% TOTAL AVERAGE CAP (MAX ALLOWABLE = 3%) 2.9891749% Appendix D
October 11, 2018
High Demand Program Calculation
In accordance with MTCU policy, enrolment in basic post-secondary programs of instruction identified as high demand may not exceed 15.0% of a college's total basic post-secondary enrolment. The 15% does not include graduate certificate, bachelor degree and Collaborative Baccalaureate of Nursing programs.
15% CAP CALCULATION - 2019-20 (DRAFT) Enrolment at Audit Second Programs Term International Totals Date Career High Demand 2018S 355 -23 -2 330 High Demand 2018F 2294 -129 -2 2163 High Demand 2019W 2139 -77 -10 2052 Total Enrolment in HD 4545
Post-Secondary 2018S 3657 -728 -67 2862 Post-Secondary 2018F 16874 -2508 -129 14237 Post-Secondary 2019W 15884 -2192 -204 13488 Total Enrolment in PS 30587
Enrolment Percentage 14.86% Appendix E
Sample 2019-20 Fees Comparison of Four Programs
First Term Fees Comparison
PHOTOGRAPHY (0030X) STANDARD DELIVERY (HIGH DEMAND TUITION FEE) 2 YEAR ONTARIO COLLEGE DIPLOMA TERM 2017F 2018F 2019F Tuition $2,384.11 $2,455.63 $2,529.29 Student Activity $177.87 $177.87 $177.87 Student Sports $72.63 $72.63 $72.63 Student Centre Building $17.50 $17.50 $17.50 Student Commons/Auditorium $22.00 $22.00 $22.00 Technology $159.62 $159.62 $159.62 Course-related Ancillary $50.00 $50.00 $0.00 Health Services $20.00 $20.00 $20.00 Transcript (charged once in first term) $20.00 $20.00 $20.00 Graduation (charged once in first term of program) - - $22.00 Student Experience $18.00 $18.00 $19.00 Program-related Ancillary $900.00 $900.00 $900.00 Health Plan (charged once annually) $149.66 $153.19 $153.19 tbc U-Pass $202.46 $207.52 $212.71 tbc U-Pass Admin (charged once annually) $3.42 $3.42 $5.51 TOTAL FEES PAYABLE (FIRST TERM) $4,197.27 $4,277.38 $4,331.32
BACHELOR OF COMMERCE (6066X) STANDARD DELIVERY (HIGH DEMAND TUITION FEE) 4 YEAR BACHELOR OF COMMERCE TERM 2017F 2018F 2019F Tuition $3,496.89 $3,601.79 $3,709.84 Student Activity $177.87 $177.87 $177.87 Student Sports $72.63 $72.63 $72.63 Student Centre Building $17.50 $17.50 $17.50 Student Commons/Auditorium $22.00 $22.00 $22.00 Technology $159.62 $159.62 $159.62 Health Services $20.00 $20.00 $0.00 Transcript (charged once in first term) $20.00 $20.00 $20.00 Graduation (charged once in first term of program) - - $22.00 eTextbook $610.00 $610.00 - Student Experience $18.00 $18.00 $19.00 Health Plan (charged once annually) $149.66 $153.19 $153.19 tbc U-Pass $202.46 $207.52 $212.71 tbc U-Pass Admin(charged once annually) $3.42 $3.42 $5.51 TOTAL FEES PAYABLE (FIRST TERM) $4,970.05 $5,083.54 $4,591.87
BUSINESS - ACCOUNTING (0214C) STANDARD DELIVERY (REGULAR TUITION FEE) 2 YEAR ONTARIO COLLEGE DIPLOMA TERM 2017F 2018F 2019F Tuition $1,468.49 $1,512.54 $1,557.91 Student Activity $177.87 $177.87 $177.87 Student Sports $72.63 $72.63 $72.63 Student Centre Building $17.50 $17.50 $17.50 Student Commons/Auditorium $22.00 $22.00 $22.00 Technology $159.62 $159.62 $159.62 Health Services $20.00 $20.00 $20.00 Transcript (charged once in first term) $20.00 $20.00 $20.00 Graduation (charged once in first term of program) - - $22.00 eTextbook $590.00 $590.00 - Student Experience $18.00 $18.00 $19.00 Health Plan (charged once annually) $149.66 $153.19 $153.19 tbc U-Pass $202.46 $207.52 $212.71 tbc U-Pass Admin (charged once annually) $3.42 $3.42 $5.51 TOTAL FEES PAYABLE (FIRST TERM) $2,921.65 $2,974.29 $2,459.94
BUSINESS - ACCOUNTING (0214C) ONLINE DELIVERY (REGULAR TUITION FEE) 2 YEAR ONTARIO COLLEGE DIPLOMA TERM 2017F 2018F 2019F Tuition $1,468.49 $1,512.54 $1,557.91 Technology Fee $159.62 $159.62 $159.62 Transcript (charged once in first term) $20.00 $20.00 $20.00 Graduation (charged once in first term of program) - - $22.00 TOTAL FEES PAYABLE (FIRST TERM) $1,648.11 $1,692.16 $1,737.53 Appendix F: Sample Student Funding and Expenditures First Year Estimate (two semesters) 2019-2020
Example 1: Fully-funded OSAP - Single Student Living at Home (Ottawa Campus): BUSINESS - ACCOUNTING (0214C) STANDARD DELIVERY (REGULAR TUITION FEE) 2 YEAR ONTARIO COLLEGE DIPLOMA FUNDING SOURCES (based on 2018-19 funding averages) Notes: Ontario Student Assistance Program (loan/grants) $ 7,005.00 average award for single student Average Student Assistance Bursary $ 541.11 estimated average award per year Fixed Expected Personal Contribution (minimum) $ 3,000.00 TOTAL FUNDING (approximate based on 2018-19 funding) $ 10,546.11
EDUCATION EXPENSES 2019-20 Tuition Fees $ 3,115.82 Ancillary Fees $ 1,603.36 SUB-TOTAL TUITION & ANCILLARY FEES PAYABLE (FIRST YEAR) $ 4,719.18
LIVING EXPENSES (2018-19 estimate) OSAP Living Allowance for Single Student at Home $ 4,104.00 SUB-TOTAL LIVING EXPENSES $ 4,104.00
TOTAL EXPENSES (EDUCATION + LIVING EXPENSES) FOR FIRST YEAR $ 8,823.18 BALANCE (FUNDING LESS EXPENSES) $ 1,722.93
Example 2: Fully-funded OSAP - Single Student Living Away from Home (Ottawa Campus): BUSINESS - ACCOUNTING (0214C) STANDARD DELIVERY (REGULAR TUITION FEE) 2 YEAR ONTARIO COLLEGE DIPLOMA FUNDING SOURCES (based on 2018-19 data averages) Notes: Ontario Student Assistance Program (loan/grants) $ 12,609.00 may vary with travel/living expenses Average Student Assistance Bursary $ 927.14 estimated average award per year Fixed Expected Personal Contribution (minimum) $ 3,000.00 TOTAL FUNDING (approximate based on 2016-17 funding) $ 16,536.14 EDUCATION EXPENSES 2019-20 Tuition Fees $ 3,115.82 Ancillary Fees $ 1,603.36 TOTAL TUITION & ANCILLARY FEES PAYABLE (FIRST YEAR) $ 4,719.18 LIVING EXPENSES (2018-19 estimate) OSAP Living Allowance for Single Student away from home $ 9,852.00 SUB-TOTAL LIVING EXPENSES $ 9,852.00 TOTAL EXPENSES (EDUCATION + LIVING EXPENSES) FOR FIRST YEAR $ 14,571.18 BALANCE (FUNDING LESS EXPENSES) $ 1,964.96
Example 3: Fully-funded OSAP - Single Student with One Dependent (Ottawa Campus): BUSINESS - ACCOUNTING (0214C) STANDARD DELIVERY (REGULAR TUITION FEE) 2 YEAR ONTARIO COLLEGE DIPLOMA FUNDING SOURCES (based on 2018-19 data averages) Notes: Ontario Student Assistance Program (loan/grants) $ 23,905.00 may vary tuition/living expense; average for all sole support parents Average Student Assistance Bursary $ 1,212.50 estimated average award per year; includes all sole support parents Fixed Expected Personal Contribution (minimum) $ - TOTAL FUNDING (approximate based on 2016-17 funding) $ 25,117.50
EDUCATION EXPENSES 2019-20 Tuition Fees $ 3,115.82 Ancillary Fees $ 1,603.36 TOTAL TUITION & ANCILLARY FEES PAYABLE (FIRST YEAR) $ 4,719.18 LIVING EXPENSES (2017-18 estimate) OSAP Living Allowance for Sole Support Parent w one dependent $ 18,004.00 SUB-TOTAL LIVING EXPENSES $ 18,004.00
TOTAL EXPENSES (EDUCATION + LIVING EXPENSES) FOR FIRST YEAR $ 22,723.18 BALANCE (FUNDING LESS EXPENSES) $ 2,394.32
1 of 1 Annual Fees Preparation: Procedure and Timeline
Stage Date Fee Activity Responsibility Ministry Binding Policy Directive on Tuition and Ancillary MTCU Fees: . Registrar’s Office to identify changes or updates including Registrar’s interpretation and implementation in fee preparation Office Dec/Jan to Request for Compulsory Ancillary Fee changes (20 months in Registrar’s March advance) from all service areas Office (Fees)
April Draft Timeline for Fees Preparation to ACET for Approval April to Finalize Compulsory Ancillary Fees consulting with service Registrar’s July providers, including Students’ Association and Student Office (Fees)
reparation Support Services, etc. SA consult via
Fee P Fee VP,SS April to High Demand Review –High Demand considerations: Academic May . Ministry definition Operations & . Maximize revenue including opportunity cost with Planning existing mix (enrolment targets met) (AOP) . Consultation with Registrar’s Office, as required
Ensure compliance with Ministry caps Registrar’s Office (Fees) By end of Recommendations (if any) for changes to High Demand AOP May forwarded to Registrar’s Office for Fees Preparation: . Additions, deletions, and/or substitutions (including new programs as per Ministry criteria, p. 9, regarding LMI) May to Program Ancillary Fee Preparation: Registrar’s mid-July . Request from Registrar’s Office to Program Areas for Office (Fees)
projected Program Ancillary Fees . Requests for clarification back to Program Areas for Ministry definition compliance
Compulsory Ancillary Fees: . Service area fees finalized . Consultation with Students’ Association
Review and Compilation and Review By – mid- Registrar’s Office compiles Program Ancillary Fees : Registrar’s Fee Fee July . Identify fee outliers regarding compliance; forward to Office (Fees) Academic Operations & Planning for review
Manager, Academic Operations & Planning and Manager, Fees, Curriculum and Reporting collaborate to further probe fees with questionable compliance to make a recommendation for inclusion or exclusion. In the case further decision-making, Executive Director,
Procedural guide developed by the Registrar’s Office in cooperation with Academic Operations and Planning, Page 1 of 2, as of January 2018
Annual Fees Preparation: Procedure and Timeline
Academic Operations & Planning with the Registrar to make final decision. By end of Program Ancillary Fees finalized Registrar’s August Office (Fees Compulsory Ancillary Fees finalized including Students’ Team with Association support (signature) Registrar)
Draft Schedule of Fees including High Demand and overall Ministry calculations
. Inclusion of Financial Aid scenarios Review of all program fees listed (reviewing for program additions, deletions, or changes) September First Draft Transmittal for ACET prepared for Vice President, Registrar
Student Services advance review Mid-to-late Draft fees presented at CBC, SA/CCC Registrar September October Draft fees presented to DDC as information Registrar Mid-to-late Fees Transmittal presented to Algonquin College Executive Registrar October Team Mid-to-late Prepare Fees for ASAC and Board of Governors Registrar Prepare for Approval for Prepare October November Present Fees to ASAC for approval Registrar
December Present to Board of Governors for approval Registrar December/ SIS fees tables loaded, program narrative fees section loaded Registrar & January (descriptions), fees uploaded to RO website, narratives Marketing Approval uploaded to College website
Additional Notes:
U-Pass fees typically not finalized until Ottawa City budget passed.
Health Plan Fee typically confirmed by the Students’ Association in December.
Procedural guide developed by the Registrar’s Office in cooperation with Academic Operations and Planning, Page 2 of 2, as of January 2018
Agenda Item No: 7.1
Report title: Second Quarter 2018-2019 Business Plan Update
Report to: Board of Governors
Date: December 10, 2018
Author/Presenter: Doug Wotherspoon, Vice President, Innovation and Strategy
1. RECOMMENDATION:
THAT the Board of Governors accepts this update for information.
2. PURPOSE / EXECUTIVE SUMMARY:
The Board of Governors is responsible for monitoring the College’s progress against key metrics and performance outcomes related to the institution’s strategic directions. The annual business plan is a tool used by management to set the direction for the College to achieve annual goals and targets in the context of the Strategic Plan.
3. BACKGROUND:
The Board of Governors is provided with quarterly updates on progress being made against the annual Business Plan using a Business Plan Dashboard and Exceptions Report. The Business Plan Dashboard for the Second Quarter covers the period July 1 through to September 30, 2018, and is provided in Appendix A: Second Quarter 2018-2019 Business Plan Dashboard.
Dashboard
The legend for the dashboard reads as follows: • Green – Completed/In Progress: Identifies targets or initiatives completed or in progress to be completed within the originally established quarter of the fiscal year. • Yellow – Delayed: Identifies targets or initiatives that are delayed in being reached, but are on track to be completed within the fiscal year. • Orange – At Risk: Identifies targets or initiatives that may be at risk of being completed within the fiscal year. • Red – Not Completed: Identifies targets or initiatives that will not be completed within the fiscal year.
Page 1 of 3
Agenda Item No: 7.1
Exceptions Report
The Exceptions Report for the Second Quarter covers the period July 1 through to September 30, 2018, is provided in Appendix B: Second Quarter 2018-2019 Exceptions Report.
4. DISCUSSION:
Contingency action plans are implemented for all targets and initiatives that have a yellow, orange, or red status.
5. LINK TO STRATEGIC PLAN:
STRATEGIC PLAN 2017-2022 LEARNER DRIVEN ☒ CONNECTED ☒ Goal One Goal Four Establish Algonquin as the leader in Become an integral partner to our personalized learning across all Ontario alumni and employers. colleges. QUALITY AND INNOVATION ☒ SUSTAINABLE ☒ Goal Two Goal Five Lead the college system in co-op and Enhance Algonquin’s global impact and experiential learning. community social responsibility. Goal Three ☒ PEOPLE ☒ Attain national standing in quality, Goal Six impact and innovation within each Be recognized by our employees and school and service. the community as an exceptional place to work.
6. STUDENT IMPACT:
There is no negative student impact identified at this time. Students will ultimately benefit from the achievement of the targets of the annual Business Plan.
7. FINANCIAL IMPACT:
There is no current financial impact identified at this time.
8. HUMAN RESOURCES IMPACT:
There is no current human resources impact identified at this time.
