Senate May 5 2020 Agenda and Meeting Materials

Agenda

The 485th Meeting of the Trent University Senate Tuesday, May 5, 2020, 2:00 p.m. Via Zoom

Open Session

Chair 1. Welcome and Adoption of Agenda

Traditional welcome--We respectfully acknowledge that we are on treaty and traditional territory of the Mississauga Anishinabeg. We offer our gratitude to First Nations for their care for, and teachings about, our earth and relations. May we honour those teachings.

2. Chair’s Remarks and Announcements Chair Covid-19 Update Distinguished Research Award Senator Emery

3. Minutes of the April 7, 2020 meeting of Chair Exhibit 1 Senate and Business Arising (for approval)

4. Undergraduate Studies Committee Report Senator Henderson Exhibit 2 (for approval)

5. Graduate Studies Committee Report (for Senator Brunetti Exhibit 3 approval)

6. Cyclical Program Review Committee Report Senator Woodend Exhibit 4 (for information)

7. COU Academic Colleague’s Report Senator Pendleton Exhibit 5 (for information) Jimenez

8. Budget Presentation (for information) AVP Finance Turk

9. Any Other Business Chair

10. Adjournment Chair

For Information: Research Policy Committee Annual Report

Senate Meeting May 5, 2020 Page 1 of 48 The 483rd Meeting of the Trent University Senate

Tuesday, April 7, 2020, 2:00 p.m. Via Zoom Minutes

Present were: Chair Leo Groarke; Senators Mak Arvin, Gillian Balfour, Sylvie Berard, Liana Brown, Cathy Bruce, Craig Brunetti, Gary Burness, Neil Emery, Michael Epp, Rodney Fitzsimons, Helen Haines, Scott Henderson, Holger Hintelmann, Hugh Hodges, Chris Kyle, Mowei Liu, Claire Mooney, Shaelyn Mortensen, Jacqueline Muldoon, James Parker, Karleen Pendleton Jimenez, James Penney, Rayna Porter, Nona Robinson, Sonia Sanders, Paula Sherman, Mark Skinner, Wendy Walker, Kirsten Woodend and Asaf Zohar. Official Visitors Tracy Al-idrissi, Melanie Buddle, Jim Forrester, Ian Thomson and Dirk Wallschlaeger. Associate University Secretary (Senate) Tara Harrington and Administrative Assistant Faith Mwesigye.

Regrets: Senators Tony Bui, Robert Clarke, Lewis MacLeod, Janet Miron, Jaime Morales, Nayab Nasir, Andreas Pickel, Robert Robinson, Paul Shaffer, Peyton Sieger and Deondrae Thompson

Welcome and Adoption of the Agenda The Chair opened the meeting with a welcome to the traditional territory: We respectfully acknowledge that we are on treaty and traditional territory of the Mississauga Anishinabeg. We offer our gratitude to First Nations for their care for, and teachings about, our earth and relations. May we honour those teachings.

Open Session

Minutes and Business arising Meeting of March 10, 2020. The minutes were approved with one change to the list of regrets.

Chair’s Remarks and Announcements The Chair thanked everyone for joining the first meeting of Senate held via Zoom. He noted that the provincial declaration of a state of emergency, and the move to remote operations, had necessitated extraordinary changes in the way that Trent operated. The University continued with our core business intact and the Board of Governors and Senate continue to meet but many activities had been reduced or cancelled outright. Of particular note was the fact that the June convocation ceremonies had been cancelled. The University was considering options for alternate celebrations. He stated that all students eligible to graduate would receive their degree by the normal convocation date. Details on the process to follow had been provided in an email message earlier. The Chair reported that planning was underway for the summer and fall terms. Courses would be offered online for the summer terms and plans being developed for the fall term. Notice of Motion: The Chair provided notice that a proposal for a new program, PhD in Interdisciplinary Social Research, might be coming forward at the next meeting of Senate.

Trent University Senate Minutes Page 1 of 4

Senate Meeting May 5, 2020 Page 2 of 48 Changes to Academic Regulations. Senator Muldoon reported that a working group of the Provost, the Deans and the University Registrar had determined that it would be necessary to change some academic regulations in order to facilitate the completion of the term. She noted that some of the changes were to existing regulations while others were new. Grading: The regulations and process for submitting grades remained the same but with modified dates. Difficulties with Course Completion: The existing regulations regarding Incomplete Standing and Aegrotat Standing remained the same but with modifications to deadlines and process. Use of Term Grade as Final Grade: This was a new and temporary measure that would allow an instructor to (a) waive the final examination for all students or (b) waive the examination for individual students with extenuating circumstances. This would be done by calculating the final grade using the term grades only, providing that a reasonable percentage of the term work had been completed. Pass Grade: A new and temporary measure allowing for a PASS in lieu of a numeric grade. This was to be used only in exceptional circumstances where is would not be possible for a student to complete the course assessments and where a final grade could not be reasonably determined using any of the other measures available. Academic Appeals: The regulations remained the same but with modifications to the process. Transcript Notation: The following notation will be added to the Official Transcript Legend

“During the 2019-20 Fall-Winter and 2020 Winter terms, the University was affected by the COVID-19 pandemic. In some courses, the syllabus was changed to re-weight course work and exams. As an accommodation in those terms, some students were granted a PASS in lieu of a numerical grade due to extenuating circumstances.

Undergraduate Studies Committee Report. Senator Henderson presented the report which included the following proposed major modifications: Business Administration – Articulation agreement with Centennial College that would allow qualified graduates of Centennial’s Business-Accounting Diploma program to enter Trent’s BBA program with advanced standing. Environment – proposed a new Specialization in Climate Change Science & Policy. Sociology – proposed a new Specialization in Social Justice & Equity Studies.

In addition, the report included a number of minor modifications: Durham College - Renewed articulation agreement with Durham College to enable qualified graduates of Durham’s General Arts and Science certificate program to enter Trent’s BA or BSc. With advanced standing. Fleming College - Renewed articulation agreement with Fleming College to enable qualified graduates of Fleming’s Earth Resource Technician Co-op to enter Trent’s BSc program in Environmental Geoscience with advanced standing. Circumpolar Studies – modify program requirements. Conservation Biology – modify BIOC courses and program requirements. Economics – new course ECON 4060H.

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Senate Meeting May 5, 2020 Page 3 of 48 English Literature – five new courses – ENGL 1809H, ENGL 2753H, ENGL 4209H, ENGL 4809H and WRIT 2003H. Environmental & Resource Science/Studies – two new courses – ERSC-GEOG 2180H and ERSC-BIOL 3260H. Environmental Chemistry – modify program requirements. Forensic Chemistry – modify program requirements. French & Francophone Studies/Centre for Language & Linguistics – two new courses – FREN 3236H and FREN-CAST 4301H. Regularize RUSS 1001H Geography – new course GEOG-ERST 3390H History – replace HIST 3755Y/3759H with HIST 3753H and HIST 3754H. International Development Studies – new course IDST-ERST 4150Y. Physics & Astronomy – Biology, Environment, Forensic Science and Kinesiology add PHYS 1000H to the following programs- BSc in Biology, BSc in Conservation Biology, BSc in Environmental Geoscience, BSc in Forensic Biology, BSC in Forensic Science and BSc in Kinesiology. Policing & Community Well-being – regularize UNIV 2000H and change name to PLCW 2000H. Swansea Law & Arts/Business – regularize six new courses-LAWS 4000H, LAWS 4010H, LAWS 4020H, LAWS 4030H, LAWS 4040H and LAWS 4050H. Modify requirements for year 6. Senate approved the recommendations as presented.

Graduate Studies Committee Report. Senator Brunetti presented the report which included the following recommendations: MEd, Education – remove EDUC 5030H as a requirement and shift it to an elective. MSc, Forensics – two new courses FRSC 5020H and FRSC 5700H Collaborative Specialization in Aging Studies- Change to Specialization description. MA, Cultural Studies – cross list ENGL 4312 MSc, Forensics – cross list FRSC 5800 with Bioinformatics. Senate approved the recommendations as presented.

Undergraduate Academic Policy Committee Report. Senator Hintelmann reviewed the report which included definitions of various types of experiential learning. He explained that the proposed definitions were based on the definitions required for Ministry reporting purposes with the addition of Traditional Knowledge Experience which was Trent-specific. The definitions had been reviewed by the Graduate Studies Committee. The recommendation was approved as presented.

Academic Planning and Budget Committee Report. Senator Muldoon presented the report which included proposed changes to the Domestic Undergraduate Scholarship Policy. She noted that the Policy had last been updated in 2016.The revisions included: Changed requirements so that students registered in a full-time experiential learning opportunity or students registered in joint-programs with another institution would be eligible for scholarship. Changed definition of full-time course load.

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Senate Meeting May 5, 2020 Page 4 of 48 Students can only receive one renewable entrance scholarship. Removal of rounding from administrative procedure. Incoming students assess in the year they attend. Senate approved the recommendations as presented.

2020-21 Committee List. The list was approved as presented.

2020-21 Schedule of Senate and Executive Committee Meeting Dates. The schedule was approved as presented.

Adjournment The meeting adjourned at 2:42 p.m. Dr. L. Groarke, Chair T. Harrington, Secretary

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2019–2020 Undergraduate Studies Committee 7th Report to Senate – May 5, 2020 Notes • Unless otherwise indicated, all curriculum changes will take effect in the 2020–2021 Academic Year • Calendar copy deletions are marked with a strikethrough, and additions are marked with an underline For Senate Approval – Major Modifications

1) Articulation Agreement – Centennial College A new articulation agreement is proposed between Trent University and Centennial College to enable qualified graduates of Centennial’s Addictions and Mental Health Diploma program to enter Trent’s Bachelor of Social Work program with advanced standing, receiving 5.0 transfer credits toward the 20-credit degree: Calendar copy: Degree Completion Programs Centennial College Bachelor of Social Work Qualified students may enter the Bachelor of Social Work program at Trent University on an advanced standing basis subsequent to the successful completion of the Addictions and Mental Health diploma program with a minimum overall average of 75%. Students must apply for admission to the professional years of the Social Work program. Admission to the professional years is limited and competitive. See Social Work for details.

