AGENDA Public Meeting SENATE Friday, June 11, 2021 - 1:30 PM Via Zoom
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. 1. CALL TO ORDER & ACKNOWLEDGEMENT OF FIRST NATIONS TERRITORY . 2. ADOPTION OF CONSENT ITEMS . 5 - 24 2.1. Consent Items • Agenda, June 11, 2021 • Minutes, May 14, 2021 • Graduands, June 11, 2021 THAT the following consent items be adopted by Senate as presented: • Agenda, June 11, 2021 • Minutes, May 14, 2021 • Graduands, June 11, 2021 . 3. DECISION ITEMS . 3.1. Senate Governance Committee (SGC) - Gerry Palmer . 25 - 26 3.1.1. Senate Committee for Student Appeals Terms of Reference and Membership Composition THAT Senate approve the revised changes to the Senate Committee for Student Appeals' Terms of Reference and Membership Composition as presented. . 27 - 30 3.1.2. Senate Teaching and Learning Committee Terms of Reference and Membership Composition THAT Senate approve the revised changes to the Senate Teaching and Learning Committee`s Terms of Reference and Membership Composition as presented. . 31 - 33 3.1.3. Senate Governance Committee Terms of Reference and Membership Composition THAT Senate approve the revised changes to the Senate Governance Committee`s Terms of Reference and Membership Composition as presented. . 34 - 37 3.1.4. Academic Planning and Priorities Committee Terms of Reference and Membership Composition
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Page THAT Senate approve the revised changes to the Academic Planning and Priorities Committee`s Terms of Reference and Membership Composition as presented. . 38 - 39 3.1.5. Faculty Standards Committee Terms of Reference and Membership Composition THAT Senate approve the revised changes to the Faculty Standards Committee`s Terms of Reference and Membership Composition as presented. . 40 - 45 3.1.6. College of Arts (CAC) Terms of Reference and Membership Composition Review THAT Senate approve the revised changes to the College of Arts Council (CAC) Terms of Reference and Membership Composition as presented. . 46 - 50 3.1.7. Faculty of Health Sciences Council Terms of Reference and Membership Composition Review THAT Senate approve the revised changes to the Faculty of Health Sciences Council Terms of Reference and Membership Composition as presented. . 51 - 57 3.1.8. Posthumous Credential (199) policy review That Senate approval the revisions to the Posthumous Credential (199) policy as presented effective immediately. . 58 - 65 3.1.9. Honorary Doctorate (221) policy review THAT Senate approve the revisions to the Honorary Doctorate (221) policy with the proposed amendment from the Board Governance Committee. . 66 - 72 3.1.10. Course Audit (108) policy review THAT Senate approve the revisions to the Course Audit (108) policy as presented effective Fall 2021. . 73 - 84 3.1.11. Course Repeat (86) policy review THAT Senate approve the revisions to the Course Repeat (86) policy as presented effective Fall 2021. . 3.2. Academic Planning and Priorities Committee (APPC) - James Mandigo . 85 - 96 3.2.1. English Language Studies Program Review THAT Senate accept the Dean's Summary Report of the English Language Studies Program Review as presented. . 97 - 110 3.2.2. New School of Social Justice and Global Stewardship THAT Senate recommend approval of the formation of a new School of Social Justice and Global Stewardship, Faculty of Social Sciences, College of Arts, to the Board of Governors. . 111 - 3.2.3. New School of Culture, Media and Society 119
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Page THAT Senate recommend approval of the formation of a new School of Culture, Media and Society, Faculty of Social Sciences, College of Arts, (to replace the current Social, Cultural and Media Studies Department) to the Board of Governors. . 120 - 3.2.4. Program Report and Plan plus Concept Papers 127 That Senate recommend approval of the Program Report and Plan 2021 to the Board of Governors, with the inclusion of the recommended concept papers, and extension deadline, as recommended by the Academic Planning and Priorities Committee. . 3.3. Senate Budget Committee - Jackie Hogan . 128 - 3.3.1. 2022-23 Draft Budget Principles 132 THAT Senate recommends the 2022-23 Draft Budget Principles to the Board of Governors as presented. . 3.4. Office of the Registrar - David Johnston . 133 - 3.4.1. Publication of the University Calendar 135 That Senate approve publishing an annual University Calendar with at least two formal updates in the academic year. This will be effective with the 2021 – 2022 academic year. . 4. REPORTS . 136 - 4.1. Report from the President and Vice-Chancellor - Joanne MacLean 137 . 138 - 4.2. Report from the Provost and Vice-President, Academic - James 157 Mandigo . 158 - 4.3. Graduate Studies Committee Annual Report - Amber Johnston 159 . 160 - 4.4. Senate Governance Committee Annual Report - Gerry Palmer 162 . 163 4.5. Senate Budget Committee Annual Report - Jackie Hogan . 164 - 4.6. Indigenization Committee of Senate Annual Report - Peter Geller 165 . 5. INFORMATION ITEMS . 166 - 5.1. Remaining Vacancies on Senate and Senate's Standing Committee 167 . 168 5.2. Terms of Reference Review - no revisions . 169 - 5.3. MACS Program Review Progress Report 174 . 175 - 5.4. Items brought forward from Senate in-camera meetings 177 . 5.5. Read about UFV recent news and events on UFV Today http://blogs.ufv.ca/ .
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Page 5.6. Current news releases from the Ministry of Advanced Education https://archive.news.gov.bc.ca/ . 6. ADJOURNMENT and NEXT MEETING The next meeting of Senate is on Friday, September 24, 2021 - location TBD. . 7. IN-CAMERA SESSION - Agenda under separate cover
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MINUTES Public Meeting SENATE Friday, May 14, 2021 Via Zoom
Alastair Hodges, Amber Johnston, David Johnston, Derek Ward-Hall, Gerry Palmer, Gilmour Jope, Greg St. Hilaire, Jacqueline Nolte, Joanne MacLean, Kim Isaac, Norm Taylor, Paul PRESENT: Gumprich, Simon Xi, Sue Brigden, Tracy Ryder-Glass, Lucy Lee, Jonathan Hughes, Jon Thomas, Sven Van de Wetering, James Mandigo, Shelley Stefan, Afia Raja, Christine Slavik, Karin Jager, Nathan Burns, and Tripat Sandhu Andy Sidhu, Greg Mather, Dawna Williams, Christine Elsey, Jobanpreet Thind, and Rajdeep REGRETS: Dhaliwal SECRETARIAT: Al Wiseman, Marlene Affleck Anastasia Anderson, Garry Fehr, Mikayla Collins (UFV Cascade), Shirley Hardman, Navneet, GUESTS: Kaja Shah, Sumeet, Jaimeet Singh Gill, Harbeer, and Gursimaran Kaur
1. CALL TO ORDER & ACKNOWLEDGEMENT OF FIRST NATIONS TERRITORY
J. MacLean called the meeting to order at 1:33 pm and A. Wiseman called the roll call. Peter Geller gave the territorial acknowledgement. I would like to begin by acknowledging that the campuses of the University of the Fraser are located on the traditional territory of the Halq'eméylem-speaking Stó:lō peoples. We express our gratitude and respect for the honour of living and working in S’olh Temexw (Our Land; Our World). In particular, I acknowledge the closest neighbours to where I am meeting from: the Sema:th, Matsqui and Leq'a:mel First Nations. Although we are meeting virtually we continue to connect with each other in Senate – and we are reminded that part of this connection is to the land that we are situated on – and that the connections we are forging in the course of this work are grounded in real relationships. And so I know that we are working together in a good way – bringing our hearts and minds to the work of ensuring that the university is a place of quality teaching and learning, a place where we honour student success in all its forms.
J. MacLean acknowledged that the Cascade newspaper is doing an audio recording of the public meeting and no objections were received.
2. ADOPTION OF CONSENT ITEMS
2.1. Consent Items • Agenda, May 14, 2021 • Minutes, April 16, 2021 • Graduands, May 14, 2021
MOTION: THAT the following consent items be adopted by Senate as presented: • Agenda, May 14, 2021 • Minutes, April 16, 2021
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Senate, Public Meeting May 14, 2021 Page 2 of 4 • Graduands, May 14, 2021 J. Nolte/G. Palmer CARRIED
3. DISCUSSION
3.1. Senate Meeting Models - Joanne MacLean/Al Wiseman
Discussion: • Explore a mixed model (in person at the beginning and ending of terms and virtual in the middle) – allows flexibility but still human interaction. • Perhaps stay with virtual meetings in the Fall to reduce overall risk • Environmental concerns – continue to meet virtually will help reduce our carbon footprint • Virtual meetings could be held when weather is bad • Suggest having alternating virtual and in-person meetings throughout year.
4. DECISION ITEMS
4.1. Academic Planning and Priorities Committee (APPC) - James Mandigo
4.1.1. Human Services Program Review
MOTION: THAT Senate accept the Dean's Summary Report of the Human Services Program Review as presented. J. Mandigo/S. van de Wetering CARRIED
4.1.2. New program - Environmental Studies minor
MOTION: THAT Senate approve the new Environmental Studies minor as presented. J. Mandigo/J. Hughes CARRIED
4.1.3. Lálém ye mestíyexw: Indigenizing the Academy
S. Hardman provided background and insight into the formation of this plan.
MOTION: THAT Senate approve the plan for Lálém ye mestíyexw: Indigenizing the Academy and provide guidance for implementing the plan and its recommendations. J. Mandigo/G. Jope CARRIED
4.2. Undergraduate Education Committee (UEC) - David Johnston
4.2.1. Professional Communication Essentials associate certificate
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Senate, Public Meeting May 14, 2021 Page 3 of 4
MOTION: THAT Senate approve the changes to the Professional Communication Essentials associate certificate as recommended by UEC, effective January 2022. D. Johnston/J. Hughes CARRIED
4.3. Senate Awards and Honours Committee - Lucy Lee
4.3.1. Faculty Excellence Award Revisions to Criteria
MOTION: THAT Senate approve the proposed revisions to the Research Excellence and Faculty Service Excellence award criteria as presented. L. Lee/P. Gumprich CARRIED
4.4. Faculty Standards Committee of Senate - Peter Geller
4.4.1. Revisions – College of Arts Standards for Tenure and Promotion
MOTION: THAT Senate approve the revisions to the College of Arts Standards for Tenure and Promotion, effective immediately. P. Geller/J. Thomas CARRIED
4.5. Senate Research Committee - Garry Fehr
4.5.1. Establishment of the new centre - Centre for Philosophy for Children
MOTION: THAT Senate approve the establishment of the UFV Centre for Philosophy for Children as recommended by the Senate Research Committee. J. Mandigo/S. van de Wetering CARRIED
5. REPORTS
5.1. Report from the President and Vice-Chancellor - Joanne MacLean
The President's report was included in the agenda package.
5.2. Report from the Provost and Vice-President, Academic - James Mandigo
The Provost's report was included in the agenda package. J. Mandigo also indicated that the search for the Vice-Provost Academic is underway and that he will be announcing UFV's new University Librarian in the next few weeks.
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Senate, Public Meeting May 14, 2021 Page 4 of 4 5.3. Undergraduate Education Committee Annual Report - David Johnston
The annual report was included in the agenda package.
5.4. Faculty Standards Committee Annual Report - Peter Geller
The annual report was included in the agenda package.
5.5. Senate Committee for Student Appeals Annual Report - Gerry Palmer
The annual report was included in the agenda package.
5.6. Senate Teaching and Learning Committee Annual Report - Paul Gumprich
The annual report was included in the agenda package.
5.7. Senate Awards and Honours Committee Annual Report - Lucy Lee
The annual report was included in the agenda package.
5.8. Senate Research Committee Annual Report - Garry Fehr
The annual report was included in the agenda package.
6. INFORMATION ITEMS
6.1. Remaining Vacancies on Standing Committees of Senate for Terms beginning 2021-22
6.2. New Program Proposal: Civic Governance & Innovation certificate
6.3. Program Suspension - Graduate certificate in Program Evaluation
6.4. Read about UFV recent news and events on UFV Today http://blogs.ufv.ca/
6.5. Current news releases from the Ministry of Advanced Education https://archive.news.gov.bc.ca/
7. ADJOURNMENT and NEXT MEETING
At the close of the meeting J. MacLean thanked the following Senators for their service and dedication to the work of Senate. Three are retiring at the end of May (Christine Elsey, Norm Taylor and Paul Gumprich) and one is leaving UFV (Dawna Williams). The meeting was adjourned at 3:05 pm. The next meeting of Senate is on June 11, 2021 at 1:30 pm via Zoom
8. IN-CAMERA SESSION - Agenda under separate cover
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MEMORANDUM
To: Joanne MacLean Chair, Senate
From: David Johnston University Registrar
Date: June 11, 2021
Re: June Graduands for Approval
THAT the University Registrar recommends that Senate approve the following candidates for degrees, certificates and diplomas as recommended by Departments or, for Graduate students, the Graduate Studies Committee and the Associate Vice-President, Research, Engagement, and Graduate Studies the credential for which they were recommended and have completed.
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2021 Graduands for Senate Approval
Masters Degree Bachelor Degree
Master of Arts (Criminal Justice) Bachelor of Arts Ryan Curtis Buhrig Mariah Hazra Baker Theodore Edwin De Jager Honours Psychology Scott Maglio Criminal Justice minor Jenni-Leigh Krystal Martin Megan Barker Rachel Lois Oueis English major Brooke Thomas Marlena Leighann Bolton-Gerow English major Graduate Certificate Theatre minor Philosophy Honours Mindfulness-Based Teaching and Learning Graduate Rachel Braich Certificate History major Rebecca Ashley Britton Courtney Mary Cox English major Anthropology minor Bachelor Degree Finlay Burrage Sociology/Anthropology major Bachelor of Agriculture Science Arshveer Kaur Buttar Brian Duong English major Horticulture major Sociology minor Jade L. Sherwood Harkirat Singh Chabby Horticulture major Communications minor Visual Arts minor Amrit Chahal Psychology major Sociology minor Sarah Ann Chan English major Geography minor Alice Elizabeth Clark English major Emily Lauren Clarke History major Chelan Cody History major Emman Maeve Conner Geography major Ashley Florence Desautels English major Business minor Writing and Rhetoric concentration Akamjot Singh Dhillon Psychology major Duncan Reece Drummond English major History minor Gloria Dumont Psychology major Analeece Violet Durant Psychology major Criminal Justice minor
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2021 Graduands for Senate Approval
Bachelor Degree Bachelor Degree Sienna Chelsea Wong Early Tyler William James Mutch Geography major History major Environmental Science concentration Philosophy major Keira Amalia Fisher Breanne Denise Neufeld Sociology major English major Connor Fleming Alexis Jaclyn Neurauter Geography major English major Urban Studies and Planning concentration Philosophy major Jaimee Dee Allyssa Fournier Paul James Kazuhiro Okano English major Political Science major History minor Meghan Oppenlander Erin Maria Froese English major English major Ellis Matti Everett Paananen Art History minor English major Creative Writing concentration Mylynda Mary Peebles Jalmeena Kaur Gill English minor Business minor Visual Arts minor Criminal Justice minor Chelsey Perry-Ens Tejasv Singh Gill Honours Psychology Economics major Darrell Piche Business minor Psychology major Alyssa Sharon Guse Colin James Francis Prachnau Psychology major History major Organizational Studies minor Geography minor Ashley Haidish Lauren Reader English major Psychology major Kinesiology minor for Arts Kimberly Danelle Reddicopp Paul Jakhu Psychology major Sociology major Sociology minor Social Research concentration Shalom Jade Reimer Gurkaran Singh Kahlon English major Business minor Theatre minor Media & Communication Studies extended minor Jessica Anne Reist Kaljeevan Singh Kahlon Psychology major Economics major Jayme Alexandra Reitsma Business minor French major Emilie Grace Kvist History minor History major Phillip Frederick Retief Carrie Lawson Psychology major Political Science major Sociology minor Joanna Karen Lindhout Ashlyn Sarah Roos Sociology major English major Juan Miguel Manalo History minor Sociology/Anthropology major Jessa Morgan Pauline Ross Brooke McLaughlin Sociology/Anthropology major Political Science major Philosophy extended minor Aimee Milliard Kyle Jordan Rubenuik French major Economics major History minor Tawnia Lynne Salsbury Kianna Jalene Minion English major English extended minor Michaela Faye Sapielak Sociology extended minor Honours History
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2021 Graduands for Senate Approval
Bachelor Degree Bachelor Degree Shelby Shuster Honours Psychology Bachelor of Arts (Criminal Justice) Londyn Celine Marie Skinner Brooke Ashcroft Psychology major Sociology minor Criminal Justice extended minor Danielle Kristen Blais Logan Joseph William Smith History minor Honours Psychology Gurjeet Brar Criminal Justice minor Jasmeen Kaur Brar Cassidy Elisabeth Soetisna Jacob Caouette History major Simran Kaur Chaina Rachael Southgate Megan Christensen History major Rajesh Davesar Ashley Rose Spriggs Nicole Jeannette Davidson English major English minor Business minor Eve Dedrick Liana Claire Stelmach Sociology minor English major Sara Dewit Samantha Marie Syrenne Communications minor History major Badanpreet Dhillon Raven Van Putten Tianna Justine Duval Psychology major Harleen Kaur Gill Branden James Vander-Molen Inderjot Kaur Gill Economics major Ramandeep Malhi Business minor Alisha Mutneja Jade Victor Organizational Studies minor Indigenous Studies minor Seyedzarvan Rezabeigi Political Science minor Harlajvanti Kaur Sidhu Abigal Vilio Communications minor English major Jessica Saveena Kaur Sidhu History extended minor Amandeep Singh Tatra Writing and Rhetoric concentration Robert Dustin Vickers Briann Villeforte Riley David Werk English major Christopher Wiebe Dylan Luke Walsh Kiawna Takaeko Williams English Honours French minor Bachelor of Arts in Adult Education Julia Mary-Lynn May Whittaker Tracy Leanne Danielson Geography major Shannon Jean Devenney Environmental Science concentration Gina Wiebe Bachelor of Arts in Child & Youth Care Honours History Sydney Colton Lorisa Williams Courtney Halford History major Erin Sarina MacIntosh Indigenous Studies minor Renu Roos Ashley Anne Tessa Worthen Child Protection Specialization Honours Psychology Amy Rae-Lynn Smith Rebecca Leslie Telford Child Protection Specialization Chelsea Dolores Linda Todd
Bachelor of Arts in Global Development Studies Taelyr James Keeley Geography minor
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2021 Graduands for Senate Approval
Bachelor Degree Bachelor Degree Sharnpreet Cheema Bachelor of Business Administration Accounting major Agamjot Kaur Jaehun Choi Arya Walter Bradley Dekker Accounting major Gurpreet Singh Dhadda Aryan Human Resource Management major Marketing major Shan Singh Dhaliwal Gunveer Singh Marketing major Gurkirat Singh Ashreet Dhiman Finance major Human Resource Management major Gurman Kaur Manik Dhir Human Resource Management major Marketing major Harpreet Singh Nicole Falk-Friesen Accounting major Accounting major Navneet Kaur Joshua Martin Fefchak Marketing major Human Resource Management major Rishamjeet Kaur Shawn Gauba Tanvir Singh Salinder Singh Ghatrora Finance major Marketing major Kashish Ahuja Bakshi Gill Marketing major Finance major Malek Alame Jasmine Kaur Gill Human Resource Management major Human Resource Management major Tarun Arora Kamija Gill Sukhraj Singh Bains Accounting major Accounting major Kirandeep Gill Dhruv Bansal Accounting major Financial Management minor Komal Kaur Gill Carina Banwait Human Resource Management major Marketing major with Co-operative Education option Ranvir Singh Bhangu Ram Gill Marketing major Human Resource Management major Shuhui Bi Operations Management/Management Information Systems minor Accounting major Ravdeep Gill Gurdev Pal Singh Bir Human Resource Management major Paige Shelby Blais Gurman Grewal Marketing major Accounting major Serene Emily Doreen Blanchard Jasmeen Gurm Human Resource Management major Accounting major Gurmanpreet Singh Boparai Kyle Dayton Harnett Eamanjot Singh Braich Finance major Marketing major Navleen Kaur Hundal Avleen Brar Human Resource Management major Accounting major Minoti Kapur Brittany Campbell Marketing major Accounting major Ritvik Kohli Zachary Andrew Chaba Finance major Accounting major Arrondeep Singh Kooner Simran Chabba Operations Management/Management Marketing major Information Systems minor Karan Chadha Kole Edward Kurtz Varundeep Singh Chadha Finance major Marketing major
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2021 Graduands for Senate Approval
Bachelor Degree Bachelor Degree Dominique Rose Maguerite LeDorze Tanvir Singh Thiara Accounting major Accounting major Jitveer Jadyn Singh Lit Balneet Kaur Toor Finance major Human Resource Management major Yuqiao Liu Marketing major Accounting major Mitchell John Trainor Ty Jacob Loeppky Marketing major Marketing major Keely Vanderpol Matthew Logan Naomi Grace Vinluan Accounting major Human Resource Management major Ian Lownie Erika Voth Accounting major Accounting major Jessy Manhas Trisha Ann Walton Human Resource Management major Marketing major Hardeep Singh Mann Dehan Wang Finance major Finance major Ekamraj Singh Mehta Hudie Wang Accounting major Ruiping Wang Matthew C. Miller Finance major Accounting major Kudrat Kaur Waraich Joseph Jean Luc Pelletier Accounting major Accounting major with Co-operative Education option Jonathon Riley Penner William Weaterston Finance major Accounting major Economics minor Caitlin Deanna Wiens Samantha Potter Accounting major Accounting major Zachary Ray Winteringham Angad Rana Human Resource Management major Finance major Kristyn Leigh Woodroff Lindsey Marie Sadar Accounting major Human Resource Management major Lindsay Wright Anureet Kaur Saggu Human Resource Management major Nimrat Singh Seehra Chuting Wu Gaurav Shahi Finance major Nitish Shahi Yifan Yao Sanyam Sharma Finance major Navpreet Kaur Sidhu Marketing major Pratapbir Sidhu Human Resource Management major Uday Sikka Financial Management minor Gurkirat Singh Marketing major Stefan R. Smit Stephen Sparkes Accounting major Gurjapvir Kaur Takhar Accounting major Karisma Kari Thandi Human Resource Management major Ramneek Pal Singh Thatai Marketing major
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2021 Graduands for Senate Approval
Bachelor Degree Bachelor Degree Amit Rawat Bachelor of Computer Information Systems Security concentration Hardeep Singh Systems & Networking concentration Jashandeep Singh Sudhanshu Avinash Samant Security concentration Eshar Singh Sekhon Systems & Networking concentration Security concentration Prabhjot Kaur Samen Sethi with Co-operative Education option Divanshu Sharma Simarpreet Singh Dhanshree Ajit Shetye Vikramjit Singh Security concentration Vaibhav Aggarwal Systems & Networking concentration Security concentration Akhilesh Ajay Shinde Matthew Alan Alderson Pankaj Kumar Singh Fadi N. H. AlHayek Sahib Deep Singh Abhishek Eknath Atkari Software Development concentration with Co-operative Education option Priti Tushir Karman Jeet Singh Chandhok Software Development concentration Krishna Chaturvedi Kabir Verma Security concentration Stephen Frank Wiese Rosekamal Kaur Dhillon Security concentration Mishi Dogra Systems & Networking concentration Security concentration Lei Xiao Leander Joy D'souza Yucheng Xie Jordan Evans Bowen Xue Business minor Software Development concentration William Robert Brendan Fioraso Adam Fromm Bachelor of Environmental Studies Systems & Networking concentration Denise Lynn Fisher Harish Prakash Gambani Trenton Bernard Nickel Rolan Marven Pablo Garcia Gautam Ghai Bachelor of Fine Arts Ammar Shabbir Gheewala Imroze Singh Deol Jaimeet Singh Gill Graphic & Digital Design major Security concentration Miya Cherise Fast Systems & Networking concentration Graphic & Digital Design extended minor Manas Chandrakant Karangutkar Media & Communication Studies extended minor Vaibhav Kharbanda Faria Binte Firoz Software Development concentration Graphic & Digital Design extended minor Joel Khosla Visual Arts extended minor Kalpit Tejas Kothari Emilie Grace Kvist Asmita Reshma Kotkar Visual Arts major Software Development concentration Andrew Reginal Charles Ledger Bachelor of General Studies Weiyang Liu Ashleigh Mariah Dawn Harrison Harsh Bipin Mehta Shannon Kimberley Wegner Arzaan Neville Mistry Kushwant Kaur Natt Vanshika Oberoi Chakshu Passi Security concentration James Stanley Purdey Systems & Networking concentration Aditi Puri
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2021 Graduands for Senate Approval
Bachelor Degree Bachelor Degree
Bachelor of Integrated Studies Bachelor of Kinesiology Harjeet Singh Dhaliwal Aman Bains Yongfeng Han Business minor Economics minor Pedagogy option Jake Levi Janzen Harmeet Kaur Doad Business minor Criminal Justice extended minor Brock Kebe Active Health option Geography extended minor Tyler David Hebert Anna Isabel Dorothy Ratzlaff Exercise Science option English minor Dawn Lucienne Henley Navpreet Kaur Sidhu Exercise Science option Business minor Chelsea Taylor Kidd Communications minor Exercise Science option Megan Marie Sudell Jenna Lee Knelson Business minor Exercise Science option Paige Leanne Kouwenhoven Active Health option Ivneet Kaur Lidder Active Health option Taylor Lui Biology minor for Kinesiology Exercise Science option Sara MacLeod Exercise Science option Alexandra Anne McMillan Exercise Science option Dylan Neudorf Exercise Science option Julia Renate Nord-Leth Pedagogy option Megan Palma Psychology extended minor Exercise Science option Harpreet Kaur Panesar Psychology extended minor Exercise Science option David Stuart Parfett Exercise Science option Spencer Robert Pruim Pedagogy option Naman Priya Purba Exercise Science option Emily Ann Reid Sociology minor Pedagogy option Cassidy June Ross Exercise Science option Megan Shareen Rust Pedagogy option Jasdeep Singh Sandhu Exercise Science option
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2021 Graduands for Senate Approval
Bachelor Degree Bachelor Degree Manav Singh Sandhu Pedagogy option Bachelor of Science Ryan Thomas Schmunk Ranjot Kaur Psychology extended minor Biology Honours Exercise Science option Samim Azami Jessica Sheffield Biology major Psychology extended minor Chemistry minor Exercise Science option Tamanna Bains Justin Gurpreet Singh Sidhu Biology major Psychology extended minor Mehrab Batish Exercise Science option Chemistry major Karsimran Kaur Sidhu Biology minor English minor Kristina Dawn Brunner Pedagogy option Biology Honours Manmeet Sidhu Ecology/Biology of Organisms concentration Psychology extended minor Kelsey Nicole Challman Exercise Science option Biology major Jill Christina Simpson Carson Chambers Exercise Science option Mathematics major Samantha Elizabeth Stables SungJae Cho Exercise Science option Biology major Delaney Wergeland Chemistry minor Psychology extended minor Nathan de Boer Exercise Science option Programming Languages and Software concentration Bachelor of Media Arts Computing Science Major Yang Huang Danielle Jacquelyn Dekker Screen Studies concentration Chemistry major Joshua Oladipupo Jinadu Biology minor Alison Lee Derksen Biology Honours Psychology extended minor Pre-Medicine/Pre-Veterinary concentration Karamveer Dhaliwal Biology major Ryan Augustus Fier Mathematics major Physics major Shawn Fier Mathematics major Jeremy Marc Leon Gilbert Biology major Chemistry minor Arjun Singh Gill Biology major Davinder Singh Gill Biochemistry major Hacina Jayden Gill Biochemistry major Gagneet Kaur Grewal Biology major English minor
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2021 Graduands for Senate Approval
Bachelor Degree Bachelor Degree Harmanpreet Grewal Courtney Faith Ross Biology major Biology major Amna Hadzovic Ecology/Biology of Organisms concentration Biology major Amanjeet Sangha Chemistry minor Biology major Jaismeen Kaur Khosa Jasdeep Sanghera Biology major Biology major Matthew Jack Kornelsen Jagmeet Singh Sidhu Biology major Biology major Chemistry minor Manmeet Kaur Sidhu Brandon Kozawko Biology major Biology major Simranpreet Kaur Sidhu Zi Wei Brian Lam Biology major Chemistry major Psychology extended minor Steven Lawrence Pre-Medicine/Pre-Veterinary concentration Computing Science Major Kyung Joo Son Artificial Intelligence and Data Mining Biology major concentration Jordan Kelsey Stewart Davis Le Biology major Computing Science Major Pre-Medicine/Pre-Veterinary concentration Trevor Joshua MacIntosh Isabelle Elisabeth Canning St-Martin Physics major Biology Honours Sukhanjote Kaur Mann Physics major Biology major Mathematics minor Kinesiology minor for Science Cellular & Molecular Genetics concentration Kathleen Ann Marusiak Bryce Welsh Tingley Biology Honours Biology major Cellular & Molecular Genetics concentration Psychology extended minor Meaghan McNary Katherine Townsley Biology major Biology Honours Alyssa Nicole Molina Cellular & Molecular Genetics concentration Biology major Ecology/Biology of Organisms concentration Chemistry minor Steven Waldock Ecology/Biology of Organisms concentration Computing Science Major Donovan Ollengerger-Kutzer Kennedy Lee Zwarych Computing Science Major Biology Honours Jordan John Paul Penner Mathematics extended minor Biology major Ecology/Biology of Organisms concentration Chemistry minor Cellular & Molecular Genetics concentration Bachelor of Science in Nursing Trena Point Dilpreet Kaur Dhunna Biology major Nicole Hansen Kabeer Singh Poonia Biology major Chemistry minor Pre-Medicine/Pre-Veterinary concentration Dilan Praat Biology Honours Amneek Randhawa Biology major Joel Timothy Ratzlaff Physics major
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2021 Graduands for Senate Approval
Bachelor Degree Diploma
Bachelor of Social Work Automation and Robotics Technician Diploma Jasleen Kaur Bassi Jeremy Arnold Child Welfare specialization Curtis Balzer Elianna Buchan Michael Ells Taylor-Anne Crevier Nicholas Robert Goebel Shonora Erickson Nicholas Hendricks Claudia Isabel Hidalgo Tranquino Amanda Ingley Mandy Amber Janzen Elijah Dale Louis Perusse Child Welfare specialization Shane Kelly British Columbia Adult Graduation Diploma Nadia Faye Lui Taryn Danielle Brooks-Ackland Emily Rhonda Manfron Child Welfare specialization Diploma in Agriculture Technology Ashley Marwood Timothy Scott Andrew Collins Kayla Mayer Horticulture Crop Production and Protection Child Welfare specialization option Alisha Celeste Munro Megan de Bruin Sarah May Noble Livestock Production option Child Welfare specialization Desirae Marie Delcourt Lauren Rensvold Livestock Production option Laura Scoular Miriam Grace Hoogerdijk Gurpreet Sidhu Horticulture Crop Production and Protection Alisha Marie Slack option Child Welfare specialization Nandish Khandelwal Gaganpreet Kaur Takhar Horticulture Crop Production and Protection option Shane Lorren Toews Gursimran Kaur Khangura Raven Van Putten Horticulture Crop Production and Protection Jasmine Ivory Westwood option Noah Mylleville Associate Degree Livestock Production option Matthea Yang Li Pohl Associate of Arts Degree Livestock Production option Arshdeep Singh Oliver Wiebe Jaspreet Kaur Livestock Production option Rashmeet Kaur Ravneet Kaur Surtej Partap Singh Yuvraj Singh Sumandeep Kaur Bhullar Ravinder Singh Brar Prabhpreet Singh Chawla Sukrit Dhawan Arshpreet Singh Dhillon Ocean Gupta Gagandeep Kaur Sekhon Gurkomalvir Kaur Toor Samantha Wood
Associate of Science Degree Haritamanna Kaur Jaskaranpreet Kaur
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2021 Graduands for Senate Approval
Diploma Diploma
Diploma in Business Administration Diploma in Criminal Justice Gaganpreet Kaur Amanpreet Kaur Bains Gursimranjeet Singh Mackinna Rhyann Alexandrea Bourque Madhuri Dawson Brown Manisha Harleen Buttar Navneet Kaur Simon Chahal Sukhveer Singh Ritu Chawla Yadwinder Singh Rebecca Clarke Jocelan Anderson Aidan Brian Akira Cutting Rachel Lynn Brown Garret Luis De Mendonca Taylor Louise Charlton Jessie Andrew Frick Anjali Chauhan Harman Singh Gill Heidy Christie Harshul Gupta Mitchell David Courtemanche Lisa Ann Hill Harpreet Dhaliwal John Huynh Le Monica Huang Wu Christina Nguyen HaoZhe Jiang Mirleena Julia Elizabeth Palma Rishav Kalsi Jatinder Singh Rai Huilin Kim Tristan Roest Joshua Dean Tihamer Lauze Morgan Celeste Sabino Jake Magnus Keegan Gerard Waller Vishal Singh Minhas Martin Benjamin Woodrow Jaskarn Singh Ubhi Danae Vandop Diploma in Early Childhood Education Shimei Reyes Villanueva Ekta Thind Tu Nhi Vo Infancy specialty Special Needs specialty Diploma in Computer Information Systems Inderjot Singh Kashish Manveen Kaur Ravinder Kumar Sohraab Singh Sumer Arora Gurmail Singh Brar Amish Goel Kamalpreet Kaur Vishavdeep Sandhu Rajat Singla
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2021 Graduands for Senate Approval
Diploma Diploma
Diploma in General Studies Diploma in Social Services Dolcy Aman Gurdip Bains Harman Kaur Manavdeep Singh Chahal Harpreet Singh Kathleen Crozier Husandeep Kaur First Nations option Kirandeep Kaur Shxwmísems ye xwexwílmexw Ramandeep Kaur Chandani Kular Ranvir Kaur Lucas Malcolm Strybos Sandeep Kaur Shubhpreet Kaur Diploma in Visual Arts Sukhpreet Kaur Zoe McCartney Yadveer Singh Gurparkash Singh Bains Social Service Worker Diploma Kajal Bali Hiva Albadawi Rohit Behl Sydney Glenys Baker Jaskaran Singh Brar Amber Brickell Boymook Tejas Bir Choudhary Tonya Heppell Supreet Kaur Dhillon Bailee Rose Jacques Preet Dour Candice Brianna Metzner Samreet Singh Gill Jessica Mpuanga Breanna Rose Innes Sukhmandeep Singh Pooni Saman Preet Kaur Molly Anne Reimer Harbeer Kaur Khaira Puneet Kaur Sachdeva Navpreet Singh Padda Sabrina Dawn Simpson Jashandeep Singh Sran Amy Marie Wellman Shamsher Singh Waraich Heidi Louise Wiebe Rohit Yadav Brooklyn Wilson
Diploma in Graphic and Digital Design Certificate Cayden Buchanan Administration Certificate Diploma in Liberal Arts Harbeer Kaur Khaira Gursimerpreet Brar Jashanjot Kaur Grewal Automotive Service Technician Certificate Zachariah Bozman Diploma in Library and Information Technology Charles Nicolas Anonuevo Ching Varinderjeet Singh Marcus Curle Madison Jean Holgate Nolan Wade Davis Records Management concentration Johan de Best Leslie Jenneson Gurjap Singh Grewal Chelsea Erin Lloyd Liam Hyland Amy Marie Schwenneker Gavin James Jickling Records Management concentration Kai Mason Youth Services concentration Owen Middleton Holly Marie Smaill Benjamin James Moorhouse Records Management concentration Daanish Ahmed Paracha Jennifer Erin Stew Vishesh Anand Sharma Carmen Aaltje Stimpson Linden VanDokkumburg Youth Services concentration Xiao Yu Jennifer Frances Wong
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2021 Graduands for Senate Approval
Certificate Certificate
Certificate in Computer Information Systems Community Support Worker Certificate Gagandeep Kaur Miranda Kally Podovinnikoff Jashan Romana Abigail Marlene Dawn Striker Mandeep Singh Tamara Uhlmann Navdeep Kaur Ramanpreet Kaur Construction Electrician Certificate Rupinder Kaur Amol Singh Bassi Jagmeet Singh Brar Kayla Dawn Schulz Rashpinder Preet Singh Brar Veerpal Kaur Brar Data Analysis Post-baccalaureate Certificate Amandeep Kaur Grewal Abhinav Handa Nikhil Kumar Li Runze Paramveer Kaur Perhar Pankaj Vats Balkar Singh Sekhon Sanchit Sharma Electronics Technician Certificate Matthew John Bourdon Certificate in Early Childhood Education Xavier Hicks Tsoe Carter Jacob MacDonald Anja Kiel Heather Cordner Maurice Jan Willem Van Geest Kylee Omegan Cox Tamara G. Darby Paralegal Certificate Chelsea Lauren Driesen Chelsey Kalynn Anderson Colysa Thi Duong Kirsten Jessica Fiola Isela Garcia Professional Cook Certificate Jasleen Kaur Hundal Tris Cervantes Kuhne Anisa Shafei Miranda Stephanie Streifel Shuning Wang Yutong Wang School and Community Support Worker Certificate Katharina Wiebe Mackenzie Barron Larissa Grace Blom Certificate in Geographic Information Systems Andrea Durant Emilee May Chamberland Tianna Pollard John Konyk Samantha Margaret Siemens Alex Haley Smith Certificate in Horticulture Crop Production and Protection Alivia Anne Weston Alexandra Pandora Ferguson Sebastian Alejandro Molina Ticas Welding (Level A) Certificate Damien Keith O'Brien Certificate in Livestock Production Kaitlyn Marie Murray Welding (Level B) Certificate Mikayla Peter Brandon Fishman Connor Hignell Certificate in Marketing and Sales Adam Josiah Kohut Maiya Elisebeth Boldt Cameron Darren Mckenzie Hanna Karolina Svensson
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2021 Graduands for Senate Approval
Certificate Certificate (5 to 30 credits)
Welding Foundation Certificate Human Resource Management Certificate Parker Ziggy Andrews Beryl Braun David Baryer Hana Skye Jenner Combow Dylan Brown Briana Veronika (Sedak) Janes William Gregory Dreger Deacon Isaac Fedorkew Integrated Learning Design Associate Certificate Giovanni Folka Shannon Jean Devenney Zachary Nathan Groenwold John-Ross Jackman Intermediate Proficiency Associate Certificate Jayden Taylor Danger McFedries Emerald Berdette John Christopher Daniel Penner in Halq'eméylem Ashleigh Rogers Karla (Kweláxtelot) Melodi Kay Saulomon Dominic Romeo in Halq'eméylem Ariel Saban Dylan Luke Walsh David Schauer in French Sierra Jade Sullivan Josh Whitmarsh Library Technician Post-diploma Certificate Dale Albrecht Certificate (5 to 30 credits) Media Literacy Associate Certificate Associate Certificate in Integrated Pest Management Mandeep Singh Ava Marie McKee Navdeep Kaur Pravdeep Kaur Bookkeeping for Small Business Certificate Veerpal Kaur Brar Naroeun Adamik Kanika Chopra Aganetha Letkeman Nikhil Kumar
Coding Skills Associate Certificate Modern Languages Advanced Proficiency Certificate Andrew Reginal Charles Ledger Emily Lauren Clarke in French Essentials of Journalism Associate Certificate Dylan Luke Walsh Prabhpreet Singh Chawla in French Julia Mary-Lynn May Whittaker Floral Design Certificate in Spanish Sarah Biddiscombe Emily Lauren Clarke Nursing Unit Clerk Certificate Johannes Christoffel De Beer Nadine Clarke Heethaka De Silva Penny Lynne Davidson Guramardeep Amber Dhillon Louise Anne-Marie Dolman Angelica Genovese-Arbic Ellysia Marie Dyck Maheshwari Goundar Maria Samantha Martin Anne Heppell Remy Victoria Neumeyer Nirmal Kaur Gabriella Robertson Janet Susan McIlwain Catherine Ann Toop Heidi McKay Jessica Ranalli Olivia Kelly Wurtz
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2021 Graduands for Senate Approval
Certificate (5 to 30 credits)
Professional Communications Essentials Associate Certificate Jasleen Kaur Khushpreet Kaur Ranvir Kaur Yasmin Birhing Kashish Ahuja Narayan Singh Bains Mandeep Kaur Boparai Tasheena Fawn Boulier Veerpal Kaur Brar Simran Chabba Taylor Louise Charlton Mishi Dogra Leander Joy D'souza Gautam Ghai Jasraj Singh Gill Ocean Gupta Breanna Rose Innes Dominique Rose Maguerite LeDorze Aditi Puri Kristin Tietz Balneet Kaur Toor Martin Benjamin Woodrow
Teaching English as a Second Language Certificate Michelle Elizabeth Affleck Matthew Christopher Clarke Keno Magano Ellis Matti Everett Paananen Jackeline Ivonne Salas Bermeo Nasrin Soleymani Shannon Kimberley Wegner
Veterinary Administrative Assistant Certificate Christi Byers Sara Anne Henderson Brooklyn Reade Kondracki Veronica Landaverde Cheyenne Alexandria Lear Alysha Lebrun Chloe Roxanne Lewis Katana Marie Mueller Khendle Graesyn O'Hanley Erika Pringle Shayna Schafer Connor Shaver Heather Nicole Simonsen Alyssa Weda
Workplace Education Associate Certificate Shannon Jean Devenney Jeffery David Fast
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Senate Governance Committee
MEMORANDUM
To: Joanne MacLean, Chair, Senate
From: Gerry Palmer, Chair, Senate Governance Committee
Date: June 11, 2020
Re: Review of the Senate Committee for Student Appeals’ Terms of Reference and Composition
The Senate Governance Committee reviewed the Senate Committee for Student Appeals’ Terms of Reference and Composition at its May 18th, 2021 meeting and recommends them to Senate for approval:
1. Amend the third criterion to clarify who the decision is returned to and heard by, by adding the phrase: “by the original appeals committee”
MOTION: THAT Senate approve the revised changes to the Senate Committee for Student Appeals’ Terms of Reference and Membership Composition as presented.
