Table of Contents
Letter from Selkirk College Board Chair and President ...... 3 Institutional Overview ...... 4 Mission, Vision and Values ...... 5 Strategic Directions ...... 6 1. Teaching and Learning: Our Fundamental Activity ...... 6 2. The Student Experience: Access to Success ...... 7 3. Employees: Key to Our Success ...... 7 4. Leadership: A Commitment to Our Communities ...... 7 5. Internationalization: Bringing Selkirk to the World and the World to Selkirk...... 7 6. Sustainability: Toward Selkirk College as a Green College ...... 7 The Year’s Highlights ...... 8 Planning Context ...... 14 Internal Context ...... 14 Staff ...... 14 Students ...... 16 College Campuses and Facilities ...... 17 Program Shifts and Directions ...... 18 Partnerships ...... 24 External Context ...... 26 Economic Impact ...... 35 Strategic Issues ...... 36 2010/2011 Performance Measures and Targets ...... 39 Institutional Performance Measures and Targets ...... 39 Accountability Framework Performance Targets: 2010/11 – 2012/13 ...... 45 2009/2010 Performance Results ...... 46 Ministry Performance Measures, Targets and Results ...... 46 Institutional Performance Measures, Targets and Results ...... 49 Summary Financial Outlook ...... 68 2009/2010 Consolidated Expenditures ...... 69 Capital Equipment ...... 70 Contact Hours ...... 70
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ACCOUNTABILITY PLAN AND REPORT
2010/11 ‐ 2012/13
LETTER FROM SELKIRK COLLEGE BOARD CHAIR AND PRESIDENT
July 2010
Dear Reader:
On behalf of the Board of Governors, as well as the management team of Selkirk College, we hereby affirm our accountability for this Accountability Plan and Report 2010‐2013.
We are proud of the College’s accomplishments over the past year. We have served more learners than ever before in our history despite fiscal challenges. As well, the College community has pulled together once again to implement cost savings, increase revenue and bring forward a balanced operating budget for 2010‐ 2011.
Our communities continue to show their passionate support for Selkirk College through partnerships and financial and moral support.
We look forward to serving the West Kootenay Boundary in 2010‐11 and into the future.
Yours sincerely,
Stefan Lehmann Marilyn Luscombe Board Chair President & CEO
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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’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. 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 70 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, Academic & Student Development and Administration & Finance, are headed by a vice president, each of whom reports to the College President.
The Academic division has four deans 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:
Developmental Education (formerly Adult Basic Education and Transitional Training) Business and Aviation Digital Media and Music Health and Human Services Hospitality and Tourism Industry and Trades Training Kootenay School of the Arts Renewable Resources University Arts and Sciences.
The Academic division also includes the Mir Centre for Peace, the Selkirk Geospatial Research Center, the Community and Distributed Learning department and the Regional Innovation Chair in Rural Economic Development Research.
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The Administration & Finance division is responsible for all operational aspects of Selkirk College and includes the Finance, Budget, Information Technology, Facilities and Maintenance departments, along with the campus management function.
The Human Resources and the Communications & Development divisions also report directly to the President.
Selkirk College was the first college in B.C. to be awarded a Leading Edge Endowment Fund Regional Innovation Chair to contribute, through leadership and research, to regional economic development. Selkirk is actively involved in applied research activities, primarily through the Regional Innovation Chair and the Selkirk College Geospatial Research Centre.
Although we continue to be proud to be a college with a wide range of certificate and diploma programs, we also collaborate with the University of Victoria to ensure regional access to a Nursing degree and with the University of British Columbia for a teacher education degree. We also have our own, made‐at‐Selkirk, Bachelor of Geographic Systems.
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, baccalaureate degree in geographic information systems, and the working artist diploma at the Kootenay 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 and adult basic education.
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, which 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.
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Access To open doors for learners and build understanding and acceptance of diverse learner needs.
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.
Strategic Directions
This Accountability Plan reflects the outcomes of a review of our strategic directions conducted with the Board of Governors in 2009/2010; a desire to build on our many accomplishments; and our commitment to thoughtful and well planned responses to the changing post secondary education context. 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. The following strategic directions will guide our actions:
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.
Selkirk College will be known for its teaching excellence, outstanding learning experiences, and program relevance.
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2. The Student Experience: Access to Success Selkirk College cares about its students. We know that learner success begins when contact is first made and continues through to alumnus. We will ensure that learning is paired with experiences that engage students with our communities and the natural environment.
Selkirk College will be recognized for our high quality services to students throughout their relationship with the College.
3. Employees: Key to Our Success Employees are essential to the success of learners and of our College. Our well‐being and the environment in which we work together will be enhanced with opportunities for personal and professional development.
Selkirk College will be known as an employer of choice in the region and the sector.
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.
Selkirk College will be recognized as an effective leader and partner in community renewal and development.
5. 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.
Selkirk College will be known as an internationally relevant and responsive college.
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.
Selkirk College will be known as a green college.
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The Year’s Highlights
Student Update Total enrolments across the institution were up by 925 students (50 full time equivalents [FTE]). Ministry FTE delivery targets were exceeded for our Health programs.
Graduation Over 790 Selkirk College students graduated from a variety of programs at Selkirk College’s Convocation Ceremony on Friday, April 23, 2010, at the Castlegar Campus. Friends, families, Selkirk staff and faculty were present to show their support for students' achievements. The valedictory address was delivered by Christina Godfrey, who was also presented with the Student Professional Award Pin.
Student Achievements in 2009‐10 Throughout the past year, Selkirk College students have left their mark on all fronts; regionally, provincially and nationally. We are very proud of their efforts and their achievements.
Each year at its Gala Dinner, the BC Hospitality Foundation (BCHF) recognizes the efforts of the next generation of hospitality workers and, by bringing them into the spotlight, hopes to foster their careers as they move forward. This year, 11 students from around the province, including Chris Blois from Selkirk College, were honoured and recognized through the awarding of a BCHF scholarship.
In a similar manner, second year Integrated Environmental Planning Technology students Candice Benner and Suzanne Fordyce were awarded scholarships by the BC Chapter of the Solid Waste Association of North America.
During the year, Selkirk students enter a number of competitions and are often victorious. Each year, Skills Canada BC holds a series of competitions in the hope of enhancing the value of technical and trades skills among B.C.’s youth. Two Selkirk students enrolled in the College’s Transitions to Trades program were successful in this competition. Owen Wahl, a student in the welding program, earned a silver medal while Brendin Zozman won the provincial competition and went on to take gold at the national Canadian Skills competition in the Electrical Wiring category.
The Columbia Basin Trust (CBT) offered a competition of a very different nature, the CBT Scratch Challenge. This competition asked youth aged 15‐29 to submit 3,000 to 5,000 word works of fiction with “appealing characters, a dynamic plot and magnificent style.” Three of the top entries were Selkirk College students from the Writing Studies program: Julia Caceres Booth, Chace Kabatoff and Melinda Pederson. Of the three, Booth received $500 as the runner‐up and Kabatoff, as a finalist, received a $100 gift certificate to a bookstore of his choice within the Basin.
Student graduates received recognition also. John Forrest, a 2010 graduate of the Selkirk College Forest Technology program, was awarded a Gold Medal from the Canadian Institute of Forestry for his hard work, dedication and commitment to professionalism while completing his studies.
Digital Arts and New Media (DANM) students competed in a major competition this year to design a two‐ page spread for the Kootenay Mountain Culture magazine. Second‐year student, Johnny Caron, won the competition with his design being published in the winter 2009 edition.
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Digital Arts and New Media student, Zeb Hansell, received a full scholarship from the Trail Legion Branch No. 11 for the 2009/10 academic year for his excellent work and professionalism during the 2009 District Legion Conference in Trail, B.C.
Digital Arts and New Media students completed a major project this year during “Project Week”, a week‐long intensive team building exercise focused on developing a full branding or, in this case, a re‐branding package for a company. This year’s project was for the Kootenay Co‐op in Nelson (www.kootenay.coop). The concepts, designs, processes and workflow not only let the students apply their skills in “real‐world” project but, also, was a great community learning opportunity for the Kootenay Co‐op that guided them through the process and will help them in the near future when they move to their new location and expand their current offerings.
The Professional Cook Training Program students continue to do well in competition and have recently competed in the B.C. Chef’s Association Hot Competition in Vancouver, winning two Gold, two Silver and four Bronze medals competing against other private and public post secondary Apprenticeship programs.
Finally, students were not just “receiving” during the past year; they were also very involved in some “giving” of their own. A very timely example of this was a “Relief Banquet” put on by students of the Professional Cook and Resort and Hotel Management programs. This banquet was held to raise funds to support the work of the Red Cross in Haiti. Not surprisingly, the preparation and serving of the evening’s food was inspired by Haiti.
SIDIT Awards Individuals across the West Kootenay‐Boundary are reaping the benefits of the Southern Interior Development Initiative Trust (SIDIT) fund. Students who are interested in entering a wide range of trades, technology and academic programs have access to approximately $200,000 per year in support for a three year period, starting in 2008‐09. In 2010/11, the College will begin discussions with the Trust for the purposes of continuing this important financial support for regional learners.
To date, SIDIT has distributed nearly $400,000 in 350 awards to 274 students, to help cover the costs of their programs which include tuition, books and other supplies. The SIDIT donation is the single largest donation for student awards in the history of Selkirk College. These awards directly impact the number of students able to attend Selkirk College and are considered integral to providing post‐secondary access in our region.
Transportation Students, staff and administrators worked diligently together to raise awareness of the service gaps in public transportation to and from the College campuses. Selkirk College hosted a BC Transit open house at the Castlegar Campus where representatives heard, first hand, of the overwhelming interest and need for improved public transportation. Selkirk College joined regional, school and municipal districts in a call to government for a regional approach to addressing these transportation issues. Our internal research initiatives identified that the majority of our students and staff travel five (or more) days per week with at least one passenger. Over 51% of survey respondents indicated that they travelled over 5 km to their campuses and 59% of our survey respondents indicated that their preferred alternate mode of transportation would be public transportation. The main barrier to utilizing public transportation was identified as the current bus schedule and routes.
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Campaign Launched for Mir Centre for Peace Lecture Series On September 21, 2009, Selkirk College celebrated the United Nations’ International Day of Peace and the launch of the Mir Centre for Peace Lecture Series and Endowment Campaign.
Featured speakers included John Verigin Jr., Executive Director of the Union of Spiritual Communities of Christ, and Dr. Duncan Grady, with performances by the Vision of Peace Choir and the Corazón Youth Choir from Nelson.
The Mir Centre for Peace Lecture Series was established to bring internationally recognized peacemakers to the West Kootenay region. In order for the Series to reach its full potential, it was decided to establish an endowment, the revenue from which could provide annual leverage funding. A campaign to raise $200,000 was launched in order to secure this funding. Over $128,000 for the endowment and an additional $100,000 donation in the order of $20,000 for each of the next five years had been raised by July 1, 2010.
Selkirk College and USCC Develop Bridge of Peace Representatives from the Union of Spiritual Communities of Christ (USCC) Executive Committee and Selkirk College signed an agreement to work jointly in developing cultures of peace—creating a bridge of intent and practical activity between the two organizations.
The USCC agreed to donate the use of the Brilliant Cultural Centre to Selkirk College’s Mir Centre for Peace for one event annually free of charge. In exchange, the College has agreed to allow the USCC free use of the Mir Centre building for up to two times per year upon request by the USCC for events which are consistent with the Mir Centre for Peace and Selkirk College philosophy. In their own way, each organization advocates for peace; this act of providing mutual support will certainly play an important role in each achieving their goals.
Selkirk College Celebrates Founders’ Day On Friday, October 16, 2009, Selkirk College celebrated Founders' Day in the staff lounge at the Castlegar Campus with nearly 40 Founders in attendance. This group consisted of both founding retirees and chartered students joined by current staff and retirees.
A Founders' Wall, which is located outside of the staff lounge, was unveiled by the Chair of the College Board of Governors, Stefan Lehmann and Vice‐Chair, Bruce Morrison.
The evening included a wonderful meal by Selkirk Classic Catering, a historical display of Selkirk College memorabilia and speeches from President Marilyn Luscombe and Dr. John Hall, himself a College founder. Selkirk has well over 40 years of history and much of it was represented in the room that night.
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Residence Renovation Moves Forward at Tenth Street Campus Members of the Federal and Provincial Governments, Columbia Basin Trust, the City of Nelson and Selkirk College announced that funding of $7 million would be available to renovate the residences at the Tenth Street Campus.