2) Articulation Agreement – Fleming College A new articulation agreement is proposed between Trent University and Fleming College to enable qualified graduates of Fleming’s Early Childhood Education Diploma program to enter Trent’s Bachelor of Arts program in the Teacher Education Stream with advanced standing, receiving 7.0 transfer credits toward the 20-credit degree: Calendar copy Degree Completion Programs Fleming College Bachelor of Arts (Honours), Teacher Education Stream Qualified students may enter the Bachelor of Arts (Honours) program in the Teacher Education Stream at Trent University on an advanced standing basis subsequent to the successful completion of the Early Childhood Education Diploma program with a minimum overall average of 75%.

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3) Articulation Agreement – Fleming College A new articulation agreement is proposed between Trent University and Fleming College to enable qualified graduates of Fleming’s Educational Support Diploma program to enter Trent’s Bachelor of Arts program in the Teacher Education Stream with advanced standing, receiving 5.0 transfer credits toward the 20-credit degree: Calendar copy: Degree Completion Programs Fleming College Bachelor of Arts (Honours), Teacher Education Stream Qualified students may enter the Bachelor of Arts (Honours) program in the Teacher Education Stream at Trent University on an advanced standing basis subsequent to the successful completion of the Educational Support Diploma program with a minimum overall average of 75%.

4) Articulation Agreement – Canadian University of Dubai A new articulation agreement is proposed between Trent University and Canadian University of Dubai to enable qualified graduates to enter Trent’s Bachelor of Business Administration program with advanced standing, receiving 10.0 transfer credits toward the 20-credit degree: Calendar copy Degree Completion Programs Canadian University of Dubai Bachelor of Business Administration Qualified students may enter the Bachelor of Business Administration program (with optional specializations) at Trent University on an advanced standing basis, subsequent to successful completion of the Bachelor of Business Administration in Accounting and Finance degree program, Bachelor of Business Administration in Human Resource Management degree program, or the Bachelor of Business Administration in Marketing degree program with a minimum overall average of 70%. See Business Administration for additional degree requirement details.

5) Arts & Science – Humanities A new Option in Health Humanities is proposed: Calendar copy Option in Health Humanities This interdisciplinary option encourages students to make connections between how we imagine health, illness, and disabilities and the lived experience of them. Like literature and visual art, health care is rife with symbolism and deeply invested in the human. This option allows students from across the university to draw on methods and insights from History, English Literature, Philosophy, Gender & Women’s Studies, and Canadian Studies to investigate these connections, situate themselves as future health professionals who want meaningful careers, and discover new pathways to caring professions outside traditional medical fields.

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Students will learn about arts-based approaches to health, what it takes to make good ethical decisions in a medical context, and how the arts influence and are influenced by cultural views on health and wellness. Students who have fulfilled the requirements for an Honours or a General degree in any subject may graduate with an Option in Health Humanities if they have successfully completed the following 4.0 credits: – 0.5 UNIV credit consisting of UNIV 2002H – 3.5 credits from: CAST-SOCI-WMST 4551H HIST 4800Y CUST 2560H PHIL 2030H ENGL 2609H PHIL 2390H ENGL-WMST 3609H PHIL 4390H ENGL-WMST 3701H WMST-NURS 2121H HIST 2091H WMST-CAST-ERST 3141H HIST-SOCI 2601H WMST-PHIL-SOCI 3400H HIST-CAST-SAFS 2821H WMST-PSYC 3796H HIST 4550Y/4551H WMST-ANTH 4932H

Course list UNIV 2002H: Health Humanities (new course) CAST-SOCI-WMST 4551H: Gender and Disability in Canada CUST 2560H: The Making of the Modern Body ENGL 2609H: Contagion ENGL-WMST 3609H: SickLit ENGL-WMST 3701H: Writing the Body HIST 2091H: Childhoods in the West: From the Middle Ages to the Cold War HIST-SOCI 2601H: Public Health and Medicine: Doctors, Nurses, and Patients in History HIST-CAST-SAFS 2821H: Food in History HIST 4550Y/4551H: Topics in the History of Early Modern Europe HIST 4800Y: History of Madness PHIL 2030H: Death PHIL 2390H: Biomedical Ethics PHIL 4390H: Advanced Topics in Biomedical Ethics WMST-NURS 2121H: Women and Health WMST-CAST-ERST 3141H: Gender, Health, and Environments WMST-PHIL-SOCI 3400H: Feminism and Disability WMST-PSYC 3796H: Feminist Psychologies (Sc) WMST-ANTH 4932H: Sex, Gender, and Science

6) Gender & Women’s Studies The Department proposes a change to the current department and degree names from Gender & Women’s Studies to Gender & Social Justice, effective May 1, 2021. The Department proposes a change to the current subject code from WMST to GESO, effective May 1, 2021.

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For Senate Approval

1) Kinesiology The Program proposes to regularize a new course: Calendar copy KINE 1001H: Introduction to Kinesiology and Personal Health (Sc) Introduction to the profession of kinesiology, with reference to the College of Kinesiologists of Ontario’s Core Competencies, and practice standards/guidelines. Introduces content from the Canadian Society for Exercise Physiology (CSEP), basic concepts of kinesiology, as well as personal health including exercise and health across the lifespan, disease prevention, and nutrition. Open only to students in the Kinesiology program.

For Senate Information

1) Arts & Science – Humanities A new trial general university course will be introduced: Calendar copy UNIV 2002H: Health Humanities Health humanities explores how the arts and media illuminate aesthetic, ethical, political, and contextual elements of health in everyday life, including but going beyond clinical encounters. With context in mind, students learn how humanities epistemologies enrich understandings of concepts central to health, such as diagnosis, disease, discrimination, and disability. Prerequisite: 3.0 university credits.

2) Business The School will make the following minor change to course: Prerequisite: ADMN 3300H: Personal Ethics in Organizations and Business Prerequisite: 8.0 9.0 university credits, at least 3.0 of which must be ADMN credits including ADMN 2010H.

3) Mathematics The Department will introduce a new trial course: Calendar copy MATH 3600H: Topics in Discrete Mathematics (Sc) Basics of three increasingly popular areas of discrete mathematics (discrete/computational geometry, combinatorial designs, error-correcting codes) and some connections between them. Topics may include Art Gallery problem, triangulations/flip graphs, affine/projective geometries; construction techniques for popular combinatorial designs; basics of coding theory, linear codes, bounds on codes, and techniques for combining codes. Prerequisite: MATH 2200H and MATH-COIS 2600H, or permission of instructor.

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Graduate Studies Committee Report to Senate at April 20, 2020

Unless otherwise noted all changes will take effect in the 2020/21 Academic Year ______

For Senate Approval, Major Changes

1) Master of Instrumental Chemical Analysis The program proposes the follow major changes:

New course: ICAN 5111H (Instrumental Chemical Analysis) Rational or Reason for Change Course needs to be regularized; course was run in 2018-19 for the first time, and then revised for 2019- 20, based on feedback received from summer placement supervisors and students. Proposed Calendar Copy In this course, students will prepare for their practicum in an analytical laboratory. Students will familiarize themselves with the analytical challenge, review the theoretical background, and develop a work plan. They will also consider and solve logistical challenges involved in the project, and learn how to apply for a job.

2) Master of Instrumental Chemical Analysis The program proposes the follow major changes:

New course: ICAN 5200H (Practicum) Rational or Reason for Change Course needs to be regularized; course was run in 2018-19 for the first time, and then revised for 2019- 20, based on feedback received from summer placement supervisors and students. Proposed Calendar Copy In this course, students will conduct a practicum in an analytical laboratory. They will work towards previously identified objectives (ICAN 5111H). Students will learn to integrate into a work place, and develop and practice essential professional skills. They will document their experience in a written report and an oral presentation.

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Senate Meeting May 5, 2020 Page 10 of 48 3) MSc, Forensics The program proposes the follow major changes:

New course: FRSC 5000Q: (Fundamentals in Forensic Science) Rational or Reason for Change This online qualifying course provides students who do not have Forensic Science background with an opportunity to improve their background knowledge of Forensic Science and tests that they have retained this knowledge to prepare them for entrance into the program. This course was run successfully in May 2019 as a trial. Assessing grades of students who took the course indicated that it was successful in improving their levels of success. This course will not count towards the 5.0 credits required for MScFS degree.

Proposed Calendar Copy This course is designed to instruct and assess candidates with conditional entry into graduate level studies in forensic science. Across three modules, students will learn key concepts in forensic science and law, biology and genetics, as well as chemistry and physics. At the end of each module, students will complete online assessments, the results of which will be used to determine their acceptance in to the graduate program (M.Sc.FS).

4) MSc, Nursing The program proposes the follow major changes:

New course: NURS 5119 (Program Evaluation for Healthcare Leaders) Rational or Reason for Change This is the first course of a new graduate program.

Proposed Calendar Copy Students will be introduced to the concepts and components of evaluation and provided with the necessary knowledge and skills to conduct program monitoring and evaluation. Evaluation theory and program theory will be discussed as the basis for all evaluation activity and connection will be made with current evaluation issues and debates. Practical cases and applied strategies will be used to illustrate the critical components of planning, monitoring, and evaluation.

For Senate Approval, Minor Changes

1) MSc, Forensics The program proposes the follow minor changes:

FRSC 5009H (Placement): Split FRSC 5009 into two half courses – FRSC 5009H and FRSC 5090H Rational or Reason for Change We propose to split the current FRSC 5009 course into two half courses to run in different semesters that will provide a clear structure for work the students already need to do to prepare for their summer semester placements. MScFS students complete a full time placement during their third and final term. There is a significant amount of preparatory work that must be done to ensure the students are ready to go to their placements. Currently, that work is being done rather informally during the fall semester. The lack of formal assignments with rubrics and due dates seems to cause the students additional stress. We propose to create a fall semester course for the MScFS program that will formalize the work the students

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Senate Meeting May 5, 2020 Page 11 of 48 need to do to prepare for their placements. This course will also allow the program to protect its integrity by providing a mechanism to prevent students who are not prepared from going on placement.

Proposed Calendar Copy This course prepares students to bridges the academic theory learned in the classroom with a field-based learning experience in a professional setting. It emphasizes job search and professional networking skills. both professional practice and research skills, allowing students to develop a professional network and gain valuable work experience in a forensic field of their choice. Students are provided foundational knowledge and skills to prepare them for the responsibilities of forensic positions. This course is a prerequisite for FRSC5009. The course also incorporates research in a forensic venue, allowing to students to contribute to the forensic science field while critically evaluating the role of research in forensic practice.

