Agenda Board of Governors

AGENDA for the Regular Meeting - Public Session of the University of the Fraser Valley BOARD OF GOVERNORS Thursday, March 6, 2014 Meeting: 5:30 PM Room 245D, Mission Campus at Heritage Park Centre, 33700 Prentis Avenue, Mission

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. 1. WELCOME from the CHAIR (5:30 - 5:35) . 2. PRESENTATIONS (5:35 - 6:15) . 2.1. Ipsos Reid Report and 40th Anniversary Celebrations - Leslie Courchesne (30 Mins) . 2.2. Asia Trade Mission Trip - Theresa Coates (10 Mins) . 3. CALL TO ORDER (6:15 - 6:20) . 3.1. Adoption of Agenda, 2014 03 06 . 4. ADOPTION OF CONSENT ITEMS (6:20 - 6:25) . 5 - 9 4.1. Ratified CIVL Referendum - UFV Board of Governors to approve the collection of increased semester CIVL Campus Radio Fee of $4.85. . 11 - 16 4.2. New Policy: Policy 221 - Honorary Doctorate Degree Policy . 17 - 22 4.3. Revisions to Policy: BRP 200.03 - Board Policy on Academic and Corporate Seals of UFV . 23 - 48 4.4. Faculty of Trades and Technology - Education and Strategic Plans & Name Change THAT, upon the recommendation of Senate, the UFV Board of Governors approves the Faculty of Trades and Technology's 2013-15 Education Plan and Strategic Plan as presented, and

THAT, upon the recommendation of Senate, the UFV Board of Governors approves the name change for the Faculty of Trades and Technology to the Faculty of Applied and Technical Studies. . 49 - 59 4.5. Geography Major - Discontinuance of Physical Geography Concentration THAT, upon the recommendation of Senate, the UFV Board of Governors approves the discontinuance of the Physical Geography concentration in the Geography major. .

Page 1 of 175 UFV Board meeting Agenda, Public Session March 6, 2014 Page 5. NOMINATING COMMITTEE - Stacey Irwin (6:25 - 6:30) . 61 5.1. Notice of Board Elections . 5.2. Update on Board Reappointments/Vacancies . 6. REPORTS (6:30 - 7:05) . 63 - 85 6.1. President's Report - Mark Evered (15 Mins)  Programming in Mission . 6.2. University Secretary & Registrar - Darren Francis (5 Mins) . 6.3. UFV Alumni Association - Justin Goodrich / Nik Venema (5 Mins) . 6.4. UFV Faculty & Staff Association - Vicki Grieve (5 Mins) . 6.5. UFV Student Union Society - Shane Potter (5 Mins) . 7. INFORMATION ITEMS (7:05 - 7:15) . 7.1 Policy Updates . 87 - 88 7.1.1 UFV Policy 51: Animal Care: Respect for animals in teaching and research, revised November 18, 2013 . 7.2 Brought Forward from 2013 12 05 I/C Session - Stacey Irwin . 89 - 95 7.2.1 Student Residence Fee Proposal 2014-15 - Approved . 97 7.2.2 2013 Update to the 2011-15 Education Plan - Approved View Update at: http://www.ufv.ca/media/assets/senate/2013-Update- to-the-Education-Plan.pdf . 99 - 112 7.2.3 Financial Report, dated October 31, 2013 - Received for Information . 7.3 Senate Information Items Approved February 14, 2014 - Eric Davis . 113 - 7.3.1 Updates to the Procedures for the Conduct of Elections to the Senate 116 and the Board - Item 1(4) Definition of "Officer of the University" . 117 - 7.3.2 Approved Senate Minutes, 2013 12 06 141 . 143 - 7.3.3 Graduands Approved at Senate, 2014 01 17 146 . 147 - 7.3.4 Graduands Approved at Senate, 2014 02 14 151 . 153 - 7.3.5 Revised 2014-15 Sessional Dates 155 . 7.4 Senate Information Items Approved December 6, 2013 - Eric Davis . 157 - 7.4.1 Approved Senate Minutes, 2013 11 08 161 . 163 7.4.2 Graduands Approved at Senate, 2013 12 06

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. 165 - 7.4.3 2014-15 Sessional Dates for Semester-Based Courses 167 . 169 - 7.4.4 Engineering Physics Diploma in Mechatronics 175 (Refer to Pages 77/83, Education Plan Update 2013) View Complete Program Proposal Here: http://www.ufv.ca/media/assets/senate/academic-planning-- priorities-committee/agenda-packages-and-minutes/Mechatronics- Program-Proposal-for-Senate.pdf . 8. ADJOURNMENT OF PUBLIC SESSION (7:15) . 8.1. Next Meeting: April 3, 2014, Rivers Dining Room, TTC, Canada Education Park Campus, Chilliwack . 9. IN CAMERA SESSION - WITH PRESIDENT (7:20 - 7:30)

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From: Aaron Levy To: Lori Ann Waites; Darren Francis Cc: Al Wiseman; [email protected] Subject: Ratified CIVL Referendum Date: Monday, February 03, 2014 5:22:14 PM Attachments: CIVL_Referendum_Results.pdf

Greetings,

Attached are two files, one pdf indicating the results of the CIVL Radio Referendum ran last month, as well as a signed copy of the motion from the UFVCCRS (CIVL Radio) Board of Directors, ratifying the results.

This is submitted to the Board of Governors in order that CIVL can begin receiving the updated student fee as tuition is paid for the summer semester.

As an accompaniment to the referendum results themselves, the preamble and question posed was as follows:

"The purposes of the CIVL referendum are to: 1) Expand broadcast range to include Chilliwack CEP and TTC campuses. 2) Upgrade equipment, increasing quality and providing students the chance to learn and provide content using industry standard equipment. 3) Expand leadership, media and communication, work-study, and internship opportunities for students allowing opportunities for resume building or work experience in a variety of fields. 4) Provide a higher capacity for better promotion of student events. 5) Provide more CIVL events, bands, and shows on campus for our UFV students.

To meet the demands of expanding our campus radio station we are asking our membership to increase the semester CIVL campus Radio fee by $4.85."

Thanks very much!

------Aaron Levy Station Manager 101.7 FM CIVL Radio www.civl.ca University of the Fraser Valley Abbotsford, BC

Cell: 778-982-0648 Office: 604-851-6306 Toll Free: 1-888-504-7441 X 6306

twitter.com/CIVL_Radio facebook.com/CIVL.Radio

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Question Answer Votes Do you support the CIVL radio fee increase as presented above? Yes 208 No 153 AGENDA ITEM # 4.1. Page 7 of 175 Page 8 of 175 AGENDA ITEM # 4.1.

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Excerpt from the Draft Minutes of the Board Governance Committee Meeting February 24, 2014

Honorary Doctorate Degree Policy Approval Satisfied that the policy includes joint approval by the Board and Senate, members agreed that the policy should be recommended to the Board for approval.

MOTION: THAT the Board Governance Committee recommends Policy 221 – Honorary Doctorate Degrees, to the UFV Board of Governors for approval . Moved by T. Coates, seconded by A. Bennett. CARRIED

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MEMORANDUM Chair: Mark Evered 604.854.4505 Assistant: Monique Castonguay Phone: 604.854.4506

To: Barry Delaney, Chair, Board of Governors From: Mark Evered, Chair, Senate Date: December 11, 2013 Re: Honorary Doctorate Degree policy

At its December 6, 2013 meeting, Senate approved the proposed Honorary Doctorate Degree policy, as recommended by the Senate Governance Committee and in consultation with the Joint Board/Senate Governance Committee. Senate recommends the Honorary Doctorate Degree policy to the Board of Governors for approval.

MOTION: THAT the Board of Governors approve the Honorary Doctorate Degree policy, as recommended by the Senate.

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NUMBER 221

APPROVAL DATE MM-DD-YYYY

LAST AMENDMENT MM-DD-YYYY

LAST REVIEWED MM-DD-YYYY

NEXT REVIEW DATE MM-DD-YYYY

HONORARY DOCTORATE DEGREES

Approval Authority Senate and Board of Governors Responsible Executive President Related Policies / Legislation

PURPOSE

The Honorary Doctorate Degree is the highest form of recognition offered by the University of the Fraser Valley. Honorary doctorates may be awarded in the following categories: Doctorate of Letters, Doctorate of Laws, or Doctorate of Technology (in accordance with the Order in Council #185, 2002).

POLICY

The UFV Honorary Degree Selection Committee reviews nominations annually and makes recommendations to Senate. With the approval of Senate and the Board of Governors, the Chancellor confers the honorary doctorate at convocation. Normally, no more than one honorary doctorate will be awarded at each convocation ceremony. Recipients are expected to be present to receive the award, and are invited to give a brief address to the convocation. They will also be invited to return to UFV at a later date to give a longer address and meet with faculty, staff, and students.

Awards will not normally be made posthumously.

REGULATIONS

Nominations

UFV employees, students, alumni, members of the Board of Governors, and members of the Honorary Degree Selection Committee may submit nominations.

Nominees must not be current members of the UFV Board of Governors, current UFV employees, current students or anyone with direct political, legal, or budgetary authority over UFV.

Nominations should be in writing and include supporting documentation. Letters of support are welcome but the nominee should not be informed of the nomination. The Committee may seek additional information.

Confidentiality and Communication

All nominations and supporting materials will be treated in strictest confidence by the Honorary Degree Selection Committee, the Senate, and the Board of Governors. Only the Chair (normally the

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President) will speak on behalf of the Committee and communicate with award recipients.

Selection Criteria

Honorary doctorates will be awarded to those well recognized for distinguished and visionary leadership and achievements consistent with UFV’s core values, mission, and goals. They will exemplify the highest personal and professional standards that serve as an inspiration and model for students, faculty, staff, and our communities. They may be eminent researchers, scholars, professionals, creative artists, performers, athletes, or persons renowned for exemplary public service regionally, nationally, or globally. It will be evident that their contributions have enriched society and the quality of life.

Although not all areas of achievement can be recognized in any one year, over the course of several years the awards should reflect the diversity of UFV’s academic programs, research, and support services. The awards should also reflect the social and cultural diversity of our region.

Normally, awardees will not have received honorary doctorates from other institutions.

Membership of the Honorary Degree Selection Committee

Eleven Voting Members:  UFV President (or designate) as Chair  UFV Chancellor (or designate)  One member of the Board of Governors, appointed annually by the Board  Two members of Senior Administration, appointed annually by the President  Four members appointed annually by Senate, including at least two faculty members and one student  One member appointed annually by the UFV Alumni Association Board of Directors  One student appointed annually by the Student Union Society The Executive Assistant to the President will serve as the Committee secretary

Timelines

Nominations are welcome at any time, but for consideration for award at the next convocation ceremonies, nominations must be submitted by the end of January of that year. Nominations will be compiled by the Committee secretary.

The Committee will begin deliberations early in January. Recommendations will normally be submitted to Senate for approval in March. Nominations approved by Senate will be considered for approval by the Board of Governors at the Board’s next meeting.

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Excerpt from the Draft Minutes of the Board Governance Committee Meeting February 24, 2014

Revisions to BRP 200.03 – Board Policy on Academic and Corporate Seals of UFV Following review, members agreed to recommend BRP 200.03 – Board Policy on Academic and Corporate Seals of UFV to the UFV Board of Governors for approval.

MOTION: THAT the Board Governance Committee recommends Board Policy 200.03 – Board Policy on Academic and Corporate Seals of UFV, to the UFV Board of Governors for approval . Moved by T. Coates, seconded by S. Irwin. CARRIED

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NUMBER BRP-200.03 APPROVAL DATE 02-03-2011

LAST AMENDMENT LAST REVIEWED 09-06-2012

NEXT REVIEW DATE 09-2017

BOARD POLICY ON ACADEMIC AND CORPORATE SEALS AND COAT OF ARMS OF UFV

AUTHORITY Board of Governors PRIMARY CONTACT President RELATED POLICIES

PHILOSOPHY

In the management, administration, and control of the affairs of the University, the Board of Governors (Board) is vested with responsibility for the care and control of the official Seal(s) and Coat of Arms of the University. The Board has determined there will be two official Seals, an Academic Seal and a Corporate Seal. The Seals of the University are emblems of authority and shall only be used by the Board or by Person(s), as authorized by the Board. The Board has also determined there will be a Coat of Arms to be used as an approved institutional symbol to visually represent the University on official documents.

POLICY

The Academic and Corporate seals and Coat of Arms of the UFV add legitimacy and protect and authenticate UFV documents. As emblems of authority, they shall only be used as stated below:

ACADEMIC SEAL & COAT OF ARMS

The Academic seal and the Coat of Arms are is delegated to the custody and control of the President. and They may be affixed to UFV documents that authenticate academic status such as degrees, diplomas, and certificates when the appropriate approval has been granted, and to other academic records and reports. They may also be included in other official University documents, as appropriate.

CORPORATE SEAL

The Corporate Seal is delegated to the custody and control of President who is authorized to affix the seal to documents when they have been approved either by the Board or by an officer authorized by the Board.

All deeds, transfers, mortgages, instruments, or documents required to be in writing and to which the University is a party, are deemed to be properly executed when the Corporate Seal of the University is affixed and witnessed by the signature of an officer and the Board Chair or other persons authorized by the Board.

Any document affixed with the Corporate Seal, along with the signature(s) of person(s) with signing authority, as authorized by the Board, will be considered an official document that represents the act of the University.

The Academic and Corporate Seals and the Coat of Arms of the University may not be reproduced or used by any other person or organization.

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Reference: This policy is guided by Board policy direction University Planning and Directions (BPD-200) and section 27 (2)(p) of the University Act.

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NUMBER BRP-200.03 APPROVAL DATE 02-03-2011

LAST AMENDMENT LAST REVIEWED 09-06-2012

NEXT REVIEW DATE 09-2017

BOARD POLICY ON ACADEMIC AND CORPORATE SEALS AND COAT OF ARMS OF UFV

AUTHORITY Board of Governors PRIMARY CONTACT President RELATED POLICIES

PHILOSOPHY

POLICY

The Academic and Corporate seals and Coat of Arms of the UFV add legitimacy and protect and authenticate UFV documents. As emblems of authority, they shall only be used as stated below:

ACADEMIC SEAL & COAT OF ARMS

The Academic seal and the Coat of Arms are delegated to the custody and control of the President. They may be affixed to UFV documents that authenticate academic status such as degrees, diplomas, and certificates when the appropriate approval has been granted, and to other academic records and reports. They may also be included in other official University documents, as appropriate.

CORPORATE SEAL

The Academic and Corporate Seals and the Coat of Arms of the University may not be reproduced or used by any other person or organization.

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Reference: This policy is guided by Board policy direction University Planning and Directions (BPD-200) and section 27 (2)(p) of the University Act.

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Chair: Mark Evered MEMORANDUM 604.854.4505 Assistant: Monique Castonguay Phone: 604.854.4506

To: Barry Delaney, Chair, Board of Governors From: Mark Evered, Chair, Senate Date: February 26, 2014 Re: Faculty of Trades and Technology - Education and Strategic Plans & Name Change

At its February 14, 2013 meeting, Senate approved and recommended to the Board of Governors the Faculty of Trades and Technology’s 2013-15 Education Plan and Strategic Plan, as presented in the supporting documentation, as well as a name change from the Faculty of Trades and Technology to the Faculty of Applied and Technical Studies.

MOTION: THAT the Board of Governors approve the Faculty of Trades and Technology’s 2013 – 15 Education Plan and Strategic Plan as presented, as recommended by Senate. MOTION: THAT the Board of Governors approve the name change for the Faculty of Trades and Technology to the Faculty of Applied and Technical Studies, as recommended by Senate.

RATIONALE: The Faculty of Trades and Technology did not present a comprehensive Education Plan at the beginning of the current planning cycle, in order to allow the incoming dean an opportunity to craft a new plan according to a new mandate. The first two years of the current planning cycle were covered by updates of the Plan from the previous planning cycle. This Plan will bring the Faculty of Trades and Technology into sync with the other faculties. The attached Faculty of Trades and Technology Education Plan/Strategic Plan covers the period 2013 – 2015, which will cover the remaining time of the current planning cycle.

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Faculty of Trades and Technology Education Plan/Strategic Plan 2013-2015

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Education Plan/Strategic Plan 2013-15

Table of Contents:

Table of Contents: ...... 2

Preamble ...... 3

Background ...... 3

Introduction ...... 4

Approach ...... 5

Internal and Environmental Scan as Relevant to Trades and Technology ...... 6

Goals: ...... 7

Goal #1 Serve the interests of the Industry Training Authority (ITA) as the Province’s mandated authority for skills training...... 9

Goal #2 Integrate trades into the evolving University of the Fraser Valley environment, and contribute to its strategic plan, education plan and other university wide initiatives. 11

Goal #3 Define and seek acceptance of a core business definition for the Faculty of Trades and Technology while maintaining dynamic programming...... 15

Goal #4 Improve the stability of programming operations...... 17

Goal #5 Create a robust set of continuing studies and contract and industry services programming...... 18

Goal #6 Become a more effective and cohesive team, business unit and community of interest with specific attention to leadership, succession planning, transparency and consultation...... 20

Appendix #1: Core Business Statement and New Faculty Name ...... 22

Appendix #2: Program Ambitions ...... 23

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Education Plan/Strategic Plan 2013-15

Preamble

The Faculty of Trades & Technology underwent a leadership change with a new Dean as of January 2012. In addition to the usual duties, the new Dean has an explicit assignment/mandate to “articulate and realize a vision of how to integrate trades into an evolving academic university environment.”

The Faculty is operating on the basis of an Education Plan that was filed for the 2012-13 year with the caveat of a one year time horizon versus the five year term followed by the other Faculties. This was done in anticipation of a new dean wanting to re-examine strategic directions based on a revised education vision. Notwithstanding that, the Faculty Council did identify new program priorities of an electronics specialty, agriculture, and hospitality event planning. Faculty Council also emphasized the requirement for a new governance system with emphasis on establishing program head positions as a means to function more efficiently, create developmental opportunities for faculty and succession planning.

An update to that plan was filed for the 2013-14 year along with a one year time horizon with the goal of preparing a full education plan and strategic vision effective the 2014-15 year. This document constitutes that plan.

The 2012-13 period was largely used for orientation and consultation mostly within the University and to a lesser degree with the external constituencies relevant to the interest of the Faculty of Trades and Technology. The principal objectives were to learn about the larger contexts in which the Faculty operates with emphasis on expectations, issues, priorities and opportunities.

Background

Over the last fifteen years, there has been a significant shift in how careers in trades and technology are perceived. This has been driven by efforts to address a forecasted major shortage of employees for jobs labeled “the skilled trades” and other “non-university” qualified careers. Consequently such careers are no longer viewed as those that people of lesser ability find themselves in but rather as quality, well remunerated and rewarding careers chosen by those with clear ambitions to apply their capabilities in a very practical way.

The public school K-12 system has recognized that careers in the skilled trades and technology studies are no longer the default places to guide someone who is not suited for university but rather places of first choice by learners with interests and aptitudes of particular kinds. The K-12 system has broadened the palette of choices to include trades and technology courses and counsels students according to their interests.

The workplace does not view people with different qualifications and roles in a hierarchical sense based on the type of education required to qualify for a particular job but rather as a continuum that is

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Education Plan/Strategic Plan 2013-15

the range of skills and knowledge required of a team needed to carry out its functions. This is evident by remuneration, licensing and career mobility practices.

Trades and Technology programming are not usual elements of a university. Trades programming is governed and operated in completely different ways to those of a university as consequences of having evolved independently, having been driven by different principles and enabled under separate legislation. Technology programming, while have a similar look and feel to traditional degree programming, is arguably driven by different motives with employment being front and centre with intellectual development taking on a lesser place.

Introduction

The University of the Fraser Valley has made a conscious decision to include and embed trades and technology programs in the range of programming offered. UFV’s evolution from a community college to a regional university created many places where such programming could have been dropped. However, it recognized a duty to its region and the value of that programming as part of a comprehensive set of choices for students. More importantly, UFV has recognized that the distinctions between trades and technology and traditional university programming are largely artificial and that there is a significant value proposition to be realized by co-existing and being integrated.

What precisely is the value proposition of integration? What does that integration mean in practice? How will it be genuinely achieved? Certainly it means more than co-habitation, program laddering, coordinated programming and business practices. It means, among other things, participating in the affairs of the university, behaving in ways that shape the academy, and being a partner of other Faculties. It means participating in the larger endeavors of teaching, scholarship and service. It means operating and functioning using principles of academic governance. It means not only trades and technology integrating with the university but also the university integrating with trades and technology.

The Faculty of Trades and Technology Education Plan is in essence five things: • a strategic plan to achieve appropriate integration (realize the value proposition); • the activity the Faculty will execute to achieve its part of broader university initiatives; • a program for meeting the expectations of the learners and regional industry; and • a program for evolution towards academic governance; and • a communications plan.

It is laid out as a series of goals with strategies to achieve those goals. The strategies contain specific actions and initiatives intended to be measured. Over time, the goals, the strategies and the actions will achieve progress, may evolve or even become irrelevant. Those will be reported in annual updates.

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Education Plan/Strategic Plan 2013-15

Approach

Some of the goals articulated by this plan are a significant change from the present. Further, the goals and strategies may change as a consequence of the external environment, institutional expectations and from time to time an opportunity may present itself that is outside of the directions anticipated by this plan. A change management approach, described by a number of principles, needs to be clear and acceptable to those affected.

• Practice the art of the long view: Make decisions in the context of three to five years or more. Recognize that change takes time and thinking and ideas evolve.

• The past matters: There are usually good reasons for original decisions so it is necessary to know them to avoid creating a different problem by trying to solve the one at hand.

• Be strategic versus tactical: Measure which opportunities to seize and which to reject according to their alignment with key strategies.

• Support early adopters and exploit successes: This builds confidence, mitigates risks and allows individuals to pursue initiatives to which they are passionate and prepared to invest energy.

• Encourage and reward risk: Of course, this means properly managed risk. Without active encouragement, little will be gained for fear of failure.

• Work through partnerships: Partnerships bring strength and commitment to an initiative. While doing so often means compromise, the whole is inevitably greater than the sum of the parts.

• Understand opportunity costs.

• People must be able to clearly see themselves and their role in the overall mission if change is to be successful.

These principles will be integral to the manner in which goals are achieved and strategies are executed.

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Education Plan/Strategic Plan 2013-15

Internal and Environmental Scan as Relevant to Trades and Technology

The Faculty of Trades and Technology: • traditional in terms of program mix, credentials, and method of operation • UFV does not issue credentials for Industry Training Authority funded programs • administration model does not use program heads but rather a dean and director • high number of one person programs • individual faculty manage their non-salary spending versus departmental management, except for agriculture • with the exception of the Agriculture Diploma and Hospitality Event Management, programming is along the lines of the defined skilled trades • funding for programs originate from two sources: the standard AVED grant from which most of the university programs are funded and the Industry Training Authority (the ratio is about 50/50--AVED funding applied to run trades programs is unusual in the system) • contains its own Continuing Studies operation unlike the balance of the institution • programs are typically capital intensive in terms of facilities and equipment • there are a number of dual credit high school/entry level programs operating as partnership programs with regional school districts

The University: • The university has expressed its commitments, directions and ideals in its strategic plan, education plan and research plan • the Dean of the Faculty of Trades and Technology has been issued an explicit mandate to integrate the Faculty into the university • institutional learning outcomes have been introduced to codify the common attributes of all graduates • indigenizing the academy is an effort to increase aboriginal participation, become a culturally safe place, and develop responsive programs that recognize traditional ways of knowing • internationalization is priority with the goals of bringing UFV to the world and the world to UFV • fiscal challenges have become more acute largely due to financial pressures originating external to the institution • institutional program mix is being considered in the context of program prioritization

The Region: • agriculture forms the largest segment of the regional economy • construction and manufacturing are significant aspects of the regional economy • Local school districts are creating options and opportunities for learners to pursue trades and technology careers • community support for trades and related initiatives is very strong

Provincial: • the BC Jobs Plan is a high priority • trends in funding appears to include more one time money with specific program requirements • focus is on education that leads to jobs and careers

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Education Plan/Strategic Plan 2013-15

Goals:

Over the last year, the Faculty has set for itself a series of major goals. They are derived from the following: • Dean’s mandate • institutional mandate and strategic objectives • institutional priorities as expressed in various plans • Faculty of Trades and Technology ambitions • environmental scans • advice of and consultations with faculty and staff • an inventory of outstanding issues and concerns related to the operational requirements of the Faculty • advice to the agriculture department from an in-depth consultation plan

The key goals, not in order of priority, are: Relation to external, UFV and self: 1. Serve the interests of the Industry Training Authority (ITA) as the Province’s mandated authority for skills training. Rationale: The ITA is mandated by legislation to oversee trades training in BC. It designates trades, determines qualifications, issues credentials and funds programs. The ITA looks to and contracts post-secondary institutions to conduct training and education to meet those ends. As the only regional public post-secondary institution in the Fraser Valley, it is incumbent upon UFV to offer a palette of trades programming to meet the regional trades’ needs as determined by the ITA.

2. Integrate trades into the evolving University of the Fraser Valley environment, and contribute to its strategic plan, education plan and other university wide initiatives.

Rationale: This is derived not only from the Dean’s mandate but a strong desire by faculty and staff to be contributing members of the larger organization, create expanded opportunities for all learners, and maximize benefits for both the Faculty of Trades and Technology and the other Faculties and business units of the organization.

3. Define and seek acceptance of a core business definition for the Faculty of Trades and Technology while maintaining dynamic programming. Rationale: Intended as a means to achieve a broad understanding of the role of the Faculty and to serve as a basis for choosing programming directions. Without clarity around a particular role and purpose, it is not possible to contribute to the greater good in an organized fashion. It is not possible to make optimal choices such as which activities to initiate or seize or reject, allocating resources, and making key investments. This is especially so when planning using the long view. A clear core purpose increases overall efficiency and permits others to exploit respective strengths.

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Education Plan/Strategic Plan 2013-15

Programming:

4. Improve the stability of programming operations.

Rationale: Small and one-person programs are very vulnerable to disruption from the usual frailties of people and random events. Accordingly they pose a risk to the institution. Ways to mitigate those risks are necessary.

5. Create a robust set of continuing studies and contract and industry services programming.

Rationale: Many of the needs of individual practitioners, business and industry are not in the form of entry level-type programming that characterizes the bulk of the Faculty’s programming. Ongoing learning, upgrading and technical specialty knowledge is necessary to meet the expectations of the community.

Especially in this area of programming, one time funding, ad hoc funding events and short lived opportunities are likely to become a more normal way of operating. This is demonstrated by events such as one time operating funding to address the BC Jobs Plan, a significant and unanticipated capital injection and Ministers’ mandates to establish an Agriculture centre of excellence.

Team Building, Leadership, and Participation in University Governance:

6. Become a more effective and cohesive team, business unit and community of interest with specific attention to leadership, succession planning, transparency and consultation.

Rationale: The effectiveness of the teaching community directly impacts the quality of the learner experience and the quality of work life. An effective and engaged community of professional educators who know they have opportunity, control and access to information will contribute more to the overall wellbeing of the institution. Faculty and staff have expressed a powerful desire to play a meaningful role in shaping the academy.

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Education Plan/Strategic Plan 2013-15

Goal #1 Serve the interests of the Industry Training Authority (ITA) as the Province’s mandated authority for skills training.