The renovated and reconfigured facility is envisioned to include one, three and five‐bedroom units. The rehabilitation of the structure to current building standards and beyond has a goal of achieving Leadership in Energy and Environmental Design (LEED) certification. Examples of features to be considered include solar and micro hydro, geothermal exchange and increased thermal efficiency. In addition, the planning, construction and the completed facility will offer experiential learning opportunities for Selkirk students.
The availability of on‐campus housing will greatly assist in the recruitment and retention of students. Also, in providing housing for up to 100 students, the College will make an important contribution to the alleviation of the affordable housing shortage in the community.
Power Savers Honoured Last year, energy conserved by fourteen West Kootenay businesses and organizations saved more than 4,170 MW h of energy—more than enough to power 321 homes. Those green entities were recognized at a luncheon hosted by FortisBC PowerSense at a special awards ceremony held November 4th at the Castlegar and District Community Complex.
FortisBC PowerSense Conservation Excellence Awards recognize customers who have shown a commitment to innovation, conservation and sustainability by completing energy‐efficiency projects that save more than 100,000 kW h annually and Selkirk College was among those organizations that had achieved this goal.
In the summer of 2009, thanks to $1.88 million in funding received through the Knowledge Infrastructure Project, the College replaced the HVAC system in the main building of its Castlegar Campus.
With the installation of this highly efficient and innovative equipment, gas consumption and subsequent Green House Gas emissions will be reduced by 40%, all of which will make a significant contribution to the College achieving its goal of carbon neutrality.
CD Commemorates 20 Years of Music at Selkirk College The faculty of the Selkirk College Contemporary Music & Technology program has released its first CD in its 20 year history—Souvenir. This CD was produced, recorded and performed by Selkirk College Music Program faculty to celebrate 20 years of music. Proceeds from the sale of the CD will go towards a music scholarship that will be available to students enrolled in the program.
New Scholarship in Memory of Dan Matthews Dan Matthews was a long time supporter of education for the ski industry. It is very fitting that the Daniel Richard Matthews Memorial Scholarship has been established to recognize students who have shown outstanding leadership in the SROAM program.
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The Kootenay Lake Hospital Foundation House Construction Project is Under Way! The Hospital Foundation has undertaken a campaign to raise $1.5 million for the purchase of a CT Scanner for the Kootenay Lake Hospital in Nelson and Selkirk College has done its part to support this very worthy cause. The Hospital Foundation worked with students of Selkirk College’s Carpentry and Electrical Foundation programs and many local businesses to build a house at 1201 McQuarrie Street in Nelson’s Rosemont area.
The Carpentry Foundation program students put three weeks of work into the project, completing the framing for the first floor while students from the Electrical Foundation program installed the wiring.
When completed, the house will be sold with the proceeds going towards the purchase of the CT scanner.
Selkirk Signs Agreement with Southern Interior Post‐Secondary Institutions Selkirk College, along with the other four public post‐secondary institutions providing education and training to British Columbia’s Southern Interior, have joined forces to collaborate on new and shared training opportunities and services.
Leaders from the College of the Rockies, Okanagan College, University of British Columbia Okanagan, Thompson Rivers University and Selkirk College signed a Memorandum of Understanding (MOU) that links the institutions in the creation of a better integration of the learning opportunities and services for citizens of the Southern Interior. It is believed that these institutions working together can provide their communities with access to a much broader range of program and service opportunities.
Funding Approved for Aboriginal Gathering Place at Selkirk’s Castlegar Campus Thanks to a grant of $600,000 through the Ministry of Advanced Education and Labour Market Development’s Gathering Place initiative, the College has been given the opportunity to develop a physical space, an Aboriginal Gathering Place. The Gathering Place capital fund from the Ministry is directed toward providing appropriate space at B.C. post secondary institutions for promoting Aboriginal culture, tradition, ceremony and celebration and supporting overall retention of students.
The Selkirk College Gathering Place will be located on the Castlegar Campus and will make an important contribution to meeting the College’s strategic priority of enhancing services to Aboriginal learners and further developing a welcoming and supportive environment for all self‐identified Aboriginal students. The Gathering Place is also seen as a major contributor to Selkirk’s goal of better serving the wider Aboriginal community.
Selkirk Pursues Environmental Sustainability Selkirk College is actively pursuing environmental sustainability in all facets of its operation, hoping to reduce its overall impact on the environment.
Last year the Environmental Sustainability (ES) Committee at Selkirk College hired Renewable Resources Instructor, Derek Marcoux, along with two students, Suzanne Fordyce and Jeremy Prahl, to complete a “State of the Environment” report which would provide a benchmark set of data, marking the current status of environmental conditions at the campuses located in Castlegar, Trail and Nelson. The areas of energy, emissions, waste, transportation, water, biodiversity, products and services and environmental compliance were researched and included in the study.
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The final report includes a list of proposed action items to be completed by the year 2020.
Recipients Announced for Board Awards The Selkirk College Board of Governors was pleased to announce the 2010 recipients of the annual Board awards. An Honorary Diploma in Peace Studies was awarded to Muriel Walton. The Distinguished Educator Award was presented to David Williams and the first ever Distinguished Alumnus award to Ron Anderson.
Each of these individuals has made significant contributions to the College and to society over the years.
Selkirk College Plants Its One Millionth Tree Selkirk College celebrated the planting of its one millionth tree seedling on May 14, 2010.
With the Forest Technology program entering its 45th year in September of 2010, past and present students, faculty of the College, representatives from the Ministry of Forests and Range, local forest industry representatives, and other supporters gathered to walk through the forested grounds to the site where the tree would be planted.
John Adams, founder of the Forest Technology program at Selkirk and first chair of the department, received the honor of planting the one millionth tree.
Students and staff of the Forest Technology program have been planting trees on a contractual basis since 1966. The first few planting projects were completed on the grounds surrounding the Castlegar Campus where you can now find Douglas‐fir trees that are 18 metres tall.
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PLANNING CONTEXT Internal Context
Staff Selkirk College employs 589 full‐time and part‐time individuals. These employees are categorized into five employee groupings as follows:
Table 1
Employee Group Total PPWC 218 SCFA 160 BCGEU 115 Exempt/Admin 31 Continuing Education 65 Total 589 Source: HR System, March 2010
The distribution of Selkirk employees by age group is as follows:
Chart 1
Age Distribution by Employee Group 250 (includes active employees only)
200 60+ 50‐59 150 40‐49 100 30‐39 < 30 50
0 BCGEU PPWC SCFA Exempt/Admin.
Source: HR System, March 2010
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Overall, 45% of Selkirk’s employees are over age 50.
Chart 2
Percentage of Employees over Age 50, by Employee Group
68% 59%
46% 45%
33%
BCGEU PPWC SCFA Exempt/Admin. TOTAL
Source: HR System, March 2010
Overall, Selkirk College employees are predominantly female (62%), yet this distribution varies over the employee groups as follows:
Chart 3
Gender Distribution by Employee Group
250
200 Female 150 153 86 Male 100 62 50 40 53 65 74 24 25 0 7 BCGEU PPWC SCFA Exempt/Admin. Continuing Ed.
Source: HR System, March 2010
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Students During the 2009‐2010 fiscal years, Selkirk College had the privilege of serving a total of 13,571 students across the region – 13,181 domestic and 390 international students.
Of these 13,181 students, 6,310 were registered in full‐time programs and 6,871 were enrolled in our continuing education skills courses. These enrolments resulted in a full‐time equivalent (FTE) student delivery of 2,585, an increase over last year by 50.
The average age of our students continues to be 27 years of age. Selkirk College students are predominately from the Region, as follows:
Table 2
Where Students Come From Fall Semester Enrolment (Domestic Students, percentage of students by year) 2005 2006 2007 2008 2009 Selkirk College Region 70.4 70.6 74.8 76.4 74.0
Other Regions in B.C. 21.1 17.8 17.5 16.1 18.0
Elsewhere in Canada 7.0 8.6 5.5 4.8 4.7
Outside or Unknown Region 1.5 2.7 2.4 2.9 2.6
In the fall semester of 2009, the number of students enrolled at each campus was as follows:
Table 3
Percent of Total Students by Campus Number Enrolment Fall 2009 Distance 749 33.4 Castlegar 743 33.1 Tenth Street 219 9.8 Silver King 201 9.0 Trail 98 4.4 Kootenay School of the Arts 67 3.0 Kaslo 59 2.6 Nakusp 57 2.5 Grand Forks 51 2.3 Total 2,244 100
Thirty percent of our student body reports that student loans were their main source of financial support with employment income, direct and indirect, an important factor in financing post‐secondary education at Selkirk College.
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Chart 4
2010 Student Engagement Survey Sources of Financial Support 45.5 (% of respondents)
30.3
20.3 17.2 16.4 11.9 9.7 9.4 8.6
College Campuses and Facilities Castlegar Campus Castlegar Campus is the Selkirk College’s largest campus and administrative centre. It is situated on approximately 65 hectares of private land. This land is managed by the School of Renewable Resources for the purposes of education, wildlife and landscape ecology. The Schools on this Campus are: Business and Aviation; Developmental Education; Health and Human Services; Renewable Resources; and University Arts and Sciences.
Silver King Campus The Silver King Campus is located in Nelson and is home to the School of Industry and Trades Training, as well as Adult Basic Education and Transitional Training 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.
Kootenay School of the Arts (KSA) In July of 2006, KSA became part of Selkirk College. This prestigious school of art and design is located in an 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 290 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.
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Tenth Street Campus Also located in Nelson, the Tenth Street Campus is home to the School of Hospitality and Tourism and the School of Digital Media and Music. 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 Studio 80.
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 Adult Basic Education to Transition Training and Continuing Education. It is also the home of the Distributed Learning Centre. Selkirk College’s present lease of the Trail Campus facility expires in December of 2010, at which time a facilities review will be completed by the landlord. We will be working with the Regional District and the City of Trail to ensure that we continue to have access to this, or an alternate, facility for the Trail Campus.
The Mir Centre for Peace In September of 2007, Selkirk College celebrated the completion of renovations which returned this classic Doukhobor communal home to its original magnificence. 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 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.
The state‐oof‐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 Castlegar Airport.
Program Shifts and Directions Business and Aviation This year we hosted our fifth annual Business Competition, with all students enrolled in the Business Administration Program participating. Each year this competition builds on the success of the previous year. The students “hate it” until it’s over and then they say “It’s the best thing I’ve ever done!” This year’s panel of local judges was so enthusiastic that they’ve all signed up again for the 2011 competition. We have moved from a web‐based business simulation to a case study format. The change was well received by both judges and students.
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Our AISim 200MCC continues to provide students in the Aviation—Professional Pilot Program with an excellent flight training platform and a “green” training alternative. Responding to Program Advisory Committee feedback on the increasing importance of multi‐crew environments and taking advantage of the capabilities of the AISim, we have moved the focus on multi‐crew training from second‐year to be integrated throughout the entire program. We continue to explore technologies that will enhance our program currency and will reduce our susceptibility to adverse weather.
The innovative recruiting project between Air Canada Jazz and the Canadian Association of Aviation Colleges (CAAC) was extended to a fourth year. The 16 graduates from the 6 member colleges participated in a one‐ week, all‐expenses‐paid recruitment session at the Jazz training centre in Toronto in May 2010. This opportunity prepared the graduates to be candidates for co‐pilot positions on Dash‐8 or CRJ jets servicing the airline’s regional routes. Air Canada Jazz is interested in renewing this agreement with CAAC at its fall 2010 meeting.
Community, Corporate and International Division The Continuing Education department will complete its restructuring and use 2010/11 as a year for strategic planning, improved programming and service and community outreach. Priorities include the potential development of a regional leadership program in conjunction with local business partners and the leveraging of community partnerships, such as the one with D‐Pace (a research company) into training opportunities.
The Distributed Learning Centre will focus on developing college wide guidelines and processes to standardize the quality of our online programming. The College looks to take a leadership role in the delivery of online (Moodle) training to the local school districts.
Selkirk International has embarked on a curriculum review/revision that will see the modularization of curriculum to enable an increased number of start dates and alignment with the BC Language Benchmarks. New markets for 2010/11 include Saudi, India, Kazakhstan and possibly Vietnam and Germany. Selkirk College now has three partnership programs in China in various stages of development, with a fourth pending. The goal for the upcoming year is to solidify these programs and develop a smooth flow of students to the College.
Developmental Education The School of Developmental Education meets the needs of adult learners through Adult Basic Education (ABE), Adult Special Education (Transitional Training) and adult literacy programs, the latter through a partnership with the Columbia Basin Alliance for Literacy (CBAL). These access and upgrading opportunities are offered in 6 communities within the College region. In 2009/10, the School had a 17% increase in student FTEs. All programs run in both daytime and evening schedules throughout the fall and winter, with a summer session in Nelson. The summer school continues to be fully subscribed, helping students prepare for fall program starts. In addition, the ABE staff at all Centres support students attending other College programs by providing a clean, quiet study space and tutorial support.
