INSPIRING LIFE-CHANGING LEARNING

INSTITUTIONAL ACCOUNTABILITY PLAN AND REPORT 2019/20 REPORTING CYCLE July 1, 2020

The Honourable Melanie Mark Minister of Advanced Education, Skills and Training Government of British Columbia

Dear Minister,

On behalf of the Camosun College community, we are pleased to submit our annual Institutional Accountability Plan and Report (2019/20) and to accept responsibility for its contents.

This reporting cycle (April 1, 2019 to March 31, 2020) features many great stories of success and accomplishment by our students, faculty and staff, of which we are very proud. The latter portion covered, specifically in March 2020, represents a significant time of uncertainty when Camosun, and the public post-secondary sector, transitioned as the COVID-19 pandemic required from us all creative thinking, new ways of teaching and providing student services and swift action to ensure our continuing ability to provide educational excellence.

We are pleased to report that our community of students and employees rose to this challenge with strong completions and the challenges of meeting licensing requirements met. While this report largely focusses on the pre-COVID era, it is important to acknowledge and recognise everyone who worked hard and successfully in March during a period of transition. In particular, we want to express our gratitude to our generous and hardworking faculty and staff who quickly switched to online learning and teaching models, and student support services, and our students, who with patience and understanding, embraced the new educational and service models and were able to complete their courses and terms. The success of this transition was dependent on everyone playing their part. Thank you all.

We hope that you find this report illuminating and engaging to read. Through our stories and reporting on performance measures, we have outlined how Camosun’s outcomes align with our strategic direction as well as how they fulfill our commitment to achieving the 2019/20 Mandate Letter priorities.

As Camosun College prepares to celebrate our 50th anniversary next year, now is a shared moment to pause and to reflect on our five decades of accomplishments and legacies and to begin the next chapter in our continued story of empowering our graduates to contribute in exciting and innovative ways to building a diverse, inclusive, and prosperous province for all.

Yours sincerely,

Sherri Bell, President Laylee Rohani, Chair, Board of Governors

2 Camosun College | Inspiring life-changing learning CONTENTS

TERRITORIAL ACKNOWLEDGEMENT 4 CAMOSUN COLLEGE OVERVIEW 5 STRATEGIC PLAN OVERVIEW 6 KEY ACCOMPLISHMENTS OF 2019/20 7 EDUCATION – KEY HIGHLIGHTS 10 29 YEARS OF INDIGENOUS EDUCATION 14 STUDENT EXPERIENCE – KEY HIGHLIGHTS 17 PARTNERSHIPS AND INTERNATIONAL EDUCATION – KEY HIGHLIGHTS 20 ENGAGED COMMUNITIES 23 LABOUR MARKET DEMAND AND SKILLS FOR JOBS 25 PROVINCIAL LABOUR MARKET OUTLOOK 26 PROFILE OF CAMOSUN’S STUDENTS 27 FUTURE POPULATION TRENDS 28 PERFORMANCE MEASURES AND RESULTS 29 ADULT UPGRADING GRANT SUMMARY 33 FINANCIAL INFORMATION 34 MANDATE PRIORITIES 35 APPENDIX A (PRIORITY #1 TRC CALLS TO ACTION) 39 APPENDIX B (FINANCIAL STATEMENT RECONCILIATION) 43 APPENDIX C (PRIORITY #2B TRADES, TECHNOLOGY & HEALTH) 44 APPENDIX D (PRIORITY #3 STUDENT SAFETY, AFFORDABILITY & ACCESSIBILITY) 48

2019/20 Accountability Plan and Report 3 TERRITORIAL ACKNOWLEDGEMENT

SEEKING KNOWLEDGE IN THESE TERRITORIES

Camosun College serves the communities of southern Vancouver Island and the southern Gulf Islands. With deep respect and gratitude, Camosun College acknowledges these are the Traditional Territories of the Esquimalt, Lekwungen (Esquimalt and Songhees), Malahat, Pacheedaht, Scia’new, T’Sou-ke and W̱SÁNEĆ– (Pauquachin, Tsartlip, Tsawout, Tseycum) peoples. Camosun learners, instructors, support staff and leadership are all enriched by the friendship and gracious welcome extended by our traditional hosts and by the beauty of the land on which we live, work and learn.

4 Camosun College | Inspiring life-changing learning (Songhees) name meaning “where different waters meet and meet waters “where different meaning (Songhees) name in 1971 “Camosun,” name the Lekwungen adopted and alocal students first its welcomed ago, 50 years college the Almost 2018-19 inthe countries, 80 approximately year. academic andstudents around 2,100 International from students 2018-19in the year, 1,200 academic including Indigenous programs post-degree degree, bachelor diploma, in certificate, students over 20,400+ serve centres, partnership satellite five our with together Interurban, and Lansdowne campuses, main Columbia, Camosun’s British Victoria, two inbeautiful Located world. abetter to lives build transforming is that education applied and relevant delivers College Camosun technology— to engineering learning childhood justice, early to criminal therapy, to athletic From accounting carpentry MEET ANDARETRANSFORMED CAMOSUN: WHEREDIFFERENTWATERS economic impact in our province every year. every province inour impact economic of $147budget to $1 close billion in generates million, Camosun annual an 1,200 and With employers. employees for students and work-ready forindustry; and prototyping services co-op innovation research, applied businesses; local for opportunities training We provide: graduates. contract job-ready skilled, highly- our well beyond extends acollege as impact And, our of B.C.’s experiences. learning best one provide that we fact the and staff, and faculty students, our We’re excellence. teaching of for proud reputation immensely outstanding an earned has College Camosun upgrading, adult or studies Indigenous education, exercise and sport services, human technology, and trades, health business, sciences, arts, in skills career and education seeking are students Whether beyond. and inVictoria communities and businesses employers, of students, needs training skills and educational the meeting programs post-secondary innovative transformed.” Today,are 130 than more delivers Camosun

CAMOSUNCOLLEGE OVERVIEW

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STRATEGIC PLAN OVERVIEW

“Innovation, applied education, community partnerships, cultural understanding and diversity, and educational excellence are a few of the special qualities that define Camosun

and our strategic direction. Everything we do supports our students to realise their SHERRI BELL, potential and to provide them with a student experience that is second to none.” PRESIDENT

Camosun College’s Strategic Plan (2016-2021) is our mandate to continue to enhance truly life-changing learning opportunities for our students. The plan provides a valuable road map that reflects the language, the values and the thinking of our college community about where we want to go as an institution and why.

Enhancing engagement with students and community, delving into creative and innovative approaches to teaching and learning, working toward sustainable practices within our environment and society, and fostering amazing student experiences—these are the goals and values that define our strategic direction.

OUR OUR OUR VISION MISSION VALUES

• Life-long learning We build a better future Inspiring • Positive and supportive student experiences for our community • An inclusive community with relevant, innovative life-changing • An environment of respect and safety for all and applied education. learning • Our relationships with one another • Indigenization

6 Camosun College | Inspiring life-changing learning KEY ACCOMPLISHMENTS OF 2019/20

CAMOSUN OPENS NEW AND INNOVATIVE The centre was built to LEED Gold ALEX & JO CAMPBELL CENTRE FOR HEALTH & WELLNESS standard using energy sustainability strategies, including passive exterior Camosun College officially opened the new $63.8-million Alex & Jo Campbell solar shades, high-performance Centre for Health and Wellness, featuring modern classrooms, hands-on labs exterior materials to minimize heat and collaborative study areas, in September 2019. loss and lower air conditioning The new centre at the Interurban campus includes commons areas for students requirements to decrease energy to gather, and a teaching clinic serving members of the public and faculty consumption. Funding was provided offices. The four-storey, 8,900 square-metre (95,000 square-foot) centre brings by the B.C. Provincial Government, together most of Camosun’s health and human services programs into one Government of Canada and generous building — previously spread across the Lansdowne campus — and allows for a donors through the Camosun more interdisciplinary and collaborative approach to teaching and learning. College Foundation.

2019/20 Accountability Plan and Report 7 KEY ACCOMPLISHMENTS OF 2019/20

CAMOSUN MAKES THE WITNESS The result will be a point-cloud rendering of the original, BLANKET ACCESSIBLE TO THE WORLD which will be used to create a VR experience that enables people to engage with the rich narratives embedded In February 2020, Camosun College sent an expert team within each of the blanket’s artifacts and objects. Artist from the Babcock Canada Interaction Lab to the Canadian and UVic professor Carey Newman, whose traditional Museum for Human Rights in Winnipeg, where they spent name is Hayalthkin’geme, is the creative force behind several days scanning Victoria artist Carey Newman’s the Witness Blanket. Witness Blanket to create a universally accessible experience in virtual reality (VR).

Inspired by traditional woven blankets, The Witness Blanket is a large-scale art installation (12 meters long) made from over 800 items reclaimed from residential schools, churches, government buildings, friendship centres, treatment centres, and post-secondary institutions across Canada. It is a national monument designed to recognise and commemorate the trauma of the residential school era and to support ongoing efforts towards truth, justice and reconciliation.

CAMOSUN COLLEGE PRESIDENT APPOINTED BOARD CHAIR OF BC COLLEGES

Camosun College President Sherri Bell became Chair of the Board of BC Colleges for a two-year term, starting in November 2019. BC Colleges represents 10 of the province’s public post-secondary colleges. Presidents from each institution meet monthly during the year to discuss common issues and share priorities.

The organization works closely with major employers, stakeholders and government regarding partnerships, investments and public policy, and to facilitate collaboration between the colleges so they can deliver education and skills training to learners throughout B.C., making them exceptionally prepared for the emerging economy. Bell’s focus is on ensuring everyone has the opportunity to succeed through accessible, affordable and applied education and skills training.

8 Camosun College | Inspiring life-changing learning KEY ACCOMPLISHMENTS OF 2019/20

CAMOSUN ANNOUNCES VANCOUVER ISLAND’S FIRST SONOGRAPHY PROGRAM

Vancouver Island’s first Diagnostic Medical Sonography program at Camosun College will mean reduced waitlists for students and patients on southern Vancouver Island. It will also mean better access for patients and easier access for Vancouver Island students to get the education they need closer to home for in-demand jobs.

Diagnostic medical sonographers are in demand health care professionals who take images of, and assess unborn babies, organs, tissues, and blood flow inside the body, providing key diagnostic information to doctors about a patient’s medical condition. The new program is supported by $5.4 million of funding from the B.C. Government. Camosun’s first intake will launch in May 2021.

CAMOSUN COLLEGE BOARD ELECTS NEW CHAIR

The Camosun College Board of Governors elected Laylee Rohani as their Chair in August 2019, assuming the role from Ron Rice.

Rohani was appointed to the Board on July 31, 2014 and served as Vice Chair since Jan. 1, 2018. Born in Victoria, she is a lawyer with Cook Roberts LLP and practices primarily in the areas of business law, real estate, as well as estate planning and administration. Rohani believes that Camosun is an incredible post-secondary institution with a well-deserved reputation for fostering student growth and responding to the economic and social needs of our province.

2019/20 Accountability Plan and Report 9 KEY ACCOMPLISHMENTS OF 2019/20

POLICIES FOR SAFE, DIVERSE AND INCLUSIVE CAMPUSES

Camosun is committed to creating and maintaining a healthy, safe and inclusive learning and working environment where all students and employees are valued, respected and welcomed. In May 2017, the college launched its Sexual Violence and Misconduct policy and created a Student Support Office to assist students in need. As well, the college’s Mental Health and Well-Being Strategy applies a mental health lens in the creation of new, and the review and revision of existing college policies, practices and procedures.

In 2019, the college completed a new Equity, Diversity and Inclusion policy to remove barriers and to create space for students and employees to embrace their identities and to fully participate in the Camosun community. The new policy encompasses learnings and collective efforts in supporting indigenization and internationalization and supports efforts around our values, priorities and strategic goals, as well as aligning with current legislation and B.C. Government priorities.

NEW CAMPUS MASTER PLAN

After a year-long, in-depth consultation with faculty, staff, students, administrators and other stakeholders, new Campus Master Plan was completed in 2019 for both the Lansdowne and Interurban campuses. Over the next two decades, the number of students and employees is expected to increase, and with it, the regional demand for relevant, applied and innovative post-secondary education. The plan provides a high-level, vibrant vision without being overly prescriptive, while taking into account future demographics, sustainability and educational priorities, as well as building and land use, collaborative spaces and potential student housing. The Plan is a framework for strategic action. As the college’s academic priorities change and funding opportunities emerge, the framework of the Plan defines the potential locations of future building to support and enhance the high-quality core elements of the existing campus. The Plan will ensure the college remains a leading regional and national post-secondary institution.

