Table of Contents
Letter from Selkirk College Board Chair and President ...... 4 Institutional Overview ...... 5 Mission, Vision and Values...... 6 Mission ...... 6 Vision ...... 6 Values ...... 6 Three Areas of Strategic Focus and seven Strategic Directions ...... 7 Strategic Focus: The Learner ...... 7 Strategic Focus: Our People and Place ...... 8 Strategic Focus: Partnering with Community ...... 8 The Year’s Highlights from 2010/2011 ...... 9 Planning Context ...... 13 Internal Context ...... 13 Staff ...... 13 Students ...... 15 College Campuses and Facilities ...... 17 Program Shifts and Directions ...... 18 Partnerships ...... 30 External Context ...... 34 Economic Impact ...... 42 Strategic Issues ...... 42 2011/2012 Performance Measures and Targets ...... 46 Institutional Performance Measures and Targets ...... 46 Strategic Focus: The Learner ...... 46 Strategic Focus: Our People and Place ...... 47 Strategic Focus: Partnering with Community ...... 49 Accountability Framework Performance Targets: 2012/13 – 2014/15 ...... 50 2010/2011 Performance Results ...... 51 Ministry Performance Measures, Targets and Results ...... 51 Institutional Performance Measures, Targets and Results...... 54 Summary Financial Outlook ...... 77 2010/2011 Consolidated Expenditures ...... 77 Capital Equipment ...... 77
Letter from Selkirk College Board Chair and President | exceeding expectations 3
ACCOUNTABILITY PLAN AND REPORT
2012/13 - 2014/15
LETTER FROM SELKIRK COLLEGE BOARD CHAIR AND PRESIDENT
June 2012
Dear Reader,
On behalf of the Board of Governors and the employees of Selkirk College, we hereby affirm our commitments and accountability for this Accountability Plan and Report 2012-2015.
Selkirk College continues to be a vital and vibrant rural community college for the West Kootenay Boundary region, the Province of British Columbia and beyond. We are proud of our commitment to the delivery of high quality credit and non-credit programs and learning opportunities that lead to an education, work, transfer, or professional and personal development. We are committed to continuous improvement toward strong enrolment across the institution and innovative training and project delivery that serve the needs of our communities at home and with partners across the world. Along with our partners, Selkirk College has made significant investments to improving the student experience and service to our community: the completion of the Tenth Street Residence; the opening of the Shambhala Music and Performance Hall; the completion of the Aboriginal Gathering Place; the successful launch of the Teaching and Learning Institute and the Columbia Basin Rural Development Institute; and significant investments in equipment and information technology infrastructure. In the coming year, we will be focusing on continuous improvement to the process of attracting and retaining of students; completing the renewal of our five-year strategic plan; developing our education plan, including more robust program and course renewal processes to assure quality for students and the community; and continuing to address maintenance, facility and capital equipment priorities.
We look forward to the work of post-secondary education in the West Kootenay Boundary Region and the Province of British Columbia in 2012-2013 and into the future.
Yours sincerely,
Bruce Morrison Angus Graeme Board Chair President & CEO
INSTITUTIONAL OVERVIEW
Selkirk College is located in the southeast corner of British Columbia, covering a region of 45,000 square kilometers. Although the College region is defined as the West Kootenay Boundary, distance learners study from their homes across Canada and throughout the world.
Selkirk College’s largest campus and administrative centre is located in Castlegar. Associate degree, diploma, certificate, degree, college preparatory and adult upgrading programs are offered on this Campus. The Aviation Centre at the Castlegar Airport houses the Commercial Aviation program. There are three campuses in Nelson specializing in trades, arts and tourism/hospitality programs. Adult upgrading is also offered in Nelson, with a summer school at the Silver King Campus. Campuses in Trail and Grand Forks and Learning Centres in Kaslo and Nakusp provide opportunities for adult education and many short-term and continuing education and skills development courses, across the region.
Selkirk College has over seventy certificate and diploma programs and boasts over 36,000 graduates since opening in 1966.
The College is organized into four main divisions: the two largest divisions, Education and Students and Administration and Finance are headed by a vice president, each of whom reports to the College president.
The Education and Students division has three deans, two managers, and one director who share responsibilities for programs, student support services, the library, the registrar’s office, continuing education, contract training, institutional research, strategic enrolment management and international education. Programs are organized into Schools that are each headed by a chair. These include:
Adult Upgrading and Development The Arts [Digital Media, Music and Kootenay Studio Arts] Business and Aviation Environment and Geomatics Health and Human Services Hospitality and Tourism Industry and Trades Training Selkirk International University Arts and Sciences.
The Education and Students division also includes the Mir Centre for Peace, the Selkirk Geospatial Research Center, the Corporate Training and Community Education Department, the Distributed Learning Centre, the Teaching and Learning Centre, the Columbia Basin Rural Development Institute and the Regional Innovation Chair in Rural Economic Development Research.
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The Administration and Finance division is responsible for all operational aspects of Selkirk College and includes the Finance, Budget, Information Technology, Facilities and Maintenance departments, Food Services, Bookstore and student residences, along with the campus management function. The Human Resources and the Communications and Development divisions also report directly to the President.
Selkirk College offers a comprehensive range of programs within the academic, career technical and trades areas. The programs which set Selkirk College apart from other post secondary institutions are an extension of the activities and interests of those who call the West Kootenay Boundary region home. Examples of this unique programming include peace studies, ski resort operations and management, contemporary music, integrated environmental planning, aviation, a baccalaureate degree in geographic information systems and the working artist and new media programs in our School of the Arts. With respect to the educational priorities of the Ministry, Selkirk College is well positioned to support these, particularly in the areas of trades training, health care, business and adult basic education. Selkirk College collaborates with a wide range of other post secondary institutions for transfer and mobility, and program and service delivery. Our partnerships with the University of Victoria ensure regional access to a Nursing degree and our partnership with the University of British Columbia delivers teacher education in a rural context. Our Bachelor in Geographic Information Science degree prepares graduates for the many careers in geospatial technology.
Research conducted by Ipsos Reid during 2007 indicated that ninety-nine percent of the residents in our region were aware of Selkirk College. Selkirk College is an integral part of the everyday life and identity of the West Kootenay Boundary Region.
Mission, Vision and Values
Mission Selkirk College will develop empowered, effective citizens through rewarding educational and life experiences that are built on our Region’s distinct identity.
Vision Our vision is to be a regional community college that inspires, engages and enables learners to be valuable contributors to their communities and to society as a whole. Recognizing the value of mutually beneficial relationships, we will provide collaborative leadership in the communities we serve.
This vision is rooted in our vivid sense of place that is more than mere location. It is a composite of our people, history, culture, values, lifestyle and landscape. It is a strength that will define us, give us direction and provide us with unique opportunities.
Values We uphold the following values:
Quality To provide quality in our teaching, service and programs.
Access To open doors for learners and build understanding and acceptance of diverse learner needs.
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Discovery To inquire about the world and our place in it; address challenges with creative solutions; and inspire the imagination, spirit and mind.
Environmental Responsibility To conserve our natural environment and use natural resources responsibly.
Healthy Relationships To cultivate healthy relationships; connect to the local and global communities; and, value the contributions and celebrate the accomplishments of learners, employees, alumni and community members.
Positive College Environment To maintain a positive and healthy environment where employees and learners can contribute and develop.
Integrity To uphold honesty, respect, fairness and equality in all of our pursuits.
Inclusive Culture To foster harmony and understanding and celebrate our heritage, artistry and diversity.
Leadership To lead by serving with enthusiasm, inspiration and purpose; by responding to the needs of learners and the community; and by providing informed effective direction for the future. Three Areas of Strategic Focus and seven Strategic Directions
The following strategic focus and directions will guide our actions: Strategic Focus: The Learner
Teaching and Learning: Our Fundamental Activity
Exemplary teaching and outstanding learning experiences are and will continue to be the fundamental activities of Selkirk College. Our learning opportunities will be responsive to diverse needs. Applied research and innovative programming will enhance learning opportunities for students.
Strategic Direction: Selkirk College will be known for its teaching excellence, outstanding learning experiences and program relevance.
The Student Experience: From Access to Success
Selkirk College cares about its students. We are committed to the creation of an environment which encourages success, from the first point of contact through Alumni membership. We will ensure that learning is paired with experiences that engage students in our communities and the natural environment.
Strategic Direction: Selkirk College will be recognized for our high quality of service and the relationships we build with our students.
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Internationalization: Bringing Selkirk to the World and the World to Selkirk
Selkirk College believes that relationships with our world will foster greater cross-cultural understanding and awareness, while enhancing learning and programming opportunities and enrolments.
Strategic Direction: Selkirk College will be known as an internationally relevant and responsive College.
Strategic Focus: Our People and Place
Employees: Key to Our Success
Employees are essential to the success of learners and of our College. Our well-being and our work environment will be enhanced with opportunities for personal and professional development.
Strategic Direction: Selkirk College will be known as an employer of choice in the region and the sector.
Infrastructure: Toward a 21st Century Learning Environment Selkirk College is a public asset that is critical to the vitality and sustainability of the region. Our stewardship of the physical plant and development of a state of the art learning environment requires strategic investments in facilities, technology, connectivity, and capital equipment.
Strategic Direction: Selkirk College will continue to make strategic and affordable investments in infrastructure, technology and capital to serve learners today and into the future.
Sustainability: Toward Selkirk College as a Green College
Conservation of the natural environment and responsible use of natural resources are a core organizational value at Selkirk College. We are committed to implementing practices that promote a healthy natural environment: in our teaching activities, our administration, our facilities and operations, our funding allocations and our applied research priorities. We are committed to reducing our ecological footprint and creating a culture of sustainability through our educational efforts.
Strategic Direction: Selkirk College will be known as a green college.
Strategic Focus: Partnering with Community
Leadership: A Commitment to Our Communities
Selkirk College believes that the College and our communities contribute to each other’s success and vitality. We recognize that the College has intellectual and physical resources that can contribute to community renewal and our region's socio-economic development. We are committed to building effective and mutually beneficial relationships with our communities.
Strategic Direction: Selkirk College will be recognized as an effective leader and partner in community renewal and development.
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The Year’s Highlights from 2010/2011
Community Leadership Selkirk College is committed to a making its resources available in support of activities and initiatives which benefit both our communities and the College. No initiative better exemplifies this commitment than our partnership with the Columbia Basin Trust (CBT) in the operation of the Columbia Basin Rural Development Institute (CBRDI). The CBRDI gathers and disseminates up-to-date, area-specific information and research which supports decisions that impact the well-being of communities.
Communities that explicitly use lifelong learning as an organizing principle in order to promote collaboration of their various sectors to enhance social, economic, and environmental conditions are “Learning Communities.” A Memorandum of Commitment between Selkirk College and the four school districts within its geographic region was recently signed. It frames discussions and further development of Selkirk College’s vision of the West Kootenay-Boundary Region as a “Learning Region.”
In September of 2007, Selkirk College officially opened its Mir Centre for Peace and since that time it has been actively pursuing its humanitarian goal of understanding and building cultures of peace. One area of specific focus is transformative justice. This approach to dealing with conflict is not only taught within the College but has been taken into the community.
Changes in College Leadership After many years of service, Stefan Lehmann completed his tenure as Selkirk College Board of Governor’s Chair and was succeeded by Vice-Chair Bruce Morrison of Nelson. When Bruce began his term as Chair in March of 2012, Sandi Mac Arthur of Trail accepted the position of Vice-Chair.
In April of 2011, Angus Graeme was appointed President and CEO. This internal appointment led to a series of changes among the College leadership team. Neil Coburn was selected to succeed Angus as Vice President Education and Students and, in turn, Rhonda Schmitz was the successful candidate for the vacated Dean of Instruction for the Schools of Academic Upgrading and Development, Business and Aviation, and University Arts and Sciences.
The final addition to the senior administrative team was Barb Ihlen who succeeded the departing Colin
McClure, as Director of Finance.
Student Achievements Selkirk College students continue to leave their mark. In 2011, Business Administration students Kryus Klimuk and Trent Zoobkoff travelled to the city of Tbilisi, Georgia, with instructor Michael Konkin as part of the final stage of an economic development project spearheaded by Selkirk’s International Program and funded by Canadian Investment Development Agency (CIDA).
As part of the Teck Service Learning Internship, third year nursing student Brittney Hansen, was hired by the Trail Family and Individual Resource Centre Society (FAIR) for the summer of 2011 to administer “The Boys Connection Project.” This project involved research to identify community service gaps for boys aged seven to fourteen, in Trail. It identified the availability (or lack) of activities such as competitive sports,
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individual athletics, cadets and creative arts, which currently serve boys within this age group.
For the fourth consecutive year a team of Selkirk College Resort and Hotel Management students earned top spot, as well as a $1,000 cash prize, at the 2011 B.C. Hospitality Case Study Competition held in Victoria. Teams were judged by panels of industry leaders on the quality and content of presentations probing current issues facing B.C.’s tourism industry. Team members included Stephen Hart and Nicholas Stadnyk of Calgary, Alberta, Meghan Booth of Brandon, Manitoba and Jared Zuege, of Madison, Ohio.
Programming Changes and Milestones Selkirk College offered a number of new programs and courses in the past year; several were funded by the government’s Employment Skills Access (ESA) program. The new offerings included an Essential Skills Pilot in collaboration with Douglas College, Health Care Attendant held in collaboration with Okanagan College and College of the Rockies, Administrative Skills Training and a Wine and Service Industry Training program.
A new program delivery approach was taken by the school of University Arts and Sciences with the offering of courses in Creative Writing, History of B.C. and Geography of B.C., as evening classes in Nelson.
Other new offerings included a Pharmacy Technology bridging program that supported working technicians wishing to gain certification and a new Early Childhood Care and Education Special Needs certificate.
In July of 2011, Selkirk celebrated twenty-five years of International Education and the hundreds of students from five continents and more than twenty-five countries who have come to study and experience life in the West Kootenay over the past quarter century. In its first year of operation, Selkirk College received seven students. Today, the College welcomes approximately three hundred international students each year.
Partnerships Selkirk College continues to develop mutually beneficial relationships with business, post-secondary institutions, various levels of government and government-related organizations.
It is interesting to note that some partnerships exist and grow on a number of fronts. An excellent example of this is the partnership with Teck Metals. Teck supports awards to students, established a student learning internship called TeckServ as part of its 100th anniversary celebrations and has now become a major supporter of the College’s Aboriginal Gathering Place.
Very productive relationships exist with Columbia Basin Trust (CBT) and Southern Interior Development Initiative Trust (SIDIT). CBT has supported Selkirk College on many initiatives including the CBT Service Awards for students, funding for the renovation of the Tenth Street Residence and, most recently, major funding in support of the Columbia Basin Rural Development Institute. SIDIT has also supported students through the Trades and Transitions Student Awards program and with financial support in the successful Count Me In campaign which helped the College convert an aging studio space into a cutting edge music and performance hall.
A local family-run business, the Shambhala Music Festival, also played a major role in the reinvigoration of the previously mentioned studio, purchasing the performance hall naming rights at a cost of $75,000.
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As mentioned above, Selkirk College has been involved in a variety of collaborations with post-secondary institutions in B.C.’s southern interior. Many of these collaborations are the result of a Memorandum Of Understanding signed in 2009 with College of the Rockies, Okanagan College, Thompson Rivers University and the University of British Columbia Okanagan.
An excellent example of a productive working relationship with local government was seen in the partnership with the City of Nelson in the installation of a geothermal heating system for the College’s new Tenth Street Residence. This project is serving as a pilot for future projects that could be done on a larger scale within the city.
Facilities The opening of the Tenth Street Residence in September of 2011 was a significant achievement for the College this year. The $7M project began with a successful application to the Community Adjustment Fund in June of 2009, construction beginning in the late winter/spring of 2010 and occupancy occurring in September 2011. The Nelson Campuses now have modern, reasonably-priced private and shared accommodation for over one hundred residents in an environmentally sensitive facility. We anticipate receiving LEED Gold certification on this renovation.
The upgrading of the old Studio 80 performance space occurred during the same period as the Residence, with music students able to use the new Shambhala Music and Performance Hall for year-end showcases in March of 2012. The official opening occurred in April 2012 and thanks to the successful Count Me In fundraising campaign, the reinvigorated facility comes complete with state-of-the-art lighting, sound and recording equipment and video-streaming capabilities.
On May 24, 2012 the College celebrated the official opening of the Gathering Place. The facility is a major accomplishment for Selkirk College and partner governments in the work of providing a more welcoming and relevant learning environment for Aboriginal learners. The opening was attended by over one hundred guests including representatives of the Confederated Tribes of the Colville Reservation, Ktunaxa Nation Council, Okanagan Nation Alliance, Métis Nation B.C., Sinixt Nation Society, Lower Columbia All First Nations and the Action Society for Aboriginal Peoples, along with donors, supporters, provincial government and College staff.
Funding support from government and business partners In today’s financial environment, the College is often provided with what can be called “core” funding for projects and is expected to go into the community to secure additional moneys. This additional funding allows the College to take the initiative to a higher level.
Two current examples of this situation came with the old Studio 80 and the Aboriginal Gathering Place.
The government funding provided to renovate the Tenth Street Residence meant that the Studio 80 facility “envelope” would be upgraded, but in order to replace seating along with lighting, audio and recording equipment, the College had to launch a separate fundraising campaign. This was done and the $150,000 goal was exceeded with major gifts from the Shambhala Music Festival and the Southern Interior Development Initiative Trust. Selkirk now has a state-of-the-art performance hall that attracts both students and the public.
