AGENDA Public Meeting SENATE Friday, April 6, 2018 - 2:30 PM Abbotsford Campus, Room A225/229
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. 1. CALL TO ORDER & ACKNOWLEDGEMENT OF FIRST NATIONS TERRITORY . 2. ADOPTION OF CONSENT ITEMS . 6 - 16 2.1. Consent Items • Agenda, April 6, 2018 • Minutes, March 9, 2018 • Graduands, April 6, 2018 • Expression of interest from faculty Senator elect for membership on the Senate Committee for Student Appeals THAT the following consent items be adopted by Senate as presented: • Agenda, April 6, 2018 • Minutes, March 9, 2018 • Graduands April 6, 2018 • Appointment of faculty Senator elect, Gerry Palmer, for membership on the Senate Committee for Student Appeals . 3. DECISION ITEMS . 3.1. Academic Planning and Priorities Committee (APPC)- Melissa Walter . 17 - 27 3.1.1. Adult Education Program Review THAT Senate accept the Dean’s Summary Report of the Adult Education Department Program Review as presented. . 28 - 46 3.1.2. Global Development Studies minor & extended minor THAT Senate approve the new Global Development Studies minor and extended minor for the Bachelor of Arts as recommended by the Academic Planning and Priorities Committee. . 3.2. Undergraduate Education Committee (UEC) - David Johnston . 47 3.2.1. Arts associate certificates THAT Senate approve changing the Professional Communication Essentials certificate to the Professional Communication Essentials associate certificate as recommended by UEC, effective September 2018.
THAT Senate approve changing the Media Literacy certificate to the
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Page Media Literacy associate certificate as recommended by UEC, effective September 2018.
THAT Senate approve changing the Indigenous Maps, Films, Rights, and Land Claims certificate to the Indigenous Maps, Films, Rights, and Land Claims associate certificates as recommended by UEC, effective September 2018. . 48 3.2.2. Arts minors and extended minors THAT Senate approve the availability of the following minors and extended minors in all degree programs as recommended by UEC, effective September 2018: • Art History extended minor and minor • Creative Writing extended minor and minor • Graphic and Digital Design extended minor and minor • Media and Communication Studies extended minor and minor • Theatre extended minor and minor • Visual Arts extended minor and minor . 49 - 52 3.2.3. Bachelor of Arts THAT Senate approve the addition of the Creative Writing extended minor, Creative Writing minor, Graphic and Digital Design extended minor, and Graphic and Digital Design minor to the Bachelor of Arts degree as recommended by UEC, effective September 2018. . 53 3.2.4. Bachelor of General Studies THAT Senate approve the addition of all extended minors to the Bachelor of General Studies as recommended by UEC, effective September 2018. . 54 - 61 3.2.5. Bachelor of Kinesiology THAT Senate approve the changes to the Bachelor of Kinesiology program requirements as recommended by UEC, effective September 2018. . 62 - 63 3.2.6. Library and Information Technology diploma THAT Senate approve the changes to the Library and Information Technology diploma entrance requirements as recommended by UEC, effective September 2018. . 3.3. Office of the Registrar - David Johnston . 64 - 66 3.3.1. Winter Reading Week and Sessional Dates THAT Senate approve the move of Reading Week from the second to the third week of February as presented on the attached. . 67 - 75 3.3.2. SUS proposal . 3.4. Senate Awards and Honours Committee - Alisa Webb . 76 - 78 3.4.1. Non-Graded Program Inclusion in Scholarship, Awards, and Bursary Criteria THAT Senate approve the proposed requirement that students
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Page enrolled in UFV programs that use a non-GPA grading system (e.g., Bachelor of Education and Trades programs), applicants for UFV scholarships and awards must have received a Credit grade on all courses to be considered.
THAT the Senate-approved requirements for UFV bursaries for graded programs be included in the Minimum Standards for UFV- funded Scholarships, Awards, and Bursaries document, and that Senate approve the requirement that students enrolled in UFV programs that use a non-GPA grading system (e.g., Bachelor of Education and Trades), applicants for UFV bursaries must have received a Credit grade on all courses to be considered. . 79 - 86 3.4.2. Revised Awards Structure A. Deans' List THAT Senate approve the following changes to the Deans’ List criteria, as recommended by the Senate Awards and Honours Committee: To be eligible for the Dean's List, a student must: • have successfully completed at least fifteen twelve credits in a semester with a semester grade point average of at least 3.5 3.67 or • have a documented permanent disability, which affects his/her ability to participate in full-time studies and have successfully completed at least nine credits in a semester with a semester grade point average of at least 3.5 3.67.; or • be in an entry-level Trades program and have an average of 90% or higher in all courses, calculated at the end of their program.
B. Deans' Medals THAT Senate approve the following definition for Deans’ Medals: Deans’ Medals are awarded to one student from each faculty who earns a minimum GPA of 3.67 and who displays additional attributes as defined by the Dean. Nomination is by letter from the Deans’ faculty. The Dean of each area ensures that relevant criteria, timelines, and procedures for nomination are provided to all in their units.
THAT Senate approve the Senate Awards and Honours’ recommendation that Deans provide the non-academic criteria for their respective medals to the Registrar and that these be published in the Academic Calendar, alongside the Outstanding Achievement, Deans’ Lists, and Graduated with Distinction.
C. Graduated with Distinction THAT Senate approve the Senate Awards and Honours Committee’s recommendation that the minimum GPA for graduated with distinction be raised from 3.5 to 3.67 and that the GPA for the most recent semester be raised to 3.5. To be eligible, a student must:
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Page • have completed all the program graduation requirements with a grade point average of at least 3.67 based on the credits earned while in the program with a semester GPA of at least 3.5 in the most recent semester in which at least one graded course was completed; or • have completed an entry-level Trades program and have an average of 90% or higher in all courses.
D. Outstanding Achievement THAT Senate approve the Senate Awards and Honours’ proposed definition for Outstanding Achievement, to be consistent across all programs: • Outstanding Achievement is awarded to the graduate who earned the highest GPA in their certificate, diploma, or degree program. The student must have earned a minimum GPA of 3.67 to be eligible for Outstanding Achievement. • In the event that two graduates earned the same GPA in a certificate, diploma, or degree program, Outstanding Achievement will be awarded to the student with the highest GPA in the last 30 credits.
THAT Senate approve the Senate Awards and Honours’ recommendation that this definition be included in the Academic Calendar alongside definitions of the Deans’ List and Graduated with Distinction. . 4. REPORTS . 87 - 88 4.1. Senate Governance Committee Annual Report - Gerry Palmer . 89 - 90 4.2. Academic Planning and Priorities Annual Report - Melissa Walter . 91 - 93 4.3. Senate Awards and Honours Committee Annual Report - Alisa Webb . 4.4. Report from the President and Vice-Chancellor - Jackie Hogan . 5. INFORMATION ITEMS . 94 - 131 5.1. Reports received from academic and service units . 132 - 5.2. Principles for Course Credit Assignment: Graduate Studies 133 . 134 - 5.3. Master of Arts, Graduate Diploma, and Graduate Certificate in 139 Migration & Citizenship – Major revisions to MC 755 and 760 course outlines . 140 - 5.4. Adult Education Policy Framework letter 142 . 5.5. Read about UFV recent news and events on UFV Today http://blogs.ufv.ca/ . 5.6. Current news releases from the Ministry of Advanced Education https://archive.news.gov.bc.ca/
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Page . 6. ADJOURNMENT and NEXT MEETING The next meeting of Senate is on May 4, 2018 at 2:30 pm in the Rivers Dining Room on the TTC campus. . 7. IN-CAMERA SESSION - Agenda under separate cover
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MINUTES Public Meeting SENATE Friday, March 9, 2018 Abbotsford Campus, Room A225/229
Alastair Hodges, Daniel Goertz, Ekanki Chawla, Eric Davis, Gerry Palmer, Greg Schlitt, Greg St. Hilaire, Jackie Hogan, Joanne MacLean, John English, Kim Isaac, Maria Bos-Chan, Mary PRESENT: Saudelli, Mary-Anne MacDougall, Norm Taylor, Raymond Welch, Rhonda Snow, Shelley Canning, Sue Brigden, Sven Van de Wetering, Teresa Piper, and Tracy Ryder-Glass Bosu Seo, Dan Harris, David Johnston, Gwen Point, Jacqueline Nolte, Paul Gumprich, Randy REGRETS: Kelley, and Sahil Chawla SECRETARIAT: Al Wiseman, Lisa McMartin GUESTS: Betty Potteker, Jessica Barclay, Peter Geller
1. CALL TO ORDER & ACKNOWLEDGEMENT OF FIRST NATIONS TERRITORY
Jackie Hogan called the meeting to order at 2:34 pm and welcomed members and guests. Sue Brigden opened the meeting by acknowledging the First Nations territory.
2. ADOPTION OF CONSENT ITEMS
2.1. Consent Items
• Agenda, 2018 03 09 • Minutes, 2018 02 09 • Graduands, 2018 03 09 • Expressions of interest from faculty Senators elect for membership on the following standing committees: o Academic Planning and Priorities Committee o Indigenization Committee of Senate o Senate Committee for Student Appeals o Senate Governance Committee o Senate Teaching and Learning Committee o Undergraduate Education Committee • Expressions of interest from staff Senators elect for membership on the following standing committees: o Senate Committee for Student Appeals o Senate Governance Committee • Expressions of interest from Student Senators elect for membership on the following standing committees: o Senate Awards and Honours Committee o Senate Budget Committee o Senate Committee for Student Appeals o Senate Governance Committee o Undergraduate Education Committee
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Senate, Public Meeting March 9, 2018 Page 2 of 6 MOTION: THAT the following consent items be adopted by Senate as presented:
• Agenda, 2018 03 09 • Minutes, 2018 02 09 • Graduands 2018 03 09 • Appointment of faculty Senators elect for membership on the following standing committees: o Academic Planning and Priorities Committee - Cory Beshara; Fiona MacDonald o Indigenization Committee of Senate - Cory Beshara; Gilmour Jope o Senate Committee for Student Appeals - Amber Johnston; Paul Gumprich; Raymond Welsh o Senate Governance Committee - Fiona MacDonald o Senate Teaching and Learning Committee - Paul Gumprich o Undergraduate Education Committee - Gilmour Jope; Amber Johnston • Appointment of staff Senators elect for membership on the following standing committees: o Senate Committee for Student Appeals - Simon Xi, Greg Mather o Senate Governance Committee - Greg Mather • Appointment of Student Senators elect for membership on the following standing committees: o Senate Awards and Honours Committee - Rajdeep Dhaliwal o Senate Budget Committee - Ryan Chandler o Senate Committee for Student Appeals - Duncan Herd o Senate Governance Committee - Ryan Chandler o Undergraduate Education Committee - Rajdeep Dhaliwal; Esther Jimanez Atochero M. Bos-Chan/M. MacDougall CARRIED
3. DISCUSSION ITEMS
3.1. Senate Budget Committee - Betty Poettcker
3.1.1. 2018-2019 Consolidated Budget Plan
B. Poettcker summarized the Consolidated Budget Plan and answered questions. The plan has been reviewed by the Senate Budget Committee and will be forwarded to the Board of Governors for approval.
4. DECISION ITEMS
4.1. Senate Governance Committee (SGC) - Gerry Palmer
4.1.1. Proposed revisions to the Senate Bylaws
After debate, the proposed amendment to section V(D) that "All elected members of the Senate..." was not revised and will continue to read "All members of the Senate..."
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MOTION: THAT Senate approve revisions to the Senate Bylaws as amended: • Section V(D) not revised and will continue to read "all members of the Senate..." G. Palmer/M. Bos-Chan CARRIED
4.2. Undergraduate Education Committee (UEC) - David Johnston
4.2.1. Aviation - diploma and Bachelor of Business Administration
MOTION: THAT Senate approve the changes to the Aviation diploma (two-year program) entrance and program requirements, effective September 2018.
THAT Senate approve changing the name of the Aviation diploma (two-year program) to the Business Administration (Aviation) diploma, effective September 2018.
THAT Senate approve the changes to the Bachelor of Business Administration (Aviation) entrance and program requirements as presented, effective September 2018. S. Brigden/M. Bos-Chan CARRIED
4.2.2. Bachelor of Agriculture Science
MOTION: THAT Senate approve the changes to the Bachelor of Agricultural Science, Horticulture major entrance and program requirements as recommended by UEC, effective September 2018. S. Brigden/T. Piper CARRIED
4.2.3. Bachelor of Education
MOTION: THAT Senate approve the changes to the Bachelor of Education entrance requirements as recommended by UEC, effective September 2018. S. Brigden/M. MacDougall CARRIED
4.2.4. Bookkeeping for Small Business certificate
MOTION: THAT Senate approve the changes to the Bookkeeping for Small Business entrance and program requirements as recommended by UEC, effective April 2018. S. Brigden/M. Saudelli CARRIED
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4.2.5. Communications minor
MOTION: THAT Senate approve the changes to the Communication minor program requirements as recommended by UEC, effective September 2018.
THAT Senate approve the changes to the Communication minor residency requirements as recommended by UEC, effective September 2018. S. Brigden/E. Chawla CARRIED
4.2.6. Criminal Justice - Bachelor of Arts and diploma
MOTION: THAT Senate approve the changes to the Bachelor of Arts (Criminal Justice) program requirements as recommended by UEC, effective September 2018.
THAT Senate approve the changes to the Criminal Justice diploma program requirements as recommended by UEC, effective September 2018. S. Brigden/S. Van de Wetering CARRIED
4.2.7. Engineering Physics diploma in Mechatronics
MOTION: THAT Senate approve the changes to the Engineering Physics diploma in Mechatronics program as recommended by UEC, effective September 2018. S. Brigden/T. Piper CARRIED
4.2.8. Graphic and Digital Design - diploma and minor
MOTION: THAT Senate approve the changes to the Graphic and Digital Design diploma entrance requirements as recommended by UEC, effective September 2018.
THAT Senate approve the changes to the Graphic and Digital Design minor program requirements as recommended by UEC, effective September 2018. S. Brigden/M. MacDougall CARRIED
4.2.9. Teaching English as a Second Language certificate
MOTION: THAT Senate approve the changes to the Teaching English as a
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Senate, Public Meeting March 9, 2018 Page 5 of 6 Second Language certificate residency requirements as recommended by UEC, effective September 2018. S. Brigden/M. MacDougall CARRIED
4.2.10. Workplace Education associate certificate
MOTION: THAT Senate approve that the Workplace Education certificate be changed to the Workplace Education associate certificate as recommended by UEC, effective September 2018. S. Brigden/M. Bos-Chan CARRIED
4.2.11. Trades programs
MOTION: THAT Senate approve the changes to the entrance requirements of the following programs as recommended by UEC, effective September 2018: • Plumbing and Piping certificate • Carpentry certificate • Joinery certificate • Welding certificates • Professional Cook certificate • Automotive Service Technician certificate • Automotive Collision Repair and Refinishing certificate S. Brigden/R. Welch CARRIED
5. REPORTS
5.1. Update on Senate election nominations
Al Wiseman updated Senators on the results of the election nominations.
5.2. Report from the Provost and Vice-President, Academic - Eric Davis
The Provost and Vice-President, Academic reported on the following items: • The successful panel for International Women's Day hosted by the Gender Network and Society Network, and the FSA. • Symposium held talking about Shakespeare names in Stó:lõ lands. • The success of the Long Night Against Procrastination. • IGNITE series. • K-12 Curriculum. • Festival of Learning. • NEW!! First Year Faculty Development Program. • Open Education Resources. • Visiting Scholar – Dr. Jessica Riddell May 4th, 11 a.m. Room TBA. • Classroom furniture and wiping off whiteboards. • Indigenous Film Screenings. • In a Chronicle of Higher Education survey of 112 Presidents and
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Senate, Public Meeting March 9, 2018 Page 6 of 6 student affairs leaders, student mental health and diversity issues were the top 2 concerns.
5.3. Report from the President and Vice-Chancellor - Jackie Hogan
the President reported on the following items: • Met with The Speaker, Darryl Plecas, Ministers Mark (AEST), Popham (Agriculture) and Ralston, (Jobs, Trades and Technology) in Victoria. • UFV and Metis Nation of BC (MNBC) were successful in a funding application to AEST for a Metis Community Support Worker program. • UFV will again receive funding through the Queen Elizabeth Scholars program (QES). • UFV Research, Engagement and Graduate Studies hosted a successful Faculty Microlecture event on February 20, 2018. • UFV’s Faculty of Applied and Technical Studies hosted the annual Fraser Valley Regional Skills Competition for students in grades 6-12 on March 1, 2018. • The Royal BC Museum in partnership with the South Asian Studies Institute at the University of the Fraser Valley, have completed the first phase of the Punjabi Canadian Legacy Project. • Student Research Day – Microlectures and poster presentations on April 5, 2018. • UFV Chancellor Installation on April 19, 2018. • Save the Date: UFV President and Vice Chancellor installation on May 11, 2018.
6. INFORMATION ITEMS
6.1. Reports received from academic and service units
6.2. Read about UFV recent news and events on UFV Today http://blogs.ufv.ca/
6.3. Current news releases from the Ministry of Advanced Education https://archive.news.gov.bc.ca/
7. ADJOURNMENT and NEXT MEETING
The next meeting of Senate is on April 6, 2018 at 2:30 pm in room A225/229 on the Abbotsford campus.
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MEMORANDUM
To: Jackie Hogan Chair, Senate
From: David Johnston University Registrar
Date: April 6, 2018
Re: April Graduands for Approval
THAT the University Registrar recommends that Senate approve the following candidates for degrees, certificates and diplomas as recommended by Departments or, for Graduate students, the Graduate Studies Committee and the Associate Vice-President, Research, Engagement, and Graduate Studies the credential for which they were recommended and have completed.
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2018 Graduands for Senate Approval
Bachelor Degree Bachelor Degree
Bachelor of Arts Bachelor of Science Ryan Dhillon Japteshwar Singh Gill English extended minor Physics major Media & Communication Studies extended minor Lyndon Hunter Aleksandr Hayward Physical Geography major Sociology major Social Research concentration Bachelor of Science in Nursing Grace Lee Henry Megan Griffioen Indigenous Studies major Alana Michelle Maier Communications minor Sabita Ram Ema Maxine Low Ketsia Leeza Ratzlaff Psychology major Alecia Smith Geography minor Stephanie Brie Taylor
Bachelor of Arts in Adult Education Associate Degree Irma Charlotte Teichrob Associate of Arts Degree Bachelor of Business Administration Zhu, Xiao Ramanpreet Kaur Khatra Accounting major Diploma Richard Simon Li Accounting major Akashdeep Singh Malhi Diploma in Business Administration Accounting major Jasman Kahlon Economics minor Sohail Mohammad Sevrina Sharma Accounting major Diploma in Computer Information Systems Ravina Kaur Narain Sidhu Devon Van Luyn Marketing major Bailey Whitney Unrau * Diploma in Engineering Physics (Mechatronics) Accounting major Japteshwar Singh Gill
Bachelor of Computer Information Systems Diploma in General Studies Ammar Nabod Navdeep Singh Information Systems Security concentration Shane Alexander Boutilier Systems & Networking concentration Sandeep Dosanjh
Bachelor of General Studies Diploma in Liberal Arts Jasandeep Khakh Madelaine Patricia Therese Bourdages History minor Sarah L.M. Brown
Bachelor of Kinesiology Certificate Eric Baylon Colobong Biology minor for Kinesiology Certificate in Geographic Information Systems Exercise Science option Lyndon Hunter Katie Marie Sampat Exercise Science option Nicole Vân Trúc Tran Exercise Science option
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2018 Graduands for Senate Approval
Certificate Certificate
Certificate in Horticulture Crop Production and Protection Welding (Level A) Certificate Manpreet Kaur Bradley Streifel Simarpreet Kaur Katie Margaret Galliazzo Certificate (5 to 30 credits) Benjamin Bradford Carl Jacobs Jagdeep Kaur Khosa Berry Production Essentials Certificate Rajpal Singh Maan Megan Amelia Fennerty Connor K. Nyberg Katherine Mary Palmer Bookkeeping for Small Business Certificate Certificate in Livestock Production Amanda Dixon Rebecca Frigon Emma Suzanne Bryce Clare Louise Ingham Kim Alexis Mairs Construction Electrician Certificate Grazyna Martin Jonathan Bohlen Alexander Brewis Certificate in Indigenous Studies: Maps, Films, Rights and Braedon Dale Collins Land Claims Colton Cymbaluk LaTaya Prato Trevan Kozel Nicholas Paul Victor Larsen Certificate in Integrated Pest Management Essentials Trevor Rendall Terence Logie Christopher Penner Emma Suzanne Bryce Joseph Roche Katie Margaret Galliazzo Carter Eric George Schmidt Benjamin Bradford Carl Jacobs Joseph P. Sickler Katherine Mary Palmer Scott Thompson Kaden Welch Certificate in Media Literacy Caitlin Emily Hay Health Care Assistant Certificate Kristine Arnold Certificate of Advanced Proficiency II in English Language Kayla Marie Bradshaw Studies Daniela Guadalupe Castillo Navjot Kaur Dhaliwal Allison Davison Lisa Ghaffari Introduction to Journalism Certificate Rebecca Ruth Kerkhoff Jennifer Pauline Trithardt-Tufts Anke Klassen Kimberly Pauline Lindhout Modern Languages Advanced Proficiency Certificate Rebecca Marie Marshall Arvid Bergen Priscila Ines Neudorf Ediger in Spanish Abigail Pavelich Madelaine Patricia Therese Bourdages Nhu-Quynh (Leanne) Phan in French Jessica Marie Rowley Sarah L.M. Brown Ann Nia'lui Schoeffel in French Barendina Rene Smith Sofia A. Porta Kailey Strymecki in Spanish Senait Teffera Natalie Danielle Thalen
Management Post-baccalaureate Certificate Sukhmeet Kaur
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2018 Graduands for Senate Approval
Certificate (5 to 30 credits) Certificate (5 to 30 credits)
Modern Languages Intermediate Proficiency Certificate Professional Communications Essentials Certificate Madelaine Patricia Therese Bourdages Kunal Babbar in French Tejkamal Singh Bath Sarah L.M. Brown Ravdeep Singh Brar in French Breanna D. Conkin Melissa Jean Ly Harjit Kaur Dhanoa in Mandarin Amanda Rose Ell Melissa White Baljinder Kaur Grewal in Spanish Raj Grewal Aastha Gupta Nursing Unit Clerk Certificate Josh Hutchinson Monisha Kayleigh Brar Varun Kapila Courtney Elyse Calderwood Dawson A. Lindahl Jenna Cameron Ammar Nabod Bonnie Huynh James Taylor Najman Heather Kemp Carly Ann Pauline Parker Kristy Krulitski Sheena Ann Robson Taylor McBeth Rabia Shafi Taylor Margaret Rachel McLean Devon Leonard Stam Cara Mudry Dawn M. Styran Kawira Murithi Tyson Nicholas Tams Sheradyn Melia Quast Braden Richard Ulvild Ashley Tate Rempel Amy Joelle Vissia Simran Singh Joshua Michael Vissia Shea-Lynne Stelting Melissa White Rachel Sytsma Richelle M. Wierks Nicola Whitting Jayden Morris Wolfe
University Foundation Certificate Pardeep Singh Brar
Workplace Education Certificate Kim Anh Thi Daley Diana Kobes
* Omitted in error from the March 2018 Graduands list
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MEMO
To: Jackie Hogan, Chair, Senate From: Al Wiseman, University Secretary Date: March 22, 2018 Re: Faculty Senator-Elect – Membership on Senate Committee for Student appeals
Senators-elect receive first priority for membership on standing committees of Senate. Submitted for Senate approval, is a faculty senator-elect request for membership on a standing committee:
MOTION: THAT Senate approve senator-elect Gerry Palmer for membership on the Senate Committee for Student Appeals, for a three-year term, from August 1, 2018 to July 31, 2021.
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APPC MEMORANDUM APPC Chair: Eric Davis Phone: 4630
APPC Assistant: Janice Nagtegaal Phone: 4084
TO: Jackie Hogan, Senate Chair
FROM: Dr. Eric Davis, Academic Planning and Priorities Committee Chair
DATE: March 27, 2018
RE: Adult Education Department Program Review
The Adult Education Department underwent a program review in 2017. The Academic Planning and Priorities Committee reviewed all of the documentation related to the Adult Education Department Program Review and accepted them as submitted at their March 14, 2018 meeting. Attached is the Dean’s Summary Report which includes the Departmental Response to the External Review for acceptance by Senate.
MOTION: THAT Senate accept the Dean’s Summary Report of the Adult Education Department Program Review as presented.
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To: Dr. Eric Davis, Chair APPC
From: Tracy Ryder Glass Dean, Faculty of Professional Studies
Date: February 21, 2018
Re: ExecutiveProgram Summary Review of - the Adult Education Department
Based on the Report of the External Review Committee of the University of the Fraser Valley Adult Education Department (ADED) programming and the Response to the Report from the ADED Academic Unit, I would like to make the following observations on the review of the ADED programming.
Process
The general intent of the review was to identify the strengths and weaknesses of the ADED programming, to highlight factors which contribute to or inhibit the success of the ADED programming, to ensure institutional learning outcomes are being addressed and to use the recommendations from the review to shape the vision of the ADED programming over the next five years.
The External Review Committee (ERC) was comprised of two members external to UFV and one member from within UFV but external to the program area. As part of the review process, the ADED Department completed a self-study of their unit and this information was provided to the ERC. The self- study report included information on the history of the ADED Department, detailed descriptions of programming offered, description of the ADED Department’s administrative structure, data from surveys conducted with students and the external community on the effectiveness of the ADED Department and the ADED
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Department’s own reflections on their challenges and opportunities. In addition, the ERC conducted a two-day site visit and met with a number of stakeholders including students, faculty, sessional instructors, staff, members of UFV’s senior administration and members of the external community.
Overall, the site visit and subsequent review was quite positive. The ERC was extremely complementary of the faculty, staff, students, and programming and of UFV.
Review Results
(a) Program Identity
The ERC, in considering the program offerings in light of UFV’s Strategic Plan and Education Plan, it is recommended that:
The ADED Department create a set of statements to express its values, mission and vision; and, that these statements form the context for program and course development, implementation and evaluation. (Recommendation 1)
(b) Curriculum and Course Development
In their report, the ERC was complementary to the ADED Department in their use of a hybrid approach to curriculum delivery in stating, “UFV Adult Education Program has responded to local and distance students. Deploying a blended or hybrid approach using Blackboard Collaborate video conferencing technology, the courses include local students who attend in person and students at a distance to participate synchronously. This hybrid approach positions this Adult Education program at UFV as a quite unique in its delivery compared with many other programs in the field.”