10 Camosun College | Inspiring life-changing learning EDUCATION – KEY HIGHLIGHTS

A DAY IN THE LIFE: JOHN LENNON’S ICONIC YELLOW ROLLS ROYCE VISITS CAMOSUN’S AUTOMOTIVE SHOP

Automotive students at Camosun were able to come together in December 2019 to experience a day in the life of one of the world’s most fabulous cars— John Lennon’s 1965 Rolls-Royce Phantom V Touring Limousine—as it underwent maintenance and diagnostic testing with a little help from friends.

Camosun’s expertise and specialized equipment in their automotive shop allowed the car to be ‘exercized’ while undergoing a number of diagnostic tests and maintenance by technicians from Coachwerks Restoration. Students and staff in attendance got to hear the roar of the engine and watched its rear wheels spin on a rolling road dynamometer with a large screen feeding speed and other data in real-time. The car has taken a long and winding road since the 1960s with stops all around the world, and is now owned and maintained by the Royal British Columbia Museum.

CAMOSUN LAUNCHES NEW JOURNAL OF PSYCHOLOGY RESEARCH

Building on years of expertise in faculty and student-led applied research, Camosun launched a new psychology journal to showcase our unique and diverse research accomplishments. The new publication, The Journal of Camosun Psychology Research, debuted its first biannual edition in fall 2019.

The online journal will be published twice yearly. A team of instructors vet research projects by their students and propose successful ones for publication. Students author all published research, while faculty reviewers and editors prepare the work for formatting and publication. Camosun Librarian Robbyn Lanning maintains the open access website, allowing readers to access the journal from anywhere in the world. Instructor and managing editor Michael Pollock took a leading role in the journal’s development.

2019/20 Accountability Plan and Report 11 EDUCATION – KEY HIGHLIGHTS

CAMOSUN LAUNCHES NEW BACHELOR OF SPORT MANAGEMENT DEGREE The new degree program is one of a kind in Western Canada and builds on Camosun’s industry-leading Leading-edge sport analytics, project management, expertise in sport management while offering students marketing, and the economics of sport are just a few of a unique educational experience. The combination of the exciting new offerings integrated into Camosun’s Camosun’s sport management expertise and the South new Bachelor of Sport Management program. The new Island’s culture of sport and recreation excellence program replaces the former Bachelor of Sport and Fitness positions the program for long-term success. The Leadership – Sport Management Specialization. It has renewed curriculum began to roll out in fall 2018 and the beens redesigned to meet the needs of a rapidly evolving first group of students under the new credential graduated sport industry. in June 2020.

12 Camosun College | Inspiring life-changing learning EDUCATION – KEY HIGHLIGHTS

CAMOSUN INNOVATES TEAMS UP WITH CLEMSON UNIVERSITY AND ANOMURA HOUSING SOCIETY TO MANUFACTURE CANADA’S FIRST SIM(PLY) DIY HOUSING MODEL

Fuelled by the pioneering sim(PLY) technology designed by Clemson University in the U.S., Camosun Innovates manufactured a proof-of-concept housing structure at the college’s Interurban campus—the first step in an international post-secondary and community partnership that seeks to make this unique affordable housing solution widely available in B.C.’s capital region.

All three partners—Camosun College, Clemson University and Anomura Housing Society—are teaming up and building on each other’s strengths, with the aim of making the sim(PLY) technology widely available in both Canada and the US over the coming months and years. The first manufactured structure by the Camosun Innovates team was exhibited at Camosun and out in the community during spring and summer 2019. Project leaders hope that the technology’s debut will spur further investment in affordable housing and manufacturing in the South island region, leveraging a ‘made-in-Camosun’ approach to tackling critical social and economic issues.

CAMOSUN STUDENTS MOVE EVENT ONLINE TO RALLY COMMUNITY AND platform BiddingOwl and with local non-profit RAISE MONEY FOR CHARITY development agency VIDEA, whom she has worked with since 2013. The students kicked their planning into In March 2020, as many colleges and universities were high gear with great enthusiasm. The response from the moving away from face-to-face course delivery due to the business community was swift with high value donations COVID-19 pandemic, Camosun marketing instructor Anne pouring in from hotels, restaurants, retailers, attractions Borrowman sprung to action to ensure her students could and more. complete their end of term capstone project by changing the final assignment from organizing an in-person event to The auction supported VIDEA, with all monies raised an online charity auction. going to Women for Change, their partner organization in Zambia, to support youth education and development. Working with students in her Marketing 420 class, Thanks to the generosity of community supporters and Borrowman worked out the logistics with the online local businesses, over $18,400 was raised.

2019/20 Accountability Plan and Report 13 EDUCATION – KEY HIGHLIGHTS

CAMOSUN HELPS ADVANCE THE USE OF OPEN TEXTBOOKS

From biology to plumbing and pipefitting, 3,357 Camosun students have utilized open textbooks in 124 different courses, according to BCcampus stats. This has resulted in Camosun students saving $462,758 in textbook costs.

In 2019, Camosun received $32,250 from BCcampus to establish the Open Education Demonstration Initiative. The initiative will bring together up to 10 faculty with librarians, curriculum developers, and specialists in adaptive technology and Indigenization to redevelop ten courses using open educational resources and open educational practices over a 12 to 18 month CAMOSUN PREPARES period. A course redesign handbook will be also be created so this initiative MORE STUDENTS FOR can be implemented at other institutions. REWARDING CAREERS AS Open textbooks are free educational resources created and shared so that HEALTH CARE ASSISTANTS more students have access to information. Open licenses allow teaching Students interested in careers as materials to be freely accessed, shared and adapted and allow instructors to front-line caregivers now have more maximize instructional content to meet their own learning objectives. opportunities for education thanks to funding by the Ministry of Advanced CAMOSUN’S NEW MASSAGE THERAPY CLINIC OPENS TO Education, Skills and Training SELL-OUT APPOINTMENTS announced in 2019 for Camosun College’s Health Care Assistant Camosun launched its new Massage Therapy diploma program in September programs. 2019 and opened its new clinic at Interurban in January 2020. The intensive two-year program enrolls 24 students each year, preparing them to become Camosun received $342,000 from independent, successful massage therapy professionals. the province for 48 additional seats in its Health Care Assistant programs, The college’s new Massage Therapy Clinic is one of three on-campus, health- upping the total number of student related teaching clinics open to the general public, including the Dental Clinic seats to 136 each year. Camosun’s 29- at Lansdowne campus and the Athletic & Exercise Therapy Clinic at Interurban. week program integrates class time The Diploma in Massage Therapy at Camosun is the first program in a public with on-site clinical practicums that post-secondary institution that offers transferable academic credits. Students prepare graduates to work in a variety study anatomy, physiology, pathology and neurology. They also learn about of practice settings including home systematic and orthopedic treatment methods, medications, nutrition and self- support, assisted living, dementia/ care, while developing clinical management and research skills. Students are complex care, home and community required to complete hands-on clinical placements in the community and in the care settings, and acute care. new on-site teaching clinic for the applied learning portion of their education.

14 Camosun College | Inspiring life-changing learning 29 YEARS OF INDIGENOUS EDUCATION

CAMOSUN HONOURS SONGHEES WITH BOARD OF GOVERNOR’S AWARD FOR INNOVATION AND COMMUNITY PARTNERSHIP

The Board of Governors of Camosun College presented the Songhees Nation with their 2019 Award for Innovation and Community Partnership.

The essence of the award is to acknowledge individuals or partners who approach projects, initiatives, relationships, work or service in new and innovative ways. The award was presented during a ceremony on April 4, 2019 at the Centre for Trades Education and Innovation at Interurban. The gala event included a performance by the Lekwungen dancers and Camosun students from Hospitality Management and Culinary Arts assisted with event organization and logistics. The Songhees Nation has demonstrated leadership on many exciting and innovative initiatives in the community and Camosun greatly values their mutual partnership.

• 1,200 Indigenous students of First Nations, Métis and Inuit ancestry INDIGENOUS • 400+ Camosun employees have completed the Understanding EDUCATION Indigenous Peoples course (TTW) • Community partners: Saanich Adult Education Centre, Songhees AT CAMOSUN Employment Learning Centre, Victoria Native Friendship Centre

NUXALK FIRST NATION 4TH-YEAR CARPENTRY STUDENTS CELEBRATE SUCCESS WITH CAMOSUN COLLEGE

Twelve Camosun College carpentry students from the Nuxalk First Nation celebrated the completion of their fourth-year apprenticeship level, at a special celebration in their home territory on Feb. 12, 2020 in Bella Coola.

In 2015, the Nuxalk First Nation identified a challenge in accessing skilled trades training in the region. The Nation was seeking ways to utilize their own resources and people to build capacity to redefine homebuilding in their own territory. Sending community members away for skills training was expensive and meant time away from families. Over the last five years, Camosun College’s School of Trades and Technology, the Industry Training Authority and the Nuxalk First Nation have been working together to develop and deliver an innovative on-site four-year carpentry training program to Indigenous learners in Bella Coola.

2019/20 Accountability Plan and Report 15 29 YEARS OF INDIGENOUS EDUCATION

CAMOSUN COLLEGE RECOGNIZES ORANGE SHIRT DAY WITH EVENTS ON BOTH CAMPUSES

In the spirit of reconciliation, Eyēʔ Sqȃ’lewen - the Centre for Indigenous Education & Community Connections at Camosun College, invited the college community to join together on Sept. 30, 2019 for Orange Shirt Day activities at Interurban and Lansdowne campuses.

Both events featured a ceremony, film screening and discussion with keynote speaker and filmmaker, Dr. Kathleen Absolon-King, whose film, ‘Stories of resilience, resistance, strength and hope; from disobedience & defiance’ featured seven empowering stories of resistance and resilience from her mother Jennie who spent 10 years at the Chapleau Indian Residential School.

The annual Orange Shirt Day was established to commemorate the residential school experience, to witness and honour the healing journey of Indigenous survivors and their families, and to promote reconciliation.

16 Camosun College | Inspiring life-changing learning STUDENT EXPERIENCE – KEY HIGHLIGHTS

CAMOSUN ANTHROPOLOGY STUDENTS RECREATED PREPARATIONS FOR A VICTORIAN ERA FUNERAL

The elaborate funerary rituals and practices of the Victorian era were on full display on the streets of the Royal BC Museum’s Old Town and adjacent Helmcken house on Nov. 23, 2019.

Students in instructor Nicole Kilburn’s Anthropology of Death class partnered with the museum to explore aspects of death in a historical context, including post-mortem photography, headstone engravings, memorial stationary, the use of clairvoyants, hair jewelry, mourning clothes, and the economy of death. Attendees were invited to walk through the streets of old town and visit a number of interactive exhibits and then to witness the recreation of a Victorian wake at Helmcken House, a solemn event, which during the Victorian era, was usually a private affair held within a family home.

CAMOSUN STUDENT SAVANNAH BARRATT IS ON A MISSION FOR CLIMATE JUSTICE AND SOCIAL INNOVATION

Savannah Barratt is studying geography, English and environmental technologies at Camosun, while working two part-time jobs and leading social justice activities in the community. A former youth in care, and recipient of the B.C. government’s Provincial Tuition Waiver Program, Barratt doesn’t let the past define her future plans.

At Camosun, she is thriving. In May 2019, she started working with Camosun Innovates, rolling up her sleeves and pitching in on a variety of exciting engineering, design and manufacturing projects. Some of her notable accomplishments including serving as a Camosun Innovates ambassador and planning activities for a high-level delegation from the Philippines. Outside of Camosun, she works part-time in retail and as a web administrator. She is a passionate environmental activist and is lead organizer for the group Climate Justice Victoria, helping to organize several climate strikes and public engagement activities on climate change topics.

The tuition waiver program has opened the door for 1,190 former youth in care since it was introduced in the fall of 2019. Camosun has 98 students benefiting from the program as of October 2019.

2019/20 Accountability Plan and Report 17 STUDENT EXPERIENCE – KEY HIGHLIGHTS

HEALTH STUDENT PROFILE: COLLEEN LEPPKY-ROBERTSON

Community, Family & Child Studies student Colleen Leppky-Robertson has excelled since starting at Camosun last year, overcoming initial hesitation about continuing her education. “I’d been a stay at home mum for 13 years, and I never ever thought I’d go back to school,” she says.