Page 2 of 3
Agenda Item No: 7.1
9. GOVERNMENT / REGULATORY / LEGAL IMPACT:
There is no current government/regulatory/legal impact identified at this time.
10. COMMUNICATIONS:
The second quarter update is made available to the public on the Board of Governors website prior to the Board of Governors December 12, 2018 meeting.
11. CONCLUSION:
The second quarter Dashboard and Exceptions Reports are presented for information. Targets and initiatives identified in yellow indicate they are delayed, in orange that they may be at risk, and in red that they are not expected to be completed. In each exception, the responsible Executive Team member has been asked to provide additional detail, including proposed new timelines or mitigation strategies expected to be implemented to return the item to green.
Respectfully submitted: Approved for submission:
______Doug Wotherspoon Cheryl Jensen Vice President, Innovation and Strategy President and CEO
Appendices: Appendix A: Second Quarter 2018-2019 Business Plan Dashboard Appendix B: Second Quarter 2018-2019 Exceptions Report
Page 3 of 3
2018-19 Business Plan Quarterly Update Appendix A Second Quarter Dashboard Report
Goal 1: Establish Algonquin as the leader in personalized learning across all Ontario colleges. (Customer) Improve Student Retention Legend ACET Sponsor AS/SS 1.0 a) New Learning Management System launched by Q2. Completed and in progress to reach target AS Academic Services AS 1.0 b) Learning Management System employee training developed and 100% of employee users trained by Q2. Measures that may be delayed in reaching target SS Student Services AS 1.0 c) Learning Management System student and faculty satisfaction measured, with a goal of 83% satisfaction achieved by Q4. Measures that may be at risk in reaching target IS Innovation and Strategy AS 1.0 d) Learning Management System adoption and use monitored, with a goal of 85% weekly log-in for students and 90% daily log-ins for faculty by Measures that will not reach target by FA Finance and Administration Q4. March 31, 2019 AS 1.0 e) Retention A3-Plan Do Study Adjust plan updated, with Entering Student Survey and Intercept program countermeasures refined and scaled up HR Human Resources by Q4. Secure employee participation & support in the development of the Learner Driven Plan TRI Truth Reconciliation and Indigenization Secure student participation & support in the development of the Learner Driven Plan
AS 1.1 a) Feedback methods developed for different modalities (in person, online) and varied topics within the Learner Driven Plan CME Communications, Marketing & by Q1. External Relations AS/SS 1.1 b) Learner Driven plan that defines and measures personalized learning and other college experience developed in a peer-led OHS Occupational, Health & Safety and cross-college collaborative model involving all categories of employees and students delivered to the Board of Governors by Q4. AS/SS 1.1 c) Quarterly town halls held for stakeholder consultation and input. AS/SS 1.1 d) Student and employee satisfaction with the process of the development of the plan measured by Q4. Increase student and employee awareness of mental health as measured by sessions using web-based tools SS 1.2 a) Awareness campaign, specifically targeting the 28 online web-based mental health tools, launched for employees by Q1 and students by Q2. SS 1.2 b) Student, employees and class representatives awareness sessions held by Q2. Grow student & employee participation in Discovery, Applied Research and Entrepreneurship IS 1.3 a) Student and Employee Entrepreneurship Mindset survey completed by Q1. IS 1.3 b) Applied Research and Innovation Strategy presented to Algonquin Executive Team by Q2. IS 1.3 c) Draft Faculty engagement plan presented to Deans Council by Q3, increasing number of faculty engaged in applied research from 70 to 100 by Q4. IS 1.3 d) Employee Innovation Fund operationalized and five employee projects supported by Q4. IS 1.3 e) 75 IgniteAC events hosted by Q4. TRI 1.3 f) Algonquin College Centre for Indigenization (formerly known as Institute for Indigenous Entrepreneurship) launched by Q2. TRI 1.3 g) Inaugural Global Conference on Indigenizing Entrepreneurship held with 250 delegates by Q3.
Improve student and employee satisfaction of critical Learner Driven platforms IS 1.4 a) Customer Relationship Management Plan updated and presented to Strategic Enrolment Management (SEM) Committee by Q1. IS 1.4 b) Information Technology Modernization Plan presented to Algonquin College Executive Team by Q2. IS 1.4 c) Workday Enterprise Resource Planning launched by Q3. IS 1.4 d) All employees trained on Workday by Q3. IS 1.4 e) Student Information System readiness reaches 80% by Q4. IS 1.4 f) Data governance, analysis, scoping and infrastructure documentation reached final stages of readiness by Q4. IS 1.4 g) Options analysis for conversion to a new student Information System presented to the Algonquin College Executive team by Q4. Goal 2: Lead the college system in Co-op and experiential learning. (Internal Business Process) Grow the percentage of students registered in Co-op IS 2.0 a) Co-op A3-Plan Do Study Adjust Plan updated, with 1-2 countermeasures put in place by Q1. IS 2.0 b) Strategic Enrolment Management Committee & Academic area engaged in discussion of A3 findings and countermeasures by Q1. Increase the number of co-op streams for programs of study AS 2.1 a) Five new co-op streams for existing programs of study presented to Board for approval with one by Q2, two by Q3, and two by Q4. Goal 3: Attain national standing in quality, impact, and innovation by each school and service. (Internal Business Process) Increase student and employee willingness to recommend Algonquin College as a place to study and work IS 3.0 a) Lean/Continuous Improvement A3-Plan Do Study Adjust Plan updated, with two countermeasures identified for implementation by Q2. IS 3.0 b) Two new departments (Registrar's Office and Indigenous Initiatives) on boarded into the Lean Continuous Improvement program by Q3.
IS 3.0 c) 1,000 employees certified at Lean white belt level and 200 at yellow belt level by Q4. 2018-19 Business Plan Quarterly Update Second Quarter Dashboard Report
Improve the overall quality of the Learning Experience (KPI - Student Satisfaction and Engagement Survey Q#24) AS 3.1 a) Key Performance Indicators (KPI) student attributes analysis report and recommendations completed by Q3. AS 3.1 b) Student focus groups conducted to improve student engagement and success with report and recommendations provided to the Algonquin College Executive Team by Q3. Improve the overall quality of the Student Experience (KPI - Student Satisfaction and Engagement Q#39) Student One Stop Space Project SS 3.2 a) Communication campaign creating College-wide awareness of the new space and services launched by Q2 and carried through by Q4. SS 3.2 b) New service model developed and implemented through process improvement evaluation by Q3. SS 3.2 c) Measure student satisfaction (pulse surveys) in Q3 and Q4 and report to the Academic and Student Affairs Committee by Q4. Library Services SS 3.2 d) New Presentation Studio, with the technical tools and space for students to practice and record their work, operational by Q1. SS 3.2 e) New self-serve book check out/borrowing solution implemented by Q2. SS 3.2 f) Communication campaign building College-wide awareness of the new Library and services launches by Q1 and carried through to Q4. Improve the cleanliness and general condition of College buildings (KPI Student Satisfaction and Engagement Survey Q#47 and Q#48) FA 3.3 a) DARE District construction substantially completed by Q1. FA 3.3 b) Clean Buildings A3-Plan Do Study Adjust Plan completed, with top tow countermeasures selected for implementation, completed by Q2. FA 3.3 c) Athletics Recreation Complex milestones (project vision and principles, loan financing, and Students' Association operating agreement) achieved by Q4. Improve the National Capital Region's Willingness to Recommend Algonquin College CME 3.4 a) Communications strategy to improve internal brand culture supporting living the brand from the inside-out defined and implemented by Q1. CME 3.4 b) Process for onboarding and leveraging Brand Ambassadors developed by Q3. CME 3.4 c) Brand campaign effectively executed into market in adherence with Brand Application Matrix by Q4.
Goal 4: Become an integral partner to our alumni and employers Improve Alumni Engagement SS 4.0 a) Alumni Engagement A3-Plan Do Study Adjust Plan updated, with 1-2 countermeasures put in place by Q4. SS 4.0 b) Number of alumni engaged on social media network increased from 7,360 to 8,500 through the development and implementation of an annual social media plan by Q4. SS 4.0 c) Interactions with alumni champions, partners and stakeholders increased from 930 to 1,200 through an increase in alumni engagement initiatives by Q4. SS 4.0 d) Number of alumni events hosted by College departments increased from 10 to 20 by Q4. Alumni leads passed to the Algonquin College Foundation SS 4.1 a) Process, toolkit and training implemented to capture, document and pass along leads to the Algonquin College Foundation by Q1. SS 4.1 b) Alumni identification incorporated in employee onboarding process in Human Resources by Q2. SS 4.1 c) Campaign for current employees who are alumni to self-report to the Alumni Office launched by Q2. Goal 5: Enhance Algonquin's financial sustainability Net Contribution % Net Contribution $ FA 5.0 a) Plan to monetize the Ottawa campus residence facility and pay off the residence long term debt presented to Board of Governors by Q2. FA 5.0 b) New budget planning module, integrated with Workday financial information system, implemented by Q4. (Separate from primary Workday plan
Grow international activity and enrolments IS 5.1 a) International Education Strategic Plan Refresh completed by Q2. IS 5.1 b) International net contribution increased from $6.1 M to $10.7 M by Q4. IS 5.1 c) International Enrolment A3-Plan Do Study Adjust Plan updated, with 1-2 countermeasures put in place by Q4, and merged with College Strategic Enrolment Management Committee enrolment plan. Increase applications to the Ontario Student Assistance Program (OSAP) SS 5.2 a) Entrance Bursary and Scholarship program launched by Q1. SS 5.2 b) Personalized Smart Money financial plans articulating value and available aid created and distributed by Q2. the guidance of Strategic Enrolment Management (SEM) by Q4. Grow Algonquin Foundation revenue 2018-19 Business Plan Quarterly Update Second Quarter Dashboard Report SS 5.3 a) New 3-year fundraising strategic plan developed and presented to the Foundation Board of Directors by Q4. SS 5.3 b) First year of donor stewardship plan implemented by Q4. SS 5.3 c) Donor satisfaction benchmark established by Q4. SS 5.3 d) Existing annual fund donor renewals increased from 96% to 98% by Q4. Goal 6: Improve Algonquin's stewardship of the environment Reduce Algonquin's greenhouse gas emissions FA 6.0 a) Algonquin College "Moving Towards Net Zero" plan completed and submitted to Ministry of Advanced Education and Skills Development (MAESD) by Q2. FA 6.0 b) Storm Water Management Pond completed on time and on budget by Q2. FA 6.0 c) Greenhouse Gas Emission Reduction A3-Plan Do Study Adjust Plan exercise, to determine the College's most effective behavioural initiative to achieve reductions, completed by Q3.
Goal 7: Advance Algonquin's journey toward truth and reconciliation Grow student, employee and community member participation in Indigenization initiatives TRI 7.0 a) Aboriginal Education Council (AEC) governance model retreat, informed by the "Seven Grandfathers" teachings resulting in updated Terms of Reference and membership list by Q2 TRI 7.0 b) Transforming Indigenization initiatives presented to Algonquin College Executive Team by Q3.. TRI 7.0 c) Indigenous pedagogy concepts tested with 35 volunteer faculty and student service leads with results presented to Algonquin College Executive Team by Q4 TRI 7.0 d) 10 professional development sessions (Blanket Exercise and Exploration of Truth) hosted by Q4.
Goal 8: Be recognized by our employees and the community as an exceptional place to work Raise Employee Engagement Second year of the People Plan implemented by Q4, including: HR 8.0 a) All Algonquin College Leadership Team members trained to complete and report on weekly frontline employee visits by Q2. HR 8.0 b) Pulse Survey tool for departments to measure progress of employee engagement plans (drivers of Employee Engagement) implemented by Q2. HR 8.0 c) Employee Performance Management A3-Plan Do Study Adjust Plan updated, with 1-2 countermeasures put in place by Q2. HR 8.0 d) Process for matching internal candidates with short-term (<4 months) assignments developed and implemented by Q3. HR 8.0 e) Succession and strategic Workforce Planning framework designed and implemented by Q3. HR 8.0 f) Performance Feedback tool for Part Time Administrators and Support Staff developed by Q4. HR 8.0 g) 75 leaders trained in use of standardized change management methodology and tools by Q4. HR 8.0 h) Adjustments tested and implemented to improve career conversations and employee performance development process by Q4. Increase the number of Employees who have completed training for policy SA16 Sexual Assault/Sexual Violence Policy SS/HR/ 8.1 a) Web-based training module developed and delivered by Q2. OHS SS/HR/O 8.1 b) Training module for employees promoted and launched by Q3. HS Appendix B
2018-19 Business Plan Second Quarter Exceptions Report 2017-22 Strategic Goals 2018-19 2018-19 2018-19 ACET Status Comments for Second Quarter Metric Target Initiative/Leveraged Action Member 1.3 Learner Driven Grow student & employee 5000 a) Student and Employee Entrepreneurship D. Wotherspoon a) Delayed. The Innovation and Entrepreneurship Goal #1: Establish Algonquin as the participation in Discovery, Mindset survey completed by Q1 Committee has re-organized and a Mindset leader in personalized learning Applied Research and definition and parameters are under development. across all Ontario colleges Entrepreneurship A work-back timeline is under development to be presented to ACET by end of November 2018.
1.3 Learner Driven Grow student & employee 5000 b) Applied Research and Innovation D. Wotherspoon b) Delayed. The DARE Visioning Strategy is at the Goal #1: Establish Algonquin as the participation in Discovery, Strategy presented to Algonquin College stage of testing the options proposed by the leader in personalized learning Applied Research and Executive Team by Q2 working group. A presentation to ACET and to ACLT across all Ontario colleges Entrepreneurship will be delivered on November 14 and 15 respectively. A findings report and strategy document is expected to be completed by November 19.
1.4 Learner Driven Improve student and employee Benchmark to a) Customer Relationship Management Plan D. Wotherspoon a) Delayed. Customer Relationship Management Goal #1: Establish Algonquin as the satisfaction of critical Learner be established updated and presented to Strategic strategy to be presented to the Strategic Enrolment leader in personalized learning Driven platforms Enrolment Management Committee by Q1. Steering Committee in Q3. across all Ontario colleges
1.4 Learner Driven Improve student and employee Benchmark to b) Delayed. The Information Technology D. Wotherspoon b) Delayed. The Information Technology Goal #1: Establish Algonquin as the satisfaction of critical Learner be established Modernization Plan update will be provided Modernization Plan update will be provided to leader in personalized learning Driven platforms to Algonquin College Executive Team by Q3. Algonquin College Executive Team by Q3. across all Ontario colleges
3.2 Innovation and Quality Improve the overall quality of the 69.5% Library Services L. Stanbra d) Delayed. Construction and installation of screens Goal #3: Attain national standing in Student Experience (KPI - Student d) New Presentation Studio, with the completed in October. The studio is scheduled to quality, impact, and innovation by Satisfaction and Engagement technical tools and space for students to be fully operational by mid- November. each school and service Q#39) practice and record their work, operational by Q1 3.3 Innovation and Quality Improve the cleanliness and 76% b) Clean Buildings A3-Plan Do Study Adjust D. McNair b) Delayed. Background, current conditions, & goal Goal #3: Attain national standing in general condition of College 79% plan completed, with top two statement complete. Development of quality, impact, and innovation by buildings (KPI Student countermeasures selected for recommendations, plan and follow up has been each school and service Satisfaction and Engagement implementation, completed by Q2. delayed to Q4 due to competing priorities. Survey Q#47 and Q#48)
4.1 Connected Alumni leads passed to the 845 a) Process, toolkit and training implemented L. Stanbra a) Delayed. To be fully implemented by end of Q3. Goal #4: Become an integral partner Algonquin College Foundation to capture, document and pass along leads A draft toolkit was created and will be finalized and to our alumni and employers to the Algonquin College Foundation by Q1. disseminated via the Algonquin College Leadership Team by the end of November. Individual training and information sessions continue for schools and departments that request it. An online form was created on the Algonquin College Foundation website to assist with passing on leads, and was posted on myAC. Three leads have been passed on by Q2.
