Annual Report 2018-2019 Table of Contents

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ANNUAL REPORT 2018-2019 TABLE OF CONTENTS

Message from the Chair and the Director General...... 2

Mission Statement...... 3

College Governance...... 4

Code of Ethics...... 6

Strategic Plan 2015-2020...... 8

Highlights of 2018-2019...... 10

Celebrating Achievements...... 18

About our Students...... 22 Enrolment in the Day Division...... 22 DECs Granted...... 23 Enrolment in Continuing Education...... 23 AECs Granted...... 23 First Semester Overall Pass Rates...... 24 Third Semester Retention Rates...... 24 Graduation Rates...... 25

Report of activities related to: Annex S051...... 26 Annex S052...... 27 Annex S054...... 27

Report on the application of the act respecting workforce management and control within government departments, public sector bodies and networks and state-owned enterprises...... 28

Employee Breakdown...... 28

Financial Reporting...... 29

Organizational Chart...... 30

CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 1 Minister Jean-François Roberge Minister of Education and Higher Education Government of Québec

Minister Roberge, On behalf of the Board of Governors and the entire John Abbott College community, we are pleased to provide you with the Annual Report for the 2018-2019 academic year. Our College had another excellent year, and with the increased government investment in our CEGEP network, we look forward to many more years of student and institutional success. Here are some key accomplishments. • The quality of our academic programs and student services remain very strong. Our student applications and enrollment keep us at our maximum capacity and our student success results remain excellent. • We received a very positive evaluation from the Commission d’évaluation de l’enseignement collégiale (CEEC) on the quality of our programs, student success and strategic plans. • Our rigorous fiscal management has allowed us, once again, to deliver a financial surplus. This is essential for us to continue the extensive renovations of our beautiful but aging facilities. • To correct our floor-space deficit, your ministry agreed to fund the initial assessment project to see if we can cost- effectively renovate Brittain Hall (an abandoned McGill University building on our campus). • The work atmosphere at the College continues to be positive. Our employee survey shows that 92% of our employees would recommend John Abbott College as a place to work to their family and friends. • We also successfully launched our two new College Centres for Technology Transfer (CCTT-JACOBB in artificial intelligence; CCTT-CERASP in pharmaceutical production).

At the governance level, the Board of Governors also made significant steps forward. • We continued to pilot new board sub-committees, and trained all board members to enhance engagement and facilitate transparent governance. • We approved two new policies (Policy 24 - Concerning the Prevention of Sexual Violence and the Promotion of a Culture of Consent at John Abbott College; Policy 25 - Concerning the Reimbursement of Travel, Hospitality and Representation Expenses). • We revised seven existing by-laws and policies: By-Law 4 – Concerning College Admissions; By-law 9 - Concerning the Management of Procurement, Service and Construction Work Contracts; Policy 3 - Concerning the Audit Committee and the Evaluation of Financial Information and External Auditor; Policy 4 - Concerning Psychological Harassment, Abuse of Power and Violence; Policy 7 - Institutional Policy on the Evaluation of Student Achievement; Policy 8 - Conflicts of Interest for College Employees; Policy 12 - Evaluation of Teaching. • In addition, we assessed the 45 risks identified by the UPAC Unité( permanente anti-corruption).

None of the successes listed above, and the many more described in this document, would have been possible without the continued dedication of the employees and the entire College community. The John Abbott College family continues to remain focused on contributing to student success. We have and will continue to do great things for our students. Respectfully,

Guylaine Audet John Halpin Chair of the Board of Governors Director General

2 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 MISSION STATEMENT WE ARE COMMITTED TO:

Founded in 1971, Learning Quality Students John Abbott College is • Foster in our stu- • Provide well-rounded • Cultivate a safe, caring the only English language dents the ability to and balanced pre-uni- and challenging learn- CEGEP in the West make and articulate versity and career pro- ing environment that Island of Montreal. The informed, intellectual, grams that meet high bolsters self-esteem College offers eleven aesthetic and eth- standards of quality and promotes a sense pre-university and eleven ical decisions, while and ethical conscious- of belonging and pur- career programs to over demonstrating skills ness, and respond to pose, mutual respect 6500 full-time students needed for success in the requirements of and healthy lifestyles, per semester, as well as a modern society. universities, employers leading students to wide range of Continuing • Cultivate a love of and society. attain academic, professional and personal Education programs to learning, autonomy • Value excellence in success. 2000 part-time students and responsible teaching and learning per year. Our staff consists citizenship in our as dynamic and inter- • Ensure governance of some 600 faculty and students, both in active processes. that reflects the the classroom and active engagement 250 non-teaching staff. • Promote lifelong through socio-cul- of students, staff and Our campus is one of the learning and continu- tural, leadership, rec- faculty, and places finest in Québec. ous improvement in reational and sports the College commun- students learning at The mission of activities. ity, with a commit- the centre of our deci- John Abbott College • Respect and learn ment to innovative sions and actions. is to provide an from diverse world pedagogy, effective • Establish effective excellent education views and inter- administration and partnerships with aca- for our students within national perspec- quality support ser- demic, professional a stimulating learning tives, as reflected in vices. and social commun- environment that our programs, our • Deliver leading-edge ities, to maximize our will enhance their approach and our training, tailored to students’ success and development and community. the needs of business, continued growth. potential for success industry and other in society. sectors, through our continuing education services and specialized programs.

CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 3 COLLEGE GOVERNANCE Non-Teaching Professional Bill Mahon BOARD OF GOVERNORS Support Personnel Ex Officio Members Amanda Tweedie John Halpin – Director General Secretary General Gordon Brown – Academic Dean Stavroula Makris Socio-Economic Recording Secretary Ian Hadida, Dalia Toledano Daniela Cervetti University-level Teaching Institution Paula Wood-Adams ACADEMIC COUNCIL School Board Ex Officio Member David Chisholm Gordon Brown – Academic Dean Manpower Academic Administrators Vacant Teresa Berghello, Ronnie Dorsnie Roger Haughey Business Community Eleven Employees Representing the Teachers Guylaine Audet – Chair, Stéphane Sélim Manijeh Ali, Suzanne Black – Chair, Stephen Bryce, Adil Parents D’Sousa, Derek Maisonville, Alice McLeod, Mila Peskir, Martin Pamala Cripton, Sabine Biasi Poirier, Rhoda Sollazzo, Abe Sosnowicz, Angella Vella Alumni One Employee Representing the Non-Teaching Professionals Pre-University Studies – Gwyneth Edwards, Vice-chair Susan Ajersch Technical Studies – Jonathan Hackett One Employee Representing the Support Personnel Students Barbara Zilber Pre-University Studies – Elizabeth Yasa Three Students Technical Studies – Sean Smith Bogdan Biloshytskyy. Davy Iconzi Irakoze, Francesca Pasto Faculty Recording Secretary Roberta Silerova, Martin Poirier Mary Milburn

4 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 The Board of Governors of John Abbott College held six regular meetings during the 2018-2019 academic year. In addition to dealing with regular corporate matters, the following approvals/items are worthy of note:

• New programs: - AEC – Management of IT Infrastructure LEA.B0 • Comprehensive assessments: - Police Technology 310.A0 - Pre-Hospital Emergency Care 181.A0 (will be known as Paramadic Care as of Fall 2019) • Program revisions: - Computer Science Technology - Pre-Hospital Emergency Care 181.A0 (will be known as Paramadic Care as of Fall 2019) - AEC – Graphic & Web Design LCE.0Z • Amendments to program planner: - Social Science – Psychology 300.A3 - Social Science – Psychology Honours 300.A9 • Amendments to the following by-laws and policies: - By-law 4 Concerning College Admission - By-law 9 Concerning Procurement, Service and Construction Work Contracts - Policy 3 Concerning the Hiring and Evaluation of an External Auditor - Policy 4 Concerning Sexual Harassment, Psychological Harassment, Abuse of Power and Violence - Policy 7 Institutional Policy on the Evaluation of Student Achievement - Policy 8 On Conflicts of Interest for College Employees - Policy 12 Concerning the Evaluation of Teaching and the Assurance of Quality Education • New Policies: - Policy 24 Concerning the Prevention of Sexual Violence and the Promotion of a Culture of Consent at John Abbott College - Policy 25 Concerning the Reimbursement of Travel, Hospitality and Representation Expenses • Repeal of Policy 19 Respecting the Management of Supply, Service and Construction Contracts • CCTT in Artificial Intelligence with Collège de Bois-de-Boulogne • CCTT in Biopharma with Cégep Gérald-Godin • Plan décennal des investissements d’infrastructure de recherche (PDIR) 2019-2020 • John Abbott College Foundation’s Donor Recognition Program for the Library Project • Appropriation of $3,669,478 from the College’s unappropriated accumulated surplus account to be used solely for renovation projects • Appropriation of $400,000 from the College’s unappropriated accumulated surplus account to be used solely for the purchase of a College bus • Amendment to the Resolution on Delegation of Authority to the Director General • Piloting of various Board committees; presentation of a Board work plan • Appointment of external auditors pursuant to a College issued call for tenders • Research Library Renovation Project Audit Report • Destruction de documents inactifs reproduits sur un autre support – Bibliothèque et archives nationales du Québec • Security Services Contract • Cleaning Contract • Mise en place du centre d’acquisitions gouvernementales • Program authorization for the Vaudreuil-Dorion Centre d’études collégiales • Renewal of mandate of the Director General, John Halpin, for five years • Election of Gwyneth Edwards as Chair and of Paula Wood-Adams as Vice-Chair of the Board of Governors for 2019-2020

CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 5 CODE OF ETHICS The Board of Governors of John Abbott College functions under a Code of Ethics (Policy 5). During the fiscal year 2018-2019, no violations were investigated.

ARTICLE 1 — GENERAL PROVISIONS 1.1 Preamble The rules of ethics and professional conduct stated in this document are in conformity with the Act to amend the Act respecting the Ministère du Conseil exécutif and other legislative provisions as regards standards of ethics and professional conduct. These provisions com- plement the rules of ethics and professional conduct already outlined in Articles 321 to 330 of the Québec Civil Code (Appendix 2) and Articles 12 and 20.1 of the Colleges’ Act. Public order legislative provisions, notably Articles 12 and 20.1 of the Colleges’ Act, take precedence, in the case of conflict, over the provisions of this Policy.

1.2 Definitions In the present Policy, the following expressions mean: 1.2.1 BOARD MEMBER: A member of the Board of Governors. 1.2.2 STAFF BOARD MEMBER: The Director General, the Director of Studies as well as two faculty, one professional and one support staff members of the Board of Governors. 1.2.3 CODE: The Code of Ethics and Professional Conduct for the Members of the Board of Governors. 1.2.4 INTEREST: Something which matters, is useful or advantageous.

1.3 Intent The intent of the Policy is to establish rules of ethics and professional conduct governing the members of the Board of Governors of the College in order to: a) ensure public confidence in the integrity, objectivity and transparence of the Board of Governors; b) allow Board members to exercise their mandate and carry out their duties and obligations with confidence, independence and objectivity for the better realization of the College mission.

1.4 Scope This Policy applies to Board members and, in the case of Article 2.3, to former members of the Board of Governors of the College.

ARTICLE 2 — DUTIES AND OBLIGATIONS OF BOARD MEMBERS 2.1 General Board members carry out their duties with independence, integrity and good faith in the best interests of the College and for the realization of its mission. They shall act with prudence, diligence, honesty, loyalty and assiduity as would any reasonable and responsible person in similar circumstances.

2.2 Duties and Obligations While in Office In the fulfilment of their obligations, Board members shall: a) respect the obligations laid down in the Colleges’ Act and the College’s constituent charter and by-laws and act within the limits of the College’s powers; b) avoid placing themselves in situations that constitute a conflict between their personal interest, or that of the group or person who elected or nominated them and their duties and obligations as Board members; c) be guarded in their comments, avoid attacks on other people’s reputations and treat other Board members with respect; d) not use College goods for their benefit nor for the benefit of others; e) not divulge nor use privileged or confidential information obtained in the fulfilment of their duties as Board members for their benefit nor for the benefit of others; f) not abuse their powers or use unduly their position to gain a personal benefit; g) not directly or indirectly grant, solicit or accept undue favours or advantages for themselves or other persons; h) not accept a gift, a mark of appreciation or other advantages other than those customarily granted and of nominal value.

2.3 Duties and Obligations after Leaving Office In the year following the termination of their mandate, former Board members shall: a) act in such a manner so as not to take any undue advantage of their former position on the Board of Governors; b) not act on their own behalf or on behalf of others with respect to a process, a negotiation or any other operation to which the College may be a party to. This rule does not apply to staff Board members with regard to their employment contract;

6 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 c) not use confidential or privileged information about the 4.5 Restrictions College for personal gain nor give advice based on informa- Besides the conflict of interest provisions foreseen in Articles tion not available to the general public. 12 and 20.1 of the Colleges’ Act, Board members in conflict of interest with regard to an agenda item under discussion shall ARTICLE 3 — REMUNERATION withdraw from the room and allow deliberation and voting to take place in their absence and in complete confidentiality. Board members are not entitled to any remuneration for the carrying out of their duties as Board members. Also, they shall 4.6 The Role of the Chairman not receive any remuneration from the College other than the re- The Chairman is responsible for the smooth running of Board imbursement of expenses authorized by the Board of Governors. meetings. He shall decide on any question concerning the The above stipulation shall not prevent staff Board members right to vote at a Board meeting. In the case of a challenge on from receiving their salary and other advantages foreseen in the right to vote on a resolution, the Chairman shall hear the their employment contract. representations from Board members on this issue and make a decision on the right to vote. The Chairman has the power to ARTICLE 4 — CONFLICTS OF INTEREST intervene and order a Board member to refrain from voting and to withdraw from the room during the deliberation and vote. 4.1 Intent The decision of the Chairman is final. The following rules are meant to assist Board members in their understanding of conflict of interest situations and establish ARTICLE 5 — ADMINISTRATION OF THE POLICY administrative procedures for members in a conflict of interest situation with the view of best serving the interest of the College. 5.1 The Role of Professional Conduct Counsellor Director of Administrative Services/Secretary General or any 4.2 Conflict of Interest Situations other person designated by the Board shall act as Professional a) A conflict of interest exists in any situation, whether real, po- Conduct Counsellor. This person is responsible for: tential or perceived that, by objective standards, is of a nature a) informing Board members of the provisions of the Policy and to compromise or likely to compromise a Board member’s on its application; independence and impartiality, attributes necessary to the role of governor, or in a situation where a Board member uses, or b) advising Board members on matters concerning ethics and seeks to use, the position of governor to receive an undue ad- professional conduct; vantage for him/herself or seeks to acquire such an advantage c) investigating allegations of irregularity with respect to the for a third party. Policy and reporting findings to the Board of Governors; b) Without restricting the meaning of Article 4.2 a), the following d) publishing the Policy in the College’s annual report and the examples are or can be viewed as conflict of interest situations: other information prescribed by law. • a situation where a Board member has a direct or indirect vested interest in a deliberation of the Board; 5.2 Disciplinary Committee and Sanctions a) The Professional Conduct Counsellor shall notify the Board of • a situation where a Board member has a direct or indirect any complaints or of any other irregular situation foreseen in vested interest in a contract or contract proposal with the the Policy and report the results of the investigation into the College; matter. • a situation where a Board member, directly or indirectly, b) The Board, or a committee set up for that purpose by the would personally benefit from a decision of the College; Board, shall act as the disciplinary committee and decide on • a situation where a Board member accepts a gift or benefit the validity of the infraction and, if warranted, determine the from a business enterprise which deals, or is likely to deal, sanction to be imposed. with the College, with the exception of customary gifts of c) The disciplinary committee shall notify the Board member, in nominal value. writing, of the alleged infraction(s). Also, the Board member 4.3 Situations Constituting a Conflict of Interest for Staff Board shall be informed of a 30-day delay to submit, in writing to the Members committee, personal comments on the alleged infraction(s) Other than the rules outlined in Article 4.2, a staff Board member and sanction and of the possibility of meeting the members of is in a conflict of interest in the cases defined in Articles 12 and the committee, if requested. 20.1 of the Colleges’ Act. d) In the case of an urgent situation requiring immediate action, or in the case of a serious offence, the Chairman may relieve 4.4 Disclosure of Interests provisionally a person from office. Within thirty (30) days following the coming into effect of the Policy, or within the thirty (30) days following nomination, Board e) If the disciplinary committee concludes that a Board member members shall submit to the Chairman of the Board a declara- has contravened the law or Policy, it shall impose the appropri- tion of their interests in organizations which, to the best of their ate sanction. The only sanctions which may be imposed are a knowledge, have done or are doing business with the College reprimand, a suspension or dismissal from office. and disclose, if applicable, any inherent conflict of interest, whether real, potential or perceived. This declaration shall be revised and updated annually by the Board members. Furthermore, Board members shall disclose any situation constituting a conflict of interest in the manner and situations outlined in the first paragraph of Article 12 of the Colleges’ Act.