With three kids of her own, and four foster kids under her care, Community, Family & Child Studies was a natural fit, drawing up her experience as a foster parent, former youth in care, and her passion for working with kids. It proved CAMOSUN SUPPLIES FREE to be the right choice, and her positive attitude and work ethic caught the MENSTRUAL PRODUCTS attention of her instructors and classmates, who elected her as a student IN LANSDOWNE ambassador and representative. WASHROOMS One of her first actions was to survey all health and human services students in anticipation of the new health centre opening at Interurban. Her role was to Camosun provided free menstrual represent students and she’s been involved with many meetings and planning products in women’s and men’s sessions. In the future, she is considering continuing her studies and potentially washrooms on campus starting the working in the areas of child protection. Whatever path she chooses, she knows first week of September 2019. For that Camosun will have prepared her well. “Everybody has challenges in life, the 2019/20 academic year, the but you really do feel like they want you to succeed here,” she says. products were available in the first floor washrooms in the Library and Learning Commons on Lansdowne GIVING TUESDAY AT CAMOSUN: ERASING BARRIERS TO campus. Librarian Robbyn Lanning, EDUCATION FUND who spearheaded the project, believes free menstrual products is a On Giving Tuesday in 2019, the global day of philanthropy, Camosun launched natural extension of the library’s many the $25,000 Erasing Barriers to Education Fund to help students succeed in services beyond books and articles. their studies when they are facing financial hardships that impact their ability to continue their education. All donations were matched by the generous support The menstrual products and the of the Student Society and major donors like Andrew Beckerman who provided installation of Plexiglas dispensers in the first $1,000. both washrooms were made possible by a $5,000 Camosun Innovation and The Erasing Barriers to Education Fund is open to any student at Camosun Creativity Grant. Camosun Facilities facing difficult situations. It is designed to help students succeed in their studies installed the dispensers for products when they are facing financial or other hardships that impact their ability to and the Camosun College Student continue their education. Society’s Pride Collective provided feedback and input.

18 Camosun College | Inspiring life-changing learning 2019/20 Accountability Plan and Report 18 STUDENT EXPERIENCE – KEY HIGHLIGHTS

THERAPY DOGS BRING “PAWSITIVE” VIBES TO CAMOSUN STUDENTS

Trained therapy dogs from St. John Ambulance made special appearances on both Camosun College campuses just in time for exam period in November 2019.

Therapy dog sessions are a common offering at North American colleges and universities. A recent study from the University of British Columbia reveals that time with therapy dogs has a positive effect on students by reducing stress and improving overall wellbeing. The Camosun Library has brought in the dogs during exam periods for the past five years. The therapy dog visits align with the library’s mandate to build community and to narrow the gap between living and learning.

CAMOSUN RECOGNIZES DAYS OF ACTION AGAINST GENDER-BASED VIOLENCE

Nov. 25, 2019 was the International Day for the Elimination of Violence Against Women, which kicked off 16 Days of Activism Against Gender- Based Violence that ended on International Human Rights Day, Dec. 10 and included the National Day of Remembrance and Action on Violence against Women on Dec. 6.

In recognition of this period, Camosun College hosted a number of events on campus, and invited the college community to both reflect on gender-based violence and to take action to end it. Flags at both campuses were flown at half-mast on Dec. 6, the Student and Office of Student Support co-hosted activist button-making in support of the International Day for the Elimination of Violence Against Women, and students, staff and faculty were invited to stop by either campus libraries to participate in a collaborative sculpture project. The library also developed an online resource list which included a sampling of scholarly, creative, and activist resources related to violence against women and gender-based violence.

2019/20 Accountability Plan and Report 19 PARTNERSHIPS AND INTERNATIONAL EDUCATION – KEY HIGHLIGHTS

CAMOSUN INTERNATIONAL: BRINGING WORLDS TOGETHER

International education has long been recognised as providing links that reflect global opportunity and understanding. With a headcount of over 2,100 international students from 80 different countries, four short-term partnership independent study programs, field schools, exchange opportunities and volunteer abroad options, Camosun International works together to welcome students and partners from around the world. We also bring our expertise to successfully complete international projects and training programs, both locally and overseas.

CAMOSUN FIELD SCHOOLS PROMOTE A MEETING OF MINDS AND SHARING OF CULTURES

Camosun’s second annual field school in Tanzania was held May 2 to 19, 2019 and was the culmination of Camosun’s long-term ‘Education for Employment’ partnership with Arusha Technical College. More than 15 Camosun faculty and students have travelled to Tanzania over the past few years including Camosun President Sherri Bell who visited in August 2017 as part of the joint Camosun-Arusha collaboration on a two-year pipe trades program.

The focus of the May 2019 Arusha field school was who largely facilitated the first week of activities, while teaching and learning in a cross-cultural context while Camosun took the lead on the second. The combined promoting professional development for faculty members. faculty contingent from Camosun, NSCC, the VETA Nine Camosun faculty took part in the trip representing a Hospitality and Tourism Training Institute (VHTTI – Arusha) diverse group from the areas of Business, Engineering and and Arusha Technical College (ATC) participated in Health Sciences. The two-week field school was created in each other’s sessions, creating a rich forum of cross- partnership with Nova Scotia Community College (NSCC) cultural learning.

20 Camosun College | Inspiring life-changing learning 2019/20 Accountability Plan and Report 20 PARTNERSHIPS AND INTERNATIONAL EDUCATION – KEY HIGHLIGHTS

CAMOSUN HOSPITALITY MANAGEMENT and commerce at the Wellington Institute of Technology PROGRAM LEADER STEPHEN SCOTT (WelTech) in New Zealand. TEACHES IN NEW ZEALAND, HELPS TO Noting that both Canada and New Zealand are working BUILD PARTNERSHIP BETWEEN LIKE- to highlight their respective Indigenous cultures, Scott MINDED INSTITUTIONS believes that we can share experiences and build upon mutual success. For faculty considering an international International partnerships and exchanges are at the heart teaching opportunity or exchange, Scott has simple of an applied, holistic education according to Camosun words of encouragement. “I’d just say go for it,” he says Hospitality Management Program Leader Stephen Scott, enthusiastically. “The team at WelTech were such gracious who recently returned last year from a stint teaching hosts and I think that any institution who receives you, on the topics of small businesses in Canada and blue wants you to be successful, so you’ll find the support you ocean strategic thinking to students studying tourism need and will be welcomed with open arms.”

CAMOSUN COLLEGE WELCOMED EDUCATORS FROM THE PHILIPPINES

Representatives from colleges, institutes and universities in the Philippines visited Camosun in November 2019 to learn more about integrated learning approaches, best practices and creating seamless pathways for students.

The delegation was jointly hosted by Camosun College and the Canadian Bureau for International Education (CBIE), and included 11 colleges, institutes and universities as well as representatives from the Commission on Higher Education (CHED) of the Philippines. The week- long visit from Nov. 21 to 28 follows a trip to the CBIE Education conference in Winnipeg and is the cornerstone of a six-month capacity building program that also includes planned visits to other Canadian post-secondary institutions. This training program falls under the CBIE –CHED Canada Philippine Educational collaboration agreement that aims to increase partnerships between the nations.

2019/20 Accountability Plan and Report 21 PARTNERSHIPS AND INTERNATIONAL EDUCATION – KEY HIGHLIGHTS

CELEBRATING DIVERSITY AND CROSS-CULTURAL LEARNING

Throughout the year, Camosun hosts a number of events that reflect the diversity of our students and employees and promotes the vibrancy of campus culture. Highlights over the past year include the annual Student Talent Showcase by Camosun International, Korean Cultural Festival, and Diwali – the Indian festival of lights. At both campuses, cultural diversity enriches the educational experience and helps make Camosun an open, dynamic and exciting place to learn about our world.

NEW NAUTICAL SIMULATOR SIGNALS CAMOSUN PARTNERS WITH VIU ON STRONG PARTNERSHIPS BETWEEN WOMEN IN TRADES PROGRAMS TO ATLANTIC TOWING, CAMOSUN COLLEGE BUILD A STRONGER WORKFORCE AND BC COASTAL COMMUNITIES Breaking down barriers for women entering the trades Atlantic Towing Limited provided $700,000 in funding is the focus of a new partnership between Camosun to support a new, state-of-the-art marine simulator for College and Vancouver Island University (VIU). Camosun Camosun College. The new Navi-Trainer Professional 5000 and VIU Cowichan will offer supports for two streams simulator allows Camosun to offer a wider range of courses of training: Women-only Trades Sampler Program as and develop a Cadet/Bridgewatch program, growing the well as trades Pre-Apprenticeship (Foundation) or number of marine professionals entering a vital industry. Apprenticeship programs.

Funds will be allocated over a three-year period by Irving Women have historically faced barriers to the trades, Shipbuilding, Inc. (ISI) in an agreement brokered by ATL. including financial restrictions, family responsibilities, This funding is part of ISI’s Value Proposition commitment gender bias, working hours, peer support and not to creating a sustainable marine industry across Canada knowing where to start. The Women in Trades Training as part of its involvement in the National Shipbuilding program includes life skills, essential skills, industry- Strategy, where the Halifax Shipyard is currently recognized certificates, networking and mentoring constructing Canada’s future naval combat fleet. opportunities with financial supports for tuition and personal protective equipment.

22 Camosun College | Inspiring life-changing learning ENGAGED COMMUNITIES

ENGAGED COMMUNITIES Supporting students, faculty and staff in engaged communities is another core component of our strategic plan. Applied learning opportunities, community events, charity campaigns, service learning projects – these are just a few examples of the Camosun community in action and service to others

CAMOSUN AND UNITED WAY WORKING TOGETHER ON BEHALF OF THE COMMUNITY

Camosun College and United Way have partnered together for decades to run an annual employee giving campaign with all proceeds to United Way and a community network of social services helping vulnerable individuals, families, children and youth. Over the past 25 years, generous Camosun employees have donated over $1.4 million to United Way and this past year reached their campaign goal of over $73,000.

In 2018, Camosun won the coveted Post-Secondary Challenge Cup--for the fifth time in recent years--which is awarded annually to our region’s post secondary institution with the greatest improvement in United Way employee participation and giving.

CHARGERS INVITE FANS TO MAKE SOME NOISE FOR MENTAL HEALTH

The Camosun College Athletics department invited students, employees and fans to attend their Chargers basketball games on Feb. 1, 2019 to cheer on the teams and make a whole lot of noise in the nation-wide campaign to break the stigma surrounding mental health!

Representing its third year at Camosun, the Chargers’ Make Some Noise for Mental Health campaign was part of a long-term outreach initiative across the Canadian Collegiate Athletics Association (CCAA), espousing three primary goals: to reduce/eliminate the stigmas related to mental health, wellness and mental illness; to create awareness about local mental health resources on campus and the surrounding community; and to encourage empathy and understanding through open-minded conversations about mental health.

2019/20 Accountability Plan and Report 23 ENGAGED COMMUNITIES

CAMOSUN STUDENTS ORGANIZE FUNDRAISER FOR COMMUNITY MICRO LENDING’S 10TH ANNIVERSARY

Two enterprising Camosun international students, Keo Tran and Angela Zhang, from the college’s Hospitality Management and post degree diploma program, led efforts to organize a fundraiser on behalf of the 10th anniversary of Community Micro Lending, an island non-profit society that connects local lenders to local borrowers, and helps people earn a livelihood by supporting small-scale entrepreneurship. All proceeds from the event helped single mums to start their own businesses.