Current shifts in the School are focussing on increased collaborations internally with our programs and externally with our community partners at all our delivery sites and online. We are moving toward more seamless delivery of developmental education that focuses on improved access for students, a continued
Planning Context | exceeding your expectations 19
focus on student success and strengthened connections to other Selkirk College programs for which ABE programming is pre‐requisite.
Selkirk College and our CBAL partners have embraced the federal government’s Essential Skills initiative, identifying essential skills already embedded in our curriculum and exploring the incorporation of further essential skills. ABE instructors have taken the first of five levels of Essential Skills training and instructors are participating in a pilot project with local Skills Centres called Essential Edge, focussed on bringing essential skills into the rural workplace.
Collaborative pilot programs with community partners are being offered this academic year in Castlegar, Nakusp and Trail, such as:
ABE instructors will provide learning opportunities to parents at The Family Place while their children have onsite daycare in Castlegar; In Nakusp, School District No. 10 will utilize a distance learning model in the College’s Nakusp Learning Centre, with support from ABE instructors; In Trail, the Career Development Society (CDS) will provide additional life skills instruction within Transitional Training’s Food Service Worker program.
Digital Media and Music The Digital Arts and New Media (DANM) industry changes daily, if not sooner. The faculty of DANM began the process of reviewing our curriculum and delivery modes this year to better prepare our students for the demands of the rapidly changing landscape. Our current model gives the students a very broad range of skills which has proven to be a very successful for our graduates. A significant shift is the move towards the OPEN LAB concept for training delivery. The goal of this delivery shift is to improve access to lab resources while increasing the delivery of applied theory. This will allow us to offer a broad range of course topics to keep pace with the rapidity of change in the industry.
The Contemporary Music and Technology program has recently reviewed and implemented a new admissions procedure for the 2010 academic year. In this new process we hope to better fill the program with a suitable mix of instruments. We have set specific numbers of students for admittance into the program based on their instrument. For example, we are admitting 20 guitar, 8 bass, 8 vocals and etcetera. Specifying this set limit for instruments allows us to better plan for ensemble classes, timetable issues and additional faculty or adjunct instructors during the budgeting process.
Health and Human Services The Human Services area is experiencing strong enrolments throughout all its program areas. Integration of Human Services courses within the three certificate‐level programs, to create greater flexibility in program delivery, is complete. Learners now have increased flexibility for completing multiple certifications. A citation in Mental Health programming for professionals has been completed. Development of a citation in Collaborative Respite is continuing. Online development programming is also ongoing Early Childhood Care Education Assistant.
The Health Studies area continues to experience strong enrolments in Nursing, Advanced Medical Transcription, Health Care Assistant, and Nursing Unit Clerk. For the coming year Health Care Assistant programming will replace Access to Practical Nursing delivery on the Trail campus. Our partnership with the University of Victoria for the delivery of the Bachelor of Science in Nursing (BSN) continues to be very successful. The “Jill Harrop Centre for Nursing Arts” continues to provide nursing students and the medical community with high‐technology patient‐simulation training capacity.
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Other initiatives include: online programming with a certificate in Gerontology, third year BSN and second year Human Services international practicum experience in Guatemala, education in community nursing in the Nelson First Community Health Cooperative is continuing again this year, the Pharmacy Technician program achieved national accreditation in 2010. The development of online curricula in both Medical Transcription and Nursing Unit Clerk is complete.
Hospitality and Tourism The Ski Resort Operations and Management program will be entering its 30th year this September and is the longest running program of its kind in Canada. Graduates of this program have gone on to become supervisors, department managers, senior managers, shareholders and owners at most of the major Ski Resorts and its associated industry suppliers across Canada and Internationally. Along with the diploma program at Selkirk College, the program continues to deliver specialized online courses and certificate courses at industry conferences, some of which have become industry standards for training. For example, the Ski Area Passenger Ropeway Mechanic Courses were delivered in two new locations this past year, in addition to the Canada West Ski Areas Association (CWSAA) spring Operations and Maintenance seminar.
The SROAM Program also supports the delivery of “ParkScapers,” the only course in Canada specifically designed for delivering a best practices program for resort employees who work as terrain park staff, supervisors, managers and grooming operators.
Selkirk College has been working with the ParkScapers Board, the Ontario Snow Resorts Association and the Canada West Ski Areas Association to coordinate online registration and delivery of the pre season online workshops. Selkirk will deliver the first day of this training utilizing our Moodle platform.
On January 28, 2010, Selkirk College’s Professional Cook Training and Resort & Hotel Management Program students hosted a “Benefit Buffet” for Haiti at Mary Hall in Nelson. The event raised $6,008.75 for the Canadian Red Cross Haiti relief. Delivery of both these programs continues to focus on meeting skills and competency outcomes desired by industry while providing students with relevant service‐oriented learning opportunities.
The Golf Club Operations Online (GCOOL) certificate program is gaining momentum and has achieved 155 course registrations last year, serving almost 200 supervisors and managers across Canada and internationally over the past two years.
Industry and Trades Training We continue to see sustained demand in all of our trade foundation programs and some apprenticeship programs. The most significant demand areas remain in the Carpentry Foundation and Apprenticeship programs and the Electrical Foundation program. The recent economic downturn has resulted in a reduction in the number of industry apprentices and therefore reduced demand for some of our apprenticeship classes. We will offer no Millwright Apprenticeship classes and fewer Electrical Apprenticeship classes this year. We have successfully launched a one‐time Foundation Carpentry Program in Nakusp to the delight of that community. We are examining the feasibility to do the same in the Boundary Region.
Upon completion of curriculum development, we will launch a Plant Operator program in the fall of 2010. Local industry and employers are very supportive of this initiative and we expect two full intakes for the 2010/2011 funding year.
We continue to examine additional opportunities to raise our industry training profile. Our recent initiative with Teck Resources Ltd., to provide industrial training to a number of its skilled trades people in Canadian
Planning Context | exceeding your expectations 21
Electrical Code, Basic Drafting and Computer Assisted Drafting upgrading, has been successful. We continue to seek opportunities to expand our outreach of Fall Safe training to industry clients.
We are methodically raising our Continuing Education profile with an initial offering of two electrical courses in the fall 2010 semester (“AC Motor Controls for Electricians” and “Pipe Bending for Electricians”). We hope to expand CE offerings in the winter 2011 semester to include other trades disciplines.
ACE‐IT programs continue to be a valuable and valued dimension of Selkirk College program offerings. Presently, we have a number of ongoing collaborative programs and partnerships with school districts in the Kootenay‐Columbia, Kootenay Lake and North Okanagan‐Shuswap for training in Millwright/Machinist, Carpentry, Welding, Hairdressing and Cooking. In the winter of 2010, we launched our first Electrical ACE‐ IT Program on the Silver King Campus to great success. We are acting to accommodate more ACE‐IT students on our campus (we have adjusted Electrical Foundation program start times to align with high school semesters). We are exploring the possibility of offering an ACE‐IT Millwright/Machinist Foundation program to begin February 2011 on the Silver King Campus. We continue to entertain proposals to meet the needs of school districts in the Boundary and the Arrow Lakes areas.
Our Skilled Trades Exploration Program (STEP) has been suspended indefinitely. We remain committed to providing trades gateway programs to women and will determine whether it is more effective to do so by restructuring the existing program or by finding a more effective alternative program.
Kootenay School of the Arts at Selkirk College The Kootenay School of the Arts continues to offer four studios: two‐year diplomas in Clay, Fibre, and Jewellery and Small Object Design, and a one‐year certificate in Metal. While enrolment has remained steady in 3 studios, Clay enrolment is lower in first year for this coming year. Students continue to be actively engaged in learning and in community events such as a Christmas sale and show, the year‐end exhibit, “Hungry Bowls” (a fundraising event for the Nelson Food Cupboard), and a student show at Nelson’s Touchstones Gallery. The highlight of the year continues to be the second‐year student trip to the “One of a Kind” show in Toronto, where students are able to experience a large craft venue, display their work, network with other artists and the retail community, and undertake all the aspects of preparation and professional practice related to their media. In a number of cases, students have been able to secure accounts with galleries and retailers from this event. Again this summer, some students are participating in Independent Studios courses where they continue to use the studio spaces to develop their body of work and receive some mentorship from faculty. The school is also investigating opportunities to have international students participate in studios in the future.
Renewable Resources Enrolments continue to be strong in all of the two‐year, nationally accredited diploma programs in Forestry; Recreation, Fish and Wildlife; and Integrated Environmental Planning. Application numbers in the Advanced Diploma in Geographic Information Systems (GIS) are increasing each year. Enrolment in the Bachelor Degree in Geographic Information Systems (BGIS) continues to be low.
The Renewable Energy Program has been suspended for the coming year. This is to allow for program and curriculum re‐design. While enrolment was reasonably strong (14 students this past year) the program graduates have had difficulty securing work in the field, and the program has not achieved cost recovery. The school plans to offer a renewed program in Renewable Energy in 2011.
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The Selkirk Geospatial Research Centre (SGRC) continues to be a very successful initiative for both research and training. The SGRC has new partnership with the Columbia Basin Trust. The SGRC also submitted a successful proposal to the Canadian Center for Innovation (CCI) for a two year, $200,000 project related to Climate Change. The SGRC continues to provide relevance to the community through a number of important research initiatives with a variety of partners in the private, public, First Nations, and non‐profit sectors. In the coming year, the research activities within the SGRC will continue to grow.
The School of Renewable Resources continues to provide exemplary leadership in ecosystem‐based forest and land management through the operations of the College’s Woodlot License 400 and the Skattebo Educational Forest. The School continues to develop strategic alliances with other post‐secondary institutions to provide students with optimum transfer opportunity, and to increase choices for additional credentials in the Region.
Student Access and Support The College provides an excellent level of service to students, including: academic counseling, learning success, services to students with disabilities, aboriginal student services, financial aid, exam invigilation, assessment and peer‐tutoring services.
An area of specific focus, in the coming year, will be increased collaboration with schools and departments to ensure a team approach to student support. An Early Alert system, where students at risk are identified early in the semester, will increase the holistic and cohesive response from faculty and student services.
University Arts and Science The School of University Arts and Sciences moved into the second year of its operational plan which focuses on improving student academic performance, experience and opportunities. In the Sciences, the Mathematics department offered new courses in business mathematics, mathematics for teachers and problem solving in foundational mathematics. The Math department also implemented a formal process to assess student readiness for Calculus I and of assisting ill‐prepared students to succeed in the course through a late summer pre‐calculus “boot camp” and a realigning and rescheduling of courses. The department also assisted in a college‐wide process to establish prerequisites which reflect the new provincial high school math curriculum. Chemistry, math and physics instructors explored offering courses and programs collaboratively with College of the Rockies. Science faculty also participated in the successful “Girls and Science” and “Community Science Celebration” events, hosted in conjunction with Kootenay Association for Science and Technology (KAST) and Science World.
In the Arts, the School launched its archaeology field school with a full class of 18 students in spring 2010. The field school is offered as Anthropology 210 (Introduction to Archaeology) with a 10‐day “dig” component. The School also introduced a sociological theory course which allows students to complete the requirements of a flexible pre‐major in Sociology. The Writing Studies Program is now part of the nearly complete Southern Interior Writers’ Project, a collaboration of Selkirk College, College of the Rockies and Okanagan College. The project’s “learning pathways” will allow students to work towards credentials by taking courses from any of the partner institutions.
As a whole, the School continued with its student recruitment and retention plan. This included faculty visits to regional high school classes, ongoing improvements to the school website, a successful student academic “excellence” ceremony in spring 2010 and an exploration of an international learning experience for students in University Arts and Sciences.
Planning Context | exceeding your expectations 23
Through the School’s close connection to the Mir Centre for Peace, faculty members have also been involved in the College’s broader efforts to recognize the culture and history of the region and make the College welcoming to its peoples.
Partnerships Selkirk College has a long tradition of using partnerships and alliances to further its mission. The following table lists a few examples of current partnerships:
Table 4
Partnership Collaboration Okanagan College/ College of the Risk Management (including safety audits and pandemic planning), Rockies public opinion research, joint marketing and advocacy, Technology consultation, Professional Development planning are among the initiatives completed in 2008/09. The Home Support/Resident Care program was offered successfully under this partnership, utilizing a combination of online and face‐to‐face delivery in Grand Forks and Nakusp and utilizing instructional staff from both Selkirk and College of the Rockies. Coordination of the jointly planned Mountain Writers courses will be provided by Okanagan College and students and instructors from across the institutional partners can take part.