To evidence this, the ERC highlighted in their report, positive features of the programming including:
The opportunity for Prior Learning and Recognition (PLAR) Quality instructors with knowledge and skilled in the field of study Emphasis on peer education Congruence between program curriculum and program learning outcomes.
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While the ERC was positive in their feedback around curriculum and course development, they did comment in their report on the challenges associated with technological changes in instruction and delivery whereby the ERC were shared concerns around “significant barriers when the technology and technological support were insufficient.”
To better equip the ADED Department with further curriculum development and delivery, they recommend the following:
That the ADED program be given more resources to support Prior Learning Assessment and Recognition (PLAR). (Recommendation 2)
That the ADED program develop a curriculum committee with membership as outlined in the report. (Recommendation 3)
(c) Student Standing, Performance and Satisfaction
The ERC, in their report, made note of the many pathways available to ADED students and access to enrolment through Red Seal credentials, transfer credits, PLAR and other UFV course work. In addition the ERC emphasized the overall positive satisfaction rates of graduates in relation to very high levels of employment, with 92% of graduates employed and program students identifying their Department studies as very relevant and work-related (mean of 4.5/5.0). In addition, 34% of graduates were engaged in further studies, all of whom indicated that their Department studies prepared them (6 of 9 "very well prepared") for advanced studies.
The ERC also emphasized four areas in which students and graduates commented the ADED Department programming could be improved. These include: “research and inquiry; interpersonal connections; information technologies; and access to graduate programs.” They also pointed out that while the ratings were still adequate and they did not see as a critique of the programming by students, they commend the ADED Department on their commitment to addressing these perceived gaps.
(d) Student Experience
The ERC commented on the excellent reviews provided by students as to their course content, instructors and the overwhelmingly positive advising support provided by ADED staff. As the ERC states
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in its report, “some students stated that the main reason for taking the program was due to the initial contact with the Department Assistant/Advisor.”
Despite the positive experience enjoyed by program students, the ERC also pointed out some less than favorable feedback around assistance outside of the ADED Department. This includes a lack of awareness around the Student Success Centre and support services as well as the library and difficulty in finding information about the program.
In addition, the ERC, after consulting with the broader UFV community in meetings throughout their visit commented in their report that they came away with the perception, “The ADED program is small, isolated, overtaxed, and is often misunderstood by others within the University.”
To respond to this feedback, the ERC recommends:
That ADED use the current staff position for student/program advising; and, add an administrative / business / marketing position. (Recommendation 4)
That the ADED Department expand relationships with faculty and staff in other Faculties throughout the university. (Recommendation 5)
That the ADED Department expand and formalize partnerships within the university; specifically, with the Student Success Centre; Teaching and Learning Center; University Marketing Group; and, related departments to engage in work projects (e.g. Student-Work projects, Student Co-op). (Recommendation 6)
That the ADED Department explore the consolidation or merger of ADED with other small Department(s) at the university. (Recommendation 7)
That the ADED Department, in consultation with the Dean, establish a Program Advisory Council (PAC) for the Department. (Recommendation 8)
(e) Faculty and Administration
The ERC was very complementary to the ADED faculty and staff and the work that they do with their students and programming development. While not noted in any recommendations, they did comment on the future needs of the Department including the potential for two new faculty hires and additional administrative support in order to meet the growing enrolment demands as a result of new programming and specializations within ADED.
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It was also noted that a stronger level of engagement should be built with Teaching and Learning given the shared interests they have with ADED, and that facilities be improved for delivery of blended and hybrid courses. While the hiring of students with IT skills to assist on weekends has been helpful, it is more advantageous to have an IT person available during the delivery of their courses.
The ERC recommends the following to assist with these comments:
That UFV explore newer e-learning technologies to support a blended learning format for the ADED program. (Recommendation 9)
That IT support extend to the instructional delivery dates and times for the ADED program. (Recommendation 10)
(f) Planning
During their conversations with the UFV community, the ERC came to the conclusion that the ADED Department and its program may not be as well known as they should be.
To assist with this identity concern, the ERC recommends that UFV:
Invest in a proactive, professional marketing strategy for ADED. Pair it with a proactive PAC to identify and target new opportunities. (Recommendation 11)
As the ERC comments in its report, “the marketing process needs precise and targeted messaging to move the program beyond its current position towards a growth state.” This marketing strategy, together with the formation of a Program Advisory Council (PAC), the ERC believes will assist the ADED Department in solidifying their identity within the institution and within the academic community.
To further strengthen the delivery of programming within ADED, the ERC also notes in its report “a better technology than Blackboard Collaborate can be identified for use within the hybrid model, along with more robust audio and specialized systems that can target participants more effectively.”
They recommend that UFV:
Explore and invest in state-of-the-art technologies to support differentiated delivery models for online and hybrid course with ADED. (Recommendation 12)
To better assist students with their knowledge, competency and skill “in their desired program of study in whatever modality of learning best suits their personal needs,” the ERC, in their report, recommends
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the use of curriculum mapping to “align learning outcomes, resources, activities, assessments, and instructional techniques” and “to identify appropriate uses of technology in UFV’s ADED program to match the kinds of outcomes that set the ADED program apart and benefit the types of students UFV attracts to the ADED program.” The ERC recommends the ADED Department:
Model the use of curriculum mapping to demonstrate the breadth and depth of the ADED program, along with its alignment to the UFV Education Plan. (Recommendation 13)
Conclusion
In response to the recommendations made by the ERC, the ADED Department collaboratively produced a response and action plan.
I look forward to supporting the ADED Department as we move forward together with the action plan.
Tracy
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Department of Adult Education – Program Review Departmental Response to External Review – Dec. 2017
Category External Review Report Area Comments/Next Steps Timeline Recommendation Responsible Program #1. That ADED Department create a Department Will be commenced following hiring of new Sept. 2018 to Dec. 2018 Design and set of statements to express its Head faculty member in 2018 to ensure that they Mapping values, mission and vision; and, that are integrated into the visioning process. (NOTE: Depends on admin these statements form the context for staffing support). (NOTE: We do have an existing curriculum program and course development, map but less extensive than here proposed.) implementation and evaluation.
#13. That ADED model the use of curriculum mapping to demonstrate the breadth and depth of the ADED program, along with its alignment to the UFC Education Plan.
Prior Learning #2. That the ADED program be given UFV Director of Teaching & Learning currently ongoing Assessment more resources to support Prior Teaching & investigating the PLAR process at UFV. The Recognition Learning Assessment and Learning ADED Department has been asked to (PLAR) Recognition (PLAR). participate in the consultation process. Department and Dean Department will review funding formula for PLAR credits – e.g, distribution of tuition and FTEs associated with PLAR credits
(NOTE: The Department has been pursuing and asking about this now for four years, AGENDA ITEM # 3.1.1. since the divestment of the PLAR office.) Admin #4. That ADED Department use the Department The current budget of the ADED Department Review in Spring 2018 as per Staffing current staff position for and Dean does not support additional hires for the budget process for 2018/2019 student/program advising; and, add 2018/2019 academic year. However, ongoing academic year. an administrative / business / needs will be reviewed including provision of auxiliary support as needed.
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Prepared by the Adult Education Department Head Adult Education Program Review
Department of Adult Education – Program Review Departmental Response to External Review – Dec. 2017
marketing position. The ADED Department will differentiate and SAC will proceed with hiring map roles of Assistant, Advisor, and Head to process in January 2018 when assist in this process. all applications are in.
The ADED Department hopes to hire a 0.5 staff person to take assist with this role.
A new full-time tenure track faculty member is being sought in the ADED Department and the posting is currently posted for recruitment.
The Department Head has already been given an additional administrative release this year, increasing the number of releases granted from 2 to 3.
Internal #5. That the ADED Department Department Ongoing as per need Relations expand relationships with faculty and and Dean Department will continue to work with the staff in other Faculties throughout the Centre for Teaching and Learning – e.g., university. Faculty Development Liaison is on our SAC and teaches for us. #6. That the ADED Department expand and formalize partnerships within the university; specifically, with the Student Success Center; Teaching and Learning Centre; University Marketing Group; and, AGENDA ITEM # 3.1.1. related Departments to engage in work projects (e.g. Student-Work projects, Student Coop). Page 25 of 142
Prepared by the Adult Education Department Head Adult Education Program Review
Department of Adult Education – Program Review Departmental Response to External Review – Dec. 2017
Technology #9. That UFV explore newer e- Information Ongoing via ETS Support learning technologies to support a Technology Key faculty met with the Project Manager blended learning format for the ADED Services working with ETS on technology investments program. (ITS) / expressing concerns around support needs. Educational #10. That IT support extend to the Technology Additional support has been provided through instructional delivery dates and times Services students and individual technical support in (ETS). pairing faculty with a technical support person for the ADED program. on hybrid/collaborate courses.
#12. That ADED Explore and invest The Blackboard Collaborate Ultra system was in state-of-the-art technologies to introduced in Sept. 2017. support differentiated delivery models for online and hybrid course ETS is currently engaged in a study to improve our hardware in our principle classroom.
Curriculum #3. That the ADED program develop Department The Faculty of Professional Studies has 2018 – curriculum committee and Advisory a curriculum committee with Head and formed a Faculty wide curriculum committee 2019 – PAC first meeting once Board membership as outlined in the report. Dean and it will commence its work in January the new MBTL program has 2018. started #8. That the ADED Department, in consultation with the Dean, establish The formation of the PAC is in the process of a Program Advisory Council for the formation for all four programs: ADED, Workplace Education Certificate (WE(a)C), Department. Teaching English as a Second Language
(TESL), and Mindful Based Teaching and AGENDA ITEM # 3.1.1. Learning (MBTL). Marketing #11. That UFV Invest in a proactive, Department Working with the PAC, the ADED Department 2019 – first PAC meeting professional marketing strategy for and PAC will work to promote the current and new ADED. Pair it with a proactive PAC to programs more widely through the PAC identify and target new opportunities. resources.
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Department of Adult Education – Program Review Departmental Response to External Review – Dec. 2017
The ADED Department will continue to work with the Marketing and Communication Department at UFV to promote the current programming.
Administrative #7. That the ADED Department Department Discussions have been had with the Discussions to continue in the Structure / explore the consolidation or merger and Dean Departments of Child, Youth and Family 2018/2019 academic year. Unit of ADED with other small Studies, and Teacher Education to discuss Department(s) at the university. the creation of a third school. Given the current growth of programming in each of these areas in conjunction with two of the three areas under a program review process, the decision was made to wait until the new program development is complete before looking at the possibility of combining these areas. Given this recommendation, discussions will continue in the 2018/2019 academic year.
AGENDA ITEM # 3.1.1. Page 27 of 142
Prepared by the Adult Education Department Head AGENDA ITEM # 3.1.2.
APPC MEMORANDUM APPC Chair: Eric Davis Phone: 4630
APPC Assistant: Janice Nagtegaal Phone: 4084 TO: Jackie Hogan, Senate Chair
FROM: Dr. Eric Davis, Academic Planning and Priorities Committee Chair
DATE: March 27, 2018
RE: Global Development Studies Minor and Extended Minor
At its March 14, 2018 meeting, the Academic Planning and Priorities Committee recommended approval of the new Global Development Studies minor and extended minor. The proposal was recommended for approval at the Undergraduate Education Committee on January 26, 2018. As well, the proposal was reviewed at the Senate Budget Committee on February 22, 2018 and it was confirmed that the cost of implementation is adequately reflected in the analysis. The Academic Planning and Priorities Committee recommends the new Global Development Studies minor and extended minor be approved by Senate.
Attached are the memos from Stephen Piper (Program Working Group Chair), the Undergraduate Education Committee, and the Senate Budget Committee, as well as the full proposal. All of these documents as well as the budgetary analysis and appendices for the proposal are available on the UFV Public drive H:> UFVInfo > APPC.
MOTION: THAT Senate approve the new Global Development Studies minor and extended minor for the Bachelor of Arts as recommended by the Academic Planning and Priorities Committee.
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MEMO
To: Eric Davis, Chair, APPC From: Stephen Piper, Program Working Group Chair CC: Dr. Jacqueline Nolte, Dean, College of Arts; Dr. Bruce Kirkley, Program Development and Quality Assurance Coordinator Date: March 14, 2018 Re: Proposed Minor and Extended Minor, Global Development Studies
For the proposed Minor and Extended Minor in Global Development Studies, please find attached the program proposal, appendices, Budget Analysis Part A, Budget Memo in lieu of Budget Analysis Part B.
On January 26, 2018, UEC voted to recommend the Minor and Extended Minor in Global Development Studies for APPC approval (see attached memo).
On February 22, 2018, SBC reviewed the proposal and budget analysis and voted to recommend the Minor and Extended Minor in Global Development Studies for approval to APPC (see attached memo). Program Summary: GDS is a broadly interdisciplinary program designed to equip students with the critical academic knowledge, skills and experience required to function effectively as development professionals in Canada or abroad or to continue on to graduate or other professional studies. A minor and extended minor will make this area of academic specialization and professional practice available to students in other disciplines and degree programs. The addition of a minor and extended minor in GDS will extend learning opportunities to more UFV students, allow them to be recognized for their international and developmental expertise, and give them a competitive edge in their future careers.
Concept Paper: A concept paper is not required for a new minor in a program area where a major or degree is already approved.
1
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UEC Chair: Eric Spalding UEC MEMORANDUM Phone: 4680
UEC Assistant: Amanda Grimson Phone: 4571
TO: Dr. Eric Davis, Academic Planning and Priorities Committee Chair
FROM: Eric Spalding, Undergraduate Education Committee Chair (Acting)
DATE: January 29, 2018
RE: Global Development Studies minor and extended minor
At its January 26, 2018 meeting, UEC voted to recommend the new Global Development Studies minor and extended minor. UEC recommends that this be recommended by APPC and approved by Senate.
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SBC MEMORANDUM SBC Chair: Betty Poettcker Phone: 4676
SBC Assistant: Alexandria Waycott Phone: 4029
TO: Eric Davis, APPC Chair
FROM: Betty Poettcker, Senate Budget Committee Chair
DATE: February 28, 2018
RE: Global Development Studies Extended Minor and Minor
At its February 22, 2018 meeting, the Senate Budget Committee reviewed the proposed addition of an Extended Minor and Minor in Global Development Studies. Stephen Piper, Associate Professor of Social Cultural & Media Studies, and Global Development Studies addressed questions from the committee. The following comments were noted:
• There is an existing Major in Global Development Studies, which is part of the Bachelor of Arts program. The addition of a minor and extended minor in GDS would allow students to explore a major in another discipline while still maintaining the benefits that GDS provides in the career market and in further education. • The minor and extended minor in GDS presents the possibility of attracting new students from two year diploma programs at Capilano University and Okanagan College.
The following motion was made: The Senate Budget Committee reviewed the proposed minor and extended minor in Global Development Studies and confirms the cost of implementation is adequately reflected in the analysis.
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Full Program Proposal
Minor and Extended Minor in Global Development Studies
UNIVERSITY OF THE FRASER VALLEY
College of Arts
Submitted to: CACC November 2017
©UFV Global Development Studies Program Working Group
This material is for internal distribution and use only
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Table of Contents
Executive Summary ...... 3 Credential Recognition and Nomenclature ...... 9 Curriculum/Program Content ...... 9 BA-GDS Extended Minor ...... 10 BA-GDS Minor Requirements ...... 11 Learning Methodologies/Program Delivery...... 13 Admission and Transfer/Residency...... 13 Faculty ...... 13 Program Resources ...... 14 Program Consultation ...... 14 Program Review and Assessment ...... 14
Appendices
Appendix 1: Institutional and Program Learning Outcomes Appendix 2: GDS Registration and Graduation Report Appendix 3: GDS Graduate Employment Appendix 4: Comparable Programs Appendix 5: Student Surveys Appendix 6: Faculty Appendix 7: Calendar Copy
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Executive Summary Overview of UFV’s history, mission and academic goals: The University of the Fraser Valley is a regional teaching university that serves the Fraser Valley. The university was founded as Fraser Valley College in 1974, became the University College of the Fraser Valley in 1991, and in 2008 received university status to become the University of the Fraser Valley. UFV’s goals are to provide the best undergraduate education in Canada; be a leader of the social, cultural, economic and environmentally-responsible development of the Fraser Valley; and be innovative, entrepreneurial, and accountable in achieving our goals. How we intend to achieve this vision is articulated in Changing Lives, Building Community. Credential to be awarded: Minor and Extended Minor in Global Development Studies (GDS). UFV currently offers a multidisciplinary BA in GDS. The minor and extended minor would make a GDS specialization available to students pursuing other degrees at UFV.
Location: UFV Abbotsford campus. An optional internship could be completed within Canada or overseas.
Faculty and school/department offering the program: Faculty of Social Sciences, College of Arts.
Program start date: September 2018
Completion time: The extended minor requires 34 credits. The minor requires 25 credits. These credentials are normally to be completed concurrently with another 4-year full-time degree program. Part-time studies or combination with some other degrees with limited electives could extend the required duration of study.
Objectives: GDS is a broadly interdisciplinary program designed to equip students with the critical academic knowledge, skills and experience required to function effectively as development professionals in Canada or abroad or to continue on to graduate or other professional studies. A minor and extended minor will make this area of academic specialization and professional practice available to students in other disciplines and degree programs. It would, for example, provide an excellent foundation for a Psychology student wishing to work with refugees and others suffering from PTSD; a Graphic Design or CMNS student wanting to work with international NGOs; a Science student wishing to make a socially applied contribution to the international struggle with climate change; a Political Science student wishing to enter the Foreign Service; a Business student wishing to work internationally; or an Indigenous Studies student with the goal of working in local community social and economic development1. A minor or extended minor in Global Development Studies would add significant value to a:
1 Many GDS graduates work in local community social and economic development, not just overseas. UFV GDS graduates are currently working at Abbotsford Community Services, Run for Water, the Abbotsford Food Bank, Communitas, Arcus Community Resources and in TESL, life skills coaching, social integration for youth, all in Fraser
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• Bachelor of Arts, major or extended minor in anthropology, art history, biology, criminal justice, economics, English, French, geography, history, Indigenous studies, Latin American studies, media and communications studies, peace and conflict studies, philosophy, political science, psychology, sociology, theatre, or visual arts; • Bachelor of Arts (Adult Education); • Bachelor of Arts (Criminal Justice); • Bachelor of Business Administration (with permission); • Bachelor of Computer Information Systems; • Bachelor of General Studies; • Bachelor of Kinesiology; • Bachelor of Science, especially majors in biology and physical geography; • Bachelor of Environmental Studies (proposed) and Bachelor of Environmental Studies (Natural Sciences) (proposed).
Anticipated contribution to UFV’s mandate and strategic plan: UFV’s Strategic Plan2 recognizes the interconnectedness of the local and global environments in which our graduates will compete for employment, entrepreneurship and further education. It acknowledges the responsibility of the university to embrace diversity, support cross-cultural exchange, and promote the respectful debate of ideas and views; to prepare our students for responsible citizenship—both locally and globally; and to partner with the community in cultivating international awareness and understanding. Similarly, the 2016-20 UFV Education Plan3 goals include commitments to collaborate across boundaries, develop local and global citizenship and integrate experiential learning.
The multidisciplinary GDS degree: • embraces inclusive local and global development that is socially and environmentally sustainable • is based on multi-disciplinary collaboration across the university and with our partners around the world • incorporates civic and cross-cultural engagement and promotes critically aware social responsibility • integrates experiential learning, both through classroom experiences (e.g. engagement with practitioners, problem-solving exercises) and through participation in local and international internships • supports UFV’s goal to “be a leader of social, cultural, economic, and environmentally- responsible development in the Fraser Valley.”
Valley communities. It is a fundamental presumption of GDS that development is both a global and local phenomenon and problem. Hence, the field is not just focused “overseas”. This view is shared by many indigenous leaders and scholars. Indeed, George Manuel, first chief of the National Indian Brotherhood, coined the term, “Fourth World”, to describe the situation of Canadian First Nations which he saw as paralleling that of developing nations in their respective colonial relationships with the Canadian government and overseas colonial powers. 2 http://www.ufv.ca/president/ufv_strategic_directions/ 3 https://www.ufv.ca/media/assets/provost/education-plans/Learning-Everywhere-The-UFV-Education-Plan,- 2016-2020---2016-05-09.pdf
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The addition of a minor and extended minor in GDS will extend these learning opportunities to more UFV students, allow them to be recognized for their international and developmental expertise, and give them a competitive edge in their future careers.
UFV’s Strategic Enrolment Management Plan 2014-20194 declares that the, “Increasing engagement of students and faculty in international experiences is another element of the strategic objectives of internationalization at UFV. This includes expanding international aspects within the curriculum, professional development for faculty and staff, and opportunities for student mobility, including Study Abroad and international internships.” GDS is an integral part of that objective, through the degree program, as well as the proposed extended minor and minor.
Linkages between UFV’s Institutional Learning Outcomes, the program’s learning outcomes, and curriculum design: GDS program learning outcomes align with UFV’s Institutional Learning Outcomes and, more generally, the learning outcomes of similar programs at other institutions. The relationships between institutional and program learning outcomes and curriculum are detailed in Appendix 1. Students pursuing a minor or extended minor in GDS may not achieve all institutional learning outcomes owing to the flexibility of the curriculum. However, it is expected that they will achieve all of the institutional learning outcomes through their major, or principal degree program. A minor or extended minor in GDS will significantly enhance these outcomes.
Work experience: The GDS minor and extended minor include an optional local or international internship; it is mandatory for the BA in GDS. Internships give students an opportunity to apply and test the limits of knowledge acquired in the class room, to make contacts that may be of benefit to them in the future, to develop advanced language skills, and to appreciate the complicated realities of development work.
Area/sectors of employment for graduates and/or opportunities for further study: Global Development Studies prepares graduates for immediate employment in several fields including: • international/global • social research projects • international trade development agencies • international finance and • international education • community development banking • project management agencies • refugee settlement and • humanitarian aid and disaster • indigenous/first nations immigrant acculturation relief development agencies • civil service • peace and justice • social planning councils • community health • environmental sustainability • municipalities • business • food security Most of these job categories fall within NOC 4164: Social Policy Researchers, Consultants and Program Officers. Of particular significance are careers as International Aid and Development Project Officers and Humanitarian Aid Workers.5
4 https://www.ufv.ca/media/assets/program-development-office/new-or-updated-misc/SEM--Plan-2014-2019.pdf 5 http://noc.esdc.gc.ca/English/noc/QuickSearch.aspx?ver=16&val65=4164 http://noc.esdc.gc.ca/English/noc/ViewAllTitlesQuickSearch.aspx?ver=16&val65=4164&val=4&val1=4164
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Global Development Studies graduates are advantaged in applying for programs of advanced studies (and subsequent employment) in: • global/international • law • geography development studies • health • political science • migration and citizenship • international relations • economics • education • policy studies • business and public • journalism • anthropology administration • social work • sociology • conflict studies
Students completing a minor or extended minor in GDS will be at an advantage in applying for work or further study in positions and programs related to their major area of study that also have a practical international or development focus.
Delivery methods: In addition to standard university delivery methods for courses, including seminars, workshops, online courses and the traditional classroom setting, the GDS program relies heavily on experiential and project-based learning, from 1st year through to 4th year courses. Many courses include applied components that encourage students to test and develop their knowledge through confrontation with real problems. A number of courses require engagement and partnership with community agencies and making a productive contribution to their objectives. The program also includes an optional internship component in the minor and extended minor (mandatory for majors). For students completing internships, there is an optional (mandatory for majors) capstone course, GDS 400, which allows students to compare their different internship experiences and academic studies and develop a more complete understanding of the practice and study of development.
Program strengths: GDS is an innovative, efficient program design that draws on the existing resources of the university to offer students an academic education focused on real-world issues and experiences that gives them the knowledge, skills, experience and attitudes they will need to get jobs and become valued employees. The program also develops the criticality, awareness and motivation students need to pursue professional and graduate studies.
GDS has graduated 12 students since it was launched in Winter 2013 and currently has over 30 students registered in the program. The quality of GDS students has been well demonstrated: two of our graduates have been convocation speakers and two have won the Dean’s Medal (see the GDS registration and graduation report in Appendix 2). Many more students have expressed an interest in taking a minor or extended minor in GDS, because they are interested in international or developmental applications of their primary field of study, or because they are too advanced in their studies to consider switching into the GDS BA (see Appendix 5).
A recent report from CASID/CCCUPIDS6 shows that IDS (GDS) graduates enjoy significant employment success. (The executive summary and conclusions of the report are reproduced in Appendix 3.) 86% of survey respondents were employed; a significant proportion of the remainder were engaged in full-time study toward professional or graduate degrees. Only 4.8% were unemployed and seeking work. Income data shows IDS graduates equal to, or slightly higher than other social science graduates.
6 http://idsemployment.weebly.com/uploads/4/5/2/2/45224335/national_report_english_final.pdf
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UFV’s GDS program requires students to acquire transferable and marketable skills. For example, there is a mandatory internship, while required coursework includes engagement with community organizations and the development of skills in business management, community development, and research methods. Elective choices require students to gain skills in additional areas which may include professional report writing, grant and proposal writing, professional facilitation skills, etc.
CASID/CCCUPIDS survey respondents identified all of these as content they wished had been included in their own IDS/GDS degree programs at institutions across Canada, as it would have strengthened their employment applications. UFV GDS graduates have been grateful of these acquired skills and experiences in their own job searches.
CASID/CCCUPIDS survey respondents also indicated the desirability of combining studies in IDS with studies in other areas, especially those with applied components (e.g. GIS). Implementing a minor and extended minor will make this feasible for more students and enhance their employability.
Even in the reduced credit-space of the minor (25 credits) and extended minor (34 credits), students will be able to incorporate some of the skill and experiential learning components of the GDS degree, while acquiring a solid grasp of the history and theory of development processes and an appreciation of current debates in development practice that will complement their studies in another area.
Level of support and recognition: The BA in GDS program at UFV is a full member of the Canadian Consortium of College and University Programs in International Development Studies (CCCUPIDS). Our graduates have been found to be qualified for employment in responsible positions in NGOs and the private sector, and for admission to graduate and professional programs.