A similar situation existed with the Aboriginal Gathering Place where the Ministry provided $600,000 towards the $950,000 structure. The College again went into the community seeking support and received
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$200,000 from the CBT and most recently, $50,000 from Teck Metals, Trail Operations. The completed facility is already being recognized as a “jewel” of the College and the community. These gifts to support state-of-the-art facilities complement the money donated annually to the College in support of students’ bursaries and scholarships.
Operational achievements 2011 -12 marked the inaugural year of the Teaching and Learning Institute at Selkirk College. The Institute has a mandate to “optimize teaching and learning experiences of instructors and students so that they can be successful and fulfilled in their work, community and personal lives.” Learning Fellows were nominated from each school and lead by a coordinator and the Institute initiated a number of grassroots projects including informal instructor get-togethers, peer feedback on teaching, a book club, a student panel on learning and a creativity forum.
The last year saw the completion of two major reports: the Facilities Master Plan (FMP) and the Review of Dining Services. The former (actually submitted in March of 2011) provided the College with an assessment of current facilities and identified potential development strategies. The FMP was completed by Stantec Architecture Ltd.
The Review of Dining Services, completed in April of 2011 by the Clarion Group, reviewed dining services at the College and made recommendations for improvements. Many of the recommendations were followed and the resulting improvements have been significant.
In March of 2012, the College launched a staff Intranet called MySelkirk. This is a staff website which is accessible only to employees and contains information relevant to them. Immediately following this launch, a project team began work on building a new (external) College website which will target prospective students.
Finally, the college began work on the development of its next five year strategic plan. To date, consultations have occurred with students and staff as well as meetings with citizen groups in many of our communities.
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PLANNING CONTEXT Internal Context
Staff Selkirk College employs six hundred and fifty-nine people on a full- and part-time basis. These employees are categorized into five employee groupings as follows:
Table 1
EMPLOYEE GROUP EMPLOYEE STATUS TOTAL Excluded Regular 22.1 Non Regular 10.6 Total 32.7 Faculty Regular 113.2 Non Regular 74.3 Casual 3.3 Total 190.8 Support Regular 96.3 Auxiliary/Casual 22.4 Total 118.7 TOTAL 342.2
Source: The Post-Secondary Employers’ Association Data represents Full Time Equivalent (FTE) by each employee group for the 2010/11 fiscal year
The distribution of Selkirk employees by age group is as follows:
Chart 1
Age Distribution
18.2 61+ 69.8 51-60 5.4 41-50 35.7 31-40 74.4 46.6 <31 3.0 16.7 25.7 23.1 11.7 0.0 1.3 2.7 7.9 Excluded Faculty Support
Source: The Post-Secondary Employers’ Association Data represents Full Time Equivalent (FTE) by each employee group for the 2010/11 fiscal year.
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Overall, forty-five percent of Selkirk’s employees are over age fifty.
Chart 2
Percentage of Employees over Age 50
60.3%
46.1%
34.7%
Excluded Faculty Support
Source: The Post-Secondary Employers’ Association Data represents Full Time Equivalent (FTE) by each employee group for the 2010/11 fiscal year.
Overall, Selkirk College employees are predominantly female (sixty-two percent), yet this distribution varies over the employee groups as follows:
Chart 3
Gender Distribution by Employee Group
Female 97.5 Male
81.9 93.3 25 36.8 7.7 Excluded Faculty Support
Source: The Post-Secondary Employers’ Association Data represents Full Time Equivalent (FTE) by each employee group for the 2010/11 fiscal year
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Students During the 2010-20111 fiscal year Selkirk College had the privilege of serving a total of 11,745 students across the region—11,415 domestic and 330 international students. Of these 11,415 domestic students, 4,005 were registered in full-time programs and 7,410 were enrolled in continuing education skills courses.
The average age of our students continues to be twenty-seven years of age. Over time and overall, the percentage of our student body in each age demographic remains relatively the same.
Chart 4
Student Age Demographics 2012 2011 2010 2009 2008 34% 33% 31% 28%
15% 16% 14% 13% 8% 9%
18 or less 19 - 21 22 - 30 31 - 45 46+
Source: Student Engagement Survey, February 2012
Selkirk College students are increasingly from the College Region, as follows:
Table 2
Where Students Come From Fall Semester Enrolment (Domestic Students, percentage of students by year) 2007 2008 2009 2010 2011 Selkirk College Region 72% 74% 71% 73% 77%
Other Regions in B.C. 19% 18% 20% 18% 15%
Elsewhere in Canada 6% 6% 6% 6% 5%
Outside or Unknown Region 2% 3% 3% 3% 3%
Source: Enrolment Management Reports, Fall Enrolment as of January 30, 2012
1 This data source changed to Data Warehouse data for this report. Updated information, based on the May 2012 Data Warehouse submission, will be made available to institutions later this spring.
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In the fall semester of 2011, the number of students enrolled at each campus was as follows:
Table 3
Percentage of Total Students by Campus 2009 2010 2011 Enrolment Fall 2011 Castlegar 1,086 1,022 960 49 Tenth Street 279 276 338 17 Silver King 286 259 247 13 Trail 250 240 230 12 Kootenay School of the Arts 67 61 61 3 Kaslo 59 57 56 3 Nakusp 61 51 34 2 Grand Forks 59 31 31 2 Total 2,147 1,997 1,957 100%
Source: Fall Headcount Enrolment Report as of October 31, 2011
Since 2008, a decreasing proportion of students report personal savings as their top source of financial support, while consistently approximately thirty percent of Selkirk College students report government student loans as their primary source of educational funding. Students are increasingly relying on employment while studying and scholarships or bursaries to fund their education.
Chart 5
Main Sources of Funding Source: 2008-2012 Student Engagement Surveys (% of respondents)
2012 2011 2010 2009 2008 60% 49% 50% 43% 40% 30% 30% 27% 22% 19% 21% 20% 15%
10%
0% Personal savings Government Employment while Direct financial support grants/loans studying from family
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College Campuses and Facilities Castlegar Campus Castlegar Campus is the Selkirk College’s largest campus and administrative centre. It is situated on approximately sixty-five hectares of private land. This land is managed by the School of Environment and Geomatics for the purposes of education, wildlife and landscape ecology. The Schools on this campus are: Business and Aviation; Developmental Education programs; Health and Human Services; Environment and Geomatics; and University Arts and Sciences.
The Aviation Training Centre at the West Kootenay Regional Airport The state-of-the-art Aviation Training Centre, opened in 2006, houses the latest specialized equipment needed for training, including flight simulators, classrooms, labs and a flight dispatch area. This Centre is located at the West Kootenay Regional Airport in Castlegar.
Silver King Campus The Silver King Campus is located in Nelson and is home to the Schools of Industry and Trades Training, Academic Upgrading and Developmental Education programs. The past year saw the addition of a carpentry shop in response to the demand for this new trade offering. Silver King Campus facilities include a library/bookstore, as well as a cafeteria.
Victoria Street Campus (KSA) In July of 2006, Kootenay School of the Arts (KSA) became part of Selkirk College. This prestigious school of art and design is located in a historic granite building in the downtown area of Nelson. In September of 2007, the College celebrated the reopening of the expanded and renovated facility. With $1.6 million in funding support from the Ministry, KSA was upgraded and expanded by two hundred and ninety square meters, thereby increasing its capacity and improving the school’s learning environment. These renovations have significantly increased studio and classroom space, and have allowed for additional community education programming on weekends and during summer months.
Tenth Street Campus Also located in Nelson, the Tenth Street Campus is home to the School of Hospitality and Tourism and the newly renamed School of Arts. Tenth Street Campus facilities include a library/bookstore, gymnasium and weight room and a state-of-the-art kitchen facility for the Cook Training program. As well, there are two separate studios; a recording studio and a performing studio known as Shamabala Music and Performance Hall.
Trail Campus This Campus, strategically situated in the downtown core of Trail, is home to a variety of health-related online and classroom-based programs ranging from developmental education to continuing education. It is also the home of the Distributed Learning Centre. We have renewed our lease of the Trail Campus with the Regional District Kootenay Boundary, until December 31, 2015.
Mir Centre for Peace In September of 2007, Selkirk College celebrated the completion of renovations which restored this classic Doukhobor communal home. Since that time, the house has served as the focal point and inspiration for the Mir Centre for Peace. It has been the site of numerous workshops, presentations, lectures, conferences and meetings, most of which are in some way aligned with the centre’s mission to aid in the understanding and
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building of cultures of peace through education.
Other Campuses and Learning Centres Other campuses and learning centres include the Grand Forks Campus and the Kaslo and Nakusp Learning Centres. Learning Centres provide vital services to the college region and give students the opportunity to continue their education locally.
Program Shifts and Directions School of Academic Upgrading and Development This past year the Adult Basic Education (ABE )program saw the highest number of British Columbia Adult Graduation Diplomas ever awarded at Selkirk College. In addition, more ABE students are now moving on to post-secondary education; changing student lives and opening doors.
The School of Academic Upgrading and Development changed to this new school name last year, symbolizing a desired shift in public perception. The new school name broadly encompasses four programs: Adult Basic Education, our largest program, offers academic upgrading for adults, creating a bridge to post- secondary education, and helping learners build skills and confidence; Adult Special Education provides a bridge to independence for adult special needs learners in Castlegar, Grand Forks, Nelson and Trail; the Literacy program is delivered throughout the region in collaboration with Columbia Basin Alliance for Literacy (CBAL); and last, the Essential Skills program focuses on matching skills required for successful employment with specific careers.
In collaboration with local School Districts, Trades Math, a course preparing learners for success in Trades, was delivered in Trail to high school ACE-IT students getting ready for the Millwright/Machinist Foundation program in Nelson.
Each of the six ABE centres (Castlegar, Grand Forks, Kaslo, Nakusp, Nelson, and Trail) has been outfitted with distributed learning equipment to offer courses to all Centres simultaneously. This will allow efficient, high quality instruction and group interaction to occur in locations which typically have too few students for a course cohort.
As part of the Literacy program and in partnership with Columbia Basin Alliance for Literacy (CBAL), parents who were unable to access ABE courses at one of our centres could attend classes at a childcare facility in Trail or Castlegar. CBAL provided them with childcare and Selkirk College provided ABE instruction.
Our newest program, Essential Skills, ran a “Job Club” in Grand Forks. Here, instructors matched people looking for work with work-related essential skills topics, and promoted networking, outreach, and career exploration.
One of the greatest challenges is attracting the learners who need the help that Academic Upgrading and Development has to offer. By highlighting the link between success in upgrading programs with success in other programs and in the workplace, we hope to attract more students. Stronger linkages with other programs will also ensure that we are preparing learners in the best possible way for their next steps.
We have shifted to a stronger online component in course delivery, blending traditional classroom with online learning platforms to reach the greatest number of students. While cognizant of demand for purely online delivery, in our student demographic we experience greater success through face-to-face and blended delivery.
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School of Business and Aviation Good employment opportunities exist for students from our Business and Aviation programs. Having the College`s Aviation program situated at the West Kootenay Regional Airport in Castlegar continues to be a critical factor to the continued commercial operation of the airport. The increased number of take-offs and landings provided by our flying school maintain a sufficient NavCan airport rating to allow the operation of Air Canada Jazz flights. Without this rating the region would lose this commercial airline service. The increased demand for pilots worldwide continues, especially as China and India increase air travel in their respective countries. Challenges for the Aviation program are fourfold: more competition from other colleges, a decrease in Canadians making aviation a career choice, the high cost of training, and aging training aircraft.
The Aviation program has begun the process of implementing a re-capitalization plan. Two new Frasca simulators were purchased and have been in operation for the 2011/2012 school year. The plan includes the need to build a new hangar and to purchase two multi-engine aircraft to replace our forty-plus year old Beechcraft Travelaires. Through our partnership with Selair Pilots Association, we have been delivering pilot training through a satellite base in Abbotsford providing lower mainland applicants with an option to complete their private pilot license training closer to home.
This year was the 7th annual Business Competition. “Compared to the previous competitions, what was most outstanding was the level of teamwork and collaboration that was demonstrated,” said the Business Case Competition judges in a statement. First year students presented their marketing in a trade show environment, while the second year students presented their recommendations to a panel of judges.
We continue to work in close cooperation with Okanagan College to provide West Kootenay-Boundary students with access to a business baccalaureate program in the Southern Interior.
School of Digital Media and Music The Music program set limits on the number of guitar students accepted in 2011/2012 to find balance in the ensemble/band make-up. This has always been a goal in the program but has been difficult to achieve because there are far more applicants with guitar as their preferred instrument, than other instruments The Digital Arts and New Media program completed the switch to the Apple Mac platform and continues to make headway in the development and transition to mobile development strategies. The Digital Arts and New Media program has begun the process of course changes that will allow the program to more quickly adapt to technology and industry changes.
A significant new direction is the inclusion of Kootenay Studio Arts (KSA, formerly Kootenay School of the Arts) programs within this school. A process for selecting a name for the new combined school is currently underway. The current “favourite” is School of the Arts.
School of Environment and Geomatics The School of Environment and Geomatics successfully implemented a renewed program curriculum in the first and second year courses of their diploma offerings in Forestry Technology, Recreation, Fish and Wildlife Technology, and Integrated Environmental Planning Technology. First year changes included a move to a true common core with no electives, allowing first-year students to enter into any one of the three career technology diplomas without needing to take extra courses. New curriculum was developed in areas of hydrology, field navigation, remote sensing, and global positioning systems. As well, changes in second year courses were made to align with Program Advisory Committee feedback. The Advanced Diploma in Geographic Information Systems initiated a curriculum/credential. Tentative plans are to reduce the total number of credit hours in the diploma, add an advanced certificate credential,
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and move some credits into the fourth year of the optional bachelor’s degree in GIS to strengthen and enhance that credential. New courses and credentials may be offered in online or blended delivery formats. The tenth annual student conference was held on April 4th, 2012 with students presenting topics from a wide range of environmental fields. Other celebrations of student success included the annual Canadian Institute of Forestry ring ceremony for graduating forestry students as well as a pin ceremony to celebrate the success of graduating Integrated Environmental Planning technology students.
The Selkirk Geospatial Research Centre was awarded a new National Sciences and Engineering Research Council Applied Research and Development grant to work with industry on creating an online remote sensing tool. Additionally, the Centre has obtained funding from the Columbia Basin Trust to work on a variety of watershed management, public engagement, and biodiversity projects. An important new partnership with the Columbia Basin Rural Development institute this past year has led to new funded research in several areas. The Selkirk Geospatial Research Centre also has continued its partnership with the Province on the Long Term Soil Productivity project, and continues its work with the RDCK on a wildland urban interface forest fuels mapping project. These successes help set goals for obtaining larger projects that will develop stronger relationships with local industry and stakeholders.
School of Health and Human Services Employment opportunities remain high for graduates of the Health and Human Services programs. While the majority of graduates remain in the region, others secure employment provincially or nationally, often in locations associated with their final practicum.
Early Childhood Care and Education (ECCE) collaborated with the Community Education division and delivered an ECCE Assistant certificate with Employment Skills Access (ESA) funding. Three cohorts of twenty students have completed this online certificate program. The ECCE Diploma Program offered the Advanced Certificate for Infant and Toddlers this past academic year; the Supported Child Development Advanced Certificate will be offered in the upcoming year. The Mental Health and Addictions Associate Certificate continues to be highly subscribed by human service workers wanting additional credentials and skills and by students in the Human Services and Nursing programs.
Several international practicums have been organized for students this year. One student in the Community and Classroom Support Worker (CCSW) program travelled to Holland for her final practice experience while two, fourth-year Nursing students worked in Bangladesh for six weeks. Following an extensive evaluation of the Guatemala placement for third year nursing students, it has been resumed this year with fourteen participants.
The Nursing Program completed a Self-Evaluation Report and hosted a two-day site visit as part of the program approval requirements of the College of Registered Nurses of British Columbia (CRNBC). Although we are awaiting the final results to be announced, the informal feedback received has been exceedingly positive. Simulation capacity in the Learning Centre has increased with the purchase of one medium fidelity simulator and three low fidelity simulators with funds from the Ministry of Advanced Education. Two nursing instructors have received release time through a Michael Smith Foundation Health Research grant to participate in a demonstration study aimed to enhance educational capacity in rural palliative care.
In partnership with the College of Pharmacists and the University of British Columbia, the Pharmacy Technician program is delivering four online bridging modules. Flexibility and access to these requirements has been further enhanced with the option of the Prior Learning Assessment process. Planning for national accreditation for the Pharmacy Technician certificate program in 2013 has commenced.
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We had two intakes of the Health Care Assistant (HCA) program this year (September and January) and are planning to offer this program again in Fall 2012. We are exploring the feasibility of offering the new provincial Practical Nursing curriculum. This review will include consideration of labour market information, resources required (i.e. practice placements) and requirements of the regulatory body (College of Licensed Practical Nurses of B.C.).
Online delivery of the Gerontology Certificate program continues to attract Registered Nurses and Licensed Practical Nurses from outside the region. Similarly, the Advanced Medical Transcription (AMT) and Nursing Unit Clerk (NUC) online program enrollments remain high; attracting learners far beyond the Kootenay- Boundary region. The NUC program has experienced a lower attrition rate since implementing an eight month delivery format.
School of Hospitality and Tourism For the fourth consecutive time, students from the Resort and Hotel Management program took first place in their division of the case study competition at the BC Tourism Industry Conference.
Marketing students from the Resort and Hotel Management and Ski Resort Operations and Management programs produced thirty-four videos focused on Selkirk College and the benefits and features of these two program areas. The videos, now uploaded to YouTube and Vimeo, have attracted more than three thousand views in the first three weeks. The best of the videos have also been uploaded to the program Facebook pages. We hope to create a viral connection and enhance recruiting efforts by raising Selkirk’s online presence, profile, and search rankings. These videos provide valuable information to prospective students.
