SENATE September 12, 2014, 2:30 Pm Canada Education Park, Chilliwack Room A2207 Page

AGENDA for the University of the Fraser Valley SENATE September 12, 2014, 2:30 pm Canada Education Park, Chilliwack Room A2207 Page . 1. CALL TO ORDER . 2. ADOPTION OF CONSENT ITEMS . 3 - 39 2.1. Consent Items

Agenda, 2014 09 12 Minutes, 2014 06 06 Graduands, 2014 09 12 THAT the following consent items be adopted by Senate, as presented:  Agenda, 2014 09 12  Minutes, 2014 06 06  Graduands, 2014 09 12 . 3. DECISION ITEMS . 3.1. Senate Budget Committee - Jackie Hogan . 40 - 42 3.1.1. 2015-16 Budget Principles and Timelines THAT Senate recommend the 2015-16 UFV Budget Principles to the Board of Governors for approval.

. 3.2. Senate Governance Committee - Gerry Palmer . 43 - 47 3.2.1. New Membership Category for Standing Committees of Senate THAT Senate approve the addition of a new membership category, designated as “Other”, for the standing committees of Senate. . 3.3. Academic Planning and Priorities Committee - Eric Davis . 48 - 52 3.3.1. Discontinuation of Police Option, Bachelor of General Studies THAT Senate approve the discontinuation of the Police Option in the Bachelor of General Studies as recommended by the Academic Planning and Priorities Committee, effective January 2015. . 53 - 63 3.3.2. Mathematics Honours, Bachelor of Science THAT Senate approve the Mathematics Honours (Bachelor of Science) program as recommended by the Academic Planning and Priorities Committee, effective January 2015.

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Page . 64 - 79 3.3.3. Theatre Major The full program proposal may be viewed on the APPC website: http://www.ufv.ca/senate/standing-committees/appc/appc-agendas- minutes/ THAT Senate approve the new Theatre Major as recommended by the Academic Planning and Priorities Committee, effective January 2015. . 80 - 90 3.3.4. Modern Languages Program Review The review documents may be viewed on the APPC web site at http://www.ufv.ca/senate/standing-committees/appc/appc-agendas- minutes/ THAT Senate accept the Modern Languages program review. . 3.4. University Secretary and Registrar - Al Wiseman . 91 - 93 3.4.1. Honorary Doctorate Degree Selection Committee - Call for four Senate members, including at least two faculty members and one student . 94 3.4.2. Call for Expressions of Interest for Faculty Senator Vacancies . 4. REPORTS . 4.1. Report from the Provost and Vice-President, Academic - Eric Davis . 4.2. Report from the President and Vice-Chancellor - Mark Evered . 5. INFORMATION ITEMS . 95 - 96 5.1. Procedures for Expedited Program Approval Process . 97 - 107 5.2. President's September Report to the Board of Governors . 108 - 5.3. Board of Governors Minutes, 2014 04 03 111 . 112 - 5.4. Senate Governance Committee Minutes, 2014 05 20 120 . 121 - 5.5. Items brought forward from 2014 06 06 in-camera session 123 . 124 - 5.6. Copyright Compliance Policy Revisions - approved by the Board of 126 Governors . 127 - 5.7. Addenda to the Grad Roll approved June 2014 129 . 130 5.8. Faculty of Health Sciences - New Senate Faculty Member . 131 5.9. Call for Nomination for Faculty of Humanities Position on Senate . 6. IN-CAMERA SESSION . 7. ADJOURNMENT and NEXT MEETING

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Minutes for the University of the Fraser Valley SENATE Friday June 06, 2014

PRESENT:

Deans: Sue Brigden Lucy Lee Joanne MacLean Jacqueline Nolte

Faculty Members: Tom Baumann Dan Harris Alastair Hodges Steven Marsh Gerry Palmer (Vice-Chair) Teresa A. Piper Maggie Theron John Todrick Alisa Webb Noham Weinberg Zoe Dennison

President: Mark Evered (Chair)

Provost/VP Academic: Eric Davis

University Secretary Al Wiseman and Registrar:

Staff: Colleen Bell Mark Brosinski

Student: Michael Clare

University Librarian: Kim Isaac

Guests: Adrienne Chan, Vlada Dvoracek, Peter Geller, Jody Gordon, Maureen Wideman

Regrets: Maria Bos-Chan, John English

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UFV Senate Meeting, Public Session June 06, 2014

1. CALL TO ORDER

1.1. Opening Remarks

President Evered called the meeting to order at 2:37 pm and extended a warm welcome to senators, noting incoming senator Greg St. Hilaire, and guests at today's meeting. On behalf of Senate, President Evered expressed much gratitude to Maggie Theron for her hard work and dedication to UFV and extended best wishes for her continued success in her new endeavours.

A moment of silence was observed for Ed Li, from the School of Business, who passed away on May 27, 2014 following a lengthy illness. President Evered spoke of Ed's numerous accomplishments as well as his many valued contributions to UFV over the years.

President Evered related the recent shooting at Seattle Pacific University and emphasized the importance of UFV's Shelter-in-place emergency preparedness program currently being developed.

Senators were encouraged to attend Convocation next week to celebrate the major achievements of our students.

Senators were reminded of the invitation to participate in the UFV Board planning session next week for an important discussion on the future of universities.

2. ADOPTION OF CONSENT ITEMS and APPROVAL OF REVISED AGENDA

Gerry Palmer assumed the chair for the next items of business.

2.1. Consent Items

The agenda was removed from the consent items for the following additions: • Name Change for the Faculty of Access and Open Studies as business item 3.1.3 • Name Change for the Continuing Studies Department as business 3.1.4 • Call for nomination results for Faculty of Access and Open Studies position as information item 6.6

The revised consent items were presented to Senate for adoption, as follows: Minutes, 2014 05 09 In-Camera Agenda, 2014 06 06 In-Camera Minutes, 2014 04 11 In-Camera Membership Recommendations for Standing Committees

MOTION: THAT the following consent items be adopted by Senate, as revised: • Minutes, 2014 05 09 • In-Camera Agenda, 2014 06 06

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• In-Camera Minutes, 2014 04 11 • In-Camera Membership Recommendations for Standing Committees G. Palmer/T. Baumann CARRIED

2.2. Agenda

MOTION: THAT the agenda, as revised, be adopted by Senate. S. Brigden/Z. Dennison CARRIED

3. DECISION ITEMS

3.1. University Secretary and Registrar - Al Wiseman

3.1.1. Recommendations for Deletion of Policies: Amendment of Permanent Record (60) and Advanced Placement Program (90)

MOTION: THAT Senate approve the deletion of the Amendment of Permanent Record (66) policy and Advanced Placement Program (90) policy, as recommended by the Secretariat office, in consultation with the Senate Governance Committee. A. Wiseman/S. Brigden CARRIED

3.1.2. Chancellor Selection Committee

Mr. Wiseman reported that the candidate recommended and approved by Senate and the Board to serve as our next chancellor is unable to accept the appointment. As outlined in institutional policy, the committee will reconvene the selection committee to make a recommendation for another candidate. Faculty member Alastair Hodges and student Michael Clare volunteered in the call for one faculty member and one student of Senate.

MOTION: THAT Senate approve the appointment of faculty member Alastair Hodges and student senator Michael Clare for membership on the Joint Chancellor Selection Committee. A. Wiseman/T. Baumann CARRIED

3.1.3. Name Change for the Faculty of Access and Open Studies (Addendum) Exhibit appended to minutes as Appendix A

Dean Brigden reported that including Continuing Education in the name of the faculty highlights the importance of continuing education to the university, making it more visible to members of the internal and external communities.

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MOTION: THAT Senate recommend to the Board of Governors approval of the name change for the Faculty of Access and Open Studies to the Faculty of Access and Continuing Education. A. Wiseman/E. Davis CARRIED

3.1.4. Name Change for the Continuing Studies Department (Addendum) Exhibit appended to minutes as Appendix B

Dean Brigden reported that the name change for the Continuing Studies Department is in response to the standard use of Continuing Education across BC universities.

MOTION: THAT Senate recommend to the Board of Governors the name change for the Continuing Studies Department to the Continuing Education Department. S. Brigden/T. Piper CARRIED

President Evered resumed the chair for the next items of business.

3.2. Senate Governance Committee - Gerry Palmer

3.2.1. Senate Annual Work Plan

MOTION: THAT Senate approve the 2014-15 Senate Annual Work Plan as presented, as recommended by the Senate Governance Committee. G. Palmer/T. Baumann CARRIED

3.2.2. Guidelines for In-Camera Meetings

MOTION: THAT Senate and its standing committees adopt the proposed guidelines for confidential material to be presented in-camera at Senate and standing committees. G. Palmer/M. Brosinski CARRIED

Gerry Palmer assumed the chair for the remainder of the meeting.

3.3. Academic Planning and Priorities Committee - Eric Davis

3.3.1. 2014 Update to the 2011-15 Education Plan

Eric Davis, in his role as chair of the Academic Planning and Priorities Committee, presented the 2014 update to the 2011-15 UFV Education Plan, Students and Community, and accompanying appendices to Senate for approval and recommendation to the Board of Governors.

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MOTION: THAT Senate approve and recommend to the Board of Governors, Students and Community: An Update to the Education Plan (May 2014), as presented. E. Davis/T. Baumann CARRIED

3.3.2. Strategic Enrolment Management Plan 2014 - 2019

President Evered was pleased to report that the Strategic Enrolment Management Plan is leading-edge, noting Jody Gordon's expertise in creating this distinctive goal-setting planning tool which fits into the University's strategic goals. The strategic goals drive the Education Plan which in turn determines the Enrolment Management Plan used to identify budget planning priorities. President Evered thanked Senate for being an integral part of those plans.

Vice-President, Students Jody Gordon presented senators with an overview of the five-year plan.

MOTION: THAT Senate endorse the Strategic Enrolment Management Plan, 2014-19 as it aligns with the Strategic Directions and Education Plan, and recommend its adoption to the Board of Governors. E. Davis/T. Baumann CARRIED

3.3.3. Bachelor of Science in Nursing and Practical Nursing Diploma Programs - Changes to Entrance Requirements

MOTION: THAT Senate approve the changes to the Bachelor of Science in Nursing and Practical Nursing diploma entrance requirements as recommended by the Academic Planning and Priorities Committee, effective January 2015. E. Davis/J. MacLean CARRIED

3.3.4. Engineering Transfer Program - Entrance and Program Requirement Changes

MOTION: THAT Senate approve the changes to the Engineering Transfer program entrance and program requirements as recommended by the Academic Planning and Priorities Committee, effective September 2014. E. Davis/L. Lee CARRIED

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3.3.5. Bachelor of Fine Arts Graduation Requirements

MOTION: THAT Senate approve the changes to the Bachelor of Fine Arts graduation requirements as recommended by the Academic Planning and Priorities Committee, effective January 2015. E. Davis/T. Baumann CARRIED

3.4. Senate Research Committee - Noham Weinberg

3.4.1. Research Centres and Institutes Policy

Noham Weinberg, Chair of the Senate Research Committee, invited Adrienne Chan to introduce the new policy to Senate, noting Ms. Chan's integral role in its development. Ms. Chan provided Senate with some background information and a report on the areas consulted in the development of the Research Centres and Institutes policy. President Evered thanked Ms. Chan and the Research Committee for this important step forward in providing the university with a clear understanding on the creation and review of the university's research centres and institutes.

MOTION: THAT Senate approve and recommend to the Board of Governors the Research Centres and Institutes policy, as presented. N. Weinberg/T. Baumann CARRIED

4. REPORTS

President Evered and VP, Academic Davis offered to forego monthly reports to allow for the roundtable discussions.

5. ROUNDTABLE DISCUSSION

5.1. Integrating Teaching & Learning and Educational Technology into Senate's Committee Work

Eric Davis, in his role as VP, Academic, opened the conversation by requesting everyone's view on the possibility of integrating research and teaching at UFV by creating a new standing committee of Senate which merges the Senate Research Committee, the Teaching and Learning Advisory Council, and the Educational Technology Advisory Group. He pointed out that UFV has two research-related committees, one of whom reports directly to Senate but that there is no Senate-related committee for teaching, inconsistent for a teaching- focused university devoted to teaching and learning.

Maureen Wideman, UFV's Director of the Teaching and Learning Advisory Council, thanked senators for the opportunity to bring this discussion to the table

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and noted that part of her role is to elevate the teaching voice at the university and that the integration of teaching and research would open the door to many opportunities.

Highlights of the open discussion included the following:

• The integration of research with teaching and learning would result in diluting the importance and strengths of both. Having both committees work together on joint initiatives would be a way forward, with the possibility of adding a term to the SRC to integrate research into teaching and learning. • This is a wonderful opportunity to form a relationship between teaching and research and to provide a crucial link for teaching and learning to Senate. • Creating a place or committee to hold these important discussions is necessary as committee meetings are too busy with business at hand. • Dialogue between the Research Advisory Council (RAC) and the Teaching and Learning Advisory Committee (TLAC) would be a solution, with RAC offering support to TLAC in raising its profile at the university. Holding teaching micro-lectures, like those done by Research, would be one way to highlight teaching. • Senate has added four new standing committees in the past two years. Items to consider include the small number to draw on for membership, and the challenge in providing administrative support for committees. It would be beneficial to have a working group review the role of Senate in these areas, looking at standing committee form and functions to identify gaps, and the possibility of merging some committees.

In closing, President Evered thanked senators for their contributions to this important discussion to help determine Senate determine how it wants to proceed as the university continues to grow and mature.

VP, Academic Davis thanked senators for their participation in a rich and fruitful discussion.

5.2. The Relationship between Universities and Government - for discussion at a future meeting of Senate

6. INFORMATION ITEMS - included in agenda package

6.1. President's Report - appended to minutes for the meeting as Appendix C

6.2. Senate Governance Committee Minutes, 2014.03.25

6.3. Graduands - Approved for Convocation

6.4. Items brought forward from 2014 04 11 In Camera Session

6.5. Notice of Vacancy on Senate - Faculty of Health Science faculty member

6.6. Nomination of Greg St. Hilaire for faculty member of the Faculty of Access and Open Studies on Senate - Appended to minutes as Appendix D

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7. ADJOURNMENT and NEXT MEETING

7.1. Closing Remarks

VP, Academic Davis commended Dean Lucy Lee for being the recipient of the annual Distinguished Service Award by the Society for In Vitro Biology.

Tom Baumann moved to adjourn the meeting at 4:35 pm. The Senate Committee adjourned for the 2013-14 academic year. A schedule of the 2014-15 meetings will be posted in the next month.

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APPENDIX A

From the Office of the Dean Faculty of Access & Open Studies Dr. Sue Brigden Local 4643

MEMORANDUM To: Dr. Mark Evered, Chair, Senate CC: Monique Castonguay; Eric Davis, Jill Smith, Nicole Hitchens; Laura Larson Date: Monday, June 2, 2014 Re: Senate Agenda Item: Name Change for the Faculty of Access and Open Studies

At the FAOS Faculty Council meeting held on Friday, April 11, 2014, Council approved the following motion: MOTION: To change to the name of the faculty from Access and Open Studies to Access and Continuing Education

The proposed name change is based on the following: • The raison d’etre of the Faculty is to provide access to post-secondary programming to non- traditional learners and continuing education and training for professionals and UFV graduates. • Continuing Studies will be changing its name to Continuing Education. • Including Continuing Education in the name of the Faculty highlights the importance of Continuing Education to the institution, which will make it more visible to members of the internal and external communities. • The term “Open Studies” was introduced to the Faculty name in 2011 when the Program Paths became the responsibility of the Faculty; “Open Studies” was a name used by other PSIs for similar “paths” programs. As we move to implement the Strategic Enrolment Management plan, the Paths will be replaced by a Qualifying Studies program, so the term will not be appropriate.

Cost implications include: • Business cards, name tags, etc. • Changes to the webpages

We are seeking Senate’s support for this name change, so that we can use the name beginning September 2014.

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APPENDIX B

From the Office of the Dean Faculty of Access & Open Studies Dr. Sue Brigden Local 4643

MEMORANDUM To: Dr. Mark Evered, Chair, Senate CC: Monique Castonguay; Eric Davis; Jill Smith; Nicole Hitchens; Laura Larson Date: Monday, June 02, 2014 Re: Senate Agenda Item: Name Change for Continuing Studies Department

At its Friday, April 11, 2014 meeting, the FAOS Faculty Council approved the following motion. MOTION: To approve the proposed name change to Continuing Education as requested by the Continuing Studies department. Liana Thompson provided reasons for the name change request in her April 10, 2014 memo, which is provided below. We are seeking Senate’s support for this name change.

MEMO

To: Sue Brigden From: Liana Thompson CC: FAOS Faculty Council Date: 10/04/2014 Re: Request for department name change Continuing Studies staff would like to request that the name of the department be changed from “Continuing Studies” to “Continuing Education”.

Our request is founded on the following facts: • Of the 22 universities and colleges in BC, 19 departments are named “Continuing Education”. • Both professional associations that we are members of are named Continuing Education and Training of BC (CETABC) and Canadian Association for University Continuing Education (CAUCE). • At the March CETABC meeting, CS Directors and Deans from across BC agreed that the name “Continuing Education” is better recognized by other institutions and by members of the public that we serve. Cost implications include: • Re-printing of promotional materials (program fact sheets) • Business cards • Changes to the webpage and electronic marketing materials To reduce reprinting costs, we will continue to use the promotional material until the name change is in effect. Further, the department has not yet requested any printing to be done for fall course materials. Should the name change be approved in the near future, staff will be able to make the necessary adjustments to the material to reflect the name change in time for fall material printing deadlines. The department wishes to begin using the new name starting September 1, 2014. We ask for your approval of this request.

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PRESIDENT’S REPORT TO THE BOARD OF GOVERNORS

June 2014

President’s Report

Reports received from academic and service units are included below. An update of the President’s activities for the month of April and May will be presented at the meeting.

College of Arts (Jacqueline Nolte, Dean)

Arts Advice Centre:

RBC Arts Peer Mentoring Program

The RBC Arts Peer Mentoring program continues through the 2014-15 academic year, thanks to another generous donation of $20,000 from the RBC Foundation (for a total donation of $40,000 since 2012).

This program pairs senior students with newcomers for support, guidance and friendship during the critical transition phase into university. Mentors meet with their mentees on a weekly basis to help them with academic skills such as time management, studying, and note-taking, and to inform them of campus services such as academic advising, counselling, the Writing and Math Centres, and Student Life opportunities. With the continued support from the RBC Foundation and positive response from the students (both the mentees and the mentors), this program that began as a pilot project in 2012 has been able to grow and flourish.

The successful results of the peer support this program provides demonstrate the value of such a program. Success indicators for the mentees include: - Reduced isolation - Greater confidence in and skill related to studying - Greater ability to problem solve and seek support when needed - Improved o Grade point averages o Time management and project planning skills o Volunteerism and involvement with UFV

“This semester has been tough, but having my peer mentor helping me through it was wonderful. The transition from high school to university is always a little bumpy,” said Holly W. “I am so

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thankful to the RBC Arts Peer Mentor program and for the generous donations of the RBC Foundation.”

Francesca M. says, “Thank you for your continued support of the Peer Mentor program at UFV. Personally, over the last semester I have reached, and exceeded personal goals that I created with my peer mentor. I now feel comfortable in my personal organizational capabilities, and academic ability at the university level. In the future, I hope to become one of the first mentees to cross over and become a peer mentor which will hopefully aid in enriching the program. Thank you again for supporting a program that has helped me personally to gain in areas that I didn’t even realize needed improvement, along with giving me complete confidence in my future at UFV.”

Mentors benefit too – they engage in a para-professional role in which they gain the opportunity to increase organizational and leadership skills and connect with UFV: “I think that these opportunities make us feel more a part of the university … It gives us pride to be working for the school and to learn skills that not only help us as mentors but will continue to help us in the future. I think being a mentor has been a huge benefit for my academic success. This past semester is the best semester I have ever had. Despite a really high work load, I was still able to break the 4.0 GPA for a semester for the first time and I think that is because being a mentor makes me take my own studies more seriously because I want to be a leader who is a good example to mentees. I think that it is a real selling feature of the program for mentors. It takes students who are already doing well at school and helps them do better while they help first years start off in a good direction. Everyone wins.” (Cade)

Elaine Newman, Director of the Arts Advice Centre, and Joanna Hawkins, Arts Educational Advisor, will hire a total of ten mentors for the 2014-15 academic year to work with students in Arts programs. They will facilitate a full day of training with the mentors in August and continue meeting with them for weekly training sessions throughout the 2014-15 semesters. As in previous semesters, the peer mentors will be involved in promoting and recruiting students to participate in the program, assisting the Arts Advice Centre in facilitating information sessions for new admits to the Bachelor of Arts (BA), BA Global Development Studies, BA Criminal Justice, and Associate of Arts degrees. They will also be contacting all new admits to the programs and inviting them to participate in the Peer Mentor program in their first semester.

The continued support of the RBC Arts Peer Mentor program is greatly appreciated by the College of Arts and the Arts Advice Centre.

Visual Arts:

International Teaching Exchange in Chengdu, China

UFV's Associate Professor, Shelley Stefan, embarked on an international teaching exchange with the Sichuan Normal University in Chengdu, China. Stefan delivered a painting class to 25 Chinese students from the SNU Fine Arts College. Her course was entitled Smart Art:

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Lessons in Contemporary Painting and it was one half of a two-part series, making up an exciting exchange, the first of its kind between the Fine Arts College of Sichuan Normal University and the Visual Arts department of the University of the Fraser Valley.

Associate Professor, Tang Jianhui, led a two-week Chinese painting intensive course June 2-13 as part of this exchange program between UFV and SNU. This once-in-a-lifetime opportunity to learn a form of painting filled with rich tradition and technique was offered Monday, Wednesday and Friday from 9:00 a.m. to 1:00 p.m., on the Abbotsford campus.

Some Assembly Required: UFV’s BFA Grad Show, April 25 – May 16

The Bachelor of Fine Arts Grad Show, Some Assembly Required, held its opening reception April 25 and continued through until May 16, both in Building C and in the gallery in room B136 on the Abbotsford campus.

This year’s BFA grad class was the largest to date with twenty-three talented artists: Angie Born, Chrissy Courtney, Jacqueline Cunard, Alisha Deddens, Kate Feltren, Nieyan Geng, Courtney Harrod, Dustin Haw, Darci Heard, Kristen Kitamura, Ashley Leclair, Mallory Legge, Anita Lewis, Dean Lewthwaite, Vanessa Louwerse, Maryanne McFarlane, Kelsey McHattie-Simpson, Ashleigh Miller, Nastasha Mol, Jason Peters, Jeff Rasmussen, Anna Williams, Will VanDelft, Rachel VanTilborg.

Graduate Nastasha Mol says this is a bittersweet moment. “I am flooded with memories from the past five years. The small class sizes provide more interaction with professors… but more than that I have developed relationships with these teachers who are so invested and passionate.”

Mol’s work has progressed over time and two pieces she presented in the show encapsulate her entire experience at UFV. “One of my pieces, called Learned Compassion, came to fruition when I learned my great grandfather and his brother fled Poland during the Holocaust while his parents and sisters were sent to death camps,” she explains. “I created handmade dolls based on real women whose identities were taken from the Yad Vashem’s Victim Database. These dolls are a tool to help install the significance of learning compassion for your fellow human.”

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Student Research Day:

On April 10 over 30 students presented their research posters in Alumni Hall. Congratulations to all the students who presented their research posters! To read more about the event go to: http://www.ufv.ca/research/students/research-day-poster-presentation/

Criminology and Criminal Justice:

Practicum Related Highlights

Second-year criminology student, Ruben Timmerman, has initiated original research surveying vulnerable populations in the Abbotsford area. Many of the survey participants are homeless or at risk of being homeless. Timmerman developed the research protocol, successfully achieved UFV ethics approval, conducted interviews and will also be part of preparing the final report. His contribution will contribute to the discussion of effective solutions for vulnerable populations in the Valley.

Fourth-year criminology student, Jennifer Talkkari, also researched and compiled effective strategies to disrupt organized crime when completing her practicum with the Combined Forces Special Enforcement Unit. Her work was described as exceptional and her efforts contributed to public safety measures in the region.