The proposed minor and extended minor in GDS mirror the patterns of minors and extended minors (or equivalent degrees at other Canadian universities. (See Appendix 4.)
For further discussion of level of support, see “Consultation”, below.
Admission and transfer within the British Columbia post-secondary education system: Applications for the BA in GDS are accepted for entrance to the Fall, Winter, and Summer semesters. Students will be encouraged to formally declare entry into the GDS minor or extended minor as early as possible in their university studies to facilitate advising, access to courses, and timely completion of their degrees.
Prior to declaring a minor or extended minor in Global Development Studies, students must have been admitted to another UFV degree program that permits the declaration of minors or extended minors, and be in good standing in that program.
Lower-level courses are already articulated through BCCAT. For students from other regions and students with upper-level credits from other institutions we do our best to accept all reasonable equivalents. We are currently working to establish block transfer for students from Okanagan College’s two-year International Development Diploma and will continue to work to facilitate block transfer from other related two-year programs, such as Capilano University’s Global Stewardship Associate of Arts Degree.
Related programs at UFV or other British Columbia post-secondary institutions:
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The GDS program utilizes courses from over a dozen different disciplines at UFV. We work closely with the contributing departments on issues such as course scheduling so as to facilitate program delivery and to benefit all participants. This kind of collaboration improves the cost-effectiveness of GDS and its partners at UFV.
Apart from disciplinary partners, related academic programs at UFV include: • Associate of Arts in International and Development Studies • Geography major concentration in international studies • Latin American Studies minor and extended minor • Indo-Canadian Studies • Indigenous Studies • Environmental Studies • Peace and Conflict Studies • Migration and Citizenship
A minor or extended minor in GDS would be a valuable addition to, continuation of, or preparation for, any of these programs, as it would be for students in other UFV program areas.
There are several somewhat related undergraduate programs at other BC post-secondary institutions, including,
• Capilano University – Associate of Arts in Global Stewardship • College of the Rockies - Global Studies Graduate Certificate • Columbia Bible College – Intercultural Studies; Social Entrepreneurship; Practical Ministry • Douglas College - Associate of Arts Degree in Intercultural and International Studies • Langara College - Arts and Science Diploma - Peace and Conflict Studies Concentration; Latin American Studies Concentration; Asian Studies Concentration; Aboriginal Studies Concentration • Okanagan College - International Development Diploma • Royal Roads University - Graduate Diploma in Human Security and Peacebuilding • Selkirk College – Liberal Arts Diploma in Peace and Justice Studies • SFU – BA (Major, Minor, Honours) in International Studies - International Development, Economic and Environmental Issues Concentration • Trinity Western – BA (Major, Honours) in International Studies - International Development and Cultural Change Track • UBC – BA (Major, honours) in International Relations • UBC Okanagan – BA (Major) in International Relations • UNBC – BA (Major) in Global and International Studies • UVic – BA (Minor) in Global Development Studies (Effective September 2017) • Vancouver Island University – BA (Major, minor) in Global Studies
Most provincial business programs (but not UFV) offer a specialization in international business or a related field. Additionally, UBC offers an International Development Certificate as a non-degree extended learning program.
UFV’s GDS minor and extended minor programs are distinct from other comparable four-year undergraduate programs in British Columbia (and we believe, in Canada) in that they integrate critical knowledge, applied skills and experiential learning in the area of global development. The closest match for the UFV program is at Vancouver Island University, which offers a major and minor in Global Studies. However, there are still clear differences between the two programs. Chief among these are the UFV
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requirements for practical experience through an internship; upper-level courses in research methods; and skill development in communications, management, and community development. SFU’s International Studies degrees lack the internship, above-mentioned skills development, and language requirements of the UFV degree, thus limiting the career benefits for students.
Across Canada, there are about 20 comparable tertiary level programs in Global or International Development Studies. Most are listed on the website of the Canadian Consortium of College and University Programs in International Development Studies (CCCUPIDS).7 (See Appendix 4 for a listing of comparable programs in BC and across Canada.)
The new minor and extended minor in GDS will not require the same program depth and breadth as the GDS degree program. However, they will confer a solid grasp of global development issues and permit students to acquire skills and experience relevant to the area; in combination with the students’ principal degrees, they will certify an additional area of expertise and experience that will enhance students’ versatility and employability.
Institutional contact: Dr. Jacqueline Nolte, Dean, College of Arts
Program Working Group: Stephen Piper – GDS, Sociology/SCMS Garry Fehr – GDS, Geography, Agricultural Centre of Excellence Edward Akuffo – GDS, Political Science Terah Sportel (Reference Group) – GDS, Geography
Credential Recognition and Nomenclature In Canada, the field of study is variously described as Global, International, Comparative, Collaborative, or Interdisciplinary Development Studies. The majority of these programs are linked together through the Canadian Consortium of College and University Programs in International Development Studies (CCCUPIDS).8 UFV graduates with degrees in GDS have found work in related areas and have been admitted to programs of professional study at other universities.
Curriculum/Program Content The BA in Global Development Studies is an interdisciplinary program drawing on a wide range of disciplines, mostly from the Arts and Sciences. The BA in GDS is set at the bachelor level and requires a minimum of 120 undergraduate credits. The curriculum follows a basic pattern employed by other development studies programs, most notably the Collaborative International Development Studies (IDS) program at the University of Guelph, but adds a range of skill development courses and an experiential learning component.
The BA curriculum is designed to give students: • a sound basis in a range of essential skills (identified through consultation with local development agencies) • a solid grasp of the history and theory of development processes and an appreciation of current debates in development practice
7 https://www.casid-acedi.ca/ccupids/undergraduate-programs 8 https://www.casid-acedi.ca/ccupids/about
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• an opportunity to develop skills and make contacts through a service learning (internship) component and a critical analysis of this experience • an opportunity to develop focused disciplinary knowledge and skills by fulfilling requirements for a minor.
The minor (25 credits) and extended minor (34 credits) will offer students the same learning opportunities as the BA degree program (knowledge, relevant skills, experiential learning), though obviously not to the same extent. Students will still be able to incorporate some of the skill and experiential learning components, but the emphasis in the minor and extended minor is to ensure that students acquire a solid grasp of the history and theory of development processes and an appreciation of current debates in development practice that will complement their studies in another area. We trust that the students’ selection of a major indicates their primary interests and that their major studies will give them the knowledge and skills to advance in that area. The GDS minor or extended minor will allow students to claim some expertise in a specialist area. (See calendar copy in Appendix 7.)
Program outline:
BA-GDS Extended Minor Lower Level Requirements: 18 credits Course Title Credits Lower level courses must be from at least 3 different disciplines. One of the following: GDS 100/GEOG 109 A World of Development 3 GDS 250/SOC 250 Sociology of Development 3 15 credits from the following: GDS 100/GEOG 109 A World of Development 3 GDS 220/ANTH 220 Anthropology of Globalization and Development 3 GDS 250/SOC 250 Sociology of Development 3 GEOG 240 World Regional Geography 3 ECON 100 Principles of Microeconomics 3 ECON 101 Principles of Macroeconomics 3 POSC 230 Comparative Politics 3 POSC 260 (formerly POSC 190) International Relations and Global Politics 3 SOC 200/LAS 200 Social Issues in Latin America 3 No more than two courses in a Modern Students must complete no more than two courses in 3-6 Language a Modern Language, both of which must be in the same language
No more SOC 255/ANTH 255/MACS Introduction to Social Research 3 than one 255 course GEOG 252 Explanation in Geography: Quantitative Methods 3 CRIM 220 Research Methods in Criminology 3
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from the BUS 100 Introduction to Business 3 following: BUS 204 Introduction to Non-Profit Management 3 CMNS 180 Intercultural Communications 3
Upper-level requirements: 16 credits Course Title Credits 16 credits from the following: (Must include two of GDS 340, GDS 363, ECON 398, POSC 360; Must include courses from at least 3 different disciplines) GDS 340/GEOG 340 Geographies of Poverty and Development 4 SOC 363/GDS 363/ANTH 363/LAS 363 Processes of Development 4 ECON 398 Development Economics 3 POSC 360 The United Nations and International Organizations 3 POSC 365 War, Terrorism, and Global Security 3 POSC 368 Global Issues and Canadian Foreign Policy 3 SOC 463/ANTH 463/LAS 463 Special Topics in Development Studies 4 GEOG 364 International Planning and Development Policy: 4 Adapting to Climate Change GEOG 466 Community Planning and Development: International 5 Studio No more GEOG 396/GDS 310/SOC 396 Canada Internship 6 than one GEOG 398/GDS 311/SOC 398 International Internship 6 course form the following: GDS 400 (Students must complete GDS Global Development Seminar 4 310 or GDS 311 before they can enrol in GDS 400.) GDS 483 Directed Studies in Global Development 4 No more CMNS 360 Advocacy Writing 4 than one CMNS 365 Grant and Proposal Writing 3 course form the CMNS 445 Facilitation Skills for Professionals 4 following: SOWK 380 Social Work and Community Development 3
BA-GDS Minor Requirements Lower-level requirements: 9 credits Course Title Credits Lower level courses must be from 3 different disciplines.
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One of the following: GDS 100/GEOG 109 A World of Development 3 GDS 250/SOC 250 Sociology of Development 3 6 credits from the following: GDS 100/GEOG 109 A World of Development 3 GDS 220/ANTH 220 Anthropology of Globalization and Development 3 GDS 250/SOC 250 Sociology of Development 3 GEOG 240 World Regional Geography 3 ECON 100 Principles of Microeconomics 3 ECON 101 Principles of Macroeconomics 3 POSC 230 Comparative Politics 3 POSC 260 (formerly POSC 190) International Relations and Global Politics 3 SOC 200/LAS 200 Social Issues in Latin America 3 One course in a modern language 3
Upper-level requirements: 16 credits Course Title Credits 16 credits from: (Must include two of GDS 340, GDS 363, ECON 398, POSC 360; Must include courses from at least 3 different disciplines) GDS 340/GEOG 340 Geographies of Poverty and Development 4 SOC 363/GDS 363/ANTH 363/LAS 363 Processes of Development 4 ECON 398 Development Economics 3 POSC 360 The United Nations and International Organizations 3 POSC 365 War, Terrorism, and Global Security 3 POSC 368 Global Issues and Canadian Foreign Policy 3 SOC 463/ANTH 463/LAS 463 Special Topics in Development Studies 4 GEOG 364 International Planning and Development Policy: 4 Adapting to Climate Change GEOG 466 Community Planning and Development: International 5 Studio No more GEOG 396/GDS 310/SOC Canada Internship 6 than one 396 course from GEOG 398/GDS 311/SOC International Internship 6 the 398 following: GDS 400 (Students must complete GDS Global Development Seminar 4 310 or GDS 311 before they can enrol in GDS 400.) GDS 483 Directed Studies in Global Development 4 CMNS 360 Advocacy Writing 4
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No more CMNS 365 Grant and Proposal Writing 3 than one CMNS 445 Facilitation Skills for Professionals 4 course from the following: SOWK 380 Social Work and Community Development 3
Learning Methodologies/Program Delivery Most courses are delivered in standard university modes over a 13 week semester, including seminars, workshops, online courses, independent study and the traditional classroom setting. Some of the courses include elements of community engagement.
Students in the minor and extended minor will also have the option of participating in experiential learning through the internship component of the program (GDS 310 or GDS 311). Each of these courses is preceded by other courses intended to impart the knowledge and skills that will be put into practice in the applied courses. The internships themselves require critical analysis of the experience through a structured field journal, a final report and, when possible, online discussion groups.
Admission and Transfer/Residency Requirements for general admission to UFV may be found in the online calendar at: http://www.ufv.ca/calendar/current/General/Admissions.htm.
Students should declare a minor or extended minor in GDS after completing 30 credits and before completing 60 credits of university level study. They must have a minimum 2.0 CGPA on all credits attempted and a minimum grade of C on each of 3 required courses for the minor or extended minor in GDS. Registration in further courses may be blocked until a major, extended minor or minor is declared.
Students are encouraged to formally declare entry into the GDS minor or extended minor as early as possible in their university studies to facilitate advising, access to courses, and timely completion of their degrees.
The residency requirement for this program is 25%: One quarter of the credits required for the minor or extended minor must be completed at UFV. Half of these credits must be at the upper level. Transfer credits and credits earned through prior learning assessment, including course challenge, do not meet this requirement.
Faculty GDS is a broadly interdisciplinary program. The minor and extended minor draw on courses regularly offered by eight departments, including Business, Communications, Criminology, Economics, Geography, Modern Languages, Political Science, and Social, Cultural and Media Studies. All of these courses are taught by faculty who meet UFV’s established standards for teaching and research. The core global development knowledge courses are taught by faculty who have extensive experience in international development research and/or applied development projects around the world. (See Appendix 6.)
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Program Resources No new courses are required for the minor and extended minor. The current frequency of course offerings would allow a student to earn either degree in the same time required to complete a major or an extended minor (or equivalent) in another degree program. The extended minor can be completed in 6 semesters, completing fewer than 2 courses per semester; the minor can be completed in 6 semesters, completing just over 1 course per semester. The flexibility in the degree requirements and the existence of empty seats in some sections mean that the minor and extended minor can be offered to students without the addition of new sections. All required courses are already supported by sufficient library, IT, administrative, and classroom resources.
Program Consultation Prior to the approval of the BA in GDS in 2012, there was extensive consultation with departments and administrators across UFV. The proposal received approval from all the departments involved in planning the degree, the Arts Faculty Curriculum Committee, Arts Faculty Council, the Undergraduate Program Committee, the Senate Budget Committee, the Senate, and the Board of Governors. Consultations with development organizations located in the Fraser Valley revealed strong support for a BA in Global Development Studies.
For the current application for a minor and extended minor in GDS, we have consulted with all partner departments (CMNS, ENGL, GEOG, SCMS, CRIM, MOLA, MATH, PSYC, ECON, POSC, BUS, and SOWK) and have received nothing but positive responses. Community partners are similarly supportive. (See Appendix 5.)
Strong student interest in the program has been demonstrated consistently in student surveys from 2006-2016. (For student survey data from 2006, 2009 and 2016, see Appendix 5.)
In a Winter 2016 survey of 108 non-BA in GDS students in courses taught by GDS faculty, 24.1% indicated that they would or probably would be interested in taking a BA in GDS; 38.9% indicated that they would or probably would be interested in adding a minor or extended minor in GDS to their academic programs. Significantly, 37.0% indicated that they would have been or probably would have been interested in taking a BA in GDS, if they had known about it earlier; 49.1% indicated that they would have been or probably would have been interested in taking a minor or extended minor in GDS, if they had known about it earlier. Program Review and Assessment
The University of the Fraser Valley is committed to offering academic programs of the highest quality and standards. UFV’s Academic Program Reviews Policy (189) requires that all academic programs and units undergo review every seven to eight years. Program Review is the central component in a continuous process of program monitoring and improvement.
Appendices
Appendix 1: Institutional and Program Learning Outcomes
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Appendix 2: GDS Registration and Graduation Report Appendix 3: GDS Graduate Employment Appendix 4: Comparable Programs Appendix 5: Student Surveys Appendix 6: Faculty Appendix 7: Calendar Copy
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UEC MEMORANDUM UEC Chair: Eric Spalding Phone: 4680
UEC Assistant: Amanda Grimson Phone: 4571
TO: Jackie Hogan, UFV Senate Chair
FROM: Eric Spalding, Undergraduate Education Committee Chair
DATE: March 26, 2018
RE: Arts associate certificates
At its March 23, 2018 meeting, UEC voted to recommend to Senate that the Professional Communication Essentials certificate, Media Literacy certificate, and Indigenous Maps, Films, Rights, and Land Claims certificate be changed to associate certificates so they are consistent with our current credential requirements.
MOTION: THAT Senate approve changing the Professional Communication Essentials certificate to the Professional Communication Essentials associate certificate as recommended by UEC, effective September 2018.
MOTION: THAT Senate approve changing the Media Literacy certificate to the Media Literacy associate certificate as recommended by UEC, effective September 2018.
MOTION: THAT Senate approve changing the Indigenous Maps, Films, Rights, and Land Claims certificate to the Indigenous Maps, Films, Rights, and Land Claims associate certificates as recommended by UEC, effective September 2018.
RATIONALE: The 9-credit Professional Communication Essentials certificate, 9-credit Media Literacy certificate, and 12-credit Indigenous Maps, Films, Rights, and Land Claims certificate are being renamed as associate certificates to comply with the Credentials policy (64).
Note: Students registered in one of the above certificates prior to September 2018 may elect to complete the credential as either a certificate or an associate certificate for a period of one year, until August 31, 2019.
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UEC MEMORANDUM UEC Chair: Eric Spalding Phone: 4680
UEC Assistant: Amanda Grimson Phone: 4571
TO: Jackie Hogan, UFV Senate Chair
FROM: Eric Spalding, Undergraduate Education Committee Chair
DATE: March 26, 2018
RE: Arts minors and extended minors
At its March 23, 2018 meeting, UEC voted to recommend to Senate changes to the availability of certain Arts minors and extended minors in degree programs other than the Bachelor of Arts. These minors and extended minors will now be made available to students in any degree program.
MOTION: THAT Senate approve the availability of the following minors and extended minors in all degree programs as recommended by UEC, effective September 2018: • Art History extended minor and minor • Creative Writing extended minor and minor • Graphic and Digital Design extended minor and minor • Media and Communication Studies extended minor and minor • Theatre extended minor and minor • Visual Arts extended minor and minor
RATIONALE: The above-mentioned programs have varying levels of restrictions on declaration within degree programs at UFV. Based on student interest and request, and following consultation with departments and the Dean’s office, the BFA program committee has opted to lift restrictions on declarations of these programs to make them available in all degree programs. Expanding student options within degrees is a reflexive response to student demand that will make our programs more flexible and functional for students.
This change may increase enrollment in these Arts disciplines, as a wider range of students are able to declare these programs. Additional high-demand sections of Graphic Design courses are already approved and are being phased into rotation. The need for additional resources is not anticipated for other disciplines.
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UEC MEMORANDUM UEC Chair: Eric Spalding Phone: 4680
UEC Assistant: Amanda Grimson Phone: 4571
TO: Jackie Hogan, UFV Senate Chair
FROM: Eric Spalding, Undergraduate Education Committee Chair
DATE: March 26, 2018
RE: Bachelor of Arts
At its March 23, 2018 meeting, UEC voted to recommend to Senate changes to the Bachelor of Arts degree.
Please see the attached document for additional details.
MOTION: THAT Senate approve the addition of the Creative Writing extended minor, Creative Writing minor, Graphic and Digital Design extended minor, and Graphic and Digital Design minor to the Bachelor of Arts degree as recommended by UEC, effective September 2018.
RATIONALE: The Creative Writing and Graphic and Digital Design minors and extended minors are currently restricted to students in the Bachelor of Fine Arts. Based on student interest and request, and following consultation with departments and the BFA program committee, the College of Arts is requesting that these programs be included in the BA degree. Expanding student options within the BA is a reflexive response to student demand that will make the degree more flexible and functional for students.
Both programs will enhance institutional learning outcomes in the BA by providing options in which students analyze critically and imaginatively, use knowledge and skills proficiently, initiate inquiries and develop solutions to problems, and communicate effectively.
This change may increase enrolment in the BA degree, due to a wider selection of program options. It may decrease enrolment in the BFA, as this is currently the only program available to students wanting a degree-level credential in CW or GD. Additional high-demand sections of Graphic Design courses are already approved and are being phased into rotation. The need for additional resources is not anticipated at this time for Creative Writing.
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Bachelor of Arts degree
Available declaration options
Discipline Honours Major Ext. minor Minor
Anthropology ✔ ✔
Applied Ethical and Political ✔ Philosophy
Applied Statistics ✔
Art History ✔ ✔
Biology ✔
Business ✔
Communications ✔
Computer Information Systems ✔ ✔
Creative Writing ✔ ✔
Criminal Justice ✔ ✔
Economics ✔ ✔
English ✔ ✔ ✔ ✔
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English - Creative Writing ✔
French ✔ ✔ ✔
Geography ✔ ✔ ✔ ✔
Graphic and Digital Design ✔ ✔
History ✔ ✔ ✔
Indigenous Studies ✔ ✔
Kinesiology ✔
Latin American Studies ✔ ✔
Mathematics ✔ ✔ ✔
Mathematics (Statistics option) ✔ ✔
Media and Communication Studies ✔ ✔
Peace and Conflict Studies ✔ ✔
Philosophy ✔ ✔ ✔
Political Science ✔ ✔ ✔
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Psychology ✔ ✔ ✔
Sociology ✔ ✔ ✔
Sociology/Anthropology ✔
Theatre ✔ ✔ ✔
Visual Arts ✔ ✔
Important notes
• The number of students wanting to enter any Arts Honours, major, extended minor, or minor program may exceed capacity. Departments reserve the right to select competitively if necessary. The basis for selection is applicant GPA on required lower-level prerequisites; students in the BA will have priority. UFV cannot guarantee available seats in required program courses on demand.
• Arts students completing a major or double extended minor/minor from the above list may also combine either of those programs with any UFV major, extended minor, or minor. This may, however, require students to complete more than 120 credits. Students may not, however, combine the following:
o A Geography major with a Physical Geography major or minor o A Mathematics major, extended minor, or minor with a Mathematics (Statistics option) extended minor or minor o A Mathematics major, extended minor, or minor in Arts with a Mathematics major or minor in Science o A Sociology/Anthropology major with extended minors or minors in Sociology or Anthropology o An English major, Creative Writing concentration with a Creative Writing extended minor or minor. o Two extended minors/minors in creative practice disciplines: Creative Writing, Graphic Design, Theatre, and Visual Arts. Students interested in combining study in two such areas are encouraged to explore the Bachelor of Fine Arts o A Visual Arts extended minor or minor with extended minors or minors in Art History, Media and Communication Studies, and/or Theatre (students interested in this combination are encouraged to explore the Bachelor of Fine Arts)
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UEC MEMORANDUM UEC Chair: Eric Spalding Phone: 4680
UEC Assistant: Amanda Grimson Phone: 4571
TO: Jackie Hogan, UFV Senate Chair
FROM: Eric Spalding, Undergraduate Education Committee Chair
DATE: March 26, 2018
RE: Bachelor of General Studies
At its March 23, 2018 meeting, UEC voted to recommend to Senate the addition of extended minors to the Bachelor of General Studies.
MOTION: THAT Senate approve the addition of all extended minors to the Bachelor of General Studies as recommended by UEC, effective September 2018.
RATIONALE: The Bachelor of General Studies allows students to complete one or more minors, but extended minors are not currently included. However, many students complete the requirements for an extended minor. They do so not only out of interest but, more significantly, for the purposes of having a "teachable subject" when entering into an Education program. The addition of extended minors to the BGS will allow students to be recognized accordingly.
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UEC MEMORANDUM UEC Chair: Eric Spalding Phone: 4680
UEC Assistant: Amanda Grimson Phone: 4571
TO: Jackie Hogan, UFV Senate Chair
FROM: Eric Spalding, Undergraduate Education Committee Chair
DATE: March 26, 2018
RE: Bachelor of Kinesiology
At its March 23, 2018 meeting, UEC voted to recommend to Senate changes to the Bachelor of Kinesiology degree.
Please see the attached document for additional details.
MOTION: THAT Senate approve the changes to the Bachelor of Kinesiology program requirements as recommended by UEC, effective September 2018.
SUMARY OF CHANGES: • Revision to core course requirements • Change Pedagogy option to Pedagogy specialization • Change Exercise Science option to Exercise Science specialization • Revision to requirements for each of the specializations
RATIONALE: The current Pedagogy and Exercise Science options are being changed to specializations and will include more specific courses to give students the best knowledge in that area. The specialization must be declared by the end of second year and will appear on the graduating parchment.
The proposed changes will also provide students with more flexibility in their upper-level electives. Students will now have the option of completing further Kinesiology courses, or taking electives outside of the BKin degree. This is also provides more flexibility for students to complete a minor. Students are not limited to specified electives, and now can take any upper-level credits as elective options.
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Bachelor of Kinesiology Program requirements
To qualify for the Bachelor of Kinesiology degree (120 credits), students must meet the following:
• 120 credits • 48 upper-level credits, including at least 38 upper-level KIN credits (including core) (see Note 1) • 24 university-level credits outside of KIN • Core requirements (49 credits) • Literacy and numeracy requirements (6-7 credits) • 19-22 credits specific to one area of specialization (see specializations below), which must be declared by the completion of 60 credits (students who fail to declare by 60 credits will have registration for further courses blocked)
A minimum program GPA of 2.0 is also required for graduation.
Note 1: All 300- and 400-level courses are acceptable for the remaining 10 upper-level credits, including additional KIN courses. Please note that depending on what professional program and institution you are applying to, admission requirements can include specific Biology, Chemistry, Math, Physics and/or Psychology courses. Please consult a program advisor to be certain that your choice of electives provides you with the proper requirements to fit your career choice.
Note 2: Many upper-level courses require lower-level prerequisites; students are advised to plan and select electives carefully.
The Bachelor of Kinesiology degree requires the completion of at least 120 credits applicable to the KPE program plan, of which a minimum of 48 credits must be at the upper-level (300/400). Within the 120 credits, students must complete 36 university-level credits (including 12 upper-level credits) outside of the KPE course offerings. A minimum program GPA of 2.0 is necessary to graduate.
Students must complete either the exercise science (option 1) or the pedagogy option (option 2) to complete their degree. Program outline
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Students must complete all of the KPE KIN core courses, 13 or 14 credits of KPE electives (depending on the chosen option), and a minimum of 36 university-level credits (including at least 12 upper-level credits) outside of the Kinesiology course offerings.
Note: Selection of these courses must be done in consultation with the KPE KIN department or an Advisor to insure that they meet the requirements of the student's career ambition.