Strategy #1: meet ITA utilization targets. Activities: • Address low enrolled programming specifically. Marketing and advertising was underway with the purpose of shoring up enrolments for September 2013.

• Actively promote programming in the region through participation in regional events and initiate UFV activities that encourage potential students to consider trades. Consistent participation in the initiatives of our school district partners and industry partners. Among a variety of activities in this regard, a standout was the coordinated BC Skills competition in conjunction with the Trades and Technology open house. Faculty and staff consistently work to ensure these events are successful.

Strategy #2: respond to the relevant parts of the ITA’s strategic initiatives and plans. Activities: • Work through the British Columbia Association of Trades and Technology Administrators (BCATTA) and its subgroups to develop system wide responses to the strategic directions of the ITA. The Director of Trades and Technology is an active member of BCATTA and regularly coordinates UFV Trades and Technology operations at the provincial level.

• Respond to specific initiatives by seeking institutional support and adjusting business practices. Apprenticeship support and standardized level exams are two examples. UFV has been a part of provincial dialogues.

• Encourage and support faculty to be a part of and contribute to the work of their provincial peers. Many faculty are participants and in many cases chair key provincial committees addressing curriculum, standardized programming, industry liaison, program standardization to name a few.

Strategy #3: work through the Trades Training British Columbia (TTBC) consortium and the Association of Trades and Technology Administrators (BCATTA) to influence the ITA and present a common view and coordinated set of activities with the other major trades and technology education institutions. Activities: • Attend TTBC meetings. UFV always has representation at TTBC meetings and discussions.

• Attend BCATTA meetings and participate in subcommittees concerned with specific issues. The Director regularly attends and participates in a number of

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subcommittees that prepare position papers and other reports that advise and lobby the ITA.

• Faculty participate in BCATTA sanctioned initiatives around specific issues. UFV’s faculty regularly provide expertise and support to such initiatives. A range of issues addressed during the previous year include among others Heavy Duty foundations changes, Welding changes, level exams, apprentice support and level examinations.

Strategy #4: maintain dialogues and healthy institutional and program relationships with the ITA. Activities: • Regularly meet with key contacts at the ITA to ensure there is a communications pipeline and UFV’s circumstances are adequately represented and reported. The Dean and the Director meet with ITA representatives throughout the year and when specific matters surface. Matters addressed during the last year include restoration of Welding funding cuts, level exam requirements and potential areas of growth.

• Ensure planning and reporting is completed and matters of concern are discussed constructively. The Dean and the Director ensure that reporting is conducted and communicated throughout the year and that meetings with the ITA take place. During the last year a series of specific ambitions and program proposals were tabled, financial and training plan reconciliations were completed (including some corrections that resulted in withdrawal of financial clawbacks).

• Ensure there are working relationships between faculty and corresponding representatives of the ITA. Faculty initiate and maintain a series of communications and working channels as part of their regular duties. Working on specific committees and other initiatives.

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Goal #2 Integrate trades into the evolving University of the Fraser Valley environment, and contribute to its strategic plan, education plan and other university wide initiatives.

Strategy #1: educate the broader university community about trades and technology and their role in the provincial education system. Activities: • The dean to meet with external-to-Trades and Technology groups and individuals who are influential and interested in the nature of trades and technology, explain the mandate and initiate conversations about the future role of trades and technology at UFV. Completed a thorough consultation of all major players at the university. Ongoing.

• The dean to participate in institutional committees with the goals of learning about the larger university community and conveying a trades and technology perspective in deliberations. Underway and ongoing.

• Bring other university community members to the Faculty of Trades and Technology to explain their programs and roles and create linkages. Underway and ongoing.

• Formally present about trades training throughout the institution. Planned.

• Encourage participation of trades and technology faculty and staff to be members of key committees and councils. Underway and ongoing.

Strategy #2: develop explicit responses to each of the elements of UFV’s institutional level goals and initiatives. Activities: • ILO’s: Complete program learning outcomes and alignment with institutional learning outcomes. Completed by the end of June 2013.

• ILO’s: Complete course learning outcomes and alignment with program learning outcomes. Planned for 2013/14 but linked to the development of courses as program components.

• Internationalization: In cooperation with UFV International, develop program proposals as opportunities present themselves on a market basis. Developed and implemented a one year post-degree diploma program in Hospitality and Event Management. Marketing efforts are underway with a proposed intake date of January 2014.

• Internationalization: Continue to accept international students into Foundations programs as capacity permits. To date, small numbers of international students have been admitted to trades and technology programs mostly on an opportunistic

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basis. This is partially due to the nature of apprenticeship programs, enrolments at capacity, and that such programming is not typically in demand.

• Internationalization: Develop a strategic approach to attracting international students. Consultations have been undertaken to learn about the demand that trades and technology can have to international students. An explicit and planned approach will be developed over 2013/14.

• Internationalization: Seize opportunities for international work for faculty. Activities included engagement with Canada Wood to develop carpentry (wood frame construction) programming. Specifically, carpentry faculty attended Canada Wood summit in China to consult with twenty institutions about their training; developed a summer program to be offered in Chilliwack to Chinese students who have completed wood frame studies in China [frustrated by visa office labour dispute and is now to be offered summer 2014—this is an ongoing program]; and began work to develop advanced curriculum for Canada Wood to offer at up to twenty Chinese institutions. Agriculture international efforts include Holland, China and India.

• Indigenization: Seize opportunities to serve aboriginal learners with programming designed to accommodate and meet the expectations of First Nations. Ensure such programming is conducted in ways that touch on and inform the broader community of learners at Trades and Technology. The Faculty have been working with the Vice-Provost Office and Aboriginal Access Services to offer a trade’s credential (by the ITA) in the Residential Building Maintenance Worker program. The program is in partnership with Sto:lo and forms a component of a larger program: Turning the Page.

Strategy #3: express trades and technology programming structure and organization more like programs found in other parts of the university without negatively impacting the primary duty to the Industry Training Authority. Activities: • Create formal program and course outlines. This has been in place in Drafting and Agriculture and was initiated this year in Plumbing and Hospitality programs. All programs follow at least an externally defined syllabus that can be the basis for a formal outline. The objective is to have all programs with formal UFV course outlines and syllabi within one year.

• Construct all programs along the lines of courses. This has been in place in Drafting and Agriculture and was initiated this year in Plumbing and Hospitality programs. The objective is to have all programs in course format within two years.

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• Seek university credit recognition for each course. Credits are not to be “vocational” or different in any way to other credit recognition found in regular programming. Discussed and anticipating the work by UEC subcommittee on course credits (trades representation is strong on that committee).

Strategy #4: ensure compliance of trades and technology programs and operations with general university policies. Activities: • Undertake a comprehensive review of all university policies and identify places where Trades and Technology is not in compliance. Initiate action as required to achieve compliance. Such a review has been initiated under the auspices of Faculty Council last year and will continue next year. Several aspects of the Ed Plan have been identified as a result of the review.

Strategy #5: encourage greater participation in university affairs by faculty and staff. Activities: • Encourage involvement in committee work with emphasis on those dealing with policy and decision making. The dean to actively approach and encourage individuals to seek particular positions. Noticeable presence of trades and technology faculty on committees. Ongoing.

• Adopt practices that allow faculty to find alternatives to being in the classroom 100%. These can include things such as team teaching, independent student work, etc. Actions of this nature are being proposed and piloted in disciplines such as Electrical and Heavy Duty Mechanics. Ongoing with the intent to formalize options.

• Seek resources from existing budget allocations to permit increase in teaching releases. This is being pursued in combination with the exploration of a new administrative and academic leadership model. At the conclusion of the 2012-13 fiscal year, it appears that as much as $60K can be identified for this purpose. Discussions and activity have ramped up in September 2013.

Strategy #6: seek early adopters that will recognize trades and technology learning as part of programming requirement. Activities: • Work with institutional influencers to identify specific opportunities for credit and/or advanced standing to be granted for prior trades and technology achievement. Working with Cheryl Dahl, several early adopters have been identified. In the case of the Global Development Studies Degree, formal recognition has been granted for two lower level and two upper level electives for anyone who has completed trades and technology credentials in listed programs. Discussions with two other program areas are underway to consider possibilities. [Until

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programs are quantified as courses and credits and program and course learning outcomes are complete, this activity will be on a case-by-case basis only]. Sylvie Murray is now the coordinator for new programming we are working with at UFV.

• Seek and consider a range of models whereby trades and technology learning (programs and courses) can be used as within the program requirements of non- trades programs. Dialogues are under way to consider possibilities including such possibilities as program minors.

Strategy #7: seek early adopters who will recognize previous learning from other programs for advanced standing in trades and technology programs. Activities: • As trades programs are presented as a series of courses, it will become evident where and how this might apply. Planned.

Strategy #8: look for overall alignment with the institution’s policies and practices with the goal of minimizing the number of places Trades and Technology are operationally different. Activities: • Through Faculty Council, complete a systematic review of all University policies to identify and rectify places where Trades and Technology are not compliant. A faculty member is leading the process and has completed and reported to Faculty Council on compliance with three major institutional policies. Steps to rectify non- compliance are underway. This will continue through the coming year.

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Goal #3 Define and seek acceptance of a core business definition for the Faculty of Trades and Technology while maintaining dynamic programming.

Strategy #1: initiate a conversation inside the Faculty of Trades and Technology about the core business of the Faculty and how it meets the base mandate of the Faculty and how it can lead to expanded opportunities for learners and add value to other programming. Activities: • Based on broad consultations both internally and externally to the Faculty, develop a draft statement for the core business and obtain faculty council approval. A draft statement was tabled at faculty council in April 2013. It is to be concluded in the Fall of 2013. A collaborative effort with Science is underway for an agriculture degree.

Strategy #2: consult broadly inside the University about the purpose and role of the Faculty of Trades and Technology and how that might be expressed in a core statement. Activities: • The Dean to discuss the role of Trades and Technology with the other Deans and key individuals internal to UFV. Completed during 2012/13 with the results reflected in a draft core business statement [see Appendix #1].

Strategy #3: propose a name change to the Faculty of Trades and Technology that is reflective of its mandate, its core business and the expanded nature of programming that may result from a revised core business. Activities: • Determine the impact of a name change. Consultations with other deans and key individuals have begun and responses are to be communicated to faculty council in the Fall of 2013.

• Faculty council to debate the issue of a name change and reach a consensus on the matter. Based on core business statement and consultations, faculty council discussed in Fall of 2013 [see Appendix #1].

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Strategy #4: Notwithstanding that a core business statement is in development, seize programming opportunities that are apparently aligned with the current expectations of the Faculty of Trades and Technology and the key economic sectors of the region served by the University (e.g., agriculture, manufacturing, construction, professional services and aerospace). Activities: • Current activities include the development and implementation of the post-degree program in Hospitality and Event Management, proposals for a specialty electronics program focusing agriculture automation installation and maintenance and a variation on heavy duty mechanics towards agriculture equipment. The Hospitality program is ready to receive an international cohort in January of 2014. The electronics and heavy duty programs are flagged in the current capital campaign for agriculture related equipment.

• Programs for crane operators, power line technician and boilermaker are under consideration with industry partners. These initiatives are in the discussion phases with industry partners and advocates.

Strategy #5: Building on the strengths of existing programming, and in coordination and cooperation with other programming at the University, propose a comprehensive set of programs intended to meet the developing needs of the Fraser Valley region with emphasis on key economic sectors. Activities: • Upon completion of a core business statement and a corresponding identity develop a set of aspirational future program list. Development is underway and completed January 2014 [See Appendix #2].

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Goal #4 Improve the stability of programming operations.

Strategy #1: create a “farm team” of potential regular faculty by maintaining a complement of relief faculty, part time faculty and continuing studies faculty. Activities: • Notwithstanding codified limitations, seize opportunities to engage interested potential faculty for relief instruction when regular faculty are on leaves or new programs are piloted. New faculty have been sought out and hired to replace faculty on leave in Welding and Architectural Drafting. In the case of Architectural Drafting, several replacement faculty have been brought on to teach specialty elements of the program. The new international post-degree certificate in Hospitality and Event Management has multiple new faculty focusing on areas of specialty.

• Seek out contract work to create opportunities to hire new faculty. The new Residential Building Maintenance Worker program, contract work with Canada Wood and the international focused Hospitality and Event Management Post Degree Certificate have created opportunities to bring on new faculty.

Strategy #2: increase the overall scale of operations of programs with extension activities such as part time studies, contract services, and international activities. Activities: • Create new self-funded programming based on and allied to funded programming. The new international post-degree certificate in Hospitality and Event Management certificate program has significantly broadened the base of what was a single person program.

• Access incremental funding on an opportunistic basis to expand programming. Recent Ministry one-time operating grants intended to address the BC Jobs plan has been accessed for increased programming in Welding, Culinary, Heavy Duty and Agriculture programs resulting in one or two person programs becoming larger.

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Goal #5 Create a robust set of continuing studies and contract and industry services programming.

Strategy #1: build on the successes and strengths of the existing collection of continuing studies and contract services programming. Activities: • Continue with the current selection of programming but seize obvious opportunities to expand where there is clear demand and profit. Expansion with industry partners underway in agriculture. Ongoing.

Strategy #2: identify challenges and obstacles to expanded programming with a view to finding solutions and removing barriers. Activities: • Assemble a committee of faculty and staff to direct the process. In progress.

• Systematically investigate and prepare recommendations that address challenges and barriers. A consultant has been engaged and has tabled a draft report.

Strategy #3: identify and seize programming opportunities to pursue in the near term that are logical extensions of regular programming and relatively straight forward to implement and simultaneously identify programming with low likelihood of success and low margins to be avoided. Activities: • Engage a consultant to investigate and make recommendations. Intended for Winter 2014.

Strategy #4: identify market opportunities for contract services. Activities: • Engage a consultant to investigate and make recommendations. Intended for Winter 2014.

Strategy #5: have at hand a set of programming priorities and plans that are aspirational in nature but well understood in terms of financial and operational implications. Activities: • Based on recent experiences develop a short list of potential programs that can be activated quickly. Ongoing. [See Appendix #2].

• Develop a thorough understanding of bottlenecks and limitations on short response times and attempt to mitigate them in advance. Dean and Director working with Facilities to redevelop physical spaces at TTC to gain flexibility.

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Strategy #6: encourage the development of program approval processes that are accommodating to the requirements of short lead times. Activities: • Work with various governance bodies on matters of program approvals and bring Trades and Technology perspectives to their outcomes. Dean is working on a subcommittee looking into accelerated program approvals. Faculty on various governance committees providing input. Ongoing.

Strategy #7: have well developed and current information at hand regarding cost accounting, revenue models and boilerplate agreements. Activities: • Work with Finance and others to ensure accurate cost accounting over the course of the fiscal year. Record spending where it happens. Ongoing business practice.

Strategy #8: maintain up to date capital requirements including knowledge of depreciation and maintenance schedules. Activities: • Build on the work done over the last year in preparing capital lists that were created for Ministry purposes. Ongoing.

Strategy #9: create a strong relationship with the Advancement Office to be able to capture opportunities and maximize what those opportunities generate. Activities: • Support the Advancement Office’s initiative in creating a dedicated representative/contact for Trades and Technology. One individual has been assigned to Trades and Technology and he has been working directly with Faculty and Staff over the last year to support gifts and donations that are brought to the Faculty. Ongoing.

• Establish a regular line of dialogue with the Advancement Office about specific initiatives and create the relationships to be able to seize and maximize opportunities. Ongoing.

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Goal #6 Become a more effective and cohesive team, business unit and community of interest with specific attention to leadership, succession planning, transparency and consultation.

Strategy #1: open up all information regarding Faculty operations including budgets, spending, and other administrative processes. Activities: • The Dean to present and discuss the complete operating and special funds budgets in open forums. Seek input to appropriations and spending strategies and address specific concerns. The Dean has conducted open forum budget presentations and detailed specific matters. This is a regular practice.

• Make budget materials openly available to all Faculty and Staff. While these materials are not distributed, they are available to anyone who would like them.

Strategy #2: create opportunities for faculty and staff to exercise leadership ambitions. Activities: • Address the general governance and management model of the Faculty and consider the introduction of program heads or equivalent. The Dean completed individual consultations with all faculty and staff. Completed presentations about academic leadership by the VP Academic. Settled on a process of a smaller representative group and completed a working session that concluded that the program head model found elsewhere in the organization is likely not appropriate for Trades and Technology. Ongoing.

• Seek out teaching release resources on an ad hoc and opportunistic basis to allow faculty to take on specific tasks representing the Faculty. A small number of these have occurred on an as-required basis.

Strategy #3: seek ways to release faculty from scheduled classroom activity to permit greater involvement in institutional governance and other initiatives that shape the overall organization. Activities: • Seek financial resources within existing budgets (through a variety of efforts including refined allocations, eliminating non-core functions, etc.) to allocate to teaching releases to permit faculty and staff to participate in committee and other work that otherwise would conflict with the teaching schedule. There have been a couple of examples of this done on an ad hoc basis. The real intent of this is to address the program head or equivalent concern that is still being considered.

• Consider alternate teaching schedules. A pilot for a four day teaching week was proposed and rejected by students. Further, on a case-by-case and day-to-day

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basis, students have been assigned work for self-study while an instructor is addressing another matter. Other possibilities are in development.

Strategy #4: encourage the institution to conduct more business around the relatively strict teaching schedules found in trades programs. Activities: • Remind other parts of the institution that Trades schedules are more restrictive and the Chilliwack location presents some challenges. In fact, the larger institution has made adjustments to schedules and methods to accommodate limitations in Trades. Ongoing.

Strategy #5: develop skills in conflict management and resolution, functioning as part of a team and methods for achieving consensus. Activities: • Actively and openly address the issue of conflict. Change the perceptions of conflict as being entirely negative and formally introduce methods for constructive conflict. Started with a Myers-Briggs inventory for all faculty and staff and management as the first step in appreciating the varying nature of people and learning about others’ strengths and ways of operating. The immediate follow up from this is to use the results of the Myers-Briggs inventory to address specific situations. Subsequent work will include methods and practices designed to reach agreements or at least achieve modus vivendi.

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Appendix #1: Core Business Statement and New Faculty Name

Organizations that do not know and remain focused on their core business are often side tracked into ventures not well understood, run inefficiently, pay opportunity costs and end up with risks that cannot be easily managed. The intended core business is negatively affected and the overall reputation of the organization can be impacted. In times of tight resources, non-core investments can reduce options and force decisions that are not in the best long term interests.

The Faculty of Trades and Technology needs to be explicit about its core business. Clearly its mandate is derived by the University and is related to other components of the University. In short, it is not free to make declarations but rather seek the approval to express its core business within the larger contexts. Experience has taught us what we are good at, what our community is asking of us, where we reside in the spectrum of programming at the University and where future needs lay. We are in a good position to propose and advise others about what that core business should be.

A statement about core business can serve as an important touch stone as we propose and make choices about new programs, revisions to programming, investment in infrastructure and build intellectual capital. It can serve to communicate to others what we can contribute to the University in the pursuit of its mission and goals. In many ways, it is a contract with the University that commits us in unambiguous terms to deliver on our charge.

The proper name of the Faculty should reflect that core business. The name should express the underlying character of the kind of experience and knowledge a student might expect. Further, the need for a proper name is reinforced by external efforts to describe careers in trades and technology in more contemporary terms and put some distance between the reality of a modern career in the trades and the technologies and many of the outdated stereotypes and perceptions from days past. This will be important when attracting students and helping them make more informed choices.

Proposed name:

Faculty of Applied and Technical Studies

Proposed core business statement:

The Faculty of Applied and Technical Studies offers one year or less, two year, and apprenticeship programs in applied technical disciplines that prepare students to enter the workplace with a well- defined set of knowledge and skills.

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Appendix #2: Program Ambitions

Program Area Ambition

Agriculture: Includes the diploma and Respond to growing demand by adding capacity. This is certificate programs. Degree programs necessary to meet industry expectations and to provide are in the Faculty of Science. qualified diploma graduates to enter the Science Degree.

Aircraft Structures Develop advanced courses in composite repair and maintenance for delivery as Industry Services.

Architectural Drafting Develop more continuing studies and industry services programming to support new and specialized software.

Automotive Develop more continuing studies and industry services programming. Target this to specific manufacturers (in the form of strategic partnerships) and specialty topics.

Autobody Collision Develop more continuing studies and industry services programming.

Develop more continuing studies and industry services Carpentry programming. Specifically, continue to develop partnership with Canada Wood in China.

Culinary Arts Develop more continuing studies and industry services programming. Add apprenticeship technical training as market demonstrates demand. Work in cooperation with Agriculture and Hospitality to develop programming that connects the three disciplines (e.g., the Field to Fork event).

Electrical Develop the UFV Diploma credential for apprenticeship graduates. Develop more continuing studies and industry services programming. Work in partnership with Electronics and Physics to develop the Agriculture Automation Technician Certificate.

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Program Area Ambition

Electronics Work in partnership with Electrical and Physics to develop the Agriculture Automation Technician Certificate.

Heavy Duty Mechanics/Commercial Add Apprenticeship technical training. Develop the Transport Farmwright Certificate.

Hospitality Event Planning Continue to grow the international certificate program. Collaborate with Culinary arts and agriculture in feature events.

Joinery Develop more continuing studies and industry services programming.

Plumbing and Piping Add Apprenticeship technical training. Develop more continuing studies and industry services programming.

Welding Develop more continuing studies and industry services programming.

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Chair: Mark Evered MEMORANDUM 604.854.4505 Assistant: Monique Castonguay Phone: 604.854.4506

To: Barry Delaney, Chair, Board of Governors From: Mark Evered, Chair, Senate Date: February 21, 2014 Re: Geography major – discontinuance of Physical Geography concentration

At its February 14, 2014 meeting, Senate approved and recommended to the Board of Governors the discontinuance of the Physical Geography concentration in the Geography major. External reviewers of the Geography department recommended the concentrations be streamlined to ease administrative challenges in program revision, timetabling, and student scheduling.

MOTION: THAT the Board of Governors approve the discontinuance of the Physical Geography concentration in the Geography major, as recommended by Senate.

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UEC Chair: Samantha Pattridge UEC MEMORANDUM Phone: 4177

UEC Assistant: Ashley Hoogendoorn Phone: 4571

TO: Dr. Eric Davis, Academic Planning and Priorities Committee Chair

FROM: Samantha Pattridge, Undergraduate Education Committee Chair

DATE: November 26, 2013

RE: Geography major concentration changes

At its November 22, 2013 meeting, UEC voted to recommend the approval of the changes to the Geography major Environmental Science concentration (formerly Environmental Studies concentration), Global Studies concentration (formerly International Studies concentration), and Urban Studies concentration in Arts. UEC also voted to recommend the approval of the discontinuation of the Geography major Physical Geography concentration in Arts. UEC recommends that these items be recommended by APPC and approved by Senate.

MOTION: THAT APPC recommends the approval of the changes to the Geography major Environmental Science concentration (formerly Environmental Studies concentration), Global Studies concentration (formerly International Studies concentration), and Urban Studies concentration in Arts, effective September 2014.

MOTION: THAT APPC recommends the approval of the discontinuation of the Geography major Physical Geography concentration in Arts as presented, effective September 2014.

RATIONALE: The Geography major concentrations are popular with students as they help to prepare for particular fields of work and study. However, the number of concentration has proven cumbersome from the standpoint of program revision, timetabling, and student scheduling.

Following the external reviewers’ recommendations, the Geography department is proposing to streamline the existing concentrations from four options to three options, as follows: • Environmental Science concentration: a revision of the Environmental Studies concentration, with more coursework in Physical Geography required. • Global Studies concentration: a revision of the International Studies concentration, which will include a specific emphasis on development, culture, and environment. • Urban Studies concentration: carried forward from the previous structure. • Physical Geography concentration: discontinued.

The three concentrations cover sufficient course selection in the department in order to ensure that these concentrations can be completed more easily than most of the existing options can be. Thus, while the number of options for students is being reduced, the means of meeting these concentrations’ requirements has been loosened.

Please see the attached document for additional details.

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SBC Chair: Jackie Hogan SBC MEMORANDUM Phone: 4676

SBC Assistant: Kasey Merritt Phone: 4526

TO: Dr. E. Davis, APPC Chair

FROM: Trudy Archie, Senate Budget Committee Vice-Chair

DATE: November 21, 2013

RE: Geography BA Majors – Concentration Revision

At its November 21, 2013 meeting, the Senate Budget Committee reviewed the Geography BA Majors – Concentration Revision Program proposed changes and confirms there are no budgetary implications.

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MEMO

To: Campus Wide Consultation (CWC)

From: Michelle Rhodes, Head, Geography Department

Date: October 3, 2013 (revised October 16, 2013)

Re: Concentration Revisions in Geography BA major

Proposed: We are proposing the following changes to Geography programs: • Reduction in total number of concentrations from 4 to 3. (GIS concentration already approved for removal.) Physical Geography concentration is being removed. • Renaming / revision of Environmental Studies; to be called “Environmental Science” • Renaming/ revision of International Studies, to be called “Global Studies” Rationale: Geography’s concentrations have proven to be popular among our majors, with many students using these to prepare for particular fields of work and study. However, the number of them originally created—5—has proven cumbersome from the standpoint of program revision, timetabling, student scheduling, etc. One of the concentrations, in GIS, is already slated for removal, as it duplicates the certificate in GIS. Following the external reviewers’ recommendations, we have revisited the concentrations we have on the books, and are proposing to streamline our offerings from 4 down to 3 options. These are: • Environmental Science (a revision of our Environmental Studies concentration, with more coursework in Physical Geography required) • Global Studies (a revision of our International Studies to include specific emphases on development, culture, and environment) • Urban Studies (carried forward from previous structure) These three concentrations cover sufficient course selection in the department in order to ensure that these concentrations can be completed more easily than most of the existing options can be. Thus, while the number of options for students is being reduced, the means of meeting these concentrations requirements has been loosened. This is true at both the lower- and upper-levels of each. Budget Implications This streamlining of concentration options should improve flexibility of student enrolment, and ideally contribute to slightly higher fill rates in some classes. What consideration has been given to indigenizing the curriculum? While none of these concentrations focus on indigenization as a core area for consideration, two of the concentrations (Environmental Science and Global Studies) include courses with significant consideration of Indigenous issues and/or ways of knowing. These courses include, in Environmental Science, GEOG 311, 312, 343, 447, and IPK 477. In Global Studies, these courses include: GEOG 311, 312, GEOG 343, and 447.

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Program and Calendar Changes

Note: The requirements below also reflect the inclusion of another new course—GEOG 103—which is ‘replacing’ GEOG 101 and GEOG 102 in the coming years. This course will move through for approval at the same time as the Biogeography courses.