Opportunities for students to complete work terms at Mountain Resorts in China, have become plentiful as the Chinese skier market expands rapidly and new all-season resorts are being developed. Our goal is to create opportunities for Selkirk students to learn Chinese culture and language while sharing skills with a workforce who has virtually no experience or training in the operation of ski resorts.
Fall 2012 will see two marketing classes tackle marketing videos for local tourism businesses. Students will be challenged with the task of helping about thirty area businesses create videos for uploading to the business’ websites and to YouTube. These videos will be created to help businesses promote themselves and to give students real-world experience applying marketing concepts acquired in their programs.
School of Industry and Trades Training As economic development in the region remained stagnant firms hired fewer apprentices. As a result, enrolment in our apprenticeship classes has been lower than normal, demand for our foundation programs slipped as well. However the 2012-13 enrolments for both Apprentice and Foundation programs seems to be on the increase.
Secondary school students continue to take advantage of the Accelerated Credit Enrolment in Industry Training (ACE-IT) option to gain access to seven different Trades programs. Many are integrated with regular college cohorts while others are part of distinct ACE-IT cohorts. ACE-IT students earn both secondary school and college credit and leave Selkirk College qualified to begin apprenticeships immediately upon graduation from secondary school.
The successful launch of the Plant Operator Program meets a longstanding and growing labour market need for operators throughout the industrial sector in the region. We expect to train two cohorts of plant operators annually. More regional employers have signed on as practicum hosts thereby offering more options and enhanced training to our students. We plan to offer an additional cohort in 2012-13 with Labour
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Market Adjustment (LMA) funding that would focus recruitment efforts on women. Local industry is very supportive of this initiative and of efforts to encourage more women into their workforce.
The new Metal Fabricator Program meets a growing need for fabricators in the manufacturing and industrial sectors within and outside our region. In addition to students seeking the Metal Fabricator certification, C- Level welders can ladder into the program to earn dual credentials. Industry support and response to the program has been very favourable. We hope to secure ongoing base-budget funding and firmly establish the program as part of our permanent training profile.
Other new program offerings are being considered in response to emerging market trends. Programs under consideration include a Foundation Carpentry Program for Aboriginals; the Construction Orientation and Retention for Employment (CORE) program; and training to prepare Industrial Electricians to earn credentials as Instrumentation Mechanics. We continue to investigate the feasibility of delivering programs in our satellite campuses/centres.
Imminent changes at the provincial level may affect our Foundation programming. All levels of the provincial Welding and Hairdressing curriculum are presently undergoing restructuring. The Heavy Duty Mechanics and Commercial Transport program curricula are under review as well. We are active participants in these processes and remain hopeful that we can accommodate changes without significant disruptions.
Our Industry Training profile expanded this year with contracts to deliver Respectful Workplace training to local industry; post-apprenticeship Fire Alarm Systems training to local electricians; Air Brake Repair and Endorsement training to trade-qualified auto service technicians; and a refresher course for unlicensed carpenters preparing to challenge the trade qualification exam. We continue to deliver customized courses in electrical code, drafting and computer-aided design (CAD) off-campus at industry sites. In recognition of the fact that between eighty and ninety percent of apprenticeship training happens on-the-job, we will soon offer Instructional Skills Workshop training to local employers and mentors of apprentices.
Kootenay School of the Arts The programs at the former Kootenay School of the Arts are being re-branded as Kootenay Studio Arts (KSA) and are undergoing significant program renewal. As a result of declining enrolment and of considering new programming possibilities, KSA has made that build upon their excellent reputation in studio-based craft and design. Central to these changes is the merging of KSA with the School of Digital Art and Music to form a new school at Selkirk College to be named School of the Arts. This exciting development will provide expanded opportunity for learners in all the programs of the new school.
KSA will now offer three, ten-month certificates in Ceramics, Textiles, and Jewelry; and two, four-month certificates in Blacksmithing and Casting. The ten-month programs will be offered over three semesters, starting in September through to June each academic year. Blacksmithing will be offered in the fall semester and Casting during the winter semester each year. Each of the certificate programs will offer a significant portion of the instruction in studio-based courses with additional professional practice, drawing and design courses. Students will also be able to take a new course in Digital Design taught by faculty from the Digital Arts and New Media program. Through each of the new certificate programs, change is focused on curriculum renewal around contemporary craft and design, remaining current and relevant to students and their future learning paths.
Starting in September 2013, KSA will also offer an additional fall semester where certificate graduates can complete a Diploma in Studio Arts. The Diploma curriculum will provide additional studio-based education
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and a requirement to complete four university arts courses. The intent is to create a credential that is transferable to other educational programming such as a Bachelor of Fine Arts.
Along with program and curriculum change, renewed efforts around marketing will be central to the achievement of improved enrollment. Marketing will concentrate on web presence and ease of locating the programs, quality of web content, social media interactivity, and face-to-face marketing to potential students.
Notable KSA accomplishments over the year include the annual Christmas sale and year-end sale of student work, the graduation exhibition at Touchstones in Nelson and student participation in the One of a Kind Show and Sale in Toronto, Ontario.
School of University Arts and Sciences Many faculty members in the School are embracing technological change by offering hybrid courses, as well as by piloting new classroom technologies such as iPads, Bridgit, and SMART Boards. A new initiative for the school this year was a Faculty-Student Mentoring program where instructors were paired with students. Reports from faculty and students have been overwhelmingly positive regarding this initiative. Community outreach activities have also continued in the form of regional high school visits as well as hosting and participating in local events, such as the Community Science Celebration, Experience Selkirk Day, the Mini- University Day for primary school children, the Selkirk College Gala, and various career fairs and parent information nights.
The School has continued to provide regional access to excellent academic arts and science courses, diploma, and associate degree programs. Our students continue to transfer seamlessly to degree-granting post-secondary institutions. One such new pathway is to Thompson Rivers University: Liberal Arts Diploma in Writing Studies, Associate of Arts in Writing Studies, or Associate of Arts in English have each been articulated as the first two years of TRU’s Bachelor of Journalism degree. Engineering students can gain related employment experience though Co-operative Education opportunities before transferring to a university engineering degree program.
A concerning shift over the last few years in many colleges has been a decline in second year science courses. The College has decided to suspend the second year math and science courses for 2012-13; other disciplines affected are first and second-year philosophy, and a second-year economics course. As a result, the School will offer twenty-five fewer courses to our learning region. We will continue to explore partnership possibilities with Okanagan College and the College of the Rockies, for ways to provide comprehensive, sustainable arts and sciences offerings across our regions.
We will also strive to serve some of the emerging needs of the region’s labour market by exploring new certificate, advanced certificate, diploma, and advanced diploma programs. We will be inviting community partners to become part of an advisory committee that will support our direction in creating these credentials.
Our focus this coming year will continue on student recruitment and retention initiatives as well as on ways to meet the needs of different pools of students, such as those already with degrees who wish to obtain specialized training. One such example is an Advanced Certificate of Transformative Justice to be launched in the 2012-13 year.
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Selkirk International Selkirk International’s continues to focus on English language students and teachers; providing training locally and internationally. The Teaching English to Speakers of Other Languages (TESOL) program has been accredited by TESL Canada (Teachers of English as a Second Language) for five years as a Level 2 program. As well, the provincial English Language Program articulation meeting was hosted by Selkirk College this year on our Tenth Street Campus in Nelson. Internationally, we are developing more and more successful partnerships with institutions abroad; for example, at Taiyuan Normal University in China, our Business and Tourism English program has 700 students enrolled.
On our recruiting front, Selkirk College was one of only nine Canadian colleges approved by the Saudi Ministry of Education and the Saudi Bureau as a receiving institution for Saudi scholarship students for post secondary education. Also, delegations from Sweden, China, Suriname, and India were hosted over the past year, as well as a more extensive visiting instructor from our partner institution, Nanjing Institute of Industry Technology.
In July 2011, a very successful 25th Anniversary Reunion was held, with over 100 faculty, students, homestays and alumni participating in the weekend activities. Fund raising efforts at that event resulted in the establishment of two scholarships: the John Armstrong Scholarship and the Philomena Archambault Bursary each named to recognize long-standing service by faculty and staff.
More than thirty Selkirk students and faculty took advantage of International practicums and course opportunities this past year. To help us develop standard, institution-wide processes, the international policy has been revised and a handbook has been developed.
Interest and demand from Canadian students for international experiences as part of their educational experience continues to grow, resulting in a focus on the creation and management of these opportunities. An increasing number of international applications are for direct entry to post secondary programs; resulting in decreases in ESL student numbers. Both the Federal and Provincial governments are focusing on international education, expecting institutions to increase the international student numbers and to create international diversity and linkages through the support of scholarship programs. The ongoing increasing competition from private language schools and universities remains a challenge to the Selkirk International department.
Selkirk International was previously part of Community, Corporate and International Development. A primary shift, with the retirement of the former Dean, has been the restructuring of that division into distinct segments with the new Continuing Education and Contract Training, and International Education and Development each now under the direction of its own Manager. Both Manager positions report directly to the Vice President Education and Students.
Co-op Education and Employment Services This group continues the commitment to bridge the gap between education and the workforce through expanded offerings of Co-op Education and Employment Services. In 2011-2012 Co-op Education and Employment Services focused particular attention on some specific student clienteles; Aboriginal students, a Going Global project for students looking for an international educational experience, and job placement support for recent graduates.
A West Kootenay business, Yule Anderson Chartered Accountant, has partnered with Selkirk College for more than twenty consecutive years in sponsoring Co-op Education students in their workplace. A fall 2012 celebration is planned to acknowledge this valuable and continuing college-employer partnership.
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During 2012-2013, Co-op Education and Employment Services will be implementing an on-line job solution for Selkirk College students, graduates, and employers. This service will offer a comprehensive career portal with abilities to simplify the job application process for students, manage existing job postings, create employer databases, and monitor application/interview scheduling.
We continue to explore how to use social media to attract, recruit, and engage students. Staff members in this department are learning how to use social media tools to best advantage including what is important to incorporate in the department Facebook page, how to develop a Twitter communications plan, and which information and tutorial videos are most useful to build into a departmental YouTube strategy.
Community and Corporate Development Supported by Employment Skills Access (ESA) funding Selkirk launched and delivered two cohorts each of the new Administrative Skills Training and the Early Childhood Care Assistant programs. A new collaboration with Mountain Transport Institute, a private partner, has enabled the delivery of truck driver training, also funded by ESA. As well, Selkirk is one of the pilot colleges delivering Workplace Skills Training in partnership with Douglas College. Over one million contract training dollars came into the College this past year as result of these initiatives. The College continues to play a leading role in the evolution of the Comprehensive Economic and Trade Agreement (CETA) BC, created to enable system responses to Requests for Proposals. The Manager of Continuing Education and Contract Training serves on the executive of this provincial consortium. Continuing Education continues to offer new course and program opportunities, bringing over a million dollars of additional tuition revenue into the institution.
The Distributed Learning Centre initiated a pilot to move four programs to Moodle 2.0. Delivery of the pilot programs will begin in Fall 2012 and the migration of the remaining courses and programs will take place in the winter/spring 2013. The programs involved in the pilot are Electrical (four courses), Nursing Unit Clerk (twelve courses), Advanced Medical Transcription (thirteen courses) and GCOOL (ten courses).
The challenges for Distributed Learning include the ongoing need for guidelines and procedures to ensure quality program development and creating buy-in from faculty and instructors. Our future strength for online programming lies in the conversion of entire niche programs to online delivery, as other institutions have the market for individual generic courses.
The confirmation of continued ESA funding for 2012/13, coupled with pending CETA BC proposal submissions, indicate contract training opportunities will continue to expand. Over the coming year the new Manager of Continuing Education and Contract Training will evaluate the potential for staff re-alignment and development to capitalize on these new opportunities and will work with deans and directors and school chairs to build a contract training support infrastructure for the College as a whole. The national prediction is that Continuing Education programming will grow in response to specific, one-off needs of local employers and community. This creates a need for closer ties and collaboration with the schools within the College.
While Community, Corporate and International Development as a division will not exist, the synergies among continuing education, contract training, distributed learning, international programming and the schools will continue to grow and evolve, each leveraging the others to meet the needs of our local and global community.
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Information Technology Services Wireless network access has been provisioned for all campuses with the Learning Centers to be completed in summer 2012. Continual improvements on access controls will allow us to segment the network to provide specialized services for staff, students and guests while maintaining network integrity.
Installation of a Security Perimeter (Firewall) with Virtual Private Network (VPN) “tunnels” to all sites with personal VPN services expected this year. This will allow direct “to the desktop” user access from remote locations.
An integrated Voice over Internet Protocol (VoIP) telephone system has been deployed through our Nelson campuses. A proposal is in place to deploy the same VoIP phone service to all of our other campuses and Learning Centers, thereby creating a integrated phone system with four-digit dialing to all locations and a shared call-routing system.
The move to a private IP address internally has been delayed as we re-evaluate resources. New devices are moved into a private space but this is a temporary stage while a permanent deployment strategy is developed.
Consolidation of printing services continues with the removal of nine units from the Castlegar library to be replaced with a single multi-function device. Other printers are coming out of service as they fail or their stock of consumables is exhausted. Also, print management software has been deployed that will monitor usage and consumption while reporting back to the user their impact on energy consumption, paper consumption, and the College’s carbon footprint.
A self-service password portal is being developed to allow staff and students to manage their network and GroupWise password themselves.
We are moving to a new version of GroupWise (version 2012) that will encompass a large number of enhancements including synchronization with mobile devices for email, calendar and contacts. Additionally, a chat client is included that will allow for “chat rooms” to be established for collaboration and notification.
Information Technology Services has deployed Lab Stats to monitor the usage of computers and software throughout the institution. This tool will allow us to measure utilization and adjust our technology “footprint” in coming years. Additionally, we have deployed JuicePress to manage power consumption to all computer devices College-wide.
In conjunction with the Learning Technology Advisory Committee (LTAC) and the Deans of Instruction, Information Technology Services is working on the development of a Distributed Education Plan; with specific pilot programs in place for the coming academic year.
Library This year the Library added a Films on Demand streaming video package to its collection, giving users access to five thousand new film titles across all disciplines, and the Canadian Health Research Collection, an eBook collection of over nine thousand five hundred health publications. The Library is also pleased to have wireless internet access for patrons. The weeding/updating of the collection has continued at a brisk pace, and the project should be completed by the end of summer 2012.
The Library continues its evolution into a 21st century learning space, adding wireless, new digital resources, and new student seating. The movement of information into digital formats continues to provide new
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opportunities in terms of access and challenges in terms of costs, formats, copyright and preservation. The Library is hoping to pilot a couple of eBook projects for the 2012/13 academic year.
Mir Centre for Peace The Mir Centre for Peace is proud of a number of exciting accomplishments this past year. After completing a thorough training and program planning process, we unrolled our Mir Centre Community Mediation Program, one of the few such programs in British Columbia. This community program offers free, peer- based mediation services for a variety of situations, with the goal of empowering people to use compassion and problem solving skills with their disputes. Community mediation has “caught on” in the West Kootenay as the Mir Centre subsequently provided the expertise to assist a Nelson community organization to launch its own community mediation program.
In conjunction with University Arts and Sciences, the Mir Centre developed a second year independent peace studies course focusing on global issues. Three students enrolled this spring; two will be participating in a peace building institute in Zambia and one in the Philippines.
We have also formalized a transfer agreement for Peace Studies students to transfer to the Canadian Mennonite University in Winnipeg (geographically, the closest university to offer a BA in Peace Studies).
We have continued to increase our community profile by linking with a number of groups for our Peace Cafes; including Amnesty International, Touchstones Nelson, Conscience Canada, and the Gathering Place at Selkirk College. Additionally, we have specifically targeted local high school students in offering workshops for youth.
This year the Mir Centre began to offer half-day workshops on communication and conflict resolution to various programs throughout the College. Programs that participated ranged from the Trades, to two-year professional diplomas, such as Professional Aviation, and Recreation Fish and Wildlife.
The Mir Centre will be focusing on several new directions in the coming year. Firstly, it will be exploring research opportunities to begin establishing the Centre as a place for scholarly inquiry on issues of peace, justice and conflict. Secondly, the Mir Centre is planning to begin offering a new advanced certificate in the fall of 2012, entitled Transformative Justice. This certificate will target working professionals who are seeking to complement their current career skills. The program includes a service learning component to allow students to experience the power of a transformational model of and approach to difficult situations.
Lastly, attention will be dedicated this next year to ways to financially sustain the Mir Centre chair position. The current position ends in summer 2013, so we will examine strategies to ensure the sustainability of the programs and projects of the Mir Centre.
Registrar’s Office 2011/12 marked a year of significant staff transition within the department. Admissions and Standards policy renewal, web development projects, mandatory Student Learning Plans (resulting from low GPA) and the introduction of tracking mechanisms for student probation and withdrawal were new initiatives this year. Additional tracking and follow-up on student payment of seat deposits and CPT test-taking are underway.
Continued efforts to improve the collection of tuition and students fees resulted in a reduced bad debts expense on March 31, 2012. Starting in 2013 student fees will be payable a week to ten days’ prior to the start of class. This is standard practice at post-secondary institutions and this practice will better enable the Registrar’s office to manage the collection of student fees and will also ensure that program seats are not held for students that are not committed to attend.
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Organizational restructuring will see student recruitment and recruitment marketing functions move to the Registrar’s office in the coming months. This move is part of the Strategic Enrolment Management strategy that will see responsibility for the entire enrolment process, from prospect to graduate, assigned to the Registrar’s Office. We are looking to undertake an Admissions process audit and will develop a framework for implementing the recommendations.