Core course requirements (required courses: 4449 credits of KIN plus 6-7 credits to meet literacy and numeracyof breadth requirements - see below)
Course Title Credit
One of: KIN 160 Contemporary Health Issues 3 KIN 103 Concepts of Physical Fitness 3 KIN 121* Physical Literacy 3
KIN 161 Introduction to Kinesiology 3
KIN 163 Introductory Exercise Physiology 4
KIN 170 Basic Human Anatomy 4
KIN 215 Introduction to Biomechanics 3
KIN 260 Topics in Human Nutrition 3
Sociocultural Aspects of Physical KIN 261 3 Activity and Sport
KIN 266 Exercise and Sports Psychology 3
Introduction to Motor Learning and KIN 268 3 Control
KIN 270 Human Physiology I 4
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KIN 272 Human Physiology II 4
KIN 301 Research Methods In Kinesiology 3
Physical Growth and Motor KIN 365 3 Development
Applied Ethics for Allied Health and KIN 381 3 Human Performance Professionals
One of: 401 Undergraduate Thesis I 3 455 Professional Experience in Kinesiology 3
Total Credits 49
*Note: KIN 121 specific to students planning on Pedagogy specialization, either KIN 160 and KIN 103 for Exercise Science specialization Course Title Credits
KPE 161 Introduction to Kinesiology 3
KPE 163 Biodynamics of Physical Activity 4
KPE 170 Basic Human Anatomy 4
KPE 215 Introduction to Biomechanics 3
KPE 261 Socio-cultural Aspects of Physical Activity 3
KPE 266 Exercise and Sport Psychology 3
Introduction to Motor Learning and KPE 268 3 Control
KPE 270 Human Physiology I 4
KPE 362 Theoretical Exercise Physiology 3
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Applied Counselling Skills for Fitness KPE 366 3 Professionals
KPE 370 Human Physiology II 4
KPE 371 Introduction to Athletic Injuries 4
KPE 450C Undergraduate Thesis I
or KPE 455 Professional Experience in Kinesiology 3
Required Breadth Course Title Credit Literacy (one of) ENGL 105 Academic Writing 3 CMNS 125 Introduction to Workplace Communication 3 3 Numeracy (one of) STAT 104 Introductory Statistics 4 STAT 106 Statistics I 4 PSYC 110* Applied Statistical Analysis in Psychology 3 Total Credits 6-7 * Note: (PSYCH 110 not accepted for Biology minor for BKin.) Breadth requirements
Course Title Credits
Literacy ENGL 105 or CMNS 100-level or higher 3
Numeracy One of STAT 104, STAT 106, or PSYC 110, or equivalent 3-4
Total: 50-51 credits
Option 1 - Exercise Science specialization (Total 21-22 Credits)
The exercise science option specialization provides preparation for those pursuing careers as a registered practicing kinesiologistKinesiologist, Exercise Specialist, those planning to go to graduate school, and/or for those who are using their kinesiology degree in preparation for admittance to a professional program such as physiotherapy, occupational therapy, massage therapy, medicine or chiropractics.
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Course Title Credit BIO 111 Introductory Biology I 5 KIN 362 Theoretical Exercise Physiology 3 KIN 363 Lab Based Exercise Physiology 3 KIN 462 Advanced Exercise Testing and Prescription 4 KIN 463 Advanced Clinical Exercise Therapy 3 One of: KIN 350 Stress and Chronic Disease 3 KIN 371 Introduction to Athletic Injuries 4 KIN 435 Ergonomics 3 KIN 460 Macronutrients: Applications to Sport and Disease 3 KIN 461 Vitamins and Minerals: Application to Sport and Disease 3 KIN 470 Pathophysiology 3 Total Credits 21-22
Mandatory course work: 20 credits
Course Title Credits
BIO 111 Introductory Biology I 5
BIO 112 Introductory Biology II 5
KPE KIN 301 Research Methods in Kinesiology 3
KPE KIN 435 Ergonomics/Occupational Biomechanics 3
KPE KIN 462 Advanced Fitness Testing and Exercise Prescription 4
KPE KIN electives: 14 credits
Students must complete 14 KPE KIN credits, 10 of which must be upper-level credit, and must include one course with a lab (4 credits).
Non-KPE KIN electives: 36 credits
Credits must be taken from Biology, Chemistry, Math, Physics and/or Psychology and must include at least 12 credits at the upper-level. Please note that depending on what professional program and institution you are applying to, admission requirements can include specific Biology, Chemistry, Math, Physics and/or Psychology courses. Please consult an Advisor to be certain that your choice of electives provides you with the proper requirements to fit your career choice.
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Option 2 - Pedagogy specialization (Total 19-20 credits)
The pedagogy option specialization provides preparation for those pursuing careers in instructional settings in both the public and private domain, graduate school, coaching, and recreation/leisure settings. .
Course Title Credit KIN 122 Teaching Team Sport and Games 4 KIN 221 Instructional Design and Analysis of Physical Education and 3 Sport KIN 302 Measurement and Evaluation in Physical Education 3 KIN 360 Health Programming Across the Lifespan 3 KIN 451 Program Planning for Health Promotion 3 One of:* KIN 222 Teaching Fitness and Lifestyle Recreation 4 KIN 322 Teaching Dance and Gymnastics 3 KIN 323 Teaching Outdoor Leadership 3 Total Credits 19-20 *Note: students planning to enter into a teacher education program for the purpose of obtaining teacher certification in Secondary Physical Education must complete KIN 122, 222, 322 and 323. Students should plan accordingly. *Please note that if you are intending to teach at the elementary, middle or secondary level, a second teachable area may be required. Please consult with an Advisor to make sure that you have the proper requirements for entry into a Teacher Education Program or PDP. Education 200 and 300 are strongly recommended for those pursuing teaching; those pursuing Personal Training may wish to pursue a Business Minor.
Although many graduates from this option will pursue a teaching credential, many others will find opportunities in community recreation facilities as instructors, personal trainers or administrators (depending on the electives chosen).
Mandatory course work: 21 credits
Course Title Credits
KPE 103 Active Health 3
KPE 160 Contemporary Health Issues 3
KPE 221 Instructional Design and Analysis of PE and Sport Programs 3
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KPE 302 Measurement and Evaluation in Physical Education 3
KPE 360 Concepts in Health Promotion and Health Education 3
KPE 365 Physical Growth and Motor Development 3
Plus one of: (see Note) 3
KPE 220C Teaching Swimming and Track and Field
KPE 220D Teaching Basketball and Volleyball
KPE 220E Teaching Dance and Gymnastics
Note: Those hoping to enter a teacher education program following their undergraduate degree for the purpose of obtaining teacher certification in Secondary Physical Education will be required to have taken ALL of the activity courses. Students should plan accordingly.
KPE electives: 13 Credits
Students must complete 13 KPE credits, 10 of which must be upper-level credit, and must include one course with a lab (4 credits).
Non-KPE electives: 36 Credits
Courses may be selected from any field of study that supports your career objective. Out of the 36 credits, 12 credits must be at the upper-level. Please note that if you are intending to teach at the elementary, middle or secondary level, a second teachable area may be required. Please consult with an Advisor to make sure that you have the proper requirements for entry into a Teacher Education Program or PDP. Education 200 and 300 are strongly recommended for those pursuing teaching; those pursuing Personal Training may wish to pursue a Business Minor.
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UEC MEMORANDUM UEC Chair: Eric Spalding Phone: 4680
UEC Assistant: Amanda Grimson Phone: 4571
TO: Jackie Hogan, UFV Senate Chair
FROM: Eric Spalding, Undergraduate Education Committee Chair
DATE: March 26, 2018
RE: Library and Information Technology diploma
At its March 23, 2018 meeting, UEC voted to recommend to Senate changes to entrance and continuance requirements for the Library and Information Technology diploma.
Please see the attached document for additional details.
MOTION: THAT Senate approve the changes to the Library and Information Technology diploma entrance requirements as recommended by UEC, effective September 2018.
RATIONALE: Previous post-secondary credits and high school transcripts: Currently, applicants with previous post-secondary credits may be admitted to the diploma program but must also submit proof of B.C. high school completion or equivalent. To make admission for these applicants faster and easier, the department is proposing a separate admission pathway for students with a minimum of nine UFV or transferable credits. These applicants will no longer be required to submit proof of BC high school completion or equivalent.
Minimum CGPA for previous postsecondary credits: Applicants with post-secondary credits may currently be admitted with a CGPA less than 2.0. A minimum CGPA of 2.0 on all post-secondary credits attempted will help ensure that these applicants are successful in the program, which requires a minimum semester GPA and CGPA of 2.0 for continuance.
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Library and Information Technology diploma
Entrance requirements
Current Proposed
1. B.C. secondary school graduation or equivalent. 1. All applicants must meet one of the (If applying as a "mature student" 19 years or following: older without high school graduation, attach a 250-500 word letter describing your interest, a. B.C. High school graduation or qualifications, and/or experience.) equivalent;
2. Meet the prerequisites for ENGL 105. b. Completion of a minimum of nine UFV or transferrable post-secondary Applicants who do not meet these requirements credits with a minimum 2.0 CGPA (C might consider Qualifying Studies. average) based on all credits attempted; or
c. If neither A or B apply, applicants who are a minimum of 19 years of age by the start of the first class must submit a 250-500 word letter of intent describing their interest, qualifications, and/or experience in library and information technology work. AND
2. All applicants must meet the prerequisites for ENGL 105 and CMNS 125. Acceptable prerequisites are listed under Degree/diploma level English language proficiency standards.
Applicants who do not meet these requirements might consider Qualifying Studies.
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MEMO
TO: Jackie Hogan, UFV Senate Chair FROM: David Johnston, University Registrar DATE: March 26, 2018 RE: Winter Reading Week and Sessional Dates
SUMMARY In January 2018 Senate approved the 5 year sessional date calendar (2018 – 2023), which includes a February Reading Week following Family Day. Subsequent to this approval, the Province of British Columbia announced that they will be changing Family Day from the 2nd Monday in February to the 3rd Monday in February, beginning with 2019. It is noted that while this has been announced by the Premier, the change has not been made official yet. As we can expect that the Government will follow their announcement with an Order in Council soon it is proposed that UFV adjust Reading Week to coincide with change in Family Day. This will result in the same number of instructional days in the Winter semester. Leaving Reading Week in the second week would require an additional instructional day be added to the end of the semester to meet our requirement of at least 63 instructional days.
All other dates remain the same.
MOTION THAT Senate approve the move of Reading Week from the second to the third week of February as presented on the attached.
UFV Sessional Dates 2018 – 2019 to 2022 - 2023
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University of the Fraser Valley Sessional dates, 2017 - 2018 to 2022 - 2023 1, 2, 3, 4
Current Proposed Tentative Tentative Tentative Tentative Winter Semester Winter 2018 Winter 2019 Winter 2020 Winter 2021 Winter 2022 Winter 2023 Wednesday, 3 Wednesday, 6 Classes begin Monday, 7 January Monday, 6 January Monday, 10 January Monday, 9 January January January Monday, 18 Monday, 17 Monday, 15 Monday, 21 Family Day 4 Monday, 12 January Monday, 20 February February February February February
Reading Week, Sunday, 11 Sunday, February Sunday, February Sunday, February Sunday, February Sunday, February 19 to Study Break – no February to Sunday, 17 to Sunday, 16 to Sunday, 14 to Sunday, 20 to Sunday, Sunday, February 26 classes, no exams 18 February February 24 February 23 February 21 February 27
Friday, 30 March to Friday, 10 April to Friday, 2 April to Easter – no classes Monday, 2 April Monday, 13 April Monday, 5 April
Wednesday, 10 Classes End Tuesday, 10 April Thursday, 9 April Tuesday, 13 April Thursday, 14 April Friday, 14 April April
Study Break – no Wednesday, 11 Friday, 10 April to Wednesday, 14 Friday, 15 April to Saturday, 15 April & Thursday, 11 April classes, no exams April Monday, 13 April April Monday, 18 April Sunday, 16 April
Thursday, 12 April Friday, 12 April to Tuesday, 14 April to Thursday, 15 April Tuesday, 19 April to Monday, 17 April to Exam Period to Monday, 23 April Friday, 26 April Friday, 24 April to Monday, 26 April Friday, 29 April Thursday, 27 April
Friday, 19 April to Friday, 15 April to Friday, 7 April to Monday, Easter 4 – no exams Monday, 22 April Monday, 18 April 10 April AGENDA ITEM # 3.3.1. M-12, T-13, W-13, M-12, T-13, W-13, R-13, M-12, T-13, W-13, M-13, T-13, W-13, M-13, T-13, W-13, R-13, F-12, (63) S- M-13, T-13, W-13, F-12 (63) S-12 Instructional days R-13, F-12, (63) S- R-12, F-12, (63) S- R-13, F-12, (64) S- 12 Saturday April 3, R- 13, F-12 (64) S- Saturday April 8, Classes 12 12 12 Classes are not in 12 are not in session session Exam days 10 10 10 10 10 10 Page 65 of 142
UFV Sessional Dates, Approved by Senate January 12, 2018 1 Winter Reading Week and Sessional Dates
Notes: 1) Once approved by Senate, the 2018-2019 dates are set and the 2019-2020 to 2022-2023 dates are subject to annual review. 2) Programs in the Faculty of Applied and Technical Studies, and some programs in the Faculties of Health Studies (e.g. Nursing) and Professional Studies (e.g. TEP) have dates (start, end, and exam) that vary somewhat from the above, but will be published ahead of time and reported to the Office of the Registrar. 3) Continuing Studies has start and end dates that are program specific. 4) Date presented is a statutory holiday or administrative and not subject to Senate approval. AGENDA ITEM # 3.3.1. Page 66 of 142
UFV Sessional Dates, Approved by Senate January 12, 2018 2 AGENDA ITEM # 3.3.2.
MEMO
To: Gerry Palmer, Chair, Senate Governance Committee Copy: Jody Gordon, Vice-President Students and Enrolment Management From: David Johnston, Registrar Date: March 5, 2018 Re: SUS proposal
In the document, ‘SUS O-Plan speech’, the SUS requests “. . . one to two days” at the beginning of the Fall and Winter semesters to be instruction free, allowing the SUS to program orientation activities and events. In conversation outside of Senate the SUS has indicated that they asked for 2 days as a best case proposal, but realize this has a greater impact on the term and that one day would allow them to implement much of what they included in their document. As it is difficult to conceive of a scheduling or communications strategy that would allow us to introduce a non-instructional day for any group or group of students, it is assumed the request is for a non-instructional day for the majority of students and programs.
SGC has asked the University Registrar to provide a recommendation on how the proposal may be incorporated into the sessional dates. The following response is done in the context that Senate has determined that there will be a minimum of 63 days of instruction in each of the Fall and Winter semesters. The other condition to be considered is that final grades are not due until four business days after the last day of the exam period.
Below I have listed what the effective end of the semester (final grade deadline) becomes. I will observe that the inclusion of a non-instructional day(s) for orientation would likely preclude any future discussion, under current rules on instructional days and grading deadlines, of a reading break in Fall, which is a topic frequently raised by student leaders.
I am not sure I am in a position to recommend a position to the SGC for Fall semester, although as you can see below extending the semester has implications for students receiving final grades. This impacts confirmation of prerequisites being completed and delays the calculation of continuance. However, I would not recommend any additional non-instructional days in Winter as the end of exams is already in late April and the final grade submission deadline stretches into May. This becomes very problematic for preparing for spring graduation and Convocation and for students providing transcripts to graduate and professional schools.
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Finally, at the conclusion of the Senate discussion of the matter on January 12, 2018, it was suggested that the staff currently responsible for providing orientation services to UFV students be asked to comment on the SUS proposal. They have prepared a response and that document is also attached.
Summary:
As instructional days in Fall semester are currently at the minimum, to add one or two days of non-instructional activity means extending the semester by one or two days. This would also extend the grading deadline so that it will often be the last business day prior to the holiday break, and sometimes mean the deadline is after academic staff return from the break. You can see in the table below that even the addition of one non-instructional day in Fall 2020 would push the deadline for submission of final grades into January. Thus, Senate may want to consider revisiting the 4 day deadline allowed for grading under Policy 109.
Deadline for submissions of final grades, currently and with the addition of one or two non-instructional days Current One day Two days Fall 2018 Dec. 20 Dec. 21 Dec. 24 Fall 2019 Dec. 19 Dec. 20 Dec. 23 Fall 2020 Dec. 24 Jan. 4 Jan. 5 Fall 2021 Dec. 23 Dec. 24 Jan. 4 Fall 2022 Dec. 22 Dec. 23 Jan. 2 Winter 2019 May. 2 May. 2 May. 3 Winter 2020 April. 30 April. 30 May. 1 Winter 2021 April. 30 May. 3 May. 4 Winter 2022 May. 4 May. 5 May. 6 Winter 2023 May. 3 May. 4 May. 5
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Division of Students and Enrolment Management Response to the UFV Student Union Society Orientation Strategic Plan
Summary
As instructed by Senate, the Registrar has sought feedback from the Division of Students and
Enrolment Management. The division broadly supports the proposal that a non-instructional day
be reserved for orientation programming at the beginning of the fall and winter semesters.
However, this programming should be developed in alignment with best practices identified by
research and professional organizations, and through collaboration and communication among
UFV and SUS stakeholders.
Background
UFV’s Department of Student Life has a mandate to develop and execute orientation and
transition programming that supports the Strategic Enrolment Management and Education Plans.
In partnership with on- and off-campus partners, the Department of Student Life delivers
biannual orientation programming to all new-to-UFV students and their supporters. Developed
by professional Student Affairs staff, New Student Orientation is founded upon the guidelines set
out by the Council for the Advancement of Standards in Higher Education (CAS) for orientation
programs. We aim to provide relevant, accessible orientation programming that promotes a
holistic approach to student wellness and success and that is developed through genuine
collaboration.
On January 17th 2018, the Department of Student Life received a copy of the UFV Student Union
Society Orientation Strategic Plan (SUS OSP) (University of the Fraser Valley Student Union
Society [UFVSUS], 2018) from SUS President Gurvir Gill and Executive Director Mark
SUS proposal Page 69 of 142 AGENDA ITEM # 3.3.2.
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Wellington. Although we support many of the general principles underpinning the SUS OSP, we
do have several significant concerns about the relevance and applicability of the strategic and
tactical objectives to the UFV context. The SUS OSP draws heavily from the University of
Western Ontario’s (UWO) Orientation Strategic Plan, particularly the outcomes identified in the
UWO document, with minimal consideration of the demographics of UFV’s student body or our
campus culture (“Orientation Strategic Plan”, 2015).
Definition of “first year” students
Throughout the SUS OSP (2018), “first year students” are identified as the primary intended
audience for the proposed orientation programming, whereas “mature and transfer” students are
considered of secondary importance. It is unclear what is meant by the terms “first year” and
“mature” in the SUS OSP (UFVSUS, 2018). If “first year” denotes traditional, direct entry
students, orientation programming would be designed around the needs of only 35% of the
incoming cohort in any given year (UFV, 2017, p. 38). Moreover, in the SUS Orientation
Strategy (SUS OS), submitted to Senate on January 12th 2018, SUS proposes to restrict access to
orientation programming to “first year” students, citing concerns about the sexual predation of
incoming students by their upper-year peers. This emphasis on traditional, direct entry (or “first
year”) students will result in orientation programming that excludes—whether physically or
pedagogically—the majority of UFV’s incoming cohort.
In contrast, the Department of Student Life has modified our definition of “new” students to
include as many students in our orientation programming as possible. Previously, a “new”
student was defined as a student with “no previous UFV course registration activity” (UFV,
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2017, p. 4), in alignment with practices of The Office of the Registrar. However, in January
2017, we expanded the criteria to include all “new-to-UFV” students, including students who
have been inactive for two or more years and transfer students. This allows us to provide relevant
orientation programming to a wider range of incoming students.
Protecting new students
In the SUS OS presented to Senate on January 12th, SUS argues that first-year-specific
orientation programming is necessary to prevent sexual predation of new students by their
“upper year” peers:
“Student governments and universities have become acutely aware that there is a high rate of sexual predation and sexual violence that occurs in the first few weeks at University. As a result, most universities have prioritized security precautions and the provision of safe space during the Orientation period. One tactic employed by many universities to reduce sexual predation when new students are most vulnerable has been to reserve several days during [sic] “first week of school” for Orientation activities and events attended solely by first year students. These universities purposely delay the start of classes so as to minimize the amount of upper year student traffic on campus. As a result, first year students have campus to themselves for exploration and navigation, and all Orientation events are restricted to the participation of only first year students. The only upper year students who are in contact with the first year students at this time are specially selected and trained to provide information, guidance, and mentorship to first year students.” (UFVSUS, 2018, p. 2)
While we recognize that at many North American post-secondary institutions, there is a high
incidence of sexualized violence during the first six weeks of the fall semester (a phenomenon
commonly referred to as “The Red Zone”), this does not represent the reality of the UFV student
population or our campus community. In the last five years, there have been no documented
cases of sexualized violence during the orientation period at UFV. Large orientation events
involving alcohol, referred to as “typical hypersexualized ‘North American” programming” in
the SUS OS (2018), are not part of orientation programming at UFV. These types of activities
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are more common at universities that are part of the Greek system or whose orientation
programming is student-run (Grigoriadis, 2017). Moreover, there is little research to support the
claim that upper-level students are the most frequent perpetrators of sexualized violence during
the orientation period; rather, current research suggests that sexualized violence occurring during
the Red Zone is most often perpetrated by other first-year students (Grigoriadis, 2017, p.152).
Therefore, siloing new students may actually make them more vulnerable to sexualized violence
by isolating them from established members of the campus community who can either disrupt
dangerous preconceptions about university life or model positive values of respect and
inclusivity.
The Department of Student Life supports mandatory sexualized violence prevention training for
new-to-UFV students. However, this training should be delivered by our current education and
prevention program, “In This Together”, an institutional initiative delivered by the Department
of Student Life.
We do not support the restriction of orientation events to traditional, direct entry students, as
proposed in the SUS documents. This proposal does not align with the recommendations of the
Council for the Advancement of Standards in Higher Education for orientation programming
(CAS, 2012). According to CAS (2012), “The mission of Orientation programs… [is to] prepare
students for the institution’s educational opportunities and student responsibilities; initiate the
integration of new students into the intellectual, cultural and social climate of the institution…”
(p.374). In addition, CAS (2012) recommends that orientation programming be tailored to the
student population and accessible to all new students. Although each orientation program is
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unique to its institution, CAS (2012) emphasizes that all transitions programming “must provide
intentional opportunities for new students to interact with fellow new students as well as
continuing students and faculty and staff members” (p.375).
Orientation programming only on the Abbotsford campus
The orientation programming outlined in the SUS OSP is limited to UFV’s Abbotsford campus.
The SUS OSP proposes to “undertake a review of options, opportunities, needs, and costs
associated with the execution of Orientation Programming on the Chilliwack and Mission
campus” (UFVSUS, 2018, p. 5). New Student Orientation is already held on both main
campuses, and UFV is actively working to further develop the resources and services offered to
new students on the Chilliwack campus.
“Best practices”
The SUS OSP and the SUS OS make numerous references to “best practices” for both
orientation and transition programming (UFVSUS, 2018) and for sexualized violence
prevention; however, these best practices are neither explained in the body of either text nor
supported by any references.
Lack of collaboration
The scope of the SUS OSP is unclear. The document is titled the UFV Student Union Society
Strategic Plan. Although there are several references to collaboration with UFV units,
specifically, the Department of Student Life, UFV International, and UFV faculties and
departments (UFVSUS, 2018), the SUS OSP was developed with no consultation of these
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stakeholders. It is unclear whether this document is being submitted as an institutional
orientation strategic plan or a SUS initiative that relies upon UFV units to deliver components of
its orientation programming. If the former, this document should have been developed
collaboratively by all stakeholders. If the latter, there would be significant redundancies and
overlaps with existing orientation programming as well as the mandates of several UFV
departments.
Conclusion
While the Department of Student Life agrees with many of the underlying principles of the SUS
OSP (eg. accessibility, inclusion, collaboration, a holistic approach to student success and
wellness), we do not support the SUS OSP because of the issues outlined above. The SUS OSP
and the SUS OS demonstrate minimal sensitivity to the UFV context as well as inadequate
research and attribution of sources. We recommend that the UFV Student Union Society
participate in the existing orientation working group to continue to develop coordinated
orientation programming for all new-to-UFV students.
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References
Council for the Advancement of Standards in Higher Education (2012). CAS professional
standards for higher education (8th ed.). Washington, DC.: Council for the
Advancement in Standards in Higher Education.
Grigoriadis, V. (2017). Blurred lines: Rethinking sex, power, and consent on campus. New York,
NY: Nessie Corp.
University of the Fraser Valley (2017). Factbook, 2016-2017. Retrieved from
https://www.ufv.ca/media/assets/institutional-research/fact-books/2016-17-Factbook.pdf
University of the Fraser Valley Student Union Society (2018). UFV Student Union Society
Orientation Strategic Plan.
University of the Fraser Valley Student Union Society (2018). UFV Student Union Society
Orientation Strategy.
University of Western Ontario (2016). Orientation strategic plan. Retrieved from
http://studentexperience.uwo.ca/student_experience/strategic_planning/OSP_Draft_Final.
pdf#OSP Final
Response to the UFV Student Union Society Orientation Strategic Plan
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MEMO
To: Jackie Hogan, Chair, Senate
From: Alisa Webb, Chair, Senate Awards and Honours
Date: 27/03/2018
Re: Non-Graded Program Inclusion in Scholarship, Awards, and Bursary Criteria
A. Scholarships and Awards
As outlined in the Senate-approved Minimum Standards for UFV-funded Scholarships and Awards supporting document, eligibility requirements for scholarships include a 3.0 GPA, and awards include a 2.0 CGPA. Certain programs that are non-graded, such as Teacher Education and select Trades, are not eligible for scholarships or awards as they do not have a GPA. The Senate Awards and Honours Committee recommends the proposed addition to the minimum criteria for scholarships and awards, to include criteria for non-graded programs.
MOTION: THAT Senate approve the proposed requirement that students enrolled in UFV programs that use a non- GPA grading system (e.g., Bachelor of Education and Trades programs), applicants for UFV scholarships and awards must have received a Credit grade on all courses to be considered.
B. Bursaries
The current Senate-approved minimum standards for UFV bursaries include an eligibility requirement of 2.0 GPA. The Senate Awards and Honours Committee recommends including this requirement in the Minimum Standards for UFV-funded Scholarships and Awards supporting document, and also the inclusion of minimum criteria for bursaries for non-graded programs, as follows:
MOTION: THAT the Senate-approved requirements for UFV bursaries for graded programs be included in the Minimum Standards for UFV-funded Scholarships, Awards, and Bursaries document, and that Senate approve the requirement that students enrolled in UFV programs that use a non-GPA grading system (e.g., Bachelor of Education and Trades), applicants for UFV bursaries must have received a Credit grade on all courses to be considered.