Proposed Concentration #1: Environmental Science

Lower-Level Credits: 32-34 Course Title Credits One of: 4 GEOG 101 Weather and Climate GEOG 102 Evolution of the Earth’s Surface GEOG 103 The Physical Environment GEOG 116 Introduction to Geology

GEOG 111 Environmental Issues and Strategies 3 Or GEOG 140 Human Geography

Two of: 8 GEOG 201 Introduction to Climatology GEOG 202 Introduction to Geomorphology GEOG 219 Biogeography

One of: 3-4 GEOG 211 Environmental Science GEOG 257/CMNS Environment: Science and Communications 257 BIO 210 Introduction to Ecology

GEOG 242 Economic Geography 3 GEOG 252 Explanation in Geography: Quantitative Methods 4 GEOG 253 Introduction to Geographic Information Systems 4 One of: STAT 104, STAT 106, or PSYC 110 3-4

Upper-level requirements: 32-34 credits Course Title Credits GEOG 353 Applications in GIS 4 GEOG 433 Geography of Selected Regions 4 12 credits of: GEOG 302, 303, 304, 307, 308, 315, 317, 318, 319, 12 335, 402, 410, 417, 419, 453 8 credits of: GEOG 311, 312, 412, 447, and IPK 477 8

One of: 4-6 GEOG 396 Canada Internship GEOG 398 International Internship GEOG 452 Field Methods and Techniques GEOG 470 Field Studies in Geography

Page 2

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Concentration #2: Global Studies

Lower-level requirements: 32-33 credits Course Title Credits One of: 4 GEOG 101 Weather and Climate GEOG 102 Evolution of the Earth’s Surface GEOG 103 The Physical Environment GEOG 116 Introduction to Geology

GEOG 111 Environmental Issues and Strategies 3 Or GEOG 140 Human Geography

Two of: 8 GEOG 201 Introduction to Climatology GEOG 202 Introduction to Geomorphology GEOG 219 Biogeography

GEOG 240 World Regional Geography 3

GEOG 241 Social Geography or GEOG 242 Economic Geography 3

GEOG 252 Explanation in Geography: Quantitative Methods (see 4 Note 1) GEOG 253 Introduction to Geographic Information Systems 4 One of: STAT 104, STAT 106, or PSYC 110 (see note 2) 3-4

Note 1: One of STAT 104 (formerly MATH 104), STAT 106 (formerly Math 106), or PSYC 110 is required for GEOG 252; students should plan accordingly.

Upper-level requirements: 30-34 credits Course Title Credits GEOG 433 Geography of Selected Regions 4 4 credits: Physical geography (GEOG 302, 303, 304, 307, 4 308, 315, 317, 318, 335, 402, 410, 417, 419) 8 credits of: Global Environmental Studies: GEOG 311, 312, 364, 8 421 4 credits of: Cultural Studies: GEOG 314, 343, 346, 447 4 4 credits of: Development Studies: GEOG 323, 340, 362, 466 4 2-4 credits of: Electives in upper-level Geography 2-4

One of: 4-6 GEOG 396 Canada Internship GEOG 398 International Internship GEOG 452 Field Methods and Techniques GEOG 470 Field Studies in Geography

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Concentration #3: Urban Studies Urban Studies concentration

Lower-level requirements: 29-30 credits Course Title Credits One of: 4 GEOG 101 Weather and Climate GEOG 102 Evolution of the Earth’s Surface GEOG 103 The Physical Environment GEOG 116 Introduction to Geology

GEOG 111 Environmental Issues and Strategies 3 Or GEOG 140 Human Geography

Two of: 8 GEOG 201 Introduction to Climatology GEOG 202 Introduction to Geomorphology GEOG 219 Biogeography GEOG 241 Social Geography 3 Or GEOG 242 Economic Geography GEOG 252 Explanation in Geography: Quantitative Methods (see 4 Note 1) GEOG 253 Introduction to Geographic Information Systems 4 One of: STAT 104, STAT 106, or PSYC 110 3-4

Note 1: One of STAT 104 (formerly MATH 104), STAT 106 (formerly Math 106), or PSYC 110 is required for GEOG 252; students should plan accordingly

Note 2: One course of the following is recommended: BIO 106 or ANTH 225/SOC 225.

Upper-level requirements: 30-32 credits Course Title Credits GEOG 433 Geography of Selected Regions 4 4 credits of: Physical geography (GEOG 302, 303, 304, 307, 4 308, 315, 317, 318, 335, 402, 410, 417, 419) 4 credits of: GEOG 360, 460, 464, 466 4 4 credits of: GEOG 307, 314, 318, 362, or 364 4 4 credits of: GEOG 344, 440; SOC 325/ANTH 325 4 6-8 credits of: Electives in upper-level geography 8

One of: 4-6 GEOG 396 Canada Internship GEOG 398 International Internship GEOG 452 Field Methods and Techniques GEOG 470 Field Studies in Geography

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Current Concentrations:

Environmental Studies concentration

Lower-level requirements: 32-33 credits Course Title Credits GEOG 101 Weather and Climate 4 GEOG 102 Evolution of the Earth’s Surface 4 or GEOG 116 Introduction to Geology GEOG 140 Human Geography 3 GEOG 201 Introduction to Climatology 4 One of: 3-4 GEOG 211 Environmental Science GEOG 257/CMNS Environment: Science and Communications 257 or BIO 210 Introduction to Ecology GEOG 242 Economic Geography 3 GEOG 252 Explanation in Geography: Quantitative Methods 4 GEOG 253 Introduction to Geographic Information Systems 4 One of: STAT 104, STAT 106, or PSYC 110 3-4

Upper-level requirements: 31-37 credits Course Title Credits GEOG 311 Global Resources and the Environment 4 GEOG 312 Political Ecology: Nature, Culture, and Place or GEOG 343 Geography of Transitional Societies 4 One course: Physical geography (GEOG 302, 303, 304, 307, 308, 4 315, 317, 335, 402, 410, 417, or 419) One course: GEOG 314, 315, 318, 353, 410, 411, 412, 417, 421, 3-4 453, 454; ANTH 468/SOC 468; ECON 361; PHIL 318 GEOG 433 Geography of Selected Regions 4

One of: 4-6 GEOG 396 Global Development Studies: Canada Internship GEOG 398 Global Development Studies: International Internship GEOG 452 Field Methods and Techniques or GEOG 470 Field Studies in Geography 4-5 Elective(s) Geography 300/400-level course(s) 8-12

International Studies concentration

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or GEOG 242 Economic Geography 3 GEOG 252 Explanation in Geography: Quantitative Methods (see 4 Note 2) GEOG 253 Introduction to Geographic Information Systems 4 One of: STAT 104, STAT 106, or PSYC 110 (see note 2) 3-4

Note 1: It is recommended that students also take one of the following: ANTH 102, 130, 220; GEOG 211, 233; HIST 115, 210, 236, 265; LAS 200; POSC 260, 230, 290; SOC 205, 250.

Note 2: One of STAT 104 (formerly MATH 104), STAT 106 (formerly Math 106), or PSYC 110 is required for GEOG 252; students should plan accordingly.

Upper-level requirements: 30-32 credits Course Title Credits One course: Physical geography (GEOG 302, 303, 304, 307, 4 308, 315,317, 335, 402, 410, 417, 419) 20 credits of: GEOG 311, 312, 314, 323, 340, 343, 346, 362, 364, 4 447, 464, or 466 GEOG 433 Geography of Selected Regions 4 One of: 4-6 GEOG 396 Global Development Studies: Canada Internship GEOG 398 Global Development Studies: International Internship GEOG 452 Field Methods and Techniques or GEOG 470 Field Studies in Geography

Physical Geography concentration

Lower-level requirements: 32-33 credits Course Title Credits GEOG 101 Weather and Climate 4 GEOG 102 Evolution of the Earth’s Surface 4 or GEOG 116 Introduction to Geology GEOG 140 Human Geography 3 GEOG 201 Introduction to Climatology or GEOG 202 Introduction to Geomorphology (see Note 1) 4 GEOG 211 Environmental Science 3 or GEOG 257/CMNS Environment: Science and Communications 257 GEOG 241 Social Geography or GEOG 242 Economic Geography 3 GEOG 252 Explanation in Geography: Quantitative Methods 4 (see Note 2) GEOG 253 Introduction to Geographic Information Systems 4 One of: STAT 104, STAT 106, or PSYC 110 3-4

Note 1: GEOG 202 is required for GEOG 302, 304, 402.

Note 2: One of STAT 104 (formerly MATH 104), STAT 106 (formerly Math 106), or PSYC 110 is required for GEOG 252; students should plan accordingly.

Upper-level requirements: 32-34 credits Course Title Credits GEOG 353 GIS Applications 4 One course: Human geography (GEOG 311, 312, 314, 323, 340, 4 343, 344, 345, 346, 354, 360, 362, 364, 411,

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412, 421, 440,443, 447, 460, 464, 466) 16 credits of: GEOG 302, 303, 304, 307, 308, 315, 317, 335, 402, 4 410, 417, 419, 453 GEOG 433 Geography of Selected Regions 4 One of: 4-6 GEOG 396 Global Development Studies: Canada Internship GEOG 398 Global Development Studies: International Internship GEOG 452 Field Methods and Techniques or GEOG 470 Field Studies in Geography

Urban Studies concentration

Lower-level requirements: 35-36 credits Course Title Credits GEOG 101 Weather and Climate 4 GEOG 102 Evolution of the Earth’s Surface 4 or GEOG 116 Introduction to Geology GEOG 140 Human Geography 3 GEOG 241 Social Geography 3 GEOG 252 Explanation in Geography: Quantitative Methods (see 4 Note 1) GEOG 253 Introduction to Geographic Information Systems 4 Two of: GEOG 201, 202, 211 7-8 One of: STAT 104, STAT 106, or PSYC 110 3-4

Note 1: One of STAT 104 (formerly MATH 104), STAT 106 (formerly Math 106), or PSYC 110 is required for GEOG 252; students should plan accordingly

Note 2: One course of the following is recommended: BIO 106 or ANTH 225/SOC 225.

Upper-level requirements: 30-32 credits Course Title Credits One of: GEOG 360, 460, 464, 466 4 One of: GEOG 314, 318, 362, or 364 4 One of: GEOG 344, 440; SOC 325/ANTH 325 4 One of: GEOG 303, 307, 308, 335, 317, 417, 419 4 GEOG 433 Geography of Selected Regions 4 One of: 4-6 GEOG 396 Global Development Studies: Canada Internship GEOG 398 Global Development Studies: International Internship GEOG 452 Field Methods and Techniques or GEOG 470 Field Studies in Geography Elective(s) Geography 300/400-level courses 4-8

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MEMORANDUM

To: Barry Delaney, Chair, Board of Governors From: Al Wiseman, University Secretary & Registrar Date: March 6, 2014 Re: Notice of Board elections

The terms of office for the following student members of the Board of Governors ends July 31, 2014:

 Nathan Abrahams  Theresa Coates

Call for nominations for two students to serve a one-year term on the Board of Governors began February 11, 2014.

The terms of office will commence August 1, 2014.

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PRESIDENT’S REPORT TO THE BOARD OF GOVERNORS

February 2014

President’s Report

Reports received from academic and service units are included below. An update of the President’s activities for the month of January will be presented at the meeting.

College of Arts (Jacqueline Nolte, Dean)

We have just received word from the Advancement office that RBC Foundation is renewing its support of the Arts Peer Mentoring Program. For 2014-15, the program will receive a second donation of $20,000 to cover training and salaries for mentors, and awards for mentees.

English:

Our new Writing Fellow (formerly known as Writer-in-Residence), Daniela Elza, began her term on January 20. Her inaugural reading took place on January 30 in University House. More details can be found at http://www.ufv.ca/english/writer-in-residence/wir-2014-daniela-elza-/. A press release will follow shortly.

English Honours student, Lacey Hall, has been accepted to present her innovative research on narration in children’s literature on the student panels at this year’s Arts Undergraduate Society conference at UBC. Faculty member Michelle Superle says, “I was always proud of her and impressed by her research, but now that I see the breadth and depth of work among student scholars—and their varied backgrounds—I’m quite taken aback.”

Music:

The first offering of MUSC 199, a new ensemble practicum course, got off to a great start on January 8. There are 30 students in the class, which filled almost as soon as it was opened in late December. The students come from many different programs: Business, LIBIT, Nursing, Arts, and General Studies. Instructor Paula Quick, an experienced choral director, soprano, voice instructor, and former Director of the Chilliwack Academy of Music, will be working with the students to prepare for a performance on April 17. You may see them singing in the halls before then! We hope this class will form the nucleus of an ongoing UFV chorus.

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President’s Report to Board of Governors February 2014

Faculty of Professional Studies (Rosetta Khalideen, Dean)

Faculty-Wide News and Events:

Internationalization

Faculty of Professional Studies hosts Celebrating Internationalization

To celebrate UFV’s commitment to internationalization and to mark International Education Week, the Faculty of Professional Studies organized the second annual Celebrating Internationalization event on November 18, 2013. Following opening remarks from Dean Rosetta Khalideen; Mr. Barry Delaney (Chair, UFV Board of Governors); and Dr. Peter Geller (Vice- Provost and Associate VP), UFV Elder-in-Residence, Eddie Gardner, welcomed the audience to Stó:lō territory. The event included faculty and student speakers who shared their international education experiences and there were also cultural performances from around the world. Against a backdrop of a slideshow capturing various UFV internationalization initiatives, the afternoon concluded with a reception where guests sampled diverse foods and learned about a range of cultural artefacts that were on display.

Mr. Barry Delaney, Chair-UFV Board of Governors, giving opening remarks at this year’s Faculty of Professional Studies Celebrating Internationalization event

UFV students who performed at the Celebrating Internationalization on November 18, 2013

Professional Studies continues to foster relationships and partnerships with international universities and organizations. Elizabeth Dow (Social Work and Human Services-SWHS) and John Potts (UFV International) met with administrators and faculty at Xi’an Fanyi University

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President’s Report to Board of Governors February 2014

(XFU) in Xi’an, China in November 2013. XFU is interested in developing social work programs and potentially having a dual degree with UFV’s School of Social Work and Human Services.

As a follow up to her UFV Internationalization Grant, Lucki Kang presented the work from her visit to India to the School of Social Work and Human Services. While in India in October, Lucki networked and built relationships with Social Work faculty at three universities: Punjab University’s Centre for Social Work, Delhi University’s Department of Social Work and Jamia Milia Islamia University’s Department of Social Work.

Relationship building with partners in other countries has also provided rich learning opportunities for Professional Studies students. This semester, Denae Jacobsen, a BSW social work student, is completing her fourth-year field placement in Uganda where she is learning and practicing in the field of child welfare, human trafficking, and child sexual exploitation.

Indigenization

Robert Harding’s (SWHS) recent trip to New Zealand—funded by a UFV Internationalization Grant—highlights the intersection of UFV’s efforts to both internationalize and indigenize our institution. He travelled to New Zealand in December to explore the possibility of student, staff and faculty exchange agreements based on an indigenous focus with New Zealand post-secondary institutions. He had productive discussions with five New Zealand tertiary institutions: Massey University, Auckland University of Technology, Unitec Institute of Technology, Te Wānanga o Aotearoa (a fully Māori University with 37,000 students), and Waikato-Tainui College. There is significant Māori interest in BC’s rich and diverse Indigenous nations and cultures, and also in some of the indigenizing initiatives at UFV. We are hopeful that exchange agreements will be implemented sometime in the near future.

As an example of indigenization efforts that cross communities and industry, the School of Business had the opportunity to help promote the Aboriginal Entrepreneurs Conference hosted by the Canadian Council of Aboriginal Business that took place in Gatineau, Quebec in November. The event was organized to help people develop and share ideas with Aboriginal community and business representatives across Canada, and UFV students were given the opportunity to follow and participate in this event online.

The Teacher Education Program (TEP) has students in placements at Sea Bird Island Community School where they are able to demonstrate their leadership and knowledge. As one example, one of our student teachers, who is of Aboriginal heritage, is taking the lead on “indigenizing” the curriculum at the grade 7-8 level in the school. The school is a Band School and all the teachers are non-Aboriginal so they are welcoming and appreciative of our student teacher’s initiative.

Program Development and Program Reviews

Adult Education continues to assist in the development of Prior Learning Assessment and Recognition (PLAR) related initiatives, both on campus and in the post-secondary community. Janice Johnson is teaching ADED 305 to teach students how to prepare a professional portfolio for use in PLAR or in applying for academic credit. Such courses are proposed to be required in recommended changes to the PLAR system at UFV. At the same time, Seonaigh MacPherson continues her work with BC PLAN (BC Prior Learning Action Network) as Head of the Training Subcommittee. That committee is preparing to conduct an environmental scan on current PLAR activity in BC (post-secondary, governmental, industry) towards the development of quality assurance standards for PLAR professionals.

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President’s Report to Board of Governors February 2014

In addition to current program reviews underway in Professional Studies (TEP, Library Information Technology program, Human Services and the Master of Social Work accreditation process), Cyrus Chaichian, from the School of Business, has started an internal review for the School of Business Aviation program.

Program Events

Early Childhood Education/Child and Youth Care (ECE/CYC) co-sponsored a forum in November entitled: “Working with Families Impacted by Mental Health Concerns”. The keynote speaker was ECE/CYC sessional faculty member, Dr. Rob Lees, a regional psychologist for the Ministry of Child and Family Development. Other speakers reported on programs in BC that have successfully supported families. One of our sessional faculty members, Mark Littlefield, coordinated the forum.

On November 22, the Library Information Technology Program (LibIT) celebrated the 33-year evolution of its Library and Information Technology diploma program and its post-diploma certificate for Library Technicians, which was launched in 2011. Held in Alumni Hall, the reunion event welcomed 58 graduates, special guests and current students for an evening of wine, finger foods, and bonhomie. The function was also an opportunity to publicly thank those who have participated in the department’s work through teaching, field placements, site visits, guest speaking, formal and informal mentorship, advising, and so on.

Gwen Bird, British Columbia Library Association President, speaks during the LibIT Reunion Event

Vlad Dvoracek, AVP-Institutional Research and Integrated Planning, congratulated LibIT on behalf of the UFV administration, and spoke about the importance of libraries and his own positive experiences with them. Fraser Valley harpist, Esther Cannon, provided a beautiful musical backdrop and a silent auction for the Pat Sifton Leadership Award Endowment Fund raised over $700.

Patti Wilson, Acting University Librarian, bids during the silent auction 4

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President’s Report to Board of Governors February 2014

Student Successes and Student Initiatives

The Faculty of Professional Studies is proud of the many successes of our students and graduates. Theresa Coates, a Bachelor of Business Administration student, visited Asia with Premier Christy Clark's trade mission trip as the UFV ambassador. Ms. Coates was the only student invited to attend.

UFV Business student, Jordann Hazelwood was awarded the prestigious Ch’nook Scholarship. Founded by the Sauder School of Business at the University of British Columbia in 2002, the Ch’nook Initiative has focused on increasing Aboriginal participation in post-secondary business education studies in the province of British Columbia and Canada. Ch’nook’s mission is to promote business, management and entrepreneurship as viable career opportunities for Aboriginal students in order to contribute to creating a sustainable and self-sufficient economic future for First Nation communities in British Columbia and across Canada.

Professional Studies also congratulates UFV graduates who successfully completed their Canadian General Account (CGA) program. Nine alumni earned the CGA designation and were sworn into membership at the convocation ceremony. Fourteen UFV graduates also successfully passed the Uniform Evaluation (UFE), the national CA qualifying exam. It should be noted that 93 percent of the UFV graduates who wrote the UFE exam this past fall passed, which is an excellent success rate, given the difficulty of the exam.

Student Associations within Professional Studies continue to be engaged and active on campus and in the community. The Social Work Student Association (SWSA) has formed a new executive for this year and has contributed another $550 to the Dr. Abebe Abay Teklu Scholarship Fund for a student in Professional Studies. The TEP Student Association also hosted a fundraising event on November 15 and raised funds for their association with a portion going to local schools.

Community Collaborations, Initiatives, Recruitment, and Partnerships

Don Miskiman invited Tamara Vrooman, President and CEO, Vancity to speak with about 50 business students on November 14. Ms. Vrooman shared her vision for redefining wealth by delivering a blended value of strong economic outcomes, social inclusion, and environmental performance at Vancity, Canada's largest credit union.

With his BUS 322 class, Mark Breedveld completed a project to promote co-op programs at a trade show. For the next year, Mark has secured collaboration with the Abbotsford Chamber of Commerce involving sales presentations to the Abbotsford business community. The Chamber staff will be supporting students in their sales efforts and has agreed to give the School of Business free exhibit space at the Fraser Valley Chambers of Commerce Business Showcase taking place at the Tradex in April. Marketing students will use the free space to promote the co- op employment program to Fraser Valley employers.

Corinne Richardson and Seonaigh MacPherson attended the BC Association of Service Providers for Employability and Career Training (ASPECT) conference in Richmond, BC, on November 7-8 to promote the Adult Education (ADED) program to people in the employment counselling sector. LibIT faculty member, Christina Neigel, and Advancement Officer Chris Duffin met with the Friends of the Abbotsford Libraries to promote the LibIT department’s programs and to discuss the Friends of LibIT student bursary.

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President’s Report to Board of Governors February 2014

People and Team

Congratulations to LibIT sessional instructor, Smitty Miller, who has been nominated for a significant professional award. In the last couple of years, Miller’s community outreach work for the Fraser Valley Regional Library (FVRL) has gained international attention as a stellar example of how to improve access to knowledge, information, and entertainment by throwing out old- fashioned ideas about libraries. As a community development librarian, Miller’s day job was setting up and running LiLi, short for “Library Live and On Tour”, from the back of a ‘tricked- out’ vehicle. Outfitted with everything from Xbox to loudspeakers, LiLi brings the joy of reading to the 15 municipalities served by FVRL as well as to community centres and events throughout the Fraser Valley.

The program gives away books from a sponsor instead of only lending them and Miller’s motivation has always been to engage with communities by thinking differently about what libraries can do to help improve literacy. Her commitment to the library profession’s core values, which include education and the public good, clearly comes across when she talks about her work. It seems that Library Journal, the most important magazine for professional librarians, agrees. The UFV LibIT instructor has been nominated for the 2014 class of “Movers and Shakers,” an annual award recognizing people who are shaping the future of libraries as change agents, innovators, marketers, advocates, community builders, and tech leaders.

LibIT sessional instructor Smitty Miller and LiLi, a high-tech mobile library operated by the Fraser Valley Regional Library system. Image credit: Smitty Miller

Graduate and Research Studies (Adrienne Chan, Associate VP)

Events and Activities:

Dr. Lenore Newman, UFV Canada Research Chair for Food Security and Environment, will be presenting a research lecture on “Agricultural Land Reserve at 40: Land loss and fragmentation in the Fraser Valley Basin” together with postdoctoral research assistant Dr. Denver Nixon. This talk will address how the ALR has changed over the last four decades, and how it continues to underpin both the local food movement and a robust industrial agricultural industry. The lecture took place on February 5 on the Abbotsford campus.

Human Research Ethics Board (HREB):

Local lawyer Christopher Godwin has joined the HREB as the legal representative.

Graduate Studies:

Notices of Intent to develop Master’s programs have been received from the School of Business for a Master’s in Professional Accountancy and Corporate Financial Management; a Master of

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President’s Report to Board of Governors February 2014

Arts in Migration and Citizenship; and a Master of Arts/Education in Community and Education Studies. The earliest possible start date for any new program would be the fall of 2015.

(Jody Gordon, VP Students)

Athletics:

The Cascades basketball and volleyball teams will be looking to continue their second-half surge as the regular season unwinds. The women’s basketball team currently tied for first place in the Canada West Pacific Division and currently ranked No. 7 nationally, has its eyes set on qualifying for the second year in a row for the Canadian Interuniversity Sport (CIS) National Championships taking place March 14-18 at the University of Windsor. The men’s team is coming off a recent sweep over the UBC Thunderbirds and will be looking to carry that momentum into their final half of the season. The UFV women’s volleyball team, and defending national champions, will also be looking to defend their title in hopes of qualifying for the Canadian Colleges Athletic Association (CCAA) National Championship, March 5-8 at Seneca College. The Cascades will be celebrating the year that was at their annual Varsity Banquet on Friday, March 28.

Unlike most other university sports, it is the CCAA not the CIS which represents the highest level of varsity golf in Canada. Still, many of the 72 university programs in the country have chosen to play in the U.S., which means that the cream of Canadian golf only compete directly once a year at the Golf Canada University Championships in May. The Golf Coaches Association of Canada (GCAC) rankings decide which teams will be invited to play at the championships, and, while the Cascades have participated in the tournament before, this is the first time that our men’s team has been given the top rank in the country. The Cascades women, still in their inaugural season, ranked fourth just behind the University of Montreal Carabins, the University of Victoria Vikes, and the University of Toronto Varsity Blues. The men claimed first over the University of Western Ontario Mustangs, with the University of Victoria, the University de Laval Rouge, and the University of Toronto rounding out the top five.

Disability Resource Centre (DRC):

The DRC at UFV is responsible for ensuring that students with disabilities are provided reasonable accommodations (academic adjustments, auxiliary aids and services) to offset the impact of a disability on the student’s education. The goal of the accommodation process is to properly balance the interests of the student with those of the University of the Fraser Valley, while always maintaining academic integrity.

The determination of what specific accommodations will be provided is based upon an evaluation of the student's documentation of disability, past accommodations and academic requirements. The most requested form of academic accommodation for students with disabilities involves providing support during a test or exam. Disabilities that interfere with reading print, fine or gross motor skills, writing difficulties, managing severe anxiety, or sitting for long periods of time may be appropriately accommodated by an exam accommodation. These accommodations will not fundamentally alter the intent of the exam or lower the program standards of the university. Providing accommodation during testing ensures that exam grades most fairly represent the student's understanding of the course material with minimal interference from his or her disability.

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President’s Report to Board of Governors February 2014

Typical exam accommodations may include:  Extended time to complete examinations and quizzes  Reduced distraction environment separate from the class  Use of assistive technology such as a computer or voice dictation  Readers or scribes

The use of DRC accommodated testing services for students with disabilities is rising sharply. For example, in the final exam period (December 5-17, 2013) just completed, the DRC invigilated and supported the following exams:

Final Exams Increase from 2012 UFV Campus Supported, Fall Final Exam Fall 2013 (Dec. 5 -17) Totals Abbotsford Campus 197 25% Chilliwack Campus 75 97%

Increases such as those above are important to note as the institution goes forward in this period of significant financial constraints. Because of the legally-mandated nature of disability support services, future budgetary concerns are present due to the level of increase observed.

Student Life and Development:

New Student Orientation (NSO)

Winter NSO was held on January 3 for both Chilliwack and Abbotsford. Dr. Evered, Dr. Minter and Elder-in-Residence, Theresa Neel, welcomed 150 students. Over 50 student and staff volunteers and 32 services participated in the event.

Service Learning Day - Alternative Reading Week February 11-13

Student Life will host another service learning program being held during reading week. This program will consist of multiple organizations and multi-day learning labs. Service Learning integrates meaningful community service with instruction and reflection to teach civic responsibility, encourage lifelong civic engagement, and strengthen communities for the common good. A staple event among many of Canada's top universities, Service Learning Day puts into practice the belief that the best lessons happen outside the classroom. During this Alternative Reading Week our students will be participating at the Fraser Valley Gleaners Society, the Abbotsford Food Bank and other non-profit societies throughout the Fraser Valley. For more information, please visit http://www.ufv.ca/studentlife/get-involved-/service-learning-/

Student Summit - Workshop Series

We have 53 students signed up to participate in the summit series. Upcoming workshops include: Alumni and Faculty Networking on January 15 and 16 and on March 12 and 13: Thinking Outside of the Box and Conflict Resolution. “UFV Talks” is based on the concept of TEDTalks. Paul Esau presented “Embracing the Devil’s Advocate” on January 22, 2013. For more information please visit: http://www.ufv.ca/studentlife/get-involved-/retreats--conferences/

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President’s Report to Board of Governors February 2014

Mental Health Conference

A committee is meeting to bring high school students and UFV students together to talk about Mental Health. This is being planned for April 25, 2014.

Operations

Baker House is at 98 percent occupancy for winter 2014 with three students still scheduled to arrive.