Regional Innovation Chair/Columbia Basin Rural Development Institute The Columbia Basin Trust and Selkirk College have established the Columbia Basin Rural Development Institute. The Trust launched its State of the Basin initiative in 2008, with the first Basin-wide indicator report. Simultaneously, Selkirk College’s Regional Innovation Chair in Rural Economic Development has been a hub for data collection, research and analysis since 2006. The work of the Rural Development Institute brings together the assets of these two initiatives to create a sustained resource for the Columbia Basin-Boundary region. The Institute is now reporting on a wide range of community indicators--economic, social, environmental and cultural--and is undertaking new research about issues that impact the region. This information is being shared with stakeholders within the region in an effort to inform community level and regional decision-making and planning.
Student Access and Support The Student Access and Support department offers excellent, comprehensive service to potential and enrolled students. In order to accomplish this, members have actively participated in various continuing and new initiatives.
The Computer Placement Test service moved into a new centre on the Castlegar Campus, equipped with new computers and an invigilation office. Members participated in Get Connected, the College-wide orientation event held on Castlegar and Nelson campuses, and attended individual school orientations tailored to meet the interests of students enrolled in specific programs. The Coaching Project matched students with members of College staff. Coaches received formal training in workshops before meeting with students for one-on-one coaching sessions. The Creativity Forum, which was attended by over one hundred students and staff members, was a new collaborative initiative between Student Access and Support and the Teaching and Learning Institute. It brought community artists working in a variety of media in direct contact with students and staff in the Digital Arts & New Media, Music, and Kootenay Studio programs to discuss the up- and-down rhythm of the creative process.
In 2012-13, Student Access and Support is committed to maintaining seamless service by concentrating on deepening core services such as Computer Placement Testing, Early Alert, Academic Boost Camp, and the Coaching Project in addition to regular programs offered by the department. We also intend to strengthen communication and collaborative efforts with faculty/instructors in school programs, the Admissions and Registrar’s office, Institutional Research, as well as committees such as Student Retention and the Teaching and Learning Institute.
In anticipation of the May 2012 opening of the Aboriginal Gathering Place, a space dedicated to the promotion of Aboriginal culture, tradition and ceremony, Aboriginal Services produced a monthly newsletter, hosted Talking Stick Creative Circles, and hosted a series of seniors’ luncheons at the Mir Centre for Peace . The Gathering Place is intended to provide a welcoming environment to Aboriginal students and improve access, retention, completion, and transition opportunities for Aboriginal learners. Student Access and Support will continue to assist Aboriginal Services in expanding the awareness of the opportunities offered by Selkirk for Aboriginal learners.
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An innovative project aimed at promoting healthy eating/living in the new Tenth Street Residence in Nelson will be piloted this fall. This is funded by a grant from Healthy Minds/Healthy Campuses and is a joint effort between counselling and residence staff. It aims to introduce economical shopping methods and food preparation. Nutritious meals will be shared in a social atmosphere where topics relevant to campus living and school are introduced and discussed.
Teaching and Learning Institute The purpose of the Teaching and Learning Institute is to optimize the teaching and learning experiences of instructors and students so that they can be successful and fulfilled in their work, community and personal lives. In operation for eighteen months now, the Institute’s priorities have been student motivation and retention, instructor support and community outreach. In 2011-12 the Institute hosted both a College-wide student panel on How I/We Like to Learn, as well as a forum on creativity for students and staff In 2012, the Institute will run a student advice project with the College’s Retention Committee. To support instructors, the Institute formed a book club and then ran associated events; for example, a debate on “Is the Internet Making Us Smarter?”; and a virtual talk by renowned author Stephen Brookfield. The Institute also helps coordinate informal instructor get-togethers and teaching squares whereby instructors watch each other teach. In 2012-13, it will reach out to other educators in the region through a TEDTalk tune-up series!
Links for the mentioned activities can be found at: Like to Learn (http://livestre.am/1f0pU), Creativity Forum (https://vimeo.com/42137619), Is the Internet Making Us Smarter? (http://www.youtube.com/watch?v=M0RiqoxTuHQ&feature=youtu.be), and Stephen Brookfield (https://vimeo.com/42142710).
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Partnerships Selkirk College has a long tradition of using partnerships and alliances to further its mission. The following table lists of current partnerships:
Table 4
Partner Collaboration
Partnerships with other colleges and universities
College of the Rockies Block transfer agreement with Okanagan College for Business Administration Okanagan College students to block transfer into Year 3 of Okanagan College’s BBA program. Selkirk College Business Administration diploma students are able to complete all of semester five and part of semester six at Selkirk College and then transfer to Okanagan College for eight months to complete Year 4 of the degree.
Block transfer agreement to College of the Rockies BBA degree program is pending finalization.
College of the Rockies Memorandum of Understanding (MOU) between Southern Interior public post Okanagan College secondary providers to collaborate on programming, improved transfer and Thomson Rivers University articulation, marketing, enrolment management and greening initiatives. The UBC Okanagan MOU also describes the intent to develop collaborative services and assist in strategic HR planning with key sectors, such as health.
Regional coordination within the BC Academic Health Council for post-secondary institutions offering health programming. The Dean of Health and Human Services at Selkirk College is the current regional representative on this Council.
University of Victoria Bachelor of Nursing (BSN) degree offered locally at Selkirk College. Student nurses work in regional hospitals and the Nelson Health Cooperative to gain their practical experience. The BSN partnership has developed a new Memorandum of Understanding.
Canadian Association of Air Canada Jazz First Officers Direct Entry program. The first Selkirk College Aviation Colleges (CAAC) Aviation graduate to be hired under this program is now flying with Jazz in western Canada, including Castlegar.
University of British Selkirk College, UBC and the local school districts continue to partner on a Columbia twelve-month Bachelor of Education degree completion program at the (UBC) West Kootenay Castlegar Campus. The current Memorandum of Understanding expired at the Teacher Education end of the 2011/12 fiscal year. Talks are in progress with the UBC Faculty of Program Education to renew the partnership.
Thompson Rivers Discussion of dual admission agreement will be finalized. Continued expansion University (TRU) of program laddering options.
Collaborating to support applied research at Selkirk College through the TRU Research Ethics Committee—Animal Care, providing oversight of Selkirk College teaching protocols involving animals.
Previous Canadian International Development Agency (CIDA) partnership with TRU has concluded; planning a follow-up project in the Republic of Georgia.
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Partner Collaboration
Capilano University Memorandum of Understanding to collaborate on the delivery of tourism education, to enhance the variety of opportunities available to faculty and students, as well as create better pathways for students between the two institutions.
Capilano is leading a joint Capilano-Selkirk application for approval of a Canadian International Development Agency (CIDA) project in Tanzania.
Nicola Valley Institute of General institution wide agreement to collaborate to be signed. Transfer Technology (NVIT) agreement for NVIT students to enter the ADGIS and BGIS programs.
College of the Rockies Partnership to provide certification exams and custom designed college (COTR) certificates for volunteer fire departments.
COTR provided some online curriculum for the delivery of a Selkirk Health Care Assistant cohort.
College of Pharmacists of B. Collaboration to develop and deliver online Pharmacy Technician bridging C. modules to allow pharmacy assistants to meet new regulatory requirements for UBC-Pharmaceutical technicians. Sciences
Hamilton College (Clinton, Agreement with Hamilton College to participate in its ongoing archeology field NY) school near Lemon Creek, B. C. The first collaborative field school held in the summer of 2011 was a great success.
Southern Interior Writers’ Partnership between College of the Rockies, Okanagan College and Selkirk Project College.
In July 2012, Okanagan and Selkirk Colleges will support the Kootenay Literary Society’s initiative to host the Elephant Mountain Literary Festival in Nelson, B.C. The colleges are supporting the event by offering, in conjunction with the Festival, two-week intensive courses to interested writers. Selkirk College is also offering the use of meeting space and residence accommodations with the festival organizers. The Festival will host readings, panel discussions and conversations with four distinguished Canadian writers.
Partnerships with regional organizations
City of Nelson Working in partnership with the City, receiving financial support from Columbia Basin Trust and major project funding from the Federal and Provincial governments, the renovation of Selkirk College’s Tenth Street Residence was completed in September of 2011. This has provided attractive, affordable accommodation for approximately one hundred Selkirk College students and has helped to address the critical need for affordable (non student) housing in Nelson.
Interior Health Authority Applied research and project support for initiatives including Nelson Health Cooperative, curriculum development and Pharmacy Technician program accreditation. Collaborative efforts on several fronts: to increase the supply of health care professionals’ to provide mental health training; to support responsive/proactive models for learning; and, to further develop inter- professional practices/models of care.
Planning Context | exceeding expectations 31
Partner Collaboration
Southern Interior Trades and Transitions Student Awards program totaling $50,000 for Selkirk Development Initiative students. A portion of this funding is utilized to support secondary school Trust learners studying at a college level during their grade 12 year.
Career Development The Learning for Living program will be offered in Trail in fall 2012 in Services (Trail) partnership with Career Development Services; providing access to education for people with multiple barriers, with a focus on the delivery of life and employment skills training, job shadowing and work experience.
Kootenay Leadership Worked with local employers (Teck Metals, Zellstoff Celgar, 5NPlus, Kootenay Initiative Savings Credit Union and others) to successfully develop a “Kootenay branded” leadership program. There have been multiple deliveries in Castlegar and planned delivery in Grand Forks in fall 2012. An expansion into the East Kootenay in partnership with College of the Rockies is planned.
West Kootenay-Boundary Formalized agreement to support the development of a “Learning Region.” Region School Districts Continued work to provide improved transition of K-12 learners into the College.
Columbia Basin Trust, The Regional Innovation Chair for Rural Economic Development completed a Regional District of number of reports in partnership with local stakeholders; in particular, the State Central Kootenay, of the Basin report and the Affordable Housing database and report. Regional District of Kootenay Boundary and The Selkirk Geospatial Research Centre (SGRC) continues to provide support to many other partners a number of Columbia Basin initiatives, including the Biodiversity Atlas and watershed initiatives.
The Columbia Basin Rural Development Institute (CBRDI) and SGRC and working collaboratively with regional districts to develop a geospatial mapping interface of the Basin-Boundary region’s employment lands. Data sharing agreements with the Regional Districts of Kootenay Boundary, Central Kootenay, East Kootenay, Columbia Shuswap and Fraser Fort George will be in place to support updates in future years.
D-Pace Ongoing discussions with D-Pace, a Nelson company which specializes in the design and implementation of particle physics components for cyclotron and accelerator applications. Discussing a number of collaborations; offering professional development workshops through Selkirk College, hosting a joint international workshop and joint research and development projects.
Selair Pilots Association Thirty-year relationship with Selair in the delivery of the Selkirk College Aviation-Professional Pilot program. This includes support for the Selair satellite flight training unit in Abbotsford, B. C., focusing on private pilot training to potential Selkirk College students in the lower mainland.
Partnerships with Provincial and National Organizations
Collegiate Aviation Canada Air Canada Jazz First Officers Direct Entry program continues to be successful. (CAC), formerly Canadian One Selkirk College Aviation graduate has now become an Air Canada Jazz First Association of Aviation Officer through this program. Colleges (CAAC)
32 Planning Context | exceeding expectations
Partner Collaboration
Employment Skills Access This is the third year of our participation in the provincial ESA consortium for (ESA) Consortium the delivery of Employment Skills training. It brings approximately $1.3 million (provincial) in training into the area; for example, Administrative Skills Certificate, ECCE Assistant Associate Certification and Driver Training Citation.
BC Council on Admissions Completed a project in Biogeoclimatic classification, participated in and Transfer (BCCAT) development of flexible pre-majors in Computer Science, English, Psychology and Anthropology/Sociology.
Partnering with Douglas College (and others) in the development of Behavior Intervention curriculum and supportive transfer strategies for students registered in Classroom Care and Support Worker programs.
Columbia Basin Trust The Columbia Basin Rural Development Institute started work in the summer of (CBT) 2011. It is creating a sustained resource for the region as it prepares and adjusts Columbia Basin Rural to change. The CBRDI brings together the existing assets of CBT’s State of the Development Institute Basin Initiative and Selkirk’s Regional Innovation Chair in Rural Economic (CBRDI) Development. It works in collaboration with the Selkirk Geospatial Research Centre (SGRC).
BC Ministry of Forests, The Selkirk Geospatial Research Centre (SGRC) continues to work on projects Lands and Natural with the MFLNRO to develop advanced geospatial tools, including work on the Resource Operations Kootenay Spatial Data Partnership (KSDP). The KSDP also includes partnership (MFLNRO) with several medium and small forest companies and forestry-related businesses.
Provincial Education Participating in health program committees that are developing provincial Consortium curriculum (Licensed Practical Nursing) and accreditation standards (Health Care Assistant).
TRIUMF Memorandum of Understanding on collaboration with TRIUMF, “Canada’s National Laboratory for Particle and Nuclear Physics.” We continue to discuss ways to bring the benefits of leading-edge Canadian research to less urban regions of the province.
Canadian Society for Social Joint delivery of the Web Design and Optimization program, which provides Development one year training for thirty or more students with disabilities.
Air Transport Association Participating in ATAC’s India Opportunities Initiative to recruit students for our of Canada (ATAC) Aviation-Professional Pilot program. As graduates, these students will help fill the growing need for pilots in India’s rapidly expanding aviation industry.
Partnerships with International colleges and universities
Taiyuan Normal University Partnership for implementation of a Sino-Canadian Selkirk College and TNU (TNU), China English Language Program for five hundred students. The first group started in September 2010 and by the second year of operation the number of enrolled students exceeded 700.
Shanghai Commercial Delivery of a Jewelry Marketing and Design program in partnership with School, China Shanghai Commercial School. High school graduates who complete the Shanghai Commercial program will receive advanced placement in the Selkirk Kootenay Studio Arts program.
Duoc Institute, Chile Two students from Duoc Institute studies at Selkirk College under the Canada- Chile Leadership Exchange Scholarship program sponsored by the Government of Canada in 2011/12; another two are scheduled for enrolment in 2012/13.
Planning Context | exceeding expectations 33
Partner Collaboration
De Anton de Kim Joint submission to the Canadian Bureau for International Education (CBIE) Universiteit van Suriname, under the Emerging Leadership program was successful. It brought two faculty Suriname members to Selkirk College for a three week visit in the fall of 2011. The goal of the visit was to enhance their expertise in the administrative area of international programming. Currently working on a scholarship submission for a student to attend Selkirk College for one semester.
Nanjing Institute of Joint delivery of an International Tourism Management program and an Industrial Technology, International Business program. This collaboration is now completing its sixth China year. Opportunities have been created for Selkirk College students to study or complete internships in Nanjing.
Selkirk College hosted the NIIT coordinator for the program for a month this winter at the Castlegar campus.
External Context
The Selkirk College region is home to just over 79,000 people, or 1.8% of the B.C. population. The largest communities are Nelson, Trail and Castlegar, which together account for thirty-two percent of the overall population in the College region. Based on 2006 census data Castlegar’s population increased by eight percent, Nelson’s by four percent and Trail’s declined by four percent over the previous five-year period.
Although the population remains fairly consistent, shifts within the age composition are evident. The age demographic less than age twenty-six has increased by four percent over the past two years but over a five- year period held constant. The age demographic 26-64 has increased by 3.5% and 3.1% over the previous five-year and two-year periods, respectively. Finally, the 65+ demographic has experienced a 7.7% growth in five years and a six percent growth in the previous two-year timeframe.
The four school districts within the College region graduated a total of 978 students in 2006 and 855 in 2011, a decline of thirteen percent over five years and twenty-six over ten years. This the lowest number of reported grade twelve graduates since tracking began in 1997/98.
Chart 6
Grade 12 Grads - Selkirk College Region 1160 1056 1111 1078 1072 986 1025 1018 978 980 969 910 905 855
97/98 98/99 99/00 00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10 10/11
Source: Six-Year Completion and Grade 12 Graduation Rates - 2010/10, November 2011, Ministry of Education
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On a projected basis, the total number of grade 12 students in the Selkirk region is expected to decline from 1,243 in 2010 to 1,025 five years later in 2015 or a decline of over 218 total students or 18% over the this five year period. Chart 7
Selkirk College Region Grade 12 Public School Actual and Projected Enrollment
1,243 1,400 1,198 1,025 1,013 1,200 1,000 800 600 400 200
# of students 0 Actual 2005 Actual 2010 Projected 2015 Projected 2020
Source: Projection Report for Public School Headcount Enrolments 2010/11, B.C. Ministry of Education (Report 1558A), Projections (2011 onward) are based on current year enrolments projected forward using PEOPLE 35.
Based on the latest available data from BC Stats (2005), the average family income in this region is 19.6% below the provincial average ($64,715 versus $80,511). This represents a decline since 2000, when the family income level in the Selkirk College region was fourteen percent below the provincial average.
Annually, over the 2003-2006 periods the percentage of the population in the Selkirk College region receiving Income Assistance exceeded the provincial average by between 1% and 1.6%.
The 2006 Census reported that the Aboriginal population in the Selkirk College region was 3,030, or 4.1% of the total population. Relative to other college regions in B.C., the Selkirk College region rates tenth out of fifteen in this regard.