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MEMO
To: Gerry Palmer, Chair, Senate Governance Committee From: Cyrus Chaichian, Chair, Senate Committee for Student Appeals Date: March 19, 2021 Re: Senate Committee for Student Appeals – Terms of Reference revisions
At its meeting on March 16, 2021, the Senate Committee for Student Appeals reviewed its terms of reference and membership composition in accordance with the annual review. The committee recommends the following change to the terms of reference:
1. Amend the third criterion to clarify who the decision is returned to and heard by, by adding the phrase: “by the original appeals committee”
Attached is the revised terms of reference, with track changes.
1
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Senate Governance Committee
MEMORANDUM
To: Joanne MacLean, Chair, Senate
From: Gerry Palmer, Chair, Senate Governance Committee
Date: June 11, 2020
Re: Review of the Senate Teaching and Learning Committee’s Terms of Reference and Composition
The Senate Governance Committee reviewed the Senate Teaching and Learning Committee’s Terms of Reference and Composition at its May 18th, 2021 meeting and recommended that “or designate” be added to #2 below:
1. Add term: “Advise Senate on enacting and institutionalizing Equity, Diversity, and Inclusion (EDI) in teaching and learning practices.” 2. Add UEC Chair or “designate” to the membership composition.
MOTION: THAT Senate approve the revised changes to the Senate Teaching and Learning Committee’s Terms of Reference and Membership Composition as presented.
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Senate Teaching and Learning Committee Terms of Reference
RESPONSIBILITIES The Senate Teaching and Learning Committee will:
1. Promote university-wide discussion on matters of teaching and learning, including programs and practices that support and celebrate high quality learning. 2. Advise Senate on the university’s teaching and learning environment, and recommend measures to promote excellence in teaching and learning in all its forms. 3. Advise Senate on the development of policies and procedures that will advance teaching and learning. 4. Advise Senate and recommend initiatives that assess and influence the quality of teaching and learning experiences of our students. 5. Advise Senate on the promotion of academic integrity in teaching and learning. 6. Advise Senate on the promotion of research on teaching and learning. 7. Advise Senate on supporting Indigenous learners and incorporating indigenous ways of knowing in the curriculum. 7.8.Advise Senate on enacting and institutionalizing Equity, Diversity, and Inclusion (EDI) in teaching and learning practices. 8.9.Consult with the Teaching and Learning Centre, Learning Environment Advisory Group (LEAG), Teaching and Learning Advisory Council (TLAC), and other areas of the university to develop and promote practices that contribute to the quality of the teaching and learning environment. 9.10. Oversee the Teaching Excellence Award process by creating the annual selection committee. 10.11. Consider matters related to teaching and learning referred to the Committee by Senate and its committees. 11.12. Other duties as assigned by Senate. 12.13. Provide annual written reports to Senate. 13.14. Review its terms of reference and membership composition annually and make recommendations for any changes to Senate.
COMPOSITION Chair A voting member of the committee, to be nominated annually from the membership, unless directed otherwise by Senate Vice Chair A voting member of the committee, to be nominated annually from the membership Voting Members . Associate Vice-President, Teaching and Learning
Approved by Senate March 13, 2020 Page 1 of 3
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. Seven faculty members*, approved by Senate, at least one of whom shall be a member of Senate and, if possible, one of whom shall be a past recipient of the Teaching Excellence Award . Two undergraduate students approved by Senate . One dean or designate, approved by Senate . Chair of Teaching and Learning Advisory Council . Associate Director, Centre for Accessibility Services . Chair of Undergraduate Education Committee or designate
Ex Officio Non-Voting Members . Senior Advisor on Indigenous Affairs or designate . University Secretary
Administrative Support . Office of the University Secretariat
* Normally, there shall be at least one member from each of the faculties.
Approved by Senate March 13, 2020 Page 2 of 3
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Approved by Senate March 13, 2020 Page 3 of 3
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Senate Governance Committee
MEMORANDUM
To: Joanne MacLean, Chair, Senate
From: Gerry Palmer, Chair, Senate Governance Committee
Date: June 11, 2020
Re: Review of the Senate Governance Committee’s Terms of Reference and Composition
The Senate Governance Committee reviewed the Senate Governance Committee’s Terms of Reference and Composition at its May 18th, 2021 meeting.
MOTION: THAT Senate approve the revised changes to the Senate Governance Committee’s Terms of Reference and Membership Composition as presented.
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Senate Governance Committee Terms of Reference
RESPONSIBILITES The Committee has the responsibility to:
1. Advise Senate on all matters related to the jurisdiction and the conduct of the business of Senate and its committees, their meetings, and their proceedings. 2. Review, at the request of Senate, but at least every three years, the bylaws of Senate. 3. Review, at least once every three years, the configuration of standing committees of Senate, their membership, terms of reference, and their consultation and reporting relationships; propose to Senate any recommendations for change. 4. As directed by Senate, facilitate the nomination of members to serve on Senate committees. 5. Advise Senate on procedures for the recommendation and selection of candidates for the president and other officers of the university. 6. As directed by Senate, facilitate the nomination of members to serve on Senate review and appeal committees, selection committees, and hearings. 7. Advise Senate on matters related to Senate elections. 8. Co-ordinate the work of Senate committees, especially where consultation between standing committees is required. 9. Co-ordinate the development and revision of Senate policies and procedures in consultation with the UFV Community . 10. Submit, with recommendations to Senate for approval, any Senate policies which are revised or developed. 11. Establish such sub-committees as needed to fulfill the committee's responsibilities. 12. Provide an annual written report to Senate. 13. Other duties as assigned by Senate. 14. Review its terms of reference and membership composition annually, and make any recommendations for revisions to Senate.
COMPOSITION The membership shall be:
Voting Members . Chair, who shall be the Vice-Chair of Senate . Vice-Chair, a voting member elected annually from the membership for a one-year term . One dean, approved by Senate . Four faculty members of Senate, approved by Senate . One staff member of Senate, approved by Senate . One student member of Senate, approved by Senate
Approved by Senate April 12, 2019 Page 1 of 2
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Ex-officio Non-Voting Members . University Secretary . Vice-Provost and Associate Vice-President, Academic
Administrative Support . Office of the University Secretariat
The committee shall elect a vice-chair annually from its voting membership.
Approved by Senate April 12, 2019 Page 2 of 2
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Senate Governance Committee
MEMORANDUM
To: Joanne MacLean, Chair, Senate
From: Gerry Palmer, Chair, Senate Governance Committee
Date: June 11, 2020
Re: Review of the Academic Planning and Priorities Committee’s Terms of Reference and Composition
The Senate Governance Committee reviewed the Academic Planning and Priorities Committee’s Terms of Reference and Composition at its May 18th, 2021 meeting and recommends the following revisions: The following provides a rationale of the changes as seen in the attached terms of reference and further recommendations:
Term 2 Removed ‘Suspension’ as program suspensions are submitted to Senate for information only, and it is referenced in Term 3
Term 3 Revised the term to reference program suspensions and discontinuances, the wording from the original term is encompassed in Term #4
Term 6 Revised the term to a more strategic approach instead of an operational approach
Term 7 Removal of ‘resource centres’ as this term was identified as being inclusive in #11 within ‘Educational Services’.
Recommend that changes to Library policies will flow between the APPC and the Library Advisory Committee
Term 8 Revised to be specific to academic programs and related matters
Term 9 Reworded to encompass all academic plans
Term 10 Recommend that APPC seek advice from the budget office to see how the APPC can be more involved
Term 11 Develop a new policy “Educational Services” that will encompass a regular review of educational services at UFV– approved by APPC in November 2020
Term 12 Removed ‘evaluations’ as these are encompassed in the program reviews Recommend that APPC review the recommendations from the QAPA review
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Membership Addition of the Director, Equity, Diversity, and Inclusion Composition
General APPC will review the Terms of Reference to determine if any sub-committees could be formed
MOTION: THAT Senate approve the revised changes to the Academic Planning and Priorities Committee’s Terms of Reference and Membership Composition as presented.
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Academic Planning and Priorities Committee Terms of Reference
RESPONSIBILITIES Following consultation with relevant standing committees and areas of the university, as deemed appropriate by the Academic Planning and Priorities Committee: 1. Advise Senate on the mission, goals, objectives, strategies, and priorities of the university. 2. Advise Senate on the planning and priorities for the establishment, renewal, and/or discontinuance of academic programs Advise Senate on the establishment or discontinuance of educational programs. 3. Verify program suspension and discontinuance effectively address the criteria as outlined in Policy 222- Program Suspension and Discontinuance. Advise Senate on the development of and priorities for the implementation of new programs leading to certificates, diplomas, and degrees. 4. Verify new program proposals effectively address standards and criteria for institutional and post- secondary system needs. 5. Advise Senate on the establishment or discontinuance of academic faculties of the university. 6. Advise Senate on enrolment management strategies and plans. Advise Senate on the number of students that may be accommodated in the university and the development and review of policies and procedures for managing enrolments in educational programs and courses. 7. Advise Senate on the policies relating to the library and resource centres. 8. Advise Senate on policy and procedures related to educational affiliations, transfer articulation agreements, and partnerships with other , and other contractual agreements with post-secondary institutions. and other organizations. 9. Advise Senate on policies and processes for the development, review, implementation, and communication of educational plans that support the academic priorities of the university. 10. Advise the Budget Committee of Senate on the academic priorities for the allocation of funds. 11. Advise Senate on policy and procedures for the systematic review of courses, programs, and educational services. 12. Review the reports and recommendations of program reviews/evaluations and advise Senate on actions. 13. Establish such subcommittees as needed to fulfill the committee’s responsibilities. 14. Other duties as assigned by Senate. 15. Provide annual written reports to Senate. 16. Review the committee’s terms of reference and composition annually, and submit proposed revisions to the Senate Governance Committee no later than the third week of April, to ensure approval by Senate before the end of the academic year.
Draft - Approved by Senate ???, 2021 Page 1 of 2
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COMPOSITION Chair . Provost and Vice-President, Academic (ex officio, voting)
Vice-Chair . A voting member of the committee, nominated and approved by the committee
Voting Members . Chair or designate from the following standing committees of Senate: Budget, Undergraduate Education, Graduate Studies, Research, and Governance* . Seven faculty members, approved by Senate, at least three of whom shall be members of Senate† . Two staff members approved by Senate . Two students approved by Senate . Two deans or associate deans approved by Senate
Ex Officio Non-Voting Members . Associate Vice-President, Teaching and Learning . Associate Vice-President, Research, Engagement & Graduate Studies (or designate)* . Associate Vice-President, UFV International . Vice-Provost and Associate Vice-President, Academic . Senior Advisor on Indigenous Affairs . Associate Vice-President, Institutional Research and Integrated Planning (or designate)* . University Librarian (or designated librarian)* . University Secretary (or designate)* . Associate Director, Program Development . Director, Equity, Diversity and Inclusion
Administrative Support . Office of the Provost and Vice-President, Academic
* Normally the designate shall be appointed for a minimum one-year term to ensure continuity.
† Normally, there shall be at least one member from each of the faculties, selected to ensure that the composition of the committee reflects the diversity of disciplines at the university.
Draft - Approved by Senate ???, 2021 Page 2 of 2
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Senate Governance Committee
MEMORANDUM
To: Joanne MacLean, Chair, Senate
From: Gerry Palmer, Chair, Senate Governance Committee
Date: June 11, 2020
Re: Review of the Faculty Standards Committee Terms of Reference and Composition
The Senate Governance Committee reviewed the FSC Terms of Reference and Composition at its May 18th, 2021 meeting and recommend them to Senate for approval:
The changes align with terms that are consistent within the University-Wide Principles for the Establishment and Review of Standards for Tenure and Promotion.
MOTION: THAT Senate approve the revised changes to the Faculty Standards Committee`s Terms of Reference and Membership Composition as presented.
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Faculty Standards Committee of Senate Terms of Reference
MANDATE The Faculty Standards Committee advises Senate on matters related to standards for faculty tenure and promotion. The work of the Committee is in accordance with the Collective Agreement.
RESPONSIBILITIES 1. Recommend university-wide principles for the establishment and review of standards criteria for faculty standardstenure and promotion. 2. Review criteria standards recommended by Faculties/College and make a recommendation to Senate to ensure consistency with university-wide principles. 3. Review university-wide principles and the criteria standards of individual Faculties/CollegeAcademic Units at least every five years. 4. Advise Senate on policies and other matters related to faculty standards. 5. To ensure membership of the Faculty Service Excellence Aaward committee as required by the terms of reference set out by the Senate Awards and Honours committee. 6. Other duties as assigned by Senate. 7. Provide annual written reports to Senate.
8. Review its terms of reference and membership composition annually and make any recommendations for revisions to Senate.
COMPOSITION
Chair . Provost or designate
Vice Chair . A voting member of the committee, nominated and approved by the committee.
Voting Members The committee should have a majority of faculty members, approved by Senate, at least one of whom shall be a member of Senate.
. Seven faculty members, one from each Faculty, at least one of whom is a senator . Two Deans or Associate Deans, approved by Senate . Associate Vice-President, Research, Engagement and Graduate Studies . Associate Vice-President, Teaching and Learning
Approved by Senate June 5, 2020????? Page 1 of 1
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Senate Governance Committee
MEMORANDUM
To: Joanne MacLean, Chair, Senate
From: Gerry Palmer, Chair, Senate Governance Committee
Date: June 11, 2020
Re: Review of the College of Arts Council (CAC) Terms of Reference and Composition
The Senate Governance Committee reviewed the College of Arts Council (CAC) Terms of Reference and Composition at its May 18th, 2021 meeting and recommends the following revisions to Senate for approval:
Changes to membership (section 4), including: o Addition of the Director, Integrated and General Studies, Transfer & Partnerships as voting member o Removal of “a maximum of 10 individuals” as voting members o Addition of those invited by the Dean, with approval from Council, as non-voting members o Removal of the Director, Teaching & Learning o Removal of the Program Development Coordinator Simplification of the selection procedures for Standing committee members (section 5.1) Clarification of procedures for online vote (section 7) The election of two committee co-chairs (one from Humanities and one from Social Sciences) to replace the Vice-Chair (section 8) Removal of the point pertaining to minutes being kept by a secretary appointed by the Dean (section 9) Terms of Reference renewal to be initiated every three years OR following relevant changes to the Act; whichever comes first (section 12) Addition of the following statement regarding election procedures (section 10): Election of the Co-Chairs will normally be held at the May CAC meeting. The call for nominations will be communicated electronically to all CAC members four weeks prior to the May meeting, and nominations will be due two weeks prior to the May meeting to ensure sufficient time for CAC members to review. Nominations shall be endorsed by two Arts Faculty members of Council, and include a short expression of interest (150 words maximum) by the nominee.
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Nominations for the elected members of Council (student, staff and non-permanent instructor representatives) will be solicited by the Dean’s office in August. The Dean’s office will be responsible for the conduct of elections for these positions, as needed.
Expressions of interest for CAC representatives to other bodies will be solicited by the Dean’s office.
MOTION: THAT Senate approve the revised changes to the College of Arts Council (CAC) Terms of Reference and Membership Composition as presented.
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For Review March 2021 DRAFTApproved June 10April 23,June 11, 20162021
UNIVERSITY OF THE FRASER VALLEY
TERMS OF REFERENCE FOR THE STRUCTURE AND FUNCTION OF THE COLLEGE OF ARTS COUNCIL
1. Preamble
In accordance with the University Act of British Columbia, c. 468 RSBC (1996) faculties of universities are required to make rules for the governance, direction and management of their affairs and to ensure that such affairs are conducted with representation from their membership. In accordance with the Act and with the University of the Fraser Valley Terms of References for the Structure and Function of Faculties and College Councils, the College of Arts shall have a College References for the Structure and Functions of Faculties and College Councils council referred to as the College of Arts Council (CAC).
2. Establishment of College Councils
In accordance with the University Act and with the University Amendment Act, 2008, the College of Arts Council is hereby established as the senior academic governance body of the College of Arts at the University of the Fraser Valley. The CAC shall be responsible for the governance and management of academic affairs of the College of Arts. The College of Arts comprises the Faculty of Humanities and the Faculty of Social Sciences, which resolve to meet jointly on an ongoing basis, thereby establishing the College of Arts Council.
3. Mandate
The CAC shall:
(a) serve as the forum for sharing information and the discussion of academic matters; (b) receive recommendations related to academic programs, including but not limited to: development of new programs, program changes, new courses, course changes, and discontinuation of courses; (c) vote on recommendations as related to the above; except where authority has been devolved to another body (e.g., CACC) (d) transmit recommendations to senate; (e) pass policies related to the functioning of the CAC; (f) deal with matters assigned by the Board or Senate.
4. Membership
4.1 Voting Membership
(a) all Type B Faculty in the College of Arts; (b) four College of Arts students elected as representatives by students in the College of Arts; (c) two support staff representatives employed within the College of Arts, elected by support staff for a two-year term; (see CANEC procedures for eligibility details)
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For Review March 2021 DRAFTApproved June 10April 23,June 11, 20162021
(d) two College of Arts non-permanent sessional instructors representatives, elected by College of Arts non-permanentsessional instructors for a one-year term; (see CANEC procedures for eligibility details) (e) Director of the Advising Centre (or designate as approved by CAC) (f) Director, Integrated and General Studies, Transfer & Partnerships; (fg) Senior Advisor on Indigenous Affairs; (gh) Director of the South Asian Studies Institute; (hi) The Dean of the College of Arts; (ij) The Associate Deans of the College of Arts; (jk) The President of the university; (kl) Departments outside the College of Arts which offer a major or majors that may be taken as part of a degree program in the College of Arts will have two designated representatives in the College of Arts Council, with full voting rights in the college council, except that they may not stand for election to Senate or vote to elect senators as members of the College Council; (lm) A maximum of 10 individuals granted full College Council membership for a period of one year by a majority vote of the College Council. Such members shall have full voting rights in the College Council, except that they may not stand for election to Senate or vote to elect senators as members of the College Council.
4.2 Ex-Officio and Non-Vvoting Members
(a) Provost and the Vice-President Academic and Provost; (b) Registrar (c) University Secretary (d) oOne representative each from other fFaculty and college Ccouncils; (e) the Director of Teaching and Learning, or designate (f) University Librarian or designate (g) the Program Development Coordinator (h) Tthose invited by the Dean, as approved by in consultation with the College Council.
5. College Business
College business will normally be carried out at regularly scheduled Council meetings where there is a quorum. The CAC has the right to delegate business to standing committees and ad hoc committees, which may make recommendations to the Council for consideration. The Dean of the College or designate will assume the role of chair on these committees, until such time as a chair may be elected by the committee.
5.1 Standing Committees – Standing committees will report to the College Council and. Standing committees will consist of be elected or approved by CAC members Council. elected by the Council. and members appointed by the Dean to a maximum of 50% minus one of the committee members. Members appointed by the Dean need not be members of the CAC. The Dean or delegate is a non-voting ex-officio member of all standing committees.
5.2 Ad Hoc Committees – may be struck by the CAC for specific purposes and dissolved upon completion of task.
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For Review March 2021 DRAFTApproved June 10April 23,June 11, 20162021
6. Quorum
A quorum will consist of at least twenty five percent (25%) voting members of Council.
7. Voting
Under normal circumstances, voting takes place during CAC meetings and decisions are made by a simple majority of voters. In the event of extenuating circumstances or unforeseen events which cause disruptions to regular meeting schedules, such as school closures due to weather, or urgent business that requires a decision prior to the next scheduled CAC meeting, voting may be conducted by email or other electronic technologies, at the discretion of the Cchair and viceCo-chairs of CAC. In this case, all CAC members must be polled for a minimum of three business days and the number of votes cast must be equivalent to or exceed CAC’s quorum in order for the decision to be valid. The results of electronic votes shall be reported via e-mail, as well as at the next CAC meeting and recorded in its minutes. In any online vote, members will be provided an opportunity to vote in favour, opposed, or abstain.
8. Chair and Vice-Chair Executive Committee
The Dean of the College shall serve as is Chair of the College; however, Council will elect two Co- chairs, one from Humanities and one from Social Sciences. Together with the Dean, the Co-chairs form an Executive Committee responsible for preparing the agenda and conducting the College Council meetings. A The Chair and Vice-Chair Co-chairs will serve two-year terms, staggered when possible. of College Council meetings may be elected by the Council using the College’s nomination and election procedures. The Chair and Vice-Chair will be elected for a two-year term.
9. Agenda and Minutes
(a) The proposed meeting agenda should be approved prior to distribution by the Executive Committee. Council’s agenda will be set by the Dean and Chair or Vice-Chair in consultation with the University Secretary/Registrar and the members of the Council. (b) Minutes will be kept by a secretary appointed by the Dean. (cb) Agenda, minutes and written reports will be circulated to Council members at least twenty-four hours prior to meetings, though normally Council members will be given at least seven days advance notice on voting matters.
10. Election Procedures
Election of the Co-Chairs will normally be held at the May CAC meeting. The call for nominations will be communicated electronically to all CAC members four weeks prior to the May meeting, and nominations will be due two weeks prior to the May meeting to ensure sufficient time for CAC members to review. Nominations shall be endorsed by two Arts Faculty members of Council, and include a short expression of interest (150 words maximum) by the nominee.
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For Review March 2021 DRAFTApproved June 10April 23,June 11, 20162021
Nominations for the elected members of Council (student, staff and non-permanent instructor representatives) will be solicited by the Dean’s office in August. The Dean’s office will be responsible for the conduct of elections for these positions, as needed.
Expressions of interest for CAC representatives to other bodies will be solicited by the Dean’s office.
110. Meeting Times
The CAC will determine the frequency of its meetings. However, meetings will be held at least three times per year. Notwithstanding, the Dean, in consultation with the chair or vice-chair, Executive Committee has the right to call a Council meeting at any time if there is urgent business that requires the attention of the Council. Cancellation of meetings will be at the majority decision of the Executive Committee.
121. Review of Terms of Reference
The terms of reference will be reviewed following relevant changes to the Act or at the end of three years after the date of Senate approval, whichever comes first.
These Terms of Reference shall be reviewed at least every three years.
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MEMORANDUM
To: Joanne MacLean, Chair, Senate
From: Gerry Palmer, Chair, Senate Governance Committee
Date: June 11, 2020
Re: Review of the Faculty of Health Sciences (FHS) Faculty Council Terms of Reference and Composition
The Senate Governance Committee reviewed the Faculty of Health Sciences (FHS) Faculty Council Terms of Reference and Composition at its May 18th, 2021 meeting and recommends the following revisions to Senate for approval:
Summary of draft changes: 3.0 Mandate: Edits to the wording to clarify that: FC is a forum, but not the only forum, for sharing of information and discussion of academic matters; not all policies that are considered will be passed; clarify that Council will act on rather than deal with matters. 4.1 Voting Membership Removal of Program Advisors employed within the Faculty; as of 2021 there are no longer any Program Advisors in FHS 4.2 Ex-Officio and Non-Voting Members Addition of the Director of Equity, Diversity and Inclusion Addition of an Indigenous community member or knowledge keeper Addition of an academic advisor; this change is the result of advising structure from a Program Advisor in the School of Kinesiology to an Academic Advisor 4.3 Voting Council considered and rejected the addition of voting procedures similar to that in the Senate by- laws part I. a., which states: “On votes on formal motions, all voting Senate members are required to vote either in favour or opposed, or abstain from voting. All formal motions shall be adopted by a majority vote of all voting members present, unless required otherwise. In tallying the votes, abstentions do not count towards the in favour votes. If a vote fails as a result of
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Senate Governance Committee
abstentions, then the discussion will reopen and the vote will be called again on the majority of those present and voting (this time excluding abstentions)”. Instead, Council recommends a voting procedure that states: “Under normal circumstances, voting takes place during council meetings, and decisions are made by a simple majority of voters present.” 5.0 Faculty Business Council recommends that Chairs of Standing Committees submit an annual report of activities, and that the Dean’s Office will, when possible, provide support staff to Standing Committees. It was proposed, but rejected by Council, that: “The Chair, in consultation with the Vice-Chair and Chairs of Standing Committees, will provide an annual schedule of meetings for each Standing Committee.” Rather, Council recommends that Standing Committees continue to meet on an ad hoc basis. 7.0 Chair and Vice-Chair Clarification that the Vice-Chair will be a voting member of Council and that the Vice-Chair will chair Council in the event that the Chair is unable. 9.0 Meeting Times Statement added to allow for the Chair to call virtual meetings as needed.
MOTION: THAT Senate approve the revised changes to the Faculty of Health Sciences (FHS) Faculty Council Terms of Reference and Membership Composition as presented.
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FACULTY COUNCIL TERMS OF REFERENCE
1. PREAMBLE In accordance with the University Act of British Columbia, c. 468 RSBC (1996) faculties of universities are required to make rules for the governance, direction and management of their affairs and to ensure that such affairs are conducted with representation from their membership.
2. ESTABLISHMENT OF FACULTY COUNCILS In accordance with the University Act and with the amended University Act, 2008, Faculty Councils are hereby established as the senior academic governance bodies of the Faculties at the University of the Fraser Valley and each Council shall be responsible for its Faculty’s respective governance and management of academic affairs.
3. MANDATE Faculty Councils shall: a. serve as the a forum for sharing information and the discussion of academic matters; b. receive recommendations related to academic programs, including but not limited to: development of new programs, program changes, new courses, discontinuation of courses; c. vote on recommendations as related to the above; d. transmit recommendations to Senate; e. pass develop and consider policies related to the functioning of the Faculty Council; f. deal with act on matters assigned by the Board or Senate.
4. MEMBERSHIP 4.1. Voting Membership Voting membership of each Faculty Council shall be comprised of the following from each Faculty: a. faculty members; b. two student representatives elected by students in the Faculty, for one year; c. program advisors (if any) employed within the Faculty;
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d. two support staff representatives employed within the Faculty, elected by support staff for a two-year term; e. a maximum of one sessional instructor representative, elected by sessional instructors for a one-year term; f. Dean of the Faculty; g. President; h. THAT departments which offer a major(s) that may be taken as part of a degree program in another faculty will have two designated representatives in that faculty council, with full voting rights in the faculty council, except that they may not stand for election to Senate or vote to elect a senator as member of that faculty council.
4.2. Ex-Officio and Non-Voting Members Non-voting membership: a. Provost & Vice-President Academic; b. Director of Equity, Diversity and Inclusion b.c. University Secretary; c.d. Registrar; d.e. one member of Senate; e.f. one representative each from other Faculty Councils; f.g. those invited by the Dean in consultation with the Faculty Council; h. University Librarian or designate; i. Indigenous Community Member / Knowledge Keeper g.j. Academic Advisor, Advising Centre.
4.3. Voting Under normal circumstances, voting takes place during council meetings, and decisions are made by a simple majority of voters present. In the event of extenuating circumstances or unforeseen events which cause disruptions to regular meeting schedules, such as school closures due to weather or urgent business that requires a decision prior to the next scheduled meeting, voting may be conducted by email or other electronic technologies, at the discretion of the chair and vice-chair. In this case, all council members must be polled for a minimum of three business days, and the number of votes cast must be equivalent to or exceed the council’s quorum in order for the decision to be valid. The results of electronic votes shall be reported via email, as well as at the next council meeting, and recorded in its minutes.
5. FACULTY BUSINESS
Faculty business will normally be carried out at regularly scheduled Council meetings where there is a quorum. The Faculty Council has the right to delegate business to Standing Committees and Ad Hoc Committees, which may make recommendations to the Council for consideration. The Dean of the Faculty will assume the role of Chair on these committees, until such time as a Chair may be elected by the committee.
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- Standing Committees – Standing Committees will report to the Faculty Council. Standing Committees will consist of Faculty Council members elected by the Council and members appointed by the Dean to a maximum of 50% of the committee members. Members appointed by the Dean need not be members of the Faculty Council. The Dean is a non-voting ex-officio member of all Standing Committees. - Ad Hoc Committees may be struck by the Faculty Council for specific purposes and dissolved upon completion of task. - Chairs of Standing Committees will provide an annual report of activities to the Faculty Council. - The Dean’s Office will provide staff support to Standing Committees, staff availability permitting.