Student Engagement Highlights

A number of criminology students are volunteering at the Fraser Valley Institution for Women. As volunteers, the students are tutoring inmates in various academic and social programs in an effort to encourage pro-social engagement, rehabilitation and reintegration. The volunteer program has now expanded to include UFV math and language students as well.

The School of Criminology and Criminal Justice has also worked with students to re-establish the Criminal Justice Student Association (CJSA). To date, CJSA has planned prison tours, a gun range event, and a firefighting demonstration.

College of Arts - Visiting Speaker, David Barsamian:

Internationally-known and highly respected writer, investigative journalist and the Director of Alternative Radio, David Barsamian, paid an early morning visit to UFV, March 27, to deliver a lecture entitled Imperialism: Old Wine, New Bottles during which he compared the American empire and imperialism to the history of Rome. Drawing from history, literature, politics, and popular culture, David provided an engaging critique of recent contemporary events. Talking and fielding questions for almost ninety minutes, David held court in a classroom that was bursting at the seams with around eighty students and faculty happily making an early start to hear a speaker of David's caliber. Informative, humourous, edgy, anarchic but thoroughly engaging, David's lecture offered a different take on the world, an alternative perspective which seemed to be appreciated by his audience. Feedback from the event emphasized its undoubted success—with both faculty and students—and a number of comments suggested David make a return visit to address a much wider audience in a UFV lecture. During his brief visit to UFV, David even found time to be interviewed for the Cascade newspaper; a memorable experience for those students fortunate enough to ask the questions. David’s visit was organized by Dr. Prabhjot Parmar,

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Department of English, with the support of the Dr. Jacqueline Nolte, Dean College of Arts, and the Hari Sharma Foundation.

UFV Associate Professor, Ghizlane Laghzaoui:

Ghizlane Laghzaoui was interviewed on French CBC (Radio Canada) radio and TV regarding her doctoral thesis, in which she looks at hiring practices within the Francophone School Board, which favour Québécois candidates but not BC trained teachers. Radio Canada’s TV crew came to UFV in April to film her in her French 315 class. The segment aired May 29, 2014: http://ici.radio-canada.ca/regions/colombie- britannique/2014/05/29/001-recrutement-csf- diversite.shtml

Faculty of Professional Studies (Rosetta Khalideen, Dean)

Faculty Wide News:

This spring, the Faculty of Professional Studies attended an Indigenization tour in Chilliwack. Organized by the Dean’s Office and members of Professional Studies Academic Leaders Team (PSALT), Professional Studies faculty and staff attended the bus tour led by Stó:lō Cultural Advisor and Historian, Sonny McHalsie. The educational tour introduced the participants to places and spaces that are significant to Stó:lō in the Fraser Valley.

Indigenization:

Schools and departments within the Faculty of Professional Studies continue their commitment to indigenize programs. Teacher Education Program (TEP) arranged a visit to Coqualeetza First Nations Longhouse and organized a Naming Ceremony led by Wenona Victor to officially place the TEP Halq’emeylem sign near the TEP teaching room.

In keeping with Library Information Technology departments efforts to indigenize their curriculum and offer practicum experiences that emphasize diversity and difference, four Library Information Technology diploma students are completing 280 hours of work experience in the Union of BC Indian Chiefs (UBCIC) Resource Centre in Vancouver. As part of their practicum

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learning, students are helping to classify, digitize, and otherwise make accessible the Centre’s archival collections related to Treaty Rights, which are among the most extensive in the country.

Child, Youth and Family Studies (CYFS) met with officials of Seabird Island College to consider running an ECE diploma there. While details are yet to be negotiated, the request is for CYFS to educate 20 students working at Seabird Island. The students would take courses part time over the next two years, beginning in September.

Internationalization:

The Student Teachers in Antigua Mentorship Project (STAMP) student teachers are actively engaged in their international experience in Antigua. Their blog posts are insightful and inspiring – please see http://healthypromotingschools.com/category/champions-for-health-promoting- schools-blog/

Social Work and Human Services (SWHS) is looking forward to hosting an exchange student from Chandigarh, India this summer. This student will complete a practicum in the Fraser Valley as part of her Master of Social Work (MSW) program at Panjab University.

For her fourth-year field placement, Bachelor of Social Work student Gloria Hwang was placed with UFV International to help build opportunities for community-building with international students at UFV. Following the completion of her practicum Gloria was offered a contract at UFV International as an International Student Support Officer.

Program Reviews and Program Development:

Adult Education (ADED) is finalizing a Memorandum of Understanding (MOU) with Saskatchewan Institute of Applied Sciences and Technology to facilitate transfer of their in-house Faculty Certificate program for their instructors who wish to complete BA ADED degrees with UFV.

Program reviews and accreditation are continuing throughout Professional Studies. With new deadlines for completion of Library Information Technology (LibIT) review in place, the LibIT Self-Study Committee continued its work in the second half of the winter term. Results of the Survey of Current Students have been assembled by Institutional Research and the Survey of Graduated Students will run during the first two weeks of May. The committee has scheduled a retreat for early in the summer term to analyze data, discuss operations, and begin to imagine future programming.

The external panel for the Teacher Education Program review wrapped up two days of meeting. They were impressed overall and offered useful feedback about the program. The formal report outlining recommendations has now been received.

As part of the review of the Social Services diploma, the School of Social Work and Human Services recently facilitated a focus group with agencies that provide practicum opportunities to our Social Services diploma program. The community members were appreciative of the opportunity to engage with the school and offered valuable feedback.

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Program News and Events:

David Dobson, School of Business supervised six student teams that presented their research projects at the School of Business 2nd Annual Student Research Day. The winning team consisted of Samantha Bleich, Katherine Irving, Arpit Mittal, John VanSteenis, and Robin Weise. They worked with the Abbotsford Heat’s marketing team on an original applied marketing research project.

The Master of Social Work (MSW) Research Symposium was held in April and was a great success. Students had the opportunity to share their research and experience of the program with family, friends, faculty, colleagues and members of the professional community. This second cohort of MSW students will graduate at the June 13 convocation.

MSW student, Shannon Torhjelm MSW student, Daniel Pauna (with his children/fan club)

Professional Studies is very proud of the interest shown in our graduates. Many graduates within Professional Studies have already found employment. For example, graduates in Social Work and Human Services have found employment with Fraser Health, Vancouver Coastal Health, Ministry of Children and Family Development, and at local community development organisations. Another Bachelor of Social Work graduate, Denae Jacobson, who was placed in Uganda with a child-welfare organization for her practicum, is returning to Uganda to paid work with a local organization called Youth in Development.

Teacher Education Program graduates are being recruited for positions in the Fraser-Cascade District (with many already hired) and at Sea Bird Island Band school in Agassiz. The remaining students have been offered interviews by the districts in which they completed their practicum.

Similarly, Mark Breedveld and his students represented the School of Business at the recent Fraser Valley Chamber of Commerce Trade Show. The presence of the School of Business at the

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trade show created much interest among employers. Over 20 employment-related leads at the show were generated for co-op, part-time and full-time employment opportunities.

Adult Education, in the spirit of celebrating graduation and the 40th Anniversary of UFV, will be hosting a departmental event for alumni, instructors and existing students.

Student Successes and Student Initiatives:

Students within Social Work and Human Services have been busy with building community, contributing to their professions, fundraising and researching. As examples, the Library and Information Technology Students’ Association (LITSA) held its annual Quiz Night this spring, with proceeds supporting the Association’s bursary and Child and Youth Care (CYC) students have developed a website to support parents and families of youth, and youth workers (www.CYFCAware.com).

Three Social Work and Human Services students are presenting at the Canadian Association for Social Work Education (CASWE) Conference. Master of Social Work student, Windy Solla, is presenting in French and English on his research about Indigenous Health Inequalities. Meryl Smith is presenting her research conducted during her Master of Social Work field placement with the Canadian Association of Social Work Education and Sara Thiessen, Bachelor of Social Work (BSW), is speaking about her practicum experience in India.

Business student Harjyot Samra, supervised by Dr. Marcella LaFever, was awarded a $150 prize at the Student Research Day for her research that focused on “student motivations for engaging in research.”

Teacher Education Program student, Renee Fox, is this year’s recipient of the Maxwell Cameron Award which is sponsored by the BC Teacher Federation for leadership in a teacher education program, while the Outstanding Student Award nominee is Andrew Briscoe.

People and Team:

Social Work and Human Services wishes John Hogg an excellent sabbatical during which he will be researching the experiences of youth transitioning out of Ministry of Children Family Development care. We thank him for his term of Master of Social Work Chair. Leah Douglas will be the Master of Social Work Chair for the next cohort.

Kathryn Garcia has returned as the School of Social Work and Human Services, Program Advisor.

Maple Melder Crozier, Child, Youth and Family Studies (CYFS) gave a presentation at the Abbotsford Hospice on the topic of Forgiveness and Les Stagg (CYFS) has been approached about providing some program evaluation for the Fraser Valley Child Development Centre.

David Dobson, School of Business was accepted into the Grenoble School of Management Doctoral Business Administration (DBA) program. He will be starting the Grenoble DBA program in the fall. The Grenoble School of Management has triple accreditation (The Association to Advance Collegiate Schools of Business, The Association of MBAs, and European Quality Improvement System) and is widely recognized for its high-quality education and research.

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Awneet Sivia, Teacher Education Program is completing her three year term as Department Head in June. Dr. Sheryl MacMath will be Department Head for the coming year.

Kenneth Gariepy, Library Information Technology will be defending his dissertation this May at the University of Alberta.

Ian Hunt, Adult Education continues to work on his sabbatical research. Professional Studies looks forward to learning about his project about digital storytelling when he returns in September.

Faculty of Access and Open Studies (Sue Brigden, Dean)

At the FAOS Faculty Council meeting held on April 11, 2014, Council voted to approval a name change for the Faculty from Access and Open Studies to Access Continuing Education. The name change is requested because it better reflects the raison d’etre of the Faculty, which is to provide access to post-secondary programming to non-traditional learners and continuing education and training for professionals and UFV graduates. In addition, Continuing Studies will be changing its name to Continuing Education; and including Continuing Education in the name of the Faculty highlights the importance of Continuing Education to the institution, which will make it more visible to members of the internal and external communities.

Dr. Sue Brigden, Dean, will continue to take a lead role in the development of a new Qualifying Studies program, which will replace the current Program Paths and University Foundation program. The program, which will include clearly articulated admission requirements, continuance requirements, and a fixed length of study, will prepare students to qualify for and be successful in post-secondary programs. To ensure students meet the Qualifying Studies program admission requirements, the pathways from secondary school, UFV’s upgrading, and other post- secondary programs to the program will be clearly articulated, as well.

Highlights of the Faculty departments’ activities follow.

Aboriginal Access Services (AAS):

Under the direction of Director Lorna Andrew, AAS personnel have increased the number of regularly scheduled student activities and events at UFV to support student success and retention. Connecting UFV students with cultural activities provides students with a deeper relationship to the UFV community.

Increasing the number of aboriginal students who self-declare as Aboriginal has also been a priority and will continue to be a focus for the AAS department. AAS staff encouraged students to self-declare and there have been positive results.

The Director has participated in activities related to Indigenization. For example, she was a member of the Indian Residential School Day of Learning Committee, and is working closely with the Upgrading and University Preparation (UUP) department to facilitate the delivery of programming at the Mission Friendship Centre.

AAS Resident Elders provide spiritual, cultural, and moral support to UFV students, staff, faculty, and community. The Elders provide guidance with respect to Indigenization and student retention. This also includes interdisciplinary and cross-departmental/faculty cooperation in

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including Resident Elders as guest speakers in the classes and general student and faculty support. Clearly defining the role of the Resident Elders will increase effectiveness in student and faculty support, indigenizing, creative resourcing, and interdisciplinary and cross-departmental/faculty cooperation.

The AAS Director often acts as the first point of contact for First Nation communities and organizations in establishing UFV connections and partnerships. The AAS Director will continue to work in this capacity as a measure to streamline enquiries for partnerships with the surrounding First Nation communities.

Applied Business Technology (ABT):

ABT graduates continue to be in high demand by employers. The department continued to build external relationships; a number of community partners regularly present workshops to and/or provide practicums for ABT students. Many employers in the Fraser Valley have a stated preference for ABT grads, and a number have adapted their hiring schedules to align with the ABT graduation dates (March and June). In addition, the Chilliwack Law Courts (CLC) contacts ABT directly every time there is an opening for a court clerk. CLC has hired four of our graduates in the last few years, and are in the process of hiring a fifth. The Chilliwack School District takes a number of ABT students on practicum every year and routinely hires only applicants with an ABT certificate.

ABT will continue it discussions with other departments about possible laddering opportunities for ABT gradates. In ABT’s 2013 graduate survey, 85 percent of graduates expressed an interest in pursuing further post-secondary education. A common interest was business programs; exploring laddering/credit transfer opportunities with the School of Business is a priority for ABT. Other opportunities lie with the Faculty of Arts (particularly with Communications) and Continuing Studies. ABT and Continuing Studies (CS) are in ongoing discussions about exploring further possibilities. For example, many ABT grads complete the Bookkeeping for Small Business certificate and would be interested in further CS program options.

Beginning 2015, ABT hopes to offer some part-time programming (i.e., individual courses from the program) in addition to its cohort-based programming. It is anticipated that part-time programming will be appealing to those who are employed and want to improve their skills but cannot attend a full-time program. It is expected that the first course will be offered at the Five Corners campus in Chilliwack.

Because many UFV staff employees are ABT program graduates, ABT and Human Resources (HR) have been working together to present students with relevant information on hiring processes in unionized environments. HR has conducted several employment workshops for ABT students.

Assessment Services:

Policies and procedures continue to be implemented to ensure best practices are employed by faculty and Assessment Services personnel.

Continuing Studies (CS):

Continuing Studies’ (CS) long-time employee and Director, Cheryl Isaac, retired at the end of March – sort of. Fortunately for us, she agreed to take on some contract work, so we will continue

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to enjoy her cheery disposition and knowledge for the next couple of months. Cheryl has been replaced as Director by Liana Thompson our previous Manager and successful candidate for the position. On April 8, the FAOS Faculty Council approved Continuing Studies’ request to change name of the department from Continuing Studies to Continuing Education. The department is awaiting approval from all appropriate bodies in the hope that it can use the new name as of September 2014. Continuing Studies has been very busy this year. The department …  reviewed and standardized all program and course material to ensure that they meet UFV copyright policy and formatted to promote a professional appearance and standardized approach;  delivered six community faro in partnership with the Mennonite Historical Society of Abbotsford;  worked with the College of Arts and the faculties of Access and Open Studies, Health Sciences, Professional Studies, and Science to develop new programs and courses, facilitate community fora, review and consult on existing programming, and identify and collaborate on revenue-generating initiatives;  completed work for the Employment Skills Access contract, a funded program offered in partnership with Capilano University that provided skills training to unemployed individuals (UFV received approximately $75,000 to deliver this service contract);  developed 58 new courses and workshops; and  resurrected the Medical Office Assistant program, which was last offered in 2006, due to demand from employers and students. The program started in February 2013 with 18 students. The February 2014 cohort has 16 students.

Going forward, CS will develop career-specific workshops aimed at recruiting working professionals who seek industry-specific professional development training. CS anticipates that this will recruit a new target audience to UFV.

It will also conduct internal reviews of the following programs in 2014: Bookkeeping for Small Business, Dental Office Assistant, Family Child Care, Legal Administrative Assistant, Medical Office Assistant, and the Teaching English as a Second Language certificate programs

CS will be offering programming at the new Five Corners campus. We expect to offer the Human Resources Management certificate, Public Relations Specialist certificate, Information and Records Management Assistant certificate, and a selection of 1 or 2-day seminars geared toward working professionals seeking professional development.

English as a Second Language (ESL):

The ESL department personnel continued to work with community partners to provide support to them and promote its programs to their clients.

The ESL department has been severely affected by the federal government’s decision to take back the control of the Citizenship and Immigration Canada (CIC) funds from the provincial government. The department submitted a proposal in response to last year’s CIC request for proposals; however, as was the case for all BC English for academic purposes programs, the proposal did not meet CIC’s funding criteria and no funds were awarded to UFV. As a result, the department will work with International Education and other departments to review and revise its

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programming to ensure it is sustainable and meet the needs of international and domestic students who need English for academic purposes programming.

Upgrading and University Preparation (UUP):

When it comes to environmental sustainability, the UUP department continued to lead the way by using videoconferencing to hold its department meetings. With connections in Chilliwack and Abbotsford, employees did not have to travel from one campus to another, thereby reducing its carbon imprint and its costs.

The Upgrading and University Preparation (UUP) department worked with the Mission Friendship Centre on a plan that will see the department delivering programming at the Centre beginning in fall 2014 with a view to increasing access to post-secondary educational options for Aboriginal students. Finally, long-time employee and current UUP Department Head Trudy Archie is retiring this summer; she will be replaced as Head by Greg St. Hilaire. Trudy has been a tireless advocate for upgrading programs both locally and provincially. In addition, as the mother of three Aboriginal children, she has worked to help indigenize the department and the institution. Because we are going to greatly miss Trudy, the Dean has convinced her to take on a contract that will see her lead the department through its program review, which takes place in 2014/15.

(Jody Gordon, VP Students)

Athletics:

The 2013-2014 competitive season ended with the Cascades women’s basketball team winning UFV’s first ever CIS basketball medal with a bronze finish in Windsor, Ontario. Numerous awards flowed from that triumph, including a CIS Championship All-Star for Cascade guard Kayli Sartori, and a Basketball BC “Coaching Award of Excellence” for head coach, Al Tuchscherer.

At the UFV Athletics banquet women’s basketball guard, Aieisha Luyken, was honoured as UFV’s “Female Athlete of the Year”, while men’s basketball forward Jasper Moedt was named “Male Athlete of the Year.” For outstanding academic achievement, men’s soccer athlete, Kree Byrne, won the “Male Academic Award” with a cumulative 4.08 CGPA and Nicole Wierks secured the “Female Academic Award” for the second consecutive year with a 4.33 CGPA and received admission offers to both the UBC and University of Ottawa medical schools.

Since the beginning of May, the Athletics department has hosted the 2014 National Rope Skipping Championships, the 2014 Run for Water, and developed and submitted a bid to host the 2015 CCAA Golf Championships. The department is also working with the City of Abbotsford to organize a float for the July 1 Canada Day parade as another initiative to foster relationships between athletes, the university, and the community.

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Career Centre:

Career Fair 2014

The Career Centre partnered with UFV Marketing and Communications and under the theme “Get Noticed”, the campaign raised awareness of the Career Fair through classroom visits, five wind-up events, and campus advertising. SONiC FM was the community media sponsor who helped to promote the event to the general public.

The Career Fair was on March 12, 2014. The event was organized by the Career Centre team with the support of the UFV community, Lower Mainland employers, and media and community promoters. Chartered Professional Accountants of British Columbia (CPA-BC) was the presenter of the Career Fair, and Sun Life Financial the sponsor.

The Career Fair was preceded by a lunch reception that provided networking opportunities for employers, faculty, and student leaders. The main event was held in the Envision Athletic Centre between 2:00 and 5:30 p.m. and was open to students, alumni, faculty, and the larger Lower Mainland community.

A total of 61 exhibitors participated, including representatives from both private and public sectors such as CIBC, Costco, Envision Financial, Investors Group, MNP, Prospera, Vector Marketing, Abbotsford Community Services, Abbotsford School District, Fraser Health, New Westminster Police, RCMP, Skills Trades Employment program, Status Electrical and Supply Chain Management Association of BC. Representatives from UFV Trades, CIVL Radio, UFV Counselling, UFV Student Life, and the Student Union Society also participated in the event. The fair was attended by approximately 1,000 students, alumni, and community visitors.

Aaron Levy, station manager of CIVL Radio, kept the community engaged throughout the event by announcing the winners of various prize draws. Door prizes included two three-credit tuition vouchers and a Samsung Galaxy Tablet. The vouchers were presented to winning students by Chartered Professional Accountants of British Columbia (CPA-BC) and by Sun Life Financial. The tablet was presented by the Career Centre and awarded to a student who attended three or more of the wind-up sessions and the Career Fair.

Two new programs were introduced: one leading up to the Career Fair and one as part of the Career Fair.

Leading up to the Career Fair the Career Centre organized a series of employer panel discussions and interactive employer-student workshops. In total 11 employers facilitated the workshops and 150 students attended them. The purpose of these events was to help students prepare for the Career Fair.

January 28, 2014: Networking 101 February 6, 2014: How Can I Work in the Government Sector? February 21, 2014: Workplace Survival Skills February 26, 2014: Canada Revenue Agency information session March 3, 2014: How to Make an Impression: Resume, Cover Letter, and Interview

Tours were organized as part of the Career Fair. These tours were overseen by Career Centre staff and executed by student volunteers. Each tour ran between fifteen and twenty minutes in length

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and made designated stops at various exhibitor booths. The purpose of these tours was to initiate conversation between students and employers.

 Ninety-five percent of 144 students surveyed during the event said they would recommend the Career Fair to other students.  Eighty percent of employers found that the Career Fair was a valuable event.  Seventy-eight percent of employers stated that they will be returning for the UFV Career Fair 2016.

“Probably the best Career event I have ever attended! Outstanding organization and communication, loved the volunteers, gift (honey) and food.” Julie Hale, GoodLife Fitness

“Great way to interact with students and get our organization’s name out there.” BC Assessment Representative

“Great opportunity to showcase RBC’s desire to build meaningful careers for students.” Royal Bank of Canada Representative

“I will have hires from today and along with other valuable resources.” Stephen Diebolt, Status Electrical

“I wanted to take a moment to thank you and your amazing team for just a great event yesterday. Everyone was accommodating and really went out of their way to make sure we were taken care of. Your team was very organized and went to unreasonable measures to make sure this event was successful. Darlynnda made a comment to me saying that this was the best Career Fair she has been to in a very long time, I replied with "come on, this is UFV, would you expect anything less?” Alim Kassam, Sun Life Financial

Counselling:

The current Counselling department staffing level is five full-time and one part-time counsellor (5.5 FTE), to serve more than 15,000 students. The UFV Counsellor to student ratio (1:2700) remains below average for the post-secondary sector. The International Association of Counselling Services (IACS) recommendations outline minimum staffing ratios in the range of 1 FTE to every 1,000 to 1,500 students.

As of April 1, 2014, a counsellor who was previously dedicating 50 percent to the Supported Learning Group (SLG) program and 50 percent to Counselling is now devoted to 100 percent Counselling. Their 50 percent leave will no longer be backfilled by auxiliary counselling staff.

In an effort to build relationships with community mental health agencies throughout the Fraser Valley, the Counselling department continues to attend Chilliwack and Abbotsford Integration meetings. The information collected in the April and May meetings ensured that the department remains current on community service and program offerings, in addition to creating crucial mental health referral contacts.

The annual Mental Health Screening and Education event that occurred in the Fall of 2013, revealed high numbers of students with anxiety-like symptoms. To address the high prevalence of anxiety reported, the ‘Get Calm Quick’ pilot was completed over a 4-week period. This workshop taught students practical skills to decrease and manage anxiety. Student evaluations indicated that 93 percent of participants would recommend this workshop to others.

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The first succession of the newly formatted Career and Life Planning workshops ran at maximum capacity, and finished the third week of May. Eight workshops were facilitated, supporting 171 registered participants, which included current and potential students. The overwhelming response aligned with the demand for shorter, more accessible workshops. Due to the success, the second series of Career and Life Planning workshops are being offered this fall.

In conjunction with the Canadian Mental Health Association’s Mental Health Week, the department organized a mental health resource display at both the Abbotsford and CEP campuses. Mental Health awareness and stigma was targeted through this initiative. A variety of mental health resources were made available, covering topics such as depression, anxiety, well-being, and risky drinking. The UFV community was given the opportunity to respond by posting written comments to the question, “How do you stay mentally healthy?” These three public comment boards at the Chilliwack and Abbotsford campuses were filled within a two-week period.

In support of UFV faculty and staff, the department partnered with the Teaching and Learning Centre, to offer a workshop which discussed issues around student mental health and post- secondary learning environments. The workshop titled What's Going on with That Student? assisted faculty/staff in recognizing behaviors related to mental health issues, such as depression and social anxiety.

Disability Resource Centre (DRC):

The DRC has witnessed significant increases in the number of students registered with the department over the last year. There are now 919 students with documented disabilities registered with the DRC, this is up from a total of 844 from the previous year.