Co-Curricular Record

 1995 active accounts  550 active records  82 active positions

Financial Aid/Advising

Emergency Grants for fall 2013, 103 disbursements totaling $56,019.00 - breakdown:  Student Emergency Fund – 59 students at a total of $24,280  Aboriginal Student Emergency Assistance – 21 students at a total of $13,950  SUS Emergency Student Grant – 23 students at a total of $17,789

ABESAP (Adult basic education student assistance program) Approximately $20,000 left to cover remainder of winter applications. This is expected to be used before the end of the winter session.

Bursaries Both the bursary and scholarship applications are being reviewed by Awards Committee (AC) members for clarity/suggestions. Feedback is expected to be available for February AC meeting. Bursaries were disbursed to 132 students at a total of $155,000 in the fall semester which only leaves $80,710 for winter term.

Educational Advising

Fall 2013 has been a busy time in the Educational Advising department:

 High School Onsite Advising visited 21 schools (two more were added in the Abbotsford district) o 231 students received advising o 72 students had already applied to UFV at the time of their on-site advising

 Priority Access to Student Support (early alert) 39 instructors participated, versus eight participating in Fall 2012; 83 referrals, up from 39 in Fall 2012

 2016 students advised in Fall 2013

 Paperless Technology: Advisors are taking the initiative to reduce paper consumption, and are exploring and testing options such as dual monitors and software to support their advising.

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President’s Report to Board of Governors February 2014

Counselling:

The Counselling department had a busy November and December, seeing a successful end to the pilot program of PAWS for a Break with Mac, the drop-in program with UFV’s own Therapy Dog. This program will continue to run on Tuesday afternoons in the winter semester, due to the success of the pilot program.

A new pilot stress reduction workshop series will be introduced in the winter semester and is based on both cognitive and somatic stress reduction perspectives. Get Calm Quick will be piloted with a group of eight students over an eight-week period and will be evaluated by the Counselling department for roll-out in summer semester to the general student body.

The department is currently in a hiring process for the vacant full-time position on the Chilliwack campus.

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PRESIDENT’S REPORT TO THE BOARD OF GOVERNORS

March 2014

President’s Report

Reports received from academic and service units are included below. An update of the President’s activities for the month of February will be presented at the meeting.

College of Arts (Jacqueline Nolte, Dean)

Communications:

Tips from Writers: Find Your Way into Professional Writing March 12, 2014 6:30 to 8:30 p.m. in A225/229 UFV Abbotsford campus

In conjunction with the University of the Fraser Valley, the Professional Writers Association of Canada (PWAC) Fraser Valley will present Tips from Writers: Find Your Way into Professional Writing. This event focuses on skills development and networking for UFV students and UFV graduates interested in pursuing careers as professional writers. A panel of professional writers living and working in the Fraser Valley will talk about how they position and pitch themselves, and the local networking opportunities available. Panelists are Janet Love Morrison, Ronda Payne, Lynda Grace Philippsen, Kathleen Rake, and Heidi Turner. Moderators are Curtis Klooster (UFV Media Arts and Communications Studies (MACS) Student Association) and Jess Wind (English Student Association).

The event is organised by the English Student Association and the MACS Student Association in conjunction with UFV’s Communications department, English department, and Media and Communications program. Sponsors include the UFV Alumni Association, the College of Arts, Thrifty Foods, and the Abbotsford News. UFV's Writer-in-Residence, Daniela Elza, will be participating in the speed networking part of this evening.

For more information or to register for this event contact [email protected].

English:

Dr. Carl Peters, English and Visual Arts sessional instructor, has been awarded a Canada Council grant and a Vancouver Arts Foundation grant for the retrospective on bill bissett, which he is co- curating based on his book, textual vishyuns: image and text in the work of bill bissett. The exhibition (sharing the same title as the book) runs April 10 – June 30, 2014 at The Reach, in partnership with the Vancouver Art Gallery.

Geography and the Environment:

The Geography department has a new name! As of January 2014, the unit is now known as the department of Geography and the Environment (GATE). The department is busy planning activities in line with both the new name and the 40th anniversary of UFV.

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Research & Internships  Three research students from Geography and Biology who have been working with the Woods Hole project (under the supervision of instructors Steve Marsh and Sharon Gillies) successfully presented research posters at the fall meeting of the American Geophysical Union in San Francisco in December. The project received coverage in last spring’s Canadian Geographic, BC Rivers Day celebration in Mission, CBC Radio and through the opening of the “My River, My Home” art exhibit at the Fraser River Discovery Centre (FRDC). The art exhibition will be a permanent feature at the FRDC.  Scott Shupe (and his research student, Robert McAuffrey) has been conducting research as part of a grant from Earthwatch. Scott was invited to present his research at the Earthwatch Institute Annual Board meeting in February in San Francisco, where the meeting will be held at the San Francisco zoo!  The work of UFV students completing internships in Tanzania was profiled in UniWorld, a publication of AUCC. (See article at: http://www.aucc.ca/uniworld/students-strive-for- sustainable-settlements-in-tanzania/) This past fall, half a dozen students were working with agencies in Dar es Salaam as well as Ardhi University on the Sustainable Human Settlements in Tanzania project. This project is overseen by instructor Cherie Enns and is funded by the Students for Development program.  Dr. Lenore Newman and her post-doctoral research associate, Dr. Denver Nixon, have been busy analyzing and presenting the findings of their research into the loss of Agricultural Land Reserve lands to development since the program was implemented. Lenore has spoken in a number of arenas about the need to halt conversion of ALR lands, and has also written a number of articles on this topic – most prominently, an op-ed piece for the Vancouver Sun. (http://www.vancouversun.com/business/time+freeze+exclusio ns+Agricultural+Land+Reserve/9144549/story.html).  Fall 2013 saw more Geography students sign up for Co- Dr. Lenore Newman operative Education than any other year in recent memory. Students are working with Agriculture Canada, the City of Chilliwack, and the City of Abbotsford; several students have been working with local municipalities and organizations as part of internship and practicum courses. Additionally, instructors Mike Smith and Michelle Rhodes supervised students working with HASTe (Hub for Active School Travel), the District of Mission, and the City of Abbotsford.  Students in GEOG 360: Community and Regional Planning are working alongside the Fraser Valley Regional District on a regional planning initiative for the Minter Gardens site. Cherie Enns is also supervising a practicum student working on a planning process for Cultus Lake.  Michelle Rhodes and Lenore Newman have begun working with UFV Trades and Technology faculty in collaborating on issues related to local food distribution and agricultural/culinary tourism.  Geography and the Environment (GATE) welcomed its newest post-doctoral fellow, Dr. Lisa Powell, who comes to B.C. from Texas where she was completing her PhD research on coal mining in western Kentucky. Dr. Powell will be on a split appointment between UFV and UBC and she will be working alongside Dr. Lenore Newman and a UBC colleague continuing research into the Agricultural Land Reserve. This research has recently received another boost – a $40,000 grant.  GATE welcomed Dr. Dan Hiebert of UBC to the department to present the January Discoveries Speakers Series talk. His presentation explored the concept of ‘superdiversity’—

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the multiple ways in which people are identified in a population (race, ethnicity, religion, etc.) — and how this impacts the way our cities plan. This complexity also means that researchers need to start approaching the development public policy differently. The next Discoveries Speakers Series talk took place on February 20. Dr. Lenore Newman presented her research on the history of the Nanaimo Bar.

Program Changes Reducing the number of credits to 120 for completion in the Geography Honours program has now been approved at all levels, as have changes related to first- and second-year programming. A streamlining of the BA Geography major concentrations is awaiting Senate approval.

History:

Dr. Barbara Messamore has been invited to be a Visiting Fellow at Hughes Hall, Cambridge University. Dr. Messamore will be in Cambridge for a month, beginning in late February, undertaking research in support of her current book project.

Dr. Messamore also recently published a well-received piece in the Globe and Mail on Canadian confederacy: http://www.theglobeandmail.com/globe-debate/the-case-for-george-brown-as- confederations-true-father/article16241597/ .

Paul Brammer, History major, has been accepted into the University of Manchester’s graduate program in History, beginning fall 2014. Paul is a celebrated member of the History department and has won awards for his classroom contributions and writing at UFV. Eager to get started on his intended research program, Paul undertook directed studies with Dr. Alisa Webb during the summer of 2013. The resulting work explores British intellectual responses to the Bolshevik Revolution. Paul presented his paper, “‘Like everyone else who goes to Russia these days, I am writing a book:’ British intellectual reactions to the Russian Revolution, 1917-1921,” at the Qualicum Graduate History Conference on February 1. One of only two undergraduates selected for this year’s conference, Paul’s engaging and inspiring presentation garnered rave reviews from faculty and students alike.

Gabriel Kirkley, History major and Theatre Extended minor (UFV, 2013), has been accepted to York University’s joint MA/MBA in Theatre and Performance Studies and Arts Management for fall 2014. An avid contributor to the arts and historical communities both at UFV and in the community, Gabe recently garnered The Reach Gallery and Museum a large government grant in support of his initiative, the Young Contemporaries. Gabe’s York acceptance letter noted, “As I hope you can tell, we really want you for our program. Your letters are glowing and your research interests intersect in very exciting ways with those of our core faculty.” In addition, while details are still forthcoming, Gabe will be awarded up to $15,000 in funding.

Pierce Smith, History major, is currently working with the Chilliwack Museum and Archives as a work-study student under the supervision of Dr. Molly Ungar. Pierce is researching the names and addresses of Chilliwack residents who were casualties in the two world wars. The goal of the project is to create an interactive map for each war. This resource will be housed on the Chilliwack Museum and Archives website and the UFV History department will link to it on their website.

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Russia Study Tour Larissa Horne, long-time sessional instructor for the History department, will be traveling to St. Petersburg this summer with a group of students, UFV staff and faculty, and community members. This field school experience will see travelers enrolled in St. Petersburg Polytechnical University’s program entitled “St. Petersburg in Wars and Revolutions”. Further, under the direction of UFV International, Larissa has worked towards establishing an MOU between the two institutions and Dr. Alisa Webb, History Department Head, has articulated a transfer agreement, which will allow UFV students to receive transfer credit for successful completion of the program at St. Petersburg Polytechnical. At present, approximately 20 individuals intend to travel under Larissa’s direction, spending the month of July in Russia. Travelers also have the opportunity to spend a few days in Moscow. Blending classroom sessions with historical and cultural excursions, the program is sure to be an exciting one and we are pleased to be able to offer this opportunity.

Faculty of Health Sciences (Joanne MacLean, Dean)

The Faculty of Health Sciences is comprised of the School of Health Studies (Nursing and Dental programs) and the Department of Kinesiology & Physical Education. We encompass about 65 full-time faculty and staff members and 47 sessional or temporary staff, and service 732 students. Degrees in nursing and kinesiology, diplomas in practical nursing, and certificates in health care assisting and dental assisting are awarded.

School of Health Studies:

 There are currently over 800 applicants for the fall of 2014 in Health Studies programs, an indication of the strength and reputation of our programs. We are proud of the accomplishments of our students in their clinical practice experiences and frequently receive unsolicited acknowledgements of gratitude and praise from patients and their families that have been the care recipients of our nursing and dental students. Our graduates continue to perform exceptionally well on national licensure exams and readily seek employment in a variety of health care settings.  The School of Health Studies has established a Simulation Committee with representation from all programs. Simulated learning provides an opportunity for students to build their critical thinking and knowledge application through simulated patient care situations that they may experience during their practicum placements.

Nursing  Under the leadership of the Dean of the Faculty of Health Sciences, a Strategic Renewal Task Force has been established to embark on a process of strategic renewal within the Bachelor of Science in Nursing (BSN) program. The goal of the Task Force is to consider and review current practices within UFV nursing education and identify a set of recommendations for revitalization of a curriculum established in 1995. The Task Force has engaged in a process of extensive consultation and a review of nursing education literature to identify best practices that may inform curriculum review and pedagogical innovation.  This past August the BSN program celebrated its third graduating class from the Three-Year Fast-track program option. The UFV BSN program is the only program in the province that offers both the four-year BSN option and a three-year fast-track program option. The Nursing faculty have recently completed the first phase of a longitudinal research project on “A Comparison of Learner Experience and Academic Achievement in a Baccalaureate Nursing

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program with three-year fast-track and four-year program options”. Given the limited research on the fast-track program option for BSN students, this particular study will contribute to the field of nursing education with respect to alternative delivery models.  Starting January 2015, all BSN graduates in Canada will write the computer-based National Council Licensure Exam (NCLEX). This is an American licensure exam that will replace the Canadian Registered Nurses Licensure exam. Over this past year the nursing faculty have implemented special exam preparation activities that will assist in supporting our graduates’ success on this new licensure exam. Students will become familiar with a computer-based exam format and questions that reflect differences in cultural context.  The Practical Nursing program is currently implementing the second year of the new two-year provincial diploma curriculum. The first graduates of this program will complete in August 2014.

Dental  The Certified Dental Assistant (CDA) program is currently in discussions with a group of dentists seeking to conduct their monthly Study Club meetings in the dental clinic. This is an exciting opportunity for collaboration between Fraser Valley dentists and the CDA students as well as a revenue generating activity for the dental clinic.  A generous dental office in Chilliwack donated a used, but very functional, panoramic radiography machine to the CDA program. This will be very helpful in preparing students to practice this technique rather than just “reading” about it. In addition, because of the monetary donations of two local dentists, the CDA program will be incorporating chair-side dental computers with dental software in an effort to keep up with paperless paradigm shift now becoming a common practice in dental offices.  President Mark Evered & Dr. Dhami, Abbotsford dentist and friend to UFV, toured the dental clinic in February. Dr. Dhami continues to be a strong supporter of the UFV dental programming and during an upcoming School Clinic, Dr. Dhami will volunteer his services as a clinic dentist. The CDA faculty are excited to have Dr. Dhami participate in this event.  An unsolicited letter from Brad HagKull (Grade 5/6 teacher) “Last year I had the chance to take two classes from Central Elementary to the UFV dental clinic and I have to say upfront that it was an exceptionally positive experience for our group! It's not too often that going to the dentist is "wholeheartedly positive", but let me tell you why.

As a fairly new teacher in an inner school setting, many of our students don't have a lot of extras. We have an at-risk population in our school around 78% and to my understanding; there are only three elementary schools in the province with a higher rate. At-risk simply means "at-risk of not graduating" and thus there are some profound needs that our kids deal with in their lives outside of the school hours. For some, (maybe even many) our trip to UFV was the first trip to the dentist and anxiety could have been a significant factor for our Gr. 5 & 6 students. What a huge move to have students from your program meet us outside when we got off the bus! They were young, fun and upbeat. The "matching" process was positive and the personal touch solidified many connections our students made with yours. The bright, new facility also melted away a lot of fears many had with the whole dental experience.

Dr. Huang has a great balance between being fun and being professional. I watched him take interest in his patients and ask relevant questions. After spending some time with him in the x- ray developing room looking for cavities, it's also apparent that he is a teacher at heart, explaining concepts to his own students as he goes. I learned a lot that day.

Your students also have struck a balance of being fun and very capable. This says a lot about

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the program's instructors. It is not a stale climate for underprivileged kids to walk into - it's a warm and dynamic atmosphere where kids feel valued. These are experiences that we want our Central students to be a part of! Many of our families cannot afford to have the hundreds of dollars of work on their mouths that they got at UFV. You are truly meeting a need in our community and you provided us with a rich, learning experience along the way. I am so impressed with your program and the wonderful professionals that are being molded under your care. It would be a privilege to come back with this year's Grade 5s and 6s!”

Kinesiology & Physical Education:

 There are 345 KPE student registrants at UFV.  Dr. Alastair Hodges has been elected KPE Department Head beginning May 1, 2014.  Faculty member Joanna Sheppard will be leading 20 students on her Champions For Health study tour to Antigua this coming June. Preparations are already underway for this unique and transformative educational experience.  The documentary They’re not Scary: An Intergenerational Dance Project was screened at the CEP campus on February 20 in the Black Box theatre (A2106). The film looks at a research project conducted by faculty members Dr. Michael Gaetz of KPE and Shelley Canning of Nursing.  KPE major Aaron Pauls has been selected to play for Team Canada at the World University Golf Championships this summer in Switzerland and Department Head Chris Bertram will join the team as an assistant coach.

Faculty of Professional Studies (Rosetta Khalideen, Dean)

Internationalization:

Faculty of Professional Studies continues to internationalize programs on various fronts. Social Work and Human Services (SWHS) is in the process of arranging for Dr. Claire Rabin to visit UFV this summer as a visiting scholar. Dr. Rabin teaches and researches family and couples therapy with the Bob Shapell School of Social Work at Tel Aviv University.

At the same time, students within the Faculty are central to internationalizing efforts. The eight Teacher Education Program (TEP) student teachers that have been selected to participate in this year’s Student Teachers Antigua Mentoring Project (STAMP) have been continuing with orientations and fundraising as part of their preparations for their upcoming trip to Antigua.

As part of her fourth year BSW field placement, BSW student Gloria Hwang is working with UFV International helping to build community and inclusion with/for international students at UFV.

Professional studies faculty members have also been recognized in the community for their internationalizing experience. Darrell Fox, a faculty member with SWHS, will be presenting a webinar on International Social Work, organized through the British Columbia Association of Social Workers (BCASW).

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Indigenization:

One of TEP’s student teachers has been nominated for the STANDOUT magazine. She has been recognized for her outstanding leadership in “indigenizing” the curriculum at the grade 7-8 level at that school and for her continued efforts within TEP to share resources that reflect Aboriginal ways of knowing.

Program Development:

The TEP department has been thoroughly analyzing data from the program review surveys. This has been a productive process and feedback from community, employers, alumni, current students, and prospective students will be incorporated into the self-study document, which will be completed this winter semester.

Similarly, SWHS has been meeting with current students, graduates, as well as the social work advisory committee in preparation for submitting the MSW self-study report as part of the MSW accreditation process. The self-study report will be submitted to the Canadian Association for Social Work Education (CASWE) in April 2014.

This year, Adult Education has launched two new courses focused on instruction and curriculum design and is in the process of planning new certificates and courses as well. The Adult Education department is negotiating the terms for an MOU with SIAST (Saskatchewan Institute of Applied Science and Technology) to facilitate the easy admissions and credit transfer of SIAST instructors to the UFV Adult Education program. Adult Education will follow a similar process with Red River College (RRC).

Program News and Events:

Early Childhood Education/Child and Youth Care (ECE/CYC) has embarked on a plan to have an ECE Forum in Spring of 2015. The forum would help address three significant goals: to provide ongoing professional development opportunities for practitioners in our communities, to help profile and promote various programs in the ECE/CYC department, and to engage the community in giving feedback about ECE program developments and changes.

Seonaigh MacPherson and Corinne Richardson co-hosted an hour-long webinar on “Prior Learning Assessment and Recognition (PLAR) Opportunities at UFV for Career Practitioners and Clients” for the BC Centre for Employment Excellence (BCCEE). A link to the video stream can be found at http://www.cfeebc.org/prior-learning/. An individual affiliated with BCCEE stated that this was one of the most successful webinars they have hosted, with over 50 work sites who participated and stayed on-line for the entire duration.

The School of Business is in the midst of developing a strategic plan. A working group has been formed and has met numerous times to define its mandate and develop mission/vision statements and values for the School. A first report to faculty was given in the School of Business meeting in December. This work is on going and will result in a new strategic plan by the end of the academic year.

Student Successes and Student Initiatives:

The Faculty of Professional Studies is proud of the many ways that our students excel and contribute. An ECE/CYC graduate, Marilyn Gail Michell, has won the Prime Minister’s Award

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for Excellence. Former Lieutenant Governor Steven Point will be the emcee for the evening, and MPs and MLAs will be there with to acknowledge her achievement. Maple Melder Crozier (Department Head, ECE/CYC) was invited to the gathering to represent Gail’s journey through UFV - from Continuing Education, to Certificate (through a partnership with Seabird Island), to Diploma.

With the goal of contributing to the community, student teachers in TEP volunteered at the Abbotsford Food Bank in January, a time of the year when resources are lower and fewer volunteers are available.

As one more example that illustrates how the work of our students impacts the larger community, BUS 320 students recently worked with the Abbotsford Heat hockey club to conduct market research. Amongst other things, their findings indicated that $10 parking fees were a deterrent for some potential customers and, as a result, UFV—in consultation with the City of Abbotsford, Global Spectrum and the Abbotsford Heat—decided to reduce parking fees.

Community Collaborations, Initiatives, Recruitment, and Partnerships:

A career fair, in collaboration with Social Work Student Association (SWSA) and the Fraser Branch of the BCASW, has been arranged for March. Community practitioners will meet with SWHS students so they can network and pre-plan employment opportunities.

TEP student teachers have been invited for “table talks” with the Abbotsford school district to be part of the discussion around the Ministry of Education’s redesigned curricula. These discussion workshops are happening in many school districts in the upcoming months, and it is rewarding to see the views of our students and our community represented and valued at the discussions.

School of Business faculty member, Don Miskiman, is involved with the Transition program (the program through which high school students complete university courses as part of a UFV partnership with the School Board in Agassiz-Hope). The students successfully completed BUS100 in December and all students achieved excellent grades.

People and Team:

Dr. Dianne Common retired at the end of December and the TEP department held a tea in her honour to wish her the best in her future adventures.

Dr. Tracy Ryder from Humber College Institute of Technology and Advanced Learning has been hired as the new Dean of the Faculty of Professional Studies. Dr. Ryder’s start date is July 1, 2014.

(Jody Gordon, VP Students)

Athletics:

The UFV golf program continues to prove itself as one the top programs in Canada. After winning the men’s and women’s national titles in October, UFV golf coach Chris Bertram was named to the Team Canada coaching staff for the upcoming International University Sports Federation (FISU) World University Golf Championships taking place in Crans-Montana Switzerland June 21-28. Also competing at the event will be UFV captain Aaron Pauls

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(Chilliwack), who was one of six student athletes named to the golf roster. This will mark the first time a UFV athlete will be competing in the World University Games.

On the court, the men’s basketball team broke the previous record of seven consecutive wins by winning their 12th straight game in early February and clinched a playoff spot. The No. 7 nationally ranked women’s basketball team also locked up a playoff spot. In women’s volleyball, Kayla Unger (formerly Bruce), UFV alumnus and assistant women’s volleyball coach, is a finalist for the Sport BC College Athlete of the Year Award, which will be announced on March 5.

Student Life and Development:

Angel Tree The goal of the annual Angel Tree program is to alleviate some of the pressures faced by students with children during the holiday season. To be eligible for the program, students must be currently enrolled in courses at any campus, have unmet financial need, and have dependents under the age of 16. This year 28 families (51 children) applied in Abbotsford and 16 families (30 children) in Chilliwack. Gifts were sorted in preparation for the Angel Tree party and handed out secretly to parents while their children participated in a Christmas celebration coordinated by Student Life staff and student volunteers.

Students also received food hampers, generously donated by Save-on Foods. Save-On donated 3,200 lbs. of food. The division of the Vice-President Students would like to acknowledge their continued support of the Angel Tree program and the following businesses/organizations for their sponsorship: The Abbotsford Heat, Abbotsford Parks & Recreation, Play Abby, Abbotsford Towne Centre Cinemas, UFV Advancement office, UFV History department, UFV FSA, Hofstede’s Country Barn, Castle Fun Park, Go Bananas, Galaxy Bowling, Chilliwack Parks & Recreation, and Chilliwack Prospera Centre (Chilliwack Chiefs Junior Hockey).

Orientation 180 students attended Winter 2014 new student orientation – 35 students were from the CEP campus and 50 were international students.

Ambassadors Program The Student Ambassador program currently has 60 active ambassadors. These students participate in Student Leadership theory and development throughout the year, support New Student Orientation events, provide tours of campus, facilitate Community Service Learning opportunities, and assist in the delivery of a variety of skills and development workshops on campus.

Co-Curricular Record (CCR) There are over 2200 active student accounts in the system and more than 600 students have already received recognition through the system. There are currently more than 175 positions/opportunities in which students can participate.

Leadership Summit Series Students engage in a variety of hands-on and interactive workshops and activities to strengthen their leadership skills. This conference has a focus on students involved with a club and/or association on campus; however, all UFV students are encouraged to attend. Students self-reflect, work with peers, and have fun as they learn new skills, network with others, build personal leadership, and add a greater value to UFV student organizations.

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 Attendance o Team Building, Leadership Style Inventory 32 attendees o Public Speaking, Oral Communication 27 attendees o Alumni Networking; Faculty Networking 21 attendees o Thinking Outside the Box – Conflict Resolution scheduled for March 2014

Service Learning February 11-12 UFV's Student Life department hosted their 2nd Service Learning Day. Twenty UFV students participated in two days of action and reflection at the Abbotsford Food Bank warehouse and Fraser Valley Gleaner's Society. Participation was free and included lunch, transportation, and a sleepover at U-House.

Financial Aid and Awards The Ministry awarded a grant of $15,000 in response to an application from the Financial Aid and Awards office for student emergency grant matching funds. This office processed 564 fee deferral requests for Winter 2014 and 170 bursary applications to date for the same semester.

Career Services:

The following events have taken place in support of career development for students:

EVENT TITLE DATE # OF STUDENT EMPLOYER SPEAKERS ATTENDEES Networking 101 28 January 20 Abbotsford Community 2014 Services Certified General Accountants of Canada Sun Life Financial Cintas Peterbilt Pacific Inc. Resume/Cover Letter Workshop 29 January 38 Facilitators: So Jeon and for KPE 455 (Professional 2014 Pearl Penner, UFV Career Experience in Kinesiology) Centre How Can I Work in the 6 February 42 Abbotsford School District Government Sector? 2014 Aboriginal Youth Internship Program (BC Public Service Agency) BC Ministry of Agriculture City of Chilliwack Service Canada

Coaching appointments: 28

Class Visits From January 7-18, the Career Services Coordinator, the Career Centre Co-Op students, and two Career Centre peers visited seven classes to promote career services, events, and Co-Op Education. They spoke to 144 students.

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Career Fair Update There are 45 exhibitors as of February 7 including two sponsors, Chartered Professional Accountants, and Sun Life Financial. The Career Fair will be held on March 12 in support of career development for students.

Work Study Grant Program The Work Study Grant program is an internally funded program with an annual budget currently set at $316,000. Funding comprises $264,000 in wage costs plus a 19.75 percent institutional levy covering WorkSafeBC fees, Employment Insurance premiums, and Canada Pension Plan contributions. Program funding follows a funding cycle from May to April, with the corresponding semesters - summer, fall, and winter. It is administered by the Career Centre.

The purpose of the Work Study Grant program is to supply full-time students with part-time job opportunities at the University of the Fraser Valley. Job opportunities funded through the program must either contain a significant educational component, ideally related to a student's field of study, or provide a service that is most effective when rendered by a student and, ideally, directly to other students.

For the Winter 2014 semester 71 students are working under a Work Study Grant.

Disability Resource Centre:

Accommodations in Practicums A growing number of Canadians with disabilities are considering post-secondary education as a viable option for the first time. Frequently, practicums are an important part of the post-secondary program they wish to attend and these opportunities may present challenges that should be examined.

The Disability Resource Centre was recently approached by the Professional Studies Faculty Council Field Placement Standing Committee at UFV to deliver a presentation on accommodations provided for persons with disabilities in the practicum setting. Regrettably, less attention has been paid to the implementation of academic accommodations in the practicum setting as attention is currently heavily focused on academic accommodations in the classroom environment.