6. QUORUM A quorum will consist of at least twenty percent (20%) of the voting members of Council.
7. CHAIR AND VICE-CHAIR The Dean of the Faculty shall serve as Chair of Faculty Council. A Vice-Chair will be elected from the voting membership by the Council using the Faculty’s nomination and election procedure. The Vice-Chair will be elected for a two-year term. In the event the Chair is unable to chair a meeting, the Vice-Chair will serve as chair.
8. AGENDA AND MINUTES a. Council’s agenda will be set by the Chair (or Vice-Chair) in consultation with the Secretary (Registrar) and the members of the Faculty Council; b. Minutes will be kept by a Secretary appointed by the Dean; c. Agenda, minutes and written reports will be circulated to Council members at least twenty-four hours prior to meetings, though normally Council members will be given at least seven days advanced notice on voting matters.
9. MEETING TIMES Meetings will be held at least three times per year. Notwithstanding, the Dean has the right to call a Council meeting at any time if there is urgent business that requires the attention of the Faculty Council.
The Chair may call virtual meetings, and determine how to effectively utilize available technology to facilitate a smoothly run meeting.
10. REVIEW OF TERMS OF REFERENCE The terms of reference shall be reviewed at least every three years.
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MEMO
To: Joanne MacLean, Chair, Senate
From: Gerry Palmer, Chair, Senate Governance Committee
Date: June 11, 2021
Re: Review of Posthumous Credentials (199)
The Senate Governance Committee reviewed the supporting information provided for the revisions to the Posthumous Credential (199) policy. The Senate Governance Committee is satisfied that broad consultation has occurred. SUMMARY The five-year review has now been completed. Only minor revisions were made, shown in the drafts attached, as follows: • The definition of program was revised using the definition Bruce Kirkley wrote for the Program Suspension and Discontinuance policy. • It has been made clear that the 75% completion requirement also applies to completion of “defined areas of study” such as minors, majors and other program options. This was implied in the current policy but not explicitly stated. • A statement was added that the determination of being in good standing and meeting program continuance requirements would be based on the student’s UFV academic record (it may have been understood that it could not be met by transfer credit alone, but this was not explicitly stated) .
MOTION: That Senate approval the revisions to the Posthumous Credential (199) policy as presented effective immediately.
1
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Number 199 Effective Date 2015-10-16 Next Review Date 2020-10
POSTHUMOUS CREDENTIALS
Approval Authority Senate Responsible Executive Provost and Vice President, Academic/Registrar Related Policies / Legislation Credentials (64) Subsequent and Concurrent Degree (98) University Act, s. 35.2 (5)(b) PURPOSE
This policy establishes principles and criteria for awarding credentials to deceased students who have completed a substantial portion of a program at the University of the Fraser Valley (UFV). ______SCOPE
This policy applies to awarding any credential to a deceased student who was enrolled at UFV at the time of death and had completed most but not all the requirements for their program. ______DEFINITIONS In this policy, the following definitions apply:
Credential: A formal qualification awarded for completion of a prescribed program of study.
Program: A set of courses and associated requirements offered as a credential (e.g., a certificate, diploma, degree, etc.) or as a defined area of study within a credential (e.g., a major, minor, honours, specialization, etc.). A set of courses leading to a credential or an option within a credential, including but not limited to a certificate, diploma, degree, associate degree, minor, extended minor, major, honours, specialization, option, or concentration.
Posthumous credential: A credential awarded to a student who has died before completing all graduation requirements. A credential is not considered to be a posthumous credential under this policy if the student dies following completion of the program requirements but prior to formal approval or conferral of the credential.
POLICY A posthumous credential is awarded to recognize the achievement of a UFV student who has died after completion of a substantial portion of a credential but before completing all graduation requirements.
Posthumous credentials shall be awarded to students who, at the time of their death, were enrolled at UFV or had been enrolled within the 12 months prior to death and who had successfully completed a minimum of 75% of their program requirements.
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REGULATIONS
Awarding posthumous credentials involves some relaxation of graduation requirements while maintaining the academic integrity of the university.
When the death of a UFV student is confirmed, the Office of the Registrar (OReg) will determine that the student was registered or had been registered within the 12 months prior to death, was in good academic standing at UFV, and would have been expected to graduate. If so, OReg will contact the head of the academic unit responsible for the student’s program.
The head of the academic unit will determine whether, at the time of death, the student
had completed at least 75% of the program requirements, including 75% of the requirements of any defined area of study within the program (see definition of Program, above), was enrolled in courses applicable to the final 25% of the program or in their final semester within the last 12 months, and based on their previous record at UFV, was meeting the program continuance requirements, and was in good academic standing at the university, and would have been expected to meet graduation requirements.
If the head of the academic unit deems the student has met the above criteria, he or she will recommend the credential be granted.
If the student has not met the criteria for the program and/or the defined area of study in which they were enrolled, the following may be considered:
an alternate credential, such as a diploma or associate degree rather than a bachelor’s degree, a general degree rather than an honours degree, or a minor rather than a major, may be recommended if the student meets the criteria for that credential; or if the student was close to meeting the criteria for his or her program and there is a strong rationale for special consideration supported by the head of the department/school, the dean may recommend that the credential be awarded.
A recommendation for a credential under this policy shall be submitted to the UFV Senate for approval as a posthumous award.
When a posthumous credential is approved, a notation will be placed on the student’s permanent record stating the credential was awarded posthumously.
Those responsible for convocation will, in consultation with the student’s family or next of kin, determine how to award the credential.
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Number 199 Effective Date 2015-10-16 Next Review Date 2020-10
POSTHUMOUS CREDENTIALS
Approval Authority Senate Responsible Executive Provost and Vice President, Academic/Registrar Related Policies / Legislation Credentials (64) Subsequent and Concurrent Degree (98) University Act, s. 35.2 (5)(b) PURPOSE
This policy establishes principles and criteria for awarding credentials to deceased students who have completed a substantial portion of a program at the University of the Fraser Valley (UFV). ______SCOPE
This policy applies to awarding any credential to a deceased student who was enrolled at UFV at the time of death and had completed most but not all the requirements for their program ______DEFINITIONS In this policy, the following definitions apply:
Credential: A formal qualification awarded for completion of a prescribed program of study.
Program: A set of courses and associated requirements offered as a credential (e.g., a certificate, diploma, degree, etc.) or as a defined area of study within a credential (e.g., a major, minor, honours, specialization, etc.)
Posthumous credential: A credential awarded to a student who has died before completing all graduation requirements. A credential is not considered to be a posthumous credential under this policy if the student dies following completion of the program requirements but prior to formal approval or conferral of the credential.
POLICY A posthumous credential is awarded to recognize the achievement of a UFV student who has died after completion of a substantial portion of a credential but before completing all graduation requirements.
Posthumous credentials shall be awarded to students who, at the time of their death, were enrolled at UFV or had been enrolled within the 12 months prior to death and who had successfully completed a minimum of 75% of their program requirements.
REGULATIONS
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Awarding posthumous credentials involves some relaxation of graduation requirements while maintaining the academic integrity of the university.
When the death of a UFV student is confirmed, the Office of the Registrar (OReg) will determine that the student was registered or had been registered within the 12 months prior to death, was in good academic standing at UFV, and would have been expected to graduate. If so, OReg will contact the head of the academic unit responsible for the student’s program.
The head of the academic unit will determine whether, at the time of death, the student
had completed at least 75% of the program requirements, including 75% of the requirements of any defined area of study within the program (see definition of Program, above), was enrolled in courses applicable to the final 25% of the program or in their final semester within the last 12 months, and based on their previous record at UFV, was meeting the program continuance requirements, was in good academic standing at the university, and would have been expected to meet graduation requirements.
If the head of the academic unit deems the student has met the above criteria, he or she will recommend the credential be granted.
If the student has not met the criteria for the program and/or the defined area of study in which they were enrolled, the following may be considered:
an alternate credential, such as a diploma or associate degree rather than a bachelor’s degree, a general degree rather than an honours degree, or a minor rather than a major, may be recommended if the student meets the criteria for that credential; or if the student was close to meeting the criteria for his or her program and there is a strong rationale for special consideration supported by the head of the department/school, the dean may recommend that the credential be awarded.
A recommendation for a credential under this policy shall be submitted to the UFV Senate for approval as a posthumous award.
When a posthumous credential is approved, a notation will be placed on the student’s permanent record stating the credential was awarded posthumously.
Those responsible for convocation will, in consultation with the student’s family or next of kin, determine how to award the credential.
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Number 199 Effective Date 2015-10-16 Next Review Date 2020-10
POSTHUMOUS CREDENTIALS
Approval Authority Senate Responsible Executive Provost and Vice President, Academic/Registrar Related Policies / Legislation Credentials (64) University Act, s. 35.2 (5)(b) PURPOSE
This policy establishes principles and criteria for awarding credentials to deceased students who have completed a substantial portion of a program at the University of the Fraser Valley (UFV). ______SCOPE
This policy applies to awarding any credential to a deceased student who was enrolled at UFV at the time of death. ______DEFINITIONS In this policy, the following definitions apply:
Credential: A formal qualification awarded for completion of a prescribed program of study.
Program: A set of courses leading to a credential or an option within a credential, including but not limited to a certificate, diploma, degree, associate degree, minor, extended minor, major, honours, specialization, option, or concentration.
Posthumous credential: A credential awarded to a student who has died before completing all graduation requirements. A credential is not considered to be a posthumous credential under this policy if the student dies following completion of the program requirements but prior to formal approval or conferral of the credential.
POLICY A posthumous credential is awarded to recognize the achievement of a UFV student who has died after completion of a substantial portion of a credential but before completing all graduation requirements.
Posthumous credentials shall be awarded to students who, at the time of their death, were enrolled at UFV or had been enrolled within the 12 months prior to death and who had completed a minimum of 75% of their program.
REGULATIONS
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Awarding posthumous credentials involves some relaxation of graduation requirements while maintaining the academic integrity of the university.
When the death of a UFV student is confirmed, the Office of the Registrar will determine that the student was registered or had been registered within the 12 months prior to death and if so, will contact the head of the academic unit responsible for the student’s program.
The head of the academic unit will determine whether, at the time of death, the student
had completed at least 75% of the program, and was meeting the program continuance requirements and in good academic standing at the university.
If the head of the academic unit deems the student has met the above criteria, he or she will recommend the credential be granted. If the student has not met the criteria for the program in which they were enrolled, the following may be considered:
an alternate credential, such as a diploma or associate degree rather than a bachelor’s degree, a general degree rather than an honours degree, or a minor rather than a major, may be recommended if the student meets the criteria for that credential; or if the student was close to meeting the criteria for his or her program and there is a strong rationale for special consideration supported by the head of the department/school, the dean may recommend that the credential be awarded.
A recommendation for a credential under this policy shall be submitted to senate for approval as a posthumous award.
When a posthumous credential is approved, a notation will be placed on the student’s permanent record stating the credential was awarded posthumously.
Those responsible for convocation will, in consultation with the student’s family or next of kin, determine how to award the credential.
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MEMO
TO: Joanne MacLean, Chair, Senate FROM: Gerry Palmer, Chair, Senate Governance Committee (SGC) DATE: April 27, 2021 RE: Revisions to Policy 221 Honorary Doctorate
At its meeting on May 18, 2021, the Senate Governance Committee (SGC) reviewed and recommend to Senate for approval revisions to Policy 221 Honorary Doctorate Degree as presented. Included with this memo are a track changes and clean version of the policy. Since jurisdiction over this policy is shared by the Board and Senate (UFV’s two governing bodies), the Board will also be review Policy 221 at its meeting on June 10, 2020. Approval is required by both the Board and Senate. SUMMARY University Secretary Al Wiseman provided the following rationale for the proposed revision. In June 2020, and again in January 2021, the Joint Board/Senate Governance Committee discussed potential changes to the Honorary Doctorate Degree policy. This policy was due for review in the usual UFV cycle. The policy went to the UFV community for consultation for six (6) weeks, ending on April 14, 2021. Only one person submitted feedback. With this memo, members will find a recommended revised policy in track changes and clean version format, a chart that summarizes data from other Canadian university policies (18 different institutions), and a chart with feedback received and a response. The following list summarizes proposed changes to the policy, and reflect, in part, revisions that align with those used at other universities: 1. Where possible, changing verb usage to present tense. 2. Addition of a definition within the introduction to the policy. 3. Adding a revoking clause (noting that other institutions that include this clause do not list detailed information). 4. Removing procedures from the policy and assigning responsibility to create and publish these to the President. 5. Revising the reference to “core values, mission, and goals” to reflect current terminology in use at UFV (i.e. “mission, vision, and values”). 6. Moving some criteria statements from other sections to all be within the “criteria” section. 7. Removal of the stipulation that UFV does not “normally” award an honorary degree to someone who has received one elsewhere. This seems consistent with the practice of others.
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MOTION THAT the UFV Board of Governors Governance Committee recommends to the UFV Board of Governors for approval revisions to Policy 221, Honorary Doctorate Policy, as presented.
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MEMO
TO: Dr. Joanne MacLean, Chair, UFV Senate FROM: Al Wiseman, University Secretary on behalf of the Board Governance Committee(BGC) DATE: June 11, 2021
RE: Proposed revision to Policy 221 Honorary Doctorate Degrees
Policy 221 Honorary Doctorate Degrees is jointly shared by the Board and Senate. On May 18, 2021, the Senate Governance Committee (SGC) reviewed the policy and are recommending it to Senate; however, after its review of the policy, the Board Governance Committee (BGC) is proposing one revision for Senate’s consideration. Below is an excerpt from the revised policy description: Normally, UFV only awards one honorary doctorate at each convocation ceremony. UFV expects recipients to be present to receive the award, and invites them to give a brief address to the convocation. They are also invited to return to UFV at a later date to give a longer address and meet with faculty, staff, and students. The Board Governance Committee asks Senate to consider removing the highlighted sentence for the following reasons: If Honorary Doctorate Degree recipients do not wish to or are not able to return to UFV, this may deter them from accepting the degree. In the past, it has sometimes been difficult to fulfill this requirement. If it is deemed necessary, this statement co uld be included in a procedural document rather than as a directive in the policy.
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Number 221 Effective Date 2014-03-06 Next Review Date 2019-03
HONORARY DOCTORATE DEGREES
Approval Authority Senate and Board of Governors Responsible Executive President Related Policies / Legislation University Act s.35.2 (5)(b)
PURPOSE
The Hhonorary Ddoctorate Ddegree is the highest form of recognition offered by the University of the Fraser Valley. UFV may award Honorary doctorates may be awarded in the following categories: Doctorate of Letters, Doctorate of Laws, or Doctorate of Technology (in accordance with the Order in Council #185, 2002). An honorary degree is a UFV credential that recognizes notable contributions to the university or society, and serves to inspire convocation attendees. UFV views the nominee’s acceptance as reflecting and promoting UFV’s vision, mission, and values.
POLICY
The UFV Honorary Degree Selection Committee reviews nominations annually and makes recommendations to Senate and the Board of Governors. With the approval of Senate and the Board Commented [AW1]: While the process takes an approach that takes recommendations first to Senate, and then with of Governors, the Chancellor confers the honorary doctorate at convocation. Normally, UFV only Senate’s support, to the Board, in reality the committee is still awards no more than one honorary doctorate will be awarded at each convocation ceremony. UFV recommending to both approval bodies. expects Rrecipients are expected to be present to receive the award, and invites them are invited to give a brief address to the convocation. They arewill also be invited to return to UFV at a later date to give a longer address and meet with faculty, staff, and students. Upon approval by Senate and the Board of Governors, UFV may revoke an honorary degree for reasons of inappropriate conduct.
Awards will not normally be made posthumously. Commented [AW2]: Moved to criteria section.
REGULATIONS
Nominatorions
UFV employees, students, alumni, members of the Board of Governors, and members of the Honorary Degree Selection Committee may submit nominations.
Nominees must not be current members of the UFV Board of Governors, current UFV employees, Commented [AW3]: Moved to criteria section. current students or anyone with direct political, legal, or budgetary authority over UFV.
Nominations should be in writing and include supporting documentation. Letters of support are Commented [AW4]: Procedures. welcome but the nominee should not be informed of the nomination. The Committee may seek additional information.
Confidentiality and Communication
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The Honorary Degree Selection Committee, the Senate, and the Board of Governors treat Aall nominations and supporting materials will be treated in the strictest confidence. by the Honorary Degree Selection Committee, the Senate, and the Board of Governors UFV only informs selected recipients of their nomination.. Only tThe committee Cchair (normally the President) will speaks on behalf of the Ccommittee and communicates with award recipients.
Selection Criteria
UFV awards Hhonorary doctorates will be awarded to those well recognized for distinguished and visionary leadership, and achievements consistent with UFV’s vision, core values, mission, and valuesgoals, and contributions that have enriched society and the quality of life. RecipientsThey will Commented [AW5]: This change is consistent with the exemplify the highest personal and professional standards that serve as an inspiration and model for terminology currently in use at UFV. students, faculty, staff, and our communities. They may be eminent researchers, scholars, professionals, creative artists, performers, athletes, or persons renowned for exemplary public service regionally, nationally, or globally. It will be evident that their contributions have enriched society and the quality of life.
Although recognizing all areas of achievement in any one year might not be possible, not all areas of achievement can be recognized in any one year, over the course of several years the awards should reflect the diversity of UFV’s academic programs, research, and support services. The awards should also reflect the social and cultural diversity of our region.
Normally, UFV does not award honorary degrees as follows:awardees will not have received honorary doctorates from other institutions. Commented [AW6]: It seems to be a common practice for institutions to choose to award one to someone who has Posthumously already received on elsewhere. To anyone with political, legal, or budgetary authority over UFV, including all elected officials. To current UFV employees, students, or members of the Board of Governors.
Membership of the Honorary Degree Selection Committee
Eleven Voting Members: UFV President (or designate) as Chair UFV Chancellor (or designate) One member of the Board of Governors, appointed annually by the Board Two members of Senior Administration, appointed annually by the President Four members appointed annually by Senate, including at least two faculty members and one student One member appointed annually by the UFV Alumni Association Board of Directors One student appointed annually by the Student Union Society The Executive Assistant to the President will serve as the Committee secretary Commented [AW7]: Seems like a purely administrative question, and it’s not clear why only this person can support the process. Can be addressed in procedures. ProceduresTimelines Commented [AW8]: Timelines seem like a procedures issue; suggest making this section a comment on Procedures. The President develops and publishes procedures related to this policy. To view current procedures, go to https://www.ufv.ca/president/. Nominations are welcome at any time, but for consideration for award at the next convocation ceremonies, nominations must be submitted by December 15 each year. Nominations will be compiled by the Committee secretary.
The Committee will begin deliberations early in January. Recommendations will normally be
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submitted to Senate for approval in March. Nominations approved by Senate will be considered for approval by the Board of Governors at the Board’s next meeting.
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Number 221 Effective Date 2014-03-06 Next Review Date 2019-03
HONORARY DOCTORATE DEGREES
Approval Authority Senate and Board of Governors Responsible Executive President Related Policies / Legislation University Act s.35.2 (5)(b)
PURPOSE
The honorary doctorate degree is the highest form of recognition offered by the University of the Fraser Valley. UFV may award Honorary doctorates in the following categories: Doctorate of Letters, Doctorate of Laws, or Doctorate of Technology (in accordance with the Order in Council #185, 2002). An honorary degree is a UFV credential that recognizes notable contributions to the university or society, and serves to inspire convocation attendees. UFV views the nominee’s acceptance as reflecting and promoting UFV’s vision, mission, and values.
POLICY
The UFV Honorary Degree Selection Committee reviews nominations annually and makes recommendations to Senate and Board of Governors. With the approval of Senate and the Board of Governors, the Chancellor confers the honorary doctorate at convocation. Normally, UFV only awards one honorary doctorate at each convocation ceremony. UFV expects recipients to be present to receive the award, and invites them to give a brief address to the convocation. They are also invited to return to UFV at a later date to give a longer address and meet with faculty, staff, and students. Upon approval by Senate and the Board of Governors, UFV may revoke an honorary degree for reasons of inappropriate conduct.
REGULATIONS
Nominators
UFV employees, students, alumni, members of the Board of Governors, and members of the Honorary Degree Selection Committee may submit nominations.
Confidentiality and Communication
The Honorary Degree Selection Committee, the Senate, and the Board of Governors treat all nominations and supporting materials in the strictest confidence. UFV only informs selected recipients of their nomination. The committee chair (normally the President) speaks on behalf of the committee and communicates with award recipients.
Selection Criteria
UFV awards honorary doctorates to those well recognized for distinguished and visionary leadership,
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achievements consistent with UFV’s vision, mission, and values, and contributions that have enriched society and the quality of life. Recipients exemplify the highest personal and professional standards that serve as an inspiration and model for students, faculty, staff, and our communities. They may be eminent researchers, scholars, professionals, creative artists, performers, athletes, or persons renowned for exemplary public service regionally, nationally, or globally.
Although recognizing all areas of achievement in any one year might not be possible, over the course of several years the awards reflect the diversity of UFV’s academic programs, research, and support services. The awards also reflect the social and cultural diversity of our region.
Normally, UFV does not award honorary degrees as follows: Posthumously To anyone with political, legal, or budgetary authority over UFV, including all elected officials. To current UFV employees, students, or members of the Board of Governors.
Membership of the Honorary Degree Selection Committee
Eleven Voting Members: UFV President (or designate) as Chair UFV Chancellor (or designate) One member of the Board of Governors, appointed annually by the Board Two members of Senior Administration, appointed annually by the President Four members appointed annually by Senate, including at least two faculty members and one student One member appointed annually by the UFV Alumni Association Board of Directors One student appointed annually by the Student Union Society
Procedures
The President develops and publishes procedures related to this policy. To view current procedures, go to https://www.ufv.ca/president/.
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MEMO
To: Joanne MacLean, Chair, Senate From: Gerry Palmer, Chair, Senate Governance Committee Date: June 11, 2021 Re: Review of Course Audit policy (108)
The Senate Governance Committee reviewed the revisions to the Course Audit (108) policy at its May 18th, 2021 meeting and is satisfied that adequate consultation has been done. Only minor re-wording was done and a link to the OReg procedures was added in the Appendices. MOTION: THAT Senate approve the revisions to the Course Audit (108) policy as presented effective Fall 2021.
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Number 108 Effective Date 2016-05-06 Next Review Date 2021-05
COURSE AUDIT
Approval Authority Senate Responsible Executive Provost and Vice-President, Academic Related Policies / Legislation Course Withdrawal (81) Course Prerequisites and Co-requisites (84) Grading System (101)
PURPOSE This policy is to establish principles and criteria for auditing courses at the University of the Fraser Valley (UFV).
SCOPE This policy applies to students who wish to attend a course but not receive credit for it.
DEFINITIONS In this policy, the following definitions apply:
Audit: Enrolment in a course that permits a student to attend without being evaluated for credit.
Auditor: A student who is registered to audit a course.
POLICY The University of the Fraser Valley (UFV) values learning to enhance skills and knowledge and to enrich students and society as a whole. Auditing provides an opportunity for a student to attend a course without being evaluated for credit. While UFV gives registration priority to students taking courses for credit towards credentials, students may register to audit courses subject to permission of the instructor and availability of seats. A minimum amount of attendance and participation, as determined by the instructor, is expected for course audits. At the end of the course, a grade is assigned to indicate whether the audit was successfully completed.
REGULATIONS Students taking a course for credit will be given first priority to register for seats in courses. The Office of the Registrar will establish guidelines for audit registration to ensure credit students have been accommodated before audit registrations are approved.
Audit registration Students wishing to audit a course must be admitted to UFV and eligible to register at UFV for
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the semester. Auditors are expected to meet any prerequisites and co-requisites for the course. If seats are available after credit students have been accommodated, the course instructor may, at their discretion, give the student permission to audit may be given at the discretion of the course instructor. For graduate level courses, approval by the graduate program committee chair and the senior supervisor is also required. Prior to giving a student permission to audit, the instructor must specify in writing the expectations for attendance and participation for a successful audit. If a student is registered to take a course for credit and wishes to change to audit status, he or she must withdraw from the course under the rules for course withdrawal and seek permission to re-register as an auditor under the conditions stated above. When a student is granted permission to audit, the student must register for course audit through the Office of the Registrar no later than 30% of the course duration. Regular course fees apply, including late registration fees if applicable.
Audited courses cannot be used as prerequisites or co-requisites for other courses.
If a student wishes to withdraw from an audited course, regular course withdrawal deadlines and processes apply.
Audit grades In accordance with the Grading System policy, the grade AU (Audit) is recorded on the student’s permanent record when the student has met the attendance/participation requirements specified by the instructor. When an auditor has not met the expectations for a successful audit, the grade AN (Audit expectations not met) will be assigned.
Audited courses appear on the transcript but the student receives no credit, and the courses do not apply towards any credential. Audit grades are not included in the GPA calculation.
APPENDICES
Registration information at https://www.ufv.ca/calendar/current/General/Registration.htm#Audit
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Number 108 Effective Date 2016-05-06 Next Review Date 2021-05
COURSE AUDIT
Approval Authority Senate Responsible Executive Provost and Vice-President, Academic Related Policies / Legislation Course Prerequisites and Co-requisites (84) Course Withdrawal (81) Grading System (101)
PURPOSE This policy is to establish principles and criteria for auditing courses at the University of the Fraser Valley (UFV).
SCOPE This policy applies to students who wish to attend a course but not receive credit for it.
DEFINITIONS In this policy, the following definitions apply:
Audit: Enrolment in a course that permits a student to attend without being evaluated for credit. Auditor: A student who is registered to audit a course.
POLICY The University of the Fraser Valley (UFV) values learning to enhance skills and knowledge and to enrich students and society as a whole. Auditing provides an opportunity for a student to attend a course without being evaluated for credit. While UFV gives registration priority to students taking courses for credit towards credentials, students may register to audit courses subject to permission of the instructor and availability of seats. A minimum amount of attendance and participation, as determined by the instructor, is expected for course audits. At the end of the course, a grade is assigned to indicate whether the audit was successfully completed.
REGULATIONS Students taking a course for credit will be given first priority to register for seats in courses. The Office of the Registrar will establish guidelines for audit registration to ensure credit students have been accommodated before audit registrations are approved.
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Audit registration Students wishing to audit a course must be admitted to UFV and eligible to register for the semester. Auditors are expected to meet any prerequisites and co-requisites for the course. If seats are available after credit students have been accommodated, the course instructor may, at their discretion, give the student permission to audit. For graduate level courses, approval by the graduate program committee chair and the senior supervisor is also required. Prior to giving a student permission to audit, the instructor must specify in writing the expectations for attendance and participation for a successful audit. If a student is registered to take a course for credit and wishes to change to audit status, he or she must withdraw from the course under the rules for course withdrawal and seek permission to re-register as an auditor under the conditions stated above. When a student is granted permission to audit, the student must register for course audit through the Office of the Registrar no later than 30% of the course duration. Regular course fees apply, including late registration fees if applicable.
Audited courses cannot be used as prerequisites or co-requisites for other courses.
If a student wishes to withdraw from an audited course, regular course withdrawal deadlines and processes apply.
Audit grades In accordance with the Grading System policy, the grade AU (Audit) is recorded on the student’s permanent record when the student has met the attendance/participation requirements specified by the instructor. When an auditor has not met the expectations for a successful audit, the grade AN (Audit expectations not met) will be assigned.
Audited courses appear on the transcript but the student receives no credit, and the courses do not apply towards any credential. Audit grades are not included in the GPA calculation.
APPENDICES
Registration information at https://www.ufv.ca/calendar/current/General/Registration.htm#Audit
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Number 108 Effective Date 2016-05-06 Next Review Date 2021-05
COURSE AUDIT
Approval Authority Senate Responsible Executive Provost and Vice-President, Academic Related Policies / Legislation Course Withdrawal (81) Grading System (101)
PURPOSE This policy is to establish principles and criteria for auditing courses at the University of the Fraser Valley.
SCOPE This policy applies to students who wish to attend a course but not receive credit for it.
DEFINITIONS In this policy, the following definitions apply:
Audit: Enrolment in a course that permits a student to attend without being evaluated for credit.
Auditor: A student who is registered to audit a course.
POLICY The University of the Fraser Valley (UFV) values learning to enhance skills and knowledge and to enrich students and society as a whole. Auditing provides an opportunity for a student to attend a course without being evaluated for credit. While UFV gives registration priority to students taking courses for credit towards credentials, students may register to audit courses subject to permission of the instructor and availability of seats. A minimum amount of attendance and participation, as determined by the instructor, is expected for course audits. At the end of the course, a grade is assigned to indicate whether the audit was successfully completed.
REGULATIONS Students taking a course for credit will be given first priority to register for seats in courses. The Office of the Registrar will establish guidelines to ensure credit students have been accommodated before audit registrations are approved.
Audit registration Students wishing to audit a course must be admitted and eligible to register at UFV for the Course Audit (108) Page 1 of 2
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semester. Auditors are expected to meet any prerequisites and co-requisites for the course. If seats are available after credit students have been accommodated, permission to audit may be given at the discretion of the course instructor. For graduate level courses, approval by the graduate program committee chair and the senior supervisor is also required. Prior to giving a student permission to audit, the instructor must specify in writing the expectations for attendance and participation for a successful audit. If a student is registered to take a course for credit and wishes to change to audit status, he or she must withdraw from the course under the rules for course withdrawal and seek permission to re-register as an auditor under the conditions stated above. When a student is granted permission to audit, the student must register for course audit through the Office of the Registrar no later than 30% of the course duration. Regular course fees apply, including late registration fees if applicable.
Audited courses cannot be used as prerequisites or co-requisites for other courses.
If a student wishes to withdraw from an audited course, regular course withdrawal deadlines and processes apply.
Audit grades In accordance with the Grading System policy, the grade AU (Audit) is recorded on the student’s permanent record when the student has met the attendance/participation requirements specified by the instructor. When an auditor has not met the expectations for a successful audit, the grade AN (Audit expectations not met) will be assigned.
Audited courses appear on the transcript but the student receives no credit, and the courses do not apply towards any credential. Audit grades are not included in the GPA calculation.
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MEMO
To: Joanne MacLean, Chair, Senate From: Gerry Palmer, Chair, Senate Governance Committee Date: June 11, 2021 Re: Review of Course Repeat (86) policy
The Senate Governance Committee reviewed the revisions to the Course Repeat (86) policy at its May 18th, 2021 meeting and is satisfied that adequate consultation has been done.
MOTION: THAT Senate approve the revisions to the Course Repeat (86) policy as presented effective Fall 2021.
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Summary of Feedback from Course Repeat policy
I. Pre-consultation, prior to completion of the draft Preliminary feedback was requested of deans, associate deans, VP Students, OReg, Advising Centre, CE director, AVP REGS on the policy before any substantial changes were made.
Comments (summarized) Discussion Actions taken if any a. VP 1 found it confusing how different reasons for This policy has been in place since at least Courses that permit repeats are re-taking a course would be handled, e.g. for credit 1990, and is also in place at other addressed in the policy. The other in a course they need, for a better overall GPA, institutions that were reviewed. Most situations have been left to the heads’ because a course allows repeats. have a simple policy that requires discretion. permission for a third attempt, similar to I added a clause, Regulation #3, that our current policy, without specifying requires students to provide exactly how the decision would be made. information on what has gone wrong, why they need to repeat the course, and what they have done or plan to do to ensure success this time. This should give instructors more information on which to base a decision. b. VP 1 does not support requiring permission for a I emailed deans and associate deans to The requirement for permission and
third attempt. She suggests students be allowed ask if they thought we still needed a two- the statement required in Regulation AGENDA ITEM # 3.1.11. three attempts and only require permission (and attempt limit. No one indicated that we 3 will help students reflect on their perhaps stricter criteria) for a fourth attempt. She should increase the limit. All institutions I situation. It also encourages them to argues we are a learning institution. If a student is reviewed had a two repeat limit, seek advising. willing to keep trying to be successful in completing including SFU, UBC, Capilano U, and TRU. a course, why make them jump through the hoop of The 2-repeat limit may help the student I did not see sufficient rationale to getting permission to do so? She sees the value of to become aware of academic issues and change the two-attempt limit so no “saving the student from themselves” if they’re implications of multiple repeats of change was made. Page 74 of 177 1 Course Repeat (86) policy review
repeatedly unsuccessful, but sees students as adults courses without success. For example, a who can make their own decisions (with the student may want to transfer and some support UFV makes available) and Undergraduate institutions will average the grades for all Continuance policy will address those repeatedly attempts, rather than taking only the unsuccessful in multiple courses. highest grade. The two-repeat limit is also for the benefit of UFV, to ensure other students have access to seats they need in courses. The need to request permission can also help students to reflect on issues that are preventing them from success in a course. It was noted that some people who commented seemed to prefer that third attempts be more restrictive, rather than less, including suggesting additional requirements such as mandatory advising or study support. c. VP 1, plus Department head 1 and representative Same as in #1, I see very few institutions Although in the draft posted for from Advising were concerned about possible if any that specify how decisions are to be consultation, I stated some factors inequities in how approvals are given among made or have mandatory advising or that heads might take into departments as well as with individual heads. They workshops. consideration in making the decision, can be at the whim of a department head, signed this new clause was removed from the off routinely or made difficult.. final version. See item e., below, for more information about that.
d. Department head 1: Wonders if students could be Mandatory advising or workshops would No actions taken. My view of leaving AGENDA ITEM # 3.1.11. required to do something before they are allowed likely cause time delays that could mean the decision to the heads is that they to take a course for the third time? For example, the student would not receive a decision could specify appropriate conditions they could attend a workshop through ASC that until the course was full, as they may not for a student, based on their individual prepares them for success in the specific course, or realize they cannot register until they try circumstances. show that they are taking fewer credits in that at their registration time. We could consider stating that semester in an attempt to devote more time to the There is nothing to prevent the head conditions for approval may be given course in question? from asking or requiring a student to seek to students, but I felt that would be Page 75 of 177 2 Course Repeat (86) policy review
Advising notes that the student’s full record is not help that seems appropriate, but a understood without explicitly saying necessarily considered, but recognizes that a full blanket requirement does not seem it. review might make the process overly cumbersome appropriate. There can be a variety of and time consuming. They suggest requiring a issues, some of which the student may workshop through ASC if the student is on have under control. This also seems the academic warning or probation opposite of the suggestion that students should be allowed three attempts without needing permission. Two associate deans, an AVP, and the CE director said they were fine with the existing policy with minor edits.
2. During broad consultation on the draft
The draft posted included the addition of Regulations #3, which requires the student to submit a personal statement and encourages advising, and Regulation #4, which initially was a statement about factors that might be considered in the decision-making process. See item e, below, which explains that Regulation #4 was replaced with an appeal process, which is what appears in the final version.