2) Master of Instrumental Chemical Analysis The program proposes the follow minor changes:

ICAN 5004H (Quality Control and Data Processing): Title & Description Change Rational or Reason for Change ICAN 5004 will change its name from “Quality Assurance and Quality Control in the Analytical Chemical Laboratory” to “Quality Control and Data Processing.” This title better reflects the course content and it is the original title of this course, when it was developed initially by the Department of Chemistry. Course description for calendar copy was updated accordingly. Proposed Calendar Copy Theis course has a comprehensive coverage of the important topic in focuses on the key elements and responsibilities associated with quality assurance and quality control: reliable chemical analysis and data production of quality management systems. It will teach the importance of accreditation and certification, analytical method validation and implementation to ensure quality. Foundations of basic statistics are included to reinforce data processing. (QA&QC). It explains how QA&QC concepts are applied to quantitative laboratory examinations, and how to organize a quality control program for quantitative tests.

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Senate Meeting May 5, 2020 Page 12 of 48 Cyclical Program Review Committee Senate Report 3 – May 5, 2020 Report Dated: April 23, 2020 Agenda Items - For Information

1. Final Assessment Report & Implementation Plan • Chemistry BSc • Biochemistry and Molecular Biology BSc • Environmental Chemistry BSc

2. Final Assessment Report & Implementation Plan • Canadian Studies BA

Senate Meeting May 5, 2020 Page 13 of 48 1. Final Assessment Report & Implementation Plan

Chemistry BSc Biochemistry and Molecular Biology BSc Environmental Chemistry BSc Completed by the Cyclical Program Review Committee (CPRC)

Degree Programs Being Reviewed BSc Chemistry BSc Biochemistry and Molecular Biology BSc Environmental Chemistry External Reviewers Dr. Martin Stillman, University of Western Ontario Dr. Paul Rowntree, University of Guelph Internal Representative Dr. Barry Saville, Forensic Science, Trent University Year of Review 2019-2020 Date of Site Visit November 18 & 19, 2019 Due Date for Implementation October 1, 2022 Report by the Program Date Prepared by CPRC April 8, 2020 Date Approved by Provost & VP April 23, 2020 Academic Signature of Provost & VP Academic

Chemistry is the central discipline of science, with interdisciplinary links to all other physical and life science disciplines. The Chemistry Department offers a comprehensive range of courses in the fundamentals of analytical, biochemical, environmental, inorganic, organic, and physical chemistry. Based on this offering of courses, the Department of Chemistry offers a BSc in Chemistry and in collaboration with other academic units, a BSc in Biochemistry & Molecular Biology and a BSc in Environmental Chemistry.

Accredited by the Canadian Society for Chemistry, Trent’s BSc Chemistry introduces students to advanced concepts, learning different analytical instruments used to detect and quantify different kinds of chemicals, how to prepare samples, calibrate and operate various instrumentation, and interpret the results of analyses.

The BSc Environmental Chemistry program provides students with a thorough grounding in fundamental chemical principles and a detailed understanding of environmental issues. Students graduating from the program will have experience with advanced instrumentation and modern analytical techniques and will be prepared to handle challenging environmental problems from a multidisciplinary perspective.

Senate Meeting May 5, 2020 Page 14 of 48 Graduates from the BSc Biochemistry & Molecular Biology program will have a detailed understanding of the processes that control and mediate health, illness, reproduction, growth, and ultimately life itself. Students will have opportunities to work closely with faculty on research related to the study of modern methods in protein chemistry, bioengineering, and molecular biology.

Summary of Process

During the 2019-2020 academic year, the BSc Chemistry, BSc Biochemistry & Molecular Biology and BSc Environmental Chemistry programs underwent a review. Two arm’s-length external reviewers (Dr. Martin Stillman, University of Western Ontario and Dr. Paul Rowntree, University of Guelph) and one internal representative (Dr. Barry Saville, Forensic Science, Trent University) were invited to review the self-study documentation. The site visit took place at the Peterborough campus on November 18 and 19, 2020.

This Final Assessment Report (FAR), in accordance with Trent University’s Institutional Quality Assurance Policy (IQAP), provides a synthesis of the cyclical review of the graduate degree programs. The report considers four evaluation documents: the Program’s Self-Study, the External Reviewers’ Report, the Program Response, and the Decanal Response.

A summary of the review process is as follows: the academic unit completed a self-study that addressed all components of the evaluation criteria as outlined in Trent’s IQAP. Appendices included: Curriculum Vitae, Course Syllabi, Data Tables, Student and Alumni Surveys and a Library Statement of Support. Qualified external reviewers were invited to conduct a review of the program that involved a review of all relevant documentation (self-study, appendices, IQAP) in advance of the site visit. A two-day site visit took place where reviewers met with senior administration, faculty, students and staff.

Once the external reviewers’ report was received, both the Program and Dean provided responses to the Report. The Cyclical Program Review Committee (CPRC) reviewed and assessed the quality of the degree program based on the four review documents and reported on significant program strengths, opportunities for improvement and enhancement, and the implementation of recommendations.

The Implementation Plan identifies those recommendations selected for implementation and specifies the proposed follow-up and the person(s) responsible for leading the follow-up. Academic units, in consultation with the respective Dean(s), will submit an Implementation Report in response to the recommendations identified for follow-up. The Report is due October 1, 2022.

Significant Program Strengths

• Students gain first-hand experience in chemical research, experience using specialized equipment for modern experimental and theoretical chemistry, including spectrometers and high- performance liquid chromatography equipment.

• Students benefit from a high degree of faculty contact and one-to-one instruction; faculty who have received awards for their teaching and research.

Senate Meeting May 5, 2020 Page 15 of 48 • Students have the unique opportunity to assist faculty in research or develop independent research projects through research project courses or summer employment as a student research assistant, experience that provides a solid foundation for employment or further education through graduate studies and/or professional programs.

• Students acquire a wealth of transferrable skills - using equipment and methods similar to those used in industrial, academic, and government laboratories.

Opportunities for Program Improvement and Enhancement

• Consideration should be given to accrediting the BSc programs in Environmental Chemistry and Biochemistry & Molecular Biology. This would be an effective tool to recruit students in programs that would be tested against the National standard.

• Students indicated that online course offerings could be more robust, and the quality of current online course offerings could be improved.

• Consideration should be given to developing co-op and internship opportunities for all of the Chemistry programs. This would provide students with a valuable and competitive advantage.

Complete List of Recommendations

Recommendation 1 That Limited Term Appointments have contracts that extend to the known horizon of the staffing need, or the 60-month contractual limit (whichever is shorter).

Program Response The department supports extending LTA appointments specifically where an existing faculty member contributes to an administrative position.

Decanal Response Departments currently have the opportunity to recommend multi-year LTA appointments of up to 5 years in duration.

Recommendation 2 That renewal of LTA contracts be made earlier to allow them to plan for the next year’s academic cycle, including the supervision of undergraduate projects.

Program Response The department supports the hiring of LTA contracts and reappointments earlier in the academic year to ensure stability and optimize opportunity for both the department and LTA members.

Decanal Response The Dean agrees that it would be desirable to finalize staffing plans early in the academic year to allow for timely searches of new faculty. The current deadlines are restricted by Trent’s institutional budget process and approval timelines.

Senate Meeting May 5, 2020 Page 16 of 48 Recommendation 3 That additional laboratory facilities should be created, or the schedule expanded to include weekends and evenings, if current enrollments are maintained.

Program Response The department agrees entirely that the current laboratory infrastructure is not appropriate to meeting the growth to-date and the projected even potentially modest growth going forward. Evenings are currently a routine part of laboratory scheduling for our large first- and second-year courses. Weekend scheduled labs would be difficult step and would require restructuring of both departmental and university operating procedures.

Decanal Response The Dean is aware of the current challenges that have resulted from increased enrolment in existing and new programs. The Dean is working with the department and with Facility Management on plans to renovate additional laboratory space for chemistry teaching. There is limited capacity for additional evening labs in selected courses. Additional staff to support after hour deliveries may be a consideration.

Recommendation 4 That additional laboratory staff should be hired to properly supervise off-hours laboratory sections.

Program Response The department supports providing professional staff coverage for the evening hours of laboratory operation. This would provide a greater degree of safety oversight, support for laboratory GTAs and AAs and reduce the number of overtime hours currently used by existing staff to cover some of these time slots. The department will study the possibilities in consultation with the Office of the Dean of Science

Decanal Response Pending the availability of new financial resources for additional laboratory staff, additional hiring or modified working hours for existing positions may be possible considerations.

Recommendation 5 That the Institution and Departments consider the potential benefits of Co-op streams for these majors.

Program Response The department is keen to explore additional opportunities for experiential learning for our students. While a certified co-op program may be challenging for the size of our department, we are interested in working with the Experiential Learning Office to facilitate student summer work opportunities both on and off campus.

Decanal Response Many students, including chemistry majors, are now routinely asking for experiential learning opportunities. Based on the current enrolment numbers in chemistry, the department is encouraged to explore internship opportunities (i.e. full-time one semester program related experiences in a professional work environment) and integrate those into the curriculum. The Experiential Learning Office would be a valuable resource to develop such a program and has a toolkit available to help with course integration.

Senate Meeting May 5, 2020 Page 17 of 48 Recommendation 6 That the Institution explore alternatives to the secondment of highly capable senior faculty into administrative roles.

Program Response The department recognizes the particular opportunity cost of having chemistry faculty members serve in administrative roles, at the same time, the department appreciates the need for highly qualified individuals to serve in these positions and is happy to support the contributions of its faculty to the well-being of the university community. As noted for recommendation #1 above, the department is very much in support of connecting the term of appointment for an LTA to a secondment of a faculty member into an administrative role.

Decanal Response As an institution, we are aware of the challenges that arise when faculty accept senior administrative appointments in the university (or elsewhere). However, it should be noted that these appointments are career decisions of individual faculty that ought to be supported by the institution, rather than secondments. It is vital that each department develops sound succession plans to maintain a balanced mix of junior, mid-career and senior faculty, though this ideal may not always be accomplishable, given the limited size of many of our departments. To mitigate the (temporary) departure of faculty, departments have the additional opportunity to request multi-year replacements.