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Minimum Standards for UFV-funded Scholarships, & Awards, and Bursaries
SCHOLARSHIPS
1. Unless otherwise specified, scholarships are tenable only at UFV.
2. The minimum standard for an award designated as a scholarship will require the student to:
a. have completed 80% (12 credits) of a full program load at UFV in the qualifying period with a minimum of a 3.00 grade point average in each period. For students enrolled in UFV programs that use a non-GPA grading system (e.g., Bachelor of Education and Trades programs), applicants must have received a Credit grade on all courses to be considered.
b. maintain enrollment in 80% of a full program load during the period in which the scholarship is issued.
3. Students entering UFV directly from a secondary school and wishing to be considered for entrance scholarships require at least an 80% graduating average.
4. Students entering UFV directly from another post-secondary educational institution and wishing to be considered for scholarships will be assessed in the same manner as UFV students.
AWARDS
1. Unless an award specifies otherwise, applicants must possess a minimum 2.00 Undergraduate Cumulative GPA and have attained in their most recent semester of 60% fulltime study a minimum 2.00 Undergraduate GPA., or satisfactory standing in a trades or vocational program. For students enrolled in UFV programs that use a non-GPA grading system (e.g., Bachelor of Education and Trades programs), applicants must have received a Credit grade on all courses to be considered.
2. Unless an award specifies otherwise, applicants must be enrolled in at least nine undergraduate credits in the semester of application, or be enrolled full-time in an undergraduate trades or vocation program. Students approved to study at a reduced
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course load by StudentAid BC or Disability Services must be enrolled in at least six undergraduate credits in the semester of application.
BURSARIES
1. Applicants must demonstrate genuine financial need and satisfactory progress (2.0 GPA) at UFV. For students enrolled in UFV programs that use a non-GPA grading system (e.g., Bachelor of Education and Trades programs), applicants must have received a Credit grade on all courses to be considered.
2. Students must be enrolled in a UFV program.
CANCELLATION & RETRACTION
Any medal, prize, scholarship, or award may be withheld, reduced, cancelled, or retracted for any of the following reasons: lack of suitable candidates, failure of the candidate to meet the required terms and conditions, behaviour unbecoming of a recipient, withdrawal from the institution, reduced income on invested funds, or withdrawal of the award by the donor. Approved by Senate March 2015 Approved by the Board April 2015 Proposed Revisions March 2018
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Overview of Revised Awards Structure Prepared by Alisa Webb, SAHC Chair, March 2018
•A student must have successfully completed at least twelve Dean's List credits in a semester with a semester grade point average of at least 3.67 or •have a documented permanent disability, which affects his/her Semester-based ability to participate in full-time studies and have successfully completed at least nine credits in a semester with a semester Award grade point average of at least 3.67.
Graduated with •To be eligible, a student must have completed all the program graduation requirements with a grade point average of at least Distinction 3.67 based on the credits earned while in the program with a semester GPA of at least 3.5 in the most recent semester in which at least one graded course was completed or Graduation •have completed an entry-level Trades program and have an Award average of 90% or higher in all courses.
•Outstanding Achievement is awarded to the graduate who Outstanding earned the highest GPA in their certificate, diploma, or degree program. The student must have earned a minimum GPA of Achievement 3.67 to be eligible for Outstanding Achievement. •In the event that two graduates earned the same GPA in a Graduation certificate, diploma, or degree program, Outstanding Achievement will be awarded to the student with the highest Award GPA in the last 30 credits.
•Deans’ Medals are awarded to one student from each faculty Dean's Medal who earns a minimum GPA of 3.67 and who displays additional attributes as defined by the Dean. Graduation •Nomination is by letter from the Deans’ faculty. The Dean of each area ensures that relevant criteria, timelines, and Award procedures for nomination are provided to all in their units.
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MEMO
To: Jackie Hogan, Chair, Senate
From: Alisa Webb, Chair, Senate Awards and Honours
Date: 2018-04-03
Re: Deans’ List
In 2016, SAHC was asked to review the Deans’ List. At present, to be eligible for the Deans’ List, students must have successfully completed at least 15 credits in a semester, with a minimum GPA of 3.5.
Rationale for review of the Deans’ List:
1. Student requests to clarify why DL requires 15 credits, given full-time status is 9 credits; 2. Confusion between semester-based Deans’ List and other types of UFV distinction; 3. Confusion between semester-based Deans’ Lists and program-based Deans’ Lists; 4. Lack of clear guidelines for non-GPA based programs; 5. Discrepancies between program requirements and impact on Deans’ Lists; and 6. Desire to review in light of UFV’s new grading system.
Discussion amongst SAHC members considered:
1. How we define a high level of achievement at UFV; 2. The particular traits of UFV students and programs; 3. The differences between course loads and credit values in programs; 4. Competency-based programs that are not GPA-based; and 5. GPA and credit requirements at other institutions.
Documents reviewed in considering a change to the Deans’ List:
1. UFV’s Grading System 2. Deans’ List criteria at other BC institutions 3. Average credit loads at UFV by program 4. Completion times for UFV students by program 5. IR data and survey results on UFV students
MOTION: THAT Senate approve the following changes to the Deans’ List criteria, as recommended by the Senate Awards and Honours Committee:
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Revised Awards Structure Page 80 of 142 AGENDA ITEM # 3.4.2.
To be eligible for the Dean's List, a student must:
have successfully completed at least fifteen twelve credits in a semester with a semester grade point average of at least 3.53.67 or
have a documented permanent disability, which affects his/her ability to participate in full-time studies and have successfully completed at least nine credits in a semester with a semester grade point average of at least 3.53.67.; or
be in an entry-level Trades program and have an average of 90% or higher in all courses, calculated at the end of their program.
Rationale for change:
- Given the standardization of UFV’s grading system, a 3.67 GPA translates to an A- average. We feel this is a more appropriate academic standard than a B+/A- average to be recognized for academic achievement. - As evidenced by IR reports and by national surveys in which UFV participates, a large number of our students take fewer than 15 credits a term, with 9 credits stipulated as “full time.” We elected to follow the example of Capilano by lowering the number of credits students must take in a term in order to be eligible, but increasing the minimum required GPA. We feel that 12 credits still reflects a substantial academic commitment, but is more realistic for UFV students who are balancing multiple commitments. - The current criteria for Trades programs echoes a graduation award rather than the semester- based Deans’ List. As such, SAHC voted to remove this criterion in favour of consultation with all non-GPA based programs to determine if there is interest in pursuing semester-based recognition for competency-based programs.
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MEMO
To: Jackie Hogan, Chair, Senate
From: Alisa Webb, Chair, Senate Awards and Honours
Date: 27/03/2018
Re: Deans’ Medals
As a result of their review of the Deans’ Lists, Outstanding Achievement, and Graduated with Distinction, SAHC proposes that Senate approve establishing a definition of the criteria for Deans’ Medals, including a stipulated minimum GPA required for students to be eligible.
MOTION: THAT Senate approve the following definition for Deans’ Medals:
Deans’ Medals are awarded to one student from each faculty who earns a minimum GPA of 3.67 and who displays additional attributes as defined by the Dean. Nomination is by letter from the Deans’ faculty. The Dean of each area ensures that relevant criteria, timelines, and procedures for nomination are provided to all in their units.
We would further ask that Deans be directed to provide the non-academic criteria for their respective medals to the Registrar so that these may be published in the Academic Calendar alongside Outstanding Achievement, Deans’ Lists, and Graduated with Distinction.
MOTION: THAT Senate approve the Senate Awards and Honours’ recommendation that Deans provide the non-academic criteria for their respective medals to the Registrar and that these be published in the Academic Calendar, alongside the Outstanding Achievement, Deans’ Lists, and Graduated with Distinction.
Rationale:
1. The definition provides a minimum academic standard, ensuring consistency across all faculties. 2. The minimum academic standard aligns with the proposed minimum GPA requirements for the Deans’ Lists, Outstanding Achievement, and Graduated with Distinction. 3. The definition still provides flexibility to Deans to identify those non-academic attributes most suited to the programs and students in their respective faculties. 4. It separates out overlapping criteria for, at present, Graduated with Distinction, Outstanding Achievement, and Deans’ Medals. If all of SAHC proposals have been accepted:
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- Graduated with Distinction will go to any student in a program who receives a GPA of 3.67 or higher; - Outstanding Achievement will go to the student in a program who receives the highest GPA, with a minimum GPA of 3.67 in order to receive Outstanding Achievement; and - Deans’ Medals will go to students who earn a minimum GPA of 3.67 and who display other attributes as determined by the Dean. A Dean’s medalist, therefore, would also receive Graduated with Distinction and might also receive Outstanding Achievement (if they are the top student in their program).
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MEMO
To: Jackie Hogan, Chair, Senate
From: Alisa Webb, Chair, Senate Awards and Honours
Date: 27/03/2018
Re: Graduated with Distinction
As a result of their review of the Deans’ Lists, Outstanding Achievement, and the Deans’ Medals, SAHC proposes that Senate approve increasing the minimum GPA required for students to be recognized as having graduated with distinction.
MOTION: THAT Senate approve the Senate Awards and Honours Committee’s recommendation that the minimum GPA for graduated with distinction be raised from 3.5 to 3.67 and that the GPA for the most recent semester be raised to 3.5. To be eligible, a student must:
• have completed all the program graduation requirements with a grade point average of at least 3.67 based on the credits earned while in the program with a semester GPA of at least 3.5 in the most recent semester in which at least one graded course was completed; or
• have completed an entry-level Trades program and have an average of 90% or higher in all courses.
Rationale: 1. This change reflects the proposed increase to the minimum GPA required for the Deans’ Lists. 2. It reflects the proposed definition of Outstanding Achievement. 3. It reflects the change to our grading system. A 3.67 GPA reflects an A- average, while a 3.5 reflects a B+/A- average. 4. SAHC members argued that our academic awards need to set a high standard of student achievement, recognizing exceptional work.
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MEMO
To: Jackie Hogan, Chair, Senate
From: Alisa Webb, Chair, Senate Awards and Honours
Date: 27/03/2018
Re: Outstanding Achievement
In 2016, SAHC was asked to review the Outstanding Achievement designation awarded by UFV programs. At present, there is no consistent definition of Outstanding Achievement at UFV.
Rationale for review of Outstanding Achievement:
1. Student requests that we define Outstanding Achievement; 2. Lack of consistency across UFV programs and faculties; 3. Lack of a single definition or set of criteria for Outstanding Achievement; and 4. Overlap with the Graduated with Distinction designation.
SAHC surveyed all UFV programs and faculties for information on how they determine outstanding achievement. While not all units responded, most did. Responses highlighted three approaches to awarding Outstanding Achievement:
1. To award all students who achieve above a certain GPA outstanding achievement in the program a. This was the least common approach. b. This approach mimics Graduated with Distinction. 2. To award outstanding achievement to the graduate with the highest program GPA a. This was the most common approach. 3. To award outstanding achievement to the graduate who displays both academic achievement and other program-defined attributes a. This approach is used by BUS, BSN, BED, BKIN, and LIBIT. It overlaps with the Deans’ Medals.
Further considerations:
- UFV has a relatively new “graduated with distinction” honour which goes to all students who earn above a 3.5 in their respective program (and a minimum 3.0 in their most recent semester) or to an entry-level Trades student who receives 90% or higher in all courses. - Each faculty awards Deans’ medals which acknowledge both academic achievement and other attributes.
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SAHC sees the value in maintaining outstanding achievement as different from graduated with distinction.
MOTION: THAT Senate approve the Senate Awards and Honours’ proposed definition for Outstanding Achievement, to be consistent across all programs:
• Outstanding Achievement is awarded to the graduate who earned the highest GPA in their certificate, diploma, or degree program. The student must have earned a minimum GPA of 3.67 to be eligible for Outstanding Achievement. • In the event that two graduates earned the same GPA in a certificate, diploma, or degree program, Outstanding Achievement will be awarded to the student with the highest GPA in the last 30 credits.
MOTION: THAT Senate approve the Senate Awards and Honours’ recommendation that this definition be included in the Academic Calendar alongside definitions of the Deans’ List and Graduated with Distinction.
Rationale: - The proposed definition reflects majority practice at UFV. - It distinguishes the recipient from Graduated with Distinction, as only the top student in each program would receive Outstanding Achievement. - It distinguishes recipients from the Deans’ Medalists who are selected based on academic and non- academic criteria.
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MEMO
To: Jackie Hogan, Chair, Senate From: Gerry Palmer, Chair, Senate Governance Committee (SGC) Date: April 6, 2018 Re: Senate Governance Committee (SGC) Annual Report to Senate 2017/18
Below is a summary of the activities undertaken by the Senate Governance Committee (SGC) in the past year.
SGC Committee Work and Meeting Schedule The Senate Governance Committee met five times for regular meetings SGC members volunteered on supporting governance subcommittees: SGC Policy Subcommittee (held one meeting to date) SGC Subcommittee on Terms and Composition (held one meeting to date) Joint Board/Senate Governance Committee (meetings scheduled as needed)
Revisions to the Senate Bylaws Reviewed the Senate Bylaws and recommended to Senate the following revisions: Clarify the terms of elected members Remove the words "from chair" from "received written notice from chair", when deciding if a member has vacated their position. Include information on granting excused absences. Clarify that all elected members are expected to serve on a minimum of two standing committees. Include a definition of acting and appointed. Include Chief Information Officer, University Librarian, and Legal Counsel, positions to the definition of an Officer of the University in Appendix B: Procedures for the Conduct of Elections to the Senate, section 1 (4).
Academic freedom appeals to the Senate
Developed a process for managing academic freedom appeals to the Senate, as per the Board Policy on Academic Freedom (BRP-201.01) and section 10.4 Academic Freedom in the UFV Collective agreement. Process was approved by Senate at its meeting on January 12, 2018.
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Opening Senate with an acknowledgement of First Nations territory
Recommended to the Senate agenda committee that the Senate public agenda include an acknowledgement of First Nations territory.
SUS orientation strategic proposal
Discussed the SUS orientation strategic proposal that was presented at Senate on January 12, 2018. In order to further the conversation at Senate, the Senate Governance Committee recommended sending the proposal to the Registrar, to review and come back with a recommendation on how the proposal may be incorporated into the sessional dates.
Senate Policies and Procedures With the SGC Policy Subcommittee, continued to review academic policies. Five policies were submitted to standing committees for review. The Senate Governance Committee also submitted three Board policies to Senate for consultation.
Terms of Reference and Committee Composition for Faculty Councils and Senate Standing Committees With the SGC Subcommittee on Terms and Composition, ongoing revisions of standing committee terms of reference. Recommended to the Collage and Faculty Councils’ to consider reviewing their terms of references annually rather than every three-years.
Members of Senate Standing Committees Ongoing review and recommendation of candidates to Senate standing committees.
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APPC MEMORANDUM APPC Chair: Eric Davis Phone: 4630
APPC Assistant: Janice Nagtegaal Phone: 4084
TO: Jackie Hogan, Senate Chair
FROM: Dr. Eric Davis, Academic Planning and Priorities Committee Chair
DATE: March 27, 2018
RE: Annual Report to Senate – 2017/2018
New Programs recommended for approval:
Master of Education in Educational Leadership and Mentorship Master of Finance Graduate Certificate in Mindfulness-Based Teaching and Learning Graduate Certificate in Child Life and Community Health History Honours Global Development Studies extended minor and minor Aircraft Maintenance Engineer M-Licence certificate Programs recommended for discontinuance:
Hospitality and Event Management Post-degree certificate Community Pharmacy Technician certificate Parts and Warehousing certificate Medical Imaging Clinical Support Worker certificate Program Reviews:
Adult Education: Bachelor of Arts in Adult Education and the Workplace Education certificate Certified Dental Assisting certificate Criminology and Criminal Justice: Master of Arts in Criminal Justice, Bachelor of Arts (Criminal Justice), extended minor, and minor Economics: major and minor Philosophy: major, extended minor, minor, and Applied Ethical and Political Philosophy minor Physics: Engineering Physics diploma, honours, major, and minor Practical Nursing diploma Concept Papers recommended for approval (within the Program Report and Plan)
Active Health option, Bachelor of Kinesiology, Health Sciences Applied and Technical Studies diploma, Applied and Technical Studies
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2017 Update to the Education Plan 2016 – 2020: The 2017 Update to: Learning Everywhere: The UFV Education Plan 2016 – 2020 was recommended for approval at APPC in May 2017. This Update went on to Senate and the Board for approval in June 2017. Program Report and Plan: This was the third year the Program Report and Plan (PRP) was used. The process continues to run smoothly and creates a way of tracking programs. The PRP 2017 was recommended for approval at APPC in May 2017 and went on to Senate and the Board for approval in June 2017. Presentations: A presentation on City Studio, a partnership between the City of Abbotsford and UFV was given. The partnership allows for experiential, project based learning looking at real-life challenges the City of Abbotsford is facing. Larissa Horne also gave a presentation on her work as the Experiential Education Coordinator. Other Discussions: The committee reviewed and approved changes to the following: Graduate Program and Course Approval Process Program Review Handbook Concept Paper Rubric (for APPC members’ to use while reviewing proposed concept papers). APPC also began discussions of how to operationalize the five goals in the Education Plan 2016-2020 and looked at the institutional priorities (Strategic Goals, Vision 2025, Education Plan, SEM Plan, ILOs, Academic Planning Principles, Strategic Research Themes, and the principles created by the Task Force on Research and Scholarship) to determine how the committee can best contribute to the university while ensuring their mandate is met. This led to a discussion of reviewing the committee’s Terms of Reference, which is in process.
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Senate Awards and Honours Committee
2017-18 Report to Senate
Prepared by Alisa Webb, Chair
The following report outlines the main activities of the Senate Awards and Honours Committee (SAHC) for the 2017-18 academic year. The committee met three times, primarily to:
Create a proposal for a new Faculty Service Excellence award; Continue its review of UFV’s Dean’s List and various graduation honours; Finalize recommendations on changes to the Dean’s List and three graduation honours; Continue work on the process and criteria for the Teaching and Research Excellence Awards, particularly in light of the addition of the Senate Teaching and Learning Committee; and Continue its work with Financial Aid to review the criteria and procedures used in the selection process for Governor General student recipients.
1. Faculty Service Excellence Award
The committee created a proposal for a Faculty Service Excellence award, a third faculty excellence award, to recognize excellence in service alongside existing awards for teaching and research. The recommendation was approved by the Board of Governors who in turn revised the Board Policy on Academic Excellence Awards to include this third faculty excellence award. The Faculty Standards Committee will be responsible for managing the award process and making a recommendation to the Senate Awards and Honours Committee who, in turn, reviews and ensures that the criteria and process requirements are met before making a recommendation to Senate for approval. The committee is pleased that this year’s call for nominations for the new service award has yielded nominations, with a proposed recipient for the 2017 award to be presented at Senate for approval this month.
2. Proposed Changes to the Dean’s List, Outstanding Achievement, Graduated with Distinction, and the Deans’ Medals
After undertaking a full review of these four awards/honours, including research on practices at other institutions and changes made to policies at UFV which have affected these awards/honours, SAHC has arrived at a set of recommendations regarding changes to these awards. These changes outline a consistent approach, regardless of faculty, across the institution, ensuring that, for example, “Outstanding Achievement” at graduation means the same regardless of student program or faculty. Our hope is that the proposed changes will ensure clarity for students and consistency across the institution.
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3. Competency-Based Programs and Student Awards
SAHC continued to work with the Student Services Awards Operations Committee on issues related to competency-based programs, particularly how to acknowledge student achievement, and set standards for such, in the absence of letter grades. SAHC has arrived at a recommendation to include a proposed requirement that students enrolled in UFV programs that use a non-GPA grading system (e.g., Bachelor of Education and Trades programs) who wish to apply for UFV scholarships and awards, including bursaries, must have received a Credit grade on all courses to be considered.
SAHC will continue discussions in 2018-19 on how to recognize excellence in non-GPA based programs for purposes of Deans’ Lists and graduation awards and honours.
3. Teaching and Research Excellence Awards
The committee continues its work in refining the criteria and procedures used in the selection process for the Teaching and Research Excellence awards. This year, SAHC is recommending to Senate that the Senate Teaching and Learning Committee oversee the Teaching Excellence Award Selection Committee and the Senate Research Committee oversee the Research Excellence Award Selection Committee. The standing committees will be responsible for creating the annual selection committee, approving the recommendation of the selection committee’s proposed annual award recipient nominee, and making recommendations to SAHC for revisions to the criteria and procedures for the awards.
Future Plans
1. Governor General Medals The Governor General medals continue to pose problems. UFV lacks a system to efficiently calculate program GPAs and compare these across programs. Our hope is that Degree Audit software will address this issue, and allow for a review of processes around not only the GG medals, but also other program-based awards at UFV. At present, these calculations have to be done manually by staff in Student Services. For the time being, the SAHC chair works with Student Services to identify and confirm winners for the GG medals.
2. Committee Transition
SAHC will see a change in leadership for 2018-19. I joined the committee as the Provost’s designate in 2014 and was subsequently asked to chair for a 3-year period of time so as to provide consistent leadership while the relatively new committee found its proverbial feet and developed a mandate. In 2017, the committee asked that I assume the chair for a fourth year and I accepted. For 2018-19, I have been asked to take on a new commitment and, pending final approval, will be replaced at SAHC.
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Final Comments
SAHC wishes to thank Senate for their ongoing support, as well as the Student Services Awards Operations Committee (SAOC). SAHC works closely with the SAOC to set standards and address student award issues at UFV. We’d also like to thank our excellent committee support assistant, Monique Castonguay. Personally, I’d also like to thank the SAHC membership for their work on initiatives and their commitment to student success.
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UNIVERSITY DIVISIONAL REPORT TO THE BOARD
Thursday, April 5, 2018
Page
. 1. UNIVERSITY DIVISIONAL REPORTS Reports received from academic and service units are included below. . 2. COLLEGE OF ARTS (Jacqueline Nolte, Dean) . 2 - 13 2.1. College of Arts - Written Report . 3. FACULTY OF HEALTH SCIENCES (Joanne MacLean, Dean) . 14 - 18 3.1. Faculty of Health Sciences - Written Report . 4. FACULTY OF PROFESSIONAL STUDIES (Tracy Ryder Glass, Dean) . 19 - 23 4.1. Faculty of Professional Studies - Written Report . 5. FACULTY OF ACCESS AND CONTINUING EDUCATION (Sue Brigden) . 24 - 25 5.1. Faculty of Access and Continuing Education - Written Report . 6. STUDENTS AND ENROLMENT MANAGEMENT (Jody Gordon, VP) . 26 - 30 6.1. Students and Enrolment Management - Written Report . 7. VP EXTERNAL (Craig Toews, VP External) . 31 - 38 7.1. VP External - Written Report
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COLLEGE OF ARTS Report to the Board, MARCH 2018 Jacqueline Nolte, Dean
Snapshot: Our March 2018 report to the board highlights a variety of Arts program, faculty, staff and student successes. The report also highlights: General Studies, Indigenous Studies, and the Criminology and Criminal Justice department.
CRIMINOLOGY AND COLLEGE OF ARTS GENERAL STUDIES INDIGENOUS CRIMINAL JUSTICE (pp. 2-6) (p. 7) STUDIES (p. 8) (pp. 9-12) Student (p. 2) Community (p. 7) Program (p. 8) Student (p. 9) 1. Alone in Wonder: VA 1. 1st General Studies Mini-Fair 1. Indigenous Studies 1. Office of Crime Reduction & Graduating Exhibition Program (p. 7) Major/Minor Available Gang Outreach's Crime 2. Annual Meeting at the 1. 19 Students Working on 2. Indigenous Studies Reduction Symposium - Western Division of the Thematic Options Curriculum Committee (ISCC) 2. Conference Presentation at Canadian Association of 2. VFS Students Can Now the International Gambling Greographers - Presentations, Transfer into BGS Conference Attendees & Awards 3. Assessing Student Progress in 3. Report for the BC Real Estate 3. Former Student Guest GS Diploma Program Association Lectures UFV English Class Faculty and Staff Faculty and Staff (pp. 3-4) (pp. 9-11) 1. International Academic 1. Law & Society Association Printmaking Alliance - Seminar Conference - Presentation Presentation 2. Day of Dialogue - 2. Book Shortlisted for the Ethel Presentation Wilson Prize 3. Office of Crime Reducation & 3. Australian Speaking Tour Gang Outreach's Crime 4. Featured Artist at Art Exhibit Reduction Symposium - in New York City Presentations Community (pp. 4-5) 4. Academy of Criminal Justice 1. Riverdale Conference Sciences - Presentations 2. Shakespeare Names 5. New Horizons in Responsible 3. Graphic + Digital Design 1st Gambling Conference - Year ILLUMINATE Open House Presentation 4. Speaker Series: Education and 6. Other Conference the Use of a Philosophical Presentations Approach 7. Published Books & Articles 5. Writer in Residence: English Program (pp. 11-12) Reading Events 1. Centre for Public Safety & Program (p. 6) Criminal Justice Research - 1. U-CUBE Program Program Evaluation 2. UFV-VFS Program Partnership 2. Practicum Engagements 3. UFV Students Pursuing Graduate Studies
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COLLEGE OF ARTS Report to the Board, MARCH 2018 Jacqueline Nolte, Dean
COLLEGE OF ARTS
Students 1. Alone in Wonder: Graduating Exhibit by Visual Arts Diploma Students (March 22, 4:30-6:30pm – Open Reception; March 22 – April 10 Exhibition @ S’eliyemetaxwtexw Art Gallery, in Building B, B136 – Abbotsford campus) VA graduating students: Beru Bell, Sharon Clark, Jenna Cook, Mario Desantis, Mouon Levan, Candice McPherson and Susan Song will present an exciting mix of inventive works (i.e., installation, new media, print media, photography, painting and video). 2. Annual Meeting of the Western Division of the Canadian Association of Geographers (March 9-10 in Edmonton) Associate professors in Geography and the Environment, Claire Hay and Steve Marsh led a group of six students to the meeting. Students, Travis Gingerich and Madelaine Bourdages presented posters and oral presentations on their honours research, and Melissa Koyanagi presented some of her findings from research in GEOG 304 this semester. Three other students took part in the conference experience. Overall, the students represented GATE and UFV extremely well. Travis brought home the best oral presentation by an undergraduate student award. The student group also brought home the much coveted WDCAG Scavenger Hunt Award 3. Former Student Guest Lectures UFV English Class (ENGL 388D) Former student, Jessica Milliken gave a guest lecture presentation to the ENGL 388D class this past semester, which explores the ways children’s literature and children’s rights do, can, and/or should intersect on practical and theoretical levels.
