Middle StateS Commission on Higher Education Self-Study

February 2, 2021 2 ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021

66 86 5 11 17 23 31 44 55 68 81 92 4 14 14 30 34 35 37 41 57 34 (As at October 2020) 40 34 (data as of October 6, 2020) Steering Committee Membership Course Development Professionals Supervisors and Committee Members Graduate Students au Awards Distributed to 2019–2026 Program Review Schedule List of Figures Figure 1 au Online Communication Figure 2 gfC Support and Advisory Bodies List of Tables Table 1 Table of Contents Table SUMMARY EXECUTIVE INTRODUCTION AND GOALS STANDARD I: MISSION AND INTEGRITY STANDARD II: ETHICS LEARNING EXPERIENCE AND DELIVERY OF THE STUDENT STANDARD III: DESIGN OF THE STUDENT EXPERIENCE STANDARD IV: SUPPORT EFFECTIVENESS ASSESSMENT STANDARD V: EDUCATIONAL AND INSTITUTIONAL IMPROVEMENT STANDARD VI: PLANNING, RESOURCES, AND ADMINISTRATION STANDARD VII: GOVERNANCE, LEADERSHIP CONCLUSION Table 2 alignment of AU Mission with Institutional Priorities Table 3 alignment of MSCHE Standards and Institutional Priorities Table 4 faculty of Health Disciplines Accreditation Table 5 Academic Staff Members (data as of October 6, 2020) Table 6 Tutorial Staff (data as of October 6, 2020) Table 7 Table 8 Involved in Course Design and Delivery by Process Library Staff Table 9 academic Supports Table 10 Table 11 Table 12 3 ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021

– Master of Nursing Generalist – Middle States Commission on Higher – Middle States Commission on Higher – Master of Science in Information Systems – Master of Health Studies – Student Information System eneral Studies of General Faculty FGS – isciplines Health D FHD – Faculty of Social Sciences Humanities and aculty of FHSS – F of and Protection of Information FOIP – Freedom Privacy Regulation and Technology FST – Faculty of Science GFC – General Faculties Council utcomes Survey GOS – Graduate O Regional College GPRC – Grand Prairie HR – Human Resources earning Environment ILE – Integrated L IDA – Institutional Data Analysis IRP – Integrated Resource Plan LMS – Learning Management System LOA – Learning Outcomes Assessment MBA – Master of Business Administration MFA – Multi-Factor Authentication MHS MN: Gen MSCHE Education MSc IS Recognition PLAR – Prior Learning Assessment and PLO – Program Learning Outcome ct PSLA – Post-Secondary Learning A RAIC – Royal Architecture Institute of Canada RAID – Research and Information Discussion SEM – Strategic Enrollment Management SIS SRM – Student Relationship Management UNESCO/ICDE – United Nations Educational, Scientific, and Cultural Organization International Council for Open and Distance Education – Athabasca University Graduate Students’ – Executive Team dvance Collegiate Schools Schools to Advance Collegiate – Association – Centre for World Indigenous Knowledge – Campus Alberta Quality Council Nursing – Canadian Association of Schools of – Amazon Web Services CGPSS – Canadian Graduate and Professional Student Survey CLA – Centre for Learning Accreditation CMEC – Council of Ministers of Education of Canada CPD – Course Development and Production CRM – Customer Relationship Management System CUSU – Canadian University Survey Consortium CWIKR and Research EdD – Doctor of Education, Distance Education EDI – Equity, Diversity, and Inclusion ETeam FB – Faculty of Business Research CARU – Comprehensive Academic and University CASN AACSB of Business Costing ABC – Activity-Based Education AAE – Alberta Advanced Learning AoL – Assurance of Policy, and Standards APPSC – Academic Planning, Committee AS – Accessibility Services niversity AU – Athabasca U University Faculty Association AUFA – Athabasca AUFB – Athabasca University Faculty of Business AUGSA BoG – Board of Governors CAQC List of Acronyms Acronyms List of Association Union AUSU – Athabasca University Students’ AWS 4 ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021

Role Co-Chair Co-Chair Former Co-Chair (April 2019–September 2020) Working Group 1 Chair Standard I: Mission and Goals Working Group 2 Chair Standard II: Ethics and Integrity Working Group 3 Chair Standard III: Design and Delivery of Student Learning Experience Working Group 4 Chair Standard IV: Support of Student Learning Experience Working Group 5 Chair Standard V: Educational Effectiveness Assessment Working Group 6: Chair Standard VI: Planning, Resources, and Institutional Improvement Working Group 7 Chair Standard VII: Governance, Leadership, Administration Working Group 8 Chair Standard VIII: Evidence Inventory and Verification of Compliance Administrative support staff Administrative support staff

Position ssociate Vice President, Integrated Planning Associate Vice President, and Assessment and Social Interim Dean, Faculty of Humanities Sciences and Social Former Dean, Faculty of Humanities Sciences Professor, Centre for Social Sciences, Faculty of Humanities and Social Sciences Interim Dean, Faculty of Humanities and Social Sciences Associate Vice President, Student and Academic Services Academic Coordinator, Faculty of Science and Technology Former Dean, Faculty of Humanities and Social Sciences Associate Vice President, Integrated Planning and Assessment University Secretary Institutional Research and Assessment Officer Administrative Assistant, Office of the Associate Vice President, Integrated Planning and Assessment Executive Assistant, Office of the Deputy Provost, Academic Operations Administrative Assistant, Office of the Associate Vice President, Integrated Planning and Assessment Table 1. Steering Committee Membership Steering Committee Table 1. Name

Dr. Margaret Kierylo Dr. Manijeh Mannani Dr. Veronica Thompson Dr. Jane Arscott Dr. Manijeh Mannani Dr. Alain May Dr. Farook Al-Shamali Dr. Veronica Thompson Dr. Margaret Kierylo Carol Lund Dr. Sami Houry Corinna Lewis Emily Tamm Corinna Lewis Athabasca University respectfully acknowledges that we are on and work on the traditional lands of the Indigenous Peoples (Inuit, First Nations, Athabasca University respectfully acknowledges that we are on and work on the traditional give thanks to them. Métis) of Canada. We honour the ancestry, heritage and gifts of the Indigenous Peoples and Indigenous Land Acknowledgement Steering Committee 5 ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021

Middle States Commission on Higher Education Self-Study Executive Summary 6 ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021

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) – academic, ES.0.07 IMAGINE: ES.0.02 ). Foundational Plans ( Standard I: Mission and Goals AU meets Standard I by fulfilling its Mission and Goals. The University’s mission-centric focus is embedded in the strategic plan, Transforming Lives, Transforming Communities operational, and administrative – elaborate a Highlights of the Analysis and Recommendations (ES.0.01 a significant and so this program also represents investment by AU in training and developing the announced skills of our team. To this end, AU ( thirteen transformation initiatives our January 2020. The adaptations we are making to detail in this environment are outlined in further Self-Study. Athabasca University gratefully acknowledges MSCHE’s guidance and assistance in the improved the transformative processes that have enhanced a University’s financial sustainability, aligned goals, mission-centric focus and strategically and enabled AU to concentrate its administrative efforts on institutional effectiveness. Through the MSCHE processes of Self-Study, AU has periodic review, and monitoring reports, directed its efforts to rigorous on-going self- assessment as the primary indicator of the extent and depth of the University’s transformation. Athabasca University thanks MSCHE’s staff and is grateful for the Self-Study process for assisting AU in this important work.

). This is a ES.0.04 ) plan, through which University

conclusion of each Standard. core mission will more efficiently deliver on its As Canada’s to transform lives and communities. the digital learning online university, we are building University’ institution for the future. Athabasca Learning primary focus is on the Integrated Environment (ILE) program ( articulated at the when identified, are for Improvement and Innovation, Opportunities In 2018, Athabasca University began an academic guided by the and administrative transformation IMAGINE (ES.0.01 each of them. of Affiliation particular to and the Requirements both the Standards Substantive In accordance with the Commission’s Change Policy and Procedures, Athabasca University (AU) has no substantive changes to Requests report since 2018. Substantive Change as the University will be filed in the next 18 months initiatives implements transformative change outlined throughout the Self-Study. very exciting time for AU, as we build the learning environment of the future, providing learners with an engaging and immersive experience unlike any other in Canada. In fact, this is the first project of its kind among post-secondary institutions in Canada. niversity’s compliance with Athabasca University’s compliance in detail to illustrate standard is discussed E. Each established by the MSCH through the Standards the University’s functions examining all of were charged with Faculty, staff, and administrators diverse group. broad and process of reflection by a fruit of a nearly two-year (MSCHE) as the By working with industry-leading experts D2L and Ellucian to innovate and improve the learner experience, our integrated learning environment will be one of the most sophisticated in the post- secondary online space. It will bring together all aspects of online learning as a seamless whole, including the management of learning, data records, academic and financial services, credentialing, and learner support. Achieving our vision of this new learner experience will not be possible without our people. Ensuring our team members have the digital skills required to steward our Integrated Learning Environment (ILE) is critical his Self-Study is presented to the Middle States Commission on Higher Education States Commission on Higher is presented to the Middle This Self-Study xecutive Summary Executive 7 ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021

). ES.0.05 IMAGINE ) projects. IMAGINE plan. Additional ES.0.07 Credit and Prior Learning Assessment and Recognition technologies. Reducing time required for the Transfer Credit and the Prior Learning Assessment and Recognition processes would further improve student experience. learners benefit from more robust and accessible financial supports from AU, including improved advice on the availability of financial supports in the form of scholarships, bursaries, grants, and research assistantships ( will enable technology-based tools to facilitate facilitate tools to technology-based will enable in a personal and student support proactive to the support learners way, connecting scalable as they need it. they need learning environments, open and distributed and coordinated and build collaborative networks to achieve environments and student learning experience coherence in the of learning. The and the synthesis a separation between plan does not see rest of a learner’s life; rather, education and the as life-long learners whose it views learners Athabasca University does engagement with completion of a course or a not end with the credential. Provide graduate learners with increased support research collaboration opportunities, increased in research ethics processes, and support for research dissemination. 2. au has the opportunity to improve Transfer Opportunities for Improvement and Innovation 1. Establish and refine processes to ensure Standard IV: Support of the StudentStandard IV: Support of the Experience Students are at the center of AU’s mission and priorities. From tutor and academic expert support services, AU to accessibility and mental health Over the works to reach and support all learners. past year, the University has made changes to its services with administrative structures and student experience. the purpose of improving the student directions and These changes reflect the strategic priority outcomes in AU’s of changes are expected with the implementation OneAU Transformation ( 2. access, enhance technology to create leverage 3.

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ES.0.04 ). AU’s ES.0.07 ES.0.07 new Integrated Learning Environment ( Student Learning Experience ( Continue to contribute to the decolonization Continue to contribute to the decolonization by the of the academy in ways recommended Truth and Reconciliation Commission of Canada in its Calls to Action. ramework. principles expressed in AU’s EDI F to create guidelines and criteria in relation the annual performance measures to enhance Areas for performance assessment process. to the innovation and improvement in relation employee life cycle include the opportunity to expand, expedite, and digitize the on-boarding experience and off-boarding process. ’s transformation, most notablySupport AU’s transformation, ( the OneAU Service Model changes reorganizations, reviews, reconfigurations, through effective planning, and engagements communication, and risk management for thecommunication, and entire change process. 1. implement the planned transformation in the Opportunities for Improvement and Innovation foster a coherent student learning experience that promotes the synthesis of learning. AU demonstrates compliance with Standard III through rigorous degree approval processes and course development policy and practice. AU’s academic programs (ES.0.03) are designed to 1. 2. actualize Equity, Diversity, and Inclusion (EDI) 3. decrease manual interventions and Standard III: Design and Delivery of the Student Learning Experience Opportunities for Improvement and Innovation Opportunities for Improvement and affordability and impartiality for its employees, andand informed decision-making, compliance, transparency. interest, fairness grievances, avoidance of conflicts of Standard II: Ethics and Integrity Standard II: Ethics to ethicsII through commitment AU meets Standard freedom andand integrity in the areas of academic of integrity, diversity, the effective management 1. Opportunities for Improvement and Innovation for Improvement Opportunities multi-year planning process and inform unit-level unit-level inform and process planning multi-year plans are Foundational plans. annual operational through an ongoing basis and updated on assessed planning. integrated 8 ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021

are central to the IMAGINE are central understand the governance and decision- understand the governance of the University so that they making structures heard within the decision- can make their voices making processes. Standard II: Ethics and Integrity Athabasca University has been regularly and staff the communicating to its learners, faculty, measures the University has put in place for their safety and the safety of others. These measures encompass all locations in Alberta where faculty provincially, and staff work and invigilation centres nationally, and internationally. for Athabasca University has put in place protocols physically accessing University buildings on both a March 2020, short-term and long-term basis. Since most faculty and staff have been working from home. Standard III: Design and Delivery of the Student Learning Experience AU has a small number of courses which are offered face-to-face. These courses were pivoted to virtual delivery (i.e., five courses in the Faculty of Health Disciplines). In-person labs in the Faculty of Science and Technology were replaced with simulations, data, and theory. Faculty and staff continue to engage in professional development opportunities offered virtually (i.e. online conferences, learning activities, and webinars). AU’s Response to COVID-19 Athabasca University acknowledges and recognizes of faculty and the outstanding work and dedication pandemic. staff as they responded to the COVID-19 changes. The University implemented the following with an expected start date to be determined. The be determined. date to start an expected with innovation, growth commitment to University’s support and critically – to student and – most articulated in success as to ensuring future. AU is committed University’s clearly are articulated and goals that its mandate and frameworks to support the in strategic plans in sound and effective decision- governing bodies making. Improvement and Innovation Opportunities for 1. that faculty, staff, and students Ensure IMAGINE Plan. The most and assessment practices by implementing an institutional-level assessment process. ssessment infrastructure that supports the Assessment infrastructure that supports emerging Integrated Learning Environment. Standard V: Educational Effectiveness Educational V: Standard Assessment AU has gone through significant changes in leadership, and established strong, strategic directions related to governance, leadership, and administration, aiming to provide our students superior support in their educational journey. These changes include the appointment of a new President in 2016, a new Provost in 2017, and the recruitment of vice presidents to establish a strong and capable executive team. With a strong direction in place, the Board of Governors has commenced the recruitment for a new President Standard VII: Governance, Leadership, and Administration improve its AU has made significant efforts to is committed to financial strength. The University facilitated by careful stewardship of all resources grounded an integrated resource planning process in the Mission and 1. Improve institutional effectiveness structures Standard VI: Planning, Resources, andStandard VI: Planning, Resources, Institutional Improvement Innovation Opportunities for Improvement and expansion of recent efforts at AU have seen the that support assessment to administrative areas the overall goals of the University. 1. design an institution-wide Learning Outcomes Opportunities for Improvement and Innovation Opportunities for Improvement and ’s mission statement and strategic plan statement and AU’s mission of student learning. the importance emphasize of student learning the assessment It is through that the University is able to and achievement students have accomplished demonstrate that consistent with their program educational goals level, and the institution’s of study, their degree also met the appropriate mission, and have of higher learning. expectations of institutions go through program Most academic programs In addition, they either assessments annually. program reviews every five undergo academic systematic evaluations of their years or undertake of their professional accreditation curricula as part self-studies. 9 ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021

niversity worked with its student worked with its student The University Scheme. program; 134 to establish the associations value, were distributed, each of $1000 bursaries, students in need. 25% of the serving about Standard VII: Governance, Leadership, andStandard VII: Governance, Leadership, Administration OVID-19, AU’s Due to the immediate impact of C office- IT division rapidly shifted many previously operations. Over based operations to home-based have their office 180 staff across Alberta needed to o this end, new desktops replaced with laptops. T and users were operating systems were installed, days, set up with Amazon WorkSpaces. Within a few most staff were working remotely. The next phase focused on additional security for remote working staff. Working with Apple, AU created a plan to deliver iPhones pre-loaded with relevant AU applications to all AU faculty and staff, thus ensuring multi factor authentication (MFA) for each staff member. Since AU is providing the data plan for these devices, this initiative mitigated the risks many remote- and rural-based faculty and staff faced with reliable internet connectivity at home. This initiative supports digital security and allows staff to follow secure practices for their cellphones, computers, digital accounts, and network devices at home. These current initiatives will also serve a broader vision over a longer range to support AU’s plans to transition to a near-virtual organizational structure Standard V: Educational EffectivenessStandard V: Educational Assessment existing paper Athabasca University moved all and U online environment exams to the Proctor who have been unable to provided students, virtually, alternative methods take their exams outcomes in courses. of assessing the learning and retraining of This required the deployment support increased digital exam team members to on activities. Faculty were also provided guidelines to a few months alternative assessment. Compared now take an ago, an additional 5,000 learners can online exam. including In addition to alternative examinations, University is reflective forms of assessment, the new and flexible looking into the future to imagine proper assessment approaches which provide maintaining demonstration of competency, while academic integrity. • Bursary AU’s first Emergency Established

). ES.0.06 to an electronic graduation letter process. to ensure that learners are well supported. to ensure that learners are well supported. Frequently Asked Questions and learner communications. frontline working learners, allowing them to pause their studies when needed. learners, avoiding rush course withdrawals. part of Learning Resource Resiliency Project. receiving and issuing transcripts. nursing graduates could join the workforce immediately; the processes included switching to the institutional COVID-19 communications staff, As noted above, Athabasca University transitioned including student support services, that to home offices in March 2020. Through transition, AU was able to keep all services to lines. Phone learners available, except for phone lines were reinstated in December 2020; we ( anticipate improvements to service Standard IV: Support of the StudentStandard IV: Support of the Experience in have been changed Practicum courses offerings. program of Nursing: Nurse Practitioner the Master practicum-integrated courses from five theory and affected by the A large number of students have been pandemic. As a result, the University has waived fees, for alternativeapproved extensions, and arranged also addressed examinations. Faculty and staff have from studentsa large number of urgent requests of theserequiring accommodations. Highlights The University:accommodations are provided below. • Added expert advice on mental health matters isciplines halted all clinical halted Disciplines of Health Faculty The Practicums recommenced in March 2020. practicums the 2020. Upon recommencement, in September in its practicum more flexibility Faculty instituted to three stand-alone practicums. In addition, theto three stand-alone in the Master of Counsellingpracticum course from one six-month courseprogram has changed • Developed an integrated approach to COVID-19 • Implemented a course restart process to support • Processed over 11,000 free course extensions for • Moved 158 print textbooks to digital format as • Switched from paper to electronic processes for • Fast-tracked graduation processes to ensure Similar arrangements have been put in place Similar arrangements practicum requirements in the for courses with program in the Heritage Resources Management and Social Sciences. Faculty of Humanities to two three-month courses.to two three-month ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 10

and effective guidelines on COVID-19 of Health to the guidelines. responses associated telework Telework Policy and program. n order to facilitate the necessary consultation and the necessary consultation and In order to facilitate to transition efficiently to collaboration required with full consideration a near-virtual organization and research goals, of AU’s strategic, academic made to convene a Near-Virtual the decision was dministrative Working Group reporting to the A Group will be Council. The Near-Virtual Working all composed of team members representing levels across AU. faculties and operational units and a. monitoring on AU’s continued a critical focus b. implementation of a OneAU evelopment and d c. near-virtual organization. full transition to a he roll out plan for the for the out plan he roll 2021. T ecember by D is as follows: initiative ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 11

Middle States Commission on Higher Education Self-Study Introduction ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 12

). IMAGINE, AU sets out INTRO.0.08 ). In (INTRO.0.01 a leading-edge, best-in-class vision for a digital- first university. The Plan lays the foundation for a university that recognizes and celebrates the diversity and richness of its online community. It recognizes that learners come to AU with personal learning goals that arise from their unique backgrounds and experiences, and pledges to provide a seamless and intuitive experience as online learners pursue their unique learning journeys. IMAGINE also reflects AU’s commitment to creating and supporting a growth culture that celebrates success, superior performance, innovation, action, and persistence toward AU’s vision. for lifelong offer flexible enrolment opportunities to undertake learners who cannot or choose not on-site their post-secondary learning at traditional, institutions. AU students interact online with fellow the world. AU learners across Canada and around and programs continues to develop online courses to create in established and emerging areas meet the knowledge, develop research expertise, foster academic needs of career professionals, and world views in its excellence and respect for diverse graduates and students. In 2018, AU introduced its new strategic plan: IMAGINE: Transforming Lives, Transforming Communities

programs in a range of arts, sciences, and professional disciplines ( programs in a range of arts, offers 978 courses in 57 undergraduate and graduate Canada and 73 countries, AU Since its inception in 1970, Athabasca University has stood at the cutting edge of educational innovation. As an open and online university, we 42,000 students in every province and territory of faculty and staff serving over As Canada’s open university, AU is devoted to the education, removal of barriers to post-secondary providing access to learners regardless of age, gender, educational background, disability, career and family obligations, culture, or geographic location. AU has a long-standing practice of working collaboratively with other Canadian and international post-secondary institutions and industry and, in 2006, became the first Canadian public university accredited in the United States through the Middle States Commission on Higher Education (MSCHE). Through formal collaborative agreements between AU and other post-secondary institutions, professional associations, and corporate bodies, students and professionals make extensive use of AU courses and educational services to advance their education and/or careers. lberta and beyond. With over 1,000 for residents of Alberta and beyond. With over lifelong learning opportunities Research As a CARU, AU is home to four Canada Chairs and two Campus Alberta Innovation Program Chairs. The University also hosts a Chair for the Commonwealth of Learning and the Chair for the and Cultural United Nations Educational, Scientific, Open Organization International Council for /ICDE) in Open and Distance Education (UNESCO Educational Resources, one of the only two in the world. responsive advanced education system that provides and supports high-quality provides and supports education system that responsive advanced works with key stakeholders to ensure a seamless and stakeholders to ensure a system, AU works with key post-secondary s a partner within the Alberta Learning Act. As a partner within Alberta Post-Secondary authority of the ARU) under Research University (C Comprehensive Academic and operating as a ) is a public, board-governed, open and online University, open and online (AU) is a public, board-governed, Athabasca University Athabasca University Overviewand Context Introduction ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 13

IMAGINE ), which provide more focused direction ), which provide more learning environment in alignment with AU’s learning environment in alignment Learning Framework; innovation Promote academic excellence and through research; and community Strengthen university culture and engagement. Making Progress on IMAGINE Progress Making on the to make progress AU continues expressed significant milestones plan with keeps The University this Self-Study. throughout priority against the updated with progress the plan outcomes. AU’s roadmap to success. The IMAGINE plan is planning, the University As part of integrated series of Foundational Plans also completed a (INTRO.0.04 on selected aspects to the University community directions articulated in of the broad strategic IMAGINE. Self-Study Objectives be Athabasca University’s institutional priorities to follows: addressed in the Self-Study are as 1. Strengthen ongoing institutional effectiveness; 2. realize a reimagined integrated student 3. 4. IMAGINE ramework ). The Framework , AU IMAGINE Inclusion Communities through Belonging and Relationships Ideas and Taking Calculated Risks through Agility and Adaptability The AU community is focused on: • Moving Beyond Open: Bridging Open and • Moving Beyond Place: Transforming • Moving Beyond the Norm: Adopting Innovative • Moving Beyond the Now: Making Change These broad goals inform the University’s strategic directions and priority outcomes for 2019 through 2023. plan builds upon the strength and AU’s IMAGINE plan builds upon the strength and spirit of its entire AU community. Institutional Goals Our Mission Open University, is Athabasca University, Canada’s that restrict dedicated to the removal of barriers study and access to and success in university-level opportunities to increasing equality of educational for adult learners worldwide. Transforming Communities. Transforming Lives, Our Vision ollowing the introduction of introduction the Following completed an inclusive university-wide an inclusive university-wide completed to the process leading development .0.03 Framework (INTRO Learning again for how it will once AU’s vision articulates a by setting the learner experience transform education that benefits its direction in higher studying at other institutions learners and those systems. and in other postsecondary ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 14

√ √ √ √ √ √ √ √ √ √ Strengthen University Culture and Community Engagement Strengthen University Culture and Community Engagement √ √ √ √ √ √ √ √ √ Promote Academic Excellence and Innovation through Research Promote Academic Excellence and Innovation through Research √ √ √ √ √ √ √ √ √ √ √ √ Realize a Re-imagined Integrated Learning Environment Realize a Re-imagined Integrated Learning Environment Institutional Priorities Institutional Institutional Priorities √ √ √ √ √ √ √ √ √ √ √ √ Strengthen Ongoing Institutional Effectiveness Strengthen Ongoing Institutional Effectiveness Table 2. Alignment of AU Mission with Institutional Priorities with Institutional AU Mission Alignment of Table 2. Table 3. Alignment of MSCHE Standards and Institutional Priorities Table 3. Alignment of MSCHE Standard VII: Governance, Leadership, and Administration Standard VI: Planning, Resources, and Institutional Improvement Standard IV: Support of the Student Experience Standard V: Educational Effectiveness Assessment Standard III: Design and Delivery of the Student Learning Experience Standard II: Ethics and Integrity Beyond Place Research and Development Success Beyond Norm Research and Development Success Beyond Open Research and Development Success Beyond Now Research and Development Success Beyond Norm AU Success Beyond Place AU Success Beyond Open AU Success Beyond Now AU Success Beyond Norm Teaching and Learning Success Beyond Place Teaching and Learning Success Beyond Now Teaching and Learning Success Athabasca University is a public institution that fosters: Standard I: Mission and Goals Beyond Open Teaching and Learning Success Alignment of Selected Priorities with AU’s Mission and Goals Mission with AU’s Priorities of Selected Alignment Alignment of Selected Priorities with MSCHE Standards Alignment of Selected ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 15

) to realize to AU (INTRO.0.06 Transforming affords myriad will enhance and is committed IMAGINE plan. AU Strengthen University Culture andStrengthen University Culture Community Engagement Promote Academic Excellence andPromote Academic Research Innovation through Lives, Transforming Communities opportunities disciplinary and multidisciplinary and global to address questions of local, national, concern related to the University’s four strategic directions. Realizing the plan will contribute to Standards I, III, and IV. follows from the which encompasses open to open scholarship, open data, open education, science, open access, of openness in the scholarly and all other forms and research environment. The institution is and also transforming knowledge creation dissemination. AU’s Strategic Research Plan enable a vibrant research culture. 4) entire Through the collective efforts of the lives AU community, we are able to transform an and transform communities. We provide harness the environment in which learners can they and their power of higher education so that potential. communities can realize their fullest equipping that recognize Moreover, we its vision and fulfil its mission starts with our people and must include every member of our team. Because of our unique, diverse, and dispersed workforce, we must create an environment that assures individual enrichment and individual and organizational success. Therefore, there is special focus on talent management, human resources service delivery and governance, communication, and human resources transformation. Realizing this priority will contribute to Standards I, II, III, IV, VI, and VII. support, assess, and continuously improve all improve continuously and assess, support, Implementation the learning experience. aspects of from the requires engagement of the Framework one can see indeed, community—and entire AU of the Framework activity in support significant in other aculties and in the F already underway units. 3) Plan (2018–2022) The Strategic Research ), IMAGINE ). Implementation IMAGINE (INTRO.0.01 IMAGINE plan. ). The adaptations we are making to Realize a Re-imagined Integrated Learning Environment in Alignment with AU’s Learning Framework Strengthen Ongoing Institutional Ongoing Strengthen Effectiveness This priority contributes to MSCHE Standards I, III, IV, and V as the Learning Framework provides the overall strategic direction for faculty-level and unit-level decisions about how to design, deliver, completed an inclusive university-wide AU completed an inclusive university-wide the development process by approving Learning Framework (INTRO.0.05 of the Framework is contributing to the realization of Teaching and Learning Success and Research and Development Success – integral to the successful realization of AU’s An Integrated Learning Environment (ILE) will enable AU’s continued transition to a digital-first learning environment. Anticipated in 2022, the ILE will combine a Learning Management System (LMS), Student Information System (SIS), and a Student/ Customer Relationship Management System (SRM or CRM) into a seamlessly integrated system designed to support learners throughout their learning journeys (see Standard III for additional information). Following the approval of 2) is undertaking an integrated planning, an integrated AU is undertaking accountability cycle. Integrated assessment, and strategic decision-making by planning supports view of resources and providing a comprehensive ensure the alignment of financial commitments to with AU’s priorities. We are and capital resources system-based coordination, seeing increased and communication collaboration, cooperation, activities. We recognize the in our projects and and strengthen a culture of need to accelerate in several areas, including institutional effectiveness services, and evaluation and assessment, student AU announced teaching and learning. In this regard, in January 2020 thirteen transformation initiatives (INTRO.0.07 detail in our environment are outlined in further Accreditation this Self-Study. The Standards for the MSCHE are and Requirements of Affiliation of the Self-Study will rigorous and comprehensive, and an overall strengthen our institution by supporting This priority culture of continuous improvement. contributes to all MSCHE Standards. 1) Selected Priorities – Rationale – Rationale Priorities Selected ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 16

of Affiliation and Requirements Accreditation on Higher States Commission of the Middle Education; better integrate effectiveness assessment and integrated planning process; measures into the and in current and of new learning opportunities fields. emerging academic Intended Outcomes of the Self-Study of the Outcomes Intended to: will allow AU This Self-Study • for the Standards that it meets Reaffirm • learning Strengthen the culture of student • generation Contribute to the expansion and these outcomes at the end We commit to meeting of the Self-Study process. ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 17

oals : Middle States Commission on Higher Education Self-Study Standard I Mission and G ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 18

their families, their communities, and their places their families, their communities, and the globe. of work in Alberta, Canada, and around The University’s open and digital learning self-paced environment coupled with flexible learners and cohort-based enrolments enables from all walks and stages of life to transform through their own lives and their communities offers credit higher learning. Athabasca University that lead and non-credit learning experiences and to professional, undergraduate, masters, and doctoral credentials across an ever-evolving As a global comprehensive spectrum of disciplines. distributed enabled and learning, leader in digitally connection the University’s interactive and lifelong in learning to learners is continuously innovating support models, course design, pedagogy, learner pathways, services, traditional and non- traditional and educational technology applications. The University’s steadfast commitment to equality and inclusive lifelong learning is demonstrated through its proactive and systemic dismantling of barriers that stand between diverse individuals and their personal learning goals. With a global presence, Athabasca University welcomes people who prefer the University’s innovative and digital learning environment from urban, rural, and remote locations everywhere. As leaders in inclusion, Athabasca University enables learners from underserved populations, those from Indigenous ancestry, those who by choice or through life circumstance cannot attend a place- based university, and those attending place-based post-secondaries who crave increased flexibility and control. An inspired and willing partner within Alberta’s Adult Learning System, Athabasca University collaborates with a wide array of stakeholders to amplify the opportunities and success for learners and their communities.