Comments (summarized) Discussion Actions taken if any e. Department head 2: “I am opposed to the spirit of step 4 in I thought this made sense. I noted I replaced Regulation #4, which the Regulations, in that it restricts the discretion of that no one who was concerned outlined factors in the decision, with a Department Heads as well as micromanages their decisions. If about inequities gave any simple appeal to the dean. As this was this step has been added because of a history of arbitrary and examples. It also seems limiting to done towards the end of consultation, capricious actions by certain Heads, then perhaps a process try to list factors that can be taken this change was not in the draft that involving an Appeal to the Dean could be added. Otherwise, if into account, as departments may was posted so I consulted directly with AGENDA ITEM # 3.1.11. it ain't broke, don't fix it.” have different concerns. Our policy deans, associate deans, the AVP has been in place since 1990. Academic, AVP REGS and a few Although I didn’t find appeals in department heads. other policies, many institutions I received general agreement with this have a general appeal process. UFV change from all who responded, does not, so it seemed a good idea including two deans, two associate to include this. deans, two AVPs and department Page 76 of 177 3 Course Repeat (86) policy review
head 1 and 3. There were a few suggestions that included: Adding a deadline for submitting the appeal; suggesting that perhaps the appeal should be based only on whether the approval process was fair; allowing the dean to impose conditions, and making the timeline for the decision a guideline only. I added a 10 day submission deadline. Since the approval is a simple decision without a well-defined process I didn’t think it made sense to state that appeals must be based on an unfair process. There is nothing in the policy to prevent the decision-maker from imposing conditions that seemed appropriate. This could be stated but probably does not need to be.
f. Department head 3: Suggests students taking a course for See item d. on p. 1 for thoughts on No changes made. the third time may have academic challenges. Consider mandatory advising or study skills mandatory advising. Also questioned whether we should activities. prevent students from doing equivalent courses as Regarding transfer credit, we transfer credit. cannot monitor or control courses
taken elsewhere and it seems AGENDA ITEM # 3.1.11. In subsequent discussions he suggested referring students punitive to refuse transfer credit if to PASS might be a good idea where it seems appropriate. a student has passed an equivalent course elsewhere. g. AVP: Expressed support of the changes in the posted draft.
h. VP 1: As in section I., b., she would prefer to allow a 3rd See comments in Section I., b. Page 77 of 177 4 Course Repeat (86) policy review
attempt without permission, with perhaps stricter requirements for giving permission for a 4th attempt. She would like to see the data on course repeats. How many students actually take a course for a third time? How big of an impact is this on our seat availability? How many areas currently deny a request for a third course registration? What would the likely impact be of automatically allowing a third attempt?
i. VP 1: …the lack of a clear decision-making rubric or other I have no objections to the The statement in Regulations #4, tool means all is still entirely subjective. Through a development of specific criteria, which described some of the factors student-centred, EDI-informed lens, the policy although it may be tricky to come that heads might consider, and stated perpetuates the idea that heads/directors warrant the up with a detailed list of what may that students would not be power of flexibility, with students at the whim of that be taken into consideration in permanently denied if the course was power. There are no clear procedures and evaluation granting requests. Student’s essential to their program, was criteria which students know in advance so as to be able situations are extremely varied. We replaced by an appeal to deans. to make a case for course repeat. And there is no have had a policy similar to our consistency across departments or faculties in terms of current policy since at least 1990; No change was made to write specific how this will be handled. do we know there is a problem criteria for decisions. with the decision-making that this She wants to see an application form for students which would fix? Most other institutions I coincides with a set of criteria to be used to assess their reviewed, including TRU, Capilano submission, similar to criteria we state in our policies on U, and McEwan U also have a final grade appeals and academic misconduct. simple policy that requires a student to request permission,
She does not support the version of the policy that was without specifying the criteria for AGENDA ITEM # 3.1.11. sent out for broad consultation. approval. Unless there have been specific issues of unfairness, I assumed we could trust the decision-makers to make fair decisions. If it is decided that there is a need and desire to do so, setting specific Page 78 of 177 5 Course Repeat (86) policy review
criteria might require a group with academic and advising input. Perhaps this could be done in a separate procedures document. AGENDA ITEM # 3.1.11. Page 79 of 177 6 AGENDA ITEM # 3.1.11.
Number 86 Effective Date 2016-06-10 Next Review Date 03-2021
COURSE REPEAT
Approval Authority Senate Responsible Executive Provost and Vice President, Academic Related Policies / Legislation Grading System (101)
PURPOSE
This policy establishes a limit on the number of times a student may register in a given course at the University of the Fraser Valley.
SCOPE
This policy applies to students who wish to re-register for UFV courses, excluding continuing education courses that are not applicable to a credential. This policy does not address limits on the number of individual courses that may be repeated in certain programs; such limits will be stated in the UFV academic calendar.
DEFINITIONS In this policy, the following definitions apply: Course repeat: A re-registration in a given UFV course or an equivalent UFV course, when the student is currently registered, for credit or audit, or was previously registered and received a grade, including but not limited to any letter grade, F (fail), NCR (no credit), W (withdrawal), AU (audit), or CR (credit).
Grade point average (GPA): A numerical average of course grades.
POLICY Students may choose to repeat courses for many reasons, including to enhance skills and learning, to obtain credit for a course required for their program, or to improve their grade and/or their UFV grade point average. To maximize student success and enhance access to courses for all students, UFV sets a limit on the number of times students may attempt a given course.
A student may not register in a UFV course more than twice without permission of the department head/director for the discipline, or their designate, with the exception of certain courses which may be repeated for further credit, as stated in the calendar description.
REGULATIONS
1. Unless otherwise specified in the course description, UFV courses may be taken for credit only once. When a course may be taken for credit more than once, it will be specified in the calendar description, all attempts that result in further credit will be included in the UFV GPA, and the one repeat limit will not apply. For courses that may be taken for credit only once. , oOnly one repeat of the course is permitted, unless permission to exceed the repeat limit has beenis given by the department head or /director or designate for the discipline, or their designate. 2. The course repeat limit is enforced during registration.
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3. Students requesting permission to exceed the repeat limit will be required to include an explanation of what prevented them from successfully completing in their previous attempts, what actions or preparation they have done or will be doing to ensure success, and why they need or want to obtain credit or a higher grade for the course. Students are encouraged to consult an advisor about the impact of the course repeat on their educational plans. 4. Students who have been denied a course repeat and believe the repeat is essential to complete their program or to complete in a timely fashion may appeal in writing to the dean responsible for the discipline. The appeal must be submitted to the dean not later than ten (10) business days after their request was denied. Appeals must include the information required in #3, above, including a rationale for why credit or a higher grade for the course is necessary to complete their program, and any supporting documentation. The dean will provide a response to the student’s appeal within 7 business days. The decision of the dean is final. 5. When a course is repeated, Aall course attempts and grades will appear on the transcript, but only the higher of the grades will be counted in the UFV grade point average (GPA) as per Grading System e Point Average policy (101).
When a course may be taken for credit more than once, the calendar description for the course will specify that it may be repeated for further credit under a separate letter designation, e.g., a letter from C - Z added to the course number to indicate a different topic or focus. In such cases, all attempts under different letter designations will be included in the UFV GPA.
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Number 86 Effective Date 2016-06-10 Next Review Date 03-2021
COURSE REPEAT
Approval Authority Senate Responsible Executive Provost and Vice President, Academic Related Policies / Legislation Grading System (101)
PURPOSE
This policy establishes a limit on the number of times a student may register in a given course at the University of the Fraser Valley.
SCOPE
This policy applies to students who wish to re-register for UFV courses, excluding continuing education courses that are not applicable to a credential. This policy does not address limits on the number of individual courses that may be repeated in certain programs; such limits will be stated in the UFV academic calendar.
DEFINITIONS In this policy, the following definitions apply: Course repeat: A re-registration in a given UFV course or an equivalent UFV course, when the student is currently registered, for credit or audit, or was previously registered and received a grade, including but not limited to any letter grade, F (fail), NCR (no credit), W (withdrawal), AU (audit), or CR (credit).
Grade point average (GPA): A numerical average of course grades.
POLICY Students may choose to repeat courses for many reasons, including to enhance skills and learning, to obtain credit for a course required for their program, or to improve their grade and/or their UFV grade point average. To maximize student success and enhance access to courses for all students, UFV sets a limit on the number of times students may attempt a given course.
A student may not register in a UFV course more than twice without permission of the department head/director for the discipline or their designate, with the exception of certain courses which may be repeated for further credit, as stated in the calendar description.
REGULATIONS
1. Unless otherwise specified in the course description, UFV courses may be taken for credit only once. Only one repeat of the course is permitted, unless permission to exceed the repeat limit is given by the department head or director for the discipline, or their designate. 2. The course repeat limit is enforced during registration. 3. Students requesting permission to exceed the repeat limit will be required to include a personal statement that includes an explanation of what prevented them from successfully completing in their previous attempts, what actions or preparation they have done or will be doing to ensure success, Course Repeat (86) Page 1 of 2
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and why they need or want credit or a higher grade for the course. Students are encouraged to consult an advisor about the implications of the course repeat on their educational plans. 4. Students who have been denied a course repeat and believe the repeat is essential to complete their program or to complete in a timely fashion may appeal in writing to the dean responsible for the discipline. The appeal must be submitted to the dean not later than ten (10) business days after their request was denied. Appeals must include the information required in #3, above, including a rationale for why credit or a higher grade for the course is necessary to complete their program, and any supporting documentation. The dean will provide a response to the student’s appeal within 7 business days. The decision of the dean is final. 5. When a course is repeated, all course attempts and grades will appear on the transcript, but only the higher of the grades will be counted in the UFV grade point average (GPA) as per Grading System policy (101).
When a course may be taken for credit more than once, the calendar description for the course will specify that it may be repeated for further credit under a separate letter designation, e.g., a letter from C - Z added to the course number to indicate a different topic or focus. In such cases, all attempts under different letter designations will be included in the UFV GPA.
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Number 86 Effective Date 2016-06-10 Next Review Date 03-2021
COURSE REPEAT
Approval Authority Senate Responsible Executive Provost and Vice President, Academic Related Policies / Legislation Grading System (101)
PURPOSE
This policy establishes a limit on the number of times a student may register in a given course at the University of the Fraser Valley.
SCOPE
This policy applies to students who wish to re-register for UFV courses, excluding continuing education courses that are not applicable to a credential. This policy does not address limits on the number of individual courses that may be repeated in certain programs; such limits will be stated in the UFV academic calendar.
DEFINITIONS In this policy, the following definitions apply: Course repeat: A re-registration in a given UFV course or an equivalent UFV course, when the student is currently registered, for credit or audit, or was previously registered and received a grade, including but not limited to any letter grade, F (fail), NCR (no credit), W (withdrawal), AU (audit), or CR (credit).
Grade point average (GPA): A numerical average of course grades.
POLICY Students may choose to repeat courses to enhance skills and learning, or to improve their grade and/or their UFV grade point average. To maximize student success and enhance access to courses for all students, UFV sets a limit on the number of times students may attempt a given course.
A student may not register in a UFV course more than twice without permission of the department head/director for the discipline, or their designate.
REGULATIONS
Unless otherwise specified in the course description, UFV courses may be taken for credit only once. When a course may be taken for credit more than once, all attempts that result in further credit will be included in the UFV GPA and the one repeat limit will not apply.
For courses that may be taken for credit only once, only one repeat of the course is permitted, unless permission to exceed the repeat limit has been given by the department head/director or designate for the discipline. The course repeat limit is enforced during registration. All course attempts and grades will appear on the transcript, but only the higher of the grades will be counted in the UFV grade point average (GPA) as per Grade Point Average policy.
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MEMORANDUM APPC Chair: James Mandigo Academic Planning and Priorities Committee APPC Assistant: Melinda Saretzky
TO: Dr. Joanne MacLean, Chair, Senate
FROM: Dr. James Mandigo, Chair, Academic Planning and Priorities Committee
DATE: May 13, 2021
RE: English Language Studies Program Review
The English Language Studies department within the Faculty of Access and Continuing Education underwent a program review in 2019-2020. The Academic Planning and Priorities Committee reviewed all of the documentation related to the program review and accepted them at the May 12, 2021 meeting and recommend to Senate for approval.
The external review report noted the major strength as “the program structure is flexible and able to accommodate the diverse needs of domestic and international students across a range of proficiency levels and skill areas with a curricular emphasis on English for academic preparation and related academic competencies.” The APPC recognized the great leadership that was given towards indigenizing this program. It was also noted there more discussions could take place regarding the benefits of developmental credits versus academic credits.
SUGGESTED MOTION: THAT Senate accept the Dean’s Summary Report of the English Language Studies Program Review as presented.
Attachments: - Dean’s Summary Report Remainder of the documents associated with the Program Review can be found: - UFV Drive: S:\Public\UFVinfo\APPC\ELS Program Review - Blackboard: COM-APPC (Senate Committee – APPC)
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Dr. Sue Brigden, Dean Access and Continuing Education Phone: 604-864-4643 Email: [email protected] MEMORANDUM
To: Dr. James Mandigo, Chair, Academic Planning and Priorities Committee CC: Dr. Bruce Kirkley, Associate Director Program Development and Quality Assurance From: Dr. Sue Brigden, Dean, Faculty of Access and Continuing Education Date: Monday, May 3, 2021 Re: English Language Studies Program Review
The English Language Studies (ELS) underwent a program review in 2019-20. As per the Guidelines and Procedures for Deans’ Summary Reports of Program Reviews, I am submitting the ELS Program Review documents to APPC for review. In addition to this memo, you will find the following documents:
• ELS Scope Letter; • ELS Self-Study Report; • ELS External Review Report; • ELS Department’s Action Plan Report; and • Dean's Summary Report
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English Language Studies Program Review Faculty of Access & Continuing Education
Dean’s Summary
Submitted by: Dr. Sue Brigden, Dean, Faculty of Access & Continuing Education
Accepted by: Senate in Academic Planning and Priorities Committee
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English Language Studies (ELS) Program Review
Dean’s Summary, April 2021
Introduction English Language Studies (ELS), which is housed within the Faculty of Access and Continuing Education (FACE), underwent a program review in 2019-20. In accordance with Policy 189 (Academic Program Reviews), the Program Review External Committee (Committee) conducted a site visit in May 2020; however, the visit was entirely online due to the pandemic. The Committee’s review was guided by the ELS self-study as informed by the Dean’s scope letter. Data provided by Institutional Research and collected from student surveys provided information that informed the self-study. During the site visit, the Committee met with several stakeholders, including current and former students, faculty, and several UFV senior administrators. The External Review Report (Report) was received in June 2020. The conclusion of the report included the following as its major strength: The program structure is flexible and able to accommodate the diverse needs of domestic and international students across a range of proficiency levels and skill areas with a curricular emphasis on English for academic preparation and related academic competencies. (Report, p. 32)
Important Note During the preparation of the 2021-22 budget after the Committee submitted its report, it became clear that the ELS budget would be significantly reduced in 2021-22. As a result of these reductions, it will be difficult for the Department to undertake the work needed to implement the twelve (12) recommendations included in the Report. The Department’s response and action plan and the Dean’s comments are given separately for each of the recommendations beginning on page 3 below.
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Contribution to the University’s Strategic Goals, Vision, Mission, Plans, and Values Because the review took place while UFV’s Strategic Plan was under development the Committee noted the following under Recommendation #4: We support the development of ELS Certificate Program mission, values, and goal statements that align with FACE and UFV’s new strategic plans and goals. (Report, p. 15)
Alignment with Institutional Learning Outcomes The Committee noted the challenge faced by the department when it comes to its alignment with UFV’s ILOs when it stated the following: The ELS Department is genuinely challenged to develop program-level learning outcomes and to align them with UFVs ILOs because most ELS students do not graduate from the program by completing the ELS Academic (080-level) Certificate and its related courses. (Report, p. 22) Although the Committee concluded that the “data from the ELS Student Survey support our belief that ELS course outcomes are, in general, well aligned with UFV’s ILOs” (Report, p. 22), it recommended that the department “develop program-level learning outcomes and align them with UFV’s ILOs” (Report, p. 23).
Ministry, Professional/Industry and Academic Standards The learning outcomes of ELS courses align with the BCCAT English for Academic Purposes (EAP) Levels 1 to 4 as well as the Canadian Language Benchmark Level (CLB) outcomes 5/6 to 9 (Report, p. 24). The courses currently offered by the Department are preparatory courses that help students meet UFV’s English language requirements but do not permit students to acquire academic credits that can be used in undergraduate programs. As a result, “The Review Committee recommends ELS pursue EAP for Credit the EAP IV (ELS 080) level, making it a 100-level course for academic credit (Recommendation 7, Report, pp. 24).”
Standards of Educational Practices The Committee found that the ELS Certificate program follows the Canadian Language Benchmarks theoretical framework and that all of its courses have been articulated through BCCAT. It also noted, “The core skills are reading, writing, and oral/aural skills. The competencies include study skills, critical thinking, problem solving, and group interaction skills. These skills and competencies are necessary at each level but become increasingly complex as language proficiency increases (Report, p.26).”
Utilization of Resources Other than providing a comment about the Department’s use of the Library, the Committee did not comment on the Department’s utilization of resources; instead, the Report includes the information reported on pages 33 to 44 of the Self-Study Report, which summarizes the resources related to timetabling, faculty, staff, physical space, equipment, and library resources. With respect to the Library, the Report notes, “When speaking to the UFV Librarian, we learnt the ELS classes do not need a lot of research support, except for the ELS 070-080 levels. Reading classes in particular book tours to visit the ELS collection to find a novel, etc. in the easy reading collection. Overall, they need less help developing research skills and more with finding easy readers (Report, p. 30).”
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Conclusion: Overview and Recommendations The External Report included the following twelve (12) recommendations. For each recommendation the Committee’s comment, the Department’s response included in its Action Plan Report (Plan), and the Dean’s comment are presented below each recommendation.
Recommendation 1: Foundation Program Review & Revision: ELS 070 and 080 Levels at UFV
Committee’s comment EAP 084, 6 credits is the only course needed to meet the University’s UFV’s English Language Proficiency Admission Requirements…From a language education perspective, this is a programming weakness because students require multiple language skills including interactive communications and reading at all levels of proficiency and especially as part of their preparation for university-level study…we recommend that students take all 3 courses at each level of the 070 and 080 levels as co-requisites to meet these laddered University entrance requirements. (Report, p. 8)
Department’s response and action plan ELS supports the Committee’s recommendations that UFV revise its current English language proficiency admission requirement to align with standards at other post-secondary institutions in British Columbia and that the University Foundation Certificate program and Qualifying Studies admission category be revised accordingly. The Department will examine current admission standards and pathway programs at other BC universities and make recommendations to the Dean of FACE, UFV International, and the Undergraduate Education Committee in the 2021-22 academic year. (Plan, p. 3)
Dean’s comment The Dean supports the review and of admission requirements and pathway programs at other post- secondary institutions and will work with the department to develop and share its recommendations beginning in the 2021-22 academic year.
Recommendation 2: CLIL (Content Language Integrated Learning) Bridging/Pathway Programs
Committee’s comment Adding ELS pathways to academic programs of interest to both international and domestic students could create more value-added, transdisciplinary programming that may bolster enrollment and raise ELS’ profile at the University…Most recently, the CLIL (Content Language Integrated Learning) Pilot Project shows promising growth in this direction. This project could lead to developing potential pathways/bridging programs as well as other credit bearing programming including perhaps some adjunct academic courses. (Report, p. 3)
Department’s response and action plan In Fall 2020, ELS began providing course-specific support for students taking BUS 100, CYC 202, GD 157, HSER 120, and UNIV 101 following guidelines in the Content and Language Integrated Learning (CLIL) literature. ELS faculty worked with partner faculty to develop specialized CLIL course materials and provide one-to-one support sessions with students through its Online Help Centre. During the Fall 2020 semester, ELS provided 166 support sessions, and this ongoing project has provided a strong foundation
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towards a more curriculum-embedded approach to improving students’ English language skills while studying at UFV. In Fall 2020, ELS also consulted with several areas across UFV on two 100-level course proposals, “ENLS 100: Content and Language Integrated Studies” and “ENLS 101: Language and Community Engagement”, with excellent feedback on how these courses could benefit students across the curriculum. These types of courses could be connected to specific courses in other disciplines or new pathway programs, such as the one under current development in the College of Arts. This work is ongoing and should continue into the 2021-22 academic year alongside Recommendation 7 below. (Plan, p.3)
Dean’s comment The Dean encourages the department to continue its work with other departments on the development of 100-level courses that will support the success of English as an Additional Language learners taking first-year courses and/or admitted to undergraduate programs during 2021-22. Given the budget reductions in ELS, it is important to recognize that new courses may not be developed until after 2021-22.
Recommendation 3: Academic Partnerships and Collaborative Arrangements: Academic Foundation Program (AFP) at FV India in Chandigarh
Committee’s comment The delivery of multiple sections of EAP 075 in Chandigarh every summer stands out as an innovative program with potential to grow. Enrollments have been increasing steadily for summer delivery and the course is also now being offered in the fall semester. That said, enrollments in the course do not generate tuition or FTEs, and so they do not contribute to the Department’s sustainability. We recommend that UFV change the structure of AFP to allow for it to generate tuition and FTEs, and that ELS start other such partnerships to add to its long-term sustainability. (Report, p. 12)
Department’s response and action plan The Department agrees with the Committee’s recommendation that UFV change the structure of the AFP to allow it to generate tuition and FTEs to better support this important and long-standing partnership with Fraser Valley India. The Department will consult with the Dean of FACE and Fraser Valley India to explore this recommendation once the current health crisis and international travel restrictions improve. (Plan, p. 4)
Dean’s comment The Dean supports the Department and will consult with other UFV units to determine if it is possible to generate tuition and FTEs for the department while recognizing there are policies internal to as well as external to UFV that may limit our ability to do so.
Recommendation 4: Develop ELS Certificate Program Mission, Values, and Goal Statements
Committee’s comment We support the development of ELS Certificate Program mission, values, and goal statements that align with FACE and UFV’s new strategic plans and goals. (Report, p. 35)
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Department’s response and action plan
The Department will work to articulate its ELS program mission, values, and goal statements in consultation with FACE the 2021-22 academic year. (Plan, p. 4)
Dean’s Comment The Dean will support the articulation of the ELS program mission, values, and goal statements during the coming year, as needed.
Recommendation 5: Indigenizing the ELS Curriculum
Committee’s comment ELS students remarked to us that they enjoyed learning about Indigenous culture in reading and writing classes. They also appreciated the Land acknowledgements at the start of every ELS and academic class at UFV…The ELS Department Head sits on the Indigenous Committee of the Senate, so he is able to share what he learns with his department in that way. A Teaching and Learning Specialist is also working with Indigenous Affairs to help faculty create materials that are intentional and to link these to larger Program Learning Outcomes (PLOs) so we recommend working with her as well. (Report, p. 15)
Department’s response and action plan The Department supports the ERC’s recommendation to continue our efforts at Indigenizing the ELS Certificate program curriculum. This is an ongoing project, although the ERC’s recommendation that the Department connect with a dedicated Teaching and Learning specialist who works with Indigenous Affairs is an excellent idea. The Department will approach this specialist in the 2021-22 year to ask for guidance with creating materials that are intentional and that link to PLOs and ILOs. (Plan, p. 4)
Dean’s comment The Dean supports the Department’s approach and will provide input, as needed.
Recommendation 6: Aligning ELS Program Learning Outcomes (PLOs) with Institutional Learning Outcomes (ILO): Curriculum Mapping
Committee’s comment We support the ELS Department aligning institutional-level learning outcomes with program-level learning outcomes and course-level learning outcomes in accordance with the guidelines in the Developing Learning Outcomes workbook from UFV Teaching and Learning. The Teaching and Learning Specialist we met with suggested identifying the goals, intentions and purposes of ELS courses to recognize the alignment at the course level versus program level. Leave ILOs aside at the beginning. If gaps still exist, then start from the bottom up first reviewing Course Learning Outcomes to PLOs to finally ILO. We support this recommendation to help you do this important program review. We also recommend meeting with other faculty in academic areas in focus groups to identify these gaps as part of your program review process. (Report, p. 36)
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Department’s response and action plan The Department will consult with FACE and Teaching and Learning and meet with faculty in other areas to implement this recommendation in the 2021-22 academic year. (Plan, p.5)
Dean’s comment The Dean will work with the Department throughout the year, as needed.
Recommendation 7: EAP for Credit
Committee’s comment The Review Committee recommends ELS pursue EAP for Credit the EAP IV (ELS 080) level, making it a 100- level course for academic credit…Consider changing the numbering system of the whole program so that ELS courses all move towards EAP 100. Each level could maintain the flexibility of separated skills, but by making them co-requisites, students will need to take all skill areas at each level to ensure an integrated multiskill approach. There has not been wide-spread support for this initiative in the past from other areas of the University, but the timing might be better for this change once the CLIL (Content Language Integrated Learning) Bridging/Pathway Programs have been developed with a wide variety of academic areas across the curriculum. (Report, p. 24)
Department’s response and action plan The Committee emphasized the need for a “paradigm shift” at UFV from ELS as a strictly “developmental” discipline to one that can contribute to undergraduate programming across the curriculum. As mentioned in the introduction to this Action Plan Report, several universities in British Columbia (e.g., Capilano University, Simon Fraser University, UBC Okanagan, Vancouver Island University) offer credit bearing upper-level EAP courses, as well as courses in other areas of ENLS that are connected to pathway programs and specific disciplines. ELS supports this recommendation and acknowledges there will be challenges in realizing this shift at UFV. With changing student demographics, admission policies and enrollment patterns, however, we believe there are good reasons to provide a more curriculum-embedded approach to supporting students with improving their English language skills at UFV, now and in the years ahead. The Department will move this work forward in the 2021-22 academic year alongside Recommendation 2 above. (Plan, p. 5)
Dean’s comment The Dean supports this recommendation and will work with the Department and other academic units, as necessary. Given the budget reductions in ELS, it is important to recognize that new courses may not be developed until after 2021-22.
Recommendation 8: ELS Help Centre
Committee’s comment The ELS Help Centre has been run by a group of dedicated ELS Faculty volunteering a total of 18 hours/week to keep it in operation. It has been at UFV for a very long time, even longer than the Academic Success Centre has been…ELS Faculty view this work as part of their “Service” contribution to
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UFV each year, but do not have capacity at present to keep it open more than 2 days per week (Report, p. 31” It then recommends, “that the Help Centre receive funding from UFV International and the larger UFV community to make the Centre part of ELS faculty workload, supporting Student Success of both International & Domestic students across the curriculum (Report, p. 31).
Department’s response and action plan The Department will work with the Dean of FACE to explore this recommendation for implementation in the 2021-22 academic year.
Dean’s comment Due to budget reductions, it will not be possible to implement this recommendation in the near future because faculty workload will be dedicated to teaching scheduled courses.
Recommendation 9: ELS Educational Technologist Position
Committee’s comment We support increasing ELS’ current Educational Technologist position from 50% to 100% to benefit the ELS Department and students. (Report, p. 31)
Department’s response and action plan The Department fully supports the ERC’s recommendation that its Educational Technologist position be increased from 50% to 100%, especially since we expect to continue with online course delivery and online support services after the COVID-19 pandemic ends. The Department will work with the Dean of FACE to explore this recommendation for implementation in the 2021-22 academic year. (Plan, p. 6)
Dean’s comment Due to budget reductions in ELS, it will not be possible to implement this recommendation.
Recommendation 10: ELS Faculty Annual Teaching Load
Committee’s comment We agree that with an annual teaching load of 12 sections per year, ELS faculty are genuinely challenged to balance teaching obligations with scholarship and service activities. With the change from teaching lower level ELS level courses to upper level EAP courses, faculty felt it is very challenging to teach this amount, not mentioning the high rate of health issues resulting from this heavy work load. We suggest that this needs to be re-examined. As we understand it, this issue should be looked at in terms of equity of employment. (Report, p. 31)
Department’s response and action plan ELS faculty have carried a 12 section per year teaching load since the Department was established at Fraser Valley College in 1990. Since then, the program and students have changed significantly, as have
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the qualifications of the Department members and the types of service and scholarly work they contribute each year. The Department will work with the Dean of FACE to explore this recommendation for implementation as soon as possible. (Plan, p. 6)
Dean’s comment While the Dean supports this recommendation, it is important to note that the workload of teaching faculty varies by department across the institution. To move forward on this, a discussion about workload reduction, likely, will involve many different stakeholders. The Dean will be happy to participate in these discussions.
Recommendation 11: Domestic Students Programming, Marketing, and Base Funding Support - Community Based Programming
Committee’s comment The 2014 funding cuts to provincial settlement transfer payments resulted in a dramatic decrease in domestic ELS enrollments. This period coincided with the implementation of ELS seat reserves for international students, and anecdotal comments from domestic students suggest they continue to feel international students have first priority at UFV (Report, p.32). As immigration to the Fraser Valley continues, there might be an opportunity to explore new partnerships, workplace training, and experiential learning initiatives at UFV to better meet the needs of this demographic (Report, p. 32). ELS could benefit from more comprehensive marketing to attract more domestic students as well. Due to budget limitations as well as faculty and staff time constraints, this may be challenging, and we recommend that UFV support ELS’ efforts by offering more financial support for marketing their English language program offerings (Report, p. 33). We also agree with the recommendation in the Self-Report that the UFV increase its support for domestic students who seek to improve their English language skills by increasing base funding allocations for the Department (Report, p. 33)
Department’s response and action plan As the ERC points out, these related activities are important and also challenging, due to budget limitations as well as faculty and staff time constraints. For all of these reasons, an increase to the Department’s base funding would support these efforts to attract new domestic students to ELS and to other areas at UFV. The Department will continue to move these projects forward as it awaits news about an increase to its base funding.
Dean’s comment Given the 2021-22 budget, there will not be any increase to the Department’s base funding in the near future; however, the Dean supports an increase in base funding and will continue to advocate for it.
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Recommendation 12: University 101 - Study Skills
Committee’s comment Once the SDS student visa change happened in Fall, 2018, University 101 was revamped and is now filled with mostly international students. It is presently housed in the College of Arts and is transferable as elective credit throughout the BCCAT transfer system. We recommend that the present faculty consider team teaching these courses with ELS faculty. Alternatively, ELS could teach only international student sections. At Capilano University, for example, the course is now housed in the School of Access and Academic Preparation and has been helping EAP faculty keep workload post the SDS decline in international student numbers 2 years ago. International student sections are taught by EAP faculty. Domestic student sections are taught by non EAP faculty (Community Development and Outreach). The Dean of FACE seems to support this initiative, and we recommend working with her to move this forward as part of ELS’s overall move towards teaching and supporting more 100-level, credit bearing courses at UFV. (Report, p. 38)
Department’s response and action plan Given its expertise in language education and extensive background working with international students, the Department agrees that it could be involved in teaching UNIV 101. It will work with the Dean and the College of Arts to explore this recommendation throughout the 2021-22 academic year. (Plan, p. 8)
Dean’s comment The Dean will work with the Department and the College of Arts to examine the feasibility of this recommendation.
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MEMORANDUM APPC Chair: James Mandigo Academic Planning and Priorities Committee APPC Assistant: Melinda Saretzky
TO: Joanne MacLean, Chair, Senate
FROM: James Mandigo, Chair, Academic Planning and Priorities Committee
CC: Jacqueline Nolte, Dean, College of Arts
DATE: May 19, 2021
RE: Formation of a new School of Social Justice and Global Stewardship
On May 12, 2021, the Academic Planning and Priorities Committee voted to recommend the formation of a new School of Social Justice and Global Stewardship, to be housed in the Faculty of Social Sciences in the College of Arts. Consultation included College of Arts Heads on March 19, 2021 College Council on March 26, 2021 and by the Senior Academic Leadership Team (SALT) on April 20, 2021.
The new School of Social Justice and Global Stewardship brings together interdisciplinary courses and programs. The most distinctive feature is the commitment to an indigenized mode of governance, whereas it will be operated collaboratively with a Convenor instead of a Director. There will be a real commitment to activism and a destination for community relationship, outreach and practicums. Initially, the program reviews will continue to be done at the disciplinary level. Feedback from the APPC was very positive.
Suggested Motion: THAT Senate recommend approval of the formation of a new School of Social Justice and Global Stewardship, Faculty of Social Sciences, College of Arts, to the Board of Governors.
Attachment: • Memo from Dean • Proposal
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Proposal for a New School of Social Justice and Global Stewardship
Developed by: Lolehawk Laura Buker, Indigenous Studies (IS) Nicola Mooney, Migration and Citizenship (M&C) Stephen Piper, Global Development Studies (GDS) Steven Schroeder, Peace and Conflict Studies (PACS)
Overview
We, the program chairs of Global Development Studies, Indigenous Studies, Migration and Citizenship, and Peace and Conflict Studies, wish to express an interest in, and a shared commitment to, the formation of an interdisciplinary School of Social Justice and Global Stewardship. We see this school as a place in which students, scholars, activists, and communities will collaborate in reimagining our world, co-creating knowledge, and enacting transformative social change in the Fraser Valley and beyond.
Moreover, we propose the formation of a such a school so as to: (a) capitalize on our shared interests and strengths, (b) share administrative, program, and teaching resources, (c) integrate courses, activities, and community engagement, and thus (d) advance our collective mission: Decolonizing society, actualizing social justice, transforming our world.
a. Capitalizing on our shared interests and strengths:
Our interdisciplinary programs share common commitments to decolonization, social and environmental justice, and global and local transformation. We emphasize dialogue, engagement, and critique, we centre community and planetary well-being, and we value and champion Indigenous perspectives and ways of knowing, particularly acknowledging our obligations to the Stó:lō Nation and people of the river on whose traditional and ancestral territory we meet.
Collectively, our programs promote critical perspectives, grassroots approaches, reciprocity, equality, equity, diversity, inclusion, advocacy, activism, human and planetary wellbeing, community, intercultural dialogue, peacebuilding, reconciliation, global citizenship, earth stewardship, sustainable development, and transformative social change. Our students are leaders, advocates, and activists who develop and implement an applied skillset that is grounded in social action, applied research and academic theory. Recognizing the intersections of our programs around a shared framework for transformative social justice practice, some of our students already take some of our courses and even whole programs in tandem, notably GDS and PACS. We hope to expand on the potential for greater student engagement and participation by capitalizing on our shared commitments to social justice, global engagement and earth stewardship. We feel that becoming part of a common school will enable us to better collaborate on developing points of integration, extension, and synthesis between GDS and IS, IS and PACS, and each of the programs with M & C, which presently exists only at the graduate level, but is considering undergraduate program development. As well, area and regional studies programs
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such as Latin American Studies and Indo-Canadian Studies clearly intersect GDS, IS, PACS, and M&C and as interdisciplinary programs fit within the School’s framework. (A list of programs to be offered through the School appears in Appendix A).