Senate Meeting May 5, 2020 Page 18 of 48 Implementation Plan The Implementation Plan provides a summary of the recommendations that require action. The Academic Unit in consultation with their Dean will be responsible for moving forward with the recommendations to ensure that each is completed within the recommended timeframe.

The Academic Unit will submit an Implementation Report to their Dean reporting on the completion and/or status of each recommendation. The Dean will review the Implementation Report prior to submitting the report to the Office of the Provost.

DUE DATE FOR IMPLEMENTATION REPORT: OCTOBER 1, 2022

Proposed Follow-Up Position Responsible Recommendation If no follow-up is recommended, please clearly indicate ‘No follow up report is required’ and for Leading provide rationale. Follow-up Recommendation 1 No follow-up required. That Limited Term Appointments have contracts that extend to the known horizon of the staffing Departments currently have the need, or the 60-month contractual limit (whichever opportunity for multi-year appointments. is shorter).

Recommendation 2 No follow-up required. That renewal of LTA contracts be made earlier to allow them to plan for the next year’s academic Budget approval timelines (which cycle, including the supervision of undergraduate includes LTA hiring) are outside projects. departmental and decanal jurisdiction.

Recommendation 3 Department and Dean, in conjunction Chair and That additional laboratory facilities should be with Facility Management, to develop a Dean created, or the schedule expanded to include plan for laboratory renovations by weekends and evenings, if current enrollments are September 2021. maintained.

Recommendation 4 Department and Dean to review staffing Chair and That additional laboratory staff should be hired to levels for laboratory supervision by Dean properly supervise off-hours laboratory sections. September 2021.

Recommendation 5 Department to consult with Experiential Chair That the Institution and Departments consider the Learning Office to explore internship potential benefits of Co-op streams for these majors. possibilities and if feasible, develop internship options (course) by September 2022.

Recommendation 6 No follow-up required. That the Institution explore alternatives to the Succession in senior administrative roles secondment of highly capable senior faculty into relies on capable senior faculty and administrative roles. budgetary constraints do not always allow the appointment from outside the university.

Senate Meeting May 5, 2020 Page 19 of 48 2. Final Assessment Report & Implementation Plan

Canadian Studies BA Completed by the Cyclical Program Review Committee (CPRC)

Degree Programs Being Reviewed BA Canadian Studies

External Reviewers Dr. Colin Coates, York University Dr. Edward MacDonald, University of Prince Edward Island

Internal Representative Dr. Kevin Siena, History, Trent University

Year of Review 2018-2019

Date of Site Visit March 14 & 15, 2019

Due Date for Implementation October 1, 2021 Report Date of Next Cyclical Review 2026-2027

Date Prepared by CPRC April 22, 2020

Date Approved by Provost & VP April 23, 2020 Academic Signature of Provost & VP Academic

The Canadian Studies BA program is an exploration of the concepts and practices of "Canadianness". Through a critical examination of themes such as Sovereignty, Nationalism, Indigeneity, Multiculturalism, Immigration, Canadian Studies allows for a greater understanding of the diverse and often contested meanings of the Canadian experience and Canadian citizenship.

The program offers interdisciplinary courses in four areas: culture, literature, and the arts; policy, economy, and society; identities and social movements; and space, place, and region; while encouraging thought about Canadian history, institutions, ideology, and social justice.

One of the first programs of its kind, Canadian Studies at Trent offers Students unparalleled insight into the current life of Canada and its history. Students have the opportunity to pursue community- based research projects; critically analyze core values and social order in contemporary Canadian history; and travel throughout Canada to better understand the relationship between historical and cultural events.

Senate Meeting May 5, 2020 Page 20 of 48 Summary of Process

During the 2018-2019 academic year, the BA Canadian Studies program underwent a review. Two arm’s-length external reviewers (Dr. Colin Coates, York University and Dr. Edward MacDonald, University of Prince Edward Island) and one internal member (Dr. Kevin Siena, History, Trent University) were invited to review the self-study documentation. The site visit took place at the Peterborough campus on March 14-15, 2019.

This Final Assessment Report (FAR), in accordance with Trent University’s Institutional Quality Assurance Policy (IQAP), provides a synthesis of the cyclical review of the undergraduate degree program. The report considers four evaluation documents: the Program’s Self-Study, the External Reviewers’ Report, the Program Response, and the Decanal Response.

A summary of the review process is as follows: the academic unit completed a self-study that addressed all components of the evaluation criteria as outlined in Trent’s IQAP. Appendices included: Curriculum Vitae; Course Syllabi; Enrolment, Retention and Student Data; Library Statement of Support and Student Surveys. Qualified external reviewers were invited to conduct a review of the program that involved a review of all relevant documentation (self-study, appendices, IQAP) in advance of the site visit. A two-day site visit took place where reviewers met with senior administration, faculty, and students.

Once the external reviewers’ report was received, both the Program and Dean provided responses to the report. The Cyclical Program Review Committee (CPRC) reviewed and assessed the quality of the degree program based on the four review documents and reported on significant program strengths, opportunities for improvement and enhancement, and the implementation of recommendations.

Significant Program Strengths

• The program encourages students to become lifelong active citizens by introducing appropriate social goals and communication skills needed to become well-informed and engaged Canadians.

• The Canadian Studies faculty provide a significant contribution to other disciplines and programs through support teaching; providing a larger service to the institution as a whole.

• The program fosters strong relationships between student and faculty utilizing an array of social interactions that create a denser and richer learning experience.

Senate Meeting May 5, 2020 Page 21 of 48 Opportunities for Program Improvement and Enhancement

• The curriculum should be reviewed to enhance program goals; build coherence among student cohorts; increase collaboration with other programs and create more online content to increase the attractiveness of the program to potential students.

• The interdisciplinarity and strong Indigenous knowledge and perspective of the program makes it uniquely positioned among Ontario Canadian Studies programs and should be emphasised for student recruitment purposes.

• Recruitment of students to this program could be further enhanced by emphasizing opportunities students can pursue through independent research and travel, supported by the Department through a variety of scholarships, funding and travel awards.

Complete List of Recommendations

Recommendation 1 That a more structured degree be developed and include the addition of two core courses, one at the 2000-level to consolidate the concepts and build on the recruitment function of the 1000-level courses, and one at the 4000-level to serve as a capstone course.

Program Response The Curriculum Committee discussed the structure of the degree at a retreat and determined that there could be more structure beyond the first year. A new half course is being planned for in second year on the theme of ‘Critically Thinking Canada’. This course will provide a series of empirical, quantitative and qualitative research skills through specific (and changing) Canadian case studies. ‘Canada the Land’, a 2000-level course will be split into two core half courses and will satisfy the ICR requirement. CAST will undertake a broader curriculum revision which will address and identify a fourth-year capstone course to bring the CAST fourth year cohort together and to allow them to reflect on their various experiences of the program. More broadly, CAST will revisit the ‘streams’ or categories it currently lists in the calendar under program requirements, to create curriculum pathways that build upon several core courses.

Decanal Response Reviewing (revisiting) courses and program requirements in the CAST program, as recommended by the Reviewers and further outlined in the Program response, will be an important and constructive response to the question of structure.

Recommendation 2 That the Program maintain and increase its collaboration with other programs.

Program Response CAST acknowledges the importance of collaboration. The program is planning to offer new foundational courses at the 2000-level that will support journalism and the Swansea Law degree. Courses will include ‘Foundations of Canadian Law’ and ‘The Canadian Media Industry’.

The title and description of CAST-GEOG-POST 3621H - The Critical Spaces of Law will be revised and through consultation CAST will address the existing need for undergraduate law curriculum in the

Senate Meeting May 5, 2020 Page 22 of 48 humanities. CAST will maintain most of its cross-listed courses and will continue to recruit cross- appointed faculty and identify new ways to build bridges with other undergraduate programs such as Sociology, Francophone Studies, and Indigenous Studies.

Decanal Response Developing greater collaboration via cross-appointments and cross-listing courses, as recommended by the Reviewers and further outlined in the Program response, will be an important and constructive response to the question of collaboration.

Recommendation 3 That the Program maintains and increase the visibility of Canadian Studies by strengthening the links between the undergraduate and graduate programs, and the Frost Centre.

Program Response The CAST undergraduate program would like to develop a wider focus for Canadian Studies that engages the broader community at Trent as well as Frost Centre members specifically in the area of Canada-in-the-world. CAST has prioritized Canadian international relations as a key growth area for developing new courses. The recent proposal of a research centre in Canadian Society and Policy may provide an opportunity to engage faculty across humanities, social sciences, and science.

Decanal Response Developing greater visibility for Canadian Studies at Trent, via potential new curriculum developments such as International Relations among others suggested in the program response, would be a useful approach.

Recommendation 4 That calendar copy be updated and include the revamping of course titles and descriptions to make them more attractive to prospective students.

Program Response The Curriculum Committee agrees and revisions to course titles and descriptions has already begun. Some courses may be removed as a result of low enrolment while other courses may be split or compressed. CAST is also considering expanding Canada in international relations context through the revamping of existing courses and addition of new courses.

Decanal Response Updating the calendar copy for the CAST program, as recommended by the Reviewers and further outlined in the Program response, will be an important and constructive response to the question of collaboration.

Recommendation 5 That instructors encourage students who achieve good results in the 1000- and 2000-level courses to pursue a major or minor in CAST.

Program Response CAST faculty are working towards renewing student engagement and recruitment in both single and double major categories through rejuvenation of the CAST student club, by scheduling undergraduate

Senate Meeting May 5, 2020 Page 23 of 48 and CAST major events at the CAST Windy Pine Conference Centre, and through better engagement and collaboration with Canadian Studies students at other institutions. This initiative is planned for the Fall of 2019. We have prioritized first year teaching and tenured members will be teaching at the 1000-level. The SSC Advisory Board is discussing this issue as well as that of marketing, student engagement, and recruitment.

Decanal Response Improving student engagement via 1000 and 2000 level recruitment strategies, as recommended by the Reviewers and further outlined in the Program response, will be an important and constructive response.

