AGENDA for the Regular Meeting - Public Session of the University of the Fraser Valley BOARD of GOVERNORS February 3, 2011 Meeting: 6:30 P.M

AGENDA for the Regular Meeting - Public Session of the University of the Fraser Valley BOARD OF GOVERNORS February 3, 2011 Meeting: 6:30 p.m. Rivers Dining Room - Trades & Technology Centre Canada Education Park Campus 5159 Tyson Road, Chilliwack, BC

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1. WELCOME from the CHAIR

2. PRESENTATIONS 2.1 Agriculture Department at UFV - H. McCullough

3. ITEMS for ADOPTION 3.1 Agenda, 2011 02 03 THAT the Agenda for the 2011 02 03 meeting of the UFV Board Public Session be adopted, as presented. 5-21 3.2 Minutes, 2010 12 02 THAT the Minutes for the 2010 12 02 meeting of the UFV Board Public Session be adopted, as presented.

4. DECISION ITEMS

4.1. Senate Approval Items - E. Davis 23-27 4.1.1 Program Approval: Animation Arts Certificate THAT on recommendation of the Senate, and given that the Board has satisfied itself that the program supports the strategic directions of UFV and is feasible in staffing, facilities, and support services, the UFV Board of Governors approves the creation of the Animation Arts Certificate. 29-65 4.1.2 Global Development Studies Degree Program THAT on recommendation of the Senate, and given that the Board has satisfied itself that the program supports the strategic directions of UFV and is feasible in staffing, facilities, and support services, the UFV Board of Governors approves the creation of the Global Development Studies degree program. 67-72 4.1.3 Library Technician Post-Diploma Certificate THAT on recommendation of the Senate, and given that the Board has satisfied itself that the program supports the strategic directions of UFV and is feasible in staffing, facilities, and support services, the Board approves the creation of the Library Technician Post-diploma certificate.

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4.1. Senate Approval Items - E. Davis 73-87 4.1.4 Bachelor of Early Childhood Education Degree Program THAT on recommendation of the Senate, and given that the Board has satisfied itself that the program supports the strategic directions of UFV and is feasible in staffing, facilities, and support services, the Board approves the creation of the Bachelor of Early Childhood Education degree program. 89-93 4.1.5 Revisions to Policy 110.04 - Art Acquisition, Collections, and Loans 95-100 4.1.6 Sessional Dates for 2011/12 Semester-Based Courses THAT the UFV Board of Governors, on recommendation of the Senate, approves the sessional dates for semester-based courses for the 2011/12 academic year, as presented.

4.2. Board Approval Items - R. Thomson 101 4.2.1 Betty Urquhart Community Service Award - R. Thomson i. Selection of Board Representatives for BUCSA selection committee 4.2.2 Upcoming Board Meeting Location - R. Thomson i. April 7th - Set Location

5. REPORTS 103-109 5.1 President's Report 111-112 5.2 UFV Alumni Association - A. Simpson 5.3 UFV Faculty & Staff Association

6. INFORMATION ITEMS

6.1. Brought forward from 2010 12 02 I/C Session - R. Thomson 113-122 6.1.1 2011-12 Budget Development Framework - Approval 123 6.1.2 2011-12 International Education Tuition and Fees - Approval http://www.ufv.ca/international/st_prospective/student_fees.htm 125 6.1.3 Policy 420.02 - Investment Policy - Approval in principle http://www.ufv.ca/Assets/Senate/UCFV+Policy+Manual/420/420.02.pdf 127 6.1.4 Policy Direction on Risk Management - Approval http://www.ufv.ca/Board/Policy_Directions.htm 129-132 6.1.5 Development and Review of Administrative Policies - Approval

6.2. Senate Information Items - E. Davis 133-137 6.2.1 Approved Senate Minutes - 2010 11 12 139-147 6.2.2 Approved Senate Minutes - 2010 12 10 149 6.2.3 Graduands approved at Senate - 2010 12 10 151-153 6.2.4 Graduands approved at Senate - 2011 01 14

6.3. Elections for Students to the Board - R. Thomson

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6.3. Elections for Students to the Board - R. Thomson 6.3.1 Elections for Students to the Board The University Secretary will call for nominations for student positions on the Board of Governors for the 2011/12 term in early February. It is expected that elections will be held toward the end of March.

7. ADJOURNMENT and NEXT MEETING 7.1 UFV 2011 Convocation Dates: ● Thursday, June 9, 2011 ● Friday, June 10, 2011 7.2 Next Meeting - March 3, 2011 Room A225/229 (Boardroom), Abbotsford Campus

Page 3 of 153 Page 4 of 153 Agenda Item # 3.2

Minutes for the Regular Meeting, Public Session of the University of the Fraser Valley Board of Governors Thursday, December 2, 2010 Room A225/229 (Boardroom) – UFV Abbotsford Campus 33844 King Road, Abbotsford, BC

PRESENT: Board Members: Dr. Gregory Anderson Dr. Tim Cooper Dr. Mark Evered Ms. Amarjit Ghatore Ms. Stacey Irwin Mr. Henry Jansen Ms. Bonnie McGhie Mr. Laurence Stinson Ms. Terry-Lynn Stone Mr. Rod Thomson Ms. Leanne Tielmann

Regrets: Dr. Linnea Battel Dr. Brian Minter Mr. Jatinder Sidhu Mr. Christopher Williams

Administration: Dr. Sue Brigden, Acting Dean, Faculty of Access and Continuing Studies Dr. Eric Davis, Provost & Vice-President, Academic Dr. Karen Evans, Vice-President, Students Ms. Jackie Hogan, Chief Financial Officer Ms. Christiane Hodson, Acting Director, Development Dr. Rosetta Khalideen, Dean, Faculty of Professional Studies Dr. Jacqueline Nolte, Acting Dean, Faculty of Arts Ms. Ora Steyn, Acting Dean, Faculty of Science Ms. Karola Stinson, Acting Vice-President, External

Secretariat: Mr. Bill Cooke, University Secretary Ms. Lori Ann Waites, Executive Assistant to the Board (Recorder)

Guests: Mr. Wayne Bremner, UFV Community Council member Dr. Malwinder Dhami, UFV Community Council member Mr. Len Goerke, Director, UFV Alumni Association Mr. Korky Neufeld, Vice-Chair, School District # 34 Board of Trustees Mr. Allan Skuce, UFV Community Council member

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1. WELCOME from the CHAIR The meeting was called to order at 6:40 p.m. with Mr. Thomson in the Chair.

2. ITEMS FOR ADOPTION 2.1. Agenda, 2010 12 02

RESOLVED 119/10 THAT the Agenda for the 2010 12 02 Meeting of the UFV Board Public Adoption of Agenda, Session be adopted, as presented. 2010 12 02 meeting, Moved by T. Stone, seconded by S. Irwin CARRIED Public Session

2.2. Minutes, 2010 11 04

RESOLVED 120/10 THAT the Minutes for the 2010 11 04 meeting of the UFV Board Public Adoption of Minutes, Session be adopted, as presented. 2010 11 04 meeting, Moved by B. McGhie, seconded by A. Ghatore CARRIED Public Session

3. DECISION ITEMS 3.1. Senate Approval Item: Academic Restructuring Additional background information in respect to this item was distributed to Board members electronically prior to the meeting and is attached to these Minutes as Addendum “A”. Dr. Davis provided a brief history of the issue explaining that a year ago he had discussed with senior management the need to review the academic structure mainly for two reasons: 1. The Deans’ offices are struggling with the level of work and the faculties have become too large and too complicated; 2. Additional faculties would improve the ratio of faculty members on Senate. A consulting firm, Leading by Design, was retained to provide an outside perspective on the issues. Their report suggested the creation of a number of positions at the senior academic level.

The proposed academic faculty structure model included in agenda packages, and being recommended by Senate, has been broadly circulated. Dr. Davis reported that he has heard only positive feedback from faculty on the model. Dr. Davis welcomed questions from Board members, noting that the Deans were on hand to answer questions, and that he would be happy to provide further information should the Board require it.

Mr. Thomson cautioned that as the background material was not received by Board members until today, at the conclusion of discussion it would be the Board’s decision whether to deal with the matter at this meeting.

Following discussion, Board members agreed to deal with the matter and the motion being brought forward from Senate.

RESOLVED 121/10 THAT on recommendation of the Senate, the UFV Board of Governors Faculty Restructuring, approves the new academic faculty structure, as presented. Approval of Moved by H. Jansen, seconded by T. Stone CARRIED 2 Abstentions: G. Anderson, T. Cooper

Dr. Nolte and Ms. Steyn excused themselves from the meeting at this time.

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4. REPORTS

4.1. President’s Report In addition to his written report Dr. Evered highlighted the following items: • Dr. Evered has attended a number of functions over the past month, and acknowledged Christiane Hodson, Director of Development, who has been accompanying him and other members of the senior administration team on some of these visits helping to promote UFV’s developmental and fundraising activities. • Proceeds of $30,000 received from a symposium jointly hosted by the City of Surrey and UFV will be used to provide a $5,000 research grant and to establish the City of Surrey Fire Research Endowment - the first scholarship fund in B.C. that specifically supports public safety research. The $25,000 endowment will provide for an annual scholarship of $1,000 for UFV students pursuing public safety studies. The $5,000 research grant will be matched, making it a $10,000 grant, by funds available from the Centre for Public Safety and Criminal Justice Research and the School of Criminology and Criminal Justice at UFV. • A number of events have been held on campus recognizing the success of UFV faculty and staff, such as the retirement luncheon and the Globe & Mail appreciation receptions. • Dr. Evered highlighted recent student achievements including those of current Fashion Design students. • Congratulations to the Women’s soccer team who won the Western Canadian championship and went on to capture bronze at the CIS nationals. • There was a great turnout from the community for recent events presented as part of UFV’s development of its programming for Mennonite studies and the Centre for Mennonite Studies. • Regular meetings continue with the SUS Executive with an MOU being signed recently. • Paul Davidson, AUCC President, (Association of Universities and Colleges of Canada) spoke at UFV earlier today on “The Changing Landscape of Higher Education”. • UFV has retained its membership in ACCC (Association of Canadian Community Colleges). • Upcoming meetings Dr. Evered will attend include a session developed by AUCC on Academic Freedom, a meeting with the superintendents of school districts served by UFV to discuss common vision and goals, and a higher learning symposium to discuss with colleagues the direction of post-secondary education in BC.

4.2. UFV Student Union Society There was no written report or SUS representative on hand for the meeting.

4.3. UFV Faculty & Staff Association There was no written report or FSA representative on hand for the meeting.

4.4. UFV Alumni Association A written report from the Alumni Association was included in agenda packages. Mr. Goerke was on hand to represent the Association.

5. INFORMATION ITEMS 5.1. Financial Report for the period ending October 31, 2010

RESOLVED 122/10 THAT upon the recommendation of the UFV Board Finance & Audit Financial Report, dated October 31, Committee the UFV Board of Governors receives for information the 2010, Receive Financial Report, dated October 31, 2010, as presented. Moved by H. Jansen, seconded by G. Anderson CARRIED

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5.2. Brought forward from 2010 11 04 In Camera Session 5.2.1. Board Negotiations Sub-Committee 5.2.2. Board Nominating Committee Terms of Reference 5.2.3. Policy 110.22 – Selling, Serving and Advertising Liquor, Approval of changes 5.2.4. BGB-110.17 – Board Policies and Board Policy Direction, Approval 5.2.5. Board Policy Directions approvals: i. Real Property, Heritage Sites, Endowments, Intellectual Property, and Other Assets ii. Financial Management iii. Philanthropy and Gift Management 5.2.6. Appointment of Dr. Anderson as Board representative to Senate for the 2010/11 term 5.3. Senate Information Items: i. Approved Senate Minutes, October 15, 2010 ii. Senate Approval of Graduands

6. ADJOURNMENT AND NEXT MEETING

6.1. The next meeting of the Board will be a Board Education Session and will be held at Friesen House on January 6, 2011.

Business completed, the meeting adjourned at 7:40 p.m. on a motion by A. Ghatore, seconded by G. Anderson.

______Chair, UFV Board of Governors UFV President

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ADDENDUM “A”

From: Eric Davis To: Nicole Egresits CC: Jackie Hogan; Mark Evered Date: 12/1/2010 8:31 PM Subject: Fwd: Report on Academic Structure Attachments: Summary Report on Academic Structure and Process at the University of the F raser Valley.pdf

Hi Nicole:

Can you send this to all Board members as soon as possible? Thanks.

Eric

To: Board of Governors From: Eric Davis, Provost and Vice-President, Academic

The e-mail below and the accompanying attachment were sent to the faculty and staff on August 16, 2010. The attachment is a Report prepared by Leading by Design, Inc, consultants I hired to review our Faculty Structure (including our Senior Academic administrative structure). It provides some background for the Academic Restructuring item on the December 2nd Board Agenda. I apologize for not thinking to include this with the agenda package. I don't expect you to have read this in time for the meeting, when I will be asking you what other material you would like to see to inform your decision on the restructuring of the faculties at UFV (Jackie and I can, of course, speak to the budgetary implications at the Board Meeting). The Review of our Faculty Structure began last winter and the consultants completed their Report in early June. Following the August 16 e-mail (when the Report was shared with the faculty and staff), the Deans, Associate Deans, and I embarked on an extensive process of consultation with our Faculties. Various models of Faculty Structures were considered until, in early November, we arrived at the model which Senate approved on November 12. I hope this information is helpful.

Eric

>>> provost 16/08/2010 2:06 pm >>> Deans/Assistants: On behalf of Eric, please forward this to your faculty and staff.