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CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 9 HIGHLIGHTS OF 2018-2019 Each year, the College identifies a number of key areas of development within the Strategic Plan objectives. The following sections list some of the major accomplishments for the 2018-2019 academic year.

10 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 ORIENTATION 1 — All programs are designed and • Finalized the development of the new AEC in Cannabis continuously updated to ensure that our students' Processing in collaboration with a CEGEP consortium. knowledge and skills are aligned with the expectations • Developed a summer language leadership program for of university and the world of work international students. • Participated in Campus études supérieures techniques Objective: Increase the number of alumni that are Montréal, an initiative by 12 Montreal region CEGEPs to accepted into their first choice of university program and recruit international students in AEC programs. the number of alumni that are working in their field of • Initiated the development of an English Language Real choice. Estate Agency Director certificate program. • Finalized the planning for implementation of program • Modified the S051 faculty release processes in Fall 18 revisions for Fall 2019: Computer Science and Pre-Hospital to fully use funds with faculty access resource persons. Emergency Care, the latter with a new name “Paramedic Other changes were successfully made with input from Care”. the faculty association in Winter 19 and a popular call was • Developed proposals for a program revision to be added for PAN projects (Plan d'action numérique). implemented in Fall 2020: Information and Library • Fostered appropriate departmental equity in multiple Technologies. sections of the same course, with a considerable increase • Participated in preliminary Ministerial revision work for in equity measures reported. Professional Theatre Production. • Updated the Institutional Policy on the Evaluation of • Actively participated in the planning and implementation Student Achievements (IPESA) to address Ministry con- of Indigenous academic initiatives. cerns about attendance and incorporate new Ministry • Developed, with guidance of the College Development expectations concerning courses not completed due to Office, a quality assurance system for Continuing medical reasons. Education, by creating a “Continuous Improvement” and • Developed more user-friendly and comprehensive pro- “Program Revision” process and tools, specific to AECs gram information. All career program frameworks have (Attestations d’études collégiales). been posted on the intranet; pre-university documenta- tion are in progress.

CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 11 • Supported the revision of the Assessment Policy and the ORIENTATION 4 — Students and faculty have access Evaluation of Teaching Policy. to affordable classroom materials. • Submitted a proposal for the Accounting and Management 410.B0 program to the Ministry in relation to Objective: Find possible solutions to ensure that costs are with the proposed Centre d’études collégiales with Gérald- reduced where possible. Godin and Valleyfield. • Requested that Skytech find solutions so that its book lists for students reflect distinctions that teachers make in separate book ordering software between "required" and ORIENTATION 2 — A full range of student support "suggested" texts, so that students can buy only what is services continue to adapt to the increased demand and required. changing student needs Objective: Adapt student support services to current needs. ORIENTATION 5 — The College includes sustainable • Implemented organizational changes in the Library; processes in all activities (educational, operational and Manager in place since January 2019. administrative) • Successfully relocated Academic Advising with the integration of the First-Year College Experience office. Objective: Reduce our environmental footprint to ensure • Developed and adopted a Sexual Violence Policy and that sustainability remains at the forefront of all our updated the Harassment Policy. decision-making. • Re-assessed services for Special Needs students and • Deployed the VEGA software for the management of developed an improvement plan. hazardous materials. • Continued Agora programming review and addition of • Restructured key HR positions to ensure smooth holistic events or themes to better prepare the transition medium- to long-term succession. to the future Brittain Hall’s Centre du savoir être. • Transferred information, inventory and documents into • Reviewed and further developed the Sandbox (innova- the records management system “Constellio”, reducing tion and social entrepreneurship centre) concept. the use of paper and the need for storage space. • Continued cooperative work between the student association and Student Activities to further develop leadership opportunities for our students. ORIENTATION 6 — Multiple engaging opportunities • Implemented a social committee allowing for more exist inside and outside the classroom and in the leadership opportunities for students in residence. community that lend to the holistic development of our • Organized collaborative events in conjunction with the students. Diversity & Social Equity officer. Objective: students acquire values, morals, socio-cultural • Increased co-curricular programs associated with academic courses with other sectors – Moodle platform context, skills, ethical framework, active learning, and build extended to allow for better distribution of class notes - character and the ability to engage with communities, implemented for students using Access Centre services. businesses and other social institutions. • Continued to increase student awareness in security • Completed a student exchange plan to enhance stu- measures, sexual consent and active bystander initiatives dents’ experiences along with identification of Student and marijuana legalization among others. Learning Outcomes (SLO). Promotional material ready for • Created systemic, impactful and inter-relational approach- Fall 2019 offering. es to diversity, inclusion and wellness education for all • Created a variety of outreach mechanisms to inform students. evening credit students of services available. • Created and distributed a multi-cultural calendar to all • Conducted a survey amongst Continuing Education staff and promoted said calendar to students. students on the effectiveness of the services offered to them. • Increased exposure for Continuing Education students ORIENTATION 3 — Pre-university and career programs and staff to local business circles through networking continue to include strong general education content events and guest speakers. Objective: Increase the number of programs • Established collaborations internally and externally that with a revised focus on General Education in their are supported by incentives and recognition of students comprehensive assessment. and staff. • Further implemented the Student Learning Outcomes • Developed amendments for Bylaw 8 “To Promote (SLO) for all areas in the new structure of the Student Academic Success” to resolve General Education standing Services division. and advancement issues. • Negotiated a partnership with Cégep Gérald-Godin for • Developed strategies to increase the level of French- third-semester Social Science students to be able to study speaking skills for students in technical programs (OQLF in the other language at the partner college for one term. grant).

12 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 ORIENTATION 7 — More transparent and inclusive ORIENTATION 9 — All employees are benefiting governance where all employees, faculty, and students from the professional development (pd) they require. participate in making decisions that affect them. Objective: Stay up to date in our programs and fields of Objective: Improve communication mechanisms to expertise. ensure that we participate in the decisions that affect us, • Developed and made available online training for area and understand why decisions are made. wardens. • Started revision of Policy 1 – Assessment Quality of • Continued the implementation of emergency measures Education following the CEEC audit visit. management tools. • Completed a bid process for College auditors and revised • Develop onboarding material for new Continuing Policy 3 – Hiring and Evaluation of External Auditors. Education faculty using ECQ funding. • Finalized the revision of Policy 12 - Evaluation of Teaching • Reviewed the existing PD approach to ensure that the and Quality of Education. expectations and benefits of College-driven and employ- • Supported the revision of Policy 16 – Institutional ee-driven PD are clarified. Research and Intellectual Property carried out by the • Developed a training module highlighting key points of Institutional Research and Development Committee the selection committee process to improve understand- (IRDC) with approval scheduled in the Fall 2019. ing and effectiveness. • Reviewed Policy 22 – Tobacco Control as well as Policy • Developed and implemented a new professional de- 13 – Student Conduct and Discipline Procedure in light of velopment procedure for managers. new cannabis legislations; no amendments were neces- • Clarified IPDF eligibility requirements to ensure a better sary but clarifications were made to the Residence lease understanding of processes. contract. • Provided operational funds (Institutional Professional • Developed Policy 25 - Concerning the Reimbursement of Development) of $42,031.47 for employee professional Travel, Hospitality and Representation Expenses. development in addition to the regular training allocation • Completed the revision of By-Law 4 on College already provided for in the various collective agreements Admission. including: • Cooperated with the College Development Office on the » Pre-Retirement Workshop series following dossiers: the visit of the Commission d’évaluation » New Employee Orientation de l’enseignement collégial (CEEC), the improvement of » Roles and Responsibilities of Department training comprehensive annual report templates for academic sessions departments and programs, the implementation of a » Trans Inclusivity presentations new app for coordinators to query program data and the » January 2019 Professional Development Day revision of the Student Complaint Procedure. » Management trainings, consultations and honorari- • Completed the assessment of all 45 UPAC identified risks. ums, faculty projects etc. • Developed tools and services to better support employee • Granted professional development funding to the career advancement goals. following groups for both individual and group activities including courses, theses, conferences, workshops and other activities in which an individual participated with ORIENTATION 8 — The College has been completely regard to work-related goals: and sustainably renovated » Faculty: 185 funding applications valued at $78, 216.99 Objective: Prioritize and revise our renovation activities to - 167 individual applications valued at $65, 276.30 ensure that all classrooms and bathrooms have been fully - 10 group applications valued at $3,826.74 - In addition, 8 NCIS funding applications (previously renovated. referred to as INCA) were granted for a total of • Reviewed the renovation plan in conjunction with avail- $17,955.18 able funds and College priorities. » Non-teaching professionals: 23 individual funding • Installed a new chiller system and renovated the Casgrain applications ($8,251.53), and one (1) group request building ventilation. ($600.00) for a total of $8,851.53. • Installed 12 rooftop HVAC units and new LED lighting and » Administrative support personnel: 43 individual controls for the gymnasium. requests ($14,774.86), and one (1) group request • Converted the Paramedic Care garage to laboratory. ($5,223.84) for a total of $19,998.70. • Completed repair work to the front of Stewart • Offered the following Professional Development oppor- Apartments, sections of Herzberg and of Hochelaga east tunities to College employees: side. » Beginner, Intermediate and Advanced French courses • Continued the renovation of the Library and started the » Intro to Google Forms renovation of the Student Services area. » Outlook Calendar and Email Q & A » Intro to Office 365 TEAMS/ONE DRIVE » Intro to PREZI

CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 13 14 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 » Intro to and intermediate Office 365 • Workplace Health and Safety » Active Learning Community of Practice » Fire Marshall training sessions with Josée Lanouette » Convert your Presentations to e-learning in (Fall 2018/Winter 2019) PowerPoint » Online WHMIS/CCOHS training » Ed. Tech. Pedagogical Community of Practice • Active Learning Community of Practice • Brown Bag Lunches » Monthly meeting throughout the academic year to » Playing Games? Using Simulations in the Classroom? support active learning initiatives. » Climate Change- Everything you wanted to know but • Manager Training were afraid to ask » Co-Development training for new managers » Emotional safety in the classroom • Climate Change Across the Disciplines » Climate Change - What we can expect and what to do » 66 Participants attended a PD event for sharing about it resources and proposing discipline specific examples » How to make a good presentation great? of course materials to bring climate change into the » A viewing: Student Cultural exchange classes. » Interactive White Boards Where Do I Start? • January Professional Development Day ORIENTATION 10 — There exists a culture of multi- 239 participants attended a keynote address titled disciplinary and multi-functional collaboration across "Creating a Healthy Campus Community”. Employees the entire college community attended the following AM and PM breakout sessions: » Mindfulness at Work Objective: Increase collaboration in order to enhance » The Importance of Well-being in Education and Why communication and help to spread best practices across Staff Well-being Matters organizational barriers. » Well-being Through Nutrition • Analyzed employee survey results and implemented an » From Angst to Agency in the Age of Climate Change action plan. » Living Well Together: Fostering Reconciliation and • Successfully transferred security responsibility from McGill Inclusivity Within our Campus Community to an all John Abbott College security service. » Facilitator: Debbie Lunny (Humanities), Angel (Native • Implemented three strategic IT orientations previously Languages), Alex Tukkiapik (JAC Student) identified: accessibility, innovation and knowledge. » Rethinking Time Management for Greater Focus • Developed the organizational structure for two CCTTs » Make SPACE for Well-Being (Centres collégiaux de transfert de technologie): CERASP » Riley: She, He or They? Becoming More Trans Inclusive (Biopharma) and JACOBB (Artificial Intelligence). » Identities and Experiences of Muslim Students in • Reviewed and documented posting and hiring processes CEGEP and forms in order to support end-users. • Fifty-two (52) participants attended a selection of profes- • Supported the academic sector in improving teachers’ sional development workshops offered at the end of the knowledge of teacher, chair and departmental roles and semester responsibilities. » The Recognition of Acquired Competencies • Sensitized the College community regarding increasing » Establishing Classroom Climate mental health issues and how to better manage emotion- » Microsoft Office 365 al wellness. » Universal Design for Learning » Moodle Training » Voice Presenting Skills ORIENTATION 11 — The College has updated the • Faculty Retreats mission statement to address its commitment to the » Fall – Learn how to foster creativity and innovation in indigenous education protocol and the concerns of the Classroom minoritized communities. » Spring – Decolonizing Pedagogy • Master Teacher Program Objective: Better reflect the evolving diversity of » Four (4) Master Teacher Program/Performa courses the College community and the need for an inclusive hosted at John Abbott College: environment. - Leading Change through Program Evaluation (Fall • Completed the consultation regarding the place of “inclu- 2018) siveness” in the College Mission Statement, and prepared - Motivation for Learning (Winter 2019) a draft revision. - College Teaching and Course Design (Summer 2019) - Pedagogy of Digital Learning Level 1 (Summer 2019)

CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 15 16 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 17 CELEBRATING ACHIEVEMENTS The following are just a few examples of the achievements of our students and staff, all of whom earned special recognition for their efforts throughout 2018-2019.

18 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 STUDENTS STAFF Governor General’s Academic Medal The following staff members were recognized for their Awarded to the graduating student with the highest continued service to the College: overall academic average: Anita Hamekasi (Information and 15 YEARS – Nazareth Arabaghian (English), Phong Co Library Technology). (Information Technology Services), Pierre Dussol (Theatre Outstanding Achievement Award and Music ), Richard Element (Sociology), David Fenwick Presented to the graduating student with an academic (Chemistry), Patricia Foam (Biology), James Fullerton average in the top one percent combined with significant (Chemistry), Kenneth Gerber (Mathematics), Sujata Ghosh involvement in student life outside the classroom: Elizabeth (Humanities, Philosophy and Religion) Kieran Hackett Yasa (Social Science Honours). (Physics), David Hill (Physical Education ), Nathaniel Lasry Outstanding Service and Leadership Awards (Physics), Shery Halim Yakoub Mikhail (Mathematics), These awards honour students whose contributions are Faranak Mokhtarian (Mathematics), Laura Morrison (Physical of such a nature that their accomplishments are generally Education), Martin Morrisson (Police Technology), Antonio recognized throughout the College: Kyle McRae (Science Nicodemo (Chemistry), Nanouk Paré (Physics), Sophie Prince and Social Science), Sonia Agougou (Social Science) and (French), Ragne Raceviciute (English), Jean-Michel Regimbal Sayntana Perera (Social Science). (Chemistry), Alexandre Savoyan (Police Technology ), John Serrati (History), Janet Steinman (Nursing), Bruce Tracy Athletic Awards (Physics), Caroline Viger (Physics), Tian-Yun Wang (Chemistry) Outstanding performance by a female athlete: Emily Romancew (Science), Golf 25 YEARS – Manijeh Ali (Nutrition), June Beverly (Physical Education), Cindy Edwards (English), Michelle Légaré (French), Outstanding performance by a male athlete: Jack Zergiotis Lesley Macauley (Theatre & Music), Gordana Mijovic (Visual (Social Science), Football Arts), Daniel Rondeau (French), Irini Tsakiri (Humanities, Jeff Mills Memorial Cup Philosophy and Religion) Presented to a graduating student-athlete who has shown over his/her time at John Abbott great athletic skills, a solid academic record, solid leadership qualities and the ability RETIREES to rise above the rest both on and off the playing surface. I.Saba Ahmad (Mathematics), Robert Anthony Beale This honour went to Hailey Burns (Social Science), Hockey. (Facilities Management Services), Annunziata Carosiello Emily Romancew (Science) won the individual title at the (Mathematics), Richard Louis Chapman (Student Services), 2018 Canadian Collegiate Athletic Association (CCAA) Elaine Clendinneng (Social Science Methods), Craig Davis National Golf Championships in Red Deer Alberta. (Paramedic Care), Susan Gillis (English), Nicole Grenier Haeck (Administrative Services), Mike Homsy (Physical Education), Eric Molnar (Business Administration) and Devin Esposito Christopher Hunter (Student Services), Peter Irrgang (Visual (Social Science Commerce) were the grand prize winners Arts), Josée Lanouette (Facilities Management Services), at the first ever Student Innovation Gala held at Collège Carol Lavoie (Financial Services), Jacques Lelièvre (Police Gérald-Godin. Technology), Gary R. McHugh (Paramedic Care), Danielle Matthew Tromp (Honours Science) placed first in Québec Noel (Nursing), Karl J. Raudsepp (Theatre & Music), Brenda (and eighth in Canada) in the 2019 Canadian Association of Rowe (Student Services) Physicists Prize Exam.