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The students in this class are working with elementary school students (i.e., Chilliwack Elementary and Watson Elementary School) to assess children’s initial subsequent knowledge (of rights and responsibilities) and attitudes (towards school-related bullying) through the use of quantitative questionnaires and naturalistic observation of verbal comments, artistic projects, and playground behaviour. Faculty and Staff 1. International Academic Printmaking Alliance IAPA Academic Seminar and Invitational Exhibition (August 29 @ Taoxichuan Art Museum, Jingdezhen City, China) Davida Kidd, associate professor in Visual Arts, was chosen out of seven Print Media Artists to represent Canada at the exhibit. The Canadian aspect of the show is being curated now. 2. Book Shortlisted for the Ethel Wilson Prize Associate professor in English, Andrea MacPherson’s book, What We Once Believed, has been shortlisted for the Ethel Wilson prize. 3. Australian Speaking Tour (February 20 – March 1 in Australia) Canada Research Chair in Food Security and associate professor in Geography and the Environment, Dr. Lenore Newman embarked on a speaking tour to discuss the subject of farmland’s role in food security. Dr. Newman spoke at a variety of events, toured several innovative farms and not-for profit organizations and made guest appearances on several radio and podcast interviews.
A keynote speech at the Blueprint for future food systems in regional Victoria in Bendigo, Australia on February 20, 2018 (organized by the City of Greater Bendigo). A keynote speech at the Grampians Food Forum: strengthening food security in the Grampians Pyrenees region in Ararat, Australia on February 21, 2018 (organized by Sustain and the Grampians Food Alliance). A keynote speech and panel discussion at The 2018 Urban Agriculture Forum in Melbourne, Austrailia on February 23 and 24, 2018 (organized by Sustain). A presentation at the Urban Farming: Feeding the Future in Sydney, Australia on February 26, 2018 (organized by the Sydney Environmental Institute at the University of Sydney). A half-day workshop presentation for graduate students and policy members at the Urban Agriculture Workshop in Sydney, Australia on February 27, 2018.
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A panel presentation at the Healthy Soils, Healthy Communities: Pathways for regeneration from farm to fork in Perth, Australia on March 1, 2018 (organized by Edith Cowan University and the Heart Foundation).
She also made guest appearances on several radio and podcast interviews:
An Interview with Steven Martin from ABC Radio Ballarat on February 21, 2018. The Conversation Hour with John Faine from ABC Radio Melbourne on February 22, 2018. Greening the Apocalypse (podcast recording) with Adam Grubb on February 23, 2018. Late Night Live with Phillip Adams from ABC Radio Sydney on February 27, 2018. A radio interview with Tara De Landgrafft from ABC Radio Perth on March 1, 2018.
What’s Next? Dr. Newman made a number of connections on the Australian tour, which could result in the following future collaborations: sharing data, co-writing a paper, developing a case study in Melbourne with a role for students, and working with the City of Greater Bendigo. 4. Featured Artist at Art Exhibit in New York City (April 5 – September 3, 2018 @ The Harry Belafonte) UFV’s associate professor in Visual Arts, Shelley Stefan will be featured in the Infinite Archive: NYPL Art Exhibition in NY where thirty artists will respond to the NYPL collection. Community 1. Riverdale: A Land of Contrasts (Conference on March 11 @ UFV U-House) Dr. Heather McAlpine, an associate professor in English, spearheaded a one-day conference that invited scholars, students, and fans of all stripes to attend the first-ever, semi-academic conference on the theme of CW’s Riverdale. The conference hosted 12 presentations on fan theories, literary close-reading, multi-media examinations, and more – culminating in a round of milkshakes and burgers at the legendary Rocko’s Diner. It was highlighted in the Vancouver Sun, The Abbotsford News, and Times Colonist. 2. Shakespeare Names/Sto:lo Memoryscapes (Symposium on March 8 @ UFV U-House)
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Associate professor in English, Dr. Melissa Walter organized presentations and conversations about Shakespeare Names in Salish Lands and Memory Scapes in Sto:lo territory, with members of the Oecologies research group, Vin Nardizzi (UBC English), Patriticia Badir (UBC English), Keith Thor Carlson (U of Saskatchewan), and Sonny McHalsie (Naxaxahalts’i). 3. Graphic + Digital Design First Year Student OPEN HOUSE (March 21, 4-7pm @ the ILLUMINATE Open House event, Mission Campus) First year students will showcase their design work, and campus tours will take place. 4. Speaker Series: Education and the Use of a Philosophical Approach (March 3 & April 7, 12:30- 2pm @ B132 & D133, Abbotsford Campus) The Speaker Series is open to everyone and will highlight the following discussions:
March 3: Magda Costa Carvalho “Philosophy for Children in the University of the Azores: History, Present and Perspectives” April 7: Walter Omar Kohan “Education is Political: In what sense does Paulo Freire speak to the teaching profession in contemporary society?”
5. Writer in Residence: English Reading Events Each event includes an Indigenous writer who will read as part of a panel of writers. Guests include: Billeh Nickerson, Hiromi Goto, Jaye Simpson and Cat Friesen (Mar 21); Billeh Nickerson, Renee Sarojini Saklikar and Tawahum Justin Bige (Mar 28).
A Room of One’s Own: A Celebration of the Queer Communities on Campus (March 21, 4:30-6:30pm @ The Canoe Dining Room)
Valley (W)rites: Exploring Valley Muse (March 28, 4-6pm @ F Building, Room 124, Abbotsford Campus)
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Program 1. U-CUBE (Condensed University Block Experience) (Summer 2018 Semester) U-CUBE is a pilot program set to be held this summer semester, and is offered to all UFV students.
It will allow students to focus on one class at a time. Each block course will be scheduled Monday to Friday (3 hours per day) for up to 18 days total. It is project based, student centered and immersive with opportunities for field studies. Registration is now open. Courses offered for this U-CUBE session will include: Theatre 101, English 108, History 102 and Geography 130. To learn more visit: ufv.ca/arts/u-cube or watch this promotional YouTube video. 2. UFV-VFS Partnership COA’s Associate Dean of Students, Dr. Alisa Webb, has worked on a partnership agreement between UFV and the Vancouver Film School (VFS) that allows students to explore accelerated arts- focused, degree pathways into four degrees:
Bachelor of Media Arts, Bachelor of Fine Arts, Bachelor of Arts, & Bachelor of General Studies The new partnership was featured on Academica’s Top 10 list. VFS is also interested in working in India and will be visiting our campus.
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GENERAL STUDIES
Community 1. 1st General Studies Mini-Fair (early February) General Studies organized its first Mini-Fair to address commonly-asked questions and needs within the program. The Mini-Fair drew approximately 20 students in total, and there are plans to organize subsequent events in the Fall and Winter terms moving forward. With the changeover to the new degree format (Fall 2017), students are now asked to complete new types of requirements, including Customized Learning Plans and professional competencies. Program 1. 19 Students Working on Thematic Options (TO) There has been a sharp uptake in both interest and applications to complete Thematic Options (TO) within the Bachelor of General Studies. Previously, between 2-3 students per year would complete one. In 2017-18, we have 19 students who are working on a TO. Areas of expressed interest include: Public Relations (approved by program), Educational Studies (approved), Spanish Language and Culture Studies (approved), Information and Records Management (approved), Clinical Intervention, Support, and Crime (approved), and others. Greater utilization of Thematic Options necessitates more direct conversations between advisors, the chair, and the student. While this is more resource-intensive upfront, this type of engagement provides greater ability to forecast student demands for upper-level courses, and this will provide (over the long-term) feedback to programs that offer the courses used in the TOs. 2. VFS Students Can Now Transfer into BGS Students will now be able to transfer from Vancouver Film School programs into the BGS. They will join students transferring from other institutions where agreements have been signed in the past two years, including the first students from Columbia Bible College who have arrived under a transfer agreement that went into effect this year. 3. Assessing Student Progress in GS Diploma Program We are currently assessing student progress in the General Studies Diploma program. The program is home to a large number of international students who show signs of academic struggle, as well as to domestic students who have accumulated many more credits than would be expected for the diploma program. Advising undertook a ‘blitz’ to reach out to those students nearest to graduation (based on credits) and who are struggling academically. Conversations around developing additional support strategies will continue.
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INDIGENOUS STUDIES
Program 1. Indigenous Studies Major/Minor Available
As of September 2017, the Indigenous Studies major/minor was made available and will have its first graduate this June 2018. Learn more: https://www.ufv.ca/programs/indigenous- studies/
2. Indigenous Studies Curriculum Committee (ISCC)
The ISCC is a UFV wide committee that meets once or twice a semester to provide comment and feedback on Indigenous Studies programming and UFV courses containing Indigenous content. This year the committee has provided comment to:
Visual Arts and the Indigenous Arts certificate, Environmental Studies degree Theatre and the Winter 2018 ADS 400 offering Social Work and the one mandatory Aboriginal Social work course and updated course outline Indigenization process for professional development
ISCC struck a subcommittee in October 2017 to work on: Developing an Indigenous Studies certificate Review and update the Aboriginal Culture and Language Support diploma Review IS major/minor to identify any gaps and ensure it is as student friendly as possible Moving FNST courses to IS and renumbering to IPK courses
ISCC also began work on developing an UFV Indigenizing Handbook.
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CRIMINOLOGY AND CRIMINAL JUSTICE
Students 1. Office of Crime Reduction and Gang Outreach’s Crime Reduction Symposium (February 19-21 in Vancouver) Four former graduates of our Master of Arts (Criminal Justice) program presented their research and professional activities at this symposium. 2. Conference Presentation at the International Gambling Conference in Auckland, New Zealand Under the supervision of faculty members Dr. Amanda McCormick and Dr. Irwin Cohen, Gwen Geuze, who recently completed her Bachelor of Arts (Criminal Justice), delivered her first conference presentation. Gwen presented the results of a work study project she conducted, in which she analyzed qualitative data regarding motivations to breach a voluntary self-exclusion agreement. 3. Report for the British Columbia Real Estate Association Amanda Schenk, a current Master of Arts (Criminal Justice) student and Gwen Geuze, who completed her BA (Criminal Justice) in December 2017 completed a report on remediating homes used in the production of drugs. This report examined the existing literature on homes used in the production of drugs, approaches used elsewhere to remediate homes formerly used in the production of drugs, and the policy framework under which other jurisdictions have approached this issue. They concluded with recommendations as to how British Columbia should develop standards and practices to ensure healthy homes for British Columbians. Faculty and Staff 1. Law and Society Association (LSA) 2018 Toronto conference (June 7-10 @ Sheraton Centre, Toronto) Dr. Hayli Millar will participate in a roundtable discussion chaired by Elya M Durisin, entitled “In the Shadow of Bedford: A Roundtable on Research and Advocacy in Post-PCEPA Canada.” Her participation in this roundtable is based on a chapter — T O’Doherty, H Millar, A Clancey and K Mackenzie, Chapter 8, ‘Misrepresentations, Inadequate Evidence, and Impediments to Justice: Human Rights Impacts of Canada’s Anti-Trafficking Efforts’, in EM Durisin, E van der Meulen, C Bruckert (editors), Red Light Labour: Sex/Work: Regulation, Agency, and Resistance, Vancouver: UBC Press [forthcoming 2018]. Dr. Millar's presentation on this panel is an extension of the human trafficking research she has been doing (Millar & O’Doherty via a previous BC Law Foundation Grant) and will enable Millar & O’Doherty to develop a paper or research note updating their research on human trafficking prosecutions for publication after the Law and Society 2018 Toronto conference. The
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presentation and conference will enable Dr. Millar to connect with other international legal scholars who conduct research on human trafficking and sex work, among other international and transnational crime topics. It will also position Dr. O’Doherty and Dr. Millar to extend their profile as emerging Canadian critical legal researchers on human trafficking. 2. Day of Dialogue (June 6) Dr. Millar also plans to participate (the day before the official start of the LSA conference) to focus on issues arising for migrant sex workers. The Day of Dialogue, her research, and the international conference directly relate to Dr. Millar's proposed sabbatical research for 2018- 2019. 3. Office of Crime Reduction and Gang Outreach’s Crime Reduction Symposium (February 19-21 in Vancouver) Dr. Irwin Cohen and Dr. Amanda McCormick both presented. Dr. Cohen spoke about the importance of integrating research into practice, providing an example of evaluations of the Real-Time Intelligence Centre of British Columbia which made research informed recommendations to enhance the effectiveness and efficiency of operations. Cohen, I.M. (2018). An examination of BC’s Real-Time Intelligence Centre. Presented at the Crime Reduction Research Symposium, Vancouver, BC. Dr. McCormick presented on the research she and Dr. Cohen have conducted on police-based responses to intimate partner violence, specifically focusing on a recent report completed for “E” Division RCMP examining the trends in founded calls for service, and the socio-economic predictors that differentiated call for service hot spots from non-hot spots across 33 jurisdictions in British Columbia. McCormick, A.V. (2018). Police-based responses to Intimate Partner Violence. Presented at the Crime Reduction Research Symposium, Vancouver, BC. 4. Academy of Criminal Justice Sciences in New Orleans (February 14-17 in New Orleans) Dr. Amanda McCormick delivered two presentations on intimate partner violence.
The first presentation was on a co-authored manuscript by Dr. McCormick, Dr. Irwin Cohen, and Sergeant Stephanie Ashton with “E” Division RCMP on The Effect of Police Response to Intimate Partner Violence on Children. The second presentation was on a sole-authored manuscript by Dr. McCormick on The Effect of Children on Police Response to Intimate Partner Violence. Both manuscripts have been submitted for peer-review and publication.
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McCormick, A.V., Cohen, I.M., & Ashton, S. (2018). Effect of police response to IPV on children. Presented at the annual Academy of Criminal Justice Sciences conference (February 2018), New Orleans, LA. McCormick, A.V. (2018). Effect of children on police response to Intimate Partner Violence. Presented at the annual Academy of Criminal Justice Sciences conference (February 2018), New Orleans, LA. 5. New Horizons in Responsible Gambling conference (February 13-15 @ the Hyatt Regency, Vancouver) Dr. Irwin Cohen participated in an expert panel and spoke about the role of industry in funding gambling research. Cohen, I.M. (2018). Approaches to Reducing Crime in British Columbia. Presented to Westminster Lawyers Group (January 2018), Vancouver, BC. 6. Other Conference Presentations given by Dr. Irwin Cohen and Amanda McCormick Cohen, I.M. & McCormick, A.V. (2018). Findings from an evaluation of the Vancouver Police Department’s Cadet Program. Presented at the annual Western Society of Criminology conference (February 2018), Long Beach, CA. Cohen, I.M. & McCormick, A.V. (2018). Community and School Based Gang Prevention, Intervention, and Suppression Programs. Presented at the Surrey Mayor’s Task Force on Gang Prevention (January 2018), Surrey, BC. 7. Published Books & Articles Cohen, I.M. & McCormick, A.V. (2018). An Evaluation of the Vancouver Police Department’s Youth Cadet Program. Centre for Public Safety and Criminal Justice Research, UFV. Garis, L., (2017). New university course teaches evidence-based decision making. Police Chief Magazine, Winter: 20-22. http://www.nxtbook.com/naylor/CCPT/CCPT0118/index.php#/0 Khan, M., Lamelas, P., Musa, H., ….Garis, L….(2017). Development, testing, and implementation of a training curriculum for nonphysician health workers to reduce cardiovascular disease. Global Heart, article in press. Schenk, A., Geuze, G., & McCormick, A. (2018). Toward a provincial standard for the remediation of residential properties used in drug production. School of Criminology and Criminal Justice, University of the Fraser Valley. Program 1. Centre for Public Safety and Criminal Justice Research (2014-2017) The Centre completed its multi-year evaluation of the Vancouver Police Department’s Cadet Program.
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This study involved over 15 students and faculty, who conducted one-on-one interviews with youth enrolled in the cadet program. Interviews were completed at the start and end of each cadet year to measure change in antisocial and prosocial attitudes and behaviours. Qualitative data was collected from cadets and their instructors regarding program activities, strengths, and challenges. The report made four recommendations to enhance the operations of this program. The Centre is embarking on three new research projects.
One project is a third iteration of the research Dr. Irwin Cohen and Dr. Amanda McCormick have conducted on the Voluntary Self-Exclusion program operated by the British Columbia Lottery Corporation. The two other projects are for the Combined Forces Special Enforcement Unit. One of these projects will review the operations of the End Gang Life program, and while the second will examine the profile of dial-a-dopers and the role of dial-a-doping into gang life.
2. Practicum Engagements The School’s Career Development Coordinator, Michele Giordano, met with new practicum sites Chilliwack Bylaw and Fraser Region Correction Centre (BC Corrections). Between CRIM 281 and 480, 79 students were placed this winter, and five challenged their practicum using their previous field experience. 3. UFV Students Pursuing Graduate Studies Gwen was recently accepted into the Master of Arts program in the School of Criminology at Simon Fraser University. Andrew Kim, who also recently completed his Bachelor of Arts (Criminal Justice) was accepted into the University of Alberta Law School. Two students from the Master of Arts (Criminal Justice) program were accepted into the PhD program at Simon Fraser University. Kevin Burk graduated from our MA program in 2011, and has been teaching as a sessional and Limited Term Appointment instructor in our School for over five years. He will be working with Dr. Garth Davies on a radicalization in prisons and de-radicalization programming. Samantha de Vries is a current MA student who is working with Yvon Dandurand and Dr. Hayli Millar to complete her thesis on child sex tourism. She will be working with Dr. Gail Anderson for her PhD on international wildlife trafficking.
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Divisional Report March 2018 Dr. Joanne MacLean
For more information, visit: www.blogs.ufv.ca/health Social media: @ufvhealth
Faculty of Health Sciences
Faculty of Health Sciences officially welcomes CRC Dr. Cindy Jardine
The Faculty February by of Health Sciences kicked off hosting a welcome lunch for Canada Research Chair in Health nity and Dr. Commu Cindy Jardine. Senior administrators, taff faculty joined and in while s Dr. MacLean welcomed Dr. Jardine to the faculty. Dr. Jardine shared her current research projects with guests. Dr. Jardine's research interests are in the multi-disciplinary area of environmental health risk communication. looks Her at research means and impediments to promoting better dialogue between stakeholders that will h ill hopefully lead to more informed decisionsMuch on risks. of Dr. Jardine's work is done as participatory research with Indigenous communitiesetter in understand northern their Canada risk to perspectives b and risk communication needs.
School of Health Studies
Nursing students m up tea ork with Social students W on campus to provide Naloxone training
A student-driven duction harm re initiative on UFV campus provided naloxone training and access to free take -home naloxone kits at sessions in Abbotsford and , M , March. The Chilliwack 5 on Monday Opioid and ent, which Naloxone Awareness Day ev also featured interactive educational booths, was driven by sing UFV students. The Social Work and Nur awareness initiative builds on naloxone training already practiced through UFV’s Peer Resource and Leadership Centre, guidance and from UFV Nursing faculty member Bethany Jeal, who has a long history of engagement initiatives with dating harm reduction back to her time as a nurse working at Vancouver injection facilities. Nxone . Nalo training and access to take home kits will continue to be distributed by UFV Nursing students throughout the Winter semester.
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Nursing participate students in free medical in l information sessions downtown Chilliwack
March 6 kicked off Mini Medical School in downtown Chilliwack at Chilliwack Senior Secondary School. Free medical information ster sessions are set to run on consecutive Tuesday nights in March. UFV Seme 7 Bachelor of Science in Nursing students are participating in the event by offering free health promotion information - lecture sessionwhere at they are a health resource fair, followed by a short paired with UBC ical s Meda l student Mini eachSchool,Med week. presented by Chilliwack Division of Family Practice, offers the rare chance to hear from and chat with local doctors and other health professionals on Dates and key March — Navigating 6 topics: medical our topics. Healthcare System; March — The 13 Pillars of — An Pain Ounce — Management; of Prevention; March 20 March 27 Outdoor Medicine. also offers Mini students Med School the chance to connect with the community and help people understand how to take control of their health.
The School of Health their families to campus Studies welcomes prospective students and
Prospective students and their families were invited to UFV Chilliwack campus at Canada Education Park in late February for an open house in the Aboriginal Gathering e Plac where they had the opportunity to learn about program options in Nursing and Dental. The open house resulted in 60 visitors from across the Lower Mainland, including Vancouver and interest from Squamish. S . Students had the opportunity to talk mbers, to faculty alumni me and tour the Nursing and Dental labs.
Nursing students collaborate across boundaries in virtual simulation
As part of a larger research project on interprofessional skills for nursing education, Nursing faculty -Anne Stephen, members Lee Dawna Williams and Pam Causton are testing out virtual software in the classroom. The purchase of the subscription Clinispace software to was supported by the UFV Fund for Innovative Teaching. This fund aids faculty as they develop and deliver innovative learning experiences for students. A first for UFV Health Sciences, students in Bachelor of Science in Nursing, Practical Nursing, and Health Care Assistant program collaborated e in th virtual world to learn about patient care across the professional spectrum.
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Nursing students engage in community outreach in downtown Chilliwack school
Semester Bachelor 7 of ended Science Central in late in Elementary February Nursing School students att for an Aboriginal Family Gathering event organized in partnership with s Health Fraser Health, First Nation Authority and . Poster Chilliwack School District booths setwere up by Nursing UFV students to highlight information regardingand hing, was h nutrition, and sleep, stress management. Families from Central were Elementary Community School invited to UFV attend Nursing the students event. had the opportunity to engage with the community and celebrate health, family and culture. The school gym was bustling with students and parents during the event, one of three that the school hosts each year.
Dental students -Ray clinic run -income X to families target low
The Certified - cost - Ray X clinics Dental to during the March. Assistant community program is offering low Low-income communityare invited to members the dental provide high clinic on Chilliwack campus to quality, professional, Patients preventive will care benefit at from low a cost. reduced fee and their partnership ll h wi ll help students from the CDA program expand their practice in an educational s l setting.
UFV film on intergenerational dance wins a spot at 2018 UBC Edge Film Festival
For six researchers months in Shelley 2012, (Kinesiology) Canning and (Nursing), Dr. Michael Gaetz Darren Blakeborough explored (Media the benefits and for Communication both children Studies) and long-term care l d home l dance The program residents in Mission. participating in an intergenerationa intergenerational r l relationshipsured in were capt a documentary film produced by students led by Blakeborough. Their research project was undertaken UFV by Centre the ducation for E and Research . Older on Ageing adults were tested for physiological and cognitive benefits of participating in intergenerational activity, and children were interviewed to explore their experience and attitudes towards their elderly dance partners. Fast forward y to 2018, the Facult of Health Sciences is excited to announce the film has been selected as part of the UBC School of Nursing on April . Edge This 19 Film Festival event features short films made in collaboration with nursing researchers and community partners that explore ocial s and All cultural are contexts welcome of health. to attend and tickets can be purchased online: https://chancentre.com/events/2018-edge-film-festival/
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Enhance your health with UFV Health and Wellness Expo
The annual on Monday, Marchhealth at 26 Chilliwack fair , with campus is a name: Healthnew back and Wellness Expo. and Dental students UFV are Nursing iver teaming health-oriented . information up to del Topics will The Fentanyl include: Crisis; Binge Drinking; Early Cancer Screening; Sleep; Travel Health; Stress and redn Coping; ess; Tobacco Oral Emergency Cessation; Health tion/Resources Educa Prepa for all ages; Nutrition and ecay. increased The risk he event for will tooth d run from 9:00 a.m. to 5:30 p.m. T expo continues in the a spring and tradition that spans nearly 15 years. Events traditionally operate once fall, with students The event is creating open to displays and offering advice on health promotion topics. all UFV ff faculty, and sta public. students, as well as the
Department of Kinesiology
Kinesiology researchers -testing begin for pre Exergames study at downtown Chilliwack school
With the Keiver assistance and - Orr Alison of Pritchard approximately 15 Kinesiology students, Dr. Kathy launched an Exergames h study cognitive in disabilities. Winter The 2018 Exergames for is a children wit collaborative study in funded Kingston, by Kids Brain Health involving partners from Queen’s University ON. The objective f of this study is to integrate video game play with exercise via the pedaling o recumbent bikes. e The bik is participants connected will to a tablet that will displays video games the operate via -assessment their phase of own fitness and pedal power. The study is currently in the pre neuropsychological s function. study is d conducte The in -May. Chilliwack Exergame and will run until mid Under the - Orr, expertise Exergames Kinesiology is of students providing Keiver hands and on Pritchard data collection experience. Upper level kinesiology students Molly Rose and Danielle Summers are leading rogram the p as part of their fourth year directed studies course.
Faculty and students participate in fitness testing with local fire department
As part - FV of initiative, the Healthy Dr. upper YOU level Alastair Hodges, Amber Johnston and Kinesiology students are nnual involved Fire - Employment in Testing a Screening and Pre for the Abbotsford Fire Department. While the program is designed to assess optimal health for firefighters and pre-employment analysis o through provides students various practical lung skills and hearing tests, it als and the opportunity to work as a professional with clients. Through the testing, the Kinesiology department has built strong relationships with the fire community will and continue to engage in testing with various fire departments across the Fraser Valley.
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Kinesiology students test maximum oxygen consumption with VO2 Max test
Students Brian in Justin’s Kinesiology 462 opportunity lab to had the test their maximum body’s consumption of oxygen with a VO2 Max test and peak their anaerobic ith a power and anaerobic capacity w Wingate Test. student Michael Third year exercise science VanderGaag comments "i t was a on great his experience in the lab, experience aboutto learn my overall fitness level. The test itself was difficult and max, really but pushed it me shows to how my mentally tough you can be and how far you can really push yourself. Being in the lab and ind these is a tests actually getting to test the theory beh helpful way to consolidate the information and truly understand the procedures."