With respect to practicum placements supplied by a post-secondary institution, legal precedence indicates that the university is responsible for ensuring that the field placement agency is providing reasonable accommodation for the student with a disability if the student requests it. The exact accommodations the student is eligible for is determined by the Disability Services department in the post-secondary institution that is based on documentation of the disability that the student provides.

The student is responsible for supplying adequate notice of the need for accommodation in the practicum setting. An example of an unreasonable request would be requesting accommodation of a disability on the first day of a two-week practicum. The student must also supply valid documentation of a disability to the department charged with the responsibility of overseeing the accommodation process.

However, whatever the nature of the accommodation, students with disabilities must be able to perform the essential duties required in the practicum setting in a competent manner if reasonable accommodation was made possible.

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Writing Centre:

Nicola Valley Institute of Technology (NVIT) The Writing Centre offered various supports, including workshops on course assignments and peer review techniques, and one-to-one consultations to students in the NVIT cohort in June of 2013 in the context of their Communications 155 course. The Centre received feedback from the cohort on this support, and it is almost universally positive. Apart from one comment noting the challenge to writers on receiving feedback from multiple readers, the majority of students rated the Writing Centre support as either greatly enhancing (64%) or somewhat enhancing (29%) their learning in the course. This comment was particularly gratifying: “Thank you immensely for bringing in the writing centre. Forever will my writing be changed!”

The Centre is keen to work with further NVIT cohorts in support of the writing they will be doing in their courses.

Dr. Shurli Makmillen, along with UBC colleague Dr. Katja Thieme, presented a paper, Indigenization and Student Writing at a Canadian University, at the upcoming Writing Research Across Borders III conference in Paris, February 19-22.

This semester, the Centre broadened and diversified the outreach to courses and discipline. Rather than uniformly doing a five to ten minute introduction of services to first year writing courses, faculty across campus were asked to invite the Writing Centre where they deemed appropriate. This has allowed Centre faculty to tailor orientations to instructors and disciplines. Preliminary data suggest that students and instructors who have received this orientation are more likely to use the Centre more frequently and effectively.

Counselling:

The department facilitated eight workshops for individual departments in December 2013/January 2014 on the topics of stress management, study skills, and recognizing/referring students in crises. Workshops have been facilitated for students and faculty in Abbotsford, Clearbrook Centre, and at CEP.

In spring 2013, UFV participated in the National College Health Association (NCHA) survey on campus health and wellness. Thirty colleges and universities in Canada took part in the survey, with 1900 UFV students offering their voices on how they live, work, study, and feel emotionally on a day-to-day basis while at UFV. They, like the rest of North American students, voiced feelings of anxiety, loneliness, depression, and a general feeling of being overwhelmed. As we continue to analyze the wealth of data, a more comprehensive summary of the survey feedback will be provided in the near future.

With very limited resources, the counsellors have implemented PAWS for a Break (therapy dog drop-ins), crisis drop-in appointments, and have several long-term approaches planned. One approach is a group support program aimed to quickly give students the coping skills to manage symptoms of anxiety; this program, “Get Calm Quick”, was piloted in February 2014 and will be evaluated for full roll-out soon after.

In January 2014, the Vice-President of Students and the Counselling department completed the Selection Advisory Committee (SAC) process. One of our existing auxiliary counsellors was the successful candidate for the vacant full-time Chilliwack position and started the new position in

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President’s Report to Board of Governors March 2014

February. This brings the department staffing level to four full-time and two part-time counsellors to serve more than 15,000 students.

Finally, a practicum student, Jasper Moedt (also the captain of our varsity men’s basketball team), is currently working with the Office of the Vice-President Students and Student Services staff on a feasibility study for a Peer Support Centre at UFV. His final report is due in April and is expected to guide us in moving forward on this initiative.

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NUMBER 51

APPROVAL DATE 10-03-1989

LAST AMENDMENT 11-18-2013 LAST REVIEWED

NEXT REVIEW DATE 11-2018

ANIMAL CARE: Respect for animals in teaching and research

Approval Authority President Responsible Executive Vice-President (Academic) and Provost Related Policies / Legislation Human Research Ethics (54) PURPOSE

This policy is to maintain the highest possible standards of animal care and use in research and education, and works to ensure that the rights of live animals are respected and protected by establishing research ethics protocols that must be followed. This policy is in compliance with the Canadian Council on Animal Care Guidelines and Policy.

SCOPE

This policy applies to all faculty members, staff, students, and all other personnel associated with UFV. POLICY

UFV recognizes the use of animals as a privilege and not a right.

All teaching and research that involves living animals requires review and approval by an Animal Care Committee (ACC). The UFV Animal Care Committee (ACC) is responsible for the humane and ethical care and use of animals by UFV administrators, faculty, staff, and students, as described in the ACC Terms of Reference and Manual.

UFV expects all instructors and researchers to adhere to the principles described herein. The following core principles are outlined by the Canadian Council on Animal Care (CCAC) Guidelines and Policies, and with the Russell-Burch three tenets of “reduction, replacement and refinement” (CCAC Training Manual).

a) Reduction means a decrease in the number of animals used previously with no loss of useful information. This may be achieved by reducing the number of variables through good experimental design, by using genetically homogeneous animals or by ensuring that the conditions of the experiment are rigorously controlled. b) Replacement often means the use of an inanimate system as an alternative (e.g., a computer model or program, a mannequin). It can also mean the replacement of sentient animals (usually vertebrates) with less sentient animals (usually invertebrates such as worms, bacteria, etc). It also includes the use of cell and tissue cultures. The cells must come from somewhere and often this means animals. c) Refinement means a change in some aspect of the experiment or use, that results in a reduction or replacement of animals or in a reduction of any pain, stress or distress that animals may experience. The establishment of early endpoints for intervention in a study that has the potential to cause pain or distress is an example of refinement. Animal Care (51) Page 1 of 2

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REGULATIONS

A. Teaching and Research With Live Animals

Article 1.1

The UFV Animal Care Committee (ACC) is responsible for the humane and ethical care and use of animals by UFV administrators, faculty, staff and students, as described in the ACC Terms of Reference and Manual.

a. Animals may only be ordered for education and research after protocols have been approved by the ACC. b. The acquisition of the animals must be justified. c. The ACC must approve the use and care of animals before they are used in teaching and/or research. d. The ACC may delegate the responsibility to an interim approval subcommittee, which must include at least one scientific member, one veterinarian, and one community representative. Interim approvals will be used infrequently and when necessary. The interim review process, including exchanges between the ACC and the protocol authors, will be documented and then be subject for discussion and final approval at a full meeting of the committee.

B. Animal Care Committee (ACC)

Ensuring the ethical principles are applied to teaching and research involving live animals is the responsibility of the UFV Animal Care Committee. The ACC has two primary roles - educative and review. In its educative role, the ACC serves the UFV community as a consultative body and thus, contributes to education and understanding of animal care. In its review role, the ACC has the responsibility for independent, multidisciplinary review of the ethics and care of animals to determine that appropriate care is conducted.

Article 1.1 Responsibility and Appointment of the ACC

a. The Vice-President, Academic, is responsible for the ACC, appoints members to the ACC, and appoints the Chair of the ACC. b. The Board of Governors, through the Administration, reserves the right to terminate any use of animals at the University of the Fraser Valley if the above conditions are not met to their satisfaction.

Article 1.2 Authority of the ACC

The ACC has the authority to: a. Stop any objectionable procedure if it considers that unnecessary distress or pain is being experienced by an animal. b. Stop immediately any use of animals which deviates from the approved use, any non-approved procedure, or any procedure causing unforeseen pain or distress to animals. c. Have an animal killed humanely if pain or distress caused to the animal is not part of the approved protocol and cannot be alleviated.

Animal Care (51) Page 2 of 2

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Excerpt from the Minutes of the Regular Meeting, In Camera Session of the University of the Fraser Valley, Board of Governors Thursday, December 5, 2013

RESOLUTION NO. 071/13

RESOLVED THAT, upon the recommendation of the UFV Finance & Audit Committee, the UFV Board of Governors approves the Student Residence Fee Proposal for 2014/15, as presented. Moved by R. Bartsch, seconded by A. Bennett. CARRIED

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STUDENT RESIDENCE FE E PROPOSAL 2014/15

Management is recommending a 2% increase to student residence fees for the 2014/15 year. The recommendation is based on a comparison of residence fees at other post-secondary institutions, a review of vacancy and rental rates in Abbotsford, increasing cost of maintenance operations, the summer vacancy and the value students receive for the convenience, safety and security of living on campus and the “campus experience”. The recommendation is also considerate of the increased number of students who vacated the residence between the fall and winter semesters. The 2012/13 academic year saw the largest withdrawal rates since 2010. Appendix B outlines the reasons for leaving but the majority of students - 64% left due to finding other accommodation.

2013/14 OCCUPANCY TREND FOR UFV RESIDENCE – BAKER HOUSE

Baker House has 202 beds. Seven beds are allocated to resident assistants, 192 beds are occupied and there is one vacancy. The residence reached capacity but one cancellation has been processed. The residence is not experiencing waitlists. For the 2013/14 academic year residents include 30% first year international; 28% first year domestic; 23.5% returning international; and 18.5% returning domestic. International students make up 53.5% of residents this year, up from 49% of residents in 2012/13. Students from 17 different countries currently live in Baker House. Returning residents have increased to 41.5 % from last year’s rate of 25%. The staff at Baker House continually strive to improve student satisfaction and residence life in order to increase retention rates and student engagement.

2009 2010 2011 2012 2013

Number of rooms rented for Fall Semester 196 194 192 192 202

Number of rooms vacated during 15 2 30 Winter Break

Summer Semester N/A N/A N/A 37 36

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GUEST HOUSING

The revenue from summer guest housing has continued to decline. This can be contributed to several factors:

1. most summer groups are related to national youth sports teams and these associations will stay in one area of Canada for a few years before moving to another area. UFV benefitted from having the National Women’s Basketball coach live locally, but she has since retired and thus the team no longer trains in western Canada; 2. feedback from groups who have used UFV as a conference site was mixed. The coordinators commented on how much they enjoyed being able to stay on campus and in Baker House, but the coordination around facilities, food and gym space was onerous and confusing; 3. student summer occupancy has risen; 4. the demand for conferences and other events is particularly vulnerable to recessions. While there had been strong growth prior to 2011 in the number of major conventions, festivals, trade fairs and exhibitions; this trend has been declining.

UFV currently advertise in the Tourism Abbotsford travel guide and website, the Backpackers.ca website and guide book, and the UFV Cascades Magazine. Internal marketing is utilized to encourage staff, faculty and students to use Baker House for guest housing. There are a small number of internal requests to stay in Baker House over the academic year as faculty and staff seek short-term housing one or two nights per week or for a few nights during exams.

The summer of 2015 looks promising. Tourism Abbotsford asked UFV to join their bid to host the 2015 International Baton Twirling Championships and it was awarded. The guest housing budget for 2014/15 has been adjusted to reflect the bookings we anticipate.

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REVIEW OF VACANCY AND RENTAL RATES IN ABBOTSFORD

Except where otherwise noted, the year-to-year information quoted is for the period of April 2012 to April 2013.

Overall, vacancy rates in Abbotsford have decreased to 4.9% in 2012 from 6.7% in 2011. Abbotsford rents in 2012 remained relatively stable, while vacancy rates are expected to rise in 2013; however, employment growth will keep these vacancy rates below 6%. The rental inventory in Abbotsford consists mostly of one and two bedroom apartments with a limited number of bachelor and 3 bedroom or larger units. Average one bedroom rents are expected to be $695.00 per month, while two-bedroom rents will be $830.00 per month.

COMPARISON OF RESIDENCE RATES IN THE POST-SECONDARY SECTOR

It is difficult to make direct comparisons across universities, as institutions have various residence styles and vacancy and rental rates for alternative housing vary by geographic region. UFV is competitively priced as compared to other lower mainland institutions. See Appendix A for further details on comparative rates.

RECOMMENDATION

Term Monthly Annual Revenue Current $2425.50 $606.38 $1,073,981 Proposed (2%) $2474.00 $618.50 $1,095, 460

At the proposed $618.50 per month per person, UFV residence fees are higher than a bachelor suite, but less than a one bedroom apartment. It is acknowledged that students willing to share a two or three bedroom apartment could do so at a cost lower than residence fees. However, absolute comparability is difficult due to cable, internet, electricity and water charges being included in UFV residence fees. Apartments do have full kitchens and the addition of the communal kitchen has led to a higher retention rate and level of residence life satisfaction. The lack of cooking facilities was one of the main reasons students chose to leave Baker House for an apartment.

Beyond the absolute dollars for accommodation, there is value in the 24-hour resources, residence education, location, convenience, safety and security of living on campus and the “campus experience.” At $618.50 a month, our residence rate will reflect this additional value and can assist in covering the rising costs.

Information related to vacancy and rental rates is sourced from CMHC Rental Market Report Spring 2013 accessed April 2013 http://www.cmhc-schl.gc.ca/odpub/esub/64487/64487_2013_B01.pdf

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APPENDIX A – HOUSING FEES

Housing Fees Per Month

$800.00 $700.00 $600.00 $500.00 $400.00 $300.00 $200.00 $100.00 Cost/month $ $0.00 SFU SFU UFV TWU TRU VIU UNBC UBC UVIC (townh UBC-O (shell) ouses) 2011 cost/mon $577.50 $550.00 $465.00 $462.00 $583.00 $566.50 $698.00 $570.00 $677.50 $607.75 2012 cost/mon $577.50 $573.75 $488.87 $476.00 $594.07 $580.62 $712.87 $587.75 $704.00 $623.00 2013 cost/mon $606.38 $701.00 $512.50 $595.00 $619.71 $673.13 $740.88 $627.75 $725.00 $635.00

All residence fees include hydro, electricity, wireless Internet, cable Internet, television cable, landline phone per unit, and onsite laundry services (extra cost). UFV students have a single, private bedroom and share the bathroom and a small kitchenette with only one other person.

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APPENDIX B

2012/13 BAKER HOUSE VACATES

In the 2012/13 academic year, 30 students moved from Residence. The chart below presents the breakdown of the various reasons students moved:

Reason for Moving Number of Students Other Accommodations Found 19 Medical 0 Withdrawal from University 6 Family Emergency 4 Other 1 TOTAL 30

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Excerpt from the Minutes of the Regular Meeting, In Camera Session of the University of the Fraser Valley, Board of Governors Thursday, December 5, 2013

RESOLUTION NO. 072/13

RESOLVED THAT, upon the recommendation of Senate, the UFV Board of Governors approves the 2013 Update to the 2011-15 Education Plan, as presented. Moved by T.L. Stone, seconded by S. Irwin. CARRIED

2013 Update to the 2011-15 Education Plan - ApprovedView Upd... Page 97 of 175 Page 98 of 175 AGENDA ITEM # 7.2.3

Excerpt from the Minutes of the Regular Meeting, In Camera Session of the University of the Fraser Valley, Board of Governors Thursday, December 5, 2013

RESOLUTION NO. 073/13

RESOLVED THAT, upon the recommendation of the UFV Finance & Audit Committee, the UFV Board of Governors receives for information the Financial Report, dated October 31, 2013, as presented. Moved by R. Bartsch, seconded by A. Bennett. CARRIED

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Board of Governors Financial Report October 31, 2013

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OVERVIEW UFV has a consolidated budget of approximately $115 million for 2013-14. The information included in the Statement of Operations (Table 1) includes all of the financial activity of the university; base operations, international, continuing studies and ancillary services activity, research and other special purpose activity, as well as capital fund activity.

At the end of October, the university is seven months into the fiscal year. If revenues were earned and expenditures incurred consistently over the year this would equate to approximately 58.33% of budget. However, this is not the case, and commentary to this report will focus on the activity underlying the financial position and where the university would expect to be to budget at this time of year. Fall registration has completed and this is the expected position based on timing of activities and the cyclical basis of university business.

University of the Fraser Valley Statement of Operations for the period ending October 31, 2013 2013/2014 YTD % of Prior YTD 2012/2013 YTD % of YTD Actuals Budget Budget Actuals Budget Budget

Provincal & ITA Operating Grants 32,978,176 55,453,161 59% 33,119,613 55,691,245 59% Government of Canada Grants 599,412 405,100 148% 351,100 405,100 87% Student Tuition & Fees 20,168,156 30,014,990 67% 19,686,198 29,216,702 67% International Tuition & Student Fees 6,861,217 11,341,140 60% 6,279,300 10,622,493 59% Amortization of DCC 3,584,065 6,300,000 57% 3,861,143 5,300,000 73% Sales of Goods & Services 3,774,118 6,539,947 58% 3,989,815 6,623,760 60% Departmental & Other Revenue 3,564,404 4,542,283 78% 3,756,350 3,803,175 99% Rental and Lease Revenue 202,226 321,258 63% 199,373 271,258 73% Investment Income 283,905 495,000 57% 254,931 495,000 52%

$ 72,015,678 $ 115,412,879 62% $ 71,497,822 $ 112,428,733 64%

Salaries & Benefits 45,838,606 85,099,927 54% 44,493,238 80,316,597 55% Cost of Goods Sold 1,982,422 3,023,160 66% 2,142,804 3,135,441 68% Other Operating Costs 9,782,237 15,821,954 62% 10,421,157 18,782,782 55% Scholarships & Bursaries 886,316 1,300,000 68% 861,107 1,072,000 80%

Debt Servicing Costs 367,781 632,924 58% 378,137 651,701 58% Amortization Expense 4,611,636 8,112,000 57% 4,795,330 8,000,000 60% Maintenance & Repairs Costs 714,391 1,422,914 50% 1,215,722 470,212 259%

$ 64,183,389 $ 115,412,879 56% $ 64,307,494 $ 112,428,733 57%

$ 7,832,289 $ - $ 7,190,328 $ -

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Government Grants Confirmed Provincial and Industry Training Authority (ITA) operating grants are received in equal monthly payments over the year, whereas budgeted federal grants are based on confirmed research activity and received in lump sums during the year. There is little risk to achieving budget.

Student Tuition and Fees The 2013-14 Budget does not include growth in student numbers over the prior year budget. At October 31, 2013, student tuition and fees for the fall semester are confirmed and recorded. There has been a slight shift in enrolments from the Arts to Health, Science and Professional Studies (Table 1). Overall enrolments are stable as compared to last year (Table 2). Student tuition and fee revenues are on budget to the end of the fall 2013 term.

Registrations for the winter term began mid-November and are expected to be comparable to last year and on budget.

Table 1 Table 2 Enrollment by Faculty Overall Enrollments

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International Tuition and Fees After several years of declining numbers, international student numbers are showing an upward trend of approximately 3.5% Academic enrolments continue to increase as compared to ESL enrolments. Our strongest enrolments are in Business Administration, with over 1,000 enrolments, an increase of 12.5% over last year. CIS, Math and Communications are other big international student programs.

Amortization of Deferred Capital Contributions This financial report includes the estimated YTD recognition of deferred capital contributions based on amortization and year to date expenditures.

Sales of Goods and Services (Ancillary Services) Bookstore: The retail bookstore industry continues to be a challenge and there is no foreseeable change to this trend. Both summer and fall semester sales are down. Students are trending to online purchases of textbooks in addition to the provincial government starting an initiative to make textbooks accessible to students for free. The goal of this Provincial project, managed by BCcampus, is to provide flexible and affordable access to higher education resources in BC. UFV has not as of yet adopted this initiative but may in the future which can be expected to impact future sales negatively. The bookstore is actively promoting the sales of merchandise in the hopes of offsetting the decrease in the sale of textbooks, but it is unlikely the effect of this trend will be offset in this term. Management will be working with the Bookstore to manage this risk for next fiscal.

Food Services: Net Food Services revenue is showing an increase YTD. However, both Sodexo commission revenue and vending revenue are down YTD compared to last fiscal, but are offset by lower YTD

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expenditures for CEP Tim Horton’s. A reduction in internal events and catering has had an effect on commissions. This trend is not isolated to UFV but is occurring throughout the sector. Tim Horton’s’ at CEP did make a profit for the first time this fiscal in the month October of approximately $2K. There is a risk that this area will not make their targeted budgeted contribution for the 2013-14 fiscal year.

Pay Parking: Net revenue for pay parking is up YTD approximately $56K compared to prior year, due to a significant decrease in expenditures. Both reported YTD fiscal year totals are net of the annual budgeted capital contribution. Prior year expenditures included costs for upgrading and relocation of parking curbs, meters and signage at CEP. Impark meter and pass revenues are stable, however event revenue is lower YTD. Poor attendance at the Abbotsford Entertainment and Sports Centre, transit options and the McCallum interchange lot are contributing to this decline.

Student Residence: The student residence continues to be on target for budget.

Campus Card: The campus card office is currently in the process of procuring an upgrade to the current software to improve its functionality and provide the students and staff with improved services.

2013/2014 2012/2013 Budgeted Budgeted YTD Actuals Contribution Prior YTD Actuals Contribution

Pay Parking 190,960 633,979 90,744 633,979 Event Parking (9,326) 70,475 34,332 70,475 Bookstore 22,663 245,901 133,882 211,313 Student Residences 321,960 248,220 305,071 183,123 Food Services 16,194 112,000 (20,729) 112,000 Campus Card 87,254 - 77,781 - $ 629,705 $ 1,310,575 $ 621,081 $ 1,210,890

Investment Income Investment income is stable compared to prior year at this time and on target to budget. Attached is deposit and investment update information for both cashable and short term investments and the UFV Endowment Portfolios (Appendix A).

Salaries and Benefits Retroactive salary costs for the period of January 1 – August 31 and the negotiated salary increases are now included in the YTD salary & benefits. The salary expenses continue to result in a favorable comparable position to budget due to vacancies. Taking into consideration funding and budgeting constraints, a process has been implemented regarding the filling of vacancies. Salaries are tightly budgeted and funding sources for permanent positions are confirmed prior to appointment.

Cost of Goods Sold Corresponding with the lower sales of goods and services, cost of goods sold is lower as well.

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Other Operating Costs These costs are on target to budget at 59% even with the reduction and tightening of the discretionary budgets for 2013-14 by approximately $2M.

Scholarship & Bursaries Scholarship and bursary disbursement does not occur evenly throughout the fiscal year. The 2013-14 budget was increased to better reflect actual annual expenditures in this category and is on target to budget.

Maintenance and Repairs Cost These costs relate to YTD expenditures in the capital fund. Included are expenditures for cyclical maintenance, minor campus renovations and department expenditures funded from operating capital. These costs can fluctuation year over year as many of the projects are dependent on government MMR funding.

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CAPITAL PROJECTS AND RESERVES The University has a number of reserves held for capital projects. The University began the year with $14,650,370 in reserves. The major capital reserve is budgeted to receive a $1,090,000 contribution from international student revenues, and $500K in student fees will be directed to the Student Legacy Reserve.

In April, the Board of Governors approved the following allocations from these reserves: Minor capital reserve: $750K for the Agriculture Center Project and $450K for maintenance & renovations Major capital reserve: $1.85M for the joint SUS/UFV Student Center Student Legacy reserve: $3.5M for the joint SUS/UFV Student Center

After the contributions and allocations above are complete, the University will have approximately $9.7M remaining in capital reserves. This is currently held as a partial offset for the contribution to the CEP development, pending the sale of the Chilliwack North campus.

Current Year PY Balance Budgeted YTD Budget Estimated Yrend Capital Reserves Forward Contributions commitments Balance

Minor Capital Reserve 3,063,017 - 1,200,000 1,863,017 Major Capital Reserve 8,418,613 1,090,000 1,850,000 7,658,613 Student Legacy Reserve 3,168,740 500,000 3,500,000 168,740

Minor Projects

Current Year Year to Date Balance Minor Capital Projects Budget Expenses Commitments Available

Cyclical Maintenance 364,756 170,412 52,053 142,291 CEP Offsite Works 500,000 230,287 218,602 51,111 CEP Infrastructure Upgrades 183,065 216,935 (400,000) Environmental Initiatives 235,800 10,624 5,916 219,260 Safer Campus/Accessability 42,000 48,653 7,140 (13,793) Aerospace Roof Replacement 631,000 404,499 2,107 224,394 Library Roof Replacement 879,000 660,053 26,499 192,448 Abbotsford Campus Renos 230,000 245,140 791 (15,931) O Reg Renovations 450,000 381,664 2,650 65,686 $ 3,332,556 $ 2,334,397 $ 532,693 $ 465,466

Summer Renovations This summer a number of areas were renovated, creating office space for departments, more resource space for users and a completely revamped space for OReg. To assist these renovations $230,000 was granted from the Ministry through the application for MMR funding. Given the magnitude of projects, the renovations were split into two phases in order to accommodate users into swing space.

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The first phase projects were completed near the beginning of June, providing the swing space and project management the ability to begin the second phase. The OReg project was completely designed and managed by UFV’s Capital Project team and was completed in late August.

There were a number of projects geared towards energy efficiency, life safety and facility renewal that took place over the summer as well that were MMR funded.

Re-roofing Projects The ailing roof on the Library & Learning Commons building on the Abbotsford campus and the training hangar at the Aerospace campus at the Abbotsford airport were both replaced and funded by the Ministry. Both projects started at the beginning of the summer based on engineering and cost estimates that had been developed for the funding application. These projects were completed under budget by the end of September and were significant replacements for building systems that had reached end-of-life as identified in the VFA building audit report from the Ministry.

Major Projects The University has two major projects in progress. All of the necessary approvals and agreements along with financing arrangements are in place for the SUS/UFV Student Centre and the construction contract has been signed. The project has a budget of $15.7M and is scheduled to complete by January 2015.

Balance Major Capital Budget Expenses to Date Commitments Available

Student Centre Building 15,700,000 2,418,318 11,860,122 1,421,560 Agriculture Centre 2,300,000 536,978 1,972,818 (209,796)

$18,000,000 $2,955,296 $13,832,940 $1,211,764

Agriculture Centre of Excellence The Agriculture Centre project was delayed earlier in the year due to budget uncertainty which created a moving target for scope definition. Fortunately the province announced $1M in matched funding at the beginning of July which allowed the project to get back on track. Since July, there have been a number of technical challenges related to flood plain and building code issues. These took a substantial amount of time to resolve and proved costly to the project budget. With costs escalating beyond the project budget, the construction manager (Preview Builders Int.) has been working with UFV and the project design team to reduce costs through value engineering and competitive tendering. With the help from Ministry funding for infrastructure, we have been able to upgrade the utilities and amenities at CEP that will directly benefit the Agriculture Centre and help tie it into the campus fabric.

At this point the poly-house is fully erected and the barn is framed and roofed. We are expecting the polycarbonate greenhouse to be erected in the next few weeks, with both facilities complete mid-December.

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Student Centre Project The student centre project broke ground in September 2013. With a great architectural team, and a fairly straight forward project, completion is expected by January 2015. Footings are currently being installed and concrete columns being erected.

Five Corners Project (Chilliwack Downtown) UFV received a building located at Five Corners in downtown Chilliwack through a donation from the Bank of Montreal (BMO). Chilliwack Economic Partners Corporation (CEPCO) committed to provide funding to renovate and refurbish the building so it was suitable for UFV purposes. CEPCO is managing the design and construction process throughout the project. The project was tendered in August and unfortunately resulted in pricing that did not meet the project budget. In an effort to align the scope and budget, CEPCO underwent a value engineering process in consultation with UFV and decided to manage the project under a construction management process to help reduce costs. The City of Chilliwack is acting as the project manager and has proceeded with the abatement of hazardous materials and demolition of the interior. At this point costs have been reduced significantly and the City is preparing to continue with the construction phase targeting an early March 2014 completion. 9

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RESEARCH, SPECIAL PURPOSE AND RESERVE ACCOUNTS The activities in this category of accounts are all considered to be funded as one-time projects and initiatives; they do not have on-going permanent funding sources.