Chart 8 Aboriginal Population as a Percentage of Total Population, by Region 29.5
solid line represents 14.1 12.9 12.9 11.8 B. C. 6.6 5.7 5.7 4.7 4.1 3.3 3.2 2 1.9 1.8
Source: Selkirk College Region Profile, BC Stats
Planning Context | exceeding expectations 35
Aboriginal peoples make up four percent of our regional population. Between the 2001 and 2006 censuses, this population increased by thirty percent to 3,029. Over one third of this population was under the age of eighteen in 2006. High school attainment rates are higher than provincial rates (49.5% versus 45.0%). It takes longer for these students to transition to post-secondary and they are less likely to do so, even after a three-year period. When these students study at Selkirk College they are more likely to be satisfied with the quality of instruction, usefulness of the knowledge they received and overall quality of education than other, non Aboriginal, students. Income levels are almost ten percent lower than the non-Aboriginal peoples in the region.
In 2006, this population significantly differed from the B. C. average in the following ways:
None of this population resided on a reserve (B.C. average: 68.4% lived on reserve); 59.4% reported Métis origin (B.C. average: 30.3%); 23.1% Aboriginal residents were registered under the Indian Act (B.C. average 56.4%); and The Selkirk College region reported higher post-secondary completion rates in all age groups, except ages 35-44.
Table 5
% of Aboriginal Population with Post Secondary Completion Age Groups Selkirk B.C. 20-24 years 45.8 23.7 25-34 years 52.8 42.1 35-44 years 41.0 46.9 45-54 years 54.9 46.1
Source: Selkirk College Region Profile, BC Stats
A comparison of the Kootenay Region’s top ten industries to the B.C. industry demographic is as follows:
Table 6
Kootenay Top 10 Industries Kootenay Firms Variance Number % of Total B.C. From B.C. Top Ten Kootenay Industries 1 Retail Trade 814 14.1% 11.3% 2.8% 2 Construction 807 13.9% 11.8% 2.1% 3 Accommodation & Food Services 527 9.1% 6.8% 2.3% 4 Other Services 509 8.8% 11.2% -2.4% 5 Health Care & Social Assistance 482 8.3% 8.6% -0.3% 6 Prof. Scientific & Technical Services 427 7.4% 11.2% -3.8% 7 Agric., Forestry, Fishing & Hunting 407 7.0% 4.2% 2.8% 8 Transportation & Warehousing 282 4.9% 4.4% 0.5% 9 Manufacturing 238 4.1% 4.8% -0.7% 10 Admin. & Sup, Waste Mgmt. 235 4.1% 4.9% -0.8% Source: Conference Board of Canada: The Future of Work, 2008.
36 Planning Context | exceeding expectations
Chart 9
Projected Average Annual & Change over 5 years in Employment Demand 4.7 by College Region, 2010 to 2015
2.7 2.4 2.1 2.0 1.8 1.8 1.6 1.5 1.3 1.3 1.3 1.0
Source: BC Stats, BC Regional Employment Projections 2010 to 2015
Resulting from the recent economic recession, and specifically the above industry declines, employment projections updated in July 2009 now project a modest 0.9% annual growth to 2013. This projected growth rate is consistent with that expected in another seven (of twelve) B.C. college regions.
A summary of the projected occupational growth in the Selkirk College region is as follows:
Table 7
Selkirk College Region Average Annual Estimated Estimated Projected Annual Growth Rates in % Change Over Employment Employment Employment Demand by 5 Years 2010 2015 Occupational Group 2010-15 Occupations unique to primary 1,850 2,130 3.0 industry Health occupations 2,390 2,710 2.7 Business, finance and 4,790 5,290 2.1 administrative occupations Natural and applied sciences and 1,480 1,690 2.1 related occupations Occupations in social science, education, government service and 2,380 2,580 1.7 religion Trades, transport and equipment 7,380 7,850 1.3 operators and related occupations Management occupations 3,190 3,380 1.2 Sales and service occupations 9,190 9,490 0.7 Occupations unique to processing, 2,430 2,350 -0.7 manufacturing and utilities Occupations in art, culture, 910 880 -0.7 recreation and sport All occupations 35,990 38,360 1.3
Source: BC Stats, Regional Employment Projections, July 2010-2015.
Planning Context | exceeding expectations 37
And a summary of the projected industrial growth in the Selkirk College region is as follows:
Table 8
Selkirk College Region Estimated Estimated Average Annual Projected Annual Growth in Employment Employment % Change Over 5 Employment Demand 2009 2014 Years 2009-2014 Goods Producing Industries Agriculture 1,010 1,030 0.5 Forestry 610 610 0 Fishing, Hunting, & Trapping 0 0 0 Oil & Gas 50 50 -0.4 Mining (non Oil & Gas) 260 250 - 0.8 Services to Mining 120 100 -3.8 Utilities 320 360 2.7 Construction 4,120 4,200 0.4 Mfg--Food & Beverages 190 220 2.8 Mfg--Wood Products 750 750 -0.2 Mfg--Paper Products 210 210 -0.2 Mfg--Printing 30 30 - 0.9 Mfg--Rubber, Plastic & Chemicals 150 170 3.2 Mfg--Mineral Products 1,270 1,440 2.5 Mfg--Metal Fabrication & 130 150 3.3 Machinery Mfg--Comp, Electronic, Elect 180 200 2 Mfg--Transportation Eq. 10 20 6 Mfg--Other 200 220 2.5 Total Goods Producing 9,620 10,010 0.8 Service Producing Ind. Trade--Wholesale 890 730 -3.5 Trade--Retail 6,800 6,290 -1.5 Transportation 1,560 1,680 1.5 Finance, Insurance, R.E. 1,260 1,420 2.5 Prof--Bus Services 780 1,030 6.4 Prof--Computer Systems 50 200 6 Prof--Other Services 310 400 5.4 Management/Admin/Other Support 1,310 1,220 -1.4 Education 1,850 1,800 -0.5 Health & Social Assistance 5,310 5,610 1.1 Information, Culture, Recreation 1,000 1,490 9.9 Accommodation & Food Services 2,560 2,810 2 Services--other 1,630 1,500 -1.6 Government 950 920 -0.7 Total Service Producing 26,380 27,100 0.5 All Industries 35,990 37,100 0.6
Source: BC Stats, Regional Employment Projections as of July 2010
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BC Stats utilizes the Regional Employment Projections Model (REPM), a model that utilizes the Labour Force Survey (LFS) and the Canadian Occupational Projection System (COPS) in developing its employment projections. Capital projects over $15 million ($20 million in the Lower Mainland) are used in this projection model. The following table identifies the major capital projects under consideration and/or underway in each of the B.C. Development Regions. Although the Kootenay Development Region is not a complete representation of the two Kootenay College regions (it is understated by 0.2%), it does provide an opportunity to examine project activity across the province from a relative perspective.
Table 9
Summary of Capital Cost Estimates* October – December 2011 ($ Millions)
Region Proposed Construction Completed On Hold Total Started Mainland/Southwest 31,382 35,655 883 3,757 71,677 North Coast 33,106 2,342 8,109 43,557 Vancouver Island/Coast 19,070 8,041 52 7,136 34,299 Thompson/Okanagan 7,382 16,979 797 1,118 26,276 Northeast 17,046 2,127 35 530 19,738 Cariboo 2,597 4,031 163 430 7,221 Kootenay 1,786 3,771 1,120 6,677 Nechako 3,860 550 281 4,691 Total $116,229 $73,496 $1,930 $22,481 $214,136 *All capital costs are estimates and, therefore, subject to changes especially in the early stages of a project proposal. Some capital costs are not included because estimates were not available at press time or the developer/owner requested that no capital cost be shown.
Source: BC Ministry of Jobs, Tourism & Industry, Major Projects Inventory, October-December 2011
Planning Context | exceeding expectations 39
Major projects in the Selkirk College Region, as of December 2011, include:
Table 10
Estimated Name of Project Project Type Municipality Developer Cost in Status Millions Red Mountain Ski Skiing Facility Rossland Red Mountain $900 Construction Resort Expansion Ventures Started Waneta Utilities Trail Columbia $900 Construction Hydroelectric Power Started Expansion Project Corporation Glacier/Howser/ Utilities Nelson Purcell Green $295 Proposed Energy Project Power Inc. Trail Operations – Metal Trail Teck Metals $210 Proposed No. 4 Furnace Project Manufacturing Ltd. Hugh Keenleyside Utilities Castlegar B. C. Hydro $94 Construction Dam Spillway Gate Started Upgrades Halcyon Hot Springs Residential/ Nakusp Halcyon Hot $52 Construction Accommodation/ Springs Village Started Retail & Spa Fosthall Creek Utilities Nakusp Fosthall Creek $50 Proposed Hydropower Project Power LP Cascade Heritage Utilities Grand Forks Powerhouse $24 Proposed Power Park Developments Inc. Emergency Health Care and Nelson Kootenay Lake $15 Construction Department Social Assistance Hospital Started Redevelopment and CT Scanner Suite Kutenai Landing Residential Nelson New Future $15 Proposed Village Development Developments
Source: BC Ministry of Jobs, Tourism & Industry, Major Projects Inventory, October-December 2011
As of March 2012 the annual change in the labour market was as follows:
Table 11
Labour Force Statistics for British Columbia March 2012 March 2011 to March 2012 Change (n=) % Change Population 3,803,900 36,700 1.0 Labour force 2,471,800 11,300 50.0 Employment 2,299,100 36,800 1.6 Full-time 1,791,400 52,700 3.0 Part-time 507,700 -15,900 -30.0 Unemployment 172,700 -25,500 12.9 Participation rate 65.1% -0.3% --- Unemployment rate 6.9% -1.1% --- Employment rate 60.5% 0.3% --- Source: Stats Canada, Labour Force Characteristics by Province, April 4, 2012 (seasonally adjusted)
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Last year we reported a 2.5% increase in the size of the BC Labour force. This growth continued into 2010, with another 1.1% increase. The number of full-time jobs continues to teeter-totter year-over-year and a decline was reported in 2010. The unemployment rate continued to rise over this period.
The unemployment rate continues to increase for both the 15-24 and the 25-44 age groupings, as follows:
Chart 10
B.C. Unemployment Rate by Age Group
15.1 13.6 12.7 Mar-09 Mar-10 Mar-11
8.1 8.2 6.9 6.9 6.4 6.2
15-24 years 25-44 years 45-65 years
Source: BC Stats Labour Force Statistics, March 2011
Access to the labour market continues to be enhanced through a post-secondary education and college-level credentials, as follows:
Table 12
British Columbia Education and New Jobs Attrition Total Average Occupations/Skill Level Training Normally to 2017 to 2017 Openings Annual Required Growth Professional and University Degree 555,060 101,310 262,940 1.7% Managerial Technical, Para- Some Post-secondary, 968,460 163,370 404,550 1.6% professional and Skilled College or Trade Certificate Intermediate and Clerical High School Diploma 404,330 34,540 117,840 0.8% Elemental and Labouring Less Than High 338,490 30,690 91,060 0.9% School All Occupations 329,890 546,470 876,360 1.4%
Source: BC Stats 10 Year Employment Outlook for British Columbia 2007 – 2017
Planning Context | exceeding expectations 41
Economic Impact
Selkirk College is recognized as one of the region’s top ten organizations. This status has been further solidified as a result of two recent studies that focused on the impact of colleges, in general, and the impact of Selkirk College, in particular.
A survey completed by CCbenefits Inc. was released in August of 2007 and a second survey completed by Economic Modeling Specialists Inc. was released in May of 2008. Methodologies and modeling used in these studies were similar and the results certainly support the social and economic importance of Selkirk College to the region.
The following are highlights:
The combined effects of Selkirk College’s current spending and the impact of graduates of the College on the economy through increased earning power totals over $220 million annually; Out–of–area students alone generate approximately $4.8 million in regional income annually; The presence of Selkirk College and its graduating students in communities results in the avoidance of social costs to government as a result of reduced crime, improved personal health and fewer welfare and unemployment claims. These savings amount to approximately nine dollars per year for every credit earned; The provincial government allocates approximately $25 million in support of Selkirk College each year. Every dollar allocated by the government results in a cumulative return of three dollars over the course of a student’s working career; Each student will see his/her annual income increase by one hundred and five dollars per year for every credit earned. Strategic Issues
Strategic Plan The process for renewing Selkirk College’s strategic plan has been underway during the fall and winter of 2011/2012. The process has included consultations with students, employees, and the community. The renewed plan is anticipated for launch in the fall of 2012 and will set out the strategic directions and priorities for the coming five years.
Strategic Enrolment Management Selkirk College is currently not meeting consolidated enrolment targets set by the Ministry of Advanced Education. The Education and Students Division, in partnership with Communications and Development department and Information Technology Services department, is continuing to develop improved marketing, engagement and enrolment management processes. A key component of this is the complete reconstruction of the Selkirk.ca website, social media plan and use of web technology for prospects, applicants, students, and alumni. Further development of program and course renewal and accountability processes and the support to faculty provided by the Teaching and Learning Institute will ensure that program and course quality remains at the highest standard expected by learners.
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Selkirk College’s Role in Economic Recovery Selkirk College is known for providing job-ready graduates from the over seventy programs which lead to certificates, diplomas and degrees. Our College plays an important role in the social and economic development of the West Kootenay-Boundary Region by providing the programs that will lead to an educated and highly skilled workforce in the region. Selkirk College will continue to play its part by supporting the BC Jobs Plan and ensuring that the region and province’s labour force remains robust, competent and competitive.
Economic recovery is contingent on a steady stream of job-ready graduates to meet the challenge of labour shortages and the changing requirements or “new work” that will emerge from this economic restructuring. Access to this training for our citizenry, and to supply our business and industry, is a critical piece in regional economic recovery.
Development of a Regional Workforce Development Plan Working in collaboration with the College of the Rockies, the Ministry of Jobs, Tourism, and Innovation, the Ministry of Advanced Education and Columbia Basin Trust, Selkirk College will organize a regional workforce table for the Kootenays and participate in follow-up local industry workforce tables to complete the development of a workforce development plan for the region. Selkirk College is a critical training and education provider in addressing skills shortages regionally and provincially.
Education Planning With the guidance of our Deans and Chairs Committee, and Education Council, we continue the development of a new Education Plan for Selkirk College. The purpose of the Education Plan is to identify the direction and goals of the Education and Students Division. It provides the context for priority setting and responses to new opportunities in programming and student experience. It will set out the process and responsibilities for program renewal and currency. The Plan will be informed by our renewed Strategic Plan and aligns and integrates existing processes to assist in decision making into the future.
Aboriginal Learners With the completion of the Gathering Place project in spring 2012, Selkirk College will support the further development of programs and services that better support access, participation, retention, and completion of all our Aboriginal learners. This includes finalizing agreements with governance organizations with interests in the West Kootenay-Boundary region, external service providers and partner Aboriginal post-secondary institutions. Further work on policy and best practices is in progress.
Recruitment of International Learners and increased access for Study Abroad for Canadian Students Government has set out clear expectations for increasing international student recruitment and engagement of the B.C. public post-secondary system in the global economy. Selkirk will need to continue to focus attention on increasing enrolments and improving access opportunities for program partnerships and international exchange.
The West Kootenay Boundary as a Learning Region Selkirk College will continue to work with school districts, local government, business and industry, the social services sector and other partners to further develop the concept of the West Kootenay-Boundary as a Learning Region. The Memorandum of Commitment between Selkirk College and the four school districts within its geographic region, the work of the Columbia Basin Rural Development Institute and Selkirk College’s Teaching and Learning Institute supports this initiative.
Planning Context | exceeding expectations 43
Supporting Local Innovation through Applied Research Applied Research and Innovation applies existing techniques or knowledge to solve problems or improve situations in the real-world. Selkirk College’s programs, and thus learning opportunities, are improved when applied research can be incorporated into programming. We will work with stakeholders to create an environment of applied research and innovation that enhances the educational experiences of our learners and the cultural, economic and social well-being of our communities. Our work through our Selkirk Geospatial Research Centre, the Columbia Basin Rural Development Institute (including the Regional Innovation Chair), the Teaching and Learning Institute, and the Mir Centre for Peace will play an integral part to providing this service.
Budget Pressures The College’s budget pressures will continue into 2013 – 2014 with the forecast reduction in the provincial budget allocation for public post-secondary. Selkirk College continues to seek savings in operational and administrative areas, while addressing enrolment targets and accountabilities. Unfunded annual inflationary costs will continue to put additional pressure on the College. Selkirk College is reliant on government support for over seventy-five percent of its annual expenditures; any changes in government funding will have significant affects on programs and operations. We continue to look for innovative ways to conduct our operations and to reduce expenditures while maximizing enrolments.
Annual Capital Allowance and Capital Equipment Selkirk’s Annual Capital Allowance (ACA), now referred to as the “Routine Capital Grant” will increase this year to $458,000 from $368,000 in 2012-2013. Additional major capital resources may be available from Government to address the growing maintenance deficit and the College will look to providing credible proposals for the prioritization of these funds. Our aging facilities require significant maintenance and upgrade to extend building life. A preliminary estimate from our Facilities Master Plan indicates over eight million dollars of building upgrade requirements over the next five years, over and above regular facilities maintenance. In addition, teaching equipment and operating capital has been budgeted at $250,000 for 2012/2013.
Infrastructure and Facilities Planning The FMP has identified three capital priorities for the institution:
1. Upgrades to the Trades and Technology facility and equipment; 2. Construction of a learning commons environment, mainly at the Castlegar Campus; and 3. Upgrades to technology and equipment infrastructure to support learners. 4. Improvements to aging heating systems.
These three priorities were developed within the Ministry’s capital framework. Preliminary design and material survey work has been completed to ensure readiness in the event of funding opportunities.
Selkirk.ca and the use of Social Media Keeping pace with strategies and infrastructure that will support the effective use of technology for marketing, customer relations management, and learner engagement is challenging. Selkirk College will be focusing considerable effort on a renewal of our main Selkirk.ca website and expanding the use of social media for marketing, engagement and enrolment management.
