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Comprehensive Institutional Plan 2019 | 2020 – 2021 | 2022 Table of Contents

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Comprehensive Institutional Plan 2019 | 2020 – 2021 | 2022 Table of Contents COMPREHENSIVE INSTITUTIONAL PLAN 2019 | 2020 – 2021 | 2022 TABLE OF CONTENTS Executive Summary ................................................................................... 3 Accountability Statement .............................................................................. 5 Institutional Context ................................................................................... 6 Mandate ............................................................................................... 7 Goals, Priority Initiatives and Expected Outcomes ....................................................... 8 Accessibility ...................................................................................... 10 Affordability ...................................................................................... 12 Quality ........................................................................................... 14 Coordination ..................................................................................... 17 Appendix A: Financial and Budget Information ........................................................ 20 Financial Plan (Three-Year) ........................................................................ 20 Financial Statements .............................................................................. 26 Appendix B: Enrolment Plan and Proposed Programming Changes .................................... 28 Enrolment Plan Tables ............................................................................ 34 Appendix C: Research, Applied Research and Scholarly Activities ...................................... 39 Appendix D: Under-represented Learners ............................................................. 41 Appendix E: Community Initiatives and Regional Stewardship ......................................... 44 Appendix F: Current Ministry Initiatives ............................................................... 50 Appendix G: Internationalization ..................................................................... 52 Appendix H: Capital Plan ............................................................................. 54 Capital Project Detail ............................................................................. 54 Priority Capital Projects – Top Three Priorities ...................................................... 54 Capital Projects – In Progress ...................................................................... 59 Appendix I: Information Technology .................................................................. 60 RDC is proud of the people who make our institution a vibrant space where teaching and learning thrive. All photographs used in this document are from RDC’s collection, showcasing our people, facilities, and connections to the communities we serve. Red Deer College | 3 EXECUTIVE SUMMARY March 1, 2018 marks the date when the Government of The summative strategic directions of RDC as it transitions to Alberta initiated Red Deer College’s University Journey with become RDU are focused on: its approval for RDC to become a recognized university. Just one year later, on March 5, 2019, the Government of Alberta • Supporting student success and enrolment growth accepted the recommendation from RDC’s Board of Governors • Completing the University Transition process and announced that Red Deer University (RDU) will be the institution’s name of the future. Along with degrees, this • Reinforcing RDC/U’s culture to help our people grow distinctive institution model means RDU will continue to and thrive offer apprenticeship training, career certificates and diplomas, academic upgrading, university transfer, graduate certificates • Fostering partnerships and pursuing innovation and continuing education. • Establishing a stable and predictive resource base to ensure The University Transition continues to take shape through sustainable service and relevant programs for learners completion of the Institutional Self-Study for Campus Alberta These goals will be accomplished through the collaborative Quality Council (CAQC) and the next steps in program efforts of all existing program and service areas, as well development preparing for the first baccalaureate degrees at as those still in development. The priorities identified in RDU. Red Deer College (RDC/U) and the Ministry of Advanced this Comprehensive Institutional Plan reveal a unified and Education are jointly working on a plan to ensure a successful coordinated approach to improving the student experience transition for RDC/U from college to university. Through the and equipping RDC/U’s graduates and program completers imminent change of a new President & CEO at the College to contribute in skilled and meaningful ways. Concurrently, and the first degrees launching, the institution will continue the University Transition team is making significant strides in to operate on the values of community, accountability, evidencing the institution’s infrastructural preparedness to excellence, integrity, inclusiveness, and exploration, keeping learners at its core. These will remain the focus of Red Deer’s offer its own degrees. With the introduction of new new university mandate. programming, it is anticipated that regional participation rates will increase significantly, In order to facilitate the transition process, senior leadership of with the potential to double enrolment and the College, with the endorsement of the Board of Governors, double the consequent economic impact of have identified RDC/U’s five strategic directions. These goals encompass the intention, quality, and purpose of the strategic this institution, further bolstering the economic, cultural, plan, RDC 2020: A Learner-Centred Future, while allowing for and social growth of the Central Alberta Region in alignment agility to respond to the Advanced Education principles and with RDC/U’s mission. the new priority work of University Transition. The institutional RDC/U intends to increase its number of programs in all goals, outlined herein, align with the principles of the credentials each planning year in addition to investigating Government of Alberta’s Ministry of Advanced Education, the viability of offering current courses online. In 2019/2020, ensuring all Albertans can choose a quality post-secondary at least one program will be piloted for distance delivery. A pathway that is accessible, affordable, accountable, and renewed effort within the Academic portfolio concerns the coordinated through RDC/U. incorporation of a coordinated approach to work-integrated learning for all programs, including learning through co-ops, practicums, and internships. Experiential learning opportunities are facilitated through ongoing collaboration with alumni, 4 | Comprehensive Institutional Plan Indigenous communities, local business partners, and new capital projects such as the work being done in partnership with the Central Alberta Child Advocacy Centre. Each of these collaborations increases the level of preparedness for RDC/U’s baccalaureate degrees and ongoing support for learners. Plans to pursue other coordinated efforts with valued consortia will position RDC/U to be both creator and consumer of clean energy, as well as a leader in developing new technologies. The Green Campus Master Plan positions the College to become a net-zero campus within the next decade. Program development and formal partnerships seek to maximize the opportunities presented through the use of solar, combined heat-and-power (CHP), and biomass energy technologies by introducing courses based out of central Alberta’s one-of-a- kind Alternative Energy Lab at RDC/U, thus offering unique training and certification to a new class of working professional in the emerging new energy economy. Regional employment trends reveal inter-professional education opportunities are in demand. The School of Continuing Education is responding by introducing more post- credential and corporate training programs, some of which will serve as career development opportunities for RDC/U faculty As part of the transition work, RDC/U recognizes the financial and staff. Further professional learning will focus on RDC/U’s challenges associated with dependency on grant funding and implementation of the Research, Scholarly, and Creative will have to explore alternative sources of income in order to Activity Framework with an emphasis on Boyer’s Model of ensure continuity of quality, affordable post-secondary service Scholarship. This level of support for professional development as Red Deer University. Immediate needs include the expense is part of Human Resources’ efforts to contribute to the incurred through commencing operations at the Gary W. Harris positive environment of learning at the College and sustain it Canada Games Centre. A lack of previously committed “lights- through University Transition. Already, policy work has begun on” funding has created significant cost pressures on RDC/U’s to ensure a smooth transition to a governance structure that ability to balance a budget. complements a comprehensive regional teaching university model. Academic excellence and applied learning experiences Existing cost pressures may be somewhat relieved by the for students in all programs are instilled in the identity of following means: this institution, and all efforts toward program and faculty development are shaped around this intention. • “Lights-on” funding for the Gary W. Harris Canada Games Centre reinstated RDC/U’s culture of opportunity and
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