We have an agreement with Okanagan College for our Business Administration students to block transfer into Year 3 of Okanagan’s BBA Program. We are developing a plan that would allow Selkirk College students to do semester 5 or, if we offer one additional course, Year 3 at Selkirk College and then transfer to Okanagan College for 8 months for Year 4. Okanagan College/ College of the Development of Memorandum of Understanding between Southern Rockies/ Thomson Rivers University/ Interior public post secondary providers. Agreement to collaborate on UBC Okanagan programming, improved transfer and articulation, marketing, enrolment management, and greening initiatives. The MOU also describes the intent to develop collaborative services and assist in strategic HR planning with key sectors, such as health. 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, significant progress has been made in the renovation of the College’s Nelson Student Residence. When opened in September of 2011, attractive, affordable accommodations will be available for approximately one hundred Selkirk students. In the process, the supply of affordable housing for non students in Nelson will be increased. Canadian Association of Aviation Air Canada Jazz First Officers Direct Entry program. Colleges CAAC Interior Health Authority Development of proposed Combined Lab and X‐ray Technician program. Delivery of the Practical Nursing program in an on‐line format. Applied research into issues such as medication errors and mental health intervention. Collaborative efforts to increase supply of health care professionals, mental health training, responsive/proactive models for learning and inter‐professional practices/models of care.
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Partnership Collaboration Southern Interior Development Trades and Transitions Student Awards program totaling nearly Initiative Trust $600,000 for Selkirk students over three years. A portion of this funding is utilized to support secondary school learners studying at College level during their grade 12 year. University of Victoria Bachelor of Nursing degree is offered locally at Selkirk College. Student nurses work in our regional hospitals and at the Nelson Health Cooperative to gain their practical experience. University of British Columbia “West With a renewed MOU signed in Spring 2009, Selkirk College, UBC, and Kootenay Teacher Education the local school districts are continuing to partner on a 12‐month Program” Bachelor of Education degree completion program at the Castlegar Campus. BC Rural Colleges Collaborative development of online First Nations Studies program. West Kootenay/Boundary Region Formalized agreement to support the development of a “Learning School Districts Region” while continuing our work to provide improved transition of K‐ 12 learners into the College. Thompson Rivers University Applied Research, dual admission and program laddering; also partner in CIDA project in Republic of Georgia. Cegep de Gaspesie, Universidad North American Mobility Renewable Energy Technology Program. The Tecnologica de Tabasco, Universidad program is in its second year and has resulted in faculty and student Tecnologica de Tulancingo, Golden exchanges between the partner institutions. In the Fall 2008 semester West College and Turtle Mountain students from Tabasco and Tulancingo attended classes in our ESL and Renewable Energy certificate program. Community College Capilano College Selkirk College and Capilano College (now Capilano University) have signed an MOU 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. The two institutions, with Capilano as the lead, are currently pursuing approval for a CIDA project in Tanzania, Africa. Georgia Technical University, CIDA project to support the initial launch of two Professional Learning Georgia Centres (colleges) in rural Georgia. Since startup, two additional colleges have joined the network and an additional study opportunity to study seafaring at the Maritime Training Centre in Batumi has been put into place. Nanjing Institute of Industrial Joint delivery of an International Tourism Management program and an Technology International Business program. Regional Districts of Kootenay The Regional Innovation Chair for Rural Economic Development Boundary and Central Kootenay; completed a number of reports in partnership with local stakeholders; Columbia Basin Trust and many in particular, the State of the Basin report and the Affordable Housing other partners data base and report. Native Education College, Carrier Tourism and infant and toddler training. Sekani & College of New Caledonia Community Futures, Career Creating safer communities, leadership development and learning for Development Services and Greater living initiatives. Trail Skills Centre
Planning Context | exceeding your expectations 25
Partnership Collaboration Integrated Land Management Branch Applied research, technical training and infrastructure support. of Government Kootenay Leadership Initiative Selkirk College is working with local employers including Teck, Celgar, Firebird Technologies Inc., Kootenay Savings Credit Union and others, to develop a “Kootenay branded” leadership program, to be launched in September 2010. College of the Rockies Fire Training for volunteer fire fighters. Selkirk College and COTR are partnering to provide certification exams and custom designed college certificates for volunteer fire departments. Taiyuan Normal University (China) Partnership for implementation of a Sino‐Canadian Selkirk College and TNU English Language Program for 500 students. This will serve as a feeder to SC programs. Shanghai Commercial School (China) Delivery of a Jewellery Marketing and Design program in partnership with Shanghai Commercial School. High school graduates who complete the program will receive advanced placement in our KSA program. EGE University (Izmir, Turkey) MOU for faculty and student exchanges. First SC faculty has visited EGE, and we are expecting four EGE faculty in September. eTraffic and North Pacific Selkirk College is working with these two private lower mainland companies to provide training via the federal small business training initiative. LMA Consortium (provincial) Selkirk College is part of the provincial LMA consortium for the delivery of Essential Skills training. BC Campus Projects in Biogeoclimatic classification, and developing the flexible pre‐ majors in English, Psychology and Sociology/Anthropology. Columbia Basin Trust Technical advice on the State of the Basin initiative and planning for closer partnership on rural development research: supporting several environmental projects and initiatives through the SGRC.
External Context
The Selkirk College Region is home to just over 79,000 people, or 1.8% of the BC population. The largest communities are Nelson, Trail and Castlegar, which together account for 32% of the overall population in the College Region. Based on 2006 census data Castlegar’s population increased by 8%, Nelson’s by 4% and Trail’s declined by 4% 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 26 has increased by 4% 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 6% growth in the previous two‐year timeframe.
The four school districts within the College Region graduated a total of 1,072 students in 2004 and 969 in 2009, a decline of 9.6% over five years.
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Chart 5
Grade 12 Grads ‐ Selkirk College Region 1160 1111 1078 1072 1025 1056 1018 986 978 980 969 910
97/98 98/99 99/00 00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09
Source: Projection Report for Public School Headcount Enrolments 2009/10, B.C. Ministry of Education (Report 1558A), Projections (2010 onward) are based on current year enrolments projected forward using PEOPLE 10.
Planning Context | exceeding your expectations 27
On a projected basis, the total number of grade 12 students in the Selkirk region is expected to decline from 1,214 in 2009 to 968 five years later in 2014 or a decline of over 240 total students or 20% over the upcoming five years.
Chart 6
Number of Grade 12 Students ‐ Selkirk College Region ‐ Actual and Projected Enrolment ‐ 1,239 1,214 1,141
968 949 935 students
of
#
Source: Projection Report for Public School Headcount Enrolments 2009/10, B.C. Ministry of Education (Report 1558A), Projections (2010 onward) are based on current year enrolments projected forward using PEOPLE 10.
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 14% below the provincial average.
Annually, over the 2003‐2006 periods the percentage of the population in the Selkirk 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 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.
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Chart 7
Aboriginal Population as a Percentage of Total Population, by Region 29.5
14.1 12.9 12.9 11.8 6.6 5.7 5.7 4.7 4.1 3.3 3.2 2 1.9 1.8
Source: BC Stats
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 Metis origin (B.C. average: 30.3%); 23.1% Aboriginal residents were registered under the Indian Act (B.C. average: 56.4%); and 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: BC Stats
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A comparison of the Kootenay Region’s top 10 industries, with 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 10 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.
All but three sectors, Trade, Health care & social service and information, culture and recreation reported declining performance between 2008 and 2009.
Table 7
August 2008 / Industry June 2009 Goods‐producing sector ‐58,000 Agriculture 2,700 Forestry, fishing, mining, oil & gas ‐4,500 Utilities ‐2,200 Construction ‐29,700 Manufacturing ‐24,200 Services‐producing sector ‐10,000 Trade 8,700 Transportation & warehousing ‐21,200 Finance, insurance, real estate & leasing ‐7,800 Professional, scientific & technical services ‐1,400 Business, building & other support services ‐7,300 Educational Services 0 Health care & social assistance 14,700 Information, culture & recreation 7,600 Accommodation & food services ‐3,400 Other services ‐2,400 Public administration 2,400 Source: BC Stats: Earnings & Employment Trends, July 2009
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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 8
Average Selkirk College Region Estimated Estimated Annual % Projected Annual Growth Rates in Employment Employment Change Over 5 Occupational Demand 2008 2013 Years 2008‐2013 All occupations 41,410 43,170 0.9 Occupations unique to processing, manufacturing and 2,340 2,550 1.8 utilities Health occupations 2,520 2,730 1.6 Occupations unique to primary 1,840 1,960 1.3 industry Natural and applied sciences and 1,900 2,010 1.2 related occupations Business, finance and 5,890 6,150 0.9 administrative occupations Occupations in art, culture, 1,190 1,250 0.9 recreation and sport Sales and service occupations 10,260 10,740 0.9 Occupations in social science, education, government service 3,170 3,290 0.8 and religion Management occupations 3,700 3,840 0.7 Trades, transport and equipment 8,600 8,650 0.1 operators and related occupations
Source: BC Stats, Ten‐Year Employment Outlook for BC: COPS BC Unique Scenario, 2007 to 2017
And a summary of the projected industrial growth in the Selkirk College region is as follows:
Planning Context | exceeding your expectations 31
Table 9
Selkirk College Region Estimated Estimated Average Annual % Projected Annual Growth in Employment Employment Change Over 5 Employment Demand 2008 2013 Years 2008‐2013 Goods Producing Industries
Agriculture 600 620 0.6
Forestry 910 1,070 3.5
Fishing, Hunting, & Trapping 0 0 0.1
Oil & Gas 40 40 1.5
Mining (non Oil & Gas) 330 300 ‐ 1.6
Services to Mining 150 150 .6
Utilities 750 750 ‐ .1
Construction 4,730 4,410 ‐ 1.3
Mfg‐‐Food & Beverages 280 290 1.1
Mfg‐‐Wood Products 1,420 1,620 .8
Mfg‐‐Paper Products 470 480 .6
Mfg‐‐Printing 40 30 ‐ 5.0
Mfg‐‐Rubber, Plastic & Chemicals 260 290 .7
Mfg‐‐Mineral Products 1,450 1,590 2.0
Mfg‐‐Metal Fabrication & Machinery 230 260 2.5
Mfg‐‐Comp, Electronic, Elect 360 390 1.8
Mfg‐‐Transportation Eq. 20 20 1.7
Mfg‐‐Other 270 280 1.1
Total Goods Producing 12,300 12,610 0.5
Service Producing Ind.
Trade‐‐Wholesale 710 750 1.1
Trade‐‐Retail 5,600 5,820 0.8
Transportation 1,810 1,930 1.4
Finance, Insurance, R.E. 1,620 1,700 0.9
Prof‐‐Bus Services 1,260 1,330 1.1
Prof‐‐Computer Systems 270 310 3.0
Prof‐‐Other Services 530 580 1.8
Management/Admin/Other Support 1,540 1,590 0.7
Education 2,780 2,800 0.1
Health & Social Assistance 4,820 5,240 1.8
Information, Culture, Recreation 1,890 1,980 1.0
Accommodation & Food Services 3,090 3,290 1.3
Services‐‐other 1,690 1,730 0.4
Government 1,510 1,510 ‐
Total Service Producing 29,110 30,560 1.0 All Industries 41,410 43,170 0.9
Source: BC Stats, Ten‐Year Employment Outlook for BC: COPS BC Unique Scenario, 2007 to 2017
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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 M ($20M in the Lower Mainland) are used in this projection model. The following table identifies the major capital projects under consideration and/or underway in each of the B.C. Development Regions. Although the Kootenay Development Region is not a complete representation of the two Kootenay College regions (it is understated by 0.2%), it does provide an opportunity to examine project activity across the province from a relative perspective.