FRONT: l. to r.: Annunziata Carosiello, I.Saba Ahmad, Elaine Clendinneng, Carol Lavoie, Brenda Rowe, Mike Homsy, Robert Anthony Beale BACK: Peter Irrgang, Josée Lanouette, Richard Louis Chapman, Karl J. Raudsepp, Susan Gillis, Gary McHugh

CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 19 DISTINCTION, AWARDS AND ACCOMPLISHMENTS Suzanne Black (Chemistry) received the Gold Leadership Excellence Award for Faculty from Colleges and Institutes Canada (CICan). Her exemplary teaching, volunteering and leadership at the College were also recognized at the June meeting of the Association québécoise de la pédagogie collégiale (AQPC), as she received John Abbott's Mention d'honneur. Roberta Silerova (Chemistry) was the recipient of the 2019 Supporting Active Learning & Technological Innovation in Studies of Education (SALTISE) Best Practices and Pedagogical Innovators Award. Debbie DesRivières (Dental Hygiene) received the Award for Quality of Production and Pedagogical Intervention in College Teaching for the Master Teachers program from the Université de Sherbrooke.

GRADUATION Graduate Certificate in College Teaching David Campeau (Registrar's Office), Gerald McGrath (Police Technology), Cathy Pye Dutton (Computer Science), Josée Tessier (Dental Hygiene), Diane Williams (Nursing) and Meighan Wilson (Nursing)

Graduate Diploma in College Teaching Debbie DesRivières (Dental Hygiene), Tasha Keri (Nursing), Patricia Lawrence (Nursing), Cynthia McIntosh (Academic Advising), Adriana Petrulian (Biopharmaceutical Production Technology), Claudiu Scotnotis (Computer Science) and Josée Tessier (Dental Hygiene)

Master of Education in College Teaching Paul Bazelais (Chemistry), Debbie DesRivieres (Dental Hygiene), Anila Hasko (Dental Hygiene), Patricia Lawrence (Nursing), Adriana Petrulian (Biopharmaceutical Production Technology), Patricia Lawrence (Nursing) and Rick Rock (Graphic and Web Design)

BOOK LAUNCHES All authors are English department faculty members. "Rivers Applaud Forever", Ray Filip “Afterwords” and "The Shape of Things", Geoffrey Cook “Yellow Crane,” Susan Gillis "The Night Chorus", Harold Hoefle "Activating the Heart”, Lisa Szabo-Jone "Deep Girls", Lori Weber

RESEARCH AND INNOVATION GRANTS Entente Canada-Québec The College was awarded seven new grants under the Action spontanée volet: • Sean Hughes (Chemistry) – La persévérance aux études supérieures : l’intelligence émotionnelle comme outil pour soutenir les étudiants en risque d’échec au collégial • Chris Larnder (Physics) – Laboratoires de physique diffusés par le biais d’impression 3D • Debbie Lunny (Humanities/Philosophy/Religion) – Initiatives intercollégiales d’autochtonisation, communauté de pratique • Roger Maclean (Sociology) – RV/3D : enseignement par scénarios et apprentissage par problèmes (APP) • Mark McGuire (Humanities/Philosophy/Religion) – La narration visuelle en tant qu’outil d’apprentissage actif innovant et inclusif • Maria Popica (French) –Enseignement du français langue seconde en milieu communautaire francophone • Chantal Turgeon (Continuing Education) – Développement d’un programme structuré d’intégration destiné au nouveau personnel enseignant de la formation continue

Fonds de recherche du Québec – Nature et technologies (FRQNT) • Chris Larnder (Physics) was awarded a research grant from FRQNT’s Programme de recherche pour les chercheurs de collège for his project entitled Inférence de mouvements contraints à partir d’un signal d’accéléromètre

20 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 BURSARIES AND SCHOLARSHIPS Two John Abbott College students received an internship fellowship for the summer of 2019 from the Fonds de recherche du Québec – Nature et technologies (FRQNT). The recipients Mathieu De Bellefeuille (Double DEC Science and Social Science) and Daniel Palladino (Science) received $5,000 each for a 10-week internship in a research lab. The College and the Foundation gratefully acknowledge the various associations and individuals who have made generous contributions in the form of bursaries, scholarships and awards for our students. The following honours were bestowed upon 157 students in 2018-2019 for a total of $72,450. • Aditya Youth Fund • Isobel Lumsden Bursaries • Alumnae Association of the Royal Victoria Hospital • Jason Panich Memorial Bursary Training School for Nurses Scholarship • Jason Panich Memorial Scholarship • Amy Williams Scholarship • John Abbott College Administrative Support Personnel • Andrew Stachrowski Memorial Scholarship Association Bursary • Angela Wilson Memorial Scholarship • John Abbott College Faculty Association Scholarship • Anna Whitton Memorial Bursary • John Abbott College Management Association • Anne-Marie Edward Scholarship Mentorship Bursary • Antony Grimaudo Award • John Abbott College Professional Association Bursaries • Ben McKinnon Memorial Scholarship • John Collins Robertson Scholarship • Bert Young Memorial Scholarship • Kirk MacGeachy Memorial Bursary • CAE Inc. Scholarship • Kiwanis Club of Lakeshore Montreal Bursary • CAE Tech.: Program your Career Scholarships • Lakeshore Association of Artists Mentorship Program • Carla Napier Award • Luann Bisaillon Scholarship • Casey Bursary • Dr Marcia Kovitz Sociology Award • CETAM Ambulance Services Scholarship • McGown-Christoff Scholarship • Charles W. Reid Scholarship • Montreal Lakeshore University Women’s Club Bursaries • Cohen Excellence in Care Award and Scholarships • Commission des partenaires du marché du travail • Dr. Natalie Shaffer Academic Excellence Award Scholarships • Nicholas Sidorenko Memorial Scholarship • Craig Lagendyke Football Scholarship • Nick Arganski Memorial Scholarship • Dale Sheehan Bursary • Pamela Montgomery Award • David Burt Memorial Scholarship • Ruth & Cy Harris Memorial Bursary • Desjardins Scholarships • Student Union of John Abbott College Involvement • Doug Anakin Scholarship Awards • Elizabeth and Quentin Parker Bursaries • Sylvain Duguay Memorial Scholarship • Excellence in Learning Award • Tammy Chen Educational Scholarship • Freda and Irwin Browns Scholarships • TePe Professionalism Award • Gail Pflaster Scholarship • Gary W. Sims Quebec Association of Applied Educational Technology Scholarship

CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 21 ABOUT OUR ENROLMENT IN THE DAY DIVISION STUDENTS Student Population Analysis – Fall 2018 Pre-University Programs 1st year 2nd year 3rd year Total Accueil/Pathways 211 211 Arts and Sciences 38 27 65 Arts, Literature & Communication 290 330 620 Liberal Arts 26 33 59 Science 565 790 1355 Science and Social Science (Double Dec) 26 28 14 68 Social Science 1279 1288 2567 Visual Arts 29 51 80

Subtotal 2464 2547 14 5025

Career Programs 1st year 2nd year 3rd year Total Biopharmaceutical Production Technology 24 24 20 68 Business Management 70 57 56 183 Computer Science Technology 58 51 40 149 Dental Hygiene 35 39 24 98 Engineering Technologies 35 25 20 80 Graphic & Web Design 49 36 56 141 Information and Library Technologies 26 30 11 67 Nursing 102 66 76 244 Pre-Hospital Emergency Care 39 37 25 101 Police Technology 78 91 49 218 Professional Theater (Acting) 19 20 16 55 Professional Theater (Design) 10 7 17 Professional Theater (Design & Technical) 35 35 Professional Theater (Technical) 12 12 24 Youth and Adult Correctional Intervention 41 39 43 123

Subtotal 611 537 455 1603

GRAND TOTAL 3075 3084 469 6628

22 ENROLMENT IN CONTINUING EDUCATION DECs (DIPLÔMES D’ÉTUDES Summer Fall Winter COLLÉGIALES) GRANTED 2018 2018 2019 College Integration program 55 27 Total Pre-University Programs Nunavut Sivuniksavut program 19 19 Arts & Sciences 23 Full-time DEC 32 48