In order to better meet the demand for services, the DRC launched an initiative that can both assist UFV students and allow the DRC to meet the volume of requests. Prior to the final exam period for the Winter 2014 semester, the DRC launched a program aimed at increasing student involvement in the department and to offer an experiential learning opportunity for UFV students. This paid, experiential learning opportunity involved assisting the DRC in the invigilation of accommodated exams on the Abbotsford, Mission, and Chilliwack campuses. The duties associated with these positions include supervising exam writing or providing services related to an accommodation of a disability. An example of this would be a student with a learning disability may require the exam read to them or to provide scribing for a student’s exam due to the impact of a disability.

This part-time, on-call opportunity permits a student to continue focusing on their education but allows for an opportunity to gain valuable experience. This initiative is registered with the Co- Curricular Record (CCR) program. CCR provides students with official documentation to recognize and validate co-curricular involvement to future employers, graduate school applications, grants, and bursaries.

Educational Advising:

Priority Access to Student Services (PASS): In the Winter 2014 semester we received 76 early alert referrals from faculty. These students were contacted by Student Services staff and were offered appropriate services to support them with whatever challenges they were encountering in the classroom. Compared to the Winter 2013 semester, this represents a growth of 100 percent in the number of PASS referrals as there were 38 PASS referrals in the winter 2013 semester. This

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is likely due to an increased awareness and confidence in the system on the part of reporting faculty.

Financial Aid:

UFV Entrance Scholarships: This year’s adjudication has been completed for the 2014 Entry Scholarships and the pool of students that applied for the awards was an impressive one. The average GPA of our Entrance Scholarship recipients was 95 percent! The recipients were also highly active in the community, collectively contributing thousands of hours to their favourite causes, organizations and activities. They truly represent the best high school students that the Fraser Valley has to offer in 2014 and we are looking forward to welcoming them to campus in the fall.

Residence:

Housing Intern: Baker House is proud to welcome Lerren Tyler to the Housing and Residence Life staff for the summer. Lerren is an intern from Western Florida University who is completing a portion of her graduate work by participating in the Association of College and University Housing Officers, International (ACHUO-I) Summer Internship program. She is helping us to further develop our Resident Assistant Training program to meet the best practices in the university housing field.

Fall 2014 Housing Occupancy Projections: As of the end of May, 143 housing offers had been made to new and returning students for the fall 2014 semester. This is the largest number of applications and offers that we have ever made this early and signals the high probability that we will have full occupancy for the fall semester, with a potential waiting list. This would be the second year in a row that we have been at 100 percent occupancy on opening day.

Student Life and Leadership:

Co-Curricular Record: As of the end of May, the Co-Curricular Record had over 3300 active accounts created by students, and over 700 students have received recognition in the system with many other students in progress with their activities. This is a strong performance for the system after only two semesters of implementation. We expect that the system will grow dramatically over the next year.

Parent/Family Orientation: On June 17 and 19 at the Abbotsford and CEP campuses respectively, the annual Parent/Family Orientation will occur. This event welcomes the parents, family and supporters of our new students to campus for an evening of introductions and information. Feedback from past participants has shown that this event is important to appropriately engaging the support networks of our students, while providing them with positive ways to interact with the institution.

Student Leadership Development Retreat: At the end of April, twenty-four students travelled to Tulameen, BC for a long weekend of leadership development activities, discussion and personal exploration. The attending students represented groups such as the UFV Student Union Society, various Clubs and Associations, International students, Student Life student assistants, Athletics student assistants and more. The goal of the weekend was to develop the personal leadership skills of the attending students, and create an opportunity for the various groups represented by the attendees to develop peer-to-peer relationships as they move into the next academic year.

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Writing Centre:

Writing Centre faculty facilitated two workshops on the May 5th institution-wide PD day: one on using low-stakes writing within classrooms across the curriculum to encourage student engagement and deepen learning, and the other on the use of rubrics as a pedagogical tool to enhance students' understanding of assignment expectations and instructor feedback. Both workshops contributed to faculty development in relation to teaching writing within courses across the curriculum.

Writing Centre faculty also presented at the 2014 Congress of the Social Sciences and Humanities at the Canadian Association for Studies in Discourse and Writing in late May. Dana Landry presented on her doctoral work analyzing the emerging field of Writing Studies in Canada. Gloria Borrows and Graham Shaw contributed to a round-table discussion on the research they are doing on writing assignments across the curriculum at UFV, part of a multi-site Canada-wide study led by Roger Graves of the University of Alberta.

The deadline for the UFV Writing Prize competition was on May 30, and we expect about 40 entries this year from students writing in a full range of social science and humanities disciplines.

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Overview: UFV International

Over the past number of years, international students have increasingly made up a signﬁcant portion of UFV's student population. As cited in the strategic directions of the university, we strive to offer programs that provide the knowledge and foster the development of the critical- thinking, leadership, and practical skills that students require for employment, entrepreneurship, further education, and responsible citizenship— locally and globally. UFV International contributes to this goal by recruiting, assisting with admission, and providing services for the international student community. It is a full-service operation that strives to enhance the international proﬁle of the university. Our staff deal with international students at every stage of the student life cycle. This service also extends to domestic students who wish to study abroad. Similarly, faculty wishing to organize study tours can utilize UFV International’s resources, including those available for pre-departure orientation. In addition, UFV International works with faculty members on internationalization projects, assists with visiting scholars, advises on market viability for new programs, and manages articulation agreements with other post- secondary institutions, among other things.

International Enrolment

International Enrolment Trends: For the past four years, international enrolment at UFV has followed a relatively stable pattern. With the largest intake of students occurring in the fall, that semester marks the peak of international enrolment. The numbers dip slightly during the winter semester and trail off again in the summer. The chart below shows the enrolment patterns for the three annual semesters dating back to 2009.

International Enrolment By Semester 800 New Returning 600

400

200

0 2011 Fall 2011 2012 Fall 2013 Fall 2009 Fall 2010 Fall 2011 Winter 2011 2012 Winter 2013 Winter 2014 Winter 2009 Winter 2010 Winter 2011 Summer 2011 2012 Summer 2013 Summer 2009 Summer 2010 Summer 2014 Summer*

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Country of Origin: UFV’s top five international recruitment markets (China, India, Saudi Arabia, Korea, and Japan) are strong and are consistent with top markets in PSE institutions both at the provincial and national level. Currently, 87% of our students come from those five countries. Even still, there is significant growth potential in those markets. Students from a number of other regions are also coming to UFV. For a comparative look at the top recruitment markets, see below. Country of Origin

China India Saudi Arabia Korea Japan Nigeria Mexico Pakistan Brazil Ghana Other

Program Choice: International students select courses in all Faculties of the university. In terms of program choice, the Bachelor of Business Administration (the choice of 22% of our international students) and the Bachelor of Computer Information Systems (at 10%) are the two most popular areas that attract new international students.

Graduation Data: The upcoming convocation ceremonies will see a total of 226 international graduates (compared to 151 in 2013) receiving a total of 245 credentials (compared to 197 in 2013).

Update and Projections for Fall 2014: Prior to each intake, UFV International uses three metrics to predict upcoming student enrolment numbers— applications (incomplete), applications (complete), and tuition deposits. (The incomplete applications are a form of enquiry and are not ofﬁcially assessed to determine a student’s admissibility.) For fall 2014, UFV International data suggests that it will be a record intake with the number of tuition deposits as of May 22 nearly matching totals for the previous two years at that time. The chart below gives a comparative look at fall enrolment data (as of May 22) from 2011 to 2014.

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Applications Complete Applications Tuition Deposits

800

600

400

200

0 Fall 2011 Fall 2012 Fall 2013 Fall 2014

Student Exchange Programs & Partnerships

UFV is fortunate to have partnerships with quality post-secondary institutions the world over. These partnerships serve a number of purposes. In many cases, they allow UFV International's marketing team to promote UFV programs to students who wish to transfer or come to UFV as a visiting student. These arrangements are common in India, China, Japan, and Korea. In other cases, the partnerships lay the groundwork for exchange agreements. Outgoing (usually domestic) students wishing to take part in an exchange are attracted to the UK, Ireland, and Australia as study destinations. In nearly every case, the possibility of faculty collaboration is an important part of the agreement.

International Mobility Funding: In an effort to increase participation in study abroad programming, UFV International is allocating funding to allow for grants of $500 to be distributed to qualifying students wishing to take part in UFV’s study abroad program.

Academic Year Incoming Students Outgoing Students

2011-2012 45 36

2012-2013 32 47

2013-2014 36 41

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Global Engagement

Certainly, study abroad is one means of equipping students with some of the skills and perspectives to succeed in a world that is increasingly becoming more inter-connected. Because of personal or ﬁnancial circumstances, however, it is not an option for every UFV student. In an effort to produce graduates who are truly citizens of the world and can contribute locally and globally, UFV International has undertaken a number of global engagement initiatives that aim to address this. The ﬁrst step in this process was the creation of a new Global Engagement Coordinator position.

Internationalization Fund: The UFV Internationalization Fund supports the development of activities that will further the internationalization of the university. Proposals are reviewed and funds allocated based on the ability to meet internationalization objectives. A total of $25,000 is available on an annual basis in the form of assistance grants to undertake a range of activities to infuse an international dimension into the teaching, research and community service functions of the university.

Visiting Scholar Grant: UFV International also provides funding to support faculty members who wish to invite visiting international scholars to UFV for joint projects or as guest speakers.

Global Citizenship Grant: Global Citizenship Grants (GCG) are designed to support UFV student-led events, activities, projects, training sessions or other appropriate ventures that encourage the UFV student body to be Global Citizens and, in turn, contribute to the internationalization of UFV campuses.

International Student Ambassador Program: International Student Ambassadors interact with prospective international students. This includes online communication, as well as assisting visitors to campus. The International Student Ambassadors will also assist in the promotion and coordination of various internationalization efforts of UFV International.

Internationalization on Campus: UFV International aided the Faculty of Professional Studies in their “Celebrating Internationalization” day and brought in an external facilitator to work with faculty (“Culture in the Classroom”). This workshop provided participants with a better understanding of internationalization trends in higher education and how intercultural frameworks and tools can help us become more effective educators in this 21st Century environment.

Global Lounge: In the coming weeks, work will begin on a UFV International renovation. The goal here is to replace UFV International’s reception area and adjoining meeting room with a UFV Global Lounge.

2014 and Beyond

A focus on international student enrolment is one of the enrolment goals of the university's Strategic Enrolment Management Plan. This plan will lay the groundwork for the development of an overarching international strategy— a plan that will allow resources to be allocated toward increases in student recruitment and retention; improved delivery of international student services; the promotion of outbound student mobility through international student exchange agreements; and global engagement both inside and outside the classroom. UFV already has many of the building blocks to position itself as a local university for the world.

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APPENDIX D

MEMORANDUM

To: Mark Evered, Chair, Senate From: Al Wiseman, University Secretary and Registrar Date: June 6, 2014 Re: Call for nominations result – Faculty of Access and Open Studies position

The call for nominations for one faculty member from the Faculty of Access and Open Studies to serve the remainder of a three-year term on Senate closed on June 2, 2014. The Secretariat office received one nomination from Greg St. Hilaire, Associate Professor, Upgrading and University Preparation, thus declaring him elected.

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2015 Grads for Senate Approval EXHIBIT:

Bachelor Degree Bachelor Degree

Bachelor of Arts Bachelor of Computer Information Systems Alyssa Louanne Day Abdullah Salem Alyami History major Sharon Godwin Andrades English minor with Co-operative Education option Christopher Wilson DeMarcus Sneha Balan Nambiar Political Science major with Co-operative Education option English minor Mukhtiar Sangha Alycia Nicole Friesen with Co-operative Education option Media & Comm Studies extended minor Psychology extended minor Bachelor of General Studies Patrick A.C. Gallagher Jonathan Hardy Dueck History major Visual Arts minor Criminal Justice extended minor Lance Everett Takacs Ramanpreet Singh Grewal Business minor Political Science major Kinesiology minor for Arts Criminal Justice extended minor Qian Zhang Chelsey Lynn Hemminger English major Bachelor of Kinesiology Media & Communications Studies minor Jasandeep Bhangu Creative Writing concentration Psychology minor Katelyn M. Hooge Lauren Ashley Gleed Psychology major Psychology extended minor French minor Jessie McCormick Bachelor of Science English major Jenna Renita Hunt Dane Raymond Neumeyer Biology major History major Psychology extended minor Hai-Ha Susan Ngo Sociology/Anthropology major Psychology extended minor Associate Degree

Bachelor of Business Administration Associate of Arts Degree Scott Douglas Benstead Luke Edward Clemons Braund Rebecca Froelich Michael T. Westwick Accounting option Media & Communications Studies option Brandon Singh Gill Economics minor Associate of Science Degree Accounting option Arshdeep Kaur Lindsay Iris Gustavson Young Seock Yu Chien-Chu Hsu Marketing option Stephan Lehmann Ariane Susan Loewen Irina Poli Marketing option Mia Riddler Amit Soin Accounting option Sumit Verma Accounting option Laura Wheawall Accounting option

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2015 Grads for Senate Approval EXHIBIT:

Diploma Diploma

Diploma in Business Administration Diploma in Social Services Fadi Alboawais Anita Bernadette MacKeigan Anish Bahri First Nations option Manpreet Buttar Shxwmísems ye xwexwílmexw Supreet Dhaliwal Billi Pike Megan Caroline Hodgson First Nations option Shxwmísems ye xwexwílmexw with Co-operative Education option Tao Huang Will Huang Certificate Vikas Jolly Navdeep Singh Certificate in Accounting Jonathan Richard Thompson Priya Chaudhry Devinder Singh Virk Mei Li Zhao Morgan Alexander Young Certificate in Business Administration Diploma in Fashion Design Rebecca Froelich Sarah Jeong James Robert McAllister

Diploma in General Studies Heavy Duty/Commercial Transport Certificate Abdulmohsin Abdulsalam Alqudaimi Johnny Anker Ghassan Bounaaja Gagandeep Singh Brar Plumbing & Piping Certificate Kevin Xavier Ford Florentin Andrie Philippe Lee Gratton Ravinder Kaur Welding (Level C) Certificate Hyo-Soo (Salem) Kim Jesse Tylor Fuller Keegan McRae Lee Penner John Stewart Pitcairn Certificate (5 to 30 credits) Gurpreet Kaur Sidhu Bookkeeping for Small Business Certificate Diploma in Liberal Arts Catherine M. Déry Dominic Charlie Tracy Frasch Kiran Kaur Chima Tanuja Gill Anmoal (Andy) Dhaliwal Melanie Rae Howieson Jamie Richard Fraser Elizabeth M. Johnson Danielle Anne Fregillana Kelsy Marie Langille Chelsey Lynn Hemminger Narinder Kaur Matharoo Austin Robert Forseth Lee Margo McKenzie Lee Penner Chelsey Morin Natasha Sidhu Inderveer Kaur Kuldeep Kaur Sandhu Diploma in Library and Information Technology Jennifer Karen Schoemaker Ewa Telega Maureen Belliveau Miranda Dahl Youth Services concentration Certificate of Academic Proficiency in English as a Second Jocelyn Thiessen Language Youth Services concentration Navjot Kaur Mundi

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2015 Grads for Senate Approval EXHIBIT:

Certificate (5 to 30 credits) Certificate (5 to 30 credits)

Data Analysis Post-degree Certificate Professional Communications Essentials Certificate Burkhard Redinger Anish Bahri Wu Zonghan Harry Douglas Beveridge Ping Yan Rebecca Froelich Brandon Singh Gill Floral Design Certificate Stephan Lehmann Vanessa Lyn King Amit Soin

Human Resource Management Certificate Teaching English as a Second Language Certificate Julie Heard Aleta Marlene Mary Cooper Anas Najim Carole Yvonne Hoeppner Sanjeeta Sonia Sidhu Katelyn M. Hooge Theresa J. Sigurdur Harpreet Kaur

Medical Office Assistant Certificate Dyanna Joy Babcock Anchal Bajaj Asia Beaudry Janice Busby Lan Thi My Dinh Stephanie Flitton Megan Adrianna May Hall Nobue Nagoshi Kiszka Vera Helen MacKinnon Sarah McAninch Stephanie Kayla McDonald Kerri-Anne McNicol Rhianan Pitcher Brittany Karen Stewart Jenna Leigh Thiessen

Nursing Unit Clerk Certificate Nirmaljit Norma Braich Leann Camparmo Heather Lunne England Tamy Harry Margaret Kowbel Rupinder Ruby Kaur Malhi Lynn Pearl McAvany Sharon Diane Nelson Sarbjit Kaur Singh Barbara Vine Lisa Marie Walls Sarah Kathleen Wilson

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SBC MEMORANDUM SBC Chair: Jackie Hogan Phone: 4676

SBC Assistant: Kasey Merritt Phone: 4526

TO: Dr. M. Evered, Senate Chair

FROM: Jackie Hogan, Senate Budget Committee Chair

DATE: August 28, 2014

RE: 2015-16 Draft Budget Principles

At its August 28, 2014 meeting, the Senate Budget Committee reviewed the 2015-16 Draft Budget Principles and recommends they be forwarded to Senate for recommendation to the Board of Governors.

MOTION: THAT Senate recommend the 2015-16 UFV Budget Principles to the Board of Governors for approval.

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2015-16 Budget Principles 2015-16 Budget Planning:

The Consolidated Budget is a key foundational plan for the university. It supports the strategic and academic goals and priorities as identified in the Strategic Plan, the Education Plan and the Strategic Enrolment Management plan by allocating resources in a principled and disciplined manner.

Significant considerations and assumptions for 15-16 budget planning are as follows:

Financial Planning Environment:

1. By legislation, UFV cannot plan a deficit budget.

2. Domestic student tuition and student fee adjustments will be limited by the Ministry Tuition Limit policy http://www.aved.gov.bc.ca/tuition/ – assume maximum fee increase of 2% for 15/16.

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

4. The Chilliwack North Campus is for sale, pending government approval; maintaining and supporting activities at this campus will result in additional operating costs.

5. The collective agreement ended March 31, 2014. The mandate for collective bargaining for the next agreement is set by the Provincial Government under the 2014 Economic Stability Mandate (http://www.fin.gov.bc.ca/psec/bargaining/index.htm#mandate)

6. The public post-secondary sector received a funding reduction of $5M in 2013/14, $20M in 2014/15 and is expecting a further reduction of $25M in 2015/16 as committed in Provincial Budget 2014 http://www.bcbudget.gov.bc.ca/2014/bfp/2014_Budget_Fiscal_Plan.pdf. The distribution of this reduction among post-secondary institutions is not known at this time

7. Block grant funding is not expected to be increased for general full-time equivalent (FTE) growth or student demand pressures; grant funding is not expected to be adjusted for inflationary costs.

8. Under the “BC’s Skills for Jobs Blueprint” document, 25% of AVED block grant funding will be targeted to FTE in programs related to high demand occupations by fiscal 17/18. For fiscal 15/16, approx. $2.6M (5%) will be designated for targeted FTE.

9. Industry Training Authority (ITA) funding for trades programming is not expected to be adjusted for inflationary costs or program expansion.

10. UFV activities will aim to align with government expectations and priorities including FTE targets, Government Letter of Expectations, Ministry of Advanced Education Revised Service Plan 2013/14- 2015/16, and the University Act.

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Budget Principles:

1. The budget will be guided by a consultative process.

2. The budget will be developed on the shared-revenue model that links academic and institutional support services. Faculty budgets will be aligned with enrolment plans and support services tied to the overall revenues of the university.

3. Budget allocations will be aligned with university goals as identified in the Strategic plan, the Education plan and the Strategic Enrolment Management plan, and within Ministry funding parameters.

4. The budget will be developed based on the projected enrolment targets identified in the Strategic Enrolment Management plan.

5. ITA funded programs will be offered consistent with the ITA training plan, developed in coordination with other provincial public post-secondary institutions.

6. Budget reductions will be targeted to meet the priorities of the University. Budget investments will support highest priority goals

7. Efficiency and effectiveness of programs or service activities will influence budget decisions. Opportunities that increase efficiency while maintaining quality will be given priority.

8. Administrative service efficiencies will be considered where consistent with UFV goals and where financial benefits can be realized. http://www.aved.gov.bc.ca/administrative_service_delivery/welcome.htm

9. Increasing revenues from alternative sources will be a priority. Entrepreneurial activities will be encouraged where a positive return is projected within an acceptable risk-tolerance level.

10. Budget planning will be mindful and respectful of the impact on individuals; a strategic perspective will be taken when considering position eliminations. Vacancies will not be filled automatically allowing for limited resources to be allocated according to institutional priorities.

11. Budgets will be developed to respond to budget challenges; scenarios will include an estimate of the reduction in funding expected for UFV.

12. The budget will be developed in a manner that will minimize risk to the university; an annual contingency fund of 1.5% of operating revenues will be maintained as a provision for enrolment declines, emergency response and unforeseen expenditures.

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

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Chair: Gerry Palmer MEMORANDUM 604.504.7441 ext. 4196

Assistant: Monique Castonguay Phone: 604.854.4506

To: Mark Evered, Chair, Senate Committee From: Gerry Palmer, Chair, Senate Governance Committee Date: June 17, 2014 Re: New Membership Category for Standing Committees of Senate

A new membership category designated as “Other” is recommended for the standing committees of Senate, allowing for membership by members of the community at large, on the Indigenization Committee of Senate. This broad definition may be useful to other standing committees in developing future membership.

MOTION: THAT Senate approve the addition of a new membership category, designated as “Other”, for the standing committees of Senate.

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Procedures for Membership on Senate Standing Committees

These procedures apply to Senate standing committees which have positions filled by expressions of interest. These procedures will also be followed by other bodies requiring representation from Senate.

The overall objective of these procedures is to produce committees that will responsibly carry out the trust that Senate has placed in them. These procedures are maintained and supported by the University Secretariat office.

1. DEFINITIONS

1. “Faculty member” means a person employed by UFV as an instructor, lecturer, assistant professor, associate professor, professor, or in an equivalent position designated by the Senate. 2. “Support staff” means employees of UFV who are not (a) officers of the university, or (b) faculty members. 3. “Student” means a person who is presently enrolled at UFV in a credit course or who is designated by resolution of the Senate as a student. 4. “An officer of the university” is the president, a vice-president, an associate vice-president, a dean, an associate dean, an executive director, an associate director, a director (excluding directors of schools within a faculty who are voting faculty members), the registrar, and deputy registrar. 5. “Employee of UFV” refers to people who have a permanent or continuing employment contract with UFV. 6. “Other” refers to community members or other designated representatives as required in any standing committee’s terms of reference.

2. TERMS OF OFFICE

As defined in the standing committees of Senate rules for the conduct of business:

The terms of the Senate members on the Senate standing committees shall be the balance of the members’ terms on Senate, renewable for additional terms, subject to being re-elected to Senate, except in the case of students, whose terms shall be a maximum of three years, subject to being annually re- elected to Senate.

Non-Senate members on the standing committees shall have two-year terms. This does not apply to ex officio members. Membership for non-members of Senate on the standing committees may be renewed for additional terms.

Procedures for Membership on Senate Standing Committees Page 1 of 4 Revisions in red approved by SGC June 2014– to Senate for approval in Sept 2014

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Terms begin August first.

3. PROCEDURES FOR EXPRESSIONS OF INTEREST

The call for expressions of interest will be open for three weeks. If no expressions of interest are received, the call may be extended for two weeks. If no interest is received after the extension, the process of appointments will be considered.

3.1. Annual call for expressions of interest

A notice of the regular annual call for expressions of interest shall be widely distributed.

3.2. Order of Priority for Expressions of Interest 3.2.1. Faculty positions: Expressions of interest will first be sought from faculty members of Senate for membership on standing committees. Expressions of interest will then be sought from non-Senate faculty members. 3.2.2. Staff positions: Expressions of interest will first be sought from staff members of Senate for membership on standing committees. Expressions of interest will then be sought for non-Senate staff. 3.2.3. Student positions: Expressions of interest will first be sought from student members of Senate for membership on standing committees. Expression of interest will then be sought from non-Senate undergraduate and graduate students.

3.2.4. Other positions: Expressions of interest will be sought from community and other designated representatives for membership, as set out in the standing committee’s terms of reference. Candidates who are not members of Senate will be required to submit an expression of interest form, including the accompanying information sheet.