I.C1.07 I.C1.13) ), 2010 Self I.C1.03 IMAGINE ( )), and has been periodically )), most recently in 2017. I.C1.01 I.C1.04

). The AU Mandate has been submitted ), 2004 Self Study, p. I (

I.C1.08 I.C1.02 Our Mandate Committed to open access and digitally-enabled lifelong learning, Athabasca University (c.1970) is Canada’s only public and research intensive university offering fully accredited distributed learning from its online virtual campus. Athabasca University bridges the learning, scholarship, and research environments to transform the social, economic, and environmental wellness of citizens,

Athabasca University, Canada’s Open University, is Athabasca University, Canada’s Open that restrict dedicated to the removal of barriers study and access to and success in university-level opportunities to increasing equality of educational for adult learners worldwide (GFC Special Meeting 42, Nov. 14, 2017 (I.C1.05) and the Board Meeting 230, Dec. 15, 2017 (I.C1.06), ’s Mission Statement has been stable since its AU’s Mission Statement has been stable and Long- inception in 1985 (Mission Statement Term Plan, p. 1 ( Criterion 1. clearly Athabasca University has defined mission and goals.

its mission. how the institution fulfills to its mission and specify are clearly linked OVERVIEW four criteria and all applicable University meets the illustration of the ways Athabasca A full description and this Standard. 7 and 10, are presented throughout I, as well as Requirements of Affiliation sub-criteria of Standard he institution’s stated goals to accomplish. The institution’s serves, and what it intends the students it of higher education, the context purpose within defines its mission The institution’s : Mission and Goals and I: Mission Standard 2002-2006, reaffirmed (Strategic University Plan, p.5 ( Study, p. 11 ( The Mission of Athabasca University is further elaborated in a Mandate Statement. Input on the Mandate Statement was provided by various governance bodies, including General Faculties Council (GFC) before approval by the Board of Governors (BoG) on December 14, 2018, ( and to the Ministry for approval. ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 19

). flexibility, Post- , I.C1.12 and ), AU ). ). , I.C1.11 (I.C1b.01 openness , I.C1a.03 ). of I.C1a.01 I.C1.10 I.C1a.02 culture , I.C1b.05 ’s major achievements achievements , AU’s major IMAGINE I.C1b.04 institutional address external as well as internaladdress external as well as contexts and constituencies are developed through appropriateare developed by all whocollaborative participation otherwise responsiblefacilitate or are development andfor institutional improvement; its b. Roles and The Ministry of Advanced Education’s requires post- Mandate document (March 2019) criteria to secondary institutions to adhere to post-secondary differentiate more readily among In addition institutions by sector and characteristics. to n addition to to In addition documented financial management include sound annual reports ( in recent this throughout are outlined Other achievements detailed I for a more (see Standard V Self-Study analysis). a. planning Athabasca University’s strategic an inclusive and iterative development was was led, supported, and process. Plan development Team stewarded by a Working Group and Steering of faculty and and included broad representation staff from the University ( contributes to regional access to undergraduate AU contributes to regional access to degree programming in Alberta, Canada, and beyond ( o ensure transparency and university-wide To ensure transparency and university-wide plan was involvement in its development, the with input further vetted, discussed, and refined community- from the university community through wide consultations ( Pursuant to Section 102.3(3) of Alberta’s Secondary Learning Act (PSLA) collaborates with other post-secondary institutions to support regional access to post-secondary education. These collaborations inform AU’s mission and goal development processes. AU’s collaboration mandate results in the University working with other sectors and partners to ensure learner needs are met. These partnerships enhance post-secondary system accessibility and coordination across the province of Alberta. Through these collaborations, AU contributes to regional stewardship, which helps determine, prioritize, and enable access to post-secondary opportunities. A few examples are provided below. ). ) developed I.C1.14 IMAGINE Plan I.C1.09 ) drives all the planning at the University. By bringing learning to individuals, Athabasca Athabasca individuals, to learning By bringing creates a meaningful model of access University’s place, affinity, and sense of and personalized community. for learners in their belonging embrace and leverage are encouraged to Students and community background, history, their unique learner support while they learn. Comprehensive students to focus on their services further enable success in the University’s learning and facilitate environment from a position distributed learning wellness. of physical and mental demonstrated excellence Athabasca University’s stems from its in research and scholarship to the centrality of research steadfast commitment mobilization of knowledge, in the creation and of academic programs, the the enhancement of education of students, and the betterment research communities. Athabasca University’s students, environment brings together academics, and and key stakeholders in a disciplinary and interdisciplinary tapestry of scholarship social, research that optimizes the economic, and environmental impact on communities. and A combination of researcher-, student-, initiatives community-led research and innovation are supported in open and traditional scholarship by the University as well as local, provincial, grants. federal, and international research operational Athabasca University’s academic and through staff help to transform the communities not-for- service leadership in numerous public, profit, social, and professional environments. Members of the University are encouraged to enable mutually supportive communities range of through active participation in a wide national, and organizations at the local, provincial, international levels. We recognize that there are unprecedented opportunities for innovation, leadership, and collaboration in online learning. To this end, the University has been successful in managing and aligning its planning and resource allocation processes to ensure our strategic directions and priority outcomes are accomplished. Athabasca University’ goals are articulated in the University’s Strategic Plan. The by Alberta Advanced Education in March 2019. (I.C1.13 As noted above, the University is undertaking transformational institutional change ( The revised Mandate is in alignment with the Roles and Mandate Policy Framework ( ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 20

). A similar Athabasca I.C1b.09 ), and include granting eference and Membership for each for Membership Reference and ) and section 13 of the Terms of guide faculty, administration, staff, and governing structures in making decisions related to planning, resource allocation, program and curricular development, and the definition of institutional and educational outcomes are approved and supported by theare approved governing body (I.C1c.02 C, subject to the authority of the the Committee. The GFC, subject to the authority of and studentboard, is responsible for the academic of GFC are set affairs of the University. The powers out under section 26 of the Post-Secondary Learning Act University Regulation (I.C1c.01 academicdegrees, approval of academic programs, Universitypolicies, academic awards, and the goneCalendar. Both governing bodies have 2010 whenthrough comprehensive reviews since the last self-study was written. See Standard VII for detailed information on the University’s governance, leadership, and administration. Athabasca University entered its first full cycle of integrated planning in April 2018. Integrated planning has introduced a strong element of openness to AU’s resource planning process and is central to the successful implementation of the University’s Strategic Plan. See Standard VI for detailed information on AU’s integrated planning cycle. d. Partnerships with other Colleges and Universities and Universities Colleges with other Partnerships with institutions of partnerships Other examples Red between block transfer agreement include a to provide pathways and AU in 2019 Deer College in the majors Sociology and Psychology into the AU ( Bachelor of Arts program at Red Deer College is in process agreement with the Criminal Justice as well as with respect to the degrees in Governance, Law, and Management Arts. the Bachelor of Professional c. and goals Athabasca University’s mission supported by a bicameral are approved and The Governors governance structure comprised of of Athabasca University (the Board) and the Athabasca University General Faculties Council (GFC). The Board manages and operates the The institution in accordance with its mandate. of the University conduct, management, and control business affairs and all its property, revenue, and are vested in the Board. The Board has delegated Committees responsibility and authority to Standing Board as defined to make decisions on behalf of the the in

). AU’s

) enables ). I.C1b.08 , I.C1b.07 I.C1b.06 ), which gives high-school learners a head learners a head gives high-school ), which In addition to these partnerships, external constituencies such as colleges, businesses, and rural municipalities have benefited from the sharing of AU’s IT infrastructure in Northern Alberta. For example, in 2020, AU partnered with Grand Prairie Regional College (GPRC) to improve access to education opportunities for students in northern RC join see GP will partnership Alberta. The new online learning platform, moving current courses online and developing new online courses. This is innovative partnership will allow GPRC to achieve its goal of being more inclusive, modern, and accessible for students across northern Alberta and beyond ( e-engaging with collaborating institutions andRe-engaging with collaborating institutions existingexploring new opportunities to promote course deliveryarticulation agreements and online needs ofstrategies that serve the educational AU in the yearsIndigenous learners are priorities for ahead. Through these partnerships, AU contributes to the decolonization of higher education in ways recommended by the Truth and Reconciliation Commission of Canada in its Calls to Action (I.C1b.03 plans to duplicate this type of partnership with AU plans to duplicate this type of partnership province. other Indigenous organizations across the model will also The success of the hybrid learning expand the provide a foundation on which to approach to other courses and programs. professors, and AFOA mentorship support. An agreement between the AU Faculty of Officers Business (FB) and the Aboriginal Financial Association of Alberta (AFOA) ( between AU and five Articulation agreements institutions Alberta First Nations post-secondary these institutions to transfer allow learners at AU certificate, diploma, and credits earned to degree programs. Bachelor ofIndigenous learners to complete a Commerce degree at AU. This innovative partnership unique hybridprovides learners with access to a via digitallearning model including online courses with AU course delivery, classroom block sessions Partnerships with First Nations Colleges and Partnerships with Universities ual Credit Program Dual Credit in Alberta’s AU participates (I.C1b.02 and employment advanced studies start toward them to earn high-school by allowing opportunities course credits simultaneously. and post-secondary Alberta Dual Credit Program Dual Alberta ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 21

IMAGINE IMAGINE Plan IMAGINE Learning Framework. Specifically, ) shows evidence of program and course ) is consistent with and complements the ) is consistent with and complements alignment with institutional learning outcomes. Development and affirmation of institutional learning outcomes is underway (see Section V for details). In January 2020, AU announced several institutional changes, reconfigurations, reorganizations, reviews, and engagements in support of and the AU will undertake changes, reorganizations, and reconfigurations that will enable the University to achieve the Integrated Learning Environment Program. The transformational changes include: Data IT, human resources, and Institutional and Analysis provide the technology, personnel, resourced administrative support that is sufficiently to monitor, improve, and evaluate the student learning experience. AU’s response to the 2018 Monitoring Report (I.C3.01 community AU community by the reviewed is The Mission plan is being prepared, a new strategic each time it, and is prominently in Mission features since the to institutional of continuing importance a matter 4. also criterion culture. See Criterion 2. goals that are Institutional to higher realistic, appropriate consistent with education and the mission. are centered on teaching AU’s strategic goals research and development and learning success, The success, and AU success. (I.C2.01 University’s Mission. The strategic directions and the achievement priority outcomes are realistic, and indicators are specific and measurable. Criterion 3. focus Institutional goals that related on student learning and outcomes and on institutional by improvement, are supported and administrative, educational, and student support programs with services, and are consistent institutional mission.

), and ) that invite I.C1e.07 Strategic Research ) is widely known ). The University’s ), the AU Learning ) anchor other I.C1e.06 Alberta Research and I.C1f.01 I.C1e.03 ), the Research Forum, Faculty- I.C1e.05 , Pages 11–13). the institution’s internal stakeholders; are periodically evaluated are publicized and widely known by include support of scholarly inquiry scholarly of support include of at levels and activity, and creative institutions; the to appropriate type the and publicized on the University’s websites and external advertising. The passion for AU’s Mission remains constant. g. The University’s Mission ( f. AU’s Research Chairs ( Athabasca University’s existing and emerging supports research is in alignment with and outcomes identified in the Innovation Framework (I.C1e.01 four broad research strengths are grouped into dynamics themes: environmental and societal society, of sustainability; disruptive pedagogies; digital futures culture, health and well-being; and (I.C1e.02 ’s research environment brings together AU’s research environment and key stakeholders in academics, students, scholarship and disciplinary and interdisciplinary students, research. A combination of researchers, research and innovation and community-led and traditional scholarship are initiatives in open supported by the University as well as local, federal, and international research grants. niversity’s demonstrated excellence in demonstrated University’s Athabasca stems from its steadfast and scholarship research centrality of research in the commitment to the of knowledge, the creation and mobilization academic programs, the education enhancement of the betterment of communities. of students, and e. research initiatives outlined in the research initiatives outlined in the of Plan. In addition, there are a growing number Indigenous, internal venues for sharing disciplinary, research and cross-faculty, and non-traditional scholarship such as the annual Graduate Student Research Conference (I.C1e.04 Conference ( led Symposia, Think Tank Sessions ( Research talks and webinars ( the presentation of research at various stages of development. They include monthly research webinars, informal sessions with AU researchers and scientists from external agencies, and meetings of several interdisciplinary research groups. ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 22

IMAGINE. IMAGINE IMAGINE strategic Support AU’s transformation, most notably the OneAU Service Model changes, reconfigurations, reorganizations, reviews, and engagements through effective planning, communication, and risk management for the entire change process. focus greater attention on the research intensity intensity research the on attention greater focus of the University; learners support for provide better their asynchronous throughout academically journeys; learning and self-directed for learners by provide better support and consistency of improving the navigability ; and various parts of AU together culture that brings celebrate a OneAU AU in support of experts from across Criterion 4. mission Periodic assessment of they are and goals to ensure that relevant and achievable AU uses the external MSCHE self-study process assessment and internal integrated planning and University’s processes to review and assess the mission and goals. Each integrated resource leaders in a planning cycle engages university review and analysis of AU’s Opportunities for Improvement and Innovation 1. directions and priority outcomes to ensure that directions and priority outcomes to strategy. operational priorities align with overall Executive Team (AU’s Executive Leadership Team) evaluates the overall direction of annually and presents that finding to the Board in September. Please refer to Standard VI for more information. c. d. e. f. not only support student These changes will outcomes but will also learning and related improvement. The work contribute to institutional and is intended to ensure is critical and extensive staff in specific that academic and non-academic members areas work closely together, that team in place are are supported, that the structures global growth, sustainable and scalable to power in line with the and that the deployment of staff is University’s IMAGINE plan. Leadership Excluded IMAGINE journey involves a suite enhance the learner experience by streamlining our course design and production processes; provide better support for academics who are feeling time pressures in achieving success in all aspects of their role; team; Academic Support Creating a Responsive and Model; Creating a OneAU Service Model dedicated to Student Navigation Services; Assignments for Academic Staff; Creating a OneAU Service Model in Marketing and Communications; Learner Creating a OneAU Service Model of Recruitment; team; Financial Creating a OneAU Service Model for Planning and Analysis; Creating a University Data and Analytics Framework; and Support Roles. structures, and/or team composition; and/or team composition; structures, and IT systems; new or existing service delivery. a. b. 7. 13. and Redesigning reviewing These changes are a result of assessment and evaluation (e.g., student journey mapping reports) which indicate that AU has opportunities to: 2. stablishing a Learning Experience Production e 3. 4. 5. Reviewing the Annual Duties and Responsibility 6. optimizing our Information Technology team; 8. 9. optimizing our Finance and Administration 10. 11. 12. Centralizing Registrar Office Functions; and This phase in our of changes between April 2020 through to 2022. The development of a website dedicated to this transformation is underway. 1. Design team; stablishing a Learning Experience e b. or enhancing modifying, retiring, introducing, c. of methods or redesigning designing, reviewing, include: Specifically, the projects a. roles, reporting or modifying job reviewing ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 23

ntegrity thics and I and thics : E Middle States Commission on Higher Education Self-Study Standard II Standard ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 24

funding and accessibility, affordability, resources and options for students; and requirements; and in institutional policies, processes, and practices and the manner in which these are implemented. freedom, freedom of expression, and respect freedom, freedom of expression, for intellectual property rights; members; are including those related to grievances, fair, impartial, and equitable; of conflict of interest); discipline, recruitment, evaluation, promotion, and separation of employees; public relations announcements, internal communications, and recruiting and admissions materials and practices; • Complying with all applicable reporting policies • Assessing ethics and integrity as evidenced Athabasca University is committed to academic freedom, intellectual freedom, freedom of expression, and respect for intellectual property rights. Internal policies outline the procedures the institution while demanding a commitment to the institution while demanding a in all actions and ethical behavior and transparency decisions. AU is committed to: • Endorsing academic freedom, intellectual • Fostering a climate of respect among its • Ensuring that all policies and procedures, • Avoiding conflict of interest (or appearance • Establishing fair and impartial practices in the • Practicing honesty and truthfulness in • Promoting ), ), and (II.C1.01 ) of Integrity, II.C1.02 ) and consistent II.C1.04 II.C1.03 IMAGINE Plan, Athabasca Post-secondary Learning Act IMAGINE, the Code sets the framework

and parameters for the way the members of the University community interact with each other, with AU students, and with individuals outside Community, Adaptability, Respect, and Excellence. In alignment with the PSLA, the FOIP Act for Alberta, and University upholds the highest levels of ethics and integrity in its operations. The newly revised Code, implemented on September 1, 2019, and approved by Alberta’s Ethics Commissioner, aligns with the AU’s I-CARE values ( with the institution’s Bound by the is committed to embracing and protecting AU is committed to embracing and protecting of expression for freedom of enquiry and freedom and visitors all team members, learners, alumni, and to the University within the limits of Canadian may Alberta law, even when the views expressed those of AU. The not be shared with nor represent separately right to academic freedom is addressed with the in the context of the collective agreement Athabasca University Faculty Association. Criterion 1. A commitment to academic freedom, intellectual freedom, and freedom of expression, property respect for intellectual rights: the Alberta Freedom of Information and Protection of Privacy Act (FOIP Act for Alberta) ( AU’s Code of Conduct for Members of the University Community (the Code) (

adhere to its policies, and represent itself truthfully. and represent itself adhere to its policies, nine criteria and Athabasca University meets the illustration of the ways in which A full description and are II, as well as Requirements of Affiliation 1, 2 and 4 through 15, all applicable sub-criteria of Standard presented here. institution must be faithful to its mission, honor its contracts and commitments, honor its contracts and commitments, be faithful to its mission, institution must OVERVIEW n all activities, whether internal or external, an whether internal or external, institutions. In all activities, higher education of effective defining hallmarks and central, indispensable, integrity are Ethics and thics and Integrity and thics II: E Standard ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 25

,

).

II.C2.08 ) office works Dimensions (II.C2.03 IMAGINE is , Page 4-5). , Table 10, Page ), currently in draft II.C2.01 II.C2.06 II.C2.08 , Page 1), with children , II.C2.10 II.C2.06 , Table 16, Page 11). , Table 6, Page 5), and with career ) allows researchers to submit proposals proposals submit to researchers ) allows II.C2.08 II.C2.08 II.C2.02) posted on its website. In addition to this AU’s Accessibility Services (AS) ( access to in partnership with students to provide online education. AS is committed to providing students who have disabilities with reasonable, individualized accommodations and support services to facilitate access to and successful completion of undergraduate and graduate programs and courses. AU is thus well positioned to attract and engage with a diverse population of students who may otherwise not have access to post-secondary education. With respect to employment equity, AU has in place an Employment Equity Policy Statement 53% ( 30 hours a responsibilities (73% work more than week ( (II.C1.15 follows of funds the administration for peer-review; where to ethics approval and is subject guidelines applicable. and when 2. Criterion fosters respect A climate that faculty, staff, among students, from a range and administration ideas, and of diverse backgrounds, perspectives: and given among the members Respect is earned between AU and its of the AU community and service to of be to strives learners. AU of community of experience, the general public, regardless of level previous grades, or degrees. As an open access, online university, AU attracts a diverse student family to pursue body. For example, 75% are first in post-secondary education ( ( 7), and 29% have self-identified disabilities access to post- Table 7, Page 6). Many do not have location secondary education due to geographic (11.4% live in rural Canada, learners AU’s population comprises mostly adult age being with average undergraduate student student age at 27.9, and the average graduate (65% undergrad being at 34.3), specifically women and 75.9% grad) ( ( statement, AU has recently signed the Equity, Diversity and Inclusion Charter As well, a 2019-2020 deliverable of the development of an AU Equity, Diversity, and Inclusion (EDI) Framework and Action Plans. The EDI Framework (II.C2.04 form, will serve as a foundational document in

)

).

(II.C1.10 Section 11.2 (II.C1.14 ) in Spring 2020. The sections 318–320) ) and is supported ). Copyright Act Freedom of Enquiry and (II.C1.07 Criminal Code (II.C1.11 ), established in 1976, represents faculty ), established in 1976, ). ). The Canadian Human Rights Act the Canadian Charter of Rights and Freedoms the Canadian Charter of Rights and AU has also developed policies and procedures There is consistent adherence to ethics in governance, administration, teaching, and the pursuit of research. The University offers research workshops and ethics training to its academic on publication of research and dissertations and fair dealing. and non-academic staff. AU’s Research Portal governing these tenets, and external laws and and laws and external tenets, these governing are referenced them. The policies acts support Office of the University available on the and made website (II.C1.05 Secretariat The AU is committed to freedom of expression. of expression University’s statement on freedom In addition, is posted on the President’s website. in AU freedom of expression is referenced ssociation (AUFA) Faculty Association University The Athabasca (II.C1.16 11.3 outlines Freedom; Section outlines Academic Professional Freedom). policies including the staff members and is governed and professional that by bylaws. AUFA is a voluntary organization Societies Act. The organization operates under the of its academic (faculty) and bargains on behalf staff members. AUFA non-academic (professional) that parallels other has a collective agreement in terms of tenure, protection Canadian universities the right to sabbaticals, and of academic freedom, research (see II.C1.06 a commitment to Expression Statement by and the University has prohibit inciting hatred. Athabasca verbal abuse, developed policies to further prevent violence harassment, physical abuse, or sexual and faculty against students, staff, professionals, The institution follows the (II.C1.12 environment AU places high value on providing an in the that allows for creativity and innovation integral teaching, learning and research activities IP) plays an to its mandate. Intellectual Property ( essential role in both the research and teaching functions of universities and public comprehensive research institutions. The University revised its Intellectual Property Policy (II.C1.13 new policy outlines the rights and responsibilities as to creation of, ownership in, and commercialization potential for intellectual property and articulates the creative rights of individuals in research. (II.C1.09 ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 26

) II. Student ). Learning Conflicts Conflicts ) outline the ). ) (to address II.C3.13 Code of Conduct II.C3.03 Student Appeals Policy II.C3.03 (II.C3.04 Alberta Conflicts of Interests Non-Academic Misconduct he Code and its related ). The Code ) page and on the “Academic ) ensure that complaints ) ensure ), is governed by the ), is governed (II.C3.02 ) that incorporates Conflict of Interest ), which is made available in multiple public- ), within the Office of the Registrar website ), and within the MyAU student portal ( II.C3.05) (to address non-academic infractions, , Page 5). , AU has a newly implemented for Members of the University Community (II.C4.01 (the Code Policies and Procedures. Governing bodies and respective standing committees are asked to the Students, faculty, and staff can exercise Policy ( harassment andincluding but not limited to sexual of abuse). physical, written, and verbal forms All students can exercise the (II.C3.10 facing websites such as the University Calendar (II.C3.15 (II.C3.14 C3.13 In compliance with the Act utorial is also listed as the primary contact Services Tutorial is also listed as the primary unit on the public AU website under both the “Contact Us” (II.C3.11 Service Standards” website ( Academic Misconduct Policy as plagiarism concerns of academic offences such and cheating) and the Criterion 4. The avoidance of conflict of interest or the appearance of such conflict in all activities and among all constituents: Code of Conduct for Members of the University the University of for Members of Conduct Code AU’s (II.C3.01 Community Act of Interest (II.C3.01 procedures and objectively are conducted and grievances impartially. undergraduate students In relation to students, study courses who have in individualized or academic experts, are been assigned tutors forward any concerns encouraged to bring with their tutors regarding their relationships to Human Resources. The or academic experts ( University service standards among other guidelines, two processes and specify respond to inquiries. business days to students may Both undergraduate and graduate and/ also reach out directly to their instructors the University or course coordinators or contact are made Ombuds Office. These contact options through their available to undergraduate students letters found individual course specific welcome within their MyAU Student Portal (

), and the Athabasca II.C3.08 offers courses ). Nukskahtowin

); the Alberta Union of Provincial II.C2.07 ), the Canadian Union of Public Employees ). The governing processes and procedures 4.8% of , Page 78, Question 69) reflects that AU has in place policies and procedures to address complaints and grievances. It also has specific grievance related articles housed within each of its collective agreements that provide students, faculty, and staff with well-documented guidelines for the grievance process. The unions/associations are the Athabasca University Faculty Association (AUFA) (II.C3.06 (CUPE) (II.C3.07 relate to either the student population or to each of the employee groups and provide an opportunity for parties to identify, address, and rectify complaints and grievances. A grievance policy that is A grievance policy that to documented and disseminated grievances address complaints or or raised by students, faculty, policies and staff. The institution’s impartial, procedures are fair and and assure that grievances are addressed promptly, appropriately, and equitably: Employees (AUPE) ( University Graduate Students’ Association (AUGSA) (II.C3.09 Criterion 3. utcomes Survey The institution’s 2018 Graduate O (II.C2.05 The overall AU students identified as Indigenous. is 4.6%. percentage for Alberta post-secondaries in Cree language, history, contemporary issues, in Cree language, women’s studies, justice, education, governance, for individuals and groups in and research projects of business, management, the overarching areas the In conjunction with leadership, and governance. Nukskahtowin will be offering Faculty of Business, with a Post-Diploma route a Bachelor of Commerce Business. Conciliation in the field of Indigenous Working Groups comprising AU alumni and faculty with the aim of integrating Indigenous knowledge, have also been perspectives and teaching methods established across AU’s faculties. ndigenous World Indigenous Centre for The institution’s its Cree (CWIKR) received and Research Knowledge “Meeting Place”) name “Nukskahtowin” (meaning lder-In-Residence, Dr. Maria in 2019 by AU’s E Campbell ( ’s commitment to bringing awareness awareness to bringing ’s commitment of AU support barriers to achieving systematic to and addressing society. an inclusive ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 27

), serves to ensure that the his annual process also enables faculty ). This annual process including but not limited to: hiring, evaluation, evaluation, to: hiring, not limited but including separation of employees. discipline, and promotion, standards, employment AU follows applicable related hiring and industry equity guidelines, ensures practices and as part of its hiring guidelines members are aware all recruitment committee for confidentiality and of their responsibilities recruitments. such in participating impartiality when the process remains Hiring practices ensure and objective. confidential, inclusive, practices occur on an Performance evaluation continuing performance ongoing basis through well as annually through a management as and self-assessment process performance appraisal (II.C5.02 and conflict and staff to review the code of conduct of interest policies. The comprehensive promotion committee practices involve the recruitment faculty or staff originally tasked with recruiting the mandates member, and in the case of faculty, by academics the assessment of the application AU’s collective external to the institution. Each of and agreements outlines the criteria, instructions, and staff, timelines related to discipline of faculty progressive all of which follow the principles of discipline. In addition to AU’s onboarding process for new an off- faculty and staff, AU also has in place transition boarding process that enables a smooth away from AU as well as mechanisms for departing and faculty and staff to share their experiences opportunities for innovation and improvement through an exit interview. University AU’s Code of Conduct for Members of the Community (II.C5.01 applicable policies, procedures, and collective agreement articles are managed, addressed, and adhered to promptly, appropriately, and equitably. In addition to the regular employee life cycle standards such as hiring and promotion, AU has a number of policies, procedures, benefits, and collective agreement articles that provide substantial employee-related benefits and incentives. These include but are not limited to: substantial individual and/or group professional development funds and professional development days; encouragement for employees and their families to take tuition free courses at AU; research and study leave entitlements for faculty and professional staff; flexible work schedules; flexible work location arrangements, including the ability to work from home; and research, continuing development and community engagement

);

Tri- Conflict of Conflict ). ) provides (II.C4.05 ); and the Tri-Agency (II.C4.08 ) at the time of hire ) at the time of hire (II.C4.03 ); Agreement on hese Codes ). These Codes ); a Partnerships Policy Code of Conduct for Code of Conduct (II.C4.15 II.C4.14 (II.C4.17 Conflict of Interest in Research ); Research Integrity Policy ). (II.C4.06 Harassment Policy Ethical Conduct for Research Involving Ethical Conduct for Research Involving ). Application for External Research Donation Acceptance Policy ); a Donation Acceptance ); and a ). The Research Ethics Board (REB) works ); and (II.C4.16 Recognizing Conflicts of the following guidance: of Conflicts of Interest (Actual, Interest; Disclosure Conducting Pending Potential, and Perceived); Officers, Assessments and Assessment; Reporting Confidentiality. AU also has Plans; Appeals; and (Whistleblower) Procedures Protected Disclosure (II.C4.04 an Investment Policy (II.C4.07 AU has in place policies and procedures and approximately 100 articles within the four collective agreements relating to the employee life cycle, Criterion 5. Fair and impartial practices in the hiring, evaluation, promotion, discipline, and separation of employees: (II.C4.09 procedures and related references, policies, Internal forms include: Humans Policy (II.C4.11 (II.C4.12 with the researcher to decide how to manage with the researcher to decide how of any real, potential, or perceived conflicts prevented, that interest that cannot be avoided or or the may jeopardize the integrity of research in research. protection offered to participants in research Policy defines a conflict of interest Funding Policy (II.C4.13 Athabasca University’s procedures External related references, policies, and forms include: 2nd edition of Policy Statement: Ethical Conduct of Research Involving Humans (2018) ( the Administration of Agency Grants and Awards by Research Institutions (2018) Research Ethics Agency Framework: Responsible Conduct of Research (2011) contained items with of interest a conflict declare meeting. The institution agenda at every within the developed a new has also the Board of Governors (II.C4.02 the Board interest. for conflicts of the provisions incorporate to complete a are required AU employees Report Interest Disclosure Conflicts of Interest Procedure The Conflicts of Interest and update them during annual assessments. and update them ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 28

),

) ) of Open ). ) materials in II.C7b.01 II.C7b.02 II.C7a.02 ). The work will result II.C7a.03 IMAGINE Learning (OERs) ( , II.C7a.06 Tuition and Affordability (II.C7a.01 Universities Canada II.C7a.05 ). to enable students to understand funding sources and options, value received for cost, and methods to make informed decisions about incurring debt; To facilitate students’ navigation of AU’s unique course models and timelines, students are provided with multiple means to calculate the potential costs of tuition and fees for a single course, multiple courses, and/or an entire certificate or degree through the Course Fee Calculator ( and in section 7.1.1 Fee Summary ( the Undergraduate Calendar. Section 7.1 Fees (II.C7b.03) provides information on fees relating to: b. and financial fee, in new tuition, affordability and sustainable scalable model [2020]”; “A support [2020]”; and framework open scholarship model off-line learning on-line and “Personalized the affordable to scalable, and that is flexible, to AU [2021].” learner and collected by Statistics Canada According to statistics and presented by ’s undergraduate tuition and fees are lower than AU’s undergraduate institutions. As with many Canadian post-secondary universities, tuition fees at the majority of Canadian Canadians, out of province AU vary for in-province ( Canadians and non-Canadians Learning Framework is the development of a “ timeline, to Resource Strategy, including a project up-to- ensure integrated, affordable, accessible, across all date, and high-quality learning resources A courses and programs.” This work is underway. Learning Resource Strategy may result in increased student affordability. AU is working on a Framework with the goal of creating a framework flexible and that is affordable and accessible, equitable and adaptable, sustainable and scalable, predictable ( our courses. A priority outcome in the student affordability, AU To further enhance increased use of is committed to making Educational Resources financial in a competitive fee structure, appropriate payment supports for learners, and more flexible options among other features. In addition to this work, in preparation for the FY2021-22 academic year, AU conducted a rigorous price sensitivity analysis to ensure that the institution’s tuition and fees are competitive in the Canadian market (II.C7a.04 ) ); and II.C6.06 );

). ); Magazines and II.C6.09 II.C6.02 , II.C5.06 II.C6.03 ) including “Open Magazine” ); ). It is the responsibility of , II.C5.05 II.C6.04 II.C6.01 II.C6.07 (II.C6.05) ) and “The Voice” ( , II.C5.04 to promote affordability and accessibility; Publications ( (II.C6.08 IMAGINE, AU sets three main goals concerning a. In student affordability: “Optimized student Criterion 7. As appropriate to its mission, services or programs in place: a. to promote affordability and accessibility; b. to enable students to understand funding sources and options, value received for cost, and methods to make informed decisions about incurring debt; • University Initiatives ( • Media and Publications ( institution, internal As a digital-first post-secondary across AU are carried and external communications transparent University ensures out digitally. The virtual communication through the following venues, among others: • Neil’s Notes ( Criterion 6. Criterion in and truthfulness Honesty announcements, public relations recruiting, advertisements, materials and and admissions well as in internal practices, as communications: responsibilities within faculty academic work plans work plans academic faculty within responsibilities (II.C5.03 AU’s brand and editorial guidelines ( • The Hub and lay out the criteria for identity standards quality control ( employees at AU to familiarize themselves with and adhere to the brand and editorial guidelines as the look them. AU’s website is forever fluid, to maintain a and content are regularly updated site. A strategic modern, cohesive, and user-friendly development communication framework is under at AU. to further enhance communication ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 29

). II.C8a.01 , Table 5.4, Page 32), ), which “is intended to promote promote to ), which “is intended II.C7b.38 ). the full disclosure of information on institution-wide assessments, andgraduation, retention, certification pass rates; licensure or licensing board echnology & Support Services Bursary; & Support Services Technology and a. in Alberta, Like other post-secondary institutions reporting AU follows a schedule of accountability to Alberta Advanced Education. Throughout the year, AU submits information related to enrolment, finances, surveys, tuition, and academic programs (II.C8a.03 AU publishes information about student achievement on its website ( • with Disabilities to Students AU Access • Student; Undergraduate for a Mature AU Award • Award; University in Family to Attend AU First • Awards. AU First Nation Colleges Student niversity Students’Union The Athabasca U Awards and Bursaries (AUSU) also operates an Programs (II.C7b.37 achievement and academic acknowledge and in the membership population, as community spirit aid to members who encounter well as to provide financial hardships.” Undergraduate Student AU’s 2017 Biennial Experience Survey ( have used found that 84.7% of students who with the financial aid services were satisfied services. Criterion 8. Compliance with all applicable federal, state, and Commission reporting policies, regulations, and requirements to include reporting regarding: The following programs are accredited or approved by licensure/approval bodies.