5.0 Sustainability Net contribution % 1.9% 5.0 D. McNair a) Delayed. Monetization option identified and Goal #5: Enhance Algonquin’s Net contribution $ -$5.5M a) Plan to monetize the Ottawa campus presented to ARM Committee in November 2019. financial sustainability residence facility and pay off the residence long term debt presented to Board of Governors by Q2 5.0 Sustainable Net contribution % 1.9% b) New budget planning module, integrated D. McNair b) Delayed. Adaptive Insights (a Workday Company) Goal #5: Enhance Algonquin’s Net contribution $ -$5.5M with Workday financial information system, has been selected as a budget tool solution and financial sustainability implemented by Q4 implementer. Scoping and technical design is scheduled to begin before January 2019. Target go- live is June 2019 with a full roll out to the College for the 2019-2020 Q2 quarterly budget review process. 5.1 Sustainable Grow international activity and 6,303 a) International Education Strategic Plan D. Wotherspoon a) Delayed. Draft version under revision and will be Goal #5: Enhance Algonquin’s enrolments Refresh completed by Q2. completed by Q3. financial sustainability
6.0 Sustainable Reduce Algonquin's greenhouse 5.0% b) Storm Water Management Pond D. McNair b) Delayed. Civil works and basic landscaping Goal #6: Improve Algonquin’s gas emissions completed on time and on budget by Q2. complete in Q2 but due to procurement challenges, stewardship of the environment final landscaping and plantings will take place Spring of 2019. 6.0 Sustainable Reduce Algonquin's greenhouse 5.0% c) Greenhouse Gas Emission Reduction A3- D. McNair c) Delayed. Temporarily put on hold to allow Goal #6: Improve Algonquin’s gas emissions Plan Do Study Adjust Plan exercise, to resources to focus on emerging space needs due to stewardship of the environment determine the College's most effective increased enrolment. Now tracking to be complete behavioural initiatives to achieve in Q4. reductions, completed by Q3.
8.0 People Raise Employee Engagement 59% b) Pulse Survey tool for departments to D. McCutcheon b) Not to be completed. Redirection - ACET agreed Goal #8: Be recognized by our measure progress of employee engagement that priority was to be provided to the overall employees and the community as an plans (drivers of Employee Engagement) College and Departmental Employee Engagement exceptional place to work implemented by Q2. results.
8.0 People Raise Employee Engagement 59% f) Performance Feedback tool for Part Time D. McCutcheon f) Not to be completed. This initiative has been Goal #8: Be recognized by our Administrators and Support Staff developed deferred to 2019-2020 fiscal year. The technology employees and the community as an by Q4. support for performance feedback for part-time exceptional place to work administrators and support staff will be added as increased functionality into Workday post launch and stabilization period.
8.0 People Raise Employee Engagement 59% h) Adjustments tested and implemented to D. McCutcheon h) Not to be completed. This initiative has been Goal #8: Be recognized by our improve career conversations and deferred to 2019/20. The technology support for employees and the community as an employee performance development performance management will be available in exceptional place to work process by Q4. Workday post launch and stabilization period. # Goal Metric Definition Cadence Data System and Field Source ACET Responsibility Manager Responsibility 1.0 Goal #1: Learner Student Retention Percentage of eligible Post-Secondary Education students Term GeneSIS, Term_ Comp Report from RO Sr. VP Academic ED Academic Driven enrolled at the College Day 10 of the Fall term who Operations and remain enrolled Day 10 in the following term across all Planning levels. Eligible students are domestic and international full-time and part-time students registered in certificate, diploma, advanced diploma, degree and graduate certificate programs.
1.1 Goal #1: Learner At-risk Learners Supported Percentage of unique at-risk students who are supported Weekly A. At-risk learner attributes may include Sr. VP Academic ED Academic Driven over the total number of at-risk students identified. (but not limited to): Operations and ● At-risk learner is defined as a level 01 (first term) a) High school English and math grades Planning student who self-identifies or whose administrator and/or (OCAS-Cognos) faculty identifies as more likely than typical students to b) Program choice (OCAS - Cognos) withdraw from Algonquin during their first term. c) AC Start and AC Day 1 orientation ● Supporting - defined as an interaction in which an attendance (data system / source TBD) institutional representative gives insight, advice, or d) Class attendance (Learning direction to a student about an academic or professional Management System - attend value) development matter. The nature of this interaction may e) Learning Management System login be to inform, counsel, coach or mentor. activity (LMS - last login) f) Grades for assignments (Learning Management System - grade) g) Fees outstanding or financial encumbrance (GeneSIS)
C. Reporting of counselling events (TBD - currently there is no system to track and report counselling events. Possible options are Salesforce or a future student success and retention system).
1.2 Goal #1: Learner Learning Management The ratio of students who entered their user name and Weekly Learning Management System (for Sr. VP Academic ED Academic Driven System (LMS) Logins password to login to the Learning Management System as faculty), COGNOS (for Administrators) Operations and a whole (not just to access the Learning Management Fact_Students_LMS_user_access Planning System for a particular class / course) compared to the total number of students, expressed as a percentage. 1.3 Goal #1: Learner Class Attendance The sum of the individual percentage of class attendance Daily Learning Management System Sr. VP Academic ED Academic Driven divided by the total classes for the day. (Fact_Student_Attendance via Operations and ● A Class is a scheduled activity or event (irrespective of BlackBoard) Planning length of time) for a course section. Syllabus (Software used by RO for ● Class registrations are the number of FT & PT students timetabling) registered in a course section. ● Attendance is the percentage of FT & PT students who attended a class compared to the total class registration.
2.0 Goal #2: Quality Students Enrolled in Co-op Percentage of all Full-time students who are registered in Monthly Cognos Business Intelligence Tools / VP Innovation and Manager Co-op and Innovation certificates, diplomas, advanced diplomas, degrees and Genesis Strategy Education graduate certificates with a co-op option.
2.1 Goal #2: Quality Programs with a Co-op Number of post-secondary vocational programs that have Term GeneSIS, Field "03" in Program Code (e.g. Sr. VP Academic Dean Academic and Innovation stream one or more co-operative education semester(s) as part 0150X03FWO) Development of, or a stream of the program of study.
2.2 Goal #2: Quality Enrolled Co-op Students Percentage of all Full-time students registered in Monthly Cognos Business Intelligence Tools / VP Innovation and Manager Co-op and Innovation Completing a Work Term certificates, diplomas, advanced diplomas, degrees and Genesis Strategy Education within the Year graduate students with a co-op option who completed a minimum of one co-op work term within the year.
2.3 Goal #2: Quality Employer Leads Passed on to Number of Co-op leads passed on to Co-op Office by Monthly Cognos Business Intelligence Tools. ITS to VP Innovation and Manager Co-op and Innovation the Co-op Office by College College employees. support creation of tracking tool for use Strategy Education Employees in 2017/18. 3.0 Goal #3: Willingness to Recommend Recorded annually as part of the Colleges Ontario Key Annually COGNOS, Report KPI0001 Sr. VP Academic ED Academic Innovation & (Net Promoter Score) Performance Indicators (KPI) survey. Operations and Quality Planning
3.1 Goal #3: Process Improvements Number of process improvements submitted as Daily ITS to support creation of tracking tool VP Innovation and Manager Business Innovation & Implemented implemented to the Lean Office for use in 2017/18. Strategy Process Review Quality
3.2 Goal #3: Value Stream Maps Number of Value Stream Maps submitted to the Lean Daily ITS to support creation of tracking tool VP Innovation and Manager Business Innovation & Completed Office for use in 2017/18. Strategy Process Review Quality 4.0 Goal #4: Alumni Engagement Percentage of Alumni with contactable data with whom Daily VP Student Services Manager Alumni Connected the College interacts, including; Relations ● On-campus (meetings, visits, committees, 1) Raiser's Edge is possible lectures/panels, events) ● Off-campus (meetings, events, activities, ad hoc 2) Raiser's Edge is possible discussion) ● Donations, pledges or sponsorship 3) Raiser's Edge ● College initiated outreach (feature story, award 4) Raiser's Edge, Marketo, Outlook, nomination, etc.) Phone ● Alumni Customer Service –interaction from alumni through web, twitter, LinkedIn, phone, drop in when they 5) Excel, Raiser's Edge are looking for information or support
4.1 Goal #4: Alumni Contacts Passed on Number of Alumni contacts passed on to Alumni Office - Daily VP Student Services Manager Alumni Connected to the Alumni Office by A combination of: Names, year of graduation, email, work Relations College Employees address etc. ● Self-declaration (contact us to provide their 1) Raiser's Edge information) ● College initiated information (a department or an 2) Raiser's Edge employee provides found information) 5.0 Goal #5: Net Contribution Operating revenues less operating expenditures on a Monthly Cognos Business Intelligence Financial VP Finance and Director Finance and Sustainable modified cash flow basis. Reporting Tool: Administration Administrative *Under a modified cash flow basis the following cash - Funded Activity Services outflows are treated as expenditures: - College Ancillary Services - principal portion of debt service payments - International Education Centre - contributions to reserves - Contract and Other Non-Funded Activity - purchases of assets that will be capitalized on the balance sheet The following cash inflows are treated as revenues: - capital grants that will be recorded as deferred capital contribution on the balance sheet The following items are excluded from the calculation: - depreciation expense, amortization of deferred capital contributions, change in vacation liability, impact of capitalizing assets and capital grants
*NOTE: this portion of the definition is required for Finance Dept. staff only - applies at the College roll-up level, not required knowledge for other administrators 5.1 Goal #5: Domestic Post Secondary Full-Time students registered in certificates, diplomas, Daily GeneSIS, RO Report Reg001 Sr. VP Academic ED Academic Sustainable Education Enrolments advanced diplomas, degrees and graduate certificates, Operations and whose status in Canada is Citizen, Landed Immigrant, Planning Diplomat, or any other status requiring Canadian fees assessment. This excludes part-time, apprenticeship, tuition short (or equivalent) and joint collaborative degree program student registrations.
5.2 Goal #5: Aboriginal Post Secondary Full-Time students registered in certificates, diplomas, Daily GeneSIS, RO Report ED Indigenous Initiatives Manager, Indigenous Sustainable Education Enrolments advanced diplomas, degrees and graduate certificates, Initiatives who self identify as Aboriginal. This excludes part-time, apprenticeship, tuition short (or equivalent) and joint collaborative degree program student registrations.
5.3 Goal #5: International Post Secondary Full-Time students registered in certificates, diplomas, Daily GeneSIS, RO Report Reg001 VP Innovation and Director Sustainable Education Enrolments advanced diplomas, degrees and graduate certificates Strategy International whose status in Canada is International Student, Education Centre Temporary Visitor, or any other status requiring Non- Canadian fees assessment. This excludes part-time, apprenticeship, tuition short (or equivalent) and joint collaborative degree program student registrations.
5.4 Goal #5: Revenues Operating revenues associated with: Daily Cognos Business Intelligence Financial VP Finance and Acting Director Sustainable - Funded Activity Reporting Tool: Administration Finance and - College Ancillary Services - Funded Activity Administration - International Education Centre - College Ancillary Services - Contract and Other Non-Funded Activity - International Education Centre - Contract and Other Non-Funded Activity
5.5 Goal #5: Foundation Revenue Funds received from: Daily Raiser's Edge VP Student Services Executive Director, Sustainable - cash donations Algonquin College - fair market value of in-kind donations Foundation - endowment revenues - sponsorship revenues from Foundation events - affinity partner revenue 6.0 Goal #6: People Employees Engagement Percentage of engaged employees as measured in the Every 2 years Engaged employees are those whose VP Human Resources Manager employee engagement survey (AON Hewitt) (Annually being average response to the six specific Organizational explored) questions (which assess “Say, Stay, Effectiveness Strive”) in AON Hewitt survey is 4.5 or more (i.e., on average, they agree or strongly agree with the six questions).
6.1 Goal #6: People Annual Performance Reviews Percentage of all eligible Administrative employees who Quarterly Tracking of Admin employees in Halogen VP Human Resources Manager Completed On-time, have an annual performance review completed on-time, for first half of 2017-18,transitioning to Organizational Including the Development including the development of professional development all employees in Workday in Q3 2017/18. Effectiveness of Professional Development plans (Note: In the first year the focus will be on Plans Administrative employees, expanding to Support Staff and Faculty in future years).
6.2 Goal #6: People Employee Communication Matrix measure combining number of MyAC posts & time Monthly The number of myAC posts submitted by ED Communications, ED Communications, Matrix on posts employees as tracked through Salesforce Marketing and External Marketing and Communities Relations External Relations
Metrics for future consideration ● Case response time ● Productivity ● Time saved ● Daily Huddles held ● Daily Huddles employee satisfaction
Agenda Item No: 7.2
Report title: Algonquin College International Strategic Plan Refresh
Report to: Board of Governors
Date: December 10, 2018
Author/Presenter: Doug Wotherspoon, Vice President, Innovation and Strategy Ernest Mulvey, Director, International Education Centre
1. RECOMMENDATION:
THAT the Board of Governors accepts this report for information.
2. PURPOSE / EXECUTIVE SUMMARY:
The purpose of this report is to provide the Board of Governors with an update on the development of a refreshed Algonquin College International Strategic Plan.
3. BACKGROUND:
The International Education Centre management was tasked by the Board of Governors to undertake a refresh of Algonquin College’s International strategy to ensure alignment with the College’s new 2017-2022 Strategic Plan. The College’s first International Strategic Plan was created in 2014. In the years since its publication, Algonquin College has experienced significant changes in international education activity: • The closure of the Algonquin College campus in Jazan, Saudi Arabia. • A rapid increase in on-shore international student enrolment, resulting in an increase in demand for services for international students and for training and support for staff and faculty working with international students. • An increase in international activities off-shore, with short-term faculty training and student programs, student and faculty mobility, institutional capacity building of off- shore partners, and delivery of Algonquin College programs overseas.