3.3. Recommendations

3.3.1. Expressions of interest from Senate members will be reviewed at Senate where final recommendations for membership on standing committees will be made.

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3.3.2. Expressions of interest from non-Senate members will be reviewed by the Senate Governance Committee (SGC) who will then recommend nominees to Senate for approval. The following guidelines will be used:

- SGC is responsible for ensuring the broadest possible base of representation, given the available pool of nominees; - SGC will make every effort to ensure that committee composition considers the experience and interest of candidates and the diversity of disciplines at the University; - Notwithstanding the guidelines outlined above, SGC must exercise its best judgment and do so with the best interests of UFV at heart; - SGC will provide a report to Senate with its recommendations for membership on standing committees.

3.3.3. Additional nominations may be submitted on the floor by members of Senate. To be considered, nominees must agree to stand for nomination.

4. PROCEDURES FOR VACANCIES

Upon identification of a vacancy, the chair of the standing committee will notify the Secretariat office. (Attendance requirements for the standing committees are specified in the Rules for the Conduct of Business).

If three or fewer months are remaining in the term of office, the position will remain vacant until the regular call for expressions of interest are made. Otherwise, the list of candidates who had expressed an interest in the committee when the original appointments for that term were made may be used in order to identify a replacement to recommend to Senate for approval.

If there are no suitable candidates, the following procedures will be carried out in a timely manner:

4.1. Order of Priority for Expressions of Interest

4.1.1. Faculty vacancies: Faculty members of Senate will be given priority for vacant positions. If no expressions of interest are received at Senate, then expressions of interest will be sought from non-Senate faculty members.

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4.1.2. Staff vacancies: Staff members of Senate will be given priority for vacant positions. If no expressions of interest are received at Senate, then expressions of interest will be sought from non-Senate staff.

4.1.3. Student (undergraduate or graduate) vacancies: Student members of Senate will be given priority for vacant positions. If no expressions of interest are received at Senate, then a request for expressions of interest will be sought from non- Senate students. 4.1.4 Other vacancies: Expressions of interest will be sought from community and other designated representatives for membership, as set out in the standing committee’s terms of reference. Candidates who are not members of Senate will be required to submit an expression of interest form, including the accompanying information sheet. 4.2. Recommendations Expressions of interest from non-Senate members will be reviewed by the Senate Governance Committee who will make recommendations to Senate for approval. The Senate Governance Committee will follow the guidelines outlined in section 3.3.2 in making its recommendations.

4.3. Terms of office

A vacancy will be filled as though it were a new term for the position on the standing committee. The term, however, may be shorter than the usual term so that it may end on July 31, in keeping with term ends for other positions on standing committees.

5. CHANGES TO THE PROCEDURES

The University Secretary will review the procedures and make recommendations for changes to the Senate Governance Committee.

Procedures for Membership on Senate Standing Committees Page 4 of 4 Revisions in red approved by SGC June 2014– to Senate for approval in Sept 2014

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APPC MEMORANDUM APPC Chair: Eric Davis Phone: 4630

APPC Assistant: Janice Nagtegaal Phone: 4084

TO: Dr. Mark Evered, Senate Chair

FROM: Dr. Eric Davis, Academic Planning and Priorities Committee Chair

DATE: July 30, 2014

RE: Discontinuance of the Police Option, Bachelor of General Studies

At its June 11, 2014 meeting, the Academic Planning and Priorities Committee voted to approve the discontinuation of the Police Option in the Bachelor of General Studies. The proposal was approved at the Undergraduate Education Committee on May 23, 2014, and approved at the Academic Planning and Priorities Committee on June 11, 2014 with no changes. The proposal was also reviewed at the Senate Budget Committee on May 22, 2014 and confirmed there are no budgetary implications. The Academic Planning and Priorities Committee recommends this be approved by Senate. MOTION: THAT Senate approve the discontinuation of the Police Option in the Bachelor of General Studies as recommended by the Academic Planning and Priorities Committee, effective January 2015. RATIONALE: This program was created to serve a cohort of students in 2009, and the market and rationale for the program no longer exist. Students who want a degree in a police-related field are better served by the Bachelor of Arts (Criminal Justice) program. Please see the attached document for additional details.

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UEC Chair: Samantha Pattridge UEC MEMORANDUM Phone: 4177

UEC Assistant: Amanda Grimson Phone: 4571

TO: Dr. Eric Davis, Academic Planning and Priorities Committee Chair

FROM: Samantha Pattridge, Undergraduate Education Committee Chair

DATE: June 2, 2014

RE: Bachelor of General Studies Police option

At its May 23, 2014 meeting, UEC voted to recommend the discontinuation of the Police option in the Bachelor of General Studies degree program. UEC recommends that this be recommended by APPC and approved by Senate.

MOTION: THAT APPC recommends the discontinuation of the Police option in the Bachelor of General Studies as recommended by UEC, effective January 2015.

RATIONALE: This program was created to serve a cohort of students in 2009, and the market and rationale for the program no longer exist. Students who want a degree in a police-related field are better served by the Bachelor of Arts (Criminal Justice) program.

Please see the attached document for additional details.

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SBC MEMORANDUM SBC Chair: Jackie Hogan Phone: 4676

SBC Assistant: Kasey Merritt Phone: 4526

TO: Dr. E. Davis, APPC Chair

FROM: Jackie Hogan, Senate Budget Committee Chair

DATE: May 22, 2014

RE: Discontinuance of Police Option, Bachelor of General Studies

At its May 22, 2014 meeting, the Senate Budget Committee reviewed the Discontinuance of Police Option, Bachelor of General Studies and confirms there are no budgetary implications.

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MEMO

To: CWConsult; College of Arts Curriculum Committee From: Susan Fisher, Associate Dean, Students Date: 14 April 2014 Re: Major program change: Discontinuance of Police option, Bachelor of General Studies

Proposal for Program Discontinuance: Bachelor of General Studies, Police Option

Rationale for discontinuance:

A. Demand This program originated in September 2009 as a joint initiative with the RCMP. It served 44 students. But now the cohort it was intended to serve have almost all completed their degrees or have discontinued their studies. The market and the rationale for the program no longer exist.

B. Capacity and Financial Impact/Viability

There are only 2 students completing the program. It was suspended in 2010-14 with no financial impacts.

The BGS is a costly degree to administer. Since students who want a degree in police-related field are better served by the Criminology and Criminal Justice bachelor’s program, it does not make sense to have this other, more cumbersome option still on the books. If a student with some police training still wanted to complete a BGS, he or she could do so by designing a thematic option related to police studies; alternatively, he or she could apply these credits to the Bachelor of Arts (Criminal Justice) degree.

C. Program Output

Over the 9 years of its existence, the program has produced 18 graduates.

D. Internal and External impacts of program discontinuance

We foresee no external impacts. The RCMP no longer recommends this option to its members. Internal impacts will be negligible. Discontinuing this program is just acknowledging the present reality and cleaning up calendar copy.

Communication and Transition Plan

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May 2014:

The Chair of the Bachelor of General Studies Program Committee will inform all members about the discontinuance.

The proposal to discontinue this option will be posted at CW Consult. It will be placed on the agenda for the May 9 meeting of CACC, the May 14 meeting of APPC (agenda deadline May 7), the May 23 meeting of UEC.

Students already in the program will have until December 2015 to complete their degree.

NO CWC COMMENTS RECEIVED

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APPC MEMORANDUM APPC Chair: Eric Davis Phone: 4630

APPC Assistant: Janice Nagtegaal Phone: 4084

TO: Dr. Mark Evered, Senate Chair

FROM: Dr. Eric Davis, Academic Planning and Priorities Committee Chair

DATE: August 30, 2014

RE: Mathematics Honours (Bachelor of Science)

At its June 11, 2014 meeting, the Academic Planning and Priorities Committee voted to approve the Mathematics Honours (Bachelor of Science) program. The proposal was approved at the Undergraduate Education Committee on May 23, 2014, and approved at the Academic Planning and Priorities Committee on June 11, 2014 with no changes. The proposal was also reviewed at the Senate Budget Committee on May 22, 2014 and confirmed there are no budgetary implications. The Academic Planning and Priorities Committee recommends this be approved by Senate. Please see attached documents for the full proposal. MOTION: THAT Senate approve the Mathematics Honours (Bachelor of Science) program as recommended by the Academic Planning and Priorities Committee, effective January 2015. RATIONALE: This program was recommended during the 2010-2011 Mathematics program review, and has been requested by students. The proposal respects the “UFV Honours Degree Framework” and requires minimal resources. Please see the attached document for additional details.

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UEC Chair: Samantha Pattridge UEC MEMORANDUM Phone: 4177

UEC Assistant: Amanda Grimson Phone: 4571

TO: Dr. Eric Davis, Academic Planning and Priorities Committee Chair

FROM: Samantha Pattridge, Undergraduate Education Committee Chair

DATE: June 2, 2014

RE: Mathematics Honours (Bachelor of Science)

At its May 23, 2014 meeting, UEC voted to recommend the creation of a Mathematics Honours for the Bachelor of Science degree. UEC recommends that this be recommended by APPC and approved by Senate. Please note that although MATH 499 is included in this proposal, it is currently pending final approval by UEC.

MOTION: THAT APPC recommends the approval of the new Mathematics Honours (Bachelor of Science) program as recommended by UEC, effective January 2015.

RATIONALE: This program was recommended during the 2010-11 program review, and has been requested by students. The proposal respects the “UFV Honours Degree Framework” and requires minimal resources.

Please see the attached documents for additional details.

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SBC MEMORANDUM SBC Chair: Jackie Hogan Phone: 4676

SBC Assistant: Kasey Merritt Phone: 4526

TO: Dr. E. Davis, APPC Chair

FROM: Jackie Hogan, Senate Budget Committee Chair

DATE: May 22, 2014

RE: BSc. Honours Degree in Mathematics

At its May 22, 2014 meeting, the Senate Budget Committee reviewed the BSc. Honours Degree in Mathematics Program proposal and confirms the cost of implementation is adequately reflected in the analysis.

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33844 King Road Abbotsford, BC V2S 7M8 Tel: (604) 504-7441

MEMORANDUM TO: CWC FROM: Greg Schlitt, Math and Stats Department Head (acting) DATE: Jan 26 2014 SUBJECT: Proposal for BSc. Honours Degree in Mathematics and new course MATH 499 “Honours Module”

The department of Mathematics and Statistics is proposing an Honours degree in Mathematics within the BSc, as recommended by our 2010-11 Program review, and requested by our students. The proposal respects the “UFV Honours Degree Framework” and requires minimal resources. On the advice of the UFV Program Development Coordinator and the UEC Chair, we are submitting this via the “Major Program Change” route (creating a new option from our existing Major).

BSc Honours (Mathematics) Proposed Requirements (calendar language is below)

Requirements (in addition to the requirements for a BSc Math Major) 1. Minimum CGPA of 3.33 required for admittance to the program (meets framework requirement 1) 2. Graduation requirements of a minimum GPA of 3.0 on all upper-level MATH and STAT courses 3. Students are required to have credit for both 225 and 255 (breadth requirement) 4. Students must take a. Math 438 or 439, and b. Math 440 or 444, and c. Math 370 (meets framework requirement 2b) 5. At least a B in the “honours supplement” course MATH 499 for one of the courses in item 4 above. (meets “course, seminar or project” requirement of framework requirement 2)

How to apply Once a student has the entrance requirements, they are eligible to apply for entry into the Mathematics Honours program. In order to submit an application, students will need to provide the following: • A Mathematics Honours program application form (available from the Department Assistant). • A copy of their transcripts (these do not need to be official transcripts).

Students should submit their application materials to the Mathematics and Statistics Department Assistant. The department head will then approve the three year plan.

MATH 499 Honours Module As demand warrants, the department would run a version of MATH 499 “Honours Module” alongside one of the regularly scheduled courses MATH 438, 439, 440, 444 or 370. Honours students would take both. This idea is modeled on the joint undergraduate/graduate courses frequently run at other universities. Students in an honours supplement would 1. Complete extra or deeper, more difficult assignments that delve deeper into the theory 2. And/or complete a project, with guidance from the instructor, and present that project either to the class, or to the mathematical community at UFV.

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Resources Required The only resources required are those to support the offering of MATH499. The course would run a maximum of once every two years, along with whichever regularly occurring course it supplements. The time required of the instructor would be that for • creation and marking of additional assignments and/or projects • supervision of projects

for a maximum of six students and likely fewer. Because the course would occur only every two years, and probably with a different instructor, compensation would best be accommodated within a flexible workload model. Ultimate financial costs to the university should in any case be no higher than that of one section every six years (one third of a section compensation per instance.)

For reference, we include the existing Math Major Requirements. These are in addition to the general requirements of the BSc.

(Existing) Math Major requirements

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Proposed Calendar Language:

Mathematics Honours

This section specifies the Mathematics Honours requirements only. Please refer to the Bachelor of Science section for information on additional requirements, as well as for the requirement of the Mathematics Major.

Entrance Requirements A minimum CGPA of 3.33.

Students should submit their application materials to the Mathematics and Statistics Department Assistant. The department head will then approve the three year plan.

Program Requirements To earn a Mathematics Honours a student must • Meet the requirements for the BSc Mathematics Major • Earn credit for Course Title Credits

MATH 438 or Advanced Linear Algebra 3 MATH 439 Modern Algebra MATH 440 or Fourier Analysis 3 MATH 444 Metric Spaces MATH 370 Probability and Stochastic 3 Processes MATH 225 and Topics in Discrete Mathematics 3 MATH 255 Ordinary Differential Equations 3

• Earn at least a “B” in MATH 499 Honours Supplement (1) offered in conjunction with one of the courses listed above • Have a GPA of at least 3.0 on all upper level MATH and STATS courses attempted.

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Replaces pages 22-24 in the 2014-06-11 APPC Agenda Package Proposed Calendar Language:

Mathematics Honours

Entrance Requirements A minimum CGPA of 3.33.

Students should submit their application materials to the Mathematics and Statistics Department Assistant. The department head will then approve the three year plan.

Program Requirements To earn a Mathematics Honours a student must • Meet the requirements for the BSc Mathematics Major • Earn credit for Course Title Credits

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For reference, we include the existing Math Major Requirements. These are in addition to the general requirements of the BSc.

(Existing) Math Major requirements

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Proposed Calendar Language:

Mathematics Honours

Entrance Requirements A minimum CGPA of 3.33.

Program Requirements To earn a Mathematics Honours a student must • Meet the requirements for the BSc Mathematics Major • Earn credit for Course Title Credits

CWC CONSULT

Hi everyone,

I have read this proposal and I have a few questions, as follows:

1. How will the number of MATH 4XX be determined? I know that this will cause more work, but has the dept thought about creating the supplemental course number for each of the “underlying courses” rather than MATH 4XX? What would the supplemental course number for MATH 438 be? Could all MATH Honours students receive credit for MATH 438A? Or will the course number/letter designation be different for each MATH Honours student? As you can probably tell, I am confused about how this course will work for all 5 MATH Honours courses.

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2. How did the dept decide on the B grade requirement for the Honours Supplement course and the GPA of 3.0 on all upper-level MATH and STATS courses attempted? Why I ask is because it seems incongruous to have an entrance GPA of 3.33 (B+) but only require a 3.00 (B) for graduation purposes. All of the existing Honours programs maintain the 3.33 GPA requirement for graduation, including a minimum of B+ in each of the required Honours courses. English is the only program which asks for a higher GPA = 3.50.

3. Will the dept be submitting a MATH Honours proposal for the BA degree too?

Thanks, Rhonda

Hi Rhonda. Good questions!

(1) We did consider setting up a supplemental course for each of the main accompanying course. Thus the honours supplement to MATH 438 say, would be designated MATH 438H and offered along with MATH 438. In the end we wanted to leave open the possibility of adding honours supplement to courses other than those listed (339, 438, etc) and thought the best way would be to make one “shell course” MATH 4XX (1) that could be offered (with designation as such) alongside different courses as they come up. That way we don’t have to get approval for a new honour supplement course every time we want a new one.

So: the course would literally be “MATH 4XX (1)” (or if letters are a problem, it could be MATH 499, say) and would, from time to time, accompany various upper level MATH courses. Every student who took the course would receive the same designation. I suppose in unusual cases we might have a student who wants to take more than one honours supplement course: perhaps the designation MATH 499A, 499B,… for the various such offerings might be better, as is sometimes done with “special topics” courses? (2) I suppose the difference between the GPA requirements reflects the nature of the courses. The entrance requirement of B+ is a CGPA on all courses, not just math courses, and maintain a B across all upper-level MATH/STATS courses is somewhat more demanding (especially given the more specific courses required in the honours proposal.) But I hear what you’re saying. We’d be open to debate on this requirement at the FSCC/Faculty Council level. (3) Yes, we will be advancing a BA honours, but it’s a really quite confusing with the various committees and meeting schedules trying to do both at once. We’ll do Science first, get it debugged, and then do Arts.

Hi Greg Glad to see a proposal for a math honours. I have just a few comments/questions:

1. My question is whether a one-credit supplemental course is sufficient to meet the honours requirement “An honours course, seminar, thesis, or project must be included as part of the above requirements”. It might seem that the honours student could take the same classes as non-honours students with perhaps slightly different assignments in one course. 2. I think you will need to give the course a number, such as 499, because a) MATH 4XX already exists in Banner for transfer credit purposes (used for unassigned fourth year math) and b) the Course numbering policy states that upper level courses are to use numbers in the 300s – 400s . 3. For the corequisites for MATH “499”, could you please state “one of MATH 438, 439, 440, 444, or 370”. OReg will need to set up the specific list of courses in order to enforce corequisites and that would be necessary to ensure that the course is taken as a “supplement” to one of the other courses. If it can be used with other Math courses in future, they can be added as corequisite options.

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Thanks for the opportunity for input. Elaine

Hi all,

Both Elaine and Rhonda have made some good points, which prompted me to come up with some other questions.

Is the number of credits to graduate with Honors Mathematics same as that for a Math major? It seems the additional UL Math credits for Honors can be incorporated in the 18 UL Math credits for the major.

Is there a required number of upper-level credits in the discipline for Honors degree? With the one-credit supplement course and three additional UL courses, the minimum number is 40. What is the residency requirement for the UL Math courses?

Perhaps the Supplement Math course can be developed into a three-credit one with a specific number to focus on seminar, thesis, or project.

MATH 370 is also listed as STAT 370.

Thanks for this learning opportunity.

Simon Xi

Hi Elaine, Simon et. al. We contend that the requirements of the honours proposal meet the requirement of the honours framework both in letter and spirit:

• The framework requires “An honours course, seminar, thesis…” in our case as part of the requirement “of a concentration of nine upper level credits applicable to the major which are not mandatory in that program” The addition of the honours supplement to a required course effectively creates an honors level course. This is a very common strategy in other universities, in which undergraduate students and graduate students may attend the same lectures, with significantly more being required of the graduate students. The assignments are significantly different (not slightly different) and often involve independent work. We are adopting that strategy in our proposal. • We can certainly adopt the nomenclature Math 499 and adjust the corequisites. We will modify the OCO. DONE • To the question “Is the number of credits to graduate with Honors Mathematics same as that for a Math major?” Yes. The honours framework allow for two options: one the addition of 12 upper level credits to the major, or the “concentration of nine upper level credits…” I mentioned above. We’re taking the latter strategy. So the minimum number of upper level MATH credits an honours student could graduate with would be 31 (insofar as they meet the major requirements with the courses the honours proposal specifies, and take the 1 credit honours course.) Thank-you for the helpful input,

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APPC MEMORANDUM APPC Chair: Eric Davis Phone: 4630

APPC Assistant: Janice Nagtegaal Phone: 4084

TO: Dr. Mark Evered, Senate Chair

FROM: Dr. Eric Davis, Academic Planning and Priorities Committee Chair

DATE: July 30, 2014

RE: Theatre Major

At its June 11, 2014 meeting, the Academic Planning and Priorities Committee voted to approve the new Theatre Major. The proposal was approved at the Undergraduate Education Committee on May 23, 2014, and approved at the Academic Planning and Priorities Committee on June 11, 2014 with no changes. The proposal was also reviewed at the Senate Budget Committee on May 22, 2014 and confirmed the cost of implementation is adequately reflected in the analysis (see attached). The Academic Planning and Priorities Committee recommends this be approved by Senate. The program proposal can be viewed on the APPC website: http://www.ufv.ca/senate/standing- committees/appc/appc-agendas-minutes/

MOTION: THAT Senate approve the new Theatre Major as recommended by the Academic Planning and Priorities Committee, effective January 2015.

RATIONALE: With the recent implementation of a Bachelor of Fine Arts at UFV, and the development of a proposed new Bachelor of Media Arts, the Theatre major will significantly enhance UFV’s strengths in the creative and performing arts. This major will also contribute meaningfully to UFV’s mandate as a teaching-centered, regional university by offering a program that provides active learning opportunities for students and allows them to pursue their academic and career interests within the Fraser Valley region.

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UEC Chair: Samantha Pattridge UEC MEMORANDUM Phone: 4177

UEC Assistant: Amanda Grimson Phone: 4571

TO: Dr. Eric Davis, Academic Planning and Priorities Committee Chair

FROM: Samantha Pattridge, Undergraduate Education Committee Chair

DATE: June 2, 2014

RE: Theatre major

At its May 23, 2014 meeting, UEC voted to recommend the creation of a Theatre major. UEC recommends that this be recommended by APPC and approved by Senate.

MOTION: THAT APPC recommends the approval of the new Theatre major program as recommended by UEC, effective January 2015.

RATIONALE: With the recent implementation of a Bachelor of Fine Arts at UFV, and the development of a proposed new Bachelor of Media Arts, the Theatre major will significantly enhance UFV’s strengths in the creative and performing arts. This major will also contribute meaningfully to UFV’s mandate as a teaching- centered, regional university by offering a program that provides active learning opportunities for students and allows them to pursue their academic and career interests within the Fraser Valley region.

Please see the attached documents for additional details.

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SBC MEMORANDUM SBC Chair: Jackie Hogan Phone: 4676

SBC Assistant: Kasey Merritt Phone: 4526

TO: Dr. E. Davis, APPC Chair

FROM: Jackie Hogan, Senate Budget Committee Chair

DATE: May 22, 2014

RE: BA, Theatre Major

At its May 22, 2014 meeting, the Senate Budget Committee reviewed the BA, Theatre Major Program proposal and confirms the cost of implementation is adequately reflected in the analysis.

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MEMO

To: Kasey Merritt (for submission to SBC) From: Bruce Kirkley, Chair of the Theatre Major Program Working Group Date: May 14th 2014 Re: Bachelor of Arts, Theatre Major

Please accept the following attachments as part of the submission to Senate Budget Committee:

 Bachelor of Arts, Theatre Major tracking form  calendar copy  Budget Analysis Template A  Memo from Dean, College of Arts  Memo from John Pitcher, English Department Head  Theatre Major Projected Course Offerings 2015-2019 timetable.

After consultation with Mark Bronsinski, it was confirmed on February 18th 2014 that the Budget Analysis Template B is not required as there are no cost implications for the program. The program relies on courses that currently exist and are currently being offered as confirmed in the Dean’s memo.

John Pitcher has confirmed on February 21st 2014 that any English courses included in the proposed curriculum for the Theatre Major exist within the resources of the English Department.

Please see the attached course timetable “Theatre Major Projected Course Offerings: 2015-2019” which shows how the current course budget fulfills the needs of the major, minor, extended minor and any other service course provisions.

As a result of consultation with CACC and CAC, one additional upper-level course has been added to the curriculum (as outlined in the calendar copy). This course already exists and is currently being offered and will therefore have no additional costs associated with it. This was confirmed by Mark Brosinski on May 9th 2014.

The attachments are submitted on behalf of the Theatre Major Program Working Group.