Externally restricted funds These are funds with restrictions imposed from outside the organization, usually by the contributor of the resources. [For example: Natural Sciences & Engineering Research Council of Canada (NSERC); Canada Foundation for Innovation (CFI]. These funds are recognized as revenue when related expenses are incurred.

Currently $2.4M in revenue received from outside sources is restricted for research and other projects. This will be spent as the research and projects are completed.

Internally restricted funds These are funds for UFV designated projects and/or reserves held for specific purposes. The revenue for these projects and reserves may be from outside sources (but not restricted by the funder) or from internal sources allocated to priorities.

These UFV designated funds can be broadly categorized as funds held for:

Balance Departmental or insitutional projects 4,676,035 VP/Dean discretionary funds 1,365,963 Specific contingency reserves 1,780,066 Insitutional reserve 3,352,847 $ 11,174,911

Departmental or institutional initiatives or projects: such as program and department reviews, the India University initiative, faculty recruitment and senior administrative searches, career fairs, special events such as the fashion show and theatre productions, summer camps, athletics one-time funding, UFV funded bursaries and scholarships. Expenditures in this category occur as projects and initiatives complete.

VP and Dean held discretionary funds: for emerging programming or one-time initiatives, or emergency expenditures.

Specific contingency reserves: reserves for benefit increases, new program start-up risks, student residence, management transition costs, and Chilliwack campus relocation. Expenditures from these reserves are not frequent, but these contingency funds are available to cover costs that may occur.

Institutional reserve: this reserve is not earmarked for any specific purpose, but is available in the event of an operating emergency. Currently $3.4 is available in this category. To add perspective, our semi-monthly payroll is approximately $1.7M.

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Appendix A University of the Fraser Valley Endowment Funds Financial Highlights for the Past 5 Years Fiscal Year Values (in 000’s) YTD Sep-2013 2013 2012 2011 2010 2009 Market Value of UEF Portfolio $ 6,119 $ 5,958 $ 5,313 $ 5,228 $ 4,843 $ 3,739 Return of the UEF Portfolio 9.16% 7.97% 2.11% 8.46% 21.39% (12.03)% Market Value of CCIBED Portfolio $ 2,621 $ 2,569 $ 2,543 $ 2,483 $ 2,310 $ 1,954 Return of the CCIBED Portfolio 7.36% 7.07% 2.92% 7.99% 18.79% (8.49)% Asset Allocation (%) Cash 4.5 6.9 2.8 3.3 4.0 9.9 Fixed Income 48.2 48.7 54.0 51.0 52.1 53.3 Canadian Equity 24.7 24.2 24.3 26.6 24.3 19.6 U.S. Equity 13.1 12.4 11.9 10.8 13.3 11.5 International Equity 9.5 7.8 7.1 8.3 6.4 5.8 Donations ** (in 000’s) to the UEF $ 127 $ 258 $ 276 $ 197 $ 535 $ 621 to the CCIBED - - 2 47 50 115 Realized earnings by Asset Allocation $ 105 $ 288 $ 260 $ 320 $ 281 $ 215 Interest income $ 3 $ 4 $ 3 $ 3 $ 3 $ 15 Bond income 81 166 175 161 173 140 Dividend income 10 70 49 84 82 56 Capital gains 5 30 (7) 72 23 4 Foreign equity 6 18 40 - - - Cash disbursed (in 000's) $ 112 $ 173 $ 240 $ 218 $ 221 $ 226 to support Scholarships * $ 103 $ 120 $ 104 $ 82 $ 90 $ 83 to support Bursaries 9 53 41 35 35 16 to support Chairs - - 95 91 86 83 to support Capital projects ------to support Co-op/Capital - - - 10 10 44 Actual cash disbursed, by purpose Student Awards 100.00% 100.00% 60.42% 53.66% 56.56% 43.81% Chairs and Professorships - - 39.58% 41.75% 38.92% 36.73% Co-op/Capital - - - 4.59% 4.52% 19.46% Expenses of the Fund (in 000’s) Investment management, UEF $ 13 $ 26 $ 25 $ 23 $ 20 $ 18 Total as a % of average market value 0.22% 0.43% 0.47% 0.44% 0.41% 0.48% Investment management $ 6 $ 12 $ 12 $ 11 $ 10 $ 10 Total as a % of average market value 0.22% 0.46% 0.47% 0.45% 0.45% 0.53%

· UEF – University Endowment Fund · CCIBED – Chair in Canada-India Business & Economic Development * Actual investment earnings - Realized earnings by Asset allocation ** Donation is cash contribution towards new endowment funds, or an increase/top-up to existing endowment s

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Deposit and Investment Rate Update October 2013

Until the Chilliwack North campus sells, liquidity is of utmost importance and UFV is limited to looking at cashable and short term investments.

UFV currently holds the following investments with Envision and Manulife:

Amount Term Investment Due Date Rate

Invested Date Investment Non- 1,000,000 2 Dec 23/11 Dec 23/13 2.10% cashable Non- 1,000,000 4 Dec 23/09 Dec 23/13 2.95% cashable Non- 2,000,000 5 Dec 23/09 Dec 23/14 3.20% cashable Cashable 1,084,352 3 Dec 23/12 Dec 23/16 2.55% Cashable * 10,505,539 1 Dec 01/12 Dec 01/13 1.65% Cashable 1,844,671 3.00% *Investments are reviewed the first of every month and reinvested if the rate has increased.

The annual average weighted return of non-cashable term investments is 2.86%. When we add the cashable GICs into the mix, the annual average weighted rate of return is 2.13%

UFV receives a rate of prime less 1.75% on daily cash balances with RBC. With a current prime rate of 3%, UFV receives 1.25% on cash balances.

Comparison of investment instruments and rates:

Instrument Effective date Rate

Cash in bank Prime rate = 3% Primes less 1.75% Oct 22 1.25%

T-Bills Average yield 3 month Oct 22 0.92% 6 month Oct 22 0.94% 1 year Oct 22 1.02%

Money Market Overnight Oct 22 0.9990%

Commercial Paper 1 month Oct 22 1.14% 2 month Oct 22 1.16% 3 month Oct 22 1.17%

GOC Bonds Average yield 1 – 3 yr Oct 22 1.16% 3 – 5 yr Oct 22 1.63% 5 – 10 yr Oct 22 2.20% 10+ yr Oct 22 2.94% Source: Bank of Canada’s website, www.bankofcanada.ca

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A Procedure for the Conduct of Elections to the Senate and the Board

These procedures have been developed to meet the requirements for elections, as set forth in the University Act of the Legislative Assembly of British Columbia.

1. DEFINITIONS

The following definitions have been drawn from the Act and applied to the University of the Fraser Valley (UFV).

1. "Faculty member" means a person employed by UFV as an instructor, lecturer, assistant professor, associate professor, professor, or in an equivalent position designated by the Senate. 2. "Support staff" means employees of UFV who are not (a) officers of the university, or (b) faculty members. 3. "Student" means a person who is presently enrolled at UFV in a credit course or who is designated by resolution of the Senate as a student. 4. “Officer of the University” is the president, a vice-president, an associate vice-president, a dean, an associate dean, an executive director, an associate director, a director (excluding directors of schools within a faculty who are voting faculty members), the registrar, and deputy registrar. 5. “Employee of UFV” refers to people who have a permanent or continuing employment contract with UFV.

2. TERMS OF OFFICE

2.1. Positions

2.1.1. The following positions are elected to the Senate:

a. two faculty members for each faculty, elected by faculty members of the faculty; b. four students elected by students; c. two support staff elected by the support staff.

2.1.2. The following positions are elected to the Board. Please refer to Board Bylaw BGB-110.07 for a listing of those persons not eligible to be members of the Board.

a. two faculty members elected by the faculty members; b. two students, elected by students, who are members of an undergraduate student society or a graduate student society;

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c. one person elected by and from the employees of the university who are not faculty members (using the definition of support staff.) 2.2. Terms of Office

The terms of office are three years for faculty and support staff elected to the Senate or the Board, and one year for students elected to the Senate or the Board, and after that until a successor is elected.

Terms begin August first.

2.3. Vacancies

The Secretary of the Senate or the Board must enter a declaration of the vacancy in the minutes of the Senate or the Board as appropriate. This is conclusive evidence of the vacancy. (Attendance requirements for the Senate are specified in the Senate Bylaws. For the Board, unless excused by resolution of the Board, a member who does not attend at least half of the regular meetings of the Board in any year is deemed to have vacated his or her seat.)

The registrar will conduct by-elections in a timely manner. If three or fewer months are remaining in the term of office, the place will remain vacant until the regular annual elections take place.

A person elected to fill a vacancy holds office for the remainder of the term for which the person's predecessor was elected.

3. ELECTION PROCEDURES

The elections will be conducted by the registrar.

3.1. Nominations

1. A notice of the regular annual election and call for nominations shall be made at the Senate or the Board meeting in January. When a vacancy is identified the notice of the by-election and call for nominations shall be made at the same Senate meeting if appropriate.

Nominations will be open for three weeks.

If no candidates are nominated the call for nominations may be extended for two weeks. If no candidates are nominated after the extension, the position shall be filled by an appointment by the Chair of Senate or the Board that is confirmed by the Senate or the Board.

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2. Candidates must be nominated to a position by five persons entitled to vote in the election. These nominators must be members of the group associated with the position.

Candidates may not accept a nomination for more than one position.

Candidates must be members of the group which elects them. They must sign the nomination indicating a willingness to stand for the position and agreement to serve the term.

3. The registrar will request each candidate to provide the following information:

a. the candidate's degrees and the dates of them; b. the candidate's occupation; c. offices held by the candidate at a university or in any other organization; d. the candidate's other professional or business interests; e. the candidate's publications.

Each candidate may also provide a statement of up to 150 words on the candidate's views on matters rightfully falling under the jurisdiction of the Senate.

This information and the statement will be printed with the list of candidates and voting instructions. These will be posted no later than the week following nominations.

3.2. Election Registers or Voters’ Lists

1. Faculty and Staff

The registrar will, upon a call for nominations, prepare an election register or voters’ list, which is an alphabetical list of the names and UFV addresses of the faculty and staff who are entitled to vote at an election.

The election register will be open for inspection at all reasonable hours by all members entitled to vote.

2. Students

The registrar will also keep an alphabetical list of the names of all students, including those who are members of the Student Union Society. This list will be brought up to date at the call for nominations and just before voting begins.

3. Voters for a representative of an area must be members of that area.

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4. Only those persons whose names appear in the election registers are entitled to vote at an election.

3.3. Voting

1. The voting will be held at least four weeks after the close of nominations.

2. Candidates may conduct an election campaign until the voting begins. The candidates are responsible for removing all posters and campaign material within sight of any designated polling station prior to the start of voting.

3. Balloting will take place over at least a three day, but preferably a four day, period. The registrar will determine an appropriate method for voting that maintains the confidentiality of the process but allows a maximum amount of voter participation.

3.4. Results

1. The registrar must report the results of the election to the Senate or the Board at the first meeting following the election.

2. The candidate with the highest number of votes will be declared the winner.

3. If there is a tie vote between two or more candidates for an office, the Senate must cast the deciding vote.

4. APPEALS

1. Any appeal of the contents or classifications in the voters’ lists should be made to the registrar at least two weeks before voting begins.

2. Any appeal of the conduct of the election shall first be made to the registrar. If the matter is not resolved, then it may be referred to the Senate Elections Appeal Committee.

3. The Senate Elections Appeal Committee shall consist of four members of the Senate who shall consider any appeals of the conduct of elections. The decision of this committee will be final. The committee may ask the Board to participate in an appeal involving election to the Board.

5. CHANGES TO THE PROCEDURES

4. The registrar will review the procedures after each election and make recommendations for changes to the Senate.

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Minutes for the University of the Fraser Valley SENATE Friday December 06, 2013 Chilliwack TTC Rivers Dining Room

PRESENT:

Alumni: Kelly Chahal

Board Representative: Chris Bertram

Deans: Sue Brigden John English Lucy Lee Joanne MacLean Jacqueline Nolte

Faculty Members: Trudy Archie Tom Baumann Maria Bos-Chan Dan Harris Alastair Hodges Steven Marsh Gerry Palmer (Vice-Chair) Teresa A. Piper John Todrick Alisa Webb Noham Weinberg Zoe Dennison

President: Mark Evered (Chair)

Provost/VP Academic: Eric Davis

University Secretary Al Wiseman and Registrar:

Staff: Colleen Bell Mark Brosinski

Students: Michael Clare

Guests: Tim Cooper, Peter Geller

Regrets: Chris Gillmeister, Rosetta Khalideen, Simon Mohs, Yadwinder Sharma, Christine Slavik, Maggie Theron, Patti Wilson

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UFV Senate Meeting, Public Session December 06, 2013

1. CALL TO ORDER

1.1. Opening Remarks

President Evered called the meeting to order at 2:37 pm and extended a warm welcome to senators and guests.

On behalf of Senate, President Evered praised the co-operative contributions of Bruce, Denise, and students in Culinary Arts for the delicious local foods concoctions; Tom and students in Agriculture for the local foods procurement; Nancy and students in Events Planning for the festive room ambiance; Gaurav Maan from Maan Farms and the soon to be president of the Agriculture Student Association Anmol Mahil, who helped procure the rest of the food and presented senators with some tasty gifts.

President Evered brought senators' attention to the Province of British Columbia proclamation, marking December 6 a Day of Remembrance for the 14 women who died as a result of the tragic massacre at l'Ecole Polytechnique in Montreal in 1989. He invited senators to take a moment to reflect on ongoing challenges for women all over the world. A moment of silence was observed. A copy of the proclamation will be appended to the minutes of the meeting, as Appendix A.

2. ADOPTION OF CONSENT ITEMS and ADDITION TO AGENDA

2.1. Agenda, 2013.12.06 - removed from consent items to include an additional business item

MOTION: THAT the agenda for the December 6, 2013 meeting of Senate be approved with one addition, to include the Honorary Doctorate Degree policy as business item 4.1.3. G. Palmer/T. Baumann CARRIED

2.2. Minutes, 2013.11.08 regular session

2.3. Graduands, 2013.12.06

2.4. Graduate Studies Committee - Revision to Membership Composition

MOTION: THAT Senate adopt the consent items, as presented in the attached documentation. G. Palmer/T. Baumann CARRIED

3. ADOPTION OF IN-CAMERA CONSENT ITEMS

3.1. Agenda, 2013.12.06 in-camera session

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UFV Senate Meeting, Public Session December 06, 2013

3.2. Minutes, 2013.10.11 in-camera session

3.3. Standing Committees of Senate Membership Decisions

MOTION: THAT Senate adopt the in-camera agenda, minutes, and Senate Governance Committee recommendations for membership on standing committees of Senate, as presented. T. Baumann/S. Brigden CARRIED

4. DECISION ITEMS

4.1. Senate Governance Committee - Gerry Palmer

4.1.1. Review Schedule for Standing Committees' Terms of Reference and Membership Composition

The Senate Governance Committee recommended a formal review of the standing committees' terms of reference and membership composition every three years, beginning in 2014-15 to coincide with the end of membership terms. The Rules for the Conduct of Business for Standing Committees document will be revised to include the review.

MOTION: THAT Senate approve the Senate Governance Committee's (SGC) recommendation that SGC conduct a formal review of the standing committees' terms of reference and membership composition every three years and that the Rules for the Conduct of Business for Standing Committees document be revised to reflect the new procedure. G. Palmer/S. Brigden CARRIED

4.1.2. Reports to Senate from Standing Committees

The Senate Governance Committee recommended that written reports from standing committees be presented annually to Senate. Reports will include news on new developments, items of interest, directions by the committee, statistical information, and other news which may be of interest to senators. A schedule of when the reports will come to Senate has been created by SGC and will be distributed to standing committees in the new academic year, and a template for some of the items of report will be prepared to assist standing committees. The terms of reference for all standing committees will be revised to reflect the new procedure.

MOTION: THAT Senate approve the Senate Governance Committee recommendation that standing committees provide annual written reports to Senate on new developments, items of interest, directions by the committee, statistical information, and other news.

THAT the terms of reference for all standing committees of Senate be

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UFV Senate Meeting, Public Session December 06, 2013

revised to include the addition of a new term to include the submission of annual written reports to Senate. G. Palmer/Alastair Hodges CARRIED

4.1.3. Addendum - Honorary Doctorate Degree Policy

A copy of the proposed Honorary Doctorate Degree policy was distributed at the meeting, copy of which is to be appended to the minutes as Appendix B. President Evered reported that the Honorary Doctorate selection committee has traditionally not had any formal policy to guide its work. A policy has now been developed in consultation with committee members, with authority resting with both Senate and the Board.

MOTION: THAT Senate approve the Honorary Doctorate Degree policy, as presented, and recommend to the Board for approval. G. Palmer/S. Brigden CARRIED

Gerry Palmer assumed the chair for the remainder of the meeting.

4.2. Academic Planning and Priorities Committee - Eric Davis

4.2.1. Engineering Physics Diploma in Mechatronics Full proposal may be viewed at http://www.ufv.ca/media/assets/senate/academic-planning--priorities- committee/agenda-packages-and-minutes/Mechatronics-Program-Proposal- for-Senate.pdf

President Evered expressed appreciation for the collaborative work which has gone into the diploma and commented that it is a great example of the advantage of taking trades training at a university which also offers options.

MOTION: THAT Senate approve the new Engineering Physics diploma in Mechatronics as recommended by the Academic Planning and Priorities Committee. E. Davis/J. Todrick CARRIED

MOTION: THAT Senate approve ENPH as a course subject code as recommended by the Academic Planning and Priorities Committee. E. Davis/L. Lee CARRIED

4.2.2. Geography Honours in Arts Program Revisions

Provost Davis remarked that completion rates are a government priority

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UFV Senate Meeting, Public Session December 06, 2013

and the reduction of credit value to normal requirements for the Geography Honours program in Arts is an important move, rendering the program more competitive with other universities.

MOTION: THAT Senate approve the changes to the Geography Honours in Arts program requirements as recommended by the Academic Planning and Priorities Committee, effective September 2014. E. Davis/S. Marsh CARRIED

4.2.3. Physics Major, Honours, and Minor in Science Revisions

MOTION: THAT Senate approve the changes to the Physics Major, Honours, and Minor program requirements as recommended by the Academic Planning and Priorities Committee, effective May 2014. E. Davis/L. Lee CARRIED

4.2.4. Bachelor of Arts Residency Requirement Revisions

MOTION: THAT Senate approve the changes to the Bachelor of Arts degree residency requirements as recommended by the Academic Planning and Priorities Committee, effective September 2014. E. Davis/L. Lee CARRIED

4.2.5. Geography Program Review Full program review may be viewed at http://www.ufv.ca/media/assets/senate/academic-planning--priorities- committee/program-reviews/Submission-to-APPC---GEOG-Program-Review- October-31.pdf

Senate received the Geography program review. Dean Nolte commended the Geography department for an outstanding review.

MOTION: THAT Senate accept the Geography Program Review. E. Davis/Z. Dennison CARRIED

4.3. University Secretary and Registrar - Al Wiseman

4.3.1. 2014-15 Sessional Dates

Registrar Wiseman presented the 2014-15 sessional dates for semester- based courses for Senate approval. He brought senators' attention to the placeholder for convocation dates, noting that discussions are taking place regarding a possible fall convocation as part of an ongoing review.

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UFV Senate Meeting, Public Session December 06, 2013

MOTION: THAT Senate approve the 2014-15 sessional dates for semester-based courses as presented. A. Wiseman/J. Nolte CARRIED

5. REPORTS

5.1. Report from the Provost and Vice-President, Academic - Eric Davis

Provost and Vice-President Eric Davis gave a report on the following items:

Quality Assurance • Government leaning away from individual program reviews to an audit process • Our excellent review process should preclude the need for individual program reviews by the assessment board • Focus on student learning outcomes a government priority, a shift from an input- to an output focus

Core Review • Minister of Advanced Education mandated to do a core review of post- secondary education and Boards have been asked to conduct review of their institutions. Eric will lead the process at UFV • Objective is to ensure programs contribute to student career success, ensure a strong economy, and ensure seats are being filled. Outcomes should also be included, as well as opportunities for collaborative programming with other universities. Our robust program review process will be an asset.

Forum on Agriculture • Very interesting discussions on what faculties have to offer to give substance to the Centre of Excellence. Very pleased with these contributions. Many thanks to Sylvie Murray for organizing the event

Education Plan • The 2013 Update approved by the Board

5.2. Report from the President and Vice-Chancellor - Mark Evered

President Evered directed members' attention to the Deans' reports in the President Report included in the agenda package, noting the contributions from faculties and colleges.

He reported on the following items:

Ministry Updates • Draft Letter of expectations highlights Senate's important contributions • Federal government no longer transferring funds to provinces for ESL programs. Awaiting outcome of our funding application • Default rate for student loan repayment a key factor in funding -- repayment rate is 82% at UFV • Administrative Services Delivery Transformation report appended to minutes

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UFV Senate Meeting, Public Session December 06, 2013

from today's meeting, as Appendix C

Recent Trip to India • Two more university partnerships formed • Focus on student exchanges • Commitment to 300 new community colleges

Visits • Minister Virk to visit Agriculture Centre, TTC facilities, and Abbotsford on December 12 • David Eby, NDP Critic for Advanced Education, Monday November 25

UFV News • Additional funding from CEPCO for renovations at Chilliwack Five Corners SUS building underway – webcam on gym follows progress • Agriculture buildings to feature laboratories • Field-to-Fork event a huge success

Notes of Appreciation • Chris Bertram, Canada's golf coach of the year - both men's and women's teams won gold at national championships • 19 academic all-Canadian awards for student athletes - overall GPA is 2.95 • Women's volleyball team won national championships and awarded President's Shield for highest GPA • UFV Theatre Department’s The Little Mermaid • Premiere of film, a multi-disciplinary project by Michael Gaetz, Shelley Canning, and Darren Blakeborough, bringing seniors and children together, in They’re Not Scary • Graphic and Digital Design showcase and fundraiser event, Designing Under the Influence, at Clark Theatre • Harrison Festival of the Arts partnership opportunities • MarCom awarded three international awards for UFV Viewbook, Skookum, and Dentistry YouTube video

6. INFORMATION ITEMS - appended to agenda package

6.1. President's December Report to the Board

6.2. Senate Governance Committee Minutes

6.3. Geography Name Change

6.4. Aboriginal Community Council Letter of Thanks

6.5. UFV Centre for Safe Schools and Communities - November 2013 Report

7. ADJOURNMENT and NEXT MEETING

Tom Baumann moved to adjourn the meeting at 3:56 pm. The next meeting of Senate is on January 17, 2014 at 2:30 pm in Boardroom A225/229 on the Abbotsford campus.

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MEMORANDUM Chair: Gerry Palmer 604.504.7441 ext. 4196

Assistant: Monique Castonguay Phone: 604.854.4506

To: Mark Evered, Chair, Senate From: Gerry Palmer, Chair, Senate Governance Committee Date: December 6, 2013 Re: Honorary Doctorate Degree policy

The Senate Governance Committee is satisfied that a full consultation has occurred for the proposed Honorary Doctorate Degree policy, in consultation with the Joint Board/Senate Governance Committee. The policy provides a process for awarding an honorary doctorate degree. The Honorary Doctorate Degree is the highest form of recognition offered by the University of the Fraser Valley.

MOTION: THAT Senate approve the Honorary Doctorate Degree policy, as presented, and recommend to the Board for approval.

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NUMBER 221

APPROVAL DATE MM-DD-YYYY

LAST AMENDMENT MM-DD-YYYY

LAST REVIEWED MM-DD-YYYY

NEXT REVIEW DATE MM-DD-YYYY

HONORARY DOCTORATE DEGREES

Approval Authority Senate and Board of Governor Responsible Executive President Related Policies / Legislation

PURPOSE

POLICY

The UFV Honorary Degree Advisory Committee reviews nominations annually and makes recommendations to Senate. With the approval of Senate and the Board of Governors, the Chancellor confers the honorary degree at convocation. Normally, no more than one honorary degree will be awarded at each convocation ceremony. Recipients are expected to be present to receive the award, and are invited to give a brief address to the convocation. They will also be invited to return to UFV at a later date to give a longer address and meet with faculty, staff, and students.

Awards will not normally be made posthumously.

REGULATIONS

Nominations

UFV employees, students, alumni, members of the Board of Governors, and members of the Honorary Degree Advisory Committee may submit nominations.

Nominees must not be current members of the UFV Board of Governors, current UFV employees, current students or anyone with direct political, legal, or budgetary authority over UFV.

Confidentiality and Communication

All nominations and supporting materials will be treated in strictest confidence by the Honorary Degree Selection Committee, the Senate, and the Board of Governors. Only the Chair (normally the

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President) will speak on behalf of the Committee and communicate with award recipients.

Selection Criteria

Although not all areas of achievement can be recognized in any one year, over the course of several years, the awards should reflect the diversity of UFV’s academic programs, research, and support services. The awards should also reflect the social and cultural diversity of our region.

Normally, awardees will not have received honorary doctorates from other institutions.

Membership of the Honorary Degree Advisory Committee

Timelines

Honorary Doctorate Degrees (221) Page 2 of 2

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Implementation Phase Communication Plan

Administrative Service Delivery Transformation

Post-Secondary Collaborative Partnership

Final Version: 4.0 November 4, 2013

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Table of Contents Page 1 Background ...... 2 2 Purpose of the Administrative Service Delivery Transformation Initiative ...... 2 3 Objectives of the ASDT Initiative Communication Plan ...... 3 4 Stakeholders ...... 4 5 Key Messages ...... 5 6 Communication plans for stakeholder groups ...... 7 7 ASDT contacts ...... 11 8 Outcomes ...... 11 9 Appendix – Initial Projects and Communication Tools ...... 12

Administrative Service Delivery Transformation Initiative Communication Plan i

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1 Background

The global fiscal environment and resulting slower economic growth is affecting governments and citizens everywhere. All public sector organizations in BC, including post-secondary institutions, are affected and are facing a challenging financial environment. The public post-secondary institutions (“the Sector”) and the Ministry of Advanced Education (“the Ministry”) initiated the Administrative Service Delivery Transformation (ASDT) collaborative initiative to meet these challenges and build on the effective and efficient practices in place at individual institutions.

Administrative services are defined for this initiative as services including procurement, finance, human resources, information technology, facilities, and ancillary services (e.g. printing, bookstore, food services). It is recognized that although this is the definition of administrative services, the initial scope of projects do not cover each of these services. For a list of current projects please refer to the Appendix (page 9).

2 Purpose of the Administrative Service Delivery Transformation Initiative

The ASDT initiative has two phases: the Opportunity Assessment Phase (June 2012 to February 2013) and the Implementation Phase (initiated March 2013). Full implementation of the ASDT initiative is expected to take up to six years.