);

II. );

). To ), a Procedures ) and the ) site, which II.C7b.09 II.C7b.25 II.C7b.31 ) and ) eligibility ); Students’ Union/ ); Students’ on-Canadian ); Non-Canadian ); G.S.T. (II.C7b.12 ); Courier Fees ( A ); and Form T2202 II.C7b.24 II.C7b.30 ) directory of funding. ); Delinquent Accounts II.C7b.23 (II.C7b.34 II.C7b.04 II.C7b.11 utside Canada Outside Canada ); Students II.C7b.13 ), Keeping Your Loans Interest . II.C7b.33 ) which assists students in II.C7b.15 ); Challenge for Credit ( ); Challenge II.C7b.05 II.C7b.27 ); Receipts (II.C7b.17 ); Courses Without Course Packages Without Course ); Courses ndergraduate Program Undergraduate ); Estimated ndergraduate and Graduate ). Undergraduate and ), and to read the Frequently Asked use the ) sites. Students are also guided to ) are publicly available on AU’s website. ) also provides information on the ); Refunds ( Methods of Payment ( Methods of Payment C7b.14 (II.C7b.16 The Student Awards Policy (II.C7b.06 Accessibility Services works cooperatively with students who are ineligible or unsuccessful in applying for funding to find alternative solutions to achieve reasonable accommodation of their needs. Fees ( Student (II.C7b.07 .C7b.10 Related Fees (II Academic- Fees ( Alumni Relations Fees (II.C7b.08 for student In addition to the traditional sources are potentially funding, students with disabilities which are eligible for financial aid programs, Association of outlined on the National Educational Disabled Students ( to finance exploring alternative funding resources their education. Canadian Student Fees ( Student Canadian (II.C7b.18 Registrar provides information The Office of the Aid ( on Student Financial ( and academic requirements ( application process and procedures debt, inform students’ decisions when incurring students the Office of the Registrar encourages Aid Advisor to contact an AU Student Financial (II.C7b.26 (II.C7b.29 provides information on CanLearn ( portal, national education planning and financing and to use AU’s Counselling Services’ online resource (II.C7b.32 withdrawal and refund policies are outlined in the withdrawal and refund University Calendar Questions ( tools on the Money Matters ( oan Your Loan Free (II.C7b.28), and Repayment of (II.C7b.35 The Office of the Registrar - Student Awards (II.C7b.36 application and nomination processes for internal and external undergraduate and graduate student awards and bursaries. AU offers several awards targeted to the unique and specific needs of its students: ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 30

Approver ducation Program Approval Nursing Education Program (NEPAC) Committee N/A NEPAC College of Alberta Psychologists Continue to contribute to the decolonization Continue to contribute ways recommended by the of the academy in Truth and Reconciliation Commission of Canada in its Calls to Action. ramework. principles expressed in AU’s EDI F to create guidelines and criteria in relation the annual performance measures to enhance Areas for performance assessment process. to the innovation and improvement in relation to employee life cycle include the opportunity on-boarding expand, expedite, and digitize the experience and off-boarding process. Opportunities for Improvement andOpportunities Innovation 1. 2. Diversity, and Inclusion (EDI) actualize Equity, 3. decrease manual interventions and Accreditor ). ssociation of Schools of ssociation Canadian A ASN) Nursing (C CASN CASN N/A II.C9.01 Table 4. Faculty of Health Disciplines Accreditation Disciplines Health of 4. Faculty Table ). Program Name Program II.C8a.02 Bachelor of Nursing Post-LPN Bachelor of ursing Post-RN Bachelor of N Master of Nursing: Nurse Practitioner Master of Counseling For more information on periodic assessment of ethics and integrity, please see Standard VII. As noted above, employees are bound by the University’s Code of Conduct. In addition, AU asks members of the University community for declaration of any conflict at the beginning of any meeting. of ethical AU reminds staff of the requirement through conduct in all their workplace activities the required login process to access AU computer facilities and websites for staff use ( Criterion 9. ethics Periodic assessment of in and integrity as evidenced institutional policies, processes, in practices, and the manner which these are implemented. icensed Practical Nurse (LPN), Bachelor of The Licensed Practical lead directly to licensure Nursing program can this program meets the by an external agency; the Nursing Education Program requirements of in Alberta. Graduates write the Approval Committee by the College registration examination approved Alberta & Association of Registered Nurses of switched to the (CARNA). Starting in 2015, CARNA In keeping with NCLEX-RN licensing examination. our provincial counterparts, AU does not publish institutional level results. Graduates of the Master of Nursing: Nurse Practitioner program are eligible Exam to write the Canadian Nurse Practitioner (CNPE) ( ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 31

esign and and esign xperience elivery of the Student Student the elivery of Middle States Commission on Higher Education Self-Study – D III Standard D Learning E ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 32

, , III.C1.04c ). Canadian Degree , III.C1.04b III.C1.04a ). he rigorous degree approval process ensures that The rigorous degree approval process inception, align credentials are coherent from their plans with AU strategic, academic, and operational appropriate to and budgets, and meet the criteria, New programs the credential level, set out by CAQC. to ensure process a formal development through go that they meet internal and external standards, deliver a program designed around program learning outcomes, employ engaging pedagogies and work-integrated learning as appropriate, and are supported by appropriate resources including academic and administrative staff, information technologies, and academic and student services. These processes ensure a coherent student learning experience that places importance on synthesis of learning ( experience AU supports a coherent student learning through a rigorous course development and review process that emphasizes strong academic content and rigour, strong pedagogy, clear presentation of learning materials, and appropriate student services. Additionally, as noted in Standard V, faculty and program councils create and maintain occupational goals, AU has adopted the national Masters and learning outcomes at the Bachelor, Doctoral levels described in the Qualifications Framework (III.C1.03 III.C1.04d ). III.C1.20 Programs of Post-Secondary ). All credential ) and the (III.C1.02

Further, to help students achieve their transfer and establishments, changes, suspensions, and terminations require government ministerial approval and go through a rigorous internal approval process. Degree program proposals and changes must also go through vetting by the Campus Alberta Quality Council (CAQC) ( Study Regulation (91/2009) Learning Act 2003 (III.C1.01 AU Programs As a public post-secondary institution in Alberta, all degree programs, diplomas and certificates offered by AU are governed by the Criterion 1. … certificate, undergraduate, graduate, and/or professional degree or programs leading to a education other recognized higher appropriate credential, of a length degree to the objectives of the to or other credential, designed foster a coherent student learning experience and to promote synthesis of learning;

schedule, level, and setting are consistent with higher education expectations. schedule, level, and setting the ways equirements of Standard III. A full description and illustration of Athabasca University meets the R sub-criteria of Standard III, as well as Requirements of in which AU meets the eight criteria and all applicable here. Affiliation 8, 9, 10, and 15, are presented ll learning experiences, regardless of modality, program pace/ regardless of modality, All learning experiences, instructional modality. OVERVIEW regardless of and degree levels, at all program, certificate, by rigor and coherence n institution provides students with learning experiences that are characterized experiences that are characterized students with learning An institution provides earning Experience Learning elivery of the Student Student the of Delivery esign and and Design III – Standard ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 33

, ), ),

). III.C1.13 III.C1.16 , III.C1.19 ), access to ), access III.C1.18 III.C1.10 III.C1.11 ) and Math Site ( ) and Math III.C1.12 , Page 6). ccessibility Services ( ), and Accessibility Services ), access to an orientation to Moodle (AU’s to an orientation ), access , digital literacy webinars , digital literacy ), library services rigorous and effective in teaching, assessment of student learning, asscholarly inquiry, and service, appropriate to the institution’s mission, goals, and policies; holdqualified for the positions they and the work they do; sufficient in number; provided with and utilize sufficient opportunities, resources, and andsupport for professional growth innovation; reviewed regularly and equitably based on written, disseminated, clear, and fair criteria, expectations, policies, and procedures; a. b. c. d. e. rigorous and effective in teaching, assessment of student learning, scholarly inquiry, and service access to mental health and wellness resources access to mental (III.C1.17 that the majority of AU’s Survey data suggests are opportunities there but supported, feel students of and connection to to improve communication for geographically dispersed academic support learners (III.C1.21 Write Site ( the AU Write Site III.C1.20 (III.C1.15 ( System) earning Management current L AU has a strong and dedicated faculty who balance teaching, assessment, administration, and research responsibilities. The Board-Athabasca University Faculty Association Collective Agreement identifies five academic roles: Professor, Associate Professor, Assistant Professor, Lecturer, and Academic Coordinator. The criteria for appointment and promotion for these roles include academic and a. an online orientation platform ( platform orientation an online Criterion 2. experiences … student learning and that are designed, delivered, orassessed by faculty (full-time appropriatepart-time) and/or other professionals who are: course and program advising ( program advising course and

, ), access to III.C1.07 Undergraduate III.C1.09 ). III.C1.08 ). Individualized support in program Calendars (which include program Graduate Calendars (which include program curriculum maps that demonstrate how course how demonstrate that maps curriculum with are aligned outcomes and assessments learning of outcomes. Synthesis learning specific program sustained ’s credentials is further The currency of AU improvement process that through a continuous different activities, including comprises many which incorporate regular course revisions from course evaluations, feedback received professional practice, and developments in disciplines and university research across various to facilitate the continuous activities intended discipline- Examples include improvement process. faculty councils, and the use of focused meetings, and external regular data collection (e.g., internal Program surveys) to support decision-making. process of currency is enhanced by the ongoing of new external reviews and the development to potential courses which are created in response of student gaps in the curriculum and evidence effectiveness interest in an area of study. Program institutional is further assessed through various curriculum systems including benchmark surveys, programs, mapping, annual faculty reviews of reviews cyclical program reviews, institution-wide and of AU’s course and program mix, faculty “health” leadership team reviews of program and reports, and various reviews by professional regulatory bodies ( programs through project- is built into AU programs learning and capstone courses experiences, based learning as appropriate. and practicums, projects, Students and prospective students have multiple Students and prospective students programs, ways to access information about of courses, and policies concerning completion courses and programs. The AU Athabasca University aims to provide learner- centred, quality-driven, and community-based supports to students throughout their learning journeys. Currently available academic supports include: counselling services ( regulations and course syllabi) are publicly available online for prospective and current learners. Additional information is provided on institutional and faculty websites. Students may contact the AU Information Centre for more detailed information or the Counselling Services team for career planning support. To assist students in planning their personalized completion pathways, AU provides access to tools and resources, including DegreeWorks and program plans ( completion planning is available to all students through general and faculty-specific advising teams. and III.C1.07a ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 34

) and

). 7 2 9 7 4 2 44 66 47 24 III.C2b.01 10 10 365 III.C2b.02 ), and are therefore subject to ongoing ), and are therefore subject to ongoing sufficient in number hold requisite qualificationshold requisite (data as of October 6, 2020) supported through human resources policies, supported through practices ( procedures, and and number of faculty members The qualifications thabasca which support each program at A creation and University are key criteria in program CAQC standards review processes, as set out in the (III.C2b.03 internal and external review. c. at AU is largely Course development and delivery carried out by the following teams: be constituted to further enhance the learning learning the enhance to further be constituted multi-media by delivering interactive experience of online technical development design and and Brightspace tools experiences with learning ILE needs. These teams for AU academic functions of the Integrated place for the launch will be in a much richer Learning Environment. We anticipate from these changes. student experience b. for faculty and tutorial staff are The qualifications agreements ( set out in collective ).

III.C2a.05 Academic Coordinator Professor Associate Professor Assistant Professor Academic Coordinator Assistant Professor ). ). Support and Professional Support and Professional Table 6. Tutorial Staff (data as of October 6, 2020) III.C2a.04 ). Table 5. Academic Staff Members Table 5. Academic Staff Members Table 7. Course Development Professionals (data as of October 6, 2020) ) and have similar processes for course ) and have similar processes for course Course Production Editor Learning Designer Instructional Media Analysts Multimedia and Web Specialist Visual Communication Designer Course Production Coordinator

Tutorial Staff Full Time Academic Staff Part Time Academic Staff .C2a.01 Positions Policy (III All faculties follow the Course Development Policy (III.C2a.03 development and revision. There is a Community and of Practice for all course development productions staff ( Moving forward, AU will be enhancing course as part of development and production processes the One AU Transformation Initiatives ( ther professionals, such as learning designers, learning designers, such as Other professionals, analysts, visual communications instructional media web specialists, course designers, multimedia copyright officers, and production editors, faculty in delivering quality, librarians, support in the institution’s continuity, and coherence In all the cases, the educational programs. are set out in role duties and qualifications are subject to rigorous review and descriptions that per the classification, as University to the service effectiveness, professional roles except and, for all academic and society, and creative Coordinator, research, Academic .C2a.02 activity (III xperience Production team will also A Learning Experience Production team will also The Learning Experience Design project will result in for all of AU. a centralized learning design team ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 35

5 1 1 1 1 1 8 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 12

provided with and utilize sufficient opportunities, resources, and support innovation; and growth professional for AU seeks to enhance the learning experiences for all students by supporting the professional development of faculty and staff that create and deliver those learning environments. All faculty, academic experts, tutors, and professionals are encouraged to undertake ongoing professional development and are supported in doing so d.

). III.C2c.01 Table 8. Library Staff Involved in Course Design and Delivery by Process and Delivery Design in Course Involved Staff 8. Library Table and Delivery and Delivery & Research Services Learning University Librarian, Associate & Resource Access Librarian Information Literacy Digital Literacy Librarian Copyright Officer Services Librarian Instruction and Reference Acquisition and Delivery Course Materials University Librarian Librarian, Collections Services Associate University Library Assistant, Collections Services Services/Technical Services Library Assistant, Learning & Research Library Assistant, Course Materials Academic Services Support Associate University Librarian, Library Technologist, Web Projects & Services Digitization Technician Desk Staff at the Library Information & Research Services Associate University Librarian, Learning Access Librarian Information Literacy and Resource Academic Services Support Associate University Librarian, Library Digital Literacy Librarian Librarian Instruction and Reference Services Manager, Library Information Services Services Associate University Librarian, Collections Library Assistant, Learning and Research Services/Technical Services Library Assistant, Course Materials Research Data Management Librarian Archives Assistant Library Assistant/Interlibrary Loans and Document Delivery Participation in Course Teams, Tutorial and Webinar Creation Webinar Creation Tutorial and in Course Teams, Participation Prior to the implementation of the Integrated Learning Environment, AU will be reviewing the annual duties and responsibility assignments for academic staff to ensure that workloads are allocated appropriately. In the longer-term, the University will be implementing a more responsive tutor and academic expert support model. This enterprise-wide support model will ensure consistency in the student experience. These changes are part of the OneAU Transformation Initiatives ( ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 36

). III.C3.06 ). ). Individualized III.C3.05 Graduate Calendars including , III.C3.04a III.C3.04 ) which shows completed courses and Criterion 3. Criterion of study programs Academic accurately clearly and that are publications in official described in a way that of the institution able to understand students are and program and follow degree and expected time requirements to completion; and prospective As noted above, students ways to find information students have multiple courses, and policies concerning about programs, The AU completion of courses and programs. Undergraduate and syllabi are publicly program regulations, and course current available online for prospective and websites provide learners; institutional and faculty contact additional information. Students may the AU Information Centre for more detailed team for information or the Counselling Services career planning support ( Students and prospective students have access to tools and resources to assist them in planning their personalized completion pathways. Students enrolled in a credential may use DegreeWorks (III.C3.03 identifies remaining requirements. Students and prospective students considering credentials in which they are not enrolled may use freely available program plans to plan or review completion pathways ( is available planning program completion in support to all students through general and faculty-specific advising teams. Students are provided clear and transparent Students are provided clear and transparent it may take information on the amount of time full-time to complete each credential, assuming with prior study and no existing credit. Students the time to learning or transfer credit may reduce to complete a completion. Students who choose extend their credential on a part-time basis may AU time to completion. Recognizing that most on a part-time learners complete their credentials information basis, the consumer report provides have graduated on the percentage of students that ( within six- and eight-year timelines ) ). III.C2e.02 ). n addition, ). In addition, III.C2d.05 III.C2d.04 III.C2d.03 ), serving the entire AU Page 3, ). ) and in accordance with collective ) and in accordance with collective III.C2d.02 evaluated regularly and equitably clear,based on written, disseminated, policies,and fair criteria, expectations, and procedures; techniques and practices that motivate students techniques and practices (III.C2d.06 Series (III.C2d.01 Community. Conference that brings together all team Conference that research, practice, and vision members to share and learning ( around teaching outcomes with their faculty/center/department outcomes with their faculty/center/department objectives and the University’s organizational goals; competencies required for the employee and organizational success; to seek and receive honest, balanced feedback in order to optimize performance and achieve positive results; and about how their achievements contribute to organizational success. the findings grant-writing, presenting topics like and incorporating new of research projects ( pedagogies into courses • to present Learning Café is an ongoing forum • Library Information and Digital Literacy Webinar • AU hosts an internal, annual Learning As per AU’s Performance Assessment Handbook (III.C2e.01 e. and annual agreements, performance management by which assessment are important mechanisms discuss team members and their supervisors performance in order to ensure: • and The alignment of the employee’s work effort • The alignment of the employee’s behavior with • Opportunities for employees and supervisors • Provision of information to the employee The Board-AUFA Collective Agreement ( lays out the bases for faculty reappointment, tenure, promotion, and annual review. These criteria speak to the institution’s respect for teaching and research effectiveness. Faculty research productivity as demonstrated by conference presentations and publications in refereed journals provides evidence of their scholarly rigour. through professional development leaves and and leaves development professional through funding ( supports professional growth for all team for all team professional growth AU supports of ongoing activities: through a variety members • in hosts webinars ranging Centre The Research ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 37

Use Statistics and its associated its associated and IMAGINE s set out in As set provide learner- plans, AU aims to foundational community-based quality-driven, and centred, and to provide the tools to students, and supports to curate their that learners require resources goals. personal learning and achieve their journeys supports are provided Current academic journey; these services throughout the learner include the following: 3254 recording views 244 in-person attendees Total Users: 8,881 Total Sessions: 12,334 New Visitors: 8.931 Returning Visitors: 3,413 Page views: 164,948 Total Users: 406 Total Sessions: 521 New Visitors: 259 Returning Visitors: 259 Page views: 787 Total Submissions: 1820 Undergrad Submissions: 1534 Graduate Submissions: 186 ESL Submissions: 442 Real-time Sessions: 129 September 1, 2018 – August 1, 2019: For the period of January 1, 2020 – October 6, 2020 September 1, 2019 – August 31, 2020: 1,503,816 site page views September 1, 2018 – August 31, 2019: 684 reference requests completed: 684 Homewood Health September 1, 2019 – August 31, 2020, 612 Active Cases TalkCampus since May 11, 2020 (launch) 94 students have accessed 7,064 contacts (for period July 1/19 – June 30/2020) 7,064 contacts (for period July 1/19 – June to June 30, 2020) Advising Services 28,374 contacts (July 1, 2019 Faculty of Business Advising 7,000 annual contacts of the Info Centre. Other faculties have advising services outside For the period of January 1, 2020 – October 6, 2020 August 2020: Write Site Drop Box statistics September 2019 to July 1, 2019 – June 30, 2020: 7195 visitors 21,135 requests received (July 1, 2019 to June 30, 2020) )

Table 9. Academic Supports Table 9. Academic ) ) , III.C4.15 ) ) III.C4.07 III.C4.04 III.C4.05 III.C4.08 ) ) III.C4.01 III.C4.09 ) Academic Support ) Accessibility Services including accommodations, advocacy, and alternate format and alternate technology support ( Mental Health and Wellness ( Library Digital Literacy Webinars ( Library Reference Services (III.C4.16 Athabasca University Math Site ( Library Services Athabasca University Write Site ( (III.C4.02, III.C4.14 Course and program advising and information (III.C4.03 Athabasca University Undergraduate Orientation Counselling Services including learning readiness, Counselling Services AU career planning, educational counselling, and application support ( Criterion 4. Criterion opportunities learning Sufficient the support both to and resources of study programs institution’s academic progress; and students’ ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 38

). During III.C4.23 ). During the week- III.C4.22 becoming a graduate student and the various and the student a graduate becoming searching and such as library skills required, the current Learning full functions of using the comprehensive System. There is a Management writing and academic to professional orientation thoughts, positioning your generating and including your ideas, giving credit effectively communicating work and structuring a paper. to others for their a final quiz generates a Successfully completing certificate of completion. and Social Sciences The Faculty of Humanities to each Doctor of offers an onsite orientation Education (EdD) cohort at the Education, Distance ( outset of the program to EdD students are introduced long orientation, distance education faculty to their cohort, to the programs of learn about their backgrounds and pertinent to research, and to other information student support and success. The orientation also includes sessions with the Research Centre and the Faculty of Graduate Studies and presents content research ethics, on doctoral level research including expectations, supervisor-student guidelines and In 2020 due and interim supervisor allocations. offered online to COVID-19, the orientation was this via MS Teams, which exposed learners to used for interactive, application-sharing technology synchronous sessions in the program. FST) The Faculty of Science and Technology ( for students organizes a yearly orientation day ( admitted in its graduate programs introduced to the orientation day, students are their cohort, to FST services for graduate students, to Faculty of Graduate Studies services, and to AU Graduate Students Association. Speakers provide a from all these units are invited to presentation and answer students’ questions about their services. Students are also provided with a detailed presentation about program and course regulations and get to connect with the program advising teams. The orientation day also includes presentation about research processes, research ethics, and academic integrity issues. Library services are also invited to the orientation day to introduce the students to library services and resources. The orientation day is offered online, but it is also recorded and made available to students through the faculty website. ,

III.C4.17 ) was ) students. ). To this end, a ) and Master of , III.C4.14 III.C4.21 ). , III.C4.13 , III.C4.20 III.C4.02 III.C4.11 III.C4.19 ) calls for “…a reimagined and personalized and personalized “…a reimagined ) calls for ). In the first year, students learn about Student Service Strategic Plan 2018–2023 Plan Strategic Service Student Nursing: Nurse Practitioner ( These orientation courses provide program- specific information including clinical practicum information. Additionally, there is a focus on Within the Faculty of Health Disciplines, asynchronous online courses orient Master of Counselling ( their program, how to succeed in it, and where to access all that they need for success across the University and within the Faculty of Business. Students in years 2 and 3 participate in the research conference, present ideas to peers in conference paper format, attend workshops for methods and other needed tools for conducting research. Since COVID-19, this orientation has been offered online. III.C4.18 Doctor of Business Administration students are expected to attend an annual orientation/research conference for three sequential years ( are also offered Faculty-based orientation courses Faculty of for graduate students. For example, the to their Business orients every graduate student an online for instance, contains programs. The MBA, prior to orientation that students must complete management. taking the first course in strategic the The content familiarizes students with conduct, online learning environment, academic other useful library resources, case studies, and in the MBA information to help students succeed program. The orientation is paced, asynchronous, to access and fully online. Students learn how conduct group course information and materials, discussions, and how to submit assignments electronically (III.C4.24 t the graduate level, student academic support is At the graduate level, program offices, supervisory provided by dedicated students teams for thesis- and dissertation-based FGS), as well as and the Faculty of Graduate Studies ( administrative offices. implemented in July 2019. Work on welcoming and 2019. Work on welcoming and implemented in July to continue in order to enrich this orientation needs program, and course initiative at the institutional, learners for online learning. levels to prepare modernized, multimedia online undergraduate modernized, multimedia ( student orientation (III.C4.10 for their prepares learners program that welcoming by providing access experience digital university essential tools, process, about to and information journey ecent student and resources.” R policies, have confirmed the importance mapping analyses of this work ( The ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 39

) requirements. Framework (III.C5.01 Critical thinking and analytical skills inside Critical thinking and analytical skills and outside the discipline. or The ability to apply learning from one more areas outside the discipline Knowledge of Methodologies and Research Application of Knowledge Communication Skills Awareness of Limits of Knowledge a minimum of 120 credits or the equivalent; of 120 credits or a minimum each of the three of six credits in a minimum Social Sciences, and areas of study: Humanities, Sciences; credits in Arts and/or Science of 102 minimum a courses; credits at the senior level; a minimum of 72 credits in each of five a minimum of three disciplines; credits in any one discipline; a maximum of 72 Normally a minimum of 42 credits in the major. senior 30 of the 42 credits should be at the level. 1.d. 1.e. 2. 3. 4. 5. A four-year baccalaureate in Arts or Science will or Science in Arts baccalaureate A four-year consist of the following: normally egrees must include the following Bachelor’s Degrees must include the following Canadian Degree Qualification Framework ducation areas: requirements related to General E All new program proposals must demonstrate conformance of the proposed program outcomes and program requirements to the Canadian Degree Qualification The mapping process is updated periodically and reviewed during the cyclical program review process. The IMAGINE Learning Framework priority outcome to develop an Institutional Outcomes Assessment Plan, including definition and assessment of institutional program learning outcomes, will provide an institutional and ongoing mechanism to demonstrate learner attainment of all learning outcomes. These include the study of values, ethics, and diverse perspectives along with all other general education requirements. See Standard V for more information.

Canadian Degree ) as well as CAQC Section 4.3.3, Section 4.3.3.1, III.C5.02 III.C5.02 Courses in at least three areas of study: Humanities, Sciences and Social Sciences: with not less than three disciplines available in each of the three areas of study, and with a minimum of ten disciplines available in total. offers a sufficient scope to drawoffers a sufficient new areas of intellectualstudents into their culturalexperience, expanding and culturaland global awareness preparing them tosensitivity, and judgments outsidemake well-reasoned their academic field; as well as within so thatoffers a curriculum designed students acquire and demonstrate oralessential skills including at least scientificand written communication, criticaland quantitative reasoning, analysis and reasoning, technological literacy.competency, and information generalConsistent with mission, the theeducation program also includes diversestudy of values, ethics, and perspectives; and in non-US institutions that do not include general education, canprovides evidence that students skills; demonstrate general education CAQC’s Expectations for Design and Structure of BA and BSc degrees ( lberta post-secondary public institution, As an Alberta post-secondary public institution, at AU new degree or specialization programs must adhere to the requirements of the CAQC, which include alignment with the Qualifications Framework (III.C5.01 requirements for degree programs of study at the undergraduate level ( Page 57). Page 58) include the following General Education requirements: a. b. c. Criterion 5. Criterion that offer … at institutions a education, undergraduate program, education general or integrated into free standing that: academic disciplines, ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 40

). 0 0 0 0 0 14 12 External Members Committee , the FGS: 2 0 1 0 0 1 19 External Co-Supervisors (As of October 2020) 0 0 0 0 3 20 13 Members raduate Student Handbook Graduate Student AU Committee supervisors and supervisory, candidacy, and supervisors and supervisory, candidacy, examination committee members, members, supervisors, students, and committee and completion. follow that learners ensure to procedures defines and are supported consistent processes clear and The qualifications. with appropriate by academics and development ongoing support FGS provides communication research and research of student students, including initiatives for skills through participate in an annual graduate opportunities to conference and 3MT© (3 Minute student research and to attend the FGS’ Thesis) Competition, Workshop series. Presentation and supervisory committees are a Supervisors and as they develop and key support for learners and scholarship skills. As set demonstrate research out in the • co- sets the eligibility criteria for supervisors, • defines the roles and responsibilities for • defines the processes for dissertation and thesis are These requirements ensure that learners supported by academics with appropriate consistent qualifications and follow clear and processes. All non-thesis masters’ programs also developing include multiple opportunities for thinking research, scholarship, and independent through learning activities and assessment the artefacts. These programs are also mapped to AQC and the scholarship requirements in the C (III.C6.02 Canadian Degree Qualifications Framework 7 9 8 3 14 13 21 AU Supervisors outlines 8 9 15 17 10 36 39 Students

) requirements related to related to ) requirements Graduate Student Handbook Table 10. Supervisors and Committee Members As of Oct 6, 2020 Master of Nursing (MN) Master of Health Studies (MHS) Master of Counselling (MC) Master of Science in Information Systems (MScIS) Master of Education in Distance Education (MEd Doctor of Education in Distance Education (EdD) Doctor of Business Administration (DBA) roles and responsibilities, establishes criteria, and roles and responsibilities, establishes Academic As one of Alberta’s four Comprehensive Athabasca and Research Universities (CARU), and University offers research-based doctoral dissertations master’s programs which require supervision or theses (respectively) under the of Graduate of qualified academics. The Faculty Studies’ (FGS) Criterion 6. Criterion 6. that offer … in institutions professional graduate and for education, opportunities the development of research, scholarship, and independent thinking, provided by faculty and/or other professionals to with credentials appropriate graduate-level curricula; of the limitations of knowledge. of the limitations ducation areas: critical thinking and areas: critical thinking Education General and outside the discipline; analytical skills inside learning from one or more areas the ability to apply knowledge of methodologies outside the discipline; of knowledge; and research; application and awareness communication skills; o help students acquire and demonstrate essential essential and demonstrate acquire students To help new areas of intellectual to draw them to skills and include Degrees must AU’s Bachelor’s experience, Qualification Canadian Degree the following (III.C5.01 Framework ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 41

). The internal $561.44 $350.00 $930.00 $792.00 $200.00 $550.00 $1,000.00 $1,000.00 $3,300.00 $5,000.00 $1,350.00 $1,000.00 $1,800.00 $2,500.00 $3,000.00 $1,000.00 $5,600.00 $6,000.00 $1,000.00 $1,125.00 $2,000.00 $1,141.80 $15,000.00 $17,500.00 $21,780.00 $17,500.00 $19,258.00 $132,238.24 of Awards Total Amounts III.C6.06 ); and, ). III.C6.07 3 2 1 2 1 1 1 1 1 1 1 1 2 1 1 1 7 2 1 1 1 1 1 5 1 6 66 15 III.C6.05 Total Awards Given Competition ( Competition research research and accessing focus on funding ( awards distributed in 2018–19 are shown below. awards distributed • Thesis) (3 Minute in the 3MT© Participation • a strong series with and Workshop Presentation are also available to Research opportunities research assistantships. learners through at AU are supported Finally, graduate learners of awards ( through a variety

, III. III.C6.09 ) demonstrates ) demonstrates Award ); III.C6.03 Table 11. AU Awards Distributed to Graduate Students Distributed to Graduate Table 11. AU Awards III.C6.04 xcellence in Graduate Excellence ). AU’s Award for raduate Students AU Graduate Students (co-hosted with the Association) ( 3MT Award Access to Research Tools Award – AU Award Air and Surface Transport Nurses Association Alberta Innovates-Technology Futures nnovation Alberta Indigenous Mentorship in Health I Award Alberta Registered Nurses Educational Trust Allied Health Professional Development Fund Alumni Rising Star Award – AU Canada Graduate Scholarship ssociation Social Justice Canadian Counselling and Physiotherapy A Chapter Student Travel Conducting Research Fund Dissemination Award Doctoral Level Student Bursaries Dorothy Budneck Memorial Scholarship Excellence in Research Scholarship Award Faculty of Health Disciplines Travel Bursary Graduate Level Travel Award Graduate Student Access to Data Management Analysis Graduate Student Scholarship Judith Gibbons Award for Research in Culture and Gender Kronier Family Education Bursary, Vancouver Coastal Health Margaret Stainton Bursary Natural Sciences and Engineering Research Council Award Outstanding Distinction Award Queen Elizabeth II Graduate Scholarship William and Joan Reid Scholarship TOTAL Software Award Graduate Student Research Fund S launched training for graduate graduate for training S launched the FG In 2019, the support to further strengthen supervisors learners ( to research-based provided support and The FGS provides ongoing research and research development of student such as: communication skills • Conference Annual Graduate Student Research the importance placed on graduate student graduate student placed on the importance supervision. Student Supervision ( Student C6.10 ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 42

IMAGINE ). ) and the College of Alberta ), the College and Association ), the College and IMAGINE Learning Framework, the III.C8.08 III.C8.07 III.C8.05 ), the Canadian Association of Schools program review website and self-study templates self-study and program review website Outcomes Assessment Plan to strengthen the data that learning outcomes assessment and and will inform program and course reviews, annual program reports to APPSC to ensure a current more complete picture of the program’s status. Learning Framework, alignment of these program Learning and course review processes to the Framework will be strengthened through: • a renewal of the program review procedures, • implementation of the Institutional Learning • incorporation of program health reports into Integrated Learning Environment In approving the to support decision-making. Program currency currency Program decision-making. to support of ongoing process enhanced by the is further new development of reviews and the external potential in response to which are created courses, evidence of student curriculum and gaps in the retired Courses are also an area of study. interest in ongoing review process. as a result of this assessing program effectiveness Other systems of surveys, curriculum mapping, include benchmark of programs, institution-wide annual faculty reviews mix, faculty reviews of AU’s course and program reviews of program “health” and leadership team reviews by professional and reports, and various including the Association to regulatory bodies Schools of Business (Faculty of Advance Collegiate Business) ( ursing Education of Registered Nurses of Alberta N Program Approval Committee (Nursing programs) (III.C8.06 of Nursing ( Psychologists ( As AU continues its implementation of the University community committed to rebuilding the learning environment and, through this commitment, envisioned a modernized design and development process. It is a plan for the design of learning experiences that are deeply integrative and purposefully aligned with learning outcomes. Integrative design connects all aspects of learning— from curriculum development to authentic assessment to community engagement—into a holistic understanding of learning as a lifelong process. To support learners’ self-efficacy, we design learning experiences that are immersive and engaging, and that allow learners to connect new ideas and concepts with what is meaningful to them in their own lives.