Thanks, Nicole

~~~~~~~~~~

Dear Colleagues:

As you may know, the university hired consultants in 2009-10 to review our academic structure and make recommendations. I have attached the "Summary Report on Academic Structure and Process at the University of the Fraser Valley" prepared by Alice Mansell and Glenn Harris of Leading by Design Inc. Your Deans will be scheduling forums to discuss the document. Please give it serious thought beforehand. In addition, you may send written comments to [email protected] . And please keep the following points in mind: whatever we do in terms of implementing any of the recommendations will be limited by the resources we have available; implementing most or all of the recommendations requires a multi-year process (though we will make our decisions on which course of action to follow and draw up our plans for accomplishing our objectives in the coming weeks); the new faculty structures suggested on pages 5-7 are just that--a "suggestion" (a thought-provoking one); whatever structure we choose must help us achieve our strategic goals. You may recognize that some of their recommendations are consistent with changes at the top of the organizational structure already initiated by Mark (see his memo of July 30). As you can see from the Appendix ("What We Heard"), Alice and Glen learned a great deal from the interviews they conducted with many of you. Thank you for your constructive participation in this exercise.

Eric

Dr. Eric Davis Provost and Vice-President, Academic University of the Fraser Valley 33844 King Road Abbotsford, BC V2S 7M8 Direct: 604-864-4630 Toll free: 1-888-504-7441 x4630 Fax: 604-853-7341 Email: [email protected]

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Summary Report on Academic Structure and Process at the University of the Fraser Valley

Submitted to Dr. Eric Davis, Acting Vice-President, Academic and Provost by Alice Mansell and Glenn Harris, Leading by Design Inc June 7, 2010

Leading by Design was asked to review UFV’s academic structure and associated processes and make recommendations as appropriate. Interviews were conducted with a large number of people including Vice-Presidents, Associate Vice-Presidents, Deans, Department Heads, Academic Directors, Academic Advisors and Administrative Assistants from the offices supporting the Vice President, Deans and Departments. Our observations and advice rely heavily on the insights of these people, as well as drawing on relevant practices and structures at other universities and our own, extensive experience as administrators and consultants to the post-secondary sector.

1. What We Heard – in our interviews many aspects of the recommendations that follow were suggested and the need for well planned changes expressed. Therefore, we are reassured that many at UFV are aware of major adjustments required by its new university status and by the major transformations in the post secondary environment. Many expressed the hope that needed alterations can be implemented sooner rather than later. In fact, while many noted that UFV has been adjusting continuously over the past several years, a thoughtful approach to a more holistic set of structural and process design requirements is needed to create the more effectively functioning organization as a whole. (‘What we Heard’ is contained in Appendix 1, page 8)

2. Considerations guiding the recommendations: • The new Strategic Plan establishes UFV’s directions for the coming years. To realize the goals set out in the Plan, an institution-wide effort that builds on UFV’s strengths will require a deeply integrated organization with clearly defined and separate governance and management processes. To realize this degree of integration and bring these processes to life, responsibility and accountability for key functions needs to be formally assigned to specific senior leadership positions. Agenda Item # 3.2 • The administrative and operational support infrastructure in the academic portfolio is so limited that little leadership (consultation, consideration, direction and innovation) can be practiced with the current overload of administrative management tasks. It will not be sufficient simply to realign existing structure and positions; it will also be necessary to augment the administrative and support

Page 11 of 153 resources available to several of those in academic leadership positions. • Quoting the recent job advertisement for the VP Academic and Provost: “As the senior Vice-President, the Provost will work closely with the President to provide leadership and direction to other members of the University’s senior team”. The authority and accountability implications of this statement take the position of Provost beyond a vice-president who is ‘first among equals’. They are consistent with the Provost’s role of ‘chief operating officer’ (i.e. COO), a development we strongly endorse. • Responsibility for university-level ‘integrating functions’ needs to be formally assigned (see chart that follows on page 3). It is appropriate to assign these functions – which include leadership of integrated planning – to the VP Academic and Provost. 1 Academic Structure and Process at UFV – June 2010 8/16/2010 Leading by Design Inc.

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• We assume that the cluster of ‘student success/services’ functions are to be combined into a single division under a Vice President - Students. It is critical that the overriding leadership and integrating duties of the Provost be clearly articulated with reference to the responsibilities of this new position. • Provincial legislation limits Senate representation to two members per Faculty. The implications of this restriction need to be taken into account in any reorganization. • The changes recommended are comprehensive and describe a state of full implementation several years into the future. Many change initiatives fail because implementation is not planned with clearly stated interim goals. As a result people give up on projects too soon for them to take effect. Implementation will need to be carefully phased while not losing sight of the full plan as the long term goal.

3. Integrating Responsibilities of the Vice-President, Academic and Provost

The table that follows distinguishes the responsibilities of the President as chief executive officer from the responsibilities of the Vice-President, Academic and Provost as both chief academic officer (CAO) and chief operating officer (COO). It highlights the COO as the director of pan- institutional integrating functions, especially Strategic Enrolment Management. Strategic Enrolment Management (SEM) is a comprehensive process designed to achieve optimal recruitment, retention and graduation rates within the institution’s academic context. Because it encompasses all activities contributing directly and indirectly to the quality of the student’s learning experience, it is by definition a shared responsibility across the institution that demands effective integration through the Provost’s office.

The new position of Vice-President Students is a key player in the implementation of SEM. In addition to directly supervising a number of the student service/support functions that operate within the SEM framework, it would also assume responsibility for the ‘mechanics’ of the SEM system and be accountable to the Provost in this role.

Academic Advising needs to operate within an SEM framework, and therefore serves to illustrate how the division of primary responsibility Agenda Item # 3.2 between the Provost and the VP Students needs to be managed. As noted later in the report, the current mixed model of advising is expected to continue, with advisors situated both centrally (i.e. with the VP Students) and in faculties/schools/departments (i.e. reporting to the VP Academic). The design and effective management of the mixed model would ultimately reside with the Provost, with the mechanics of the overall system managed by the VP Students. Page 12 of 153

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President Provost and Vice President Academic Chief Executive Officer • reports to the President

• reports to the Board in role as Provost (COO) Directs integrating functions • serves as Chief Executive Officer • directs and manages integrated planning and priority setting • establishes strategic and annual plans • ensures effective pan-institutional planning, decision management and assessment processes are • makes decisions on key strategic and in place and functioning well policy matters, consulting as appropriate • oversees the allocation of resources • ensures roles , responsibilities and • ensures plans are implemented in an integrated manner performance expectations are clearly • ensures expectations and accountabilities re integrated planning and implementation are clear defined for all senior positions, including and are monitored on a regular basis an effective system of delegation • leads Strategic Enrolment Management and ensures a comprehensive approach to the student • avoids unnecessary involvement in experience is taken across the entire institution internal operational matters • supervises the development and implementation of a strategic approach to faculty and staff • ensures the University is delivering on relations mission, vision and statement of direction by providing and modeling in role as Vice President Academic (CAO) Leads collegial processes effective leadership to executive team • serves as Chief Academic Officer and the campus community • supervises the Deans, Library and AVPs • leads and manages development of the • prepares, implements and updates the Academic Plan, consulting as appropriate University’s profile and its external • ensures academic programs remain relevant, current and offer high-quality instruction relationships to meet and express its • leads development of innovative and flexible program and course delivery, including faculty defined priorities development and performance management strategies • manages relationships with all levels of Agenda Item # 3.2 • oversees the development and implementation of new programs government • manages discontinuation of programs and courses as required • manages relationships with community • leads the development and implementation of faculty recruitment and retention strategies leaders and groups • ensures infrastructure and technology plans support innovative, flexible program and course

Page 13 of 153 delivery and integration with student success services • ensures all academic units are actively contributing to the achievement of the institution’s student access and success goals • pursues academic partnerships with other institutions • fosters a culture of scholarship • promotes institution-wide collegiality and co-operation

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4. Recommendations

The proposed changes relating to the VP Academic and Provost include: • redefinition of existing academic AVP portfolios including a changed reporting relationship for AVP Employee Services with broadened mandate over time (as AVP Human Resource Development) • additional professional support for VP Academic and Provost through creation of Office of Integrated Planning and Accountability • redefined Faculty structures to enhance effective strategic and innovative development and management • clarification and changes to the position of Academic Director/Department Head

Other changes that will affect the effectiveness of our recommendations include structural changes associated with the creation of a VP Students, with its initial focus on retention and student success: • student services moves from VP Administration to VP Students • selected functions move from Faculty of Access and Continuing Studies • At a later date, recruitment, admissions and registration would move from the VP External to VP Students

i. Redefinition of Existing Academic AVP Portfolios - the integration imperative calls for changes to the AVP structure in addition to the commitment to integrated process. Therefore the following changes are recommended: • replace the two existing academic AVP positions with: a. AVP (or Vice-Provost) Academic Programs, Operations and Integrated Planning - supervises program planning, implementation and assessment including: o lead integrated planning processes on behalf of the Provost o supervise development and implementation of new programs ensure integration and coordination of undergraduate and graduate programs and planning o Agenda Item # 3.2 o manage assessments of performance (and discontinuation) of programs, courses, as required o manage program reviews and follow up o ensure application of policies and procedures that guide governance and management activities in the portfolio

Page 14 of 153 b. the AVP Learning and Research & Dean of Graduate Studies – supervises processes to integrate development and delivery of support for research and scholarship, innovative teaching, learning and academic student success programs and would have responsibility for : o Library and Learning Commons o Research Services and Research Centres o Graduate programs liaison

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o Teaching and Learning Centre (Development Programs, Development Centre, Scholarship Centre, including technology enabled delivery) o Student advising (in collaboration with VP Students) as follows: - Responsibility for Academic Advising as part of Strategic Enrolment Management is assigned to the Provost’s office. However management of the system to deliver effective academic advising across UFV is the responsibility of the VP Students. This builds on the considerable work already done by UFV to identify the academic advising issues needing to be addressed. - A mixed delivery model (i.e. a combination of central, faculty and program level advising) must be designed, coordinated and managed to meet clearly identified student needs . A ‘self management’ model that relies exclusively on voluntary coordination and cooperation among those involved in academic advising will not work.

ii. Creation of Office of Integrated Planning and Accountability Leading by Design endorses the executive team’s recent decision to create such an office reporting to the Provost. With some additional administrative support the Office of the Provost and VP Academic will more effectively support the effective integrated processes and communication UFV requires.

iii. Changed Reporting Relationship and Mandate for AVP Employee Services - creates opportunities to broaden the role of this office (accompanied by name change to AVP Human Resource Development ) - over time the position should evolve into one that can provide leadership, on behalf of the VPA and Provost, to academic performance planning and assessment processes, as well as support for professional development programs for faculty and staff. - it could also supervise functions that are more efficiently and effectively delivered as common services to faculty, staff and students (e.g. disability services, human rights, career services)

Agenda Item # 3.2 iv. New Faculty Structures - The following principles govern the recommended Faculty structure that follows. Each Faculty would have responsibility for graduate and undergraduate program planning and delivery, continuing studies and academic advising support. - group programs to facilitate program relationships and innovation – e.g. enable interdisciplinary programs, laddering group departments/programs to facilitate like functions – e.g. external relationships and reporting requirements, program

Page 15 of 153 - structure, student needs - group to realize critical mass and equitable management workload – i.e. ensure leadership and management responsibilities can be fulfilled - provide efficient, coherent support across the Faculty and constituent schools/departments – ensure administrative support is integrated

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- enable integration with VP Academic and Schools/Departments for effective bottom up/ top-down planning and operations – i.e. enable real delegation of authority and responsibility

Note: Faculty names, composition and possible groupings of departments into Schools are offered as examples ONLY and intended to provoke a creative discussion of workable solutions. It should be noted that General Studies is missing from the groupings that follow and should be assigned a Faculty ‘home’ according to the principles above.

Arts and Humanities - English, Modern Languages, Philosophy, Political Science, History, Visual Arts, Fashion Design, Theatre, Communications - School of Applied Arts - Visual Arts, Fashion Design, Theatre, Communications, and Media Arts - School of Literature and Languages- English, Modern Languages - School of History and Thought – History, Philosophy and Political Science Social Sciences – Economics, Social Cultural and Media Studies, Human Geography, Psychology, Business, Criminology and Criminal Justice - School of Business and Economics - School of Social Studies –Social, Cultural, and Media Studies, Psychology, Human Geography - School of Criminology and Criminal Justice Science and Technology – Biology, Chemistry, Mathematics, Physics, Physical Geography, Computer Info Systems, Library and Information Technology - School of Physical Sciences - School of Computational Systems & Sciences School of Environmental Sciences - Agenda Item # 3.2 Health and Human Sciences and Services - School of Health Sciences - School of Social Work and Human Services Kinesiology and Physical Education Page 16 of 153 - Education and Learning - ECE &CYC - Adult Ed, Upgrading and University Prep - Teacher Education - ESL

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Trades and Technology [these are our inventions and are offered for illustration only!] - Aerospace and Auto - Trades and Technology - Food and Hospitality Services - Agriculture

v. Position of Academic Director/Department Head - as noted above, many universities have restructured departments and created ‘Schools’ by merging program units to create entities with greater critical mass that are more cost effective and more importantly, more integrated, innovative and more adapted to meet changing student needs. To reinforce that approach we recommend all Departments become part of Schools led by Directors. This may require Program Coordinators to provide advisory and limited administrative support. Currently Directors and Heads may have roles that differ in scope and complexity, but underlying responsibilities and accountabilities are not materially different. In order to ensure that this restructuring be accomplished in a collaborative manner the following considerations are offered. - Engage Academic Directors in the preparation of new role descriptions, focusing on their leadership and management responsibilities for student learning, research and faculty development. - Examine alternative support arrangements to increase the amount of time available for Directors to pursue their leadership and management responsibilities. Implement a more flexible system of course remissions. - Create opportunities for prospective Directors to participate in activities that will develop their understanding of the potential rewards of academic administration and build confidence in their ability to be successful in the role. - Begin the recruitment and selection of Directors a full year prior to the end of the incumbent’s term, and have the selected internal candidate shadow the incumbent for at least 6 months prior to assuming the position on a full time basis. - Implement a comprehensive performance planning and development program that enables and ultimately celebrates success in the Director role. - Extend the initial term to 5 years (with the possibility of a 3 year renewal). Include in the performance plan a full review at the Agenda Item # 3.2 end of year 2, an arrangement that would permit either party to end the appointment after 3 years. - Develop annual academic priorities and goals for UFV and individual Faculties to guide Directors and clarify their departmental accountabilities for progress towards transition-related objectives and other goals. Provide an introduction to experimental, assessment and development services that can support Directors in their efforts to

Page 17 of 153 - continue improving the quality of learning at UFV.

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Appendix 1: “What We Heard”

Things are changing at UFV: - a new institutional identity - new governance arrangements - growing concern about student retention/success - generational differences – new vs longer serving faculty - new leadership style at executive level o more collegiality, more delegation o changing mandates for senior leadership positions

Significant responses to these developments are apparent: - UFV already has a new strategic plan - the President has already signaled changes to the senior administrative structure that accord with this new context o redefining the Provost role as ‘chief operating officer’ . creation of Office of Integrated Planning and Accountability . responsibility for AVP Employee Services o creation of VP Students - the Acting VP Academic and Provost initiated this review - the Deans are ready for change - a number of heads and directors have indicated: o changes to Faculty structures are necessary and overdue o need for greater clarity re roles and authorities Agenda Item # 3.2 o need for training - there is a growing awareness that tough decisions are imminent

UFV has a great deal to be proud of and build on. Nevertheless there are matters, if left unaddressed, that threaten the university’s ability to respond successfully to the challenges it faces. In particular we encountered a number of illustrations of limited readiness and capacity for Page 18 of 153 change: - many see no need for significant change; some complacency is evident - many are captured by old or inappropriate models of structure and process - many are unaware of the activities and responsibilities of people outside their immediate day-to-day experience - there is limited awareness in many areas that learner needs extend to new programs and new delivery models - UFV’s very flat organization threatens to immobilize senior leadership, creating little opportunity to drive and support change

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Themes

. There are issues associated with Faculty structures and their disciplinary makeup: o Arts is probably too big to be managed effectively in its current form . a heavy management workload inevitably limits the Dean’s ability to direct sufficient time to strategically important matters . many suggest it needs to be divided into two or more Faculties . coordination of program development now inside Arts is essential across UFV o the Faculty of Access and Continuing Studies is seen as an interim arrangement . it may be time to assign responsibility for delivery and revenue generation for continuing studies programs to individual Faculties . the ‘mix’ of current activities does not allow the focus on teaching and learning development and scholarship UFV needs now o the Faculty of Professional Studies lacks structural and disciplinary coherence o the organizational focus on departmental operations may interfere with pursuit of program initiatives that need to cross departmental boundaries o it is not clear what determines a unit’s designation as a School vs a Department

. All academic leadership positions need clearer definition (i.e. AVP’s, Deans, Academic Directors, Heads): o roles, responsibilities, authorities and reporting relationships o workloads (in particular additional demands created by the new academic governance structure) o accountability processes o professional development needs and opportunities o succession planning Agenda Item # 3.2 . Academic leaders need more support to deliver what their jobs require o the Vice-President, Academic & Provost needs additional senior academic administrative support (i.e. a Vice-Provost or Associate Vice-President) as well as access to additional professional administrative support some Faculties need Associate Deans, particularly if the current structure remains unchanged Page 19 of 153 o o Deans, Heads and Directors need more effective administrative support (i.e. additional administrative capacity, access to expertise)

9 Academic Structure and Process at UFV – June 2010 8/16/2010 Leading by Design Inc.

Minutes, 2010 12 02

. Academic advising is uneven across the institution and the considerable resources dedicated to the function can be more effectively utilized: o the ‘mixed service model’ is not sufficiently well integrated either in design or operation o there are unresolved issues associated with the qualifications, job descriptions, job titles, and consequent accountabilities for those engaged in different types of advising o students are often confused about where to find help and waste time getting information they need; in particular there need to be clearer connections between general advising and program advising o students can wait for extended periods for appointments to see professional educational advisors, and often rely on harried department assistants for information o some advisors claim that face-to-face meetings are better for students than greater dependence on online options, but it is not clear whether this conclusion is supported by input from students themselves o online tools such as program audit and well designed web services have not as yet been considered as part of essential changes to university infrastructure

. Academic renewal and program planning and approval processes across the university need strengthening. Areas of particular concern include: o the need for more flexibility in programming, particularly interdisciplinary programs o more consideration of student program, demographics, learning and access needs, including alternative scheduling and course delivery options o need more learning support services when and where students need them o graduate programs

. UFV lacks clear processes for integrated planning, priority setting and effective, transparent decision making o no idea who makes decisions, what decisions have been made and why Agenda Item # 3.2 o no clear understanding of differences between mandated changes to governance and changes in operational management

. UFV needs a more robust policy environment

. More integration is needed operationally, for example:

Page 20 of 153 o structures to enable development and maintenance of interdisciplinary programs o implementation processes for pan-institutional priorities that transcend organizational boundaries ( e.g. internationalization, indigenous peoples, enrolment planning and management) o integration between graduate and undergraduate programs, research and teaching

10 Academic Structure and Process at UFV – June 2010 8/16/2010 Leading by Design Inc.

Minutes, 2010 12 02

. The Research and Graduate Studies portfolio needs attention: o the mandate needs to be clarified o better planning and approval processes are needed o the resources committed to the unit may be too great given the scale of activity at UFV; some are concerned that greater value needs to be delivered

. Teaching and Development needs attention: o it needs to encourage and support learning delivery innovation across the University (it currently has a very low profile) o its activities need to support emerging promotion and tenure processes o improved data gathering and internal evaluation processes are required to better assess student needs o technological infrastructure and support requirements (current and future) need to be critically examined

Agenda Item # 3.2 Page 21 of 153

11 Academic Structure and Process at UFV – June 2010 8/16/2010 Leading by Design Inc.

Page 22 of 153 Agenda Item # 4.1.1

MEMORANDUM Chair: M. Evered

Assistant: Monique Castonguay Phone: 504-7441 ext. 5113

TTTo:To:o:o: R. Thomson, Chair, Board of Governors

From: M. Evered, Chair, Senate

Date: February 3, 2011

Re: Animation Arts Certificate

At its January 14, 2011 meeting, Senate approved the creation of a short certificate (type B) in Animation Arts. The material presented to Senate is attached.

This material includes information intended to help the Board reach a decision. In particular, • Rationale for the program (middle page 1) • Importance to the University (bottom page 2) • Resources required (middle page 2) • Implementation (bottom page 2)

In addition to the examination by Senate of the academic merit of the proposal, the VP Academic and Deans of Arts and Science have examined the relation to the Strategic Plan and the business case, including budget implications, and fully support the proposal.

Senate recommends this program to the Board of Governors for approval and proposes the following:

MOTION :

On recommendation of the Senate, and given that the Board has satisfied itself that the program supports the strategic directions of UFV and is feasible in staffing, facilities, and support services, the Board approves the creation of the Animation Arts certificate.

APPROVAL AUTHORITY Board of Governors (Amended University Act) Policy 110.29 developed under Section 35.2(6)(b)

Program Approval: Animation Arts Certificate Page 23 of 153 Page 24 of 153 Agenda Item # 4.1.1

Animation Arts certificate

The Faculty of Arts and the Curriculum Working Group for Media Arts propose a type-B completion certificate in accordance with Graduation Awards Policy 310.04.

Title: Animation Arts certificate

Calendar Description This certificate is designed for students who want to develop their skills in animation. The skills are useful for a variety of occupations, and could be used, for example, by students involved in web design, game production, graphic design, e-marketing and digital art.

Program Requirements Students must complete the following courses, totalling 23 credits.

Course Title Credits Core Courses CIS 162 Introduction to Animation 3 VA 180 Digital Photography 3 CIS 185 Introduction to Programming using Media 4 CIS 165 3-D Animation 4 CIS 262 Games Programming for the web 3 VA 117 Introductions to Animation Drawing 3 GD 157 Primary Digital Graphics 3

Rationale This certificate was developed in response to requests from local School Districts, School District 34 in particular. Students seeking further education in animation wanted both local opportunities at UFV rather than private institutions, and also wanted to be able to be able to transfer their work in animation from Robert Bateman High School. The transfer issue was addressed by articulation with CIS; the further study issue by the creation of this multi- disciplinary certificate. It has been designed by the Media Arts Curriculum Working Group, and consists of existing courses. It will be a useful “value-added” certificate for students seeking work in any aspect of the new media. The curriculum focuses core aspects of animation skills – digital animation, animation drawing, and programming.

Many occupations now require a facility in the use of digital media. Students can use this certificate to demonstrate to employers that they have basic skills in animation.

Academic Merit The courses required are selected to introduce students to digital animation, animation drawing, and programming. These are the three fundamental aspects of animation. To enable students to work with images and graphics, we have included courses to build skills in these areas.

Program Delivery The program consists of existing courses, and courses are taught using a combination of lecture and lab. None are online. Students will be provided with the appropriate software in the UFV labs.

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Program Approval: Animation Arts Certificate Page 25 of 153 Agenda Item # 4.1.1

Admission This certificate is open to any student enrolled in a post-secondary program at UFV. New students who are not pursuing other programs at UFV should apply to the CIS or Arts Studies program path. Students will also be required to meet the course prerequisites.

Residency requirement At least six credits for the program must be taken at UFV.

Graduation Requirement A cumulative GPA of 2.0 in all courses applicable to the certificate is required for graduation.

Faculty Currently teaching the courses.

Program Resources No new resources are required. This certificate consists of existing courses, offered no more often than at present. The graduation check-off will be done by the CIS department, and there is no application process.