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Program Outline for Draft Calendar Copy Bachelor of Arts, Major in Theatre

1. Faculty and department of program The program will be offered by the Theatre Department, in the College of Arts. 2. Website (department, or program-specific if applicable) http://www.ufv.ca/arts/ http://www.ufv.ca/theatre.htm 3. Program title/credential Bachelor of Arts, Theatre Major 4. Associated degree program (for major, minor, or extended minor only) Theatre Major 5. Program introduction/calendar description (brief description, usually 1-3 paragraphs) The Theatre Major integrates theatre studies and creative practice to ensure graduates have a strong foundation in theatre. Students will investigate how creative practice informs, and is informed by, an understanding of the history and theory of theatre, and will develop a high standard of competence in the practical, technical and collaborative aspects of theatre. Students will also have opportunities to study the interdisciplinary relationship of theatre to other media (i.e. film, video, digital media) and other forms of artistic and creative practice (i.e. visual arts, playwriting, fashion design). The program prepares students to think critically, approach problems creatively, and work collaboratively to develop innovative solutions. These transferable skills are highly desired by employers, and will benefit students in finding meaningful employment opportunities. 6. Entrance requirements Please refer to the Bachelor of Arts section for information on entrance requirements for the Bachelor of Arts. Please note that applicants with previous training in acting may audition for direct admission to THEA 112 Essentials of Acting. Please refer to the Theatre website for information on audition dates and guidelines. 7. Declaration of Theatre as a major (specify either competitive or non-competitive admission) Students wishing to declare a major in Theatre must complete three required courses for the Theatre major, with a minimum C grade in each course, prior to their formal declaration. Please refer to the Bachelor of Arts section for more information on declaration of majors. 8. Fees and additional costs (a link to the general fees section of the calendar will be included; specify additional costs such as materials, fieldtrips, studio supplies, textbook costs, uniforms, software, etc.) See the Fees and Other Costs section for more information. Books and additional supplies cost approximately $100-200 per course. Additional costs may include theatre tours, workshop fees, art supplies, makeup kits, exercise mats, and active wear suitable for acting classes.

©Theatre Major Program Working Group (15-05-2014) 1

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9. Location (if applicable) The Theatre department has facilities at UFV’s CEP and Yale Road campuses in Chilliwack. Most classes are held at CEP and most activities related to the department’s practicum courses and production season are carried out in the performance theatre on Yale Road. The department also offers courses in Abbotsford. 10. Program outline (courses to be completed) This section specifies the Theatre major discipline requirements only. Please refer to the Bachelor of Arts section for information on additional requirements. Lower-Level Requirements: 18 Theatre credits

Course Title Credits 9 credits: lower-level theatre studies 9 THEA 101 Introduction to Theatre 3 THEA 203 History of Theatre and Drama: Antiquity to 1642 3 THEA 204 History of Theatre and Drama: 1642 to 1914 3 9 credits: lower-level creative practice 9 3 credits: acting 3 ONE OF: THEA 111 Introduction to Acting 3 THEA 112 Essentials of Acting 3 THEA 250 Introduction to Storytelling 3 3 credits: technical theatre 3 ONE OF: THEA 121 Introduction to Technical Theatre I 3 THEA 123 Introduction to Technical Theatre II 3 THEA 220 Stage Management for Live Events 3 3 credits: 200-level creative practice 3 Any 200 level creative practice course (THEA 211, 215, 220*, 250*, 290, 295) 3 *if not taken to fulfill the technical theatre or acting requirement above Minimum total lower-level credits in Theatre 18

Practicum Requirements: 6 credits

Course Title Credits 6 credits of practicum* 6 THEA 199 Technical Theatre Practicum 3 THEA 299 Theatre Production Practicum 3 Minimum total practicum credits in Theatre 6

*Note: students may use only six credits of lower level practicum courses, and eight credits of upper level practicum courses toward meeting the requirements for the Theatre Major. Students may use up to three additional lower-level practicum credits to meet BA electives.

©Theatre Major Program Working Group (15-05-2014) 2

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Upper-Level Required Courses: 28 32 Theatre credits

Course Title Credits 4 credits: upper-level theatre studies 4 ONE OF: THEA 301 History of Theatre and Drama: 1914 to the Present 4 THEA 305 Theatre for Young Audiences 4 THEA 306 History of Musical Theatre 4 THEA 307 World Theatre 4 THEA 360 Special Topics in Theatre Studies 4 4 credits: upper-level creative practice 4 ONE OF: THEA 311 Acting for the Camera 4 THEA 312 Character and Scene Study II 4 THEA 315 Voice and Body II 4 THEA 316 Special Topics in Acting and Performance 4 THEA 352 Playmaking I 4 THEA 370 Design for the Theatre 4 THEA 399* Intermediate Practicum in Theatre 4 THEA 450 Directing I 4 4 credits: theory requirement 4 THEA 401 Contemporary Theories of Theatre and Performance 4 4 credits: capstone requirement 4 ONE OF: THEA 451 Directing II 4 THEA 490 Directed Studies in Theatre 4 THEA 499* Advanced Practicum in Theatre 4 12 16 credits: upper-level Theatre electives 1216 Any 300/400 level theatre courses 1216 Minimum total upper-level credits in Theatre 2832 Total credits for Theatre Major 5256

©Theatre Major Program Working Group (15-05-2014) 3

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UFV SENATE BUDGET COMMITTEE Budget Analysis Part A – Budget & Resources Review

Program Title: __Theatre Major (within the BA)______

Originating Faculty(s) & Department(s): Arts, Theatre

Contact Person: Dr. Bruce Kirkley

1) Provide the program outline of the required new and existing courses by semester; include details of course credits, contact hours and class size restrictions.

The Major in Theatre within the BA will require a total of 52 credits, include:  18 credits of lower-level courses (6 courses, 3 credits each)  6 credits of practicum (2 courses, 3 credits each)  28 32 credits of upper-level courses (7 8 courses, 4 credits each)

See Appendix I for the full curriculum.

Appendix II lists the required courses by year (with credit value, contact hours, and class size).

2) a. Describe the space and equipment needs for the program (classrooms, computer labs, special software, other equipment). b. If the resources are not currently available, describe in detail what additional resources are needed, and what they will cost.

The Theatre department currently enjoys excellent classroom, studio, office, workshop and support spaces. The Chilliwack Yale Road campus houses a performance theatre designed for teaching and learning, and boasts a thrust stage, 206 seat auditorium, well equipped lighting, sound and projection systems, overhead catwalks, control booths, a set of stage traps, and a backstage communications system. This facility also includes a studio space for classes and smaller performances, a seminar room, scenery and wardrobe workshops, props shop, dressing rooms, green room, theatre storage, box office, lobby with concessions and coat-check, and theatre offices for faculty and staff.

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UFV’s Canada Education Park campus in south Chilliwack includes a new black-box studio theatre designed for classes and small scale performances. This studio is equipped with flexible seating for 80 to 100 people, a flexible lighting and sound system, two small dressing rooms and a storage area. The department also has offices at the CEP campus, and makes use of the excellent classroom facilities available on the CEP and Abbotsford campuses.

Current campus planning will eventually see the program moving to the Abbotsford campus, given the university’s need to sell the Yale Road campus in Chilliwack. UFV is currently planning to build a new theatre facility as part of a larger capital project proposed for the Abbotsford campus. Renovations to create a studio space in Abbotsford suitable for acting classes are being investigated for the short term. The department also has an arrangement with the Reach Gallery in Abbotsford, adjacent to UFV’s Clearbrook Centre campus, to hold acting classes in the gallery’s Studio 2 space.

3) a. Does the program require additional faculty and staff (include support courses, more frequent offerings of existing courses, technical help, program administration, advising)? b. what effect will the program have on existing faculty and staff?

Current faculty and staff are sufficient to run the proposed Theatre Major. The Arts Advice Centre in the College of Arts provides comprehensive Arts and Fine Arts advising.

No additional resources are required to offer the Theatre Major at UFV. All the courses required for the program are currently offered by the department. An additional upper level theatre history course (THEA 301) has been created by combining resources with the English department to offer cross-listed courses in the History of Theatre and Drama (see also THEA 203 and 204). One lower level acting course will be revised to create a new upper level course THEA 312 (formerly THEA 212) that will focus on advanced character and scene study, and professional practices in acting. Two existing special topics courses (THEA 359 and THEA 360) have been revised to create more defined special topics in Acting and Performance (THEA 316), and Theatre Studies (THEA 360). Looking to the future, the department will investigate opportunities to work with the Visual Arts and Fashion Design programs at UFV to develop a fuller selection of design courses for theatre students, especially in such areas as design fundamentals, costume design, lighting and projection design, and digital media in live performance.

4) What effect will this program have on domestic FTE at UFV? Are new FTE expected to be generated or will the program be an alternate choice to existing domestic students?

Student surveys undertaken by UFV’s Institutional Research in 2012 demonstrate a strong demand for a Theatre Major. Among the current Theatre undergraduates surveyed, 90% (19) responded they would be interested in taking a Major in Theatre, with 61% (14) affirming they would be enrolled in the program now if it were being offered. Graduates of the program

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responded in a similar manner, with 90% (17) affirming that they would have enrolled in a Theatre Major program had one been offered when they were students. Fifty percent of the graduates surveyed commented that they took the English Drama concentration, or an extended minor in Theatre, because these were the closest programs to a Theatre Major available. Non-program students also expressed a strong interest in taking a theatre major, with 12% (7) of these students indicating they plan to go elsewhere because they cannot get a Theatre Major at UFV, and another 14% (8) indicating that they would take a Theatre Major, if available. In total, over 50% (51) of the students surveyed stated that they would enroll (or would have enrolled) in a Theatre Major if one were available.

In visits to regional secondary schools, our recruiters encounter students who ask about taking a Theatre Major at UFV, and are disappointed and confused to learn that the university only offers a diploma, or a minor or extended minor as part of the BA degree. As a consequence, students from the Valley who want a Major are forced to commute or relocate to Vancouver or Victoria to study theatre at UBC, SFU or UVic. A Theatre Major at UFV will provide a more affordable alternative for students and their families living in the Fraser Valley.

Many of our current students come from as far as Maple Ridge, Surrey and Langley because UFV is the only publicly funded university south of the Fraser that offers a Theatre program. With the population of the Fraser Valley expected to experience significant growth in the coming decades, UFV Theatre’s unique position in the region will ensure continued student demand for the Bachelor of Arts, Major in Theatre well into the future.

Further data on the Student Surveys and the demand for the Theatre Major at UFV are included in Appendix III (Program Review, Summary of Student Surveys).

5) What is the expected demand for the program by both domestic and international students (initial demand and ongoing)?

In year 1, an estimated 25 students are expected to declare for the Theatre Major. Most will be students currently enrolled in the Theatre diploma, minor or extended minor, and they will be given reserved seats in the upper level courses.

In year 2, any qualified student will be admitted. Seats will be reserved for major students first, extended minor students second, and minor students third. If the number of applicants to the program exceeds the number of seats available, a competitive entry process will be created for applicants in year 3, restricting total enrolment to the number of seats available.

Currently, all students in Theatre are domestic.

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6) What is the tuition rate for the program and how does it compare with other institutions offering similar programs?

The tuition rate is that of a typical program in the College of Arts at UFV.

7) How cost effective is the program? How does it use resources effectively?

The Major will draw on existing resources and, we believe, will help stabilize enrolment which was hurt by the closing of the rest of the Chilliwack North Campus and uncertainty about the future of the Theatre program.

It should be noted that our utilization rates have experienced a drop over the past year, largely because of inaccurate information circulating about the future of the Theatre program at UFV (for example, poorly informed reports in the local press that “the curtain is closing on UFV Theatre.”) In 201305 we had 90.5% utilization across all our courses. This figure is fairly typical of the 3-4 year period prior to 2013/14. In 201309, utilization dropped to 76.5%, and in 201401 to 75.4%. Enrolments are now beginning to bounce back, with full first year classes (96.3% utilization) in 201401.

8) Other comments?

The implementation of a Theatre Major at UFV was strongly endorsed and recommended by the external reviewers for the department’s recently completed program review. The review committee affirmed that the department’s curriculum, faculty, and resources demonstrate the quality, breadth, capacity and strengths needed to offer a BA Major in Theatre. From their assessment of student surveys, institutional data, and community needs, the external committee also concluded that there is a clear and sustainable demand for the Theatre Major at UFV.

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MEMO

TO: Jackie Hogan, Chief Financial Officer, Chair of Senate Budget Committee FROM: Jacqueline Nolte, Dean, College of Arts DATE: May 9, 2014 RE: Theatre Major – budget assessment

In February 2014 Mark Brosinski reviewed the budget proposal submitted by Theatre and the Program Review Office and determined that a submission of template B was not necessary for this major. He concluded that there are no cost implications if assumptions are correct.

One concern noted was having to make sure that the current resources of the department will provide sufficient courses that students can complete the program in a timely manner. The department is relying on most of the courses currently existing and being offered hence the provision of a projected course timetable below, which fits within their current budgeted course funding, and that fulfils the needs of the major, as well as, extended minor. There are a number of courses being used from the English department thus also included is confirmation that the English department will provide these courses for their program within existing resources.

The projected enrolment is not a concern as having a major will have a positive effect on this.

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From: John Pitcher Sent: February 21, 2014 1:16 PM To: Bruce Kirkley Subject: English Dept funding memo

Dear Bruce,

I'm writing to confirm that the English department will offer and fund ENGL 203/THEA 233 and ENGL 204/THEA 234 on an annual basis. We recognize that the courses will be required for students in the Theatre Major, and that offering these courses annually will ensure that students will be able to meet this requirement in a timely way.

Let me know if you have any further questions.

Best,

John Pitcher, PhD Head, Department of English University of the Fraser Valley 33844 King Rd Abbotsford, BC V2S 7M7 (604) 504-7441, x6318 [email protected]

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UFV Theatre Major Projected Course Offerings 2015-2019

Summer 2015 Fall 2015 Winter 2016 THEA 111 THEA 101 THEA 101 Intro to Acting Intro Theatre Intro Theatre THEA 112 THEA 111 THEA 111 Essentials of Acting Intro to Acting Intro to Acting THEA 215 THEA 112 THEA 112 Voice and Body I Essentials of Acting Essentials of Acting THEA 121 THEA 123 Tech I Tech II THEA 203/ENGL 233 THEA 204/ENGL 234* Theatre History: Ant. – 1642 Theatre History: 1642-1914 THEA 211 THEA 220 Acting III Stage Management THEA 305 THEA 301/365* Theatre for Young Audiences Theatre History: 1914-Pres THEA 306 THEA 312 History of Musical Theatre Acting IV THEA 401 THEA 315 Contemporary Theory Voice and Body II THEA 450 THEA 451 Directing I Directing II THEA 199/290/299 THEA 199/295/299 THEA 399/499 THEA 399/499 Practicum M November Practicum O March THEA 199/295/299 THEA 199/290/299 THEA 399/499 THEA 399/499 Practicum N January Practicum P March Total Sections 2015/16: 25 Theatre + 2 English* Summer 2016 Fall 2016 Winter 2017 THEA 111 THEA 101 THEA 101 Intro to Acting Intro Theatre Intro Theatre THEA 112 THEA 111 THEA 111 Essentials of Acting Intro to Acting Intro to Acting THEA 370 THEA 112 THEA 112 Design for Theatre Essentials of Acting Essentials of Acting THEA 121 THEA 123 Tech I Tech II THEA 203/ENGL 233 THEA 204/ENGL 234* Theatre History: Ant. – 1642 Theatre History: 1642-1914 THEA 211 THEA 215 Acting III Voice and Body I THEA 250 THEA 301/365* Storytelling Theatre History: 1914-Pres THEA 307 THEA 311 World Theatre Acting for the Camera THEA 316 THEA 312 Special Topics in Acting Acting IV THEA 352 THEA 360

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Playmaking I Special Topics in Theatre THEA 199/290/299 THEA 199/295/299 THEA 399/499 THEA 399/499 Practicum Q November Practicum S March THEA 199/295/299 THEA 199/290/299 THEA 399/499 THEA 399/499 Practicum R January Practicum T March Total Sections 2016/17: 25 Theatre + 2 English* Summer 2017 Fall 2017 Winter 2018 THEA 111 THEA 101 THEA 101 Intro to Acting Intro Theatre Intro Theatre THEA 112 THEA 111 THEA 111 Essentials of Acting Intro to Acting Intro to Acting THEA 215 THEA 112 THEA 112 Voice and Body I Essentials of Acting Essentials of Acting THEA 121 THEA 123 Tech I Tech II THEA 203/ENGL 233 THEA 204/ENGL 234* Theatre History: Ant. – 1642 Theatre History: 1642-1914 THEA 211 THEA 220 Acting III Stage Management THEA 305 THEA 301/365* Theatre for Young Audiences Theatre History: 1914-Pres THEA 306 THEA 312 History of Musical Theatre Acting IV THEA 401 THEA 315 Contemporary Theory Voice and Body II THEA 450 THEA 451 Directing I Directing II THEA 199/290/299 THEA 199/295/299 THEA 399/499 THEA 399/499 Practicum U November Practicum W March THEA 199/295/299 THEA 199/290/299 THEA 399/499 THEA 399/499 Practicum V January Practicum X March Total Sections 2017/18: 25 Theatre + 2 English* Summer 2018 Fall 2018 Winter 2019 THEA 111 THEA 101 THEA 101 Intro to Acting Intro Theatre Intro Theatre THEA 112 THEA 111 THEA 111 Essentials of Acting Intro to Acting Intro to Acting THEA 370 THEA 112 THEA 112 Design for Theatre Essentials of Acting Essentials of Acting THEA 121 THEA 123 Tech I Tech II THEA 203/ENGL 233 THEA 204/ENGL 234* Theatre History: Ant. – 1642 Theatre History: 1642-1914 THEA 211 THEA 215 Acting III Voice and Body I THEA 250 THEA 301/365* Storytelling Theatre History: 1914-Pres

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THEA 307 THEA 311 World Theatre Acting for the Camera THEA 316 THEA 312 Special Topics in Acting Acting IV THEA 352 THEA 360 Playmaking I Special Topics in Theatre THEA 199/290/299 THEA 199/295/299 THEA 399/499 THEA 399/499 Practicum Y November Practicum C March THEA 199/295/299 THEA 199/290/299 THEA 399/499 THEA 399/499 Practicum Z January Practicum D March Total Sections 2018/19: 25 Theatre + 2 English*

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APPC MEMORANDUM APPC Chair: Eric Davis Phone: 4630

APPC Assistant: Janice Nagtegaal Phone: 4084

TO: Dr. Mark Evered, Senate Chair

FROM: Dr. Eric Davis, Academic Planning and Priorities Committee Chair

DATE: August 1, 2014

RE: Modern Languages Program Review

The department of Modern Languages underwent a program review in 2012. Separate reviews were conducted for German, Mandarin, Russian, Punjabi, and Halq’eméylem. Overall the review committee felt the department was doing a good job with the resources available. The review committee noted the struggle of offering such a variety of languages while still balancing that with the needs of the students and community. The Academic Planning and Priorities Committee wanted to note their support of the department’s action plan and acknowledge the struggle of continuing to offer a diverse range of languages. The Academic Planning and Priorities Committee accepted the documentation related to the Modern Languages Program Review as presented and recommends acceptance by Senate. The Modern Languages Program Review documents can be reviewed on the Academic Planning and Priorities Committee website: http://www.ufv.ca/media/assets/senate/academic-planning--priorities- committee/program-reviews/MOLA-Program-Review.pdf

MOTION: THAT Senate accept the Modern Languages Program Review.

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MEMO

TO: Eric Davis, Provost and VP Academic, Chair of APPC FROM: Jacqueline Nolte, Dean, College of Arts DATE: May 2, 2014 RE: MODERN LANGUAGES (MOLA) PROGRAM REVIEW

Attached are the following documents pertaining to the results of the review of the MOLA Department:

A. The Dean’s Summary Report B. The Dean’s Scope Letter May 2012 C. The MOLA Department Program Review – Self Study D. External Review Report 2013 E. The Department ‘Response to External Committee’s Report’ November 19, 2013

Please Note: appendices are available on flash drive

I would like to recommend the following motion to the Academic Planning and Priorities Committee:

Motion:

That APPC accept the attached documentation related to the review of the MOLA Department as presented.

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Dean’s Report on the Modern Languages Program Review March 2014

Operating within the Faculty of Humanities in the College of Arts, MOLA offers four programs in French (two certificates, a minor and an extended minor), two certificates in Russian, two certificates in Spanish, one certificate in each of Halq’eméylem, Japanese, and Mandarin, and additional courses in German and Punjabi.

In May 2012, the Program Review Committee conducted a two-day site visit as part of a Program Review of Modern Languages. Members of the Program Review Committee included: two experts in French, Dr. Catherine Caws, Associate Professor of French Applied Linguistics and Chair of the Department of French at the University of Victoria and Dr. Cécile Sabatier, Associate Professor in the Faculty of Education at SFU; one expert in Spanish, Dr. Derek Carr, Prof. Emeritus, UBC; one expert in Japanese, Dr. Sumiko Nishizawa, Instructor at Kwantlen Polytechnic University.

Separate reviews were conducted for German, Mandarin, Russian, Punjabi and Halq’eméylem. Reviewers included: Dr. Duanduan Li, Associate Professor, Department of Asian Studies, UBC; Dr. Angelika Struch, Coordinator German Language Program, Department of Central, Eastern and Northern European Studies, UBC; Dr. Peter Petro, Professor of Slavic Studies, UBC; Sukhwant Hundal, Sessional Lecturer, Asian Studies Department, UBC; Lorna Williams, Lil’wat, University of Victoria. All of the latter separate reviews, but for German, were conducted in the form of curriculum reviews that did not include site visits.

The following documents are attached to this Dean’s Report: the Deans Summary; the Dean’s scope letter; the Department Self-Study; the Program Review prepared by the Program Review Committee; the Department response to the External Committee’s Report

Program Administration and Alignment

1. The External Review Committee that conducted the site visit identified the array of languages offered by MOLA as a marketable strength. However, they raised questions regarding the sustainability of this many languages within the current fiscal climate. They advised that, if budget was not forthcoming and if some of these languages had to continue to be offered as Independent Studies options, the number of language offerings be reduced. They supported the continued delivery of Halq’eméylem and Punjabi on the basis of alignment with community needs and suggested that German, Mandarin and Russian be considered as areas to cut. This recommendation contrasts with that made by the individual reviewers of German, Mandarin, Russian and German, all of whom supported the continued delivery of these languages, with some suggestions for improvement.

ACTION: Budget constraints compromise the forms of delivery of under-enrolled non-base budget languages, many of which are taught as Independent Studies. The Dean has transferred into the base budget two sections, previously earmarked for Punjabi, to be used in accordance with the department’s strategic priorities. The department’s priorities are the French and Spanish programs. The department will use sections from International to support the delivery of Mandarin.

It is worth noting that all eight first-year language courses are fully or almost fully enrolled, with the exception of Halq’eméylem, which receives funding from the Indigenous Studies budget. The new French Major is cost- neutral due to increased class sizes. The department believes that the array of language options in MOLA will make the proposed language requirement in the new BA framework more appealing to students.

2. Role of Department Head: The Review Committee recommended that the head review all grades prior to their submission so as to identify anomalies. It recommended that the head assume greater control over scheduling, course/instructor evaluations and feedback to instructors.

ACTION: Heads have been requested to implement annual professional workload plans with their faculty members. The Dean will request that the head oversee grading and scheduling. Conversations regarding access to evaluations will constitute part of a broader discussion with the union.

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3. Course and instructor evaluations should be conducted regularly

ACTION: The department will be asked to discuss the content of course evaluations that could be separate from instructor evaluations. Teaching & Learning is looking into the design of course evaluations from an institutional perspective. The reviewer’s suggestion will be forwarded to labour management for discussion.

4. The reviewers recommended the position of department assistant be extended to a full-time position.

ACTION: Current fiscal restraints do not allow for this.

Program Curriculum, Standards and Delivery

Courses in all of the languages were assessed as having clear learning outcomes with appropriate objectives.

Recommendations:

1. Reviewers recommended that the extended minor in French be reviewed when the Major is introduced.

ACTION: This will constitute part of a major review of extended minors in the BA.

2. The department needs to address time conflicts in course scheduling so as to ensure that students’ needs prevail over faculty preferences; timetables should be advertised at least one year ahead.

ACTION: The above pertains to Spanish in particular – this will be addressed with the scheduling office.

3. Admission standards were noted as being slightly lower than at institutions such as UBC, SFU and UVic.

ACTION: The department noted that this is beyond the purview of MOLA.

4. Placement tests need to be refined and advertised more widely. Information about these tests should be passed on to students. Guidelines need to be clarified for students with native or near-native competency, students who have studied a language outside of Canada or who have oral competency but poor written skills.