) took place in 2018. Degree Program Review Policy III.C8.02 ). a five ), cyclical program reviews occur on GFC) ) of the General Faculties Council ( in a variety of Program effectiveness is assessed ways at AU. As per the Criterion 8. Criterion 8. of the Periodic assessment effectiveness of programs providing student learning opportunities. does not deliver student learning does not deliver Not applicable; AU providers. through third-party Criterion 7. Criterion and appropriate Adequate and review institutional student learning on any approval designed, delivered, opportunities by third-party or assessed providers; The currency of AU’s credentials is further sustained through a continuous improvement process that comprises many different activities. Program and curriculum reviews, for example, are conducted on a regular basis, incorporating feedback received from course evaluations, developments in professional practice, and research across various disciplines. There are also many university activities, as well as structural mechanisms and policies, that facilitate this continuous improvement process, including discipline-focused meetings, program councils, faculty councils, and the use of regular data collection (e.g., internal and external surveys) These program reviews are conducted according to CAQC guidelines. CAQC monitors the initial program review report for new programs and conducts cyclical audits of AU’s quality assurance processes every five years. The most recent CAQC Quality Assurance Audit ( (III.C8.04 (III.C8.01 of a self- year schedule and involve the creation admission and study that assesses areas such as graduation rates, acceptance statistics, attrition and employment learning outcomes attainment, alumni followed by an and feedback and student feedback, response to the external review and the program’s external review. The program response report and the program annual program updates arising from review are monitored by the Academic Programs, (APPSC) Planning and Priorities Committee (III.C8.03 ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 43

) ES.0.04 ). AU’s IMAGINE ES.0.07 will enable technology-based tools to facilitate will enable technology-based tools and proactive student support in a personal learners to the support scalable way, connecting they need as they need it. open and distributed learning environments, and build collaborative and coordinated environments and networks to achieve experience coherence in the student learning and the synthesis of learning. The plan does not see a separation between life; rather, education and the rest of a learner’s whose it views learners as life-long learners engagement with Athabasca University does not end with the completion of a course or a credential. Provide graduate learners with increased research collaboration opportunities, support in research ethics processes, and increased support for research dissemination. new Integrated Learning Environment ( Student Learning Experience ( 2. enhance leverage technology to create access, 3. demonstrations and return demonstration, clinical clinical return demonstration, and demonstrations and active learning debriefing sessions practicum a group counseling such as managing in areas Humanities Faculty of are included. The session, instructor introductory Sciences includes and Social video related -created many courses. AU videos in is also available in many FHSS to course content to external video relevant courses, in addition linked or streamed within to course concepts involved in creating courses. Learners are also content as part of their learning video and digital where appropriate, for example, in and assessment studies. Encouraging language and communication their learning to their lived learners to connect the underlying learner experiences will improve the pedagogical approach experience and make purposeful, and meaningful. more evidence-based, andOpportunities for Improvement Innovation 1. in the implement the planned transformation ,

). These III.C8.09 III.C8.12 IMAGINE Learning IMAGINE Learning ). his group is combining insights about ). This group is combining insights about Framework, AU commits to the application of ) principles Universal Design for Learning (UDL n this vision, accessibility will be built in from In this vision, accessibility the curriculum design and the beginning of In the development process. will foster a coherent student learning journey journey learning student coherent foster a AU will to opportunities a suite of learning by providing and needs, goals, students’ changing meet the to will be able over a lifetime. Students interests through learning journey own coherent chart their of for- and accreditation aggregation the seamless learning experiences, courses, credit and non-credit adhere to quality standards. and programs that the ability to curate and update Students will have content they have found most the digital learning journey. The access to useful in their learning does not end when a course or learning content program ends. The IMAGINE Learning Framework also commits to learning that learns. It moves beyond periodic innovation review and update to continuous through evidence-based, research-informed innovation, and improvement. A foundational that requirement enabling a learning framework about learns is gathering accurate information students and their learning. An example of this would be our “Re-Imagining Assessment” Sub- Committee of General Faculties Council ( (III.C8.11 our students with research on assessment, and our students with research on assessment, consultation with Faculty, to develop a set of ( guiding principles for assessment Incorporating more experiential education in the context of asynchronous, text-based, digital learning into our courses and programs will improve learning at AU by engaging of learners in real world problems and experience. Applying experiential learning effectively into our asynchronous, text-based, and digital learning programs and courses ensure that they are relevant to students’ lives, careers, and communities. For example, within the Faculty of Health Disciplines, all courses include a welcome video. Within many courses, synchronous video learning activities, such as presentation of clinical case studies, interviewing III.C8.10 through our findings will then be operationalized inform our learning design activities and also Ensuring selection and use of learning technologies. intentional, formal evaluation processes with strong data will enable AU to provide the clearest possible vision of what is happening in its programs and in the design and delivery of the student learning experience and in fostering ongoing innovation. ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 44

xperience V: Support of of Support V: Middle States Commission on Higher Education Self-Study Standard I Standard the Student E ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 45

), IV.C1.02 ) at the undergraduate level. IV.C1.01 orientation, advisement, and counseling programs to enhance retention and guide students throughout their educational experience; theprocesses designed to enhance successful achievement of students’ educational goals including certificate and degree completion, transfer to other institutions, and post-completion placement; c. d. Admission Athabasca University follows an open admission policy ( Registration is possible for any student 16 years of age or older, who may carry any nationality and reside anywhere in the world. The efforts to promote and empower the student experience are guided by the mission statement ( which emphasizes the University’s dedication “to the removal of barriers that restrict access to and success in university-level study and to increasing equality of educational opportunities for adult learners worldwide.” Also, one of the goals stated

accurate and comprehensive information regarding expenses, financial aid, scholarships, grants, loans, repayment, and refunds a process by which students who are not adequately prepared for study at the level for which they have been admitted are identified, placed, and supported in attaining appropriate educational goals;

b. a. experience, and fosters student success. experience, and fosters student Criterion 1. An accredited institution possesses and demonstrates and clearly stated, ethical policies and processes to admit, retain, students facilitate the success of whose interests, abilities, experiences, and goals provide a reasonable expectation for success and are compatible with institutional mission, including: enhances the quality of the learning environment, contributes to the educational learning environment, contributes to the educational enhances the quality of the all the ways in which Athabasca University meets the six criteria and A full description and illustration of here. IV, as well as Requirements of Affiliation 8 and 10, are presented applicable sub-criteria of Standard which by qualified professionals, effective support system sustained coherent and OVERVIEW commits to student retention, persistence, completion, and success through a completion, and success retention, persistence, commits to student The institution and educational offerings. congruent with its mission and goals are the institution recruits and admits students whose interests, abilities, experiences, whose interests, abilities, recruits and admits students the institution cross all educational experiences, settings, levels, and instructional modalities, levels, and instructional experiences, settings, Across all educational Student Experience Student V: Support of the of IV: Support Standard ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 46

IV. , Page 1 identified ) and on ). This ). clearly IV.C1.04 IV.C1.14 IV.C1.09 are IV.C1.66 fees are all-inclusive and ) at AU are all-inclusive and program ) that are based on open source IV.C1.12 9). Similarly, flexible , Table 1.3, Page ). graduate ). Currently, AU offers several undergraduate All IV.C1.10 flexibility AU, for joining reasons various Of the and graduate for both undergraduate stands out and program students. For undergraduate program availability of courses students, the non-program to study and the ability during the year at any time were at one’s own pace any location online from factors in deciding to enroll at the most important AU ( Fees Course fees ( factor for 83% of the delivery is an important who attend AU ( graduate students resources and other support include most learning for the services (including tutorial assistance) period of active registration. There are variations based on the in the fees paid by graduate students ee Matrix clearly program. The Graduate Student F any ancillary outlines fees by program as well as fees. on the Tuition and Fees webpage ( C1.15 courses (IV.C1.16 reduced learning material, for which students pay a are mostly high resource fee. Knowing that these to enrollment courses, the saving transferred graduate students is significant. There are also courses using comprehensively open-source to materials. One masters’ degree has a pathway completion using only open-source materials. In late 2019, the Government of Alberta lifted a five- year freeze on tuition fees effective in 2020-2021 (IV.C1.11 In response, AU implemented a 7% increase on base tuition (including program fees) for Alberta residents, out-of-province, and international students. All other unregulated fees increased by the Higher Education Price Index. For 2021- 2022, Athabasca University began its tuition and fees planning with a 0% assumption; any increase proposed needed to be supported by specific initiatives of significant importance to students. Effective September 2021, AU will increase base tuition by an average of 5% ( increase will fund student priorities requiring improvement including student financial aid and and Figure 1, Page 8). the program-specific website ( In 2016, the University participated in the Campus Initiative, Alberta Open Educational Resources on which aimed to reduce the dependence companies expensive textbooks from publishing materials ( and promote the use of open source , ) IV.C1.05 IV.C1.07 , Table 3.4, , Figure 1, ) in a specific , Table 3.4, Page 20). , Figure 9, Page 18). IV.C1.04 IV.C1.04 IV.C1.08 IV.C1.10 , Table 1.9, Page 12). The AU pledges to deliver a student service to deliver a student pledges ) decide to enroll in specific courses IV.C1.10 flexible and personalized “provide is to IMAGINE in learners’ personal that fulfill our opportunities 5-year Student Services this respect, the goals.” In Plan (IV.C1.05) an ambitious is embarking on As noted above, AU ntegrated Learning Environment. plan to build an I position to serve a The University is in a special body who would normally find significant student institutions challenging or traditional face-to-face the pursuit of their academic less convenient in undergraduate students goals. The average age of students (34 years) supports(28 years) and graduate V.C1.74). Based on a 2018Graduatethis observation (I Student Experience Survey ( where learners feel welcomed and have access to and have access feel welcomed where learners individual educational that support their the tools goals. referred to Page 8), 81.3% of graduate students attending challenges that prevented them from Employment a campus-based graduate program. top of the responsibilities (49.4%) were at the (18.3%) and list, followed by family commitments program availability (16.3%) ( students work Page 29). 85.4% of undergraduate full time ( Student Services Strategic Plan 2018-2023 ( Student Services Strategic Plan 2018-2023 he institution’s commitment to a positive student The institution’s commitment to a positive process, experience starts with the registration online. A which is streamlined and is completed ( new student first applies for admission Page 7) promises to foster “a student service culture Page 7) promises to foster “a student learners.” that supports and adapts to our unique Students can also contact the Office of the Registrar or faculty-based Student Advisors about course registrations. Eighty-eight percent graduate students surveyed in 2018 indicated satisfaction with the support received during the course registration process (IV.C1.04 without becoming program students at AU. Many of these non-degree students transfer the credit toward a degree program at other institutions. Others are non-program learners pursuing courses for personal interest or professional development, among other reasons. ID. The into the University and obtains a student applicant can then enroll ( and register undergraduate or graduate program regulations. in courses as required by the program A significant number of students (approximately 55%, IV.C1.75 Undergraduate students who indicated they were completely satisfied with the time and quality of response, exceeded the benchmark of 85% -- 91.6% expressed satisfaction ( ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 47

,

IV.C1.04 ) is possible within Section 3.6.5.12, ) or the Student Success IV.C1.30 IV.C1.29 IV.C1.33 ) offer a modified model of support, ) and the Faculty of Science and Technology ).These centres address administrative available scholarships, awards, and bursaries and bursaries awards, scholarships, available the doctoral, master’s, categorized into that are the levels. 84.7% of degree and undergraduate V.C1.10, in 2017 (I students surveyed undergraduate the satisfied with indicated they were Page 31) to AU staff in regard received from assistance aid. Among graduate students, the student financial even lower at 67.9% ( satisfaction rate was Academic support barriers to enrolment and AU strives to remove in control of their educational puts the student ability to start a course journey. In addition to the any calendar month, an AU on the first day of at their own undergraduate student can progress at the time pace and deliver course requirements of stressful of their convenience without the rigidity courses). deadlines (with the exception of clinical The student can extend ( for up to 12 Page 5) the 6-month contracted period months after the start date. In addition, a second chance to write an exam ( attempt. a period of 4 months after the first online With many course materials available system, through the Moodle learning management relevant. With the student’s location becomes less the internet, access to a computer connected to in the course, registered students can progress to complete online quizzes, upload assignments and receive the electronic assignment drop boxes, world. marked documents anywhere in the help is In every undergraduate course, academic qualified tutor, or available from a faculty member, academic expert, who can be reached online or by calling a toll-free phone number from anywhere in Canada or the US. The Faculty of Business (FOB) (IV.C1.31 (FST) (IV.C1.32 where the majority of students’ initial contact is with the staff at the Student Support Centre (for Business courses) ( his is an area which requires This is an area which Figure 9, Page 18). improvement. Centre (for Science and Technology courses) (IV.C1.34 questions and redirect students’ course content questions to academic coordinators or course professors. The assignment and management of tutor/ academic expert service for all students are provided by Learning Services Tutorial. Instructional services are provided by a variety of staff associated with different Faculties’ instructional models. As , ) are ) is also IV.C1.72 IV.C1.18 ) option is another ) option is another Undergraduate IV.C1.22 ). Affordability ). A Tuition IV.C1.17 IV.C1.25 ) available to undergraduate IV.C1.67 Graduate Calendar. Even though , Table 16, Page 11). Also, 75.9% ), Figure 11 and Table 8.4). ) charge a fee that varies from one centre ) charge a fee that varies from one refund of the tuition fees (less the ). A refund of the tuition fees (less the ). IV.C1.24 IV.C1.04 Based on the 2020 CUSC middle years student survey, around 73% of students were employed with a majority (69%) working over 30 hours per week ( Financial support ll other unregulated fees will fees unregulated All other infrastructure. digital As Price Index. by the Higher Education increase and fee increases Standard 2, all tuition noted in and price by robust tuition at AU are informed analysis ( sensitivity ramework is under development ( is under development Framework clearly itemized and listed in the Calendar and the Proctor AU does not charge any fees for supervising centres U exams, most of the external invigilation (IV.C1.21 to another. The refund policy ( he challenge for credit ( The challenge for IV.C1.73 by AU in compliance with its opportunity offered barriers. Under this option, mission to remove can gain credit in subjects undergraduate students familiar at approximately half with which they are course. Based on the past the cost of a regular the Office of the Registrar, an five years data from for credit examinations average of 243 challenge ( are written annually Additional academic-related fees ( clearly stated in the calendar. Each student has the course, to up to 30 days after officially starting withdrawal change their mind and request early (IV.C1.23 students’ union fees, the course withdrawal materials if processing fee, and cost of course the student not returned) is granted, provided all course did not write the final exam or submit the Office requirements. Over the past five years, undergraduate of the Registrar processed 29,035 gross course early withdrawals (i.e. 6.7% of the registrations). and graduate students through an interest-free loan program. Students can also find a list of of graduate student respondents indicated that they work full time and that their most common financial resource is employment income, followed by personal savings and financial support from employers (Graduate Student Experience Survey 2018 ( The Office of the Registrar’s webpage includes comprehensive information on government (federal and provincial) Student Financial Assistance (IV.C1.27 ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 48

, ,

, Figure ) currently ) currently IV.C1.50 IV.C1.04 , Figure 9, IV.C1.04 IV.C1.45 ) also helps AU , Figure 2, Page IV.C1.04 IV.C1.04 , Page 19). Furthermore, , IV.C1.71 ) helps students improve their ) helps students improve Table 3.7b, Page 22). 81.8% of IV.C1.04 IV.C1.47 IV.C1.46 IV.C1.10 ) account, and including a practice exam exam a practice including and ) account, The online sample examination. ) using an Orientation, advising, and counselling In line with the institution’s mission for accessibility anywhere and at any time, automated self- contained resources are available for the dissemination of knowledge and information. For example, the undergraduate orientation ( (IV.C1.43 (IV.C1.44 exams ( with online list of courses plans to the University 320 courses, and includes next online within the of its exams deliver most written be noted that exams It should several years. increased from 2.6% in 2016 using ProctorU have During COVID-19, 70.6% of exams to 19.7% in 2020. ProctorU. are delivered through services are in place to provide Additional student and coaching. In particular, the academic support Write Site ( writing skills and provides feedback on written writing skills and their submission for marking. assignments before The Math Site ( students, especially those making the transition students, especially mathematics. from school-level to university-level with the Undergraduate students appear satisfied (4.0/5.0) and support received for their math skills writing skills with the assistance to enhance their (3.9/5.0). ( with the service graduate students were satisfied provided by the Write Site ( Page 18). are offered The majority of graduate courses model. through the synchronous cohort-based graduate However, the University also offers above. In asynchronous courses, as outlined faculty member, synchronous graduate courses, a the course coach, or sessional instructor facilitates or Lotus section in a virtual space in Moodle Notes. According to the 2018 Graduate Student students were Experience Survey, 88% of graduate ( satisfied with their course registrations that the Figure 9, Page 18), and 94% indicated ranged overall quality of graduate level teaching from good to excellent ( 10). Access to the AU Library and Write Site is also available to graduate students. In fact, among graduate students who contacted library staff or accessed library holdings, 78% were satisfied with the quality of the service received and another 78% indicated that library holdings well supported their specializations ( 82% were satisfied with Write Site ( 9, Page 18). Graduate courses also utilize the online invigilation process described above.

, Table

IV.C1.36 able 4.2, Page 10), , Table 4.2, Page 10), IV.C1.36 ). ) that is conveniently distributed ) from any location in the world ) maintains an exam invigilation IV.C1.39 IV.C1.38 n the current model, the faculty model, the ). In the current ) option in collaboration with ProctorU ). The new service is available 24 hours IV.C1.37 member, tutor/ academic expert is the student’s expert is the student’s tutor/ academic member, to subject- In addition with the institution. main link academic experts tutors/ matter assistance, discussions, mark assignments, engage in scholarly and help the student prepare for provide feedback, concern that cannot exams. For any question or by the assigned tutor/ be answered or resolved the student can contact the academic expert, In the 2016 National Survey of course coordinator. Student Engagement ( is currently reviewing reviewing is currently AU introduction, in the noted perspective from a learner-centred these variations (IV.C1.35 (and 55% of senior) ( 60% of first-year Most individualized study courses require students Most individualized study courses supervision of to write invigilated exams under the an AU-approved invigilator. This arrangement adds on average. up to 61,518 exams written annually and In addition to the distribution, supervision, collection of exams, the Examination Services Unit ( 4.1, Page 16) undergraduate students surveyed, 4.1, Page 16) undergraduate much or quite a bit) to the gave top ratings (very received at AU. The same report, academic support however, indicates (Table 4.1, Page 9) that student- be considered to-student interaction is an area to for improvement. The geographically dispersed on their own AU students complete their courses timelines through asynchronous individualized study; the Learning Framework prioritizes these connections, and AU’s ILE will support and enable them at scale. network ( throughout the 13 provinces and territories in throughout the 13 provinces and the Canada. The student is required to undertake if it is within 100 examination at one of the centres live more than km of their residence. Students who 100 km away from an examination centre (including international students) may write their exams closer to home after the University approves the proposed invigilator, based on clearly stated criteria and guidelines ( (IV.C1.40 In line with the institution’s mission to remove barriers, AU introduced the virtual invigilation (IV.C1.41 a day, 7 days a week and allows writing an online exam (IV.C1.42 equipped with a high-speed internet connection, while an invigilator supervises the student remotely through a webcam. Virtual invigilation is available only for exams designed to be written online. The AU website provides the student with comprehensive information starting from the exam request, through the student’s MyAU ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 49

,

, IV.C1.10 , Table 7.1,

IV.C1.10 ). The ) portal under IV.C1.04 ) at AU provides IV.C1.61 ) is available to ) is available IV.C1.64 IV.C1.69 , Table 3.10, Page 23); more than 89% Page 30). At the graduate level, IV.C1.10, Table 5.1, while 92.8% of the program requirements, treated with respect (Biennialindicated they were 2017 Experience Survey Undergraduate Student ( dvising Services ( Services Advising cademic at AU. A and current students prospective in many areas, assist students Advisors can requirements, clarifying program including in the program of the next course choosing credit evaluation, transfer studies, interpreting about the University’s and providing information Non-program/ regulations and procedures. also benefit from Advising visiting students in the area of credit transfer. Services, especially level, 83.1% of the students At the undergraduate with the advisors’ explanation surveyed were satisfied rated the quality of academic around 82% of students advising as good (IV.C1.04, Figure 2, Page 10). In the fall of 2012, AU launched a comprehensive solution academic advising and degree audit program called DegreeWorks (IV.C1.60 record program retrieves the student’s academic and from AU’s student information system (Banner) It is a valuable organizes it into an educational plan. tool that helps Advising and Counselling Services with provide efficient and beneficial interactions DegreeWorks the students. The student can access directly through the MyAU ( 82.0% of the “Manage your program” section. the DegreeWorks surveyed students indicated that studies ( tool was helpful for planning their Table 5.1, Page 30). ’s IT Help Desk. Technical support is provided by AU that they In 2017, 72.4% of students indicated had contacted the IT help desk for assistance with technical issues email, system passwords, or other (IV.C1.10 were satisfied with the service received ( Table 3.11, Page 23). Improvements suggested by unsatisfied students include improving the student email system, informing students of scheduled maintenance of websites, better access to exam websites, extending hours of service and improving the response time. 73% of graduate students indicated that they never (or seldom) experienced technical issues that impacted progress in course work, and only 5.3% indicated that they frequently experienced technical problems ( Page 34). A team of counsellors ( services to students in the areas of educational goals and career planning. The service also extends to tools necessary for the student’s success, including learning style, study skills, exam anxiety, , IV.C1.04 ), which is an , Table 3.7, Page , Figure 9, Page 18). IV.C1.51 , Question 71, Page 79). IV.C1.10 IV.C1.04 IV.C1.68 ) is another online automated ) is another online , Table 2.1, Page 14). Students , Table 5.4, Page 32), 92.3% of the IV.C1.52 ) is a user-friendly online resource designed designed resource online user-friendly ) is a IV.C1.10 and to AU comprehensive introduction to give a for the student’s information essential includes consists The resource the University. success at with multimedia modules enhanced of seven on academics, and covers topics material student services, finances, technology, registration, next steps. In addition, the achievement, and course includes a link to Moodle homepage of each ( Orientation for Students IV.C1.70 system available 24-hours a day, seven days a system available (and potential students) can week, where students the search field, and receive the type a question in A total best possible response to their question. with this of 90% of the students appear satisfied service (IV.C1.10 for assistance. may also contact AU staff directly provided by The satisfaction with the assistance was above AU staff to undergraduate students the benchmark of 85% ( Ask AU ( especially for first-time users informative resource, management system. of the current learning facilitates The Accessibility Services (AS) office completion access to and aids the successful AS office of AU programs and courses. The and works with students to provide reasonable help them individualized accommodations to overcome barriers or challenges caused by any form of disability. Examples of accommodations include extended time to complete coursework and exams, recommendations for assistive technology, course materials and exams in alternative formats, advocacy, and referral services. Based on the Biennial Undergraduate Student Experience Survey 2017 ( his is an area that requires further investigation This is an area that requires further service to in order to provide a more effective students from Indigenous communities. undergraduate students appear satisfied with the AS service provided. However, the satisfaction rate among graduate students is only 77.1% ( students were 21). Notably, 97.1% of the graduate (by email satisfied with the response time received satisfaction rate or phone) from AU staff, while the with the support provided to Indigenous graduate students is only 64.8% ( Figure 9, Page 18). It is encouraging that AU does improve the chances for students with disabilities to earn a university degree. According to a survey focusing on the graduating class of 2015-16, 3.4% of the graduates described themselves as persons with disabilities ( ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 50

). ) as a ). In this ) and ) for IV.C2.15 ) is currently IV.C2.09 IV.C2.12 IV.C2.05 IV.C2.13 IV.C2.08 ) transfer credit policies. ) transfer credit policies. V.C2a.11) transfer credit decisions are credit decisions ). AU transfer IV.C2.06 ) was updated to a more user- IV.C2.04 ) used by AU for degree auditing is in the receive credit for successfully completed receive credit for successfully completed previous education (post-secondary courses, diploma or related credentials, under-graduate degree, and foreign credentials) receive credit for prior learning ( case, the assigned mentor guides the student to develop the PLAR portfolio ( the purpose of receiving credit toward their AU undergraduate degree. The AU Centre for Learning Accreditation (CLA) guides learners through a formal process that is designed to allow them to demonstrate prior learning through work and life experiences and receive University credit ( successfully complete the challenge for credit option transfer AU credit to another institution Student experience/perspective can benefit On their learning journey, AU students options: from the following transfer credit a) b) dmission and andTransfer dmission on A Council Columbia British (BCCAT) ( c) d) housed in their respective systems and available on systems and available their respective housed in their websites. by a list of criteria has clearly stated The University are accepted. Acceptance which transfer credits in the graduate ( criteria are defined undergraduate ( o be considered a direct equivalent, the course To be considered at least 60% of AU’s course content must match decisions are faculty content. All precedent-setting transfer for reviewed. AU is receiving increased year. In 2014, AU completed credit requests every evaluations, and by 2018 5811 transfer credit to 7687. The average wait the number increased credit evaluations decreased time for transfer to an average considerably from 12.9 weeks in 2014 ( of 4.5 weeks in the 2016-2018 period has implemented a variety of software solutions AU has implemented a variety of software of transfer to improve the accuracy and efficiency of credit and steadily improves the visualization information. In 2019, the Transfer Credit Services site (IV.C2.07 friendly interface. IT Support ( investigating Amazon Web Services ( potential tool to update AU internal transfer credit DegreeWorks) databases. In addition, the system ( (IV.C2.10 process of being updated. ). Work on ) and IV.C2.03 IMAGINE) (IV.C2.01 AU is a member of the Alberta Council on Admission and Transfer (ACAT) ( Transfer of credit process continuously strives to improve policies and AU continuously strives to improve policies procedures regarding evaluation and acceptance of transfer credits, and credits awarded through experiential learning, prior learning assessment, competency-based assessment, and other alternative learning approaches. AU’s goal in 2021 and 2022 is to achieve “adaptable and data- informed strategic and sustainable credential, program, and course mix that includes modularized and stackable learning outcomes in undergraduate and graduate offerings in both credit and non-credit environments grounded in the highest standards of quality and rigour” ( ’s goals is for learners to be able to meet One of AU’s goals is for learners to be able to and their changing needs through undergraduate non-credit graduate offerings in both credit and seamlessly stack environments and will be able to into personalized these varied learning experiences learning pathways. AU’s evaluation and acceptance learner’s of transfer credits help to curate the of their journey and assist students regardless is not location. AU’s approach to transferring credits and community only a timely response to learner technologies needs, but it strives to improve the and research and processes that facilitate learning paths of the learner. this initiative is underway. Criterion 2. Criterion 2. institution An accredited demonstrates possesses and procedures regarding policies and and acceptance of evaluation and credits transfer credits, experiential awarded through learning, prior non-academic learning, competency-based alternative assessment, and other learning approaches. service This confidential time management. and raduate or telephone. G through email is available the (87.2%) with were generally satisfied students 75.6% of However, only service. overall counselling relevant with the support were pleased the students 18). , Figure 9, Page planning (IV.C1.04 to career ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 51

IV. ) FOIP Act Delegation of IV.C3.07 IV.C3.02) lays out procedures ), and the ), work together to establish the ). This Policy stipulates that an Fees for Service Under the FOIP ) , (IV.C3.04 provide access to recorded information in the custody and under the control of the University in a manner that supports the FOIP Act. ( C3.06 the University collects personal information about an individual. It stipulates that the information used by the University must be accurate and complete. As well, all employees collecting, using, disclosing, and maintaining personal information will familiarize themselves with the FOIP Act. It is the responsibility of the University to provide employees with available guidelines, policies, and procedures when collecting, using, disclosing, and maintaining personal information. ( to records under the control and custody of the of the custody control and the under to records does not specifically Though the Act University. it does suggest ways procedures, operational supply information may collect personal the University and use they can access and how from individuals, that information. in the custody or underThis Act applies to all records by provincial andthe control of AU, which is required, by this Act and enact variousfederal laws, to abide to uphold the expectedpolicies and procedures and Protectionstandards. The Freedom of Information ( of Privacy Regulation FOIP Act. expected of AU when evoking the AU Policies to the FOIP Act To better define policies that relate AU created and comply with the FOIP Regulations, The first a series of additional clarifying polices. of the FOIP two, Designation of Head for the Purposes Act Policy, (IV.C3.03 Authority Head of the University for FOIP Act purposes as Head is not well as assigned delegates when that in available. This provision allows for minimal delay processing FOIP requests. Another policy is Act Policy (IV.C3.05 applicant may have to pay the University fees for an estimate service (not exceeding cost) and that before providing must be provided to the applicant the service. Further supporting AU’s commitment to safe and release of secure maintenance and appropriate the following student information and records, policies were introduced in June 2011. 1. Access to Information Policy defines how AU will 2. the Protection of Privacy Policy outlines how