Program Consultation Several meetings were held with officials from School District 34 (Abbotsford), at their request, where they requested the certificate. Articulation with some courses in the secondary curriculum has been arranged. Further consultation has involved the PS Transitions Coordinator, Pam Jones.

The Media Arts Curriculum Working Group, which consists of representatives from English, Communications, Visual Arts, CIS, and MACS, has approved the certificate.

Program Review The program will be reviewed by the Media Arts Curriculum Working Group on an annual basis to ensure the currency of courses and requirements.

Other Animation Programs in the Fraser Valley Instruction in animation is available in the UFV region through some private career schools (e.g. CDI College). There are both public and private institutions in Vancouver offering instruction in animation. Local secondary school students would be able to come to UFV for animation instruction rather than travel to Vancouver and be able to apply their courses to the BFA, the CIS degree, and the new Media Arts Degree. Local secondary school teachers have asked for a program at UFV to permit their students to continue their studies at UFV.

Importance to the University The Animation Arts certificate is a part of a larger project to build a significant group of programs in Media Arts, and to provide students with the skills to engage meaningfully in digital culture. The education plan for UFV requires an expansion of programming in Media Arts.

Implementation The certificate if approved, will be implemented in January 2011, and may be applied for at any time after that date retroactively. It will be housed in the CIS department.

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Program Approval: Animation Arts Certificate Page 26 of 153 Agenda Item # 4.1.1

The requirements for the Certificate will be reviewed regularly by the Media Arts Curriculum Working Group.

CWG – Media Arts Cheryl Dahl (Chair) Faculty of Arts, Program Development Coordinator Tetsuomi Anzai (Dept. Head) Visual Arts Lynn Kirkland Harvey (Faculty) Communications Eric Spalding (Dept. Head) SCMS John Carroll (Dept. Head) English Ora Steyn (Dean of Science) Computing Information Systems Ian Fenwick (Faculty) Theatre

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Program Approval: Animation Arts Certificate Page 27 of 153 Page 28 of 153 Agenda Item # 4.1.2

MEMORANDUM Chair: M. Evered

Assistant: Monique Castonguay Phone: 504-7441 ext. 5113

TTTo:To:o:o: R. Thomson, Chair, Board of Governors

From: M. Evered, Chair, Senate

Date: February 3, 2011

Re: Global Development Studies Degree Program

At its December 10, 2010 meeting, Senate approved the creation of a Bachelor of Arts in Global Development Studies. A copy of the full proposal may be found online at http://www.ufv.ca/senate.htm .

The attached material includes information intended to help the Board reach a decision. In particular, • A rationale is outlined in the memo from UPAC to Senate • Importance to the University – Page 20 of the proposal • Implementation and resources required – Page 26 of the proposal

In addition to the examination by Senate of the academic merit of the proposal, the VP Academic and Dean of Arts have examined the relation to the Strategic Plan and the business case, including budget implications, and fully support the proposal. The program was included in the 2009/11 Education Plan as supporting internationalization along with interdisciplinary initiatives and educational partnerships.

Senate recommends this program to the Board of Governors for approval and proposes the following:

MOTION :

APPROVAL AUTHORITY Board of Governors (Amended University Act) Policy 110.29 developed under Section 35.2(6)(b)

Global Development Studies Degree Program Page 29 of 153 Page 30 of 153 Agenda Item # 4.1.2

UPAC Chair: Sue Brigden UPAC MEMORANDUM Phone: 4643

UPAC Assistant: Amanda Grimson Phone: 4571

TO: Dr. M. Evered, UFV Senate Chair

FROM: Sue Brigden, Undergraduate Program Advisory Committee Chair

DATE: October 6, 2010

RE: Bachelor of Arts in Global Development Studies

At its October 1, 2010 meeting, UPAC voted to approve the creation of a Bachelor of Arts in Global Development Studies degree program. UPAC recommends that this be approved by Senate. Please see the attached documents for additional information. Please note that appendices have not been included in the printed submission, but a copy of the full proposal including appendices is available online at http://www.ufv.ca/senate.htm .

MOTION: THAT Senate approve the new Bachelor of Arts in Global Development Studies as recommended by UPAC.

RATIONALE: The Bachelor of Arts in Global Development Studies (GDS) is a four year degree program providing students with the knowledge, critical capacities, practical skills, and experience needed for successful careers or further study in international and community development. GDS is interdisciplinary, incorporating existing courses from 14 different disciplines into its core curriculum. Students are also encouraged to take a minor or a concentration (which will be introduced later). The proposal responds to student demand (see survey results, Appendix 8) and community interest (see Section 1.1.8 and Appendix 7). The GDS program was included in the 2009-2011 Education Plan which declares Internationalization as a strategic priority and proposes a new faculty position in GDS/Political Science. GDS will contribute to the achievement of many of the objectives of the Strategic Plan, not least to “partner with the community in cultivating international awareness and understanding, bringing the world to the Fraser Valley and the Fraser Valley to the world.”

Global Development Studies Degree Program Page 31 of 153 Page 32 of 153 Agenda Item # 4.1.2

PROGRAM PROPOSAL

BACHELOR OF ARTS IN GLOBAL DEVELOPMENT STUDIES UNIVERSITY OF THE FRASER VALLEY

OCTOBER 1, 2010

Global Development Studies Degree Program Page 33 of 153 Agenda Item # 4.1.2

CONTENTS

1. Academic Merit 2 1.1. Quality in terms of accepted criteria of academic, professional and/or occupational merit 2 1.2. Originality, particularly in relationship to academic programs offered by other universities in BC 17 1.3. Fit with faculty, school and/or departmental priorities and stated goals in teaching and research 18 1.4. Alignment with exiting academic strengths 18 1.5. Potential to foster and facilitate interdisciplinary and inter-institutional connections 18 1.6. Potential to stimulate the development of centres of excellence in teaching and research 19 2. Importance to University 20 2.1. Relationship to the university’s strategic directions and stated mission in teaching and research 20 2.2. Relevance to external communities, strategic needs and aspirations 21 2.3. Potential to attract new students and faculty to the university 21 2.4. Effects on current student patterns of enrolment 22 2.5. Potential to interest students 23 2.6. Potential to interest faculty and staff 23 2.7. Potential to offer research opportunities to students in the program 23 2.8. Potential to generate research opportunities for faculty 23 2.9. Prospective employment and/or post-graduate opportunities 24 3. Implementation 26

3.1. Affordability in terms of the existing finances of the home academic unit 26 3.2. Ability of current faculty and staff to implement the new program within existing resources and facilities 27 3.3. Estimates for both start-up and predicted on-going costs during initial 5 years 28 3.4. Potential for new or off-setting revenue sources; overhead costs or levies; Government strategic funding envelopes; external funding agencies or organizations 30 3.5. Comparison of proposed program costs relative to similar programs 30 3.6. Identified strategies for student recruitment and projected student numbers in first 5 years 31 3.7. Identified strategies for the provision of financial assistance to students 31 3.8. Identified strategies for student retention and projected rates of retention during first 5 years 31

APPENDICES - may be found online at www.ufv.ca/senate

Appendix 1: Canadian Undergraduate Programs in GDS/IDS 33 Appendix 2: Knowledge and Skills Template 35 Appendix 3: Examples of Concentrations 37 Appendix 4: New Course Outlines 48 Appendix 5: Library Impact Assessment 56 Appendix 6: Journals not carried by UFV Library which would be useful 62 Appendix 7: Letters of Support 64 Appendix 8: GDS Student Interest Survey Results 69 Appendix 9: Labour Market Information Summary Report 73 Appendix 10: Sample Job Postings (2009) 85

Global Development Studies Degree Program Page 34 of 153 Agenda Item # 4.1.2

Program Proposal: BA‐GDS 2010/10/01

1. ACADEMIC MERIT

1.1. QUALITY IN TERMS OF ACCEPTED CRITERIA OF ACADEMIC, PROFESSIONAL AND/OR OCCUPATIONAL MERIT

1.1.1. DEGREE LEVEL STANDARD

(a) Depth and Breadth of Knowledge The proposal is for a Bachelor of Arts in Global Development Studies with a degree level equivalent to a Major.

This will be a broadly interdisciplinary program with a dual focus, to equip students both with critical academic knowledge and with the skills and competencies to function effectively as professionals in global and local development capacities. Completion of this degree will qualify graduates for entry level positions in the development field, federal agencies such as DFAIT or CIDA, and will advance the careers of people now working in the field without formal credentials.

The program is modeled on existing related programs at other institutions across the country. It is unique in that it combines internships and skill‐based courses with theory and knowledge based courses.

The curriculum is structured so as to give students:  a sound basis in a range of essential skills (identified through faculty experience in development work and consultation with local development agencies),  a solid grasp of the history and theory of development processes and an appreciation of current debates in development practice,  an opportunity to develop skills and make contacts through a service learning (practicum/internship) component,  the opportunity to complete a minor to facilitate transfer to graduate schools, or area of concentration to provide additional skills and knowledge in particular employment areas.

This is achieved through:  a set of new program specific (GDS) core courses which will help to impart a global perspective on change and expose students to knowledge and ideas that are critical for people wishing to work in the field. Student cohorts will also help to build a sense of community among students in the program, which will begin to establish them as members of a network of development professionals.  practical experience, essential for the long term success of graduates, which is integrated into the GDS core program through a mandatory (6‐9 credits) and an elective (3 credit) service learning/internship course. All internships focus both on the acquisition of essential skills and on a critical analysis of development practice. It is expected that the elective lower level 3 credit internship will take place locally. The upper level internship may be an overseas placement (9 credits) or a local placement (6 credits). A language requirement will ensure that students have the requisite communication ability to perform well in overseas placements. 2

Global Development Studies Degree Program Page 35 of 153 Agenda Item # 4.1.2

Program Proposal: BA‐GDS 2010/10/01

All GDS courses have been approved by the appropriate UFV Curriculum Working Group, Arts Faculty Curriculum Committee and by the Undergraduate Program Advisory Committee (UPAC). Appropriateness of the curriculum, learning outcomes, and standards are further ensured by UFV’s program proposal and review process.

(b) Knowledge of Methodologies and Research The GDS core curriculum (23 courses ‐ 82 credits) includes courses from a wide range of disciplines, mostly in the Arts, including Business, Communications, Economics, Geography, Modern Languages, Political Science, Social Work, and Sociology. In this way, GDS students will be introduced to an unusually wide range of academic approaches to methodologies and research. The core curriculum also includes specific courses in statistics, and qualitative and quantitative research methods.

(c) Application of Knowledge The GDS program is designed to train development practitioners. The curriculum is intended to teach a critical appreciation of an essential knowledge base and to develop necessary skills and competencies before honing them through one or more internships. During and after the internships, students have the opportunity for critical analysis of their experiences through seminar discussions and reflective assignments. Upon successful completion of the program students should be ready to work productively in entry level positions in local or international development agencies and other positions in NGOs, services organizations and government agencies that require similar knowledge and skill sets.

(d) Communication Skills One of the principal competencies required for development work is superior skill in communication, often in a cross cultural context. To this end, the curriculum includes courses in written communication, intercultural communication, modern languages, management skills, public relations, instructional skills and grant and proposal writing. Students may also enroll in related communication‐oriented courses such as courses in documentary film and photography.

(e) Awareness of Limits of Knowledge One of the most profound barriers to successful development work is a failure to recognize the limits of one's own knowledge and that of others. The ability to achieve a reasonable balance between humility, respect and rational appraisal comes only with considerable experience. The GDS program will aid students to develop this sense by teaching them about the theory and history of development efforts (including successes and failures); by encouraging them to engage in debates about current development issues; by giving them opportunities through internships to practice what they are learning; by urging them to reflect critically on their own experiences.

(f) Professional Capacity/Autonomy The GDS program will educate students with the knowledge and skills required to function as trained professionals in development agencies. Successful graduates will have a critical understanding of intentional and immanent development processes. They will have skills in research, analysis, communication, and management. In particular, those destined to occupy leadership positions will have come to understand the collaborative nature of development work through this program.

Global Development Studies Degree Program Page 36 of 153 Agenda Item # 4.1.2

Program Proposal: BA‐GDS 2010/10/01

1.1.2. CREDENTIAL RECOGNITION AND NOMENCLATURE

The Bachelor of Arts in Global Development Studies is a minimum 120 credit program of university study through which students will acquire theoretical knowledge and understanding, relevant skills and practical experience in the field of international and community development.

There is no employer, occupational, professional or regulatory body that recognizes or certifies credentials in Global, International, or Community Development Studies. However, UFV does belong to the Canadian Consortium of University Programs in International Development Studies (CCUPIDS), which has reviewed and approved an earlier version of this proposal (then identified as a Major in International and Community Development Studies).

According to CCUPIDS, there are 21 Canadian institutions with undergraduate programs in IDS or related areas.1 To their list we would add four more programs with related content. Of the 25 institutions, 10 have programs in “International Development Studies,” two have programs in “Global Development Studies,” two offer “Development Studies,” and six contain similar foci within “International Studies” or “Global Studies” programs. Some of these incorporate modifiers like “collaborative,” “comparative,” or “interdisciplinary.” The remainder (some institutions have more than one program) make use of similar names. All programs employ one or more of the key terms, “Global,” “Globalization,” “International,” or “Development.” Regardless of the precise name, the content of these programs is well understood and graduates have enjoyed success in finding employment or going on to further degrees.

Nomenclature is sometimes hotly discussed within the field. Global Development Studies (GDS) is a more recent term, intended to signify the ubiquity and interconnectedness of development processes and interventions. There are programs named Global Development Studies at Queen's University, University of Western Ontario, University of Alberta ‐ Augustana, Aalborg University (Denmark), University of Puget Sound, Seattle Pacific University, and the University of Gothenburg (Sweden) among others.

Most courses within the curriculum are pre‐existing undergraduate courses within the Arts and Sciences along with a few appropriate courses drawn from specialty areas such as Social Work. Some new courses have been specifically designed for the GDS program. All courses have gone, or will go, through the normal processes for course approval at UFV and, where appropriate, through the BCCAT process for transfer credit approval.

Drafts of this proposal have been distributed to international organizations in the province for their review. The proposal has been met with general support. Information and requests for input have also been solicited from transfer programs at Capilano University, Columbia Bible College, and Selkirk College. Potential employers have also been very supportive (see Appendix 7).

1http://www.idsnet.org/programs.html See Appendix 1.

Global Development Studies Degree Program Page 37 of 153 Agenda Item # 4.1.2

Program Proposal: BA‐GDS 2010/10/01

1.1.3. CURRICULUM AND PROGRAM CONTENT

The proposed degree is a standalone BA in Global Development Studies. It is an interdisciplinary program drawing on a wide range of disciplines, mostly from the Arts and Sciences. The BA in GDS is set at the bachelor level and requires a minimum of 120 undergraduate credits. The curriculum follows a basic pattern employed by other development studies programs, most notably the Collaborative International Development Studies (CIDS) program at the University of Guelph. In the course of their studies, students must complete the general requirements (breadth, writing, reasoning, lab science, humanities and social science requirements) for the UFV Bachelor of Arts degree. Most of these will be fulfilled by completing the courses in the GDS core curriculum. Others may be fulfilled through elective courses.

The curriculum as laid out below is structured so as to give students:  a sound basis in a range of essential skills (identified through consultation with local development agencies)2,  a solid grasp of the history and theory of development processes and an appreciation of current debates in development practice,  an opportunity to develop skills and make contacts through a service learning (internship) component,  an opportunity to develop focused disciplinary knowledge and skills by fulfilling requirements for a minor.

A set of program specific core courses will help to impart a global perspective to a group of students who have chosen this as a central concern. Such a perspective is implicit in most of the elective courses for the program, but in these core courses it would be made explicit and become the subject of intense debate. The core program will expose students to knowledge and ideas that are critical for people wishing to work in the field. It will also help to build a sense of community among students in the program, which will facilitate student‐ organized international and community development activities at UFV.

Practical experience, either overseas or local, depending on the student’s focus, is essential, both for the credibility of the degree and the long term success of graduates. This is integrated into the GDS core program through a compulsory service learning/ internship course (6 or 9 credits depending on location ‐ in Canada or overseas). Additional opportunities for students to gain academic credit for experiential learning will be made available through the creation of further GDS practicum courses which could be taken as electives. In some cases, these might be used to recognize and develop a critical understanding of prior experience (e.g. faith‐based missions or Canada World Youth exchanges). It should be noted that overseas practica in non‐English speaking countries may require the prior acquisition of at least an intermediate level of fluency in a relevant language.

Concentrations and Minors and Extended Minors The curriculum for the degree has been designed to allow sufficient space for students to complete a minor. A minor or extended minor is encouraged but not required. This option is of particular importance to students who want to enter an international development graduate program that requires students to be first accepted into a

2The list of skills and knowledge that the curriculum is designed to impart can be found in Appendix 2.

Global Development Studies Degree Program Page 38 of 153 Agenda Item # 4.1.2

Program Proposal: BA‐GDS 2010/10/01 single discipline department, such as the University of Guelph. Any minor or extended minor offered by UFV may be combined with the GDS degree. However, there are many students who wish to focus their studies within an interdisciplinary concentration rather than a minor. In many cases around the world, initial opportunities for graduates of development programs are becoming more specialized and demanding of specific skill sets. Concentrations would enable students to develop these specialized knowledge bases and skill sets that may not exist within the structure of traditional minors.

Once the Global Development Studies program has been established with stable levels of enrolment, the Curriculum Working Group expects to develop multiple concentrations that will guide students with specific interests and make the most of the expertise of faculty at UFV. Some examples of potential concentrations are: Peace, Justice and Security; Gender and Development; and Environment and Planning. Appendix 3 provides examples of how concentrations may be structured in future.

Language Requirement It is clear that international career opportunities will be greatly enhanced by the acquisition of competency in additional languages. Even students who expect to work only within Canada will find their opportunities enhanced if they can speak a second or third language. Those planning to enter the Canadian civil service will need to have French as well. For this reason, the curriculum normally requires the completion of 12 credits in a modern language, which is understood to be the minimum level of competency to work in a second language. Students are encouraged to complete their language studies during the first two years of study so as to be prepared for an overseas practicum (GDS 311) which should be undertaken prior to the student’s last semester.

The language requirement may be waived for students who are able to demonstrate that they already possess at least intermediate competence in a language other than English; less than intermediate competence may yield a partial exemption.

General BA requirements In the course of their studies, students must complete the general requirements (breadth, writing, reasoning, lab science, humanities and social science requirements) for the UFV Bachelor of Arts degree. Most of these will be fulfilled by completing the courses in the GDS core curriculum. Others may be fulfilled by elective courses.

Global Development Studies Degree Program Page 39 of 153 Agenda Item # 4.1.2

Program Proposal: BA‐GDS 2010/10/01

Curriculum Grid Required courses for the program are set out below. See the calendar for general BA requirements. Students are not required to take courses in the order outlined in the curriculum grid.

Semester I Semester II Skill (3) CMNS 155: Introduction to Skill (3) CMNS 180: Intercultural Communication One of: Workplace and Academic Or VA 180 Digital Photography Communication, Or English 105: Reading & Writing of Prose Knowledge (3) GDS 100: A World of Development Knowledge (3) ECON 100: Principles of Microeconomics One of: Or ECON 101: Principles of Macroeconomics Language (3)3 Modern Language Language (3) Modern Language

Statistics (4) MATH 104: Introductory Statistics Knowledge (3) POSC 190: International Relations One of or MATH 106: Statistics I or PSYC One of: POSC 230: Comparative Politics4 110: Statistical Analysis in Psychology Elective (3)5 Elective (3)

Total: 16 credits Total: 15 credits

Semester III Semester IV Skill (3) BUS 100: Introduction to Business Skill (3) CMNS 212: Public Relations and Advocacy One of: Or BUS 204: Introduction to Non‐ One of: Or CMNS 251: Professional Report Writing Profit Management Knowledge (3) GDS/SOC 250: Sociology of Skill (3) SOC 255: Introduction to Social Research6 Development One of: GEOG 253: Introduction to Geographic Information Systems CRIM 220: Research Methods in Criminology Language (3) Modern Language Language (3) Modern Language

Elective (3) Elective (3) Elective (3) Elective (3) Total: 15 credits Total: 15 credits

3 All 12 credits must be in one language. Some students may be partially or entirely exempted from the language requirement. (see “Language Requirement,” Page 5). Such students must use the freed credits to take additional electives.

4 The prerequisites for POSC 230 are being removed.

5 Students must ensure that they take the required prerequisites for upper level courses in their chosen minors.

6 Sociology has agreed that GDS 100 will satisfy prerequisite requirement.

Global Development Studies Degree Program Page 40 of 153 Agenda Item # 4.1.2

Program Proposal: BA‐GDS 2010/10/01

Semester V Semester VI Skill (4)  SOC 355: Quantitative Research Methods Skill (3)  CMNS 445: Facilitation Skills for One of:  CRIM 320: Quantitative Research One of: Professionals7 Techniques  Or CMNS 365: Grant and Proposal  GEOG 352: Explanation in Geography: Writing Quantitative Methods  Or CMNS 360: Advocacy Writing  SOC 356: Qualitative Research Methods Knowledge (4)  GDS/SOC 363: Processes of Knowledge (4)  GDS/GEOG 340: Geographies of Development and Underdevelopment Poverty & Development Elective (4) Elective (4) Elective (4) Elective (4) Total: 16 credits Total: 15 credits

Semester VII Semester VIII Skill (3) SOWK 380: Community Development (3)8 Knowledge (4) GDS 400: Global Development Seminar Knowledge (4) ECON 398: Development Economics Elective (4)

Internship (9)  GDS 311: (9 credits) or Elective (4) One of:  GDS 310: (6 credits) plus 3 elective credits Either GDS310 or GDS311 must be completed by every student prior to Final Semester Elective (4) Total: 16 credits Total: 16 credits

Total Lower Level: minimum of 60 credits Total Upper level: minimum of 60 credits Total Program credits: minimum of 120 credits Depending on electives chosen, students may have to complete more than the minimum number of credits.

7 CMNS 235: Oral Communications is a prerequisite for CMNS 445. Public speaking ability is a valued skill for Development Professionals.

8 Prerequisites for SOWK will be waived for GDS students.

Global Development Studies Degree Program Page 41 of 153 Agenda Item # 4.1.2

Program Proposal: BA‐GDS 2010/10/01

New Courses (Proposed outlines for new courses are attached in Appendix 4.)

The core curriculum requires three new courses to be launched, including:  GDS 100: A World of Development  GDS 210 Local Development Practicum  GDS 400: Global Development Seminar

Two new courses have already been approved by UPAC and are in the calendar:  GDS 310: Global Developments Studies: Canada Internship  GDS 311: Global Development Studies: International Internship One of these, GDS 311, has already been completed by a number of students.

Important new elective courses to be developed by participating disciplines as the program develops and enrolments expand:  CRIM 225: Peace, Justice, Security and Development  GDS 235: Gender and Development  GEOG 361: International Planning and Development

Use of Existing Courses Several departments at UFV already offer courses with a focus on development. We propose to cross list several of these courses to augment the GDS core curriculum. These include:  SOC 250: Sociology of Development ‐‐ The Third World Experience  SOC 363: Processes of Development and Under‐Development  GEOG 340: Geographies of Poverty & Development Other existing courses will be adopted into the core curriculum without cross listing.

Some courses like:  SOC 463: Special Topics in Development Studies will also be cross listed and will be available to students as electives.

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1.1.4. LEARNING METHODOLOGIES/PROGRAM DELIVERY

Two principal sets of learning methodologies are anticipated. The first is standard university delivery of courses, including seminars, workshops, online courses and the traditional classroom setting. This will account for the largest part of the credit requirements for the program. Indeed the majority of the courses are already being delivered in this fashion and many of the new courses will follow suit.

The second learning methodology is employed in the service learning/internship component of the program (an optional lower level course, GDS 210, and a mandatory upper level course, GDS 310 or GDS 311). Each of these courses is preceded by other courses intended to impart the knowledge and skills that will be put into practice in the applied courses. The internships themselves will include opportunities for analysis through periodic seminars and a final report.

Overseas placements will incorporate this analytical element through a structured field journal, a final report and, when possible, online discussion groups. The whole program experience is brought together in a capstone course, GDS 400, in which students see how the different topics integrate and synthesize what they have studied in the pursuit of development as well as analyzing and comparing their disparate field experiences.

A number of UFV programs (including Social Work, Early Childhood Education, Criminal Justice and History) already include a practicum component. We have drawn on their experience in designing the GDS internships. We already have some experience with overseas work placements, particularly through the AUCC’s Students for Development Internships, and have placed students in Costa Rica, Kenya, Uganda, Zambia and India. For the first time, in 2009, these students received credit for their work through GDS internship courses.

1.1.5. ADMISSION AND TRANSFER/RESIDENCY

Admission Requirements: The BA in GDS will adopt the same entrance requirements that are in place for the Bachelor of Arts degree at UFV:

Option 1: High school (for students with high school graduation only) 1. B.C. Secondary school graduation or equivalent, and 2. A minimum of a B average in English 12 and two other grade 12 courses that offer a provincial exam (mandatory or optional), or the prerequisite for ENGL 105 and a B average in three provincially examinable grade 12 courses.

Outofprovince applicants Students will be considered on the basis of courses equivalent to BC grade 12 courses that offer provincial exams. See the Admissions section of the calendar for more information on equivalents to BC secondary school graduation.

Outofcountry applicants Students who have BC secondary school graduation equivalency, meet the prerequisite for ENGL 105 or CMNS 155, and have completed an equivalent average of B (equated to the UFV grading system) in three academic grade 12 subjects will be admissible. 10

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Alternatives to high school graduation If students have completed the International Baccalaureate diploma program, the BC Graduation diploma (BC Adult Dogwood), or the General Educational Development (GED) certificate, they may be considered to have the equivalent of BC secondary school graduation for admission purposes.

Option 2: University entrance (For students who have attended some postsecondary school)  Completion of a minimum of 30 Arts/Science university‐level credits with a cumulative GPA of 2.33 on all credits attempted, or  Completion of a minimum of nine Arts/Science university‐level credits with a GPA of 3.0 or better on all university‐level credits attempted, or  A B.C. Associate of Arts degree or UFV diploma in Liberal Arts, Visual Arts or Theatre. Students must achieve an average overall grade of C (cumulative GPA of 2.0) calculated on all courses that could apply towards the diploma or Associate degree.