Table 10
Summary of Capital Cost Estimates* October – December 2009 ($ Millions)
Region Proposed Construction Completed On Hold Total Started Vancouver Island/Coast 17,322 9,206 200 5,961 32,689 Mainland/Southwest 28,765 28,174 3,370 4,240 64,549 Thompson/Okanagan 12,769 16,912 199 965 30,845 Kootenay 3,316 2,028 850 6,194 Cariboo 3,403 2,109 693 6,205 North Coast 27,085 931 5,689 33,705 Nechako 1,880 17 450 2,347 Northeast 12,562 1,295 356 500 14,713
Total 107,102 60,672 4,125 19,348 191,247
*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 Major Projects Inventory, October‐December 2009
Major projects in the Selkirk College Region, as of December 2009, include:
Table 11
Name of Project Location Status Estimated Cost Start End Celgar Green Energy Project Castlegar Proposed $55M Early 2010 2012
Industrial Recycling Plant Christina Lake Proposed $200M TBD TBD
Cascade Heritage Power Park Grand Forks Proposed $24M TBD TBD
Fosthall Creek Hydropower Nakusp Proposed $50M TBD TBD Project Kutenai Landing Village Summer Nelson Proposed TBD Early 2010 Development 2010 Glacier/Howser/East Energy Spring November Nelson Proposed $248M Project 2010 2011
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Name of Project Location Status Estimated Waneta Power Plant Expansion Spring Trail Proposed $400M 2010 2010 Emergency Department Redevelopment and CT Scanner Nelson Started $15M Late 2009 Late 2011 Suite Red Mountain Ski Resort September Rossland Started $900M 2015 Expansion 2005 Selkirk 500/230 kV Transformer March Selkirk Started $23M Fall 2007 T4 Addition 2010 Waneta Power Plant Expansion Summer Trail Proposed $400M 2012 2009 Halcyon Hot Springs Nakusp Started $52M 2006 2009
JL Crowe Secondary School Trail Started $33M 2007 2009 Replacement Electricity System Upgrades Trail Completed $244M 1999 2009
Source: BC Major Projects Inventory, December 2009
At the end of July 2009, the annual change in the labour market was as follows:
Table 12
Annual Change (March 2009 to 2010)
British Columbia Thousands Percentage Population 70.8 1.9 Labour force 59.6 2.5 Employment 46.8 2.1 Full‐time 28.9 1.6 Part‐time 17.9 3.7 Unemployment 12.8 7
Participation rate 0.4 ‐‐ Unemployment rate 0.4 ‐‐ Employment rate 0.1 ‐‐
Source: Stats Canada, Labour Force Characteristics by Province, April 9, 2010
Last year we reported a 74,500 (‐3.1%) decrease in employment and a significant shift from full‐time (‐121,600) to part time (+47,100) employment. This trend has now reversed and we have seen some recovery in these employment figures.
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The unemployment rate increased for both the 15‐24 and the 25‐44 age groupings, as follows:
Chart 8
B.C. Unemployment Rate (%)
March 2009 March 2010 12.7 13.0
8.0 6.9 6.9 6.3
15‐24 25‐44 45‐64
Source: B.C. Participation Rates and Unemployment Rates
Access to the labour market continues to be enhanced through a post‐secondary education and College level credentials, as follows:
Table 13
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, Some Post‐Secondary, 968,460 163,370 404,550 1.6% Paraprofessional and College or Trade Skilled 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
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 which 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.
Planning Context | exceeding your expectations 35
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 $9 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 $3 over the course of a student’s working career. Each student will see his/her annual income increase by $105 per year for every credit earned.
Strategic Issues
Budget Pressures The College’s budget pressures will continue as long as inflationary pressures are not completely addressed.
Since Selkirk is reliant on government support for over 75% of its annual expenditures, any changes in government funding will have significant effects on programs and operations. We continue to find innovative ways to do things, and to reduce expenditures; however, in order for the College to meet Ministry priorities or shifts in priorities, adequate funding from government is required.
Annual Capital Allowance and Capital Equipment Selkirk’s Annual Capital Allowance (ACA) has been reduced from $1.5M to $368,000 for 2010‐2011, and no increases are anticipated for 2011‐2012. This will have devastating effects, given that our aging facilities bring about many requirements, often urgent, for upgrading or replacement. A preliminary estimate from our in‐ progress Facilities Master Plan being undertaken by an outside consultant indicates almost $9M of building upgrade requirements over the next five years, over and above regular facilities maintenance. Operating Capital has been budgeted at $250,000 for 2010/2011, much below the requirements to maintain, upgrade and purchase equipment. Further review of capital requirements will be forthcoming in the fall of 2010 depending on the financial forecast for 2011‐2012. This is presently one of the most urgent challenges for Selkirk given the significant unmet needs in our program areas. Quality learning is in jeopardy.
Access Copyright On March 30, 2010 Access Copyright filed for a tariff under the Copyright Board of Canada. The proposed tariff is estimated to increase the cost to educational institutions six‐fold. For Selkirk, this cost increase is estimated to be between $75,000 and $100,000 on an annual basis. Since this announcement, the Association of Universities and Colleges of Canada (AUCC) and the Association of Canadian Community Colleges (ACCC) have advocated, along with post‐secondary institutions, against this increase. An interim agreement to December 31, 2010, based on the existing rate schedule, has been signed. This is an area where government can assist the B.C. and Canadian post‐secondary systems by getting involved at the political level.
Canadian Census In July 2010 it was announced that the long‐form census questions would be changed and that completion of the replacement survey form would become voluntary. Once again, advocacy efforts have been launched on
36 Planning Context | exceeding your expectations
many fronts to raise awareness of the negative impacts of this decision. The long‐form census data has been utilized extensively in planning, program evaluation and funding allocation decision‐making at the local, regional, provincial and federal levels. This data is also utilized in many research initiatives and continues to be one of the most relied upon sources for Aboriginal data; data that is not available from other sources. To date, there has been no acknowledgement of these concerns and the consequences into the future.
Infrastructure and Facilities Planning A Facilities Master Plan review is currently in progress. Stantec was contracted during the past year to complete a new Facilities Master Plan in Fall 2010. Given the age of the College, and the contemporary expectations for learning environments, there will be significant changes recommended to create effectiveness and efficiency.
IT Services Review A review of IT services was undertaken this past year by winning contractor, Myra. The review has provided recommendations for IT Services going forward. These recommendations include policies and procedures, back up continuity, risk management, organizational structure, team alignment with tasks, governance model, legacy systems and etcetera.
An action plan is being developed for implementing those recommendations approved and prioritized. An IT Director hiring is one of the first priorities.
Succession Planning We will be paying special attention to the leadership development needs of our middle managers and those who have an interest in entering supervisory leadership roles. This is an inherent requirement in succession planning for Selkirk College. We have experienced and will continue to experience recruitment and retention challenges in key leadership and faculty areas.
Learning Region/Partners in Learning The Memorandum of Commitment signed on April 29, 2009 between Selkirk College and the four school districts within its geographic region has framed discussions this year and further helped us develop a vision of the West Kootenay Boundary region as a “Learning Region.” With other key stakeholders, we aim to move forward significantly in 2010‐2011 to develop further plans, collaborations, and specific initiatives to promote learning from early through elder years as a driver of economic development and community sustainability.
Enterprise Risk Management Program Although we have certain aspects of an ERM program developed, we have much work to do. The Board of Governors will approve a Board‐level governance policy in Fall of 2010, and the College will have a full program in place by Spring 2011. We will work with partner institutions so as not to “re‐invent the wheel” and we will put in place a program that is manageable for the size of our operation.
Environmental Sustainability With the completion of the “Selkirk College State of the Environment Benchmark” report, an initial action plan to address recommendations has been developed and implementation begun. The Carbon Smart Tool
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provided by the Ministry will be used to further quantify carbon and GHG production and action plans developed to reduce GHG production. Employee engagement programs, such as the already successful “Power Down” and recycling campaigns, will be built on to expand participation. These initiatives provide Selkirk College with the opportunity to demonstrate leadership in the region on the issue. We need to continue to work with community partners and with government to ensure that we are all working in effective ways towards required outcomes.
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.
Selkirk students not only find it necessary to access public transportation to move between Trail, Castlegar and Nelson, but are increasingly looking for ways to live the principles of sustainability. As with other rural areas of the province, buses run on an infrequent basis and intercampus (community) bus schedules do not currently accommodate student learning schedules. Current levels of bus service do not provide the minimum level of service required to access the U‐Pass system available to students in larger and urban areas.
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.
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. Recent economic challenges, including the reshaping of our economies, require immediate and relevant responses. Selkirk College will continue to play its part by ensuring that the region and province’s labour force remains robust, competent and competitive.
Selkirk and other B.C. colleges make the following important contributions to the B.C. economy:
Ninety‐six percent of B.C. College graduates stay and work in B.C. B.C. colleges and their former students contribute $7.7 billion or 4.3% of the income of the provincial economy. B.C. colleges return $3.80 to the provincial economy for every dollar of taxpayer financial support. An estimated 42% of skilled shortages are in occupations that require a college education. Colleges are the largest providers of highly skilled, job‐ready graduates for employers. Statistics Canada estimates that over the next decade, college enrolment could rise by 30%. Survey of the Canadian Federation of Independent Businesses (CFIB) members facing severe labour shortages required the skills of college grads on a ratio of 6:1 compared to university grads.
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.
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2010/2011 PERFORMANCE MEASURES AND TARGETS Institutional Performance Measures and Targets
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.
1.1. Strategic Priority: We will effectively utilize our resources to maximize relevant program delivery. a) 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: 100% delivery of Ministry priority FTE targets and 90% overall FTE utilization. √ Linkage to Ministry Goals: Capacity, access, efficiency and relevance.
Performance Measure: Improvement on program and service quality Performance Measures. ⇒ Target: Accountability Framework Performance Measures will be achieved. √ Linkage to Ministry Goals: Quality.
b) Strategy: We will align planning processes into an Educational Planning process. Performance Measure: Integration of Program Accountability and Sustainability reports into operational planning, budget development, IT strategic plan and program renewal process. ⇒ Target: Development of an Educational Planning template and process. √ Linkage to Ministry Goals: Quality and relevance.
1.2. Strategic Priority: We will support teaching and learning experience excellence through the implementation of a Teaching and Learning Institute (and integration of the Distributed Learning Centre). a) Strategy: The implementation of the Teaching and Learning Institute will support the direction of excellence in teaching and learning experiences. Performance Measure: Successful start‐up year. ⇒ Target: Coordinator recruitment, Teaching Fellow identification, strategic plan for the Teaching and Learning Institute developed. √ Linkage to Ministry Goals: Relevance and quality.
b) Strategy: We will continue to expand our capacity to conduct applied research.
2010/2011 Performance Measures and Targets | exceeding your expectations 39
Performance Measure: Identifiable initiatives that demonstrate applied research: CCI implementation, Rural Development Institute established, RIC Chair engagement, SGRC renewal. ⇒ Target: Report to college community with regard to successful involvement and outcomes. √ Linkage to Ministry Goals: Research capacity, relevance and quality.
2. The Student Experience: Access to Success Selkirk College cares about its students. We know that learner success begins when contact is first made and continues through to alumnus. We will ensure that learning is paired with experiences that engage students with 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.
2.1 Strategic Priority: We will renew our enrolment management focus and strategies on the basis of research, analysis and with a view to increased collaboration across departments/Schools. a) Strategy: We will develop an integrated Strategic Enrolment Management Plan for the College. Performance Measure: Recruitment and Retention plans including strategies, initiatives, evaluation criteria and processes for renewal, are developed. ⇒ Target: Evidence‐based Student Recruitment, Financial Support, and Student Retention plans will be updated and/or developed. √ Linkage to Ministry Goals: Capacity, access, efficiency, relevance and quality.
Performance Measure: Enrolment management efforts will be collaborative efforts across the College and will be informed by research targeted accordingly. ⇒ Target: Targeted recruitment and/or retention initiatives will be evident in the areas of secondary schools, first year students and parent audiences. New and/or emerging target areas will be identified for future efforts. ⇒ Target: Collaborative enrolment management initiatives will be reported in the annual Enrolment Report. √ Linkage to Ministry Goals: Quality, efficiency and relevance.
b) Strategy: 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: Improved use of technology for student relationship management. ⇒ Target: Two technology‐supported initiatives to improve and track our communication with potential and current students will be developed and implemented. ⇒ Target: Communication processes will be reviewed and updated and a process developed for ongoing review. √ Linkage to Ministry Goals: Quality, efficiency and relevance.
Performance Measure: Renewed academic policies, procedures and supporting forms. ⇒ Target: A three‐year policy renewal schedule will be developed and initiated. √ Linkage to Ministry Goals: Quality, efficiency and relevance.
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Performance Measure: Renewal of the Academic Calendar. ⇒ Target: A three‐year plan will be developed for an “only online” version of the Academic Calendar. √ Linkage to Ministry Goals: Quality, efficiency, access and relevance.
2.2 Strategic Priority: We will improve the “student experience” for Selkirk students. a) Strategy: We will implement improvements to technology for learners. Performance Measure: Increased wireless access in the Library, other common areas and classrooms. ⇒ Target: At least two projects implemented. √ Linkage to Ministry Goals: Access, quality, relevance and capacity.