Given the changing domestic and global environments, the Board of Governors requested the College present an updated strategy for its review by the end of the third quarter of the 2018- 19 fiscal year.
At the March 18, 2017 Board of Governors Retreat, the International Education Centre staff facilitated a generative discussion on International Education, and Algonquin College’s role Page 1 of 5
Agenda Item No: 7.2
within the global education market. As a result, the Board of Governors directed the College to:
• Consider the broader purpose of international education • Engage stakeholders across the College and within the international community • Gather additional data on international education, including best practices and competitive analysis • Consider the capabilities of the entire College instead of only those currently delivered through the International Education Centre, and • Consider congruencies between international education and indigenous learners, refugees and other non-traditional groups.
In keeping with the College’s standard process for the development of strategic plans, a working group was formed to facilitate the planning and logistics. Additionally, an Advisory Committee consisting of up to 21 members was tasked with guiding the discussions with stakeholders and recommending options.
Members of the Advisory Committee included: • Chair - Director, International (Ernest Mulvey) • Manager, Marketing and Recruitment, International (Nadia Ramseier) • Manager, International Student Integration (Anna Choudhury) • Manager, Projects and Partnerships (Christine Peachey) • Faculty (Sherry Poirier) • Faculty (Kerry Surman) • Faculty (Sean Howe) • Faculty (Chris Melmoth) • Support Staff (Brenda Brouwer) • Support Staff (Mark Moses) • Academic (Silvia Garcia, Language Institute) • Academic (Dave Donaldson, School of Business) • Academic (Robyn Heaton, School of Media and Design) • Academic (Altaf Sovani, School of Tourism and Hospitality) • Services (Krista Pearson, Registrar’s Office) • Services (Ben Bridgstock, Student Services) • Services (Brent Brownlee, Campus Services) • Students’ Association (Himalay Keekani) • Students’ Association (Nikita Persaud) • Vice President, Innovation and Strategy – Executive Sponsor (Doug Wotherspoon)
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Agenda Item No: 7.2
Full details of the International Strategic Plan are provided in Appendix A: 2018-2022 Algonquin College International Strategic Plan.
A website for the International Education Strategic Plan refresh has been set up at: http://www.algonquincollege.com/international/plan/ and the Algonquin College community has provided ongoing feedback on the Findings Report and the Draft International Strategic Refresh.
In addition to feedback received from website, feedback has been shared with and obtained from the following groups: • Strategic Enrolment Steering Committee • Algonquin College Leadership Team Ottawa Campus Open Session • Pembroke Campus Open Session • Innovation and Strategy staff Open Session • Academic Council • Chairs Council,; and • Ontario Association for International Education (for feedback from other colleges and universities).
4. DISCUSSION:
Algonquin College has seen significant growth in international education activities over the past several years. Like other Ontario colleges and Canadian post-secondary institutions, student mobility remains an area demanding attention and strategic effort to grow.
The increase in international education at Algonquin College has translated directly into higher year-over-year net contributions to College revenues, projected to reach $47.5 million in the 2021–2022 fiscal year. A larger percentage of international students means higher demand for student services as well as training and support for staff and faculty. Going forward, two key, interrelated questions are: • how can we best provide compelling, competitive international education offerings?; and • how do we build the necessary internal capacity to support them?
5. LINK TO STRATEGIC PLAN:
STRATEGIC PLAN 2017-2022 LEARNER DRIVEN ☒ CONNECTED ☒ Goal One Goal Four Become an integral partner to our alumni and employers. Page 3 of 5
Agenda Item No: 7.2
Establish Algonquin as the leader in personalized learning across all Ontario colleges. QUALITY AND INNOVATION ☒ SUSTAINABLE ☒ Goal Two Goal Five Lead the college system in co-op and Enhance Algonquin’s global impact and experiential learning. community social responsibility. Goal Three ☒ PEOPLE ☒ Attain national standing in quality, impact Goal Six and innovation within each school and Be recognized by our employees and the service. community as an exceptional place to work.
6. STUDENT IMPACT:
Between 2010 and 2017, international enrolments rose by 192%. The trend is expected to continue, with international enrolments projected to climb 10% annually over the next three years, resulting in 25% of the overall Algonquin College student population by 2021-2022. It is essential that international students have a superior overall experience.
Canadian student mobility matters. The Study Group on Global Education, an independent group of educational leaders, business executives, and policy experts calls for a dramatic increase in the number of Canadian university and college students participating in international study and traineeship experiences abroad, and states: “These experiences are vital to prepare young Canadians – and Canada – to meet the challenges an increasingly complex and competitive world. Mobility abroad fosters the 21st-century skills that Canadian companies say they want in employees: adaptability, resilience, teamwork, intercultural awareness and communication skills”.
7. FINANCIAL IMPACT:
Algonquin College’s International Strategic Plan is a driver of non-funded revenue and plays a significant role in supporting the College’s financial sustainability with a projected Net Contribution to the College of $47.5 million in the 2021-2022 fiscal year.
8. HUMAN RESOURCES IMPACT:
With the rise in onshore enrolment, demand for international student services as well as training and support for staff and faculty has increased.
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Agenda Item No: 7.2
As part of the International Strategy, increased support for employee mobility, student mobility, and institutional capacity building of offshore partners and delivering programs abroad is proposed.
9. GOVERNMENT / REGULATORY / LEGAL IMPACT:
The Algonquin College International Strategy does not have a material impact on specific government or regulatory requirements.
10. COMMUNICATIONS:
The Algonquin College International Strategic Plan has been socialized within the College. With the approval of the Strategy, the Plan will be socialized both internally and externally.
11. CONCLUSION:
The research and consultation completed to date has led the Advisory Committee to propose an enhanced international strategy with the guiding purpose of “empowering globally minded learners with the skills and experience to build sustainable, diverse communities”. The draft plan proposes three strategic goals;
• Exceptional personalized, digitally-connected, experiential experience; • Sustainable growth; and • Global citizenship.
Next steps include presenting the draft strategy to the College community for additional consultation, returning to the Board of Governors in Spring 2019 for final review and feedback.
Respectfully submitted: Approved for submission:
______Doug Wotherspoon Cheryl Jensen Vice President, Innovation and Strategy President and CEO
Appendices: Appendix A: Algonquin College 2018-2022 International Strategic Plan
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Agenda item: 7.2 Appendix A
2018–2022 Algonquin College International Strategic Plan
Empowering globally minded learners
FIRST DRAFT | December 10, 2018 v.11
CONTENTS
GROWING STRATEGICALLY, LEADING WHERE WE EXCEL 3 CANADA AND THE GLOBAL CONTEXT 5 INTERNATIONAL EDUCATION AT ALGONQUIN COLLEGE 7 REFLECTIONS ON OUR CURRENT STATE 11 DEFINING OUR FUTURE STATE 14 THE STRATEGY IN DETAIL 18 MAKING IT REAL 21
“By making it easier for global talent to come to Ontario, we can be more innovative, forge international partnerships, and drive economic development and positive social change. By putting students first — exposing them to diverse perspectives and providing them with opportunities to study abroad — we can graduate global citizens who will thrive in today’s borderless market.”
Educating Global Citizens: Ontario’s International Postsecondary Education Strategy Ministry of Training, Colleges and Universities
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GROWING STRATEGICALLY, LEADING WHERE WE EXCEL
International postsecondary education used to be a “nice to have”. It gave institutions a revenue boost, gave students the chance to see a bit of the world and helped forge positive ties between countries. All this may still be true, but the context has shifted dramatically. Today, international postsecondary education is a social and economic imperative — essential to skills development, innovation and preparing learners for successful lives and careers in a global civilization.
The global market for transnational education — “virtual and physical forms of cross-border education” — has doubled since 2000 and is still growing. 1 Competition for international students is intensifying. Established leaders like Australia, New Zealand, the United Kingdom, the United States, and Canada are now being joined in the international education marketplace by countries like China, Japan, Malaysia and Ireland. In Ontario, initiatives led by Colleges and Institutes Canada (CICan) and government to streamline study permits have generated unprecedented interest in, and growth of, the province’s college sector.
These trends have significantly affected Algonquin College. International enrolments, short term student, faculty exchanges, and offshore government-funded international capacity development have grown steadily. Given all of this, it was time to update our international strategy — to determine where and how we want to grow, and what’s required to achieve the College’s mission to transform hopes and dreams into lifelong success in Canada and across the globe.
ENSURING STRATEGIC ALIGNMENT Algonquin College’s plan for international education exists within a broader strategic context. In 2018, the Government of Ontario unveiled a new international postsecondary education strategy aimed at helping Ontario postsecondary students become “global citizens” and ensuring international postsecondary education is both sustainable and contributes to Ontario communities and the provincial economy.
Algonquin College has its own 2017–2022 50 + 5 Strategic What is a “global citizen”? Plan, with goals to be learner-driven, innovative, connected, According to the Haverford College Center for Peace and Global Citizenship: sustainable, and an exceptional place to work. ...we mean the imperative to resist In updating our international strategy — the first refresh since parochialism and to take responsibility for the inaugural version of 2014 — we know we have to align with the consequences of our actions in a world where individuals, communities, nations, and these College-wide ambitions. We also know the international the environment are inextricably intertwined. piece needs to complement and support the College’s other The prerequisite for global citizenship is strategic plans, including the: knowledge — knowledge about the ties that bind us in domestic and global communities • and the forces that rend us asunder; People Plan knowledge about the uses and misuses of • Learner Driven Plan power, and the beneficent and unfortunate • Indigenous Plan consequences of public policy; and • knowledge about peoples and cultures at Discover, Applied Research and distant removes from ourselves with whose Entrepreneurship Plan lives we are nevertheless interlinked.
1 European Association for International Education (2013). The key elements of transnational education. https://www.eaie.org/blog/key-elements-transnational-education-tne.html
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In March 2017, the College’s Board of Governors set out clear direction for the refresh, directing the updated international strategy to:
• Be clear about the College’s reasons for pursuing international education; • Align with the full capabilities of the College, not just its International Education Centre; • Be based on data about the College’s own experience with international education, knowledge of best practices and awareness of competitors; and • Consider a broad range of possibilities and potential students.
With all of the above in mind, a Working Group and Advisory Committee was formed, and a formal consultation process using the Playing to Win framework (refer to page 9) was launched in September 2017. The system-wide labour disruption temporarily halted progress over the Fall term. Meetings resumed in March 2018, held through open information sessions and meetings with key stakeholders. A first draft of the Advisory Committee’s work has been distributed across the College for feedback and further consultation. Once completed, a final document will be presented to the Board of Governors in the Spring of 2019.
Figure 1. International Strategy Development Timeline
College Board of ACET Resumption community Governors Startup Fall 2017 presentation March 2018 consultations presentation December 2018 May - Oct 2018 April 2019
Consultations included:
• College Academic Council (CAC) • Chair’s Council (CC) • Strategic Enrolment Management Committee (SEMC) • Algonquin College Leadership Team (ACLT) • Ottawa Campus open session • Pembroke Campus open session • Innovation and Strategy (Area 4) open session • Feedback from other colleges and universities through the Ontario Association for International Education • Ongoing feedback through a strategic refresh website
The following pages provides an explanation of the Advisory Committee’s proposal for the College to focus on a single, well-defined, and ambitious goal for international education:
To empower globally minded learners with the skills and experience to build sustainable, diverse communities.
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CANADA AND THE GLOBAL CONTEXT
Canada is currently the world’s fourth most popular destination for international students,2 with a reputation for providing high-calibre technical–vocational postsecondary education. In 2015–2016, 11% of postsecondary students in Canada were international.3 By 2022, in Ontario alone, that proportion is likely to double.4 Every year, Canadian colleges host some 50,000 international learners.5
According to the Canadian Bureau for International Education, Canada saw a 119% increase in international students between 2010 and 2017.6 It cites the three main reasons for international students choosing Canada as:
1. The quality of our education system 2. Our reputation for having a tolerant and non-discriminatory society 3. Our reputation as a safe country
Ninety-five percent of international students recommend Canada as study destination. More than half (51%) say they plan to apply for permanent residence when they’re done — underscoring the strong potential of international education to support Canada’s multi-year immigration plan, which aims to see nearly a million new permanent residents settle in Canada by 2020.7 International education can contribute to this process, both directly and through related offerings such as student settlement services.
COMPETITION IS GETTING TOUGHER While Canada is faring well, international education is becoming increasingly competitive, not only among established players like the United Kingdom, the United States, and Australia but also among newer entrants. Smaller countries such as Ireland and Malaysia, are ramping up their efforts to attract international learners. As China’s university system matures, the country is growing its base of domestic students and drawing those from other countries.
Many nations’ international postsecondary strategies centre on similar themes. New Zealand’s, for example, calls for an “excellent education and student experience,” “sustainable growth” and the development of global citizens.8 Australia’s three pillars aims to strengthen its fundamentals while making transformative partnerships and competing globally.9
Canada and Algonquin College cannot afford to rest on our laurels. Being clear about what differentiates us is essential to presenting a clear “value proposition” to students who have more choices than ever before.
2 Canadian Bureau for International Education (2018). A World of Learning: Canada’s Performance and Potential in International Education 2018. 3 Canadian Bureau for International Education (2018). A World of Learning: Canada’s Performance and Potential in International Education 2018. 4 Ministry of Advanced Education and Skills Development (2018). Educating Global Citizens: Ontario’s International Postsecondary Education Strategy. 5 Colleges and Institutes Canada. https://www.collegesinstitutes.ca/what-we-do/international/international-recruitment/. 6 Canadian Bureau for International Education (2018). A World of Learning: Canada’s Performance and Potential in International Education 2018. 7 CIC News (November 2017). Canada to Welcome Nearly One Million New Immigrants Through 2020. https://www.cicnews.com/2017/11/canada-welcome-nearly-one-million-new-immigrants-through-2020-119798.html#gs.iySGhu8 8 New Zealand Government. International Education Strategy 2018–2030. https://enz.govt.nz/assets/Uploads/International- Education-Strategy-2018-2030.pdf 9 Australia Government. National Strategy for International Education 2025. https://nsie.education.gov.au/sites/nsie/files/docs/national_strategy_for_international_education_2025.pdf
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MOBILITY MATTERS While students from other countries tend to see themselves as preparing for the global economy, Canadian students seem to think more locally about their opportunities. Today, 2.3% of Canadian university students study abroad (i.e., take advantage of “mobility”), compared to 30% of Germans and 50% of Australians.10 A September 2018 survey undertaken by Algonquin College staff yielded similar findings, with the Heads of International Education at 13 Ontario institutions saying less than 1% of Ontario College students participate in study/work abroad each year, with few funding supports. 11 The Study Group on Global Education, an independent group of educational leaders, business executives and policy experts calls for a dramatic increase in the number of Canadian university and college students participating in international study and traineeship experiences abroad. “These experiences are vital to prepare young Canadians – and Canada – to meet the challenges an increasingly complex and competitive world. Mobility abroad fosters the 21st-century skills that Canadian companies say they want in employees: adaptability, resilience, teamwork, intercultural awareness and communication skills”.12 As more countries send more students abroad to gain global experience, Canada must increase its own numbers or risk falling behind.