Recommendation 6 That the program conducts a general review of the curriculum that will include: o Identifying and addressing gaps in the curriculum through the revision of existing courses or creation of new courses. o Reviewing current categories for appropriateness, and offering sufficient courses within each category in any given academic year to allow CAST students to fulfill the program requirements. o Confirming cross-listed courses originating elsewhere still align with the CAST objectives that led to the original cross-listing. Program Response The Program agrees with this recommendation. At the Program’s curriculum retreat, focus was on the removal of poorly subscribed and out-dated courses, and courses that are no longer taught on a regular basis or that are tangential to program goals. CAST faculty are working towards the adjustment of content in CAST-owned courses to better reflect clear program goals as well as to identify gaps (such as few courses on international relations, media and law), as well as redundancies (such as many courses in the research areas of now-retired faculty) in the program. Emphasis will be placed on avoiding replications of offerings by other programs and complementing new and successful programs. Cross-listed courses are being reviewed to determine where these fit within an adjusted and consolidated program. CAST will also be looking at gaps in the program and how these may be addressed by current faculty expertise.

Decanal Response The proposed review of the CAST program courses and degree requirements, as recommended by the Reviewers and further outlined in the Program response, will be an important and constructive response. The curriculum review will encompass a number of suggestions made by the reviewers – addition of 1000 and 4000 level courses, updating titles and course descriptions, online offerings, circumpolar program – and as well take into consideration how to attract more students to the program and increase marketability of the program.

Recommendation 7 That a new hire in CAST be considered to deliver a higher proportion of CAST courses.

Program Response CAST strongly agrees that a new faculty position is needed. With this in mind, the program wants to ensure that the CAST degree remains distinct from other programs in the university. The Program

Senate Meeting May 5, 2020 Page 24 of 48 also indicated interest in maintaining an LTA instructor who proves exceptional and well-suited to the program, as well as sharing a faculty position with another program such as Sociology.

Decanal Response The recommendation to increase the permanent (TUFA) faculty complement in CAST is a resource issue that will be considered as part of the annual staffing plan discussions under the purview of the Dean.

Recommendation 8 That the Program pursue new cross-appointments from within existing faculty.

Program Response CAST welcomes more faculty from other programs but cautions that this is not a solution. Cross- appointments would need to be equally shared among two departments, or the wright of the cross- appointment made in favour of CAST. The Program would be particularly interested in a cross- appointment with Sociology, Francophone Studies, English and/or Indigenous Studies.

Decanal Response The Reviewers and program raise valid points about the importance of cross-appointments, opportunities for which can be discussed and supported by the Dean.

Recommendation 9 That the governance model for the School for the Study of Canada be further refined.

Program Response CAST would welcome an opportunity to discuss this matter. The existing ambiguities result in unclear leadership and administrative/faculty responsibilities. The positioning of the “research” component of the Frost Centre is also unclear, particularly in its relationship to the School. The Graduate program appears to have a great influence on the workings of the School and impacts the undergraduate program, while the undergraduate program seems to have little relationship to the graduate program agenda. Better coordination is needed and this is not possible given the existing structure of the School.

Decanal Response The Reviewers and program raise valid points about the importance of strengthening the governance of the School. The Dean will look forward to the results of the School’s review and proposed strategies in this regard.

Recommendation 10 That the Program consider expanding its online presence with consideration being given to the marketability and attractiveness of such courses.

Program Response CAST agrees and will spend time considering this option.

Senate Meeting May 5, 2020 Page 25 of 48 Decanal Response The Dean agrees and in the current environment the importance of offering online courses to our students is both relevant and significant. The offering of online courses will also strengthen the School’s connection with the Circumpolar program.

Recommendation 11 That CAST consider participating in the new diploma program in circumpolar studies.

Program Response CAST agrees. It does participate in the Diploma, but not the Option. The Diploma recruits from the outside, while the Option recruits from existing Trent students. The Option would draw in students from Trent and would be a good way to increase enrolment and recruit majors and double majors. This option will be explored in the Fall of 2019.

Decanal Response The Dean encourages the department to pursue opportunities involving the Option that may increase enrolment and recruit majors into the BA program.

Senate Meeting May 5, 2020 Page 26 of 48 Implementation Plan The Implementation Plan provides a summary of the recommendations that require action. The Academic Unit in consultation with their Dean will be responsible for moving forward with the recommendations to ensure that each is completed within the recommended timeframe.

DUE DATE FOR IMPLEMENTATION REPORT: OCTOBER 1, 2021

Proposed Follow-Up Position Responsible Recommendations If no follow-up is recommended, please clearly indicate ‘No follow up report is required’ and for Leading provide rationale. Follow-up

Curriculum Review School to conduct a thorough review of Director of That a general and detailed review of the courses and degree requirement for the School, in curriculum for the BA degree in Canadian BA degree in Canadian Studies. The consultation Studies take place with consideration for the review is to be completed and with the Dean following: implemented for September 2021.

That a more structured degree be developed and include the addition of two core courses, one at the 2000-level to consolidate the concepts and build on the recruitment function of the 1000-level courses, and one at the 4000- level to serve as a capstone course (Rec 1)

That gaps in the curriculum be identified and addressed through the revision of existing courses or creation of new courses (Rec 6)

That the current categories be reviewed for appropriateness, and sufficient courses within each category be available in any given academic year to allow CAST students to fulfill the program requirements (Rec 6)

That calendar copy be updated and include the revamping of course titles and descriptions to make them more attractive to prospective students (Rec 4)

That the Program consider expanding its online presence with consideration being given to the marketability and attractiveness of such courses (Rec 10)

Senate Meeting May 5, 2020 Page 27 of 48 That cross-listed courses originating elsewhere still align with the CAST objectives that led to the original cross-listing (Rec 6)

That the Program maintain and increase its collaboration with other programs (Rec 2)

Governance Model School is encouraged to develop and Director of Recommendation 3 implement a plan to refine the School, in That the Program maintains and increase the governance structure of the School and consultation visibility of Canadian Studies by strengthening constituent programs and research with the Dean the links between the undergraduate and centre, while at the same time graduate programs, and the Frost Centre. strengthening the links between the BA, MA, PhD programs and the Frost Centre. Recommendation 9 That the governance model for the School for the Study of Canada be further refined.

Recruitment

Recommendation 5 School is encouraged to develop and Director of That instructors encourage students who implement a plan to recruit majors from School achieve good results in the 1000- and 2000- 1000 and 2000 level courses. It is level courses to pursue a major or minor in recommended that the plan consider CAST. having CAST school director, faculty, majors, graduate students and/or alumni make presentations in class for this purpose.

Recommendation 11 The School currently participates in the Director of That CAST consider participating in the new Circumpolar Diploma however is School diploma program in circumpolar studies. encouraged to consider opportunities to increase enrolment and or majors/joint- majors through participation in special program opportunities such as the Option in Circumpolar Studies. Faculty Resources

Recommendation 7 No follow up required. That a new hire in CAST be considered to A new hire is a resource issue and is part deliver a higher proportion of CAST courses. of annual staffing plan discussions under the purview of the Dean.

Recommendation 8 No follow up required. That CAST pursue new cross-appointments School is encouraged to explore possible from within existing faculty. cross-appointments.

Senate Meeting May 5, 2020 Page 28 of 48 Council of Ontario Universities Academic Colleagues Report: 2019-2020 by Karleen Pendleton Jiménez

1) The objectives of the Council are to promote cooperation among the provincially assisted universities of Ontario, and between them and the Government of the Province, and, generally, to work for the improvement of higher education for the people of Ontario. 2) As members of the Academic Colleagues’ group and COU committees, Colleagues seek to stimulate thoughtful and insightful discussion and action within Council and the wider university community.

*The notes provided here are a combination of my own notes, and the notes of the COU staff.

April 23, 2020 Academic Colleagues Virtual Meeting Notes (KPJ)

We did not have an official agenda for this meeting. It was an opportunity for each member of the colleagues to report back on the activities and issues at their universities pertaining to the Covid-19 pandemic. The bullet points represent each new idea/issue I heard, but in many cases they were repeated by multiple colleagues.

• Many rural students have low bandwidth making it difficult for online teaching • Many faculty have donated quickly and generously to emergency funds for students • Great communication from university presidents to the university communities • Scenario planning committees have been created: virtual planning, delayed starts, etc. • One university has already declared it will remain virtual for Fall 2020 • Alternative plans have been made for internships: reduced hours & remote internships • Deans feel inundated by the work of approving all of the new versions of courses. • How can we help to flatten the economic asymmetry curve? • Distribution of computers to students • Give students about four times as much time as usual to complete an exam • One university is only running classes online during the summer that were originally slated to be online. Enrollment is up 20% in these classes. • How do we get back our physical labs? Only labs working on covid-19 are running. Labs with animals are also running. • Hiring is proceeding as usual. • Lots of staff and faculty have needed upgraded computers, and wifi • Lots of debate over synchronous and asynchronous learning. Main message is that instructors want flexibility on this.

1 Senate Meeting May 5, 2020 Page 29 of 48 • Concern for thousands of international graduate students living alone in residences on empty campuses • $1,000 fine for being on campus • One university surveyed its international students: 15% said they would not be returning in the Fall, 56% said they will defer for a year if classes are virtual. • Academic integrity is “out the window,” grades are inflated, lots of cheating. • Some decisions are moving ahead without full senate votes • Most of the anxiety they experience is related to budgets • Contract lecturers want money for professional development for creating online courses. One university is paying them already for this work. • When we get back face-to-face there will be culture shock for many (like returning from living abroad. • Alumni are helping to raise money. • One university is predicting a mixed scenario for teaching: faculty with compromised immunity remaining online. • Attendance is way down for courses online. • Students are feeling well-served by their universities

April 9, 2020 COU Update

The Ministry of Colleges and Universities decided to defer signing of SMA3.

There are no specific timelines indicated for the deferral, "when Ontario has reasonably moved past the current COVID-19 outbreak.”