Succession Planning and Employee Engagement
44 Planning Context | exceeding expectations
We continue to pay special attention to the leadership development needs of our supervisory employees and those who have an interest in entering supervisory leadership roles. This is an inherent requirement in succession planning for Selkirk College. As is the case in recent years, we continue to experience recruitment and retention challenges in key leadership and faculty areas. The development of a leadership program, along with other key training opportunities for supervisors, has improved the collective skills of the organization and assisted in the overall development of middle and senior managers.
Enterprise Risk Management Program A risk register was developed and has been completed as a component of the budget development process for fiscal 2012. Selkirk College will continue to develop the risk register and prioritization of mitigation strategies.
Environmental Sustainability With the completion of the “Selkirk College 2009 State of the Environment Report,” an initial action plan to address recommendations continues to be implemented. SMARTTool, developed by the Ministry, is used to quantify carbon and GHG production. Action plans have helped to reduce GHG production but we have not achieved carbon neutrality. The installation of the “Earth Tub” industrial composter and other initiatives has reduced our solid waste production. Selkirk College will continue to work at reducing its “ecological footprint.” Obtaining LEED Gold standard on our Tenth Street Residence and Aboriginal Gathering Place construction are important directions for setting College-wide standards for new construction and major renovation projects.
Access Copyright and other PSE System Shared Services An agreement for the publicly funded Canadian community college system (through the auspices of the Association of Canadian Community Colleges) has settled at $10 per FTE. This will add operating costs to college services. The college will be further examining ways in which additional services can be shared with partner institutions and the system as a whole.
Student Transportation College personnel and student government have been working together with the appropriate levels of government and BC Transit to find ways in which service levels can be improved.
Sustainability and carbon neutrality goals will contribute additional pressure to move forward with our communities to improve services for students in this area. BC Transit is working collaboratively with Selkirk College’s Transportation Committee to better understand the demand for and barriers to public transportation for our students and staff. As a key stakeholder, Selkirk College is involved in bringing about increased service and/or schedule changes which will allow students to have options in travelling to school, as well as to have transportation available after the last classes end.
Planning Context | exceeding expectations 45
2012/2013 PERFORMANCE MEASURES AND TARGETS Institutional Performance Measures and Targets
Strategic Focus: The Learner
Teaching and Learning: Our Fundamental Activity
Strategic Direction: Selkirk College will be known for its teaching excellence, outstanding learning experiences and program relevance.
The Student Experience: From Access to Success
Strategic Direction: Selkirk College will be recognized for our high quality of service and the relationships we build with our students.
Internationalization: Bringing Selkirk to the World and the World to Selkirk
Strategic Direction: Selkirk College will be known as an internationally relevant and responsive College.
Teaching and Learning
Strategic Priority: Education Planning to inform program and service decision making Strategy: We will develop a three-year Education Plan for Selkirk College. Performance Measure: Completion of the Education Plan. Target: Development of an Educational Plan and development process that includes advice from Education Council and the Deans and Chairs Committee. Target: : Development of a program renewal policy, plan and process. Strategic priority: Improvements to Program Quality Assurance Processes Strategy: We will renew tools for receiving feedback from students about programs, courses and instruction. Performance Measure: Review and update feedback mechanisms. Target: Development, in consultation with instructional staff and institutional research of new questionnaires and tools to provide learners with opportunity to provide feedback. Students
Strategic Priority: Meeting Enrolment Targets Strategy: We will deliver programs that are aligned with Ministry goals (Health, Developmental, Trades and Aboriginal) and to the needs of our region. Performance Measure: Achievement of FTE targets as outlined in the Ministry Accountability Framework. Target: One hundred percent delivery of Ministry priority FTE targets and ninety percent overall, FTE utilization. Performance Measure: Improvement on program and service quality Performance Measures. Target: Accountability Framework Performance Measures will be achieved. Performance Measure: Improvement on program and service performance measurement tools. Target: Expansion of Program Accountability and Sustainability report format to assist Deans and School Chairs to assess program health.
2011/2012 Performance Measures and Targets | exceeding expectations 46
Strategic Priority: Continuous Improvements to Strategic Enrolment Management Strategy: We will focus our enrolment management attention on three principal areas: Recruitment, Retention and Program Quality/Relevance. Performance Measure: At least three new initiatives will be undertaken in these areas. Target: Demonstrated increased student applications, enrolments, retention rates and/or student feedback on excellent student experiences. Strategy: We will develop a student services plan and enrolment process audit. Performance Measure: Completion of the process and plan. Target: Plan completed. Strategy: We will develop Gathering Place programming. Performance Measure: Programming plan completed and delivered. Target: Usage of Gathering demonstrated and documented. Strategy: We will renew our focus on key strategic domestic learner demographics: high school transitions, Aboriginal learners, industry contract and community education Performance Measure: Increased engagement and enrolment of these specific demographics. Target: Increased enrolment by 10% Strategy: We will complete the redesign of selkirk.ca, a portal intranet site for students, an integrated social media strategy Performance Measure: Selkirk.ca and mySelkirk for students launched, social media plan developed and implemented. Target: Selkirk.ca launched by August 2012 Target: MySelkirk.ca launched by September 2012 Target: Social media fully integrated.
International Education
Strategic Priority: Increased International Enrolments Strategy: We will renew our focus on international learners and international partnerships Performance Measure: Increased enrolments of international students Target: Enrolments increased by 10%
Strategic Focus: Our People and Place
Employees: Key to Our Success
Strategic Direction: Selkirk College will be known as an employer of choice in the region and the sector.
Infrastructure: Toward a 21st Century Learning Environment
Strategic Direction: Selkirk College will continue to make strategic and affordable investments in infrastructure, technology and capital to serve learners today and into the future.
Sustainability: Toward Selkirk College as a Green College
Strategic Direction: Selkirk College will be known as a green college.
2011/2012 Performance Measures and Targets | exceeding expectations 47
Employees Strategic Priority: Undertake Collective Bargaining Strategy: Develop a bargaining strategy that aligns with strategic priorities and provincial mandate. Performance Measure: College leadership will collaborate on the development of the college’s bargaining plan. Target: Successful conclusion of bargaining with three employee unions. Strategic Priority: Continued focus on occupational health and safety, and employee wellness. Strategy: Increase awareness and engagement for employees to work safely in the workplace and to promote wellness. Performance Measure: Develop metrics, undertake assessment across the organization, and report a baseline to anchor future performance targets. Target: Create and communicate a safety balances scorecard for the organization. Target: Will conduct a training session with leaders on wellness. Target: Will conduct a wellness inventory and develop an action plan to address gaps. Strategic Priority: Continued focus on employee development and leadership development. Strategy: Continue to recognize and develop internal talent to build future leadership capacity in the college. Performance Measure: Track internal promotions and opportunities 201 2/2013 that are indirect or directly linked to ongoing development plans. Target: Development and evaluation opportunities for employees who are interested in leadership and succession opportunities at the College demonstrated. Strategic Priority: Re-alignment of the Communications and Development division completed. Strategy: The Communications and Development Department (C&D) will be deployed in a manner that best meets the needs of Selkirk College from an enrolment and communications perspective. Performance Measure: redeployment of all C&D personnel to achieve strategy. Target: Realignment completed
Infrastructure
Strategic Priority: Key technological upgrades completed. Strategy: Complete phone system upgrades. Performance Measure: Completed integration of phone systems on all campuses and learning centers via 4-digit dialing, single external number for all campuses, web and email integration and multi-campus conference system. Target: Completion Strategy: Improvements to video conferencing, webcast and distance education capability. Performance Measure: Inter –campus video conferencing completed; asynchronous distance education enhancements through streaming video library and synchronous Distance Education via virtual classrooms. Target: 75% Completion Strategic Priority: Completion of concepts and profiling of facilities master plan priorities. Strategy: Complete the development of capital plans for Trades Campus (Silver King) and Learning Commons (Castlegar). Performance Measure: Preliminary planning is satisfactorily completed to allow for submission to Ministry for funding approval. Target: Completion.
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Sustainability
Strategic Priority: Continued improvements to Carbon Footprint and GHG emissions. Strategy: Completion of prioritized facilities and operational upgrades aimed at reduce carbon utilization and GHG emissions. Performance Measure: At least three projects undertaken to reduce carbon and/or GHG emissions. Target: Projects complete
Strategic Focus: Partnering with Community
Leadership: A Commitment to Our Communities
Strategic Direction: Selkirk College will be recognized as an effective leader and partner in community renewal and development.
Community Responsiveness Strategic Priority: Provide leadership in the completion of a Regional Workforce Development plan. Strategy: The development of a Kootenay Regional Workforce Table. Performance Measure: Table configured and functioning. Target: Completion Strategy: Establishment of a Kootenay Regional Workforce Table to identify and prioritize regional workforce development initiatives. Performance Measure: Two initiatives implemented. Target: Initiatives completed. Strategic Priority: Further development of the Learning Region concept Strategy: The Teaching and Learning Institute will continue to foster excellence in learning. Performance Measure: At least two new Teaching and Learning initiatives undertaken. Target: Completion. Strategy: The Columbia Basin Rural Development Institute will support the knowledge base of the Columbia Basin with relevant information. Performance Measure: At least two major information collection/dissemination projects. Target: Significant progress or completion. Strategic Priority: Continued capacity building for Applied Research: CBRDI, SGRC, Mir Centre for Peace. Strategy: We will develop key partnerships in Social Entrepreneurship. Performance Measure: At least one major initiative. Target: Significant progress or completion.
Strategic Priority: Renewal of a strategic fundraising plan. Strategy: As part of the C&D realignment and the evolving responsibilities of others, the college will continue to maintain effective fundraising capabilities. Performance Measure: An effective fundraising team will be established. Target: Renewed fundraising team / function in place.
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Accountability Framework Performance Targets: 2012/13 – 2014/15
Table 13
Target Target Target Performance Measure 2012/13 2013/14 2014/15
Student spaces
Total student spaces 2,312 2,312 TBD Nursing and other allied health programs 162 162 TBD Developmental programs 480 480 TBD Credentials awarded Number ≥ 656 TBD TBD Aboriginal student headcount Number ≥ 388 ≥ previous year Percent ≥ 3.7% Student satisfaction with education Apprenticeship graduates ≥ 90% Former diploma, associate degree and certificate students Student assessment of skill development (average %) Former diploma, associate degree and ≥ 85% certificate students Student assessment of the quality of instruction Apprenticeship graduates Former diploma, associate degree and ≥ 90% certificate students Unemployment rate Apprenticeship graduates ≤ unemployment rate for individuals with high school Diploma, associate degree and certificate credentials, or less graduates Student assessment of usefulness of knowledge and skills in performing job
Apprenticeship graduates ≥ 90% Diploma, associate degree and certificate graduates
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2011/2012 PERFORMANCE RESULTS Ministry Performance Measures, Targets and Results
Table 14
2011/12 Accountability Framework Performance Measure Results1
Reporting year Performance measure 2010/11 2011/12 2011/12 2011/12 Actual Target Actual Assessment Student spaces2 Total student spaces 1,814 2,350 1,904 Not achieved Nursing and other allied health 170 200 198 Substantially achieved programs Developmental 482 480 553 Exceeded Credentials awarded3 Number 672 649 669 Achieved Aboriginal student headcount4 Number 521 ≥ previous 388 Not achieved Percent 4.7% year 3.7% Not achieved Aboriginal student spaces5 Total Aboriginal student spaces 175 N/A 159 Not assessed Ministry (AVED) 143 131 Industry Training Authority 32 29 (ITA) Student satisfaction with education6 % +/- % +/- Former diploma, associate 94.0% 1.2% 94.7% 1.3% Achieved degree and certificate students ≥ 90% Apprenticeship graduates 96.0% 3.1% 96.3% 2.6% Achieved Student assessment of skill development6 % +/- % +/- Former diploma, associate 81.4% 2.2% ≥ 85% 78.6% 2.6% Substantially achieved degree and certificate students Student assessment of the quality of instruction6 % +/- % +/- Former diploma, associate 96.3% 0.9% 96.4% 1.0% Achieved degree and certificate students ≥ 90% Apprenticeship graduates 96.0% 3.1% 88.6% 4.5% Achieved
Student assessment of usefulness of knowledge and skills in performing job6 % +/- % +/- Diploma, associate degree and 75.0% 4.1% 75.0% 4.2% Not achieved certificate graduates ≥ 90% Apprenticeship graduates 94.7% 4.5% 98.4% 2.2% Exceeded
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Unemployment rate6, 7 % +/- % +/- Diploma, associate degree and 14.8% 2.9% 8.0% 2.4% Exceeded certificate graduates ≤ 14.0% Apprenticeship graduates 14.9% 6.2% 16.9% 5.4% Achieved
Notes: N/A – prior data not applicable. 1 Please consult the2011/12 Standards Manual for a current description of each measure. See http://www.aved.gov.bc.ca/framework/documents/standards_manual.pdf. 2 Results from the 2010/11 reporting year are based on data from the 2010/11 fiscal year; results from the 2011/12 reporting year are based on data from the 2011/12 fiscal year. 3 Annual performance is measured using a rolling three-year average of the most recent fiscal years, e. g., the results for the 2011/12 reporting year are a three-year average of the 2008/09, 2009/10 and 2010/11 fiscal years. 4 Results from the 2010/11 reporting year are based on data from the 2009/10 academic year; results from the 2011/12 reporting year are based on data from the 2010/11 academic year. 5 “Aboriginal student spaces” (full-time equivalents) has been added in 2011/12 as a descriptive measure, incorporating data from the annual Student Transitions Project data match. Results from the 2010/11 reporting year are based on data from the 2009/10 fiscal year; results from the 2011/12 reporting year are based on the 2010/11 fiscal year. Results are presented as total Aboriginal student spaces (AVED + ITA full- time equivalents), Ministry (AVED) and Industry Training Authority (ITA). 6Results from the 2010/11 reporting year are based on 2010 survey data; results from the 2011/12 reporting year are based on 2011 survey data. For all survey results, if the result plus or minus the margin of error includes the target, the measure is assessed as achieved. In all cases, the survey result and the margin of error are used to determine the target assessment. Survey results are not assessed if the number of respondents is less than 20 or the confidence interval is 10% or greater. 7 Target is the unemployment rate for those aged 18 to 29 with high school credentials or less for the Interior region.
Performance Measurement Scale and Descriptions:
Target assessment scale Description Exceeded More than 10% above target Achieved Up to 10% above target Substantially achieved Up to 10% below target Not achieved More than 10% below target
A Strategic Enrolment Management Plan has been developed as a basis for increasing enrolments at Selkirk College.
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Table 15
Appendix to Table 14 - 2011/12 Accountability Framework Performance Measure Results (Breakdown of “Student assessment of skill development”)
Reporting Year Performance Measure 2010/11 2011/12 2011/12 2011/12 Actual Target Actual Assessment Former diploma, certificate, and associate degree students' assessment of skill development % +/- % +/- Substantially Skill development (avg. %) 81.4% 2.2% ≥ 85% 78.6% 2.6% achieved Written communication 77.9% 2.8% 72.0% 3.3% Oral communication 76.1% 2.9 % 71.9% 3.3% Group collaboration 83.8% 2.0% 82.6% 2.2% Critical analysis 83.2% 1.9% 85.1% 2.1% Problem resolution 78.5% 2.2% 76.3% 2.5% Learn on your own 84.4% 1.8% 81.0% 2.3% Reading and comprehension 86.2% 1.8% 81.3% 2.2%
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Institutional Performance Measures, Targets and Results 2011/2012
1. Teaching and Learning: Our Fundamental Activity Exemplary teaching and outstanding learning experiences are and will continue to be the fundamental activities of Selkirk College. Our learning opportunities will be responsive to diverse needs. Applied research and innovative programming will enhance learning opportunities for students. Strategic Direction: Selkirk College will be known for its teaching excellence, outstanding learning experiences and program relevance.
Strategic Priority 1.1: We will effectively utilize our revenues, grants and resources to maximize relevant program delivery.
Strategy 1.1.a): We will deliver programs that are aligned with Ministry goals (Health, Developmental, Trades and Aboriginal) and to the needs of our region.
Performance Measure: Target: Actual Performance: Achievement of FTE targets as One hundred percent delivery Substantially achieved. outlined in the Ministry of Ministry priority FTE targets Accountability Framework. and ninety percent overall, FTE utilization.
Comments: Ministry priority FTE target delivered to 99% of target. Overall FTE utilization was 82.4%. FTE increases over last year reported in Developmental Education, Ministry certificates and diplomas, University Arts and Science and Trades programs were down. International enrolments were down. The total FTE’s for targeted Health programs was 99%. Linkage to Ministry Goals: Capacity, access, efficiency and relevance.
Performance Measure: Target: Actual Performance: Improvement on program and Accountability Framework Substantially achieved. service quality Performance Performance Measures will be Measures. achieved.
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Comments: Former diploma and apprenticeship “student satisfaction with education” targets both achieved. Former diploma and apprenticeship “student satisfaction with instruction” targets both achieved. “Skills development” targets were substantially achieved, but are down 2.8% over last year. Student assessment of “usefulness of knowledge and skills in performing job” target for diploma students not achieved, and target for apprentice students was exceeded. Linkage to Ministry Goals: Quality.
Strategy 1.1.b) We will develop a three-year Education Plan for Selkirk College.
Performance Measure: Target One: Actual Performance: Completion of the Education Development of an Education Not achieved Plan. Plan discussion paper and development process that includes advice from Education Council and the Deans and Chairs Committee.