10 Canadian Bureau for International Education (2018). A World of Learning: Canada’s Performance and Potential in International Education 2018. 11 Study Abroad Ontario (2018). Survey findings. 12 Study Group on Global Education (2017). Global Education for Canadians: Equipping Young Canadians to Succeed at Home and Abroad. http://goglobalcanada.ca/
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INTERNATIONAL EDUCATION AT ALGONQUIN COLLEGE
Our College has seen significant growth in international education over the past several years, in virtually all dimensions: onshore at our Canadian campuses, offshore at campuses abroad and transnationally (i.e., through activities outside of direct recruitment into programs of study). Like other Ontario colleges and Canadian post-secondary institutions, student mobility remains an area demanding attention and strategic effort to grow.
HIGH GROWTH IN ONSHORE ENROLMENT Onshore activities at Algonquin College include core postsecondary education programs, English as a Second Language (ESL) training, contract training, and student and faculty exchanges. Between 2010 and 2017, international enrolments rose by 192%. The trend is expected to continue, with international enrolments targets set at 10% per year over the next three years.
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Figure 2. Onshore Enrolment on the Rise
Where our international students come from Most international students come to Canada from China (28%), India (25%), South Korea (5%), France (4%) and the U.S. (3%).13 Algonquin’s draw is largely the same, with the exception of attracting more students from Vietnam than from France.
We have seen a large jump in students from India, and more modest but still significant growth in enrolments from Vietnam and China. Enrolments from Saudi Arabia have fallen with the elimination of sponsorships for its students to study abroad.
Figure 3. Top Five Sources of International Students for Algonquin College
Top programs of enrolment In Winter 2017, 67% of international enrolments were concentrated in two schools at Algonquin College: the School of Technology and Trades and the School of Business. This raises some strategic questions. Are there enough Co-operative placement, internships or work-integrated learning opportunities to support these enrolments? Should we diversify or be driven by market demands?
13 Canadian Bureau for International Education (2018). http://cbie.ca/media/facts-and-figures
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We have also had great success with short-term international programs, including the four-week summer sampler programs for students from pathway universities in China, the eight-week Niels Brock liberal arts and business program offered to students from Denmark, and the six-week Education Scholarship Program for students from Mexico. These programs have steadily increased participation over the years. This growth has also brought forward challenges including classroom space, scheduling, and providing accommodation and supports to both students and employees.
Figure 4. Most Popular Programs for International Students
This growth has translated directly into higher year-over-year net contributions to the College — projected to reach $47.5 million in the 2021–2022 academic year. More international students have also meant higher demand for international student services, training and support for staff and faculty. Moving forward, how can we best provide compelling, competitive international education offerings and how do we build the necessary internal capacity to support them?
TRANSNATIONAL EDUCATION CONTRIBUTES STRONGLY We define transnational education as all international activities, onshore and off, that fall outside of direct recruitment into programs of study at Algonquin College. Transnational education includes delivery of Algonquin College programs at campus and partnerships overseas, but also student sampler programs, corporate and teacher training, and institution capacity development. As noted, transnational demand is on the rise globally, a trend mirrored at Algonquin College. In 2017–2018, our transnational activities made a net contribution to the College of more than $487,000.
OFFSHORE: SUCCESSES, EXPERIMENTS AND LESSONS LEARNED Our offshore activities include delivering many of the same offerings abroad as our onshore programming and having involvements in campuses and partnerships overseas, such as Algonquin College Kuwait (soon to be renamed The Canadian University College of Kuwait), which graduated its first cohort in May 2018 and where enrolments continue to grow.
We have arrangements with four institutions for licensed program delivery: Algonquin College Kuwait; Manav Rachna International University in India; Ningbo Polytechnic in Ningbo, China; and the Hotel Education Centre in Montenegro, which provides opportunities for Canadian hospitality students to study abroad.
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In September 2016, the College transferred responsibility of its Jazan campus back to the Saudi Arabian government. While ultimately the pilot was unsuccessful and Algonquin College left Saudi Arabia, many lessons were learned, including: • Campus operations in emerging markets • Understanding successful partnership models; • Completing due diligence on partnerships using verifiable data sources; • Agreeing to transparent contract terms for enrolment and payment; and • Allowing for sufficient time for start-up.
There was no impact to College operations as a result of the challenges faced in Saudi Arabia and all costs were covered using non-funded revenues generated through other international activities.
MOBILITY NEEDS A PUSH In 2016-2017, 207 students (0.55%) and 19 faculty members took part in College-sanctioned international activities. For Canada to prioritize international mobility, institutions like Algonquin College need additional resources to find and then market the value of an international study or work abroad opportunities.
The biggest barrier for Canadian students going abroad is financial. 14 In 2016–2017, our International Education Centre provided $70,000 to 86 students and 10 employees to support international experiences through the Award for International Study and Work Integrated Learning, a small sum insufficient to drive any significant activity in this area.
85% of international students said they were either satisfied or very satisfied with their experience at Algonquin College. International Student Barometer Fall 2017
STUDENT EXPERIENCE: WHAT INTERNATIONAL LEARNERS ARE TELLING US Algonquin College has high retention rates for international students according to the annual i-Graduate International Student Barometer. International students’ retention reached 92.9% in comparison to 81.9% for domestic students in the 2017–2018 Winter term. International students consistently rank Algonquin highly in a number of key areas.
Figure 5. Year-Over-Year International Student Barometer Scores for Algonquin College
2014 2015 2016 2017
Arrival satisfaction 91% 93% 93% 90%
Learning overall 91% 89% 90% 78%*
Living overall 90% 92% 91% 89%
International Education Centre 93% 91% 91% 89%
International student activities 95% 96% 96% 95%
Support overall 92% 91% 91% 91%
Willingness to Recommend (Strongly 45% 48% 53% 45% Agreed) **
* We believe the score was impacted by the 5-week labour disruption ** For Willingness to recommend, question asked, “Would you actively encourage people to apply?”
14 Canadian Bureau for International Education (2018). A World of Learning: Canada’s Performance and Potential in International Education 2018.
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Achieving and maintaining scores like these will demand focused attention and dedicated effort in the years to come. Hosting more onshore international students requires an increase in available supports and services. While domestic learners have to get oriented to a new campus and learning environment, international students have the added stress of getting to know a new country, culture and community.
The Algonquin College Students’ Association held two focus groups with a total of 13 students from different countries and programs in spring 2018 to understand their onshore experience and needs. Many emphasized the importance of arrival services, which became broadly available in September 2017 at the Ottawa Campus.
As a result of the focus groups, the Students’ Association offered the following recommendations:
• Provide international students with physical and online information containing all services • Use Algonquin student email accounts as a primary form of online communication to current students • Make better use of the International Education Centre and its resources • Remodel, promote and continuously improve the International Student Mentorship Program, and • Provide a social space on campus that promotes and celebrates international cultures.
Beyond arrival services and the international student experience on campus, i-Graduate, the publisher of the International Student Barometer, stresses that employability matters. Employability and ability to stay and work in Canada post-graduation are the key drivers for student satisfaction.15 Algonquin College’s ability to support international students’ transition to part-time and full-time employment, connected to their programs of study, is crucial for long-term international student satisfaction.
Ultimately, the experience we promote to international students before they enrol should be the experience they have when they arrive at any of our locations. We have to keep in mind that the student experience goes far beyond the classroom. While there are limits to the reach and responsibilities of the College, as a differentiator, we need to provide services and supports that make students feel welcome, safe and secure.
“Getting Canadian experience was key for me in choosing to come to Algonquin College.” International Strategy Advisory Committee Student Representative
REFLECTIONS ON OUR CURRENT STATE
International education now engages every part of Algonquin College: from marketing, the Registrar’s Office and Campus Services to academic schools and specialized units such as the Language Institute and the International Education Centre. While those specialized units play key roles in facilitating international education, as an endeavour — and for the purpose of this strategy — it is essential for it to be approached as a College- wide activity.
As a College, we have unique strengths and a demonstrated commitment to serving international students. We do not lower admissions requirement to boost recruitment and we are a leader in having Regulated
15 i-Graduate. Canada’s Competitive Advantage – Insights from International Students. http://events.cbie.ca/events/cbie- 2018/agenda-f2ca4c410e454063993a99509f82095f.aspx?lang=en.
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International Student Immigration Advisors on staff who are certified to offer immigration advice. All of these must factor in our international strategy going forward.
The strengths and capabilities of the Language Institute and International Education Centre are also available to be leveraged. The Language Institute provides year-round language training and testing to new Canadians, international students and individuals looking to acquire proficiency in a second language. It also issues Teaching English as a Second or Foreign Language (TESLFL) certifications.
The International Education Centre has three business units that handle international-related activities:
• Business Development — which generates opportunities for the College to deliver short-term training and student programs in Canada, facilitate student and faculty mobility, provide College credential programs overseas with partners and more.
• Recruitment — which attracts international learners to enroll in core College postsecondary education programs delivered in Canada.
• Student Services — which provides support to international learners studying at the College’s Canadian campuses.
ABOUT THE PLAYING TO WIN FRAMEWORK To get a clear picture of how all the parts of the College currently contribute to international education, and to identify needs and opportunities, the International Strategy Advisory Committee used the Playing to Win framework that has been adopted by Algonquin College for strategic planning.
Playing to Win was developed by A.G. Lafley, Roger Martin and Jennifer Riel16 to identify strategic options and define the key ingredients for success based on five key questions that form an interconnected cascade:
This same framework can be used to map the current state by answering the questions from the perspective of how things stand today. The following reflects the current state inputs of the Advisory Committee at the outset of the strategy redevelopment process.
16 A.G. Lafley (former Chairman, President and CEO of Procter & Gamble) and Roger Martin (Dean, Premier’s Research Chair in Productivity and Competitiveness, Professor of Strategic Management at the Rotman School of Management) co-wrote Playing to Win: How Strategy Really Works, published by Harvard Business Review Publishing. Jennifer Riel is the Associate Director of the Desautels Centre for Integrative Thinking at the Rotman School of Management.
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CURRENT STATE STRATEGY CASCADE
Our goals, as defined in the 2014 International Education Strategic Plan
To serve as a catalyst for community social and economic prosperity through the development of human talent and applied research; 1. Our winning To improve College sustainability by embracing innovation, increasing quality, and generating aspiration? contributions for re-investment in the College; and
To support student and employee employability by providing relevant and rewarding global experiences
To achieve our aspiration we focus on:
Onshore and Offshore products and partnerships
• Onshore: PSE programs, English as a Second Language, Exchanges 2. Where we o Primarily India and China with offices in both countries, Vietnam as a result play? of changes in Canadian visa processes • Offshore: Campuses and Partnerships, Licensed PSE Programs, Corporate Training and Development Assistance o Primarily Mexico, Kuwait, China, India, Brazil, South Korea, Montenegro, Kenya & the Caribbean (through CICan)
To achieve our aspiration the College we succeed as a result of:
• #1 - Location: Canada (with proximity to Toronto and Montreal) • #2 - Programs of study 3. How we • #3 - Service delivered by International Education Centre and the Language Institute win? • #4 - Easy to work with o Online environment (for agents through our admissions portal, for students through our CRM-backed online services) o Strengthened student preparedness and support processes
To achieve our aspiration, we have invested in:
• The International Education Centre comprised of three units Recruitment, Business 4. The Development, Student Services and the Language Institute capabilities • Digital Strategy team that continuously improves our client facing technology we have? • Direct and indirect marketing capabilities • Product development and quality assurance services • Framework for a franchise model
The following systems and mechanisms help us achieve our goals:
5. The • Use of Annual Student Barometer Survey management • Use of Net Promoter Score (Willingness to Recommend) to track daily client systems we satisfaction have • Adoption of lean management • Use of customer relationship management tools and software
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DEFINING OUR FUTURE STATE
The Playing to Win framework asks us to imagine the future by identifying the problem we are trying to solve. In short, it is this: “How do we embed internationalization into Algonquin College’s culture and processes?” It is clear that however we approach international education; we need to ensure our financial sustainability as a College and deliver on our core mandate to produce graduates who will work in and sustain the local economy.
With the rise in onshore enrolment, demand for international student services as well as training and support for staff and faculty have gone up. The College has intensified international activities, added short-term faculty training and student programs, increased support for student and faculty mobility, built the institutional capacity of offshore partners, and delivered programs abroad.
How much more intensification, and in which areas, is sustainable? Staff must adopt, from Academic reimaging their program delivery to Student Services better understanding the needs of a diverse student population. For example, the Registrar’s Office handled record numbers of international enrolments in September 2018. The rise in international learners at our College and other Ottawa institutions may also be exhausting the supply of affordable off-campus housing, with Campus Services re-examining the type of student housing it provides the food services it offers.
We have to consider which opportunities best align with our overall strategic goals, the expectations of government and industry, and our institutional strengths, capacity and resources. A whole range of questions stem from this:
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About our programs: • Should we expand profitable onshore training programs such as computer programming? • Should we offer programs of study to exclusively international students and possibly international students from the same country? • Should we seek alternative revenue sources to avoid over-dependence on international enrollments? and • What can we do to diversify offshore offerings to include short-term delivery, international capacity development and more?
About delivery: • What proportion of our program offerings need to be face-to-face and how much should be online — understanding there are government regulations that inform the answer and many international students want a face-to-face experience as a pathway to immigration into Canada?
About capacity: • Should we offer more of our highly popular onshore programs to international learners, even though finding space can be a challenge? • What proportion of enrolments should international account for? Is there a “sweet spot”? • How much room do we have to grow the onshore international student population at all three of our Ontario campuses? Is there a ceiling? • Should we establish quotas for certain programs or by country to maintain diversity in the classroom and ensure our ability to offer a genuinely Canadian experience?
WEIGHING THE OPTIONS
Over the course of its work the International Strategy Advisory Committee reviewed national and provincial data on international education trends, the latest information on international developments at the College, competitive considerations, lessons learned, Canadian and international best practices, and student perspectives. The committee also received financial presentations on the College’s new corridor funding model and discussed the impacts of international growth on all areas of the College.
With all of this information in mind, the committee agreed Algonquin College will need flexibility and agility to seize on opportunities that align with its overall strategic goals — scaling capacity up and down in line with demand. Enrolment management and other processes may need to be adjusted so programs have clearer, more advance notice of the numbers of international students they will be expected to support in a given term.
We may have to adopt a more holistic thinking than our current performance measurement approaches allow. For example, it can be a cost to Campus Services to support international students attending summer courses, but that expense may be offset by the tuition revenues generated. There may be situations when certain services could serve as “loss leaders” to obtain greater gains in other areas.