Arts, Literature & Communication 165 Part-time DEC (1-3 courses) 17 255 189 Full-time AEC 204 341 307 Liberal Arts 18 Part-time AEC 27 55 54 Science 537 Intensive Nursing 70 75 66 Social Science 742 Transition LPN to RN 2 1 Accueil and Transition Visual Arts 23 20 2 4 (Mise à Niveau) PT Total (Pre-U) 1508 Tremplin DEC - Academic 14 29 28 Standing - PT University prerequisites 4 5 8 RAC activities 20 36 35 Career Programs Total Career development 20 11 Biopharmaceutical Production 15 Technology Certificate program (CRB) 13 Business Administration 1 Community & Interest courses 346 164 Nursing CEU 12 32 Business Management 39 OIIQ Prepartory workshops 20 25 Computer Science 31 Specialized IT courses Emploi- 341 441 Québec Dental Hygiene 23 International programs (Swiss, 102 85 127 Engineering Technologies 18 Mexican & Belize, Kobe & Agency) Summer school 803 Graphic & Web Design 33

Information & Library Technologies 19 AECs (ATTESTATIONS D’ÉTUDES COLLÉGIALES) GRANTED Nursing (Day and Continuing 102 Education) Program Granted Nursing – LPN to RN (Continuing 2 CWA.0D Refresher Registered Nursing 4 Education) CWA.0K Nursing for Internationally Trained Nurses 99 Pre-Hospital Emergency Care 21 CRB.00 Commercial Real Estate 11 Police Technology 51 EEC.1Y Residential Real Estate Brokerage 42 Professional Theatre 21 LCA.6A Damage Insurance 10 Youth & Adult Correctional LCA.84 Finance 5 30 Intervention LCA.AB Computerized Financial Management 12 Total (Career) 406 LCE.0Z Publication and Web Design 1 LEA.CB Mobile Application Development 5 DEC Sans Mention (Day and 45 Continuing Education) LEA.1S PC Technical Support 9 LEA.80 Network Administration 40 GRAND TOTAL 1959 LEA.BJ Cisco Networking 7 LEA.BN Internet Programming and Development 47 Total 292 FIRST SEMESTER HIGHLIGHTS THIRD SEMESTER OVERALL PASS RATES John Abbott students’ first RETENTION RATES semester pass rates continue to be These graphs show the overall higher than those of the province These graphs show the pass rates in the first semester for as a whole in both the pre- proportion of students new John Abbott College students university and career sectors. returning for their third (Population A) compared with semester of studies. those of all other CEGEPs in the province. Pass rates are calculated by dividing the number of courses passed (grade ≥ 60) by the number of courses taken.

CAREER PROGRAMS 1ST SEMESTER PRE-UNIVERSITY PROGRAMS 1STCAREER SEMESTER PROGRAMS 1ST SEMESTER PRE-UNIVERSITYPRE-UNIVERSITY 3RD PROGRAMS SEMESTER 1ST RETENTION SEMESTER RATES (Pop A) PRE-UNIVERSITY 3RD SEMESTERPRE-UNIVERSITY RETENTION 3RD RATES SEMESTER (Pop A) RETENTION RATES (Pop A) PRE-UNIVERSITY 3RD SEMESTER RETENTIONCAREER 3RD RATES SEMESTER (Pop A) RETENTION RATES (Pop A) CAREER 3RD SEMESTER RETENTIONCAREER RATES 3RD SEMESTER (Pop A) RETENTION RATES (Pop A) CAREER 3RD SEMESTER RETENTION RATES (Pop A) AVERAGE PASS RATES (Pop A) AVERAGE PASS RATES (PopAVERAGE A) PASS RATES (Pop A) AVERAGE PASSSRAM-PSEP RATES October (Pop 2019 A) SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 100 100 100 100 100 100 100 100 100 100 100 100 9 93% 94% 9 9 92% 93% 93% 92% 94% 9 9 92% 93% 92% 9 9 92% 9 9 92% 9 9 9 90 91% 91% 91% 90 91% 9091% 91% 91% 91% 90 91%90 91% 90 88% 89%90 89% 90% 90 88% 89% 90 89% 90% 90 89%90 90% 90 89% 90% 8 8 85% 8 85% 85% 84% 85% 8 8 85% 85% 85% 84% 85% 8 8 8 8 8 86% 8 87% 87% 8 86% 87% 87% 83% 83% 82% 82% 81% 83% 83% 82% 82% 81% 81% 81% 81% 81% 80 80 80 80 80 77% 77% 78% 80 80% 80 80% 77% 80%77% 78% 80 80% 8080% 80% 77% 78% 80% 78% 78% 80 80 80% 77% 78% 78% 78% 80 75% 76% 75% 76% 75% 75% 76% 74% 73% 75% 75% 76% 74% 73% 0 0 0 0 0 68% 68% 69% 69% 68% 0 0 68% 68% 69% 69% 68% 0 0 0 0 0 66% 66% 66% 64% 63% 66% 66% 66% 64% 63% 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 2 2 2 2 2 2 2 2 2 2 2 20 20 20 20 20 20 20 20 20 20 20 20 1 1 1 1 1 1 1 1 1 1 1 1 10 10 10 10 10 10 10 10 10 10 10 10 0 0 0 0 0 0 0 0 0 0 0 0 PERCENTAGE OF STUDENTS RETURNING FOR THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 2018 201 201 201 201 201 201 201 2018 201 2018 THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 201 201 201201 2018201 201 THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 201 201 201 201 201 201 THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201201 201201 201201 201 201 THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 201 201 201 201 201 THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 201 FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERSFALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS

JAC C P C JAC P-U P P-UJAC C P C JAC P-UJAC PPP P-U P JAC A P PJAC A P P P P JAC A P P AJAC P P P P JAC A P P JACA P P P P JAC A P P A P

CAREER PROGRAMS 1ST SEMESTER PRE-UNIVERSITY PROGRAMS 1ST SEMESTER PRE-UNIVERSITY 3RD SEMESTER RETENTION RATES (Pop A) PRE-UNIVERSITY 3RD SEMESTER RETENTION RATES (Pop A) CAREERCAREER PROGRAMS3RD SEMESTER 1ST RETENTIONSEMESTER RATES (Pop A) PRE-UNIVERSITYCAREER 3RD SEMESTER PROGRAMS RETENTION 1ST SEMESTER RATES (Pop A) PRE-UNIVERSITY 3RD SEMESTER RETENTION RATES (Pop A) PRE-UNIVERSITY 3RD SEMESTER RETENTION RATES (Pop A) CAREER 3RD SEMESTER RETENTION RATES (Pop A) CAREER 3RD SEMESTER RETENTION RATES (Pop A) AVERAGE PASS RATES (Pop A) AVERAGE PASS RATES (Pop A) SRAM-PSEP October 2019 SRAM-PSEP October 2019 AVERAGE PASSSRAM-PSEP RATES October(Pop A) 2019 AVERAGE SRAM-PSEPPASS RATES October (Pop 2019 A) SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 100 100 100 100 100 100 100 100 100 100 100 100 9 93% 94% 9 92% 93% 92% 9 9 92% 9 9 93% 94% 9 9 92% 93% 92% 9 9 92% 9 9 90 91% 91% 91% 90 91% 91% 90 90 88% 89% 89% 90% 90 91%90 91% 91% 90 9091% 91% 89% 90% 90 90 88% 89% 89% 90% 90 90 89% 90% 8 8 85% 85% 85% 84% 85% 8 8 8 8 8 8 85%86% 85% 87%85% 87% 84% 85% 8 8 8 8 86% 87% 87% 83% 83% 82% 82% 81% 81% 81% 83% 83% 82% 82% 81% 81% 81% 80 80 80 77% 77% 78% 80 80% 80% 80% 80 80 80% 77% 78% 78% 78% 80 80 80 77% 77% 78% 80 80% 80% 80% 80 80% 77% 78% 78% 78% 80 75% 76% 75% 75% 76% 74% 73% 75% 76% 75% 75% 76% 74% 73% 0 0 0 68% 68% 69% 69% 68% 0 0 0 0 0 0 68% 68% 69% 69% 68% 0 0 0 66% 66% 66% 64% 63% 66% 66% 66% 64% 63% 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 2 2 2 2 2 2 2 2 2 2 2 20 20 20 20 20 20 20 20 20 20 20 20 1 1 1 1 1 1 1 1 1 1 1 1 10 10 10 10 10 10 10 10 10 10 10 10 0 0 0 0 0 0 0 0 0 0 0 0 PERCENTAGE OF STUDENTS RETURNING FOR THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE PERCENTAGE OF STUDENTS RETURNING FOR THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE PERCENTAGE OF STUDENTS RETURNING FOR THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 2018 201 201 201 201 2018 201 201 201 201 201 201 201 201 201 201 201 201 201 201 201 201 201 201 2018201 201 201 201 201 201201 201201 2012018 THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 201 201 201 201 201 201 THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 201 THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 201 FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERSFALL SEMESTERS FALL SEMESTERSFALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS

JAC C P C JAC P-U P P-U JAC P P P JAC A P P A P JACJAC C PP CP P JAC P-UJAC A P PP P-U A P JAC P P P JAC A P P A P JAC P P P JAC A P P A P

24 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 HIGHLIGHTS GRADUATION RATES John Abbott has high A good measurement is to look at graduation rates a few years after the allocated retention rates which exceed or usual time for completing a pre-university or technical program. In both the provincial averages in sectors, our students are above the provincial average by a fair margin. all categories pre-university or career programs, same program or in another program of study.

