The Concordia Dilemma Introduction in 2015 Concordia University Of
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Canadian Education, Eh?
2019 ANNUAL CONFERENCE CANADIAN EDUCATION, EH? #HECA2019RI TODAY’S PRESENTERS Teo Salgado Independent Educational Consultant VerveSmith, Ltd. Dan Seneker Director, Enrolment Management Bishop’s University Valerie Herteis International Recruitment Specialist University of Waterloo Natasha Bijelich Assistant Director, International Student Recruitment University of Toronto #HECA2019RI 6 time zones covering 4.5 hours 35.8 million Canadians 75% live within 161 km of US border 4 distinct seasons #HECA2019RI Source: www.HolidayWeather.com #HECA2019RI Why study in Canada? Internationally recognized for quality education in THE World University Rankings, 2018-2019 in top 200 of Academic Ranking of World Universities Safe and diverse cities/campuses Weak Canadian dollar | #HECA2019RI Work experience Off-campus: 20 hours per week, 40 hours per week during holidays; participate in co-op and internships Post-graduation permit Gain up to 3 years Canadian work experience Express Entry Additional points for studying in Canada and for a job offer #HECA2019RI 97 Universities Canada members 180 public colleges & institutes #HECA2019RI Universities Mission: teaching, research and public service Programs: undergraduate, graduate, professional Second-entry: Medicine, Nursing, Law, Pharmacy 3 Categories Medical/Doctoral | Comprehensive | Primarily Undergraduate #HECA2019RI BISHOP’S UNIVERSITY MISSION In 1843, the founders of Bishop’s University declared their goal “to offer the country a sound and liberal education.” To this day, our university remains focused -
Acronyms and Commonly Used Terms
Acronyms and Commonly Used Terms ABE Adult Basic Education ABESAP Adult Basic Education Student Assistance Program (M)AEST Ministry of Advanced Education, Skills and Training AIC (Student) Academic Integrity Committee APA Association of Professional Administrators APPC Academic Planning and Priorities Committee BCCAT British Columbia Council on Admissions and Transfer BCCIE British Columbia Centre for International Education BCCOL BC Centre for Open Learning BCOS Budget Committee of Senate BOG Board of Governors CABRO Crown Agencies and Board Resourcing Office CAC Campus Activity Centre CAUBO Canadian Association of University Business Officers CAUT Canadian Association of University Teachers CCAC Canadian Council on Animal Care CFI Canadian Foundation for Innovation CFS Canadian Federation of Students CIDA Canadian International Development Agency CIHR Canadian Institute of Health Research CRC Canada Research Chair CSSHE Canadian Society for the Study of Higher Education CUBA Canadian University Boards’ Association CUPE Canadian Union of Public Employees ECUA+D Emily Carr University of Art and Design EPC Educational Programs Committee ESAC Environmental Sustainability Advisory Committee Instructional Development & Support Committee (Now IDSC Teaching and Learning Committee) KPU Kwantlen Polytechnic University MOU Memorandum of Understanding NSERC Natural Sciences and Engineering Research Council OL Open Learning OM Old Main Building PLAR Prior Learning Assessment and Recognition PSEC Public Sector Employers’ Council Promotion, Tenure -
Rev. Raymond C. Aldred
Rev. Raymond C. Aldred Assistant Professor of Theology Ambrose Seminary/Ambrose University Ministry Trainer/Director My People International Board Chair Indigenous Pathways Address 1168 Berkley Drive NW Calgary, AB T3K 1S7 Home: 403-475-3994 Fax: 403-571-2556 Cellular: 403-771-1187 Email: [email protected] Personal` Born January 23, 1960, in Grande Prairie, AB Treaty 8 First Nation Person Married to Elaine Aldred; two daughters, two sons Skills Class 3 Alberta Driver’s License Indigenous Story Teller Author On-line course development and delivery Interests Hunting and Fishing Run 15-20 miles per week Traditional Indigenous music and dance 1 Education Wycliffe College at TST ThD program in progress London School of Theology Ph.D. program September 2004 – October 2013 unfinished Canadian Theology Seminary M.Div. highest honours, 2000 Canadian Bible College B.TH. highest honours, 1992 Employment Assistant Professor of Theology Ambrose Seminary/Ambrose University 2007-present My People International: Family Programs 2004-present Facilitate training of aboriginal leaders Adjunct Professor, North American Institute for Indigenous Theological Studies: Theology 2011-Present Circle Drive Alliance Church Aboriginal Consultant, November 2012-Present Rocky Mountain Bible College Fall 2013, Fall 2010 Adjunct professor Canadian aboriginal cultures Visiting Professor July 2014, July, 2006, 2014 Vancouver School of Theology: Native Consortium, Vancouver, BC Adjunct Professor August, 2005 William Catherine Booth College, Winnipeg, MB Adjunct Professor -
Instructor Handbook