The event, Stronger Together: Celebrating 10 Years of Local Impact, took place on Nov. 29, 2019 at the Dock: CAMOSUN STUDENTS HOST FUNDRAISER Centre for Social Impact. Guest speaker Gilad Babchuk, FOR BC HERITAGE FAIR SOCIETY co-founder of Groundswell Social Ventures spoke about social impact and entrepreneurship. A team of hospitality management students organized a unique fundraising event for the BC Heritage Fairs Society on Dec. 5, 2019 at the Robert Bateman Centre. The team CAMOSUN SUPPORTS PINK SHIRT DAY was led by Lesley Bergstrom with marketing co-managers Kaitlyn Tran and Ranbir Padda. Camosun annually supports Pink Shirt Day, held this year on Feb. 26, 2020, while joining thousands others across The event, BC Heritage Christmas featured a holiday- Canada who stand against bullying in schools and themed reception with canapés, beverages, and a silent work places. auction. All monies raised supported the preservation and conservation of B.C.’s cultural heritage. The BC Heritage Pink Shirt Day began in February 2007 in a Nova Scotia Fairs Society is a volunteer non-profit organization high school after a student was bullied for wearing a dedicated to educating B.C.’s young people on Canadian pink shirt to his first day of Grade nine. He was taunted history and heritage. Working with teachers, volunteers, and ridiculed with verbal abuse and threats of physical and museum staff, the society engages students, connects violence. Two older boys noticed what was happening and local and family stories, encourages student leadership, decided to take a stand. forges connections between youth and community and This year, the Camosun community was encouraged to promotes deeper appreciation of the province’s rich and wear pink in support of anti-bullying and do something to diverse cultural mosaic. #lifteachotherup and take kindness to new heights.

24 Camosun College | Inspiring life-changing learning LABOUR MARKET DEMAND AND SKILLS FOR JOBS

LABOUR MARKET PROJECTIONS

Camosun College is an important component to the labour market supply in the province. BC is expected to have over 860,000 job openings over from 2019-2029. Of these openings 69% of them are expected to come from replacement, while the remaining 31% are from expansion and are newly created jobs. The youth (age 29 or younger), are projected to make up 56% percent of the required supply1.

Additionally, to further demonstrate the need for education2 :

• 77% (661,000) job openings from 2019-29 are expected to require some level of post-secondary education or training. • 41% (353,500) will be in occupations requiring a diploma, certificate or apprenticeship training. • 36% (307,600) will require a bachelor’s, graduate, or professional degree.

1 BC Labour Market Outlook: 2019 Edition https://www.workbc.ca/getmedia/18214b5d-b338-4bbd-80bf- b04e48a11386/BC_Labour_Market_Outlook_2019.pdf.aspx 2 ibid

2019/20 Accountability Plan and Report 25 SELECT OCCUPATIONS THAT REQUIRE POST-SECONDARY TRAINING, PROVINCIAL LABOUR MARKET OUTLOOK

Top opportunity occupations that require How Camosun responds with direct or transferable programs post-secondary training

Retail and wholesale trade managers Business Administration; University Transfer and Associate of Arts Degree Administrative officers Diploma and Bachelor's Degree in Business Administration Administrative assistants Certificate in Office Administration Financial auditors and accountants Diploma and Bachelor's Degree in Business Administration, Accounting major Social and community service workers Diploma in Community, Family & Child Studies Accounting technicians and bookkeepers Diploma and Bachelor's Degree in Business Administration, Accounting major Cooks Certificate in Professional Cooking Foundations; Apprenticeship leading to Red Seal Carpenters Certificate in Carpentry Foundations; Carpentry Apprenticeship leading to Red Seal Information systems analysts and consultants Certificate or Diploma in Computer Systems Technology Early childhood educators and assistants Diploma in Early Learning and Care Computer programmers and interactive Certificate or Diploma in Computer Systems Technology media developers Restaurant and food service managers Diploma in Hospitality Management; Professional Cook Foundation and Apprenticeship Insurance, real estate and financial Diploma and Bachelor's Degree in Business Administration brokerage managers Diploma and Bachelor's Degree in Business Administration and Red Seal Construction managers Trades credential Priority health professions Camosun programs which support B.C.’s Health Care priorities Nurse: licensed, registered, specialty, and Nursing BSN, LPN diploma nurse practitioner Physiotherapist and Occupational Therapist University Transfer towards a degree; Bachelor of Athletic & Exercise Therapy Medical Laboratory Technologist Medical Laboratory Assistant certificate Nurse aides, orderlies and patient service associates Health Care Assistant certificate

26 Camosun College | Inspiring life-changing learning Of the above listed programs there has been much growth within the corresponding programs to help aid the future labour supply requirements. Some of the select programs include: „ Camosun’s Business Administration (not the Bachelor program) „ The Hospitality Management program is at the highest level has enjoyed year over year growth since 2017-18 fiscal year. of activity in the past three years, following two years of „ Carpentry (Apprenticeship – training) is at the highest level of consecutive growth. activity (FTE) in the past three years. „ The Early Learning and Care program has had two subsequent years of growth leading to a three year high.

The previously listed items are good examples of how Camosun College is helping supply the labour market with required occupations, and is poised to continue to aid in the development of a qualified labour supply to meet the future’s demands.

PROFILE OF CAMOSUN’S STUDENT POPULATION

Overall, when compared to 2018-19 Fiscal Year, Camosun’s overall students FTEs fell by 1.8% (-183 FTEs) in the 2019-20 Fiscal Year. The lion’s share of this decline is related to contraction of AEST FTEs – falling by 293 FTEs or 4.8%, compared to the previous year’s posted AEST FTEs. This was followed by a small decline in international FTEs – which fell by 13 FTEs (-0.8%) compared to the previous years value of 1,719 FTEs. This was offset, in part, by an increase in ITA FTEs. These FTEs grew by 123 FTEs or 5.0%.

Full-Time Equivalent Student Data by Fiscal Year 2018/19 2019/20 Change FTEs – Ministry of Advanced Education AEST 6,107 5,814 -293 FTES FTEs – Industry Training Authority 2,447 2,570 +123 FTEs FTEs – International Students 1,719 1,706 -13 FTEs Total Student FTEs 10,273 10,090 -183 FTEs

SELECT STUDENT DEMOGRAPHICS

The overall demographics of Camosun College’s student population remained relatively consistent from the 2017-18 academic year, to the 2018 -19 academic year end. The proportion of those students who were 24 years and younger declined from 48.5%, in 2017-18 to 44.6% in 2018-19 (-3.9 percentage points). Conversely, the proportion of those students who identified as female (from those who chose to identify a gender) increased from 51.3% to 52.3% in 2018-19 (+1.0 percentage point). The proportion of those Indigenous and international students remained relatively constant from 2017-18 to 2018-19. With Indigenous representation moving from 7.5% to 6.6% (-0.9 percentage points), and international changing from 11.1% to 10.2% in 2018-19 (-0.9 percentage points).

Student Enrolment Headcount Data by Academic Year 2017/18 2018/19 Change All Students (AEST, ITA, Continuing Education – CE, International) 18,786 20,429 8.7% Aboriginal Students 1,257 1,215 -3.3% International Students 2,076 2,086 0.5%

2019/20 Accountability Plan and Report 27 FUTURE POPULATION TRENDS

Camosun College closely monitors the current and projected population labour supply of future health care workers. Offering demographics of the Capital District Region (CRD). Although, there is an programs in nursing, dental hygiene, medical office increasing number of international students, most of Camosun’s students assistant, and others - Camosun will be able to help train come from within the province. Population projections are created by BC a large variety of the health care related occupations to Stats and used for the long-term strategic planning of post-secondary help address the future needs of the economy. institutions. The larger the projected growth rate of the CRD’s population, the greater the demand for locally supplied education. PROJECTED POPULATION GROWTH The following graph provides a 10 year projection for the CRD population RATE BY AGE, CAPITAL REGION by select age groups3. DISTRICT, 2018-2028 Given the projected growth for the 65 years and older segment of society „ The largest growth is projected to with the – projected to grow by 36% in the next ten years, it is likely that there will 65+ and over population at 36.0% over the be greater demand for health care professionals and supportive positions 10 year projection. in the future. Camosun is prepared to help train what is going to be the „ Those aged 55 – 64 years, are projected to contract by 11.0% over the horizon. 0-14 years 0.1 „ The youth (15 – 24 years) are projected to have 3.0% growth. 15-24 years 3.0 „ Those 0 – 14 years are expected to remain at the nearly the same level over the 10 years, on average, 25-54 years 8.8% with 0.1% growth. „ The core working aged population (25 – 54 years) 55-64 years -11% are projected to have a growth of 8.8% over the horizon. 65+ years „ Finally, the total population of the CRD is projected to growth by 10.5% over the next ten years. It should Total 10.5% be noted that all the population projections included birth, migration, and labour mobility.

-10 0 10 20 30 40 50 POPULATION GROWTH BETWEEN 2011-2021 STATISTICS CANADA CENSUS DATE

5.5% „ According to the recent Census data from Statistics British Columbia Canada, the overall population in Canada grew by 16.5% 4.9% between 2011 and 2016. „ During the same time period, the overall population in British Columbia grew by 5.5%. 4.9% „ The Indigenous Population in both British Columbia Canada and Canada had a higher rate of growth between 19.5% 2011 and 2016. For British Columbia, the Indigenous Population grew by 16.5% and it grew by 19.5% Overall Population Indigenous Population for Canada. 0 5 10 15 20 25 28 Camosun College | Inspiring life-changing learning 0 5 10 15 20 25 PERFORMANCE MEASURES AND RESULTS

Performance Measure 1: total FTE student spaces (excluding Industry Training Authority) 2018-19 Actual: 6,107 Camosun Had 5,814 FTEs in AEST programs in the 2019-20 fiscal year, failing to meet 2019-20 Result: 5,814 the year end target. The largely due to underutilization in AVED and DEV related programming. While, NHCA, HLTH and ABAC programming has had utilization rates 2019-20 Target: 7,105 greater than 100% of the target. These results will be included in future marketing and 2019-20 Assessment: Not achieved recruiting analyses.

Performance Measure 1a: Student spaces in nursing and allied health programs (FTE) (excluding Industry Training Authority) 2018-19 Actual: 822 For the 2019-20 fiscal year, Camosun had 755 FTEs delivered in nursing and allied health 2019-20 Result: 755 programs. The 2019-20 FTE very nearly met the current target of 765 FTes, and still substantially achieved the 2019-20 target value. 2019-20 Target: 765 2019-20 Assessment: Substantially Achieved

Performance Measure 1b: Student spaces in developmental programs (FTE) 2018-19 Actual: 958 Camosun had 994 FTEs in developmental programs in 2019-20, up from the previous 2019-20 Result: 994 year. This still didn’t achieve the period’s target value. Previously charging tuition for Adult Basic Education and English as a Second Language reduced Camosun’s 2019-20 Target: 1,185 developmental student FTEs, however in 2019-20 there was a continuation in the upward 2019-20 Assessment: Not achieved trend with an increase in students.

Performance Measure 2: Credentials awarded 2018-19 Actual: 2,568 On average (3-year) Camosun issued 2,561 credentials for the 2019-20 reporting period. 2019-20 Result: 2,561 This surpassed the target of 2,520 credentials, and thus was assessed as achieved. 2019-20 Target: 2,520 2019-20 Assessment: Achieved

Performance Measure 3: Total spaces for Indigenous students (number of calculated student FTEs) 2018-19 Result: 850 There were 873 FTE spaces for Indigenous Students at Camosun College in the 2019- 2019-20 Result: 873 20 fiscal year. This wa an increase of 23 spaces from the 2018-19 fiscal. These results achieved the target for the period. Increase from 2019-20 Target: previous year 2019-20 Assessment Achieved

DACSO: Diploma, Associate Degree, and Certificate Student Outcomes Survey APPSO: Apprenticeship Student Outcomes Survey TFTVG: Trades Foundation and Trades-Related Vocational Graduates BGS: Baccalaureate Graduates Survey

2019/20 Accountability Plan and Report 29 NOTE: for the performance measures section, the following acronyms are used to describe the respective student follow-up surveys: DACSO: Diploma, Associate Degree, and Certificate Student Outcomes Survey TFTVG: Trades Foundation and Trades-Related Vocational Graduates APPSO: Apprenticeship Student Outcomes Survey BGS: Baccalaureate Graduates Survey

Performance Measure 4: Student assessment of satisfaction with education Survey Name DACSO TFTVG APPSO BGS Comments 2018-19 Result: 90.4% 84.2% 97.3% 90.6% The 2019-20 student satisfaction results of each respective survey (BGS, etc) indicate that Camosun has 2019-20 Result: 90.9% 87.5% 92.0% 96.4% achieved each survey’s individual institutional targets. 2019-20 Target: ≥90.0% ≥90.0% ≥90.0% ≥90.0%