CAREER PROGRAMS 1ST SEMESTER PRE-UNIVERSITY PROGRAMS 1ST SEMESTER PRE-UNIVERSITY 3RD SEMESTER RETENTION RATES (Pop A) PRE-UNIVERSITY 3RD SEMESTER RETENTION RATES (Pop A) CAREER 3RD SEMESTER RETENTION RATES (Pop A) CAREER 3RD SEMESTER RETENTION RATES (Pop A) AVERAGE PASS RATES (Pop A) AVERAGE PASS RATES (Pop A) SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 PRE-UNIVERSITY 4-YEAR GRADUATION RATES (Pop A) CAREER 5-YEAR GRADUATION RATES (Pop A) 100 100 100 100 SRAM-PSEP October100 2019 SRAM-PSEP100 October 2019 9 93% 94% 9 92% 93% 92% 9 9 92% 9 9 90 91% 91% 91% 90 91% 91% 90 90 89% 89% 90% 90 90 89% 90% 88% 80 80 86% 87% 87% 8 83% 83% 82% 82% 8 85% 85% 85% 84% 85% 8 8 8 8 80 81% 80 80 80 80% 80% 81% 81% 80% 80 80% 77%77% 78% 78% 78% 80 75% 77% 76% 77% 78% 74% 75% 75% 76% 74% 73% 72% 73% 73% 0 0 0 68% 68% 69% 69% 68% 0 0 66% 66% 66% 0 0 064% 63% 68% 68% 69% 0 0 0 0 0 0 67% 65% 65% 65% 65% 64% 63% 0 0 0 0 0 0 0 0 58% 59% 0 0 0 0 0 57% 0 57% 54% 0 0 0 0 0 0 2 2 2 2 0 2 0 2 20 20 20 20 20 20 1 1 1 1 1 1

10 10 10 10 WHO GRADUATED OF STUDENTS PERCENTAGE 10 WHO GRADUATED OF STUDENTS PERCENTAGE 10 0 0 0 0 0 0 2009 2010 2011 0 2012 201 2009 2010 02011 2012 201 PERCENTAGE OF STUDENTS RETURNING FOR THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 2018 201 201 201 201 2018 THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 201 201 201 201 201 201 THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 201 THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 201 FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS JAC A P P A P JAC A P P A P JAC C P C JAC P-U P P-U JAC P P P JAC A P P A P JAC P P P JAC A P P A P

CAREER PROGRAMS 1ST SEMESTER PRE-UNIVERSITY PROGRAMS 1ST SEMESTER PRE-UNIVERSITY 3RD SEMESTER RETENTION RATES (Pop A) PRE-UNIVERSITY 3RD SEMESTER RETENTION RATES (Pop A) CAREER 3RD SEMESTER RETENTION RATES (Pop A) CAREER 3RD SEMESTER RETENTION RATES (Pop A) AVERAGE PASS RATES (Pop A) AVERAGE PASS RATES (Pop A) SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 PRE-UNIVERSITY 4-YEARSRAM-PSEP GRADUATION October 2019 RATES (Pop A) CAREER 5-YEAR GRADUATION RATES (Pop A) SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 SRAM-PSEP October 2019 100 100 100 100 100 100 9 91% 93% 94% 91% 9 91% 91% 92% 93% 92% 9 9 92% 9 9 90 91% 90 90 90 88% 89% 89% 90% 90 80 90 89% 90% 80 8 8 85% 85% 85% 84% 85% 8 8 8 8 86% 87% 87% 83% 83% 82% 82% 81% 81% 81% 80% 77% 80 80 80 77% 77% 78% 80 80% 80% 80% 80 77% 78% 78% 78% 80 74% 75% 76% 73% 75% 75% 72% 76% 73% 74% 73% 0 0 0 68% 68% 69% 69% 68% 0 0 0 0 0 69% 66% 66% 66% 64% 63% 68% 68% 67% 0 0 0 0 0 0 64% 65% 65% 65% 65% 63% 0 0 0 0 0 0 0 0 59% 57% 58% 57% 0 0 0 0 0 0 54% 0 0 0 0 0 0 0 0 2 2 2 2 2 2 20 20 20 20 20 20

1 1 1 1 1 WHO GRADUATED OF STUDENTS PERCENTAGE 1 WHO GRADUATED OF STUDENTS PERCENTAGE 10 10 10 10 10 0 10 0 2009 2010 2011 2012 201 2009 2010 2011 2012 201 0 0 0 0 0 0 PERCENTAGE OF STUDENTS RETURNING FOR THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 2018 201 201 201 201 2018 THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 201 201 201 201 201 201 THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 201 201 201 THEIR 3RD SEMESTER RETURNING FOR OF STUDENTS PERCENTAGE 201 201 FALL SEMESTERS201 201 201 FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS FALL SEMESTERS JAC A P P A P JAC A P P A P JAC C P C JAC P-U P P-U JAC P P P JAC A P P A P JAC P P P JAC A P P A P

CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 25 REPORT OF ACTIVITIES RELATED TO:

ANNEX S051 – Support for Academic Success for Students with Particular Needs and Students with Disabilities • Assess the role Emotional Intelligence(EI) plays in student success and determine the usefulness of new classroom activities designed to support EI growth...... 0.125 • “Indigenous 101s”: Sensitivity and Pedagogical Training on Indigenous Issues in CEGEP Education...... 0.333 • Sustainable Happiness & Wellbeing...... 0.268 • Trans Rights Project...... 0.250 • Provide supplemental access to Physics lab and workshop equipment for students who struggle with the time allocated in course ponderation...... 0.375 • Design and organize the Seminar Series for the 1st year Crossroads students; the Series will be delivered in 2018-2019 and subsequent academic years...... 0.167 • Access rep/adapted physical education teacher...... 0.143 • Continue setting up a peer mentoring system between 3rd-year students with new and 2nd-year students with special needs in Graphic and Web Design with intentions to expand to indigenous students...... 0.125 • Continue concussion awareness campaign and continue work as Return to Learn Facilitator...... 0.0714 • Return to Learn Facilitator. Part of the Concussion Management Team...... 0.143 • Support Student Success for immigrant students in the Nursing program...... 0.333 • Research on accommodations for students with learning difficulties and creation of strategic documents to provide them with the most appropriate support for assessments (reading and writing)...... 0.500 • Improve students' reading skills...... 0.125 • Building a bank of evidence-based strategies for current pedagogical practices to support learning disabilities in the classroom...... 0.125 • Review and analyze the pedagogical approach used thus far in the Crossroads program, to research best practices, and to propose an informed pedagogical model for CR courses, including program planner recommendations...... 0.167 • Consult, design, share, and implement inclusive pedagogy for Indigenous students' success, retention and passing of the English Exit Exam...... 0.167 • Develop gardening activities for John Abbott College and MacDonald High School students with special needs...... 0.167 • Project continues IEP implementation through: facilitating IEP group and advancing Advisory Circle; promoting the IEP to relevant College programs/departments & pursuing Strategic Plan and Mission Statement specific incorporation...... 0.125 • Multipronged needs assessment survey...... 0.167 • Listening to Learn: Centering Minoritized and Indigenous Perspectives on Students' Educational Needs...... 0.167 • Continue to work as Return to Learn Facilitator...... 0.0714 • Work with a visually impaired student with 0% vision capacity...... 0.125 • Bring together Inuit students' experience at John Abbott and their communities of origin...... 0.125 • Develop a support program for Nursing students with anxiety...... 0.167 • Faculty Accessibility Resource Person Project...... 2.369 - communicating with department members and the Access Centre to support the understanding of respective roles for providing accommodations (training would be provided as needed); - supporting the department in establishing guiding principles for determining appropriate accommodations in their discipline(s) (related to pedagogy, specific course requirements, etc.); - ensuring students are directed to appropriate resources (Access Centre, Academic Success Centre or other dedicated resources); - working with the Access Centre, Academic Success Centre and department members to ensure existing resources meet students' needs for tutoring, and addressing the need for additional resources if appropriate and feasible; - identifying and developing relevant practices for inclusive pedagogy (such as Universal Design for Learning), with a view to maximizing the accessibility of course materials and related evaluations for all students in the department's discipline(s); - experimenting with inclusive pedagogy practices in one or more departmental course(s) as a model for potential application in other departmental courses;