Instructor Handbook Learner Manual Sub-title/Sub-Heading Subject Code (if needed) (Arial 24 pt) Revised June 2015 Revised MOUNT ROYAL UNIVERSITY Continuing Education Page | 2......................................................................................................................................................................... MOUNT ROYAL UNIVERSITY Continuing Education TABLE OF CONTENTS WELCOME ..................................................................................................................... 4 TERMS OF EMPLOYMENT ........................................................................................... 5 APPOINTMENT OF INSTRUCTORS ................................................................................. 5 CONTRACT AND PAYMENT PROCEDURES .................................................................. 5 CONTRACTS FOR ‘INDIVIDUALS’ ................................................................................... 5 CONTRACTS FOR ‘COMPANIES’ .................................................................................... 6 RESPONSIBILITIES ........................................................................................................... 7 SUPPORT SERVICES .................................................................................................. 10 PREPARATION OF COURSE MATERIALS .................................................................... 10 PHOTOCOPYING ............................................................................................................ 11 -
Gradual Opening Strategy for Campus Facilities
GRADUAL OPENING STRATEGY FOR CAMPUS FACILITIES: Working together to keep everyone healthy and safe TABLE OF CONTENTS GRADUAL OPENING STRATEGY FOR CAMPUS FACILITIES: WORKING TOGETHER TO KEEP EVERYONE HEALTHY AND SAFE – AUGUST 13, 2020 ......................................................... 1 INTRODUCTION ................................................................................................................. 1 A. CONTEXT ............................................................................................................ 2 B. PRINCIPLES/GUIDELINES INFORMING THE GRADUAL OPENING STRATEGY ............ 3 C. AUTHORIZED ONE-TIME AND SPECIAL PURPOSE RECURRING ACCESS UNDER THE GRADUAL OPENING STRATEGY FOR STUDENTS AND FACULTY/STAFF IN THE CURRENT CONTEXT ............................................................................................... 4 1.STUDENTS .......................................................................................................... 4 2.FACULTY AND STAFF .......................................................................................... 5 3.THE GRADUAL ACCESS REQUEST FORM ............................................................. 7 4.THE PROTOCOLS OR RULES GUIDING USE OF SPECIFIC SPACES ......................... 7 5.WHAT ARE OUR ENHANCED SAFETY MEASURES? ............................................ 10 6.POSITIVE COVID-19 CASE RESPONSE PLAN ..................................................... 10 D. CONTINUATION OF WORKING FROM HOME AND CONSIDERATION OF A GRADUAL RETURN TO THE WORKPLACE -
Canadian Universities and Our Digital Future: A
Canadian Universities and our Digital Future A workshop by Universities Canada Nov 30 – Dec 1, 2015 Vancouver Technology Canadian Universities and our Digital Future / 1 What are the main drivers of Canadian universities’ adoption of digital technologies? 52% of institutions ranked the top driver as improved effectiveness in student outcomes, student retention, alumni relations, and services to faculty and staff. - Universities Canada, Digital Technologies Survey, fall 2015 Introduction Around the world, new digital technologies (including the Canadian University Council are transforming organizations. Digital of Chief Information Officers, Compute innovations present boundless opportunities, Canada and CANARIE). helping organizations improve their effec- tiveness, efficiency, creativity and service Speakers and panelists discussed digital delivery. Higher education is profoundly disruptors that could affect Canadian univer- affected by these transformations and sities and raised a number of questions for Canada’s universities are actively exploring senior leaders to consider: the powerful possibilities of our shared digital future. • How can we advance universities’ missions and Canada’s position as a leader in the Leaders from 25 Canadian universities partici- digital economy? pated in a Universities Canada workshop in Vancouver on November 30 and December 1, • Can technologies help provide greater 2015 to discuss the trends, opportunities and access to quality education and research at challenges in leveraging digital technologies a -
NSSE16 Topical Module