,

, Question , Question ) is the core IV.C2.17 IV.C2.11 IV.C3.01 , Agenda Item 3.3). The Committee The FOIP Act, R.S.A 2000, c F-25 ( Government Criterion 3. An accredited institution possesses and demonstrates policies and procedures for the safe and secure maintenance and appropriate release of student information and records. provincial legislative document that the University adheres to as it relates to Criterion 3. The purpose of the Act is to allow any person a right of access Assessment Ad-Hoc Committee on Re-Imagining (IV.C2.16 recommended developed guiding principles and practices to direct the design, development, that are in and delivery of assessment practices The alignment with AU’s Learning Framework. like: What is the Committee grappled with questions How and why purpose of assessment in education? is assessment do we assess student learning? Who in ways that for? Can we do assessment differently, improve increase access, support greater inclusion, the experience learning outcomes, and enhance of teaching and learning? Our answers to these for how AU’s questions have profound implications ILE) is designed Integrated Learning Environment ( and how AU learners are supported in their learning by journeys. The guiding principles were approved General Faculties Council in early 2021 ( University’s General In June 2020, Athabasca the formation of an Faculties Council approved Ad Hoc Committee for ReimaginingAd Hoc Committee Assessment graduates in the 2018 the 2018 in AU graduates from obtained The data that a majority Survey revealed Outcomes Graduate satisfied satisfied or very (91.4%) were of students ( transfer credit received with the ccording to the 2017 Biennial to the 2017 Biennial 26). According 22, Page Survey (IV.C2.14, xperience Student E Undergraduate 83.5% of the respondents Table 5.1, Page 30), agreed that the transfer credit agreed or strongly and 86.2% indicated that it met process was clear, their expectations. Council also Agenda Item 5.3). General Faculties GFC Ad-Hoc approved the continuation of the Committee on Re-Imagining Assessment, in order in practice to complete work on gathering examples from AU to support these guiding principles. ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 52

) various ). in

IV.C4.05 ) is entirely staff IV.C4.09 ) is a student- , IV.C4.13 professional ). There is also a podcast of IV.C4.10 of a ) along with the efforts IV.C4.03 The Voice magazine ( IV.C4.06 number IV.C4.02 ) and eye-wear discounts ( ) that covers a range of topics germane ) that covers a range of topics germane students; allow students to connect; as the Outstanding Distinction and Graduate Citizenship Awards; academic staff via providing awards to AU staff who exceed in serving graduate students; via an annual library donation; • Hosting in-person networking events for • Hosting online peer-to-peer discussion forums to • Producing regular e-newsletters; • Providing awards to graduate students, such • Encouraging excellence in AU faculty and non- • Improving library funding for graduate research niversity. The University. Open Canada’s as AU is unique and student nature of its workforce dispersed as digital presence reflects its mostly population various means to institution. Thus, the an online and build community student body engage the work through the the most part online occur for of the AUSU ( considerable departments and roles. student support primarily virtual presence, AU’s As evidence for its ( student orientation s students settle into their academic lives online. As students settle see a community of at the University, they will awaiting them. This community, like-minded peers accessed via the programs, tools, however, is best the AUSU and AUGSA provides. and advocacy that IV.C4.04) For example, AUSU maintains a mobile app ( programs, that provides information on courses, opportunity to campus services, careers and the in real-time. chat one-on-one with fellow students The AUSU also runs students and “composed of articles created by AU of news, guest writers to promote the sharing with” other ideas, opinions and valuable insights fellow students ( as pharmacy to health and mental wellness, such (IV.C4.08 (IV.C4.07 resources, to undergraduate life, such as services, SU is also the advocacy and tips for students. AU related main portal for students seeking services Athabasca University Graduate Students’ Association (AUGSA) ( run organization that aims to meet the needs run organization that aims to meet University. of graduate students at Athabasca services and The organization provides student representation for AU graduate students through university and government relations with the mission that graduate-level education at AU is accessible, affordable, and of outstanding quality. AUGSA offers various services, including:

) (IV.C3.08 , Agenda Item 3.2), IV.C3.09 Records Management Policy Management Records ensures all information recorded while all information recorded ensures business is the property University conducting a AU must establish of the University. and preservation approach for the systematic recorded information management of effective to have permanent value. when it is deemed cyber security breaches Threats of potential regular University conducts requires that the systems are in place for audits to ensure information. These regular protecting stored feedback from audits need to include transfer of knowledge as part employees on the process. of the exit and onboarding Bias; and Criterion 4. An accredited institution possesses and demonstrates, if offered, athletic, student life, and other extracurricular activities that are regulated by the same academic, fiscal, and administrative principles and procedures that govern all other programs niversity moves ahead with realizing As Athabasca University moves ahead with realizing the IMAGINE Learning Framework, there are likely to and projects be a number of innovative activities and their that seek to use data about learners n response, activities when studying with us. I Ad Hoc AU’s General Faculties Council struck an for ethical use Committee to determine principles of personalized student data. Approved by the Council in June 2020 ( Principles for Ethical Use of PersonalizedPrinciples for Student Data he 3. T The principles contained within the framework will allow a wide range of potential activities such as learning analytics implementations, automation and use of intelligent pedagogical agents, use of artificial intelligence techniques, curriculum analytics within quality assurance processes, and others yet to be defined. the principles focus on: • Supporting and Developing Learner Agency; • Duty of Care and Obligation to Act; • Transparency and Accuracy; • Purpose and Scope; • Limitations of Learner Data and Potential for • Culture of Continuous Improvement ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 53

IV. ), the Registrar ). the ), Learning of IV.C6.02 Library and IV.C6.04 Office the ), Materials Management, ), Materials Management, ). The orientation includes a brief (comprising will collect aggregate data regarding usagewill collect aggregate data regarding earner Support Services ( ), Learner Support Services , IV.C6.11 units C6.07). Other surveys and focus groups of student the programsatisfaction are conducted during wherereview process, and in those faculties as the Collegeexternal accreditation bodies, such Albertaand Association of Registered Nurses of Institute(CARNA) (IV.C6.08), the Royal Architectural of Canada (RAIC) (IV.C6.09), the Canadian Association of Schools of Nursing (CASN) (IV.C6.12), the College of Alberta Psychologists (CAP) (IV.C6.13), and Chartered Professional Accountants (CPA) (IV.C6.10 In sum, these policies, processes, projects, and requirements demonstrate that AU considers it important and is focused on integrating the results of these periodic assessment activities into ongoing improvement of the effectiveness of programs supporting the student experience. Athabasca University has several projects in- flight to improve the student experience. To enable the ILE, the University will be centralizing graduate registrarial functions. This work will be completed in tandem with the ILE program. A OneAU Service Model dedicated to Student Navigation Services is also underway. The University has created an initial draft design based on a (IV.C6.01 Student Perspectives student Annual assessment data relating to programs and perceptions of the effectiveness of of student services is obtained through surveys Institutional Data satisfaction and feedback through through the Analysis, which reports to the Provost Associate Vice President, Integrated Planning and Assessment. Reports are available internally ( reas for improvement for improvement Areas as needed. commissioned, the activities, and through these are identified the them becomes for addressing accountability to who reports of the unit director, responsibility The Operations. Academic the Deputy Provost, by the Student is supported student experience Services esources unit (including Learning Resources unit (including , AU Press ( Scholarly Resources IV.C6.05 Services Tutorial ( Unit). and the Academic Web projects are aligned with the Two important recent of improving services to students: overarching goal of a Student Services dashboard the development relevant metrics for student to identify ongoing, launch in July services (expected in 2021); and the orientation 2019 of a new undergraduate student (IV.C6.03 survey that enhancements. and provides information for future

), which organizes ), which organizes ). As a result of this IV.C4.11 IV.C4.12

for any issue that may impact graduate graduate that may impact for any issue student life plan; and that fosters a sense of that fosters a sense Another unit at AU students and alumni is community amongst University Relations ( Student Service Reviews The effectiveness of programs and services supporting the student experience is assessed annually through Integrated Resource Planning and through regular institution-level assessment and feedback strategies, such as surveys and complaint registers. Occasional internal audits of services are Athabasca University follows a coherent and systematic process for assessing the effectiveness of programs supporting the student experience. There are regular reviews of academic programs, support programs, resources and services offered to students. These reviews follow the provincial guidelines established by the Government of Alberta. See Standard III for additional information. Criterion 6. An accredited institution possesses and demonstrates the periodic assessment of effectiveness of programs supporting the student experience. Not applicable. Athabasca University does not deliver student learning through third-party providers. Criterion 5. institution An accredited possesses and demonstrates, and if applicable, adequate, review appropriate institutional support and approval of student or services designed, delivered, providers. assessed by third-party • students of AU graduate on behalf Advocating • and dental health an optional graduate Offering specific partnerships. For example, events based on partner for the Canadian AU is the official education Football League ( partnership, events are held throughout Canada. partnership, events ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 54

). IV.C4.14 and learners benefit from more robust AU, including accessible financial supports from of financial improved advice on the availability bursaries, supports in the form of scholarships, grants, and research assistantships. Credit and Prior Learning Assessment and Recognition technologies. Reducing time required for the Transfer Credit and the Prior Learning Assessment and Recognition student processes would further improve experience. 2. Transfer au has the opportunity to improve 1. refine processes to ensure Establish and Opportunities for Improvement andOpportunities for Improvement Innovation holistic baseline mapping exercise completed in completed exercise mapping baseline holistic of over workshop A cross-institutional late 2019. has team members learner support 100 frontline of the frontline learner in the reimaging resulted building included Workshop objectives experience. of current and deeper understanding a broader opportunities to improve challenges, highlighting and developing tactical steps through innovation, project further. to move this transformation this project is expected in 2021. Implementation of neAU Transformation initiatives Two additional O Learner Recruitment (the OneAU Service Model of Marketing and and the OneAU Service Model in are in the initial design stage with Communications) in 2021–2022 ( expected completion ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 55

Middle States Commission on Higher Education Self-Study Standard V: Educational Effectiveness Assessment ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 56

V.C1.04). V.C1.03). These V.C1.02 and Bachelor-, Masters-, and Doctoral-level learning outcomes guide development of new AU programs, and the regular review and continuous improvement of existing programs. All AU programs articulate learning outcomes that align with and map to the CMEC learning outcomes, and these program learning outcomes are published on program websites ( Program learning outcomes are reviewed and updated periodically for a variety of reasons: as part of the cyclical program review process; when changes occur within a discipline; when new competencies need to be added to programs; and as a result of regulatory changes. Updates to learning outcomes are initiated and approved at Program Councils, followed by approvals at Faculty Councils and at Academic Planning, Policy, and Standards Committee. The IMAGINE Learning Framework further states that a university “Assessment is not simply a tool for it becomes to verify learning: properly integrated, an aspect of learning…. Accordingly, we commit practices in ourselves to re-imagining assessment opportunities order to expand access to learning and to enhance the learning experience.” expectations The University has adopted the degree outlined in the national degree qualifications of Ministers framework endorsed by the Council of Education of Canada (CMEC) as the institutional learning outcomes ( IMAGINE V.C1.01). IMAGINE Plan includes “an The design of learning experiences

integrated planning, execution, assessment and accountability cycle” as a priority outcome for 2019 and beyond. The guiding principles for AU’s Athabasca University’s INTEGRATED. FORMATIVE. Assessment and feedback at AU are formative, timely, and designed to meet learners where they are, help them to progress, and complement learning by providing a window into their ongoing progress ( Learning Framework include: at AU is deeply integrative and tightly aligned with learning outcomes. Integrative design connects all aspects of learning—from curriculum development to authentic assessment to community engagement—into a holistic understanding of learning as a lifelong process. Criterion 1. educational Clearly stated student and goals, at the institution which are degree/program levels, interrelated with one another, with relevant educational the experiences, and with institution’s mission.

higher educations. all the ways in which Athabasca University meets the five criteria and This section describes and illustrates of V, as well as Requirements of Affiliation 8 through 10. Requirements applicable sub-criteria of Standard throughout the Standard. In line with Requirement of Affiliation Affiliation 8 through 10 will be addressed and systematically assessed. Results of program assessments are 8, programs in all faculties are regularly as needed. shared with internal constituents degree level, the institution’s mission, and appropriate expectations for institutions of appropriate expectations institution’s mission, and degree level, the OVERVIEW students have accomplished educational goals consistent with their program of study, goals consistent with their accomplished educational students have ssessment of student learning and achievement demonstrates that the institution’s demonstrates that student learning and achievement Assessment of Assessment Effectiveness ducational ducational V: E Standard ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 57

and Technology specializations except Architecture) Architecture Information Systems (General, Human Science., Applied Math) Architecture Faculty of Science • Bachelor of Science (all • Bachelor of Science in • Master of Science in • Bachelor of Science • Bachelor of Science

Faculty of Social Sciences Humanities and Professional Arts Resources and Labour Relations Distance Education Studies Distance Education Interdisciplinary Studies Distance Education • Bachelor of • Bachelor of Human • Master of Education in • Bachelor of General • Doctor of Education in • Bachelor of Arts • Master of Arts in • Doctor of Education in • Bachelor of Arts ), the primary responsibility responsibility primary ), the (V.C2.01 processes rests mechanisms quality assurance for internal AU themselves. institutions with post-secondary and of its programs monitors the quality internally QC, its of the CA to the satisfaction demonstrates, has of programs. AU assure the quality ability to review process that involves in place a program future planning. The self-study self-study to inform program ) directly prompt procedures (V.C2.03 on and provide evidence for councils to reflect AU reinforces internal assessment effectiveness. through external peer reviews quality assurance academic experts who conducted by independent insights. The external provide helpful third-party to address the main points of response is expected those provided by the external the self-study and expected to inform review panel. The report is also These strategies for continuous improvement. and outcomes reports are disseminated internally, annually for continuous improvement are reported to the Academic Planning, Policy, and Standards Committee (V.C2.04, Action Items 3.2 and 3.3). 2025–2026, Program reviews are scheduled through schedule outlinesas indicated in the table below (the anticipated review panels):

Disciplines Faculty of Health (Post Licensed Practical Nurse (LPN) and Post Registered Nurse (RN) (external; 4-year cycle) General Nurse Practitioner (external review) • Master of Counselling • Bachelor of Nursing • Master of Health Studies • Master of Nursing, • Master of Nursing, Table 12. Program Review Schedule 2019–2026 Table 12. Program Review Management 3-year Administration, Hockey Management (desk review) Administration Administration Faculty of Business • Master of Business • Bachelor of Commerce • Bachelor of • Doctor of Busin ess • Master of Business Year 2023/2024 2024/2025 2025/2026 2022/2023 2021/2022 2020/2021 2019/2020 QC supports institutions in establishing While the CAQC supports institutions in establishing comprehensive internal quality assurance University has As noted in Standard III, Athabasca adheres to thea robust program review process that AQC) rigorousCampus Alberta Quality Council’s (C ). The CAQC isquality assurance standards (V.C2.01 of approvedresponsible for monitoring the quality the Albertadegree programs and operates under egulation (V.C2.02).Government’s Programs of Study R See Criterion 2a and b. See Criterion Criterion 2. Criterion systematic Organized and conducted by faculty assessments, professionals, and/or appropriate the extent of student evaluating of institutional and achievement goals. degree/program Comprehensive curriculum maps for program- and for program- maps curriculum Comprehensive all are in place for assessments institution-level graduate programs. and several undergraduate ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 58

V.C2a.21) V.C2a.18, V.C2a.09, V.C2a.22, , V.C2a.20, V.C2a.23) and worked V.C2a.08). Work is ongoing to ssociation of of Association ) of the (V.C2a.07 requirements (AAP), Appraisal Professionals Administrative Professional Canada (AIC), Chartered Institute of (CPHR), Canadian Institute of Resources in Human inancial Institute ofF (CIB), Canadian Bookkeeping Management Institute of (CIFP), Canadian Planning perational Research Society (CIM), Canadian O Association (CPA), Fellow (CORS), Canadian Payroll (FCIP), Supply Chartered Insurance Professional Professional (SCMP), and Chain Management OA). Society of Actuaries (S (Nursing Education In response to provincial and federal Program Approval Committee) of Nursing) (Canadian Association of Schools the Faculty of Health accreditation requirements, for student Disciplines (FHD) has formal plans FHD programs. evaluation which cover most of the Each Program Director is responsible for approval The and accreditation activity in their area. statements, vision curriculum framework consists of and a graphic representation of core processes, on an accepted accompanying description based has curriculum model. Curriculum mapping been completed ( plan, provide a comprehensive formal evaluation faculty, which includes feedback from students, assessment alumni, and employers to guide the and program of the curriculum, program delivery, progress outcomes; develop a clear student the evaluation tracking plan; and apply results from plan to program improvements. The Faculties of Science and Technology and Humanities and Social Sciences conducted all faculty curriculum-mapping workshops with other course members, learning designers, and In these development and production staff. workshops, learning outcomes were mapped to program outcomes for all undergraduate and graduate programs in the faculty ( V.C2a.19, V.C2a.20, V.C2a.23, V.C2a.43, V.C2a.44). In addition, the assessment method for each of the course outcomes was mapped ( V.C2a.45, V.C2a.52, V.C2a.53, V.C2a.55, V.C2a.56). All program outcomes map to the Canadian of Ministers of Education of Canada (CMEC) Framework. The Faculty of Humanities and Social Sciences staff and faculty (FHSS) have completed detailed curriculum mapping of all majors, diplomas, and certificates (V.C2a.09, V.C2a.22). The curriculum mapping was led by the Associate Dean, ( and supported by learning designers, who developed and offered workshops for FHSS faculty (V.C2a.18, V.C2a.19

V.C2a.13), V.C2a.05) V.C2a.15), V.C2a.14), V.C2a.01, PDF V.C2a.06) (an V.C2a.02). The current V.C2.05). V.C2a.12), program learning goals, V.C2a.04) and Chartered Professional V.C2a.16). These documents, along define meaningful curricular goals meaningful curricular define with defensible standards for standards with defensible are whether students evaluating goals;achieving those (undergraduate case competitions) and CME Group’s Trading Challenge ( undergraduate and MBA trading competition). FB courses fully or in part meet the educational Accountants (CPA) Business Challenge ( Doctor Documents for the AoL Committee, the of Business (DBA) AoL Committee, the Master of L Committee, Business Administration (MBA) Ao and Undergraduate AoL Committee are housed in L) Connections Hindustan Computers Limited (HC otus Notes). The communities (formerly IBM and L and senior Faculty of Business learning designer with faculty course development manager work assessment to develop materials and report on with activities. The assistant to the dean, working the AoL Committee, is responsible for maintaining the AoL files. Documents include meeting notes and agendas ( Evidence of FB student preparedness is in their performance in the Alberta Deans of Business Competition ( niversity employs continuous learning Athabasca University employs procedures within each outcomes assessment Association to Advance faculty. As part of the of Business (AACSB) accreditation Collegiate Schools University’s Faculty of Business effort, Athabasca a process and a schedule for (AUFB) has developed student learning ( the evaluation of Doctor of BusinessAdministration, Pages 9–12). The Master of Business Administration, and Bachelor programs of Commerce/Bachelor of Management have scheduled program-level assessments to complete a cycle of testing—evaluation— (“closing improvements—retesting—re-evaluation the loop”) in a 5-year cycle ( have cycle is for 2018–2022, and all programs of learning completed at least one assurance program (AoL) assessment and recommended improvements. Retesting and re-evaluation are scheduled for all programs. curriculum maps, program-level rubrics ( assessment reports and data sheets ( schedules, and templates and instructions on the AoL process ( with various Faculty Council minutes ( provide a comprehensive record of AUFB curriculum improvement activities. a. schedule of completed reviews can also be found be found can also reviews completed of A schedule ( webpage on the Provost’s ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 59

Academic V.C2a.30). V.C2a.57). , , V.C2a.41 , V.C2a.40 V.C2a.35 ( assessments course ). V.C2a.42 program has developed of Counselling The Master outcomes and transdisciplinary a set of disciplinary concerns and theoretical faculty, student, based on of tables and feedback. The result is a series integrated into the (V.C2a.29) which are being by course (thus far, 15 credit- curriculum course of 36 credit hours for the hours out of a total integration can be degree). An example of this Inventory ( found in the Evidence Studies (MHS) program The Master of Health Nursing Generalist (MN: Gen) and the Master of their outcomes using the program have built Framework (V.C2a.31). Working Canadian Degree MHS and MN: from this model, the most recent latest Gen program review summarizes the including developments in learning outcomes, build writing course revisions to help foster and skills early in the programs ( Faculty of Science and Technology graduate a similar programs that are course-based follow Learning process to undergraduate programs. into outcomes and assessment are embedded the course design process. Direct assessment of the course and learning outcomes is dependent on demonstration of the outcome; one example is the level computing programming skills in a graduate course (V.C2a.47, (V.C2a.48). The thesis-based Master of Science in Information Systems (MSc direct IS) program evaluates students through assessment methods. Students demonstrate completion of research competencies through the of research a research proposal, the generation defense of the results, writing a thesis, and the oral thesis to a committee, which includes an external examiner (V.C2a.32). Faculties engage in indirect assessment of learning outcomes through the administration of undergraduate and graduate surveys, monitoring completion rates, and tracking student success in employment or further educational opportunities (V.C2a.49, Questions 9 and 10). Student participation in focus groups or surveys during the program review process provides additional information regarding program improvement and outcomes (V.C2a.33, Pages 9–10). learning Experts and Tutors who help teach students and answer academic inquiries are a valuable asset in learning outcome assessment as they inform the faculty about the efficacy of assessment methods, student performance, and approaches to continually improve. V.C2a.50, ) and is V.C2a.10 V.C2a.24) program V.C2a.17, PDF Pages V.C2a.25, V.C2a.26, V.C2a.46). This team approach V.C2a.28). This program maintains directly with faculty and program directors. Student Student directors. program faculty and with directly review program is part of the general evaluation Faculty institution. The in place across the process has also completed and Technology of Science ( curriculum mapping extensive the Faculties of Science Similar to other faculties, and Social Sciences and Technology and Humanities and evaluation for learning have rigorous design At both the undergraduate outcomes assessment. the course development and and graduate levels, support academics to ensure that production teams are articulated, assessed, and learning outcomes and revision of courses. achieved in the creation multimedia These teams include learning designers, editors web specialists, visual designers, and (V.C2a.46) who all specialize in the development team members and production of courses; these accessible, and also have expertise in innovative, assessment. effective pedagogical methods for An example of the FST team can be found in the Evidence Inventory ( graduate Assessment of learning outcomes for home Faculties. programs is completed through the the In the Faculty of Humanities and Social Sciences, in the Master of assessment of learning outcomes Arts, Interdisciplinary Studies ( In the Faculty of Health Disciplines (FHD), the Master of Nursing: Nurse Practitioner program is guided by external regulators and its accrediting body, the Canadian Association of Schools of Nursing (CASN) ( niversity-wide program-level program-level in the University-wide taking part activity ( assessment planning 77 and 78). ensures that to course design and development outcomes the students achieve the learning that students relevant to their disciplines, ensuring for their demonstrate the competencies expected meet provincial, disciplines across the faculties that ( national, and international standards V.C2a.51, V.C2a.54). is complete. An initiative to refresh learning outcomes in the two graduate programs in Distance Education is also underway ( V.C2a.27). For graduate programs, the Faculty uses the same learning outcomes assessment process as in undergraduate programs, and the same template, albeit with minor differences, is used to map initiatives in both undergraduate and graduate programs (V.C2a.36, V.C2a.37, V.C2a.38, V.C2a.39). Program learning outcomes are achieved by successful completion of identified courses, projects, and theses. a record of course feedback and feeds this back into ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 60

, ). , V.C2b.07 ) to prepare V.C2b.06 V.C2b.08 ), the program outcomes for V.C2b.05 he learning outcomes of the Bachelor ). The learning outcomes ), focus groups), through reference letter ), focus groups), through reference fter they complete their programs and ). After they complete their programs The Difference Makers (V.C2b.23 to sustainability and green architecture. Since architecture. and green to sustainability outcomes and standards, the RAIC has rigorous are focused of these outcomes the assessment and creativity, the knowledge, on demonstrating an architect, while required to be design skills and responsibility concepts of societal instilling of the built environment the broad impacts (V.C2b.13 are standardized to ensure of Science programs the theoretical and practical students have both careers in the sciences, for skills needed for programs (veterinary, acceptance into professional in Canada and beyond, or for medicine, pharmacy) a graduate degree ( continuation into an innovative combination In addition, through students in the Bachelor of of majors and minors, have the opportunity to attain Science programs preparing skills in emerging areas of science, increased focus them for a changing world and an all Faculty of on multi-disciplinarity. Students in Science and Technology programs also have the study or research opportunity to take independent skills in their project courses to develop advanced discipline. methods The learning outcomes and assessment for Faculty of Science and Technology programs are students (through evaluated by faculty and staff, by evaluations, institutional surveys ( V.C2b.09 and research requests (for program applications and through the awards), through program reviews, in place with extensive transfer credit agreements ( institutions across Canada and beyond V.C2b.14 move on, student success is also monitored. as prescribed Consistent with degree expectations by the CMEC ( the bachelor-level degrees prepare students for both employment and further study by providing intellectual improvement as well as personal advancement. The Faculty of Business has followed its strategic vision – its students for success in their career pursuits, meaningful lives, and further their education goals. The Faculty has established a mature AoL system for its Bachelor of Commerce, Bachelor of Management, Master of Business Administration, and the Doctor of Business Administration programs, building on the principle of continuous improvement in curriculum development and management, course development, and revision. The AoL system has informed a number of significant improvements, including the merger , Section 10, Page 37). ). Curriculum maps ensure ). Curriculum maps , Pages 20-21). This survey V.C2b.02 V.C2b.01 articulate how they prepare students in students prepare they how articulate with their mission consistent a manner meaningful careers, for successful further where appropriate, lives, and, goals;education The Bachelor of Science in Architecture and the Graduate Diploma in Architecture, developed in partnership with the Royal Architecture Institute of Canada (RAIC), trains students for specific skills in architecture, including materials sciences and design studios, while introducing new approaches that all students, irrespective of degree program, that all students, irrespective of degree emerge from AU with skills that require synthesis Evidence of of a range of skills and knowledge. the 2020 this process could be gleaned from by the survey of middle year students conducted Canadian University Survey Consortium, which completing polled students on their plans after their undergraduate studies. About one-third of on applying to middle year students (34%) planned (23%) planned graduate school and about a quarter In terms on applying to a professional program. either had a of career plans, three-quarters (75%) careers in specific career in mind (41%) or several (77%) knew mind (34%), and over three-quarters (34%) or fairly their career options either very well who have already well (43%). There were also those or a career taken steps to prepare for employment their chosen post-graduation as 41% worked in in their field of employment and 19% volunteered chosen field ( in the Faculty of process is also used, for example, in the Health Disciplines program, as documented program review (V.C2b.04 Programs in the Faculty of Science and Technology are designed to ensure that students obtain current and relevant skills for successful careers, while also creating opportunities for reflection, critical thinking, communication, and contributing to society. International partnerships, industry research chair appointments, and direct contacts with industry help inform program outcomes and assessment that ensure students are prepared for their careers in computing science. o ensure that program learning outcomes are To ensure that program program requirements, fully translated into councils create and maintain faculty and program that demonstrate how course curriculum maps and assessments are aligned learning outcomes learning outcomes. As part of with specific program faculties the program learning this process, in some updated to reflect higher- outcomes have been such as analysis, evaluation order functioning, and synthesis ( b. ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 61

), V.C2c.01). V.C2b.03 IMAGINE Learning Framework support and sustain assessment of student achievement and thiscommunicate the results of assessment to stakeholders. Criterion 3. Consideration and use of assessment results for the improvement of educational effectiveness. Consistent with the institution’s mission, such uses include some combination of the following: ndependent of survey questionnaires built into built into questionnaires of survey Independent to conduct online surveys some programs courses, more comprehensively. feedback capture student Diploma in is in the Graduate One example in FHSS ( Drafting program Legislative c. of institutional In 2018, a comprehensive collection to guide the business and technical requirements assessment acquisition of a learning outcomes assessment software to support the sustained led to the and reporting of student achievement a Program development of a business case for Assessment Data Management System ( the Digital The business case was approved by however, the Governance Committee in June 2018; assessment timing of the adoption of a learning of the software was dependent on the finalization then-emerging Learning Framework. of an The development and implementation ILE) that has Integrated Learning Environment ( evolved out of the the learning has resulted in a resequencing of assessment software adoption. The ILE enables the Learning Framework, which explicitly commits to outcomes-based curricula. Athabasca University remains committed to an infrastructure for learning outcomes assessment (LOA) and sees opportunity to design cohesively LOA infrastructure that is intrinsic to the ILE. in which faculty administer an online survey to all an online survey faculty administer in which and graduates of the program: current students are directly applicable to “The resulting findings themes, including the impact several…conference on legislative counsel, how to of new technologies and design pedagogies that employ technologies counsel to keep up to date that allow legislative how to design and develop and, most centrally, training materials that meet the legislative drafting counsel.” specific legislative ). For , ), and ) used during , V.C2b.12 V.C2b.18 V.C2b.25 ). , V.C2b.22 , V.C2b.11 ). Feedback from the ), the Supply Chain ), the Supply Chain ). All the overarching V.C2b.17 , V.C2b.21 V.C2b.10 , V.C2b.09 V.C2b.24 ), among others. V.C2b.16 , V.C2b.20 V.C2b.26 pon completion of each course at Athabasca Upon completion of each course at to University, students complete a questionnaire course provide feedback on the course design, used in the delivery, and pedagogical strategies course (V.C2b.08 Course Surveys ssociation of Canada ourism Association of Canada the Indigenous T (ITAC) ( the 4-year Bachelor of Management program program Management of Bachelor the 4-year program Bachelor of Commerce and 4-year the program, Bachelor of Commerce into one as a capstone course of ADMN405 introduction and the introduction coop to students, with virtual the ADMN233 course. Intelligence to of Artificial have become more proactive Faculty members course design, delivery, and in curriculum and The faculty not only pedagogical research. programs to its student delivers high quality put great efforts in having its body but has also accredited and/or recognized business programs including Chartered by professional bodies Resources of Alberta Professionals in Human (CPHR) Alberta ( A) ( Management Association (SCM students is used to make ongoing revisions to courses. Major revisions are reviewed by the program councils ( he faculty has been innovative in program The faculty has been innovative in development and delivery. For example, two new MBA specializations (Digital Business Transformation and Strategic Leadership and once approved Change) are in the development and business world. will meet the changing needs of the excellence is Another example of program delivery of DBA program’s found with the successful launch workshop student research conference and students from delivered virtually pulling doctoral to one different cohorts and multiple locations virtual place. example, the Faculty of Business has established and published processes and forms ( V.C2b.19 course development and production (CDP) which specifically reference use of course evaluation surveys as part of course revision considerations. Data from these surveys are found in the Faculty of Business Course Development Resources Community ( documents demonstrate the ongoing continuous improvement model, as do formal policies for revision development at both the graduate and undergraduate level ( ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 62