Organizing our programs so that their individual integrity is maintained but with greater opportunities for shared courses, team-teaching, common internships, collective events, and the development of mutual community partnerships and alliances will stimulate new areas of program growth and synthesis. It will also enhance the possibilities for students to be architects of their own learning, for instance via new and creative courses, programs, and pathways. Our students would benefit from the development of new program options, the creation and elaboration of new pathways between programs, and the greater program flexibility offered by more joint and integrated course offerings. We outline some of our plans for curriculum and program development in the section on Curricular Initiatives.
b. Sharing administrative, program, and teaching resources:
We propose that working in collaboration in the framework of a school will realize certain efficiencies and thus free resources that will help us to intensify our offerings and activities. For instance, creating a number of shared course offerings (e.g. program capstones, special topics, interdisciplinary, and directed studies courses) will maximize our use of faculty resources as well as creating intellectual space for the intensification of interdisciplinary collaborations. Similarly, streamlining our program procedures and supports will free time to be directed into a more robust calendar of shared events and possibly research. (We further detail our draft budget framework in the section called Resource Implications).
While our kindred programs individually deliver important learning outcomes, they are challenged by not being attached to, organized by, and nurtured within departments. Each of our programs are presently supported in a piecemeal fashion with shared administrative support, or, have no administrative support at all. Much time and effort on the part of faculty program chairs goes into ensuring that programs are timetabled and scheduled effectively, as well as into making exceptional arrangements around the irregularities that inevitably arise given the complex and interdisciplinary nature of our programs, which require consultation across as many as 15 separate disciplines and program areas.
We feel that shared program administration would provide for regular and timely offering of elective courses and thus offer students greater choice within and throughout their programs, as well as a stronger and more reliable framework for long-term course planning. Creating a greater integration of our programs within the new School will enable greater stability and continuity for courses and programs when faced with the inevitable disruptions in program delivery posed by sabbaticals, etc. By more closely integrating our faculty, e.g. in conjoint first year and certificate offerings (as outlined in Curricular Initiatives), we will develop the capacity for greater course coverage when faculty availability fluctuates. By teaching more collaboratively, we aim to develop the capacity to substitute for each other when circumstances necessitate, as well as to offer our students more innovative interdisciplinary educational opportunities
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c. Integrating courses, activities, and outreach:
We believe that integrating some of our activities will strengthen and enrich our programs as well as creating a sturdier platform for our programs’ commitments to the broad goals of social justice and global stewardship. Recognizing and emerging from the cognate aspects of our programs, the School will work to create stronger frameworks for faculty collaboration and broader as well as more integrated options for student program pathways.
Our programs have relatively small numbers of faculty attached to them and are not well-supported within current department structures. Rather, they have been chaired and championed by a single faculty representative who may well have served in this capacity for a significant period of time as a ‘labour of love.’ Thus, our programs are vulnerable to disruption in the event of sabbaticals, illness, retirements, etc. This organization framework clearly puts student programs at risk. Being part of a school will enhance the likelihood of program continuity by ensuring program interests are served in the event of the unexpected absence of a program chair or other key faculty person. The School will provide a ready framework for support via its joint committees and through the figure of the school convenor. As well, the convenor will advocate for additional resources such as new hires across the programs. While our programs are distinct and have unique learning outcomes, and must continue to be offered as such, we also recognize that there are overlaps and synergies in faculty expertise and interests. Indeed, a number of faculty members already serve separately on several of our program committees. These areas of intersection would be enhanced by faculty being more strongly integrated into a common school, which would increase opportunities for faculty interaction, provide a framework for faculty service to be recognized in relation to the School, improve the likelihood of developing conjoint scholarly activities, and ensure program representation even in the absence of key faculty members such as program chairs at events and within partnership frameworks.
Another aspect of the School’s activities will be community partnerships and collaboration. This includes initiatives such as an activist-in-residence and fellowship programs, and is further elaborated in the section on Community Engagement. Taken together, we hope that these many aspects of the integration of our programs and activities within a joint school will foster a collective approach to program growth and development, so that each program comes to have many champions, and each program chair many colleagues.
d. Advancing our collective vision:
In a world of crisis, our programs are grounded in interdisciplinarity, ethics, stewardship, and transformation, embracing a range of Indigenous and indigenized, decolonizing, postcolonial, anti-racist, anti-imperialist, feminist, humanist, peacebuilding, and critical pedagogies. We engage with the pressing questions of human social and economic development, inequality, community, reconciliation, reciprocity, peace, democracy, migration, citizenship, equity, humanitarianism, human rights, and earth renewal in both local and global contexts, as well as with the meanings, conditions, and the realization and implementation of social and ecological justice. Our students are scholar-activists empowered to
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practice advocacy, leadership and participatory and sustainable development skills. We will also offer a cross-appointment and affiliate membership framework for faculty from across UFV who are working in similar areas, which again will strengthen and enhance our programs (as well as mitigating program vulnerability).
An important element of our collective vision is a commitment to a non-hierarchical, indigenized governance structure that will operate on a relational and consensus model. As such, rather than being lead by a director, our school will have a partially-released school convenor who will coordinate the School’s committees (including IPECs, program review work, etc) and activities (e.g. one or more annual conferences), provide administrative oversight (e.g. ensuring that timetabling and scheduling deadlines are met), represent the School where school-appointed faculty members cannot do so, and where possible, assist in the pursuit of community partnerships and special projects. Further details can be found in the section on our Organizational and Governance Framework.
Curricular Initiatives
We imagine the proposed School as a collaborative and mutually-supportive framework in which to develop and grow our unique programs, at the same time as we cultivate and advance our collective vision of decolonization, social justice, and global stewardship. Our programs are both distinctive and consonant with each other. We hope to intensify the ways in which our programs are allied and aligned via the development of new curricular pathways through which students can explore and integrate our programs.
Courses
To this end, we propose to introduce two new collaboratively offered, team-taught first year courses: • Social Justice 100 • Global Stewardship 100
These courses will provide an introduction to the themes and approaches of the School’s programs to the urgent issues that face contemporary global citizens. These courses may be integrated into our respective programs, offered as electives in our programs and beyond, and combined as the basis for a new certificate credential (e.g. in justice and stewardship). We also expect that Social Justice 100 will be a particular draw since it is directly related to the BC secondary curriculum and will thus provide a direct avenue for first year exploration of our programs. We anticipate that both of these courses will draw from beyond our programs and thus we hope will create further spaces for faculty collaboration; for instance, the social response to the environmental crisis that we see as intrinsic to Global Stewardship 100 would seem naturally aligned with the interests of SLUEC.
We also plan to develop one or more courses with an explicit professional development focus, ideally in collaboration with Communications and other relevant areas, so that students are trained in grant applications, project management, report-writing, consultancy, etc. These courses may be traditional
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full-semester classes, or microcredentials of some kind (e.g. in collaboration, perhaps, with Continuing Education). As well, we foresee contributing to skills development via new offerings such as: • Activism and Ethics • Applied Research Methods for Social Justice • Creating Visionary Social Policy • Grassroots Campaigning, Advocacy and Community Organizing • Indigeneity, Stewardship, and Cultural Resources • Indigenous Community and Economic Development • Responding to Humanitarian Crises • Qualitative Research Methods for Development • The Practice of International Development (or International Development Practitioner Tools and Methods)
As well, we envision developing a number of collaborative courses in relation to the intersecting interests of our programs, and while these will have to be designed and offered in a priority sequence as resources permit, we imagine that courses might eventually be developed in areas such as: • Belonging, Borders, and Citizenship • Comparative Epistemologies: The Science and Politics of the Anthropocene • Cultures of Peace and Stewardship • Ecoanxiety and Exile: Colonization, Deterritorialization, Loss, and Trauma • Ecologies of Hope • Feminist and Ecofeminist Approaches to Peace and Development • Intersectional Gender Analysis • Postcoloniality and Decolonization • Race, Class, and Conflict • Radical Imaginaries and Social Change • Refugees, Displacement, and Development • Social and Environmental Aspects of Wellbeing • Sustainability, Development, and Peace • The Role of Religion in Development, Stewardship and Peace • Truth and Reconciliation • Gender and Global Development • Development in South Asia • Development in Sub-Saharan Africa • Development in Latin America • Environment and Development
These draft lists of potential courses are provided to give a sense of the potential intersections among the School’s programs and as illustration of the possibility and promise of mutually supportive and
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enriching program growth. Once the School is established, we look forward to working with the School’s faculty affiliates to develop courses in these and other areas.
Programs
We also propose to develop at least one certificate program that is based on the Social Justice 100 and Global Stewardship 100 courses. This new program will include additional courses across our programs, as well as an applied, experiential course such as GDS 210 or ARTS 280, and may be an integrated certificate drawing on both social justice and global stewardship themes, or potentially, two separate certificates that might collectively be developed into a diploma or other program. We expect that such interdisciplinary initiatives would be attractive to students who wish to take a traditional disciplinary degree and to add credentials that would distinguish them in their career pursuits, e.g. in teaching, community and government work, journalism, graduate school, etc.
In order to enhance the potential for students to play a role in curating and designing their own learning, once the school is established, we will explore means of recognizing and supporting student exploration and praxis of school themes via the accreditation of student campaigns, podcasts, documentaries, etc, as well as the possibility of creating additional certificates and/or microcredentials in social justice and stewardship (e.g. in advocacy and activism skills, community development, ecological justice, etc). As well, as our extant programs undergo their routine reviews, we will actively look for means of offering greater flexibility of pathways between and across programs (e.g. by offering greater course options, hybrid and co-taught courses, considering lateral transitions, creating new laddering and scaffolding mechanisms, etc).
Community Engagement
We view community engagement as critical to effecting decolonization, stewardship, and social justice. The School, its faculty, and its students will be deeply engaged with local and global communities, whether scholarly, civic, NGO, activist, spiritual, public, etc. We anticipate deepening our relationships with community partners and allies (through initiatives such as a community fellows program and a framework for adjunct appointments), developing enhanced frameworks for student advocacy (through mechanisms such as an annual showcase and an Activist-in-Residence program), and creating spaces for both advocacy and consultancy focused on faculty expertise and providing students with internship and research opportunities.
We anticipate introducing an annual conference or symposium that will bring together community partners, faculty from across the institution (and perhaps in future, the region and beyond), to discuss issues, give audience to works in progress, offer workshops, develop internship, mentoring, participatory action, and research networks, and showcase our students’ learning and social and stewardship interventions via presentations, posters, artwork, video, social media creations, and ‘snapshots’ of internship/practica (and organizing/service) experiences.
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An Activist-in-Residence program for public/organic intellectuals would ground and contribute to this and other events: the Activist-in-Residence would lead workshops and classes (e.g. in peacebuilding, empowerment, grassroots organizing, campaign planning and implementation, negotiation and allyship, policy development and intervention), give and organize talks via their networks, have the opportunity to study particular issues and develop new platforms and frameworks for action, and contribute to building an ongoing network of regional activists affiliated with the School. A fellowship program is also planned. We anticipate that this initiative would require fewer resources than a fully-funded Activist-in- Residence as well as create a potential means of recognizing community partners, activists, and advocates. Additionally, we intend to develop a program for adjunct faculty appointments from relevant community bodies which again would facilitate collaborations between UFV and its communities, both locally and globally.
We imagine the School as a critical space of convergence, intersection, theorization, dialogue, and action. It will be an interchange where faculty, students, community members, activists, organic intellectuals, and their networks gather to work towards social change. We anticipate that there will be no shortage of themes and community partners for these initiatives, given the ongoing urgency of issues and movements such as (in no particular order) UNDRIP (UN Declaration of the Rights of Indigenous Peoples), the TRC (Truth and Reconciliation Commission), MMIWG (Missing and Murdered Indigenous Women and Girls), Moose Hide Campaign, Idle No More, Black Lives Matter, #MeToo, Amnesty, Salmon Nation, Via Campesina, Jai Kisan Andolan, Climate Strike Canada, and more.
Giving institutional and intellectual space and recognition to social change makers in this way will put into practice our commitment to enabling social justice and global stewardship transformations. As well, in keeping with the broad concept of schools as places of expertise, we will seek to develop and become known as a community of learning that uses an intersectional public scholarship framework that brings together research and social action.
Organizational and Governance Framework
We propose that the new School be organized non-hierarchically and operated collaboratively. Here, we take inspiration and direction from the Indigenous models articulated by Julien, Wright and Zinni (2010), Kirkness and Barnhardt (2001), and Simcoe (2015),1 among others. We will enact and model a consensus-based, egalitarian framework for collective organization, decision-making, and leadership that emphasizes relationships and reciprocity within the School and beyond, recognizes the responsibilities inherent to our embeddedness within the natural world, and commits to practicing our
1 Julien, Mark, Barry Wright and Deborah M. Zinni, 2010, “Stories from the circle: Leadership lessons learned from aboriginal leaders,” The Leadership Quarterly, 21: 114-126. Kirkness, Verna J. and Ray Barnhardt, 2001, “First Nations and Higher Education: The Four R's - Respect, Relevance, Reciprocity, Responsibility”, in Knowledge Across Cultures: A Contribution to Dialogue Among Civilizations, eds. R. Hayoe and J. Pan, Hong Kong: Comparative Education Research Centre, The University of Hong Kong. Simcoe, Janice, 2015, “A Circle of Aiijaakag, a Circle of Maangag: Integral Theory and Indigenous Leadership”, Integral Leadership Review, January/February.
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shared values. At the same time, we will respect and support the diversity, unique value, and curricular autonomy of each of our programs, which will be like the distinct yet integrated and mutually sustaining branches of a tree.
Further to our four programs, the School will provide a home for a number of other interdisciplinary programs in the College of Arts. It will include area studies programs (Latin American Studies, South Asian Studies, and potentially new areas such as African Studies), other interdisciplinary programs (such as Diaspora Studies, and potentially new areas such as Religious Studies), and may also offer a future home to cognate disciplinary areas committed to interrogating and reimagining our social and material worlds (e.g. Anthropology). It is important to note that the School does not propose to become a home for all interdisciplinary programs, but rather those that are commensurate with its vision of active and transformational social change.
We anticipate utilizing UFV’s cross-appointment mechanism to establish relationships with and roles for interested faculty across the College of Arts and beyond (e.g. affiliated with PARC, SASI, SLUEC, SOWK, etc). Cross-appointed faculty will contribute to the delivery and development of the School’s courses and programs and serve on program and school committees. We will also have an affiliate membership framework for interested faculty whose primary service commitments are elsewhere. The Schools’ committee structure will, minimally, include Curriculum, Practica, and Events and Partnerships committees.
The key principles governing the new School include commitment to a mode of decision-making that is collaborative, cooperative, concentrates on developing harmony and fostering respect, upholds the needs and values of the community, and is consensus-based. This model is inspired by Indigenous governance and leadership models, and is holistic, relational, and egalitarian in nature. Coming together as a group will generate energy and mutual support that will advance the goals of individual programs as well as the collective vision that they share. The autonomy of the distinct programs will be respected and valued.
We have agreed upon the following internal governance structure:
• an Executive Council composed of the school convenor and program chairs • a Council of the Whole which includes all program faculty members • several School committees (e.g. curriculum, practica, events & community partnerships) • individual Program Committees • Program chairs • a school convenor
Members of the school will include:
• appointed, cross-appointed and affiliate faculty members • student representation on the Council of the Whole and committees • Activist-in-Residence, Fellows, and Adjuncts, upon the establishment of these initiatives
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The faculty convenor will coordinate the Executive Council and Council of the Whole, while program chairs will retain responsibility over their particular programs and maintain active program committees who are responsible for making decisions about their programs. In addition, several school committees will focus on collaborative activities across the various programs. Both the Executive Council and the Council of the Whole will meet monthly, while school committees and program committees will meet according to schedules established by their respective Chairs.
Together, the school convenor and the program chairs will take responsibility for accomplishing the operational tasks outlined in the “Departmental/Program Tasks” document, the chairs doing this for their individual programs and the convenor undertaking a coordinating role amongst them for school- level initiatives. The partially released school convenor will be selected internally from the chairs and members of the programs, and teaches within them. This will be a rotating position with a term of 2-3 years. So that responsibilities are distributed equitably, the convenor should not simultaneously serve as program chair. A tentative distribution of tasks and roles can be found in Appendix B.
Resource Implications
It is important to note that our collective programs are presently both under- and differentially- resourced. We propose that the school will mitigate some of these issues via more equitable processes as well as through greater collaboration and integration so as to enhance the growth and success prospects of all of the programs within the School. At the same time, in order to advance the school’s proposed framework of greater collaboration and integration among the programs, each must be resourced equitably.
We request funding for a full-time programs / school assistant, as well as releases for the school convenor and for each program chair of the four main programs. Besides our supplies budget, we would like standing budgetary allocations to support the annual symposium/showcase and to offer guest speakers travel funds / honoraria and provide event refreshments when we return to on-campus programming. We would also like to offer funded opportunities for student research and event involvement and request support with this, even if in kind. As well, we see the school pursuing opportunities to fund student practica. We see the school convenor as seeking partners and funding for an activist-in-residence program, which we imagine would exist at arms length from the College.
Given that collectively our programs have been, and at present remain, small and under-resourced areas within the College of Arts, we would advocate for prioritization on hiring, both tenure-track and sessional, in our program areas. This would not only concretely support delivery of our programs, but would serve to further integrate the School’s collective agenda and advance interdisciplinarity at UFV.
It is important that the School have a welcoming and substantive common physical space which we see as indigenized (architecturally, etc) in accordance with Stó:lō principles. This shared space will provide access to digital resources (computers and media equipment) and will furnish students with a home base on campus to enable student and faculty connections and School-community interaction, be a site for student organizing, service, and leadership events, and to host the Activist-in-Residence as well as the annual symposium.
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Summary
The proposed new School of Social Justice and Global Stewardship is fully congruent with UFV's mission, vision, and values, since it emphasizes diverse pathways of scholarship, community engagement, and reconciliation, reflects values of integrity, inclusivity, community and excellence, and intends to manifest radical transformation. As we have outlined, the School will support and extend our shared interests and strengths, offer a shared framework for program and curriculum development and administration, enhance community engagement and praxis. In sum, our School will become a critical space for decolonizing society, actualizing social and environmental justice, and transforming our world.
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Appendix A: List of Programs to be included in the new School
GLOBAL DEVELOPMENT STUDIES – BA in Global Development, GDS Minor and Extended Minor in BA
INDIGENOUS STUDIES – Major and minor in BA Indigenous Maps, Films, Rights, and Land Claims Associate Certificate Other IS Arts-based programs: Indigenous Academic Success Cohort (IASC) Aboriginal Culture and Language Support Diploma Stó:lō Studies — certificate
LATIN AMERICAN STUDIES – Minor and extended minor in BA Associate of Arts, International and Development Studies option
MIGRATION & CITIZENSHIP – Graduate certificate and diploma
PEACE & CONFLICT STUDIES – Major and minor in BA Mennonite Studies certificate
OTHER INTERDISCIPLINARY PROGRAMS – Diaspora Studies certificate Indo-Canadian Studies certificate & proposed South Asian Studies minor
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Appendix B: Tentative Breakdown of Tasks and Roles Between Convenor and Program Chairs
The convenor, taking direction from the Executive Council, and with the assistance of the school assistant, will:
• Facilitate meetings of the Executive Council and the Council of the Whole • provide school-level planning and administrative oversight, liaising between the School, individual program chairs, the College of Arts, and other UFV offices/departments (e.g. on annual enrollment plan, timetabling/registration, school budget); • assist programs and program chairs in planning their course offerings and strengthening their enrolments; • promote student success and handle misconduct and student complaints; • support faculty and students in their research and scholarship activities; • coordinate the development of and shepherd joint initiatives related to curriculum (e.g. Social Justice 100 and Global Stewardship 100 courses) through institutional processes; • coordinate the implementation of new programs (e.g. M & C); • coordinate hiring in consultation with program chairs; • encourage interdisciplinary initiatives amongst the programs in the School and with programs in other areas; • promote and report on School contributions to the Integrated Strategic Plan; • advocate for School resources (e.g. contributions to events, space planning); • coordinate the annual conference and other School events; • facilitate community engagement, partnerships, and external funding opportunities in collaboration with program chairs and affiliate faculty; • represent the School at the Heads table.
Program chairs will:
• facilitate meetings of individual program committees; • provide student support and oversee program-related student needs, e.g. o approve program exceptions, DS/IS courses, practica, study tours, etc; o liaise with advisers and other UFV offices; o assess program and course articulation and transfer; o liaise with related programs at other institutions, e.g. on potential collaborations; • create and maintain a program-specific External Program Advisory Committee; • take a senior role in the planning, coordination, and oversight of program reviews, curriculum and program development, and course and program changes; • oversee hiring of program specific faculty and supervision/mentoring of program-specific sessional instructors; • engage in program promotion; • liaise with community partners; • represent program at the Heads table (optional).
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MEMO To: Academic Planning and Priorities Committee From: Jacqueline Nolte, Dean of Arts Date: April 21, 2021 Re: School of Social Justice and Global Stewardship, Faculty of Social Sciences, College of Arts
The College of Arts is proposing the formation of a new school: the School of Social Justice and Global Stewardship to be housed in the Faculty of Social Sciences. This new interdisciplinary school will bring together programs in the following areas: Global Development Studies, Latin American Studies, Indigenous Studies, Peace and Conflict Studies, and Migration and Citizenship. (The complete list of credentials that will be administered by this new School is included in Appendix A of the proposal.) The programs share a commitment to decolonization, social and environmental justice, and global and local transformation—it is on the basis of this shared vision that the proponents wish to join forces and work collectively, under one umbrella, to enhance their respective programs, strengthen programming that they have in common (e.g. internships), develop new joint curricular initiatives, and build stronger community partnerships and collaboration.
A unique element of this proposed new School is the commitment to a non-hierarchical, indigenized governance structure that will operate on a relational and consensus model. Administrative and leadership responsibilities will be divided between a school convenor who will coordinate the School’s committees and activities, provide administrative oversight, and represent the School on Arts-wide bodies, and program chairs, who will continue to assume program-specific responsibilities. The division of responsibilities between the convenor and the program chairs is presented in Appendix B of the proposal.
As further described in the proposal attached, and to summarize, the proposed new School of Social Justice and Global Stewardship is fully congruent with UFV's mission, vision, and values, since it emphasizes diverse pathways of scholarship, community engagement, and reconciliation, reflects values of integrity, inclusivity, community and excellence, and intends to manifest radical transformation. The School will support and extend the programs’ shared interests and strengths, offer a shared framework for program and curriculum development and administration, enhance community engagement and praxis. In sum, the School will become a critical space for decolonizing society, actualizing social and environmental justice, and transforming our world.
This proposal is the result of months of discussion amongst the program chairs, with the support of the Dean’s office. The proposal was discussed and well received at College of Arts Heads on March 19, College Council on March 26, and by the Senior Academic Leadership Team (SALT) on April 20.
Motion: THAT APPC approve and recommend to Senate the formation of the School of Social Justice and Global Stewardship, Faculty of Social Sciences
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MEMORANDUM APPC Chair: James Mandigo Academic Planning and Priorities Committee APPC Assistant: Melinda Saretzky
TO: Joanne MacLean, Chair, Senate
FROM: James Mandigo, Chair, Academic Planning and Priorities Committee
CC: Jacqueline Nolte, Dean, College of Arts
DATE: May 19, 2021
RE: Formation of new School of Culture, Media and Society (to replace the current Social, Cultural and Media Studies Department)
On May 12, 2021, the Academic Planning and Priorities Committee voted to recommend the formation of a new School of Culture, Media and Society, to be housed in the Faculty of Social Sciences, College of Arts. Consultation included College of Arts Heads on March 19, 2021 College Council on March 26, 2021 and by the Senior Academic Leadership Team (SALT) on April 20, 2021.
The New School of Culture, Media and Society is a transformation from the current Department of Social Cultural and Media Studies.
The proposal mentions that the plans outlined will allow them to “re-align from a body of scholars with complementary interests who work together to something bigger than our disciplinary parts and pieces.” Three goals were created and four themes were identified, with a learning pod created for each theme. The School intends to pursue development of a Social Research certificate, to strengthen connections at UFV, and become a model for interdisciplinarity.
Suggested Motion: THAT Senate recommend approval of the formation of a new School of Culture, Media and Society, Faculty of Social Sciences, College of Arts, (to replace the current Social, Cultural and Media Studies Department) to the Board of Governors.
Attachment: • Memo from Dean • Proposal
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MEMO To: Academic Planning and Priorities Committee From: Jacqueline Nolte, Dean of Arts Date: April 21, 2021 Re: School of Culture, Media and Society, Faculty of Social Sciences, College of Arts
The College of Arts is proposing to transform the Social, Cultural and Media Studies (SCMS) Department into the School of Culture, Media and Society (also SCMS).
The Department has functioned as a multidisciplinary unit since its inception, and includes the disciplines of sociology, anthropology, and media and communication studies. The opportunity to become a School has led the unit to reimagine new ways that they can draw from all these disciplinary areas in new and innovative ways to enrich the experience of students and better deploy the social sciences to help address the social, economic, environmental, and political challenges of our time.
The shared vision articulated as part of this move to becoming a school is guided by three goals: (1) To cultivate teaching models that simultaneously support critical thinking, collaborative teaching, and experiential/applied learning in a manner that supports the needs of all students, including international students; (2) To cultivate interdisciplinarity within our courses, programs, and the university; (3) To cultivate community and inclusivity—among our students, within our university, and between our School and the communities we serve.
In addition to these three goals, the School will focus its academic efforts and growth around four substantive themes, which in turn will underpin the School’s Learning Pods/Learning Communities: (a) Inequalities, Power and Politics; (b) Culture, Media and the Digital Society; (c) Community Health and Wellness; (d) Everyday Life, Identity and Knowledge.
Underlying these goals and themes will be a drive towards decolonization, openness and support for diversity, and an appreciation of intersectional experiences. Likewise, the School is committed to integrating the teaching of research methods and cultivating student opportunities for conducting research and other scholarly projects throughout the School.
Through all of its activities, the School will enhance students’ abilities to: • Think critically and deconstruct existing approaches to social/cultural issues; • Identify their own biases and positionality, including the colonial, power-inflected, hierarchical lens they may employ; • Develop job-related skills;
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• Be engaged members of society, advocating for themselves and their communities; • Explore and engage in developing answers to complex, important, pressing questions/debates like housing shortages, increasing wage gaps, climate change, systemic racism, an aging population, symbolic and physical violence towards Indigenous and LGBTQ+ peoples, and appropriate responses to global health concerns.
The new school will be structured around a Director model, each disciplinary area will maintain its own caucus/circle, learning pods will bring faculty together around the four themes, and project leaders will be designated to complete specific projects or initiatives, as prioritized by the school.
The School proponents remain open to including other Social Science program areas should they wish to join at a later point.
Please see attached the full proposal.
This proposal was discussed and well received at College of Arts Heads on March 19, College Council on March 26, and by the Senior Academic Leadership Team (SALT) on April 20.
Motion: THAT APPC approve and recommend to Senate the formation of the School of Culture, Media and Society, Faculty of Social Sciences (to replace the current Social, Cultural and Media Studies Department)
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Proposal for Converting Social, Cultural and Media Studies Department into the School of Culture, Media and Society
Proposed Action
Transform the Social, Cultural and Media Studies (SCMS) Department into the School of Culture, Media and Society (also SCMS).
Rationale for action
We see the present moment as a turning point. The world is changing, along with the universities within it. Likewise, SCMS is also going through a period of growth and regeneration. In addition to experiencing a number of retirements and hirings, we are in the process of re- envisioning who we are, how we relate to one another, and what we would like to do. SCMS has operated as a multidisciplinary department since its inception. This configuration has served several purposes, but also presented constraints and challenges. We see our transformation from a Department into a School as a means for resolving some of these concerns while also allowing us to become something new. In doing so, we see that becoming a School will enable us to achieve more of our potential.
There are many opportunities for synergistic growth and development within Sociology, Anthropology, and Media and Communication Studies. Every day raises new questions about “fake news”, reports of increased surveillance, and growing invasions on our personal data. Every day we individually have to question what the new norms are for interacting with others whom we encounter in public spaces and for organizing our work lives, as well as the implications of all of this for us and society more broadly. We are witnessing a world where the ways in which people connect are rapidly changing, regional and global priorities are shifting, ecological conditions are becoming increasingly unpredictable, political leanings are more polarized, demographic profiles around the globe are changing, mediated communication and digital technology are actively restructuring what we do, racism and other forms of discrimination persist and pervade everyday life, Indigenous languages are disappearing, and cultures are transforming before our very eyes. These changes have serious implications. Likewise, there are reasons for celebration: new forms of media represent new forms of power and potential for citizens, a number of social movements are gaining ground, and many Indigenous cultures are experiencing a resurgence. While core critical theories and methods for understanding society remain, the rapid development of new technologies, increasingly globalized systems of power, transportation, and information mean that the very fabric of our world is in flux, requiring new theories, knowledge and methods for understanding.
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We see our disciplines as crucial in providing critical insights into major social problems. The creation of the School will position us well for providing students with the resources they need to navigate this complex and ever-changing world. Under the auspices of a School, we would have the ability to build resources and student-based experiences that allow us to draw from all these disciplinary areas in new and innovative ways. This School can embrace the social sciences in understanding and consequently contributing to the imagining and actualizing of social change. In doing so, our teaching, scholarly work and graduates will be able to help address the social, economic, environmental, and political challenges of our time.
The Plan
As a department, we operate as a collection of disciplinary areas housed together. As a School, we will have a shared vision that we work towards as a collective. Our plans, outlined below, will allow us to re- align from a body of scholars with complementary interests who work together to something bigger than our disciplinary parts and pieces.
The School will be guided by three goals:
(1) To cultivate teaching models that simultaneously support critical thinking, collaborative teaching, and experiential/applied learning in a manner that supports the needs of all students, including international students; (2) To cultivate interdisciplinarity within our courses, programs, and the university; (3) To cultivate community and inclusivity—among our students, within our university, and between our School and the communities we serve.
In addition to these three goals, we will be focusing our academic efforts and growth around four substantive themes:
(a) Inequalities, Power and Politics; (b) Culture, Media and the Digital Society; (c) Community Health and Wellness; (d) Everyday Life, Identity and Knowledge.
Each of these four themes will underpin one of our Learning Pods (our version of Learning Communities related to each of these areas).
Underlying these goals and themes will be a drive towards decolonization, openness and support for diversity, and an appreciation of intersectional experiences. Likewise, we will be integrating the teaching of research methods and cultivating student opportunities for conducting research and other scholarly projects throughout the School.
Through all of its activities, the School will enhance students’ abilities to:
• Think critically and deconstruct existing approaches to social/cultural issues; • Identify their own biases and positionality, including the colonial, power-inflected, hierarchical lens they may employ;
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• Develop job-related skills; • Be engaged members of society, advocating for themselves and their communities; • Explore and engage in developing answers to complex, important, pressing questions/debates like housing shortages, increasing wage gaps, climate change, systemic racism, an aging population, symbolic and physical violence towards Indigenous and LGBTQ+ peoples, and appropriate responses to global health concerns.
Benefits to the College of Arts and UFV more broadly
Social Research Certificate: One curricular development we intend to pursue is a Social Research Certificate. This will be an expansion of our existing Social Research Concentration that exists within the Sociology Major. At present, the Research Concentration is an opportunity for students to learn a number of methods and methodological approaches, including first-person, hands-on experience with conducting their own research project in which they collect and analyze their own data. Our hope is to broaden this initiative, making it more of a shared certificate within the College of Arts. By this, we mean that it will not only be accessible to students outside the Sociology Major, but include the courses and participation of faculty from other disciplines, departments and schools. The most obvious place to start is within SCMS, with Anthropology and Media and Communications Studies. An example from the College of Arts would be the History Department, which is developing Micro-Credentials around historical methods. It would be exciting if we could have conversations about how these two initiatives could complement each other. Even if this is not feasible, then it would still be beneficial to see if History (and/or Political Science, Criminology, Psychology, Economics, GDS, Indigenous Studies, PACS, SOCA, or anyone else) would be interested in offering a research-based course that could contribute to the Certificate. This Certificate supports all three of our goals stated above.
Working with Centres and other UFV Programs: In alignment with all three goals, we will also be actively seeking to strengthen connections between the School, other UFV programs, and UFV’s Centres and Institutes. This will be cultivated through a variety of means, including faculty and student involvement in research projects and other initiatives spearheaded and facilitated by these Centres and Institutes. In doing so, we aim to support their activities and efforts while also enhancing the opportunities available to our faculty and students. For example, the Community Health and Social Innovation (CHASI) Hub, directed by Dr Martha Dow, directly partners with community organizations within and beyond UFV and the Fraser Valley. The projects that CHASI is involved in are data-driven and focused on knowledge dissemination. Other Centres, Institutes and programs are also involved in community-based activities and real-world problem-solving. The Peace and Reconciliation Centre is a good example, as it includes a number of initiatives, fellowships and funding opportunities for work related to social justice and community-building. Collaborating with UFV’s Centres, Institutes and programs thus represent opportunities for our faculty and students to become involved in community- related experiential learning assignments, internships, knowledge-dissemination exhibits, outreach workshops, and other activities, without the School itself having to initiate or develop these initiatives.
Become A Model for Interdisciplinarity: Integral to what we hope to do is build on our existing potential for increased interdisciplinary. We recognize this is something many of us are trying to do with
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limited success so far. Our goal is to develop practices that make meaningful inroads into fostering interdisciplinarity, with the hope that we will be able to act as role models in this regard. We already have a number of cross-listed courses and faculty interested in interdisciplinary team teaching. We will be reflecting on our existing practices and expanding upon these practices considerably. We have a number of approaches we will explore to achieve this, including: collaborative/team teaching, working cooperatively with Centres and Institutes that are addressing “big world” questions, developing the Social Research Certificate, engaging in interdisciplinary School-based community-building initiatives, and using Learning Pods (i.e. Learning Communities) that are grounded in each of our four themes identified above.
Revised Structure
Organized and resourced as a School, the plans outlined above can become possible. The School will be structured so as to include:
• A Director; • An Administrative Assistant; • Three major disciplinary areas (Sociology, Anthropology, and Media and Communication Studies), each with its own caucus/circle; • Smaller program areas (e.g., Women’s Studies); • Four Learning Pods, each of which will be grounded in one of the School’s four themes; • Ad hoc project leaders, assigned to specific School-related projects; • Student work-study positions to assist with student-related community-building efforts.
In this revised structure, the Director will be more appropriately released to support multi- and interdisciplinary scholars and programming. At present, the Head of SCMS is responsible for overseeing a large number of programs and program areas. Doing this well is more than challenging. The limited- release structure often results in the Head making difficult choices about which program areas they spend their time supporting (and which ones they cannot support as fully). Likewise, attending to the needs of multiple discipline-based programs requires that more administrative time be dedicated to a large number of program reviews. These challenges cannot be adequately managed with the number of releases presently supplied for an SCMS Department Head.
SCMS already has discipline-based caucuses. These caucuses (or, for Anthropology, “a circle”) provide a forum for program areas to discuss issues related to their particular curriculum, teaching rotations, and any other disciplinary concerns and initiatives. This structuring will continue.