NSSE 2016 Topical Module Report Academic Advising University of Rhode Island IPEDS: 217484 This page intentionally left blank. 2 • NSSE 2016 TOPICAL MODULE REPORT NSSE 2016 Academic Advising Administration Summary University of Rhode Island About This Topical Module This module examines students' experiences with academic advising, including frequency, accessibility, and types of information provided. It also asks students to identify their primary source of advice. The module complements a question on the core survey about the quality of students’ interactions with academic advisors. Complementary FSSE set available. Comparison Group This section summarizes how this module's comparison group was identified, including selection criteria and whether the default option was taken. This is followed by the resulting list of institutions represented in the 'Academic Advising' column of this report. Group label Academic Advising Date submitted Not applicable; comparison group not customized. How was this Your institution did not customize this comparison group; the default group (all module participants) was used. comparison group constructed? Group description Default comparison group Academic AdvisingAdvising ((NN=306 306)) Adrian College (Adrian, MI) Brevard College (Brevard, NC) Alabama A&M University (Normal, AL) Bridgewater College (Bridgewater, VA) Alberta College of Art + Design (Calgary, AB) Briercrest College and Seminary (Caronport, SK)* Algoma University (Sault Ste. Marie, ON) Bryn Mawr College (Bryn Mawr, PA) Allegheny College (Meadville, -
Institution Student Enrolment Flow
Page 1 of 2 Institution Student Enrolment Flow This report provides the student enrolment data for public post-secondary institution(s) for a given academic year and student movement into, within and out of the institution(s). Mount Royal University 2012-2013 A (Returning) E (Continuing On) CARI BASI POLY 244 476 155 CARI BASI POLY 1,373 9,042 453 From System to Institution (After Year Away) Continuing in the System CCI IAI SAC 145 12 7 CCI IAI SAC 309 37 18 TOTAL: 855 TOTAL: 10,543 B (Continuing Into) D CARI BASI POLY 654 9,308 208 From System Mount Royal University to Institution 15,168 CCI IAI SAC 249 35 9 TOTAL: 9,971 C (New) G (Leaving) New to Institution Leaving the System TOTAL: 4,342 (Not in System for Prev. 6 Years) TOTAL: 4,625 A (Returning) Students that were not enrolled in 2011-12, but had an enrolment record at some point between 2006 - 2011 B (Continuing into) Students that were enrolled in the system in 2011-12 C (New) Students that had NO enrolment records in the previous 6 years (New to system) D (Student Cohort) Students enrolled full-time or part-time in the institution(s) in the cohort year (2012-2013) E (Continuing On) Students enrolled in an institution for the following year (2013-2014) F Students enrolled in an institution for the following year (2013-2014), and received a credential from Mount Royal University in 2012-2013 G (Leaving) Students NOT enrolled at an institution in the following year (2013-2014) H Students NOT enrolled in an institution for the following year (2013-2014), but received a credential from Mount Royal University in 2012-2013 Notes: 1. -
ARUCC Groningen & Student Mobility Project Endorsements
ARUCC Groningen & Student Mobility Project Endorsements Version: 2019-06-27 Organization Name Province/Territory Alberta Council on Admissions and Transfer (ACAT) Alberta American Association of Registrars and Admissions Officers (AACRAO) US ApplyAlberta (APAS) Alberta ARUCC Canada Atlantic Association of Registrars and Admissions Officers (AARAO) Atlantic Canada BC Associations of Institutes and Universities (BCIAU) British Columbia BC Colleges British Columbia BC Council on Admissions and Transfer (BCCAT), British Columbia BC Registrars’ Association (BCRA), British Columbia BC Senior Academic Administrators' Forum British Columbia Brandon University Manitoba Bureau de coopération interuniversitaire (BCI) Quebec Campus Manitoba Manitoba Canadian Bureau for International Education (CBIE) Canada Canadian Federation of Students Canada CanPESC Canada Cape Breton University Nova Scotia Capilano University British Columbia Concordia University Quebec Conestoga College Ontario Council on Articulations and Transfer, New Brunswick (CATNB) New Brunswick CUCCIO Canada Dalhousie University Nova Scotia Douglas College British Columbia EducationPlannerBC British Columbia Emily Carr University of Art & Design British Columbia Georgian College Ontario Humber College Ontario Langara College British Columbia Laval University Quebec McGill University Quebec Organization Name Province/Territory McMaster University Ontario Medicine Hat College Alberta Mount Saint Vincent University Nova Scotia Nipissing University Ontario Nova Scotia Council on Articulation -
Is Committed to the Highest Standards of Integrity in Research and Scholarshi