February 11 & 12, 2020 Academic Colleagues meeting notes

Dinner meeting, February 11, 2020

Conversation with Eva Busza, Vice-President Policy and Sector Collaboration, Council of Ontario Universities on her path from the United Nations to COU and on the role of Academic Colleagues in COU (6:15-8pm). The conversation with Eva Busza focused on the role of Academic Colleagues at COU. The night started with each colleague sharing the process by which they had been selected for the position and their understanding of their role. Colleagues noted that they enjoyed Academic Colleagues’ meetings. They said that these meetings are important opportunities to interact and have conversations with faculty from different disciplines from across the province; these meetings are also an opportunity to get a

2 Senate Meeting May 5, 2020 Page 30 of 48 sector-wide perspective on issues affecting universities. Colleagues appreciate learning about postsecondary education policy and the provincial government’s relationship with the sector. The process by which Colleagues are selected varies depending on the institution. Some are asked to the role by the executive head or provost at their university and others are elected by senate or faculty. In some cases, the role is a highly contested position, and in others there is a requirement that the Colleague be one of the academic deans. Colleagues also reflected on the reasons why they were selected for the position. For some, the role complemented other roles they held at the university. Some believed that there was a professional development/advancement element to their appointment. On their role and impact, many colleagues expressed that they considered themselves conduits of information. Some deliver a brief or report to senate and some see themselves as providing a different perspective on sector-wide issues than the ones provided by executive heads. One colleague noted that their knowledge of issues affecting the sector allows them to be a liaison between faculty and executive heads. Eva Busza noted that some of the comments expressed by colleagues as they discussed their role are similar to what she had read in past documents (e.g., previous white papers on the roles of colleagues and a history of COU) and what she had heard more recently through the current ongoing affiliate consultation, which included Executive Heads. She suggested that three key roles/functions emerged (1) an ambassadorial role—bringing what they learn at COU about whole of sector positioning, approaches, and priorities back to their own institutions; (2) their particular expertise and networks that can be leveraged to inform thinking about the future of the sector; and in a slightly different vein, she stated that a number of executive heads had conveyed that they saw the function as providing professional development for promising future sector leaders.

Academic Colleagues Meeting, February 12, 2020

• Dinner Debrief

Colleagues discussed references to Academic Colleagues in COU’s past Affiliate Reviews (2006 and 2015). They discussed their role at COU and considered options for engaging with Executive Heads at Council meetings as well as increasing their visibility and engagement within their universities, particularly in senate. Colleagues noted that a previous indigenization discussion at a Council Meeting, which included guest speakers at both the morning Academic Colleagues’ meeting and the afternoon Council Meeting, was a success and a model to follow in future Council meetings. Mental Health was suggested as topic for future engagement at Council.

3 Senate Meeting May 5, 2020 Page 31 of 48 • COU update

SMA3

• Universities are having their second round of SMA3 meetings with MCU. The ministry expects drafts to be submitted for later this month and for SMA3 documents to be signed by the end of March.

• In response to sector advocacy, MCU has issued some revisions to SMA3 guidelines. These provide more flexibility and predictability for institutions:

o Universities will now have three reweighting opportunities, one in each of the first three years of the SMA3 (2020-21 to 2022-23).

o The ministry removed the “continuous improvement” factor for (1) institutions whose average performance for the past three years places them in the top quartile for the sector in select metrics (employment rate, graduation rate, Tri- Agency funding), and (2) for institutions that meet or exceed their minimum expected performance in the first three years of SMA3 (for all metrics except the institutional strength/focus and the economic impact metric).

o For the Tri-Agency funding metric, the ministry will increase the minimum band of tolerance from 1% (which applies to all metrics) to 4%.

o The Innovation metric, which measures revenue attracted from private sector sources, will now include research funds from foundations and not-for-profits. These revenue sources had previously been excluded.

Collaborative Nursing

• On Feb 11 the Minister announced that colleges will be allowed to offer stand-alone bachelor’s degrees in nursing, overturning the collaborative program framework for colleges and universities that has been in place for 20 years. Universities are disappointed at this development.

• The government’s rationale includes that students leaving smaller/rural college communities to do the university portion of the program often do not come back to their home communities. There is no clear evidence of this.

• Moving forward, an institution that wants to break its collaborative agreement will have to apply to the ministry with their partner(s) and present a business case.

• The impact of this decision is not clear, but an immediate flood of dissolutions is not expected. It is also important to note that many partners are happy with their current arrangement.

4 Senate Meeting May 5, 2020 Page 32 of 48 Tuition Framework

• The current tuition framework reduced all funding-eligible program fees by 10% in 2019- 20 and froze fees at those rates for 2020-21. These changes have resulted in a sector- wide two-year revenue loss of approximately $1.1B. The government has signaled that it is thinking about the development of the next framework. COU and its affiliates are working on principles and options to inform the government’s decision.

Mental Health

• COU is working with Colleges Ontario, College Student Alliance and Ontario Undergraduate Student Alliance to update In it Together. The original 2017 report had more than 2 dozen recommendations and was one of COU’s most successful and impactful policy advocacy papers.

• This updated version will launch in late February with an event at Queen’s Park where students will talk about their experiences navigating postsecondary education with mental health challenges.

IP Strategy

• On February 11, the province’s Expert Panel on Intellectual Property (IP) delivered its final report to government. The panel’s mandate was to look at emerging policies to improve IP and commercialization at publicly supported postsecondary institutions.

• COU submitted a report to government in December 2019, Driving a Strong and Globally Competitive Economy through Innovation. The submission, informed by the work of a cross-affiliate Working Group, dispels common misconceptions around research, commercialization and IP at Ontario’s universities, as well as puts forth a number of recommendations on how the province’s research and innovation ecosystem, particularly around commercialization and IP, can be further strengthened. Recommendations focus on the multiple players in Ontario’s innovation ecosystem, such as government, industry, and universities.

• The Expert Panel report helpfully acknowledges the differentiation between and within the university and college sectors – noting that “the ecosystem needs to do better at achieving IP commercialization goals, but always in step with individual disciplinary and contextual strengths.”

• Recommendations

o Better IP education for innovators – standardized (free) web-based IP education curriculum, mandatory for individuals/institutions getting public dollars for entrepreneurial activities

5 Senate Meeting May 5, 2020 Page 33 of 48 o Better support for capacity – government to create a centralized provincial resource to provide consistent, sophisticated legal and IP expertise & education.

o Clear Structures – TTOs should have clearly defined mandates about their roles and responsibilities for generating IP for benefit of Ontario

Digital Learning

• On January 6th, HEQCO released a report on digital learning programs. This followed a 2019 directive by Minister Fullerton to conduct a review on digital learning programs with a focus on the “relevance, delivery, reach and effectiveness of existing digital learning programs, including any insights on how the existing ministry-funded programs [Contact North and eCampusOntario] carry out their mandate and meet their objectives.”

• HEQCO developed a framework for the review based on three inferred government objectives: (i) improving access for rural/remote residents; (ii) improving quality of PSE offerings; and (iii) promoting collaboration and improving student mobility.

• The report provided nine recommendations, including:

o Government should develop metrics / collect data from universities about the student experience with digital learning.

o Government should invest in fully online programs to support rural access (and invest in digital infrastructure).

o There should be one central portal for students to consult on digital learning – but no specific recommendations about whether to leverage the existing portals in place through eCampusOntario, ContactNorth or ONCAT.

o Government should not be overly prescriptive with its plans, and let institutions do the work of innovating in digital space, but they should have competitive grants that are contingent on outcomes and aligned with government priorities.

• Ministry staff have signalled an interest inside government to develop a digital strategy for the postsecondary sector. COU is considering opportunities to influence government directions.

• Affiliate Review

David Lindsay joined the Colleagues to discuss the Affiliate Review and described what he perceives to be COU’s three lines of business: 1. Coordinating activities that universities do better and more efficiently together: for example, Ontario Universities Application Centre (OUAC), University Health Insurance Plan (UHIP), library procurement (OCUL).

6 Senate Meeting May 5, 2020 Page 34 of 48 2. Provide support for “communities of practice”--groups of individuals that have the same type of role across universities (Provosts (OCAV), Planning and Analysis (CUPA), Administrative Officers (CSAO), Registrars, etc.).

3. Policy and advocacy with government.

David Lindsay echoed Eva Busza’s characterization of the way in which academic colleague roles and functions are described in the literature and have surfaced in discussions at the Executive Head Table: i.e., as ambassadors who communicate whole of sector information and positions back to their institutions and as experts that can inform thinking and shaping of the future of the sector in their areas of specialization. A number of executive heads in recent years have expressed the view that they see this position as providing an opportunity for professional development with a view to foster leaders in the sector.

• Quality Council Update

Cindy Robinson, Director of Operations at the Quality Council’s Secretariat, joined the colleagues to discuss a decision made as part of the outcome of the 2018 Review of the Quality Assurance Framework to no longer require that two Academic Colleagues be explicitly represented as members of the Quality Council. The description of these positions has now been amended to “two representatives from COU member institutions not otherwise represented on the Quality Council.” This change would not exclude Academic Colleagues from continuing to be nominated to the Quality Council, but would allow for a broader pool of candidates for the Provost’s to consider for future nominations. Academic Colleagues currently represented on the Quality Council will continue to serve their terms. Asked whether the decision could be reversed, Cindy Robinson noted that the amended Quality Assurance Framework will be revisited two years after it is approved, including the revised Terms of Reference for the Quality Council. The Academic Colleagues’ feedback will also be taken back to OCAV and the Quality Council.

December 10 & 11, 2019 Academic Colleagues meeting notes

Dinner meeting, December 10, 2019

Conversation with Michele Mastroeni, Assistant Professor, OCAD University and Leah Zaidi, futurist and entrepreneur: The evolving role of Ontario universities – perspectives on the future (6:15-8pm) Dr. Maestroeni and Leah Zaidi joined the colleagues for a conversation on foresight and the future of Ontario universities. Some of the points they made include: • In considering the evolving role of universities, the sector should focus on the future of the world, and on how universities fit into that future.

7 Senate Meeting May 5, 2020 Page 35 of 48 • The future in general, and the future of work in particular, are unpredictable and complex systems; the factors that drive change are not in the control of universities.

• Three world issues that must be taken into consideration are: (1) climate change; (2) protecting diversity, equity and democracy; and (3) artificial intelligence.

• There is an increasing public distrust of institutions, including universities.

• Universities must articulate a value proposition in an environment in which prospective students now have access to free or low cost content over the internet. One suggestion was that universities emphasize the importance of spaces for dialogue and for the preservation of truth(s).

• To respond to a new generation of “digital natives” and to new social and labour demands, universities should: (1) enhance and expand multidisciplinary programs, exposing students to multiple research areas; and (2) expand opportunities for students to curate their own education experience.

• Current structures/institutions might need to be dismantled to allow others to thrive.