2019-20 Assessment: Achieved Achieved Achieved Achieved

Performance Measure 5: Student assessment of quality of instruction Survey Name DACSO TFTVG APPSO BGS Comments 2018-19 Result: 92.1% 85.3% 97.8% 94.3% The 2019-20 student satisfaction results of each 2019-20 Result: 95.6% 86.8% 95.4% 92.9% respective survey (BGS, etc) indicate that Camosun has achieved each survey’s individual institutional targets. 2019-20 Target: ≥90% ≥90.0% ≥90% ≥90% 2019-20 Assessment: Achieved Achieved Achieved Achieved

Performance Measure 6: Skill Development (former diploma, certificate, and associate degree students’ assessment of skill development - DACSO) 2019-20 – Skills development overall: 84.6% The Ministry performance measures in this table above are obtained from results of former students’ self-assessment of skills development 2019-20 – Written communication: 82.5% on the DACSO Survey. In 2019-20, the overall DACSO skills 2019-20 – Oral communication: 78.1% development percentage was 84.6%, achieving the target rate. The 2019-20 – Group collaboration: 86.0% highest overall scores were in the Reading and Comprehension and Critical Analysis categories at 89.0% and 88.1% respectively. 2019-20 – Critical analysis: 88.1% 2019-20 – Problem resolution: 82.1% 2019-20 – Learning on your own: 86.2% 2019-20 – Reading and comprehension: 89.0% 2019-20 Target: ≥85.0% 2019-20 Assessment, Overall: Achieved

30 Camosun College | Inspiring life-changing learning Performance Measure 6: Student outcomes – Skill Development (Trades foundation and trades-related vocational graduates’ assessment of skill development) 2019-20 – Skills development overall: 82.6% The results of the Trades Foundation and Trades-Related Vocational 2019-20 – Written communication: 63.6% Graduate Survey, indicate that at an 82.6% overall skills assessment, Camosun has achieved its 2019-20 target value. The highest 2019-20 – Oral communication: 70.5% rated categories were Reading and Comprehension, and Group 2019-20 – Group collaboration: 87.4% Collaboration at 87.9% and 87.4%, respectively. 2019-20 – Critical analysis: 84.7% 2019-20 – Problem resolution: 83.3% 2019-20 – Learning on your own: 85.9% 2019-20 – Reading and comprehension: 87.9% 2019-20 Target: ≥85.0% 2019-20 Assessment, Overall: Achieved

Performance Measure 6: Skill Development (former Apprenticeship graduates’ assessment of skill development - APPSO) 2019-20 – Skills development overall: 83.2% The Former Apprenticeship Students’ Survey reported back that for the 2019-20 reporting period, Camosun College achieved 2019-20 – Written communication: 67.4% its assessment target by posting 83.2% overall skill development 2019-20 – Oral communication: 69.2% assessment. The highest rated categories were the Reading and 2019-20 – Group collaboration: 80.9% Comprehension and Learning on Your Own at 91.6% and 87.5%, respectively. 2019-20 – Critical analysis: 86.4% 2019-20 – Problem resolution: 81.3% 2019-20 – Learning on your own: 87.5% 2019-20 – Reading and comprehension: 91.6% 2019-20 Target: ≥85.0% 2019-20 Assessment, Overall: Achieved

2019/20 Accountability Plan and Report 31 Performance Measure 6: Skill Development (Bachelor Degree graduates' assessment of skills development - BGS) 2019-20 – Skills development overall: 91.5% The Ministry performance measures in the table above are obtained 2019-20 – Written communication: 90.2% from results of former students’ self-assessment of skills development on the BGS Survey. In 2019, the BGS overall skills development 2019-20 – Oral communication: 85.4% percentage performed well at 91.5%. Looking at the sub-categories, 2019-20 – Group collaboration: 92.6% the highest scores were in the following subcategories: Critical Analysis, 96.3%, Problem Resolution, 94.0%, and Learning on Your 2019-20 – Critical analysis: 96.3% Own, at 93.8% 2019-20 – Problem resolution: 94.0% 2019-20 – Learning on your own: 93.8% 2019-20 – Reading and comprehension: 90.1% 2019-20 Target: ≥85.0% 2019-20 – Assessment, Overall: Achieved

Performance Measure 7: Student assessment of usefulness and skills in job performance Survey Name DACSO TFTVG APPSO BGS Comments 2018-19 Result: 83.8% 78.9% 92.3% 87.9% The 2019-20 student satisfaction results of each respective survey (BGS, etc) indicate that Camosun has achieved each 2019-20 Result: 80.0% 89.7% 93.3% 93.5% survey’s individual institutional targets, with the exception of 2019-20 Target: ≥90.0% ≥90.0% ≥90.0% ≥90.0% the DACSO results. They were substantially achieved 2019-20 Assessment: Substantially Achieved Achieved Achieved Achieved

Performance Measure 8: Unemployment Rate Survey Name DACSO TFTVG APPSO BGS Comments 2018-19 Result: 6.3% 6.4% 4.5% 2.9% The unemployment rates for Camosun graduates 2019-20 Result: 6.0% 8.5% 2.9% 6.1% were considerably better than the regional target unemployment rate, which is the unemployment rate for 2019-20 Target: ≤8.9% ≤8.9% ≤8.9% ≤8.9% the Vancouver Island / Coast region for those with high 2019-20 Assessment: Achieved Achieved Achieved Achieved school credentials or less. The results for respondents to the DACSO, APPSO and BGS surveys each exceeded the target: 6.3%; 4.5% and 2.9%, respectively

32 Camosun College | Inspiring life-changing learning Total FTE students for other student categories 2019-20 Result, Industry 2,570 Camosun had 2,570 student FTEs in ITA-funded programs in the 2019-20 fiscal year. Training Authority (ITA) Up (+5.0%) from 2,447 in 2018-19. funded students: 2019-20 Result, 1,706 International Student FTEs remained stable at to 1,706 in 2019-20, slightly down International students: (-0.8%) from the 1,719 FTEs in the previous year. This marked a 3.6 percent increase over the previous year.

Additional Performance Measures

Performance Measure A-1: Indigenous Students at Camosun 2019-20 Result: 1,287 in 2018/19 There were 1,149 Indigenous Students attending Camosun 1,149 in 2019/20 College in the 2019-20 Fiscal Year, which is down from the previous year. 2019-20 Target: Increase from previous year

2019-20 Assessment: Not Achieved

ADULT UPDGRADING GRANT (AUG) / CAMOSUN UPGRADING BURSARY (CUB) DATA

AUG SUMMARY APRIL 1 , 2019 - MARCH 31, 2020

TERM APPROVED DENIED CANCELLED % DENIED TOTAL APPS FUNDING SPENT ON TUITION & FEES Summer 2019 240 20 15 7.8 275 57,025.04 Fall 2019 482 48 26 9.4 556 158,325.05 Winter 2020 461 37 35 7.4 533 129,905.71 TOTALS 1183 105 76 8.3 1364 345,255.80

2019/20 Accountability Plan and Report 33 FINANCIAL INFORMATION

2.4% 2019/20 FISCAL YEAR 10.4% For additional information, please see the Audited Financial Statements available on the Camosun website: camosun.ca 1.7% *Note: all figures are in millions of Canadian dollars

REVENUE 45.9% Revenue $ Millions Per cent Provincial Grants 67.8 45.9% Provincial Capital Grants 9.5 6.4% Tuition & fees 48.9 33.1% 33.1% Federal & Other Grants 2.5 1.7% Goods & services 15.4 10.4% Other 3.5 2.4% 6.4% TOTAL 147.6 100.0%

6.4% 3.4% 2.2%

10.3% EXPENDITURE 2019/20 FISCAL YEAR

$ Millions Per cent Salaries & benefits 114.5 77.7% Expenses 77.7% by Object Supplies and services 15.1 10.3% Costs of goods sold 3.3 2.2% Amortization 9.4 6.4% Minor repairs & maintenance 5.0 3.4% TOTAL 147.3 100.0%

34 Camosun College | Inspiring life-changing learning MANDATE PRIORITIES

The following table, together with the performance measures listed in this report, demonstrate Camosun’s commitment to achieving the 2019/20 Mandate Letter priorities.

Mandate Letter Priorities 2019/20 Indicators (and relevant page references where applicable)

Implement the education-related TRC Calls to Action Since Camosun initiated a task force and steering committee in 2015 to develop an Indigenization and Reconciliation relevant to your institution and actively participate in project charter that embeds the Truth and Reconciliation Calls to Action into our college-wide Indigenization Plan, an engagement process with the Ministry and local, significant progress in all areas has been made which is detailed in-depth on page 39 (Appendix A – Progress on regional and other Indigenous partners to develop and Implementation on TRC Calls to Action). Initiatives such as TELŦIN TŦE WILNEW, a blended delivery course on implement a comprehensive strategy that increases Indigenization, which is available to all faculty and staff, increase knowledge of the history of Aboriginal peoples, including student success and responds to the TRC Calls to Action the history and legacy of residential schools, the UN Declaration on the Rights of Indigenous Peoples, Treaties and and UN Declaration on the Rights of the Indigenous Aboriginal rights, Indigenous law, and Aboriginal–Crown relations as per the Ministry mandate priority. Peoples.

Work closely with government to support Tables found in Appendix C: implementation of priority initiatives, including those outlined in the Minister’s mandate letter. Specific actions Trades programming( 2018F – 2019F): include, but are not limited to: Registration growth:

• Improve access to post-secondary education with a • Architectural Trades increased course registrations by 71 from 2018F to 2019F. focus on vulnerable and under-represented students. • Electronics and Computer Engineering registrations increased by 19 course registrations. • Expanding programming aligned with high demand • Plumbing and Pipe Trades course registrations grew by 40. occupation and priority sectors (such as trades, Capacity growth: technology and health). • Expanding co-op and work-integrated learning • +48 course openings in Architectural Trades opportunities for all students. • +53 course openings in Electronics and Computer Engineering • +25 course openings in Plumbing and Pipe Trades Utilization growth: • Architectural Trades +9 percentage points • Culinary Arts +10 percentage points • Plumbing and Pipe Trades +7 percentage points • Mechanical Engineering +5 percentage points

Technology programming: Camosun College saw increases in the number of credentials issued in the following technology related programs from 2016-17 to the 2017-18 AY: • Overall, this cluster of programs issued credentials increased from 305 to 336. • Information and Computer Systems (Diploma) issued credentials increased from 34 to 80. • Electrical and Computer Engineering Bridge (Uvic) (Advanced Diploma) initially issued 27 credentials. • Engineering Graphics Technician (Certificate) initially issued 10 credentials. • Computer Network Electronics Technician (Advanced Certificate) increased from 5 credentials issued in 2016-17 to 14 in the next year. In terms of enrolments, the groupings from the attached table: • Overall enrolments increased from 690 to 760 from the 2016-17 AY to the 2017-18 AY.

2019/20 Accountability Plan and Report 35 • Information and Computer Systems saw the largest gains from 2017-18 to 2018-19, increased from 73 to 116. Followed by: » Electrical and Computer Engineering Bridge (UVic): +34 (32 to 66 enrolments). » Mechanical Engineering Technology: +30 (137 to 167 enrolments).

Computer Network Technician: +10 (23 to 33 enrolments)

Health programming: The clustered health related programs from the table above indicate that from 2016-17 AY to 2017-18 AY, some of the notable growth was found in: • Dental Hygiene enrolments moved from 53 to 55. • Practical Nursing increasing from 97 to 98. International Pathway to Practical Nursing remained constant at 27 enrolees. CO-OP: From the 2017-18 AY the number of COOP-WEP students fell from 431 to 385 in the following year. This was a decline of 46 students (or -10.7 percent). This was a one-time decline, as in the next year the number of COOP-WEP course registrations increased.

Improve student safety and overall well-being in the In May 2017, the college launched its Sexual Violence and Misconduct policy and created a Student Support Office to areas of mental health and the prevention of sexual assist students in need. As well, the college’s Mental Health and Well-Being Strategy applies a mental health lens in the violence and misconduct, including creating greater creation of new, and the review and revision of existing college policies, practices and procedures. awareness of available supports. In 2019, the college completed a new Equity, Diversity and Inclusion policy to remove barriers and to create space for students and employees to embrace their identities and to fully participate in the Camosun community. The new policy encompasses learnings and collective efforts in supporting indigenization and internationalization and supports efforts around our values, priorities and strategic goals, as well as aligning with current legislation and B.C. Government priorities. Please see Appendix D for detailed reporting in this area.