1. Prerequisite for ENGL 105 or CMNS 155 and one of the following alternatives:

2. Completion of a minimum of 30 credits in courses numbered at the 100 level and above, with a cumulative GPA of 2.33 on all credits attempted. or Completion of a minimum of nine credits at the 100 level and above, transferable to a degree program, with a GPA of 3.0 or better on all credits attempted. or A BC Associate of Arts degree or UFV diploma in Liberal Arts, Visual Arts, or Theatre, with an average overall grade of C, with a cumulative GPA of 2.0, calculated on all courses that could apply towards the diploma or Associate degree. or Completion of a post‐secondary career or technical diploma (minimum of two years post‐secondary credit) from a recognized Canadian or International post‐secondary institution, with a minimum cumulative GPA of 2.5 (equated to the UFV grading scheme), calculated on all courses taken. Note: Students should be aware that all courses taken in the diploma may not apply to the Bachelor of Arts degree. or Completion of a three‐ or four‐year Bachelor's degree from a recognized Canadian or International institution, with a minimum GPA of 2.0 (equated to the UFV grading scheme). Students who have completed a previous degree are governed by the subsequent degree policy. Students may be admitted to, and be permitted to complete, a subsequent degree only if it is in a significantly different area. Subsequent degree applicants must submit a letter of intent, outlining the honours, extended minors, or minors they wish to pursue and the reason for completing a BA degree.

Note: Subsequent Degree ‐ All BA general requirements (see BA general requirements) and discipline requirements (see individual disciplines) must be completed as part of the subsequent degree. No more than 75 percent of the credits required for the subsequent Bachelor of Arts degree may be applied from any previous degree. A minimum of 30 upper‐level credits must be completed at UFV.

Students who do not meet these requirements might consider the Arts Studies program path. 11

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Option 3: Combined postsecondary/high school admission Students who have attended or are currently attending a post‐secondary institution, have fewer than 30 credits applicable for BA entrance at the time they apply for admission, and have a cumulative GPA of at least 2.33 on all post‐secondary courses attempted, may be considered for admission based on high school requirements.

Admission for students currently attending a post‐secondary institution will be conditional upon maintaining a cumulative GPA of 2.33 or better in their post‐secondary studies prior to their start date in the Bachelor of Arts. Students attending a post‐secondary institution other than UFV are required to submit an official transcript showing final grades by May 2 for fall semester, and by October 2 for winter semester. To be considered official, transcripts must be sent directly to UFV from the originating institution; see the Transfer Credit section for details. Students who do not meet these requirements might consider the Arts Studies program path.

Applicants must satisfy the English language policy. For details on how this requirement may be met, see English language policy 340.29.

Transfer Credit Transfer credits will be evaluated based on existing BCCAT agreements and in accordance with UFV’s Transfer Credit Policy 350.07(http://www.ufv.ca/__shared/assets/35019079.pdf). The program will form a standing committee for the evaluation of transfer credit in situations where we have not previously granted transfer credit for Global Development courses. We plan to negotiate block transfer arrangements with related programs at other institutions (specifically, at this time, Global Stewardship at Capilano University and Peace Studies at Selkirk College) so that their 2 year Associate of Arts graduates can transfer directly into upper level studies in GDS at UFV.

Prior Learning Assessment and Recognition (PLAR) In addition to transfer credit, GDS will develop mechanisms for recognizing and integrating relevant prior learning accomplished outside the framework of institutional post‐secondary studies. In particular, we are inclined to give credit for prior paid or volunteer development work experience, provided that we can ensure that a critical, analytical and reflective process has either already taken place or that we can add this component. UFV’s Prior Learning Assessment and Recognition Policy 340.23 (http://www.ufv.ca/__shared/assets/3402389.pdf) and Portfolio Assessment Policy 340.27 (http://www.ufv.ca/__shared/assets/3402393.pdf) will apply to this program.

Residency Requirements Students must meet UFV’s residency requirement set by UFV Policy 340.26, which is that at least 25% of the required credits for the credential must have been completed at UFV. (http://www.ufv.ca/__shared/assets/34014549.pdf)

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1.1.6. FACULTY

GDS is a broadly interdisciplinary program. Its core curriculum draws on courses regularly offered by 12 departments, including Communications, English, Modern Languages, Mathematics, Economics, Political Science, Business, Sociology, Social Cultural and Media Studies, Criminology, Geography and Social Work. All of these courses are taught by faculty who meet UFV’s established standards for teaching and research. The Curriculum Working Group for this program consists of people with particular expertise in Global Development Studies, and their expertise has been supplemented by external consultations.

The GDS program will require the introduction of 3 new courses (GDS 100,210 & 400), one of which (GDS 100) will be introduced immediately. GDS 100, will introduce students to the broad field of GDS, and will feature guest lecturers from several of the disciplines involved in the program. This course will normally be instructed by the Program Coordinator.

At first, internships will continue to be taught as independent studies courses. An Internship Coordinator position will be phased in over the first five years of the program to match enrolment increases. See implementation schedules in 3.1.1 and 3.3.

GDS 400 can be handled in the short term as a Directed Independent Studies course, but will require an additional section by year three.

It is anticipated that the Political Science Department will hire an international relations specialist in the near future, and this new faculty position will help to expand the possibilities for GDS students. The program also requires growth over time in the area of gender and development, and the Curriculum Working Group recommends that obtaining such expertise be a priority for the hiring in one of the social sciences in the near future.

Other resources required to mount the program are outlined in section 1.1.7.

Qualifications Required of Faculty Ideally, faculty who teach in this program will have two spheres of expertise, an academic discipline and applied experience in the field of global development. This is already the case for many of the faculty teaching courses in the core curriculum. As the internationalization of the university continues, and there are more opportunities to gain applied development experience, more faculty members will have this expertise.

Minimum criteria for new positions will be:  A PhD with an international development focus or an equivalent combination of higher degree and expertise.  Experience in development research and/or practice.  Evidence of successful postsecondary teaching experience.

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1.1.7. PROGRAM RESOURCES

(a) Resources Required to Mount this Program i. Library resources The Library Impact Assessment from April 2010 indicated that the library’s holdings were sufficient to support the GDS program (Appendix 5). A plan for future library acquisitions is outlined in Appendix 6.

ii. Computers and computer access It is anticipated that GDS students will make moderate use of UFV’s computing and media services facilities. Existing computer labs and support will be sufficient for most aspects of program implementation. Some assistance from Information Technology Services (ITS) might be helpful in facilitating communications and online seminars with students in overseas internships.

iii. Classrooms, laboratories and equipment There are existing spaces on campus for students to gather, including the current space for the Global Studies Institute, the Geography students’ resource room, and the Centre for Social Research (Kipp Centre). Students will be encouraged to participate in programs offered by International Education.

iv. Existing and shared resources at the institution or at other institutions The Internship Coordinator will work with the Career Centre, UFV International, the GDI, and Admissions and Records to ensure that internships meet the program requirements, university credit transfer requirements, and all relevant university policy, prior to placement.

v. Additional resources that will be required to offer this program The program will need an operating budget, including funds allocated for international travel for the management of internships. There are specific academic outcomes associated with internships and each placement will require oversight and evaluation. Therefore, the most significant demand on resources will be those associated with internship management. A significant portion of these funds could be derived from the tuition income from internship courses.

In addition, two section releases a year will be required for program coordination. One section a year will be required for the instruction of GDS 100, which will normally be taught by the program coordinator. Administrative assistance will be required, starting at a 33% position in the start‐up year, and expanding to a 50% position in year three. Academic advising will also be required, and the Curriculum Working Group has recommended that this advising be provided by the Arts Advice Centre initially, with the provision that the resources of the Centre be expanded by year two by a 50% position to handle the additional work. A section of GDS 400 will be required starting in year three. The internship courses (GDS 210, 310 & 311) may be run as Directed Independent Studies for the first year and then transferred to an Internship Coordinator over the next 3 years.

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1.1.8. PROGRAM CONSULTATION

This proposal has been under development for several years. An earlier Expression of Interest (16 June, 2006) was circulated to about 125 members of the UFV community. Numerous responses were received, all positive. Recommendations received during the consultation process led to extensive revisions of the initial proposal. Portions of the current proposal have been circulated to involved departments. All responses so far have been positive. Comments guided (mostly minor) revisions to the proposal. For student survey data see Appendix 8. External consultations have included:

 Wayne Bremner, Mennonite Central Committee  John Gabor, Catholic Organization for Development and Peace  Dave Blundell, Hungry for Life  (Bremner, Gabor and Blundell agreed to participate on a community advisory board if one is struck.)  Barbara Wood, Executive Director, CoDevelopment Canada  Joe Knockaert, CIDA  Gerry Cameron, Canadian Crossroads International  Cam Sylvester, Program Coordinator, Global Stewardship Program, Capilano College  Linda Wilkinson, Peace Studies, Selkirk College  Member institutions of the Canadian Consortium of University Programs in International Development Studies (CCUPIDS)

All those contacted have expressed support for the program. Representatives of the 2‐year programs at Selkirk College, Columbia Bible College and Capilano College indicated an interest in articulation so as to facilitate student transfer to UFV. The consultation with development agency representatives was particularly useful in defining the kinds of skills and knowledge that we should teach our students to enhance their employability. These have been incorporated into the program’s core courses.

In March 2009, a meeting was held with local non‐governmental organizations in the Lower Mainland working in the area of global development. The guest list included representatives of:

 Mennonite Central Committee  Catholic Organization for Development and Peace  Hungry for Life  Rotary Club  Co‐Development Canada  Oxfam Canada  Summit Pacific College  Nexus Canada  Harmony Society  Canadian Crossroads International  Canadian Harambee Education Society  Canadian Food for the Hungry  UFV Students for Sustainability

All attendees expressed support for the program. They confirmed that their organizations need employees who have the skills sets, knowledge, and experience that graduates from the GDS program will have.

See Appendix 7 for letters of support for this program.

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1.1.9. PROGRAM REVIEW AND ASSESSMENT

At UFV, programs periodically undergo a comprehensive review to ensure departmental relevance and responsiveness to student needs while individual courses are reviewed every four (4) years to ensure they remain current. The proposed BA ‐ Global Development Studies and courses would be subject to both evaluation procedures. Initial program approval is governed by UFV Program and Course Approval Policy 110.29 (http://www.ufv.ca/__shared/assets/11010249.pdf ). Program assessment and review will be conducted according to UFV Academic Program and Unit Review Policy 210.15 (http://www.ufv.ca/__shared/assets/21019221.pdf ).

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1.2. ORIGINALITY, PARTICULARLY IN RELATIONSHIP TO ACADEMIC PROGRAMS OFFERED BY OTHER UNIVERSITIES IN BRITISH COLUMBIA:

The program is modeled on existing related programs at other institutions across the country. It is unique in that it incorporates internship and skill‐based courses (See Appendix 1).

1.2.1. VERIFY THAT THERE IS NO UNNECESSARY DUPLICATION WITH EXISTING PROGRAMS AT UFV AND OTHER INSTITUTIONS

There is no other four year undergraduate program in British Columbia (nor, we believe, in Canada) that offers the same combination of critical knowledge and applied skills in the area of Global Development as will the UFV GDS Program. The UFV program will include:

 language competence  a core of critical knowledge of global development processes  training in essential skills for development work  practical experience in global and community development  the opportunity to pursue a minor or concentration.

Other programs in BC contain some of these elements; none require all of them. The following chart summarizes British Columbia programs in international studies, international relations, global studies, etc:

Institution Program Credential Internship Special Features Name Capilano Global Associate of Yes* *Volunteer placement at non profit society University Stewardship Arts ‐Opportunity for AA grads to transfer into BA program Degree Selkirk Liberal Arts Diploma/ Yes* *AA and Diploma include directed academic research and/or a College Diploma/ Associate of service learning component (Unclear whether this involves an Associate of Arts Degree internship and/or volunteer placement) Arts Degree ‐Opportunity for Diploma/AA grads to transfer into BA program in Peace Studies Vancouver Global BA‐ Major Yes ‐Language studies delivered overseas Island Studies or Minor ‐Optional work study abroad University ‐Concentrations permitted UBC at International BA Major No ‐Liberal Arts focus Okanagan Relations ‐Students are encouraged to study and travel abroad as part of their BA major requirements UNBC International BA, BA No ‐Foreign language training (12 credits required) and study Studies Honours, abroad experiences are incorporated into the program minor SFU International BA Major Yes* *“internship” is studying at a field school Studies ‐Two language courses required Trinity International BA, BA Yes* *Students must practically apply their studies through either a Western Studies Honours Trinity Western travel study course, a CCCU study abroad semester, or a semester at the Laurentian Leadership Centre or Lithuania Christian College ‐Four tracks offered: International Affairs and Global Policy, International Development and Cultural Change, International Political Economy, Linguistics and TESOL 17

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Additionally, UBC offers a non‐degree extension program, an International Development Certificate. http://cic.cstudies.ubc.ca/cid/index.html

The only ‘close match’ for the program is at Vancouver Island University which offers a major or minor in Global Studies. However, there are clear differences between the two programs. Chief among these are the UFV requirements of practical experience through an internship; courses in research methods; and skill development courses in communications (grant and proposal writing, instructional skills, intercultural communication), non‐ profit management, and community development.

Duplication with Existing Programs at UFV The BA in Global Development Studies does not duplicate any existing programs at UFV. While the GDS program draws on many existing courses, their arrangement and combination with new curricular elements creates a unique offering of demonstrated appeal to students.

1.3. FIT WITH FACULTY, SCHOOL, AND/OR DEPARTMENTAL PRIORITIES AND STATED GOALS IN TEACHING AND RESEARCH

One of the strategic priorities identified in the 2009‐2011 Education Plan for UFV is Internationalization. The BA in Global Development Studies is specifically identified as one of the measures that will help to achieve this goal.

The BA in Global Development Studies will also contribute to success in the Plan’s first strategic priority, “student recruitment, retention and success.” The level of student interest in Global Development Studies is well demonstrated by the surveys that have been conducted at UFV. Each year, we lose some students because we do not have a degree that they can pursue in this area.

The Faculty of Arts 2009‐2011 Education Plan identifies the BA in Global Development Studies as an “interdisciplinary initiative … to promote innovative problem solving and unique program delivery” and allocates resources for its implementation.

1.4. ALIGNMENT WITH EXISTING ACADEMIC STRENGTHS

The BA in Global Development Studies is a natural growth from the existing Associate of Arts degree in International and Development Studies. It relies on expertise in the Departments of Social Cultural and Media Studies, Geography, Economics, Communications, Political Science, and other departments as well as among the individual faculty members associated with the UFV Global Studies Institute.

1.5. POTENTIAL TO FOSTER AND FACILITATE INTERDISCIPLINARY AND INTER‐INSTITUTIONAL CONNECTIONS

Interdisciplinary Connections Global Development Studies is an interdisciplinary program drawing on the strengths of 11 established disciplines for its core curriculum. Several of the core courses have been taught for many years as part of the Associate of Arts 18

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Program Proposal: BA‐GDS 2010/10/01 in International and Development Studies. New courses have been specifically designed for the GDS degree program. The GDS program will foster inter‐institutional connections with related programs in British Columbia and across Canada and internationally as we collaborate in order to better serve our students through articulation, laddering, curriculum development and overseas opportunities.

At a local level, this program will bring community‐based development agencies into a closer relationship with UFV. In a focus group held at the University over a dozen local organizations voiced support for the program, particularly for the integrated curriculum that ensures students leave this program with strong applied skills, critical knowledge, and practical experience. Many of the organizations have expressed a desire to continue a close relationship with the program, both for the training opportunities it offers and for its potential to become a network hub for development organizations in the region.

Nationally and internationally, GDS fosters connections with development agencies in Canada and in other countries. We work with AUCC, CIDA and a large number of overseas agencies to provide internship opportunities for our students. Faculty are already engaged in several international development projects.

1.6. POTENTIAL TO STIMULATE THE DEVELOPMENT OF CENTRES OF EXCELLENCE IN TEACHING AND RESEARCH

The addition of a program in Global Development Studies at UFV will introduce new possibilities for teaching and research excellence.

A recent survey of UFV faculty and staff found that a large number of them have significant international experience, expertise and interest. Currently, there are few channels at UFV through which this capacity can be exercised. GDS is a natural place to draw together this pool of talent and give it opportunities for expression. We will involve these employees in identifying and supervising additional overseas placements for students which will generate international development and research projects in which UFV students can become involved.

The degree in Global Development Studies and the Global Development Institute are growing centres of excellence in the area of applied global development work, linking UFV to development agencies around the world and initiating international opportunities for our students, faculty and staff.

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2. IMPORTANCE TO THE UNIVERSITY

2.1. RELATIONSHIP TO THE UNIVERSITY’S STRATEGIC DIRECTIONS AND STATED MISSION IN TEACHING AND RESEARCH

The BA in Global Development Studies will contribute to these objectives identified in the Feb 12, 2010 draft of the UFV Strategic Plan:

 The university will offer degree, diploma, certificate and apprenticeship programs that: o develop the critical, practical, and leadership abilities that students require for employment, entrepreneurship, further education, and responsible citizenship—both locally and globally; o engage students actively in their education through opportunities for practical experience, research, problem‐solving, and creative work

 The University will provide an environment that: o embraces diversity, supports cross‐cultural exchange, and promotes the respectful debate of ideas and views;

 The University will: o establish formal relationships with the Fraser Valley communities that ensure mutual understanding of the goals and priorities of each and promote and support collaboration on common goals; o partner with the community in cultivating international awareness and understanding, bringing the world to the Fraser Valley and the Fraser Valley to the world; o give priority to educational programs, co‐op placements, practica, and service learning opportunities for students that benefit the citizens of the Fraser Valley; o partner with members of the community to ensure socially and environmentally responsible economic development; o partner with the Aboriginal leadership in the Fraser Valley to address the unique educational needs of Aboriginal students and their communities;

The BA in Global Development Studies is a program designed to prepare students for careers and further studies in international development. It will do so by adding opportunities for practical experience through local and overseas service learning internships to a base of knowledge and practical skills. To achieve this, GDS will cooperate with regional and global development agencies dedicated to socially and environmentally responsible and sustainable socio‐economic development. GDS will increase diversity and cross‐cultural exchange at UFV as it attracts international students and scholars. The program could be combined with Indigenous studies courses to prepare students for careers in Indigenous community development.

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2.1.1. FIT WITH INSTITUTION MANDATE AND EDUCATION PLAN

2.2. RELEVANCE TO EXTERNAL COMMUNITIES (REGIONAL, PROVINCIAL, NATIONAL AND INTERNATIONAL) STRATEGIC NEEDS AND ASPIRATIONS

Consultations with development organizations located in the Fraser Valley have indicated that a BA in Global Development Studies could provide these organizations with needed personnel possessing theoretical knowledge and understanding, applied skill sets, and practical experience. Additionally, this program was recognized as having the potential to offer professional development opportunities to existing workers who do not now have formal credentials.

Letters of support from the following individuals and organizations can be found in Appendix 7.

 Dave Blundell, Executive Director, Hungry For Life International, Chilliwack  Melissa Kendzierski, Students for Sustainability, UFV  Ed Fast, Member of Parliament, Abbotsford  Wayne Bremner, Executive Director, Mennonite Central Committee, BC  Doug Harder, Pastor of International Mission, South Abbotsford Church

2.3. POTENTIAL TO ATTRACT NEW STUDENTS AND FACULTY TO THE UNIVERSITY

The Fraser Valley has a multi‐ethnic community with a strong tradition of faith‐based missions and secular international engagement. Correspondingly, there is a high level of interest in international and community development according to the student surveys that have been conducted at UFV (see Appendix 5). By offering a program in GDS we can offer students a credential that is more closely aligned with their career goals. Further, as this program will be unique in the province and in Canada in its combination of theory and practice, it will attract a substantial number of applicants from outside UFV’s catchment area.

There are already established two year Associate of Arts programs in International and Development Studies at UFV, Peace Studies at Selkirk College, and Global Stewardship at Capilano College, as well as a two year certificate in Intercultural Studies at Columbia Bible College. A BA in Global Development Studies would offer these students a way of completing a 4‐year degree in a substantially related area.

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The international internship component of the program will strengthen UFV’s ties with overseas communities, increasing the potential for international student recruitment. The current design of the GDS curriculum takes into account the present financial position of the university. It utilizes courses that already exist and minimizes new staffing. So in the short term, GDS would not attract significant numbers of new faculty to the university. However, as an interdisciplinary initiative, GDS will intensify the international involvement of departments across the university. Many prospective faculty members will find this to be an attractive element of their employment at UFV as it could facilitate their international research and allow them to involve students in it.

2.4. EFFECTS ON CURRENT STUDENT PATTERNS OF ENROLMENT WITHIN THE UNIVERSITY

It is reasonable to assume a minimum annual intake at first year of 20 students, with the number rising to 25 in the second year and 30 in the third year. If this proves correct, at the end of four years, we would have over 100 students in the program. Attrition during the first two years is likely to be balanced by third year transfers from two year programs at other institutions.

This projection is based on the numerous inquiries we receive each year from students who would like to prepare themselves for a career in international development. This is corroborated by the results of student surveys conducted in 2006 & 2009 and focus groups with UFV students in 2009. In 2006, close to half (46.8%) of the 481 students surveyed were interested in applying for a GDS program. 67.6% of students were interested in elective courses in this area. In March 2009, 117 students were surveyed. Of these, 62.4% were interested in a BA degree with a major in GDS. 85.5% were interested in elective courses in GDS. At the focus groups, it was confirmed that there were at least 20 students who were interested in enrolling in a GDS program immediately. (The survey results are presented in Appendix 8.)

In a September 2009 survey of 33 students in a Sociology 250: Sociology of Development class, 27 responded positively to the question, “Would you be interested in enrolling in a program in Global Development Studies?”

There is widespread student activism at UFV in areas related to GDS. This is expressed through student organizations like Students for Sustainability, the International Development Student Club, Aiding Communities Everywhere, and Oxfam. Interest in a GDS degree program is particularly strong among students involved in these organizations.

This level of interest is mirrored at other institutions. Capilano University has an ingress of about 35 students per year to their Associate of Arts in Global Stewardship. McGill’s IDS program has the third largest enrollment in the Faculty of Arts.

We also plan to offer certificates and diplomas in GDS to professionals and volunteers in the field and expect that some of these students will return to complete a degree. Finally, the program will attract people already working in global and community development without formal credentials.

Some students will be new to the university, while others will be students who are currently pursuing degrees in related disciplines, like Sociology, Anthropology, Geography and so forth. However, some of these students would have left UFV to pursue GDS related degrees at other institutions, so their transfer to GDS represents retention rather than loss. Furthermore, since GDS students are encouraged to pursue minors in other disciplines, it can be expected that enrolments in minors will increase. The program will attract current BC college students (particularly diploma or Associate of Arts graduates) to complete a degree with us. It will also encourage current UFV certificate, diploma and 2‐year degree students to stay on and complete a 4‐year degree. 22

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2.5. POTENTIAL TO INTEREST STUDENTS NOT PREVIOUSLY ATTRACTED TO THE UNIVERSITY OR UNDERREPRESENTED IN THE UNIVERSITY

The BA in Global Development Studies offers students in established 2‐year programs around the province (notably the Associate of Arts programs in International and Development Studies at UFV, Peace Studies at Selkirk College, Global Stewardship at Capilano College, and Intercultural Studies at Columbia Bible College) an opportunity to complete a 4‐year degree in a closely related field. Enrolments in related programs at other universities show that global/international development is an area that attracts international students. Our approach, offering a combination of applied skills, academic learning and practical experience, prepares students for real engagement outside the academic setting or for further study. This curriculum should make our program very attractive in comparison to other development programs across the country.

Another underrepresented group which might be attracted to UFV by GDS would be First Nations students. The skills and knowledge base required for international development are closely related to those required for community development. Many First Nations students might find our program a good starting point for a career in community economic development or social planning.

The program will also be attractive to members of the local community who do not have formal credentials or training, but who are already working in global or community development. Professional development opportunities for this group could be enhanced by packaging some of the degree courses into smaller certificates.

2.6. POTENTIAL TO INTEREST FACULTY AND STAFF NOT PREVIOUSLY ATTRACTED TO THE UNIVERSITY OR UNDERREPRESENTED IN THE UNIVERSITY

See Section 2.3. Faculty from the developing world diasporas often figure prominently in international development programs. The international opportunities GDS would foster could be very attractive to such academics. This in turn would help UFV achieve its goal of internationalization.

2.7. POTENTIAL TO OFFER RESEARCH OPPORTUNITIES FOR STUDENTS IN THE PROGRAM