In addition, we will have four Learning Pods. Each Learning Pod will be rooted in one of our four thematic areas. The Pods will actively work to foster innovative and interdisciplinary curricula, collaborative teaching and research opportunities, special events, and interdisciplinarity in relation to the thematic area. We are interested in creating Affiliate positions for the School, in which faculty from other areas of UFV can form a structural alignment with one of our Learning Pods. This will enable us to have richer and more interdisciplinary discussions while also providing a mechanism for institutional
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recognition of service for Affiliate members through their official alignment with a Learning Pod. Those interested in more informally joining our Learning Pods will also be provided with opportunities to do so. Learning Pods will also coordinate their efforts with UFV’s Centres, Institutes, and complementary programs, in efforts to support and build on their activities.
To enable us to achieve our three goals, we will be undertaking ongoing ad hoc School-based projects such as developing a series of talks or other initiatives related to one of the Learning Pods, or creating a structure that allows for easy integration of Centre-based projects into School courses and other student learning opportunities. Many of these projects will require a project leader. We will pursue opportunities for financial compensation or releases to faculty members assigned to oversee the completion of ad hoc projects/initiatives when it is determined that this leadership exceeds regular service work. Projects to be completed in any given year will be determined and assigned a project leader in a transparent and equitable manner. This will occur either by a process involving all members of the School or a subcommittee that adequately represents the diversity and interests of the School (e.g., a subcommittee composed of one or two members from each disciplinary area or Learning Pod). Project ideas will be assessed in terms of importance and priority for completion.
Finally, we should also make it clear that we remain open to including other Social Science program areas within our School should they wish to join us. Likewise, there are a number of smaller program areas that currently exist within SCMS (e.g., Latin American Studies, India-Canada Certificate, Diaspora Certificate, and Women’s Studies courses). At present, it seems likely that most of these program areas will be moving to a different School—a School that is still in the process of being created. Should this other School not come to fruition, these smaller program areas are more than welcome to join us in the School of Culture, Media and Society.
Conclusion
In closing, we envision an exciting period of growth and transformation for those of us in SCMS. We are hopeful that we will have the opportunity to see this vision realized into something concrete beyond this proposal.
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Appendix: Current SCMS programs
SCMS currently houses the following programs and course areas: • Anthropology Extended Minor • Anthropology Minor • Associate of Arts Degree—International and Development Studies option • Diaspora Studies Certificate • Essentials of Journalism Certificate • India-Canada Certificate • Latin American Studies Extended Minor • Latin American Studies Minor • Media and Communications Studies Associate of Arts • Media and Communications Studies Extended Minor • Media and Communications Studies Minor • Media Literacy Associate Certificate • Sociology Extended Minor • Sociology Major • Sociology Major: Research Concentration • Sociology Minor • Sociology/Anthropology Major • Women’s Studies
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MEMORANDUM APPC Chair: James Mandigo Academic Planning and Priorities Committee APPC Assistant: Melinda Saretzky
TO: Dr. Joanne MacLean, Chair, Senate
FROM: Dr. James Mandigo, Chair, Academic Planning and Priorities Committee
CC: Bruce Kirkley, Associate Director, Program Development & Quality Assurance; Vlada Dvoracek, AVP, Institutional Research and Integrated Planning
DATE: May 17, 2021
RE: 2021 Program Report and Plan
Background At its May 12, 2021 meeting, the Academic Planning and Priorities Committee reviewed and recommended the approval of Concept Papers and a timeline extension for one of the programs in development for inclusion in the Program Report and Plan 2021 (PRP), as noted in the Provost’s Recommendation to APPC. Please note the concept paper previously approved by Senate, as stated in the PRP. New to the report is the inclusion of the Program Review Progress Reports section. The Academic Program and Priorities Committee reviewed the 2021 Program Report and Plan and recommends it for approval.
Suggested Motion: That Senate recommend approval of the Program Report and Plan 2021 to the Board of Governors, with the inclusion of the recommended concept papers, and extension deadline, as recommended by the Academic Planning and Priorities Committee.
Attachment - Program Report and Plan 2021
Concept paper proposals can be found here: - S:\Public\UFVinfo\APPC\Concept Papers - Blackboard: COM-APPC (Senate Committee – APPC)
Program Report and Plan plus Concept Papers Page 120 of 177 AGENDA ITEM # 3.2.4.
2021 Program Report and Plan
Academic Planning and Priorities Committee of Senate University of the Fraser Valley
Report compiled by the offices of: Provost and VP Academic Program Development and Quality Assurance Institutional Research and Integrated Planning
Program Report and Plan plus Concept Papers Page 121 of 177 AGENDA ITEM # 3.2.4.
A. Progress on UFV Approved New Programs
Senate Approval Ministry Approval Start Date College of Arts Bachelor of Arts, Spanish minor May 2020 Exempt September 2020 Indigenous Studies certificate February 2021 Exempt September 2021
Faculty of Science Applied Bioinformatics certificate April 2020 Exempt September 2020
Faculty of Professional Studies Bachelor of Business Administration, January 2020 September 2020 September 2021 International Business major & minor Bachelor of Integrated Studies, February 2021 Exempt January 2022 Applied Management concentration
B. Programs in Development
Concept Paper Proposed Approval Date (Senate Approved) Full Program Proposal (at Senate) Faculty of Access and Continuing Education Civic Governance and Innovation certificate June 2020 May 2021 College of Arts Communications major June 2020 January 2022 Halq’eméylem graduate certificate and diploma June 2019 Original: January 2021 1st Extension: April 2022 Intercultural Studies associate certificate June 2020 March 2022 Freelance Multimedia Journalism minor and extended June 2020 March 2023 minor
Faculty of Professional Studies Professional Sales minor N/A October 2021 Technology, Innovation, & Society graduate certificate June 2020 February 2022 Faculty of Science Environmental Studies minor N/A May 2021
Program Report and Plan 2021 – Page 2
Program Report and Plan plus Concept Papers Page 122 of 177 AGENDA ITEM # 3.2.4.
C. Proposed Concept Papers
Faculty of Professional Studies Proposed Senate Review Date
Teaching English Language Learners post-baccalaureate certificate June 11, 2021
Faculty of Science
Bachelor of Regional and Community Planning March 19, 2021 (Senate approved)
D. Programs Recently Discontinued or Suspended
Discontinued Board Approval Substance Abuse Counselling certificate May 2021
Suspended Effective Management Post-baccalaureate certificate September 2021 AME – Aircraft Structures certificate September 2021 Master of Arts (Criminal Justice) September 2021 Graduate certificate in Program Evaluation September 2021
E. Program Reviews
Program Reviews Completed Completion Date Psychology (College of Arts) April 2021 Modern Languages (College of Arts) January 2021 Latin American Studies (College of Arts) September 2020
Program Reviews (2020/21) - In Progress Site Visit Adult Basic Education (Faculty of Access & Continuing Education) May 10 & 11, 2021 Bachelor of Integrated Studies (College of Arts) May 18 & 19, 2021 General Studies Diploma (College of Arts) May 20 & 21, 2021 Information Studies (Faculty of Professional Studies) Deferred Sociology (College of Arts) May 27 & 28, 2021
Program Reviews (2019/20) - In Progress Expected Completion English Language Studies (Faculty of Access and Continuing Education) Senate – June 2021 Human Services (Faculty of Professional Studies) Senate – June 2021 Social Work (Faculty of Professional Studies) Professional accreditation deferred due to COVID-19
Program Report and Plan 2021 – Page 3
Program Report and Plan plus Concept Papers Page 123 of 177 AGENDA ITEM # 3.2.4.
Chemistry (Faculty of Science) Site visit: Postponed to May 2022
Program Reviews (2016/17) – In Progress Expected Completion Electronics Common Core (Faculty of Applied and Technical Studies) Pending Architectural Drafting (Faculty of Applied and Technical Studies) Pending
F. Program Review Progress Reports
Progress Reports – Completed Senate Mathematics and Statistics September 2020
Progress Reports – In Progress Expected Completion Biology May 2021 Child Youth and Family Studies May 2021 Geography and the Environment May 2021 Graphic and Digital Design May 2021 History May 2021 Kinesiology May 2021 Media and Communications Studies May 2021 Applied Business Technology June 2021 Global Development Studies August 2021
G. Departmental Information
See next page for historical department data from 2017/2018-2020/2021
Program Report and Plan 2021 – Page 4
Program Report and Plan plus Concept Papers Page 124 of 177 Program Report and Plan plus Concept Papers
2017-18 2018-19 2019-20 2020-21 Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Faculty Department FTE Class FTE FTE Class FTE FTE Class FTE FTE Class FTE Size Size Size Size Access & Continuing Education Applied Business Technology 67.1 0.0 22 86% 67.1 66.4 0.0 22 85% 66.4 52.5 0.0 26 100% 52.5 50.8 0.0 25 98% 50.8 Continuing Studies 220.1 1.2 14 N/A 221.3 238.9 0.8 14 N/A 239.7 191.7 0.1 13 N/A 191.8 281.1 0.2 16 N/A 281.3 English Language Studies 19.4 206.9 20 101% 226.4 29.1 152.2 18 89% 181.3 44.5 56.9 16 80% 101.5 28.6 20.1 16 78% 48.7 Upgrading & University Prep 264.7 42.2 21 93% 307.0 281.3 48.0 22 90% 329.3 266.7 17.6 21 87% 284.3 286.7 7.8 23 94% 294.4 Access & Continuing Education Total 571.4 250.3 17 95% 821.7 615.7 201.0 17 89% 816.6 555.4 74.7 16 87% 630.0 647.1 28.0 18 92% 675.2
2017-18 2018-19 2019-20 2020-21 Department Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Faculty FTE Class FTE FTE Class FTE FTE Class FTE FTE Class FTE Size Size Size Size Applied and Technical Studies Agricultural Technology 58.7 12.4 26 98% 71.1 47.8 19.8 23 90% 67.6 45.9 24.4 22 87% 70.3 47.5 11.1 23 79% 58.6 Physics 107.6 11.5 25 79% 119.1 108.1 14.0 23 84% 122.1 109.1 16.1 21 76% 125.3 89.6 8.8 20 71% 98.3 Trades 722.6 6.2 13 N/A 728.9 777.9 1.7 13 N/A 779.5 838.2 5.4 13 N/A 843.6 587.3 3.3 12 N/A 590.6 Trades Continuing Studies 73.1 0.0 10 N/A 73.1 78.3 6.3 10 N/A 84.6 88.3 0.4 10 N/A 88.7 54.0 0.0 10 N/A 54.0 Applied and Technical Studies Total 962.0 30.2 15 88% 992.2 1012.1 41.8 15 86% 1053.9 1081.5 46.3 15 81% 1127.7 778.3 23.2 14 74% 801.5
2017-18 2018-19 2019-20 2020-21 Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Faculty Department FTE Class FTE FTE Class FTE FTE Class FTE FTE Class FTE Size Size Size Size Health Sciences Certified Dental Assistant 23.0 0.0 23 96% 23.0 23.3 0.0 23 97% 23.3 23.2 0.0 23 96% 23.2 19.9 0.0 20 88% 19.9 Health Care Assistant 34.0 0.0 17 71% 34.0 37.8 0.0 19 74% 37.8 21.4 0.0 12 44% 21.4 28.0 0.0 14 55% 28.0 Kinesiology 333.5 10.1 31 88% 343.6 343.4 18.6 30 85% 362.0 346.3 24.6 32 92% 370.9 402.0 34.3 31 91% 436.3 Nursing 276.9 0.0 30 87% 276.9 275.3 0.0 33 87% 275.3 279.8 0.0 33 85% 279.8 277.4 0.0 35 87% 277.4 Practical Nursing 34.4 0.0 16 98% 34.4 33.3 0.0 16 97% 33.3 29.0 0.0 15 88% 29.0 29.3 0.0 14 82% 29.3 Health Sciences Total 701.8 10.1 28 88% 711.9 713.0 18.6 28 87% 731.6 699.7 24.6 29 86% 724.3 756.7 34.3 28 86% 791.0
2017-18 2018-19 2019-20 2020-21 Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Faculty Department FTE Class FTE FTE Class FTE FTE Class FTE FTE Class FTE Size Size Size Size Humanities Arts Integrated Studies 90.5 43.0 32 92% 133.5 Communications 189.7 105.9 24 96% 295.5 210.1 158.2 24 94% 368.2 199.5 206.1 24 96% 405.6 210.3 136.0 22 87% 346.3 Dean, Arts 14.4 0.5 30 85% 14.9 24.7 4.7 32 90% 29.4 27.4 20.7 29 84% 48.1 English 371.3 21.4 25 87% 392.7 377.5 31.1 25 88% 408.6 417.3 40.5 26 91% 457.8 394.8 22.4 26 89% 417.2 Graphic Design 57.9 11.5 22 92% 69.3 58.7 15.4 20 84% 74.1 63.6 35.5 22 90% 99.0 70.7 28.2 21 82% 98.9 History 182.3 16.8 25 76% 199.1 199.8 37.4 28 88% 237.2 220.6 42.5 31 95% 263.1 222.1 37.8 25 83% 259.9 Humanities 2.2 0.3 N/A N/A 2.5 1.1 1.0 N/A N/A 2.1 1.1 1.1 N/A N/A 2.2 AGENDA ITEM # 3.2.4. Modern Languages 92.5 34.0 19 70% 126.5 96.2 26.1 19 69% 122.2 115.1 37.1 20 77% 152.2 96.2 32.3 19 70% 128.5 Philosophy 136.5 12.6 27 94% 149.1 122.3 20.2 25 87% 142.5 136.2 18.4 27 96% 154.6 127.9 15.3 25 90% 143.2 Theatre 31.1 5.3 16 80% 36.4 42.4 10.3 19 78% 52.7 40.4 31.9 22 86% 72.3 51.5 45.1 20 64% 96.6 Visual Arts 123.9 41.0 20 86% 165.0 122.7 77.7 22 94% 200.4 130.6 129.9 23 96% 260.5 148.8 140.6 28 83% 289.4 Humanities Total 1201.7 249.3 23 86% 1451.0 1255.4 382.0 24 88% 1637.4 1351.8 563.7 25 92% 1915.4 1412.9 500.7 24 84% 1913.6 Notes: For Humanities Faculty, Dean, Arts Department: - Includes Arts and Media Arts courses
For Humanities Faculty, Humanities Department:
Page 125 of 177 - Includes Music courses Program Report and Plan plus Concept Papers
2017-18 2018-19 2019-20 2020-21 Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Faculty Department FTE Class FTE FTE Class FTE FTE Class FTE FTE Class FTE Size Size Size Size Professional Studies Adult Education 61.6 5.8 27 98% 67.4 62.7 11.2 27 97% 73.9 73.0 9.8 26 91% 82.8 87.2 5.3 23 83% 92.6 Aviation 9.0 2.1 9 28% 11.2 3.0 0.4 N/A N/A 3.4 0.4 0.0 N/A N/A 0.4 Child, Youth, & Family Studies 122.7 5.6 25 74% 128.3 119.0 7.3 22 69% 126.2 124.7 8.1 22 70% 132.8 127.7 8.4 22 75% 136.1 Computer Information Systems 215.2 229.0 30 87% 444.2 219.7 343.1 30 86% 562.8 214.5 407.2 31 90% 621.6 225.0 249.8 29 82% 474.8 Education 122.3 1.3 30 98% 123.6 154.7 0.2 31 99% 154.9 159.4 3.3 30 98% 162.7 128.5 2.7 31 98% 131.2 Graduate Studies 20.0 0.0 24 100% 20.0 16.0 0.0 24 100% 16.0 Library and Information Tech 53.1 1.4 27 77% 54.5 52.8 5.1 28 79% 57.9 56.9 8.1 29 82% 64.9 72.5 2.7 29 85% 75.2 School of Business 556.6 197.3 27 90% 753.9 494.3 213.4 27 90% 707.7 482.8 240.7 28 91% 723.5 489.2 171.0 27 88% 660.2 Social Work and Human Services 242.0 3.9 23 90% 245.9 245.4 4.5 22 86% 249.9 254.0 14.8 23 87% 268.8 234.3 7.5 24 85% 241.8 Professional Studies Total 1382.6 446.4 27 86% 1829.0 1351.6 585.1 27 86% 1936.8 1385.5 692.1 28 89% 2077.6 1380.5 447.4 27 86% 1827.9 Notes: For Professional Studies Faculty, Graduate Studies Department: - Includes 700 level Education courses
2017-18 2018-19 2019-20 2020-21 Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Faculty Department FTE Class FTE FTE Class FTE FTE Class FTE FTE Class FTE Size Size Size Size Science Biology 262.6 16.7 29 95% 279.3 257.2 19.0 29 93% 276.2 255.4 24.2 30 99% 279.6 284.8 20.7 29 96% 305.5 Chemistry 152.1 9.9 24 83% 162.0 145.5 13.9 26 85% 159.4 152.9 11.5 27 86% 164.4 152.7 10.3 27 89% 163.0 Dean, Science 9.6 0.0 N/A N/A 9.6 12.1 0.0 23 N/A 12.1 11.9 0.0 23 N/A 11.9 Geography 178.6 17.3 26 84% 195.8 191.7 18.8 26 83% 210.5 198.1 47.2 28 90% 245.3 201.1 51.1 28 87% 252.2 Mathematics and Statistics 332.2 76.0 30 84% 408.2 342.1 81.5 30 85% 423.7 341.6 127.3 32 89% 468.9 355.9 70.5 29 82% 426.4 Science Total 935.0 119.8 28 87% 1054.8 948.7 133.3 28 86% 1081.9 959.9 210.2 30 91% 1170.0 994.5 152.6 29 88% 1147.1 Notes: For Science Faculty, Dean, Science Department: - Includes UFV Activity courses, such as Science Rocks!
2017-18 2018-19 2019-20 2020-21 Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Faculty Department FTE Class FTE FTE Class FTE FTE Class FTE FTE Class FTE Size Size Size Size Social Science Criminal Justice 438.6 14.8 31 98% 453.4 444.5 37.2 30 92% 481.7 458.1 86.2 30 93% 544.4 469.3 77.2 29 90% 546.5 Dean, Arts 10.0 6.2 28 85% 16.2 Economics 102.1 44.1 32 98% 146.2 98.0 71.6 31 92% 169.6 97.5 89.8 32 97% 187.3 115.6 49.2 32 96% 164.8 Global Engagement & Social Justice 24.2 4.7 29 83% 28.9 Graduate Studies 3.3 0.0 N/A N/A 3.3 6.5 0.0 N/A N/A 6.5 2.0 0.0 N/A N/A 2.0
Indigenous Studies 1.2 0.0 N/A N/A 1.2 4.9 0.0 N/A N/A 4.9 11.9 1.3 16 55% 13.2 24.8 1.3 28 84% 26.1 AGENDA ITEM # 3.2.4. Political Science 71.3 1.6 25 78% 72.9 69.6 3.0 24 75% 72.6 71.9 10.5 24 76% 82.4 70.6 8.0 24 74% 78.6 Psychology 353.5 13.9 30 93% 367.4 349.0 18.1 29 89% 367.2 361.9 30.4 30 92% 392.4 373.8 19.3 29 89% 393.0 Social Cultural & Media Studies 271.7 47.8 29 89% 319.6 254.5 97.0 30 91% 351.4 272.6 146.8 31 94% 419.4 306.9 120.1 29 83% 427.1 Social Science Total 1238.4 122.3 30 93% 1360.7 1223.7 226.9 29 90% 1450.6 1290.5 371.3 30 91% 1661.8 1387.1 279.9 29 87% 1667.0 Notes: For Social Science Faculty, Dean, Arts Department: - Includes GDS courses and GEOG-109
For Social Science Faculty, Graduate Studies Department: - Includes 700 level Program Evaluation courses Page 126 of 177 Program Report and Plan plus Concept Papers
Others 2017-18 2018-19 2019-20 2020-21 Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Faculty Department FTE Class FTE FTE Class FTE FTE Class FTE FTE Class FTE Size Size Size Size Arts Dean, Arts 10.8 2.4 22 74% 13.1 23.1 19.0 28 84% 42.1 39.8 78.6 31 89% 118.4 4.1 0.0 N/A N/A 4.1 Division Undeclared Undeclared 2.0 0.0 N/A N/A 2.0 4.6 0.0 N/A N/A 4.6 2.2 0.0 N/A N/A 2.2 1.7 0.0 N/A N/A 1.7 Provost and VP Academic Cooperative Education 9.2 3.3 N/A N/A 12.5 7.4 4.4 N/A N/A 11.8 7.8 4.6 N/A N/A 12.4 3.9 3.7 N/A N/A 7.6 UFV International 0.0 6.8 N/A N/A 6.8 0.0 6.7 N/A N/A 6.7 0.0 1.8 N/A N/A 1.8 Others Total 22.0 12.4 34.4 35.1 30.1 65.2 49.8 85.0 134.8 9.7 3.7 13.4 Notes: For Arts Faculty, Dean, Arts Department: - Includes Interdisciplinary Studies and Portfolio courses, as well as University 101 - For 2020-21, the remaining activity includes 2 sections of Interdisciplinary Studies
For Division Undeclared Faculty, Undeclared Department: - Includes PLA-In-Progress
For Provost and VP Academic Faculty, UFV International Department: - Int'l Contract Training courses
2017-18 2018-19 2019-20 2020-21 Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total Dom Int'l FTE Avg Fill Rate Total FTE Class FTE FTE Class FTE FTE Class FTE FTE Class FTE Size Size Size Size UFV Total 7014.9 1240.9 24 88% 8255.8 7155.3 1618.7 24 88% 8774.0 7374.0 2067.7 25 90% 9441.7 7366.8 1469.8 25 86% 8836.6
General Notes: - In Banner, some graduate programs are listed within the department and some are indicated as Graduate Studies. We follow this. - We have excluded Chandigarh activity, both UIGE and FVI. - Challenges, Directed/Independent Studies, Practicums and Labs excluded from Average Class Sizes and Fill Rates. - The calculation of average class size accounts for double, triple, quadruple sections by adjusting them to represent the weight of one section. - For 2020-21, most activity that used to occur in Dean, Arts departments were redefined and those courses were moved into different areas. - Small numbers have been supressed for Average Class Sizes and Fill Rates whenever a department generates less than 10 FTE in a given Fiscal Year. - Data extracted on April 7, 2021.
Prepared by Institutional Research and Planning AGENDA ITEM # 3.2.4. Page 127 of 177 AGENDA ITEM # 3.3.1.
SBC MEMORANDUM SBC Chair: Jackie Hogan Phone: 4676
SBC Assistant: Ashley Friesen Phone: 4029
TO: Gerry Palmer, Chair, Senate Governance Committee
FROM: Jackie Hogan, Chair, Senate Budget Committee
DATE: June 1, 2021
RE: 2022-23 Draft Budget Principles
At the May 20, 2021 meeting, the Senate Budget Committee (SBC) reviewed the 2022-23 Draft Budget Principles and had discussion on the updates and changes presented.
The following comments are included to reflect the discussion: • It was noted that changes were made to the Financial Planning Environment, the Budget Principles remained unchanged from prior year as they are still relevant and will continue to guide budget development in the coming year. • A question was raised relating to how small programs will be supported in the post COVID era. It was noted that budget principle #6 recognizes the full range of programs that are comprehensive to UFV programming and the importance of programs both big and small. • A question was asked about the goals and priorities in the Integrated Strategic Plan (ISP) and how they affect specific departments. It was noted that Deans are to determine how to operationalize plans for their areas to meet the goals outlined in the ISP. • A question was raised regarding support for micro-credential development going forward. It was noted that micro-credentials are a priority for the Province and are included in UFV’s strategic plan as contributing to lifelong learning.
The following motion was moved and seconded:
THAT the Senate Budget Committee recommends the 2022-23 Draft Budget Principles to Senate as presented. J. Thomas, N. Taylor CARRIED
2022-23 Draft Budget Principles Page 128 of 177 AGENDA ITEM # 3.3.1.
2021/22 Budget Planning Principles
The Consolidated Budget Plan is the mechanism for allocating resources to achieve the university’s Integrated Strategic Plan – IYAQAWTWXW (House of Transformation) 2021‐20261, approved in February 2021. Education Plan and related supporting plans. It ensures financial resources are aligned with the institution’s priorities and areas of focus.
Financial Planning Environment:
The University is committed to supporting the new Integrated Strategic Plan currently under development, with anticipated approval for the 2021/22 fiscal year.
There is considerable financial uncertainty regarding the economic impact and recovery from the COVID‐19 pandemic. Potentially high unemployment rates may offer opportunities for reskilling Canadians but may also limit international travel and access for international students. Student enrolments are expected to be uncertain for budget planning for 20221/232.
UFV is susceptible to trade‐related uncertainties and risks related to protectionism, geopolitics and the impact of COVID‐19 on the economic outlook of the province, country, and world.
Restrictions due to the COVID‐19 coronavirus pandemic are expected to continue until there is a widespread vaccination or until widespread immunity is established. The University will be guided by health and safety recommendations from the Provincial Health Authority (PHO) and the Ministry of Advanced Education and Skills Training (AEST).
UFV is partnering with universities across Canada in the Universities Canada commitment to Equity, Diversity and Inclusion. Commented [AF1]: Bullet point deleted after consultation with PAC The BC Government has passed the Declaration of Rights of Indigenous Peoples Act (Bill 41)2 which represents a crucial step towards reconciliation. The Act was developed in collaboration with the First Nations Leadership Council to create a framework for reconciliation in B.C. Commented [MB2]: (reflected in priorities and included in Ministry mandate and budget letters) UFV activities will align with government goals, expectations, priorities and accountabilities included in the Budget Letter3, Mandate Letters4, Ministry of Advanced Education, Skills and Training 202119/2220 – 20231/242 Service Plan5, and the University Act6.
1 https://www.ufv.ca/media/assets/strategic‐planning/UFV‐integrated‐strategic‐plan‐2021‐2026_p2.pdf 2 . Bill 41: 3 https://www2.gov.bc.ca/assets/gov/education/post‐secondary‐education/institution‐resources‐administration/budget‐letters/20‐21/ufv.pdf 4 https://www.ufv.ca/media/assets/board‐governors/2020‐21‐Mandate‐Letter‐University‐of‐the‐Fraser‐Valley‐‐‐signed.pdf
5 https://www.bcbudget.gov.bc.ca/2021/sp/pdf/ministry/aest.pdf 6 http://www.bclaws.ca/Recon/document/ID/freeside/00_96468_01
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Operating Ggrant funding is not expected to be increased for FTE growth or general inflationary costs; targeted funding may be received for additional FTE that align with the Ministry’s key strategies to achieve their goals. Funding for Adult Basic Education and English‐language Learning is directly linked to FTE targets established annually by UFV and the Ministry.
The Ministry of Advanced Education, Skills and Training is expected to conduct a review of post‐secondary education operating grant funding.
The current Collective Agreement will end March 31, 2022. The mandate for the next round of collective bargaining has not yet been set.
Implementation of apprenticeship ratios on public infrastructure projects, the community benefits framework, and harmonization of training of Red Seal trades across BC and the country have the potential to affect apprenticeship in the coming years7. ITA funded programs will be offered consistent with the approved ITA training plan and funding in accordance with agreement.
Government funding for capital and maintenance projects include a cost‐sharing commitment; the University will be required to contribute to the cost of approved major renovations, upgrades and capital projects. The 5‐Year Capital Plan and the Campus Master Plans will provide direction for projects.
The Government’s climate plan8 outlines significant greenhouse gas emission reduction measures. The university is expected to align operations with the Clean BC plan.
Domestic student tuition and mandatory fees are guided by the Ministry’s Tuition Limit Policy9. Programs with differential fees will be reviewed periodically.
The implementation of the new B.C. Graduation Program10 may impact the demand for programs and services that UFV offers to students as they transition from the secondary school system.
UFV will participate in the Post‐Secondary Administrative Services Collaborative (ASC)11 program, a collaboration on administrative and support services between B.C.’s 25 public post‐secondary institution. Administrative service efficiencies and shared services through ASC will be considered where consistent with UFV goals and where savings can be realized.
7 Industry Training Authority 2019/20‐2021/22 Service Plan: https://www.itabc.ca/sites/default/files/docs/about‐ita/service‐ plan/Service%20Plan%202021‐2022%20to%202023‐2024.pdf 8 https://blog.gov.bc.ca/app/uploads/sites/436/2019/02/CleanBC_Full_Report_Updated_Mar2019.pdf 9 http://www2.gov.bc.ca/gov/content/education‐training/post‐secondary‐education/institution‐resources‐administration/tuition‐limit‐policy 10 11 https://www2.gov.bc.ca/gov/content/education‐training/post‐secondary‐education/institution‐resources‐administration/administrative‐ services‐collaborative
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UFV will adhere to taxation, legislative, contractual and regulatory requirements.
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Budget Principles The following principles are used to guide budget decisions.
1. We will be transparent and accountable in our decision making. Budget decisions will be evidence based and will be guided by a consultative process.
2. We will align resources with our strategic goals. Budget allocations will be aligned with university strategic goals and related supporting plans. We will selectively invest in those areas that are strategically important to the university.
3. We will develop a budget that considers the relationship between support costs and instructional delivery. Faculty and support services will be aligned with consolidated enrolment plans.
4. We will encourage revenue generating activities, mindful of our capacity and constraints in keeping with our budget principles and strategic goals. Entrepreneurial activities will be encouraged where a net gain is projected within an acceptable risk‐tolerance level.
5. We will support the long‐term financial sustainability of the university. UFV must ensure that the rate of future cost growth is in line with the rate of revenue growth. Opportunities that increase efficiency while maintaining quality will be given priority.
6. We will recognize the importance of comprehensive programming, mindful of the need to respond to strategic directions and student needs.
7. We will take a strategic perspective in our hiring decisions. Position changes will be mindful and respectful of the impact on individuals, departments and institutional priorities. Vacancies will not be filled automatically allowing for limited resources to be allocated according to institutional priorities.
8. We will promote academic and service quality in our planning. Programs and support services will reflect our commitment to excellence and student success for all students.
9. We will develop the budget in a manner that manages risk to the university. An annual contingency will be maintained as a provision for enrolment declines, emergency response, unforeseen expenditures and the ability to take advantage of strategic opportunities.
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MEMO
TO: Dr. Joanne Maclean, Chair, Senate FROM: David Johnston, University Registrar DATE: June 1, 2021 RE: Publication of the University Calendar
BACKGROUND UFV publishes the Academic Calendar twice per academic year. This leads to a significant amount of redundant work for staff involved in maintaining the Calendar and Degree audit systems as well as for advisors having to navigate a complicated record management system for student’s academic progress. It is proposed that UFV move to publishing the Academic Calendar once per academic year with updates. The attached provides more information on the proposal. The Undergraduate Education Committee, the Senate Graduate Studies Committee and Faculty curriculum committees were consulted on the proposal. Feedback has been incorporated in the final document.
MOTION: That Senate approve publishing an annual University Calendar with at least two formal updates in the academic year. This will be effective with the 2021 – 2022 academic year.
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The University Calendar: Moving to a Single Calendar Year
The University Calendar Described May 31, 2021
The Academic Calendar is the official source for information about courses and programs of study offered at the University of the Fraser Valley. It is also the main source for information on admission requirements, academic regulations, academic standards, and general University policies for both undergraduate and graduate students. At times the Calendar is the official record for the information and at time it reflects information officially held elsewhere, such as Senate policies.
The years in a University – its complicated.
The academic year typically refers to September 1 to August 31, and encompasses the Fall, Winter and Summer Semesters as well as what we call the Continuing Education and Trades terms. For some purposes the Academic year may be considered to be July 1 to June 30.
The Fiscal year is from April 1 to March 31.
The traditional calendar year (small c) runs from January 1 to December 31.
For some purposes there is also a reporting year which runs from May 1 to April 31 (Summer, Fall Winter).
The Calendar Year (aka the Catalog Year)
The Calendar Year refers to the terms and dates associated with the academic year. All regulations relating to credentials and programs are first attached to the Calendar year they were approved (effective date). When a program has an approved change, the effective date for the change becomes the next Calendar year. There are some exceptions to this, as advance notice is required for some admission requirements and course prerequisite changes. The date (term) a student is admitted to a credential or approved in a program becomes their Calendar year and is important to students and advisors as it sets the curriculum requirements that must be followed to complete the chosen program. When a program changes while a student is enrolled in it, a student may elect switch to the new requirements, or remain in their initial Calendar year. A student may not straddle 2 different Calendar years in the same program, nor may they chose or be placed in a Calendar year prior to their initial admission to a credential or enrolment in a program.
At UFV, as the University transitioned from a traditional print Calendar to designating the web based (“on-line”) Calendar as the official record, a somewhat unique 2 Calendar years per academic year was created. Therefore, we publish a separate Fall Calendar and a Winter / Summer Calendar. The previous rules and regulations are copied into the next Calendar even if there are no changes. There is little documentation available on the purpose of it, but it is understood that when we went from the print edition to a fully online publication being the official version, members of the University community were concerned that there would be significant constraints imposed on when they could change courses and programs. It was likely felt that 2 publications a year would provide increased flexibility. While the
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current 2 per year system does allow for some flexibility, it adds unnecessary constraints and confusion and also causes a large work load for the staff preparing the Calendar, the staff updating the MyGRADplan program audit software, and the advising community. This is because all existing programs without or without changes must be duplicated from the Fall version to the Winter version. This involves a considerable amount of time and effort for no evident purpose.
Recommendation
It is proposed that UFV move to an annual “Academic Year” Fall to Summer Calendar with at least 2 formal updates per year. This would mean a single on-line publication, with formal fall and winter updates. Additional updates for editorial changes, error corrections and emerging issues will be done on an as needed basis. When approved, this will make it easier for students to understand, far less complicated for advisors, and let UFV take advantage of the on-line nature of the Calendar, which is far more flexible by-design than the old Print version. The impact on courses, programs and admission requirements is summarized below.
Course Changes
Major: with each Calendar update
Minor: with each Calendar update
Courses with prerequisite changes will be subject to the notice period described in Policy 84, Pre requisites and Co-requisites. Courses can only be discontinued/deleted in the annual update.
Program Changes
Major: Annual Calendar update
Minor: with each Calendar update
Program Additions: New programs will normally be introduced in the annual update, unless Senate or other approving body approves an exception. The new program would then be included in the next available update.
Program suspension
Each Calendar update
Program cancellation
Annual update only
Admission Requirement Changes
Annual update only, with notice when required as described in Policy 80, Admission.
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President’s Report to Senate – June 11, 2021
As Senate for this academic year comes to a close, I hope that you will join me in reflecting on the challenges that we have faced as a community, and the role of the university and our Senate in helping to build a better future through education and scholarship for students, for each other, and for the communities we serve.
We have faced a world-wide pandemic in Covid-19 and worked together to engage the mission of the university while prioritizing everyone’s safety and well being. It has been very difficult work. We continue to acknowledge the Truth of our history of abuse towards Indigenous people, and work to build Reconciliation through Indigenizing our university. We are all saddened and horrified by the recent announcement of discovery of the remains of 215 children who attended the Kamloops Indian Residential School and whose deaths were undocumented for over 60 years. Our work to make UFV an inclusive, equitable institution where diversity is celebrated and racism is intolerable must be engaged by all of us at the university. It is difficult and challenging work.