In the first phase of the initiative, Deloitte Inc. was contracted to study and recommend administrative service delivery opportunities for savings and improvements through cross-sector collaboration and shared services. Deloitte worked with selected post- secondary institutions and delivered a final report on February 22, 2013 identifying opportunities for savings and efficiencies. The report is available on the Ministry’s website:http://www.aved.gov.bc.ca/administrative_service_delivery/docs/deloitte_report.pdf.

The Implementation Phase will develop business cases and implement selected opportunities identified in the Deloitte Report. This phase requires the continued support and engagement across the Sector.

Administrative Service Delivery Transformation Initiative Communication Plan 2

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The following projects are initially identified to proceed with project proposals:

1. Lower Textbook Freight Costs; 2. Higher Vending Commissions; 3. Shared in-house Print Shop Services; 4. Credit card Merchant Fee Reduction for tuition and non-tuition revenue; 5. Transition to a shared contract(s) for Managed Print Services; 6. IT Opportunities; 7. Joint Procurement; and 8. Collaborative Employee Recruitment Portal Site

The initiative is expected to build on the effective and efficient practices and cost savings already achieved by individual institutions as well as explore potential opportunities to deliver additional savings and benefits. The opportunities to be selected for implementation:

 Will respect collective agreements and regional contracts already in place; and

 Will maintain or enhance the quality of post-secondary education

3 Objectives of the ASDT Initiative Communication Plan

The ASDT Initiative is a large, multi-stakeholder project transforming the delivery of shared services across post-secondary institutions. The success of the initiative depends on the collaborative efforts between the Sector and the Ministry and the ability to provide stakeholders with timely and accurate information.

The objectives of the ASDT Communication Plan are to:

 Support a collaborative environment where the Sector and the Ministry work in partnership;

 Identify all stakeholders who should be informed about the project;

 Communicate information to stakeholders in a timely manner that supports their project activities;

Administrative Service Delivery Transformation Initiative Communication Plan 3

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 Ensure consistent messaging and information are delivered to stakeholders in a planned and coordinated approach;  Enable stakeholders to participate and provide feedback to all the project proposals and business cases;  Increase understanding and build awareness of the initiative; and

 Outline the communication tools and frequency.

4 Stakeholders

The stakeholders who will participate in or who need to be informed about the Implementation Phase are:

 ASDT Executive Committee members;

 ASDT Steering Committee members;

 Presidents, VPs of Finance, and participating team members of all 25 public post-secondary institutions;

 The three associations:

o Research Universities Council of BC (RUCBC); o BC Colleges (BCC); and o BC Association of Institutes and Universities (BCAIU);

 The Ministry of Advanced Education;

 Government Communications and Public Engagement;

 Agencies that have information relevant to opportunities for savings and improvements (e.g. BCCampus, BCNet);

 The employer organizations Public Sector Employers’ Council (PSEC), Post Secondary Employers’ Association (PSEA) and University Public Sector Employers’ Association (UPSEA); and

 Unions representing bargaining units within the institutions. The institutions will lead the engagement with the unions at their institutions.

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5 Key Messages

Key messages are available on the Ministry website and will be updated on a regular basis as the initiative evolves.

5.1 What administrative functions may provide savings?

Projects will proceed when efficiencies are demonstrated through a business case analysis. Projects are expected to implement savings and improvements in procurement, information technology, finance and ancillary services functions. The public post-secondary institutions and the Ministry would like to focus on opportunities that can provide significant savings and improvements in service delivery in the near term and longer term.

5.2 Will the quality of post-secondary education be negatively affected?

No. An objective of the project is to protect the quality of academic programs.

5.3 Will jobs be affected? The opportunities we will be pursuing are not expected to result in any staff reductions and will respect collective agreements and regional contracts already in place.

5.4 Who is running the project?

This is a collaborative effort between the 25 public post-secondary institutes and the Ministry of Advanced Education.

The initiative’s Executive Committee is comprised of Presidents from 7 institutions, the Deputy Minister, and the responsible Acting Assistant Deputy Minister.

The 11 members of the project’s Steering Committee include:

 8 Vice Presidents of Finance;

 1 Chief Information Officer;

Administrative Service Delivery Transformation Initiative Communication Plan 5

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 1 Acting Assistant Deputy Minister; and

 1 Acting Chief Information Officer.

The Co-Chairs of the Steering Committee are responsible for day-to-day project coordination and communications, supported by a Project Director and an administrative office.

5.5 How will progress and benefits be monitored?

During the implementation phase, the ASDT governance structure will be responsible for tracking progress of opportunities and achieving the benefits described in the business cases. As a project nears completion, on-going reporting following implementation will need to be determined.

5.6 How will Core Review impact the ASDT Initiative?

The ASDT Initiative and Core Review are two separate priorities for Government. The purpose of Core Review is to ensure the best possible use of government resources in the interests of taxpayers, and to ensure that we are structured for success on our objectives. The Ministry will work with the Sector on Core Review separately from the ASDT Initiative and will coordinate where required to minimize duplicate effort of the Sector.

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6 Communication plans for stakeholder groups

6.1 Summary of schedule for distribution of project updates Material Frequency Distribution

ASDT Update (a Monthly  ASDT Executive Committee newsletter)  ASDT Steering Committee

 Presidents of all institutions

 VPS of Finance of all institutions*

 Presidents of the 3 associations (RUCBC, BCC, BCAIU)

 Public sector employers’ organizations

Steering Committee Bi-weekly  Steering Committee meetings

Status reports on projects, Monthly  ASDT Executive Committee prepared by ASDT Office  ASDT Steering Committee

 VPS of Finance of all institutions*

 Presidents of the 3 associations (RUCBC, BCC, BCAIU)

 Public sector employers’ organizations

*The VP of Finance is responsible to distribute communications to individuals within the institution and unions.

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6.2 Communication channels

The newly created ASDT Collaboration Office is responsible for distributing all broad communications to project participants and stakeholders. Project teams and committees wishing to distribute materials to the sector will do so through the ASDT Collaboration Office ([email protected]).

The ASDT Collaboration Office will maintain a SharePoint site (http://asdt.collaborate.gov.bc.ca). SharePoint access requires a BCeID. The site will contain all e-mail distribution lists and lists of participants in ASDT teams and committees.

6.3 Plan for the Executive Committee

The Steering Committee will have an opportunity to review materials in advance of distribution to the Executive Committee.

Minutes of Executive Committee meetings will be sent directly to the Committee by the Deputy Minister’s Office.

Other materials intended for distribution to the Executive Committee will be reviewed by the Steering Committee then sent to the Executive Committee by the Deputy Minister’s Office or the Co-Chairs of the Steering Committee.

6.4 Plan for the Steering Committee

The Steering Committee will have an opportunity to review ASDT Updates before they are sent to all institutions.

Other materials will be reviewed as directed by the Steering Committee.

The Presidents of the institutions (as represented on the Steering Committee) will receive a PowerPoint “Executive Briefing” that may be used to brief others about the project. This presentation will be the same as or similar to the “Executive Briefing” sent to the Executive Committee.

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6.5 Plan for the Ministry of Advanced Education

Joe Thompson, Acting Assistant Deputy Minister, will be responsible for project updates and communications within the Ministry of Advanced Education.

6.6 Plan for the 3 associations (RUCBC, BCC, BCAIU) For communication purposes, the 3 associations will be treated the same as institutions that are not represented on the Steering Committee.

Monthly ASDT Updates will be sent to the association Presidents.

The association Presidents will be invited to attend any cross-sector meetings or workshops.

The associations will receive any other communications and opportunities to participate that are provided to the institutions not represented on the Steering Committee.

6.7 Plan for unions and sector employer organizations

Communications with unions will be developed in consultation with employers’ organizations to ensure consistency across the sector.

Communications with unions at the institution level will be the responsibility of each institution.

6.8 Plan for sector agencies

Materials may be sent to sector agencies at the direction of the Steering Committee. The ASDT Office will maintain the following materials to support project communications:

Contact lists: Up-to-date project contact lists will be created to include the Executive Committee, Steering Committee, Presidents, VPs and CIOs of the other institutions, institution project teams, and consultants who are working on the project.

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Presentations: Presentation materials will be created for use at the executive and operational levels of institutions and the Ministry. These will be updated as the project progresses.

ASDT Overview: A brief ASDT Overview will be written by the Project Director to introduce project participants to the initiative.

Plan: A plan will be maintained with project milestones, and dates for key meetings and events.

Record of Communications: The ASDT Collaboration Office will maintain a record of all communications from the ASDT initiative to groups.

6.9 Plan for ASDT participants and stakeholders within institutions

Communications will highlight the initiative’s achievement in bringing together 25 institutions to work collaboratively on multiple projects operating in parallel.

Regular updates will emphasize progress and success.

Changes to project plans and draft documents are a normal part of any project. They are simply topics for discussion and should not be described as “concerns”.

As the context for understanding the progress of each ASDT project, communications will reiterate the 3 stages of every project: Project Proposal, Business Case, and Transition. Where a different organization is already delivering the savings opportunities, the ASDT project may produce only a Project Proposal recommending that the other organization deliver the project.

Any communications to be sent to all institution Presidents (e.g. ASDT Updates) will be sent to the VPs of Finance 2 days in advance of distribution to the Presidents with the opportunity to provide any comments or concerns

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7 ASDT contacts

Inquires from the media and the public

Dan Gilmore Communications Manager Ministry of Advanced Education [email protected] or (250) 952-6400 Inquires from stakeholders may be referred to the Co-Chairs of the Steering Committee:

Joe Thompson Acting Assistant Deputy Minister Ministry of Advanced Education [email protected]

Oliver Grüter-Andrew Chief Information Officer University of British Columbia [email protected]

Administrative inquiries from project participants, institutions and the Ministry may be referred through to ASDT Collaboration Office at [email protected] or:

8 Outcomes

The outcome of the communication plan is to increase the level of understanding, support, and engagement from all 25 public post-secondary institutions.

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9 Appendix – Initial Projects and Communication Tools

Summary of Initial Projects

The Steering Committee has grouped some of the opportunities identified in the Opportunity Assessment Report into the following projects. Each project has a Project Sponsor who is a member of the Steering Committee

Project Project Sponsor

1 Lower Textbook Freight Costs Pat Eagar

2 Higher Vending Commissions Jackie Hogan

3 Shared Print Shop Services Pat Hibbitts

4 Credit Card Merchant Fee Reduction for tuition and Roy Daykin non-tuition revenue

5 Transition to a single Managed Print Services contract Jordan Perrey for the sector

6 IT Opportunities (6 IT projects) Oliver Grüter- Andrew

7 Joint Procurement: includes courier services, natural Gayle Gorrill gas, office supplies, scientific supplies, trade consumables, and travel

8 Collaborative Employee Recruitment Portal Site Dianne Teslak

Updated project teams will be available on the ASDT Sharepoint.

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Communication Tools

Tool Description Purpose

Opportunity The first phase was the Opportunity The Sector and Ministry will Assessment Assessment Phase (June 2012 to work collaboratively to Final Report February 2013). The Ministry implement administrative engaged Deloitte Inc. to identify services and savings across potential opportunities and deliver an the public post-secondary assessment of likely costs, benefits sector as identified in the and implications. Report, and as new opportunities arise.

Orientation The orientation document includes a Welcome document for team Document high-level intro on the Opportunity members working on ASDT and Implementation Phases, high projects. level project deliverables and roles defined. Project Proposal The Project Proposal is intended to To build a common vision provide a common understanding among project participants across the sector of what the project and obtain endorsement from is about, and to serve as the the ASDT Executive foundation for writing a business Committee. Approval of the case. project proposal is required to proceed with a business case. Business Case The business case examines the To communicate a proposed costs, benefits and risks of vision with sufficient detail implementing the project outlined. and understanding of feasible option(s). Consultation A consultation process for soliciting A collaborative approach on Process input on project documents. TBD. developing the project proposals and business cases. Each institution will be invited to provide

Administrative Service Delivery Transformation Initiative Communication Plan 13

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2014 Grads for Senate Approval EXHIBIT:

Bachelor Degree Bachelor Degree Jennifer Jessen Bachelor of Arts Geography major Julie Allenby Anthropology minor Geography major Kaitlyn Jones Maria Fernanda Alvarez Psychology major Psychology major Philosophy minor English minor Gurpreet Kang Louelene Vanessa Menor Asayo Political Science major English major Criminal Justice minor Writing and Rhetoric concentration Cameron Edward Daniel Klassen Aileen Meaghan Atkins Geography major Sociology major International Studies concentration Psychology extended minor Urban Studies concentration Heidi Marie Buhler Kylie Ann Nacala Knowlson Geography extended minor Geography major Visual Arts extended minor Visual Arts minor Meaghan Johanna Donnelly International Studies concentration Sociology/Anthropology major Kimberly Laurel McDonald Dominique Alexandra Elstak History major English major Hannah Grace McSween Psychology extended minor English major Nicole Marie Ensing Sophie Michalenko Geography major Sociology major Environmental Studies concentration Rachel Lynn Middleton International Studies concentration English major Urban Studies concentration Heather J. Moseanko Kailey Catherine Erickson Sociology/Anthropology major History major Chrisandra L. Nagel Psychology extended minor French extended minor Asma Farooq History extended minor Sociology/Anthropology major Sharverty Neville Communications minor English major Jessica Michelle Filion Jennifer Michelle Nickel Psychology major Geography major French minor Environmental Studies concentration CarlyAnn Grace Galuska International Studies concentration English major Mazhar Talib Nurani Baljinder Bejay Gill Political Science major Criminal Justice extended minor Brett Pardy Geography extended minor History major with Co-operative Education option Rachel Penner Kayla C. Gillan English extended minor Psychology major Media & Comm Studies Extended Criminal Justice extended minor Vesna Ragan Julia M. Hodgins English major Sociology major Ami Rempel Social Research concentration Psychology major Ahmed Abdulaziz Hussein Danira Sehomerovic Psychology major Political Science major Pamela Joy Hutchins Philosophy minor English major Joel William Smart Sociology/Anthropology major Media & Communications Studies minor

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2014 Grads for Senate Approval EXHIBIT:

Bachelor Degree Bachelor Degree Elyse Lynn Smith Criminal Justice extended minor Bachelor of Computer Information Systems Psychology extended minor Ibrahim Ghunaim Alghunaim Joni Lynn Smoker Strang Software Development concentration English major Faisal Abbas Alotaibi Sociology minor Zhong Yuan Cao Stacy Thoreson Software Development concentration Sociology/Anthropology major Jonathan Mark Hall Christopher Towler Business Administration minor Sociology major Software Development concentration Rachael Susan Unger Benjamin Mark Johnson Geography major Sungkyun Lee History minor Yo-Han Lee Environmental Studies concentration Jeremiah Luis Lobo International Studies concentration Anthony Penner Angela Lucia Vecchies Yue Wu History major Carl Wuensche English minor Zhuo xin Yang WanLing Wang Qian Yun Zhang Sociology major Visual Arts extended minor Bachelor of Fine Arts Samantha Jean Webster Jeffrey Ryan Stackhouse Sociology/Anthropology major Visual Arts major Erin C. Wilkinson Psychology major Bachelor of General Studies History extended minor Shannon Draney Communications minor Bachelor of Arts (Criminal Justice) Angela Marie Oldale Jesse A. Aarons History minor Jessica Ellery Lei Xu Steffan Alexander Moens Miao Chuan Yu Amanda Jane Ormandy Media & Communications Studies minor Patricia Kathryn Staller Visual Arts minor

Bachelor of Business Administration Bachelor of Science Philip Tom Ware Nayshan S. Blassnitz Economics minor Biology major Hongyan Zhuang Biology of Organisms concentration Economics minor Ecology concentration Accounting and Financial Management Landry A. W. Dorsett concentration Biology major Cellular & Molecular Genetics concentration Catherine Kayla Reich Biology major Biology of Organisms concentration Aaron Sid Wijngaarden Mathematics major Physics major

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2014 Grads for Senate Approval EXHIBIT:

Bachelor Degree Diploma

Bachelor of Science in Nursing Diploma in Criminal Justice Daniel James Balback Justin David Blois Mauveen Brar Nadine Elizabeth Garcia Lauren Elise Bristow Jasmeet Singh Tiwana Fraser Ryan Cocks Katelyn Marie Ellis Diploma in General Studies Jennifer Enns Yiwen Chen Laura Elizabeth Fenton Antarpreet Kaur Dhaliwal Natasha R. Gauthier Zhening Hu Alexandra Klop Savita Kaur Brooke Lynnae Lawrence Hayley Marguerite Nimmo Deanna Limbert Matt O'Shea Rebecca Ashley Lizé Pethani Jayeshbhai C. Kathryn (Kate) McSeveny Yu, Jinkun Keighlynn Scott-Watkins Qing Yu Zhu Tamara Lynn Shaw Kalena Joan Taylor Diploma in Liberal Arts Joan de Castro Villanueva Louelene Vanessa Menor Asayo Brian Donald Wiebe Matthew G. Dirks David Benjamin Withers Meaghan Johanna Donnelly Mary Kenrae Dorsey Associate Degree Jessica Michelle Filion Celine Alyssa Hayward Associate of Arts Degree Sonali Johal Ping Fang Danielle Lynne Letkeman Heather J. Milne Ji Hyun Lim Jennifer Michelle Nickel Amanda Jean Melanson Mikaela Christine Ramdial Brooke Allana Beatrice Powell Rupinder Sandhu Yun Song Ariel Swayze Nick Toews Rachael Susan Unger Rachael Susan Unger Jessica Marie Wade Diploma Shi Yu Xu

Diploma in Library and Information Technology Diploma in Business Administration Terry L. Hounsell Wen Yuan Irene Chen Youth Services concentration Ivjot Kaur Garcha Maninder Kaur Diploma in Social Services Tabatha Jane Saltys Claire Jasmine Coulter Hongyan Zhuang Devinder Singh Dhaliwal Jodi Keis Diploma in Computer Information Systems Dylan Much Ibrahim Ghunaim Alghunaim Nina Vo Nguyen Jonathan Mark Hall Pamela Rose Schwab Jaypinder Sekhon Annie Katharine Schwabe with Co-operative Education option Natasha Chantelle Unruh Jiawei Sun Chao Xie Diploma in Visual Arts Zhuo xin Yang Lisa Edwards Fangteng Zhao

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2014 Grads for Senate Approval EXHIBIT:

Certificate Certificate (5 to 30 credits)

Certificate in Accounting Management Skills for Supervisors Certificate Hongyan Zhuang Jennifer Diane Dyck

Certificate in Computer Information Systems Modern Languages Intermediate Proficiency Certificate Zhong Yuan Cao Matthew G. Dirks Jasupinder Singh Sidhu in French Austin Robert Forseth Lee Certificate in Early Childhood Education in Spanish Tanya Natasha Hiebert Nursing Unit Clerk Certificate Welding (Level C) Certificate Tanbir K. Basra Daryl Goodwin Melissa Coburn Friedrich Crispin Cameron Nery Samantha Lynn Collinge Paige Dungate Certificate (5 to 30 credits) Megan Lesley Elias Marlene Twyla Funk Desirae Hall Bookkeeping for Small Business Certificate Sonia Johal Daveneyat Kaur Basran Jennifer Dahn Lowe Glenn DeGroot Chanelle Elizabeth Mroz Reece Forster Kelly Waterton Michelle Catherine Gray Tess Marie Watson Shelly Kenyon Samantha White Margaret Phyllis Larson Patricia E. Willms Kristin Marae Lecuyer Samantha Luteyn Professional Communications Essentials Certificate Wesley W. McFarlane Luke Edward Clemons Braund Leeanne Esther McNeill Joshua Paul Butler Eva Marie Myhre Jordan Epp Lainey Neels Jessica Makinen Tammy Marie Ridder Emma Louise McGuire Joslin Sanderson Samanpreet Varing Lela Gale Steer Jenny Van der Flier Professional Computer Proficiency Certificate Roxana Otilia Zgreaban Faisal Abbas Alotaibi Certificate in Extended Studies in Arts Teaching English as a Second Language Certificate Jonathan Isaac Rahe English major Louelene Vanessa Menor Asayo CarlyAnn Galuska Rachael Susan Unger Certificate in Indigenous Studies: Maps, Films, Rights and Land Claims Tyler Andersen Victoria April McCarthy

Certificate of Advanced Proficiency II in English as a Second Language Elizabeth B. De Guzman

Library Technician Post-diploma Certificate Christina Harper

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2014 Grads for Senate Approval EXHIBIT:

Bachelor Degree Bachelor Degree

BA in Global Development Studies Bachelor of Arts Matthew G. Dirks Robert Auffray Business minor Geography major Sociology minor Colin Ballard English major Creative Writing concentration Jessica Louise Bradley Sociology major Psychology extended minor Audrey Danielle Epp Geography major English extended minor Environmental Studies concentration Melissa Fast Geography major Geographic Information Systems concentration Urban Studies concentration Landyn Humeny English major History minor Sonali Johal Political Science major English minor Lauren Jonas Geography major English minor Ji Hyun Lim Psychology major Criminal Justice extended minor Rosalie Nicole Luymes Geography major Environmental Studies concentration Danica Martens Psychology major Business minor Kevin McGowan Geography major Environmental Studies concentration Geographic Information Systems concentration Physical Geography concentration Emma Louise McGuire Sociology major French minor Jesse Pearson French extended minor Geography extended minor Leah Rae Porritt Sociology major Brooke Allana Beatrice Powell English major Theatre minor

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2014 Grads for Senate Approval EXHIBIT:

Bachelor Degree Bachelor Degree Mili Sareen Sociology/Anthropology major Bachelor of Business Administration Amanda Kristina Scott Talal Adnan Alturkistani English major Hardeep Braich History minor Accounting option Cara M. Streifel Joshua Paul Butler Psychology major Accounting option English minor Meng Chen Terri-Lynn Roxann Vidal Yu Chen Psychology major Economics minor Ruth Wolff Accounting and Financial Management History major concentration Jyoti Davesar Bachelor of Arts (Criminal Justice) Marketing option Damanveer Singh Gill Jordan Epp Communications minor Economics minor Accounting option Tyler J. Hamera Victoria Jean Rieder Jun Feng Sociology minor Marketing option Jocelyn Mae Rintoul Christopher J. Hargreaves Psychology extended minor Economics minor Accounting option Spencer Bruce Singer Lambert Hao Yen Hsu Economics minor Harman Khabra Accounting option Tracy J. Kirkby Donald J. Lester Renjie Long Economics minor Jiayuan Lou Caitlin McAuley Accounting and Financial Management concentration Bria Danielle McCall Economics minor Finance option Anastasia Andrea Mroz Marketing option Ashlea L. Paré Economics minor Finance option Ashley Parmar Accounting option Christopher William Pozniak Accounting option Avneet Kaur Riar Human Resource Management option Angela Castillo Santos Accounting option Courtney Amrit Saran Human Resource Management option Qing Sun Accounting option

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2014 Grads for Senate Approval EXHIBIT:

Bachelor Degree Bachelor Degree Bethany Tait Samanpreet Varing Bachelor of Kinesiology Marketing option Casey Jon Bailey Xinwei Zhou Kevin B. Carey Economics minor Exercise Science option Accounting and Financial Management Concetta Maria D'Amato concentration Ashley Dowdeswell Naomi Ranae Dueck Bachelor of Computer Information Systems Sharon Dueck Muaath Abdulaziz Alammar Ryan Lee Gallant Mohammad Alghathami Psychology extended minor Gregory F. Burke Marieka Corrine Gerding Software Development concentration Tyler Ker Chadha Semerjeet Biology minor Siwen Huang Mackenzie R. Ledgerwood Software Development concentration Craig Arthur Robinson Sushant Lacoul Laura Joy Robinson Richard Vinod Nair Adrian James Warkentin with Co-operative Education option History minor Glen Pravin Rao with Co-operative Education option Associate Degree Shane Schlosser Systems & Networking concentration Catherine M. Smith Associate of Arts Degree Business Administration minor Nicole Paul Jesse Pearson Bachelor of Fine Arts Robert Herman Spanninga Layne Taylor Warbinek Akeem Patrick Nermo Alannah Nicole Wouda Visual Arts major

Bachelor of General Studies Diploma Hanna Heonsun Kim Business minor British Columbia Adult Graduation Diploma Chun Wing Lau Cindy Michelle Grantham Economics minor Carley Marie Ann Scoones Bo Li Lixuan Liu Business minor Susan Ann Major Visual Arts minor Lin Peng Business minor Alannah Nicole Wouda History minor Kinesiology minor for Arts Xiaohui Zhang (Future) Communications minor Geography minor

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2014 Grads for Senate Approval EXHIBIT:

Diploma Diploma

Diploma in Business Administration Diploma in Library and Information Technology Navjot Singh Ahluwalia Sarah J. Patrick Abdulrahman Mohammed Al Hussaini Records Management concentration Mohamed Arfaoui Youth Services concentration Diana Beedassy Michael D. Pritchard Varrtika Bhatia Raman Preet Kaur Brar Diploma in Social Services Po-Hung Chen Kyle Martin Cyrull Yuyao Chen Jamie Gee Xi Cheng Rachel Rudy Graham Jeffrey Fast Kayla Rhae Wild Gagandeep Kaur Gill Melissa Tracy Jean Woodrow Na Kang Daniel Kao Certificate Lixuan Liu Crystal MacDonald Bharat Nayyar Certificate in Business Administration Aaron Olson Varrtika Bhatia David M. Pardy Asma Farooq Angela Castillo Santos Dan R. Gibson David Shoore Anthony James Charles Gwillim Jin Juan Wang Angela Castillo Santos Meng Zhai Jin Juan Wang Shengyue Zhang Certificate in Marketing and Sales Diploma in Computer Information Systems Meng Zhai Aldubaykil, Mohammed Khalil Cheng Sun Community Support Worker Certificate Matthew Christiaanse Diploma in Fashion Design Minyi Li Welding (Level C) Certificate Colton Leighton Diploma in General Studies Christie-Lee Duncan Certificate (5 to 30 credits) Raquel E. Kamphuis Gurjeet Kaur Certificate in Indigenous Studies: Maps, Films, Rights and Natasha Lacey Land Claims Sean Gregory Patrick Jordan Bryce Samantha Lyn Temple Melissa Fast

Diploma in Liberal Arts Certificate of Advanced Proficiency II in English as a Second Lyndsay Dawn Bertness Language Corryn Dyck Mehrdad Khaligh Razavi Joo Hee Juliet Kim Kulveer Virk Laura Lindsay Lizé Kevin McGowan Computer Assisted Drafting Certificate Jennifer Michelle Nickel Derek Richard Unger Andreia Randa Cara M. Streifel Introduction to Journalism Certificate Shaylene Nicole Tielmann Joel William Smart

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2014 Grads for Senate Approval EXHIBIT:

Certificate (5 to 30 credits)

Modern Languages Advanced Proficiency Certificate Jessica Michelle Filion in French Pedro José Zullo in French

Modern Languages Intermediate Proficiency Certificate Jessica Michelle Filion in French Pedro José Zullo in French

Professional Communications Essentials Certificate Abdulrahman Mohammed Al Hussaini Tyler T. Burns Kyle Martin Cyrull Jyoti Davesar Kendra C. Papineau Trevor Raymond Pehlke Lin Peng

Teaching English as a Second Language Certificate Jennifer Eve-Lynn Henshaw

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Sessional Dates for 2014-2015