Knowing we want to embed internationalization into our culture and processes and in light of all the above, the International Strategy Advisory Committee identified five potential options for the College:
Focus primarily onshore • Grow international student population to a set percentage
Focus on both onshore and offshore • In all markets, select markets or markets aligned with program excellence • Endorsing an offshore franchising model (following a brand risk assessment)
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Focus on transnational education opportunities • Grow offshore partnerships, branch campuses, franchises (e.g., increasing international development projects)
Focus on mobility (sending students and faculty abroad) • Grow study and work abroad to a set percentage
Focus on profitable lines of business only • Onshore, offshore or both (e.g., short-term programming, training of faculty and staff from other institutions)
WHAT WOULD HAVE TO BE TRUE?
To create the conditions for sustainable future success in international education, we need to ensure we have the right:
• Business model • Culture • Risk appetite • Resources and capacity • Processes and procedures • Approach to mobility and internationalization
Consideration What would have to be true
We may need to evolve our business model by: • Diversifying revenue contributions to establish international enrolment caps (by country or program) • Shifting to year-round program delivery • Developing a model for micro credentialing BUSINESS MODEL • Developing better internal pathways between programs and between credentials (more of a laddered system) • Streamlining financial and approval processes within the College • Encouraging the use of both qualitative and quantitative measures to track success and effectiveness of international activity
Across the College, supporting international education requires organizational commitment to: • Making the necessary system changes (upgrade technology) • Improving the agility of the College (around policies and procedures change, technology, staffing) to respond to increased enrolment CULTURE • Delivering an individualized international learner experience • Embedding consideration of international learner experience in all areas of the College such as ensuring every student-facing role has a minimum level of cultural awareness • Developing characteristics of Global Citizenship in all learners and across the College
Across the College, supporting international education requires organizational commitment to: RISK APPETITE • Determining our risk threshold in each line of business • Following robust mechanisms for risk mitigation
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Consideration What would have to be true • Weighing reputational risk needs with financial risk • Creating a robust mechanism to monitor and respond to safety and security situations abroad in real-time and a system of communication with students and staff abroad
To support international students and potentially broaden international offerings, the College must: • Have sufficient space • Be able to adequately provide services to support a diverse student population (including residence and meals) & have the capacity (staff and RESOURCES AND faculty) to support international student needs CAPACITY • Align resources between recruitment and admissions/services • Be mindful of financial realities and corridor funding model • Ensure systems are in place that allow IEC to effectively mobilize technical and academic expertise within the College community for transnational education activities
Internally, supporting international education requires: • A more efficient process for curriculum review and adherence to official curricular templates College-wide • Expedited reviews of articulation agreements and pathways by PROCESSES AND pathways department PROCEDURES • Develop a more streamlined process for assessment of advanced standing • Support from all department and schools — and greater integration of IEC with other areas
With respect to mobility, international education requires: • Senior management support for funding • Flexible electives and credit transfer policies that facilitate study abroad • Mentoring and orientation for faculty to impart best practices for APPROACH TO MOBILITY teaching abroad AND • Creating a robust mechanism to INTERNATIONALIZATION monitor and respond to safety and security situations abroad in real-time and a system of communication with students and staff abroad and policies to guide associated program/activity postponement or cancellation • Focusing on learner experience, including 'international at home' initiatives for local students
“We’re passionate about this. We want other people to be excited about it, too. International belongs to everyone.” International Strategy Advisory Committee Member
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THE STRATEGY IN DETAIL
Expressed through the Playing to Win framework, our new strategy will involve the following:
To empower globally minded learners with the skills and experience to build sustainable, diverse communities. 1. What is our winning Goals: aspiration? • Exceptional personalized, digitally-connected, experiential experience • Sustainable growth • Global citizenship
To achieve our aspiration we will focus on:
Onshore and Offshore international education — in emerging markets aligned with the Canadian government’s international direction.
• Onshore: PSE programs, English as a Second Language, Exchanges o In an increasingly broader mix of countries, spread across all three Canadian campus 2. Where will • Offshore: Campuses and Partnerships, Licensed PSE Programs, with an increased we play? focus on Corporate & Contract Training o In an increasingly broader mix of countries, through regional offices in Asia, Europe, South America and Africa
Aligned with the College’s Academic and Research strengths.
With a focus on mobility — welcoming international students at all three domestic campuses and increasing the percentage of learners and employees who go abroad.
To achieve its aspiration the College will be renown for our:
• #1 - Innovative and entrepreneurial Canadian approach to post-secondary education • #2 - Exceptional Cross-college international learner experience 3. How will we o Use of digital technologies and pedagogy win? o Breadth of international Co-op, study and work abroad opportunities o Experience supporting indigenous and under-represented communities • #3 - Centres of Academic and Research Excellence with a global perspective • #4 - Partnership approach that delivers rapid results for all parties • #5 - Diversity of our employees
To achieve our winning aspiration, we need:
Mindset & Culture
• Innovation and entrepreneurial mindset that includes; 4. What Cross-college appreciation for the value of diversity and global capabilities o perspectives must we Openness to change, agility have? o Academic Alignment
• Mentoring, orientation, and on-going training for faculty, Program Coordinators, Chairs and Deans, including; o Someone to call when looking for help
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o Cultural awareness o Pedagogy and data that advances learning • Capacity to support the rapid expansion of international partnerships, curriculum, and pathways • Ability to predict program space (seats) for international students over multiple years • Capacity to mobilize technical and academic expertise within the College community for business development (offshore/transnational education) activities
Cross-College Support System
• Mentoring, orientation, and on-going training for Support Staff and Administrators o Someone to call when looking for help o Cultural awareness o Data that identifies international challenges and opportunities • Shift from siloed support for international students to the internationalization of all College services and departments (admissions, counselling, social events, athletics, food, student housing, etc.) • Arrival and Departure Services that exceed expectations • Internationalized technology platform with capacity to scale
Partnership/Business Development & Product Development
• Integration of college business development efforts • Partnership offices in emerging markets • Co-op, work and study opportunities for both learners and employees • International communication, marketing and external relations skills • Product development and management
The following systems and mechanisms will help us achieve our goals:
Leadership
• Strategic Enrollment Plan and reporting that clarifies international targets and activities • Board of Governors review of the College’s offshore franchising model, including its risk management framework • Investigate creation of a Chair’s position to support Academic work • Establishment of an Algonquin College International Advisory Committee • International Annual Report, which includes reporting on best practices piloted at Algonquin and across the world
5. What Policies and Procedures management • Improvement in policies and processes that; systems do Guide associated program/activity postponement or cancellation we need? o o Advance prior learning assessment and permit advanced standing o Quantify international demand for programs of study, in support of quality assurance work and new program development o Internationalized curriculum and College-wide adherence to official curricular templates o Expedite articulation agreements, pathways, and institutional partnerships o Flexible electives and credit transfer policies that facilitate study abroad, with a focus on the learner experience (and including “international at home” initiatives for local students) • Adoption of The AC Way, Algonquin’s unique adoption of lean management
19 7.2.1 Appendix A-Draft AC Interl Strate Plan.docx
Data, Business Intelligence and Technology Systems
• Use of Net Promoter Score (Willingness to Recommend) to track daily client satisfaction • International Department participation on the College’s Data Governance Committee • Consistent use of the College’s enterprise resource planning systems o Learning Management System (Brightspace) o Customer Relationship Management system (Salesforce) o Financial and Human Resources system (Workday) Risk Management
• Mechanisms for monitoring and responding to safety and security situations abroad in real time, including a system for communicating with students and staff • Robust, but not complex, mechanisms for risk mitigation
HOW WILL WE KNOW WE HAVE SUCCEEDED?
By 2022, this plan will see us reach the following goals and measures:
Exceptional personalized, digitally-connected, experiential experience • International students Willingness to Recommend Algonquin College, as measured in the International Student Barometer moves from 45% to 57%, as measured by the International Student Barometer • International Student Central Net Promoter Score maintained in the +60 to +70% • International Co-op opportunities grows from X to Y
Sustainable Growth • Grow onshore enrolment in post-secondary programs of study from 18% to 25% • Adjust the International Net Contribution in the following manner: o Net Contribution before Revenue Sharing from $24.2M to $47.5M o Net Contribution from Offshore/Transnational Education from $458K to $1.1M o International revenue sharing model updated to include both Academic and other impacted Areas • Employees Willingness to Recommend the International Support and Training available to them
Global Citizens • The number of domestic students who participate in a College sanctioned international experience from 0.55% to 3.5% • The number of employees who participate in a College sanctioned international experience from 0.1% to 2%
WHAT BARRIERS COULD WE FACE?
The following could impede our ability to fulfill this plan:
• Limited ability to respond to fluctuations in international interest and applications • Lack of strategic international enrolment customized by program and source country • Domestic-focused program review processes • Siloed net contribution model that means some divisions may post a loss supporting international activities that are actually an overall gain for the College
20 7.2.1 Appendix A-Draft AC Interl Strate Plan.docx
• Inconsistent embrace across the College of the importance of developing all learners as global citizens • Competing departmental business plans that divide resources and limit synergies
TESTS TO APPLY
To test the success of our strategy, we need to confirm that with implementation we will have:
• Accurate forecasting — Embedding international applicant demand in initial scoping for new programs through a systematic, thoughtful approach using realistic pro forma projections at the program level and based on trends and labour market needs. Forecasting should also confirm our collective commitment to continuous improvement/agility to respond to increased enrolment and sudden, unforeseen fluctuations.
• Support for mobility — Making this a goal of senior management, with additional resource and policy support enabled by more flexible electives and credit transfers. This requires costing.
• Sufficient capacity — Triggering program reviews if international enrolment in a given program exceeds a set threshold, which will enable considered decisions about the appropriate percentage of international students in any particular program and levels of resourcing for support. Overall, international enrollment may need to be capped to avoid overwhelming College resources.
• Financial sustainability — Confirming the College is not dependent on unlimited/unending international enrolment growth. Sustainability also depends on diversifying international revenue sources through strategic business development.
• Appropriate risk management — Endorsing further franchising (e.g., the Algonquin College Kuwait model) and offshore program licensing, conditional upon appropriate risk assessment.
• Institutional support — Embracing a College-wide net contribution model, sufficient space availability support from academic areas and academic development.
MAKING IT REAL
By implementing this strategy with its refreshed, broader understanding of international education and acknowledgement of the need to develop all learners as global citizens, Algonquin College has the opportunity to stand out worldwide as a 21st-century Canadian postsecondary education leader.
The principles of international education set out in this strategy — to be agile, learner-centered, innovative and sustainable — align with the overall aims of Algonquin College’s 2017–2022 Strategic Plan, complementing and enabling the College’s mission to transform hopes and dreams into lifelong success.
As this strategy makes clear, “international” is not a separate or isolated function within the College: it is a consideration that touches every part of our organization, both academic and administrative. Achieving our goals will require concerted, collective effort, and a culture that recognizes and values international learning in all its dimensions.
21 Agenda item: 7.3
Report from the Chair Board of Governors Meeting December 10, 2018
Perth Campus Consultation On November 14, 2018, Perth Campus hosted a community consultation. It was well attended by many Lanark County area business and community stakeholders – including representatives from local companies, associations, chambers of commerce, youth centres, planning councils, and school boards. Members of Algonquin College’s Executive Team and Board of Governors also attended. Brainstorming sessions focused on generating ideas for initiatives and collaborations to make the Perth Campus even more viable and relevant to the community it serves. Chris Hahn, Dean of Perth Campus, introduced four potential, broad strategies: Mixed used of campus land and facilities, applied research, corporate training, and servicing international students.
Participants’ ideas for mixed use included: the campus sharing space with community services and other local partners and the creation of an incubator space for local entrepreneurs.
Applied research suggestions included: Perth researchers focusing on climate change mitigation and adaption, and establishing new youth-oriented partnerships between industry, the College and local high schools.
Corporate training concepts included: job-specific training for local industries, and offering new health and safety training and programming to address a rural skill shortage in those areas.
International ideas included: building a residence, offering summer English as a Second Language programs, and creating a central hub on campus to assist all newcomers to the region (including students). One option that Algonquin staff is already examining for Perth Campus is adding an international cohort of computer programming students from India.
Perth Mayor John Fenik spoke about the importance of Algonquin College to the Lanark community and beyond, calling the College a “centre of educational excellence (with) a global reach.”
The consultation concluded by outlining plans for launching a Campus Advisory Committee, consisting of community partners representing those in attendance. The committee will help to ensure that the campus remains a dynamic contributor to the life and economy of Lanark County.
Colleges Ontario 2018 Higher Education Summit (November 24-26) Algonquin College was well represented at the Colleges Ontario 2018 Higher Education Summit in Toronto. The College Centre of Board Excellence pre-conference workshop Good Governance and New Governor Orientation was well attended by our new and current governors: E. DeFrancesco, J. Darwin, K. Stanton, S. Paudel, and W. Johnson. New Governors and Governors S. Barkhouse, V. Sayah, and G. Beck attended the two-day conference, and Board Vice-Chair J. Brockbank and I attended the Board Chairs’ and Vice-Chairs’ meeting.
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2018 Premier’s Awards The 2018 Premier’s Awards Gala was held as part of the Higher Education Summit on Monday, November 26. This year, 118 distinguished college graduates were nominated province-wide. Algonquin staff nominated an illustrious list of alumni for Premier's Awards this year and we congratulate them and thank them for attending the Awards Gala. This year’s nominees were:
• John Liptak, General Carpenter, 1978, President and CEO, Oakwood • Rick Young, Business Marketing, 1978, Senior Vice President, Operations, Supply Chain and Purchasing, Maple Leaf Foods • Kevin Newell, Ambulance and Emergency Care (Paramedic), 1985, Former Deputy Chief, Ottawa Paramedic Service • Cezin Nottaway, Chef Training and Culinary Management, 2004, Chef and Owner, Wawatay Catering • Kyla Cullain, Bachelor of Science in Nursing, 2008, Co-Founder and Director, BuidAble • Leonard Reynen, Public Relations, 2017, Public Relations Volunteer, Canadian Mental Health Association • Stuart Russell, Electronics Engineering Technology, 1995, Chief Technology Officer and Co-Founder, You.1 TV
2018-2019 Board Meeting Dates The Board meeting dates from September 2018 to June 2019 are posted on the Board’s public website and on SharePoint. They are as follows:
Monday, February 25, 2019, Board meeting Monday, April 15, 2019 Board meeting Monday, June 10, 2019 Board meeting and Annual General Meeting
2018-2019 Board Dinners and 2019 Spring Board Retreat Spring Board Retreat - Saturday, March 23, 2019. Board of Governors End of Year Dinner - Tuesday, June 25, 2019.
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Agenda item: 7.4
Report from the President Board of Governors Meeting December 10, 2018
Ontario's Apprenticeship System The Ministry of Training, Colleges and Universities is reviewing access to the apprenticeship system for both apprentices and employers. The current regulatory burdens placed on employers and apprentices create barriers to apprenticeship, making it difficult to keep up in training the skilled tradespeople that will be demanded by the economy. About one in five new jobs in Ontario in the coming years are expected to be in trades-related occupations.