As I learn and consider our future, and through the challenges of this past year, I’ve been reflecting on several themes of UFVs journey and thinking about the role each of us plays to make change at UFV and to contribute to our collective success. I’ve been thinking about leadership, resilience and hope.
Leadership distributed across the university is required to navigate and successfully guide a university as large and complex as ours. I have been witness to wonderful acts of leadership from individuals and teams on each of our campuses: within the academic and student support units and Faculties and the Library; in IT Services and Teaching & Learning; in HR, OREG, and Finance; and across our administrative service areas like Communications and Marketing, Facilities, and the Secretariat.
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The work of Senate and all of its subcommittees has carried on. And while the challenges of our engagement this past year have been immense and complex, I have seen leaders across the university step forward to engage, to problem-solve, to collaborate for answers to difficult questions. I have been heartened by the approach, the cooperation between units, and the attitude of our educators and researchers and all those who support the work to ensure that the mission of UFV, to engage learners, transform lives, build community, continued during the pandemic. Through difficult times I’ve been impressed and thankful for your efforts, your perseverance, and dedication to our collective work.
Everyone has had to be resilient in responding to uncertainty and rapid change. Resilience is achieved through knowledge and courage and a values-based approach to controlling and managing expectations. It comes from developing success by enduring set-backs, and even failure. This past year is a true example of life not necessarily getting easier or more forgiving, but of the need to express and embrace compassion for others and self, and the will to accept a new reality.
And with compassion is hope. Compassion and kindness for another’s reality or perspective binds us together as a community. We must not underestimate the power of kindness and connection. As Syed Balkhi expressed, “Happiness is the new rich. Inner peace is the new success. Health is the new wealth. Kindness is the new cool”.
As an institution, I hope that all of us will lead in our own way, will continue to build up our own resilience and that of our students, while creating hope for a future that is better than our present, for everyone. A happier, peaceful, healthy, and kinder future. One that builds on strengths, not differences.
All of us at UFV must remain steadfast in our commitment to the calls to action from the Truth and Reconciliation Commission and to fostering an educational system that is accessible and safe for everyone. One that speaks out and stands up against racism and phobia for all racialized communities, including the recent anti-Asian racism in BC.
It is our privilege as educators to be intricately engaged in building a better tomorrow. It is our opportunity to join in the conversation for productive change as keys to our future. As a united community, we can do this.
I thank you for your work, and I hope that the coming months are restful and restorative to each of you.
Respectfully,
Joanne MacLean, PhD President & Vice-Chancellor
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MEMO FROM: Dr. James Mandigo, Provost and VP Academic DATE: June 1, 2021 SUBJECT: Senate Provost’s Report
Ey Swayel
On Thursday, May 27th, the Tk’emlúps te Secwépemc Kukpi7 First Nation confirmed the discovery of at least 215 victims buried in a mass grave on the former grounds of the Kamloops Indian Residential School. As Senators, we have a responsibility to ensure that the truths surrounding the genocide against Indigenous peoples is part of the core curriculum that every student learns here at UFV. We also have both the responsibility and moral imperative to build off of these truths and construct an educational system that redresses the atrocities of Residential Schools. Reconciliation must start with truth no matter how difficult it may be to hear.
While the discovery by the Tk’emlúps te Secwépemc Kukpi7 First Nation came as a shock to many, it did not come as a shock to many in the Indigenous community. Many Indigenous people have repeatedly and bravely shared their stories of the atrocities of residential schools for the past decades and have been living with their devastating impact for many generations. It is time that we all start to listen with an open heart and an open mind to the truths that have been ignored for too long.
Today, I am asking all of us, in our role as Senators and the academic stewards for UFV, to increase our commitment and our efforts towards uncovering the truths of residential schools and to work towards reconciliation in all of our academic programs. As part of an educational system that bears responsibility for the creation of residential schools, we must provide leadership within our educational institutions by listening to the voices of our indigenous people and help recreate an educational system that redresses the atrocities committed by educational leaders and decision makers who preceded us.
The Lalem ye Mestiyexw plan that was approved at the May Senate Meeting provides a timely river map for UFV to make changes in this direction. Over the next few months, my office will be working closely with the Indigenous Affairs Office, the Indigenous Student Centre, and the Special Advisor for Indigenization on how to operationalize and support recommendations in the Lalem ye Mestiyexw plan. I would like to challenge all of us to work towards identifying concrete ways in which we can enact lasting changes to our curriculum here at UFV.
In Stó:lō culture, the word tómiyeqw represents the connection with people seven generations past with those seven generations in the future. Honouring the lives of the victims from the past by working towards authentic truth and reconciliation in our education system is but one way we can ensure future generations can thrive in a truly just and peaceful society. My wish is that when we gather on Orange Shirt Day on September 30th this year, we will be able to share our plans of how we will ensure the truths of residential schools are shared with all members of our community and that we can identify a path towards reconciliation with all indigenous people.
UFV is situated on S’olh Temexw, the traditional lands of the Stó:lo
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COVID-19 Updates
BC’s Restart Plan released on May 25th provides a clear roadmap towards the resumption of on campus activities for the fall of 2021. Dr. Henry and her colleagues from the Public Health Office and the BC Centre for Disease Control also hosted a Q & A session for University Administrators and Union President’s on May 10th and with student leaders on May 28th. I encourage all Senators to review at least one of the recordings to hear directly from the provincial leaders who have been navigating the pandemic the past 15 months.
Using this guidance from the Public Health Office and the COVID-19 Return to Campus Primer distributed on April 30th, UFV developed a set of guiding principles and recommendations to assist in planning for the fall term. A copy of those Guiding Principles and Recommendations is attached to my report.
These guiding principles and recommendations were used to develop the fall timetable that is now available. My sincere thanks and appreciation goes out to the Office of the Registrar and to each and every Department Head and Director who have worked with their colleagues and their Deans to create a schedule that captures all we have learned over the past 14 months and opens new opportunities and pathways for students to access courses in ways they previously could not.
The following is a tentative breakdown of the delivery methods to be used for courses at UFV in September: Face to face = 43% Hybrid (at least 25% online/ 25% face to face) = 26% Online = 31%
This schedule will offer our students even more access to our academic programming. It takes the best from what we have learned throughout the pandemic regarding the flexibility and effectiveness of online learning, while safely reintroducing applied forms of learning in the classroom that UFV has excelled at for decades.
Integrated Strategic Plan
A number of Key Performance Metrics that align with the Goals of the Strategic Plan are presented for information to Senators as part of the June Senate package. These KPIs will be presented to the Board of Governors for their approval on June 10th. I would like to thank the members of APPC who reviewed a draft of the KPIs and provided valuable feedback in their creation.
Sr. Administrative Updates After a national search, I am pleased to announce that Camille Callison will be UFV’s new University Librarian. Camille is currently the Indigenous Strategies Librarian at the University of Manitoba and will be starting her new role at UFV on July 1, 2021. In addition to her vast experience at post-secondary libraries, Camille currently serves as Chair of the International Federation of Library Association’s Indigenous Matters Section, is a member of OCLC Reimagine Descriptive Workflows Advisory Group, the National Information Standards Organization’s Diversity, Equity, and Inclusion subcommittee and the Canadian Steering Committee on Archives – Truth & Reconciliation Commission Taskforce. Her past service includes terms as
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the President of Manitoba Library Association, the University of Manitoba Indigenous Advisory Circle, and a member of the founding board of the Canadian Federation of Library Associations (CFLA-FCAB) Chair of Truth & Reconciliation and Indigenous Matters Committees and a member of the Copyright Committees. She is currently pursuing a PhD from the University of Manitoba in Anthropology related to Indigenous Knowledge and cultural memory institutions (libraries, archives and museums). Camille is a member of the Tahltan First Nation and excited to be returning home to British Columbia (after nearly a decade away). Camille is replacing Kim Isaac who is retiring after 33 years of service to UFV, including 21 years as UFV’s University Librarian. Please join me in thanking Kim for her many years of leadership at UFV and we all wish her the best on the next stage of her journey. UFV will be celebrating Kim’s accomplishments in a more formal way in the coming weeks as she winds down her term at the end of June, 2021. The search for UFV’s Vice-Provost Academic is nearing completion. I hope to announce the successful applicant in the near future. The June Senate meeting is also the final Senate meeting for Dr. Jacqueline Nolte as Dean for the College of Arts. Dr. Nolte has served two terms as Dean and has been instrumental in leading the tremendous growth seen in the COA during her term. Please join me in thanking Jacqueline for her many years of leadership. UFV will be celebrating Dr. Nolte’s accomplishments in a more formal way in the coming weeks as she winds down her term at the end of July, 2021.
To align my report with the new Integrated Strategic Plan, I have reorganized the activities across the Academic Units under the Mission and Goals of Engaging Learners, Transforming Lives, and Building Communities.
Engaging Learners: Yoystexw ye totilthet Provide inclusive learning environments for everyone Health Sciences was happy to welcome Dr. Francis Horne Sr. in several virtual meetings with faculty members to share his experiences of working with Fraser Health on issues of indigenous cultural safety in healthcare The Abbotsford and Chilliwack libraries are now open in a COVID-19-safe way to current UFV students for a limited number of pre-booked individual study tables. Students can reserve one physically distanced table, chair, and power outlet. As we roll out this new service, bookings are for either the morning (9 AM - noon) or the afternoon (1 PM - 4 PM), and students are asked to arrive within the first 15 minutes of the session to be checked in. Pending demand, users are limited to one booking per day and per week. These procedures may be adjusted as we move through the summer and changing public health guidelines. Current UFV students can book their study table appointments here: https://libguides.ufv.ca/StudyTableBookings Continuing Education is delivering “train the trainer” programming for twelve Digital Literacy trainers with community organizations from across Canada in an online format during May and June (the program started May 21). Spurred on by the work of the President’s Task Force for Equity, Diversity, and Inclusion, members of the UFV community are exploring the possibility of establishing a Critical Disability Studies and Leadership program. For a taste of Critical Disability and anti-ableist practice, check out Alyson Seale’s TEDx talk
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Purposeful Steps Away from Ableism. Alyson, an Associate Professor in the UUP department, is responsible for UFV’s Workplace TASK program. Transforming Lives: Ayeqet kw’e shxwaylexws Provide opportunities for people to discover, develop, and share their gifts while also recognizing and celebrating the gifts of others The Social Justice (SJ) Practicum students won an award, and their research abstract was accepted by the CASWE-ACFT Conference in May 2021. The SJ students received the UFV Dean, Faculty of Professional Studies Award for their poster presentation, “Social Justice: Obvious or Ambiguous.” The SJ students, Courtney Mignot, Natalie Dahl, Jennifer Banh, Liv deGroot, Liz Welton, and Kiran Toor, poster captured the survey of social workers across BC. This project was designed and facilitated by Dr. Amanda Lavallee, Dr. Lisa Moy, and Jeff Wood and various community agencies, SWHS faculty, and staff contributed their knowledge and experience. Esposito Family Centre for Innovation & Entrepreneurship (EFCIE) Innovation Grant Winners: o Kristina Brunner (Sharon Gillies) - Microplastic Research in the Fraser River Basin o Kenneth Ku & Connor Frey (Golfam Ghafourifar) - Developing and optimizing the automated in-situ fabrication of microfluidic immobilized enzyme reactors o Isabelle St.Martin (Carin Bondar & Kseniya Garaschuk) - Exploring the gender gaps in STEM academia o Arshdeep Sekhon (Maryam Siahbani) - Named Entity Recognition (NER) o Steven Lawerence & Taif Anjum (Amir Shabhani) - Combating Social Isolation in Care Home Facilities Through Social Companion Robot ApplicationsJerri-Lynne Cameron won a Research Administration award from the Canadian Association of Research Administrators (CARA) History students Olivia Daniel and Tanveer Saroya presented their research alongside RAN co-chairs Ian Rocksborough-Smith and Sharanjit Kaur Sandhra in a presentation titled “KKK and Whitewashed Histories in Abbotsford,” for the BC Studies Conference on May 6 In response to COVID, UFV faculty developed some fantastic online courses, resources and learning strategies. We’ve asked nine of our colleagues to share their resources in a series of exciting five-minute ignite-style presentations. For more information go to https://events.ufv.ca/tlc/events/celebrate-great- online-learning-at-ufv/ or email [email protected]. Teaching and Learning’s Annual Report is available online. It has been a year like no other – check out what we have been up to. Go to: https://issuu.com/goufv/docs/tl_annual_report_2020-21 Lorna Andrews workshops on Educators Journey Towards Reconciliation (EJTR) and Weaving Knowledge Systems (WKS) continue to be very popular at UFV and in May she facilitated cohort workshops with Continuing Education, School of Business, School of Health Science, and Kinesiology. Lorna also offered various presentations to different departments including Indigenization at UFV for the Science Faculty Council meeting and the Communications Department Retreat, and IDR Interconnected for the Centre for Accessibility Services. BCcampus ‘Ditch the Final Exam’ project, created by Claire Hay and Helen Prins of BCcampus, published the following blogs during May. Check out our faculty who share their experiences when they ditched their final exams:
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o Stefania Pizzirani - https://bccampus.ca/2021/05/04/ditch-the-final-exam-why-how/; o RoseAnne Timbrell - https://bccampus.ca/2021/05/12/ditch-the-final-exam-part-2-roseanne- timbrell/; o Michael Corman - : https://bccampus.ca/2021/05/19/ditch-the-final-exam-part-3-michael-corman/ o Amea Wilbur - https://bccampus.ca/2021/05/26/ditch-the-final-exam-part-4-amea-wilbur/ The UFV, Industry Engagement Research Excellence Award was awarded to Maciej Kaczor, for the Faculty of Applied and Technical Studies in the amount of $1000.00. This was awarded by the Electrical department for his work on “Automated Honey Extraction System Project”. Each year the Dean of Science in consultation with the science department heads decides recipients of our Faculty of Science AAA Excellence Awards. This year we are pleased to announce that Dr. Stefania Pizzirani and Dr. Afia Raja from SLUEC are co-recipients of this year’s Awesome Achievement Award for overall excellence in academic endeavours. Dr. Linus Chiang received the Terrific Teaching Award; Dr. James Bedard from Biology received the Remarkable Research; Dr. Tim Cooper from Physics for Outstanding Outreach; Dr. Ian Affleck from Math and Stats for Superb Service Academic; and Margret Bollerup from Math and Stats for Superb Service Staff. https://blogs.ufv.ca/science/2021/05/31/congratulations-to-the-2021-faculty-of- science-aaa-award-recipients/ Dr. Kseniya Garaschuk was awarded the 2021 Graham Wright Award for Distinguished Service from the Canadian Mathematic Society (CMS). https://cms.math.ca/news-item/dr-kseniya-garaschuk-to-receive-the- 2021-graham-wright-award-for-distinguished-service/ The Abbotsford Reconciliation Garden & Carving project is ongoing, with an anticipated completion date of August 31, 2021. The University of the Fraser Valley School of Creative Arts is proud to present the 2021 Visual Arts Major Show, From Where I Make. This online exhibition features UFV VA Major 2021 graduates and will be available to view on the S'eliyemetaxwtexw Art Gallery website, officially launching on May 21, 2021. UFV SoCA, in collaboration with the UFV Race and Anti-racism Network (RAN), will also host an artist presentation. Artists include: Trevor J. Mykulak, Avneet Sandhu, Shannon Pahladsingh, Katie Strand, Michael Broekhuizen, Emilie Kvist, Joshua Oladipupo Jinadu (BMA) and Erin Caskey.
Building Community: Thayt kw’e st’elt’elawtexw Collaborate and partner in pursuits that enrich the lives of all people on our campuses, in our local communities, and beyond The Counselling, Advocacy, Learning, and Leading (CALL) service had a successful year partnering with the Abbotsford Senior Secondary School providing remote and in-person counselling services to the senior students. CALL relocated to new space within the Sweeney Centre for September 2021. The new space is professional with a designated reception counter, an adjacent waiting area, sole occupancy, three large offices, and an additional communal room for large groups and family meetings available upon request, with the potential for new partnerships in the fall. South Asian Studies Institute (SASI) unveiled two short films as part of its South Asian Historic Sites work (watch: Solidarity Lives and History of Abbotsford's Gur Sikh Temple) University Mobility in Asia and the Pacific (UMAP): UFV has been approved as a member of this network. With more than 600 members in 36 countries, it’s hoped that this new membership will help support
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student diversity at UFV through exchange and/or recruitment. UMAP also offers programs for staff and faculty mobility and much more. To promote and raise awareness for the National Accessibility Week, May 31 – June 4, 2021, the Teaching and Learning Centre (TLC) and the Centre for Accessibility Services (CAS) are hosting a three- day online event featuring keynote presenters, workshops, a student panel, and other relevant sessions to showcase and learn about accessibility. We have two keynote speakers from the Rick Hansen Foundation and our own Alyson Seale. Go to: http://events.ufv.ca/tlc/events/accessibility-awareness- event-june-1-3-2021/ Inspired by this current podcast https://teachinginhighered.com/episodes/, the TLC team, with Katherine Kohler as the lead, are initiating a TLC podcast that will feature people in higher education regarding a variety of topics related to teaching pedagogy. Members in TLC will take turns hosting the podcast and interviewing guests. The TLC team hopes to explore ways of being more effective at facilitating learning whether it be online, in person or hybrid. The target audience is staff and faculty at UFV. It’s also a way to deliver information that does not necessarily require you to be looking at a computer screen – users can take a walk and listen to a podcast on a mobile device. We hope to roll this out starting in July.
CityStudio Chilliwack is marking its inaugural semester with HUBBUB #1. This new university-city partnership is the 11th CityStudio partnership in Canada. More information: https://citystudiovancouver.com/blog/11th-canadian-citystudio-to-launch-in-chilliwack-bc/ CityStudio Abbotsford recently concluded HUBBUB #7. https://letstalkabbotsford.ca/citystudio-virtual-hubbub- winter2021
Thank you to all those who contributed to providing these updates from the Faculties and Academic Units.
Ey Si:yam Dr. James Mandigo Provost & VP Academic
UFV is situated on S’olh Temexw, the traditional lands of the Stó:lo.
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Office of the Provost & Vice-President Academic
To: Board of Governors (approval) & Senate (information)
From: Dr. James Mandigo, Provost & Vice-President Academic
Date: June 1, 2021
Re: Institutional Key Performance Indicators
Background
UFV’s new integrated strategic plan entitled: IYAQÁWTXW: House of Transformation was approved by both the Board of Governors and the Senate earlier in 2021. The Board of Governors has directed the Senior Executive team at UFV to identify a series of Key Performance Indicators (KPIs) aligned with the integrated plan to make certain that UFV can achieve the goals and strategic imperatives outlined within the plan.
At the direction of the President and Vice-Chancellor, the Vice-Presidents facilitated a series of discussions with the Deans, Senate’s Academic Planning and Priorities Committee, and the President’s Council to identify 18 Institutional KPIs.
As an integrated strategic plan, the Institutional KPIs should be relevant to all or most units across the campus. They should not be over-reliant from one area of the University for their success but rather require collaboration and coordination across multiple units/ areas to achieve the targets. To begin, the institutional KPI’s will be based on data already being collected with a handful of new important measures currently in development. Individual units/ departments may have their own specific KPIs that are unique to them but they should ultimately contribute to the institutional KPIs.
Recommended KPIs
The following recommended KPIs are important indicators that will identify UFV’s progress towards achieving the goals outlined in IYAQÁWTXW to engage learners, transform lives, and build communities. While they are not the only indicators of how we will measure success, they provide a high level indication of whether we are making progress of achieving our mission and vision through our values. Together with qualitative data that will be collected from units across the University that will provide more in-depth information of how the strategic imperatives are being implemented, the following recommended KPIs will enable us as a community to focus on ensuring we are living up to the commitments we made in the integrated strategic plan and are all held accountable for its ultimate success.
Long before Canada was formed, the Stó:lō (people of the river) occupied the land on which UFV is located. They lived in the Fraser Valley and lower Fraser Canyon of British Columbia and they spoke Halq'eméylem, also known as the upriver dialect. UFV recognizes and honours the contribution that Aboriginal people have made − and continue to make − to our community.
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Each KPI is aligned with at least one of 7 themes that are representative of the 23 strategic imperatives identified in IYAQÁWTXW. Aligning the themes with the KPIs is critical to ensure that the KPI is relevant and representative of the strategic imperatives that were identified to achieve the institutional goals. The themes provide additional context to why each KPI was chosen and help provide an indication of whether the strategic imperatives are having an impact upon the attainment of the institutional goals and ultimately achieving UFV’s Mission and Vision. The 7 themes are: i) Indigenization and Reconciliation; ii) Applied Research; iii) Lifelong Learning; iv) Student Experience and Success; v) Equity, Diversity and Inclusion (EDI); vi) Personal and Professional Development; and, vii) Engagement with Community.
In achieving the goals of these strategic priorities, we emphasize UFV values, as well as the principles of sustainability, responsible resource allocation, accountability, and quality assurance.
Engage Learners Goal: Provide inclusive learning environments for everyone KPI Target Source Frequency Theme % of total Indigenous increase % of each group on Institutional Annually Indigenization students and an annual basis research & & permanent faculty planning (IRP) Reconciliation and staff
Annual retention rate Increase retention rates by IRP Annually Student 5 percentage points in Experience & degree programs by 2026 Success (Yr 1 to 2/ Yr 2 to 3) % of students Increase senior student NSSE Survey Every 3 yrs Applied engaged in High participation in each Research; Impact Practices category of High Impact Student Practices on the NSSE Experience & survey by 2026 Success; Engagement with Community # of students by Ensure that a strategic IRP Annually Lifelong credential type balance in the % of Learning credentials offered annually (i.e., micro-credentials, apprenticeship, certificate, diploma, bachelor degree, and graduate degree) is consistent with UFV’s access mandate.
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% of students from Increase the share of Provincial Annually Engagement local communities students that attend UFV Student with out of the total graduating Transitions Community secondary students in Fraser Project Valley regional school districts that immediately transition to a PSI in BC Participation rates in Increase participation rates IRP Annually Lifelong pathway annually of students who Learning opportunities participate in PLAR, developmental credits, dual/ concurrent credits, and transfers from other PSIs (domestic and international)
Transform Lives Goal: Provide opportunities for people to discover, develop, and share their gifts while also recognizing and celebrating the gifts of others KPI Target Source Frequency Theme The number of Action Progress can be President’s Annually EDI Item Goals from the demonstrated on all action Progress EDI Action Plan that items on an annual basis Report have been implemented % of UFV programs 100% of UFV programs IRP Annually Lifelong that can ladder into (excluding professional Learning another program graduate level programs) will be eligible to ladder into another credential by 2026 Graduation Rates a) Increase graduation rates IRP Annually Student for degree students by 5 Experience percentage points by and Success 2026 b) Decrease the CUSC score of students reporting CUSC Survey Every 3 yrs barriers to graduation to comparable or lower averages than peer Canadian institutions by 2026 Number of faculty and Increase % of faculty and staff Human Annually Personal and staff engaged in who participate in Resources Professional professional professional development Development development activities activities on an annual basis Teaching Excellence a) Exceed BC average for BC Student Annually Student
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quality of instruction. Outcomes Experience b) Exceed BC average for Data and Success satisfaction with education
Build Communities Goal: Collaborate and partner in pursuits that enrich the lives of all people on our campuses, in our local communities, and beyond KPI Target Source Frequency Theme Status of All current initiatives to Accountability Annually Indigenization implementations be implemented by report and addressing the TRC 2024. Any new Decolonization Calls to Action and initiatives to be Articles 14, 15 & 21 of implemented by 2026. UNDRIP related to education
# of countries with increase # of countries UFV Annually EDI more than 10 students that meet this criteria International represented by on an annual basis international students
Annual Greenhouse Reduce tCO2e by 1/3 Office of Annually Engagement Gas Emissions (tCO2e) (33%) of 2009 levels by Sustainability with 2026 Community Employability skills Exceed BC average for % BC Student Annually Student of students who report Outcomes Data Experience and knowledge and skills Success gained in program were useful in performing their job # of community Increase annually the Office of Annually Engagement engaged projects number of research and Research, with scholarly activity Engagement Community projects within the and Grad communities in which Studies AND VP UFV serves External Total external research Increase annually the Office of Annually Applied dollars amount of external Research, Research research dollars (grants Engagement, and contracts) and Grad generated on an annual Studies basis
Total fundraising Increase total Advancement Annually Engagement dollars fundraising dollars Office with
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generated by 10% on an Community annual basis up to 2026
Institutional Support for the KPIs During the summer months, the Provost and Vice-President Academic’s office will be distributing a call for proposals to members of the UFV community to apply for funding from the Integrated Strategic Initiatives Fund (ISIF). Any faculty or staff member of the University, groups of faculty and/or staff members (e.g., Departments, Administrative/Academic Units, Centres & Institutes, Faculties), and any student organization that has official status with the University (e.g., student union groups, student clubs) will be encouraged to apply. The call for proposals will prioritize initiatives that support one or more of the 7 themes and ultimately positively impact achieving targets set for one or more of the KPIs.
Integrated Strategic Plan Reporting Progress on the KPIs will be made available through a public facing dashboard. Each KPI will have an established baseline and will be updated annually or when new information becomes available. This Dashboard site will be maintained and updated by the Office of Institutional Research and Planning and will be live by September, 2021 with baseline data for each of the KPIs.
An Annual Progress Report will be submitted to both Senate and the Board of Governors outlining UFV’s progress towards achieving the targets for each KPI as well as a series of qualitative narratives that highlight various initiatives to support the implementation of the strategic imperatives across the university. The first annual report is scheduled to be presented to the Board and Senate in June, 2022.
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UFV Integrated Planning Principles for Fall 2021 May 11, 2021
Preamble The purpose of this report is to provide guiding principles, roles and responsibilities for planning a safe return to on campus activities at all UFV campuses. It will inform the development of guidelines, procedures and key messages for communications but will not be a publicly available report. It will be shared with key stakeholders and groups internal to UFV.
Introduction On March 8th, 2021, Minister of Advanced Education and Skills Training (AEST) released a public statement that based upon the advice of Dr. Bonnie Henry (letter to all Presidents), post-secondary institutions in British Columbia should be planning for a safe resumption of regular on-campus activities starting in the Fall, 2021. As BC’s leader and top physician throughout the pandemic, Dr. Henry’s letter to post-secondary institutions is based upon extensive scientific research and modelling that guides this direction. These statements were followed-up with a Return to Campus Primer published by AEST on April 30th to provide further details to assist post-secondary institutions in their planning for the fall, 2021 term. More detailed guidelines outlined in an updated version of WorkSafe BC’s Go Forward Guidelines for Post-Secondary Institutions is expected by June, 2021 before coming into effect on August 1, 2021.
Based upon this guidance, where allowed under the pending update to the Go Forward Guidelines, UFV will plan for a full return of on-campus activities for the start of the fall, 2021 academic term.
However, this does not mean that we should be returning to replicate exactly what we did in the Fall, 2019. This past year has highlighted the opportunities that online learning can play to support increased access for students to our academic programming and in some cases, increases in pedagogical quality. The same holds true for our student supports and services; we have learned that students want continued choice in how they engage with Advisors, Counsellors, the Office of the Registrar, and a host of student supporters and service providers. A student-centred decision-making approach should be at the forefront of deciding how best to deliver our academic programming and student supports and services, as well as ancillary activities that enrich the campus experience.
The pandemic has also highlighted the role that post-secondary institutions such as UFV can play in helping our local communities recover from the impact that COVID-19 has had on those in the Fraser Valley. As a regional university, ensuring we are focused upon the needs of our community to help them “build back better” from the pandemic should be factored into the delivery methods and type of academic programming that is offered.
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Consultations Over a three-month period, a series of consultations took place with a variety of constituents to hear suggestions on how UFV should approach the Fall, 2021 delivery. These groups have included: • Department Heads and Directors • Student Union Society • Faculty and Staff Association • UFV Senate • Faculty Councils • External community consultations with community leaders from Abbotsford, Mission, Chilliwack, Hope and Agassiz. Note: Planning for consultations with Indigenous and First Nations leaders are still underway.
In addition, two surveys were conducted by Institutional Research in partnership with Teaching and Learning to better understand faculty and student experiences with online learning and their preferences for academic delivery post-pandemic. These surveys took place during the second half of the fall, 2020 term. Beyond this, leaders across the institution engaged in discussions with their units and shared that information with their VPs so as to inform our fall planning.
The following represent key themes that emerged during these consultations:
1. Safety Any return to campus should prioritize the health and safety of our UFV community and the surrounding community. UFV should also recognize that the severity of COVID-19 impacts individuals differently and should have robust plans to ensure accommodations are in place to protect those considered at most risk to severe health consequences of COVID-19.
2. Access The rapid pivot to online learning at UFV opened new opportunities to access educational programming and support services to members of our community. This increased access should continue particularly in response to the needs of members of our community who will be required to transition to new employment opportunities.
3. Flexibility The flexible options that online learning afforded was particularly impactful to many students who have a variety of responsibilities. Many asynchronous online learning formats meant that students could now access their courses at a time that best fit with their personal schedules. This was true, too, for student supports and services, with many students noting a preference for flexible options for help and support. However, students also identified the need for a way to connect directly with their peers and instructors through live sessions. Beyond the classroom, students are also eager for a return to campus life, including opportunities for social connection with peers and other members of the UFV community.
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4. Academic Integrity Many faculty members expressed concerns over the lack of academic integrity standards that online forms of assessment afforded. Test-bank for-fee platforms became more prominent during the pandemic (e.g., Chegg ). These online services increased the complexity of instructors being able to monitor their use during online exams and called into question the academic integrity of students’ work that was submitted.
5. Tech Support While faculty and staff greatly appreciated the support from the IT Service Desk, the inability to provide this service after 8:00 pm and on weekends was identified as a significant gap.
6. Distributed Leadership One of UFV’s strengths is its diversity of academic programming and delivery modes. A singular institutional approach to identifying the best method of academic delivery will vary from program to program and from course to course based on the intended learning outcomes. It is important for programs to have the autonomy to make decisions about course delivery at the departmental level in conjunction with Faculty Deans while also factoring in institutional principles and priorities. The same is true for student supports and services. UFV serves a diverse student population; as units work to support the similar and unique needs of various students, there is no one-size-fits-all delivery mode that works for all students or programs. Working with their Executive Director/Director/Registrar, units will make decisions about the best ways to deliver programs and services for students. To support the variety of delivery modes, administrative services will also make decisions about the best ways to deliver services that support this diversity.
7. Community Relevant Programming In response to how UFV can support communities across the Fraser Valley “build back better” from the pandemic, community leaders identified opportunities such as work-integrated learning, student and faculty research projects, problem-based learning opportunities based on current local issues (e.g., hackathons), and targeted academic programming as being critical for rapid recovery and continued development for the Fraser Valley.
Assumptions for Planning Based upon the direction provided by the PHO and AEST, the following assumptions are being made as part of our return to campus planning for the fall: a) Fall Registration will begin on or about June 14th b) The Province’s vaccination program will have been made available to everyone in BC by the start of the fall term and approved vaccines are considered highly effective at mitigating the effects of the SARS-COV2-19 virus c) The need to physically distance a minimum of 2 m from others will be reduced in supervised educational settings and all instructional spaces return to listed capacity, including laboratories. Essential, supervised educational activities will likely not be subject to physical distancing, while other forms of unsupervised campus activity may be.
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d) Instructional spaces will need to be cleaned regularly each day but cleaning between each class may not be required e) There may still be some public health orders in effect by the start of the fall term, but they will not restrict our ability to deliver face-to-face academic programming f) There is an expectation that the use of non-medical masks will still be enforced g) The SARS-Cov2 virus will remain endemic however COVID-19 transmission will be low, and more importantly serious infections will be uncommon. COVID-19 is a virus that is unlikely to be eliminated from the population. COVID-19 can be managed in the same manner as other common respiratory infections h) Faculty and support staff will have access to offices and on-campus infrastructure to support online course delivery i) Currently approved software to support the delivery of online courses will be maintained and, in some cases, expanded and improved (e.g., zoom, MS 365 for students) j) Effective public health and personal hygiene practices will continue to be promoted (e.g., wash hands, remain home when sick, contact tracing through public health authorities, etc.) k) The method of course delivery should be guided by effective pedagogical practices and the strategic imperatives outlined in the Integrated Strategic Plan l) There may still be health orders in effect that could limit some students from being able to physically access campus (e.g., international border restrictions, First Nations community restrictions, localized health orders, impact of COVID-19 variants) m) The method of student support and service delivery should be guided by an understanding of the diverse needs of students, with an emphasis on flexibility n) Baker House will be at 100% capacity, with measures in place to ensure the health and safety of all residents and staff o) All varsity sport will return, including travel and competition, with measures in place to ensure the health and safety of athletes, coaches, and athletic staff p) The method of administrative service delivery will be guided by the needs of academic and student operational support needs, with an emphasis on flexibility and effectiveness q) The following definitions are used when describing methods of course delivery: i. Face-to-face: a physical presence of a shared learning space with students and an instructor ii. Fully online: All components of the course, including methods of assessment (e.g., exams) are taught online iii. Hybrid: Parts of a course are taught face-to-face and parts are taught virtually either synchronously or asynchronously. A minimum of 25% of each mode of course delivery (i.e., hybrid and face-to-face) must be delivered online to be considered Hybrid iv. HyFlex: For each class in a course, students can choose whether they wish to participate virtually or face-to-face. Their decision on methods to access classes within the course can change throughout the term based on student preference v. Work integrated learning: A course that requires students to participate in a practical or workplace setting that is related to the learning outcomes of a course. The % of integration may vary from course to course
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Planning Principles and Recommendations To assist various areas with planning, the following are a set of guiding principles and recommendations for UFV’s approach to the Fall, 2021 that are based upon the feedback received through consultations and assumptions that are guided by the Public Health Officer and the AEST Return to Campus Primer.
Guiding Principles Recommendations Lead Responsibility • Completing a daily COVID-19 self-assessment and not • All employees, attending campus when ill students and guest • Following handwashing and hygiene protocols • All employees, students and guest • Maintaining up-to-date campus COVID-19 Safety • Risk and Safety Plans and work with the Fraser Health Authority to ensure our campus readiness plans meet public health orders and guidelines • Continuing daily cleaning protocols in all indoor • Facilities settings and on high touch surfaces • Non medical masks/face coverings are required to be • All employees, worn in all indoor UFV spaces except if alone in your students and guests private office or workspace. The mask requirement does not apply to those who are unable to wear a mask or put on/remove a mask on their own. • To alleviate concerns over high density on-campus by • Registrar Infection Prevention spreading out classes throughout the week and to and Control support more hybrid learning, the Registrar’s Office Measures will have the final authority when assigning days, times, and room locations for face-to-face courses after considering Departmental requests • Update institutional safety plans and protocols to • Risk and Safety, in align with pending changes to the Provincial Go consultation with Forward Guidelines for Post-Secondary Institutions JOHS • Directional arrows in hallways for traffic flow and • Facilities denoting building entrances and exits are recommended. • Furniture for informal or noneducational/non-study • Facilities use should be organized to discourage crowding. • Directions should be posted to minimize time spent in • Facilities confined spaces (e.g. elevators, washrooms). • Adhere to COVID operational protocols for Baker • Executive Director, House and ensure that the Baker House pandemic Student Affairs and plan is current Risk and Safety
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• Ensure that building ventilation (HVAC) systems are • Facilities operating and maintained in accordance with WorkSafeBC requirements and relevant ASHRAE1 Standards for indoor air quality • Barriers or partitions may continue to be used in busy • Facilities client-facing settings including retail checkouts, kiosks, and food service counters • Provide welcome back kits to all faculty, staff and • Marketing & students that includes several items (e.g., mask, hand Communications sanitizer, SWAG, etc.)