Research is recognized as a necessary component of international development practice. As we will be putting students into applied situations, they will be exposed to research opportunities and encouraged to engage in research as part of the learning process. Instruction in field research and project evaluation skills is included in the core curriculum.

2.8. POTENTIAL TO GENERATE RESEARCH OPPORTUNITIES FOR FACULTY

When the Bachelor of Arts in Global Development Studies is operating at full capacity, we will need to place more than 30 students in internships each year. They will be engaged in projects dealing with tangible social problems. In all cases there will be a need for faculty supervision; in many cases there will be a need for additional faculty consultation. This will present faculty with many new opportunities for involvement in the local community and internationally, either simply as advisors or as researchers. 23

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2.9. PROSPECTIVE EMPLOYMENT AND/OR POST‐GRADUATE OPPORTUNITIES FOR STUDENTS IN THE PROGRAM

Labour Market Demand For a more detailed report of current labour market demand in the International Development field please refer to the Labour Market Information Summary Report for NOC 4164 in Appendix 9.

Labour market information on the current status of International Development careers within the National Occupational Classification (NOC) category of “Social Policy Researchers, Consultants and Program Officers,” or NOC 4164, confirms that introducing a Global Development Studies BA degree to UFV would be a valuable investment. Labour market information shows that employment prospects are ‘fair’ for Social policy researchers, consultants and program officers (Appendix 9: Sections 5 and 8). Expanding UFV’s focus to the field of International Development would thus translate into local and overseas jobs for UFV students. Being located in the Fraser Valley increases students’ future employment prospects, as the percentage of social policy researchers, consultants and program officers employed in the Greater Vancouver region is significantly higher than in other regions of British Columbia (Appendix 9: Table 7.2).

Currently, there are a wide variety of jobs available in the field of International Development (Appendix 9: Table 6.1). Recent postings include Director of Development (Ecojustice), Communications Specialist (Katimavik), and Resource Development Coordinator (Association for Women's Rights in Development). These jobs represent a sample of the careers that UFV GDS students could pursue upon graduation. The qualification requirements in these 2009 job postings (Appendix 9: Table 6.1) reveal the demand for candidates who have highly developed skills in: communication and documentation; job task planning and organizing; and project planning, evaluation and management. A GDS program would help UFV students develop these skills and the theoretical foundations essential for competing in their chosen field.

Overall, labour market information research shows that people who have cross‐cultural experience and expertise have better chances for labour market success in the international development field, than those who do not. This suggests that the earlier university students can obtain the skills sets, experience, and knowledge needed to advance in that field, the better. Thus, the University of the Fraser Valley can facilitate students’ pursuit of a fulfilling career in community and international development by offering the Global Development Studies BA degree program.

Postgraduate Opportunities The Canadian Consortium of University Programs in International Development Studies (CCUPIDS) website (www.idsnet.ca) lists the following Canadian graduate programs and an additional 21 graduate programs outside Canada.

Canadian Graduate Programs in IDS  Masters in International Development, Dalhousie University  MA and PhD in International Development Studies, University of Guelph  MA in International Development Studies, Saint Mary's University  Globalization and International Development, University of Ottawa  Graduate Studies in International Development, University of McGill 24

Global Development Studies Degree Program Page 57 of 153 Agenda Item # 4.1.2

Program Proposal: BA‐GDS 2010/10/01

Canadian Graduate Programs with an Emphasis on International Development  University of British Colombia o Department of Geography o The Sustainable Development Research Institute o The Institute for Resources and Environment o The Liu Centre for the Study of Global Issues  Dalhousie University o Masters in Development Economics o PhD Interdisciplinary Studies  Carlton University o Master of Arts in International Affairs  U. College of Cape Breton o Master of Business Administration in Community Economic Development  U. of Northern British Columbia o Master of Arts in International Studies  University of Toronto o Comparative, International and Development Education o Political Economy of Development  University of Waterloo o Masters in Local Economic Development  University of Guelph o M.Sc. Rural Planning and Development Studies

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Program Proposal: BA‐GDS 2010/10/01

3. IMPLEMENTATION

3.1. AFFORDABILITY IN TERMS OF THE EXISTING FINANCES OF THE HOME ACADEMIC UNIT (FACULTY, SCHOOL, DEPARTMENT)

See sections 1.1.6 and 1.1.7. The current version of the GDS program has been designed with the financial straits of the university in mind. Program intake is anticipated to reach 30 students per year within three years, such that after 6 years, there should be 120 students in the program and up to 30 graduates per year. These outcomes can be achieved at remarkably low cost because the program mostly uses existing courses, faculty and space.

3.1.1. PROGRAM RESOURCES

Courses: The GDS program will require the staffing of four sections annually:  GDS 100: A World of Development ‐ This introductory course is intended to orient GDS students to the program, but it will probably also appeal to a large number of lower level students as an elective.  GDS 210: Local Development Practicum ‐ This course is a very important elective that will help students to make contacts in the development community and gain important experience and skills for subsequent internships.  GDS 310/3119: Canadian and International Internships ‐ These courses are an essential part of our program that distinguish it from other programs in Canada. Internships provide our students with essential work experience that will give them a significant advantage in the job market. Students are required to take either GDS 310 or 311 in order to graduate. (Note: special arrangements will have to be made for staffing).  GDS 400: Global Development Seminar ‐ This is the capstone course for the program that will integrate students’ diverse experiences and studies into a broader understanding of the processes and challenges of development.

9 Note that GDS 310 Canada Internship is a 6 credit course and GDS 311 International Internship carries 9 credits. They are not standard classroom‐based courses. They are service learning courses with a very large experiential component. The reflective/analytical part of the courses is taught through pre‐ departure seminars, site visits, periodic seminars and discussion either in person or on‐line, guided written assignments and post‐internship debriefings. Coordinating internships in this way is a heavier instructional burden than teaching the same number of students in a classroom. These courses cannot be scheduled in the same way as classroom‐based courses. There must be some discussion of the most appropriate way of staffing these courses and compensating the instructor/supervisor during different phases of implementation. The discussion should take into account the significantly greater tuition paid by students.

Global Development Studies Degree Program Page 59 of 153 Agenda Item # 4.1.2

Program Proposal: BA‐GDS 2010/10/01

These courses will be phased in over a few years: Year 1 Year 2 Year 3 Year 4 Year 5

GDS 100 scheduled scheduled scheduled scheduled scheduled

GDS 210 DIS DIS / IC DIS / IC IC IC

GDS 310 DIS DIS / IC DIS / IC IC IC

GDS 311 DIS DIS / IC DIS / IC IC IC

GDS400 DIS DIS scheduled scheduled scheduled

DIS: Directed Independent Studies IC: supervised by Internship Coordinator

Faculty: Faculty are drawn from many contributing departments, including Anthropology, Communications, Economics Geography, Latin American Studies, Political Science, Sociology, and others. Apart from the GDS courses listed above, the core courses in the curriculum are offered by contributing faculty as part of their regular teaching loads.

In the short term, it is envisaged that internships will be offered by individual faculty members as DIS courses. Over time, however, the work required by growing student enrolment will require additional resources for an Internship Coordinator. This position should be phased in with one course release in year one and increased to two releases in year four.

A Program Coordinator will also be required. We recommend that this position be compensated with one section release per year.

Student advising can be handled by the Arts Advice Centre. By year two of the program, a new .33 position in the Arts Advice Centre should be created.

3.2. ABILITY OF CURRENT FACULTY AND STAFF TO IMPLEMENT THE NEW PROGRAM WITHIN EXISTING RESOURCES AND FACILITIES

See section 3.1.1. The new program cannot be implemented within existing resources and facilities. However, as outlined here this program will graduate a significant number of students with a minimal outlay. As the program grows, additional resources may be required.

3.3. ESTIMATES FOR BOTH START‐UP AND PREDICTED ON‐GOING COSTS DURING THE INITIAL FIVE YEARS OF IMPLEMENTATION:

See sections 1.1.6, 1.1.7, and 3.1.1.

Global Development Studies Degree Program Page 60 of 153 Agenda Item # 4.1.2

Program Proposal: BA‐GDS 2010/10/01

Year 1  1 full section (GDS 100)  DIS enrolments (GDS 210, 310/311, 400)  Program Coordinator (1 section release)  Internship Coordinator (1 section release)

Year 2  1 full section (GDS 100)  DIS enrolments (GDS 210, 310/311, 400)  Program Coordinator (1 section release)  Internship Coordinator (1 section release)

Year 3  2 full sections (GDS 100, 400)  DIS enrolments (GDS 210, 310/311)  Program Coordinator (1 section release)  .33 student advisor (in the Arts Advice Centre)  Internship Coordinator (1 section release)

Year 4  2 full sections (GDS 100, 400)  DIS enrolments (GDS 210, 310/311)  Program Coordinator (1 section release)  .33 student advisor (in the Arts Advice Centre)  Internship Coordinator (2 section releases)

Year 5 and ongoing  2 full sections (GDS 100, 400)  DIS enrolments (GDS 210, 310/311)  Program Coordinator (1 section release)  .33 student advisor (in the Arts Advice Centre)  Internship Coordinator (2 section releases)

Global Development Studies Degree Program Page 61 of 153 Agenda Item # 4.1.2

Program Proposal: BA‐GDS 2010/10/01

3.3.1. NEW FACULTY AND/OR STAFF AND STRATEGIES FOR THEIR RECRUITMENT AND RETENTION

Most courses in the curriculum are already offered by participating departments, so the need for new faculty is reduced. However, the program will require the staffing of four courses. Currently two of these (GDS 310/311) are in the calendar and are offered through DIS and PLAR. One (GDS 210) is an elective, but it is quite important to students and we anticipate high demand for it. It will be possible to phase in staffing for these courses over the first four years of program implementation. See section 3.3. The program will be strengthened as more faculty with development interests and expertise are hired across the institution. This will make more electives available to students and increase internship and research possibilities for students and instructors alike.

The Political Science Department will hire an international relations specialist in the near future (see the Faculty of Arts 2009‐2011 Education Plan, and posting 2010.83), and this new faculty position will help to expand the possibilities for GDS students. The program also requires growth over time in the area of gender and development, and the Curriculum Working Group recommends that obtaining such expertise be a priority for the hiring in one of the social sciences in the future.

GDS is one of several new interdisciplinary programs at UFV, either recently established or in the planning process. The Curriculum Working Group suggests that the university administration consider the best ways of staffing and administering such programs over the short and the long term, bearing in mind that without department status, independent budgets and appointed faculty, their continuation is always subject to the shifting interests of participating departments.

3.3.2. NEW AND/OR REDEVELOPED SPACE/FACILITIES

See section 1.1.7. In the long term, it would be desirable for the program to have a dedicated space where the Program Coordinator, Internship Coordinator and possibly an Assistant could be housed together and where students could congregate to discuss their experiences and plan activities. However, as no full time positions are being requested, this is not essential for program implementation. The program can be administered from existing faculty offices and there are already spaces on campus for students to gather, including the current space for the Global Studies Institute, the Geography students’ resource room, and the Kipp Centre for Social Research. Students will be encouraged to engage with international students through programs offered by International Education. The only space required would be for an administrative assistant, which, if granted when the program grows could be 25% and shared with another department.

3.3.3. NEW AND/OR REDEVELOPED INFRASTRUCTURE FACILITIES, SUCH AS EQUIPMENT AND FURNISHINGS

See section 1.1.7 and 3.3.2. An office for an administrative assistant (33% ‐ 50%) would require office equipment including a desk, filing cabinet, computer, and access to photocopier, fax machine, etc.

Global Development Studies Degree Program Page 62 of 153 Agenda Item # 4.1.2

Program Proposal: BA‐GDS 2010/10/01

3.3.4. ADDITIONAL LIBRARY ACQUISITIONS AND INFORMATION RESOURCES

A Library Impact Assessment from April 2010 indicated that the library’s holdings were already sufficient to support the GDS program (Appendix 5). Recommendations for future library acquisitions are outlined in Appendix 6. 3.3.5. ADDITIONAL INSTRUCTIONAL TECHNOLOGY AND SOFTWARE None needed.

3.3.6. SPECIALIZED TRAINING PROGRAMS None needed.

3.3.7. ADVERTISING AND RECRUITMENT

The GDS program needs no special advertising or recruitment measures beyond the normal promotion given to all programs by UFV. In fact, it probably needs less, as it is largely self‐recruiting and self‐promoting. The already existing interest in the Fraser Valley in this kind of activity along with word of mouth advertising among students has already created significant demand (see Section 2.4 and Appendix 8.) We do plan to negotiate block transfer arrangements with related programs at other institutions (specifically, at this time, Global Stewardship at Capilano University, Peace Studies at Selkirk College, and Intercultural Studies at Columbia Bible College) so that their 2 year Associate of Arts graduates can transfer directly into upper level studies in GDS at UFV.

3.4. POTENTIAL FOR NEW OR OFF‐SETTING REVENUE SOURCES, SUCH AS FULL‐COST TUITION AND FEES; OVERHEAD COSTS OR LEVIES; GOVERNMENT STRATEGIC FUNDING ENVELOPES; EXTERNAL FUNDING AGENCIES AND ORGANIZATIONS

The CIDA internship program, the AUCC Students for Development program, the Shastri Institute, and UFV’s Internationalization Funds Grants could all contribute to the success of this program by offsetting expenses for students and faculty. Some of these funds can help faculty in the supervision of international internships. The high tuition charged for upper level internships (GDS 310 – 6 credits; GDS 311 ‐ 9 credits) could offset some program costs if the tuition were available to defray the expenses of internship supervision. Some of it might also be used to offer grants to students.

3.5. COMPARISON OF PROPOSED PROGRAM COSTS RELATIVE TO SIMILAR PROGRAMS DELIVERED THROUGH COMPARABLE AND/OR ALTERNATIVE MEANS. (FOR EXAMPLE ONLY: ON‐SITE COMPARED WITH ONLINE DELIVERY, OR ON‐SITE COMPARED WITH COOPERATIVE EDUCATION)

N/A

Global Development Studies Degree Program Page 63 of 153 Agenda Item # 4.1.2

Program Proposal: BA‐GDS 2010/10/01

3.6. IDENTIFIED STRATEGIES FOR STUDENT RECRUITMENT AND PROJECTED STUDENT NUMBERS IN THE FIRST FIVE YEARS OF IMPLEMENTATION. THESE MAY INCLUDE SPECIALIZED ACCESS PROGRAMS, AND PROJECTED ASSOCIATED COSTS

See section 3.3.7 and section 1.1.7.b. Surveys show that there is already sufficient demand to launch this program with no special recruitment measures needed. Many of the grants used by students to assist with the costs of international internships have a public engagement requirement so as to share their experiences with the broader community. This helps to promote the internships and the university. It has also increased the demand for a GDS program. (see Section 2.4 and Appendix 8.) In the future, students may be encouraged to make in‐class presentations in high schools.

Projected Student Numbers: Year 1 Year 2 Year 3 Year 4 Year 5

1st year intake 20 25 30 30 30

Students in 20 45 75 105 115 program

It is assumed that transfers from other institutions will compensate for dropouts.

3.7. IDENTIFIED STRATEGIES FOR THE PROVISION OF FINANCIAL ASSISTANCE TO STUDENTS. THIS MAY INCLUDE AWARDS AND/OR BURSARIES OR WORK‐STUDY TYPES OF PROGRAMS

Students who take GDS as a full‐time program of study would be eligible for BC Student Loans. Students who are eligible for work study, including international students, would be eligible for work study projects in the program. After completing the requirements for any post‐secondary degree or diploma, students would be eligible for CIDA Internship grants. Some students already receive international internship funding through the AUCC Students for Development program.

John Potts, Manager of International Partnerships at the International Education Department is currently investigating possibilities of funding through the Inter‐American Development Bank and other agencies. The International Education Department also plans to reintroduce student travel grants within the next two years.

3.8. IDENTIFIED STRATEGIES FOR STUDENT RETENTION AND PROJECTED RATES OF RETENTION, DURING THE INITIAL FIVE YEARS OF IMPLEMENTATION

Retention rates are expected to be similar or superior to those of the other Bachelor of Arts Degrees at UFV. The curriculum working group recognizes the need for student engagement and has planned the course offerings to attract and maintain the interest of students. For example, students may participate in an internship as early as second year, fourth semester. It is hoped that most students will progress through the program as a loose cohort, forming supportive and informative networks.

Global Development Studies Degree Program Page 64 of 153 Agenda Item # 4.1.2

APPENDICES

Full proposal including appendices is available online at:

http://www.ufv.ca/senate.htm

Appendix 1: Canadian Undergraduate Programs in GDS/IDS

Appendix 2: Knowledge and Skills Template

Appendix 3: Examples of Concentrations

Appendix 4: New Course Outlines

Appendix 5: Library Impact Assessment

Appendix 6: Journals not carried by UFV Library which would be useful

Appendix 7: Letters of Support

Appendix 8: GDS Student Interest Survey Results

Appendix 9: Labour Market Information Summary Report

Appendix 10: Sample Job Postings (2009)

Global Development Studies Degree Program Page 65 of 153 Page 66 of 153 Agenda Item # 4.1.3

MEMORANDUM Chair: M. Evered

Assistant: Monique Castonguay Phone: 504-7441 ext. 5113

TTTo:To:o:o: R. Thomson, Chair, Board of Governors

From: M. Evered, Chair, Senate

Date: February 3, 2011

Re: Library Technician Post-Diploma Certificate

At its January 14, 2011 meeting, Senate approved the creation of a short post-diploma certificate (type B) for the library technician program.

The attached material includes information intended to help the Board reach a decision. In particular, • A rationale • Importance to the University • Resources required • Implementation

In addition to the examination by Senate of the academic merit of the proposal, the VP Academic and Dean of Professional Studies have examined the relation to the Strategic Plan and the business case, including budget implications, and fully support the proposal. The intention to develop and offer this program is included in the Education Plan 2009/11 as an initiative of the Library and Information Technology department.

Senate recommends this program to the Board of Governors for approval and proposes the following:

MOTION :

APPROVAL AUTHORITY Board of Governors (Amended University Act) Policy 110.29 developed under Section 35.2(6)(b)

Library Technician Post-Diploma Certificate Page 67 of 153 Page 68 of 153 Agenda Item # 4.1.3

UPAC Chair: Sue Brigden UPAC MEMORANDUM Phone: 4643

UPAC Assistant: Amanda Grimson Phone: 4571

TO: Dr. M. Evered, UFV Senate Chair

FROM: Sue Brigden, Undergraduate Program Advisory Committee Chair

DATE: January 4, 2011

RE: Library Technician Post-diploma certificate

At its December 17, 2010 meeting, UPAC voted to approve the creation of a Library Technician Post- diploma certificate program. UPAC recommends that this be approved by Senate. Please see the attached document for additional information.

MOTION: THAT Senate approve the new Library Technician Post-diploma certificate as recommended by UPAC.

RATIONALE: This is a part-time program designed for library technicians seeking continuing education opportunities that directly address issues relating to their profession. Offered jointly with the Library and Information Technology and Continuing Studies departments, this program is specifically designed to meet the needs of working professionals. A Canada-wide survey of library technicians and other library support workers indicated that there is strong interest in a program that packages continuing education courses into some form of a certificate program. As a result, plans to develop such a program were integrated into the 2009-2011 Education Plan for the LIBIT program. Because there is no specific continuing education program for library technicians, the Library and Information Technology department determined that such a program would provide a unique and much needed opportunity for those working in the field that do not have a Masters in Library Science or Information Studies. The online nature of the program also means that the student population is not limited to the Fraser Valley and library technicians across Canada will have access to this program. This is incredibly beneficial in increasing the LIBIT program’s national profile.

Library Technician Post-Diploma Certificate Page 69 of 153 Page 70 of 153 Agenda Item # 4.1.3

PROGRAM OUTLINE FOR UPAC SUBMISSION OF: Library Technician Post-Diploma Certificate

BACKGROUND: In the fall of 2008 a questionnaire was distributed across Canada asking library technicians and other library support workers about their level of interest in participating in continuing education courses in their field. The survey revealed that 87.4% of respondents (583), would be interested in receiving a certificate by completing a set number of continuing education courses. Of those, 75.6% (506) of respondents indicated that they would prefer to take these courses online. Respondents were in strong support of a program that packaged continuing education courses into some form of a certificate program.

As a result, plans to develop such a program were integrated into the 2009-2011 Education Plan for the LIBIT program. Three sections of courses have been offered through Continuing Studies in 2009/10 (2 sections of Emergent Library Technologies and 1 section of Leadership for Library Technicians) that were designed to be part of the proposed certificate program. Response has been incredibly supportive and enthusiastic, reinforcing the decision to establish a post-diploma certificate for library technicians.

SERVICE TO THE PROFESSION: This proposed program has been warmly supported by the LIBIT Program Advisory Committee and members of the library community. Because there is no specific continuing education program for library technicians, the Library and Information Technology department determined that such a program would provide a unique and much needed opportunity for those working in the field that do not have a Masters in Library Science or Information Studies. This was reinforced in the 2008 survey results.

The online nature of the program also means that the student population is not limited to the Fraser Valley and library technicians across Canada will have access to this program. This is incredibly beneficial in increasing the LIBIT program’s national profile.

IMPORTANCE TO THE UNIVERSITY: This proposal is timely in that it reflects ambitions outlined in the UFV Strategic Plan by offering continuing education opportunities in a revenue-generating model. Offered through Continuing Studies, this program will have the flexibility to meet the specific needs of those already in the workforce who are interested in building on their diploma education. These students will be able to apply the certificate towards further undergraduate work, including the BA in General Studies. Revenue generated from this program can assist the LIBIT program in its development of more advanced undergraduate course offerings in information studies.

Course selection will expand to meet demand. In future, it is anticipated that students will have an opportunity to choose 5 courses from a broader list.

Library Technician Post-Diploma Certificate Page 71 of 153 Agenda Item # 4.1.3

BUDGET CONSIDERATIONS: Courses are offered on a cost-recovery basis as calculated through the Continuing Studies department. These fees take into consideration the cost of instructors, related costs to course, CS administration, UFV administration. Any profits, after costs are recovered, are divided equally between the LIBIT department and Continuing Studies.

Library Technician Post-Diploma Certificate Page 72 of 153 Agenda Item # 4.1.4

MEMORANDUM Chair: M. Evered

Assistant: Monique Castonguay Phone: 504-7441 ext. 5113

TTTo:To:o:o: R. Thomson, Chair, Board of Governors

From: M. Evered, Chair, Senate

Date: February 3, 2011

Re: Bachelor of Early Childhood Education Degree Program

At its January 14, 2011 meeting, Senate approved the creation of a Bachelor of Early Childhood Education degree program. A copy of the full proposal may be found online at http://www.ufv.ca/senate.htm .

The attached material includes information intended to help the Board reach a decision. In particular, • A rationale is outlined in the memo from UPAC to Senate • Importance to the University – Page 6 of the proposal • Resources required – Page 8 of the proposal • Implementation – Page 8 of the proposal

In addition to the examination by Senate of the academic merit of the proposal, the VP Academic and Dean of Professional Studies have examined its relation to the Strategic Plan and the business case, including budget implications, and fully support the proposal. The intention to develop and offer this program is included in the Education Plan 2009/11 as an initiative of the ECE/CYC department.

Senate recommends this program to the Board of Governors for approval and proposes the following:

MOTION :

APPROVAL AUTHORITY Board of Governors (Amended University Act) Policy 110.29 developed under Section 35.2(6)(b)

Bachelor of Early Childhood Education Degree Program Page 73 of 153 Page 74 of 153 Agenda Item # 4.1.4

UPAC Chair: Sue Brigden UPAC MEMORANDUM Phone: 4643

UPAC Assistant: Amanda Grimson Phone: 4571

TO: Dr. M. Evered, UFV Senate Chair

FROM: Sue Brigden, Undergraduate Program Advisory Committee Chair

DATE: January 4, 2011

RE: Bachelor of Early Childhood Education

At its December 17, 2010 meeting, UPAC voted to approve the creation of a Bachelor of Early Childhood Education degree program. UPAC recommends that this be approved by Senate. Please see the attached documents for additional information. Please note that appendices have not been included in the printed submission, but a copy of the full proposal including appendices is available online at http://www.ufv.ca/senate.htm .

MOTION: THAT Senate approve the new Bachelor of Early Childhood Education as recommended by UPAC.

RATIONALE: The proposed Bachelor of Early Childhood Education (BECE) is an extension of existing programs in Early Childhood Education. It combines the current certificate and diploma programs into a degree program with a number of exit points. The BC Ministry of Education has projected that the implementation of full-day Kindergarten will create approximately 1000 teaching positions across the province. In addition, the Ministry of Education has announced its intentions to introduce a Pre-Kindergarten level of instruction into the school system, and it is projected that as many as 4000 additional teaching positions will be created as a result. These labour market trends are significant, especially given the Ministry of Education's directives that Kindergarten and Pre-Kindergarten classes should be taught by early childhood educators. The BECE, in part, is intended to meet these needs at the local level and beyond. Student retention has been relatively strong in the ECE programs up to now, with most students finishing the ECE certificate with success. It is anticipated that with the addition of the proposed program, students will stay longer at UFV, as they extend their studies to include the BECE. This program should also attract new students who might be interested in teaching in the school system at the Kindergarten and Pre- Kindergarten levels. Many students will also be attracted to our certificate and diploma programs, as they will be able to take their education to another level through the degree after they have completed their certificate and diploma studies.

Bachelor of Early Childhood Education Degree Program Page 75 of 153 Page 76 of 153 Agenda Item # 4.1.4

UNIVERSITY OF THE FRASER VALLEY NEW PROGRAM PROPOSAL (BACHELOR'S DEGREE) FULL PROGRAM PROPOSAL

BACHELOR OF EARLY CHILDHOOD EDUCATION

1. Academic Merit

1.1 Quality in terms of accepted criteria of academic, professional and/or occupational merit.

1.1.1 Degree level standard Bachelor's Degree

1.1.2 Credential Recognition and Nomenclature Bachelor of Early Childhood Education

1.1.3 Curriculum/Program Content The proposed program, the Bachelor of Early Childhood Education (BECE), is an extension of existing programs in Early Childhood Education. It combines the current Certificate and Diploma programs into a degree program with a number of exit points. Each exit point corresponds to a currently existing credential, with the degree itself creating a new exit point.

The purpose of the new degree program is two-fold. First, the program will prepare students who have aspirations to enroll in the Teacher Education Program (TEP at UFV, or a similar program elsewhere) in order to teach within the public and/or private K-to-12 school system, primarily at the Kindergarten and Pre-Kindergarten levels of instruction. See 2.9.2 below for labour market information relating to emerging trends involving full- day Kindergarten. Second, the program will prepare students who are interested in pursuing administrative careers in early childhood settings in the community, such as Infant Development Programs or the Fraser Valley Child Development Centre. There have been many requests by students in the past for further education in administration.

Appendix 1.1.3 (a) outlines the sequence of courses that a student would typically follow in order to complete the degree. The outline also identifies the courses that a student would take in order to complete only the existing ECE Certificate and/or the ECE Diploma.

The BECE program consists of 36 courses totaling 121 credits. Of the 36 courses in the proposed program, 14 courses already exist within the ECE Certificate program and 6 courses already exist in the ECE Special Needs Diploma program. These six courses have been revised to suit third-year level studies and to include a renewed emphasis on working with families and developing programs for individuals with diverse behaviours. Of the remaining courses in the proposed program,12 courses would be designated as elective