Performance Measure: Renewed library collections. ⇒ Target: A three‐year plan will be implemented. √ Linkage to Ministry Goals: Quality, relevance and capacity.
b) Strategy: We will improve student life and increase wellness programming. Performance Measure: Initiatives in response to issues identified in student forums. ⇒ Target: At least two projects and one wellness initiative completed. √ Linkage to Ministry Goals: Quality and efficiency.
Performance Measure: Improved availability and affordability of student housing. ⇒ Target: Complete the renovation, reconfiguration and greening of the now closed Tenth Street Campus Residence, and complete a business plan for its operation. √ Linkage to Ministry Goals: Access and affordability.
2.3 Strategic Priority: We will improve services to our Aboriginal learners. a) Strategy: We will develop plans and practices to improve support for Aboriginal learners. Performance Measure: Development of improvement pilot projects in areas of recruitment and student support. ⇒ Target: At least two enrolment and/or support strategies implemented. √ 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 the environment in which we work together 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.
3.1 Strategic Priority: We will support and develop leadership capacity in middle management. a) Strategy: We will implement a leadership development training program, an element of our employee development and succession planning initiatives. Performance Measure: Implementation of a leadership development training program. ⇒ Target: Middle management employees are enrolled in the Leadership Development Training Program. √ Linkage to Ministry Goals: Quality, efficiency, relevance and capacity.
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b) Strategy: We will implement effective employee development and feedback processes. Performance Measure: Level of achievement. ⇒ Target: All employees at the school chair/manager level and above are receiving structured feedback. √ Linkage to Ministry Goals: Quality, efficiency, relevance and capacity.
3.2 Strategic Priority: We will ensure a safe and healthy workplace. a) Strategy: We will develop our front‐line supervisors to a level of increased responsibility for safety on the front‐lines. Performance Measure: A culture of continuous improvement is established at the College with respect to workplace health and safety. ⇒ Target: Conduct at least two training sessions with front‐line supervisors on the importance of their role in creating a culture of workplace health and safety. √ Linkage to Ministry Goals: Quality, efficiency and capacity.
3.3 Strategic Priority: We will measure and report on indicators of workplace engagement. a) Strategy: We will develop measures that are indicative of workplace engagement. Performance Measure: Meaningful data is compiled and reported, providing management with information for effective resource allocation to meet our goal of becoming an “Employer of Choice.” ⇒ Target: Performance measures will be developed and data collection will be underway. √ Linkage to Ministry Goals: Quality, efficiency and capacity.
3.4 Strategic Priority: Improve internal College communications. b) Strategy: We will implement the Communications Action Plan. Performance Measure: The resulting and required actions from the Communications Audit will be implemented. ⇒ Target: A final report will be prepared outlining achievement against the Communications Action Plan and on this basis a Communications Plan will be developed and shared with the College community in the spring of 2011. √ 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 build 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. 4.1 Strategic Priority: We will engage with and demonstrate leadership in our communities through our Centres and research capacity. a) Strategy: We will put in place an effective management structure and new capacity towards the achievement of Mir Centre goals and objectives. Performance Measure: Implementation of the Mir Centre Chair proposal.
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⇒ Target: A chair will be hired for the Mir Centre and an action plan developed to move forward initiatives of the Mir Centre. √ Linkage to Ministry Goals: Quality, relevance and capacity. Performance Measure: Completion of the Mir Lecture Series fundraising campaign. ⇒ Target: $200,000 endowment achieved. √ Linkage to Ministry Goals: Quality, relevance and capacity.
b) Strategy: We will implement the renewed action plan for the Selkirk Geospatial Research Centre. Performance Measure: Action plan complete and at least two significant initiatives substantially completed; for example, the Canadian Colleges Innovations project, in partnership with the National Sciences and Engineering Research Council of Canada (NSERC). ⇒ Target: Increased applied research projects. √ Linkage to Ministry Goals: Quality and relevance.
c) Strategy: We will support community economic development challenges through the Applied Research Program of the Regional Innovation Chair (RIC) in Rural Economic Development. Performance Measure: The RIC is actively involved in several regional initiatives. ⇒ Target: The RIC impact is evidenced. √ Linkage to Ministry Goals: Capacity and relevance.
d) Strategy: We will support regional economic development challenges through the Rural Economic Development (RDI) partnership with Columbia Basin Trust. Performance Measure: The implementation of the RDI initiative. ⇒ Target: The RIC impact is evidenced. √ Linkage to Ministry Goals: Capacity and relevance.
4.2 Strategic Priority: We will work with other agencies in our community to promote learning as a means to community renewal. a) Strategy: We will further develop the goal of the West Kootenay Region as a “Learning Region,” and communicate this with other key stakeholders. Performance Measure: Further development of a Learning Region vision for the West Kootenay Boundary Region with the school superintendents. ⇒ Target: Vision completed and action items developed. √ Linkage to Ministry Goals: Relevance and capacity.
Performance Measure: Development of a “Community Learning” (CE) strategic plan to ensure effective community learning programming with our partners. ⇒ Target: Plan completed. √ Linkage to Ministry Goals: Relevance and capacity.
4.3 Strategic Priority: We will renew our efforts to support learners from our Aboriginal Community. a) Strategy: We will complete the Gathering Place construction project. Performance Measure: Level of achievement. ⇒ Target: Completion of construction and required fund‐raising.
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√ Linkage to Ministry Goals: Access, quality, 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.
5.1 Strategic Priority: We will enhance student experiences and employee development by providing new opportunities for international exchanges and partnerships. a) Strategy: We will continue to develop new international exchange opportunities. Performance Measure: Our students and faculty are engaged in international exchanges and partnerships. ⇒ Target: Develop a comprehensive plan that includes the identification of strategic international exchanges for the College. ⇒ Target: Two new partnership initiatives will be launched. √ 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 core organizational values 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.
6.1 Strategic Priority: We will work toward achieving climate action goals established by the Ministry (carbon neutral by 2010 and GHG emission reduction by 33% in 2020). a) Strategy: We will implement relevant initiatives from the Sustainability Action Plan developed in 2009/2010. Performance Measure: Level of completion. ⇒ Target: At least two new projects undertaken and completed. √ Linkage to Ministry Goals: Relevance.
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Accountability Framework Performance Targets: 2010/11 – 2012/13
Table 14
Target Target Target Performance Measure 2010/11 2011/12 2012/13
Student Spaces in public institutions
Total Student Spaces 2,312 2,312 2.312 Student Spaces in Nursing and other allied 162 162 162 health programs Total Credentials Awarded1 TBD TBD TBD
Student Spaces in developmental programs 480 480 480
Number and percent of public post‐
secondary students that are Aboriginal
Total Number 450 ≥ previous year ≥ previous year
Percent 3.7% ≥ previous year ≥ previous year
Former Diploma, Certificate and Associate Degree student assessment of quality of education
Satisfaction with Education ≥ 90%
Skill Development (avg. %)
Written Communication
Oral Communication
Group Collaboration ≥ 85% Critical Analysis
Problem Resolution
Reading and Comprehension
Learn on your own Former Diploma, Certificate and Associate Degree student assessment of ≥ 90% quality of instruction Former Diploma, Certificate and ≤ unemployment rate for individuals with high school credential Associate Degree student outcomes or less unemployment rate
Former Diploma, Certificate and Associate Degree student assessment of ≥ 90% the usefulness of knowledge and skills in performing job
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2009/2010 PERFORMANCE RESULTS Ministry Performance Measures, Targets and Results
Table 15
2009/10 Accountability Framework Performance Measure Results Reporting year Performance measure 2008/09 2009/10 2009/10 2009/10 Actual Target Actual Target assessment Student spaces1,2 Total student spaces 1,948 2,332 1,985 Not achieved
Nursing and other allied health 177 182 214 Exceeded programs Student spaces in developmental programs1 Number 628 480 561 Exceeded Credentials awarded2 Number 655 Under review 680 Not assessed Aboriginal student headcount3 Number 453 450 Substantially achieved ≥ previous year Percent 3.8% 3.7% Substantially achieved
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Table 16
Student satisfaction with education4,5 % +/‐ % +/‐
Former diploma, associate degree 94.5% 1.2% ≥ 90% 93.3% 1.4% Achieved and certificate students Former diploma, certificate, and associate degree students' assessment of skill development4,5 % +/‐ % +/‐
Substantially Skill development (avg. %) 85.1% 2.2% ≥ 85% 81.2% 2.5% achieved Written communication 82.0% 2.8% 77.4% 3.0% n/a Oral communication 80.5% 3.1% 73.5% 3.2% Group collaboration 88.1% 1.9% 82.4% 2.3% Critical analysis 88.7% 1.8% 85.0% 2.0%
Problem resolution 82.9% 2.2% 81.2% 2.3% Learn on your own 87.1% 1.8% 85.5% 2.0% Reading and comprehension 86.4% 2.1% 83.6% 2.2% Student assessment of the quality of instruction4,5 % +/‐ % +/‐
Former diploma, associate degree 90.6% 1.6% ≥ 90% 96.4% 1.6% Achieved and certificate students Unemployment rate4,5,6 % +/‐ % +/‐
Former diploma, associate degree 8.8% 2.0% ≤ 12.5% 15.2% 3.5% Achieved and certificate students Student assessment of usefulness of knowledge and skills in performing job4,5 % +/‐ % +/‐
Former diploma, associate degree 75.2% 3.4% ≥ 90% 75.9% 4.8% Not achieved and certificate students Notes: TBD – for measures where results are still to be received, the fields have been labeled as “To Be Determined.” 1There have been a number of changes to the performance measures for the 2009/10 reporting cycle. Please consult the standards manual for a description of each measure. See http://www.aved.gov.bc.ca/framework/documents/standards_manual.pdf. 2 Results from the 2008/09 reporting year are based on data from the 2008/09 fiscal year; results from the 2009/10 reporting year are based on data from the 2009/10 fiscal year. 3 Annual performance is measured using a rolling three‐year average of the most recent academic years, e. g., the results for the 2009/10 reporting year are a three‐year average of the 2006/07, 2007/08 and 2008/09 academic years. Revisions are incorporated once a year based on October 2009 CDW data and January 2010 RUCBC data. The formula for the credentials target is currently under review. In the interim, the 2009/10 result has not been assessed. 4 Results from the 2008/09 reporting year are based on data from the 2007/08 academic year; results from the 2009/10 reporting year are based on data from the 2008/09 academic year. 5 Results from the 2008/09 reporting year are based on 2008 survey data; results from the 2009/10 reporting year are based on 2009 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.
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6 The 2009/10 Diploma, Associate Degree and Certificate (DACSO) survey results include graduates only. The 2008/09 results are shaded because they were calculated on a different basis and should not be compared with the 2009/10 results. 7 The 2009/10 Diploma, Associate Degree and Certificate (DACSO) survey results include graduates only. The 2008/09 results are shaded because they were calculated on a different basis and should not be compared with the 2009.10 results. 8 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
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Institutional Performance Measures, Targets and Results
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 build on its strong foundation of teaching excellence and outstanding learning experiences.
Strategic Priority 1.1: We will utilize our resources to maximize relevant program delivery.
Strategy 1.1.a): We will deliver programs that are relevant to Ministry goals (Health, Developmental, Trades and Aboriginal) and to the needs of our region.
Performance Measure: Target One: Actual Performance: Achievement of FTE targets as One hundred percent delivery Achieved. outlined in the Ministry of Ministry priority FTE targets Accountability Framework. and 90% overall FTE utilization.
Comments: Priority FTEs for Health and ABE were delivered at 117% of the Ministry target. Ninety‐one percent of the overall FTE target was delivered (including Industry Training Authority programs). Eighty‐five percent of the Ministry of Advanced Education and Labour Market Development’s FTE target was delivered. Linkage to Ministry Goals: Capacity, access, efficiency and relevance.
Performance Measure: Target Two: Actual Performance: Improvement on program and Accountability Framework Substantially Achieved. service quality Performance Performance Measures will be Measures. achieved.
Comments: Three of five measures were achieved, one substantially achieved and one not achieved (see Table 16, Page 48 for details). Linkage to Ministry Goals: Quality.
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Strategy 1.1.b): We will continue to develop our capacity to provide alternative delivery formats and media.
Performance Measure: Target: Actual Performance: Increase the number of courses Fifteen percent increase in Achieved. or programs utilizing online, online or blended delivery blended or partnership delivery formats. format.