• Communications campaign welcoming students, staff, • Marketing & and faculty back to campus Communications • Develop a plan for a gradual return of employees to • Human Resources campus leading up to the start of the Fall academic and VPs term. • Faculty and staff are eligible to take a full day of • All employees special leave (paid leave) to be vaccinated against Safety Awareness COVID-19 • Daily self-assessment for COVID-19 symptoms will • All employees continue. Individuals experiencing symptoms should stay home, consult the BC COVID-19 self-assessment tool to determine if COVID-19 testing is needed, and contact 811 or their healthcare provider for medical advice as necessary • Work collaboratively with student societies, clubs and • VP Students governments to assist in the development and implementation of COVID-19 safety plans, and positively reinforce COVIDsafe behaviours both on and off campus • It is recommended that students select a specific seat • Instructors / space within a class or lab at the start of term, and endeavour to use that same seat or sit in the same immediate area until the end of term Classroom Safety • Continue to not require medical notes from students • Provost for excused short-term absences for COVID-related reasons, such as mandatory quarantine as a result of an exposure, symptoms that align with those on the self-assessment, or a positive COVID test
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• Robust accommodation plans to support students not • Deans able to attend face-to-face classes
• Restrict the consumption of food and beverages in • Instructors classroom settings
• Consider a reasonable balance between in-person • Deans and and on-line instruction of approximately 30% online. Department Heads/ Programs that were previously teaching at a higher Directors ratio (e.g. Adult Education, and Information Studies) Build flexibility into may continue as usual while programs that can not program delivery achieve the learning outcomes in a online and into delivering environment (e.g., Nursing, Trades, Science Labs) student supports may require substantially less than 30%. and services • Student Support • Ensure a balance between virtual, phone, and face-to- and Service areas face service and support options for students, making decisions about available options based on student need and choice
• Deans should work with individual departments to • Deans and decide what method of educational delivery is the Department Heads/ most effective pedagogical approach to achieving the Directors learning outcomes in a course
• Review and promote existing instructional support • Teaching and resources for online learning and develop an Learning inventory of best and promising practices Ensure Pedagogical quality • Create a community of practice devoted to those • Teaching and delivering online learning and host an annual event to Learning showcase these practices
• Use a student-centred and outcomes-based approach • Student Support to determining the best mode of delivery for student and Service areas development programs and programming
• Schedule additional tech support for instructors and • ITS and Teaching & Increase tech students to troubleshoot problems outside of Learning support traditional hours (i.e., after 8 pm) • Clearly articulate technology requirements to • Deans
students based on program needs
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• Deans to work with Departments to consider a blend • Deans and Support student of online and face-to-face sections when offering Department Heads/ retention and required courses with multiple sections. Directors credential • Departments should plan for appropriate delivery • Deans and completion models in the event international students are not Department Heads/ able to travel to Canada from their home country Directors Contingency • Update Emergency Preparedness Plan to ensure • Vice Presidents & planning should business and academic continuity Risk and Safety remain an integral • Develop contingency plans to rapidly respond to PHO • Vice Presidents & part of UFV going orders Risk and Safety forward to respond quickly to future emergency situations. Continue to • Develop a promotional campaign regarding how to • HR & Student prioritize the mental access supports for mental health Services health of our students, staff, and faculty. • Develop a proposal for Senate’s consideration to • Provost Increase implement course evaluations in each course to opportunities for provide formative feedback from students to student feedback instructors • Pair students with community organizations as part of • Teaching & Learning work-integrated learning and problem-based learning & Deans (e.g., hackathons) opportunities
Focus community • Develop targeted micro-credentials and continuing • Deans outreach education opportunities for groups impacted the programming on hardest by the pandemic areas of need to • Direct funding from the Faculty/Student Research and • AVP Research support pandemic Scholarly Activity Fund to focus on research projects recovery that focus on COVID-19 research and pandemic recovery • Organize a series of Science Talks aimed at issues • AVP Research related to COVID-19 • Plan O-Week opportunities for all students • VP Students Redress the lack of a traditional first year
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experience for • Place a heavy emphasis on face-to-face instruction for • Deans and students who 1st and 2nd year students where possible Department Heads/ started during the Directors pandemic • Continue the postponement of non-essential • UFV International international travel for the fall and VPs • Planning for outbound international travel for • UFV International students can resume but with contingency places in Cautious return to effect. Travel for educational purposes is considered international essential if it is to fulfill a credential requirement. All outbound mobility students must be eligible for entry into the host for students country and must abide by all local laws and health orders still in effect • In cases where international travel is a requirement • Deans and for program completion, alternatives must be Department provided if a student wishes not to travel Heads/Directors
• Collect an inventory of resources currently available • Teaching and to support hybrid learning and identify resources still Learning & ITS Increase support for required hybrid learning • Teaching and • Assess current hardware availability in learning Learning & ITS environments
• Seek a willing Department or Program wishing to pilot • Teaching and Pilot hyflex a hy-flex delivery mode Learning
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MEMO
DATE: May 14, 2021
TO: Dr. Joanne MacLean, Senate Chair
FROM: Dr. Nicola Mooney, Chair, Senate Graduate Studies Committee (GSC)
RE: Senate Graduate Studies Committee Annual Report
The Senate Standing committee for Graduate Studies (GSC) conducted its advisory role via virtual meetings held in September and November of 2020 and January, February, April, and May of 2021; in addition to one additional meeting in June 2020 that was further to last year's annual report.
This year, our major business focused on revision of the General Regulations for Graduate Studies. The regulations were last revised in 2016, and there have been changes to the established graduate programs as well as the introduction of several new programs in the interim. The revision process commenced with a discussion of graduate student continuance practices in January 2021. In February 2021, members of GSC were invited to provide comments on the regulations, and a subcommittee of representatives from three graduate degree and two graduate certificate areas within GSC along with the AVP Research, Engagement, and Graduate Studies and the Registrar met twice to discuss and suggest revisions. The recommendations and revisions were approved at the April 2021 meeting of GSC.
Other items for discussion and decision have included:
Policy and Procedures: As part of the revisions to the General Regulations for Graduate Studies (above), a revised continuance process for students needing extra time to complete final papers was established in January 2021. Also at that meeting, there was a discussion of ethical practices for reference letters and admission selection committee membership.
Supervisory Status Process: At the September 2020 meeting, after discussion and consultation in 2019‐20, a new process and criteria for conferring graduate supervisory status were approved. At the May 2021 meeting, GSC voted on the first annual report regarding supervisory status.
GSC Terms of Reference Review: This was discussed at our January 2021 meeting, and no changes were made.
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QAPA Consultation: At our September 2020 and February 2021 meetings, we discussed and provided feedback on the QAPA report review.
Program & Course Revision:
MA Crim: Program suspension (November 2020) Revisions to CRIM 715 (September 2020)
MEd in Educational Leadership and Mentorship: EDUC 705 capstone project course changed from letter grade to CR/NCR (Feb 2021)
MSW: SOWK 720 minor revisions (November 2020) Program Review and accreditation (Sept 2020)
Mindfulness‐Based Teaching and Learning Graduate Certificate: Entrance requirements & MBTL 710 revised (January 2021) Establishing course equivalents to MBTL 710 (June 2020)
Program Evaluation Graduate Certificate: Program suspension (April 2021)
Nomination of GSC Chair and Vice‐Chair: At the April 15, 2021 meeting of GSC, Nicola Mooney and Zina Lee were recommended for the roles of GSC Chair and Vice‐Chair for 2021‐22. We are grateful to Shelley Canning for her lengthy term as GSC Vice‐Chair and wish her a great sabbatical.
GSC Vacancies: The one faculty vacancy was recently filled for 2021‐22. We hope to recruit two graduate students to fill those vacancies on the committee. MA Crim graduate Ryan Buhrig has completed his degree this term.
Thinking ahead to our work in 2021‐22, we look forward to supporting two graduate programs that are currently in development, including the graduate certificate and diploma in Halq’eméylem and the graduate certificate in Technology, Innovation, and Society.
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MEMO
To: Gerry Palmer, Chair, Senate Governance Committee (SGC) From: University Secretariat Date: April 20, 2021 Re: Senate Governance Committee (SGC) Annual Report to Senate 2020/21
Below is a summary of the activities undertaken by the Senate Governance Committee (SGC) in the past year.
SGC Committee Work and Meeting Schedule The Senate Governance Committee met seven times for regular meetings to date. Three members of SGC served on the Joint Board/Senate Governance Committee and three members also volunteered to serve on the Academic Freedom Tribunal Panel. SGC reviewed Senate meeting dates and times and will be exploring this further in the coming year. Revisions to the Senate Bylaws Reviewed the Senate Bylaws and recommended to Senate the following revisions: 1. Meetings not held in person. 2. Academic Freedom Appeal Process: referencing Senate’s approved procedures. 3. Territorial Acknowledgement at Senate and Standing Committee meetings. Added an overarching statement at the start of the bylaws and then a comment later referencing the practice of giving acknowledgments at meetings. 4. Suggested adding wording to address the issue of when an elected senator becomes ineligible to serve or withdraws after acclaimed or elected, but before their term begins (see Appendix C). 5. Added to the election procedures (Appendix C), the option for a candidate to add a statement regarding how they believe their involvement might contribute to the equity, diversity, and inclusion priorities of UFV. 6. Change to Appendix C to reflect that candidate info is not any longer printed and posted as a hard copy, but only posted online. 7. Change to Appendix C of the terminology “support staff” to “staff”. I’ve listed the rationale in the track changes document. 8. An adjustment to Appendix C re. voting materials and “polling stations” to catch up with current practice (i.e. there are no “polling stations”, and candidates post physical and online election materials. 9. An adjustment to Section IV and Appendix D: Process for electing the vice-chair of Senate to address the inconsistency of date for when this election is held (bylaw currently references both May and June). Both now list June as the month where Senate holds the vice-chair election.
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Senate Governance Committee Annual Report - Gerry Palmer Page 160 of 177 AGENDA ITEM # 4.4.
Senate Policies and Procedures
SGC continued to review and develop academic policies: Policy Consultations: Course Audit 108 Course Repeat 86 Honorary Doctorate (221) Research Centres & Institutes (211) Adjunct Faculty (197)
Policy Reviews Initiated: Academic Renewal 224 Posthumous Credentials (199) English Language Proficiency Requirements (99) Undergraduate Directed Studies, Special Topics & Independent Study Courses (207)
Policies Recommended to Senate for a decision Final Grade Appeals & Procedures (217) Program Discontinuance Policy (222) – joint Reserved Seats Policy (85) - rescinded SGC reviewed Policy BRP-201.1, Academic Freedom, and recommended to Senate that the Board of Governors add Senate to having joint responsibility for the policy (subsequently approved by the Board).
New Policies in Process: Educational Services Academic Continuity
Terms of Reference and Committee Composition for Senate Standing Committees As always, there have been ongoing revisions of Standing committee Terms of Reference come forward through SGC. To date four of the eleven standing committees Terms of Reference have been reviewed.
Members of Senate Standing Committees Ongoing review and recommendation of candidates to Senate standing committees. The committee facilitated the appointment of numerous Senators and non-Senators to fill vacancies on these committees.
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Senate Governance Committee Annual Report - Gerry Palmer Page 161 of 177 AGENDA ITEM # 4.4.
Joint Board/Senate Governance
Updated the Academic Freedom Process approved at Senate Nov. 20, 2020 Established a joint committee to review the Academic Freedom policy Discussed ways to facilitate positive Board-Senate relationship Discussed several joint policies for next steps in the review process: 211; 221; 222; 85
Motion: That the Senate Governance Committee’s Annual Report be sent to Senate for approval.
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Senate Governance Committee Annual Report - Gerry Palmer Page 162 of 177 AGENDA ITEM # 4.5.
MEMO
To: Dr. Joanne MacLean, Senate Chair From: Jackie Hogan, Senate Budget Committee Chair Date: 2021-04-28 Re: Annual Report to Senate – Senate Budget Committee
Meetings To-date, the Senate Budget Committee has met six times, with two remaining meetings (May, June) for the 2020/21 academic year. Two meetings (October, November) were cancelled as no business items were received. Due to the COVID- 19 Pandemic, all meetings were held virtually and an electronic voting process was used.
Governance and Terms of Reference • One one-year voting student representative term was filled and approved by Senate. • One two-year voting student representative term was filled and approved by Senate. • Two two-year faculty representative terms were filled and approved by Senate. • Proposed revisions to the Senate Budget Committee Terms of Reference and Membership Composition was approved by Senate at the October 2020 meeting. • Senate Budget Committee approved the recommendation of the Terms of Reference with no changes to Senate in April 2021.
Annual Budget Plan The 2021/22 Draft Budget Principles were reviewed and discussed at the September 2020 meeting, with comments and recommendation put forward to Senate. The 2021/22 Draft Consolidated Budget Plan was reviewed and discussed at the February 2021 meeting, with comments and recommendation put forward to Senate.
Program Proposals The following Program Proposals were reviewed for consideration of budgetary impact and advice: • Applied Management Concentration • Indigenous Studies Certificate • Communications Major • Environmental Studies Minor • Civic Governance and Innovation Certificate
Program Proposals The following Program Proposals were reviewed to confirm the proposal effectively addresses the standards and criteria related to financial viability for Stage 1 of New Degree Proposals. • Communications Major
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Senate Budget Committee Annual Report - Jackie Hogan Page 163 of 177 AGENDA ITEM # 4.6.
Annual Report to Senate – June 2021
Indigenization Committee of Senate
The Indigenous Committee of Senate (ICS) is pleased to submit for Senate an Annual Report of our activities.
1. Committee Meetings and Membership The Indigenization Committee of Senate was established by Senate in January 2015, recognizing that including the Indigenous community in the indigenization of academic matters of UFV is a responsibility of academic governance. Nominees from within UFV and from the Aboriginal community were sought, with membership in place for the 2015-16 academic year.
Current membership of the Committee: Name Area Represented Gilmore Jope Faculty of Access & Continuing Education (Senator) Vandy Britton Faculty of Professional Studies Stan Manu Faculty of Science Lauren Couture Faculty of Health Sciences Christine Elsey Faculty of Social Sciences Mary Saudelli Associate Dean (Faculty of Professional Studies) Shaili Kealy Self-identified Aboriginal Student Kaylee Vogelar Student, nominated by UFV Student Union Society Angie Bailey Community Representative Cheryl Gabriel Community Representative Louis De Jager Community Representative Kris Erickson Community Representative Dianna Kay Community Representative (Chair) Sonny McHalsie Community Representative Bibiana Norris Community Representative Mark Point Community Representative Judy Swakum Community Representative Terry Prest UFV Elder Sophemia Prest UFV Elder Peter Geller Provost & Vice President, Academic (designate) Shirley Hardman Senior Advisor on Indigenous Affairs (Vice-Chair) Betty Peters Director of Indigenous Student Centre Lorna Andrews Teaching & Learning Specialist (Indigenization) Note: there are three community member vacancies. A sub-committee has been tasked with filling the remaining vacancies.
The ICS planned five meetings for the 2020-21 academic year: October 6, 2020 December 8, 2020 February 23, 2021 April 13, 2021 June 15, 2021
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Indigenization Committee of Senate Annual Report - Peter Geller Page 164 of 177 AGENDA ITEM # 4.6.
The October 6 meeting was cancelled due to scheduling issues; however, the committee members have met virtually for the remaining dates.
As per its Terms of Reference, at the December 8 meeting the ICS selected Dianna Kay as the Chair and Shirley Hardman as the Vice-Chair for the 2020-2021 academic year.
3. Committee Activities Committee members shared information on how COVID-19 was affecting their communities. These discussions created a shared understanding of how UFV’s efforts to continue supporting students and communities, and also the reality of living within the communities during a pandemic. All committee members were kept informed of UFV’s COVID-19 safety plans including information on the planned return to in-person instruction for Fall 2021. Lorna Andrews, Teaching and Learning Specialist – Indigenization, shared the UFV Equity, Diversity, & Inclusion Action Plan approved by Senate in October 2020.
Submitted by Dianna Kay, Chair, Indigenization Committee of Senate
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Indigenization Committee of Senate Annual Report - Peter Geller Page 165 of 177 AGENDA ITEM # 5.1.
MEMO
To: Joanne MacLean, Chair, Senate From: Secretariat office Date: June 1, 2021 Re: Remaining Vacancies on Senate and Senate’s Standing Committees for 2021-22
For information, expressions of interest continue to be sought for the remaining vacancies on Senate and its standing committees for 2021-22. Positions are being filled on a first-come, first- serve basis, as applications are received.
Senate Vacancies
. 1 Faculty of Science . 1 Faculty of Social Sciences
Standing Committee Vacancies
STANDING COMMITTEE SENATOR VACANCIES NON-SENATOR VACANCIES Academic Planning & Priorities 1 faculty
Faculty Standards 1 Health Sciences faculty 1 Humanities faculty 1 Social Sciences faculty Graduate Studies 1 faculty 2 graduate students Indigenization Committee 1 UFV Elder
Awards & Honours 1 student
Student Appeals 1 faculty 1 student
Remaining Vacancies on Senate and Senate's Standing Committee Page 166 of 177 AGENDA ITEM # 5.1.
Remaining Vacancies on Senate and Senate's Standing Committee Page 167 of 177 AGENDA ITEM # 5.2.
MEMO
To: Joanne MacLean, Chair, Senate From: Gerry Palmer, Chair, Senate Governance Committee Date: June 11, 2021 Re: Review of Terms of Reference
At its meeting on April 30, 2021 the FACE Faculty Council carried out its three-year review of their Terms of Reference and no revisions were proposed.
At its meeting on April 27, 2021 the Senate Budget Committee carried out its annual review of their Terms of Reference, and no revisions were proposed.
At its meeting on April 12, 2021 the Undergraduate Education Committee carried out its annual review of their Terms of Reference, and no revisions were proposed.
At its meeting on March 24, 2021 the Senate Awards and Honours Committee carried out its annual review of their Terms of Reference, and no revisions were proposed.
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Terms of Reference Review - no revisions Page 168 of 177 AGENDA ITEM # 5.3.
MEMORANDUM APPC Chair: James Mandigo Academic Planning and Priorities Committee APPC Assistant: Melinda Saretzky
TO: Dr. Joanne MacLean, Chair, Senate
FROM: Dr. James Mandigo, Chair, Academic Planning and Priorities Committee
DATE: May 14, 2021
RE: Media and Communication Studies Program Review Progress Report
At its May 12, 2021 meeting, the Academic Planning and Priorities Committee accepted the Media and Communication Studies Program Review Progress Report as an Information Item. APPC requests that Senate add the Media and Communication Studies Program Review Progress Report to the next agenda for information. Attachments: • Media and Communication Studies Program Review Progress Report
MACS Program Review Progress Report Page 169 of 177 AGENDA ITEM # 5.3.
MEMO
To: James Mandigo, Provost and VP Academic
From: Jacqueline Nolte, Dean, College of Arts CC: Chantelle Marlor, Department Head, SCMS; Linda Pardy, Associate Dean, Students, College of Arts; Bruce Kirkley, Associate Director, Program Development and Quality Assurance Date: 2021-05-14 Re: Media and Communication Studies (MACS) Program Review Progress Report
The Media and Communication Studies (MACS) program went through a Program Review in 2018-19. Through that process ten recommendations were made. This report outlines the progress made towards addressing these recommendations. It is divided into three sections: 1) an overview; 2) the status of each recommendation; and 3) next year’s work plan.
Overview
Following the program review, MACS caucus meetings were established to review the recommendations. The department also started the process of meeting with the School of Creative Arts (SOCA) to open discussions related to FILM and service courses. Through these meetings MACS realized the scope of the work ahead of them. On December 16, 2019 the department head, MACS faculty, and Associate Dean, Students (College of Arts) met to review the progress the MACS caucus had made towards addressing the recommendations and to create a work plan.
Several action items were established. These were:
• Develop a plan to address the program review recommendations.
• Explore how MACS could be re-packed or reframed to provide additional core competency courses to various programs and disciplines and/or provide growth opportunities for MACS.
• Develop a new media literacy course that would meet core competencies in the BA and BIS, but also provide much needed knowledge and skill development for the Diploma in General Studies students.
• Consider the use of the name Communication in relationship to the confusion that often results both with students and in terms of mandate creep with UFV’s Communication department.
While the program review recommendations were explicit, they also resulted in the MACS faculty having to address concepts related to the program’s identity and purpose before several of the recommendations could be authentically addressed. The Associate Dean volunteered to provide support with tasks related to program identity and curriculum renewal.
In the Fall of 2020, the group conducted an environmental scan of similar programs in Canada and US. Through this scan, curriculum, faculty job descriptions or postings, websites, and marketing materials were compared and contrasted. An inventory of similar program names was collected and a review the International Association for Media and Communication Research’s (IAMCR) sections and working groups was conducted. https://iamcr.org/s-wg The purpose of this work was to inform an ideation process.
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The Ideation Process
The ideation process started with MACS faculty engaging in a brainstorming session using Padlet. Following the brainstorm session, the faculty met with the Associate Dean to work through the following guide questions:
• What makes MACS different from CMNS?
• What opportunities exist for MACS?
• What makes MACS different from MEDA?
• What other areas could MACS support?
Through discussion and additional research these questions were addressed and key opportunities for MACS were identified. Examples of these opportunities include:
• Position MACS to contribute to the Critical Thinking BA core competency requirement – currently only Philosophy 101 is approved to meet this requirement. • Formalize collaborative deep partnerships with MEDA, CMNS, BFA and possibly GDD to provide service and elective courses. • Create an Assoc. Certificate aimed at critical media literacy which would be useful for any student, but especially useful for the DGS students. Consideration should be given to designing the associate certificate as a stackable credential (micro-courses). • Contribute to SOC & ANTH to foster interdisciplinary. • Target ministry employable focus areas such as health, digital knowledge or technology, & the environment etc. • Along with SOC & ANTH – be the area for the EDI education work ahead of us. Become the place where students find their way into complex EDI work and transformative learning. • Collaborate with the Indigenous Studies major/minor to support student interested in the media representation of Indigenous people, the use of art, graphic novels and films etc. – as education or messaging for reconciliation.
The group plans to meet in May 2021 to further map out a program and curriculum renewal processes.
Recommendation Status Update
Program Review Recommendations Status Update (see Action Plan table below for cross- references to original action items)
1. MACS to stay in SCMS but MACS faculty have been central to the 2020-21 discussions and develop a core presence in planning for a new School of Culture, Media and Society. MACS MEDA will remain a member of this school. Work is ongoing to establish a core presence in MEDA – essential to this work will be determining what aspects of FILM studies will be the responsibility of MEDA vs MACS. (e.g., production/creation vs. critical use of film in society/culture) 2. Laddering Pathways MACS faculty participate in the BMA program committee, but formal pathways and laddering options are not yet established. 3. MACS to focus on partnerships Likewise, pathways into the BFA are yet to be explored. These with BMA, and then create a tasks are on the work plan for 2021-22. major in the BA The creation of a SOC/MACS major is something the faculty have discussed. The MACS faculty have been monitoring the direction
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of the CMNS major to ensure any proposal for a major is significantly different and addresses explicit growth opportunities for MACS. This is where the environmental scan and ideation work has been beneficial. 4. Systematic approach to what The ideation process is informing this recommendation and it will MACS will and will not offer to be addressed as part of the 2021-22 work plan complement other programs and to consider what other programs can offer to MACS
5. a) Hiring of a new faculty a) MACS hired Dr. Shinhea Lee. She specializes in new media technology (re)structures b) Half time hire b) The formation of the new school could provide greater opportunities for interdisciplinary teaching and this may provide MACS with access to additional talent that could address the 50% hire recommendation
6. Curriculum Mapping This has not been done, but will be part of the 2021-22 work plan
7. External Advisory Committee The dean’s office is reviewing how external advisory committees formation are structured and function. Once this work is done MACS will have further direction towards implementing this recommendation. 8. MACS name remains the The MACS caucus agrees the name causes confusion with how same UFV uses Communications for what would normally be called Business/Professional Communication at other institutions. As a result, brand identity is confusing for students. An environmental scan of names has provided insights for further consideration. MACS would like to change its name, but will need to learn more about the process. 9. Faculty to teach fewer Additional sessional faculty have been hired, but permanent overloads faculty and the LTA faculty remain teaching overloads.
10. Experiential Learning – Experiential learning as defined by the program review committee Through City Studios was limited to out-of-class activities such as City Studios, but various experiential learning teaching strategies are embedded in MACS courses. The College of Arts is developing a new practicum system that will create easy access to additional experiential learning (out-of-class) for MACS students. As part of the curriculum mapping and renewal work, experiential learning will be made explicit. This work will be done in 2021-22.
Work Plan 2021-22
Date Task May 2021 Finalize priorities. Create curriculum review teams. Seek guidance on when to create a working group to propose a major. Establish a curriculum renewal tracking table June 2021 Establish a consultation meeting schedule with MEDA starting in the Fall 2021 Curriculum need/gaps mapping complete Establish curriculum renewal guiding principles Sept-Oct 2021 Curriculum revisions complete
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Nov 2021 Curriculum submitted to CACC Dec 2021 Curriculum submitted to UEC – in time for calendar publication Jan 2022 Revisit timing for setting up a MACS major working group. Begin work on an Assoc. Cert.
Action Plan (from Dean’s Summary Report, April 2019)
Cf. Action Timeline
1 MACS stays within Social, Cultural and Media Studies Short term
Immediate 1 MACS develops a core presence in the Bachelor of Media Arts/MEDA and ongoing
3 MACS takes on administrative duties for the BMA By Fall 2020
MACS adapts its Associate of Arts program to facilitate a transition into the 2 By Fall 2020 BMA and the BFA extended minor
MACS adjusts the Media Literacy certificate to ensure better articulation into 2 Fall 2019 the BMA and the BFA extended minor
3 MACS collaborates with Sociology to develop a SOC/MACS major Possibly by Fall 2020
1 MACS looks into increasing its involvement with the Film Studies program By Fall 2020
MACS assesses and prioritizes its service courses and possible use of courses 4 Fall 2019 from other areas in its programs
MACS looks into housing the Introduction to Journalism certificate and 4 Done adapting it to changing circumstances
MACS seeks to build on its interconnections with the Department of 4 Ongoing Communications
MACS hires a new full-time instructor with a specialized focus on Digital 5a Media, either as a dedicated MACS instructor or as a MACS/ANTH or By Fall 2020 MACS/SOC instructor
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By Fall 2022, MACS hires a new half-time instructor, also with a specialized focus on Digital 5b contingent on Media demand
6 MACS completes Curriculum Mapping By Winter 2020
MACS collaborates on the creation of an External Program Advisory Completed by Fall 7 Committee for the BMA 2020
MACS stays with its current department name: Media and Communication 8 Immediate Studies (MACS)
9 Faculty members do fewer than the equivalent of ten sections per year By Fall 2020
9 MACS conducts interviews for sessional instructors Fall 2019
Following the hiring MACS publicizes its programs of new full-time instructor
MACS explores further experiential learning opportunities with CityStudio 10 Fall 2019 Abbotsford
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Items brought forward from the April 16th, 2021 Senate in-camera meeting
Appointment of Charnjit Nijjar, for one student senator vacancy on theSenate Committee for Student Appeals, for a one-year term, from August 1, 2021 to July 31, 2022 Appointment of Charnjit Nijjar, for one student senator vacancy on theSenate Governance Committee, for a one-year term, from August 1, 2021 to July 31, 2022.
Appointment of Ravneet Sohal, for one student senator vacancy on theSenate Awards and Honours Committee, for a one-year term, from August 1, 2021 to July 31, 2022 Appointment of Ravneet Sohal, for one student vacancy on the Undergraduate Education Committee, for a one-year term, from August1, 2021 to July 31, 2022
Appointment of Sandeep Rai, for one student vacancy on the Senate Budget Committee for a one- year term, from August 1, 2021 to July 31,2022 Appointment of Ishika Sethi and Sandeep Rai, for two student vacancies on the Academic Planning and Priorities Committee for aone-year term, from August 1, 2021 to July 31, 2022 Appointment of Sarbjot Nijjar, for one student vacancy on the Undergraduate Education Committee for a two-year term, from August1, 2021 to July 31, 2023.
Appointment of Sarbjot Nijjar for one student vacancy on the Senate Research Committee for a two-year term, from August 1, 2021 to July31, 2023. Appointment of Kulveer Singh, for one student vacancy on the SenateCommittee for Student Appeals, for a two-year term, from August 1, 2021 to July 31, 2023.
Appointment of Zina Lee, Faculty of Social Science, for one faculty vacancy on the Graduate Studies Committee, for a two-year term, fromAugust 1, 2021 to July 31, 2023 Appointment of Candy Ho, Faculty of Humanities, for one faculty vacancy on the Senate Awards and Honours Committee, for a two-yearterm, from August 1, 2021 to July 31, 2023 Appointment of Samantha Pattridge, Faculty of Humanities and Vanessa Radzimski, Faculty of Science, for two faculty vacancies onthe Undergraduate Education Committee, for a two-year term, from August 1, 2021 to July 31, 2023
Appointment of Vanessa Radzimski, Faculty of Science, for one facultyvacancy on the Senate Teaching & Learning Committee, for a two-yearterm, from August 1, 2021 to July 31, 2023
Appointment of Tamara Courage, for one staff vacancy on the Senate Awards and Honours Committee, for a three-year term, from August 1,2021 to July 31, 2024. Appointment of Tamara Courage, for one staff vacancy on the SenateCommittee for Student Appeals, for a three-year term, from August 1,2021 to July 31, 2024. Appointment of Carol Dickson, for one staff vacancy on the Senate Budget Committee, for a three- year term, from August 1, 2021 to July31, 2024.
Items brought forward from Senate in-camera meetings Page 175 of 177 AGENDA ITEM # 5.4.
Appointment of Carol Dickson, for one staff vacancy on the Senate Governance Committee, for a three-year term, from August 1, 2021 toJuly 31, 2024. Appointment of Derek Ward-Hall, for one staff vacancy on the Academic Planning and Priorities Committee, for a three-year term,from August 1, 2021 to July 31, 2024. Appointment of Keziah Wallis, Faculty of Social Science, for one facultyvacancy on the Indigenization Committee of Senate, for a two-year term, from August 1, 2021 to July 31, 2023.
Appointment of Heather Davis-Fisch, Faculty of Humanities, Sumin Fang, Faculty of Humanities, Lin Long, Faculty of Applied & TechnicalStudies and Shelley Canning, Faculty of Health Sciences, for four faculty vacancies on the Senate Research Committee, for a two-year term, from August 1, 2021 to July 31, 2023.
Appointment of Dale McCartney, Faculty of Social Sciences and Lin Long, Faculty of Applied & Technical Studies, for two faculty vacancieson the Academic Planning and Priorities Committee, for a two-year term, from August 1, 2021 to July 31, 2023.
Appointment of Afia Raja, Faculty of Science, for one Science faculty vacancy on the Faculty Standards Committee, for a two-year term, fromAugust 1, 2021 to July 31, 2023. Appointment of Rodney Hayward, Faculty of Professional Studies andTeresa Arroliga-Piper, Faculty of Humanities and Raymond Leung, Faculty of Professional Studies for three faculty vacancies on the Senate Budget Committee.
Appointment of Amber Johnston, Faculty of Health Sciences, Gilmour Hope, Faculty of Access & Continuing Education, and Dana Landry, Faculty of Humanities for three faculty vacancies on the UndergraduateEducation Committee, for a three-year term, from August 1, 2021-July 31, 2024
Appointment of Amber Johnston, Faculty of Health Sciences, for onefaculty Senator vacancy on the Graduate Studies Committee, for a three-year term, from August 1, 2021-July 31, 2024
Appointment of Gilmour Jope, Faculty of Access & Continuing Education and Greg Wedel, Faculty of Applied & Technical Studies, fortwo faculty vacancies on the Indigenization Committee of Senate, for athree-year term, from August 1, 2021-July 31, 2024 Appointment of Greg Wedel, Faculty of Applied & Technical Studies, forone faculty Senator vacancy on the Senate Awards and Honours Committee, for a three-year term, from August 1, 2021-July 31, 2024
Appointment of Dana Landry, Faculty of Humanities, for one faculty Senator vacancy on the Senate Teaching and Learning Committee, fora three-year term, from August 1, 2021-July 31, 2024 Appointment of Gerry Palmer, Faculty of Professional Studies, for one faculty Senator vacancy on the Senate Committee for Student Appeals,for a three-year term, from August 1, 2021-July 31, 2024
Appointment of Nick Penner, Faculty of Applied & Technical Studies and David Harper, Faculty of Health Sciences, for two faculty Senator vacancies on the Senate Governance Committee, for a one- year term,from August 1, 2021-July 31, 2022
Items brought forward from Senate in-camera meetings Page 176 of 177 AGENDA ITEM # 5.4.
Appointment of Nick Penner, Faculty of Applied & Technical Studies, for one faculty vacancy on the Senate Teaching & Learning Committee,for a one-year term, from August 1, 2021-July 31, 2022
Appointment of David Harper, Faculty of Health Sciences, for one faculty Senator vacancy on the Senate Committee for Student Appeals,for a one-year term, from August 1, 2021-July 31, 2022
Items brought forward from the January 22nd, 2021 Senate in-camera meeting
Appointment of Longlong Huang, Faculty of Science, for the faculty vacancy on the Senate Budget Committee, for the remainder of a two-yearterm, until July 31, 2022.
Appointment of Carl Janzen, Faculty of Professional Studies, for the faculty vacancy on the Undergraduate Education Committee, for the remainder of a two-year term, until July 31, 2022.
Appointment of Sian Hurley, to fill the vacant Applied & Technical faculty vacancy on the Faculty Standards Committee, for the remainder of a two-year term, until July 31, 2022.
Items brought forward from the Nov 20th, 2020 Senate in-camera meeting
Appointment of Awneet Sivia, as chair of the Senate Teaching andLearning Committee for the 2020-21 academic year.
Appointment of Samantha Pattridge, as chair of the Undergraduate Education Committee for the 2020- 21 academic year.
Appointment of Opeyemi Adesina, Faculty of Professional Studies, to fill the vacant Professional Studies faculty position on the Faculty Standards Committee, for a two-year term, ending July 31, 2022.
Appointment of Jonathan Hughes, Faculty of Science, to fill the vacant faculty Senator position on the Senate Governance Committee, for a two-year term, mirroring his term on Senate, until July 31, 2022.
Items brought forward from Senate in-camera meetings Page 177 of 177