IMAGINE (V.C3.04). IMAGINE Learning Learning Framework is IMAGINE Learning Framework learning to connect , and xperts receive and respond to academic questions. questions. academic to and respond receive Experts adopted the Technology Science and The Faculty of and has used by AUFB in 2018 M system online SR The Faculty of growing in capacity. been steadily Humanities and Faculty of isciplines The Health D in which a tutor model, Sciences employ and Social a tutor who provides each learner is assigned support. As noted individualized academic an enterprise previously, AU will be implementing model in the future. academic support from a faculty member, a In addition to support have Expert, students also tutor, or an Academic advisors who provide assistance access to program Students are also provided in program planning. about student services and with information and library resources. have access to orientation Graduate For graduate students, the Faculty of for students, Studies offers webinars, resources in thesis-based and assistance for student enrolled programs (V.C3.43). effective AU has increasingly invested in bringing design to its instructional and user experience University is online learning environment. The the currently engaged in implementing Item 3.1). At an Learning Framework (V.C3.03, Action institutional level, the improve and articulates the aim to continuously and innovate how we design, deliver, support, assess all aspects of learning. It draws attention to defining the transformational impact of learning, our capacity to it as a lifelong journey that shapes to life. learn and grow by applying knowledge The values promoted by the Framework recognize the “four pillars” of learning Educational, articulated by the United Nations Scientific and Cultural Organization (UNESCO): learning to learn, learning to do, learning to be and to become The transformational curriculum promoted by the IMAGINE Learning Framework is based on an active approach to learning; it recognizes learners’ self-efficacy to choose and achieve outcomes. The focus is then on designing engaging and immersive learning experiences to allow students to connect new ideas, concepts, and knowledge with what is meaningful to them. This approach includes collaborative learning environments to develop learners’ human capacities and skills, recognizing all types of interaction among learners and with instructors, content, the community, and the industry, which expand and enrich learning experiences. It also embraces timely and formative feedback and assessment to support students in their ongoing progress. The V.C3.01), V.C3.02, Standing Report 5.12, PDF Pages assisting students in improving their in improving students assisting learning; and pedagogy improving curriculum; revising academicreviewing and support services; programs and andplanning, conducting, of professionalsupporting a range activities; development budgeting for theplanning and programsprovision of academic and services; informing appropriate constituents about the institution and its programs; improving key indicators of student success, such as retention, graduation, transfer, and placement rates; and, andimplementing other processes procedures designed to improve educational programs and services. a. b. c. d. e. f. g. h. For example, the Faculty of Business has a mature online student support and advising system (V.C3.29). Bimonthly reporting to the FB Faculty Council includes a record of SRM (student relationship management) requests broken down by origin, type, and course. This system enables a timely response to patterns of difficulty for students in undergraduate courses or needed improvements in service ( has applied sound instructional design theory AU has applied sound instructional design in 1970. The to course design from its beginning began with social and technological changes that the personal computer have demanded a response from all post-secondary schools, but especially AU as an open online university. In addition to careful design of the online learning environment, AU has created student support services uniquely adapted to online learners. 17-30). The types of inquiries are routed to the appropriate staff member; front-line staff handle procedural questions, and faculty and Academic s an online education institution with respected As an online education institution with ( graduate programs in distance education Assisting Students in Improving TheirAssisting Students in Improving Learning ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 63

iscussion Discussion Item 3.1). V.C3.09, ) sets out a team-based approach to V.C3.10) sets out a team-based course of variety an expanded reflect to better survey available. It also strove assessments now learning to course a more unified approach to create of to facilitate analysis across faculties evaluation collected ( the data the on redesigning will also work This committee capture student satisfaction existing form to better . resources, and instructors at AU with their courses, and Curriculum Improving Pedagogy Pedagogy AU Course Development PolicyAs noted above, the (( by a faculty member (as the development led and co-determined by a subject-matter expert) copyright development team including librarians, web specialists, officers, editorial staff, multimedia and learning visual communications designers, in refined course designers. This policy is formalized in each development procedures and practices faculty. by New courses are reviewed before approval are evaluated the faculty program councils and assessment for content, learning outcomes, and methods. As noted above, existing courses student are continuously monitored through students, tracking evaluations, direct feedback from by faculty, of the efficacy of assessment methods through the tutors, and academic experts, and analysis of completion rates. processes These course development and review experience is recognize that a coherent learning content dependent on not only strong academic clear and rigour, but also on strong pedagogy, course presentation, and aligned student services. A team-based approach to course development brings subject matter experts together to affect this outcome. For example, the Faculty of Health Disciplines uses a team approach to course development. Every course team is populated by a course leader, a Subject Matter Expert, and a member of the faculty learning environment team. The process is monitored by the Associate Dean, Curriculum and Learning. Normally, a team takes student feedback and instructor feedback and works through an (ideally) 13-week process of rewriting. FHD has also developed a framework for course development that guides authors and designers toward disciplinary and transdisciplinary outcomes (V.C3.44). Learning V.C3.08), which is V.C3.07). These policies V.C3.05), the Course V.C3.06), and the Course V.C3.42). n alignment with the institution’s In alignment with open in that it welcomes all learners and supports supports and all learners it welcomes in that open services for a better data-informed them with and professional their personal understanding concrete steps progress. AU has taken needs and learning in the service of better use of data towards to cloud-based its online courses by moving the As noted throughout Amazon Web Services. to adopt Self-Study, AU has laid the groundwork integrated learning environment technology for an the Learning Framework goals. in 2021 to support the The course revision process involves of assessment of the instructional effectiveness learning the learning environment and associated materials. Data is collected from several sources student such as students, program reviewers, tutors, Library support centres, help desks, faculty, and Scholarly Resources, and Course Materials Production. Undergraduate student input is incorporated in the assessment process through the Course Satisfaction Survey ( In 2019, a committee of graduate academics, professionals, and administrators was formed to update and assess the graduate course evaluation community engages in community engages Framework, the AU and curriculum continuous assessment the goal of improving learning. improvement with informed by AU’s Undergraduate This joint effort is Course Review Policy ( Development Policy ( Development Procedures ( for continuous and procedures provide guidelines undergraduate improvement and annual review of up to date, and graduate courses to keep them to program pedagogically sound, and aligned learning outcomes and AU’s academic quality students with standards; they ultimately provide experiences. As quality learning environments and Experience noted previously, the OneAU Learning earning Design initiative and the OneAU L transform Experience Production initiative will the student these processes to further enhance experience ( embedded in the learning management system for online courses. Students are granted access to the survey when they have completed two-thirds of their course. Access to surveys is closed once the final grade is entered. Twice a year, data reports are created and sent out to various groups—tutors, coordinators, centre chairs, deans, and course designers—with the aim of informing course revisions (V.C3.40, V.C3.41). ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 64

n response, In response, systems. dynamical and analysis, was approved Numerical Methods, MATH 350, in July 2021 and will open by FST Faculty Council also offerings may Additionally, course (V.C3.39). learning outcomes so that certain be adjusted other at the expense of are not overrepresented This process allows superfluous requisite outcomes. Regarding assessment content to be eliminated. evaluate student attainment of methods used to the Faculty is in the process the expected outcomes, between assessment of examining differences indirect) in courses that have methods (direct and those that have lower success high pass rates and used in courses with rates. Assessment methods be appropriately revised, if low pass rates can warranted. As part their strategic plan, the Faculty of to Humanities and Social Sciences committed with mapping the curriculum of its programs the aim of identifying gaps, misalignments, for curriculum overlaps, and areas of opportunity improvement. In 2018 and 2019, led by the Learning Associate Dean and in collaboration with Designers, FHSS faculty completed curriculum- majors, mapping activities that involved all of the diplomas, and certificates. The emphasis and mapping activities has been on identifying to PLOs, which aligning course learning outcomes in turn are aligned to the Alberta Credentials identified indirect Framework standards. Professors in their and direct types and levels of assessment FHSS programs (V.C3.14, V.C3.33). Currently, data collected learning designers are preparing the to facilitate during the curriculum-mapping process data analysis. The goal is to produce a set of charts analyze the as a visual resource for faculty to as well emphases and balance of their programs, as to identify overlaps, misalignments, and gaps, to analyze the learning journey students follow throughout the program, to assess the integration of professional skills into the curriculum, to diversify the types of assessment across the program, and to identify areas of opportunity for curriculum improvement (V.C3.15). The Faculty of Health Disciplines is committed to improving learning outcomes assessment. In the summer of 2020, the faculty hired a governance officer whose main role is to prepare and gather any and all program changes as discussed in formal program councils and at the Faculty level. This ongoing project will see better archiving and access to the records documenting changes made to programs and curriculum, based on the various feedback mechanisms currently in place. Over time, the governance officer will work (V.C3.11), V.C3.23, V.C3.12). This Framework Qualifications V.C3.24); they identified the V.C3.27, V.C3.28). defined in V.C3.37), and provincially Degree raming curriculum improvement initiatives, initiatives, improvement Framing curriculum Canadian has adopted the University Athabasca and Procedures Framework, Degree Qualifications Quality Assessment for Degree Programs Standards and Standards for Assessing and the Procedures the Institutions set through New Degree-Granting National Curriculum In the fall of 2018, the Faculty of Science and renewal of the Technology conducted a revision and employing curriculum maps of all their programs the MSCHE guidelines and standards ( endorsed by the Council of Ministers of Education endorsed by the of Canada,( the foundational expectations framework identifies in the Canadian university for general education and informs the design system; it also guides goals, the creation of new of institution-level curriculum review of new programs, and ongoing faculty and existing programs. Program directors, participate in this members, and learning designers high-level degree effort to identify, design, and align course expectations, program learning outcomes, and learning outcomes, learning environments, assessment strategies. of V.C3.26). In 2019, professors in the Bachelor Science in Computing and Information Systems with program conducted a mapping exercise the program, the aim of improving the design of and determining identifying assessment strategies, are assessed. how program learning outcomes program to Subsequently, they mapped the whole earning Outcomes align all courses to the Program L (PLOs) (example of assessment, direct and indirect types and levels the role of courses in the program, professional competencies reinforced in courses, and their alignment to the Alberta Credentials Framework (V.C3.11). The Master of Science in Information Systems was also mapped with an emphasis on aligning course learning outcomes to PLOs. Analysis of assessment results allowed professors to identify actions for curriculum improvement such as completing for graduate students increased support a thesis project ( In Bachelor of Science programs, course learning outcomes align with program-level learning outcomes. Where gaps in what is offered exist, course offerings are adjusted to ensure that the requisite outcomes are delivered. In the Bachelor of Applied Math program for instance, learning outcomes mapping showed a need for courses that cover real analysis, numerical lberta Credentials Framework ( the Alberta Credentials ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 65

professional V.C3.50). V.C3.38). V.C3.13). In offer and V.C3.52) sessions, and V.C3.25), and the workshop arrange V.C3.49). These regular sessions V.C3.54). training, and Professional Development Professional many with advanced support staff, AU professional degrees design related to course opportunities development program Deans and for faculty. and development speakers for special events. directors also invite Disciplines holds a The Faculty of Health day three times a year professional development meetings. Guest speakers during their faculty-wide education, learning design, and on innovations in are invited from time to educational technology design staff led training time. The instructional in 2019 and 2020 ( for faculty members course dedicated to the FHD also has an online resources available for faculty course development and (V.C3.32). It serves as repository for procedures other helpful learning design resources. in program- In addition to the intensive workshops for faculty, and course-level mapping exercises noted above, the Faculty of Humanities and Social Pedagogy and Sciences also holds annual Planning, Research Symposia (V.C3.36). Keynote speakers design, and on innovations in education, learning and faculty also educational technology are invited, innovations share current research in educational applied. and pedagogy, both theoretical and A Faculty of Science and Technology workshop place October on learning design for faculty took 31– November 1, 2018 ( courses on mapping learning outcomes between ( and programs in September of 2019 Lecture 2020, the FST launched a Global Studio (Research and Series (V.C3.34, V.C3.51), the RAID Information Discussion) ( the Learning Café ( focus on online pedagogical approaches and feature guest speakers on various topics related to digital education ( The Faculty of Science and Technology hosts regular course development workshops in which faculty share best practices. Faculty also share pedagogical approaches, innovations in course delivery, and host presentations at faculty meetings ( All faculty members are invited to these events. The Faculty of Graduate Studies has recently partnered with Memorial University of Newfoundland to deliver online professional development (PD) opportunities for AU and MUN graduate students. These are primarily in the form of workshops and webinars. The institutions are working together to develop a formalized online V.C3.48), V.C3.30, V.C3.17, Action V.C3.12), and employs V.C3.45) outlines a V.C3.53). In 2019 a final report from the Academica Group addressed student service culture at AU ( As noted above, Athabasca University adheres AQC) to the Campus Alberta Quality Council’s (C quality assurance standards ( self-study a program review process that involves to inform future planning. AU reinforces internal peer reviews quality assurance through external experts who conducted by independent academic The external provide helpful third-party insights. main points of response is expected to address the by the external the self-study and those provided site visit. The report is also expected to inform ( strategies for continuous improvement V.C3.31). These reports are disseminated internally, are and outcomes for continuous improvement reported annually to Academic Planning, Policy, Standards Committee (see example, Items 3.2 and 3.3, In addition to the above, in the process of completing the SEM Plan, AU reviewed student services and ties to the student learning journey. Both graduate and undergraduate journey mapping was conducted in the past three years, identifying specific points of intervention to assess different kinds of students throughout their journeys (V.C3.46, V.C3.47). identifying several ways of improving the student experience specific to both undergraduate and graduate students. Both the student journey mapping and student service reports were used in the development of AU’s Foundational Plans. Reviewing and Revising Academic Programs and Support Services t the institutional level, AU’s Strategic Enrollment At the institutional M) Plan ( Management (SE backwards to ensure that historical documents documents that historical ensure to backwards a permanent repository. integrated into are slowly are curricula, they renew and revise As programs towards an accounting criteria shifting assessment for those regulated especially of competencies, student competence that have to show programs upon exit. modern approach to curricular renewal and modern approach with AU’s strategic directions emphasizes aligning from both employers and program demands not M approach is therefore students. AU’s SE a cyclical process which involves static, but rather of student success throughout detailed monitoring as well as the success of the their learning journey programs AU offers to these students. ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 66

website as V.C3.56) Biennial Undergraduate for 2017 ( (V.C3.20). IMAGINE: Transforming Lives, Transforming Figure 1: AU Online Communication Improving Key Indicators of Student Success Data on retention, graduation, transfer, and placement rates is collected by the AU Institutional Data Analysis office. The Student Experience Survey prospective student relations, and professional and and professional relations, student prospective AU University, relations. As an online corporate onto its resources places considerable plan, The strategic vehicle. a major communication and alumni relations, research, library, convocation, as on the website links are featured general news communication portal (Figure 3). well as on a mini of the various The AU President and representatives travel to face-to-face events faculties regularly to meet current and prospective across the country international meetings and students and attend our story.” conventions to “tell with University Relations Faculties work closely promote events, and to engage students, on the Hub (the celebrate achievements and on social Athabasca University news link) media. Faculties are particularly interested students, in expanding communications with and promoting programs, enhancing research and teaching achievements through partnerships, celebrating student success. provided extensive recommendations on improving the AU website, registration services, technical support, and the student educational experience. The past five years have seen concerted efforts to address these concerns, culminating in the major initiative Communities V.C3.18) The Office of the Vice President, University Relations is responsible for communications and community relations, development and donor relations, Informing Appropriate Constituents about the Institution and Its Programs AU embarked As outlined in Standard VI, in 2018, planning. on an inaugural cycle of integrated of integrated Ongoing assessment, a central pillar planning, is what helps the institution to determine whether it is on the right track or if any adjustments or corrections are needed at the strategic and operational level. Integrated planning, as an ongoing process of continuous assessment and improvement, allows AU to align the institutional priorities with its institutional resources by establishing the academic and administrative priorities, the allocation and relocation of resources consistent with institutional goals, and a rapid response to both opportunities and challenges (V.C3.35). Planning and Budgeting for the ProvisionPlanning and Budgeting for Services of Academic Programs and Learning Conference is another The annual Learning Conference initiative with the aim important institutional and curriculum. This of improving pedagogy tutors, AU faculty, students, conference allows and support staff to disseminate, and professional research projects, successful discuss, and celebrate practices, learning, best teaching and learning strengthen the and student service initiatives that University AU community connections, move the teaching and forward, and improve and innovate learning practices. The 2019 conference ( environments, topics included modernized learning technologies, course design processes, learning learning universal design for learning, and future outcomes. The AU community considered the pedagogies,of digital learning opportunities, new andstandards for enhanced learning environments, to supportimproved accessibility for all learners ofcollaborative work, dynamic communities improvedlearning, lifelong learning, and a generally learning experience for AU students. professional development suite of online courses courses of online suite development professional of PD have been areas. Priority areas in priority group working by an FGS PD working identified upon internal students, drawing with AU graduate raduate such as the G external surveys surveys and Student Survey Graduate Survey and the Outcomes (V.C3.55). ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 67

V.C5.03), Campus IMAGINE Plan, he second audit was “designed to V.C5.01). The second audit was Assessment infrastructure that supports the emerging Integrated Learning Environment University The audit team finds that Athabasca in place has a strong quality assurance process for internal review of its degree programs; meet the we fully expect that the process will that AU Minister’s expectations. We also find does indeed apply QA processes to its degree to address programs and makes every attempt the findings of the reviews appropriately (V.C5.02). Opportunities for Improvement and Innovation 1. design an institution-wide Learning Outcomes Criterion 5. Criterion of the assessment Periodic assessment of effectiveness by the utilized processes for the improvement institution effectiveness. of educational Quality Assurance Pilot Project Following an initial in 2013 ( which was completed C (CAQC) launched theAQC- Alberta Quality Council Audit Process SecondAudit CARI Quality Assurance (2019) ( quality assurance processes” of audit the internal an Audit Team Athabasca University and comprised report, which determined the visit and summary following: In support of the University’s of AU’s evaluation processes occur as part integrated planning cycle. As described in Standard VII, the University actively engages in assessment inform of its assessment processes to help of these improvements in effectiveness. Results used for reporting assessments have routinely been and academic purposes and to improve operations As AU and non-academic assessment processes. expands and deepens its culture of assessment, completed assessments will be maintained. Every two years, ) also ) also (V.C3.21 Administered triennially by the V.C3.22). Not applicable; Athabasca University does not deliver student learning through third-party providers. Criterion 4. Adequate and appropriate institutional review and approval of assessment services designed, delivered, or assessed by third- party providers. Canadian Graduate and Professional Student Survey (CGPSS): Graduate Outcomes Survey (GOS): Graduate Outcomes Survey (GOS): (CUSC): Canadian University Survey Consortium The mission of the CUSC is to assess the Canadian representative university experience by surveying student populations enrolled in participating universities. utilizes a number of survey instruments to AU utilizes a number of survey instruments improvement of collect regularly data that informs programs and services. Alberta Advanced Education (AE) commissions in order a survey of post-secondary graduates strategic to collect information that will inform graduate planning and results reporting regarding of education, demographics, satisfaction, financing outcomes, and changes over time. Canadian Association of Graduate Studies, the CGPSS contains a wealth of information about graduate student satisfaction and experience. Other Processes and Procedures toOther Processes and Procedures Improve Programs and Services aculties are dedicated to continuous improvement to continuous improvement Faculties are dedicated to increase retention and focusing on strategies The FST recently formed and graduation rates. separate from the program a working group that is dedicated to governance committees in retention, and completion increasing enrolments, as creating new innovative STEM programs, as well students. This provides programs to attract collaboration across the thorough consultation, focus on improvement and faculty, and a continued student success. Graduate Outcomes Survey Outcomes Graduate The provides data and guidance for continuous for continuous data and guidance provides the are reflected in efforts, which improvement Plan 2018– Studies Strategic Graduate Faculty of 2022 ( ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 68

nstitutional : Planning, I esources, and I mprovement Middle States Commission on Higher Education Self-Study Standard V R I ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 69

). ). ). VI.C1.05 VI.C1.26 VI.C1.04 IMAGINE plan is ). VI.C1.06 As outlined in Standard I, AU’s a growth plan. The institution is undertaking ( transformational institutional change recognizes that there are unprecedented AU recognizes that there are unprecedented and opportunities for innovation, leadership, o this end, the collaboration in online learning. T and University has been successful in managing allocation aligning its planning and resource directions and processes to ensure that its strategic priority outcomes are accomplished. AU’s Strategic Plan serves as a vehicle for advancing the University’s mission and vision. Through its strategic directions and priority outcomes, the Plan exemplifies the University’s mission, vision, and values with emphasis on teaching and learning success as well as research and development success, culminating in AU success. These broad goals inform AU’s strategic directions and priority outcomes from 2019 through 2023 ( Developing of the Plan was an inclusive and iterative process. The Plan development was led, supported, and stewarded by a Working Group and Steering Team and included broad representation of faculty and staff from the University ( To ensure transparency and university-wide involvement in its development, the Plan was further vetted, discussed, and refined with input from the campus community through community- wide consultations ( ) ). IMAGINE, AU VI.C1.01 , VI.C1.03 VI.C1.02 IMAGINE Plan (

Athabasca University’s

Criterion 1. both Institutional objectives, individual institution-wide and for units, that are clearly stated, linked to assessed appropriately, mission and goal achievement, from reflect conclusions drawn are assessment results, and used for planning and resource allocation, and Requirement 8 (Systematic Evaluation of All Programs), Requirement 10 (Institutional Planning) challenges. OVERVIEW the ways in which Athabasca University meets the nine criteria of A full description and illustration of of Affiliation 8, 10, and 11, are presented here. Standard VI, as well as Requirements and to respond effectively to opportunities and services, and improve its programs assess and and goals, to continuously sufficient to fulfill its mission other and are he institution’s planning processes, resources, and structures are aligned with each and structures are aligned planning processes, resources, The institution’s Improvement nstitutional Institutional and Resources, : Planning, VI: Planning, Standard sets the strategic direction for operational and capital planning and drives resource allocation. AU has been successful in managing and aligning its planning, resource allocation, and assessment processes to ensure that the University’s priorities are accomplished. Since the launch of has successfully supported major improvements and institutional priorities ( ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 70

). The VI.C1.19 IMAGINE Plan. The Council is ) ) ). ), which provide more focused direction (VI.C1.16 (VI.C1.17 2018) (April Framework Planning • Integrated (April 2018) Planning Calendar • Integrated Planning of Integrated In 2017, stewardship of Administrative became the responsibility brings together key Council. Administrative Council to operationalize integrated administrative leaders cycles in service of planning and assessment Athabasca University’s and Vice President Academic chaired by the Provost Vice Presidents, Associate Vice- and consists of all Human Resources Presidents, Deputies, the Chief Internal Auditor, University Officer (CHRO), Chief Librarian, Deans of each Secretary, University Faculty, the Registrar, Directors, the Manager, Financial Research Services, and the Manager, held monthly Planning and Budgets. Meetings are (VI.C1.18 to formal As the administrative complement supports academic committees, the Council the University. effective bicameral governance at cross-portfolio By promoting inter-divisional and communication and information sharing, for key Administrative Council offers a forum understandings administrators to develop common identify, of institutional priorities, and to collectively resolve shared address, and develop solutions to challenges that arise from the University’s pursuit of its goals. The Council develops AU’s annual integrated Team. The resource plan for approval by Executive Council is a principal vehicle for communication and among the President, Provost, Vice-Presidents, for leadership senior administrators responsible and stewardship over university operations and affairs. The Council is supported by the Provost’s Integrated Resource Planning Working Team ( team supports the structure of the integrated resource planning process; this process includes assisting in the process of resource allocation and reallocation by working closely with Administrative Council. The Working Team also advises members of Executive Team and Administrative Council on resource allocation and reallocation matters. As part of integrated planning, University leaders also completed a series of Foundational Plans (VI.C1.20 to the University community on selected aspects of the broad strategic directions articulated in IMAGINE. The following foundational plans have been developed: ),

VI.C1.08 ndependent ), Independent IMAGINE; ); ). Developed in April , Agenda Item 3.1) VI.C1.09 ); and IMAGINE Plan. VI.C1.10 VI.C1.14 VI.C1.12 ) ducational Review ( ), Educational VI.C1.15 , Agenda Item 7.1). 2015-2017 (Task between by the University .C1.07 Force (VI Business Process Review ( Business Third-Party Review ( activities and undertaken both internal and activities and undertaken (VI.C1.11 external reviews success. student and institutional resources through the establishment of annual resources through the establishment ensure institutional planning priorities to resource allocation across the University is consistent with the objectives of understanding the current and future needs of faculties and administrative units across the institution by providing a comprehensive view of resources and commitments to ensure the alignment of resources with academic priorities; assessment, and accountability cycle; and respond rapidly to opportunities and challenges with a lens to continuous improvement through enhanced coordination and use of resources 2018) ( he goals and objectives of the Strategic Plan were Plan were Strategic of the objectives and The goals by: informed • planning analysis, and engagement, Extensive • accreditation Faculty strategic planning and • regarding A thorough review of the literature endorsed by GFC on The Plan was unanimously ( November 14, 2017 the To be effective, the President recognized planning, need for a fully integrated cycle of accountability. implementation, measurement, and Integrated To that end, the University developed an Planning Framework ( the BoG on December 15, 2017 and approved by (VI.C1.13 • sets the foundation for assessing and • supports Athabasca University’s execution, • enables AU leaders, teams, and individuals to The following documents were developed to set the stage for integrated planning at AU: • Provost’s Paper on Integrated Planning (April • aligns institutional priorities with institutional Integrated planning ntegrated planning has introduced a strong Integrated planning has introduced element of openness to AU’s resource planning process and is central to the successful implementation of the 2018, this framework outlines a cyclical, ongoing 2018, this framework outlines a cyclical, University’s process designed to advance the priorities and lead to continuous improvement. ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 71

) and a ) Dashboard. IMAGINE, and VI.C2.01 IMAGINE and to enable VI.C2.02 ), which includes assessment of prior assessment ), which includes ) and Strategic and Governance Dashboard ) and Strategic and ). VI.C1.23 planning processes; project trends related to the evaluation of progress over time; nstitutional Metrics Project” the “AU Institutional 2018, August was completed, resulting in the development of an Institutional Health Report ( Strategic and Governance ( Criterion 2. Clearly documented and communicated planning and improvement processes that provide for constituent the participation and incorporate use of assessment results. pillar In broad terms, assessment is an important University of Integrated Planning as it helps the needs to make determine whether it is on track or in planning adjustments and course corrections operational efforts, both on the strategic and levels. The details of planning, assessment and improvement processes are described below. In s part of integrated planning, each year academic academic each year planning, of integrated As part an operational units submit and administrative plan ( The dashboards inform the integrated planning processes at the University. Updated quarterly, they are intended to: • Provide a focused information base to support • Improve the University’s ability to follow and • Better satisfy information needs; • Support and enable quarterly variance reporting year goals, challenges and opportunities, and opportunities, and challenges and year goals, year. the subsequent of plans for identification and assessment Performance management opportunity for the provides an additional units. Similarly, assessment of administrative required to engage in academic units are Through performance annual review process. toward measures progress management, AU indicators as expressed meeting key performance Institutional HealthReport in the University’s (VI.C1.24 (VI.C1.25 with results Data from these processes, coupled from the annual assessment of to improve external program reviews, are used and inform institutional and student outcomes planning and resource allocation. )

)

) VI.C1.20j ) ) VI.C1.20e VI.C1.20f ) ). ) ) ) IMAGINE. The priorities are VI.C1.20i VI.C1.22 ) to assemble institutional-level VI.C1.20g VI.C1.20d VI.C1.20c ) ) VI.C1.20h ( Framework Learning IMAGINE online open and flexible new chapter of Writing a Learning (new and Social Sciences Humanities ( in 2021) plan is anticipated (VI.C1.20m) Resources Plan (VI.C1.20b Transformation: Our 5 Year IT Strategy (VI.C1.20k ( Strategic Plan 2019-2025 2019–2023 ( (VI.C1.20l 2019–2022 ( 2018–2022 ( • • 2015-2019: of FHSS Envisioning the Future • Enrolment Management Plan Strategic • Athabasca University Human EMPOWER: • University’s Digital RISE: Athabasca • Plan ( Nukskahtowin • Faculty of Business The Difference Makers: • Research Plan 2018–2022 ( Strategic • Technology Strategic Plan Faculty of Science and • Plan 2018–2023 Student Services Strategic The use of assessment results is supported by various processes. In 2019, AU introduced the first annual data-informed employee engagement survey in five years. The survey results have helped the University determine areas of strength and areas identified for improvement. Divisional leaders are using this data to inform improvements in their respective divisions and units. The annual Employee Engagement Survey will be administered every spring and has been integrated into AU’s Integrated Planning Calendar ( responsive to the strategic, academic, and research responsive to the strategic, academic, goals of our institution. Developed annually, the Priorities Portfolio impacts AU’s rolling operational planning and financial plans as well as performance as it is linked to capital and resource planning. All priorities are reflected in the performance accountability plans of the leadership team. The overall structure of integrated planning contributes to horizontal alignment as operational and strategic plans are developed with a balance of inputs from various levels of the institution. ’s foundational plans contribute to a “Priorities AU’s foundational plans contribute to Portfolio” (VI.C1.21 • Strategic Plan Faculty of Health Disciplines • Framework (VI.C1.20a) International that contribute academic and operational priorities to the manifestation of • Strategic Plan Faculty of Graduate Studies ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 72

VI. ). Salient ). Salient ). An External VI.C2.15 VI.C2.07a). Upon review and ). ). ). VI.C2.12 , Action Items 3.4, 3.5, 3.6, 3.7, and 3.8, and progress made in support of strategic and progress made in support of identified directions and the priority outcomes bodies in the Strategic Plan to the governing Faculties (The Board of Governors and General Council ( and and evidence of, assessment effectiveness learner achievement (VI.C2.03 provide Reviewer visits the site and reports in the confirmation of the information provided suggestions self-study and an opportunity for for further improvement. The program’s of the response report provides a summary self-study and external report and a five-year action plan for improvements. Annual updates to the Academic Planning, Policy, and Standards Committee (APPSC) provide accountability and an opportunity to reflect on how program actions stemming from program reviews have improved the student learning environment ( C2.05 VI.C2.05AR three times a year to review student priorities for inclusion in planning for the coming year. The first consultation includes a review of prior years’ results (VI.C2.06 highlights from annual reports and plans. The President provides an overview of major institutional outcomes of the previous year. divisional outcomes every April ( every outcomes divisional outcomes and an assessment of velocity is of velocity is and an assessment outcomes etreat xecutive Team R at the annual E presented inform the preliminary The outcomes every June. year. needs for the coming resource year, a call for annual In a typical planning requests is issued to all integrated resource units in July. As part academic and administrative unit head is responsible for of the process, each resource plan. Included submitting an integrated of assessment results in the plan is an overview ( from the prior year annual unit reports and plans, the consideration of to Executive Team resource Council recommends investments related to the allocation and new and priority outcomes identified strategic directions in IMAGINE. annual integrated In addition to the development of niversity resource plans, members of the U activities in a community engage in assessment variety of ways: • The President provides reports on achievements • Program self-studies prompt reflection on, • Student Planning Consultations are conducted • Convocation provides the forum for sharing ) is VI.C2.04 on divisional goals and individual performance performance individual goals and on divisional and accountabilities; the the identity of about both broad audience progress. and its transformational institution The President’s annual Performance Assessment and Accountability Framework ( is nearing the completion of an institutional-level institutional-level an of completion the is nearing AU (anticipated learning outcomes assessment plan in 2021). The development of strong institutional learning outcomes and a comprehensive assessment plan, including dissemination and result use strategies, will allow AU to identify the most important goals and priorities for student learning across the institution, to evaluate how well students are achieving these goals and priorities, and to use the results for better quality assurance, more effective planning, resource allocation, and institutional renewal processes. hese changes were followed by the renaming These changes were followed by the Data of Institutional Studies to Institutional Analysis (IDA) (June 2019). This unit supports by providing university-wide assessment activities and reporting institutional data, analytical support, supports for the University community. IDA AU faculty and administrators with database focus development, evaluation consultation, groups and interviews, program development, and survey administration. The unit also performs analysis as customized data queries and data data needed. Processes for mining institutional of data collection and supporting the development continue to be and analytical strategies and tools a new Manager, enhanced with the recruitment of Institutional Data Analysis in January 2020. submitted in January. Using the framework, members of Executive Team, and academic and administrative unit leaders complete individual Performance Assessment and Accountability Frameworks. These frameworks are shared among divisional teams. Assessment of prior years’ results occurs in April. Administrative Council reviews and discusses the summary of institutional and n January 2019, the Provost and Vice President In January 2019, the a reorganization of his Academic announced planning, evaluation, office to further enhance The Office of Integrated Planning and assessment. was created; this office leads and Assessment the functions of institutional and coordinates and assessment, data analysis resource planning outcomes assessment, and and reporting, learning quality assurance. • informs a of AU that a statistical profile Provide dashboards are underway. Refinements to these ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 73