Comments: Partnership with the College of the Rockies continues with the delivery of cohorts of Health Care Assistant in Grand Forks, Nakusp and Trail. Completion of curriculum of Golf Club Operations online, Gerontology Nursing Certificate, selected Early Childhood Care and Education (ECCE) courses and BCCampus’ Biogeoclimatic Ecosystem Classification Program (BEC). Increase in number of web‐supported, face‐to‐face courses. Have developed online placement testing for ESL in grammar and writing. Students complete this testing prior to arrival, streamlining the level selection for students. Linkage to Ministry Goals: Capacity, access and relevance.
Strategic Priority 1.2: We will provide relevant learning opportunities and knowledge transfer to students and our communities.
Strategy 1.2.a): We will continue to increase learning opportunities that provide relevant service to our communities.
Performance Measure: Target: Actual Performance: The number of service learning Service learning activities in Not Achieved. opportunities that are available each School. to students.
Comments: Workshop held with Deans and Chairs, and at Discovery Day. Development of standard resources for instructors. Continuing to work with a major donor on a funded summer service learning project for the region. Will work towards an inventory of service learning projects already being delivered in our programs. Linkage to Ministry Goals: Relevance and capacity.
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Strategy 1.2.b): We will continue to expand our capacity to conduct applied research.
Performance Measure: Target: Actual Performance: Active involvement provincially Report to college community Substantially Achieved. in Applied Research advocacy on involvement and outcomes. initiative, and nationally through the Association of Canadian Community Colleges (ACCC).
Comments: Regional Innovation Chair, George Penfold, has been involved in a number of key projects and initiatives, including the completion of the Economic Overview of the West Kootenay Boundary Region, “Harnessing the Tide” initiative and co‐coordinating a Rural B.C. Policy Dialogue of senior government, academia and business. He has been named as an adjunct researcher to a sustainable rangeland study in the Thompson/Nicola region under Thompson Rivers University (TRU) and co‐ hosted a provincial regional economic development meeting. Active leadership involvement in Canadian B.C. Applied Research Network (BCARN) and the Association of Canadian Community College’s (ACCC) discussions and initiatives referenced in this performance measure. On‐going applied research projects within the Selkirk Geospatial Research Centre (SGRC). Successful grant application to the Community College initiative within Natural Sciences and Engineering Research Council of Canada (NSERC) will provide $200,000 over two years for the SGRC to build capacity. Annual report for 2009/2010 will be developed on the basis of ACCC survey results (survey in the field at this time). Report to ACCC was filed in fall 2009. Linkage to Ministry Goals: Research capacity, relevance and quality.
Strategy 1.2.c): We will provide support for the development of best practices in teaching and learning.
Performance Measure: Target: Actual Performance: Level of implementation. The development of a Teaching Substantially Achieved. and Learning Institute within Selkirk College.
Comments: Concept paper written and shared with BCGEU and SCFA executives and Deans and Chairs. Significant support from many areas within the College and with BCGEU executive. Discussion on development of website. Linkage to Ministry Goals: Quality and relevance.
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2. The Student Experience: Access to Success Selkirk College cares about its students. We know that learner success begins when contact is first made and continues through to alumnus. We will ensure that learning is paired with experiences that engage students with our communities and the natural environment. Strategic Direction: Selkirk College will enhance our engagement with students from their first contact and throughout their relationship with the College.
Strategic Priority 2.1: We will decrease financial barriers to students.
Strategy 2.1.a): We will increase resources available to students for scholarships, bursaries and student activities.
Performance Measure: Target One: Actual Performance: Increased funds available Annual donations for Not achieved. through scholarships and scholarships and bursaries will bursaries. increase by ten percent, or from $307,000 to $337,700, this year.
Comments: The total donations for scholarships and bursaries to date for 2009‐2010 have been $201,645. However, in 2008‐2009 there was a significant single donation of over $100,000. Linkage to Ministry Goals: Access and capacity.
Performance Measure: Target Two: Actual Performance: Increased funds available The annual amount of Achieved. through scholarships and donations received by the bursaries. College will increase by ten percent, or from $383,000 to $421,000.
Comments: The total donations to date have been $421,547 or an approximate ten percent increase over 2009/10. This includes a single donation of $100,000 for the Mir Centre Lecture Series campaign. Linkage to Ministry Goals: Access and capacity.
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Strategic Priority 2.2: We will improve program and service quality.
Strategy 2.2.a): Improvement on program and service quality.
Performance Measure: Target: Actual Performance: Program Accountability and Accountability Framework Substantially Achieved. Sustainability reports will form Performance Measures will be the basis for program achieved. improvement strategies.
Comments: Three of five performance targets were achieved, one was substantially achieved and one not achieved. See details under section Ministry Performance Measures and Targets. Linkage to Ministry Goals: Quality.
Strategic Priority 2.3: We will respond to student feedback related to improving student experiences (Student Life forums).
Strategy 2.3.a): We will implement key initiatives identified in student forums.
Performance Measure: Target: Actual Performance: All students will have the At least two projects completed. Substantially Achieved. opportunity for engagement about student life at Selkirk.
Comments: Suitable student spaces, improve public transportation, improved use of the website to communicate information to students, increased recycling, composting and energy management and increased access to wireless were some of the issues raised by students. Significant progress has been made in all of these areas. Linkage to Ministry Goals: Quality and efficiency.
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Strategy 2.3.b): We will develop an action plan to renew our support for aboriginal learners.
Performance Measure: Target: Actual Performance: Plan developed. At least two enrolment and/or Achieved. support strategies implemented.
Comments: The initiatives underway include construction of an Aboriginal Gathering Place, new training opportunities for Aboriginal learners and developing an increased understanding of our Aboriginal demographics. A community/College consultation process was undertaken to inform the Gathering Place project. Feedback was incorporated into the Gathering Place project proposal and the ground breaking ceremony is scheduled for June 25, 2010. Two training opportunities were provided for Aboriginal learners. The Skills Training Employment Program (STEP) and Forestry Worker Program were offered this year. An Aboriginal research report is nearing completion. This report will provide an overview of the Aboriginal population in our region and what we know about learners in the region and at the College. Given the unique situation of the West Kootenay—no reserves, Band offices, unique land claims issues, high (B.C. comparator) per capita Métis population—a Ministry funded Aboriginal Service Plan would help to shape the College goals in this area. 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 the environment in which we work together will be enhanced with opportunities for personal and professional development. Strategic Direction: Selkirk College will invest in our employees, key to our success.
Strategic Priority 3.1: We will continue to implement initiatives identified through the Employee Engagement Survey.
Strategy 3.1.a): We will revamp the New Employee Orientation process.
Performance Measure: Target: Actual Performance: Level of achievement. All new employees will go Achieved. through a first day orientation and a first month check‐back process.
54 2009/2010 Performance Results | exceeding your expectations
Comments: All forms required to facilitate this process are available on the HR web page. Linkage to Ministry Goals: Quality and efficiency.
Strategy 3.1.b) We will develop and implement guidelines and tools to support hiring of new employees and promotion of existing staff.
Performance Measure: Target: Actual Performance: Level of achievement. Guidelines will be developed and Substantially Achieved. communicated, and training will be provided to chairs and managers.
Comments: The HR Department is actively playing an advisory role on recruits. Guidelines have been developed and are in the process of review and revision. Linkage to Ministry Goals: Quality and efficiency.
Strategy 3.1.c) We will develop new, or update existing, employee development and feedback mechanism.
Performance Measure: Target: Actual Performance: Level of achievement. Guidelines will be developed and Substantially Achieved. communicated, and training will be provided to chairs and managers.
Comments: Guidelines have been developed and are in practice on a pilot basis with excluded staff. The full realization of this strategy will require the active participation of the three bargaining units. The concept is being broached through the collective bargaining process. Linkage to Ministry Goals: Quality and efficiency.
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Strategic Priority 3.2: We will continue to develop mechanisms to better support managers and supervisors in their work.
Strategy 3.2.a): We will put in place an annual management training plan to better equip managers in dealing with employee relations issues.
Performance Measure: Target: Actual Performance: Level of accomplishment. The plan will be announced in Not Achieved. early fall and implemented throughout the year.
Comments: Progress has been made on the development of a leadership citation, and this has also been linked to a recent community and institutional leadership development initiative. A second annual training day for all supervisors in August and will focus on communications in response to the recent Communications Audit. Continuing Education will provide direct offerings and links to online offerings of leadership development workshops and conferences. Linkage to Ministry Goals: Quality and efficiency.
Strategy 3.2.b): We will finalize the implementation of the Star Garden Payroll/HR Information System, including the Manager and Employee portals.
Performance Measure: Target: Actual Performance: Progress level. The system will be fully operational Substantially Achieved. by the end of August 2010.
Comments: The full potential of this system will be realized over the course of 2010. Employee portal is up and running. The Managers’ portal is completed. Linkage to Ministry Goals: Quality and efficiency.
56 2009/2010 Performance Results | exceeding your expectations
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 build 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 our Research Chair.
Strategy 4.1.a): We will implement prioritized actions from the Mir Centre business plan developed in 2009.
Performance Measure: Target: Actual Performance: Action plan developed. At least two priorities Achieved. completed.
Comments: Community Engagement: This year’s Lecture Series was very successful, culminating in a talk by Dr. James Orbinski (Noble Laureate) to an engaged audience of 800; a series of well‐attended Peace Cafés were held in both Nelson and Castlegar. However, engaging our communities is a fundamental Mir Centre goal that will receive attention every year. Funding/Human Resources: • The Lecture Series fund raising campaign has been well received with over $220,000 raised to date and several more substantial donations expected before the campaign closes on September 21, 2010. This funding will help to ensure that the Mir Centre Lecture Series is on a solid and sustainable financial basis. • A plan for increased financial support over the next 3‐6 year period has been developed; again the goal is long‐term sustainability. • A funding commitment for a Mir Centre Chair has been received for a 3‐year period. This position will help the Centre to move to the next level of its development. • MIR Centre “leader” will be in place for September 2010. Linkage to Ministry Goals: Quality, relevance and capacity.
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Strategy 4.1.b) We will complete a review and action plan for developing capacity for the Selkirk Geospatial Research Centre.
Performance Measure: Target: Actual Performance: Review and Action Plan Improved capacity. Achieved. complete.
Comments: A review and the resulting Action Plan was completed in December 2009. Two meetings were held in December 2009 to develop a new partnership between the SGRC and CBT. SGRC has submitted a proposal to NSERC’s College Community Innovation Fund (federal) in November 2009 for project funding related to climate change and forest management. Linkage to Ministry Goals: Quality and relevance.
Strategy 4.1.c) We will support community economic development challenges through the Applied Research Program of the Regional Innovation Chair (RIC) in Rural Economic Development.
Performance Measure: Target: Actual Performance: The RIC is actively involved in The RIC impact is evidenced several regional initiatives. through Advisory Committee Achieved. feedback, the Annual Report and community feedback.
Comments: RIC was a researcher on the TRU proposal: “Managing for the Ecological and Socio Economic Impacts of Climate Change on B.C. Rangelands.” RIC was a Technical Consultant on “State of the Basin Report; Working on Economic Drivers” study. Advisory Committee has asked RIC to develop a new research priority on regional economic drivers and resiliency of those drivers to major influences such as demographic and population change, climate change and oil pricing. Co‐chaired a provincial rural economic development forum. Linkage to Ministry Goals: Capacity and relevance.
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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 implement the goal in our Memorandum of Commitment with our region’s school districts to further develop the concept of the West Kootenay Region as a “Learning Region,” and communicate this with other key stakeholders.
Performance Measure: Target: Actual Performance: Development of a Learning Vision completed. Substantially Achieved. Region vision for the West Kootenay‐Boundary Region with the school superintendents.
Comments: Concept paper has been written and presented to superintendents, community groups, Board of Governors and Education Council. Remains as an ongoing agenda item with School Districts Linkage to Ministry Goals: Relevance and capacity.
Strategy 4.2.b) We will work with our communities and through the provincial consortium to use Labour Market Agreement funding effectively to support workforce and community renewal in the region.
Performance Measure: Target: Actual Performance: Development and Programs delivered. Achieved. implementation of a service and delivery plan for LMA funding.
Comments: In total 95 students were served through the LMA program. Twenty were in the Youth Forest Worker program, 9 in Learning for Living, and the remainder in individual learning plans. Linkage to Ministry Goals: Access, quality, efficiency and relevance.
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Strategic Priority 4.3: We will renew our efforts to support learners from our Aboriginal Community.
Strategy 4.3.a): We will work with our Aboriginal Advisory Committee to develop a Gathering Places proposal.
Performance Measure: Target: Actual Performance: Development and submission Proposal accepted. Achieved. of proposal.