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Bachelor of Early Childhood Education Degree Program Page 77 of 153 Agenda Item # 4.1.4

courses; 2 courses are existing UFV courses that are prerequisites for the Teacher Education Program (namely EDUC 200 and EDUC 300 [or substitute courses as approved]), and 2 courses would be new ECE courses (namely ECE 401 and ECE 402). Finally, since the Special Needs Diploma courses will have been substantially increased in depth and scope, there will be a bridging course for students entering the BECE who have previously completed the Diploma in ECE at UFV. See Appendix 1.1.3 (b) for course descriptions of the proposed new ECE courses.

The program has been designed to fully meet all academic admission requirements of the UFV Teacher Education Program (TEP), assuming students have met entry standards for GPA levels, minimum grades, and certain non-course-related requirements. BECE graduates who wish to teach in the K-to-12 school system at the Kindergarten and Pre- Kindergarten levels may choose to apply to enter the TEP having potentially met academic requirements for admission. Students who have completed the BECE and the TEP will have met all current licensing requirements for the British Columbia College of Teachers (BCCT). Students interested in these options would be referred to the UFV TEP Advisor for further information.

The BECE program can be completed in four years of full-time study. Students will be able to take courses on a part-time basis, but this approach will take them longer to complete the program. At the end of the first year of the program, students who wish to discontinue their studies can receive an ECE Assistant Certificate (Exit Point #1). At the end of the second year, students may receive the standard ECE Certificate, and apply for their license as an Early Childhood Educator, using the currently existing system of licensure (Exit Point #2). Upon completion of the third year of study, students can receive their ECE Diploma - Special Needs (Exit Point #3). All of these exit points already exist within our current programs. Finally, students who complete the fourth year of study, as outlined in Appendix 1.1.3 (a), would receive the BECE. In order to complete the BECE, students will need to complete additional course work beyond the existing ECE Certificate and Diploma courses, in the form of 12 elective courses and four required program courses (namely EDUC 200, EDUC 300, ECE 401, and ECE 402).

In order to align existing ECE courses into the degree with greater clarity and logical progression, it is also proposed that the revised ECE courses be renumbered. Appendix 1.1.3 (c) outlines the proposed changes in course numbering.

1.1.4 Learning Methodologies/Program Delivery Learning methodologies will consist of classroom experiences, including lectures, discussions, textbook and literature reading, small-group classroom experiences, student presentations, , various forms of written assignments, lab experiences such as guided observations in early childhood settings, exams, and other standard learning formats typically expected in university classrooms. In addition, the full program includes three supervised practicum experiences that would be structured similarly to the current practicum components in the ECE program.

Entry into the program would be once a year and would commence in the Fall term. It is

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Bachelor of Early Childhood Education Degree Program Page 78 of 153 Agenda Item # 4.1.4

proposed that the program start dates would alternate between the Abbotsford and Chilliwack campuses in the same manner that program starts currently alternate in the ECE program. For example, if the program starts in Abbotsford in Fall, 2011, it would begin in Chilliwack in Fall, 2012, and so on.

1.1.5 Admission and Transfer/Residency Admission requirements would be the same as the current admission requirements to the ECE Certificate. See Appendix 1.1.5 (a) for an outline of those admission requirements. Students who have previously completed the ECE Certificate and/or ECE Diploma would be eligible to apply for admission to the BECE. These students would be provided with a program plan that transitions them into the program by completing the required lower-level electives (6 courses). Generally, students would be allowed to complete these elective courses and then enter the fourth year of studies. See Appendix 1.1.5 (b) for an outline of how previous ECE students would transition into the BECE, using the previously mentioned bridging course.

Residency requirements would be 50% of ECE 300-level and 400-level course work completed at UFV.

1.1.6 Faculty All current faculty within the Early Childhood Education/Child and Youth Care (ECE/CYC) department would be involved in teaching the BECE program. See Appendix 1.1.6 (a) for the current copies of Curriculum Vitae for each faculty member.

1.1.7 Program Resources Within the programs already offered by the ECE/CYC department there are resources available to support long-term program delivery of the BECE. These include experienced and qualified faculty, staff support, community support (specifically within the fields of ECE and CYC and especially through existing practicum placement networks, many of which are in schools and school districts), long-term development of teaching/learning materials, and ongoing review of licensure requirements in the ECE field. No additional faculty will likely have to be hired to teach courses being added as part of the BECE. This will be addressed in the 2010/2011 fiscal year’s budget.

1.1.8 Program Consultation Several forms of consultation have taken place in preparation for this program proposal. First, there was consultation with the Dean of the Faculty of Professional Studies, Dr. Rosetta Khalideen, who has many years of K-to-12 teaching experience. The Dean has endorsed the BECE proposal, noting this program as meeting the needs of the K-to-12 education system and the wider childhood education community.

Second, a curriculum development committee was formed. This committee included faculty members who are external to the ECE/CYC department: namely faculty of the UFV Teacher Education Program (TEP). It was felt that faculty members who already have perspectives on teaching careers in the K-to-12 school system would be invaluable in putting the BECE program together.

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Third, personnel from the British Columbia College of Teachers (BCCT) examined the outline of required courses in the BECE (as shown in Appendix 1.1.3 (a)). Responses from the BCCT staff indicated that such a program structure would meet or exceed the requirements of the BCCT in preparing students for teacher education programs and in meeting all licensing requirements. See Appendix 1.1.8 (a) for a letter of support from the BCCT which indicates that such a program would meet or exceed their licensing requirements.

Fourth, the Fraser Valley school districts were consulted through a presentation to the UFV TEP Advisory Committee in November, 2009. This presentation was provided to administrators from School District #33 (Chilliwack), School District #34 (Abbotsford), School District #75 (Mission), and School District #78 (Fraser-Cascade). Feedback from this presentation was very positive, and letters of support from School District administrators were subsequently received (see Appendix 1.1.8 (c) for a sample of the support received). It should be noted, as well, that District administrators subsequently requested that UFV develop a program for preparing existing teachers already teaching in the school system to deliver Kindergarten and Pre-Kindergarten instruction. As a result, a program proposal is also being developed for a Graduate Certificate in Early Learning through partnerships with Fraser Valley School Districts and a collaborative partnership with UFV's Teacher Education Program (TEP).

Fifth, current ECE students were consulted through a questionnaire that asked a number of questions regarding their possible interest in enrolling in the proposed program. See Appendix 1.1.8 (b) for a summary of the results of that questionnaire.

Sixth, informal community consultations with such organizations as the Fraser Valley Child Development Centre and with ECE licensing officers have received very positive feedback regarding a proposal for a Bachelor of Early Childhood Education.

1.1.9 Program Review and Assessment The BECE will be reviewed and assessed as part of the regular 5-year review as required by the University (see review policy) for all its academic programs and will be undertaken by the Early Childhood Education/Child and Youth Care Department. A review of the ECE/CYC programs is scheduled for the 2010/2011 academic year. Granted that the BECE becomes operational in Fall, 2011, the first review of the BECE would take place in the 2015/2016 academic year. The process for such a review would be presented to the UFV Senate for acceptance and approval following UFV’s standard practice.

1.2 Originality, particularly in relationship to academic programs offered by other universities in British Columbia.

1.2.1 Verify that there is no unnecessary duplication with existing programs at UFV and other institutions. The proposed BECE program is unique within UFV and does not duplicate any existing program of studies.

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The research that has been conducted regarding other degree programs in Early Childhood Education in British Columbia indicates that there has been no such programming available to students until very recently. Only one such program is recently being offered, at Capilano University. The Capilano program does not appear to lead specifically into a teacher education program, but rather is an extension of existing programs, with no specific goal of educating future Kindergarten or Pre-Kindergarten teachers in a school setting. The University of British Columbia (UBC) has developed a post-degree certificate in "Kindergarten Instruction", but this Certificate will only admit students who already have an undergraduate degree..

1.3 Fit with faculty, school, and/or departmental priorities and stated goals in teaching and research. The BECE has been included in the Education Plan of the Faculty of Professional Studies, which in turn is part of the university’s education plan. Within the context of the recently adopted Strategic Plan for UFV, the BECE provides greater breadth of programming thus contributing to being the “best undergraduate education in Canada”. Further, the BECE demonstrates leadership in social, cultural, and economic development, and contributes to innovation within our communities. Finally, the Early Childhood Education/Child and Youth Care department has fully supported the development of this proposed program, especially in light of our strong contention that young children should be educated by teachers who are specifically trained to work with this population.

1.4 Alignment with existing academic strengths. The BECE is clearly within the expertise of the faculty members within the Early Childhood Education/Child and Youth Care department. As was previously noted, this program builds on the strength of the currently offered programs within the department.

1.5 Potential to foster and facilitate interdisciplinary and inter-institutional connections. The BECE has been working with the faculty members from the Teacher Education Program (TEP) to ensure good interdisciplinary fit between the two programs. All students who graduate with the BECE will be able to apply for acceptance into the TEP program, and will have a reasonable chance to succeed in that program. It is likely that BECE graduates would also be able to apply successfully to most of the other teacher education programs in the province. Further, many inter-institutional connections will be made as the BECE students enroll in courses offered by the Faculty of Arts and the Faculty of Science as the students complete their “teachable subjects” as required by the BC College of Teachers.

1.6 Potential to stimulate the development of centres of excellence in teaching and research. With potential partnerships with other programs, School Districts, and many other child-oriented programs in the Fraser Valley, the development of centres of excellence in teaching and research is possible. As the BECE students reach their senior years and begin exploring applied research topics related to early learning, there are many potential opportunities to develop centres of excellence.

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2 Importance to the University

2.1 Relationship to the university’s strategic directions and stated mission in teaching and research.

2.1.1 Fit with institution mandate and education plan. The BECE fits well with the current strategic plan and education plan at UFV. As mentioned above (see 1.3), the BECE is included in the Education Plan submitted by the Faculty of Professional Studies. Further, the proposal for a BECE is well situated in the context of the recently adopted strategic plan of the University. It clearly contributes to all three of the main goals within the strategic plan.

2.2 Relevance to external communities (regional, provincial, national and international) strategic needs and aspirations. At the national level, children aged three to five have been included in the Ontario public school system, and it is clear that other provinces, including British Columbia, have begun considering similar programming.

At the provincial level, the BC Ministry of Education has announced the implementation of full- day Kindergarten for 5-year-olds, to be in place by 2011. See Appendix 2.2 (a) for the Ministry of Education document titled "Expanding Early Learning in British Columbia For Children Age Three to Five". In this document, the Ministry projects that full-day Kindergarten will create approximately 1000 teaching positions across the province. In addition, the Ministry of Education has announced its intentions to introduce a Pre-Kindergarten level of instruction into the school system, for 3-year-olds and 4-year-olds. These initiatives are also described in the "Expanding Early Learning in British Columbia For Children Age Three to Five" document (Appendix 2.2 (a)) and it is projected that another 3000+ teaching positions will be created as a result.

At the local level (Fraser Valley), school districts will need to hire teachers who are educated in the teaching of young children. These labour market trends are significant, especially given the Ministry of Education's directives that Kindergarten and Pre-Kindergarten classes should be taught by early childhood educators. The BECE, in part, is intended to meet these needs at the local level and beyond.

2.3 Potential to attract new students and faculty to the university. New programming for students who might be interested in teaching in the school system at the Kindergarten and Pre-Kindergarten levels may attract new students to the university. Further, the development of a Bachelor's degree in the area of Early Childhood Education is long overdue from the standpoint of advancing the professional status of this profession. Many students will be attracted to our Certificate and Diploma programs as well, since they will be able to take their education to another level through the degree after they have completed their certificate and diploma studies. This includes former students who have been working in child care settings after completing their certificate and diploma studies.

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2.4 Effects on current student patterns of enrolment within the university. It is estimated that a significant portion of students who currently enroll in the ECE Certificate will choose to continue on with their studies through to the completion of the BECE, rather than following the current pattern of enrollment, which is to leave university to find work in the field or to continue their studies at other institutions.

2.4.1 Template: Student Demand See Appendix 1.1.8 (b) for results of a questionnaire that was administered to current ECE students in January, 2010.

2.5 Potential to interest students not previously attracted to the university or underrepresented in the university. It is believed that demand for all ECE programs will increase as potential students become aware of the possibility of teaching in the school system or gaining additional qualifications in the field to become program administrators, Licensing Officers, or many other jobs that require a Bachelor level of education. Many of these students will be people who may have chosen other educational paths or a different university.

2.6 Potential to interest faculty and staff not previously attracted to the university or underrepresented in the university. There is clear potential for attracting new faculty who would be excited to teach in a program that provides ECE students with greater opportunities, especially in the school system. Further, the BECE provides opportunities to continue goals of indigenizing the institution by potentially hiring Aboriginal faculty to teach in the department.

2.7 Potential to offer research opportunities for students in the program. In this career-oriented program, the emphasis is on career preparation, especially within the context of teaching in an early learning framework. The field of education is well-known for its strong research base and it is anticipated that as students reach their fourth-year studies, they will have many opportunities to contribute to this rich field of applied research.

2.8 Potential to generate research opportunities for faculty. Since the inception of full-day Kindergarten and Pre-Kindergarten classes within the school system is an entirely new concept in this province, there is great potential for interesting and relevant research on the new practice of educating very young children in the school system. There is also the opportunity for interdisciplinary research with community partners such as school districts, many community agencies, and government ministries.

2.9 Prospective employment and/or post-graduate opportunities for students in the program. As previously discussed, according to the Ministry of Education document titled "Expanding Early Learning in British Columbia For Children Age Three to Five", the implementation of full- day Kindergarten will result in the creation of an estimated 1000 teaching jobs in the province. The document states that when Pre-Kindergarten is implemented in the school system in the coming years, as many as 4000 additional teaching positions will be created. This is clear evidence that there will be many prospective employment opportunities for BECE graduates.

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Other employment opportunities for BECE graduates include Key-Workers in Supported Child Care, Executive Directors of non-profit societies, Licensing Officers in Early Childhood Education, consultants in government-initiated strong-start programs, supervisors in early childhood settings, and workers in First Nations settings.

3 Implementation

3.1 Affordability in terms of the existing finances of the home academic unit (faculty, school, department). The BECE program will be supported by existing resources in the ECE/CYC Department and the Faculty of Professional Studies. The interest in the BECE program from current students indicates that these classes will be full.

3.1.1 Program Resources Current ECE/CYC department resources are adequate to provide a start for the proposed program. There are already significant teaching/learning resources available, and textbooks, videos, and other teaching materials for use by faculty and students.

3.2 Ability of current faculty and staff to implement the new program within existing resources and facilities. Current faculty resources can be employed substantially, but this would require some adjustment of current work-loads and course assignments. The department will no longer deliver the full- time version of the Certificate program, resulting in being able to offer the BECE with the same number of sections as is currently required. The department has reviewed the number of sections required and determined that there is no need for additional sections in order to deliver the BECE.

3.3 Estimates for both start-up and predicted on-going costs during the initial five years of implementation:

3.3.1 New faculty and/or staff and strategies for their recruitment and retention; No new faculty will be needed for this program, as indicated in Section 3.2. Some sections of new courses would be taught by sessional instructors in a similar fashion to current assignments, but for the best continuity within the program full-time faculty will be used in teaching the majority of the sections. Support staff will remain at the same level within the department.

3.3.2 New and/or redeveloped space/facilities; No new or redeveloped spaces will be needed for this program beyond regular classroom space.

3.3.3 New and/or redeveloped infrastructure facilities, such as equipment and furnishings; No new or redeveloped infrastructure facilities will be needed beyond regular classroom space.

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3.3.4 Additional library acquisitions and information resources; While there may be some need for minimal library acquisitions, the vast majority of current library resources should be sufficient, due to the already well-established collection of materials for ECE instruction.

3.3.5 Additional instructional technology and software; No new instructional technology or software is anticipated as requirements for this program.

3.3.6 Specialized training programs; No new specialized training programs are needed for this program.

3.3.7 Advertising and recruitment. Advertising and recruitment costs will be an area of some additional cost to the university. This will allow for the greatest coverage of media advertising in order to have the best opportunity to recruit the most qualified faculty member for the job.

3.4 Potential for new or off-setting revenue sources, such as full-cost tuition and fees; overhead costs or levies; government strategic funding envelopes; external funding agencies and organizations. The intent of this proposal is that this program will be fully enrolled. It should be noted that the existing ECE Certificate and ECE Diploma programs currently have student FTE funding attached to them, and these FTE funds will help to off-set expenses for the BECE program.

3.5 Comparison of proposed program costs relative to similar programs delivered through comparable and/or alternative means. (For example only: on-site compared with online delivery, or on-site compared with cooperative education.) Since the proposed program does not entail extraordinary use of technology, laboratory experiences, or new materials, there should be no program costs that are out of the ordinary. Therefore, program costs should be comparable to those of other programs offering in-class, on- site instruction.

3.6 Identified strategies for student recruitment and projected student numbers in the first five years of implementation. These may include specialized access programs, and projected associated costs. There is already a well-established natural flow of students into the ECE Certificate program from students who are interested in working with young children in educational settings. The long-term pattern of queries from potential students has always included interest in finding ways to eventually teach in the school system in well-paying teaching jobs. Many of our students have gone on to teach within that system. We estimate that once it has become known that there is a direct link to teaching career opportunities, student demand for the BECE, as well as the certificate and diploma programs, will increase substantially. Most of the recruitment will take place by communicating these new program opportunities to high school counsellors and using other forms of networking to reach prospective students who might be interested in a teaching career. We will also continue to use our traditional methods of program promotion including program brochures, information meetings, orientation meetings, ongoing advising through our

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own department office, information to UFV advising counsellors who often direct students toward our program, and informing students who have graduated from the ECE Certificate and Diploma through Alumni Services.

3.7 Identified strategies for the provision of financial assistance to students. This may include awards and/or bursaries or work-study types of programs. As with all undergraduate programming, students will be eligible for financial assistance through UFV's Financial Aid department. The potential for awards and bursaries will be investigated once the program has been established.

3.8 Identified strategies for student retention and projected rates of retention, during the initial five years of implementation. Student retention has been relatively strong in the ECE programs up to now, with most students finishing the ECE Certificate with success. It is anticipated that with the addition of the proposed program, students will stay longer at UFV, as they extend their studies to include the BECE. This will have a dramatic and immediate positive effect the ECE Diploma program, which has struggled to attract students in recent years. If students have the opportunity to continue into a degree program from the ECE Diploma, this will be a strong motivation for them to enroll in and complete the diploma.

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Appendices are included in the full proposal which can be found online at http://www.ufv.ca/senate.htm

Appendix 1.1.3 (a) Sequence of Courses in the Degree Program

Appendix 1.1.3 (b) Official Course Outlines

Appendix 1.1.3 (c) Proposed Course Number Changes and Rationale

Appendix 1.1.5 (a) Entrance Requirements

Appendix 1.1.5 (b) Transition into the BECE from Previous Certificate and Diploma Studies

Appendix 1.1.6 (a) Faculty Curriculum Vitae

Appendix 1.1.8 (a) Letter of Support from the British Columbia College of Teachers

Appendix 1.1.8 (b) Tabulation of Results: ECE Student Questionnaire

Appendix 1.1.8 (c) Letter of Support from School District #33

Appendix 2.2 (a) Document: Expanding Early Learning in British Columbia for Children Age Three to Five -see also http://www.bced.gov.bc.ca/ecla/topics/ecla_report.pdf

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MEMORANDUM Chair: M. Evered

Assistant: Monique Castonguay Phone: 504-7441 ext. 5113

To: R. Thomson, Chair, Board of Governors From: M. Evered, Chair, Senate Date: February 3, 2011 Re: Revisions to Policy 110.04 — Art Acquisition, Collections, and Loans

The Office of the Dean of Arts has proposed amendments to Policy 110.04 which aim to increase awareness and direction within the institution as per recognized acceptable and recommended basic standard practices.

A review of this policy has been completed. The review was led by Tetsuomi Anzai as the head of Visual Arts. He consulted with other departments in the Faculty as well as administrative units that might be affected. SAG reviewed the policy on November 9, 2010 and agreed that this policy should go forward, with several additional revisions. The revisions recommended by SAG have been incorporated into the policy. It also meets the requirements of the Board policy direction on Philanthropy and Gift Management and is consistent with a policy on gift acceptance currently being developed by the Development Office.

Senate approved the revisions to Policy 110.04 — Art Acquisition, Collections, and Loans at its November 9, 2010 meeting and recommends it to the Board in the spirit of the University Act 27 (2) (e).

MOTION: THAT the Board of Governors approve the revisions to Policy 110.04 — Art Acquisition, Collections, and Loans, as recommended by Senate.

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POLICY NUMBER 110.04

APPROVAL DATE 07-05-1982 LAST AMENDMENT XX-XX-XXXX

REVIEW DATE XX-XX-XXXX

POLICY TITLE: ART ACQUISITIONS, COLLECTIONS & LOANS

AUTHORITY Board of Governors, on advice of Senate PRIMARY CONTACT President RELATED POLICIES Board of Governors Policy Direction on Philanthropy and Gift Management Related Policy on Gift Acceptance is under development

PURPOSE/PHILOSPHY

The purpose of the Art Acquisitions, Collections & Loans policy is to guide the management of UFV’s art collection by providing best practices guidelines for the acquisition, preservation, study, and exhibition of works in the collection.

A dynamic program of acquisition of artistic works is intended to foster a milieu of intellectual and artistic freedom, curiosity, cultural sensitivity, creativity and responsibility in the academy.

POLICY

Work will be considered for acquisition regardless of medium, period, or origin and will be selected by the Art Acquisitions, Collections and Loans Committee (AACL ) to provide a varied and stimulating program for the university and its communities. Implicit in the act of acquiring works of art is the commitment to educational activities which engender understanding of the work.

Works collected on behalf of the University are the exclusive property of the University of the Fraser Valley.

PROPOSED POLICY

110.04 [Art Acquisitions, Collections & Loans] Page 1 of 1

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POLICY NUMBER 110.04

APPROVAL DATE 07-05-1982 LAST AMENDMENT 05- 07-1997

REVIEW DATE 07- 2002 POLICY TITLE: ART ACQUISITION AND EXHIBITION

AUTHORITY Board of Governors, on advice of Senate PRIMARY CONTACT President RELATED POLICIES

POLICY

The University of the Fraser Valley is committed to the acquisition and display of art at its various facilities throughout the region. A dynamic program of acquisition and exhibition is intended to foster in the community a milieu of intellectual and artistic freedom, curiosity, cultural sensitivity, creativity and responsibility.

The ArtWork Committee will be responsible for the exhibition and acquisition of art for the university of the Fraser Valley. The committee will be guided in its definition of artistic freedom by the policy statement on Academic Freedom and Artistic Expression passed in June 1990 by the American Association of University Professors.

ORIGINAL POLICY

110.04 [Art Acquisition and Exhibition Policy] Page 1 of 1 Editorial changes have been made to support the transition from university college to university. A full review of this policy is to be completed by the review date.

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MEMORANDUM Chair: M. Evered

Assistant: Monique Castonguay Phone: 504-7441 ext. 5113

To: R. Thomson, Chair, Board of Governors From: M. Evered, Chair, Senate Date: February 3, 2011 Re: Sessional Dates for 2011/12 Semester-Based Courses

At its meeting on Friday, December 10, 2010, the Senate approved and recommended to the Board the approval of the sessional dates for semester-based courses for 2011/12. The Board’s approval of these dates is requested in accordance with past practice and in the absence of a joint policy on the setting of the academic schedule, as noted in the University Act section 35.2 (6)(h).

These dates have been constructed in a way that is similar to the past, as summarized in the attached guidelines. The guidelines have been used for the last five years. It should be noted that some courses, given the nature of their programming, particularly in the faculties of Trades and Technology and Health Sciences, will not be able to follow all the dates.

The dates include a full-week mid-semester break in the winter semester and three full semesters for the year. As a result, some other adjustments were necessary; in particular, a Sunday has been used as the Reading Day between the end of classes and the beginning of the examination period where it will fit. The breaks between the semesters vary, with the longest break between the fall and winter semesters.

Statutory holidays have been included in the schedule, along with a count of the number of instructional days. The effect of statutory holidays can be seen from the count of instructional days.

I propose the following motion:

THAT the Board, on recommendation of the Senate, approves the sessional dates for semester-based courses for the 2011/12 academic year as presented.