Academic Colleagues Meeting, December 11, 2019

• Dinner Debrief

Colleagues noted that climate change, issues related to diversity, equity and democracy, and the impacts of artificial intelligence are not issues of the future, but of the present, and that universities are already responding to these challenges. Colleagues also noted that making all programs multidisciplinary was only one model; other models might be as or more effective in meeting the challenges of the future. Currently, most programs include electives that allow students to explore other disciplines. Colleagues also shared examples of courses created and designed with student input. Colleagues expressed concern about the perception of universities, a university education, and the professoriate by both students and employers. They stressed the importance of engaging with the public—for example, through program advisory councils.

• COU update

SMA3 Bilateral Engagements • All institutions have now completed their bi-lateral discussions with MCU. First complete draft is due into the Ministry by December 17.

• Most institutions have reported having positive engagements – often describing open and authentic conversations with ministry staff.

8 Senate Meeting May 5, 2020 Page 36 of 48 Update on Sector Priorities • The Faculty Workload Reporting Metric.

o COU submitted a memo in October that recommended: (1) focus on teaching only; (2) renaming the metric “teaching activity”; (3) institution-level reporting; (4) reporting on universities’ own websites with context narrative.

• Skills and Competencies.

o COU submitted a memo to ministry in late November with 10 high-level recommendations. For example: (1) universities own their data; (2) establishing small sample sizes; (3) filtering for student effort; (4) funding offsets from MCU; (5) reporting at institution-level on institutions’ websites.

Student Choice Initiative • Nov 21: Divisional Court decision struck down the government’s Student Choice Initiative – stating that neither Cabinet nor the Minister have jurisdiction to interfere in how PSE institutions manage their internal affairs.

o “Universities are private, autonomous, self-governing institutions. They are ‘publicly assisted’ but not publicly owned or operated … there is no statutory authority authorizing Cabinet or the minister to interfere in the internal affairs of universities generally, or in the relations between universities and student associations specifically.”

• The government has now stated that it will appeal the decision:

o Gov’t brief: “Attaching conditions to government grants in no way interferes with university autonomy and independence. Universities remain free to exercise their independence and autonomy through the choice to accept public funding, subject to whatever conditions are attached”

Bill 132 (now passed: Better for People, Smarter for Business Act) Changes to AlgomaU and OCADU legislative acts • Algoma: will now be allowed to confer bachelor degrees in any arts or science program. Also allows for the university to offer degrees in any branch of learning at a future date to be determined by Cabinet.

• OCAD: will now be allowed to offer Bachelor of Arts, Master of Arts and PhDs. Also allows for the university to offer degrees in any branch of learning at a future date to be determined by Cabinet.

Program Approval Changes • Ministry staff have indicated that there will be some changes to speed up the program funding approval process, as well as changes to the PEQAB (quality assurance) process for colleges and private career colleges.

9 Senate Meeting May 5, 2020 Page 37 of 48 Internationalization • Ministry staff are signaling the government is interested in developing an international strategy – likely through the lens of (a) immigration, (b) regional economic development, and (c) outward student mobility.

Free Speech Reporting • HEQCO released its free speech report in November. It showed that all universities and colleges are in compliance with a free speech policy that meets the government requirements.

• The report found that of 40,000+ on-campus events, there were only 21 formal complaints made and all were resolved internally.

Collaborative Nursing • MCU had a consultation over the summer to review the collaborative nursing education model.

• Most universities offering 4-year nursing degree programs do so in partnership with a college. This model was introduced about 15 years ago to respond to the College of Nurses of Ontario’s recommendation that the entry-level requirement for new RNs become a baccalaureate degree from a university.

• Colleges are advocating to be allowed to deliver stand-alone baccalaureate nursing programs.

• Universities have expressed support for the existing collaborative model. Deans of Nursing and provosts are working on advocacy around this file.

Math Proficiency Test • New regulations in September mean all new Ontario College of Teachers members after March 31, 2020 will have to pass a math proficiency test to join the college. This is a new professional requirement, not a degree requirement.

• The government initially expected universities to administer the test. This raised major logistical concerns for universities. The government is now looking for a third party provider.

• Overview of the Indigenous faculty survey

Julia Colyar (COU) made a presentation on the results of the 2019 Indigenous Faculty Survey.

Attachments: • Summit Debrief

• Slides on Indigenous Faculty Survey

10 Senate Meeting May 5, 2020 Page 38 of 48 • Quality Assurance update

• Budget and Audit Committee update

September 26, 2019 Summit Notes (KPJ)

The room is filled with university presidents, provosts, and various staff as well as COU staff.

1. David Lindsay, President of COU a. He has recently been in Alberta and the provincial university organizations over there are seeking advice for navigating new conservative governments from Ontario organizations.

2. Ipsos Polling a. The specific information is not public. b. Some general findings i. Interest in public spending for education is low, but higher among millennials. ii. University is perceived to be expensive. iii. Tuition is perceived to be high because of a lack of government support. iv. A majority of people support increasing government funding. v. Millennials and those with only a high school education value university education more than others. vi. Post-secondary is the lowest priority of a list of social issues polled.

3. Ipsos Advice a. Given small share of voice, universities should speak in unison. b. We should improve our advantage at preparation for a career. This drives perception of our value. c. We need to show how our contribution to society has impact at an individual level. d. We need to do a better job changing the belief that people are not able to use their education for a job. e. Ipsos will prepare some summary materials.

4. Political Context Panel Discussion (Shakir Chambers, Principal, Navigator; Rob Leone, Principal, Earnscliffe; Martin Regg Cohn, Columnist, Toronto Star; Moderator: Anne Marie Owens, McMaster

11 Senate Meeting May 5, 2020 Page 39 of 48 a. This panel featured primarily conservative speakers, the one exception was the journalist from the Toronto Star. It was a very lively debate. Perhaps the only item they all agreed upon was that Dean French’s (former Chief of Staff) departure in June 2019 from Premier Ford’s government has signalled a significant change in policy and management. They feel that under French’s management there was little conversation with stakeholders. They felt that the new management and Chief of Staff (a journalist) would be more open to listening, and to new ideas and opportunities. b. Below are a list of comments i. Focus on communication. Universities are perceived as too left wing. ii. We cannot depend on foreign students for funding as they can be pulled when governments so choose. iii. Premier Ford is a populist. Populists want to be loved. He is not being loved. He is being booed in public. iv. They are perceived as not knowing what they are doing. They do not have a plan; no policy narrative. They do not have experienced people working there. They are throwing up too many balls. It is too fast-paced. v. Budget was very damaging. It lacked the kind of plans Premier Harris had. Day after day there have been new small cuts. It is a death of a thousand cuts (the perception of the government is low because of the cuts day after day). vi. They are now engaging in dialogue, trying to obtain opinions. There is stronger management. vii. Premier Ford wants to be seen as a man of action, as open for business, as improving subways. viii. MPP morale is very low. ix. They like coherent positions. Give them three. x. Fight on performance metrics. xi. Colleges and universities are in silos. xii. Perception of privilege with our tenure hurts us. xiii. How do we modernize? xiv. What can universities do to help the government get what it wants?

5. The Honourable Ross Romano, Minister of Training, Colleges & Universities

[Below is a narrative of his remarks] Minister Romano is an Italian-Canadian (Southern Italian growing up in, and representing, Sault Ste. Marie). He received his bachelor’s degree from Algoma University and then studied law at The University of Windsor. He is an Edmonton Oiler’s fan and Wayne Gretzky fan, though not much of a hockey player, which he attributes to his short height. He has run a law firm of fourteen people, In his third year at Algoma, he decided a day before law school applications were due

12 Senate Meeting May 5, 2020 Page 40 of 48 that he wanted to go to law school. He is very thankful to the Algoma staff who helped him put together his application and to [the then Dean] Celia Ross for writing his letter of reference. He was never political. In 2014, he was asked to coach girls’ soccer. He decided to coach and really enjoyed watching the kids become confident and grow together. Because of this experience, he felt that he had a talent for bringing people together and ran for, and was elected to, Sault Ste. Marie City Council. His wife told him to run for MPP upon the resignation of the previous MPP. She said, “You’ll have to run because you’ll find a way to keep our kids home”. In the North, many of the kids leave [for education and careers]. He grew up thinking that you have to leave and this was a depressing way to grow up. He feels that, “we all want our families close to us.” In his election bid, he made promises to keep the kids home. He felt this could be achieved through education. He was elected MPP for Sault Ste. Marie in 2017 in a by-election. He didn’t know he would get here [to be Minister of Training, Colleges and Universities] so quickly. He realizes that the longest anyone has served as the Minister of Training, Colleges and Universities is three years, so he does not have very much time. He has been travelling around visiting with different leaders of universities. He is shocked that everyone is shocked to see him, that he is visiting at all. He wants to have lunch with all of us, to break bread. Nobody has ever done this before. He does things really differently. He wants to talk to us to figure out how to do it [his job as Minister?]. His cell number is 705 206-2206. He believes that we need to bring more immigrants to get an education and because there is no way to fill jobs. Each student brings $33,000 to a community. You have to look at where the puck is going.

September 25, 2019 Academic Colleagues - Meeting notes:

Preparation for Council Meeting

Colleagues prepared for discussion with Executive Heads at Council Meeting. The theme for the meeting was: Perspectives on COU Thought Leadership. It emerged as a result of Executive Heads expressing interest in exploring universities’ presence in the thought leadership/public space, and on taking a more proactive—rather than reactive—approach to policy, public relations, and advocacy. Colleagues drew from their strategic plans to frame their thinking. They identified common university priorities in which universities could be thought leaders. These included:

13 Senate Meeting May 5, 2020 Page 41 of 48 environmental sustainability, reconciliation and indigenization, student diversity, interdisciplinary studies, research, internationalization, and lifelong/third age learning. Colleagues also noted that universities are partners in addressing all of society’s needs, challenges and priorities.

COU Update

Eva Busza provided updates on COU’s Affiliate Review and Strategic Management Agreements. COU Affiliate Review Preliminary findings from the Affiliate Review indicate: • Members across all affiliates appreciate the value of communities of practice at COU. These allow individuals with similar job responsibilities to exchange ideas and share best practices.

• There was consensus across respondents about the need for Executive Heads to set priorities to guide the work of COU affiliates. The need for better communication across affiliates was also emphasized.

• The sector needs to find capacity to be more proactive, rather than reactive, in policy development. It should maintain a rapid response process to respond to changes in policy.

• COU members have difficulty setting collective priorities. This is partly due to differences in size, program mix, region, and communities served.