). ). VI.C2.13 Plan, they also are formed IMAGINE Plan, they also are and alignment with integrated planning planning with integrated alignment and including are underway, Two projects priorities. for Financial Planning Service Model the OneAU Administration the Finance and and Analysis and Please see further Optimization. Services 3 ( under Criterion information of program They involve a detailed assessment vision goals, outcomes, alignment with faculty of and mission, adequacy and distribution rest of the resources, and integration into the Typically, a faculty and the University as a whole. undertakes committee from within the program the this assessment with input from across faculty as well as from external stakeholders both in the University and beyond (e.g., alumni, Program industry organizations, accreditors). program review results are discussed at the with council level, and an action plan associated goes to the the findings is decided on. Next, it and approval. Faculty Council level for discussion the program In this way, the assessments from the planning review are to be incorporated into the faculty, and improvement processes within and which feed into university-level planning improvement processes (VI.C2.10 assessment process that feeds directly into the teaching and learning of a faculty. The aim of AoL is to improve the quality and consistency of student learning across a program and the faculty. Again, these assessments are carried out at a program level. Results from these assessments inform changes within the program – course content, course and program structure and staffing levels. These results also contribute to program reviews, although AoL is carried out on a continuous basis rather than on a five-year cycle like program reviews. and AoL processes, other assessments are conducted within faculties according to unique accreditations. For example, the Faculty of Business (FB) is working towards accreditation Similar planning and improvement processes Similar planning faculty level. Each of the five take place at the their own strategic plan, faculties has developed and are integrated with the which flow from plans are plan. While these University’s IMAGINE linked to the with faculty and staff as they through consultation assessment results. Three of review their own instruments used by faculties the key assessment assurance of learning, and are program reviews, discipline specific accreditation assessments. • Program reviews are conducted every five years. • Assurance of learning (AoL) is a more specific • In addition to general program reviews ). VI.C2.08 , VI.C2.07a) requires VI.C2.07 ). been undergoing a transformation to improve organizational and performance effectiveness upon Deans and other unit leaders to reflect integrate their annual operational plans and including learning outcomes assessment data, of their program reviews, in the determination There is operational and strategic priorities. assessment wide recognition that the ongoing reviews are of student learning and program an essential component of the assessment of institutional effectiveness and continuous improvement. This assessment will be further enhanced following the operationalization of AU’s Institutional Learning Outcomes Assessment Plan. Furthermore, if requesting a faculty position or administrative positions in support of an academic program, Deans must provide information from their last institutional program review and current Program Health Report to bring together information for understanding the relationship among needs, goals, activities, faculty structure, processes, and resources within their faculty. Academic convened an Academic Leadership Team, constituted by the Provost, Deans, and Associate Vice Presidents. The team is focused on enhancing academic affairs at Athabasca University, and areas in need of improvement (VI.C2.09 In Program Review. Course and comprehensive 95 programs subcommittee reviewed total, the 85 and courses (244 undergraduate and 329 made were and decisions The process graduate). on the Plan which calls AU’s Strategic integral to learner success through a institution to enable course, program, and sustainable and adaptable on this review, AU closed credential mix. Based admissions. In conjunction 16 programs to new closures, the University with these program courses, and 11 closed 74 undergraduate as part of the comprehensive graduate courses as Program review. The initiative has continued, annually and utilized Health Reports are updated planning ( in integrated resource leaders are asked to complete a strategic scan leaders are asked to complete a strategic of their internal and external environment. Faculty Deans are encouraged to elaborate needing on their recent successes and areas improvement. Since FY 2019-20, all faculties have and used program review data (both qualitative the next fiscal quantitative) in their planning for Resource year. Furthermore, the Integrated Planning Template ( • The Division of Finance and Administration has • In 2018, the Provost and Vice President • a underwent Athabasca University In 2017, • As part of annual operational planning, unit ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 74

are IMAGINE resources financial that ). VI.C3.05 ensuring identified areas of focus are IMAGINE, for P) is a fundamental a fundamental (IRP) is Plan Resource Integrated The ’s as expressed in AU the University plan for a The plan is Planning Framework. Integrated mechanism aligned with aligned with Plans, and AU’s Priorities oundational in AU’s F as above. Portfolio is outlined model is Currently, the University allocation and characterized by an enrollment-driven a The University completed incremental budget. its financial system, Banner, and large upgrade to 9 in November 2018. moved to Banner Cognos TM1 Athabasca University utilizes the each Annual Integrated budget system for cycle. The TM1 budget system Resource Planning within incorporates a 3-year resource requirement each Integrated Resource Planning cycle. The budget system contains the Permanent fiscal only], [Ongoing], One time-Internal [Current One time-External funding source data that for each fiscal provides the resource requirement division. The operating year by department and position resource request requirements include positions, IT changes, physical location of new capital hardware for new positions, non-salary, All requests requests and operating revenues. are verified within the Cognos TM1 budget system to the department’s Integrated Resource Planning be reviewed by template and are consolidated to the Administrative Council that align to plan and AU’s Priorities Portfolio. and As outlined above, the financial planning dministrative budgeting process is enabled by A Council. Agenda materials are developed in alignment with AU’s Integrated Planning Calendar. In the first year of integrated resource planning, AU developed an operational planning template and an integrated resource planning template. In the spirit of continuous improvement, the templates were combined in FY 2019-2020. Templates are updated every year in response to the internal and external context. The process is focused on aligning and allocating the resources to realize AU’s Strategic Plan. Maintaining a balanced budget for the planning period and over the long term is a priority. Deliberations are supported by data and objective decision criteria to ensure transparent and accountable recommendations. Priorities expressed by AU’s learners during the planning cycle are built into the criteria (

). VI.C3.01 ). The Framework ). ), which regularly requires requires ), which regularly VI.C2.14

VI.C2.11 dvance Collegiate Schools Schools Collegiate toAdvance Association with ( of Business finances, of mission, vision, assessment impact and learning effectiveness, teaching qualifications, in society, faculty of the faculty All content coverage. of disciplinary and rigour feed into planning and of these assessments faculty, which, in turn, shape improvement in the plan. Other faculties (e.g., the faculty’s strategic Disciplines) have similar the Faculty of Health requirements that accreditation assessment planning and improvement contribute to their processes. have contributed to planning these assessments a faculty. Through both a and changes within and the program review from two years ago two of AoL work over the past three years in it was the FB undergraduate degree programs, overlap determined that there was significant programs and redundancy between the two of (Bachelor of Commerce and Bachelor Management – 4-year). After detailed review and it was decided discussion of these assessments, (VI.C2.16, that FB should merge the two programs this way, FB Action Item 3.3, Motion 50.03). In to planning and assessments directly contributed improvements within the faculty. Integrated planning ensures that AU’s mission and strategic goals are effectively supported. AU’s Integrated Planning process is outlined in the integrated planning calendar (( A financial planning and budgeting and planning financial A process that is aligned with the institution’s mission and goals, evidence-based, and clearly linked to the institution’s and units’ strategic plans/objectives, and Requirement 11 (Financial Resources). Criterion 3. • example where The FB provides one practical the Moreover, to further enhance assessment, Data and University is developing a university-wide Analytics Framework (VI.C2.17 and analytics will enable AU to effectively use data its to support decision-making in achieving This OneAU academic and operational mission. Transformation Initiative will be implemented in tandem with the ILE ( ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 75

). The key ). VI.C3.04 , VI.C4.08 VI.C4.05 ), the full rollout of the new capital planning ), the full rollout of the new capital to ensure that asset allocation is directed to the institution’s mission and strategic directions. Criterion 4. as Fiscal and human resources technical well as the physical and to infrastructure are adequate wherever support its operations and however programs are delivered, and Requirement 11 (Financial Resources). Athabasca University’s financial stability is evidenced by growing budget surpluses over recent years. It has financial resources adequate to support its operations, as well as enrolment growth and the investments necessary to implement the Strategic Plan ( is engaging an an is engaging AU this initiative, to In relation and implement consultant to design, external Cost Activity-Based a comprehensive maintain in order ABC) Model ( and Revenue Management and margins full cost, revenue, to understand and and course delivery, with program associated activities and other outputs to determine how in order to further consume University resources ( support decision-making AU uses several mechanisms to demonstrate stability: • An annual integrated resource planning process deliverable of this project will be a scalable and deliverable of this for cost sustainable ABC Model to be utilized to support operational and and revenue analysis allow for The ABC Model should resource decisions. and reporting capabilities. enhanced data collection ABC Model commencedOctober Initial work on the until project completion 2019 and will continue (expected in 2021). to be refined. Capital planning processes continue Group is reviewing The Integrated Planning Working integration the capital planning process to optimize overnance with the IRP process and Digital G Committee oversight. Integration of the capital needs and IRP processes ensures the resource with are completely understood and aligned changes were funding sources. While significant budget year implemented for the fiscal 2021–2022 (VI.C3.03 in place until the process and procedures will not be following planning cycle (fiscal 2022–2023). ) was VI.C3.02 ). VI.C3.05 responsive actions. organization in operations that supports an agile a dynamic, changing environment. or initiatives in order to fund additional priorities that require additional funding. operating forecasted overspending of approved budgets. eliberations are supported by data and objective objective data and by supported are Deliberations transparent and criteria to ensure decision expressed Priorities recommendations. accountable cycle are built during the planning by AU’s learners criteria ( into the the need for concluded in 2016 and identified within the greater accountability of budget holders The process for budgeting and forecasting process. and financial quarterly operating variance results forecasts was amended in October 2019 to shift the focus from a Financial Services function to each budget holder. The shift has resulted in more focus rather than on explaining why a variance occurred AU’s on simple reporting it. This has increased ability to: • Formulate appropriate and necessary corrective/ • Promote the level of understanding of • Redeploy surplus funds in a more agile manner, • or Take corrective action in the face of existing The changes have introduced a better understanding of costs and cost drivers. Resource leaders understand the status of their budget and management as a whole and therefore have better understanding of the quarterly operating position as a basis for in-year action and decision- making. This process elevates the accountability of individual budget holders and leverages the benefits of the monitoring process. Overall, we are seeing an enhanced quarterly monitoring process in support of both the University’s quarterly board reporting and in support of management reporting and decision-making and the University’s new accountability framework. n internal audit entitled Internal Audit of An internal audit entitled Processes ( Budget and Monitoring Quarterly variance analysis and forecasting is part analysis and forecasting is part Quarterly variance accountability framework, of the University’s overall of Governors with regular providing the Board financial operations reports on the University’s Board-approved Integrated as compared to the reports are reviewed Resource Plan. Variance divisional meetings to promote and presented at accountability. ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 76

Resources ). VI.C4.03 Human Resources Human Resources (HR) plays a critical role in ensuring that AU’s mission is actualized by ensuring of the recruitment, retention, and development University personnel. The University recently hired key personnel to HR to lead the development of AU and its workforce (i.e. Deputy Chief Human Resources Officer, Director, Business Transformation, additional HR client partners). Human the of optimization 2018–2019, In Unit included exploration of a strategic human resources system and supporting values, culture and talent management frameworks that support and reinforce AU’s semi-virtual organization. In addition, in an effort to optimize, streamline, standardize, and modernize HR service delivery, a comprehensive review and analysis of HR policies and processes was completed. Currently, AU has a total workforce of 1,147, with full-time and part-time faculty comprising 19% active positions. funds for priorities by stopping or cutting back back or cutting stopping by for priorities funds was repeated in The activity other expenditures. to stay recognizes the need University 2020. The lose planned and not on the work it has focused on the significant to capitalize the momentum ahead. opportunities impacts going forward is Among the significant announced plans related to that the government the cap on tuition will be raised tuition. Specifically, the next three years. After that to 7% annually for return to Consumer Price Index. period, the cap will contribute 20 percent to the As it stands, students while taxpayers contribute cost of their education, Alberta’s new tuition changes, 50 percent. Under to 25 percent and 45 percent, this mix will change respectively. model funding a new that anticipated is Moreover, it require the will be introduced in 2021 that will the resources University to demonstrate value for various it receives as an institution through been outlined in performance measures which have the Alberta Advanced Education Business Plan for 2019–2023 ( a degree While the provincial budget has created system in of uncertainty for the post-secondary of Alberta, AU has demonstrated a track record to changes being flexible and adaptable in reacting in the external environment. , ) ) about VI.C4.06 VI.C4.01 VI.C4.02 ). ). , VI.C4.10 risks are identified quarterly) to ensure (updated and appropriately are mitigated as they develop, ( Governors. to the Board of reported VI.C4.09 of the Universities reaffirmed the effectiveness audit report systems. Our current external and timely financial card evidences effective processes (VI.C4.07 • Framework Risk Management An Enterprise nited Conservative United Conservative In 2019, Alberta’s newly elected appointed an independent Party (UCP) government to review Alberta’s finances panel of experts August 2019, “The and economy. Delivered in on Alberta’s Finances ( MacKinnon Panel • external audits which have Internal and lberta’s post-secondary system, the In assessing Alberta’s post-secondary system, the ( report expressed broad concerns recommended ways to eliminate waste, duplication recommended ways to eliminate government’s and non-essential spending to fund front-line key priorities, while ensuring high-quality, services for Albertans.” Anticipating a cut to AU’s base grant, university leaders worked over the 2019 summer months in planning for contingencies and repurposing resources in anticipation of significant changes to the AU government grant. This activity focused on finding efficiencies and freeing up While these reductions are not immaterial, AU is in a strong position to manage them, adjust to a new funding model, and simultaneously continue to make progress toward its goals, as outlined in the IMAGINE Plan. Grant was For AU, the Campus Alberta Base fiscal year reduced by 3.6% for FY 2019/2020 (~$1.6M) and the infrastructure maintenance program (IMP) grant was reduced by 100% (~$1.79M). Both reductions were made in-year. Future reductions are not known at this time as the province is focused on managing COVID-19. he provincial budget, released on October 24, The provincial budget, released on in the 2019, drew from the findings expressed MacKinnon Report. Alberta’s post-secondary sector in FY2019–2020 will experience a reduction of 5% (excluding and 12% over the next four years on an inflation). Reductions were also made institution-by-institution basis. spending and outcomes from the post-secondary spending and outcomes from the were expressed system in Alberta. Specific concerns student costs, and regarding administrative and per completion rates. ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 77

). VI.C4.13 ) and theand (VI.C5.01) Act Learning ) is integral to transforming transforming to ) is integral Criterion 5. Well-defined decision-making of processes and clear assignment responsibility and accountability. Decision-making at AU is well-defined with clear assignment of responsibility and is reflected in the University’s Governance processes. The governance and decision-making structure described below provides an overview of the key constituencies and their responsibilities. Governance Athabasca University governs itself through a bicameral governance structure, as set out in the Post-Secondary Alberta RISE plan (VI.C4.14 RISE The AU’s 5-year strategy infrastructure. AU’s technical and accessibility complete flexibility is to provide and the students in Alberta, Canada, to online a cloud- process of creating is in the world. AU that encourages learning environment based digital and provides a collaborative learning for a lifetime professors, and researchers to space for students, in innovative digital pedagogy, engage continuously intelligence, and online learning applied augmented experiences. AU became the first Canadian In October 2018, into a formal collaboration with university to enter (AWS), a significant part of Amazon Web Services transformation and a key the University’s digital with SE plan. CollaborationAWS outcome of the RI infrastructure, tools, and gives AU the modern cloud model that training necessary to enable a learning to both learners is flexible, scalable, and affordable and the University. The move to the cloud will provide projected savings for AU of approximately $16M over five years. As part of AU’s transformation, we are also ’s future IT reimagining IT service delivery. AU environment structure will reflect AU’s Cloud-First of AU’s digital and focus on further enhancement in November security. Work on this project began 2020. The IT and HR teams are working towards an ( early 2021 kick-off for this IT Optimization Athabasca University Regulation (VI.C5.02). The Board of Governors (BoG) is the senior governing body, but shares academic governance with the General Faculties Council, the academic governing body.

, PDF Page 16, VI.C4.11 AU to IMAGINE which commits ). , Agenda Item 4.2, Page 2). Equity, Diversity, and Inclusion Framework and Inclusion Equity, Diversity, and effective of Health guidelines on COVID-19 responses to the pandemic. OneAU Telework Policy and associated telework program. and emergent pedagogical needs in support of IMAGINE has been a major focus of the past year, Modernization of the technological environment required to support the IMAGINE Learning Framework Technical Infrastructure and work in this direction is well underway. VI.C4.12 In order to facilitate the necessary consultation and collaboration required to transition efficiently to a near-virtual organization with full consideration of AU’s strategic academic and research goals, a Near-Virtual Working Group reporting into the Administrative Council was convened. Work on this initiative is underway ( 2. of a the development and implementation 3. the full transition to a near-virtual Organization. In early 2020, the University shifted original to a proposal and approved plans to transition by December near-virtual organizational structure 2021. The Near-Virtual Transition Plan will roll out in three phases as follows: 1. a critical focus on AU’s continued monitoring he creation of a purposeful and supported semi- The creation of a purposeful and supported technology, virtual organizational structure through is expressed in infrastructure and social processes the IMAGINE plan. Physical Resources developing a “Values based culture that recognizes based culture that recognizes developing a “Values a culture of inclusion, AU’s I-CARE values, along with innovation, continuous belonging, resilience, improvement and engagement.” for position CQUIRE for position uses A University The protocols HR follows hiring management. policies and niversity with broader U consistent on places high priority The University procedures. reflected workforce, as of a diverse the recruitment in AU’s a Leadership The University is developing will guide individuals to Framework which in formal and informal participate at work to contribute meaningfully leadership situations part of a . The framework is to the culture at AU 2022 Deliverable in (VI.C4.04 ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 78

IMAGINE Plan. As the Policies and Procedures AU’s policies and procedures are housed on the University’s Policy and Procedures Manual (VI. C5.19). The website forms the central location for approved policies and procedures currently in effect. Additional information on governance and administration is provided in Standard VII: Governance, Leadership, and Administration. Advisory GroupsAdvisory by several structure is supported AU’s Governance groups, including: advisory Deans’ Council under section 27 The Deans’ Council, established Learning Act, is an advisory of the Post-Secondary the BoG, and GFC. body to the President, Administrative Council brings together key Administrative Council to operationalize integrated administrative leaders cycles in service of planning and assessment Athabasca University’s academic administrative complement to formal effective committees, the Council supports bicameral governance at the University. By promoting inter-divisional and cross-portfolio communication and information sharing, for key Administrative Council offers a forum understandings administrators to develop common identify, of institutional priorities, and to collectively resolve shared address, and develop solutions to challenges that arise from the University’s pursuit of its goals. Digital Governance Committee The Digital Governance Committee is an advisory Executive Committee with responsibility to the assist Team. The purpose of the Committee is to due diligence, the Executive Team in fulfilling its audit response fiduciary, financial reporting, and and responsibilities by monitoring, evaluating, all university providing advice on matters affecting digital initiatives. University digital initiatives are defined as strategic or operational digital/ technology projects funded by any faculty, department, or administrative unit (excluding professors’ specific research projects). These advisory groups meet monthly. ) ),

) VI.C5.17 ) ) (VI.C5.02 ) ) and section VI.C5.05 VI.C5.07 ) ) VI.C5.18 ) (VI.C5.01 ) ) set out the terms of office . VI.C5.03 VI.C5.12 ) ) Athabasca University Regulation Audit Committee ( Executive Committee (VI.C5.04 Finance & Property Committee ( Governance Committee (VI.C5.06 Honorary Awards Committee ( esources & Compensation Committee Human Resources & Compensation Committee (VI.C5.08 Academic Excellence Awards Committee (VI.C5.13 Academic Planning, Policy, and Standards Committee (VI.C5.14 Academic Research Committee (VI.C5.15) Executive Committee (VI.C5.16 Student Academic Appeals Committee ( Student Awards Committee ( he Board has delegated responsibility and The Board has delegated Committees to make authority to Standing of the BoG as defined in decisions on behalf for each the Terms of Reference & Membership are: Committee. The Standing Committees manages and operates the institution The BoG manages and operates its mandate. The conduct, in accordance with control of the University and management, and and business affairs are all its property, revenue, . vested in the BoG niversity Secretariat provides support for all support provides Secretariat University The both bodies the BoG and GFC, enabling areas of to committees) respective standing (and their efficient and effective institution in an govern the manner. The General Faculties Council, subject to the authority of the BoG, is responsible for the University. The academic and student affairs of the powers of GFC are set out under section 26 of the Post-Secondary Learning Act and include granting degrees, approval of academic and include granting degrees, approval awards and programs, academic policies, academic the University Calendar The GFC Rules ( 13 of the GFC has delegated responsibility and authority to Standing Committees to make decisions on its behalf as defined in the Terms of Reference and Membership for each Committee. The Standing Committees are: for and responsibilities of members, rules of order for meetings, GFC’s standing committees, and their membership composition. ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 79

). ). ) requires (VI.C8.01 VI.C8.03 (VI.C8.02 he plan is approved by the Audit approved by the ). The plan is also has an independent internal audit function, function, audit internal has an independent AU also Audit an Internal and implements which develops Plan (VI.C7.05 are status updates of the BoG. Quarterly Committee to the Audit Committee. provided Criterion 8. measure and assess Strategies to and efficient the adequacy institutional utilization of to support the resources required mission and goals. institution’s the integrated resource The University relies on to determine the adequacy and planning process effectiveness of the utilization of institutional resources. In addition, various accountability and reporting requirements support adequacy efficient utilization of resources. The Post-Secondary Learning Act Minister of that public institutions submit to the Advanced Education an annual report that includes as well as any their audited financial statements, Minister. The other information required by the reports is submission of public institution annual provided for in part of the accountability process the Fiscal Planning and Transparency Act in monitoring The Ministry also uses annual reports compliance with legislation and government/ Ministry policies. reports The information contained in annual contributes to the department’s understanding best practices, of institutions’ achievements and of Alberta’s the challenges faced and the progress publicly funded institutions. This understanding contributes to informing department planning for the advanced education system ( In the future, post-secondary funding will be tied to performance-based indicators expressed in Investment Management Agreements (under development). The new performance-based funding model, which will begin sometime in 2021, will see part of universities’ provincial funding tied to their success at meeting goals, such as enrolment targets or employment rates of graduates. Athabasca University is working with Advanced Education on the implementation of the new model and will do what is needed to achieve agreed upon metrics. ). ). ). The report IMAGINE Plan. ) are developed , VI.C7.02 VI.C7.04 VI.C7.02 IMAGINE Plan. VI.C7.01 Summary Capital and Summary Capital Integrated Resource Plan Integrated Resource (example VI.C6.02 ) and

On an annual basis, AU engages an external auditor to audit the University’s consolidated financial statements to ensure compliance. AU’s Year-End Audited Financial Reports are available on the Financial Services website ( Criterion 7. audit An annual independent viability confirming financial up on with evidence of follow- audit’s any concerns cited in the accompanying management letter. (example VI.C6.01 Both the Universities Infrastructure Plan Infrastructure Plan Comprehensive planning planning Comprehensive infrastructure, for facilities, includes that and technology of sustainability consideration maintenance and is and deferred institution’s strategic linked to the planning processes. and financial Criterion 6. Criterion The availability of resources for facilities, continued to infrastructure, and technology have the previous improve over time as evidenced by University discussion of sustainability. With the the Integrated showing surpluses to budget in both the Summary Resource plan (operating budget) and over Capital and Infrastructure plan (capital budget) recent years, the University has been able to fund the critical components of the and prioritized in alignment with the and prioritized in at the same time and by They are both approved available the same bodies and are drawn from resources. The Auditor General of Alberta is AU’s external Auditor. The Auditor publishes an annual report card for all of the Alberta PSI’s ( for each fiscal year is published in August and provides a green light for accuracy and timeliness of financial reporting and the institution’s overall control environment. In the most recent report, AU received green ratings for Financial Statement Accuracy, Financial Statement Timeliness, and for Outstanding Recommendations ( ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 80

, , Agenda

VI.C9.04 VI.C9.02 financial quarterly enhanced

an

dministrative Council, several changes Council, Administrative ). The IRP Working Group is devising a plan enable a high impact organizational culture that that culture organizational impact a high enable for change, and preparedness values strategy and productive and healthy collaboration, pursue AU’s mission? us to debate, empowering operational monitoring process (applicable to funding). where efficiencies, innovations, and careful examination of costs and costs drivers offer opportunities to respond to shifting funding levels and allow for repurposing of funds and investment in the institution’s future. Identifying opportunities to repurpose resources is now part of the annual Integrated Planning process. implemented and assessment practices by implementing an institutional-level assessment process. were much more on the Build-a-Plan Culture were much more whereas Commitment and end of the spectrum, to the other end of the Direction were farther scale. ratings of Preparedness for Change had no of 4; all of these factors, with the exception ratings on Preparedness for Change, had more the lower end of the scale. consistency in with communication and a lack of “applying the rules.” as outlined above, in October 2019, AU Opportunities for Improvement and Innovation institutional effectiveness structures 1. Improve ( scale was developed A four-point 2. the University continues to identify areas An evaluation of the FY2021–2022 planning cycle was completed in January 2021 ( ne (1) represented Pages 8–10). One (1) represented Item 2.3, and PDF integrated planning culture a need to build an (4) represented a healthy (Build-a-Plan); four culture. Survey results revealed integrated planning the following: • and Power ratings The Relationships, Alignment, • Culture, Relationships, Alignment, Power, and • Commitment had no ratings of 1. • Overall, comments centered around challenges a culture Recognizing that building and sustaining from all of integrated planning requires leadership members of have been implemented and/or recognized: 1. VI.C9.05 to improve the next planning cycle based on the feedback received.

, VI.C9.01 ) evaluates the alignment and ) evaluates the alignment VI.C9.03 April “Employee Engagement Survey” – added to “Assess Prior Years’ Results” – added to May from July to June “Executive Team Operational Planning and Priority Setting” – moved from August to June What observations and recommendations do you have about integrated planning? How can we enhance and sustain a culture of integrated planning? In other words, how do we Improvements to Integrated PlanningImprovements to Integrated for effective Recognizing that assessment is essential a. esource Planning (IRP) Working The Integrated Resource Planning Group ( ’s Integratedplanning, and in alignment with AU Group conductedPlanning Calendar, the IRP Working April 2019.an evaluation of Integrated Planning in AU’s IntegratedSeveral adjustments were made to synchronizationPlanning Calendar to further support of our planning efforts across the institution: b. c. Resource Planning Kick-off” – moved “Integrated d. The planning cycle itself was assessed by Administrative Council in April 2019 ( Criterion 9. Criterion of the assessment Periodic planning, of effectiveness institutional allocation, resource and renewal processes, of resources. availability planning More detailed refinements to integrated are outlined below. a. planning period when Administrative Councilplanning period when repurposing initiative toundertook a university-wide of a cut to AU’s base grant. identify funds in anticipation Agenda Item 3.1). Utilizing a planning tool from the Society of College and University Planning, budget holders were asked to reflect upon “Components of an Integrated Planning Culture.” The evaluation focused on assessing integrated planning utilizing various themes, including sustainability, horizons, culture, relationships, conflict, commitment, alignment, power, decision-making, preparedness for change, direction, and leadership. Faculty and unit leaders were asked the following questions: b. planning on an effectiveness of integrated ongoing process are made Adjustments to the basis. in the FY 2020–2021 as was the case accordingly, ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 81

dministration overnance, : G II Middle States Commission on Higher Education Self-Study eadership and A Standard V L ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 82

), ), the President VII.C1.05 (VII.C1.01 ), developed jointly by the ), ensuring that the BoG is Alberta Public Agencies , SA 2009, c. A-31.5 ( VII.C1.06 VII.C1.03 Roles Athabasca University has a Mandate and document ( As required by the Governance Act niversity and the responsible Minister of the University and the responsible Minister Provincial Government, which clearly articulates as accountability roles and responsibilities, as well relationships. The BoG is ultimately responsible for the administration of AU; however, as established in the Post-Secondary Learning Act is responsible for the overall operations of the institution. GFC has responsibility for decisions related to academic affairs. The BoG and GFC have delegated decision-making authority to their respective standing committees through clearly articulated and approved terms of reference. In relation to the BoG, the structure and guidance of the decision-making processes are set out in the General Bylaws – Board of Governors of Athabasca University ( fulfilling its obligations and duties required by legislation. As well, the BoG Bylaws establish the BoG, members, BoG of the responsibilities roles and Chair, Vice Chair, Acting BoG Chair and Committee Chairs. ) or the GFC ). The governing VII.C1.03 ) and the Athabasca VII.C1.02 (VII.C1.01 ), the proceedings of the BoG, GFC,

bodies within AU’s bicameral governance structure, comprising the Board of Governors (BoG) and General Faculties Council (GFC), share decision- making powers and accountability. Except where altered by the BoG Bylaws ( Rules (VII.C1.04 and their respective committees are governed by the most recently published version of Robert’s Rules of Order. Both governing bodies have gone through comprehensive reviews since 2010. AU is committed to efficient, effective, and transparent decision-making. As a public university in Alberta, Athabasca University is governed by Alberta’s PSLA University Regulation ( Criterion 1. A clearly articulated and transparent governance structure that outlines and roles, responsibilities, making accountability for decision including by each constituency, governing body, administration, faculty, staff, and students. an academic institution with appropriate autonomy. an academic institution with organizations, the institution has education as its primary purposed, and it operates as as its primary purposed, the institution has education organizations, OVERVIEW all the ways in which Athabasca University meets the five criteria and A full description and illustration of here. VII, as well as Requirements of Affiliation 12 and 13, are presented applicable sub-criteria of Standard with governmental, corporate, religious, educational system, or other unaccredited educational system, or other corporate, religious, with governmental, by or affiliated serves. Even when supported the other constituencies it students, and its effectively benefits the institution, and goals in a way that its stated mission he institution is governed and administered in a manner that allows it to realize in a manner that allows is governed and administered The institution dministration A and Leadership overnance, Governance, VII: Standard ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 83