Ensure that students are able to seamlessly transition into The B.C. Graduation Program ensures that students graduate from secondary school as educated citizens, with the post-secondary education with the implementation of knowledge, competencies, and skills they will need to transition successfully into higher education, training and the the new B.C. Graduation Program. workforce. Camosun’s admission criteria are aligned with B.C. Graduation Program requirements.

Continue to actively participate in the implementation of the EducationPlannerBC common application system for Camosun continues to participate in the EducationPlannerBC common application system as per the government mandate. all undergraduate applicants.

International education has long been recognised as providing links that reflect global opportunity and understanding. With a headcount of over 2,100 international students from 80 different countries, four short-term partnership independent study programs, field schools, exchange opportunities and volunteer abroad options, Camosun International works together to welcome students and partners from around the world. We also bring our expertise to successfully complete Work closely with the Ministry to develop a balanced international projects and training programs, both locally and overseas. As this report covers the period up to March 31, approach to international education. 2020 it is largely concerned with the pre-COVID era. However, when the pandemic hit, Camosun worked proactively to support international students through letters of support for international travel/study visas; student bursaries and care hampers; and a dedicated website and email address where students could find answer to their COVID-related questions. (See pages 20 – 22 for an overview of key highlights during the past year in international education)

Meet or exceed the financial targets identified in the Please see the detailed table on page 34 Ministry’s three-year Service Plan tabled under Budget 2018, including maintaining balanced or surplus financial results.

36 Camosun College | Inspiring life-changing learning Comply with the Tuition Limit Policy, which sets a two Camosun complies with the Tuition Limit Policy, capping tuition and mandatory fee increases at 2% percent cap on tuition and mandatory fee increases for domestic students to ensure course and programs are affordable.

Support lasting reconciliation with Indigenous peoples, Please see Appendix A – Progress on Implementation on TRC Calls to Action on page 39. through initiatives that increase the participation and success of Indigenous learners and implementation of the education-related Calls to Action of the Truth and Reconciliation Commission.

Contribute to an accessible and relevant post-secondary The tuition waiver program has opened the door for 1,190 former youth in care since it was introduced in the fall of system by: 2019. Camosun has 98 students benefiting from the program as of October 2019. Camosun’s Student Support Office • Implementation initiatives to increase participation assists students in need. The Student Experience office is committed to enabling student success that extends beyond and success of students, including vulnerable and the classroom and integrates the entire campus community. By stewarding a comprehensive range of supports we underrepresented groups, and promoting gender enrich student learning and contribute to an exceptional overall educational experience—from registration through to parity; graduation. The result is student experiences that reflect the entire educational journey, and that inspire enduring student • Ensuring student safety and inclusion; success for healthy communities, a robust economy and engaged citizens. Please see Appendix D for detailed reporting on this priority area. • Enhancing system innovation through participating in a post-secondary digital systems strategy, including delivery of Education Planner and other digital learning activities and initiatives; • Providing programming that meets local, regional, or provincial labour market and economic needs; and • Working with the Ministry to implement a student- centred international education framework that supports the success of domestic and international students

Develop and recognize flexible learning pathways for The STP pivot in the appendix demonstrates that Camosun adds to the consistent K-12 transitions into post-secondary students to access post-secondary education and skills in the provincial system. College maintains HS graduate first entries year after year with consistent entrance rates. training including: Additionally, Camosun College maintains steady rates of students entering post-secondary education for the first time two to five years after their high school graduation. • Actively engaging with your local school districts to expand dual credit opportunities for students; Camosun Dual Credit opportunities are open to students in School Districts 61 (Victoria), 62 (Sooke), 63 (Saanich), 64 (Gulf • Supporting lifelong learning pathways across the public Islands), and 79 (Cowichan) providing broad-based opportunities for lifelong learning pathways in Camosun’s region of post-secondary system; and Southern Vancouver Island. • Advancing and supporting open learning resources.

Strengthen workforce connections for student and worker Table found in Appendix C: Trades transitions by: Course Registration growth: • Aligning programming with high opportunity and priority occupations (such as trades, technology, early • Motor Vehicle/Metal Trades course registrations grew from 148 in the 2019F Semester, to 184 compared to the same day in childhood educators and health); the 2020F semester – an increase of 36 registrations. • Increasing co-op and work-integrated learning Course Capacity growth: opportunities; • Responding to the reskilling needs of British Columbians • 14 additional course section spaces in Computer Science compared to the previous Fall semester. to support employment and career transitions; • 63 additional course spaces in the Motor Vehicle/Metal Trades grouping, when compared to the previous year’s Fall • Supporting student’s awareness of career planning semester. resources. Utilization growth: • Architectural Trades utilization increased by 3 percentage points. • Civil Engineering utilization increased by 2 percentage points. • Culinary Arts increased by 17 percentage points. • Mechanical Engineering by 2 percentage points when compared to the previous year.

2019/20 Accountability Plan and Report 37 Technology: Camosun College saw increases in the number of credentials issued in the following technology related programs from 2017-18 to the 2018-19 AY: • Civil Engineering Bridge (UBC) (Advanced Diploma) moved from 11 to 22. • Electronics Engineering Technology Access (Certificate; 3-12 month) increased from 0 to 6. • AutoCAD graphics (Certificate; 3-12 month) moved up to 5 from 3 in 2017-18. • Electrical and Computer Engineering Bridge (UBC) (Advanced Diploma) increased by 1 to 28 in 2018-19. • Computer Systems Technology (Certificate; 3-12 month) increased to 1 in 2018-19. • Computer Systems Technology (Diploma; 12-36 months) remained constant from 2017-18 to 2018-19 AY

In terms of enrolments, the groupings from the attached table: • Overall enrolments increased from 760 to 764 from the 2017-18 AY to the 2018-19 AY – an increase of 4 or 0.5 percent. • Information and Computer Systems saw the largest gains from 2017-18 to 2018-19, increased from 116 to 136. Followed by: » Mechanical Engineering Bridge (UVic): +11 (35 to 46 enrolments) » Civil Engineering Bridge (UBC): +8 (16 to 24 enrolments) » Mechanical Engineering Technology: +3 (167 to 170 enrolments)

Student Transitions: Camosun College strengthens workforce connections by providing a place for students in the province who may have graduated more than a few years ago to go and seek training and transition back into the education system. In 2018-19 (from the STP 2018, First Fall Transitions Pivot): • 185 Students who had graduated in the 2016/17 year made their first fall transition to Camosun college a year after their graduation • 97 students who graduated high school from 2010/11 – 2014/15 made their first fall transition to Camosun. • Camosun also was the home to students who had graduated high school more than ten years ago (2001/2002) for their first fall enrolment.

Camosun received Ministry funding to expand the number of seats in our Early Childhood Education programs.

ECE: • Enrolments increased from 56 in the 2017-18 AY to 86 in the 2018-19 AY – an increase of 30 or 53.6 percent. • 5 enrolments with the Early Childhood Educators Work-Integrated Learning in 2018-19 AY.

Health: The select group of health programs from the attached table indicate that from 2017-18 AY to 2018-19 AY: • Overall enrolment increased from 1,068 to 1,179 – an increase of 111 enrolments or +10.4 percent. • Medical Office Assistant saw the largest increase at 79 – moving from 54 in 2017-18 to 133 in the 2018-19 AY. This was followed by: » BSN Nursing at 26 – increasing from 481 in 2017-18 to 507 in the 2018-19 AY. » Mental Health and Addictions at 11 – increasing from 56 to 67 in the 2018-19 AY.

Certified Dental Assistant at 4 – increasing from 33 to 37 in the 2018-19 AY.

b. Table found in Appendix C: COOP-WEP course registrations increased from 385 in the 2018-19 AY to 2019-20 AY to 393 – a slight increase of 8 over the previous year.

38 Camosun College | Inspiring life-changing learning APPENDIX A

MANDATE PRIORITY #1

Progress on Implementation of Truth and Reconciliation Commission’s (TRC) Calls to Action and articles of the United Nations Declaration (UN Declaration) on the Rights of Indigenous Peoples at Public Post-Secondary Institutions in B.C.

The provincial government is committed to implementing the UN Declaration on the Rights of Indigenous Peoples and the TRC Calls to Action. Institutions will have addressed relevant TRC Calls to Action and articles of the UN Declaration on the Rights of Indigenous Peoples to varying degrees. The following table provides an at-a-glance summary of Camosun’s progress.

TRC CALL TO ACTION1 and UN PROGRESS NEW INITIATIVES CONTINUING INITIATIVES DECLARATION on the RIGHTS OF (N/A, AND PARTNERSHIPS AND PARTNERSHIPS INDIGENOUS PEOPLES ARTICLE In Progress, (Please provide key details for (Please provide key progress details for 2 Implemented) new initiatives begun in 2019/20 initiatives begun prior to and continued relating to each Call to Action and through 2019/20 relating to each Call to UN Declaration on the Rights of Action and UN Declaration on the Rights of Indigenous Peoples article and Indigenous Peoples article and how your how your institution’s relations and institution’s relations and collaborative collaborative partnerships with local partnerships with local First Nations and First Nations and Métis communities Métis communities are contributing to are contributing to implementation. implementation. Please include links where Please include links where relevant/possible.) relevant/possible.)

1: SOCIAL WORK New and Camosun has entered into a partnership with The Indigenous Family Support program continues Continuing / the Council of Yukon First Nations to deliver to train students to work as Family Support Workers We call upon the federal, provincial, territorial, and Implemented a customized Indigenous Family Support and other human services providers in Indigenous Aboriginal governments to commit to reducing the training program to Yukon people who work communities and organizations and in Indigenous- number of Aboriginal children in care by … Ensuring as uncertified Family Support Workers in 14 specific positions in non-Indigenous organizations and that social workers and others who conduct child- Indigenous villages across Yukon Territory. institutions. TELŦIN TŦE WILNEW, a blended delivery welfare investigations are properly educated and The program was disrupted by the COVID course on Indigenization, is available to all faculty trained about the history and impacts of residential shutdown but plans to resume in September and staff. schools. ... Ensuring that social workers and others 2020 with a planned completion date of who conduct child-welfare investigations are properly March 2021. A&S added IST 205 (Indigenous educated and trained about the potential for Aboriginal Introduction to Social Work) and IST 206 communities and families to provide more appropriate (Indigenous Social Welfare) as options to the solutions to family healing. Pre-Social Work Associate Degree for 2019F

1 ”…” represents omitted text not related to post-secondary education from the original Call to Action. 2 Use N/A if there is no relevant program on this subject offered at institution.

2019/20 Accountability Plan and Report 39 12: EARLY CHILDHOOD EDUCATION New and In December 2020, Camosun is completing an HHS has included IST 120 (Introduction to Indigenous We call upon the federal, provincial, territorial, Continuing/ Indigenous Early Learning and Care program in Peoples) as a mandatory course in Early Learning and and Aboriginal governments to develop culturally Implemented partnership with the Saanich Adult Education Care effective Winter 2018. TELŦIN TŦE WILNEW, a appropriate early childhood education programs for (located on Tsartlip Nation). Up to 14 certified blended delivery course on Indigenization, is available Aboriginal families. childcare practitioners will be made available to all faculty and staff. to serve childcare needs in W̱ SÁNEĆ and other Indigenous communities.

16: INDIGENOUS LANGUAGE DEGREE Continuing/ Ongoing relationships with Indigenous communities AND DIPLOMA PROGRAMS Implemented and people who are leading language revitalization initiatives. Partners include: SAEC, Songhees, and We call upon post-secondary institutions to create VNFC. TELŦIN TŦE WILNEW, a blended delivery university and college degree and diploma programs course on Indigenization, is available to all faculty in Aboriginal Languages. and staff

23: HEALTH-CARE PROFESSIONALS New and HHS has included IST 120 (Introduction to TELŦIN TŦE WILNEW, a blended delivery course on Continuing/ Indigenous Peoples) as a required course in the Indigenization, is available to all faculty and staff. We call upon all levels of government to increase the Implemented Certified Medical Laboratory Assistant program number of Aboriginal professionals working in the effective and the Sonography program. health-care field, ensure the retention of Aboriginal health-care providers in Aboriginal communities, Camosun has started an Indigenous Health and provide cultural competency training for all Care Attendant program in partnership with the healthcare professionals. Saanich Adult Education (located on Tsartlip Nation). Upgrading and program readiness courses have been completed. Up to 16 Indigenous HCAs will be trained and certified by summer 2021.