Responsible Conduct of Research Policy Type Academic Initially Approved: Policy Sponsor Vice- Last Revised: President, Academic Affairs Administrative Research Review Responsibility Committee Scheduled: Approver General Faculties Council 1. Purpose 1.1. Ambrose University (“Ambrose”) is committed to the highest standards of integrity in research and scholarship, based on its Christian commitments and its adherence to the policies of the Canadian Institutes of Health Research, the Natural Sciences and Engineering Research Council of Canada and the Social Sciences and Humanities Research Council of Canada. Ambrose defines and governs integrity in research and scholarship by means of three related policies, each of which reflects a Tri-Council or other national policy statement: 1.1.1 The Ambrose policy on Responsible Conduct of Research is based on the Tri-Agency Framework: Responsible Conduct of Research – see: http://www.rcr.ethics.gc.ca/eng/framework-cadre.html 1.1.2 The Ambrose policy on Ethical Research Involving Humans is based on the Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans. - see: http://www.pre.ethics.gc.ca/eng/policy-politique_tcps2-eptc2_2018.html. Ambrose policy on Ethical Research Involving Humans can be found in the 1.1.3. The Ambrose Animal Care Committee is based on the Canadian Council on Animal Care’s Terms of Reference – see: https://www.ccac.ca/Documents/Standards/Policies/Ethics_of_animal_investigation.pdf 2. Scope 2.1 This policy is about the responsible conduct of research and provides principles and the process to follow in the event of an allegation of misconduct of research. This policy applies to all persons involved in research under the auspices of Ambrose. -
29 October 2019
University of Waterloo BOARD OF GOVERNORS Tuesday 29 October 2019 Meeting 1:30 p.m. Needles Hall, Room 3407 Note: directions/parking information for external members has been distributed. Please convey regrets to Emily Schroeder at 519-888-4567, ext. 32749 or [email protected]. Time MEETING Page Action OPEN SESSION 1:30 1. Conflict of Interest Oral Declaration 2. Remarks from the Chair Oral Information 3. Agenda/Additional Agenda Items Oral Input 1:35 Consent Agenda Motion: To approve or receive for information by consent items 4-8 below. 4. Minutes of the 4 June 2019 Meeting 4 Decision 5. Report of the President a. Promotion to Professor Information b. Sabbatical and Administrative 11 Decision/Information Leaves/Administrative Appointments 12 c. Recognition and Commendation 23 Information 6. Report of the Vice-President, Administration & Finance a. Incidental Fee Changes 29 Decision/Information 7. Reports from Committees a. Building & Properties 30 Decision/Information b. Executive 35 Information c. Finance & Investment 36 Information d. Pension & Benefits 37 Information 8. Report of the Vice-President, Academic & Provost a. Undergraduate/Graduate Admissions Update 38 Information Regular Agenda 1:40 9. Business Arising from the Minutes Input 1 of 126 Board of Governors 29 October 2019 page 2 OPEN SESSION Time Page Action 1:50 10. Report of the President a. Strategic Plan 2020-2025 41 Decision b. President’s Update 65 Information 2:20 11. Report of the Vice-President, Academic & Provost a. Student Experience Update Oral Information b. SMA Update Oral Information 2:40 12. Report of the Vice-President, Advancement a. Campaign Planning Committee Final Report 80 Information b. -
Research Issue Paper
Waterloo Bridge to 2020 Research Issue Paper May 2018 Contents Acknowledgements................................................................................................................................ i Executive summary .............................................................................................................................. ii 1. Introduction .................................................................................................................................. 1 2. The issues ...................................................................................................................................... 2 a. Valuing disciplinary and cross-disciplinary research ............................................................. 2 i. Barriers to cross-disciplinary research ................................................................................ 3 ii. Fostering collaboration ......................................................................................................... 4 3. Research excellence ...................................................................................................................... 6 a. Measuring research impact ...................................................................................................... 8 b. Cross-disciplinary evaluation ................................................................................................... 9 4. Institutional funding .................................................................................................................