The following adjustments were announced by the Provincial government:
• Set all journeyperson to apprentice ratios at one-to-one Currently, Ontario's ratios are among the highest in Canada, limiting the number of apprentices an employer can train relative to the number of journeypersons they employ. For trades that are subject to ratios, it is expected that the change to a one-to-one journeyperson to apprentice ratio will simplify and streamline how employers can hire and oversee apprentices, providing more flexibility for employers.
• The Ontario College of Trades There have been persistent challenges in how the skilled trades in Ontario are regulated, the amount of College membership fees that apprentices and journeypersons are subject to and the complexity of the rules apprentices, journeypersons and employers are bound by. The government is proposing to wind down the Ontario College of Trades.
The government intends to develop a replacement model for the regulation of the skilled trades and apprenticeship system in Ontario by early 2019.
Reduction of Carbon Emissions The legislation to eliminate the former government's cap-and-trade program passed final reading in October.
College Presidents approve new strategic priorities The Committee of Presidents has approved a new strategic plan for Colleges Ontario that will guide the sector's activities in the coming years. The plan has three strategic priorities: • putting Ontario at the forefront of innovation; • advancing learning opportunities for all; and • revitalizing college education in Ontario.
Goals within those priorities include modernizing apprenticeship training, enhancing the applied research capacity at colleges, leading provincial advocacy for student wellness, and ensuring resources are committed to province-wide excellence.
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Degree approvals process streamlined
The Post-secondary Education Quality Assessment Board has implemented changes that have long been recommended by college staff to streamline the approvals process for degree programs. In a presentation in September 2018 to the colleges' Committee of Presidents, Post-secondary Education Quality Assessment Board Chief Executive James Brown said, “an expedited renewal process for degree programs allows colleges to bypass an additional site visit by Post-secondary Education Quality Assessment Board- appointed external expert reviewers and replace it with results from the college's own internal review. As well, the Post-secondary Education Quality Assessment Board has developed criteria to support more approvals for bridging programs that allow students to transfer from two-year diploma programs to the third year of degree programs at colleges.
Colleges set new policies to address cannabis Most colleges will be smoke-free by fall 2019
Most Ontario colleges are responding to the legalization of cannabis by going smoke-free. Seven colleges have implemented smoke-free policies that prohibit the smoking of any tobacco or cannabis products, while another 11 colleges will be smoke-free by fall 2019. The remaining colleges are developing different policies with some planning to allow the smoking of cannabis products in designated areas. The federal government legalized the recreational use of cannabis on October 17, 2018, and Ontario has laws in place for where people can buy and possess cannabis.
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BOARD MANAGEMENT SUMMARY REPORT December 10, 2018
For Algonquin College to deliver on its Mission and Vision we have five Strategic Directions and six supporting goals. These commitments guide our strategic priorities and budget process. Strategic Direction Reporting Timeframe: September 11 to November 5, 2018
LEARNER DRIVEN Goal 1: Establish Algonquin as the leader in personalized learning across all Ontario colleges. Summary Report from: Activity Academic • The Perth Campus hosted a Discovery Evening on October 29, 2018 to provide prospective students the opportunity to explore programs and services, tour the campus, and learn about the application process. • The Continuing Education Unit of the School of Advanced Technology successfully obtained memberships with the Computing Technology Industry Association and with Oracle Academy. These memberships provide the College access to these organizations’ curricula and enable our students to obtain industry-recognized certifications. • The Pembroke Campus hosted more than 300 senior high school students at its annual Open House on October 11, 2018 held in partnership with the provincial College Information Program. • Ottawa Campus Nursing Studies students and faculty members gave 2,199 flu shots over four days in November to Algonquin College employees and students. Students who administered the flu shots appreciated the opportunity to participate in this practical activity. • Stars of the City was held at the Ottawa Campus on October 17, 2018. This annual event showcased the talents of our students to business industries in Bartending, Culinary Arts, Baking and Pastry Arts, Hospitality - Hotel Restaurant Operations Management, and Bachelor of Hospitality and Tourism Management programs. Students in these programs also volunteered to help make this event a success. • On November 6, 2018, the School of Hospitality announced a new five-year partnership with the Egg Farmers of Ontario. The partnership will include opportunities for applied research, the creation of a state-of-the art pastry lab, the development of an annual food symposium, and various special events, including a new brunch series at Restaurant International. • The College participated in Make the Cut Day held at Carleton University. This activity provided prospective students with an orientation to the post-secondary environment with a focus on resources available for students with Learning Disabilities and/or Attention Deficit Hyperactivity Disorders. A session will be held at Algonquin College in May 2019.
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BOARD MANAGEMENT SUMMARY REPORT December 10, 2018
• One hundred and forty-two Second Career students enrolled at the College for Fall 2018. An additional thirty-four Workplace Safety and Insurance clients also enrolled. Communications, • CBC's Robyn Bresnahan interviewed Public Relations professor Stephen Heckbert on October 31, 2018. The interview Marketing and External focused on Heckbert’s experience in strategic communications, media training, public and media relations, media Relations analysis, marketing, writing, and project management. • The 2019 marketing campaign launched into market in early October. The Out-of-Home campaign was originally introduced to Ottawa, and has expanded to Perth, Carleton Place, Smith Falls, Kingston, and North Bay. This year, we will be launching new gated content to generate additional leads in and out of catchment. • The Marketing Department assisted the Learner Driven Plan Committee with the development of faculty posters, postcards, tent cards, student posters, printed megaphones and a digital screen video. Finance and • Close to 550 students will be showing their Algonquin College spirit in a personalized hoodies, offered as a Administration promotional Custom Hoodie week at Campus Connections. Human Resources • In collaboration with Student Services, Human Resources staff launched the mandatory in-person orientations to ensure that all employees understood the requirements and have the ability to respond to a sexual assault/sexual violence incident(s) as stated under the SA 16: Sexual Assault/Sexual Violence policy. Fifteen sessions have been scheduled, and seven sessions have been held as of November 23, 2018. The registration rate was 94%, and 50% of required staff have already taken the workshop, and will continue until December 15. Indigenous Initiatives • On October 13 and 18, 2018, the Manager of Indigenous Intiatives co-hosted the Student Leadership Program - Workshop One. Over 60 learners attended the workshops with its Indigenous views reflected in the presentation. Innovation and • Corporate Training staff delivered learning services to over 1,997 individuals representing 354 client organizations. Strategy • Corporate Training staff delivered customized workplace training to 287 individuals from ten Indigenous and Inuit organizations including Municipality of Igloolik, Inuit Tapiriit Kanatami, Chisasibi Business & Development Group, Assembly of First Nations. • Over 290 people experienced the first phase of Workday training focused on the changes that will be introduced in Workday for specific roles at the College along with the new business processes. Student Services • The Ontario College Information Fair was held from October 23 to 24, 2018. Collection of prospective student leads was up 79%, from 256 in 2017 to 458 in 2018. This increase partly reflects lower participation in 2017 due to the work stoppage. This year, there was a deliberate effort to send a mix of employees from Recruitment, Marketing, Student Support Services, Cooperative Education, and Residence to answer a broader range of prospective student inquiries.
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BOARD MANAGEMENT SUMMARY REPORT December 10, 2018
• For the period October 1 to October 31, 2018, the Registrar’s Office experienced a 21% increase for in-person students served (from 5,268 to 6,369), and an 18.2% increase in phone call volume (from 9,444 to 11,162) compared to 2017. Contributing variables included the work stoppage in 2017 and the move to Student Central for the Registrar’s Office in 2018. • For this reporting period, 966 international student applications were processed with an average turnaround time of two and a quarter days. For the same reporting period in 2017, 932 international student applications were processed with an average turnaround time of four to five weeks. The difference in processed applications and turnaround time was a result of a process improvement review and earlier implementation in 2018. • The Learning Support Lab coaching completed 826 appointments, an increase of 23% compared to 671 appointments for the same period in 2017. Lower participation in 2017 was due to the 2017 work stoppage. • Math support services completed 361 appointments, an increase of 52% compared to 237 appointments for the same reporting period in 2017; writing support services appointments increased by 29%, from 186 appointments in the 2017 to 240 appointments in the 2018 for the same reporting period. The increase were primarily attributed to word- of-mouth advertising. Anatomy and physiology drop-in numbers increased by 12%, from 47 visits in the 2017 to 53 visits for the same period in 2018. • The Library developed and implemented a Room Booking Scheduling system which is advertised on all meeting room areas in the DARE District (https://algonquincollege.libcal.com/reserve/meeting-rooms). The meeting rooms are located on the second and third floor of the DARE District and can accommodate two or more students who want to meet/do group work for up to two hours per day. • The Library created and promoted a new Website – https://algonquincollege.libguides.com/slc/digital-literacy-lab. • Project Lighthouse Fair day was held on September 12, 2018. Eight organizations who support survivors of sexual violence attended the event and 250 students participated. • Project Light House hosted its annual Tie Dye event. This event engaged 700 students who were able to learn how to support someone who discloses sexual violence. • The Spenny “Everything you want to know about sex” show was held on On September 17, 2018. This fun and engaging event attracted 150 students who were able to ask questions about consent and sexuality in a safe environment. • Counselling Services hosted #IBelieveyou day on September 26, 2018. Conversations with over 300 employees and students took place around believing survivors of sexual violence. This event was co-hosted by the Sexual Violence Prevention Coordinator at all four Education City campuses (Algonquin College, Carleton University, La Cité collégiale and the University of Ottawa). Page 3 of 10
BOARD MANAGEMENT SUMMARY REPORT December 10, 2018
INNOVATION AND QUALITY Goal 2: Lead the college system in cooperative and experiential learning. Goal 3: Attain national standing in quality, impact and innovation within each school and service. Summary Report from: Activity Academic • On October 12, 2018, the largest Pepper Grinder in the world (certified by Guinness Book of World Records), built by Algonquin College carpentry students, was installed in the lobby of H Building outside of the Restaurant International. Communications, • Aneeta Bains, Chief Digital Officer and Assistant Deputy Minister, Digital Transformation Service Sector, toured the Marketing and External DARE District on November 1, 2018. Relations • Significant strides continued to develop our internal brand culture supporting living the brand from the inside-out with Mission, Vision and Values videos created for digital screens and social media. The design of the College’s Coat of Arms flag has been completed and flies proudly at all three Ontario campuses. Finance and • The Physical Resources facilities development team continued to support cooperative education by hiring an interior Administration design student to develop a cooperative student awareness strategy with its prequalified consultants and contractors. • The Course Material Service team reorganized to improve book and e-Text readiness for Fall 2018. The team processed 3,374 course adoptions, representing over 59,000 pieces of course material (print and digital textbooks). • Parking Services staff implemented paid parking after five p.m. The fair fee solution project was developed, implemented, and communicated to all students and College employees for both day and evening activities. • The Retail Services and Course Material Services teams continued to hit milestones. On Day 1, 99.3% of books were ready and 98% of digital resources were picked up for the Fall 2018 semester. Innovation and • Eight students in the Environmental Technician Program at Algonquin College worked on Applied Research projects Strategy to expand a commercial winery in the Ottawa Valley. • Two Algonquin College student teams presented their Applied Research projects at the Student Innovation Showcase on Parliament Hill on November 5, 2018. This event was among the highlights of Colleges and Institutes Canada’s 2018 Symposium “Accelerating Innovation through Applied Research”. • The Innovation and Entrepreneurship Centre is now one of ten Canadian Colleges and Universities to be a member of The Global Consortium of Entrepreneurship Centers – the premier academic organization addressing the emerging topics of importance to post-secondary based centers for entrepreneurship.
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BOARD MANAGEMENT SUMMARY REPORT December 10, 2018
• Cooperative Education staff secured a record-level of 253 cooperative work-terms for Fall 2018 representing a 37% increase over Fall 2017. Student Services • Completion of an automation project in the Student Information System enabled students to submit social insurance numbers for bursary and student awards for processing via the online Student Portal. This reduced the need for in- person transactions and increased the security of required information. • A total of 2,457 transcript requests were received for this period compared to 1,817 transcript requests in 2017. The 35% increase is attributed to enrolment growth and is ease of access through a new online transcript application, greater student participation in work integrated learning opportunities, and further study upon graduation. CONNECTED Goal 4: Become an integral partner to our alumni and employers. Summary Report from: Activity Academic • The Perth Campus formalized a four-year agreement with the National Capital Commission to engage in joint-project initiatives for heritage restoration and asset adaptive reuse throughout the Ottawa-Gatineau region. • One hundred students and thirty Community partners who employ College alumni, attended the Fitness & Health Promotion and Recreation & Leisure Services Career Fair. During the event, Dovercourt Recreation Centre raffled off a part-time job. • The Experienced Worker Centre conducted a variety of outreach activities in the Ottawa area during the month of October. Communications, • As part of the We Saved You a Seat Initiative, the Marketing Team conducted a focus group where College alumni Marketing and External invited participants to share their experiences as a female graduate from Algonquin’s Technology programs. Other Relations work that supported this initiative included an Ask a Question form, recruitment hand-out on the program, and coordinated a photo shoot.In addition, marketing materials were revised to show enhanced inclusivity. Indigenous Initiatives • On October 19, 2018, the Algonquin College Leadership Team Retreat was held in the new Indigenous Commons. This important transition is moving towards the inclusion of traditional Indigenous Knowledge and governance processes into leadership meetings. Innovation and • The Innovation and Entrepreneurship Centre staff formed three new partnerships with local ecosystem members Strategy that include RISE Asset Development, Women in Business Network and Women Powering Technology. • On September 27, 2018, Cooperative Education staff hosted 100 employers in the Algonquin College Indigenous Commons for an event “Becoming an employer of choice for Millennials” featuring Dr. David Colletto.
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BOARD MANAGEMENT SUMMARY REPORT December 10, 2018
• On Sept. 25, 2018, the Local Employment Planning Council partnered with Ottawa Board of Trade on a “Making It in Manufacturing“ Summit attended by 55 employers and 40 educators, employment and training service providers, and representatives from three levels of government. Student Services • The AC Hub and Alumni and Friends Network held its first Masterclass on October 10, 2018, to connect students with Algonquin College Alumni industry leaders. The leaders spoke about their specialty with insight and expertise. Masterclasses are meant to highlight local talent and innovation, creating opportunities for community members and industry leaders to mentor the next generation of graduates. A podcast is produced from the Masterclass and is posted to the AC Hub website in order to provide the option of online or virtual attendance. • The Employment Support Centre and the Volunteer Centre co-hosted the Part-time Job and Volunteer Fair on September 20, 2018. The event featured 42 employers including the Royal Bank of Canada, Health Canada, Costco and TD Place. Five hundred students attended the event. SUSTAINABLE Goal 5: Enhance Algonquin’s global impact and community social responsibility. Summary Report from: Activity Academic • The Perth Campus staff were awarded funding from the Low Carbon Building Skills fund, in partnership with a local organization to develop a turnkey, tiny house solution. This project targets are at risk homeless youth, with adaptations available for a variety of housing needs. • The staff and students of the Applied Science and Environmental Technology Department participated in a Beach Clean-up Day at Petrie Island and a tree planting day in the Madawaska River shed. • For the third year, Dental Hygiene student volunteers provided free preventive oral health care to clients referred by the Ottawa Public Health dental team during their annual Heart of the Matter project. The focus is to provide increased access for the marginalized and working poor in our community. • On September 10th and 11th, 2018, the School of Hospitality and Tourism administrators, faculty and students attended the Ecorismo Conference in Ottawa. The conference stemmed from a common wish to help Canadian tourism businesses adopt technologies involving low carbon emissions and practices that support sustainable development in their communities and is a pan-Canadian event bringing together tourism industry decision-makers. • The Centre for Continuing and Online Learning surpassed the 2017 course level enrolments in Fall 2018 on its online activity. The Centre is up by 2,252 enrolments compared to this time last year, an increase of 18.6%.