Champions for Health begin the countdown to Antigua
The countdown students to Antigua 2018 is on as Dr. Joanna Sheppard rounds her Champions for Health for weekly tings mee to discuss logistics and details of the program. Dr. Sheppard is preparing students to deliver lesson plans for Antiguan students, organize Unity Games and other activities for their experiential learning program. Dr. Sheppard and her Champs are preparing also for the arrival of 12 Antiguan colleagues to . The the group Fraser Valley will participate in a Best Practices Collaboration Conference on Chilliwack campus and have the opportunity to explore the Lower Mainland before heading back r the to Champions Antigua for fo Health Promoting in late . April Schools program
Kinesiology website updated to new mobile friendly version
We have www.ufv.ca/kinesiology) launched . The new a new look for the UFV Kinesiology webpage ( webpage complies - responsive with design. UFV’s It new features mobile quick access to information, student testimonials Many and thanks a to the Google UFV MyWeb tour and of the Kinesiology labs. Marketing team pport on for this their project. su
New equipment arrives for teaching and research
Kinesiology is expanding their range of lab equipment with a new treadmill purchase for teaching and research. Researcher and faculty member e arrival Dr. Jason Brandenburg is excited about th of a “ steeper, new faster, treadmill and that will is expand the capabilities of he Kinesiology testing within program.” t
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Divisional Report (March 2018)
Faculty of Professional Studies (Tracy Ryder Glass)
KAIRO Blanket Exercise The Indigenization Committee of Professional Studies received facilitator training and hosted a KAIROS Blanket Exercise. 32 participated from around UFV. Participating in such a historically based experience was profound and moving.
Department of Adult Education (ADED)
Mindfulness Workshop The Department of Adult Education hosted an all-day workshop in February 2018 at UFV-CEP's Gathering Place entitled Mindfulness Core Concepts. Over 45 participants attended with approximately half from the community and half from UFV (staff, faculty, and students). The workshop was facilitated by Dr. Evan Collins, a Toronto-based psychiatrist who works with the Centre for Mindfulness Studies. Dr. Seonaigh MacPherson of Adult Education co-facilitated some of the workshop. This workshop, along with the 6-day intensive being offered in the same venue June 23-29, 2018, is required for certification as a Mindfulness-Based Stress Reduction (MBSR) teacher. This is the first time the certification programs have been offered in Western Canada. For further information about this or other mindfulness initiatives, including the new graduate certificate in Mindfulness-Based Teaching and Learning (MBTL) to begin in September 2018, please contact [email protected]
Department of Computer Information Systems (CIS)
Students Take 1st Place It is really rewarding to see three of our CIS students take 1st place in the “Capture the Flag” contest for the second year in a row as part of the B|Sides Security Conference at SFU Harbour Centre. It is worth noting that they were competing against industry security experts from around the continent and possibly some students from UBC and SFU. I think this illustrates the strength of our degree and shows that we are doing something very right. Congratulations Derek Van Nieuwkoop, Brandon Schouten, and Dominic Nickel.
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Visiting Scholar The CIS Department will welcome a visiting scholar from Chandigarh who will be teaching two courses during the summer 2018 semester.
Department of Library Information Technology (LIBIT)
Read-In Event The LIBIT Department hosted their first Read-In event for Library Information Technology students and graduates in December 2017. The 26 books which were read or discussed ranged across all age groups and genres. The success led to a second Read-In and "Blind Date with a Book" event held in February 2018.
Field Placements LIBIT students registered in LIBT 265/266 Practicum/Capstone Project Course will participate in a 70- hour field placement. Students are placed in UFV Libraries, MEI Schools, Surrey Libraries, Fraser Valley Regional Library System, Kwantlen Polytechnic University Library, the Campus Card Office, Summit Pacific College Library, and CIVL 101.7 FM. Placements at the University of Victoria Libraries and Kamloops Public Library are under negotiation.
Department of Child, Youth & Family Studies (CYFS)
Exploring Outdoor Classrooms Monique Goerzen recently returned from a study tour in Scotland, where she was exploring outdoor education and play spaces. The Department of Child, Youth and Family Studies is exploring creating an outdoor classroom on campus. Christine Slavik is currently in San Francisco being trained for facilitation of labyrinths in education, which would be part of an outdoor classroom as well.
Brain Architecture Cindy Rammage presented on “Brain Architecture and its application to trauma” to the Human Services Academy in the Chilliwack School District.
International Day of Women Maple Melder-Crozier participated in the writing of a declaration at the United Nations with approximately 300 young people in February 2018 as part of the International Day of Women and Girls in Science. The currently unnamed declaration is based on how science can help our world. At the conclusion of the event, it had already been signed by 8 countries.
2018-2019 Applications Over 150 applications have been received so far for the 70 available seats.
School of Business (BUS)
Swoop Airlines Faculty and students from the aviation programs attended an event organized by Swoop Airlines at the Abbotsford Airport. Students were given the opportunity to talk for 30 minutes with WestJet’s CEO Gregg Saretsky.
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Business Mixer On March 8, 2018, the School of Business hosted its annual “Business Mixer” in collaboration with the Abbotsford Chamber of Commerce. The school invited members of the local business community to meet and interact with alumni and current students who have started their own businesses. About 100 participants enjoyed an eventful evening at the Envision Athletics Centre.
Enactus Regional Competition Four students from the School of Business, together with their faculty mentor Darrell Lim, participated in the Enactus regional competitions in Calgary, Alberta. Enactus is an experiential learning platform focusing on entrepreneurial activities to support the economic, social, and environmental development of Canada. Our students presented their concept for starting a social enterprise focusing on helping local, at risk, high-school students to get educated and find meaningful employment.
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Sustainability Case Competition After two years of essay competitions about sustainability, the School of Business decided to move the format to a case competition held on March 9, 2018. Nine teams competed on a case that relates to our Abbotsford community, trying to solve some social and economic challenges.
Teaching and Learning The School of Business in collaboration with the Teaching and Learning Centre, offered a workshop on developing and using rubrics in relationship to current trends in management education.
School of Social Work & Human Services (SWHS)
Poverty Simulation Social Work and Nursing students collaborated on a poverty simulation experience at the Black Box Theatre on March 9, 2018. Darrell Fox co-organized the event and many other Social Work and Human Services faculty participated.
Post-Traumatic Stress Disorder More than 80 first responders and social workers attended the screening of The Other Side of the Hero and PTSD panel discussion organized by SOWK 380 Community Development students on March 8, 2018. The event aimed to give those who struggle with Post-Traumatic Stress Disorder (PTSD) a platform to highlight the importance of emotional wellness, raise awareness, and connect those with PTSD to community support systems.
Publication Lucki Kang's article "What Does Your Name Say" was published by the BC College of Social Work.
Graduate Student Honored Curtis Magnuson attended an Honoring Ceremony for Social Services Diploma student Sydney Ned in February 2018. Sydney was being recognized by W.A. Fraser Middle School for her cultural work while a practicum student and is now employed as an Indigenous Cultural Support Worker.
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Teacher Education Department (TED)
Additional Cohort Starting 2018 The Bachelor of Education program will be offering an additional cohort of elementary/middle starting fall 2018. This increase is anticipated to be a temporary measure for 2-3 years to meet the hiring demands of partner school districts.
New Interview Model The Department of Teacher Education is piloting a new interview process this year modeled after the MMI (multiple mini-interview) process used by many medical programs. We are excited to be the first Teacher Education program across Canada to implement this interview process and will be researching our graduation success rates in comparison to the panel interview process used for the past 8 years.
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Faculty of Access and Continuing Education Divisional Report
Applied Business Technology (ABT) Program
The Fall 2017 cohort of ABT students completed their practicums on March 9. Of the 41 placements, six were to brand-new placement locations, and all have expressed an interest in hosting future students. A number of students have been hired directly off practicum to administrative positions with the provincial court system, school districts, municipalities and local private companies.
Continuing Education (CE)
CE continues to provide programming to meet the demands of the local labour market. In programs ending during the fall and winter semesters, 88% of CE graduates were hired immediately following their practicum placements (up 5% from previous year). These students are working in hospitals, law firms, municipal government offices, and dental/medical clinics throughout the Fraser Valley and into the Lower Mainland region. CE is looking forward to offering a second cohort of the Coding Bridging course in May 2018 to support local technology companies’ need for skilled workers.
English Language Studies (ELS) Department ELS offered 27 classes this Winter 2018 semester to domestic and international students. Most domestic registrations are at the 050 and 060 levels, and the recent trend of predominantly international students from India at the University Foundation (070) level and Bridge level (080) continues. This semester, the department is refreshing the ELS Computer Lab/Help Centre and Reception Office in A Building. Kerry Johnson is working with UFV Teaching and Learning to present a series of Teaching Matters workshops entitled “Engaging Multilingual Learners” and Gilmour Jope has published an article in the journal Research in Education: Theory, Policy and Practice. Summer 2018 registration at our Abbotsford campus is looking very strong, with 16 classes scheduled in a condensed summer program model.
Indigenous Student Centre (ISC)
ISC staff is working with the Halq’eméylem language instructor, the Stó:lō Research and Resource Management Centre, UFV and community Elders, and UFV students to support language learners both in and outside of the classroom. Stó:lō’s last fluent Halq’eméylem speaker, Elizabeth Phillips, has been providing support to the Halq’eméylem language classes and a “tea and talk” occurs biweekly for past and current Halq’eméylem students. The “tea and talk” sessions are well attended by all of the UFV and community Elders as well as past and present students. The sessions are mainly to provide a place for language speakers to gather to practice their skills in a social setting. The sessions have gained so much attention that Halq’eméylem students from years past are also attending the sessions to keep their language practice strong. Language acquisition requires regular practice and both of these initiatives have provided experiential learning for all involved.
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Upgrading and University Preparation (UUP) Department
The UUP Department has experienced increased numbers of international students during the past few years. As a result, there is an increased demand for MATH 085 by international students. UUP has worked with UFV International to develop a schedule and offer more sections of MATH 085 to meet international students needs be offering more sections during Summer 2018 than it has in the past. As a partner involved with the recently-approved Métis Support Worker program, UUP will be delivering several upgrading courses during the summer semester to the students of this program. The department has developed a student orientation slide show that it uses to market its programs and when networking community groups such as Literacy Matters, Triangle, Work BC.
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APRIL 2018 REPORT TO THE BOARD FROM VICE PRESIDENT, STUDENTS AND ENROLMENT MANAGEMENT JODY GORDON
ATHLETICS & CAMPUS RECREATION The Cascades athletic department is into the stretch drive of the 2017-18 competitive season. Just two sports (or three teams) will be active in the coming months: Golf (men and women) and baseball (men). The golf teams opened their spring season with an outstanding showing at the UFV Spring Invitational, winning three of the four individual and team titles up for grabs against a strong field. Their spring season culminates with hosting the Canadian University/College Golf Championships at Chilliwack Golf Club (May 29-June 1). The Cascades baseball club, meanwhile, recently returned from spring training in Tucson, Ariz. and are set to open their second season in the Canadian College Baseball Conference with a home doubleheader vs. Thompson Rivers on March 24 (Fairfield Island Park). Looking back, the month of February was highlighted by a pair of major events. On Feb. 21, the second annual Cascades Scholarship Breakfast, presented by Freedom 55 Financial, raised upwards of $20,000 for student-athlete scholarships. That event featured golf champion James Lepp in conversation with Global BC’s Jay Janower.
Later that same week, the Cascades hosted the PACWEST conference volleyball championships for the first time in school history. The UFV women’s team provided a highlight for the home fans, winning the bronze medal before an enthusiastic crowd at the Envision Financial Athletic Centre.
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In other action, the Cascades women’s basketball team saw its playoff run stall in the first round of the Canada West playoff with a road loss to the UVic Vikes. The Cascades rowing team hosted its 10th annual Head of the Fort regatta on March 10, with some outstanding results, and the women’s rugby club wrapped up its second season on the Canada West Women’s Rugby Sevens Series in sixth place overall.
CENTRE FOR ACCESSIBILITY SERVICES (CAS)
In March, student mentees from Sardis Secondary School met with their UFV mentors for a tour of the UFV Aerospace at the Abbotsford International Airport, as part of the “Trades & Me/UFV” transition to trades project. The objective was to get a first-hand glimpse of the UFV Aircraft Structures Technician Program. This Transport Canada-approved program trains students for the aircraft repair and aircraft maintenance trade. The tour was led by Rolf Arnold, Associate Dean of the Faculty of Applied & Technical Studies and included climbing aboard UFV aircraft. According to Chilliwack CAS advisor Jane Etherington, the mentees made very positive comments regarding experiences with their UFV mentors and the tour (see pictures below).
The trial period with the Sonocent note taking software has been well received and more students have signed up. New features that capture diagrams and equations during lectures and labs have been added as well as linking drawings to audio taken at the time which will highly benefit note taking in science classes. CAS is also in the process of purchasing the latest version of text to speech technology (JAWS, DNS) to further assist students with exams and assignments
For the purpose of gathering more statistics, CAS is in discussions with the IT deptartment to design additional forms in the Banner student information system that will generate reports with different detail e.g. Population details, types of disabilities declared, etc…
CAS is exploring the use of a feedback box as well as “Survey Monkey” to provide helpful statistics on service satisfaction by students.
OFFICE OF THE REGISTRAR
The Office of the Registrar (OReg) is a central administrative unit supporting students, faculty and staff. OReg Staff work in co-operation with faculties and departments to administer programs with the goal of
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providing students with a positive administrative experience, in support of their learning goals, from recruitment through to graduation.
The implementation of the online program audit system, which tracks how a student’s course work moves them towards their chosen academic goal, is about to be launched for students. This has now been branded as MyGradPlan and is titled to encourage students to be forward-thinking in their educational planning. Current students will receive information about MyGradPlan before they begin to plan their studies for the Fall term. The new incoming students will be introduced to the system during New Student Orientation beginning in May.
At this time of the year, staff in the OReg are supporting students as they prepare for their final exams, and assisting those preparing to graduate at the end of the Winter semester. At this point in the notification and approval cycle, UFV is expecting to graduate a similar number of students as last June. Additionally, OReg is working with academic units to prepare for Fall 2018 registration, and continuing efforts to improve process relating to scheduling and waitlisting.
The admissions staff are processing Fall 2018 applications, ensuring they are reviewed efficiently so that students are informed of their admission to their chosen program as quickly as possible. Preliminary figures show an increase in student applications for the Fall semester. As of March 1st, applications have increased 4.7% over the same time last year. This reflects a continued interest in the programs UFV offers.
In a few weeks, UFV will join other public educational institutions and become a full participant in the Education Planner BC service. This will allow prospective students to apply for admission though the common application system.
STUDENT LIFE & DEVELOPMENT
Residence Life
Canadian Cuisine Seventeen residents came out to learn about the regional differences in Canadian cuisine by making their own poutine. Residents learned about the origins of the dish as well as where it sits within Canadian culinary culture. The program was set up as a “poutine bar” so that residents could customize their poutine to the regional variants that they learned about within eastern Canada.
Intentional Conversations In March, intentional conversations have been guided by four questions: • What did you do over Reading Week in February? Did you see friends and family? • How has your world view changed after a semester at UFV? • Have you thought about where you will live next semester? • How has your roommate relationship been so far?
A common theme amongst first year students is that they were finally beginning to feel settled in, which they attributed to the relationships they have built with other residents. Thirty-eight residents indicated they were thinking about living in Residence this summer, of which twenty-two have applied. The vast majority of residents indicate that their roommate relationship is ‘good’ meaning they don’t have any issues that they feel need to be addressed.
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Sunday Brunch Sunday morning pancake/waffle breakfast continues to be a popular event, attended by twenty residence, on average. While eating together the students watch a variety of news channels and discuss current events.
Reading Week Victoria Trip Approximately sixty students remained in Residence over Reading Week. Sixteen students went on a one night/two day guided trip to Victoria through Discover Canada Tours. The trip itinerary included a visit to: Butchart Gardens, the Parliament buildings, Fisherman’s Wharf, Beacon Hills, China town, the Centennial Forest and Coombs Country Market. Feedback from students was very positive, and the trip became a hot topic within Residence resulting in several requests for more trips similar to this.
Pink Shirt Day Several events were devoted to creating awareness and participation in Pink Shirt Day on February 28th. Thirty residents participated in two tie-dye events; white t-shirts with this year’s slogan ‘Nice Needs No Filters’ on the back were tie dyed with pink being the primary color and the second color being of their choice. Resident Assistants were present and encouraged discussions about the impact of bullying on people and community, how to deal with bullying in all forms and how to support friends who may be experiencing bullying. Two bulletin boards were dedicated to Pink Shirt Day awareness and a workshop on cyber bullying was delivered in Residence, attended by sixteen people.
Sushi Program At the request of several residents, a second session of How to Prepare Sushi was delivered in February. Fifteen residents attended, learning how to make sushi and how to prevent cross-contamination when cooking with fish.
Chinese New Year All residents received a red packet (envelope) that included a short description of their Chinese sign and horoscope for the year of the Dog. Included in the envelope was an
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invitation to a traditional celebratory lunch that included pot stickers, hot and sour soup, and pineapple cake. Over sixty residents participated and a group of six Chinese residents shared the meaning behind some of the activities related to Chinese New Year, and their family traditions.
Common Rooms Activity Due to mid-terms this month there has been a notable increase in the use of the study rooms; often until two or three a.m. There is also a notable increase in the use of the common rooms; the fourth and 3rd floor common rooms tend to be used for gaming (video and board games) and movies, while residents looking for space to hang out and chat tend to gravitate to the second floor common room. There are typically ten to twenty residents in each room throughout the night.
Floor Meetings The monthly Soup and a Floor Meeting continues to be a successful strategy for increasing attendance and participation in floor meetings. Two soups are made from scratch and served with garlic bread. On average fifty-five percent of the building is turning out to the meetings. Resident Assistants now post agendas several days before the meeting, and residents are invited to add any items they wish to discuss. Most topics that residents raise are about operational processes related to move-out, room transfers, health and safety inspections and bed bugs, and unit repairs.
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VP EXTERNAL REPORT TO THE BOARD March 2018
University Relations
Communications Highlights
Media Len Garis, adjunct professor in the School of Criminology worked with Communications and appeared in the Vancouver Sun and Province, on Global TV, CBC TV, and CKNW news regarding the reduction of fire hydrant space to gain parking spaces on municipal streets. Total media coverage resulted in 475,000 audience impressions.
Vlad Dvoracek Associate Vice President, Institutional Research and Integrated Planning appeared on CBC TV and Radio as an expert economist regarding rising oil prices and prices at the pump. Rod Hayward, associate professor in the School of Business also appeared on CBC TV and Radio regarding the expansion of the Abbotsford International Airport. Total approximate viewership for these stories over several news casts is 150,000 viewers and listeners.
Incoming President, Joanne MacLean appeared on Breakfast Television for a five minute live interview segment on International Women’s day. Dean of Applied and Technical studies, John English also appeared on the CityTV news speaking on Try a Trade day. Approximate viewership for these casts is 75,000 viewers.
Issues management summary: UFV appeared in the news for the Labour Relations Board hearing results concerning the FSA. Messaging was distributed to local media and to the internal community through the UR Communications team.
Dave Pinton, Director of Communications appeared on CTV, Global TV, CKNW and News 1130 to speak to the University’s actions in addressing a local Creep Catchers video and allegations against a UFV sessional instructor.
Marketing Highlights
Coat of Arms ceremonial suite: Marketing has created a suite of stationary for ceremonial events at UFV that predominantly features the UFV coat of arms. These pieces have been created for upcoming installations and convocation. Materials include online assets, invitations, presentation folders, and display materials.
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“New to UFV” postcard and landing page:
A new online guide has been created to help convert prospective student applications into enrollments.
An accompanying direct-mail postcard was also developed in partnership with Office of the Registrar and is already yielding positive results in the form of early enrollments for the upcoming New Student Orientation event.
UFV recruitment posters
A series of posters has been designed for the UFV Student Recruitment team. This promotes the UFV brand in high schools and to our target domestic audience. Posters are distributed by the UFV recruitment team to counsellors on school visits. This type of design resonated well with focus groups in its first iteration which appeared in the 2017/18 view book.
Alumni Relations
Outreach Since February 2018, the Alumni Relations office has hosted or participated in 5 events including: UFV Alumni Association Board meetings and Board education session, committee meetings, a School of Business alumni networking event, and more. These events have reached over 40 alumni, 28 future alumni, and 5 external organizations in the community.
The UFV Alumni website, Facebook and Twitter feeds have shared over 8 news (Articles) and stories featuring UFV alumni, in addition to promoting other UFV news and events.
In March 2018, the Solve It! Community Innovation Challenge was wrapped up. Eight teams of students and alumni applied their fresh perspectives, relevant skills and knowledge to real world challenging projects faced by municipalities, businesses and non-profits in the region, while gaining valuable work experience. The winning projects will be announced at an awards night on April 5. Special thanks to the panel of judges, Nik Venema (RBC Dominion Securities), Garry Fehr (Director, Agriculture Centre of Excellence), and Lily Ellis (Spruce Collective).
Celebrating Alumni The nomination process for the 2018 Distinguished and Young Distinguished Alumni Awards is now under way. Established in 2003, the UFV Distinguished Alumni Award recognizes the accomplishments of our amazing alumni. The traditional Distinguished Alumni Award is conferred upon a graduate of the institution who has achieved outstanding distinction in career, educational achievement, or community service. In 2012 the Young Distinguished Alumni Award was established, going to a graduate of UFV who is 35 years of age or younger and who has achieved outstanding distinction in the above categories.
Both awards recognize and celebrate the accomplishments of exceptional alumni, emphasizing the hard work of our alum across all ages and careers. Please visit alumni.ufv.ca to nominate exceptional alumni by May 1.
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Alumni Survey In the Fall of 2017, over 500 alumni answered a survey about their experiences at UFV. Some key highlights from the survey are as follows:
94% of alumni were satisfied with their experience as a student at UFV 98.5% of alumni feel pride in their UFV credential 89% of alumni felt that a lifelong relationship with UFV is worth maintaining 59% of alumni feel that they are still a part of the UFV community 83% of alumni feel a strong emotional connection to UFV A majority of alumni identify most closely with their former academic program at UFV (64.6%) 90% of alumni would recommend UFV to a prospective student The most widely used alumni benefit is the UFV Library. UFV alumni are mostly using Facebook, followed by Linked In and Instagram, to connect with other alumni.
Advancement
Advancement Financial Statistics April 1, 2017-March 15, 2018; for comparison last year’s totals for the same period included:
FY17-18 FY16-17 Variance % Change Total Cash & GIK $1,165,079 $851,585 $313,494 +37% Total Cash $1,036,919 $757,021 $279,898 +37% Total Gifts in Kind $128,160 $94,564 $33,596 +36% Total Outstanding Firm Pledges $346,690 (includes multi- year commitments) Total # Donors 763 463 300 +65% % of Annual Goal 117%* Achieved to date
*After a rigorous projections and goal-setting exercise in the summer 2017, the Advancement Team set a goal of raising $1M this fiscal (our fundraising projections at the time totalled just over $750K).
Student Awards Fundraising (included in totals above)
Apr.1-Mar.15 FY17-18 FY16-17 Total raised for Student Awards $743,889 $598,164 (included in above totals) % change over +24% +35% previous year Goal (set by UFV and approved by $900,000 $600,000 BOG) % of Annual Goal 82.7% 99.7% achieved to date
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As of March 20, 2018 recorded pledges expected to be paid by March 31, 2018: $30,967. Also, just as Advancement is preparing this report, we have received a gift of $44,445 for student awards – this and all other gifts received March 16- 31, 2018 will be reflected in our year-end report for the June BOG meeting.
Advancement Highlights
Major Campaigns
The following is some recent examples of how UFV is reaching out to promote our Major Gift campaigns:
February 21, 2018: Victoria
The following UFV personnel travelled to Victoria February 21 to meet with government representatives: Jackie Hogan- Interim President, Dr. Eric Davis-VP Academic and Provost, Craig Toews-VP External, Dr. Adrienne Chan-VP Research, Engagement and Graduate Studies, Dr. Garry Fehr-Director, Agriculture Center of Excellence and Maureen Berlin, Director Major Gifts.
They met with the following ministers over lunch: Melanie Mark- Minister of Advanced Education, Lana Popham- Minister of Agriculture and Bruce Ralston- Minister of Jobs Trades and Technology. Lunch was hosted by The Honorable Dr. Darryl Plecas, Speaker of the House. The luncheon provided an informal opportunity to share the vision of UFV with the Ministers as we move forward with our capital campaigns.
We also had an opportunity for a one-on-one meeting with Minister Ralston where the UFV team was given an hour to present a more detailed vision of our “Digital Hub”. The meeting was very positive and Minister Ralston committed to making a site visit to UFV after May 30. Minister Ralston did an e-introduction, introducing Jackie Hogan to Dr. Alan Winters the newly appointed Innovation Commissioner.
March 16, 2018: CEP
As a result of our visit to Victoria, on March 16, Lana Popham, Minister of Agriculture and Wes Shoemaker Deputy Minister of Agriculture came for a site visit to our Chilliwack Campus. Preceding a request for government funding, presentations were given by, Dr. Lenore Newman- Agricultural Land Reserve, Dr. Lisa Powell – extension workers and Dr. Garry Fehr – Agriculture Center of Excellence. The Minister and Deputy Minister also met with students and toured the ACE.
Major Gifts Mr. Randy Bartsch, Ecotex Healthcare Linen Service, has fulfilled the first major gift installment to establish an endowment to fund a Leadership Award in Nursing Mr. John and Mrs. Erna Friesen have made a major gift commitment to the Institute of Peace and Conflict Transformation Echoridge Educational Foundation has made a major gift to support annual student awards in the Powerline Service Technician program Manulife Financial has confirmed sponsorship commitments for the Employee golf tournament and Town & Gown Abbotsford Community Foundation has established a new student entrance award in honour of Mr. Jim Latham UFV Honorary Doctorate recipient and artist George Littlechild has donated one of his paintings Oikodome Foundation (Mr. Pieter and Mrs. Fran Vanderpol) have fulfilled their next major gift installment for the Peace and Conflict Studies Teaching Chair Mr. Sandy Cameron has made a second major gift this fiscal to the Student Emergency Fund The Canadian Federation of University Women has made a new major gift to increase their endowed bursary and scholarship funds at UFV.
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Annual Giving Planning, matching contributions and sponsorship development are underway for various fundraising campaigns in 2018, including: May 12 Employee Golf Tournament September 14 UFV Alumni Association Golf Tournament September 14 UFV Cascades Nick Taylor Pro-Am Golf Tournament UFV Faculty & Staff Lifesaver Campaign (launches in August) Annual named student award renewals (August-October) UFV Alumni Association Grad Class Giving Campaign (2018, 2013, 2008 grads) November 14 Town & Gown Gala Dinner November 27 Giving Tuesday UFV Ripple Makers monthly giving club has grown to 22 members (current total monthly giving, including Ripple Makers, is $5,550/month); sending RM direct-mail appeal to 10,000 alumni and community prospects in June.