ACTION: The department head has met with Arts Advice to talk about placement issues, MOLA’s challenge policy and questions about study abroad. Over the course of this year, MOLA will draw up a set of clearer guidelines for placement of students and make them available to students. Information on placement tests will be added to course descriptions and the MOLA web-site, as well as distributed to Arts Advisors.

5. The Committee recommended more focus on the communicative approach in course content at the first and second year, with less attention to grammar. It recommended that MOLA explore offerings that focus more on content to facilitate the application of language skills to the work-place and to students’ personal interests.

ACTION: MOLA welcomes working with programs such as Business and Criminology, although students in these programs have very few electives outside their own discipline. The Spanish instructor intends to explore the introduction of an additional 200-level course and two more 300-level courses, with specific communication focuses, which could be offered in rotation and in partnership with nearby institutions. Spanish will develop intensive summer courses through study abroad in the course of the preparation for a Spanish Minor.

6. Consider “flipping the classroom” by putting lectures on-line and using class-time for interactive learning.

ACTION: This is better directed to intermediate and advanced language classes as beginner students appreciate instructor guidance. A certain amount of grammar is necessary to meet articulation requirements but students will be encouraged to seek opportunities for development of oral skills outside of the classroom, 2

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as in volunteer work. In 2014/15, the department will explore developing peer-tutoring with upper-level students tutoring lower-level students. The Dean has requested use of student hubs in the student centre for MOLA students to form study groups while on campus.

7. To facilitate the flow of courses, the department should reflect on its methods of delivery (i.e. online and blended formats) and these should take place ideally in the summer session.

ACTION: A fully online course is being prepared for a third-year French linguistics course and student feedback on this format will be sought.

8. The committee noted the benefits of the additional seminars in the department, normally not available in programs. The committee recommended that resources could be saved by better managing the balance between seminars and class size.

ACTION: Seminars will be retained for French, Japanese and Spanish and will not be offered for the other languages.

9. The Committee suggested that, by better managing the balance between small seminars and classes, the department could either increase the number of students in the classroom to a maximum of 30 (reducing the number of sections) or increase the number of students in the small seminars to 12 (reducing the overall number of small seminars).

ACTIONS: French class sizes have been increased to allow for the delivery of the French major. Instructors of other language classes admit more students than course outlines specify so as to build up demand at lower levels.

NOTE: The department will investigate the possibility of collaborating with the Teaching and Learning Centre to organize a full day or week-end departmental retreat aimed at assessing programs, course delivery, curricular practices, academic assessment and standards for grading and evaluating

Enrolment, Retention and Student Success

Contrary to the perception of the MOLA department members that MOLA is under threat and is shrinking in size, evidence in the UFV Fact Book shows that FTE in MOLA have increased steadily between 2006-07 and 2011-12. However, enrolment in upper level classes remains low in many languages.

1. Advising should be more pro-active, and previous learning better assessed to ensure appropriate placement.

ACTION: See #4 in section above.

2. The department should hold workshops on articulation with the Common European Framework of Reference (CEFR).

ACTION: This has been done in French and Spanish; this will improve international recognition and mobility. The CEFR is not useful for Asian languages. It was noted that the Japan Foundation is currently working on an equivalent standard for Japanese language.

3. A closer affiliation with TEP is recommended.

ACTION: Conversations have already taken place in relation to the TEP Secondary Program 2-credit course in Special Topics (EDUC 499). The TEP department head felt it would be interesting to offer this course as a “Methods in Language Teaching” course. The TEP Advisor stressed that applicants to TEP receive bonus marks if they have 6 credits of language courses, so they are accepted into TEP more readily. This information needs to be widely advertised to students.

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4. Collaboration with marketing and communications would help to further augment enrolment.

ACTION: MOLA will consult with MARCOM to determine appropriate strategies.

Faculty

The Review Committee noted that the high degree of commitment of faculty and staff to linguistic quality, to cultural integrity of the program, and to student success. Dr. Laghzaoui was singled out for commendation regarding scholarly activity.

Recommendations:

1. Long-term sessional instructors could be better recognized within the institution.

ACTION: Subsequent to this review, long-term sessionals have received greater priority in workload allocation within the Collective Agreement.

2. Ideally, the department should hire one faculty member in French (in applied linguistics and in the area of computer-assisted language learning) and one half time faculty member in Spanish (with an emphasis on language and culture) with a view to increasing the research profile of the department.

ACTIONS: Budget does not allow for hires at the moment but these areas of specialisation will be taken into consideration when we are in a position to recruit.

Resources

Recommendations:

1. The department should commit to modern technologies better adapted to students and eliminate the Educational technology position that services Can 8 software.

ACTION: The department is attempting to find a free, open-source replacement for Can 8.

2. Japanese classes should always have e-rooms.

ACTION: E-rooms are requested every semester, but are not always available; the Dean will bring this to the attention of Campus Planning and speak to those in charge of room bookings.

3. The website and other social media tools should be better used to bring a fresh face to the department.

ACTION: One-time funding can be directed to the department to assist with this.

Alignment with University and Community Needs/Plans

Recommendations:

1. MOLA should explore collaborations with Education regarding the Major in French, and collaborate with Business regarding students studying Spanish, Punjabi and Mandarin.

ACTION: The department will approach the School of Business regarding a certificate for Japanese for business

2. French instructors should develop more partnerships with associations.

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ACTION: The department has developed contacts with the Abbotsford branch of Canadian Parents for French and is pursuing collaboration with the Teacher Education Program (TEP).

Recommendations regarding specific language programs and courses

FRENCH

1. Develop the French Major.

ACTION: A cost-neutral proposal for a French Major has gone forward to DQAB.

2. Do not register immersion students and beginners in the same courses.

ACTION: Guidelines have been developed and are available on the MOLA web-page in the registration flow chart for former French Immersion students (www.ufv.ca/mola).

3. Provide more opportunities for students to challenge.

ACTION: The department will look into the possibility of creating a block challenge for native or near-native speakers, to enable them to challenge both FREN 215 and 216 at the same time.

4. Consider mandatory placement tests and pass on clear information to students.

ACTION: See #4 on p. 2 above. Mandatory placement tests would require a significant outlay of institutional resources and additional faculty workload. The alternative, charging students for testing, would lower enrolments. In most cases, testing is unnecessary; student proficiency is known from their prior level of study. Instead, MOLA has put a clear statement on placement tests in the calendar and on the MOLA website advertising the opportunity for placement tests, and advising students that they should consult the relevant language advisors within the department to be placed appropriately.

5. Focus on French as a pragmatic tool to enable students to communicate and interact socially in order to build their professional careers.

ACTION: The department will place greater emphasis on oral proficiency. In 2014-15, FREN 242 (Intermediate Oral Communication) will be included in the French Minor; the new Advanced French Oral Communications course, which will be a part of the French Major, need not require FREN 219 (Intermediate Composition) as a pre-requisite.

6. Address prerequisites and the gap between FREN 102 and FREN 215.

ACTION: This will be addressed through a curriculum mapping session in 2015. The department has requested and received data from Institutional Research with regards to the success of students moving directly from Grade 12 French into either FREN 102 or 215. Prerequisites for FREN 215 will be listed as “French 12 with a B or higher, or FREN 102”. FREN 102 will be listed as “French 12 with less than a B or FREN 101”. These prerequisites will be re-evaluated after each semester and revised if necessary.

SPANISH

1.The Review Committee was not in favour of the development of the Spanish Minor as presented but it did recommend that UFV develop its own Minor along different, more creative, and perhaps more practical directions.

ACTION: Spanish faculty will redevelop the Spanish Minor proposal to include study abroad as a major component. Credits earned abroad at partner institutions will be transferred to UFV and counted as UFV

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credits. This is a low/no cost alternative. Other innovative solutions to providing Spanish students with a degree level credential will be investigated, including a partnership with UFV’s Latin American Studies program.

2. There should be less emphasis on grammar and more emphasis on functional skills; at the advanced level, courses with more practical purposes should be introduced.

ACTION: This will be explored in 2014/15. Further practical courses could be introduced in rotation with existing upper-level courses. They could be offered through study abroad or Canadian partner institutions.

3. There should be less use of English in the cultural component of Spanish 201 and 202.

ACTION: Done.

4. The department should develop and publicise guidelines for prior learning assessment and provide students with placement tests.

ACTION: Prior learning assessment already occurs through challenge exams and portfolios. Placement tests are offered and students placed accordingly. MOLA has presented a clear statement on these procedures in the calendar and will advise students to consult the relevant language advisors.

JAPANESE

Japanese was introduced in 1997 and demand has grown steadily.

Recommendations:

1. Develop an Advanced Language Proficiency Certificate.

ACTION: This will be submitted by the department in its next contribution to the Education Plan.

2. Advanced level courses should be offered every other year to avoid the need for IS.

ACTIONS: The department disagrees, as students will not wait for two years for a third-year class.

HALQ’EMÉYLEM

The reviewer noted that Halq’eméylem faces important challenges as a language and within UFV and that it is incumbent on UFV to promote Halq’eméylem and to work alongside of language champions of Halq’eméylem. This should include developing a working partnership with the community regarding recruitment as well as the design of and support for courses. The reviewer raised questions about the purpose of these courses. If they are required for the sake of employment, they require greater fluency. If for purposes such as cultural fluency, a different course design is recommended.

Recommendations:

1. Design courses from a Halq’eméylem world view and from the way Halq’eméylem is spoken in the Halq’eméylem world; the language must be reattached to the relationships that are part of its existence.

ACTION: The instructor is reworking calendar descriptions to describe how this is attended to in courses.

2. Support the continued language development of the instructor with mentors, use of technology, community mobilization, and curriculum development and assessment that respects Halq’eméylem ways of knowing.

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ACTION: The Dean’s office will support the establishment of a network comprising UFV and teachers of Halq’eméylem. Such forum will also include elders and scholars instrumental in establishing this programme.

3. Overreliance on Can8 should be replaced by transfer of digital content to a flexible open source system.

ACTION: This is being explored.

4. Form stronger links with SFU Office of Indigenous Education and First Nations Studies and University of Victoria, where First Nations research has gained national and international recognition.

ACTION: Our Halq’eméylem instructor will continue to build links with UVic’s office of Indigenous Studies, First Nations researchers and linguists.

GERMAN

Recommendations:

1. German courses exemplify UFV’s mission to “educate citizens for a global community” and meet and sometimes exceed the standards of curriculum design and delivery with post-secondary education in BC. There are easily rectified discrepancies between the course descriptions on the UFV website and the syllabi.

ACTION: These minor discrepancies have been corrected.

2. To make instructional materials more consistent with MOLA’s emphasis on oral communication, additional materials should be reviewed for possible inclusion.

ACTION: This will be done in 2014-15.

3. Supplement basic learning materials with cultural artifacts from literature, film, fine and performing arts.

ACTION: This will be done in 2014-15.

4. Germany’s generosity with respect to awarding scholarships should be exploited on behalf of UFV students.

ACTION: Scholarships will be better advertised on the department web-site and through the International Education’s Study Abroad blog.

5. It will be beneficial to develop a Proficiency Certificate in German similar to those offered in other languages. This would require course offerings to be expanded, with possible business courses.

ACTION: There are no resources to develop this unless the department proposes a cost neutral program.

6. A 12-month permanent appointment for the instructor would provide stability and continuity, and enable the instructor to generate new initiatives.

ACTION: Current student demand does not warrant offering the seven courses required for such an appointment to be considered.

MANDARIN

Recommendations:

1. Mandarin 210, linked to the Study Tour to China, should contain tasks and measures that encourage students to get more immersed in the Chinese language. 7

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ACTION: As part of 2013 Study Tour, students submitted their daily journals in Mandarin to record their experience in China. This will be formally included as a learning objective in the Mandarin 210 course outline.

2. The content of the Intermediate Proficiency Certificate is more of a basic level.

ACTION: UFV students have been successful in the provincial Mandarin speaking contests and have won impressive academic scholarships. There is confusion in the interpretation of the word “intermediate”, which in the context of the certificate program at UFV refers to the end of second year; this will require further consultation with experts in the various language fields.

3. The learning outcomes for the Intermediate Proficiency Certificate should be revised to specify the number of characters that students should be able to read and write.

ACTION: The number of characters varies according to the way they are counted. It could be misleading to list a specific number of characters that will be learned. Further advice will be solicited.

4. Provide stability for a dedicated sessional faculty.

ACTION: There are no resources to create a permanent appointment unless demand grows considerably.

PUNJABI

Recommendations:

1. Low student enrollment is a problem at the 200 level (53.9%). This needs to be addressed.

ACTION: Improve recruitment by advertising on Punjabi radio stations, through Sikh Temples and the Punjabi Language Education Association, as well as to non-Punjabi students who wish to work in the service sector. MOLA could work with the Centre for Indo-Canadian studies and organize a Punjabi film festival.

ACTION: MOLA will continue to collaborate with the Indo-Canadian Centre through the creation of the Indo- Canadian Certificate program.

2. A better balance between oral and written competencies is recommended.

ACTION: This will be addressed 2014-15.

3. To mitigate the problem of students of different levels registering in Punjabi 101 classes, encourage students with previous knowledge to challenge the course and do not permit students who have taken Grade 11 Punjabi in high school to take Punjabi 101.

ACTION: the first has been implemented; regarding the second suggestion, the department agrees but there is only one section of Punjabi per term. If a placement test could be given before the beginning of term the department could determine if there is sufficient demand for a “self-funded” Punjabi 102 to be offered at the same time as the 101 section. The department will look into doing this placement test i Advanced Language Proficiency Certificate in the high schools.

4. A course for advanced learners should be offered

ACTION: This can only be done if we have sufficient demand and if it is offered as a cost neutral section.

5. Introduce a Proficiency certificate at the intermediate level in Punjabi.

ACTION: This will not be feasible unless the program is designed as cost neutral. 8

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RUSSIAN

Recommendations:

1. Establish an exchange program with St. Petersburg to help internationalization the Russian program.

ACTION: An agreement has been signed with the Polytechnique University in St. Petersburg, including the pursuit of Russian language studies. Students will be able to attend this university as early as July 2014.

2. Offer more Russian literature courses.

ACTION: The English department, with which the Russian literature courses are cross-listed, would have to agree to share the costs; offering these is contingent on demand.

3. The pool of first-year students is insufficiently large to create a base for higher levels. The hiring of a sessional lecturer would support the base and offer more flexibility to students.

ACTION: Demand does not warrant a permanent hire. If numbers warrant, one section of Russian in each of fall and winter semesters will be scheduled.

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Call for Senate Membership for the Honorary Doctorate Degree Selection Committee ______

Four Senate members, including at least two faculty members, and one student

Meeting Details • 5 or 6 meetings between November and March • Working breakfast meetings – 8 am to 10:30 • Meetings on Abbotsford campus

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MEMORANDUM

To: Mark Evered, Chair, Senate From: Al Wiseman, University Secretary & Registrar Date: September 12, 2014 Re: Call for expressions of interest - Faculty Senator vacancies on Senate standing committees

Expressions of interest are being sought for the following faculty Senator positions on Senate standing committees:

Committee Requires Term Meetings Senate Governance 2 faculty Senator ending July 31, 2015 Monthly, Tues, Week 4, Committee 2:30-4:30pm Senate Research Committee 1 faculty Senator ending July 31, 2015 Monthly, Thurs, week 1, 9:00-11:00am Senate Committee for 1 faculty Senator ending July 31, 2015 Monthly, Tues, week 3, Student Appeals 2:30-4:30pm

Further, the Secretariat office has sent out a call to all faculty and staff for vacancies on the following Senate Standing Committee:

Committee Requires Term Meetings Faculty Standards 1 faculty of Health Science 2 years – ending July 31, Monthly, Wed, week 2, Committee member 2016 from 2:30pm - 4:00pm 1 faculty of Humanities member Senate Budget 1 faculty members 2 years – ending July 31, Monthly, Thurs, week 4, Committee 2016 2:30-4:00pm Senate Research 1 staff 2 years – ending July 31, Monthly, Thurs, week 1, Committee 2016 9:00-11:00am Senate Committee 1 staff 2 years – ending July 31, Monthly, Tues, week 3, for Student 2016 2:30-4:30pm Appeals

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MEMO

To: Senate

From: Academic Planning and Priorities Committee

Date: August 27, 2014

Re: For Information: Procedures for Expedited Program Approval Process

With the addition of an Expedited Program Approval Process in Policy 21 (Undergraduate Course and Program Approval), APPC, in consultation with the Office of the Vice‐Provost, was tasked with creating procedures to support this policy. On June 6, 2014, APPC approved the procedures for the Expedited Program Approval Process. The procedures are attached for your information.

The guidelines and templates will be posted on the Academic Planning and Priorities Committee website shortly.

Note that the following definitions will be included in the Guidelines (they are included here to facilitate your understanding of the Procedures).

Program Evaluation Committee (PEC): A PEC is created for each proposal and includes two representatives from each of the following: the Faculty/College where the program under review will be housed, APPC, SBC, and UEC. Quorum will be six members including at least one representative from each committee. The PEC Chair will be elected from its members. The PEC will be supported by the APPC Assistant.

Program Screening Subcommittee (PSS): The PSS is composed of the Chair or Vice‐Chair of the Academic Planning and Priorities Committee, the Chair or Vice‐Chair of the Senate Budget Committee, the Chair or Vice‐Chair of the Undergraduate Education Committee, and the Chair or Vice‐Chair of the Graduate Studies Committee. Three members of PSS will constitute the quorum. PSS will be chaired by the APPC representative and will be supported by the APPC Assistant.

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Expedited Undergraduate Program Approval Procedures

Part I: Screening Process to be Considered for Expedited Approval Process

1. Program Working Group (PWG) is created. 2. PWG develops the Concept Paper for Expedited Process and brings it to Faculty/College Council for endorsement. Dean of the program area analyzes the budget for the proposed program. 3. Concept Paper for Expedited Process and supporting documents are submitted to the Program Screening Subcommittee (PSS) for Expedited Approval consideration. 4. PSS reviews request and decides whether the proposal can proceed through the rest of the expedited screening process. If the Dean is not satisfied with PSS’s recommendation, he or she can appeal the decision to the Academic Planning and Priorities Committee, whose decision is final. 5. If the proposal is allowed to proceed through the screening process, it then goes simultaneously to APPC, UEC, and SBC for consideration. If all committees approve the proposed program for the Expedited Approval process, they will each appoint two representatives to the ad hoc Program Evaluation Committee (PEC). The PEC will also include two representatives from the Faculty/College where the program will be house, appointed by the Faculty/College Council.

Part II: Review of Program Proposal under the Expedited Approval Process

6. The Board of Governors’ approval of the proposed program is required. It can be requested at any point before the program is submitted for external approval (if required) or implemented. 7. The PWG develops the Full Program Proposal and submits new or revised course to CWC. 8. The Full Program Proposal and new or revised courses are submitted to the PEC for review and recommendation to Senate. 9. Senate reviews the Full Program Proposal. 10. The Full Program Proposal is submitted for external approval, if required.

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PRESIDENT’S REPORT TO THE BOARD OF GOVERNORS

September 2014

President’s Report

Reports received from academic and service units are included below. An update of the President’s activities for the month of July and August will be presented at the meeting.

College of Arts (Jacqueline Nolte, Dean)

School of Criminology and Criminal Justice:

Faculty and Student Engagements

UFV-SWAN Vancouver Palermo Protocol & Canada Ten Years On: The Evolution and Human Rights Impacts of Anti-Trafficking Laws in Canada (2014-2015)

Hayli Millar and Tamara O’Doherty are the lead investigators for this Law Foundation of British Columbia funded research project ($18,000 CAD) examining the state of anti-trafficking legal efforts in Canada. To date, five present and former UFV students have played a significant role supporting and leading various research components:

 Jessica McBeth contributed to the development of a detailed policy chronology (1997- 2014) of major anti-trafficking legislative and enforcement initiatives in Canada (Law Foundation Grant funded Research Assistantship winter 2014).  Noah Hodgson is leading the development of a searchable NVivo database of publicly available human trafficking criminal and immigration cases resulting in convictions and acquittals (Law Foundation Grant funded Research Assistantship winter and summer 2014).  Ruben Timmerman contributed to an initial review of the literature through a senior level Directed Studies course (winter 2014).  Sukh Mangat is leading a comprehensive review of the secondary literature and the development of a RefWorks database, in addition to drafting federal freedom of information requests and compiling and critically assessing quantitative estimates of human trafficking in Canada (UFV Work study Research Assistantship summer 2014).  Former UFV graduate, Kim McKenzie, is volunteering as the lead facilitator and transcriber for our focus groups, two of which were completed in June 2014 with the third scheduled for early September 2014.

Interviews with criminal justice professionals (prosecutors, defense counsel, judges, expert witnesses, and immigration officials) will commence fall 2014, ideally with the participation of one or more of these students. UFV has also supported the project by means of a research release (Millar-winter 2014). For a more comprehensive summary of this project, visit: http://www.ufv.ca/criminology/

In their new book, Eliminating Crime: The Seven Essential Principles of Police-based Crime Reduction, authors Dr. Irwin M. Cohen, Dr. Darryl Plecas, Amanda V. McCormick, and Adrienne M.F. Peters explore the paths taken and the lessons learned as British Columbia police agencies

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researched and introduced effective and efficient new crime reduction policing strategies based on seven essential principles.

The book was published in B.C. through UFV’s Adjunct Professor to the School of Criminology and Criminal Justice and Surrey Fire Chief, Mr. Len Garis, and is dedicated to Surrey Mayor Dianne Watts for her leadership in implementing the city’s award-winning Crime Reduction Strategy.

Eliminating Crime: The Seven Essential Principles of Police-based Crime Reduction adds to the body of work developed by UFV’s Centre for Public Safety and Criminal Justice Research, which is committed to expanding innovation and research in criminal justice and public safety. Copies of the book can be downloaded at http://cjr.ufv.ca. For more information, contact Dr. Irwin M. Cohen at [email protected].

This summer, both Dr. Hayli Millar and Yvon Dandurand presented their research at the Annual Conference for the International Society for the Reform of Criminal Law, held in Vancouver. Dr. Millar presented a paper on: Collateral Consequences and Foreseeable Harm: Is there an Emerging International Legal Standard for the 'Best Interests of the Child' to be considered in the Criminal Sentencing of their Parents? Yvon Dandurand's paper focused on Criminal Justice and the Protection of Children against Violence.

Yvon Dandurand continued to participate in a NATO Science for Peace project on the prevention of violent extremism. In June, he presented a paper at the Università Cattolica del Sacro Cuore, in Milan, during the NATO Advanced Research Workshop on Countering Extremism among Youth. His paper, which will be published this fall, was on Social Inclusion Programmes for Youth and the Prevention of Violent Extremism.

Additionally, Yvon Dandurand and Professor Emeritus Darryl Plecas were in Addis Ababa in July to provide advice to the Ethiopian Assoc. Professor Government on the development of a National Crime Prevention Yvon Danduarand Strategy. Yvon Dandurand is also assisting, in the implementation of the national witness protection program in Ethiopia.

With financial support provided by UFV’s Research Services Office, second-year CRIM student Sean Plecas accompanied Yvon Dandurand in a mission to Ethiopia and became involved in national stakeholders' meetings relating to crime prevention and incarceration alternatives. While working with Vivienne Chin of the International Centre for Criminal Law Reform, Sean had the opportunity to visit two rehabilitation centres for street children and young offenders.

2nd-year Criminology student Sean Plecas in Ethiopia.

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UFV Centre for Safe Schools and Communities

Goals, Objectives and Priorities

The vision of the UFV Centre for Safe Schools and Communities (‘CSSC’ or ‘the Centre’) is that all children and youth, especially those in the Fraser Valley, are nurtured in safe, caring and inclusive schools and communities. The Centre is committed to bringing people and organizations together to promote dialogue, generate collaborative and interdisciplinary capacity, enrich learning experiences for students, promote and conduct research and program evaluations, and facilitate the adoption of evidence-led policies in schools and communities. The 2014 year continues to be focused on more intensive engagement with UFV faculty, expanding its offering of dynamic experiential learning opportunities for UFV students, securing grant funding, and advancing community partner affiliation. Included in this aim is to build linkages with Indigenous communities, particularly within the Fraser Valley, to improve outcomes for the region’s Aboriginal children and youth.