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BOARD MANAGEMENT SUMMARY REPORT December 10, 2018
Communications, • As part of a college-wide effort, Communications staff launched a smoke-free consultation, online survey, and poster Marketing and External campaign.Promotions for interior digital screens were also prepared. Relations • Leads generated through the website have a 19.6% year-over-year increase, (from 16,001 to 19,143). Leads generated through marketing campaigns show a 78.4% year-over-year increase (from 3,152 to 5,624). Human Resources • Under the oversight and guidance of the Executive Director, Truth, Reconciliation & Indigenization, Human Resources developed and submitted a $440,000 grant proposal to the Department of Canadian Heritage, Community Support, Multiculturalism and Anti-Racism Initiatives program (CSMARI). The proposal, if successful, will see 100 Indigenous and visible minority youth participate in eight week-long summer camps during Summer 2019 at the Ottawa campus to develop a series of plots on Ottawa’s first digital traditional knowledge map. Indigenous Initiatives • On October 10, 201, the Manager of Indigenous Initiatives attended La Cite’ collégiale’s Opening of the Sacred Circle. Guests were welcomed by and Elder, fire, drummers and dancers to celebrate another milestone in post-secondary institutions response to the Truth and Reconciliation Commission’s Call to Action. • On October 25, 2018, Arthur Mercer from the University of Victoria met with Truth, Reconciliation and Indigenization staff for a second time to explore a partnership opportunity for Indigenous Entrepreneurship. The University of Victoria is interested in developing a partnership with an institution from Eastern Canada. • On October 30, 2018, the Manager of Indigenous Initiatives attended the International Indigenous Tourism Conference in Saskatoon. • Ottawa Tourism is interested in partnering in developing an Indigenous Tourism Incubator Program in the DARE District. Student Services • The Financial Aid and Student Awards Office received 11,468 bursary applications for Fall 2018 and 2,648 bursaries were disbursed, 23% of total applicants received a student assistance bursary. In Fall 2017, 10,242 bursary applications were received, with 3,213 bursaries disbursed, 31.3% of total applicants received a bursary. This change is a result of the introduction of the Algonquin College Aid Entrance Bursary for Fall 2018, awarded to 1,203 students for a total of $601,500. With the inclusion of the Entrance Bursary recipients, the total Fall disbursement modestly exceeded the percentage awarded in 2017 (from 31% to 33%). • The Financial Aid and Student Awards Office had 13,043 active Ontario Student Assistance Program applications as of October 9, 2018, with $135 million awarded. Of the Ontario Student Assistance Program awarded, $76 million (56%) was in grant funding. Year to date data show an 18% increase in applications (from 11,080 to 13,043) and 34% increase in funding (from $101 million to $135 million). Proportion of grant funding remained constant at 56%. This increase in loan awarding was a result of the Ministry of Training, Colleges, and Universities’ Ontario Student Assistance Program transformation, which includes Net Tuition. Page 7 of 10
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• From September 11 to November 5, 2018 the AC Hub facilitated 11 Community Projects with over 100 students participating. Community partners involved included: the City of Ottawa, Big Sky Ranch, Great Canadian Shoreline Clean-Up, Ottawa Network for Education, Parkdale Food Cupboard and various Dunrobin Community agencies. PEOPLE Goal 6: Be recognized by our employees and the community as an exceptional place to work. Summary Report from: Activity: Academic • Forty second year Recreation & Leisure Services students partnered with the Students Association Pride Centre and the Residence to create and deliver innovative campus activities on Monday evenings for four weeks in October and November. The activities were intended to engage fellow students in leisure activities that contribute to well-being as part of their “Program Development III” course. Communications, • Communications received 18 applications for the pilot Therapy Dog program. Also, the process for hiring Therapy Marketing and External Dog Student Ambassadors commenced. Relations • Marketing scripted and worked with internal departments to create the “Whatever It Takes” lip sync video (755 views to date) for the Grand Opening of Student Central. • The Marketing Department developed and facilitated the first WordPress Essentials training for the content owners (employees across the College tasked with updating departmental websites). Finance and • The College approved its first Energy and Emissions Strategy in June 2018 which established a planning vision and Administration principles for energy and emissions at the College as well as targets and metrics for energy use and greenhouse gas (GHG) emissions. This is the third green infrastructure strategy approved by the College following on the College Transportation Strategy and the College Water Strategy in June 2017. Human Resources • The Inclusion and Diversity Circle met twice during this period, and identified potential solutions to make the recruitment process more inclusive, as well as finalize a draft of the pending inclusion and diversity policy/position statement for the College. • The Part-Time Faculty Orientation Program registered 258 part-time faculty for the Fall 2018 program and offered nine face-to-face sessions. • The Centre of Organizational Learning staff offered 26 Professional Development workshops with 382 registrants. • The Management Academy staff offered four workshops (Living in Change - A Practical Approach; Coaching Conversations; Support Services for our Students and Where to Find Them!; Program Development and Program Quality Assurance) to 20 registrants.
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BOARD MANAGEMENT SUMMARY REPORT December 10, 2018
• The Support Staff Academy staff offered two workshops to 17 registrants: Living in Change – A Practical Approach; Support Services for our Students and Where to Find Them! • The Teaching Adults program, Getting Started was offered to 14 registrants and the Engaging Adult Learners with Effective Teaching Strategies was offered to 23 registrants. • - Eleven employees successfully completed the Support Staff Development Program in the Eastern Region Collaboration Program. • Five Orientation Sessions for 16 employees during this timeframe were held. Indigenous Initiatives • On September 15, 2018, Guy Williams from Fanshawe College’s First Nation Centre, toured the DARE District. Mr. Williams is interested in Algonquin’s Indigenous entrepreneurship, programs and other initiatives. Innovation and • Algonquin College’s ongoing commitment to the AC Way welcomed two new Business Improvement coaches to the Strategy team, Elizabeth Tyrie and Gordon Stewart. • Over 106 staff members from Information Technology Services engaged in Respectful Workplace training. STUDENT & EMPLOYEE Activity SUCCESSES: Academic • Part-time professor Alem Legesse was profiled in the Algonquin Times as he launched TrendifyLive, a data analytics product developed with the help of students in Applied Research. • Pembroke Campus Personal Support Worker alumna, Alma Keuhl, represented Canada at the World Women’s Arm Wrestling competition in Turkey. • The only Pembroke Campus alumnus to win a Premier’s Award, Susan Schmaltz of the Practical Nursing program, has written a new book about her experiences operating an early learning centre for children in poverty stricken Guatemala. A book launch will be held at the Pembroke Campus in November. • Several Pembroke Campus employees and students helped with municipal election coverage at Cogeco community television, providing local coverage of the results as a volunteer opportunity for staff and a co-curricular activity for students. • On September 26-28, 2018, Professor Zainub Ibrahim, presented at the 2018 Tourism Travel Research Association Canada Conference in Halifax. • Jim Kyte, Dean, School of Hospitality and Tourism, was inducted into the Canadian Disability Hall of Fame at the Gala at the Fairmont Royal York Hotel, Toronto on October 19, 2018. • Kyle Bulgin, Baking and Pastry Arts student was the successful recipient of the Culinary Hospitality Foundation’s Culinary Management Scholarship presented in Toronto on October 13, 2018. The Foundation offers over $200,000
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BOARD MANAGEMENT SUMMARY REPORT December 10, 2018
worth of scholarships annually for students across Canada wishing to pursue a career in the hospitality, lodging, foodservice and tourism industry. • On October 26, 2018, CTV requested a makeup artist who could create a zombie look for a parody video. Sydney Crawley, a graduate from the Continuing Education Makeup Artistry course, did a great job. • John Dallas, Centre for Continuing and Online Learning, presented “Maximizing the use of the Learning Management System” at the Heads of Continuing Education Conference in November 2018 in Toronto. • Casey Allen and Janice Sargant, Centre for Continuing and Line Learning, presented “Instructional Design Perspectives” at the Global Online Summit in Toronto in October 2018. • The Centre for Continuing and Online Learning Design Team won “Best Academic Solution” award at the eLearning Guild DevLearn 2018, October 22-23, 2018, for the Simulated Group Counselling Graduate Program Course. • Lisa Soper, Animation alumna, is the production designer behind Netflix’s new “The Chilling Adventures of Sabrina” television show. • Millie Rocha-Jaje, Interior Decorating and Kitchen and Bath Design alumna, won a 2020 Design Competition award in the Kitchen Category. Finance and • A collaborative focus on the student printing experience has resulted in weekly huddles, ongoing improvements to Administration the print experience and an improved Net Promoter Score. Student Services • Ben Bridgstock, Director, Student Support Services, presented on October 16, 2018 at the Birchgroup National Conference on Cannabis in Toronto on the topic of ‘Cannabis Legalization: Implications for Canada’s Post-Secondary Institutions’. The same presentation was also presented to 25 Algonquin College employees on October 24th during a workshop offered through the Centre for Organizational Learning.
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2018-19 BOG Work Plan MEETING DATES RESPONSIBLE 22-Oct 10-Dec 25-Feb 15-Apr 10-Jun ROLE OF THE BOARD AREA /PERSON 2018 2018 2019 2019 2019
STRATEGIC DIRECTION SETTING - The Board develops and adopts a strategic plan consistent with its mission, vision and values, and enables the organization to realize its mission. The Board oversees major decisions, monitors progress on implementation of strategic directions and approves annual business plans. The Board annually reviews the Strategic Plan as part of the regular planning cycle. ASAC Report to BOG (New/ Suspended and Cancelled Academic Programs) J. McLaren, C. Brulé X X X X X ARM Report to BOG (Major Capital Projects, Workday) D. McNair X X X X Healthy Living Education Initiative C. Brulé TBC TBC Five Year Capital Investment Plan D. McNair X International Education Strategy Refresh (moved from Oct. to Dec. meeting) D. Wotherspoon X Major Capital Projects (included in ARM Report) D. McNair X X X X People Plan D. McCutcheon X Executive Compensation Framework C. Jensen, D. McCutcheon X Executive compensation C. Jensen X X Framework of 2019-2020 Business Plan (For information Dec. 10 board, for approval Feb 25 Board) L. Stanbra X X D. Wotherspoon Approval of 2019-2020 Business Plan and Budget TBC D. McNair Lean Management Plan (defer to Feb 26, 2018) D. Wotherspoon X IT Modernization Plan D. Wotherspoon X Applied Research Plan (Deferred from June 11, 2018 to October 22, 2018) D. Wotherspoon X X Innovation and Entrepreneurship Plan D. Wotherspoon X Learner Driven Plan (Feb BOG for information / June BOG FINAL ) L Stanbra, C. Brulé X X OVERSIGHT OF THE PRESIDENT – The Board selects and supervises the President, including developing and approving the job description, recruiting and selecting the President, reviewing and approving annual performance goals, evaluating performance and determining compensation and ensuring a succession plan is in place. Delegated to Executive Committee Algonquin College Executive team X X X X X PERFORMANCE MONITORING – The Board ensures that management has identified appropriate measures of performance, and has plans in place to address variances from expected/planned performance. Annual Report 2018-19 and progress against Strategic Plan 2017-2022 S. Anderson X Quarterly 2018-2019 Business Plan Update D. Wotherspoon Q1 Q2 Q3 Fourth Quarter 2018-2019 Business Plan performance D. Wotherspoon Q4 Program Advisory Committee’s Annual Report (ASAC Report) defer to Feb. Board meeting C. Brulé X Employee Engagement Update (presentation for Information) D. McCutcheon X RESPONSIBLE 22-Oct 10-Dec 25-Feb 15-Apr 10-Jun ROLE OF THE BOARD AREA /PERSON 2018 2018 2019 2019 2019
FINANCIAL OVERSIGHT – The Board is responsible for stewardship of financial resources, approves policies for financial planning, approves the annual operating and capital budgets, monitors financial performance against budget and compliance against investment policies, ensures the accuracy of financial information and approves the annual audited financial statements and ensures management has put into place measures that ensure the integrity of internal controls. 2019-2020 Budget Assumptions and three-year pro forma D. McNair X 2019-2020 Tuition and Fees Schedules L. Stanbra X Banking Officers’ resolution D. McNair X Colleges of Applied Arts & technology (CAAT) Retirement Compensation Annual Report to Sponsors (distribute separately to BOG) C. Jensen X Endowment Fund Performance Report (ARM Report) AND Operating Fund Performance Report D. McNair X Quarterly 2018-2019 Financial Projection D. McNair Q1 Q2 Q3 Fourth Quarter Financial Results and Audited Financial Statements D. McNair Q4 RISK INDENTIFICATION AND OVERSIGHT – The Board oversees management’s risks program, and identifies unusual risks in the organization and ensures plans are in place to manage and prevent such risks. Corporate Risk Profile (only present every 2-3 years when updated) D. McNair Freedom of Information Annual Report D. McNair X Cybersecurity Audit D. Wotherspoon X STAKEHOLDER COMMUNICATION AND ACCOUNTABILITY – The Board ensures the organization appropriately contributes to strong stakeholder relationships, and advocates on behalf of College stakeholders in support of the mission, vision, values and strategic directions.
YourAC - included in Board Management Summary S. Anderson X X X X X GOVERNANCE – The Board is responsible for the quality of its own governance, establishes by-laws and governance policies to facilitate the performance of the Board’s role and performance. Review and adoption of the Governors’ Code of Ethical Conduct (Discussed at Fall Board Retreat) P. Nadeau Structure of Effective Board Meetings generative discussion (Discussed at Orientation Part 1) P. Nadeau Board Committee reports (Academic &Student Affairs; Audit & Risk Management; Governance) V. Tiqui-Sanford X X X X X Foundation Board Report L. Stanbra X X X X X Appointment of new Governors for 2019-2020 P. Nadeau X Governance Committee Report to include Board Officer and Committee Appointments; BGI-01 Report Card; Governor Reappointments J. Robblee X Governance Committee report to include BOG Officer & Committee Memberships, Board Evaluation Report J. Robblee X Approval of previous year AGM Minutes P. Nadeau X LEGAL COMPLIANCE – The Board ensures that appropriate processes are in place to effect compliance with legal requirements. Confirmation of mandatory Government remittances D. McNair X X X X X