Comments: Development of some aspects of the Education Plan have occurred in tandem with the strategic visioning process that took place in 2011/12; however, the complete Education Plan needs to be aligned with the College’s new strategic priorities which were completed in June 2012 A discussion paper, which included major aspects of an Education Plan, was produced late in the 2010/11 academic year. The following are some examples of activities that have been taken during this academic year to support the development of a complete Education Plan: o Further work by the Recruitment Committee and the Retention Committee on attracting, supporting and engaging learners; o Development of a draft Program Renewal Template based on best practices at other institutions and on two “pilot” cases at Selkirk College; o Deans and Chairs Committee review of FTE counting processes and FTE utilization accountabilities; o Deans and Chairs Committee workshop on exceptional student learning experiences; and o Education Council discussion of its role in setting programming priorities and in course/program suspension/cancellation decisions. Linkage to Ministry Goals: Quality and relevance.
Performance Measure: Target Two: Actual Performance: Completion of the Education Development of a program Substantially achieved. Plan. renewal policy, plan and process.
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Comments: The School of Environment and Geomatics completed a program renewal process in 2011/12. The Kootenay School of the Arts used a similar (extended) process over an eighteen month period ending in January 2012. The program renewal documents have been reviewed by the Deans and Chairs Committee and the Education Council. The results of these processes have been documented as a Program Renewal Template. This Template has been reviewed by senior academic administrators and by an Education Council task group as part of the process to develop an approved Program Renewal process and documentation. Linkage to Ministry Goals: Quality and relevance.
Strategy 1.1.c) We will renew tools for receiving feedback from students about programs, courses and instruction.
Performance Measure: Target: Actual Performance: Review and update feedback Development, in consultation Not achieved. mechanisms. with instructional staff and institutional research of new questionnaires and tools to provide learners with opportunity to provide feedback.
Comments: A plan was developed to engage the Faculty Association in a discussion of evaluation forms and mechanisms, as per the Faculty Association Collective Agreement. The plan would also include the BCGEU in these discussions so as to cover all instructional areas in the institution. This plan was placed on hold when the College had to address significant budgetary and programming challenges. We intend to initiate an evaluation review process in the near future and engage the instructional unions in these decision processes. Linkage to Ministry Goals: Quality, relevance and efficiency.
Strategic Priority 1.2: We will support teaching and learning excellence through the teaching and Learning Institute and the Distributed Learning Centre.
Strategy 1.2.a): We will support the Teaching and Learning Institute for a two-year pilot.
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Performance Measure: Target: Actual Performance: Development and Coordinator and Teaching Exceeded. implementation of an Fellows will develop and operational plan for the implement at least two projects Teaching and Learning and/or programs to expand the Institute. work of the Institute.
Comments: Many teaching and learning activities have taken place this year; for example, the Book Club, including its associated activities, e.g. the debate “Is the Internet Making Us Smarter?” and the Student Panel on “How I/We Like to Learn,” the Discovery Day, two-part Student Success Workshops, the Creativity Forum and the Student Advice Project. Instructors are talking about Teaching and Learning and learning from each other. Monthly events take place on the Castlegar and Tenth Street Campuses, and Teaching Squares are happening in Selkirk International, and the Schools of Hospitality and Tourism and University Arts and Sciences. In a Teaching Square four teachers visit each others’ classrooms to observe, discuss and learn from other teaching practices and styles. Linkage to Ministry Goals: Relevance and quality.
Strategy 1.2.b) We will develop a College-wide service learning program.
Performance Measure: Target One: Actual Performance: Development and Successful implementation of Achieved. implementation of a “Selkirk the TeckServ Service Learning Service Learning” program. program.
Comments: We selected a successful project proposal for student implementation in the summer of 2012. There was some concern about the community partner’s ability to implement the proposal in an appropriate time frame; however, we worked closely with the agency to assure the project’s success. We, with Teck, are reviewing our selection criteria to ensure the success of future applications. Linkage to Ministry Goals: Research capacity, relevance and quality.
Performance Measure: Target Two: Actual Performance: Development and At least two new service Substantially achieved. implementation of a “Selkirk learning initiatives undertaken. Service Learning” program.
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Comments: The Peace Studies Program has three students participating in international service learning projects during the summer of 2012. One will attend the Mindanao Peace Building Institute in the Philippines and the other two will join the African Peace Building Institute in Zambia. An Advanced Certificate in Transformative Justice has been developed to focus on working professionals. The credential includes a significant component of community practice. Two fourth-year Nursing students completed a study term in Bangladesh, supporting the nursing program and teaching nursing students at the International University of Business and Technology, a school that completely relies on volunteer teachers. The Nursing Program also has a “Street Nursing” initiative in Nelson where third-year students provide basic healthcare needs and education to a marginalized population. Linkage to Ministry Goals: Research capacity, relevance and quality.
Strategic Priority 1.3: We will continue to prioritize recapitalization of program equipment needs in the Education and Students division.
Strategy 1.3.a): We will develop a prioritized multi-year, equipment and capital needs database for programs at Selkirk College.
Performance Measure: Target: Actual Performance: Strategic and targeted Recapitalization and updating Achieved. expenditure of the operating of equipment needs. capital funds.
Comments: A consolidated, prioritized list of equipment needs has been developed and is updated on a semi- annual basis. Funds from the base budget capital account are allocated to equipment purchases based on this prioritized list. Funding applications to the Learning Resource Fund (LRF) are received twice-annually. Based on the priorities in the capital equipment list, a set of priorities for LRF allocations is determined. Linkage to Ministry Goals: Relevance and quality.
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2. The Student Experience: Access to Success Selkirk College cares about its students. We are committed to the creation of an environment which encourages success, from the first point of contact through to Alumni membership. We will ensure that learning is paired with experiences that engage students in our communities and the natural environment. Strategic Direction: Selkirk College will be recognized for its high quality services to students throughout their relationship with the College.
Strategic Priority 2.1: We will continue to focus on enrolment management to meet FTE targets and implement strategies on the basis of research, analysis and with a view to increased collaboration across departments/Schools.
Strategy 2.1.a): We will complete and implement the Strategic Enrolment Management Plan for the College.
Performance Measure: Target: Actual Performance: Recruitment and Retention Evidence-based Student Substantially achieved. plans that include strategies, Recruitment, Financial Support initiatives, evaluation criteria and Student Retention plans and processes for renewal are will be updated and/or completed and implementation completed and at least two of action items is substantial. substantial initiatives are undertaken.
2010/2011 Performance Results | exceeding expectations 59
Comments: Retention initiatives include: o Get Connected orientations on the Castlegar and Nelson Campuses and participation in individualized program orientations in Nelson; o Expansion of the Coaching Project to all Nelson Campuses (Silver King, Tenth Street and Victoria Street); o Mentoring program with UAS faculty and students on the Castlegar Campus; o Collaboration with and participation in the Teaching and Learning Institute on the following projects: Book Club, debate activities, such as Is the Internet Making Us Smarter, Student Panel on How I/We Like to Learn, Discovery Day two-part Student Success Workshops, Creativity Forum and the Student Advice Project; o Identification of the need to streamline the Admissions process in co-ordination with Computerized Placement Test (CPT) services to assure easy, efficient, complete registration for students; o Review of the CPT services, including Policy 8600, comparison of CPT scores to high school transcripts, interpretation of scores in regards to program advisement/placement and discussion on how scores are shared within the College to ensure a positive student experience; o Creation of a timeline that sequences services (including implementation of individualized student learning plans) to provide maximum student support and success; o Collaboration with the Student Access and Support Department, which in addition to regular services, provided special focus on the Early Alert program, Academic Boost Camp workshops, Healthy Minds/Healthy Campuses initiatives. o Resident Attendant training and support is available at the newly opened Tenth Street Residence in Nelson as well as at the Kekuli House in Castlegar which includes collaboration with student counseling services. o Promotion of other College activities such as Eat and Art, Beyond the Blues, and Reframing Disabilities. o Work with Institutional Research on an exit survey to better understand why students leave programs or the College. Recruitment initiatives include: o Integrate new target markets and market segments into recruitment strategies; o Marketing efforts that direct prospects to our website; o Support the development of School and/or department Facebook initiatives; o Expand recruitment efforts (Career Fair); o Update College brand descriptors; and o Increase media coverage. A Student Financial Support Plan was not developed. Linkage to Ministry Goals: Capacity, access, efficiency, relevance and quality.
Strategy 2.1.b) We will review and update our communication with potential and current students, taking into consideration emerging practices such as dual entry and best practices.
Performance Measure: Target One: Actual Performance: Improved use of technology for Implementation of MySelkirk Not achieved. recruiting and retaining student portal. students.
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Comments: Delays in the launch of the MySelkirk staff portal pushed back the launch date for a student portal till the summer of 2012. Much was learned from the building of the staff portal and will help to ensure the student portal will be completed in a relatively short timeframe. An important tool in effective communications with potential students is a Customer Relations Management (CRM) system. Planning for the implementation of such a system is currently underway with a targeted completion date of early 2013. Linkage to Ministry Goals: Quality, efficiency and relevance.
Performance Measure: Target Two: Actual Performance: Improved use of technology for Selkirk.ca revitalized as a Not achieved. recruiting and retaining primary recruitment and students. inquiry tracking tool.
Comments: Work is currently underway in the building of a new College website. The potential student will be the primary audience for this site, with the public making up the secondary audience. The new Selkirk.ca will launch in early August 2012. The new website itself is not an inquiry tracking system but is an important element of effective tracking and communication with prospective students. The new site will support Customer Relations Management (CRM) or Inquiry tracking. Linkage to Ministry Goals: Quality, efficiency and relevance.
Strategic Priority 2.2: We will continue to improve the “student experience” for Selkirk students.
Strategy 2.2.a): We will implement improvements to technology for learners.
Performance Measure: Target One: Actual Performance: Increased wireless access. Completion of the conversion Substantially achieved. to a wireless environment at all campuses.
Comments: The Nelson Campuses (Silver King, Tenth Street, Victoria Street), Castlegar Campus, Aviation Training Centre and Trail Campus all have comprehensive wireless coverage. The Grand Forks, Kaslo, and Nakusp Centres will be completed over the summer of 2012. Linkage to Ministry Goals: Access, quality, relevance and capacity.
Performance Measure: Target Two: Actual Performance: Increased wireless access. Video conference/instruction Achieved. tools implemented.
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Comments: Video conferencing options have been evaluated; licensing is being negotiated with BCcampus. Video conferencing capabilities will be available at all Campuses and Centres in September 2012. Linkage to Ministry Goals: Access, quality, relevance and capacity.
Performance Measure: Target One: Actual Performance: Spaces for students will be A “one-stop” approach to Achieved. reviewed and improved. providing services for students will inform space utilization decisions at each of the College campuses over the coming three-year period.
Comments: Facilities planning projects currently underway are based on these principles. Concept plans and drawings to improve the Silver King Trades training buildings and student spaces have been completed. Plans have also been completed to improve the Castlegar Campus. Learning Commons concepts have been included in both upgrade proposals. These projects have been identified as priorities in our Five Year Capital Plan submitted to the Ministry of Advanced Education. Linkage to Ministry Goals: Quality, relevance and capacity.
Performance Measure: Target Two: Actual Performance: Spaces for students will be The three-year plan to renew Achieved. reviewed and improved. library collections and re- purpose space for a Learning Commons will continue to be implemented.
Comments: Following general principles of “learning commons” design, the Library is acquiring more digital resources and reducing the number of print volumes it holds. This will free up floor space which then can be repurposed for student use. The Library will create additional group study rooms, a quiet study area, and more general student seating. Space will also be allocated for the Learning Success program, adding to the support services already offered in the Library for students (currently the Writing Center and Math/Science Tutor are located in the Library). Linkage to Ministry Goals: Quality, relevance and capacity.
Strategy 2.2.b): We will improve student life and increase wellness programming.
Performance Measure: Target: Actual Performance: Initiatives in response to issues At least two projects and one Achieved. identified in student forums. wellness initiative completed.
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Comments: KSA tuition fee, program, registration process and supplies lists considered in program renewal. Students from the Grand Forks Campus attended the Career Fair at the Castlegar Campus. New Articulation agreements in progress. Student Course timetable under review. Moved Math tutor to the Library to separate quiet space activities from noisier student areas. ABESAP applications processed in under two weeks from receipt in Financial Aid Office. Apprentice marks posted to online student records. Linkage to Ministry Goals: Quality and efficiency.
Performance Measure: Target: Actual Performance: Improved availability of Open the Tenth Street Achieved. affordable student housing. Campus Residence and implement the business plan for its operation.
Comments: On-campus accommodation for approximately one hundred students is now available in Nelson. Students were able to move into the renovated Tenth Street Residence on Labour Day weekend of 2011. The facility is anticipating LEED gold certification A business plan has been completed and currently guides the College in the operation of the facility. Linkage to Ministry Goals: Access and affordability.
Strategic Priority 2.3: We will improve services to our Aboriginal learners.
Strategy 2.3.a): We will develop plans and practices to improve support for Aboriginal learners.
Performance Measure: Target: Actual Performance: Development of improvement At least two enrolment and/or Achieved. pilot projects in areas of support strategies implemented. recruitment and student support.
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Comments: Gathering Voices newsletter implemented; funders engaged to present to students on campus; individualized student supports offered; collaborative project with Mir and Nursing students; implemented (Seniors’ luncheon) Talking Stick Creative Circles Continue; Operational Plan developed; and, Gathering Place opening ceremonies planned. Initial meetings were held about a spring 2013 Aboriginal Youth Conference for School Districts 8, 10, 20 and 51. Discussions with Aboriginal Advisory Group about marketing secondary school programs at Selkirk College, e.g., Learner’s Project, Gathering Place events and tours, and Talking Circles. Recruitment trip to Okanagan Nation Alliance Annual General Assembly and the Penticton All Native Basketball Tournament. Linkage to Ministry Goals: Access, quality, relevance and capacity.
3. Employees: Key to Our Success Employees are essential to the success of learners and of our College. Our well-being and our work environment will be enhanced with opportunities for personal and professional development. Strategic Direction: Selkirk College will be known as an employer of choice in the region and the sector.
Strategic Priority 3.1: We will continue to support and develop leadership capacity in middle management.
Strategy 3.1.a): We will track and report on our leadership capacity development activities and continue to provide relevant training activities.
Performance Measure: Target: Actual Performance: Tracking and development of a Middle management employees Achieved. report that evaluates our are supported in the leadership leadership development competency development. commitment.
Comments: Processes are in place to ensure ongoing support of college leadership. Employees are working through the Feedback and Development Program and creating development action plans that support ongoing development. There are ongoing discussions with current leaders in regard to finding opportunities for employees who are interested in taking a leadership role to gain the skills to afford them to take the next step. Development of a leadership skills program that allows Selkirk College employees to gain skills. Linkage to Ministry Goals: Quality, efficiency, relevance and capacity.
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Strategic Priority 3.2: We will ensure a safe and healthy workplace.
Strategy 3.2.a): We will continue to support increased competency of front-line supervisors in managing safety in the workplace.
Performance Measure: Target: Actual Performance: A culture of continuous Review and renewal of Achieved. improvement is evidenced at processes, policies and the College with respect to expectations of front-line workplace health and safety. supervisors on the importance of their role in creating a culture of workplace health and safety is evidenced.
Comments: Actively working through Occupational Health and Safety policies. Addition of safety as a standing item on operational agendas. Two active committees, Joint Occupational Health and Safety (JOHS) East and West have been established that include representation from all employee groups. Scheduled inspections ongoing, with shared responsibilities across the organization addressing safety concerns on all campuses. A member of the Management team attends each inspection. Placement of a safety coordinator. Implementation of programs such as Ergonomics and Violence in the Workplace are examples of ongoing safety initiatives that are increasing the safety profile. Active management of Workers’ Compensation Board claims and return-to-work plans. Linkage to Ministry Goals: Quality, efficiency and capacity.
Strategic Priority 3.3: We will measure and report on indicators of workplace engagement.
Strategy 3.3.a): We will collect data and report on measures that are indicative of workplace engagement.
Performance Measure: Target: Actual Performance: Meaningful data is compiled Performance measures will be Substantially achieved. and reported, providing developed and data collection management with information will be undertaken. for effective resource allocation to meet our goal of becoming an “Employer of Choice.”
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Comments: A Performance Measure Tracking process has been implemented. Reporting metrics and analysis is being refined. Metrics used as part of decision-making information and strategic planning, e.g. recruiting process was changed to improve our response time to candidates. Linkage to Ministry Goals: Quality, efficiency and capacity.
Strategic Priority 3.4: We will improve employee development and feedback processes.
Strategy 3.4.a): We will implement an employee development and feedback process.
Performance Measure: Target: Actual Performance: Level of achievement. Employees at the School Achieved. Chair/manager level, and above, are receiving structured feedback.
Comments: Completed 360 evaluations for chairs and feedback provided; structured action plans in place as required. Next level is ongoing PPWC probationary evaluations and on-boarding evaluations for new employees. Linkage to Ministry Goals: Quality, efficiency, relevance and capacity.
Strategic Priority 3.5: We will continue to improve internal College communications.
Strategy 3.5.a): We will continue the implementation of the Communications Action Plan.
Performance Measure: Target One: Actual Performance: The resulting and required The Communications Action Achieved. actions from the evaluation of Plan will be completed. the Communications Action Plan will be implemented.
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Comments: A Communications Action Plan was released in May 2010. All recommendations have been implemented. Linkage to Ministry Goals: Quality, efficiency and capacity.
Performance Measure: Target Two: Actual Performance: The resulting and required Implementation of the Achieved. actions from the evaluation of MySelkirk Intranet initiative. the Communications Action Plan will be implemented.