Donor Stewardship ‘Thank you calling’ with alumni and student volunteer callers took place over three days in February with 268 donors thanked and 71 donors noted to research contact information (research underway) 237 Donor-funded award reports (thank-you packages) were sent to annual and endowment student award donors; packages included personalized thank you letters, information about the student(s) who received the award last semester, thank-you letters from the students, a copy of UFV’s 2017 Community Report, and in many cases an overview of current news and events in the specific program area supported by the award
In closing, UFV fundraisers often receive comments from donors and members of the community that truly are a testament to the quality of our students and programs. Doug Turner, Vice President, Royal Bank of Canada recently hosted his top performers in the Fraser Valley region at our Abbotsford campus and invited Sherri Magson, interim director of Advancement in to speak to his team. In his introductory comments, Doug said that he strongly feels UFV’s values as an organization match those of RBC, that the graduates from UFV hired by RBC are second to none, and that he anticipates building an even closer relationship with the University in the next few years. He has offered to steward a major gift proposal (range $250-500K) for our Institute of Food & Agriculture Campaign to RBC National Office in Toronto.
Ancillary Services
Housing Operations Housing Operations successfully replaced each of the building’s 200 mattresses on February 14, 2018. The replacement took place with the help of a professional crew who also removed the existing mattresses and took them to be recycled. The entire process was completed in under 7 hours with minimal disruption to the residents. In accordance with Baker House’s capital maintenance plan, upgrades to non-LED lighting throughout the building is being investigated. This will focus primarily on the underground parking garage.
Summer 2018 housing applications currently total 39 and another Chinese study tour of approximately 20 students is anticipated in mid-July. Housing Operations has also received 72 applications for the Fall 2018 semester. Of these, 40 applicants are domestic and 32 are international students. Available rooms are still expected to be filled by the end of April. In preparation for a busy guest housing season, the Baker House front desk is extending summer hours. Interviews are currently underway to select 3-4 student staff to serve residents and guests from May to August. The final team will be selected by the end of March.
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Print Services Print Services had a very successful year and is on track for their most financially successful year since 2009. Many cost savings were realized over the past year with the replacement of old and inefficient printing presses and bindery equipment. In addition, better priced paper products were sourced out without any loss to quality. Print Services has continued to improve printing operations by sourcing out new equipment and will soon be adding a new Konica Minolta Bizhub Pro 1250 to replace the old Xerox Nuvera. Based on current cost with the Xerox Nuvera, Print Services has projected to save $576.17 per month in service and toner cost per copy. This will result in a total savings of $6,914.04 per year and $34,570.20 over the next 5 years.
With Konica Minolta’s Eco Vision 2050, they are committed to a mid-century goal of reducing CO2 emissions by 80% over 2005 levels and minimizing greenhouse gases that may contribute to global warming. This will be accomplished by minimizing energy consumption, cutting pollution, and using recycled materials in construction. Konica Minolta’s Clean Planet program provides cost-free recycling for consumables, including toner cartridges and bottles, imaging units, and drums. Konica Minolta’s exclusive Simitri toner formulation uses plant-based biomass material to reduce environmental impact. Ancillary Services is looking to partner with suppliers that are aligned with the UFV Strategic Direction to be environmentally-responsible. The Print Services working group continues their meetings in preparation for the new MFD contract in 2019. The group met with Dennis Silva and Loretta Lau from BC Net on March 8th and were given a presentation on the current agreement between BC Net and Ricoh. The group will continue to compile research and will consult with internal stakeholders to help form a recommendation to Senior Management.
Bookstore UFV Bookstores hosted our second Pop-Up sale in March, offering hundreds of school supplies, UFV branded clothing and bargain books marked down for three days. Our Abbotsford Pop-Up sale was held in Building B in the Great Hall as this spot provides great exposure and reminds students and staff of all the Bookstore has to offer. Sales increased by more than $2,000 over the three days as we processed 137 transactions.
Our inventory clean-up also inspires our team to get creative when it comes to our older textbook stock. Our ecommerce team is working closely with our used book wholesaler to negotiate the sale of some of our older inventory that is no longer being used by UFV Faculty.
UFV students will wrap up the Winter semester next month and after their final exams they will be invited to sell us their gently used textbooks for cash. The used book buy back program allows us to stock up on Summer textbooks before the start of the semester. Used books are sold in-store for 30% less than regular-priced textbooks, helping UFV students save money and ensuring they have the materials they need for their next class.
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Parking Services Ancillary Services is in the initial stages of preparing for the parking contract RFP process as the current parking management contract with Impark expires on August 31, 2019. Since the current contract was last signed, new parking technology has been introduced to the market, and will be included in the new contract to keep current with industry trends and provide the best service available to students. Ancillary Services plans to investigate the types of new parking technology available and determine what would work best within the UFV context.
Ancillary Services would like to explore the possibility of entering a partnership with the City of Abbotsford to manage the nearby park-and-ride, as well as parking lots on Gillis Road, College Drive, and McKenzie Road. Since this property belongs to the City of Abbotsford, there is a lot of confusion amongst students and employees over where their UFV parking passes are valid. Entering a partnership with the city to manage these outlaying parking areas would result in a better experience for those parking at UFV and would continue to strengthen an already strong relationship with the City of Abbotsford.
The parking lots at UFV continue to be busy which is a reflection of the vibrant and robust UFV community. Parking Services continues to support the parking needs of many community events. Upcoming events include:
Chancellor Installation – April 19 President Installation – May 11 New Student Orientation – May 17, 22, 24 Ride for the Cure – May 27 Convocation – June 5-6
Food Services Food Services is working with Dana Hospitality on plans to integrate Triple O’s, a popular BC brand, in the Cascades Café. The partnership between Dana and Triple O's is a natural one as they both adhere to the same standards of food quality and locally sourced ingredients. The Triple O’s station will be added to the existing grill area in the Cascades Café over the summer. Ancillary Services recently signed a ten-year agreement with Triple O’s and has approved the cost analysis for the renovation. Construction will start at the beginning of May and will take approximately four weeks to complete.
UFV has entered a new ten-year agreement with Tim Hortons, which includes a refresh of the existing Tim Hortons. This refresh will allow us to offer more items from the Tim Hortons menu within the same floor space restrictions. Ancillary Services is waiting for the final budget analysis from Tim Hortons before proceeding. Construction will start at the beginning of June and should take approximately 6 weeks to complete.
To provide better continuity for on-sight operations, Dana Hospitality has posted the Unit Director’s position. The most recent Unit Director had to resign due to health problems and the District Manager stepped in during this time. However, he could only be on campus one time per week, which resulted in administrative challenges. A new Unit Director will be starting in the position in the near future.
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Conference Services UFV’s Conference Services continues to experience momentum as we grow our conferencing department. Although our focus is to welcome external businesses to our campus, we are also busy helping our fellow UFV departments with their conferencing questions and requests.
One of the challenges at UFV is to find appropriate available space for meetings and/or conferences. Our U-House Conference Centre is an important facility that helps us accommodate internal needs and external guests. This modern, comfortable, naturally-lighted Conference Centre can be set up in a variety of ways and is enjoyed and appreciated by each user group.
Here is a summary of some recent activity at our U-House Conference Centre: March 6: Fraser Health Authority Education sessions March 7: Lynden School District Teachers Professional Development workshop March 8: RBC Royal Bank Employee Appreciation and Training March 10-11: Thompson Rivers University Open Learning Exams
Summer conferencing is also continuing to grow and we anticipate that this upcoming summer is going to be the busiest summer conferencing season since the office opened. Our campus facilities, guest accommodation, and catering will be bustling with activity as space has already been booking fast.
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Senate Graduate Studies Committee
MEMORANDUM
To: Jackie Hogan, Chair, Senate From: Alastair Hodges, Chair, Graduate Studies Committee (GSC) Date: March 15, 2018 Re: Information Item - Principles for Course Credit Assignment: Graduate Studies
For Senate information:
The GSC approved the Principles for Course Credit Assignment: Graduate Studies as attached at the March 15, 2018 GSC meeting.
The Principles are to be used together with the Graduate Course and Program Approval Policy (209) and Course Credits Policy (105).
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SENATE GRADUATE STUDIES COMMITTEE PRINCIPLES FOR COURSE CREDIT ASSIGNMENT: GRADUATE STUDIES
A. Introduction
The principles articulated below are an attempt to guide decision making for graduate level programs on assigning course credit, factoring in the assumption that a typical student is in view.1 These Principles apply to all courses intended to be offered at a graduate level (certificate, diploman, or degree)2. These courses include all graduate versions of dual-listed courses.
B. Principles
1. Compliance Standards: Assignment of course credit for graduate level courses must be in compliance with all relevant expectations of Policy 209 (Graduate Course and Program Approval), Policy 105 (Course Credits), and BC Provincial standards. 2. Workload: “Workload is an estimation of the time the individual typically needs to complete all learning activities such as lectures, seminars, projects, practical work, work placements and individual study required to achieve the defined learning outcomes in formal learning environments3. While there is a recognized set of workload time factors outlined in Policy 105, it is accepted that some graduate level programs/courses may deviate from commonly utilized principles for course credit to account for variables in course delivery methods, conceptual complexity of course content and learning outcomes, and other program/course specific issues. 3. Consideration of Practice in Like Discipline(s): Assignment of credits for graduate level courses should consider known approaches in similar disciplines in other Canadian programs (and/or other countries if applicable). Deviations from what may be perceived as standard practice should include an explanation for doing so.
C. Guidelines
When submitting graduate level courses to the Graduate Studies Committee of Senate for approval, the following questions (where applicable) must be considered:
1. How much workload time will be expected of a student for this course? 2. What amount of course credit is commonly assigned to similar courses at UFV or elsewhere? 3. What rationale exists for assigning a different level of course credit than for similar courses at UFV or elsewhere? 4. How many learning outcomes are connected to this course and where on the degree of complexity do they range? If outcomes are more complex in level, should more credit hours be assigned to this course?
1 While the credit hour system as a part of higher education is relatively new, it is entrenched in most higher education systems around the world. In spite of the fact the system has been criticized for decades, there does not appear to be any obvious change to the system on the horizon. The work of the Bologna Process has greatly advanced thinking and practices around the transfer of credits, particularly in Europe. What it does not appear to have yet done is fundamentally change the view of how to quantify the educational experience in courses/programs. 2 These are most commonly listed at UFV as “700 level” courses. 3 The European Credit Transfer and Accumulation System (ECTS) User’s Guide 2015 (http://ec.europa.eu/education/ects /users-guide/docs/ects-users-guide_en.pdf, p. 10).
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MEMO
To: Jackie Hogan, Senate Chair Cc: Adrienne Chan, AVP REGS; Deborah Block, GSC Assistant; Jacqueline Nolte, Dean of Arts; Bruce Kirkley, Program Development Coordinator From: Nicola Mooney, Chair, Migration and Citizenship Program Working Group Date: April 6, 2018 Re: Master of Arts, Graduate Diploma, and Graduate Certificate in Migration & Citizenship – Major revisions to MC 755 and 760 course outlines
As the result of feedback from the DQAB Secretariat’s preliminary review of UFV’s proposed MA, Migration and Citizenship, the Program Working Group has revised the credit values of MC 755 (Graduate Research Seminar) and MC 760 (Thesis) to more accurately reflect the research processes inherent to the design, development and writing of the Master’s thesis. Six credits assigned for Research in the original program plan, but not assigned to specific courses, have now been assigned to MC 755 and MC 760, with three credits added to each course. These revisions were approved by the Graduate Studies Committee at its March 18, 2018 meeting. The only change to the proposal since it was approved by Senate in March 2017, is the revision to the credits for these two graduate courses. The program itself has not changed, and the total number of credits required for the program remains the same. Furthermore, there are no financial implications involved in the course revisions since the same fees are being collected overall for the program, as confirmed by UFV’s Manager, Budgets and Financial Planning.
RATIONALE
The proposed Master’s Degree in Migration and Citizenship was designed to credit MA students for the process of thesis research, i.e., the stage during which they are actively collecting data, but not yet writing the thesis. Although these credits were an explicit part of the program design, they were not attached to a specific course when the program curriculum was developed.
The DQAB Secretariat's preliminary review of the MA proposal (4 January 2018) noted that the six credits assigned to the research process would need to be assigned to specific courses. The two courses where these credits logically belong are MC 755 and 760. The design and learning outcomes for these courses already capture what students are doing to earn research credits. Hence, revising their credit values ensures that the MA proposal provides the clearest possible articulation of what students are doing in the thesis process.
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ORIGINAL COURSE IMPLEMENTATION DATE: REVISED COURSE IMPLEMENTATION DATE: COURSE TO BE REVIEWED: (six years after GSC
approval) Course outline form version: 09/15/14
OFFICIAL GRADUATE COURSE OUTLINE FORM
Note: The University reserves the right to amend course outlines as needed without notice.
Course Code and Number: MC 780755 Number of Credits: 63 Course credit policy (105) Course Full Title: Graduate Research Seminar Course Short Title (if title exceeds 30 characters): Faculty: Faculty of Social Sciences Department/School (or program if no department): Migration and Citizenship/ School of Graduate Studies Calendar Description: (40 words maximum) This course prepares MA students to undertake their thesis research. In a small, intensive, and individualized lab setting, students explore a range of research methods, design their thesis project, defend its methodology, and prepare the project for ethics approval.
Note: Students with credit for cannot take this course for further credit.
Prerequisites (or NONE): Admission to the Migration and Citizenship MA program.
Corequisites (if applicable, or NONE):
Pre/corequisites (if applicable, or NONE):
Equivalent Courses (cannot be taken for additional credit) Former course code/number: Cross-listed with: Equivalent course(s): Note: Equivalent course(s) should be included in the calendar description by way of a note that students with credit for the equivalent course(s) cannot take this course for further credit. Total Hours: 36 Special Topics Typical structure of instructional hours: Will the course be offered with different topics? Lecture hours Yes No Seminars/tutorials/workshops 36 If yes, different lettered courses may be taken for credit: Laboratory hours No Yes, repeat(s) Yes, no limit Field experience hours Experiential (practicum, internship, etc.) Note: The specific topic will be recorded when offered. Online learning activities Maximum enrolment (for information only): 6 Other contact hours: Total 36 Expected frequency of course offerings (every semester, annually, every other year, etc.): Directed studies, as per need.
Graduate Program Committee: Migration and Citizenship Date approved: Campus-Wide Consultation (CWC) Date of posting: Faculty Council approval Date approved: Dean(s): Jacqueline Nolte Date approved: Associate VP Graduate Studies: Adrienne Chan Date approved: Senate Graduate Studies Committee Date of meeting:
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[COURSE] University of the Fraser Valley Official Graduate Course Outline Page 2 of 3 Course Objective The overall purpose / rationale for this course is: to equip students to conceptualize, design, prepare, and conduct research for the Migration and Citizenship MA thesis project. Learning Outcomes Upon successful completion of this course, students will be able to: Understand a range of research methods and articulate the theoretical rationales for and practical contexts in which they might be deployed. Summarize, evaluate, and critique the methodologies of published research in migration and citizenship. Develop a thesis proposal which will: o identify project objectives and parameters; o describe and defend project design and methodology (qualitative, quantitative, other); o plan and (begin to) negotiate access to a research site/community; o develop survey/interview or other research tools; o prepare a dossier for ethics assessment; o develop an initial literature review. Determine and apply appropriate methods of data collection, analysis, and interpretation in the context of an individually designed thesis research project.
Prior Learning Assessment and Recognition (PLAR) Yes No, PLAR cannot be awarded for this course because it pertains to thesis work to be conducted at UFV.
Typical Instructional Methods (guest lecturers, presentations, online instruction, field trips, etc.; may vary at department’s discretion) Lectures & guest lectures, seminar discussions, applied lab exercises, peer review, and student presentations. Grading system: Letter Grades: Credit/No Credit: Migration and Citizenship Labs to be scheduled independent of lecture hours: Yes No
NOTE: The following sections may vary by instructor. Please see course syllabus available from the instructor.
Typical Text(s) and Resource Materials (if more space is required, download Supplemental Texts and Resource Materials form) Author (surname, initials) Title (article, book, journal, etc.) Current ed. Publisher Year 1. C. Vargas-Silva Handbook of Research Methods in Migration Edward Elgar 2012 P. ALasuutari, L. 2. Bickman, and J. The SAGE Handbook of Social Research Methods Sage 2008 Brannen Research Design: Qualitative, Quantitative, and Mixed 3. J. Cresswell Sage 2013 Methods Approaches 4. 5. Note: the list of texts provided is generalized; reading lists will be tailored to student research interests and project pragmatics in each course iteration. Required Additional Supplies and Materials (software, hardware, tools, specialized clothing, etc.) Use this section for supplies and materials for all sections of this course. Typical Evaluation Methods and Weighting Final exam: Assignments: % Midterm exam:50% Practicum: % % Quizzes/tests: % Lab work: Field experience:50% Shop work: % % Other: Other: % Other: % Total: % 100%
Details (if necessary): The lab work mark reflects the emphasis on individualized development of the thesis proposal; additional assignments will focus on research methods assessment and the preparation of a preliminary literature review. Typical Course Content and Topics The course will be designed in large part as a lab for the production of the research proposal, and will include discussion of project development, appropriate methods, ethics, and where appropriate, peer review. Course Introduction (1 week) Module 1: Research Methods (3 weeks) Module 2: Project Design (2 weeks) Module 3: Research Ethics (1 week)
http://www.ufv.ca/graduate_studies/forms-and-guidelines/
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[COURSE] University of the Fraser Valley Official Graduate Course Outline Page 3 of 3 Project Lab: Developing the Thesis Proposal (4 weeks) Presentation of Student Proposals (1 week)
http://www.ufv.ca/graduate_studies/forms-and-guidelines/
Master of Arts, Graduate Diploma, and Graduate Certificate in Migration ... Page 137 of 142 AGENDA ITEM # 5.3.
ORIGINAL COURSE IMPLEMENTATION DATE: REVISED COURSE IMPLEMENTATION DATE: COURSE TO BE REVIEWED: (six years after GSC
approval) Course outline form version: 09/15/14
OFFICIAL GRADUATE COURSE OUTLINE FORM
Note: The University reserves the right to amend course outlines as needed without notice.
Course Code and Number: MC 790760 Number of Credits: 129 Course credit policy (105) Course Full Title: Thesis Course Short Title (if title exceeds 30 characters): Faculty: Faculty of Social Sciences Department/School (or program if no department): Migration & Citizenship/School of Graduate Studies Calendar Description: (40 words maximum) Master’s students will demonstrate an advanced understanding of a current issue or problem pertaining to migration, citizenship, or settlement, engaging in a critical evaluation of extant research, and developing transferable knowledge and skills in the production of a major paper.
Note: Students with credit for cannot take this course for further credit.
Prerequisites (or NONE): Admission to the Master’s in Migration and Citizenship, completion of the program's core, elective, and graduate research courses, in addition to program practicum.
Corequisites (if applicable, or NONE):
Pre/corequisites (if applicable, or NONE):
Equivalent Courses (cannot be taken for additional credit) Former course code/number: Cross-listed with: Equivalent course(s): Note: Equivalent course(s) should be included in the calendar description by way of a note that students with credit for the equivalent course(s) cannot take this course for further credit. Total Hours: 36 Special Topics Typical structure of instructional hours: Will the course be offered with different topics? Lecture hours Yes No Seminars/tutorials/workshops 36 If yes, different lettered courses may be taken for credit: Laboratory hours No Yes, repeat(s) Yes, no limit Field experience hours Experiential (practicum, internship, etc.) Note: The specific topic will be recorded when offered. Online learning activities Maximum enrolment (for information only): Other contact hours: Total 36 Expected frequency of course offerings (every semester, annually, every other year, etc.): Per student enrollment.
Graduate Program Committee: Migration and Citizenship Date approved: Campus-Wide Consultation (CWC) Date of posting: Faculty Council approval Date approved: Dean(s): Jacqueline Nolte Date approved: Associate VP Graduate Studies: Adrienne Chan Date approved: Senate Graduate Studies Committee Date of meeting:
Master of Arts, Graduate Diploma, and Graduate Certificate in Migration ... Page 138 of 142 AGENDA ITEM # 5.3.
[COURSE] University of the Fraser Valley Official Graduate Course Outline Page 2 of 2 Course Objective The overall purpose / rationale for this course is: to provide Master’s in Migration and Citizenship students with the opportunity to conduct an advanced research project and present their results in a number of formats, including a conventional academic paper.
Learning Outcomes Upon successful completion of this course, students will be able to:
Demonstrate advanced knowledge and research expertise pertaining to a particular area of migration and citizenship studies Identify, summarize, analyze, and critique a range of sources in the production of a literature review Critically and systematically integrate knowledge related to the case or issue Relate research to cases and issues in the field Make and effectively communicate an advanced academic argument Formulate and present conclusions in a variety of oral and written forms Apply skills from the MA to professional or further academic contexts (e.g. conducting research, writing a major report, preparing for and reporting on grants) Develop a paper for possible publication
Prior Learning Assessment and Recognition (PLAR) Yes No, PLAR cannot be awarded for this course because the research project must be taken under UFV faculty supervision.
Typical Instructional Methods (guest lecturers, presentations, online instruction, field trips, etc.; may vary at department’s discretion)
Grading system: Letter Grades: Credit/No Credit: Labs to be scheduled independent of lecture hours: Yes No
NOTE: The following sections may vary by instructor. Please see course syllabus available from the instructor.
Typical Text(s) and Resource Materials (if more space is required, download Supplemental Texts and Resource Materials form) Author (surname, initials) Title (article, book, journal, etc.) Current ed. Publisher Year 1. Y.N.Bui How to Write a Master’s Thesis Sage 2014 2. U.Eco How to Write a Thesis MIT Press 2015 W.C. Booth, G.G. 3. Colomb & J.M. The Craft of Research U. Chicago Press 2008 Williams 4. 5.
Required Additional Supplies and Materials (software, hardware, tools, specialized clothing, etc.) Note: readings for the thesis will be specific to each project and particularly to the production of a literature review. Typical Evaluation Methods and Weighting Final exam: Assignments: % Midterm % exam: Practicum: % % Quizzes/tests: % Lab work: Field % experience: Shop work: % % Presentation: Draft: 15% Final:15% Total:70% 100%
Details (if necessary): Typical Course Content and Topics
The thesis will be individualized to each student. Where enrolment numbers allow, students will meet regularly in a workshop format.
http://www.ufv.ca/graduate_studies/forms-and-guidelines/
Master of Arts, Graduate Diploma, and Graduate Certificate in Migration ... Page 139 of 142 AGENDA ITEM # 5.4.
Our Ref. 112585 March 16, 2018
Ms. Jackie Hogan President and Vice-Chancellor University of the Fraser Valley 33844 King Rd Abbotsford BC V2S 7M8
Dear Ms. Hogan,
I am writing to update you on new policies related to Adult Basic Education (ABE) and English Language Learning (ELL) programming.
Following the announcement in August 2017 of the reinstatement of a tuition-free ABE and ELL policy, the Ministry of Advanced Education, Skills and Training engaged with the post-secondary system and other key partners in the fall, with a goal of establishing policies that support the following objectives:
1) Domestic students in ABE and ELL programs are able to progress and complete their studies and transition to post-secondary education or employment; 2) Tuition-free ABE and ELL programs remain sustainable within institutions and across the system.
I am pleased to report that the following new policies are being introduced, effective April 2018, and are intended to address these goals.
Course repeats • A common issue that was communicated during the engagement sessions is that it is sometimes necessary for students to repeat a course. Public post-secondary institutions will support student progress in Adult Education programs with a relevant progression policy that allows for one course repeat, and additional repeats with institution approval.
Time limits • A message often expressed during our engagement was that flexible timelines are needed to support students. Consequently, the Adult Upgrading Grant’s lifetime maximum policy of 156 weeks for funding is being removed, replaced with the expectation that institutions have relevant progression policies in place.
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Mailing Address: Location Address: Ministry of Institutions and rd Programs Division PO Box 9877 Stn Prov Govt 3 Floor – 835 Humboldt Street Advanced Education, Victoria BC V8W 9T6 Victoria BC V8V 4W8 Skills and Training Telephone: (250) 952-0697 Facsimile: (250) 356-5468
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Education plans for fundamental ABE learners • A lack of success of Fundamental (low level) ABE students transitioning to further education was also a common theme. It is recommended that all public post-secondary institutions have formal education plans for students in Fundamental level ABE programs to ensure an enhanced level of support.
Adult Upgrading Grant (AUG) income threshold • Common feedback on the AUG was that its income threshold is inadequate and static. Effective April 2018, the AUG program threshold will be adjusted to the 2018/19 Federal low income cut-off (LICO) level and continue to follow LICO’s annual adjustment.
The Ministry is pleased to release an Adult Education Policy Framework (attached) that encompasses these policies. The Policy Framework will be posted shortly on the Ministry’s website. In addition, the AUG policy manual is being revised for April 2018 to reflect these new AUG policies.
There are a number of other policy issues identified from our engagement that need further review and dialogue in the months ahead. Ministry staff will be in touch with various representatives from your institution in the coming weeks to inform further policy development. These conversations will include discussion on a long-term funding model for forgone tuition compensation.
An invoicing system has been established in 2017/18 and will continue in 2018/19 to compensate institutions for their forgone tuition revenue in ABE and ELL programs. This compensation process is intended to be temporary until a long-term funding model is implemented. The Ministry will continue to work with institutions to develop a new funding model along with applicable performance indicators and reporting measures for implementation in 2019/20.
I want to personally thank you for the time and commitment that you and your team have shown towards enhancing access for students in Adult Education. We hope that these initial policies will help students to achieve success in their upgrading goals while ensuring these invaluable programs remain sustainable.
Respectfully,
Jeff Vasey Assistant Deputy Minister
Distribution list follows …/3
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pc: Dr. Eric Davis Provost and Vice-President, Academic University of the Fraser Valley
Ms. Nicola Lemmer Executive Director, Colleges and Skills Development Branch Ministry of Advanced Education, Skills and Training
Adult Education Policy Framework letter Page 142 of 142