) ), VII.C1.27 ). It also is (VII.C1.25 ), and standing VII.C1.04 IMAGINE (VII.C1.26 ), which monitors, evaluates, ), which monitors, ), GFC Rules ( Governance Reviews In 2011, the GFC voted on and approved new Bylaws. These introduced a new standing committee structure with clear mandates set out in the approved Terms of Reference for each. A further review of the academic governance structure was completed in 2015 and 2018. During the 2015 review, the GFC Bylaws were changed to the GFC Rules. As only the Board may enact bylaws per section 18 of the PSLA; this change allows the GFC, subject to the authority of the BoG, to set matter experts and stakeholders are in place to place to are in and stakeholders experts matter to necessary information and provide the evaluate their them to fulfill bodies to enable governance I, one in Standard V As described responsibilities. Council is Administrative such body body and advisory as a leadership which acts Team on cross-divisional group to the Executive of operationalization engaged throughout the resource planning and engaged throughout of the University and promotes assessment cycles institution-wide discussion on opportunities for and concerns, as well opportunities, challenges, and risk-mitigation as process improvements strategies. the Digital Governance Another example is Committee (VII.C1.33 ’s digital initiatives. and provides advice related to AU of As a digital, online university, coordination key to success for digital initiatives and resources is our learners. The Digital Governance Committee aligned with ensures that all digital initiatives are goals, and the University’s strategic direction and approved that risks are properly assessed, and resources are properly allocated. ( The Office of the University Secretariat operation of is key to the effective and efficient It oversees the bicameral system of governance. of BoG Bylaws the development and maintenance (VII.C1.03 committee terms of reference. It coordinates including meetings of the governing bodies, of development of agendas and management the University submissions. As well, the Office of recruitment and nomination Secretariat coordinates bodies and of new members to the governing of roles delivers training and ongoing awareness and responsibilities to members. It also provides expertise and guidance in the areas of access to information and protection of privacy, and manages the policy program of the University, including the maintenance and regular review of the Policy and Procedures. ),

) ),

(VII. ). VII.C1.16 ), and VII.C1.04 VII.C1.13 VII.C1.14 Athabasca University ), Executive Committee ), the Academic Research ), the Executive Committee ), and the Student Awards ). Purchasing Policy (VII.C1.24 Contract Administration Policy ), Finance and Property Committee ), Governance Committee ( ). ), the Student Academic Appeals ), the ), and the (VII.C1.11 (VII.C1.12 Honorary Awards Committee ( has six standing committees: Audit The BoG has six standing Committee (VII.C1.10 is set out BoG is set of the membership The current (),Regulation VII.C1.02 University in the Athabasca 10 members the BoG Chair and and comprises: are public, who of the general representative in Council, Governor by the Lieutenant appointed one alumnus of the University, the President by Ministerial Order, and member appointed who are nominated by their eight other members and appointed by Ministerial respective groups, members of the academic Order as follows: two by the GFC, and one staff, one nominated academic staff association, one nominated by the staff, one tutor/ member of the non-academic two undergraduate students and academic expert, one graduate student. The General Faculties Council Rules ( esources and Compensation Committee Human Resources and Compensation Committee (VII.C1.15 C also has six standing committees: The The GFC also has six standing committees: Academic Excellence Awards Committee ( provide guidance and structure to the proceedings provide guidance and structure to duties of GFC in fulfilling its obligations and pursuant to legislation. As per the membership requirements set out in the of 53 Regulation, GFC is currently composed of office, members including members by virtue student elected full-time academic staff members, staff members, a tutor member, non-academic members. members, and additional appointed cademic Planning, Policy, and Standards the Academic Planning, Policy, and Standards Committee (VII.C1.17 Committee (VII.C1.18 (VII.C1.19 Committee (VII.C1.20 Committee (VII.C1.21 As well, delegated authority to the Administration is affected through recorded decisions of the governing bodies and policy in relation to matters such as human resources, finance and administration, and digital governance and technology. Some examples of policies dealing specifically with delegated decision-making are the Delegation of Expenditure Approval Authority Policy (VII.C1.22 Other advisory committees within the institution support decision-making to ensure subject- C1.23 ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 84

), VII.C1.32 IMAGINE ). In addition to progress VII.C2a.01 serves the public interest, ensures thatserves the public clearly states and fulfillsthe institution goals, has fiduciaryits mission and for the institution, andresponsibility for theis ultimately accountable and fiscalacademic quality, planning, well-being of the institution; niversity Community ( Community the University of Members hese new 1, 2019. T force on September coming into and guidelines clear expectations codes establish and transparency processes to ensure and new in decision-making. accountability Criterion 2. A legally constituted that: governing body a. Athabasca University has worked to develop across the strong strategic planning and leadership institution. As discussed previously, the direction of Plan articulates the overall strategic goals and the institution, and all other strategic initiatives align with this vision. Each member and the of the governing bodies, the academy, obligation to work administration understands their outcomes. toward common goals and integrated fulfillment To ensure accountability toward the decision- of AU’s mission and goals, institutional and regular. making and reporting are transparent to the The President provides quarterly reports BoG and GFC on achievements and progress in the made for each priority outcome identified IMAGINE Plan ( and achievements, the President sets out upcoming and achievements, the President action items and deliverables to ensure strategic goals remain on track. As well, the President provides updates to the governing bodies on pertinent progress related to other ongoing initiatives. As stated in Standard VI, regular reporting to the Provincial Government is required annually. Decisions are made openly and transparently. Notice is provided to the public in advance of the open session (public portion) of BoG meetings and in advance of GFC meetings. Agendas and approved Minutes of open sessions of the BoG and GFC are posted onto our public facing website to ensure those affected are aware of decisions made. Policy ), required ) was VII.C1.07 (VII.C1.30 ), and the Code of Conduct for Most recently, changes to Alberta’s Conflicts of Interest Act, RSA 2000, c. C-23 ( comprehensive review of all policies and A comprehensive review of all policies new procedures began in 2018 after the Framework – Governing Policy approved by the BoG. The Policy Framework Implementation Project is intended to ensure that policy development across Athabasca University is streamlined, consistent, and supports strategic goals and initiatives. The comprehensive review will ensure that all policies align with the new Policy Framework. Executive Team approved a plan to complete over 60 high-priority policies of strategic importance by the end of fiscal year 2019-20 as identified by policy sponsors. Lower priority policies are to be completed in fiscal year 2020-21. a comprehensive review of AU’s codes of conduct and conflict of interest policies. In August 2019, the BoG approved the new Code of Conduct and Conflict of Interest Guidelines for the Board of Governors (VII.C1.31 establishment Another significant change was the of a Provostial Model. The move toward this to the Board model was formally recommended in 2016 by the new President. In January 2017, Vice President the Provost was combined with the overall Academic position, bringing together planning, leadership of institutional resource strategy. The academic operations, and academic optimization in Office of the Provost underwent an of the Deputy 2019–2020 which included the hiring refinement of Provost, Academic Operations and roles and the Associate Vice Presidents and their planning, responsibilities in the areas of integrated academic resources, and research. eview took place in 2016 Review took place The Board Governance of new Board of Governors resulting in the approval 2018, which established a new General Bylaws in structure, including a new standing committee Terms of Reference Board Governance Committee. committee were also approved, for each standing decision- setting out mandates and delegated making authorities. dditionally, the the Additionally, processes. own governance their duties dissolved, with committee was nomination C assigned to the GF committee of the former the Academic Committee. Furthermore, Executive Planning the Academic Committee and Standards with also dissolved Committee were and Policy new established Academic duties given to the Standards Committee. Planning, Policy and GFC Bylaws were revised, During the 2018 review, standing committee structure. establishing a new ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 85

). ) Code ), (VII.C2b.05 (VII.C2c.02 Code of Conduct ), and General (VII.C2c.01 oversees at the policy level the quality of teaching and learning, the approval of degree programs and the awarding of degrees, the establishment of personnel policies and procedures, the approval of policies and by-laws, and the assurance of strong fiscal management; ensures that neither the governing body nor its individual members operationsinterferes in the day-to-day of the institution; ach governing body requires members to declare Each governing body governing body and committee actively before all potential, or perceived meetings any actual, in relation to any agenda item conflict of interest ensures that This requirement being deliberated. accountability inform all decision- transparency and making exercises. d. Codes of conduct also provide a framework on on a framework provide also of conduct Codes must act to ensure governing bodies which the in and accountability transparency, impartiality, to the is subject The BoG decision-making. for Interest Guidelines and Conflict of of Conduct .C2b.04 of Governors (VII the Board subject to the Faculties Council is University Community for Members of the c. The Post-Secondary Learning Act president has establishes in section 81(3) that “a of the general supervision over and direction institution operation of the public post-secondary and functions and has those other powers, duties by the board.” that are assigned to the president membersAs such, governing bodies and their dutiesare not assigned day-to-day operational and functions. The President must ensure that the BoG’sany decisions made are aligned with throughapproved business and strategic plans governingregular reporting and review, but the of thelegislation itself establishes the independence the institution. administrative decision making of The Policy Framework – Governing Policy G has delegated sets up a structure whereby the Bo approval of policies pertaining to academic matters to the GFC and administrative matters to the President and his Executive Team comprising the Provost, Vice Presidents, University Secretary, Chief Human Resource Officer, and President’s Chief of Staff. In this way, decisions surrounding policy positions and supporting procedures on day-to-day academic and administrative powers are separate from the BoG. Post- ) is completed Athabasca University ). To assist the government ].” This clause is central to the ) also set out in clause 11.1 VII.C2b.02 VII.C2b.03 has sufficient independence and independence sufficient has integrity to ensure the expertise must Members of the institution. to the responsibility have primary and not allow institution accredited or other influencespolitical, financial, their governingto interfere with responsibilities; stipulate that “Council members and members of committees of the Council must be guided by the best interests of the University, the welfare of the University community, and the honest and good faith discharge of their duties under the [ Secondary Learning Act roles and responsibilities of members of GFC, and along with 11.1 and 11.2 set out conflict of interest provisions applicable to members. GFC Rules ( members are appointed by the provincial BoG members are appointed by the provincial government as set out in the the The BoG Bylaws set out in clause 4.3.1 stipulate LA], Members following: “As stated in the Act [PS are expected to bear a fiduciary responsibility and Although act in the best interests of the University. points of Members bring special expertise and the best interests view to the Board’s deliberations, board of the University remain paramount in all to the Board’s activities. Members must adhere Bylaws, the University’s policies and applicable legislation.” Members are further supported by the Member Handbook, which assists them in understanding their role and responsibility as members of the governing bodies. ’s governing bodies are required to Members of AU’s governing bodies the best interest of the institution act at all times in to the BoG or elected once they are appointed bodies are provided to the GFC. Both governing orientation as to their roles with comprehensive and members are subject to and responsibilities, of conduct. applicable codes Regulations (VII.C2b.01 Skills and in the recruitment process, a Board Competency Matrix ( annually by BoG Members and the data is compiled and analyzed by the Board Governance Committee expertise to identify potential gaps in skills and required of the BoG. This information serves to focused on what ensure that recruitment efforts are based on is necessary for effective decision-making the needs of the institution. b. ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 86

here are also various various Faculty are also here T responsibilities. and and provide insight Councils which and Program making decision and support operational expertise learning, as well to teaching and with respect decisions for faculty resource related as human into the Integrated staff, and input and academic process. The figure below sets Resource Planning between GFC and the various out the interplay and advisory bodies. supporting decision-making ) (VII.C2d.01 Figure 2 GFC Support and Advisory Bodies Figure 2 GFC Support Post-Secondary Learning Act Learning Post-Secondary The its standing committees, which GFC is supported by and advisory roles have delegated decision-making C, subject to the GFC, subject in section 26 that establishes for the of the BoG, “is responsible the authority the including affairs of the University,” academic programs of studies, to determine all authority other lectures and for examinations, timetables faculty, grant and confer degrees,instruction in each publish the University Calendar. and prepare and ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 87

)

) ),

Investment Investment (VII.C2f.01 VII.C2g.02 (VII.C2f.04 ) and oversees ex officio, of GFC in Net Assets (Liabilities) Policy Net Assets Athabasca University Regulation VII.C2f.02 CC has delegated the . The HRCC has delegated ) and ), Advisory Committee for the Post-Secondary Learning Act Post-Secondary Learning ). ). The President is responsible for ), with the latter two being revised and ), with the latter two being revised is informed in all its operations by principles of good practice in board governance; appoints and regularly evaluates the and regularly appoints Executive of the Chief performance Officer; g. Sound, transparent, and accountable decision- making are key to the governance structures in place at AU. All decision-making is guided by the overall IMAGINE plan of the University. The President plays a key role in ensuring alignment between the governing bodies, and is a member of the BoG, and the Chair, approved the revised revised the BoG approved the recently, .C2e.07 Policy (VII (VII.C2e.08 f. accordance with section The BoG is empowered in 81(1) of the accordance with the (VII.C2g.01 transmitting any recommendations from GFC to the BoG pursuant to section 26(2) of the Act and provides a report from GFC at each BoG meeting. AU’s Integrated Planning Framework ( to appoint and reappoint the President, and, with to appoint and reappoint an advisory committee, make the assistance of with respect to appointment the final decisions and reappointment the annual Performance responsibility to approve ( Accountability Plan covers all aspects of academic and administrative the review and evaluation of the President the review and evaluation of the President objectives in consideration of the goals and previous established by the President for the year in the Performance Accountability Plan and out in the the milestones and deliverables set University’s overarching strategic plan. the BoG in the Strong policy is in place to support President, and appointment and evaluation of the the BoG ensures that appointment, reappointment, with and evaluation are done in accordance are them. The suite of policies relating to this Advisory Search Committee for President the Advisory Search Committee for President Policy (VII.C2f.03 Reappointment of the President Policy Presidential Performance Evaluation Policy and, Presidential Performance Evaluation (VII.C2f.05 approved by the BoG in 2019 to align with changes direction of to the legislation and overall strategic the institution. )

) is ), and ) Enterprise (VII.C2d.02 VII.C2e.02 ), and the (VII.C2e.05 (VII.C2e.01 ). All financial policies ), and administrative policies such as plays a basic policy-making role inplays a basic policy-making to ensure integrity andfinancial affairs management. Thisstrong financial timely review of auditedmay include a and/or otherfinancial statements to the fiscal viabilitydocuments related of the institution; Purchasing Policy (VII.C2e.06 are part of the comprehensive review of all policies to align with the new Policy Framework. Most Risk Management Policy (VII.C2e.03 Delegation of Expenditure Approval Authority Policy (VII.C2e.04 the Contract Administration Policy Clear decision-making and roles and responsibilities with respect to financial management are supported by approved policy. Included in these policies are both BoG policies such as the for financial The BoG is the legal entity accountable and it fulfills its management and integrity of AU, t reviews and obligations in a number of ways. I approves the Financial Statements each year and reviews and approves the IRP developed through AU’s Integrated Planning Framework. It receives and reviews quarterly variance and year-end forecast reports as part of the University’s overall accountability framework, providing the Board of Governors with regular reports on the University’s financial operations as compared to the BoG approved IRP. the standing committee that is mandated to make the standing committee that is mandated matters. recommendations on several financial of tuition These recommendations include approval new academic and other fees, financial support for resource programs, annual operating and capital IRP), plans, including the Integrated Resource Plan ( governing finance as well as the approval of policies and budget matters. The Post-Secondary Learning Act establishes it as the Committee that assists the BoG that assists it as the Committee establishes and approval review, recommendation, with the the BoG’s purview policies within of personnel of administrative the approval while delegating policies to the President level human resource Framework – and Executive Team as per the Policy Governing Policy. e. requires that the BoG prepare, approve, and an annual submit to the provincial government budget. Through its Terms of Reference, the Board Finance and Property Committee ( esources and Compensation Compensation and Resources Human The Board of reference (HRCC) terms Committee ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 88

) acknowledging ) acknowledging Code, and that a VII.C2h.05 ) governs the conduct ) governs the conduct may result in remedial action Code may result in remedial supports the Chief Executive officersupports the Chief Executive of thein maintaining the autonomy institution; i. for By legislation, the President is responsible the overall operations of AU, while remaining accountable to the BoG through regular reporting and annual evaluation. The BoG has delegated managing to the President the authority for delegated the operations of the institution, and policies. approval authority for all administrative President, By delegating these powers to the independent operational decision-making remains from the governing bodies, and is guided by approved administrative policies and procedures. The Role of the President at AU is also clearly articulated and shared as part of his accountability plan. It establishes that the President is responsible for creating and implementing strategic and for the University, is responsible integrated planning for engaging with governmental stakeholders and the municipal, provincial, and federal levels as well as other community stakeholders, and for engaging with internal stakeholders including staff, students, and the academy. The President also has a primary role in the leadership of the institution as a member of the governing bodies and head of the administrative branch, as well as a duty to promote and champion AU, and allocate human, technical, financial, and physical resources to enable fulfillment of the University’s mission and mandate and promote long-term viability. t applies to BoG. It applies of the on behalf for or duties committee members including all all Members, Each as a Member. when acting and the President Acknowledgement must complete an Member Form ( and Agreement of received a copy that they have and agreeing and in good faith the Code, will conscientiously of the observe the provisions breach of the a request for resignation or a up to and including for removal from the Board. recommendation Members of the University The Code of Conduct for Community (VII.C2h.03 as University community of members of the basic principles respecting well as establishes and management of the recognition, reporting GFC and its Conflicts of Interest. Members of other decision- respective committees, as well as bodies within making, advisory, and consultative Code. At each the institution must adhere to this any conflict meeting, members are asked to declare agenda they may have with respect to particular items on the meeting agenda. ) , R.S.A. ) defines the Enterprise Risk ) and its related ). It required all agencies, ) were approved by the BoG. Conflicts of Interest Act VII.C2h.01 Code of Conduct and Conflict of Interest Code of Conduct for Members of the University Code of Conduct and Conflict of Interest Guidelines Interest of Conflict and Conduct of Code establishes and complies with aestablishes and complies with policywritten conflict of interest designed to ensure the impartiality of the governing body by addressing services,matters such as payment for contractual relationships, employment, interestsand family, financial or other asthat could pose or be perceived conflicts of interest; 2000, c. C-23 ( boards, and commissions, including The Governors of Athabasca University, submit Codes of Conduct to the Office of the Ethics Commissioner for review. AU undertook a comprehensive revision of the codes of conduct for the institution to align with the requirements of the legislation. In August 2019, the new Guidelines for the Board of Governors (VII.C2h.02 In 2017, the Provincial Government made amendments to the Community (VII.C2h.03 and The for the Board of Governors (VII.C2h.02 standards of conduct expected of all BoG members with respect to ethical conduct and Conflicts of Interest (actual, potential and perceived conflicts of interest) when carrying out responsibilities and h. Management Policy (VII.C2g.03 for assessing procedures set out methodologies risk. The BoG approves the primary risk rankings the on an annual basis, and reviews quarterly Reports to Enterprise Risk Management Summary the institution. monitor regularly potential risks to ood governance is also guided by the robust Good governance program to ensure enterprise risk management diligence methodology is that consistent due is properly applied to decision-making, and risk mitigated to limit impacts on the planned strategic goals and objectives. The dministrative dministrative VI, A in Standard s noted A operations. ensuring that the a key role in Council plays informs all Planning Framework Integrated and priorities that institutional and decision-making, overarching strategic are aligned with resources Planning Integrated frameworks. The plans and for the assessment of current Framework allows future needs. By supporting needs and to anticipate and accountability the execution, assessment to to be agile in response cycle, it enables AU challenges, thus ensuring opportunities and continuous improvement, and strategic alignment, resources. appropriate use of ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 89

Senior

his includes President the of Office an organizational structure that is clearly defined and that clearly defines reporting relationships; has the assistance of qualified assistance of has the sufficient in number,administrators, Chief Executiveto enable the his/her dutiesOfficer to discharge is responsible foreffectively; and for assessingestablishing procedures efficiency andthe organization’s effectiveness. reporting relationships and accountabilities. It clearly shows the separation between the governing bodies and the administrative branch, and the reporting relationship through the President between the two branches. from the President and each member of the Executive Team and each Faculty has clearly established teams relating to their areas of expertise and reporting structures under them. In addition, advisory groups that provide support to decision-making such as Administrative Council and Dean’s Council are clearly identified as to whom they report to. Provost and Vice President, Academic Vice President, Information Technology and Chief Information Officer Vice President, Finance and Administration and Chief Financial Officer Vice President, University Relations or demonstrating: Criterion 4: An administration possessing a. · au’s organizational structure clearly sets out · The administrative and operational branch flows he President has the inherent authority to manage to manage authority inherent has the The President as by legislation, of AU designated the operations for administrative delegated authority well as the BoG. from the decision-making d. searches were undertaken for In 2017 and 2018, the following positions: individuals to fill · · · Chief Human Resource Officer · · Provost and By 2019 all positions were filled. The Team, Vice Presidents complete the Executive joining the President and University Secretary to all aspects of the effectively and efficiently manage Executive administration of AU. In addition to the Team, the Executive Assistant and Chief of Staff.

Advisory ) and following an ) and following an Advisory Search Committee Advisory Search Committee

), Dr. Fassina was appointed by has the authority and autonomy required to fulfill the responsibilities of the position, including developing and implementing institutional plans, staffing the organization, identifying and allocating resources, and directing the institution toward attaining the goals and objectives set forth in its mission; has appropriate credentials andhas appropriate credentials professional experience consistent with the mission of the organization; is appointed by, evaluated by, and by, evaluated is appointed body and to the governing reports shall not chair the governing body; shall not chair c. assina’s credentials and professional Dr. Fassina’s credentials and professional a PhD in experience are exemplary and include Resource Organizational Behaviour and Human Management from the Rotman School of Management, University of Toronto, and BSc from the University of Calgary. He is a chartered (CPHR) and professional in human resources designated director through the Institute of Corporate Directors (ICD.D). His professional experience includes being a tenured associate professor with the I. H. Asper School of Business at the University of Manitoba and a visiting assistant professor at the University of Calgary. Prior to being appointed the President of Athabasca University, Dr. Fassina served as the Dean of the JR Shaw School of Business and School of Culinary Arts and was Provost and Vice President Academic at the Northern Alberta Institute of Technology. b. n accordance with the In accordance with (VII.C3a.01 for President Policy the BoG appointed Dr. Neil international search, of Athabasca University. He Fassina as President 11, 2016. In 2019, the provincial took office October legislation affecting the government amended so the Bo Dr. Fassina’s contract,G current terms of processes for an amendment to commenced the well as October 10, 2021, as his contract ending for reappointment. In accordance with the the President Committee for the Reappointment for Policy (VII.C3a.02 term to the BoG President for a further 5-year ctober 2020, commence October 11, 2021. In O join a post- Dr. Fassina announced his intention to A search secondary institution in British Columbia. for a new President is underway. A Chief Executive Officer who: Officer Executive A Chief a. Criterion 3. Criterion ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 90

) is responsible ) is responsible ), AU continues its VII.C4c.01 RISE (VII.C4d.01 regular engagement with faculty andregular engagement with faculty student in advancing the institution’s goals and objectives; skills, time, assistance, technology, andskills, time, assistance, expertise requiredinformation systems duties; to perform their digital modernization by providing better security, by providing better security, digital modernization scalability, and accessibility for reliability, flexibility, learning environment. The AWS our 100% online a voluntary training program collaboration includes team, for all employees, including the executive of how cloud- to facilitate a better understanding in our ongoing based technologies could be utilized To date, 400 strategic and operational planning. program. employees have participated in the e. students at AU There are several ways faculty and strategic are engaged in relation to the institution’s goals and initiatives. As part of the integrated regularly planning process, faculty are engaged through the review of their Faculty’s operational relating plans to identify successes and challenges of the institution.to the strategic goals and outcomes planningThey are also engaged in operational initiatives andto ensure alignment with strategic goals for the following year. The Provost and Vice President Academic holds meetings twice monthly with the Academic Leadership Team, consisting of the Provost, Deans, and Associate Vice Presidents to discuss academic affairs. Additionally, administration regularly holds labour management meetings with unions and associations. Students are also engaged as part of the integrated planning process through student planning consultations as described in Standard VI. As well, the President, Provost and Vice President Academic Deputy Provost, and Deans hold quarterly meetings with the AUSU and the AUGSA. Other touchpoints between the administration and faculty in relation to developments and opportunities on strategic initiatives and goals are described in Standard VI. experience to meet those aligned requirements. requirements. aligned meet those to experience Tutorial ( Learning Services d. In furtherance of for recruitment of academic tutors and subject tutors and subject of academic for recruitment the that they meet and ensures matter experts in their support learners qualifications to necessary journeys. and educational courses ). VII.C4a.01 members with credentials and professional experience consistent with the mission of the organization and their functional roles; an appropriate size and with relevantan appropriate Executiveexperience to assist the Chief roles Officer in fulfilling his/her and responsibilities; eam is the hub for all academic hub for all academic Team is the Leadership the It includes and administration. operations Academic Deputy Provost, newly appointed Vice President the Associate Operations, Vice President Academic Associate Research, ssociate Vice President Resources, and A as and Assessment, as well Integrated Planning the Faculty Deans. teams to Each has dedicated areas of expertise. mandates. fulfill their roles and Evidence Inventory ( Human Resources oversees the recruitment of all administrative staff and ensures that each recruitment results in the hiring of qualified personnel who meet the job requirements of each position. Job descriptions must align with strategic directions, and as such, candidates are assessed whether they have the necessary skills and c. As noted in Standard I, several optimizations of implementation teams are underway to support the Executive of AU’s Integrated Learning Environment. Team is currently reviewing and redesigning excluded leadership and support roles and structures. Reviewing or modifying job roles, reporting structures, and/or team composition will enable us to achieve the Integrated Learning Environment Program. has a complement of high-quality, dedicated AU has a complement of high-quality, responsibilities for staff to ensure that the roles and of the institution the administration and operation area are fulfilled. Each administrative business supporting the Executive Team, along with the Associate Vice Presidents, Deputy Provost, and Faculty Lead Teams supporting the Provost-Vice individuals of President Academic is staffed with and subject high caliber, who bring experience matter expertise to their roles. This is evidenced by set out in the clear roles and reporting relationships AU’s Organizational Chart. b. · their lead teams that support the Vice Presidents · included in the the Organizational Chart · Academic and Vice President’s the Provost ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 91

), ). VII.C5.02 , VII.C5.04 understand the governance and decision- making structures of the University so that they can make their voices heard within the decision- making processes. Opportunities for Improvement andOpportunities for Improvement Innovation 1. Ensure that faculty, staff, and students Bylaws are reviewed by the Board by the Board are reviewed G Bylaws The Bo three least once every Committee at Governance to are recommended and any changes (3) years and GFC the BoG In addition, the BoG for approval. of to review their terms are required Committees three years. at least once every reference recommendation in In response to a sector-wide Office of the Auditor General to 2013 by Alberta’s with legislation, AU developed monitor compliance Framework ( a Legislative Compliance by the BoG in 2015. This which was approved reporting requirements for Framework sets out and monitoring risk for assessing compliance and regulations related all applicable legislation The Annual Legislative to university operations. year is presented Compliance Report prepared each GFC, the to the BoG, the BoG Audit Committee, Council and Executive Team. Through this annual areas of reporting, administration can identify or mitigation strength and those requiring attention and efforts to ensure continued compliance to support alignment with legislated obligations effective operations (VII.C5.03 participate Administrative and academic staff provide in periodic engagement surveys to bodies for information to leadership and governing improvement. review and planning for continuous after a The most recent assessment was done university-wide Employee Engagement Survey third-party in was conducted by an independent is committed to 2020. As noted in Standard VI, AU surveys on an undertaking employee engagement annual basis. ). , VII. VII.C4f.01 VII.C4f.02 ) set out the processes VII.C5.01 ). Work-unit level data was also shared with ). Work-unit level data was also shared systematic procedures for evaluating for procedures systematic and for using units administrative data to enhanceassessment operations. The BoG Bylaws ( to evaluate the performance and effectiveness of the BoG and its committees, and the members in fulfilling their responsibilities. Each Member is expected to participate in the evaluation process, overseen by the Board Governance Committee. This process includes the annual BoG self-assessment on the performance of the BoG, its standing committees and individual BoG Members. Results are reported to the BoG by the BoG Chair. Criterion 5. Periodic assessment of the effectiveness of governance, leadership, and administration. , assessment at the unit Standard VI, assessment As noted in as a component of the level occurs systematically cycle. In addition, each spring, integrated planning Employee Engagement AU administers an annual by a third party to ensure Survey, carried out as a This survey serves anonymity of responses. to enable the Executive Team foundational tool to assess what is working and and business units are impacting operations. The where challenges with Executive Team and the results are shared to ensure everyone broader University Community in an open is aware of successes and challenges and transparent way. For example, data on a global held by the level was shared, and sessions were the results. independent third-party to discuss these recorded Questions were encouraged, and ( sessions remain available to all staff s well, the President holds monthly online As well, the President holds monthly ( Connect with the President sessions f. The each work unit for more focused feedback. by all survey and feedback loops allow participation to identify areas levels of staff across the University for effective where improvements are required potential and efficient operations, as well as already working improvements to enhance what is effectively. C4f.03 his engagement provides a forum for updates on This engagement provides a forum and goals, the progress of institutional initiatives successes and and for regular feedback to identify relation to those opportunities for improvement in goals. ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 92

Conclusion Middle States Commission on Higher Education Self-Study ATHABASCA UNIVERSITY / MSCHE SELF-STUDY / February 2, 2021 93

IMAGINE and the synthesis of learning. The plan does not see a separation between life; rather, education and the rest of a learner’s whose it views learners as life-long learners engagement with Athabasca University does or a not end with the completion of a course credential. Provide graduate learners with increased support research collaboration opportunities, increased in research ethics processes, and support for research dissemination. and learners benefit from more robust AU, including accessible financial supports from of financial improved advice on the availability bursaries, supports in the form of scholarships, grants, and research assistantships. Credit and Prior Learning Assessment and Recognition technologies. Reducing time required for the Transfer Credit and the Prior Learning Assessment and Recognition processes would further improve student experience. Assessment infrastructure that supports the emerging Integrated Learning Environment. and assessment practices by implementing an institutional-level assessment process. understand the governance and decision- making structures of the University so that they can make their voices heard within decision- making processes. 7. 8. Establish and refine processes to ensure 9. au has the opportunity to improve Transfer 10. design an institution-wide Learning Outcomes 11. Improve institutional effectiveness structures 12. Ensure that faculty, staff, and students

Continue to contribute to the decolonization Continue to contribute to the decolonization by the of the academy in ways recommended Truth and Reconciliation Commission of Canada in its Calls to Action. ramework. principles expressed in AU’s EDI F Support AU’s transformation, most notably the OneAU Service Model changes, reviews, reconfigurations, reorganizations, planning, and engagements through effective for the communication, and risk management entire change process. create guidelines and criteria in relation to performance measures to enhance the annual performance assessment process. Areas for innovation and improvement in relation to the employee life cycle include the opportunity to expand, expedite, and digitize the on-boarding experience and off-boarding process. Student Learning Experience (ES.0.07). AU’s new Integrated Learning Environment (ES.0.04) will enable technology-based tools to facilitate proactive student support in a personal and to the support learners scalable way, connecting they need as they need it. open and distributed learning environments, and build collaborative and coordinated environments and networks to achieve coherence in the student learning experience

and Innovation 1. 2. actualize Equity, Diversity, and Inclusion (EDI) 3. 4. decrease manual interventions and 5. Implement the planned transformation in the 6. leverage technology to create access, enhance Opportunities for Ongoing Opportunities for Ongoing Institutional Improvement

niversity started preparing its current Self-Study for Middle States in 2019. in 2019. for Middle States Self-Study its current started preparing University Athabasca been engaged in staff, and students, have 42 people, including faculty, Approximately and practices the institution’s policies report. Working groups reviewed preparing the provides where necessary. The Self-Study for improvements, and made suggestions an array and strength and highlights to identify areas of challenge an opportunity reflection of the The final product is a over the past five years. of accomplishments to lifelong learning opportunities and commitment to provide University’s mission and beyond. learners in Alberta, Canada, Conclusion 1 University Drive Athabasca, AB T9S 3A3 Canada

Phone 780-675-6100

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