26 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 - assessing and sharing the results of work through the semester, using student feedback, observations, and statistics as the basis for what is shared with department members, other faculty members working on these projects and the administration (for all resource people); - preparing a summary of the work done and results, to be shared with faculty colleagues and the administration (for all resource people). • Support services to students at John Abbott through the following services...... $114 900 - SART team activities (Promotion, advertising and development of an awareness campaign for SART; such as information kiosks, workshops for specific student groups and staff, new student orientation presentation, handout of printed materials, etc. - Indigenous Students Resource Centre

ANNEX S052 – Intervention Strategy for Preventing and Controlling Sexual Violence in Higher Education • An internal resource (1 FTE / $ 81 100) worked on the development of printed material for the Sexual Assault Resource Team (SART) • Promotion of SART services throughout the College community • Presentations given to student athletes and their coaches

ANNEX S054 – Allocation for Activities Funded Under Regional Centres • Montréal's Higher Education Centre in Artificial Intelligence • Activities and Related Costs as at June 30, 2019 Activity completed or in progress Literature Review: AI Competency Frameworks Expenses $4 500 Type of expenses Contracts Activity progress Completed Activity completed or in progress Animation of the environment and diffusion: • Creation of a website • Preparation of a launch event around a table of experts: AI a challenge for higher education Expenses $10 123.69 Type of expenses Contracts Activity progress In progress Activity completed or in progress Public relations Expenses $1 710.15 Type of expenses Participation, reception and travel Activity progress Continuous activity Activity completed or in progress Inventory of the training components of AI delivered in the institutions that are parts of the Centre Expenses $2 850.00 Type of expenses Contracts Activity progress In progress Activity completed or in progress Management of Centre Expenses $64 482.87 Type of expenses Fees Activity progress Continuous Total $83 666.71

CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 27 REPORT ON THE APPLICATION OF THE ACT RESPECTING WORKFORCE MANAGEMENT AND CONTROL WITHIN GOVERNMENT DEPARTMENTS, PUBLIC SECTOR BODIES AND NETWORKS AND STATE-OWNED ENTERPRISES

Service Contracts: Service contracts involving an expenditure of $25,000 or more and signed between April 1, 2018 and March 31, 2019

QUANTITY VALUE Service contracts with a natural person 2 $80 500 Service contracts with a contractor other than a natural person 17 $1 289 095 Total Service Contracts 19 $1 369 595

Workforce Management and Control: In reference to article 38 of the Law, the staffing level for the period between April 1, 2018 and March 31, 2019 exceeds that of the reference period from January 1 to December 31, 2014. The number of hours remunerated and worked increased significantly due to an increase of faculty members hired in replacement of faculty members on leave or release, external grants and external funding sources received from the Ministry. Total hours paid...... 1 220 650 .00 Target established by the Conseil du trésor...... 1 194 083.41 Number of hours exceeding the target...... 26 566.59

EMPLOYEE BREAKDOWN Number of Category Hours paid individuals Management 44 70 800.00 Professionals 49 68 787.45 Faculty 630 809 558.77 Administrative support 406 242 488.99 Service and maintenance staff 96 29 015.78 Total 1 220 650.00

28 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 FINANCIAL REPORTING as at June 30, 2019

Operational Fund John Abbott College

2019 2018 $ $

Revenues Day Division $62 678 692 $60 479 229 Continuing Education1 $8 619 818 $8 490 445 Ancillary Services $5 376 685 $5 106 359 Total $76 675 195 $74 076 033

690,800

Expenses Salaries and Fringe Benefits – Teachers2 $44 664 578 $42 515 650 Salaries and Fringe Benefits – Non-Teaching Personnel2 $15 674 827 $14 711 821 Other Expenses $12 733 622 $12 273 959 Total $73 073 027 $69 501 430 Surplus $3 602 168 $4 576 603

Analysis of Surplus Opening Surplus $8 543 788 $5 587 461 Surplus of the year $3 602 168 $4 574 603 Transfer to Fixed Assets Reimbursement of Borrowing (Autofinance) - - Fixed Assets Acquisitions ($4 357 716) ($1 618 276) Others ($3) - Total ($755 551) $2 956 327 Closing Surplus $7 788 237 $8 543 788 Appropriated Surplus3 $6 288 237 $7 043 788 Unappropriated Surplus3 $1 500 000 $1 500 000

The information is taken from Annex 2 "Detailed results by departments" and Tab F1 "Department Balance" of the Annual Financial Report (RFA). 1 Continuing Education includes Summer Courses. 2 Salaries and Fringe Benefits includes "coûts de convention". 3 These amounts are presented on lines 36 and 38 of the 2018-2019 Annual Financial Report (FRA).

CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 29 ORGANIZATIONAL CHART June 30, 2019

BOARD OF GOVERNORS ACADEMIC COUNCIL

DIRECTOR GENERAL JOHN HALPIN

ACADEMIC DEAN GORDON BROWN

ARTS AND GENERAL EDUCATION ROGER HAUGHEY, Dean CONTINUING EDUCATION STUDENT SERVICES SCIENCE AND SOCIAL SCIENCE & INTERNATIONAL OFFICE TERESA BERGHELLO, Dean DENNIS WAIDE, director STEPHANIE HYGATE, director TECHNOLOGIES DOUGLAS BROWN, Dean

ACADEMIC SYSTEMS KIM ROUSSEAU, Dean PATRICK GREGORY WENDY STODDART CENTRE FOR ASSISTANT DIRECTOR CONTINUING EDUCATION RONNIE DORSNIE SYLVIE BOUCHER ACADEMIC SUPPORT JEANNE KUNZ JOANNE ROSS CASGRAIN SPORTS CENTRE PATRICE LEMIEUX LIBRARY MEDIA SERVICES INTERNATIONAL STUDENTS DAVID PHUNG AND PROJECTS CAMPUS SERVICES DARRYL CLIMAN, Coordinator ROXANNE DUPUIS

30 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 BOARD OF GOVERNORS

EXECUTIVE COMMITTEE

DIRECTOR GENERAL SECRETARY GENERAL JOHN HALPIN STAVROULA MAKRIS

COMMUNICATIONS & FOUNDATION LISON DESCLOS

FINANCE & FACILITIES & HUMAN RESOURCES LEGAL AFFAIRS INFORMATION ANNIE TAM, director CAROLINE CHARBONNEAU, TECHNOLOGY director MICHAEL JOHNSTON, director

HUMAN RESOURCES FINANCE INFORMATION TECHNOLOGY ISABELLE TURIN MANON LAMARCHE, Coordinator GREG BAGSHAW JANET MAXWELL DOMINIQUE PROVENCHER MILES GORDON LOIS DION, Coordinator ST-CYR, Manager DANIELLE OUELLETTE, Procurement FACILITIES WAYNE MCKINNON CAMPUS STORE CHRISTIAN PEPIN DEBBIE JOB SANJULA RAVEENDRA CATHERINE SCHEER RONALD SEHN STEPHANIE SOUSSAMIAN

SECURITY MARIO GAGNÉ

CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 CEGEP JOHN ABBOTT COLLEGE • ANNUAL REPORT 2018-2019 31

Publication: Communications Office Production: CEGEP John Abbott College Press, Sainte-Anne-de-Bellevue (Québec) Dépôt légal: Bibliothèque nationale du Québec DEC 9/2019 November 2019