Update on Strategic Mandate Agreements 3 (SMA3) The ministry has now laid out its engagement process going forward: • October – early December: first bilateral discussions

• Dec 17, 2019 – institutional draft submission

• Jan 27-Feb 7, 2020 – second bilateral discussion

• Feb 18, 2020 – final draft submission

• March 30, 2020 – finalized document

Current sector priorities are: (1) the faculty workload reporting metric, (2) the skills and competencies metric, and (3) the innovation metric. On September 30th, the sector submitted a document to MTCU recommending that the faculty workload reporting metric only include teaching activity of full-time faculty members, that data be aggregated at the institution level, and that the metric be reported on institutional websites to allow for institution-specific narrative and context.

14 Senate Meeting May 5, 2020 Page 42 of 48

August 20 & 21, 2019 Academic Colleagues meeting notes

Dinner meeting, August 20, 2019

Conversation with Robert Luke, Vice-President, Research and Innovation, OCAD University: Measuring and Reporting Faculty Outputs Dr. Luke joined the colleagues for a discussion on measuring faculty outputs and on the state of research and innovation in Canada. On faculty outputs, Dr. Luke noted that the public has difficulty in understanding what faculty do at universities. Around the world, and in Ontario, faculty outputs are usually measured by research funding and by bibliometric data (publications, citations). These performance measures do not do a good job of capturing the diversity of outputs produced by faculty. For example, they exclude indigenous knowledge, new processes, designs, artistic and creative activities, policies, social engagement, software, and industrial design. • Colleagues were concerned that teaching and mentoring undergraduate and graduate students, a core activity of faculty and universities, and a primary focus for many faculty members, is often excluded from all measures of faculty outputs.

On the issue of the state of research and innovation in Canada, Dr. Luke noted that, compared to the OECD, the EU, Japan and the United States, and as percentage of GDP, Canada ranks higher on Higher Education Expenditures in R&D (HERD) and lower on Business Enterprise Expenditures on R&D (BERD). He also discussed an integrated approach to innovation that encompassed a continuum from basic research, to applied research, to experimental development. Dr. Luke stated that Canada’s strength is on basic research that is publically available, and to some extent applied research; 95% of public research does not reach experimental development (mobilizing research). Public investment in basic research is an input for experimental development in other countries, which results in Canadians paying for technology that they helped to develop with public funds. • Colleagues expressed concern about what would happen to the Humanities, Arts and Social Sciences (HASS) if a higher emphasis was placed on experimental development research. Dr. Luke suggested that one way include HASS disciplines is to increase interdisciplinary cooperation. He also clarified that experimental development is not restricted to for-profit marketable outputs, but could include other forms of knowledge application or dispersion, for example, innovations in public, non-profit and civic activities, such as health education, social engagement, and art.

• Colleagues also had concerns about moving away from the pursuit of knowledge for its own merits.

Finally, Dr. Luke brought attention to the Scientific Research and Experimental Development Tax Incentive Program (SR&ED) specific exclusion of research in the social sciences or the humanities and urged Colleagues to contact Federal representatives to change this policy.

15 Senate Meeting May 5, 2020 Page 43 of 48 Academic Colleagues Meeting, August 20, 2019

1. COU Overview

Julia Colyar provided an overview of COU, including its purpose and structure, as well as the Terms of Reference for Academic Colleagues.

2. Dinner discussion debrief

Colleagues provided reactions to the dinner discussion. Colleagues reiterated that much of faculty workload is not quantifiable, and that it is important to help government and the public develop a broader understanding of faculty work.

3. COU update on SMA3 metrics

Mike Snowdon provided an overview of the SMA3 outcomes-based framework announced in the 2019 Ontario Budget. Key features of the framework include: • A gradual increase over the course of SMA3 in the percentage of operating funding that will be tied to performance (from 25% in 2020-21 to 60% in 2024- 25)

• The framework includes some protection for universities, such as bands of tolerance, weighting of metrics based on priorities and strengths, and that performance will be assessed based on past performance for each individual university (i.e. no direct competition).

• In cases where a university does not meet performance expectations in any given metric, a portion of funding may be held back from that university and redistributed among universities that met their individual performance expectations.

4. Affiliate Consultation

There was not enough time to engage Colleagues on the Affiliate Consultation. Colleagues are encouraged to consider questions and provide comments to Julia Colyar at [email protected].

5. General COU Update

Lisa Krawiec and Julia Colyar provided updates on COU files: Labour relations updates • Schedule 38 of the Budget Bill, which received Royal Assent on May 29, adds a new section to the MTCU Act to allow the Minister “to make regulations governing the reduction, limitation and alteration of compensation due to certain individuals”.

The intent is to allow government to address employees who are simultaneously drawing full-time salary and pension payments, commonly referred as double dipping.

16 Senate Meeting May 5, 2020 Page 44 of 48 Note that there does not appear to be a large number of employees doing this in the sector. The government has not yet made changes based on this regulation. Implementation of regulation to prohibit the collection of a full-time salary and pension poses some risks for the sector: breach of collective agreements, legal and Charter challenges, union grievances, increased risks of labour disruption, human rights and equity issues, and brain drain of top talent to other jurisdictions. • On June 5, Minister Bethlenfalvy introduced Bill 124, an Act to implement moderation measures in respect of compensation in Ontario’s public service. The Act proposes to cap wage increases in Ontario’s civil service and the Broader Public Sector (BPS), including colleges, universities and hospitals. The compensation cap is an average of one per cent for all employees under the collective agreement (and each position or class of position) for each 12 month period. As an exception, an employee’s salary may increase according to the terms of the collective agreement for recognition of the employees’ length of time in employment, performance assessment, and/or successful completion of a program or course of professional technical education.

If passed, the provisions would apply for a period of three years upon the expiry of existing collective agreements. Any collective agreement concluded after June 5 is expected to be consistent with Bill124. If not, and the legislation passes, it is the Minister’s prerogative to force the parties to go back to the table and negotiate. The government has posted a technical briefing with additional details. Bill 124 does not apply to executives covered under the Broader Public Executive Compensation Act, 124, who are under the legislative wage freeze. • Last summer the government issued a new Compensation Framework Regulation that extended a freeze on compensation for executives of most employers within the BPS, including universities. The government is now proposing amendments to the Broader Public Sector Executive Compensation Act. 2014 (BPSECA) that will introduce the concept of pay-for-performance frameworks for executive pay increases, ending automatic adjustments. The amendments allow the government to determine applicable performance metrics and the number of executives to whom an employer may give an increase in salary or pay-for-performance. The government will consult with employers in the BPS to set sector-specific priorities; these consultations are ongoing so a framework for universities has not yet been finalized.

Other updates • MTCU has asked HEQCO to prepare a consultation report regarding Ontario’s digital strategy. HEQCO has met with agencies in Ontario (eCampus Ontario, Contact North, OntarioLearn), and with universities. COU does not have a clear sense of where HEQCO is going.

• MTCU engaged in a consultation to streamline MTCU’s program funding approval process. This is a different process than the comprehensive quality assurance process universities complete. MTCU’s funding approval process is time consuming and

17 Senate Meeting May 5, 2020 Page 45 of 48 duplicates much of the work already completed as part of the quality assurance review, so COU is hopeful that this consultation will result in some changes to the process.

• MTCU has started a review of the collaborative (university-college) delivery of nursing education. This delivery model is generally considered good for students, and both colleges and universities have invested heavily in these programs. A few colleges would like to deliver stand-alone nursing degrees. In the past—this is the third review in about ten years—the government has decided to retain the current model. COU participated in the consultation meetings and developed a written submission.

• MTCU has struck an Expert Panel on Intellectual Property with the task of delivering an action plan for a provincial intellectual property framework and maximizing commercialization opportunities specifically related to the postsecondary sector. In preparation for an announcement from MTCU, COU has convened an IP Working Group with the mandate to develop a sector IP advocacy strategy.

6. Council meeting preparation

Colleagues discussed the September 25th Council Meeting. An option was proposed to meet at 9am for discussion and preparation. A decision on this was postponed until COU could provide additional information about the schedule and purpose of the Council Meeting.

18 Senate Meeting May 5, 2020 Page 46 of 48

Annual Report of the Research Policy Committee Prepared for Senate, May 5, 2020

Meeting four times during the 2019/20 academic year, the Research Policy Committee (RPC) were informed about federal and provincial government research programs including the major CFI Large Infrastructure grant (and subsequent Trent University proposals); contributed toward Trent’s institutional research risk mitigation guides (directives for economic, geopolitical, and travel security) as recommended by Universities Canada; considered updates to the Research Ethics Board composition, ethics application mandatory training and guidelines for investigators’ students as research participants and emergency research ethics review policy; awareness of research services external review; SSHRC and NSERC mentor workshops; and, contribution to research award initiatives.

The Committee endorsed new research groups and research policy work as follows:

Research Groups - Trent Aquatic Research Group (Frost) - Trent Centre in Communicating Conservation (Schaefer) - Centre for the Study of Canada (Nicol)

Policy work - Institutional Signing of Contracts Policy (Research contracts category) - Policy for Research Involving Human Participants - Guideline: Research involving investigators’ students - Guideline: Emergency research ethics review procedure

Research Ethics Board Subcommittee

- From Jun 1-19 to Apr 30-20, the Research Ethics Board reviewed 31 applications, with 7 protocols pending a response to revisions requested from the applicant.

Senate Meeting May 5, 2020 Page 47 of 48 2

- Over the same period, 20 graduate and 93 undergraduate applications were reviewed. Ten graduate applications are pending. - Research Ethics Appeals Board Subcommittee had no activity over this time period.

Undergraduate Department Count of Student Applicants Academic Skills Centre 2 Biology 7 Business Administration 10 Cultural Studies 1 Education 1 English Literature 1 Environmental and Resource Science/Studies 8 Forensics 15 Gender & Women's Studies 2 Geography 1 International Development Studies 4 Nursing 12 Psychology 16 Social Work 1 Sociology 4 Trent School of the Environment 4 Trent University Research Centre/Institute 2

Graduate Department Count of Student Applicants Chemistry 1 Psychology 6 Indigenous StudiesPH.D. Program 4 Canadian Studies and Indigenous Studies M.A. 4 Program Sustainable Studies Program 4 Health Sciences 1 Education 3 English Literature 2 Theory, Culture and Politics M.A. Program 1 Canadian Studies/Indigenous Studies PhD 1 program Academic Skills Centre 1 Forensics 1

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