2012/13 2013/14 2014/15

Fall Semester Fall 2012 Fall 2013 Fall 2014 Classes begin Tuesday, 4 September Tuesday, 3 September Tuesday, 2 September Truth and Wednesday, 18 September Reconciliation day Fall Convocation Friday, 10 October TBD Thanksgiving Monday, 8 October Monday, 14 October Monday, 13 October Remembrance day Friday, 9 November Monday, 11 November Tuesday, 11 November (observed) Classes end Monday, 3 December Monday, 2 December Monday, 1 December Reading break – no Tuesday, 4 December Wednesday, 4 December Tuesday, 2 December classes, no exams Exam period Wednesday, 5 December Thursday, 5 December to Wednesday, 3 December to Tuesday, 17 December to Monday, 15 December Monday, 17 December Instructional days M-12, T-13, W-13, R-13, M-11, T-13, W-12, R-13, M-12, T-12, W-13, R-13, F-13, S-13 F-13, S-13 F-12, S-13 Exam days 11 11 11 Semester break Tuesday, 18 December to Wednesday, 18 December Tuesday, 16 December to Sunday 6 January to Sunday, 5 January Sunday, 4 January (20 (20 days) (20 days) days) Winter Semester Winter 2013 Winter 2014 Winter 2015 Classes begin Monday, 7 January Monday, 6 January Monday, 5 January Family Day – no classes Monday, 11 February Monday, 10 February Monday, 9 February Mid-term Break Tuesday, 12 February to Tuesday, 11 February to Tuesday, 10 February to Saturday, 16 February Saturday, 15 February Saturday, 14 February Easter – no classes Friday, 29 March to Friday, 18 April to Friday, 3 April to Monday, 1 April Monday, 21 April Monday, 6 April Classes End Monday, 15 April Friday, 11 April Monday, 13 April Reading break – no Tuesday, 16 April Saturday, 12 April Tuesday, 14 April classes, no exams Exam Period starts Wednesday, 17 April to Monday, 14 April to Wednesday, 15 April to Saturday, 27 April Monday, 28 April Saturday, 25 April (not incl Saturday, 19 Apr) Instructional days M-13, T-13, W-13, R-13, M-13, T-13, W-13, R-13, M-13, T-13, W-13, R-13, F-12, S-12 F-13 F-12, S-13 Exam days 10 10 10 Semester break Sunday, 28 April to Tuesday, 29 April to Sunday, 26 April to Sunday, 5 May Tuesday, 6 May Sunday, 3 May

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Summer Semester Summer 2013 Summer 2014 Summer 2015 Full Session Classes begin Monday, 6 May Wednesday, 7 May Monday, 4 May Victoria Day Monday, 20 May Monday, 19 May Monday, 18 May Convocation Thursday and Friday, Thursday and Friday, Thursday and Friday, 11-12 13-14 June 12-13 June June TBC Canada Day Monday, 1 July Tuesday, 1 July Wednesday, 1 July (observed) B.C. Day Monday, 5 August Monday, 4 August Monday, 3 August Classes end Saturday, 3 August Tuesday, 5 August Friday, 7 August Reading break – no Monday, 5 August Wednesday, 6 August Saturday, 8 August classes, no exams Exam Period Tuesday, 6 August to Thursday, 7 August to Monday, 10 August to Saturday, 17 August Monday, 18 August Saturday, 22 August Instructional days M-11, T-13, W-13, R-12, M-11, T-12, W-13, R-13, M-12, T-14, W-13, R-13, F-12, S-13 F-13, S-13 F-13, S-13 Exam days 11 10 11 Session break Sunday, 18 August to Tuesday, 19 August to Sunday, 23 August to Monday, 2 September Monday, 1 September Monday, 7 September (16 days) (14 days) (16 days)

Summer Semester Summer 2013 Summer 2014 Summer 2015 Early Session Classes begin Monday, 6 May Wednesday, 7 May Monday, 4 May Victoria Day Monday, 20 May Monday, 19 May Monday, 18 May Convocation Thursday and Friday, Thursday and Friday, Thursday and Friday, 11-12 13-14 June 12-13 June June TBC Classes End Saturday, 22 June Monday, 23 June Saturday, 20 June Reading break – no Monday, 24 June Tuesday, 24 June Monday, 22 June classes, no exams Exam Period Tuesday, 25 June to Wednesday, 25 June to Tuesday, 23 June to Friday, 28 June Friday, 27 June Friday, 26 June Instructional days M-6, T-7, W-7, R-6, F-6, S-7 M-6, T-6, W-7, R-7, F-7, S-7 M-6, T-7, W-7, R-6, F-6, S-7 Exam days 4 3 4 Session break Saturday, 29 June to Saturday, 28 June to Saturday, 27 June to Tuesday, July 2(3 days) Tuesday, 1 July (3 days) Wednesday, 1 July (4 days)

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Summer Semester Summer 2013 Summer 2014 Summer 2015 Late Session Classes begin Tuesday, 2 July Wednesday, 2 July Thursday, 2 July B.C. Day Monday, 5 August Monday, 4 August Monday, 3 August Classes End Saturday, 17 August Monday, 18 August Wednesday, 19 August Reading break – no Sunday, 18 August Tuesday, 19 August Thursday, 20 August & classes, no exams Friday, 21 August Exam Period Wednesday, 20 August to Friday, 21 August to Monday, 19 August to Friday, 22 August Tuesday, 25 August Friday, 23 August Monday, 24 August to Wednesday, 26 August Instructional days M-6, T-7, W-7, R-7, F-7, S- M-6, T-6, W-7, R-7, F-7, S- M-6, T-7, W-7, R-7, F-7, S- 7 7 7 Exam days 5 3 4 3 Session break Saturday, 23 August to Wednesday, 26 August to Saturday, 24 August to Monday, 1 September Monday, 7 September Monday, 2 September (10 days) (12 days) Thursday, 27 (10 days) August to Monday, 7 September (11 days)

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Revised 2014-15 Sessional Dates Page 155 of 175 Page 156 of 175 AGENDA ITEM # 7.4.1

Minutes for the University of the Fraser Valley SENATE Friday November 08, 2013

PRESENT:

Deans John English Rosetta Khalideen Lucy Lee Joanne MacLean Jacqueline Nolte

Faculty Members: Trudy Archie Tom Baumann Alastair Hodges Steven Marsh Gerry Palmer (Vice-Chair) Teresa A. Piper Alisa Webb Noham Weinberg Zoe Dennison

Provost/VP Academic: Eric Davis

University Secretary and Registrar: Al Wiseman

Staff: Colleen Bell Mark Brosinski

Students: Michael Clare Chris Gillmeister Yadwinder Sharma

a/University Librarian: Patti Wilson

Guest: Sylvie Murray

Regrets: Chris Bertram, Maria Bos-Chan, Sue Brigden, Kelly Chahal, Dan Harris, Mark Evered, Christine Slavik, Maggie Theron

Approved Senate Minutes, 2013 11 08 Page 157 of 175 AGENDA ITEM # 7.4.1

UFV Senate Meeting, Public Session November 08, 2013

1. CALL TO ORDER

1.1. Opening Remarks by the Chair

Gerry Palmer assumed the chair as President Evered was away on other university business. Mr. Palmer called the meeting to order at 2:37 pm. He welcomed everyone and queried senators for their views on a process for a consent items section on the agenda. No objections were noted.

2. ADOPTION OF CONSENT ITEMS

2.1. Agenda, 2013 11 08

2.2. Minutes, 2013 10 11

2.3. Graduands, 2013 11 08

MOTION: THAT Senate adopt the agenda and draft minutes as presented, and the graduand list, as revised to correct the date of the list on the agenda page. T. Baumann/S. Marsh CARRIED

3. DECISION ITEMS

3.1. Academic Planning and Priorities Committee - Eric Davis

3.1.1. 2013 Update to the 2011-2015 Education Plan

Eric Davis reported on highlights of the 2013 update to the 2011-15 Education Plan, with a focus on the identified priorities. He presented the Plan for Senate approval and recommendation to the Board of Governors.

MOTION: THAT Senate approve and recommend to the Board of Governors the 2013 Update to the 2011 – 2015 Education Plan, as presented. E. Davis/T. Baumann CARRIED

3.1.2. Psychology Major and Extended Minor - Change to Declaration Process

MOTION: THAT Senate approve the change to the declaration process for the Psychology major and extended minor, as presented and as recommended by the Academic Planning and Priorities Committee, effective September 2014. E. Davis/Z. Dennison CARRIED

Approved Senate Minutes, 2013 11 08 Page 158 of 175 AGENDA ITEM # 7.4.1

UFV Senate Meeting, Public Session November 08, 2013

3.1.3. French Major Program

MOTION: THAT Senate approve the new French major for the Bachelor of Arts degree, as recommended by the Academic Planning and Priorities Committee. E. Davis/Z. Dennison CARRIED

3.1.4. School of Business Program Review - Provost and VP Academic Eric Davis Review documents may be viewed at http://www.ufv.ca/media/assets/senate/academic-planning--priorities- committee/program-reviews/School-Of-Business-Program-Review.pdf

Senate received the School of Business program review. Provost and VP, Academic Eric Davis encouraged all to examine the program review as comments are relevant to other programs.

MOTION: THAT Senate accept the School of Business program review. E. Davis/R. Khalideen CARRIED

3.2. SENATE AWARDS AND HONOURS COMMITTEE - Tom Baumann

3.2.1. Research Excellence Award Procedures Revisions

Tom Baumann presented revisions to the Research Excellence Award procedures. He also requested approval to rephrase the wording in the Evaluation section of the Evaluation Process as follows: The Research Excellence Award Nominations Review subcommittee will meet before receiving the nomination packages in order to be reminded of the process and criteria.

Noham Weinberg recommended revisions to the Reporting and Review section to include reference to the Senate Awards and Honours Committee, as follows:

The Senate Research Committee will recommend an individual for the award and will accompany its recommendation, with supporting documentation, to the Senate Awards and Honours Committee (SAHC). SAHC will review the recommendation and make a recommendation to Senate for approval. The Board of Governors and the President will receive information on the recipient.

The Senate Awards and Honours Committee will review the guidelines and procedures as it deems appropriate and report to Senate.

Approved Senate Minutes, 2013 11 08 Page 159 of 175 AGENDA ITEM # 7.4.1

UFV Senate Meeting, Public Session November 08, 2013

MOTION: THAT Senate approve the revisions to the Research Excellence Award procedures, as presented, and as further revised at today's meeting. T. Baumann/N. Weinberg CARRIED

3.3. University Secretary and Registrar - Al Wiseman

3.3.1. Senate Bylaws - Procedures for Presentations at Senate

Secretary Al Wiseman canvassed senators for their views on unsolicited presentations at Senate. He recommended articulating some principles to include in the Senate bylaws.

Many good thoughts were provided, with the following key questions:

 What is the role of presentations at Senate?  On what basis should requests for presentations be accepted? (discussion around criteria/guidelines)  Who should make the decision when requests come forward?

Mr. Wiseman agreed to take senators' comments to the Senate Governance Committee to draft some principles for the Senate bylaws.

3.3.2. Senate Graduate Studies Committee Chair for 2013-14

MOTION: THAT Senate approve Joe Ilsever as Chair of the Senate Graduate Studies Committee for the term ending July 31, 2014. A. Wiseman/T. Baumann CARRIED

4. REPORTS

4.1. Report from the Provost and Vice-President, Academic - Eric Davis

Dr. Davis reported on the following items:

 NATVAC conference - Presentation by Carl Amrhein, seconded to the Conference Board of Canada  Conference Board of Canada discussions on skills shortage and transfer credit issues  Supported learning groups statistics show great results - it was suggested that this item return to Senate for further discussion on ways to support our students

5. INFORMATION ITEMS - appended to agenda package

5.1. Senate Governance Committee Minutes

5.2. Association of Universities and Colleges of Canada - News Release - Board of Directors

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UFV Senate Meeting, Public Session November 08, 2013

5.3. Association of Canadian Community Colleges News Release - Focus on Colleges, Training, and Apprenticeships

5.4. Ministry of Advanced Education News Release - BC Jobs Plan

5.5. Board Resolution - Budget Principles

6. ADJOURNMENT and NEXT MEETING Tom Baumann moved to adjourn the meeting at 4:15 pm. The next meeting of Senate is on December 6, 2013 at 2:30 pm in the Rivers dining room of the Chilliwack Trades and Technology Centre.

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2014 Grads for Senate Approval EXHIBIT:

Bachelor Degree Certificate (5 to 30 credits)

Bachelor of General Studies Bookkeeping for Small Business Certificate Aiona Anderson April Dawn Dollimount Linda L. August Ana Elisa Garratt Norma E. Hall Donna Louise King Hector M. Hill Courtnay Klassen Mary Elizabeth Howard Janet Lampart Juanita Louise Joe T. Doug Leach Gerald E. Kematch Heidi Miller Sandra Klausing Kerissa Anne Moore Donald V. Leeson Wendy Pellerin Edward Mack Auzsha Potozny Alex W. Moore Alanna Wellington Geraldine Madeline Nevdoff Flora Rose Raynes Certificate in Indigenous Studies: Maps, Films, Rights and Jessica L. Stepp Land Claims Doreen M. Sterling Katherine A. Nickelchok Mary Suchell Ivy R. Tom Certificate of Advanced Proficiency II in English as a Second Language Bachelor of Kinesiology Tian Xu Sarah Elizabeth Moore Forster Psychology extended minor Management Skills for Supervisors Certificate Bryce Gilchrist James Do-Wan Martin Kelly Boyes Mathew Wiens Associate Degree Modern Languages Intermediate Proficiency Certificate Associate of Arts Degree Chun Wing Lau Julia M. Hodgins in Mandarin Kimberly Laurel McDonald Diploma in French Ariel Swayze in French Diploma in Liberal Arts Chrisandra L. Nagel Teaching English as a Second Language Certificate Sharverty Neville Adriana Maljaars Elyse Lynn Smith Anjuli Marie Zukowski Erin C. Wilkinson

Certificate

Aircraft Structures Technician Certificate Prabhjot Brar Marvin Lising Sosing

Certificate in Geographic Information Systems Cameron Edward Daniel Klassen

Wedling C certificate Savannah Rose Mahoney

26-Nov-2013 4:02 PM Page 1 of 1

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Sessional Dates for 2014-2015

2012/13 2013/14 2014/15

26-Nov-13

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Summer Semester Summer 2013 Summer 2014 Summer 2015 Full Session Classes begin Monday, 6 May Wednesday, 7 May Monday, 4 May Victoria Day Monday, 20 May Monday, 19 May Monday, 18 May Convocation Thursday and Friday, Thursday and Friday, Thursday and Friday, 11-12 14-15 June 12-14 June TBC June TBC Canada Day Monday, 1 July Tuesday, 1 July Wednesday, 1 July (observed) B.C. Day Monday, 5 August Monday, 4 August Monday, 3 August Classes end Saturday, 3 August Tuesday, 5 August Friday, 7 August Reading break – no Monday, 5 August Wednesday, 6 August Saturday, 8 August classes, no exams Exam Period Tuesday, 6 August to Thursday, 7 August to Monday, 10 August to Saturday, 17 August Monday, 18 August Saturday, 22 August Instructional days M-11, T-13, W-13, R-12, M-11, T-12, W-13, R-13, M-12, T-14, W-13, R-13, F-12, S-13 F-13, S-13 F-13, S-13 Exam days 11 10 11 Session break Sunday, 18 August to Tuesday, 19 August to Sunday, 23 August to Monday, 2 September Monday, 1 September Monday, 7 September (16 days) (14 days) (16 days)

Summer Semester Summer 2013 Summer 2014 Summer 2015 Early Session Classes begin Monday, 6 May Wednesday, 7 May Monday, 4 May Victoria Day Monday, 20 May Monday, 19 May Monday, 18 May Convocation Thursday and Friday, Thursday and Friday, Thursday and Friday, 11-12 14-15 June 12-14 June TBC June TBC Classes End Saturday, 22 June Monday, 23 June Saturday, 20 June Reading break – no Monday, 24 June Tuesday, 24 June Monday, 22 June classes, no exams Exam Period Tuesday, 25 June to Wednesday, 25 June to Tuesday, 23 June to Friday, 28 June Friday, 27 June Friday, 26 June Instructional days M-6, T-7, W-7, R-6, F-6, S-7 M-6, T-6, W-7, R-7, F-7, S-7 M-6, T-7, W-7, R-6, F-6, S-7 Exam days 4 3 4 Session break Saturday, 29 June to Saturday, 28 June to Saturday, 27 June to Tuesday, July 2(3 days) Tuesday, 1 July (3 days) Wednesday, 1 July (4 days)

26-Nov-13

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Summer Semester Summer 2013 Summer 2014 Summer 2015 Late Session Classes begin Tuesday, 2 July Wednesday, 2 July Thursday, 2 July B.C. Day Monday, 5 August Monday, 4 August Monday, 3 August Classes End Saturday, 17 August Monday, 18 August Wednesday, 19 August Reading break – no Sunday, 18 August Tuesday, 19 August Thursday, 20 August classes, no exams Exam Period Monday, 19 August to Wednesday, 20 August to Friday, 21 August to Friday, 23 August Friday, 22 August Tuesday, 25 August Instructional days M-6, T-7, W-7, R-7, F-7, S- M-6, T-6, W-7, R-7, F-7, S- M-6, T-7, W-7, R-7, F-7, S- 7 7 7 Exam days 5 3 4 Session break Saturday, 24 August to Saturday, 23 August to Wednesday, 26 August to Monday, 2 September Monday, 1 September Monday, 7 September (10 days) (10 days) (12 days)

26-Nov-13

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Engineering Physics Diploma in Mechatronics

UNIVERSITY OF THE FRASER VALLEY

Department of Physics Faculty of Science

Submitted to UFV Senate December 6th 2013

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Table of Contents

1. Executive Summary p. 3 2. Program Description p. 5 3. Curriculum p. 8 4. Program Consultations and Evaluation p. 11 5. Admission and Transfer p. 13 6. Other p. 17

Appendix A: Undergraduate Non-Degree Program Outline & Calendar Copy p. 18 Appendix B: Calendar Descriptions of Courses p. 24 Appendix C: New Course Outlines p. 32 Appendix D: Library Collection Analysis p. 52 Appendix E: Budget Analysis p. 58 Appendix F: Letters of Support p. 67 Appendix G: Labour Market Information p. 70 Appendix H: Student Survey p. 81

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Name of Institution: University of the Fraser Valley Title of Program: Engineering Physics Diploma in Mechatronics Credential to be awarded to graduates: Engineering Physics Diploma in Mechatronics Length of Program: Two Years (four terms) of Full-Time Study Rationale for the credential: This program works on the model of a typical two-year diploma program, but students will enter the program after having completed one year of academic studies in science and mathematics. This will address a common problem faced by engineering /technology diplomas in ensuring that their students have the math and science skills required for success in the program, and flexibility in employment and further educational pursuit, if they choose to, after graduation. Graduates of the proposed diploma will have a general academic background, in addition to more specific skills directly related to employment.

Chair, Program Working Group: Tim Cooper Title: Instructor of Physics Phone: 604 858 8102 or Local: 4456 Email: [email protected] Dean: Lucy Lee Email: [email protected]

EXECUTIVE SUMMARY:

Mechatronics is a multi-disciplinary sub-field of engineering which combines aspects of physics, mechanical engineering, electrical engineering, electronics, computational methods, software design, control theory, and systems design (see diagram below). Applications include designing computer programs and/or electric circuits to control and monitor machinery (automation). Automation is widespread in a range of sectors (including aviation, transportation, agriculture, building management, and manufacturing) and will increase as the costs of computer-power continue to drop. A primary purpose of this proposal is to support industries in the Fraser Valley and beyond who need engineers trained in mechatronics to help them innovate and grow.

Source: http://en.wikipedia.org/wiki/Mechatronics

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A related purpose of this proposal is to answer Fraser Valley student demand for training in engineering. More than 100 students apply each year for the UFV Engineering Transfer program and a large number of students from this region apply directly to Engineering degree programs at UBC, SFU and UVic. Our mandate as a regional university is to serve these students locally with the education they seek. This proposed diploma will enhance our current offerings in engineering (currently limited to the transfer program) and will act as a stepping-stone to further development in this area, including diplomas in electrical, mechanical and chemical engineering, and degrees in engineering physics (still specialising in mechatronics) and agricultural automation.

Engineering is a discipline that is highly rigorous and highly academic, whilst at the same time fostering the learning of specific techniques and knowledge immediately applicable to the workplace.

Several two-year engineering diploma programs and several four-year engineering degrees exist. While the degrees are built on courses presented at a high academic level, the diplomas focus more on hands- on skills and run at a lower academic level (thus limiting options of graduates). Our Diploma will take three years from high school to complete. This extra time allows us to deliver the material at the high academic level of a degree in engineering, but also put in the hands-on skills and specific knowledge.

This higher academic level will allow graduates to ladder into a BSc degree with a major in Physics or in related disciplines (Math, Computer Information System) with 1-1.5 more year(s) of study. It will also facilitate transfer to engineering programs elsewhere.

Eventually we hope this diploma will also add a laddering-in option to students currently graduating with the first year electronics common-core program offered by trades at UFV. This diploma would be a place that the more mathematically oriented graduates could go.

These anticipated outcomes will motivate more students to enter and stay in the Physics/Engineering and related programs at UFV, it will allow us to build greater capacity. In other institutions (UBC, U of Saskatchewan) engineering physics attracts significantly more students than pure physics, and we expect the same to be the case here. The effect on the physics departments will be to increase the demand for second, third and fourth year courses, along with a spill-over into several math courses.

To summarize, the Engineering Physics (Mechatronics) Diploma will provide the following outcomes:

. direct entry in industry as technologist . Our students will be prepared to enter the work force, with a deeper knowledge of math and physics than is typical of 2-year diploma graduates;

. laddering options to a Bachelor of Science degree, and possibly CIS or Computer Science

. links to trades; and

. for the institution, a vital step along the path to developing full Engineering degrees at UFV.

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PROGRAM DESCRIPTION:

Goals and objectives of the new program

The students will develop deep critical thinking and problem solving skills within the contexts of math, physics and engineering. In addition they will have specific knowledge in mechatronics to the point where they can find employment or be well positioned for further study leading to degrees in physics, math or engineering.

These goals are in line with UFV which, as a comprehensive institution offering a range of programs, is committed to offering an academic and applied education that is relevant to students and employers in the region.

The survey we conducted among employers in the region indicates that our program will produce sought-after workers for the manufacturing, automation (including in agriculture) and high tech industries in the Fraser Valley and lower mainland (see Appendix G).

Target student audience(s) for this program

Target student audiences for this program are:

1) Students in year one of a Bachelor of Science at UFV. We surveyed our UFV Physics 111 students in one semester and found a large demand for the proposed diploma. Based on this survey, we expect over 50 students to apply for admission to the program per year (see Appendix H).

2) Any graduate of an Engineering transfer program from any institution in the province. In BC, there is a province wide 'standard' first-year engineering transfer program. UFV offers this program as do many other colleges/universities. We have built our diploma programs to allow laddering from Engineering transfer programs.

3) International students: There is a strong demand among international students for programs leading to employment. Although business programs are their first choice, engineering programs rank as their second choice. We have seats for 9 international students in our program and the UFV's International Education department has estimated that there will be demand for two to three times this number (see Appendix F).

Our anticipated annual enrolments for the program are 18 students in the first years of the program’s implementation, and 24 in subsequent years. We anticipate that the demand among the three groups mentioned above will significantly exceed our enrolment capacity.

Avoiding unnecessary duplication in the system

Most universities have four-year engineering degrees that run at a high academic level. Most colleges have two year engineering diplomas that are accessible directly from high school and run at a lower academic level than the program that we are proposing. As a two-year diploma program that builds on a

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first year of university-level math and physics, our proposed Engineering Physics (Mechatronics) diploma program is unique.

The following table shows how it compares to other diplomas offered in the institutions closest to UFV. Higher academic levels than achieved in related diplomas, and specialization in mechatronics, are the distinguishing features of our proposed program.

Institution Program Notes BCIT - Electrical and Computer Engineering The UFV proposed program Technology (Automation and contains significantly more Math Instrumentation Option) Diploma and Physics than this program. We focus on mechatronics whereas this focuses more on electronics.

BCIT - Mechanical Technology (Mechatronics The UFV proposed program has and Robotics) Diploma higher academic level and contains significantly more physics than this program, which is why we call it Engineering Physics Diploma. Camosun College - Electronics and Computer Engineering This two-year program specializes Technology Program in controls and communications whereas we focus on mechatronics. North Island - Industrial Automation Technician This is a technician level diploma, College Diploma containing less math and physics than our proposed diploma. Mostly repair/replace/maintain rather than design, as our diploma graduates would do.

In the case of all three programs, students do learn physics and math, but the courses are not considered suitable for transfer to major universities (unlike the physics and math courses included in the UFV diploma program). As a result, the diplomas listed above offer terminal qualifications unless students are willing to go through a bridge program. Our program will allow students to continue their education in an academic (BSc) or engineering degree.

Labour market demand

Details of the labour market are found in Appendix G. To summarize, graduates with this diploma will either go directly to the workplace, transfer to an engineering degree program or ladder up to a Bachelor of Science degree at UFV, most likely in Physics. The program was designed this way to respond to the demand of students, as reflected in our survey of first-year Physics students.

Of the 160 students surveyed: . 46 would leave with the diploma to get a job directly; . 37 would stay and upgrade to a math or physics major; and . 38 would like to transfer to another institution to get an engineering degree.

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As the program proposed is unique in BC, we cannot use data on job prospects from another institution as evidence of future labour market demand for our diploma graduates wishing to enter the workplace directly, but we can look at the job prospects from two-year diploma programs and four-year engineering degree programs, and reasonably expect our graduates would fare somewhere in between.

The 2 two-year programs at BCIT that are as close as we can get to our emphasis in mechatronics are Mechatronics and Robotics (7340) and Electrical and Computer Engineering Technology, Automation and Instrumentation Option (548D).

The exiting survey for BCIT’s Mechatronics and Robotics (see Appendix G) shows that 90% of its graduates were employed full time, and 100% of its graduates said their program was very or somewhat useful in getting their job.

The exiting survey for BCIT's Electrical and Computer Engineering Technology, Automation and Instrumentation Option (548D) shows 86% were employed full time, and 92% of the graduates said their program was very or somewhat useful in getting their job (see Appendix G).

We anticipate that our students will do about as well as the current BCIT diploma graduates.

Our students will also have the option of transferring to an engineering degree program which we hope they can complete with two years of additional studies. Discussions are underway with UBC at the present time. Data available on PAYSCALE and a recent report by the National Association of Colleges and Employers (NACE) rank graduates of four-year engineering degree programs with the highest earning potential of any undergraduate degree.

According to Canada’s Higher Education & Career Guide, “because mechatronics engineers have interdisciplinary training, they are in high demand and can find work in a variety of fields. Graduates can work in research development, technical sales, project management, planning and technical writing. Examples of employers for mechatronics engineers include Air Canada, Triumf, and International Submarine Engineering. They can also work in automotive, aerospace, computer, communications and medical fields. They can design and build automotive components, manufacturing equipment, aerospace systems, and biomedical testing. This is usually in collaboration with mechanical, electrical, computer and biomedical engineers, and can take place on-campus, in private laboratories or in hospitals” (see Appendix G).

Students laddering to and completing a Physics degree have an earning potential that lies in the middle of those with engineering degrees (based on the Pay-scale rating in Appendix G). If Physics is combined with a formal engineering qualification and specialty, then students graduating with a diploma in addition to their degree should fare even better than just a degree according to Dr. Iqbal, Co-op placement officer for Physics at UBC (see Appendix F).

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