24: MEDICAL & NURSING SCHOOLS New and Camosun successfully applied to renew and TELŦIN TŦE WILNEW, a blended delivery course on Continuing/ expand its Special Program which has been Indigenization, is available to all faculty and staff. We call upon medical and nursing schools in Canada Implemented in place since 2004, and reserves seats in to require all students to take a course dealing with the Bachelor of Science in Nursing program Aboriginal health issues, including the history and for qualified Indigenous (Aboriginal, Metis legacy of residential schools, the United Nations and Inuit) applicants. Camosun successfully Declaration (UN Declaration) on the Rights of increased the reserve for Indigenous students Indigenous Peoples, Treaties and Aboriginal rights, and from 5% to 10% of the cohort size in Indigenous teachings and practices. This will require response to overwhelming demand from skills-based training in intercultural competency, conflict Indigenous applicants. resolution, human rights, and anti-racism. HHS includes HLTH 111 (Indigenous Peoples’ Health) as a required course in the BSN program. HHS now has a faculty position exclusively committed to Indigenous student success and Indigenization training for HHS faculty.

28: LAW SCHOOLS New and A&S is committed to indigenizing the Criminal TELŦIN TŦE WILNEW, a blended delivery course on We call upon law schools in Canada to require all Continuing/ Justice program, including adding a new core Indigenization, is available to all faculty and staff. law students to take a course in Aboriginal people Implemented course, IST 136, Indigenous Justice and Law and the law, which includes the history and legacy of residential schools, the UN Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations. This will require skills-based training in intercultural competency, conflict resolution, human rights, and antiracism.

40 Camosun College | Inspiring life-changing learning 57: PUBLIC SERVANTS N/A – beyond A number of Indigenous Studies courses are available We call upon federal, provincial, territorial, and the availability of as electives in a variety of Camosun programs. municipal governments to provide education to public Indigenous Studies TELŦIN TŦE WILNEW, a blended delivery course on servants on the history of Aboriginal peoples, including courses as elective Indigenization, is available to all faculty and staff. the history and legacy of residential schools, the UN courses in various Declaration on the Rights of Indigenous Peoples, programs. Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations. This will require skills- based training in intercultural competency, conflict resolution, human rights, and anti-racism.

62: TEACHER EDUCATION N/A (Camosun The Indigenous Family Support program supports We call upon the federal, provincial, and territorial does not offer students to work as Indigenous Education Assistants governments, in consultation and collaboration with Teacher Education in the K-12 system. IST 120 (Introduction to Indigenous Survivors, Aboriginal peoples, and educators, to: courses, but Peoples), is now a core course in the Education … Provide the necessary funding to post-secondary Indigenous Assistant and Community Support programs. institutions to educate teachers on how to integrate content is TELŦIN TŦE WILNEW, a blended delivery course on Indigenous knowledge and teaching methods into integrated into Indigenization, is available to all faculty and staff. classrooms. Camosun’s Education Assistant, Indigenous Education and Community Support programs).

86: JOURNALISM & MEDIA SCHOOLS N/A We call upon Canadian journalism programs and media schools to require education for all students on the history of Aboriginal peoples, including the history and legacy of residential schools, the UN Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, Indigenous law, and Aboriginal–Crown relations.

92: BUSINESS SCHOOLS Continuing The School of Business played a significant role in the delivery of the Indigenous Culinary Arts & Hospitality We call upon the corporate sector in Canada to … program in partnership with Songhees Nation. Over Provide education for management and staff on the a period of two years, approximately 30 Songhees, history of Aboriginal peoples, including the history Cowichan and students were trained to and legacy of residential schools, the UN Declaration W̱ SÁNEĆ work in the hospitality industry and to set up their own on the Rights of Indigenous Peoples, Treaties and businesses. TELŦIN TŦE WILNEW, a blended delivery Aboriginal rights, Indigenous law, and Aboriginal– course on Indigenization, is available to all faculty Crown relations. This will require skills-based training and staff. in intercultural competency, conflict resolution, human rights, and anti-racism.

2019/20 Accountability Plan and Report 41 UNITED NATIONS DECLARATION Implemented Camosun organized and implemented an A new Terms of Reference for the Indigenous ON THE RIGHTS OF INDIGENOUS information campaign to educate the Advisory Council was ratified by the Council and the Camosun community about the United President’s office. UNDRIP informs this document’s PEOPLES IMPLEMENTATION Nations Declaration on the Rights of guiding principles. How is your institution working with Indigenous Indigenous Peoples The Council provides direction to the college peoples and communities to implement the United The College now opens its website with a president regarding Indigenous programming, Nations Declaration on the Rights of Indigenous Territory Acknowledgement grammatically partnership and services at Camosun College, and Peoples, and in particular the articles related to consistent with advice provided in Gregory links with local communities and to Eyēʔ Sqậ’lewen: education, which include the following: Younging’s Elements of Indigenous Style: A the Centre for Indigenous Education & Article 14 Guide for Writing By and About Indigenous Community Connections Peoples. This form of acknowledgement is now It is the longest continuously-run post-secondary 1. Indigenous peoples have the right to establish and used across the college’s communications, control their educational systems and in¬stitutions Indigenous Advisory Council in the province. All including within course D2L pages and the new Indigenous programs at Camosun must be vetted providing education in their own lan¬guages, in a syllabus template. manner appropriate to their cultur¬al methods of through the Council. Members Include: teaching and learning. The college’s website also includes an • Indigenous Nations Education, School Districts 61, Indigenization Initiative page that is informed 62, 63 and 64. 2. Indigenous individuals, particularly children, have by UNDRIP. the right to all levels and forms of education • Camosun’s First Nations Student Association In June 2020 Camosun’s Board of Governors Article 15 ratified the Indigenization Policy, which rests, • Songhees Nation in part, on UNDRIP articles 14, 15 and 21, as • Esquimalt Nation 1. Indigenous peoples have the right to the dignity well as the TRC and the CICAN Indigenous and diversity of their cultures, traditions, histories and • Scia’new First Nation Education Protocols for Colleges and Institutes. aspirations which shall be appropriately reflected in • T’Sou-ke First Nation UNDRIP is also referenced in our Equity, education and public information. Diversity and Inclusion Policy. It continues to • Pacheedaht First Nation Article 21 inform future planning and policy development • Saanich Adult Education Centre of Indigenous education at the college. 1. Indigenous peoples have the right, without • W̱ SÁNEĆ School Board discrimination, to the improvement of their economic • Victoria Native Friendship Centre and social conditions, including, inter alia, in the areas of education, employment, vocational training • University of Victoria’s Office of Indigenous Affairs and retraining, housing, sanitation, health and • Métis Nation of Greater Victoria social security. Camosun completed the two-year Hisu program with Pacheedaht First Nation. This program, funded through Aboriginal Community-Based Delivery Program prepared Pacheedaht students for employment and/or further education, both of which re particularly critical as Pacheedaht moves closer to economic and cultural self-determination through its business development projects. Camosun completed a two-year run of the Indigenous Culinary Arts and Hospitality Program in partnership with Songhees Nation. This program, also funded through Aboriginal Community-Based Delivery Program, has prepared 30 Songhees, Cowichan and W̱ SÁNEĆ students to work in the hospitality industry (which will come back!) and to set up their own businesses. The Camosun College/W̱ SÁNEĆ School Board Relationship Agreement was renewed to 2025. This agreement honours W̱ SÁNEĆ rights, dignity and self-determination.

GENERAL Since the winter of 2017, as part of our response to the TRC, Camosun has been working on a project with 39 recommendations to more deeply Indigenize college processes and policy, curriculum, student services and employee education. To date, of the 39 recommendations, 14 are complete, 19 have the foundation complete, and 6 are ongoing. CETL has an Indigenization Specialist to support curriculum work. TELŦIN TŦE WILNEW, a blended delivery course on Indigenization, is available to all faculty and staff.

42 Camosun College | Inspiring life-changing learning APPENDIX B

FINANCIAL STATEMENT RECONCILIATION

March 31, 2020, with comparative figures for March 31, 2019

Annual Budget March March Yr to Yr Revenue (Note 19) 31, 2020 31, 2019 Variance Provincial grants • Ministry of Advanced Education, Skills and Training $62,910,792 $65,772,220 $6 0, 527,8 0 4 $5,244,416 • Other $7,4 52, 3 0 4 $6,351,441 $6,383,813 $(32,372)

Federal grants $750,000 $734,048 $715,355 $18,693 Other grants $7 7,0 6 8 $44,046 $33,022 Tuition $49,206,370 $ 47, 9 8 4, 353 $46,663,741 $1,320,612 Fees (other) $975,000 $873,165 $901,112 $(27, 9 47 ) Other revenue $1,942,247 $2,528,262 $1,965,273 $562,989 Amortization of deferred capital CONTRIBUTIONS $7,705,107 $6,838,156 $5,777,827 $1,060,329 Rentals and leases $281,500 $228,357 $174,377 $53,980 Investment income $500,000 $784,109 $837,25 0 $(53,141) Sales of goods and services • To the Province $650,000 $520,785 $839,833 $(319,048) • To Crown Corps or Government Orgs $2,492,522 $2,591,808 $2,274,949 $316,859 • To non-related entities $11,071,741 $12,276,491 $12,819,119 $(542,628)

145,937,583 147,560,263 139,924,499 7,635,764 Expenses: (note 18) • Instruction & Support $137,421,504 $138,555,755 $129,549,124 $9,006,631 • Ancillary Operations $7,381,579 $7,473,813 $7,543,505 $(69,692) • Applied Research $1,134,500 $1,245,658 $1,2 97,0 87 $(51,429)

145,937,583 147,275,226 138,389,716 8,885,510 Annual surplus $285,037 $1,534,783 $(1,249,746) Accumulated surplus, beginning of year 23,483,571 23,483,571 21,948,788 Accumulated surplus, end of period $23,483,571 23,768,608 23,483,571 $23,483,571 23,768,608 23,483,571

See accompanying notes Breakdown of DCC RECONCILIATION to financial statements. Provincial Federal & Provincial Grants $67,765,589 Unfunded benefits Amounts amortized $6,838,156 $5,118,936 $1,719,220 Provincial Capital Grants $9,47 7,0 0 9 Vacation liability $508,254 to Rev Tuition & Fees $48,857,518

Sickleave $108,478 Amounts recognized $4,358,072 $4,358,072 Federal & Other Grants $2,530,336 LTD $100,248 as Rev Goods and Services $15,389,084

$716,980 9,477,009 1,719,219.50 Other $3,540,728 TOTAL REVENUE $147,560,263 Provincial grants less amount recognized as deferred capital contributions revenue.