Community Engagement

Building Momentum by Advancing the Research and Promoting Applied Community Initiatives Related to the Region’s Children with Parents in Conflict with the Law

Building on knowledge obtained through a recently completed report and expert working group review, led by the Centre in collaboration with UFV faculty, the Centre is pressing forward an agenda aimed to address severe gaps in the research, policy, and community-based services directed toward children with parents in conflict with the law. This spring and summer, the Centre and its affiliated faculty and students have been continuing to advance knowledge in this area and to improve conditions for children affected by parental incarceration. Examples of such activities include:

 On July 2 in Chilliwack, the Centre convened a meeting of key community leaders comprised of local and provincial government officials, non- governmental organizations (NGO), First Nations, RCMP, and school district personnel for the purpose of establishing a demonstration project to improve current responses for these children in question who are a high risk for requiring child protection services, developmental support, and engaging in future criminal behaviour  Building key collaborations with strategic community partners and academic entities including receiving $60,000 from a high profile provincial entity to initiate a new study  UFV student presenting at a Lower Mainland academic conference in July 2014 to raise awareness of this issue from a child rights perspective  UFV faculty presenting at academic conferences on the issue of criminal justice decision- making and children who have parents in conflict with the law  UFV faculty advocating about this issue at international forums  A UFV student completing a fact sheet for public dissemination on the effects of parental separation on young children

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Student Engagement

The Centre continues to be an active hub providing service and experiential learning activities for UFV students from a variety of disciplines. Since spring 2014, eight students from at least three unique discipline areas were actively involved at the Centre as follows:

 Research Assistance/Work Study - Amrita Jandu (School of Criminology and Criminal Justice)  Practicum - Shawnda Johnston (Child, Youth and Family), Jess McBeth (Child, Youth and Family), Toby Mustill (School of Criminology and Criminal Justice)  Volunteer - Advancing a scholarly paper on Cyber Safety – Laura Horvath (School of Criminology and Criminal Justice)  Volunteer - Designing a school program to reduce substance use among high school youth – Ajay Sharma (Business Administration)  Volunteer - Preparing and presenting at the At CURA Youth Strengths Conference in July 2014, Surrey, BC – Shawnda Johnston (Child, Youth and Family), Marie Verbenkov (School of Criminology and Criminal Justice), Amrita Jandu (School of Criminology and Criminal Justice)

Faculty Engagement

The Centre`s Executive Coordinator facilitated continuing interdisciplinary faculty networking sessions that will be occurring regularly over the 2014/15 academic year; there is widening UFV interdisciplinary affiliation as faculty utilize the Centre as an opportunity to advance their own initiatives in the community. Two specific examples are provided below:

UFV Summer Think Fun Camps – the Centre provided instrumental support for the creation and execution of a marketing strategy to promote summer camp registration during the months of May and June 2014, working with faculty from UFV’s Philosophy department (Anastasia Anderson), as well as the Director from Kwantlen University’s Vancouver Institute of Philosophy for Children (Dr. Susan Gardner).

Anti-bullying Reading Buddies program - The Centre’s Executive Coordinator has been asked to provide feedback on the design and implementation of a new anti-bullying reading program being developed by UFV English faculty member, Dr. Michelle Superle and her two students from the English department.

Department of Philosophy:

Think Fun Camps

For three weeks in July, UFV’s Philosophy department, in cooperation with the Vancouver Institute of Philosophy for Children, ran Think Fun Summer Camps on the Abbotsford campus. The camps were for children ages 6-11 with curriculum designed to develop critical, creative, and cooperative thinking skills. A total of 108 children registered in the camps and nine UFV students volunteered and worked alongside other counselors and curriculum designers from UBC and Concordia University. The success of the camps was aided by extensive help from the UFV Centre for Safe Schools and Communities and wonderful sessions for campers on sign language and non-verbal expression with Alyson Seale from the department of Upgrading and University Preparation. The camps have received glowing reviews from the campers and their parents.

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Think Fun Campers, July 2014

Department of History:

History Field School: Russia, Summer 2014

Between June 30 and July 28, 2014 the Study Tour History Field School: Russia took place under the leadership of faculty member Larissa Horne, Department of History. The tour was facilitated by St. Petersburg State Polytechnical University (SPbSPU), one of the top three polytechnic universities in the Russian Federation, with whom UFV has recently signed a long-term partnership agreement. The scope of the Study Tour included the second-year History course St. Petersburg in Wars and Revolutions taught by the SPbSPU faculty, in conjunction with Larissa Horne’s upper-level History course Exploring Modern Russia Through Scholarship and Travel, focusing on the role of St. Petersburg in Russian historical memory. The combined enrollment awarded student participants with a total of seven History credits and served to enrich their understanding of Russian history through an experiential learning model. The group – comprised of 15 students from various disciplines, as well as five UFV staff State Russian Museum, St. Petersburg members – was engaged in active in-class learning, group projects and presentations, as well as multiple field trip excursions and independent exploration time. This allowed for the group to immerse themselves in Russian culture while learning about St. Petersburg history and its unique traditions and

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attitudes, and come closer to an understanding of why St. Petersburg has been dubbed by many intellectuals as “the most European city in Russia and the most Russian city in Europe.” The short-term student learning outcomes and faculty and staff’s professional development serve as a testament to the immediate benefits of experiential learning, which was demonstrated through written assignments, diaries and other commentaries. Both the SPbSPU and Larissa Horne are planning publications based on this Summer Garden – St. Petersburg innovative tour model, and will be jointly assessing the long-term effect of this project with the goal of enhancing future trips to Russia. More details are readily available upon request. Please contact [email protected].

(Jody Gordon, VP Students)

Writing Centre:

Summer usage statistics at the Writing Centre increased over the same period last year by about 25 percent. The increase could be due to the Centre implementing a more focussed orientation strategy.

The annual Writing Prize winners were selected and the Centre hosted a lunch to thank the ten judges. Writing submissions were from a much wider range of assignment genres and disciplines than in previous years. There were two winners from Geography, one each from English, Art History, Social Work, Psychology, Criminology, and Adult Education. The Centre plans to have a celebration event on October 8 for the winners.

Gloria Borrows, co-chair of the Writing Council, is making arrangements for noted writing scholar, John Bean, to visit UFV and offer a workshop on September 26.

Shurli Makmillen, with co-researchers Janet Giltrow and Margery Fee, presented a paper entitled A Separate Cultural field: Judges and Dictionaries at a conference on language and law at UBC, July 30 to August 1.

The Writing Centre at CEP merged their space with the Math and Statistics Centre and renovations are underway in the CEP Library to house the combined units.

Counselling:

The Counselling department collected and reviewed statistics for the 2013/14 fiscal year at the beginning of June. During this fiscal period, the total personal counselling appointments increased by 30 percent compared to 2012. Similarly, crisis-counselling appointments increased

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by 34 percent compared to the last fiscal year. Overall, contact hours with students increased by 11 percent. In response to these expected increases and with limited resources, the department strategically offered career and life planning workshops and other group formatted services. The increases in service demand did not prevent the department from remaining committed to their five areas of service: Personal Counselling & Mental Well-Being, Crisis Counselling and Support, Career and Life Planning, Study Skills Instruction and Student Success, and Consultation with faculty, staff, and administrators. The Counselling department continues to operate efficiently by meeting the needs of students in a strategic and timely fashion.

The Counselling department participated in UFV’s Parent Orientation on June 17 and 18 at both the CEP and Abbotsford campuses. Mental health and well-being materials and student success handouts were distributed. Counsellors engaged in meaningful and informative conversations with many parents and students, and responded to inquiries regarding career counselling and study skills. The department’s presence at this event allowed for attendees to familiarize themselves with UFV counsellors and receive information on services, upcoming workshops, and resources.

Counsellors facilitated the Core Skill Development Training program for the Upgrading and University Preparation (UUP) department in June. A group of twelve UUP employees attended and were guided through a training session focused primarily on crisis, referral, communication, and boundary setting.

During June and July, the Counselling department continued to be actively involved with important institutional committees. These include the Priority Access to Student Services (PASS, Early Alert) Committee and the Behavior Intervention and Threat Assessment Team (BIT/TAT). The Counselling department continues to be represented in a co-chair role on the BIT/TAT and commits to ongoing case management and attendance at weekly meetings.

In preparation for the fall 2014 semester, a departmental planning meeting took place in June. Logistics for fall workshops, events, and initiatives were reviewed and included the following: Get Calm Quick Anxiety workshop, Mental Health screening and Education Day, Career and Life Planning workshops, Study Smart Days, Healthy Relationships Support Group, and stress management and study skills workshops (Health Science, ABT (Applied Business Technology), TASK (Training in Attitudes, Skills and Knowledge for the Workplace), Student Life, etc.). During this planning meeting, the counselling team invested energy into workshop development and planning for these specialized and tailored workshops.

Athletics:

Summer is a season of planning and rebuilding for UFV Athletics as the department prepares for September and the new season. In the last few months Athletics has hired a new men’s volleyball coach (Kyle Donen), begun the search for a Communications Coordinator, and is creating a new campus recreation program to be implemented later this fall.

In the interest of engaging the surrounding community, Athletics hosted a series of summer sports camps for local youth, coached by staff and athletes, which provided a means for the Cascades to pass on their sport knowledge to a younger generation. UFV Athletics planned and hosted the first annual Volleyfest tournament on August 30 that drew several hundred volleyball players from the area to take part in a day-long recreational tournament at Exhibition Park in Abbotsford.

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Aside from off-season events, the department is scheduling and booking all team travel for the coming year, as well as gearing up for pre-season training. Both the men’s and women’s soccer teams have recently held very successful fundraisers at Gian’s Sweet Shop & Restaurant. The teams left on August 19 for a pre-season trip to California to play a number of exhibition matches.

Residence Life:

This summer, the residence life program offered many activities including a trip to the Vancouver Aquarium. During this activity residents were encouraged to think critically and investigate the information surrounding the cetacean captivity program. This culminated in a facilitated conversation amongst their peers, with the goal of encouraging students to adopt a personal stance on the topic.

Resident Assistant (RA) and Residence Front Desk Assistant training was conducted in late August. Our student staff participated in skills development in first aid; communication; conflict resolution; mediation; Lesbian, Gay, Bisexual, Transgender, Two-Spirit, Queer (LGBTTQ) and diversity awareness; team and community building; emergency, pandemic, pest control and Bed- Bug Protocol responses; drug and alcohol abuse awareness; suicide prevention; and more. With an RA staff of seven in the building coverage is provided for approximately thirty students to every RA, which is better than the international best practice of a maximum fifty-to-one. While the department could lower the RA numbers, by having more RAs in the building we provide a better engagement experience for residents, provide better emergency coverage, and provide better student services than most residences in Canada. A seven RA count was achieved with no additional funds by having RAs live together in a suite rather than occupying a double suite on their own, a plan devised by the current RAs at the time.

Residence Operations

A job posting was placed to search for a replacement for the Housing and Residence Manager who left for a new opportunity. Residence projections for the fall:

 100 percent occupancy,  International students will make up almost 50 percent of the residence population,  First year students will make up 34 percent of the residence population,  The residence population is projected to be almost balanced in terms of gender, with slightly more males than females,  The average age of students living on campus is projected to be 19.58 years old, with almost 40 percent of residents under the age of 19, and;  There are currently 30 students on the waitlist for the fall.

Guest Housing

Baker House welcomed over 90 short-term guests this summer. Guests have ranged from sports teams and summer camp groups to individuals and visiting professors. One of our long-term goals is to increase the summer occupancy rates.

Student Life:

It was busy over the summer at U-House with the Student Life department as the staff supported student groups ranging from the Student Union Society, to OXFAM, and class groups as they

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hosted a variety of events and activities for students and the community. The Student Life Team provided the opportunity for student groups to "borrow" critical event hardware such as tents, tables, popcorn machines, etc. This equipment is made available to student groups at no charge, which will reduce barriers to students hosting more engaging events on campus.

The Student Life Team was successful in upgrading the Co-Curricular Record (CCR) to the latest version which will provide a better user-friendly interface and a more efficient process for students to request CCR recognition. This comes at a time when they are also undertaking planning and preparation for the new academic year which includes a re-launch of the CCR for all new students.

Orientation

Parent Orientation was held in July with similar numbers to last year's program with close to 300 parents and loved ones attending. The program incorporated more transition content than in previous years and just like in previous years, was widely valued and appreciated by students.

On August 21 and 28 nearly 1000 students were on campus for New Student Orientation. While this is approximately the same number of students attending last year, the Orientation program was moved significantly forward in terms of programmatic content. Previously designed primarily as a social event, this year's orientation included dedicated workshops on academic integrity, student conduct, privacy rights, student rights and responsibilities, and an in-depth overview of the Co-Curricular Record system operations and benefits. Offered in collaboration with various campus partners, these sessions are an introduction to the strategic development of the New Student Orientation program that will occur over the next number of years and will see the program mature and provide "best-practice" content and experience.

As another component of Orientation, the "UFV Connects" program was assessed after its pilot year in 2013. It was discovered that while students appreciated the mentor relationship, what they really wanted and used the most was an easy, accessible, and quick response to questions and issues they had that occurred later in the semester, around the seven to ten-week period. In response, the "UFV Connects" program in 2014 will feature fewer face-to-face encounters after week six, but will deploy a full social media suite of Twitter, Facebook, text-to-email, and email, in an effort to open up the lines of communication for students who are seeking just-in-time information. The communications will be moderated and responded to by staff that will make referrals where appropriate. This model is very scalable and will integrate with future plans for a student peer-support centre seamlessly.

Advising

In late July and early August, Kristen Switzer, an Educational Advisor in Student Services, travelled to India in a partnership with UFV Chandigarh. For three weeks, Kristen worked incredibly hard to visit partners in the region recruiting, developing relationships, and assisting potential students with advice on attending university in Canada. The pictures and the stories are amazing, but the ability for Student Service and UFV Chandigarh to partner in this fashion is the largest positive of this adventure. Working with the UFV India Associate Director and our UFV International Executive Director David McGuire was an education in international education, and we were glad to assist in the goal of increasing our international student population.

In mid-August the Advising team welcomed Isabel Hay to the ranks. Isabel was the successful candidate for the Advising position left vacant by Sybille Stegmueller's retirement. She brings

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over 20 years’ experience at UFV serving students, and a passion for student advocacy and development. She completed her Master's Degree in Advising from Kansas State University in 2014 with a focus on Adult Education and Advising.

Front Desk Services

July saw some major changes in the Front Desk Services Team at Abbotsford and Chilliwack. Long-time staff member Nicole Mast left the university prompting some shifts at the front desk such as Amy Nijjar moving from a part-time to a full-time contract in Abbotsford, the hiring of Yvonne Contreras into the part-time contract at Abbotsford, and the hiring of Denise Tuchscherer as the full-time services assistant at the Chilliwack campus. They are all extremely student focused individuals who bring professionalism and resourcefulness to the position.

Disability Resource Centre:

Demand for services from the Disability Resource Centre has rapidly accelerated over recent years. The greatest demands are: providing academic accommodations, service requests and invigilation for students with disabilities during exams, midterms or quizzes throughout the semester.

The number of accommodated exams invigilated by the Disability Resource Centre has been increasing for many years but has expanded dramatically over the last year. The increase can be traced to the overall rise in numbers of students registered with the DRC department and the types of disabilities in our students.

Exam Invigilation Totals Winter Summer Fall Totals

2011 366 150 449 965

2012 426 169 507 1102 2013 482 197 682 1361 2014 687 230

Students Registered with the DRC Students Annual Registered with Increase the DRC 2011 711 2012 739 4% 2013 844 14% 2014 915 8% Overall increase: 29 percent

This sudden and dramatic increase has taxed the DRC services to the maximum.

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Exam Totals – Previous three semesters

Fall Fall 2012 2013 Increase Winter Winter 507 682 35% 2013 2014 Increase 482 687 43%

Summer Summer 2013 2014 Increase 197 230 17%

Along with increased overall numbers of students registered with the DRC, there is one category of disability that stands out above all others and has played a significant role in the sudden increases. The DRC department is seeing less of the traditional students with physical disabilities, but dramatic increases in students with brain-based disabilities, primarily in students with learning disabilities, mental health conditions or Autism Spectrum Disorders.

The number of students with learning disabilities has skyrocketed and with predicted trends, this number should continue to rise. Based on Statistics Canada information, since 2001 the numbers of people in Canada classified as having a learning disability has risen by 76 percent. Currently among children aged 5 to 14, learning disabilities were the largest disability reported (about 69.3 percent of the children with disabilities). From 2011 to the end of the current semester, there has been an increase of 45 percent of students with learning disabilities who registered with the DRC.

Students with LD Registered with Percentage DRC Increase(Annual) 2010-2011 124 17% 2011-2012 137 10% 2012-2013 157 15% 2013-2014 180 15% Overall increase: 45%

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APPROVED: June 20, 2014

Minutes for the Regular Meeting, Public Session of the University of the Fraser Valley Board of Governors Thursday, April 3, 2014 Rivers Dining Room, TTC – Canada Education Park Campus 5579 Tyson Road, Chilliwack, BC

PRESENT: Board Members: Mr. Randy Bartsch Ms. Angela Bennett Dr. Chris Bertram Mr. Barry Delaney (Chair) Dr. Mark Evered Ms. Whitney Fordham Ms. Gwen O’Mahony Mr. John Pankratz Mr. Sean Parkinson Ms. Terry-Lynn Stone

Regrets: Mr. Nathan Abrahams Ms. Theresa Coates Mr. George Hemeon Ms. Stacey Irwin Dr. Brian Minter

Management: Ms. Leslie Courchesne, Director, Marketing & Communications Dr. Eric Davis, Provost & Vice-President, Academic Dr. Vlada Dvoracek, AVP, Institutional Research and Integrated Planning Ms. Jody Gordon, Vice-President, Students Ms. Diane Griffiths, Associate Vice-President, Human Resources Ms. Jackie Hogan, Chief Financial Officer Dr. Rosetta Khalideen, Dean, Faculty of Professional Studies Mr. Harv McCullough, Vice-President, External

Secretariat: Ms. Lori Ann Waites, Executive Assistant to the Board (Recorder) Mr. Al Wiseman, University Secretary & Registrar

Guests: Mr. Justin P. Goodrich, Chair, UFV Alumni Association Ms. Vickie Grieve, President, UFV Faculty & Staff Association

1. WELCOME from the CHAIR Mr. Delaney welcomed everyone and called the meeting to order at 5:35 p.m. Guests were introduced.

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UFV Board Meeting, Public Session 2014 04 03 Page 2 of 4

2. PRESENTATIONS 2.1. National Survey of Student Engagement (NSSE) Results Dr. Dvoracek reviewed the results of the recent National Survey of Student Engagement (NSSE). Institutions use their data to identify aspects of the undergraduate experience inside and outside the classroom that can be improved through changes in policies and practices. Dr. Dvoracek reviewed UFV’s responses in the categories of academic challenge, learning with peers, experience with faculty, and campus environment, noting that UFV scored well in many areas, including teaching practices and quality of instruction, but lower in quantitative reasoning and supportive environment. This is a serious trend faced by many Canadian institutions.

3. CALL TO ORDER 3.1. Adoption of Agenda, 2014 04 03

RESOLVED 019/14 THAT the Agenda for the 2014 04 03 meeting of the UFV Board Public Session be adopted, as presented. Moved by T.L. Stone, seconded by R. Bartsch. CARRIED

1.1. Declaration of Potential Conflict of Interest No conflicts were declared by Board members.

2. ADOPTION OF CONSENT ITEMS 2.1. Board Public Session Minutes, 2014 03 06

RESOLVED 020/14 The following consent item was approved as presented: • Board Public Session Minutes, 2014 03 06 Moved by C. Bertram, seconded by A. Bennett. CARRIED

3. REPORTS 3.1. President’s Report In addition to his written report included in packages, Dr. Evered commented on the following items: • UFV’s 40th Anniversary Celebrations, including the official opening of the Agriculture Centre of Excellence, and the Chris Hadfield event. • Chilliwack’s Draft Community Plan, 2014 – 2040. • Upcoming dinner and tour of CEP to be hosted by UFV for Abbotsford and Chilliwack Chambers of Commerce. • Funding News: • AVED Ministry ESL funding, additional one-time $345,888. • AVED one-time funding of $75,000 to pilot innovative training and initiatives to increase the success of people with disabilities in trades/technical programs. • AVED one-time funding of $12,000 for emergency assistance funding for Aboriginal students. • ITA funding shifted from one-time funding for funding shortfalls to its Learner Demand fund, and increased slightly (3.5 mil to 3.75 mil) for high demand trades, priority sectors and regions experiencing labour market demands. • Celebration ceremony for graduates of the Residential Building Maintenance and Stó:lō Studies programs. Thanks to Peter Geller, Shirley Hardman, Eric Davis and their teams. • Immigrant Employment Council of BC’s 2014 Summit, “Mind the Gap: Winning Global Talent”, attended by Dr. Evered. • Meeting with Surjit Atwal, former UFV student, now serving as community liaison for MLA Darryl Plecas, regarding issues and opportunities for students with disabilities.

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UFV Board Meeting, Public Session 2014 04 03 Page 3 of 4 • The agreement between UFV and Concorde Sino-Canada Schools in China to bring Chinese students into our Aviation BBA program has now been signed with Pacific Coastal Aviation also. Currently working with Jay Teichroeb, VP, Aerospace Industries Association of Canada. • Recent and upcoming visits by Mr. Kang, a Chinese investor interested in investing in the U-District project, and Ms. Ding, President Shen and others from Xi’an Fanyi University. • Signing of MOU with Okanagan College for the delivery of agriculture-related and other programing and meeting with UFV Okanagan President, Jim Hamilton, and Deputy Vice-Chancellor and Principal, UBC Okanagan, Deborah Buszard, to speak of other collaborations. • Attendance at Chilliwack’s Elder College “Tapestry of Thought” series, the Cascades Athletic Awards evening, the 2014 Visual Arts Diploma Grads’ show, and the Alumni Evening of Theatre production of “Romeo and Juliet”. • Honorary Doctorates, Bif Naked and Penny Park, spoke as part of the President’s Leadership Lecture Series. • Celebration of Life for Dr. Jack Harris, former UFV Honorary Doctorate, attended by Dr. Evered. • Thanks and best wishes were extended by Dr. Evered to recently retired Cheryl Isaac, Director of Continuing Studies. • The many contributions of outgoing Dean of Professional Studies, Rosetta Khalideen, were acknowledged by Dr. Evered and Dr. Davis, who spoke of Dr. Khalideen’s hard work and dedication to UFV and the Faculty of Professional Studies.

3.2. Vice-President, Students Ms. Gordon was pleased to report on the recent Career Fair, which was extremely well received by exhibitors. She also reported on the challenges faced by the Disability Resources Centre in managing the growing number of students who require services.

3.3. UFV Alumni Association Mr. Goodrich provided a report, highlighting the Association’s new governance model, plans to create a new three year strategic plan, and a review of the current MOU. The Association is currently working to determine how they can best contribute to the institution. Mr. Goodrich distributed order forms for this year’s Alumni Wine, noting that the new label was unveiled recently at the Alumni Association’s Theatre Night.

3.4. UFV Faculty & Staff Association Ms. Grieve reported that currently FSA executive members are involved in two Letter of Agreement committees: one on rank and tenure procedures and the other on faculty workload issues. Ms. Grieve also reported that the FSA has found the ESL funding issues particularly confusing and distributed sample postcards prepared by the Federation of Post-Secondary Educators of BC, addressed to Minister Virk, requesting that ESL funding be maintained. In closing, Ms. Grieve invited Board members to attend the post AGM social set for May 1st.

3.5. UFV Student Union Society There was no report.

4. INFORMATION ITEMS 4.1. Brought forward from 2014 03 06 In Camera Session 4.1.1. Financial Report for the period ending January 31, 2014, Received for Information 4.1.2. 2014-15 Tuition Fee Recommendation, Approved 4.1.3. Disposition of Land: Road lot, Keith Wilson and Tyson Road, Approved 4.1.4. 2014-15 Board Meeting Schedule, Approved The above items were included in packages for information.

Board of Governors Minutes, 2014 04 03 Page 110 of 131 AGENDA ITEM # 5.3.