Comments: The Communications Action Plan recommended an increase in face-to-face meetings as a better way to communicate, communications training for supervisors and the introduction of a staff Intranet. All have been accomplished. In March of 2012 a staff Intranet, MySelkirk was launched. All news and information relevant to staff is now found on this password-protected site. Linkage to Ministry Goals: Quality, efficiency and capacity.
4. Leadership: A Commitment to Our Communities Selkirk College believes that the College and our communities contribute to each other’s success and vitality. We recognize that the College has intellectual and physical resources that can contribute to community renewal and our region’s socio-economic development. We are committed to building effective and mutually beneficial relationships with our communities. Strategic Direction: Selkirk College will be recognized as an effective leader and partner in community renewal and development.
Strategic Priority 4.1: We will engage with and demonstrate leadership in our communities through our Centres and applied research capacity.
Strategy 4.1.a): We will increase activities at the Mir Centre for Peace as described in a renewed vision and operational plan.
Performance Measure: Target: Actual Performance: Demonstrated increase in Increased activity at the Mir Achieved. activity (programs and Centre. services) described in an annual report.
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Comments: New activities include: 1. New Continuing Education Opportunities: o Targeting the general public (Nonviolent Conflict Intervention, Summer Institute); o Selkirk College employees (Compassionate Communication, Mediation Skills); o Secondary and post-secondary students (How to Build a Community Campaign). 2. Engaging in Community Dialogue: o Increased number of Peace Cafés, including a series on climate change and managing our “Commons.” 3. Increased public accessibility to the Mir Centre: o Mir Centre open to the public on Thursdays, included several public displays such as 1,000 Peace Women and Kandahar through the Eyes of Afghan Youth. 4. Development of new post-secondary opportunities in Peace Studies: o Peace 203 (Global Issues in Peace) with the development of a partnership with the African Peace-building Institute in Zambia; o Advanced Certificate in Transformative Justice. 5. Development of a Community Mediation Program (January 2012), a free service to local individuals and groups, fully endorsed by community agencies. Linkage to Ministry Goals: Quality, relevance and capacity.
Strategy 4.1.b) We will increase grant and project revenue for the Selkirk Geospatial Research Centre.
Performance Measure: Target: Actual Performance: Approved funding from the Increased funding for applied Substantially achieved. Natural Sciences and research projects. Engineering Research Council (NSERC) College-Community Innovation program for a Forest Carbon Management decision- support research project, or at least two other significant research initiatives are planned and undertaken.
Comments: Through the Regional Innovation Chair and the Rural Development Institute, the Selkirk Geospatial Research Centre is in the process of securing a contract for approximately $72,000 for the Geographic Information Systems component of the employment lands project; also, funding in the amount of $75,000 from the Columbia Basin Trust Water Initiatives Program. The Centre was successful in securing $25,000 of funding through an NSERC Advanced Research Development grant. This project will develop a portal for people to interact with satellite imagery and develop linkages with a private geospatial company. The Centre will complete the Carbon project in August 2012, an NSERC-funded project. Linkage to Ministry Goals: Quality and relevance.
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Strategy 4.1.c) We will support community development challenges through the Regional Innovation Chair (RIC) in Rural Economic Development and Columbia Basin Rural Development Institute (RDI).
Performance Measure: Target: Actual Performance: The RIC is actively involved in The RIC impact is evidenced. Achieved. several regional initiatives.
Comments: The Regional Innovation Chair and the Columbia Basin Rural Development Institute are well integrated into key groups, i.e., Community Futures, Innovation Councils, provincial and federal Ministries. Integration is also as evidenced by two Columbia Basin Rural Development Institute advisory groups (one for the East Kootenay and one for the Kootenay-Boundary), with representation from a broad array of stakeholders. There are two, project-specific regional advisory groups whose membership includes stakeholders from across the Columbia Basin; the Employment Lands Project Advisory group and the Business Retention and Expansion (BR+E) Advisory group. The RIC is recognized as a “go-to” research advisor on key projects across the Columbia Basin region. The RIC/Columbia Basin Rural Development Institute has initiated the regional Business Retention and Expansion project; an identified priority within the region. Presentations or support was requested and delivered in a number of communities; Boundary, Castlegar, Nakusp, Slocan Valley and Trail. The RIC/Columbia Basin Rural Development Institute is also supporting the innovation councils (Kootenay Association of Science and Technology, Kootenay Region Innovation Council) in the development of a manufacturing and technology-specific business retention and expansion survey. The RIC/Columbia Basin Rural Development Institute and Selkirk Geospatial Research Centre have partnered with Community Futures East Kootenay to launch the region-wide Employment Lands Initiative. Data sharing agreements have been developed with local governments and much stronger collaborative relationship has evolved between Selkirk College (Columbia Basin Rural Development Institute, Selkirk Geospatial Research Centre) and local governments. The RIC is providing in-kind project management and research support to this initiative. Linkage to Ministry Goals: Capacity and relevance.
Performance Measure: Target: Actual Performance: The successful start-up of the The RIC and the Columbia Substantially achieved. Columbia Basin Rural Basin Rural Development Development Institute initiative. Institute impact is evidenced through an annual report.
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Comments: The previous Regional Innovation Chair has produced a five-year report covering 2006-2011. The current RIC is working with the Leading Edge Endowment Fund to provide a new, five-year research plan. Start-up work related to the Columbia Basin Rural Development Institute began in July 2011 when the new RIC took over her position. A revised budget and a three-year research program for the Columbia Basin Rural Development Institute were approved by the Governance Committee in October 2011. The first annual report (which will cover July 1, 2011 to March 31, 2012) is currently being developed. The Columbia Basin Rural Development Institute website will be launched in June of 2012. The State of the Basin Report and online portal is expected to be launched in October 2012, along with the release of an updated State of the Basin Report. Linkage to Ministry Goals: Capacity and relevance.
Strategic Priority 4.2: We will work with other agencies in our community to promote learning as a means to community renewal.
Strategy 4.2.a): We will further develop the vision of the West Kootenay Boundary Region as a “Learning Region” and partner with other key stakeholders on specific initiatives to advance this vision.
Performance Measure: Target One: Actual Performance: At least two initiatives/projects Substantial completion of Substantially achieved. developed and implemented. projects.
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Comments: Expansion of community education involvement with Chambers of Commerce in Trail, Castlegar and Kaslo; for example, membership in the newly created Sustainable Economic Development Committee in Kaslo, where Learning Region concepts and partnering opportunities will be explored. Refinement of the relationship with Nelson’s seniors’ education group (Learning in Retirement), leading to the development of a Letter of Agreement designed to improve the learning opportunities for older adults. Participation in a community fibre optic network project developed between the School District and the City of Grand Forks under the Community First Agreement. Working with the local Industrial Technology Advisor in the initial launch of the Digital Technology Adoption Pilot Program (DTAPP), designed to boost the productivity of small and medium-sized enterprises. Continued work with School Districts 8, 10, 20 and 51 on mutual support of our work and continued exploration of collaborative opportunities. Partnership with Boundary Chamber of Commerce to deliver business development training to local entrepreneurs and businesses. Partnership with Boundary School District 51 to provide the Pathways project for grade 11 and 12 students. Refinement of a relationship leading to a Letter of Understanding with Kootenay-Boundary Community Services Co-operative to deliver training for not-for-profit co-operatives in the region. Engagement with business and industry to identify labour market shortages and deliver appropriate skills training utilizing ESA funding. Linkage to Ministry Goals: Relevance and capacity.
Strategic Priority 4.3: We will renew our efforts to support learners from our Aboriginal Community.
Strategy 4.3.a): We will complete the Gathering Place construction project and launch programming.
Performance Measure: Target One: Actual Performance: Level of achievement. Completion of construction. Achieved.
Comments: The construction of the Gathering Place has been completed. The official opening took place on May 24, 2012 with participation from the Confederated Tribes of the Colville Reservation, Ktunaxa Nation Council, Okanagan Nation Alliance, Métis Nation BC, Sinixt Nation Society, Lower Columbia All First Nations, and the Action Society for Aboriginal Peoples. In the Gathering Place courtyard, landscaping blocks have been installed to create a large, attractive paved area. An advisory group has been formed to determine which native plants will be planted in the courtyard’s landscape beds. Linkage to Ministry Goals: Access, quality, capacity and relevance.
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Performance Measure: Target Two: Actual Performance: Level of achievement. Meet remaining fund-raising Not achieved. requirements.
Comments: To date, the campaign has received a $50,000 donation from Teck Metals Ltd., along with approximately $1,400 from other donors. We are in the process of forming a fundraising partnership with the Métis Nation of B. C. and exploring other funding opportunities. Linkage to Ministry Goals: Access, quality, capacity and relevance.
Performance Measure: Target Three: Actual Performance: Level of achievement. At least two new programming Substantially achieved. initiatives developed and started.
Comments: Funding options are being researched for the Gathering Place programming and funding proposals have been submitted. Collaboration between nursing students on practicum, the Mir Centre for Peace and Aboriginal Services to create a multi-cultural/cross-generational Peace Café planned for 2012. Gathering Place usage policies are in the early stages of development. An indigenous plant exchange has been proposed and initial feedback is positive. Further programming options and ideas are emerging and will be contributed to through the Gathering Place, the Aboriginal Learners Protocol and the Aboriginal Advisory Committee. Linkage to Ministry Goals: Access, quality, capacity and relevance.
Strategy 4.3.b) We will complete the development of a protocol Memorandum of Understanding between First Nations and Métis governments in the West Kootenay Boundary Region, for learners, and to guide the development of agency and partner agreements related to service to students.
Performance Measure: Target One: Actual Performance: Completion. Signing of the Memorandum of Not achieved. Understanding.
Comments:
Discussions with First Nations and Métis governments occurred during fall 2011 and are ongoing. We expect the process of respectful discussions will conclude with signed agreements sometime during the summer or fall of 2012. Linkage to Ministry Goals: Access, capacity and relevance.
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Strategic Priority 4.4: We will further develop major capital plans.
Strategy 4.4.a): We will build on the Facilities Master Plan with the development of new construction priorities.
Performance Measure: Target One: Actual Performance: Conceptual drawings are The development with key Achieved. developed. stakeholders of priorities for major new capital projects (for example, Trades Building; Learning Commons).
Comments: We have completed the development of conceptual drawings for the top two capital projects identified in the Facilities Master Plan: o Improvements to the Silver King Trades training buildings and student spaces; o Improvements to the Castlegar Campus, including entrance, student services, library and students study/social spaces; o “Learning Commons” concepts have been included in both these proposals. Linkage to Ministry Goals: Capacity and relevance.
5. Internationalization: Bringing Selkirk to the World and the World to Selkirk Selkirk College believes that expanded relationships with our world will foster greater cross-cultural understanding and awareness, while enhancing learning and programming opportunities. Strategic Direction: Selkirk College will be known as an internationally relevant and responsive College.
Strategic Priority 5.1: We will enhance student experiences and employee development by providing new opportunities for international exchanges and partnerships.
Strategy 5.1.a): Guided by the Selkirk International strategic plan, we will continue to develop new partnerships and international exchange opportunities.
Performance Measure: Target One: Actual Performance: Our students and faculty are Develop the infrastructure for Achieved. engaged in international global studies programming. exchanges and partnerships.
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Comments: The International policy has been revised and a handbook of Guidelines for International Experiences has been developed and is currently in the first stages of the approval process. The Special Projects CE/International Coordinator is building the infrastructure for a virtual and physical Global Opportunities Centre, to be fully active by fall 2012. Strategic partnerships continue to be developed. Examples include: o New partnerships have enabled three Peace Studies students and an instructor to complete one of their courses at the African Peace-building Institute in Lusaka, Zambia and one at the Mindanao Peace-building Institute in the Philippines this spring; o Two Nursing students have completed a practicum in Bangladesh; o Two TESOL students have completed an international practicum at Taiyuan Normal University in China; o A Selkirk instructor is teaching Jewelry Design at Shanghai Commercial School for three weeks; o New partnerships in Argentina, Brazil, Chile and Belize are creating opportunities through the CARICOM and CHILE faculty and student scholarships for future projects and exchanges. As well, partner institutions are offering free Spanish language semesters to Selkirk College students. Groundwork continues in China with the China Ski Association for delivery of both our Risk Management workshop and Ski Resort Operations and Management program in China. Selkirk is part of a CBIE led consortium that has been shortlisted to respond to an RFP from the Georgian government to deliver Technical and Vocational Educational Training (TVET) in Georgia over the long term, which will create faculty and student opportunities. Pusan University of Foreign Studies now offers two scholarships to Selkirk College students for a cultural semester. Irving K. Barber scholarship funds have been increased to $11,500 for 2012/13. Linkage to Ministry Goals: Quality and Access.
Performance Measure: Target Two: Actual Performance: Our students and faculty are Student orientation and Not achieved. engaged in international curriculum is developed. exchanges and partnerships.
Comments: Material is being collected and curriculum developed for a pre and post departure course for international exchange participants; the course will be ready by fall 2012. A retirement and other staffing changes have delayed the achievement of this goal. Linkage to Ministry Goals: Quality and access.
Performance Measure: Target: Actual Performance: Enrolments of international Increased enrolments by three Not achieved. students continue to improve. percent.
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Comments: There were three primary conditions that negatively impacted the success in increasing enrolments: o The Saudi Ministry’s reluctance to endorse colleges as a viable training venue resulted in the loss of the Saudi market; o The opening of Thompson Rivers University’s Open Learning Vancouver Campus has captured international students in the lower mainland that previously enrolled in online Selkirk courses; and, o The failure of registered students to receive Canadian student visas, particularly in India and China. These are being addressed as follows: o Through the expansion into new, emerging markets such as Vietnam, Libya and South America and the participation in the CARICOM and Brazil scholarship programs; o Selkirk College is one of nine Canadian colleges now approved by the Saudi Cultural Bureau and Saudi Ministry of Education for post-secondary courses. This should result in regaining lost enrollment and attracting more Saudi students; o The provincial and federal governments are moving to support the international marketing of British Columbia and of Canada as a whole. There are currently three Selkirk projects underway in China, with seventy-five students at Nanjing Institute of Industry Technology, nineteen at Shanghai Commercial School and close to seven hundred at Taiyuan Normal University, all taking courses linked to Selkirk College. These students are not included in this enrolment calculation. If they were, this goal would have been greatly exceeded. Linkage to Ministry Goals: Quality and access.
6. Sustainability: Toward Selkirk College as a Green College Conservation of the natural environment and responsible use of natural resources are a core organizational value at Selkirk College. We are committed to implementing practices that promote a healthy natural environment: in our teaching activities, our administration, our facilities and operations, our funding allocations and our applied research priorities. We are committed to reducing our ecological footprint and creating a culture of sustainability through our educational efforts. Strategic Direction: Selkirk College will be known as a green college.
Strategic Priority 6.1: We will work toward achieving climate action goals established by the Ministry (carbon neutral by 2010 and GHG emission reduction by thirty-three percent in 2020) and reduce carbon production under Ministry guidelines.
Strategy 6.1.a): We will continue to prioritize maintenance projects and implement other relevant initiatives from the Sustainability Action Plan developed in 2009/2010 to reduce Ministry of Advanced Education carbon penalty.
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Performance Measure: Target: Actual Performance: Level of completion. At least two new projects Achieved. undertaken and completed.
Comments: Lighting upgrades to energy efficient fixtures has been completed at the Castlegar Campus. A feasibility study to determine practicality of using geothermal heat for primary heating and cooling at Castlegar is planned. Any new construction is targeted to meet at least LEED Gold standards. Linkage to Ministry Goals: Relevance.
Strategy 6.1.b): We will implement the centralized printing project.
Performance Measure: Target: Actual Performance: Level of completion. Reduced paper and ink cartridge Achieved. consumption by twenty percent.
Comments: Fifty-eight of seventy printers have been centralized. The remaining twelve will be completed by the New Year. Linkage to Ministry Goals: Efficiency and Relevance.
Strategy 6.1.c): We will reduce solid waste production through composting.
Performance Measure: Target: Actual Performance: Level of completion. Reduced solid waste production Achieved. by twenty percent.
Comments: We are satisfied with the progress in waste reduction and plan for further reductions into the future. Linkage to Ministry Goals: Efficiency and relevance.
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SUMMARY FINANCIAL OUTLOOK
For the most recent financial information please see our Audited Financial Statements, available on our website at http://selkirk.ca/staff/finance/financial-reports.
2010/2011 CONSOLIDATED EXPENDITURES
2011/12 2010/11 Financial Report Actual Actual Revenues Government Grants 29,327,708 28,580,229 Tuition 6,245,947 6,092,856 Contract & Special Purpose 3,231,551 2,546,074 Ancillary Services 2,155,242 1,985,759 Donations 334,194 463,100 Other 1,438,733 1,753,726 Total Revenues 42,733,375 41,421,744
Expenditures Salaries & Benefits 29,533,623 28,685,672 Supplies & Services 10,058,174 9,707,410 Amortization, lease & Interest 2,711,344 3,203,070 Award & Donation payments 395,803 658,124 Bad Debt Expense 0 25,548 Other 42,471 35,190 Total Expenditures 42,741,415 42,315,014
Net Revenue (Expenditure) (8,040) (893,270) Endowment Contributions 115,998 431,311 Unrealized gain (loss) 72,630 189,548 Net Assets 10,843,330 10,085,569
Note: Additional explanations are available on our Audited Financial Statements, which are available online at http://www.selkirk.ca/staff/finance/financial-reports/
CAPITAL EQUIPMENT
Reported under Strategic Issues, pp. 45-46.
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