Comments: Proposal accepted, consultation completed, planning for additional funding underway. Ground breaking was held on June 25th and construction is in progress. Linkage to Ministry Goals: Access, quality, capacity and relevance.
Strategic Priority 4.4: We will improve student recruitment and retention through collaborative community efforts that increase the availability of affordable housing and improved public transportation.
Strategy 4.4.a): The availability of attractive, affordable student housing in Nelson will be significantly increased.
Performance Measure: Target One: Actual Performance: The renovation, A source of project funding will Achieved. reconfiguration and greening be found and renovations of the now closed Tenth Street undertaken for a one hundred Campus Residence. bed residence, with a targeted completion date of April 2011.
Comments: The $7 million in funding was sourced as follows: Western Economic Diversification, $3.45 million; Ministry of Advanced Education and Labour Market Development, $3.45 million; and Columbia Basin Trust, $0.1 million. Linkage to Ministry Goals: Access and affordability.
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Performance Measure: Target Two: Actual Performance: Selkirk College will work to Advertisements for landlords Achieved. increase the availability of off‐ will be placed, and an Off‐ campus housing and will campus Housing page will be improve the point of contact established on the Selkirk between landlords and student College website. renters.
Comments: An increase in the number of landlords utilizing our service reported in Castlegar and in Nelson. The website is updated at least weekly. Positive feedback has been received from landlords and tenants. 2010 advertising campaign will be evaluated for effectiveness. Linkage to Ministry Goals: Access and affordability.
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 internationalize the College, bringing the world to Selkirk and Selkirk to the world.
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): We will continue to develop new international exchange opportunities.
Performance Measure: Target One: Actual Performance: Our students and faculty are Develop a comprehensive plan Substantially Achieved. engaged in international that includes the identification exchanges and partnerships. of strategic international exchanges for each School.
Performance Measure: Target Two: Actual Performance: Our students and faculty are Two new partnership initiatives Exceeded. engaged in international will be launched. exchanges and partnerships.
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Comments: Shanghai Commercial School Agreement is for Jewellery Design and Marketing. September 2010 is the scheduled start date for the program. Taiyuan Normal University Agreement has received government approval for the joint ESL program, with a scheduled start date of September 2010. The Agreement with EGE University in Izmir, Turkey for student and faculty exchanges has seen the first Selkirk faculty visit to EGE University, with four faculty members from EGE expected at Selkirk College in September. A Memorandum of Understanding with Princess Nourah University in Saudi Arabia has been completed and a proposal has been submitted to the Saudi government for training focused on student based learning. Selkirk College is part of the Student Partners Program (SPP) in India and China. Linkage to Ministry Goals: Quality and access.
Performance Measure: Target Three: Actual Performance: Our students and faculty are An application for CIDA Achieved. engaged in international internship funding will be exchanges and partnerships. submitted.
Comments: An application has been submitted and is currently in the review process. Linkage to Ministry Goals: Quality and access.
Strategic Priority 5.2: We will increase the international content across our programs.
Strategy 5.2.a): We will provide instructors with the knowledge and skills to maximize the learning potential made possible through international student participation.
Performance Measure: Target One: Actual Performance: Faculty awareness of best Four activities enabling faculty Not Achieved. practices for and staff to learn about best internationalization of practices are created. curriculum is increased.
Comments: This was not achieved due to staffing changes and time constraints, but will be brought forward to 2010‐11. Linkage to Ministry Goals: Quality.
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Performance Measure: Target Two: Actual Performance: Faculty awareness of best We will apply for a CIDA Public Achieved. practices for Engagement Fund project to internationalization of enhance international curriculum is increased. awareness in our community and College.
Comments: CIDA proposal for Public Engagement fund project was submitted, but not approved. We are currently exploring other avenues of funding. Linkage to Ministry Goals: Quality.
Strategic Priority 5.3: We will ensure a quality experience for our international students.
Strategy 5.3.a): English as a Second Language curriculum will be relevant and up to date.
Performance Measure: Target One: Actual Performance: Curriculum meets provincial The English as a Second Achieved. standards. Language curriculum will be reviewed and brought into alignment with the B.C. provincial benchmarks (1/3 per year the next three years).
Comments: Changes were presented at the Articulation meeting and approved. As well, the department has modularized the ESL curriculum to allow for an increased number of start dates. Linkage to Ministry Goals:
Performance Measure: Target Two: Actual Performance: Curriculum meets provincial New curriculum will integrate Achieved. standards. articles on greening/sustainability.
Comments: Curriculum has been adjusted. Articles were added to Advanced Level 6 and Advanced Level 6 Reading curriculums. Awareness of greening ideas were shared in lower level communication classes. Linkage to Ministry Goals: Quality.
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Strategy 5.3.b): Develop alumni connections.
Performance Measure: Target: Actual Performance: Reunion event planning for 2011 Alumni database is developed Substantially achieved. is underway. and date for reunion is set.
Comments: July 8 – 10, 2011 has been set for the alumni reunion. Development of Alumni database is underway, as well as appropriate social media marketing. Linkage to Ministry Goals: Quality
Strategy 5.3.c): Integration of International students.
Performance Measure: Target One: Actual Performance: International students are International students take part Achieved. supported and integrated into in general orientation. the greater college.
Comments: Successfully participated this year, to be integrated as a regular part of orientation for students. Linkage to Ministry Goals: Quality
Performance Measure: Target Two: Actual Performance: International students are A mentoring system is in place Achieved. supported and integrated into for students transitioning out of the greater College. ESL into other programs.
Comments: Additional support hours for student tutors were provided by Selkirk International. A Study‐Watch process was implemented to identify students “at risk,” and provide early intervention support. Linkage to Ministry Goals: Quality
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Performance Measure: Target Three: Actual Performance: International students are Increased awareness of Achieved. supported and integrated into extracurricular opportunities the greater College. within the external community.
Comments: Increased awareness of external activities was created through inclusion in the ESL events calendar and via information sharing from the cultural assistant. . Promotion of Continuing Education calendar opportunities and courses were made directly to the ESL students. Participation in community/college events was encouraged and supported, for example wellness committee, volunteer program, school visits and presentations. . Several practicum students and projects from Social Work, 3rd Year Nursing and other programs were accepted for within the English Language Program. Students were regularly advised of community events as part of classroom routines. Linkage to Ministry Goals: Quality
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 work toward becoming 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 33% in 2020).
Strategy 6.1.a): We will develop a Sustainability Action Plan using the State of the Environment Benchmark Study.
Performance Measure: Target: Actual Performance: Level of completion. The Plan for 2009/10 is Achieved. completed and at least two initiatives embarked on.
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Comments: A Plan was developed from the findings in the baseline study to guide our actions over the next three years to 2012. Specific action items were identified for 2009/10. A printing study has been completed by Xerox looking at printer deployment, paper and ink consumption. An implementation plan is being developed. An industrial composter has been purchased and will be installed this summer at the Castlegar campus to serve primarily the cafeteria. Solid waste production is expected to be reduced substantially. The pilot project will be undertaken and will inform whether the program will be expanded to the Nelson cafeterias. The IT review has identified a number of possibilities to reduce electronics purchase and waste production. Linkage to Ministry Goals: Relevance.
Strategy 6.1.b): We will continue to engage employees and students to work toward reducing ecological footprint.
Performance Measure: Target: Actual Performance: “Selkirk Sustainability” website Website completed. Achieved. launched to post Benchmark Study and other relevant plans.
Comments: The Selkirk Sustainability website was developed and launched and the Benchmark Study has been posted along with other interesting and relevant information. More work will be done to improve. Linkage to Ministry Goals: Relevance.
Strategic Priority 6.2: We will reflect sustainability in our educational programming.
Strategy 6.2.a): We will ensure environmental sustainability continues to be reflected in our programming.
Performance Measure: Target: Actual Performance: Programming provided. Increased student participation Substantially Achieved. over 2008/09.
Comments: Enrolments in all of our environmental programs have increased. We expect the Renewable Resources programs to be full in the Fall of 2010. Linkage to Ministry Goals: Relevance.
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Strategic Priority 6.3: We will provide leadership to our communities on sustainable practices and operations.
Strategy 6.3.a): We will act on at least one applied research/service learning project in the community identified from the action plan.
Performance Measure: Target: Actual Performance: Project completed. Increased participation with the Substantially Achieved. community on sustainability issues.
Comments: Students assisted in the development of the benchmark study, and formed a group to further develop the composting strategy; however, the project was not set up for service learning credit. Integrated Environmental Planning students worked with the City of Castlegar on a sustainability planning project. Linkage to Ministry Goals: Relevance.
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SUMMARY FINANCIAL OUTLOOK
2010/11 2011/12 2012/13 Forecast Forecast Forecast REVENUES AVED Block Grants $ 25,177,909 $ 25,177,909 $25.177,909 ITA Grant 2,137,178 2,137,178 2,137,178 Facilities Funding 1,256,000 824,000 824,000 Tuition, International, CE & Other 7,029,399 7,169,987 7,313,387 Ancillary 1,750,000 1,758,750 1,767,544 Foundation Administration Fee 30,000 30,000 30,000 Total Revenues $ 37,380,486 $ 37,097,824 $37,250,018 EXPENDITURES Academic & Student Development Academic $ 13,584,742 $ 13,652,666 13,720,929 Academic & Student Support 5,888,479 5,917,922 5,947,511 Adult Basic Education 2,251,370 2,262,627 2,273,940 Community, Corporate & International 788,917 792,861 796,825 Teacher Education 616,000 619,080 622,175 Vocational 4,668,214 4,691,555 4,715,013 Administrative Support Administrative and Employee Support 3,424,761 3,441,885 3,459,095 Facilities 3,010,506 3,025,559 3,040,687 Lease Payments 820,000 820,000 820,000 Other Ancillary 1,550,000 1,557,750 1,565,539 RIC 31,374 ‐ ‐ Greenhouse Gas Credits 20,000 60,000 60,000 Labour Adjustment 376,123 325,000 325,000 Capital ‐ Operating 250,000 250,000 250,000 Bad Debt Expense 100,000 80,000 75,000 TOTAL EXPENDITURES $37,380,486 $37,496,905 $37,671,714
Net Results $0 $(399,081) $(421,696)
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2009/2010 CONSOLIDATED EXPENDITURES
2009/10 2008/09 Financial Report Actual Actual – As Restated
Revenues Government Grants 29,498,054 29,873,365 Tuition 6,216,216 6,016,227 Contract & Special Purpose 2,506,262 2,602,930 Ancillary Services 2,128,644 2,077,409 Donations 297,893 309,602 Other 1,675,104 1,803,590 Total Revenues 42,322,173 42,683,123
Expenditures Salaries & Benefits 29,650,944 28,875,707 Supplies & Services 10,493,486 10,444,953 Amortization, lease & Interest 3,892,442 4,327,590 Award & Donation payments 462,108 528,423 Bad Debt Expense 93,575 Other 52,539 49,854 Total Expenditures 44,645,094 44,226,527
Net Revenue (Expenditure) (2,322,921) (1,543,404) Endowment Contributions 265,509 466,414 Unrealized gain (loss) (39,315) (1,075,522) Correction of Prior Year Error (2,757,220) (2,488,513) Net Assets 10,318,665 11,538,604
Note: Additional explanations are available on our Audited Financial Statements; this will further explain the changes which have been made to accounting practices during the past year. These Financial Statements are available online at http://www.selkirk.ca/staff/finance/financial‐reports/.
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CAPITAL EQUIPMENT
Reported under Strategic Issues.
CONTACT HOURS
Table A: Contact Hour Activity for Fiscal Year 2009/10 Activity Delivered "Onsite" SCH/CHE Campus Domestic Students International Students Name Shop/Teaching Shop/Teaching Class/Lab Class/Lab Kitchen Kitchen Castlegar 470,039.7 67,381.6 Grand Forks 56,086.0
Kaslo 23,228.1 2.0 KSA 49,505.3 37,611.0 24.0 315.0 Nakusp 38,600.0 640.0 Silver King 329,937.8 52,380.0 1,148.0 1,080.0 Tenth Street 131,730.8 26,190.0 12,339.0 540.0 Trail 122,438.0 848.0
Total 1,221,025.5 116,181.0 82,382.6 1,935.0
“Offsite” Activity SCH/CHE Domestic Students International Students Campus Class/Lab Shop/Teaching Class/Lab Shop/Teaching ` Kitchen Kitchen Castlegar 236,343.5 12,321.0
Grand Forks 18,949.0
Kaslo 1,900.0
Nakusp 1,174.0
Silver King 57,869.0 128.0
Tenth Street 30,646.0 2,975.0
Trail 128,715.5
Total 475,597.0 15,424.0
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