2019/20 Accountability Plan and Report 43 APPENDIX C

Tables referenced Mandate Priority 2019/20, #2B:

CREDENTIAL TYPE PROGRAM TITLE AY AY AY 2016-17 2017-18 2016- 2017- 2018- – 2017-18 – 2018-19 17 18 19

Advanced Diploma: Awarded on completion of programs that require a Civil Engineering Bridge 20 11 22 -9 11 diploma for entrance and are normally greater than 12 months of full-time University of British Columbia equivalent study. Certificate: Awarded on completion of programs at the post-secondary Electronics Engineering 6 0 6 level normally between 3 and 12 months of full-time equivalent study. Technology Access Certificate: Awarded on completion of programs at the post-secondary AutoCAD Graphics 4 3 5 -1 2 level normally between 3 and 12 months of full-time equivalent study. Advanced Diploma: Awarded on completion of programs that require a Electrical and Computer 27 28 27 1 diploma for entrance and are normally greater than 12 months of full-time Engineering Bridge to Uvic equivalent study. Certificate: Awarded on completion of programs at the post-secondary Computer Systems 6 1 -6 1 level normally between 3 and 12 months of full-time equivalent study. Technology Diploma: Awarded on completion of programs at the post-secondary level Computer Systems 39 1 1 -38 0 normally between 12 and 36 months of full-time equivalent study. Technology Advanced Certificate: Awarded on completion of programs that require Computer Network 5 14 13 9 -1 a diploma for entrance and are normally between 3 and 12 months of full- Electronics Technician time equivalent study Advanced Diploma: Awarded on completion of programs that require a Civil Engineering Bridge 1 1 -1 diploma for entrance and are normally greater than 12 months of full-time equivalent study. Advanced Diploma: Awarded on completion of programs that require a Mechanical Engineering 1 1 -1 diploma for entrance and are normally greater than 12 months of full-time Bridge equivalent study. Advanced Diploma: Awarded on completion of programs that require a Mining Engineering Bridge 1 1 -1 diploma for entrance and are normally greater than 12 months of full-time University of British Columbia equivalent study. Diploma: Awarded on completion of programs at the post-secondary level Mechanical Engineering 66 40 39 -26 -1 normally between 12 and 36 months of full-time equivalent study. Technology Diploma: Awarded on completion of programs at the post-secondary level Early Learning and Care 23 15 13 -8 -2 normally between 12 and 36 months of full-time equivalent study. Diploma: Awarded on completion of programs at the post-secondary level Civil Engineering Technology 31 40 37 9 -3 normally between 12 and 36 months of full-time equivalent study. Advanced Diploma: Awarded on completion of programs that require a Mechanical Engineering 19 18 15 -1 -3 diploma for entrance and are normally greater than 12 months of full-time Bridge to University of Victoria equivalent study. Developmental Credential: Awarded as a certificate or diploma upon Computing and Engineering 4 6 1 2 -5 completion of a developmental level program (e.g., high school diploma, Technician Access ESL certificate). Includes the BC Adult Dogwood. Certificate: Awarded on completion of programs at the post-secondary Mechanical Engineering 4 11 5 7 -6 level normally between 3 and 12 months of full-time equivalent study. Technology Access

44 Camosun College | Inspiring life-changing learning Diploma: Awarded on completion of programs at the post-secondary level Electronics & Computer 22 27 21 5 -6 normally between 12 and 36 months of full-time equivalent study. Engineering - Renewable Energy Certificate: Awarded on completion of programs at the post-secondary Engineering Graphics 10 1 10 -9 level normally between 3 and 12 months of full-time equivalent study. Technician Advanced Diploma: Awarded on completion of programs that require a Mechanical Engineering 18 19 8 1 -11 diploma for entrance and are normally greater than 12 months of full-time Bridge to University of British equivalent study. Colum Certificate: Awarded on completion of programs at the post-secondary Civil Engineering Technology 10 11 1 -11 level normally between 3 and 12 months of full-time equivalent study. Access Diploma: Awarded on completion of programs at the post-secondary level Information and Computer 34 80 31 46 -49 normally between 12 and 36 months of full-time equivalent study. Systems 305 336 247 31 -89

TECH ENROLMENTS (CDW):

PROGRAM TITLE AY 2016-17 AY 2017-18 AY 2018-19 2016-17 2017-18 to 2017-18 to 2018-19

Information and Computer Systems 73 116 136 43 20 Mechanical Engineering Bridge to University of Victoria 41 35 46 -6 11 Civil Engineering Bridge University of British Columbia 21 16 24 -5 8 Mechanical Engineering Technology 137 167 170 30 3 Civil Engineering Technology Access 16 14 16 -2 2 Computer Network Electronics Technician 23 33 34 10 1 Mechanical Engineering Technology Access 14 15 15 1 0 Civil Engineering Bridge 5 -5 0 Mining Engineering Bridge University of British Columbia 1 1 -1 Electronics & Computer Engineering - Renewable Energy 116 109 108 -7 -1 Electrical and Computer Engineering Bridge to Uvic 32 66 63 34 -3 Electronics Engineering Technology Access 15 17 14 2 -3 Civil Engineering Technology 114 115 112 1 -3 Mechanical Engineering Bridge to University of British Colum 21 21 18 0 -3 Computer Systems Technology 52 6 2 -46 -4 Computing and Engineering Technician Access 10 13 5 3 -8 Engineering Graphics Technician 16 1 16 -15 Grand Total 690 760 764 70 4

2019/20 Accountability Plan and Report 45 HEALTH ENROLMENTS (CDW):

PROGRAM TITLE AY 2016-17 AY 2017-18 AY 2018-19 2016-17 2017-18 to 2017-18 to 2018-19

Dental Hygiene 53 55 55 2 0 Practical Nursing 97 98 101 1 3 International Pathway to Practical Nursing 27 27 12 0 -15 Interprofessional Mental Health & Addictions-Post Degree 26 25 25 -1 0 Medical Lab 29 28 27 -1 -1 Baccalaureate of Science in Nursing 483 481 507 -2 26 Medical Radiography 33 31 32 -2 1 Hospital Unit Clerk 21 18 20 -3 2 Certified Dental Assistant 38 33 37 -5 4 Medical Office Assistant 63 54 133 -9 79 Mental Health and Addictions 65 56 67 -9 11 Health Care Assistant 174 162 163 -12 1 1,109 1,068 1,179 -41 111

COOP-WEP COURSE COUNTS:

Change Change 2017-18 AY 2018-19 AY 2019-20 AY (17/18-18/19) (18/19-19/20) COOP-WEP 431 385 393 -46 +8

AS OF 11/09/2019 2019F 2018F Year to Year Change

Course Reg Cap. Util. Course Reg Cap. Util. Course Reg Cap. Util.

Architectural Trades 330 374 88% 259 326 79% 71 48 9% Civil Engineering 477 583 82% 525 623 84% -48 -40 -2% Computer Science 1010 1148 88% 1035 1123 92% -25 25 -4% Culinary Arts 58 102 57% 59 126 47% -1 -24 10% Electrical 233 186 125% 234 252 93% -1 -66 32% Electronics and Computer Engineering 863 1019 85% 844 966 87% 19 53 -3% Mechanical Engineering 449 509 88% 588 703 84% -139 -194 5% Motor Vehicle/Metal Trades 147 146 101% 164 178 92% -17 -32 9% Nautical 29 80 36% 30 160 19% -1 -80 18% Plumbing and Pipe 299 290 103% 239 270 96% 40 20 7% Total 3895 4437 88% 3997 4727 85% -102 -290 3%

46 Camosun College | Inspiring life-changing learning AS OF 20/09/2020 2019F 2018F Year to Year Change Course Reg Cap. Util. Course Reg Cap. Util. Course Reg Cap. Util.

Architectural Trades 274 297 92% 348 388 90% -74 -91 3% Civil Engineering 418 505 83% 472 583 81% -54 -78 2% Computer Science 990 1162 85% 1011 1148 88% -21 14 -3% Culinary Arts 31 43 72% 56 102 55% -25 -59 17% Electrical 123 118 104% 231 188 123% -108 -70 -19% Electronics and Computer Engineering 681 939 73% 853 1019 84% -172 -80 -11% Mechanical Engineering 393 442 89% 442 509 87% -49 -67 2% Motor Vehicle/Metal Trades 184 209 88% 148 146 101% 36 63 -13% Nautical 24 60 40% Plumbing and Pipe 189 200 95% 292 290 101% -103 -90 -6% Total 3283 3915 84% 3877 4433 87% -594 -518 -4%

Note: Figures make not match due to difference in collection period between the two years included in the tables.

2019/20 Accountability Plan and Report 47 APPENDIX D

The following report from Student Affairs outlines how the college is meeting and exceeding mandate priorities #3 (student safety & overall well- being) and #4 (affordable and accessible post-secondary system).

2019/20 Mandate Indicators Actions Taken Priorities

3. Improve student Mental Health Mental Health safety and overall • Participate in Healthy Minds, • The college is actively engaged in Healthy Minds, Health Campuses. well-being in the areas Healthy Campuses. • Research is currently being conducted, both internally and externally, to plan for how a peer support/ of mental health and • Provision of on-campus peer educator program could be successful at Camosun. We currently has several forms of peer support the prevention of support programs where initiatives taking place, so effort is going into possible expansion and linking of the existing programs. sexual violence and appropriate. Research into other BC post-secondary institutions who have forms of peer support programs is also being misconduct, including • Participate in student mental completed to learn from and give perspective. creating greater health research lead by UBC in • Camosun participated in the Canadian Campus Wellbeing Survey in March 2020. We anticipate receiving awareness of available Fall 2019. data in summer 2020. supports. • Promote the provincial 24/7 • Promotion of the Here2Talk program has occurred, including social media (Facebook, Twitter, Instagram), counselling and referral help website updates and direct email communication to employees (faculty and staff) who refer students line as a supplemental resource to supports. to on-campus mental health services.

Sexualized Violence and Sexualized Violence and Misconduct Misconduct • The review of the current policy Sexual Violence and Misconduct policy (E-2.9), began in Winter 2020. • Student consultations over the The review was based on feedback from Students for Consent Culture Canada, an external student group past year to inform the 3-year that graded campus sexual violence policies across Canada, as well as from students and employees who policy review. have had direct experience with the policy since its inception • Amendments/changes made • The updated policy was developed using a representative Working Group led by the Vice President to original Sexual Violence Student Experience including the Office of Student Support, Campus Security, the Camosun College and Misconduct policy and Student Society, Student Affairs, and the Schools. Proposed changes were vetted through the Camosun procedures as a result of the College Student Society Board of Directors as well as a student focus group. The updated policy was review. posted for feedback from students and employees on the Policies webpage. Lastly, feedback was invited • Progress made to date on through direct email communication to students, staff and faculty. implementing Sexual Violence and Misconduct policy and procedures. • Ongoing activities and future planning to sustain institutional efforts for Sexual Violence and Misconduct prevention and response. • Camosun’s sexualized violence and misconduct educational approach looks to develop a comprehensive strategy composed of educational components that equip students, faculty and staff with the awareness, knowledge and skills required to make social change at Camosun and beyond. The end goal is an environment where sexual violence is not tolerated and a culture of consent and respect is expected and demonstrated by all members of the College community. . • In-line with the Sexual Violence and Misconduct policy (E-2.9), the goal of the education plan is to provide education, training and awareness to the College Community in order to: Increase the amount and quality of information and education to prevent sexual violence; Reduce trauma for people who have been hurt; Improve responsiveness and quality of service for victim/survivors; and Strengthen the capacity and support for staff whose positions support prevention or response to sexual violence on our campuses.

48 Camosun College | Inspiring life-changing learning 2020/21 Mandate Indicators Actions Planned Priorities

2. Contribute to an • Increase the overall numbers of • Camosun supports a high proportion of students enrolled in public post-secondary institutions in affordable and Former Youth in Care students British Columbia who identify as Former Youth in Care (FYIC). Since summer 2019 a working committee relevant post- accessing the tuition waiver comprised of campus stakeholders (Counselling, Office of Student Support, Eyēʔ Sqȃ’lewen, and Financial secondary system by: program at your institution. Aid & Awards) has been working to streamline college supports for FYIC. Lived experience and feedback • Implementing • Establish a Campus Navigator from FYIC (focus groups, in-person conversations and social programming initiatives) were gathered to initiatives to increase position to assist with on-campus inform program structure. For the upcoming 2020/21 period the working group will continue to strategize participation and success for vulnerable and on the development of additional resources/initiatives to best support FYIC. success of students, under-represented students as/ • Camosun will continue to explore the best organizational structure to support vulnerable and under- including vulnerable where appropriate. represented students as/where appropriate. and underrepresented • Participate in a Ministry-led • Camosun’s Office of Student Support Manager has been, and will continue to be, engaged in the Ministry- groups, and promoting Campus Navigator Community led Campus Navigator Community of Practice. gender parity; of Practice. • Camosun’s Student Affairs Department, in partnership with Institutional Research, is committed to • Ensuring student safety • Develop Best Practices model implementing the Ministry-led Sexual Violence and Misconduct Student Climate Survey. and inclusion; for implementation of wrap- • Camosun College is committed to creating and maintaining a healthy learning and working environment in around supports on campus and which sexual violence and misconduct is not tolerated. In the upcoming academic year the focus includes: linked to community supports. » Identifying appropriate assessment tools to inform educational programming and the impact of that • Participation in Sexual Violence programming. and Misconduct Student Climate » Continue established “consultative network” including broad representation from faculty, staff and Survey. students, to be responsible for informing the implementation of the education plan. • Ongoing activities and future » Research and implement a bystander intervention education program in partnership with the Camosun planning to sustain institutional College Student Society, Campus Security/Safety and external partners (e.g., ITA, UVic Men’s Circle) efforts for Sexual Violence and » Explore and establish external agreements/partnerships to support students in crisis (e.g., Foundry, Misconduct prevention and Integrated Mobile Crisis Response Team, Victoria Sexual Assault Support Centre, and Community response. Learning Partnerships). » Continue development and implementation of trauma informed disclosure training for faculty and staff.

2019/20 Accountability Plan and Report 49