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Guidelines for the Setting of the Sessional Dates (A summary of past practice perhaps)

The academic year begins after Labour Day and is made up of three equal length semesters – Fall, Winter and Summer. There are 13 instructional weeks in each semester, one reading day followed by an examination period of 10 days. The reading day is to allow some time between the last class and the first examination; it may be a Sunday. Saturdays are included in both the instructional and examination dates.

Also, there will be two days scheduled for Convocation in each June during which classes are not normally held. There will be a full week mid-semester break in the Winter semester.

Since classes are normally scheduled as either one or two meetings each week the schedule will attempt to provide the same number of days for each day of the week. This may not always be possible depending on the timing of statutory holidays and when they are observed.

The summer semester is scheduled in three sessions – a full semester session, a half semester session which starts at the same time as the full session and a half semester session that starts half-way through the full session. Classes in the half sessions are scheduled to meet twice as often each week as those in a full session.

The time between semesters should be long enough to allow final marks from the earlier semester to be completed and recorded on the students’ records. At least one week is needed. However, since the bulk of our students take classes in the Fall and Winter, then the time between the end of the Fall semester and beginning of the Winter semester will be longer.

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Sessional Dates for 2011/12 - proposed

2010/11 2011/12 proposed

Fall Semester Fall, 2010 Fall, 2011 Classes begin Tuesday, 7 Sept. Tuesday, 6 Sept. Thanksgiving Monday, 11 October Monday, 10 October Remembrance day Thursday, 11 November Friday, 11 November (observed) Classes end Monday, 6 December Monday, 5 December Reading break – no Tuesday, 7 December Tuesday, 6 December classes, no exams Exam period Wednesday, 8 December to Wednesday, 7 December to Monday, 20 December Monday, 19 December Instructional days M-12, T-13, W-13, R-12, F-13, M-12, T-13, W-13, R-13, F-12, S-13 S-13 Exam days 11 11 Semester break Tuesday, 21 December to Tuesday, 20 December to Sunday, 9 January Sunday, 9 January (20 days) (20 days)

Winter Semester Winter, 2011 Winter, 2012 Classes begin Monday, 10 January Monday, 9 January Mid-term Break Monday, 14 February to Monday, 13 February to Saturday, 19 February Saturday, 18 February Easter – no classes Friday, 6 April to Monday, 9 April Classes End Saturday, 16 April Monday, 16 April Reading break – no Sunday, 17 April Tuesday, 17 April classes, no exams Exam Period starts Monday, 18 April to Wednesday, 18 April to Saturday, 30 April Saturday, 28 April Easter – no classes Friday, 22 April to Monday, 25 April

Instructional days M-13, T-13, W-13, R-13, F-13 M-13, T-13, W-13, R-13, F-12 S-13 S-12 Exam days 10 10 Semester break Sunday, 1 May to Sunday, 8 May Sunday, 29 April to Sunday, 6 May (8 days)

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Summer Semester Summer, 2011 Summer, 2012 proposed Full Session Classes begin Monday, 9 May Monday, 7 May Victoria Day Monday, 23 May Monday, 21 May Convocation Thursday and Friday, 9-10 June Thursday and Friday, 7-8 June (to be confirmed) Canada Day Friday, 1 July Monday, 2 July (observed) B.C. Day Monday, 1 August Classes end Monday, 8 August Saturday, 4 August B.C. Day Monday, 6 August Reading break – no Tuesday, 9 August Monday, 6 August classes, no exams Exam Period Wednesday, 10 August to Tuesday, 7 August to Saturday, 20 August Saturday, 18 August Instructional days M-12, T-13, W-13, R-12, F-11, S-13 M-11, T-13, W-13, R-12, F-12, S-13 Exam days 10 11 Session break Sunday, 21 August to Monday, 5 Sunday, 19 August to Monday, 3 September (16 days) September (16 days)

Early Session Classes begin Monday, 9 May Monday, 7 May Victoria Day Monday, 23 May Monday, 21 May Convocation Thursday and Friday, 9-10 June (to be Thursday and Friday, 7-8 June (to be confirmed) confirmed) Classes End Saturday, 25 June Saturday, 23 June Reading break – no Sunday, 26 June Monday, 25 June classes, no exams Exam Period Monday, 27 June to Tuesday, 26 June to Friday, 29 June Thursday, 30 June Instructional days M-6, T-7, W-7, R-6, F-6, S-7 M-6, T-7, W-7, R-6, F-6, S-7 Exam days 4 4 Session break Friday, 1 July to Sunday, 3 July (3 Saturday, 30 June to Monday, 2 July days) (3 days)

Late Session Classes begin Monday, 4 July Tuesday, 3 July B.C. Day Monday, 1 August Monday, 6 August Classes End Saturday, 20 August Saturday, 18 August Reading break – no Sunday, 21 August Sunday, 19 August classes, no exams Exam Period Monday, 22 August to Monday, 20 August to Friday, 24 Friday, 26 August August Instructional days M-6, T-7, W-7, R-7, F-7, S-7 M-5, T-7, W-7, R-7, F-7, S-7 Exam days 5 5 Session break Saturday, 27 August to Monday, 5 Saturday, 25 August to Monday, 3 September (10 days) September (10 days)

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Sessional Dates for 2011/12 Semester-Based Courses Page 100 of 153 Agenda Item # 4.2.1

POLICY NUMBER 110.16

APPROVAL DATE 01-05-2003

LAST AMENDMENT 01-08-2009 02-04-2010

REVIEW DATE 02-2015 POLICY TITLE: BETTY URQUHART COMMUNITY SERVICE AWARD

AUTHORITY Board of Governors PRIMARY CONTACT Board of Governors RELATED POLICIES

POLICY

The University of the Fraser Valley will present a Community Service Award annually at the UFV Convocation to a group or individual who has made an extraordinary contribution to a community or communities in the university region. In 1995 the Board of Governors agreed that the title of the award would incorporate the name of Betty Urquhart, one of UFV’s early employees and someone who has spent much of her professional career forging links between the institution and its community, especially in Chilliwack.

PROCEDURES/GUIDELINES

1. The award is given for a specific project or series of projects.

2. Nominations may be made to the Board of Governors by any individual or group in the university region. Nominations should include a statement of the reasons for the nomination.

3. The award will take the form of a certificate publicly presented at the Convocation.

4. Names of award recipients and the reasons for the award will be displayed on campus and on the UFV website.

5. Normally one but no more than two such awards will be presented in any year.

6. Award-winning projects must meet the following criteria:

a. The project must have had a significant impact on the community or communities. b. The recipient(s) of the award must have played a major role in the planning and implementation of the project. c. The project must demonstrate UFV’s commitment to enhancing the quality of life of its communities. d. The project must have been undertaken at least partially as a volunteer endeavour, and not as part of anyone’s salaried or contractual obligations. e. The project must have taken place at least partially during the immediately preceding twelve-month period.

110.16 [Betty Urquhart Community Service Award] Page 1 of 1

Betty Urquhart Community Service Award - R. Thomson Page 101 of 153 i. Selection of Board Representatives for BUCSA selection Page 102 of 153 Agenda Item # 5.1

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UFV Alumni Association Report to the Board of Governors February 3, 2011 Rivers Dining Room, TTC, Canada Education Park Chilliwack

Prepared by Nancy Armitage, Alumni Relations Manager

We did it again! Heat vs. Manitoba Moose fundraiser – Tuesday, Jan 4 The Alumni Association & Development Office partnered with the Abbotsford Heat for a second time to provide alumni, donors, students and staff with affordable tickets to the Heat vs. Manitoba Moose game. For every ticket sold $3 was donated to the Alumni Association’s student leadership awards.

Alumni Appreciation Basketball event — Saturday, Jan 15 In partnership with the UFV Athletics department, the Alumni Association hosted the third annual alumni evening of basketball on Saturday, Jan 15, 2011. UFV alumni were invited to come together in the mezzanine of the Envision lobby for an exciting and free night of pizza, beer, basketball and in- game promotions and watch the Cascades vs. University of Alberta, Golden Bears.

Opening the Doors Science Night at UFV – Wednesday, Jan 19 Alumni Relations staff reached out to UFV science alumni on behalf the Association to bring alumni mentors to Opening the Doors Science Night at UFV. High school students connected with professionals in science and explored career options. Alumni science mentors included: Joanne Neilson, (BSc’06) Conservation Ecologist Christine Kwitkowski, (BSc ’03) Genetics researcher at UBC Christa Van Klei, (BSc ’07) Secondary school teacher in Chilliwack Wim Kerkhoff, (CIS Dip ’03) CEO of Caylix Internet Inc and Kerkoff Technologies Jennifer Godfrey, (BSc ’05) Particle physicist, researcher at CERN Jason Stower, (BA ’05) Agrologist, TD Canada Trust

BRUINS vs.Vancouver GIANTS Fundraiser – Saturday, Feb 26 It’s UFV night with the BRUINS. Four dollars from every ticket sold to UFV alumni, donors, staff, students, faculty and friends will be donated back to support the UFV Alumni Association’s student endowments. Be sure to join us. Email us for details at [email protected].

Where in the World Can I Work: With an Arts Degree? – Tuesday, Mar 1 This daytime event will bring UFV students and successful arts alumni together to talk about exciting career options available to those with an Arts degree. This event is a partnership between the Alumni Association, English department and Career Centre.

Seeking nominations for the 2011 Distinguished Alumni Award The award recognizes and celebrates the accomplishments of exceptional alumni. The nomination deadline is April 1. The Alumni Association confers this award at UFV’s Awards night held in September. For more details contact us at [email protected].

Announcing winner of the 2011 Alumni Commemorative Wine artist competition Tara-Lynn Kozma-Perrin, (BFA ’08) is a contemporary First Nations artist. Her beautiful art work will be rendered onto the 2011 Alumni Commemorative wine labels which will be launched at the Alumni Evening of Theatre on Friday, March 18.

UFV Alumni Association - A. Simpson Page 111 of 153 Agenda Item # 5.2

UFV Alumnus in the spot light George Hemeon, BA ’04 Criminal Justice

A traditional salish ceremony reveals two welcome figures carved by George Hemeon , by Meaghan McBride, Mission Record

Carved from Vancouver Island red cedar, the two large wooden figures representing a mother and father raise their arms to welcome everyone to the B.C. PowerSmart Village in downtown Vancouver. The work of Mission artist George Hemeon, the pair took nine months to complete and were carved to honour the artistic and cultural traditions of the Coast Salish people. “I consulted with Squamish elders,” said Hemeon, who is from the Squamish Nation. “And they advised me how the arms should be raised.” Hemeon, who has only been carving for five years, worked with Sean Hinton, another experienced carver from the Chehalis Nation, to bring his idea to fruition. Hemeon works for B.C. Hydro as a senior procurement advisor. He has been carving in the pavilion throughout the Olympics and had more riding on these figures than his reputation as an artist. “I wanted to do well, primarily because I didn’t want to walk by them every day and know that we didn’t give our best effort,” Hemeon said lightly. He takes his work as an artist and role model seriously. “I want to inspire [Aboriginal youths]... I’m one of a few who have their master’s degree and are in a professional role... that’s something I never [saw] as a kid.” Hemeon will return to the PowerSmart Village through the Paralympic games, where he will complete a whorl spindle, six foot in diameter. Traditionally the size of a discus, spindles were used to spin wool from mountain goats and wooly dogs. The yarn was then used to weave blankets. “It was a big honour to receive a blanket,” said Hemeon. “I want to do this to honour the Salish textile tradition, and the recent resurgence in Salish weaving.” Hemeon’s career really began to take off when his submission to work on the Oyama house post was accepted by the District of Mission. Hemeon admits it was a bit of a surprise. “I was supposed to work with a master carver, but he had to learn early in the project, so it was a lot of learn by doing.” The post, which took nearly a year to complete, was revealed in Oyama to some 12,000 people, during the Oyama Cultural Festival in October 2009. Hemeon said the best part of the experience was not only to share his traditions with the people of Japan, but also to share them with his son, who carved with him for about a week during the festival. Carving has always been a passion for Hemeon, but he came late to the art form because he had to grow into it. “I tried carving when I was a kid, but I didn’t have the tools or the patience for it,” he said. After finishing his bachelor of criminal justice at the University College of the Fraser Valley, Hemeon spent some time mentoring aboriginal youth in the Abbotsford school system, and began carving with them. While his art career was interrupted by his master’s degree and career with the Federal government, Hemeon still spent time painting and carving smaller pieces. It was only when he moved back to Mission, where cedar is plentiful, that he was able to begin carving larger pieces, including his current piece, a 14-foot cedar sturgeon, commissioned for the soon-to-be Spirit Park. During his time at the Olympics, Hemeon was able to share his traditions with journalists and bloggers from around the world, but he says it’s more important to show aboriginal youth that you can balance a professional career with your traditions. “Many artists are artists, and policy analysts are analysts,” he said. “It’s a really neat and positive thing to show people that you can balance success with your traditions, something that’s been really hard to do in the past.”

UFV Alumni Association - A. Simpson Page 112 of 153 Agenda Item # 6.1.1

Excerpt from the Minutes of the Regular Meeting, In Camera Session of the University of the Fraser Valley, Board of Governors December 2, 2010

RESOLUTION NO. 114/10

THAT upon the recommendation of the UFV Board Finance & Audit Committee the UFV Board of Governors approves the 2011/12 Budget Development Framework document, as presented. Moved by H. Jansen, seconded by T. Stone CARRIED

CERTIFIED TRUE COPY

______Lori Ann Waites, Executive Assistant UFV Board of Governors

2011-12 Budget Development Framework - Approval Page 113 of 153 Page 114 of 153 Agenda Item # 6.1.1

2011-12 Budget Development Framework

This framework document has been prepared to guide the development of a balanced operating budget for the 2011-12 fiscal year. It outlines the process for consultation, planning and decision-making required to develop the Operating Budget recommendation. The final budget will be prepared for Board approval at the April 2011 Board of Governors meeting.

Status Report:

The 2010-11 budget development had its challenges, challenges that were made somewhat easier by the flexibility of the $1M in prior year temporary budget allocations that became available for permanent allocation in 2010-11. With the exception of funding specifically designated for the 3 year fast-track BSN program, UFV received no new funding for additional students, and no additional funding for inflationary pressures. Additionally, a significant reduction in our Annual Capital Allowance grant which provides funding for capital improvements for building maintenance, technology infrastructure, minor renovations, and safer campus initiatives was a disappointment and challenge for the institution.

A key priority in the 2010-11 budget was a commitment to address the administrative and support needs identified in the review of the academic structure. Filling senior administrative positions is a challenging and lengthy process. In order to more quickly address our academic administrative needs, UFV has appointed a number of persons in an acting capacity until permanent appointments can be made. Additional resources committed to meet accountability, legislative and regulatory requirements were also a priority.

Academic programming resources were added in the areas of environmental science and nursing, including six new positions to support the second year of a 3 year fast-track BSN program. Three of these positions have been hired to date, with the remaining in process. Resources were allocated to new graduate programming, including plans for a Certificate in Program Evaluation and a Master’s program in Social Work. The MSW will begin in January 2011; however the Certificate in Program Evaluation has been delayed and will not begin in fiscal 2010-11. While this is a change to the Budget plan, it does not impact the on-going financial position of the university as revenues and expenditures are both delayed, and both of these programs were added without an expectation of a contribution from grant funding.

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The 2010-11 Budget was developed under a planning scenario of meeting 100% of the Ministry FTE target. Due to strong demand it is likely that the target will be exceeded by as much as 5%, even though efforts to manage enrolments continue to be a priority. The university has also seen a significant increase in international student numbers with a corresponding increase in international revenue.

The Industry Training Authority funding plan was not approved as submitted resulting in a reduction of funding for Trades training for this fiscal. This change in budget plan has been managed through mid-year adjustments with a reduction in Welding program intakes and faculty position retirement. ITA funding continues to be a challenge entering the 2011-12 budget planning cycle.

Several program and service reviews are in progress or near completion. The Information Technology review completed early this year and included several recommendations, the first of which is to hire a Chief Information Officer (CIO). This process is currently underway.

During the fall of 2009, under the leadership of President and Vice-Chancellor Dr. Mark Evered, UFV established a Strategic Planning Steering Committee and began a consultative process to establish the university’s strategic directions for the coming years. In April 2010, the UFV Board of Governors accepted the recommendations of the Committee and Senate: Changing Lives, Building Community . The three main goals of this plan are to provide the best undergraduate education in Canada; be a leader of social, cultural, economic, and environmentally-responsible development in the Fraser Valley; and be innovative, entrepreneurial, and accountable in achieving our goals.

Work on the Strategic Plan is continuing with a focus on developing strategies for achieving these goals. Recognizing that developing these strategies and meeting these goals requires an integrated approach, UFV dedicated one-time strategic planning funds to establish an Integrated Planning office. The focus of this office will be to marry a Strategic Enrolment Management planning (SEM) with the Education Plan, the Budget Plan, the Human Resource Plan, and the Capital Plan. Recognizing the importance of this work, it will be a priority in the coming budget plan to fund this activity on an on-going basis.

Now to set the stage for budget planning for the next fiscal year, it's important to understand the current context and environment in which UFV operates.

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2011-12 Budget Development Framework - Approval Page 116 of 153 Agenda Item # 6.1.1

Environmental Scan and Planning Context:

• The University of the Fraser Valley is a vital resource for the Fraser Valley region. It is a key contributor to the economic prosperity, quality of life and educational goals of the communities it serves.

UFV is the institution of choice for local graduating students, serving more than 15,000 students in pursuit of higher education.

Because UFV is located on traditional Sto:lo territory, Indigenization is an important priority. We make every effort to reflect this heritage in our courses and curriculum, our hiring decisions, and our facilities and campus planning. Our new building at Canada Education Park will include a gathering place longhouse, designed and funded in partnership with the Sto:lo community.

UFV also serves the needs of a large Indo-Canadian population in our area through the Center of Indo- Canada Studies, a Chair in Canada India Business Economic Development, and curriculum centered on India-Canada Studies.

UFV has signed a historic agreement with the Mennonite Faith and Learning Society to establish a Centre and Chair in Mennonite Studies at UFV. The Board has approved a Certificate in Mennonite Studies. Course development for the Certificate was funded by a $50,000 donation from the community and a much larger fund-raising campaign in support of the Chair has been launched by the Mennonite Faith and Learning Society in collaboration with UFV .

UFV continues to be recognized by external reports, such as the Globe and Mail Canadian University report, as an institution with excellence in teaching, student-faculty interaction, student satisfaction and quality of education.

• One of UFV's greatest challenges is its success in attracting students. The UFV student headcount for 2009-10 was over 15,000. 2010-11 student FTEs are expected to be approximately 105% of Ministry target. Seat fill rates have increased to an overall institutional average of close to 90% in 2009-10.

• Through the development of a Strategic Enrolment Management (SEM) plan, UFV will be grappling with a mandate and philosophical belief of student access, and the reality of limited student capacity. A SEM policy committee was brought together to look at three critical questions: Does UFV continue to accept students above the funded FTE limit? What are the UFV options on the access-merit continuum? Facing a static

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2011-12 Budget Development Framework - Approval Page 117 of 153 Agenda Item # 6.1.1

budget with capped FTE's and tuition, how do we adjust program mix to meet our Strategic plan goals and market pressures? Recommendations that come forward may influence budget allocations.

• Since 2004-05, under the Strategic Investment Plan (SIP), UFV received funding for an additional 1,683 FTE - an FTE increase of over 30%. There is no general growth FTE expected for 2011-12 .

• UFV receives approximately 58% of its funding by way of Provincial grant. Domestic student tuition fees account for approximately 23%. Ancillary, continuing education, international and other revenues account for the balance.

• Accumulated CPI inflation over the past 8 years is approximately 17%. Over this period, provincial funding has increased by 8.3% (net of program growth funding).

• Since September 2005 tuition fee increases have been limited by Ministry policy to the rate of inflation – approximately 2% per year.

• Post-secondary participation rates for the Fraser Valley region are lower than the provincial average; the region is among the fastest growing in BC in terms of population, with the 18-29 age group percent being higher than most other regions.

• UFV has a new campus under development in Chilliwack with the planned relocation of activities from the Chilliwack North Campus scheduled for the 2011-12 academic year, with the exception of the Teaching and Learning Theatre.

• The new Strategic Plan, approved by the Board in April 2010, identified three broad goals that will guide the direction of UFV over the coming years: to provide the best undergraduate education in Canada; be a leader of social, cultural, economic, and environmentally-responsible development in the Fraser Valley; and be innovative, entrepreneurial, and accountable in achieving our goals.

• The Collective Agreement for faculty and staff at UFV expired on March 31, 2010. Negotiations for a new agreement are underway.

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2011-12 Budget Development Framework - Approval Page 118 of 153 Agenda Item # 6.1.1

2011-12 Budget Planning:

The current incremental budget method will be used this year, but will be under review to determine if a new approach to budgeting would better align resources and funding allocations with strategic goals. This work will continue alongside the current year budget development.

As we begin the 2011-12 budget development, there are several significant considerations that will help determine the final budget plan.

Legal, Regulatory, Contractual and Ministry:

• By legislation, the budget must be balanced – UFV cannot plan a deficit budget.

• Tuition and student fee adjustments are limited by the Ministry Tuition Limit policy.

• Tax, legal and regulatory requirements must be adhered to.

• No general FTE growth funding is expected.

• No grant funding for inflationary costs is expected.

• The current collective agreement ended March 31, 2010 and negotiations are not yet finalized.

• New accounting standards, as directed by the Ministry of Finance, will be implemented.

Budget Principles:

The budget will be guided by a consultative process within the basic parameter of zero growth funding. As a general principle, UFV budget allocations will be aligned with institutional goals as identified in the Strategic plan. As strategies to reach these newly established goals are released, particularly the education plan and enrolment plan, the budget may be adjusted accordingly.

Given the above context and restrictions, the following budget principles will be used to guide the development of the annual operating budget:

• The budget plan will be based on domestic student numbers that will not exceed 105% of the Ministry FTE target for 2011/12. New FTE's will be managed through an enrolment plan linked to cost neutral or profit generating offerings or a reallocation of current FTEs.

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• International students will be approximately 10% of the total FTE and will be accommodated without displacing domestic students.

• UFV activities will aim to align with government priorities ( FTE targets, Government Letter of Expectations, University Act)

• Efficiency and effectiveness of programs or service activities will be a consideration when making budget allocation decisions.

• Recommendations from completed program and service reviews will be implemented where appropriate and supportable.

• Increasing revenues from alternative sources will be a priority.

• The budget will be balanced while maintaining the quality of programs and services; budget reductions, if necessary, will be targeted rather than ‘across the board’.

• In considering expense reductions, non-salary items will be considered before salary commitments.

• The budget shall be developed by means of a consultative process, including consultation with the Board of Governors, the Senate, the Faculty and Staff Association (FSA), and the Student Union Society (SUS).

• The budget will be developed in a manner which will minimize risk to the university; revenue and expense estimates will be conservative.

• The budget will not postpone dealing with projected deficits; the budget will be balanced without deferring liabilities to future year budgets.

• Vacant positions and new postings may not be filled automatically – limited resources will be allocated according to institutional and integrated planning priorities.

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2011-2012 Budget Time-line

2011-2012 Key Budget Tasks Key Budget Dates

Planning Document Preparation Work 2010 Budget Office to calculate 2011-2012 contractual and July – September 30 th mandatory obligations and prepares preliminary budget position.

October 22 nd Draft Budget Framework and Principles prepared - including overview of Strategic Plan; Ed plan; Enrolment Mgmt plan; Letter of Expectations, environmental scan; demographics and key drivers; FTE and registration trends.

October 25 th – present to President’s Exec nd Budget Framework and Principles presented - to November 2 - present to Senate Budget committee stakeholder groups for consultation and forwarded to the November 9 th – present to SAG Board of Governors for approval. November 12 th – present to Senate November 15 th – distribute to SUS exec November 23 rd - present to Finance Committee of Board December 2 nd – present to Board December 6 th Release of Budget Framework and Principles 2011‐2012 and Budget Template packages to Budget Account Managers for preparation of 2011-2012 Budget submissions.

December 6 th – 24 th Consultation and discussions between Budget Account Managers and their Senior Administrator. Budget Office to be a resource and provide information and assistance to Budget Account Managers to complete submissions; presentations at dept meetings as necessary

2011 January 14 th Budget Account Managers to email vetted budget submissions on templates and submit a short form Plan to appropriate Senior Administrator; cc Budget Office to collate submissions.

January 24 th – 28 th Presentations to Senior Budget Committee (President’s Executive) of short form Plan and summary of budget submission (20 minute presentation, 20 minutes questions). (3 day process). Budget Dept to rebuild budget documents and collate revisions, if any. Page 7 of 8

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2011 Jan 31 st – Feb 4 th Senior Budget Committee (President ‘s Exec) — Finalize deliberations; prepare consolidated Budget Plan for recommendation and approvals

February 8 th – present to SAG Present draft Budget Plan for consultation February 8 th – present to Senate Budget Committee

February 21 st - 25 th Meeting with Budget Advisory Committee – FSA, SUS consultation and Institutional consultation and information

March 1 st – Senate Budget committee Recommended Budget 2011-2012 presented – balanced March 8 th - SAG budget plan with detailed allocation of resources, link to March 11 th – Senate strategic priorities, impact on students, employees, and March 29th – Board Finance & Audit Committee strategic goals April 7 th – Board of Governors

Presentation of UFV Approved Budget 2011-12 – UFV April / May forums; distribution to account holders, posted in FAST, Web links

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2011-12 Budget Development Framework - Approval Page 122 of 153 Agenda Item # 6.1.2

Excerpt from the Minutes of the Regular Meeting, In Camera Session of the University of the Fraser Valley, Board of Governors December 2, 2010

RESOLUTION NO. 115/10

THAT upon the recommendation of the UFV Board Finance & Audit Committee the UFV Board of Governors approves the International Education Tuition and Fees for 2011/2012, as presented. Moved by H. Jansen, seconded by T. Cooper CARRIED

CERTIFIED TRUE COPY

______Lori Ann Waites, Executive Assistant UFV Board of Governors

2011-12 International Education Tuition and Fees - Approval Page 123 of 153 http://www.ufv.ca/international/st_prospective/student_fees.htm Page 124 of 153 Agenda Item # 6.1.3

Excerpt from the Minutes of the Regular Meeting, In Camera Session of the University of the Fraser Valley, Board of Governors December 2, 2010

RESOLUTION NO. 116/10

THAT the UFV Board of Governors approves in principle Policy 420.02 – Investment Policy, and refers it back to Finance to amend as appropriate. The finalized policy will be brought back to the Board for information. Moved by H. Jansen, seconded by L. Stinson CARRIED

CERTIFIED TRUE COPY

______Lori Ann Waites, Executive Assistant UFV Board of Governors

Policy 420.02 - Investment Policy - Approval in principle Page 125 of 153 http://www.ufv.ca/Assets/Senate/UCFV+Policy+Manual/420/420.02.pdf Page 126 of 153 Agenda Item # 6.1.4

Excerpt from the Minutes of the Regular Meeting, In Camera Session of the University of the Fraser Valley, Board of Governors December 2, 2010

RESOLUTION NO. 117/10

THAT upon the recommendation of the Board Governance Committee, the UFV Board of Governors approves the Board of Governors Policy Direction on Risk Management, as presented. Moved by L. Stinson, seconded by S. Irwin CARRIED

CERTIFIED TRUE COPY

______Lori Ann Waites, Executive Assistant UFV Board of Governors

Policy Direction on Risk Management - Approval Page 127 of 153 http://www.ufv.ca/Board/Policy_Directions.htm Page 128 of 153 Agenda Item # 6.1.5