UFV Board Meeting, Public Session 2014 04 03 Page 4 of 4

4.2. Brought Forward from 2014 03 14 Senate Meeting 4.2.1. Approved Senate Minutes, 2014 02 14 4.2.2. Graduands Approved at Senate, 2014 03 14 4.2.3. Program Changes approved at Senate 4.2.4. Name change: from Early Childhood Education/Child and Youth Care to Child Youth and Family Studies The above items were included in packages for information.

5. ADJOURNMENT and NEXT MEETING

Business complete, the meeting adjourned at 7:00 p.m. on a motion by T.L. Stone, seconded by R. Bartsch.

______Chair, UFV Board of Governors UFV President

Board of Governors Minutes, 2014 04 03 Page 111 of 131 AGENDA ITEM # 5.4.

Minutes for the University of the Fraser Valley SENATE GOVERNANCE COMMITTEE May 20, 2014 Abbotsford Campus - Room C1429

PRESENT: Trudy Archie, Sue Brigden, Mark Brosinski, Dan Harris, Gerry Palmer (Chair), Teresa Piper, Alisa Webb, Al Wiseman

REGRETS: Peter Geller

1. CALL TO ORDER

1.1. Opening Remarks

Gerry Palmer called the meeting to order at 2:35 pm.

2. ADOPTION OF CONSENT ITEMS

2.1. Consent Items

The agenda was removed from the consent items for the following amendments: • to add Research Centres and Institutes Policy, as Business Item 4.8; • to defer Faculty Standards Committee Update to the next meeting.

The following consent items were approved as presented: • Minutes, 2014.03.25 • In-Camera Agenda, 2014.05.20 under separate cover • In-Camera Minutes, 2014.01.28 under separate cover

MOTION: THAT the Senate Governance Committee adopt the following consent items as presented: • Minutes, 2014.03.25 • In-Camera Agenda, 2014.05.20 • In-Camera Minutes, 2014.01.28 M. Brosinski/T. Archie CARRIED

MOTION: THAT the agenda for today's meeting be approved as amended. T. Piper/A. Webb CARRIED

Senate Governance Committee Minutes, 2014 05 20 Page 112 of 131 AGENDA ITEM # 5.4.

UFV Senate Governance Committee Meeting May 20, 2014

3. PRIORITY BUSINESS

3.1. In-Camera Session - agenda and minutes under separate cover

3.2. Faculty Standards Committee of Senate - Update on Terms of Reference - Peter Geller - deferred to June meeting

3.3. Indigenous Committee of Senate - Verbal update from SGC subcommittee regarding rules for the conduct of business and consultation with community

Mark Brosinski, Chair of the SGC subcommittee on terms and composition, gave a verbal update on the consultation with the community currently underway. He also reported that the questions regarding the rules for the conduct of business for the new standing committee have been referred to the Office of the University Secretary for advice and recommendations.

3.4. Terms for Faculty Membership at Senate - Al Wiseman

Membership terms for voting positions at Senate will end July 31, 2015. To alleviate concerns regarding lack of continuity or momentum for the work at Senate and on standing committees and to ensure a strong voice from faculty, the Secretariat recommended a delay for elections for half of the faculty membership. It was recommended that the faculty member who has not had the opportunity to serve a full three-year term have first priority for the extension option. SGC agreed in principle with the proposed solution and will review this issue and recommendations next January when elections begin.

3.5. Flow of Information from Standing Committees to Senate

SGC reviewed the recommendations from the SGC subcommittee on terms and composition regarding the flow of information from standing committees to Senate. SGC accepted the guidelines and recommended taking them to Senate for discussion and approval.

MOTION: THAT the recommendations, as presented from the SGC subcommittee on terms and composition for improving the flow of information from standing committees to Senate, be recommended to Senate for approval. S. Brigden/D. Harris CARRIED

4. ONGOING / OTHER BUSINESS

4.1. Senate Annual Work Plan

SGC reviewed the proposed annual Senate work plan document and recommended it go to Senate for approval.

MOTION: THAT the proposed annual Senate work plan be recommended to Senate for approval.

Senate Governance Committee Minutes, 2014 05 20 Page 113 of 131 AGENDA ITEM # 5.4.

UFV Senate Governance Committee Meeting May 20, 2014

T. Archie/M. Brosinski CARRIED

4.2. Guidelines for In-Camera Meetings of Standing Committees

These guidelines are not a requirement but are meant to be used as a guide by standing committees, and Senate to identify and handle matters of a confidential nature. SGC recommended they be forwarded to Senate for adoption and circulated to the standing committees; they will also be distributed to faculty councils for information.

MOTION: THAT the Senate Governance Committee recommend to Senate adoption of the proposed guidelines for in-camera meetings. T. Piper/M. Brosinski CARRIED

4.3. Membership Status of University Secretary/Registrar on Standing Committees of Senate - to be carried over to the June meeting

4.4. Recommendations for Deletion of Policies: Amendment of Permanent Record (66) and Advanced Placement Program (90)

MOTION: THAT the Senate Governance Committee recommend that the request for deletion of the Amendment of Permanent Record (66) policy and Advanced Placement Program (90) policy be presented to Senate for approval. S. Brigden/A. Webb CARRIED

4.5. Request to Review Course Withdrawal Policy

MOTION: THAT SGC approve the recommendations by the subcommittee on policies to begin review of the Course Withdrawal (81) policy, that Elaine Harris be the proponent, and areas identified for the three-week consultation. T. Piper/S. Brigden CARRIED

4.6. Request to Review Course Requisites Policy

SGC agreed to the recommendations by the SGC subcommittee on policies with one addition, that the Finance Office be added to the areas of consultation.

MOTION: THAT SGC approve the recommendations by the sub-committee on policies to begin review of the Course Requisites (84) policy, that Elaine Harris be the proponent, and the areas identified in the consultation, with one further addition, to include the Finance Office, in the consultation. M. Brosinski/A. Webb CARRIED

Senate Governance Committee Minutes, 2014 05 20 Page 114 of 131 AGENDA ITEM # 5.4.

UFV Senate Governance Committee Meeting May 20, 2014

4.7. Request to Review Attendance Policy

MOTION: THAT SGC approve the recommendations by the subcommittee on policies to begin review of the Attendance (62) policy, that Elaine Harris be the proponent, and the areas identified in the consultation. A. Webb/T. Archie CARRIED

4.8. Research Centres and Institutes Policy (addendum - exhibit appended to minutes, as Appendix A)

MOTION: THAT SGC recommend that the SRC present the Research Centres and Institutes policy to Senate for approval and that Senate recommend to the Board for approval. S. Brigden/D. Harris CARRIED

5. INFORMATION ITEMS - appended to agenda package

5.1. Joint Board and Senate Governance Committee - Terms of Reference

5.2. Vacancies on Standing Committees

6. ADJOURNMENT and NEXT MEETING

6.1. Closing Remarks

Trudy Archie, closing the chapter on her working career and opening one of adventure and retirement, moved to adjourn the meeting at 4 pm. She will be missed at the table.

Senate Governance Committee Minutes, 2014 05 20 Page 115 of 131 AGENDA ITEM # 5.4.

MEMORANDUM

To: Gerry Palmer, Chair, Senate Governance Committee From: SGC policy subcommittee Date: May 20, 2014 Re: Research Centres and Institutes policy

A 14-day consultation has been completed for the proposed Research Centres and Institutes policy, as recommended by SGC at its March 25, 2014 meeting.

At its May 8, 2014 meeting, the SGC policy subcommittee reviewed the revised policy and supporting information. The subcommittee is satisfied that an extensive review and consultation has occurred.

MOTION: THAT the Senate Governance Committee recommends that the SRC present the Research Centres and Institutes policy to Senate for approval, and that Senate recommends to the Board for approval.

Senate Governance Committee Minutes, 2014 05 20 Page 116 of 131 AGENDA ITEM # 5.4.

NUMBER DRAFT

APPROVAL DATE MM-DD-YYYY

LAST AMENDMENT MM-DD-YYYY LAST REVIEWED MM-DD-YYYY

NEXT REVIEW DATE MM-DD-YYYY

RESEARCH CENTRES AND INSTITUTES

Approval Authority Senate and Board of Governors Responsible Executive Provost and Vvice-President, Academic Related Policies / Legislation

PURPOSE

This policy sets the principles and processes for the creation and review of the University’s research centres and institutes. SCOPE

This policy applies to all faculty members, staff, students, and all other personnel associated with UFV who are involved in creating research centres and institutes as well as those who are currently participating in existing centres and institutes. DEFINITIONS

Research Centre1: A research centre is a formally structured unit within the university, other than a department or a school, established with the purpose of advancing scholarly activity primarily through collaborative research, research training, research dissemination, or creative endeavours. Centres are expected to provide unique enquiry-based learning opportunities for students and to be actively engaged in relevant academic forums and community outreach. Centres typically involve activities beyond the scope of single disciplines and promote interdisciplinary work. Centres will have a director or coordinator. Research centres are approved by Senate.

Research institute: A research institute is more formally structured than a research centre within the university. Institutes are also expected to provide unique enquiry-based learning opportunities for students and to be actively involved in relevant academic forums and community outreach. Students and faculty may be involved in international research and collaborations. Institutes have a director and an advisory council. Institutes are typically expected to collaborate broadly across regional, national, and international forums. Institutes will seek funding through various grants, foundations, and funders. The establishment of research institutes require the approval of the Board of Governors, upon recommendation of Senate.Research institutes are approved by Senate, and then recommended to the Board of Governors. Senate recommendations for the establishment of research institutes are subject to final approval by the Board of Governors.

Membership: The membership of a university research centre or institute should consist of researchers who are committed and already engaged in collaborative research initiatives evidenced by joint research activities and publications. Membership includes faculty members from the university as well as research partners and community members from other institutions or organizations who are

1 Centres that are not research centres are not included within the jurisdiction of this policy. These centres may focus on particular (inter) disciplinary studies or activities. Research Centres and Institutes (##) Page 1 of 3

Senate Governance Committee Minutes, 2014 05 20 Page 117 of 131 AGENDA ITEM # 5.4.

committed to research collaboration and have a record of excellence in research or service in an area related to the mandate of the centre or institute. POLICY

Research centres and institutes will be created as needed to support the values, mission, strategic goals, and priorities of the university and reflect the University’s commitment to excellence in scholarship, the integration of research and teaching, and the development of the Fraser Valley. The structure, membership, and activities of centres and institutes will support collaborative disciplinary and interdisciplinary research. Centres and institutes will report their activities and plans annually (to Senate for centres, and to the Board, for institutes), and be fully reviewed every five years. REGULATIONS

Establishment of a new research centre or institute: Proposals for establishing a new research centre or institute will follow the template posted on the Research Services Office website. Proposals will be reviewed by the Associate Vice-President, Research, Engagement, and Graduate Studies, the office of the Chief Financial Officer, the relevant Dean(s), and the Provost and Vice President Academic to ensure the relevance and viability of a proposed centre or institute. The Senate Research Committee will review the proposal and if appropriate will recommend the centreer or institute for approval by the Senate. Senate recommendations for the establishment of aresearchn institutes areare subject to final approval by the Board of Governors.

Management structure: Each centre or institute will have an approved management structure. Centres will have a director, a head, or coordinator, as well as a management committee that will ensure transparency and accountability. Institutes should have a director as well as a management committee and/or advisory council or board. The proposed management structure of a centre or institute, and any significant change to the structure, must be approved by the Associate Vice-President, Research, Engagement, and Graduate Studies.

Management committee: Each centre or institute will establish a management committee which will provide advice and guidance on its activities and programs, including strategic planning and plans for seeking funding for research activities.

Director/Head/Coordinator: Each centre or institute will identify a director, head or coordinator whose appointment will be approved by the Associate Vice-President, Research, Engagement, and Graduate Studies. The director, head or coordinator will: 1. maintain a functioning approved management and governance structure; 2. ensure that the centre or institute meets the terms of its responsibilities, including adherence to institutional, and professional policies, procedures and regulations, including, but not limited to recovery of overhead and indirect costs on research contracts, ethics, and risk assessment; 3. produce an annual program of work for the forthcoming year and an annual report at the end of each year; and, 4. report on the activities of the centre or institute.

Reporting: An annual report based on the template on the Research Services Office website will be submitted each year by the director, head, or coordinator to the Senate Research Committee, to their management committee and/or advisory board, to the relevant Dean(s) and to the Associate Vice President, Research, Engagement, and Graduate Studies. Institute reports will also be submitted to the Board of Governors. These reports will be submitted no later than ninety days after the end of each fiscal year and will document activities and achievements of the previous year, including any external funding, partnerships, and collaborations.

Research Centres and Institutes (##) Page 2 of 3

Senate Governance Committee Minutes, 2014 05 20 Page 118 of 131 AGENDA ITEM # 5.4.

Review of existing centres or institutes: Each centre or institute will be reviewed at least once every five years. Centres and institutes will provide a plan of activities and report of completed activities, which will comprise part of the review. The review will be conducted by the Associate Vice-President, Research, Engagement, and Graduate Studies, the relevant Dean(s), the office of the Chief Financial Officer, and the Provost and Vice President Academic, and a review report will be submitted to the Senate Research Committee. The Senate Research Committee will provide guidance and recommendations to Senate regarding the continuance of the centre or institute, and any change that may be required in terms of its orientation, productivity, membership, or governance. Dates for review will be established and noted on the annual report.

Other collaborative research arrangements: Nothing in this policy shall prevent the informal establishment of groups of faculty who wish to collaborate on research, scholarship, or creative activities. APPENDICES

Procedures for submitting proposals are managed by the UFV Research Office and are published on the Research Office website.

Research Centres and Institutes (##) Page 3 of 3

Senate Governance Committee Minutes, 2014 05 20 Page 119 of 131 AGENDA ITEM # 5.4.

Research, Engagement, and Graduate Studies MEMO

Date: May 2, 2014

To: Senate

From: Adrienne Chan, AVP, Research, Engagement, and Graduate Studies

Re: Research Centres and Institutes Policy

Please see the attached Policy on Centres and Institutes (v10) that was approved and recommended to Senate at the May 1, 2014 Senate Research Committee (SRC) meeting.

MOTION: THAT the SRC approve and recommend the Research Centres and Institutes Policy and that it be sent forward to Senate for approval. Tom Baumann/Davida Kidd CARRIED

A previous version of the policy was approved by the Senate Research Committee in February 2014. The policy has been through the review channels a few times including PEM and Dean’s Council. Mark Evered, Eric Davis, and Peter Geller have reviewed it and changes were made following their input.

A campus wide consultation was initiated in April following a recommendation from Senate Governance. The consultation was completed April 15. Changes were made as a result of that consultation. The changes are minor. One notable clarification is the insertion of a footnote regarding non-research centres and institutes. This was requested by the Deans.

I ask that you approve this policy. The motion should be: “THAT Senate approve the Research Centres and Institutes Policy.”

Our office appreciates your support. Please let me know if you have any questions.

Thank you.

Senate Governance Committee Minutes, 2014 05 20 Page 120 of 131 AGENDA ITEM # 5.5.

Items brought forward from June 6, 2014 Senate in-camera meeting

1.3. Review of Student Membership on Senate Budget Committee MOTION: THAT Senate approve the removal of Ryan Lindgren from membership on the Senate Budget Committee. CARRIED

1.4. Senate Budget Committee - Student Nomination MOTION: THAT Senate approve student Nasrin Soleymani, Faculty of Humanities, for membership on the Senate Budget Committee for a two-year term, starting August 1, 2014. CARRIED

1.5. Student Appeals Committee of Senate - Nomination of Two Faculty Members and One Student MOTION: THAT Senate approve the following faculty and student for membership on the Student Appeals Committee of Senate for a two-year term, beginning August 1, 2014: • Cyrus Chaichian, Faculty of Professional Studies • Sheryl MacMath, Faculty of Professional Studies • Gurbir Brar, Student in the Faculty of Social Sciences CARRIED

1.6. Extended Call: Student Vacancy on the Student Appeals Committee of Senate MOTION: THAT Senate approve student Collins Njoroge for membership on the Student Appeals Committee of Senate for a two-year term, beginning August 1, 2014. CARRIED

1.7. Senate Awards and Honours Committee - Nomination of One Faculty Member MOTION: THAT Senate approve faculty member Paula Stubbings, Faculty of Health Sciences, for membership on the Senate Awards and Honours Committee for a two-year term, beginning August 1, 2014. CARRIED

1.8. Graduate Studies Committee - Nomination of Two Faculty Members MOTION: THAT Senate approve the following faculty for membership on the Graduate Studies Committee for a two-year term, beginning August 1, 2014: • Ali Fotouhi, Faculty of Science • Heather McAlpine, Faculty of Humanities CARRIED

Items brought forward from 2014 06 06 in-camera session Page 121 of 131 AGENDA ITEM # 5.5.

1.9. Extended Call for Membership on the Graduate Studies Committee of Senate MOTION: THAT Senate approve the following faculty and and staff for membership on the Graduate Studies Committee of Senate for a two-year term, beginning August 1, 2014: • Satwinder Bains, Faculty of Social Sciences • Cherish Forster, School of Criminology and Criminal Justice CARRIED

1.10. Senate Research Committee - Nomination of two faculty and one undergraduate student MOTION: THAT Senate approve the nomination for the following faculty and student for membership on the Senate Research Committee for a two-year term, beginning August 1, 2014: • Olav Lian, Faculty of Social Science • Scott Sheffield, Faculty of Humanities • Aveet Sohal, Faculty of Social Science (CRIM) student CARRIED

1.11. Undergraduate Education Committee - Nomination of Faculty, Staff, Academic Advisor, and Student MOTION: THAT Senate approve the following faculty, staff, academic advisor, and student for membership on the Undergraduate Education Committee for a two-year term, beginning August 1, 2014: • Eric Spalding, Faculty of Social Science • Rod McLeod, Faculty of Applied and Technical Studies • Samantha Pattridge, Faculty of Humanities • Stan Manu, Faculty of Science • Nancy Goad, Faculty of Health Sciences • Simon Xi, International Education, Staff • Rhonda Colwell, Academic Advisor • Arlene Leon, Aboriginal Culture and Language Student CARRIED

1.12. Undergraduate Education Committee - Extended Call for Faculty MOTION: THAT Senate approve the following faculty for membership on the Undergraduate Education Committee for a two-year term, beginning August 1, 2014: • Kate McCullough, Faculty of Health Sciences • Lisa Moy, Faculty of Professional Studies CARRIED

1.13. Senate Budget Committee - Nomination of Faculty and Staff MOTION: THAT Senate approve the following faculty and staff for membership on the Senate Budget Committee for a two-year term, beginning August 1, 2014:

Items brought forward from 2014 06 06 in-camera session Page 122 of 131 AGENDA ITEM # 5.5.

• Jim Carson, Faculty of Applied and Technical Studies • Bruce Kirkley, Faculty of Humanities • Michelle Vandepol, Faculty of Access and Open Studies Staff Member CARRIED

1.14. Academic Planning and Priorities Committee - Nomination of One Faculty Member MOTION: THAT Senate approve the nomination of Colleen Gingerich, Faculty of Professional Studies, for membership on the Academic Planning and Priorities Committee for a two- year term, beginning August 1, 2014. CARRIED

Items brought forward from 2014 06 06 in-camera session Page 123 of 131 AGENDA ITEM # 5.6.

NUMBER 7

APPROVAL DATE 03-20-1986

LAST AMENDMENT LAST REVIEWED 06-10-2014

NEXT REVIEW DATE 06-2019

Approval Authority President Responsible Executive Provost and Vice-President, Academic Related Policies / Legislation Intellectual Property (55) Student Non-Academic Conduct (204) Appropriate Use of Computing and Network Resources (14) Board Policy on Academic Freedom (BRP-201.01) Legislation: Copyright Act (R.S.C., 1985, c. C-42) PURPOSE

This policy is to ensure the University of the Fraser Valley (UFV) complies with the Copyright Act.

SCOPE

This policy applies to UFV employees, students, and any other person or organization using materials protected by copyright for UFV business, research, governance, and/or educational purposes. This policy does not address copyright for materials produced by UFV employees and students (see Intellectual Property Policy).

DEFINITIONS In this policy, the following definitions apply:

Copyright: As defined in the Copyright Act, including the rights of reproduction (copying), communication, publication, public performance, adaptation (modification or creation of derivative works), sale, and distribution.

Copyright License: Written commercial agreement between the University and a copyright owner or legal assignee that defines the terms under which a product/material may be used and the terms of remuneration.

Copyrighted Work: All original works of fixed content, whether written or otherwise recorded, as defined in the Copyright Act.

Learning Management System: An e-learning system based on the web that provides virtual access to classes, class content, tests, homework, grades, assessments, and other external resources.

Fair Dealing: A provision in the Copyright Act that permits use of a copyrighted work without permission from the copyright owner or the payment of royalties.

Copyright infringement: The act of exercising, without permission or legal authority, one or more of the exclusive rights granted to the copyright owner under section 3 of the Copyright Act. These rights include the right to reproduce or distribute substantial parts of, or an entire, copyrighted work.

POLICY The University of the Fraser Valley respects the rights of copyright holders under the law and supports the lawful use of copyrighted works for academic teaching, learning, and research objectives.

The University of the Fraser Valley recognizes its legal obligation to comply with the Copyright Act and the terms of negotiated Copyright Licenses, and will take all reasonable steps to ensure that its faculty, staff, administrators, and students are aware of, and adhere to, the Copyright Act and UFV contractual obligations.

Copyright compliance is the responsibility of each individual. Individuals subject to this policy shall take reasonable steps to ensure that their activities adhere to the Copyright Act and this Policy.

REGULATIONS

The University of the Fraser Valley abides by the Copyright Act and the Fair Dealing Requirements as developed by the Association of Universities and Colleges of Canada (AUCC) and in accordance with these requirements:

1. University resources, equipment or services shall not be used to support infringement of copyright. All material to be copied by Print Services, sold in the Bookstore, placed on reserve in the Library, or electronically reproduced in the learning management system or other digital repositories must be in compliance with existing copyright law.

2. The university reserves the right to refuse services for activities that involve copyright infringement and/or activities that will require an unreasonable allocation of resources.

3. The Copying Guidelines and Fair Dealing Requirements will be posted on the university website.

4. It is the responsibility of individuals to determine if their intended use of copyrighted materials complies with the Copyright Act and the terms of any Copyright Licenses and to seek permission from the appropriate copyright owner(s) when necessary.

5. Individuals subject to this Policy may consult with the university’s Copyright Librarian for information on specific uses or for help obtaining permission to use material protected by copyright.

Violations

UFV employees who are found in violation of this policy may be subject to formal disciplinary action up to and including dismissal.

UFV students who are found in violation of this policy may be subject to formal disciplinary action up to and including expulsion.

Copyright infringement may also involve criminal charges and/or civil suits that may result in the university or an individual being fined or required to pay damages.

APPENDICES

Copying Guidelines, including the Fair Dealing Requirements, can be found on the university website:

Copying Guidelines: Print and Digital

Fair Dealing Requirements

Addenda to the Grad Roll approved June 2014 Page 127 of 131 AGENDA ITEM # 5.7.

Addenda to the Grad Roll approved June 2014 Page 128 of 131 AGENDA ITEM # 5.7.

Addenda to the Grad Roll approved June 2014 Page 129 of 131 AGENDA ITEM # 5.8.

MEMORANDUM

To: Mark Evered, Chair, Senate From: Al Wiseman, University Secretary and Registrar Date: June 24, 2014 Re: Call for nominations result – Faculty of Health Sciences position

The call for nominations for one faculty member from the Faculty of Health Sciences to serve the remainder of a three-year term on Senate closed on June 19, 2014. The Secretariat office received one nomination from Shelley Canning, Associate Professor, Nursing, thus declaring her elected.

Faculty of Health Sciences - New Senate Faculty Member Page 130 of 131 AGENDA ITEM # 5.9.

MEMORANDUM

To: Mark Evered, Chair, Senate From: Al Wiseman, University Secretary & Registrar Date: September 12, 2014 Re: Notice of Senate vacancy – Faculty of Humanities position

Alisa Webb, faculty member from the Faculty of Humanities, has informed the University Secretariat that she has resigned from the Senate.

Call for nominations to fill the vacant position on Senate began on August 19, 2014. The faculty member elected will serve the remainder of a three-year term on Senate, to July 31, 2015.

Call for Nomination for Faculty of Humanities Position on Se... Page 131 of 131