Excerpt from the Minutes of the Regular Meeting, In Camera Session of the University of the Fraser Valley, Board of Governors December 2, 2010

RESOLUTION NO. 118/10

THAT upon the recommendation of the Board Governance Committee, the UFV Board of Governors approves the policy “Development and Review of Administrative Policies”, as amended. Moved by L. Stinson, seconded by T. Stone CARRIED

CERTIFIED TRUE COPY

______Lori Ann Waites, Executive Assistant UFV Board of Governors

Development and Review of Administrative Policies - Approval Page 129 of 153 Page 130 of 153 Agenda Item # 6.1.5

POLICY NUMBER ###.##

APPROVAL DATE 12-02-2010 LAST AMENDMENT

REVIEW DATE 12-2015

POLICY TITLE: DEVELOPMENT AND REVIEW OF ADMINISTRATIVE POLICIES

AUTHORITY University Act, S. 27 PRIMARY CONTACT Board of Governors RELATED POLICIES

PURPOSE/PHILOSPHY

In order to advance the purpose of the university and to fulfill its mandate, the Board of Governors delegates some of its powers to the President, so he or she can lead the university, develop and implement the necessary organizational strategies and goals, and create and implement necessary, policies, procedures and rules to ensure effective management. The Board assists the President by developing Board Policies and Policy Directions to provide him or her with direction, support and the authority to take actions within these defined parameters, in keeping with the university’s values.

POLICY

Administrative policies and procedures are focused primarily on the administration and management of the university and the powers to develop, review, revise, amend and approve these policies and procedures are delegated from the Board to the President within the limitations and Board oversight as stated below:

1. Administrative policies and procedures must conform to the Policies and Policy Directions of the Board of Governors, the university’s mandate, provincial direction and regulatory legislation and the university strategic plan.

2. Approved policies must be reviewed at least once every five years.

PROCEDURES/GUIDELINES

1. The President shall be assigned responsibility for the drafting of new policies, procedures or amendments as required or as requested by the Board.

2. It is expected there will be broad consultation in the development, review and amendment of these policies and procedures, including consultation with the university’s administrators, the Senate and the Board of Governors or its relevant standing committees, as is appropriate to the policy or policies under consideration.

3. The President shall review with the senior executive team all proposed policies, procedures or amendments, to ensure appropriate consultation has taken place, and there is compliance with the Board’s Policy Directions prior to the President’s implementation.

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Development and Review of Administrative Policies - Approval Page 131 of 153 Agenda Item # 6.1.5

4. The Governance Committee of the Board of Governors will have oversight of the management’s schedule for the development, review and amendment of administrative policies and procedures and will have an updated list of the titles of the approved policies and procedures associated with each of the Board’s Policy Directions. This list will be made available to the Board, as reference material for Board decision-making, as needed.

5. Approved administrative policies and procedures will be found electronically on the university’s web site.

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Approved Minutes for the University of the Fraser Valley SENATE November 12, 2010 —1 pm Room ABB 225/229 — Abbotsford Campus

PRESENT: T. Archie, K. Au, T. Baumann, M. Bos-Chan, J. Brandenberg, S. Brigden, M. Brosinski, K. Chahal, B. Cooke, E. Davis, R. Khalideen, S. Murray, J. Nolte, G. Palmer (Chair), T.A. Piper, S. Potter, O. Steyn, N. Taylor, L. Tielmann, S. Varga, N. Venema

REGRETS: E. Dow, M. Evered, K. Isaac, H. McCullough, R. McLeod, G. Anderson

GUEST: B. Poettcker

1. WELCOME FROM THE CHAIR The meeting was called to order at 1:05 pm with Gerry Palmer in the Chair. Chairman Palmer welcomed everyone to the meeting and introduced guest Betty Poettcker, Director of Finance, and new senators Trudy Archie and Scott Varga. The agenda and exhibits were projected on screen by Bill Cooke to introduce the newly purchased meeting management software being developed as an administrative tool to assist with Senate agendas, minutes, item tracking, and possibly to conduct paperless meetings at some point in the future.

2. ITEMS for ADOPTION 2.1. Agenda -– 2010 11 12 The agenda was amended to add the new faculty structure as an item of business MOTION:. T. Baumann/L. Tielmann THAT the agenda for the 2010 11 12 meeting of Senate be approved as amended. CARRIED 2.2. Minutes — 2010 10 15 The draft minutes of last month’s meeting were revised to amend the outcome of the Senate decision, 5.2.2. Bachelor of Arts in Global Development Studies: THAT Senate approve the Bachelor of Arts in Global Development Studies, as recommended by Senate – this decision was tabled (not defeated).

Approved Senate Minutes - 2010 11 12 Page 133 of 153 Agenda Item # 6.2.1

MOTION: N. Taylor/T. Baumann THAT the minutes for the 2010 10 15 meeting be approved, as amended. CARRIED 3. REPORTS 3.1. Report from the Vice-President (Academic) and Provost • Senior management recommended to the Board the suspension of the next intake of the dental hygiene program as graduates outnumber current market requirements. • The Faculty of Access and Continuing Studies will become the Faculty of Access and Open Studies to reflect its new role in guiding students not yet admitted to a specific program of study. Dedicated advising resources and implementation of the continuance policy will assist with student retention and success. • UFV is embarking on a number of searches for deans, beginning with the Faculty of Arts. The searches will be staggered over the next couple of years. The next search will be for a dean for the Trades and Technology Faculty as Harv McCullough steps down. • An ad hoc committee is now in place to revise the program and course approval policy. Committee members Mark Evered, Eric Davis, Ora Steyn, and Sue Brigden will prepare a draft for Senate consideration. • UFV responded to BCAIU’s invitation to universities to submit views on the revised DQAB approval process. A joint letter will be sent to the Ministry on our behalf. • The DQAB review panel report for the KPE recent site visit is expected November 22. • Enrolment management and budget realities – questions needing answers: what do we see as the optimum number of students/international students? At what point do we close admissions? • Congratulations once again to UFV on its recent Globe and Mail standings. UFV earned the most ‘A range’ grades for any public post-secondary institution of any size in British Columbia. Celebrations are planned in Abbotsford on November 24 from 2:30 to 4:30 in the athletic centre foyer area and in Chilliwack on November 25 at the Yale Road campus. Everyone is invited for coffee and cake. • UFV women’s soccer team is now one of final four advancing to CIS national championships. • Next in the 2010-11 university lecture series is Dr. Adrienne Chan of the School of Social Work and Human Services who will address the question of what social justice means to the university.

4. CONTINUING BUSINESS 4.1. Senate Governance Committee Recommendations 4.1.1. Senate Budget Committee – Final Membership At the last meeting of Senate, the budget committee membership was approved with a faculty vacancy. This vacancy has now been filled. MOTION: N. Taylor/S. Brigden

THAT Senate approve the appointment of Trudy Archie as the fourth faculty member on the Senate Budget Committee, as recommended by the Senate Governance Committee. CARRIED

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4.1.2. Standing Committees of Senate — Meeting Times MOTION: N. Taylor/S. Brigden THAT Senate recommends that the standing committees of Senate hold meetings after 2:30 pm, in order to accommodate all faculty schedules and ensure diversity of disciplines on the committees. CARRIED

4.2. Bachelor of Arts in Global Development Studies MOTION: O. Steyn/N. Taylor THAT the Bachelor of Arts in Global Development Studies proposal, tabled at the October 15 meeting of Senate, be taken off the table. CARRIED

Dean Nolte gave a progress report on the budget implications of the proposal and recommended deferring this item to the December Senate meeting. MOTION: T. Baumann/O. Steyn THAT the Bachelor of Arts in Global Development Studies proposal be deferred to the December Senate meeting for decision. CARRIED 5. NEW BUSINESS 5.1. Senate Budget Committee Report Betty Poettcker, Director of Finance, presented an overview of the 2011-12 budget development framework report. Senate recommended the approval of the framework with a slight amendment to the consultation process to ensure that a university-wide consultation forms part of the framework approval process. MOTION: E. Davis/T. Piper THAT Senate approve the 2011-12 budget development framework, as recommended by the Senate Budget Committee, with the amendment that the framework approval process include a university-wide consultation. CARRIED

5.2. Science Faculty Council Election Procedures MOTION: O. Steyn/T. Baumann THAT Senate approve the election procedures for the Science Faculty Council, as recommended by the Senate Governance Committee, as presented. CARRIED 5.3. Arts Faculty Council Election Procedures MOTION: J. Nolte/N. Taylor THAT Senate approve the Arts Faculty Council’s nomination and election procedures, as presented. CARRIED

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5.4. Revision to Policy 310.04 Graduation Awards MOTION: B. Cooke/S. Brigden THAT Senate approves the following addition to policy 310.04, Graduation Awards, to include the Graduate certificate: Certificate Type C: nine (9) and fewer than thirty (30) credits, normally nine (9) to eighteen (18) credits, of coursework at the graduate level will be considered a graduate certificate. The Type C certificate will be of a form similar to a diploma and have the notation Graduate Certificate. CARRIED 5.5. Approval of Graduands MOTION: B. Cooke/E. Davis THAT Senate approve the appropriate graduation award for the candidates listed in the report, as presented. CARRIED 5.6. Recommendations from the Undergraduate Program Advisory Committee 5.6.1. Floral Design Certificate MOTION: S. Brigden/N. Venema THAT Senate approve the revisions to the Floral Design certificate, as recommended by UPAC. CARRIED 5.7. New Faculty Structure Vice President Academic Davis presented the revised faculty structure of seven faculties, headed by six deans and two associate deans. The new Faculty of Health Sciences will respond to both internal realities and provincial priorities for health studies. The Faculty of Access and Continuing Studies will be renamed to the Faculty of Access and Open Studies and will address the 5,000 students who are not on a program path, with dedicated resources to this large body of students. Discussion took place.

MOTION: E. Davis/S. Murray THAT Senate approve and recommend to the Board of Governors the new academic faculty structure as presented. CARRIED 6. INFORMATION ITEMS 6.1. President’s November report to the Board of Governors 6.2. Senate Governance Committee—approved minutes of September 21, 2010 6.3. Senate notice of motions, summaries of meetings, approved minutes of Senate, standing committees, and faculty councils are posted at www.ufv.ca/senate

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6.4. Elections at Senate and the Board of Governors and UFV policies are posted at www.ufv.ca/Secretariat.

7. ADJOURNMENT Tom Baumann moved to adjourn the meeting at 2:20 pm.

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Approved Minutes for the University of the Fraser Valley SENATE December 10, 2010 —1 pm Trades and Technology Centre—Chilliwack Campus Rivers Dining Room ______

PRESENT: T. Archie, K. Au, T. Baumann, M. Bos-Chan, J. Brandenberg, S. Brigden, M. Brosinski, B. Cooke, E. Davis, E. Dow, M. Evered (Chair), K. Isaac, H. McCullough, R. McLeod, S. Murray, J. Nolte, G. Palmer, T.A. Piper, S. Potter, O. Steyn, N. Taylor, L. Tielmann, S. Varga, N. Venema

REGRETS: G. Anderson, K. Chahal, R. Khalideen

GUESTS: I. Cohen, C. Dahl, G. Fehr

1. WELCOME FROM THE CHAIR The meeting was called to order at 1:05 pm with President Evered in the Chair. Chairman Evered welcomed everyone and introduced guests Irwin Cohen, Cheryl Dahl, and Garry Fehr, as well as new senators Trudy Archie and Scott Varga.

The chair was turned over to Gerry Palmer for the next items of business.

2. ITEMS for APPROVAL 2.1. Agenda — 2010 12 10 The agenda was approved with a change in the order of the reports.. MOTION : R. McLeod/M. Brosinski THAT the agenda for today’s meeting be approved as revised. CARRIED

2.2 Minutes –2010 11 12 MOTION : N. Taylor/S. Brigden THAT the minutes for the 2010 11 12 meeting be approved as presented. CARRIED

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3. REPORTS 3.1. Report from the Vice-President (Academic) and Provost Program Review • The nursing program review is complete. The BSN will be recognized until December 31, 2015 without terms or conditions attached. • The site visits for the Bachelor of Fine Arts minors and Continuing Studies are complete. Continuing Studies will undergo its program review this week. TEP received positive feedback on its review. Ministry News • BCAIU sent a letter on behalf of new universities to the Ministry’s degree process review panel, outlining collective priorities and desire for an enhanced exempt status system allowing healthy competition for programming. There will be many opportunities for partnerships, and challenges for meeting market demand in our programming. UFV Activities and Meetings • UFV met with superintendents of school districts on December 6. A joint professional development workshop on the role of the teacher in the 21 st century will be developed. • AUCC sponsored a dialogue on academic freedom on December 3 in view of revisions to its policy on academic freedom. A discussion on the definition of academic freedom and freedom of expression is anticipated for a UFV forum. • The Board approved the new academic structure last week. Can now launch the search for three deans: Arts, Health Science, and Trades and Technology. • KPE faculty part of research project on the motor abilities of children with FASD and neurological development. • The Senate Budget Committee held its inaugural meeting last month and began the review of alternative budget models. • The discussion at the higher learning symposium on December 9 centered around the positive differentiation between universities. • Recent Ministry report on skills-for growth initiative identified the need for employees by 2020 as the work force numbers decline. The growing population of Aboriginal students and new immigrants will be targeted to fill the labour gap. Post-secondary institutes will be instrumental in providing training. Part of our discussions on internationalization will need to include these issues. • It is my recommendation that departments need to figure out departmental standards for teaching, scholarship, and service; faculty councils need to figure out faculty-wide standards; and Senate needs to figure out standards that apply to the whole institution, so that while there are variations from department to department and faculty to faculty, there is some minimum level of consistency across the institution and some general guidelines that we all work within.

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3.2. Report from the President and Vice-Chancellor

Monthly Activities/In-House News • A copy of the president’s monthly activity for December was included in the agenda package. • The School of Criminology received $30,000 in proceeds from the recent BC Fire Service conference symposium organized with the City of Surrey. Funds will allow for an annual $1,000 UFV scholarship for students pursuing public safety studies. • The position of director for Marketing and Communications has been filled. A formal announcement will be made in the next month. • The UBC faculty association grievance on course evaluations was rejected by the Supreme Court of Canada. The original decision by UBC Senate was viewed to be well within the powers of Senate. The public announcement for the FSA sponsored forum at UFV last week stated that university senates have consistently disappointed. President Evered noted that this comment does not apply at UFV and highlighted the crucial work conducted by UFV’s Senate and contributions by all senators is much appreciated. The current restructuring will add four additional faculty members on Senate. Endowment Lands Proposal • The District of Mission Council recently passed a motion approving the start of discussion with UFV regarding the endowment lands proposal. Chilliwack Education Park • The construction at the Chilliwack campus is proceeding. The Government has committed $10 million for the project. UFV is currently entertaining offers on the sale of the Yale Road campus. Announcements will be made in the near future. Association of Universities and Colleges of Canada • Paul Davidson, president of AUCC, recently visited UFV and spoke of the challenges facing post-secondary institutions. BC Association of Institutes and Universities • This year’s annual higher learning symposium event was developed and managed by the five new member universities of the BC Association of Institutes and Universities, which includes UFV. Board of Governors Activities • The Board approved the new academic structure. Special thanks to the VP Academic and deans for their hard work. • The budget development framework was approved at the Board • Discussions with the Board and Senate will take place regarding the program approval process. • Greg Anderson will serve as Board representative on Senate in the new year.

The Chair was returned to Mark Evered for the Senate Governance Committee items of business.

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4. CONTINUING BUSINESS 4.1. Senate Governance Committee Recommendations 4.1.1. Appointment of membership for standing committees Gerry Palmer, Chair of the Senate Governance Committee, proposed the following appointments for membership on the standing committees, for approval by Senate. He thanked all who stepped forward to volunteer.

MOTION : G. Palmer/T. Baumann THAT Senate approve the following voting membership for the standing committees of Senate, as recommended by the Senate Governance Committee. A. UNDERGRADUATE EDUCATION COMMITTEE Eight faculty members, at least two from Senate Maria Bos-Chan, Faculty of Access and Continuing Studies (senator) Rod McLeod, Faculty of Trades and Technology (senator) Allan Arndt, Faculty of Science John Carroll, Faculty of Arts Samantha Pattridge, Faculty of Arts Eric Spalding, Faculty of Arts David Thomson, Faculty of Arts Sheryl MacMath, Faculty of Professional Studies Two deans Sue Brigden, Faculty of Access and Continuing Studies Rosetta Khalideen, Faculty of Professional Studies One academic advisor Sybille Stegmueller One staff member Cherish Forster Two undergraduate students Shane Potter Scott Varga B. GRADUATE STUDIES COMMITTEE Five faculty members, at least one from Senate Elizabeth Dow, Faculty of Professional Studies (senator) Noham Weinberg, Faculty of Science Adrienne Chan, Faculty of Professional Studies Christine Elsey, Faculty of Arts Melissa Walter, Faculty of Arts One dean Jacqueline Nolte

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One staff member Deanna Stelting C. RESEARCH COMMITTEE Eight faculty members, at least two from Senate Tom Baumann, Faculty of Trades and Technology (senator) Norm Taylor, Faculty of Science (senator) Elizabeth Dow, Faculty of Professional Studies (senator) Noham Weinberg, Faculty of Science Susan Fisher, Faculty of Arts Olav Lian, Faculty of Arts Scott Sheffield, Faculty of Arts 1 Vacancy One staff member Erin Harder One undergraduate student Sonja Klotz One dean Rosetta Khalideen, Faculty of Professional Studies D. ACADEMIC PLANNING AND PRIORITIES COMMITTEE Four additional faculty members of Senate Teresa Piper, Faculty of Arts Sylvie Murray, Faculty of Arts Maria Bos-Chan, Faculty of Access and Continuing Studies Jason Brandenberg, Faculty of Science One staff member Mark Brosinski Two undergraduate students Nikolas Venema Gabrielle Kettner One dean Ora Steyn, Faculty of Science CARRIED

4.1.2. Trades and Technology Faculty Council election procedures

MOTION : G. Palmer/T. Baumann THAT Senate approve the Trades and Technology Faculty Council’s election procedures, as recommended by the Senate Governance Committee. CARRIED

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4.1.3. Arts Faculty Council revisions to terms of reference MOTION : J. Nolte/E. Davis THAT Senate approve the Arts Faculty Council’s revisions to their terms of reference and recommends that the number of student representatives on the council be reviewed when the new faculty structure is implemented, as recommended by the Senate Governance Committee. CARRIED The Chair was returned to Gerry Palmer for the next items of business.

4.2. Other Items for Senate decision

4.2.1. Bachelor of Arts in Global Development Studies – tabled at the Senate October 21, 2010 meeting In accordance with the request made by Senate at its October meeting, the Global Development Studies proposal was brought to the Senate Budget Committee for review of the proposed budget of the new program. The Senate Budget Committee considered that the budget was reasonable and that the program was feasible with the proposed budget outline.

MOTION : J. Nolte/E. Davis THAT Senate approve the Global Development Studies program and proposed budget, as recommended by the Senate Budget Committee. CARRIED An error was noted on the program costing recommendation: two releases are anticipated in year four of the internship coordination.

4.2.2. Art Acquisitions, Collections, and Loans Policy The office of the Dean of Arts revised Policy 110.14 – Art Acquisitions, Collections, and Loans. The senior administrative group has also reviewed and approved the proposed changes.

MOTION : J. Nolte/K. Isaac THAT Senate approve the revisions, as presented, to the Art Acquisitions, Collections, and Loans policy. CARRIED

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5. NEW BUSINESS

5.1. Approval of Graduands MOTION : B. Cooke/L. Tielmann THAT Senate approve the appropriate graduation award for the list of candidates, as presented to Senate. CARRIED

5.2. Recommendations from UPAC

5.2.1. Program and course approval process review

The Senate Governance Committee recommended that the Undergraduate Program Advisory Committee (UPAC) review, on a priority basis, the program and course approval process. Sue Brigden, Chair of UPAC, informed Senate that UPAC voted to strike an ad hoc committee to complete the review. The membership of the committee will include the following: Sue Brigden, Chair of UPAC Maria Bos-Chan, Faculty of Access and Continuing Studies representative at UPAC Cheryl Dahl, Program Development Coordinator, Faculty of Arts Amanda Grimson, UPAC Assistant Samantha Pattridge, Faculty at large representative at UPAC Ora Steyn, Acting Dean, Faculty of Science Professional Studies faculty representative – TBA

5.2.2. Visual Arts diploma MOTION : S. Brigden/N. Taylor THAT Senate approve the changes to the Visual Arts diploma entrance requirements, as recommended by UPAC. CARRIED

5.2.3. Bachelor of Arts: Art History & Visual Studies minor and extended minor

MOTION : S. Brigden/T.A. Piper THAT Senate approve the addition of the Art History and Visual Studies minor and extended minor to the Bachelor of Arts degree, as recommended by UPAC. CARRIED

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5.2.4. Indigenous Studies certificate: Maps, Films, Rights, and Land Claims At its November meeting, UPAC voted to approve changes to the name, entrance and graduation requirements of the Indigenous Studies certificate: Maps, Films, Rights, and Land Claims certificate, and recommended that Senate approve the changes. MOTION : S. Brigden/S. Murray THAT Senate approve the renaming of this program to the Indigenous Maps, Films, Rights, and Land Claims certificate, as recommended by UPAC. CARRIED MOTION : S. Brigden/N. Taylor THAT Senate approve the changes to the entrance and graduation requirements of the Indigenous Maps, Films, Rights, and Land Claims certificate, as recommended by UPAC. WITHDRAWN

M. Evered asked whether the guidance of the Aboriginal Community Council had been sought. E Davis concurred with the request for consultation in the community. J. Nolte requested that clarification and advice from the Aboriginal Community Council be sought regarding a suitable consultation process.

MOTION : B. Cooke/T.A. Piper THAT Senate defer the approval of the changes to the Indigenous Maps, Films, Rights, and Land Claims certificate to a later meeting in order to allow consultation with the Aboriginal Community Council. 2 ABSTENTIONS 1 OPPOSITION CARRIED

B. Cooke further recommended that the terms of reference of the Aboriginal Community Council be reviewed to determine its mandate with respect to entrance and graduation requirements. E. Davis noted that there is some urgency as this is a summer offering requiring much lead time.

5.3. Sessional dates for semester-based courses in 2011/12 MOTION : B. Cooke/K. Isaac THAT Senate approve and recommend to the Board the sessional dates for semester-based courses for the 2010-11 academic year, as presented. CARRIED

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5.4. School of Criminology & Criminal Justice Program Review

MOTION : J. Nolte/E. Davis THAT Senate accept the documentation related to the program review of the School of Criminology and Criminal Justice, as presented. CARRIED

MOTION : N. Taylor/S. Brigden THAT Senate wishes to thank the School of Criminology and Criminal Justice for being the inaugural department leading the way through the review process.

CARRIED

6. INFORMATION ITEMS 6.1. President’s report to the Board of Governors 6.2. SGC approved minutes – November 16, 2010

7. ADJOURNMENT : Tom Baumann moved to adjourn the meeting to the in-camera session at 2:36 pm. In closing, Chairman Evered thanked Dean McCullough and Chilliwack faculty for hosting this month’s meeting and also offered thanks for their gift of poinsettias, grown by the students in the Agriculture program.

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2011 Grads for Senate Approval EXHIBIT:

Bachelor Degree Certificate (5 to 30 credits)

Bachelor of Arts Bookkeeping for Small Business Certificate Joelle Anderson Elizabeth Maureen Kaake Sociology/Anthropology major Joshua Adrien de Jong Certificate in Family Child Care Geography major Harbinder Birdi Balwinder Dhanjle Bachelor of Arts in Child & Youth Care Dianna Reed Cristal Shannon Dean Certificate of Academic Proficiency in English as a Second Bachelor of Business Administration Language Evan Christiansen Bader Mohammed Alqahtani Marketing concentration Man (Amanda) Li Certificate of Advanced Proficiency II in English as a Second Accounting option Language Bader Mohammed Alqahtani Bachelor of General Studies Abdulaziz Abdullah Al-Wehaibi Nikki Arora Paik Byung Chon French minor History minor Professional Communications Essentials Certificate Valerie Charlea Vergeer Craig B.N. Fewer

Diploma Teaching English as a Second Language Certificate Alana Alexandra de Sousa Mactavish Diploma in Business Administration David Aydin Gregory Ryan Buck Dayna Leigh Fidler Kevin Levi Flodin Aren Gunnar Hanson Taryn Herman Amanda Matschke Matthew Peters

Diploma in General Studies Robert James Ormiston

Certificate

Aircraft Structures Technician Certificate Guy H. Anderton Kyle R. Bourque Allison Laura Campbell Craig Davidson Jeffrey McMurrer Kahlil James Monte Noriega Derek Scott Wilson

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2011 Grads for Senate Approval EXHIBIT:

Bachelor Degree Bachelor Degree

Bachelor of Arts Bachelor of Business Administration Adella Bernice Banman Derek Autenrieth English extended minor Nissa Elizabeth Carmack French extended minor Accounting option Kyle Allan Cardno Sara M. Cotten Political Science major Accounting option History minor with Co-operative Education option Cameron Patrick Carew Jill Angelique Daignault Sociology/Anthropology major Human Resource Management option Media & Communications Studies minor Sarah Jane Enns Evelyn Devries Accounting option English major Dayna Leigh Fidler French minor Marketing option Christina Jane Driegen Kevin Levi Flodin English major Accounting option Darcy Louise-Marie Dureau Adam James Forcier English extended minor Kevin David Giesbrecht Visual Arts extended minor with Co-operative Education option Robert J. Gabriel Ahmed Haroun Hamid Haroun History major Accounting option Geography extended minor Operations Management/Management Ashley Diana Kennedy Information Systems concentration Sociology major Ai Kondo Media & Communications Studies minor Marketing option Psychology extended minor Carissa J. Krause Laura Luise Klassen Marketing option English major Jordan Christopher Loo Tyler S. Klassen Kelly Irene McClenahan History major Accounting option Geography extended minor Lucas Millin Wendy Joanne Leclair Xun Sun Geography extended minor Zachary Scot VanLeeuwen History extended minor Alana Alexandra de Sousa Mactavish Bachelor of Business Administration in Aviation English extended minor Kurt Siemens History extended minor Erinn Heather Riley Bachelor of Fine Arts English major Shelley Beth Filiatrault Geography minor Visual Arts major Richard James Schellenberg Fiona Iris Moes History major Visual Arts major Geography minor Kristopher Por Visual Arts major

Bachelor of General Studies Gaye Gibson

Bachelor of Science Julia Friesen Physics major Mathematics minor

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2011 Grads for Senate Approval EXHIBIT:

Bachelor Degree Diploma

Bachelor of Social Work Diploma in Social Services Natalie Julia Ackermann Kamaldeep (Deepi) Rajwan Lisa Lorraine Anzulovich Jamie Lynn Barnum Diploma in Visual Arts Meghan Lauren Cadle Caitlin Jensen Janice E. Cross Amber Key Natasha Mary Files Klaudia Gontarek Certificate Janice Marie Long Child Welfare specialization Terresa Martine McKenzie Aircraft Structures Technician Certificate Carrie Pon Braden Morrison Gurmit Kaur Sandhu Graham Lewis Ridsdale Jill Christine Smith Melissa Sze Certificate in Accounting Child Welfare specialization Amy Aydin Julie Wallace Frauke Wildrich Certificate in Marketing and Sales Sheng-Hsien Wu Associate Degree Welding (Level A) Certificate Associate of Arts Degree Brent Appleton Darrel C. Janzen Hin Kit Ho Shawn William Kleine Diploma Welding (Level B) Certificate Eric Elliott Diploma in Business Administration Michael Robert Harris Fulford Hatim Abdelkhalek Brody Gauthier Nissa Elizabeth Carmack Jaswinder Singh Grewal Jessica Chernecki Junyi Li Welding (Level C) Certificate Jin Sun Eric Stucki Said Taibi Sumit Verma Michael Wood Zijie Xu

Diploma in General Studies Xintong, Feng Chen Geng Ashok Kumar Sharma

Diploma in Liberal Arts Leslie Carter Stephanie Davies Darcy Louise-Marie Dureau

Diploma in Library and Information Technology Alan Trevor James

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2011 Grads for Senate Approval EXHIBIT:

Certificate (5 to 30 credits)

Bookkeeping for Small Business Certificate Sandra Brewster Melissa Currie Patricia A. Darby Peggy J. Fergusson Teena Godfroid Hye Jung Han Chelsey K. Harry Sharina Kim Joyce Lastavec Rebecca Elisabeth Leach Tara LeBlond Sabrina Loewen Marion Pritchard (Hall) Nicola-Maria Rawohl Hai (Ken) Tran Darcy Trottier Jacqueline Vrieselaar Fang-Ju (Ruby) Wu

Certificate in Family Child Care Alexandra M. Pera

Certificate in Indigenous Studies: Maps, Film, Rights and Land Claims Constanza Brieba

Certificate of Academic Proficiency in English as a Second Language Min jung Kwak

Modern Languages Advanced Proficiency Certificate Adella Bernice Banman in French

Modern Languages Intermediate Proficiency Certificate Evelyn Devries in Spanish Taryn Patricia Laing in Spanish

Professional Communications Essentials Certificate Navtej Singh Bains Jen McMillan

University Foundation Certificate Cybil Lee

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